Student
Orientation for the
Phase1-3 Evaluation
Process
Educational Diagnostician
Special Education Program
Trademark Outcomes
Each graduate program has selected a
trademark outcome (TO) based on 3 factors:
•

Key findings identif...
Why Have Trademark Outcomes?
The trademark outcome (TO) for each graduate
program represents a decisive skill that sets ou...
TO for Educational
Diagnostician Specialization
Engage in collaborative consultation with stakeholders to
improve outcomes...
What is a Phase?
The graduate curriculum in the College of
Education is divided into 3 interrelated
phases that assess mas...
Three Phase Evaluation Sequence
•

•

•

Phase 1: Learning new or more in-depth
information about particular competency-ba...
Scope and Sequence
•
•
•
•

Scope and sequence chart shows the 3
Phases
Helps you to know if you are taking courses in
app...
Scope and Sequence for Ed Diag
 

A&Es

A&Es

A&Es

Phase 1: 
Communication

EDSP 5307:
Collaborative
consultation
methods...
Performance-based Assessment
As you are moving through the 3 phases of
coursework, you will be evaluated through 2
methods...
Apply and Evaluate Assignments
•
•
•

•
•

Each course has an A&E
A&Es are specific to the content of the course
but asses...
Phase 1 End of Phase Assessment
•

Occurs during the P1 courses

•

Reflects mastery of all P1 knowledge and skills

•

Al...
Example of a P1 End of Phase Assessment
for Educational Diagnostician
Conduct a collaborative consultation meeting in
whic...
P2 End of Phase Assessment
•

Occurs during the P2 courses

•

Reflects the application of the knowledge and
skills learne...
Example of a P2 Assessment for
Educational Diagnostician
Conduct and submit video clips of an
assessment planning meeting ...
P3 End of Phase Assessment
•

Incorporates a performance-based
demonstration of what you have learned

•

Occurs at the en...
Example of a P3 End of Phase Assessment
for Educational Diagnostician
Complete a single subject design procedure to
evalua...
Rubric-based Evaluation
Rubrics will be
•
•
•
•
•

used to evaluate student progress on both A&E
assignments and end of ph...
Questions?
•
•
•

Send your questions to
Look for the Frequently Asked Questions page
for more information
Orientations on...
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Orientation for P1-3

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Student Orientation for the Phase1-3 Evaluation Process

