Program Data Analysis Report
Department Name: Early Childhood/Special Education
Date: March 20, 2012
Contact Person: Juanita Kasper
Program: Special Education Undergraduate
Directions:
1. Review the program assessment data located in D2L.
2. List the 6 to 8 assessments for each program in the box provided for Program Assessments. Examine the data collection for
each program. Be sure to review both the fall and spring data collection. Answer the following questions for each program
assessment placing the information in the appropriate column:
o What does the data indicate for your program?
o What areas of concern if any do you have regarding this assessment?
o What recommendations do you have regarding any revisions for this assessment?
o What program changes if any does this data suggest?
Undergraduate Unit Data
Program
Assessment
Data Analysis
After reviewing the data from the previous
years of the PRAXIS II.
PRAXIS II Data
Students continue to maintain a 100% pass
rate on the PRAXIS II.
Recommendations
Based on the data analysis, the following
recommendations are made: No
recommendations
Implementation
Date
No
recommendations
Grades
SPED 215
SPED 309
SPED 315
SPED 441
SPED 451
After reviewing the data of the grades:
• Nearly all teacher candidates met the
minimum GPA requirement of 2.0 for
each of the five courses. With a
percent between 93-100% meeting
minimum criteria in each course.
• All courses except two years in
SPED215 averaged over a 3.0.
• Overall students performed well in
classes post candidacy.
SPED 441
Adapted Lesson
Plan
28 candidates who were evaluated during
spring 2010, at least 78% achieved
Acceptable or better on four of the five area:
Goal, Objectives, Standards, Materials and
Classroom Management; Self Reflection.
60% of the teacher candidates achieved
Acceptable on Lesson Development. The is
an improvement over fall 2009 in which 57%
(12). Unacceptable in the area of Lesson
Development and 14% (3) were deemed
Unacceptable in Materials & Attachments.
The comparatively low scores in Lesson
Development are particularly alarming.
Lesson development is the critical template
and plan for students during their clinical
experiences. The SOE has adopted a unified
Based on the data analysis, the following
recommendations are made:
• Students overall are performing well
in the coursework.
• Performance in the course SPED215
may be due to the introductory nature
of this course. Students who may not
be appropriate for the program may
be filtered out in this process.
Variation of instructor may also be a
factor.
No
recommendation.
lesson plan template to be used in all major
coursework. The consistency between
coursework will yield an improvement in the
scores. It is critical the student’s learn
acceptable lesson plan development in
meeting the diverse needs of students in the
K-12 environment.
SPED 495
PDE 430 Form
After reviewing the data of the PDE430:
Based on the data analysis, the following
recommendations are made:
• I. Planning and Preparation: the
majority of the students were scored
• Improved curriculum that meets CEC
as well as the PDE competencies.
Exemplary with a range from 6988.9% with improvement each year.
• Consistency in instructors delivering
11-17% in the Superior and 7-13% in
the material in the coursework may
Satisfactory.
improve the drop in performance in
• II. Classroom Management: Even
areas II and III.
though the majority of students were
scored Exemplary to Superior there
was an increase and then decrease in
scores.
• III. Instructional Delivery: The
majority of students 65-88% in the
Exemplary category but higher
numbers in Superior and Satisfactory
than other sections of the PDE430.
• IV. Professionalism: there has been an
upward trend in this score from 78%
scoring Exemplary in 2009 to 100% in
2011.
• V. Overall Score: The overall score for
candidates fall in Exemplary and
Superior.
There was a
course revision of
SPED441 and
SPED451 to
continue
improvement in
the areas of
instructional
delivery.
Course Revision
of SPED309
Principles of
Behavior
Management to
SPED240
Managing
Inclusive
Learning
Environments to
continue
improvement in
classroom
management.
•
•
SPED 495
Instructional
Assessment Plan
Not one candidate scored
Unsatisfactory in any area.
Classroom Environment and
Instructional Delivery increased in the
Exemplary level in 2010 and
decreased in 2011.
All teacher education majors construct an
Instruction Assessment Plan. The rubric for
the IAP changed during the 2010-2011. The
rubric used to evaluate candidates
performance was changed from a 26 item
rubric to 13 items. Nearly all of the students
scored at the Acceptable range on all items on
the rubric. It should be noted that students
‘strengths were characteristics of the learner
and noted in the area of knowledge of the
students’ approaches to learning with 100%
response rate.
