08-09 DATA REVIEW AND ACTION PLANS Candidate Reports

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1 08-09 DATA REVIEW AND ACTION PLANS Candidate Reports Data Observations Implications for Change Action for Change Admitted to TEP Only ~24% of students Recruit more secondary majors Develop recruitment plan admitted are K-6 majors; # of PE & SPED (K-12 = ~40%)/ ECE are increasing others are steady esp. math and science. Look for ways to increase K-6 majors. Program Completers Undergrads:FA08: 19/SP09: 31 Grads: FA08 2/SP09 8 Question: Is there a way to track non-completers? Praxis scores for completers 100% pass rate Avg of 21.2 pts over min score No action necessary. PLT scores for all active students Avg GPA at Transition Stages 1 PE person failed K-6; 3 PE people failed 7-12; otherwise only 3 secondary failures PE students need additional instruction on PLT content; avg score between pts over passing Suggest PE students take EDUC 450 as an elective. Overall PDP scores Work sample scores Avg Practicum Dispositions Alternative II candidates - admission Alternative II candidates Praxis On avg, PDP scores in TS3 are higher than those in TS2 Females scored higher in fall/slightly higher in spring may be antidotal based on students Scores are only slightly varied showing all students/majors performing at above acceptable level 18 admitted in 08-09; high interview scores and recommendations; all maintained an above 3.0 GPA FA08: 86% pass rate SP09: 94% pass rate Those failed were all CK tests Additional focus on PDP in TS2 in prep for TS3 Having scores from K-6 Block would give better data for analysis Change from 3 point to 5 point scale for more precise evaluation. Focus on providing as much support as possible in pedagogy areas May need additional help in content knowledge Question: Wouldn t this trend be expected? Shouldn t the scores be higher in TS3? Take suggested action. Take suggested action. No action needed. Consider using passing CK test rather than GRE as admission requirement.

2 08-09 PRELIMINARY DATA REVIEW Program Reports Data Observations Implications for Change Action for Change Student Teaching placement 28% FA / 23% SP went to Most have had diverse Continue as planned. diversity highly diverse schools settings in practicum Practicum placement diversity Student Teacher Exit Survey FA08/SP09 39% FA / 40% SP went to highly diverse schools the only areas w/ greater than 10% feeling they were only acceptably prepared/did not develop adequate skills are adapting for diverse learners and communication w/ other stakeholders Placing Foundations in a highly diverse setting helps meet that criteria; much better than past placements Address the issues with adaptation for diverse learners some comments also address this feeling of inadequacy (What about the transfer students who may not take Educ. 303/558? How are we ensuring that they have a diverse placement?) General Question: Are students clear about what qualifies as a diverse learner not just a racial minority? DATA Question: How does break down by program? It may be that only particular groups are not engaging in these activities. Even so, we may want to encourage more involvement with diverse learners. Stud. Teacher Exit Srvy. 1: Make a recommendation to College Coordinators to encourage Cooperating Teachers to assist candidates in identifying opportunities to observe other teachers or to actively prepare to teach to whatever diversity may be in the school.

3 Stud. Teacher Exit Srvy. 2: Implement a requirement that one of the work samples must focus on diverse learners, if at all possible Stud. Teacher Exit Srvy. 3: Include a requirement, with reflection, that candidates must attend PTA/PTSO meeting or a similar events where parents, community members, etc. will be in attendance Stud. Teacher Exit Srvy. 4: To ascertain what candidates would prefer in this regard, discuss the topic in seminar and move on providing/recommending the activities to the College Coordinator Graduate Program Exit Survey: MAT / MAT:TESL Curr Lab: 46% feel resources in their discipline are not current, 69% feel lab hours are not appropriate for them Admission: the only area with issues is financial aid (38% had issues) Program: 23% feel there aren t enough sections of classes, about 1/3 rd dislike dually listed classes, the faculty & staff scored 100% Update content area resources, consider extended/later lab hours, smooth fin aide for grad students more user friendly/better communication, Curr. Lab 1: Focus on seeking grants/funds to update resources. Establish an exploratory committee to identify grants/funds. Curr. Lab 2: Spotlight the current resources that are available via course visits to lab. Curr. Lab 3: Solicit current recycled professional publications from local

