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Types of Performance Data
Data collected within the programs is organized into two categories:
Performance of Candidates and Performance of Program Graduates.
A description of the types of data collected in each of these areas follows.
Performance of Candidates
There are four types of data collected on the performance of candidates in the program:
Objective Tests, Authentic Application Assignments, Portfolios, and Observations.
The first type of data, Objective Tests, are used in core and specialization
courses to measure students' acquisition of factual knowledge and rudimentary
application of concepts and skills. Examples of objective tests include multiple choice and short answer tests,
precision teaching fluency timings, and scripted out lesson segments for teaching specific content. Authentic Application Assignments are the second type of data collected in core and specialization courses.
These measures are class assignments in which students perform a specific task that is required in professional settings.
The task may be simulated in class such as teaching role plays,
or may require conducting the actual task in their practica, e.g., eligibility assessment,
mathematics curriculum based assessment, behavior change project, or functional behavior analysis project.
The third type of data collected is through Portfolios.
There are two types of portfolios: Practicum Portfolios and Student Teaching Portfolios.
Portfolios are semester long projects in which students demonstrate competence in individual areas as well as integration across areas.
For example, in the Student Teaching Portfolio, students demonstrate competence in the individual areas of standardized assessment,
curriculum-based assessment, and individualized educational plans.
Integration of these three individual tasks is critical as students interpret the results of an eligibility assessment (standardized tests).
Using the results of the standardized test and additional information available in the school setting,
the student teacher develops and administers curriculum-based assessments to collect further information for instructional purposes.
With the results of the curriculum-based assessments, the student participates in developing an individualized education plan.
Following the process from assessment to instructional planning demonstrates mastery of individual tasks as well as integration across tasks. The Student Teaching Portfolio is comprised of eleven areas: Philosophy of Education, Administration of a Standardized Test,
Administration of Curriculum-Based Assessment, Behavioral Observation, IEP Development,
Implementation of Instructional Programs, Functional Behavior Assessment, Behavior Change Project,
Training of Professional or Other Staff, Consulting with Teachers, and Consulting with Parents.
Each area includes a general rationale that is linked to the Philosophy of Education statement and documentation of performance in each area of evaluation.
Observation data is the fourth type of data collected on the performance of candidates in the Special Education Programs.
The student's University Supervisor and Cooperating Teacher each provide observation data.
These data are compiled using objective observation forms that evaluate the student's performance in the areas of instruction, classroom management, assessment and organization, and professional.
There are two types of data collected on graduates of the Early Childhood program during the induction years.
The first is the ESCE Survey completed by graduates of the Early Childhood endorsement program.
Graduates are asked to rate the content of each course taken in the program using a Likert scale ranging from Not important to Essential.
Graduates also answer open-ended questions about the usefulness of the seminars and practica.
The Employer Evaluation of Alumni is the second type of data collected on graduates during the induction year.
This evaluation has three parts. The first part asks the employer to rate the teacher's preparedness in sixteen areas.
The second part asks the employer to compare the teacher to other staff members with the same position and experience.
The third part is an open-ended format with questions eliciting perceived strengths and weaknesses, recommendations, and additional comments/concerns.
Self-Evaluation of Current Student Data in Relation to CEC Standards
To evaluate our programs in light of the new CEC standards, faculty completed the matrixes used for a full folio review so we could see (1)
the extent which standards are covered in core and speciality courses, and (2)
the type of data collected to measure students' mastery.
A summary table that details the relationship between types of performance data,
standards and courses is provided for each of the four sets of standards applicable to our program:
Each summary table is organized by the relevant CEC standards, and for each standard there is a summary of
(1) the courses in which that standard is addressed,
(2) the types of performance data collected in the courses,
(3) the strengths of the special education program in meeting the standard and measuring student performance, and
(4) the needs of the program in either meeting the standard and/or measuring student performance in relation to the standard.
Performance Assessment Plan
There are four performance assessment plans for the Special Education Program.
Each plan identifies the pertinent CEC Standards, program and assessment needs,
proposed type of data to be collected, and an indicator of whether the data is collected within the program
(during training) or outside the program (during induction years). The four assessment plans are:
Stages for Implementation
Implementation of the proposed assessment system will follow four sequential stages:
(1) Preparation,
(2) Develop material,
(3) Implementation, and
(4) Evaluation and revision.
Each stage is described below along with an estimated timeline.
