u - western michigan · web viewthe sdre questionnaire is attached. after you read the...

Student Data Report and Evaluation Survey of 30

To: Students in the grant-supported WMU Hybrid Online APE Master’s Degree ProgramFrom: Dr. Jiabei Zhang, Professor, and Director of WMU APE Master’s Degree ProgramRe: Student Data Report and Evaluation Survey

As requested by the U.S. Department of Education, each student enrolled in the grant-supported Hybrid Online Master’s Degree Training Program in Adapted Physical Education (APE) at Western Michigan University (WMU), must complete the Student Data Report and Evaluation (SDRE) survey annually. The SDRE questionnaire is attached. After you read the instruction presented on this cover letter carefully, please complete the attached questionnaire, save the data in a Word 97-2003 Document or Word Document file, and electronically send it as an attachment back to [email protected] in 2 weeks. Your continuation of receiving this grant support and graduation from the master’s degree program are contingent upon your completion and submission of this SDRE survey.

The SDRE is divided into eight sections. Section A collects information on your characteristics as a grant-supported student; Section B collects information on your training and employment prior to enrollment in this grant-supported training program; Section C collects information about the characteristics of the grant-supported training program you are currently enrolled; Section D collects information about your outside employment during you receive the grant-supported training. Information requested under Section D should be completed if you are working in positions other than work that is a training requirement; Section E collects your evaluation information about this grant-supported WMU Hybrid Online APE Master’s Degree Training Program before you exit this program. Section F collects you training status information at the time of your graduation or exit from this grant-supported training program; Section G collects your employment information at the time of your graduation or exit from this grant-supported program; and Section H collects your evaluation information about this grant-supported WMU Hybrid Online APE Master’s Degree Training Program after you exit this program.

The SDRE is designed to be a cumulative reporting record that captures student-level information. That is, it is a record of your history in the grant-supported training program from the time you enter through exiting, either by meeting the grant’s requirements or by dropping out of this grant-supported training program. Not all sections need to be completed each year you are enrolled. Sections A, B, C, D, and E are to be completed if you enroll in this grant-supported training program and keep your enrollment throughout in this grant-supported training program in each of the years based on your program of study. These sections must be updated annually. Section F, G, and H are to be completed when you exit the grant-supported training program (either through graduation or non-completion), receives certification and continues to participate in the program, or when the grant ends. They are to be completed just once when you exit the grant-supported training or when the grant ends.

All your data are ensured to be confidential. You will be assigned by WMU a 3-digit Grant Award Student Identification Number. The university will use this number, not letters, because letters (i.e., initials) may identify an individual student, in the data submission. Your identification number will be maintained throughout your enrollment in this grant-supported training program.

You will need to take about 20 minutes to complete this survey. After you complete the attached questionnaire, please save the data in a Word 97-2003 Document or Word

Document file, and then electronically send it as an attachment back to [email protected]

mailto:[email protected]

mailto:[email protected]


Directions: Please complete Sections A, B, C, D, and E (Pages 2-12) if you are currently enrolled in this grant-supported training program but you have not exited from this program in the current grant budget year yet . Please complete and updated Sections A, B, C, and D (Pages 1-11) and complete Sections F, G, and H (Pages 12-19), if you have exited from this grant-supported training program in the current grant budget year.

Section A. Student’s Characteristics

Enter the following information about you as a graduate student receiving the financial support from the federal funded grant, Using a Hybrid Online Master’s Degree Program for Training Qualified Adapted Physical Education (APE) Teachers, at Western Michigan University (WMU).

Gant Award Number: H325K100330_; Identification Number ___ ___ ___ (Leave them blank)

1. Your Identifying Information, Contact Information, and Secondary Contact Information Identifying Information

First Name Middle Name

Last Name

Maiden Name, if applicable:

Social Security Number

Primary E-mail Address

Alternative E-mail Address

Contact InformationPrimary Address

Address

City State Zip Code

Phone Fax (XXX) XXX-XXXX (XXX) XXX-XXXX

Secondary Address

Address

City State Zip Code



Secondary Contact Information

Address and contact information for a relative or other person through which we may contact you, if necessary.

First Name Last Name

Address

City State Zip Code


Secondary Phone: (XXX) XXX-XXXX

E-mail Address

2. Date of your enrollment in the WMU Hybrid Online APE master’s degree training program:

/ mm/yyyy

3. Gender of yours:FemaleMale

4. Are you Hispanic or Latino origin?

YesNo

5. Race of yours: (Check all that apply)American Indian or Alaska NativeAsianBlack or African American Native Hawaiian or Other Pacific IslanderWhite

6. Do you have a disability?YesNoUnknown

7. Age range of yours:Under 2121-2930-39

Student Data Report and Evaluation Survey of 3040-4950 and over

8. Have you received funding under a different USDE personnel development grant or others?Yes (Please specify grant number or the name of the grant )No

9a. How many credit hours did you earn prior to your enrollment that were accepted towards or transferable to complete this grant-supported WMU Hybrid Online APE master’s degree training program?

9b. How many credits are required to complete this grant-supported WMU Hybrid Online APE master’s degree training program?

Section B. Your Training and Employment Background at Entry Into This Grant-Supported Training Program

This section collects information pertaining to your academic and employment background at the time you entered this grant-supported WMU hybrid online APE master’s degree training program.

