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Data Analysis Retreat: May 25-27, 2011

Data Analysis Retreat: May 25-27, 2011. School of Education Campbellsville University. NCATE Standard 2a. 2a. The unit has an assessment system that collects and analyzes data on applicant qualifications, candidate performance, graduate performance and unit operations Purpose

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Data Analysis Retreat: May 25-27, 2011

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  1. Data AnalysisRetreat: May 25-27, 2011 School of Education Campbellsville University

  2. NCATE Standard 2a 2a. The unit has an assessment system that collects and analyzes data on applicant qualifications, candidate performance, graduate performance and unit operations Purpose to evaluate and improve the performance of candidates, the unit and its programs.

  3. NCATE Standard 2b: 2b. Candidate assessment data are regularly and systematically collected, compiled, aggregated, summarized and analyzed to Improve candidate performance Improve program quality Improve unit operations

  4. NCATE Standard 2c 2c.The unit regularly and systematically uses data, including candidate and graduate performance information to evaluate the efficacy of its Courses Programs Clinical experiences

  5. NCATE Standard 2 2c. The unit analyzes program evaluation and performance data to initiate changes in Programs Unit operations

  6. NCATE Standard 1 Title II reports for three years Key assessments/scoring guides for standards Data and summaries on key assessments Data and summaries on dispositions Summaries of follow-up studies of graduates Summaries of employer feedback on graduates

  7. NCATE Standard 3: Field/Clinical 3.3.fAssessment instruments and scoring guides used for and data collected from field experiences and clinical practice for all programs, including use of technology for teaching and learning (These assessments may be included in program review documents or the exhibits for Standard 1). 3.3.g Performance data on candidates entering and exiting from clinical practice for all programs (These assessments may be included in program review documents or the exhibits for Standard 1.

  8. NCATE Standard 4: Diversity 4.3.aProficiencies related to diversity that candidates are expected to demonstrate through working with students from diverse groups in classrooms and schools 4.3.c Assessment instruments, scoring guides, and data related to candidates meeting diversity proficiencies, including impact on student learning (These assessments may be included in program review documents or the exhibits for Standard 1. Cross reference as appropriate.) 4.3.d Data table on faculty demographics 4.3.eData table on candidates demographics

  9. NCATE Standards 5 & 6 5.3f Policies, procedures, and practices for faculty evaluation (including promotion and tenure) and summaries of the results in areas of teaching, scholarship and service 6.3.i Candidates’ access to physical and/or virtual classrooms, computer labs, curriculum resources, and library resources that support teaching and learning 6.3.j Candidates’ access todistance learning including support services and resources, if applicable

  10. Overview • Data for 2010 • Compared to 2008-2009 • Undergraduate Programs • CAPs 1, 2, 3, 4 • Praxis II • Diversity Proficiencies: KTS/IECE • Exit Evaluations • New Teacher Survey • Graduate Programs: MAE/SED/Rank I • CAPs 5, 6 and 7 • Faculty/Course Evaluations

  11. CAP 1& 2 Admission: 2010

  12. 2010 Admission GPAs Means: 3.39 (2010) <3.43 (2009) < 3.40 (2008)

  13. Admission Competency Exams: 2010

  14. Admission Dispositions 2010 • Highest • (4) Honest/Ethical 4.36 (4.50-2009; 4.03-2008) • (2) Respects others 4.25 (4.37-2009; 3.93-2008) • Lowest • (3) Values Ind. Diff. 4.08 (4.21-2009; 3.52-2008) • (5) Resp. Class. Beh. 4.06 (4.21-2009; 3.62-2008)

  15. Admission Interviews 2010

  16. Admission by Major 2010

  17. Admission Diversity 2010 • Age: most common range—16-25, 70/48% • Gender 80% female ; 20% male • Ethnicity 89/100% white; 10.4% African American • Exceptionality19% < previous 9% GT; 1% visual; 3.6% ADHD; 3.65% Speech; 3.65% hearing; 81%/96% blank • 2nd Language 19.7% 10% Spanish; 3.39% Serbo-Croatian; 3.18% French 3.4% Fluent Reading: 3.39 Fluent Speaking • Religion 44%-Baptist; 25%-Christian; 10%-Catholic; 7%-Methodist

  18. Admission Diversity 2010 • Live at home 6.5%, < all previous • Work 65%, < all previous • Father’s Education High school: 46%; College: 12%; Graduate: 6% • Mother’s Education: High school: 46%; College: 35%; Graduate: 8%

  19. CAP 2: Continuation/Admission • 29 spring; 2 fall • Overall GPA: • 3.37/3.51 3.38 average • Similar to 2009/2008 • Professional GPA: 3.69 • 3.68/3.70 • < all previous • Field Hours: 160, > previous • PPD Hours: 21, > previous

  20. CAP 3: 2010Admission to Student Teaching • Total: 69 (2009-47; 2008-70) • GPA Means: • Overall GPA: 3.44; 2009-3.39 • Major GPA: 3.44; 2009-3.42 • Prof. GPA: 3.73; 2009-3.77

