Assessments

Key Assessments

Key assessments are required assessment for each licensure program. They provide evidence of candidate performance. These data are analyzed and interpreted by each licensure program and used to revise/improve the program. Reports of candidate performance are used to generate annual documentation for accreditation and national recognition of each program and to make data-informed changes as needed. The data from the programs are also aggregated and the results are used to evaluate and improve our College. Evidence of the competence of the Miami pre-service educators is presented to the State of Ohio, and also documented in reports such as the U.S.News & World Report; NCTQ Ratings, and others.

There are six key assessments in Special Education. A listing, course in which the assessment occurs, and a brief description follows.

  1. Curriculum Based Measurement (CBM) Analysis and Critique: Students analyze and critique a CBM instrument through a process of collaborative survey development, data collection, a discussion of survey results, and reflection/critique of the selected CBM. (Course: EDP 650A)
  2. Culturally Responsive Practices Project: This project is completed during the course EDP 591: Methods II, Learners with Mild/Moderate Disabilities. The specific requirements of this project will be made available at the start of EDP 591.
  3. Individualize Educational Program (IEP) document: This assignment involves students in writing an IEP based on a student that they select. Elements of the IEP project will be introduced in each course leading to a completed IEP project later in the licensure course sequence. (Course: EDP 578)
  4. Field Observation: Students are observed and assessed on their performance while performing duties of an Intervention Specialist. Teachers who currently hold a Resident Educator or professional teaching license may complete this assessment in their current K-12 setting or in an arranged placement. (Course: EDP 605 or EDP 605F)
  5. Mini-Instructional Unit Project: Each student will select 1-2 learning standards from the Common Core or Ohio Learning Standards. Students will then develop an overall unit learning target from the selected Standard and develop a series of 3-5 lessons to help the targeted learner build up to mastery of the learning standard/target. Depending on the course, the focus learner will be the student you are assigned to tutor in a field experience placement or it may be based on a focus learner in a selected case study provided by the instructor. (Course: EDP 571)
  6. Ohio Assessments for Educator (OAE): We collect data on student performance on the Ohio Assessments for Educator test that is required for licensure.

Field-Based Projects

All students in a teacher preparation program are expected to gain experience and demonstrate proficiency while performing duties that are directly related to the area of licensure. For SEOH students who are pursuing licensure as a K-12 Intervention Specialist (mild/moderate), the requirements for field-based work are embedded in courses throughout the program. From the list of Key Assessments above, three course projects listed below must be conducted while working directly with K-12 students. For this reason, SEOH students are required to spend time in a K-12 school in order to successfully complete these projects.

For SEOH students who are currently employed in a K-12 school, these projects can frequently be completed in that context with approval from the employer and sufficient time available to fulfill the requirements of the project. Depending on the SEOH student’s current employment duties, it may be necessary for an SEOH student to seek release time in order to complete these projects.

SEOH students who do NOT have access to a K-12 school through their employment can submit a request for a field-placement to be arranged.

  1. Mini-Instructional Unit Project:
    Students are required to work with a K-12 student whose reading ability has been determined to be “below grade level.” If a SEOH student is currently working in a K-12 school, s/he may make arrangements to complete this project within that environment. Alternately, students may complete this project by volunteering for a school or community-based tutoring program, or through other arrangements. For further information, contact the scheduled instructor for the course at the time of enrollment.
  2. Behavior Intervention Plan:
    SEOH students are required to observe student behavior in a K-12 educational environment for 15-20 hours (total) distributed over several weeks of the academic term (e.g. 5 hours per week for 5 weeks). This project must be conducted within a formal K-12 educational context. For further information, contact the scheduled instructor for the course at the time of enrollment.
  3. Field Observation:
    SEOH students must be observed while performing the duties of a K-12 Intervention Specialist and working with students on an IEP with mild/moderate disabilities prior to applying for licensure. For SEOH students who are pursuing an Initial Teaching license, this Observation takes place during a full-semester Supervised Field Experience (student teaching). SEOH students who have successfully completed a student teaching experience in the past AND who are currently working in a K-12 educational setting can make arrangements to complete this assessment in their current setting if students on an IEP are present. While the SEOH student is working with students on an IEP with mild/moderate disabilities, an approved observer will observe the SEOH student for a minimum of 1 hour and then evaluate the SEOH student’s performance using a Field Observation Rubric form. This observation will take place when a student is enrolled in EDP 605F. Additional details on this Key Assessment are provided during the third term of enrollment and may also be included in the course EDP 591.

Ohio Assessments for Educators

The Ohio Assessments for Educators (OAE) assess the content-area and professional (pedagogical) knowledge of candidates who are seeking initial Ohio educator licensure or adding a new licensure area.  The requirements for exams may differ for students who have previously passed a licensure exam. As such, students are responsible for reviewing the information available from the Ohio Department of Education to determine the licensure exam requirements.  Questions regarding licensure exam requirements should be directed to the ODE in order to ensure accurate information as it pertains to each student.

In order to receive an Intervention Specialist License from the Ohio Department of Education, students must also pass the OAE Content Assessment: 043 Special Education and OAE 090, Foundations of Reading assessment. Successful completion of required tests is designed to ensure that candidates for licensure have acquired the minimal knowledge necessary for entry-level positions.

The examinations for licensure are provided by Evaluation Systems group of Pearson. Students register for the computer-based exams online. However, all exams must be taken at an official Pearson testing center.

edTPA

Students enrolled in the initial certification M.Ed. track (for individuals without teaching credentials) must successfully complete the Ohio Teacher Performance Assessment (edTPA). edTPA is a pre-service assessment process designed by educators to answer the essential question: "Is a new teacher ready for the job?" edTPA includes a review of a teacher candidate's authentic teaching materials as the culmination of a teaching and learning process that documents and demonstrates each candidate's ability to effectively teach his/her subject matter to all students.

The assessment vendor, Pearson, establishes the due date for the edTPA, typically within the first 8-10 weeks of student teaching. Two release days are provided for students to work on their projects, and will be considered excused absences from the classroom.

Applying for Licensure

Students who are pursuing licensure as a K-12 Intervention Specialist (Mild/Moderate) are eligible for licensure after:

  1. Earning a grade of C or higher in all of the courses listed under “Intervention Specialist Licensure” in the section titled “Program of Study and Courses” including the appropriate Supervised Field Experience (EDP 605/EDP 605F) 
  2. Passing all program Key Assessments
  3. Passing all required Ohio Assessments for Educators exams
  4. Applying for licensure at the Ohio Department of Education website

Licensure applications are submitted to, and processed by, the Ohio Department of Education (ODE).  ODE confirms completion of courses and other requirements with Miami University prior to approving a license. While Miami participates in licensure of teachers through an interstate agreement, if you plan to teach in another state, you should contact that state's Department of Education teacher licensure or certification office to confirm requirements for that state.

When to Apply for License

All licensure applications are evaluated with respect to the licensure requirements that are in place at the time of the application.  As such, all licensure applicants are subject to any changes that may have occurred since licensure coursework.  Additional courses and/or exams may be required in order for a licensure application to be approved. 

All students are encouraged to apply for licensure at the culmination of the licensure coursework and successful completion of exams, or no longer than 6 months beyond the end of licensure coursework.  Licensure applications that are received within 1 year of the completion of all licensure requirements will be reviewed and considered for approval. Licensure applications that are received more than 1 years after program completion will require [applicants to submit to the program] additional materials for review, including: (1) Letter of request to review licensure eligibility, (2) all academic transcripts, (3) current resume.