Standard Two Compendium 2 - RA2.2 Clinical Experiences by Michele Brewer

Grambling State University Standard Two Compendium 2 RA2.2 Clinical Experiences

Alignment to National Standard: CAEP Standard 2 The provider ensures that effective partnerships and high-quality clinical practice are central to preparation so that candidates develop the knowledge, skills, and professional dispositions appropriate for their professional specialty field.

RA2.2 Clinical Experiences The provider works with partners to design varied and developmental clinical experiences that allow opportunities for candidates to practice applications of content knowledge and skills that the courses and other experiences of the advanced preparation emphasize. The opportunities lead to appropriate culminating experiences in which candidates demonstrate their proficiencies , through problem-based tasks or research (e.g., qualitative, quantitative, mixed methods, action) that are characteristics of their professional specialization as detailed in RA1.1.

How Alignment is assured: The Assessment Coordinator in consultation with Program/Discipline Chairs, aligns the evaluation measures and assessment tasks with CAEP, InTASC, and appropriate Technology Standards. The Assessment Coordinator maintains alignments and adherence to multiple Louisiana state laws and policy regulations. All Standards have been maintained utilizing Watermark – Taskstream. This standards database is maintained by the Assessment Coordinator so that alignments can accommodate updates to standards, program competencies, courses, or assessments.

Evidence Overview

Use of Assessment as Part of the Quality Assurance System: The field experiences are an integral part of the advanced programs. Both programs require advanced candidates to tie theory and knowledge in the courses to authentic practice in school settings.

Evidence and Analysis

Field Experience Charts describing levels and expectations: The M.Ed. in Curriculum & Instruction-Reading and M. Ed in Special Education programs have done an exceptional job of designing and guiding candidates in dynamic and varied clinical practices, both throughout nine of the program courses and deeply within the practicum experiences. Given the few numbers of candidates in the program it makes it easier to work closely, support and provide guidance. The program met the ILA national recognition with distinction. ILA Recognition with Distinction This was a source of motivation to continue to improve the program and literacy in the state and nation. Below is a detail of description of assessments done in the field by candidates.

Template for the Presentation of Evidence by Dr. Michele Brewer and Dr. Amber Vraim is licensed under Attribution 4.0 International "College of Education Office of Technology, Assessment, and Compliance: Template for the Presentation of Evidence." Copyright 2020 by Wilmington University.

Grambling State University Standard Two Compendium 2 RA2.2 Clinical Experiences

The M. Ed Reading Courses are assessed based on these ILA Overarching standards.

ILA 1 Foundational Knowledge

ILA 2: Curriculum and Instruction

ILA 3: Assessment and Evaluation

Candidates demonstrate knowledge of the theoretical, historical, and evidence-based foundations of literacy and language and the ways in which they interrelate and the role of literacy professionals in schools.

Candidates use foundational knowledge to critique and implement literacy curricula to meet the needs of all learners and to design, implement, and evaluate evidence-based literacy instruction for all learners.

Candidates understand, select, and use valid, reliable, fair, and appropriate assessment tools to screen, diagnose, and measure student literacy achievement; inform instruction and evaluate interventions; participate in professional learning experiences; explain assessment results and advocate for appropriate literacy practices to relevant stakeholders.

ILA 4: Diversity and Equity

Candidates demonstrate knowledge of research, relevant theories, pedagogies, essential concepts of diversity and equity; demonstrate and provide opportunities for understanding all forms of diversity as central to students' identities; create classrooms and schools that are inclusive and affirming; advocate for equity at school, district, and community

ILA 5: Learners and the Literacy Environment

Candidates meet the developmental needs of all learners and collaborate with school personnel to use a variety of print and digital materials to engage and motivate all learners; integrate digital technologies in appropriate, safe, and effective ways; foster a positive climate

ILA 6: Professional Learning and Leadership

ILA 7: Practicum/Clinical Experiences

Candidates recognize the importance of, participate in, and facilitate ongoing professional learning as part of career-long leadership roles and responsibilities.

