Page 1 Assessment: Reporting Unit Four Column€¦ · Large Group Lesson Plan Scoring Rubric 2018.docx Small Group Activity Plan.docx Use of Result: Implement in the 2018-2019 year

Assessment: Reporting Unit Four Column

Program (CoELA) - Early Childhood Education ADAssessment Contact: Prof. Becky DavisProgram Notes: Focused on preparing effective early childhood educators for pre-schools, child care centers, and other programs.Mission Statement: The mission of Lake Superior State University School of Education is to promote the development of educational innovators who embrace diversity and arecommitted to the success of all learners.

Student LearningOutcomes

Assessment Criteria &Procedures Assessment Results Use of Results

Goal Status: Active

Criteria Target: 100% of studentswill demonstrate high level ofproficiency on each criteria.

Related Documents:Large Group Activity Plan.docxLarge Group Lesson Plan ScoringRubric 2018.docxSmall Group Activity Plan.docx

Use of Result: Implement in the2018-2019 year and review.(09/01/2018)

Finding Reporting Year: 2017-2018Goal met: NoClass not taught in 2017-2018 (09/01/2018)

Use of Result: The use of lessonplans for large and small groupwill continue. Students are able tomake links between the NAEYCstandards and the lesson planswith high levels of proficiency.(08/24/2018)

Finding Reporting Year: 2016-2017Goal met: Yes1/3 of the students demonstrate a sufficient level ofcompetency through written lesson plans. 2/3 demonstratehigh levels of competency on lesson plans. (08/24/2018)

Schedule/Notes: Completed inCHLD245 Early ChildhoodCurriculum, Year 3 Spring semester

Direct - Writing IntensiveAssignment - Large Group/SmallGroup Activity PlanRubric criteria will assess:Knowledge of the content addressedin plan, based on the Michigan EarlyChildhood Standards of QualityIntegration of observation data ofindividual children into the designand adaptation of the plan forindividual learnersAssessment of learning outcomes foreach child

Goal Level (Bloom/Webb): Mid-Level (Analyzing/Applying) [Bloom]Institutional Learning: ILO3 -Analysis and Synthesis - Students willorganize and synthesize evidence,ideas, or works of imagination toanswer an open-ended question,draw a conclusion, achieve a goal, orcreate a substantial work of art.Assessment Year: AY16-17

Goal Category: Student Learning

Content Knowledge - Candidatesdemonstrate their content areaknowledge in the design,implementation, and evaluation ofexperiences that result indevelopmental and learningoutcomes for each child.

Start Date: 08/01/2014

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Small Group Lesson Plan ScoringRubric 2018.docx

Goal Status: Active

Criteria Target: 100% of the studentswill complete all 10 field reportsearning enough points to be"sufficient" based on the gradingrubric criteria.High Impact Program Practices 1:Internships

Use of Result: Continue tomonitor the new field reportformat. (09/01/2018)

Finding Reporting Year: 2017-2018Goal met: Yes100% of the students completing the practicum earned alevel of "sufficient" on the grading rubric. (05/08/2018)

Direct - Field Placement/InternshipEvaluation - Students will completea field practicum of 170 hours in alicensed high quality preschool,infant-toddler or special educationpreschool classroom. Students willassist with large group, small groupand classroom managementactivities. Students will submit 10field experience reports focused onvarious NAEYC standards.Institutional Learning: ILO3 -

Analysis and Synthesis - Students willorganize and synthesize evidence,ideas, or works of imagination toanswer an open-ended question,draw a conclusion, achieve a goal, orcreate a substantial work of art.


Child Development - Candidatesapply their knowledge andunderstanding of young children'sdevelopmental needs to createhealthy, respectful, supportive, andchallenging learning environments foreach child.


Goal Status: ActiveCriteria Target: 100% of studentswill score a 3 or 4 on each of thecriteria on the rubric

Related Documents:Claim 3 Key Assessment CHLD150.doc

Schedule/Notes: CHLD150Observation and Assessment in EarlyChildhood Education, Year 2 SpringSemester

Direct - Writing IntensiveAssignment - Ages and StagesQuestionnaire (ASQ) IntegratedReportRubric criteria will assess:Accuracy of observations anddocumentation, and appropriateassessment of developmental stage

Institutional Learning: ILO2 - Use ofEvidence - Students will identify theneed for, gather, and accuratelyprocess the appropriate type,quality, and quantity of evidence toanswer a complex question or solvea complex problem.


Observation and Assessment -Candidates demonstrate knowledgeof systematic observations,documentation, and assessmentstrategies through the effective use ofthese techniques to promote positiveoutcomes for each child.



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Criteria Target: 100% of studentswill successfully complete at leastone ASQ and provide an analysis ofdevelopment and lesson plan basedon the assessment outcomes.

Use of Result: The student use ofASQ in one class was successful.Future planning could includeexpanding the use of this tool in atleast two classes so that studentsmight see a more diverse result.(12/17/2017)

Finding Reporting Year: 2017-2018Goal met: YesStudents sucessfully completed one ASQ, analyzed theresults, and completed a lesson plan reflective of theresults. (12/17/2017)

Direct - Case Analysis - Studentslearn protocol for Ages and StagesQuestionnaire, then choose onechild from their assigned fieldexperience placement and conductan ASQ. The results of the ASQ arethen used in class to analyze thedevelopment of the child within anexpected developmental range.Results are also used to developactivities and interventions to meetthe child's developmental needs.

Goal Status: Active

Criteria Target: 100% of studentswill complete the mock newsletter.80% will score 4/5 on the rubric.

Use of Result: This assignment hasbeen successful for students todemonstrate respectfulrelationships with families. Theassignment will continue as is.(08/31/2018)

Finding Reporting Year: 2017-2018Goal met: Yes100% of students completed the mock parent newsletter.100% earned 4/5 or more on the scoring rubric.(08/31/2018)

Direct - Writing IntensiveAssignment - Students create amock parent newsletter which isgrades on a scoring rubric.

Institutional Learning: ILO1 - FormalCommunication - Students willdevelop and clearly express complexideas in written and oralpresentations., ILO4 - ProfessionalResponsibility - Students willdemonstrate the ability to applyprofessional ethics and interculturalcompetence when answering aquestion, solving a problem, orachieving a goal.


Families as Partners - Candidatesvalue the important and complexcharacteristics of children's families intheir development of respectful,reciprocal relationships and in theinvolvement of families in theirchildren's development and learning.



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Goal Status: Active

Use of Result: In order to furtherevaluate and make the fieldexperiences a mutually beneficialopportunity, an external advisorycommittee could be formed withthe intent of providing feedbackto LSSU ECE faculty. (08/31/2018)Budget Request: 1000Budget Rationale: Teachers andadministrators are busy and haveclassroom and programs to run.The advisory meeting would needto be held during the summermonths when school is not insession, compensation for theirtime seems reasonable. In orderto compensate external advisorycommittee members it isrecommended that eachparticipate receive lunch and a$50.00 stipend for an annualadvisory meeting.

Finding Reporting Year: 2017-2018Goal met: Yes100% of students have had success in field experiences andpracticum. Anecdotally, administrators and classroomteachers report LSSU students are respectful, prepared, andactively participating in classroom experiences withchildren. (08/31/2018)

Direct - Laboratory, Clinical,Skill/Competency Assessments -100% of students will demonstrateprofessional dispositions which willstrengthen as students progressthrough the freshman, sophomore,junior and senior course workcompleting reflections for each fieldexperience will demonstratestudents growth towardprofessionalize.

Institutional Learning: ILO4 -Professional Responsibility -Students will demonstrate the abilityto apply professional ethics andintercultural competence whenanswering a question, solving aproblem, or achieving a goal.


Professional Dispositions -Candidates demonstrate professionaldispositions throughout coursework,field experience, and practicums.


Goal Status: Active

Criteria Target: 100% of AD degreecompletion students willsuccessfully complete 250 hours offield experience demonstrating

Use of Result: In order to collectdata in a more procedural way, asurvey will be sent to fieldexperience teachers and mentorsto evaluate how studentsdemonstrate in practice theirknowledge of ethical standards.(01/15/2018)

Finding Reporting Year: 2017-2018Goal met: YesStudents demonstrate knowledge of ethical standardswithin course work by analyzing ethical dilemma scenariosand then demonstrate integration during field workplacements. Anecdotal feedback from field experiencementors continues to reflect that students maintainconfidentiality and have respect for the information theylearn about individual students during field experiences.(12/17/2017)

Direct - Exam/Quiz - within thecourse - Students study the NAEYCCode of Ethics. (CHLD 270) Studentsparticipate in an extensive practicumplacement of 170 hours anddemonstrate confidentiality for bothstaff and student information.Students work with a diversepopulation of children and familiesduring the field experiences andprovide reflection papers whichdemonstrate an understanding ofethical and professional guidelines.



Advocacy - Candidates integrateknowledge of ethical standards andother early childhood professionalguidelines in advocating for soundeducational practices and policies.



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knowledge of and acceptance of adiverse population of children,families and staff while placed invarious settings.


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Program (CoELA) - Early Childhood Education BSAssessment Contact: Prof. Becky Davis



Goal Status: Active


Related Documents:Large Group Activity Plan.docxLarge Group Lesson Plan ScoringRubric 2018.docxSmall Group Activity Plan.docxSmall Group Lesson Plan ScoringRubric 2018.docx

Use of Result: This assignment willcontinue as is. (08/31/2018)

Finding Reporting Year: 2017-2018Goal met: No80% of students scores 4 or 5 on the scoring rubric.(05/15/2018)



Institutional Learning: ILO3 -Analysis and Synthesis - Students willorganize and synthesize evidence,ideas, or works of imagination toanswer an open-ended question,draw a conclusion, achieve a goal, orcreate a substantial work of art.


Content Knowledge - Candidatesdemonstrate their content areaknowledge in the design,implementation, and evaluation ofexperiences that result indevelopmental and learningoutcomes for each child.


Use of Result: Faculty will reviewFinding Reporting Year: 2017-2018Direct - Writing IntensiveChild Development - Candidates


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Goal Status: Active

Criteria Target: 100% of studentswill score a 3 or 4 on the rubric

Related Documents:Creating an Environment forLearning Checklist.docxIndividual Learner Assessment andPlan.docxReflection Evaluation ScoringRubric.doc

the key assessment framework toconfirm the fit within the courseframework, making appropriateadjustments to the course, ifnecessary. Information about theassignment will be more fullyincorporated into the coursesyllabus. (08/31/2018)

Goal met: YesThe ASQ Integrated Report is an integral component of thiscourse, however, due to transitions in faculty assignmentfor the course (four faculty - one full-time, three adjunct),the key assessment was not administered in a consistentmanner. The ASQ assignment was a significant componentof the grading each semester and the Early Childhood(General and Special) Education students enrolled in thecourse each earned a grade of B+ or better in the course.(08/31/2018)

Schedule/Notes: Administered inCHLD310 Inclusion in EarlyChildhood Settings, Year 4 FallSemester

Assignment - Individual LearnerAssessment and PlanRubric criteria will assess:Accuracy of observation andassessment of developmentalstages, both typical and atypicalDesign of appropriate, supportivelearning environments for individualstages and needs

Institutional Learning: ILO2 - Use ofEvidence - Students will identify theneed for, gather, and accuratelyprocess the appropriate type,quality, and quantity of evidence toanswer a complex question or solvea complex problem., ILO3 - Analysisand Synthesis - Students willorganize and synthesize evidence,ideas, or works of imagination toanswer an open-ended question,draw a conclusion, achieve a goal, orcreate a substantial work of art.


apply their knowledge andunderstanding of young children'stypical and atypical developmentalneeds to create healthy, respectful,supportive, and challenging learningenvironments for each child.


