Standard Five Compendium 3 - R5.2 and R5.4 Actionability of Results

Grambling State University Standard 5 Compendium 3 R5.2 and R5.4 Actionability of Results

Alignment to National Standard: The provider maintains a quality assurance system that consists of valid data from multiple measures and supports continuous improvement that is sustained and evidence-based. The system is developed and maintained with input from internal and external stakeholders. The provider uses the results of inquiry and data collection to establish priorities, enhance program elements, and highlight innovations.

R5.2: Data Quality The provider’s quality assurance system from R5.1 relies on relevant, verifiable, representative, cumulative, and actionable measures to ensure interpretations of data are valid and consistent.

R5.4 Continuous Improvement The provider regularly, systematically, and continuously assesses performance against its goals and relevant standards, tracks results over time, documents modifications and/or innovations and their effects on EPP outcomes

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

Use of Assessment as Part of the Quality Assurance System: When an evidence submission is data-based, it contains a section on Analysis and Interpretation in which aggregated and disaggregated data are compared within and across programs, overall, in relation to CAEP and appropriate standards, and in comparison, to external benchmarks where applicable.

Bases for comparison were included in data-based evidence submissions and included state/national benchmarks and/or cut scores, as applicable; as well as comparisons overall for Initial and Advanced Programs and program-toprogram.

All evidence submissions include a section on Continuous Improvement with Focus Areas, which presents and/or discusses implications for continuous improvement. Assessment results at GSU are actionable for continuous improvement purposes of programs and candidate performance and are part of a larger data-culture GSU. The Evidence section below provides a summary of changes throughout Fall 2018 and Spring 2023.

Evidence and Analysis

The tables below provide evidence of course and program changes from academic years 2018- 2019, 2020- 2021, 2021-2022, and 2022-2023. These course and program improvements, as well as operational changes, were based on the data collection systems and processes described in Grambling State University Quality Assurance System Handbook.

Grambling State University Standard 5 Compendium 3 R5.2 and R5.4 Actionability of Results

COLLEGE OF EDUCATION HIGHLIGHTS (FOR THE 2018- 2019 ACADEMIC YEAR)

1. State-mandated redesign from one semester student teaching to one-year residency, In 2016 (Louisiana Bulletin 996). Grambling submitted a redesign and began a phase-in plan in Spring 2019 following college curriculum committee and university curriculum committee approval. Full implementation was achieved in the fall of 2020. Faculty attend co-teaching training in preparation for the change. The majority of programs increased from 120 total hours. Created prerequisites and co-requisites to establish Blocks I, II, and Residency I and II. Key assessments were redesigned to include 4 performance levels and establish target competency level of 3.

2. Anecdotal data suggested problems with communicating changes to programs. Mandatory education major meeting days were established.

3. In response to the redesign and a finding by the state inspectorate, the department appointed a Residency Coordinator in 2018 to secure a Memorandum of Understanding (MOU) from partnering school districts, meet with the cooperating teachers/mentors to discusses GSU’s expectations, and complete performance evaluations.

4. Disaggregated and reviewed trend data from SPA standards-based, EPP- created key assessments for 2015- spring 2019. Program chairs and committees utilized data to create program assessment plans in fall 2019.

5. Updated all syllabi for courses taught in the fall of '18 and the spring of '19 using a SPA standardsaligned template.

6. Program committees reviewed key assessment pieces and rubrics for key assessment courses using a program-specific, standards-aligned matrix to create curriculum maps for each program to ensure that they are properly evaluating the program and departmental SLO's which are based on SPA standards. This was done that would support students' scaffolded progression toward proficiency.

7. Assessment coordinator re-structured the DRF templates in the department's LAT TaskStream account by program to support easier disaggregation and analysis of program data.

COLLEGE OF EDUCATION HIGHLIGHTS (FOR THE 2019- 2020 ACADEMIC YEAR)

1. First of the semester data meeting/ retreat used to facilitate creation of program assessment plans, content-specific curriculum map, update directions and rubrics. Began with M.Ed Special Education, Reading, and Elementary programs using the CAEP Evaluation Framework for EPP-created Assessments to ensure that they meet CAEP standards.

2. Received approval of online MAT elementary programs from Board of Regents

3. Several faculty participated in an NEA sponsored Praxis “boot camp” in order to better prepare candidates for Praxis I and Praxis II. Several boot camps were held to address low passage rates on licensure exams.

Grambling State University Standard 5 Compendium 3 R5.2 and R5.4 Actionability of Results

COLLEGE OF EDUCATION HIGHLIGHTS (FOR THE 2020- 2021 ACADEMIC YEAR)

4. The director of the CARE center disseminates reports weekly on testing activity and passage rates to the faculty members, advisors, staff, and Department Head. They provide the benchmark data for Title II activities aimed at increasing retention and graduation rates. They are also used to assess the effectiveness of interventions provided by faculty and staff. These interventions include revising the course learning objectives of the ED 111, 112, 162, and 200 courses to include taking all parts of the Praxis Core Exam. Praxis practice was also added to the list of activities for these courses.

5. Established a Call Me MiSTER chapter to increase recruitment, enrollment and retention of African American male teachers.

COLLEGE OF EDUCATION HIGHLIGHTS (FOR THE 2021- 2022 ACADEMIC YEAR)

1. Based on industry need, requests from MOU districts and statistical data “The Educator Workforce Overview, postulates that 11% of Social Studies classes in Louisiana are taught by uncertified teachers (2019-2020)” (see UCC documents) added social studies concentration to MAT.

2. Diagnostic testing and prescription packets for Praxis I as well as mandatory test registration have been added to the graded assignments in ED 111 and 112 courses. Records show that the number of freshman students who attempt the test has increased.

3. Since students have been provided with key codes for free Taskstream subscriptions and training sessions and videos on creating an account and enrolling in programs, the number and percentage of Taskstream users and submissions has increased.

COLLEGE OF EDUCATION HIGHLIGHTS (FOR THE 2022- 2023 ACADEMIC YEAR)

1. Math 421 course offered on alternating semesters; not a methods class. The math methods course is ED 350. Hasn’t been taught in ten years. Department chair will lead discussion about recruitment and retention in Secondary Math program.

Continuous Improvement

Focus Area(s):

Grambling’s faculty is small, and many members teach in multiple programs. This can create issues with maintaining a schedule for formalized program meetings and capturing data from informal meetings. To improve and standardize record-keeping procedures and capture data-informed decision-making that drives programmatic changes for continuous improvement, the EPP has created an EPP Minutes Form in Microsoft Form that will capture key information in an Excel file. This will ensure that this pertinent information is easily accessible to all on the SharePoint site and can be quickly formatted into a table for reporting purposes.