College of Education

Special Education Department Report

2004-2005

The special education department faculty is a dedicated group of five who are committed to the university requirements of teaching, research, advising, and service. We continue to provide exceptional teaching, cutting-edge research, excellent advising, and service which accommodates the needs of Wyoming educators and students. Our department goal and our challenge is to prepare all teachers to serve all students in the general education classrooms with appropriate learning resources. During this academic year, one of our department members retired and we pursued a successful search to add a new member to the department.

Section 2: Teaching Activities

The special education department faculty continues to provide updated course content and presentation of materials through innovative teaching strategies and advanced technology approached. We continue to explore options and resourceful methods to support the university students as they pursue their careers. Other measures implemented to improve the quality of our instructional practices include:

• Fall, winter, and spring retreats addressing teaching and evaluative practices to remain aligned with college, state, and national standards.
• One department member has been an active participant in the college’s Conceptual Framework Committee to insure that common assessments across the college reflect the infusion of special education content for all general education majors.
• Guest speaker from and “field trips” to exemplary special education resources throughout the state were added to several classes.
• Presentation of content material and receipt of student work is both offered and accepted using a variety of strategies and methods, to include electronic modes.
• With a department faculty consisting of three senior and one junior member, there are many opportunities to mentor and seek assistance from a variety of department members. The department meets weekly in addition to the retreats to enhance collaboration, team building, and communication.
• With the December, 2004, and May, 2005, graduation ceremonies, 19 elementary/Special Education Dual majors graduated. (OIA records indicate 8 students in this category. This discrepancy is being investigated.)

Section 3: Research Activities

Faculty scholarship is important in a university setting for a variety of reasons, to include the creation and dissemination of new knowledge in addition to discovering varied applications for existing knowledge. Four of the five faculty members have research responsibilities within their job descriptions. Their accomplishments are many and varied. They include the following highlights:

• One paper was presented by two department members at an international conference on education concerning the use of humor in teaching.
• Continued research addressing teacher roles in education is emphasized. Two faculty members are extremely active in this field as indicated by their publications and presentations.
• Research activities addressing caring communities in teacher education, specific technology uses, and curriculum development all remain as on-going areas of research, publication and presentations.
• Research based on external grant funding addresses improving the preparation of personnel to serve children with disabilities in rural areas.

Section 4: Service Activities

In additional to committee assignments within the department, college, and university, the special education faculty continues to provide service to the state, nation, and international communities in a number of ways which include:

· Membership on the following state groups:

o State Improvement Grant (SIG) evaluation committee.

o State special education monitoring board

o State task force on expanded standards

o Advisory Panel for Students with Disabilities

· Membership on the Partnership Management team.

· Membership on the Literacy Planning team.

· Certified Mediator on the State Mediation Board.

· Providing cooperative planning with community colleges in the state.

· Providing cooperative planning with adult service providers for developmentally delayed adults.

· Providing support to various school districts regarding multiple topics in special education.

· Providing advisory support for legal services with special needs clients in four states.

· Manuscript review for national journals in education.

Section 5: Enrollment Trends

Enrollment in all special education programs has been dropping. Over the past four years, the number of undergraduates who select the dual major (elementary and special education) degree is declining. This decline in the preparation of special education teachers is a nation-wide problem and not specific to the University of Wyoming or the state. To address this issue, the special education department has begun a complete revision of the program as is noted in Section 10 of this report.

Although current enrollment in the undergraduate program seems to be consistent, enrollment numbers for the special education certification (post baccalaureate) programs has increased dramatically since the fall of 2001:

	Fall 2001	Fall 2002	Fall 2003	Fall 2004
EDEX 5300 Foundations of Special Education (enrollment capped at 30)	N = 6	N = 20	N = 30	N = 28*

(* Two additional students enrolled and then dropped the class.)

