Exceptional Education – Graduate Program

Note: all courses have EXED prefix.

PROFESSIONAL EDUCATION UNIT DATA SOURCE MATRIX - ADVANCED PREPARATION LBD

NCATE Stage 1: Stage 2: Stage 3: Stage 4: Stage 5: Standard Source Standard Name Relationship Graduate Admission Mid-Program Clinical/Field Experience Exit Follow Up s

d GAP score = Undergraduate 517 Transition Interagency Plan 517 10 Hours Collaboration on EXED Graduate Survey, r a

d GPA multiplied by GRE 518 Functional Behavioral Analysis and Interagency Plan Comprehensive Survey of Graduates n a

t verbal + math scores Positive Behavior Support Plan 518 40 Hours assessing and Exam, Professional after one year and S

r GRE writing score 3.5 or 530 Assessment Case Study monitoring student behavior Portfolio, Teacher two years e

h greater 531 IEP Research Project 530 20 Hours assessing student Worksample, Praxis c a

e Content Knowledge 532 Parent Resource Guide 531 20 Hours IEP preparation II exam for LBD

NCATE T - Learned Society 533 Curriculum Development Project 532 25 Hours collaborating and Content y KTS 8 k

c Standards Unique 534 Action Research Project interviewing parents

Knowledge u t to Each Program 590 Teacher Worksample 533 20 Hours collaborating with n e 630 Case Law Portfolio general education teachers K 534 120 Hours designing and conducting research project in their classroom 590, 120 hrs, Practicum NCATE 518 Functional Behavioral Analysis and 518 40 Hours assessing and EXED Graduate Survey, Pedagogical Positive Behavior Support Plan monitoring student behavior Comprehensive Survey of Graduates Content 530 Assessment Case Study 530 20 Hours assessing student Exam, Professional after one year and Knowledge/Profess 531 IEP Research Project 531 20 Hours IEP preparation Portfolio, Teacher two years ional & Designs/Plans 533 Curriculum Development Project 533 20 Hours collaborating with Worksample KTS 1 Pedagogical Instruction 534 Action Research Project general education teachers Knowledge & 590 Teacher Worksample 534 120 Hours designing and Skills conducting research project in their classroom 590, 120 hrs, Practicum 518 Functional Behavioral Analysis and 518 40 Hours assessing and EXED Graduate Survey, Positive Behavior Support Plan monitoring student behavior Comprehensive Survey of Graduates 530 Assessment Case Study 530 20 Hours assessing student Exam, Professional after one year and 531 IEP Research Project 531 20 Hours IEP preparation Portfolio, Teacher two years 533 Curriculum Development Project 533 20 Hours collaborating with Worksample KTS 2 Learning Climate 534 Action Research Project general education teachers 590 Teacher Worksample 534 120 Hours designing and 630 Case Law Portfolio conducting research project in their classroom 590, 120 hrs, Practicum KTS 3 Implements/ 518 Functional Behavioral Analysis and 518 40 Hours assessing and EXED Graduate Survey, Manages Positive Behavior Support Plan monitoring student behavior Comprehensive Survey of Graduates Instruction 530 Assessment Case Study 530 20 Hours assessing student Exam, Professional after one year and 531 IEP Research Project 531 20 Hours IEP preparation Portfolio, Teacher two years 533 Curriculum Development Project 533 20 Hours collaborating with Worksample 534 Action Research Project general education teachers 590 Teacher Worksample 534 120 Hours designing and conducting research project in their classroom 590, 120 hrs, Practicum 518 Functional Behavioral Analysis and 518 40 Hours assessing and EXED Graduate Survey, Positive Behavior Support Plan monitoring student behavior Comprehensive Survey of Graduates 530 Assessment Case Study 530 20 Hours assessing student Exam, Professional after one year and 531 IEP Research Project 531 20 Hours IEP preparation Portfolio, Teacher two years KTS 4 Learning Results 534 Action Research Project 534 120 Hours designing and Worksample 590 Teacher Worksample conducting research project in their classroom 590, 120 hrs, Practicum

