buffalo state, exceptional education

1. 
A New Look at Program Assessment
Brought to you by the Exe Ed Assessment Committee - April 2013
Assess
Act Analyze

2. Exceptional Education Assessment Plan
•IEP Development and Implementation
•Collaboration, Consultation and Family • Planning
Supports
•Behavior Supports and Classroom • Instruction
Management
•Assistive Technology and Communication • Assessment
•Curriculum Instruction and Assessment
•General Education Curriculum and
Foundations
• Reflection
•Cultural and Language Competence
•Professional and Ethical Practices Data Driven
Program Intervention
Tasks Plans
(DDIPs)
Content
Specialty Observation
Test and & Feedback
EdTpa
•End Program Assessment •Cooperating Teacher
•Measures all critical skills Evaluations Midterm and
and knowledge Final
•Structured Supervisor
Observations
•Supervisor Evaluations
Midterm and Final

3. Program Tasks
Purpose: Exposure and skill building in critical skills, Facilitation: Course work, field experiences, service
and experiences focused on CEC standards learning and independently
Purpose: What a Special
Educator Knows and Needs to
Do
Alignment: CEC
Other Assessment: Student lead, digital portfolio,
Program Artifacts: Critical Skills not addressed
self evaluation, task descriptions and rubrics
extensively in DDIPs will become program artifacts
provided. Progress reviewed by faculty at DDIPs I
and be embedded in course work.
and II.

4. Program Tasks
•Attend IEP meetings
•Participate in meetings (CST/Eligibility, IEP)
IEP Development •Independently write IEP
•Transition Planning (prek & secondary)
•Co-planning,
Collaboration, Consultation & •Working with related service providers
Family Supports •Paraprofessionals
•Family supports
Behavior Supports and •Scheduling
•PBS plans, FBAs & BIPs
Classroom Management •School-wide Planning meetings
• Initial assessments,
•Lessons in functional, social, communication and academic skills
Curriculum, Instruction, & •Progress monitoring for functional, social, communication and academic skills;
Assessment •1:1 instruction, small group, whole group
•Record and analyze lessons, progress reporting; CBM, standardized assessments, alternative
assessments
Assistive/Instructional •Assess need for AT/AAC
•plan & implement AT & AAC (high or low tech)
Technology and Communication •obtain training in use of IT/AT
•Use IT in lessons
General Education Curriculum & •Adapt gen ed and community instruction
• Implement modification/accommodations
Foundations • Common core standard access
•Field experience observations, reflections, resource id;
Cultural Competence •Linguistic accessibility
•vocabulary and language for SSI & SWSD;
•multicultural sensitivity in instructional design
•Schedule and lead meetings
Professional and Ethical • Digital communication & social media
Practice •Attend conferences or other professional events
• Involvement in professional organizations

5. Data Driven Intervention Plans (DDIPs)
Planning Instruction
(Manage and Deliver)
Multiple opportunities
to practice “What
Special Educators Do”
Alignment: EdTPA / CEC
Reflection Assessment

6. Data Driven Intervention Plans (DDIPs)
Assessment for Instruction
PLEP Statement
Goals and Objectives
PBS plan and Instructional Routine
Daily Lessons (10-12 or until
criteria is met)
Progress monitoring Student Data
Daily data/lesson reflection
Evaluation for Decision Making
Summary of Progress

7. Data Driven Intervention Plans (DDIPs)
Grad SWD
UG Grad Adol Grad Child Grad EC Cert
(Incoming)
DDIP I –
Block II DDIP I – DDIP I – DDIP I – No DDIP
Exe 682 Exe 682 Exe 682 I
DDIP II –
DDIP II- DDIP II – DDIP II – DDIP II-
Student
Exe 504 Exe 504 Exe 504 Exe 682
Teaching

8. Alternative Scenarios for 504 Issues
582/604 682 504
Switch Variable
Variable
numbers credit
Credit 504
to reflect 682s
practicum
I and Students Students
Student take 6-9 take 3-6
teaching credits credits

9. Ensuring Fidelity of Implementation
Field Experience
Inter-Rater
Faculty Expertise in Curriculum, Assessment, and
Reliability and
Teacher Preparation
Conduct Weekly Field Experience Seminars
EdTPa Lead & Technical Coordinator
Problem
Supervision and training of supervisors Solving built
Ensure Fidelity of Implementation
NCATE/ Assessment Committee Chair into structure
Evaluate DDIPs
Problem Solve Field Exp. Issues
Placement
Coordinator Arrange Placements
Communicate with Schools, Students, &
Supervisors
Supervise
Troubleshoot supervision issues as needed
Evaluated DDIPs and Program Tasks
Cooperating
Supervisors Advisors/Faculty
Attend weekly supervision meetings
Professionals Aware of DDIP Requirements
Embed DDIP format, Lesson Plan Format
Conduct observations and PBS Instructional Routine into Relevant
Supervise students Courses
Review student work
Evaluate DDIPs and Program Tasks Periodically review digital portfolios
Evaluate DDIPS and Program Tasks
Evaluate Artifacts if Embedded in Courses

10. Capacity Building
Weekly Field Experience Seminar
Require
supervision as
Implement some virtual observations
part of Doctoral
program
Standardize
Program Forms Everything Digital
procedures and
and Templates and Accessible
processes

11. Building Intervention and Support for Weak Candidates
Additional
Field Experiences
with
Individualized supports
Increased Observations by multiple
observers
Written Feedback
Use of demonstrated effective supports (bug in ear, Teachlive,
performance feedback tools)
Increase communication with Cooperating Teacher
4-6 observations
Written feedback and planning
Cooperating teacher Eval Mid & Final
Supervisor Eval Mid & Final

12. End Results
DDIPs w/
Observation
and Feedback
Program
CST/EdTPA
Tasks
Special
Education
Teachers who do
What Effective
Special
Educators DO

13. Implementation
April-July 2013
Write/Update Courses July/August 2013
:420/504/682
Develop DDIPs Field Test DDIPs
Fall 2013
(rubrics/processes/alignment)
Develop Observation
Field Test Observation Implement DDIPs Spring 2014
Protocol/Feedback
Protocol/Feedback Observation Protocol
Update Field Experience
handbook Supervisor Training Full Implementation
Develop Supervisor handbook Implement virtual Assigned Assign Experience
observations Faculty
Begin formulating Program
Tasks and Program Task Guide Develop 420/504/682 Syllabi
Problem solve Taskstream Refine tools Begin Field Experience
capacity and access issues Seminars