Western  Illinois  University:    Department  of  Special  Education
Masters  in  Science  in  Education
Assessment  Report:  2009-­‐2010
Learning  Outcomes
A.
Graduate  Special  Education  candidates  will  demonstrate  their  content  knowledge  of   special  education.
B.
Graduate  special  education  candidates  will  demonstrate  their  ability  to  effectively  plan   instruction.
C.
Graduate  special  education  candidates  will  demonstrate  their  ability  to  successfully   implement  instruction.
D.
Graduate  special  education  candidates  will  demonstrate  their  ability  to  effect  student   learning.
Direct  Measures
Special  Education  581  Language  Assessment
Curriculum  Planning  Project  from  SPED  536,  SPED  552,  or  SPED  553
Data  Driven  Instruction  project  from  SPED  536,  SPED  552,  or  SPED  553
Special  Education  624  Action  Research  Project
Assessment  Results
The  Council  for  Exceptional  Children  (CEC),  the  professional  association  that  governs   accreditation  for  special  education  programs,  and  the  Illinois  State  Board  of  Education  (ISBE)   have  established  a  framework  for  all  accredited  special  education  programs  to  utilize  as  they   collect,  aggregate,  and  report  data.    Faculty  continue  to  evaluate  graduate  student   performance  using  direct  measures  of  knowledge  and  skills  related  to  learning  outcomes   identified  for  all  graduate  students.    Assessment  results  contribute  to  a  set  of  data  used  during   the  2009-­‐2010  academic  year  to  evaluate  the  effectiveness  of  the  special  education  program   and  the  extent  to  which  candidates  meet  state  and  national  standards.
Outcome  A:    Graduate  special  education  candidates  will  demonstrate  their  knowledge  of
special  education.
Assessment:    Language  Project  (SPED  581)
The  ability  to  use  language  and  speech  may  impact  individuals  with  disabilities  across  the  life   span.    Because  language  based  issues  are  so  basic  to  appropriate  instruction,  the  second   content  assessment  in  SPED  581,  Special  Education  Law,  is  a  project  that  requires  students  to,   in  collaborative  groups,  identify  evidence  based  best  practice  across  the  five  major  areas  of  CEC
Standard  6  (language).    Students  research  and  then  present  recommendations  regarding  best   practices  in  promoting  language  development  generally  as  well  as  for  students  who  are  English
Language  Learners,    service  delivery  choices    (push  in  /pull  out),  legal  aspects  of  language   services,  best  practices  for  English  language  learners  (ELL),  and  in  Assistive  Technology  (AT).
Students  collaborate  face  to  face  and  using  WIKI  board  technology  and  present  results  in  class.

7
Standard   Component
6   Language
Semester
Language  Project
Spring  2010
#
23
4   3
13  (56%)   10  (44%)
#  of
Candidates
2
0
4  =  proficient,  3  =  proficient  with  assistance,  2  =  novice,  1  =  no  skill
Data  Analysis
One  hundred  percent  of  special  education  graduate  candidates  demonstrated  the  ability  to   review  and  synthesize  evidence-­‐based  practice,  collaborate,  and  evaluate  best  practices  in   language  instruction  used  in  a  case  study  school.    Over  50%  of  the  candidates  earned
“proficient”  or  “proficient  with  assistance”  ratings  for  the  Council  for  Exceptional  Children  (CEC)
Standard  6  (Language).
Outcome  B:    Graduate  special  education  candidates  will  demonstrate  their  ability  to   effectively  plan  instruction.
Assessment:    Curriculum  Planning  Project  (SPED  536,  SPED  552,  SPED  553)
All  special  education  graduate  students  complete  a  Curriculum  Planning  Project  in  methods
courses.    All  candidates  are  required  to  take  methods  classes  but  they  are  not  required  to  take   the  same  courses  because  their  undergraduate  backgrounds  and  certification  goals  differ.    All   methods  courses  require  the  Curriculum  Planning  Project,  which  is  evaluated  using  a  common   rubric.
