Student Outcomes Assessment Plan
Department of Special Education
M.A.E. in Special Education
SOA PLAN
I
Department Philosophy of Outcomes Assessment
The MAE Major in Special Education offers four emphasis areas: 1) Field Specialization,
Consultation, 3) Career/Vocational Programming and Transition, and 4) Visual
Impairments. The MAE program is designed to prepare students who are highly
informed in research, pedagogical methodology, and instructional implementation related
to working with children and youth with disabilities. The students will also have the
needed skills to conduct field-based research and serve as leaders in their field. In
addition to the special education students, our MAE program provides coursework for
graduate students in other disciplines, such as school psychology, educational leadership,
early childhood, social work, and speech pathology.
II
Outcomes and Competencies
A
Demonstrate knowledge of the research process
Demonstrate knowledge of different types of research methodologies,
including quasi-experimental, descriptive, single case, and qualitative research;
Demonstrate knowledge of how research questions are formulated, identify
what methodologies and measures are appropriate for these questions, and
select procedures that are appropriate for addressing research questions
Exhibit the ability to read, interpret, and critique various types of research
based articles (meta analyses, research studies, review articles, conceptual
articles, etc.).
B
Demonstrate the ability to engage in independent research
Design and conduct a rigorous study to address a research question related to
a topic of importance in the field of special education
Express the skill of presenting theoretical and research outcomes through
written, electronic, or oral means
C
Demonstrate the knowledge and skills necessary to assume a leadership role in
supporting and advocating for children with learning and/or behavioral
challenges
Demonstrate knowledge of important issues in the field of Special Education,
such as diversity, inclusion, disproportionality or overrepresentation of
minorities, etc. Demonstrate an understanding of how these issues impact the
quality of life and services for children with disabilities and their families
Demonstrate knowledge of effective practices for addressing the needs of
children with disabilities and their families
Demonstrate the ability to collaborate with and support other professionals and
family members in designing and implementing high quality practices
Demonstrate the knowledge and skills necessary to design and promote
systemic change that leads to large scale and lasting improvements in services
for children with disabilities and their families
Demonstrate the ability to promote effective policy and practice for children
with disabilities and their families through participation in professional
organizations and conferences
Competency A: Demonstrate knowledge of the research process
Measure or
Competency
Assessment Methods
(What, who, how)
Frequency and
Timing
How Results will be Used/
Shared Internally
Demonstrate
knowledge of
different types of
research
methodologies,
including quasiexperimental,
descriptive, single
case, and qualitative
research;
This competency will be
assessed through
assignments for three core
research courses that are
required for MAE students
(250:205, 220:293, and
220:295). Assessments are
conducted by instructors
who examine and grade
written and oral
assignments.
Assessments occur
during semesters
when students take
three core courses.
Assessments occur
on an ongoing basis
in accordance with
course readings and
assignments
Students’ grade for each
research class is posted and
recorded. We will also use
a checklist that lists the
individual assignments that
are pertinent to this
competency for each
course. This checklist will
be shared with the student’s
advisor and other
department faculty
Demonstrate
knowledge of how
research questions are
formulated, identify
what methodologies
and measures are
appropriate for these
questions, and select
procedures are
appropriate for
addressing research
questions
This competency will be
assessed through the three
core research courses listed
above, as well as, through
students’ performance in
developing their MAE
study. Assessments will be
conducted by course
instructors and the students’
adviser by examining
performance on course
assignments and the
research proposal.
Assessments occur
during semesters
when students take
the core courses and
when the student is
actually in the
process of designing
and conducting a
research study for
their MAE.
Students’ grade for each
research class is posted and
recorded. We will also use
a checklist that lists the
individual assignments that
are pertinent to this
competency for each
course. This checklist will
be shared with the student’s
advisor and other dept
faculty. Finally, copies of
final research papers are
stored in Dept office
How/With Whom
Results will be Shared
Externally
Department staff will
summarize and share
results for all MAE
students at the end of
each year. Results will
also be shared with
faculty in the Dept of
Educational Psychology
and Foundations and
with the Special
Education Advisory
Board.
Department staff will
summarize and share
results for all MAE
students at the end of
each year. Results will
also be shared with
faculty in the Dept of
Educational Psychology
and Foundations and
with the Special
Education Advisory
Board.
Exhibit the ability to
read, interpret, and
critique various types
of research based
articles (meta
analyses, research
studies, review
articles, conceptual
articles, etc.).
