EPP’S KEY ASSESSMENTS FOR ADVANCED PROGRAMS · EPP ’S KEY ASSESSMENTS ... A.1.1 Diversity EdS IL PD Plan – Key Assessment 3 7 4.2 Candidates understand and can mobilize community

EPP’S KEY ASSESSMENTS FOR ADVANCED PROGRAMS

The Advanced Program key indicators are organized into the following eight measure categories: Technology, Diversity, Research, College and Career Ready, Data Literacy, Disposition, Partnership Collaboration, and Clinical Experience. We present the results from the Spring 2017, Fall 2017, Spring, 2018, and Fall 2018. Since measures all use a three-point scoring scale, we are able to calculate measures by the key indicators across programs, and campus locations. The means, counts/percentages, and frequencies are calculated for each key indicator. The frequency distribution appears as ‘Not Met’, ‘Met’, or ‘Exceeds/Advanced.’ The following key is used:

KA – Key assessment R – The scoring row of the key assessment MSE ELEM in Elementary Education MSE K-12 SPED – MSE in K-12 Special Education MSE Gifted – MSE in Gifted Education MSE IL – MSE in Instructional Leadership EdS IL – EdS in Instructional Leadership

Key Indicators for Advanced Programs

MSE IL EdS IL MSE Gifted MSE K-12 SPED* MSE ELEM

Data Literacy Key Assessment 5: Curricular Impact on Student Learning

Key Assessment 6: Thesis

Research Key Assessment 5: Capstone Project

Key Assessment 6: Policy Brief

Key Assessment 7: Thesis

Clinical Experiences Key Assessment 4: Residency Evaluation

Key Assessment 4: Clinical Observation

Partnerships Key Assessment 1: Capstone Portfolio

Key Assessment 8: Collaboration Plan and Implementation

Key Assessment 5: E-portfolio

Key Assessment 4: Reading Clinic

Technology Key Assessment 4: Clinical Observation

Key Assessment 3: Integrated Arts Unit

Dispositions Key Assessment 5: Capstone Project

Key Assessment 5: Action Research (Professional Learning)

Diversity Key Assessment 3: Leading Continuous Improvement

Key Assessment 5: Action Research-Impact on Student Learning

Key Assessment 4: Clinical Observation

Key Assessment 6: E-portfolio Reflection on Cultural Differences

Key Assessment 3: Integrated Arts Unit

* New program, no data

Key Indicators for Advanced Programs by Assessment Row

St Measures Program Title of Assessment Row Content of Row Not Met Met Advanced A.1.1 Technology MSE IL Leading Continuous

Improvement- Key Assessment 3

7 2.4 Candidates understand and can promote the most effective and appropriate district technologies to support teaching and learning within the district.

Demonstrates little to no skills for using technology to monitor, analyze, and evaluate data results for accountability.

Demonstrates the skills to use technology to monitor, analyze, and evaluate data results for accountability.

Demonstrates the skills to use technology to monitor, analyze, and evaluate data results for accountability; and Presents evidence of using technology to monitor, analyze, and evaluate data results for accountability.

A.1.1 Technology EdS IL Capstone Portfolio- Key Assessment 1

8 3.2Candidates understand and can efficiently use human, fiscal, and technological resources within the district.

Demonstrates little to no skills to identify, recommend, and/or implement human, fiscal, and technological resources within the district.

Demonstrates the skills to identify, recommend, and/or implement human, fiscal, and technological resources within the district.

Demonstrates the skills to identify, recommend and/or implement human, fiscal, and technological resources within the district and Presents evidence of identifying, recommending and/or implementing plans, policies and/or processes for efficient resource use in the district.

A.1.1 Technology MSE Gifted

Clinical Observation: Key Assessment 4

8 5.2 apply appropriate technologies to support instructional assessment, planning, and delivery for individuals with gifts and talents

Use of technology during the lesson is not observed.

Apply technology tools, software, and web applications throughout the lesson for instructional assessment, planning, and lesson delivery.

Apply technology tools, software, and web applications seamlessly, proficiently, and meaningfully throughout the lesson for instructional assessment, planning, and lesson delivery. Provide opportunities for student use of technology for creative productivity.

A.1.1 Technology MSE K-12 SPED

EDUC 595: E-Portfolio: Key Assessment 6

11 Technology to Re-teach (Advanced CEC 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 3.5)

No evidence of technology use to re-teach content.

Includes a lesson that uses technology. Technology use is purposeful but does not really enhance content.

Evidence of a lesson that used technology to reteach a lesson or expand on content. Technology use is

purposeful and enhances the content.