Curriculum  Planning  Project
Standard   Component   Semester   Course   1   2   3
1
0
Planning   Fall  2009
SPED  536
SPED  552
19
14
4
3  (16%)   16  (84%)
1(7%)   2(14%)   7(50%)   4(29%)
Spring  2010   SPED  553   9
1  =  not  proficient,  2  =  novice,  3  =  proficient  with  assistance,  4  =  proficient
Data  Analysis
During  Fall  2009,  79%  of  the  candidates  were  ranked  as  “proficient”  or  “proficient  with   assistance.”      Three  candidates  did  not  meet  expectations  for  their  ability  to  plan  effective   instruction  for  students  with  special  needs.    During  Spring  2010,  all  candidates  were  ranked  at
“proficient”  or  “”proficient  with  assistance”  levels  for  CEC  Standard  7.
Outcome  C:    Graduate  special  education  candidates  will  demonstrate  their  ability  to   successfully  implement  instruction.

Assessment:    Data  Driven  Instruction  Project  in  SPED  536,  SPED  552,  and  SPED  553
Data  Driven  Instruction
Standard
3
Standard
4
Comp
Indiv  Learn  Dif
Instructional
Strategies
Semester
Fall
09
Spring  10
Fall
09
Spring  10
Course
SPED  536
SPED  552
SPED  553
SPED  536
SPED  552
SPED  553
#of   candidates
19
14
9
19
14
9
1
1(5%)
2(14%)
1(5%)
2(14%)
2
3
4
18(95%)
10(72%)   2(14%)
2(22%)   7(79%)
2(11%)   16(84%)
10(72%)   2(14%)
2(22%)   2(22%)   5(56%)
Standard
5
Standard
7
Learning
Environment
Planning
Fall
09
Spring  10
Fall
09
Spring  10
SPED  536
SPED  552
SPED  553
SPED  536
SPED  552
SPED  553
19
14
9
19
14
9
2(11%)
2(14%)
1(5%)
2(14%)
17(89%)
10(72%)   2(14%)
1(11%)   3(33%)   5(56%)
2(11%)
16(84%)
10(72%)   2(14%)
Standard
8
Standard
9
Assess
Prof  ethics
Fall
09
Spring  10
Fall
09
Spring  10
Fall
09
SPED  536
SPED  552
SPED  553
SPED  536
SPED  552
SPED  553
SPED  536
19
14
9
19
14
9
19
1(5%)
2(14%)
1(5%)
2(14%)
2(22%)
2(11%)
1(11%)
3(16%)   15(79%)
10(72%)   2(14%)
7(78%)
16(84%)
10(72%)   2(14%)
8(89%)
12(100%)
Standard
10
Collaboration
Spring  10
SPED  552
SPED  553
14
9
2(14%)
10(72%)   2(14%)
2(22%)   7(79%)
1  =  not  proficient,  2  =  novice,  3  =  proficient  with  assistance,  4  =  proficient
Data  Analysis
The  Data  Driven  Instruction  Project  is  completed  in  each  methods  course  offered  in  the   program.    Both  the  assignment  and  rubric  are  the  same  across  all  courses.    Seven  of  the  CEC   standards  are  assessed  through  this  project.    In  Fall  2009,  78-­‐95%  of  candidates  in  SPED  536   and  86%  of  candidates  in  SPED  552  were  rated  “proficient  with  assistance”  or  “proficient”   across  all  standards.    Seventy-­‐eight  to  100%  of  candidates  in  SPED  553  in  Spring  2010  were   successful  at  the  “proficient”  or  “proficient  with  assistance”  levels.  Overall,  the  weakest   performances  as  measured  by  the  number  of  candidates  who  earned  scores  of  “no  skill”  and/or
“novice”  were  evident  in  the  performance  of  Standard  5  (Learning  Environment)  and  Standard
9  (Professional  Ethics).    The  fewest  “no  skill”  or  “novice”  ratings  were  earned  for  Standard  10
(Collaboration).    The  greatest  number  of  “proficient”  ratings  was  earned  for  performances   related  to  Standard  3  (Individual  Learning  Differences)  and  Standard  9  (Professional  Ethics).

