Value Added Matrix

Name of Licensure Area: Mild/ Moderate - Initial Undergrad

Courses/Field Experiences that incorporate Value-Added: Assessments related to the Value-Added dimension:

EDPF 29525 Educational Psychology 3 sem credits EDPF 29525 (Educational Psychology) will concentrate on Value-Added Assessment as it pertains to student learning.

EDPF 29525 Educational Psychology is one of the four required courses of all education majors. It is an overview of classical and *A structured class discussion will be used to ensure that modern theories of learning as they apply to classroom practice. students are able to discuss the importance of measuring both Courses content includes an overview of key learning theories, achievement and progress in schools. lifespan development, current issues involving instruction, assessments, and theoretical application to problems of teaching and learning. The assessment section of the course includes *Students will work in groups to analyze value-added progress Traditional Tests, Standardized Tests, Authentic Assessment, measures in order to modify future instructional strategies. Each and Approaches to Value-Added Assessment. Value-added group will report on their conclusions. assessment will be covered using Module 1 again, this time with special emphasis on its relevance to understanding teaching and learning. The activities and assessments focus on the use of Value-Added Assessments in understanding student *Utilizing simplified value-added assessment data, students will achievement and teaching strategies. Value-Added information decipher if a data shows that the student has displayed increased will be included in course beginning Fall, 2008. progression in his/her learning.

Courses/Field Experiences that incorporate Value-Added: Assessments related to the Value-Added dimension: 2

EDPF 29535 – Education in a Democratic Society 3 sem EDPF 29535 – Education in a Democratic Society (TAG/Intro. credits (TAG/Intro. to Education). to Education).

Education in a Democratic Society is the first course in the EDPF 29535, Education in a Democratic Society, will concentrate professional education sequence and one of the four courses on Value-Added assessment in terms of the context of schooling required of all education majors. In many education programs it is and communities, and from the point of view of parents and other called “Introduction to Education.” The course in an introduction members of the community. to six aspects of professional education: Standards-Based Education, Professionalization, Diversity; Democratic Issues and Social Justice; Curriculum and Instruction; and Legal and  Students will be examine the results of Value-Added Organizational Issues. The addition of knowledge about Value- assessments in several school districts – both from the Added Assessment will be incorporated into the course, using Case Studies and, as possible, from Ohio districts – Module 1 from the ODE website under the umbrella of looking particularly at reports about the use of Value- Standards-Based Education and Professionalization, and will Added assessments with diverse learners include information on the history of Value-Added as a concept, as well as information on the process through which it became a  Students will be engaged in small group discussion of the part of the assessment system for Ohio schools. Value-Added effects of Value-Added assessments on the relation of information will be included in course beginning Fall, 2008. schools to the communities in which they exist

 A structured whole-class discussion will take place in which students’ work with the implementation of Value- Added assessment will be shared and discussed.

Courses/Field Experiences that incorporate Value-Added: Assessments related to the Value-Added dimension:

SPED 43061 – Curriculum & Methods of Classroom SPED 43061 – Curriculum & Methods of Classroom Instruction: Mild/ Moderate Intervention Needs. – 3 Instruction: Mild/ Moderate Intervention Needs. semester hours credit. Required. 3

SPED 43061 - Curriculum & Methods of Classroom Instruction: Curriculum development, programming, adaptation and delivery Mild/ Moderate Intervention Needs will concentrate on Value- for students with mild to moderate disabilities. Introduction to Added assessment as it pertains to instruction and learning in transition planning for students with mild/moderate disabilities. both integrated and unique educational settings for students. Emphasis is on functional curriculum and adapting instructional techniques, materials, and assessments to meet the needs of  Classes will examine data and explore the use of VA learners with disabilities in self-contained, inclusive educational, indices as additional measures of overall class and and community-based settings. Since SPED is a data driven by individual progress. Classes will use a case study definition, Value-Added linkages are a natural extension of our approach focusing on integrating “other sources of data”. focus on individual goal and objective assessment. Value-Added Classes will develop a report based on this data content will include the concepts of combining VA data with other integration. related sources of data, VA within the context of a standards  Student groups will discuss evidence-based practices and based curriculum & instruction format, accountability and program evaluation. Value-Added information will be included in response to intervention programming as indices of course beginning Fall, 2008. valued added assessment “within the context of standards based curriculum & instruction format”. Students will produce written examples of evidence-based practice and VA within a standards based curriculum.

 Students will examine correlations between value added performance measures and those of student IEP goal and objective achievement for purposes of “accountability, program evaluation and the use of other sources of data”. Students will produce a written example of how program evaluation can employ these data.