A.1.1 Technology MSE ELEM Integrated Arts Unit: Key Assessment 3

12 Candidate plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Curriculum planning includes methods and strategies that address content standards.

Curriculum planning includes methods and strategies that address content standards maximizing use of technology resources.

Curriculum planning includes methods and strategies that address content standards maximizing collaborative use of technology resources and tools.

A.1.1 Diversity MSE IL Leading Continuous Improvement- Key Assessment 3

10 4.2 Candidates understand and can mobilize community resources by promoting understanding, appreciation, and use of the community’s diverse cultural, social, and intellectual resources throughout the district.

Demonstrates little to no skills to identify and use diverse community resources to improve district and/or school programs.

Demonstrates the skills to identify and use diverse community resources to improve district and/or school programs.

Demonstrates the skills to identify and use diverse community resources to improve district and/or school programs; and -Presents evidence of identifying and using diverse community resources to improve district and/or school programs.

A.1.1 Diversity EdS IL PD Plan – Key Assessment 3

7 4.2 Candidates understand and can mobilize community resources by promoting understanding, appreciation, and use of the community’s diverse cultural, social, and intellectual resources throughout the district.

Demonstrates little to no skills to identify and use diverse community resources to improve district and/or school programs.

Demonstrates the skills to identify and use diverse community resources to improve district and/or school programs.

Demonstrates the skills to identify and use diverse community resources to improve district and/or school programs; and Presents evidence of identifying and using diverse community resources to improve district and/or school programs.

A.1.1 Diversity EdS IL Action Research: Impact on Student Learning – Key Assessment 5

13 4.2 Candidates understand and can mobilize community resources by

Demonstrates little to no skills to identify and use diverse community resources to improve

Demonstrates the skills to identify and use diverse community resources to improve

Demonstrates the skills to identify and use diverse community resources to improve

promoting understanding, appreciation, and use of the community’s diverse cultural, social, and intellectual resources throughout the district.

district and/or school programs

district and/or school programs.

district and/or school program; and Presents evidence of identifying and using diverse community resources to improve district and/or school programs.

A.1.1 Diversity MSE Gifted

Final Exam (Content-based Assessment): Key Assessment 2

4 1.1 understand how language, culture, economic status, family background, and/or area of disability can influence the learning of individuals with gifts and talents.

Demonstrate understanding of how language, culture, economic status, family background, and/or area of disability can influence the learning of individuals with gifts and talents through a narrative of learners’ needs with few details and without specifying traits or characteristics of cognitive or affective areas and not supported by research.

Demonstrate understanding of how language, culture, economic status, family background, and/or area of disability can influence the learning of individuals with gifts and talents through a narrative of learners’ needs on key attributes of the issues and how gifted learners from diverse populations are affected based on their traits and characteristics in terms of their cognitive and affective needs. Evidence-based strategies for addressing cognitive and affective needs are offered which can be used with diverse populations of individuals with gifts and talents.

Demonstrate understanding of how language, culture, economic status, family background, and/or area of disability can influence the learning of individuals with gifts and talents through an in-depth detailed narrative of learners’ needs with support from the research literature on key attributes of the issues and how diverse learners are affected based on their traits and characteristics in terms of their cognitive and affective needs. Multiple evidence-based strategies for addressing cognitive and affective needs are offered which can be used with diverse populations of individuals with gifts and talents, including support from the research literature.

A.1.1 Diversity MSE Gifted


11 6.3 model respect for diversity, understanding that it is an integral part of society’s institutions and impacts learning of individuals with gifts and talents in the delivery of gifted education services.

Respect for diverse learners is not evidenced during the observation of the lesson.

Model respect for diversity among learners through use of multicultural and gender-equal materials and resources. Use communication methods that match needs of diverse learners.

Model respect for diversity among learners through use of multicultural and gender-equal materials and resources. Use communication methods that match needs of diverse learners, such as written text to match oral communication.

Demonstrate evidence of cognitive as well as affective considerations in the lesson delivery based on students’ learning profiles, preferred mode of demonstration of mastery, thinking skills preferences, interests, talents, and strengths.

A.1.1 Diversity MSE K-12 SPED

EDUC 510 Final Exam: Key Assessment 2

3 Question 3: Briefly describe the characteristics of the following disability types – Specific Learning Disability, Intellectual Disability, Emotional Disability, ADHD, high functioning autism, and giftedness. Describe specific accommodations/strategies that you can apply to help each eligibility category be successful in your content area classroom. (2)(b)1.(iii), (2)(c)1.(iii), (4)(c)3.(i)

Only 3-5 are described with some inaccuracies. Very minimal accommodation/strategies. Would have expected more. 5-6 errors in grammar/punctuation.

