Assessment 1: State Licensure Examinations--LBD Praxis II .
LEARNING AND BEHAVIOR DISORDERS 2009-2010Assessment 1: State Licensure Examinations--LBD Praxis II SeriesLearning and Behavior Disorders Licensure (LBD)Education of Exceptional Students: Core Content Knowledge (0353); Education of Exceptional Students Mild toModerate Disabilities (0542)Description of the Assessment:Eastern Kentucky University and the Commonwealth of Kentucky require that all initial candidates seeking ateaching license take and pass the appropriate subtests of the Praxis II exam. Since all initial candidates in theSpecial Education Department at EKU will be dually certified, they are required to take subtests for each of theirlicensure areas. Students seeking elementary education certification must take and pass the Principles of Learningand Teaching K-6 along with the Elementary Education Content Knowledge exam. Those wanting middle schoolcertification must take and pass Principles of Learning and Teaching 5-9 along with the specific content knowledgeexam in which they are seeking licensure – language arts, mathematics, science, or social studies. To satisfy thespecial education licensure requirements they must also take Education of Exceptional Students: Core ContentKnowledge and Education of Students with Mild to Moderate Disabilities.These licensure examinations are taken during the student’s senior year, generally while the candidate is studentteaching. All exams must be taken and passed prior to graduation from EKU. While some testing may need to bespread over two semesters, candidates are never encouraged to take the Praxis II prior to their senior year.Passing assessment scores must be received by EKU before a recommendation for certification can be approved.The successful completion of all required exams is mandatory for graduation by EKU and for certification by theEducation Professional Standards Board (EPSB).Passing scores as determined by EPSB are as follows:ExaminationPassing ScorePrinciples of Learning and Teaching K-6 (0522)161Elementary Education Content Knowledge (0014)148Principles of Learning and Teaching 5-9 (0523)161Middle Grades Content Areas:Language Arts (0049)158Mathematics (0069)148Science (0439)144Social Studies (0089)149Education of Exceptional Students: Core Content (0353)157Education of Exceptional Students Mild to Moderate (0542)172Description of Test Content:Education of Exceptional Students: Core Content (0353) 60 multiple choice questionsUnderstanding Exceptionalities
Human development and behavior including social, emotional, language, cognition, physical andsensory development and behaviorCharacteristics of students with disabilities including cognitive, affective, social-adaptive, cultural,linguistic, gender, socioeconomic, genetic, medical, motor, sensory, and age factorsBasic concepts including definitions, prevalence, incidence, causation, prevention, behavior,classification and labeling issues, and multiple disabilitiesInfluence of a disability across the life spanLegal and Societal IssuesFederal laws including IDEA, Section 504, ADA and relevant court cases related to disabilitiesSchool’s connection with families including advocacy, partnerships, roles, attitudes, cultural andcommunity influences, interagency agreements and transition planningHistorical influences, for example, deinstitutionalization, community-based placements, inclusion,technology, advocacy, accountability, and meeting educational standardsDelivery of Services to Students with DisabilitiesBackground knowledge including conceptual approaches, placement and program issues,integrating best practices and researchCurriculum and instruction implementation including IFSP, IEP, instructional development andimplementation, teaching strategies and methods, instructional format, career andtransition issues, and integrating technologyAssessment including appropriate uses of different assessments, procedures and test materials,constructing or selecting effective informal assessments including CBAStructuring and managing the learning environment including structuring the physical-socialenvironment, classroom management techniques, and behavior management strategiesProfessional roles including roles and responsibilities of the teacher, influence of teacher attitudes,values, and behavior, communication with parents and community collaboratorsEducation of Exceptional Students Mild to Moderate (0542) 5 constructed open response questionsAssessmentAssessment including screening, prereferral, referral, and placementInformal and formal assessment for eligibilityUsing assessment for instructionCurriculum and InstructionCurriculum and instruction implementation to include evaluating, selecting, and developingmaterials using resources, writing IEP goals, planning based on IEP goalsStructuring and Managing the Learning EnvironmentBehavior management, problem solving, conflict resolution, integrating students into other settings,Collaboration
