University of Colorado Denver HLC Accreditation Report

School of Education and Human Development

Early Childhood Education Program 2009-2010

Early Childhood Education Program Educational Goals

The mission of the Early Childhood Education (ECE) program at the University of Colorado Denver is to prepare early childhood professional leaders in Colorado with the knowledge and skills to meet the needs of young children and their families within a rapidly changing and diverse society. Our program provides substantive support to persons who are preparing to become leaders in professional practice in one of two alternative career patterns: (1) early childhood accomplished teacher and/or administrator—the Master’s degree in ECE, and (2) specialist working with children with disabilities and their families—the license in Early Childhood Special Education (ECSE Specialist).

The ECE Program utilizes 14 program assessments to measure the knowledge, skills, and dispositions required to meet multiple professional standards:

  • Council for Exceptional Children (CEC)
  • National Association for the Education of Young Children (NAEYC)
  • Performance-Based Standards for Colorado Teachers
  • Colorado ECSE Specialist Licensure

Of the 14 program assessments, nine are true performance-based assessments that require the teacher candidate to demonstrate proficiency on specific teaching tasks and the application of knowledge in authentic settings. Proficiency on each performance-based assessment (PBA) is determined by:

  • observation and rating of teacher candidate practice by site supervisors during authentic performance opportunities in practicum experiences, and
  • review of portfolio documentation which serves as supporting evidence of the attainment of national and state standards (unit and lesson plans; student work samples; photographs of classroom environments and activities;formal and informal assessment instruments; intervention and positive behavior support plans; logs of contact hours with students, teaching teams, and families; and teacher candidate reflections on their own performance).

Proficiency on each PBA is scored by the practicum site supervisor and university practicum faculty based upon review of portfolio products and observed practice during practicum. Performance-based assessments are rated on a 4-point scale:

Basic (1): Acquiring background knowledge through university coursework and fieldwork.

Developing (2): Student demonstrates progress but does not yet meet expectations for a beginning special education teacher; needs improvement or demonstrates inconsistent mastery across many areas of the category.

Proficient (3): Student meets all of the expectations for a beginning special education teacher; consistent mastery in all key areas of the category.

Advanced (4): Student exceeds expectations for a beginning special education teacher and demonstrates insight and leadership. This score is reserved for truly outstanding work and is rarely given to novice teachers.

Prior to the summer of 2009, the ECE program policy was that students must achieve at least a Proficient rating on each element of each PBA during practica in order to receive a grade of B or better and “pass” practicum. The intent of this requirement was for practicum site supervisors to provide feedback and guidance to practicum students until they achieved a proficient level of performance on all aspects of each practicum experience. If a student was not deemed to be “proficient” on all elements by the end of the semester, the student would have to take an incomplete grade and repeat parts of the practicum until proficient. However, upon review of PBA ratings over several years, it became apparent that practicum supervisors were reluctant to give ratings of less than proficient (which could require the student and the supervisor to work together beyond the semester for which the student was registered for the practicum). Thus, an unintended consequence of the requirement for proficient ratings on each element of each PBA became the equivalent of “grade inflation,” the result of which was limited variation in scores on PBAs (mostly Proficient ratings with a scattering of Advanced). The ECE faculty determined that this limited the value of PBA ratings in terms of continuous program improvement—we didn’t have enough information on knowledge or skill area gaps observed in our ECSE teacher candidates that could be used to inform changes/improvements in ECE course delivery or structure of practicum experiences. The faculty decided to revise the required ratings for PBAs—beginning summer 2009—teacher candidates now need a rating of Proficient (or Advanced) on 80% of the elements in each PBA to “pass” practicum.

Five program assessments are exams or papers completed during coursework or as a culminating event at the conclusion of a student’s program:

  • course exam covering knowledge of historical and philosophical foundations of services for young children, trends and issues in ECSE, and law and policies that affect young children, families, and programs for young children;
  • course exam covering knowledge of young children’s medical conditions and medications, and their possible effects on children and families;
  • philosophy of education paper;
  • comprehensive exam after completion of all required coursework covering knowledge related to all CEC Content Standards; and
  • Colorado state educator licensure content-area test in ECSE (PLACE: Program for Licensing Assessments for Colorado Educators).

