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OGLALA LAKOTA COLLEGE Annual End of Year Department Report
2015-2016
Submitted by:
Department: EDUCATION DEPARTMENT
Name of Dean of Education:
Dr. Shannon Amiotte, EdD Educational Administration, MS in Curriculum & Instruction, BS in Elementary Education & Special Education, National Board Certification: Early Childhood through Young Adult Exceptional Needs
Name and Academic Credentials of Full Time Faculty: Name of Secretary:
Dorraine Benson, MS in Curriculum & Instruction, BS in Multi-Subject K-8 Education Thomas Raymond, MS in Elementary Education-Emphasis in Elementary Administration, including Preschool, BS in Elementary Education Linda Olsen, MS in Elementary School Administration, BS in Elementary & Special Education Tammy Bauck, EdD Instructional Technology & Distance Education, MS in Curriculum and Supervision, MS in Educational Leadership and Administration, BS in Elementary Education Alicia Zephier-Janis, AAS in Office Technology and AA degree in Early Childhood Education
NAMES OF THE DEGREES OFFERED IN THE PROGRAM: (check box that applies)
Degree Title Endorsement AA AAS BA BS MA
K-8 Elementary Education
X X
Early Childhood Education
X X
K-12 Lakota Studies X X
Physical Science Degree
X
K-12 Special Education X
Indian Studies X
NUMBER OF COURSES/SECTIONS OFFERED: (list whole number)
Chair F/T Faculty OLC Staff Adjunct Total
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Summer 2015 0 3 0 0 3
Fall 2015 2 27 0 28 40
Spring 2016 4 16 0 20 40
# FTE PRODUCED: (list whole number)
# Courses
Chair *F/T Faculty
OLC Staff
Adjunct Total
Summer 2015
ECH 3 0 1.75 0 0 1.75
MATH 1 0 1.75 0 0 1.75
Fall 2015
ECH 14 0 3.35 0 1.86 5.21
ED 23 1.5 2.75 0 4.47 13.93
EDECH 8 0 3.75 0 2.25 6
EDLK 1 0 1.75 0 0 1.75
SCI 1 0 2.16 0 0 2.16
MATH 2 0 3.25 0 0 3.25
EXED 2 0 0 0 2 2
Spring 2016
ECH 8 0 3.56 0 2.75 6.31
ED 15 15.75 3.47 0 4.63 23.85
EDECH 12 0 2.93 0 4.1 7.03
EDLK 2 1 0 0 0 1
SCI 4 0 1.58 0 0 1.58
MATH 2 0 4 0 4 8
EXED 5 0 0 0 1.7 1.7
SCED 1 0 0.75 0 0 0.75
*F/T Faculty includes all those within the Education Department and other Full-time faculty within other Academic Departments
SCHEDULING
Semester #Courses Offered
# Courses Made
# GRC’s Offered
# GRC’s Completed
#Courses Offered
Summer 2015 3 3 0 0 3
Fall 2015 44 37 13 13 44
Spring 2016 54 40 12 9 54
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Department and Student Demographic Data
Ratio for Adjunct faculty and full time faculty, student to faculty ratio student male/female ratio (please create table and add data).
Fall 2015 Spring 2016
Adjunct to Full Time Faculty ratio
20 adjuncts 4 Full-time faculty*
20 adjuncts 4 Full-time faculty*
Education Students to Faculty ratio
234 students 4 Full-time faculty*
235 students 4 Full-time faculty*
Male to Female student ratio
50 Male students 184 Female students
49 Male students 186 Female students
*Full-time faculty includes only those faculty within the Education Department
Number of First Generation, First Time full time entering students in your degree area.
Fall 2014 Fall 2015 Fall 2016
First Time full time First Generation Students
97 11 NA
Part Time full time First Generation Students.
75 2 NA
Number of early alerts made within the department
Department Name Fall 2015 Spring 2016 Total
EDUCATION 2 14 16
Number of early alerts resolved
Department Name Fall 2015 Spring 2016 Total
EDUCATION 1 8 9
What improvements can be made within the department based on the data for early alerts? Early alerts are best dealt with on a case-by-case basis through communication directly with the
students, and as appropriate their center counselor and/or director. Copies of alerts filed should
be logged and maintained within the department. Students who have had early alerts filed on
more than one occasion or by more than one instructor within the education department should
be subject to departmental staffing. These students may need additional support or counseling,
and possibly advising into a degree area which may be more suited to their needs and interests.
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Optional: Add other department and student demographic data here to identify trends and information needed to inform decision making in relation to curriculum, program design, and retention strategies for continuous improvement.
PROGRESS ON ANNUAL ACADEMIC DEPARTMENT GOALS AND STRATEGIES IDENTIFIED IN THE
ANNUAL DEPARTMENT INSTITUTIONAL EFFECTIVENSS PLAN (IEP).
The College’s institutional effectiveness plan is an OLC wide process of planning and outcomes assessment for the purpose of documenting that the college is achieving its mission and goals, and based on assessment data, continuously improving operations, programs and services (OLC IEP, 2013). The IEP helps to ensure compliance with Criterion 4 and 5 of the Higher Learning Commission. The purpose of this section of the Academic Department Report is to demonstrate how each academic department closes the loop on assessment. An IEP is created at the beginning of each academic year, using the student learning assessment results from the prior year. The IEP has two parts, the first part is the Annual Action Plan for Student Learning Outcomes and the second part is the Annual Action Plan. The Annual Action Plan for Student Learning Outcomes is created by implementing the Department Assessment Plan and rotation schedule. The Annual Action Plan for Student Learning Outcomes is reported in the next section. The Annual Action Plan (the second part) is created using the recommended strategies developed from the results of the implemented Annual Action plan for Student Learning Outcome Assessment. The Annual Action Plan puts into action the recommended strategies during the academic year to improve student learning, faculty performance, and program performance. Together the Annual Action Plan and Annual Action Plan for Student Learning Outcomes make up the Department IEP. The Department IEP helps to streamline the Annual Action Program Strategies in relation to; Student learning outcomes, admissions, persistence, retention, and completion; as well as department co-curricular activities, aligned to Oglala Lakota College’s strategic plan. Therefore, the Departments IEP Report reflects how data is used to demonstrate continuous improvement, institutional performance, and identify Institutional short-term and long term priorities. The Full Department IEPs are available on the Department’s assessment webpage.
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VISION STATEMENT
To graduate highly qualified professional, motivated, reflective teachers who possess and
practice Wolakolkiciyapi in a multicultural, changing world. The professional teacher
education program views Wolakolkiciyapi as reflection and conduct of the Lakota virtues as a
means of improving self and others.
MISSION STATEMENT
Graduates from our programs will be proficient as competent reflective teachers of content,
theory, and application with an emphasis on Lakota Virtues (character education) while
emphasizing community empowerment through reflection of traditional Lakota perspectives.
STRATEGIC GOALS
STRATEGIC GOAL 1: Produce teachers who demonstrate excellence in the field of
education.
Objective 1.1: 100% of the education programs will be fully accredited by SD BOE.
Objective 1.2: 80 % of OLC teacher preparation graduates will meet or exceed Praxis Exam
cut scores.
Objective 1.3: Students participating in orientation will achieve a score of 80% or higher on
post-test.
STRATEGIC GOAL 2: Integrate Lakota Perspective across the Teacher Preparation courses.
Objective 2.1: 80% of teacher candidates will meet Lakota Perspective requirement by
achieving a rubric score/rating of 3.5 or better.
Objective 2.2: 100% of Education Department Faculty will incorporate Lakota Perspectives
into classes.
STRATEGIC GOAL 3: Strengthen the department by improving recruitment, retention,
persistence and completion rates of candidates.
Objective 3.1: Increase recruitment by 2% per year (10% over five years).
Objective 3.2: Increase retention by 2% per year (10% over five years).
Objective 3.3: Increase persistence by 2% per year (10% over five years).
Objective 3.4: Increase completion rates by 2% per year (10% over five years).
The following plan was created from 2015-2016 Education Department Institutional
Effectiveness Report: Part 2: Education Department Annual Action Report for Student Learning
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Outcomes. The strategies were created directly from the evidence in student learning and
program effectiveness. The strategies were implemented during the 2015-2016 academic year.
OGLALA LAKOTA COLLEGE
EDUCATION DEPARTMENT ANNUAL ACTION REPORT FOR STUDENT
LEARNING OUTCOMES:
AY 2015-2016
OLC Strategic Goal 1: OLC will produce graduates who demonstrate excellence in their chosen areas of study and fields of endeavor.
Departmental Strategic Goal 1: Produce teachers who demonstrate excellence in the field of education.
Departmental Strategic Objective 1.2: 80% of OLC teacher preparation graduates will meet or exceed Praxis Exam cut scores.
Strategies Criteria Assessment Tools
Analysis: Direct/Indirec
t
Results
Recommendations
Student Learning Outcome 2.2: Strategy 1: Show proficiency in each of the specific content areas to motivate students, build understanding and encourage application of knowledge, skills and ideas to real-world
80% of OLC teacher candidates will meet or exceed the required Praxis Content Knowledge Exam cut score.
Praxis Exam Score Reports from ETS.
While OLC is meeting the SD DOE and Title II 80% Pass Rate expectation for program completers (graduates), the overall pass rates for candidates remain extremely low. By and large the Praxis Elem Ed Content
Title II Data: The OLC Pass Rate for graduates (program completers) has been 100% for the past 3 academic years as reported by ETS Client Services. Data for all Test Takers
Strategy: Provide co-curricular activities in the form of Praxis resources and preparation sessions. Action Step: Collaborate with department chairs and instructors of general education core requirements to complete a crosswalk alignment of course content with the new Praxis Elem Ed
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problems and issues.
Knowledge exam assesses candidate attainment of core requirements. Work must continue to improve overall pass rates for the various Praxis subject area exams.
(Sept – May): K-6 Elem Content # Students: 11 Pass Rate: 36% Ed Young Child # Students: 1 Pass Rate: 0%
Content Knowledge exam (5018).
Student Learning Outcome 3.2: Strategy 1: Relate effective strategies that enhance the learning potential of students based upon behavior characteristics, developmental stages, and various learning styles and multiple intelligences.
80% of OLC teacher candidates will meet or exceed required Praxis Principles of Learning & Teaching (PLT) Exam cut score.
Praxis Exam Score Reports from ETS.
While OLC is meeting the SD DOE and Title II 80% Pass Rate expectation for program completers (graduates), the overall pass rates for candidates remain extremely low. By and large the Praxis PLT exams assess candidate attainment of professional core and professional requirements. Work must continue to
Title II Data: The OLC Pass Rate for graduates (program completers) has been 100% for the past 3 academic years as reported by ETS Client Services. Data for all Test Takers (Sept – May): K-6 PLT Exam # Students: 7 Pass Rate: 14%
Strategy: Provide co-curricular activities in the form of Praxis resources and preparation sessions. Action Step: Incorporate Praxis Prep in Professional and Professional Core coursework (i.e. professional vocabulary; multiple choice mid-term and final exams; descriptive, analytic and reflective writing; reading comprehension strategies; and/or study skills strategies.
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OGLALA LAKOTA COLLEGE
EDUCATION DEPARTMENT ANNUAL ACTION REPORT FOR STUDENT
LEARNING OUTCOMES:
AY 2015-2016
improve overall pass rates for the Praxis PLT exams.
ECH PLT Exam # Students: 3 Pass Rate: 0%
OLC Strategic Goal 1a: Foster wolakolkiciyapi by promoting the acquisition and use of the Lakota language with the College and the communities it serves.
Departmental Strategic Goal 2: Integrate Lakota Perspective across the Teacher Preparation courses.
Departmental Strategic Objective 2.1: 80% of teacher candidates will meet Lakota Perspective requirement by achieving a rubric score/rating of 3.5 or better.
Strategies Criteria Assessment Tools
Analysis: Direct/Indirect
Results
Recommendations
Student Learning Outcome (SLO) 1.1: Effectively demonstrate the inter-relatedness of Wolakolkiciyapi, character education, education that celebrates diversity, and
80% of teacher candidates will achieve a rubric score/ rating of 3.5 or higher.
5-Point Analytic Rubrics for required common course assessments of courses identified for assessment.
Overall teacher candidates are demonstrating Wolakolkiciyapi, character education and critical pedagogy at acceptable to commendable levels. Analytic rubrics
Overall 80% of teacher candidates achieved a rubric score/rating of 3.5 or higher. (n=15, 12/15 = 80%)
Continue incorporation and modeling the inter-relatedness of Wolakolkiciyapi, character education, and critical pedagogy through use of the required common course assessments to evaluate this
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critical pedagogy.
Student ratings were collected from: ED 213 and ED 313 Spring 2016 and ED 463 Fall 2015
(provided to students as part of assignment guidelines) were used to reinforce the expectations to demonstrate the interrelatedness of Wolakolkiciyapi, character education and critical pedagogy. ED 213 and 313 are professional core courses that serve as prerequisites for professional coursework.
100% of the teacher candidates achieved a rubric score/rating of 3.0 (acceptable) or higher. Lakota Perspective Research Paper Average Rating = 4.15, (n=15)
student learning outcome.
Student Learning Outcome (SLO) 1.2: Integrate traditional Lakota values, such as honor, courage, generosity, and respect, in their communications and interactions with others to
80% of teacher candidates will achieve a rubric score/ rating of 3.5 or higher on required common course assess-ments.
Lakota Values Rating (5-point rating scale) 5-Point Analytic Rubrics for required common course assessments of courses identified
Overall teacher candidates are incorporating and modeling Lakota perspectives into their coursework. Student ratings were collected from: ECH 243, ECH 253, ExEd 333, EDECH 403, and ScEd 443.
90% of teacher candidates achieved a rating of 4.0 or higher (n=80/89 =90%). Lakota Values Rating Scale Average Rating:
Continue to monitor, model and foster the desired protocol for positive interactions utilizing the Lakota Values rating and required common course assessments to evaluate this student learning outcome.
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support the Lakota belief that all children are sacred (wakanyeja kin wakan pi).
for assessment.
Analytic rubrics (provided to students as part of assignment guidelines) were used to reinforce the expectations to incorporate Lakota perspectives and language in to assignments.
AY 2015-2016: 4.4 Overall 90% of teacher candidates achieved a rubric score/rating of 3.5 or higher. (n=67, 60/67 = 90%) Instructional Unit Spring 2016 = 4.55 (n=22, 86%) Lesson Planning Spring 2016 = 4.64 (n=22, 95%) Instructional Project= 4.29 (N=17, 100%) Education Philosophy = 2.3 (n=6, 50%)
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A. Describe how the Department Program goals and objective (s) align to OLC’s strategic plan
and OLC’s mission?
The Education Department’s program goals and objectives were designed to lend
support to the college’s strategic plan and mission. Each of the Education Department
strategic goals aligns directly with an overall college strategic goal or goal/objective. For
example:
Ed Dept. Goal 1: Produce teachers who demonstrate excellence in the field of education.
OLC GOAL 1: Graduate students who have the necessary skills for Indian Country Jobs.
Strategic objectives and strategies of the Education Department to meet this goal include
maintaining programs that are fully accredited by the SD DOE / SD BOE and having
graduates that pass the required teacher licensure exams enabling them to become fully
certified and licensed by the South Dakota Department of Education. The OLC teacher
preparation program was approved for 5-year continued accreditation by the South Dakota
Board of Education on November, 2014.
We continue to assist candidates in passing the Praxis exams through co-curricular activities
in the form of Praxis Preparation sessions. Five Praxis Preparation Sessions were sponsored
by the OLC Education Department this academic year. These sessions included an overview
of the exams, navigation of the ETS Praxis website (including registering for an account and
an exam), a diagnostic pretest, development of individual study plans based on test results,
and test-taking strategies (test taking tips, strategies for multiple choice items and practice in
writing to constructed response classroom scenarios).
Ed Dept. Goal 2: Integrate Lakota Perspective across the Teacher Preparation courses.
OLC GOAL 1, Objective C: Integrate the Lakota perspective into all courses and programs
offered.
Strategic objectives and strategies of the Education department to meet this goal includes
alignment to two student learning outcomes: 1) SLO 1.1: Effectively demonstrate the inter-
relatedness of Wolakolkiciyapi, character education, education that celebrates diversity, and
critical pedagogy; and 2) SLO 1.2: Integrate traditional Lakota values, such as honor,
courage, generosity, and respect, in their communications and interactions with others to
support the Lakota belief that all children are sacred (wakanyeja kin wakan pi). Teacher
candidates are consistently incorporating and modeling Lakota perspectives into their actions
and coursework as measured by the Lakota values rubric developed in collaboration with
education majors and through the common course assessments including analytic rubrics
targeting criteria in this area. Education instructors continue to work towards modeling and
incorporating Lakota contexts (Lakota Language, Lakota Perspective, Lakota History, Lakota
Cultural Context) into education courses.
