Standard Three Compendium 4 - RA3.4 Competency at Completion

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Grambling State University Standard Three Compendium

4

RA3.4 Competency at Completion

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 3.4 The provider ensures candidates possess academic competency to help facilitate learning with positive impacts on diverse P-12 student learning and development through application of content knowledge, data literacy and research-driven decision making, effective use of collaborative skills, and application of technology in the field(s) where certification is sought. Multiple measures are provided and data are disaggregated and analyzed based on race, ethnicity, and such other categories as may be relevant for the EPP’s mission.

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.

Alignment Matrix of National, Professional, and EPP Standards

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Template for the Presentation of Evidence by Dr. Michele Brewer and Dr. Amber Vraim is licensed under Attribution
"College of Education Office of Technology, Assessment, and Compliance: Template for the Presentation of Evidence." Copyright 2020 by Wilmington University.
Advanced InTASC CAEP EPP CONCEPTUAL FRAMEWORK NBPTS Core principles Louisiana COMPETENCIES ISTE CEC* (2020) First SPED licensure M.Ed- SpED CAEP K6 ELED ILA (2017) M.EdReading 1 Learner Development RA1 RA2 RA3.4 RA4 RA5 2.1 3.3 1 A D F G 1c 5c 2.1 2.2 1.a 5.1-5.3 2 Learning Differences RA1 RA2 RA3.4 RA4 RA5 1.3 1 A D E F G H 5a 1.2 2.2 1.b 4.1, 4.3 3 Learning Environments RA1 RA2 RA3.4 RA4 RA5 1.3 3 A D F G 3b 6a 6.1 6.2 6.3 1.b 3.e 5.1-5.2 4 Content Knowledge RA1 RA2 RA3.4 RA4 RA5 1.1 2 A B 1a; 1c 3.1 2.a2. d 1.1-1.3

Grambling State University Standard Three Compendium 4 RA3.4 Competency at Completion

for the Presentation of Evidence
Vraim is licensed under Attribution 4.0 International
of Education
of Technology, Assessment, and Compliance: Template for the Presentation of Evidence." Copyright 2020
InTASC CAEP EPP CONCEPTUAL FRAMEWORK NBPTS Core principles Louisiana COMPETENCIES ISTE CEC* (2020) First SPED licensure M.Ed- SpED CAEP K6 ELED ILA (2017) M.EdReading 5 Application of Content RA1 RA2 RA3.4 RA4 RA5 1.2 2 A B 3a 5b; 5c 6c 3.2 2.a2. d [2] 2.12.3 6 Assessment RA1 RA2 RA3.4 RA4 RA5 2.3 3 A C1-3 H 7a-c 4.14.3 3.a 3.b 3.1-3.4 7 Planning for Instruction RA1 RA2 RA3.4 RA4 RA5 2.1 1 2 3 A H 3a 4a 5b; 5c 6c 7b 3.2 5.1 5.5 5.6 7.2 3.c 3.d 3.f 1.1 2.1 3.3[3] 8 Instructional Strategies RA1 RA2 RA3.4 RA4 RA5 2.2 3 A B 3a 4a-c 5b; 5c 6b; 6c 3.2 5.25.6 6.3 4.a4. g 2.2-2.3 4.2 9 Professional Learning and Ethical Practice RA1 RA2 RA3.4 RA4 RA5 3.1 3.2 4 A C1-3 E G 1a-c 3c; 3d 6d 1.1 1.3 5.b 5.c 6.1-6.3 10 Leadership and Collaboration RA1 RA2 RA3.4 RA4 RA5 3.2 3.3 5 A E G 2a-c 3a; 3d 4a-d 6d 1.2 7.17.4 1.c 5.a 3.4 4.3 4.4 6.4 7.2
Template
by Dr. Michele Brewer and Dr. Amber
"College
Office
by Wilmington University.
*CEC 2020- used for subsequent SSRs and visits

Grambling State University Standard Three Compendium 4 RA3.4 Competency at Completion

Evidence Overview

Description of the Evidence: The section below presents again the multiple compendia from RA Standard One to show evidence for how candidates demonstrate requisite standards of attainment with respect to content knowledge and skills in their fields of specialization. These areas include data literacy, collaboration, use of research, use of technology, professional standards and ethics, and creating inclusive, supportive and equitable learning environments by the time of program completion.

Skill (From CAEP RA1)

• Candidate Skills

• Application of Data Literacy

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

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

• Provider Responsibilities Providers ensure that program completers have opportunities to learn and apply specialized content and discipline knowledge contained in approved state and/or national discipline specific standards

Link to Compendium of Evidence Relative to the Indicated Skill

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

Analysis and Interpretation:

The evidence presented in the compendia demonstrates that by the time of completion of the program, candidates have attained high standards for content knowledge and demonstrating the skills required in their fields of specialization. The EPP addresses all six areas of Advanced competencies, but directly assesses three of them: application of data literacy, use of research, and leading and/or participating in collaborative activities. The EPP also addresses the need for advanced candidates to have various skills with technology that can be translated to classroom needs, have appropriate professional dispositions, have knowledge and opportunities to apply the laws, policies and codes of ethics that guide the fields of specialization, and use their skills to develop supportive, diverse, equitable and inclusive school environments (CAEP RA3.4). Within each compendium, advanced candidates’ complete assessments that are aligned to each program’s state and/or national standards, and the skills outlined in CAEP RA1

Reviewing state guidelines for these specializations as found in Bulletin 746 that specifies the requirements for endorsements in the areas of Mild-Moderate Special Education (p. 53-56) and Reading Specialist (p. 62), GSU meets or exceeds the state requirements for the fields of specialization with extra courses or required observations of advanced 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.

