Degree and Program Name: SPECIAL EDUCATION

Please complete a separate worksheet for each academic STUDENT LEARNING ASSESSMENT PROGRAM program (major, minor) at each level (undergraduate, SUMMARY FORM AY 2008-2010 graduate) in your department. Worksheets are due to Degree and Program Name: SPECIAL EDUCATION- CASA this year by June 15, 2010. Worksheets should UNDERGRADUATE be sent electronically to [email protected] and should Submitted By: Kathlene S. Shank, Chair also be submitted to your college dean. For information about assessment or help with your assessment plans, visit the Assessment webpage at PART ONE http://www.eiu.edu/~assess/ or contact Karla Sanders in CASA at 581-6056.

What Are the Learning How, Where, & When Are They What Are the What Are the Committee/Person Responsible? Objectives? Assessed? Expectations? Results? How Will the Results Be Used? 1. Major will have an appropriate Capstone Knowledge base course: SPE Majors enrolled in SPE 4900 Fall 2008: Department faculty analyze grades by knowledge base specific to students 4900. Capstone Practica: SPE 4901. 4900/4901 will meet 6 of 48 earned A's course, not section, across semesters with disabilities. Majors will have the performance 28 of 48 earned B’s each semester. The DCC monitors to skills to establish environments expectations (earn a C) or 14 of 48 earned C’s assure grades in 4900/4901 are tied to which provide for the academic exceed expectations Class average GPA performance objectives, that rubrics are development of all learners. Majors (earn B or A). was 2.83. used for assignments and projects, and upon program completion meet the that grades are criterion referenced. Data following outcomes: SPE 4901 Fall 2008: is used to assess candidate performance Students: 29 of 49 earned A's and program improvement. (2) Design instruction to 16 of 49 earned B’s promote healthy self- 3 of 49 earned C’s Committee/Person Responsible: concept. 1 of 49 earned a “D”. (5) Demonstrate sensitivity to Class average GPA Chair/DCC/Instructors of 4900/4901 students’ feelings. was 3.49. (8) Strive to develop student moral and ethical behaviors. SPE 4900 Spring 2009: (9) Develop a desire for lifelong 2 of 36 earned A's learning. 14 of 36 earned B’s (12) Provide for the uniqueness 27 of 36 earned C’s of the individuals. 0 withdrew Class average GPA was 2.53.

SPE 4901 Spring 2009: 24 of 36 earned A's 9 of 36 earned B’s 1 of 36 earned C’s 1 of 36 earned a “D”. 2 withdrew Class average GPA was 3.89.

SPE 4900 Fall 2009:

D:\Docs\2018-04-13\0c2ecad5dd42b48fd281377bab5a850a.doc What Are the Learning How, Where, & When Are They What Are the What Are the Committee/Person Responsible? Objectives? Assessed? Expectations? Results? How Will the Results Be Used? 13 of 40 earned A's 25 of 40 earned B’s 2 of 40 earned C’s Class average GPA was 3.28.

SPE 4901 Fall 2009: 27 of 41 earned A's 9 of 41 earned B’s 5 of 41 earned C’s Class average GPA was 3.54.

SPE 4900 Spring 2010: 4 of 39 earned A's 24 of 39 earned B’s 10 of 39 earned C’s 1 of 39 withdrew Class average GPA was 2.84.

SPE 4901 Spring 2010: 20 of 39 earned A's 17 of 39 earned B’s 1 of 39 earned C’s 1 of 39 withdrew Class average GPA was 3.47.

