Due June 15, 2008
Western Carolina University
Special Education Program
Department of Human Services
College of Education and Allied Professions
Annual Assessment Report for 2007-2008
Primary Contact Name/Info:
Marissa Ray, SPED UG Program Coordinator
227-3293
mray@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.
Both mission statements emphasize the importance of:
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preparing teachers at entry and advanced levels
preparing a community of learners
providing optimal learning environments for students
preparing learners and teachers guided by knowledge, values and experiences.
preparing teachers to have high standards
preparing teachers to use best practices in the field of special education.
making decisions based on the interests, experiences and welfare of the persons affected by those decisions
promoting and recognizing good teaching, service, and research
respecting diversity
requiring service to the community
Special Education Program Goals/Objectives:
1.
2.
3.
To develop teachers who are knowledgeable of normal development in cognitive, social-emotional and
language areas and within that framework focus on how students vary in abilities, skills and maturation.
a. Educators will explain normal cognitive development.
b. Educators will explain normal social-emotional development.
c. Educators will explain normal language development.
d. Educators will explain how students vary in abilities, skills and maturation.
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.
a. Educators will develop goals and objectives for students based on abilities, skills and maturation
and congruence with current curricula.
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.
a. Educators will demonstrate problem-solving processes for educational tasks.
b. Educators will demonstrate skills in observing and collecting information on students.
Due June 15, 2008
4.
5.
6.
c. Educators will utilize assessment information as a basis for setting goals and objectives.
d. Educators will utilize assessment information as a basis for planning instruction.
e. Educators will utilize assessment information to evaluate the teaching program.
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.
a. The educator will utilize a variety of teaching methods and curricular approaches.
b. The educator will develop teaching and transition programs based on the students' knowledge and
background.
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.
a. The educator will work collaboratively with parents and professionals in designing and managing
educational programs.
b. The educator will manage a positive classroom environment that is accepting and inviting.
c. The educator will design and manage an educational environment that allows adequate time for
focused learning.
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.
a. The educator will access and reflect on information in the field of special education and related
areas through the use of journals, books and other media.
b. The educator will maintain currency in special education information through the use of media
such as journals and books and through other professional development activities such as
workshops and conferences.
Programs of Study:
The undergraduate Special Education Program leads to a Bachelor of Science in Education (B.S.Ed.) degree and an
A level North Carolina license in the General Curriculum which allows graduates to teach children with mild to
moderate disabilities in Kindergarten through 12th grade.
The BSED program consists of 128 hours of coursework including 42 hours of liberal studies, 2 hours of electives,
21 hours in the professional education sequence, 45 hours of major coursework and 18 hours in a concentration area.
Students can choose from 7 concentration areas: the Adapted Curriculum, Elementary Education, Middle Grades
Language Arts, Middle Grades Math, Secondary English, Secondary Math, or Cherokee Studies. Students who
complete the adapted curriculum concentration are eligible for an add-on license which allows them to work with
students with severe to profound intellectual disabilities, grades kindergarten through 12th grade.
During the 2007-2008 school year, the BSED program was offered in an onsite format only, though courses were
offered online and onsite at Blue Ridge Community College (BRCC) to continue supporting students who were
admitted to earlier 2+2 programs at BRCC in Henderson County and Isothermal Community College in Rutherford
County.
The program also offers a Licensure Only Program (LOP) for students with 4 year degrees in other areas who wish
to obtain a NC teaching license in special education, general and/or adapted curriculum.
Number of Candidates Currently Enrolled in the Program
During the 2007-2008 school year, 87 students were served in the BSED undergraduate program with 78 enrolled in
the fall of 2007 and 76 enrolled in the spring of 2008. Two students graduated in the fall and 5 students graduated in
the spring.
This assessment report will present data on student learning outcomes for each of the 6 program goals using 3
assessment tools; our Undergraduate Program Portfolio, Exit Criteria and Teacher Work Sample Portfolio.
Undergraduate Program Portfolios
Seven teacher candidates graduated from the Special Education Program during the 2007-2008 academic year.