(1) Preparation (Summer 2000): During this stage faculty collect information on appropriate assessment measures.
Activities may include searching the literature and examining existing assessment measures.
During this time faculty will meet to review the knowledge base and consensus will be reached on what is to be measured and how.
(2) Develop material (Fall 2000): At this stage a program team will meet to develop class material and the performance assessment measure.
Development may include adapting existing materials and measures or creating a new materials and measures to fit the program needs.
(3) Implementation (Spring 2001): Once the materials and performance assessment measures are developed, program teams will plan dates and procedures for implementation, and follow through with data collection.
(4) Evaluation and revision: Program teams will summarize the performance data collected and provide feedback to the Undergraduate Committee, Early Childhood Committee, Mild/Moderate Committee, and the Severe Committee. Faculty in each of these programs will use the data to facilitate changes in the programs, course, and practica. The performance assessment instruments will also be revised to provide more precise information the following year.
Table 8 Assessment Plan for Common Core
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Common Core
Standards
|
Program Standards & Assessment
NEEDS
|
Proposed
Type of Data
|
Source
|
|
|
|
|
Within
|
Outside
|
|
1 Knowledge
Philosophical,
Historical, Legal Foundations
|
None
|
|
|
|
|
1 Skill
Philosophical,
Historical, Legal Foundations
|
Severe
and mild/moderate programs need to collect data on S2 for graduates of the
program
|
Survey
of graduates and employers one year after completing program
|
|
X
|
|
2 Knowledge
Characteristics
of Learners
|
None
|
|
|
|
|
2 Skills
Characteristics
of Learners
|
None
|
|
|
|
|
3 Knowledge
Assessment,
Diagnosis, & Evaluation
|
None
|
|
|
|
|
3 Skills
Assessment,
Diagnosis, & Evaluation
|
Severe
and mild/moderate programs need to collect data for graduates of the program
|
Survey
of graduates and employers one year after completing program
|
|
X
|
|
4 Knowledge
Instructional
Content & Practice
|
None
|
|
|
|
|
4 Skill
Instructional
Content & Practice
|
(1)
Integrate multicultural issues within our general perspective of
individualization
(2)
Identify practicum sites that include students from diverse cultural
backgrounds
(3)
Severe and mild/moderate programs need to collect data graduates of the
program
|
(1)
In-class authentic application assignments, of S2 e.g., case analysis
(2)
Practicum Site Evaluation
(3)
Survey of graduates and employers one year after completing program
|
X
|
X
|
|
5 Knowledge
Planning
& Managing the Teaching & Learning Environment
|
None
|
|
|
|
|
5 Skill
Planning
& Managing the Teaching & Learning Environment
|
Severe
and mild/moderate programs need to collect data graduates of the program
|
Survey
of graduates and employers one year after completing program
|
|
X
|
|
6 Knowledge
Managing
Student Behavior & Social Interaction Skills
|
(1)
Integrate multicultural issues within our general perspective of management
and social skills instruction
(2)
Measure student knowledge of K6 strategies
|
(1)
In-class authentic application assignments, of K6 strategies e.g., case analysis
|
X
|
|
|
6 Skill
Managing
Student Behavior & Social Interaction Skills
|
(1)
Severe and mild/moderate programs need to collect data graduates of the
program
|
(1) Survey of graduates and employers one year
after completing program
|
|
X
|
|
7 Knowledge
Communication
and Collaborative Partnerships
|
None
|
|
|
|
|
7 Skill
Communication
and Collaborative Partnerships
|
Severe
and mild/moderate programs need to collect data graduates of the program
|
Survey
of graduates and employers one year after completing program
|
|
X
|
|
8 Knowledge
Professionalism
and Ethical Practices
|
None
|
|
|
|
|
8 Skill
Professionalism
and Ethical Practices
|
Severe
and mild/moderate programs need to collect data graduates of the program
|
Survey
of graduates and employers one year after completing program
|
|
X
|
Table 9 Assessment Plan for Individualized General Curriculums (IGC)
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IGC
Standards
|
Need
|
Type of Data
|
Source
|
|
|
|
|
Within
|
Outside
|
|
1 Knowledge
Philosophical,
Historical, Legal Foundations
|
Knowledge
in providing services to students with specialized health care (K7) needs to
be integrated into the program and assessed.
|
Objective
Tests
|
X
|
|
|
1 Skill
Philosophical,
Historical, Legal Foundations
|
None
|
|
|
|
|
2 Knowledge
Characteristics
of Learners
|
None
|
|
|
|
|
2 Skills
Characteristics
of Learners
|
None
|
|
|
|
|
3 Knowledge
Assessment,
Diagnosis, & Evaluation
|
None
|
|
|
|
|
3 Skills
Assessment,
Diagnosis, & Evaluation
|
(1)
Skill in developing and using technology plans (S4) and assessing students
who lack communication skills (S5) needs to be integrated into the program
and assessed.