2. Majors will have the appropriate Capstone Knowledge base course: SPE Majors enrolled in See #1 above Committee/Person Responsible: knowledge base relative to diverse 4900. Capstone Practica: SPE 4901. 4900/4901 will meet Chair and 4900/4901 Instructors strategies to teach learners with performance Summary Pass Rate Chair and DCC will analyze grades earned disabilities. Illinois Deans’ Graduate Survey after expectations (earn a C or for on campus (not by section but by course) in program completion. better) or exceed program completers 4900/4901; See #1. Majors will have the skills to establish performance on the LBS I State Test environments to enhance learners expectations (earned A or March 2008 through Chair and faculty will scrutinize with mild disabilities academic B). March 2010: 100% certification test results by subsection achievement. Majors upon program pass rate. On the State plan receiving summary of each test completion meet the following Majors will pass the State Early Childhood administration results. objectives: of Illinois LBS I content Special Education test, (1) Design instruction to utilize the test. the pass rate was Committee/Person Responsible: cognitive process. 100%. (3) Achieve learning outcomes. Teacher Graduate Illinois Certification Tests - ISBE/Chair & (4) Decide what will be learned. Assessment will reflect The “Teacher Associate Dean (6) Emphasizes higher-order EIU Special Education Graduate Assessment - 2 -

D:\Docs\2018-04-13\0c2ecad5dd42b48fd281377bab5a850a.doc What Are the Learning How, Where, & When Are They What Are the What Are the Committee/Person Responsible? Objectives? Assessed? Expectations? Results? How Will the Results Be Used? critical thinking skills. graduates’ perceptions of Survey” conducted by (7) Optimize academically program are strong. the Illinois Association Illinois Deans and Chairperson engaged time. of Deans of Public (11) Utilize concepts of Colleges of Education measurement and assessment. reflects the survey (19) Utilizes technology. responses of EIU Special Education undergraduate program completers, 2007-2009.

In response to the survey question “Indicate the extent to which you are prepared to manage the learning environment” 79 of 93 respondents said they were “extremely prepared or “mostly prepared”; 13 said “somewhat” prepared”; and only 1 said “not prepared”.

In response to how well graduates perceived they were prepared (had the necessary knowledge and skills) 75 of 92 said “extremely prepared” or “mostly prepared”; 15 of 92 responded “somewhat prepared”; and 2 of 92 said they did not feel prepared. 3. Majors will have an appropriate Student products across their major Each of 6 products See product graphs. Student course products must meet or knowledge base relative to diversity program are submitted and graded assessed as part of the exceed the CEC national standards. As in society and across and among using rubrics. A portfolio is submitted department assessment 48 of 108 supervisors one criterion for approval of a given communities. Majors will have the prior to student teaching. system must meet or indicated that “special student to be allowed to Student Teach in skills to establish effective exceed department education” teachers Special Education, the portfolio must be educational environments in schools Illinois Deans’ Graduate Survey after faculty expectation of they supervised were submitted and be rated as “acceptable.” and communities. Majors upon program completion. acceptability and must be “extremely well program completion meet the 19 Unit included in the portfolio prepared” to manage Committee/Person Responsible: Outcomes including the following submitted prior to the learning - 3 -

D:\Docs\2018-04-13\0c2ecad5dd42b48fd281377bab5a850a.doc What Are the Learning How, Where, & When Are They What Are the What Are the Committee/Person Responsible? Objectives? Assessed? Expectations? Results? How Will the Results Be Used? outcomes: student teaching. environment; 41 of 108 (13) Performs successfully within responded “mostly Chair and faculty as a whole contexts of schools and Graduates and prepared”; 18 said community. supervisors of graduates “somewhat prepared”; Illinois Deans/Chairperson (14) Models appropriate will perceive graduates and 1 of 108 said “not professional behavior. are prepared to manage prepared”. learning environment and be an effective teacher. 46 of 107 supervisors who responded to the survey said EIU special education teachers they supervised were “extremely well prepared”; 51 of 107 said “mostly”; 9 said “somewhat”; and 1 responded “not at all prepared”. 4. Majors will have a Special Illinois Certification Tests. See #2 above See #2 above See #2 above Education knowledge base sufficient to be an effective entry-level teacher. Illinois Deans’ Graduate Survey after See #3 above See #3 above Program completers will have program completion. Committee/Person Responsible: demonstrated professional subject area knowledge and skills, including, ISBE/Chair/Special Education Faculty and but not limited to, having Associate Dean demonstrated the following outcomes: Illinois Deans/Chairperson (10) Good communication skills. (15) Mastery of basic skills in language arts and mathematics. (16) Knowledge of facts and understanding of relationships among the various knowledge domains. (17) Mastery of the structure of the disciplines selected for specialization. (18) Knowledge of past and present issues in the filed of Education. 5. Program completers will have Illinois Basic Skills Test. Majors will pass the 100% of Certification is not possible without demonstrated he/she has basic skills: Illinois Basic Skills Test majors/program successful completion of this test. writing, reading, and math. in order to commence completers 08-10 certification course passed the Illinois Test sequence. of Basic Skills; no one Committee/Person Responsible: can complete the - 4 -

