INSTITUTION: Indiana –Purdue University Fort Wayne
PROGRAM: Special Education/Mild Intervention
DATE: 2/01/08
CONTACT PERSON: Jane Leatherman, PhD Program Director
PHONE: 260-481-5742
EMAIL: leatherj@ipfw.edu
Document # 1
_______ A. Unit Summary
_______ B. Teacher Education Courses
_______ C. Program Field Experiences
Document # 2
_______ A. Curriculum
_______ B. Standards Matrix
_______ C. Assessment Data
_______ D. Faculty
1
Document # 2: Content Program Specifics
The information for this document is compiled as a Microsoft word document, IPFW
Special Edu Program Review doc 2.
Contents:
A. Content Curriculum Section
1. Listing of courses required for the Special Education Mild Intervention
Licensure Program …… Page 3
2. Description of courses for the program…..Pages 3 - 4
B. Content Standards Matrix Section
IPFW School of Education Special Education Council for Exceptional Children
(CEC) Content Standards Alignment Matrix…Pages 5 -15
C. Assessment Data Section
1. Assessment Data Document …..Page 16
2. C. 2 a. Scoring Rubric for Reflections based on CEC standards …..Page 17
C. 2 b. Rubric for LD Issues Research Paper …..Page 18
C.2 c. EDUC K352 Case Study Grading Form….. Page 19
3. Curriculum /Program/unit operations modifications made based on this data
History of Change …..Page 19 - 22
4. Summary of Unit Reflection Initial Programs: Unit-Wide Changes
…..Pages 22 - 24
D. Faculty Section
Special Education Faculty …..Page 24
2
Document # 2: Content Program Specifics
A. Content Curriculum Section
1. Special Education Undergraduate Courses
K201 Schools, Society, & Exceptionality (1-credit hour)
K206 Methods for Exceptional Learners
K352 Education of Children with Learning Disabilities
K370/M301 Introduction to Learning Disabilities
K371 Assessment & Individualization of Instruction in Reading/math
K441 Transitions across the Life Span
K453 Management of Academic and Social Behavior
K465 Service Delivery Systems & Collaborative Strategies
M470 Practicum in Special Education
2. Course Descriptions
EDUC K201 (1 hr.)
"Schools, Society, & Exceptionality"
This online course is designed to give students the information needed to
be knowledgeable in special education categories, laws, and processes.
EDUC K206 (2-3 hrs.)
"Methods for Exceptional Learners"
K206 is taken following K201 and provides the knowledge and experience
for students to gain insight into the accommodations needed for
exceptional learners in the regular classroom setting. Emphasis is placed
on inclusion practices. (P:201 & Entrance to Teacher Education Program)
EDUC K352 (3 hrs.)
"Education of Children with Learning Disabilities"
Educational programs for optimum growth and development of children
with learning disabilities is covered. Study and observation of curricular
content, teaching methods, and materials are studied. (P: K201 & K206)
EDUC K370/M301 (3 hrs.)
“Introduction to Learning Disabilities"
A basic survey of the mental retardation and learning disabilities fields are
studied. Definitions, classifications, diagnostic and treatment procedures
are discussed and educational viewpoints studied. An initial practicum
(M201) is included. (P: K201 & K206)
3
EDUC K371 (3 hrs.)
"Assessment/Individualization in Reading & Math"
Emphasis in K371 is on assessment and remediation procedures that
address math and reading problems of students with mild disabilities.
(P: K201 & K206)
EDUC K 441 (3 cr.)
“Transitions Across the Lifespan”
This course is designed to give prospective teachers information and skills
necessary to effectively teach students with disabilities at the high school
level. An overview of characteristics of secondary students with mild
disabilities, school programs, and transition from school life to adult life,
curriculum issues, and strategies of effective instruction for students with
disabilities will be covered. (P: K201, K206, & K370)
EDUC K453 (3 hrs.)
"Management of Academic & Social Behavior"
Survey principles of behavior management and social skills training is
covered as students apply information to educational environments.
Students learn how to define, observe, measure, record and change
academic and behavioral patterns. (P: K201& K206)
EDUC K465 (3 hrs.)
"Service Delivery Systems & Collaborative Strategies"
K465 reviews methods of implementing service delivery systems as they
relate to IDEA. Consultation, collaboration, and teamwork strategies are
emphasized. (P: K201 & K206)
EDUC M470 (3-8 hrs.)
"Practicum in Special Education"
This is a field-based course in which students apply knowledge to the
classroom setting. Grade: S or F. (P: All Special Education courses)
4
2. B. IPFW School of Education Special Education
Council for Exceptional Children (CEC) Content Standards Alignment Matrix
Standard #1: FOUNDATIONS
Educators of students with exceptional needs understand the field of special education as an evolving and changing discipline based on
philosophies, evidence-based principles and theories, relevant laws and policies, diverse and historical points of view, and human issues
Knowledge: the educator of students with exceptional needs:
K201
K206
K352/
M201
K370
K371
M301
K441
K453
K465
2
1. understands the theories and philosophies that provide the basis
for special education.
2. understands how factors in the student's environment, such as
beliefs, traditions, and values, vary across cultures and affect
relationships between and among students, families, schools, and
communities.
