Western Carolina University
Program Assessment Plan
Special Education Graduate Program
College of Education and Allied Professions
Assessment Plan for 2007-2008
Primary Contact Name/Info:
Sharon Dole
207 Killian
227-3282
dole@email.wcu.edu
Program Mission Statement:
The mission of the Special Education Program in the Department of Human Services is to
prepare educators who are knowledgeable of child development and student learning, as well as
how students vary in abilities, skills and maturation and use that knowledge to plan, implement
and evaluate educational programs based on individual student needs, family input, and current
research. We seek to create a community of learners and to prepare teachers to create a
community of learners within their classrooms.
Statement on Alignment of Program Mission w/University and College Mission:
The program mission is consistent with the mission of the university and the conceptual
framework of the College of Education and Allied Professions. Our vision is to develop teachers
who are lifelong learners, who think critically and creatively, who reflect upon teaching and
learning and modify instruction accordingly, who utilize pedagogical knowledge to meet the
needs of a diverse student population, who use technology effectively, who promote high
achievement in their students, who collaborate with families and other professionals, and who
genuinely care about their students.
Special Education Program Goals/Objectives:
1. To develop teachers who are knowledgeable of normal development in cognitive, socialemotional and language areas and within that framework focus on how students vary in
abilities, skills and maturation.
2. To prepare teachers to differentiate for variation in abilities, skills and maturation and
determine congruence with current curricula as a basis for setting goals and objectives.
3. To foster a problem-solving framework in which reflective decision-making by observing
and collecting information on students is used as a basis for setting goals and objectives,
planning instruction and evaluating the teaching program.
4. To provide education in a variety of teaching methods and curricular approaches which
emphasize creatively using the students’ knowledge and background as a basis for
designing inviting teaching and transition programs.
1
5. To provide training in working collaboratively with parents and professionals and in
managing a positive classroom environment so there is time for focused learning within
an accepting and inviting atmosphere.
6. To provide teachers with the skills to access and reflect on information in the field of
special education through the use of journals, books and conferences so that their
education will continue after graduation.
Programs of Study:
The special education program has both a Master of Arts in Education (Made) program and a
Master of Arts in Teaching (MAT) program.
The Made program is for those teachers who have an “A” level license in special education. The
program consists of a professional core, a special education core, and a concentration in one of
the following areas: behavioral disorders, learning disabilities, mental disabilities,
severe/profound disabilities, or gifted education. The program consists of 36 semester hours of
graduate study.
The MAT program is for those persons who do not have an “A” level license in special
education. Qualified persons with a BA or BS degree may earn a teaching license and graduate
degree simultaneously. The program consists of a professional core, pedagogy courses, and a
concentration in one of the following areas: behavioral disorders, learning and mental
disabilities, or severe/profound disabilities. The program consists of 36-39 hours of graduate
study plus 0-15 semester hours of prerequisite undergraduate study.
Both programs are also offered online for those persons who live a considerable distance form
campus. The distance MAT program began in the summer of 2005 and had its first graduates in
spring 2008. The Made distance program began in the summer of 2007.
Number of Candidates Currently Enrolled in the Program:
During the 2007-2008 there were a total of 114+ graduate students enrolled in special education
programs. These included 54 in the Made program, 60+* in the MAT program, and 11 LOP
students. This number does not include the number of non-degree graduate students.
*It’s been difficult to obtain an accurate number of students enrolled in the MAT.
2
Western Carolina University
Special Education Graduate Program
College of Education and Allied Professions
Annual Assessment Report for 2007-2008
Primary Contact Name/Info:
Sharon Dole
207 Killian
227-3282
dole@email.wcu.edu
The North Carolina Department of Public Instruction is revising standards for all teacher
education programs. As a result, the graduate curriculum is undergoing a revision to coincide
with the new standards. The revision of the MAT and MAEd programs will be completed and
submitted to DPI in June 2009.
SPED: General Curriculum Licensure Standard (Initial Entry License for MAT)
Standards
(Learning
Outcomes)
Standard 1: Teachers
have a knowledge
base for each of the
basic skills in
language arts and
mathematics.