Candidates apply theory and best practice in multiple supervised practicum/clinical experiences

ED 504 Reading for Children

Grambling State University Standard Two Compendium 2 RA2.2 Clinical Experiences

Examines emerging philosophies, principles, trends in program, and procedures in teaching developmental reading. Candidates will demonstrate competency in reading, utilizing a method or a combination of methods. Candidates carry out Action Research on writing process and an equity action Research plan

10 hours classroom, IV

ED 505 Analysis of Reading Difficulties)

Focuses on identification of causes for reading difficulties, evaluation and selection of appropriate diagnostic instruments, administration of formal and informal diagnostic tests, and interpretation of diagnostic data. Candidates work with students in grades 1-5 to develop an action research on word study.

ED 506 Correction of Reading

Difficulties

Correction of Reading - Focuses on application of diagnostic data in prescription of reading instruction and selection and application of learning strategies and materials which are appropriate to alleviate given reading difficulties. Primarily field centered, actual teaching experience with children. Candidates required to do a Coaching Action Research, which includes a two-part compilation of artifacts that reflect specific performances and experiences that serve to develop the candidates’ knowledge, skills, and dispositions needed to become an effective Reading Specialist/Literacy Coach. This data collection process starts at the beginning of the candidates’ program of study and culminates with the completion of the Comprehensive Exam

15 IV

Teaching

Teaching Reading in the Middle, Junior, Senior High - Emphasizes new problems and strategies in the teaching of reading through the content fields, different types of literature, selected reading programs, and other methods that appeal to youth, covering the middle, junior, and senior high schools (grades 4-12). Techniques, reading programs, and the use of instructional media appropriate for stimulating the reader, as well as for helping those with reading disabilities, are stressed. The Thematic Unit is a culminating Signature Project that is designed to enhance and expand the candidates’ pedagogical and professional knowledge of content area Reading/Literacy in the Content Area. Specifically, the Thematic Unit is designed to enable the candidate to effectively plan and use diverse instructional strategies and resources to expand the content-area Reading/Literacy for diverse learners in the secondary classroom

Required to create action research project using technology in their classrooms and present an inclusive technology-based lesson in grades 1-5 or 6-12 depending on track of candidate. It also requires candidates to document technology facilitation with multimedia and reflections.

15 1V

10-15 IV

Course in the Plan of Study Description of Field Experience associated with the courses in Reading Approximate Number of Hours Field Experience Level

507 Reading in the Middle, Junior, High School ED 530 Technology Integration for Learning

Grambling State University Standard Two Compendium 2 RA2.2 Clinical Experiences

The teacher candidates will complete *15 hours of Level fieldbased experiences at their appropriate levels. Specifically, the teacher candidates will be involved in diverse field experiences in the school settings in the surrounding locations. The elementary teacher candidates will complete their fieldbased experiences in grades 6 -12 school settings.

Evaluates issues and strategies required in selecting and developing curriculum for student students with learning needs.

Emphasis is on three components: the content and behavior from resources used on teaching basic skills, the instructional design and procedures, and classroom management. Instructor models a best practice approach to testing. The Signature Assessments and Field Experience for this course provide a basis for future action research, and are designed to prepare the graduate candidate for possible future research or professional experiences. The signature assessments are to demonstrate familiarity of the tenets of research.

This seminar is designed to offer academic knowledge and experiences in school leadership. The course, designed for advanced candidates, provides an exploration of current models and issues in educational leadership and professional practices. The fieldbased experiences require candidates to be directly involved in diverse learning settings that include technology infused activities, problembased research projects, and a portfolio. The Historical Context for Teaching Reading Portfolio consists of three parts that are completed during the ED 581: Leadership Seminar course. This portfolio focuses on the historical context for teaching reading and a comparison and contrast of approaches/trends for teaching reading across time periods. Candidates are evaluated using a rubric with scores ranging from 1-4 for each element within the components for each of the three parts of the assessment

10 IV

Select and work with a school principal to explore factors leading to school improvement and professional development in that school. Candidates may elect to create a Needs Assessment profile, collect data from teachers and other personnel in the school, describe the needs and strengths of that school, then present a model for improvement. 20

Approximate Number of Hours Field Experience Level

Course in the Plan of Study Description of Field Experience associated with the courses in Reading

ED 520 Advanced Child Psychology

15 IV

ED 545 Evaluation and Assessment P12 Educational Settings

15 1V

ED 581 Historical Context for Teaching Reading Portfolio ED 576 School Improvement for Professional Development

Grambling State University Standard Two Compendium 2 RA2.2 Clinical Experiences

The M. Ed in Special Education Courses are assessed based on these CEC Overarching standards.

