University of Nebraska Kearney

Special Education Graduate Program Assessment Report 2006

Submitted Fall, 2006

Graduate Program Assessment:
TEACHER EDUCATION
Special Education: Advanced Practitioner (AP) & Mild/Moderate (M/M)
2005-2006 School Year
Submitted by Donna J. Montgomery, Ph.D.

This Assessment Report covers two programs within the Masters Degree in Teacher Education: Special Education for the school year 2004-2005. Evaluations for both the Mild/Moderate and Advanced Practitioner are combined into this report since these two programs share two courses in which assessment data will be collected. This report contains the following materials.

• Program Objectives
• Assessment Plan
  • Description of Direct and Indirect Measures
  • Evaluation of the Assessment Process
   
• Assessment Instruments
• Program Rubric
• Assessment Report
  • TESE 835 Applications of Assistive Technology
  • TESE 834 Characteristics and Identification of Learning Disabilities and Behavior Disorders
  • TESE 831 Formal and Informal Assessment in Special Education
   
• Alumni Survey
• Critical Friend Survey

Program Objectives

Department Objectives

1. Students will demonstrate their leadership and administrative skills, which include promoting and implementing professional and state standards;
    
2. Students will effectively design instructional materials for all learners;
    
3. Students will demonstrate how to use a variety of productivity, research, and software tools in various instructional settings;
    
4. a. Students will be able to apply, analyze, synthesize and evaluate critical and contemporary issues; and,
   
   b. Students will be knowledgeable consumers and generators of research.

Special Education: Mild/Moderate Specialization Objectives

1. Students will demonstrate knowledge of characteristics of various exceptionalities and the effects of the culture and environment on individuals with exceptional learning needs family and schooling. (Departmental Objectives 3, 4a)
    
2. Students will demonstrate the ability to interpret information from formal and informal assessments and to use the information in making eligibility, program (IEP), and placement decisions for individuals with exceptional learning needs. (Department Objectives 1, 2)
    
3. Students will demonstrate the ability to develop programs, evaluate instruction, and monitor progress for learners with special needs based on philosophical, theoretical, and empirical evidence. (Department Objective 1, 2, 3)
    
4. Students will demonstrate the ability to use functional behavior assessments to develop intervention plans that use effective and positive behavior management strategies. (Departmental Objectives 1, 2, 3, 4a)
    
5. Students will demonstrate the ability to select, design, and use assistive and instructional technology, and specialized materials and resources required to integrate individuals with disabilities into the general education learning environment. (Department Objective 2, 3)
    
6. Students will demonstrate the ability to analyze, synthesize, and evaluate seminal research and original inquiry within the field of special education. (Department Objectives 4a, 4b)

Special Education: Advanced Practitioner Specialization Objectives

1. Students will demonstrate advanced knowledge of characteristics of various subgroups of exceptionalities in behavior and learning including variations in beliefs, traditions, and values across and within cultures and their effects on relationships among individuals with exceptional learning needs, family, and schooling. (Departmental Objectives 3, 4a)
    
2. Students will demonstrate advanced ability to interpret information from formal and informal assessments and to use the information in making eligibility, program (IEP), and placement decisions for individuals with exceptional learning needs, emphasizing those from culturally and/or linguistically diverse backgrounds. (Department Objectives 1, 2)
    
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. (Department Objective 1,2, 3)
    
4. Students will demonstrate advanced ability to use functional behavior assessments to develop intervention plans that use effective positive and negative behavior management strategies. (Departmental Objectives 1, 2, 3, 4a)
    
5. Students will demonstrate advanced ability to develop and disseminate assistive and instructional technology, and specialized materials and resources required to integrate individuals with disabilities into the general education learning environment. (Department Objective 2, 3)
    
6. Students will demonstrate the ability to analyze, synthesize, and evaluate seminal research and original inquiry within the field of special education. (Department Objectives 4a, 4b)

Assessment Plan

Direct Measures

Schedule
Students will be assessed over the course of their 18 hour specialized special education classes. Competency indicators will consist of required projects from each class. Selected projects will be assessed using the evaluation method listed in the course syllabus. (A list of the designated projects is provided in this packet of information.) Data will be collected from all students each semester the class is taught.

