Education Department

Education Department

M. Ed. in ReadingCIP Code: 13.1315Program Code: 620

1Program Quality Improvement Report 2009-2010Fall 2010

Learning Outcomes1. Demonstrate knowledge of the foundations of reading and writing

processes and instruction (B. T. Knowledge & Comprehension)2. Use a wide range of instructional practices, approaches, methods, and

curriculum materials to support reading and writing instruction; (B. T. Application)

3. Use a variety of assessment tools and practices to plan and evaluate effective reading instruction (B. T. Application , Analysis, Evaluation)

4. Create a literate environment that fosters reading and writing by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments (B. T. Application & Synthesis)

5. View professional development as a career-long effort and responsibility. (B. T. Application)

2

* Bloom’s taxonomy for Academic programs only** Outcomes may be carried over from one assessment cycle to the next based on program needs*** All program objectives are required by International Reading Association which is our accrediting

agency.Fall 2010 Program Quality Improvement Report 2009-2010

Alignment of Learning Outcomes Program learning outcomes as they relate to the students at

Cameron University and in southwest Oklahoma and alignment with Cameron University Mission Statement

:

Mission Statement: Cameron University provides a diverse and dynamic student body access to quality educational opportunities; fosters a student-centered academic environment that combines innovative classroom teaching with experiential learning; prepares students for professional success, responsible citizenship, life-long learning, and meaningful contributions to a rapidly changing world; and is a driving force in the cultural life and economic development of the region.Alignment: One of the specific functions assigned to Cameron University by the State Regents for Higher Education is to provide programs, involving both course work and practical experiences, designed to assist in the development of effective early childhood, elementary, secondary or elementary-secondary teachers. Because reading specialists are licensed to work with children from kindergarten through 12th grade, the M. Ed. in Reading supports this specific function by providing a program to assist in the development of specialists who can work at all levels.

Fall 2010 Program Quality Improvement Report 2009-2010 3

Program learning outcomes relationship to Cameron University strategic plan

• #1: Demonstrate knowledge of the foundations of reading and writing processes and instruction.

• #2: Use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading and writing instruction.

• #3: Use a variety of assessment tools and practices to plan and evaluate effective reading instruction.

• PLAN 2013: Maintain and enhance Cameron’s commitment to providing programs of the highest quality in instruction, research, and service to better meet the needs of the citizens of the region.

• PLAN2013: Assure efficient, effective course delivery in multiple formats.

• PLAN 2013: Make effective use of existing and new facilities.


Program learning outcomes relationship to Cameron University strategic plan

• #4: Create a literate environment that fosters reading and writing by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments.

• #5: View professional development as a career-long effort and responsibility.

• PLAN 2013: Assure efficient, effective course delivery in multiple formats.

• PLAN 2013: Increase educational partnerships with common education, career technology centers, community colleges, and other Oklahoma Universities.


Alignment of Department Mission with Learning Outcomes

• The Department of Education believes that competent, caring, and committed educators are successful in their careers.

– Educators who are competent use pedagogical and content knowledge to support learning for all, provide instruction based on standards and student needs, and use assessment and strategies for active engagement so that all can learn.

– Educators who are caring are responsive to individual needs and create learning environments that promote positive social interactions and motivation.

– Educators who are committed collaborate with others by using effective communication skills while being reflective decision makers and lifelong learners who are willing to change in order to continuously improve.

• Alignment– We believe that all of the above qualities are fostered through standards-

based coursework with coordinated field experiences. – Department dispositional forms measure these 3 characteristics– Dispositional forms are completed at program entry, after 9 hours, after 21

hours, and at program completion


Measures of Student Learning• Direct Measures (5 point scale)

– Portfolio artifacts scored in Chalk and Wire *– Dispositional Assessment *

• Remediation Plan– * Candidates failing to receive satisfactory scores (3 or better) on the portfolio

artifacts and/or dispositional assessments are asked to complete a remediation plan. They work with a professor from the M.Ed. in Reading program to improve those measures.

• Direct Measure - OSAT (Oklahoma Subject Area Test)• 300 points possible• 240 needed to “pass”

• Indirect Measures (5 point scale)– Exit Survey


Program Actions Based upon 2008/2009 Action Plan

• IRA 2.2 Literacy coaches use a wide range of instructional practices, approaches, and methods, including technology-based practices, for learners at differing stages of development and from differing cultural and linguistic backgrounds.