D:\Docs\2018-04-13\0c2ecad5dd42b48fd281377bab5a850a.doc What Are the Learning How, Where, & When Are They What Are the What Are the Committee/Person Responsible? Objectives? Assessed? Expectations? Results? How Will the Results Be Used? course sequence beyond the 5 semester ISBE/Chair/Associate Dean hour introductory courses of SPE 2000/3000 unless this test is passed. 6. Program completers will have Effective Written and Oral Majors earn a “C” or All majors 2008-2010 Chair/Office Staff/Candidate Advisor demonstrated they have met the Communication - Successful completion better in ENG 1001, earned a “C” or better following University general of four courses which focus on effective 1002, 3001, and CMN in English 1001, 1002 Candidate Advisor education objectives: effective oral and written communication: 1310. and CMN 1310 , written and oral communication; English 1001, 1002, 3001, and meeting the CASS/Chair critical and reflective thinking; and Communication 1310. requirement to enter Candidates will earn a 2.5 responsible global citizenship. the professional Faculty Chair or higher average rating Demonstration of an average rating of special education on the EWP. Effective written communication. 2.50 or higher on the EWP. course work CASA/CHAIR commencing with SPE Each of the products are Demonstration of effective written 3200/3201. Chair/SPE 4901 assessed specific to language and professional writing on all InstructorsChair/Certifying Dean candidate writing required assessment products. All majors earned a competency. See “C” or better in product charts. Critical and Reflective Thinking English 3001 prior to graduation Candidates will meet or Demonstration of critical thinking as certification. exceed standards overall measured by the Watson – Glaser. by earning a 3.0 or higher AY 2009 (only year rating for the area Demonstration of reflective thinking in data was provided) “Writing Competence” capstone/practica: SPE 4901. Special Education for submitted products. majors earned an Responsible Global Citizenship average score of 3.36. Candidates will earn a See charts on “C” or better in SPE 4901. Demonstration of knowledge and skills products. Regardless of points in EDF 2555 and STG 4000 pre-requisite earned, candidates will to becoming a global citizen. AY 2009 Special meet or exceed college Education majors’ average on the Watson- mean average was Glaser. If the reflective 24.22. The College journal is not maintained average was 23.27. and submitted, a grade of “C” or higher cannot be 164 of 154 candidates earned. 2008-2010 earned a “C” or better in SPE Candidates will earn a 4901. “C” or better in EDF 2555, “Diversity of Schools and All 2008-2010 Societies: School and candidates prior to Global Perspective”, and certification for a “credit” in STG 4000, graduation have “Multicultural/Disabilities earned a “C” or better - 5 -

D:\Docs\2018-04-13\0c2ecad5dd42b48fd281377bab5a850a.doc What Are the Learning How, Where, & When Are They What Are the What Are the Committee/Person Responsible? Objectives? Assessed? Expectations? Results? How Will the Results Be Used? Practicum”. in EDF 2555 and credit for STG 4000.

Earning a “C” or better in EDF 255 and credit in STG 4000 require completion of assignments focused on diversity, including geographic, ethic, cultural and linguistic diversity.

