Professional Education Unit - WKU · of the American Speech Language and Hearing Association, all...

Professional Education Unit

Program Review Document 3: Program Experiences

Preparation Program: Communication Disorders

Degree: Master of Science (Non-Degree Option: Planned 6th Year)

Certification Level: P-12 Preparation Level: Initial or Advanced

Rank Level: Rank II or I Date Submitted: February 1, 2010

Link to Graduate Catalog: Graduate Catalog

State Regulation governing this program: 16 KAR 2:010

The following WKU faculty and staff have contributed to the development of this document: Lauren Bland, Barbara Brindle, Richard Dressler, Joseph Etienne

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WKU Communication Disorders (Initial and Rank 1) Page 2 of 32

Introduction Program Relationship to Unit Conceptual Framework and Continuous Assessment Plan WKU’s Conceptual Framework represents beliefs and values that are shared by all programs that prepare university students to enter education professional fields. These fields include: Teachers in elementary, middle, and high schools Library media specialists Principals and superintendents School counselors School nurses School psychologists Speech pathologists

All these education professional preparation programs are considered by the National Council for Accreditation of Teacher Education (NCATE) and Kentucky’s Education Professional Standards Board (EPSB) to represent WKU’s Professional Education Unit. Faculty representatives from each of the education fields in the Unit were involved in various aspects related to the development and approval of the Conceptual Framework. An abridged version of the Conceptual Framework is attached to this document as Appendix A. It is important to note that during the development of the Conceptual Framework, committee members thought it important to delineate all essential beliefs, ideas, and implications even if they were difficult to measure or live out. Thus, many beliefs, ideas, or implications reflect what the unit aspires to accomplish over time. Based on these values, the Professional Education Council adopted the unit-wide Continuous Assessment Plan. From this plan, each program developed a Program Assessment Plan (Appendix B). As can be seen from our plan, the first “Continuous Assessment Matrix” maps out how our program attempts to live out the unit-wide assessment vision. The “Critical Performance Assessment Alignment Matrix” describes the assessments that our program uses to measure candidate progress toward the Kentucky Teacher Standards. Unless noted, all these assessments are collected within the unit’s Electronic Portfolio and Accountability Systems and are used to guide decisions as indicated in the Transition Points described in the Program Assessment Plan. The “Other Key Data Collection Matrix” identifies where other unit-wide data related to the unit Conceptual Framework are collected within our program. Furthermore, to ensure that all our program candidates work with diverse students, we have identified the clinical field placement associated with CD 591 Externship as the designated experience where candidates are placed in diverse settings. The following courses, assessments, and experiences provide additional opportunities for our program candidates to address topics related to diversity: CD 590 Internship. Note that in accordance with the certification standards of the American Speech Language and Hearing Association, all of our graduates demonstrate competency working with culturally and linguistically diverse clients. Finally, after the Professional Education Council adopted a unit-wide set of dispositions (see


Appendix A), our program has identified the following courses and experiences where we or other field observers (e.g., cooperating teachers) assess our students’ display of behavior associated with these dispositions: CD 590 Internship. Upon completion of the clinical experiences, supervisors and instructors rate the student’s dispositions and recommend either remediation or continuation to CD 591 Externship. Program Overview Brief Program Description The Department of Communication Disorders prepares students to become speech-language pathologists in the educational and medical setting. In the schools, our goal is to ensure that our graduates understand the range and breadth of communication proficiency and methodologies to assist communicatively impaired students in the classroom. Graduate students are taught in two cohorts. One cohort (approximately 50%) is a traditional, residential campus group. The other cohort (approximately 50%) is taught primarily using distance learning. The students taught via distance learning are located throughout the United States, but none takes classes at WKU’s Extended Campuses (only undergrad courses in our department are taught there). The Master of Science degree in Communication Disorders is a 49-hour program. Upon program completion, the graduate is eligible to be employed at the Rank II level in Kentucky schools. To earn the Rank I, a student needs to present 60 hours of planned, graduate work. In Communication Disorders, the Rank I is only open to those who have already earned the master’s degree (and initial certification) at WKU or another accredited program. A student seeking to earn the Rank I will meet with the Rank I advisor and develop a plan of study that meets the student’s needs and will cover the number of hours a student needs to take to reach the 60 hour graduate hour level. Currently, there is no option for earning the Rank I credential concurrently with the master’s degree. Standards Addressed by Program Kentucky Teacher Standards In addition to the Kentucky Teacher Standards, the program adheres to the certification standards of the American Speech Language Hearing Association (ASHA) and the accreditation standards of the Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA).

A. Content Standards 1. Course Descriptions CD 500 Research Methods in Communication Sciences and Disorders Interpretation of empirical research designs used in the field of speech-language pathology and audiology. Includes understanding the various statistical analysis used to determine research outcomes and their relevance to clinical practice. CD 502 Motor Speech Disorders The etiologies, communication characteristics, appraisal and treatment of motor speech disorders in children and adults.