Six program objectives were identified based on state endorsement requirements which were in turn developed to meet national standards set forth by the Council for Exceptional Children (CEC). Assessment tasks and rubrics were developed to demonstrate those standards. A precise assessment cycle for these objectives cannot be specified because it is dependent on departmentally determined class rotations. The revised Mild/Moderate program began with Summer 2004 classes. The Advanced Practitioner program is a new program and began with the Fall 2004 classes. A minimum of at least one class is usually offered each semester, fall, spring, and summer. Both the Mild/Moderate and Advanced Practitioner programs are taught via online or distance courses. The Mild/Moderate program has two face-to-face courses which are taught every even year summer. With the addition of another graduate faculty in special education, this schedule has been met. The following courses in which assessments were collected were offered during the 05-06 school year.

Fall 2005 

• TESE 835 Applications of Assistive Technology (Advanced Practitioner)

Spring 2006 

• TESE 834 Characteristics and Identification of Learning Disabilities and Behavior Disorders (Advanced Practitioner)

Summer 2006 

• TESE 831 Formal and Informal Assessment in Special Education (Mild/Moderate)

Process
The assessment tasks are incorporated into the regular endorsement class requirements. Students will complete the various assessment tasks in the process of completing each required course in the masters program. The class instructor will be responsible for evaluating each assessment task according to the assessment guidelines included in the course syllabus. At the end of each class, a Special Education Graduate Program team will evaluate all of the assessment task results using the Graduate Special Education Program Rubric appropriate for each specialization. This team will consist of no less than three graduate special education faculty. If the minimum number of graduate special education faculty is not available, the required number of team members will be drawn from the departmental Graduate Committee. Each semester, the members of the special education faculty will review the results of the assessment of the program objectives and recommend program changes.

 

Objective	Participants	Evaluators
1, 2, 3, 4, 5, 6	All students	Program Graduate Team using Graduate Special Education: Mild/Moderate Program Rubrics
1, 2, 3, 4, 5, 6	All students	Program Graduate Team using Graduate Special Education: Advanced Practitioner Program Rubrics

Indirect Measures

Schedule
The Alumni Survey will be administered electronically to all Master’s students yearly, since the program is still small. The survey will be administered in August each year. A data sheet with the necessary contact information will be completed by each student at the time they take their comprehensive examination.

The Critical Friends Survey will be administered electronically to the supervisors of all Master’s students during their second and fifth years of employment after the completion of their programs in special education: Mild/Moderate Disabilities or Advanced Practitioner.

Process
An invitation to participate in the Alumni Survey, with a link to an electronic version of the survey, will be emailed to each recent graduate of the Master’s program. A reminder email will be sent on a weekly basis for one month or until the survey has been completed.

A link to an electronic version of the Critical Friends Survey will be emailed to supervisors of all Master’s students two times after the completion of their program in special education. The link will be emailed on a weekly basis for one month or until the survey has been completed.

Results will be tallied and evaluated in conjunction with the direct measures. Results will be used to strengthen the special education core classes and in advisement if applicable.

Alumni Survey
Survey instruments will be administered that assess each of the six program objectives and the alumni's perceptions of their accomplishment of these program objectives using a Likert-type scale

 

Objective	Participants	Evaluators
1, 2, 3, 4, 5, 6	Some alumni using Special Education: Mild/Moderate Specialization Alumni Survey	Program Graduate Team
1, 2, 3, 4, 5, 6	Some alumni using Special Education: Advanced Practitioner Specialization Alumni Survey	Program Graduate Team

Critical Friend Survey
Local school administrators, who directly supervise one of our graduates, collectively referred to as our "critical friends," will also be invited to participate in a similar Likert-type survey.

 

Objective	Participants	Evaluators
1, 2, 3, 4, 5, 6	Some critical friends using Special Education: Mild/Moderate Specialization Critical Friends Survey	Program Graduate Team
1, 2, 3, 4, 5, 6	Some critical friends using Special Education: Advanced Practitioner Specialization Critical Friends Survey	Program Graduate Team

Evaluation and Recommendations of the Assessment Process

1. The invitations to participate in the surveys were not sent in a timely manner. Invitations should be sent in early August of each year.
2. An incorrect version of the survey was posted and needed to be corrected. Corrections have been made and saved.
3. Materials need to be routinely gathered from all faculty and adjunct faculty each semester.