All 6 described with 1 inaccuracy. Accommodation/strategies are appropriate but not above and beyond. 1-2 errors in grammar/punctuation.

All 6 disability categories are described in detail with accuracy. Very specific accommodations/strategies are discussed to help each eligibility category be successful- above and beyond expected understanding. No errors in grammar/punctuation.

A.1.1 Diversity MSE K-12 SPED

EDUC 595: E-Portfolio: Key Assessment #6

13

13. Reflection on Diversity (CEC 5.2, 6.2, 6.3, 7.1, 7.2, 7.3)

No reflection on cultural differences and teaching sensitivity to diversity in the classroom provided.

Reflects on cultural differences in the classroom and how the teacher would be sensitive to diversity, somewhat addresses individual biases & its impact.

Clearly reflects on cultural differences in the classroom and how the teacher would be sensitive to diversity. Clearly addresses individual biases & its impact.

A.1.1 Diversity MSE ELEM TARSHA

Integrated Arts Unit Key Assessment 3

3 Candidate understands how to connect concepts and use differing perspectives to engage learners in

Candidate rarely/never displays awareness of this aspect of students’ diversity to develop appropriate instruction for students, and/or

Candidate often displays awareness of this aspect of student diversity, to develop appropriate instruction for students, and/or displays

Candidate continuously displays awareness of this component of student diversity, adapts appropriate instruction for students, and/or

critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

never displays dispositions indicating students can learn.

dispositions indicating that students can learn.

displays dispositions indicating that students can learn.

A.1.1 Diversity MSE ELEM TARSHA


5 Candidate plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Does not connect curriculum content and instruction to native languages to support transfer of learning, when possible.

Connects learners understand connections between native language structures and vocabulary and English structures and vocabulary during instruction

Builds second language learners’ capacity to reference and use their linguistic background to accelerate learning

A.1.1 Research MSE IL Capstone Project: Assessment 5

1 1.2 Candidates understand and can collect and use data to identify district goals, assess organizational effectiveness, and implement district plans to achieve district goals.

Demonstrates little to no skills to evaluate school and district improvement processes.

Demonstrates the skills to evaluate school and district improvement processes.

Demonstrates the skills to evaluate school and district improvement processes; and Presents evidence of evaluating school and district improvement processes.

A.1.1 Research MSE IL Capstone Project: Assessment 5

14 6.3 Candidates understand and can anticipate and assess emerging trends and initiatives in order to adapt district-level leadership strategies.

Demonstrates little to no skills to anticipate future issues and trends that can affect district and schools; and /or Demonstrates little to no skills to adapt leadership strategies to address trends.

Demonstrates the skills to anticipate future issues and trends that can affect district and schools; and Demonstrates the skills to adapt leadership strategies to address trends.

Demonstrates the skills to anticipate future issues and trends that can affect district and schools; and Presents evidence of anticipating future issues and trends that can affect district and schools; and Demonstrates the skills to adapt leadership strategies to address trends; and Presents evidence of adapting leadership

strategies to address trends.

A.1.1 Research EdS IL Impact on Student Learning: Key Assessment 5

1 1.2 Candidates understand and can collect and use data to identify district goals, assess organizational effectiveness and implement district plans to achieve district goals.



Demonstrates the skills to evaluate school and district improvement processes; and Presents evidence of evaluating school and district improvement plans.

A.1.1 Research EdS IL Impact on Student Learning: Key Assessment 5

3 1.4 Candidates understand and can evaluate continual and sustainable district improvement.

Demonstrates little to no skills to construct evaluation processes to assess the effectiveness of district and school plans and programs; and/or Demonstrates little to no skills to interpret information and communicate progress toward achievement of vision and goals to stakeholders.

Demonstrates the skills to construct evaluation processes to assess the effectiveness of district and school plans and programs; and Demonstrates the skills to interpret information and communicate progress toward achievement of vision and goals to stakeholders.

Demonstrates the skills to construct evaluation processes to assess the effectiveness of district and school plans and programs; and Presents evidence of constructing evaluation processes to assess the effectiveness of district and school plans and programs; and Demonstrates the skills to interpret information and communicate progress toward achievement of vision and goals to stakeholders; and Presents evidence of interpreting information and communicating progress toward achievement of vision and goals to stakeholders.

