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How Do You Know What's Working: Accountability University APE Programs

How Do You Know What's Working: Accountability University APE Programs. Barry Lavay - CSU, Long Beach Rebecca Lytle - CSU, Chico Hyun-Kyoung Oh - CSU, San Bernardino National AAHPERD Conference, April 1, 2011. Accountability & Program Effectiveness.

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How Do You Know What's Working: Accountability University APE Programs

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  1. How Do You Know What's Working: Accountability University APE Programs Barry Lavay - CSU, Long Beach Rebecca Lytle - CSU, Chico Hyun-Kyoung Oh - CSU, San Bernardino National AAHPERD Conference, April 1, 2011 National AHHPERD 2011

  2. Accountability & Program Effectiveness • Increased National & State attention regarding the assessment of teacher training of candidate accountability & program effectiveness • 2007 California Commission on Teacher Credentialing (CCTC) adopted new accreditation practices for California State University (CSU) • Annual basis all CSU institutions are required to collect data related to candidate competence & program effectiveness National AHHPERD 2011

  3. Can be positive: Articulate program to your students Capture systematic plan on paper Informed programmatic decision based on data- is it working? Reflection: determine where there are gaps-needs Consistency among faculty in the program assessment & implementation Mention Program AssessmentNegative Reaction National AHHPERD 2011

  4. Purpose & Outline • Examine 3 CSU APE assessment plans • Barry Lavay, CSU, Long Beach • Rebecca Lytle, CSU, Chico • Hyun-Kyoung Oh, CSU, San Bernardino • Share samples of each assessment plan • Share insights such as • How has it helped to make informed programmatic decisions? • Challenges that exist • Audience discussion & questions: What are you doing? National AHHPERD 2011

  5. Samples of Assessment Plan • Contextual information • APE mission statement • Program student learning outcomes (SLO) with signature assignments • Linkage to university, state (CCTC) & national (NCATE) standards • Signature assignments examples with • Grade rubric -data collection & programmatic candidate decisions • Data collected at key transition points of program course work • Examples of additional assessment data • e.g., APE candidates’ post exit survey & results National AHHPERD 2011

  6. CSULB APE Specialist Coursework Complete the following 27 units of coursework: KIN 320 Adapted Physical Education (3) KIN 427/527 Physical and Motor Assessment (3) KIN 387* Physical Activity for the Disabled (3) KIN 388* Program Planning and Instruction in APE KIN 489A Fieldwork in APE (6) EDP 350 Education of Exceptional Individuals (3) *Please note: substitute KIN 537 -KIN 387& KIN 638 for KIN 388 Select two courses from the following with professor permission: KIN 526 Applied Behavior Analysis in Physical Education (3) EDP 405 Positive Strategies for Classroom Management (3) EDSP 577 Instruct Methods & Strategies Mild/Mod Disabilities (3) EDSP 578 Instruct Methods & Strategies Mod/Severe Disabilities (3) LING 151 Fundamentals of American Sign Language I (3) National AHHPERD 2011

  7. CSULB APE Mission Statement Promote school improvement & advocate for all individuals including those with disabilities by providing a quality physical education teacher training program Train APE Specialists to: • Deliver services in the public schools & community (e.g., direct service, consultation, & advocate). • Design & implement appropriate instructional programs for individuals with disabilities • Demonstrate knowledge of the significant role physical activity can play toward the social responsibility of individuals with & without disabilities • Engage in various life long student learning professional growth opportunities related to APE National AHHPERD 2011

  8. CSULB APE Assessment PlanOverview Next slide captures & identifies: • 6 APE SLOs • Specific APE course when each SLO is taught • When each SLO assignment will be collected & analyzed • How each SLO links to conceptual framework, & state standards One chart identifies the program National AHHPERD 2011

  9. CSULB APE Assessment Plan National AHHPERD 2011

  10. Data Collected Annually • Evolved over time to assessment plan today • Since 2008 systematic & uniform College (APE) program assessment procedures to determine effectiveness & student learning • Conducted based on following measures: • 6 APE identified SLOs (2004) • Post exit survey (2006) • APE Portfolio Notebook (2000) • Exit interview (2000) National AHHPERD 2011

