Orientation for P1-3

Student Orientation for the Phase1-3 Evaluation ProcessEducational Diagnostician

Special Education Program

Phase 1 -3 Evaluation

Trademark Outcomes

Each graduate program has selected a trademark outcome (TO) based on 3 factors:

• Key findings identified by employers

• Critical standards and objectives recognized by professional organizations

• Valuable results pinpointed through faculty expertise



Why Have Trademark Outcomes?The trademark outcome (TO) for each graduate program represents a decisive skill that sets our graduates apart from others in the field.

• Performance-ready upon graduate• In-depth knowledge and practical implementation

experience throughout the program• You don’t just learn about it, you practice it until

perfecting it with faculty guidance



TO for Educational Diagnostician SpecializationEngage in collaborative consultation with stakeholders to improve outcomes for students/clients in all relevant settings.

The candidate can:•ICC10S5 Plan and conduct collaborative conferences with individuals with exceptional learning needs and their families•ICC8S4 Develops or modifies individualized intervention or assessment strategies using the collaborative consultation process•ACC4S2 Design and implement research activities to examine the effectiveness of instructional practices


What is a Phase?

The graduate curriculum in the College of Education is divided into 3 interrelated phases that assess mastery of the TO.

• Phase 1 (P1) is the acquisition of knowledge.

• Phase 2 (P2) is applying the knowledge and skills you have learned.

• Phase 3 (P3) entails designing, implementing, and evaluating the information in real life settings.


Three Phase Evaluation Sequence• Phase 1: Learning new or more in-depth

information about particular competency-based set of skills.

• Phase 2: Skill development to be able to demonstrate an deep, performance-based understanding.

• Phase 3: Practical application of the skill by performing it in a real-world setting.


Scope and Sequence

• Scope and sequence chart shows the 3 Phases

• Helps you to know if you are taking courses in appropriate phases

• Provides clues about your preparation when you need remediation

• Allows you to know what to expect from course assignments


Scope and Sequence for Ed Diag

A&Es A&Es A&Es A&Es A&Es Assessment

Phase 1: Communication

EDSP 5307: Collaborative consultationmethods

EDSP 5320:Low Incidence characteristics

EDSP 5330:High Incidence characteristics

P1 Assessment: Communication skills mastery

Phase 2: Plan and Implement Intervention

EDSP 5301: Educational Appraisal

EDSP 5303: ABA in Special Education

EDSP 5304: High Incidence Instructional Methods

EDSP 5308: Authentic Assessment

EPSY 5389: Intelligence Testing

P2 Assessment:Plan & implement mastery

Phase 3: Evaluate and monitor progress

EDSP 5093: Internship

EDSP 5094: Advanced Internship

P3 Assessment:Evaluates intervention results and monitors progress


Performance-based Assessment

As you are moving through the 3 phases of coursework, you will be evaluated through 2 methods:

• Apply and Evaluate course assignments (A&Es)

• P1, P2, and P3 end of phase assessments• Information about how to complete A&Es is

provided in the course syllabi


Apply and Evaluate Assignments• Each course has an A&E• A&Es are specific to the content of the

course but assess progress towards mastery of the TO

• Progress on individual A&Es provides you and your professor with opportunities for both remediation and enrichment

• Feedback on A&Es occurs before the course is completed

• Rubrics are used to document your performance


Phase 1 End of Phase Assessment

• Occurs during the P1 courses

• Reflects mastery of all P1 knowledge and

skills

• Allows for opportunities for remediation if

necessary


Example of a P1 End of Phase Assessment for Educational DiagnosticianConduct a collaborative consultation meeting in which quality communication skills are utilized.

• Document the following with video clips and in writing.

• Explanation of baseline through graphing• Explain a variety of methods for use in a

behavioral plan based on baseline data• Exhibit other communication consultation

skills for working with families


P2 End of Phase Assessment

• Occurs during the P2 courses• Reflects the application of the knowledge

and skills learned in P1• Requires that you actually do something

in a scaffolded project to demonstrate mastery

• Includes a remediation plan as needed


Example of a P2 Assessment for Educational DiagnosticianConduct and submit video clips of an assessment planning meeting as well as a written summary of evidence in the following format:•a collaborative consultation meeting in an authentic setting, •in which the stakeholders review the assessment plan, •Review the assessment results, and •make data-driven instructional decisions for the student.


P3 End of Phase Assessment

• Incorporates a performance-based

demonstration of what you have learned

• Occurs at the end of the program

• Signals mastery of the Trademark

Outcome


Example of a P3 End of Phase Assessment for Educational DiagnosticianComplete a single subject design procedure to evaluate the impact of a treatment intervention developed through the collaborative consultation process.

• Document the following in writing and with video clips.

• Baseline/graph• Plan based on data• Consultation• Data collection/graph• Consultation• Develop new plan


Rubric-based Evaluation

Rubrics will be • used to evaluate student progress on both

A&E assignments and end of phase assessments

• Included in each course syllabus• available before the assignment or

assessment is due• provided to the student after evaluation• form the basis for remediation or enrichment


Questions?

• Send your questions to• Look for the Frequently Asked Questions

page for more information• Orientations on Lync are available on a

scheduled basis and upon request.