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Pr

rogram Review, A

Submission Inf Department Nam Author Name: D Date Submitted

Review Inform Date Reviewed: Reviewed by:

Assessment, Your

formation (comp

me: Urban Specia

Deb Adrian Heiss

: 6.15.2013

mation

r Annual Report (

pleted by Depar

al Education

(P.R.A.Y.A.R.)

rtment Chair)

4/19/13

Contents Profile ................................................................................................................................................................................................................ 4

Who We Are .................................................................................................................................................................................................. 4

Our Mission ................................................................................................................................................................................................... 4

Goals and Initiatives .......................................................................................................................................................................................... 5

Department, Program or Unit Initiatives: ....................................................................................................................................................... 7

Faculty and Staff Individual Goals ................................................................................................................................................................. 9

Alignment to University Goals ................................................................................................................................................................... 9

Assessment ................................................................................................................................................................................................. 9

Academic Area Assessment Report .................................................................................................................................................................. 12

Academic Area Assessments .......................................................................................................................................................................... 2

Service Area Assessment Report ....................................................................................................................................................................... 5

Profitability and Opportunity Analysis (Applies to Revenue Generating Areas) ............................................................................................... 7

Opportunity Analysis Summary ..................................................................................................................................................................... 8

Future Goals and Initiatives ............................................................................................................................................................................... 0

Department, Program or Unit Initiatives for 2013-2014: ................................................................................................................................ 2

Organizational Summary and Conclusion ......................................................................................................................................................... 3

Connection to HLC/NCA .................................................................................................................................................................................. 3

INSTRUCTIONS Cardinal Stritch University is committed to developing a culture of continuous improvement based on performance data and proactive planning. This document serves as a template for all areas to use to submit their Program Review, Assessment Plan, and Annual Report updates, or PRAYAR. Complete this form for your Department. All reports are due May 30 of each year. For each section an explanation is provided with specific examples in red font. The P.R.A.Y.A.R. should be completed by each department, at the department level.

The best way to use this document is NOT to complete it once per year. It should be used on and ongoing basis. In other words, the P.R.A.Y.A.R. should be reviewed, analyzed, and updated on a regular basis, i.e., monthly. In this way, this is a living document that serves to assist with Continuous Improvement.

Your report will be evaluated by the Assessment Committee, Deans, and Vice President for your area using a standardized rubric. After evaluation, your report will be returned to you with a status. If you have questions, please contact your Dean, Area Supervisor/Director, or Vice President.

PRAYAR

PROFILE

Who We Are

The Urban Special Education Program is one of the programs within the School of Urban Initiatives (SOUI), a school within the College of Education and Leadership with a specific mission “To innovate solutions and facilitate reciprocal growth through educational access in response to the needs of urban communities”. A graduate level, initial cross categorical special education certification program with an option to complete a Master’s degree, the Urban Special Education Program operates on a cohort model that runs for six semesters. Two partner organizations, the Milwaukee Teaching Fellows (MTF), which is nationally known as the New Teacher Project, and Teach for America (TFA), recruit and select individuals who have a commitment to teaching in high need school districts, in high need areas. MTF and TFA have worked with the Milwaukee Public Schools where the teacher candidates are hired on an emergency license to teach learners who have disabilities. Thus, all cohort members are teaching full time concurrent with program completion. As a result, coursework is designed to incorporate authentic instructional activities. In addition, there is a strong mentoring component. Cohort members work with a mentor for three semesters (i.e., fall, spring, fall) and then complete one semester of student teaching.

Our Mission

The mission of the Urban Special Education Program is to prepare urban special educators to provide quality services in collaboration with students, their families, and other team members.

Founded on the Franciscan values of creating a caring community, showing compassion, reverencing creation, and making peace, Cardinal Stritch University’s mission embraces the preparation of graduate students for meaningful, professional careers. As it strives to prepare special educators for positions in high need schools, the Urban Special Education Program strives to meet a critical need in the larger, external community. The University is committed to serving “people who might not otherwise be served” as is the Urban Special Education Program.

GOALS AND INITIATIVES Yearly goals need to be connected directly to the Visioning and Planning Goals and Initiatives of the University. Both academic and service areas must have Goals for the Department directly connected to the Visioning and Planning Goals and Strategies of the University. In this section you are identifying the School, Unit, and Department goals and how they are connected to the University goals. Complete all un-shaded areas listed below. The University goals may not be changed. If one program goal matches several different University goals, indicate this in parenthesis, e.g., (Goal 1, 3) University Goal(s)

College or Vice Presidential Area Goals

School or Unit Goals Department or Program Goals

Goal 1: By 2017, Stritch will deliver high-quality educational degrees and programs that are market leading, with flexible and adaptable learning systems, as measured by frequent feedback from multiple internal and external data sources.

Develop and maintain quality programs and demographics that address local, national, and international needs in teacher and leadership preparation.

Facilitate growth in teaching, service and scholarship.

Embed the edTPA requirements into current courses and create scaffolded experiences that support students’ progress towards completion and submission of edTPA requirements

By Fall 2014, create scaffolded experiences in the Urban Special Education program to teach students how to meet the edTPA requirements

Goal 2: Enhance the comprehensive nature of Stritch by increasing fall enrollment by 24% to 6,625 students as of fall 2017 IPEDs report. The enrollment growth will be prioritized as follows: 1. Increase total undergraduate enrollment 34% to 3,950 as of fall 2017 IPEDs, with a 47% increase of residential students to 510. 2. Increase graduate (excluding doctoral) enrollment by 10% to 2,450 students. 3. Increase doctoral enrollment by 20% to 225 students. 4. Increase in enrollments will be

determined by collaborative teams for long-term sustainability and scalability based on new market opportunities as they present themselves. Goal 3: By 2017, Cardinal Stritch University will establish an institutional culture committed to applying best practices in the optimization of data and information, business models, strategic fundraising, and operational performance enabling improved key performance indicators.

Strengthen a human environment that promotes diversity of thought, programs and people; improve physical environment that addresses student needs and infrastructure.

By 2015, 75% of faculty and key staff will be proficient in the use of the LiveText tool for managing the COEL assessment system.

By Spring 2014, 50% of faculty, including mentors, and key staff will be proficient in the use of LiveText the required courses.

Goal 4: By 2017, create dynamic student-centered facilities, programs and services at all University locations, with emphasis on the main campus, to ensure a vibrant student experience as measured by annual feedback from multiple internal and external data sources.

Goal 5: By June 2013, establish and communicate a clear, concise brand message that distinguishes Stritch from its competitors and peer institutions. Market surveys will document results toward achieving desired brand recognition. Academic colleges and University departments will work in harmony to achieve our brand promise.

Department, Program or Unit Initiatives: For your identified Department, Program, or Unit goals, describe the initiative, success criteria, and assessment. The final column identifies the action that needs to be taken to accomplish the initiative. This table should be a continuation of the previous table connecting all levels of goals for your area. Technically, the assessment plan for Service Areas will mainly include all columns on page five and the first four columns on this page.

Department, Program or Unit Goal(s)

Department, Program or Unit Initiative

Success Criteria or Benchmark

Assessment Approach

Assessment Results Actions Identified and/or Taken

(1) List all Department, Program or Unit strategic goals.

Initiative 2: Provide a narrative description of the initiative or strategy. The initiative or strategy must be described in SMART (Specific, Measureable, Achievable, Realistic and Time-Based) terms.

Success Criteria: List all criteria that will be used to determine the success of the initiative or strategy. Assessment Approach: Describe the method, tools and timeline for assessing the quality and success of the initiative or strategy.

What is the assessment tool to be used?

Provide a narrative review of the assessment results for each initiative or strategy. If appendices are necessary, please attach.

List all additional actions identified and or taken as a result of the initiative or strategy.

By Fall 2014, create scaffolded experiences in the Urban Special Education program to teach students how to meet the edTPA requirements

The Urban Special Education Program will plan embedded experiences for current courses to introduce the teacher candidates to the edTPA’s

Success criteria 1: Course syllabi, particularly the Field Experience courses, will be revised to reflect content teacher candidates need to know about the edTPA. This will be initiated by Fall 2013.

Program review of the syllabi Rubrics for the three edTPA components developed for courses

Review of the syllabi has been initiated. Rubric development is pending.

Program chair has attended edTPA trainings. Program chair, as a faculty member who teaches in the Early Childhood program, has participated in the planning, implementation, and

planning, instruction, and assessment components

Success criteria 2: Teacher candidates’ responses to the revised course requirements that embed the edTPA components

review of the revised process in that program to scaffold the edTPA planning component into courses. While the Urban SE program differs from the EC program in terms of salient characteristics (e.g., program length), this experience provided perspective and experience into designing the Urban SE revisions Actions identified include: With the initiation of the Project METRO cohort, the need to accelerate edTPA planning and implementation is evident Training of mentors to support teacher candidates’ understanding of and practice with edTPA components

By Spring 2014, 50% of faculty, including mentors, and key staff will be proficient in the use of LiveText

During the Fall 2013 semester students and faculty, including mentors, will begin to utilize LiveText

Success criterion: During the Fall semester, LiveText will be used in 50% of the program courses

Data that shows number of faculty using LiveText in courses (i.e., # of faculty)

Not yet available; Goal to be implemented

Mentors were introduced to the purpose of LiveText during a meeting Actions identified include: Implementation

the required courses.

training during fall 2013

Faculty and Staff Individual Goals Alignment to University Goals Describe the process used to align individual goals with University, College goals or VP Area, School/Unit and Department/Program goals. You do not need to list all of the individual goals but rather the process used and reporting structure. Limit response to 1,000 words.

Within the School of Urban Initiatives (SOUI), School goals were established following the development of the university and College of Education and Leadership. The small size of the SOUI allows the gathering of all faculty and staff to discuss essential common goals and concerns, as well as to support individual program directions. Key individual goals were then established.

At present, the Urban Special Education Program faculty and staff members include one full-time faculty member who also serves as Program Chair (Dr. Deb Heiss), one full-time faculty member on a limited term contract (i.e., one year) who teaches in the Urban Special Education Program and the Master of Arts in Urban Education (MUE) Ms. Sue Rennane), and, most recently, a Clinical Faculty member who serves as Program Advisor and teaches specific courses for both the Urban Special Education Program (Urban SE) and the Master of Arts in Urban Education Program (MUE) (Ms. Caryl Davis).

As a full time faculty member, Deb Heiss’ goals in alignment with university goals included work toward learning the requirements of the edTPA, using LiveText, and striving to provide quality instruction in courses taught. As Program Chair, Dr. Heiss’ continued relationship with partner organizations (e.g., Teach for America) and with Milwaukee Public Schools. In addition, Dr. Heiss and Ms. Davis coordinated efforts with Enrollment Services regarding the admissions process. Along with the COEL Dean, the SOUI Associate Dean, other SOUI and SOE faculty, Deb Heiss also participated in learning about urban residency programs (beginning in summer 2012) and in the selection processes for resident teachers and resident coaches in Project METRO, which will begin in July 2013.

