MAE/Teacher Leader – Special Education: LBD 2011‐12 Page 1 of 7 MAE/Teacher Leader – Special Education: LBD – Advanced Preparation Annual Program Report Academic Year 2011‐12 Gail Kirby February 25, 2013 1. Continuous Assessment Results a. Admission Data Table 1 provides the average admission test scores and admission grade point average (GPA) of MAE/Teacher Leader – Special Education: LBD candidates approved by Graduate Studies and Research for admission into graduate preparation programs during this academic year. Before the Office of Teacher Services submits their names for review and approval by the PEC, candidates must meet minimum requirements established by the state and/or the WKU Professional Education Unit. Table 1. Approved Candidate Test Score Averages Program GRE
Composite N Mean N Mean N Mean
No 55 3.28 16 3077 No Data Data UG GPA GAP GRE‐V GRE‐Q GRE‐A GRE‐AW N Mean
21
372
N Mean
21
443
N Mean 6 557 N Mean
15
3.6
MAE/Teacher Leader – Special Education: LBD b. Course Based Assessment Data Table 2 provides the percentage of MAE/Teacher Leader – Special Education: LBD candidates (N = 61) scoring at each level of proficiency on critical performances within education courses for this academic year. Proficiency levels are based on a scale of 1 – Standard Not Met, 2 – Standard Partially Met, 3 – At Standard, and 4 – Above Standard. Table 2. CP Proficiency Level Percentages Course 1 2 3 4 EXED 515 0.00% 3.45% 41.38% 55.17% EXED 516 3.03% 0.00% 57.58% 39.39% EXED 518 0.00% 0.00% 3.13% 96.88% EXED 531 0.00% 0.00% 8.33% 91.67% EXED 532 0.00% 0.00% 33.33% 66.67% EXED 533 0.00% 0.00% 0.00% 100.00% EXED 535 0.00% 0.00% 0.00% 100.00% EXED 590 0.00% 0.00% 0.00% 100.00% MAE/Teacher Leader – Special Education: LBD 2011‐12 Page 2 of 7 Course 1 2 3 4 EXED 610 0.00% 0.00% 25.00% 75.00% Grand Total 1.04% 0.26% 30.05% 68.65% Table 3 indicates the level of MAE/Teacher Leader – Special Education: LBD candidates (N = 61) proficiency across critical performances related to the Kentucky Teacher Standards (KTS). Candidates receiving an overall rating of 3 or 4 on a CP are considered to have demonstrated proficiency on the standards associated with the CP. Compared to the unit‐wide results, MAE/Teacher Leader – Special Education: LBD candidates are typically performing above average. Table 3. Percent of MAE/Teacher Leader – Special Education: LBD Candidates Scoring Proficient on CPs by KTS Program 1 2 Kentucky Teacher Standards 4 5 6 7 3 8 9 10 MAE/Teacher Leader – Special 97.75 Education: LBD 100% 100% 100% 100% 96.97 100% 100% 98.18 98.31 *KTS Key: 1 – Content Knowledge, 2 – Designs/Plans Instruction, 3 – Maintains Learning Climate, 4 – Implements/ Manages Instruction, 5 – Assessment/Evaluation, 6 – Technology, 7 – Reflection, 8 – Collaboration, 9 – Professional Development, 10 – Leadership Table 4 indicates the number of MAE/Teacher Leader – Special Education: LBD candidates (N = 9) who have scored 2 or lower (below proficiency) on critical performances during this academic year. Table 4. MAE/Teacher Leader – Special Education: LBD Candidates Scoring Below Proficient on CPs Student ID 800029774 800109803 800216980 800448084 800497142 800705029 800737138 Grand Total Score 1 2 1 1 1 2 Student Count 1 1 2 3 6 9 MAE/Teacher Leader – Special Education: LBD 2011‐12 Page 3 of 7 c. Clinical Experiences Data MAE/Teacher Leader – Special Education: LBD uses the following courses and experiences to evaluate candidate dispositions: EXED 531 and EXED 590. The program has identified the following courses and experiences where candidates report the diversity of their field experiences: EXED 531 and EXED 590. As noted in other key data collection matrix, due to the nature of the MAE/Teacher Leader – Special Education: LBD program’s service delivery through distance learning, and the fact that students are often full time classroom teachers, field experiences are conducted within the full time teachers’ classrooms. For those students who have not secured a teaching position, an alternate field experience is possible through the completion of EXED 590 as an internship placement. In the event that students are placed in a final clinical experience, efforts are made to place students in settings with diverse populations designated as the experience where candidates must work in settings at or above the average 11% diversity of the schools in the 30+ counties that represent our service area. The EXED program strives to embed culturally responsive teaching methodology and knowledge into all courses. For example, in EXED 530, which is the Assessment course, students are taught how to recognize biased assessment practices and how to guard against those. To address the needs of those students who are employed in schools with a low percentage of diverse students, one of the core courses taken by all students, EXED 532, includes a module which addresses the social needs of families who have children with disabilities. Within this module, students are assigned readings and projects which address the role culture plays in working with families and builds a knowledge base pertaining to issues in responding to diverse cultures within the framework of the special education teacher. Table 5 reports how