Assessment #2 – Content Knowledge
Course Grade Point Average (GPA)
Note: The format for presentation of this assessment is based on the online document “NCATE
Guidelines for Using and Documenting Course Grades as Program Assessment.” Those
guidelines differ slightly from the format instructions for Section IV for the standard NCATE
Program Report for the Preparation of Special Education Teachers.
1. Description of the Assessment
The program assesses candidates’ preparation in content knowledge by monitoring grades
earned in six (6) signature courses required for all Special Education Teacher Candidates.
Together these courses provide a comprehensive foundation in teaching students with disabilities
with a strong focus on assessment, methods, and processes. Individual course grades serve both a
formative and a summative purpose as candidates advance through the program. Specifically, the
data are used to ensure that candidates’ have, or acquire, appropriate knowledge and expertise in
special education content.
The program in Special Education uses GPA data as both a gate for advancing in the
program and as a way to determine content knowledge acquisition at specific transition points in
the program. First, individual course GPA is reviewed after completion of two foundations
courses to help determine candidates’ readiness to proceed to teacher candidacy (SPU 101 and
SPU 316). Second, during the junior year, course GPA for two methods courses is examined to
measure candidates’ understanding of fundamental pedagogical knowledge (SPU 318 and SPU
320). Third, prior to the capstone clinical experience, course GPA is reviewed for two additional
courses designed to provide in-depth understanding of the characteristics and educational needs
of students with disabilities (SPU 322 and SPU 330). Finally, prior to certification, an additional
cumulative GPA score is computed for the entire group of six signature courses. These multiple
measures ensure that major elements of the national, state, and program standards are addressed
and candidates have support in meeting those content expectations at pivotal points in the
program.
The six signature courses described below were selected for this assessment based on
their relevance to CEC content knowledge standards and their value in the preparation of
effective special educators.
SPU 101, Early Intervention and Transition for Students with Disabilities, is completed
during the freshman year and serves as the required foundations course for all special education
majors. Emphasis is on developing broad background of knowledge about students with various
disabilities, the historical and sociological treatment of people with disabilities, and special
education law and programs. Advocacy and collaboration are also explored. Standards 1, 2 and
9 are addressed in SPU 101. Knowledge of the foundations of special education and
understanding development and characteristics of learners and individual differences is essential
and pre-requisite to effective teaching of individuals with exceptional learning needs across the
full range of severity of disabilities. Professional standards and ethical responsibilities are
explored.
SPU 316, Literacy Instruction for Struggling Readers in Core and Intervention Areas,
presents characteristics and factors contributing to reading problems. Pre-referral guidelines of
federal and state laws are discussed, including RTI, scientifically research-based and evidencebased instruction, and on-going progress monitoring of student performance. Candidates
develop a repertoire of strategies to support and enhance the communication skills of their
students. SPU 316 is aligned with Standard 6 and Standard 4. Pre-service teachers must be
cognizant of emergent reading skills, assessments, and instructional and corrective methods used
with struggling readers, writers, and students with disabilities.
SPU 318, Assessment and Instructional Methods for Students with Disabilities, provides
a basic understanding of learning theories, instructional strategies and remediation interventions
critical to teaching exceptional/multicultural learners. The course is designed to provide a solid
foundation in the areas of creating a positive classroom environment, managing student
behaviors, assessing and planning and delivering individualized instruction. The major goal of
this course is to help teacher candidates become knowledgeable about various assessment
procedures and instructional methods which pertain to atypical learners (Standards 4, 5, 7, and
8).
SPU 320, Special Education Processes and IEP Development, is most closely aligned
to CEC Standards 1, 7 and 8. Current federal and state legislation requires all special education
students have a formal, individualized program of study. Given the unique needs of students
eligible for special education services, constructing individualized programs and IEPs is critical
for the pre-service teacher. Additionally, the pre-service teacher needs exposure to and
experience in data collection and progress monitoring of student learning.
SPU 322, Teaching Students High Incidence Disabilities, addresses Standards 2, 3, 4
and 10. The target populations for this course represent over fifty percent of students served in
special education programs. This fact, and the current cross-categorical certification in special
education, requires a course designed to orient students to the instructional needs of these
populations.
SPU 330, Teaching Students with Low Incidence Disabilities, addresses Standards 3, 5, 6
and 10. The current cross-categorical Mentally and/or Physically Handicapped certification
necessitates a specialized course designed to orient prospective special educators to the area of
students with low incidence disabilities. The unique needs of this population of learners require
specific content in order to plan and deliver effective instruction.