As a new faculty member, Ms. Sue Rennane, developed goals with her mentor, Dr. Linda Gordy, SOUI Associate Dean. Ms. Rennane began this position with extensive experience teaching in K-12 settings, as well as experience at the university level as an adjunct faculty member at varied universities. Her goals focused on continued growth and improvement in teaching.

Ms. Caryl Davis began her position in September 2012. As a new employee with a broad range of responsibilities goals were for Ms. Davis to learn about the SOUI programs; to master forms and procedures for advising; to learn about the edTPA and LiveText; maintain current databases, and, to teach courses. During the Spring 2013 semester, Ms. Davis taught one course in the Urban Special Education program. In addition, Ms. Davis served as a mentor for a high school special educator enrolled in the Urban Special Education Program.

Assessment

Describe the overall assessment results and feedback loop for goal performance tracking. Were you successful in achieving the goals for the individuals the area? What were the main accomplishments? If goals were not attained what corrective actions will be taken? Be sure to relate all information back to the University Goals and Strategic Initiatives. Limit response to 1,000 words.

During the year, faculty goals are discussed with the SOUI Associate Dean. The Program Chair also met with other faculty members to provide feedback and share expectations. Further, as a whole, the SOUI addressed specific aspects of goals (e.g., edTPA) in its meetings.

End of course evaluations were analyzed, however, the response rates were low, which could be an indicator that the individuals who chose to complete the evaluation were not representative of the entire class. In addition, few comments were included in the evaluations.

In alignment with COEL and SOUI goals concerning edTPA implementation, Dr. Heiss attended an edTPA workshop concerning scoring the edTPA for special education teacher candidates. As a faculty member who teaches in the Early Childhood Program within the SOUI, Deb also participated in that program’s pilot work to scaffold and embed edTPA components into EC courses. This work included collaboration to design the scaffolded tasks across courses during the spring 2013 semester, implementing these tasks in the course she taught, and providing feedback to students. Since the edTPA encompasses similar components (i.e., planning, instruction, assessment) regardless of certification area, this work was helpful in considering how to implement the edTPA in the Urban SE program. Deb needs to continue to focus on implementation of the edTPA in the Urban SE program.

During the year, Deb Heiss taught courses in all SOUI programs (i.e., Urban SE, MUE, and Early Childhood). Responses from end of course evaluations varied in the Urban Special Ed courses taught (i.e, range 3 – 5). Responses on the EOCs from both classes at the beginning of the Urban SE program (MUE 515) and at the end of the program (MUE 565) indicated a need for clearer rubrics and for additional opportunities for student engagement during these classes.

Ms. Rennane’s student evaluations for Urban SE classes taught were exceptional; all items ratings for the courses she taught ranged from 3s (primarily in the literacy course) to 5 (e.g., behavior management courses). Although there were very few student comments, statements were positive (e.g., “incredibly supportive and willing to help in anyway”). Ms. Rennane and Dr. Heiss met throughout the year on an as needed basis to consult regarding teaching practices, as well as about students’ stated concerns in their classrooms.

Ms. Davis attended COEL Advisor meetings with Ms. Kim Wood and other advisors to aid in mastery of advising procedures for both the Urban SE and MUE programs. In addition, Ms. Davis met with the Program Chair on a weekly basis to ask questions, align task expectations, and discuss student concerns. Along with other SOE and SOUI faculty and staff, Ms. Davis attended edTPA training days to learn about these assessment requirements. Ms. Davis’ end of course evaluation for the Urban SE course she taught (MUE 518) were exemplary, particularly for a first-time university instructor (i.e., range of average ratings was 4.3- 4.9). An observation of her teaching (3/2013) Dr. Heiss completed showed strengths in promoting the class members’ active participation, facilitating higher order thinking (e.g., asking higher order questions), and explicitly relating course content to the class members’ teaching situations. This observation was supported by a student’s comment on the EOC about this class: “Phenomenal class, it was engaging and challenged me to think critically!” Through her outstanding teaching and timely completion of advising responsibilities, Ms. Davis’ work has been aligned to the university and college goals concerning the provision of quality instruction.

ACADEMIC AREA ASSESSMENT REPORT Academic Areas: Provide an overview of the assessment plan and data for the department. You must complete parts 1, 2, and 3 for each academic program. The Assessment Plan must address all three components of the Assessment Model of the University: 1) Servant Leadership, 2) Learning, 3) Service. As part of the Assessment Plan be sure to include the following: Please also see appendix for Assessment Plan details PART 1 a. The assessment plan contains learning outcomes that are measureable for each program or contains key assessment indicators for the service

area. The learning outcomes for the Urban Special Education Program are based on the INTASC Standards and aligned to the Council for Exceptional Children Initial Educator Standards. These Standards are measured by course performance indicators and connected to the program’s key assessments.

b. The plan includes outcomes consistent with standards/ethics of the related profession. Since the ethics of the profession are integrally related to professional practice, these outcomes are embedded within both the INTASC Standards and the Council for Exceptional Initial Educator Standards. For instance, INTASC Standard #9 (Professional Learning and Ethical Practice) states, “The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects or his/her choices and actions on others . . . . and adapts practice to meet the needs of each learner.”

c. Assessment program, or dept., tools and procedures are time-designated. Following assessments for program admission, the key assessment occur throughout the program. Each semester during the fall and spring semesters of the five semester certification program, teacher candidates are observed and assessed by their mentor or student teaching supervisor. These assessments are shared with the teacher candidate.

d. The outcomes are specific, behavioral (demonstratable), and measurable, e.g., benchmarks Outcomes were designed to be specific and measureable.

e. Assessment tools are identified and available for review. Each course syllabus specifies and includes the assessment tools. Therefore, assessment tools are evident to the teacher candidates and others.

f. The plan includes how the outcomes will be tracked. Key assessments are entered into the program’s database at the conclusion of each semester and are reviewed by the program chair and the clinical faculty member.

g. The plan includes where the outcomes will be tracked/documented and stored. Key assessments are entered into the program’s database at the conclusion of each semester.

h. The plan includes who will be responsible for tracking of the outcomes. Key assessments are entered into the program’s database at the conclusion of each semester and are reviewed by the program chair and the clinical faculty member.

i. What is the feedback loop for using the data for continuous improvement? At the end of each semester, available data are reviewed by the program chair and shared with the appropriate individuals. For instance, end of course evaluations are discussed with faculty members. Key assessment data that impact teacher candidates’ program continuation are discussed with them. Changes to the program are also made based on the data review.

Academic Departments need to use the following terms within the academic programs: Program Learning Outcomes -- Specific and measurable aims or purpose statements used in a way that allows individuals to account for

variations between disciplines (the learning outcome is measured at the course level and the assessment approach may look at the results of learning in a graduated manner that documents the appropriate level of proficiency, for a particular learning outcome, at different stages of the student’s learning experience).

Course Outcomes -- Specific and measurable aims or purpose statements used in a way that specify what the student is expected to know, do, and believe when they complete the course

Performance Indicator -- specific levels of achievement on the measurements needed for students to have learning success (i.e., via rubrics, ranking on standardized exams, etc.).

PART 2 1. List Program Learning Outcomes, Course Outcomes, and Performance Indicators for each program. Departments can put in one example in the table below and then link to syllabi or other documents. The Urban Special Education Program outcomes are based on the InTASC core teaching standards and aligned with the Council for Exceptional Children Initial Special Educator Preparation Standards. The chart from the “Language, Literacy, and Learning” course (MUE 511) is an illustration of the relationship between Program Learning Outcomes, Course Outcomes, and Performance Indicators. Additional charts that show these relationships for the courses that lead to certification are included in Appendix B.. Language, Literacy, and Learning (MUE 511) (3 credits) Program Learning Outcome Course Outcome Performance Indicator InTASC Standard # 1 Learner Development InTASC Standard # 2 Learning Differences CEC Initial Special Educator Preparation Standard #1

Analyze students’ opportunities to use and participate in a variety of language functions

Discourse analyses

InTASC Standard #8: Instructional Strategies InTASC Standard #2: Learning Differences InTASC Standard #7: Planning for Instruction CEC Initial Special Educator Preparation Standard # 5 Instructional learning and Strategies

Plan and implement developmentally appropriate lessons

Lesson plans and discourse analyses

InTASC Standard #8 Instructional Strategies CEC Initial Special Educator Standard # 5 Instructional learning and Strategies InTASC Standard # 9 Professional Learning and Ethical Practice CEC Initial Special Educator Standard # 6 Professional Learning and Ethical Practice

Reflect on instruction and plan for future lessons based on students’ growth

Lesson plans and discourse analyses

2. Provide a descriptive listing of departments Key Assessments Course No./Name

Key Assessments

Program Admission GPA of at least 2.75 PPST Praxis 2

Field Experience 1 (MUE 513) Mentor Observations Field Experience 2 (MUE 523) Mentor Observations Field Experience 3 (MUE 533) Mentor Observations Student Teaching (MUE 543)

Performance Inventory Portfolio

Master’s degree (MUE 630) Case study Oral Presentation

3. Describe your key assessments. Assessment Assessment Description Target Value or

Benchmark Assessment Data Deviation Analysis and Action

Identification Name of Assessment

Provide a narrative description of the assessment tool and calculation specifics.

Provide a target value for the assessment. This value should reflect the expected performance.

Provide the actual value calculated for the assessment data.

Analyze the reasons for deviation and describe action required to achieve target performance.

Program Admissions Criteria

Each applicant provides a degree-bearing transcript that shows s/he has earned a Bachelor’s degree from an accredited university Each applicant provides evidence of passing the PPST and the Praxis 2 tests

GPA of at least 2.75 “Cut scores” that were established by the WI DPI are utilized

All students who are admitted to the program meet these admissions criteria.

To date all individuals who entered this program were first selected by a partner organization, either Teach for America or Milwaukee Teaching Fellows. Since the program candidates recruited by these partners were typically very successful undergraduates (e.g., Teach for America recruits from the top percentages of undergraduates at top ranked universities), these admissions assessments have not been a challenge for candidates. As the program begins Project METRO, an urban teacher residency program in concert with Milwaukee Public Schools, these admissions criteria will need to remain, particularly given the accelerated pace of

the program (e.g., it would be burdensome for candidates to study for the Praxis 2 while completing K-12 classroom experiences and university coursework). However, data will indicate if the program will need to provide additional supports for test preparation during the admissions process.

Mentor Observations

During each of the three Field Experience semesters, each teacher candidate’s mentor completes a “Field Experience Observation” three times. Items in the observation form are based on the INTASC Standards; each of the items on the observation form is rated. The items targeted for observation on this form are graduated (i.e., the least number of items are rated during Field Experience 1; all items are rated by Field Experience 3).

Items can be rated B, D, P, or N according to the following key: B = The teacher candidate demonstrates a beginning level of competence in this area. This suggests that the teacher candidate is aware of the importance of this skill but has not yet developed consistency or comfort with it. D = The teacher candidate demonstrates a developing level of competence in this area. This suggests that the teacher candidate is consistently demonstrating this skill. P = The teacher candidate is proficient in this particular area. This level of competence indicates that the teacher candidate can consistently and capably

Since its inception in Fall 2008 few teacher candidates have left the program for poor performance. The majority of individuals who have exited the program in the first through fourth semesters of the program have done so for personal reasons (e.g., health, family move, disillusionment or discouragement with teaching in an urban school). Two individuals did not pass Field Experience 3 and re-enrolled in the class to gain additional experience prior to student teaching.