  21. CAP 3 Disposition Means, 2010 • Spring, 2010 Caring Respects Values Diff. Honest/ethical Responsible • ED 411/416 prof: 4.09 3.83* 4.00 3.92* 4.00 • Cooperating Teacher: 4.67 4.62 4.83 3.69* 4.54 • Self Assessment: 4.21 4.36 3.93* 4.50 3.86* • Content Prof. • Fall, 2010—New Disposition Instrument 1a,1b 2a, 2b 3a, 3b,3c 4a, 4b 5a, 5b, 5c,5d • ED 411/416 prof. 4.06,4.50 4.05,4.00 4.0, 3.6, 3.64.33, 3..80 3..89, 3.80, 3.80, 3.80 • Cooperating Tchr. 4.75,4.77 4.89,4.88 4..86 5.0 4.92 4..89 5.00 4.76 4.93 4.78 4.80 • Self Assessment 4.21,4.40 4.74,4.73 4.05,3.8,4.734.47,4.73 4.26,4.4, 4.07, 4.53 • Content Prof. 4.86,4.71 4.39, 4.47 4.7, 4.63, 4.7 4.67, 4.71 567, 4.57, 4.57,4.57

  22. CAP 3: Field/PPD Hours 2010 • Total:Field hours-385; PPD-33 • Type: • Assisting 98%, consistently high • Instructing 95%, consistently high • Observing 100%, consistently high • Research 58%, >f08 • Tutoring * 64%, < previous • Participating in education related community events • Interacting with families of students • Attending school board meetings • Diversity: • Ethnicity 97%/, >09,08 • Exceptionality 87%, < previous years • Gender 95% • Linguistic * 71%, >09, <08 • Race 93%, > 09, 08 • Religious 67%, >09 • Socio-econ. 92%, >09. <08

  23. CAP 3: Portfolio Means, 2010 • Portfolio Mean Holistic Score 2.44 < 2009-2.53 & 2008-2.70 • 2010 Highlights • Highest • KTS 3 Climate 2.76 • KTS 7 Reflection 2.67 • Lowest • KTS 1 Content 2.44 • KTS 9 Prof. Growth 2.46 • KTS 10 Leadership 2.46 • Changes over time • KTS 1 & 9 decreased most=.30 • All < except KTS 5 increased= .03

  24. CAP 3 Portfolios • 2009 • Highest • KTS 3 2.95 • KTS 1 2.74 • Lowest • KTS 5 2.5 • KTS 7 2.56 • 2010 • Highest • KTS 3 2.76 • KTS 7 2.67 • Lowest • KTS 1 2.44 • KTS 9 2.48 • KTS 10 2.48

  25. CAP 3 Portfolio: Lowest KTS F, 2010by Lowest Indicators • KTS 1 Content • 1e 2.33 Misconceptions • 1d 2.47 Perspectives • KTS 9 Prof. Growth • 9d 2.47 Evidence of gr. • 9c 2.60 Designs plan • KTS 10 Leadership • 10c 2.27 Implements • 10 d 2.33 Analyzes data

  26. IECE Portfolio Means by Location Campbellsville: 2.75/2.45/2.60 Elizabethtown: 2.80/2.86/2.83 Louisville: 2.55/2.64/2.62 Somerset: 2.58/2.91/2.78 Overall Average: 2.74

  27. IECE: Lowest Mean Indicators IECE 4: 2.62 4a: 2.61 4b: 2.54 4c: 2.77 4d: 2.69 4e: 2.85 4f: 2.85

  28. CAP 3: Portfolios by Majors- 2010 • P-5: • Highest Others 3.0 Lowest KTS 12, & 9: 2.67 • IECE: • Highest IECE 8: 2.89 Lowest IECE 1: 2.61; 4: for f 10 • 5-9 • Highest KTS 8: 3.0 Lowest KTS 10: 2.25 • 8-12: • Highest KTS 2, 3, 7: 3.0 Lowest KTS 10: 2.33 • P-12: • Highest KTS 3: 3.0 Lowest KTS 1, 2: 2.20

  29. CAP 3 Diversity Proficiencies 2010 • KTS 1b: 2.47 Connects content to life experiences of students. • KTS 1d: 2.53 Guides students to understand content from different perspectives. • KTS 2b: 2.42Uses contextual data to design instruction relevant to students. • KTS 3c: 2.79 Values & supports student diversity and addresses individual needs. • KTS 4b: 2.47 Implements instruction based on diverse student needs and assessment data. • KTS 6c: 2.26 Integrates student use of technology to meet diverse student needs.

