University of Colorado Denver HLC Accreditation Report
School of Education and Human Development
Early Childhood Education Program 2009-2010
Early Childhood Education Program Educational Goals
The mission of the Early Childhood Education (ECE) program at the University of Colorado
Denver is to prepare early childhood professional leaders in Colorado with the knowledge and
skills to meet the needs of young children and their families within a rapidly changing and
diverse society. Our program provides substantive support to persons who are preparing to
become leaders in professional practice in one of two alternative career patterns: (1) early
childhood accomplished teacher and/or administrator—the Master’s degree in ECE, and (2)
specialist working with children with disabilities and their families—the license in Early
Childhood Special Education (ECSE Specialist).
The ECE Program utilizes 14 program assessments to measure the knowledge, skills, and
dispositions required to meet multiple professional standards:
 Council for Exceptional Children (CEC)
 National Association for the Education of Young Children (NAEYC)
 Performance-Based Standards for Colorado Teachers
 Colorado ECSE Specialist Licensure
Of the 14 program assessments, nine are true performance-based assessments that require the
teacher candidate to demonstrate proficiency on specific teaching tasks and the application of
knowledge in authentic settings. Proficiency on each performance-based assessment (PBA) is
determined by:
 observation and rating of teacher candidate practice by site supervisors during
authentic performance opportunities in practicum experiences, and
 review of portfolio documentation which serves as supporting evidence of the
attainment of national and state standards (unit and lesson plans; student work samples;
photographs of classroom environments and activities; formal and informal assessment
instruments; intervention and positive behavior support plans; logs of contact hours
with students, teaching teams, and families; and teacher candidate reflections on their
own performance).
Proficiency on each PBA is scored by the practicum site supervisor and university practicum
faculty based upon review of portfolio products and observed practice during practicum.
Performance-based assessments are rated on a 4-point scale:
Basic (1): Acquiring background knowledge through university coursework and
fieldwork.
Developing (2): Student demonstrates progress but does not yet meet expectations for a
beginning special education teacher; needs improvement or demonstrates inconsistent
mastery across many areas of the category.
Proficient (3): Student meets all of the expectations for a beginning special education
teacher; consistent mastery in all key areas of the category.
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Advanced (4): Student exceeds expectations for a beginning special education teacher
and demonstrates insight and leadership. This score is reserved for truly outstanding work
and is rarely given to novice teachers.
Prior to the summer of 2009, the ECE program policy was that students must achieve at least a
Proficient rating on each element of each PBA during practica in order to receive a grade of B or
better and “pass” practicum. The intent of this requirement was for practicum site supervisors to
provide feedback and guidance to practicum students until they achieved a proficient level of
performance on all aspects of each practicum experience. If a student was not deemed to be
“proficient” on all elements by the end of the semester, the student would have to take an
incomplete grade and repeat parts of the practicum until proficient. However, upon review of
PBA ratings over several years, it became apparent that practicum supervisors were reluctant to
give ratings of less than proficient (which could require the student and the supervisor to work
together beyond the semester for which the student was registered for the practicum). Thus, an
unintended consequence of the requirement for proficient ratings on each element of each PBA
became the equivalent of “grade inflation,” the result of which was limited variation in scores on
PBAs (mostly Proficient ratings with a scattering of Advanced). The ECE faculty determined
that this limited the value of PBA ratings in terms of continuous program improvement—we
didn’t have enough information on knowledge or skill area gaps observed in our ECSE teacher
candidates that could be used to inform changes/improvements in ECE course delivery or
structure of practicum experiences. The faculty decided to revise the required ratings for PBAs—
beginning summer 2009—teacher candidates now need a rating of Proficient (or Advanced) on
80% of the elements in each PBA to “pass” practicum.
Five program assessments are exams or papers completed during coursework or as a culminating
event at the conclusion of a student’s program:
 course exam covering knowledge of historical and philosophical foundations of
services for young children, trends and issues in ECSE, and law and policies that affect
young children, families, and programs for young children;
 course exam covering knowledge of young children’s medical conditions and
medications, and their possible effects on children and families;
 philosophy of education paper;
 comprehensive exam after completion of all required coursework covering knowledge
related to all CEC Content Standards; and
 Colorado state educator licensure content-area test in ECSE (PLACE: Program for
Licensing Assessments for Colorado Educators).