Section 6: Student Recruitment Activities

Student recruitment for the special education department is a rapidly evolving activity. With the planned department change to a post baccalaureate certification program, the department has focused on two elements: support for students enrolled in the current undergraduate program and advertisement information dispersal regarding the proposed program. The recruitment component of these areas has included:

• Development of a web site explaining the proposed changes.
• Presentations at college student meetings including the community colleges.
• Development of a program in collaboration with the Wyoming Institute for Disabilities (WIND) and the State Improvement Grant (SIG).
• Continuing to work closely with the Natrona County School District to support certification for their current employees as special education teachers.
• Continuing Outreach programs in special education certification and Master’s degrees; both of which are offered via on-line classes and compressed video classes.
• Collaboration with the Wyoming community colleges and Casper College to offer lower division special education content classes.
• Attending and presenting information regarding the special education program at the twice-yearly Discovery Day program.
• Sending brochures and fliers, which describe the special education, programs to all school district personnel in the state.
• Development of several new scholarship programs to add to the existing scholarships for special education majors. These new scholarships include the Ace Cossairt Scholarship, the Wyoming Collaborative Mentorship Scholarships, and the Wyoming Teacher Shortage Loan Program.

Section 7: Student Retention

Student retention activities include:

• One special education faculty member has been appointed to the college Recruitment and Retention Committee.
• Posting email addresses, phone numbers, and office hours on all course syllabi as well as announcements in class to students that all special education faculty members can be reached through a variety of ways.
• Support from a knowledgeable and conscientious department secretary who works with students to immediately answer questions.
• Maintaining a consistent departmental procedure for addressing any and all concerns raised by students.
• Devoting time during weekly department meetings to discuss students who may be at academic risk. Faculty members then meet individually with these students.
• Developing a special education web site to encourage networking, providing feedback to faculty, and keeping connections between the department and graduates.
• Honoring several students each year with a certificate as the Superior Students in Special Education award at the College Honors Banquet.
• Offering scholarships through several funds.
• Maintaining an active student chapter of the national Student Council for Exceptional Children (SCEC) organization. This organization meets once monthly for the general membership and one additional time each month for the committees and officers. Activities have included: guest speakers, participation in several local and state Special Olympics and other athletic events, and fund raising activities.
• Advising students throughout the semester for course selection and career opportunities.
• Participation by several department members in advising orientation activities.
• Each department member remains in close contact with their assigned advisees throughout the students’ college careers. Advisees are assigned through the undergraduate studies office.
• (Advisors evaluation results were not available at this time.)

Section 8A: Development

In light of our department’s current reduced enrollment and in preparation for the significant curriculum changes, the special education faculty has renewed their interest in development activities, which include:

• Development of a relationship with a specific financial donor during the second year of donation.
• Funding for scholarships, which have been awarded, has been solicited through a mail campaign to former students and friends of special education. Some telephone and personal contacts were also made in support of these scholarships.
• Collaborative planning with the College of Health Science regarding donor development.
• Planning meetings with the College of Education development staff.

Section 8B: Public Relations

As the special education department prepares for changes, which are noted in Section 10, we have initiated several development activities, which include:

• As the federal law governing special education, the Individuals with Disabilities Education Act (I.D.E.A.) was reauthorized in December 2004, the special education department hosted a federal meeting for the central region of the United States so that interested persons could explain statements or concerns to the federal Office of Special Education Programming. Five federal officers were in attendance at this meeting.

• Faculty members meet at least once a semester with individuals from the Wyoming State Department of Education and the Professional Teaching Standards Board (PTSB).
• Attendance at conferences (local, state, national, and international).
• Participation in the University of Wyoming’s approved student organization activities, including the Career Fair, Discovery Days, Alumni Days, and Student Council for Exceptional Children.
• Web page updates by our secretary with the approved template, which addresses relevant department information such as department contact information, programs, and current departmental activities.
• Recruiting of prospective students is encouraged through this web page and personal contact by the department faculty.
• Retention information for current students is structured through the many personal contacts made by the faculty.

Section 9: Classified and Professional Staffing

During the 2004-2005 academic year, the special education department has undergone several changes in faculty status. The State Improvement Grant (SIG) faculty membership has been incorporated into the job description of one of our assistant professors. This has added significant state level involvement for our department through the extensive educational services offered through this faculty member. Also, a professor retired and is missed by the entire College of Education faculty and the state special education community. An assistant lecturer held the department chair position in an interim status. In light of these faculty changes, our department conducted a successful search for a department chair. We are looking forward to this dynamic, internationally known, educator as part of our department, the College of Education, and the University of Wyoming.

Section 10: Assessment of Student Learning

Improving the assessment of learners is a continual process in our department. Information is collected in regard to assessment of student learning through student evaluations, additional surveys/evaluations/end of semester appraisal forms given to students, input from student interviews, content collected from PTSB and NCATE visits, information collected from college data, and feed back from graduates of our program. This collected data is used to discuss changes, challenges, modifications, etc., to help with Academic Plan II and the increased emphasis on the improvement of student learning. To clarify this on-going development, the following issues are noted.

