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d.3 Gifted Endorsement DataAssessment 1: Content knowledge: Foundations paper Description of the Assessment: This assessment is a paper in which the candidate articulates his or her personal philosophy regarding the education of individuals identified as gifted, creative, or talented.A brief analysis of the data findings: The data reflect the improvement of the program since 2006. The faculty was able to refine assignments and activities in the courses to better prepare students for this assignment. The data from recent years demonstrate that students are well prepared in the philosophy of working with gifted, creative, and talented students and can articulate their own personal philosophy.Assessment 1: Foundations paperGenerate a paper articulating your stance and personal philosophy regarding the education of individuals identified as gifted, creative, or talented. Include:Components:Demonstrating standard: 3Approaching Standard: 2Unacceptable: 12007200820092010Intra- and interpersonal differences and similarities among individuals identified as gifted, creative, or talented, and your 1.5 Candidates know and understand human growth and development including similarities and differences of individuals with gifts/ talents and the general population.Some or inconsistent demonstrating of understand human growth and development including similarities and differences of individuals with gifts/ talents and the general population.Little or no evidence of understand human growth and development including similarities and differences of individuals with gifts/ talents and the general population.2.44332.98Academic and affective characteristics, and the impact of multiple exceptionalities on education1.6 Candidates know and apply knowledge of the cognitive and affective characteristics of individuals with gifts/ talents including those from diverse backgrounds, in intellectual, academic, creative, and artistic domains.Some application of knowledge of the cognitive and affective characteristics of individuals with gifts/ talents including those from diverse backgrounds, in intellectual, academic, creative, and artistic domains.Little or no application of knowledge of the cognitive and affective characteristics of individuals with gifts/ talents including those from diverse backgrounds, in intellectual, academic, creative, and artistic domains.2.44332.98 Academic and affective characteristics, and the impact of multiple exceptionalities on education1.7 Candidates understand the societal, cultural, and economic factors involved in gifted education (including anti-intellectualism and equity vs. excellence), which enhance or inhibit the development of gifted education.1.7 Candidates understand the societal, cultural, and economic factors involved in gifted education (including anti-intellectualism and equity vs. excellence), which enhance or inhibit the development of gifted education.1.7 Candidates understand the societal, cultural, and economic factors involved in gifted education (including anti-intellectualism and equity vs. excellence), which enhance or inhibit the development of gifted education.2.44332.98Organizations that you turn to for professional development6.1 Candidates engage in professional activities, read current publications, and use evidence-based best practice research as part of a well-developed professional development plan.Some evidence of participation in professional activities, Little or no evidence of professional activities, r2.44332.98Professional activities you will use to enhance your professional development3.6 Candidates identify theories and research that form the basis of curriculum development and instructional practice, and use national and state curricula standards.Some effort to enhance knowledge of research that form the basis of curriculum development and instructional practice, and use national and state curricula standards.Little or no efofrt to enhance knowledge of research that form the basis of curriculum development and instructional practice, and use national and state curricula standards.2.44332.98Sources of information related to gifted and talented education. 