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{"sheet":"SLO1","index":0,"n_rows":24,"n_cols":7,"rows_kept":24,"cut":false,"hidden":false,"merged":[[10,0,10,5],[11,1,11,5],[12,1,12,5],[9,1,9,5],[17,1,17,5],[13,1,13,5],[14,1,14,5],[15,1,15,5],[16,1,16,5],[6,1,6,5],[7,1,7,5],[8,1,8,5],[5,1,5,5],[0,0,0,5],[1,0,1,5],[2,0,2,5],[3,1,3,5],[4,1,4,5]]}
["Student Learning Outcome 1"]
["Students completing a degree in Special Education (B.S.) will demonstrate mastery of planning differentiated instruction."]
["Outcome 1: Assessment Measure 1"]
["Class:","SPE 328"]
["Course Mode:","Face-to-Face"]
["Assignment:"," Culminating Assignment: Unit Planning for Differentiated Instruction"]
["Evaluation Tool:","Culminating Assignment Unit Planning for Differentiated Instruction Rubric. The rubric is based on 4 levels of proficiency (1) Developing, (2) Emerging, (3) Meets Expectations, and (4) Exceeds Expectations, and the criteria being measured includes: (1) understanding learner development and individual learning differences, (2) planning for safe, inclusive, collaborative and culturally responsive learning environments, (3) knowledge of curricular content areas,  (4) appropriate formal and informal assessment methods, (5) the selection, development and adaptation of learning experiences for students with exceptionalities, (6) application of professional ethics, and (7) ongoing professional learning. "]
["Performance Target: ","80% assessments will receive a mean score of \"3 (Meets Expectations)\" or above on the planning differentiated instruction rubric."]
["Results:","TARGET MET:  Two students were required to complete this assignment; both students received a mean score of 3 or above on the planning differentiated instruction rubric. 2 out 2 (100%) of the submitted assignments scored 3 or above on  understanding learner development and individual learning differences criterion of the assignment. 2 out 2 (100%) of the submitted assignments scored 3 or above on the planning for safe, inclusive, collaborative and culturally responsive learning environments criterion of the assignment.  2 out 2 (100%) of the submitted assignments scored 3 or above on the knowledge of curricular content areas criterion of the assignment.   2 out 2 (100%) of the submitted assignments scored 3 or above on the appropriate formal and informal assessment methods criterion of the assignment.  2 out 2 (100%) of the submitted assignments scored 3 or above on the selection, development and adaptation of learning experiences for students with exceptionalities criterion of the assignment.  2 out 2 (100%) of the submitted assignments scored 3 or above on the application of professional ethics criterion of the assignment.   2 out 2 (100%) of the submitted assignments scored 3 or above on the ongoing professional learning criterion of the assignment. "]
["Use of Results:","Our n was quite small, with only 2 students taking this course.  We will continue to evaluate our program on this outcome, as this assignment is one of the Key Assessments for the state of Alabama.   We will continue to identify areas of relative weakness, and make adjustments to course content, assessment, and feedback as needed to continue to see  successful outcomes on this measure. "]
["Outcome 1: Assessment Measure 2"]
["Class:","SPE 495"]
["Course Mode:","Off campus"]
["Assignment:","edTPA Task 1: Planning for Instruction"]
["Evaluation Tool:","edTPA Task 1: Planning for Instruction Rubrics.  Three items to be assessed: Planning for Alignment and Development of Knowledge and Skills, Planning Challenge and Support for the Focus Learner, Planning Assessments to Monitor and Support Learning. Evaluated items will be scored on a five point rubric scale range of  1- 5 , with 1 being low-performing and 5 being high-performing for the task.      "]
["Performance Target: ","80% of the assessments will receive a mean score of 3 on all 3 rubrics which is the targeted level of satisfactory performance"]
["Results:","TARGET NOT MET:  1 out 5 (20%) of the candidates evaluated  received a mean score of  3 on the Planning for Alignment and Development of Knowledge and Skills item of the assignment. 1 out of 5 (20%) of the candidates evaluated scored 3 on the  Planning Challenge and Support for the Focus Learner item of the assignment. 1 out of 5 (20%) of the candidates evaluated scored 3 on the  Planning Assessments to Monitor and Support Learning item of the assignment. "]
["Use of Results:","We are working to improve the rigor of the planning components of courses that prepare interns for this task (e.g.  SPE and content area methods courses). We will increase the number of observations and the amount and quality of feedback to candidates during their internship, in an effort to improve the depth and breadth of instructional planning skills.  Additionally, we have developed a plan for deconstructing prompts so that candidates understand the intent of the prompts and the specific components required to develop appropriate responses.  "]
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[null,null,null,null,null,null," "]

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["Student Learning Outcome 2"]
["Students completing a degree in Special Education (B.S.) will demonstrate the ability to analyze data to effectively plan for instruction."]