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Outcome Measure: Assessment

Summary: Improvements/Changes Goals/Objectives Assessment Used: Strengths/Needs Based on Planned Based on Outcome Outcome Measures Measures 1. Design instruction to develop Lesson Plan 100% of all lesson plans in 08-09 and utilize the cognitive and Fall 09 demonstrate processes by which pupils Student Teaching Evaluation candidates meet or exceed all learn. instructional design and planning CEC standards.

Student Teaching Evaluation data reflect candidates demonstrate this skill in their student teaching semester; see data charts/graphs included with this report. 2. Design instruction to promote IEP and Unit Plan The data reflects that IEPs and a healthy self-concept in their Unit Plans are exceedingly students. Student Teaching Evaluation strong.

In 08-09 on the IEP, 100% met or exceeded standards; on the Unit Plan 100% candidate performance exceeded some or consistently all standards.

Fall 09 100% met or exceeded standards on the IEP and 98.5% met or exceeded standards on the unit plan.

Student Teaching Evaluation data reflect candidates demonstrate this skill in their student teaching semester; see data charts included with this report. 3. Demonstrate alternative Illinois Deans’ Survey of Relative to whether EIU special methods of achieving similar Supervisors, 2007-2009 education program completers learning outcomes. understand and use or practice Student Teaching Evaluation “central concepts, methods of - 7 -

D:\Docs\2018-04-13\0c2ecad5dd42b48fd281377bab5a850a.doc Outcome Measure: Assessment

Summary: Improvements/Changes Goals/Objectives Assessment Used: Strengths/Needs Based on Planned Based on Outcome Outcome Measures Measures inquiry, and structures of the discipline” necessary to create learning experiences that make content meaningful to all students, 106 of 107 said they somewhat, mostly or completely demonstrated they understood, and, also, EIU Special Education graduates used or practiced this some to all of the time.

Student Teaching Evaluation data reflect candidates demonstrate this skill in their student teaching semester; see data charts included with this report. 4. Decide what will be learned See #2 Student Teaching Evaluation data and the process of learning. reflect candidates demonstrate Student Teaching Evaluation this skill in their student teaching semester; see data charts included with this report. 5. Demonstrate/exhibit sensi- Illinois Deans’ Survey of The survey asked supervisors if tivity to students’ feelings. Supervisors, 2007-2009 graduates demonstrated understanding of: “Individual Student Teaching Evaluation and group motivation and behavior in order to encourage positive social interaction, active engagement in learning, and self motivation”. 104 of 105 said Special Education EIU graduates somewhat, mostly, or completely demonstrated this.

Student Teaching Evaluation data reflect candidates demonstrate this skill in their student teaching semester; see data charts

Summary: Improvements/Changes Goals/Objectives Assessment Used: Strengths/Needs Based on Planned Based on Outcome Outcome Measures Measures included with this report. 6. Emphasize higher-order, See #2, #3 Student Teaching Evaluation data critical thinking skills. reflect candidates demonstrate Student Teaching Evaluation this skill in their student teaching semester; see data charts included with this report. 7. Manage the classroom to Functional Behavioral 98% of all candidates et or optimize academically Assessment (FBA) exceeded standards on the FFBA engaged time. 08-09. In Fall 09 100% exceeded Student Teaching Evaluation standards on the FBA.

Student Teaching Evaluation data reflect candidates demonstrate this skill in their student teaching semester; see data charts included with this report. 8. Strive to develop in student’s IEP – Impact on Student Learning 100% of all candidates in 08-09 intellectual, social, ethical met or exceeded standards and moral skills and Student Teaching Evaluation specific to individualization and behaviors. effectiveness of teaching. In 09- 10 98.5% met or exceeded standards.

Student Teaching Evaluation data reflect candidates demonstrate this skill in their student teaching semester; see data charts included with this report. 9. Develop a desire for lifelong See #2 Student Teaching Evaluation data learning in students and reflect candidates demonstrate display personally one’s own Student Teaching Evaluation this skill in their student teaching desire for lifelong learning semester; see data charts including self-evaluation included with this report. skills.

