Special Education Undergraduate Program Annual Report
2010 – 2012
The special education undergraduate program (SEGE) had 99 majors in Fall 2011 according to Banner.
The following assessment/review activities were completed in 2011 – 2012. Each document is appended.
1. The program moved to the School of Teaching and Learning July 1, 2011.
2. The program developed and secured approval for a major revision and name change – Inclusive Education. Two page summary attached.
3. The program had a program advisory board meeting March 16, 2012. Summary attached.
Data from assignments posted and reviewed on TaskStream are included below. Data come from two separate folios. The first is the program folio
(special education undergraduate 2011). The second is Special Education Initial Licensure. The data indicate the following:
1.
All but two assignments have an average rating of .80 or better. The two that are rated .75 and .77 are the SPED 240 Interview and the SPED
312 Thematic Unit.
2. Participation by students indicated by TaskStream submissions is less than enrollment indicating a need for better implementation.
TaskStream folio data from Special Education Undergraduate 2011 for 2010-2012.
Category
SPED 240 (The Exceptional Child)
SPED 241 (Exceptional Learners in
the Adapted Curriculum)
SPED 241 (Exceptional Learners in
the Adapted Curriculum)
SPED 310 (Evaluation of the
Exceptional Child)
SPED 310 (Evaluation of the
Exceptional Child)
SPED 311 (Positive Behavior
Supports for Students with Severe
Disabilities)
SPED 312 (Teaching Elementary
Students W/ Learning Problems)
SPED 339 (Designing Classrooms as
Responsive Learning Communities)
SPED 339 (Designing Classrooms as
Responsive Learning Communities)
SPED 344 (Assistive Technology for
Students with Severe Disabilities)
SPED 401 (Exceptional Learners in
the General Curriculum)
SPED 413 (Teaching Adolescents
with Learning Problems)
SPED414 (Curriculum and Methods
for Students with Severe Disabilities)
SPED 423 (Teaching Reading to
Individuals w/ Mild to Mod
Disabilities)
SPED 484 (Special Education
Internship I)
Requirement
SPED 240 Interview
Access: All
Position Paper
Access: All
Teacher Interview
Access: All
Curriculum Based Measurement
Probes
Access: All
IEP
Access: All
Cooperative Beh Improvement
Project
Access: All
Thematic Unit of Study
Access: All
Case study final portait and action
Access: All
Culturally Responsive Mgmt Plan
Access: All
Assistive Device Review
Access: All
Research Paper
Access: All
Transition Plan
Access: All
Unit
Access: All
Lesson Plans
Access: All
Internship I Evaluation
Access: All
Authors Evaluated
3
Raw
Results
3.00/4
Average for Group
(%)
75
18
3.44/4
86.11
17
3.76/4
94.12
16
3.69/4
92.19
16
3.16/4
78.91
2
3.50/4
87.5
10
3.10/4
77.5
4
3.30/4
82.5
2
3.50/4
87.5
17
3.65/4
91.18
7
3.50/4
87.5
6
3.50/4
87.5
13
3.62/4
90.38
7
3.43/4
85.71
12
3.55/4
88.75
Special Education Initial Licensure
Category
EE2 Content Knowledge (EE2 Depth
of Content Knowledge)
Internship/Student Teaching
Internship/Student Teaching
Internship/Student Teaching
Internship/Student Teaching
EE6 Leadership
EE3 Teacher Work Sample - Planning
(EE3 Planning for Instruction)
EE3 Teacher Work Sample - Planning
(EE3 Planning for Instruction)
EE3 Teacher Work Sample - Planning
(EE3 Planning for Instruction)
EE3 Teacher Work Sample - Planning
(EE3 Planning for Instruction)
EE3 Teacher Work Sample - Planning
(EE3 Planning for Instruction)
EE3 Teacher Work Sample - Planning
(EE3 Planning for Instruction)
EE3 Teacher Work Sample - Planning
(EE3 Planning for Instruction)
EE5 TWS - Implementation and Eval
(Teacher Work Sample Implementation and Evaluation)
EE5 TWS - Implementation and Eval
(Teacher Work Sample Implementation and Evaluation)
Requirement
SPED Research Project
Access: All
Application for Fall 2012
Access: All
Individual Growth Plan
Access: All
Diversity Scale
Access: All
old - do not use
Access: All
Teacher as Leader Essay
Access: All
Description of Context
Access: All
Goals
Access: All
Rationale
Access: All
Differentiated Unit Overview
Access: All
Daily Lesson Plans
Access: All
Unit Assessment Plan
Access: All
Overall
Access: All
Assessment Results
Access: All
Assessment Analysis
Access: All
Authors Evaluated
Raw Results
Average for Group
(%)
89.13
23
3.57/4
27
27 Met / 0 Not
Met
100
28
3.57/4
89.29
28
28 Met / 0 Not
Met
100
13
13 Met / 0 Not
Met
100
27
3.56/4
89.12
27
3.43/4
85.65
27
3.44/4
86.11
27
3.52/4
87.96
27
3.56/4
88.89
27
3.63/4
90.74
27
3.54/4
88.43
27
3.39/4
84.72
27
3.52/4
87.96
27
3.59/4
89.81
EE5 TWS - Implementation and Eval
(Teacher Work Sample Implementation and Evaluation)
EE5 TWS - Implementation and Eval
(Teacher Work Sample Implementation and Evaluation)
EE5 TWS - Implementation and Eval
(Teacher Work Sample Implementation and Evaluation)
Diverse Learner Activity
27
3.63/4
90.74
Access: All
Reflective Essay
26
3.67/4
91.83
Access: All
Overall
26
3.56/4
88.94
Access: All
Recommendations:
1. The following recommendation was not implemented in 2011-2012. Begin inter-rater reliability checks for key assessments on TaskStream.
Begin with the three lowest rated assignments: research paper, curriculum-based measurement probes and IEPs.
2. Implement new Inclusive Education.
3. Develop a new QEP for new program.
Appendix
4.
Inclusive Education Summary
Contents:
The attached Inclusive Education Proposal includes the following materials:





