Special Education Eight Key Assessments

Eight key assessments are being submitted as evidence for meeting the CECstandards. For each assessment, the type or form of the assessment and when it is administered in the program are indicated. The competencies on each assessment are introduced at stage I, reinforced at stage II and mastered at stage III of the Special Education Program.

Name of Assessment / Type or
Form of Assessment / When the Assessment
Is Administered
1 / [Licensure assessment]
PRAXIS II / Education of Exceptional Students: Core Content Knowledge (0353) / Prior to student teaching and stage II of the admission and monitoring process.
2 / Content knowledge In Special Education / Content Observation Rubric / During stage II and stage III-Student Teaching and Capstone Course.
3 / [Assessment of candidate ability to plan Instruction]
Lesson Plans are aligned with CECstandards. / Candidates develop four culturally sensitive lesson plans in the area of concentration/discipline. Instruction in technology and the principles of teaching and learning are integrated throughout each lesson. / In required methods courses
4 / [Assessment of student teaching]Student Teaching Observation Report aligned with CEC standards. / Candidates are observed by both an on-site supervising cooperating teacher and a program supervisor during the student teachingsemester. All points of focus in the observation report are aligned with CEC Standards. / Student Teaching semester: either fall or spring of the senior year
5 / [Assessment of candidate effect on student learning] Teacher Work Sample aligned with CEC standards.
/ Similar to a unit of study in a content area, candidatesare assessed on contextual factors (learning goals, an assessment plan, a design for instruction, instructional decision making, and self evaluation and reflection. Candidates teach a portion of the unit in a classroom. / ED425: Application and Assessment in Specialized Methods (This course is required in the semester prior to student teaching.)
6 / Portfolio Summative Evaluation / The Portfolio is designed to be comprehensive in nature and the artifacts are developed around all of the CEC Standards. They are collected in key courses at stages I, II, III, and IV of the Admissions and Monitoring Process. / Student Teaching semester: either fall or spring of the senior year in ED 430 where the competencies are mastered.
7 /
Additional assessment that addresses CEC standards (required)] Dispositional Survey aligned with CEC standards, communication Additional / ED 425 and ED 430
/ Dispositions are mastered at stage III and are assessed during student teaching.
8 / Alumni-Follow-up Survey and the Senior Exit Survey / The Alumni-Follow-up survey and the Senior Exit Survey are aligned to the Units Conceptual Framework and the CEC Standards. / The senior exit survey is administered either fall or spring of the senior year in ED 430 where the competencies are mastered.

Council for Exceptional Children EDUCATION

ASSESSMENT #1 – PRAXIS II

1. Description of Assessment

The Praxis II: Special Education: Teaching Students with Learning disabilities (0371)is required by the State of South Carolina for certification in Special Education. The Special Education: Teaching Students with learning disabilitiesexamination is designed for examineesthat plan to teach learning disabled students, at any grade level from preschoolthrough grade 12. The 50 multiple-choice questions assess the knowledge and understanding of the principles and otherfactors related to the teaching of students with learning disabilities. Some of these questionsare based on a case study of about 500 words that relates to the teaching of students. There are twoparts to the Special Education: Teaching Students with learning disabilitiestest. Part A covers Factors Other than Direct Instruction that Influence the Education of Students withLearning disabilitiesand Part B covers Delivery of Services to Students with Learning disabilities.

2. Alignment with CEC Standards

Praxis II Test Categories / CEC Standards
Factors Other than Direct Instruction that Influence the Education of Students with Learning disabilities
Basic concepts / 2, 3, and 5
Definitions/terminology / 1
Delivery of Services to Students with Learning disabilities
Conceptual approaches / 2, 3, 4, 5, 6, 7, 8, and 9
Professional roles/issues/literature / 1, 2, 3, 4, 5, 6, 7, 8, 9, and 10
Assessment / 1, 2, 3, 4, 7, 8, and 10
Placement and program issues / 1, 2, 3, 4, 7, 8, and 10
Curriculum and instruction / 2,3,4,7, and 8
How to manage the learning environment / 1, 5, 7, 8, 9, and 10

3. Summary of Data Findings

South CarolinaStateUniversity requires candidates to pass Praxis II prior to student teaching; therefore, the pass rate for this assessment is 100%. According to the data collected from 2007-2008, the undergraduate completers consistently scored within the above average performance range in all test categories.