Assessment Instruments Special Education

Mild/Moderate Program Rubric

Graduate Special Education: Advanced Practitioner Program Rubric

Assessment Report

Fall 2005 - TESE 835 Applications of Assistive Technology

This course was designed to advance the students’ knowledge of assistive technology. TE 805 Overview of Assistive Technology was designed to develop the student’s basic knowledge of assistive technology.

1. Research Proposal (AP)

Methodology: 

Each student completing the Research Proposal during the fall of 2005 was evaluated using the Research Proposal Rubric in December, 2005. Program Objective #6 was being evaluated:

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 identify an effective assistive technology intervention and develop a Institutional Review Board (IRB) proposal that described the intervention, student(s) receiving the intervention, and method for collecting data. This was a class syllabus requirement for all graduate students in the advanced practitioner class TESE 835 Applications in Assistive Technology.

Results: 

Conclusions: 

1. This task involved researching a specific assistive technology intervention used in the classroom for students with special needs to obtain a specific goal or objective.
2. All students completed the assignment in a commendable manner.
3. This class had 16 students enrolled: 9 in the Advanced Practitioner Masters Program, 4 in the Mild/Moderate Masters Program, 1 in the Mild/Moderate endorsement only program, and 2 in a non special education masters program.
4. One of the 16 students in the Advanced Practitioner program did not complete the requirement during the semester.
5. Two students enrolled during the fall 05 semester had not taken TE 805 prior to enrolling in TE 835.

Use of Results: 

1. This was the first time this class was offered. It is designed to advance students use and knowledge in assistive technology. The rubric used to evaluate this assignment needs to be improved to incorporate higher standards for all students.
2. This assessment is used to evaluate two objectives (# 3 & 6). The results are reported together in this report. The rubric needs to be redesigned to better delineate the two objectives. In addition, an IRB template needs to be created for students to follow.
3. The IRB proposals were not submitted to the UNK Institutional Review Board. In future offerings of this class that does need to occur.
4. Prerequisites are not enforced at the graduate level. A method needs to be developed to ensure that all students enrolled in TE 835 have the prerequisite skills needed to be successful in this course.
5. Students worked independently to complete the case study, which incorporated several assignments throughout the semester. Not all students completed all aspects of the assignment. A timeline needs to be developed to assure all students complete all components of the project.

2. Environmental Evaluation (AP)

Methodology: 

This course was designed to advance the students’ knowledge of assistive technology. TE 805 Overview of Assistive Technology is designed to develop the student’s basic knowledge of assistive technology. The Environmental Evaluation was completed using three separate assignments: AT Areas Evaluation, Baker’s Basic Ergonomic Equation, and Ten Human Factors. The assignments were evaluated subjectively during the fall of 2005. Program Objective #2 was being evaluated:

2. Students will demonstrate advanced ability to interpret information from formal and informal assessments and to use the information in making eligibility, program (IEP), and placement decisions for individuals with exceptional learning needs, emphasizing those from culturally and/or linguistically diverse backgrounds.

Students were required to evaluate a student(s) needing an assistive technology intervention using three different guidelines; type of assistive technology needed, user motivation and environment, and human factors. These were a class syllabus requirement for all graduate students in the advanced practitioner class TESE 835 Applications in Assistive Technology.

Results: 

Conclusions: 

1. This task involved evaluating a student’s need and potential for using an assistive technology device utilizing three different guidelines.
2. This class had 16 students enrolled: 9 in the Advanced Practitioner Masters Program, 4 in the Mild/Moderate Masters Program, 1 in the Mild/Moderate endorsement only program, and 2 in a non special education masters program.
3. Thirteen of the enrolled students completed the Type of AT Needed evaluation at the commendable level, 1 completed this evaluation at the acceptable level, and 1 did not complete this evaluation during the semester.
4. Thirteen of the enrolled students completed the Ergonomic Evaluation (user motivation and environment) at the commendable level, and 2 completed this evaluation at the acceptable level.
5. Twelve of the enrolled students completed the Human Factors evaluation at the commendable level, and 3 completed this evaluation at the acceptable level.
6. One of the 16 students in the Advanced Practitioner program did not complete any of the three scales during the semester.
7. Two students enrolled during the fall 05 semester had not taken TE 805 prior to enrolling in TE 835.