Standards Addressed by this Assessment:See attached standards chart (A)Summary of Findings:See attached charts (B)The Department of Special Education is committed to offering candidates a comprehensive educational backgroundthat will prepare them for the challenges of working with students with disabilities and their families. To that end, theDepartment aligned their curriculum with the CEC Standards and the Kentucky Teacher Standards starting in 2006.Questions related to these standards are included on both the Praxis 0353 and 0542. In addition to ensuring ourcurriculum covered the necessary standards, the Department faculty created a study guide for the Praxis andoffered our students practice tests and individual and group tutoring. Scores on both tests from 2006 to 2009 showthat the majority of our students passed the tests and therefore have the requisite skills for a successful career.Candidates who were not successful continue to have access to the study guides and tutoring sessions.In 2006 and 2008 several Praxis tests were discontinued and/or replaced. Several of our students took these testsbut not enough to report as statistically significant. Those scores are as follows:2006 – 20070352 Application of Core Principals0371 Special Education Behavioral/Emotional2008 – 20090321 Students with Mental Retardation0352 Application of Core PrincipalsNumberTaking ass Rate100%100%100%100%0352 was replaced by 0353 effective 9-1-060371 was replaced by 0542 effective 9-1-060321 had one test taker but this test was still effective at the time the student took it0321 was replaced by 0544 effective 9-1-080352 had one test taker after the test was no longer in effectHow Data Provides Evidence for Meeting Standards:The data collected are for the years 2006 through 2009. The scores for the Elementary and Middle Grades Contenttests are not disaggregated to show our special education majors so no test results can be reported for this part ofthe Praxis. However, passing scores on the Education of Exceptional Students: Core Content (0353) and theEducation of Exceptional Students Mild to Moderate (0542) across all three years show that the undergraduatestudents in the LBD program within the Department of Special Education at EKU have meet the CEC standards 1,2, 3, 4, 5, 6, 7, 8, 9, and 10.
Attachment ALicensure Assessment – Praxis IIRELATIONSHIP TO:College of Education Conceptual FrameworkK- Basic Knowledge, A- Application, PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key AssessmentsCF1KCF2KCF3KCF4KCF5KKentucky Teacher Standards – Initial or AdvancedK- Basic Knowledge, A- Application, PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key 0KEKU GoalsEKU-G1--EKU–G2--EKU-G3XEKU-G4XEKU-G5--KERA InitiativesIdentify the initiative number(s) for each categoryLearnerProgram ofProgram ofGoals/AcademicStudies:Studies: Skills &ExpectationsUnderstandingsConceptsKKKCore ContentKEPSB ThemesK- Basic Knowledge, A- Application, PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key losing Achievement GapKSPACouncil for Exceptional Children New Teacher StandardsCEC 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
Attachment BSummary of Findings for Praxis IIEducation of Exceptional Students: Core Content (0353)Core Content2006 – 20072007 – 20082008 – 2009Number TakingTests423859Number PassingAssessment403758Institutional Pass Rate95%97%98%Education of Exceptional Students Mild to Moderate (0542)Core Content2006 – 20072007 – 20082008 – 2009Number TakingTests182135Number PassingAssessment171934Institutional Pass Rate94%90%97%Pass rates for 0353 and 0542 from 2006 to 200998%96%94%35392%54290%88%86%2006-2007Blue is Praxis Test 03532007-20082008-2009Red is Praxis Test 0542
Pass Rates for 035399%98%98%97%97%96%Pass Rate96%95%95%94%94%2006-20072007-20082008-2009Pass Rates for 054298%96%94%92%Pass Rates90%88%86%2006-20072007-20082008-2009
Assessment 2: Behavior Change ProjectDescription of the Assessment:Candidates in the Learning and Behavior Disorders program in Department of SpecialEducation implement an intervention plan to address either an academic or behavioralissue demonstrated by a student(s) at their practicum site and complete a written reportabout the impact of the intervention on the child’s performance.The purpose of the assignment is for candidates to:1. Demonstrate the ability to identify a target behavior for intervention anddevelop an appropriate behavior objective related to this target behavior.2. Demonstrate the ability to select an appropriate data collection method andintervention based on the target behavior and behavior objective.3. Demonstrate the ability to accurately implement an intervention and analyzedata related to implementation.4. Demonstrate the ability to write a summary report using objective,professional language.5. Demonstrate the ability to reflect on the process of developing andimplementing an intervention plan in order to improve student performance aswell professional skills.The assignment is currently evaluated