MAE/Teacher Leader – Special Education: LBD candidates performed on dispositions as they entered and progressed through their program (N = 33) and during their student teaching experience (N = 33). Students are considered “proficient” who average a 3 or higher on each disposition category. Table 5. MAE/Teacher Leader – Special Education: LBD Proficiency Rates on Unit‐Wide Dispositions Period Values Learning 100% WKU Professional Education Dispositions Values Personal Values Values Values Integrity Diversity Collaboration Professionalism 100% 100% 100% 100% Over this academic year, MAE/Teacher Leader – Special Education: LBD candidates (N = 13) reported demographic information on 20 field placements with an average of 13% ethnically diverse students, 50% students on free/reduced lunch, and 17% student with disabilities (based on National Center for Education Statistics and Kentucky Department of Education). This ethnic diversity percentage continues to be well above the average 11% diversity of the schools in the 30+ counties that represent our service area. Table 6 reveals the percentages of field experiences with various characteristics. Note that candidates could choose all the characteristics that applied for any given experience. MAE/Teacher Leader – Special Education: LBD 2011‐12 Page 4 of 7 Table 6. Percentages of Field Experience by Category Types Working with Student With Special Needs % Candidates working with Students with Physical Impairments % Candidates working with Students with Learning Disabilities % Candidates working with Students with Moderate/Severe Disabilities % Candidates working with Students with Emotional/Behavioral Disorders % Candidates working with Gifted Students % Candidates working with English Language Learners % Candidates working with Students with Visual Impairments % Candidates working with Students with Hearing Impairments % Candidates working with Students with Speech/Language Delays % Candidates working with Students with Development Delays % Candidates working with Students with Autism Spectrum Disorder % Candidates working with Students with Other Impairments Working with Diverse Students % Candidates working with African American Students % Candidates working with Native American/American Indian Students % Candidates working with Latino/Hispanic Students % Candidates working with Asian Students % Candidates working with Students with Special Needs (Aggregate) % Candidates working with Diverse Students (Aggregate) 5%
5%
0%
5%
0%
5%
0%
0%
0%
0%
0%
0%
5%
5%
5%
5%
5%
5%
Overall, as can be seen in Table 6, in 100% of their field experiences MAE/Teacher Leader – Special Education: LBD candidates reported working with at least one student with special needs and in 100% of their field experiences candidates reported working with at least one student from a diverse ethnic group. d. Culminating Assessment Data In the final semester of course work for the MAE Teacher Leader – Special Education LBD Program, all students must take and successfully pass the capstone course, TCHL 560 – Action Research Capstone for Teacher Leaders. In addition, students must present results in an approved venue. e. Exit and Follow Up Data The Praxis II exam for Exceptional Education in Learning and Behavior Disorders, administered by the Educational Testing Service, is required for certification by the EPSB for the state of KY. Those in initial preparation programs for Exceptional Education must take and pass the Education for Exceptional Students: Core Content Knowledge and the appropriate exam depending upon certification sought for LBD and MSD. For LBD certification, the Praxis II examination for Mild to Moderate Disabilities is required. Beginning with the 2010‐2011 AY, MAE/Teacher Leader – Special Education: LBD 2011‐12 Page 5 of 7 students were required to pass the Praxis II prior to enrollment in the final internship course. Most recent data indicate that our graduates have a 100% pass rate on the Praxis II in 2011‐
2012. 2. Summary of Results by Kentucky Teacher Standards and Other Key Conceptual Framework Values Students in the Exceptional Education MAE programs were assessed according to the Kentucky Teacher Standards and the standards set forth by the Council for Exceptional Children. Students were assessed through the TWS required in EXED 590 and by meeting proficiency on their Critical Performance Indicators in their coursework. Since students cannot exit the program without proficiency on their TWS and all Critical Performance Indicators, all graduates have exhibited proficiency in each of the KY Teacher Standards and the CEC standards by program completion. In the matrix within the Program Assessment Plan, standards addressed within each course as well as in the culminating EXED 590 are outlined. Overall, from the data collected pertaining to student performance on the KY Teacher Standards as well as the Council for Exceptional Children's Standards, the students in the EXED MAE programs are performing very well. Our students are sought after in the region's school districts for hire and have a reputation of being well prepared. The Table below illustrates the relationship between the KY Teacher Standards and the Council for Exceptional