1. Check the degree(s) or certificate(s) or endorsement(s) you held when you entered this grant-supported training program: (Check all that apply)

High school diploma or equivalency (If only degree, go to question 4)Associate’s degreeBachelor’s degreeMaster’s degreeEducational specialistDoctoral degreePostdoctoral degreeState or professional credential/certificateState-issued endorsementGrantee-issued endorsement

2a. If you were granted a degree/certificate/endorsement prior to entry into this grant-supported training program, the area(s) was: (Check all that apply)

General education (If general education only, go to question 3)Special education or related services (Select training area under 2b below)Outside the field of education (If outside of the field of education only, go to

question 4)

2b. If special education or related services is checked under 2a above, select one special education and/or one related services training area that best describes the focus of your degree/certificate/endorsement prior to entry into this grant-supported training program.

Training Area I. Special Education

Training Area II. Related Services

General special education, cross-categorical, generic, multi-categorical, or non-categorical

AudiologyCounselingEducational diagnostician

General special education, mild or moderate Interpreter/ASLLow incidence disabilities/multiple disabilities/ Music therapy

Student Data Report and Evaluation Survey of 30severe disabilities Nursing

Combined studies: general education and special education

Occupational therapyOrientation & mobility

Developmental delay ParaprofessionalSpecific learning disabilities Physical therapySpeech/language impairment Rehabilitation counselingEmotional disturbance/behavioral disorders School counselingAutism PsychologyTraumatic brain injury Speech/languageDeafness and/or hard-of-hearing Social workVisual impairment and/or blindness Therapeutic recreationDeaf/blindness Work experience coordinator

(Employment transition specialist)

Mental retardation: mild/moderateMental retardation: severeOther health impairmentPhysical impairment/orthopedic impairmentAdapted physical educationAssistive technologyBilingual special education/ESL/TESOLEarly childhood/early interventionSpecial education for youth in correctional

facilitiesSecondary Transition

2c. If appropriate, select up to three additional training areas to provide more detailed information about your focus of training prior to entry into this grant-supported training program. Sec





General special education, mild or moderate Interpreter/ASLLow incidence disabilities/multiple disabilities/

severe disabilitiesMusic therapyNursing






Student Data Report and Evaluation Survey of 30facilities

Secondary Transition

3. If prior training was in special education, other education, or related services, what age(s) or grades of children was you trained to provide direct or indirect services to? (Check one)

Early intervention (infants and toddlers)Early childhood (preschool, ages 3 – 5, ages 3 – 8)Birth through age 8Elementary (grades K – 6th, K – 8th, PreK - 6th, PreK – 8th)Middle/Jr. High school (grades 6th – 8th, 7th – 9th)High school (grades 9th – 12th, 10th – 12th)Junior/senior high combinedGrades K – 12Birth through young adult (birth – age 21, birth – age out)Adolescents through post-secondary age/young adultPost-secondary age/young adult (18 – 22 years, 18 – 25 years)Adults with disabilitiesAll ages, birth through adulthood

4. Were you employed during the academic year, prior to entry into this grant-supported training program?

Yes No (If selected, go to Section C)

5. In what state was you working? (State abbreviation)

6. Choose one type of employment that best describes the pre-entry position of yours:Special education teacherGeneral education teacher (not special education)Early interventionist, early childhood special educator, or early childhood

educatorSpecial education paraprofessional/aideGeneral education paraprofessional/aide (not special education)Early intervention, early childhood special education, or early childhood

paraprofessional/aideRelated or supportive service provider in early intervention, early childhood or in

a school settingRelated or supportive service provider in a non-school setting (e.g., adult

services)Administrator/coordinatorHigher education (e.g., faculty, research assistant, practicum coordinator) (If

selected, go to question 7 and then Section C)Outside the field of education (If selected, go to Section C)

7. What age(s) or grades of children did you provide direct or indirect services to in this pre- entry position? (Check one)

Early intervention (infants and toddlers)Early childhood (preschool, ages 3 – 5, ages 3 – 8)Birth through age 8Elementary (grades K – 6th, K – 8th, PreK – 6th, PreK – 8th)Middle/Jr. High school (grades 6th – 8th, 7th – 9th)High school (grades 9th – 12th, 10th – 12th)Junior/senior high combined

Student Data Report and Evaluation Survey of 30Grades K – 12Birth through young adult (birth – age 21, birth – age out)Adolescents through post-secondary age/young adultPost-secondary age/young adult (18 – 22 years, 18 – 25 years)Adults with disabilities All ages, birth through adulthood

8. Were you {highly qualified/qualified/fully certified} for this position under IDEA and/or No Child Left Behind? {Highly qualified/Qualified/Fully certified} for purposes of this data collection means that you meet the state requirements, if there are requirements in your state, for certification/licensure for this position.

{Highly qualified/Qualified/Fully certified}{Not highly qualified/Not qualified/Not fully certified}This state does not have requirements for certification/licensure for this

position.

[Note: If the position is an elementary or secondary general education/special education teacher, use “highly qualified”; if the position is general education/special education paraprofessional/aide or early intervention, early childhood or preschool paraprofessional/aide, use “qualified”; or if the position is administrator/coordinator, for related or supportive services in a school setting, or for teacher, related services, or supportive services in early intervention, early childhood, use “fully certified.”]