– Action: Because 2008/2009 average was 3.5/5 we agreed implement a strategy file this semester. Strategy file will contain practices, approaches and methods for learners at differing stages of development and from differing cultural and linguistic backgrounds

• Chalk and Wire data

• * Course taught Fall 2009 and Fall 2010 – strategy file implemented Fall 2010


2008/2009 Average

N 2009/2010 Average

N

3.5/5 12 4.0/5 20


IRA 4.2 Candidates use a large supply of books, technology-based information and non-print materials representing multiple levels, broad interests, and cultural and linguistic backgrounds.IRA 4.3 Model reading and writing enthusiastically as valued lifelong activities.• Actions: We taught both Reading Practicum I and Practicum II classes in Fall 2009 and again in

Spring 2010. The specificity added to the assignments of lesson plans and narrative seem to have increased candidate ability to provide the information needed to determine whether or not these program objectives are being met.

• Chalk and Wire Data


IRA 2008/2009

Average

N 2009/2010

N

4.2 3.9/5 7 4.7/5 6

4.3 3.9/5 7 5/5 6


•IRA 5.1 Candidates view professional development as a career-long effort and responsibility.•IRA 5.3 Candidates work with colleagues to observe, evaluate, and provide feedback on each other’s practice. •Action: This assignment was revised to make it more specific which resulted in somewhat higher scores for 5.3 and excellent scores for 5.1.

• Chalk and Wire Data


IRA 2008/2009

Average

N 2009/2010

Average

N

5.1 3.5/5 12 4.7 20

5.3 3.5/5 12 4.0/5 20

Program objective and measurement PROGRAM GOAL: Use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading and writing instruction

PROGRAM OBJECTIVE 2.2

CURRICULUM AREA OR TARGET AUDIENCE

MEASUREMENT OF PROGRAM OBJECTIVE

Measurements

Methods used to determine validity of measurement instruments

Methods used to determine reliability of measurements

Schedule for measurements

IRA 2.2 Literacy coaches use a wide range of instructional practices, approaches, and methods, including technology-based practices, for learners at differing stages of development and from differing cultural and linguistic backgrounds.

Reading Direct measurements: OSAT (Oklahoma Subject Area Test)Portfolio Dispositional Assessments

Indirect measurementsExit surveyFollow-up SurveyIDEA

OSAT - Norm-referenced scores SPA- approved rubrics for portfolio reviewed by Faculty and Advisory Board

Compared to previous years

Inter-rater reliabilityInter-rater reliability

Unable to determine

Graduation

At the end of each courseEntry, 9 & 21 hours, graduation

Graduation1 year after graduationIDEA – after each course

11Fall 2010 11Program Quality Improvement Report 2009-2010

Priority # 1 - Program Objective # 2Oklahoma Specialty Area Test (OSAT)

N Below 240 240 – 269 Above 269 Average

instructional Practices/ selected responses

3 0 0 3 282.33

Instructional Practices/constructed response

3 2 1 0 246

Total of instructional Practices 3 2 1 3 264.17


Trend Analysis: Program Objective 2

Below 240

240 - 269 Above 269

0

1

2

3

4

5

6

2007 - 2008 N = 12008 - 2009 N = 82009 - 2010 N = 3

Below 240

240 - 269 Above 2690

1

2

3

4

5

6

2007 - 2008 N = 12008 - 2009 N = 82009 - 2010 N = 3

Selected Response Constructed Response


Priority # 1- Program Objective # 2Portfolio Assessments

SPA element Portfolio Assignments

N unacceptable % acceptable % Exemplary % % Meeting

StandardIRA 2.2 Candidates support classroom teachers and paraprofessionals in the use of a wide range of instructional practices, approaches and methods, including technology-based practices for learners at differing stages of development and from differing cultural and linguistic backgrounds.

Literacy Coaching

20 0 0 10 50 10 50 100

Classroom Handbook

7 1 14 4 57 2 29 86

Totals 27 1 4 14 52 12 44 96

Trend Analysis: Program Objective 2.2(Percent Meets and/or Exceeds standard)

Fall 2008 Fall 20090

20406080

MeetsExceeds

Priority #1 – Program Objective #2Dispositional Assessment (Scale of 1 – 5)

N = 3


Disposition 1 2 3 4 5 Average

#3: Is sensitive to student needs 0 0 0 0 3 5

#4: Values subject matter 0 0 0 0 3 5

#5: Appreciates multiple teaching strategies 0 0 0 0 3 5

#6: Uses fair and consistent practices 0 0 0 0 3 5

Question 3 4 5 61

1.52

2.53

3.54

4.55

2008 - 2009 N = 92009 - 2010 N = 3


Priority # 1 - Program Objective # 2 Exit Survey (N = 4)

1 2 3 4 5 Average

4. Knowledge of instructional strategies 0 0 0 0 4 5.00

5. Ability to present instruction in clear & meaningful ways 0 0 0 0 4 5.00

6. Ability to integrate technology in instruction 0 0 0 2 2 4.50

7. Ability to apply professional and pedagogical knowledge when observing classroom instruction.

0 0 0 0 5 5.00

9. Ability to use research to improve practice 0 0 0 0 5 5.00

24. Reflect upon your practices 0 0 0 1 3 4.75

35. Develop a classroom/school climate that values diversity 0 0 0 0 4 5.00


Ques 4 5 6 7 9 24 353.8

4.2

4.6

5

2008 - 2009 N = 82009 - 2010 N = 4


Action Plan – Priority # 1Priority Goal Action Plan Time Line Needed Resources

IRA 2.2 Candidates use a wide range of instructional practices, approaches, and methods, including technology-based practices, for learners at differing stages of development and from differing cultural and linguistic backgrounds.

