Continuous Improvement in Educator Preparation (CIEP)

Program Report Submission Form

Class A School Psychometry

Institution Name:

Date Submitted:

Program Report Status: Choose one of the options below.

·  Initial Review

·  Continuing Review

·  Feedback Only

Essential Purpose for Each Section:

I.  Background Information: Provide background knowledge of the structure of the program (checklist; numbers of admissions, completers, and recommendations for certification).

II.  Key Assessments: Provide an overview of the assessment plan for the program in the chart. Key Assessments are typically summative assessments of candidates’ proficiencies. Evaluation of Key Assessments is based on the assessment instruments, scoring guides or rubrics, data tables, and data analysis. Review teams use the Rubric for Key Assessments.

III.  Alignment of Standards to Curriculum and Key Assessments: Provide an overview of how the program ensures each indicator is adequately addressed in curriculum and Key Assessment(s) so reviewers know where to look to for evidence. Reviewers use the course descriptions and assessment documents, not the chart, to determine each indicator is addressed and whether the standard itself is met.

IV.  Summary of Field Experiences: Provide an overview of how the program requires candidates to demonstrate developing proficiencies in field experiences prior to internship. Evaluation of field experiences is based on the chart and assignments or assessments. Copies of assignments or assessments must be submitted. No data are required unless a field experience assessment is also a Key Assessment. Reviewers use the Rubric for Field Experiences Prior to Internship. The evidence should demonstrate field experiences are well-planned, sequential, and meaningful.

V.  Presentation of Data and Analysis: For each key assessment, include the coversheet; assessment instrument; rubric or scoring guide; data chart(s); and data analysis.

VI.  Discussion of How Data Analysis Across Program Informs Continuous Improvement: Provide an overview of what the program has learned from analyzing all of the data across Key Assessments and provide evidence of program changes that have been or will be made as a result.

SECTION I Background Information

1.  Include proposed checklist.

2.  Data on Unconditional Admissions, Program Completers, and Certificates Issued

Academic Year
September 1 to
August 31[1] / Number of Unconditional Admissions / Number of Program Completers[2] / Number Recommended for Alabama Certification
Additional Information (Optional): If needed, provide brief information to explain the data. For example: The program was first approved in July 2011. Candidates have been unconditionally admitted but no program completers are expected until May 2014.


SECTION II Key Assessments

Assessments #1-#5 are required.

# / Key Assessment Title / Name of Key Assessment[3] / Type of Key Assessment[4] / When Required by Program[5]
1 / Praxis II Tests:[6]
Praxis II Content
(No Praxis test is currently required for this area of instructional support.) / State Certification Tests
2 / Content Knowledge[7]
3 / Ability to Fulfill Professional Responsibilities[8]
4 / Internship
5 / Ability to Promote Student Achievement[9]
6[10]
7
8


SECTION III Alignment of Standards to Curriculum and Key Assessments

Area of Instructional Support: School Psychometry[11]

For each standard on the chart below, identify the curriculum components and Key Assessments listed in Section II that address the standard and indicators. Each indicator must be supported by at least one Key Assessment that provides solid and direct evidence of candidate mastery of the standard. In most cases, a standard will be addressed by more than one Key Assessment. Cross-references to the standards and indicators should be inserted into the assessment instruments, scoring guides, and/or data tables.

Standard 1: Data-based decision making and accountability. Prospective school psychometrists shall demonstrate ability to:
Indicators / Curriculum Components—Courses or Other Requirements[12]
(Include course prefix, number, and name.) / Key Assessment(s)
(Identify by key assessment number[s] in Section II.)
1.1
Conduct psychological and psycho-educational assessments, including:
1.1.1
Non-biased assessment of personal-social adjustment, intelligence, adaptive behavior, language and communication skills, academic achievement, environmental-cultural influences, and vocational interests.
1.1.2
Formal assessment instruments, procedures, and techniques.
1.1.3
Interviews, observations, and behavioral evaluations.
1.1.4
Explicit regard for the context in which assessments take place and will be used.
1.2
Systematically collect data and other information about individuals and utilize this data for decision making.
1.3
Access information and technology resources to enhance data collection and decision-making.
Standard 2: Consultation and collaboration. Prospective school psychometrists shall demonstrate ability to:
Indicators / Curriculum Components—Courses or Other Requirements
(Include course prefix, number, and name.) / Key Assessment(s)
(Identify by key assessment number[s] in Section II.)
2.1
Consult and collaborate in planning, problem solving, and decision-making processes among diverse school personnel, families, community professionals, and others.
2.2
Provide in-service and other skill enhancement activities for school personnel, parents, and others in the community regarding issues of human learning, development, and behavior.
Standard 3: Interventions and instructional support to develop cognitive and academic skills. Prospective school psychometrists shall demonstrate ability to:
Indicators / Curriculum Components—Courses or Other Requirements
(Include course prefix, number, and name.) / Key Assessment(s)
(Identify by key assessment number[s] in Section II.)
3.1
Provide direct and indirect interventions to facilitate the functioning of individuals, groups, and/or organizations.
3.2
Enhance cognitive, affective, social, and vocational development.
3.3
Facilitate the delivery of services by assisting those who play major roles in the educational system (such as parents, families, school personnel, community agencies).
Standard 4: Diversity in development and learning.
Indicators / Curriculum Components—Courses or Other Requirements
(Include course prefix, number, and name.) / Key Assessment(s)
(Identify by key assessment number[s] in Section II.)
4.1
Prospective school psychometrists shall demonstrate ability to apply knowledge of diversity in development and learning while providing professional and effective services in data-based decision making, consultation and collaboration, and direct and indirect services for individuals, families, and schools with diverse characteristics, cultures, and backgrounds.
Standard 5: Research application.
Indicators / Curriculum Components—Courses or Other Requirements
(Include course prefix, number, and name.) / Key Assessment(s)
(Identify by key assessment number[s] in Section II.)
5.1
Prospective school psychometrists shall demonstrate ability to evaluate and synthesize a cumulative body of research and its findings as a foundation for effective service delivery.
Standard 6: Legal, ethical, and professional practice. Prospective school psychometrists shall demonstrate ability to:
Indicators / Curriculum Components—Courses or Other Requirements
(Include course prefix, number, and name.) / Key Assessment(s)
(Identify by key assessment number[s] in Section II.)
6.1
Provide services consistent with the Alabama Educator Code of Ethics and the ethical, legal, and professional standards in school psychology.
6.2
Collaborate with local and state education agencies to implement accountability systems.
6.3
Advocate for school psychometrists’ professional roles to provide effective services.