Each of those 7 graduates presented program portfolios. As proposed in our program assessment plan, a random
Due June 15, 2008
sampling of those portfolios were evaluated for each of the 6 program goals using the program’s established 6 point
scale with 1-2 being unsatisfactory, 3-4 being satisfactory and 5-6 being excellent.
Exit Criteria
The Exit Criteria scores for all 7 graduates were recorded in and obtained through Taskstream, our college’s online
assessment database, and are reported here for each of the 6 program goals using Taskstream’s established 4 point
scale with 1 being Unsatisfactory, 2 being Below Standard, 3 being At Standard, and 4 being Above Standard.
Scores for each competency on the Exit Criteria are reported in the chart below as they relate to the Special
Education Program’s Goals.
The average overall rating for the 2 teacher candidate graduates during Fall 2007was a 4, Above Standard, indicating
excellent mastery of all 15 competencies.
The average overall rating for the 5 teacher candidate graduates during Spring 2008 was a 3.6, between At and
Above Standard, indicating full mastery of all 15 competencies.
Teacher Work Sample Portfolio (TWSP)
The TWSP scores for all 7 graduates were recorded in and obtained through Taskstream and are reported for each of
the 6 program goals using the same 4 point scale described above. Scores for each competency on the TWSP are
reported in the chart below as they relate to the Special Education Program’s Goals.
The average overall rating for the 2 teacher candidate graduates during Fall 2007 was a 4, Above Standard,
indicating excellent mastery of all 8 competencies.
The average overall rating for the 5 teacher candidate graduates during Spring 2008 was a 3.75, between At and
Above Standard, indicating full mastery of all 8 competencies.
Due June 15, 2008
Student Learning Outcome(s)
Assessed in 2007-08
1) To develop teacher candidates
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 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.
Method(s) of Assessment
UG Program Portfolio
The mean score for goal #1 was 4.6,
high satisfactory ranking.
Exit Criteria
Facilitating Learning for All Learners
Fall ’07 = 3.9, near Above Standard
Spr ’08 = 3.8, near Above Standard
TWSP
Diverse Learners
Fall ’07 = 3.5, high At Standard
Spr ’08 = 3.8, near Above Standard
UG Program Portfolio
The mean score for goal #2 was 4.5 or
a high satisfactory ranking.
Results of Assessment
Portfolio data indicate that
graduates of the SPED Program
strongly achieved this goal.
It is anticipated that graduates
achieve at a higher rate than
portfolio data indicate as shown
by the 2 following assessments,
due to limited, inconsistent work
samples.
Exit Criteria data indicate that
graduates of the SPED Program
strongly achieved / excelled on
this goal.
TWSP data indicate that
graduates of the SPED Program
strongly achieved this goal.
Portfolio data indicate that
graduates of the SPED Program
strongly achieved this goal.
Implementation Plan
Given portfolios demonstrated each student’s
success with goal #1, no programmatic
changes/improvements for instruction in this area
are needed.
A discussion of the strengths, challenges and
planned changes to the Portfolio Assessment tool
and process, including actions, timelines,
responsible parties and needed resources, will
follow this table.
Given exit criteria demonstrated each student’s
success with goal #1, no programmatic
changes/improvements for instruction in this area
are needed.
Given Teacher Work Sample Portfolios
demonstrated each student’s success with goal
#1, no programmatic changes / improvements for
instruction in this area are needed.
Given portfolios demonstrated each student’s
success with goal #2, no programmatic
changes/improvements for instruction in this area
are needed.
It is anticipated that graduates
achieve at a higher rate than
portfolio data indicate as shown
by the 2 following assessments,
due to limited, inconsistent work
samples.
Exit Criteria
Planning~
Fall ’07 = 4 Above Standard
Spr ’08 = 3.8 near Above Standard
Instructional Monitoring~
Fall ’07 = 4 Above Standard
Spr ’08 = 4 Above Standard
Facilitating Learning for All Learners~
Fall ’07 = 4 Above Standard
Spr ’08 = 3.8 near Above Standard
This is true for goals 2, 4, 5 and
6 but will not be repeated below.