517 Transition Interagency Plan 517 10 Hours Collaboration on EXED Graduate Survey, 518 Functional Behavioral Analysis and Interagency Plan Comprehensive Survey of Graduates Positive Behavior Support Plan 518 40 Hours assessing and Exam, Professional after one year and 530 Assessment Case Study monitoring student behavior Portfolio, Teacher two years KTS 5 Reflection 534 Action Research Project 530 20 Hours assessing student Worksample 590 Teacher Worksample 534 120 Hours designing and 630 Case Law Portfolio conducting research project in their classroom 590, 120 hrs, Practicum 517 Transition Interagency Plan 517 10 Hours Collaboration on EXED Graduate Survey, 532 Parent Resource Guide Interagency Plan Comprehensive Survey of Graduates 533 Curriculum Development Project 532 25 Hours collaborating and Exam, Professional after one year and 534 Action Research Project interviewing parents Portfolio, Teacher two years 590 Teacher Worksample 533 20 Hours collaborating with Worksample KTS 6 Collaboration general education teachers 534 120 Hours designing and conducting research project in their classroom 590, 120 hrs, Practicum 517 Transition Interagency Plan 517 10 Hours Collaboration on EXED Graduate Survey, 518 Functional Behavioral Analysis and Interagency Plan Comprehensive Survey of Graduates Positive Behavior Support Plan 518 40 Hours assessing and Exam, Professional after one year and 530 Assessment Case Study monitoring student behavior Portfolio, Teacher two years 531 IEP Research Project 530 20 Hours assessing student Worksample 532 Parent Resource Guide 531 20 Hours IEP preparation Professional 533 Curriculum Development Project 532 25 Hours collaborating and KTS 7 Development 534 Action Research Project interviewing parents 590 Teacher Worksample 533 20 Hours collaborating with 630 Case Law Portfolio general education teachers 534 120 Hours designing and conducting research project in their classroom 590, 120 hrs, Practicum KTS 9 Technology 517 Transition Interagency Plan 517 10 Hours Collaboration on EXED Graduate Survey, 518 Functional Behavioral Analysis and Interagency Plan Comprehensive Survey of Graduates Positive Behavior Support Plan 518 40 Hours assessing and Exam, Professional after one year and 530 Assessment Case Study monitoring student behavior Portfolio, Teacher two years 531 IEP Research Project 530 20 Hours assessing student Worksample 532 Parent Resource Guide 531 20 Hours IEP preparation 533 Curriculum Development Project 532 25 Hours collaborating and 534 Action Research Project interviewing parents 590 Teacher Worksample 533 20 Hours collaborating with 630 Case Law Portfolio general education teachers 534 120 Hours designing and conducting research project in their classroom 590, 120 hrs, Practicum 517 Transition Interagency Plan 517 10 Hours Collaboration on EXED Graduate Survey, 518 Functional Behavioral Analysis and Interagency Plan Comprehensive Survey of Graduates Positive Behavior Support Plan 518 40 Hours assessing and Exam, Professional after one year and 530 Assessment Case Study monitoring student behavior Portfolio, Teacher two years 531 IEP Research Project 530 20 Hours assessing student Worksample 532 Parent Resource Guide 531 20 Hours IEP preparation Professional 533 Curriculum Development Project 532 25 Hours collaborating and KTS 10 Leadership 534 Action Research Project interviewing parents 590 Teacher Worksample 533 20 Hours collaborating with 630 Case Law Portfolio general education teachers 534 120 Hours designing and conducting research project in their classroom 590, 120 hrs, Practicum 517 Transition Interagency Plan Graduate Survey, 518 Functional Behavioral Analysis and Survey of Graduates Positive Behavior Support Plan after one year and 530 Assessment Case Study two years CF Beliefs 531 IEP Research Project 1,2,9, Personal Traits 532 Parent Resource Guide McEwan, 2002 533 Curriculum Development Project 534 Action Research Project 590 Teacher Worksample 630 Case Law Portfolio s