Use of Results: 

1. This was the first time this class was offered. It is designed to advance students use and knowledge in assistive technology. Subjective grading was used for the environmental evaluation assignments, rubrics were not developed. The subjective comments will be used to develop grading rubrics for all three environmental evaluations the next time this course is taught.
2. Three assignments were used to assess the students’ ability to evaluate their case study subject’s environment. A decision needs to be made whether to continue to use three separate rubrics or one combined rubric.
3. Prerequisites are not enforced at the graduate level. A method needs to be developed to ensure that all students enrolled in TE 835 have the prerequisite skills needed to be successful in this course.
4. Students worked independently to complete the case study, which incorporated several assignments throughout the semester. Not all students completed all aspects of the assignment. A timeline needs to be developed to assure all students complete all components of the project.

3. Case Study Project (AP)

Methodology: 

This course was designed to advance the students’ knowledge of assistive technology. TE 805 Overview of Assistive Technology is designed to develop the student’s basic knowledge of assistive technology. The Case Study project was completed in stages and not evaluated using a rubric in the Fall 05 semester. Students worked on the project independently. Not all students completed all components of the project. In the future, a timeline to ensure that all students complete the project will need to be developed. Program Objectives # 5 and 6 were being evaluated:

5. Students will demonstrate advanced ability to develop and disseminate assistive and instructional technology, and specialized materials and resources required to integrate individuals with disabilities into the general education learning environment.
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 design and implement an assistive technology intervention based on an Environmental Evaluation. This was a class syllabus requirement for all graduate students in the advanced practitioner class TESE 835 Applications in Assistive Technology.

Results: 

Conclusions: 

1. This task involved the design and implementation of an assistive technology intervention that would facilitate inclusion into the general curriculum for a child with special needs
2. This class had 16 students enrolled: 9 in the Advanced Practitioner Masters Program, 4 in the Mild/Moderate Masters Program, 1 in the Mild/Moderate endorsement only program, and 2 in a non special education masters program.
3. The Case Study summary was used to evaluate the two descriptors above. Twelve of the enrolled students completed the Case Study Summary at the commendable level, 3 completed this evaluation at the acceptable level and one did not complete the assignment during the semester.
4. Two students enrolled during the fall 05 semester had not taken TE 805 prior to enrolling in TE 835.

Use of Results: 

1. This was the first time this class was offered. It is designed to advance students use and knowledge in assistive technology. Subjective grading was used to evaluate the Case Study Summary, a rubric was not developed. The subjective comments will be used to develop a grading that clearly delineates and evaluates the two above descriptors before this course is taught again.
2. Prerequisites are not enforced at the graduate level. A method needs to be developed to ensure that all students enrolled in TE 835 have the prerequisite skills needed to be successful in this course.
3. Students worked independently to complete the case study, which incorporated several assignments throughout the semester. Not all students completed all aspects of the assignment. A timeline needs to be developed to assure all students complete all components of the project.

Spring 2006 - TESE 834 Characteristics and Identification of Students with Learning Disabilities and Behavior Disorders

1. Disability Paper (AP)

Methodology: 

This course was designed to advance the students’ knowledge of the characteristics and identification criteria for learning disabilities and behavior disorders. A grading rubric was used to evaluate the papers and is attached to this document. Program Objective #1 was being evaluated:

1. Students will demonstrate advanced knowledge of characteristics of various subgroups of exceptionalities in behavior and learning including variations in beliefs, traditions, and values across and within cultures and their effects on relationships among individuals with exceptional learning needs, family, and schooling.

Students were required to write a 10 page paper on the characteristics, eligibility criteria, and interventions appropriate for a selected subgroup of either a learning disability or a behavior disorder. This was a class syllabus requirement for all graduate students in the advanced practitioner class TESE 834 Characteristics and Identification of Students with Learning Disabilities or Behavior Disorders.

Results: 

Conclusions: 

1. This task involved writing a ten-page paper on the characteristics, identification criteria, and appropriate interventions for a selected subgroup of either Learning Disabilities or Behavior Disorders. 
2. This class had 28 students enrolled: 18 in the Advanced Practitioner Masters Program, 9 in the Mild/Moderate secondary endorsement only program, and 1 in a non special education masters program. 
3. Nineteen of the enrolled students completed the paper at a commendable level, 2 at the acceptable level, and 3 students’ papers were evaluated as Not Acceptable (< 80%). Three students did not complete the paper during the semester. 
4. Examination of the grading rubrics for the three students receiving a “not acceptable” grade indicated a major weakness in using APA format. Each of the papers content coverage was satisfactory.