1. The special education department has begun a significant curricular change with three distinct goals in mind. This curricular change has been the impetus behind much of our department level activity during the 2004-2005 year. The three significant developments are:

• To revise the undergraduate program to serve all pre-service teachers in a multi-fold capacity. This includes: a) the development of a three credit course which encompasses the basic theories and application of instructing special needs learners in the general education classroom, and b) a direct and supportive instructional component during the senior year experience for all College of Education students relating to teaching special needs learners.
• To organize a program of post baccalaureate instruction for certification as special education teachers. This includes a complete revision of all current course work to align with the Council for Exceptional Children’s (CEC) standards while continuing to align with Wyoming’s PTSB and NCATE standards. This work is being completed in cooperation with a state stakeholders committee and has included three retreat days and five other department meetings devoted to the topic. This reorganization is scheduled to be completed and adopted by the 2006 –2007 academic year.
• To support Wyoming’s PTSB as they prepare to write new special education standards to align with CEC.
• To begin organization and development of needed curriculum changes to allow for application as a CEC accredited program.

2. As the special education department strives to develop and adopt common assessments in WTEP core requirements, we have taken steps to align with the College of Education’s suggested syllabus format.

Each syllabus provides to the information for students and other interested parties to be informed of the common assessments.

3. The class titled “Introduction to Special Education,” which will be taken by all undergraduates, has been piloted during the spring of 2005. This class will be required at decision point two in the WTEP Assessment Plan.

4. Data collection is a critical component of this plan. All members of the department faculty will be involved in data collection based on the appropriate standards.

5. The data collected will be correlated and aggregating by the department chair each semester and will provide the department with critical information to support on-going curricular revisions.

6. As a component of Academic Planning, the special education department will begin the addition of a new course in special education required by all undergraduate education majors. The pilot of this class, held in the spring of 2005, was conducted through an on-line format and included assessments through portfolio, threaded discussion requirements, reflections, and Individual Educational Plan (IEP) development. These have been recorded as a base line for this class.

Graduate Programs

As noted in Section 10 above, the special education department is significantly changing the graduate program, which will coincide with the post baccalaureate program. As we have begun the development of this new and innovative program, we are using information obtained from the assessment of the current graduate program and information from the Council for Exceptional Children regarding accreditation standards.

The current graduate program encompasses a combination of Outreach classes and on campus classes. Format for the Outreach classes uses both on-line and compressed video instruction. The students are required to complete 42 hours with the majority of the classes taught through the special education department.

Other graduate program issues are noted in the following:

1) Assessment data is currently collected by each faculty member using a variety of formats such portfolio and written assessment. Each of these addresses given components of the PTSB standards. This information is being used for support as the department reorganizes these classes to align with the Council for Exceptional Children (CEC).

2) Each faculty member generally makes on-going modifications to the curricula individually. No significant modifications were made in 2004.

3) The department continues to use the detailed rubrics previously developed for all graduate classes to remain aligned with PTSB standards.

4) No one is currently identified to collect the data from student assessments. However, with the significant change in the program beginning in the fall of 2006, the department chair will collect and aggregate the data.

5) The Specialized Professional Association (SPA) for special education is the Council for Exceptional Children. The department began research to address coordination with CEC’s standards during 2004. All department members have participated in several retreats and meetings during the year to structure the changes.

6) At the present time, no mechanisms are in place for tracking the success of the program graduates. However, the departmental program change to align with Council for Exceptional Children will include specific methods to track the success of students who have completed the program.

7) As the special education department continues to revise the graduate program, incorporating uniform methods for assessment of student learning will be established and implemented as the classes begin in the fall of 2006.

Department Academic Plan

The department has been fortunate during the 2004-2005 year to be involved in innovative and challenging changes as a result of the federal Individuals with Disabilities Education Act reauthorization. We have addressed the issues in the Academic Plan and found that they aligned with the I.D.E.A.’s emphasis on teacher education. Several of the goals from the Academic Plan have on-going activities, which are noted in the “Completed” column.

Department of Special Education Assessment Academic Plan

Issue 1: Aligning all department course activities in a uniform and detailed manner to address PTSB special education standards.

