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["Student Learning Outcome 1"]
["Students completing a degree in Special Education (M.Ed. Alt.) will demonstrate mastery of planning differentiated instruction."]
["Outcome 1: Assessment Measure 1"]
["Class:","SPE 540"]
["Course Mode:","Face-to-Face"]
["Assignment:","Culminating Assignment: Unit Planning for Differentiated Instruction"]
["Evaluation Tool:","Culminating Assignment: Unit Planning for Differentiated Instrution 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 for this assignment 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, and (5) the selection, development and adaptation of learning experiences for students with exceptionalities."]
["Performance Target: ","80% assessments will receive a mean score of \"3\"(Meets Expectations) or above on the planning differentiated instruction rubric. "]
["Results:","TARGET MET. Of the lesson plans assessed, 100% (2/2) achieved a rating of \"3 (Meets Expectations)\" or greater on the planning differentiated instruction rubric. 2 out of 2 (100%) of the submitted Culminating Assignments scored 3 or above on the   understanding learner development and individual learning differences criterion of the assignment.  2 out of 2 (100%) of the submitted Culminating Assignments scored 3 or above on the planning for safe, inclusive, collaborative and culturally responsive learning environments criterion of the assignment. 2 out of 2 (100%) of the submitted Culminating Assignments scored 3 or above on the knowledge of curricular content areas criterion of the assignment.   2 out of 2 (100%) of the submitted Culminating Assignments scored 3 or above on the appropriate formal and informal assessment methods criterion of the assignment.  2 out of 2 (100%) of the submitted Culminating Assignments scored 3 or above on the the selection, development and adaptation of learning experiences for students with exceptionalities criterion of the assignment."]
["Use of Results:","Results were analyzed at the end of the semester to ascertain the reinforcement and refinement areas of the assignment and to determine the changes needed. No changes noted at this time.  We will continue to evaluate our program on this outcome, as this assignment is one of the Key Assessments for the state of Alabama.  "]
["Outcome 1: Assessment Measure 2"]
["Class:","SPE 595"]
["Course Mode:","Off campus"]
["Assignment:","edTPA Task 1: Planning for Instruction "]
["Evaluation Tool:","edTPA Task 1: Planning for Instruction Rubrics.The three items assessed were: planning for Alignment and Development of Knowledge and Skills, Planning Challenge and Support for the Focus Learner, Planning Assessments to Monitor and Support Learning"]
["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. Of the edTPA Task 1 Rubrics: Planning for Alignment and Development of Knowledge and Skills (Rubric 1) 3 out of 4 (75%) of the submitted assessments scored a \"3\" or above. Planning Challenge and Support for the Focus Learner (Rubric 2) 4 out of 4 (100%) of the submitted assessments scored \"3\" or above. Planning Assessments to Monitor and Support Learning (Rubric 5) 4 out of 4 (100%) of the submitted assessments scored a \"3\" or above. "]
["Use of Results:","Results were used to determine any changes needed to assist students to continue to be successful on this section of edTPA. Faculty decided to have more in-depth work sessions with candidates to assist them with understanding the rubrics and the expectations of the rubrics.  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."]
[]
[]
[]
[]
[]
[null,null,null,null,null,null," "]

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["Student Learning Outcome 2"]
["Students completing a degree in Special Education (M.Ed. Alt.) will demonstrate mastery of implementing differentiated instruction."]
["Outcome 2: Assessment Measure 1"]
["Class:","SPE 520 and SPE 522"]
["Course Mode:","Face-to-Face"]
["Assignment:","Micro Teaching Lesson Assignment"]
["Evaluation Tool:","Micro Teaching  Lesson Implementing Differentiated Instruction Rubric. Six of the twelve categories of the TEAM rubric were the evaluated criteria for this assignment. The following were the criteria evaluated: Standards and Objectives, Presenting Instructional Content, Activities and Materials, Academic Feedback,  Teacher Content and Knowledge, and Thinking."]
["Performance Target: ","80% of assessments will receive a  mean score of \"3 (Meets Expectations)\" or above on the Micro Teaching Lesson Implementing Differentiated Instruction Rubric."]
