IESE Assessment

The Integrated Elementary and Special Education program is comprised of students declared in the Integrated Elementary and Special Education major in the Department of Education at the University of Minnesota Duluth.   This program licenses students in both K-6 Elementary Education and K-12 Special Education:  Academic Behavioral Strategist.  Because of the dual license, the program has faculty experts in the fields of both Elementary Education and Special Education who facilitate a robust curriculum to prepare highly qualified candidates in the fields of Elementary Education and Special Education.  Along with the curriculum for creating effective teachers, the program also performs ongoing assessment of student learning to ensure the program delivery is preparing highly qualified teachers.  The MN Professional Educator Licensing & Standards Board requires all Teacher Education Programs in the State of Minnesota to complete ongoing program assessment as part of the bi-annual PERCA review process and ongoing unit review process.  Assessment components are required to be completed at both the unit and program/major level. 

Program level data review schedule (Fall and Spring Semester)

Data Review Schedule

 

Key Assessments:

PELSB requires the monitoring and assessing candidates' attainment of standards at a minimum of three identified checkpoints after admission throughout the professional education sequence.  Also, a unit collects, aggregates, analyzes and uses aggregated data from its key assessments to evaluate program effectiveness and to make program improvement changes as part of the PERCA process.

Key Assessment Faculty Expectations

  • Faculty establish an Assessment Tool (rubric, etc) with the Accreditation Officer who add it to the TK20 Key Assessment library. This must occur during the semester prior to the Assessment Tool's use. Faculty use common unit level rubrics for unit plan and lesson plan.
  • Each semester, faculty ensure the Assessment Tool (rubric, etc) is accurate by conferring with the Accreditation Officer. Any known changes to the existing rubric must be communicated to the Accreditation Officer as soon as possible.
  • Each semester, faculty must meet the deadline to enter required Key Assessment scores into TK20. Deadline is on or before two weeks after the end of the semester.

Lesson Plan

Lesson Plan Rubric (Unit Level Common)

Unit Plan

Unit Plan Rubric (Unit Level Common)

Student Teaching Evaluation

Student Teaching Evaluation Rubric

Special Education:  Academic Behavioral Strategist

Lesson Plan

Lesson Plan Rubric (Unit Level Common)

Behavior Change/Management Project

SPED 4381 Rubric

Academic Intervention Plan

SPED 4452 Rubric

Individual Education Plan

SPED 4585 Rubric

Student Teaching Evaluation

Student Teaching Evaluation Rubric

edTPA (Access Restricted to Program Faculty)

The edTPA is a teacher performance assessment that all teacher education graduates are required to complete in order to be eligible for licensure.  The MN Professional Educator Licensing and Standards Board requires the edTPA to be submitted but there isn't a required cut score for the license applicant to be recommended for licensure.  Instead, the MN Professional Educator Licensing and Standards Board has set cut scores that the higher education institution must work towards having their teacher candidates meet as part of the PERCA program renewal process.  The below cut scores have been established, all MN higher education institutions are expected to be at a 70% pass rate.

edTPA Passing scores:
Task 1:  Planning [students must achieve a cut score of 13 or higher]
Task 2:  Instruction [students must achieve a cut score of a 13 or higher]
Task 3:  Assessment [students must achieve a cut score of a 12 or higher]

PELSB requirement is that ALL License programs must have an edTPA pass rate of 70%.

Data Analysis

MTLE (Access Restricted to Program Faculty)

MN Teacher Licensure Exam pass rates for content and pedagogy exams aligned with each licensure area.

Integrated Elementary and Special Education Required Exams

  • Pedagogy
    • Elementary-Subtest 1
    • Elementary-Subtest 2
  • Content
    • Elementary-Subtest 1
    • Elementary-Subtest 2
    • Elementary-Subtest 3
    • Special Education-Subtest 1
    • Special Education-Subtest 2

Data Analysis:

Dispositions (Access Restricted to Program Faculty)

Professional Dispositions Rubric (Common Unit Level) previous version

Professional Dispositions 2020-Present

Data Analysis (Restricted to Program Faculty)

  • Dispositions-Unit (starting 2018-2019 academic year)  Fall 2018 Pilot Courses Block I (IESE-SPED 4310, STEP-EDSE 4204, UECH-SPED 3105)

Block Surveys (Access Restricted to Program Faculty)

Data Analysis (Restricted to Program Faculty)

IESE Block Survey

Additional Unit Level Data Measures (Access Restricted to Program Faculty)

Data Analysis (Restricted to Program Faculty)

Data Analysis for On-Going Program Review (Access Restricted to Program Faculty)

Data Analysis (Restricted to Program Faculty)

UMD Student Learning Outcomes (SLO's)

Assessment of Student Learning

Each program at UMD is required to have a Program Assessment Liaison (PAL) who is responsible for reviewing data and compiling a report to be entered into the Compliance Assist Assessment Program that aligns with the student learning outcome data reporting cycle.  The Annual Program Assessment Report, completed in the Fall, includes program development recommendations for the program student learning outcome (SLO) assessed. The recommendations are based on the program faculty/staff interpretations of the assessment results.

Student Learning Outcomes crosswalk with Standards of Effective Practice (SEP's) and Review Schedule

SLO Reports (Access Restricted to Program Faculty)

PAL's Dept. of Education Discussion