CD 504 Seminar in Child Language Topics cover language disorders from infancy through adolescence; discussion of an integrated model of language, reading, and writing intervention; discussion of multicultural and bilingual issues CD 506 Dysfluency Literature review of cluttering and stuttering with emphasis on assessment and clinical management of fluency disorders in children and adults. CD 507 Aphasia Symptomatology, etiology, differential diagnosis, and remediation of aphasia CD 508 Voice Disorders Diagnosis and remediation techniques for voice disorders in children and adults. Rehabilitation of the laryngectomee including use of electrolarynx, esophageal speech, and other voice substitutes. CD 510 Seminar in Professional Issues Current local, regional, and national issues that impact service delivery by the speech pathologist and audiologist. Includes ethics and requirements for state and American Speech-Language Hearing Association certification and licensure. CD 511Neurology of Speech and Language Neuroanatomical and physiological development with emphasis on normal reflexes affecting motor and perceptual speech and language patterns. Stresses assessment and treatment procedures in neurologically impaired children and adults. CD 512 Seminar in Phonology Study of phonological process theory and therapy approaches for persons, preschool age through adult, with communication disabilities. CD 513 Cognitive Linguistic Disorders Designed to develop a working knowledge of neural based communicative linguistic disorders, with an emphasis on traumatic brain injury, dementia, and other etiologies that cause cognitive linguistic disorders. Students will gain knowledge in identification, assessment and therapeutic strategies of neuro-anatomical bases and classification of cognitive linguistic disorders. CD 514 Dysphagia Characteristics, intervention protocols and treatment techniques for individuals with a diagnosis of dysphagia. Case studies and clinical observations of patients with dysphagia will prepare students for clinical placement. CD 515 Rehabilitative Audiology Methods and procedures for evaluating hearing loss and the selection and fitting of amplification across the lifespan will be addressed. Intervention techniques and counseling will be discussed.


CD 518 Advanced Alternative and Augmentative Communication Modalities Surveys terminology and service delivery for alternative and augmentative communication; specifies the rationale for high or low tech device selection based on client needs CD 589 Special Topics in Communication Disorders (for Rank I only) Independent but guided inquiry of preapproved topics in the field of Speech Pathology-Audiology. Not substituted for course offered same term. CD 590 Clinical Internship Advanced, supervised, clinical practicum that provides varied on campus experiences with clients having more acute communication disorders. CD 591 Clinical Externship Advanced, supervised on-site clinical experience in a variety of settings including schools, private practices, hospitals, rehabilitation facilities, nursing homes and home health agencies. Electives (3 hours) CD 496G International Speech Pathology Students will acquire knowledge and understanding of how speech and language services are rendered in other countries. Emphasis will be placed on the students’ identification of different methodologies employed by clinicians in other countries for treating communication disorders in adults and children. CD 503 Advanced Diagnostics Teaches in depth assessment, interpretation of results and clinical report writing skills. Focus on identification of pediatric to geriatric persons with communication disabilities in various clinical settings. Addresses assessment in multicultural populations. Elaboration and extension of basic diagnostic skills and techniques. CD 505 Orofacial Anomalies Etiology, diagnosis, and management of speech/language dysfunctions associated with cleft palate and other syndromes resulting from neuropathologies. CD 509 Speech Science Study and review of current research in acoustics, speech production, and speech perception. Emphasis on physiological, acoustical and biomedical recording, measurement and interpretation of speech signals. Includes lab activities with various equipment. 2. Standard Alignment Matrices Program Alignment to Kentucky Teacher Standards Appendix B contains our Program Assessment Plan. The “Critical Performance Assessment Alignment Matrix” describes the assessments that our program uses to measure candidate progress toward the Kentucky Teacher Standards.


Program Alignment to Learned Society Standards: American Speech Language Hearing Association (ASHA)

Table 1, taken from our Program Assessment Plan, demonstrates the alignment of our content courses and course assignments with our learned society standards.

WKU Communication Disorders (Initial and Rank 1) Page 6 of 32 Critical Performance Assessment Alignment Matrix (Current: June 2007)

Advanced Preparation Professional Education Program (American Speech-Language-Hearing Association (ASHA))

Courses III-A III-B III-C III-D III-E III-F III-G III-H IV

Basic Sciences Basic Human Communication

Natures Communication Knowledge Ethical Conduct Research Professional

Issues Professional Credentials Skills Outcomes

CD 500 Research

Discuss and write article summaries

Exam

CD 509 Speech Science

Exam Exam Discussion

board Discussion board

Class discussion

Paper

Evaluation of demonstrated skills

CD 507 Aphasia

Group Presentation Exam


CD 511 Neurology

Class Assignment Class Project Exam

Evaluation of Demonstrated Skills

CD 590 Clinical Internship Evaluation of

demonstrated skills

CD 502 Motor Speech Disorders

Classroom Assignment

Exam

Independent Project

CD 504 Seminar in Child Language

Discussion Paper Discussion Paper

Class discussion Presentations

CD 514 Dysphagia

Exam Exam

Presentations

Clinician evaluation


CD 591 Externship Evaluation of

demonstrated skills

CD 506 Fluency

Test Test Project Practicum


WKU Communication Disorders (Initial and Rank 1) Page 7 of 32 Quizzes Paper

CD 508 Voice Disorders

Quizzes Quizzes Quizzes, Chat Chat Chat Exam Exam Exam


CD 510 Professional Issues

Classroom discussion Classroom

discussion Classroom Discussion

Presentation Exam Paper

CD 515 Rehabilitative Audiology

Exams Presentation Paper

CD 513 Cognitive Linguistic Dis.