Exit Criteria data indicate that
graduates of the SPED Program
strongly achieved / excelled on
this goal.
Given exit criteria demonstrated each student’s
success with goal #2, no programmatic
changes/improvements for instruction in this area
are needed.
Due June 15, 2008
3) To prepare teacher candidates
to differentiate for variation in
abilities, skills and maturation
and determine congruence with
current curricula as a basis for
setting goals and objectives.
4) To provide teacher candidates
with 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.
TWSP
Goals
Fall ’07 = 4.0, Above Standard
Spr ’08 = 3.7 high At Standard
Lesson Plans
Fall ’07 = 4.0 Above Standard
Spr ’08 = 3.7 high At Standard
Assessments
Fall ’07 = 3.75, high At Standard
Spr ’08 = 3.6 high At Standard
Assessment Analysis
Fall ’07 = 3.75, high At Standard
Spr ’08 = 3.8 near Above Standard
UG Program Portfolio
The mean score for goal #3 was 5 or
an excellent ranking.
TWSP data indicate that
graduates of the SPED Program
strongly achieved/excelled on
this goal.
Given portfolios demonstrated each student’s
success with goal #2, no programmatic
changes/improvements for instruction in this area
are needed.
Portfolio data indicate that
graduates of the SPED Program
excelled onthis goal.
Exit Criteria
Curricula~
Fall ’07 = 4 Above Standard
Spr ’08 = 3.6 high At Standard
TWSP
Diverse Learners
Fall ’07 = 3.75 high At Standard
Spr ’08 = 3.8 near Above Standard
UG Program Portfolio
The mean score for goal #4 was 4.25
or a high satisfactory ranking.
Exit Criteria data indicate that
graduates of the SPED Program
strongly achieved / excelled on
this goal.
TWSP data indicate that
graduates of the SPED Program
strongly achieved / excelled on
this goal.
Portfolio data indicate that
graduates of the SPED Program
strongly achieved this goal.
Exit Criteria
Instructional Presentation~
Fall ’07 = 4 Above Standard
Spr ’08 = 3.6 high At Standard
Instructional Feedback~
Fall ’07 = 4 Above Standard
Spr ’08 = 3.8 near Above Standard
Facilitating Instruction~
Fall ’07 = 4 Above Standard
Spr ’08 = 3.8 near Above Standard
Exit Criteria data indicate that
graduates of the SPED Program
strongly achieved / excelled on
this goal.
Given portfolios demonstrated each student’s
success with goal #3, no programmatic
changes/improvements for instruction in this area
are needed.
Given exit criteria demonstrated each student’s
success with goal #3, no programmatic
changes/improvements for instruction in this area
are needed.
Given Teacher Work Sample Portfolios
demonstrated each student’s success with goal
#3, no programmatic changes / improvements for
instruction in this area are needed.
Given portfolios demonstrated each student’s
success with goal #4, no programmatic
changes/improvements for instruction in this area
are needed.
Given exit criteria demonstrated each student’s
success with goal #4, no programmatic
changes/improvements for instruction in this area
are needed.
Due June 15, 2008
5) To provide teacher candidates
with 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 teacher candidates
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.
TWSP
Unit Overview
Fall ’07 = 4.0 Above Standard
Spr ’08 = 3.8 near Above Standard
Synthesis
Fall ’07 = 3.75 high At Standard
Spr ’08 = 3.8 near Above Standard
UG Program Portfolio
The mean score for goal #1 was 4.25
or a high satisfactory ranking.
TWSP data indicate that
graduates of the SPED Program
strongly achieved / excelled on
this goal.
Given Teacher Work Sample Portfolios
demonstrated each student’s success with goal
#4, no programmatic changes / improvements for
instruction in this area are needed.
Portfolio data indicate that
graduates of the SPED Program
strongly achieved this goal.
