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December, 2010

Program Report for the Preparation of Special Education: General Curriculum K-12 Council for Exceptional Children (CEC) StandardsNATIONAL COUNCIL FOR ACCREDITATION OF TEACHER EDUCATION

C O V E R S H E E T

Institution Radford University State Virginia

Date submitted December 15, 2010

Name of Preparer Kenna M. Colley, Ed.D.

Phone # 540-831-5736 Email [email protected]

Program documented in this report:Name of institution’s program (s) Special Education: General Curriculum Five Year Program Grade levels for which candidates are being prepared K-12 Degree or award level Baccalaureate and Masters Is this program offered at more than one site? Yes X No

If yes, list the sites at which the program is offered

Title of the state license for which candidates are prepared Collegiate Professional

Program report status: Initial Review Response to a Not Recognized Decision Response to National Recognition With Conditions Response to a Deferred Decision

State licensure requirement for national recognition:NCATE requires 80% of the program completers who have taken the test to pass the applicable state licensure test for the content field, if the state has a testing requirement. Test information and data must be reported in Section III. Does your state require such a test?

X Yes □ No

Special Education General Curriculum Program Report, 2010 1

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GENERAL DIRECTIONS

To complete a program report, institutions must provide evidence of meeting CEC standards based on data from 6-8 assessments. In their entirety, the assessments and data required for submission in this report will answer the following questions:

Have candidates mastered the necessary knowledge for the subjects they will teach or the jobs they will perform?

Do candidates meet state licensure requirements? Do candidates understand teaching and learning and can they plan their teaching or

fulfill other professional education responsibilities? Can candidates apply their knowledge in classrooms and schools? Do candidates focus on student learning?

To that end, the program report form includes the following sections:

Section I. Context (See each question for character limit)Provide general information on the program as specified by the directions for this section. Please attach a copy of the program of study and one (if possible) attachment containing any charts, graphs, or tables.

Section II. List of Assessments (completion of chart)Using the chart included in this report form, indicate the name, type, and administration point for each of the 6-8 assessments documented in this report. (Note that Section IV of the report form lists examples of assessments that may be appropriate for each type of assessment that must be documented in the program report.)

Section III. Relationship of Assessments to Standards (completion of chart)Using the chart included in this report form, indicate which of the assessments listed in Section II provide evidence of meeting specific program standards.

Section IV. Evidence for Meeting Standards (attachments of the assessment, scoring guide/criteria, and data tables plus a 2-page maximum narrative for each of the 6-8 assessments)Attach assessment documentation plus a narrative statement for each assessment as specified by the directions for this section. For each assessment attach one (if possible) attachment that includes the 2-page narrative, assessment, scoring guide, and data table(s).

Section V. Use of Assessment Results to Improve Candidate and Program Performance (12,000- character maximum narrative)Describe how faculty are using the data from assessments to improve candidate performance and the program, as it relates to content knowledge; pedagogical and professional knowledge, skills, and dispositions; and student learning.

Section VI. For Revised Reports OnlyDescribe what changes or additions have been made in the report to address the standards that were not met in the original submission. List the sections of the report you are resubmitting and the changes that have been made. Specific instructions for preparing a revised report are available on the NCATE web site at http://www.ncate.org/institutions/process.asp?ch=4.

Format and page limits for narrative sections and attachments:Narrative: Sections I, IV, and V include narrative sections based on specific directions and character limits. Character limits are based on single-spaced text using 12-point type.

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Attachments: Sections I and IV include attachments. In general, attachments should be no longer than the equivalent of five text pages. NOTE: The report should contain no more than 20 attachments. NCATE staff may require institutions to revise reports that do not follow directions on format and page limits. In addition, hyperlinks imbedded in report documentation will not be read by reviewers and cannot be used as a means of providing additional information.

______________________________________________________Program report information on the web: http://www.ncate.org/institutions/process.asp?ch=10.To download report forms: http://www.ncate.org/institutions/programStandards.asp?ch=4.


http://www.ncate.org/institutions/programStandards.asp?ch=4

http://www.ncate.org/institutions/process.asp?ch=10

http://www.ncate.org/institutions/process.asp?ch=10

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SECTION I—CONTEXT

Provide the following contextual information: 1. Description of any state or institutional policies that may influence the

application of CEC standards. [Response limited to 4000 characters]2. Description of the field and clinical experiences required for the program,

including the number of hours for early field experiences and the number of hours/weeks for student teaching or internships. [Response limited to 8000 characters]

3. Description of the criteria for admission, retention, and exit from the program, including required GPAs and minimum grade requirements for the content courses accepted by the program. [Response limited to 4000 characters]

4. Description of the relationship1 of the program to the unit’s conceptual framework. [Response limited to 4000 characters]

5. Indication of whether the program has a unique set of program assessments and their relationship of the program’s assessments to the unit’s assessment system2. [Response limited to 4000 characters]

6. The On-line PRS system will not permit you to include tables or graphics in text fields. Therefore any tables or charts must be attached as files. The title of the file should clearly indicate its content. Word documents, .pdf files, and other commonly used file formats are acceptable. The system will not accept .docx files. [In PRS you will be able to attach files here]

7. Please attach files to describe a program of study that outlines the courses and experiences required for candidates to complete the program. The program of study must include course titles. [This information may be provided as an attachment from the college catalog (not the complete catalog) or as a student advisement sheet.]

8. Candidate InformationDirections: Provide three years of data on candidates enrolled in the program and completing the program, beginning with the most recent academic year for which numbers have been tabulated. Report the data separately for the levels/tracks (e.g., baccalaureate, post-baccalaureate, alternate routes, master's, doctorate) being addressed in this report. Data must also be reported separately for programs offered at multiple sites. Update academic years (column 1) as appropriate for your data span. [A copy of the Candidate and Completers chart is included as Attachment A at the end of this document.]

9. Faculty InformationDirections: Complete the following information for each faculty member responsible for professional coursework, clinical supervision, or administration in this program. [A copy of the Faculty chart is included as Attachment B at the end of this document.]

1 The response should describe the program’s conceptual framework and indicate how it reflects the unit’s conceptual framework2 This response should clarify how the key assessments used in the program are derived from or informed by the assessment system that the unit will address under NCATE Standard 2.

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1. CEC Standards Description of any state or institutional policies that may influence the application of CEC standards. [Response limited to 4000 characters]

2. Description of Field Experiences

Candidates spend 50 hours in the field before admission to the program, 250-300 hours in the elementary and middle school/secondary classrooms during the two Early Field "Block" Experiences, and 550+ hours (total of 28 weeks) of part time teaching in two Student Teaching placements during their graduate year in two classroom settings (elementary and middle or secondary school) in the Student Teaching Field Experience across two semesters. Candidates easily exceed the VA licensure requirement minimum of 150 hours of supervised instruction. Teacher candidates in schools are also closely supervised, supported, and evaluated.

Early Field "Block" Experience: The Early Field “Block” Experience is an integrated semester of coursework, field experiences, and seminars that teacher candidates complete prior to student teaching. The goals of the experience are to:

practice and reflect upon the application of professional knowledge in teaching,

enhance the capacity for deliberate self-study and inquiry into teaching,

increase understanding of diverse learners and of strategies that meet a variety of students' needs, and

receive formative and summative evaluation from a variety of professional educators within multiple task settings.

Teacher candidates are in classrooms 20 per week across five school days for fourteen weeks. Teacher candidates attend classes in the afternoon and evening. Most teacher candidates accumulate 250-300 clock hours of work in the schools during this experience, including the supervised teaching and embedded assignments from coursework. The university supervisor observes teacher candidates in the field; conferences with individual teacher candidates in the field and on campus; plans and implements professional development seminars based on the needs of candidates and program; serves as the primary liaison in developing and implementing partnership activities with the school(s); works closely with the cooperating teacher in planning and evaluating the candidate's involvement in the classroom; and collaborates with other supervisors in developing, implementing, and evaluating the courses, field experiences, and seminars. University supervisors contact teacher candidates regarding their field experiences on a weekly basis through the seminar or through individual observations and conferences. The program requires teacher candidates to meet certain qualifications for admission and retention in Early Field Experience. In order to participate and benefit from the program candidates must have basic skills and


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dispositions in the following areas: effective oral and written communication skills, knowledge of the disciplines, interpersonal skills and dispositions, and appropriate professional conduct.

Teacher candidates are expected to communicate effectively orally and in writing with usage, spelling, pronunciation, and punctuation appropriate to Standard English. They should be able to articulate clearly and effectively project and modulate their voice. Radford University has several resources to help teacher candidates meet requirement for demonstrating communication skills required for retention in the program. Student Teaching Field Experience: During their graduate year, teacher candidates complete two fourteen week internships of student teaching. Candidates must log a minimum of 200-250 hours in the classroom, including a minimum of 150 hours of direct instruction. The university supervisor meets with teacher candidates on a weekly basis and conducts at least four structured observations and conferences. He or she also meets regularly with the cooperating teacher.

Teacher candidates must meet the requirements for admission to the Teacher Education Program upon entrance to their senior year. After successful completion of their Early Field Experiences during their senior year, they must meet all requirements for admission to the College of Graduate and Professional Studies before being enrolled in the graduate portion of the program.

3. Description of criteria for admission, retention, and exit

REQUIREMENTS FOR ADMISSION TO THE TEACHER EDUCATION PROGRAMAll Candidates have responsibilities both as a university student and as a preserviceprofessional. Teacher candidates must meet minimal requirements in three primary areas: academic excellence, basic proficiency skills, and professional dispositions and characteristics of teacher candidates. Policy and procedure requirements for admission into the Radford University Teacher Education Program are outlined in the undergraduate catalog and on the Field Experiences webpage.

Prior to applying to the Teacher Education Program, teacher candidates should:• document fifty hours of working with children in structured learning situations;• earn a 2.5 or better GPA overall college work and in their major courses;• complete a speech and hearing test;

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• pass the basic proficiency exams required for entry into Virginia Teacher PreparationPrograms ‐ Praxis I, Virginia Communication and Language Assessment (VCLA); pass EDRD 314 Basic Skills Phonics Test and be recommended by departmental faculty using the Departmental

Review process.

In additional Teacher Candidates are expected to:• Demonstrate proficiency in oral and written communication.• Demonstrate knowledge of content and content pedagogy.• Exhibit responsible professional conduct at all times by assuming the characteristics and dispositions of a professional educator. The Code of Ethics of the Education Profession and Radford University Teacher Preparation Programs Professional Characteristics and Dispositions, both of which can be found in the Field Experiences Handbook. Candidates are strongly encouraged to become familiar with this document.

PERFORMANCE EXPECTATIONS FOR EARLY FIELD EXPERIENCEQUALIFICATIONS FOR RETENTION IN EARLY FIELD EXPERIENCECandidates enrolled in early field experience are expected to meet the minimal requirements within the three primary areas of academic excellence, basic proficiency skills, and interpersonal and professional qualities. These qualifications are more fully described in the Field Experiences Handbook.Oral and Written CommunicationCandidates are expected to communicate effectively both orally and in writing. Candidates should be able to:• use appropriate Standard English, including grammar usage, spelling, pronunciation,and punctuation;• articulate clearly and effectively project and modulate their voice;

Content KnowledgeCandidates should demonstrate sufficient mastery of the knowledge and skills they will be teaching to ensure student learning. Candidates are expected to:• exhibit an interest in content subjects, including the knowledge of accommodating and instructing learners with disabilities;• demonstrate a willingness to collaborate with general educators;• have the ability to use a variety of resources for enhancing their skills and understanding.

Interpersonal Skills and DispositionsCandidates must be able to establish a positive and productive working relationship


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with their peers, teachers, and instructors. (See Field Experiences Handbook for a detailed listing.) They must already exhibit interpersonal skills and dispositions such as:• unconditional positive regard for children, youth and their families;• professional respect for others and for programs in the school;• ability to handle stress and to deal with change, unexpected events, ambiguity;• ability to positively influence others;• ability to work in a manner that contributes to group goals;• maintain a problem‐solving attitude;• observe confidentiality;• use active listening skills;• express opinions in a mature manner in spite of disagreement;• engage in and benefit from constructive criticism.

Professional ConductCandidates are to assume the attitude, bearing, and responsible actions of a personentrusted with the role of a professional educator. (See the Field Experiences Handbook for a detailed listing).Candidates must:• know and abide by all school and university policies and procedures;• be punctual, reliable, and dependable;• maintain satisfactory attendance and time schedules;• commit to the work necessary to accomplish requirements and meet goals;• demonstrate a professional attitude in all contacts with the school, community, anduniversity;• recognize situations which require confidentiality and be extremely cautious indealing with such situations.

4. Description of relationship of program to the unit’s conceptual framework

Conceptual Framework

Radford University believes that learning to teach is a career-long process, and candidates must therefore demonstrate a commitment to life-long learning. Radford designs programs that integrate knowledge and skills from several areas of study and experience over time: prior beliefs, research, expert counsel of practitioners, guidelines from professional organizations, and the candidates' own study and experience. Radford encourages candidates and faculty to use and examine their own beliefs and concepts of teaching, their continued experiences and experiences of others, the craft knowledge of mentor teachers, and research literature on teaching and learning. Evidence-based practices in education are

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emphasized in coursework and throughout the internship for the maximum impact on student learning.

Candidates are expected to demonstrate knowledge, skills, and dispositions in six key areas: (a) understanding content and engaging students meaningfully with content; (b) understanding how students learn and develop, understanding individual differences, and being able to adapt instruction for diverse learners; (c) establishing a culture for learning; (d) demonstrating research-based, effective strategies in planning, (e) in instruction and assessment of student learning; and (f) demonstrating professionalism by seeking opportunities for professional growth, being proficient in implementing state and national standards, fostering relationships with colleagues, families, and communities to support students' learning and well-being. Thus the design of the program, in support of and parallel with the unit's conceptual framework, is that of a professional learning community in which all-candidates, experienced teachers, faculty, university and school administrators-work together in a purposeful and reflective manner to support the development of children, communities, and each other. Inquiring into teaching and learning and exploring the use of inquiry to promote children's literacy in the disciplines serve as departure points for professional development and for collaborative work addressing the needs of children within varying school contexts.

Radford’s Expectations

The expectation for Radford University professional education candidates is that they demonstrate a commitment to life-long learning. Studies of experts and novices in education suggest that professional knowledge and dispositions emerge from lived-experience reflections: situated learning that takes place within an environment that values and pursues inquiry into professional practice and student development and learning. Thus, a second underlying tenet in Radford University's program is the emphasis on professional learning communities that promote the development and well being of students and families, professional education candidates, and university and school-based faculty. Programs are also designed to encourage candidates to integrate knowledge gained over time from several areas of study and experience: from candidates' prior beliefs and understanding, from research in their fields, from the expert counsel of practitioners, from guidelines from professional organizations, and from their own study and experiences as teachers. Research has heightened awareness of the pervasive impact that content knowledge has on professional practice. Deep content knowledge is essential in promoting student learning. Teacher candidates understand the central concepts, tools of inquiry, and structures of the discipline(s). Candidates create learning experiences that make these aspects of subject matter meaningful for students. They are able to address content in ways that motivate and engage students, using multiple modes for representing


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content and for assessing learning in order to meet the needs of diverse learners. Professional expertise includes the knowledge, skills, and dispositions to engage in learner and family centered work. Informed decision-making requires a strong understanding of various aspects of human development. Candidates understand how children and youth learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development. They understand how students differ in their approaches to learning and can create instructional opportunities that are adapted to diverse learners. They use an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self motivation. The increasing diversity of students in schools requires that professionals have strong foundations in multicultural and global perspectives, in the socio-cultural contexts of human growth and development, in learning styles, in communication and interaction styles, in family systems, and in student exceptionalities. Candidates demonstrate the knowledge, skills, and commitment needed to advocate for quality education for all students, and to recognize and eliminate structures, assumptions, and practices that restrict access or perpetuate inequities in education. Best practice requires a commitment to inquiry and reflection, attention to multiple variables impacting student development and learning, and a proactive stance toward schools as learning communities. Candidates apply best practices in order to ensure that all children and youth are successful learners. Candidates use knowledge of effective verbal, nonverbal, and media communication strategies to foster active inquiry, collaboration, and supportive interaction among students and professionals. Candidates plan instruction and services based upon knowledge of subject matter, students, families, the community, and curriculum goals. They understand and use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner. Candidates are able to explain what they believe, know, and do based upon research and best practice. They are able to integrate technology into their practice to promote student learning, to access information to enhance communication, to manage their roles and responsibilities effectively and to extend their own learning. Candidates actively seek opportunities to develop professionally and to promote renewal and best practice in the learning community. Candidates reflect systematically upon their practice and continually evaluate the effects of their choices, decision, and actions on others. Candidates are knowledgeable about and proficient in meeting professional and state standards for practitioners in their field. Candidates foster relationships with school colleagues, families, agencies, and the community to support students' learning and well-being. They are able to communicate effectively and sensitively with families about school programs and about the progress of their children, and are successful in engaging families in the education of their children and youth.

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Program DescriptionRadford's Special Education: General Curriculum teacher preparation program contains several components that make it successful in preparing teachers. These components are:

extensive general education (core curriculum requirements), comprehensive subject-matter studies at the baccalaureate level in

the liberal arts, concentrations in two areas, pedagogical studies, extensive clinical experiences in each program at both the basic and

advanced levels, and interaction and mentoring among university faculty and candidates.

Program Vision and Mission

Vision: The Radford University Special Education: General Curriculum Teacher Education Program emphasizes the preparation of effective teachers who can work collaboratively in today’s complex and diverse classrooms to maximize learning for all children and employ specialized instruction for learners who experience disabilities. The program fosters collaborative teaching and learning experiences that prepare special educators to work as 21st century agents of positive change.