Increasing collaboration within the department emphasizes the need to join all class methods to address Wyoming Professional Teaching Standards Board special education standards in an activities based format. All classes within the department will commit to producing a collective summary of these activities within a uniform system. This summary will be used to demonstrate completion of the standards and support students as they progress through the special education program.

Goal: Establish specific uniformity of activities to address PTSB special education standards

Related action items:	Date for action:	Evidence of completion:	Status
Create a list of activities which may be used in various classes for each standard	Summer/Fall 2003	List includes at least 5 activities per standard (except Standard #9)	Completed
Develop scoring rubrics for each	Fall 2003/Spring 2004	One rubric for each activity is complete	Completed
Compile these activities/rubrics into an electronic collection based on the PTSB standards	Spring 2004/Summer 2004	Format chosen and developed	Completed
Distribute components of the collection relevant to each class	Fall 2004	All students have detailed activity/rubric for each class	Completed
Assessment based on uniform rubric for department	Ongoing	All instructors implement use and compile data	Ongoing
Review for quality and effectiveness	Ongoing	Department creates review method and implements	Ongoing

Issue 2: National Council for Exceptional Children accreditation for the Department of Special Education

The National Council for the Accreditation of Teacher Education (NCATE) recently approved the National Council for Exceptional Children’s (CEC) performance-based standards for the preparation of special educators. Under this system, university programs must provide evidence that the standards are learned. The Department of Special Education is committed to becoming an accredited CEC program.

Goal: To become an accredited program with the National Council for Exceptional Children

Related action items:	Date for action:	Evidence of completion:	Status
Review CEC accreditation requirements	2003-2004	Department review and discussion of implementation	Completed
Develop action plan to address each CEC standard	2004-2005	Plan developed	Completed
Seek review from CEC	2005-2006	CEC comments and suggestions obtained	Not developed
Revise plan as needed	2005-2006	Adjustments to plan completed	N/A
Plan approved by CEC	2006-2007	Approved plan received	N/A
Plan implemented	2007	All instructors implement use	N/A
Plan reviewed for quality and effectiveness	Ongoing	Create review method and implement	N/A

College Academic Plan

Several action items in the College of Education Academic Plan for 2004-2005 are critical for the special education department. Our department has been extremely focused on these items and will continue to be as we align our program with the changes in the Individuals with Disabilities Education Act of 2004. Actions taken include:

• Membership in the Assessment Review Council (ARC) to develop general education teachers who are able to differentiate instruction in their classrooms for all children.
• Membership on the College recruitment team to increase enrollment in high needs programs such as special education and to encourage enrollment of students with diverse backgrounds and low SES backgrounds.
• Membership on the Advisory Council on Graduate Education to support strengthening graduate specializations.
• Membership on the Advisory Council for Teacher Education to complete standards alignment, SPA approval, and program information dissemination.
• Membership on the Leadership Council to support implementation of the College of Education Academic Plan.
• Curriculum action items addressed by the special education department include:

1.1 Maintenance of PTSB and NCATE accreditation and obtaining CEC accreditation. This item has been addressed through the retreats and meetings the department has held throughout the year and through faculty membership in several state and college committees.

1.2 Continue to offer quality rigorous state-accredited endorsement/certification programs in special education. Our department will be terminating the undergraduate endorsement/certification program and begin the post baccalaureate program in the fall of 2006. Significant planning, including a state stakeholders committee, has been completed during the 2004 year and will continue during the next academic year.

1.5 Organize the post-baccalaureate teacher certification program for special education in cooperation with CEC and PTSB. The variety of retreats, meetings, and coordination with other agencies has supported this development.

2.2 Align college-wide graduate core coursework with standards. This has been and will continue to be incorporated into the graduate classes as the program changes to align with CEC and the revision of PTSB standards in special education.

· Assessment action items addressed by the special education department include:

4.3 Identify benchmarks and align with course offerings. These are currently beginning revised as we align with CEC and the revision of PTSB standards in special education.

4.6 Finalize the set of program rubrics used to assess candidate proficiencies on standards. These are currently beginning revised as we align with CEC and the revision of PTSB standards in special education.

· Areas of Distinction action item addressed by the special education department include:

11. Consider expertise in areas of distinction when selecting future faculty. The department conducted a successful search for a department chair. This new faculty member has extensive national and international recognition in the field of special education.