A.1.1 Research EdS IL Policy Brief: Key Assessment 6

1 1.2 Candidates understand and can collect and use data to identify goals, assess

Demonstrates little to no skills of designing and supporting collaborative process for developing

Demonstrates the skills to design and support a collaborative process for developing and

Demonstrates the skills to design and support a collaborative process for developing and

organizational effectiveness, and implement district plans to achieve district goals.

and implementing a vision of learning and/or developing a comprehensive plan for communication to stakeholders.

implementing a vision of learning, and demonstrates the skills to develop a comprehensive plan for communication to stakeholders.

implementing a vision of learning, and demonstrates the skills to develop a comprehensive plan for communication to stakeholders; and Presents evidence of a collaborative process for developing, communicating, and implementing a vision for a school district.

A.1.1 Research MSE Gifted

Case Study: Key Assessment 7

2 4.2 use knowledge of measurement principles and practices to differentiate assessments and interpret results to guide educational decisions for individuals with gifts and talents

Assessments are not differentiated to assess student’s advanced level of functioning, aptitudes, behaviors, and performances. The body of assessment data is not used to guide educational decisions.

Assessments are differentiated to ensure that above-level performance is assessed for each category. Accurate interpretation of the body of assessment data guides educational decisions for the student.

Assessments are differentiated to ensure that above-level performance is assessed for each category. Selected assessments include both norm-referenced and informal measures. Accurate interpretation of the body of assessment data guides educational decisions for the student to ensure positive learning outcomes.

A.1.1 Research MSE Gifted

Final Exam: Key Assessment 2

5 6.2 understand how foundational knowledge, perspectives, and historical and current issues influence professional practice and the education and treatment of individuals with gifts and talents both in school and society.

Limited discussion of contributions from researchers and experts in the field of gifted education on the historical and current issues.

Discuss contributions from multiple researchers and experts in the field of gifted education on the historical and current issues and how these affect practice and treatment of individuals with gifts and talents in school and society, addressing foundational knowledge of topics, including intelligence, talent development, identification, cognitive and social-emotional needs of gifted, curriculum and instruction for the gifted, and learning environments.

Discuss contributions from multiple researchers and experts in the field of gifted education on the historical and current issues and how these affect practice and treatment of individuals with gifts and talents in school and society, addressing foundational knowledge of topics, including intelligence, talent development, identification, cognitive and social-emotional needs of gifted, curriculum and instruction for the gifted, and learning environments.

Provide evidence from discussion of these key researchers’ and experts’ contributions on formation of a personal perspective on identifying and educating learners with gifts and talents in school and society.

A.1.1 Research MSE K-12 SPED

EDUC 595: Thesis: Key Assessment 7

4

Results

No visual representation or no clear discussion of findings.

An unclear visual representation of the study results with some confusion over meaning

Visual representation of results is included with a discussion

A.1.1 Research MSE ELEM TARSHA

Action Research Key Assessment 5

2 Candidate understands how children learn and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Candidate’s action research intervention is not based on an understanding of best practices to improve student learning. Candidate’s discussion of methods and procedures is weak and lacks complete details of implementation plan.

Candidate’s action research intervention is based on an understanding of best practices to improve student learning. Candidate’s action research intervention plan includes the methods and procedures for implementation.

Candidate’s action research intervention is based on a thorough understanding of best practices to improve student learning and pre-assessment data to guide implementation. Candidate’s action research intervention plan includes an in-depth discussion of the methods and procedures for implementation with details allowing for replication of the study.

A.1.1 College and Career Ready

MSE IL

Decision Making: Key Assessment 2

2 1.3 Candidates understand and can promote continual and sustainable district improvement.

Demonstrates little to no knowledge of models and processes for continual improvement and practices for sustainability.

Demonstrates knowledge of models and processes for continual improvement and practices for sustainability.

Demonstrates knowledge of models and processes for continual improvement and practices for sustainability; and

Demonstrates application of knowledge by citing specific examples (experienced in practicum and internship) of models and processes for continual improvement

and practices for sustainability.


EdS IL Key Assessment 1 3 1.3 Candidates understand and can promote continual and sustainable district improvement.

Demonstrates little to no skills to identify strategies or practices to build organizational capacity to support continual improvement.

Demonstrates the skills to identify strategies or practices to build organizational capacity to support continual improvement.

Demonstrates the skills to identify strategies or practices to build organizational capacity to support continual improvement; and Presents evidence of identifying strategies or practices to build organizational capacity to support continual improvement.


EdS IL Professional Development Plan: Key Assessment 3

4 2.2 Candidates understand and can create and evaluate a comprehensive, rigorous, and coherent curricular and instructional district program.

Demonstrates little to no skills for collaborating with faculty to plan, implement, and evaluate curricular and instructional programs; and, Demonstrates little to no skills for using research to make curricular and instructional decisions.