Mission: Radford University Special Education programs offer practicing educators and those intending to enter the teaching profession the opportunity to engage in a program of study that meets their interests and teacher licensure needs in the area of special education. Our programs emphasize knowledge and skills in characteristics, assessment and evaluation, understanding and application of service delivery, curriculum and instruction, IEP development and monitoring, transition, proactive classroom management and positive behavior support, and collaboration and teamwork. The goal of the program is to develop professionals who can work effectively with children and youth with disabilities, ensure their academic and personal success through collaboration with families, general educators and other team member, and advocate for children, families and the profession to improve the quality of life for all children and youth.

5. Indication of whether the program has a unique set of assessments

Common Assessments across the Unit include the following:1. Content Knowledge Licensure Assessment/s – Praxis I, Virginia

Communication and Language Assessment (VCLA) and the Virginia Reading Assessment (VRA)

2. Content Knowledge – Departmental Review Process3. Assessment of Student Teaching – Teacher Candidate Evaluation form4. Additional Assessment - Professional Characteristics & Dispositions form


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5. Additional Assessment – Employer/Alumni Survey

Assessments that are unique to the Special Education: General Curriculum Teacher Preparation Program

1. Assessment of Candidate ability to Plan - Planning for Instruction2. Assessment of Candidate effect on Student Learning – Action Research

Assignment and Planning for Instruction3. Additional Assessment – IEP assignment, Electronic portfolio that includes

Diagnostic Reports and Functional Behavior Assessment and Behavior Intervention Plan

6. Tables

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B. Core Skills & Knowledge (16SH) Courses must be from different disciplines: MATHEMATICAL SCIENCES (3SH) MATH 111 3** NATURAL SCIENCES (4 SH) (BIOL, CHEM, GEOL recommended) 4 One of the following: ASTR 111, 112 BIOL 103, 104, 105 CHEM 101: 102, 120 GEOL 100, 105: 106 PHYS 111: 112, 221: 222 HUMANITITES (3 SH) ENGL 201, 202, or 203 3** SOCIAL/BEHAV. SCIENCES(3SH) HIST 111 or 112 _______ 3** VISUAL & PERFORMING ARTS (3 SH) 3 One of the following: ART 111, 215, 216 , CVPA 266, DNCE 111, MUSC 100, 121, 123, THEA 100, 180 A. Core Foundations (12SH) CORE 101 3 CORE 102 3 CORE 103* 3 CORE 201 3 CORE 202 3 NOTE: Courses listed in multiple areas can only be used to fulfill a single area requirement. Students can use only one course with their major prefix to fulfill core requirements. *Honors course – will replace CORE 101 & 102 for those students in the RU honors program **Program requirements met through Core Curriculum INTERDISCIPLINARY STUDIES – Special Education/General Curriculum: 5-year program Academic Year 2009-2010 (Rev.5/18/09) NAME _______________________________________________ID#_____________________________ CORE CURRICULUM – 43 Semester Hours (SH) UNIVERSITY CORE COLLEGE CORE B. Supporting Skills & Knowledge (9-11SH) NATURAL SCI. OR MATHEMATICAL SCIENCES (3/4 SH) MATH 112 __ 3** HUMANITIES, VISUAL & PERFORMING ARTS, OR FOREIGN LANGUAGES (3-4 SH) HIST 101 or 102 3** SOCIAL/ BEHAV. SCI. OR HEALTH & WELLNESS (3SH) (HLTH 111, 200 or RCPT 200 or NUTR 214 recommended) 3 One of the following: APST 200, ECON 105, 106, GEOG 101, 103, HIST 111, 112, POSC 110, 120, PSYC 121, RELN 205, SOCY 110, NUTR 214, HLTH 111,200, NURS 111, RCPT 200 A. National & International Perspective (6SH) Courses must be from different disciplines: U. S. PERSPECTIVES (3 SH) ECON, APST, POSC 3** One of the following: ECON 101, 105, 106, APST 200, POSC 120 GLOBAL PERSPECTIVES (3SH) GEOG or ANTH/SOCY 3** One of the following: ANTH/ SOCY 121, GEOG 101, 102, 140, 180 SPECIAL EDUCATION MAJOR - 43 Semester Hours – 2. 5 GPA required to enroll in early field experience and graduate Interdisciplinary Core –19 Sem. Hrs.

2 CONCENTRATIONS (24 Sem. Hrs.) Special Education & Liberal Arts. Each concentration requires 12 Sem. Hrs. except Foreign Lang concentration which requires 15 hours due to structure of program.

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7. Candidate information (see Appendix A)

8. Faculty information (see Appendix B)

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SECTION II— LIST OF ASSESSMENTS

In this section, list the 6-8 assessments that are being submitted as evidence for meeting state and national standards. All programs must provide a minimum of seven assessments. If your state does not require a state licensure test in the content area, you must substitute an assessment that documents candidate attainment of content knowledge in #1 below. For each assessment, indicate the type or form of the assessment and when it is administered in the program.

Name of Assessment3 Type orForm of Assessment4

When the AssessmentIs Administered5

1 Content-based assessmentInternship Evaluation (EDSP 791-792; Student Teaching);

Internship Evaluation: Category I and IV all questions (final evaluations only)

Student Teaching in elementary or secondary; 5th year

2 Assessment of content knowledge in special educationImages of Disability (EDSP 361; Introduction to Students withDiverse Learning Needs and the SpecialEducation Process)

Project EDSP 361; Introductory course before entrance to Teacher Education

3 Assessment of content knowledge in special educationLearner Analysis Case Study (EDSP 472: Characteristics of Students with Disabilities who Access the GeneralEducation Curriculum

Case Study Program coursework prior to entrance to Teacher Education

4 Assessment of candidate ability to planAction Research Assignment (EDSP 675: Teaching Students with Exceptional Learning Needs in the ElementaryGeneral Curriculum

Project Fall of fifth year; student teaching

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Identify assessment by title used in the program; refer to Section IV for further information on appropriate assessment to include.4 Identify the type of assessment (e.g., essay, case study, project, comprehensive exam, reflection, state licensure test, portfolio).5 Indicate the point in the program when the assessment is administered (e.g., admission to the program, admission to student teaching/internship, required courses [specify course title and numbers], or completion of the program).

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Name of Assessment Type orForm of Assessment

When the AssessmentIs Administered

5 Assessment of Student TeachingEDSP 429 and EDSP 430; EDSP 791 and EDSP 792Teaching Internship in Special Education: General Curriculum

Internships evaluations (final evaluations only)

Completion of internships

6 Additional assessment that addresses standardsElectronic Teaching Portfolio review (Diagnostic Report, Functional Behavior Assessment Project and Co-Teaching Lesson Plan)

Portfolio with artifacts and rubrics

Completion of Five Year Program

7 Additional assessment that addresses standards Alumni and Employer Survey

Post-graduation: within 3 years

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CANDIDATE PERFORMANCE ASSESSMENT FRAMEWORKInitial and Advanced Teacher Preparation Programs

PROGRAM __Special Education: General Curriculum K-12__ Submitted by _Kenna Colley__ Date December 2010____________________

]Decision Point Admission to Admission to Program Program Student Teaching Completion ↓ ↓ ↓

Assessment Components(NCATE Standards)

Evidence collected prior to admission.

Evidence collected after formal admission and during Early Field Experiences

Evidence collected during Student Teaching

Evidence collected during the first 3 years of practice

Content Knowledge (NCATE 1a)

Departmental Review Internship evaluations EDSP 429 and 430

Employer and Alumni Survey

Pedagogical Content Knowledge and Skills (1b) Departmental Review

Planning for InstructionInternship evaluation Learner Analysis Case Study EDSP 472

Action Research EDSP 675Planning for InstructionInternship evaluationEDSP 791 and 792

Professional Knowledge and Skills (1c)

Planning for InstructionInternship evaluation

Action Research EDSP 675Planning for InstructionInternship evaluationEDSP 791 and 792

Impact on Student Learning (1d)


Action Research EDSP 675Electronic Portfolio (Diagnostic Reports and FBA/BIP)Internship evaluation EDSP 791 and 792

Dispositions (1g)EDSP 361 Characteristics and Dispositions

Internship evaluation Internship evaluation


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Technology Knowledge, Skills (1c and state requirement)

Internship evaluation Internship evaluation EDSP 791 and 792

Knowledge, Skills, and Dispositions to Help All Students Learn (3c)


Planning for InstructionElectronic PortfolioInternship evaluation EDSP 791 and 792

1. The decision points will vary according to the type of program. For example, PreK-12 programs in art, music, dance, and health and physical education admit students after early field experiences and courses are completed and just prior to student teaching. Five-year programs admit students after completion of one year of pre-professional courses and experiences (their fourth year) ,and they complete early field experiences and student teaching in the fall and spring of their fifth year.

SECTION III—RELATIONSHIP OF ASSESSMENT TO STANDARDSCouncil for Exceptional Children (CEC) Knowledge and Skill Base for All Beginning Special Education Teachers

APPLICABLE ASSESSMENTS FROM SECTION II

Foundations X#1 □#2 □#3 □#4

□#5 □#6 □#7 □#8Development and Characteristics of Learners □#1 □#2 □#3 □#4

□#5 □#6 □#7 X#8Individual Learning Differences □#1 □ #2 x#3 □#4

□#5 □#6 X#7 □#8

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Council for Exceptional Children (CEC) Knowledge and Skill Base for All Beginning Special Education Teachers

APPLICABLE ASSESSMENTS FROM SECTION II

Learning Environments and Social Interactions x#1 □#2 □#3 □#4

□#5 X#6 □#7 x#8Language x#1 □#2 □#3 x#4

□#5 □#6 □#7 □#8Instructional Planning x#1 □#2 X#3 X#4

□#5 □#6 □#7 x#8Assessment x#1 □#2 □#3 □#4

X#5 □#6 □#7 X#8

SECTION IV—EVIDENCE FOR MEETING STANDARDS

DIRECTIONS: The 6-8 key assessments listed in Section II must be documented and discussed in Section IV. The assessments must be those that all candidates in the program are required to complete and should be used by the program to determine candidate proficiencies as expected in the program standards. In the description of each assessment below, the SPA has identified potential assessments that would be appropriate. Assessments have been organized into the following three areas that are addressed in NCATE’s unit standard 1:

Content knowledge6

Pedagogical and professional knowledge, skills and dispositions Focus on student learning

For each assessment, the evidence for meeting standards should include the following information:

1. A brief description of the assessment and its use in the program (one sentence may be sufficient);2. A description of how this assessment specifically aligns with the standards it is cited for in Section III.3. A brief analysis of the data findings;

6 In some disciplines, content knowledge may include or be inextricable from professional knowledge. If this is the case, assessments that combine content and professional knowledge may be considered “content knowledge” assessments for the purpose of this report.


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4. An interpretation of how that data provides evidence for meeting standards; and5. Attachment of assessment documentation, including7:

(a) the assessment tool or description of the assignment; (b) the scoring guide for the assessment; and (c) candidate data derived from the assessment.

The narrative section for each assessment (1-4 above) is limited to two text pages. It is preferred that each attachment for a specific assessment (5a-c above) be limited to the equivalent of five text pages, however in some cases assessment instruments or scoring guides may go beyond 5 pages.

#1 (Required)–CONTENT KNOWLEDGE: Data from licensure tests or professional examinations of content knowledge. Provide assessment information (items 1-5) as outlined in the directions for Section IV

INTERN EVALUATION, CATEGORY I, QUESTION 1 and CATEGORY VI, ALL QUESTIONS Program Context: Candidates are in two early field experiences during their fifth year (elementary and secondary). The intern is evaluated using the intern evaluation form.Program Standards:NCATE – Content KnowledgeCEC #4 Instructional Strategies and #7 Instructional PlanningDescription of task: Interns are placed in two settings during their fourth year, one in an elementary school and the other in a middle or high school. They are paired with a special education cooperating professional who has their MS degree, licensure in special education: general curriculum, and 3 years teaching experience at the master’s level. Each internship experience represents a minimum of 20 clock hours per week over the 14 week semesters. Interns teach a variety of content areas, including reading, English, spelling, math, and other core content areas including social sciences and sciences, depending upon the specific roles engaged in by the particular special educator with whom they are paired. Interns are evaluated with the rubric at mid-term and end of each semester. The tool is used to provide formative as well as summative evaluation.Assessment Rubric/Scoring Guide: The intern evaluation form is 6 pages in length. The first category addresses the candidate’s general content knowledge and content pedagogy. Category VI addresses content knowledge specific to Special Education. The evaluation form uses the following scale:

7 All three components of the assessment – as identified in 5a-c – must be attached, with the following exceptions: (a) the assessment tool and scoring guide are not required for reporting state licensure data, and (b) for some assessments, data may not yet be available.

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U=UnsatisfactoryI=Needs ImprovementS=Progressing SatisfactorilyP=ProficientD=Distinguished

Category I

v

Category IV

U NI S P D StdDev. n

Develops and Implements Programs

0.63 30

Use of Age-Appropriate Strategies

0.63 32

Group Participation 0.61 31

Rapport with all Individuals 0.69 31


3

61


1. Content Knowledge 0.43 30

2. Student Engagement 0.54 30

3. Understanding 0.52 30 4. Teaching Strategies 0.46 30

5. Relates content to students

0.55 30

Overall 0.57 30

December, 2010

Use of Assessment Tools and Methods

0.91 30

Instructional Strategies 0.95 30

Research Methods 0.94 30

Classroom Management 0.69 31

CEC Code of Ethics and other Standards

0.81 30

Commitment 0.67 31 Confidentiality 0.70 31 Mathematics 0.97 31 Reading Methods 0.92 28 Written Organization 0.89 30

Concepts 0.83 32 Overall 0.79 32

Narrative and Analysis: Candidates performed strongly in the area of content knowledge based on both the cooperating teachers and

university supervisors evaluations. Cooperating teachers and university supervisors rate students in most categories as satisfactory since they

experience four placements total and there is room for continued growth and improvement. The satisfactory rating in early field experience is commensurate with a proficient rating.

No candidates received an unsatisfactory or needs improvement in this category. The scores show that candidates can adapt their content knowledge across instructional environments and to

the learners in those environments.

#2 (Required)–CONTENT KNOWLEDGE: Assessment of content knowledge Provide assessment information (items 1-5) as outlined in the directions for Section IV

IMAGES OF DISABILITY PORTFOLIO

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December, 2010

Program Context: This assessment occurs during the EDSP 361 course. All teacher preparation candidates in special education take this course in their sophomore year.Program Standards:NCATE – Content Knowledge (Discipline)CEC Standard #1 - FoundationsBrief Description of Task: Students study the cultural construction of disability and our society’s response to people with disabilities by examining a number of cultural artifacts, and engaging in critical inquiry of both personal and cultural interactions, experiences and influences. The purpose of the performance task is to develop positive attitudes and dispositions related to human differences, and cultivate culturally responsive practice.

Images of Disability Individual Rubrics by sectionAnalysis of Film

Target (3 pts) Acceptable (2 pts) Minimal (1 pt) UnacceptableAnalysis of Film (16, 100%)

All required elements are fully addressed. In addition, the elements are presented coherently, creatively, thoughtfully, and professionally. A clear grasp of the purpose of each element of the task is demonstrated. This is A work - outstanding. All of the following task requirements were met:

1. Provided concise, clear summary of film with APA reference.

2. Provided well-developed critique of film: =>Well-articulated description of your emotional, intellectual and

All required elements are addressed but there were errors in how they were addressed, and/or one or two elements were somewhat weak. Understanding of the task requirements and scope of work to be accomplished is demonstrated. This is B work - very good. The following was true:

1. Good critique of film overall with all elements present but one or more may be weak or significantly less well-developed, and/or

2. Good critique of film overall but writing quality is only satisfactory. May

Several required elements were missing or unsatisfactory or there may have been errors in how the elements were addressed. Understanding of the task requirements and scope of work to be accomplished was only minimally demonstrated. This is C work - satisfactory. The following was true:

1. Critique of film present and a number of elements addressed, but critical analysis was weak, and/or

2. Critique of film was satisfactory but writing quality was poor and contained an unacceptable

Performance was significantly below expectations. A number of elements were missing, and/or significantly weak. There was a lack of understanding of task requirements. Scope of work was extremely limited. This is D or F work.


December, 2010

behavioral response to the film and the intent of its producers.=>Thoughtful analysis of stereotypes, devalued roles, and positive values of disability used in the film. =>Discussion showed evidence of learning in this course – direct reference made to how you have integrated new understandings and made connections with class lectures, discussions, readings, and in-class activities. =>Evidence of deep and sustained thinking about how the film shapes cultural perceptions of disability, including your own. =>Discussed and provided evidence of progress towards one or more of the performance task standards and/or assignment objectives.

3. Only minor errors in writing mechanics, including spelling, punctuation, and grammar. Good sentence and paragraph construction.

contain a number of errors in writing mechanics.

number of errors in writing mechanics.

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December, 2010

Analysis of Visual ImageTarget (3 pts) Acceptable (2 pts) Minimal (1 pt) Unacceptable

Analysis of Visual Image (16, 100%)


1. Provided scanned copy of image with description of context and APA reference. Description included information about source where image appeared, caption and corresponding text and how it was used .

2. Provided well-developed analysis of image : =>Well-articulated description of your emotional, intellectual and behavioral response to this image. =>Thoughtful analysis of stereotypes, devalued roles, and positive values of disability openly conveyed or subliminally imbedded in the


1. Good overall critique of image with all elements present but one or more was weak or significantly less well-developed, and/or

2. Good critique of image overall but writing quality was only satisfactory. May contain a number of errors in writing mechanics.


1. Critique of image completed and a number of elements addressed, but critical analysis was weak, and/or

2. Critique of image was satisfactory but writing quality was poor and contained an unacceptable number of errors in writing mechanics.



December, 2010

image. =>Discussion showed evidence of learning in this course – direct reference made to how you have integrated new understandings and made connections with class lectures, discussions, readings, and in-class activities. =>Evidence of deep and sustained thinking about how the image shapes cultural perceptions of disability, including your own. =>Discussed and provided evidence of progress towards one or more of the performance task standards and/or assignment objectives.