During the admissions process, it will continue to be critical to represent the realities of teaching in urban schools.

incorporate this skill into his/her teaching. N = Not observed at this time. In order to earn a pass for each field experience, the teacher candidate may have no more than 3 performances marked as “B” (beginning).

Performance Inventory

During Student Teaching a University Supervisor observes the teacher candidate and rates the candidate using the Performance Inventory (PIE).

Items can be rated B, D, P, or E according to the following key: B = Beginning D = Developing P = Proficient E = Exemplary By the fourth observation, the teacher candidate must earn an overall performance rating of at least Proficient (2.5)

All teacher candidates have earned a score of at least “Proficient” in student teaching.

PIE needs revision to align with revised INTASC Standards.

Portfolio Each teacher candidate completes a portfolio that includes specific components based on their work in the program: Philosophy, MultiDay Work Sample, Classroom Management Plan, and an abstract of their Collaboration Project.

Teacher candidates must earn a “Pass” on the portfolio based on the Portfolio Rubric.

To date all teacher candidates have passed the portfolio.

Be certain that data collection regarding the portfolio incorporates available numerical data and not simply pass/fail designation. Portfolio rubric needs revision to align with revised INTASC Standards

Case Study Oral Presentation

Candidates for a Master’s degree design, implement, analyze, and present a case study. The case study is comprised of five chapters (Introduction, Review of the Literature, Procedures, Results, Conclusions) and supportive materials (Appendices) Each researcher presents her/his study to peer and examiners.

The case study is scored Pass or Fall for each chapter and in its entirety according to a rubric. The rubric indicates the content and format of each chapter. Two examiner’s score each researcher’s Oral Presentation. The Master’s degree candidate must earn 80% of the points on the Oral Presentation rubric to pass this component.

Research advisor training to promote reliability in using the rubrics.

4. List of Program Learning Outcomes and Program Course Matrix (Certification Courses) Bold, italicized entries are program key assessments.

MU

E 51

1

MU

E 51

5

MU

E 51

3

MU

E 52

5

MU

E 51

8

MU

E 53

5

MU

E 52

3

MU

E 50

6

MU

E 55

7

MU

E 55

5

MU

E 54

5

MU

E 53

3

MU

E 56

5

MU

E 52

1

MU

E 54

3

INTASC Standard #1: Learner Development

Discourse analysis

Authentic voices Profile of a student Reflections

Case study

Planned modifications Lesson Plans Roles as a Science Support Teacher

Classroom management action plan Extension activities

Teaching observation

Weekly activity development Lesson plan Resource sheet for students

PIE

INTASC Standard #2: Learning Differences

Discourse analysis Lesson plans


Case study

Planned modifications Lesson plans

Classroom management analysis paper Classroom management action plan


Weekly activity development Lesson plan Resource sheet for students

PIE

INTASC Standard #3: Learning.

Authentic voices Profile of a student Action Plan Reflections

Teaching observations

Philosophy paper Case study

Quality Indicator Assessment Tool Self-Determination and self-advocacy procedures Class discussion


Observation feedback Role as a Science Support Teacher

Community resources notebook Action plan Collaboration project

Classroom management plan Extension activities


Weekly activity development Lesson plan

PIE

INTASC Standard #4: Content Knowledge

Reflections Action Plan

Case study Philosophy paper

Quality Indicator Assessment Tool Self-Determination and self-advocacy procedures Class discussions

Planned modification Lesson plans

Philosophy

Weekly activity development Lesson plan Resource sheet for students Math autobiography

Portfolio artifact

1

INTASC Standard #5: Application of Content


Lesson plan Traveling trunk Reflections Knowledge cafe

Quality Indicator Assessment Tool Self-Determination and self-advocacy procedures’

INTASC Standard #6: Assessment.


Teaching observations Lesson plans

Case study

Quality Indicator Assessment Tool

Teaching observations IEP Profiles

Administer and interpret test Individual tutoring plan

Needs assessment project Classroo

m management analysis paper Classroom management action plan


Informal assessment project Norm reference assessment Test accommodations

PIE

INTAC Standard #7: Planning for Instruction




Case study

Quality Indicator Assessment Tool Self-Determination and self-advocacy procedures’



Lesson plans Individual tutoring plan Weekly reflection

Collaboration project

Teaching observations Sequential lesson plan

Weekly activity development Lesson plan Resource sheet for students Math autobiography

PIE Portfolio artifact

INTASC Standard #8: Instructional Strategies



teaching observations Lesson plans

Case study Philosophy paper Presentation

Lesson plan Reflections Knowledge cafe


Planned modifications Lesson Plans

Lesson plans Individual tutoring plan Weekly reflection



PIE

INTASC Standard #9: Professional Learning and Ethical Practice




Case study

Reflections Knowledge cafe

Teacher as Advocate OR Student-Led IEP Reflective responses

Lesson plan Teaching observations

Observation Feedback Role as a Science Support Teacher

Reflection Reflections on practice journal


Portfolio artifact

2

INTASC Standard #10: Leadership and Collaboration


Lesson plan Teaching observations


Study group log Collaboration planning

Needs assessment project Collaboration project

Articulate and defend classroom management plan

Portfolio artifact

IEP participation reflection

PIE Portfolio

In the box for each course, name the key assessment. Academic Area Assessments Only academic areas need to complete this section of the report. Service areas may skip the section and move to the following section.

Each area may include other information in addition to key assessments if appropriate.

PART 3

Evaluation of the Assessment Data for academic areas

Evaluation: Review all assessment data and evaluate the program with regards to Service, Servant Leadership, and Learning. Answer the following questions. This section needs to address the main questions of, what is working, what is not working, and what are you changing due to the data? Limit responses to 500 words per question. 1. What opportunities and challenges exist for your program?

The Urban SE program is unique in that it was created to address specific needs (i.e., qualified special educators for high needs schools) in concert with external partner organizations. Since its inception in Fall 2008 Teach for America and the Milwaukee Teaching Fellows have recruited primarily first-rate candidates for the program. With the Milwaukee Teaching Fellows’ exit from Milwaukee, only Teach for America remains and this relationship is renewed on an annual basis. Although the number of TFA corps members predicted to enter the program in Fall 2013 is higher than in Fall 2012 (i.e., 12 as compared to 3), increased recruitment from university personnel for this program will be required to maintain enrollment, as well as continued attention to the TFA partnership. The closure of the “traditional” special education initial certification program represents the opportunity to welcome several candidates who are seeking special education certification only into the Urban SE program. To date about five individuals have been referred by Admissions for this option. Increased recruitment from university personnel will be needed in this area, too. Simultaneously, COEL Dean, SOUI Associate Dean, Urban SE Program Chair and others in collaboration with Milwaukee Public Schools’ staff members have learned about and designed an urban teacher residency, Project METRO that will begin in July 2013. Project METRO will offer the Urban SE program for teacher candidates to earn certification in one year while completing a residency in a MPS high school classroom. This is an opportunity in that residency programs have been effective in other urban school districts (e.g., Boston, Chicago, Denver) and offers

3

the promise of preparing special educators who will remain in MPS following program completion. It is a challenge in that some of the Project METRO candidates have not been in school for some time and may need assistance in meeting the admissions criteria. Changes in the state and national educational contexts also offer opportunities and challenges. For instance, the local and state context of education may discourage individuals from considering special education as a career. This has evident implications for recruitment. Other examples of changes are the pending implementation of the edTPA and the literacy test. These assessments are opportunities in that they provide an impetus for faculty and teacher candidates to think critically about how to demonstrate teaching competencies. They are challenges in that preparation for these assessments still needs to be embedded into the Urban SE courses. This will be a critical challenge in the one year Project METRO course sequence.

2. What changes or improvements will you make to your program or courses based on this data? It is hoped that the involvement of Synergis with our university will result in the recruitment of additional teacher candidates. In addition, in the Project METRO partnership, MPS has been an active recruiter of program candidates. Further, during this spring MPS and Stritch personnel implemented an extensive selection process for Project METRO; this aspect of the partnership should continue. Urban SE courses need to be reviewed, particularly for the inclusion of edTPA and literacy test preparation. Experiences with the Early Childhood program’s edTPA pilot will provide helpful guidance. As future recruitment for Project METRO is implemented, it will be essential to monitor program applicants’ performance on the PPST and the Praxis 2. This is crucial as some of the applicants’ may need additional time to become familiar with completing such standardized assessments. This will require an extended timeline for recruiting so that program applicants can avail themselves of preparation resources (e.g, Plato). The Urban SE program needs to begin implementation of LiveText.

3. What did the department do differently this year compared to last year? This year Ms. Sue Rennane was a full-time faculty member who taught in both the Urban SE and the MUE programs, including a role as an Urban SE mentor. This was an extension of her role from the previous academic year. It was helpful that there was increased continuity in content and relationships with the students. During the start ot the Fall 2012 semester, Ms. Caryl Davis began her role as a Clinical Faculty member in the Urban SE and MUE programs. The Urban SE Program Chair participated in the development and implementation of the edTPA pilot in the Early Childhood Program. Although this is a different student population than the Urban SE program’s, this experience was useful in providing a view toward what is required for edTPA preparation.

4. Do you think those actions were successful? Why or why not?

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It was certainly beneficial to have two individuals within the Urban SE with a broad view of the program. Course evaluation ratings indicated both Ms. Rennane and Ms. Davis were effective educators.

5. You must include the data from your assessment plan for each response. 6. What do candidate assessment data tell the unit about candidates’ meeting professional, state, and institutional standards (if necessary)?

Since all teacher candidates who begin the student teaching semester exit with a recommendation for certification, the data indicate that they are meeting professional, state, and institutional standards as measured by the program’s key assessments. Four program completers responded to the Graduate Follow up Survey. Due to the way data are presented, program data are difficult to discern. Only three employers of Urban SE program completers responded to the Graduate Follow Up Survey. Given the aggregated nature of these data, it is not possible to discern specific program information, although one of the comments positively noted the skills of a named individual who is likely a program graduate.

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SERVICE AREA KEY PERFORMANCE INDICATOR REPORT Service Areas: This section does not have to be completed by faculty or academic areas. Provide an overview of the assessment plan and data for the department. The Assessment Report must address all three components of the Assessment Model of the University: 1) Servant Leadership (people), 2) Learning (goals and environment), 3) Service (processes). The Key Performance Indicators are the main operational projects that need to be completed by the department, while the goals in the previous section are strategic in nature. For this year, it is recommended that you have three Key Performance Indicators: One for Leadership in the area; one for learning (professional development); and one for service to match the three pillars of assessment.

Key performance indicators (KPIs) are commonly used by organizations to evaluate its success or the success of a particular activity in which it is engaged. Sometimes success is defined in terms of making progress toward strategic goals, but often success is simply the repeated achievement of some level of operational goal (for example, zero defects, 10/10 customer satisfaction, etc.).