Courses in Which
Standard is
Addressed
SPED 505
Method (s) of
Assessment
Case studies (rubric)
Literature Review
(rubric)
Curriculum inspection
Lesson plans
Literature review
Unit w/differentiated
instruction lesson
plans (rubric)
Academic Task
Analysis (rubric)
Exceptionality update
and interview paper
Web site evaluation
Case study
Action research
intervention project
(rubric)
Sharing effective
practices
SPED 566
SPED 567
SPED 630
Standard 2: Teachers
have a broad and
working knowledge of
research-based
learning strategies and
their relationship to
teaching individual
students.
SPED 240
SPED 401
SPED 505
SPED 566
3
Results of
Assessment
SPED 630
Standard 3: Teachers
teach students to use
behaviors that
promote success in
the learning
environment.
SPED 401
Standard 4: Teachers
organize effective
student learning
environments.
Standard 5: Teachers
use a variety of
assessment techniques
to determine
instructional content,
instructional
procedures, and
documentation of
student learning and
progress.
SPED 555
Standard 6: Teachers
explicitly teach
research-validated
instructional and
behavior strategies to
facilitate learning
across the curriculum.
SPED 505
Unit w/differentiated
instruction lesson
plans (rubric)
Academic Task
Analysis (rubric)
List of suggestions for
working with ADHD
students
Behavior change
project
Action research
project (rubric)
Classroom design
project (rubric)
Action research
project (rubric)
Test administration &
report
Alternative
assessment project
Action research
intervention project
(rubric)
Curriculum based
measurement
Journal entries
Videotape with selfreflection
Teacher Work Sample
Portfolio
Action research
intervention project
(rubric)
Action research
project (rubric)
Curriculum inspection
project
Lesson plans
Teaching simulations
Unit w/differentiated
instruction lesson
plans (rubric)
Academic Task
Analysis (rubric)
Action research
intervention project
SPED 407
SPED 555
SPED 310
SPED 505
SPED 631
SPED 687
SPED 555
SPED 566
SPED 567
SPED 630
Standard 7: Teachers
use systematic,
SPED 505
4
explicit, multi-sensory
methods to teach
SPED 566
reading, written
expression, and
SPED 567
mathematics.
SPED 630
Standard 8: Teachers
use knowledge about
cultural,
socioeconomic and
family dynamics to
guide instructional
and/or management
planning and selection
of teaching
techniques.
Standard 9: Teachers
know the process and
procedures for
providing special
education services.
Standard 10:
Teachers collaborate
and consult with
general education
teachers, parents and
other professionals.
Standard 11:
Teachers pursue
continued
professional
development and
learning to improve
schools and advance
knowledge.
(rubric)
Curriculum inspection
project
Lesson plans
Teaching simulations
Unit w/differentiated
instruction lesson
plans (rubric)
Academic Task
Analysis (rubric)
Curriculum blueprint
with culturally
responsive unit and
lesson plans (rubric)
SPED 620
SPED 240
Test
SPED 401
SPED 405
SPED 401
Definition & criteria
for LD
Case study
Case studies
SPED 405
SPED 620
Family interview
Case study (rubric)
SPED 401
Research professional
organizations
Annotated
bibliography
Grant application
(rubric)
SPED 405
SPED 505
100% proficient
(n=20)
SPED: Adapted Curriculum Licensure Standards (Initial Entry License for MAT)
Standard 1:
Teachers have an indepth knowledge
base for each of the
SPED 241
SPED 530
Research paper on a
controversial area
Systematic instruction
plans and thematic units
5
functional academic
areas of the North
Carolina Standard
Course of Study and
its extensions as
required for
independent living.
SPED 530
Standard 2:
Teachers have
knowledge of
language arts and
mathematics skills, as
outlined in the north
Carolina Standard
Course of Study and
its extensions.
SPED 555
Standard 3:
Teachers use
behaviors that
promote success in
the learning
SPED 534
environment.
Standard 4:
Teachers organize the
educational
environment for
student learning.
Standard 5:
Teachers use a
variety of assessment
techniques to
determine
instructional content,
procedures, methods,
and document student
learning and
progress.
SPED 530
SPED 687
SPED 310
SPED 631
SPED 530
Standard 6:
Teachers instruct in
the use of a variety of SPED 687
strategies to facilitate
learning across the
curriculum.