This 2009-2010 report will focus on the assessment of outcomes for ECSE Specialist candidates
related to the Council for Exceptional Children Professional Standards. Although some
outcomes/standards are measured by multiple means throughout each student’s participation in
the ECE Program, only the most relevant assessment methods for each student learning outcome
are included in this report. In addition, this report focuses exclusively on any assessment data
that revealed areas for student growth (less than proficient ratings) and the associated program
improvement response.
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Subsequent reports will synthesize data for ECSE Specialist candidates and candidates for MA in
ECE degree not seeking the ECSE license (less than 20% of ECE program graduate students).
The Performance-Based Assessments for the MA-only students are currently under revision; data
posted to LiveText on the previous MA-only PBAs are insufficient for analysis (n=2).
Student Learning Outcomes
Student Learning Outcome #2: Development and Characteristics of Learners
Special educators know and demonstrate respect for their students first as unique human beings.
Special educators understand the similarities and differences in human development and the
characteristics between and among individuals with and without exceptional learning needs
(ELN). Moreover, special educators understand how exceptional conditions can interact with the
domains of human development and they use this knowledge to respond to the varying abilities
and behaviors of individual’s with ELN. Special educators understand how the experiences of
individuals with ELN can impact families, as well as the individual’s ability to learn, interact
socially, and live as fulfilled contributing members of the community
and
Student Learning Outcome #3: Individual Learning Differences
Special educators understand the effects that an exceptional condition can have on an
individual’s learning in school and throughout life. Special educators understand that the beliefs,
traditions, and values across and within cultures can affect relationships among and between
students, their families, and the school community. Moreover, special educators are active and
resourceful in seeking to understand how primary language, culture, and familial backgrounds
interact with the individual’s exceptional condition to impact the individual’s academic and
social abilities, attitudes, values, interests, and career options.
Assessment Method: Curriculum PBA (elements #1 and #3)
1. Plan and implement developmentally and individually appropriate curriculum unit
based upon the context of children, family, culture, and classroom community
3. Make appropriate adaptations/modifications for individual children in the classroom,
including children with IEP or IFSP
1) Sampling: 28 students completing ECE 6912 Preschool Practicum summer 2009-spring
2010.
2) Data Collection Method: The Curriculum PBA is introduced in ECE 5010: Curriculum
and Program Development, and applied in the preschool practicum during which students
engage in essential experiences related to curriculum planning and implementation.
3) Scoring Method: Performance-Based Assessments are rated on a 4-point scale: 1 = Basic;
2 = Developing; 3 = Proficient; 4 = Advanced.
4) Results: n = 28 students completing Preschool practicum over summer 2009-spring 2010.
(Note: Throughout this report, any missing data is presumed to be a [technical] failure by
the university practicum supervisor in submitting data to Live Text. ECSE candidates
always complete each element of each PBA and are rated by their supervisors.)
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#1: Plan and implement developmentally
appropriate curriculum unit based on
context of children, family, culture, and
classroom community
#3: Make appropriate adaptations and
modifications for individual children,
including children with IEP
Advanced
4
Proficient
23
Developing
0
Mean
3.15
5
19
4
3.04
5) Interpretation of Results: ECSE candidates demonstrate ability to plan and implement a
developmentally appropriate curriculum unit that addresses individual interests, learning
styles, and cultural/linguistic diversity and the majority of candidates are able to utilize
instructional strategies to address individual needs of children including those with
exceptional learning needs. Four candidates need support in their next practicum related to
differentiating and making adaptations to lessons based on the individual needs of
children.
6) Feedback: Candidates must describe how they chose their curriculum theme, and justify
how it is developmentally appropriate for the age group and individual children
(strengths, needs, interest, cultural and linguistic background) for which they are
planning. Practicum site supervisors approve curriculum themes prior to implementation.
With guidance from their practicum site supervisor, candidates select two target children
with an Individual Educational Plan. Each lesson plan must include a description of the
adaptations planned to meet the needs of these target children during the implementation
of the lesson. Practicum site supervisors and university practicum supervisors observe
students in practice and provide feedback throughout the course of their practicum.