KPI Name KPI Description Target Value Actual Value Deviation Analysis and Action Identification Name of the KPI

Provide a narrative description of the KPI and calculation specifics.

Provide a target value for the KPI. This value should reflect the expected performance.

Provide the actual value calculated for the KPI.

Analyze the reasons for deviation and describe action required to achieve target performance.

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Evaluation of the Assessment Data for Service Area

Evaluation: Review all assessment data and evaluate the program with regards to Service, Servant Leadership, and Learning. Answer the following questions. This section needs to address the main questions of, what is working, what is not working, and what are you changing due to the data? Limit response to 500 words per question. 1. What opportunities and challenges exist for your program? 2. What changes or improvements will you make to your program and/or courses based on this data? 3. What did the department do differently this year compared to last year? 4. Do you think those actions were successful? Why or why not? 5. You must include the data from your assessment plan for each response. 6. Based on the data, what changes have transpired in the program or department?

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PROFITABILITY AND OPPORTUNITY ANALYSIS (APPLIES TO REVENUE GENERATING AREAS) Data for the Profitability Analysis will be provided by the Cardinal Stritch University Business Office. Academic areas should use the revenue/cost data; while the service areas should analyze their current budgets.

1. Cost-Effectiveness/Analysis: a. Revenues and other resource (fees, grant and fundraised dollars) generated by the program, or dept. b. Direct costs associated with the program c. Indirect costs associated with the program d. Measures of utilization of technology resources

The Cost-Effectiveness information is to be used to complete the profitability analysis for your area. In order to do this, it is important to complete an opportunity analysis by responding to the following:

a. How have faculty qualifications, scholarly, and service activities helped prepare students in their field? During spring 2012 the Urban Special Education Program was reviewed by both NCATE and the Wisconsin Department of Public Instruction; full approval was received at that time. The adjunct faculty who teach and mentor in the program are often individuals who have taught in Milwaukee schools or other urban areas, which enhances the authenticity of their instruction for the teacher candidates. The Program Chair also works closely with the partner organizations (e.g., TFA) and with the New Educator Center personnel in Milwaukee Public Schools, efforts that promote consistent communication and expectations for the teacher candidates.

b. How program, or dept., efficiency has been improved, or decreased, within the past year The Urban Special Education Program is a small department within the COEL. Therefore, program personnel meet and work in concert with other SOUI programs. For instance, the program assistant and clinical faculty member have responsibility for more than one program. Several faculty members utilize the university’s course management system (i.e., Angel) to distribute information to students and, thus, decrease the amount of paper copies of course materials that are required. The program chair works closely with other SOUI program chairs and with the Associate Dean regarding curricular and hiring decisions.

c. Attempts made by the program, or dept., to increase revenue, reduce complexity, and improve effectiveness within the past year and explain the outcomes if applicable. During the fall 2012 semester, the New Teacher Project (locally known as the Milwaukee Teaching Fellows) closed its Milwaukee office. As a result, the Milwaukee Teaching Fellows who entered the Urban Special Education Program that semester will be the last cohort to do so. These cohort members will complete their certification program in spring 2014. While the partnership with Teach for American remains strong, the COEL Dean, SOUI Associate Dean, MUE Program Chair, and Urban Special Education Program Chair entered into a partnership with Milwaukee Public Schools to learn about and design an Urban Teacher Residency (UTR) program. Efforts began in summer 2012; the first cohort of the UTR- Project METRO will begin in July 2013. Consistent with the characteristics of a

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UTR, these cohort members will complete certification in one year. Therefore, as an accelerated cohort, there is the potential for at least one new Project METRO cohort per year.

d. Research meaningful differences with similar programs at peer institutions. In southern Wisconsin, there are several special education teacher certification programs, but the Urban Special Education Program is unique in its partnerships with Teach for America and with Milwaukee Public Schools. Other universities offer an accelerated “on the job” option for special education teacher certification (e.g., the “Accelerated Certification for Teachers (ACT) at Carthage College in Kenosha, WI), classes on evenings and weekends (e.g., Concordia University in Mequon, WI; Alverno College in Milwaukee, WI), and an internship option (e.g., University of Wisconsin-Milwaukee). CESA 1 (Pewaukee, WI) offers a Proficiency Based Licensure Program that can be completed in a teacher candidate’s classroom. The Milwaukee Teacher Education Center (MTEC) is a teacher certification program that can be completed in “on the job”; MTEC is the only other certification program that provides a mentor in the classroom for each teacher candidate. Additional unique characteristics of the Cardinal Stritch University Urban Special Education Program are: (a) consistent weekly support from a mentor, and (b) courses taught by qualified faculty members who often have experience teaching in urban schools and hold high expectations for the teacher candidates.

e. What would it take to make the program, or dept., exemplary? (Explain and provide a budget analysis.)

During the last two years the program has operated with one full time faculty member dedicated to the SOUI who also serves as program chair and teaches in other SOUI programs, and, one full time faculty member within the SOUI who is employed on a short-term contract. During the spring 2013 the SOUI and SOE Associate Deans have begun examination of the deployment of special education faculty across programs to more judiciously use current faculty members’ time and talents. Results of this analysis could indicate that another faculty member in the special education programs is essential.

Opportunity Analysis Summary

a. What functions within the program, or dept., could be automated, performed by an outside contractor, consolidated, or eliminated to reduce the cost of the program? What resources or technology would be needed to improve efficiencies within your program? Provide an analysis of the budget impact of these changes. Since its inception the program has made minimal use of the Admissions department (e.g., Admissions personnel receive and process program application materials, and, participate in program orientations). As a result, the use of this department for the program has been minimal, which has reduced the cost of student overhead. Through the partnerships (e.g., TFA, MTF), university resources to recruit teacher candidates have not been required. The advent of the UTR-Project METRO will require that the university enhance recruitment efforts in partnership with Milwaukee Public Schools if this program is to become well known and enrollment maximized.

b. What additional revenue generation is possible by the program?

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The program has initiated the partnership with Milwaukee Public Schools (i.e., UTR-Project METRO). This partnership meets a specific need in the area and has the potential to successfully generate revenue for the program. In addition, beginning with the fall 2013 semester all graduate students who are seeking initial special education certification will participate in the Urban Special Education program.

c. What facilities do you currently use? What improvements would you suggest to these facilities that would be helpful to students or

would create efficiencies in your department? The majority of classes in the program at taught at the City Center facility, a location that the students appreciate and that is well equipped with current technologies. During summer session, teacher candidates also engage in activities at a charter school, Capitol West Academy, a mutually beneficial arrangement for learning and one that does involves no cost for these summer facilities. Improvements to the City Center facility are not required, however, improved university service delivery to the City Center facility is an ongoing goal (e.g., technology support is only one day/week on site; availability of financial aid counselors and other services at this facility). The “Contribution Analysis” for the Urban Special Education program is presented in the table that follows. Since its recent inception, this program has generated a surplus for the university after overhead is deducted. However, the total student enrollment has decreased somewhat during recent years. The current credits generated in Urban Special Education are also shown in a table.

FUTURE GOALS AND INITIATIVES FY 2013-2014

Provide a listing of key goals for next year. Be sure to use information from the Opportunity Analysis in the development of future goals and initiatives. University Goal(s)

College or Vice Presidential Area Goals

School or Unit Goals Department or Program Goals

Goal 1: By 2017, Stritch will deliver high-quality educational degrees and programs that are market leading, with flexible and adaptable learning systems, as measured by frequent feedback from multiple internal and external data sources.

Develop and maintain quality programs and demographics that address local, national, and international needs in teacher and leadership preparation. Facilitate growth in teaching, service and scholarship.

List all school or unit goals aligned to College of Vice Presidential Goal (x).

List all school or unit goals aligned to Department or Program Goal (x).

Goal 2: Enhance the comprehensive nature of Stritch by increasing fall enrollment by 24% to 6,625 students as of fall 2017 IPEDs report. The enrollment growth will be prioritized as follows: 1. Increase total undergraduate enrollment 34% to 3,950 as of fall 2017 IPEDs, with a 47% increase of residential students to 510. 2. Increase graduate (excluding doctoral) enrollment by 10% to 2,450 students. 3. Increase doctoral enrollment by 20% to 225 students. 4. Increase in

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enrollments will be determined by collaborative teams for long-term sustainability and scalability based on new market opportunities as they present themselves. Goal 3: By 2017, Cardinal Stritch University will establish an institutional culture committed to applying best practices in the optimization of data and information, business models, strategic fundraising, and operational performance enabling improved key performance indicators.

Goal 4: By 2017, create dynamic student-centered facilities, programs and services at all University locations, with emphasis on the main campus, to ensure a vibrant student experience as measured by annual feedback from multiple internal and external data sources.

Goal 5: By June 2013, establish and communicate a clear, concise brand message that distinguishes Stritch from its competitors and peer institutions. Market surveys will document results toward achieving desired brand recognition. Academic colleges and University departments will work in harmony to achieve our brand promise.

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Department, Program or Unit Initiatives for 2013-2014: Department, Program or Unit Goal(s)

Department, Program or Unit Initiative

Success Criteria and Assessment Approach

Assessment Results Actions Identified and/or Taken

List all department strategic goals that are aligned with the University goals.

Initiative 1: Provide a narrative description of the initiative.

Success Criteria: List all criteria that will be used to determine the success of the initiative or strategy. Assessment Approach: Describe the method, tools and timeline for assessing the quality and success of the initiative or strategy.

Provide a narrative review of the assessment results for each initiative or strategy. If appendices are necessary, please attach.

List all additional actions identified and or taken as a result of the initiative or strategy.

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ORGANIZATIONAL SUMMARY AND CONCLUSION Provide a narrative summary of departmental performance for the year. Highlight key initiatives or metrics that show improvements in service or operations. This section should be limited to 1,000 words.

The Urban Special Education exemplifies several unique characteristics among special education programs in southern Wisconsin, including partnership with external organizations seeking to increase the supply of qualified special educators for high need schools (e.g., TFA, Milwaukee Public Schools), programing for teacher candidates who are involved in Milwaukee classrooms on a daily basis, and the use of mentors to support candidates’ professional development in those classrooms. To date the program has operated with minimal university resources as recruitment and initial selection has been completed by partner organizations and adjunct faculty have been employed to teach many of the classes.

End of course evaluations indicated that students are pleased with the teaching of adjunct faculty members and of limited term faculty members. Students are also successful in meeting the program requirements; most individuals who exited the program prior to completion did so because of personal reasons.

CONNECTION TO HLC/NCA Please review the PRAYAR report and report any information that would be connected directly to the five HLC/NCA Criteria so that it may be included in the Self Study: 1) Mission; 2) Ethical and Responsible Conduct; 3) Teaching and Learning—Quality, Resources, and Support; 4) Teaching and Learning--Evaluation and Improvement; and 5) Sources, Planning, and Institutional Effectiveness. For more details information on the criteria: http://ncahlc.org/Information-for-Institutions/criteria-for-accreditation.html

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Appendix A Assessment Plan

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Assessment Plan

In the Urban Special Education Program key assessments are utilized to determine admissions, teacher candidate performance for certification, and, if individuals decide to complete a graduate degree, performance for a Master’s degree. Thus, the key assessment span the duration of the program. Data concerning each cohort member are employed to measure performance. If candidates do not meet expectations, a response is determined by the program chair and often the Associate Dean. In the few instances where expectations were not met and the teacher candidate wanted to continue in the program, cohort members are allowed to retake a course to improve a grade or to demonstrate proficiency in the classroom (i.e., Field Experience course). Rubrics for the Field Experiences and the Student Teaching course are presented in the following pages.

