Enhance the quality and effectiveness of the Educational Diagnostician Program.
Objective
Standards Of Proficiency
Graduate Diagnostician candidates demonstrate proficiency in the knowledge and skills required for Texas Diagnostician Certification. These knowledge and skills are aligned to the Council for Exceptional Children Standards and the State Board for Educator Certification Standards for Educational Diagnosticians.
Indicator
Proficiency With State Standards
1. Educational diagnosticians will score above the state mean on the TExES Educational Diagnostician Certification examination. The Texas Examination of Educator Standards is a standardized test developed by Educational Testing Service where program graduates demonstrate knowledge and skills regarding the field of educational diagnostics.
Criterion
Student Scores
1. Candidates will successfully complete all required coursework prior to taking the TExES Educational Diagnostician exam. 2. 90% or more test-takers will pass the TExES exam for Educational Diagnostician certification at the initial administration. 3. Candidates will meet or exceed state mean scores on the Diagnostician examination. (See attached report)
Finding
TEXES Scores
All students taking the the Educational Diagnostician Program completed the required coursework. 90% were successful on the TExES. Mean scores for test-takers exceeded the state mean scores
Action
TExES Results
Faculty will prepare students for the TExES through a seminar and practice test. We will analyze scores by Domain. For the students who have not yet passed, we will refer them to study materials based on areas of weakness in their TExES analyses.
Objective
Knowledge Of Literature
Graduate students will demonstrate knowledge of the literature in the area of assessment and special education
Indicator
Knowledge Of Literature
Students will successfully complete comprehensive examinations citing supporting literature to successfully answer six written questions.
Criterion
Knowledge Of Literature
Students will use at least related journal articles to support each of the six questions on the comprehensive examinations. (see attached rubric)
Finding
Knowledge Of The Literature
Of the 21 students taking comprehensive examinations, 19 met the criterion of citing three of more relevant journal articles to answer each of the six questions.
Action
Knowledge Of Literature
For 2009-2010, oral comprehensive examinations were considered. However, faculty decided to maintain the written examations in additional to orals so that knowledge of ltierature can be demonstrated. Graduate students also will demonstrate their knowledge of the literature by developing a literature review in SPD 562.
Objective
Professional Practice Experience
Graduate students will demonstrate their ability to apply knowledge and skills during their practicum experience.
Indicator
Professional Practice Experience
Students will develop a professional portfolio to document their successful application of knowledge and skills in their practicum setting. This portfolio documents successful application of the skills and knowledge based on the Standards of the Council for Exceptional Children and the State Board for Educator Certification.
Criterion
Professional Practice Experience
Using the rubric developed to evaluate portfolios and assignments, 90% of graduate students will meet acceptable standards for all assignments documented in their professional portfolios. (see attached rubric)
Finding
Professional Practice Experience
Of the 24 students enrolled in practicum, 22 successfully completed their practicum assignments as documented and rated in their portfolios with 91.6% meeting standard.
Action
Professional Practice Experience
The two students who did not complete all assignments successfully in the fall 2008 subsequently completed all assignments in the spring 2009. In order to have a better completion rate, faculty will explain rubric thoroughly and have students develop timelines to complete assignments and portfolio by deadlines.
Objective
Performance/Leadership
Students in SPD 635 will develop a family intervention plan highlighting critical knowledge areas performed in role of educational diagnostician or in-home trainer.
Indicator
Performance
Students in SPD 635 will submit a Family Support Plan demonstrating effective family interview techniques, suggestions and recommendations for school personnel, community service identification, and recommendations for assistive or alternative technology.
Criterion
Performance/Leadership
All SPD 635 students will submit Family Support Plan by designated due date in TK20 with 90% of class "meeting" or "exceeding" expectations as indicated on the scoring rubric. (see attached rubric)
Finding
Family Support Plan
Using the performance rubric, 86% of the graduate students met or exceeded expectations on the task.
Action
Family Intervention Plan
All graduate students in SPD 635 developed a Family Intervention Plan and submitted it to Tk-20 (summer, 2008; fall, 2008) Faculty will refine the rubric for NCATE for SPD 635 Intervention Plan; faculty will continue to use the Family Intervention Plan in summer, 2009.
Action
Family Support Plan
For 2009-2010, provide students with detailed explanation of assignment. Also, provide students with multiple exemplars of Family Support Plans rated as meet expectations, exceed expectations, and expectations not met.