Use of Results: 

1. This was the first time this class was offered. It is designed to advance students knowledge of characteristics and identification of students with Learning Disabilities or Behavior Disorders. 
2. Three students did not complete the course requirements during the spring 06 semester. A time frame for assignment completion needs to be enforced the next time this course is taught. 
3. APA format needs to be taught more extensively the next time this course is taught.

Summer 2005 - TESE 831 Formal and Informal Assessment in Special Education

1. Case Study (M/M)

Methodology: 

Each student completing the Case Study during the summer of 2006 was evaluated using a grading rubric, a copy of which is attached to this document. Program Objective #2 was being evaluated:

2. Students will demonstrate the ability to interpret information from formal and informal assessments and to use the information in making eligibility, program (IEP), and placement decisions for individuals with exceptional learning needs.

Students were required to develop a Multidisciplinary Team Report and an Individual Education Plan (IEP) from a supplied case study. This was a class syllabus requirement for all graduate students in the endorsement class TESE 831 Formal and Informal Assessment in Special Education.

Results: 

Conclusions: 

1. This course was taught face-to-face for three weeks and online for one week during the summer 06 semester.
2. There were 15 students enrolled in the course: 7 Mild/Moderate Masters Degree students, 7 Mild/Moderate endorsement only students, and 1 non special education nondegree student.
3. Only two of the enrolled students completed the case study at the commendable level. Four students completed the case study at the acceptable level and 8 students completed the assignment at the not acceptable level.

Use of Results: 

1. Based upon the number of students who completed the assignment at the not acceptable level, more time and practice will need to be incorporated into the schedule the next time the course is taught.
2. Although the content for this assignment was taught face-to-face, the assignment was completed during the online week of class. A tutorial or narrated PowerPoint will be developed for students to reference while they are working independently.
3. The companion course TESE 838P Legal Issues in Special Education, which teaches the basics of IEP writing, was taught by a first year junior faculty. More guidance and supervision by tenured faculty will need to occur when graduate level courses are taught by junior faculty.

Alumni Survey

Methodology: 

An Alumni Survey was piloted during the 05-06 school year. Invitations were sent to nine graduates of the Mild/Moderate Program and five graduates of the Advanced Practitioner Program. The results were tabulated and are reported separately for each program below.

Special Education: Mild/Moderate Survey Results:

1. I have the knowledge of the characteristics of various exceptionalities and the effects of the culture and environment has on the individual, their family and schooling.
   
   

   Strongly agree	Agree	Neither agree nor disagree	Disagree	Strongly disagree
   137.5%	50%			12.5%

2. I know how to interpret information from formal and informal assessments and to use the information in making eligibility, program (IEP), and placement decisions for individuals with exceptional learning needs.
   
   

   Strongly agree	Agree	Neither agree nor disagree	Disagree	Strongly disagree
   62.5%	25%			12.5%

   
    
3. I know how to develop programs, evaluate instruction and monitor progress for learners with special needs.
   
   

   Strongly agree	Agree	Neither agree nor disagree	Disagree	Strongly disagree
   50%	37.5%			12.5%

   
    
4. I know how to use functional behavior assessments to develop behavior intervention plans.
   
   

   Strongly agree	Agree	Neither agree nor disagree	Disagree	Strongly disagree
   25%	50%	12.5%		12.5%

   
    
5. I know how to select, design, and use assistive and instructional technology and specialized materials and resources required to integrate individuals with disabilities into the general education learning environment.
   
   

   Strongly agree	Agree	Neither agree nor disagree	Disagree	Strongly disagree
   50%	37.5%			12.5%

   
    
6. I know how to analyze, synthesize, and evaluate seminal research and original inquiry within the field of special education.
   
