REPORT ON PROGRAM REVIEW DECISION
Initial Review __X_
First Rejoinder ____
Second Rejoinder ____
Institution: Kennesaw State University
2003
Date of Review: October 16-20,
Program(s) Covered by
this Review
Program Type
Award or Degree
Level(s)
Interrelated Special
Education
Initial teacher licensure in
special education
Master’s
SECTION I.
SPA Decision on Program(s):
(Specifics of decisions on each standard are noted in the second section of this report.)
_X__ Nationally Recognized
____ Not Nationally Recognized (See Comments Section)
_____ Decision Deferred; More Information Required
Standards Met:
C1, C2, C3, C4, C5, C6, C7, C8, C9, C10
A1, A2, A3, A4, A5, A6, A7, A8, A9
F1, F2, F3
Standards Not Met:
Program meets or exceeds 80% pass rate on state licensure exams: Exempt
CEC Report on Program Review Decision
Summary of Strengths:
Impressive context statement clarifies the relationship of the program to the unit, local schools,
and the community, shows development of program over time with input from stakeholders from
the beginning; it also documents use of resources to provide quality programming.
A coordinated series of comprehensive, performance-based assessments are conducted
throughout the program. Rubrics are well thought out and individualized for each assessment.
Portfolio requirements are well conceived.
Specific plans for improvement are provided based on data collected to date.
Field experiences are developmentally sequenced across the four levels in a unique way.
This appears to be a model program for how to address CEC and NCATE standards with
supporting data.
Program report was well organized and well written. Excellent presentation!
Summary of Areas for Improvement:
Other Comments/Concerns:
Directions for Submitting a Rejoinder: A rejoinder should respond to each of the standards
listed as Not Met below. A rejoinder can include greater clarification, new or additional
information, and/or revised information beyond what was in the original program report. CEC
staff will be glad to discuss this with faculty (margiec@cec.sped.org; 703-264-9484). Submit 4
copies of the rejoinder to NCATE.
CEC Report on Program Review Decision
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SECTION II.
REPORT OF FINDINGS FOR EACH STANDARD
Content Standards: All standards are Met. There are clear links between assessments and the
standards. Faculty have planned an appropriate number of assessments that should provide them
with useful data on candidate mastery of the standards.
Decision
Met
Met
Met
Met
Met
Met
Met
Met
Met
Met
Content Standard
C1. Foundations
C2. Development and Characteristics of Learners
C3. Individual Learning Differences
C4. Instructional Strategies
C5. Learning Environments and Social Interactions
C6. Communication
C7. Instructional Planning
C8. Assessment
C9. Ethics and Professional Practice
C10. Collaboration
Assessment System Standards: All standards are Met. The assessment system described is
comprehensive and well articulated across individual courses and the program as a whole. The
system includes a range of internal and external measures with appropriate rubrics that provide
feedback on the students’ performance and the program effectiveness. Stakeholders have been
actively involved in the development and implementation of this system and the aggregated data
allows the faculty to make decisions about program improvement.
Decision
Met
Met
Met
Met
Met
Met
Met
Met
Met
Assessment System Standard
A1. Assessments address components of the standard.
A2. Assessments are relevant and consistent with the standard.
A3. Assessments are planned, refined, and implemented by key stakeholders (i.e.,
professional and local community)
A4. Multiple measures (both internal and external) are used and are systematic and
ongoing across components of the program (e.g., content, course work, field
experiences).
A5. The assessment system is clearly delineated and communicated to candidates.
A6. Assessments are credible and rigorous.
A7. The assessment system includes critical decision points.
A8. The assessment data are regularly and systematically compiled, analyzed, and
summarized.
A9. Assessment data are used for program improvement.
CEC Report on Program Review Decision
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Field and Clinical Practice Standards: All standards are Met. The program has made an effort
to plan field experiences across four developmental levels with an effort to address diverse
settings even though students are already employed as classroom teachers.
Decision
Met
Met
Met
Field and Clinical Practice Standard
F1. Developmentally sequenced field experiences
F2. Full range of abilities, ages, types and levels in a variety of settings
F3. Supervised by qualified personnel
CEC Report on Program Review Decision
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