The data clearly demonstrates that the
students knew the characteristic and strategies
for teaching exceptional learners. This
strength clearly reflects the students having a
good solid foundation of the characteristics
and strategies used in working with the (K-12)
academic diverse learner. All items on the
rubric had a score of 80% to 100%. This
reveals the students in general are scoring at
an acceptable level on all items on the rubric.
SPED 495
Teacher
Candidate
Performance
Profile
After reviewing the data from the previous
years of the TCPP:
• Performance data 2009, 2010, 2011
indicate an average from over 88% to
over 98% of teacher candidates
scoring either Target or
Acceptable on each TCPP item.
• The highest scores were on item CE 4
(using methods to with 98% scoring
Target or Acceptable.
• As in 2009-2011, the lowest scores
were on the items:
• PR2 (reliable communication about
student progress to parents and other
colleagues) Even though 80% scored
between Target and Acceptable. This
item had one of the highest No
Response with 9.8 in the Fall and 5.7
in the Spring.
• PR6 (establishment of respectful and
productive relationships with parents).
Again, students scored 80% in Target
or Acceptable. The No Response rate
was the highest on this item with
20.3% in the Fall and 15.95 in the
Spring.
Based on the data analysis, the following
recommendations are made:
• Overall students performed well on
this instrument.
• Eighty percent of students are rated
Target or Acceptable in the items
concerning working with parents and
colleagues.
• The items continue to have a higher
“No Response” than any other items
on the TCPP.
• This could be due to a lack of
opportunity to work with parents
during Student Teaching.
• It could also be due to the item
interpretation of individuals scoring
the TCPP as item PR2 evaluates
communication with colleagues
about student progress. This should
be an integral part of teaching special
education.
Course revision
of SPED325
Curriculum in
Special
Education to
SPED430
Collaboration and
IEP Development
to address
working with
families and
collaboration in
the schools.
Discussion with
Cooperating
Teachers and
Student Teaching
supervisors in the
evaluation of
teacher candidate
skills in
communication
with colleagues.
After reviewing the data from the previous
Based on the data analysis the following are
IEP rubric to be
SPED 325 IEP
Project
Now SPED 430
SPED 309
now SPED 240
Classroom
Management
Plan
year regarding the IEP Project, the analysis of
the data suggested a few areas for
improvement:
Standard Three: Individual Learning
Differences is addressed in three areas of the
IEP Project, writing present levels of
performance, writing goals and measuring
individual progress.
Data shows a slight increase in
performance in Fall 2010 as compared to
Spring 2010. 87% of the teacher candidates
are achieving a rating of acceptable or target.
Our teacher candidates continue to be
skilled in developing appropriate IEP’s which
reflects CEC standards three and seven.
The writing style of the teacher candidates
was slightly lower during the most recent
semester.
recommendations to further improve our
programs:
Create opportunities for teacher
candidates to write IEP goals throughout the
course so they can continue to practice
writing goals and objectives.
Revise the IEP rubric to reflect currently
on PDE’s IEP form used throughout the
state.
Revisit the writing style portion of the
rubric to determine if this was an isolated
case.
After reviewing the data from the previous
year regarding the Classroom Management
Plan, the analysis of the data suggested a few
areas for improvement:
Based on the data analysis the following are
recommendations to further improve our
programs:
Standard five and seven : The knowledge
and skill developed throughout this course
allows teacher candidates to plan a
comprehensive Classroom Management Plan
for an inclusive setting.
Teacher candidates may want to try to
implement their classroom management plan
in a live school setting and then revise if
needed.
Data shows a slight increase in the areas of
writing a philosophy, creating
Continue to provide support for the teacher
candidates when they are developing their
revised during
Fall 2012 faculty
retreat.
IEP writing
workshop created
for Fall 2012.
Review current
data on writing
style for IEP
Project during
Fall 2012 faculty
retreat.
Review current
data on the
writing style of
the rubric during
the fall 2012
faculty retreat.
Post the writing
centers contact
information on
SPED 240
syllabus.
accommodations and developing interventions classroom management plan.
for the last semester.
Teacher candidates still need to develop
Encourage students to use the writing center
their own philosophy as it pertains to
when creating projects.
classroom management.
85% of the students are acceptable in
creating accommodations and developing
interventions.
Teacher candidates are continuing to have
difficulty with their writing style consistently
over three semesters.
Brainstorm ways
teacher
candidates could
implement their
classroom
management plan
during one of the
sped field
experiences
during the fall
2012 faculty
retreat.