Section C. Current Training Information

Complete this section if you enrolled in this grant-supported WMU hybrid online APE master’s degree training program during the current grant budget year as defined in the direction shown immediately before Section A. 1. During this grant budget year as defined in the direction presented immediately before Section A,

you are considered by your institution to be a: Full-time student (take 18 or more than 18 credit hours during the current budget

year defined in the direction presented immediately before Section A), even if you worked full-time or part-time. Specify the total grant-supported credit hours here:

Part-time student (take less than full-time [take less than 18 credit hours during the current budget year defined in the direction presented immediately before Section A]. Specify the total grant-supportedf credit hours here:

2. Specify the total amount of funding you received directly from this grant-supported training

program during this grant budget year. In calculating the total amount, include any training stipend funds used for tuition and fees, stipends, books, travel in conjunction with training assignments, and other associated training expenses. Please enter 0 if you were enrolled in this grant-supported program but did not receive funding during the current budget year.

$ Round to the nearest dollar amount; if you do not know exact amount of money you received, leave this blank).

3. What age(s) or grades of children is your training to provide direct or indirect services to? (Check one)

Early intervention (infants and toddlers)Early childhood (preschool, ages 3 – 5, ages 3 – 8)Birth through age 8

Student Data Report and Evaluation Survey of 30Elementary (grades K – 6th, K – 8th, PreK – 6th, PreK – 8th)Middle/Jr. High school (grades 6th – 8th, 7th – 9th)High school (grades 9th – 12th, 10th – 12th)Junior/senior high combinedGrades K – 12Birth through young adult (birth – age 21, birth – age out)Adolescents through post-secondary age/young adultPost-secondary age/young adult (18 – 22 years, 18 – 25 years)Adults with disabilitiesAll ages, birth through adulthood

4. Check the degree(s) or certificate(s) or endorsement(s) you is pursuing through this special education or related services training grant: (Check all that apply)

Associate’s degreeBachelor’s degreeMaster’s degreeEducational specialistDoctoral degreePostdoctoral degreeState or professional credential/certificateState-issued endorsementGrantee-issued endorsementCourse completion only; no degree(s), certificate(s), or endorsement(s) will be

awarded when the student completes the OSEP grant-supported training

5a. Select one special education and/or one related services training area that best describes the training focus for which you is enrolled.











Mental retardation: mild/moderateMental retardation: severeOther health impairmentPhysical impairment/orthopedic impairmentAdapted physical educationAssistive technologyBilingual special education/ESL/TESOL

Student Data Report and Evaluation Survey of 30Early childhood/early interventionSpecial education for youth in correctional


5b. If appropriate, select up to three additional training areas to provide more detailed information about your focus of training.













6. At the close of this grant budget year as defined in the direction presented immediately before Section A, you were:

A student who completed this training program supported by the grant funding. (Complete Section D, then go to Section F and complete questions 1 – 8, then complete Section G and H.)

A student who did not complete this grant-supported training program during the current grant budget year and is expected to continue this training program during the next budget year with the grant support. (Complete Section D and E, then end survey.)

A student who did not complete this grant-supported training program in the current year and will not continue training during the next budget year. (Complete Section D, then go to Section F and complete questions 9 – 12, then complete Section G and H.)

A student who received certification or a lower level degree through this OSEP-supported training grant and who will continue participation in this OSEP-supported training grant to pursue

Student Data Report and Evaluation Survey of 30an additional certification, endorsement, or degree. (Complete Section D and E, then go to Section F and complete questions 1-3, then complete Section H.)

Section D. Your Employment Information During Grant Budget Year

This section collects information about your employment during the current grant budget year as defined in the direction shown immediately before Section A.

1. Was you employed during this grant budget year? Employed student are students working in positions other than work that is a training requirement.

Yes No (Go to Section E, if applicable)

2. If yes, enter the average number of hours per week you was employed: (Round to the nearest hour)

3. Is this position:Same position held before entry to this grant-supported training (Go to Section E,

if applicable. Otherwise end survey.)For continuing students only, same position held in previous budget year (Go to

Section E, if applicable. Otherwise end survey.)Different or new position (Proceed to question 4)

4. Choose one type of employment that best describes your position:

Special education teacherGeneral education teacher (not special education)Early interventionist, early childhood special educator, or early childhood

educatorSpecial education paraprofessional/aideGeneral education paraprofessional/aide (not special education)Early intervention, early childhood special education, or early childhood

paraprofessional/aideRelated or supportive service provider in early intervention, early childhood or in

a school settingRelated or supportive service provider in a non-school setting (e.g., adult


selected, go to question 5 and then Section E, if applicable)Outside the field of education (If selected, go to Section E, if applicable.

Otherwise end survey.)

5. If you are employed in education, special education or related services, what age(s) or grades of children do you provide direct or indirect services to? (Check one)

Early intervention (infants and toddlers)Early childhood (preschool, ages 3 – 5, ages 3 – 8)Birth through age 8Elementary (grades K – 6th, K – 8th., PreK – 6th, PreK – 8th)Middle/Jr. High school (grades 6th – 8th, 7th – 9th)High school (grades 9th – 12th, 10th – 12th)Junior/senior high combined

Student Data Report and Evaluation Survey of 30Grades K – 12Birth through young adult (birth – age 21, birth – age out)Adolescents through post-secondary age/young adultPost-secondary age/young adult (18 – 22 years, 18 – 25 years)Adults with disabilities All ages, birth through adulthood

6. Are you {highly qualified/qualified/fully certified} for this position under IDEA and/or No Child Left Behind? {Highly qualified/Qualified/Fully certified} for purposes of this data collection means that the student meets the state requirements, if there are requirements in your state, for certification/licensure for this position.

