Advanced Licensure Programs – 2013-14 Annual Report

2013-2014Student Learning Outcomes Assessment Plan and Report

College: College of Education

Department:Special Education & Child Development

Degree Program: Special Education Master of Arts in Teaching (MAT) Program – Advanced Licensure On-Campus and Distance Education Program

Reflection on theContinuous Improvement of Student Learning
1. List the changes and improvements your program planned to implement as a result of last year’s student learning
outcomes assessment data.
2. Were all of the changes implemented? If not, please explain.
3. What impact did the changes have on student learning?
  1. Based upon the 2012-2013 assessment data, candidates in the Master of Arts in Teaching (MAT) in Special Education met all performance outcomes for each Student Learning Outcome. No changes were made to the assessment plan for this year.

Student Learning Outcome 1
(knowledge, skill or ability to be assessed)
Advanced teacher candidates demonstrate in-depth knowledge of the content that they plan to teach through inquiry, critical analysis, and synthesis of the subject and are leaders in the content that they teach.
Changes to the Student Learning Outcomes Assessment Plan: If any changes were made to the assessment plan (which includes the Student Learning Outcome, Effectiveness Measure, Methodology and Performance Outcome) for this student learning outcome since your last report was submitted, briefly summarize the changes made and the rationale for the changes.
No changes were made to the Student Learning Outcomes Assessment Plan.
Effectiveness Measure: Identify the data collection instrument, e.g., exam, project, paper, etc. that will be used to gauge acquisition of this student learning outcome andexplain how it assesses the desired knowledge, skill or ability. A copy of the data collection instrument and any scoring rubrics associated with this student learning outcome are to be submitted electronically to the designated folder on the designated shared drive.
  • Synthesis Paper. MAT candidates in Special Education demonstrate comprehensive knowledge and skills through completion of a Synthesis Paper. The Synthesis Paper is a culminating project that gives candidates the opportunity to demonstrate knowledge of evidence-based practices in special education such as functional behavioral assessment (FBA) and the full array of antecedent and consequence-based strategies from applied behavior analysis (ABA) and positive behavior intervention and support (PBIS). For the Synthesis Paper, candidates must select a topic and conduct in-depth research on their chosen topic using peer-reviewed journal articles. The Synthesis Paper addresses SLO#1 in that students demonstrate critical analysis of research on topics related to classroom management and provide a clear synthesis derived from their study of professional literature in the format of a professionally written paper. The Synthesis Paper is scored using a 4-point scale rubric.
  • A Single Subject ResearchProposal. MAT candidates demonstrate comprehensive knowledge and skills through completion of a Single Subject Research Proposal. The Single Subject Research Proposal requires that candidates identify a student with disability with learning or behavioral problem, conduct an in-depth review of professional literature specific to intervention studies, develop research questions and a detailed methods section using single-subject methodology to guide their research study.
    In the Single Subject Research Proposal, students must develop an introduction, literature review, and method section following single case research design to evaluate an intervention for P-12 students with academic or behavioral challenges. Interventions included in candidates’ research proposals must be identified as evidence-based interventions in the field of Special Education. This activity requires students to read and review peer-reviewed research and to synthesize knowledge from prior research in planning their own intervention study.
  • Data-based Decision (DBD) Project.MAT candidatesin Special Education are required to complete the Data-based Decision (DBD) Project. The DBD project challenges candidates to apply knowledge and skills they have developed as they have progressed through their program. The DBD project is evaluated by the instructor using criteria described in Electronic Evidence 1 (EE1) Rubric. The rubric uses a 3-point scale. One element of the DBD rubric relates specifically to Content Knowledge and is used to assess SLO#1 (Element 3: Content and Curriculum Expertise).

