Submitted Fall, 2004
1. Staff Development Project (AP & M/M)
Methodology:
Each student completing the Staff Development Project during the fall of 2004 was evaluated using the Staff Development Project Rubric in December, 2005. Program Objective #3 & 6 were being evaluated:
3. Students will demonstrate advanced ability to develop programs, evaluate instruction, and monitor progress for learners with special needs based on philosophical, theoretical, and empirical evidence and develop presentations that inform colleagues working with students with special needs of appropriate interventions.
6. Students will demonstrate the ability to analyze, synthesize, and evaluate seminal research and original inquiry within the field of special education.
Students were required to research an effective instructional intervention and develop a multimedia presentation that disseminated information to their non special education instructional colleagues. This was a syllabus requirement for all graduate students in the endorsement class TESE 832 Research-Based Instructional Strategies.
Results:
| Descriptor |
Unacceptable |
Acceptable |
Commendable |
| Demonstrate ability to observe, collect data, and determine functionality on a targeted behavior. |
< 80%
|
80% - 89%
|
≥ 90%
|
| Demonstrate ability to analyze and evaluate instructional methods used in special education |
|
8
|
27
|
Conclusions:
- This task involved researching an intervention used in the classroom for students with special needs.
- All students completed the assignment in an acceptable manner with three fourths of the students completing the assignment in a commendable manner.
- This class had 35 students enrolled: 26 in the Mild/Moderate program, 8 in the Advanced Practitioner Program, and 1 in a non special education masters program. Of the 26 students in the Mild/Moderate, under three fourths of them completed the assignment in a commendable manner and just over one fourth completed the assignments in an acceptable manner.
- Eight of the 35 students in this class were enrolled in the Advanced Practitioner program. Over half of these students completed the assignment in a commendable manner with the remaining students completing the assignment at an acceptable manner.
Use of Results:
- This was the first time this class was offered. It was designed to accommodate both initial and advanced students in special education. One rubric was used to evaluate all student assignments. A second rubric needs to be developed to incorporate higher standards for the Advanced Practitioner students.
- This assessment wais used to evaluate two objectives (# 3 & 6). The results were reported together in this report. The rubric needs to be redesigned to better delineate the two objectives.
- Evaluation criteria for objective #6 needs to be specified more clearly.
2. Assistive Technology Project (AP & M/M)
This project was not evaluated in the Fall 04 semester. During this semester, this professor had 4 new preps and became ill half way through the semester. This professor concentrated on content in the courses and was not able to develop all the assignments to the fullest extent possible.
3. Unit Plan (M/M only)
This project was not evaluated in the Fall 04 semester. During this semester, this professor had 4 new preps and became ill half way through the semester. This professor concentrated on content in the courses and was not able to develop all the assignments to the fullest extent possible.
4. Intervention Project (AP only)
This project was not evaluated in the Fall 04 semester. During this semester, this professor had 4 new preps and became ill half way through the semester. This professor concentrated on content in the courses and was not able to develop all the assignments to the fullest extent possible.