   

   Strongly agree	Agree	Neither agree nor disagree	Disagree	Strongly disagree
   	75%	12.5%		12.5%

Conclusions: 

1. The survey was set up to allow each invitee access to the survey only once. However, the results indicated that 22% or only two graduates responded to the survey but there are 8 total responses for each question.
2. One student emailed this faculty member stated they had incorrectly completed the survey. This may account for the one response of Strongly Disagree for each question.

Use of Results: 

1. The accuracy of these results is questionable. Although, it does appear that overall the students gave positive responses.
2. Next year the survey should be sent in the beginning of August. The survey should remain opened for one month with weekly reminders to those who have not responded.
3. Students will be asked to supply contact information at the time they take their comprehensive examination.

Special Education, Advanced Practitioner Survey Results

1. I have extended my knowledge of the characteristics of various subgroups of exceptionalities in behavior and learning and the effects of the culture and environment has on the individual, their family and schooling.
   
   

   Strongly agree	Agree	Neither agree nor disagree	Disagree	Strongly disagree
   66.67%	33.3%

   
    
2. I have extended my ability to interpret information from formal and informal assessments and to use the information in making eligibility, program (IEP), and placement decisions for individuals with exceptional learning needs, emphasizing those from culturally and/or linguistically diverse backgrounds.
   
   

   Strongly agree	Agree	Neither agree nor disagree	Disagree	Strongly disagree
   66.67%	33.3%

   
    
3. I have extended my knowledge to develop programs, evaluate instruction and monitor progress for learners with special needs and developed the ability to present this information to colleagues working with students with special needs.
   
   

   Strongly agree	Agree	Neither agree nor disagree	Disagree	Strongly disagree
   33.3%	66.7%

   
    
4. I have extended my ability to use functional behavior assessments to develop behavior intervention plans, using effective positive and negative behavior management strategies.
   
   

   Strongly agree	Agree	Neither agree nor disagree	Disagree	Strongly disagree
   33.3%	66.7%

   
    
5. I know how to develop and disseminate assistive and instructional technology and specialized materials and resources required to integrate individuals with disabilities into the general education learning environment.
   
   

   Strongly agree	Agree	Neither agree nor disagree	Disagree	Strongly disagree
   66.67%	33.33%

   
    
6. I know how to analyze, synthesize, and evaluate seminal research and original inquiry within the field of special education.
   
   

   Strongly agree	Agree	Neither agree nor disagree	Disagree	Strongly disagree
   33.33%	33.3%	33.3%

Conclusions: 

1. Three (60%) of the five invitees were invited to participate in the survey. The survey was opened for one week.
2. Graduates responded variably to all questions.
3. A majority (66.67%) of graduates responded as “Strongly agree” for questions # 1, 2, and 5. Graduates felt more competent in their knowledge of characteristics, program development, and assistive technology.
4. A majority (66.67%) of graduates responded as “Agree” for questions # 3 and 4. Graduates felt competent but not as competent with their skills in presenting their knowledge to their colleagues and in the use of functional behavior assessments.
5. Question 6, the use or seminal research, received mixed results.

Use of Results: 

1. The results need to be interpreted with care since only three of the five graduates responded. The low response rate could be accounted for the difficulty in obtaining the information.
2. More attention needs to be paid to the courses which deal with the skills listed below.
   1. I have extended my knowledge to develop programs, evaluate instruction and monitor progress for learners with special needs and developed the ability to present this information to colleagues working with students with special needs.
   2. I have extended my ability to use functional behavior assessments to develop behavior intervention plans, using effective positive and negative behavior management strategies.
   3. I know how to analyze, synthesize, and evaluate seminal research and original inquiry within the field of special education.
    
3. The survey should be sent in the beginning of August. The survey should remain opened for one month with weekly reminders to those who have not responded.
4. Students will be asked to supply contact information at the time they take their comprehensive examination.

Critical Friends Survey

A Critical Friends Survey was to be piloted during the 05-06 school year. Graduates of the Advanced Practitioner and Mild/Moderate Masters degree programs were emailed and asked to send the email address of their direct supervisor to UNK. Only three Mild/Moderate students and one Advanced Practitioner student supplied this information. Because of the low reply, the Critical Friends survey was not administered. Beginning with the fall 06 semester, students will be asked to supply the information listed below at the time they take their comprehensive examination.

• Student’s name, address, and home phone number
• Student’s work and personal email address
• Name and email of their direct supervisor
• Name of district in which they are employed