Methodology: Describe when, where and how the assessment of this student learning outcome will be administered and evaluated. Describe the process the department will use to collect, analyze and disseminate the assessment data to program faculty and to decide the changes/improvements to make on the basis of the assessment data.
  • The Synthesis Paper is required from every MAT candidate in the SPED 6502 Advanced Classroom Management course. The Synthesis Paper is evaluated by the course instructor of SPED 6502 using a rubric. The rubric used to assess the Synthesis Paper contains seven sub-categories with a maximum total of 28 possible points for successful completion of the paper. Performance outcomes for SLO #1 are assessed by the course instructor calculating the scores on the overall rubric score per candidate. A rubric score of 20-28 is considered “Adequate to Exemplar” on the rubric.
  • The Single Subject Research Proposal is required from every MAT candidate in the RSCH 7113 Single Subject Research course. The Single Subject Research Proposal is evaluated by the course instructor using a point checklist with three sub categories (Introduction, Method, and References/Tables/Figures/Appendices). The instructor of RSCH 7113 calculates the total overall score for completion of the proposal (maximum points possible = 65) and grades are assigned using a 9-point scale (e.g., 100—91 = A, 92-83 = B).
  • The Data-based Decision (DBD) Project is required from every MAT candidate in SPED 6691 Leadership and Professional Development Seminar. The DBD project is evaluated by the instructor of SPED 6691 using the Electronic Evidence 1 (EE1) rubric. One element of the DBD rubric relates specifically to candidate’s abilities to demonstrate in-depth content knowledge and is therefore used to measure SLO# 1: Element 3: Content and Curriculum Expertise. The rubric uses a 3-point scale: 1, Not Met (Inadequate); 2, Proficient (Meets Standard); 3, Accomplished (Exemplary).
Scores are collected using the College’s electronic data management system and are analyzed at the college and program level. Simple descriptive statistics are used to analyze the scores, and disaggregated findings are reported by semester at three levels (College, Program and Licensure Area). Once a year results from all assessments administered by the programs are disseminated to the faculty in the College of Education. The data is discussed during a final faculty meeting and next steps determined to address any needs identified. All strategies determined during this closing the loop discussion are implemented during the next academic year. All data reports created by the College of Education are housed on a secure website which is accessible to all faculty within the College of Education.
Performance Outcome: Identify the percentage of candidates assessed that should be able to demonstrate proficiency in this student learning outcome and the level of proficiency expected. Example: 80% of the candidates assessed will achieve a score of “acceptable” or higher on the Oral Presentation Scoring Rubric. (Note: a copy of the scoring rubric, complete with cell descriptors for each level of performance, is to be submitted electronically to the designated folder on the designated shared drive.)
Synthesis Paper.The program expects 80% of MAT candidates to receive a rubric score of 20-28 points for a grade of B or higher.
Single Subject Research Proposal.The program expects 80% of MAT candidates to receive score of 52 points out of 65 for a grade of Bor higher.
Data-Based Decision Project. The program expects 80% of its MAT candidates to score “2” or better (proficient/accomplished) on the EE1(Element 3) of the scoring rubric.
SLO #1
SPED MAT Degree / 2012 Assessment Data / 2013 Assessment Data
ON-CAMPUS CANDIDATES / Spring 2012 / Summer 2012 / Fall
2012 / Spring 2013 / Summer 2013 / Fall
2013
SPED 6502: Synthesis Paper / Count / 9 / 12
% Met / 84% / 83%
RSCH 7113:
Single Case Research Paper / Count / 5 / 7 / 1 / 7
% Met / 100% / 90% / 100% / 100%
SPED 6691: DBD Element 3: Content & Curriculum Expertise / Count / 5 / 6
% Met / 100% / 100%

NOTE: Cells shaded in grey indicate courses were not offered that semester or there were no candidates enrolled.

SLO #1
SPED MAT Degree / 2012 Assessment Data / 2013 Assessment Data
ONLINE CANDIDATES / Spring 2012 / Summer 2012 / Fall
2012 / Spring 2013 / Summer 2013 / Fall
2013
SPED 6502: Synthesis Paper / Count / 22 / 17
% Met / 84% / 100%
RSCH 7113:
Single Case Research Paper / Count / 17 / 17 / 18
% Met / 100% / 100% / 86%
SPED 6691: DBD Element 3: Content & Curriculum Expertise / Count / 4 / 6 / 34
% Met / 100% / 100% / 100%

NOTE: Cells shaded in grey indicate courses were not offered that semester or there were no candidates enrolled.