Demonstrates the skills to collaborate with faculty to plan, implement, and evaluate curricular and instructional programs; and Demonstrates the skills to use research to make curricular and instructional decisions.

Demonstrates the skills to collaborate with faculty to plan, implement, and evaluate curricular and instructional programs; and Presents evidence of collaboration with faculty to plan, implement, and evaluate curricular and instructional programs; and Demonstrates the skills to use research to make curricular and instructional decisions; and Presents evidence of using research to make curricular and instructional decisions.


MSE Gifted

Concept-based Curriculum Unit: Key Assessment 3

3 3.2 design appropriate learning and performance

Demonstrate limited ability to design appropriate learning and performance

Design appropriate learning and performance modifications for

Design appropriate learning and performance modifications for

modifications for individuals with gifts and talents that enhance creativity, acceleration, depth and complexity in academic subject matter and specialized domains.

modifications for individuals with gifts and talents that enhance creativity, acceleration, depth and complexity in academic subject matter and specialized domains. Design learning activities that are the same for all learners with little-to-no evidence of differentiation and not aligned with unit essential understandings nor cross disciplines.

individuals with gifts and talents that enhance creativity, acceleration, depth and complexity in academic subject matter and specialized domains, including differentiated evidence-based learning tasks that allow for student choice, collaboration with peers, multiple ways to demonstrate content mastery, development of thinking skills, and independent study. Align learning tasks with unit essential understandings to provide depth and complexity within the discipline.

individuals with gifts and talents that enhance creativity, acceleration, depth and complexity in academic subject matter and specialized domains, including differentiated evidence-based learning tasks that allow for student choice, collaboration with peers, multiple ways to demonstrate content mastery, development of thinking skills, and independent study. Align learning tasks with unit essential understandings to provide depth and complexity across multiple disciplines. Provide opportunities for students with gifts and talents to work with mentors or collaborate with other students, serving as a mentor to peers.


MSE Gifted

Concept-based Curriculum Unit: Key Assessment 3

4 3.3 use assessments to select, adapt, and create materials to differentiate instructional strategies and general and specialized curricula to challenge individuals with gifts and talents.

Use limited assessments to select, adapt, and create materials to differentiate instructional strategies. Culminating performance task (assessment) does not use backward design nor offer opportunities for real-world connections. Use of general and specialized curricula based on content standards, assessments, and individual interests to challenge individuals with gifts and talents is not detailed or evident.

Use multiple assessments to select, adapt, and create materials to differentiate instructional strategies. Develop a culminating performance task (assessment) using backward design to provide complex, discipline-based opportunities for real world connections, presented to an authentic audience. Use general and specialized curricula based on content standards, assessments, and individual interests to challenge individuals with gifts and talents.

Use a variety of assessments to select, adapt, and create materials to differentiate instructional strategies. Develop preassessments of content knowledge, conceptual understandings, and skills/processes to provide information in order to differentiate, modify and adjust the curriculum and instruction for learners. Develop differentiated formative assessments to use for providing feedback to students during implementation of the unit and for adjusting learning experiences.

Develop a culminating performance task (assessment) using backward design to provide complex, discipline-based opportunities for real world connections, presented to an authentic audience. Design and use general curricula based on course of study/content standards and specialized curricula based on individual interests and strengths to challenge individuals with gifts and talents.

A.1.1 College & Career Ready

MSE K-12 SPED

EDUC 595: E-Portfolio: Key Assessment 6

8 8. Transition assessment (Advanced CEC 1.1, 1.2, 3.1, 3.2, 3.3, 3.4, 3.5)

Missing a transition assessment or transition assessment is incomplete (more than 1 error).

Includes a transition assessment with all areas addressed, but 1.

All completed assessments with all areas completed and a clear explanation of results & analysis of student goals in all areas assessment.

A.1.1 College & Career Ready

MSE ELEM TARSHA


4 Candidate understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Does not use a variety of teaching strategies that encourage elementary students’ development of critical thinking and problem solving.

Candidate uses a variety of teaching strategies that encourage elementary students’ development of critical thinking and problem solving.

Candidate integrates formal and informal teaching strategies that encourage elementary students’ development of critical thinking and problem solving.

A.1.1 Data Literacy

MSE IL Leading Continuous Improvement: Key Assessment 3

9 4.1 Candidates understand and can collaborate with faculty and community members by collecting and analyzing information pertinent to the improvement of the

Demonstrates little to no skills to use collaboration strategies to collect, analyze, and interpret information; and/or Demonstrates little to no skills to communicate

Demonstrates the skills to use collaboration strategies to collect, analyze, and interpret information; and Demonstrates the skills to communicate information internally and externally.