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FIELD EXPERIENCE (3 semesters)

MUE 513

MUE 523

MUE 533

In each of the three Field Experiences, her/his mentor observes the teacher candidate. The teacher candidate must meet criterion with instruction, including lesson planning.

Field Experience Observations by University Mentor

Throughout the semester, your university mentor will be in your classroom. Your mentor will be available to help you plan, reflect on your teaching, problem solve and model instructional practices. At three different points in the semester, your mentor will conduct a formal observation and meet with you to assess your performance using the performance inventory below. S/he will use the rating scale shown below the inventory each time. Not all performances will be assessed at each observation. Dark boxes indicate that the performance will not be measured at that observation.

By the third observation, all performances will be assessed. In order to earn a pass for this field experience, the teacher candidate may have no more than 3 performances marked as “B” (beginning).

The program outcomes that are connected to this performance inventory are listed below.

FIELD EXPERIENCE 1

BENCHMARK SKILLS PERFORMANCE INVENTORY

Standard #4: Instructional Strategies

1 2 3

The teacher candidate demonstrates knowledge of the importance of literacy development by incorporating the following practices into his/her teaching:

A. Use responses and errors to guide instructional decisions and provide feedback to learners.

B. Modify pace of instruction and provide organizational cues.

C. Identify and teach basic structures and relationships within and across curricula.

D. Teach individuals to use self‐assessment, problem‐solving, and other cognitive strategies to meet their needs.

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Standard #5: Learning Environments and Social Interactions

A. Design and manage daily routines

Standard #7: Instructional Planning

A. Use instructional time effectively

B. Prepare and organize materials to implement daily lesson plans.

C. Prepare lesson plans

D. Sequence, implement, and evaluate individualized learning objectives

E. Make responsive adjustments to instruction based on continual observations

Standard #8: Assessment

A. Evaluate instruction and monitor progress of individuals with exceptional learning needs

B. Create and maintain records.

Standard #9: Professional and Ethical Practice

A. Reflect on one’s practice to improve instruction and guide professional growth

B. Importance of the teacher serving as a model for individuals with exceptional learning needs

C. Conduct self‐evaluation of instruction

D. Use verbal, nonverbal, and written language effectively

E. Demonstrate sensitivity for the culture, language, religion, gender, disability, socioeconomic status, and sexual orientation of individuals

Standard #10: Collaboration

A. Maintain confidential communication about individuals with exceptional learning needs

Mentor comments:

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Mentor comments:

Teacher candidate reflection:

B = The teacher candidate demonstrates a beginning level of competence in this area. This suggests that the teacher candidate is aware of the importance of this skill but has not yet developed consistency or comfort with it.

D = The teacher candidate demonstrates a developing level of competence in this area. This suggests that the teacher candidate is consistently demonstrating this skill.

P = The teacher candidate is proficient in this particular area. This level of competence indicates that the teacher candidate can consistently and capably incorporate this skill into his/her teaching.

N = Not observed at this time.

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Throughout the semester, your university mentor will be in your classroom. Your mentor will be available to help you plan, reflect on your teaching, problem solve and model instructional practices. At three different points in the semester, your mentor will conduct a formal observation and meet with you to assess your performance using the performance inventory below. S/he will use the rating scale shown below the inventory each time. Not all performances will be assessed at each observation. Dark boxes indicate that the performance will not be measured at that observation.

By the third observation, all performances will be assessed. In order to earn a pass for this field experience, the teacher candidate may have no more than 3 performances marked as “B” (beginning).


FIELD EXPERIENCE 2



1 2 3

The teacher candidate incorporates the following practices into his/her teaching:




D. Teach individuals to use self‐assessment, problem‐solving, and other cognitive strategies to meet their needs.




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D. Sequence, implement, and evaluate individualized learning objectives

E. Make responsive adjustments to instruction based on continual observations







C. Conduct self‐evaluation of instruction





Mentor comments:

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Throughout the semester, your university mentor will be in your classroom. Your mentor will be available to help you plan, reflect on your teaching, problem solve and model instructional practices. At three different points in the semester, your mentor will conduct a formal observation and meet with you to assess your performance using the performance inventory below. S/he will use the rating scale shown below to complete the inventory each time. You should have a written lesson plan to submit to the mentor at that time.

In order to earn a pass for this field experience, the teacher candidate may have no more than 3 performances marked as “B” (beginning).


FIELD EXPERIENCE 3


The teacher candidate incorporates the following practices into his/her teaching:

Standard #2: Knowledge of Growth and Development 1 2 3

A. Identify and teach essential concepts, vocabulary and content across the general curriculum

Standard #3: Children Learn Differently 1 2 3

A. Modify pace of instruction and provide organizational cues


1 2 3




D. Teach individuals to use self-assessment, problem-solving, and other cognitive strategies to meet their needs.

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D. Can design weekly plans that demonstrate long-term planning and instruction

E. Sequence, implement, and evaluate individualized learning objectives

F. Make responsive adjustments to instruction based on continual observations







C. Conduct self-evaluation of instruction





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Mentor comments:






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Student Teaching

(1 semester)

MUE 543

The University Supervisor completes four Performance Inventory and Evaluations (PIE) during the semester. The student teacher must earn a rating of at least “proficient” on the final PIE for Student Teaching.

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MUE 543

During the Student Teaching semester, a portfolio is completed that includes the following categories: The Professional, Multi‐Day Work Sample, Classroom Management Plan, and Collaboration. Components of the portfolio reflect the teacher candidate’s competencies in the Wisconsin Teacher Standards.

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Portfolio Rubric

Pass Needs Revision

The Professional

Resume included, up-to-date and professionally presented

Resume wasn’t included or isn’t up-to-date

Philosophy of Special Education included

Philosophy of Special Education not included

Instruction Introduction includes all required components: goals, measurement of goals, connection to standards

One or more of the required components missing OR the introduction is difficult to understand

At least three completed lesson plans included

Fewer than three lesson plans have been included OR the lesson plan are not complete

At least three well written and thoughtful reflections are included

Fewer than three lesson plans have been included OR the reflections are not in depth an meaningful

One student’s grow is thoroughly described as evidenced by the samples

The description of student growth is not thorough or is not well supported by work samples

Class pre and post assessment measures displayed and discussed

Class pre and post assessment measures were not included or discussed

Reflection is detailed and includes discussion on student performance, design and instruction

Reflection is not detailed or is missing discussion on student performance, design or instruction

Explicit connections to the Wisconsin State Teaching Standards have been made throughout this section

Explicit connection to the Wisconsin State Teaching Standards have not been made

Success for Learners

Explanation is included

Explanation is not included

Classroom Management Plan included Classroom Management Plan not included

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Collaboration Explanation is included

Explanation is not included

Collaboration artifact included Collaboration artifact not included

Final Product The writing in the portfolio has a professional tone

The writing is too casual for a professional document

Minimal writing errors are present (no more than 2 per page)

The writing appears to be at draft stage

The organization of the portfolio is easy to follow

The organization needs work

An explicit connection to all 10 State Standards has been clearly made

All 10 Standards have not been addressed

In order to be considered passed on the portfolio all areas must earn a pass. A student who has areas to revise will have one opportunity to revise and resubmit the portfolio. If the portfolio does not earn a pass with the revise, the student will earn a fail in this course and will need to re-register and repeat it.

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CASE STUDY

MUE 630

To earn a Master’s degree, a case study is completed with a K‐12 student who has been identified as having special educational needs. The final product is comprised of five chapters related to the study, procedures,

findings, and interpretation of findings.

CONTENTS OF THE CASE STUDY RESEARCH PAPER

Your completed research paper will consist of five chapters, introductory material, a list of references used and an Appendix of Appendices. In the following pages, you will find detailed information on the contents of each chapter, as well as evaluation checklists.

INTRODUCTORY MATERIAL

Title page: Include the title, student name, and date submitted (see sample title page in this syllabus). The title should clearly state the subject of the Case Study Research and reflect its scope and content.

Signature page with advisor’s signature (see sample signature page in this syllabus. Acknowledgement page (optional) Abstract: The abstract is 125 words or less and presents a concise picture of the action research. See

APA manual for further explanation of the abstract. Table of Contents: paginated by lower case Roman numerals.

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CHAPTER ONE INTRODUCTION

In general, Chapter 1 offers an introduction to the child and provides adequate background information. You should discuss the child’s academic background as well as pertinent personal information. Since this is a published document, be careful not to share personal or family information that is not vital to the reader’s understanding of the presented study. Briefly discuss the child’s current strengths and needs, highlighting the particular area for which you will provide an intervention. You should make explicit connections to the Common Core Standards. Special Education Law. Make specific references to the law and describe how the provisions in IDEA assure the child’s current placement. Use of appropriate writing style. First person voice is acceptable in this chapter; however, you should incorporate both academic and narrative structures. Offers definition for key terms. Offer definitions for key terms relating to the topic choice. The key terms should be clearly defined either within the text or as a separate glossary. After reading the key terms, there should be no question in the reader’s mind as to what the key terms mean and how they will relate to the action research project.

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CHAPTER ONE ASSESSMENT

Chapter One Expectations Introduction to the child Only pertinent information has been included

A rich description of the child’s strengths and needs has been provided Connection to the law A discussion of how the law assures the least restrictive environment for this

child has been discussed. Connection to the Common Core Standards

A direct connection to the Common Core Standards has been made.

Voice The writer has combined narrative and academic structures appropriately.

Careful wording The writer has defined educational terms. There is either a glossary included or terms are defined within the context of the chapter.

Organization The chapter is organized in a way that supports the reader’s understanding

Transitions are included There is an introduction to the chapter and a conclusion that transitions

to the next chapter Headings are used as needed

APA The writer has followed APA guidelines

Mechanics Graduate level writing skills are apparent.

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CHAPTER TWO A REVIEW OF THE LITERATURE

Reviews of 12 research studies, journal articles and other printed media sources. The purpose of

this chapter is to clearly link the research to existing literature published in scholarly journals, conference proceedings, articles and books that reflect the accumulated knowledge of the field. In this chapter the student uses the results of previously conducted studies to report on what the literature says about the topic and builds and argument that will defend the research plan. Researchers need not find studies that replicate their intended designs, but rather they should look for studies that are linked to the general topic. The chosen articles can report the findings of studies that incorporate a traditional experimental design or those that rely on ethnographic methods. It is also acceptable for the researcher to choose studies with findings that might not support his/her hypothesis. For example, these articles can be used to justify the need for continued research based on the contradictory nature of previously conducted research. After reading the chapter, there should be no questioning the reader’s mind that the researcher has designed the study based on a solid foundation of knowledge on the topic.