3. understands state and federal regulations, local level policies and
procedures, and due process requirements as they relate to
assessment, eligibility, and placement of students with exceptional
needs.
4. knows the rights and responsibilities of parents, students,
educators, and other professionals as they relate to students with
exceptional needs.
5. understands the concepts of free, appropriate, public education
(FAPE) and least restrictive environment
6. understands philosophies, theories, models, definitions, and
issues related to the education of individuals requiring mild
interventions.
7. understands factors that influence the over-representation of
culturally/linguistically diverse students in programs for individuals
requiring mild interventions.
8. understands the purpose of general education intervention.
2
M470
8
2
3
2
2
3
2
3
8
2
3
8
2
3, 7
8
3
1,3
3
7
Performance Assessment Examples: (1) Paper, (2) Exams/Quiz: Multiple Choice, T/F, (3) Exam/Quiz: Short Answer, Essay,
(4) Project, (5) Lab/Report, (6) Journal Reflections, (7) Lesson Plan, (8) Teaching, (9) Other (specify).
8
5
2. B. IPFW School of Education Special Education
Council for Exceptional Children (CEC) Content Standards Alignment Matrix
Standard #2: DEVELOPMENT AND CHARACTERISTICS OF LEARNERS
The educator of students with exceptional needs is knowledgeable of human growth and development and uses this knowledge
to provide meaningful learning opportunities.
Knowledge : the educator of students with exceptional needs:
K201
1. understands typical and atypical human growth and
development.
2. understands variances in developmental progressions and the
uniqueness of each individual
3. knows the educational implications of various disabilities,
including sensory, cognitive, communication, physical,
emotional, and health impairments.
4. understands the effects of various medications on cognition,
communication and performance.
5. understands causes and characteristics of autism spectrum
disorders (ASD), emotional disabilities (ED), learning
disabilities (LD), mild mental disabilities (MiMD), moderate
mental disabilities (MoMD), orthopedic impairments (OI),
traumatic brain injuries (TBI), and other health impairments
(OHI).
K206
K352
K370
K371
K441
K453
K465
M470
1
1, 9
8
1
2, 3
8
1, 2
2, 3
8
1
3
1, 2, 3
3, 1
Performance Assessment Examples: (1) Paper, (2) Exams/Quiz: Multiple Choice, T/F, (3) Exam/Quiz: Short Answer, Essay,
(4) Project, (5) Lab/Report, (6) Journal Reflections, (7) Lesson Plan, (8) Teaching, (9) Other (specify).
8
6
2. B. IPFW School of Education Special Education
Council for Exceptional Children (CEC) Content Standards Alignment Matrix
Standard #3: INDIVIDUAL LEARNING DIFFERENCES
The educator of students with exceptional needs has an in-depth understanding of the unique characteristics and specialized needs of
students and the implications for academic, social, and emotional planning necessary to support continuous skill development and to
maximize independence throughout life.
Knowledge: the educator of students with exceptional needs:
K201
1. knows students as individuals and is
aware of the influence of their previous
experiences, family, culture, and learning
profiles.
2. is aware of the communicative,
intellectual, physical, and emotional
abilities of each student.
3. is knowledgeable of family
expectations of and for the learner.
4. knows evidence-based practices to
address the unique learning styles of
individuals
5. knows a variety of
resources/materials/activities matched to
students’ learning styles, strengths and
needs to enhance skill development
6. knows the potential impact of various
disabilities on learning.
7. understands that the dispositions and
actions of educators affect the learning,
behavior and self-esteem of the learner.
8. understands the impact of sensory and
environmental stimuli on learning
9. knows effective means of supporting
transitions across environments.
K206
K352
M201
K370
3,7
1, 2
4, 7
K371
M301
4, 7
K441
K465
M470
9 case study
8
3
2
1, 2
K453
4, 7
7, 2
4, 7
7
8
2
3
8
3
7
3
8
3
8
2
2
1, 3, 4
Performance Assessment Examples: (1) Paper, (2) Exams/Quiz: Multiple Choice, T/F, (3) Exam/Quiz: Short Answer, Essay,
(4) Project, (5) Lab/Report, (6) Journal Reflections, (7) Lesson Plan, (8) Teaching, (9) Other (specify).
7
2. B. IPFW School of Education Special Education
Council for Exceptional Children (CEC) Content Standards Alignment Matrix
Standard #4: INSTRUCTIONAL STRATEGIES
The educator of students with exceptional needs possesses a repertoire of evidence-based instructional strategies and
knowledge of technology, and selects, adapts, and uses these strategies and technologies to promote positive learning results.
K201
K206
K352
7
2,7
2, 3, 7
2
2, 7
7, 3, 6
2
2, 7
3, 6, 7
Knowledge : the educator of students with exceptional needs:
1. knows the academic standards and general
education curriculum appropriate to the grade
levels, content areas, and developmental levels of
students.
2. knows competing theories for teaching reading,
language arts, mathematics, science, and social
studies.
3. knows a variety of instructional strategies,
accommodations, modifications, assistive
technologies, and resources to support the unique
needs of learners.
4. knows learning strategies, study skills, and testtaking strategies based on the individualized
education program.
5. knows resources and techniques to support
transitions within school and out of school.