Outcome  D:    Graduate  special  education  candidates  will  demonstrate  their  ability  to  affect   student  learning.
Assessment:    Action  Research  Project  (SPED  622,  SPED  624)
The  Action  Research  course  sequence,  Action  Research  in  Education  (SPED  622)  and  Action
Research  Project  (SPED  624),  is  designed  to  provide  special  education  graduate  candidates  with   the  skills  and  knowledge  necessary  to  become  agents  of  change  in  their  own  classrooms.
Candidates  learn  the  benefits  and  limitations  of  various  research  designs  and  to  effectively  use   action  research.    To  that  end,  each  candidate  must  design  and  implement  an  action  research   project  that  will  demonstrate  his/her  ability  to  impact  the  learning  and/or  behavior  of  his/her   students.    Candidates  must  complete  the  Institutional  Review  Board  (IRB)  training,  obtain  an
IRB  clearance,  and  function  within  both  institutional  and  professional  ethical  standards.
The  Action  Research  Project  (SPED  624)  is  taught  only  during  the  spring  semester,  following
Action  Research  in  Education  (SPED  622),  which  is  scheduled  each  fall  semester.
Comp
Standard  4
Strategies
Semester
Spring  2010
Action  Research  Project
4   3
10  (75%)   1  (17%)
2
1  (8%)
1
Standard  5
Learning
Environment
Standard  7
Instructional
Planning
Standard  8
Assessment
Spring  2010
Spring  2010
Spring  2010
10  (75%)
8  (67%)
11  (92%)
1  (17%)
4  (33%)
1  (8%)
1  (8%)
4  =  proficient,  3  =  proficient  with  assistance,  2  =  novice,  1  =  not  proficient
Data  Analysis
Four  of  the  Council  for  Exceptional  Children  Standards  are  assessed  through  the  Action
Research  project,  which  is  the  capstone  project  for  the  program.  Twelve  (100%)  candidates   earned  “proficient”  or  “proficient  with  assistance”  ratings  on  competencies  related  to  Standard
7  (Instructional  Planning)  and  Standard  8  (Assessment).    One  candidate  earned  “novice”  ratings   for  Standard  4  (Instructional  Strategies)  and  Standard  5  (Learning  Environment).    The  greatest   number  of  “proficient”  ratings  was  earned  for  performances  related  to  Standard  8  (Assessment)   and  the  fewest  for  Standard  7  (Instructional  Planning).

Summary  of  Data
Overall,  at  least  78%  of  candidates  were  rated  as  “proficient”  or  “proficient  with  assistance”   across  eight  CEC  standards.  The  greatest  number  of  “proficient”  ratings  was  earned  for
Standard  3  (Individual  Learning  Differences).    The  greatest  number  of  “no  skill”  ratings  was
earned  for  Standard  5  (Learning  Environment).
Plan  of  Action
Assessments  indicate  that  most  candidates  are  successful  in  demonstrating  the  crucial  activities   of  planning  and  implementing  instruction,  monitoring  student  progress,  and  affecting  student   learning.    The  effectiveness  of  the  revisions  of  the  capstone  sequence,  which  were
implemented  in  2009-­‐2010,  will  continue  to  be  monitored.
In  order  to  meet  unit  requirements  for  NCATE,  the  program  will  re-­‐examine  the  extent  to  which   candidates’  content  knowledge  is  assessed.      Faculty  will  determine  whether  the  assessment  of
Standard  9  (Professional  Ethics)  adequately  addresses  the  requirement  for  the  assessment  of   candidates’  dispositions.      NCATE  requires  assessment  data  that  provides  evidence  of   candidates’  impact  on  student  learning.    Faculty  will  identify  the  specific  standards  and   competencies  that  collectively  provide  this  evidence  as  measured  through  the  capstone  action   research  project  in  SPED  624.  To  provide  specific  evidence  that  can  be  used  to  more  effectively   monitor  candidate  performance  and  program  effectiveness,  rubrics  will  be  revised  to  include
more  precise  descriptions  of  each  competency  and  each  level  of  performance.