4 of strongly agree/agree on all areas including advising, all felt adequately prepared by their program teachers via request. Admissions MAT/TESL 1: Request a financial aid counselor to be placed in the department during interview period, registration, or other specified date. The creation of a Financial Aid fact sheet/brochure for Graduate Students should be provided in addition to actual representative. Program MAT/TESL 1: Due to financial position, we are currently unable to add sections or avoid dually-listed classes. Request comment from Dean on feasibility of select graduate only sections. We can revisit this issue in future when financial picture improves. Graduate Program Exit Survey: MED / MED: Ed Ldr Curr Lab: Ed Ldr students did not use CL and only about 1/3 rd of MED students use CL Admission: 67+% had problems with financial aide otherwise happy w/ process Program: 25+% would like more on-line courses, more electives in education, faculty & staff scored 100% of strongly agree/agree on all Additional resources for Ed Ldr/MED students in Curr Lab. Ditto on financial aide for grad students. Add on-line courses for MED only. Curr. Lab 4: Request listing of potential resources Ed. Ldr. students may need to be in the Curr. Lab. and seek to include a percentage each academic year. Admissions MED/EdLdr. : Request a financial aid counselor to be placed in the department during interview

5 areas including advising 1 student had problems w/ online registration, very high marks on achieving goals of the program (esp. EdLdr), Ed Ldr did have some problems relating to Conceptual Framework period, registration, or other specified date. The creation of a Financial Aid fact sheet/brochure for Graduate Students should be provided in addition to actual representative. Program MED/EdLdr. : Consider adding one or more electives each semester if budget and teaching loads allow. Coop Teacher Eval of Practicum RE: student s effectiveness in the classroom: K-12 students scored lowest across the board while K-6 scored highest in content knowledge and effective instruction Current questions don t give much useful feedback re: teacher s input to improve the experience, more of a commentary on the student. Program MED/EdLdr. : Require Ed. Ldr. students to include a Conceptual Framework Reflection in the Professional Development Plan used in their program or as a course component. Consider revising questions. Move to electronic collection. In Addition to Above CT Prac. Eval. 1: Review data by courses to determine level of student in the program at time of practicum placement. CT Prac. Eval. 2: Recommend advisors review students transcripts to determine if they have had

6 Student Eval of Practicum Responses show students are happy with their placement experience. Most negative feedback is in the area of having the opportunity to become familiar with other teachers/staff/principal/and policies. Data currently collected by course, would make better comparison if collected by academic program. Consider incorporating a specific requirement into the placement for exploring the school environment. enough content courses prior to being placed in a practicum that involves instructional requirements. Move to electronic collection including academic program. In Addition to Above DATA Questions: Is is possible to include academic program in the database to acquire this comparison for this report? What % of students overall reported lack of contact with school personnel? Practicum Dispositions On avg, no group of students scored below a 3 (M) on dispositions. Scores seem to be very high and there isn t enough description in E, M, P, U also, does not compare with other dispositional rating forms Stud. Prac. Eval.: Request instructors of practica to embed an opportunity for school personnel contact in the requirements. (A standard practicum assignment could be an activity that requires student to engage personnel for comments of course interest.) FA09 went to the same 5 pt scale as other rating forms. Prac. Dis.: Review the scoring criteria; maybe consider removing the E category or changing the description to be more indicative of over the

7 Admission to TEP: Interviews All students scored well above a 4 on a 5 pt scale All data reported is for those students who are admitted to TEP. No data reported on those who do not pass their interview. top exemplary standards. TEP Admission Interviews: Determine a process to collect data on student who did not pass the interview and those who did not schedule an interview. A review of students who did not pass for this period should be undertaken; did they change program, withdraw from the college, or still persisting without formal admission? Admission to TEP: Faculty Recommendations Admission to TEP: ACT/SAT Scores With few exceptions, all ratings are Meets Expectations. Admitted after 1 st semester: 26% of SAT/35% of ACT scores above 1020/22; 22% of those with scores below 1020/22 are admitted after the 1 st semester All data reported is for those students who are admitted to TEP. No data reported for those who are not admitted. Seems that the stumbling block for some is not that they have trouble passing the PPST. Why aren t more students who don t need the PPST being admitted? What is holding them back? TEP Admiss. Rec.: Determine a process to collect data on student who submitted recommendations and were not admitted to program and on not recommended or recommend with reservations faculty recommendations. DATA Questions: Is it possible to determine the average SAT/ACT score of students who successfully complete the program? What is the range of SAT?ACT scores of students who are not successful in the program? TEP Admission: Charge Recruitment & Retention Committee with developing an action plan for identifying and

8 Graduate admission Grad admission numbers are growing each semester. GRE scores are often well below 500. This may reflect that fact that we have no min. so students merely go thru the motion of taking the test. We are seeing more people w/ lower GPAs applying. Interview and recommendation scores are high. Reconsider not requiring the GRE or setting a min score or change test requirement to PPST and/or content knowledge. Establish an admissions review board to process the appeals and review admissions criteria. actively recruited students with ACT/SAT scores above the 22/1020 level. DATA Question: What are the actual scores of graduate students admitted during this period? Grad. Admissions 1: Set a minimum GRE score to be admitted. Grad. Admissions 2: Develop a Graduate Success Seminar that students must attend if provisionally admitted for academic reasons (focus on writing, research skills, basic computer skills, time management and organization) Grad. Admissions 3: Establish an admission review board to process the appeals and review admissions criteria.

