Departmental Assessment Update - Education Report

Department: Special Education
Program: M.Ed.
Level: Graduate

1. Has your program developed learning outcomes? If yes, please list.

1. Graduate Student Learning Outcomes: The SLO are the Council for Exceptional Children (CEC) standards for teachers of students with disabilities. The ten standards include knowledge and skill indicators. The standards are:

1. Foundations. Special educators understand the field 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 that have historically influenced and continue to influence the field of special education and the education and treatment of individuals with exceptional needs both in school and society. Special educators understand how these influence professional practice, including assessment, instructional planning, implementation, and program evaluation. Special educators understand how issues of human diversity can impact families, cultures, and schools, and how these complex human issues can interact with issues in the delivery of special education services. They understand the relationships of organizations of special education to the organizations and functions of schools, school systems, and other agencies. Special educators use this knowledge as a ground upon which to construct their own personal understandings and philosophies of special education.

 

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)1/. 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.

 

3. Individual Learning Differences. Special educators understand the effects that an exceptional condition2/ 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. The understanding of these learning differences and their possible interactions provides the foundation upon which special educators individualize instruction to provide meaningful and challenging learning for individuals with ELN.

 

4. Instructional Strategies. Special educators posses 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 curricula3/ 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. Moreover, special educators emphasize the development, maintenance, and generalization of knowledge and skills across environments, settings, and the lifespan.

 

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. Special educators use direct motivational and instructional interventions with individuals with ELN to teach them to respond effectively to current expectations. When necessary, special educators can safely intervene with individuals with ELN in crisis. Special educators coordinate all these efforts and provide guidance and direction to paraeducators and others, such as classroom volunteers and tutors.

 

6. Language. Special educators understand typical and atypical language development and the ways in which exceptional conditions can interact with an individual’s experience with and use of language. Special educators use individualized strategies to enhance language development and teach communication skills to individuals with ELN. Special educators are familiar with augmentative, alternative, and assistive technologies to support and enhance communication of individuals with exceptional needs. Special educators match their communication methods to an individual’s language proficiency and cultural and linguistic differences. Special educators provide effective language models and they use communication strategies and resources to facilitate understanding of subject matter for individuals with ELN whose primary language is not English.

 

7. Instructional Planning. Individualized decision-making and instruction is at the center of special education practice. Special educators develop long-range individualized instructional plans anchored in both general and special curricula. In addition, special educators systematically translate these individualized plans into carefully selected shorter-range goals and objectives taking into consideration an individual’s abilities and needs, the learning environment, and a myriad of cultural and linguistic factors. Individualized instructional plans emphasize explicit modeling and efficient guided practice to assure acquisition and fluency through maintenance and generalization. Understanding of these factors as well as the implications of an individual’s exceptional condition, guides the special educator’s selection, adaptation, and creation of materials, and the use of powerful instructional variables. Instructional plans are modified based on ongoing analysis of the individual’s learning progress. Moreover, special educators facilitate this instructional planning in a collaborative context including the individuals with exceptionalities, families, professional colleagues, and personnel from other agencies as appropriate. Special educators also develop a variety of individualized transition plans, such as transitions from preschool to elementary school and from secondary settings to a variety of postsecondary work and learning contexts. Special educators are comfortable using appropriate technologies to support instructional planning and individualized instruction.

 

8. Assessment. Assessment is integral to the decision-making and teaching of special educators and special educators use multiple types of assessment information for a variety of educational decisions. 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 understand the legal policies and ethical principles of measurement and assessment related to referral, eligibility, program planning, instruction, and placement for individuals with ELN, including those from culturally and linguistically diverse backgrounds. Special educators understand measurement theory and practices for addressing issues of validity, reliability, norms, bias, and interpretation of assessment results. In addition, special educators understand the appropriate use and limitations of various types of assessments. 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. Special educators use appropriate technologies to support their assessments.

 

9. Professional and Ethical Practice. Special educators are guided by the profession’s ethical and professional practice standards. Special educators practice in multiple roles and complex situations across wide age and developmental ranges. Their practice requires ongoing attention to legal matters along with serious professional and ethical considerations. Special educators engage in professional activities and participate in learning communities that benefit individuals with ELN, their families, colleagues, and their own professional growth. Special educators view themselves as lifelong learners and regularly reflect on and adjust their practice. Special educators are aware of how their own and others attitudes, behaviors, and ways of communicating can influence their practice. Special educators understand that culture and language can interact with exceptionalities, and are sensitive to the many aspects of diversity of individuals with ELN and their families. Special educators actively plan and engage in activities that foster their professional growth and keep them current with evidence-based best practices. Special educators know their own limits of practice and practice within them.