Ed Dept. Goal 3: Strengthen the department by improving recruitment, retention, persistence
and completion rates of candidates.
OLC GOAL II, Objective A: Improve student success in retention, persistence, and
completion rates.
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Strategic objectives and strategies of the Education department to meet this goal include: 1)
utilizing a departmental tracking system to monitor student enrollment and progress; 2)
providing advisement beyond college-wide registration week and mid-semester advising; and
3) providing orientation to ensure students are aware of program requirements and have
developed plans of completion. The Education Department participated in the OLC First
Annual Career and Job Fair. The Education Department Fall 2015 retention rate of 57% (as
reported by the OLC Assessment Office for Fall 2014 full-time/first-time/ bachelor degree
seeking entering freshmen that returned Fall 2015) is higher than OLC’s average retention
rate of 44% over the six-year period 2009-2014 (as reported in the 2014-2015 AROLCC.)
This year’s persistence data (based on those students who enrolled in the fall and re-enrolled
for the spring) will serve as departmental baseline rates as last year’s data was based on the
persistence of entering freshman only. This year’s completion rates will also serve as
baseline data, as this is the first year Education Department graduation data is based on 4/6/8
year rates, rather than just the number of graduates. Student data reports from the Assessment
Office have been beneficial in further defining outcomes in this area. The Education
Department will continue improve programming and processes to support the outcomes of
this goal.
B. Explain how your department allocates its resources in alignment with the Department
mission and priorities using the student learning outcome data.
Department resources are used to meet apparent student needs which are reviewed and
analyzed each semester to determine student and district center course needs. Student
evaluations plays an important role in the process. Instructional personnel, both full-time and
adjunct are then assigned to meet student needs. Students who are not meeting program or
course expectations are counseled by center and instructional staff and recommendations for
improvement are implemented.
C. Explain how the department links its processes for assessment of student learning;
evaluation of operations, planning and budgeting.
The Education Department utilizes the assessment of student learning to evaluate what we do
and what we need to change to make improvements in program performance. Planning
meetings are held by the department and by individual members of the department with
center directors and staff. Meetings of department chairs and center directors are held each
semester to assist in this process. In addition, budget meetings are held with the OLC VP of
Business. Unfortunately, budgeting could play a more important role than it does. Due to
lack of funds and only one grant the Education Department cannot provide the services it
would like to provide to meet the needs of our students.
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D. What Department program strategic objectives will need to continue to be improved for
next year?
All department strategic objectives need to continue to be improved next year.
All three objectives of Strategic Goal 1 (Produce teachers who demonstrate excellence in the
field of education) were met. However, the Education Department needs to continue
monitoring trends and changes in SD DOE accreditation, licensure and reporting processes
with an emphasis on the new Council for the Accreditation of Educator Programs (CAEP)
Standards. In addition, the Department needs to continue to provide co-curricular activities in
the form of Praxis resources and preparation sessions to improve overall (not just graduate)
pass rates for the various Praxis licensure exams.
One of the two objectives in Strategic Goal 2 (Integrate Lakota Perspective across the
Teacher Preparation courses) was met. While teacher candidates are meeting the Lakota
Perspective requirements, the Education Department feels it is important to continue
monitoring, modeling and fostering the desired Lakota protocol for positive interactions and
to continue incorporating and modeling Lakota Perspectives, with specific focus on Lakota
language, in education courses. While full-time faculty members are incorporating and
modeling Lakota perspectives into their coursework at an overall average rating of 3.91
(based on the four Lakota Context items in the student course surveys), in only 73% (rather
than 100%) of the courses taught were the average ratings above 3.5. The Department
recommends adjusting the criteria to 80% of full-time faculty; and has identified specific
strategies and action steps to make improvements.
The Education Department cannot say we met, nor can we say we failed to meet the four
objectives of Strategic Goal 3 (Strengthen the department by improving recruitment,
retention, persistence and completion rates of candidates). Data reporting methods have
changed and comparative information to demonstrate 2% growth in recruitment, retention,
persistence, and completion rates was not available for this year’s analysis. Data reported this
year will serve as baseline data for future comparisons to know whether our strategic
objectives and action steps are making a positive impact on student retention, persistence and
completion rates. Enrollment information provided by the Assessment Office and improved
access to student information systems will help us to monitor and refine efforts in this area.
TRENDS IN DEPARTMENT ENROLLMENT FOR 2015-2016 ACADEMIC YEAR
Academic Department Admissions requirements: (This does not include General Education or
Foundational Studies, Please list admission criteria here. If you do not have it, please explain
why. When should we expect it to be completed? If you do not have data then explain why and
describe the steps to improve tracking of enrolled students into the program for next year.
Make sure that the recommendations are listed on your IEP for next year).
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Education Department Teacher Preparation Program Entrance Requirements for all Programs:
The following requirements must be met for acceptance into the program:
A completed application for admission submitted the Dean of Education
A letter requesting admission to the Dean of Education
Three letters of recommendation from professional currently in the field of education
A portfolio, which must be in progress and up to date and include the ED283 or ECH243
journal entries
If required for the student’s degree program: A copy of a passing score on the PRAXIS II
Content Knowledge examination for the appropriate area. (Note: Students pursuing the
Birth to Preschool Early Childhood Degree may “opt out” of taking PRAXIS II exams)
Submission of proof of successful background check from any law enforcement agency
to the Education Department (at student’s own expense)
Submission of proof of passing a drug test (at student’s own expense)
Completion of the required 15 credit hours of Lakota Studies courses
Successful completion of an Associate of Arts in Education degree or successful
completion of ED283 Foundations of Education or ECH203 Introduction to Early
Childhood Education
Successful completion of the Education Department’s Entrance Interview to Teacher
Preparation Program (a minimum score of 70% is required)
A grade point average (GPA) of 2.8 or better
The current 2015-2016 OLC catalog includes the following note: All entrance
requirements must be fully met beginning Fall 2014
EDUCATION DEPARTMENT Teacher Preparation Program Admission Data
Year # Students Applied to
Degree Program
# Students Accepted
Into Program
with Provisions
# Did not Meet
Entrance Requirements
for admittance
# Met Entrance
Requirements to be fully
admitted into program
2015 2 2 0 2
2016 13 6 5 *2
2017 NA NA NA NA
*The number of students indicated on chart above means that the students have met all entrance requirements
including passing the Praxis II Content Knowledge which allows them to be fully accepted and the remaining 5 have
been recommended for entrance and will be fully accepted upon successful completion of meeting all entrance
criteria established
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Data for Entrance requirements
(Please put raw data and scores to support table here. Please put all data that supports your
admission requirements) E
ntr
an
ce I
nte
rvie
w R
ati
ng
Sco
re (
InT
AS
C s
tan
dard
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Co
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d A
A o
r
ED
28
3/E
CH
20
3
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rs.
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die
s
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er
to D
ea
n o
f E
D
Pa
ssed
Pra
xis
Co
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nt
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ge
3 l
ett
ers
rec
om
men
da
tio
n
Un
off
icia
l T
ra
nsc
rip
t
Cu
rren
t S
tatu
s S
heet
Co
py
of
Back
gro
un
d c
hec
k o
n
file
Co
py
of
dru
g t
est
on
fil
e
Cu
mu
lati
ve G
PA
of
2.8
or
bett
er
Co
mp
lete
d S
op
hom
ore
Ex
perie
nce
Student 1 90%
Student 2 73%
Student 3 80%
Student 4 70%
Student 5 68%
Student 6 47%
Student 7 84%
Student 8 65%
Student 9 82%
Student 10 55%
Student 11 66%
Student 12 81%
Student 13 73%
Student 14 0%
Student 15 0%
Student 16 0%
Student 17 0%
Student 18 0%
Student 19 0%
Overall %
Complete 68% 21% 42% 53% 11% 37% 79% 58% 5% 5% 58% 89%
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OLC EDUCATION DEPARTMENT 2015-2016 Annual End of Year Report 16 | P a g e
Analysis of data: (What does this data mean?)
All applications, including those of the two students who were accepted into the program, were
initially incomplete, missing one or more documents. Applicants are informed of their
application status and provided the opportunity to submit missing documents. To date, several
are still missing required information.
Six of the 19 applicants, 31%, either did not schedule or cancelled their interviews.
The InTASC specific questions may be addressing content beyond entering candidate knowledge
base. While interviewers felt candidates had been scored accurately based on their ability to
answer the questions, they did not agree with the interview outcome for three of the individuals
who did not achieve the minimum score as nothing these candidates said, or did not say,
indicated they would not make a good teacher. Candidates who were further along in their
programs and/or who had classroom experience (either through field experiences or work
experience) scored significantly higher. Despite the educational/experience advantage some
candidates may have had, education students serving on the committee noted that interview
content was related to text readings and course discussion in Foundations of Education.
While 13 of 19 applicants attended a Praxis Prep Session, and at least 7 of them submitted Praxis
Fee Waivers to ETS during the 2015-2016 AY, only two candidates actually registered for and
took the required exam. Both of those candidates achieved the qualifying score.
Two applicants, who applied but did not schedule interviews, failed to meet the current 2.8
minimum GPA requirement.
Recommendations: (please use data to make recommendations for improvement)
1. Consider revising entrance interview items to address prerequisite qualities and attributes
for effective teachers vs. actual knowledge of teaching and learning practices.
2. Encourage candidates to follow through with meeting Praxis requirements – not only
attending preparation sessions, but also scheduling and taking the exams.
3. Encourage students to follow-through with scheduling and keeping scheduled interview
appointments.
4. Encourage students to submit complete application packets. Continue to provide
checklists of all items necessary to have complete applications.
5. Advise and encourage freshman and sophomore level students to maintain a 3.0 GPA or
higher in order to meet the new Council for the Accreditation of Educator Preparation
(CAEP) program entrance standards to be implemented in the 2016-2017 academic year.
Advise applicants who are working to bring up their GPA that they will also need to meet
the 3.0 requirement.
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Describe how the data helps you plan for shifts in trends for student enrollment and
promising practices in the professional degree area.
Entrance requirements set high expectations for all potential teachers. They are established to
endure only those candidates who have the greatest likelihood of meeting the requirements for
becoming a teacher matriculate into the program. The data indicates that has entrance into the
program is held to the established standards, enrollment is likely to decrease. This trend is likely
to continue until the entrance requirements become internalized and potential candidates
demonstrate full commitment to becoming a teacher and accept responsibility for meeting all
expectations. To assist potential candidates, the Education Department will need to focus on
orientation and support sessions geared towards freshman and sophomore level students who
have identified Education as their major field of study.
TRENDS IN DEPARTMENT PERSISTENCE RATES FOR 2015-2016 ACADEMIC YEAR
Full Time-Degrees Declared Enrollment Persistence Persistence Rate
K-8 Elem Ed (AA) 9 5 56%
Early Childhood (AA) 17 10 59%
K-12 Lakota Studies 15 10 67%
7-12 Physical Science 3 2 67%
K-8 Elem Ed (BS) 59 51 86%
Early Childhood (BA) 31 20 65%
Part Time-Degrees Declared Enrollment Persistence Persistence Rate
K-8 Elem Ed (AA) 8 5 63%
Early Childhood (AA) 21 11 52%
K-12 Lakota Studies 6 0 0%
7-12 Physical Science 0 0 0%
K-8 Elem Ed (BS) 29 15 52%
Early Childhood (BA) 43 27 63%
Degrees Declared - Overall Totals
Enrollment Persistence Persistence Rate
K-8 Elem Ed (AA) 17 10 59%
Early Childhood (AA) 38 21 55%
K-12 Lakota Studies 21 10 48%
7-12 Physical Science 3 2 67%
K-8 Elem Ed (BS) 88 66 75%
Early Childhood (BA) 74 47 64%
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Analysis of data: (What does this data mean?)
Persistence data is based on those students who enrolled in the fall and re-enrolled for the spring.
Last year’s persistence data was based on the persistence of entering freshman only. This year’s
data will serve as departmental baseline rates.
Recommendations: (please use data to make recommendations for improvement)
Strategy: Continue to provide advisement during institution wide registration week and mid-
semester advising periods, as well as through scheduled appointments with students
throughout each semester
Action Steps: Provide college centers with updated advisement lists to share appointment
schedules with college center staff.
Advise students in developing, updating and revising individual plans of study as
necessary.
Utilize the departmental tracking system to establish a course rotation cycle and schedule
courses to support continued progress towards chosen degrees.
Describe how the data helps you plan for shifts in trends for student persistence and
promising practices in the professional degree area.
It is difficult to plan for shifts in trends for student persistence with any accuracy based
on the data available. It is evident, however, that proper advisement, individual plans of study
leading towards completion, and course offerings to meet student needs are necessary to support
teacher candidates in making continued progress towards their programs of study. The
departmental tracking system and increased access to student information through the
Assessment Office and within Jenzebar are promising practices that lend support to the
Education Department’s efforts to increase student persistence.
TRENDS IN DEPARTMENT RETENTION RATES FOR 2015-2016 ACADEMIC YEAR
OLC defines retention as First-time, full-time Degree seeking entering freshmen who enroll
from fall to fall at the institutional level. Academic Departments must look at department
specific retention rates.
Department Retention Rates
2014-2015
Retention Rates
2015-2016
Education 45% 57%
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Analysis of data: (What does this data mean?)
This is the first year Ed Dept. retention rates are based on Full-time/First-time/Bachelor Degree
seeking student data. Retention rate is based on the fall 2014 full-time/first-time/Bachelor degree
seeking entering freshmen that returned fall 2015.
Recommendations: (please use data to make recommendations for improvement)
1. Continue to utilize the departmental tracking system to advise students and provide
additional guidance to those students who are at-risk.
Strategy: Continue to provide advisement during institution wide registration week and mid-
semester advising periods, as well as through scheduled appointments with students
throughout each semester.
Action Steps: Provide college centers with updated advisement lists and share appointment
schedules with college center staff.
Make special effort to contact each entering freshmen and assist them in developing an
individual plan of study.
Describe how the data helps you plan for shifts in trends for student retention and
promising practices in the professional degree area.
It is difficult to plan for shifts in trends for student retention with any accuracy based on
the data available. It is evident, however, that proper advisement, individual plans of study
leading towards completion, and orientation to the teacher preparation program are necessary to
support entering freshmen. The departmental tracking system and increased access to student
information through the Assessment Office and within Jenzebar, in particular being able to
identify entering freshmen who’ve declared an education major, are promising practices that lend
support to the Education Department’s efforts to increase student retention.
OLC Strategic Goal III: OLC will provide learning experiences that foster student preparedness, academic success, and involvement in the life of the college.
Departmental Strategic Goal 3: Strengthen the department by improving recruitment, retention, persistence and completion rates of candidates.
Departmental Strategic Objective 3.2: Increase retention by 2% per year (10% over five years).
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Strategies Criteria Assessment Tools
Analysis: Direct/Indirec
t
Results
Recommendations
Strategy 1: Complete and utilize a departmental tracking system to identify and assist at-risk students.
Increase retention by 2%.
Department Tracking Reports
This is the first year Ed Dept. retention rates are based on Full-Time/First-Time/Bachelor Degree Seeking student data.
Fall 2015 Retention Rate (n= 13/23 = 57%) The Ed Dept. retention rate is higher than OLC’s 6-year average of 44%.
Continue to utilize the departmental tracking system to advise students and provide additional guidance to those students who are at-risk.
Strategy 2: Develop a plan for advising beyond the traditional registration week and mid-semester advising to ensure all students have a faculty advisor, regularly schedule advising appointments, and share this plan with the college centers.
Increase retention by 2%
Advising Logs
Retention rate is based on the Fall 2014 full-time/first-time/bachelor degree seeking entering freshmen that returned Fall 2015. OLC’s average retention rate is 44% over the six-year period 2009-2014. (AROLCC 2014-2015)
Fall 2015 Retention Rate (n= 13/23 = 57%) Ed Dept. Advising: Registration Week New = 4 Existing = 64 Mid-Semester New = 1 Existing = 66
Strategy: Continue to provide advisement during institution wide registration week and mid-semester advising periods, as well as through scheduled appointments with students throughout each semester. Action Steps: Provide college centers with updated advisement lists and share appointment schedules with college center staff.
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Make special effort to contact each entering freshman and assist them in developing an individual plan of study.
