Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Brandman CEC TED 2015

This is the presentation made by Brandman University's Special Education Faculty for the 2015 CEC TED Conference.
by

Your Prezis

on 15 October 2016

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Brandman CEC TED 2015

Brandman SOE Structure
LiveText
A sample from Data-Based Decision Making in Special Education
Model
Calibration Process
Review Sample Assignments
Outcome
Summary
Meet via Adobe Connect
Process Walk
Data Based
Decision Making in Special Education

Program &
Course
Learning
Outcomes
Invitation
Sent
Prior
to
Meeting
Meeting
Inform
Instruction
PLOs & CLOs
Signature
Assignment
Course Faculty Invitation
Meeting Focus
2 Samples of student work
Rubric
Doodle Meeting Schedule
Changes to Signature Assignment based on data analysis
Using Accountability and Collaboration to Meet State and National Standards for Training Special Education Teachers to Work in Inclusive Settings
Course Components
Sample
Data
Collection
Calibration
Score
Prepare to Discuss
Collaborative Process
Compare/Contrast
Consensus

Meeting Outcome
:
Completion of Calibration Summary of Findings and Outcomes
Calibration of Findings and Outcomes Summary

Stakeholder Feedback
Dr. Lynn Larsen,
Associate Dean
Special Education Faculty
State Director, California
Odyssey of the Mind
Dr. Raymond Hurst,
Assistant Professor
Dr. Cheryl Sjostrom,
Assistant Professor
Dr. Anne Spillane,
Assistant Professor
-feedback from adjuncts teaching the course indicated that:
-the results of the assignment were reliable
-the rubric addressed the intended learning outcomes
-the assignment is appropriately scaffolded in the course
-may be difficult for candidates to select an appropriate student for the assignment
-need to make clarifications on assignment details about the requirements for the graph
About Us
Improving Teacher Quality Through Assessment and Collaboration
Program Learning Outcomes
Course Learning Outcomes
-13 CLOs written to the California State mild/moderate and moderate/severe standards
-focus on candidates building knowledge and skill in giving and analyzing data from informal and formal assessments
-using progress monitoring and other assessment data to inform instruction and IEP/504 goals
Course
At
A
Glance
Signature
Assignment

-additional
details
provided
for
assignment
LiveText
-data collection/analysis, web-based system
-all students upload their signature assignments into the class set up in LiveText, and the instructor scores the assignment using the loaded rubric
-data about scores for the whole assignment and the individual elements of the assignment are provided for analysis
-this data is analyzed by faculty and stakeholders
LiveText
Sample
Class
LiveText -
Students
in class
LiveText -
Student
Submission
LiveText
Rubric
Sample
• Accountability is linked to teacher quality (Zionts, Shellady, & Zionts, 2006).
• Aligning standards creates a comprehensive system of teacher development (Wise, 2004).
• Collaboration is critical to effective teacher education programs (Brownell, Ross, Colon, & McCallum, 2005).

State + National Standards = A lot of Standards to Meet
• Brandman met 158 State and National Standards for their SOE programs
• Those standards are addressed in our Program Learning Outcomes (PLOs) and Course Learning Outcomes (CLOs)

Assessment = Accountability
Assessment = Accountability
Accountability = Continuous Improvement
This process is ongoing throughout the year, and is repeated each year as new data is acquired and analyzed.

• Signature Assessments for each course are linked to PLOs & CLOs and are used to provide data for WASC and CTC reporting
Key Assessment:
2. EDUU 649 Signature Assignment

Description:
Progress Monitoring

Data Collected:
A standardized rubric with six specific elements is used to determine the PLO for Assessment has been met.

Data on Candidate performance on all signature assessments are collected and analyzed by Curriculum Team members and Adjuncts and Advisory Boards
Accountability = Continuous Improvement
Students
“I am currently teaching High School English for students with mild to moderate disabilities. I utilize instructional technology such as Google slides, various apps, Proloquo2Go, presentations, etc. in my class. My training in technology has helped me to be the lead ‘tech’ person at my school.”

“The program has made me a stronger teacher. I had to explore my community and find new resources. I have gained experience with behavior plans and managing student behavior. I can now work hand-in-hand with the school psychologist rather than relying on her to measure the behavior of students in my class.”
Advisory Board Members
“Brandman is known for its effectiveness. The programs are intentionally designed to be relevant to what teachers need to know when they take teaching positions.”
“Brandman students are much more prepared than others in my District. The assessments of Brandman students are well aligned with what teachers need.”
“Data were shared at Advisory Committee meetings. We reviewed the aggregate results of program learning outcomes. We suggested strengths evidenced in the data and barriers to success as revealed by those data. We advised the program as to what we see out in the field and how we propose to support the candidates as they strive for higher levels of performance.”
Accreditation Reviewers
Candidates and program completers reported that the signature assignments and the portfolio process helped them focus on key aspects of course content and consolidate their knowledge. The process of collecting and analyzing candidate data is efficient and effective.
"We may also conclude that the Brandman programs are robust, rigorous and relevant to meet the current needs of the field."
Interviews with curriculum development teams demonstrated that the unit collects and uses data from the signature assignments to assess the effectiveness of their instruction and materials. Adjunct faculty feedback based on their areas of expertise and professional experience were also cited as essential to revisions made to course content and to assessments. Interviews with multiple faculty members confirmed that program curricula and courses had been developed and updated to reflect current standards, best practices, and feedback from multiple sources.
Thank you for Attending!!
Questions?
LiveText offers a comprehensive and easy-to-use learning outcomes assessment solution with the robust data collection and analysis features.
Adjuncts
“Thank you, thank you, thank you! I so enjoyed working as a team to review the signature assignment and caliborate! It's incredible to be able to sit down with colleagues to discuss, compare and contrast our scores and rationale for each! This will make me a better instructor for our students!"
“Fabulous opportunity! One to one with the course developer to discuss PLOs and CLOs was an awesome experience!.”
• After analyzing data and collaborating with stakeholders, changes are made to signature assignments and course content to ensure candidates are meeting all PLOs, CLOs, and Standards
Brandman
University
-a distributed
campus
system
Full transcript