["Outcome 2: Assessment Measure 1"]
["Class:","SPE 303"]
["Course Mode:","Face-to-Face"]
["Assignment:","Data Analysis Assignment"]
["Evaluation Tool:","Data Analysis Assignment Rubric- The rubric is based on 4 levels of proficiency (1) Developing, (2) Emerging, (3) Meets Expectations, and (4) Exceeds Expectations, and the criteria being measured includes: (1) selection and use of technically sound formal and informal assessments that minimize bias, (2) application of principles and practices required to interpret assessment results and guide educational decisions for students with exceptionalities, (3) ability to engage individuals with exceptionalities towad quality learning and provide feedback to guide them, (4) abilty to teach to mastery and promote generalization of learning, and (5) the ability to teach students with exceptionalities to think critically and to problem solve. "]
["Performance Target: ","80% of assessments will receive a mean score of \"3 (Meets Expectations)\" or above on the data analysis portion of the rubric"]
["Results:","TARGET MET: Two students were required to complete this assignment.  Both students (100%) earned a mean score of 3 or greater on the Data Analysis Assignment. 2 out of 2 (100%) of the submitted Data Analysis Assignments scored 3 or above on theselection and use of technically sound formal and informal assessments that minimize bias criterion of the assignments. 2 out of 2 (100%) of the submitted Data Analysis Assignments scored 3 or above on the application of principles and practices required to interpret assessment results and guide educational decisions for students with exceptionalities criterion of the assignment. 2 out of 2 (100%) of the submitted Data Analysis Assignments scored 3 or above on the ability to engage individuals with exceptionalities towad quality learning and provide feedback to guide them criterion of the assignment.  2 out of 2 (100%) of the submitted Data Analysis Assignments scored 3 or above on the abilty to teach to mastery and promote generalization of learning criterion of the assignment. 2 out of 2 (100%) of the submitted Data Analysis Assignments scored 3 or above on  the ability to teach students with exceptionalities to think critically and to problem solve criterion. "]
["Use of Results:","We had a very small n on this assessment (n=2), so we will continue to monitor student outcomes, identifying areas of relative weakness, and make adjustments to course content, assessment, and feedback as needed to continue to see  successful outcomes on this measure.  Additionally, because this assignment is one of the Key Assessments for the state of Alabama, it is essential that we continue to monitor outcomes to ensure that all students are able to meet minimum expectations on this assignment."]
["Outcome 2: Assessment Measure 2"]
["Class:","SPE 403"]
["Course Mode:","Face-to-Face"]
["Assignment:","IEP Writing Assignment"]
["Evaluation Tool:","IEP Writing Assignment/Data Analysis Rubric- The rubric is based on 4 levels of proficiency (1) Developing, (2) Emerging, (3) Meets Expectations, and (4) Exceeds Expectations. Criterion measured include: (1) Understanding how language, culture and family influence the learning of students with exceptionalities, (2) Providing learning environments that include motivational and instructional methods to meet the needs of individuals with exceptionalities, including academic, functional, social/emotional and behavioral needs of students, including students in crisis, (3) Applying curricular content knowledge in collaborative teaching settings, (4) selection, use and analysis of appropriate assessment, (5) application of appropriate iinstructional planning and strategeis to the IEP development an dimplementation processes, (6) Application of professional/ethical practices in the IEP process. "]
["Performance Target: ","80% of assessments will receive a mean score of \"3 (Meets Expectations)\" or above on the data analysis portion of the IEP Writing Assignment/Data Analysis rubric"]
["Results:","TARGET MET: Two students completed the assignment associated with SLO. Both students earned a mean score of 3 or greater on the IEP Writing Assignment. 2 out of 2 (100%) of the submitted IEP Writing Assignmnets scored 3 or above on the Understanding how language, culture and family influence the learning of students with exceptionalities criterion of the assignment.  2 out of 2 (100%) of the submitted IEP Writing Assignmnets scored 3 or above on the Providing learning environments that include motivational and instructional methods to meet the needs of individuals with exceptionalities, including academic, functional, social/emotional and behavioral needs of students, including students in crisis criterion of the assignment. 2 out of 2 (100%) of the submitted IEP Writing Assignmnets scored 3 or above on the Applying curricular content knowledge in collaborative teaching settings criterion of the assignment. 2 out of 2 (100%) of the submitted IEP Writing Assignmnets scored 3 or above on the selection, use and analysis of appropriate assessment criterion of the assignment. 2 out of 2 (100%) of the submitted IEP Writing Assignmnets scored 3 or above on the application of appropriate iinstructional planning and strategeis to the IEP development an dimplementation processes criterion of the assignment. 2 out of 2 (100%) of the submitted IEP Writing Assignmnets scored 3 or above on the Application of professional/ethical practices in the IEP process criterion of the assignment."]