AA 6 – Program Change for BS Ed in Special Education General
Catalog copy using tracking tool to show changes
Consultations for AA 6
o MFL consultation
o ENGL consultation
o ELEM consultation
AA 5 – new course proposal for SPED 430 Classroom Leadership
o Library consultation for SPED 430
o Draft syllabus for SPED 430
AA 4 – course change proposal for SPED 310
Details about the Inclusive Education Proposal:




Proposed change would lead to a 128 semester hour program that would prepare preservice teachers to teach in grades K-6 and gain a NC teaching license in
two areas – K-6 Elementary and Exceptional Children: General Curriculum, grades K-6
Current Special Education, General program would no longer:
o Have 12 hour concentrations that do not currently lead to licensure
o Include required courses in the area of severe disabilities leading to EC: Adapted Curriculum license
o Lead to a license in Exceptional Children that includes grades 7-12
Proposal would include all but 15 hours in current Elementary Education program including:
o Six one-hour courses
o PSY 320 Child and Adolescent Development (not specifically an ELED course)
o EDEL 311 Kindergarten and Primary Curriculum and EDEL 432 Integrated Curriculum including content that is included in other courses in ELED and
SPED
Field and clinical experiences will include extensive experiences in elementary general and exceptional children settings
Brief Rationale and Description of Program Development:
The rationale for the proposal is based on the fact that most (60%) children with mild to moderate disabilities receive most (80%) of their education in general
education classrooms (USDOE, 2009) and student achievement is highly related to teacher quality. The proposal aims to prepare teachers with broader curriculum
without sacrificing depth achieved by: 1) adding elementary education to special education; 2) eliminating instruction in severe disabilities and adolescence and a 12hour concentration in an area not leading to a teaching license; and, 3) adding instruction to teach linguistically diverse learners. Graduates of the proposed program
will be able to more effectively teach K-6 students with and without disabilities with the proposed program than they are now in the current Special Education program
because of the focus on fewer grades, on mild to moderate disabilities, and the inclusion of coursework in foreign language and methods instruction for linguistically
diverse learners.
The attached proposal is the result of conversations and consultations that have occurred in the College of Education and Allied Professions for what is now the third
year, although there were some discussions even earlier. These discussions have included invitations to the entire college to attend a luncheon to discuss options for
providing training to all preservice teachers at Western Carolina University to options focusing on the elementary and special education program. In total, two
meetings where lunch was provided were held along with over a half-dozen other meetings where all faculty members in elementary and special education were
invited and some other meetings of smaller groups to work on specific aspects of the program. Until recently, almost all meetings included members from elementary
and special education.
In addition, consultations have included internal groups in the College of Education and Allied Professions including the Professional Education Council, the Leadership
Council, and the Field Experiences Advisory Council. The university Provost, who at that time was Associate Provost, was consulted in a meeting in Killian building about
programmatic options. In addition, groups outside the university have been consulted including the NC Region Eight Curriculum Council made up of public school
central office personnel responsible at the district level for curriculum and a group of higher education faculty in special education programs across the state. Finally, a
survey of over 100 persons was completed that included Western faculty in elementary and special education programs, students in both programs, and public school
teachers in elementary and special education.
The development of the current proposal has been informed by all of the above consultations and the following:



Experiences and expertise of faculty in special and elementary education. (Although the associate department head for elementary education has recently
stated that the faculty in elementary education are unanimously opposed to the proposal, several faculty members were an integral part of ongoing
discussions the past two years and contributed significantly to components included in this proposal, i.e., course in TESOL, leadership course, exclusion of 1 hr.
seminars.)
Literature. The current literature acknowledges the trend toward integrated programs and suggests directions good programs should take based on
experiences to date. Notable reference - Pugach, M. C., Blanton, L.P. & Correa, V. I. (2011). A historical perspective on the role of collaboration in teacher
education reform. Teacher Education and Special Education, 34, 183-200. Research literature also suggests that teachers with dual licensure are associated
with high pupil achievement.
Detailed examinations of existing programs leading to a dual license. Similar four-year programs leading to a dual licensure in North Carolina (i.e., UNCG,
UNCC, and Mars Hill College) and outside the state have been reviewed. Directors of the programs at UNCC and UNCG and other colleagues at those
institutions have been consulted individually to discuss the details of those programs. In addition, one of the Special Education faculty members was involved
in the development of a similar program at a previous institution many years ago. That program continues currently.
Report of Special Education Program Advisory Board 2012
The Western Carolina University Special Education Program held the Special Education Program Advisory Board Meeting Friday, March 16
at Waynesville Country Club 4:00 – 6:00 pm. Attendance included: Lance Alexis, Director of Disability Services, WCU; Heather Guest,
EC Teacher , Macon Co; Jana Plemmons, EC Director, Buncombe Co; Linda Thoreson, AIG Teacher, Cherokee Central; Lynn Bailey, EC
Literacy Consultant, NCDPI; Kathy Norris, EC Director, Rainbow Mtn Charter School; Johnnie Walkingstick, AIG Teacher, Cherokee
Central; Charlotte Pritchett, Parent of Participant in the UP Program/Community Transition Specialist (part time with UP Program staff);
Savannah Pegram, Undergrad SPED Candidate, WCU; Dave Strahan, Faculty, Middle Grades Education, WCU; David Westling, Faculty,
SPED, WCU; Kelly Kelley, Faculty, SPED and Director of UP Program, WCU; Dale Carpenter, Faculty, SPED, WCU; Valerie Mazzotti,
Faculty, SPED, WCU; Tom Oren, Faculty, SPED, WCU; Karena Cooper-Duffy, Faculty, SPED, WCU; Lisa Bloom, Faculty, SPED,
WCU; Marissa Ray, Faculty, SPED, WCU; Glenda Hyer, Faculty, SPED and Severe Disabilities Grant Project Coordinator, WCU; and,
Susan Stewart, Faculty, SPED, WCU.
The agenda was as follows:
1. Introductions and Overview of Agenda
2. SPED Program Overview and Highlights
 University Participant Program
 Grant to Prepare and Train Personnel in Western North Carolina to Teach Students with Severe Disabilities
 New undergraduate program – Inclusive Education
3. Board Focus Groups
 What are the issues you encounter that should be addressed by the WCU Special Education Program?
 How should the program address the issues?
 Looking into the future what should the program be aware of?
 What suggestions do you have for WCU?
4. Discussion of Ideas
5. Organization of Special Education Advisory Board
Other information was presented in the printed program attached that included selected program evaluation data and special education
program faculty information.
Topics that were brought forth in the focus groups and discussed are listed below:








RTI
What is really needed?
Communication with administration (maybe leadership class)
Let schools know Inclusion Program expectations
How to integrate services on IEP to meet student’s needs
IEP collaboration, experience, simulations, role play
Classroom management
Guest speakers: real teachers, community persons

Who is being hired? Survey principals

Middle and secondary education – what is going on?

Eliminating CECAS training

ELLS – more information and training

Autism content for general education training

Implementation science

Prepare teacher candidates to know/understand new teacher evaluation processes and standards

Prepare teacher candidates to use curriculum based measurements

Prepare teacher candidates on Reading & Math Foundations

Prepare teacher candidates with strong technology skills
o Knowing Word and Powerpoint aren’t sufficient

Prepare teacher candidates to work with students with autism

Prepare teacher candidates to integrate IEP goals/objectives by linking academic/ behavioral with OT, PT SLP needs

Prepare teacher candidates to work with families, and other professionals

Look at dual licensure for SPED and middle/secondary grades
APPENDIX
Western Carolina University
Special Education Advisory Board
4:00 – 6:00 pm Friday, March 16
Waynesville Country Club
Agenda
6. Introductions and Overview of Agenda
5.
7. SPED Program Overview and Highlights
6.
7.
8. Board Focus Groups
 What are the issues you encounter that should be addressed by the WCU Special Education Program?
 How should the program address the issues?
 Looking into the future what should the program be aware of?
 What suggestions do you have for WCU?
8.
9. Discussion of Ideas
9.
10. Organization of Special Education Advisory Board
10.
Selected Program Evaluation Data