10. Demonstrate good All Products: Functional In 08-09 across products, the communication skills. Behavioral Assessment, Unit Plan, overwhelming majority of - 9 -

Summary: Improvements/Changes Goals/Objectives Assessment Used: Strengths/Needs Based on Planned Based on Outcome Outcome Measures Measures Assessment Summary Report, candidates met or exceeded Curriculum Adaptation; Language “writing competency” standards. Reading Lesson Plan; Curriculum This was also true in Summer 09 Based Assessment, IEP, and and Fall 09 (see product graphs: Lesson Plan – See charts Writing Competency.)

Student Teaching Evaluation Student Teaching Evaluation data reflect candidates demonstrate this skill in their student teaching semester; see data charts included with this report. 11. Use basic concepts of Assessment Summary Report 100% on Assessment Summary measurements and assess- And Curriculum Based Report in 08-09 , and Summer ment in instructional Assessment (CBA) and Fall 09, exceeded some decision-making. standards or consistently Student Teaching Evaluation exceeded all standards, and 96.5% met or exceeded all standards on the “Curriculum Based Assessment”. In Summer 09 and Fall 09, 98.5% met or exceeded standards on the CBA.

Student Teaching Evaluation data reflect candidates demonstrate this skill in their student teaching semester; see data charts included with this report. 12. Provide for the uniqueness of See #3 The Illinois Deans’ Survey 2007- individuals, recognizing the 2009 reflects that 105 (100%) characteristics of culturally Illinois Deans’ Survey of supervisors of EIU Special pluralistic and “at-risk” Supervisors, 2007-2009 Education undergraduate populations, and foster graduates responded when asked appreciation for those Student Teaching Evaluation “To what extent did the teacher differences. understand and to what extent did they use or practice that” students differ in their approach to learning in order to create

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Summary: Improvements/Changes Goals/Objectives Assessment Used: Strengths/Needs Based on Planned Based on Outcome Outcome Measures Measures instructional opportunities to diverse learning” that EIU Special Education graduates somewhat, mostly, or completely understood and that the special education teachers used or practiced this some to all of the time.

Student Teaching Evaluation data reflect candidates demonstrate this skill in their student teaching semester; see data charts included with this report. 13. Perform successfully within Illinois Deans’ Survey of 103 of 106 supervisors responded the social and political Supervisors, 2007-2009 relative to Special Education contexts of schools and graduates’ ability to “foster community. Student Teaching Evaluation community relations” that they were somewhat, mostly, or extremely prepared.

Student Teaching Evaluation data reflect candidates demonstrate this skill in their student teaching semester; see data charts included with this report. 14. Model appropriate pro- Products Overall In 08-09, and Summer 09 and fessional behavior…ethical, (See #10) Fall 09, the overwhelming legal, social, and moral. majority met or exceeded (see Student Teaching Evaluation product graphs) standards.

Student Teaching Evaluation data reflect candidates demonstrate this skill in their student teaching semester; see data charts included with this report. 15. Demonstrate a mastery of the See #2, #3 Student Teaching Evaluation data basic skills in language arts reflect candidates demonstrate

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Summary: Improvements/Changes Goals/Objectives Assessment Used: Strengths/Needs Based on Planned Based on Outcome Outcome Measures Measures and mathematics. Student Teaching Evaluation this skill in their student teaching semester; see data charts included with this report. 16. Demonstrate knowledge of See #2, #3, #10, #11 Student Teaching Evaluation data facts and an understanding of reflect candidates demonstrate fundamental principles, ideas, Student Teaching Evaluation this skill in their student teaching and relationships among the semester; see data charts various knowledge domains. included with this report.

17. Demonstrate knowledge of See #2, #3 Student Teaching Evaluation data the structure of the reflect candidates demonstrate discipline(s) selected for Student Teaching Evaluation this skill in their student teaching specialization…theories, semester; see data charts concepts, facts, principles, included with this report. ideas, and relationships.

