Student Achievement Assessment Committee

Learning Outcomes:
At the completion of licensure program in Special Education (Mild-Moderate, Moderate-
Intensive, Hearing Impairment, & Gifted/Talented Education), students will have mastered the
following BGSU program learning outcomes:
1. Assess, diagnose and evaluate learners with special needs.
2. Design instructional content for delivery to learners with special needs.
3. Plan and manage the behavior, social interactions and learning environment of learners with special needs.
4. Collaborate in the delivery of services to learners with special needs
5. Meet professional expectatiOns for ethical practice in the delivery of services to learners with special needs, given the philosophical, historical and legal foundations of special education
Annual Report
1. Learning (or Service) Outcomes assessed this year.
• Assess, diagnose and evaluate learners with special needs.
• Design instructional content for delivery to learners with special needs.
• Plan and manage the behavior, social interactions and learning environment of learners with special needs.
• Collaborate in the delivery of services to learners with special needs
• Meet professional expectations for ethical practice in the delivery of services to learners with special needs, given the philosophical, historical and legal foundations of special education
2. Assessment Methods and Procedures:
• Assignments, videos, examinations, research papers, presentations, portfolios, simulations, and field experiences assessed by Pathwise rubric which scored domains by level of proficiency; journals; Praxis I Alumni Survey; Comprehensive exams, action research projects, or theses
3. Inferences from Assessments:
• Students are generally highly proficient in coursework throughout their academic programs and by the end of their internship; they demonstrate abilities to apply principles and practices of effective instruction and behavior analysis.
• During their practicum and internship experiences, students are mentored according to Pathwise criteria. An average of 92% passed the professional knowledge principles of learning and teaching and 96% passed special education knowledge-based core. We recognize that not all students have successfully passed the PRAXIS II exams; and we need more emphasis on exam content to increase passage rates.
4. Actions Taken Program Improvements:
• Remediation provided or students who are not proficient in each of the domain criteria.
• Greater emphasis is being placed on training teachers to meet needs of students in urban and rural, communities and schools.
• Technology applications are being added to individualize instruction during methods.
• Increased emphasis is being placed on teaming and collaboration with parents, community agencies and schools.
• Depending on the licensure area, students are required to take coursework in sign language.
• Greater emphasis on curriculum alignment will result in greater knowledge of the state and national models.
• Summary portfolio to document their performance is required for all students.