Summaries of the articles. A complete summary of each of the articles should be included in the chapter. For studies that follow an experimental design, the following aspects should be included in the summary: statement of the problem, hypothesis, variables, subjects, procedures, and findings. For those studies that incorporate ethnographic methods, the researcher should include the following aspects in the summary: statement of the problem, method(s) of data collection, subjects, procedures and findings.

Organization of the chapter. There should be a logical organization to the chapter. The articles should be grouped into subcategories based on their similarities. The subcategories should be clearly labeled for the reader. Each subcategory should include a brief introduction that prepares the reader of the content of the section.

Building the chapter. The chapter should begin with an introduction and overview. The research should restate the general topic and briefly discuss the subsections that will make up the chapter. There should be transitions between subcategories and a final summary paragraph that brings together the main points discussed in each of the subsections.

CHAPTER TWO ASSESSMENT

Chapter Two Expectations

Summaries At least 12 summaries have been included All critical information has been included and discussed accurately and in

detail Voice

The writer has incorporated academic structures appropriately

Organization

The organization if professional. There is an introduction to the chapter. The introduction includes a road map to the contents of the chapter. The introductions to subsections are well written. There is a summary for the chapter and a transition to the next chapter. The summary includes main points from each subsection. Individual studies are cited properly There are headings for subsections.

APA The writer has followed APA guidelines

Mechanics Graduate level writing skills are apparent

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CHAPTER THREE PROCEDURES FOR THE STUDY

Description of sample population. In this chapter, describe the steps used to gather data. Typically, it

begins with a complete description of the individual. Discuss the child’s academic background related to this study.

Description of procedures used. Describe a sequence of events to enable the reader to clearly understand the instructional intervention. Include relevant teaching plans, surveys, tests, etc. in the Appendix. Give enough information that future study replication is possible.

Description of data collection. Describe the data collection used to determine the effectiveness of the intervention. Include a copy of the assessment(s) in the Appendix.

Organization of the chapter. The chapter describes the student, intervention steps, and measurement of the effectiveness of the intervention. It begins with an introduction, transitions to a clear and complete description of the subjects, instructional steps, and data collection, and summarizes the main points at the close. This chapter is informational. The researcher does not offer his/her opinions on the class, the effectiveness of the methods, etc. The chapter should be written in past tense.

CHAPTER THREE ASSESSMENT

Chapter Three Expectations Description of Sample All critical information about the child has been included and discussed

accurately and in detail.

Description of the procedures

All critical information about the procedures has been included and discussed accurately and in detail.

Explanation of data collection

All critical pre and post data collection information has been included and discussed accurately and in detail.

Voice The writer has incorporated academic structures appropriately.

Careful wording The writer has defined educational terms.

Organization The introduction includes a road map to the contents of the chapter. There are transitions between sections. Headings have been incorporated. Sources are appropriately referenced. The summary includes main points from the chapter. There is a transition to the next chapter.

APA The writer has followed APA guidelines.


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CHAPTER FOUR RESULTS

Presentation and analysis of data. In this chapter, present the data gathered to measure the effectiveness

of the intervention. Your data should include rich description of the student’s journey throughout the intervention as well as quantitative data that measures change. Consider using one or more of the following for presenting your data: bar charts; graphs; tables; figures; excerpts from interviews, journals, audio-taped discussions; rich description. Use graphic representation of results in addition to verbal description of what happened (or didn’t happen) as results of the intervention.

Conclusions. Objectively summarize what happened because of the intervention. This is not the place to

offer opinions or make inferences. Organization of the chapter. This chapter should begin with an introduction, include transitions between

sections, and summarize the main points at the close. This chapter is information and should be written in past tense.

CHAPTER FOUR ASSESSMENT

Chapter Four Expectations Presentation of the data All critical information about the data is included and discussed.

Appropriate method of data presentation is used. The discussion is clear and detailed. All available data have been presented.

Analysis of data Data analyzed in a clear, understandable and complete way. The analysis is accurate, thoughtful and confident.

Voice The writer has incorporated narrative or academic structure appropriately.

Organization The introduction includes a road map to the contents of the chapter. There are transitions between sections. The summary includes main points from the chapter. There is a transition to the next chapter.



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CHAPTER FIVE CONCLUSIONS

Connections to existing research. In chapter five you can offer your opinions. The purpose of this

chapter is to bring the case study research project together. Revisit the problem, analyze the literature review and data results, and synthesizes the information into a coherent whole. Use the review of literature to set the stage for the current case study research. Explain how the current results relate to those reported earlier in Chapter 2. The first section of the body of this chapter links the research to the larger body of knowledge available on the subject.

Explanation of results. Help the reader understand the results by explaining them. Strengths and limitations. Discuss the strengths of this particular research study as well as its

limitations. Recommendations for student. Discuss recommendations for how to best meet the needs of this

particular student. Include recommendations that are geared towards the home and school. Explain your recommendations in detail. Make explicit connections to the Common Core Standards and the law as it pertains to this student.

CHAPTER FIVE ASSESSMENT

Chapter Five Expectations

Connections to existing research

Connections between this research and previous studies are discussed.

Sources are appropriately referenced. Connections to Common Core Standards

A connection to the Common Core Standards has been made.

Explanation of results Thoughtful, clear and relevant discussion of the conclusions included.

Explanations of all data findings included. Voice The writer has combined narrative and academic structures

appropriately. Strengths and limitations Strengths and limitations clearly delineated.

There is adequate support provided for all points made. Recommendations A number of thoughtful recommendations have been made.

Explicit connections to the law have been made. Organization The chapter is organized in a way that supports the reader’s

understanding. Transitions are included. There is an introduction to the chapter and a conclusion to

the chapter. Headings are used as needed.



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Case Study Research Presentation

You will present your final research project to the examiners and your peers. You will have approximately 20 minutes to make this presentation. Your role is to clearly and effectively present your research to the audience. Since you do not have much time, you will have to make decisions about how to make the best use of what time you have. We suggest that the majority of your presentation time be devoted to the design of the intervention, findings, and significance of the study; however, do not exclude the other components from your presentation. Rather, cover these sections in a concise manner. Make sure that you discuss the provisions made by IDEA as they pertain to this child. Please prepare a handout for the audience (5 copies should be more than enough). This handout could be the slides from your Power Point or a summary of the main points of your presentation. At the end of your presentation you will have another 5 minutes to engage the audience in a discussion related to your research project.

This must be a formal presentation utilizing appropriate technology. Choose a form of technology with which you are comfortable. Make certain that all visuals are clear and easy for the audience to read. Practice your presentation before the final presentation day. Ask someone else to critique your presentation and provide constructive feedback.

Since this research project is your own, you should not need to rely heavily on notes. While it is a good idea to have note cards with an outline of the most important information included to keep you on track, we do not recommend that you read your presentation from a script. If this situation occurs, you may be asked to repeat your presentation at a later date.

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PRESENTER’S NAME: _________________________________

CASE STUDY RESEARCH PRESENTATION RUBRIC

Exceeds Expectations (3 points)

Meets Expectations (2 points)

Does Not Meet Expectations (1 Point)

Presentation Style

Speaker is at ease in front of the audience; makes eye contact, projects voice, speaks naturally, makes minimal use of notes

Speaker is fairly comfortable in front of the audience. One or more of the following could use some improvement: eye contact, voice projection, speech patterns, use of notes. (Please circle all that apply)

Speaker appears very uncomfortable in front of the audience; little or no eye contact, difficult to hear, uses unnatural speaking patterns, reads presentation

Introduction to the Child

A concise introduction has been provided. Relevant background information has been provided

Background information has been provided. More detail would enhance the presentation

Not enough background information provided

Findings of Pre‐tests

Findings were clearly presented

Some pieces of the findings were not clear or required more detail

Findings were not shared or unclear

Related Research A concise synthesis of the research that supports the intervention was provided

Several individual authors or research studies were presented as separate from one another

The research section of the presentation was superficial OR too much time was devoted to the research section

Design of the Intervention

The design of the intervention was clearly explained. Sufficient detail was included

The design of the intervention was explained; however, more detail would have been helpful

It was difficult to understand the design of the intervention OR this section was not addressed

Findings Findings were presented in a way that was clear to the audience

Findings were discussed; however, more detail would have been helpful

Findings were not presented OR presented in a way that was confusing to listeners.

Significance The significance of the findings and study were discussed in detail. Speaker has made a number of relevant points

The significance of the findings and study were covered. More relevant points could enhance the presentation

Information in this section of the presentation was minimal or not present

Use of technology

Speaker made the fullest use possible of the visual aspects of the presentation

Appropriate use of technology was made. Small changes or additions could enhance the presentation

Did not use any form of technology OR the use of technology was not effective for the presentation

Interaction with Speaker led the discussion The discussion was adequate Speaker could not initiate a

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Audience with confidence and further demonstrated his/her knowledge of the topic

discussion

Handout Provided No handout was provided

Time Limit Within the time limit Exceeded the time limit

Total Points Circle one below:

PASS NO PASS

Examiner’s signature: ______________________________________ Score ______________

Date: ___________________________________________________

Appendix B

Relationship between Program Learning Outcomes, Course Outcomes, and Performance Indicators

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Building Classroom Communities (MUE 515) (3 credits) Program Learning Outcome Course Outcome Performance

Indicator InTASC Standard # 4 Content Knowledge CEC Initial Special Educator Preparation Standard # 3 Curricular Content and Knowledge InTASC Standard # 9 Professional Learning and Ethical Practice

Apply foundational knowledge in the field of special education to their daily practice.


InTASC Standard #1: Learner Development InTASC Standard #2: Learning Differences CEC Initial Special Educator Preparation Standard # 1 Learner Development and Individual Learning Differences INTASC Standard #8: Instructional Strategies CEC Initial Special Educator Preparation Standard # 5 Instructional Learning and Strategies InTASC Standard #3: Learning Environments CEC Initial Special Educator Preparation Standard # 2 Learning Environments InTASC Standard # 7 Planning for Instruction

Utilize knowledge of exceptionalities to describe, plan for, and reflect upon their interactions with students of diverse abilities and backgrounds.

Authentic VoicesProfile of a Student Action Plan Reflections

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Field Experience 1 (MUE 513) (2 credits) Program Learning Outcomes Course Outcomes Performance

Indicators INTASC Standard # 8 Instructional Strategies CEC Initial Special Educator Preparation Standard # 8 Instructional learning and Strategies INTASC Standard #7: Planning for Instruction CEC Initial Special Educator Preparation Standard # 5 Instructional learning and Strategies INTASC Standard #6: Assessment CEC Initial Special Educator Preparation Standard # 4 Assessment

Plan and teach lessons that support the development of K-12 students


INTASC Standard #3: Learning Environments CEC Initial Special Educator Preparation Standard # 2 Learning Environments

Establish routines and procedures that provide structure for K-12 students.


