SPECIAL EDUCATION ASSESSMENT PLAN
LEVEL I
ADMISSIONS:
Knowledge: Test required for admission: MSAT, CBEST, GRE
or other
graduate level exam.
Prerequisite courses and course evaluations.
Skills: Writing
Skills (CSU exam)
Recommendations from three
professionals who have seen them
teach and work with children.
Dispositions: Letter
of commitment – questions about personal philosophy of
teaching diverse learners in an inclusive environment.
Interview
MID-POINT ASSESSMENTS:
Knowledge: Use
CTC standards/competencies as link to performance-based
learning activities – will use course evaluation activities to
demonstrate how the program courses and experiences provide
opportunities for candidates to learn and practice knowledge
and skills in the standards.
Skills: Observations
of students in field by supervisors and master
teachers; formal evaluation of skills in the field during the
2nd, 3rd, 4th, and 5th
quarters and portfolio review at midpoint in
program.
Course and field placement
products and projects.
Depositions: Review
of course assignments, class discussions, field
observations and evaluations.
EXIT ASSESSMENTS:
Knowledge
Final portfolio and culminating Level 1 documents.
& Skills: Preliminary
Level 2 Induction Plan
Formal final student teaching
evaluation
Depositions: Self-evaluation
and post letter of philosophy
FOLLOW-UP ASSESSMENTS: Survey of employers
Survey
of graduates
Level 2
field observations/evaluations
IEP and
program schedule review for best
practices indicators.
SPECIAL EDUCATION ASSESSMENT PLAN
ADMISSIONS:
Knowledge: Completion
of Level 1 and grades
Level 1 culminating document
Skills: Completion
of Level 1
Level 1 student teaching
evaluation
Level 1 culminating document
Dispositions: Candidate’s
personal statement
Letters of recommendation
Interview questions (for
candidates who did not complete Level1
at CSUH)
MID-POINT ASSESSMENTS:
Knowledge: Performance
assessment of each class
Self assessment via portfolio
format
Skills: Written
feedback on fieldwork observations
Quarterly induction team review
of progress toward goals and
CTC standards.
Dispositions: Review
of course assignments, class discussions and field
observations
Induction team discussions
EXIT ASSESSMENTS:
Knowledge Final
Induction Plan Exit review
& Skills: Completed
portfolio
Final fieldwork evaluation
FOLLOW-UP ASSESSMENTS: Employer
surveys
3-year
post graduation review of graduates for indicators
of best practices:
-
Selection as master
teachers
-
IEP & schedule
review
-
Participation in
site/district reform, curriculum,
safety,
etc. efforts
-
Participation in state,
local or national projects
or
conferences.