Exit Criteria
Student Candidate Rapport~
Fall ’07 = 4 Above Standard
Spr ’08 = 4 Above Standard
Communicating within the Educational
Environment~
Fall ’07 = 4 Above Standard
Spr ’08 = 3.8 near Above Standard
Performing Noninstructional Duties~
Fall ’07 = 4 Above Standard
Spr ’08 = 3.8 near Above Standard
Management of Instructional Time~
Fall ’07 = 4 Above Standard
Spr ’08 = 3.8 near Above Standard
Management of Student Behavior~
Fall ’07 = 4 Above Standard
Spr ’08 = 3.8 near Above Standard
TWSP
Description of Context
Fall ’07 = Requirement Met
Spr ’08 = Requirement Met
UG Program Portfolio
The mean score for goal #6 was 4 or a
high satisfactory ranking.
Exit Criteria data indicate that
graduates of the SPED Program
strongly achieved / excelled on
this goal.
Given portfolios demonstrated each student’s
success with goal #5, no programmatic
changes/improvements for instruction in this area
are needed.
Given exit criteria demonstrated each student’s
success with goal #5, no programmatic
changes/improvements for instruction in this area
are needed.
Exit Criteria
Technology Proficiency~
Fall ’07 = 4 Above Standard
Spr ’08 = 3.4 high At Standard
Exit Criteria data indicate that
graduates of the SPED Program
strongly achieved / excelled on
this goal.
TWSP data indicate that
graduates of the SPED Program
strongly achieved this goal.
Portfolio data indicate that
graduates of the SPED Program
strongly achieved this goal.
Given Teacher Work Sample Portfolios
demonstrated each student’s success with goal
#5, no programmatic changes / improvements for
instruction in this area are needed.
Given portfolios demonstrated each student’s
success with goal #6, no programmatic
changes/improvements for instruction in this area
are needed.
Given exit criteria demonstrated each student’s
success with goal #6, no programmatic
changes/improvements for instruction in this area
are needed.
Due June 15, 2008
TWSP
Overall
Fall ’07 = 3.9 near Above Standard
Spr ’08 = 3.75 high At Standard
TWSP data indicate that
graduates of the SPED Program
strongly achieved / excelled on
this goal.
Given Teacher Work Sample Portfolios
demonstrated each student’s success with goal
#6, no programmatic changes / improvements for
instruction in this area are needed.
Due June 15, 2008
Implementation Plan: UG Program Portfolio Assessment
Dissemination of Assessment Results to Key Stakeholders
 Results of Portfolio Evaluations will be reviewed with faculty at our SPED Program retreat in August
 Portfolio data will be considered further during UG Program Review Committee meetings and monthly
Program Faculty meetings during the 2008-2009 year as
 Results will be presented to key constituents in 18 western counties at our 2008-2009 Advisory Board
Meeting during Spring 2009. Board members include SPED and other CEAP faculty/staff, Exceptional
Children (EC) Program Administrators, EC Teachers, Related Service Personnel, Community Agency
Personnel, Parents of Individuals with Disabilities, Program Alumni and Students.
Strengths of the Portfolio Assessment Process
 The portfolio is formative in nature, providing a 4 year summary of student growth and achievement,
allowing reviewers to witness the progress students make with each goal as they move through their
course of study.
 The portfolio allows students to document their competence in each of the goals through individualized
projects, papers and experience summaries.
Challenges of the Portfolio Assessment Process
 UG Program Portfolios are used solely for program evaluation and not student evaluation so
commitment to and their completion varies across students. Student submission of key work products
is inconsistent with some students submitting all requested work and others submitting only portions.
 Course content and required assignments have varied depending on the instructor for the semester
leading to varied evidences on which to evaluate competencies. The use of part time instructors who
are less aware of program policies and assessment procedures contributes to some of this variance.