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  • Orientation for P1-3

    1. 1. Student Orientation for the Phase1-3 Evaluation Process Educational Diagnostician Special Education Program
    2. 2. Trademark Outcomes Each graduate program has selected a trademark outcome (TO) based on 3 factors: • Key findings identified by employers • Critical standards and objectives recognized by professional organizations • Valuable results pinpointed through faculty expertise Phase 1 -3 Evaluation
    3. 3. Why Have Trademark Outcomes? The trademark outcome (TO) for each graduate program represents a decisive skill that sets our graduates apart from others in the field. • • • Performance-ready upon graduate In-depth knowledge and practical implementation experience throughout the program You don’t just learn about it, you practice it until perfecting it with faculty guidance Phase 1 -3 Evaluation
    4. 4. TO for Educational Diagnostician Specialization Engage in collaborative consultation with stakeholders to improve outcomes for students/clients in all relevant settings. The candidate can: •ICC10S5 Plan and conduct collaborative conferences with individuals with exceptional learning needs and their families •ICC8S4 Develops or modifies individualized intervention or assessment strategies using the collaborative consultation process •ACC4S2 Design and implement research activities to examine the effectiveness of instructional practices Phase 1 -3 Evaluation
    5. 5. What is a Phase? The graduate curriculum in the College of Education is divided into 3 interrelated phases that assess mastery of the TO. • • • Phase 1 (P1) is the acquisition of knowledge. Phase 2 (P2) is applying the knowledge and skills you have learned. Phase 3 (P3) entails designing, implementing, and evaluating the information in real life settings. Phase 1 -3 Evaluation
    6. 6. Three Phase Evaluation Sequence • • • Phase 1: Learning new or more in-depth information about particular competency-based set of skills. Phase 2: Skill development to be able to demonstrate an deep, performance-based understanding. Phase 3: Practical application of the skill by performing it in a real-world setting. Phase 1 -3 Evaluation
    7. 7. Scope and Sequence • • • • Scope and sequence chart shows the 3 Phases Helps you to know if you are taking courses in appropriate phases Provides clues about your preparation when you need remediation Allows you to know what to expect from course assignments Phase 1 -3 Evaluation
    8. 8. Scope and Sequence for Ed Diag   A&Es A&Es A&Es Phase 1:  Communication EDSP 5307: Collaborative consultation methods EDSP 5320: Low Incidence characteristics EDSP 5330: High Incidence characteristics Phase 2:  Plan and  Implement  Intervention EDSP 5301: Educational Appraisal EDSP 5303: ABA in Special Education EDSP 5304: High Incidence Instructional Methods Phase 3: Evaluate and  monitor progress EDSP 5093: Internship EDSP 5094: Advanced Internship Phase 1 -3 Evaluation A&Es A&Es Assessment P1 Assessment: Communication skills mastery EDSP 5308: Authentic Assessment EPSY 5389: Intelligence Testing P2 Assessment: Plan & implement mastery P3 Assessment: Evaluates intervention results and monitors progress
    9. 9. Performance-based Assessment As you are moving through the 3 phases of coursework, you will be evaluated through 2 methods: • • • Apply and Evaluate course assignments (A&Es) P1, P2, and P3 end of phase assessments Information about how to complete A&Es is provided in the course syllabi Phase 1 -3 Evaluation
    10. 10. Apply and Evaluate Assignments • • • • • Each course has an A&E A&Es are specific to the content of the course but assess progress towards mastery of the TO Progress on individual A&Es provides you and your professor with opportunities for both remediation and enrichment Feedback on A&Es occurs before the course is completed Rubrics are used to document your performance Phase 1 -3 Evaluation
    11. 11. Phase 1 End of Phase Assessment • Occurs during the P1 courses • Reflects mastery of all P1 knowledge and skills • Allows for opportunities for remediation if necessary Phase 1 -3 Evaluation
    12. 12. Example of a P1 End of Phase Assessment for Educational Diagnostician Conduct a collaborative consultation meeting in which quality communication skills are utilized. • • • • Document the following with video clips and in writing. Explanation of baseline through graphing Explain a variety of methods for use in a behavioral plan based on baseline data Exhibit other communication consultation skills for working with families Phase 1 -3 Evaluation
    13. 13. P2 End of Phase Assessment • Occurs during the P2 courses • Reflects the application of the knowledge and skills learned in P1 • Requires that you actually do something in a scaffolded project to demonstrate mastery • Includes a remediation plan as needed Phase 1 -3 Evaluation
    14. 14. Example of a P2 Assessment for Educational Diagnostician Conduct and submit video clips of an assessment planning meeting as well as a written summary of evidence in the following format: •a collaborative consultation meeting in an authentic setting, •in which the stakeholders review the assessment plan, •Review the assessment results, and •make data-driven instructional decisions for the student. Phase 1 -3 Evaluation
    15. 15. P3 End of Phase Assessment • Incorporates a performance-based demonstration of what you have learned • Occurs at the end of the program • Signals mastery of the Trademark Outcome Phase 1 -3 Evaluation
    16. 16. Example of a P3 End of Phase Assessment for Educational Diagnostician Complete a single subject design procedure to evaluate the impact of a treatment intervention developed through the collaborative consultation process. • • • • • • • Document the following in writing and with video clips. Baseline/graph Plan based on data Consultation Data collection/graph Consultation Develop new plan Phase 1 -3 Evaluation
    17. 17. Rubric-based Evaluation Rubrics will be • • • • • used to evaluate student progress on both A&E assignments and end of phase assessments Included in each course syllabus available before the assignment or assessment is due provided to the student after evaluation form the basis for remediation or enrichment Phase 1 -3 Evaluation
    18. 18. Questions? • • • Send your questions to Look for the Frequently Asked Questions page for more information Orientations on Lync are available on a scheduled basis and upon request. Phase 1 -3 Evaluation

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