28

December, 2010

Analysis of Personal InteractionTarget (3 pts) Acceptable (2 pts) Minimal (1 pt) Unacceptable

Analysis of Personal Interaction (16, 100%)


1. Provided a summary of the interaction: => Included information about when and where it took place, who was involved, and what happened (sequence of events.) => Described the person with a disability that the interaction revolved around. =>Used first names only or pseudonyms to protect the confidentiality of those involved.

2. Provided well-developed reflection in response to interaction, including critical analysis: =>Well-articulated description of your emotional, intellectual and behavioral response to the


1. Good overall analysis of interaction but one or more elements may be weak or significantly less well-developed, and/or

2. Good analysis of interaction overall but writing quality is only satisfactory. May contain a number of errors in writing mechanics.


1. Good description of interaction present and a number of elements for analysis addressed, but critical analysis was weak, and/or

2. Analysis of interaction was satisfactory but writing quality was poor and contained an unacceptable number of errors in writing mechanics.



December, 2010

interaction=>Respectful analysis of stereotypes, devalued roles, and positive values of disability evidenced within the interaction. =>Consideration of how this interaction compares and contrasts with what you are learning about the cultural construction of disability, disability characteristics, laws that guarantee certain rights and actions, educational practice, family needs, etc. =>Discussed and provided evidence of progress towards one or more of the performance task standards and/or assignment objectives, with emphasis on personal assumptions/beliefs which were challenged/supported.


30

December, 2010

Family History InquiryTarget (3 pts) Acceptable (2 pts) Minimal (1 pt) Unacceptable

Family History Inquiry (16, 100%)


1. Provided concise, clear summary of how you went about your inquiry including dates, times, persons interviewed or interacted with, methods for inquiry, questions asked, and what you learned.

2. Provided well-developed reflection on your inquiry and analysis of your findings: =>Well-articulated description of your emotional, intellectual and behavioral response to the process of doing this inquiry and what you learned =>Respectful analysis of stereotypes, devalued roles, and positive values of


1. Good family inquiry overall with all elements present but one or more may be weak or significantly less well-developed, and/or

2. Good family inquiry but writing quality is only satisfactory. May contain a number of errors in writing mechanics.


1. Family inquiry completed and a majority of required elements addressed, but reflection was superficial or critical analysis was weak, and/or

2. Family inquiry was satisfactory but writing quality was poor and contained an unacceptable number of errors in writing mechanics.



December, 2010

disability evidenced by family members . =>Discussion showed evidence of learning in this course – direct reference made to how you have integrated new understandings and made connections with class lectures, discussions, readings, and in-class activities. =>Evidence of deep and sustained thinking about your family and you as a member have been shaped by cultural perceptions of disability. =>Discussed and provided evidence of progress towards one or more of the performance task standards and/or assignment objectives.


32

December, 2010

Group DialoguesTarget (3 pts) Acceptable (2 pts) Minimal (1 pt) Unacceptable

Group Work - Critical Discussion (16, 100%)

Four group dialogues are fully documented. The write-up of each dialogue fully addresses the following: =>The date and topics of your discussion and who was present =>The name of the group member who prepared this summary document =>A description of what was discussed in detail, how and by whom =>An analysis of what you learned from each other and how you tied your discussion to what you have been learning in class =>A detailed explanation of how your group discussion built on or expanded upon ideas presented in group members' individual reflections =>Points of agreement and disagreement, and how they were elaborated on or resolved=> A description of how you challenged and supported each other to think more critically or to reflect on the objectives of the assignment

Four group dialogues were fully documented and most required elements were addressed but there were errors in how they were addressed, and/or one or two elements were somewhat weak or missing. Understanding of the task requirements and scope of work to be accomplished was demonstrated. This rating may also be given if the group dialogues were good but writing quality was only satisfactory. May contain a number of errors in writing mechanics.

A number of required elements were missing or unsatisfactory, or a dialogue was missing, or there were serious errors in how the elements were addressed. Understanding of the task requirements and scope of work to be accomplished was only minimally demonstrated. This rating may also be given if the dialogues were at an acceptable level but writing quality was poor and contained an unacceptable number of errors in writing mechanics..

Performance was significantly below expectations. More than two dialogues were missing, or a number of required elements were missing, and/or significantly weak. There was a lack of understanding of task requirements. Scope of work was extremely limited. This rating will also be given on an individual basis to any group member who was not present for two or more group dialogues.


December, 2010

In addition, the document representing each dialogue =>Used first names only or pseudonyms to protect the confidentiality of those involved. => Contained only minor errors in writing mechanics, including spelling, punctuation, and grammar. Good sentence and paragraph construction.

34

December, 2010

Final Individual Reflection on the PortfolioTarget (3 pts) Acceptable (2 pts) Minimal (1 pt) Unacceptable

Final Individual Summary Reflection (20, 100%)

All of the following task requirements were met:

1. The final individual reflective summary was developed and written after all individual and group tasks were completed for the portfolio.

2. The reflection is a minimum of 750 words in length, but may be as long as necessary to meet the goals of this task.

3. Item is submitted only to course instructor, and not shared with peers.

4. The final individual reflective summary includes the following components: => A discussion of what you learned from the completion of this portfolio project =>An explanation of your successes and challenges, and the highlights in the completion of the portfolio assignments and working with your group members.=>An in-depth description of how and why your

All task requirements were met and all elements addressed but responses to some elements were weak or underdeveloped. This rating may also be given to the final reflection if the overall quality of responses was excellent but one or more elements were missing or if there were a number of errors in writing mechanics.

A number of required elements were missing or unsatisfactory. Understanding of the task requirements and scope of work to be accomplished was only minimally demonstrated. This rating may also be given if the following was true:

1. Final reflection was completed and a majority of required elements addressed, but reflection was superficial or critical analysis was weak, and/or

2. Final reflection was satisfactory but writing quality was poor and contained an unacceptable number of errors in writing mechanics.

Performance was significantly below expectations. A number of elements were missing, and/or significantly weak. There was a lack of understanding of task requirements. Scope of work was extremely limited.


December, 2010

contributions to the group contributed to others’ learning, and what others’ contributions meant to you.=> An analysis of how your views on disability have changed or not changed as a result of the portfolio activity.

5. The final reflection contains a critical assessment of your performance on each of the six objectives of this assignment. =>Bring to consciousness and reflect upon our beliefs about disability and ability. =>Look carefully at how cultural images of disability shape our beliefs and interactions. =>Come to know disability in new ways. =>Learn to perceive/imagine the gifts, capacities, and unique potential of individuals with disabilities to actively participate in the life of our communities and to contribute to our own lives.

=>Gain an understanding of and appreciation for the supports and services that enable people with disabilities to be seen as

36

December, 2010

valued members of their families, schools, and communities, and to be fully included and challenged in general education settings. =>Provide practice with the kind of teamwork and collaborative effort that you will need as a general education teacher working with others to meet the needs of children with disabilities who will be part of your classroom.


Images of Disability: Analysis of Film

U M A T StdDev. n

Writing 0.42 10 Reflection on Film 0.32 10

Summary of Film 0.42 10 Content 0.52 10 Overall 0.00 10


342

December, 2010

Images of Disability: Analysis of Image

U M A T StdDev. n

Writing 0.41 11 reflection on Image 1.17 11

Summary of Image 0.67 11

Content 1.17 11 Overall 0.69 11

Images of Disability: Analysis of Family History

U M A T StdDev. n

Writing 0.30 11 Reflection on Interview 0.93 11

Summary of Interview 0.92 11


Images of Disability: Analysis of Personal Interaction

U M A T StdDev. n

Writing 0.52 11 Reflection on Interaction 0.00 11

38

343

344

346

December, 2010

Summary of Interaction 0.30 11


Images of Disability: Analysis of Group Work and Discussions

U M A T StdDev. n

Writing 0.00 11 Reflection on group work 0.00 11

Summary of group work 0.00 11


Images of Disability: Final Individual Reflection Summary

U M A T StdDev. n

Writing 0.00 9 Reflection on Portfolio 0.00 9

Summary of Portfolio 0.00 9

Content 0.00 9 Overall 0.00 9 Narrative and Analysis:

Candidates were able to perform at acceptable and target ratings. The greatest areas of need are to improve their writing skills and reflection, two areas that are a heavy emphasis in our programs. The students took this course during their sophomore year as their first special education course. The data shows an increased understanding of disability as a social construct.


347

348

December, 2010

As the introductory class to special education that also includes all education majors, a wide breadth of knowledge is shared with candidates not only on disability characteristics but of disability as a culture and how our society can interpret or misinterpret disability.

#3 (Required)–PEDAGOGICAL AND PROFESSIONAL KNOWLEDGE, SKILLS, AND DISPOSITIONS: Assessment that demonstrates candidates can effectively plan classroom-based instruction.

Provide assessment information (items 1-5) as outlined in the directions for Section IV

PLANNING FOR INSTRUCTION – Planning effective instruction is absolutely essential to promote student learning. Therefore, planning for instruction receives a significant focus across the Special Education: General Curriculum Program at Radford University. A common format and rubric was developed by faculty members working with teacher candidates. The data reflects planning across all four internship placements, thus an expectation of gradual growth and learning occur as the candidates become more proficient in their planning abilities.

Program Standards:NCATE – Pedagogical & Professional Knowledge – Planning Instruction and #1.5 – Effects on Student LearningCEC Standard #4 - Instructional Strategies and #7 - Instructional Planning

ST Category IV: Planning and Implementing Instruction (University Supervisor)


1. Instructional Plans 0.67 32

2. Aligns Instructions 0.59 32

3. Instructional objectives 0.62 32

4. Instructional Strategies 0.62 32

5. Instructional Materials 0.49 32

6. Student Attention 0.62 32

7. Clear Directions 0.50 32

40

December, 2010

8. Critical Thinking 0.55 32

9. Technology activities 0.54 31

10. Timely Feedback 0.42 28

11. Plans Assessment 0.59 32

12. Analyzes learning evidence 0.60 32

13. Uses assess. info. 0.64 32

14. Assists students w/ learning difficulties

0.50 32

15. Maintains records 0.70 30

16. Community resources 0.54 25

17. Implements instruction based on learning theory

0.62 32

Overall 0.56 32

ST Category IV: Planning and Implementing Instruction (Cooperating Professional)


1. Instructional Plans 0.81 27

2. Aligns Instructions 0.59 27

3. Instructional objectives 0.65 27

4. Instructional Strategies 0.62 27


6

December, 2010

5. Instructional Materials 0.66 26

6. Student Attention 0.62 27

7. Clear Directions 0.76 27

8. Critical Thinking 0.74 27

9. Technology activities 0.49 26

10. Timely Feedback 0.59 27

11. Plans Assessment 0.71 26

12. Analyzes learning evidence 0.78 27

13. Uses assess. info. 0.68 27

14. Assists students w/ learning difficulties

0.59 27

15. Maintains records 0.71 26

16. Community resources 0.53 24

17. Implements instruction based on learning theory

0.56 27

Overall 0.70 27

Narrative and Analysis: During EDSP 429, EDSP 430, EDSP 791 and EDSP 792 (four internships), our students participate in extensive planning and co-planning with general educators, special educators and other educational specialists. This opportunity allows them to gain multiple perspectives from veteran educators across disciplines and truly practice lesson planning extensively. The students, overall, performed in the proficient range. Items will be analyzed by special education faculty for more intense scrutiny. The lesson plan rubric is utilized within all four internship placements. This is completed with detailed feedback for the intern and part of their grade for early field experience or student teaching. The rubrics are also contained in the electronic portfolios.

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December, 2010

#5 (Required) – EFFECTS ON STUDENT LEARNING: Assessment that demonstrates candidate effects on student learning.

EFFECTS ON STUDENT LEARNING: Action Research Assignment EDSP 675Program Standards:NCATE – Pedagogical & Professional Knowledge – Planning Instruction and #1.5 – Effects on Student LearningCEC Standard #4 - Instructional Strategies and #7 - Instructional PlanningDescription of Task: This is a multi-component assignment.

The purpose of this project is to identify an instructional need, plan and deliver instruction using research or evidence-based instructional methods and to evaluate the impact on student learning. This is a multi-part, long-term assignment. The student will identify an instructional need based upon assessment data for a student with high incidence disabilities or for a small group or class which includes students with high incidence disabilities. The target students may be in grades K-5 and they must be engaged in learning the general curriculum. A thorough review of research literature to identify effective instructional practices for addressing the identified need is conducted. The student conducts pre-assessments, plans and delivers instruction for a minimum of 10 sessions, with videotape documentation for one session and the ongoing collection of performance data, along with conducting a post-assessment. Due to the individualized nature of this assignment, there is no way to aggregate or report statistics on the impact on student outcomes as a whole.

Action Research Assignment EDSP 675

Element

D o

r F:

U

nacc

epta

ble

C:

Min

imal

B:

Acc

epta

ble/

Mee

ts

Exp

ecta

tions

A:

Tar

get/

Exe

mpl

ary Comments/

Explanation

1. Introduction: Describes the student’s

needs and attributes, the classroom situation, the

____/15


December, 2010

instructional goal and its importance

States measurable objectives for the instructional plan

Provides baseline assessment data

2. Literature Review Describes instructional

method or intervention approach and rationale for its choice

Refers to and adequately describes at least three primary research studies that showed positive effects for this instructional approach/method

Adheres to APA format for citing sources

____/25

3. Instructional Procedures Instructional plan utilizes an

appropriate model and is presented in sufficient detail

At least 10 instructional sessions planned that will enable child to progress to the instructional objective

One complete, detailed daily lesson plan in appropriate format and instructional materials included

Plan for daily data collection is included and is easily utilized

____/40

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December, 2010

4. Video and Self-Evaluation Video clarity and sound are

sufficient for review Components of effective

direct instruction are evidenced

Professional characteristics and positive rapport with students are evidenced

Detailed Lesson Plan is submitted in an approved format

Self-Evaluation shows evidence of deep reflection and identifies strengths and areas for improvement

_____/40

5. Results and Conclusions Well-constructed visual

shows results of the intervention

Includes student work products

Conclusion analyzes and evaluates the instructional goal, methods, results, and tells how results will be used to modify future instruction

_________/20


December, 2010

6. Form & mechanics of total project:

Appropriate organization of final submission using headers

Uses professional terms and concepts

Reference list in APA form APA style for headings,

spacing, abbreviations, etc. Correct spelling, grammar,

composition Professional appearance

_______/10

Overall Evaluation Comments Total Points:_______/150

EDSP Action Assignment ProjectRubric Author: Radford University Unit Assessment: Fall 2008

N/A Unacceptable Minimum Acceptable Target n

Introduction n/a 0 0 2 14 16

Literature Review n/a 0 1 3 12 16

Instructional Procedures n/a 0 6 7 3 16

46

December, 2010

Video and Self-Evaulation n/a 0 0 6 10 16

Results and Conclusions n/a 0 0 6 10 16

Form & Mechanics of Total Project n/a 0 4 9 3 16

Content of rubric may be copyrighted by the author(s)

rGrade © 2003-2007 by Ball State University, under license to Educational Informatics, LLC.Other content © 2005-2007 by Educational Informatics, LLC.

All rights reserved.

add to institution reports

EDSP 675 Action Research Assignment: Fall 2009

U M A T StdDev. n

Introduction 0.63 6 Literature Review 1.17 6 Instructional Procedures 0.84 6

Video and Self-Evaulation 0.41 6

Results and Conclusions 0.52 6

Form & Mechanics of Total Project

0.82 6

Overall 0.00 6


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December, 2010

Narrative and Analysis: Candidates’ performance indicated a need to continue to focus on lesson planning components and on the instructional process

needed when teaching students learning strategies. With the majority of students receiving Targets on their videotaped lesson and reflection in the fall of 2009, this is excellent

evidence that they are proficiently instructing students using evidence-based strategies and possess strong reflective practice, another area of emphasis within their program. We also saw great improvement from our Fall 2008 scores.

Students continue to need assistance with developing rich student descriptions, conducting literature reviews and paying attention to the form and mechanics of their written work.

48

#6 (Required):–Additional assessments that address standards.

Diagnostic ReportsProgram Context: Candidates complete this task during EDSP 669: Diagnostic Educational Procedures, which is completed during EDSP 791/792 Student Teaching during Year Five.Program Standards: NCATE – Pedagogical KnowledgeCEC Standard #4 - AssessmentDescription of the Task: The Diagnostic Report provides candidates with the opportunity to administer norm-referenced and criterion referenced tests to a student. It allows participants the experience of collecting formal and informal assessment information in the preparation of a written report that specifies strategies and recommendations for teachers and parents.

EDSP 469/ EDSP 669: Performance Assessment: Diagnostic Reports

Name: Date:Report #:

Provides accurate information on:

TargetPoints

AcceptablePoints

MinimalPoints

UnacceptablePoints

Correctly scored and complete protocols

5 4 2 0

Identifying Information 4 3 2 0

Reason for Referral and Background Information

4 3 2 0

Behavioral observations 5 4 2 0

Test results Name and acronym Table with all scores

4 3 2 0

Narrative about the tests/subtests 4 3 2 0

Narrative of Results: Clear explanations of what’s in

the table Results explained based on the

normal curve Subtests referenced related to

the student)

6 4 2 0

Conclusion: Restate introductory

information Discuss strengths

8 6 4 0

December, 2010

Discuss needs Discuss behavior

Recommendations for teachers and parents under each area of need

5 4 3 0

Use of technical writing components Person-first language 3rd person professional Past tense, Sections headings Correct grammar and spelling

5 4 2 0

Diagnostic reports particularly assess RU students’ progress toward the following course objectives: Administer nonbiased formal and informal assessments and use exceptionality-specific assessment instruments with individuals with disabilities.