{Highly qualified/Qualified/Fully certified}{Not highly qualified/Not qualified/Not fully certified}This state does not have requirements for certification/licensure for this

position.[Note: If the position is an elementary or secondary general education/special education teacher, use “highly qualified”; if the position is general education/special education paraprofessional/aide or early intervention, early childhood or preschool paraprofessional/aide, use “qualified”; or if the position is administrator/coordinator, for related or supportive services in a school setting, or for teacher, related services, or supportive services in early intervention, early childhood, use “fully certified.”]

Section E. Your Evaluation on Federally Funded WMU Hybrid Online APE Master’s Degree Training Program

This section collects information about your evaluation on this grant-supported WMU hybrid online APE master’s degree training program while you are enrolled in but not exit this program during the current grant budget year as defined in the direction shown immediately before Section A. Please answer each of the 18 questions by clicking “Neutral” after each question to select one out of five choices (“Strongly Disagree,” “ Disagree,” “Neutral,” “Agree,” and “Strongly Agree”).

# Survey Questions Strongly Strongly Disagree ___Agree

1 Do you believe that this grant-supported program should prepare you to obtain those required competencies as a qualified adapted PE teacher? Neutral

2 Do you believe that you should be knowledge of the causes and effects of various disabilities after completing this grant-supported program? Neutral

3 Do you believe that you should be capable of assessing and analyzing psychomotor performance after taking this grant-supported program? Neutral

4 Do you believe that you should be knowledge of various programming methods used in APE after completing this grant-supported program? Neutral

5 Do you believe that you should know how to use both community and staff resources for APE after completing this grant-supported program? Neutral

6 Do you believe that you should be able to write instructional objectives in right behavior terms after completing this grant-supported program? Neutral

7 Do you believe that you should know motor development sequences of people with disabilities after completing this grant-supported program? Neutral

8 Do you believe that you should understand anatomy, kinesiology, and neurology on motor control after taking this grant-supported program? Neutral

9 Do you believe that you should know how to adapt teaching methods, materials, and conditions after taking this grant-supported program? Neutral

10 Do you believe that you should be able to analyze, design, and run an Neutral

Student Data Report and Evaluation Survey of 30appropriate APE program after taking this grant-supported program?

11 Do you believe that you should obtain the field experience in teaching APE classes in a school after completing this grant-supported program?

Neutral

12 Do you believe that you should be able to teach inclusive PE including student with disabilities after completing this grant-supported program?

Neutral

13 Do you believe that you should be able to support regular PE teachers for inclusive PE classes after completing this grant-supported program?

Neutral

14 Do you believe that you should be able to design and conduct research activities in APE field after completing this grant-supported program?

Neutral

15 Do you believe that you have received appropriate advising from your advisor during the period of this current grant-supported budget year?

Neutral

16 Do you believe that the hybrid online method employed in this grant-supported program is better than the traditional face-to-face program?

Neutral

17 Do you believe that the federal grant you have received over this grant year is a most important factor for completing your program of study?

Neutral

18 Would you recommend this grant-supported training program you are currently enrolled be continuously funded by USDE in the next year?

Neutral

Section F: Your Training Status Information at Exit From This Grant-Supported Training

This section collects information about your training status (either through completion or non-completion) at exit from this grant-supported training program or at the time you receive a lower level degree or certificate during the current grant budget year as defined in the direction shown immediately before Section A.

NOTE: Questions 1 – 3 below should be answered only for those students who have completed this grant-supported training program or who have received a lower level degree or certificate and will continue to participate in this grant-supported training program. Questions 4-8 should be answered only for those students who have completed this grant-supported training.

1. List the date your completed this grant-supported training program or received or certificate (e.g., APE approval or endorsement):

/ mm/yyyy

2. What degree(s) or certificate(s) or endorsement(s) did you receive as a result of completing this grant-supported training program: (Check all that apply)

Associate’s degreeBachelor’s degreeMaster’s degreeEducational specialistDoctoral degreePostdoctoral degreeState or professional credential/certificateState-issued endorsementGrantee-issued endorsementCourse completion only; no degree(s), certificate(s), or endorsement(s) will be

awarded when the student completes the OSEP grant-supported training


3a. Select one special education and/or one related services training area that best describes the training focus of the degree(s) or certificate(s) or endorsements(s) that you received from this grant-supported training program.













3b. If appropriate, select up to three additional training areas to provide more detailed information about your focus of training.









Developmental delay ParaprofessionalSpecific learning disabilities Physical therapySpeech/language impairment Rehabilitation counselingEmotional disturbance/behavioral disorders School counselingAutism Psychology

Student Data Report and Evaluation Survey of 30Traumatic brain injury Speech/languageDeafness and/or hard-of-hearing Social workVisual impairment and/or blindness Therapeutic recreationDeaf/blindness Work experience coordinator




4. Did you take an exam or measure to demonstrate knowledge and skills prior to completing this grant-supported training program?

Yes (If selected, go to question 5)No (If selected, go to Section F)Don’t know (If selected, Section F)

5a-e. Please select the exam or measure the student took to demonstrate knowledge and skills.

(See Appendix A on page 18for complete list)

6a-e. Did you pass this exam?

YesNo Don’t knowNot applicable, our state does not set a passing score. (If selected, go to

question 8)

7a-e. Did you take this exam more than once in order to pass?

YesNo Don’t know

8a-e. Did you take any other exam(s) or measure(s) to demonstrate knowledge and skills prior to completing this grant-supported training program?