K370
7
K371
K441
K453
K465
M470
2
8
3
8
3
8
3,4
Performance Assessment Examples: (1) Paper, (2) Exams/Quiz: Multiple Choice, T/F, (3) Exam/Quiz: Short Answer, Essay,
(4) Project, (5) Lab/Report, (6) Journal Reflections, (7) Lesson Plan, (8) Teaching, (9) Other (specify).
8
2. B. IPFW School of Education Special Education
Council for Exceptional Children (CEC) Content Standards Alignment Matrix
Standard #5: LEARNING ENVIRONMENTS AND SOCIAL INTERACTIONS
The educator of students with exceptional needs is cognizant of the importance of active learning environments and
collaboratively designs settings that foster an enriching, nurturing, and safe climate where diversity and risk taking are valued.
Knowledge: the educator of students with exceptional needs:
K201
K206
K441
K453
1, 4, 6
3, 4, 6
8
2. understands evidence-based classroom management theories
and strategies.
3, 4, 6
8
3. understands how teacher dispositions and behaviors
influence students
4. understands the impact of cultural differences on student
interactions
5. knows strategies for crisis prevention and intervention.
3, 4, 6
1. understands the demands of learning environments.
6. knows strategies for preparing individuals to live
harmoniously and productively in a culturally diverse world.
7. understands ways to create learning environments that allow
individuals to retain and appreciate their own and each others’
respective language and cultural heritage.
8. is aware of ways of adapting the physical environment to
support individual learning needs.
9. knows methods for ensuring individual academic success in
one-on-one, small-group, large-group, and co-teaching
settings.
10. know a variety of approaches to designs positive learning
environments
K352
K370
2, 7, 6
7, 6
4, 7
K371
3
K465
M470
3
3, 4, 6
8
3, 4, 6
2
2
4,7
4, 7
4
8
3, 4, 6
2, 7
3, 7
8
7,8
3, 4, 6
Performance Assessment Examples: (1) Paper, (2) Exams/Quiz: Multiple Choice, T/F, (3) Exam/Quiz: Short Answer, Essay,
(4) Project, (5) Lab/Report, (6) Journal Reflections, (7) Lesson Plan, (8) Teaching, (9) Other (specify).
8
9
2. B. IPFW School of Education Special Education
Council for Exceptional Children (CEC) Content Standards Alignment Matrix
Standard #6: COMMUNICATION
The educator of students with exceptional needs understands typical and atypical language development and uses
individualized strategies to enhance language development and teach communication skills.
Knowledge : the educator of students with exceptional needs:
K201
2.
K206
K352
K370
K371
K441
K453
K465
M470
1. understands the developmental nature of communication
skills needed for participation in community and educational
environments
2
6, 7, 8
2. understands the effects of cultural and linguistic differences
on growth and development.
2
6, 7, 8
3. understands how one's own culture and use of language may
differ from others, create barriers, or lead to misunderstanding
2
6, 8
4. 4. understands the impact of students’ communication skills on
quality of life.
6, 7, 8
3
2
5. is familiar with augmentative, alternative, and assistive
technologies to support and enhance communication.
2
2
6. understands the impact of communication skill deficits on
academic and non-academic achievement.
7. understands typical language development and how that may
differ for individuals with autism spectrum disorders (ASD),
emotional disabilities (ED), learning disabilities
3
2
2
6, 7, 8
3
Performance Assessment Examples: (1) Paper, (2) Exams/Quiz: Multiple Choice, T/F, (3) Exam/Quiz: Short Answer, Essay,
(4) Project, (5) Lab/Report, (6) Journal Reflections, (7) Lesson Plan, (8) Teaching, (9) Other (specify).
10
2. B. IPFW School of Education Special Education
Council for Exceptional Children (CEC) Content Standards Alignment Matrix
Standard #7: INSTRUCTIONAL PLANNING
The educator of students with exceptional needs understands that individualized planning is at the center of special
education practice.
Knowledge : the educator of students with exceptional needs:
K201
6. utilizes knowledge of learners’ families to support
realistic expectations of students.
7. creates activities that enable students to develop
intellectual curiosity and become problem solvers
and lifelong learners
K352
K370
K371
K441
K453
4, 6, 7
1. develops individualized educational plans
including goals, objectives, and benchmarks based on
learners’ abilities, needs, prior knowledge, cultural
background, and curriculum standards.
2. writes goals which are observable and measurable
3. prepares appropriate lesson plans informed by
learners’ abilities and needs, curriculum standards,
learning theory, and evidence-based best practice
4. plans for appropriate adaptations of curriculum,
instruction, and assessment to address learners'
intellectual, physical, and emotional abilities
5. utilizes knowledge of community and school
resources in designing relevant learning opportunities
which transfer to the individual learner's current and
future life.
K206
4
4
4
K465
M470
4
7, 8
4
7, 8
6, 7
4
7
7, 8
7
7, 8
1
4
1
4
7
2, 4,
6
4
7, 8
Performance Assessment Examples: (1) Paper, (2) Exams/Quiz: Multiple Choice, T/F, (3) Exam/Quiz: Short Answer, Essay,
(4) Project, (5) Lab/Report, (6) Journal Reflections, (7) Lesson Plan, (8) Teaching, (9) Other (specify).