 

10. Collaboration. Special educators routinely and effectively collaborate with families, other educators, related service providers, and personnel from community agencies in culturally responsive ways. This collaboration assures that the needs of individuals with ELN are addressed throughout schooling. Moreover, special educators embrace their special role as advocate for individuals with ELN. Special educators promote and advocate the learning and well being of individuals with ELN across a wide range of settings and a range of different learning experiences. Special educators are viewed as specialists by a myriad of people who actively seek their collaboration to effectively include and teach individuals with ELN. Special educators are a resource to their colleagues in understanding the laws and policies relevant to Individuals with ELN. Special educators use collaboration to facilitate the successful transitions of individuals with ELN across settings and services.

2. If your program has learning outcomes, where are they published (e.g., department web page)?

They are published on the websites of our program’s accrediting organizations: Council for Exceptional Children and National Council for Accreditation of Teacher Education. All course syllabi include SLO.

3. Do your faculty list course learning outcomes on their syllabi?

The syllabus for every course in the Department lists the CEC standards and knowledge and skill statements that are aligned with that course. All faculty use these syllabi.

4. Does your program have a curriculum map that links course outcomes to program outcomes? If so, please include.

The SLOs are cross-referenced with all required courses and field experiences in our M.Ed. program. Our accrediting report includes a matrix illustrating this. Each course and field experience syllabus also lists the SLOs addressed in the course/field experience. There are six key assessments that are used to monitor student performance in each program. These assessments are linked to courses and program outcomes. The matrix for the M.Ed. in Mild/Moderate Disabilities follows:

 

Name of Assessment Type of Assessment CEC Standard   When Administered
State licensing exam   Exam     Standard 1: Foundations Completion of program
            Standard 2: Char. Of Learners      
                       
Then and Now Paper   Paper     Standard 1: Foundations In course SPED 600  
            Standard 2: Char. Of Learners Midpoint in program  
                       
Assessment, IEP, Plng. Project Project     Standard 3: Ind. Lrng. Dif. In course SPED 611  
            Standard 4: Instruct. Strategies First semester of program
            Standard 6: Language      
            Standard 7: Instructional Plng.      
            Standard 8: Assessment      
Advanced Practicum/Unit Clinical Practice w/ Unit Standard 4: Instruct. Strategies In course SPED 627 or 628
            Standard 5: Lrng. Envir. Final semester of program
            Standard 6: Language      
            Standard 7: Instructional Plng.      
            Standard 8: Assessment      
            Standard 9: Prof. & Ethical Prac.      
            Standard 10: Collaboration      
Language Arts Case Study Case Study   Standard 3: Ind. Lrng. Dif. In course SPED 621  
            Standard 4: Instruct. Strategies Second semester of program
            Standard 5: Lrng. Envir.      
            Standard 6: Language      
            Standard 7: Instructional Plng.      
Collaboration Project   Project     Standard 9: Prof. & Ethical Prac. In course SPED 605  
            Standard 10: Collaboration Third semester of program

 

5. Does your program benchmark or have goals for student performance? (e.g. 70% students will graduate within 5 years)

After admission, the unit requires candidates to follow the University requirement of maintaining a GPA of 3.0 or better. The M.Ed. program assessment system monitors candidate performance while enrolled in the program. At Mid-Point check, candidate performance is assessed by (a) artifacts (products) that indicate the candidates’ knowledge gained by successful completion of courses, (b) skills demonstrated in various clinical practices, and (c) dispositions documented in all course and clinical experiences. A decision is made on each candidate at Mid-Point Check: (a) candidate may proceed with no conditions, (b) candidate may proceed with conditions, or (c) candidate is dismissed from the program. At Exit, the unit requires all candidates to meet Graduate Division requirements for graduation (GPA 3.0, Plan A or B). The Program again assesses candidates’ knowledge, skills, and dispositions prior to exiting the candidate from the program. A Final Checkpoint decision is made: (a) candidate has satisfactorily met requirements for graduation, (b) candidate must remain in program to meet certain conditions, or (c) candidate is dismissed from the program. A Follow-Up assessment by the unit gathers Praxis scores on candidates and annual follow-up surveys for all teacher education program graduates and their employers. The State requires passing scores on the Praxis exams in order to be licensed.