Demonstrates the skills to use collaboration strategies to collect, analyze, and interpret information; and Presents evidence of using collaboration strategies to collect, analyze, and interpret information; and

district’s educational environment.

information internally and externally.

Demonstrates the skills to communicate information internally and externally; and Presents evidence of communicating information internally and externally.

A.1.1 Data Literacy

EdS IL Impact on Student Learning: Key Assessment 5

5 2.2 Candidates understand and can create and evaluate a comprehensive, rigorous, and coherent curricular and instructional district program.

Demonstrates little to no skills to use evidence centered research in making curricular and instructional decisions; and/or Demonstrates little to no skills to provide district or other resources to support curriculum and instruction.

Demonstrates the skills to use evidence centered research in making curricular and instructional decisions: and Demonstrates the skills to provide district or other resources to support curriculum and instruction.

Demonstrates the skills to use evidence centered research in making curricular and instructional decisions; and Presents evidence of using research in making curricular and instructional decisions; and Demonstrates the skills to provide district or other resources to support curriculum and instruction; and Presents evidence of providing district or other resources to support curriculum and instruction.

A.1.1 Data Literacy

MSE Gifted

Evidence of Student Learning: Key Assessment 5

3 4.4: use assessment results to develop long-and short-range goals and objectives that take into consideration an individual’s abilities and needs, the learning environment, and other factors related to diversity.

Use post-assessment results to develop goals and objectives that take into consideration a student’s abilities and needs, the learning environment, and other factors related to diversity. Present assessment results quantitatively to document student learning.

Use pre and post-assessment results to develop long-and short-range goals and objectives that take into consideration a student’s abilities and needs, the learning environment, and other factors related to diversity, such as student’s environment, culture, and language. Present pre-and post-assessments in quantitative and qualitative

Use preassessment, formative assessment and summative/post-assessment results to develop long-and short-range goals and objectives that take into consideration a student’s abilities and needs, the learning environment, and other factors related to diversity, such as student’s environment, culture, and language. Present pre-and

formats to document student learning. Use results to adjust instructional planning. Use data analysis and outcomes to make modifications for short and long term goal setting. Discuss learning outcomes with students related to development of their content knowledge, understandings, and skills/processes.

post-assessments in quantitative and qualitative formats to document student learning. Use results to adjust instructional planning. Use data analysis and outcomes to make modifications for short and long term goal setting. Share outcomes with students, teachers, parents, and/or school administrators. Discuss learning outcomes with students related to development of their content knowledge, understandings, and skills/processes. Involve students in developing personal goals for learning.

A.1.1 Data Literacy

MSE K-12 SPED

EDUC 595: Thesis: Key Assessment #6

5

Discussion

Results are briefly discussed with clear evidence of confusion and no application of study. Implications and future areas of research are not mentioned.

Results are somewhat discussed with some understanding but no real application of study addressed. Implications and future areas of research are not clearly mentioned.

Results are discussed with great understanding and knowledge about the application of study. Implications and future areas of research are above and beyond.

A.2.2 Data Literacy

MSE ELEM Data Analysis Key Assessment 4

2 Candidate understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

Candidate lacks basic understanding of the assignment. Analysis does not provide evidence of candidate’s ability to identify students’ reading proficiencies and difficulties, and to administer, score, and interpret assessments of individual students in order to identify their proficiencies and difficulties, and place them along a

Candidate exhibits general understanding of the assignment. Analysis addresses how standard is met by providing some evidence of candidate’s ability to identify students’ reading proficiencies and difficulties. Candidate can somewhat administer, score, and interpret assessments of individual students in order to identify their proficiencies and

Candidate exhibits a defined and clear understanding of the assignment. Analysis provides impressive and detailed evidence of ability to identify students’ reading proficiencies and difficulties. Candidate can effectively administer, score and interpret assessments of individual students in order to identify their proficiencies and difficulties, and place

developmental continuum.

difficulties, and place them along a developmental continuum.

them along a developmental continuum.

A.1.1 Disposition MSE IL

Capstone Project: Key Assessment 5

12 5.1 Candidates understand and can act with integrity and fairness to ensure a district system of accountability for every student’s academic and social success.

Demonstrates little to no skills to act with integrity and fairness in supporting policies and practices that monitor and ensure equity.

Demonstrates the skills to act with integrity and fairness in supporting policies and practices that monitor and ensure equity.

Demonstrates the skills to act with integrity and fairness in supporting policies and practices that monitor and ensure equity; and Presents evidence of acting with integrity and fairness in supporting policies and practices that monitor and ensure equity.