Class assignment Exam Class Project

CD 512 Seminar Phonology

Class discussion Exam Special topic paper

Case Study application

Research Paper

Assigned article

Abstract

Class discussion

Exam

CD 589 (Rank I only) Special topic paper Special topic paper Special topic

paper Special topic

paper

Alignment 4,5 1,4,5 7,10 8,9,10 2,3,4,5,8,9 Kentucky Teacher Standards

Kentucky Teacher Standards (KTS) Standard 1: Content Knowledge Standard 2: Designs/Plans Standard 3: Learning Climate Standard 4: Implements/Manages Standard 5: Assessment

Standard 6: Technology Standard 7: Reflection Standard 8: Collaboration Standard 9: Professional Development Standard 10: Leadership


B. KERA Initiatives Speech-language pathologists must be prepared in many initiatives of the Kentucky Education Reform Act (KERA). KERA initiatives are integrated into all teacher preparation classes that our students take as a part of their certification curriculum. Learner Goals and Academic Expectations are taught during the student’s school based CD 591 Externship experience.

C. EPSB Themes Our program is committed to graduating education professionals who are prepared to work with diverse students, to assess student learning, to understand the importance of literacy across the curriculum, and to close the achievement gap. In addition, our program is committed to technology and promoting high ethical standards and leadership in our graduates. Table 2 below delineates the courses in our program that ensure that our candidates are prepared in these areas.

Table 2: How Program Addressed EPSB Themes

COURSES

EPSB Themes

How Course Addresses Theme

Div

ersi

ty

Ass

essm

ent

Lite

racy

Clo

sing

Ach

ieve

men

t Gap

Tec

hnol

ogy

Cod

e of

Eth

ics

Lea

ders

hip

CD 500 Research Methods

X X

X

Students are taught to be ethical consumers and producers of research.


X X Student are taught assessment and treatment of motor

speech disorders in children from culturally and linguistically diverse backgrounds


X X X

Students are taught assessment and treatment of language disorders in children from culturally and linguistically diverse backgrounds; Literacy is a part of communication so it addressed in this class.

CD 506 Dysfluency X X

Students are taught assessment and treatment of fluency disorders in children from culturally and linguistically diverse backgrounds

CD 507 Aphasia X X

Students are taught assessment and treatment of aphasia in clients from culturally and linguistically diverse backgrounds. This course primarily covers adult issues, but this can include teens or anyone affected by a loss of language skills.

CD 508 Voice Disorders X X

Students are taught assessment and treatment of voice disorders in children from culturally and linguistically diverse backgrounds

CD 510 Seminar in Professional Issues

X

X X

Students are taught respect for cultural diversity, how to be ethical, safe and effective practitioners, and how to be effective leaders in their work environment

CD 511 Neurology X

Students are taught assessment and treatment of neurological disorders in children from culturally and linguistically diverse backgrounds

CD 512 X X X Students are taught assessment and treatment of language


Seminar in Phonology

disorders in children from culturally and linguistically diverse backgrounds; Literacy is a part of communication so it addressed in this class. Specifically, phonological awareness as it relates to literacy is addressed.

CD 513 Cognitive Linguistic Disorders

X X

Students are taught assessment and treatment of cognitive linguistic disorders in clients from culturally and linguistically diverse backgrounds. This course primarily covers adult issues, but this can include teens or anyone affected by a loss of language skills secondary to an injury or neurobiological change.

CD 514 Dysphagia X X

Students are taught assessment and treatment of dysphagia disorders in children from culturally and linguistically diverse backgrounds


X X Students are taught assessment and treatment of hearing

disorders in children from culturally and linguistically diverse backgrounds

CD 518 Adv. Alternative and Augmentative Communication Modalities

X X X X

Students are taught assessment and treatment of children who are unable to use oral communication or for whom oral communication is limited. Technology is often used to provide speech output which in turn closes an achievement gap for students with special needs.

CD 591 Externship X X

EPSB Code of Ethics is covered during the Teacher Education Admissions Orientation. Students must complete this orientation prior to enrolling in CD 591.

D. Program Faculty

See Table 3 below.


Table 3: Education and Content Faculty Information

Faculty Name

Highest Degree, Field, & University

Assignment: Indicate the role(s)

of the faculty member1

Faculty Rank

2

Scholarship

3, Leadership in Professional Organizations, and Service4: List up to 3

major contributions in the past 3 years5

Teaching or other professional

experience in P-12 schools

Status to institution

& education

unit6

Jeff Barefoot

M.S., Aud., University of Louisville

Clinical supervisor /Full Time Instructor

Instructor Scholarly presentations at regional speech meetings and training sessions.

