m.ed. in special education: exceptional learning needs learning needs m... · sped 518 reading...

RHODE ISLAND COLLEGE

Feinstein School of Education and Human Development NCATE/RIPA Accreditation

M.Ed. in Special Education: Exceptional Learning Needs PAUL LACAVA, PROGRAM COORDINATOR, 456-9703/[email protected]

Table of Contents PROGRAM OVERVIEW .......................................................................................................................................................................................... 2

Learning Outcomes ................................................................................................................................................................ ............................ 2

Program description ......................................................................................................................................................................................... 2

Enrollments .......................................................................................................................................................................................................... 3

Faculty ................................................................................................................................................................................................ ..................... 4

ASSESSMENTS .......................................................................................................................................................................................................... 4

Assessment 1. PRIOR CONTENT KNOWLEDGE ..................................................................................................................................... 4

Assessment 2. CONTENT KNOWLEDGE .................................................................................................................................................... 6

Assessment 3. PROFESSIONAL DISPOSITIONS ...................................................................................................................................... 7

Assessment 4. PROFESSIONAL PRACTICE ............................................................................................................................................... 9

Assessment 5. DIVERSITY ............................................................................................................................................................................. 12

Assessment 6. CAPSTONE OR SUMMATIVE EXPERIENCE .............................................................................................................. 15

Evaluation Rubric ............................................................................................................................................................................................. 15

Data Use ................................................................................................................................................................ ..................................................... 16


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PROGRAM OVERVIEW

LEARNING OUTCOMES LEARNING OUTCOMES Conceptual Framework: Advanced

Competencies PROFESSIONAL ORGANIZATION STANDARDS

1. Develop knowledge of the learning needs of children with disabilities.

Knowledge 1, 2, 3 & 4 CEC Advanced Standards 2, 3, 4, 5 & 6

2. Develop specialized knowledge in a chosen area of study.

Knowledge 1, 2, 3 & 4 CEC Advanced Standards 1, 2, 3, 4, 5 & 6

3. Integrate knowledge into effective teaching practice.

Practice 1, 2, 3 & 4 CEC Advanced Standards 1, 3, 4, & 5

PROGRAM DESCRIPTION

The exceptional learning needs (ELN) program provides advanced study for special educators with specialization in one of four strands: special education administration, urban multicultural curriculum and instruction, secondary special education, or specialized study in an area of professional interest (i.e., behavioral support).

COURSE WORK (and credit hours)

Foundations Component

ONE COURSE in multicultural perspectives, chosen with advisor's consent 3

Professional Education Component

SPED 503 Positive Behavior Interventions: Students with Disabilities 3

SPED 505 Oral and Written Language: Classroom Intervention 3

SPED 518 Reading Instructions for Students with Disabilities 3

SPED 534 Involvement of Parents and Families Who Have Children with Disabilities 3

SPED 558 Mathematics/Science Instruction for Students with Disabilities 3

SPED 648 Interpreting and Developing Research in Special Education 3

Choose Strand A, B, C, or D

A. Secondary Special Education

SPED 424 Assessment, Curriculum, and Methodology for Adolescents and Young Adults with Mild/Moderate Disabilities at the Middle School and Secondary Levels 4

http://www.ric.edu/feinsteinSchoolEducationHumanDevelopment/pdf/ADVANCED_COMPETENCIES.pdf�

http://www.ric.edu/feinsteinSchoolEducationHumanDevelopment/pdf/ADVANCED_COMPETENCIES.pdf�


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SPED 427 Career Exploration and Vocational Preparation of Middle School and Secondary Level Students with Disabilities 3

ONE COURSE chosen with advisor's consent. 3-6

(Students who are required to complete an internship for certification must take Special Education 664; Internship in the Middle School or Secondary Level.)

B. Special Education Administration

LEAD 504 Leading Learning I: Planning, Instruction, Assessment 4

LEAD 505 Leading Learning II: Collaboration, Supervision, Technology 2

SPED 606 Administration of Special Education 3

C. Specialized Study in Special Education

SPED 531 Universal Design for Educating All Students 3

TWO COURSES chosen with advisor's consent 6

D. Urban Multicultural Curriculum & Instruction

SPED 551 Urban Multicultural Special Education 3

SPED 552 Dual Language Development and Intervention 3

SPED 553 Content-Based ESL Instruction for Exceptional Students 3

Comprehensive Assessment 0

Total Credit Hours 30 - 34

ENROLLMENTS

ACADEMIC YEAR ENROLLED COMPLETED 2009/10 12 2 2008/09 9 1 2007/08 7 NA

Enrollments and program graduates have increased over the last 3 years.