A.1.1 Disposition EdS IL Professional Development Plan: Key Assessment 3

9 5.2 Candidates understand and can model principles of self-awareness, reflective practice, transparency, and ethical behavior as related to their roles within the district.

Demonstrates little to no skills of the principles of self-awareness, reflective practice, transparency, and ethical behavior as related to their roles in the district.

Demonstrates the skills to identify the principles of self-awareness, reflective practice, transparency, and ethical behavior as related to their roles in the district.

Demonstrates the skills to identify the principles of self-awareness, reflective practice, transparency, and ethical behavior as related to their roles in the district; and Presents evidence of such principles in own behaviors and through coaching and mentoring of students and faculty shows application of principles.

A.1.1 Disposition MSE Gifted

Professional Learning and Ethical Practice: Key Assessment 6

1 6.1 use professional ethical principles and specialized program standards to guide their practice.

Little evidence of use of ethical practice and specialized program standards in communicating information by providing information for and communicating with families, other educators, and community agencies.

Use ethical practice and specialized program standards by providing information for and communicating with families, other educators, and community agencies regarding traits and characteristics of special populations of gifted learners, including gifted from culturally-linguistically diverse backgrounds, twice

Use ethical practice and specialized program standards by providing information for and communicating with families, other educators, and community agencies regarding traits and characteristics of special populations of gifted learners, including gifted from culturally-linguistically diverse backgrounds, twice

exceptional, gifted from disadvantaged backgrounds, LGBT gifted, and artistically talented youth.

exceptional, gifted from disadvantaged backgrounds, LGBT gifted, and artistically talented youth. Provide information on strategies for meeting academic and affective needs for respective diverse groups of gifted.

A.1.1 Disposition MSE K-12 SPED

EDUC 595: E-Portfolio: Assessment 6

15

15. Professional Learning Plan (CEC 6.1, 6.2, 6.3, 6.4, 6.5. 6.6, 6.7, 7.2, 7.3)

No professional learning plan provided.

Outlines a professional learning plan for future growth as a professional with no discussion of professional ethics.

Outline a professional learning plan for future growth as a professional. Plan includes discussion of ethics and integrity, compliances with regulations and policies, and a professional learning community.

A.1.1 Disposition MSE ELEM

Action Research Key Assessment 5

4

Candidate engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner. Candidate seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals,

Candidate’s analysis of assessment data do not support research conclusions. Research findings and conclusions are not provided or poorly stated.

Candidate analyzes assessment data in order to support research conclusions. Research findings and conclusions are provided.

Candidate analyzes assessment data, providing multiple lenses of interpretation, in order to support research conclusions. Research findings and conclusions are communicated via charts/graphs and narrated using scholarly writing.

and community members to ensure learner growth, and to advance the profession.

A.1.1 Partnership MSE IL Residency Evaluation: Key Assessment 4

8 4.4 Candidates understand and can respond to community interests and needs by building and sustaining productive district relationships with community partners.

N/A

A.1.1 Partnership EdS IL Capstone Portfolio: Key Assessment 1

10

4.4 Candidates understand and can respond to community interests and needs by building and sustaining productive district relationships with community partners.

Demonstrates little to no skills in community connections or building and sustaining positive relationships with business and community partners.

Demonstrates the skills necessary to make community connections and to build and sustain positive relationships with business and community partners.

Demonstrates the skills necessary to make community connections and to build and sustain positive relationships with business and community partners; and Presents evidence of the processes and strategies used to make community connections and to build and sustain positive relationships with business and community partners.

A.1.1 Partnership Collaboration

MSE Gifted

Collaboration Plan and Implementation: Key Assessment 8

2 7.1: apply elements of effective collaboration.

Elements of effective collaboration are documented, such as meetings with parents and professional colleagues to discuss topics related to students with gifts and talents and provision of resources that promote challenging learning opportunities.

Elements of effective collaboration are documented, such as meetings with parents and professional colleagues to discuss topics related to students with gifts and talents and provision of resources that promote challenging learning opportunities.

Elements of effective collaboration are documented, including meetings with parents and professional colleagues to discuss topics related to students with gifts and talents and provision of resources that promote challenging learning opportunities.

Candidate prepares a reflective self-assessment narrative of outcomes of collaboration with families and colleagues.

Collaboration activities provide two-way interactions to honor multiple perspectives on best practices for meeting student needs, in particular those from diverse populations. Candidate prepares a reflective self-assessment narrative of outcomes of collaboration with families and colleagues, discussing growth in competencies as a collaborator.