(2)
Mild/moderate program needs to collect data on graduates
|
(1)
Authentic Application Assignments, e.g., case anlysis
(2)
Survey of graduates and employers one year after completing program
|
X
|
X
|
|
4 Knowledge
Instructional
Content & Practice
|
None
|
|
|
|
|
4 Skill
Instructional
Content & Practice
|
(1)
Skill in developing medical self management programs (S24) and participating
in the selection and implementation of augmentative communication devices
(S25) needs to be integrated into the program and assessed.
(2)
Mild/moderate program needs to collect data on graduates
|
(1)
Authentic Application Assignments, e.g., case anlysis
(2)
Survey of graduates and employers one year after completing program
|
X
|
X
|
|
5 Knowledge
Planning
& Managing the Teaching & Learning Environment
|
Knowledge
about integrating students with disabilities into and out of special centers
etc. (K2) and appropriate assistive devices (K3) needs to be integrated into
the program and assessed.
|
Objective
Tests
|
X
|
|
|
5 Skill
Planning
& Managing the Teaching & Learning Environment
|
Mild/moderate
program needs to collect data on graduates
|
Survey
of graduates and employers one year after completing program
|
|
X
|
|
6 Knowledge
Managing
Student Behavior & Social Interaction Skills
|
Knowledge
about developing communication and
social interaction alternatives (K4) needs to be integrated into the program
and assessed.
|
Authentic Application Assisgnments
|
X
|
|
|
6 Skill
Managing
Student Behavior & Social Interaction Skills
|
Mild/moderate
program needs to collect data on graduates
|
Survey
of graduates and employers one year after completing program
|
|
X
|
|
7 Knowledge
Communication
and Collaborative Partnerships
|
None
|
|
|
|
|
7 Skill
Communication
and Collaborative Partnerships
|
Mild/moderate
program needs to collect data on graduates
|
Survey
of graduates and employers one year after completing program
|
|
X
|
|
8 Knowledge
Professionalism
and Ethical Practices
|
Knowledge
about types of infectious diseases (K3) needs to be integrated into the
program and assessed.
|
Objective
Tests
|
X
|
|
|
8 Skill
Professionalism
and Ethical Practices
|
Mild/moderate
program needs to collect data on graduates
|
Survey
of graduates and employers one year after completing program
|
|
X
|
Table 10 Assessment Plan for Early Childhood (EC)
|
EC
Standards
|
Need
|
Type of Data
|
Source
|
|
|
|
|
Within
|
Outside
|
|
1 Skill
Philosophical,
Historical, Legal Foundations
|
None
|
|
|
|
|
2 Skills
Characteristics
of Learners
|
None
|
|
|
|
|
3 Skills
Assessment,
Diagnosis, & Evaluation
|
(1)
S4 Procedures for specific sensory & motor
(2)
S9 Engage child in self assess
|
(1)
Observation data
(2)
Authentic application assignment and Observation data
|
X
X
|
|
|
4 Skill
Instructional
Content & Practice
|
(1)
S2 Measured by role play only
(2)
S3 Measured by role play only
(3)
S12- Measured by test item only
|
(1)
Observation data
(2)
Parent report
(3)
Authentic application assignments
|
X
X
X
|
|
|
5 Skill
Planning
& Managing the Teaching & Learning Environment
|
None
|
|
|
|
|
6 Skill
Managing
Student Behavior & Social Interaction Skills
|
(1)
S1 Strategies of self control
(2)
S3 Facilitate interactions
|
(1)
Objective test item
(2)
Parent report
|
X
X
|
|
|
7 Skill
Communication
and Collaborative Partnerships
|
(1)
S8 Implement services with due process
(2)
S9 Evaluate services
|
(1)
Authentic application assignment
(2)
Parent report
|
X
X
|
|
|
8 Skill
Professionalism
and Ethical Practices
|
(1)
S3- Professional development plan
(2)
S4- Participate in professional organization
|
(1)
Authentic application assignment
(2)
Program requirement
|
X
X
|
|
Table 11 Assessment Plan for Individualized Independence
Curriculums (IIC)
|
IIC
Standards
|
Need
|
Type of Data
|
Source
|
|
|
|
|
Within
|
Outside
|
|
1 Knowledge
Philosophical,
Historical, Legal Foundations
|
None
|
|
|
|
|
1 Skill
Philosophical,
Historical, Legal Foundations
|
(1)
Need to collect data on graduates to obtain information on their skill levels
after graduation.
