Assessment #2 – Content Knowledge

Course Grade Point Average (GPA)

Note: The format for presentation of this assessment is based on the online document “NCATE Guidelines for Using and Documenting Course Grades as Program Assessment.” Those guidelines differ slightly from the format instructions for Section IV for the standard NCATE Program Report for the Preparation of Special Education Teachers.

1. Description of the Assessment

The program assesses candidates’ preparation in content knowledge by monitoring grades earned in six (6) signature courses required for all Special Education Teacher Candidates. Together these courses provide a comprehensive foundation in teaching students with disabilities with a strong focus on assessment, methods, and processes.Individual course grades serve both a formative and a summative purpose as candidates advance through the program.Specifically, the data are used to ensure that candidates’ have, or acquire, appropriate knowledge and expertise in special education content.

The program in Special Education uses GPA data as both a gate for advancing in the program and as a way to determine content knowledge acquisition at specific transition points in the program. First, individual course GPA is reviewed after completion of two foundations courses to help determine candidates’ readiness to proceed to teacher candidacy (SPU 101 and SPU 316). Second, during the junior year,course GPA for two methods courses is examined to measure candidates’ understanding of fundamental pedagogical knowledge (SPU 318 and SPU 320). Third, prior to the capstone clinical experience, course GPA is reviewed for two additional courses designed to provide in-depth understanding of the characteristics and educational needs of students with disabilities (SPU 322 and SPU 330). Finally, prior to certification, an additional cumulative GPA score is computed for the entire group of six signature courses. These multiple measures ensure that major elements of the national, state, and program standards are addressed and candidates have support in meeting those content expectations at pivotal points in the program.

The six signature courses described below were selected for this assessment based on their relevance to CEC content knowledge standards and their value in the preparation of effective special educators.

SPU 101, Early Intervention and Transition for Students with Disabilities, is completed during the freshman year and serves as the required foundations course for all special education majors. Emphasis is on developing broad background of knowledge about students with various disabilities, the historical and sociological treatment of people with disabilities, and special education law and programs. Advocacy and collaboration are also explored. Standards 1, 2 and 9 are addressed in SPU 101. Knowledge of the foundations of special education and understanding development and characteristics of learners and individual differences is essential and pre-requisite to effective teaching of individuals with exceptional learning needs across the full range of severity of disabilities. Professional standards and ethical responsibilities are explored.

SPU 316, Literacy Instruction for Struggling Readers in Core and Intervention Areas,presents characteristics and factors contributing to reading problems. Pre-referral guidelines of federal and state laws are discussed, including RTI, scientifically research-based and evidence-based instruction, and on-going progress monitoring of student performance. Candidates develop a repertoire of strategies to support and enhance the communication skills of their students. SPU 316 is aligned with Standard 6 and Standard 4. Pre-service teachers must be cognizant of emergent reading skills, assessments, and instructional and corrective methods used with struggling readers, writers, and students with disabilities.

SPU 318,Assessment and Instructional Methods for Students with Disabilities, provides a basic understanding of learning theories, instructional strategies and remediation interventions critical to teaching exceptional/multicultural learners. The course is designed to provide a solid foundation in the areas of creating a positive classroom environment, managing student behaviors, assessing and planning and delivering individualized instruction. The major goal of this course is to help teacher candidates become knowledgeable about various assessment procedures and instructional methods which pertain to atypical learners (Standards 4, 5, 7, and 8).

SPU 320, Special Education Processes and IEP Development, is most closely aligned to CEC Standards 1, 7 and 8. Current federal and state legislation requires all special education students have a formal, individualized program of study. Given the unique needs of students eligible for special education services, constructing individualized programs and IEPs is critical for the pre-service teacher. Additionally, the pre-service teacher needs exposure to and experience in data collection and progress monitoring of student learning.

SPU 322, Teaching Students High Incidence Disabilities, addresses Standards 2, 3, 4 and 10. The target populations for this course represent over fifty percent of students served in special education programs. This fact, and the current cross-categorical certification in special education, requires a course designed to orient students to the instructional needs of these populations.

SPU 330, Teaching Students with Low Incidence Disabilities, addresses Standards 3, 5, 6 and 10. The current cross-categorical Mentally and/or Physically Handicapped certification necessitates a specialized course designed to orient prospective special educators to the area of students with low incidence disabilities. The unique needs of this population of learners require specific content in order to plan and deliver effective instruction.