In  the  “Continual  Improvement”  model  required  by  NCATE,  all  programs  in  the  teacher   education  unit  must  move  towards    meeting  the  criteria  for  “target”  performance  on  at  least
one  standard.      Faculty  will  examine  curriculum,  course  requirements,  assessments,  and     assessment  data  to  insure  that  the  special  education  graduate  program  is  moving  towards
“target”  performance  for  NCATE  Standard  1  (Knowledge,  Skills,  and  Dispositions).
Western  Illinois  University:    Department  of  Special  Education
Masters  in  Science  in  Education
Assessment  Report:    2008-­‐2009
Learning  Outcomes
A.   Graduate  Special  Education  candidates  will  demonstrate  their  content  knowledge  of
special  education.
B.   Graduate  special  education  candidates  will  demonstrate  their  ability  to  effectively  plan
instruction.
C.   Graduate  special  education  candidates  will  demonstrate  their  ability  to  successfully
implement  instruction.
D.   Graduate  special  education  candidates  will  demonstrate  their  ability  to  effect  student
learning.

E.   Graduate  special  education  candidates  will  demonstrate  their  ability  to  use  assessment
while  supervising  paraprofessionals.
Direct  Measures
Curriculum  Planning  Project  from  SPED  523,  SPED  526,  SPED  536,  SPED  546,  SPED  552,  or
SPED  553
Data  Driven  Instruction  project  from  SPED  523,  SPED  526,  SPED  536,  SPED  546,  SPED  552,  or
SPED  553
Special  Education  624  Action  Research  Project
Special  Education  514  Para-­‐educator  Assessment
Special  Education  581  Language  Assessment
Results
Ongoing  review  of  graduate  assignments  and  policies  in  2008-­‐2009  led  to  a  revision  of  the
Action  Research  protocol,  which  will  assist  students  by  more  clearly  delineating  timelines  for   that  capstone  project.    The  information  was  shared  with  students  through  announcements  in
courses  and  in  the  placement  of  the  new  policies  on  the  SPED  website.
Outcome  A:    Graduate  special  education  candidates  will  demonstrate  their  content
knowledge  of  special  education
Assessment:    Language  Project  (SPED  581)
The  ability  to  use  language  and  speech  may  impact  individuals  with  disabilities  across  the  life   span.    Because  language  based  issues  are  so  basic  to  appropriate  instruction,  the  second   content  assessment  in  SPED  581,  Special  Education  Law,  is  a  project  that  requires  students  to,   in  collaborative  groups,  identify  evidence  based  best  practice  across  the  five  major  areas  of  CEC
Standard  6  (language).    Students  research  and  then  present  recommendations  regarding  best   practices  in  language  development,  service  delivery  choices    (push  in  /pull  out),  legal  aspects  of   language  services,  best  practices  for  English  language  learners  (ELL),  and  in  Assistive  Technology
(AT).    Students  collaborate  face  to  face  and  using  WIKI  board  technology  and  present  results  in
class.
Standard   Component   Semester
6   Language
Language  Project
Spring  2009
Definitions  found  in  the  appendix.
#
8
4
50  (4)
3
50  (4)
4  =  proficient,  3  =  proficient  with  assistance,  2  =  novice,  1  =  no  skill
2
1

Analysis:    Special  education  graduate  candidates  demonstrate  the  ability  to  review  and   synthesize  evidence  based  practice,  collaborate,  and  to  evaluate  best  practice  in  language  for  a
fictional  school  district.    No  change  is  indicated.
Outcome  B:    Graduate  special  education  candidates  will  demonstrate  their  ability  to   effectively  plan  instruction.