This competency will be
assessed through three
methods: (a) the core
research classes and
additional MAE courses;
(b) the students’
comprehensive exam,
which involves reading and
summarizing research
based articles, and (c)
students’ final research
paper, which includes a
literature review section.
Assessments occur
on an ongoing basis
throughout the entire
MAE program,
including
coursework, the
process of designing
and conducting a
study, and writing
and submission of
comprehensive exam.
Students’ grade for each
research class is posted and
recorded. We will also use
a checklist that lists the
individual assignments that
are pertinent to this
competency for each
course. This checklist will
be shared with the student’s
advisor and other dept
faculty. Finally, copies of
final research papers are
stored in Dept office.
Department staff will
summarize and share
results for all MAE
students at the end of
each year. These results
will be shared with
faculty in the Dept of
Educational Psychology
and Foundations and
with the Special
Education Advisory
Board.
Competency B: Demonstrate the ability to engage in independent research
Measure or
Competency
Assessment Methods
(What, who, how)
Frequency and
Timing
How Results will be Used/
Shared Internally
Design and conduct a
rigorous study to
address a research
question related to
a topic of importance
in the field of special
education
This competency will be
assessed with two methods.
First, the three research
courses each include
assignments that involve
designing a study. Second,
all students design and
conduct a research study as
part of their MAE
requirements. This
competency will be
assessed by course
instructors and advisers.
This competency will be
assessed by examining
students’ final MAE study.
These presentations always
involve a written paper and
some students choose a
thesis option, which
requires an oral defense.
Assessments will be
conducted by the student’s
adviser and committee
members.
Assessments occur
during semesters
when students take
the core research
courses and when the
student is in the
process of designing
and conducting their
actual study.
Students’ grade for each
research class is posted and
recorded. We will also use
a checklist that lists the
individual assignments that
are pertinent to this
competency for each
course. This checklist will
be shared with the student’s
advisor and other
department faculty.
Assessments are
conducted at the end
of the student’s
program, as they
write up and present
their finished study.
Copies of final research
papers are stored in Dept
office. Individual faculty
members in the Dept of
Special Education will have
access to these papers.
Express the skill of
presenting theoretical
and research
outcomes through
written, electronic, or
oral means
How/With Whom
Results will be Shared
Externally
Department staff will
summarize and share
results for all MAE
students at the end of
each year. These results
will be shared with
faculty in the Dept of
Educational Psychology
and Foundations and
with the Special
Education Advisory
Board.
Department staff will
summarize and share
results for all MAE
students at the end of
each year. These results
will be shared with
faculty in the Dept of
Educational Psychology
and Foundations and
with the Special
Education Advisory
Board.
Competency C: Demonstrate the knowledge and skills necessary to assume a leadership role in supporting and advocating for
children with learning and/or behavioral challenges
Measure or
Competency
Assessment Methods
(What, who, how)
Frequency and
Timing
How Results will be Used/
Shared Internally
Demonstrate
knowledge of
important issues in
the field, such as
diversity, inclusion,
disproportionality or
overrepresentation of
minorities, etc.
Demonstrate an
understanding of how
these issues impact
the quality of life and
services for children
with disabilities and
their families
Demonstrate
knowledge of
effective practices for
addressing the needs
of children with
disabilities and their
families
This competency will be
assessed by examining
students’ completion of
course assignments and
their conduct of a final
study/paper. All MAE
courses address these issues
and students are required to
read and critique articles,
present a position, and
design/propose research to
address these issues.
Assessments will be
conducted by course
instructors and advisors.
This competency will be
assessed by examining
students’ performance on
course assignments and
completion of
comprehensive exams
and/or final research paper.
Assessments will be
conducted by course
instructors and faculty
advisors.
Assessments occur
on an ongoing basis
throughout the entire
MAE program,
including
coursework, the
process of designing
and conducting a
study, and writing
and submission of
comprehensive exam.
Students’ grade for each
research class is posted and
recorded. We will also use
a checklist that lists the
individual assignments that
are pertinent to this
competency for each
course. This checklist will
be shared with the student’s
advisor and other
department faculty
Assessments occur
on an ongoing basis
throughout the entire
MAE program,
including
coursework, the
process of designing
and conducting a
study, and writing
and submission of
comprehensive exam.
Students’ grade for each
research class is posted and
recorded. We will also use
a checklist that lists the
individual assignments that
are pertinent to this
competency for each
course. This checklist will
be shared with the student’s
advisor and other
department faculty
How/With Whom
Results will be Shared
Externally
Department staff will
summarize and share
results for all MAE
students at the end of
each year. These results
will be shared with
faculty in the Dept of
Educational Psychology
and Foundations and
with the Special
Education Advisory
Board.