Collaborative research into the

Listening Program for autism and APD. Clinical Education Complex Strategic

Advisory Committee

Hearing screenings, Little Rock, AR public schools

system, Private Schools in Bowling Green, KY

FT/FT

Lauren Bland Ph.D., SLP University of Cincinnati

Graduate faculty, Externship Coordinator

Associate Professor

Presentation: The first death: Helping student cope with loss. ASHA Convention, Chicago, IL. Chair of accreditation Site Visit teams for the CAA 2006-2009 Conference Co-chair Kentucky Conference on Communication Disorders

9 years, Jefferson County Public Schools

2 years (part-time) with the Hamilton County Office of

Education, Ohio

FT/FT

1 For example, faculty, clinical super clinical supervisor, department chair, etc. 2 For example, professor, associate professor, assistant professor, adjunct professor, instructor, administrator, etc. 3 Scholarship is defined by NCATE as systematic inquiry into the areas related to teaching, learning, and the education of teachers and other school personnel. Scholarship includes traditional research and publication as well as the rigorous and systematic study of pedagogy, and the application of current research findings in new settings. Scholarship further presupposes submission of one’s work for professional review and evaluation. 4 Service includes faculty contributions to college or university activities, schools, communities, and professional associations in ways that are consistent with the institution and unit’s mission. 5 For example, three contributions of scholarship, leadership, and service might be 1) Scholarship - article published in a specific journal, 2) Leadership - officer of a state or national association,and 3) Service - an evaluation of a local school program. NOTE: You MUST provide evidence of SCHOLARSHIP. 6 Use these codes: FT/FT – full time to the university and full time to the unit/program; FT/PT – full time to the university and part time to the unit/program; or, PT/PT – part time to the university and part time to the unit/program.


Barbara Brindle

Ph.D., SLP U of Virginia Graduate faculty, graduate advisor

Associate Professor

Interim Department Head 2007-2008

University Senate, Executive committee Spring 2009

Presentation at CAPCSD, 2008

SLP in parochial schools, part-time

FT/FT

Richard Dressler

Ph.D., SLP, U of Memphis

Graduate faculty Graduate advisor

Associate Professor

Published LARK software program Committee chair for KySHA

Director of the Preston Family Foundation Acquired Brain Injury

Program

Previous employment in elementary education as an

SLP

FT/FT

Joseph Etienne Ph.D., Audiology S. Illinois University

Carbondale

Department Head Assoc Professor

Presentations at 2008 CAPCSD meeting, 2007 ASHA Convention and

the 2007 Engaging the Spirit Conference

Served as Interim Associate Director at WKU-Owensboro during the 2007-2008 academic year

2 years as school audiologist

FT/FT

Leisa Smith Hutchison

Rank 1, M.S. Communication

Disorders (+18 hours early childhood special

education)

Instructor, clinical supervisor

Instructor Presentations: Feeding & nutrition concerns in the child with special

needs; Oral Motor Dev. & Breastfeeding the Child with Special Needs; Creating Positive Mealtimes

(State Early Childhood Conf.); Using an Oral Motor Approach to Speech

Sound Production (State KSHA conference), 2007-’08 served as

Assistant Director of the Kelly Autism Program at WKU

Ongoing Consulting with school system on children with complex needs and

feeding disorders

FT/FT

Frank Kersting EdD Vanderbilt, 1982 Professor, Clinical Supervisor

Professor 2008, CAPCSD presentation “Nuts and Bolts of Distance Learning

2007, ASHA Presentation, Boston MA

2007, Engaging the Spirit Conference,

presenter

KTIP trainer & field supervisor

PT/PT

Mary Lloyd Moore

M.S., CD, WKU faculty, Clinic Director, clinical supervisor

Assistant Clinical

Professor

1) Public presentations to the community about the CD

Clinic In the CEC;

Participate in IEP meetings in the school system

FT/PT


2) Participation in the collaboration Pilot Project of The Listening Program with the Medical Center in 2007-

2008 3) Sponsored and led groups of

students to Frankfort for Posters at the Capital for three consecutive years

Debbie Parsley MS, SLP, W. Kentucky U

Clinical supervisor /Instructor

Instructor Scholarly presentations at regional speech meetings and trainings .

Collaborative research into the

Listening Program for autism and APD. Clinical Education Complex Strategic

Advisory Committee

20+ FT/FT

Jo Shackelford M.A., SLP, U of Maine

faculty, clinical supervisor

Instructor Pre-SLP Coordinator

Presentation at ASHA Conference, 2007, Boston, MA

currently working on doctorate at the

University of KY

1 year ESL teacher

3 years as SLP, K-8

FT/FT

Jennifer Simmons

M.S. Communication Disorders WKU

instructor, clinical supervisor, graduate advisor

Instructor

n/a 2 years, K to 5 FT/FT

Janice Carter Smith

M.S., SLP U of Kentucky

faculty, clinical supervisor

Instructor Poster Presentation, ASHA 2008, Chicago, IL

Mini-seminar at Kentucky Conference

on Communication Disorders, 2008

SLP in schools, 5 years FT/FT


E. WKU Curriculum Contract

Master of Science Leading to Initial Certification, Communication Disorders, P-12

Contact Information: Last, First Middle WKU ID Number Street Home Phone Number City State Zip Code E-mail Address Specific degree requirements with advisement sheets attached.