6.1 Candidates engage in professional activities, read current publications, and use evidence-based best practice research as part of a well-developed professional development plan.6.1 Candidates engage in professional activities, read current publications, and use evidence-based best practice research as part of a well-developed professional development plan.6.1 Candidates engage in professional activities, read current publications, and use evidence-based best practice research as part of a well-developed professional development plan.2.44332.98Number of Candidates???30565968Assessment 2: Use of TechnologyGifted Endorsement Candidate Use of Technology?2007200820092010Technology# UsingMean Rating# UsingMean Rating# Using Mean Rating# Using Mean RatingWord Processing282.9373.0083.00122.80E-Mail282.9373.0083.00123.00Overhead Projector242.9253.0062.83113.00Internet Resources for Lessons262.9272.8682.88113.00Internet-Based Lessons242.4262.5082.63113.00VCR/DVD262.9652.6772.71113.00Educational Software232.7452.8062.8392.47Electronic Grade Book182.8343.0072.8693.00Handhelds (PDA's Graphing Calculators)72.2933.0042.7533.00Powerpoint, Hyperstudio, Corel Presentations212.4872.5762.83102.92Camrecorder282.5052.6763.00123.00Digital Camera262.8152.5062.83103.00Scanner202.5542.3352.6083.00Videoconferencing, Webcam102.4042.2513.0032.33Creating Webpages162.3833.0022.5052.40N28?7?8?12?Scale of 1 -3, 3 being strengthAssessment 3 Planning and DispositionsAlignment with Standards: Standard 2: Candidates create learning environments that promote the growth and development of children with exceptional learning needs and abilities. Standard 3: Candidates know and apply instructional strategies to promote students’ learning and meet the needs and interests of gifted students. Gifted Endorsement Candidate Dispositions ReportsItemMean Ratings06 0707 0808 0909 1010 111. The Candidate demonstrates professional behavior in attendance.3.644.003.303.203.272. The Candidate demonstrates professional behavior by being punctual.3.884.003.903.733.823. The Candidate demonstrates initiative.3.924.004.003.933.824. The Candidate is responsible.4.004.003.984.004.005. The Candidate is responsive to constructive feedback/supervision.3.964.004.003.934.006. The Candidate has rapport with students/peers/others.4.004.003.983.934.007. The Candidate is committed to high ethical and professional standards.a) Maintain high ethical and professional standards (e.g. respecting confidentiality).100%100%100%100%100%b) The Candidate cites program policies and professional practices and responds appropriately.100%100%100%100%100%c) The Candidate maintains a professional appearance.100%100%100%100%100%8. The Candidate demonstrates a commitment to reflection, assessment, and learning as an ongoing process.3.964.003.963.894.009. The Candidate is willing to work with other professionals to improve the overall learning environment for students.3.964.004.003.854.0010. The Candidate appreciates that "knowledge" includes multiple perspectives and that development of knowledge is influenced by the perspective of the "knower."3.964.003.943.964.0011. The Candidate is dedicated to teaching the subject matter and to keeping informed and is competent in the discipline and its pedagogy.3.964.004.003.964.0012. In designing curriculum, the Candidate appreciates both the particular content of the subject area and the diverse needs, assets, and interests of the students and values both short and long-term planning.4.004.003.893.813.9113. The Candidate is committed to the expression and use of democratic values in the classroom.3.954.003.913.934.0014. The Candidate takes responsibility for making the classroom and the school a "safe harbor" for learning, in other words, a place that is protected, predictable, and has a positive climate.4.004.004.003.964.0015. The Candidate recognizes the fundamental need of students to develop and maintain a sense of self-worth and that student misbehavior may be attempts to protect self-esteem.3.964.004.003.884.0016. The Candidate believes that all children can learn and persists in helping every student achieve success.4.004.003.984.004.0017. The Candidate values all students for their potential as people and helps them learn to value each other.4.004.003.984.004.00N2520322711Assessment 4. Performance in Practicum Gifted Candidate Performance in Practicum?2006/72007/82008/92009/102010/119S3 Conduct self-evaluation of instruction and program activities for continued improvement.4.004.004.003.974.009S4 Maintain confidential communication about individuals with gifts and talents by using verbal, nonverbal, and written language effectively. Practice within one's skills limit and obtain assistance when needed by reflecting on one's practice to improve instruction and guide professional growth.3.924.004.003.944.009S5 Demonstrate commitment to developing the highest educational potential of individuals with gifts and talents by modeling sensitivity for the culture, language, religion, gender, disability, socio-economic status, and sexual orientation of individual students. Uphold high standards of competence and integrity and exercise sound judgment in the practice of the profession.4.004.004.003.974.009S6 Conduct professional activities in compliance with applicable laws and policies, practice within the CEC Code of Ethics and other standards of the profession, act ethically in advocating for appropriate services. 