TRENDS IN DEPARTMENT COMPLETION RATES FOR 2015-2016 ACADEMIC YEAR
OLC uses the following formula to gather graduation rates for the Institution. Graduation rates
are calculated as a percentage using the following criteria: first time entering degree seeking
students, who complete a program of study will be recorded in 4, 6, and 8 year cohorts.
Academic Departments must look at department specific completion rates.
Graduation rates for spring 2015
Education Department
SPRING 2015 Total
Graduates (N=139)
4 yrs.
4 year Avg.
6 yrs.
6 yr. Avg.
8 yrs.
8 year Avg.
Total
Avg.
Total Number of Graduates
139
Associate of Arts Degree in
Elementary Education
2
0
0%
0
0%
0
0%
0
0%
Transfer-in students:
Number of degrees awarded
49
Bachelor of Science Degree in
K-8 Elementary Education
*One student was a
dual major who received both
BS/ElemEd & BA/ECH
6
0
0%
2
33%
0
0%
2
33%
Student Completion
beyond 8 years
42
Bachelor of Science in K-12 Lakota Studies
1
0
0%
0
0%
0
0%
0
0%
Total Number of Degrees Awarded
within 4, 6, 8 years
48
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Describe how the data helps you plan for shifts in trends for student completion Analysis of
data: (What does this data mean?)
It is difficult to plan for shifts in trends for student completion with any accuracy based on
the data available. It is evident, however, that proper advisement, individual plans of study
leading towards completion, and course offerings to meet student needs are necessary to support
teacher candidates in making continued progress towards their programs of study. In addition,
orientation to program and licensure requirements, Praxis Prep co-curricular activities, and
refined status sheets (approximating the minimum 120 hours for Bachelor degree programs) will
assist candidates in achieving program completion. The departmental tracking system and
increased access to student information through the Assessment Office and within Jenzebar are
promising practices that lend support to the Education Department’s efforts to increase student
completion.
1. Provide data for each retention strategy and the impact/results of the strategy to retain
students. (This is taken from your IEP)
Bachelor of Science in Physical
Science 7-12 Secondary
Education with Endorsements
available in Earth Science, Math, and
Biology
0
0
0%
0
0%
0
0%
0
0%
Overall Graduation
Rate
35%
Associates of Early Childhood
9
1
11%
0
0%
0
0%
1
11%
Bachelor of Arts Degree in Early
Childhood Education
*One student was a dual major who received both
BS/ElemEd & BA/ECH
1 0 0% 0 0% 0 0% 0 0%
K-12 Special Education
Certification
0
0
0%
0
0%
0
0%
0
0%
TOTALS 18
1
2%
2
6%
0
0%
3
7%
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TRENDS IN DEPARTMENT CO -CURRICULAR ACTIVITIES FOR 2015-2016 ACADEMIC YEAR
OLC defines co-curricular activities supporting student learning outside of the classroom. Co-
curricular activities are held at three levels: Academic unit Level, non-academic unit level
(District Centers), and Institutional level. This section requires you to report specifically to the
co-curricular activities held at the Academic level. This section will help to demonstrate
effectiveness of each activity. Academic Departments participate in Institutional activities.
These can be reported in your IEP strategies.
1. List your Department Co-Curricular Learning outcomes. - 80% of OLC Teacher Preparation Program graduates will meet or exceed the required
Praxis exam cut score.
- Students will demonstrate understanding of program requirements by achieving a score
of 80% or higher on the post test.
2. Explain how the Department Co-Curricular Learning outcomes aligned to the institutional learning outcomes. (refer OLC Co-Curricular framework) The Education Department Co-Curricular Learning Objectives were developed to meet the Overall Co-Curricular Goal of the Institution: OLC provides assistance to students to improve retention, persistence, and completion. In particular, the Education Co-Curricular Learning Objectives align with OCCO 3: OLC provides access to a diverse set of information resources to support students’ achievement of their learning outcomes (Academic Purposes of OLC; OLC Strategic Goal II; General Education Outcomes 1-11)
3. List number and title of each Department Co-Curricular Activity offered during Academic year.
Praxis Preparation Sessions - 5
Education Department Orientation Sessions - 11
4. Provide data for each activity and the impact/results of the activity to support student
learning and engagement. (this is taken from your IEP)
Strategies Criteria Assessment Tools
Analysis: Direct/Indirect
Results
Recommendations
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Strategy 1: Provide co-curricular activities in the form of group Praxis Preparation sessions.
80% of OLC Teacher Prep graduates will meet or exceed required Praxis Exam cut score. Note: Cut scores vary based on the exam.
Attendance Roster Praxis Exam Score Reports from ETS.
While OLC is meeting the SD DOE and Title II 80% Pass Rate expectation for program completers, this data does not tell the whole story. Eligibility for graduation (program completion) hinges on completion of the approved program of study and meeting the qualifying score on the Praxis exams – hence a 100% pass rate. Candidates who do not achieve the Praxis cut score are not eligible for graduation and are not considered program completers. Program improvements to support candidates in achieving qualifying Praxis scores
Title II Data: The OLC Pass Rate for graduates (program completers) has been 100% for the past 3 academic years as reported by ETS Client Services. Five Praxis Preparation Sessions were held (CRCC 9/13/15; PRCC 10/3/15; PHCC 1/30/16; PRCC 2/6/16; CRCC 2/28/16) and attended by 57 candidates. 42+ candidates applied for ETS Praxis Fee Waivers – of which the majority have yet to register for and take the exam.
Strategy: Continue to provide co-curricular activities in the form of Praxis resources and preparation sessions. Action Steps: Continue day-long Praxis Prep Sessions that include diagnostic practice exams and study plan development. Implement shorter (1/2 hr. – 1 hr.) Praxis Orientation Sessions to introduce Freshman and Sophomores to the Praxis Series exams. Update the Moodle Elementary Content Knowledge Review Site using the new Learning Express Test (5018) Study Guide released May 2016. Develop a Moodle Principles of Learning and
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included: 1) enforcement of entrance and student teaching requirements; 2) implementation of Praxis Prep Sessions that included practice exams and development of study plans based on results; 3) candidate support in applying for ETS Praxis Fee Waivers; and 4) development of a Moodle Praxis Support Site. Work must continue to improve overall pass rates for the various Praxis exams.
48 candidates were registered as users in the Moodle Elem Ed Content Review Site. The site was frequented by 15 students who logged in as registered users and 35 students who logged in as guest users. End of Year Raw Data for all Test Takers (Sept – May): K-6 Elem Content # Students: 11 Pass Rate: 36% K-6 PLT Exam # Students: 7 Pass Rate: 14% Ed Young Child # Students: 1 Pass Rate: 0%
Teaching (PLT) Review Site. Develop a Moodle Praxis Review Site for the Education of Young Children exam. Offer structured, in-depth Praxis review w/ faculty guidance. Encourage candidates to form study groups at their local college centers.
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ECH PLT Exam # Students: 3 Pass Rate: 0%
Strategy 2: Provide individual and/or group advising and assist students in developing and following through with individual study plans through scheduled advising times.
80% of OLC Teacher Prep graduates will meet or exceed required Praxis Exam cut score. Note: Cut scores vary based on the exam.
Advising Dates/Roster Praxis Exam Score Reports from ETS
While OLC is meeting the SD DOE and Title II 80% Pass Rate expectation for program completers (graduates), the overall pass rates for candidates remain low. Continue work to improve overall pass rates for the various Praxis exams.
Title II Data: The OLC Pass Rate for graduates (program completers) has been 100% for the past 3 academic years as reported by ETS Client Services. Data for all Test Takers (Sept – May): K-6 Elem Content # Students: 11 Pass Rate: 36% K-6 PLT Exam # Students: 7 Pass Rate: 14% Ed Young Child # Students: 1 Pass Rate: 0%
Continue providing individual and/or group advising to assist students in developing and following through on individual Praxis study plans.
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ECH PLT Exam # Students: 3 Pass Rate: 0% 64 new and existing students participated in registration week and scheduled mid-semester advising during AY 2015-2016. Advising included review of student progress towards meeting program requirements (including Praxis exams), registration, and development of individual plans of study. 42+ candidates applied for ETS Praxis
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Analysis of data: (What does this data mean?)
While OLC is meeting the SD DOE and Title II 80% Pass Rate expectation for program
completers, this data does not tell the whole story.
Eligibility for graduation (program completion) hinges on completion of the approved program
of study and meeting the qualifying score on the Praxis exams – hence a 100% pass rate.
Candidates who do not achieve the Praxis cut score are not eligible for graduation and are not
considered program completers.
End of year raw data for all test takers (Sept – May) tells a different story: 1) K-6 Elem Content
Knowledge (n=11) Pass Rate 36%; 2) K-6 PLT Exam (n=7) Pass Rate 14%; 3) Education of
Young Children (n=1) Pass Rate = 0%; and 4) ECH PLT Exam (n=3) Pass Rate: 0%. Work must
continue to improve overall pass rates for the various Praxis exams, not just for graduates.
Program improvements during the 2015-2015 academic year to support candidates in achieving
qualifying Praxis scores included: 1) enforcement of entrance and student teaching requirements;
2) implementation of Praxis Prep Sessions that included practice exams and development of
study plans based on results; 3) candidate support in applying for ETS Praxis Fee Waivers; and
4) development of a Moodle Praxis Support Site for the Elementary Education Content
Knowledge exam.
While candidates who participate in orientation sessions are demonstrating understanding of
program requirements (10/10 scored 100% on the orientation post-test), attendance at these
sessions is very low. Education Department Orientations were held at each of the college centers
the college centers (2 at CRCC) during fall 2015 and spring 2016 registration periods. However,
only three students participated in full orientation and completed pre/posttests. Students who
came to meet with Education Faculty during registration week came for advising rather than to
attend an orientation session. One adjunct instructor requested a full Education Orientation as
part of class. Seven students participated and completed pre/posttests.
Recommendations: (please use data to make recommendations for improvement)
1. Continue to provide co-curricular activities in the form of Praxis resources and preparation
sessions.
Fee Waivers – of whom the majority has yet to take the exam.
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Action Steps:
Continue day-long Praxis Prep Sessions that include diagnostic practice exams and study
plan development.
Implement shorter (1/2 hr. – 1 hr.) Praxis Orientation Sessions to introduce freshman and
sophomores to the Praxis Series exams.
Update the Moodle Elementary Content Knowledge Review Site using the new Learning
Express Test (5018) Study Guide released May 2016.
Develop a Moodle Principles of Learning and Teaching (PLT) Review Site.
Develop a Moodle Praxis Review Site for the Education of Young Children exam.
Offer structured, in-depth Praxis review w/ faculty guidance.
Encourage candidates to form study groups at their local college centers.
Collaborate with department chairs and instructors of general education core
requirements to complete a crosswalk alignment of course content with the new Praxis
Elem Ed Content Knowledge exam (5018).
Incorporate Praxis Prep in Professional and Professional Core coursework (i.e.
professional vocabulary; multiple choice mid-term and final exams; descriptive, analytic
and reflective writing; reading comprehension strategies; and/or study skills strategies.
Continue providing individual and/or group advising to assist students in developing and
following through on individual Praxis study plans.
2. Continue to provide orientation sessions for education majors.
Action Steps:
Maintain the current orientation content for freshman and sophomores.
Develop an orientation session targeting the needs of juniors and seniors (i.e. program
updates to meet accreditation and licensure requirements).
Collaborate with center directors and staff to schedule Ed Dept. Orientations so that they
coincide with College Center orientation activities.
Continue to provide orientation as part of coursework during the first three weeks of
class.
Maintain appropriate documentation for each orientation session held.
GENERAL EDUCATION
Provide a list of General Education courses housed in your department.
There are no General Education courses housed within the Education Department.
Provide the list of General Education Learning outcomes relevant to the courses.
Not Applicable – there are no General Education courses housed within the Education
Department.
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Provide a list of the Junior or Senior level courses aligned to the General Education Learning
outcomes. (If your department did not complete this task, please explain why this was not
complete, when we should expect it to be complete, and steps to overcome challenges to
ensure that this is completed. List the steps on your IEP).
Education Department Courses Aligned for Assessment under General Education
Outcomes
General Education Outcome 1: Apply cultural values in a learning atmosphere.
Any ED, or ECH, or EDECH, or ExEd, or LkEd, or ScEd, or EDLK course being offered
can be used to assess this outcome.
General Education Outcome 2: Written and Oral Communication: Communicate effectively in
writing using both Lakota and English.
ED 213, or ED 303E, or ED 313, or ED 463, or ECH 233, or ECH 323
General Education Outcome 3: Written and Oral Communication: Demonstrate oral
communication skills in both Lakota and English.
ED 303E, or Sci 204, or Sci 214, or EDECH 453, or LkEd 413, or LkEd 433, or
LkEd 453
General Education Outcome 4: Quantitative Reasoning: Apply quantitative analytic skills.
EDLK 489
General Education Outcome 5: Critical Thinking: Examine concepts and theories across multiple
contexts and disciplines.
ECH 323, or Sci 204, or Sci 214, or Math 223, or Math 233, or Math 243, or LkEd 433,
or LkEd 453, or ScEd 403, or ScEd 413, or ScEd 443, or EDECH 403, or EDECH 413,
or EDECH 423, or EDECH 433, or EDECH 443, or EDECH 453, or EDECH 463
General Education Outcome 6: Critical Thinking: Critically review resource material.
ED 303E, or Sci 204, or Sci 214, or Math 223, or Math 233, or Math 243, ExEd 433, or
ExEd 443, or ExEd 493, or LkEd 433, or LkEd 453, or ScEd 403, or ScEd 413, or ScEd
443, or EDECH 403, or EDECH 413, or EDECH 423, or EDECH 433, or EDECH 443,
or EDECH 453, or EDECH 463
General Education Outcome 7: Critical Thinking: Develop ideas to address contemporary issues.
ED 283, or ED 323, or ECH 203, or ExEd 313, or LkEd 413, or EDLK 473
General Education Outcome 8: Critical Thinking: Critically examine sovereignty.
ED 303E, or Ed 463
General Education Outcome 9: Technology: Demonstrate proficiency in the use of standard
computer technologies.
Any ED, or ECH, or EDECH, or ExEd, or LkEd, or ScEd, or EDLK course being offered
can be used to assess this outcome.
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General Education Outcome 10: Diversity: Examine the importance of diversity.
ED 303, or ED 323, or ED 463, or ED 483, or ECH 233, or ECH 323, or ECH 403, or
ECH 423, or ExEd 333, or ExEd 433, or ExEd 443, or LkEd 433, or LkEd 453, or ScEd
403, or ScEd 413, or ScEd 443, or EDECH 403, or EDECH 413, or EDECH 423, or
EDECH 433, or EDECH 443, or EDECH 453, or EDECH 463
General Education Outcome 11: Diversity: Examine the contexts of Lakota social organizations,
communities and global networks.
ECH 253, or ECH 423, or ExEd 473, or ScEd 403, or ScEd 413, or EDLK 473
Education Department Courses Aligned for Assessment under General Education Outcomes
Provide a, matrices of your department/program outcomes aligned to OLC General Education
Core Values. (If your department did not complete this task, please explain why this was not
complete, when we should expect it to be complete, and steps to overcome challenges to
ensure that this is completed. List the steps on your IEP).
Program Learning
Outcomes
GE
1
GE
2
GE
3
GE
4
GE
5
GE
6
GE
7
GE
8
GE
9
GE
10
GE
11
P1.LO1: Candidates exhibit
Lakota cultural values in all
learning contexts.
X X X
P1.LO2: Candidates recognize
the diverse influences
impacting the development
and learning of young
children and effectively utilize
strategies to enhance the
learning potential of all
children.
X X X
P1.LO3: Candidates recognize
the importance of co-
curricular activities involving
respectful family and
community relationships to
enhance the learning potential
of young children.
X X X
P1.LO4: Candidates will
engage in reflective activities
to gain an understanding of
developmentally appropriate
practices in educating young
children.
X X X X X
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P2. LO1: Candidates exhibit
Lakota cultural values in all
learning contexts.
X X X
P2.LO2: Candidates recognize
the diverse influences
impacting the development
and learning of young
children and effectively utilize
strategies to enhance the
learning potential of all
children.
X X X
P2.LO3: Candidates
demonstrate proficiency
integrating solid content
knowledge and sound
pedagogical understandings to
design and implement
academic and co-curricular
experiences that include
families and communities to
promote positive development
and learning for young
children.
X X X X X
P2.LO4.1: Candidates
demonstrate understanding of
the goals, benefits, and uses of
effective assessment strategies
to positively impact the
learning and development of
young children.