WESTERN KENTUCKY UNIVERSITY --- CURRICULUM CONTRACT

Master of Science degree Leading to the Communication Disorders, P-12, Initial Certification

Curriculum CD 500 Research Methods CD 502 Motor Speech Disorders CD 504 Seminar in Child Language CD 506 Dysfluency CD 507 Aphasia CD 508 Voice Disorders CD 510 Seminar in Professional Issues CD 511 Neurology CD 514 Dysphagia CD 515 Rehabilitative Audiology CD 518 Advanced Alternative and Augmentative Communication Modalities CD 590 Clinical Internship CD 591 Clinical Externship CD 512 Phonology CD 513 Cognitive Linguistic Disorders Elective in the major

Credits 3 3 3 3 3 3 3 3 3 3 3 3 3 1 6 3 3 3 49 total


Rank I - Communication Disorders

Contact Information: Last, First Middle WKU ID Number Street Home Phone Number City State Zip Code E-mail Address Specific degree requirements with advisement sheets attached.


WESTERN KENTUCKY UNIVERSITY --- CURRICULUM CONTRACT

Leading to Communication Disorders Rank I Curriculum -Students must take CD 589 Special Topics in Communication Disorders -Students should take at least one of the following:

• CD 503Advanced Diagnostic Procedures in Speech Pathology • CD 505Orofacial Anomalies • CD 570Administration and Supervision in Speech-Language Pathology • CD 619Assistive Technology and Communication Interventions for

Students with Autism Spectrum Disorders

• Any graduate course in Communication Disorders that does not appear on the student’s graduate transcript may be acceptable

-If choosing to take courses outside the Department, students can select from the following courses to obtain a total of 60 hours: PSY 511/510 Psychology of Learning EXED 532 Families, Professionals, and Exceptionalities LTCY 519 Foundations of Teaching Reading EXED 620 Seminar in the Administration of Special Education EDAD 594 Seminar n Leadership: Auxiliary Programs in Education EXED 518 Contemporary Challenges in Special Education CNS 586 Parenting Issues CNS 552 Testing and Assessment in Counseling other approved electives may be acceptable

Credits

3


Delineation of Unit/Program Transition Points – Advanced Preparation (Initial CD Certification) Transition Point 1: Admission to Education Preparation Programs

Data Reviewed Minimal Criteria for Admission/Continuation Review Cycle Reviewed By

Unit Level Data:

Each Month

Graduate Studies

Admission Application Completion of application Undergraduate Degree Evidence of degree GAP Score (UG GPA x GRE) 2200+ Evidence of certificate Additional Program Specific Data (if any): Statement of intent

3 letters of recommendation GAP Score of 2800 Undergraduate prereqs.

Transition Point 2: Admission to Culminating Assessment Data Reviewed Minimal Criteria for Continuation Review

Cycle Reviewed By Program Specific Data

at the end of the

internship CD faculty

Successful completion of CD 590 appropriate clinical skills Appropriate dispositions

Transition Point 3: Program Exit Data Reviewed Minimal Criteria for Exit Review


annually CD faculty Demonstration of academic and clinical

knowledge and skills rating of competent in all areas

Passing score on Praxis or one of Department’s comprehensive exams

score of 600

Remediation Opportunities: Should the student or supervisor feel that a student needs additional support to help develop a competency, the following steps are among those that may be taken:

• special readings assigned by a faculty member • conferencing with clinical or academic faculty • skill modeling by clinical or academic faculty • adjustment in the placement schedule • adjustment in the length of the placement • assignment to a different placement site or supervisor

EPSB Disclaimer: Teacher certification requirements are subject to change. Before registering for the test(s), please refer to the Education Professional Standards Board (EPSB) website at www.epsb.ky.gov for current requirements or contact Ms. Rice at 502-564-4606 or toll free 888-598-7667.

Student Signature: Date: ____________ Advisor Signature: Date: ____________

http://www.epsb.ky.gov/�


F. Syllabi The following syllabi associated with our program are available at http://edtech.wku.edu/peu/course-syllabi-epsb.htm: CD 500: Research Methods In Communication Sciences And Disorders CD 502: Motor Speech Disorders CD 504: Seminar in Child Language (formerly, Seminar in Language Disorders) CD 506: Dysfluency CD 507: Aphasia (formerly, Dysphasia) CD 508: Voice Disorders CD 510: Seminar in Professional Issues CD 511: Neurology of Speech and Language (formerly, Neurophysiology Of Speech) CD 512: Seminar in Phonology CD 513: Cognitive Linguistic Disorders (formerly, Advanced Neurogenics) CD 514: Dysphagia CD 515: Rehabilitative Audiology (formerly, Pediatric Audiology) CD 518: Advanced Alternative and Augmentative Communication Modalities (formerly, Augmentative and Alternative Communication) CD 590: Clinical Internship

http://edtech.wku.edu/peu/course-syllabi-epsb.htm�


APPENDIX A


Conceptual Framework Core Beliefs


Conceptual Framework (03032008 version)

Mission The professional education unit of Western Kentucky University recruits, prepares, and supports school

practitioners and education leaders who can facilitate the learning of all children and empower them to achieve at high levels as they become life-long learners and productive citizens in a global society.