· Capacity action items addressed by the special education department include:

14. Target flexible scholarships to special education students. We have been active in the development of several scholarships, which include the Ace Cossairt Scholarship, the Wyoming Collaborative Mentorship Scholarships, and the Wyoming Teacher Shortage Loan Program.

15. Increase recruitment efforts in community colleges and high schools. Our department has a member on the College recruitment team, which addresses increased enrollment in high needs programs such as special education and encourages enrollment of students with diverse backgrounds and low SES backgrounds.

· Diversity, Internationalization and Access action item addressed by the special education department include:

23. Encourage participation in international student exchange opportunities. One of our elementary education/special education dual major students completed her student teaching in Guatemala and Costa Rica during the spring of 2005.

· Learning Environment action item addressed by the special education department include:

26. Increase opportunities for student participation in sponsored COEd activities. The Student Council for Exceptional Children club has remained very active through a number of community and state events such as Special Olympics and has included guest speakers at the regular club meetings.

Appendix I

Standard Departmental OIA Data Set

The University of Wyoming

Degrees Awarded – College of Education, Special Education Department

Five-year History – Academic Year 1999-00 through 2003-04

Special Education	1999-2000	2000-2001	2001-2002	2002-2003	2003-2004
	B M	B M	B M	B M	B M
Special Education Certification	5	4	5	7	4
Elementary/Special Education	24	15	16	13	19*
Total	24 5	15 4	16 5	13 7	19* 4

(*OIA records indicate 8 students in this category. This discrepancy is being investigated.)

Appendix II

List of Sections Taught

Instructor	Undergraduate Courses Taught	Graduate Courses Taught
Cossairt	Behavior Management Overview of Special Education	Adv. Consulting Teaching Strategies Adv. Behavior Management
Cowie	Sp.Ed. Intervention Process Assistive Technology, Transition, Case Management Special Education Law Mental Disabilities Special Education Practicum Special Education Curriculum Materials	Adv. Special Education Law (2 sections) Adv. Mental Disabilities (2 sections)
Simpson	Consulting Teacher Strategies Consultant to EDUC 2000/3000 Collaboration with Secondary IIIa (8 sections)	Collaboration Seminar
Stellern	Emotional Disabilities Direct Instruction (2 sections) Learning Disabilities Psycho-educational Assessment Counseling Parents	Adv. Emotional Disabilities (2 sections) Adv. Learning Disabilities Adv. Parent Counseling and Paraprofessionals
Yocom	Collaboration with Elementary IIIa (6 sections) Introduction to Special Education	Adv. Curriculum Materials Foundations of Special Education
Adjunct	Gifted and Talented Behavior Management

Appendix III

List of Publications and External Funding

Grants and Contracts

Grant or Contract	Funding Agency	Dollar Amount	Start Date	End Date	Status
Teacher Mentor Training Program/Leadership Academy, WySIG: Project Readiness Grant 2002-2007: Wyoming Collaborative Mentorship Academy.	State of Wyoming	$80,000.00	7/1/2002	7/1/2007	Funded

Grant or Contract	Funding Agency	Dollar Amount	Start Date	End Date	Status
Assessment Assistance Grant	University of Wyoming	$3,000.00	12/15/2004	6/30/2005	Funded

Grant or Contract	Funding Agency	Dollar Amount	Start Date	End Date	Status
Flying V Donor Assistance Grant	Wyoming Community Foundation	$25,000.00	2/1/04	8/31/04	Funded

PUBLICATIONS:

Simpson, E. Dangerous Minds; Challenging Pre-Service teacher’s conceptions regarding teacher isolation. Submitted to Journal of Teacher Education, Boston, Ma. 12/30/2004.

Status: Submitted     Refereed: Non-Refereed

Simpson, E., & Yocom, D. J. Convergence of Special and General Education: Who Does What When How and Where? How policy affects teacher roles. Submitted to Equity & Excellence, in Education. Philadelphia, PA. 12/30/04

Status: Submitted     Refereed: Non-Refereed

Simpson, E., Reynolds, C. & White, T. (2004) Using Technology, Web-streaming Video, to Coach Pre-service Teachers Working with At Risk Students in Rural America. Society for Information Technology & Education. International Conference Proceedings, in press.

Status: In Press     Refereed: Refereed

Simpson, E., Yocom, D.J. (2004) Every Child: A journey toward individualized education for all. Accepted for publication to Teaching Exceptional Children.