Plans for 2014-15: Based upon the 2013 assessment data included in this annual report, what changes/improvements will the program implement during the next academic year to improve performance on this student learning outcome?
Based on program review of the 2013-2014 data all performance outcomes have been met for SLO 1. No changes are needed to the program measures at this time.
Assessment Lead’s Comments on Student Learning Outcome 1:
Student Learning Outcome 2
(knowledge, skill or ability to be assessed)
Advanced teacher candidates demonstrate in-depth understanding of the content and theories related to pedagogy and learning and are able to select, use, and explain a broad range of evidence-based instructional strategies and technologies that promote student learning.
Changes to the Student Learning Outcomes Assessment Plan: If any changes were made to the assessment plan (which includes the Student Learning Outcome, Effectiveness Measure, Methodology and Performance Outcome) for this student learning outcome since your last report was submitted, briefly summarize the changes made and the rationale for the changes.
No changes were made to the Student Learning Outcomes Assessment Plan.
Effectiveness Measure: Identify the data collection instrument, e.g., exam, project, paper, etc. that will be used to gauge acquisition of this student learning outcome and explain how it assesses the desired knowledge, skill or ability. A copy of the data collection instrument and any scoring rubrics associated with this student learning outcome are to be submitted electronically to the designated folder on the designated shared drive.
  • The Positive Behavior Support Plan Project is required from every MAT candidate. The Positive Behavior Support Plan addresses SLO#2 in that candidates must complete a field-based behavioral support project and demonstrate thorough understanding of the relationship between classroom management and effective behavioral instruction for students with disabilities who have challenging behaviors. The Positive Behavior Support Plan is evaluated by the instructor using a point distribution (see guidelines/checklist for the project).
  • Candidates in the MAT in Special Education are required to complete the Data-based Decision (DBD) Project. The DBD project is evaluated by the instructor using criteria described in Electronic Evidence 1 (EE1) Rubric. The rubric uses a 3-point scale. One element of the DBD rubric relates specifically to candidates’ leadership in content knowledge and is used to assess SLO#2 (Element 3: Content and Curriculum Expertise).

Methodology: Describe when, where and how the assessment of this student learning outcome will be administered and evaluated. Describe the process the department will use to collect, analyze and disseminate the assessment data to program faculty and to decide the changes/improvements to make on the basis of the assessment data.
  • The Positive Behavior Support Plan Project is required in SPED 6502 Advanced Classroom Management. The Positive Behavior Support Plan is evaluated by the instructor using a point distribution checklist (maximum possible points for the total project = 70). The checklist consists of four sub categories (Functional Assessment Interview, Functional Assessment Observation & Hypothesis, Functional Analysis Manipulation, and Positive Behavior Support (PBS) Plan & Results). The course instructor calculates the total scores for each subcategory on the checklist. For the purpose of this report, data reflect points earned at 80% or better (grades of ‘A – Target = 63-70’ or ‘B – Acceptable = 56-62’) on the complete PBS project. The course instructor calculates the total scores for each sub category on the checklist.
    .
  • The Data-based Decision (DBD) Project is required from every MAT candidate in SPED 6691 Leadership and Professional Development Seminar. The DBD project is evaluated by the instructor of SPED 6691 using the Electronic Evidence 1 (EE1) rubric. One element of the DBD rubric relates specifically to candidate’s abilities to demonstrate in-depth content knowledge and is therefore used to measure SLO#2: Element 3: Content and Curriculum Expertise. The rubric uses a 3-point scale: 1, Not Met (Inadequate); 2, Proficient (Meets Standard); 3, Accomplished (Exemplary).
Scores are collected by course instructors and forwarded at the end of each semester to the departmental Assessment Coordinator. The departmental Assessment Coordinator maintains the program databases and forwards data to the College of Education Assessment Coordinator for input into the College’s electronic data management system. Program data are analyzed at the college and program level. Simple descriptive statistics are used to analyze the scores, and disaggregated findings are reported by semester at three levels (College, Program and Licensure Area). Once a year results from all assessments administered by the programs are disseminated to the faculty in the College of Education. The data is discussed during a final faculty meeting and next steps determined to address any needs identified. All strategies determined during this closing the loop discussion are implemented during the next academic year. All data reports created by the College of Education are housed on a secure website which is accessible to all faculty within the College of Education.
Performance Outcome: Identify the percentage of students assessed that should be able to demonstrate proficiency in this student learning outcome and the level of proficiency expected. Example: 80% of the students assessed will achieve a score of “acceptable” or higher on the Oral Presentation Scoring Rubric. (Note: a copy of the scoring rubric, complete with cell descriptors for each level of performance, is to be submitted electronically to the designated folder on the designated shared drive.)
Positive Behavior Support Plan Project. The program expects 80% of MAT candidates to receive a project score of 56 points out of 70 or higher for a grade of B on the Positive Behavior Support Plan Project.
Data-Based Decision Project. The program expects 80% of its candidates to score ‘2’ or better (proficient/accomplished) on the EE1(Element 3).
SLO #2
SPED MAT Degree / 2012 Assessment Data / 2013 Assessment Data
ON-CAMPUS CANDIDATES / Spring 2012 / Summer 2012 / Fall
2012 / Spring 2013 / Summer 2013 / Fall
2013
SPED 6502: Positive Behavior Support Plan / Count / 9 / 7
% Met / 87% / 100%
SPED 6691: DBD Element 3: Content & Curriculum / Count / 5 / 6
% Met / 100% / 100%