This 2009-2010 report will focus on the assessment of outcomes for ECSE Specialist candidates related to the Council for Exceptional Children Professional Standards. Although some outcomes/standards are measured by multiple means throughout each student’s participation in the ECE Program, only the most relevant assessment methods for each student learning outcome are included in this report. In addition, this report focuses exclusively on any assessment data that revealed areas for student growth (less than proficient ratings) and the associated program improvement response.

Subsequent reports will synthesize data for ECSE Specialist candidates and candidates for MA in ECE degree not seeking the ECSE license (less than 20% of ECE program graduate students). The Performance-Based Assessments for the MA-only students are currently under revision; data posted to LiveText on the previous MA-only PBAs are insufficient for analysis (n=2).

Student Learning Outcomes

Student Learning Outcome #2:Development and Characteristics of Learners

Special educators know and demonstrate respect for their students first as unique human beings. Special educators understand the similarities and differences in human development and the characteristics between and among individuals with and without exceptional learning needs (ELN). Moreover, special educators understand how exceptional conditions can interact with the domains of human development and they use this knowledge to respond to the varying abilities and behaviors of individual’s with ELN. Special educators understand how the experiences of individuals with ELN can impact families, as well as the individual’s ability to learn, interact socially, and live as fulfilled contributing members of the community

and

Student Learning Outcome #3: Individual Learning Differences

Special educators understand the effects that an exceptional condition can have on an individual’s learning in school and throughout life. Special educators understand that the beliefs, traditions, and values across and within cultures can affect relationships among and between students, their families, and the school community. Moreover, special educators are active and resourceful in seeking to understand how primary language, culture, and familial backgrounds interact with the individual’s exceptional condition to impact the individual’s academic and social abilities, attitudes, values, interests, and career options.

Assessment Method: Curriculum PBA (elements #1 and #3)

  1. Plan and implement developmentally and individually appropriate curriculum unit based upon the context of children, family, culture, and classroom community
  1. Make appropriate adaptations/modifications for individual children in the classroom, including children with IEP or IFSP

1) Sampling: 28 students completing ECE 6912 Preschool Practicum summer 2009-spring 2010.

2) Data Collection Method: The Curriculum PBA is introduced in ECE 5010: Curriculum and Program Development, and applied in the preschool practicum during which students engage in essential experiences related to curriculum planning and implementation.

3) Scoring Method: Performance-Based Assessments are rated on a 4-point scale: 1 = Basic; 2 = Developing; 3 = Proficient; 4 = Advanced.

4)Results: n = 28 students completing Preschool practicum over summer 2009-spring 2010. (Note: Throughout this report, any missing data is presumed to be a [technical] failure by the university practicum supervisor in submitting data to Live Text. ECSE candidates always complete each element of each PBA and are rated by their supervisors.)

Advanced / Proficient / Developing / Mean
#1: Plan and implement developmentally appropriate curriculum unit based on context of children, family, culture, and classroom community / 4 / 23 / 0 / 3.15
#3: Make appropriate adaptations and modifications for individual children, including children with IEP / 5 / 19 / 4 / 3.04

5) Interpretation of Results:ECSE candidates demonstrate ability to plan and implement a developmentally appropriate curriculum unitthat addresses individual interests, learning styles, and cultural/linguistic diversity and the majority of candidates are able to utilize instructional strategies to address individual needs of children including those with exceptional learning needs. Four candidates need support in their next practicum related to differentiating and making adaptations to lessons based on the individual needs of children.

6) Feedback: Candidates must describe how they chose theircurriculum theme, and justify how it is developmentally appropriate for the age group and individual children (strengths, needs, interest, cultural and linguistic background) for which they are planning. Practicum site supervisors approve curriculum themes prior to implementation. With guidance from their practicum site supervisor, candidates select two target children with an Individual Educational Plan. Each lesson plan must include a description of the adaptations planned to meet the needs of these target children during the implementation of the lesson. Practicum site supervisors and university practicum supervisors observe students in practice and provide feedback throughout the course of their practicum.

