CTP Secondary Special Education Exit Evaluation

The University of Alabama

Programs in CTP Secondary Special Education

Student Exit Survey

Section I: Demographic Information

Type of Special Education program completed:

Year degree/program was completed:

Gender:

Male Female

Ethnicity:

	African-American		Asian-American
	Caucasian-American		Hispanic-American

Age:

Total years of experience in the classroom:

Years teaching special needs students:

Current Status:

Plans for teaching next year:

Region
Category of Children
Type of Classroom Model

Identify an area of instruction that you feel is your strongest. (i.e. learning disabilities)

Strength

Section II: Evaluation of Competency Attainment

Please use the following scale to rate the extent to which your Special Education Program prepared you in the following competency areas.

Program did not prepare me in this area.	Program marginally prepared me in this area.	Program adequately prepared me in this area.	Program prepared very well in this area.	Program prepared me outstanding in this area.
1	2	3	4	5

EVALUATION OF COMPETENCY ATTAINMENT:
	Item	1	2	3	4	5
1	AL ADM CODE: SPECC Knowledge 1 Current federal and state laws and regulations governing and/or impacting on programs for exceptional students.
2	AL ADM CODE: SPECC Knowledge 2 Student assessment instruments and techniques, including functional and vocational knowledge and skills.
3	AL ADM CODE: SPECC Knowledge 3 Skills and services which students need as they make the transition from school to the community, including community living, the world or work, and continuing education.
4	AL ADM CODE: SPECC Knowledge 4 Normal Growth and development patterns, as well as common delays in the normal mastery sequence of development skills.
5	AL ADM CODE: SPECC Knowledge 5 Stages of speech and language development characterisitcs of communication skills, and the impact of communication on all learning.
6	AL ADM CODE: SPECC Knowledge 6 Student learning styles and instructional strategies, including collaborative teaching.
7	AL ADM CODE: SPECC Knowledge 7 Behavioral intervention techniques
8	AL ADM CODE: SPECC Knowledge 8 Resource agencies which provide personnel and services for improving and strengthening educational programs for exceptional students.
9	AL ADM CODE: SPECC Knowledge 9 Cultural and socioeconomic factors and their impact on eligibility and programming.
10	AL ADM CODE: SPECC Knowledge 10 The roles of professionals, students and families as members of a collaborative team.
11	AL ADM CODE: SPECC Knowledge 11 The coordination of special education services and general education.
12	AL ADM CODE: SPECC Knowledge 12 Technology, including assistive technology devices.
13	AL ADM CODE: SPECC Ability 1 Develop, select, administer, and interpret formal and informal assessments.
14	AL ADM CODE: SPECC Ability 2 Translate assessment information into functional long-term goals and short-term objectives.
15	AL ADM CODE: SPECC Ability 3 Implement or assist other teachers in implementing the student's individualized education plan, by selecting, developing, and using appropriate instructional techniques and methods, ongoing measurement techniques, media and materials, equipment, technological advances, and support personnel.
16	AL ADM CODE: SPECC Ability 4 Continuosly analyze the effectiveness of the individualized education plan and make appropriate modifications.
17	AL ADM CODE: SPECC Ability 5 Plan and facilitate transition programs within and outside the school setting.
18	AL ADM CODE: SPECC Ability 6 Effectively communicate the goals of the instructional program to the student, the students primary care-givers, and appropriate professionals.
19	AL ADM CODE: SPECC Ability 7 Utilize effective strategies designed to promote learning and improve student achievement.
20	AL ADM CODE: SPECC Ability 8 Modify methods, materials, and equipment to meet student needs.
21	AL ADM CODE: SPECC Ability 9 Design and implement programs that reflect an awareness and appreciation of different culture.
22	AL ADM CODE: SPECC Ability 10 Work effectively with members of the instructional team and professionals from related fields.
23	AL ADM CODE: CT (Gr. 6-12) Knowledge 1 Physical, sensory, communication, cognitive, affective, and social/emotional/behavioral manifestations and their impact on curriculum, program development, and needed services and supports.
24	AL ADM CODE: CT (Gr. 6-12) Knowledge 2 Various programs (school-based and work-based), curricula (general academic and functional life skills, community-focused), service options (education, residential, vocational, and leisure), and teaching approaches/strategies that facilitate the acquisition, generalization, and maintenance of skills.
25	AL ADM CODE: CT (Gr. 6-12) Knowledge 3 Modifications of teaching methods, materials, techniques, and learning environments in the school and community.
26	AL ADM CODE: CT (Gr. 6-12) Knowledge 4 Collaborative skills, procedures, and techniques designed to facilitate coordination of instruction and service delivery (i.e., families, general education, school-to-work programs, related service providers, and agencies).
27	AL ADM CODE: CT (Gr. 6-12) Knowledge 5 Content for grades 6-12 in the state courses of English, language arts, mathematics, science, social studies, and career/technical education.
28	AL ADM CODE: CT (Gr. 6-12) Knowledge 6 The needs of and management techniques for students who have communicable diseases and medical diagnoses or who are considered medically fragile and the adverse affect of these conditions on learning and family functioning.
29	AL ADM CODE: CT (Gr. 6-12) Knowledge 7 Medications, administration of medications and school healthcare procedures that have been determined educationally relevant.
30	AL ADM CODE: CT (Gr. 6-12) Ability 1 Assess student's needs and personal preferences in areas such as communication, cognition, motor, self-help/adaptive, social/emotional, functional life skills and vocational skills in order to plan an individualized education program for instruction.
31	AL ADM CODE: CT (Gr. 6-12) Ability 2 Utilize practices for facilitating student self-determination and enlisting the support and participation of families in the student's educational program.
32	AL ADM CODE: CT (Gr. 6-12) Ability 3 Create an optimal learning environment by collaboratively utilizing, evaluating, modifying and adapting the classroom setting, curricula, teaching strategies, materials, and equipment. .
33	AL ADM CODE: CT (Gr. 6-12) Ability 4 Plan and implement an instructional program in the areas of general and functional academics, social, vocational, independent living, and leisure skills.
34	AL ADM CODE: CT (Gr. 6-12) Ability 5 Plan and implement work-based learning programs (such as on-campus work experiences, community-based work experiences, and work place mentoring) to foster the development of work place competencies and career goals.
35	AL ADM CODE: CT (Gr. 6-12) Ability 6 Participate in collaborative learning approaches for the purpose of decision-making related to instruction, curriculum, social interactions, and interagency collaboration with school and agency staff, students, and family members.
36	AL ADM CODE: CT (Gr. 6-12) Ability 7 Creative effective linkages between students and post-secondary educational institutions and/or the business community to transition students to future environments.
37	AL ADM CODE: CT (Gr. 6-12) Ability 8 Develop and implement appropriate school healthcare plans and specialized instructional and therapeutic techniques including physical and behavior management.
38	AL ADM CODE: CT (Gr. 6-12) Ability 9 Implement appropriate behavioral interventions based on a functional analysis of behavior.