Vision The professional education unit aspires to become a nationally recognized community of scholars who

apply the best that theory, research, and experience can contribute to teaching and learning and create new knowledge that makes teaching, learning, and the operation of school more efficient and effective.

Beliefs About Children & Schools BELIEF 1 All children can learn at high levels.

BELIEF 2 All children have a right to a quality education that empowers them to meet high expectations for learning as defined by a democratic society.

Beliefs About Education Professionals BELIEF 3 Diversity in our schools adds richness to the learning environment and provides enhanced opportunities and possibilities for teaching and learning.

BELIEF 4 Highly effective education professionals require high levels of ability, rigorous training, and on-going development of teaching/leadership skills that include reflective decision-making. BELIEF 5 Highly effective education professionals know, apply, and reflect on the effectiveness of a variety of theories, models and strategies in order to produce maximum learning for all students in all types of school contexts and cultures. BELIEF 6 Highly effective education professionals interact with the home and/or community of their students to facilitate teaching and learning. BELIEF 7 Highly effective education professionals have a strong content knowledge, sound pedagogical knowledge and skills, and essential dispositions for facilitating learning and functioning as team members in schools.


• WKU has adopted the following knowledge and skills as key to the success of education professionals:

Kentucky’s Teacher Standards Standard 1 – Content Knowledge: Demonstrates a current and sufficient knowledge of certified content areas to develop student knowledge and performance in those areas Standard 2 – Designs/Plans: Designs/plans instruction and learning climates that develop student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge Standard 3 – Learning Climate: Creates a learning climate that supports the development of student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge Standard 4 – Implements/Manages: Introduces/implements/manages instruction that develops student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge Standard 5 – Assessment: Assesses learning and communicates results to students and others with respect to student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge Standard 6 – Technology: Uses technology to support instruction; access and manipulate data; enhance professional growth and productivity; communicate and collaborate with colleagues, parents, and the community; and conduct research Standard 7 – Reflection: Reflects on and evaluates specific teaching/learning situations and/or programs Standard 8 – Collaboration: Collaborates with colleagues, parents, and other agencies to design, implement, and support learning programs that develop student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge Standard 9 – Professional Development: Evaluates his/her overall performance with respect to modeling and teaching Kentucky's learning goals, refines the skills and processes necessary, and implements a professional development plan Standard 10 – Leadership: Provides professional leadership within the school, community, and education profession to improve student learning and well-being


• WKU has adopted the following dispositions as key to the success of education professionals:

Candidate Values… As Demonstrated by…

Learning

Attendance - Consistently attends class and is on time Class participation - Actively engaged and interested in the class activities Class preparation - Consistently comes to class well prepared Communication - Uses language to express ideas very effectively regardless of the age of the listener

Personal Integrity Emotional control - Displays steady emotional temperament, is receptive to viewpoints of others and their suggestions Ethical behavior - Shows self to be a person of strong character

Diversity Willingly works with others from different ability, race, gender, or ethnic groups

Collaboration Actively seeks out and incorporates ideas of others and willingly works with others to improve the overall environment

Professionalism

Respect for school rules, policies, and norms - Knows school rules and policies, follows them consistently, understands the purpose of regulations and respects their intent Commitment to self-reflection and growth - Actively seeks suggestions and constructive criticism, regularly engages in learning through self-reflection Professional development and involvement - Makes use of information from professional organizations, professional publications, and educational resources Professional responsibility - Accepts responsibility for own actions and for helping all students learning and actively seeks self-improvement

BELIEF 8 Highly effective education professionals utilize technology for teaching and learning, assessment management, and research to the greatest extent possible.

Beliefs About Assessment and Accountability BELIEF 9 Highly effective education professionals hold themselves accountable for their own performance by collecting, analyzing, and reporting learning results and using this information to improve performance and programs. BELIEF 10 Highly effective education units develop and maintain assessment systems that follow the continuous progress of candidates toward the achievement of high standards-based performance expectations that are clearly defined and publicly communicated.


Alignment Matrix: NCATE, Kentucky Teacher Standards, PEU Conceptual Framework, WKU Strategic Plans

NCATE Relationship

Standard Source

WKU PEU Conceptual Framework WKU Strategic Planning Documents

Conceptual Framework Standards/Values

Conceptual Framework

Beliefs

Academic Affairs Strategic Plan (Objectives)

WKU Strategic Plan

(Goals)