Status: In Press     Refereed: Refereed

Public Broadcast Station (PBS) Grade A. A program which highlights Wyoming’s responses to current issues in education. Airing February 4, 2005. Invited guest speaker.

Status: In Progress     Refereed: Non-Refereed

B. Presentations

Simpson, E. (April 2004) Council for Exceptional Children Topic: Teaching Authentic Collaboration Skills to Pre-Service Special Educators. New Orleans, La.

Status: Presented

Simpson, E. (March 2004) Office of Special Education Programs, National State Improvemence Conference. Topic: Collaborative Skills and Role Identification for General and Special Educators: A Needs Assessment. Washington, D.C.

Status: Presented

Simpson, E. (May 2004) Identity confusion within the convergence of Special and General Education; Who Does What When and Where. Paper presented. Society for Disability Studies. St. Louis, MO

Status: Presented

Simpson, E. (March 2004) Using Technology, Web-streaming Video, to Coach Pre-service Teachers Working with At Risk Students in Rural America. Society for Information Technology & Technology. Atlanta, Georgia.

Status: Presented

Simpson, E. (July 2004) Wyoming Collaborative Mentorship Academy, Summer Institute

Topic: Opening Speaker:

Status: Presented

Simpson, E. Yocom, D. (October 2004) Wyoming School Improvement Conference

Topic: Wyoming Collaborative Mentorship Academy: An update.

Status: Presented

Simpson, E., Yocom, D. (October 2004) Wyoming School Improvement Conference, Casper, Wyoming. Topic: Collaboration Between General and Special Education: A report from two schools.

Status: Presented

Status: Invited

Publications

Bruce, M.A., & Stellern, J. Building a caring community in teacher education. Accepted with revisions by The Teacher Educator (2004).

Status: Submitted     Refereed: Refereed

Publications

Simpson, E.S, & Yocom, D.J. (2004). Every Child: A journey toward individualized education for all.  Teaching Exceptional Children. Accepted for publication.

Status: In Press     Refereed: Refereed

Simpson, E.S., Yocom, D.J., & Blum, H. T. (2004). The Wyoming Collaborative Mentorship Academy: A field-based program for producing highly qualified special education teachers in rural states.  Rural Special Education Quarterly. Accepted for publication.
Status: In Press     Refereed: Refereed

Blum, H. T., Yocom, D.J., Trent, A., & McLaughlin, M.  (2004). Professional Development: When teachers plan and deliver their own.  Rural Special Education Quarterly.  Accepted for publication.
Status: In Press     Refereed: Refereed

Appendix IV

List of Service Activities

Service to the department, the college, and the university.

 DJ Yocom:

· Member, College Tenure and Review Committee

College of Education 

2004 to present

· Member, Advisory Council for Teacher Education

College of Education 

2004 to present

· Member, Assessment Review Committee

College of Education

2004 to present

· Member, Board of Student Appeals

University of Wyoming

2001 to present

· Member, Leadership Council

College of Education 

1997 to 2004

· Member, Articulation Committee

College of Education

1997 to 2004

· Member, Department Head Search Committee

Special Education

2004 to present

Kay Cowie:

· During the summer of 2004, I was a team leader at the Wyoming Collaborative Mentorship Academy for a three day institute.  This is a continuous activity.

· My work with the Wyoming Collaborative Mentorship Academy, a component of the Wyoming State Improvement Grant, includes curriculum development.

· I am a member of the College of Education's recruitment committee.

· I continue to collaborate with the College of Health Sciences regarding assistive technology instruction and workshops.

· As Student Council for Exceptional Children faculty advisor, I participate in related activities which are ongoing.  These include activities such as attending advisor meetings, developing activities for the college and university such as participation in Special Olympics programs, fund raising activities, and attendance at University of Wyoming student advisor workshops. 

· I am involved in a major curriculum change for the Department of Special Education.  This involves department and state meetings to completely examine and explore changes for all graduate and undergraduate classes taught through the department.

· I have provided the following supports:  presentations regarding special education general information and special education law information to several classes on campus, organizational support for an assistive technology in-service, and participated in a community college standards development conference.

Elizabeth Simpson:

• Chair of the Research Committee 2004-2005
• ¨ Member of the Faculty Senate Executive Committee, 2004-2006
• ¨ Member of the Faculty Senate 2002-2005
• ¨ Member of the Site Council for the UW Lab School 2001-2006

John Stellern:

· Collaboration with special education colleagues relative to new 5th year and 6th year graduate special education programs which will supplant our current dual major in fall 2006 or 2007.