SPED 530
Standard 7:
Lesson plan that uses
assistive technology
Classroom design project
(rubric)
Action research project
(rubric)
PBS project
Person centered plan &
curriculum based
assessment (COACH)
Ecological inventory
Daily data probes
Test administration &
report
Alternative assessment
project
Curriculum based
measurement/instructional
project (rubric)
Systematic instruction
lessons
Lessons with AT, SI, and
feedback
Systematic instruction
6
Teachers use a
variety of methods to
teach and generalize
skills across
environments.
Standard 8:
Teachers facilitate
student participation
in the NC state
assessment program
including large scale
and alternative
assessments.
Standard 9:
Teachers use
knowledge about
cultural,
socioeconomic and
family dynamics to
guide instructional
and/or management
planning and
selection of teaching
techniques.
Standard 10:
Teachers know the
process and
procedures for
providing special
education service.
Standard 11:
Teachers contribute
to the development
and implementation
of IEP transition
components.
Standard 12:
Teachers collaborate
with families, general
education teachers
and other
professionals.
Standard 13:
Teachers demonstrate
professional
behavior.
SPED 687
lessons
Lessons with AT, SI, and
feedback.
SPED 530
SPED 687
Teach skills and assess
student performance on
NC State assessment
SPED 620
Curriculum blueprint with
culturally responsive unit
and lesson plans (rubric)
Family resource notebook
SPED 533
SPED 241
SPED 687
Test
Teacher work sample
portfolio
Exit criteria
SPED 687
Write an IEP and
participate in an IEP
meeting
SPED 533
Team building projects
SPED 687
Teacher work sample
portfolio
Exit Criteria
7
100% proficient
(n=20)
SPED 555
Standard 14:
Teachers know and
practice ethical
SPED 687
responsibilities to
insure the provision
of a quality education SPED 528
for each student.
Classroom design project
(rubric)
Teacher work sample
portfolio
Exit Criteria
SPED: Behavior and Emotionally Disabled Licensure Standards (Advanced License for
MAEd and MAT)
Standards
(Learning Outcomes)
Courses in Which
Standard is
Addressed
SPED 504 (MAEd
and MAT)
SPED 566 (MAT)
Standard 1: Teachers
have an extended
knowledge of the
structures and concepts
of language arts and
mathematics.
SPED 567 (MAT)
SPED 682 (MAEd)
SPED 684 (MAEd
and MAT)
Standard 2: Teachers SPED 504 (MAEd
have an extended
and MAT)
knowledge of research- SPED 684 (MAEd
based learning
and MAT)
strategies and their
relationship to learning
of students with BED.
Standard 3: Teachers SPED 504 (MAEd
have extended
and MAT)
knowledge of the
SED 684 (MAEd
scope of
and MAT)
social/emotional skill
content across age
levels.
Standard 4: Teachers SPED 310 (MAT
employ systematic
prerequisite)
screening and
SPED 407 (MAT
evaluation procedures
prerequisite)
specific to the
SPED 504 (MAEd
Method (s) of
Assessment
Literature review
Sharing effective
practices
Curriculum inspection
Lesson plans
Teaching simulations
Literature review
Literature review
Research project
Literature review
Literature review
Action research project
Program observation and
reflection
Literature review and
reflection
Test administration &
report
BED checklist review
8
Results of
Assessment
identification of
students with BED.
Standard 5: Teachers
employ procedures
involving curriculumbased, strength-based
and functional
assessments to guide
instructional planning
and teaching
techniques for
individual students
with BED.
Standard 6: Teachers
develop highly
structured classroom
designs and
management systems
for students with BED.
Standard 7: Teachers
employ crisis
management
techniques for
management and
instruction for students
in crisis.
Standard 8: Teachers
employ instructional
strategies for
addressing disruptive,
aggressive, school
survival, withdrawal,
self-stimulatory and
injurious behavior.