(CC8S2, GC8S2 & VGCA2a3)

Demonstrate appropriate application and interpretation of scores from informal and formal assessments, using disability specific assessment instruments, including grade score verses standard score, percentile ranks, age/grade equivalents, and stanines (CC8S5, DH8S2, & VGCA2a3)

Administer assessment tools using the natural/native/preferred language of the individual who is deaf or hard of hearing (DH8S1)

Demonstrate the ability to work professionally with school personnel, parents, and students with disabilities, including assessing student achievement, planning instruction, and implementing programs to address the strengths and needs of individual learners, and understand family systems and the role of families in the educational process, and collaborate with families and others in assessment of individuals with disabilities (CC1K7, CC10S2, & VGCA2a3)

Understand the types and importance of information concerning individuals with disabilities available from families and public agencies and how to gather relevant background information (GC8K3 & CC8S1)

Demonstrate the ability to enter a testing situation, establish rapport with the student being evaluated and determine if the testing situation had any effect on the student’s performance. (VGCA2a3)

Implement procedures for assessing and reporting both appropriate and problematic social behaviors of individuals with disabilities (GC8S1 & VGCA2a3)

Demonstrate the ability to integrate informal and formal evaluations in a written report with educationally relevant recommendations addressing the strengths and needs of students, and/or suggest appropriate modifications in learning environments. (VGCA2a3)

The codes included above refer to the Council for Exceptional Children (CEC) Knowledge and Skill Standards and the Virginia Department of Education teacher licensure competencies. Code for CEC Standards: CC = Common Core; GC = General Curriculum, DH = Deaf and Hard of Hearing. Code for VADOE Standards: VGC = Virginia’s General Curriculum.

Diagnostic Reports (included from fall 2008)

U M A T StdDev. n

Previous data/assessments scores

0.00 7

Background information of subject 0.00 7

Achievement tests 0.49 7 Correctly scored and complete protocols 0.00 7

Test results 0.00 7 Results 0.49 7 Data/test results explained based on the normal curve

0.49 7

50

240

IEP Evaluation Rubric 51Testing conditions/observations during testing

0.00 7

Recommendations for teachers and parents under each area of need

0.00 7

Summarizing information 0.00 7

Use of technical writing components 0.00 7

Overall 0.00 7

Fall 2009 Diagnostic ReportsData exists in rubrics per students (n=15) but unable to be extracted from rGrade as a unit. Overall, students performed within the acceptable and target range.

Narrative and Analysis:

Students receive extensive feedback on the four reports that are submitted for this assessment task. It is imperative that they make steady progress in administering, analyzing and summarizing individual assessment data and can also successfully report it.

More instruction or emphasis in descriptive statistics and assessment results is necessary based on the data above.

Additional Assessment that Addresses Standards

Functional Behavior Assessment and Behavior Intervention Plan Course or Field Experience: EDSP 462. Proactive Classroom Management and Positive Behavior Supports.Program Context: Candidates take this course prior to or concurrently with their Practicum I experience (5-Year).Program Standards: NCATE – Pedagogical & Professional Knowledge; Application in Clinical ExperienceCEC Standard #10 – Collaboration; #5 learning Environments and Social InteractionDescription of Task: Candidates complete an in-depth version of a Functional Behavior Assessment and a Behavior Intervention Plan that is based on the assessment results of a child or youth. Based on the rubrics below, this is a revision-based assignment where they students can review and revise their understanding of an FBA based on extensive instructor feedback and guidance.


December, 2010

Expanded Evaluation Rubric for draft FBA for EDSP 462/670

ElementsN

ot su

bmitt

ed o

r co

mpl

eted

(0)

Una

ccep

tabl

e(1

4 an

d un

der)

Min

imal

/Nee

ds

Impr

ovem

ent

(15-

16)

Acc

epta

ble/

Mee

ts

Expe

ctat

ions

(17-

18)

Targ

et/

Exem

plar

y (1

9-20

)

Points(of 20)

Revised Points

Functional Behavior Assessment (FBA) CriteriaObservable, measurable target behavior

+Provided descriptive, factual paragraphs about the individual, including a strong description of capacity, and their situation (age, school, family, etc.)+Included a very clear definition of the target behavior under study.+Described why the behavior is a problem for the individual.+Included facts about the history of the behavior and what methods were used to address it in the past.Other comments:

Description of data collection system with raw data

+Included at least one paragraph for each of the four methods of data collection used.+Described method and data collection form+ Included where, when and with whom the method was used, dates of administration, and name (pseudonym) and relationship of person to target individual.+Explained why that method was used and how it was used.Other comments:

Other setting events and contributing factors to the behavior

+Described what you learned about the school or home settings or disabilities, and other physical, psychological, social or physiological factors that informants have identified as being related to the behavior+Described setting events with respect and dignity; readable by all involved. +Maintained confidentiality

52

IEP Evaluation Rubric 53Other comments:

Analysis & Summary of FBA+You collected direct data across minimum of ten days+You collected background data through interviews and record reviews+You attached interval or frequency recording/scatter plots completed by yourself and knowledgeable others+You attached A-B-C recordings of data, at least 4, min. of one hour of direct observation+You attached one other set of data using a form of your choice+You submitted data in its raw form as collected by you and others (handwritten, for example)

+You presented your results for each method of data collection in a systematic and analytical way. Frequency or interval data is reported in both numbers and percentages.+You provided a concise summary of what you learned from each method of data collection.+ You analyzed what you learned about the behavior across the period of data collection.+ You presented the answers to the key questions about the target behavior+You included what you learned about what appears to be triggering the behavior and what is maintaining it.Other Comments:

Hypothesis paragraph+ A concise paragraph presenting your hypothesis about what function or functions the behavior is serving for the person.+The evidence for your hypothesis is clear from your analysis of data.Other comments:

Format & MechanicsTyped, Double spaced with reg. marginsHeadings for each sectionProfessional tone & lang.Writing is clear & free of mechanical errorsPFL and respectful descriptions

Evaluation Rubric for FBA/BIP plan for EDSP 462Special Education General Curriculum Program Report, 2010 53

December, 2010

Elements

Not

subm

itted

or

com

plet

ed (0

)

Una

ccep

tabl

e(1

4 an

d un

der)

Min

imal

/Nee

ds

Impr

ovem

ent

(15-

16)

Acc

epta

ble/

Mee

ts

Expe

ctat

ions

(17-

18)

Targ

et/

Exem

plar

y (1

9-20

)

Points Revised Points

Functional Behavior Assessment (FBA)

Observable and measurable target behavior

Data collection system (4 sources) with completed data


Analysis & Summary of FBA

Hypothesis paragraphBehavior Intervention Plan (BIP)

Prevention Strategies (10)

Reactive Strategies (6)

Teaching Strategies (6)

Evaluation System for BIP

Format and Mechanics

54

IEP Evaluation Rubric 55

***Each section is worth 20 points.

Goals, objectives, and assignments in this class address NCATE Standard 1c Professional and Pedagogical Knowledge and Skills, the Council for Exceptional Children (CEC) Knowledge and Skill Standards, the Virginia Department of Education teacher licensure competencies, and Virginia’s Early Childhood Special Education Competency 5. The FBA/BIP project particularly assesses RU students’ progress toward the following course objectives:

Use procedures to increase the individual’s self-awareness, self-management, self-control, self-reliance, and self-esteem, and teach individuals with disabilities to give and receive meaningful feedback from peers and adults (CC4S5 & GC5S4).Use a variety of non-aversive techniques to control targeted behavior and maintain attention of individuals with disabilities (GC4S9, VGC2c & VPS3).The demands of learning environments, teacher attitudes and behaviors that influence behavior, basic classroom management theories, and strategies for individuals with exceptional learning needs; and plan for and use effective management of teaching an learning (CC5K1, CC5K2, CC5K3, CC5K4, CC5S10, VGC2c & VPS3)Social skills needed for educational and other environments and identify realistic expectations for personal and social behavior in various settings (CC5K5 &CC5S2).Strategies for crisis prevention and intervention (CC5K6 & VGC2c).Establish and maintain rapport with individuals with and without exceptional learning needs and use skills in problem-solving and conflict resolution (CC5S7& GC5S5).Use the least intensive behavior management strategy consistent with the needs of the individual with exceptional learning needs including planning and implementing individualized reinforcement systems and environmental modifications at levels equal to the intensity of the behavior (CC5S11, GC7S1, & VGC2c).Integrate academic instruction and behavior management for individuals and groups with disabilities (GC7K1).Codes for the CEC Standards above: CC = Common Core; GC = General Curriculum,. Code for VADOE Standards: VGC = Virginia’s General Curriculum; and VPS = Virginia’s Professional Studies.

Functional Behavior Assessment and Behavior Intervention Plan

NS U NI ME T StdDev. n

Observable and measurable target behavior

1.04 8

Data collection system (4 sources) with completed data

1.07 8


1.49 8

Analysis & Summary of FBA 1.49 8

Hypothesis paragraph 0.71 8

Prevention Strategies (10) 1.04 8

Reactive Strategies (6) 1.77 8

Teaching Strategies (6) 1.04 8

Evaluation System for BIP 1.49 8

Format and Mechanics 1.41 8

Overall 0.93 8



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December, 2010

With the inclusion of disciplinary language in IDEIA 2004 (and previously in 1997), many special educators in the field are still either untrained or are designing behavioral strategies for students with disabilities without solid functional behavioral assessment. This somewhat detailed and lengthy process can be a difficult task for veteran teachers in the field. Our candidates complete the functional behavior assessments using children and youth who experience misbehaviors that require analysis and intervention.

We chose to use this assessment as a measure of the CEC Standard of Collaboration due to the collaborative nature of the process with families, children and youth and general educators and educational specialists.

#6 (Optional)–Additional assessment that addresses standards.

Individualized Education Plan/Program (IEP)Program Context: Candidates have the opportunity to complete the IEP in three distrinct courses: EDSP 466, EDSP 675 and EDSP 676. The emphasis in EDSP 676 focuses on secondary transition goals. Data is collected on their final IEP in EDSP 676.Program Standards:NCATE – Pedagogical and Professional Knowledge – Planning InstructionCEC #3 Individual Learning Differences and #7 Instructional PlanningDescription of task: Students use assessment data as the foundation for designing a complete IEP for one student. They develop a Present Level of Performance, Annual Goals and Objectives/Benchmarks. They determine needed accommodations and adaptations, as well as special education services needed. Students use the sample IEP form developed by the VDOE. Students use the IEP rubric as an informal self-evaluation and professors use the IEP rubric as a summative evaluation two times in their coursework.

Individualized Education Plan (IEP) RubricDirections: Evaluate the IEP as "Target,” "Acceptable," “Minimal” or "Unacceptable" on each of the standards. Then give an Overall Evaluation. Grade equivalents for ratings: Target = A, Acceptable = B, Minimal = C, Unacceptable = D or F.

NCATE CEC Standard

Unacceptable

Minimal Acceptable

Target

56

IEP Evaluation Rubric 57NCATE: Content

CEC 1: Founda-tions; CC1k6CEC 7: Planning: CC7S2

1. The IEP is complete (it contains all elements required by law below), accurate, and administratively sound (dates, timelines, signatures, team composition are correct).

___ (1) Cover Page: student info, dates, IEP team names, etc.___ (2) Factors for Team Consideration, including the students’

special needs related to communication, behavior, language, sensory impairments, and assistive technology

___(3) Present Levels of Educational Performance___(4) Diploma Status___(5) Annual goals and short-term objectives/benchmarks

___(6) How progress will be measured on each annual goal and how parents will be informed of their child's progress

___(7) Accommodations/Modifications, and their frequency,

location, and duration

___(8) Statement of whether student will take district, state achievement tests with or without accommodations; why student will not participate; alternate assessments used

___(9) FAPE: Special education, related services, and supplementary aids and services, and their frequency, location, and duration are complete and accurate.

___(10) LRE and Placement: Decision, discussion of LRE, justification if student is removed from general education, and explanation of extent to which child will not participate with nondisabled students

___ (11) Prior Notice of IEP and Placement Decision___ (12) Transfer of Rights Notice___ (13) Transition: For students 14+, description of coordinated

activities to promote movement to post-school activities. Interagency Responsibilities and needed linkages specified.

___ (14) The need for extended school year services.___ (15) VA State Assessment Program, SOL Assessments, &/or

Alternate Assessment ProgramDates and timelines:____ Re-evaluation conducted if due.____ IEP meeting held prior to previous IEP’s expiration date.____ Parents and student were given timely prior notification of

IEP meetingSignatures and team composition:___ All necessary team members participated, including the student, if appropriate.

4+ errors = 52 or

fewer points

3 errors= 53-

59 points

1-2- errors= 60-

70 points

0 errors = 75

points


December, 2010

NCATE: Content, Pedagogi-cal content, Professio-nal and pedagogi-cal knowledge, Skills, Disposi-tions

CEC 7: Planning: CC7K2&3, CC7S1-3; CEC 8: Assess-ment: CC8K5, CC8S1, MR8K4

2. The IEP is technically sound and educationally valid, meeting requirements of the law and best practice.

a. Present levels of performance:___ Provided for all necessary academic and non-academic goal

areas___ Relevant, criterion-referenced, and specific___ Describes how disability affects involvement and progress

in general curriculum

b. Annual goals:___ Address all educational needs that result from the student's

disability (as required by the syllabus)___ Measurable___ Positively stated (things the student will do)___ Can be achieved in 1 year___ Address participation in general curriculum___ Age-appropriate and meaningful to the student and parents___ Short-term objectives or benchmarks are measurable and

stated in appropriate increments (recommended as best practice but not required for this Transition IEP assignment)

c. Postsecondary Goals and Transition Services___ Based upon age-appropriate transition assessments related to training, education, employment, and independent living___Measurable___ Transition services (including course of study) are designed

within a results-oriented process, focus on improving academic and functional achievement, and support the student in moving from school to postsecondary activities.

d. Accommodations___ Adequate to allow the student equal opportunity to access

the curriculum and demonstrate achievement___ Provided for appropriate nonacademic and

extracurricular activities/settingse. Special Education and Related Services

___ Adequate and appropriate for the student___ Services are to be provided in LRE, student is to participate

with students without disabilities to maximum extent appropriate, & justification that any removal from regular class is valid

f. The IEP shows___ A direct relationship between assessments (emphasis on

age-appropriate transition assessment), present levels of performance, educational services to be provided, and goals.

___ Consideration of the strengths, preferences, and interests of the child (preferably in student voice).

___ Consideration of parents’ concerns.

4+ errors = 60 or

fewer points

3 errors = 70-

79 points

2 errors = 80-

89 points

0-1 error= 100 points

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IEP Evaluation Rubric 59NCATE: Dispositions & Technology

CEC 9: Professional and Ethical Practice: CC9S8

3. The IEP is professional in form and appearancePresentation:

___ Stapled___ Typed or neatly printed___ Appropriate spacing and margins___ Well-organized.

Form and mechanics: Correct:___ Spelling,___ Grammar___ Punctuation

(Note: Count a type of error once. E.g., spelling the same word wrong repeatedly counts as one error.)

6+ errors= 9 or fewer points

4-5 errors = 10-

11 points

2-3 errors = 12-

13 points

0-1 errors = 14-

15 points

4. The one-page Program-at-a-Glance summarizes the most important parts of the IEP___ Goals/Objectives including postsecondary goals___ Strengths and Challenges___ Accommodations___ Academic/Social Management Needs___ Comments/Special Needs___ Format is easy to follow

3+ errors = 6 or fewer points

2 errors

= 7

1 error = 8-9 points

0 errors = 10

points

Overall Evaluation

Developed by Rachel Janney, Ph.D. for the Special Education Department at Radford University. Modified by Leslie S. Daniel, Ph.D. 8-8-07 for ease of reading; 8-26-08 to change from a total of 25 points to 200 points and to add points to reflect a program at a glance. Modified by Darren Minarik, 3-17-10 to reflect Transition content.

Comments:


Transition IEP Rubric for Electronic Submission to rGrade

Category Target Acceptable Minimal Unacceptable

1) The IEP contains all elements required by law, is accurate and administratively sound.

IEP follows an approved format (either the VDOE form or other electronic IEP format approved by the instructor), contains all elements required by law and recommended for best practice. It is accurate, and administratively sound (dates, timelines, signatures, team composition are correct) The IEP contains fewer than two errors.

IEP follows an approved format (either the VDOE form or other electronic IEP format approved by the instructor), contains all elements required by law and recommended for best practice. It is accurate, and administratively sound (dates, timelines, signatures, team composition are correct) The IEP contains two errors.

IEP follows an approved format (either the VDOE form or other electronic IEP format approved by the instructor), contains the minimum elements required by law. It is accurate, and administratively sound (dates, timelines, signatures, team composition are correct) The IEP contains three errors.

IEP does not follow an approved format (either the VDOE form or other electronic IEP format approved by the instructor), does not contain all elements required by law. It is not accurate or administratively sound (dates, timelines, signatures, team composition are correct) The IEP contains four or more errors.

2) The IEP is technically sound and educationally valid, meeting requirements of the law and best practice.

The IEP meets the requirements of the law and best practice in the following: a present level of performance including the child’s academic achievement and functional performance; measurable, age-appropriate annual goals; measurable post-secondary goals and transition services providing a coordinated set of activities and based on age-appropriate transition assessments; accommodations providing equal opportunity to access to the curriculum and demonstrate achievement; special education and related services in the LRE. The IEP shows a

The IEP meets the requirements of the law and best practice in the following: a present level of performance including the child’s academic achievement and functional performance; measurable, age-appropriate annual goals; measurable post-secondary goals and transition services providing a coordinated set of activities and based on age-appropriate transition assessments; accommodations providing equal opportunity to access to the curriculum and demonstrate achievement; special education and related services in the LRE. The IEP shows a

The IEP meets the requirements of the law in the following: a present level of performance including the child’s academic achievement and functional performance; measurable, age-appropriate annual goals; measurable post-secondary goals and transition services providing a coordinated set of activities and based on age-appropriate transition assessments; accommodations providing equal opportunity to access to the curriculum and demonstrate achievement; special education and related services in the LRE. The IEP shows a direct relationship

The IEP does not meet the requirements of the law and is missing one or more of the following: a present level of performance including the child’s academic achievement and functional performance; measurable, age-appropriate annual goals; measurable post-secondary goals and transition services providing a coordinated set of activities and based on age-appropriate transition assessments; accommodations providing equal opportunity to access to the curriculum and demonstrate achievement; special education and related services in the LRE.


direct relationship between assessments, the PLOP, educational services provided, and goals with consideration of parent concerns and the child’s strengths, preferences, and interests. The IEP contains fewer than two errors.

direct relationship between assessments, the PLOP, educational services provided, and goals with consideration of parent concerns and the child’s strengths, preferences, and interests. The IEP contains two errors in these areas.

between assessments, the PLOP, educational services provided, and goals with consideration of parent concerns and the child’s strengths, preferences, and interests. The IEP contains three errors in these areas.