7) Use of Assessment Data for Program Improvement: Two of the students rated as “developing” on element 3 were international students with very little prior experience working with children with special needs. Starting in fall 2009, ECSE licensure candidates were required to work or volunteer on a regular basis in an early childhood program that has a special education team serving children with special needs prior to beginning practicum (volunteer placements are facilitated by the ECE Program Leader if necessary). The major programmatic response to improve future candidate performance on this PBA will be to ensure that this hands-on field experience begins as soon as possible after admittance into the ECSE licensure program. (Due to transportation difficulties and family responsibilities, these two international students were involved in volunteer activities for only 1-2 semesters prior to preschool practicum.)

Student Learning Outcome #4: Instructional Strategies

Special educators possess a repertoire of evidence-based instructional strategies to individualize instruction for individuals with ELN. Special educators select, adapt, and use these instructional strategies to promote positive learning results in general and special curricula and to appropriately modify learning environments for individuals with ELN. They enhance the learning of critical thinking, problem solving, and performance skills of individuals with ELN, and increase their self-awareness, self-management, self-control, self-reliance, and self-esteem. Moreover, special educators emphasize the development, maintenance, and generalization of knowledge and skills across environments, settings, and the lifespan.

Assessment Method: Intervention PBA

1. Access and summarize background information in relation to child’s development which includes family’s identified priorities and concerns

2. Design intervention plan addressing child’s interests, strengths, and next developmental steps

3. Implement intervention plan and collect data on child progress

4. Reflect on intervention process and collaboration with colleagues and family

1) Sampling: 38 students completing ECE 6910 Infant/Toddler Practicum and ECE 6912 Preschool Practicum summer 2009-spring 2010.

2) Data Collection Method: This Intervention PBA is introduced in ECE 6200: Early Intervention Strategies, and applied in infant/toddler and preschool practica during which students engage in essential experiences related to planning and implementing intervention strategies.

3) Scoring Method: Performance-Based Assessments are rated on a 4-point scale: 1 = Basic; 2 = Developing; 3 = Proficient; 4 = Advanced.

4) Results: n = 38—10 students completing Infant/toddler practicum and 28 students completing Preschool practicum over summer 2009-spring 2010:

Advanced / Proficient / Developing / Mean
#1: Access and summarize background information in relation to child’s development which includes family’s priorities and concerns / Infant/toddler
1 / Infant/toddler
9 / Infant/toddler
0 / Infant/toddler
3.10
Preschool
2 / Preschool
26 / Preschool
0 / Preschool
3.07
#2: Design and implement intervention plan address child’s interests, strengths, and next developmental steps / Infant/toddler
2 / Infant/toddler
8 / Infant/toddler
0 / Infant/toddler
3.20
Preschool
2 / Preschool
26 / Preschool
0 / Preschool
3.07
#3: Collect, summarize, and interpret data to inform and evaluate plan / Infant/toddler
1 / Infant/toddler
8 / Infant/toddler
1 / Infant/toddler
3.00
Preschool
3 / Preschool
23 / Preschool
2 / Preschool
3.04
#4: Reflect on intervention process and collaboration with colleagues and family / Infant/toddler
1 / Infant/toddler
8 / Infant/toddler
1 / Infant/toddler
3.00
Preschool
1 / Preschool
25 / Preschool
1 / Preschool
3.00

5) Interpretation of Results: Most ECSE candidates demonstrate ability to use a variety of evidence-based instructional strategies to individualize instruction for children with exceptional learning needs, embedding those strategies across classroom activities and routines and are able to describe why the particular strategies were chosen based on the intellectual, emotional, social level, motor, adaptive and academic strengths and needs of the child.

6) Feedback: Candidates submit a draft of their intervention plans to their practicum site supervisor and university supervisor for feedback prior to implementation and data collection.