["Use of Results:","We will continue to monitor student outcomes, identifying areas of relative weakness, and make adjustments to course content, assessment, and feedback as needed to continue to see  successful outcomes on this measure. AFTER CONSULTING WITH OIPRE, THE PROGRAM WILL MODIFY ITS PRE AND POST ASSESSMENT DOCUMENTS ACCORDINGLY."]
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[null,null,null,null,null,null," "]

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["Student Learning Outcome 3"]
["Students completing a degree in Special Education (B.S.) will demonstrate ability to Assess Learning"]
["Outcome 3: Assessment Measure 1"]
["Class:","SPE 495"]
["Course Mode:","Off campus"]
["Assignment:","edTPA Task 3 "]
["Evaluation Tool:","edTPA Task 3 Rubrics 11, 12  13, & 15 (Analyzing the focus learner's performance, Using Feedback to Guide Further Learning, Learner Understanding and Use of feedback, & Using assessment to inform instruction). Each rubric has a score range of  1- 5 , with 1 being low-performing and 5 being high-performing for the task.      "]
["Performance Target: ","\n(80%) of assessments will earn a mean score of \"3\" or \"Meet Expectations\" on all 4 of the Task 3 rubrics which is the targeted level of satisfactory performance    \n"]
["Results:","TARGET NOT MET:  Of the 5 candidates assessed, only 1 earned a mean score of 3 on these combined rubrics.  Other scores were 2.25, 2, 2, and 1.5. 1 out of 5 (20%) of the submitted edTPA Task 3 Assessments scored 3 or above on the Analyzing the focus learner's performance criterion of the assessment. 1 out of 5 (20%) of the submitted edTPA Task 3 Assessments scored 3 or above on the  Using Feedback to Guide Further Learning criterion of the assessment. 1 out of 5 (20%) of the submitted edTPA Task 3 Assessments scored 3 or above on the Learner Understanding and Use of feedback criterion of the assessment.  1 out of 5 (20%) of the submitted edTPA Task 3 Assessments scored 3 or above on the Using assessment to inform instruction criterion of the assessment."]