Goal Status: Active Criteria Target: 100% of studentswill score a 3 or 4 on each of thecriteria on the rubric

Related Documents:Claim 3 Key Assessment CHLD 150.

Use of Result: 20 studentssuccessfully completed therequirements of the practicum(CHLD 260 or CHLD 410)(08/31/2018)

Finding Reporting Year: 2017-2018Goal met: YesStudents will complete two field practicum of 170 hourseach in a licensed high quality preschool, infant-toddler orspecial education preschool classroom. Students will assistwith large group, small group and classroom managementactivities. Students will submit 10 field experience reportsfocused on various NAEYC standards. (08/31/2018)

Schedule/Notes: CHLD150Observation and Assessment in EarlyChildhood Education, Year 2 SpringSemester


Institutional Learning: ILO2 - Use ofEvidence - Students will identify theneed for, gather, and accuratelyprocess the appropriate type,quality, and quantity of evidence toanswer a complex question or solve


Observation and Assessment -Candidates demonstrate in-depthknowledge of systematicobservations, documentation, andassessment strategies through theeffective use of these techniques topromote positive outcomes for eachchild.



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docDirect - Writing IntensiveAssignment - The ASQ IntegratedReport is an integral component ofthis course, however, due totransitions in faculty assignment forthe course (four faculty - one full-time, three adjunct), the keyassessment was not administered ina consistent manner. The ASQassignment was a significantcomponent of the grading eachsemester and the Early Childhood(General and Special) Educationstudents enrolled in the course eachearned a grade of B+ or better in thecourse.

a complex problem.

Goal Status: Active

Criteria Target: 100% of studentswill score a 3 or 4 on each criteria.

Related Documents:Claim 4 Key Assessment CHLD440.docFamily Involvement PlanAssignment.docx

Schedule/Notes: CHLD440 Familyand Community Partnerships, Year 4Spring Semester

Direct - Writing IntensiveAssignment - Family InvolvementPlanRubric criteria will assess:Knowledge of the wide range ofaspects of family and communityculture and dynamicsAbility to develop goals and activitiesthat are appropriate to theassessment families andcommunities.

Direct - Writing Intensive



Family and Community Partnerships- Candidates value the important andcomplex characteristics of children'sfamilies and communities in theirdevelopment of respectful, reciprocalrelationships and partnerships.



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Criteria Target: 100% of the studentswill complete the mock newsletter.80% will score 4 or 5 on the rubric.

Use of Result: This assignment hasbeen successful for students todemonstrate respectfulrelationships with families. Theassignment will ocntinue as is.(08/31/2018)

Finding Reporting Year: 2017-2018Goal met: Yes100% of students completed the mock parent newsletter.100% earned 4 or 5 on the scoring rubric. (08/31/2018)

Assignment - Students create amock parent newsletter which isgraded on a scoring rubric.

Goal Status: Active

Use of Result: In order to furtherevaluate and make the fieldexperiences a mutually beneficialopportunity, an external advisorycommittee could be formed iwththe intent of providing feedbackto LSSU ECE faculty. (08/31/2018)Budget Rationale: Teachers andadministrators are busy and haveclassrooms and programs to run.The advisory meeting would needto be held during the summermonths when school is not insession, compensation for theirtime seems reasonable. In orderto compensate external advisorycommittee members, it isrecommended that eachparticipant receive lunch and a$50.00 stipend for an annualadvisory meeting.Budget Request: 1000

Finding Reporting Year: 2017-2018Goal met: Yes100% of students have had success in field experiences andpracticum. Anecdotally, administrators and classroomteachers report LSSU students are respectful, prepared andactively participating in classroom experiences withchildren. (08/31/2018)

Direct - Laboratory, Clinical,Skill/Competency Assessments -100% of students will demonstrateprofessional dispositions which willstrengthen as students progressthrough the freshman, sophomore,junior and senior course workcompleting reflections for each fieldexperience will demonstratestudents growth towardprofessionalize.



Professional Dispositions -Candidates demonstrate professionaldispositions throughout coursework,field experience, and practicums.


Goal Status: Active

Use of Result: In order to collectdata in a more procedural way, asurvey will be sent to fieldexperience teachers and mentorsto evaluate how studentsdemonstrate in practice theirknowledge of ethical standards.(08/31/2018)

Finding Reporting Year: 2017-2018Goal met: YesStudents demonstrate knowledge of ethical standardswithin coursework by analyzing ethical dilemma scenariosand then demonstrate integration during field workplacements. Anecdotal feedback from field experiencementors continues to reflect that students maintainconfidentiality and have respect for the information theylearn about indivdiual students during field experiences.

Direct - Exam/Quiz - within thecourse - Students study the NAEYCCode of Ethics. (CHLD 270) Studentsparticipate in an extensive practicumplacement of 170 hours anddemonstrate confidentiality for bothstaff and student information.Students work with a diversepopulation of children and families


Advocacy - Candidates demonstrateprofessional identification with andleadership skills in the early childhoodfield through articulating andadvocating for sound professionalpractices and public policies.



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Criteria Target: 100% of BS degreecompletion students willsuccessfully complete 500 hours offield experience demonstratingknowledge of and acceptance of adiverse population of children,families and staff while placed invarious settings

(08/31/2018)during the field experiences andprovide reflection papers whichdemonstrate an understanding ofethical and professional guidelines



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Program (CoELA) - Elementary Education Early Childhood BS

Assessment Contact: Prof. Becky Davis



Goal Status: Active


Related Documents:Large Group Activity Plan.docxLarge Group Lesson Plan ScoringRubric 2018.docxSmall Group Activity Plan.docxSmall Group Lesson Plan ScoringRubric 2018.docx

Related Documents:Claim 1 Large and Small Group Activity Plans.docx

Use of Result: CHLD245 is arequired course for both the EarlyChildhood (General and Special)Education (ZS) program and theEarly Childhood Educationbachelor and associate degreeprograms. As this key assessmentis implemented for the EarlyChildhood Education degrees andthat a number of faculty havebeen assigned to teach thecourse, next steps will be to holdnorming sessions for clarifying theexpectations/framework of theassignment and the alignment ofthe rubric to the claim statementsof the three programs.(08/20/2018)

Finding Reporting Year: 2017-2018Goal met: YesOf the 12 students who have completed the Early Childhood(General and Special) Education program or are currently inthe program with credit for CHLD245, six transferred inCHLD245 and six completed the course at Lake SuperiorState. This provides a very small number of students onwhich to report data. Of the six students who completedthe Large Group Activity Plan and Small Group Activity Planassignments, all scored a 4 on the two criteria from thecomplete rubric that are used for the key assessment.(06/15/2018)



Goal Level (Bloom/Webb): High-Level (Creating/Evaluating) [Bloom]Institutional Learning: ILO3 -Analysis and Synthesis - Students willorganize and synthesize evidence,ideas, or works of imagination toanswer an open-ended question,draw a conclusion, achieve a goal, orcreate a substantial work of art.


Claim 1 Content Knowledge -Candidates demonstrate theircontent area knowlege in the design,implementation, and evaluation ofexperiences that result indevelopmental and learningoutcomes for each child.



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Criteria Target: Candidates'performance on the sub-areas of theEarly Childhood Education (Generaland Special Education) will beanalyzed to assess candidates'preparation in the knowledge andskills specified in the standards. Thiswill be done on an annual basis aspart of the continuous programimprovement process.

Related Documents:MTTC Test Ojbectives EarlyChildhood Education (General andSpecial Education)

Related Documents:Early Childhood (Gen & Sp) MTTC Results.xls

Use of Result: Faculty will reviewthe alignment of the ProfessionalDevelopment standards with thecoursework, to assure that thestandards are being addressed inan appropriate sequence and thatassessments are built into thecourse assessment plans.Faculty will review the Learning inthe Content Area standards interms of correspondence with thecontent provided in theElementary Planned Program. Itmay be that there needs to beadditional content provided in theEarly Childhood Educationcourses, specific to the youngchild. (08/20/2018)

Finding Reporting Year: 2017-2018Goal met: YesThere have been 11 unique testers attributed to LSSU sincethe program was initially approved. One tested prior toapproval, was not, in fact, a Lake State student, and failedand has not repeated. Of the remaining 10 testers, twofailed on their first attempt; one passed on her secondattempt, the other has yet to test again. The overall passrate is 90%. There were two testers, both of whom passedon their first attempt, who were not eligible to be counted,so with 8 eligible testers, the pass rate is 87.5%.

All of those who have passed the test scored a 3 or 4 onboth the Child Development and Learning and theCommunication, Language, and Literacy Developmentsections of the test. The overall percentage of 3 and 4scores on those sections was 83%. Of those who passed thetest, 78% scored a 3 or 4 on the Professional Developmentsection; overall, 75% scored a 3 or 4 on that section. Ofthose who passed the test, 67% scored a 3 or 4 on theLearning in the Content Area section; overall, 58% scored a3 or 4 on that section. (06/15/2018)

Schedule/Notes: The MTTC subjecttest is taken in Year 4, April, andmust be passed prior to thepreschool student teachingplacement.

Direct - Exam/Quiz - Standardized -MTTC Subject Test

Goal Status: Active

Criteria Target: 100% of studentswill score a 3 or 4 on the rubric

Related Documents:Claim 2 Individual Learner Assessment and Plan.docx

Use of Result: CHLD310 is arequired course for both the EarlyChildhood (General and Special)Education (ZS) program and theEarly Childhood Educationbachelor and associate degreeprograms. As this key assessmentis implemented for the EarlyChildhood Education degrees andthat a number of faculty havebeen assigned to teach thecourse, next steps will be to holdnorming sessions for clarifying theexpectations/frameworks of the

Finding Reporting Year: 2017-2018Goal met: YesOf the 15 students who have completed the Early Childhood(General and Special) Education program and who arecurrently in the program with credit for CHLD310, eighttransferred in CHLD310 and seven completed it at LSSU. Allof the students completing the course at LSSUdemonstrated mastery on the criteria of the assessment(scores of 3 and 4 on the rubric). (06/15/2018)

Schedule/Notes: Administered inCHLD310 Inclusion in EarlyChildhood Settings, Year 4 Fall

Direct - Writing IntensiveAssignment - Individual LearnerAssessment and PlanRubric criteria will assess:Accuracy of observation andassessment of developmentalstages, both typical and atypicalDesign of appropriate, supportivelearning environments for individualstages and needs

Institutional Learning: ILO2 - Use ofEvidence - Students will identify theneed for, gather, and accurately


Claim 2 Child Development -Candidates apply their knowledgeand understanding of youngchildren's typical and atypicaldevelopmental needs to createhealthy, respectful, supportive, andchallenging learning environments foreach child.



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Related Documents:Creating an Environment forLearning Checklist.docxIndividual Learner Assessment andPlan.docxReflection Evaluation ScoringRubric.doc

assignment and the alignment ofthe rubric to the claim statementsof the three programs.(08/20/2018)

Semester

Criteria Target: All candidatesperform at the high-level(creating/evaluating) of Bloom’s oneach of the four claims.