SECTION IV Summary of Field Experiences Prior to Internship

Complete the chart below to provide summary information about the program’s required field experiences prior to internship. Two or more levels are required. IHEs should use their own terms for levels. Identify required courses or other required curriculum components with field experiences at each level. Information in the chart and copies of assessments or assignments should provide evidence the program ensures candidates develop and demonstrate essential knowledge, skills, and dispositions.

Levels
(Use program terms, such as Phase I, Block 2, or STEP 3.) / Course / Minimum number of hours / Placement Requirements[13] / Knowledge, Skills, Dispositions To Be Developed
[use plain English] / Alignment to Standards
[ex. 2.4] / Assessments [14]
Identify type of required assessment. Submit copies of assessments or assignments.
Semester 1
Semester 2
Semester 3
Are field experiences always completed in the order noted above? If no, provide additional information about other possible sequences of required field experiences.
If the column for Placement Requirements does not indicate specific schools or types of schools, briefly explain how the program ensures placements in diverse schools.


SECTION V Presentation of Key Assessment Instrument, Rubric or Scoring Guide, Data, and Data Analysis

1.  Use a separate coversheet with each Key assessment. For each Key Assessment, submit the coversheet, rubric or scoring guide, data, and data analysis as one document in SharePoint.

The coversheet is available online at: http://www.alsde.edu/sec/ep/Pages/programreviews-all.aspx?navtext=Program Reviews.

Click on the CIEP Template tab and scroll to the bottom of the page.

2.  Refer to the CIEP Rubric for Key Assessments for criteria used by review teams to evaluate each Key Assessment and its rubric or scoring guide, data table(s), and data analysis.

The CIEP Rubric for Key Assessments is available on the same web page listed above. It is located at the top of the page.

SECTION VI Discussion of How Data Analysis Across Key Assessments Informs Continuous Improvement

Include a document, no more than four pages in length, presenting evidence that assessment results have been analyzed and have been or will be used to improve candidate performance and strengthen the program. This description should summarize principal findings from the evidence, the faculty’s interpretation of those findings, and changes made (or planned) in the program as a result. Describe the steps the faculty has taken to use information from assessments for improvement of both candidate performance and the program. This information should be organized around:

1.  Content knowledge

2.  Ability to fulfill identified professional responsibilities

3.  Ability to promote student achievement

Last revised: 3-5-2018 Page 1

[1] Minimum of three years of data required.

[2] Use the Title II definition for program completers.

[3] Identify assessment by title used in the program.

[4] Types of assessment include but are not limited to essay, case study, project, comprehensive exam, reflection, state certification test, and portfolio.

[5] Assessments might be required at the time of admission to the program, admission to internship, during a required course, or at program completion.

[6] Praxis II test data must include the percentage of candidates who passed the tests for the last three years. Total scores and appropriate sub-tests must be included.

[7] Examples of appropriate content knowledge assessments include comprehensive examinations and portfolio tasks. If grades or GPAs are used, provide information on the criteria for the grades and how they align with standards for the teaching field or area of instructional support.

[8] Examples of assessments of fulfilling professional responsibilities include data-driven projects, data-based and long-range planning, action research projects, needs assessments, or intervention plans appropriate to the area of instructional support.

[9] Examples of appropriate assessments for ability to promote student achievement include developing program improvement plans, case studies, and action research projects appropriate to the area of instructional support.

[10] Examples of optional assessments addressing program standards include but are not limited to evaluations of field experiences, case studies, specific portfolio artifacts, complete portfolios, and follow-up studies.

[11] Standards have been informed by the Alabama Courses of Study for each teaching field and the national specialty area organizations.

[12] IHEs must include a document that includes catalog pages with course descriptions and/or other program requirements. Institutions may provide a link to an online catalog in lieu of copying all course descriptions.

[13] Placement requirements responses might include rural, urban, or suburban; Title I; grade 4-6; School for the Deaf and Blind; magnet school, or general education classroom.

[14] Assessment instruments which are Key Assessments will be reported elsewhere in this report. It is not necessary to provide data tables, an analysis of data, or discussion of the use of data in continuous improvement for all assessments of field experiences.