["Results:","TARGET MET. Of the lessons observed, 100% (2/2) achieved a \"3 (Meets Expectations)\" or higher on the  Micro Teaching Lesson Implementing Differentiated Instruction Rubric. 2 out of 2 of the the submitted Micro Teaching Lesson Assignments scored 3 or above on the  Standards and Objectives criterion of the assignment.  2 out of 2 of the the submitted Micro Teaching Lesson Assignments scored 3 or above on the Presenting Instructional Content criterion of the assignment.  2 out of 2 of the submitted Micro Teaching Lesson Assignments scored 3 or above on the Activities and Materials criterion of the assignment. 2 out of 2 of the the submitted Micro Teaching Lesson Assignments scored 3 or above on the Academic Feedback criterion of the assignment.  2 out of 2 of the the submitted Micro Teaching Lesson Assignments scored 3 or above on the Teacher Content and Knowledge criterion of the assignment.  2 out of 2 of the the submitted Micro Teaching Lesson Assignments scored 3 or above on the Thinking criterion of the assignment."]
["Use of Results:","Results were analyzed at the end of the semester to determine reinforcement and refinement areas of this assignment and to determine if changes were needed in the future. No changes needed at this time.  Additionally, because this assignment will be one of the Key Assessments for the state of Alabama in the revised accreditation package to be submitted furing academic  year 2019-2020, it is essential that we continue to monitor outcomes to ensure that all students are able to meet minimum expectations."]
["Outcome 2: Assessment Measure 2"]
["Class:","SPE 595"]
["Course Mode:","Off campus"]
["Assignment:","edTPA Task 2: Instructing and  Engaging the Focus Learner"]
["Evaluation Tool:","edTPA Task 2: Instructing and  Engaging the Focus Learner Rubrics . Five items assessed: Learning Environment, Engaging the Focus Learner, Deepening Learning, Suppoting Teaching and Learning, & Analyzing Teaching"]
["Performance Target: ","80% of assessments will earn a mean score or \"3\" on all 5 of the Task 2 rubrics which is the targeted level."]
["Results:","TARGET NOT MET. Of the edTPA Task 2: Instructing and Engaging the Focus Learner rubrics. Learning Environment (rubric 6) , 4 out of 4 1(00%) assessments submitted achieved a score of \"3\" or above. Engaging the Focus Learner (rubric 7) 4 out of 4 (100%) assessments submitted achieved a score of \"3\" or above. Deepening Learning (rubric 8) 4 out of 4 (100%) assessments submitted achieved a score of \"3\" or above. Supporting Teaching and Learning (rubric 9) 4 out of 4 1(00%) assessments submitted achieved a score of \"3\" or above. Analyzing Teaching Effectiveness (rubric 10) 2 out of 4 (50%) assessments submitted achieved a score of \"3\" or above. "]
["Use of Results:","Results were used to determine any changes needed to assist students to continue to be successful on edTPA Task 2: Instructing and Engaging the Focus Learner. Faculty decided to have more in-depth work sessions with candidates to assist them with understanding the rubrics and the expectations of the rubrics. Additionally, faculty will provide more intentional coaching during site visits to assist the candidates with recognizing the expectations of this section of the rubric within the classroom. Finally, the two faculty in the Special Ed. program will work collaboratively with all interns to ensure that they get more robust feedback on their narrative submissions.   The graduate level programs are slated for re-accreditation and faculty will be working on this during the 2019-2020 academic year.  Priorities are to ensure that all components that interns are assessed on for certification are addressed in multiple courses, so that when they get to internship they are adequately prepared to be successful on this and other measures required for state teaching certification."]
[]
[]
[]
[]
[]
[null,null,null,null,null,null," "]

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["Student Learning Outcome 3"]
["Students completing a degree in Special Education (M.Ed. Alt.) will demonstrate the ability to Assess Learning."]
["Outcome 3: Assessment Measure 1"]
["Class:","SPE 522"]
["Course Mode:","Off campus"]
["Assignment:","Pre & Post Assessment and Reflection Assignment"]
["Evaluation Tool:","Pre & Post Assessment and Reflection 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 for this assignment includes: 1)analzing results of assessments and 2) reflecting on the results and making neccessary changes in subsequent lessons."]
["Performance Target: ","80% of assessments will receive a  mean score of \"3 (Meets Expectations)\" or above on the Pre & Post Assessment & Reflection Assignment Rubric."]