Field and Clinical Experience Standard

Special education candidates progress through a series of developmentally sequenced field and clinical experiences for the full range of ages, types and levels of abilities, and collaborative opportunities that are appropriate to the license or roles for which they are preparing. These field and clinical experiences are supervised by qualified professionals.

CEC 1 Engaging in Professional Learning and Practice within Ethical Guidelines

CEC 2: Understanding and Addressing Each Individual’s Developmental and Learning Needs

CEC 3: Demonstrating Subject Matter Content and Specialized Curricular Knowledge

CEC 4: Using Assessment to Understand the Learner and the Learning Environment for Data-Based Decision Making

Candidates practice within ethical and legal guidelines; advocate for improved outcomes for individuals with exceptionalities and their families while considering their social, cultural, and linguistic diversity; and engage in ongoing self-reflection to design and implement professional learning activities.

Candidates use their understanding of human growth and development, the multiple influences on development, individual differences, diversity, including exceptionalities, and families and communities to plan and implement inclusive learning environments and experiences that provide individuals with exceptionalities high quality learning experiences reflective of each individual’s strengths and needs.

Candidates apply their understanding of the academic subject matter content of the general curriculum and specialized curricula to inform their programmatic and instructional decisions for learners with exceptionalities.

Candidates assess students’ learning, behavior, and the classroom environment in order to evaluate and support classroom and school-based problem-solving systems of intervention and instruction. Candidates evaluate students to determine their strengths and needs, contribute to students’ eligibility determination, communicate students’ progress, inform short and long-term instructional planning, and make ongoing adjustments to instruction using technology as appropriate.

CEC 5: Supporting Learning Using Effective Instruction

Candidates use knowledge of individuals’ development, learning needs, and assessment data to inform decisions about effective instruction. Candidates use explicit instructional strategies and employ strategies to promote active engagement and increased motivation to individualize instruction to support each individual. Candidates use whole group instruction, flexible grouping, small group instruction, and individual instruction. Candidates teach individuals to use meta-/cognitive strategies to support and selfregulate learning.

CEC 6: Supporting Social, Emotional, and Behavioral Growth

Candidates create and contribute to safe, respectful, and productive learning environments for individuals with exceptionalities through the use of effective routines and procedures and use a range of preventive and responsive practices to support social, emotional and educational well-being. They follow ethical and legal guidelines and work collaboratively with families and other professionals to conduct behavioral assessments for intervention and program development.

CEC 7: Collaborating with Team Members

Candidates apply team processes and communication strategies to collaborate in a culturally responsive manner with families, paraprofessionals, and other professionals within the school, other educational settings, and the community to plan programs and access services for individuals with exceptionalities and their families.

Grambling State University Standard Two Compendium 2 RA2.2 Clinical Experiences

ED 549 Intro to Techniques of Research Observation and examination of inclusive classroom, selection of cognitive or behavioral issue to research and plan action research project for student with mild/moderate exceptionality; completion of Human Subjects training through www.cititraining.org

ED 545 Assess/Eval of Children Implementation and write-up of action research project developed in ED 549 to improve academic or behavioral outcome for selected students with mild/moderate needs in grades 1-5, or 6 -12 depending on track of candidate, using research- based interventions

ED 530 Technology Integration for Learning

SPED 527

Administer, score and interpret formal assessment, plus collect informal, observational and formative assessment data to develop a profile of student with mild to moderate exceptionality in grades 1-5, or 6-12 depending on track of candidate, outline strengths and weaknesses, then outline a remediative and/or enrichment plan for the student to be given to caregiver(s) and other teachers.

10 hours classroom, 18 hours Citi training (24 modules total)

10-15 III

SPED 543 Humanistic Approaches

1. Using learning modules from http://iris.peabody.vanderbilt.edu/, explore available resources for teachers and parents available in it and via www.parentcenterhub.org

2. Observe a student with mild/moderate exceptionality in grades 1 -5 or 6-12 depending on track of candidate, chart ABC, then design, implement and analyze a behavioral intervention project with selected student lasting several weeks

3. Research and report crisis intervention resources available to school/district/parish

SPED 576 Consulting Teacher Strategies Using the theories of different styles of co-teaching, develop and implement a coteaching lesson with a general educator (evaluated by Special Education faculty)

ED 576 School Improvement for Professional Development

10-15 II

SPED 542 Methods and Materials for Teaching

Children with LBP

Candidates demonstrate skills in teaching students with mild to moderate learning needs in in the grade 1-5 or 6-12 range. For this clinical experience, they are observed by certified special education university faculty using the Special Education Addendum rubric to document in addition to the generic document (Compass prior to 2020-2021, Danielson rubric as of 2021. Both Compass and Danielson are proprietary).