7) Use of Assessment Data for Program Improvement: Two of the students rated as
“developing” on element 3 were international students with very little prior experience
working with children with special needs. Starting in fall 2009, ECSE licensure
candidates were required to work or volunteer on a regular basis in an early childhood
program that has a special education team serving children with special needs prior to
beginning practicum (volunteer placements are facilitated by the ECE Program Leader if
necessary). The major programmatic response to improve future candidate performance
on this PBA will be to ensure that this hands-on field experience begins as soon as
possible after admittance into the ECSE licensure program. (Due to transportation
difficulties and family responsibilities, these two international students were involved in
volunteer activities for only 1-2 semesters prior to preschool practicum.)
Student Learning Outcome #4: Instructional Strategies
Special educators possess a repertoire of evidence-based instructional strategies to individualize
instruction for individuals with ELN. Special educators select, adapt, and use these instructional
strategies to promote positive learning results in general and special curricula and to
appropriately modify learning environments for individuals with ELN. They enhance the
learning of critical thinking, problem solving, and performance skills of individuals with ELN,
and increase their self-awareness, self-management, self-control, self-reliance, and self-esteem.
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Moreover, special educators emphasize the development, maintenance, and generalization of
knowledge and skills across environments, settings, and the lifespan.
Assessment Method: Intervention PBA
1. Access and summarize background information in relation to child’s development
which includes family’s identified priorities and concerns
2. Design intervention plan addressing child’s interests, strengths, and next
developmental steps
3. Implement intervention plan and collect data on child progress
4. Reflect on intervention process and collaboration with colleagues and family
1) Sampling: 38 students completing ECE 6910 Infant/Toddler Practicum and ECE 6912
Preschool Practicum summer 2009-spring 2010.
2) Data Collection Method: This Intervention PBA is introduced in ECE 6200: Early
Intervention Strategies, and applied in infant/toddler and preschool practica during which
students engage in essential experiences related to planning and implementing
intervention strategies.
3) Scoring Method: Performance-Based Assessments are rated on a 4-point scale: 1 = Basic;
2 = Developing; 3 = Proficient; 4 = Advanced.
4) Results: n = 38—10 students completing Infant/toddler practicum and 28 students
completing Preschool practicum over summer 2009-spring 2010:
#1: Access and summarize background
information in relation to child’s
development which includes family’s
priorities and concerns
#2: Design and implement intervention
plan address child’s interests, strengths,
and next developmental steps
#3: Collect, summarize, and interpret
data to inform and evaluate plan
#4: Reflect on intervention process and
collaboration with colleagues and family
Advanced
Proficient
Developing
Mean
Infant/toddler Infant/toddler Infant/toddler Infant/toddler
1
9
0
3.10
Preschool
2
Preschool
26
Preschool
0
Preschool
3.07
Infant/toddler Infant/toddler Infant/toddler Infant/toddler
2
8
0
3.20
Preschool
Preschool
Preschool
Preschool
2
26
0
3.07
Infant/toddler Infant/toddler Infant/toddler Infant/toddler
1
8
1
3.00
Preschool
Preschool
Preschool
Preschool
3
23
2
3.04
Infant/toddler Infant/toddler Infant/toddler Infant/toddler
1
8
1
3.00
Preschool
Preschool
Preschool
Preschool
1
25
1
3.00
5) Interpretation of Results: Most ECSE candidates demonstrate ability to use a variety of
evidence-based instructional strategies to individualize instruction for children with
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exceptional learning needs, embedding those strategies across classroom activities and
routines and are able to describe why the particular strategies were chosen based on the
intellectual, emotional, social level, motor, adaptive and academic strengths and needs of
the child.
6) Feedback: Candidates submit a draft of their intervention plans to their practicum site
supervisor and university supervisor for feedback prior to implementation and data
collection.