X X X X X X
P2.LO4.2: Candidates engage
in continuous, reflective
learning, following ethical
guidelines to make informed
decisions to advocate for
young children and their
families.
X X X X X X
P3.LO1: Candidates exhibit
Lakota cultural values in all
learning contexts.
X X X
P3.LO2: Candidates utilize
developmental concepts and
theories to construct learning
opportunities that support the
individualities of children and
young adolescents.
X X X X X
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P3.LO3: Candidates
demonstrate proficiency in
content area concepts when
planning academic and co-
curricular learning activities,
projects, and explorations for
students, families and
communities that augment
learning experiences.
X X X X X
P3.LO4: Candidates engage in
reflective practices to develop
an understanding of best
practices for teaching and
learning.
X X X X X X
P4.LO1: Candidates exhibit
Lakota cultural values in all
learning contexts.
X X
P4.LO2: Candidates utilize
developmental concepts and
theories to construct learning
opportunities that support the
individualities of children and
young adolescents.
X X X X
P4.LO3.1: Candidates
demonstrate proficiency in
content area concepts when
planning academic and co-
curricular learning activities,
projects, and explorations that
augment learning experiences.
X X X X X
P4.LO3.2: Candidates
develop and implement
instructional units that
demonstrate sound
pedagogical practices to foster
active engagement in
learning, critical thinking, and
problem solving for K-8
students.
X X X X X
P4.LO4.1: Candidates utilize
formal and informal
assessment strategies to
monitor and plan for
instruction that will promote
continuous growth and
learning for K-8 students.
X X X X X
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P5.LO1: Candidates exhibit
Lakota cultural values in all
learning contexts, and
demonstrate proficiency in the
acquisition, understanding,
and use of the Lakota
language.
X X X X X
P5.LO2: Candidates utilize
developmental concepts and
theories to construct learning
opportunities that support the
individualities of K-12
students.
X X X
P5.LO3: Candidates exercise
their understanding of Lakota
history, culture, and
psychology combined with
sound pedagogical practices
when developing and
implementing instructional
units in order to engage and
motivate K-12 Lakota
students, and their families
and communities, in academic
and co-curricular activities.
X X X X X X X
P5.LO4.1: Candidates utilize
culturally relevant authentic
assessments to evaluate
student learning and
achievement.
X X X X X X
P5.LO4.2: Candidates engage
in continual reflective practice
to connect culture, language,
and content in meaningful
ways to develop cultural
competence.
X X X X X X X
P6.LO1: Candidates exhibit
Lakota cultural values in all
learning contexts.
X X X
P6.LO2: Candidates develop
learning activities and
explorations that convey the
important concepts, ideas and
principles of contemporary
science to secondary students.
X X X X X
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P6.LO3: Candidates engage a
variety of strategies and
methodologies when
developing instructional units
that engage students in
scientific and technological
processes while maintaining a
safe and supportive learning
environment.
X X X X X
P6.LO4.1: Candidates
develop effective assessment
strategies and utilize the
results to guide and modify
instruction.
X X X X X
P6.LO4.2: Candidates
demonstrate ethical practices
as they involve students in
scientific studies related to
locally important issues and
effectively collaborate with
community agencies in co-
curricular scientific
explorations.
X X X X X X
P7.LO1: Candidates exhibit
Lakota cultural values in all
learning contexts.
X X X
P7.LO2.1: Candidates
demonstrate understanding of
special education principles,
theories, laws and policies
conjoin with diverse human
issues to impact the delivery
of special education services.
X X X X X
P7.LO2.2: Candidates
distinguish the similarities and
differences in human
development and the
characteristics of K-12
students with special learning
needs in order to provide
individualized instruction that
is meaningful for the student.
X X X X X
P7.LO3: Candidates utilize
evidence-based instructional
strategies to modify learning
environments and curricula to
X X X X X
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enhance learning experiences,
promote positive self-esteem,
build life skills, and engage
students in critical thinking
and problem solving
activities.
P7.LO4.1: Candidates
develop long-range
individualized education plans
that are translated into
shorter-range goals and
objectives based on an
individual’s abilities and
needs, and modified based on
assessment of the individual’s
learning progress.
X X X X X
P7.LO4.2: Candidates
demonstrate ethical practices
and effectively collaborate in
co-curricular activities with
families, other educators,
related service providers, and
community agencies to
advocate for the learning and
well-being of individuals with
special educational needs.
X X X X X X
The following table lists all the General Education Learning Outcomes assessed each year for
the courses that are housed in your Department. The outcomes must match the General
Education Rotation schedule.
Year
Fall Semester Gen Ed Outcome / Education
Course Assessed
Spring Semester Gen Ed Outcome / Education
Course Assessed
2014-2015 GE 4: Quantitative Reasoning
EDLK 489 (Artifact: Impact on
Student Learning Project)
GE 3: Oral Communication Skills
(Lakota/English)
ECH 233 (Artifact: Instructional
Project – Translation/Reading of
Children’s Book in Lakota)
2015-2016 GE 9: Technology GE 6: Critical Thinking
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ED 483 Not Offered / Not
Assessed
ED 213 (Artifact: Lakota
Perspective Research Paper)
2016-2017
General Education Outcome 6: Critical Thinking Results
Tota
l Sco
re
Wo
lako
lkic
iyap
i
Exp
lan
atio
n o
f
Issu
es
Evid
ence
Infl
uen
ce o
f C
on
text
an
d
Ass
um
pti
on
s
Stu
den
t’s
Po
siti
on
Co
ncl
usi
on
an
d
Rel
ate
d O
utc
om
es
Lit 203 (N=27) 8.04 0.81 1.76 1.61 1.11 1.41 1.41
Geog 213 (N=7) 11.29 1.29 2.50 1.71 1.86 2.14 2.07
ED 213 (N=3) 14.17 2.83 2.67 2.33 1.83 2.33 2.17
SoSc 383 (N=4) 14.88 2.63 2.88 2.63 2.38 2.25 2.13
ALL (N=41) 9.71 1.22 2.06 1.78 1.41 1.68 1.65 Mean sub- and total scores (red=benchmark not met, orange=benchmark met, green=1st milestone, light blue=2nd
milestone, dark blue=capstone).
Analysis of data: (What does this general education data mean to your department?)
The Education Department Common Course Assessment, the Lakota Perspective Research
Paper, has strong alignment with the General Education Outcome 6 Critical Thinking (Critically
Review Resource Material) Rubric. Education Department artifacts scored at the 2nd and 1st
milestone levels.
Recommendations: (please use the general education data to make recommendations for
improvement within your department)
General Education Recommendations to the Education Department:
1. Continue to emphasize the use of scholarly materials as basis for research papers.
2. Continue to include assignments that require students to critically review source material
(already in lower level courses).
General Education Recommendations to All academic departments:
1. Emphasize the use of scholarly materials as basis for academic papers starting in 100-
level courses.
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2. Require students to critically review source material across all levels.
3. Revise alignment of general education and upper-level courses with general education
outcomes.
4. Participate in general education assessment in most semesters.
5. Participate in a workshop to discuss how students can exemplify Wolakolkiciyapi in a
variety of assignments.
6. Consider requiring students to complete information literacy orientation provided by
OLC’s Woksape Tipi
What improvements to curriculum, programing, and faculty professional development have
you made as a result of the general education assessment data?
The Education Department did not submit artifacts for the fall 2015 General Education scoring
as the course we believed had the strongest alignment to the outcome was not being offered.
However, upon receiving a copy of the scoring rubric (May 13, 2016) we found that a
technology artifact from any of our courses could have been submitted to demonstrate
proficiency in the use of standard computer technologies. Had we received the rubric at the
beginning of the semester we could have selected a course and artifact(s) to submit for
participation in the process. Note: The Fall 2015 General Education Assessment Report was
completed on May 8, 2016 and emailed to Department Chairs on Friday, May 13th.
The Spring 2016 General Education Assessment Report was completed on May 26, 2016 and
emailed to Department Chairs on May 27th (Spring 2016 assessment days were May 11-13th and
the last day for faculty was May 13th.) Education Department faculty will review the findings
and recommendations during the fall 2016 assessment days at the beginning of the semester
(August 15-19th) and will determine program improvement strategies for implementation at that
time.
ASSESSMENT OF STUDENT ACADEMIC ACHIEVEMENT
The Annual Action Plan for Student Learning Outcomes is the first part of the IEP. The Annual
Action Plan for Student Learning Outcomes is created by implementing the Department
Assessment Plan and rotation schedule. The Annual Action Plan for Student Learning Outcomes
is aligned to OLC’s Strategic plan in relation to the Assessment, HLC Criterion 4 and 5.
The Annual Action Plan for Student Learning Outcome reports the results of student assessment data to demonstrate; what student have learned, faculty and Adjunct faculty professional development needs for improvement and program performance. The Student Learning outcomes provide data and evidence linked to recommendations for continued improvement. The Annual Action Plan for Student learning Outcome Part 1 of the IEP, articulates what student learning outcomes were assessed, what measures were used, when the assessment occurred,
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who assessed the courses, student, etc. and identified the nature of the assessment methods. More importantly identifies how the data will inform annual action strategies for continuous program and institutional improvement. I. Student Learning Objectives
1. Provide the list of Student Learning Out comes for each Degree Area: a. Student learning outcomes (including criteria) assessed this year.
Education Department Goal 1: Demonstrate Lakota cultural understanding and practice in the
classroom.
Program 1 – Associate of Arts Degree in Early Childhood Education
P1.LO1: Candidates exhibit Lakota cultural values in all learning contexts.
Program 2 – Bachelor of Arts Degree in Early Childhood Education
P2.LO1: Candidates exhibit Lakota cultural values in all learning contexts.
Program 3 – Associate of Arts Degree in Elementary Education
P3.LO1: Candidates exhibit Lakota cultural values in all learning contexts.
Program 4 – Bachelor of Science Degree in K-8 Elementary Education
P4.LO1: Candidates exhibit Lakota cultural values in all learning contexts.
Program 5 – Bachelor of Science Degree in K-12 Lakota Studies Education
P5.LO1: Candidates exhibit Lakota cultural values in all learning contexts, and
demonstrate proficiency in the acquisition, understanding, and use of the Lakota
language.
Program 6 – Bachelor of Science Degree in Physical Science Secondary Education
P6.LO1: Candidates exhibit Lakota cultural values in all learning contexts.
Program 7 – Exceptional Education Preparation Program K-12
P7.LO1: Candidates exhibit Lakota cultural values in all learning contexts.
Course-Level Student Learning Outcomes (all degree programs)
SLO 1.1: Effectively demonstrate the inter-relatedness of Wolakolkiciyapi,
character education, education that celebrates diversity, and critical pedagogy.
SLO 1.2: Integrate traditional Lakota values, such as honor, courage, generosity,
and respect, in their communications and interactions with others to support the
Lakota belief that all children are sacred (wakanyeja kin wakan pi).
SLO 1.3: Encourage and create opportunities for family and community
involvement in learning experiences.
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Education Department Goal 2: Exhibit a solid academic base for understanding the disciplines
and how they interrelate.
Program 1 – Associate of Arts Degree in Early Childhood Education
P1.LO2: Candidates recognize the diverse influences impacting the development and
learning of young children and effectively utilize strategies to enhance the learning
potential of all children.
Program 2 – Bachelor of Arts Degree in Early Childhood Education
P2.LO2: Candidates recognize the diverse influences impacting the development and
learning of young children and effectively utilize strategies to enhance the learning
potential of all children.
Program 3 – Associate of Arts Degree in Elementary Education
P3.LO2: Candidates utilize developmental concepts and theories to construct learning
opportunities that support the individualities of children and young adolescents.
Program 4 – Bachelor of Science Degree in K-8 Elementary Education
P4.LO2: Candidates utilize developmental concepts and theories to construct learning
opportunities that support the individualities of children and young adolescents.
Program 5 – Bachelor of Science Degree in K-12 Lakota Studies Education
P5.LO2: Candidates utilize developmental concepts and theories to construct learning
opportunities that support the individualities of K-12 students.
Program 6 – Bachelor of Science Degree in Physical Science Secondary Education
P6.LO2: Candidates develop learning activities and explorations that convey the
important concepts, ideas and principles of contemporary science to secondary students.
Program 7 – Exceptional Education Preparation Program K-12
P7.LO2.1: Candidates demonstrate understanding of special education principles,
theories, laws and policies conjoin with diverse human issues to impact the delivery of
special education services.
P7.LO2.2: Candidates distinguish the similarities and differences in human
development and the characteristics of K-12 students with special learning needs in
order to provide individualized instruction that is meaningful for the student.
Course-Level Student Learning Outcomes (all degree programs)
SLO 2.1: Integrate pedagogical studies with content knowledge to create
meaningful and research-based learning experiences.
SLO 2.2: Show proficiency in each of the specific content areas to motivate
students, build understanding and encourage application of knowledge, skills and
ideas to real-world problems and issues.
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SLO 2.3: Devise effective strategies that enhance the learning potential of
students based upon communication and cognitive processes, cultural contexts,
knowledge construction, and higher-level thinking skills.
Education Department Goal 3: Possess pedagogical and classroom management skills for the
creation of a school ecology inclusive of the diverse abilities and needs of children.
Program 1 – Associate of Arts Degree in Early Childhood Education
P1.LO3: Candidates recognize the importance of co-curricular activities involving
respectful family and community relationships to enhance the learning potential of
young children.
Program 2 – Bachelor of Arts Degree in Early Childhood Education
P2.LO3: Candidates demonstrate proficiency integrating solid content knowledge and
sound pedagogical understandings to design and implement academic and co-curricular
experiences that include families and communities to promote positive development and
learning for young children.
Program 3 – Associate of Arts Degree in Elementary Education
P3.LO3: Candidates demonstrate proficiency in content area concepts when planning
academic and co-curricular learning activities, projects, and explorations for students,
families and communities that augment learning experiences.
Program 4 – Bachelor of Science Degree in K-8 Elementary Education
P4.LO3.1: Candidates demonstrate proficiency in content area concepts when planning
academic and co-curricular learning activities, projects, and explorations that augment
learning experiences.
P4.LO3.2: Candidates develop and implement instructional units that demonstrate
sound pedagogical practices to foster active engagement in learning, critical thinking,
and problem solving for K-8 students.
Program 5 – Bachelor of Science Degree in K-12 Lakota Studies Education
P5.LO3: Candidates exercise their understanding of Lakota history, culture, and
psychology combined with sound pedagogical practices when developing and
implementing instructional units in order to engage and motivate K-12 Lakota students,
and their families and communities, in academic and co-curricular activities.
Program 6 – Bachelor of Science Degree in Physical Science Secondary Education
P6.LO3: Candidates engage a variety of strategies and methodologies when developing
instructional units that engage students in scientific and technological processes while
maintaining a safe and supportive learning environment.
Program 7 – Exceptional Education Preparation Program K-12
P7.LO3: Candidates utilize evidence-based instructional strategies to modify learning
environments and curricula to enhance learning experiences, promote positive self-
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esteem, build life skills, and engage students in critical thinking and problem solving
activities.
Course-Level Student Learning Outcomes (all degree programs)
SLO 3.1: Communicate the contributions of historical approaches and modern
theorists to the study and assessment of the biological/physical, social, emotional,
and intellectual development of a child.
SLO 3.2: Relate effective strategies that enhance the learning potential of
students based upon behavior characteristics, developmental stages, and various
learning styles and multiple intelligences.
SLO 3.3: Develop strategies for managing a safe, orderly and equitable
classroom environment that fosters positive self-esteem, social interaction, active
learning and self-motivation of children.
SLO 3.4: Develop and implement lessons that demonstrate valid techniques for
teaching in the various subject areas.
SLO 3.5: Formulate instructional plans for learning centers, learning games,
projects and/or explorations that enhance learning experiences.
SLO 3.6: Plan integrated, thematic units of study that will engage children in
meaningful exploration of concepts and issues related to the various content areas.
OGLALA LAKOTA COLLEGE
EDUCATION DEPARTMENT ANNUAL ACTION REPORT FOR STUDENT
LEARNING OUTCOMES:
AY 2015-2016
OLC Strategic Goal 1: OLC will produce graduates who demonstrate excellence in their chosen areas of study and fields of endeavor.
Departmental Strategic Goal 1: Produce teachers who demonstrate excellence in the field of education.
Departmental Strategic Objective 1.2: 80% of OLC teacher preparation graduates will meet or exceed Praxis Exam cut scores.
Strategies Criteria Assessment Tools
Analysis: Direct/Indirec
t
Results
Recommendations
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Student Learning Outcome 2.2: Strategy 1: Show proficiency in each of the specific content areas to motivate students, build understanding and encourage application of knowledge, skills and ideas to real-world problems and issues.