Children's (CEC) Content Standards for professional practice in special education. Graduates of the Exceptional Education MAE programs at WKU are expected to demonstrate their mastery of each standard through the mastery of the CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area Knowledge and Skills for which they are being prepared. Table Comparison of Council for Exceptional Content Standards and KY Teacher Standards CEC Content Standards KY Teacher Standards 1. Foundations 1. Content Knowledge 2. Development and Characteristics of 1. Content Knowledge Learners 2. Designs/Plans Instruction 3. Individual Learning Differences 2. Designs/Plans Instruction 3. Learning Climate 4. Manages Instruction 4. Instructional Strategies 2. Designs/Plans Instruction 3. Learning Climate 4. Manages Instruction 5. Assessment 5. Learning Environments and Social 3. Learning Climate Interactions 4. Manages Instruction MAE/Teacher Leader – Special Education: LBD 2011‐12 Page 6 of 7 6. Language 7. Instructional Planning 8. Assessment 9. Professional and Ethical Practice 10. Collaboration 1. Content Knowledge 1. Content Knowledge 2. Designs/Plans Instruction 3. Learning Climate 4. Manages Instruction 5. Assessment 6. Technology 7. Reflection 9. Professional Development 8. Collaboration 10. Leadership 3. Efforts to Report and Disseminate Results Exceptional Education program faculty members meet on a regular basis during fall and spring semesters of each academic year. One faculty member has been responsible for program area assessment and coordination of data within the program since 2006‐2007. This “Program Assessment Coordinator” reports to the EXED faculty on issues pertaining to program assessment; needed changes; data required from each course; and on overall program assessment matters. In addition, the Program Assessment Coordinator prepares the Unit Action Plan data, Academic Affairs Program Assessment Plans and Reports, and the Academic Program Reviews. In keeping the program assessment to one faculty member, data maintenance is consistent across reports. All reports are reviewed by EXED program faculty before submitting to the department head and other responsible parties within the college and university. Each year, program assessment data is reviewed and evaluated for information that warrants program changes in curriculum mapping, etc. 4. Key Discussions and/or Decisions Made Based on Assessment Results a. Assessment or Data Collection Changes Based on Assessment Results In preparing the Assessment Report for the 2011‐2012 AY, it has been noted that quantitative data is lacking in many areas of our program assessment for the MAE/Teacher Leader – Special Education: LBD. While Critical Performance Indicator data and pass rates for Praxis II Examinations are readily available through the Electronic Portfolio System, other data provided are largely anecdotal based upon faculty reports. While we know from these reports that our graduates are doing well, there is a need to compile this data in a much more systematic manner than in the past and to aggregate the data based upon initial and advanced preparation students. Future program assessment reports will base key program assessment upon quantitative data as well as qualitative data. MAE/Teacher Leader – Special Education: LBD 2011‐12 Page 7 of 7 b. Program Curriculum or Experiences Changes Based on Assessment Results This document highlights data from the first year of the MAE Teacher Leader Program. As we go into the second year, we will be specifically looking at the course alignments of the CEC Content Standards and the KY state teacher standards. The evaluation will help define advanced preparation competencies. c. Decisions about Group/Individual Student Progress Based on Assessment Results Faculty will continue to review needed program data and request that specific data regarding teacher dispositions, field experiences, and critical performance indicators be submitted each semester for all courses. Praxis II results will also be taken into consideration. 5. Discuss trends in assessment results over the last few years Since the development and implementation of the MAE Teacher Leader – Special Education LBD program, the assessment tool has changed, largely in part due to the changes put forth by the EPSB. Candidates no longer submit a culminating assessment of professional and pedagogical knowledge and skill, the Teacher Work Sample. Although candidates continue to create parts of the TWS, they come to the MAE with these skills already in place because they hold current teaching licensure. Faculty feels that current teachers exhibit the skills of the TWS every day in their classrooms. The focus for the culminating assessment, the Action Research capstone project, is a better indicator of research to practice in real classroom settings for Teacher Leaders. We are hopeful that Teacher Leaders will continue to look at trends and issues in their everyday work as educational researchers far after they have earned this degree. Since this year is the second following the first year of implementation, we will now be focused on outcomes of Action Research projects through a yearly survey currently in development.