Focus Area(s):

Grambling State University Standard Three Compendium 4 RA3.4 Competency at Completion

Continuous Improvement

Areas for continuous improvement and focus that are specific to the data collected for each assessment and program, are present in not only in each compendium but are also presented below based upon alignment with CAEP RA3.4 .

Candidate Skills

(Standard One Compendium 1-- RA1.1Candidate Skills)

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.

Application of Data Literacy

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

M.Ed in Curriculum & Instruction-Reading:

• The program strives for continuous improvement in areas where there is lack or limited emphasis is one of the major goals for this program. Although the students met 100% expectation, the area of change is meeting standard 4.1 at the highly effective level. Candidates will need to articulate and demonstrate more insight on diversity and equity in the classroom. EPP plans to make some adjustments to strengthen the program as well as candidates' content knowledge and pedagogical skill on the elements of standard. It plans to implement a research approach that focuses on action research in various aspects of culturally responsive teaching, reflections of personal biases and microaggressions, collaborations with other school colleagues to embark on inquiry research on issues of inequity in both classroom and school will be infused across specific courses

M.Ed. in Special Education:

• The third cycle of data occurred during the Spring 2023 academic year. There is a need for more candidates in the program.

• Within the Master of Education Special Education program, candidate mean scores were continually within the effective: proficient to highly effective range on the four CAEP Standard A.1.1 skills and CAEP Standard A.1.2. The mean scores did increase slightly over the three data collection cycles. The program chair will monitor candidate performance on this assessment for additional data cycles to determine if adjustments should be made to the course content or instruction in order to further enhance research skills.

• Writing the Informed Consents by not only including all required information (PL 93-380), but also making the level match the comprehension level of the subject(s). Although the Spring 2023 candidate mastered the APA format not only for bibliographic information but also for citing within the text, faculty believe that additional practice is still needed for all candidates in using APA format for citing research and formatting the research project.

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 4 RA3.4 Competency at Completion

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

(Standard One Compendium 3—RA1.1 Collaborative Activities)

M.Ed. in Curriculum & Instruction-Reading:

• Review of candidate performance on this assessment highlights the importance of collaborative activities throughout all the Advanced programs. Candidates mostly performed at the effective proficient to effective emerging range. We would want them to be at the highly Proficient range. The goal is to encourage more collaboration with teachers from other schools, so during the Annual spring conference they could present their findings and create awareness of best practices. We plan to convince principals, with whom we have a wonderful relationship to grant permission to candidates to attend, conferences.

M.Ed. in Special Education-Mild/Moderate:

• There are two cycles of data presented here so a focus has to be on getting more candidates into the program. Successful collaboration is paramount in special education. Candidates are expected to be active and collaborative partners when working with students with exceptional learning needs. Candidates performed overall in the “Effective Proficient” range, but there were areas where candidates were evaluated as demonstrating skills at the “Effective Emerging” range. This was most evident in working with the curriculum to make it accessible to all students in the general education classroom. We will focus upon those areas, and in working with candidates to engage in more annotations of lesson planning before teaching it to develop teaching strategies that meet district guidelines yet make the curriculum more accessible and supportive to all students, even when working with highly structured lesson plans.

• Additionally, while candidates participated in planning meetings such as IEPs, data from Standard RA4 indicated that candidates wanted more experiences with taking the leadership in developing those documents. The observations in 2018 and 2019 were done with one observer. In the future, at least two observers should work together to ensure that observations have interrater reliability or should be recorded so that inter-rater agreement can be assured.

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

(Standard One Compendium 4-RA1.1 Use of Research)

This one addresses candidates in both M.Ed. programs:

• More emphasis is needed on the APA format of research proposals including citing within the body of the proposal and building the short literature review.

• Determining why some advanced candidates are able to complete the proposal in one semester, and others struggle.

Provider Responsibilities Providers ensure that program completers have opportunities to learn and apply specialized content and discipline knowledge contained in approved state and/or national discipline specific standards

(Standard One Compendium 5—RA1.2)

M.Ed. in Curriculum & Instruction-Reading:

• Low numbers currently in program, but are slowly rebuilding after pandemic.

M.Ed. in Special Education:

• Low numbers currently in program, but are slowly rebuilding after pandemic.

• Praxis II: Special Education: Core Knowledge and Mild to Moderate Applications (5543): More practice with case histories and scenarios requiring the application of knowledge in a testing session.

• Stated in the Standard RA4 interview, more practice with creating and practice leading IEP meetings.

• More focus on collaboration with stakeholders, knowledge of community resources for behavioral interventions, increased opportunities for making the general education curriculum more accessible, as well as creating opportunities for collaboration between students in the classroom.

The EPP addressed all six indicators of standards and assessed three of the six CAEP indicators. Within two to three years, we would like to be able to report assessment data for all six.

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

"College of Education Office of Technology, Assessment, and Compliance: Template for the Presentation of Evidence." Copyright 2020 by Wilmington University.

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