7) Use of Assessment Data for Program Improvement and Effects on Student Learning:
ECSE candidates complete the Intervention PBA in two different practica—
Infant/toddler and Preschool. Three ECSE candidates needed support with regard to
creating an appropriate data tracking system to monitor the effectiveness of their
intervention plan in their first practicum (rated as “Developing” on element #3). Their
university practicum supervisors made extensive comments on their practicum portfolios
and/or met with them individually to discuss data collection and interpretation. During
one of the practicum seminars, a session was added on “Methods of Data Collection” as a
quick summary of content covered in several ECE courses. All three students were rated
as “Proficient” on this element in their subsequent practicum.
Two students were rated as “Developing” on element #4—the portion of the Intervention
PBA in which students are asked to complete a reflection/self-evaluation—during their
first practicum. Typically these students did not answer all of the questions listed in the
reflection/self-evaluation section, or they critiqued their practicum site but did not include
enough thoughtful reflection on their own performance. Both students received feedback
from their university practicum supervisors are were rated as Proficient on this element in
their second practicum.
Student Learning Outcome #5: Learning Environments and Social Interactions
Special educators actively create learning environments for individuals with ELN that foster
cultural understanding, safety and emotional well-being, positive social interactions, and active
engagement of individuals with ELN. In addition, special educators foster environments in which
diversity is valued and individuals are taught to live harmoniously and productively in a
culturally diverse world. Special educators shape environments to encourage the independence,
self-motivation, self-direction, personal empowerment, and self-advocacy of individuals with
ELN. Special educators help their general education colleagues integrate individuals with ELN
in regular environments and engage them in meaningful learning activities and interactions.
Assessment Method: Challenging Behavior PBA
1. Design and implement functional behavior assessment and positive behavior support
plan
2. Collect, summarize, and interpret data to inform and evaluate plan
3. Collaborate with team members, including family, to create plan
4. Plan and implement activity that promotes social and emotional development
(classroom or home setting)
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1) Sampling: 39 students completing Challenging Behaviors PBA during Infant/toddler
practicum, Preschool practicum, and Primary practicum over summer 2009-spring 2010
terms.
2) Data Collection Method: The Challenging Behaviors PBA is introduced in ECE 5070:
Social and Cognitive Development and Disorders or ECE 5202: Stress, Violence, and
Behavior Challenges and applied during two out of three practica (infant/toddler,
preschool, or primary) during which students engage in essential experiences related to
working with young children with behavior challenges.
3) Scoring Method: Performance-Based Assessments are rated on a 4-point scale: 1 = Basic;
2 = Developing; 3 = Proficient; 4 = Advanced.
4) Results: n=39—1 student completing Challenging Behaviors PBA during Infant/toddler
practicum, 26 during Preschool practicum, and 12 during Primary practicum over
summer 2009-spring 2010 terms.
#1: Design and implement functional
behavior assessment and positive
behavior support plan
#2: Collect, summarize, and interpret
data to inform and evaluate plan
#3: Collaborate with team members,
including family, to create plan
#4: Plan and implement activity that
promotes social and emotional
development (classroom or home
setting)
Advanced
Infant/toddler
0
Preschool
1
Primary
5
Infant/toddler
0
Preschool
1
Primary
6
Infant/toddler
0
Preschool
1
Primary
6
Infant/toddler
0
Preschool
1
Primary
4
Proficient
Infant/toddler
1
Preschool
25
Primary
6
Infant/toddler
0
Preschool
25
Primary
6
Infant/toddler
1
Preschool
25
Primary
6
Infant/toddler
1
Preschool
25
Primary
7
Developing
Infant/toddler
0
Preschool
0
Primary
1
Infant/toddler
1
Preschool
0
Primary
0
Infant/toddler
0
Preschool
0
Primary
0
Infant/toddler
0
Preschool
0
Primary
0
Mean
Infant/toddler
3.00
Preschool
3.04
Primary
3.33
Infant/toddler
2.00
Preschool
3.04
Primary
3.5
Infant/toddler
3.00
Preschool
3.04
Primary
3.5
Infant/toddler
3.00
Preschool
3.04
Primary
3.36
5) Interpretation of Results: ECSE candidates demonstrate the ability to collect needed
background information through functional behavior assessment interview and
observation, design a positive behavior support plan using effective and varied behavior
management strategies developed in collaboration with team and family members, and
promote social/emotional development in natural settings.