80% of OLC teacher candidates will meet or exceed the required Praxis Content Knowledge Exam cut score.
Praxis Exam Score Reports from ETS.
While OLC is meeting the SD DOE and Title II 80% Pass Rate expectation for program completers (graduates), the overall pass rates for candidates remain extremely low. By and large the Praxis Elem Ed Content Knowledge exam assesses candidate attainment of core requirements. Work must continue to improve overall pass rates for the various Praxis subject area exams.
Title II Data: The OLC Pass Rate for graduates (program completers) has been 100% for the past 3 academic years as reported by ETS Client Services. Data for all Test Takers (Sept – May): K-6 Elem Content # Students: 11 Pass Rate: 36% Ed Young Child # Students: 1 Pass Rate: 0%
Strategy: Provide co-curricular activities in the form of Praxis resources and preparation sessions. Action Step: Collaborate with department chairs and instructors of general education core requirements to complete a crosswalk alignment of course content with the new Praxis Elem Ed Content Knowledge exam (5018).
Student Learning Outcome 3.2: Strategy 1: Relate effective strategies that enhance the learning
80% of OLC teacher candidates will meet or exceed required Praxis Principles
Praxis Exam Score Reports from ETS.
While OLC is meeting the SD DOE and Title II 80% Pass Rate expectation for program completers (graduates),
Title II Data: The OLC Pass Rate for graduates (program completers) has been 100% for
Strategy: Provide co-curricular activities in the form of Praxis resources and preparation sessions.
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2. Explain how the Student learning objectives reflect the mission of the College and Community.
The goals of the teacher preparation program are identified within the conceptual framework of
the education unit. The goals are based upon the unit’s core beliefs and are supported by a
research knowledge base. Furthermore, the goals are an extension of the OLC vision, mission
and purposes. The program learning outcomes and course-level student learning outcomes
identify the knowledge, skills and abilities teacher candidates will develop and be able to
demonstrate upon completion of their program of study. The student learning outcomes are
articulated in course syllabi and are supported by action steps. In the form of instructional
activities and assignments, designed to facilitate their development. The goal of the Education
Department is mastery of knowledge and skills; therefore, candidates have multiple opportunities
for revision of assignments at the course level.
potential of students based upon behavior characteristics, developmental stages, and various learning styles and multiple intelligences.
of Learning & Teaching (PLT) Exam cut score.
the overall pass rates for candidates remain extremely low. By and large the Praxis PLT exams assess candidate attainment of professional core and professional requirements. Work must continue to improve overall pass rates for the Praxis PLT exams.
the past 3 academic years as reported by ETS Client Services. Data for all Test Takers (Sept – May): K-6 PLT Exam # Students: 7 Pass Rate: 14% ECH PLT Exam # Students: 3 Pass Rate: 0%
Action Step: Incorporate Praxis Prep in Professional and Professional Core coursework (i.e. professional vocabulary; multiple choice mid-term and final exams; descriptive, analytic and reflective writing; reading comprehension strategies; and/or study skills strategies.
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This assessment process spirals from the course-level student learning outcomes to individual
degree program learning outcomes to the Education Department Goals which feeds directly into
the Institutional Assessment Cycle.
3. Explain how the student learning objectives for your department are aligned at the
course and program level (Show evidence or explanation. You can attach a matrix as
an appendix or explain why this has not happen and step to accomplish this task. If
the matrix is a large document, you can describe and attach link to your department
web page).
National Teacher Preparation Standards
OLC Education Department Unit
Goals, Program Learning Outcomes
& Student Learning Outcomes
INTA
SC All
Program
s
ACEI Element
ary
Educatio
n
NAEY
C Early
Childho
od
NSTA Physical
Science
CEC Exceptio
nal
Educatio
n
P5.L
O3
Candidates exercise their understanding
of Lakota history, culture, and
psychology combined with sound
pedagogical practices when developing
and implementing instructional units in
order to engage and motivate K-12
Lakota students, and their families and
communities, in academic and co-
curricular activities.
1, 2, 3,
5, 7
1, 2, 3 1, 4, 5 1, 2, 3,
4
1, 2, 3,
5, 7
P6.L
O3
Candidates engage a variety of
strategies and methodologies when
developing instructional units that
engage students in scientific and
technological processes while
maintaining a safe and supportive
learning environment.
1, 2, 3,
5, 7
1, 2, 3 1, 4, 5 1, 2, 3,
4
1, 2, 3,
5, 7
P7.L
O3
Candidates utilize evidence-based
instructional strategies to modify
learning environments and curricula to
enhance learning experiences, promote
positive self-esteem, build life skills,
and engage students in critical thinking
and problem solving activities.
1, 2, 3,
5, 7
1, 2, 3 1, 4, 5 1, 2, 3,
4
1, 2, 3,
5, 7
SLO
3.1
Communicate the contributions of
historical approaches and modern
theorists to the study and assessment of
the biological/physical, social,
2 1 1 3 2
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emotional, and intellectual development
of a child.
SLO
3.2
Relate effective strategies that enhance
the learning potential of students based
upon behavior characteristics,
developmental stages, and various
learning styles and multiple
intelligences.
3 1, 3 1, 4 3 3
SLO
3.3
Develop strategies for managing a safe,
orderly and equitable classroom
environment that fosters positive self-
esteem, social interaction, active
learning and self-motivation of
children.
5 1, 3 1, 5 3, 4 5
National Teacher Preparation Standards
OLC Education Department Unit
Goals, Program Learning Outcomes
& Student Learning Outcomes
INTA
SC All
Program
s
ACEI Element
ary
Educatio
n
NAEY
C Early
Childho
od
NSTA Physical
Science
CEC Exceptio
nal
Educatio
n
SLO
3.4
Develop and implement lessons that
demonstrate valid techniques for
teaching in the various subject areas.
1, 7 2, 3 4, 5 1, 2, 3,
4
1, 7
SLO
3.5
Formulate instructional plans for
learning centers, learning games,
projects and/or explorations that
enhance learning experiences.
1, 7 2, 3 4, 5 1, 2,
3,4
1, 7
SLO
3.6
Plan integrated, thematic units of study
that will engage children in meaningful
exploration of concepts and issues
related to the various content areas.
1, 7 2, 3 4, 5 1, 2,
3,4
1, 7
Goal
4 Engage in critical analysis, reflective
practice and forecasting that will
positively affect student learning.
INTA
SC All
Program
s
ACEI Element
ary
Educatio
n
NAEY
C Early
Childho
od
NSTA Physical
Science
CEC Exceptio
nal
Educatio
n
P1.L
O4
Candidates will engage in reflective
activities to gain an understanding of
developmentally appropriate practices
in educating young children.
9 5 6 8 2.9
P2.L
O4.1
Candidates demonstrate understanding
of the goals, benefits, and uses of
8 4 3 8 8
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effective assessment strategies to
positively impact the learning and
development of young children.
P2.L
O4.2
Candidates engage in continuous,
reflective learning, following ethical
guidelines to make informed decisions
to advocate for young children and their
families.
9 5 2,6 4 9,10
P3.L
O4
Candidates engage in reflective
practices to develop an understanding
of best practices for teaching and
learning.
9 5 6 8 3,9
National Teacher Preparation Standards
OLC Education Department Unit
Goals, Program Learning Outcomes
& Student Learning Outcomes
INTA
SC All
Program
s
ACEI Element
ary
Educatio
n
NAEY
C Early
Childho
od
NSTA Physical
Science
CEC Exceptio
nal
Educatio
n
P4.L
O4.1
Candidates utilize formal and informal
assessment strategies to monitor and
plan for instruction that will promote
continuous growth and learning for K-8
students.
6, 8, 9,
10
3, 4, 5 3, 4, 6 2, 3, 5,
6
6, 8, 9,
10
P4.L
O4.2
Candidates engage in reflective
practices to develop an understanding
of best practices for teaching and
learning.
6, 8, 9,
10
3, 4, 5 3, 4, 6 2, 3, 5,
6
6, 8, 9,
10
P5.L
O4.1
Candidates utilize culturally relevant
authentic assessments to evaluate
student learning and achievement.
6, 8, 9,
10
3, 4, 5 3, 4, 6 2, 3, 5,
6
6, 8, 9,
10
P5.L
O4.2
Candidates engage in continual
reflective practice to connect culture,
language, and content in meaningful
ways to develop cultural competence.
6, 8, 9,
10
3, 4, 5 3, 4, 6 2, 3, 5,
6
6, 8, 9,
10
P6.L
O4.1
Candidates develop effective
assessment strategies and utilize the
results to guide and modify instruction.
6, 8, 9,
10
3, 4, 5 3, 4, 6 2, 3, 5,
6
6, 8, 9,
10
P6.L
O4.2
Candidates demonstrate ethical
practices as they involve students in
scientific studies related to locally
important issues and effectively
collaborate with community agencies in
co-curricular scientific explorations.
6, 8, 9,
10
3, 4, 5 3, 4, 6 2, 3, 5,
6
6, 8, 9,
10
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P7.L
O4.1
Candidates develop long-range
individualized education plans that are
translated into shorter-range goals and
objectives based on an individual’s
abilities and needs, and modified based
on assessment of the individual’s
learning progress.
6, 8, 9,
10
3, 4, 5 3, 4, 6 2, 3, 5,
6
6, 8, 9,
10
P7.L
O4.2
Candidates demonstrate ethical
practices and effectively collaborate in
co-curricular activities with families,
other educators, related service
providers, and community agencies to
advocate for the learning and well-
being of individuals with special
educational needs.
6, 8, 9,
10
3, 4, 5 3, 4, 6 2, 3, 5,
6
6, 8, 9,
10
National Teacher Preparation Standards
OLC Education Department Unit
Goals, Program Learning Outcomes
& Student Learning Outcomes
INTA
SC All
Program
s
ACEI Element
ary
Educatio
n
NAEY
C Early
Childho
od
NSTA Physical
Science
CEC Exceptio
nal
Educatio
n
SLO
4.1
Develop authentic assessments for
performance tasks to evaluate student
learning and achievement in real-world
contexts.
8 4 3 3, 5 8
SLO
4.2
Utilize formative and summative
assessment strategies to monitor
learning and plan for instruction.
8 4 3 3, 5 8
SLO
4.3
Reflect upon their own learning,
professional literature and teaching
experiences, resulting in a plan to
promote personal and professional
growth.
9 5 6 6 9
SLO
4.4
Internalize and defend a philosophy of
education that recognizes individual
worth in all children.
9 5 6 6 9
SLO
4.5
Contribute to collegial activities to
accomplish common goals and maintain
professional demeanor when addressing
sensitive or controversial issues.
10 5 6 6 10
SLO
4.6
Demonstrate competency using digital
technologies that support classroom
instruction and enhance professional
productivity.
6 3 4 2, 3 6
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4. Describe your Department Assessment system. Please include Criteria for collecting
and analyzing data (taken from your assessment plan).
Assessment Methods
Multiple assessments are used to measure candidate content, pedagogical and professional
knowledge and skills and to evaluate the education programs effectiveness in helping candidates
to meet the criteria established within the assessments.
Name of Assessment Type or
Form of Assessment
When Administered
Entrance
Requirements
Application to Program
GPA & Transcript Review
Interview, Writing Sample &
Portfolio Review
Level 1 - Admission to Program
(following ED 283 or ECH 243)
Praxis II: Content
Knowledge Exam
Standardized Measure of General
and Subject-Specific Teaching
Skills and Knowledge
Required Licensure Exam
Level 1 - Admission to Program
(New Candidates)
Level 2 - Prior to Student
Teaching (Current Candidates)
Lakota Perspectives
Authentic, Project-Based
Assessments
Self, Peer and Instructor Surveys
Level 2 – Selected Education
Courses
Instructional
Planning &
Assessment
Unit Plans with Lesson Plans and
Assessments
Instructional/Assessment Plans
and Presentations
Instructional Projects/Activities
Level 2 – Methods Courses
Level 2 – Selected Education
Courses
Level 2 – Selected Education
Courses
Education
Philosophy
Written Statement of Candidate
Beliefs Regarding Teaching and
Learning
Personal Approach to Education
Based on Preparation and
Experience
Level 2 – Philosophical Base
Developed Throughout
Education Coursework,
Completed During Student
Teaching Seminar
Professional
Portfolio
Portfolio of Candidate Work
Reflecting Content,
Pedagogical, and Professional
Knowledge and Skills in
Chosen Area/Level of Teaching
Level 2 - Developed Throughout
Education Coursework,
Completed During Student
Teaching Seminar
Acceptance into
Student Teaching
Application to Student Teaching
GPA & Transcript Review
Portfolio Review and Scoring
Level 2 – Prior to Student
Teaching
Praxis II: Principles
of Learning and
Teaching
Standardized Measure of
Pedagogical Knowledge
Required Licensure Exam
Level 2 - Prior to Student
Teaching
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Assessment of
Student Teaching
Cooperating Teacher Evaluation
Cooperating Principal Evaluation
College Supervisor Evaluation
Candidate Self-Assessment
Level 3 - Student Teaching
Assessment of
Candidate Effect on
Student Learning
Impact on Student Learning
Work Sample
Level 3 - Student Teaching
Follow-up Surveys Survey of Teacher Performance
Completed by Building
Principals
Level 4 – End of 1st and 5th Year
of Teaching
5. What Program outcomes and courses were scheduled to be assessed this year (Place your rotation here)?
AY 2015-2016 Program Outcomes:
P1-7.LO1: Candidates demonstrate Lakota cultural values in all learning contexts.
P1-7.LO2/2.2: Candidates demonstrate understanding of disciplines to enhance learning potential
of all children.
P1-7.LO3/3.2: Candidates engage a variety of strategies engage students in academic and co-
curricular experiences.
P1-7.LO4/4.2: Candidates utilize assessment, engage in reflective practice, act ethically and
advocate for students.
Courses Assessed:
Fall 2015: ECH 213, Math 233, ECH 243, EDECH 413 and ED 463
Spring 2016: ED 213, ECH 253, ED 313, ExEd 333, EDECH 403 and ScEd 443
6. Describe your tools instruments used to collect assessment data (taken from your
assessment plan. For example, some department use ICAF, PLO, SLO’s ICF, for all courses, rubrics, etc. this is dependent upon your department assessment system).
Course-Level Assessment Tools:
The following Common Course Assessments were utilized by individual instructors:
Education Department Faculty/Adjunct Course Assessment Report
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5-Point Analytic Rubrics for: Instructional Projects/Activities, Education Philosophy, Lakota Perspective
Research Papers, and the Instructional Unit Assessment (including the Lesson Plan and Assessment
Task/Tool)
5-Point Rating Scale for: Lakota Values Rating
Program-Level Assessment Tools:
The following program level assessment tools were utilized for department review:
3-Point Holistic Rubrics for: Instructional Projects/Activities, Education Philosophy, Lakota Perspective
Research Papers, and the Instructional Unit Assessment (including the Lesson Plan and Assessment
Task/Tool)
TRENDS IN STUDENT LEARNING OUTCOME ASSESSMENT FOR 2015-2016
ACADEMIC YEAR
The following table lists all the outcomes assessed each year and must match you rotation
schedule. This table can be adapted to reflect your program outcomes assessed for each year.
Year
Program 1 AA ECH
Program 2 BA ECH
Program 3 AA Elem
Program 4 BS K-8 ELEM
Program 5 BS K-12
LAK
Program 6 BS 7-12 PHY SCI
Program 7 K-12 EXED
2014-
2015
P1.LO1:
Lakota
cultural
values in
all
learning
contexts.
Fall 2014:
ED213
Sp2015:
ECH233,
ED303E
P2.LO1:
Lakota
cultural
values in all
learning
contexts
Fall 2014:
ED213
ECH403
EDECH463
EDLK489
Sp2015:
ECH233,
ED303E,
ED323,
EDECH453
P3.LO1:
Lakota
cultural
values in
all
learning
contexts
Fall2014
: ED213
Sp2015:
ED303E
P4.LO1:
Lakota
cultural
values in
all
learning
contexts.
Fall2014:
ED213
EDECH463
EDLK489
Sp2015:
ED303E,
ED323,
EDECH453
P5.LO1:
Lakota
cultural
values in
all
learning
contexts.
Fall2014:
ED213
EDLK489
Sp2015:
ED303E,
ED323
P6.LO1:
Lakota
cultural
values in
all
learning
contexts.