NCATE Content/Pedagogical Content Knowledge

Con

cept

ual F

ram

ewor

k A

ligne

d w

ith

Ken

tuck

y Te

ache

r Sta

ndar

ds

KTS1 Content Knowledge 3,5,7 1a,1e,2e 2

NCATE Pedagogical Knowledge & Skills

KTS 2 Designs/Plans 1-3,5,7 1e 1

KTS 3 Learning Climate 1-3,7 1e 1

KTS 4 Implements/Manages 2,3,5,7 1e 1

KTS 5 Assessment/Evaluation 1,2,4,6,7,9 1e 1

KTS 6 Technology 5,7-9 1g,3b 1,3

KTS 7 Reflection 5,7-9 1a,1e 1

KTS 8 Collaboration 1-3,6 4b 4

KTS 9 Professional Development 4,5,7,9 3b 3

KTS 10 Leadership 1,2,4,5,7,9 1b,d 1

NCATE Dispositions KTS 2-4 Dispositions 1-3,5-7,9 1a-c 1

NCATE Standard 3

Con

cept

ual

Fram

ewor

k Field Experiences & Clinical Practice 3,5,6 1e 1

NCATE Standard 4 KTS 2-4 Diversity 1-3,6 1b,1c,2g,2h,3d 1-3

NCATE P-12 Learning Impacts P-12 Student Learning 5,8,9 1b 1

WKU Communication Disorders (Initial and Rank 1) Page 24 of 32 APPENDIX B


Program Assessment Plan – Advanced Preparation

Name of Preparation Program: Communication Disorders (Initial Certification)

Date Completed: December 12, 2008

Date Submitted: December 12, 2008

Submitted By: Joseph Etienne

Plan Version: 03032008


WKU PROFESSIONAL EDUCATION UNIT WIDE CONTINUOUS ASSESSMENT MATRIX - ADVANCED PREPARATION

Component 1: Admission Data

Component 2: Course Based Assessment Data

Component 3: Clinical Experiences Data

Component 4: Culminating Assessment

Data Component 5:

Exit and Follow Up Data

Conceptual Framework Standards/Values REQS Critical Performances Early Clinical

Experiences Final Clinical

Experience/Evaluation Capstone Assessment Exit Survey

Alumni Survey

Employer Survey

Content Knowledge

Vario

us D

ata R

equir

ed by

Gra

duate

Stud

ies an

d/or P

rogr

am

Align

ed to

Ken

tucky

Tea

cher

and

Lear

ned S

ociet

y Stan

dard

s

X X X X X

Designs/Plans X X X X X

Learning Climate X X X X X

Implements/Manages X X X X X

Assessment/Evaluation X X X X X

Technology X X X X X

Reflection X X X X X

Collaboration X X X X X

Professional Development X X X X X

Leadership X X X X X

Dispositions X X Field Experiences & Clinical Practice X X

Diversity X X X

Impacts P-12 Student Learning X

DATA MAINTAINED BY: OTS Faculty Program Program Program Program Program Program

DATA HOUSED IN: CEBS ACCSYS CEBS ACCSYS

DATA REPORTING CYCLE: Semester Yearly Yearly Yearly Yearly Yearly Yearly Biannually

DATA REVIEWED BY: Program Faculty/Programs/PEC Program Program Program/Dean Program Program Program

Transition Points: 1: Program Admission 2: Admission to Culminating Assessment (May be part of TP 2 or 3) 3: Program Exit

*Each advanced program must identify forms or associated questions/rubric items for each X.


How Data Fit and Are Used Within the Electronic Accountability System DEMOGRAPHICS WKU Professional Education Unit Electronic Accountability System Components REPORTS COMPONENT 1 COMPONENT 2 COMPONENT 3 COMPONENT 4 COMPONENT 5

Admission Data Electronic Portfolio System Early Clinical

Experiences Final Clinical Experience

Culminating Assessment

Data Certification &

Praxis Follow Up Surveys

INITIAL PREPARATION

Data entered by Office of Teacher

Services after Student

Orientation

Course Based Critical

Performances uploaded by

candidates and scored by

faculty

Data entered by Curriculum &

Instruction staff after candidates

submit Fieldwork

Summary Form

Data entered by

Office of Teacher Services

Teacher Work Sample Scores

entered electronically by

faculty & Ed Technology


Services

Electronic survey data merged into

Accountability System

ADVANCED PREPARATION


Services after Graduate Admission




faculty

Data currently

housed by each program

Data currently

housed by each program




faculty


Services

Data currently housed by each

program

TRANSITION POINTS 1: Program

Admission 2: Admission to Culminating Assessment and/or Final Clinical Experience

(Overlap in some AP Programs) 3: Program Exit

*Italics indicates data currently housed elsewhere that will be added to Accountability System in the future.


Critical Performance Assessment Alignment Matrix (Current: June 2007) Advanced Preparation Professional Education Program (American Speech-Language-Hearing Association (ASHA))

Courses III-A III-B III-C III-D III-E III-F III-G III-H IV

Basic Sciences Basic Human Communication

Natures Communication Knowledge Ethical Conduct Research Professional

Issues Professional Credentials Skills Outcomes

CD 500 Research

Discuss and write article summaries

Exam

CD 509 Speech Science

Exam Exam Discussion

board Discussion board

Class discussion

Paper


CD 507 Aphasia

Group Presentation Exam


CD 511 Neurology

Class Assignment Class Project Exam

Evaluation of Demonstrated Skills

CD 590 Clinical Internship Evaluation of

demonstrated skills


Classroom Assignment

Exam

Independent Project


Discussion Paper Discussion Paper

Class discussion Presentations

CD 514 Dysphagia

Exam Exam

Presentations

Clinician evaluation


CD 591 Externship Evaluation of

demonstrated skills

CD 506 Fluency Test Test Project Practicum



Quizzes Paper

CD 508 Voice Disorders

Quizzes Quizzes Quizzes, Chat Chat Chat Exam Exam Exam


CD 510 Professional Issues

Classroom discussion Classroom

discussion Classroom Discussion

Presentation Exam Paper


Exams Presentation Paper

CD 513 Cognitive Linguistic Dis.