NOTE: Cells shaded in grey indicate courses were not offered that semester or there were no candidates enrolled.

SLO #2
SPED MAT Degree / 2012 Assessment Data / 2013 Assessment Data
ONLINE CANDIDATES / Spring 2012 / Summer 2012 / Fall
2012 / Spring 2013 / Summer 2013 / Fall
2013
SPED 6502: Positive Behavior Support Plan / Count / 22 / 17
% Met / 87% / 100%
SPED 6691: DBD Element 3: Content & Curriculum / Count / 4 / 6 / 34
% Met / 100% / 100% / 100%

NOTE: Cells shaded in grey indicate courses were not offered that semester or there were no candidates enrolled.

Plans for 2014-15: Based upon the 2013 assessment data included in this annual report, what changes/improvements will the program implement during the next academic year to improve performance on this student learning outcome?
Based on program review of the 2013-2014 data all performance outcomes have been met for SLO 2. No changes are needed to the program measures at this time.
Assessment Lead’s Comments on Student Learning Outcome 2:
Student Learning Outcome 3
(knowledge, skill or ability to be assessed)
Advanced teacher candidates engage in professional activities and reflective practice which require them to analyze current research and policies related to schooling, teaching, and learning, and to collaborate with the professional community to create meaningful learning experiences for all students
Changes to the Student Learning Outcomes Assessment Plan: If any changes were made to the assessment plan (which includes the Student Learning Outcome, Effectiveness Measure, Methodology and Performance Outcome) for this student learning outcome since your last report was submitted, briefly summarize the changes made and the rationale for the changes.
No changes were made to the Student Learning Outcomes Assessment Plan.
Effectiveness Measure: Identify the data collection instrument, e.g., exam, project, paper, etc. that will be used to gauge acquisition of this student learning outcome and explain how it assesses the desired knowledge, skill or ability. A copy of the data collection instrument and any scoring rubrics associated with this student learning outcome are to be submitted electronically to the designated folder on the designated shared drive.
  • The Positive Behavior Support Plan Project is required of every MAT candidate. The Positive Behavior Support Plan addresses SLO#3 in that candidates must effectively collaborate with parents/guardians as well as general education teachers and professionals in conducting and analyzing P-12 student behavior assessments and instructional interventions.
  • Candidates in the MAT in Special Education are required to complete the Data-based Decision (DBD) Project. The DBD project is evaluated by the instructor using criteria described in Electronic Evidence 1 (EE1) Rubric. The rubric uses a 3-point scale. Three elements on the DBD rubric relates specifically to candidate’s abilities to engage in professional reflection and analyses of teaching and learning in collaboration with other professionals and is therefore used to measure SLO#3: Element 1: Teacher Leadership, Element 2: Respectful Education and Element 5: Reflection.