Department staff will
summarize and share
results for all MAE
students at the end of
each year. These results
will be shared with
faculty in the Dept of
Educational Psychology
and Foundations and
with the Special
Education Advisory
Board.
Measure or
Competency
Demonstrate the
ability to collaborate
with and support
other professionals
and family members
in designing and
implementing high
quality practices
Assessment Methods
(What, who, how)
This competency will be
assessed by examining
students’ performance in
field-based assignments.
For example, some students
enroll in practica that
involve teaching children,
and other courses require
students to collaborate
with others in designing &
implementing practices.
Assessments will be
conducted by course
instructors and advisors.
Demonstrate the
This competency will be
knowledge and skills assessed by examining
necessary to design
students’ performance on
and promote systemic course assignments and
change that leads to
completion of
large scale and lasting comprehensive exams
improvements in
and/or final research paper.
services for children
Assessments will be
with disabilities and
conducted by course
their families
instructors and faculty
advisors.
Frequency and
Timing
How Results will be Used/
Shared Internally
Assessments occur
on an ongoing basis
throughout the entire
MAE program.
Students’ grade for each
research class is posted and
recorded. We will also use
a checklist that lists the
individual assignments that
are pertinent to this
competency for each
course. This checklist will
be shared with the student’s
advisor and other
department faculty
Assessments occur
on an ongoing basis
throughout the entire
MAE program,
including
coursework, the
process of designing
and conducting a
study, and writing
and submission of
comprehensive exam.
Students’ grade for each
research class is posted and
recorded. We will also use
a checklist that lists the
individual assignments that
are pertinent to this
competency for each
course. This checklist will
be shared with the student’s
advisor and other
department faculty
How/With Whom
Results will be Shared
Externally
Department staff will
summarize and share
results for all MAE
students at the end of
each year. These results
will be shared with
faculty in the Dept of
Educational Psychology
and Foundations and
with the Special
Education Advisory
Board.
Department staff will
summarize and share
results for all MAE
students at the end of
each year. These results
will be shared with
faculty in the Dept of
Educational Psychology
and Foundations and
with the Special
Education Advisory
Board.
Demonstrate the
ability to promote
effective policy and
practice for children
with disabilities and
their families through
participation in
professional
organizations and
conferences
This competency will be
assessed by monitoring
students’ participation in
campus, local, state, and
national organizations that
promote advocacy for
children with disabilities
and their families.
Assessments will be
conducted by faculty
advisors.
Assessments will be
conducted every
semester.
We will use a checklist to
have students report their
involvement in these
activities. This checklist
will be administered every
semester.
Department staff will
summarize and share
results for all MAE
students at the end of
each year. These results
will be shared with
faculty in the Dept of
Educational Psychology
and Foundations and
with the Special
Education Advisory
Board.
Department of Special Education
MAE Courses
Course #
200:214
250:205
260:234
Course Name
Instructor
Courses Common to All Emphasis Areas
Foundations of Instructional Psychology
Educational Psych.
Educational Research
Educational Psych.
Philosophy of Education
Educational Psych.
Courses Common to Field Specialization, Career/Vocational Programming, and
Consultant Emphasis Areas
220:289
Seminar in Special Education
Deborah Gallagher/
Christopher Kliewer
Field Specialization Emphasis
220:256
Best Practices in Inclusion
Donna Raschke
220:260
Special Education Law and Policy
Susan Etscheidt
220:295
Single-Subject Research Applications in Special
Frank Kohler
Education
220:293
Qualitative Research in Special Education
Deborah Gallagher/
Christopher Kliewer
Career/Vocational Programming and Transition Emphasis
220:254
Vocational and Transition Assessment of Individuals
Sarah Semon/Chris
with Disabilities
Curran
220:290
Practicum: Work Experience Coordination
Sarah Semon/Chris
Curran
220:295
Single-Subject Research Applications in Special
Frank Kohler
Education
220:293
Qualitative Research in Special Education
Deborah Gallagher/
Christopher Kliewer
Visual Impairments Emphasis
220:125
Current Issues in Visual Impairments
Susan Brennan
220:126
Braille Learning and Tactile Communication I
Susan Brennan
220:132
Introduction to Visual Impairments
Susan Brennan
220:134
Foundation of Orientation and Mobility
Susan Brennan
220:136
Methods of Teaching Students with Visual
Susan Brennan
Impairments
220:138
Anatomy of the Eye and Educational Implications of
Susan Brennan
Low Vision
220:153
Introduction to Assistive Technology for Instruction
Amy Staples
220:192
Experience in Special Education
Susan Brennan
220:293
Qualitative Research in Special Education
Deborah Gallagher/
Christopher Kliewer
220:295
Single-Subject Research Applications in Special
Frank Kohler
Education
210:221
210:270
220:240
220:245
220:290
220:290
Consultant Emphasis
Analysis & Design of Curriculum for Young Children
Recent Developments in Middle Level Curriculum
Collaborative Consultation I: The Relationship
Collaborative Consultation II: The Process
Practicum: Consultation
Practicum: Interdisciplinary
C&I
C&I
Outcomes of Self-Study and Analysis of Data:
Department faculty collect a host of different measures to monitor students’ performance in the
MAE program. For the purposes of this report, we will summarize three outcomes that were
examined and shared among program faculty.