Related Documents:Early Childhood Student TeachingFinal Evaluation.docx

Use of Result: Faculty will reviewthe initial supervision andevaluation process for the pre-school student teachingplacement, with the goal offinding a balance between theprocess that is used for theTeacher Education Unit and thepractices and principles of an earlychildhood setting and teacherrole. A focus of this work will bethe format for final evaluationnarrative, and the alignment withthe claim statement, to providefor more reliable and valid data. (08/20/2018)

Finding Reporting Year: 2017-2018Goal met: YesSeven students have completed the Directed Teachingrequirement for the Early Childhood (General and Special)Education program. Six were placed in a pre-school setting;one was placed in an Early On setting as an exception to theapproved program.The final evaluations for each of the students providedevidence of their ability to develop and implementappropriate learning environments reflecting individualchildren's needs. In addition, a number of the finalevaluations noted the ability of the student teacher toproactively set plans and expectations in place thatreflected an understanding of individual children'sdevelopmental needs. (06/15/2018)

Schedule/Notes: CHLD495 DirectedTeaching: Early Childhood

Direct - Capstone Project - includingundergraduate research - StudentTeaching Final EvaluationAnalysis of narrative evaluation toassess the level on Bloom’sTaxonomy at which candidates areperforming at the completion of thestudent teaching experience.

process the appropriate type,quality, and quantity of evidence toanswer a complex question or solvea complex problem., ILO3 - Analysisand Synthesis - Students willorganize and synthesize evidence,ideas, or works of imagination toanswer an open-ended question,draw a conclusion, achieve a goal, orcreate a substantial work of art.

Goal Status: Active Criteria Target: 100% of studentswill score a 3 or 4 on each of thecriteria on the rubric

Use of Result: Faculty will reviewthe key assessment framework toconfirm the fit within the courseframework, making appropriateadjustments to the course, ifnecessary. Information about theassignment will be more fullyincorporated into the coursesyllabus. (08/20/2018)

Finding Reporting Year: 2017-2018Goal met: YesThe ASQ Integrated Report is an integral component of thiscourse, however, due to transitions in faculty assignmentfor the course (four faculty - one full-time, three adjunct),the key assessment was not administered in a consistentmanner. The ASQ assignment was a significant componentof the grading each semester and the Early Childhood(General and Special) Education students enrolled in thecourse each earned a grade of B+ or better in the course.(06/15/2018)

Schedule/Notes: CHLD150


Institutional Learning: ILO2 - Use of


Claim 3 Observation andAssessment - Candidatesdemonstrate knowledge ofsystematic observations,documentation, and assessmentstrategies through the effective use ofthese techniques to promote positiveoutcomes for each child.



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Related Documents:Claim 3 Key Assessment CHLD150.doc

Observation and Assessment in EarlyChildhood Education, Year 2 SpringSemester

Evidence - Students will identify theneed for, gather, and accuratelyprocess the appropriate type,quality, and quantity of evidence toanswer a complex question or solvea complex problem.

Goal Status: Active

Criteria Target: 100% of studentswill score a 3 or 4 on each criteria.

Related Documents:Family Involvement PlanAssignment.docx

Use of Result: Norming sessionswill be held for all faculty teachingthis course to confirmexpectations and criteria. At aJune 14, 2018, assessment worksession for all faculty (regular andadjunct), participants raised thequestion of assuring that there is ashared set of expectationsregarding acceptable levels ofwriting, research, and rigor inclass activities and in assignments.This will frame agendas forupcoming early childhoodeducation work sessions.(08/20/2018)

Finding Reporting Year: 2017-2018Goal met: YesIn the three times that CHLD440 has been offered since theZS program was approved, students in both the BS and ZSprograms scored equally strong - earning full marks on theFamily Involvement Plan. (06/15/2018)

Schedule/Notes: CHLD440 Familyand Community Partnerships, Year 4Spring Semester

Direct - Writing IntensiveAssignment - Family InvolvementPlanRubric criteria will assess:Knowledge of the wide range ofaspects of family and communityculture and dynamicsAbility to develop goals and activitiesthat are appropriate to theassessment families andcommunities.

Criteria Target: 100% of candidateswill perform at the highest level ofBloom's.

Use of Result: Faculty will reviewthe initial supervision andevaluation process for the pre-school student teachingplacement, with the goal offinding a balance between theprocess that is used for theTeacher Education Unit and thepractices and principles of an earlychildhood setting and teacherrole. A focus of this work will bethe format for final evaluationnarrative, and the alignment with

Finding Reporting Year: 2017-2018Goal met: YesSeven students have completed the Directed Teachingrequirement for the Early Childhood (General and Special)Education program. Six were placed in a pre-school setting;one was placed in an EarlyOn setting as an exception to theapproved program.The final evaluations for the students provided someevidence of respectful interactions with adults in theclassroom setting. In most cases, the evidence related tothis claim was provided by the student teacher or thecooperating teacher; the university supervisor did notalways happen to be in the classroom when other adults

Schedule/Notes: CHLD495 DirectedTeaching: Early Childhood

Direct - Capstone Project - includingundergraduate research - StudentTeaching Final EvaluationAnalysis of narrative evaluation toassess level at which candidates areperforming at the completion of thestudent teaching experience.



Claim 4 Family and CommunityPartnerships - Candidates value theimportant and complexcharacteristics of children's familiesand communities in theirdevelopment of respectful, reciprocalrelationships and partnerships.



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Related Documents:Early Childhood Student TeachingFinal Evaluation.docx

the claim statement, to providefor more reliable and valid data.(08/20/2018)

were present. Student teachers did not present writtenplans or communication as part of the expectation ofdocumentation related to the student teaching experience.(06/15/2018)


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Program (CoELA) - Elementary Education Lang Arts/Math BS

Assessment Contact: Dr. Guidi Yang



Goal Status: Active

Use of Result: Faculty in Arts andLetters, and Education need toreview the requirement to includea lesson in the EDUC411 unit thatvalues the socio-cultural anddynamic nature of language.(09/04/2018)

Finding Reporting Year: 2017-2018Goal met: NoData from Fall 2017 course assessment:Unit plan integrates all six language arts: 6/6Unit plan is based on sound rhetorical principles: 6/6Unit plan contains a lesson focusing on the dynamic natureof language: 0/6 (09/03/2018)

Schedule/Notes: EDUC411

Direct - Writing IntensiveAssignment - Candidates will designa unit plan that illustrates theirability to integrate all sixcomponents of the English languagearts into units, and makeinstructional decisions based onsound rhetorical principles.Candidates will design a lesson in theunit that values the socio-culturaland dynamic nature of language.Goal Level (Bloom/Webb): Mid-

Level (Analyzing/Applying) [Bloom]


Instructional Choices - Language Arts- Candidates will make instructionalchoices that consider the integratednature of the language arts, the socio-cultural and dynamic nature oflanguage, and the principles ofrhetoric and communication.


Goal Status: Active

Use of Result: Integratedadditional materials into Fall2017course design to make studentsmore appreciative of the dynamicnature of English affected byoutside forces. (09/04/2018)

Finding Reporting Year: 2016-2017Goal met: YesData from the Fall 2016 final exam embedded questions:Students understand the prescriptivism versus descriptivismdebate: 83%Students value both descriptive and prescriptive grammars:89%Students appreciate dynamic nature of English: 71.5%(09/04/2018)

Schedule/Notes: ENGL222

Direct - Exam/Quiz - within thecourse - Embedded questions on thefinal exam will allow students todemonstrate that they value bothprescriptive and descriptivegrammar, and appreciate thedynamic nature of English as alanguage shaped by historical, social,and cultural influences.

Use of Result: Future offerings ofcourse will collect all informationusing the MDE-approved programassessment method (embeddedquestions on the final exam).

Finding Reporting Year: 2017-2018Goal met: NoData from the Fall 2017 course offering:

Students understand prescriptivism versus descriptivism

Direct - Exam/Quiz - within thecourse - Instructor assessed studentposition on prescriptive anddescriptive grammars andconventions of English with an essay;

Goal Level (Bloom/Webb): Mid-Level (Analyzing/Applying) [Bloom]Institutional Learning: ILO1 - FormalCommunication - Students willdevelop and clearly express complex


Grammar and Language - Candidateswill value both prescriptive anddescriptive grammars andconventions of English and appreciatethe dynamic nature of English as alanguage shaped by historical, social,and cultural influences.



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(09/04/2018)debate: 94%Students value both descriptive and prescriptive grammars:NO DATAStudents appreciate the dynamic nature of English: 88%(09/04/2018)Schedule/Notes: ENGL222

instructor assessed dynamic natureof English by having students takenotes on an 8-part video on thesubject.

ideas in written and oralpresentations.

Goal Status: Active

Use of Result: For Fall 2018, inENGL 231, devote class time towriting instruction; provide moreopportunity to draft and reviseand engage with basic skills ofwriting about literature. ForSpring 2019, in ENGL 232,continue with organization ofcourse into separate units forprose and poetry (09/04/2018)

Finding Reporting Year: 2017-2018Goal met: YesIn Fall 2017, in ENGL 231, students performed a closereading of a text that illustrated how its style, voice, andlanguage choices, as well as literary techniques and devices,impacted overall sense and meaning. They also consideredhow the text reflects or challenges the culture, values, andperspectives of the period. Of the three essays studentscomposed performing analysis of literary texts, the averagelevel of performance was in the intermediate range.Students continue to do well in identifying importantpassages and applying rudimentary interpretation of them,but fall short of a building a more advanced argument aboutthe text. In Spring 2018, in ENGL 232, students performedsimilarly on both prose and poetry analytical essays. Theirperformance in both genres was in the high intermediaterange. This is in contrast with previous years where poetryanalysis faltered behind prose. (09/04/2018)

Schedule/Notes: ENGL231, ENGL232

Direct - Writing IntensiveAssignment - Candidates completestandardized essay assignments inAmerican literature survey courses,using literary terminology, genrecharacteristics, and close reading, tocomplete textual analysis.Goal Level (Bloom/Webb): Mid-

Level (Analyzing/Applying) [Bloom]Institutional Learning: ILO3 -Analysis and Synthesis - Students willorganize and synthesize evidence,ideas, or works of imagination toanswer an open-ended question,draw a conclusion, achieve a goal, orcreate a substantial work of art.


Analyze Texts - Candidates willsynthesize knowledge of genre, craft,and criticism to analyze texts.


Goal Status: Active

Use of Result: Moved somematerials pertaining to lifelonglove of reading and writing focusto ENGL 470 (language arts seniorthesis course). Removed creativewriting component in EDUC 411based on feedback from thedistrict. Coordinated a series ofmeetings in spring and summer2018 between program professorsand key members of the localschool district to initiate a newmodel for field placement in EDUC411 and EDUC 422 that would

Finding Reporting Year: 2017-2018Goal met: NoA three-year review of student assignments, courseevaluations, and informal feedback in EDUC 411--the placewhere key assessment of this outcome is supposed tooccur--revealed that students are not given enough of anopportunity to focus enough on mastering this outcome inthat course and its related fieldwork, due to the time spenton instilling in students a lifelong love of reading and writingin EDUC 411. (09/04/2018)

Schedule/Notes: ENGL320,

Direct - Writing IntensiveAssignment - Candidates complete aresearch project that illustrates theirability to value and apply effectiveliteracy and scholarship practicesmidway through their coursework.Later, they will design a unit plan,which illustrates their ability torecommend effective literacy andscholarship practices to students.They also display their mastery ofthe ability to apply literacy andscholarship practices in their seniorproject.

Goal Level (Bloom/Webb): Mid-Level (Analyzing/Applying) [Bloom]Institutional Learning: ILO2 - Use ofEvidence - Students will identify theneed for, gather, and accuratelyprocess the appropriate type,quality, and quantity of evidence toanswer a complex question or solve


Literacy and Scholarship - Candidateswill value, apply, and recommendeffective literacy and scholarshippractices.



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both meet district needs and giveour candidates the opportunity tomore actively apply andrecommend effective literacy andscholarship practices. As of Fall2018, the EDUC 411 and 422courses will be co-taught by LSSUprofessors at the local middleschool, with field placementoccurring during a History-Daythemed 5th grade after schoolprogram designed by LSSUcandidates in EDUC 411 (withdebriefing and reflection occurringdirectly afterwards at the middleschool in another room). Thecloser supervision of professorsand more direct alignment of thisprogram outcome with fieldworkwill allow students more practiceapplying and recommendingeffective literacy and scholarshippractices. (09/04/2018)

EDUC411, ENGL470a complex problem., ILO3 - Analysisand Synthesis - Students willorganize and synthesize evidence,ideas, or works of imagination toanswer an open-ended question,draw a conclusion, achieve a goal, orcreate a substantial work of art.