Planned Changes for the Portfolio Assessment Process
 Development of an online submission process for UG Program Portfolios through Taskstream
o This would benefit students by allowing them to submit key work products as they complete
individual courses thereby ending the program with a complete portfolio without the current
challenges of locating and organizing work samples from across 4 years of study.
o This would benefit the faculty by increasing all instructors, including part timers, awareness of the
required course content and assignments for portfolios as well as their ease of access to the
portfolios for review and final evaluation.
o This would benefit our assessment process by insuring more complete, consistent and comparable
portfolios and allowing for multiple review of each.
o This would benefit the program by providing richer and more accurate data with which to evaluate
student outcomes and program effectiveness.
Timeline for Changes to Portfolio Assessment Process
 Development of a Taskstream facility for receiving, storing and analyzing UG Program Portfolios was
begun in the Fall of 2007. It has since been delayed due to full program revisions already being
pursued by the program faculty and now mandated by the state given new professional teaching
standards.
 Program revisions will possibly lead to revisions of goals, course content and assignments, as well as
assessment methods. Development of goals, content and assignments will need to precede assessment
methods. So further work on a Taskstream site will be delayed until the summer of 2009 after our new
program has been established which is currently scheduled for June 2009.
Responsible Parties
 Sharon Dole, program director, will supervise all program review and revision activities undertaken by
the SPED faculty to address new state and professional standards.
 Marissa Ray, undergraduate program coordinator, will coordinate undergraduate program revisions
across the 2008-2009 year and later development of the Taskstream facility for the revised
undergraduate program portfolio.
 Program faculty will collaboratively develop the new undergraduate program and assessment processes
across the 2008-2009 year and contribute to the development of evaluation procedures established in
Taskstream.
 Pam Vesely, Part-time Faculty Coordinator, will inform part time faculty of assessment procedures and
their impact on their course development and implementation as well as train them in the use of
Taskstream as it relates to portfolio assignments.
Necessary Resources
Due June 15, 2008
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Director, coordinator and faculty will need time to develop new program details and assessment plans
which will require extensive review, planning, implementation, and documentation.
Director, coordinator and faculty will need administrative support from the Associate Dean who serves
as Director of Teacher Education and facilitates critical communication between the NC Department of
Public Instruction, the Council for Exceptional Children, the National Council for Accreditation of
Teacher Education, the College of Education and Allied Professions, and the Special Education
Program faculty.
Director, coordinator and faculty will need support from the C.E.A.P.’s Director of Assessment and
Assistant to the Dean for Technology and Curriculum for their expertise on assessment and
Taskstream.
Implementation Plan: Exit Criteria and Teacher Work Sample Portfolio Assessments
Dissemination of Assessment Results to Key Stakeholders
 As with the Portfolio evaluation results, information on Exit Criteria and Teacher Work Sample
Portfolio results will be shared at our August Faculty Retreat, UG Program Review Committee
meetings and annual Advisory Board Meeting.
Strengths of the Exit Criteria and Teacher Work Sample Portfolio Assessment Processes
 The Exit Criteria and TWSP are college wide assessment tools used with all Teacher Education
candidates in the CEAP. Both were developed based on state standards for teachers in N.C.
 Both assessments are conducted through Taskstream which allows for greater standardization and
enables better access of and analysis of data.
Changes for the Exit Criteria and TWSP Assessment Process
 Both assessments are reviewed and updated regularly by faculty and staff teams within the college.
 Revisions to the Exit Criteria are driven by state changes to the initial teacher performance appraisal
system forms. Changes in NC Teaching Standards may also result in changes to this form for both
public school teachers and teacher candidates at WCU.
 Revisions to both the Exit Criteria and TWSP were made by the Teacher Education Council during the
2007-2008 academic year to better facilitate assessment of candidate competencies related to
technology.
Responsible Parties
 Sharon Dole and Marissa Ray will monitor proposed and implemented changes to the Exit Criteria and
TWSP across the 2008-2009 year. They will inform faculty of changes and their implication for SPED
program planning and assessment.
 Faculty involved in intern supervision will continue to implement Exit Criteria and TWSP assessments
with SPED teacher candidates.
Necessary Resources
 Program director, coordinators, and faculty will rely on communications with CEAP administrators and
staff regarding changes to these assessments and related processes.