Standard 9: Teachers
use knowledge about
cultural,
socioeconomic and
family dynamics to
guide instructional
and/or management
and MAT)
SPED 684 (MAED
and MAT)
SPED 504 (MAEd
and MAT)
SPED 684 (MAEd
and MAT)
SPED 631 MAEd
and MAT)
SPED 687 (MAEd
and MAT)
SPED 407 (MAT
prerequisite)
SPED 504 (MAEd
and MAT)
SPED 555 (MAT)
SPED 684 (MAEd
and MAT)
SPED 504 (MAEd
and MAT)
BED checklist analysis
Case study evaluation
FBA-PBS project
Action research project
Curriculum based
measurement/instructional
project (rubric)
Journal entries
Videotape with selfreflection
Teacher Work Sample
Portfolio
Case study evaluation
Action research project
Classroom design project
Research project (rubric)
Life space interview
FBA
Positive behavior
management plan
SPED 684 (Made
and MAT)
SPED 684 (Made
and MAT)
Life space interview
FBA
Positive behavior
management plan
SPED 620 (Made
and MAT)
Curriculum blueprint with
culturally responsive unit
and lesson plans (rubric)
Journal entries
Videotape with selfreflection
Teacher Work Sample
SPED 687 (Made
and MAT)
9
100% proficient
(n=20)
planning and selection
of teaching techniques.
Standard 10:
Teachers know the
legal/medical/historical
and philosophical
foundations and the
major milestones in the
field of emotional
behavioral disorders.
Standard 11:
Teachers know the
research, theories and
issues related to the
causes, identification
and instruction of
students with BED.
Standard 12:
Teachers use research
knowledge and
conduct informed
classroom research in
the instruction and
management of
students with BED.
Standard 13:
Teachers practice their
profession with ethical
commitments to
confidentiality and to
advocacy for
appropriate services
for students with BED.
Standard 14:
Teachers know and
provide support for
resources and
information to assist
students, parents, and
other professions in
providing services for
students with BED.
Standard 15:
Teachers know early
Portfolio
SPED 407 (MAT
prerequisite)
SPED 504 (Made
and MAT)
Article critiques
SPED 684 (Made
and MAT)
Case studies
Literature review
SPED 504 (Made
and MAT)
SPED 555 (MAT)
Literature review
SPED 556 (MAT)
SPED 684 (Made
and MAT)
SPED 687 (Made
and MAT)
Classroom design (rubric)
Action research project
(rubric)
Curriculum inspection
project
Literature review
Positive behavior
management plan
Journal entries
Videotape with selfreflection
Teacher Work Sample
Portfolio
SPED 504 (Made
and MAT)
SPED 684 (Made
and MAT)
Research project
SPED 502 (Made)
Current issues
presentation/debate
Case study
10
intervention research,
curriculum and
advocate for early
intervention for
students who, without
intervention, may be
inaccurately identified
as BED.
SPED 504 (Made
and MAT)
SPED 682 (Made)
Article abstracts
Case study
FBA/PBS
Literature review
SPED: Intellectual Disability Licensure Standards (Advanced License for Made and
MAT)*
*There were no students in this program in 2007-2008.
Standard
Courses in Which
Standard is
Addressed
Standard 1:Teachers SPED 530 (Made)
have an extended
SPED 566 (MAT)
knowledge of the
structure and
concepts of language SPED 567 (MAT)
arts and mathematics
as required for
independent living.
SPED 630 (Made
and MAT)
SPED 682 (Made)
Standard 2:
Teachers have
extended knowledge
of research-based
strategies,
accommodations, and
assistive technology
and their relationship
to the learning of
students with mental
disabilities.
Standard 3:
Teachers have an
extended knowledge
SPED 530 (Made)
SPED 630 (Made
and MAT)
SPED 682 (Made)
SPED 630 (Made
and MAT)
Method (s) of
Assessment
Sharing effective
practices
Curriculum inspection
Lesson plans
Teaching simulations
Literature review
Unit w/differentiated
instruction lesson plans
(rubric)
Academic Task Analysis
(rubric)
Literature review
Research project
Unit w/differentiated
instruction lesson plans
(rubric)
Academic Task Analysis
(rubric)
Literature review
Research project
Unit w/differentiated
instruction lesson plans
(rubric)
11
Results of
Assessment
base of the functional
academic areas
addressed in the
north Carolina
Standard Course of
Study and its
extensions.
Standard 4:
Teachers have an
extended knowledge
of concepts,
requirements, laws,
and philosophy that
guide that
development of an
appropriate
occupational
preparation program
for high school
students with
disabilities.
Standard 5:
Teachers employ
clinical teaching
procedures involving
formal and informal
assessments to guide
instructional planning
and teaching
techniques for
individual students.