Goal Status: Active

Use of Result: Will need tomonitor exam results for minors,as well as majors, to assure thatpass rate remains high.(09/04/2018)

Finding Reporting Year: 2017-2018Goal met: Yes100% of candidates scored 3 or higher. Only twocandidates took the exam, both were math majors(09/04/2018)

Direct - Exam/Quiz - Standardized -The Mathematical Processes andNumber Concepts subarea scores onthe MTTC Mathematics (EX) SubjectTest will be analyzed

Use of Result: In Fall 2018, we willreinforce (through class activities)the justification of algorithms. Wewill also develop a rubric forgrading this Key Assessment thatcan be used across multiplesections. (09/04/2018)

Finding Reporting Year: 2017-2018Goal met: No56% of the students could complete this task and 88% werepartially successful in that they were able todescribe/replicate the algorithm but could not fully justifyit. (09/04/2018)

Direct - Exam/Quiz - within thecourse - Students in MATH103 areable to describe and justifyalgorithms used in elementaryschools.Institutional Learning: ILO3 -

Analysis and Synthesis - Students willorganize and synthesize evidence,ideas, or works of imagination toanswer an open-ended question,draw a conclusion, achieve a goal, or


Mathematical Processes and NumberConcepts - Candidates will be able touse mathematical processes,axiomatic systems, computing,algorithms, and logical reasoning tosolve problems and communicatemathematical ideas.


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create a substantial work of art.

Goal Status: Active



Direct - Exam/Quiz - Standardized -The Patterns, AlgebraicRelationships, and Functions subareascores on the MTTC Mathematics(EX) Subject Test will be analyzed

Use of Result: There were noconcerns at this time. Willmonitor in fall 2018. May need todisaggregate based onminor/major. (09/04/2018)

Finding Reporting Year: 2017-2018Goal met: Yes75% of the students were about to determine the functionin 6 or fewer steps; 50% were able to do so in 4 or fewersteps. (09/04/2018)

Direct - Group project, collaborativelearning - Candidates in MATH 103are able to state a function given alist of values, such as an arithmeticsequence or other linear function.



Patterns, Alegraic Relationships, andFunctions - Candidates will describe,analyze, and generalize patterns,algebraic relationships and functionsusing the tools of algebra andcalculus.

Goal Status: Active



Direct - Exam/Quiz - Standardized -The Measurement and Geometrysubarea scores on the MTTCMathematics (EX) Subject Test willbe analyzed

Use of Result: No concern at thistime. Continue to monitor.(09/04/2018)

Finding Reporting Year: 2017-2018Goal met: Yes93% of the class was successful (09/04/2018)

Direct - Exam/Quiz - within thecourse - Candidates in MATH 104[Geometry and Measurement forElementary Teachers] are able to usesimilar triangles and thePythagorean Theorem to solve realworld problems.



Measurement and Geometry -Candidates will apply geometricprinciples in Euclidean, analytic,transformational and vectorgeometry to analyze geometricobjects, form conjetures, solveproblems and prove theorems.


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Goal Status: Active



Direct - Exam/Quiz - Standardized -The Data Analysis, Statistics,Probability and DiscreteMathematics subarea scores on theMTTC Mathematics (EX) Subject Testwill be analyzed

Use of Result: No concerns at thistime. (09/04/2018)

Finding Reporting Year: 2017-2018Goal met: Yes79.8% scored a 7 or above (09/04/2018)

Direct - Exam/Quiz - within thecourse - Candidates in MATH207 willcalculate empirical probabilitiesgiven data.

Use of Result: No concerns at thistime (09/04/2018)

Finding Reporting Year: 2017-2018Goal met: Yes77.5% scored 70% or higher (09/04/2018)

Direct - Group project, collaborativelearning - Candidates in MATH207will complete a descriptive statisticsproject.



Data Analysis, Statistics, Probability,and Discrete Mathematics -Candidates will organize, analyze andinterpret data, sets and relationsusing the tools of statistics,probability, and discretemathematics.

Goal Status: Active

Use of Result: The current unitplan key assessment in EDUC420is not aligned with this claim.Additional criteria will need to bedeveloped for the key assessmentfor this claim, which could beadded to the EDUC420 unit planassignment. (09/04/2018)

Finding Reporting Year: 2017-2018Goal met: Yes100% of students scored 3 or higher on each section of theUnit Plan Rubric. (09/04/2018)

Direct - Writing IntensiveAssignment - Candidates inEDUC420 will complete a unit plan.

Institutional Learning: ILO1 - FormalCommunication - Students willdevelop and clearly express complexideas in written and oralpresentations., ILO2 - Use ofEvidence - Students will identify theneed for, gather, and accuratelyprocess the appropriate type,quality, and quantity of evidence to


Instructional Choices - Mathematics -Candidates make instructionalchoices that reflect the integratednature of mathematical concepts andmathematical practices within andamong the mathematical domains.


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answer a complex question or solvea complex problem., ILO3 - Analysisand Synthesis - Students willorganize and synthesize evidence,ideas, or works of imagination toanswer an open-ended question,draw a conclusion, achieve a goal, orcreate a substantial work of art. ,ILO4 - Professional Responsibility -Students will demonstrate the abilityto apply professional ethics andintercultural competence whenanswering a question, solving aproblem, or achieving a goal.


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Program (CoELA) - Elementary Education Special Education BSAssessment Contact: Dr. Cathy White



Goal Status: Active Criteria Target: 100% of studentswill earn 170/170 on total of Tool,Data, and Recommendations rows ofrubric.

Use of Result: Class not taught.Program is under review and datafrom previous classes will beconsidered in review (08/29/2018)

Finding Reporting Year: 2017-2018Goal met: NoClass not taught (08/29/2018)

Use of Result: Class not taught(08/29/2018)


Schedule/Notes: EDSE403

Progress Monitoring Project -candidates identify an IEP objectiveto monitor, choose appropriateassessments, implement theassessments, and monitor studentprogress.

Use of Result: Although bothstudents were able to use avariety of assessments and adjusttheir instruction, neither collectedand used data for studentbehavior. They could both speakof overall trends in studentbehavior but could not quantify it.More work is needed in thecourses to prepare candidates tocollect and use behavior data.Both candidates demonstratedskills mostly at the Applying levelof Blooms Taxonomy withoccasional demonstrations at theAnalyzing and Evaluating levels.The program is currently under

Finding Reporting Year: 2017-2018Goal met: YesTwo candidates student taught in S18. Both were successfulin this goal. Both candidates used a variety of assessments,both formal and informal, to inform their teaching. Onecandidates utilized Fountas & Pinnell. The other candidateused classroom assessments such as quizzes, activities, andexit tickets. Both students used the assessment data toinform instruction. (08/29/2018)

Schedule/Notes: EDSE492Student Teaching

Goal Level (Bloom/Webb): Mid-Level (Analyzing/Applying) [Bloom]Institutional Learning: ILO2 - Use ofEvidence - Students will identify theneed for, gather, and accuratelyprocess the appropriate type,quality, and quantity of evidence toanswer a complex question or solvea complex problem., ILO3 - Analysisand Synthesis - Students willorganize and synthesize evidence,ideas, or works of imagination toanswer an open-ended question,draw a conclusion, achieve a goal, orcreate a substantial work of art.


Assessment - Candidates utilizeappropriate methods andinstruments in conductingassessments of individual strengthsand needs of students with learningdisabilities.



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review with an analysis of courseoutcomes, assessments, andactivities. The goal would be toenable candidates to work mostlyin the Analyzing and Evaluatinglevels. (08/22/2018)

Use of Result: Although bothcandidates had some experiencecollecting data for FBAs, morework is needed at the course levelto prepare them for daily behaviormonitoring and collecting data forplans.Both candidates demonstratedskills mostly at the Applying levelof Blooms Taxonomy withoccasional demonstrations at theAnalyzing and Evaluating levels.The program is currently underreview with an analysis of courseoutcomes, assessments, andactivities. The goal would be toenable candidates to work mostlyin the Analyzing and Evaluatinglevels. (08/22/2018)

Finding Reporting Year: 2016-2017Goal met: YesTwo candidates student taught in S17. Both were successfulin this goal. Both candidates used a variety of assessments,both formal and informal, to inform their teaching.Candidates utilized district resources such as Fountas &Pinnell, and MAP NWEA. Candidates used individualassessments such as Dolch lists and running records.Candidates kept data records of daily progress based onstudent IEP goals and objectives and adjusted instructionaccordingly. (08/22/2018)

Criteria Target: 100% of studentswill earn a 3 or 4 on this portion ofthe exam

Use of Result: Program is underreview. Although most studentsachieved the desired scores, thesescores will be used in conjunctionwith other program assessmentsto guide necessary courserevision. (08/29/2018)

Finding Reporting Year: 2017-2018Goal met: NoAggregate scores from 7 program completers show 6students earned a 3 or a 4 on subarea 2 of the MTTC exam.One student earned a 2. (08/29/2018)

MTTC Learning Disabilities examSubarea 2: Assessing Students withLearning Disabilities and DevelopingIndividualized Programs

Criteria Target: 100% of studentswill earn full points (200) asmeasured by the rubric

Use of Result: Class not taught butassessment data from 15-16 willbe used for program review.(08/29/2018)


Use of Result: Class not taughtFinding Reporting Year: 2016-2017

IEP - candidates will complete an IEPwith justification for each section ofthe document.

Individual Plans - Candidatesdevelop, implement, and amendIndividual Education Programs,Individualized Family Service Plans,and transition plans for students withlearning disabilities.


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Goal Status: Active (08/29/2018)Goal met: NoClass not taught (08/22/2018)


Use of Result: Although bothcandidates could writeappropriate IEPs and basedlessons on IEP goals, morecoursework is needed in selectingindividualized activities.Candidates were mostly at thelower levels of Blooms Taxonomywhen developing IEPs. Theprogram is currently under reviewwith an analysis of courseoutcomes, assessments, andactivities. The goal would be toenable candidates to work mostlyin the Analyzing and Evaluatinglevels. (08/22/2018)

Finding Reporting Year: 2017-2018Goal met: YesTwo candidates student taught in S18. Both were able towork with their collaborating teacher to write IEPs withappropriate goals. Both candidates planned activities basedon the IEPs but the alignment could have been stronger.One candidate developed individualized lessons based onstudent strengths and weaknesses and the IEP goals.(08/22/2018)

Use of Result: Courses need to beadjusted to better preparecandidates on teaching strategiesand the selection of learningactivities. Candidates were mostlyat the lower levels of BloomsTaxonomy when developing IEPs.The program is currently underreview with an analysis of courseoutcomes, assessments, andactivities. The goal would be toenable candidates to work mostlyin the Analyzing and Evaluatinglevels. (08/22/2018)

Finding Reporting Year: 2016-2017Goal met: YesTwo candidates student taught in S17. Both worked withtheir collaborating teacher to develop IEPs. In addition, bothhad the opportunity to independently run at least one IEPmeeting.Learning activities were based on the IEP goals andobjectives but could have been more closely aligned and insome cases more individualized. (08/15/2018)


Use of Result: These two subareasof the MTTC were the only twoareas where 2 candidates earneda 2. As the program is reviewedand courses are analyzed foralignment to MI standards, this

Finding Reporting Year: 2017-2018Goal met: NoOf 7 program completers, 5 earned a 3 of 4 on Subarea 1and 2 earned a 2. Subarea 4 had the same scores with 5earning a 3 or 4 and 2 earning a 2. (08/29/2018)

MTTC Learning disabilities examSubareas 1 (Understanding Studentswith Learning Disabilities) and 4(Working in the ProfessionalEnvironment)

Goal Level (Bloom/Webb): High-Level (Creating/Evaluating) [Bloom]Institutional Learning: ILO1 - FormalCommunication - Students willdevelop and clearly express complexideas in written and oralpresentations., ILO2 - Use ofEvidence - Students will identify theneed for, gather, and accuratelyprocess the appropriate type,quality, and quantity of evidence toanswer a complex question or solvea complex problem., ILO3 - Analysisand Synthesis - Students willorganize and synthesize evidence,ideas, or works of imagination toanswer an open-ended question,draw a conclusion, achieve a goal, orcreate a substantial work of art. ,ILO4 - Professional Responsibility -Students will demonstrate the abilityto apply professional ethics andintercultural competence whenanswering a question, solving aproblem, or achieving a goal.