  11. Student Learning OutcomesWhat is Highly a Qualified APE Teacher? • Outcome 1: Identify & cite current legal mandates including federal & state legislation pertaining to the PE for individuals/disabilities including the design of an IEP) • Outcome 2: Create an assessment report in PE appropriate for individuals/disabilities • Outcome 3: Construct an appropriate PE instructional program for individuals/disabilities that includes the design of a unit plan • Outcome 4: Construct & implement a positive behavior management plan in PE appropriate for individuals/disabilities • Outcome 5: Teach, analyze, & reflect PE lessons (e. g., lesson plan, AIM coding) for individuals/disabilities • Outcome 6: Articulate an APE philosophy that includes the essential skills & content knowledge to teach PE to individuals/disabilities National AHHPERD 2011

  12. SLO Course Signature Assignment National AHHPERD 2011

  13. College of EducationAssessment Scale Equivalent Uniformitypoint system among programs at CSULB 4 Exceeds Expectations 3 Meets Expectations 2 Meets Some Expectations 1 Does Not Meet Expectations 0 Can’t Score Tie College of ED- 4 point assessment scale with APE Signature assignments grade rubrics 20 -18 (4) Exceeds Expectations 17-16 (3) Meets Expectations 15-14 (2) Meets Some Expectations 13-12 (1) Does NotMeets Some Expectations 0-11 (0) Can’t Score National AHHPERD 2011

  14. Behavior Management Rubric Example Assignment SLO #4 Construct & implement a positive behavior management plan in physical education appropriate for individuals with disabilities • Signature Assignment Rubric follows National AHHPERD 2011

  15. Behavior Management Plan Grade Rubric - SLO 4 Rubric - SLO 4 20 -18 (4) 17-16 (3) 15-14 (2) 13-12 (1) 0-11 (0) 14 minimal requirement

  16. Examine The Data • Next slide represents a bar graph of the overall % comparisons among all students who completed the 6 APE SLO in AY 08-09 4 point scale 4 Exceeds Expectations 3 Meets Expectations 2 Meets Some Expectations 1 Does Not Meet Expectations 0 Can’t Score National AHHPERD 2011

  17. The majority of candidates in the APE Specialist program scored in the upper two categories, (4) exceeds expectations or (3) meets expectations. National AHHPERD 2011

  18. Exit Interview Meeting Candidates complete the following: • Post exit survey • APE Portfolio notebook - examples of work • Exit interview Post exit survey completed on “Survey Monkey”: • Next slide contains responses of candidates from 2008-2010 regarding questions 10 – “How effective the APE program was in helping them to attain competences in specific areas related to APE teaching” National AHHPERD 2011

  19. The majority responded: “to a large degree”or“to a moderate degree” National AHHPERD 2011

  20. CSULB APE Resources • APE program-related assessment documents located on College of Ed site http://www.csulb.edu/colleges/ced/accreditation/assessment/docs_by_type.html#plans • For more information on the CSULB APE Specialist program www.csulb.edu/APE National AHHPERD 2011

  21. Chico State School of Education

  22. Mission School of Education Mission of the CSU, Chico School of Education … are called to imaginative citizenship and effective service to all students, their families and communities to improve the quality of life through education. These educators are informed decision-makers who can work collaboratively to apply the best research-based practices in their fields to enhance and support the learning, growth and welfare of their students… The professional education programs at CSU, Chico inspire their candidates to accept the challenges to remain reflective practitioners, serve as agents of change, exercise responsible leadership, model lifelong learning, and contribute to our democratic society.

  23. NCATE Conceptual Framework The conceptual framework was developed to ensure coherence among curriculum, instruction, field experiences, clinical practice, and assessment across all programs in the School of Education. Course syllabi are aligned to the conceptual framework, and faculty members use the framework and standards in instruction to address course outcomes, the content of their courses, assignments and assessments. Key assessments are aligned to the conceptual framework to provide data to monitor each candidate's development, candidate proficiencies, and professional dispositions. To determine each program's effectiveness in supporting candidates in this process.

  24. Mission Statement for APE National AHHPERD 2011 The mission of the adapted physical activity program is to train professionals based on evidence based research to be effective practitioners for individuals with disabilities in a variety of settings across the lifespan.

  25. 7 Candidate Proficiencies from Conceptual Framework • Effective Practice • Subject Matter Knowledge • Pedagogical/Professional Practice • Diversity • Assessment • Reflective Practice • Reflection • Engaged • Collaboration • Civic Engagement

  26. Entrance • Candidate has Subject Matter Competency in Physical Education/Adapted Physical Education • Minimum GPA in APE content 3.0 • Pre-requisites to Credential Program • CBEST • Letters of recommendation/transcripts, etc • Supports During • APE Advisor & Education placement coordinator • Education Advisor • Cooperating Teacher • University site supervisors