11
2. B. IPFW School of Education Special Education
Council for Exceptional Children (CEC) Content Standards Alignment Matrix
Standard #7: INSTRUCTIONAL PLANNING
(Continued)
K201
K206
8. adjusts instructional plans based on results of
continuous assessment.
K352
M201
7
K370
7
K371
M301
4
K441
K453
2
10. plans for the effective use of support personnel to
promote student learning and well-being.
3
4
4
2
4, 6
11. uses functional behavioral assessments to develop
behavioral intervention plans.
12. plans for the transfer of skills from educational to
real-life settings
7
13. selects and designs technology, materials, and
resources to meet student needs
7, 2
7, 3
14. integrates academic instruction, affective
education and behavior management
7, 2
7, 3
15. provides instruction on the use of alternative and
augmentative communication
2
16. develops strategies for teaching students to selfmanage health-related conditions.
2
2
4
8
8
4
4, 7
M470
8
4, 6
9. plans with colleagues and families for successful
transitions for learners.
K465
8
4
8
4, 6
8
7
4
Performance Assessment Examples: (1) Paper, (2) Exams/Quiz: Multiple Choice, T/F, (3) Exam/Quiz: Short Answer, Essay,
(4) Project, (5) Lab/Report, (6) Journal Reflections, (7) Lesson Plan, (8) Teaching, (9) Other (specify).
12
2. B. IPFW School of Education Special Education
Council for Exceptional Children (CEC) Content Standards Alignment Matrix
Standard #8: ASSESSMENT
The educator of students with exceptional needs is competent in selecting, administering, and interpreting a variety of
formal and informal assessment tools and utilizes this information to design, implement, and evaluate instruction and to
guide students in self-assessment.
Knowledge
K201
1. knows basic terminology used in assessment.
2. knows the legal process and ethical obligations related to the
assessment process.
3. understands the basic concepts of measurement.
4. is familiar with a variety of instruments and procedures used
to assess students’ abilities, attitudes, interests, and performance.
5. understands the rationale for and processes involved in
completing an functional behavioral assessment.
6. recognizes the limitations of assessment instruments.
7. knows screening, pre-referral, referral, and classification
procedures.
8. knows that the purpose of ongoing assessment is to inform
teaching.
9. recognizes how environmental conditions impact the
assessment process
10. knows recommended and permissible assessment
accommodations and modifications in individual and group
assessment
11. understands the issues involved in identifying students with
exceptional needs including the needs of individuals and
families from culturally and/or linguistically diverse
backgrounds
12. knows eligibility requirements for student participation in
state mandated assessment
K206
K352
M201
K370
K371
M301
3, 4, 6
K441
K453
K465
M470
3
8
3, 4, 6
8
3, 4
8
3
4, 3, 6
3, 4
2
3
2, 7
2, 3
3
8
2, 3, 4
3
8
3
3
2
3
3, 4
3
8
3
3
Performance Assessment Examples: (1) Paper, (2) Exams/Quiz: Multiple Choice, T/F, (3) Exam/Quiz: Short Answer, Essay,
(4) Project, (5) Lab/Report, (6) Journal Reflections, (7) Lesson Plan, (8) Teaching, (9) Other (specify).
13
2. B. IPFW School of Education Special Education
Council for Exceptional Children (CEC) Content Standards Alignment Matrix
Standard #9: PROFESSIONAL
AND ETHICAL PRACTICE
The educator of students with exceptional needs understands reflective and ethical practices and the importance of ongoing
professional development to promote student growth.
Knowledge : the educator of students with exceptional needs:
K201
K206
1. understands how personal cultural biases and
differences affect one’s teaching and learning.
2
2. is aware of professional organizations relevant to
practice
1
K352
K370
K371
2
3
3
1, 2
4
K453
K465
4. understands that the needs and well-being of the student
drive all decision making
7
5. knows evidence-based instructional practices.
2, 7, 6
2
M470
8
6
3. is aware of the Indiana Professional Standards Board
professional growth plan process and implications for
lifelong learning.
6. is familiar with specific services, networks,
organizations, and publications for individuals with
autism spectrum disorders (ASD), emotional disabilities
(ED), learning disabilities (LD), mild mental disabilities
(MiMD), moderate mental disabilities (MoMD),
orthopedic impairments (OI), traumatic brain injuries
(TBI), and other health impairments (OHI)
K441
8
4
7, 8
3, 7, 6
3, 4, 6
3, 4, 6
3, 4, 6
6, 7, 8
1, 3
1
1
1
7, 8
Performance Assessment Examples: (1) Paper, (2) Exams/Quiz: Multiple Choice, T/F, (3) Exam/Quiz: Short Answer, Essay,
(4) Project, (5) Lab/Report, (6) Journal Reflections, (7) Lesson Plan, (8) Teaching, (9) Other (specify).
14
2. B. IPFW School of Education Special Education
Council for Exceptional Children (CEC) Content Standards Alignment Matrix
Standard #10: COLLABORATION
The educator of students with exceptional needs collaborates with families, colleagues, related service providers, and
community members in culturally responsive ways to support students’ learning.