using a scoring rubric that focuses on thecandidate’s ability to identify and define a problem behavior exhibited by a student in thepracticum setting, to develop a plan to address this problem behavior and gather data todocument impact on student performance, to accurately implement the data collectionmethod and intervention described in the plan, to report results in an objective manner,and to reflect on the experience in order to improve student performance and grow as aprofessional. Candidate performance is rated as Beginning (1), Developing (2),Competent (3), and Exemplary (4) with a final score of pass or fail being given for eachsection of the project. The scoring rubric has been aligned with the Kentucky TeacherStandards and the Council for Exceptional Children (CEC) standards.Standards Addressed by Assessment:The following KY Teacher Standards and CEC standards are addressed by the BehaviorChange Project:Behavior Change ProjectStudent IdentificationKY Standards2.1, 5.1, 8.1Collaboration Plan2.1, 2.2, 2.3, 8.2CEC StandardsCC5S6, CC7S1, CC7S4,CC8S1, CC8S2, CC8S5,CC9S8, CC10S1,CC10S9CC4S3, CC4S5, CC5S4,CC5S5, CC5S6,CC5S10, CC7S6,
Documentation Monitoring4.2, 5.2, 5.2, 7.1, 8.4Student Impact5.4, 5.5, 7.1, 7.2, 8.4CC8S2, CC8S4, CC9S8,CC10S1CC5S6, CC7S6,CC7S13, CC8S5,CC8S7, CC8S8, CC8S9,CC10S1CC8S5, CC8S7, CC9S8,CC9S11, CC10S1Directions for Completion of this Assessment:The following directions were developed and provided to students during the Fall 2009and Spring 2010 semesters:Student IdentificationDuring your first few weeks of practicum experience, you should target a student/s whodemonstrates an academic behavior (i.e, reading, writing, math, study skills, test taking)or social behavior (e.g., work completion, following directions, raising hand) that needsto be targeted for change. You may pinpoint this behavior yourself, but it must beapproved by your cooperating teacher AND university supervisor. Your cooperatingteacher may have suggestions for you. Whenever possible, it should be connected to thestudent's IEP.Once you have selected a student and a target behavior, you should develop a writtendescription of the student. Please select a pseudonym for the student to respectconfidentiality. This section should include the following information: (1) age, (2) grade,(3) disability category, (4) services, (5) strengths, and (6) weaknesses. In addition, youshould include a statement regarding why the intervention is needed as well as theimportance and/or functionality of the targeted behavior for current and future studentsuccess. NOTE: For the social behavior change project, you must include data from afunctional behavioral assessment (FBA) to determine the function of the behavior.While you are developing the student identification section of your project plan, you alsoshould be developing your collaboration plan with your cooperating teacher and otherschool personnel at your practicum site to intervene on the student's targeted behavior.Collaboration PlanThis section of your project plan will include the following subsections: Objective Assessment Plan Proposed Activities Timeline Persons Involved Resources
ObjectiveIn this section of the collaboration plan, you should begin by clearly identifying the targetbehavior and providing an operational definition of this behavior. Next, write a behaviorobjective related to the behavior to be targeted in your project. You will write a shortterm objective estimating where you would like the student to be at the end of yourplacement. Please remember that you may need to adjust this objective after collectingyour baseline data and prior to implementing your intervention as your estimation may betoo high or low to be reasonable based on student performance during baseline.Assessment PlanThe next step in the process should be to select a data collection method that is alignedwith your behavior objective and intervention. For most academic behaviors, this will beevent recording. For social behaviors, you should one of the data collection methodspresented in SED 341/590. Your data collection method should be appropriate for useduring both the baseline phase and the intervention phase.In this section of the collaboration plan, you should identify your data collection methodusing professional terminology. In addition, you should list how and when data will becollected during baseline and intervention -- it must be the same for both in order todetermine the effectiveness of your intervention. Finally, you should provide a cleardescription of how to implement the data collection method you have selected. It shouldbe listed in specific enough terms that a novice reader could implement your assessmentplan without assistance. NOTE: Be sure to include a sample data collection sheet withyour project plan.Proposed ActivitiesAfter developing your objective and identifying your data collection method, you shouldselect an evidence-based intervention to change the targeted behavior. NOTE: Yourintervention should be appropriate for the target behavior.In this section of the collaboration plan, you should identify your intervention usingprofessional terminology. In addition, you should list how and when you will implementthe intervention. Next, you should provide a clear description of how to implement theintervention you have selected. It should be listed in specific enough terms that a novicereader could implement your intervention without assistance. Be sure to include sampleintervention materials with your project plan. Finally, you should include a data decisionmaking rule related to what you will do if the intervention is not successful based on areview of the trend of your data.Timelines