Goal Category: Student LearningStart Date: 07/15/2018


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Criteria Target: All students will earna 3 or 4 on both subareas

data will be considered.Coursework may need to beadjusted to better address thestandards. (08/29/2018)

Goal Status: Active

Schedule/Notes: EDSE401Inclusion Case Study

Criteria Target: All students will earn90/90 on the total of the context andplan, analysis and interpretation,and reflection sections of the rubric.

Use of Result: Class not taught butassessment data from 15-16 willbe used for program review(08/29/2018)


Use of Result: Class not taught(08/29/2018)



Fieldwork Reflection - candidateswill reflect on learning activitiesthey've conducted in their fieldworkplacements.

Use of Result: Both candidateswere successful at implementingstrategies but were not alwaysable to articulate the educationalreason for an activity. Some werechosen more for student interestthan academic need. More work isneeded in the courses to providecandidates with opportunities tochoose research-basedinterventions. (08/22/2018)

Finding Reporting Year: 2017-2018Goal met: YesTwo candidates student taught in S18. Both were veryeffective at creating a positive classroom environment. Bothused a variety of activities and modalities in theirinstruction. Both had opportunities to use behaviorstrategies effectively. Both candidates collaborated withgeneral education teachers and used that information intheir planning. (08/22/2018)

Use of Result: Both candidateswere successful at implementingstrategies but were not alwaysable to articulate the educationalreason for an activity. Some werechosen more for student interestthan academic need. More work isneeded in the courses to providecandidates with opportunities tochoose research-based

Finding Reporting Year: 2016-2017Goal met: YesTwo candidates student taught in S17. Both were veryeffective at creating a positive classroom environment. Bothused a variety of activities and modalities in theirinstruction. Both had opportunities to use behaviorstrategies effectively. (08/15/2018)


Goal Level (Bloom/Webb): Mid-Level (Analyzing/Applying) [Bloom]Institutional Learning: ILO1 - FormalCommunication - Students willdevelop and clearly express complexideas in written and oralpresentations., ILO3 - Analysis andSynthesis - Students will organizeand synthesize evidence, ideas, orworks of imagination to answer anopen-ended question, draw aconclusion, achieve a goal, or createa substantial work of art. , ILO4 -Professional Responsibility -Students will demonstrate the abilityto apply professional ethics andintercultural competence whenanswering a question, solving aproblem, or achieving a goal.


Learning Environment - Candidatesimplement instructional andbehavioral intervention strategies tocreate and maintain an effectivelearning environment for studentswith learning disabilities.



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interventions. (08/22/2018)

Criteria Target: All students will earna 3 or 4 on Subarea 3

Use of Result: The goal was met.Candidates can identify andimplement appropriate strategies(08/29/2018)

Finding Reporting Year: 2017-2018Goal met: YesOf 7 program completers, 7 candidates earned a 3 or a 4 onSubarea 3 (08/29/2018)

MTTC Learning Disabilities examSubarea 3 (Teaching and ModifyingInstruction and Curricula forStudents with Learning Disabilities)


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Program (CoELA) - Teacher Education: ElementaryMission Statement: The mission of Lake Superior State University School of Education is to promote the development of educational innovators who embrace diversity and arecommitted to the success of all learners.Assessment Contact: Dr. Donna Fiebelkorn



Goal Status: Active

Criteria Target: At least 80% ofcandidates will score at 4 on each ofthe criteria.High Impact Program Practices 1: Notapplicable to this outcomeHigh Impact Program Practices 2:Service Learning, Community-basedlearning Related Documents:

Claim 1. Unit Plan Key Assessment Summary 17-18Elementary.docx

Use of Result: Focus on School ofEducation work session will be onthe Enduring Learning criteria forthis key assessment. (10/26/2018)

Finding Reporting Year: 2017-2018Goal met: NoThe goal was met for the Essential Question, Connections,and Engaging Students criteria. Only 43% of candidatesscored at 4 on the Enduring Learning critieria.Candidates effectively framed essential questions andconnected big ideas with learning activities. The learningactivities were problem-based, learner-centered activitiesthat would engage learners. The plans also connected theessential questions to standards and the teaching ofstandards.The need to revisit the quantity vs quality of the EnduringLearnings criteria was underscored in the analysis of thestudents work this year. (05/15/2018)

Use of Result: At School ofEducation Work Session, discussremoval of Enduring Learningsfrom rubric criteria, andstrengthening that aspect of theEssential Question criteria.(08/18/2017)

Finding Reporting Year: 2016-2017Goal met: YesCandidates demonstrated depth of content understandingin making connections between standards that are relatedto the essential questions, for example, including sciencecontent standards, a safety standard, an inquiry processstandard, and an ELA communication standard within oneunit plan.

Direct - Writing IntensiveAssignment - Unit Plan assignmentin EDUC411-EDUC422, EDUC420-EDUC421Assessment rubric includes criteriaregarding higher order engagementin contentAll students will complete a unit planin each of the two methods blocks.



Claim 1. Content Knowledge(revised) - Candidates demonstratedeep content knowledge throughanalyzing and synthesizing ideas,information, and data in thedisciplines



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Related Documents:Claim 1. Unit Plan Key Assessment Summary 16-17Elementary.docx

Activities included in the plans provided sufficientopportunities for students to engage the essentialquestions/big ideas, and to make connections to theenduring learnings.Faculty expressed concern regarding the quantitative,rather than qualitative, nature of the Enduring Learningscriteria and whether this aspect of deep content knowledgeis reflected in the Essential Question criteria on the rubric.(06/05/2017)

Criteria Target: At least 80% of thesub-areas reports will be at the 3 - 4level.High Impact Program Practices 1: Notapplicable to this outcomeHigh Impact Program Practices 2: Notapplicable to this outcome

Related Documents:Claim 1. MTTC.xls

Use of Result: While the overallpass performance remains strong,given the pending revision thatwill require a passing score oneach sub-area test in order for acandidate to pass the overall test,the sub-areas and requiredcoursework will need to bediscussed with each of thedisciplines over the 2018 - 2019academic year. This will link withthe revision to the teachercertification grade band structure.(05/15/2018)

Finding Reporting Year: 2017-2018Goal met: NoThe percentage of candidates scoring a 3 or 4 on each of thesubareas on the elementary subject test in the 2016 - 2017test year (the most recent available) is as follows:English Language Arts - 100%Social Studies - 55%Visual/Performing Arts - 82%Mathematics - 55%Science - 64%Health/Physical Education - 73%

All candidates have passed, with only two needing to repeatthe test. (05/15/2018)

Use of Result: Following thebeginning of the 2017 - 2018academic year, further researchinto the alignment of the requiredcoursework in the ElementaryPlanned Program with the testobjectives and elementarystandards will be done by teachereducation faculty in collaborationwith academic departments.

Finding Reporting Year: 2016-2017Goal met: NoOverall candidate performance on the new elementarysubject test, test number 103, shows that of 29 uniquetesters since the implementation of the new test inOctober, 2013, all but two have passed. One of those whofailed has chosen not to continue in the program due toother factors; the other will be retesting during summer2017.

Direct - Exam/Quiz - Standardized -MTTC Subject TestAnalysis of sub-area scores forelementary for evidence of mastery(3 or 4 level)


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Related Documents:MTTC Elementary 103 2013 - 2017 .xlsx

(09/11/2017)Use of Result: School of Educationfaculty will review the appropriatealignment of the claim with theMTTC subarea scores, given thelimited amount of detailed dataprovided from the test vendor.Consideration to be given to theoverall pass rate on the MTTC asthe more appropriate assessment.(08/18/2017)

The percent of candidates scoring a 3 or 4 on each of thesubareas on the final test experience, during the 2013 -2017 period, for each of the 29 candidates is as follows:English Language Arts - 86%Social Studies - 72%Visual/Performing Arts - 93%Mathematics - 72%Science - 48%Health and Physical Educ - 66%

(06/05/2017)

Goal Status: ActiveCriteria Target: At least 80% of thecandidates score a level 4 on eachcriteria on the rubric.

High Impact Program Practices 1: Notapplicable to this outcomeHigh Impact Program Practices 2: Notapplicable to this outcomeRelated Documents:Claim 2. Lesson Plan Key Assessment

Related Documents:Claim 2. Lesson Plan Key Assessment Summary 17-18Elementary.docx

Use of Result: School of Educationwill review the assignment andassessment rubric at aworksession during the fallsemester. (09/28/2018)

Finding Reporting Year: 2017-2018Goal met: YesCandidates developed activities that were able to be donein the same class session and were able to be assessedusing the same criteria.The areas in which candidates continue to have difficultyare Choice and Assessment. Regarding Choice, they are notalways able to explain how they provide students with theopportunity to make choices within a framework or todevelop their choices from their own interests. A smallnumber of candidates were not able to accurately describehow they would assess the outcomes set for the lesson.(05/15/2018)

Use of Result: At next WorkSession, prior to the 2017 - 2018academic year, review claim andrubric for alignment of Choicecriteria with the multipleperspectives focus of the claim.Choice might well be moreappropriately aligned with

Finding Reporting Year: 2016-2017Goal met: YesCandidates successfully met the objective for three of thefour criteria: Options, Equity, and Assessment. They wereable to develop alternate approaches for engaging studentsin the content and big ideas, that allowed students tocomplete each option within the same setting and timeframe, with the same assessment criteria, regardless of

Schedule/Notes: Criteria/Objectivedefined 08/2015

Direct - Writing IntensiveAssignment - Lesson Planassignment in EDUC411-EDUC422,EDUC420-EDUC421Rubric criteria includedemonstration of engaging learnersfrom multiple perspectives

Institutional Learning: ILO1 - FormalCommunication - Students willdevelop and clearly express complexideas in written and oralpresentations., ILO2 - Use ofEvidence - Students will identify theneed for, gather, and accuratelyprocess the appropriate type,quality, and quantity of evidence toanswer a complex question or solvea complex problem., ILO3 - Analysisand Synthesis - Students willorganize and synthesize evidence,ideas, or works of imagination toanswer an open-ended question,draw a conclusion, achieve a goal, orcreate a substantial work of art.


Claim 2. Pedagogical ContentKnowledge - Candidates demonstratedeep subject knowledge throughtheir ability to engage learners inconcepts and problem solving frommultiple perspectives.


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Related Documents:Claim 2. Lesson Plan Key Assessment Summary 16-17Elementary.docx

candidates' ability to differentiateinstruction, which is reflected inClaim 7. (08/15/2017)

option chosen.Candidates designed in the expectation that all studentscomplete each of the alternative approaches designed intothe lesson plans, continuing to have difficulty with the ideaof allowing students choice of how they engage in thecontent. Faculty noted that this aspect of the assessmentsparked discussion among candidates about groupingstrategies and about the relative merit of requiring that allstudents experience all learning experiences/activities.(06/05/2017)

Use of Result: Review ofassessment at School of EducationWork Session (08/15/2017)

Finding Reporting Year: 2016-2017Goal met: YesAll candidates met the criteria, completing the plans withalignment of standards, assessments, and activities.The average number of technology tools used per candidatefall 2016 was 1.3. This is a 0.3 increase over last year. Manyof the lessons did not use technology tools such as websitesor presentation tools, but did use interactive activities andmanipulatives.