Knowledge : the educator of students with exceptional needs:
1.
knows the elements of effective communication
K201
2
K206
2
K352
2
understands various models of collaborative
teaching
2.
K370
K371
K441
3
4, 6
K453
K465
2, 4
3
4, 6
4
4, 6
4
5.
is aware of the programs and services available in
school and community environment.
4, 6
4
6. knows
4, 6
4, 6
3. knows
how to develop and implement individualized
educational program as part of a collaborative team.
is aware of a wide variety of community resources and
knows how to access services to support student needs.
4.
how to make appropriate referrals for services
provided by school districts, and community and state
agencies.
2
2, 3, 6
7. is familiar with parent education programs and
resources
knows the roles and responsibilities of professional
groups and referral agencies in identifying, assessing, and
providing services to students
8.
M470
4, 6
2, 6
Performance Assessment Examples: (1) Paper, (2) Exams/Quiz: Multiple Choice, T/F, (3) Exam/Quiz: Short Answer, Essay,
(4) Project, (5) Lab/Report, (6) Journal Reflections, (7) Lesson Plan, (8) Teaching, (9) Other (specify).
15
C.1.
Assessment Data Document
Program Name Special Education
Element
Assessed
Describe the
Assessment
Activity
When is it
assessed?
Title of the
Instrument or
Rubric (Attach
copies)
Aggregated
Summary
Data for last 3
years
Curriculum/
Program/
Unit operations
modifications
made based on
this data
Content
Knowledge
for Teacher
Candidates
1) EDUC K370
a) Research article
review and write a
reflection (Sp 07)
Beginning
of program
and prior to
field exp.
class
2a.Rubric for
reflection based
on CEC
Standards (sp 07)
Sp 07 N=8
Ave.=3.187
See History of
Change
Document # 3
2, 9
See History of
Change
Document # 3
5, 7, 8
b) Research Paper
on Learning
Disabilities
2) EDUC K453
Behavior
Modification
Single Subject
Plan and write a
reflection
2b.Rubric for LD
paper (F 07)
Mid point
and prior to
practicum
2a.Rubric for
reflection based
on CEC
Standards (sp 07)
F 07 N = 5
Ave.=19.3
Fall 06 N= 7
Class is being
offered spring
2008
Content
Standards
addressed
by this
Assessment
Activity
(Be
consistent
with #B
Standards
Matrix)
Ave.= 3.65
Pedagogical
Content
knowledge
for Teachers
EDUC 352
2 Math or 2
Language Arts
lesson plans
Mid point
and prior to
practicum
2c.Case Study
Grading form
lesson plan
format
F 07 N= 8
Ave.= 24.375
See History of
Change
Document # 3
Professional
and
Pedagogical
knowledge
and skills for
teacher
candidates
Student
Learning for
teacher
candidates
EDUC K371
Conduct an
assessment and
write a reflection
Mid point
and prior to
practicum
2a.Rubric for
reflection based
on CEC
Standards
Su 07 N=4
Ave.= 3.5
See History of
Change
Document # 3
EDUC M470
Lesson plan and
reflection
During
practicum
2a.Rubric for
reflection based
on CEC
Standards
F 07 N= 4
Ave.= 3.275
See History of
Change
Document # 3
3, 4, 5, 7, 8,
9
3, 7, 8, 9
1, 3, 4, 5, 6,
7, 8, 9
16
C. 2 a
Scoring Rubric for reflections based on the
Council for Exceptional Children (CEC) Standards
Name:___________________________________ Program:_______________________
Course Title:_______________________________
Course Number:_______________
Instructor:_________________________________ Date: ________________________
Name of Artifact:_________________________________________________________
Standard #_______________________________________________________________
Level of Performance
Element
Unsatisfactory (1)
Basic (3)
Proficient (4)
Explanation of
standard
Statement demonstrates limited
understanding of the standard.
Candidate may just restate wording
of the standard
Description of
artifact
Statement provides an unclear or
vague description of artifact
Statement demonstrates
understanding of the standard.
Candidate attempts to explain
the standard rather than just
restating.
Statement provides a clear
description of the artifact.
Analysis of
learning
Statement provides little or no
analysis of what was learned in the
production of the artifact
Statement does not provide
convincing evidence of the
connection between the artifact and
how this artifact demonstrates
developing competence on the
CEC standard
Writing is of poor quality and may
contain a pattern of grammatical
errors. Presentation and
organization show minimal or lack
of planning, execution and
selection
Statement provides basic
analysis of what was learned in
the production of the artifact
Statement provides some
convincing evidence of the
connection between the artifact
and how this artifact
demonstrates continuing
competence of the CEC standard
Writing is of good quality with
only minor grammatical errors in
the reflection statement.
Presentation and organization
show adequate planning,
execution and selection
Statement clearly demonstrates
understanding of the standard.
Candidate interprets and
explains standard rather than just
restating.
Statement provides a clear,
detailed description of the
artifact
Statement provides in-depth
analysis of what was learned in
the production of the artifact
Statement provides clear and
convincing evidence of the
connection between the artifact
and how this artifact
demonstrates continuing
competence of the CEC standard
Writing is of high quality with
no grammatical errors in the
reflection statement.