4. Interpretation of how the data provides evidence for meeting standards

On the content area exercise on the PRAXIS II, the special education majors’ scores are cited in the 3rd quartile. The PRAXIS II is aligned to the CEC Standards and provides information on the special education candidates’ (3) content knowledge and skills which indicate that the teacher education candidates fall within the above average range on the content exercises. This is evidenced that our candidates have obtained the content knowledge necessary to teach K-12 grade students in a variety of settings.

ASSESSMENT #2 – CONTENT KNOWLEDGE RUBRIC

1. Description of Assessment

University supervisors and cooperating teachers use a rubric to assess the candidates’ content knowledge during their student teaching experience. The items in this rubric are based on CEC Standards. Standards place emphasis on the fact that candidates understand the importance of each content area in teaching children with learning disabilities. Candidates must know the key concepts, inquiry tools, and structure of each content area according to CEC Standards. Additionally, CEC Standards highlight the importance of candidates having the ability to identify resources to expand their understanding and apply the content in varied inclusive settings.

2. Alignment with CEC Standards (See rubric below)

Association for Special Education International Standards / Linked to EP, RD and HP and ADEPT / Evidence in Planning / Evidence in Teaching / Evidence in Producing the Intended Student Learning
Standard 1: Foundations / EP, RD, HP and APS 1, 2, 3 & 4 / □ 1
□ 2
□ 3
□ No / □ 1
□ 2
□ 3
□ No / □ 1
□ 2
□ 3
□ No
1.1 Special educators understand the field as an evolving and changing discipline based on philosophies, evidence-based principles and theories, relevant laws and policies, diverse and historical points of view, and human issues that have historically influenced and continue to influence the field of special education and the education and treatment of individuals with exceptional needs both in school and society.
Standard 2. Standard 2: Development and Characteristics of Learners / EP, RD, HP and APS 1, 2, 3 / □ 1
□ 2
□ 3
□ No / □ 1
□ 2
□ 3
□ No / □ 1
□ 2
□ 3
□ No
2.1Special educators know and demonstrate respect for their students first as unique human beings.
Standard 3. Individual Learning Differences / EP, RD, HP and APS 3,4, 5, 6, 7, 8 & 9 / □1 □2
□3 □No / □1 □2
□3 □No / □1 □2
□3 □No
3.1Special educators understand the effects that an exceptional condition can have on an individual’s learning in school and throughout life. Special educators understand that the beliefs, traditions, and values across and within cultures can affect relationships among and between students, their families, and the school community.
Standard 4.0: Standard 4: Instructional Strategies / EP, RD, HP and APS 10 / □ 1
□ 2
□ 3
□ No / □ 1
□ 2
□ 3
□ No / □ 1
□ 2
□ 3
□ No
4.1 Special educators’ posses a repertoire of evidence-based instructional strategies to individualize instruction for individuals with learning disabilities. Special educators select, adapt, and use these instructional strategies to promote challenging learning results in general and special curricula and to appropriately modify learning environments for individuals with learning disabilities.
Standard 5: Learning Environments and Social Interactions / EP, RD, HP and APS 10 / □1 □2
□3 □No / □1 □2
□3 □No / □1 □2
□3 □No
5.1 Special educators actively create learning environments for individuals with learning disabilities that foster cultural understanding, safety and emotional well being, positive social interactions, and active engagement of individuals with .
Standard 6: Language / EP, RD, HP and APS 10 / □1 □2
□3 □No / □1 □2
□3 □No / □1 □2
□3 □No
6.1 Special educators understand typical and atypical language development and the ways in which exceptional conditions can interact with an individual’s experience with and use of language. Special educators use individualized strategies to enhance language development and teach communication skills to individuals with learning disabilities.
Standard 7: Instructional Planning / EP, RD, HP and APS 10 / □1 □2
□3 □No / □1 □2
□3 □No / □1 □2
□3 □No
7.1 Individualized decision-making and instruction is at the center of special education practice. Special educators develop long-range individualized instructional plans anchored in both general and special curricula.
Standard 8: Assessment / EP, RD, HP and APS 10 / □ 1 □ 2
□ 3□ No / □ 1 □ 2
□ 3 □ No / □ 1 □ 2
□ 3 □ No
8.1 Assessment is integral to the decision-making and teaching of special educators and special educators use multiple types of assessment information for a variety of educational decisions.
Standard 9: Professional and Ethical Practice / EP, RD, HP and APS 6 / □1 □2
□3 □No / □1 □2
□3 □No / □1 □2
□3 □No
9.1 Special educators are guided by the profession’s ethical and professional practice standards. Special educators practice in multiple roles and complex situations across wide age and developmental ranges.
Standard 10: Collaboration / EP, RD, HP and APS 7 / □1 □2
□3 □No / □1 □2
□3 □No / □1 □2
□3 □No
10.1 Special educators routinely and effectively collaborate with families, other educators, related service providers, and personnel from community agencies in culturally responsive ways.