Template for the Presentation of Evidence by Dr. Michele Brewer and Dr. Amber Vraim is licensed under Attribution

4.0

International

Course in the Plan of Study Description of Field Experience associated with the course Approximate Number of Hours Field Experience Level

Table of Field Experiences required in the M.Ed. program in Special Education Mild/Moderate concentration grades 1 -5 or 6-12 depending upon the endorsement track of the candidate

20 III

10 III

20 IV

Grambling State University Standard Two Compendium 2 RA2.2 Clinical Experiences

For the Advanced program in Special Education: Although Louisiana is no longer considered a SPA state, faculty submitted the program to CEC for evaluation at a national level in Spring 2020 in order to get feedback even though the EPP did not have two applications of data as required for full recognition. The field experiences were judged as being “Met” with the following comment: “The candidates progress through leveled experiences beginning with observation, data collection and analysis, implementation of action research in preparation for their observed clinical teaching, co-teaching, school improvement and professional development during the program. The supervisors at the school and university level all have the appropriate credentials to be able to guide the candidates through experiences with a range of age, types and levels of abilities. The candidates are assessed using rubrics that are aligned to the appropriate standards ”

Presentation of Data

Below are multiple compendia representing varied and developmental clinical experiences that allow opportunities for candidates to practice applications of content knowledge and skills.

Standard One Compendium 1 – RA1.1 Candidate Skills

Standard One Compendium 2 – RA1.1 Applications of Data Literacy

Standard One Compendium 3 – RA1.1 Collaborative Activities

Standard One Compendium 4 – RA1.1 Use of Research

Analysis and Interpretation

From the table it shows the integration of the standards across the core courses of the program. There is ample evidence throughout the program to demonstrate candidates’ foundational knowledge in the domains of literacy and language. The field experiences of the program ensure that opportunities for curricular design, implementation, and evaluation are carried out across small and whole group settings to implement literacy curricula that meet the needs of all learners. Faculty meet occasionally to discuss and share any areas of concern and improvement to the program. The field experiences allow candidates to demonstrate that they have mastered the skills outlined in RA1.1, and that we address all six skills required by CAEP, and currently assess three of them through analysis of the key assessment, and candidate data over the required cycles of data. We note that in some of the M.Ed. Special Education data reports, there are only two cycles of data; however, we expect that current candidates will provide us with an additional cycle of data during the Spring 2023 and Fall 2023 semesters.

Grambling State University Standard Two Compendium 2

Clinical Experiences

Rationale for the Assessment Diversity of Experiences

Any required Use of Technology in the Clinical Experience

The objective is to create a proposal for an Action Research project to be implemented in the following semester in ED 545. The proposal is to reflect quantitative, qualitative or mixed methods research according the issues and problems that a candidate would perceive in his/her/their classroom and would address and hope to ameliorate through research activities. The finished proposal will follow APA guidelines and contain the following: a research question or problem; literature and studies from professional journals that address the topic; a proposed methodology, and a bibliography.

In order for candidates to become more critical analysts of research, they should have the experience of developing their own small action research projects to fit questions that th ey see in their own classes. The research should follow APA guidelines and formats of questions, selecting and critiquing current research in the area, development of a plan and a bibliography

The experiences conducted in the Mild/Moderate course sequence in the M.Ed. program covers all of the elements required of a certified teacher of special education students grades 1-5 or 612 through knowledge of foundations, policies, ethics, knowledge of learner differences, learning environment, curriculum, assessm ent, instructional procedures, and collaboration. The goal is a teacher who is able to reach diverse students, including those with exceptional learning needs

Technology is integrated throughout the program. Technology ranges from research, Human Subjects training, using various software to develop literacy assessment, teaching and learning experiences for P-12 students, documenting literacy research and interventions, then uploading artifacts into an LMS platform

- Use of research and understanding of qualitative, quantitative and/or mixed methods research methodologies

Application of Content Knowledge and Skills in Specialty areas/Connection to Coursework ED

Applications of professional dispositions, laws and policies, codes of ethics and professional standards appropriate to their field of specialization (Human Subjects Training)

RA2.2

and Course Name

Clinical Experience (Observation, Direct Participation, Capstone, etc.)

