Standard 3 Compendium 3 - RA 3.3 Monitoring and Supporting Candidate Progression

Grambling State University Standard Three Compendium 3

RA 3.3 Monitoring and Supporting Candidate Progression

Alignment to National Standard: RA.3 Candidate Quality and Selectivity: The provider demonstrates that the quality of advanced program candidates is an ongoing and intentional focus so that completers are prepared to perform effectively and can be recommended for certification where applicable.

RA 3.3 The provider creates criteria for program progression and uses disaggregated data to monitor candidates’ advancement from admissions through completion. The provider ensures that knowledge of and progression through transition points are transparent to candidates. The provider plans and documents the need for candidate support, as identified in disaggregated data by race and ethnicity and such other categories as may be relevant for the EPP’s mission, so candidates meet milestones. The provider has a system for effectively maintaining records of candidate complaints, including complaints made to CAEP, and documents the resolution.

How Alignment is assured: The Assessment Coordinator in consultation with Program/Discipline Chairs, aligns the evaluation measures and assessment tasks with CAEP, InTASC, and appropriate Technology Standards. The Assessment Coordinator maintains alignments and adherence to multiple Louisiana state laws and policy regulations. All Standards have been maintained utilizing Watermark – Taskstream. This standards database is maintained by the Assessment Coordinator so that alignments can accommodate updates to standards, program competencies, courses, or assessments.

Evidence Overview

The information below illustrates how Grambling State University creates and monitors transition points from admission through completion of the program, supports advanced candidates through the program, and maintains records.

Transition Points- The EPP monitors candidate progress on non-academic factors as well as professional responsibilities. Checklists and advisement contracts are used, and candidates are monitored through the results reported from the various transition points.

The EPP monitors the Candidate Cohort after the completion of 6 credit hours, so that a grade point average of 3.0 is achieved. Standard Three Compendium 2 – RA3.2 Candidates Demonstrate Academic Achievement and Ability to Complete Preparation Successfully.

Grambling State University Standard Three Compendium 3 RA 3.3 Monitoring and Supporting Candidate Progression

RA1. Application of Data Literacy

RA1. Use of research and understanding of qualitative, quantitative and/or mixed methods research methodologies

ED 549 Intro to Techniques of Research

ED 549 Intro to Techniques of Research

ED 545 Eval/Assessment in P-12 Educational Settings

ED 549 Intro to Techniques of Research

ED 545 Eval/Assessment in P12 Educational Settings

ED 549 Intro to Techniques of Research

RA1. Employment of data analysis and evidence to develop supportive, diverse, equitable and inclusive school environments

ED 549 Intro to Techniques of Research

ED 520 Advanced Child Psychology

SPED 543 Humanistic Approaches to Behavior Management

SPED 527 Formal & Informal Assessment

SPED 576 Consulting

Teacher Strategies

SPED 576 Consulting

Teacher Strategies

SPED 542 Methods & Materials for Teaching Children with Exceptional Learning Needs ED 576 School Improvement for Professional Level.

RA1. Leading and/or participating in collaborative activities with others such as peers, colleagues, teachers, administrators, community organizations, and parents

ED 520 Advanced Child Psychology

ED 576 School

Improvement for Professional Level.

SPED 543 Humanistic Approaches to Behavior Management

SPED 542 Methods & Materials for Teaching Children with Exceptional Learning Needs

RA1. Supporting appropriate applications of technology for their field of specialization

ED 530 Technology Integration for Learning and Teaching

ED 530 Technology Integration for Learning and Teaching

ED 549 Intro to Techniques of Research

RA1. Application of professional dispositions, laws and policies, codes of ethics and professional standards appropriate to their field of specialization

Praxis II: Special Education Content Knowledge and Mild to Moderate Applications (5543)

ED 549 Intro to Techniques of Research

SPED 576 Consulting

Teacher Strategies

SPED 543 Humanistic Approaches to Behavior

Management

ED 530 Technology Integration for Learning and Teaching

ED 599 Comprehensive Exam SPED 542 Methods & Materials for Teaching Children with Exceptional Learning Needs