18. Demonstrate knowledge of State LBS I Test 100% of the program completers past and present passed the LBS I test in 08-09 developments, issues, Student Teaching Evaluation and 09-10. research, and social influences in the field of Student Teaching Evaluation data education. reflect candidates demonstrate this skill in their student teaching semester; see data charts included with this report. 19. Effective use of technology Products Overall Product graphs of results reflect to increase teaching and (See #10) that across products 2008-09 and learning. Summer 09/Fall 09 the Illinois Deans’ Survey of overwhelming majority of Supervisors, 2007-2009 candidates consistently exceeded or exceeded some standards in Student Teaching Evaluation “Use of Technology” (see product graphs).

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Summary: Improvements/Changes Goals/Objectives Assessment Used: Strengths/Needs Based on Planned Based on Outcome Outcome Measures Measures 103 of 105 supervisors responded on the survey that EIU Special Education graduates were somewhat, mostly, or extremely prepared to “use technology for classroom instruction”.

Student Teaching Evaluation data reflect candidates demonstrate this skill in their student teaching semester; see data charts included with this report.

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D:\Docs\2018-04-13\0c2ecad5dd42b48fd281377bab5a850a.doc SUMMARY OF PORTFOLIO ASSESSMENT DATA

08-09 09-10

Total Number of Portfolios Reviewed = 89 81

PART 1: A. Portfolio Quantitative Data

Portfolio: 76% of the products in the portfolio were acceptable on the first review, 08-09. 79% were acceptable in first review in 09-10.

In 08-09 4% of the ten products were unacceptable on first review, with all products acceptable on resubmission. Across 08-09 portfolios, 20% of the candidate products were missing due to timing of required submission and completion of the product in a class in which candidate was currently enrolled. These products were submitted and reviewed in subsequent submissions.

In 09-10 7% of the ten products were unacceptable on first review, with all products being acceptable on resubmission. 14% of the

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D:\Docs\2018-04-13\0c2ecad5dd42b48fd281377bab5a850a.doc products were missing on first submission due to current enrollment in classes in which product was required.

Portfolio Products include: Assessment Report, Curriculum Based Assessment, IEP, Behavioral Recording Assignment, Behavior Intervention Plan, Classroom Management Plan, Unit Plan, Lesson Plan, Curriculum and Material Adaptation, and Reflective Matrices.

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D:\Docs\2018-04-13\0c2ecad5dd42b48fd281377bab5a850a.doc PART I: A. Portfolio Qualitative Comments by Reviewers

Program Strengths as Shown by Portfolio Products

 Behavior Intervention Plans reflect knowledge and understanding of behavior.  Classroom management plans reflect understanding of behavioral principles and demonstrate attention to prevention as well as intervention strategies.  Graphing of data reflected understanding of behavior recording techniques.  Comprehensive unit plans included engaging activities.  Content knowledge of candidates reflected across products is very strong.  Functional behavioral assessments reflect understanding of the process of measuring impact on student (P-12) learning.  Lesson plans were very thorough across candidates.  Assessment reports are thorough and professional with confidentiality respected.  Reflections on course experiences and the relationship to CEC standards were evident.  Overall, across the two years, artifacts represented quality work.

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D:\Docs\2018-04-13\0c2ecad5dd42b48fd281377bab5a850a.doc PART I: B. Summary of Course Products Assessment Data

Each of 13 assignments are rated relative to the following elements: writing competency, professional presentation, required components, and use of technology. An overall rating is also determined. Rubrics used to grade all products are on a five point scale with 5 being “meets all standards,” 3 being “consistently meets standards” and 1 being “does not meet standards.”

Each rubric is aligned to the Council for Exceptional Children (CEC) standards for Special Education teachers. If the rating on the rubric reflects that the candidate meets all standards, this means the candidate’s performance has been assessed using the rubric aligned to standards as having met each of the specified CEC standards, resulting in a 5.0 rating. A rating of 3.00 reflects the product or its required components “consistently meets standards” which means the preponderance of the standards have been met by the candidate but not all have been met. “Does not meet” (1.00) means the candidate has not met the CEC standards at an acceptable level.