3. Summary of Data Findings

University supervisors and cooperating teachers conduct four formal observations of student teachers during their thirteen-week internship. A four-level rating criteria is used: needs improvement, developing competence, competent, and not observed. Although the university supervisors and cooperating teachers rated the candidates’ knowledge of content independently, A consensus is derived on the final rating. All teacher candidates were rated as “competent”.

Assessment 2 – Attachment A

Content Observation Rubric

SPECIAL EDUCATION CONTENT OBSERVATION RUBRIC

Candidate: ______School: ______Subject/leve1(s): ______

Evaluator: ______Dates covered: From______To______

For each observation, evaluate the intern for each CEC standard to indicate (a) evidence in planning, (b) evidence in teaching, and (c) evidence in producing intended student learning. Record your evaluation by checking the appropriate box. Use the following scale:

1= Needs Improvement 2= Developing Competency 3= Competent No= Not Observed

N=2

Association for Special Education International Standards / Linked to EP, RD and HP and ADEPT / Evidence in Planning / Evidence in Teaching / Evidence in Producing the Intended Student Learning
Standard 1: Foundations / EP, RD, HP and APS 1, 2, 3 & 4 / □ 1
□ 2
x 3
□ No / □ 1
□ 2
x 3
□ No / □ 1
□ 2
x 3
□ No
1.1 Special educators understand the field as an evolving and changing discipline based on philosophies, evidence-based principles and theories, relevant laws and policies, diverse and historical points of view, and human issues that have historically influenced and continue to influence the field of special education and the education and treatment of individuals with exceptional needs both in school and society.
Standard 2. Standard 2: Development and Characteristics of Learners / EP, RD, HP and APS 1, 2, 3 / □ 1
□ 2
x 3
□ No / □ 1
□ 2
x 3
□ No / □ 1
□ 2
x 3
□ No
2.1Special educators know and demonstrate respect for their students first as unique human beings.
Standard 3. Individual Learning Differences / EP, RD, HP and APS 3,4, 5, 6, 7, 8 & 9 / □ 1
□ 2
x 3
□ No / □ 1
□ 2
x 3
□ No / □ 1
□ 2
x 3
□ No
3.1Special educators understand the effects that an exceptional condition can have on an individual’s learning in school and throughout life. Special educators understand that the beliefs, traditions, and values across and within cultures can affect relationships among and between students, their families, and the school community.
Standard 4.0: Standard 4: Instructional Strategies / EP, RD, HP and APS 10 / □ 1
□ 2
x 3
□ No / □ 1
□ 2
x 3
□ No / □ 1
□ 2
x 3
□ No
4.1 Special educators’ posses a repertoire of evidence-based instructional strategies to individualize instruction for individuals with learning disabilities. Special educators select, adapt, and use these instructional strategies to promote challenging learning results in general and special curricula and to appropriately modify learning environments for individuals with learning disabilities.
Standard 5: Learning Environments and Social Interactions / EP, RD, HP and APS 10 / □ 1
□ 2
x 3
□ No / □ 1
□ 2
x 3
□ No / □ 1
□ 2
x 3
□ No
5.1 Special educators actively create learning environments for individuals with learning disabilities that foster cultural understanding, safety and emotional well being, positive social interactions, and active engagement of individuals with learning disabilities.
Standard 6: Language / EP, RD, HP and APS 10 / □ 1
□ 2
x 3
□ No / □ 1
□ 2
x 3
□ No / □ 1
□ 2
x 3
□ No
6.1 Special educators understand typical and atypical language development and the ways in which exceptional conditions can interact with an individual’s experience with and use of language. Special educators use individualized strategies to enhance language development and teach communication skills to individuals with learning disabilities.
Standard 7: Instructional Planning / EP, RD, HP and APS 10 / □ 1
□ 2
x 3
□ No / □ 1
□ 2
x 3
□ No / □ 1
□ 2
x 3
□ No
7.1 Individualized decision-making and instruction is at the center of special education practice. Special educators develop long-range individualized instructional plans anchored in both general and special curricula.
Standard 8: Assessment / EP, RD, HP and APS 10 / □ 1
□ 2
x 3
□ No / □ 1
□ 2
x 3
□ No / □ 1
□ 2
x 3
□ No
8.1 Assessment is integral to the decision-making and teaching of special educators and special educators use multiple types of assessment information for a variety of educational decisions.
Standard 9: Professional and Ethical Practice / EP, RD, HP and APS6 / □ 1
□ 2
x 3
□ No / □ 1
□ 2
x 3
□ No / □ 1
□ 2
x 3
□ No
9.1 Special educators are guided by the profession’s ethical and professional practice standards. Special educators practice in multiple roles and complex situations across wide age and developmental ranges.
Standard 10: Collaboration / EP, RD, HP and APS7 / □ 1
□ 2
x 3
□ No / □ 1
□ 2
x 3
□ No / □ 1
□ 2
x 3
□ No
10.1 Special educators routinely and effectively collaborate with families, other educators, related service providers, and personnel from community agencies in culturally responsive ways.