Assessment:    Curriculum  Planning  Project  (SPED  523,  SPED  526,  SPED  536,  SPED  546,  SPED  552,
SPED  553)
All  special  education  graduate  students  complete  a  Curriculum  Planning  Project  in  methods   classes.    All  students  are  required  to  take  methods  classes  but  all  are  not  required  to  take  the
same  courses  because  their  undergraduate  backgrounds  and  certification  goals  differ.    All   methods  courses  require  the  Curriculum  Planning  Project,  which  is  always  evaluated  using  the
same  rubric.
Curriculum  Planning  Project
Standard   Component   Semester   #  of
Candidates
1
7
Planning
Fall  2008
Spring  2009
21
23
1
2
0
3   4
28.5  (6)   71.5  (15)
0   5.2  (1)   47.8  (11)   47.8  (11)
1  =  not  proficient,  2  =  novice,  3  =  proficient  with  assistance,  4  =  proficient
Definitions  found  in  the  appendix.
Analysis:    During  the  fall,  all  students  were  ranked  at  proficient  or  proficient  with  assistance   levels.    During  the  spring,  all  but  one  student  was  ranked  as  proficient  or  proficient  with   assistance.    It  is  important  to  remember  that  although  all  SPED  graduate  majors  hold  teaching   certificates,  all  do  not  have  teaching  experience  or  experience  teaching  special  populations.    So,   the  assessment  of  the  ability  to  plan  is  critical.
Action:    None  needed  at  this  time.
Outcome  C:    Graduate  special  education  candidates  will  demonstrate  their  ability  to
successfully  implement  instruction.
Assessments:    Data  Driven  Instruction  Project  in  SPED  523,  SPED  526,  SPED  536,  SPED  546,  SPED
552,  or  SPED  553

Assessment:    Candidate  Ability  to  Implement  Instruction
Data  Driven  Instruction  Project
Fall  2008
Spring  2009
#  of  Candidates
21
23
1
5%  (1)
0
2
0
0
3
9%  (2)   86%  (18)
39%  (9)
1  =  not  proficient,  2  =  novice,  3  =  proficient  with  assistance,  4  =  proficient
Data  Driven  Instruction
4
61%  (14)
Comp   Semester   #1   4   3   2   1
Indiv  Learn
Dif
Instructional
Strategies
Fall   10   80  (10)   10  (1)   -­‐   10  (1)
Standard  3
Standard  4
Standard  5
Standard  7
Standard  8
Learning
Environment
Planning
Assess
Standard  9   Prof  ethics
Standard  10   Collaboration
Spring
Fall
Spring
Fall
Spring
Fall
Spring
Fall
Spring
Fall
Spring
Fall
Spring
23
10
23
10
23
10
23
10
23
23
10
23
10
73.9  (17)   17.3  (4)   3.1  (1)
80  (10)   10  (1)
65.2  (15)   26  (6)
80  (10)   10  (1)
-­‐
8  (2)
-­‐
65  (15)   30  (7)
80  (10)   10  (1)
69.5  (16)   30.4  (7)
80  (10)   10  (1)
4  (1)
-­‐
-­‐
-­‐
52.3(12)   30.4  (7)   17.3  (4)
80  (10)   10  (1)   -­‐
73.9  (17)   17  (4)   8.6  (2)
80  (10)   10  (1)   -­‐
78.2  (18)   13  (3)   8.6  (2)
-­‐
10  (1)
-­‐
10  (1)
10  (1)
-­‐
10  (1)
-­‐
10  (1)
-­‐
10  (1)
4  =  proficient,  3  =  proficient  with  assistance,  2  =  novice,  1  =  not  proficient
Definitions  found  in  the  appendix.
Analysis:
The  Data  Driven  Instruction  project  that  is  required  for  each  Special  Education  graduate  student   is  one  element  in  each  methods  course.    Both  the  assignment  and  rubric  are  the  same  across
classes.    During  2008-­‐2009,  only  a  single  student  failed  to  demonstrate  the  ability  to   successfully  use  data  in  instructional  decision  making.    95%  of  all  special  education  candidates   in  graduate  methods  classes  were  successful  at  the  proficient  or  proficient  with  assistance   levels.    No  action  is  indicated.