The IEP does not show a direct relationship between assessments, the PLOP, educational services provided, and goals with consideration of parent concerns and the child’s strengths, preferences, and interests. The IEP contains more than four errors.

3) The IEP is professional in form and appearance

The IEP follows an approved format (either the VDOE form or other electronic IEP format approved by the instructor) and is professional in form and appearance. It is submitted electronically or in paper form (stapled, typed, neatly handwritten, appropriate spacing and margins, and is well-organized). The IEP follows correct spelling, grammar and punctuation with fewer than two errors.

The IEP follows an approved format (either the VDOE form or other electronic IEP format approved by the instructor) and is professional in form and appearance. It is submitted electronically or in paper form (stapled, typed, neatly handwritten, appropriate spacing and margins, and is well-organized). The IEP follows correct spelling, grammar and punctuation with two or three errors.

The IEP follows an approved format (either the VDOE form or other electronic IEP format approved by the instructor) but does not look professional in form and appearance. It is submitted electronically or in paper form (stapled, typed or handwritten, and not well-organized). The IEP follows correct spelling, grammar and punctuation with four or five errors.

The IEP does not follow an approved format (either the VDOE form or other electronic IEP format approved by the instructor) and is not professional in form and appearance. It is submitted electronically or in paper form but is not well-organized. The IEP follows correct spelling, grammar and punctuation with six or more errors.

4) The one-page Program-at-a-Glance summarizes the most important parts of the IEP

The one-page Program-at-a-Glance summarizes the most important parts of the IEP including goals, objectives, postsecondary goals, strengths and challenges, accommodations, academic/social management needs, comments/special needs and the format is easy to follow with no errors. Format can be submitted electronically to a teacher.

The one-page Program-at-a-Glance summarizes the most important parts of the IEP including goals, objectives, postsecondary goals, accommodations, academic/social management needs, comments/special needs and the format is easy to follow with one error. Format can be submitted electronically to a teacher.

The one-page Program-at-a-Glance summarizes the most important parts of the IEP including goals, objectives, postsecondary goals, accommodations, academic/social management needs, comments/special needs and the format is not easy to follow and contains two errors.

The one-page Program-at-a-Glance summarizes the most important parts of the IEP including goals, objectives, postsecondary goals, accommodations, academic/social management needs, comments/special needs and the format is not easy to follow and contains more than three errors.


December, 2010

IEP from EDSP 676

IEP Section I:

62


U M A T StdDev. n

1) The IEP contains all elements required by law, is accurate and administratively sound.

2.32 8

Overall 35.38 12

IEP Section 2:

U M A T StdDev. n

2) The IEP is technically sound and educationally valid, meeting requirements of the law and best practice.

7.33 8

Overall 42.08 12

IEP Section 3:

U M A T StdDev. n

3) The IEP is professional in form and appearance

1.51 8

Overall 6.03 12

IEP Section 4:

U M A T StdDev. n

4) The one-page Program-at-a-Glance summarizes the most important parts of the IEP

2.14 8

Overall 2.14 8


322

323

325

326

December, 2010

Narrative and Analysis: This course is the students’ final experience while in the program with

writing Individualized Education Programs (IEP’s). The process is taught in a very systematic manner, allowing them to work on each section and revise as they receive feedback.

The students had examples and non-examples to learn from in class and from actual examples in their blocking and student teaching placements. They attend and participate in IEP meetings during their internships.

Since there is not an exact science to developing and writing of IEP’s, the students performed quite well within this particular assignment. Our program had determined the necessity of developing and teaching the IEP in three distinct courses with emphasis on different parts and types of students per course.

To achieve all targets, professors will map out the instructional methods and materials utilized to teach the IEP process and the components of the IEP.

Previously, this assignment was taught in EDSP 466. Data for our five year students was included on the 2008 report below. We revised our Five Year Program and the IEP is now infused into three courses plus internships, with data now being collected in EDSP 675 for the NCATE performance task.

Individualized Education Program (IEP)EDSP 466

1Unacceptable

2Minimal

3Acceptable

4Target

Overall Evaluation*

4/18 7/18 5/18 2/18

Learner Analysis Case StudyCourse or Field Experience: EDSP 472: Characteristics of Students with Disabilities who Access the General Education CurriculumProgram Context: Candidates take this course prior to their Early Field Experience. Program Standards: NCATE – Pedagogical & Professional KnowledgeCEC Standard Description of Task:

Learner Analysis Case Study--Directions & Rubric: Worth 120 pts

64


Two products are associated with this assignment: Learner Analysis Case Study (formerly Star Child Report) (100 pts.) and a Revised Case Study (20 pts.). A.The Learner Analysis Case Study requires you to read and analyze

a case study about a child with a disability--your target or “Star Child”. Your task is then threefold:

1. Framework This is where you identify and describe all the pertinent characteristics of the learner, both strengths and needs, documented on the Star Child graphic

a) Cognitive/Academic, b) Social/Emotional, Behavioral c) Physical/Medical/Health-related d) Language/Communication, and e) Family/Culture/SES background

2. Supports This is where you identify and describe the instructional practices, adaptations, modifications, technologies, and services that would better enable the student to participate in his/her home/community environment and improve access and success in school activities.

You need to make a clear link between the practices/supports you are recommending and a characteristic you identified on the Star Child graphic.

3. List of Resources This is where you identify and provide a description of resources (articles; websites; books; educational videos; agencies; organizations; etc.) for teachers and parents.

This is essentially an annotated reference list. All resources must be in APA format. Resources should be a mix of media (i.e., not all websites or web-

based). Two resources are required for each area of need you identified

previously.

EDSP 472: Learner Analysis RubricElement Possible

Pts.Earned

Pts.

Framework (20)


December, 2010

1. Provide characteristics and effects of cultural and environmental milieu of the individual with exceptional learning needs and their family. Discuss issues in definition and identification procedures for students from culturally and/or linguistically diverse backgrounds, family systems and the role of families in supporting development.

2. Discuss variations in beliefs, traditions, and values across and within cultures and their effects on relationships among individuals with disabilities’ learning needs, family and schooling.

3. Describe the differing ways of learning of individuals with disabilities including those from culturally diverse backgrounds and strategies addressing these differences.

4. Describe the effects of various medications on individuals with disabilities and the etiologies and medical aspects of conditions affecting individuals with disabilities including the types and transmission routes of infectious diseases.

5. Describe the impact of sensory impairments, physical and health disabilities on individuals, families, and society and explain the common etiologies and the impact of sensory disabilities on learning and experience

6. Discuss the impact of disabilities on auditory and information processing skills.7. Describe the psychological and social-emotional characteristics of individuals with

disabilities8. Describe the impact of learners’ academic and social abilities, attitudes, interests, and

values on instruction and career development. Each strength was identified in each area of the Star Child Graphic. 10

Each area of need was identified in each area of the Star Child Graphic. 10

Supports (40)9. Provide educational implications of characteristics of various disabilities10. Explain the impact of disabilities on reading, auditory skills, academic skills, critical

thinking, and social skills.11. Relate levels of support to the needs of the individuals12. Identify appropriate adaptations and technology for all individuals with disabilities

A minimum of one support is identified for each area of need identified in the Framework. 10

A clear link was made between the practices/supports you are recommending and a characteristic you identified in section one. 10

If a characteristic was identified that would impact both home and school, then a support viable and appropriate for each setting was clearly identified. 10

Support/recommended practice or service is based on evidence in the research. 10

Resources (30)

2 resources provided for each area of need identified in Framework 5

Recommendations identified and promoted in resources are based on research, as demonstrated by the references supporting the content. 8

66


Resources were in correct APA format. 5

Resources were annotated. 5

Resources address both family and school-related concerns. 7

Overall Format (10)

Report is professionally written with minimal errors in grammar and punctuation. Logical headings are included to guide the reader. 10

TOTAL 100

A. Revised Case Study

Element Possible Pts.

Earned Pts.

All supports identified in Report were incorporated into the revised version. 10Case study is professionally written with minimal errors in grammar and punctuation. 10

TOTAL 20

The following point system will be used for each section of the Learner Analysis Case Study. Full Pts. = Target. Element is fully addressed and meets the requirements as indicated in the assignment description and as presented in class. In addition, the element is presented coherently, creatively, thoughtfully, and professionally. A clear grasp of the purpose of the element is demonstrated. No factual errors are present.

Mid-range to upper end of possible pts. = Acceptable. Element is addressed, but there may be errors in how it was addressed, and/or it may be somewhat weak. Understanding of the task requirements and scope of work to be accomplished is demonstrated.

Lower end of possible pts. = Minimal. Element may be missing or addressed in an unsatisfactory manner, or there may be errors in how the element was addressed. Understanding of the task requirements and scope of work to be accomplished is minimally demonstrated.

No pts. = Unacceptable. Performance is significantly below expectations. The element is missing, and/or is significantly weak. There was a lack of understanding of task requirement. Scope of work was extremely limited. This score can also be given if work is not completed or submitted.

Standard 2: Development and Characteristics of Learners, Standard 3: Individual Learning ExperiencesStandard, 5: Learning Environments and Social Interactions

Element Unacceptable

Minimal Acceptable

Target n

Framework 7 7


December, 2010

Identificationof Supports

1 1 5 7

Quality of Resources

3 4 7

Format 1 3 3 7

Rewriting of Case Study

7 7

Overall 2 5 7


In the revision of the Five Year Program in Special Education: General Curriculum, the Learner Analysis Case Study was added as a new performance task. Previously, the students were using the Website Research Review task to analyze their understanding of characteristics of disabilities and instructional support needs. In the revision of the course, an emphasis on the areas that most impact children and youth with disabilities (e.g. working memory, attention, medical aspects, social understanding and processing) was included. This assessment was completed with the first set of students in our program in the fall of 2009 (results are above).

*7 (Required):–Additional assessment that addresses

EMPLOYER AND ALUMNI SURVEYSThrough a federal OSEP five year grant, special education programs have so far conducted two rounds of an alumni survey that we created for our alumni to provide us with quantitative and qualitative feedback on their preparation while at Radford and how this preparation has aided them in the field as special education practitioners. The compilation of these two surveys are

2008 Alumni Survey Report

1. SECTION A: TEACHING SKILLS AND KNOWLEDGEPlease use the indicated scale to rate each item in this section in terms of how well the Radford University High Incidence Disabilities 5-year program prepared you to perform on the job. (Numbers at the end of each topic refer to Council for Exceptional Children Standards for Highly Qualified Requirements for Special Education Teachers.)Administer and interpret nonbiased formal and informal assessments that are

68

335


sensitive to each student’s particular disability or exceptionality and gather relevant background information for making eligibility, program, and placement decisions for students with disabilities, including those from culturally and/or linguistically diverse backgrounds. CC8S6; CC8S5; CC8S2; GC8S2; GC8S3

# Answer Response %

1 very well prepared 7 47%2 adequately prepared 6 40%

3 somewhat prepared but not enough to be proficient 2 13%

4 was not prepared at all 0 0%

5 do not perform this/these activities on the job 0 0%

Total 15 100%

Statistic Value

Mean 1.67Variance 0.52Standard Deviation 0.72Total Responses 15

2. Anything you’d like to add regarding the above topic?

Text Response

The assessment course required provided me the opportunity to administer a variety of different achievement assessments. I was able to practice administering these assessments on students with disabilities during the program. My experience in this course prepared me for administering such assessments today.More information about informal assessments would have been helpful. It would be nice to have a greater knowledge about quick and easy assessments that could be given on a weekly basis to gain quick anecdotal information.As far as the Assessment class goes, I felt that it was extremely beneficial to writing and administering the exams. We used many assessments in the course but in the school I am in we only use the Woodcock Johnson III, which is the only exam we did not use in the class. I would make it a requirement to watch our cooperating teachers administer the exams.


December, 2010

Despite RU's wonderful vision of how a SPED program should be run, the reality is all together different. Some school systems are so behind the times that I was not prepared for the reality I faced during my first year of teaching within this field. Yes, I learned a lot, but the reality I faced was harsh. If we are the instruments of change, tell the schools that it is time to change. Too many people are so set in their ways, that change is threatening. In hard economic times, this threat can be disheartening. The big picture is, those who lose out are our children.

Statistic Value

Total Responses 4

3. Collaborate with families and others in assessing the needs of individuals with exceptional learning needs, foster respectful and beneficial relationships between families and professionals, and assist families and students in becoming active participants in the student’s educational team. CC10S2; CC10S3 ; CC10S4.

# Answer Response %





Total 15 100%

Statistic Value


4. Anything you'd like to add regarding the above topic?

Text Response

70


As a blocking student and student teacher, I occasionally participated in communicating with families; however, I did not feel adequately prepared to do so. I feel this was more of a cooperating teacher's desire rather than the university's program.This topic was discussed in various classses but should be a major part of a class. This is an area that has been a big challenge for me as a new teacher and i haven't been able to rely on training (from RU) as in other areas of the job.I felt very well prepared and have done well with this in my career. There are certain parents, however, that are impossible to get a response from. Perhaps some more info on how to deal with that.Throughout the program, professors made it a point to discuss how parents feel if teachers speak too professional. I think it is extremely important to get knowledge and experience speaking to parents before beginning their career.

I work at a school where over 85% of students come from different countries and have English as there second language. I have held IEP meetings with parents who are not literate in their own language. At the same time, most of my meetings are with a translator. Many of my parents can not write their name, and do not understand special education. many parents deny services to their children because of cultural differences such as what the term "mental retardation" means. I feel that most of the ways in which we learned to collaborate with parents never touched topics such as those and I was not prepared for how to best reach out to families and create an understanding with families in poverty and cultural differences.I learned the importance of making connections with the student and their parents. Connection is crucial to success. Working together on a common goal helps to aid the progress of an individual because everyone is on the page.

Statistic Value

Total Responses 7

5. Report assessment results to parents and other stakeholders using effective communication skills. CC8S7

# Answer Response %



4 was not prepared at all 0 0%5 do not perform this/these activities 0 0%


December, 2010

on the job

Total 15 100%

Statistic Value



Text Response

I did not feel prepared going into my first eligibility meeting but after communicating assessment results a few times this year, I now feel somewhat comfortable doing this.Although I did not report assessment results to the parents, I prepared written documentation about assessment results. I do feel comfortable in using assessment verbiage and translating to layman's terms.Our assessment class prepared me well for this.Continue to educate students on the importance of using parent friendly language.Field experiences did not give enough or provide opportunities for communication with parents. Most of it is on the job, as you go, training.I would have liked more experiences of communicating with parents.

Statistic Value

Total Responses 6

7. Develop comprehensive Individual Education Plans (IEPs) in collaboration with team members, i.e. parents, classroom teachers, related service personnel, administrators, and the student when appropriate. CC7S2; CC7S3

# Answer Response %

1 very well prepared 8 53%2 adequately prepared 4 27%3 somewhat prepared but not enough 3 20%

72


to be proficient4 was not prepared at all 0 0%


Total 15 100%

Statistic Value



Text Response

It would have been nice to be familiarized with the IEP program that I was going to be using (EASY IEP) but I realize that not all counties use the same program.I do collaborate well, but find that in high school, general education teachers give very small glimpses to the student's actual academic ability. But good thing I was taught to ask specific questions.I now live and reside in a different state. I feel that Radford focused only on Virgina IEP's. It would be nice to have learned more general information that is relevant to all states.As a first year teacher, I had the most angst during my first IEP meeting. It was not enough to just invite the general education teacher, you have to actually call on them. Also, understanding that someone should check your first few IEP's to make sure they are up to par is something that is difficult but necessary.With change being constant, hard to be on the ball with all the latest.I do every IEP alone. Classroom teachers and administers play no part in it. It irritates the hell out of me. Blacksburg is magic. I wasn't prepared for the differences in how special education is viewed. However, I do feel that I was prepared in creating IEP's with measurable goals. In fact, my first year I had my student help write his IEP and was scrutinized for it. That is crazy. I still do it though. Radford should remind people how we are still fighting to make special education truly inclusive.Although Radford taught me the importance of truly making an IEP as individiualized as possible; certain schools do not agree in creating goals with objectives. They believe that IEP goals with objectives should only be written for those students with a cognitive disability. Also, I have learned that in the county I work for, inviting paraprofessionals or Music teachers are unheard of to the IEP meetings. I wish that I could change this, but finding coverage for all those people you want to invite during a budget cut is not possible.


December, 2010

Statistic Value

Total Responses 7

9. Conduct eligibility, IEP, and transition planning meetings in compliance with the law, and communicate due process rights related to assessment, eligibility, and placement to parents/legal guardians and student when appropriate. CC1K6; CC10S5; CC9S4

# Answer Response %





Total 15 100%

Statistic Value



Text Response

I feel like I was prepared as much as I could be without actually carrying out those things. I was never asked to hold an IEP meeting when I was student teaching and I feel like I would have greatly benefited from that practice with someone there to support me. I think this should be a requirement for student teachers.I do not feel as prepared to explain due-process, but I do know that I was taught this over and over. It is just alot of information to remember and continually review.I think once you complete the tasks hands on, it is much easier to understand.