Graphs reflecting candidate data for each of the 13 assignments for Summer 08/Fall 08/Spring 09 and Summer/Fall 09 are included with this report.

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D:\Docs\2018-04-13\0c2ecad5dd42b48fd281377bab5a850a.doc PART I: C. Student Teaching Evaluation Data

The student teaching evaluation is aligned with the 19 Unit Outcomes. The data charts/graphs included in this report have been generated from the LiveText electronic portfolio each candidate is required to have as an EIU teacher education candidate. The “student teaching evaluation” entered is the final evaluation and it is jointly written by the cooperating teacher and the University coordinator. The majority of Special Education majors complete two discrete 8-week assignments and an evaluation is entered for each. LiveText data is generated component by component and no wholistic data across items is generated. This data analysis capacity/limitation is inherent in LiveText.

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D:\Docs\2018-04-13\0c2ecad5dd42b48fd281377bab5a850a.doc Summary of Course Artifact Assessment Data

Aggregated data for each of the 13 artifacts are provided at the conclusion of this narrative for Summer 08/Fall 08/Spring 09 (AY 08-09) and Summer/Fall 09. Data for Spring 2010 is not yet available. The data reflects the CEC standards that are assessed by given elements of the rubrics. On the data charts, CEC stands for Council for Exceptional Children standards. IGC reflects the CEC Individualized General Curriculum standards and IIC stands for CEC Individualized Independence Curriculum.

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D:\Docs\2018-04-13\0c2ecad5dd42b48fd281377bab5a850a.doc PART TWO: Specific to the previous report, the CASA Director asked about programmatic use of indirect measures as part of program assessment. Incorporated into this report is analysis of data generated by the Teacher Graduate Assessment, 2007-09 Survey Results conducted by the Illinois Association of Deans’ of Public Colleges of Education. A complete set of these survey results specific to the EIU Special Education Program is included with this report.

The CASA Director analysis also asked about student teaching data and it is included in this report.

PART THREE Summarize changes and improvements in curriculum, instruction, and learning that have resulted from the implementation of your assessment program.

A. Program strengths reflected in portfolios and analysis of products in Special Education courses:

 Candidates overwhelmingly meet or exceed standards across the 13 artifacts and five elements.  Candidate performance on EWP and Watson Glasser meets or exceeds college average.  The majority of portfolio products are acceptable on first submission.

Improvements/Changes Planned

 Rubrics were further refined in this academic year. Computer analysis across artifacts planned for this year was done and the data generated through SPSS AY 08-09 and Summer/Fall 09 are included in this report.

 Program assessment system became more extensive with 13 artifacts being aligned to the CEC and State standards.

B. Program Strengths as reflected in Undergraduate Program IBHE self-study, reports, and administrative reviews of the departmental self-study:

 The two departmental programs were fully recognized on first review by the Council for Exceptional Children Fall 2008. This recognition will extend until 2013-14.  There was no self-study done this year; in academic year 2003-2004 the department did a self-study assessment as part of the process specific to the Eight Year IBHE Review process.

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D:\Docs\2018-04-13\0c2ecad5dd42b48fd281377bab5a850a.doc Strengths reflected in the 03-04 self-study included: placement rates, student/alumni/employer satisfaction, and faculty leadership in professional organizations, as well as the department’s concerted efforts to find innovative ways to serve underserved areas, to use limited resources efficiently, and to use technology effectively in teaching and learning. Additional strengths include: enrollments, state licensure/certification exam results, and sustained accreditations.

 An IBHE self-study will occur commencing August 2010.

C. Improvements/Changes Planned Based on Analysis of Certification Test Results  No program changes are planned based on the LBS I test results as 100% of Eastern’s Special Education candidates have passed this test since the test was implemented by the State of Illinois in 2002. Relative to the Illinois Basic Skills, all individuals as of Fall 2002 have had to pass the Illinois Basic Skills Test in order to continue in the teacher education sequence; thus, non-passers cannot be program completers.

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