Yes (If selected, repeat questions 5 to 8 until no other measures, up to 5 total)No (If selected, go to Section F)Don’t know (If selected, go to Section F)

NOTE: Questions 9 – 13 below should be answered only for those students who did not complete this grant-supported training program.

9. List the date of your exit, if you are no longer enrolled. If you are exiting prior to completion due to grant ending, list the date the grant ended.

Student Data Report and Evaluation Survey of 30 / mm/yyyy

10. What are the reason(s) that you are no longer enrolled in this grant-supported training program? (Check all that apply)

Transferred to another training program in special education or related servicesTransferred to another program not in special education or related servicesFinancial stress or burdenHealth (physical/emotional) of self or family memberMovedObtained employmentOther personal reasonsPoor academic performancePoor practicum/field-based performanceGrant support terminated due to grant ending (If only option selected, go to

question 13)

11. Is it expected that you will be enrolled in this grant-supported training program at a future date?

Yes NoDon’t know

12. Is it expected that you will complete this grant-supported training program at a future date?

YesNo (End Survey)Don’t know (End Survey)

Section G. Your Employment Status at Exit From This Grant-Supported Training

This section collects information about you employment status at exit from this grant-supported training program during the current grant budget year as defined in the direction shown immediately before Section A.

1. Is you currently employed or under contract for the upcoming school year?Yes (Proceed to question 2)No (End survey)Don’t know (End survey)

2. In what state is you currently employed or will you be working? (State abbreviation)(Use the online pull down box to select state or outside the country option.)

3. Was this the same position held: (Check all that apply)Before entry to this grant-supported training (If selected, go to question 6)During this grant budget year (If selected, go to question 6)

Student Data Report and Evaluation Survey of 30New position (If selected, go to question 4)

4. Choose one type of employment that best describes your position:

Special education teacherGeneral education teacher (not special education) (If selected, go to

questions 5 and 7, then end survey)Early intervention, early childhood special educator, or early childhood

educatorSpecial education paraprofessional/aideGeneral education paraprofessional/aide (not special education) (If selected,

go to questions 5 and 7, then end survey)Early intervention, early childhood special education, or early childhood

paraprofessional/aideRelated or supportive service provider in early intervention, early childhood or

in a school settingRelated or supportive service provider in a non-school setting (e.g., adult


selected, go to questions 5 and 6, then end survey)Outside the field of education (If selected, end survey)

5. What age(s) or grade levels of children are you providing direct or indirect services to? (Check one)

Early intervention (infants and toddlers)Early childhood (preschool, ages 3 – 5, ages 3 – 8)Birth through age 8Elementary (grades K – 6th, K – 8th, PreK – 6th, PreK – 8th)Middle/Jr. High school (grades 6th – 8th, 7th – 9th)High school (grades 9th – 12th, 10th – 12th)Junior/senior high combinedGrades K – 12Birth through young adult (birth – age 21, birth – age out)Adolescents through post-secondary age/young adultPost-secondary age/young adult (18 – 22 years, 18 – 25 years)Adults with disabilities All ages, birth through adulthood

6a. If you are a completed student and you are employed in special education, select one special education and/or one related services training area that best describes your position.







Combined studies: general education and Occupational therapy

Student Data Report and Evaluation Survey of 30special education Orientation & mobility





6b. If appropriate, select up to three additional training areas to provide more detailed information about your position.














7. Are you {highly qualified/qualified/fully certified} for this position under IDEA? {Highly qualified/Qualified/Fully certified} for purposes of this data collection means that the student meets the state requirements, if there are requirements in your state, for certification/licensure for this position.

{Highly qualified/Qualified/Fully certified}{Not highly qualified/Not qualified/Not fully certified}This state does not have requirements for certification/licensure for

this position.

[Note: If the position is an elementary or secondary special education teacher, use “highly qualified”; if the position is special education paraprofessional/aide or early intervention, early childhood or preschool paraprofessional/aide, use “qualified”; or if the position is administrator/coordinator, for related or supportive services in a school setting, or for teacher, related services, or supportive services in early intervention, early childhood, use “fully certified.”]

Section H. Your Evaluation on the WMU Hybrid Online APE Master’s Degree Program

This section collects information about you evaluation on this grant-supported hybrid online training program while you exit (gradation or drop out) this program during the current grant budget year as defined in the direction shown immediately before Section A. Please answer each of the 18 questions by clicking “Neutral” after each question to select one out of five choices (“Strongly Disagree,” “ Disagree,” “Neutral,” “Agree,” and “Strongly Agree”).

# Survey QuestionsStrongly Strongly Disagree ___Agree

1 Does WMU Hybrid Online Master’s Degree APE Program prepare you to obtain the competencies as a highly qualified adapted PE teacher? Neutral

2 Are you knowledge of the causes of various disabilities and effects of these disabilities after completing this grant-supported program?

Neutral

3 Are you capable of assessing and analyzing psychomotor performance of students with disabilities after taking this grant-supported program?

Neutral

4 Are you knowledge of various programming methods used in adapted physical education after completing this grant-supported program?

Neutral

5 Do you know how to use community and staff resources in the special education environment after finishing this grant-supported program?

Neutral

6 Are you able to write instructional objectives in behavior terms based on assessment results after completing this grant-supported program?

Neutral

7 Are you knowledge of characteristics of motor development sequences related to disabilities after completing this grant-supported program?