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FACULTY

1. Lisa Fitzpatrick, M.S., Adjunct Professor 2. Amy Grattan, M.Ed., Adjunct Faculty 3. Steve Imber, Ph.D., Professor 4. Paul LaCava, Ph.D., Assistant Professor 5. Lauren Loader, Ph.D., Adjunct Professor 6. Marie Lynch, Ph.D., Associate Professor 7. John Susa, Ph.D., Adjunct Faculty

All faculty are in the Unit’s faculty list at http://aims.ncate.org

ASSESSMENTS

ASSESSMENT 1. PRIOR CONTENT KNOWLEDGE

DESCRIPTION

ADMISSION REQUIREMENTS

Admission to FSEHD Masters level programs is determined by the quality of the total application. Applicants must submit the following to the Associate Dean of Graduate Programs as a measure of their potential for success in graduate level studies.

• Official transcripts of each undergraduate and graduate record. Criteria: o A minimum cumulative grade point average (GPA) of B (3.00 on a 4.00 scale) in all

undergraduate course work o Completion of SPED 300 Introduction to the Characteristics and Education of Children and

Youth with Disabilities with B- or better, or its equivalent as determined by an advisor. • Supporting documents

o Teaching Certificate o Special Education RI State Certificate o Standardized test scores (either the Graduate Record Examination or the Miller Analogies

Test) o Three letters of recommendation o Professional goals essay - application essay describing candidate’s commitment to special

education, cultural awareness, collaboration, and lifelong learning. o Performance-based evaluation.

• An interview

EVALUATION RUBRIC OR INSTRUMENT

http://aims.ncate.org/�


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DATA

ITEM 2008/09 2009/10 GPA (mean) 3.71 3.44 MAT (mean score) 408 398 SPED 300 (mean grade) 3.46 3.5

ELN candidates consistently enter our program with above average SPED 300 grades and GPAs, as well as average MAT scores. They are well prepared for graduate work.

ASSESSMENT 2. CONTENT KNOWLEDGE

DESCRIPTION

SPED 503: Positive Behavior Interventions: Students with Disabilities

Participants apply positive behavioral intervention and supports.

SPED 505: Oral and Written Language: Classroom Intervention

The methods, techniques, and materials designed to help remediate oral and written language disorders in elementary and secondary school children with mild/moderate disabilities are studied.

SPED 518: Reading Instructions for Students with Disabilities

Students select, adapt, implement, and assess reading methods and materials for elementary through secondary level students with mild/moderate disabilities.

SPED 534: Involvement of Parents and Families Who Have Children with Disabilities

The problems, attitudes, and roles of parents and other significant persons in the lives of children with disabilities are examined. Special education teachers and other educators develop techniques for professional and parent interaction.

SPED 558: Mathematics / Science Instruction for Students with Disabilities

Students analyze mathematics and science content, tasks, frameworks, and standards for students with disabilities. Activities are designed and adapted to support mathematics and science learning at all levels of education.

SPED 648: Interpreting and Developing Research in Special Education

Emphasis is on research and evaluation studies and design as they relate to methodology in various special education programs. This course assists the student in the formulation of an original research and evaluation project.


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Course syllabi

EVALUATION RUBRIC

See assessments and rubrics in Course syllabi

DATA

COURSE 2008/09 COURSE N 2008/09 MEANS 2009/10 COURSE N 2009/10 MEANS 503 2 4.0 2 4.0 505 NA NA NA NA 518 1 4.0 5 3.8 534 6 4.0 3 4.0 558 NA NA 3 3.66 648 NA NA 1 4.0

ELN candidates consistently perform very well in their core courses and course grades reflect this status.

ASSESSMENT 3. PROFESSIONAL DISPOSITIONS

DESCRIPTION

Professional goals essay - application essay describing candidate’s commitment to special education, cultural awareness, collaboration, and lifelong learning.

IINSTRUMENT

http://ricreport.org/_curriculum_assessment_chart.html#SpedUrban�

http://ricreport.org/_curriculum_assessment_chart.html#SpedUrban�


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DATA

ACADEMIC YEAR

N MEAN SCORES

2009/10 5 3.0 2008/09 4 3.0

Candidates are consistently rated as average on their professional goals essay.

ASSESSMENT 4. PROFESSIONAL PRACTICE

DESCRIPTION

Math/Science Interview & Assessment Project from SPED 558

Teacher candidates will be asked to observe students participating in math and science classes. They will identify one student to interview as they solve a particular math problem or conduct a science experiment at different intervals. Based on data gathered about student performance they will then design strategic interventions that they could use to teach that student a concept, procedure, and/or set of skills.