Outcome  D:    Graduate  special  education  candidates  will  demonstrate  their  ability  to  effect   student  learning.
Assessment:    Action  Research  Project  (SPED  622,  SPED  624)
The  Action  Research  course  sequence,  Action  Research  in  Education  (SPED  622)  and  Action
Research  Project  (SPED  624),  is  designed  to  provide  special  education  graduate  students  with   the  skills  and  knowledge  necessary  to  become  agents  of  change  in  their  own  classrooms.
Students  learn  the  benefits  and  limitations  of  various  research  designs  and  to  effectively  use   action  research.    To  that  end,  each  student  must  design  and  implement  an  action  research   project  that  will  demonstrate  his/her  ability  to  impact  the  learning  and/or  behavior  of  his/her   students.    Students  must  complete  the  Institutional  Review  Board  (IRB)  training,  obtain  an  IRB
clearance,  and  function  within  both  institutional  and  professional  ethical  standards.
The  Action  Research  Project  (SPED  624)  is  only  taught  each  spring,  following  Action  Research  in
Education,  which  is  scheduled  each  fall  semester.
Comp
Standard  4
Strategies
Semester
Spring
Action  Research  Project
4   3
80  (4)   20  (1)
2
1
Standard  5
Learning
Environment
Standard  7
Instructional
Planning
Standard  8
Assessment
Spring
Spring
Spring
80  (4)
80  (4)
80  (4)
20  (1)
20  (1)
20  (1)
4  =  proficient,  3  =  proficient  with  assistance,  2  =  novice,  1  =  not  proficient
Definitions  found  in  the  appendix.
Seventeen  students  were  cleared  for  the  Action  Research  Project  in  Spring  2009.    Five  of  those   capstone  projects  were  completed.    Ten  additional  projects  are  likely  to  be  completed  during   the  summer.    Although  the  department  would  prefer  for  students  to  complete  the  Action
Research  Project  during  our  academic  calendar,  the  requirements  of  the  project  and  the
specific  challenges  in  the  classrooms  in  which  our  students  teach  frequently  makes  completion   within  our  academic  timelines  difficult.

Action:    None  needed  at  this  time.    The  change  in  622/624  policy,  which  is  posted  on  the  SPED   website,  has  been  implemented  for  a  single  academic  year.    The  effectiveness  of  that  policy
may  need  to  be  reviewed  in  2010-­‐2011.
Outcome  E:    Graduate  special  education  candidates  will  demonstrate  their  ability  to  use   assessment  while  supervising  paraeducators.
Assessment:    SPED  514  Paraeducator  Assessment
The  Paraeducator  Project  is  designed  to  teach  and  provide  practice  in  determining  both  a  clear   and  appropriate  job  description  for  paraeducators  in  a  specific  setting  and  to  provide  a  fair  and   consistent  method  of  evaluating  paraprofessions  in  that  setting.
Comp
Standard  8
Semester
Summer
Spring
#
11
12
Paraeducator  Assessment
4
82  (9)
33  (4)
3
9  (1)
50  (6)
2
-­‐
-­‐
1
9  (1)
16  (2)
Standard  9   Summer
Spring
Standard  10   Summer
11
12
11
100  (11)
33  (4)
100  (11)
50  (6)
Spring   12   33  (4)   50  (6)
4  =  proficient,  3  =  proficient  with  assistance,  2  =  novice,  1  =  not  proficient
-­‐
-­‐
-­‐
-­‐
16  (2)
16  (2)
Assessment  Ratings:    Definitions  are  in  the  Appendix.
Analysis:    Overall,  graduate  special  education  students  performed  successfully  on  the
Paraprofessional  Assessment.    There  is  no  clear  indicator  that  action  is  needed.