CAEP Adv Standards, Plus Praxis II: Praxis II 5543 and CEC Standards 2020

Praxis II: 5543

Grambling State University Standard Three Compendium 3 RA 3.3 Monitoring and Supporting Candidate Progression

CAEP Progression Matrix: M.Ed. Curriculum & Instruction-Reading

RA1. Application of Data Literacy

RA1. Use of research and understanding of qualitative, quantitative and/or mixed methods research methodologies

ED 549 Intro to Techniques of Research

ED 549 Intro to Techniques of Research

ED 545 Eval/Assessment in P-12 Educational Settings

ED 505 Analysis of Reading Difficulties

RA1. Employment of data analysis and evidence to develop supportive, diverse, equitable and inclusive school environments

ED 549 Intro to Techniques of Research

ED 520 Adv Child Psych

ED 549 Intro to Techniques of Research

ED 549 Intro to Techniques of Research

ED 506 Correction

Reading Difficulty Practicum

RA1. Leading and/or participating in collaborative activities with others such as peers, colleagues, teachers, administrators, community organizations, and parents

ED 504 Reading for Children

ED 504 Reading for Children

ED 505Analysis of Reading

Difficulties

ED 507 Teach Reading Middle, Junior, Senior High School

ED 581 Literacy

Leadership Seminar course

ED 576 School

Improvement and Professional Development

RA1. Supporting appropriate applications of technology for their field of specialization

ED 504 Reading for Children,

ED 505 Analysis of Reading

Difficulties

ED 506 Correction Reading

Difficulty Practicum

ED 576 School Improvement and Professional Development

ED 530 Technology Integration for Learning and Teaching

ED 506 Correction Reading

Difficulty Practicum,

ED 507 Teach Reading Middle, Junior, Senior High School

ED 504 Reading for Children, ED

505 Analysis of Reading

ED 581 Literacy

Leadership Seminar course

RA1. Application of professional dispositions, laws and policies, codes of ethics and professional standards appropriate to their field of specialization

CAEP Adv Standards, and ILA Standards 2017

ED 504 Reading for Children

Difficulties

ED 506 Correction Reading

Difficulty Practicum, ED 507 Teach Reading Middle, Junior, Senior High School

ED 530 Technology

Integration for Learning and Teaching

ED 581 Literacy

Leadership Seminar course

ED 599 Comprehensive Exam

The Graduate Handbook provides a sample Plan of Study for candidates to see how the core courses, the courses in the selected concentration, and the capstone courses lead to the successful completion of the degree. Candidates

Template for the Presentation of Evidence by Dr. Michele Brewer and Dr. Amber Vraim is licensed under Attribution 4.0 International "College of Education Office of Technology, Assessment, and Compliance: Template for the Presentation of Evidence." Copyright 2020 by Wilmington University.

Grambling State University Standard Three Compendium 3

RA 3.3 Monitoring and Supporting Candidate Progression

are strongly encouraged to meet with his/her/their advisor at least once a semester to plan future classes. After meeting with the advisor, the candidate will receive an advisement contract detailing the courses that were decided upon for the subsequent semester:

Sample Reading Advisement Contract

Sample Special education Advisement Contracts

In addition, the Graduate Handbook lists transition points and steps within about matriculating successfully through the system.

Advanced Candidate Complaints and Appeals: Advanced candidates may submit complaints electronically or in hard copy to the graduate analyst. The forms are posted with a QR code. Complaints can also be submitted via email. Complaints are forwarded to the Department Head or proper administrative personnel.

Evidence and Analysis

Transition Points: Major transition points identified as “Transitions” in advanced M.Ed. programs are used to determine whether candidates are allowed to move to the next level within the matriculation process. The EPP has incorporated a systematic monitoring process at each portal/transition point to monitor candidates from admission to completion. Data inclusive of key assessments, proprietary assessments, interviews, clinical experience evaluations, and dispositions assessments are collected at and between the transition points and entered into the Quality Assurance System. CAEP Reviewers are encouraged to click on the link below for an example of these transitions within the Master of Education (M.Ed.) in Special Education, along with directions, and evaluation methods.