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Eligibilty: We were never taught how to conduct these. I was bright red when I ran my first one. We never saw BCD's in our experience and I feel that was a critical piece I wish I had seen earlier. Transition: Not prepared. We talked about law required transition at age 14, but I never knew until last year how much transition paperwork went from going from 5th to middle school. IEPs: Although, we learned how to write IEP's we never talked about running the meeting, and what all of the pages really meant. Also, how to conduct the IEP using language that is friendly for parents of other languages.I do not think that I was prepared for eligibility meetings. I was not even exposed to one in the two years I was interning/student teaching (for some real life experiences). Sometimes it helps to make a connection with something you learned in class and the actual thing. I know that this experience isn't always available, but a mock trial would have helped.

Statistic Value

Total Responses 5

11. Use research-supported methods of reading instruction that are appropriate for students with disabilities and that target reading accuracy, fluency, comprehension, and vocabulary development. GC4S1; GC4S4; GC4S14; GC4S16; GC6S1; GC6S2

# Answer Response %





Total 15 100%

Statistic Value



December, 2010


Text Response

Taking all of the extra reading classes has greatly prepared me to work with students.Wow, could not have been better prepared in the Reading department!!Continue placing students in classes to teach them how to help students with reading difficulty. I feel reading instruction is one of the best ways to help students more included in their general education classrooms.I drowned my first few months of reading. We had 2 classes on reading focused solely on general education students. Not classes on how to teach reading to 4th and 5th graders reading at K/1 levels.I felt the reading courses we took part in were more so dedicated to general education teachers. I would have liked a class more inspired by reading instruction of a more diverse pool of students.

Statistic Value

Total Responses 5

13. Use research-based strategies for spelling accuracy and generalization. GC4S1; GC6S2

# Answer Response %





Total 15 100%

Statistic Value


76



Text Response

Words their Way and WilsonWords Their Way!!!!! Wilson!!!! LOVE IT

Statistic Value

Total Responses 2

15. Use research-supported methods to teach mathematics to students with disabilities. GC4S1; GC4S5

# Answer Response %





Total 15 100%

Statistic Value



Text Response

I have used CPOI many times over the last 2 years.I felt it was great preparation for elementary math. Secondary math, however, is a different story and it is a huge area of need. I do have the Concept Mastery routine, though, that I have used.


December, 2010

One more class in math strategies would be beneficial..Lattice method

Statistic Value

Total Responses 4

17. Use research-supported methods to teach students with disabilities to self-correct errors in oral and written language, produce legible written documents, and organize and compose written products. GC4S1; GC6S3; GC6S4; GC4S15

# Answer Response %





Total 15 100%

Statistic Value



Text Response

Statistic Value

Total Responses 0

78


19. Use strategies to enhance and support the communication skills of students with disabilities, assess reliable methods of responding for individuals who lack typical communication and performance abilities, and use communication strategies and resources to facilitate understanding of subject matter for students whose primary language is not English. GC8S4; CC6S1; CC6S2

# Answer Response %





Total 15 100%

Statistic Value



Text Response

Haven't had an opportunity to use what i learned at RU in this area.I was shocked when kids didn't know meaning of the word "warm"

Statistic Value

Total Responses 2

21. Use research-supported teaching procedures; develop daily lesson plans that are age appropriate and based on individualized


December, 2010

learning objectives; use task analysis to modify pace of instruction; use student responses and errors to guide instructional decisions and provide feedback to learners; make responsive adjustments to instruction and the learning environment based on continual observation of student performance, evaluation of instruction, and monitoring of student progress. CC4S3; GC4S1; GC4S6; GC4S12; CC7S10; CC7S11; CC7S5; CC7S13; CC8S8; CC7S11; CC7S6; CC5S6; GC7S2; GC7S2; GC7S3; CC7S12

# Answer Response %





Total 15 100%

Statistic Value



Text Response

My student teaching experience pounded this all into my head. :) A very good thing!Lesson plans have to be based on VGLA (grade level) not age appropriate because of NCLBA.We do flexible grouping in our school and it works well.

Statistic Value

80


Total Responses 3

23. Design and manage daily routines, including the coordination of activities of related service personnel to maximize the direct instruction of students with disabilities. CC5S12; GC10S2

# Answer Response %





Total 15 100%

Statistic Value



Text Response

I would have liked more information about creating individual schedules for students. (daily schedules, work schedules, etc)

Statistic Value

Total Responses 1

25. Plan instruction to be delivered in a variety of educational settings, and identify supports and accommodations needed for including students with disabilities for access to the general education curriculum. CC5S3; GC5S3; CC8S7; GC3S1


December, 2010

# Answer Response %





Total 15 100%

Statistic Value



Text Response

I conduct lessons in a closet. computer lab, floors, hallways, and teachers lounges.

Statistic Value

Total Responses 1

27. Use instructional methods to strengthen and compensate for deficits in perception, comprehension, memory, and retrieval. GC4S11

# Answer Response %




82



Total 14 100%

Statistic Value



Text Response

We learned many research based strategies and had to implement them.

Statistic Value

Total Responses 1

29. Interpret sensory, mobility, reflex, and perceptual information to create and adapt appropriate learning plans. GC7S5

# Answer Response %





Total 15 100%

Statistic Value

Mean 1.87Variance 0.27Standard Deviation 0.52


December, 2010

Total Responses 15


Text Response

The courses on teaching students with Autism helped me understand how to teach students with sensory and perceptional needs in the classroom.

Statistic Value

Total Responses 1

31. Design learning environments that encourage active participation in individual and group activities. CC5S4

# Answer Response %





Total 15 100%

Statistic Value



Text Response

Classroom design assignment from Dr. Colley was a great preparation and the book by Fred jones "Tools For Teaching" that was a textbook for one of the classes has been a great help for practical methods of dealing with behavior issues using classroom design.

84


We not only learned about it, but our own college classes were designed so that we could take those activities to our classrooms.

Statistic Value

Total Responses 2

33. Establish a consistent and predictable classroom routine for individuals with disabilities. GC5S6

# Answer Response %





Total 15 100%

Statistic Value



Text Response

Statistic Value

Total Responses 0

35. Identify expectations for personal and social behavior in various settings and conduct functional analyses of behavior for the purpose


December, 2010

of developing individualized behavior intervention plans. CC7S4; CC5S2

# Answer Response %





Total 15 100%

Statistic Value



Text Response

The functional behavior analysis and the intervention plan that we had to do was extremely thorough and I remember it very well.Doing FBA/BIP right now!Yes this course helped a great deal with creating FBA

Statistic Value

Total Responses 3

37. Use effective, research-supported, least-restrictive behavior management strategies, including a variety of nonaversive techniques, individualized reinforcement systems, monitoring systems, and modification of the learning environment to teach

86


behavior and maintain attention of students in a variety of settings. GC4S9; CC5S10; CC5S11; GC8S1; GC8S5; CC555

# Answer Response %





Total 15 100%

Statistic Value



Text Response

There was intensive instruction on this, but it is a difficult thing to be proficient at.

Statistic Value

Total Responses 1

39. Use research-supported methods and strategies to teach students to use, maintain and generalize self-assessment, problem solving, study skills, learning strategies, self-advocacy and social skills (especially giving and receiving meaningful feedback) that are associated with increased social and academic independence. GC4S1; GC4S3; CC4S2; CC4S5; CC5S8; CC5S9; CC7S14; GC7S8; CC7S7; GC5S4; CC4S4


December, 2010

# Answer Response %





Total 15 100%

Statistic Value



Text Response

Have implemented many things concerning socialization.

Statistic Value

Total Responses 1

41. Select, design, and/or use technology to conduct assessments and support instruction and communication needs of students with disabilities. CC7S9; CC8S3; GC4S7; GC5S2; GC6S5; GC7S4

# Answer Response %




88



Total 15 100%

Statistic Value



Text Response

I had very little experience with using technology in the field while taking classes at Radford. The technology that we used was on campus and not in the classroon with the students. I had to learn to use a variety of different computer programs and to use certain equipment with student participation.

Statistic Value

Total Responses 1

43. Teach essential concepts, vocabulary, and content across the general education curriculum and provide necessary accommodation within the general education curriculum to prepare students with disabilities for standardized testing. GC4S13; CC7S1; GC4S10

# Answer Response %





Total 15 100%


December, 2010

Statistic Value



Text Response

Statistic Value

Total Responses 0

45. Collaborate with parents, teachers, related service personnel, administrators, employers, community members, agency personnel and the student, when appropriate, to plan and implement individualized plans for students with disabilities that foster self-advocacy and increased independence and promote successful transitions, including transitions into and out of school and to post-school environments. CC4S6; GC4S8; GC10S4; GC10S1

# Answer Response %





Total 15 100%

Statistic Value

Mean 2.00Variance 1.14

90


Standard Deviation 1.07Total Responses 15


Text Response

Statistic Value

Total Responses 0

47. Design and implement instructional programs that address independent living, including medical self-management procedures and universal precautions, and career education. GC7S6; GC7S7; CC5S16

# Answer Response %





Total 15 100%

Statistic Value



Text Response


December, 2010

Statistic Value

Total Responses 0

49. Provide instruction in community-based settings. GC5S1

# Answer Response %





Total 15 100%

Statistic Value



Text Response

I'm interpreting "community-based" as a classroom community. I provide the majority of my instruction in the general ed. classroom.

Maybe would like to know more about getting permission from the school and setting it up when it hasn't been done before.I had to provide home bound services to a student who had long term suspension. I felt comfortable with my role and the laws regarding his rights.I felt prepared when I had students participate in community based trips: bank, mall, grocery store, etc.

Statistic Value

Total Responses 5

92


51. Demonstrate sensitivity for the culture, language, religion, gender, disability, socio-economic status, and sexual orientation of individuals by creating a learning environment where diversity is valued; communicate and collaborate with students and their families in culturally appropriate ways; develop/select instructional content, resources and strategies that are responsive to diversity. CC10S10; CC9S5; CC7S8; CC5S1; CC5S13; CC5S14

# Answer Response %





Total 15 100%

Statistic Value



Text Response

It is something you need experience with that can't be taught.

Statistic Value

Total Responses 1


December, 2010

53. Teach parents, paraprofessionals, classroom teachers, peers, and volunteers to use research-supported instruction and data collection techniques. CC10S11; GC10S3; CC10S; CC5S15

# Answer Response %





Total 15 100%

Statistic Value



Text Response

I think it was difficult learning to teach paraprofessionals how to best implement strategies.

Statistic Value

Total Responses 1

55. Use verbal, nonverbal, and written communication effectively, and use problem solving and conflict resolution skills to develop, implement, and evaluate collaborative activities. CC9S8; GC5S5; CC10S7

# Answer Response %

94






Total 15 100%

Statistic Value



Text Response

I have learned the importance of making connections with students and parents and to always talk about a students strength before stating a need.

Statistic Value

Total Responses 1

57. Practice within the CEC Code of Ethics, such as maintaining the confidentiality of students and their families, creating and maintaining confidential records, advocating for students in an ethical manner, and communicating ethically with colleagues and community members. CC8S10; CC9S4; CC9S2; CC9S3; GC9S2; CC10S1

# Answer Response %




December, 2010



Total 15 100%

Statistic Value



Text Response

It was taught through instruction and by example!

Statistic Value

Total Responses 1

59. Demonstrate a commitment to developing the highest education and quality-of-life potential for students with disabilities by assessing and reflecting on your teaching, consulting with other professionals for assistance in serving students, participating in professional organizations relevant to students with disabilities, educating school personnel, students without disabilities, and community members about the needs of students with disabilities, and continuing to access information and training on research-supported instruction for the purpose of improving your teaching. CC9S5; CC9S9; CC9S11; GC9S1; CC9S6; CC9S7; CC9S9; CC10S10; CC5S7

# Answer Response %


96





Total 15 100%

Statistic Value



Text Response

Statistic Value

Total Responses 0

61. SECTION B: ADVISEMENT Please use the scale indicated to rate how helpful various advisement services were during your participation in the high-incidence program. Advisement for what courses to take.

# Answer Response %

1 extremely helpful 9 60%2 adequate 3 20%

3 somewhat helpful but could have been better 3 20%

4 not helpful at all 0 0%

5 was not available when I participated in the program 0 0%

Total 15 100%


December, 2010

Statistic Value


62. Anything you'd like to add regarding the above activity?

Text Response

Registered classes for us helped a great deal.When I first started the program the advisement was unclear. The last two years of the program I was felt that the advisors took more time to sit down with the classes I needed to take.

Statistic Value

Total Responses 2

63. Assistance with registering for classes.

# Answer Response %





Total 15 100%

Statistic Value



98


Text Response

did it for us

Statistic Value

Total Responses 1

65. Assistance with applying for scholarships.

# Answer Response %





Total 15 100%

Statistic Value



Text Response

Statistic Value

Total Responses 0

67. Assistance with applying for graduation.

# Answer Response %

1 extremely helpful 8 53%


December, 2010

2 adequate 6 40%




Total 15 100%

Statistic Value



Text Response

Statistic Value

Total Responses 0

69. Assistance with applying for your teaching license.

# Answer Response %





Total 15 100%

Statistic Value

Mean 1.60Variance 0.54

100


Standard Deviation 0.74Total Responses 15


Text Response

Statistic Value

Total Responses 0

71. Site advisor/site mentor support.

# Answer Response %





Total 15 100%

Statistic Value



Text Response

Top notch!! Always made time for us.Although my advise was not alway there for me there was always someone else there who was willing to answer my questions or help me out.The feedback that was provided while in the program was very helpful. The professors were able to tell you directly what you needed to work on to be a teaching professional which was


December, 2010

similar to the feedback you receive while actually working in a school.

Statistic Value

Total Responses 3

73. Other advisement activities. (Please list, and rate each activity based on the scale above.)

Text Response

The advisors of the Special Education/High Incidence program were absolutely wonderful. They provided their students with the support they needed to become the best teachers they could be; it was evident that they truly cared about their students and the subject matter.

Statistic Value

Total Responses 1

74. SECTION C: GENERAL COMMENTSPlease provide comments about both your early field experience/blocking placements and your student teaching placement.

Text Response

I would have liked to have experience at the middle school level.I enjoyed both blocking experiences but I wish there may of been more guidance and structure to how logs/lesson planning/role in classroom during that time. Also, being a teacher now I wish I would have had more experience following the exact footsteps of the special ed. department at both placements to help get an idea of paperwork and workload that special ed teacher carry.I felt that my blocking did not really prepare me. The expectations of how much we were to do were unclear. My student teaching was much more beneficial. I felt that I got adequate time to teach as well as a variety of settings to experience.After two years of being in the schools (blocking and student teaching), I definitely felt prepared to have my own caseload. I am thankful to have been placed in an elementary, middle, and high school. My four cooperating teachers provided me with various teaching strategies that I use today in my classroom.Overall and looking back with hindsight, my preparation for the job could not have been better. I am thankful to all the teachers and the University for the High Incidence program.The blocking experience was interesting. The classes did not match up with what school I was in. I was learning more on how to work with elementary school students and I was teaching in

102


the high school.I absolutely cherish my memories of blocking and student teaching. The faculty that oversaw our performance were always so supportive and always leading us to do better. They did their best to get us with the best teachers. I formed friendships during those placements and use things that I learned during that time. It was the ultimate learning experience.I did not feel that my blocking/student teaching placement gave me enough opportunity to do actual teaching and lesson planning in the classroom.The blocking experience was at times not really suprevised. Not all the schools where we were placed represented a good working environment. At times the blocking students were stuck making copies all day and not really teaching or interacting with the students. As a graduate student the field experince was a better representation of the real teaching environment.I would have liked to have been educated on the VGLA and VAAP. That instruction would have been helpful with respect to my first year of teaching. I would have liked to be more envolved with the meetings. More emphasis needs to be placed on attendance.

Statistic Value

Total Responses 10

75. If you were in a collaborative placement with an elementary education intern during your early field experience, please provide feedback on how the experience benefited you and what suggestions you have for improvement.

Text Response

N/AI agree with the collaborative placement because I was able to learn curriculum from both the Regular Education Teacher and the Student Teacher. We discussed lesson plans and daily routines when getting ready for the weeks ahead. We were able to do more grouping activities within the lessons. It was an enjoyable and learning experience.I felt that being with a general education student teacher did not benefit me. It was not enough time for both of us to get in the hours and teaching time needed. I also felt that it was a competition between us. I could not go to my cooperating teacher if I had problems with testing or something special education-related. She usually could not help me than I would have to wait to talk to someone after the day was over and it was too late for me to do what I needed to do.My placement was not exciting to be placed with me. She would not want to collaborate. I feel that the elementary student teachers should go through more of education about collaboration. We should have to do more projects together as part of completion.


December, 2010

I learned that it with just a little effort, you gain respect from the general education teacher because you want to be partners and work hard. It was good to learn to communicate with others.I learned a lot about behavior management and adapting the classroom curriculum. I sometimes felt more like I was doing the job of a classroom aide than the special education teacher.N/AOverall, I did not have a positive experience in my collaborative placement. In my situation, my collaborative partner was at school full time everyday. I was only at my placement half of the time. As a result it was very difficult to find my niche. My collaborative partner and my collaborative teacher worked together and had a hard time letting me in. Overall I felt very out of place and that I was just an extra body in the room.During my internship, I had a great experience working with a collaborative 5th grade team. I think it would be more beneficial if the special education teacher was there all day as well as the general education teacher and given planning time with their cooperating teacher. Also, I think it would be extremely beneficial if both student teachers had a chance to watch a video together on the model they should be using.I would have liked to have been educated on the VGLA and VAAP. That instruction would have been helpful with respect to my first year of teaching.