9 08-09 PRELIMINARY DATA REVIEW Unit Reports Data Observations Implications for Change Action for Change Course Evaluations Overall course evals (grad and UG) are excellent/good but 10% of students in the spring and 16% in the fall felt the instructor was avg or worse on clear goals and shares these goals effectively thru syllabus and clearly described the evaluation method While 10%/16% are certainly not large numbers, these are the areas with the most concern from student s perspective. Perhaps what seems clear to the person writing it is not so clear to the student. Review elements in the syllabus to make sure the students concerns are addressed (clear goals and evaluation methods). Student Teaching Cumulative Report Graduate students (grad courses only) also followed this trend albeit not as strongly. They were more concerned with the instructor relating the content to other areas of knowledge, being interested in students as individuals, and making the course exciting/being selfconfident. These percentages range from 11% to 13%. Scoring based on 3 pt scale. Only 1 goal dipped below an avg score of 2.75 providing technology opportunities in SP09 and none in FA08 for UG students. For Grad students, only the FA08 scores dipped to but there were only 2 student teachers so this probably says more about that For graduate courses only the percentages range from 11% to 13% for dissatisfaction - not a large number but enough to look at those areas for improvement. FA09 scoring has been changed to a 5 pt scale for more accurate evaluations and to align with other rating documents. For pure graduate courses individual instructors should make more effort to engage students in student directed topics. Establish the lower perimeter that is acceptable, such as 80%. If any area decreases below that perimeter disaggregate the data to determine the specific and adjust accordingly. If at any time a downward trend is notice over four (4) data point duration,

10 Advising Survey Alumni/Employer Survey Curriculum Lab Survey person than the program. This is the first time this survey was done in educ. The overall rating for those in TED majors was Good or Excellent. The music and English majors, and K-6 MAT students rated their advisors on a lower scale but none had a lower than Average rating. Low response rate from alumni. Overall employers rated the alums highly: mostly excellent/ more than adequate preparation with just a few acceptably prepared. In those content areas where more than one alum responded, adapting for diverse learners seems to be the lowest scoring area. Classroom mgmt and planning on multiple factors also got lower scores from several alums. Received good responses to survey: 160 in FA and 118 in SP. Both semesters more people said they had not received an orientation to the lab than had. Overall students are very satisfied with the Lab personnel and the hours/space (old lab area). Most resources seem to be useful to at least some students with 60%-75% Look for ideas to provide a better return rate on surveys electronic? Facebook? Faculty contact? Evaluate whether students just aren t getting enough info on adapting for diverse learners or they aren t absorbing ways to incorporate that in their lesson plans. disaggregate the data to determine the specific cause and adjust accordingly. Any change should be delayed till at least 3 data points are collected. However, the Overall Rating category should be calculated not student rated. On school visits delivery alumni and employer surveys to C-N alumni and building administers, with selfaddressed envelopes Develop online survey and deliver the address by . Develop a more consistent Curriculum Lab orientation, conducted by the senior graduate student Curriculum Lab worker. Schedule an orientation on a regular basis and provide a sign-up sheet.

11 using copy service and slightly fewer using laminating. Computer Lab Survey Demographics for Cooperating Teachers Undergraduate Retention (This survey does not currently exist.) This data is not collected for student teaching. The majority of our students are being placed with experienced teachers: 49%- 53% have 11+ yrs of experience. And if you look at 6+ yrs it s 65%-75% of placements. While racial diversity is scare, 12%-13% of cooperating teachers are male. 53 students since SP08 have changed majors from a licensure area to a nonlicensure area 11% of those in the database (52% still active, 22% graduated, 26% inactive including above 11%) Create for future use Collect cooperating teacher demographics in student teaching. Why are students leaving teacher licensure programs? How can we retain more of the students in TS1 to go on to TEP admission? n/a This could be a form completed by the student teacher, so as not to impose on the cooperating teacher. Determine the barriers between transitional stage 1 and 2, and determine if some of the barriers should be deleted or if the barriers are just and required. In 08-09, 142 students were in TS1 and 58 students were admitted to TEP.

Colorado State University Department of Construction Management. Assessment Results and Action Plans

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