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6) Feedback: Candidates submit a draft of their positive behavior support plans to their
practicum site supervisor and university supervisor for feedback prior to implementation
and data collection.
7) Use of Assessment Data for Program Improvement and Effects on Student Learning: Two
students rated as “Developing” on an element in their first practicum received extensive
feedback from their university practicum supervisor and were rated as “Proficient” on
this skill area in their next practicum. Additional in-class exercises related to functional
behavior assessment and data collection/interpretation were added to the courses
presenting this content (ECED 5070 and ECED 5202).
Student Learning Outcome #8: Assessment
Special educators use the results of assessments to help identify exceptional learning needs and
to develop and implement individualized instructional programs, as well as to adjust instruction
in response to ongoing learning progress. Special educators collaborate with families and other
colleagues to assure non-biased, meaningful assessments and decision-making. Special educators
conduct formal and informal assessments of behavior, learning, achievement, and environments
to design learning experiences that support the growth and development of individuals with
ELN. Special educators use assessment information to identify supports and adaptations required
for individuals with ELN to access the general curriculum and to participate in school, system,
and statewide assessment programs. Special educators regularly monitor the progress of
individuals with ELN in general and special curricula.
Assessment Method: Assessment PBA
1. Observation and analysis of a Child Find team evaluation
2. Participation in IFSP and IEP process
3. Use of on-going assessment to determine child’s interests, strengths, and next
developmental steps
4. Communication of assessment results effectively with families and colleagues
1) Sampling: 36 students registered for ECE 6910 Infant/Toddler Practicum and ECE 6912
Preschool Practicum summer 2009-spring 2010.
2) Data Collection Method: The Assessment PBA is introduced in ECE 5200: Screening and
Assessment in ECE, and applied during the infant/toddler and preschool practica during
which students engage in essential experiences related to assessment of young children
3) Scoring Method: Performance-Based Assessments are rated on a 4-point scale: 1 = Basic;
2 = Developing; 3 = Proficient; 4 = Advanced.
5) Results: n = 36—11 students completing Infant/toddler practicum and 26 students
completing Preschool practicum over summer 2009-spring 2010.
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#1: Observation and analysis of a Child
Find team evaluation
Advanced
Proficient
Developing
Mean
Infant/toddler Infant/toddler Infant/toddler Infant/toddler
1
10
0
3.09
Preschool
1
Preschool
24
Preschool
0
Preschool
3.04
#2: Participation in IFSP and IEP process Infant/toddler Infant/toddler Infant/toddler Infant/toddler
1
8
1
3.00
Preschool
Preschool
Preschool
Preschool
1
23
0
3.04
#3: Use of on-going assessment to
Infant/toddler Infant/toddler Infant/toddler Infant/toddler
determine child’s interests, strengths, and
2
9
0
3.18
next developmental steps
Preschool
Preschool
Preschool
Preschool
2
24
0
3.08
#4: Communication of assessment results Infant/toddler Infant/toddler Infant/toddler Infant/toddler
effectively with families and colleagues
2
9
0
3.18
Preschool
Preschool
Preschool
Preschool
1
22
0
3.04
5) Interpretation of Results: ECSE candidates demonstrate ability to: gather relevant
background information, administer formal and informal assessments, interpret and
report assessment results using effective communication skills, evaluate instruction and
monitor child progress, integrate assessment results in the development and
implementation of IFSPs and IEPs.
6) Feedback: Practicum site supervisor approve formal and informal assessment methods and
observe the ECSE candidate sharing assessment results during a parent conference and/or
IFSP/IEP staffing and provide feedback.
7) Use of Assessment Data for Program Improvement: Past programmatic response to
support candidate performance on this PBA has been to include more course assignments
and fieldwork prior to practicum that mirror the “essential” experiences associated with
the Assessment PBA. As a result of those changes, subsequent students had better
understanding of the requirements related to on-going assessment data collection and
summarizing assessment data to determine a child’s interests, strengths, and next
developmental steps. Based on the performance of ECSE candidates summer 2009-spring
2010, no revisions are planned. The one student rated as “Developing” with respect to
participation in the IFSP process failed to include all the required documentation, but her
analysis of the process based on DEC Recommended Practices and IDEA laws was
proficient.
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