Statistic Value

Total Responses 10

76. Overall, what was the best thing about the high-incidence program?

Text Response

I was able to intern/student teach in a variety of settings to observe different teaching styles.The overall experience of learning and working with other individuals who are interested in the field and want to make a difference. The classroom environment was alway teamwork; working in groups. The staff was extremely helpful and encouraged excellence. Overall, it was an enjoyable experience.I liked have the same professors that we got to know. I felt that we had a great group of staff that really supported us and made us feel comfortable.The best thing about the high-incidence program was the practical experience in the schools and the feedback received from the supervisors.The detail of instruction received in the classes and the right teachers to deliver it. The practicums were also well designed for real life expereince.The best thing is being a family. We are a tight knit group and being able to bounce ideas off

104


one another was extremely helpfull. I like that all of the professors are extremely will to work with you in completing the program.Do I have to pick one? I LOVED: the faculty, their excitement and love for learning, getting to know my cohort members, getting to apply my learning in the schools, and being instructed on the very best current practices.I had many opportunities to see different kinds of classroom. I also was able to see was grade level I would like to teach.The professors were the best. They were highly supportive and they were able to coach us all through this first time teaching experience. They never gave up on any of us and stuck with us when the stress became more than we could handle. They provided us with coping stratgies to manage the stress level that does come with teaching. If it wasn't for the awesome support of the professors in the program I don't think I would be a teacher right now. The program was difficult, but it was the best experience of my life.I enjoyed being exposed to a wide variety of teaching enviornments. I enjoyed everyone in the program and felt as though they genuinely cared about me. IDHI fosters a very strong community atmosphere. The professors were all eager to help, quick to respond and a friend when needed. They were however very professional, well spoken and knowledge about their area of expertise.The professors are very knowledgeable and passionate about the curriculum.

Statistic Value

Total Responses 11

77. What about the high-incidence program would you change?

Text Response

I feel that I learned as much as I could regarding most topics (behavior management, collaboration, writing IEPs, assessments, etc.) but really feel like you can't be completely prepared for the role of a teacher until you become one. There are so many responsibilities that I have now that I was not prepared for (scheduling, running meetings, etc.). I think it would be great to have student teachers come in before school starts to see the work teachers do to prepare for the school year. I think it would also be beneficial to have student teachers run an IEP meeting before they graduate. That way when they go into their first IEP meeting alone, it will not be their first time.Get students started on Praxis testing sooner. Also, offer tutoring and help session at RU for Praxis series testing. More hands-on with IEP writing, transition, and community based learning. What do to in difficult situations, how to work with parents, aides, staff and students.I feel that the thing that I was least prepared for was classroom management of high schoolers. We got lots of classroom management techniques but most of them were geared towards younger children.


December, 2010

I would have liked to have learned more about high school transitioning. Also, upcoming teachers need to understand the importance of discussing with their students their graduation plan as early as possible.We spent too much time on MR related training compared to its usefulness as a normal high school special ed teacher. Students with MR are in self contained classrooms in core academics and i have had very limted opportunities with them. Would rather have spent the time on strategies for mis-behaviors in a collaborative setting.I would change some of the classes around to work with the blocking and student teaching schedule.Just more help with secondary math.I teach in a county that has partial inclusion and some pullout and I teach several pullout classes. I feel that the program needs to prepare teachers who will be leaving and working in other counties that do not have full inclusion.I think the only thing that would need to change is more computer classes to teach about more of the programs and tools out there to educate the students. Also, as a first year teacher I have had to become highly qualified in a subject area. I think that Radford should offer that in the 5 year program because it is something that needs to be done when you work in special education.I would give students a say so as to what placements they receive. If a student is interested specifically in working with students with behavior disabilities or autism for example it would be wise to place them at least once in such a placement.I did enjoy the diversity of placements within the program, but they were limited on perspective to the surrounding counties standards. The world is a much bigger place. More emphasis needs to be placed on the reality vs. the future.

Statistic Value

Total Responses 11

78. If you are aware of any factor(s) that distinguished you from other candidates for your current position (based on feedback from your employer or your own observations) please share with us.

Text Response

Highly Qualified, endorsed in three areasMy performance at RU, life experiences, rec coaching background, and I had a great answer to every question asked to me during the interview process thanks to a list of possible questions provided to me by Dr. Janney.The amount of interest and time I put into working with each student in new and creative ways

106


is extremely refreshing.I was just complimented on having a solid foundation of facts during my interview. I was also complimented on the creative adaptations and ideas that I had- which I learned at Radford.My principals always tell me that I am very aware of my students' emotional needs in order to be a better learner. I have been told that I am very flexible with my students based on what they need to learn.I now work and reside in North Carolina. I am the only special education teacher at my school that is licensed in multiple areas. I feel that this helped me in finding a job and making me more marketable.Because of my ED certification, I am aware of why they hired me. Now that I have learned the underling politic involved with the job, who am I to follow, administration or my students. Hard to keep that balance, enough so, that it is hard to keep a job. I will always advocate for my students, one day I will find an administration that understands my role as an educator.

Statistic Value

Total Responses 7

79. If you are teaching in a state other than Virginia, please provide feedback on how well the high-incidence program prepared you for the requirements of your state department of education and school division.

Text Response

I am knowledgable of behavior plans, adaptive lesson plans, sensory/tactile learning for student who are non-verbal, and I am an advocate for students with disabilities.The high-incidence program prepared meet to all of the requirements. I am able to teach other professionals things that they do not understand as well.N/AI now work in a school system that has self contained classrooms. As a teacher of a self contained autism classroom I would have liked more expereince working in such an enviornment. I feel that Radford focuses only on inclusion even though a large majority of school systems are not structured this way at this time. If the high-incidence program wants to teach full inclusion that is one thing, but they need to realize a large portion of their students are going to wind up going to school systems where they are not going to have relevant experience. When moving to North Carolina I was required to take additonal praxis test to receive my lisence.Very well. Most special education teachers in my building are returning to Radford University to pursue their Masters now because it is a requirement.


December, 2010

The school division I am currently in is under the process of change, slow and steady change. That change has not reached the lower levels as of yet. A lot of new people in administrative positions means there will be change eventually. This change is needed desperatly!

Statistic Value

Total Responses 6

2009 Alumni Survey Report

Last Modified: 01/20/2011

1. SECTION A: TEACHING SKILLS AND KNOWLEDGE Please use the indicated scale to rate each item in this section in terms of how well Radford University's five-year program in Special Education: High-Incidence Disabilities prepared you to perform on the job. (Numbers at the end of each topic refer to Council for Exceptional Children Standards for Highly Qualified Requirements for Special Education Teachers.) Administer and interpret nonbiased formal and informal assessments that are sensitive to each student’s particular disability or exceptionality and gather relevant background information for making eligibility, program, and placement decisions for students with disabilities, including those from culturally and/or linguistically diverse backgrounds. CC8S6; CC8S5; CC8S2; GC8S2; GC8S3

# Answer Response %





Total 4 100%

108


Statistic Value

Min Value 1Max Value 3Mean 1.50Variance 1.00Standard Deviation 1.00Total Responses 4

2. Anything you’d like to add regarding the above topic?

Text Response

Statistic Value

Total Responses 0

3. Collaborate with families and others in assessing the needs of individuals with exceptional learning needs, foster respectful and beneficial relationships between families and professionals, and assist families and students in becoming active participants in the student’s educational team. CC10S2; CC10S3 ; CC10S4.

# Answer Response %





Total 4 100%


December, 2010

Statistic Value



Text Response

I feel college courses and student teaching placements don't offer the opportunity for this to happen directly. However, the positive leaders who have taught me were able to demonstrate the proper ways to handle certain situtations and were great models. I often rememembered their behaviors when dealing with families during my first year of teaching.

Statistic Value

Total Responses 1

5. Report assessment results to parents and other stakeholders using effective communication skills. CC8S7

# Answer Response %





Total 4 100%

110


Statistic Value



Text Response

Statistic Value

Total Responses 0

7. Develop comprehensive Individual Education Plans (IEPs) in collaboration with team members, i.e. parents, classroom teachers, related service personnel, administrators, and the student when appropriate. CC7S2; CC7S3

# Answer Response %





Total 4 100%


December, 2010

Statistic Value



Text Response

Statistic Value

Total Responses 0

9. Conduct eligibility, IEP, and transition planning meetings in compliance with the law, and communicate due process rights related to assessment, eligibility, and placement to parents/legal guardians and student when appropriate. CC1K6; CC10S5; CC9S4

# Answer Response %





Total 4 100%

112


Statistic Value



Text Response

Statistic Value

Total Responses 0

11. Use research-supported methods of reading instruction that are appropriate for students with disabilities and that target reading accuracy, fluency, comprehension, and vocabulary development. GC4S1; GC4S4; GC4S14; GC4S16; GC6S1; GC6S2

# Answer Response %





Total 4 100%


December, 2010

Statistic Value



Text Response

More strategies in all reading areas would be helpful.Although we were prepared it was sometimes difficult to incorporate what I was taught with the reading programs mandated by the school system.

Statistic Value

Total Responses 2

13. Use research-based strategies for spelling accuracy and generalization. GC4S1; GC6S2

# Answer Response %





Total 4 100%

114


Statistic Value



Text Response

Statistic Value

Total Responses 0

15. Use research-supported methods to teach mathematics to students with disabilities. GC4S1; GC4S5

# Answer Response %





Total 4 100%


December, 2010

Statistic Value



Text Response

Statistic Value

Total Responses 0

17. Use research-supported methods to teach students with disabilities to self-correct errors in oral and written language, produce legible written documents, and organize and compose written products. GC4S1; GC6S3; GC6S4; GC4S15

# Answer Response %





Total 4 100%

116


Statistic Value



Text Response

Statistic Value

Total Responses 0

19. Use strategies to enhance and support the communication skills of students with disabilities, assess reliable methods of responding for individuals who lack typical communication and performance abilities, and use communication strategies and resources to facilitate understanding of subject matter for students whose primary language is not English. GC8S4; CC6S1; CC6S2

# Answer Response %





Total 4 100%


December, 2010

Statistic Value



Text Response

Statistic Value

Total Responses 0

118


21. Use research-supported teaching procedures; develop daily lesson plans that are age appropriate and based on individualized learning objectives; use task analysis to modify pace of instruction; use student responses and errors to guide instructional decisions and provide feedback to learners; make responsive adjustments to instruction and the learning environment based on continual observation of student performance, evaluation of instruction, and monitoring of student progress. CC4S3; GC4S1; GC4S6; GC4S12; CC7S10; CC7S11; CC7S5; CC7S13; CC8S8; CC7S11; CC7S6; CC5S6; GC7S2; GC7S2; GC7S3; CC7S12

# Answer Response %





Total 4 100%

Statistic Value



Text Response


December, 2010

Statistic Value

Total Responses 0

23. Design and manage daily routines, including the coordination of activities of related service personnel to maximize the direct instruction of students with disabilities. CC5S12; GC10S2

# Answer Response %





Total 4 100%

Statistic Value



Text Response

Statistic Value

Total Responses 0

120


25. Plan instruction to be delivered in a variety of educational settings, and identify supports and accommodations needed for including students with disabilities for access to the general education curriculum. CC5S3; GC5S3; CC8S7; GC3S1

# Answer Response %





Total 4 100%

Statistic Value



Text Response

Statistic Value

Total Responses 0


December, 2010

27. Use instructional methods to strengthen and compensate for deficits in perception, comprehension, memory, and retrieval. GC4S11

# Answer Response %





Total 4 100%

Statistic Value



Text Response

Statistic Value

Total Responses 0

122


29. Interpret sensory, mobility, reflex, and perceptual information to create and adapt appropriate learning plans. GC7S5

# Answer Response %





Total 4 100%

Statistic Value



Text Response

More strategies in this area would be helpful.

Statistic Value

Total Responses 1


December, 2010

31. Design learning environments that encourage active participation in individual and group activities. CC5S4

# Answer Response %





Total 4 100%

Statistic Value



Text Response

Statistic Value

Total Responses 0

124


33. Establish a consistent and predictable classroom routine for individuals with disabilities. GC5S6

# Answer Response %





Total 4 100%

Statistic Value



Text Response

Statistic Value

Total Responses 0


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35. Identify expectations for personal and social behavior in various settings and conduct functional analyses of behavior for the purpose of developing individualized behavior intervention plans. CC7S4; CC5S2

# Answer Response %





Total 4 100%

Statistic Value



Text Response

Statistic Value

Total Responses 0

126


37. Use effective, research-supported, least-restrictive behavior management strategies, including a variety of nonaversive techniques, individualized reinforcement systems, monitoring systems, and modification of the learning environment to teach behavior and maintain attention of students in a variety of settings. GC4S9; CC5S10; CC5S11; GC8S1; GC8S5; CC555

# Answer Response %





Total 4 100%

Statistic Value



Text Response

Statistic Value

Total Responses 0


December, 2010

39. Use research-supported methods and strategies to teach students to use, maintain and generalize self-assessment, problem solving, study skills, learning strategies, self-advocacy and social skills (especially giving and receiving meaningful feedback) that are associated with increased social and academic independence. GC4S1; GC4S3; CC4S2; CC4S5; CC5S8; CC5S9; CC7S14; GC7S8; CC7S7; GC5S4; CC4S4

# Answer Response %





Total 4 100%

Statistic Value



Text Response

Statistic Value

Total Responses 0

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41. Select, design, and/or use technology to conduct assessments and support instruction and communication needs of students with disabilities. CC7S9; CC8S3; GC4S7; GC5S2; GC6S5; GC7S4

# Answer Response %





Total 4 100%

Statistic Value



Text Response

Statistic Value

Total Responses 0


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43. Teach essential concepts, vocabulary, and content across the general education curriculum and provide necessary accommodation within the general education curriculum to prepare students with disabilities for standardized testing. GC4S13; CC7S1; GC4S10

# Answer Response %





Total 4 100%

Statistic Value



Text Response

Statistic Value

Total Responses 0

130


45. Collaborate with parents, teachers, related service personnel, administrators, employers, community members, agency personnel and the student, when appropriate, to plan and implement individualized plans for students with disabilities that foster self-advocacy and increased independence and promote successful transitions, including transitions into and out of school and to post-school environments. CC4S6; GC4S8; GC10S4; GC10S1

# Answer Response %





Total 4 100%

Statistic Value



Text Response

Statistic Value

Total Responses 0


December, 2010

47. Design and implement instructional programs that address independent living, including medical self-management procedures and universal precautions, and career education. GC7S6; GC7S7; CC5S16

# Answer Response %





Total 4 100%

Statistic Value



Text Response

Statistic Value

Total Responses 0

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49. Provide instruction in community-based settings. GC5S1

# Answer Response %





Total 4 100%

Statistic Value



Text Response

Statistic Value

Total Responses 0


December, 2010

51. Demonstrate sensitivity for the culture, language, religion, gender, disability, socio-economic status, and sexual orientation of individuals by creating a learning environment where diversity is valued; communicate and collaborate with students and their families in culturally appropriate ways; develop/select instructional content, resources and strategies that are responsive to diversity. CC10S10; CC9S5; CC7S8; CC5S1; CC5S13; CC5S14

# Answer Response %





Total 4 100%

Statistic Value



Text Response

Statistic Value

Total Responses 0

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53. Teach parents, paraprofessionals, classroom teachers, peers, and volunteers to use research-supported instruction and data collection techniques. CC10S11; GC10S3; CC10S; CC5S15

# Answer Response %





Total 4 100%

Statistic Value



Text Response

Statistic Value

Total Responses 0


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55. Use verbal, nonverbal, and written communication effectively, and use problem solving and conflict resolution skills to develop, implement, and evaluate collaborative activities. CC9S8; GC5S5; CC10S7

# Answer Response %





Total 4 100%

Statistic Value



Text Response

Statistic Value

Total Responses 0

136


57. Practice within the CEC Code of Ethics, such as maintaining the confidentiality of students and their families, creating and maintaining confidential records, advocating for students in an ethical manner, and communicating ethically with colleagues and community members. CC8S10; CC9S4; CC9S2; CC9S3; GC9S2; CC10S1

# Answer Response %





Total 4 100%

Statistic Value



Text Response

Statistic Value

Total Responses 0


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59. Demonstrate a commitment to developing the highest education and quality-of-life potential for students with disabilities by assessing and reflecting on your teaching, consulting with other professionals for assistance in serving students, participating in professional organizations relevant to students with disabilities, educating school personnel, students without disabilities, and community members about the needs of students with disabilities, and continuing to access information and training on research-supported instruction for the purpose of improving your teaching. CC9S5; CC9S9; CC9S11; GC9S1; CC9S6; CC9S7; CC9S9; CC10S10; CC5S7

# Answer Response %





Total 4 100%

Statistic Value



Text Response

138


Statistic Value

Total Responses 0

61. SECTION B: ADVISEMENT Please use the scale indicated to rate how helpful various advisement services were during your participation in the High-Incidence program. Advisement for what courses to take.

# Answer Response %





Total 4 100%

Statistic Value



Text Response

Statistic Value

Total Responses 0


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63. Assistance with registering for classes.

# Answer Response %





Total 4 100%

Statistic Value



Text Response

Statistic Value

Total Responses 0

140


65. Assistance with applying for scholarships.

# Answer Response %





Total 4 100%

Statistic Value



Text Response

Statistic Value

Total Responses 0


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67. Assistance with applying for graduation.

# Answer Response %





Total 4 100%

Statistic Value



Text Response

Statistic Value

Total Responses 0

142


69. Assistance with applying for your teaching license.

# Answer Response %





Total 4 100%

Statistic Value



Text Response

Statistic Value

Total Responses 0


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71. Site advisor/site mentor support.

# Answer Response %





Total 4 100%

Statistic Value



Text Response

Statistic Value

Total Responses 0

73. Other advisement activities. (Please list, and rate each activity based on the scale above.)

Text Response

Statistic Value

Total Responses 0

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74. SECTION C: MENTORING AND INDUCTION SUPPORT What experiences in the High-Incidence program helped you gain a positive disposition toward becoming a professional in the field? Select all that apply.