Number of students who complete the MAE program and employment after graduation. Our
records indicate that a total of 35 students have completed the MAE program during the past two
years. While we are unable to maintain contact with all program graduates, we do know that a
very high proportion of these individuals (over 90%) are gain employment within school or AEA
positions within six to nine months after graduation. These data are utilized to make decisions
about the demand for MAE level personnel within the state and nation.
Range of different issues or topics that candidates address or examine in their MAE programs.
One of our goals is for MAE candidates to demonstrate knowledge of important issues in the
field of Special Education, such as diversity, inclusion, disproportionality or overrepresentation
of minorities, etc. We monitor this outcome by examining the range of topics that candidates
address in independent studies or research papers during the course of their MAE program. The
data in Tables 1 and 2 indicate that a wide range of different topics have been addressed over the
past two years. These data are used to make decisions about the degree to which our MAE
program prepares candidates’ to address issues that are important in the field. Such data also
alert faculty to areas that need to be emphasized in a more formal way.
List of MAE presentations and publications. The Special Education MAE program strives to
prepare candidates to assume leadership roles in supporting and advocating for children with
special needs. Two indicators of this outcome are students’ attendance and presentations at
professional conferences, and publications in special education journals. Table 3 provides a
summary of these data for the 2009-2010 year. These data are used to evaluate the types of
opportunities that our students during their MAE program and our goal is to maximize
candidates’ participation in these activities.
Table 1
List of Independent or Readings Courses Conducted by Program Faculty
Course Title
Spring 2010
Coordination Techniques Cooperative Education Program
Fall 2009
Studies in Early Childhood
Sensory Integration
College Teaching
Coordination Techniques Cooperative Education Program
Practicum Work Experience
Practicum Work Experience
Professor
Christina Curran
Donna Raschke
Donna Raschke
Donna Raschke
Christina Curran
Christina Curran
Christina Curran
Summer 2009
Alternative Assessment
Practicum Work Experience
Practicum Work Experience
Early Childhood Special Education
Frank Kohler
Christina Curran
Susan Brennan
Donna Raschke
Spring 2009
Practicum Administration
Coordination Techniques Cooperative Education Program
Fall 2008
Special Education Support & Services
Coordination Techniques
Single-Subject Research
Practicum Work Experience
Administration of Special Education
Augmentative Communication
Summer 2008
Community Resources for Students with Disabilities
Single Subject Research
Practicum Administration
Susan Etscheidt
Christina Curran
Amy Petersen
Patricia Sitlington
Frank Kohler
Frank Kohler
Susan Etscheidt
Christopher Kliewer
Donna Raschke
Frank Kohler
Susan Etscheidt
Table 2
List of different topics or issues that MAE students have addressed in their research papers
over the past two years
Research Paper/Dissertation Title
The effectiveness of co-teaching in the general education and inclusion classrooms of Elma
Elementary Charter School
Curriculum-based measures vs. curricular assessments for IEP goal setting
Positive student-teacher relationship and the impact on student behavior
The Effects of teaching social skills on the interactive play of 4-year-olds enrolled in a
Christian-centered preschool
Developmental checklists for infants and toddlers which will be current and user-friendly for
both parents and professionals
Research-based interventions for promoting interactive play skills among young children
diagnosed with autism and their siblings and peers
The effects of the B-Calm headset on attending behaviors during small motor activities with a
preschool student with developmental delays
The effects on children living in a drug and alcohol rehabilitation center
Increasing the social interactions of a preschool child with developmental disabilities at the
dinner table with family and the effects of an interactive placemat game
Student with special needs: Transition into adult life
The Effectiveness of colored overlays on reading achievement and attitudes toward reading
for students with scotopic sensitive syndrome
Class and race in education
The parallel worlds
Unspoken exclusion: Those who fall in-between the lines
Examining the use of one paraeducator and her assigned student
The effect of physical activities on preschool children’s appropriate participation in circle
time
Addressing students’ individual needs within the context of group instruction: A review of
the literature
Life skills: Are they necessary to a student with disabilities successful transitioning to adult
life? If necessary, what method lends itself to student success?