Section III: PROCESS EVALUATION:

Please use the following scale to rate the overall quality of each of the following "process" aspects of the UA Special Education Program.

Unsatisfactory	Fair	Satisfactory	Very Good	Outstanding
1	2	3	4	5

Student Advisement (from your advisor)

Sequence of Courses (logical sequencing of courses)

Availability of Courses (offered when needed)

Quality of Clinical Experiences

Portfolio Process

Professional Development Opportunities (e.g., opportunities to attend workshops, conferences, be involved in professional organizations)

Opportunities for Promoting Leadership & Scholarly Involvement (e.g., mentoring for making presentations at conferences, co-authoring articles, etc.)

Preparation for teaching students with special needs in collaborative settings

Section IV: Assessment of Specific Concepts

Please indicate the amount of time or emphasis the instructor placed on each of these topics using the following scale.

No Time or Emphasis	Not enough time or emphasis	Just about right	Exactly right	Too much time or emphasis
1	2	3	4	5

1	School accomodation strategies for individuals with special needs	SPE 300
2	Knowledge of legal aspects and mandated laws of special education	SPE 304
3	IFSP/IEP Development	SPE 304
4	Knowledge of working with families of individuals with special needs	SPE 374
5	Consultation strategies and techniques	SPE 414
6	Behavior management techniques	SPE 435
7	Knowledge of development of individual behavior plans in the classroom	SPE 435
8	Knowledge of diverse populations with severe profound disabilities	SPE 492
9	Knowledge of referral placement process	SPE 302
10	Knowledge and practical application of diverse assessment tools	SPE 302
11	Higher order thinking skills in the classroom	SPE 382
12	Classroom methods in working with secondary students with severe/profound disabilities	SPE 416
13	Classroom methods in working with secondary students with mild/moderate disabilities	SPE 492
14	Knowledge of transition strategies	SPE 492
15	Knowledge of lesson plan development	SPE 492

Please describe the relative strengths of the Special Education Program.

Please describe areas in which the Special Education Program needs to be revised/improved.

Thank you for assisting us with this program evaluation. If you have any questions then please contact Dr. Keith Chapman at kchapman@bamaed.ua.edu.