INTASC Standard #9: Professional Learning and Ethical Practice CEC Initial Special Educator Preparation Standard # 6 Professional Learning and Ethical Practice INTASC Standard #10: Leadership and Collaboration CEC Initial Special Educator Preparation Standard #7 Collaboration

Reflect on instruction and interactions with students


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Supporting Individual Student Needs (MUE 525) (3 credits)

Program Learning Outcomes Course Outcomes Performance Indicators

INTASC Standard # 4 Content Knowledge CEC Initial Special Educator Preparation Standard 3 Curricular Content Knowledge

Conduct an FBA; Develop and implement an appropriate BIP based upon the results of an FBA Analyze different models, theories, and philosophies for addressing student behavior and determine appropriate interventions

Case Study Individual Philosophy paper

INTASC Standard # 1 Learner Development CEC Initial Special Educator Preparation Standard 1 Learner Development and Individual Learning Differences

Demonstrate an understanding of key concepts of positive behavioral support Explain key concepts of behavioral interventions; analyze and assemble appropriate resources related to the interventions; design, implement, and progress monitor a behavior intervention plan

Individual Philosophy paper Case Study

INTASC Standard #2 Learner Differences CEC Initial Special Educator Preparation Standard 1 Learner Development and Individual Learning Differences

Design, implement and progress monitor a BIP

Case Study

INTASC Standard # 8 Instructional Strategies CEC Initial Special Educator Preparation Standard 5 Instructional learning and Strategies

Demonstrate an understanding of key concepts of positive behavioral supports ( Analyze and assemble appropriate resources related to the interventions; design, implement and progress monitor a Behavioral Intervention Plan Articulate and defend completed Functional Behavioral Assessment and Behavior Intervention Plan

Individual Philosophy paper Case Study Presentation

INTASC Standard # 3 Learning Environments CEC Initial Special Educator Preparation Standard2 Learning Environment

Demonstrate an understanding of key concepts of positive behavioral supports Design, implement and progress monitor a Behavioral Intervention Plan

Individual Philosophy paper Case Study

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INTASC Standard #7 Planning for Instruction CEC Initial Special Educator Preparation 5 Instructional learning and Strategies

Develop a systematic plan for changing student behavior based upon FBA results, utilizing effective instructional strategies and positive behavior supports

Case Study

INTASC Standard # 6 Assessment CEC Initial Special Educator Preparation 4 Assessment

Assemble pertinent data to formulate a thorough description of student and behavior; Analyze data to formulate an operation definition of target behavior and construct a hypothesize function of target behavior; Design, implement and progress monitor a Behavioral Intervention Plan

Case Study

INTASC Standard # 9 Professional Learning and Ethical Practice CEC Initial Special Educator Preparation 6 Professional Learning and Ethical Practice

Revise proposed Functional Behavioral Assessment based upon consultation with colleagues. Evaluate and propose recommendations for revision to colleagues’ FBA

Case Study

INTASC Standard #7 Planning for Instruction CEC Initial Special Educator Preparation 5 Instructional learning and Strategies

Develop a systematic plan for changing student behavior based upon FBA results, utilizing effective instructional strategies and positive behavior supports

Case Study

INTASC Standard # 6 Assessment CEC Initial Special Educator Preparation 4 Assessment

Assemble pertinent data to formulate a thorough description of student and behavior; Analyze data to formulate an operation definition of target behavior and construct a hypothesize function of target behavior; Design, implement and progress monitor a Behavioral Intervention Plan

Case Study

INTASC Standard # 9 Professional Learning and Ethical Practice CEC Initial Special Educator Preparation 6 Professional Learning and Ethical Practice

Revise proposed Functional Behavioral Assessment based upon consultation with colleagues. Evaluate and propose recommendations for revision to colleagues’ FBA

Case Study

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Social Studies for Special Educators (MUE 518) (2 credits)


INTASC Standard # 5 Application of Content CEC Initial Special Educator Preparation Standard # 3 Curricular Content Knowledge

Use a variety of strategies to help students be successful in the special education social studies classroom

Lesson Plan Traveling Trunk Project

INTASC Standard # 8 Instructional Strategies CEC Initial Special Educator Preparation Standard # 5 Instructional Learning and Strategies

Plan and implement developmentally appropriate lessons for students with diverse abilities

Lesson Plan

INTASC Standard # 8 Instructional Strategies CEC Initial Special Educator Preparation Standard # 5 Instructional Learning and Strategies INTASC Standard # 9 Professional Learning and Ethical Practice CEC Initial Special Educator Preparation Standard # 6 Professional Learning and Ethical Practice

Reflect on instruction and plan for future lessons based on students’ growth

Session reflections Knowledge café presentations

Field Experience 2 (MUE 523) (2 credits)


INTASC Standard # 7 Planning for Instruction INTASC Standard #8 Instructional Strategies CEC Initial Special Educator Preparation Standard # 8 Instructional Learning and Strategies INTASC Standard #6: Assessment CEC Initial Special Educator Preparation Standard #4 Assessment

Plan and teach lessons that support the development of K-12 students.


INTASC Standard #3: Learning Environments CEC Initial Special Educator Preparation Standard # 2 Learning Environments

Establish routines and procedures that provide structure for K-12 students.


INTASC Standard #9: Professional and Ethical Practice CEC Initial Special Educator Preparation Standard # 6 Professional Learning and Ethical Practices INTASC Standard #10: Leadership and Collaboration CEC Initial Special Educator Preparation Standard # 7 Collaboration

Reflect on instruction and interactions with students.

Lesson plans Teaching observations

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Advocacy (MUE 535) (2 credits) Program Learning Outcomes Course Outcomes Performance

Indicators INTASC Standard # 6 Assessment CEC Initial Special Educator Preparation Standard # 4 Assessment INTASC Standard # 3 Learning Environments CEC Initial Special Educator Preparation Standard # 2 Learning Environments

Assess and analyze the current situation/environment for self-determination and/or self-advocacy implementation efforts:

Implementing the Self-Determination Quality Indicator Assessment Tool

INTASC Standard # 5 Application of Content CEC Initial Special Educator Preparation Standard # 3 Curricular Content Knowledge INTASC Standard # 7 Planning for Instruction INTASC Standard # 5 Instructional Learning and Strategies

Effectively plan, implement, and evaluate self-determination and self-advocacy skills:

Implementation of Self-Determination and Self-Advocacy Procedures

INTASC Standard # 4 Content Knowledge CEC Initial Special Educator Preparation Standard # 3 Curricular Content Knowledge

Locate relevant and up to date resources to remain current in the field:

Class discussion about an article related to student led IEPs.

INTASC Standard # 9 Professional Learning and Ethical Practice CEC Initial Special Educator Preparation Standard # 6 Professional Learning and Ethical Practices

Recognize personal behaviors that positively impact advocacy skills for self and students

Teacher as an Advocate (Summary and Reflection about role as an advocate) OR Student Lead IEP (Work with a student, summarize and reflect on IEP meetings)


Use newly learned information to impact upon professional practices:

Reflective Responses

Assessment and Instruction in Science (MUE 506) (2 credits)



Analyze a lesson plan and determine strengths, weaknesses and ways to adapt it to make it more successful in terms of student learning

Planned Modifications Preparing Effective Science Lessons,

INTASC Standard # 1 Learner Development CEC Initial Special Educator Preparation Standard #1 Learning Development and

Demonstrate an understanding of how children develop and learn by designing and implementing developmentally appropriate learning

Planned Modifications Preparing Effective

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Individual Learning Differences

experiences. Observe and document past/present instructional techniques designed for multiple capacities of students. Design appropriate expectations, which match a specific curriculum, theory, philosophy and or specific student population

Science Lessons, Role as a Science Support Teacher

INTASC Standard # 2 Learning Differences CEC Initial Special Educator Preparation Standard #1 Learning Development and Individual Learning Differences

Demonstrate an standing of various cultures and cultural learning styles. Explain the inter-individual differences found in children who are classified as exceptional

Planned Modifications Preparing Effective Science Lessons

INTASC Standard # 7 Planning for Instruction INTASC Standard # 8 Instructional Strategies CEC Initial Special Educator Preparation Standard #5 Instructional Learning and Strategies INTASC Standard # 10 Leadership and Collaboration CEC Initial Special Educator Preparation Standard#7 Collaboration

Collaborate with other teacher candidates to design a variety of instructional strategies that encourage critical thinking, problem solving and performance skills in student’s learning. Design appropriate goals and objectives that match a specific curriculum, theory, philosophy and/or specific student population. Design and implement learning experiences that extend and refine critical and creative thinking

Planned Modifications Preparing Effective Science Lessons

INTASC Standard # 3 Learning Environments CEC Initial Special Educator Preparation Standard #2 Learning Environments

Recognize individual differences in his or her students and adapt learning experiences to meet student needs. Observe and document classroom techniques for diverse learners.


INTASC Standard # 9 Professional Learning and Ethical Practice CEC Initial Special Educator Preparation Standards # Professional Learning and Ethical Practice

Seek advice of others and draw upon educational research and scholarship to improve instruction


Literacy Assessment and Strategies (MUE 557) (3 credits)


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INTASC Standard # 6 Assessment CEC Initial Special Educator Preparation Standard # 4 Assessment

Evaluate a child’s level of reading proficiency and motivation with regard to strengths in prior knowledge, word recognition, accuracy, fluency, comprehension, and study strategies. Administer, score, and/or interpret an informal reading inventory or other literacy instrument

Administer and interpret QRI-5 OR PALS Individual Tutoring Plans

INTASC Standard # 7 Planning for Instruction CEC Initial Special Educator Preparation Standard # 5 Instructional Learning and Strategies INTASC Standard # 8 Instructional Strategies CEC Initial Special Educator Preparation Standard # 5 Instructional Learning and Strategies

Design instruction that is appropriate to student needs and create positive and supportive classroom environments.

Lesson Plans Individual Tutoring Plans Weekly Reflection

INTASC Standard # 10 Leadership and Collaboration CEC Initial Special Educator Preparation Standard # 7 Collaboration

Collaboratively plan lessons, including instructional goals, strategies and activities Collaboratively reflect on lessons taught and revise upcoming lesson plans

Study Group Log Collaboration planning

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Collaborating with Families and Communities (MUE 555) (3 credits)


INTASC Standard # 2 Learning Differences CEC Initial Special Educator Preparation Standard #1 Learner Development and Individual Learning Differences

Identify a collaboration goal with individual(s) (i.e., parents, paraprofessionals, other team members). Delineate and implement steps to reach the goal, collect data, and reflection on the design and implementation

Collaboration Project


Identify resources and create a collection of items to use in classroom practice Design an action plan to utilize the resources Identify a collaboration goal with individual(s) (i.e., parents, paraprofessionals, other team members). Delineate and implement steps to reach the goal, collect data, and reflection on the design and implementation

Community Resources Notebook Action Plan Collaboration Project

INTACS Standard # 6 Assessment CEC Initial Special Educator Preparation Standard # 4 Assessment

Use data and information from all stakeholders to design and/or suggest modifications to learning environments and enhance collaborative relationships between professionals

Needs Assessment Project

INTASC Standard #9: Professional and Ethical Practice CEC Initial Special Educator Preparation Standard #Professional Learning and Ethical Practice

Reflect on collaboration within daily work as a special educator

Reflections

INTASC Standard #10: Leadership and Collaboration CEC Initial Special Educator Preparation Standard # 7 Collaboration

Use data and information from all stakeholders to design and/or suggest modifications to learning environments and enhance collaborative relationships between professionals Identify a collaboration goal with individual(s) (i.e., parents, paraprofessionals, other team members). Delineate and implement steps to reach the goal, collect data, and reflection on the design and implementation

Needs Assessment Project Collaboration Project

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Supporting Students in the School Environment (MUE 545) (2 credits)


INTASC Standard # 1 Learner Development CEC Initial Special Educator Preparation Standard # Learning Development and Individual Learning Differences INTASC Standard # 3 Learning Environments CEC Initial Special Educator Preparation Standard # 2 Learning Environments

Design a formalized classroom management action plan that incorporates culturally responsive, evidence based practices Demonstrate in-depth understanding of course content as it relates to teaching culturally diverse populations of students with disabilities

Classroom Management Action Plan Extension Activities, such as Learning Application Tasks (LAT), small group tasks, quizzes, and whole class discussion

INTASC Standard # 2 Learning Differences CEC Initial Special Educator Preparation Standard # 1 Learning Development and Individual Learning Differences INTASC Standard # 6 Assessment CEC Initial Special Educator Preparation Standard #4 Assessment

Compare desired classroom characteristics (academic and/or behavioral) to current classroom characteristics; analyze for discrepancies; and develop a plan to achieve desired performance outcomes

Classroom Management Analysis Paper Classroom Management Action Plan


Use effective verbal and nonverbal communication techniques as well as instructional media and technology to enrich learning opportunities.

