College of Education & Behavioral Sciences

School of Special Education

Doctoral Comprehensive Performance Assessment:

Matrix of Performance Options for [Amra Mohammed]
Phase I Phase II
Written Response to Other Demonstrations Oral Defense of
Themes of the Doctoral
Question(s)/ Writing Performance Oral Performances of Performance Performance
Program in Special
Major Paper (choose 2) (choose 2) (choose 1) Assessment
Education:
(choose 1) (Portfolio Artifacts)

Theory: the study and Major Paper: Literature

application of review discussing
Major Paper
historical, current, and characteristics, educational
Self Reflection
evolving theories issues, and current models
of programming for twice- Doctoral Committee
related to feedback
exceptionality exceptional students.
education

Co-teach EDSE 682

Pedagogy: the study and Foundations in Gifted Example of units
application across the Education with Dr. Omdal developed
life span of teaching in Fall 2016. Examples of graded
This includes updating the assignments
procedures, methods,
syllabus and assignments, Instructor feedback and
and individualization developing one new evaluation
of instruction in learning unit, facilitating Student feedback and
exceptionality discussions on the evaluation
education discussion board, and Self reflection
grading assignments.

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 Phase I Phase II
Written Response to Other Demonstrations Oral Defense of
Themes of the Doctoral
Question(s)/ Writing Performance Oral Performances of Performance Performance
Program in Special
Major Paper (choose 2) (choose 2) (choose 1) Assessment
Education:
(choose 1) (Portfolio Artifacts)
Pilot study using qualitative
methodology focusing on
teachers perspectives of
Research successful intervention
strategies for twice-exceptional
Methodology: the students. This study will IRB proposal
study and application involve Colorado gifted Personal submission for
of procedures and education teachers. Individual presentation at local state, or
methods of inquiry to interviews with three to five national, conference
participants will be conducted. Self reflection
problems and issues in Questions will focus on the
exceptionalities background of the teachers,
their experiences, and
perspectives of working with
twice-exceptional students.

Evidence-Based
Practice: the
application of A manuscript for practitioners
A copy of manuscript
that will discuss research-
scientifically-based A letter of submission to a
based strategies for parents to
research to journal
support their twice-exceptional
professional practice children become successful. Self reflection
in exceptionality
education

Public Policy and

I will write a policy paper for
Advocacy: The
submission for publication. My
application of Manuscript translated to
goal is to influence national
Arabic for submission to
leadership skills, leaders and change national
Educational Journal.
pedagogy, and policy in special education in
Self reflection
Saudi Arabia.
scientifically-based
research to influence
public policy

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 Phase I Phase II
Written Response to Other Demonstrations Oral Defense of
Themes of the Doctoral
Question(s)/ Writing Performance Oral Performances of Performance Performance
Program in Special
Major Paper (choose 2) (choose 2) (choose 1) Assessment
Education:
(choose 1) (Portfolio Artifacts)
Collaborate with Dr. Omdal
and Dr. Ritchotte to develop a
plan for a Summer Enrichment
Collaboration: The Program in Saudi Arabia at
Presentation will be made to
application of University of Jeddah.
the administrators of Special
interpersonal skills to 1. Attend planning meetings
Education Department at
for SEP regarding budget,
accomplish joint scheduling, personnel, and
University of Jeddah.
projects with advertising. Presentation materials
2. Based on UNCs SEP, Evaluation from audience
colleagues and
develop a plan that takes Self reflection
mentors.
into account cultural
differences and University
of Jeddah policies.

Student: ____________________________________________________

Program Advisor: ____________________________________________________

Doctoral Admissions and Review Committee: ____________________________________________________

DARC Approval Date: ____________________________________________________

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Directions: The Doctoral Comprehensive Performance Assessment Matrix is a capstone experience that demonstrates synthesis of the student's
knowledge of and experience with theory, pedagogy, research methodology, evidence-based practice, public policy and advocacy, and
collaboration. The matrix incorporates the competencies desired of program graduates and the performances that demonstrate those
competencies. This matrix is reviewed and approved by the DARC to assure consistency in requirements and expectations across students.
The doctoral student and the major advisor develop the matrix of options and performances collaboratively, with input as appropriate from
other faculty. The matrix is submitted to DARC after the first Annual Program Progress Review is completed and before taking the written
comprehensive examination, which is one performance of the matrix. Students who do not meet this deadline risk delays in completing their
performances if DARC requires revisions to the matrix. All matrix performances/activities must be completed by the time of oral
comprehensives.
At least one performance should be a major area paper that serves as the written examination.
The performance options selected should be discrete, unique examples of the student's work. Performances can be connected to previous or
future coursework (including externships and apprenticeships) provided the performances go beyond course requirements and clearly
demonstrate the student's ability to synthesize and apply doctoral level knowledge and practice. The student's program committee will insure
that the student's work meets doctoral level standards. Revisions to the matrix are made with the approval of the advisor and the DARC.
Students should have 2 oral performances, 3 written performances (one of which is a response to a written comprehensive question(s)), and 1
other performance. Please attach a one-paragraph description of each performance to this document to facilitate DARCs review.
Examples of options, which might be chosen, include, but are not limited to:
Oral performances: conference presentation, online and face-to-face course instruction (more than guest lectures), colloquium
presentation, workshop development and presentation, meeting planning and facilitation, teaching assistantships where the student is
responsible for major portions of the course.
Written performances: submitted grant proposal, book chapter, monograph, curriculum development, course development, review of
literature, manuscript describing original research, practitioner submitted manuscript, research or technical report.
Other performances: include but not limited to: interactive technology program; creation of a training video; database development;
significant leadership involvement in student or other professional organizations.
Include in the extreme right column a list of the artifacts you will include in your portfolio to provide evidence of competency for each of the
themes of the doctoral program. These may include PowerPoint presentations, course syllabi, conference programs that show your name,
photographs, research protocols, acceptance letters, IRB forms, or anything that effectively demonstrates your achievement of competency for
that item. A reflection on the process, for each area, must also be included.