4.004.003.863.974.001D1 Teacher attitudes and behaviors that influence behavior of individuals with gifts and talents.4.004.003.833.974.005S1 Establish and maintain rapport with individuals with gifts and talents using communication strategies and resources to facilitate understanding of the subject matter especially for students whose primary language is not the dominant language.4.004.004.003.934.005S2 Structure, direct, and supervise the activities of para-educators, classroom volunteers, and tutors; prepare and organize materials to implement daily lesson plans; design and manage daily routines3.904.003.833.974.005S2 Structure, direct, and supervise the activities of para-educators, classroom volunteers, and tutors; prepare and organize materials to implement daily lesson plans; design and manage daily routines.3.904.003.833.914.005S3 Design learning environments that encourage active participation in individual and group activities, supporting intra- and inter-cultural experiences. Create a safe, equitable, positive, and supportive learning environment that encourages self-advocacy and increased independence.4.004.004.003.914.005S5 Prepare individuals to exhibit self-enhancing behavior in response to societal attitudes and actions. 3.834.004.003.973.928S3 Evaluate instruction, learner products and portfolios, and monitor progress for individuals with gifts and talents. 3.924.004.003.943.928S4 Use and report performance data and information from all stakeholders to make or suggest modifications in learning environments using effective communication skills.3.834.004.003.913.857S1 Prepare lesson plans for individuals with gifts and talents that include cognitively complex learning experiences, affective and ethical taxonomies and individualized learning objectives.3.854.004.003.913.927S2 Integrate affective, social, and career skills with academic curricula and identify realistic expectations for personal and social behavior in various settings and involve the individual and family in setting instructional goals and monitoring progress.3.834.004.003.874.007S3 Develop and select instructional models to differentiate specific content areas, resources, and strategies that respond to cultural, linguistic, and gender differences.4.004.004.003.823.837S4 Develop and implement comprehensive, longitudinal individualized programs in collaboration with team members.3.914.003.863.944.007S5 Make responsive adjustments to instruction based on continual observations of gifted students3.924.003.863.974.00N13273313Assessment 5 (Required) – Effect on Student Learning: Assessment that demonstrates candidate effects on student learning – Educator Impact Rubric’1 Description of the assessment and its use in the program. The Educator Impact Rubric employs goal attainment scaling to allow for the meta-analysis of our candidates’ accountability for student and client learning and change. Goal attainment scaling measures change relative to the unique learning needs and goals of participants, actions of our candidates, and characteristics of our programs (Kiresuk, Smith, & Cardillo, 1994). The Educator Impact rubric documents the impact of differentiation and intervention developed for four students. These students are identified through an analysis of student work. Each candidate gathers a set of at least In our initial goal attainment scaling protocol, each candidate selected three students or clients with whom he or she is working. A goal is identified for each student or client (goals are aligned to state and national standards). The candidate then identifies the expected outcome – what would occur for the student or client with typical development or time. A scaling system is then devised that shows two possible levels that are less favorable and two that are more favorable. These levels are assigned numerical values from –2 (being the least favorable outcome) to +2 (being the most favorable outcome), with a score of 0 for the expected outcome (McLaren & Rodger, 2003). The student is then assessed at the end of the lesson, activity, or program and his or her performance is rated on the –2 to +2 scale. Our protocol also asks candidates to identify the amount of change (if any) they made in their instructional or intervention plans. The assessment is completed during the internship. The specific alignment to indicators is noted on the form. More detailed information is provided in the assignment description.2. Alignment with Standards:Standard 2: Candidates create learning environments that promote the growth and development of children with exceptional learning needs and abilities. Standard 3: Candidates know and apply instructional strategies to promote students’ learning and meet the needs and interests of gifted students. Standard 4: Candidates construct and use varied assessments to inform instruction, evaluate, and ensure student learning. 