Our Road to National Recognition

of Intervention Specialist Programs at Walsh University

Gary D. Jacobs, Ph.D.Janet M. Devine, MAED Jean A. DeFazio , Ph.D.

Walsh University’s Programs

• Intervention Specialist, K-12, Mild/Moderate

• Intervention Specialist, K-12, Moderate/Intensive

• Early Childhood Intervention Specialist, PreK-3, Moderate/Intensive

Use the Red Book

• See pages 18-21 in the What Every Special Educator Must Know for key phrases, incorporate into your report

• http://www.cec.sped.org/Content/NavigationMenu/ProfessionalDevelopment/ProfessionalStandards/Red_book_5th_edition.pdf

• 14 designations of special education programs

• Learn the language of your standard, e.g, Clinical vs. Student Teaching

Know Your Acronyms

• SPA = Specialized Professional Association

• ELS = English as a second language

• ELN = Exceptional Learning Needs• EC = Exceptional Conditions• CF = Conceptual Framework• IR = Institutional Report

Administrative Support

• Full support of Dean and Chair• NCATE Coordinator• Stipends for summer work• Consultant hired

Assemble Your Team

• Writers should have special education background

• Recruit other experts in your division or college

• Find an outside reader• Balance skills of team

Preliminary Ground Work

• Know your SPA standards• Know 10 CEC Standard Domain Areas

align with Ohio Educator Standards • Link alignment chart website here• Know your program requirements• Undergraduate or Graduate level

Programs• Allow time to write, analyze data,

define assessments, create rubrics

Choose friends wisely

• Confer with your ODE consultant• Consider a paid consultant • Ask questions• Use your connections• Ask for feedback from others• Utilize the NCATE and CEC

resources

Submission Deadlines

• Electronic submission of reports• Submit six months prior to on-

site visit• Encouraged to submit one year

prior to visit• September 15th & February 1st • Solicit help from your IS

department• Check NCATE website or with

NCATE consultant

NCATE website

•Become familiar with NCATE website http://www.ncate.org/

• Helpful hints• Model programs on website• BOE guidelines

Conceptual Framework

• Thread the conceptual framework throughout your report

• What makes your institution unique? Include in report

• Assessment data from the SPA reports becomes a part of your assessment plan

Rubrics

• Study assessment plan• Link assessments to the CEC

standards• Determine scale (5, 4, 3)• Label and define each scale

rating, e.g., 3 = Target; 2 = Acceptable; 1 = Unacceptable

• We followed NCATE 3 point scale

Data Collection

• Choose 6-8 key assessments based on candidate proficiencies found in your institution’s conceptual framework

• Align those key assessment with the CEC standards

• Solicit input from school partnerships

Use of Data

• Design data collection to help you improve your program

• Make program changes based on data

• Objectively review data• Be honest about results of data• Review for validity and reliability• Be receptive of feedback from

outside consultants, cooperating teachers and supervisors

Amount of Data Required

Program Reports Submitted

Amount of Data Required

Through February 2007

1 semester

September 15, 2007

1 year

February 1, 2008 1 year

September 15, 2008

2 years

February 2, 2009 2 years

September 15, 2009 & after

3 years

Assessment #1

• Praxis II content test data is required

• Check out Praxis website http://www.ets.org/praxis

• Align test to CEC standards • Discovered we didn’t have

subcategory information

Assessment #2

• Another content assessment is required

• We chose an assessments for each of the three different programs

• ISE M/M = case study• ISE M/I = unit of study with

learning centers• ECIS = field-based case study

Assessment #3

• Assessment of Candidate’s Ability to Plan Instruction

• DAPP = Developmental Assessment Plan Project

• Students write an Individual Assessment Plan (IAP), then assess a student, write a Diagnostic Prescriptive (DP), an Individualized Educational Plan (IEP) and then implement goals and objectives with a real child

Assessment #4

• Assessment of Clinical Practice required

• Two types of rubrics used to gather data

• One is aligned with Praxis/Pathwise• Second is CEC specific rubric• CEC specific rubric is changing due

to feedback from users

Assessment #5

• Assessment of Candidate Effect on Student Learning

• Portfolio Assessment• Freshmen begin a developmental

portfolio• Transitions into professional portfolio

during pre-clinical practice• Updated in clinical practice• Evolving into an electronic teacher work

sample• In future will use impact on student

learning

Assessment #6

• Additional Assessment to address CEC Standards

• Family Interview Project• Candidates interview parents of

child with disabilities, provide a written and oral report as an in-class project

• Reflect on the experience

Assessment #7

• Additional Assessment to address CEC Standards (optional, but use)

• 3-D Classroom Model• Develop rules and consequences• Group behavior change• Parent letter and newsletter

written• Classroom management plan

Assessment #8

• Additional Assessment to address CEC Standards (optional but use)

• Impact on Student Learning• Modeled after the Ohio value added

project• Based on the assess, teach, assess

model• We put this here, but will have to be

used in Assessment #5 at next submission

Assessments for our Three Programs

ECIS ISE M/M ISE M/I

Assess. #1

Praxis II Praxis II Praxis II

Assess. #2

Case Study

Unit Study

Case Study

Assess. #3

DAPP DAPP DAPP

Assess. #4

Clinical Prac.

Clinical Prac

Clinical Prac

Assess. #5

Portfolio Portfolio Portfolio

Assess. #6

Interview

Interview

Interview

Assess. #7

3-D Model

3-D Model

3-D Model

Assess. #8

Impact Impact Impact

Assessment Chart CEC Report

•http://www.ncate.org/ProgramStandards/CEC/CECWebReport-July1.doc

Meetings

• Don’t miss one• Get summaries if you can’t attend • Attend with writing partners or

other faculty• Cover all breakout sessions • Attend SPA training sessions offered

by ODE• Attend NCATE, AACTE and SPA

national conferences

Lessons Learned

• Keep current – moving target• Attend all meetings• Learn from the work• Balance teaching and writing

tasks• Take time from work to

celebrate

QUESTIONS?

Contact Information

• Gary Jacobs gjacobs@walsh.edu

• Janet Devine jdevine@walsh.edu

• Jean DeFazio jdefazio@walsh.edu