["Use of Results:","We are working to improve the rigor of the components of courses that prepare interns for this task [e.g.,  SPE 328 & SPE 329 (Special Ed. methods), SPE 303 (Assessment), and SPE 403 (IEP Writing)]. We will also increase the number of observations and the amount and quality of feedback to candidates during their internship, in an effort to improve candidates' skills related to the  development and implementation of appropriate assessments, and the analysis of assement results and subsequent adjustments to instruction to address student needs. "]
["Outcome 3: Assessment Measure 2"]
["Class:","SPE 495"]
["Course Mode:","Off campus"]
["Assignment:","Internship Student Learning Assessment"]
["Evaluation Tool:","Internship Assessment of Student Learning Rubric. Criteria measured by this rubric include: (1) ability to articulate and reflect on personal philosophy of teaching, (2) demonstrate a commitment to ongoing professional development, (3) exhibit professional dispositions delineated in professional, state, and institutional standards, (4) demonstrate a commitment to working collaboratively with students, families, colleagues, and communities, (5) ability to share instructional responsibility for students with diverse needs, (6) ability to develop collaborative relationships with peers, (7) ability to design, adapt, and deliver instruction to addressindividual student needs, and (8) the ability to make technology and other resources available to all students to enhance learning. "]
["Performance Target: ","(80%) of the assessments will earn an average of 3 or greater from the cooperating teacher and university supervisor on the Internship Disposition Rubric. "]
["Results:","TARGET MET:  All 5 candidates earned an average score of 3 or greater from the cooperating teacher(s) and the university supervisor on the Internship Disposition Rubric. 5 out of 5 (100%) of the submitted Internship Student Learning Assessments scored 3 or above on the ability to articulate and reflect on personal philosophy of teaching criterion of the assessment. 5 out of 5 (100%) of the submitted Internship Student Learning Assessments scored 3 or above on the demonstrate a commitment to ongoing professional development criterion of the assessment. 5 out of 5 (100%) of the submitted Internship Student Learning Assessments scored 3 or above on the exhibit professional dispositions delineated in professional, state, and institutional standards criterion of the assessment. 5 out of 5 (100%) of the submitted Internship Student Learning Assessments scored 3 or above on the demonstrate a commitment to working collaboratively with students, families, colleagues, and communities criterion of the assessment. 5 out of 5 (100%) of the submitted Internship Student Learning Assessments scored 3 or above on the ability to share instructional responsibility for students with diverse needs criterion of the assessment. 5 out of 5 (100%) of the submitted Internship Student Learning Assessments scored 3 or above on the ability to develop collaborative relationships with peers criterion of the assessment. 5 out of 5 (100%) of the submitted Internship Student Learning Assessments scored 3 or above on the ability to design, adapt, and deliver instruction to address individual student needs criterion of the assessment. 5 out of 5 (100%) of the submitted Internship Student Learning Assessments scored 3 or above on the the ability to make technology and other resources available to all students to enhance learning criterion of the assessment."]
["Use of Results:","We will continue to monitor student performance on the Internship Disposition Rubric, and make adjustments to instruction, observations, and feedback to ensure that candidates continue to meet or exceed expectations.  As this assignment is one of the Key Assessments for the state of Alabama, we will continue to identify areas of relative weakness, and make adjustments to course content, assessment, and feedback as needed to continue to see  successful outcomes on this measure. "]
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[null,null,null,null,null,null," "]

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["Program Outcome 1"]
["Increase Admissions to the Collaborative Special Education Program (BS)"]
["Assessment Measure:","Admission data"]
["Assessment Target:","Increase the number of students that are successfully admitted to the EPP program in Collaborative K-6/6-12."]
["Assessment Results:","TARGET NOT MET:  2 students were admitted to the program in school  year 2017-18; 2 students were also admitted to the program in school year 2018-19.  There was no increase. "]
["Use of Results:","We will conduct focus groups to identify student concerns regarding the expectations and requirements for program admission.  At this time, we have identified the state-mandated Praxis tests as the primary obstacle to student admission. In response to this, we have developed a Praxis lab, procured a computerized program to support them in gaining the knowledge required to pass the tests, and have created a remedial course to support acquisition of knowledge required to pass the test.  We will continue to monitor student results on Praxis tests and will continue to offer these supports and services.  Finally, we will ensure that all students are receiving adequate advising from the program faculty, so that they can adequately plan and prepare for tests."]
["Program Outcome 2"]
["Increase Program Completion in the Collaborative Special Education Program (BS)"]
["Assessment Measure:","Program Completion Data"]
["Assessment Target:","Ensure that 80% of students in transition phases 3-5 of the EPP in Collaborative K-6/6-12 successfully complete the program.  "]
["Assessment Results:","TARGET MET:  There were 5 candidates in the final stage (completion) and all successfully completed the Collaborativ Special Education program for the 2018-2019 school year. "]
["Use of Results:","We will continue to monitor student progress through all phases of the program, providing advising and remediation as needed to continue to see this target met.  As enrollment in the program increases, we will address this outcome in terms of percentages of increase.  "]

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["Face-to-Face",null,"Yes"]
["Online",null,"No"]
["Off campus"]