Academic Task Analysis
(rubric)
SPED 566 (MAT)
SPED 630 (Made
and MAT)
SPED 310 (Made
and MAT)
SPED 630 (Made
and MAT)
SPED 631 (Made
and MAT)
SPED 687 (Made
and MAT)
Standard 6:
Teachers create an
environment that
models, teaches, and
practices equal and
equitable treatment
of all learners and
staff.
SPED 687 (Made
and MAT)
Curriculum inspection
project
Unit w/differentiated
instruction lesson plans
(rubric)
Academic Task Analysis
(rubric)
Test administration &
report
Unit w/differentiated
instruction lesson plans
(rubric)
Academic Task Analysis
(rubric)
Curriculum based
measurement/instructional
project (rubric)
Journal entries
Videotape with selfreflection
Teacher Work Sample
Portfolio
Journal entries
Videotape with selfreflection
Teacher Work Sample
Portfolio
12
Standard 7:
Teachers apply a
wide variety of
instructional
strategies and
methods that result in
meaningful student
learning outcomes
across a variety of
curricula,
environments, and
people.
Standard 8:
Teachers use
knowledge about
cultural,
socioeconomic and
family dynamics to
guide instructional
and/or management
planning and
selection of teaching
techniques.
Standard 9:
Teachers know the
legal, historical and
philosophical
foundations and the
major milestones in
the field of mental
disabilities.
Standard 10:
Teachers know the
research, theories,
and issues related to
the causes,
identification, and
instruction of
individuals with
mental disabilities.
SPED 687 (Made
and MAT)
Journal entries
Videotape with selfreflection
Teacher Work Sample
Portfolio
SPED 620 (Made
and MAT)
Curriculum blueprint with
culturally responsive unit
and lesson plans
Journal entries
Videotape with selfreflection
Teacher Work Sample
Portfolio
Standard 11:
Teachers use
research knowledge
and conduct
educational research
to improve their
SPED 566 (MAT)
SPED 687 (Made
and MAT)
SPED 405 (MAT
prerequisite)
SPED 405 (MAT
prerequisite)
SPED 630 (Made
and MAT)
Curriculum inspection
project
Unit w/differentiated
instruction lesson plans
(rubric)
Academic Task Analysis
13
instruction and
support of students
with mental
disabilities.
Standard 12:
Teachers practice
their profession with
ethical commitments
to students with
mental disabilities.
Standard 13:
Teachers know and
provide supportive
resources and
information to
students, parents, and
other professionals
that maximize
student learning
experiences and
educational
outcomes.
Standard 14:
Teachers pursue indepth professional
development and
learning to improve
schools and advance
knowledge in the
field of mental
disabilities.
SPED 682 (Made)
(rubric)
Literature review
Research project
SPED 687 (Made
and MAT)
Journal entries
Videotape with selfreflection
Teacher Work Sample
Portfolio
SPED 630 (Made
and MAT)
Unit w/differentiated
instruction lesson plans
(rubric)
Academic Task Analysis
(rubric)
SPED 630 (Made
and MAT)
Unit w/differentiated
instruction lesson plans
(rubric)
Academic Task Analysis
(rubric)
SPED: Specific Learning Disabilities Licensure Standards (Advanced Licensure for Made
and MAT)
Standard
Standard 1: Teachers
have an extended
knowledge of the
structure and concepts
of language arts and
mathematics.
Courses in Which
Standard is
Addressed
SPED 505 (Made and
MAT)
SPED 566 (MAT)
SPED 567 (MAT)
Method (s) of
Assessment
Action research
intervention project
(rubric)
Sharing effective
practices
Curriculum inspection
Lesson plans
14
Results of
Assessment
SPED 681 (Made)
Standard 2: Teachers
have an extended
knowledge of
research-based
learning strategies and
their relationship to
learning of individual
students.
SPED 401 (MAT
prerequisite)
SPED 505 (Made and
MAT)
SPED 566 (MAT)
SPED 567 (MAT)
SPED 681 (Made)
SPED 682 (Made)
Standard 3: Teachers
use clinical
(diagnosticprescriptive)
procedures involving
curriculum-based
language, and
cognitive assessments,
to guide instructional
planning and the
selection of teaching
techniques for
individual students.