Specific Objectives

Each of the Clinical Experiences

Chart #1: Clinical Experiences: Depth and Breadth in the M. Ed in Special Education Program

Course Number

Type of

Standard and

for

Goals/Benchmark and Description of the Assessment

Observation and Direct Participation

549 Intro to Techniques

Research

CEC 1, 2, 3, 4, 5, 6 LA-SPED A; LA-SPED C; LA-SPED IP; LASPED LE CAEP RA1.1b

545

Grambling State University Standard Two Compendium 2 RA2.2 Clinical Experiences

CEC 1, 2, 4, 5, 6 LA-SPED A; LA-SPED

C; LA-SPED IP; LASPED LE CAEP RA1.1b CAEP RA 1.1a,

This assessment involves candidates implementing the proposal created in ED 549 as an action research project to address learning needs in their classrooms. The candidates will updat e the methodology, collect pre-intervention data, implement the intervention, collect post-intervention data, then write up the results, discuss what they have found, and outline limitations and next steps in a Discussion section. While the format reflects a quantitative approach,

After developing the project, candidates should have the experience of implementing their action research in their classrooms, mapping the results and critically discussing what they found. It is expected that candidates will include qualitative data to document the culture of the learning environment, resulting in a mixed methods approach. It is hoped that the results will indicate a learning environment that better meets the needs and strengths of the candidates’ P-12 students

This course allows candidates to use and analyze selected software, create digital classroom tools and incorporate technology into standards -based lesson planning

Implement the Action Research project to provide supportive and research- based interventions for students needing academic and/or behavioral supports, collect pre- and postintervention data and note the results

Application of Data

Literacy candidates will include qualitative data to document the culture of the learning environment, resulting in a mixed methods approach. It is hoped that the results will indicate a learning environment that meets the needs and strengths of P -12 students.

Document and interact with various digital technologies including those that can be used for assistive and/or augmentative instruction to support diverse students,

Supporting appropriate applications of technology for their field of specialization

This assessment requires candidates to assess one P12 student with

Candidates must be familiar with the selection and use of various

Assess a student using formal and informal assessments, then create

Application of Data Literacy (but has not

Template for the Presentation of Evidence by Dr.

and Dr.

Vraim is licensed under Attribution 4.0 International "College of Education Office of Technology, Assessment, and Compliance: Template for the Presentation of Evidence." Copyright 2020 by Wilmington University.

Michele Brewer

Amber

Course Number and Course Name Type of Clinical Experience (Observation, Direct Participation, Capstone, etc.) Standard and Specific Objectives for Each of the Clinical Experiences Goals/Benchmark and Description of the Assessment Rationale for the Assessment Diversity of Experiences Any required Use of Technology in the Clinical Experience Application of Content Knowledge and Skills in Specialty areas/Connection to Coursework

Chart #1: Clinical Experiences: Depth and Breadth in the M. Ed in Special Education Program

Assess/Eval of Children in P-12 Educational Settings Direct Participation

ED 530 Techn ology Integration for Learning and Teaching Direct Participation

Assessment

Direct Participation (Assessment) CEC 2, 4, 6, 7 LA-SPED A LA-SPED LE

SPED 527 Formal/Informal

Practices

Course Number and Course Name

Grambling State University Standard Two Compendium 2 RA2.2 Clinical Experiences

Type of Clinical Experience (Observation, Direct Participation, Capstone, etc.)

Standard and Specific Objectives for Each of the Clinical Experiences

Goals/Benchmark and Description of the Assessment

mild/moderate exceptionalities. The candidate is to compile informal assessments, give one formal assessment then compare the informal and formal assessments in order to develop a plan for the student to increase achievement. This plan should be shared with other stakeholders (e.g., the student and parents/caregivers, related service personnel.

Rationale for the Assessment Diversity of Experiences

assessment formats in order to be valuable members of educational teams.

a support plan and provide feedback to the student, caregiver and other stakeholders.