In this section of the collaboration plan, you should discuss the length of time you willspend in each phase of your project. You should spend a minimum of 3 days/sessionsduring the baseline phase for academic behaviors and 5 days/sessions for socialbehaviors. For both academic and social behaviors, you should spend a minimum of 5days/sessions during the intervention phase. For baseline, you should have stable databefore proceeding so you may gather more data points than required during this phase.For intervention, you should gather a minimum of 5 data points; but, you should not stopthe intervention until time runs out or the objective is achieved.Persons InvolvedIn this section of the collaboration plan, you should identify the individuals who willparticipate in gathering data under the assessment plan. In addition, you should identifythe individuals who will participate in implementing the intervention. NOTE: Theseindividuals may or may not be the same.ResourcesIn this section of the collaboration plan, you should identify the materials needed togather data under the assessment plan. In addition, you should identify the materialsneeded to implement the intervention.SED 375 - Documentation MonitoringAt the conclusion of the semester, you should analyze your results and develop a finalreport presenting your project. The final report consists of the student description andcollaboration plan developed in your project plan plus student data and an analysis of thisdata.In this section of the final report, you should include all raw data from your project aswell as a graph of this data. The graph and raw data should include a minimum of 3/5baseline data points and 5 intervention data points. NOTE: You can scan a handwrittengraph into your document if you prefer not to develop an electronic version.SED 375 - Impact on StudentIn addition to a visual representation of your data, you should provide a written summaryof baseline and intervention data. NOTE: Please save your opinion about theeffectiveness of your project until the impact section. This section is a factual discussionof the data gathered including ranges and means.In this section of your final report, you should discuss the impact of your intervention onstudent learning. Your discussion should be supported by trends present in your graph. Inaddition, you should discuss what you would recommend as next steps related to theproject and student.
Rubrics Used to Evaluate this Assessment:The following rubrics were developed and used for Fall 2009 and Spring 2010 datacollection:COMPONENT rmation isincluded, but itdoes inology.StudentIdentification:Statement ofNeedStatement ofneed forintervention isincluded, but itlacks support,detail, andclarity.Some of therequired studentdemographicinformation isincluded, but itdoes notdescribe ogy.Statement ofneed forintervention isincluded, but itlacks supportand/or detail.All requiredstudentdemographicinformation isincluded withsufficient detailusingprofessionalterminology,but it has someerrors present inwriting style.Clear statementof need forintervention isincluded withsupport andsufficient detail.CollaborationObjective isPlan: Objective written, but it isnot inbehavioralformat nor isthe targetbehavioroperationallydefined.Objective iswritten inbehavioralformat, but oneor moreelements aremissing and/ortarget behavioris notoperationallydefined.Objective iswritten inbehavioralformat andtarget behavioris lan isAssessmentplan isAll requiredstudentdemographicinformation isincluded withdetail andclarity, usingprofessionalterminology,and few errorspresent inwriting style.Statement ofneed is clearlyaligned withIEP goalsand/or statemandatedcurriculumstandards withdetailed data todocument needforintervention.Objective iswritten inbehavioralformat andtarget behavioris operationallydefined.Objective isclearly alignedwith IEP goalsas well astargetedbehavior.A
Questions related to these standards are included on both the Praxis 0353 and 0542. In addition to ensuring our curriculum covered the necessary standards, the Department faculty created a study guide for the Praxis and offered our students practice tests and individual and group tutoring. Scores on both tests from 2006 to 2009 show
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