Summary  of  Actions:
Assessments  indicate  that  candidates  are  successful  in  demonstrating  the  crucial  activities  of
planning  and  implementing  instruction,  monitoring  student  progress,  and  effecting  student   learning.    While  assessments  indicate  no  need  for  change,  ongoing  review  of  assessments  and
graduate  policies  are  in  the  best  interest  of  the  department  and  the  candidates  we  serve.

Department  of  Special  Education
2007-­‐2008  Annual  Assessment  Report
Masters  of  Science  in  Education  Degree
I.   Learning  Outcomes
A.      Graduate  special  education  candidates  will  demonstrate  their  ability  to  effectively  plan   instruction.
B.      Graduate  special  education  candidates  will  demonstrate  their  ability  to  successfully
Implement  instruction.
C.   Graduate  special  education  candidates  will  demonstrate  their  ability  to  effect  student
learning.
D.   Graduate  special  education  candidates  will  demonstrate  their  ability  to  use  assessment
while  supervising  paraeducators.
Direct  Measurement
Curriculum  Planning  Project  from  SPED  523,  SPED  526,  SPED  536,  SPED  546,  SPED  552,   or  SPED  553
Data  Driven  Instruction  Project  from  SPED  523,  SPED  526,  SPED  536,  SPED  546,  SPED
552,  or  SPED  553
Special  Education  624  Action  Research  Project
Special  Education  514  Paraeducator  Assessment
Outcome  A:  Graduate  special  education  candidates  will  demonstrate  their  ability  to   effectively  plan  instruction.
Assessment:     Curriculum  Planning  Project  in  SPED  523,  SPED  526,  SPED  536,  SPED  546,  SPED  552,  or  SPED  553
Assessment  Ratings  (complete  rubric  available  in  Appendix  A):
1  –  Not  proficient
2  –  Novice
3  –  Proficient  with  assistance
4  –  Proficient
Curriculum  Planning  Project
Fa  2006  Semester   #  of  Candidates
15
1
0
2
7%
3
13%
4
80%
Sp  2007  Semester   #  of  Candidates   1   2   3   4

SPED  536
9
Fa  2007  Semester   #  of  Candidates
SPED  552   19
19
Sp  2008  Semester
SPED  533
SPED  553
#  of  Candidates
8
13*
0
1
0
0
1
0
0
*  3  students  had  an  incomplete  at  the  time  of  this  report
0
2
2  (11%)
2  (11%)
2
0
3  (23%)
0
3
4  (21%)
6  (32%)
3
3  (37%)
3  (23%)
100%
4
13  (68%)
11  (58%)
4
5  (63%)
4  (23%)
Analysis  of  Data:    Outcome  A
During  FY06,  graduate  special  education  faculty  revised  the  rubric  for  the  curriculum  planning   project  to  assess  CEC/ISBE  requirements  for  program  review.  The  department  began   implementation  of  this  new  assessment  during  the  Fall  2006.    The  collected  data  indicate  that   during  FY08,  almost  all  of  the  graduate  special  education  candidates  were  able  to  plan   instruction  at  the  proficient  or  proficient  with  assistance  levels.    The  exceptions  were  two   students  who  performed  at  the  “novice”  level  in  SPED  552  and  536.
Outcome  B:  Graduate  special  education  candidates  will  demonstrate  their  ability  to
successfully  implement  instruction.