Any required Use of Technology in the Clinical Experience

Application of Content Knowledge and Skills in Specialty areas/Connection to Coursework

been taught in several years)

SPED 543 Humanistic Approaches to Beh.

Management of Students with Mild/Mod. ELD

Direct Participation (Assessment and Intervention)

CEC 2, 4, 6, 7; LASPED A, LA- SPED LE

This assessment requires the advanced candidate to design and implement a behavioral intervention for a student with mild to moderate exceptional learning needs in a needed area of behavior. On the basis of the quantitative and qualitative data gathered, the advanced candidate is to use appropriate research from current and peerreviewed sources or databases to develop and implement a Behavior Intervention Plan (BIP), then

In order to support students by improving the social competence and learning environment for students with ELN, candidates assess a student with Mild/Mod. exceptionalities, design, implement and evaluate the results of a behavioral intervention

The advanced candidate is to formally and informally assess the student receiving special education services in grades 1-5 or 6-12

Create classrooms and schools that are inclusive and affirming; work to improve social environment for students through inclusive and affirming methods, advocate for equity at school, district, and community; additionally, research school and community resources for students/families in crisis or demonstrating signs of PTSD

Employment of data analysis and evidence to develop supportive school environments

Chart #1: Clinical Experiences: Depth and Breadth in the M. Ed in Special Education Program

Grambling State University Standard Two Compendium 2 RA2.2 Clinical Experiences

assess the results using an ABA format depending on the area of certification and teaching

This assessment is to evaluate advanced candidates’ ability to demonstrate proficiency in co-planning, co -teaching, and co-assessing students in an inclusive classroom setting. Co-teachers collaboratively develop a written lesson plan. Moreover, the graduate candidate is required to implement the lesson plan utilizing one of the coteaching models studied. The lesson is presented on site and observed by the faculty. Teac hers provide effective instruction that includes evidence-based practices, multiple assessment measures and create an environment that promotes active engagement by students.

Candidates design and implement a lesson using co-teaching strategies in the classroom. They select and utilize one of the models of co -teaching studied.

Work collaboratively with another educator to plan and teach a lesson with both teachers demonstrating a coordinated teaching using any of the various approaches to coteaching

Leading and/or participating in collaborative activities with others such as peers, colleagues, teachers, administrators, community organizations, and parents

Template for the Presentation of Evidence

Dr.

and

Course Number and Course Name Type of Clinical Experience (Observation, Direct Participation, Capstone, etc.) Standard and Specific Objectives for Each of the Clinical Experiences

Assessment

Experiences

Michele Brewer

Dr. Amber

Chart

#1: Clinical Experiences: Depth and Breadth in the M. Ed in Special Education Program

Goals/Benchmark and Description of the

Rationale for the

Diversity of

Any required Use of Technology in the Clinical Experience

Application of Content Knowledge and Skills in Specialty areas/Connection to Coursework

SPED 576 Consulting Teacher Strategies Direct Participation CEC 4, 5, 6, 7 LA-SPED IP; LA-SPED C

Course Number and Course Name

Grambling State University Standard Two Compendium 2 RA2.2 Clinical Experiences

Type of Clinical Experience (Observation, Direct Participation, Capstone, etc.)

Standard and Specific Objectives for Each of the Clinical Experiences

Goals/Benchmark and Description of the Assessment

Rationale for the Assessment Diversity of Experiences

Any required Use of Technology in the Clinical Experience

Application of Content Knowledge and Skills in Specialty areas/Connection to Coursework

SPED 542 Methods and Materials for Teaching

Children with LBP Direct Observation

CEC 2, 3, 4, 5, 6, 7; LA-SPED Competencies

This observation is to ascertain if the advanced candidate has the knowledge and skills required of a special education teacher with Mild/Moderate certification, and participate in those duties and responsibilities

Candidates should be able to exhibit not only the knowledge but also the skills required of a special education teacher to create equitable, supportive and inclusive environments for all students, as well as participate in IEP, ITP and inclusion activities and meetings

The candidate will demonstrate the skill of being an educator of students with exceptional learning needs (observed by GSU faculty in the classroom)

- Applications of professional dispositions, laws and policies, codes of ethics and professional standards appropriate to their field of specialization

Leading and/or participating in collaborative activities with others such as peers, colleagues, teachers, administrators, community organizations, and parents;

Chart #1: Clinical Experiences: Depth and Breadth in the M. Ed in Special Education Program

Course Number and Course Name

Grambling State University Standard Two Compendium 2 RA2.2 Clinical Experiences

Type of Clinical Experience (Observation, Direct Participation, Capstone, etc.)