Class assignment Exam Class Project

CD 512 Seminar Phonology

Class discussion Exam Special topic paper

Case Study application

Research Paper

Assigned article

Abstract

Class discussion

Exam

CD 589 (Rank I only) Special topic paper Special topic paper Special topic

paper Special topic

paper

Alignment 4,5 1,4,5 7,10 8,9,10 2,3,4,5,8,9 Kentucky Teacher Standards

Kentucky Teacher Standards (KTS) Standard 1: Content Knowledge Standard 2: Designs/Plans Standard 3: Learning Climate Standard 4: Implements/Manages Standard 5: Assessment

Standard 6: Technology Standard 7: Reflection Standard 8: Collaboration Standard 9: Professional Development Standard 10: Leadership


Delineation of Unit/Program Transition Points – Advanced Preparation (Initial CD Certification) Transition Point 1: Admission to Education Preparation Programs

Data Reviewed Minimal Criteria for Admission/Continuation Review Cycle Reviewed By

Unit Level Data:

Each Month

Graduate Studies

Admission Application Completion of application Undergraduate Degree Evidence of degree GAP Score (UG GPA x GRE) 2200+ Evidence of certificate Additional Program Specific Data (if any): Statement of intent

3 letters of recommendation GAP Score of 2800 Undergraduate prereqs.

Transition Point 2: Admission to Culminating Assessment

Data Reviewed Minimal Criteria for Continuation Review Cycle Reviewed By

Program Specific Data

at the end of the

internship CD faculty

Successful completion of CD 590 appropriate clinical skills Appropriate dispositions

Transition Point 3: Program Exit Data Reviewed Minimal Criteria for Exit Review


annually CD faculty Demonstration of academic and clinical

knowledge and skills rating of competent in all areas

Passing score on Praxis or one of Department’s comprehensive exams

score of 600

Remediation Opportunities: Should the student or supervisor feel that a student needs additional support to help develop a competency, the following steps are among those that may be taken:

• special readings assigned by a faculty member • conferencing with clinical or academic faculty • skill modeling by clinical or academic faculty • adjustment in the placement schedule • adjustment in the length of the placement • assignment to a different placement site or supervisor


Other Key Data Collection Matrix

Preparation Program: Communication Disorders (Advanced Preparation)

CF Values Unit-Wide Assessment Program Level Data Collection Points (Courses)

1 2 3 4 5

Dispositions Dispositions Form CD590 CD591-1 CD591-2 CD591-3

Field Experiences & Clinical Practice Early Clinical Experience Summary Information *** *** *** *** ***

Field Experiences & Clinical Practice Final Clinical Experience Summary Information *** *** *** *** ***

KTS/Impacts P-12 Student Learning Capstone Assessment Portfolio Case Study

KTS/Dispositions Final Clinical Experience Evaluation

Submission of

Knowledge and Skills

Acquisition (KASA)

form and

dispositions rating by clinical faculty

Submission of


Acquisition (KASA)

form

Submission of


Acquisition (KASA) form

Submission of


Acquisition (KASA)

form

KTS Exit Survey CD 510

Diversity* Early/Final Clinical Experience Summary Information *** *** *** *** ***

*Please indicate the course or experience your program uses to guarantee that all candidates work with diverse students. *** All graduates of the Master of Science degree in Communication Disorders will demonstrate entry level competencies with clients across the lifespan and diverse cultural backgrounds as addressed in the 2005 certification standards of the American Speech Language Hearing Association and the 2008 accreditation standards of the Council on Academic Accreditation in Audiology and Speech Language Pathology.


Annual Program Assessment Report Outline (Due September 15) Academic Year __________

1. Present your continuous assessment results in the following areas:

a. Admission Data b. Course Based Assessment Data

c. Clinical Experiences Data – Be sure to include dispositions assessment results,

P-12 student diversity statistics, and results of efforts to ensure all candidates work with diverse students.

d. Culminating Assessment Data – Be sure to include impact on P-12 student

learning data.

e. Exit and Follow Up Data

2. Summarize the above results by Kentucky Teacher (Initial Programs) OR Program Standards (Advanced Programs) AND other key Conceptual Framework values. Be sure to describe what the results tell you about your candidates’ progress toward/proficiency on each standard/CF value.

3. Summarize your efforts to report and disseminate your results (Unit/College-wide meetings, department/program level meetings, written reports, presentations, etc.).

4. Summarize key discussions and/or decisions made based on assessment results:

a. Describe any assessment or data collection changes you have made/will make based on your assessment results.

b. Describe any program curriculum or experience changes you have made/will

make based on your assessment results.

c. Describe any decisions about group/individual student progress you have made/will make based on your assessment results.

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