Note: Results were not disaggregated for elementary andsecondary candidates. (06/01/2017)

Goal Status: Active

High Impact Program Practices 1: Notapplicable to this outcomeHigh Impact Program Practices 2: Notapplicable to this outcome

Use of Result: Consider revamp ofassignment to create expectationof inclusion of technology tools.This will be a topic for anupcoming School of Educationwork session. (10/26/2018)

Finding Reporting Year: 2017-2018Goal met: NoThere were five technology tools used by candidates in thelessons they developed in the course, out of a total of 18candidates. All of the technology tools were in theinstructional plan part of the lesson plan, none in theassessment part of the lesson plan.The design of the lesson plan assignment does include arequirement that technology tools be utilized, with theintent of truly gauging candidates comfort and ease withtechnology.

Note: Results for elementary and secondary candidates

Direct - Writing IntensiveAssignment - Lesson Planassignment in EDUC350Developing standards-based lessonsutilizing technology tools

Institutional Learning: ILO2 - Use ofEvidence - Students will identify theneed for, gather, and accuratelyprocess the appropriate type,


Claim 3. Technology Integration -Candidates intentionally infusetechnological tools into curriculum,instruction, and assessment toenhance differentiation,collaboration, and studentachievement.


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were not disaggregated. (05/15/2018)

Related Documents:Claim 3. Technology Integration Key Assessment - EDUC 350Fall2016.docx

Use of Result: Review ofassessment at School of EducationWork Session. (08/15/2017)

Finding Reporting Year: 2016-2017Goal met: YesAll candidates met the criteria, completing the plans withalignment of standards, assessments, and activities.The average number of technology tools used per candidatefall 2016 was 1.3. This is a 0.3 increase over last year. Manyof the lessons did not use technology tools such as websitesor presentation tools, but did use interactive activities andmanipulatives.


High Impact Program Practices 1:InternshipsHigh Impact Program Practices 2:Service Learning, Community-basedlearningRelated Documents:OPTIC Rubric.docxOPTIC.pdf

Use of Result: Continue to providetraining to university supervisorson the instrument and tointegrate into the program. Willneed to disaggregate secondaryand elementary results goingforward. (05/15/2018)

Finding Reporting Year: 2017-2018Goal met: NoThere were six student teachers who completed studentteaching in the 2017-2018 school year. The OPTIC was usedevaluate three of the six student teachers. The overall meanrating was 3.96 out of a five point scale. These studentteachers scored the lowest involving students in theplanning of their use of technology for learning with a meanscore of 1.33 out of 5. The student teachers scored well onthe categories of skill in effective technology use bystudents at or above grade level (mean = 5 out of 5) andstudents being highly engaged in the use of technology(mean = 5 out of 5). (05/15/2018)

Direct - Presentation, Performance -Technology Integration in Instruction- assessment of technologyintegration in student teaching

quality, and quantity of evidence toanswer a complex question or solvea complex problem., ILO3 - Analysisand Synthesis - Students willorganize and synthesize evidence,ideas, or works of imagination toanswer an open-ended question,draw a conclusion, achieve a goal, orcreate a substantial work of art.

Goal Status: Active Related Documents:Claim 4. Dispositions Reflection EDUC250 Key Assessment

Use of Result: Continue using thedispositions framework andreflection process. (05/15/2018)

Finding Reporting Year: 2017-2018Goal met: YesAll candidates scored at level 4 on the reflection rubric,demonstrating the ability to effectively compare andcontrast personal self-assessment and input from theinstructor regarding professional dispositions. (05/15/2018)

Direct - Writing IntensiveAssignment - Dispositions ReflectionEDUC250candidates' reflection on candidate-course instructor conference oncandidate self-assessment andinstructor assessment ofdemonstration of dispositions


Claim 4. Reflection and Improvement- Candidates respond to the results ofself-evaluation and reflection forcontinued improvement in theirimplementation of research-basedpedagogical practices that result instudent learning.


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High Impact Program Practices 1:Learning CommunitiesHigh Impact Program Practices 2:Diversity/Global LearningRelated Documents:Claim 4. Dispositions ReflectionEDUC250 Key AssessmentDispositions Assessment.docx

17-18.docx

High Impact Program Practices 1:Learning CommunitiesHigh Impact Program Practices 2:Common Intellectual Experiences

Related Documents:Claim 4. Dispositions Reflection EDUC415 Key Assessment17-18.docx

Use of Result: Furtherinvestigation regarding possiblecorrelation between the scoringon the reflection and candidateperformance in class may helpwith strengthening theassessment as a predictor ofsuccess in the program.(05/15/2018)

Finding Reporting Year: 2017-2018Goal met: NoEleven of 16 candidates listed specific improvements, notedfactors and described the resulting impact of theimprovements. They were able to communicate theirgrowth and often cited specific events from teachinglessons in class or in the field.Five candidates listed three specific or general professionaldispositions they either worked at or demonstrated. Thesefive explained neither the factors nor the impact of theirwork on dispositions. Therefore, each of these reflectionsscored zero on the rubric. (05/15/2018)

Related Documents:Claim 4. Dispositions Reflection EDUC415 2016-17.docxClaim 4. Dispositions Reflection EDUC415 KeyAssessment.docx

Use of Result: Assignment andrubric revised for futureimplementations. (06/09/2017)Update: At next School ofEducation Work Session, reviewrevised assignment and rubric,complete norming exercise forimplementation in the 2017-2018academic year. (08/15/2017)

Finding Reporting Year: 2016-2017Goal met: YesCandidates reflected on their professional growth, gainingconfidence and feeling more comfortable in the role of theteacher presenting the lessons.Assignment and rubric, as implemented, did not align withthe earlier revision. (06/05/2017)

Direct - Writing IntensiveAssignment - Dispositions Reflection- EDUC415

High Impact Program Practices 1:

Use of Result: Review andrefinement of the portfolio criteriaand process will be the

Finding Reporting Year: 2017-2018Goal met: YesStudent teaching application reflective portfolios were

Direct - Portfolio Review - ReflectivePortfolio



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Capstone Course(s), ProjectsHigh Impact Program Practices 2:Learning CommunitiesRelated Documents:Claim 4. Reflective Portfolio -Student Teaching Application KeyAssessment.docx

focus at an upcoming School ofEducation work session.(11/30/2018)

reviewed by faculty for the five candidates who will studentteach in the 2018 - 2019 academic year. Each candidatewas found to have met each of the four criteria.In addition, portfolios were returned to the 2017 - 2018student teachers in individual conferences to furtherexplore reflection and connections that candidates weremaking. (05/15/2018)

Related Documents:Claim 4. Reflective Portfolio - Student Teaching ApplicationKey Assessment 2017.docx

Use of Result: At School ofEducation Work Session, inpreparation for Student Teachingand Program Applicationinformation sessions, faculty willreview expectations, processes,and assessment criteria as part ofnorming session for the portfolioprocess in its entirety.(09/15/2017)

Finding Reporting Year: 2016-2017Goal met: YesCandidates demonstrate their reflective skills and ability tomake connections between evidence/artifacts and theirphilosophy/who they are becoming as educators. Whenprobed in discussion, they are able to discuss the underlyingprinciples and practices that go beyond the educationaljargon that they have learned through their coursework.Given the relatively new sequential development of theportfolio, growth over time is not as easy for candidates todocument. With the full implementation of the sequence,beginning with the application to the program to studentteaching application and culminating with the capstonereflective portfolio in student teaching, assessment of theevolution of reflection on personal growth anddevelopment will continue. (06/05/2017)

Goal Status: ActiveHigh Impact Program Practices 1:Learning CommunitiesHigh Impact Program Practices 2:Service Learning, Community-basedlearningRelated Documents:Dispositions Assessment.docx

Use of Result: A review of theinstrument and the use of theresults will be the focus of aSchool of Education work sessionin the 2018 - 2019 academic year.(05/15/2018)

Finding Reporting Year: 2017-2018Goal met: YesOf the 16 students in EDUC415 in spring 2018, 55% ratedthemselves as consistently demonstrating the professionaldispositions listed on the self-assessment, with anadditional 38% rating themselves as demonstrating themmost of the time. (05/15/2018)

Use of Result: At next School ofEducation Work Session, focus willbe on the reviewing the alignmentof the dispositions-related key

Finding Reporting Year: 2016-2017Goal met: YesCandidate self-assessment data was collected in EDUC250in fall 2015 and in EDUC415 in spring 2017. The process of

Direct - Laboratory, Clinical,Skill/Competency Assessments -Dispositions Ratings - EDUC250,EDUC415, EDUC460

Institutional Learning: ILO1 - FormalCommunication - Students willdevelop and clearly express complexideas in written and oralpresentations., ILO4 - Professional


Claim 5. Dispositions - Candidatesdemonstrate professionaldispositions throughout coursework,field experience, and studentteaching.


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Related Documents:Claim 5. Dispositions Ratings EDUC415 2016-17.docxClaim 5. Dispositions Ratings Key Assessment Summary 15-16.docxClaim 5. Dispositions Ratings EDUC415 KeyAssessment.docx

assessments and on clarifyingexpectations and processes.(08/15/2017)

tracking self-assessment across the three key courses,EDUC250, EDUC415, and EDUC460, continues to beimplemented.More than 80% of the candidates rate themselves asconsistently or usually demonstrating each of thedispositions on the two sets of data at this time.(06/05/2017)

Responsibility - Students willdemonstrate the ability to applyprofessional ethics and interculturalcompetence when answering aquestion, solving a problem, orachieving a goal.

Goal Status: Active High Impact Program Practices 1:Learning CommunitiesHigh Impact Program Practices 2:Internships

Use of Result: During the 2018 -2019 academic year, the School ofEducation faculty and universitysupervisors will develop anadditional key assessment for thisoutcome. (05/15/2018)

Finding Reporting Year: 2017-2018Goal met: YesDuring the 2017 - 2018 academic year, there were fiveelementary student teachers, four in the fall and one in thespring. On three of the final evaluation narratives for thisoutcome there were higher level statements regarding howthey created a classroom environment in which all studentsand adults were valued and included, as well as in otherexamples. On the remaining two final evaluation narratives,equity was noted primarily as sharing responsibilities for thetasks that needed to be done in the classroom and for theschool. (05/15/2018)

Use of Result: At School ofEducation Work Session, faculty,including university supervisors,will review data from pastassessments, discuss the claimstatement and expectations, anddevelop strategies for morethorough incorporation intocoursework throughout theprogram. (10/13/2017)Use of Result: Additional trainingfor university supervisors and

Finding Reporting Year: 2016-2017Goal met: YesThe student teachers are active in engaging withcooperating teacher in learning communities. They valueproviding their students with choices, giving them a voice inthe classroom.There is less evidence that student teachers understandand/or incorporate a focus on equity for the students and ademocratic voice for students. However, in discussion withuniversity supervisors, they see evidence of this in theclassroom; it is not documented on the final evaluation.(06/05/2017)

Direct - Field Placement/InternshipEvaluation - Student Teaching FinalEvaluationAssessment on effectiveness inparticipation in learningcommunities



Claim 6. Equity - Candidatesdemonstrate commitment to equityand democracy in their activeparticipation in learning communitiesat the university, school., andcommunity levels.