# Answer Response %

1 Program alumni spoke in a Professional Development Seminar. 0 0%

2Teachers from partnership schools spoke in a Professional Development Seminar.

2 100%

3A graduate student intern served as a mentor when you were in a blocking placement.

0 0%

4You attended and/or presented at a conference, workshop, or student seminar.

1 50%

5 other 0 0%

other

Statistic Value

Min Value 2Max Value 4Total Responses 2


Text Response

Statistic Value

Total Responses 0


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76. In the time since you graduated from the High-Incidence program, how have you stayed connected with former professors and/or fellow alumni to receive/exchange informal mentoring and support? Select all that apply.

# Answer Response %

1 online social network (e.g. Facebook) 4 100%

2 email 2 50%3 telephone 1 25%6 other 0 0%

other

Statistic Value

Min Value 1Max Value 3Total Responses 4


Text Response

Statistic Value

Total Responses 0

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78. SECTION D: GENERAL COMMENTS Please provide comments about both your early field experience/blocking placements and your student teaching placement.

Text Response

I feel my placements at Auburn Elementary and Prices Fork Elementary were the most helpful. The faculty were open to student teachers and were excited to have us there. My placements at Blacksburg High School were not affective. The faculty at BHS rarely let student teachers teach and often acknowledged our presence.I had excellent experiences in my student teaching placements. I worked under teachers who had such deep compassion for the field of special education and understood the importance of working with students with disabilities. My blocking placement in an elementary school was rather difficult, as I was working with a student teacher and was unaware of my role in the classroom as a blocking student. I felt that there was a lack of communication on everyone involved in this placement and had there been more, it could have been more successful. However, I did learn a great deal from this placement and the importance of working as a collaborative team and the need for constant and consistent communication among all team members.My placements provided me much more experience than most first year teachers begin teaching with. I have received comments numerous times from administrative staff at my school about how well prepared I was due to my placements through out the education program. At times the programs were difficult to complete due to the balance of class work and teaching I have no complaints about the program. I learned so much from each placement and had very positive experiences.

Statistic Value

Total Responses 3


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79. If you were in a collaborative placement with a general education intern (elementary, middle, or secondary) during one of your field experiences, please provide feedback on how the experience benefited you and what suggestions you have for improvement.

Text Response

Collaborative with a general education intern at an elementary school was a great experience. It taught me what the general education classroom routine consisted of and what the expectations for students were. A suggestion for improvement would be to have this be a full-time placement rather than a half-day placement.As I mentioned in the previous comment, my elementary blocking placement was not a complete success. I found it difficult to find a balance in the classroom working with a student teacher while I was a blocking student. I mentioned before the importance of communication, and this was seriously lacking in this placement. I would recommend placing blocking interns with blocking interns and student teachers with student teachers. I believe that it would balance things a little better. Also, having specifics requirements that both intern and general education teacher know about and there is no gray area. Everyone is on the same page because requirements are not the same for a blocking student and a student teacher.I learned alot in regards to collaborating with the general educator and the different approachs to team teaching. It was difficult at times being a blocking student as the general education intern was student teaching. There were often times it felt the student teacher had more experience and was given more tasks because she was "a step higher" in the program.

Statistic Value

Total Responses 3

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80. If you were in a collaborative placement with a general education teacher (elementary, middle, or secondary) during one of your field experiences, please provide feedback on how the experience benefited you and what suggestions you have for improvement.

Text Response

Again, my elementary placement was in a general education kindergarten classroom and I was with a general education student intern. While the intentions of this placement was to be helpful, I felt as though I learned more of what not to do in collaborative setting. I felt that the general education teacher "favored" the general education student teacher and was more invested in her bettering her career because she wanted to teach in elementary school.I learned a great deal about the general education side of teaching during this placement. I used many things I learned during this time in my inclusion placement this past school year. There were times when our role in the classroom seemed not as clear cut as the general education intern. It may benefit to have more defined roles in the class.

Statistic Value

Total Responses 2


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81. Overall, what was the best thing about the Special Education: High-Incidence Disabilities program?

Text Response

The best thing about the Special Education: High-Incidence Disabilities program was the amount of time we spent in the public schools and the support our university teachers gave us, even if they were not our mentors.My cohort. I loved that our program was small and the six of us were so close. Having people around you that are going through the same thing you are and being able to have that circle was great. I loved that we all had the same classes together and I thought it helped us grow together. I also highly appreciate all of the professors. Again, because our program was so small, professors knew us on a first name basis and were ALWAYS willing to help in any situation. (Even if you just needed someone to vent to, cry to, or celebrate with along the way.)I enjoyed the program and the experience I was given before entering my first year teaching. I enjoyed how close the cohort was between ourselves and all our professors. I felt the professors were really a guiding support for us and helped us every step of the way. It felt great interviewing last summer and being told they had never seen a more prepared first year teacher, all due to the amazing staff that got us there. At times it was very difficult balancing school work, class time, and teaching time in the schools but knowing that we were being supported by our advisors and professors made it all worth while.

Statistic Value

Total Responses 3

82. What about the Special Education: High-Incidence Disabilities program would you change?

Text Response

I enjoyed the program and didn't realize how prepared I was until I was in the real world.Many times during classes I would think, "Why are we learning this?" Thinking back now I have used almost everything I have been taught. If I were a student going through the program it would be nice to have recently graduated alumni as contacts to discuss these issues with.

Statistic Value

Total Responses 2

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83. If you are aware of any factor(s) that distinguished you from other candidates for your current position (based on feedback from your employer or your own observations) please share with us.

Text Response

I heard from my collegues how surprised they were that I was a special education teacher that actually wanted to teach. I was shocked at how fearful they were of having a special educator in the classroom because of past negative experiences. I was told by one of my co-teachers that I was the best co-teacher she had ever worked with. After my collaborative blocking placement, this was by far one of the best compliments I received.My administration was very impressed with both the collaborative and self contained placements I was given and had experience with. They were very pleased to see that I had attended conferences and participated fully in the IEP process. They spoke very highly of Radford's program.

Statistic Value

Total Responses 2

84. If you are teaching in a state other than Virginia, please provide feedback on how well the Special Education: High-Incidence Disabilities program prepared you for the requirements of your state department of education and school division.

Text Response

I am teaching for a school district in West Virginia. The Special Education: High-Incidence Disabilities program well prepared me for the requirements of the state DOE and school division. I had seen familiar resources in the schools I learned about at RU as well as had resources to share with others.

Statistic Value

Total Responses 1

SECTION V—USE OF ASSESSMENT RESULTS TO IMPROVE CANDIDATE AND PROGRAM PERFORMANCE

Evidence must be presented in this section that assessment results have been analyzed and have been or will be used to improve candidate performance and strengthen the program. This description should not link improvements to individual


December, 2010

assessments but, rather, it should summarize principal findings from the evidence, the faculty’s interpretation of those findings, and changes made in (or planned for) the program as a result. Describe the steps program faculty has taken to use information from assessments for improvement of both candidate performance and the program. This information should be organized around (1) content knowledge, (2) professional and pedagogical knowledge, skill, and dispositions, and (3) student learning.

(response limited to 3 pages)

Content Knowledge

Professional and Pedagogical Content Knowledge, Skills, and Dispositions

Impact on Student Learning

Overall ConcernsData collection has changed from a “manual” system to the use of rGrade for the collection of our candidates’ performance on specific tasks. The realities of training faculty to use the rGrade system and enter the data have been a challenge, along with collecting adjunct data from the performance rubrics and entering it into the system. We have one of the largest adjunct pools within the university. Our student program data must be pulled out since our students take classes with students from many disciplines. This has been another feat to learn and work around. We have collected alumni survey data as part of our federal Office of Special Education Programs grant. This data has been very beneficial in allowing us to guide and revise our course offerings and make program and course revisions. Also, the OSEP work has provided us with time and resources to systematically review every special education and literacy course within the five year special education general curriculum program for evidence-based practices in special education (i.e. literacy, collaborative and inclusive practices, assessment, behavior management, and instructional strategies). This has allowed us to not only bulk up our resources and practices, but to also hone in on essential knowledge and practices deemed necessary in the field of special education.

Actions to improve candidate performance and the program with regard to candidates’ pedagogical content knowledge.

We have made the following program revisions to increase our candidates performance in the field and within coursework:

o Embedded the IEP assignment into three courses with detailed instructor feedback. Students also pair this experience with attending and participating in child study and IEP meetings while in all four of their internship placements.

152


o With the emphasis on progress monitoring as part of IDEA (IDEIA), our students action research assignment provides them with the opportunity to collect systematic student performance data and to match research-based interventions with the students learning needs.

o During curriculum mapping in the summer of 2011 and academic year of 2011-2012, the special education faculty will map assignments and opportunities for students to perform progress monitoring and analyze various assessment data. This curriculum mapping will also allow us to map ALL courses within our program to determine overlap, repetition, and rigor.

Actions to improve the program’s assessment of candidates’ pedagogical content knowledge, skills and dispositions.

The five year special education general curriculum program continued to implement the co-placement model with elementary education partners for our fourth year. The co-placement of middle school and high school interns was piloted with co-supervision across faculty from special education and general education. The goals of the pilot project were to establish a model for special education and general education collaborative co-planning and co-teaching, both with faculty and interns. The tasks we accomplished were:

Solicited support at the central office level and with principals and teachers.

Created 21 co-placements Conducted joint seminars on collaborative strategies, technology,

behavior management, culturally responsive teaching and teaching practices.

Create and implement joint observations and evaluations of special education and elementary education students.

Middle school and secondary worked with special education to adopt the same lesson plan format and reflection process.

The teaching of lesson plans, especially weekly lesson plans, needs to be reviewed and revised within courses and all four internships. We moved from a pass/fail model to a graded model for all four placements. The rubric that was developed is rigorous and will be studied and revised. The EDSP 791/792 rubric has had one administration and the EDSP 429/430 rubric has been recently developed for implementation in the spring of 2011 and fall of 2011.

Actions to improve the program’s assessment of impact on student learning:


December, 2010

Several assignments provide clear indications that student interns have a direct impact on student learning during their early field experience and student teaching placements.

EDSP 641: Diagnostic Spelling Assessment and Instruction Project has been reviewed to increase rigor. This co-taught course with literacy and special education faculty are working collaboratively to refine the assignment rubric and to ensure continuity across faculty teaching this course and assignment. They are also co-teaching a distance section to reach a greater audience in southwest Virginia. Although this is not a course where a performance measure is used for our five year program, this course is part of their program and essential to their knowledge of on-going assessment and progress monitoring.

Continual analysis and revision to rubrics and expectations in the four field experience placements is on-going.

The electronic portfolio required for our five year students is a strong indicator of not only their growth throughout the program, but of their ability to reflect on the CEC standards as it relates to the use of evidence-based practices in the field.

Our Alumni Survey results have provided us with ample quantitative and qualitative data to continually guide our program analysis and revisions.

Our federal OSEP grant has allowed us to review every syllabi in our five year program to assess our evidence-based knowledge and practices across the following areas: literacy, collaboration, inclusive practices, assessment and instructional strategies.

SECTION VI—For Revised Reports Only

Describe what changes or additions have been made in the report to address the standards that were not met in the original submission. List the sections of the report you are resubmitting and the changes that have been made. Specific instructions for preparing a revised report are available on the NCATE web site at http://www.ncate.org/institutions/process.asp?ch=4

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ATTACHMENT ACandidate Information

Directions: Provide three years of data on candidates enrolled in the program and completing the program, beginning with the most recent academic year for which numbers have been tabulated. Report the data separately for the levels/tracks (e.g., baccalaureate, post-baccalaureate, alternate routes, master’s, doctorate) being addressed in this report. Data must also be reported separately for programs offered at multiple sites. Update academic years (column 1) as appropriate for your data span. Create additional tables as necessary.

Program: IDSP: Special Education: General Curriculum Five Year Program

Academic Year

# of Candidates Enrolled in the Program

# of Program Completers8

Spring 2010 14 14Fall 2009 14 n/a


Academic Year


# of Program Completers

Spring 2009 7 7Fall 2008 7 n/a


Academic Year


# of Program Completers

Spring 2008 15 15Fall 2007 15 n/a

8 NCATE uses the Title II definition for program completers. Program completers are persons who have met all the requirements of a state-approved teacher preparation program. Program completers include all those who are documented as having met such requirements. Documentation may take the form of a degree, institutional certificate, program credential, transcript, or other written proof of having met the program’s requirements.


ATTACHMENT BFaculty Information

Directions: Complete the following information for each faculty member responsible for professional coursework, clinical supervision, or administration in this program.

Faculty Member Name

HighestDegree, Field, &

University9

Assignment: Indicate the role of the faculty member10

Faculty

Rank11

Tenure

Track (Yes/No)

Scholarship,12 Leadership in Professional Associations, and Service: 13 List up to 3 major contributions in the

past 3 years 14

Teaching orother

professional experience inP-12 schools15

Leslie Daniel

Ph.D. Curriculum and Instruction, Virginia Polytechnic Institute and State University

Faculty, clinical supervisor, federal grant co-director, lead of Autism Certificate Program

Assistant Professor

Yes President, VA TASH Presented at TASH in DC,

OSEP conference in DC twicePresented at regional conferences related to autism spectrum disorders.

Taught special ed preschool for 3 years, self-contained middle school for 3 years, inclusive elementary school for 3 years, T/TAC Project Coordinator for 10 years in public schools and agencies.

Vanessa Haskins

Masters in Special Education; Radford

Faculty and grant

Special Purpose

No Grant supervisor for OSEP Personnel Preparation

Special Education Teacher, Roanoke

9 e.g., PhD in Curriculum & Instruction, University of Nebraska10 e.g., faculty, clinical supervisor, department chair, administrator11 e.g., professor, associate professor, assistant professor, adjunct professor, instructor, administrator12 Scholarship is defined by NCATE as systematic inquiry into the areas related to teaching, learning, and the education of teachers and other school personnel. Scholarship includes traditional research and publication as well as the rigorous and systematic study of pedagogy, and the application of current research findings in new settings. Scholarship further presupposes submission of one’s work for professional review and evaluation.13Service includes faculty contributions to college or university activities, schools, communities, and professional associations in ways that are consistent with the institution and unit’s mission.14 e.g., officer of a state or national association, article published in a specific journal, and an evaluation of a local school program15 Briefly describe the nature of recent experience in P-12 schools (e.g. clinical supervision, inservice training, teaching in a PDS) indicating the discipline and grade level of the assignment(s). List current P-12 licensure or certification(s) held, if any.


University coordinator Faculty Grant Presentations to OSEP

conference state and local conferences

on multicultural issues, transition, and collaboration

City Schools, VA, grades K-5.

Brenda Jean Tyler

Ph.D. inMulticultural Special Education,The University of Texas at Austin

Faculty Assistant Professor

Yes National publications. Presentations at local and

state conferences. Serves on the doctoral

program committee.

Special education middle school teacher, 2002-2007.Special Education certification, Grades 6-12.

Kenna M. Colley

Ed.D. in Curriculum and Instruction/Educational Leadership; Virginia Polytechnic Institute and State University

Faculty, clinical supervisor, grant coordinator, Program Area Leader for Special Education Programs

Associate Professor

Yes Principal Investigator and Grant director: TTAC, MERGE

Former Grant PI: Self Determination and Virginia Transition Outcomes Project

Presentations at TASH, OSEP, and many state and regional conferences

Special education teacher (middle school) 3 years, inclusion specialist K-12; 5 years;training and technical assistance coordinator/director 10 years.

Elizabeth Altieri

Ph.D. in Curriculum and Instruction; Virginia Polytechnic Institute and State University

Faculty, clinical supervisor, grant coordinator

Associate Professor

Yes Grant director: Virginia Statewide Training Consortium in Severe Disabilities and Vision Impairments and MERGE

Scholarship: articles published - (2000). Portfolios as a tool for attitude change. Rural and Special Education;(2003) Seeing disability in new ways. In L.S. Bustle (Ed.), Image, inquiry, and transformative practice: Engaging learners in critical and creative inquiry through

Special Education teacher 2 years in public schools, 7 years in non-public school settings.


December, 2010

visual representation. ; and (2003). Reforms in special education: A comparative study of Australia, Canada and the United States. The International Journal of the Humanization of Education.

Debora A. Bays

Ph.D. in Educational Leadership and Policy Studies with a focus on Special Education Leadership, Virginia Polytechnic Institute and State University

Faculty, clinical supervisor, grant coordinator

Associate Professor

Yes Scholarship: article published in Exceptionality (2007) on special education leadership issues.

Leadership in Professional Associations: Past President and Secretary for the VA Council for Exceptional Children.

Grant PI and director: Deaf and Hard of Hearing Teacher Preparation; Special Education Endorsement Grant

Special Education teacher in PreK -6th grades, 1990 – 1998. Holds VA licensure in NK-6, LD, ED, MR, and General Supervisor.

Darren Minarik

ABD, Ph.D. Curriculum and Instruction, Virginia Polytechnic Institute and State University

Faculty, clinical supervisor

Assistant Professor

Yes MOU PI for I’m Determined: Youth Summit

Legacy International member and leader

Leadership team

Secondary Social Studies, 5 years in public schools, Training and Technical Assistance Project Coordinator; 4 years.

Scholarship is defined by NCATE as systematic inquiry into the areas related to teaching, learning, and the education of teachers and other school personnel. Scholarship includes traditional research and publication as well as the rigorous and systematic study of pedagogy, and the application of current research findings in new settings. Scholarship further presupposes submission of one’s work for professional review and evaluation.Service includes faculty contributions to college or university activities, schools, communities, and professional associations in ways that are consistent with the institution and unit’s mission. e.g., officer of a state or national association, article published in a specific journal, and an evaluation of a local school program Briefly describe the nature of recent experience in P-12 schools (e.g. clinical supervision, inservice training, teaching in a PDS) indicating the discipline and grade level of the assignment(s). List current P-12 licensure or certification(s) held, if any.

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