Standard One Compendium 1 - RA.1.1 Candidates Skills

Grambling State University Standard 1 Compendium 1

RA.1.1 Candidates Skills

CAEP Standard RA.1 Content and Pedagogical Knowledge

The provider ensures that candidates for professional specialties develop an understanding of the critical concepts and principles of their discipline and facilitates candidates’ reflection of their personal biases to increase their understanding and practice of equity, diversity, and inclusion. The provider is intentional in the development of their curriculum for candidates to demonstrate their ability to effectively work with diverse P-12 students and their families.

RA1.1 Candidate Knowledge, Skills, and Professional Dispositions Candidates for advanced preparation demonstrate their proficiencies to understand and apply knowledge and skills appropriate to their professional field of specialization so that learning and development opportunities for all P-12 are enhanced, through:

• Applications of data literacy;

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

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

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

• Supporting appropriate applications of technology for their field of specialization; and

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

Evidence Overview

Both the Master of Education in Curriculum & Instruction —Reading and the Master of Special Education-Mild/Moderate programs of Grambling State University are structured for candidates to demonstrate instructional expertise by applying theoretical, philosophical, and research-based knowledge as they practice in P12 settings in Louisiana. The components of the College of Education Conceptual Framework include a very strong research base that is infused into the course experiences, field- based experiences, instructional strategies, and course assessments. Specifically, the Conceptual Framework outlines the “outcomes, processes, and proficiencies that relate to the expected knowledge, skills, and professional dispositions” for the candidates. The program is mindful of Louisiana’s Next Generation Educators competencies. Consequently, in preparing candidates for work in PK-12 educational settings, the College of Education strives to produce graduates who demonstrate proficiency in the following student learning outcomes:

1) Masters of subject matter content,

2) Facilitators of learning and

3) Enhancers and nurturers of affective behavior at advanced levels.

The program objectives, curricula, instruction, and field and clinical experiences are guided by the Common Core State Standards, ILA 2017 Standards for Reading Professionals, Council for Exceptional Children 2020 standards, National Reading Research Panel, Reading First, InTASC, CAEP Standards, the Competences outlined by the Louisiana Board of Elementary and Secondary Education (BESE) for teachers.

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 1 Compendium

RA.1.1 Candidates Skills

1

How Alignment is assured: The College of Education 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.

Table 1 Alignment Matrix of National, Professional, and EPP Advanced Standards

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 1 Compendium 1

RA.1.1 Candidates Skills

Use of Assessment as Part of the Quality Assurance System: Candidates for advanced preparation demonstrate their proficiencies to understand and apply knowledge and skills appropriate to their professional field of specialization so that learning and development opportunities for all P-12 are enhanced. Candidates submit signature assessments in the QAS tool Taskstream where faculty evaluate whether or not they have met or not met the competency. A hierarchy of performance level skills are embedded throughout each program to align with CAEP RA1.1.

How the Evaluation is used to Measure Candidate Progress: Candidates who do not successfully demonstrate competency on these assessments by meeting the target with a score of 3.0 Effective Proficient, conferences with the course instructor to develop strategies for improvement. Candidates may be provided an additional opportunity to re-submit the assessment.

Evidence and Analysis

Below you will find the courses in Grambling State University that address the six skills in the Advanced Programs. The following table indicates where the six skills are addressed in specific courses of the Master of Education in Curriculum & Instruction -Reading, and the Master of Special Education programs. The specific requirements for the assessments, shows, when during the program it is administered. CAEP Reviewers are encouraged to review additional Compendia where evidence is provided to measure three of the six skills.

Applications of data literacy.

Program

How skills are addressed … (Course Assignment or Tasks)

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 1 Compendium 1

RA.1.1 Candidates Skills

MED Curriculum and Instruction (Reading)

ED 505 Analysis of Reading Difficulties: Candidates demonstrate the ability to read, work with, analyze, and communicate with data collected in classroom to inform instruction. Candidates conduct an in-depth word study and spelling diagnosis of students in their classes who are experiencing spelling difficulty and consider the implications of the results to recommend classroom instruction and interventions.

ED 507 Teaching Reading in the Middle, Junior, High School: candidates will administer tests and collect the data to prepare a Thematic Unit. Candidates will selecting appropriate resources and techniques for meeting the Reading Literacy needs of their students

MED Special Education

ED 545 Evaluation and Assessment in Regular and Inclusive Elementary and Early Childhood Settings: candidates are to implement the Action Research project created in ED 549, collect pre and post intervention data and analyze the data to see if the interventions proposed in the Action Research proposal were effective. They are to then outline limitations of the research, as well as next and future steps based on their findings.