SPED 310 (MAT
prerequisite)
SPED 505 (Made and
MAT)
Standard 4: Teachers
use knowledge about
cultural,
socioeconomic and
family dynamics to
guide instructional
and/or management
planning and selection
of teaching
techniques.
SPED 505 (Made and
MAT)
SPED 555 (MAT)
SPED 620 (Made and
MAT)
SPED 687 (Made and
MAT)
Teaching simulations
Literature review
Article critiques
Research project
Graphic organizer of
RTI
Action research
intervention project
(rubric)
Sharing effective
practices
Curriculum inspection
Lesson plans
Teaching simulations
Literature review
Article critiques
Research project
Literature review
Research project
Test administration &
report
Action research
intervention project
(rubric)
Action research
intervention project
(rubric)
Action research
project (rubric)
Curriculum blueprint
100% proficient
with culturally
(n=20)
responsive unit and
lesson plans
Journal entries
Videotape with selfreflection
Teacher Work Sample
Portfolio
15
Standard 5: Teachers
know the legal,
historical and medical
foundations and the
major milestones and
contributions in the
field of learning
disabilities.
Standard 6: Teachers
know the research,
theories, and issues
related to the causes
and the identification
and instruction of
individuals with
learning disabilities.
Standard 7: Teachers
use research findings
and conduct informed
classroom research on
the instruction and
management of
students with learning
disabilities to improve
their instruction.
Standard 8: Teachers
practice their
profession with
ethical commitment to
the use of validated
practices,
confidentiality, and
advancing the lives of
individuals with
learning disabilities.
Standard 9: Teachers
know and advocate
for supportive
resources and
information to assist
students, parents, and
other professionals in
providing services for
students with learning
disabilities.
Standard 10:
SPED 401 (MAT
prerequisite)
Reflections on
readings
Case study
SPED 401 (MAT
prerequisite)
Reflections on
readings
Definition & criteria
for LD
Current issues
presentation
Article critiques
SPED 502
SPED 681 (Made)
SPED 505 (Made and
MAT)
SPED 555 (MAT)
Action research
intervention project
(rubric)
Action research
project (rubric)
SPED 682
SPED 687 (Made and
MAT)
Research project
Journal entries
Videotape with selfreflection
Teacher Work Sample
Portfolio
SPED 401 (MAT
prerequisite)
Annotated
bibliography
Research professional
organizations
Grant application
(rubric)
Teacher Website
(checklist)
SPED 505 (Made and
MAT)
SPED 401 (MAT
Literature review
16
Teachers know early
intervention research,
curriculum and
advocate for early
intervention for
students who, without
intervention, may be
inaccurately identified
as learning disabled.
prerequisite)
SPED 505 (Made and
MAT)
SPED 567 (MAT)
SPED 631 (Made)
Comparison of NLD
& AS
Reflection on readings
(rubric)
Literature review
Article critiques
SPED: Severe/Profound Mental Disability Licensure Standards (Advanced License for
Made and MAT)
Standard
Standard 1: Teachers
have an extended
knowledge base for
each of the functional
academic areas of the
North Carolina
Standard Course of
Study and its
extensions.
Standard 2: Teachers
have an extended
knowledge base for
each of the basic life
skill areas of
communication,
Personal/Home
Management,
Career/Vocational,
and community
domains as outlined in
the NC Alternate
Assessment Portfolio
process.
Standard 3: Teachers
have an extended
working knowledge
for each of the basic
skills of language arts
and mathematics as
outlined in the NC
Courses in Which
Standard is
Addressed
SPED 530 (Made)
SPED 687
Method (s) of
Assessment
Systematic instruction
lessons and group
instruction lessons
SPED 528
SPED 530 (Made)
SPED 687
Test
Instructional lessons
Data collection
systems for each
instructional goal.
Praxis II
SPED 530 (Made)
SPED 687
SPED 566 (MAT)
Group lesson that
connects to the SCOS
Curriculum inspection
17
Results of
Assessment
Standard Course of
Study.
Standard 4: Teachers
have a broad
knowledge base of
theories of human
development and
learning.
Standard 5: Teachers
employ clinical
teaching procedures
involving formal and
informal assessment
tools to guide
instructional planning
and teaching
techniques for
individual students.