7) Use of Assessment Data for Program Improvement and Effects on Student Learning: ECSE candidates complete the Intervention PBA in two different practica—Infant/toddler and Preschool. Three ECSE candidates needed support with regard to creating an appropriate data tracking system to monitor the effectiveness of their intervention plan in their first practicum (rated as “Developing” on element #3). Their university practicum supervisors made extensive comments on their practicum portfolios and/or met with them individually to discuss data collection and interpretation. During one of the practicum seminars, a session was added on “Methods of Data Collection” as a quick summary of content covered in several ECE courses. All three students were rated as “Proficient” on this element in their subsequent practicum.

Two students were rated as “Developing” on element #4—the portion of the Intervention PBA in which students are asked to complete a reflection/self-evaluation—during their first practicum. Typically these students did not answer all of the questions listed in the reflection/self-evaluation section, or they critiqued their practicum site but did not include enough thoughtful reflection on their own performance. Both students received feedback from their university practicum supervisors are were rated as Proficient on this element in their second practicum.

Student Learning Outcome #5: Learning Environments and Social Interactions

Special educators actively create learning environments for individuals with ELN that foster cultural understanding, safety and emotional well-being, positive social interactions, and active engagement of individuals with ELN. In addition, special educators foster environments in which diversity is valued and individuals are taught to live harmoniously and productively in a culturally diverse world. Special educators shape environments to encourage the independence, self-motivation, self-direction, personal empowerment, and self-advocacy of individuals with ELN. Special educators help their general education colleagues integrate individuals with ELN in regular environments and engage them in meaningful learning activities and interactions.

Assessment Method: Challenging Behavior PBA

  1. Design and implement functional behavior assessment and positive behavior support plan
  2. Collect, summarize, and interpret data to inform and evaluate plan
  3. Collaborate with team members, including family, to create plan
  4. Plan and implement activity that promotes social and emotional development (classroom or home setting)

1) Sampling: 39 students completing Challenging Behaviors PBA during Infant/toddler practicum, Preschool practicum, and Primary practicum over summer 2009-spring 2010 terms.

2) Data Collection Method: The Challenging Behaviors PBA is introduced in ECE 5070:Social and Cognitive Development and Disordersor ECE 5202: Stress, Violence, and Behavior Challenges and applied during two out of three practica (infant/toddler, preschool, or primary) during which students engage in essential experiences related to working with young children with behavior challenges.

3)Scoring Method: Performance-Based Assessments are rated on a 4-point scale: 1 = Basic; 2 = Developing; 3 = Proficient; 4 = Advanced.

4)Results: n=39—1 student completing Challenging Behaviors PBA during Infant/toddler practicum, 26 during Preschool practicum, and 12 during Primary practicum over summer 2009-spring 2010 terms.

Advanced / Proficient / Developing / Mean
#1: Design and implement functional behavior assessment and positive behavior support plan / Infant/toddler
0 / Infant/toddler
1 / Infant/toddler
0 / Infant/toddler
3.00
Preschool
1 / Preschool
25 / Preschool
0 / Preschool
3.04
Primary
5 / Primary
6 / Primary
1 / Primary
3.33
#2: Collect, summarize, and interpret data to inform and evaluate plan / Infant/toddler
0 / Infant/toddler
0 / Infant/toddler
1 / Infant/toddler
2.00
Preschool
1 / Preschool
25 / Preschool
0 / Preschool
3.04
Primary
6 / Primary
6 / Primary
0 / Primary
3.5
#3: Collaborate with team members, including family, to create plan / Infant/toddler
0 / Infant/toddler
1 / Infant/toddler
0 / Infant/toddler
3.00
Preschool
1 / Preschool
25 / Preschool
0 / Preschool
3.04
Primary
6 / Primary
6 / Primary
0 / Primary
3.5
#4: Plan and implement activity that promotes social and emotional development (classroom or home setting) / Infant/toddler
0 / Infant/toddler
1 / Infant/toddler
0 / Infant/toddler
3.00
Preschool
1 / Preschool
25 / Preschool
0 / Preschool
3.04
Primary
4 / Primary
7 / Primary
0 / Primary
3.36

5) Interpretation of Results:ECSE candidates demonstrate the ability to collect needed background information through functional behavior assessment interview and observation, design a positive behavior support plan using effective and varied behavior management strategies developed in collaboration with team and family members, and promote social/emotional development in natural settings.