Fall2014:
ED213
EDLK489
Sp2015:
ED303E,
ED323
NA No
Cohort
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The tools used to assess these learning outcomes in the identified courses were: 5-point
Analytic Rubrics for: Lakota Perspective Research Paper, Lesson Planning/Presentation,
Instructional Projects, and Instructional Unit
Raw Data: Lakota Perspective Research Paper: Fall 2014 = 3.88; Spring 2015 = 4.4 Lesson Planning/Presentation: Fall 2014 only = 4.89 Instructional Project: Spring 2015 only = 4.08 Instructional Unit: Fall 2014 only = 3.21
P2.LO3:
Design and
implement
academic
and co-
curricular
experiences
Fall 2014:
EDECH413E
DECH433ED
ECH463
P4.LO3.2:
Units of
Instructio
n for K-8
students.
Fall 2014
EDECH413
EDECH433
EDECH463
ED443
Program Level Ratings are based on the 3-point holistic rubric utilized for faculty group
review of Instructional Unit artifacts: 3 = Met with Strength, 2 = Met, and 1 = Not Met.
Ten instructional units were selected as artifacts for review by five education
department and faculty members. The artifact selection for those students who
submitted more than one instruction unit was made by random selection. The overall,
average rating for the units reviewed was 2.2 (Met).
Year
Program 1 AA ECH
Program 2 BA ECH
Program 3 AA Elem
Program 4 BS K-8 ELEM
Program 5 BS K-12
LAK
Program 6 BS 7-12 PHY SCI
Program 7 K-12 EXED
2015-
2016
P1.LO1:
Lakota
cultural
values in
all
learning
contexts.
P2.LO1:
Lakota
cultural
values in all
learning
contexts
P3.LO1:
Lakota
cultural
values in
all
learning
contexts
SP 2016:
P4.LO1:
Lakota
cultural
values in
all
learning
contexts.
P5.LO1:
Lakota
cultural
values in
all
learning
contexts.
P6.LO1:
Lakota
cultural
values in
all
learning
contexts.
P7.LO1:
Lakota
cultural
values in
all
learning
contexts.
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Fall 2015:
ECH 213
ECH 243
SP 2016:
ED 213
ECH 253
Fall 2015:
ECH 213
ECH 243
ED 463
SP 2016:
EDECH 403
ED 213
Fall 2015:
ED 213
Math 233
EDECH
413
ED 463
SP 2016:
ED 213
ED 313
EDECH403
Fall 2015:
ED 463
SP 2016:
ED 213
ED 313
ScEd 443
Fall 2015:
ED 463
SP 2016:
ED 213
ED 313
ScEd 443
SP 2016:
ExEd 333
The tools used to assess these learning outcomes in the identified courses were:
5-Point Analytic Rubrics for: Education Philosophy, Lakota Perspective Research Paper,
Lesson Planning/ Presentation, Instructional Projects, and Instructional Unit – Criteria
specific to Education Department Goal 1 (Program Learning Outcome 1)
5-point Lakota Values Rating
Aggregated Data for Program Learning Outcome 1 (SLO 1.1, 1.2 and 1.3) for all Programs: SLO 1.1 = 3.98 Lakota Values Rating (SLO 1.2): AY 2015-2016 = 4.40 SLO 1.2 = 3.68 SLO 1.3 = 3.39 3-poing Holistic Rubric Scores Based on Faculty Review of Student Work Samples: Education Philosophy (6 artifacts): Met with Strength = 50%, Met = 33%, Not Met = 17% Lakota Perspective Research Paper (13 artifacts): Met w/ Strength = 70%, Met = 23%, Not Met = 7% Instructional Unit Plans (4 artifacts): Met with Strength = 50%, Met = 50%, Not Met = 0% Lesson Planning (4 artifacts): Met with Strength = 50%, Met = 50%, Not Met = 0% Instructional Project (12 artifacts): Met w/ Strength = 33%, Met = 50%, Not Met = 17%
P1.LO2:
Utilize
strategies
to
enhance
learning
potential
P2.LO2:
Utilize
strategies
to
enhance
learning
potential
P3.LO2:
Support
the
individual
needs of
children
and
P4.LO2:
Support
the
individual
needs of
children
and young
P5.LO2:
Construct
experienc
es to
support
individual
P6.LO2:
Construct
experienc
es that
convey
principles
of science
P7.LO2.1: Demonstrate
understanding
of diverse
human
issues and
special
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of all
children.
Fall 2015:
ECH 213
SP 2016:
ECH 253
of all
children.
Fall 2015:
ECH 213
SP 2016:
ECH 253
EDECH
403
young
adolescen
ts
Not
Assessed
2015-
2016
adolescen
ts
Fall 2015:
Math 233
SP 2016:
EDECH
403
needs of
students.
SP 2016:
ScEd 443
to
students.
SP 2016:
ScEd 443
education
services.
P7.L02.2:
Provide
individual
instructio
n for
students
with
special
learning
needs.
SP 2016:
EXED 333
The tools used to assess these learning outcomes in the identified courses were:
5-Point Analytic Rubrics for: Lesson Planning/ Presentation, Instructional Projects,
Instructional Unit, and Assessment Tool – Criteria specific to Education Department
Goal 2 (PLO 2)
Aggregated Data for Program Learning Outcome 1 (SLO 2.1, 2.2 and 2.3) for all Programs: SLO 2.1 = 4.27 SLO 2.2 = 4.53 SLO 2.3 = 4.52 Goal 2 Average = 4.44 3-poing Holistic Rubric Scores Based on Faculty Review of Student Work Samples: Instructional Unit Plans (4 artifacts): Met with Strength = 50%, Met = 50%, Not Met = 0% Lesson Planning (4 artifacts): Met with Strength = 50%, Met = 50%, Not Met = 0% Performance Assessment Task/Tool (4 artifacts): Met w/ Strength = 25%, Met = 75%, Not Met = 0% Instructional Project (12 artifacts): Met w/ Strength = 33%, Met = 50%, Not Met = 17%
P1.LO3:
Recognize
importanc
P2.LO3:
Design
and
P3.LO3:
Design
and
P4.LO3.1:
Design
and
P5.LO3:
Design
and
P6.LO3:
Engage a
variety of
P7.LO3:
Utilized
evidence
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e of co-
curricular
activities
to
enhance
learning
potential.
Fall 2015:
ECH 213
ECH 243
SP 2016:
ECH 253
implement
academic
and co-
curricular
experienc
es.
Fall 2015:
ECH 213
ECH 243
SP 2016:
ECH 253
implemen
t
academic
and co-
curricular
experiences.
Not
Assessed
2015-
2016
implemen
t
academic
and co-
curricular
experienc
es
P4.LO3.2:
Units of
Instructio
n for K-8
students.
SP 2016:
EDECH
403
implemen
t Lakota
Studies
units in
academic
and co-
curricular
activities.
SP 2016:
ScEd 443
strategies
to develop
scientific
units of
instructio
n.
SP 2016:
ScEd 443
based instructional
strategies
to engage
students.
SP 2016:
ExEd 333
The tools used to assess these learning outcomes in the identified courses were:
5-Point Analytic Rubrics for: Lesson Planning/ Presentation, Instructional Projects,
Instructional Unit, Assessment Tool, and Philosophy of Education – Criteria specific to
Education Department Goal 3 (PLO 3)
Aggregated Data for Program Learning Outcome 1 (SLO 3.1, 3.2, 3.3, 3.4, 3.5, 3.6) for all Programs: SLO 3.1 = 2.50 SLO 3.4 = 4.50 SLO 3.2 = 3.78 SLO 3.5 = 4.42 SLO 3.3 = 4.61 SLO 3.6 = 4.27 Goal 3 Average = 4.01 3-poing Holistic Rubric Scores Based on Faculty Review of Student Work Samples: Education Philosophy (6 artifacts): Met with Strength = 50%, Met = 33%, Not Met = 17% Instructional Unit Plans (4 artifacts): Met with Strength = 50%, Met = 50%, Not Met = 0% Lesson Planning (4 artifacts): Met with Strength = 50%, Met = 50%, Not Met = 0% Performance Assessment Task/Tool (4 artifacts): Met w/ Strength = 25%, Met = 75%, Not Met = 0% Instructional Project (12 artifacts): Met w/ Strength = 33%, Met = 50%, Not Met = 17%
P1.LO4:
Engage in
P2.LO4.1:
Understan
P3.LO4:
Engage in
P4.LO4.1:
Utilize
P5.LO4.1:
Utilize
P6.LO4.1:
Develop
P7.LO4.1:
Develop
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reflective
activities
of
developm
entally
appropriat
e practice.
Fall 2015:
ECH 243
SP 2016:
ED 213
d effective
assessmen
t
strategies.
P2:LO4.2:
Engage in
reflective
practice
following
ethical
guidelines
to
advocate
for
children
and
families.
Fall 2015:
ECH 243
ED 463
SP 2016:
ED 213
EDECH
403
reflective
practice
of best
practice in
teaching
and
learning.
SP 2016:
ED 213
formal
and
informal
assessme
nt
strategies.
P4.LO4.2:
Engage in
continual
reflective
practices.
Fall 2015:
ED 463
SP 2016:
ED 213
ED 313
EDECH
403
culturally
relevant,
authentic
assessme
nt.
P5:LO4.2:
Engage in
continual
reflective
practices.
Fall 2015:
ED 463
effective
assessme
nt
strategies.
P6LO4.2:
Engage in
continual
reflective
practices.
Fall 2015:
ED 463
long range
plans and
short
range
goals/obj
based on
assessme
nt.
P7.LO4.2: Demonstrate
ethical
practice
and
advocate
for
learners.
Not
Assessed
2015-
2016
The tools used to assess these learning outcomes in the identified courses were:
5-Point Analytic Rubrics for: Lesson Planning/ Presentation, Instructional Unit,
Assessment Tool, Lakota Perspective Research Paper and Philosophy of Education –
Criteria specific to Education Department Goal 4 (PLO 4)
Aggregated Data for Program Learning Outcome 1 (SLO 4.1, 4.2, 4.3, 4.4, 4.5, 4.6) for all Programs: SLO 4.1 = 4.10 SLO 4.4 = 3.16 SLO 4.2 = 4.21 SLO 4.5 = 4.17 SLO 4.3 = 3.81 SLO 4.6 = 3.75 Goal 4 Average = 3.87
3-poing Holistic Rubric Scores Based on Faculty Review of Student Work Samples:
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Education Philosophy (6 artifacts): Met with Strength = 50%, Met = 33%, Not Met = 17% Lakota Perspective Research Paper (13 artifacts): Met w/ Strength = 70%, Met = 23%, Not Met = 7% Instructional Unit Plans (4 artifacts): Met with Strength = 50%, Met = 50%, Not Met = 0% Lesson Planning (4 artifacts): Met with Strength = 50%, Met = 50%, Not Met = 0% Performance Assessment Task/Tool (4 artifacts): Met w/ Strength = 25%, Met = 75%, Not Met = 0%
2016-
2017
Analysis of data: (What does this data mean?)
PLO 1: Lakota Cultural Values in Learning Contexts
Students are demonstrating “acceptable” performance towards student learning outcomes (as
part of analytic rubrics for major assignments) in this area and “commendable” performance in
practicing Lakota Values (Lakota Values Rating) in their interactions with others.
Students continue to score well on Lakota Perspective when completing an assignment that has
only one main component (i.e. Lakota Perspective Research Paper, Lesson Planning, and
Instructional Project). With increased guidance they are also demonstrating strong
performance in this area when developing instructional unit plans.
How these results are being used: Analytic rubrics continue to be used to reinforce
incorporation of Lakota Perspectives in learning contexts. Education faculty continue to find
ways to provide guidance and modeling to support incorporation of Lakota Perspectives across
the curriculum.
PLO 2: Understanding of disciplines to enhance learning potential of all children.
Commendable performance is noted for all SLOs that contribute to program learning outcomes
focusing on the utilization of a solid academic base and understanding of developmental
concepts and learning theories to construct meaningful learning experiences to support the
individualities of all children.
How these results are being used: Analytic rubrics continue to be used to reinforce teaching
and learning experiences that are student centered and developmentally appropriate, framed
around big ideas (relevant beyond the classroom) that encourage application of knowledge in
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meaningful ways, and that demonstrate the candidates ability to utilize multiple strategies
based on solid subject matter knowledge.
PLO 3: Engage a variety of strategies engage students. (Academic and Co-Curricular
Experiences)
Candidates consistently demonstrate the ability to plan academic and co-curricular learning
experiences. An area they struggle with is in communicating theoretical foundations upon
which these experiences are based.
How these results are being used: Analytic rubrics continue to reinforce the development of
learning centers and take-home projects to augment instructional lessons and unit plans. More
attention may need to be given to making connections between historical foundations and
contemporary learning theory to learner development and best practice in teaching and
learning.
PLO 4: Utilize assessment, engage in reflective practice, act ethically and advocate for students.
Candidate performance in this area is acceptable to commendable. Candidates perform higher
on the philosophy of education assignment during their senior year than during the sophomore
year. However, use of the common course assessment at this level provides teacher candidates
with an understanding of the concepts they will be developing through their professional core
and professional coursework. Guidance is continues to be needed in the using professional
literature (research-based best practice) and referencing of sources in reflective practice to
promote professional growth.
How these results are being used: Analytic rubrics reinforce effective assessment strategies and
reflective practice to guide and modify instruction based on student learning strengths and
needs.
Recommendations: (please use data to make recommendations for improvement)
1. Continue to monitor student performance and encourage incorporation of Lakota
Perspectives (Lakota language, culture and history) into educational philosophies and learning
experiences (units, lessons and co-curricular activities).
2. Continue to provide modeling and guidance in the use of professional literature (research-
based best practices), assessment strategies and reflective practice to design learning
experiences that are relevant and meaningful for children of all ages.
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3. Continue to emphasize writing across the curriculum utilizing APA format with an emphasis
on citing references (including how to reference personal communication and interviews to
document Lakota cultural knowledge gained through oral history).
4. Continue to monitor changes and trends in accreditation and reporting process of SD DOE
and make adjustments as necessary to measure program performance.
MULTIPLE ASSESSMENT MEASURES OR EXITING DEGREE REQUIREMENTS Provide a list of multiple assessment measures used within your department Please indicate
if they are direct and indirect, when administered (As applicable to the department and degree area).
Academic (Intec) Portfolio: Direct Measure, Initiated in ED283/ ECH203 and completed
in EDLK473/EDLK489/ECH496.
Completion of all required course work: Indirect measure, Coursework is checked upon
entrance into the program and during departmental advising. Verified by registrar’s office
when a candidate submits application for graduation.
Grade of “C” or better in student teaching: Indirect Measure, Assigned at the end of the
student teaching experience during the candidate’s last year of school.
Satisfactory completion of both the Praxis II Content and Pedagogy exams: Direct
Measure. A passing score on the content exam is required for entrance into the teacher
preparation program, or for students already admitted into the program, prior to student
teaching. A passing score on the pedagogy exam is required for acceptance into student
teaching, or prior to graduation.
Completion of an Exit Interview: Direct Measure, completed at the end of the student
teaching experience (EDLK489/ECH496).
Meet or exceed the South Dakota State Requirements for GPA: Indirect Measure,
students must have a 2.8 GPA or higher to be accepted into the teacher preparation
program and to student teach. Candidate GPA is checked and discussed during
departmental advising sessions. In order to graduate and be eligible for State certification,
candidate’s must have a 2.6 GPA or higher.
Note: If required for the student’s degree program: Students must pass the required Praxis
II Content and Pedagogy (OLT) area exams to be eligible for graduation. Students
pursuing the Birth to Preschool Early Childhood Degree may “opt out” of taking Praxis II
exams.
If a student is pursuing state certification, it is the responsibility of the student to initiate
and complete application for certification with the State of South Dakota.
Please provide a brief description of the assessment and its use in the program (As applicable to the department and degree area).
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The following table lists all the multiple measures used within the academic departments.
This table can be adapted to reflect your program direct or indirect assessments. The table
can also be used to reflect your exit requirements of the degree.
Year Intec Portfolio
Required Course Work
Student Teaching
“C” or better
Praxis II Content
Knowledge
Praxis II PLT Test
Exit Interview
SD DOE GPA 2.6
or higher
2014-2015
(N=5)
3.86 YES = 5 A = 4
B = 1
YES = 5 YES = 5 YES = 5 3.488
2015-2016
(N=5)
3.79 YES = 5 A = 3
B = 1
C = 1
YES = 1
NA* = 4
YES = 1
NA* = 4
YES = 5 3.294
2016-2018
*NA = Not Applicable: Early Childhood majors pursuing the Birth to Preschool (Head Start)
status sheet may opt out of taking the Praxis II exams.
