Eastern Michigan University
CEC/Department of Special Education

Assessment Plan

The following table illustrates the Assessment Plan for Initial Endorsement programs in the Special Education Teacher Preparation program in the Department of Special Education at Eastern Michigan University. The reader will note that some assessment instrumentation has been designed and implemented, and initial data have been gathered and analyzed. Other instrumentation is in the development process and the targeted dates for completion and implementation are indicated. Still other aspects of the Department's Assessment Plan are in the planning and development stages.

Assessment Plan for Initial Endorsement

Special Education Teacher Preparation Program

Assessment Point	Knowledge/Skills Assessed	Instrumentation/Activities	Date Operationalized
Department Pre-Admission Assessment (Admission to Teacher Education)	Symbolics and Communication Science and Technology Social Science Arts and Humanities Basic Skills (Comprehension, Mathematical Computation And Reasoning, Written Expression) Social/Emotional Adjustment	Minimum Grade Point Average (GPA) 2.5 Grade of "C" or better in Specified English, Public Speaking, Mathematics, And Science courses Completion of Basic Skills Test at, or above, state- Mandated cut-off level Adherence to EMU Code of Conduct	Data analysis in process. complete by April, 2003.
Introductory Department Core And Program Area-Specific Coursework (Admission to The Department of Special Education)	Standard 1 - Foundations Standard 2 - Development and Characteristics of Learners Standard 3 - Individual Learning Differences Standard 6 - Language Standard 9 -Professional and Ethical Practice	Admission to Department of Special Education Completion of Departmental Introductory coursework With a grade of "C" or better Satisfactory completion of Lesson design/adaptation Activity in SPGN 251 Satisfactory completion of 25 hours of field-based experiences associated with introductory coursework Submission of Personal/ Professional Philosophy Statement	Data analysis in process. complete by April, 2003. Faculty involved in teaching i ntroductory coursework will develop rubrics for the lesson design/adaptation activity and the philosophy statement - developed, approved and implemented by 4/03 Design, development, and implementation of a Departmental field-based evaluation form will be accomplished by 4/03
Intermediate Department Core, Teacher Education and Program Area-Specific Coursework	Standard 5 - Learning Environ- ments and Social Interactions Standard 8 - Assessment	Satisfactory completion of Classroom Instruction Analysis activity in SPGN 390 Satisfactory completion of 50 hours of Special Education field-based experiences	Faculty involved in teaching Core coursework focusing on Assessment will develop Rubrics for the Curriculum Instructional Analysis Activity - Developed, approved and implemented By 10/03 Data collection and analysis conducted utilizing the Departmental field-based evaluation form developed and implemented 4/03
Advanced Department Core, Teacher Education and Program Area-Specific Coursework	Standard 4 - Instructional Strategies Standard 7 - Instructional Planning	Satisfactory completion of the Curriculum Infusion activity Satisfactory completion of the Transitional Planning activity Satisfactory completion of Program Area-specific lesson And unit design activity Satisfactory completion of 50 hours of Special Education field-based experiences Satisfactory completion of 50 Hour of Regular Education, Pre-student Teaching Experiences.	Faculty involved in teaching Core coursework in Assistive Technology will develop Rubrics for the Curriculum Infusion activity - Developed, approved and implemented by 10/03 Faculty involved in teaching Core coursework in Transition will develop rubrics for the Transitional Planning Activity - Developed, approved and implemented by 10/03 Faculty involved in teaching Program area-specific Methodology coursework Will develop rubrics for the Lesson and unit design   activity which will be applied as a departmental standard - Developed, approved and  implemented by 4/04 Data collection and analysis conducted utilizing the Departmental field-based Evaluation form developed and implemented 4/03
Student Teaching (General Education and Special Education)	Students will demonstrate Mastery of knowledge and Skills delineated in Standards 1 through 10 through consistent application of concepts, strategies, techniques and practices throughout their student teaching placements	Mid-Semester Student Teaching Evaluation Forms completed By the Student Teacher, the Cooperating Teacher and the University Supervisor Final Student Teaching Evaluation Forms completed By the Cooperating Teacher And the University Supervisor	Data analysis in process. complete by April, 2003
Michigan Test for Teacher Certification (MTTC)	Candidates seeking Teacher Certification in Elementary Education must perform at Or above the state-mandated Cut-off score on the Elementary Education exam, And on the exam in the Chosen area of Special Education Candidates seeking Teacher Certification in Secondary Education must perform at Or above the state-mandated Cut-off score on the Exam in the subject-area Minor, and on the exam in The chosen area of Special Education	Michigan Test for Teacher Certification	Data Currently Available - a Departmental systematic data collection and analysis system Will be developed and Implemented by 4/03
Follow-Up Survey of Program Graduates	Extent to which Special Education Teacher Preparation Program provided appropriate Skills and experiences to Prepare the graduate to be A successful Special Education Teacher	Department generated Questionnaire	Questionnaire developed and mailed to recent program graduates 6/02 Data are displayed in a later section of this report. Data will be collected, analyzed and reported every 3 years

Index | Introduction| Standards | Assessment