Most special education undergraduate students are white females
The average GPA of undergraduate special education students is 3.2 on a 4.0 scale
The average rating of key assignments for undergraduates is 3.6 on a 4.0 scale
Highest rated assignments are components of the Teacher Work Sample, i.e., unit taught by interns
Lowest rated assignments are a research paper and curriculum-based measurements
The average rating of portfolios for graduate students was 3.3 on a 4.0 scale
Graduate Record Exam (GRE) scores for students admitted to the graduate program from 2000 to 2010 showed
the following average percentile rank scores compared to all graduate programs in special education nationwide:
o Verbal
45
o Quantitative
25
o Writing
41
 Special Education Faculty course evaluation ratings in the program are an average of 3.5 on a 4.0 scale
Western Carolina University Special Education Programs
Program
Description
BSEd Special Education,
General *
**MAEd Special
Education MildModerate/General
Curriculum
***MAT Special
Education MildModerate/General
Curriculum
MAEd Special Education
Severe
Disabilities/Adaptive
Curriculum
MAT Adaptive
MAEd Special Education
Gifted
Non-degree
certification Gifted
124 hrs; licensure in EC: Gen Curriculum &
EC: Adaptive Curriculum
36 hrs; licensure in EC: General Curriculum
Enrollment
(SP ’12)
90
63
36 hrs; licensure in EC: General Curriculum
32
36 hrs; licensure in EC: Adaptive Curriculum.
Severe Disabilities
21
36 hrs; licensure in EC: Adaptive Curriculum
36 hrs; licensure in AIG
15
12
Individual; licensure in AIG
15
Totals:
Special Education Program – 248; Undergraduate – 90; Graduate – 143;
General Curriculum/Mild – Moderate (Undergrad and Grad) – 185;
Adaptive Curriculum/Severe Disabilities (Undergrad and Grad) – 126;
Gifted (Undergrad and Grad) – 27
* Resident face-to-face program in Cullowhee. (All graduate programs are offered only through distance learning, online.)
** MAEd intended for those with a current teaching license
*** MAT intended for those without a previous teaching license
11.
Meet the Special Education Program Faculty
Faculty Member
Lisa Bloom (bloom@wcu.edu)
EdD West Virginia Univ
Dale Carpenter
(carpenter@wcu.edu)
EdD Auburn Univ
Karena Cooper-Duffy
(kcooper@wcu.edu)
PhD Lehigh Univ
Sharon Dole (dole@wcu.edu)
PhD Univ of Georgia
Glenda Hyer (glhyer1@wcu.edu)
MAEd Western Carolina Univ
Kelly Kelley (kkelley@wcu.edu)
PhD UNC Charlotte
Valerie Mazzotti
(vlmazzotti@wcu.edu)
PhD UNC Charlotte
Interests
Classroom management, behavioral disorders, positive
behavioral support for students with mild to moderate
disabilities, community in the classroom, and creativity in
the classroom
Assessment, program evaluation, classroom management,
instructional methods for children with learning disabilities
Teaching emergent literacy to children with significant
cognitive disabilities, positive behavior support for children
with significant cognitive disabilities; and providing support
to teachers to encourage teacher efficacy.
Creativity, online community building and collaboration,
affective curriculum for gifted learners, twice exceptional
students, and differentiation of instruction.
Positive Behavior support, Teaching literacy, math and
science to students with significant intellectual disabilities,
creating both recreational and social opportunities for
individuals with significant intellectual disabilities.
Self-determination, secondary transition, postsecondary
education access and policy change for individuals with
intellectual disabilities, assistive technology
Students with mild/moderate disabilities, selfdetermination, secondary transition, and positive behavior
supports
Tom Oren (oren@wcu.edu)
PhD Pennsylvania State Univ
Marissa Ray (mray@wcu.edu)
MAEd Western Carolina Univ
Iris Rouleau (irouleau@wcu.edu)
EdD UNC Charlotte
Teaching reading to students with mild disabilities, positive
behavior support, preservice internships, work with
Jamaican educators
Instructional planning, classroom management and
supporting students with emotional and behavior disorder.
Teaching literacy to struggling readers, parent involvement
in special education, implementation of differentiation and
UDL teaching strategies in inclusive settings
Susan Stewart
(sstewart@wcu.edu)
PhD Univ of Florida
Assessment of the instructional environment; informal
classroom-based assessment (curriculum-based
assessment); software and technology used in classrooms
David Westling
(westling@wcu.edu)
EdD Univ of Florida
Creating successful post-secondary education programs for
students with intellectual disabilities: Attitudes of college
students and the role of natural supports. Teaching students
with severe disabilities. Confronting challenging behaviors:
The knowledge and practice of teachers