Collaboration activities provide two-way interactions to honor multiple perspectives on best practices for meeting student needs, in particular those from diverse populations. Candidate prepares a reflective self-assessment narrative of outcomes of collaboration with families and colleagues, discussing growth in competencies as a collaborator. Candidate offers plan to address long and short term goals for on-going collaborative efforts.


MSE K-12 SPED

EDUC 595 E-Portfolio: Key Assessment #5

10 Collaborative Team (Advanced CEC 7.1, 7.2, 7.3)

Did not provide evidence of collaborative teaming.

Evidence of team meetings with no reflection.

Provides evidence of team meetings with a reflection on what was completed as a result of the collaborative team.


MSE ELEM

Reading Clinic Key Assessment 4

4 Candidate plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. Candidate plans instruction by collaborating with colleagues, specialists, community resources, families and learners

Candidate lacks basic understanding of the assignment. Evidence of candidate’s ability to communicate data information to students, classroom teachers, parents, and/or diagnostic team is non-existent.

Candidate exhibits a general understanding of the assignment. Candidate’s data discussion provides some evidence of candidate’s ability to communicate assessment information to students, classroom teachers, parents, and/or diagnostic team.

Candidate exhibits a defined and clear understanding of the assignment. Candidate’s data discussion provides impressive and detailed evidence of candidate’s ability to effectively communicate assessment information to students, classroom teachers, parents, and/or diagnostic team.

to meet individual learning needs.

A.2.2 Clinical Experience

MSE IL Residency Evaluation: Key Assessment 4

2 2.2 candidate understands how to create and evaluate an instructional program

Demonstrates little to no skills to use evidence centered research in making curricular and instructional decisions; and/or Demonstrates little to no skills to provide district or other resources to support curriculum and instruction.

Demonstrates the skills to use evidence centered research in making curricular and instructional decisions; and Demonstrates the skills to provide district or other resources to support curriculum and instruction.

Demonstrates the skills to use evidence centered research in making curricular and instructional decisions; and Presents evidence of using research in making curricular and instructional decisions; and Demonstrates the skills to provide district or other resources to support curriculum and instruction; and Presents evidence of providing district or other resources to support curriculum and instruction.


EdS IL Practicum in School Improvement: Key Assessment 4

1 1.2 Candidates understand and can collect and use data to identify district goals, assess organizational effectiveness, and implement district plans to achieve district goals.



Demonstrates the skills to evaluate school and district improvement processes; and Presents evidence of evaluating school and district improvement processes.


MSE Gifted


5 3.2 design appropriate learning and performance modifications for individuals with gifts and talents that enhance creativity, acceleration, depth and complexity in academic subject matter and specialized domains.

Differentiation based on learners’ needs was not observed. Assessment methods lacked a connection to conceptual lens or content. Student artifacts/work samples provided little or no evidence of student learning.

Learning tasks were differentiated for learners’ needs. Assessment methods were varied, aligned with the essential questions, and used formatively so that the candidate could provide meaningful feedback to the students Student

Learning tasks were differentiated for learners’ needs and provided depth and complexity as well as emphasis on critical and creative thinking skills. Assessment methods were varied, aligned with the essential questions, and used formatively

artifacts/work samples provided evidence of student learning and unit outcomes.

so that the candidate could provide meaningful feedback to the students. Student artifacts/work samples provided evidence of student learning and unit outcomes.

End Key Assessment- Phase-in Below

A.3.1 Diversity for Admissions

MSE IL; MSE IL; MSE Gifted; MSE Sp Ed; MSE Elem EdS IL

ALSDE database; Trend analysis for state needed professionals (phase-in)

A.3.2 TP1: Admission File (Slate)

MSE IL; MSE IL; MSE Gifted; MSE Sp Ed; MSE Elem EdS IL

GPA; GRE/MAT score; writing assessment; interview rubric; disposition rubric from immediate supervisor (phase-in)

A.3.3 TP2 MSE IL; MSE Gifted; MSE Sp Ed; MSE Elem; EdS IL

Dispositions; EDUC 597 for technology integration; counseling plan (phase-in)

A.3.4 TP3 MSE IL; MSE Gifted; MSE Sp Ed; MSE Elem; EdS IL

Dispositions; comps; capstone project; portfolio (phase-in)

A.4.1 Focus Groups

MSE IL; MSE Gifted; MSE Elem; MSE Sp ED; EdS IL

Phase-in revised system beginning 2019

A.4.1 Employer Survey



A.4.2 Completer Survey



Documents

EPP’S KEY ASSESSMENTS FOR ADVANCED PROGRAMS · EPP ’S KEY ASSESSMENTS ... A.1.1 Diversity EdS IL PD Plan – Key Assessment 3 7 4.2 Candidates understand and can mobilize community