Standard 6: Teachers
utilize specialized
teaching strategies to
provide instruction
across a variety of
curricula,
environments, and
people.
Standard 7: Teachers
use knowledge about
cultural,
socioeconomic and
family dynamics to
guide instructional
and/or management
planning and selection
of teaching
techniques.
Standard 8: Teachers
know the legal,
historical, and
philosophical
foundations and the
major milestones and
contributions in the
field of mental
PSY 621
SPED 530
SPED 528
SPED 530
SPED 687 (Made and
MAT)
SPED 530
SPED 687 (Made and
MT)
SPED 620
SPED 533 (Made and
MAT)
SPED 620 (Made and
MAT)
Final Exam
Daily data collection
and the use of data
based decision rules
Ecological inventory
COACH
Journal entries
Videotape with selfreflection
Portfolio
Lesson plans
Journal entries
Videotape with selfreflection
Portfolio
Lesson plans
Curriculum Blueprint
with culturally
responsive unit and
lesson plans (rubric)
Reflections on family
stories
Curriculum Blueprint
with culturally
responsive unit and
lesson plans (rubric)
SPED 528
SPED 534
18
100% proficient
(n=20)
100% proficient
(n=20)
disabilities.
Standard 9: Teachers
know the research,
theories, and issues
related to the causes,
identification, and
instruction of students
with mental
disabilities.
Standard 10:
Teachers use research
knowledge and
conduct educational
research to improve
their instruction and
support of students
with SPMD.
Standard 11:
Teachers practice
their profession with
ethical commitments
to confidentiality and
advocacy for
appropriate services
for students with
SPMD.
Standard 12:
Teachers know and
provide supportive
resources and
information to assist
students, families, and
other professionals in
providing services for
students with SPMD
Standard 13:
Teachers serve as
leaders in the
transition process.
SPED 530
SPED 528
Final Exam
SPED 528 (Made and
MAT)
SPED 682 (Made)
Literature review
SPED 687 (Made and
MAT)
Literature review
Research project
NC Alternate
Assessment Portfolio
SPED 687 (Made and
MAT)
Journal entries
Videotape with selfreflection
Portfolio
SPED 533 (Made and
MAT)
Individual project
SPED 533
Paraprofessional
instructional guide
19
Western Carolina University
Special Education Graduate Program
College of Education and Allied Professions
Annual Assessment Report for 2007-2008
Primary Contact Name/Info:
Sharon Dole
207 Killian
227-3282
dole@email.wcu.edu
Intended Learning
Outcomes Assessed
this Cycle
To successfully
complete entry level
competencies
(MAT only)
To successfully
complete advanced
competencies
(Made and MAT)
Method (s) of
Assessment
Results of
Assessment
Teacher Work Sample 100% adequate or
proficient
Praxis II scores
100% passing rate
Implementation Plan
None
Portfolio (collection
of work samples)
Total possible score: 4 None
Standard 1:
Instructional
Expertise
3.3 (n=12)
Standard 2:
Knowledge of
Learners
3.48 (n=12)
Standard 3: Research
Expertise
3.55 (n=12)
Standard 4: Connect
Subject Matter with
Learners
3.69 (n=12)
Standard 5:
Development of
Leadership
3.56 (n=12)
Overall
3.28 (n=12)
20
To successfully
complete common
assignments related to Personal Essay
diversity standards in
SPED 620, a course in Cultural field
the professional core
experience
Curriculum blueprint
with culturally
responsive lesson
plans
Intended
Program/Process To
Be Assessed this
Cycle
Advanced
competencies of
students in masters’
programs as
documented in exit
portfolios
Curriculum revision
in masters’ programs
Total Possible Score:4
3.64 (n=20)
3.60 (n=21)
3.65 (n=20)
Method (s) of
Assessment
Results of
Assessment
Implementation Plan
SPED Faculty
Meeting
Use same advanced
standards for both
MAT and Made
portfolio
requirements.
Implemented in
TaskStream in the 08
spring semester. See
above table for
results.
Committee meetings
Schools of education
are being required to
revise their programs
to coincide with the
21st century standards.
This process is
ongoing with a June
09 deadline to report
to DPI.
Committee meet once
in spring 08 and will
meet throughout the
08-09 school year.
21
Graduates who have
been out of the
program at least 2
years will be surveyed
for their input.