Presentation and organization
show good planning, execution
and selection
Demonstration
of competence on
CEC standard
Overall writing
quality
Level of Performance
Element
Explanation of standard
Unsatisfactory (1)
Basic (3)
Proficient (4)
Points
Description of artifact
Analysis of learning
Demonstration of competence on
CEC standard
Overall writing quality
Total: ___
Average: ____
(Average of 3 is required for satisfactory completion of the assignment
17
C. 2 b.
EDUC K370
Intro to Learning Disabilities
Name: __________________
Fall, 2007
Rubric for LD Issues Research Paper – 20 Points Total
(2 Pt.)
Does not meet expectations
Ideas & Content
- Paper does not
address questions.
- Content is inappropriate for
assignment.
Organization
- Little sense of direction
- No clear beginning or ending
- Details do not relate to the
topic.
Assignment
- Several aspects of assignment
not met
Mechanics/Grammar
Vocabulary
- Limited Vocabulary
- Incomplete sentences
- Run-on Sentences
- More than 10 errors in
spelling, grammar, punctuation
Class Summary of Research
- Does not present summary of
research findings adequately.
(3 Pts.)
Marginally meets
expectations
Ideas & Content
(4 Pts.)
Fully meets
expectations
Ideas & Content
- Paper strays from
stated question.
- Content is somewhat
appropriate for the topic.
Organization
- Sequence somewhat
unclear or ineffective
- Misplaced details
- Paper states &
addresses question.
- Content is very well
presented in paper.
Organization
- Effective sequence
- Clear sense of
beginning/ending
Assignment
- Somewhat meets
assignment requirements
Mechanics/Grammar
Vocabulary
- Vocabulary is adequate
Assignment
- Clearly meets
assignment requirements
Mechanics/Grammar
Vocabulary
- Strong use of
professional vocabulary
- Complete sentences
- Varied sentence
structure enhances the
paper.
- Less than 5 errors in
spelling, grammar,
punctuation.
- Complete sentences
- Minimal sentence
variety
- 5-10 errors in spelling,
grammar, punctuation
Score
Class Summary of
Class Summary of
Research
Research
-Adequately presents
-Strong presentation of
research findings to class. research findings to the
class.
Total Score:
18
C. 2. c
EDUC K352 Case Study Grading Form
Lesson Plan Format: (26 points each) Name ______________________________
TITLE: The title of the lesson (1 pt)
GOAL: What is the student supposed to know after the lesson is taught? Indiana State
Standard that addresses the goal. (4 pts)
MATERIALS: Describe the materials you will need to conduct the lesson. (4 pts)
PROCEDURES AND METHODS: Write your procedure and method. Please make
sure you describe the activity enough so that someone observing you can follow the plan.
(12 pts)
EVALUATION: Discuss your assessment methodology. Complete an informal
assessment with the student for each goal. The pre- and post-test should have 6-10 items
and be included with the lesson plan. The original student pre and post test should be
included with the lesson plans. (5 pts)
C. 3. Curriculum/Program/Unit operations modifications made based on this data
History of Change
Over the last 3 years, the special education program has experienced a significant faculty
turnover. Additionally, the program has been going through several curricular changes,
including the development of an advanced special education program. Because of faculty
and programmatic changes, the assessment system has not been as consistent as needed,
but we have data available for fall 06, spring 07, summer 07, and fall 2007. As of fall
2007, there are three full-time tenure track faculty, and the program goals and
expectations are being clearly articulated throughout the courses. The faculty is in the
process of completing the Program Guide and Unit Assessment System, which will
greatly aid in the consistency of data collected.
Assessment in Course EDUC K370:
Description of Assignment/Assessments:
a). Research Article: Teacher candidates will read a research article on current
issues in Learning Disabilities, Mild or Moderate Mental Disabilities, or
Emotional Disabilities and write a summary/analysis of that article. Then write a
reflection using the CEC standard #2 which addresses development and
characteristics of learners.
The rubric has 5 categories and a maximum of 4 points for each category for a
total of 20 points. The number of candidates is 8 and the average for the reflection
is 3.1. This is a satisfactory score, but we feel it can be improved upon.
b). Learning Disabilities Issues Paper: Teacher candidates will write a 5-7 page
paper on a topic of current issues in Mild Disabilities. The Rubric for LD Issues
Research Paper will be used to grade the paper.
19
The scoring rubric has 5 categories and a maximum of 4 points for each category
for a total of 20 points. The number of candidates is 5 and the average for the
assignment is 19.3. This average is a satisfactory score, but may not be a true
understanding of the candidate’s knowledge.
Instrument/Rubric:
a. The Scoring Rubric for reflections based on the Council for Exceptional
Children (CEC) Standards was used to assess the reflection on this assignment.
b. The Rubric for LD Issues Research Paper was used to assess this paper.
Changes to the course/assignments:
In the past, there were multiple instructors for this course who addressed different
assignments. For consistency, we are in the process of requiring the same
reflection for the same assignments each semester the course is offered. This
consistency with assignments and reflections began spring 2008 semester.
Assessment in Course EDUC K453:
Description of Assignment/Assessments:
Teacher candidates will design a behavior modification single subject procedure.