· Search committee for special education department head

· Member of Undergraduate Advisory Committee

· Member of Graduate Advisory Committee

· Member of the College's tenure and promotion committee

· Member of UW Faculty Dispute Resolution Panel, 2004-2007

B. Service to the State of Wyoming

DJ Yocom

• Member, State Special Education Monitoring Program Wyoming Department of Education
• 2004 to present
• Member, Rawlins Professional Development School Advisory Board
• Teacher Quality Enhancement Grant

o 2001 to 2004

o Member, State Improvement Grant

o Wyoming Department of Education

o 2001 to present

• Member, Wyoming Department of Education

o Task Force on Expanded Standards 1997 to present

Kay Cowie:

I have advised numerous Wyoming School Districts regarding legal components of the Individual with Disabilities Education Act and Section 504 of the Rehabilitation Act.

· I was an invited Wyoming representative to the National Teacher Quality conference and continue to be involved in activities relating to the definition of highly qualified special education teachers.

· I have been involved with a PTSB change to address certification for special education directors in the state.  This is an ongoing process in collaboration with the teacher education program, the educational administration program, and the PTSB.

· I have provided the following support to school districts in Wyoming during 2004: conducted a two day workshop for a school district changing to a case manager based system for special education, standards based IEP development materials and directions, support to a parent group regarding Section 504 requirements, met with various school districts regarding several legal issues for special education services, and participated in regularly scheduled meetings with school district special education case managers regarding details of the application of the special education law.

Elizabeth Simpson:

Wyoming Transition Council 2001-2006

¨      SIG Grant Evaluation/Review committee 2001-2005

¨      Wyoming Partnership Management Team 2001-2005

¨      Wyoming Literacy Team 2002-2005

¨      Wyoming Advisory Panel for Students with Disabilities 2002-2006

John Stellern:

• Certified Mediator, Wyoming Agriculture and Natural Resource Mediation Board, 2002 to present

SERVICE TO THE PROFESSION:

Kay Cowie: During 2004, I provided the following:

· expert testimony to a Colorado program concerning traumatic brain injury students,

· ongoing definitions and explanations of mental disabilities to law firms in Texas and Minnesota, and

· collaboration with ARK services regarding students who are severely disabled.

Elizabeth Simpson:

• Multicultural Perspectives, the Journal of the National Association for Multicultural Education. 2002 – present.

• The Researcher, the Journal of the Northern Rocky Mountain Educational Research Association. 2002-present.

• Disabilities Studies Quarterly, the Journal of the International Society for Disabilities Studies. 2004- present.

• Council for Exceptional Children, the national organization for Special Education Teachers. 2004. Reviewer for conference abstracts and submissions.

John Stellern:

• Outstanding Service Award for the College of Education and the Education Profession.

Appendix V

WTEP Assessment Plan

(Special Education components in red.)