Standard and Specific Objectives for Each of the Clinical Experiences

Goals/Benchmark and Description of the Assessment Rationale for the Assessment Diversity of Experiences

Any required Use of Technology in the Clinical Experience

Application of Content Knowledge and Skills in Specialty areas/Connection to Coursework

ED 504

Reading for Children

Capstone Observation by Faculty member

Name of Assessment –Portfolio Action Research Aligned ILA Standards:

Prepare candidates with foundational knowledge to teach foundational skills to children

create classrooms and schools that are inclusive and affirming; advocate for equity at school, district, and community

integrate digital technologies in appropriate, safe, and effective ways; foster a positive climate

Successfully implement literacy curricula to meet the needs of all learners and to design, implement, and evaluate evidencebased literacy instruction for all learners.

ED 505

Analysis of Reading Difficulties)

Name of AssessmentWord Study Project. Aligned ILA Standards:

5.1; 5.3; 6.1, 7.1 7.4

Diagnose, and measure student literacy achievement; inform instruction and evaluate interventions;

Understand differences among learners and developmental stages in learning.

Candidates meet the developmental needs of all learners and collaborate with school personnel t o use a variety of print and digital materials to engage and motivate all learners

Candidates are able to administer tests and analysis the data to inform instruction.

ED 506 Correction of Reading Difficulties Capstone Observation by Faculty member

Name of AssessmentLiteracy Coaching Workshop.

(1.2, 1.2, 1.3, 2.1, 2.2, 2.3, 3.1, 3.4, 4.1, 5.4, 6.1, 6.2, 7.1, 7.2)

Candidates required to do a Coaching Action Research, which includes a twopart compilation of artifacts that reflect specific performances and experiences that serve to develop the candidates’ knowledge, skills, and dispositions needed to become an effective Reading Specialist/Literacy Coach. Starts at the beginning of the candidates’ program of study and culminates with the completion of the Comprehensive Exam.

Expose candidates to coaching and collaboration with colleagues.

Candidates differentiate instruction to meet all learners.

Candidates integrate digital technologies in appro priate, safe, and effective ways; foster a positive climate

Candidates are able to administer tests and analysis the data to inform instruction. foster a positive climate that supports a literacy-rich learning environment

Chart #2: Clinical Experiences: Depth and Breadth in the READING Program

(1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 4.3, 5.1, 5.2, 5.3, 5.4, 6.1, 6.2, 7.1, 7.3

Capstone Observation by Faculty member 1.1 3.1; 3.4; 3.2; 3.4 4.1;

Aligned ILA Standards:

2.3, 3.1, 3.2, 4.3, 7.1, and 7.3.

Grambling State University Standard Two Compendium 2 RA2.2 Clinical Experiences

Teaching Reading in the Middle, Junior, Senior High - Emphasizes new problems and strategies in the teaching of reading through the content fields, different types of literature, selected reading programs, and other methods that appeal to youth, covering the middle, junior, and senior high schools (grades 4-12). Techniques, reading programs, and the use of instructional media appropriate for stimulating the reader, as well as for helping those with reading disabilities, are stressed. Reading/Literacy in the Content Area. Specifically, the Thematic Unit is design ed to enable the candidate to effectively plan and use diverse instructional strategies and resources to expand the content -area Reading/Literacy for diverse learners in the secondary classroom .

Evaluates issues and strategies required in selecting and developing curriculum for student students with learning needs. Emphasis is on three components: the content and behavior from resources used on teaching basic skills, the instructional design and procedures, and classroom management. Instructor models a best practice approach to testing. The Signature Assessments and Field Experience for this course provide a basis for future action research and are designed to prepare the graduate candidate for possible future research or professional experiences.

The Thematic Unit is a culminating Signature Project that is designed to enhance and expand the candidates’ pedagogical and professional knowledge of content area

Candidates differentiate instruction to meet all learners Demonstrate and provide opportunities for understanding all forms of diversity as central to s tudents' identities

Candidates integrate digital technologies in appropriate, safe, and effective ways; foster a positive climate

Candidate successfully and effectively plan and use diverse instructional strategies and resources to expand the content -area. foster a positive climate that supports a literacy-rich learning environment

Capstone Observation by Faculty member

Name of Assessment: Historical Context for Reading Portfolio.