Analysis of data: (What does this data mean?)
The five bachelor level program completers include one (1) K-8 Elementary w/ Middle Level
graduate and four (4) Early Childhood Birth to Preschool (Head Start) graduates. The elementary
education graduate is eligible for SD DOE teacher licensure. While the Early Childhood Birth to
Preschool Program is also approved by the South Dakota Department of Education for teacher
licensure, neither national nor state regulations require early childhood teachers to be certified.
All four graduates in this program opted out of taking the Praxis exams; and, as a result, not
eligible for State licensure. They are however, based on having completed a bachelor’s degree in
early childhood education, considered highly qualified in accordance with the center-based
teaching staff requirements outlined in the Head start Act for School Readiness Act of 2007.
Education graduates continue to meet or exceed minimum GPA requirements for graduation and
state licensure. Proposed changes in SD DOE requirements will include a minimum GPA of 3.0
to enter into student teaching beginning in the fall of 2019. State licensure will then require that
candidates earn a “B” or better in student teaching. All teacher preparation candidates will need
to work to meet these requirements. This includes the Birth-Preschool candidates who may
choose to take the Praxis II licensure exams at a later date (following graduation) to seek State
certification.
Recommendations: (please use data to make recommendations for improvement)
1. Continue to provide co-curricular activities to support candidates in developing InTASC
portfolios through portfolio development sessions.
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2. Continue to advise candidates in relation to minimum GPA requirements and provide
specific guidance for meeting the forthcoming 3.0 GPA state requirement for entrance
into student teaching and completing all education coursework, including student
teaching, with a “B” or better.
3. Continue to provide co-curricular activities in the form of Praxis preparation materials
and sessions to assist candidates in preparing for and achieving the required qualifying
scores for State licensure.
ASSESSMENT RESULTS
Feedback to the Program: Please explain what was learned from these assessments. (Descriptive information about
results)
The assessments demonstrate the need for continued student assistance in the form of orientation,
advising, support sessions, instruction and modeling of expectations. The Education Department
must ensure candidates are not only informed of program requirements, but also must work to
support them in meeting high expectations.
What do these results mean to the program? (Department faculty interpretation of results) Communication and consistency are imperative. Faculty, both full-time and adjunct, must be fully oriented to the requirements of the Education Department and communicate these requirements to students during advising and in classes. Furthermore, students, and other key constituents, must be aware of program requirements that are in place, and that may change, to meet accreditation and licensure requirements. Required common course assessments in combination with key assessments required by outside accreditation agencies help to ensure that students are mastering learning outcomes at the course and program levels and entering the workplace with the necessary skills to be effective teachers. Describe how will these assessment results and interpretations be used for program improvement? (Department faculty interpretation of results)
A continuous improvement cycle will be utilized to enhance curriculum and instruction and
improve student learning. Assessment information will be used to make decisions regarding
program effectiveness and any changes that may be necessary. In addition, assessment
information will be utilized to set future goals and direction for the department. Program
decisions and/or changes based on assessment data will be reported along with the assessment
findings.
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Explain the recommended changes that will be made to your assessment plan based on your analysis of data? A conceptual framework for the Education Department was developed during the 2005-2006
academic year. The framework outlined the vision, mission and purposes of the teacher
preparation program, identified four overall goals for the program (supported by research-based
best practice) and created the initial program structure and assessment system for South Dakota’s
partnership with NCATE (the National Council for Accreditation of Teacher Educators) for State
accreditation of teacher preparation programs.
The OLC Education Department developed student learning outcomes (SLOs) during the fall
2012 semester and aligned these outcomes to State SD DOE and National teacher preparation
standards in January of 2013. All coursework in the Education Department is aligned to the
following teacher preparation standards: SD Department of Education Administrative Rule
24:53:04:06 (SD DOE), the Interstate New Teacher Assessment and Support Consortium
(INTASC) Model Standards for Beginning Teacher Licensing and Development, the Association
for Childhood Education International (ACEI) Standards for Elementary Education, the National
Association for the Education of Young Children (NAEYC) Standards, the National Science
Teachers Association (NSTA) Standards and the Council for Exceptional Children (CEC)
Standards.
Assessment plans were developed for Associate of Arts and Bachelor’s degrees in the Education
Department during the spring semester of 2013. Program learning outcomes (PLOs) were
developed during the 2013-2014 academic year to further clarify the outcomes of each associate
and bachelor degree program within the department.
Common course level assessments, aligned to student learning outcomes as well as State and
National standards, were developed for all education courses during the fall 2012, spring 2013
and fall 2014 semesters. These assessments serve as formative measures that provide specific
feedback to students regarding their performance. In addition, when utilized in conjunction with
Individual Course Assessment Reports completed by instructors, they provide feedback focused
on the teaching and learning process directed toward improving teaching, student learning and
curriculum.
The Individual Course Assessment Reports lead faculty members and adjunct instructors through
a process of interpreting direct measures (common course assessments in the form of analytic
rubrics) and indirect measures (student course evaluations) to making connections to the manner
in which a course contributes to program of study outcomes, the vision and mission of the
Education Department, OLC purposes, and/or in meeting the needs of area PreK-12 schools.
Most importantly the Individual Course Assessments allow instructors to “close the loop” in
making changes based on assessment results.
In March of 2014 the SD Department of Education entered into a partnership with the Council
for the Accreditation of Educator Preparation (CAEP) for program review and accreditation.
Two members of the OLC Education Department attended a training session, in the fall of 2015,
to become program reviewers for the SD DOE under this new program accreditation system. At
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the present time the Education Department is preparing to revise and refine our programs to meet
CAEP Standards.
OLC’s teacher preparation programs were approved for 5-year continued accreditation by the SD
Board of Education on November 2014 based on recommendation of the SD DOE on-site
program review using the NCATE standards. In July of 2013 NCATE merged with the Teacher
Education Accreditation Council to form the Council for Accreditation of Educator Preparation
(CAEP) with the purpose of advancing excellence in educator preparation through evidence-
based accreditation that assures quality and supports continuous improvement to strengthen P–12
student learning. The SD DOE entered into a partnership with CAEP for program review and
accreditation in March of 2014. In the fall of 2015 SD DOE offered the first CAEP training
sessions; two members of the OLC Education Department attended the training to become
reviewers for SD DOE using this new accreditation system. The 2016-2017 academic year will
be the first year teacher preparation programs in South Dakota will be reviewed using the CAEP
standards. OLC’s teacher preparation programs will undergo accreditation review based on the
new CAEP standards in the fall of 2019.
For the next two years the Education Department will not only work to make the program
improvements identified within this Annual End of Year Report and identified in our
Institutional Effectiveness Plan for the upcoming year, but will also be revising and refining our
programs to meet CAEP Standards for continued SD DOE accreditation.
2013 Standards
Standard 1. Content and Pedagogical Knowledge
The provider ensures that candidates develop a deep understanding of the critical concepts and
principles of their discipline and, by completion, are able to use discipline-specific practices
flexibly to advance the learning of all students toward attainment of college- and career-
readiness standards.
Candidate Knowledge, Skills, and Professional Dispositions
1.1 Candidates demonstrate an understanding of the 10 InTASC standards at the appropriate
progression level(s) in the following categories: the learner and learning; content; instructional
practice; and professional responsibility.
Provider Responsibilities:
1.2 Providers ensure that candidates use research and evidence to develop an understanding of
the teaching profession and use both to measure their P-12 students’ progress and their own
professional practice.
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1.3 Providers ensure that candidates apply content and pedagogical knowledge as reflected in
outcome assessments in response to standards of Specialized Professional Associations (SPA),
the National Board for Professional Teaching Standards (NBPTS), states, or other accrediting
bodies (e.g., National Association of Schools of Music – NASM).
1.4 Providers ensure that candidates demonstrate skills and commitment that afford all P-12
students access to rigorous college- and career-ready standards (e.g., Next Generation Science
Standards, National Career Readiness Certificate, Common Core State Standards).
1.5 Providers ensure that candidates model and apply technology standards as they design,
implement and assess learning experiences to engage students and improve learning; and enrich
professional practice.
Standard 2. Clinical Partnerships and Practice
The provider ensures that effective partnerships and high-quality clinical practice are central to
preparation so that candidates develop the knowledge, skills, and professional dispositions
necessary to demonstrate positive impact on all P-12 students’ learning and development.
Partnerships for Clinical Preparation:
2.1 Partners co-construct mutually beneficial P-12 school and community arrangements,
including technology-based collaborations, for clinical preparation and share responsibility for
continuous improvement of candidate preparation. Partnerships for clinical preparation can
follow a range of forms, participants, and functions. They establish mutually agreeable
expectations for candidate entry, preparation, and exit; ensure that theory and practice are linked;
maintain coherence across clinical and academic components of preparation; and share
accountability for candidate outcomes.
Clinical Educators:
2.2 Partners co-select, prepare, evaluate, support, and retain high-quality clinical educators, both
provider- and school-based, who demonstrate a positive impact on candidates’ development and
P-12 student learning and development. In collaboration with their partners, providers use
multiple indicators and appropriate technology-based applications to establish, maintain, and
refine criteria for selection, professional development, performance evaluation, continuous
improvement, and retention of clinical educators in all clinical placement settings.
Clinical Experiences:
2.3 The provider works with partners to design clinical experiences of sufficient depth, breadth,
diversity, coherence, and duration to ensure that candidates demonstrate their developing
effectiveness and positive impact on all students’ learning and development. Clinical
experiences, including technology-enhanced learning opportunities, are structured to have
multiple performance-based assessments at key points within the program to demonstrate
candidates’ development of the knowledge, skills, and professional dispositions, as delineated in
Standard 1, that are associated with a positive impact on the learning and development of all P-
12 students.
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Standard 3. Candidate Quality, Recruitment, and Selectivity
The provider demonstrates that the quality of candidates is a continuing and purposeful part of its
responsibility from recruitment, at admission, through the progression of courses and clinical
experiences, and to decisions that completers are prepared to teach effectively and are
recommended for certification. The provider demonstrates that development of candidate quality
is the goal of educator preparation in all phases of the program. This process is ultimately
determined by a program’s meeting of Standard 4.
Plan for Recruitment of Diverse Candidates who Meet Employment Needs:
3.1 The provider presents plans and goals to recruit and support completion of high-quality
candidates from a broad range of backgrounds and diverse populations to accomplish their
mission. The admitted pool of candidates reflects the diversity of America’s P-12 students. The
provider demonstrates efforts to know and address community, state, national, regional, or local
needs for hard-to-staff schools and shortage fields, currently, STEM, English-language learning,
and students with disabilities.
Admission Standards Indicate That Candidates Have High Academic Achievement and Ability:
3.2 The provider sets admissions requirements, including CAEP minimum criteria or the state’s
minimum criteria, whichever are higher, and gathers data to monitor applicants and the selected
pool of candidates. The provider ensures that the average grade point average of its accepted
cohort of candidates meets or exceeds the CAEP minimum of 3.0, and the group average
performance on nationally normed ability/achievement assessments such as ACT, SAT, or GRE:
• is in the top 50 percent from 2016-2017;
• is in the top 40 percent of the distribution from 2018-2019; and
• Is in the top 33 percent of the distribution by 2020.
If any state can meet the CAEP standards, as specified above, by demonstrating a
correspondence in scores between the state-normed assessments and nationally normed
ability/achievement assessments, then educator preparation providers from that state will be able
to utilize their state assessments until 2020. CAEP will work with states through this transition.
Over time, a program may develop a reliable, valid model that uses admissions criteria other than
those stated in this standard. In this case, the admitted cohort group mean on these criteria must
meet or exceed the standard that has been shown to positively correlate with measures of P-12
student learning and development. The provider demonstrates that the standard for high
academic achievement and ability is met through multiple evaluations and sources of evidence.
The provider reports the mean and standard deviation for the group.
Additional Selectivity Factors:
3.3 Educator preparation providers establish and monitor attributes and dispositions beyond
academic ability that candidates must demonstrate at admissions and during the program. The
provider selects criteria, describes the measures used and evidence of the reliability and validity
of those measures, and reports data that show how the academic and non-academic factors
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predict candidate performance in the program and effective teaching.
Selectivity during Preparation:
3.4 The provider creates criteria for program progression and monitors candidates’ advancement
from admissions through completion. All candidates demonstrate the ability to teach to college-
and career-ready standards. Providers present multiple forms of evidence to indicate candidates’
developing content knowledge, pedagogical content knowledge, pedagogical skills, and the
integration of technology in all of these domains.
Selection at Completion:
3.5 before the provider recommends any completing candidate for licensure or certification, it
documents that the candidate has reached a high standard for content knowledge in the fields
where certification is sought and can teach effectively with positive impacts on P-12 student
learning and development.
3.6 Before the provider recommends any completing candidate for licensure or certification, it
documents that the candidate understands the expectations of the profession, including codes of
ethics, professional standards of practice, and relevant laws and policies. CAEP monitors the
development of measures that assess candidates’ success and revises standards in light of new
results.
Standard 4. Program Impact
The provider demonstrates the impact of its completers on P-12 student learning and
development, classroom instruction, and schools, and the satisfaction of its completers with the
relevance and effectiveness of their preparation.
Impact on P-12 Student Learning and Development:
4.1 The provider documents, using multiple measures that program completers contribute to an
expected level of student-learning growth. Multiple measures shall include all available growth
measures (including value-added measures, student-growth percentiles, and student learning and
development objectives) required by the state for its teachers and available to educator
preparation providers, other state-supported P-12 impact measures, and any other measures
employed by the provider.
Indicators of Teaching Effectiveness:
4.2 The provider demonstrates, through structured validated observation instruments and/or
student surveys, that completers effectively apply the professional knowledge, skills, and
dispositions that the preparation experiences were designed to achieve.
Satisfaction of Employers:
4.3. The provider demonstrates, using measures that result in valid and reliable data and
including employment milestones such as promotion and retention, that employers are satisfied
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with the completers’ preparation for their assigned responsibilities in working with P-12
students.
Satisfaction of Completers:
4.4 The provider demonstrates, using measures that result in valid and reliable data, that program
completers perceive their preparation as relevant to the responsibilities they confront on the job,
and that the preparation was effective.
Standard 5. Provider Quality Assurance and Continuous Improvement
The provider maintains a quality assurance system comprised of valid data from multiple
measures, including evidence of candidates’ and completers’ positive impact on P-12 student
learning and development. The provider supports continuous improvement that is sustained and
evidence-based, and that evaluates the effectiveness of its completers. The provider uses the
results of inquiry and data collection to establish priorities, enhance program elements and
capacity, and test innovations to improve completers’ impact on P-12 student learning and
development.
Quality and Strategic Evaluation:
5.1 The provider’s quality assurance system is comprised of multiple measures that can monitor
candidate progress, completer achievements, and provider operational effectiveness. Evidence
demonstrates that the provider satisfies all CAEP standards.
5.2 The provider’s quality assurance system relies on relevant, verifiable, representative, cumulative and
actionable measures, and produces empirical evidence that interpretations of data are valid and consistent.
Continuous Improvement:
5.3. The provider regularly and systematically assesses performance against its goals and relevant
standards, tracks results over time, tests innovations and the effects of selection criteria on subsequent
progress and completion, and uses results to improve program elements and processes.
5.4. Measures of completer impact, including available outcome data on P-12 student growth, are
summarized, externally benchmarked, analyzed, shared widely, and acted upon in decision-making
related to programs, resource allocation, and future direction.
5.5. The provider assures that appropriate stakeholders, including alumni, employers, practitioners, school
and community partners, and others defined by the provider, are involved in program evaluation,
improvement, and identification of models of excellence.
Faculty Engagement How were individual faculty members engaged in assessing and analyzing student learning outcomes? Individual faculty members engaged in assessing and analyzing student learning outcomes by
collecting artifacts from courses which are evaluated on a rotating basis each semester. Artifacts
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for these were then reviewed by faculty members and scored. The data was then analyzed with
input from the faculty members and the data will be used for course and instructional
improvement.