Assessments:     Data  Driven  Instruction  Project  in  SPED  523,  SPED  526,  SPED  536,  SPED  546,  SPED  552,  or  SPED  553
Assessment  Ratings  (complete  rubric  available  in  Appendix  A):
1  –  Not  proficient
2  –  Novice
3  –  Proficient  with  assistance
4  –  Proficient
Data  Driven  Instruction  Project
Fa  2006  Semester   #  of  Candidates
21
1
0
2
0
3
14%
4
86%
Fa  2007  Semester   #  of  Candidates
SPED  552   19
SPED  536     19
1
0
0
Sp  2008  Semester   #  of  Candidates
SPED  523   8
1
0
SPED  553     13*   0
3  students  had  an  incomplete  at  the  time  of  this  report
2
0
0
2
0
3  (23%)
3
4  (21%)
6  (32%)
3
0
3  (23%)
4
15  (79%)
13  (68%)
4
8  (100%)
4  (31%)

Analysis  of  Data:    Outcome  B
During  FY06,  graduate  special  education  faculty  revised  the  rubric  for  the  data  driven   instruction  project  to  assess  CEC/ISBE  requirements  for  program  review.  The  department  began   implementation  of  this  new  assessment  in  the  Fall  2006  semester.  The  collected  data  indicate   that  during  FY08,  all  of  the  graduate  special  education  candidates  were  able  to  successfully   implement  instruction  at  the  proficient  or  proficient  with  assistance  levels
Outcome  C:  Graduate  special  education  candidates  will  demonstrate  their  ability  to  effect
student  learning.
Assessment :    Action  Research  Project  in  SPED  624
Assessment  Ratings  (complete  rubric  available  in  Appendix  A):
1  –  Not  proficient
2  –  Novice
3  –  Proficient  with  assistance
4  –  Proficient
Action  Research  Project
Sp  2007  Semester   #  of  Candidates
9
Sp  2008  Semester   #  of  Candidates
SPED  624   6
1
0
1
0
2
0
2
0
3
0
3
1  (17%)
4
100%
4
5  (83%)
Analysis  of  Data:    Outcome  C
During  FY06,  graduate  special  education  faculty  revised  the  rubric  for  the  action  research   project  to  assess  CEC/ISBE  requirements  for  program  review.  The  department  began   implementation  of  this  new  assessment  during  the  Fall  2006.  The  collected  data  indicate  that   during  both  the  Spring  2007  and  the  Spring  2008  semester,  100%  of  the  special  education   candidates  were  able  to  demonstrate  their  ability  to  effect  student  learning  at  the  proficient  or
proficient  with  assistance  levels
Outcome  D:    Graduate  special  education  candidates  will  demonstrate  their  ability  to  use   assessment  while  supervising  paraeducators.
Assessment :    SPED  514  Paraeducator  Assessment
Assessment  Ratings  (complete  rubric  available  in  Appendix  A):
1  –  Not  proficient
2  –  Novice
3  –  Proficient  with  assistance
4  –  Proficient

Paraeducator  Assessment
Su2007   #  of  Candidates
23
Su2008   #  of  Candidates
1
0
1
2
4%
2
3
26%
3
4
70%
4
SPED  514       0
Note:    SPED  514  is  being  taught  during  the  June/July  2008  Summer  Session.
Analysis  of  Data:    Outcome  D
During  FY06,  graduate  special  education  faculty  revised  the  rubric  for  the  paraeducator   assessment  project  to  assess  CEC/ISBE  requirements  for  program  review.  The  department   began  implementation  of  this  new  assessment  during  FY07.    The  collected  data  indicate  that   during  the  May  Term,  2007,  96  percent  of  the  graduate  special  education  candidates  were  able   to  successfully  develop  a  paraeducator  assessment  at  the  proficient  or  proficient  with
assistance  levels.    Summer  2008  data  will  not  be  available  until  August  2008.
D.   Feedback
1.   Changes  planned  in  reaction  to  2007-­‐2008  assessment  data.   a.   The  assessment  system  will  be  reviewed  at  the  August  2008  faculty  meeting  to   ensure  that  all  data  will  continue  to  be  collected  and  analyzed  in  a  timely  fashion.   b.   The  assessment  developed  to  reflect  the  CEC/ISBE  standard  related  to  language   development  will  be  reviewed.
2.   Changes  implemented  from  2005-­‐2006  assessment  data.
a.   Evaluation  of  all  graduate  candidate  projects/assignments  utilized  newly  revised   rubrics  aligned  to  CEC/ISBE  standards.