Emergent literacy for students with visual impairments: A qualitative study
Exploring vital components of student transition programs
Assistive technology in literacy
Poverty affects differently-abled children during the Christmas season
Characteristics of Highly Effective Teachers: A Perspective from Students with Disabilities
The effectiveness of an active learning device to teach alphabet recognition skills to
preschool children
A review examining the conditions and benefits of co-teaching
Differentiated instruction: Could it work in a rural, small school?
Living arrangements for individuals with severe disabilities: A review of the literature
Self-monitoring in secondary settings – A literature review of self-monitoring in academic,
behavioral, and employment settings
The effects of teaching mothers to use incidental strategies on an infant’s vocalizations
Inclusion in the early childhood special education classroom: Positive and negative effects
implementing the program and recommendations
Table 3
List of MAE Student Conference Presentations and Publications over the past year
Alford, A., & Staples, A. (2008). Preparing preservice special educators for co-teaching:
How’s it going? Presented at the Annual Meeting of the American Educational Research
Association, New York, NY.
Hinzman, M., Kliewer, C., Lund, S., Petersen, A., Schoeppner, A. (2010). Supporting
comprehensive literacy opportunities for all beginning in early childhood. Presentation
at PEAK Conference on Inclusive Education, Denver, CO.
Taylor, J., Stevenson, K., Raschke. D., & Kohler, F. (2010). The effects of a B-Calm Headset on
the attending behaviors of two preschoolers with developmental delays. Presentation at
the Annual Conference for the Division of Early Childhood, Kansas City, MS.
Table 1
Department of Special Education MAE Program
List of Independent or Readings Courses Conducted by Program Faculty
Course Title
Spring 2010
Coordination Techniques Cooperative Education Program
Fall 2009
Studies in Early Childhood
Sensory Integration
College Teaching
Coordination Techniques Cooperative Education Program
Summer 2009
Alternative Assessment
Professor
Christina Curran
Donna Raschke
Donna Raschke
Donna Raschke
Christina Curran
Frank Kohler
Early Childhood Special Education
Spring 2010
Coordination Techniques Cooperative Education Program
Fall 2008
Special Education Support & Services
Coordination Techniques
Single-Subject Research
Augmentative Communication
Summer 2008
Community Resources for Students with Disabilities
Single Subject Research
Donna Raschke
Christina Curran
Amy Petersen
Patricia Sitlington
Frank Kohler
Christopher Kliewer
Donna Raschke
Frank Kohler
1. who pass practicum experiences. Table 1 indicates the number of students who
successfully completed (passed) practica experiences for each of our undergraduate
endorsement programs during the past two years. The results indicate that a very high
proportion of students completed each program. Faculty consider these data to make
decisions about the need for student recruitment, as well as the methods that we utilize to
support students’ success in our programs.
2. Range and Diversity of Practicum Experiences for special education minors. Another
outcome that all programs monitor is the range of schools that are utilized for special
education practica and specific demographic information for each school. This
information is used to judgments about the range of opportunities that students have to
learn about diversity in their field experiences. Table 2 specifies the schools that
participated in practicum placements for the Instructional Strategist I Program during the
2009-2010 year. Table 3 indicates specific demographic information about a host of
different schools that have hosted our undergraduate practicum students over the 20092010 year.
3. Performance on the Renaissance Teacher Work Sample. Table 4 provides a summary of
TWS scores (by category) of candidates who minored in the Instructional Strategist I
program compared to all teaching majors. The data indicate that the Instructional
Strategist I graduates performed as well or better than the other group on all eight
categories of the Teacher Work Sample. These data are examined and utilized to
evaluate the effectiveness of our special education programs and to identify areas our
students are not adequately prepared for.
4. Ratings received on the Student Teacher Evaluation Forms. As noted earlier, all teaching
candidates receive a formal evaluation from their faculty supervisor during the student
teaching experience. Along with the TWS, this provides a follow up measure of
performance for our special education minors. Table 5 summarizes the data for each
special education endorsement (compared to all teaching majors) for the 2009 – 2010
academic year. These data are used to evaluate the effectiveness of our preparation
programs and to identify areas that our students are not adequately prepared for.