K=Knowledge S=Skill D=Disposition CF: C=Competent DEM=Democratic P=Professionals

DECISION POINT	ASSESSMENT / CRITERIA	TYPE	COE STANDARD (ELEMENT)	K	S	D	C	DEM	P
	· 2.5 cumulative GPA · 30 credit hours complete · Grade of C or higher in EDST 2450 [CS designation] · Demonstrated competency in identified common assessment(s) from EDST 2450 · Dispositions rating [Instructors EDST 2450]	Transcript review Transcript review Transcript review Rubrics Dispositions Rating Form	2.1, 2.4, 2.5 2.1, 2.4, 2.5 3.1, 3.2	X X X X		X	X X X X	X
1. Pre Admission	(entry to Phase I/ EDST 2480)
	· Declared major in Education · Grade of C or higher in ITEC 2360, EDST 2480, EDEX 2484 & WA course · Demonstrated competency in identified common assessments from ITEC 2360 [L designation], EDST 2480 [D designation] & EDEX 2484 · Dispositions rating [Instructors EDST 2480, ITEC 2360, and EDEX 2484; Candidate self-evaluation (min: 1); Candidate peer evaluation (min: 1)] · WY Substitute Permit (minimum of 60 semester credit hours completed) · 2.75 or higher cumulative GPA	Registrar list Transcript review Rubrics Dispositions Rating Form Provided to OTE Transcript review	3.1, 3.2, 5.2, 5.4, 6.2, 6.3, 8.3 2.3, 3.1, 3.2, 3.3, 4.2, 5.2, 5.4, 5.6, 6.1, 6.2, 6.3, 8.3, 9.1 3.1, 3.2	X X X X	X X	X X X	X X X X	X X X	X X
DECISION POINT	ASSESSMENT / CRITERIA	TYPE	COE STANDARD (ELEMENT)	K	S	D	C	DEM	P
2. Admission	(entry to Phase II/ EDST 3000)
	· Grade of C or higher in EDST 3000 · Demonstrated competency in identified common assessments from EDST 3000 [O designation] & EDST 3550 (EDEL & ELSP) · Dispositions rating [Instructors EDST 3000, EDST 3550; Candidate self-evaluation (each course); Candidate peer evaluation (min: 1)] · 2.75 or higher cumulative GPA · C or higher and GPA of 2.5 or higher in 16 credit hours of content-specific courses appropriate to the major Elementary & Special Education majors: · Grade of C or higher in EDST 3550 · be within 6 credit hours of completion of art, music, American diversity, and speech/acting requirements · be within 6 credit hours of completing the Area of Concentration requirements (entry to Phase IIIA/Methods)	Transcript review Rubrics Dispositions Rating Form Transcript review Transcript review Transcript review	2.3, 3.3, 4.1, 5.4, 6.2, 6.3, 7.1, 7.2, 9.1 2.3, 3.3, 4.1, 5.4, 6.2, 6.3, 7.1, 7.2, 8.1, 8.2, 8.3, 8.4, 9.1 3.1, 3.2, 5.3, 9.1, 9.2 1.1, 1.2, 1.3, 1.4 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 4.1, 5.5, 6.2, 6.3, 7.1, 7.2, 7.3, 8.1, 8.2, 8.4, 10.3 8.1, 8.2, 8.4	X X X X X	X X X X	X X X	X X X X X	X X X	X X X X
3. Methods
DECISION POINT	ASSESSMENT / CRITERIA	TYPE	COE STANDARD (ELEMENT)	K	S	D	C	DEM	P
	· Successful completion of Phase IIIA Methods [WC designation-some content areas pending] · Unit Plan Evaluation · Professional Growth Plan with Resources [Elementary only] · Dispositions rating [Instructors EDEL 4109, EDEL 4309, EDEL 4409, EDSE 327X, EDSE 427X; Candidate self-evaluation (min: 1); Candidate peer evaluation (min: 1)] Secondary and K-12 Music/Art majors: · successful completion of all content courses required in the major · Grade of C or higher in EDST 3550 (not required for Music majors) ·	Transcript review Rubric Rubric Dispositions Rating Form Transcript review	1.4, 1.5, 2.6, 3.3, 3.4, 6.4, 6.5, 7.4, 8.3, 8.4 9.1, 9.2 3.1, 3.2, 5.3, 9.1, 9.2 8.1, 8.2, 8.4	X X X	X X X	X X X X	X X X	X X X X	X X X
4. Residency	(entry to Phase IIIB/Residency)
	· Initial (3 to 8 weeks) Residency Evaluation · Dispositions rating [Instructors EDXX 4500; Mentor Teacher(s); Candidate self-evaluation (min: 1); Candidate peer/colleague evaluation (min: 1)] · Final Residency Evaluation (mentor teacher(s)) · Praxis II (required by PTSB for WY Certification) · Mentor Teacher Program Evaluation (B-alternating years; even) · Candidate Program Evaluation (B-alternating years; even) · WTEP Graduate Follow-Up Survey (A-alternating years; odd)	Initial Residency Rubric Dispositions Rating Form Final Residency Rubric Exam/Cut Score Survey Survey Survey	1.6, 3.3, 3.4, 4.1, 4.2, 5.1, 5.3, 5.4, 5.5, 6.4, 6.5, 7.1, 7.2, 7.3, 7.4, 8.3, 9.1, 9.2, 10.1, 10.2 3.1, 3.2, 5.3, 9.1, 9.2 1.6, 3.3, 3.4, 4.1, 4.2, 5.1, 5.3, 5.4, 5.5, 6.4, 6.5, 7.1, 7.2, 7.3, 7.4, 8.3, 9.1, 9.2, 10.1, 10.2 2, 3, 4, 5, 6, 7, 8	X X X	X X	X X X X	X X X	X X X X	X X
5. Program Exit