e 517 Transition Interagency Plan c r

u 518 Functional Behavioral Analysis and o S

Positive Behavior Support Plan y l

r 530 Assessment Case Study a l

o 531 IEP Research Project h

c Kounin, 532 Parent Resource Guide S

Teaching Traits

d McEwan, 2002 533 Curriculum Development Project n a

NCATE 534 Action Research Project k Dispositions r 590 Teacher Worksample o

w 630 Case Law Portfolio e

m a r

F

l

a 517 Transition Interagency Plan EXED Graduate Survey, u t

p 518 Functional Behavioral Analysis and Comprehensive Survey of Graduates e c

n Positive Behavior Support Plan Exam, Professional after one year and o

C 530 Assessment Case Study Portfolio, Teacher two years 531 IEP Research Project Worksample 532 Parent Resource Guide 533 Curriculum Development Project CF Beliefs 3-6 Intellectual Traits 534 Action Research Project 590 Teacher Worksample 630 Case Law Portfolio 537 Instructional Design Project 545 Interactive Multimedia Website 547 School Technology Impact Review 590 Electronic Professional Portfolio

Professional Graduate Survey, 517 Transition Interagency Plan Portfolio, Teacher Survey of Graduates 518 Functional Behavioral Analysis and Worksample after one year and Positive Behavior Support Plan two years CF Belief 7, 530 Assessment Case Study KY Code of Professional Traits 531 IEP Research Project Ethics 532 Parent Resource Guide 533 Curriculum Development Project 534 Action Research Project 590 Teacher Worksample 630 Case Law Portfolio 517 10 Hours Collaboration on Interagency Plan 518 40 Hours assessing and monitoring student behavior 530 20 Hours assessing student 531 20 Hours IEP preparation NCATE Standard 532 25 Hours collaborating and CF Beliefs 4,5,6Field Experiences 3 interviewing parents 533 20 Hours collaborating with general education teachers 534 120 Hours designing and conducting research project in their classroom 590, 120 hrs, Practicum 517 Transition Interagency Plan 517 10 Hours Collaboration on Professional Graduate Survey, 518 Functional Behavioral Analysis and Interagency Plan Portfolio, Teacher Survey of Graduates Positive Behavior Support Plan 518 40 Hours assessing and Worksample after one year and 530 Assessment Case Study monitoring student behavior two years

k 531 IEP Research Project 530 20 Hours assessing student r

o 532 Parent Resource Guide 531 20 Hours IEP preparation w e 533 Curriculum Development Project 532 25 Hours collaborating and m a

r 534 Action Research Project interviewing parents

NCATE Standard 4 F CF Beliefs 3 Diversity

l 590 Teacher Worksample 533 20 Hours collaborating with a u

t 630 Case Law Portfolio general education teachers p

e 534 120 Hours designing and c

n conducting research project in o

C their classroom 590, 120 hrs, Practicum

517 Transition Interagency Plan 517 10 Hours Collaboration on Professional Graduate Survey, 518 Functional Behavioral Analysis and Interagency Plan Portfolio, Teacher Survey of Graduates Positive Behavior Support Plan 518 40 Hours assessing and Worksample after one year and 530 Assessment Case Study monitoring student behavior two years 531 IEP Research Project 530 20 Hours assessing student 532 Parent Resource Guide 531 20 Hours IEP preparation 533 Curriculum Development Project 532 25 Hours collaborating and NCATE P-12 Facilitates P-12 CF Beliefs 6,7,8 534 Action Research Project interviewing parents Learning Student Learning 590 Teacher Worksample 533 20 Hours collaborating with 630 Case Law Portfolio general education teachers 534 120 Hours designing and conducting research project in their classroom 590, 120 hrs, Practicum

All critical performances have been This system will be The current graduate developed and posted on the Electronic fully implemented by survey will be revised Portfolio System. This system will be fully all EXED graduate to address the teacher implemented by all EXED graduate faculty faculty in the Spring standards and DESCRIPTION OF DATA GATHERING TIMELINE PER in the Spring 2006 semester, i.e., all students 2006 semester, i.e., alldispositions. We will STAGE: will upload CPs and graduate faculty will students will upload also begin to survey post scores on a 4-point scale. CPs and graduate graduates after one faculty will post year and again after scores on a 4-point two years. scale. EXED graduate faculty will meet to obtain Data will be used to Data will be used to summary of CP scores by course at the end determine program determine program DESCRIPTION OF WHEN/HOW DATA ARE USED FOR of each semester and review them at faculty changes, course CPs, changes, course CPs, DECISION MAKING: meetings to determine if any students are and program policies. and program policies. performing below 3, or Standards Met.