Articulate and defend completed Classroom Management Action Plan (Socratic Discussion; Extension Activities)

INTASC Standard # 9 Professional Learning and Ethical Practice CEC Initial Special Educator Preparation Standard # 6 Professional Learning and Strategies

Reflect upon classroom practices and self-reflection on teaching behaviors, interaction patterns, and communication styles

Reflections on Practice Journal

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Field Experience III (MUE 533) (1 credit)



Articulate a personal philosophy of special education

Philosophy

INTASC Standard # 1 Learner Development CEC Initial Special Educator Preparation Standard # 1 Learner Development and Individual Learning Differences

Identify and teach essential concepts, vocabulary, and content across the general curriculum


INTASC Standard #2 Learning Differences CEC Initial Special Educator Preparation Standard # 1 Learner Development and Individual Learning Differences

Modify pace of instructional and provide organizational cues


INTASC Standard # 8 Instructional Strategies CEC Initial Special Educator Preparation Standard #5 Instructional Learning and Strategies

Identify and teach basic structures and relationships within and across curricula Use responses and errors to guide instructional decisions and provide feedback to learners Use appropriate adaptations and technology for students with disabilities


INTASC Standard # 3 Learning Environments CEC Initial Special Educator Preparation Standard # 2 Learning Environments

Design and manage daily routines Teaching observations

INTASC Standard # 7 Planning for Instruction CEC Initial Special Educator Preparation Standard # 5 Instructional Learning and Strategies

Prepare lesson plans Prepare and organize materials to implement daily lesson plans Use instructional time effectively Make responsive adjustments to instruction based on continual observation Sequence, implement, and evaluate individualized learning objectives Use task analysis

Teaching observations Sequential Lesson Plans

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INTASC Standard # 6 Assessment CEC Initial Special Educator Preparation Standard # 4 Assessment

Create and maintain records Evaluate instruction and monitor progress of individuals with disabilities



Reflect on one’s practice to improve instruction and guide professional growth Use verbal, nonverbal, and written language effectively



Foster confidential communication about individuals with disabilities Assist individuals with disabilities and their families in becoming active participants in the educational team

Portfolio artifact

Formal and Informal Assessment (MUE 565) (3 credits)


INTASC Standard # 6 Assessment CEC Initial Special Educator Preparation Standard # 6 Assessment INTASC Standard # 2 Learning differences CEC Initial Special Educator Preparation Standard #1 Learner Development and Individual Learning Differences

Plan, administer, and interpret formal and informal assessments

Informal Assessment Project Norm Referenced Administration

INTASC Standard # 6 Assessment CEC Initial Special Educator Preparation Standard # 6 Assessment INTASC Standard # 2 Learning differences CEC Initial Special Educator Preparation Standard #1 Learner Development and Individual Learning Differences

Plan and implement valid accommodations for students with disabilities

Test Accommodations


Reflect on family members’ participation in assessment and subsequent IEP team meeting to identify future actions

IEP Participation Reflection

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Math Methods for Special Educators (MUE 521) (2 credits)


INTASC Standard # 7 Planning for Instruction CEC Initial Special Educator Preparation Standard # 5 Instructional learning and Strategies INTASC Standard #4 Content Knowledge CEC Initial Special Educator Preparation Standard #3 Curricular Content Knowledge

Identify and utilize local, state and national standards, learning targets, expectations and benchmarks to design instruction

Weekly activity development Lesson plan Resource Sheet for Students Math Autobiography

INTASC Standard #2 Learning Differences CEC Initial Special Educator Preparation Standard #1 Learner Development and Individual Learning Differences INTASC Standard #1 Learner Development CEC Initial Special Educator Preparation Standard 1 Learner Development and Individual Learning Differences

Develop hands on, pictorial, verbal and symbolic ways to present mathematical concepts and utilize best practices in mathematics instruction

Weekly activity development Lesson plan r Resource Sheet for Students

INTASC Standard # 8 Instructional Strategies CEC Initial Special Educator Preparation Standard #5 Instructional Learning and Strategies INTASC Standard #3 Learning Environments CEC Initial Special Educator Preparation Standard #2 Learning Environments

Plan activities designed to maximize learning for all students and to make learning math enjoyable


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INTASC Standard # 1 Learner Development CEC Initial Special Educator Preparation Standard #1 Learner Development and Individual Learning Differences INTASC Standard # 7 Planning for Instruction CEC Initial Special Educator Preparation Standard # 5 Instructional Learning and Strategies

Develop lesson plan based on needs of students as well as best practices in mathematics

Lesson Plan

Student Teaching (MUE 543) (2 credits)


INTASC Standard #4 Content Knowledge CEC Initial Special Educator Preparation Standard #3 Curricular Content Knowledge INTASC Standard #9 Professional Learning and Ethical Practice CEC Initial Special Educator Preparation Standard #6 Professional Learning and Strategies

Articulate personal philosophy of special education

Portfolio artifact

41

INTASC Standard #1 Learner Development CEC Initial Special Educator Preparation Standard #1 Learner Development and Individual Learning Differences

Identify and teach essential concepts, vocabulary, and content across the general curriculum


INTASC Standard #2 Learning Differences CEC Initial Special Educator Preparation Standard #1 Learner Development and Individual Learning Differences

Modify pace of instruction and provide organizational cues.


INTASC Standard #8 Instructional Strategies CEC Initial Special Educator Preparation Standard #5 Instructional Learning and Strategies

Identify and teach basic structures and relationships within and across curricula. Use responses and errors to guide instructional decisions and provide feedback to learners. Use appropriate adaptations and technology for all individuals with disabilities. Identify and teach essential concepts, vocabulary, and content across the general curriculum. Teach individuals to use self- assessment, problem solving, and other cognitive strategies to meet their needs Select, design, and use technology, materials, and resources required to educate individuals whose disabilities interfere with communication.



Design and manage daily routines.


INTASC Standard #7 Planning for Instruction CEC Initial Special Educator Preparation Standard #5 Instructional Learning and Strategies

Prepare lesson plans. Prepare and organize materials to implement daily lesson plans. Use instructional time effectively. Make responsive adjustments to instruction based on continual observations. Sequence, implement, and evaluate individualized learning

Teaching observations Portfolio Artifacts

42

objectives Use task analysis.

INTASC Standard #6 Assessment CEC Initial Special Educator Preparation Standard #4 Assessment

Create and maintain records. Evaluate instruction and monitor progress of individuals with exceptional learning needs.


INTASC Standard # 9 Professional Learning and Ethical Practice CEC Initial Special Educator Preparation Standard #6 Professional Learning and Ethical Practice

Reflect on one’s practice to improve instruction and guide professional growth. Use verbal, nonverbal, and written language effectively. Conduct self-evaluation of instruction


INTASC Standard # 10 Leadership and Collaboration CEC Initial Special Educator Preparation Standard #7 Collaboration

Maintain confidential communication about individuals with exceptional learning needs. Foster respectful and beneficial relationships between families and professionals. Assist individuals with exceptional learning needs and their families in becoming active participants in the educational team Involve the individual and family in setting instructional goals and monitoring progress.

Teaching observations Portfolio

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MASTER’S DEGREE COURSES

Technology Based Statistics for Educators (MUE 549) (2 credits)


INTASC Standard # 4 Content Knowledge CEC Initial Special Educator Preparation Standard #3 Curricular Content Knowledge

Students will identify, define, and explain basic statistics terminology and concepts

Benchmarks on measures of central tendencies and variation, skew, standard scores, correlation and hypothesis testing Group exercises on measures of central tendencies and variation, skew, standard scores, correlation and hypothesis testing

Students will apply basic statistics in an educational setting

Use graphical and descriptive statistics to analyze data provided by the instructor Correlate two chosen variables. Determine if correlation is significant and explain Select and use appropriate statistics to determine the significance of data provided by the instructor

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Introduction to Research (MUE 606) 2 credits


INTASC Standard #4 Content Knowledge CEC Initial Special Educator Preparation Standard #3 Curricular Content Knowledge

Access information on exceptionalities Use research supported methods for academic and nonacademic instruction of individuals with disabilities

Review of the literature Research proposal

INTASC Standard #9 Professional Learning and Ethical Practice CEC Initial Special Educator Preparation Standard #6 Professional Learning and Ethical Practices

Use verbal, nonverbal, and written language effectively

Review of the literature Research proposal

Assessment and Instruction in Literacy (MUE 630) 2 credits


INTASC Standard #4. Content Knowledge CEC Initial Special Educator Preparation Standard # 3 Curricular Content Knowledge

Following completion of a literature review, design a student-specific intervention

Case study research project

INTASC Standard #1. Learner Development CEC Initial Special Educator Preparation Standard # 1 Learner Development and Individual Learning Differences

Based on information about individual student’s needs, design and implement a student specific intervention


INTASC Standard #2: Learning Differences CEC Initial Special Educator Preparation Standard # 1 Learner Development and Individual Learning Differences

Based on information about individual student’s needs, design and implement a student specific intervention


45

INTASC Standard #6: Assessment CEC Initial Special Educator Preparation Standard # 4 Assessment

Administer an assessment prior to case study implementation Gather and analyze data during case study implementation


INTASC Standard #7: Planning for Instruction CEC Initial Special Educator Preparation Standard # 5 Instructional Learning and Strategies

Following completion of a literature review and based on information about a student’s needs, design and implement a student-specific intervention


INTASC Standard #8: Instructional Strategies CEC Initial Special Educator Preparation Standard # 4 Assessment

Following completion of a literature review and based on information about a student’s needs, design and implement a student-specific intervention


INTASC Standard #9: Professional Learning and Ethical Practice CEC Initial Special Educator Preparation Standard #6 Professional Learning and Ethical Practice

Prior to beginning research, submit IRB proposal(s)


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