  30. IECE Diversity Proficiencies 2010 • IECE 1c: 2.71 Individualize curr., plans & assessment for ALL students • IECE 1f: 2.79 Include knowledge and strategies of multiple disciplines • IECE 1g: 2.93 Plan experiences/instruction…family strengths… • IECE 2f: 2.85 Create/maintain culturally responsive environments… • IECE 3b: 2.77 Implement instructional strategies that meet ind. needs… • IECE 3e: 2.69 Implement culturally responsive learning experiences… • IECE 3f: 2.71 Implement/support family-centered activities… • IECE 4c: 2.77 Plan/impl. assess. strat. sensitive to …families’ cultures… • IECE 4d: 2.69 Plan/impl. assess. strat. to involve children’s families… • IECE 6b: 2.93 Demon. effective methods of commun.…value families • IECE 6c: 3.00 Collaborate with families… • IECE 6f: 2.79 Articulate ind. outcomes and unique needs of each child.. • IECE 8b: 3.00 Indiv. interactions/act. sensitive to char. of families • IECE 8e: 3.00 Respect/provide on-going support for families’ level of inv. • IECE 9d: 2.85 Use technology to meet special needs of children

  31. CAP 4: 2010 • Number approved • 58 for 2010; 63 for 09; 51 for 08 • < 09; > 08 • Cumulative GPA • 3.40 for 2010; 3.55 for 09; 3.46 for 08 • < than previous • Major GPA • 3.49 for 2010; 3.61 for 09; 3.55 for 08 • < previous two years • Professional GPA: • 3.72 for 2010; 3.75 for 09; 3.81 for 08 • < previous two years

  32. CAP 4 Disposition Means Sp, 2010

  33. CAP 4: Disposition Means Fall, 2010

  34. CAP 4 Portfolio Means, 2010, 09, 08

  35. CAP 4 Portfolio Means: Fall 2010 Highest: KTS 10 (2.86) & KTS1(2.85) Lowest: KTS 4 (2.62) KTS 4 Implements Instruction Indicators 4a: variety of strategies 2.71 4b: instruction based on diverse... 2.43 4c: uses time wisely 2.77 4d: uses space & materials wisely 2.92 4e: facilitate higher-order thinking 2.43

  36. CAP 4: Portfolios by Major Fall, 2010 Portfolio Scores: KTS Holistic Highest Lowest IECE 2 (Env.) 9 (2.53) P-53.00 1, 2, 3, 4, 6, 7, 8, 9, 10 5 (2.67) 5-93.008 6 (2.33) 8-12 • Math 2.50 6, 10 2,4,7,8 (2.0) • Soc. St. ? 1, 2, 3, 5, 8, 9, 10 ? P-12 • Music 3.00 1, 2, 3, 5, 6, 7, 8, 10 4, 9 (2.5) • PE 2.50 1, 2, 3, 6, 9 4, 5, 7, 10 (2.0)

  37. CAP 4 Portfolio Growth Areas • Fall, 2010 • KTS 4 Implements Instruction Indicators • 4a: variety of strategies 2.71 • 4b: instruction based on diverse... 2.43 • 4c: uses time wisely 2.77 • 4d: uses space & materials wisely 2.92 • 4e: facilitate higher-order thinking 2.43 • 2009 • KTS 5 • Lowest is ‘Communicates learning results’ • Next lowest are ‘Describes, analyzes and evaluates performance data’ & ‘Allows student self assessment’ • KTS 7 • Lowest: ‘Uses data to reflect on and identify areas for professional growth’

  38. CAP 4 Growth Areas, IECE, 2010 • IECE 9 Technology 2.53 • 9a 2.47 Use of multiple technology applications… • 9b 2.84 Select appropriate technology to enhance instr. • 9c 2.58Engage children in their use of technology… • 9d 2.42Use technology to meet special needs of children • 9e 2.79 Demonstrate ethical/legal use of technology… Overall: • CU: IECE 1, 2, 3, 4, 7, 10 (2.00-3.00) • Elizabethtown: IECE 9 and 8 (2.38-3.00) • Louisville: IECE 5, 9, 4 (2.33-2.83) • Somerset: IECE (2.75-3.00)

  39. Diversity Proficiencies: KTS Fall, 2010

  40. CAP 4 Diversity Prof./Portfolio: IECE, Fall, 2010 • 1c: 2.42 (Individualize curr.) 6b: 2.83 • 1f: 2.84 (Multiple disciplines) 6c: 2.84 (Collaborate families) • 1g: 2.79 6f: 2.68 • 2f: 2.58 8b: 2.68 • 3b: 2.58 8e: 2.79 • 3e: 2.58 9d: 2.42 (Use tech. to meet needs) • 3f: 2.68 • 4d: 2.47 • 4c: 2.47

  41. IECE Diversity Proficiencies F 10 • Cooperating Teacher: • Highest 8b: 2.85 • Lowest 9d: 2.68 • University Supervisor: • Highest 1c: 2.74 • Lowest 9d: 2.55 • Video Evaluation: • Highest 1c 2.83 • Lowest 3e 2.29

  42. CAP 4 Clinical Experiences 2010 • Assisting: 100% similar last 2 • Instructing: 100% = to previous • Observing: 100% > 09, 08 • Research: 58% < 09, 08 (73% IECE) • Tutoring: 60% < previous (44% IECE) • Attend school board meetings • Interacting with families • Participate in education related community events • * Did not get added to CAP 4 forms

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