How were individual faculty members engaged in planning for program improvement? (Provide faculty department meeting dates, attendance, etc., membership and participation in governance committees, this can be in the form of a table. You can link to your department minutes). Department Meetings were held as follows:
August 10 & August 28
September 17
October 23
November 20
December 10
January 4 & January 29
February 19
March 11
April 1, April 15 & April 29
May 12
Faculty participated in the following committees for the AY 2015-2016:
Shannon Amiotte - Instructional Affairs-chair
Faculty Peer Review – chair
Strategic Planning Committee
Tom Raymond - Instructional Affairs
Institutional Review Board
Strategic Planning Committee
Dorraine Benson - Assessment Committee
General Education Committee
Tammy Bauck - Instructional Affairs
How were individual faculty members engaged in addressing program improvement in
relation to budget and planning? Grants, reduced text book costs, online resources, etc.). Individual faculty members and adjunct instructors engaged in individual course assessment and analyzing student learning outcomes through collecting artifacts and engaging in reflective practice in courses which are evaluated on a rotating basis each semester. These artifacts are then submitted to the Education Department for faculty review. This data is analyzed and used for course and instructional improvement. The Dean of Education and Education Secretary work with the Vice President for Business and Grants Compliance Officer to submit financial budgets, reports and carry-over requests to the
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SD DOE Office of Indian Education Programs. The Dean of Education, one faculty member and the Education Secretary are currently working with the college’s grant writer to submit an Indian Professional Development grant proposal for 2016 – 2020. The Education Department orders paperback versions of course texts, when available, to reduce costs to students. This academic year many of the texts have become available in loose-leaf versions, again, at a cost savings for students.
FACULTY
Faculty/staff changes: (new appointments with short bios, retirement etc.)
Dr. Shannon Amiotte – New appointment/Dean of Education
Thomas Raymond – New appointment/Full-time faculty
Tammy Bauck – New appointment/Full-time faculty
Faculty professional development activities
Title Description of Activity # of Activities
Dr. Shannon Amiotte IPD Project Directors Meeting SDACTE Fall & Spring Meetings (2) SD DOE CAEP Training AACTE Building Quality Assessments & Using Data for
Improvement Online Professional Seminars (2) Title II Institution and Program Report Card Overview
and Training & FAQs and Completing/Certifying the Institution and Program Report Card Webinars (2)
OLC Instructional Division Meetings & Training Sessions (2)
10
Thomas Raymond OLC Instructional Division Meetings & Training Sessions (2)
2
Dorraine Benson SDACTE Fall Meeting SD DOE CAEP Training AACTE Building Quality Assessments & Using Data for
Improvement Online Professional Seminars (2)
4
Dr. Tamara Bauck SDACTE Spring Meeting AACTE Building Quality Assessments & Using Data for
Improvement Online Professional Seminars (2)
3
Linda Olsen AACTE Building Quality Assessments & Using Data for Improvement Online Professional Seminars (2)
Virtual Campus Facilitator Orientation
3
Provide evidence that all faculty (full-time and adjunct) qualified in the discipline they teach.
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Fulltime Faculty & Staff
Dr. Shannon Amiotte
Ed.D. Educational Administration
o PK-12 Principal
o Career School Superintendent
o Birth-21 Special Education Director
MS in Curriculum & Instruction
o Curriculum Director
o K-12 Reading Specialist
BS in Elementary Education & Special Education
o K-8 Elementary Education
o K-12 Special Education
o 5-8 Middle Level Education: Language Arts & Social Studies
National Board Certification: early Childhood through Young Adult Exceptional Needs
Tammy Bauck
Ed.D. Instructional Technology & Distance Education
MS in Curriculum and Supervision
o K-12 Educational Technology
MS in Educational Leadership and Administration
o Preschool – 8 Elementary Principal
BS in Elementary Education
o K-8 Elementary Education
o 5-8 Middle Level Education: Language Arts
Dorraine Benson
MS in Curriculum & Instruction
BS in Multi-subject K-8 Education
Linda Olsen
MS in elementary School Administration
o Preschool – 8 Elementary Principal
BS in elementary & Special Education
o K-8 Elementary Education
o K-12 Special Education
o K-12 Gifted Education
o Birth – PK Special Education Endorsement
Tom Raymond
MS in Elementary Education
o Preschool – 8 Elementary Principal
BS in Elementary Education
o K-8 Elementary Education
o 5-8 Middle Level Education: Language Arts & Social Studies
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Adjunct Instructors
Terry Albers
MS in Education
o K-12 Education
o 7-12 Secondary Principal
BS in Physical Education
o K-12 Health & Physical Education
o 7-12 Social Science Education: History & Psychology
Merle Brave – OLC Full-Time Faculty
MS in Secondary Education with Middle Level
o 5-8 Middle Level Education: Natural Science & Language Arts
BS in Science Composite
o 7-12 Biology, Earth Science & Physical Science
Rhoda Butler
MS in Education
o Special Education
BS in Education
o K-8 Elementary Education
Josephine Brewer
MS in Education Administration
o Preschool – 8 Elementary Principal
o Superintendent Endorsement
BA in Elementary Education
o K-8 Elementary Education
o K-12 Special Education
o 5-8 Middle Level: Social Studies, Language Arts & Mathematics
Brent Charger
BS in Elementary and Special Education
o K-8 Elementary Education w/ 5-8 Middle Level
o K-12 Special Education
Robin Cline
MA in Special Education
BS in Elementary & Special Education
o K-8 Elementary Education
o K-12 Special Education
o 5-8 Middle Level Education: Social Studies & Language Arts
Deb Cross
MS in Curriculum and Instruction
o K-12 Reading Specialist
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o K-12 Special Education
BS in Elementary Education & Spanish
o K-8 Elementary Education
o K-12 Spanish
Mary Jo Fairchild
MS in Educational Administration
o 7-12 Secondary Principal
BS in Secondary Education w/ Middle Level Social Studies
o 7-12 Social Science: History, Political Science, Geography & Sociology
o 5-8 Middle Level Education: Social Science & Natural Science
Jennifer Gilbert
MS in Education
BS in Early Childhood, Elementary and Special Education
o K-8 Elementary Education
o K-12 Special Education
o Birth-Preschool Education
o Kindergarten
o 5-8 Middle Level Education: Language Arts & Social Studies
Peg Henson
BS in Home Economics Education
o 7-12 Secondary Education
o 7-12 Family & Consumer Science
o 5-8 Middle Level Education: Language Arts
o K-12 Educational Technology
Melissa Iron Cloud
BS in Elementary & Special Education
o K-8 Elementary
o K-12 Special Education
o 5-8 Middle Level: Language Arts, Social Studies & Natural Science
Carol Johnson Vaughn
BS in Elementary and Special Education
o K-8 Elementary Education
o K-12 Special Education
o 5-8 Middle Level: Language Arts & Social Studies
BS in Social Studies, Composite in American Indian Studies and History
o 7-12 Language Arts Literature/Composite/Grammar & Geography
Bryan LaPorte
BA in Education
o K-8 Elementary Education
o 5-8 Middle Level Education: Natural Science & Language Arts
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Loris Lindskov – OLC Full-Time Faculty
MS in Educational Administration
o 7-12 Principal
o Superintendent Endorsement
BS in Secondary Education w/ Middle Level
o 7-12 Science Education: Chemistry, Physics & Physical Science
o 7-12 Social Science Education: History, Political Science & Psychology
o 7-12 Mathematics Education
o 5-8 Middle Level: Language Arts, Social Studies & Mathematics
Devona Lone Wolf – OLC Full-Time Faculty
Masters of Education
o Mental Health Counseling
o Chemical Dependency Counseling
BS in Human Services
Valentina Makes Him First
BA in Early Childhood Education
Michelle McIntosh
MS in Education
o K-12 Reading Specialist
BS in Elementary and Special Education
o K-8 Elementary Education
o K-12 Special Education
o 5-8 Middle Level: Language Arts, Social Studies and Mathematics
Linda One Feather
MA in Lakota Leadership: Education Administration
o PK -12 Principal
o Superintendent Endorsement
MS in Criminal Justice Administration
BA in Political Science and Criminal Justice
o 7-12 Secondary Education: Political Science
o 7-12 Social Science Education: History, Sociology & Psychology
Terry Porter
BA in Education
o K-8 Elementary Education
o 5-8 Middle Level: Mathematics, Language Arts & Social Studies
Nancy Pruitt
ME in Educational Administration
o PK-12 Principal
BS in Business Administration w/ Elementary Education Certification
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o K-8 Elementary Education
o K-12 Special Education Endorsement
o 5-8 Middle Level Education: Mathematics
Melvin Reiser
MA in Special Education
o K-12 Special Education
BA in Elementary Education
o K-8 Elementary Education
o 5-8 Middle Level Education: Language Arts
Joni Sasse
BS in Elementary Education
o K-8 Elementary Education
o K-12 Special Education
o 5-8 Middle Level: Language Arts, Mathematics & Social Studies
Dianne Schrader
BS in Early Childhood, Elementary and Special Education
o K-8 Elementary Education
o K-12 Special Education
o 5-8 Middle Level Education: Social Studies & Language Arts
Jennifer Sierra
MA in Elementary School Administration
o Preschool – 8 Elementary Principal
o 7-12 Secondary Principal Endorsement
o Superintendent Endorsement
BS in Elementary Education
o K-8 Elementary Education
o 5-8 Middle Level: Mathematics, Social Studies & Language Arts
o K-12 Educational Technology
Iris Wilson
MA in Lakota Leadership: Education Administration
o Preschool – 8 Elementary Principal
BS in Elementary Education
o K-8 Elementary Education
o K-12 Special Education
o 5-8 Middle Level Education: Social Studies & Language Arts
Gail Winter
MS in Curriculum and Instruction
o K-12 Reading Specialist
BS in Education
o K-8 Elementary Education
o 5-8 Middle Level Education: Language Arts
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William Young – OLC Full-Time Faculty
PhD in Curriculum and Instruction
MS in Curriculum and Instruction
ME in Educational Administration
o 7-12 Secondary Principal
BS in English
o 7-12 Secondary Education w/ 5-8 Middle Level
o 7-12 Language Arts: Literature
o 7-12 Social Science Education: History, Political Science, Geography, Sociology
& Psychology
o 5-8 Middle Level Education: Social Studies & Language Arts
o K-12 Spanish
Provide evidence of professional development needs for full-time and adjunct faculty (link this
to student learning outcome assessment data).
Professional development needs for Education Department faculty are based on changes in SD DOE program accreditation and teacher licensure as well as needs identified through student course surveys. South Dakota Department of Education (SD DOE) program accreditation has changed from NCATE (the National Council for Accreditation of Teacher Education) standards to
CAEP (the Council for Accreditation of Educator Preparation) standards. In addition, teacher
licensure exams will be changing within the next two years; significant changes will be forth
coming in pedagogy exam as it changes from a multiple choice and constructed response exam
to a field-based performance assessment. Education Department faculty and staff will continue
participate in SD DOE, SDACTE (the South Dakota Association of Colleges of Teacher
Education), AACTE (the American Association of Colleges of Teacher Education) and ETS
(Educational Testing Services) Praxis meetings and training sessions to plan for and meet these
new accreditation and licensure standards. Analysis of student course surveys revealed that full-
time faculty are not achieving an overall score of 3.5 or better on the Lakota contexts items
included in the course evaluations (Ed Dept. Strategic Goal 2.2). Education faculty will engage
in professional development through individual WEF plans, departmental and/or faculty
development activities, and/or collaboration with Lakota elders and experts to incorporate Lakota
contexts into courses.
The following table provides evidence that full-time and adjunct faculty members have been
evaluated.
Year
Full time Adjunct # Observed # Student Course
Evaluation
# of Overall Performance Evaluations
2014-2015 5 12 3 216 2
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2015-2016 8 23 3 223 3
2016-2017 NA NA NA NA NA
2017-2018 NA NA NA NA NA
Please complete the following table to demonstrate how and to what extent is your
department engaged in academic advising?
Fall 2015
Registration Week
Advising
Fall 2015
Mid Semester
Advising Week
Fall 2015
Academic Advising
Totals
New
student
Existing
Student
New
student
Existing
Student
New
student
Existing
Student
All Faculty 1 38 1 23 2 61
Spring 2016
Registration Week
Advising
Spring 2016
Mid Semester
Advising Week
Spring 2016
Academic Advising
Totals
New
student
Existing
Student
New
student
Existing
Student
New
student
Existing
Student
All Faculty 3 29 0 33 3 62
Please complete the following table to demonstrate how and to what extent your department
is engaged in mentoring, additional assistance, extended tutorials.
Full Time Faculty Fall 2015 Semester Spring 2016 Semester Total # of events
Dr. Shannon Amiotte,
Dean of Education Orientation
Portfolio Workshop
Praxis Prep Session
Orientation
Portfolio Workshop
Praxis Prep Session
OLC Career/Job Fair
12
Tom Raymond,
Assistant Professor
Orientation
Portfolio Workshop
Orientation
Portfolio Workshop 43
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Praxis Prep Session
Pennington County
Sheriff’s Office
Grant Committee
Rapid City Police
Department
Citizen’s Advisory
Committee
Praxis Prep Session
Pennington County
Sheriff’s Office Grant
Committee
Rapid City Police
Department Citizen’s
Advisory Committee
Dorraine Benson,
Associate Professor
Orientation
Portfolio Workshop
Praxis Prep Session
Orientation
Portfolio Workshop
Praxis Prep Session
12
Dr. Tamara Bauck,
Assistant Professor -NA- OLC Career/Job Fair 1
Linda Olsen, Assistant
Professor
Orientation
Portfolio Workshop
Praxis Prep Session
Orientation
Portfolio Workshop
Praxis Prep Session
6
Institution 0
Indicator 7: Personnel Demographics, Professional Development, Research, and Outcomes
Table 7.3: Faculty, Administrator, and Staff Professional Development and Service / AY 2014-15
Please enter the number of faculty participating in, and the Person Activities (PA) or Total FTE for professional development activities, research, and service. PA is equal to the number of people attending an activity times the number of activities (e.g., if 2 people attend 2 conferences, and 1 person attends 3 conferences, PA equals (2 x 2) + (1 x 3) = 7. Total FTE is the sum of the FTE of each faculty member involved in research or service.
Professional Development Activities
AY 2015-16
Number of Faculty / Administrator / Staff
Person Activities (PA)
Attended National Conferences 1 1
Attended Workshops/Seminars 3 5
Enrolled in study for advanced degree or certification 0 0
Participated in Summer Programs 0 0
Faculty / Administrator / Staff Service Contribution
AY 2015-16
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Number of Faculty / Administrator / Staff
Total Hours
Student Support Services 5 364
Campus Activities/Committee Services 4 182
Curriculum/Course Development 3 45
Laboratory Development/Enhancement 0 0
Community Service as a representative of the institution (e.g. Tribal Committee)
5 119
Notes:
Institution 0
Indicator 7: Personnel Demographics, Professional Development, Research, and Outcomes
Table 7.4: Faculty/Administrator/Staff Research, Creative Activities, and Outcomes / AY 2015-16
Please enter faculty/administrator/staff research and creative activities and outcomes.
Publications and Presentations
AY 2015-16
Number of Faculty / Administrator / Staff
Number of Pub. & Pres.
Refereed Journal Papers Submitted 0 0
Refereed Journal Papers Published 0 0
Other Publications (books, chapters, etc.) 0 0
Conference Proceedings Published 0 0
Scholarly creative cultural activities (ex. exhibit, play) 0 0
Professional Presentations at National Conferences 0 0
Professional Presentations at on-campus workshops/ seminars
0 0
Professional Presentations at off-campus workshops/ seminars
3 4
Proposals Submitted and Funded
AY 2015-16
Number of Faculty / Administrator / Staff
Number of Proposals
Proposals Submitted for External Funding 3 1
External Proposals Funded TBA: August 2016
Total Amount of Funded Awards ($) Up to $1.29 million
OLC
Rev. 2-27-12, 5-14-15
OLC EDUCATION DEPARTMENT 2015-2016 Annual End of Year Report 79 | P a g e
Faculty/Administrator/Staff Support for Research
AY 2015-16
Number of Faculty / Administrator / Staff
Total Hours
Release Time/Reduction of Course Load 0 0
Provision of Professional Research Staff 0 0
Provision of Student Research Assistant 0 0
Are any of your faculty or students engaged in research? (Yes/No) No
If yes, please describe some of the research projects being conducted by faculty or students (e.g., community-based participatory research, locally relevant (applied) research in which your TCU faculty has particular expertise, research partnerships with other entities, etc.)
Notes:
Community Service and Service Learning
The Education Department incorporates Family Events as a major component in several courses.
These Service Learning Projects relate to and contribute directly to program learning outcomes
and teacher candidates' (students') abilities to design and implement academic and co-curricular
experiences that include families while augmenting learning experiences for children.
Community Members
Faculty-Student
Service Learning
College
Center
# OLC
Faculty
/ Staff
#Teacher
Candidates
#
Adults
#
Children Total
Jumpstart Read for
the Record ENCC 4 6 6 21 37
NAEYC's Week of
the Young Child ENCC 3 0 3 15 21
Totals 7 6 9 36 58