Neutral

8 Are you knowledge of anatomy, kinesiology, and neurology related to abnormal motor control after completing this grant-supported program?

Neutral

9 Are you capable of adapting methods, materials, equipment, rules, and techniques in APE after completing this grant-supported program?

Neutral

10 Are you able to design and implement appropriate APE curriculum and program after completing this grant-supported program?

Neutral

11 Did you teach adapted PE classes to students with disabilities with 200 practicum hours in a school after taking this grant-supported program?

Neutral

12 Are you able to teach students with and without disabilities in inclusive or regular PE classes after completing this grant-supported program?

Neutral

Student Data Report and Evaluation Survey of 3013 Are you capable of providing supportive service to regular PE teachers for

inclusive PE classes after completing this grant-supported program?Neutral

14 Are you able to develop and conduct research activities in the field of APE independently after completing this grant-supported program? Neutral

15 Have you received appropriate advisement from your advisor over the entire period of time for the completion of your program of study?

Neutral

16 Do you believe that hybrid online method used for completing master’s degree in adapted PE is better than traditional face-to-face program?

Neutral

17 Do you believe that the federal grant you have received over past years is a most important factor for the completion of your program of study?

Neutral

18 Based your experience, would you recommend WMU Hybrid Online APE Master’s Degree Program be continuously funded by USDE?

Neutral

End of Survey.


Appendix A: List of Measures of Knowledge and Skills

The following options will be presented in a linked pair of dropdown menus. The first drop down menu will contain the main options. The second drop down menu will dynamically populate with the secondary list based on the current selection in the first.

Category Specific Assessment of Knowledge and Skills

Grantee specific test Comprehensive Exams Defense of Dissertation Final Oral Exam for Master's Degree Portfolio Practicum Supervisor evaluation Teaching Performance Assessment Thesis Other Specify _________________________

National organization test

Academy for Certification of Vision Rehabilitation and Education Professionals (ACVREP) Certification Exam

Adapted Physical Education National Standards (APENS) Exam American Physical Therapy Association (APTA) Pediatric

Specialist Certification American Sign Language Teachers Association (ASLTA)

Evaluation Interview Board Certified Behavior Analyst (BCBA) Exam Educational Interpreter Performance Assessment (EIPA) National Blindness Professional Certification Board (NBPCB)

National Orientation and Mobility Certification Exam National Board for Professional Teaching Standards (NBPTS)

Certificate National Board for the Certification of Occupational Therapists

(NBCOT) Certification National Counselor Examination (NCE) The National Council for Therapeutic Recreation Certification

(NCTRC) The National Physical Therapy Examination (NPTE) Reading Instruction Competence Assessment (RICA) Registry of Interpreters for the Deaf (RID) Certificate of

Interpretation and Certificate of Transliteration (CI/CT) Registry of Interpreters for the Deaf (RID)/National Association

of the Deaf (NAD)-National Interpreter Certification Rehabilitation Engineering and Assistive Technology Society of

North America (RESNA) Assistive Technology Practitioner (ATP)

Sign Language Proficiency Interview (SLPI) Other Specify _________________________

Student Data Report and Evaluation Survey of 30Category Specific Assessment of Knowledge and Skills

PRAXIS II Audiology Early Childhood: Content Knowledge Early Childhood Education Education of Deaf and Hard of Hearing Students Education of Exceptional Students: Core Content Knowledge Education of Exceptional Students: Learning Disabilities Education of Exceptional Students: Mild to Moderate Disabilities Education of Exceptional Students: Severe to Profound

Disabilities Education of Young Children Educational Leadership: Administration and Supervision Elementary Education: Content Area Exercises Elementary Education: Content Knowledge Elementary Education: Curriculum, Instruction, and Assessment English Language, Literacy, and Composition: Content

Knowledge Fundamental Subjects: Content Knowledge Interdisciplinary Early Childhood Education Introduction to the Teaching of Reading Middle School: Content Knowledge Middle School English Language Arts Middle School Mathematics Pre-Kindergarten Education Principles of Learning and Teaching: Early Childhood Principles of Learning and Teaching: Grades K-6 Principles of Learning and Teaching: Grades 5-9 Principles of Learning and Teaching: Grades 7-12 Reading Across the Curriculum: Elementary Reading Across the Curriculum: Secondary School Psychologist Special Education: Application of Core Principles Across

Categories of Disability Special Education: Knowledge-delivered Core Principles Special Education: Preschool/Early Childhood Special Education: Teaching Students with Behavioral

Disorders/Emotional Disturbances Special Education: Teaching Students with Learning Disabilities Special Education: Teaching Students with Mental Retardation Speech Communication: Content Knowledge Speech-Language Pathology Teaching Foundations: Mathematics Teaching Foundations: English Teaching Speech to Students with Language Impairments Teaching Students with Visual Impairments Other Specify _________________________

State specific test Alabama (AL)o Alabama Prospective Teacher Testing Program

(APTTP)/Alabama WorkKeys Applied Mathematics Reading for Information Writing

Arizona (AZ)o Arizona Educator Proficiency Assessment (AEPA)

Professional Knowledge: Early Childhood


Professional Knowledge: Elementary Professional Knowledge: Secondary Subject Knowledge: Early Childhood Education Subject Knowledge: Elementary Education Subject Knowledge: Special Education: Cross-

categorical Subject Knowledge: Special Education: Early

Childhood Subject Knowledge: Special Education:

Emotional Disability Subject Knowledge: Special Education: Hearing

Impaired Subject Knowledge: Special Education: Learning

Disability Subject Knowledge: Special Education: Mental

Retardation Subject Knowledge: Special Education:

Orthopedic Impairments/Other Health Impairments

Subject Knowledge: Special Education: Severely and Profoundly Disabled

Subject Knowledge: Special Education: Speech and Language Impaired

Subject Knowledge: Special Education: Visually Impaired

California (CA)o California Basic Educational Skills Test (CBEST)o California Subject Examinations for Teachers (CSET)

Multiple Subjects I Multiple Subjects II American Sign Language (ASL) I American Sign Language (ASL) II American Sign Language (ASL) III

o Performance Assessment for California Teachers (PACT)

o California Teaching Performance Assessment (CalTPA)o Fresno Assessment of Student Teachers (FAST)

Colorado (CO)o Program for Licensing Assessments for Colorado

Educators (PLACE) Administrator Art Basic Skills Drama Early Childhood Education Early Childhood Special Education Elementary Education English Health Linguistically Diverse Linguistically Diverse Bilingual Education Mathematics Music Physical Education


Principal Reading Specialist Reading Teacher School Counselor School Social Worker Science Social Studies Spanish Special Education Generalist Special Education: Severe Needs- Deaf/Hard of

Hearing Special Education: Severe Needs-Visually

Impaired Speech

Florida (FL)o Florida Teacher Certification Examinations (FTCE)

General Knowledge Test (GK) Professional Education Test (PEd) Subject Area Examinations (SAE): Elementary

Education K-6 Subject Area Examinations (SAE): English 6-12 Subject Area Examinations (SAE): Exceptional

Student Education K-12 Subject Area Examinations (SAE): Hearing

Impaired K-12 Subject Area Examinations (SAE): Mathematics Subject Area Examinations (SAE): Middle Grades

English 5-9 Subject Area Examinations (SAE): Mathematics

5-9 Subject Area Examinations (SAE):

Prekindergarten/Primary PK-3 Subject Area Examinations (SAE): Preschool

Education Birth-Age 4 Subject Area Examinations (SAE): Reading K-12 Subject Area Examinations (SAE): Speech-

Language Impaired K-12 Subject Area Examinations (SAE): Visually

Impaired K-12o Florida Educational Leadership Examination (FELE)o Florida Registry of Interpreters for the Deaf Quality

Assurance Test Georgia (GA)

o Georgia Assessments for the Certification of Educators (GACE)

Basic Skills Assessmento Readingo Mathematicso Writing

Content Assessmentso American Sign Languageo Art Educationo Birth Through Fiveo Biology


o Early Childhood Educationo Early Childhood Special Education

General Curriculumo Englisho Mathematicso Middle Grades Language Artso Middle Grades Mathematicso Middle Grades Readingo Readingo School Psychologyo Special Education Academic Content

Concentrationso Special Education Adapted Curriculumo Special Education Deaf Educationo Special Education General Curriculum

Professional Pedagogy Assessment Educational Leadership Assessment Paraprofessional Assessment

Illinois (IL)o Assessment of Professional Teaching (APT)

Early Childhood (Birth to Grade 3) Elementary (K-9) Secondary (6-12) Special (K-12) or (P-21)

o Content-Area Tests Director of Special Education Early Childhood Education Early Childhood Special Education Elementary/Middle Grades English Language Arts Learning Behavior Specialist I Mathematics Reading Specialist Reading Teacher School Psychology School Social Worker Special Education General Curriculum test Speech-Language Pathologist: Nonteaching Speech-Language Pathologist: Teaching Teaching of Students Who Are Blind or Visually

Impaired Teaching of Students Who Are Deaf or Hard of

Hearingo Learning Behavior Specialist II (LBS II) Tests

Behavior Intervention Specialist Bilingual Special Education Specialist Curriculum Adaptation Specialist Deaf-Blind Specialist Multiple Disabilities Specialist Technology Specialist Transition Specialist

Massachusetts (MA)o Massachusetts Test for Educator Licensure (MTEL)


Communication and Literacy Skills test Academic (PreK–12) subject matter tests

o Early Childhoodo Englisho Foundations of Readingo General Curriculumo Mathematicso Mathematics (Elementary)o Mathematics (Middle School)o Middle School Humanitieso Reading Specialist

Vocational Technical Literacy Skills Test Adult Basic Education test

Michigan (MI)o Michigan Test For Teacher Certification (MTTC)

Autism Spectrum Disorder Basic Skills Behavioral Studies Bilingual Education Biology Chemistry Cognitive Impairment Communication Arts (Secondary) Early Childhood Education Earth/Space Science Elementary Education Emotional Impairment English English as a Second Language Fine Arts Guidance Counselor Health Health, Physical Education, and Recreation Hearing Impaired History Humanities Integrated Science (Elementary) Integrated Science (Secondary) Language Arts (Elementary) Learning Disabilities Mathematics (Elementary) Mathematics (Secondary) Middle Level Music Music Education Physical Education Physical or Other Health Impairment Physical Science Physics Psychology Reading Reading Specialist Social Studies Speech and Language Impaired


Visual Arts Education Visually Impaired

Minnesota (MN)o Minnesota Teacher Licensure Examinations (MTEL)

Basic Skills Pedagogy: Early Childhood (Birth to Grade 3) Pedagogy: Elementary (Grades K-6) Pedagogy: Secondary (Grades 5-12) Content Area Tests: Early Childhood Education