  27. Transition Process (Chico) National AHHPERD 2011 Mandatory advising with PETE/APE program Subject Matter Competence, Teacher Dispositions (upon entrance to student teaching) Candidate Field Observations Candidate competencies reviewed (2+ points) PACT Portfolio Completion – Systematic Observation Exit Interview Post Survey

  28. Data Collected to Ensure Candidate Competency Key Assessments throughout coursework Competency form reviewed at entry, midpoint, exit PACT – Performance Assessment for CA Teachers (student teaching) Portfolio Review Exit Interview Exit Survey

  29. Rubric for Dispositions

  30. Key Assessments

  31. Sample Criteria for Portfolio

  32. Key Assessment: Adapted Physical Education Portfolio Fall 09 – completers PE/APE 1 APE only 4 Spring 10 – completers PE/APE 5 APE only 7

  33. Sample: Competency Form Name of Student______________________________________ Date: Cooperating Teacher___________________________________ University Coordinator_________________________________ APE Coordinator ______________________________________ Sample for one of the student competencies for the APE specialist credential

  34. Candidate Competence by Program

  35. Website Resources for CSU, Chico School of Education http://www.csuchico.edu/soe/ Chico NCATE Page http://www.csuchico.edu/ncate/ Kinesiology Department http://www.csuchico.edu/kine/index.shtml

  36. CSUSB APE Specialist Credential Mission Statement • To prepare effective teachers and to become a recognized leader in the field of adapted physical education. • Effective APE Specialists will be able to: • Write IEP goals and benchmarks, design lesson plans, and implement appropriate instructional programs for individuals with disabilities • Apply strategies for managing inappropriate behavior caused by organic and environmental and factors in individuals with disabilities in physical activity settings • Appreciate health, safety, and liability considerations as it relates to standards of practices in adapted physical education • Employ measurement and evaluation procedures for assessing movement performance in individuals with disabilities National AHHPERD 2011

  37. CSUSB APE Specialist Credential Program Overview • KINE 311- Introduction to APE (4) • KINE 330 – Movement skill assessment for individuals with disabilities (4) • KINE 311 Topics in APE Series (total 8 units from the followings: • KINE 311a- Adapted aquatics (2) • KINE311b- Physical disabilities (2) • KINE 311c- Disabilities in communication (2) • KINE 311d- Disabilities in learning (2) • KINE311e-Severe & Profound disabilities (2) • ESPE 530- Psychology and education of exceptional individuals (4) • KINE 311- Introduction to APE (4) • KINE 330 – Movement skill assessment for individuals with disabilities (4) • KINE 332- Nature of disabilities (4) • KINE 333- Applied Behavior Management (4) • KINE 334- Seminar in APA (4) National AHHPERD 2011

  38. CSUSB APE Specialist Credential Candidate Assessments/Program Effectiveness Plan National AHHPERD 2011 Overall Candidate Assessment Plans Candidate Learning Outcomes Comprehensive Exit Exam Exit Interview

  39. CSUSB APE Specialist Credential Candidate Assessments/Program Effectiveness Plan National AHHPERD 2011

  40. CSUSB APE Specialist Credential Candidate Learning Outcomes National AHHPERD 2011 • APE credential candidates will be able to: • Demonstrate professional and pedagogical content knowledge and skills • Conduct motor assessment, write an assessment report, and develop IEP goals and objectives for individuals with disabilities  • Develop lesson plans and teach lessons for diverse learners including students with and without disabilities, different ethnic, racial, gender, language, socio-economic, and religious groups • Engage in professional education experiences through field experience, clinical practice, volunteering, etc. • Demonstrates an understanding of the legal factors and issues associated with APE and disability

  41. CSUSB APE Specialist Credential Candidate Learning Outcomes National AHHPERD 2011

  42. Sample Rubrics National AHHPERD 2011 Teaching Demonstration Rubric Student Visitation Report

  43. National AHHPERD 2011

  44. CSUSB APE Specialist Credential Candidate Comprehensive Exit Exam National AHHPERD 2011 Completion of course work and student teaching 10 Essay questions

  45. CSUSB APE Specialist Credential Candidate Comprehensive Exit Interview National AHHPERD 2011 Exit Survey Exit Interview Review of the Student file (portfolio)

  46. Exit Survey Question 5: Apply the knowledge and skill acquired when teaching APE to students with disabilities in the public schools (AY 09-10, N=7) National AHHPERD 2011

  47. Audience Input & Questions • Share your Assessment Plan • What has worked for you? - • What has been the most rewarding? • How has it helped with program effectiveness? • Has it help students to better learn? • What has been the most challenging aspect? National AHHPERD 2011

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