Methodology: Describe when, where and how the assessment of this student learning outcome will be administered and evaluated. Describe the process the department will use to collect, analyze and disseminate the assessment data to program faculty and to decide the changes/improvements to make on the basis of the assessment data.
  • The Positive Behavior Support Plan Project is required of every MAT candidate in the course SPED 6502 Advanced Classroom Management. The Positive Behavior Support Plan is evaluated by the instructor using a point distribution checklist. The checklist consists of four sub categories (Functional Assessment Interview, Functional Assessment Observation & Hypothesis, Functional Analysis Manipulation, and Positive Behavior Support (PBS) Plan & Results). For the purpose of this report, data reflect points earned at 80% or better (grades of “A – Target= 63-70” or “B - Acceptable= 56-62”) on the complete PBS project. The course instructor calculates the total scores for each sub category on the checklist.
  • The Data-based Decision (DBD) Project is required from every MAT candidate in SPED 6691 Leadership and Professional Development Seminar. The DBD project is evaluated by the instructor of SPED 6691 using the Electronic Evidence 1 (EE1) rubric. Three elements on the DBD rubric relates specifically to candidate’s abilities to engage in professional reflection and analyses of teaching and learning in collaboration with other professionals and is therefore used to measure SLO#3: Element 1: Teacher Leadership, Element 2: Respectful Education and Element 5: Reflection. The rubric uses a 3-point scale: 1, Not Met (Inadequate); 2, Proficient (Meets Standard); 3, Accomplished (Exemplary).
Scores are collected by course instructors and forwarded at the end of each semester to the departmental Assessment Coordinator. The departmental Assessment Coordinator maintains the program databases and forwards data to the College of Education Assessment Coordinator for input into the College’s electronic data management system. Program data are analyzed at the college and program level. Simple descriptive statistics are used to analyze the scores, and disaggregated findings are reported by semester at three levels (College, Program and Licensure Area). Once a year results from all assessments administered by the programs are disseminated to the faculty in the College of Education. The data is discussed during a final faculty meeting and next steps determined to address any needs identified. All strategies determined during this closing the loop discussion are implemented during the next academic year. All data reports created by the College of Education are housed on a secure website which is accessible to faculty within the College of Education.
Performance Outcome: Identify the percentage of students assessed that should be able to demonstrate proficiency in this student learning outcome and the level of proficiency expected. Example: 80% of the students assessed will achieve a score of “acceptable” or higher on the Oral Presentation Scoring Rubric. (Note: a copy of the scoring rubric, complete with cell descriptors for each level of performance, is to be submitted electronically to the designated folder on the designated shared drive.
Positive Behavior Support Plan Project. The program expects 80% of MAT candidates to receive a project score of 56 points out of 70 or higher for a grade of B or higher.
Data-Based Decision Project. The program expects 80% of its candidates to score ‘2’ or better (proficient/accomplished) on the EE1(Elements 1, 2, 5).
SLO #3
SPED MAT Degree / 2012 Assessment Data / 2013 Assessment Data
ON-CAMPUS CANDIDATES / Spring 2012 / Summer 2012 / Fall
2012 / Spring 2013 / Summer 2013 / Fall
2013
SPED 6502: Positive Behavior Support Plan / Count / 9 / 7
% Met / 87% / 100%
SPED 6691: DBD Element 1: Teacher Leadership / Count / 5 / 6
% Met / 100% / 100%
SPED 6691: DBD Element 2: Respectful Educational Environments / Count / 5 / 6
% Met / 100% / 100%
SPED 6691: DBD Element 5: Reflection / Count / 5 / 6
% Met / 100% / 100%

NOTE: Cells shaded in grey indicate courses were not offered that semester or there were no candidates enrolled.