["Results:","TARGET MET. Of the rubrics assessed, 100% (2/2) achieved a \"3 (Meets Expectations)\" or higher on the  Pre & Post Assessment and Reflection Rubric. 2 out of 2 (100%) of the submitted Pre & Post Assessment and Reflection Assignments scored 3 or above on the analzing results of assessments criterion of the assignment. 2 out of 2 (100%) of the submitted Pre & Post Assessment and Reflection Assignments scored 3 or above on the reflecting on the results and making neccessary changes in subsequent lessons criterion of the assignment. "]
["Use of Results:","Results were analyzed at the end of the semester to determine reinforcement and refinement areas of this assignment and to determine if changes were needed in the future. No changes needed at this time. "]
["Outcome 3: Assessment Measure 2"]
["Class:","SPE 595"]
["Course Mode:","Off campus"]
["Assignment:","edTPA Task 3: Assessing Learning"]
["Evaluation Tool:","edTPA Task 3: Assessing Learning Rubrics.  Four items to be assessed:  analyzing the focus learner's performance, Using Feedback to Guide Further Learning, Learner Understanding and Use of Feedback, and Using Assessment to inform instruction."]
["Performance Target: ","80% of the assessments will earn a mean score of \"3\" on all 4 of the Task 3 rubrics which is the targeted level."]
["Results:","TARGET NOT MET. Of the candidates assessed on the edTPA Task 3 Rubrics: Assessing Learning. Analyzing the Focus Learner's performance (rubric 11)  4 out of 4 (100%) of the assessments submitted scored a 3 or above. Using Feedback (rubric 12) to guide further Learning 3 out of 4 (75%) of the assessments submitted scored a 3 or above. Learner Understanding and Use of Feedback (rubric 13) 2 out of 4 (50%) of the assessments submitted scored a 3 or above.Using Assessment to Inform Instruction (rubric 15) 1 out of 4 (25%) of the assessments submitted scored a 3 or above.  "]
["Use of Results:","Results were used to determine any changes needed to assist students to continue to be successful on edTPA Task 3:Assessing Learning. Faculty have committed to having more in-depth work sessions with candidates to assist them with understanding the rubrics and the expectations of the rubrics, and will ensure that this content is thoroughly covered in prerequisite courses. Additionally, faculty will provide more intentional coaching during site visits to assist the candidates with recognizing the expectations of this section of the rubric within the classroom. Finally, the two faculty in the Special Ed. program will work collaboratively with all interns to ensure that they get more robust feedback on their narrative submissions.  The graduate level programs are slated for re-accreditation and faculty will be working on this during the 2019-2020 academic year.  Priorities are to ensure that all components that interns are assessed on for certification are addressed in multiple courses, so that when they get to internship they are adequately prepared to be successful on this and other measures required for state teaching certification. "]
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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 (M.Ed. Alt)"]
["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 by 5%."]
["Assessment Results:","TARGET NOT MET. The number of new M.Ed. Alt. A candidates for the 2017- 2018 academic year was 5 and the 2018-19 academic year was 0. "]
["Use of Results:","The collaborative special education faculty will continue to develop partnerships with school districts and use this opportunity to recruit current teachers as well as be intentional with recruiting the Class B graduates for the program.  Additionally, the state has revised some standardized testing requirements that have made it possible for some former students to return and new students to meet requirements for admission to the program.  "]
["Program Outcome 2"]
["Increase program completion in the Collaborative Special Education Program (M.Ed. Alt)"]
["Assessment Measure:","Retention data"]
["Assessment Target:","80% of students enrolled in the EPP in Collaborative K-6/6-12 will successfully complete the program."]
["Assessment Results:","TARGET MET.  100% of candidates who began the 2018/19 academic year and were scheduled to complete in that year  successfully completed the program  (4/4 candidates).  "]
["Use of Results:","While we met this goal for the academic year 2018/19, it is important that this trend continues. We have identified mandatory standardized tests as one of the primary stumbling blocks to retention of students in this program; the state of Alabama has loosened these requirements and we are beginning to see students return to the program.   We will conduct focus groups with completers to determine areas where we could improve our services and procedures, and will continue to monitor candidate retention and completion rates to ensure that this positive trend continues"]

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