SPED 527 Mental Tests and Measurement Practicum: candidates are required to assess a student with mild to moderate exceptional learning needs in the candidate’s area of certification using formal and informal measures then outline next steps for that student based upon the data.

-Use of research and understanding of qualitative, quantitative and/or mixed methods research methodologies. -Employment of data analysis and evidence to develop supportive, diverse, equitable, and inclusive school environments. Program How

Grambling State University Standard 1 Compendium 1

RA.1.1 Candidates Skills

MED Curriculum and Instruction (Reading)

ED 504 Reading for Children: Portfolio Action Research on the writing process Awareness Project: Based on information gathered from research, candidates collect a minimum of six writing samples from four of their students and analyze their writing development. Candidates will synthesize and analyze data to reflect upon what stages of writing development the children are in and what type of instruction and intervention is needed to increase the student’s writing strength through the writing process.

ED 549 Key Assessment: Candidates use what they have learned about different research methods to design Action Research proposals using a mixed methods design to fit the literacy needs of their students.

ED 549 Key Assessment: Candidates use what they have learned about different research methods to design Action Research proposals using a mixed methods design to fit the academic and/or behavioral needs of their students

MED Special Education

SPED 543 Key Assessment: Candidates assess a student with mild to moderate exceptional learning needs, identify a behavior to be modified, or enhanced, collect data before an intervention, conduct the intervention, then collect data after the intervention. Additionally, candidates are to research the emotional and behavioral support systems available to students, through the school and community. By augmenting positive social behaviors and ameliorating or supplanting negative social behaviors and supporting student emotions, candidates can create learning environments that are supportive, inclusive and equitable.

Grambling State University Standard 1 Compendium 1

RA.1.1 Candidates Skills

Program

MED Curriculum and Instruction (Reading)

How skills are addressed … (Course Assignment or Tasks)

In ED 581: Literacy Leadership Seminar: Task on Historical Context for Teaching Reading Portfolio, the candidates collaborate with others and examine best practices for developing literacy communities in an effective collaborative atmosphere. Candidates conduct a comparison and contrast of approaches/trends for teaching reading across time periods. They Interview parents, grandparents, or other older persons about how he or she learned to read. In addition, they survey teachers, administrators, and other members of the school community to assess current practices, strengths, and weaknesses in literacy instruction. Based on survey results, they design a literacy program and make suggestions to improve the school campus reading programs.

MED Special Education

SPED 543, SPED 542, SPED 576 or SPED 542, the observation requires candidates to verify that they have had a chance to be a part of a program discussion with stakeholders such as IEP or ITP. For the SPED 543 Key Assessment, candidates are required to not only develop behavioral intervention plan for a student, but also research school and community resources to support P-12 students’ emotional and social needs. For SPED 576, candidates are required to develop a co-teaching lesson plan with a general education teacher or paraprofessional and then implement it in the classroom.

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 1 Compendium 1

RA.1.1 Candidates Skills

Supporting appropriate applications of technology for their field of specialization

Program

MED Curriculum and Instruction (Reading)

How skills are addressed … (Course Assignment or Tasks)

ED 506, ED 50 4, ED 507 Candidates integrate digital technologies into their literacy instruction in all the courses. Candidates meet the developmental needs of all learners and collaborate with school personnel to use a variety of print and digital materials to engage and motivate all learners; integrate digital technologies in appropriate, safe, and effective ways; foster a positive climate that supports a literacy-rich learning environment

MED Special Education

ED 530 candidates explore and practice incorporating a variety of available software programs to enhance skills in engaging students in learning, and promote collaboration among students using the technologies. SPED 542 candidates are expected to document the digital technologies used and discuss how those that were selected met the needs of students with exceptional learning needs

Grambling State University Standard 1 Compendium

RA.1.1 Candidates Skills

1

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

Program

MED Curriculum and Instruction (Reading)

How skills are addressed … (Course Assignment or Tasks)

ED 505, ED 504 ED 506 ED 507: In the program, candidates articulate the research base related to the connections among teacher dispositions, student learning, and the involvement of parents, and the community. They understand the need of confidentiality when collecting data. Candidates encourages the value and importance of reading and writing in and out of school by modeling a positive attitude toward reading and writing with students, colleagues, and parents. They join professional literacy organizations, conferences, and workshops. Candidates demonstrate the ability to reflect on their professional practices, belong to professional organizations, and are critical consumers of research, policy, and practice (ILA 6.2) and advocate on behalf of teachers, students, families, parents and communities.

ED 549, SPED 542: Candidates are required to complete Human Subjects training for ethical research through cititprogram.org. As with the M.Ed. in Curriculum & Instruction -Reading, they understand the need for confidentiality when collecting data.