|
Annual survey of graduates one year after completing program
Annual survey of principals and special education directors who have hired a
recent graduate
|
|
X
X
|
|
2 Knowledge
Characteristics
of Learners
|
Students in severe program need more in-depth knowledge of medical etiologies
of their conditions
|
Objective Tests
|
X
|
|
|
2 Skills
Characteristics
of Learners
|
(1)
Need to collect data on graduates to obtain information on their skill levels
after graduation.
|
Annual survey of graduates one year after completing program
Annual survey of principals and special education directors who have hired a
recent graduate
|
|
X
X
|
|
3 Knowledge
Assessment,
Diagnosis, & Evaluation
|
None
|
|
|
|
|
3 Skills
Assessment,
Diagnosis, & Evaluation
|
(1)
Need to collect data on graduates to obtain information on their skill levels
after graduation.
|
Annual survey of graduates one year after completing program
Annual survey of principals and special education directors who have hired a
recent graduate
|
|
X
X
|
|
4 Knowledge
Instructional
Content & Practice
|
None
|
|
|
|
|
4 Skill
Instructional
Content & Practice
|
(1)
Need to collect data on graduates to obtain information on their skill levels
after graduation.
|
Annual survey of graduates one year after completing program
Annual survey of principals and special education directors who have hired a
recent graduate
|
|
X
X
|
|
5 Knowledge
Planning
& Managing the Teaching & Learning Environment
|
None
|
|
|
|
|
5 Skill
Planning
& Managing the Teaching & Learning Environment
|
(1)
Need to collect data on graduates to obtain information on their skill levels
after graduation.
|
Annual survey of graduates one year after completing program
Annual survey of principals and special education directors who have hired a
recent graduate
|
|
X
X
|
|
6 Knowledge
Managing
Student Behavior & Social Interaction Skills
|
None
|
|
|
|
|
6 Skill
Managing
Student Behavior & Social Interaction Skills
|
(1)
Need to collect data on graduates to obtain information on their skill levels
after graduation.
|
Annual survey of graduates one year after completing program
Annual survey of principals and special education directors who have hired a
recent graduate
|
|
X
X
|
|
7 Knowledge
Communication
and Collaborative Partnerships
|
None
|
|
|
|
|
7 Skill
Communication
and Collaborative Partnerships
|
(1)
Need to collect data on graduates to obtain information on their skill levels
after graduation.
|
Annual survey of graduates one year after completing program
Annual survey of principals and special education directors who have hired a
recent graduate
|
|
X
X
|
|
8 Knowledge
Professionalism
and Ethical Practices
|
None
|
|
|
|
|
8 Skill
Professionalism
and Ethical Practices
|
(1)
Need to collect data on graduates to obtain information on their skill levels
after graduation.
|
Annual survey of graduates one year after completing program
Annual survey of principals and special education directors who have hired a
recent graduate
|
|
X
X
|
|
How Data is Used to Make Decisions
The Department has various procedures in place to examine data and make decisions based on it.
First, we have meetings of the undergraduate and graduate programs and of the general faculty every other Friday.
We also have an annual, three-day retreat.
Further, special meetings and mini-retreats are held periodical on an as-needed basis to resolve issues
and make program decisions. At these meetings, we review student data as well as data from employer surveys,
placement data, enrollment data and other information pertinent to needs assessments.
Further, there are annual meetings of our advisory boards in which program data is presented,
reviewed and used to make decisions. Based on the various forms of data we routinely collect,
we have continuously revised our special education curriculum,
our doctoral program curriculum and our rehabilitation counseling program curriculum.
We have also periodically altered the content, procedures and assignments in our practica,
added and improved our use of technology, re-created our web site to make it more useful
and consumer friendly and improved the articulation of our courses to make our programs more programmatic.
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