4. Interpretation of how the Data Provides Evidence that the CEC standards were met

The rubric used for this assessment is based on the CEC Standards, which focuses on the content knowledge that candidates should possess. Based on the data, the Special Education candidates demonstrated a strong understanding of content knowledge and can apply knowledge, skills and dispositions in a variety of diverse settings. CEC Standards were met at the competent level.

ASSESSMENT #3 – LESSON PLAN RUBRIC

1. Description of Assessment

Candidates write lesson plans in all methods classes, and a standardized lesson plan format is used in all Special Education classes at each stage of the Admission and Monitoring Process. Candidates must align their lessons with the South Carolina Curriculum Standards. The lesson plans must include appropriate objectives and procedures that support the standards and objectives. Some of the other evaluation criteria include an engaging introduction that effectively activates prior knowledge and accommodations for differences in rates of learning, learning styles, diversity, and special needs. The university supervisors and cooperating teachers collect the data on lesson plans during the student teaching experience, Stage III of our transition point.

2. Alignment with CEC Standards (See rubric below)

SOUTH CAROLINASTATEUNIVERSITY
(Program Area: Special Education)

Key Assessment # 3
LESSON PLANRUBRIC

Criteria
Evaluation / Competent
3 / Developing
Competence
2 / Needs Improvement
1 / Score
SC Curricular Standards; CEC 7 / Lesson and assessments are aligned with the South Carolina Curriculum Standards. / The standards are identified in general terms, but are aligned with the lesson or assessments. / The standards are vague and not aligned with the lesson or assessments.
Instructional Objectives; CEC 7 / Concise statements of what students are expected to demonstrate. The statements follow the ABCD and taxonomies of learning formats. / The statements are vague and not in the ABCD and taxonomies of learning formats. / Statements of what students are expected to demonstrate are not in the ABCD and taxonomies of learning formats.
Lesson Plan Language, Grammar, Punctuation, Spelling; CEC 6 / Language particularly descriptive; all portions complete, thoroughly developed and clearly written; and no grammatical or mechanical errors. / Sufficient detail so another teacher could implement lesson; all portions completed and clearly written; a few grammatical and mechanical errors. / Detail lacking (another teacher would have difficulty implementing lesson); portions missing, poorly written, unclear; several grammatical and mechanical errors.
Citations of Sources of Ideas (optional); CEC 6 / Sources cited using publication format (APA, for example). / All sources cited so another teacher could locate sources. / Sources not cited or not cited with enough detail.
Procedures; CEC7 / Procedures provide detailed
information on the preparation, implementation, and integration of instruction / Procedures provide vague information on the preparation, implementation, and integration of instruction
/ Procedures provided no information on the preparation, but not the implementation or integration instruction
Modeling Behaviors; CEC 4 & 7 / Several examples include demonstrations on how students are to go about
completing the lesson that includes detailed description about incorporating diverse / Few examples of
how students are to go
completing the about completing the
lesson. No accommodations for diverse learning styles. / No examples are provided of how
students are to go about completing the lesson.
Guided and Independent Practices; CEC 7 / Opportunities are provided for guided and/or on guided independent practice. / Opportunities are guided for independent studies practice only. / Limited opportunities guided or independent practice.
Variety of Strategies; CEC7 / Used avariety of strategies that allowed the learners to be actively engaged in the learning. / The learners are actively engaged in the learning, but limited strategies were used. / Limited strategies were used and the learners were not actively engaged in the learning.

3. Summary of Data Findings

University supervisors and cooperating teachers assess candidates in the area of lesson planning during the student teaching process. According to the data at mid-term, the candidates received a competent rating in instructional planning, objectives, guided and independent practices, and materials. All other components of the lesson plan rubric are in the developing competency and needs improvement range.