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Related Documents:Claim 6. xCommitment to Equity and Democracy KeyAssessment Summary 16-17.docx

cooperating teachers will beincorporated into the StudentTeaching Orientation prior to thebeginning of the 2017-2018 schoolyear, to support the sharedcommitment to this outcome.(08/15/2017)

Goal Status: Active

Criteria Target: At least 80% of thecandidates score at level 4 on eachof the criteria on the rubric for theassignment.High Impact Program Practices 1:Diversity/Global LearningHigh Impact Program Practices 2:Collaborative Assignments, ProjectsRelated Documents:Claim 7. Implications of DisabilitiesKey Assessment

Related Documents:Claim 7. Implications of Disability Key Assessment EDSE30117-18.docx

Use of Result: Continueassessment as currently designed.(05/15/2018)

Finding Reporting Year: 2017-2018Goal met: YesIn the 2017 - 2018 academic year, all students completingthe case analysis scored a 4 on both criteria on the rubric.(05/15/2018)

Related Documents:Claim 7. Implications of Disability Key Assessment 16-17.docxClaim 7. Implications of Disability Key Assessment Summary15-16.docx

Use of Result: At School ofEducation Work Session, allfaculty to review and confirm thealignment of the claim,assignment, and rubric, as well theimplications for other coursework.(11/10/2017)

Finding Reporting Year: 2016-2017Goal met: YesIn both 2015-2016 and 2016-2017, all candidates scored atthe level 4 on each of the four criteria on the rubric.(06/05/2017)

Direct - Case Analysis - Implicationsof Disability - EDSE301Research and presentation onspecific disability and potentialimpact for student and teacherRubric criteria include commitmentto learners and learner-centeredprocesses

High Impact Program Practices 1:Writing-Intensive Course(s)High Impact Program Practices 2:Service Learning, Community-basedlearning

Use of Result: Faculty will reviewthe curriculum to identify howand when bothsummative/formative assessment,and differentiated assessment areintroduced and developed, duringthe 2018 - 2019 academic year.(09/03/2018)

Finding Reporting Year: 2017-2018Goal met: NoMore than 80% of the candidates scored a 4 on twocritieria: Individualization and Summative Assessment.only 60% scored a 4 on the Differentiated Assessmentcriteria. It was noted that candidates found it difficult toprovide truly differentiated assessments and that, even ifthey had differentiated assignments/assessments withinlessons, the summative tended to be the same for allstudents. (05/15/2018)

Use of Result: Review of claim andFinding Reporting Year: 2016-2017

Direct - Writing IntensiveAssignment - Unit Plan assignment -EDUC411-EDUC422, EDUC420-EDUC421Rubric criteria include learner-centered strategies and awarenessof individual learning styles/needs

Institutional Learning: ILO2 - Use ofEvidence - Students will identify theneed for, gather, and accuratelyprocess the appropriate type,quality, and quantity of evidence toanswer a complex question or solvea complex problem., ILO4 -Professional Responsibility -Students will demonstrate the abilityto apply professional ethics andintercultural competence whenanswering a question, solving aproblem, or achieving a goal.


Claim 7. Differentiation - Candidatesvalue the uniqueness of eachindividual through their commitmentto learners and learner-centeredprocesses.


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Related Documents:Claim 7. Unit Plan Key Assessment

Related Documents:Claim 7. Unit Plan Key Assessment Summary 16-17Elementary.docx

alignment with the three keyassessments to be focus of Schoolof Education Work Session. Thereis evidence of candidate successwith some of the key assessments,so further investigation into thealignment of the claim, theassignments, and the rubriccriteria will be important.(08/18/2017)

Goal met: NoCandidates demonstrated less than 80% proficiency on eachof the three criteria on the rubric for the unit planassignment that are specific to this claim. (06/05/2017)

High Impact Program Practices 1:Diversity/Global LearningHigh Impact Program Practices 2:Collaborative Assignments, Projects

Use of Result: Continue tomonitor effectiveness ofassessment. (06/01/2018)

Finding Reporting Year: 2017-2018Goal met: YesAll six candidates scored at 4 on the rubric. The classroommanagement plans were clearly tied to the theories eachstudent identified with. All had positive and proactivestrategies in place for developing the emotionalenvironment and managing misbehavior. It was clearthrough the plans and the presentation of the plans that thecandidates all value developing positive relationships withtheir students. (06/01/2018)

Related Documents:Claim 7. xClassroom Management Plan Key Assessment 16-17.docx

Use of Result: At upcoming Schoolof Education Work Session, allfaculty will review and confirm thealignment of the claim,assignment and rubric, as well asthe implications for courseworkthroughout the program.(11/10/2017)

Finding Reporting Year: 2016-2017Goal met: YesAll candidates scored at level 4 (proficient) on the rubric forthe assignment. (06/05/2017)

Direct - Group project, collaborativelearning - Classroom ManagementPlan - EDUC460Rubric criteria include evidence offocus on individual learners


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Program (CoELA) - Teacher Education: Secondary



Goal Status: Active

Criteria Target: At least 80% ofcandidates will score at 4 on each ofthe criteria.Related Documents:Claim 1. Unit Plan Key Assessmentv.2.docx

Use of Result: Assessment will bereviewed in conjunction withelementary program assessmentplan review. (05/15/2018)

Finding Reporting Year: 2017-2018Goal met: NoNo secondary candidates were enrolled in these methodscourses during the 2017 - 2018 academic year.(05/15/2018)

Related Documents:Claim 1. Unit Plan Key Assessment Summary 16-17Secondary.docx

Use of Result: Review of theassessment and rubric for thesecondary program will be linkedwith that for the elementaryprogram. Current small N makesit difficult to draw solidconclusions. (05/15/2018)

Finding Reporting Year: 2016-2017Goal met: NoOne candidate completed the key assessment in bothEDUC452 and EDUC453, covering his major and his minor.He was able to state appropriate Essential Questions (4 onboth rubrics), but struggled with the Connections andEnduring Learnings. (06/01/2017)

Direct - Writing IntensiveAssignment - Unit Plan assignmentin EDUC441/451, EDUC442/452,EDUC443/453Assessment rubric includes criteriaregarding higher order engagementin contentAll students will complete a unit planin the respective subject methodscourse.

Criteria Target: At least 80% of thesub-areas reports will be at the 3 - 4level.

Use of Result: Strongperformance on the mathematicsMTTC subject test continues.Results shared with the MathDepartment. (05/15/2018)

Finding Reporting Year: 2017-2018Goal met: YesOne candidate completed the secondary mathematics test;sub-area scores:Mathematical Processes and Number Concepts - 3Patterns, Algebraic Relationships, and Functions - 4Measurement and Geometry - 3Data Analysis, Statistics, Probability and DiscreteMathematics - 3 (05/15/2018)

Use of Result: Continue tomonitor results. Share with MathDepartment. (09/03/2018)

Finding Reporting Year: 2016-2017Goal met: YesOne candidate took the Mathematics MTTC subject test.Sub-area scores were:

Direct - Exam/Quiz - Standardized -MTTC Subject TestAnalysis of sub-area scores forsubject area tests for evidence ofmastery (3 or 4 level)



Claim 1. Content Knowledge(revised) - Candidates demonstratedeep content knowledge throughanalyzing and synthesizing ideas,information, and data in thedisciplines



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Mathematical Processes and Number Concepts - 4Patterns, Algebraic Relationships, and Functions - 4Measurement and Geometry - 4Data Analysis, Statistics, Probability and DiscreteMathematics - 4 (06/01/2017)

Goal Status: ActiveCriteria Target: At least 80% of thecandidates score a level 4 on eachcriteria on the rubric.

Related Documents:Claim 2. Lesson Plan KeyAssessment.docx

Use of Result: Continue tomonitor effectiveness of keyassessment in conjunction withelementary program.(05/15/2018)

Finding Reporting Year: 2017-2018Goal met: NoNo secondary candidates complete the subject methodscourses in 2017 - 2018. (05/15/2018)

Related Documents:Claim 2. Lesson Plan Key Assessment Summary 16-17Secondary.docx

Use of Result: Low N makes itdifficult to draw solid conclusions.Evidence is that candidate wasable to promote studentinvestigation of concepts frommultiple perspectives.(06/01/2017)

Finding Reporting Year: 2016-2017Goal met: YesOne candidate completed both EDUC452 and EDUC453,reflecting his major and minor. He scored 4 on all criteriafor both courses, except for a 2 on Choice in one course.(06/01/2017)

Schedule/Notes: Criteria/Objectivedefined 08/2015

Direct - Writing IntensiveAssignment - Lesson Planassignment in EDUC441/451,EDUC442/452, EDUC443/453Rubric criteria includedemonstration of engaging learnersfrom multiple perspectives.

Institutional Learning: ILO1 - FormalCommunication - Students willdevelop and clearly express complexideas in written and oralpresentations.


Claim 2. Pedagogical ContentKnowledge - Candidates demonstratedeep subject knowledge throughtheir ability to engage learners inconcepts and problem solving frommultiple perspectives.

Goal Status: Active

Related Documents:Claim 3. Technology Integration KeyAssessment.docx

Related Documents:Claim 3. Technology Integration EDUC350 Key Assessment17-18.docx

Use of Result: Consider revamp ofassignment to create expectationof inclusion of technology tools.This will be a topic for anupcoming School of Educationwork session. (05/15/2018)

Finding Reporting Year: 2017-2018Goal met: NoThere were five technology tools used by candidates in thelessons they developed in the course, out of a total of 18candidates. All of the technology tools were in theinstructional plan part of the lesson plan, none in theassessment part of the lesson plan.The design of the lesson plan assignment does include arequirement that technology tools be utilized, with theintent of truly gauging candidates comfort and ease withtechnology.

Note: Results for elementary and secondary candidates notdisaggregated. (05/15/2018)

Direct - Writing IntensiveAssignment - Lesson Planassignment in EDUC350Developing standards-based lessonsutilizing technology tools

Institutional Learning: ILO2 - Use ofEvidence - Students will identify theneed for, gather, and accuratelyprocess the appropriate type,quality, and quantity of evidence toanswer a complex question or solvea complex problem., ILO3 - Analysisand Synthesis - Students will


Claim 3. Technology Integration -Candidates intentionally infusetechnological tools into curriculum,instruction, and assessment toenhance differentiation,collaboration, and studentachievement.


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Related Documents:Claim 3. Technology Integration Key Assessment - EDUC 350Fall2016.docx

Use of Result: Review ofassessment at School of EducationWork Session. (08/15/2017)

Finding Reporting Year: 2016-2017Goal met: YesAll candidates met the criteria, completing the plans withalignment of standards, assessments, and activities.The average number of technology tools used per candidatefall 2016 was 1.3. This is a 0.3 increase over last year.Many of the lessons did not use technology tools such aswebsites or presentation tools, but did use interactiveactivities and manipulatives.


High Impact Program Practices 1:InternshipsHigh Impact Program Practices 2:Service Learning, Community-basedlearning

Use of Result: Continue to providetraining to university supervisorsregarding the instrument and toincorporate results into overallprogram review process.(09/04/2018)

Finding Reporting Year: 2017-2018Goal met: NoThere were six student teachers who completed studentteaching in the 2017-2018 school year. The OPTIC was usedevaluate three of the six student teachers. The overall meanrating was 3.96 out of a five point scale. These studentteachers scored the lowest involving students in theplanning of their use of technology for learning with a meanscore of 1.33 out of 5. The student teachers scored well onthe categories of skill in effective technology use bystudents at or above grade level (mean = 5 out of 5) andstudents being highly engaged in the use of technology(mean = 5 out of 5). (05/15/2018)

Direct - Presentation, Performance -Technology Integration in Instruction- assessment of technologyintegration in student teaching

organize and synthesize evidence,ideas, or works of imagination toanswer an open-ended question,draw a conclusion, achieve a goal, orcreate a substantial work of art.