EVALUATION RUBRIC


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DATA

ACADEMIC YEAR N MEAN SCORES 2009/10 3 3.66 2008/09 NA NA 2007/08 NA NA

Although the data is limited to one year, ELN candidates’ average score is above average for this assessment.

ASSESSMENT 5. DIVERSITY

DESCRIPTION

Listening to Families Assignment from SPED 534

Identify a culturally diverse family with a member having a disability and arrange an opportunity to listen to their story (using the Conversation Guide in Appendix B of your text as a guide). You are to add, delete, and modify this guide in order to adjust your interview to your particular family. The purpose of listening to families is to gain a comprehensive view of their perspectives as to their strengths, preferences, and needs as a basis for providing personalized and relevant family support. In order to conduct a comprehensive, high quality interview, you may need to meet your family on more than one occasion. It is important that your interview is comprehensive and time is needed to do this. Prepare a typewritten report ( 5-10 pages) synthesizing family-systems information from your conversations according to the following outline: 1.) Characteristics; 2.) Interactions; 3.) Functions; 4.) Life Cycle; 5.) Family Strengths; 6.) Family Preferences; 7.) Family Needs; 8.) Proposal for Supporting Family. .Each person will have an opportunity to share their project with the other students in the class. You will be given a rubric prior to doing this assignment. The criteria and benchmarks in this rubric will be used to evaluate your project.

EVALUATION RUBRIC


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DATA

ACADEMIC YEAR

N MEAN SCORES

2009/10 3 93.66 2008/09 6 95 2007/08 NA NA

ELN candidates have performed at a very high level on this assessment.

ASSESSMENT 6. CAPSTONE OR SUMMATIVE EXPERIENCE

DESCRIPTION

Professional Impact Project: You are required to create a Professional Impact Project for your constituent(s) (e.g. teaching unit, academic or other skill-based action) that contributes to school improvement and/or renewal, or promotes the well-being of individuals, children, family systems, school systems, or communities. Once an area targeted for growth has been identified or chosen, you will review the evidence/literature regarding successful actions for addressing the area. This will lead to implementing an action plan that you hypothesize will impact your constituent or constituents. Prior to and throughout the action, you will collect data, analyzing the impact on your constituent(s), and then reflect in terms of your own professional strengths/needs in order to effect positively change. This Professional Impact Project process is intended to provide credible evidence of your ability to facilitate impact on constituent(s) and reflect upon your practice. You are required to make evidence-based decisions and use ongoing data analyses to determine the overall effectiveness of your practice on constituent(s). Evidence-based decisions include: sound professional practice, adjustments based on analyses of impact on constituent(s), and congruence between modifications and impact goals.

EVALUATION RUBRIC

See PIP rubric at back of SPED 648 syllabus

DATA

ACADEMIC YEAR N MEAN SCORES 2009/10 2 89.56 2008/09 NA NA 2007/08 NA NA

The PIP is a new unit wide assessment that just began implementation in the FSEHD in the 2009/2010 school year. To date only two ELN candidates have completed the PIP.

http://www.ricreport.org/_curriculum_assessment_chart.html#ExceptionalLearning�


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DATA USE

Enrollment and program completers have increased over the last 3 years that data were collected. Prior knowledge information has remained consistent as well in regards to MAT scores, GPAs and SPED 300 course grades for incoming candidates. Candidates are well prepared for the ELN program. Overall our ELN candidates have consistently performed at a high level as evidenced in both course artifacts and courses final grades. Our program faculty also remains consistent over the last several years.

ELN candidates are currently enrolled in only two of the optional strands, special education administration and specialized study. Based on historical information, this has been an ongoing trend. Our department is considering possible changes to the strands. For example, since RIC has a multicultural advanced degree as well as a secondary special education certificate of graduate study, we are considering removing those strands from the ELN program and adding other strands that would be more attractive to candidates. For example, an autism spectrum disorders strand would capitalize on the current interest and need in this area.

Regarding the Professional Dispositions assessment, candidates have averaged a 3 on the rubric for the last two years data were collected. Our department is looking at possibly editing this rubric for all programs and how it might be improved based on the consistent average scores we are seeing.

Although the PIP is relatively new to the program, it has been an excellent addition as a capstone experience. The two candidates who completed the PIP commented on how meaningful it was to their teaching. Moreover, that it can substitute for the Comprehensive Exam is also an added benefit for candidates. Once more candidates have completed the PIP additional data analysis can be conducted.

In summary, the ELN program is a valuable FSEHD program that has grown over the last 3 years. Candidates enter the program well prepared for graduate study and continue to perform at a high level throughout their program of study. Based on the above data, historical trends, and input from faculty and candidates, possible changes (as mentioned above) to the ELN program will be considered.

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