6. Other than GPA, what data/evidence is used to determine that graduates have achieved stated outcomes for the degree? (i.e. capstone project, class assignment)

The M.Ed. program has a unique set of program assessments and a system to evaluate candidate progress. This system is aligned with the College of Education assessment system. The College (unit) assessment system is consistent with the conceptual framework and collects, organizes, and analyzes date about applicant qualifications, candidate and graduate performance, and unit operations in a consistent and systematic manner. Each preparation program has a comprehensive and integrated assessment plan that comprises evaluative measures designed to inform decisions about program change (COE Assessment System). The core of the unit’s assessment system is evaluation of candidate performance using multiple assessments at key transitions points. Teacher candidates develop course products and work samples, which are submitted and reviewed at various points in the program.

Entrance. At entrance, candidates must meet UHM Graduate Division admission criteria for admission into M.Ed. teacher training programs. The Program further requires satisfactory interview and recommendation for admission from special education faculty. Dispositions are evaluated at this time.

After Admission/Mid-Point Check. After admission, the unit requires candidates to follow the University requirement of maintaining a GPA of 3.0 or better. The M.Ed. program assessment system monitors candidate performance while enrolled in the program. At Mid-Point check, candidate performance is assessed by (a) artifacts (products) that indicate the candidates’ knowledge gained by successful completion of courses, (b) skills demonstrated in various clinical practices, and (c) dispositions documented in all course and clinical experiences. The unit and program required candidates to demonstrate the following professional dispositions in all program-related activities; such as, reflects on practices and monitors own teaching and professional interactions, making appropriate adjustments; and models honesty, fairness, and respect for individuals, cultures, and the laws of society. Candidates who fail to meet any one of these required dispositions may not be allowed to enter or continue in the teacher preparation program. A decision is made on each candidate at Mid-Point Check: (a) candidate may proceed with no conditions, (b) candidate may proceed with conditions, or (c) candidate is dismissed from the program.

Exit/Final. At Exit, the unit requires all candidates to meet Graduate Division requirements for graduation (GPA 3.0, Plan A or B). The Program again assesses candidates’ knowledge, skills, and dispositions prior to exiting the candidate from the program. A Final Checkpoint decision is made: (a) candidate has satisfactorily met requirements for graduation, (b) candidate must remain in program to meet certain conditions, or (c) candidate is dismissed from the program. A Follow-Up assessment by the unit gathers Praxis scores on candidates and annual follow-up surveys for all teacher education program graduates and their employers. The State requires passing scores on the Praxis exams in order to be licensed.

7. Who interprets the evidence of student learning?

All faculty are engaged in evaluating student learning, both formative and summative. Student performance is evaluated in all courses and field experiences; critical decisions for allowing students to continue in and complete the program are made by faculty at midpoint and final check.

Individual student data and program summaries are provided to the assessment committee for review and decision making. Individual student assessments (specific course/field experience artifacts) and dispositions are rated as Target, Acceptable, and Unacceptable.

8. How are the assessment data/results used to inform decisions concerning the curriculum and administration of the program?

 

Overall program assessment data are reviewed annually. Following the field test of our accreditation assessment system, specific assessment items were changed to more accurately address SLOs. More typical changes associated with the annual review of assessment data are to strengthen/clarify course content or to modify course assignments.

The department has already used the assessment data to review and change not only some of the assessments, themselves, but also when and where the assessments are used in the program. Part of the ongoing change in the assessment system is related to the attempt to streamline the process through the use of technology. Our ultimate goal is to have a coherent assessment system that allows us to monitor our candidates as they progress through the program to ensure that the standards are being met in a timely manner and to provide information that will help us to address candidate deficiencies as early as possible in the program. We feel that the current assessments and the sequence in which they are given allow us to do this. Future plans are to continue to review candidate outcomes based on both the assessments and the rubrics on a yearly basis and to make adjustments accordingly. The current results provide a baseline to allow us to assess our candidates, analyze the results, and make program improvements.

At present, all program committees are reviewing program assessments, courses, and student data to make recommendations for program changes for 2009-2010.

9. What attempts are made to monitor students’ postgraduate professional activities?

Most M.Ed. graduates in Special Education are employed as special education teachers by the Hawaii Department of Education. Some graduates work in related fields, and some relocate to the mainland following graduation. The College of Education conducts an annual survey/assessment of all program graduates. These data are provided to the respective programs each year.