(Birth to Grade 3) Content Area Tests: Elementary Education

(Grades K-6) Content Area Tests: Mathematics (Grades 5-12) Content Area Tests: PrePrimary (Age 3 to

PreKindergarten) Content Area Tests: Reading Teacher Content Area Tests: Special Education Core

Skills (Birth to Age 21) Nebraska (NE)

o Nebraska Commission for the Deaf and Hard of Hearing Quality Assurance Screening Test (QAST)

New Mexico (NM)o New Mexico Assessment of Teacher Basic Skillso New Mexico Assessment of Teacher Competency

(Elementary OR Secondary)o New Mexico Content Knowledge Assessment in Special

Education New York (NY)

o New York State Teacher Certification Examinations (NYSTCE)

Liberal Arts and Science Test (LAST) Assessment of Teaching Skills (ATS-W)

o Elementaryo Secondary

Bilingual Education Assessment (BEA) Content Specialty Tests (CSTs)

American Sign Language Biology Blind and Visually Impaired Chemistry Deaf and Hard of Hearing Earth Science English Language Arts English to Speakers of Other Languages

(ESOL) Health Education Literacy Mathematics Multi-Subject Music Physical Education Physics Social Studies Students with Disabilities


Theatre Visual Arts

Communication and Quantitative Skills Test (CQST)

Assessment of Teaching Skills-Performance (ATS-P)

Oklahoma (OK)o Oklahoma General Education Test (OGET)o Oklahoma Professional Teaching Examination (OPTE)o Oklahoma Subject Area Tests (OSAT)

Advanced Mathematics Art Biological Sciences Blind/Visual Impairment Chemistry Deaf/Hard of Hearing Early Childhood Education Earth Science Elementary Education Subtest 1:

Reading/Language Arts Elementary Education Subtest 2: Social

Studies/Mathematics/Science/Health, Fitness and the Arts

Elementary Principal Specialty Test English English as a Second Language Instrumental/General Music Middle Level English Middle Level/Intermediate Mathematics Middle Level Principal Specialty Test Middle Level Science Middle Level Social Studies Mild-Moderate Disabilities Physical Education/Health/Safety Physical Science Physics Reading Specialist School Counselor School Psychologist Secondary Principal Specialty Test Severe-Profound/Multiple Disabilities Speech-Language Pathologist U.S. History/Oklahoma

History/Government/Economics Vocal/General Music World History/Geography

Oregon (OR)o Oregon Educator Licensure Assessments (ORELA)

Administrator Art Biology Chemistry Early Childhood Education


English Language Arts English to Speakers of Other Languages (ESOL) Health Mathematics Middle Grades English Language Arts Middle Grades General Science Middle Grades Mathematics Middle Grades Social Studies Multiple Subjects Music Physics Physical Education Protecting Student and Civil Rights in the

Educational Environment School Counselor Special Education

Texas (TX)o Texas Examinations of Educator Standards (TExES)

Principal Pedagogy and Professional Responsibilities 4-8 Generalist 4-8 English Language Arts and Reading/Social

Studies 4-8 Mathematics/Science 4-8 Mathematics 4-8 Science 4-8 English Language Arts and Reading 4-8 Social Studies 4-8 English as a Second Language (ESL)/Generalist

4-8 Pedagogy and Professional Responsibilities 8-12 English Language Arts and Reading 8-12 Social Studies 8-12 History 8-12 Mathematics 8-12 Science 8-12 Physical Science 8-12 Life Science 8-12 Chemistry 8-12 Mathematics/Physics 8-12 Reading Specialist School Counselor Educational Diagnostician English as a Second Language (ESL)

Supplemental Health EC-12 Physical Education EC-12 Pedagogy and Professional Responsibilities EC-

12 Special Education Supplemental Bilingual Education Supplemental Mathematics/Physical Science/Engineering Music EC-12 Art EC-12 Deaf and Hard of Hearing


Visually Impaired/Braille American Sign Language Bilingual Target Language Proficiency Test

(BTLPT) Bilingual Target Language Proficiency Test

(BTLPT) Supplemental Guide Generalist EC-6 Bilingual Generalist EC-6 English as a Second Language (ESL)/Generalist

EC-6 Pedagogy and Professional Responsibilities EC-6

o Texas Assessment of Sign Communications (TASC)o Texas Assessment of Sign Communications-American

Sign Language (TASC-ASL) Virginia (VA)

o Virginia Communication and Literacy Assessment (VCLA)

o Virginia Quality Assurance Screening (VQAS)o Virginia Reading Assessment (VRA)

Early/Primary prek-3 Elementary Education prek-6 Special Education-General Curriculum Special Education-Hearing Impairments Special Education-Visual Impairments

Washington (WA)o Washington Educator Skills Test-Basic (WEST-B)

Mathematics Reading Writing

o Washington Educator Skills Test-Endorsements (WEST-E)

Bilingual Education Biology Chemistry Dance Earth and Space Science Early Childhood Education Early Childhood Special Education Elementary Education English Language Arts English Language Learner Health/Fitness History Mathematics Middle Level Humanities Middle Level Math Middle Level Science Music: Choral Music: General (neither Choral nor Instrumental) Music: Instrumental Physics Reading Science Social Studies


Special Education Visual Arts

Other Specify Other test Other Specify

u - western michigan · web viewthe sdre questionnaire is attached. after you read the...

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