Aligned ILA Standards: 1.1, 1.2, 1.4, 2.2, 2.3,

The field -based experiences require candidates to be directly involved in diverse learning settings that include technology infused activities, problembased research projects, and a portfolio. The Historical Context for

The signature assessments are to demonstrate familiarity of the tenets of research.

Demonstrate and provide opportunities for understanding all forms of diversity as central to students' identities

Candidates integrate digital technologies in appropriate, safe, and effective ways; foster a positive climate.

Analysis data quantitatively and qualitatively.

Rationale for candidates to comparison and contrast of trends and approaches

Demonstrate and provide opportunities for understanding all forms of diversity as

Candidates integrate digital technologies in appropriate, safe, and effective ways; foster a positive climate

507 Teaching

Capstone Observation by Faculty member Name of Assessment

The Thematic Unit Aligned ILA Standards 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 4.1, 4.3, 5.3, 7.3

Reading in the Middle, Junior, High School

ED 545 Evaluation and Assessment P-12 Educational Settings Capstone Observation by Faculty member Name of Assessment: Evaluation in Elementary & Early Childhood Aligned ILA Standards: 1.1; 2.2,

581 Historical Context for Teaching Reading Portfolio

2.4, 4.3, 5.2, 6.1, 6.2, 6.3, 5.4

Grambling State University Standard Two Compendium 2 RA2.2 Clinical Experiences

Teaching Reading Portfolio consists of three parts that are completed during the ED 581: Leadership Seminar course. This portfolio focuses on the historical context for teaching reading

for teaching reading across time periods central to students' identities

ED 549 – Introduction to Action Research Capstone Observation by Faculty member

Name of Assessment: Introduction to Techniques of Research

Aligned ILA Standards:

1.1 2.1 3.1 4.1, 4.2.

In ED 549, Standard is informally assessed as candidates use foundational knowledge as the basis for designing, selecting, critiquing, adapting, and evaluating evidencebased literacy curricula.

Learn to design and evaluate evidencebased literacy curricula.

Candidates demonstrate knowledge of research, relevant theories, pedagogies, and essential concepts of diversity and equity;

Candidates integrate digital technologies in appropriate, safe, and effective ways; foster a positive climate

ED 576 School Improvement for Professional Development Capstone Observation by Faculty member

ILA.6 Professional Learning and Leadership.

ILA 7: Practicum/Clinical Experiences

Assessed formally through School Improvement Plan & Prof. Development Project

Aligned ILA Standards: (4.1, 4.2 6.1,6.2)

Grambling State University Standard Two Compendium 2

Clinical Experiences

Continuous Improvement

Focus Area(s):

M.Ed. in Special Education

1. Low numbers: Some of the courses have not been taught in several years due to low enrollment and covid, but we are rebuilding.

2. We lack the required number of applications of data for some of the Special Education field experience data cycles. We expect to have more for many of these by the end of Fall 2023.

3. There is a need to use reading and special education advisory boards to review the field experiences in each program for validity and relevance to the educational setting bi-annually.

4. We need to include more hands-on IEP/ITP development practice for those in the Special Education program.

5. There have been several instructors listed for ED 530 and the field experience for the course is being updated Spring 2023 to reflect current standards.

6. Changes in faculty from retirements resulted in some not having access to key assessments associated with specific courses. As a result, key assessments are now required to be attached to the syllabi and submitted at the beginning of the semester.

M.Ed. in READING

The faculty realized that there was more of a focus on literacy reading standards and wanted to highlight writing and language in the assessments. Consequently, there were some modifications to focus on the “Action Research” in ED 506 and add the writing process aspect and Diversity and Equity Awareness to ED 504 assessments. The new syllabus for ED 504 reflects the changes. More emphasis is to improve candidates’ collaboration on a common identified problem with other teachers in the districts. We are planning soon to have a course specifically for Dyslexia as the State places emphasis on teaching dyslexia in all schools.

4.0 International

RA2.2

Template for the Presentation of Evidence by Dr. Michele Brewer and Dr. Amber Vraim is licensed under Attribution