TRANSITION POINTS DIRECTED RESPONSE FOLIO

Candidate Support: Candidates are informed of the transition points during advisement, and as stated, candidates are encouraged to meet with their advisors each semester to plan for the next semester. Advanced candidates are provided with times to select each semester for appointments with their advisor(s) to chart progress and next steps Advisors provide Advisement Contracts to candidates to verify the planned courses each semester. These can be emailed to candidates who are not face-to-face. Plans of Study are used by advisors and candidates to guide the progress toward on-time graduation for each advanced candidate. Candidates will be able to track progress in a digital space known as DegreeWorks by fall 2023. Faculty are currently being trained on this new system. Additional information can be provided at the site visit.

The link below illustrates the support and monitoring of progression through the candidate’s program.

Office of Graduate Studies Resources

Handbook for the Master of Education Programs

Grambling State University Standard Three Compendium 3

RA 3.3 Monitoring and Supporting Candidate Progression

Links to the following compendiums demonstrate how GSU addresses the six CAEP competencies, assesses three of them, and uses them to monitor candidate progression through the program:

Standard One Compendium 1 – RA1.1 Candidate Skills

Standard One Compendium 2 – RA1.1 Applications of Data Literacy

Standard One Compendium 3 – RA1.1 Collaborative Activities

Standard One Compendium 4 – RA1.1 Use of Research

Standard One Compendium 5 – RA1.2 Provider Responsibilities

Maintaining Records

The EPP plans and documents the need for advanced candidate support, as identified in disaggregated data by race and ethnicity and such other categories as may be relevant for the EEP’s mission, so candidates meet milestones. The provider has a system for effectively maintaining records of candidate complaints, including complaints made to CAEP, and documents the resolution. This QR code links to the Complaint/Appeals process through GSU’s Microsoft Outlook (confidentiality and security).

The advanced programs have had only one complaint so far in the past 3-5 years. That appeal was for a course to be taught so that an advanced candidate could graduate. A link to the appeal and resolution is captured here

Analysis and Interpretation: The evidence presented above shows that the provider creates and monitors transition points from admission through the completion of the program. The evidence also proves that the transition points are transparent, and the provider exhibits a documented system of support throughout the entire process.

Continuous Improvement

Focus Area(s):

1. Ensuring that all online candidates have the same supports and access to monitoring and support as traditional face-to-face and hybrid candidates. In transitioning from traditional face-to-face to totally online, an advisor noted that occasionally, an online candidate was not monitored to the same degree as a traditional one. Steps have been put in place to increase online candidate access to advising and support.

Template for the Presentation of Evidence by Dr. Michele Brewer and Dr. Amber Vraim is licensed under Attribution 4.0 International "College of Education Office of Technology, Assessment, and Compliance: Template for the Presentation of Evidence." Copyright 2020 by Wilmington University.

Grambling State University Standard Three Compendium 3

RA 3.3 Monitoring and Supporting Candidate Progression

2. Use and training of DegreeWorks. Both advisors and candidates will be trained to use and monitor DegreeWorks (the electronic database system coming online this semester). When all are trained in how to use, monitor and advise in the system, the older paper based and electronic system of recordkeeping can be retired. DegreeWorks will allow both candidates and advisors to instantly see progress, next steps and needs to complete the degree.

3. Digitize Plan of Study sheets (into fillable pdfs) or explore the use of DocuSign. These are still primarily paper-based, and to get the plans of study signed, they must be routed electronically to each person, signed, scanned and then sent forward. When they are signed by all necessary parties, the candidates receive a copy to keep as part of their documentation. Fillable pdfs and/or use of DocuSign will streamline the process.

Template for the Presentation of Evidence by Dr. Michele Brewer and Dr. Amber Vraim is licensed under Attribution