Program Assessment Form for Master of Instructional Improvement Degree 2003-2004.
Degree Producing Academic
Unit__Master
of Instructional Improvement______ Planning Cycle___4______________ Page 1___ of 2____
Educational Objectives Measures
to be Used/Criteria Actual
Results Use of Results for
Improvement
(Student Outcomes) for
Success Obtained
* 3-5 major ones for each degree producing How will you measure the outcome? When you measured, (observed, What impact did this have on the unit
unit recommended Multiple measures may be used. At what surveyed, etc.) what did you find? And how will you use this for
degree, do you expect these outcomes to be improvement? This should lead
present? Directly to next year's plan.
|
Graduates
will be able to develop an appropriate Individual Education Plan for a
student with mental retardation or learning disabilities given appropriate
data for one child. The
IEP must conform to legal and best-practice provisions of the |
One
or more classroom tests (in ELED6823) of a constructed-response
format. Goals, objectives, materials,
and accommodations should be appropriate for at least 80 % of the student’s
characteristics. |
100%
of Year-2004 candidates
completed this successfully as demonstrated by course rubrics
in ELED6823. They incidentally
demonstrated similar competencies in the ELED6803 unit and the ELED5333
reading prescription. |
Continue
with constructed-response IEP format for testing for ELED6823. |
|
Graduates
will be able to teach expository, demonstration, inquiry, and individualized
lessons with appropriate accommodations for students with retardation in
micro-teaching sessions. (ELED6803
course activity). |
Four
microteaches in the college classroom with authentic and Flanders Interaction
Analysis System data that clearly show adaptations for reduced rates of
learning, emphasis on salient characteristics of the content, insuring success for MR
students, accepted lesson design, and positive reinforcement. |
Previously,
we attempted to get this information from four "teaches" in
6803. When the unit was offered as a
choice instead of "teaches" in Summer II 2004 and Fall 2004,
students reported the unit to be more useful and more durable. The unit still allowed verification of the
four teaching styles. 100%
of students reached this objective, but lower-yet-passing scores were still
seen in the planning for effective repetition and for maintaining student
attention |
More
instructional time will be spent assisting students in realizing the
importance of repetition and "dwelling" on a topic while MRs and
LDs acquire the key concepts. This
time will be spent in ELED5333, ELED6803, ELED6823. Rubrics
have also been modified to address desired competencies more directly and to
match standards. |
|
Graduates
will be able to write a diagnostic plan for a student with a reading
difficulty, given data for that child. |
Constructed-response
diagnostic plan,
written in a classroom
testing situation, which meets criteria. (Data
to be collected in 2003-2004) |
Data
were collected. 100% of candidates
while in ELED5333/6323 were able to write this diagnostic plan, given data on
a hypothetical child. |
Continue
collecting data in ELED5333/6323 since this was the first cycle. |
|
Graduates
will be able to construct a curriculum unit for at least two weeks of
classroom instruction that includes provisions for needs assessments, goals,
objectives, selection of content, organization of content,
selection and organization of learning experiences, pilot testing, and
evaluation. |
Units
which contain those elements in adequate amounts. ______________________________ Began
collecting data from units written in ELED6803 since data from EDFD6313 were
not always available. Supporting
courses included EDFD6063, EDFD6053, ELED5333, and ELED6323. |
100%
of units from the seven candidates of this year met rubric criteria. All units included a "typical"
regular education structure plus moderate to substantial accommodations and
adaptations for students with MR and LD. |
Continue
with the data collection from ELED6803 as a data point. Emphasize curriculum planning in other
courses such as EDFD6053, ELEd5333, ELED6323, and EDFD6063, as a team
approach. |
|
Graduates
will demonstrate ability to select, conduct, and finalize an action study on
a topic of relevance
given some faculty assistance. |
Action
research paper developed in EDFD6993 and reviewed by a minimum of two faculty. Advisee
data indicate possibly 28 students are in the pipeline for this year or soon. I
plan to develop a rubric for the action research project which will address
at least Pathwise Standards. |
100%
pass rate for this year's graduates, using the new rubric. Weakest
area, according to rubric data, was in connecting "results"
(chapter/section 4) back to the literature (chapter 2) during the discussion and
recommendations (chapter 5). |
Structural
aspects of the research report will be given greater emphasis in EDFD6003 and
EDFD6993 this year. Rubric
has already been revised to emphasize this aspect to candidates and to match
Pathwise and Local Diversity standards. |
Sid
T. Womack September 23, 2004