3.3 A brief analysis of data findings Three years of data demonstrated that our candidates have a positive impact on student learning. The cases in which students did not at least learn at the level expected may be affected by candidates learning to set appropriate learning goals for students who are gifted, creative, and talented as well as choice of intervention. For the most part, however, candidates had a positive impact.References: Kiresuk, T. J., & Sherman, R. E. (1986). Goal attainment scaling: A general method for evaluating comprehensive community mental health programmes. Community Mental Health Journal, 4, 443-453.Kiresuk, T. J., Smith, A., & Cardillo, J. E. (1994). Goal attainment scaling: Applications, theory, and measurement. Hillsdale, NJ: L. Erlbaum Associates.McLaren, C., & Rodger, S. (2003). Goal attainment scaling: Clinical implications for paediatric occupational therapy practice. Australian Occupational Therapy Journal, 50, 216-224.5a and b: Assignment as presented to students and scoring guide.Analysis of Student WorkExpectations:Collect approximately 12 individual work samples representing a specific standard you have identified.Specify the benchmark from the Ohio English Language Arts Academic Content Standards.Student Sort:Individually sort the samples into four levels. Compare with a peer and reach a consensus.Write the names of each student in the appropriate standard, and calculate the percentage of students at each level.Circle one student’s name in each column as an example of the level.Description of Student Performance:Describe the performance of each of the representative students. Note what they can do. You should not focus on what the writer cannot do.Learning NeedsDescribe each student’s needs, focusing on what the writer needs to be able to do.Differentiated strategies across all tiers of intervention:Brainstorm and note as many different strategies to address the learning needs of writers in each of the four columns.Intervention Specialist Program Educator Impact Rubric Candidate Name: ___________________________ School/Placement:___________________________Mentor/Cooperating Teacher:_______________________Date: ____________________Student A:Content AreaStudent A: Write your goal for the student in view of your analysis and differentiation, citing Ohio Content Standards for academic goals. Identify outcomes for Student A beginning with the most likely outcome (0). This is the outcome you would reasonably expect to occur at the end of the instructional period. Then, describe two higher levels of success that would indicate more than expected (+1) and much more than expected (+2). Do the same for the lower levels of progress including less than the expected outcome (-1) and much less than the expected outcome (-2). Identify the date on which the student’s progress will be reviewed.Level of expected outcome:Student AReview date:Rater:Much more than expected (+2)More than expected (+1)Most likely outcomeLess than expected (-1)Much less than expected (-2) Repeat the process for Students B, C, and D.Implement your instructional plan. Insure that it is addresses the CEC indicators: GC4S1 Use research-supported methods for academic and non-academic instruction of individuals with disabilities. GC4S2 Use strategies from multiple theoretical approaches for individuals with disabilities GC4S3 Teach learning strategies and study skills to acquire academic content. GC4S3 Teach learning strategies and study skills to acquire academic content. CC 5S6 Use performance data and information from all stakeholders to make or suggest modifications in learning environments. CC8S8 Evaluate instruction and monitor progress of individuals with exceptional learning needs.Identify the key ways you evaluated the outcomes for each of these children. Specifically, what methods did you use in evaluating these children (observation, test, rubric, classroom questions, participation in lesson, task completion, etc…) and what was your decision-making process when evaluating these outcomes?Estimate the degree to which the plan was carried out as intended____ As planned____ Almost as planned ___ Moderate changes ___Many changes Ask your mentor to rate each student’s outcome.StudentDateGoal Attainment RatingStudent AStudent BStudent CStudent D Did the strategy support the least restrictive environment? (CC4S1 Use strategies to facilitate integration into various settings.) Did you address issues of maintenance and generalization? (CC4S4 Use strategies to facilitate maintenance and generalization of skills across learning environments.) Did you reflect on other instructional options? (GC4K3 Advantages and limitations of instructional strategies and practices for teaching individuals with disabilities.)5c. Data for each of the years summarized above are presented on the following pages.Gifted Endorsement Impact on Student Learning Data - Educator Impact Rubric 06 0719050104775+2 - Much More Than Expected419%+1 - More Than Expected1467%0 - Most Likely Outcome0-1 - Less Than Expected29%-2 - Much Less Than Expected15%21Cases-584202286007 08+2 - Much More Than Expected733%+1 - More Than Expected1048%0 - Most Likely Outcome-1 - Less Than Expected419%-2 - Much Less Than Expected21cases-5588010414008 09+2 - Much More Than Expected528%+1 - More Than Expected1161%0 - Most Likely Outcome15.5%-1 - Less Than Expected15.5%-2 - Much Less Than Expected18cases2009-2010 2+2 - Much More Than Expected1020.8%1+1 - More Than Expected2347.9%00 - Most Likely Outcome48.3%-1-1 - Less Than Expected1020.8%-2-2 - Much Less Than Expected12.1%48cases 2010-2011+2 - Much More Than Expected933.3%+1 - More Than Expected1244.4%0 - Most Likely Outcome13.7%-1 - Less Than Expected414.8%-2 - Much Less Than Expected13.7%27cases Assessment 6: Content knowledge Grades in Gifted Endorsement CourseworkDescription of the Assessment: This assessment includes grades for each of the courses in the Gifted Endorsement Program. Candidates must receive at least a C+ or repeat the course.Description of how this assessment specifically aligns: We recognize the issues related to use of grades, and so have indicated the knowledge and skills statements that are the actual course objectives. Alignment with Gifted Endorsement StandardsCourse #NameDescriptionStandard18SPED 663PIntroduction to Teaching Children and Youth who are Gifted, Creative, or TalentedGeneral introduction to the education of children who are gifted, creative, or talented, including emerging issues and policies 1.1, 1.3, 1.5, 1.6, 2.1,2.2, 6.1, 6.618SPED668PLegal Aspects and Educational Models for Children and Youth who are Gifted, Creative, or talentedDevelop knowledge and understanding of the legal aspects and policy considerations for individuals, including aspects of under-identification of students from diverse cultural, language, and ethnic groups.1.2, 1.4, 1.7, 3.9,3.12, 5.9, 5.6, 6.3, 6.4, 6.5, 18SPED768PAssessment of Children and Youth who are Gifted, Creative, or TalentedAssessing and identifying students who are gifted, creative, or talented, including issues of students from diverse cultural, ethnic, or language groups and twice exceptional students4.1, 4.2, 4.3, 5.5, 5.618SPED769PCollaboration on Behalf of Children and Youth who are Gifted, Creative, or TalentedStudents will understand services, networks, and organizations for individuals, use group problem skills, communicate to schools about the needs of gifted people, and communicate effectively with families of gifted individuals from diverse backgrounds. 3.1, 5.2,5.3,5.4, 6.718SPED662PInstructional Strategies for children & Youth who are Gifted, Creative, or TalentedDevelop knowledge and understanding of the legal aspects and policy considerations for individuals who may be gifted, creative, or talented.2.3- 2.8, 2.7, 2.8, 6.2, 3.2,3.3, 3.4, 3.5, 3.6, 3.7, 3.8, 3.9, 3.10, 3.11, 3.12Data: Assessment6: Gifted Endorsement Program GradesCourse # and Name?2006 20072007 20082007-2008ABAA-B+BCAA-B+BC18SPED 663P Introduction/Overview of Teaching Children and Youth who are Gifted, Creative, or Talented282?????59????18SPED767P Cultural Diversity and Families of Children and Youth who are Gifted, Creative, or Talented29??????29????18SPED668P Legal Aspects and Educational Models for Children and Youth who are Gifted, Creative, or talented194?????19??4?18SPED768P Assessment of Children and Youth who are Gifted, Creative, or Talented28?46??3146????18SPED661P Creating Learning Environments for Children and Youth who are Gifted, Creative, or Talented37?56????56??3118SPED769P Collaboration on Behalf of Children and Youth who are Gifted, Creative, or Talented29759??1?59????18SPED662P Instructional Strategies for children & Youth who are Gifted, Creative, or Talented3815411??54??1??Course Number and Name?2008-20092009-2010 2010-2012AA-B+BCNGAA-B+BCI/F NGPABFPI18 SPED 660P Gif End Ovrview Gct53246???????????????18 SPED 767P Gif End Cult Divers74??3?1?????????????18 SPED 668P Gif End Legal Aspec??????832161?1?68????18 SPED 768P Gif End Assessment62??31168??1?1??1072???19 SPED 661P Gif End Lrn Envron72?????911?1??1??????18 SPED 769P Gif End Collaborat75??2?185?????1?9811?118 SPED 662P Gif End Instr Strat7511???100???????951??118 SPED 770P Gif End Practicum62?????13????1?46???69? A brief analysis of the data findings: Candidates tend to do very well in classes, though there is variation among courses concerning the range of grades used. There are several potential explanations. Different instructors use different strategies, and those who use a contractual grading system or require mastery have large numbers of higher grades. The program will work to develop alignment among the instructors who teach in the program.An interpretation of how that data provides evidence for meeting standards. Coursework is specifically designed to address the standards and the knowledge and skills statements. Candidates are successful on quizzes, projects, and in class activities related to these knowledge and skills statements. In this way, candidates are successful at meeting standards at a competency level. ................
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