Alignment with SPA Standards

CEC Standards Addressed by Course / Course Name and Number / Description of Course and How it Meets Cited Standards
Standard 1
CC1K2, CC1K4, CC1K5, CC1K8, CC1K9, CC1S1, GC1K3, GC1K4, GC1K5
Standard 2
CC2K1, CC2K3, CC2K5, CC2K6,
GC2K5
Standard 9
CC9S1, CC9S3 – CC9S11 / SPU 101 Early Intervention and Transition for Students with Disabilities / This course serves as a foundations course and prerequisite for all other special education coursework in the program; presents an overview of the field;explores historical and current perspectives; and fosters an understanding of exceptional learners and their families.
Standard 2
CC2K1, CC2K3, CC2K5, CC2K6, GC2K5
Standard 4
CC4K1, CC4S2 – CC4S5
GC4K1 – GC4K5, GC4K7
GC4S1 – GC4S4, GC4S6, GC4S7, GC4S11, GC4S12, GC4S14 – GC4S16
Standard 6
CC6K1 –CC6K4, CC6S1
GC6K1 – GC6K3, GC6S1 –
GC6S5
Standard 8
CC8K1, CC8K2, CC8K4
CC8S1, CC8S2, CC8S4 – CCS810, GC8S2 – GC8S4 / SPU 316 Literacy Development and Instruction in Core and Intervention Areas / This course presents an in-depth study in the teaching of literacy for struggling readers and special education students. The sequence of language, reading, and writing skills are described as these areas pose challenges for student with disabilities. An emphasis on instructional tools, guidelines for instruction, organizational and teaching strategies, remedial methods and techniques for the child with a disability in preschool through secondary education is introduced in this course.
Standard 4
CC4K1, CC4S1 – CC4S6
GC4K1, GC4K3, GC4K7
GC4S3,GC4S5, GC4S9 –GC4S12
Standard 5
CC5K2, CC5K3, CC5S5, GC5K3
Standard 7
CC7S5 – CC7S8, CC7S10, GC7S2
Standard 8
CC8K1, CC8K3- CC8K5,
CC8S1 – CC8S4
Standard 9
CC9K1, CC9S1, CC9S3-12 / SPU 318 Assessment and Instructional Method for Students with Disabilities / This course is an in-depth study of the purposes of atypical classes, curricular content and its organization, formal and informal assessment techniques, classroom management and the various methods of teaching the atypical child. The course exposes teacher candidates to informal and formal assessment, instructional delivery methodology and remediation strategies for the PreK-8 learner.
CEC Standards Addressed by Course / Course Name and
Number / Description of Course and How it Meets Cited Standards
Standard 1
CC1K1, CC1K3, CC1K4, CC1K6
CC1S1,GC1K3 – GC1K4
Standard 5
CC5K3, CC5K4, CC5K8, CC5S6
GC5K1, GC5K3
Standard 7
CC7K1 – CC7K5, CC7S1, CC7S4, CC7S6, GC7S3
Standard 8
CC8K1 – CC8K3, CC8K5, CC8S1, CC8S4 – CC8S6, GC8K1, GC8K2 / SPU 320 Special Education Processes and IEP Development / This course relates to the nature, design, analysis, and application of curriculum components for K-8 students with mental/physical disabilities. An in-depth study of assessment based instruction and development of the IEP is provided. Specific attention is given to planning and implementing appropriate individualized instruction for identified students with special needs and to support identified students in the general classroom. Monitoring student progress through data collection is also addressed.
Standard 2
CC2K2, CC2K4, CC2K7, GC2K1, GC2K3, GC2K4
Standard 3
CC3K1,CC3K3,GC3K1
Standard 4
CC4S2 – CC4S6, GC4K1 – GC4K5
GC4S1, GC4S3 - GC4S5, GC4S7,
GC4S11, GC4S14
Standard 10
CC10K1 – CC10K4, GC10K2, / SPU 322 Teaching Students High Incidence Disabilities / This course provides information related to the development of programs for K-8 students with learning disabilities, attention deficit disorders, and mild mental retardation. Students are introduced to definitions, etiologies, diagnostic procedures, and instructional techniques for these high incidence populations.
Standard 3
CC3K1, CC3K2, CC3K3
Standard 5
CC5K1, CC5K7, CC5S8- CC5S10
GC5K1, GC5K2, GC5S1 – GC5S4
Standard 6
CC6S1, CC6S2
Standard 10
CC10K1 – CC10K4 / SPU 330 Teaching Students with Low Incidence Disabilities / This course addresses medical, physical, psychological and educational aspects of students with low incidence disabilities. The major focus of this course is teaching students with moderate or severe retardation, severe behavior disorders, including the Autistic spectrum disorders. Included is an examination of evidenced based strategies relevant to the education, training, habilitation of students with low incidence disabilities. Content includes data based decision making, functional behavior assessment, communication training and creating positive learning environments.