We are instituting the addition of a strategy file to EDUC 5663 Content Area Reading. This will be measured on Chalk and Wire. This is the same as last year because the course is Fall only. By the time we had data, it was too late to make the change last year.

Fall 2010 None – instructor has made that change in the syllabus


Program objective and measurement PROGRAM GOAL: View professional development as a career-long effort and responsibility




Measurements




IRA 5.1 Candidates view professional development as a career-long effort and responsibility.

Reading Direct measurements: OSAT (Oklahoma Subject Area Test)Portfolio Dispositional Assessments

Indirect measurementsExit surveyFollow-up SurveyIDEA



Inter-rater reliabilityInter-rater reliability

Unable to determine

Graduation




Program objective and measurement

PROGRAM GOAL: View professional development as a career-long effort and responsibility




Measurements




IRA 5.3 Candidates work with colleagues to observe, evaluate, and provide feedback on each other’s practice.

Reading Direct measurements: OSAT (Oklahoma Subject Area Test)Portfolio Dispositional AssessmentsIndirect measurementsExit surveyFollow-up SurveyIDEA



Unable to determineInter-rater reliabilityInter-rater reliability

Graduation




Priority # 1 - Program Objective # 2Oklahoma Specialty Area Test (OSAT)

N Below 240 240 – 269 Above 269 Average

Subcategory 5 Professional Development

3 2 1 0 246


Below 240

240 - 269 Above 269

0

2

4

6

2007 - 2008 N = 12008 - 2009 N = 82009 - 2010 N = 3

Trend Analysis: Program Objective 5Percent

Priority # 2 & 3 - Program Objective # 5Portfolio Assessment

20Fall2010

Program Quality Improvement Report 2009-2010

SPA element Portfolio Assignment

N unacceptable % acceptable % Exemplary % % Meeting Standard

IRA 5.1 Candidates view professional development as a lifelong effort and responsibility.

Literacy Coaching

20 0 0 10 50 % 10 50 % 100 %

IRA 5.3 Candidates work with colleagues to observe, evaluate, and provide feedback on each other’s practice.A 5.3

Literacy Coaching

20 0 0 10 50 % 10 50 % 100 %

Trend Analysis: Program Objective # 5(Percent Mets and/or Exceeds standard)

2008/2009 2009/20100

20

40

60

80

MeetsExceeds

Priority #2 & 3 – Program Objective #5Dispositional Assessment

N = 3Disposition 1 2 3 4 5 Average

# 1: Exhibits a belief that all students can learn 0 0 0 0 3 5

#2: Demonstrates strong interpersonal skills 0 0 0 0 0 5

Disposition 1 Disposition 212345

2008 - 2009 N = 82009 - 2010 N = 3



Priority # 2 & 3 - Program Objective # 5 Exit Survey (N = 4)

Question 1 2 3 4 5 Average

2. Comprehension of professional standards in your area

25. Field experiences and/or clinical practices were sufficiently extensive and intensive26. Field experiences and/or clinical practices faculty gave regular support



Question 2 25 261

1.52

2.53

3.54

4.55

2008 - 2009 N = 82009 - 2010 N = 4

Action Plan, Priority # 2 & 3Priority Goal Action Plan Time Line Needed Resources

IRA 5.1 Candidates view professional development as a career-long effort and responsibility.

We are moving the assignment to a different course where all class members are working toward reading specialist certification. That way we can target the assignment more specifically to their needs.

Spring 2011 None – instructor is agreeable

IRA 5.3 Candidates work with colleagues to observe, evaluate, and provide feedback on each other’s practice.

We are moving the assignment to a different course where all class members are working toward reading specialist certification. That way we can target the assignment more specifically to their needs. This will be measured on Chalk and Wire in EDUC 5623 Theoretical Foundations of Reading.

Spring 2011 None – instructor is agreeable


Ancillary Actions

• Our Specialized Professional Organization (SPA) which is International Reading Association has revised their standards for reading professionals. As of Fall 2010, we are expected to follow the new standards. This requires us to revise all assessments and rubrics. We are currently working on that. By next year, we hope to have all the new assessments and rubrics in place and have some data from Fall 2010 & Spring 2011 to report.


Published information on graduates

25

Working In Discipline Unknown2008 - 2009 8 0 2009 - 2010 3 1Total 11 1

Fall 2010 Program Quality Improvement Report 2009-2010

Documents

Education Department