Goal Status: Active

High Impact Program Practices 1:

Use of Result: Continue usingdispositions framework andreflection process (05/15/2018)

Finding Reporting Year: 2017-2018Goal met: YesAll candidates scored at level 4 on the reflection rubric,demonstrating the ability to effectively compare andcontrast personal self-assessment and input from theinstructor regarding professional dispositions.

Note: Results were not disaggregated for secondary andelementary candidates (05/15/2018)

Direct - Writing IntensiveAssignment - Dispositions ReflectionEDUC250Candidates' reflections on candidate-course instructor conference oncandidate self-assessment andinstructor assessment ofdemonstration of dispositions

Institutional Learning: ILO1 - Formal


Claim 4. Reflection andImprovement - Candidates respondto the results of self-evaluation andreflection for continued improvementin their implementation of research-based pedagogical practices thatresult in student learning


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Learning CommunitiesHigh Impact Program Practices 2:Diversity/Global LearningRelated Documents:Claim 4. Dispositions ReflectionEDUC250 Key Assessment.docx


High Impact Program Practices 1:Learning CommunitiesHigh Impact Program Practices 2:Common Intellectual ExperiencesRelated Documents:Claim 4. Dispositions ReflectionEDUC415 Key Assessment.docx


Use of Result: Furtherinvestigation regarding possiblecorrelation between the scoringon the reflection and candidateperformance in class may helpwith strengthening theassessment as a predictor ofsuccess in the program.(05/15/2018)

Finding Reporting Year: 2017-2018Goal met: NoEleven of 16 candidates listed specific improvements, notedfactors and described the resulting impact of theimprovements. They were able to communicate theirgrowth and often cited specific events from teachinglessons in class or in the field.Five candidates listed three specific or general professionaldispositions they either worked at or demonstrated. Thesefive explained neither the factors nor the impact of theirwork on dispositions. Therefore, each of these reflectionsscored zero on the rubric.

Note: Results were not disaggregated for secondary andelementary candidates (05/15/2018)

Related Documents:Claim 4. Dispositions Reflection EDUC415 2016-17.docx

Use of Result: Assignment andrubric revised for futureimplementation. (06/01/2017)

Finding Reporting Year: 2016-2017Goal met: YesCandidates reflected on their professional growth, gainingconfidence and feeling more comfortable in the role of theteacher presenting the lesson.Assignment and rubric, as implemented, did not align withthe earlier revision

Note: Results are not disaggregated for secondary andelementary candidates (06/01/2017)

Direct - Writing IntensiveAssignment - Dispositions Reflection- EDUC415Candidates' reflection on candidate-course instructor conference oncandidate self-assessment andinstructor assessment ofdemonstration of dispositions

Use of Result: Continue toFinding Reporting Year: 2017-2018Direct - Portfolio Review - ReflectivePortfolio

Communication - Students willdevelop and clearly express complexideas in written and oralpresentations., ILO4 - ProfessionalResponsibility - Students willdemonstrate the ability to applyprofessional ethics and interculturalcompetence when answering aquestion, solving a problem, orachieving a goal.


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High Impact Program Practices 1:Capstone Course(s), ProjectsHigh Impact Program Practices 2:Learning CommunitiesRelated Documents:Claim 4. Reflective Portfolio -Student Teaching Application KeyAssessment.docx

monitor use of reflectiveportfolios in conjunction withelementary program.(09/03/2018)

Goal met: NoNo secondary candidates submitted Student TeachingApplication Reflective Portfolios for student teaching in the2017 - 2018 academic year. (05/15/2018)

Related Documents:Claim 4. Reflective Portfolio - Student Teaching ApplicationKey Assessment 2017.docx

Use of Result: At School ofEducation Work Session, inpreparation for Student Teachingand Program Applicationinformation sessions, faculty willreview expectations, processes,and assessment criteria as part ofnorming session for the portfolioprocess in its entirety.(09/15/2017)

Finding Reporting Year: 2016-2017Goal met: YesCandidates demonstrate their reflective skills and ability tomake connections between evidence/artifacts and theirphilosophy/who they are becoming as educators. Whenprobed in discussion, they are able to discuss the underlyingprinciples and practices that go beyond the educationaljargon that they have learned through their coursework.Given the relatively new sequential development of theportfolio, growth over time is not as easy for candidates todocument. With the full implementation of the sequence,beginning with the application to the program to studentteaching and culminating with the capstone reflectiveportfolio in student teaching, assessment of the evolutionof reflection on personal growth and development willcontinue.


Goal Status: ActiveHigh Impact Program Practices 1:Learning CommunitiesHigh Impact Program Practices 2:Service Learning, Community-basedlearningRelated Documents:Dispositions Assessment.docx Related Documents:

Use of Result: A review of theinstrument and the use of theresults will be the focus of aSchool of Education work sessionin the 2018 - 2019 academic year.(05/15/2018)

Finding Reporting Year: 2017-2018Goal met: YesOf the 16 students in EDUC415 in spring 2018, 55% ratedthemselves as consistently demonstrating the professionaldispositions listed on the self-assessment, with anadditional 38% rating themselves as demonstrating themmost of the time.

Note: Results were not disaggregated for secondary andelementary candidates. (05/15/2018)

Direct - Laboratory, Clinical,Skill/Competency Assessments -Dispositions Ratings - EDUC250,EDUC425, EDUC460

Institutional Learning: ILO1 - FormalCommunication - Students willdevelop and clearly express complexideas in written and oralpresentations., ILO4 - Professional


Claim 5. Dispositions - Candidatesdemonstrate professionaldispositions throughout coursework,field experience, and studentteaching.


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Claim 5. Dispositions Ratings EDUC415 Key Assessment 17-18.docx

Related Documents:Claim 5. Dispositions Ratings EDUC415 2016-17.docx

Use of Result: At the next Schoolof Education Work Session, focuswill be on reviewing the alignmentof the dispostions-related keyassessments and on clarifyingexpectations and processes.(06/01/2017)

Finding Reporting Year: 2016-2017Goal met: YesCandidate self-assessment data was collected in EDUC250in fall 2015 and in EDUC415 in spring 2017. The process oftracking self-assessment across the three key courses,EDUC250, EDUC415, and EDUC460, continues to beimplemented.More than 80% of the candidates rate themselves asconsistently or usually demonstrating each of thedispositions on the two sets of data at this time.


Responsibility - Students willdemonstrate the ability to applyprofessional ethics and interculturalcompetence when answering aquestion, solving a problem, orachieving a goal.

Goal Status: Active High Impact Program Practices 1:Learning CommunitiesHigh Impact Program Practices 2:Internships

Use of Result: Low N makes itdifficult to draw manyconclusions. Need to continue tomonitor effectiveness of the finalevaluation as the key assessmentfor this claim. (05/15/2018)

Finding Reporting Year: 2017-2018Goal met: NoThere was one secondary student teacher in the 2017 -2018 academic year. His final evaluation reflected mid- andlow-level comments related to equity and learningcommunities. (05/15/2018)

Use of Result: At School ofEducation work session, faculty,including university supervisors,will review data from pastassessments, discuss the claimstatement and expectation, anddevelop strategies for morethorough incorporation intocoursework throughout theprogram. (06/01/2017)

Finding Reporting Year: 2016-2017Goal met: YesThe student teachers are active in engaging withcooperating teachers in learning communities. They valueproviding students with choices, giving them a voice in theclassroom.There is less evidence that student teachers understandand/or incorporate a focus on equity for the students and ademocratic voice for the students. However, in discussionwith university supervisors, they see evidence of this in theclassroom; it is not documented on the final evaluation.(06/01/2017)

Direct - Field Placement/InternshipEvaluation - Student Teaching FinalEvaluationAssessment is on effectiveness inparticipation in learningcommunities.



Claim 6. Equity - Candidatesdemonstrate commitment to equityand democracy in their activeparticipation in learning communitiesat the university, school, andcommunity levels.


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Goal Status: Active

Criteria Target: At least 80% of thecandidates score at level 4 on eachof the criteria on the rubric for theassignment.High Impact Program Practices 1:Diversity/Global LearningHigh Impact Program Practices 2:Collaborative Assignments, ProjectsRelated Documents:Claim 7. Implications of DisabilityKey Assessment.docx

Related Documents:Claim 7. Implications of Disability Key Assessment EDSE30117-18.docx

Use of Result: Continueassessment as currently designed.(05/15/2018)

Finding Reporting Year: 2017-2018Goal met: YesIn the 2017 - 2018 academic year, all students completingthe case analysis scored a 4 on both criteria on the rubric.


Related Documents:Claim 7. Implications of Disability Key Assessment 16-17.docx

Use of Result: At School ofEducation Work Session, allfaculty to review and confirm thealignment of the claim,assignment, and rubric, as well theimplications for other coursework.(11/17/2017)

Finding Reporting Year: 2016-2017Goal met: YesIn both 2015-2016 and 2016-2017, all candidates scored atthe level 4 on each of the four criteria on the rubric.

Note: Results were not disaggregated for elementary andsecondary candidates (06/01/2017)

Direct - Case Analysis - Implicationsof Disability - EDSE301Research and presentation onspecific disability and potentialimpact for student and teacher.Rubric criteria include commitmentto learners and learner-centeredprocesses.

High Impact Program Practices 1:Writing-Intensive Course(s)High Impact Program Practices 2:Service Learning, Community-basedlearning

Use of Result: Continue tomonitor when assessment isimplemented. (05/15/2018)

Finding Reporting Year: 2017-2018Goal met: NoNo secondary candidates completed the subject methodsduring the 2017 - 2018 academic year. (05/15/2018)

Related Documents:Claim 7. Unit Plan Key Assessment Summary 16-17Secondary.docx

Use of Result: Continue tomonitor, in conjunction with theelementary program results.(05/15/2018)

Finding Reporting Year: 2016-2017Goal met: NoThe one candidate completing this assessment in EDUC453in 2017 - 2018 scored a 4 on Individualization, and a 2 onboth Summative Assessment and DifferentiatedAssessment. The low N makes it difficult to draw anyconclusions or to make a recommendation. (06/01/2017)

Direct - Writing IntensiveAssignment - Unit Plan assignment -EDUC441/451, EDUC442/452,EDUC443/453Rubric criteria include learner-centered strategies and awarenessof individual learning styles/needs

Use of Result: Continue tomonitor. Will need to

Finding Reporting Year: 2017-2018Goal met: Yes

Direct - Group project, collaborativelearning - Classroom ManagementPlan - EDUC460

Institutional Learning: ILO2 - Use ofEvidence - Students will identify theneed for, gather, and accuratelyprocess the appropriate type,quality, and quantity of evidence toanswer a complex question or solvea complex problem., ILO4 -Professional Responsibility -Students will demonstrate the abilityto apply professional ethics andintercultural competence whenanswering a question, solving aproblem, or achieving a goal.


Claim 7. Differentiation - Candidatesvalue the uniqueness of eachindividual through their commitmentto learners and learner-centeredprocesses.


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High Impact Program Practices 1:Diversity/Global LearningHigh Impact Program Practices 2:Collaborative Assignments, Projects

disaggregate elementary andsecondary candidates goingforward. (09/04/2018)

Each of the candidates who completed the assessmentscored a 4. The classroom management plans were clearlytied to the theories each student identified with. All hadpositive and proactive strategies in place for developing theemotional environment and managing misbehavior. It wasclear through the plans and the presentation of the plansthat the candidates all value developing positiverelationships with their students. (06/01/2018)

Related Documents:Claim 7. xClassroom Management Plan Key Assessment 16-17.docx

Use of Result: At upcoming Schoolof Education Work Session, allfaculty will review and confirm thealignment of the claim,assignment and rubric, as well asthe implications for courseworkthroughout the program.(06/01/2017)

Finding Reporting Year: 2016-2017Goal met: YesAll candidates scored at level 4 (proficient) on the rubric forthe assignment. (06/01/2017)


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