Special Education Department
Assessment Plan
Approved 10-22-02

Mission Statement:
The mission of the MSUM Special Education Department is to prepare professionals who empower individuals and their families to maximize their self-reliance, their accomplishments and their quality of life. Special Education prepares educators skilled in assessment, instruction and collaboration who understand and respect the individual differences of diverse learners and their families.

Part I – Interstate New Teacher Assessment and Support Consortium

Student Learning Outcomes:

MSUM Special Education majors are evaluated on the following Interstate New Teacher Assessment and Support Consortium (INTASC) standards related to candidate performance:

1. apply liberal studies content knowledge.

2. understand student/child development and learning.

3. demonstrate multicultural, gender-fair and disability sensitive values.

4. employ appropriate group and individual instructional strategies.

5. establish and maintain a productive learning environment.

6. effectively use communication and interpersonal skills.

7. design an organized, effective and appropriate curriculum.

8. use appropriate group and individual assessment strategies.

9. engage in lifelong learning.

10. demonstrate professionalism, ethical behavior, and leadership.

11. use technology in support of classroom instruction.

Assessment Plan:

1. INTASC Standards Ratings

Evaluation occurs for each student twice during the semester when completing a field experience, once at midterm and once at completion of the experience.  University supervisors use a rating form with a 1-5 numerical rating system.  The areas of evaluation for all practica and student teaching reflect the INTASC standards.

Assessment Points:

1. Assessment Course and Lab:  SpEd 463L and 424

2. Practicum:                              SpEd 467

3. Student Teaching:                   SpEd 451

2. Portfolio Assessment

1^st Stage:

The Special Education Department held a retreat during the 2000-2001 school year devoted to review of curriculum and assessment of the program.  The faculty designated courses and artifacts whereby standards could be reflected.

2^nd Stage:

School year 2001-2002 will be the start-up and pilot stage for the portfolio assessment.  Students will be introduced to the process and will be expected to document at least three of the standards in a portfolio while enrolled in SpEd 443: Consultation and Collaboration.

3^rd Stage:

Full implementation of the process is expected for 2002-2003.

Process:

Throughout the Special Education program, students will develop portfolios.  These portfolios will be organized to demonstrate competencies for each component of the Teacher Education Conceptual Model and the INTASC standards.  Students document which standard each artifact represents and gives an explanation of how it demonstrates competency.  As artifacts are collected for the portfolio, evaluations of items will be conducted by course instructors.  In the culminating course, Consultation and Collaboration (SpEd 443), students will present and evaluate their portfolios.  Portfolio evaluation will also be completed by the Course instructor and appropriate licensure program coordinators.  A Portfolio Evaluation Sheet will be used which will designate varying levels of competency.

Part II – Mandatory Standardized Teacher Assessment

Praxis II Assessment:

1. Test of Professional Knowledge Subject Matter/Content Test

The school year 2001-2002 will mark the first year the MSUM teacher education graduates will take the Praxis II tests.  Starting in September 2002, students will be required to pass the Praxis II assessments prior to obtaining licensure.  Minnesota has designated the Special Education test: Education of Exceptional Students: Core Content Knowledge (353) as the required test for all areas of Special Education.  In the future, the department will be able to obtain information regarding MSUM student performance.

Praxis II Test – 0353

Special Education Core Principles: Content Knowledge

The 60 multiple-choice questions assess the examinee’s knowledge of the basic principles of special education.

The results will be reported to each examinee with an indication if they have passed at the minimum level or not.  We are assuming that the results will also be reported to the university indicating the number and/or percentages of candidates who pass the exam each year.

Part III – Special Education Goals

Student Learning Outcomes:

The MSUM Special Education Department has designated the following as long-term goals for our graduates:

1. View themselves as special education professionals capable of making independent, effective decisions based on empirical, state of the art special education research.

2. Are conversant with federal and state laws governing special and general education and know how to write appropriate IEPs, IFSPs, ITPs, IIIPs, and BIPs.

3. Conduct appropriate individual and ecological assessments through formal and informal assessment procedures.

4. Implement instructional methodologies such as status assessment, task analysis, performance monitoring, direct instruction, cooperative learning, adaptive instruction and teaching natural routines.

5. Effectively manage the behavior of students.
6. Are able to prepare students for successful post-school living through transition assessments and programming.
7. Communicate effectively in professional interactions.
8. Possess basic technological skills for managing information and assessment data bases.
9. Advocate for students receiving special education and their families.
10. Effectively serve as members on interagency teams.
11. Work successfully with families.

These goals for the Special Education graduates are assessed by the student exit survey and the community professional survey.

Assessment Plan:

1. Student Assessment of Program:

An exit survey for program evaluation is given to all students in the culminating course: Consultation and Collaboration (SpEd 443).  Students assess their preparation in terms of competencies as well as professional goals.  This survey rates preparation from 1-5; inadequate to excellent.  (Assessment started in 2001).

2. Community Professionals Assessment:

An assessment survey for student and program evaluation is given to local Special Education Professionals who work with the MSUM special education students.  The survey asks these professionals to evaluate the competencies of MSUM students with whom they work as well as the Department’s programs.  The survey rates items from 1-5; inadequate to excellent.  (Assessment started in 2001).

All of this information will be collected, analyzed and discussed as a part of a continual process for the Department to review, revise, and modify the program.

Portfolio Checklist

SPED Portfolio Evaluation Criteria

Evidence Status

A member of the Minnesota State Colleges and Universities System
an equal opportunity educator and employer | Accessibility Questions? | Contact assess@mnstate.edu | Updated 1/11/06
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