Alignment with SPA Standards
CEC Standards Addressed by
Course
Course Name and
Number
Description of Course and How
it Meets Cited Standards
Standard 1
CC1K2, CC1K4, CC1K5, CC1K8,
CC1K9, CC1S1, GC1K3, GC1K4,
GC1K5
Standard 2
CC2K1, CC2K3, CC2K5, CC2K6,
GC2K5
Standard 9
CC9S1, CC9S3 – CC9S11
SPU 101 Early Intervention
and Transition for Students
with Disabilities
This course serves as a
foundations course and
prerequisite for all other special
education coursework in the
program; presents an overview of
the field; explores historical and
current perspectives; and fosters
an understanding of exceptional
learners and their families.
Standard 2
CC2K1, CC2K3, CC2K5, CC2K6,
GC2K5
Standard 4
CC4K1, CC4S2 – CC4S5
GC4K1 – GC4K5, GC4K7
GC4S1 – GC4S4, GC4S6, GC4S7,
GC4S11, GC4S12, GC4S14 –
GC4S16
Standard 6
CC6K1 –CC6K4, CC6S1
GC6K1 – GC6K3, GC6S1 –
GC6S5
Standard 8
CC8K1, CC8K2, CC8K4
CC8S1, CC8S2, CC8S4 – CCS810,
GC8S2 – GC8S4
SPU 316 Literacy
Development and
Instruction in Core and
Intervention Areas
This course presents an in-depth
study in the teaching of literacy
for struggling readers and special
education students. The
sequence of language, reading,
and writing skills are described as
these areas pose challenges for
student with disabilities. An
emphasis on instructional tools,
guidelines for instruction,
organizational and teaching
strategies, remedial methods and
techniques for the child with a
disability in preschool through
secondary education is
introduced in this course.
Standard 4
CC4K1, CC4S1 – CC4S6
GC4K1, GC4K3, GC4K7
GC4S3,GC4S5, GC4S9 –GC4S12
Standard 5
CC5K2, CC5K3, CC5S5, GC5K3
Standard 7
CC7S5 – CC7S8, CC7S10, GC7S2
Standard 8
CC8K1, CC8K3- CC8K5,
CC8S1 – CC8S4
Standard 9
CC9K1, CC9S1, CC9S3-12
SPU 318 Assessment and
Instructional Method for
Students with Disabilities
This course is an in-depth study
of the purposes of atypical
classes, curricular content and its
organization, formal and informal
assessment techniques, classroom
management and the various
methods of teaching the atypical
child. The course exposes teacher
candidates to informal and formal
assessment, instructional delivery
methodology and remediation
strategies for the PreK-8 learner.
CEC Standards Addressed by
Course
Standard 1
CC1K1, CC1K3, CC1K4, CC1K6
CC1S1,GC1K3 – GC1K4
Standard 5
CC5K3, CC5K4, CC5K8, CC5S6
GC5K1, GC5K3
Standard 7
CC7K1 – CC7K5, CC7S1, CC7S4,
CC7S6, GC7S3
Standard 8
CC8K1 – CC8K3, CC8K5, CC8S1,
CC8S4 – CC8S6, GC8K1, GC8K2
Course Name and
Number
SPU 320 Special Education
Processes and IEP
Development
Standard 2
CC2K2, CC2K4, CC2K7, GC2K1,
GC2K3, GC2K4
Standard 3
CC3K1,CC3K3,GC3K1
Standard 4
CC4S2 – CC4S6, GC4K1 – GC4K5
GC4S1, GC4S3 - GC4S5, GC4S7,
GC4S11, GC4S14
Standard 10
CC10K1 – CC10K4, GC10K2,
Standard 3
CC3K1, CC3K2, CC3K3
Standard 5
CC5K1, CC5K7, CC5S8- CC5S10
GC5K1, GC5K2, GC5S1 – GC5S4
Standard 6
CC6S1, CC6S2
Standard 10
CC10K1 – CC10K4
SPU 322 Teaching Students
High Incidence Disabilities
SPU 330 Teaching
Students with Low
Incidence Disabilities
Description of Course and How
it Meets Cited Standards
This course relates to the nature,
design, analysis, and application
of curriculum components for K-8
students with mental/physical
disabilities. An in-depth study of
assessment based instruction and
development of the IEP is
provided. Specific attention is
given to planning and
implementing appropriate
individualized instruction for
identified students with special
needs and to support identified
students in the general classroom.
Monitoring student progress
through data collection is also
addressed.
This course provides information
related to the development of
programs for K-8 students with
learning disabilities, attention
deficit disorders, and mild mental
retardation. Students are
introduced to definitions,
etiologies, diagnostic procedures,
and instructional techniques for
these high incidence populations.
This course addresses medical,
physical, psychological and
educational aspects of students
with low incidence disabilities.
The major focus of this course is
teaching students with moderate
or severe retardation, severe
behavior disorders, including the
Autistic spectrum disorders.
Included is an examination of
evidenced based strategies
relevant to the education, training,
habilitation of students with low
incidence disabilities. Content
includes data based decision
making, functional behavior
assessment, communication
training and creating positive
learning environments.