Objective
Employer And Gradaute Satisfaction
Determine employer and graduate satisfaction
Indicator
Employer And Graduate Survey
survey will be conducted of employers and graduates in order to determine their satisfaction with the Educational Diagnostician Program.
Criterion
Graduate Satisfaction
At least 75% of graduates will report satisfaction with the Educational Diagnostician program.
Finding
Graduate Satisfaction
100% of the graduates reported that they were satisfied with their training in the Educational Diagnostician Program. (see attached survey)
Criterion
Employer Satisfaction
At least 75% of employers will report satisfaction with the Educational Diagnostician program.
Finding
Employer Satisfaction Results
100% of employers reported satisfaction with graduates of the Educational Diagnostician Program.
Action
Employer & Graduate Satisfaction
Although employers and graduates report satisfaction with the Educational Diagnostician Program, the return rate was low. We will conduct a survey in 2009-2010 to get a better sample of employers and graduates.
Goal
Institutional Effectiveness
Promote institutional effectiveness and operational excellence.
Objective
Performance/Leadership
Students in SPD 635 will develop a family intervention plan highlighting critical knowledge areas performed in role of educational diagnostician or in-home trainer.
Indicator
Performance
Students in SPD 635 will submit a Family Support Plan demonstrating effective family interview techniques, suggestions and recommendations for school personnel, community service identification, and recommendations for assistive or alternative technology.
Criterion
Performance/Leadership
All SPD 635 students will submit Family Support Plan by designated due date in TK20 with 90% of class "meeting" or "exceeding" expectations as indicated on the scoring rubric. (see attached rubric)
Finding
Family Support Plan
Using the performance rubric, 86% of the graduate students met or exceeded expectations on the task.
Action
Family Intervention Plan
All graduate students in SPD 635 developed a Family Intervention Plan and submitted it to Tk-20 (summer, 2008; fall, 2008) Faculty will refine the rubric for NCATE for SPD 635 Intervention Plan; faculty will continue to use the Family Intervention Plan in summer, 2009.
Action
Family Support Plan
For 2009-2010, provide students with detailed explanation of assignment. Also, provide students with multiple exemplars of Family Support Plans rated as meet expectations, exceed expectations, and expectations not met.
Objective
Continuing Education Opportunities
Provide continuing education opportunities for students and graduates of the Educational Diagnostician Program.
Indicator
Professional Development Opportunites
The faculty in the Special Education Program Area will develop a strand of presentations for Educational Diagnosticinas at the Student Council for Exceptional Children Conference "Meeting the Needs of ALL Learners."
Criterion
Professional Development
Special Education will collaborate with community support services to offer a keynote speaker with a background in behavioral intervention, and offer sessions designated toward identification of learning disabilites, and transition services at the Meeting the Needs of All Learners Conference. These topics were targeted as areas of need at the 2008 Student Council for Exceptional Children Conference. A goal of 200 participants in attendance is desired.
Finding
Continuing Education Opportunities
Student Council for Exceptional Children Conference held on February 20, 2009, with 250+ in attendance. Dr. Bill Heward, author of the premier textbook in the field of Behavior Analysis, was the keynote speaker. Renee Kwiatek presented a session on identification of learning disabilites. James Williams and Julie Zeilstra presented on transition issues.
Action
Continuing Education Opportunities
For the 2010 Student Council for Exceptional Children, provide a keynote speaker in the area of learning disabilities, which has been identified by educational diagnosticians as an area of need for continuing education.
Goal
Faculty Excellence
Promote faculty excellence in teaching, scholarship, and service.
Objective
Faculty Presentations And Publications
Increase number of faculty presentations and publications at the local and state level within the field of assessment and special education
Indicator
Presentations And Publications Of Scholarly Work
Submit proposals for presentations on assessment issues for national and state level conferences. Submit manuscripts on assessment issues for consideration in several state and national level journals.
Criterion
Faculty Presentations and Publcations of Scholarly Work
Each faculty member teaching assessment courses will submit proposal on assessment-related issues for at least one conference per year. SPD faculty teaching in the Educational Diagnostician Program will collaboratly submit a minimum of 5 manuscripts for possible publications in state and/or national journals.
Finding
Faculty Presentations and Publications
The three faculty teaching in the Educational Diagnostician Program made 3 presentations and had 6 publications in assessment-related issues.
Action
Faculty Presentations and Publications
For 2009-2010, faculty will submit proposals for presentations related to current assessment issues. Faculty will collaboratively write at least one article on issues related to the needs of educational diagnosticians.