This will include (a) identification of a target behavior, (b) goal selection, (c)
observation and analysis of behavior, (d) selection of procedures,
(e) implementation, (f) and evaluation. Teacher candidates will write a reflection
using the CEC standard # 5, Learning Environments and Social Interactions.
The rubric has 5 categories and a maximum of 4 points for each category for a
total of 20 points. The number of candidates is 7 and the average for the reflection
is 3.65. This score is satisfactory and we will attempt to maintain the level of
candidate understanding.
Instrument/Rubric:
The Scoring Rubric for reflections based on the Council for Exceptional Children
(CEC) Standards was used to assess the reflection on this assignment.
Changes to the course/assignments:
The teacher candidates seemed to make connections between the behavior
modification plan and the CEC standards. We will continue to facilitate the
candidate’s understanding of how the assignment addresses the CEC standard
number 5, Learning Environments and Social Interactions, on the learning
environment and social aspects of learning.
Assessment in Course EDUC K352:
Description of Assignment/Assessment:
Case Study Assignment: Lesson plan format
20
Over the course of the semester the teacher candidate will work (30 hours) with a
student identified as having a learning disability, mild mental retardation, or
emotional disability. This student should be in grades 1-12. The Case Study
assignment is composed of 3 main parts: (1) IEP, (2) Lesson Plans based on
informal assessments and (3) Presentation. The Lesson Plan Format included the
title, goal, materials, procedures, and evaluation.
The scoring criterion for the assignment has a total of 26 points per lesson plan.
The scores reported are the averages from the two math lesson plans turned in as
part of the complete Case Study Assignment. The number of candidates is 8 and
the average for the assignment is 24.3. This score is satisfactory, but we are not
sure the rubric is the most appropriate way to assess the candidate’s pedagogical
content knowledge.
Instrument/Rubric:
The EDUC K352 Case Study Grading Form for the lesson plan format was
used to grade the lesson plans in math and language arts.
Changes to the course/assignments:
Teacher candidates did not seem to have closure with the assignment and the
current grading criteria may not be the most appropriate. The IEP and the lesson
plans seemed to be disconnected for a majority of the teacher candidates.
Therefore, we need to require reflections to assist teacher candidates to
connect different parts of the assignments; IEP, informal assessments, and lesson
plans. Additionally, we need to focus more on the IEP development. We are in the
process of making these modifications.
Assessment in Course EDUC K371:
Description of Assignment/Assessment:
Teacher candidates are to choose a standardized assessment from the in-class list
provided or have their specific assessment approved by the instructor. After
conducting the assessment on a P-12 student, the teacher candidate is to write a
paper about the assessment and the testing experience. After the teacher
candidate completes the evaluation paper, they are to write a reflection using the
CEC standard #8, Assessments.
The rubric has 5 categories and a maximum of 4 points for each category for a
total of 20 points. The number of candidates is 4 and the average for the reflection
is 3.5. This score is satisfactory and we will attempt to maintain the level of
knowledge and skills.
Instrument/Rubric:
The Scoring Rubric for reflections based on the Council for Exceptional Children
(CEC) Standards was used to assess the reflection on this assignment.
21
Changes to the course/assignments:
Teacher candidates appropriately reflected upon the assignment but did not seem
to make the link between standardized assessment data and the next step of
planning and implementing a lesson plan based on the test results. As of summer
2008, we will change the assignment to require a written lesson plan based on the
standardized assessment data collected. Then the reflection will be on the
complete cycle of assessment: assessment, plan and implement lessons, and
assessment. The expectation is that different assignment and reflection will better
measure Professional and Pedagogical knowledge and skills.
Assessment in Course M470:
Description of Assignment/Assessment:
Teacher candidates develop a lesson plan that demonstrates competencies for
Standard #3, Individual Learning Differences and Standard # 6 Language, and
include p-12 student’s work that addresses the lesson. Candidates type a reflection
using the format provided and addressing # 3, Individual Learning Differences,
with one lesson plan and student work and # 6, Language, with a second lesson
plan and student work. The scores reported are the reflection scores for the 2
lesson plans.
The rubric has 5 categories and a maximum of 4 points for each category for a
total of 20 points. The number of candidates is 4 and the average is 3.27, for both
reflections. This score is satisfactory, but should be increased because the
practicum is the culminating experience for the candidate.
Instrument/Rubric:
The Scoring Rubric for reflections based on the Council for Exceptional Children
(CEC) Standards was used to assess the reflection on this assignment.
Changes to the course/assignments:
We are in the process of changing the focus of the reflection on the CEC
standards to cover P-12 student learning. We are developing modifications to the
assessment to focus more on IEP development and connections with individual P12 student learning.