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 One-Paragraph Detailed Description of Each Performance, by Doctoral Theme

Theory:
Major paper: One of my goals is to be an expert in the field of gifted education especially with twice-exceptional students, as
well as apply what I learned here in the USA to the educational system in Saudi Arabia. I chose this specific group of students
because through my experiences in Saudi Arabia I found this group of students completely neglected in the classroom as well
as throughout the education system. They are not identified, they did not receive any services that meet their needs, and the
teachers are not familiar with their situations. I will research this topic in order to write a literature review about twice-
exceptional students. I will discuss theories, characteristics, educational issues, and current models for programming for twice-
exceptional students. The paper will include an introduction, review of literature, analysis, recommendations, and a synthesis
of implications for future research practices.

Pedagogy:
I will participate as a co-teacher for the course EDSE 682 Foundation in Gifted Education with Dr. Stuart Omdal in Fall 2016.
This co-teaching experience will help me demonstrate and expand my abilities and skills to update syllabi and assignments,
prepare and develop one new unit, facilitate discussions on discussion boards, communicate with students, and grade
assignments. I chose this course because this course is the keystone in the major of gifted education. This course is the first one
of the series of courses in gifted education. Students start with this foundation in gifted education as a baseline where they will
be introduced to essential knowledge such as history, theories, identification, and programming about the students with gifts
and talents. I would like to build positive experiences in the teachers toward gifted education. Furthermore, co-teaching this
course with an online format will also benefit me with the experiences of teaching online as a new method in Saudi Arabia and
practice how I use this format of teaching.

Research Methodology:
Pilot Study: In order to support my dissertation and get more practical knowledge on research methodology as well as the
content regarding twice-exceptional students, I will develop a pilot study using a qualitative methodology. I will investigate
teachers perspectives of effective intervention strategies that help twice-exceptional students be successful. This study will
involve Colorado gifted education teachers. Individual interviews with three to five participants will be conducted. Questions
will focus on the background of the teachers, their experiences, and perspectives of working with twice-exceptional students.

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 Data will be analyzed for common themes and unifying ideas to develop a rich description of these perspectives. The SRM 680
and SRM 700 courses will help me understand and support my knowledge of how to conduct this study.

Evidence-Based Practice
To provide the best services for twice-exceptional students, collaboration between school and home is critical. In order to best
understand all aspects of twice-exceptional students and to offer them the best services, a manuscript for practitioners will
discuss evidence-based strategies for parents to support their twice-exceptional children. From my reading in this area, I found
that most parents are confused about the highly contrasting profile of their twice-exceptional children. I will include
information on ways for parents to help facilitate academic and affective growth.

Public Policy and Advocacy

I will write a policy paper for submission to the Department of Special Education at the University of Jeddah. Many faculty
members at the University of Jeddah are members of the Ministry of Education as well as some of them are members in King
Abdulaziz and his Companions Foundation for Giftedness and Creativity and they have a dominant voice in making major
decisions in the educational system in Saudi Arabia. My goal is to influence national leaders in special education in Saudi
Arabia to increase awareness of the twice-exceptional population and include information and strategies regarding twice-
exceptional learners that will impact university instruction for pre-service special education teachers, and change national
policy in special education in Saudi Arabia.

Collaboration
From my experiences in SEP, I found this to be an amazing experience that can be applied in Saudi Arabia for gifted students
there. As a member of a new established university (University of Jeddah) and in order to foster collaboration between UJ and
UNC, I will work with Dr. Omdal and Dr. Ritchotte to develop a plan for a SEP in Saudi Arabia at the University of Jeddah.
This collaboration will include:
o Attend planning meetings for SEP regarding budget, scheduling, personnel, and advertising.
o Based on UNCs SEP, develop a plan that takes into account cultural differences and University of Jeddah policies.

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