MED Special Education

In SPED 542 candidates demonstrate how they make general education curriculum standards accessible for diverse students by utilizing the IEP to: enhance language skills, engage learners through multiple means, promote critical thinking in all students, work proactively to increase desirable behaviors and decrease undesirable behavior. They also assess learners both formally and informally, and work to share important data and documents with stakeholders and use their knowledge of special education laws to act as advocates for all students in the educational setting

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.

1

Grambling State University Standard 1 Compendium

RA.1.1 Candidates Skills Analysis and Interpretation

The Reading Program of Grambling State University provides a very strong research base that is infused into the course experiences, field- based experiences, instructional strategies, and course assessments. The program prepares candidates to teach literacy proficiently, in the preK-12 classrooms. In preparing graduates for work in P12 and higher education settings, faculty and staff strive to produce candidates and graduates who value academic excellence, diversity, equity, and fairness.

In the core reading courses the goal has been action research and the use of the application of data for effective instruction. Hence, ED 504, ED 505 ED 506 ED 507 ED 581 have assignments that focus on use of research and understanding of qualitative or quantitative action research. In these courses, the use of the data helps candidates to be able to plan interventions and support a literate environment for all students. ED 581 takes into consideration the essence of collaboration, all the courses do emphasize on collective collaboration with colleagues, school administration, parents, and community. Candidates are encouraged to join professional organizations, present in conferences, and attend professional development workshops. All six courses have technology infused into the courses where candidates have to demonstrate the use of some form of digital or media literacy to enhance students learning.

Furthermore, for each of the core courses, faculty members guide and advise and evaluate candidates on dispositions that make them effective literacy leaders. The use of self-evaluation and reflective is done in most if not all the courses. The reading program adheres to these six candidate Knowledge, Skills, and Professional Dispositions. The reading Program was recently nationally recognized with Distinction by the International Literacy Association (ILA). Compliance with ILA’s evidence-based standards embodies the resolute dedication in preparing literacy educators with essential knowledge, skills and professional dispositions.

The M.Ed. in Special Education-Mild/Moderate Program of Grambling State University provides general education teachers with a foundation in special education to allow them be qualified to add initial certification in special education (mild/moderate) to their teacher certificates. ED 549 exposes candidates to research methods, including quantitative, qualitative and mixed methods. Candidates then use knowledge of different research methods to develop mixed method action research proposals to address specific academic or behavioral needs in their classrooms. In ED 545 which follows ED 549, the candidates implement the research, then collect and analyze pre- intervention and post-intervention data to ascertain the effectiveness of the intervention, reinforcing data literacy. Other courses where the skills are addressed are in SPED 527 where the candidates’ skills in data literacy are emphasized by not only assessing a student using formal and informal assessments, but are reinforced by expecting candidates to analyze develop short term plans for their subjects based upon the data. The behavioral intervention project in SPED 543 is to focus on enhancing positive social behaviors and ameliorating or replacing negative behaviors to increase the student’s presence and acceptance in the classroom. In SPED 542 the focus of the observation is to demonstrate how graduate candidates work to improve the overall classroom environment for the student by augmenting methods or materials, or increasing positive behavioral functioning in the classroom. Faculty in the EPP require candidates to engage in collaborative activities with stakeholders and community by requiring them to actively participate in individualized educational plan meetings. Additionally, it is addressed by having candidates demonstrate collaborative co-teaching in the schools. Technology is address through the concentration ranging from electronic research for sources and information to using digital technologies to enhance learning and student collaboration. Candidates are expected to acquire and use knowledge of the laws concerning

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 1 Compendium 1

RA.1.1 Candidates Skills

students with exceptional learning needs, codes of ethics for research engagement, and act as advocates and lifelong learners to support all students and ensure that all students are supported, encouraged and included in the educational environment. The M.Ed. in Special Education program was nationally recognized with conditions in Spring 2020. The EPP used feedback data to improve key assessments but needs to increase the number of candidates in the program.

Continuous Improvement

Focus Area(s):

M.Ed. in Curriculum & Instruction -Reading:

While the skills are addressed in most of the courses, through this self-study EPP plans to collect data regularly through standardized practices. Unlike the undergraduate program, where they have three specific times to collect data, the graduate program does not. EPP will develop beginning and end rubrics for graduates in the reading program.

M.Ed. in Special Education:

While candidates are familiar with and using the technologies available in the schools, we would like to provide more focus on assistive and augmentative technologies. Additionally, feedback from completers indicated that they would like more practice developing plans such as IEPs and ITPs, and leading stakeholder groups. Similarly, to the M.Ed. in Curriculum & Instruction - Reading, the EPP will develop more beginning and end rubrics for those in the program.