4. Summary of Unit Reflection Initial Programs
Unit-Wide Changes
Over the course of the last three years the School of Education (SOE) has been impacted
by changes external and internal to it. The Indiana University Purdue University Fort
Wayne (IPFW) Faculty Senate’s Education Policy Committee (EPC) has articulated a
pedagogical framework for the Baccalaureate degree (Senate Document 05-8) and the
Senate General Education Subcommittee has articulated student learning outcomes for
the General Education requirements of all Baccalaureate degrees. This affects mainly our
22
Initial programs. As a school we have been required to align our Conceptual Framework
with that of the Baccalaureate Framework. At the same time, with an impending North
Central Association accreditation of the University in Spring of 2010, and with the thrust
from the Report of the Commission on the Future of Higher Education (2006) under
Secretary of Education Margaret Spellings to assess the learning of students in
institutions of higher education, the University is in the process of inaugurating an
electronic data assessment system, eLumen, that would allow for data to be gathered at
the course level, but used at the school level and the University level for assessment
purposes. While we in the SOE have developed our own Data Management System, we
will soon be in the process of migrating some of our DMS data to eLumen..
The Indiana General Assembly has required Indiana University to reach articulation
agreements with Ivy Tech Community College, effective with the freshman 2008 class.
The mandated articulation with Ivy Tech Community College requires curricular changes
in selected programs. This has mainly affected our Initial programs. During the 2007
calendar year SOE faculty in the Educational Studies Department revised the programs in
the Early and Middle Childhood concentrations to be in alignment with the articulation
agreement. Currently, in Spring 2008, faculty are working on the details of implementing
these changes. We anticipate having to make adjustments in our secondary programs, as
well. We have worked together with other Indiana University (IU) campuses through the
Indiana University Education Council, with faculty representatives from all IU campuses,
to coordinate a joint response to the articulation agreement.
The School of Education formed two departments, Educational Studies and Professional
Studies, in 2000. The Faculty Affairs Committee of the SOE is in the process of rewriting
the Governance Document to reflect those changes, and the departments are developing
their own governance documents. At the same time the University is promoting an
initiative to have Chairs take additional decision-making responsibility for decisions
currently made by Deans. Thus, the Governance Document will reflect a more clearly
articulated division of rights and responsibilities between departments and the SOE, as
well as, overall, more powers to departments than previously. This means that curricular
authority is moving from the school level to the departmental level.
We are currently, Spring 2008, reviewing all of our programs through the State, two
years before our next NCATE Visit in 2010. Our Initial programs under review are Early
and Middle Generalist, Computer Education, Mild Intervention, Visual Arts Music,
Theater, World Languages, Language Arts, Mathematics, Life Sciences, Earth/Space
Sciences, Chemistry, Physics, and Social Studies. We have been preparing for these
reviews for the past two years. SOE Faculty members have all been involved in the
process, and we have had opportunities to work more closely with colleagues in the Arts
& Sciences. Further collaboration is planned. Preparation of the reviews has helped us
look candidly at our programs and given us renewed understanding of and focus on
meeting content standards. We also meet regularly with the Dean’s Community Advisory
Council to give us feedback and recommendations for possible changes to our programs,
or the introduction of new programs. We convene our Teacher Education Council to
23
facilitate communication between the SOE faculty and faculty in the Arts & Sciences
about all of our teacher education programs for which we have joint responsibility.
During the last three years we have been in the process of introducing electronic
portfolios to our candidates. We chose TaskStream as our e-portfolio provider. While
undergraduate candidates have had the e-portfolio as an option since we piloted it in
2005, as of Fall 2007 all candidates in the introductory course, EDUC F300, Invitation to
Teaching, are required to use TaskStream. Because of the University’s impending use of
eLumen for assessment purposes, we are not sure how, or if, TaskStream data can be
migrated into it.
In the course of the last three years the grades in certain courses (W131, COM 114 and
EDUC W200) have been raised to a B for admission to the Initial programs. In the Exit
Portfolio student work has been required in some artifacts to show competency in
meeting the INTASC Standards, and use of technology has, also, been required. In Fall
2007 we initiated the inclusion of student work in the Performance-Based Assessment
assignment in the Exit Portfolio. The candidate reflects on how his/her teaching of a
lesson, and the student work that resulted from it, relate to two elements of the SOE
Conceptual Framework, Habits of Mind and Knowledge, and one other category of the
Conceptual Framework. In 2005 we revised the SOE Undergraduate Handbook which
more clearly articulated the rights and responsibilities of Initial Licensure candidates. The
Behavior Review Policy set firm guidelines in the area of professional dispositions.
We have been continually responding to mandates from external agencies—the Secretary
of Education, NCATE, the Indiana Department of Education—as well as IU, the IPFW
senate, the IPFW Office of Academic Affairs, the IPFW Assessment Council, SOE
colleagues, our program colleagues, our candidates, and our stakeholders, all with the
purpose of improving our programs. The aggregated content program assessment data
give us valuable feedback about the strengths and weaknesses of our programs as we
make changes within the context of the multiple mandates that frame all of our work.
D. Faculty Section
Special Education Faculty
Faculty Member
Highest
Degree
Phyllis Agness
Jane Leatherman
Ed.D.
Ph.D.
Bobbi Weikle
Ed.D.
Carol Sebastian
M.S.
Specialty
Course taught in
program
Full-time Faculty
Special Education K206
Special Education K201, K206,
K352, K 370, K
371, K465, M470
Special Education K206, K 370,
K 441, K 453
Part-time Faculty
Special Education K201
Additional
Responsibility in
Program
Spec. Ed. Program
Director
Yrs Exp
P-12
5
7
33
22
24
Kirsten Ziembo
M.S.
Special Education
K201, K206
6
25