SOUTH CAROLINASTATEUNIVERSITY
(Program Area: Special Education)

Key Assessment # 3
LESSON PLANRUBRIC

N=1

Criteria
Evaluation / Competent
3 / Developing
Competence
2 / Needs Improvement
1 / Score
SC Curricular Standards; CEC 7 Instructional Planning / Complete citation of SC standards
Standards match content area
Grade level and ability noted / Complete citation of SC standards
Standards do not match content area
Grade level and ability noted / NoSC standard is cited and/or
Content area omitted
and/or Grade level and ability omitted, and/or standards do not match content area / 3.0
Instructional Objectives;
CEC4,7 / Concise, clear, objective, measurable statements of what students are expected to know and learn
Objectives reflect an individual’s abilities and needs children with exceptional learning needs are included
The objectives follow the ABCD and taxonomies of learning formats1 / Generalnon-objective, immeasurable statements of what students are expected to know and learn
Objectives reflect an individual’s abilities and needs
The objectives fail to follow the ABCD and taxonomies of learning formats
Objectives do not reflect planning for children with exceptional learning needs / No objectives / 3.0
Lesson Plan Format, Language, Grammar, Punctuation, Spelling
CEC 6 / All 8 sections complete, thoroughly developed and clearly written; and no grammatical or mechanical errors, easily followed. / 5 to 7 sections completed; 2 to 4 grammatical and mechanical errors, easily followed / 0-4 sections completed; more than 5 grammatical and mechanical errors / 2.5
Procedures;
CEC3, 4, 7 / All 5 sections completed; detailed information on the preparation, implementation, integration and individualization of instruction, easily followed / 3-4 of the sections completed; sufficient detail on the preparation, implementation, integration and individualization of instruction such that another teacher could follow / Most sections of the procedures are incomplete; insufficient detail on the implementation, integration, and individualization of instruction; unable to be followed / 2.5
Modeling Behaviors;
CEC 3, 4, 8, 10 / Examples of the skill or knowledge which students are expected to learn are indicated in clear, concise detail; demonstrations to be used are indicated in clear, concise, detail; clear, concise detailed description about incorporating diverse and multiple strategies and assessments for culturally and linguistically diverse students / Examples of the skill or knowledge which students are expected to learn are indicated in sufficient detail; demonstrations to be used are indicated in sufficient detail; sufficient detailed description about incorporating diverse and multiple strategies and assessments for culturally and linguistically diverse students / Minimal to no examples of the skill or knowledge which students are expected to learn; minimal to no demonstrations to be used are indicated; minimal to no description about incorporating diverse and multiple strategies and assessments for culturally and linguistically diverse students / 2.0
Guided and Independent Practices;
CEC 3, 6 / Opportunities are provided for guided and independent practice / Opportunities for either guided or independent practice only. / No opportunities for guided or independent practice. / 3.0
Variety of strategies encompassing the Awareness of Different Learning Styles, Rates of Learning and Abilities of culturally and linguistically diverse studentsCEC 1, 2, 3, 4, 6, 7, 8, 10, / Used a variety of strategies appropriate for students’ abilities, roles and learning styles to actively engage them that provided for differences in learning styles, rates of learning and abilities especially for culturally and linguistically diverse students / Strategies provided limited attention to differences in learning styles and rates of learning, especially for culturally and linguistically diverse students / Strategies do not address learning styles were not addressed / 2.5
Assessment;
CEC 8, 9 / Clearly written and detailed description of how standards and objectives and students will be assessed; assessments appropriate for the ability, developmental level and background of culturally and linguistically diverse students / sufficiently written description of how standards and objectives and students will be assessed; assessments appropriate for the ability, developmental level and background of culturally and linguistically diverse students / vaguely written description of how standards and objectives and students will be assessed; assessments inappropriate for the ability, developmental level and background of culturally and linguistically diverse students / 1.5
Materials
CEC 4, 6, 7 / All materials needed for lesson are listedto enhance critical thinking, objectives, and activities for culturally, and linguistically diverse student / Some materials needed for lesson are listed to enhance critical thinking, objectives, and activities for culturally, and linguistically diverse student / No materials needed for lesson are listed / 3.0
Reflection;
CEC 9, 10 / The teaching experience is clearly analyzed. The strengths and weaknesses of the lesson are identified along with suggestions to adjust and improve practice / The teaching experience is clearly analyzed. The strengths and weaknesses of the lesson are identified, but does not include suggestions to adjust and improve practice / No reflection is given. / 2.0
TOTAL POINTS / 23 /30

__ Overall Rating
XCompetent (34-39 Points)
— Developing Competence (28-33Points)
— Needs Improvement (0-27 Points)