SPA Assessments with Alignment to Conceptual Framework (CF)

CF Codes: Content Knowledge (CNK), Pedagogical Knowledge (PDK), Integration of Knowledge (INT), Technology as a Tool to Teach (TTT), Diversity (DIV), Professionalism (PRF)

SPA / Specific Assessments / CF Alignment
Early Childhood
Education
Graduate NAEYC / #1 Licensure: Comprehensive Exit Portfolio
#2 Content: Integrated Curriculum Web Project
#3 Planning: Culturally-Responsive Lesson/Activity Plans Project
#4 Student Teaching: Student Teaching Evaluation
#5 Effect on Student Learning: Child Assessment Portfolio
#6 Additional Assessment: Case Study
#7 Additional Assessment: Video-Taped Self-Analysis of Teaching
#8 Additional Assessment: Advocacy Plan / CNK, PDK, INT, TTT, DIV, PRF
CNK, TTT
CNK, DIV
CNK, PDK, INT, TTT, DIV, PRF
CNK, PDK, INT
CNK, PDK, INT, DIV
CNK, PDK, INT, TTT
PDK, INT, DIV, PRF
Early Childhood Education
UG NAEYC / #1 Licensure: Comprehensive Exit Portfolio
#2 Content: Cooperative Learning Project
#3 Planning: Thematic Literacy Play Center Project
#4 Student Teaching: Student Teaching Evaluation
#5 Effect on Student Learning: Child Assessment Portfolio
#6 Additional Assessment: Special Education Case Study
#7 Additional Assessment: Video-Taped Self-Analysis of Teaching
#8 Additional Assessment: Advocacy Plan / CNK, PDK, INT, TTT, DIV, PRF
CNK, PDK, INT
CNK, PDK, INT
CNK, PDK, INT, TTT, DIV, PRF
CNK, PDK, INT
CNK, PDK, INT, DIV
CNK, PDK, INT, TTT
PDK, INT, DIV, PRF
Elementary Education
Graduate ACEI / #1 Licensure: Praxis II
#2 Content: GPA
#3 Planning: Unit Plan
#4 Student Teaching: Student Teaching Evaluation
#5 Effect on Student Learning: Student Teaching Portfolio
#6 Additional Assessment: Elementary Mathematics Portfolio
#7 Additional Assessment: Eastern Reading Assessment
#8 Additional Assessment: Performance Task Analysis / CNK
CNK
CNK, PDK, INT, TTT, DIV
CNK, PDK, INT, TTT, DIV, PRF
CNK, PDK, INT, DIV
CNK, PDK, INT, DIV
CNK, INT
CNK, PDK, INT, DIV
Elementary Education
UG ACEI / #1 Licensure: Praxis II
#2 Content: GPA
#3 Planning: Lesson Plan Portfolio
#4 Student Teaching: Student Teaching Evaluation
#5 Effect on Student Learning: Student Teaching Portfolio
#6 Additional Assessment: Field Experiences Journal
#7 Additional Assessment: Eastern Reading Assessment
#8 Additional Assessment: Performance Task Analysis / CNK
CNK
CNK, PDK, INT, TTT, DIV
CNK, PDK, INT, TTT, DIV, PRF
CNK, PDK, INT, DIV
CNK, PDK, INT, DIV
CNK, INT
CNK, PDK, INT, DIV
Secondary English Education Graduate NCTE / #1 Licensure: Praxis II
#2 Content: Annotated Bibliography & Rationale
#3 Planning: Semester Plan
#4 Student Teaching: Performance Task of Student Teaching
#5 Effect on Student Learning: Performance Task Analysis
#6 Additional Assessment: Student Performance Assessment
#7 Additional Assessment: Content Area Reading Portfolio / CNK
CNK, INT
CNK, PDK, INT, TTT, DIV
CNK, PDK, INT, DIV
CNK, PDK, INT, DIV
CNK, PDK, INT
CNK, PDK, INT, DIV
Secondary
English Education UG NCTE / #1 Licensure: Praxis II
#2 Content: Annotated Bibliography & Rationale
#3 Planning: Semester Plan
#4 Student Teaching: Student Teaching Evaluation
#5 Effect on Student Learning: Performance Task Analysis
#6 Additional Assessment: Student Performance Assessment
#7 Additional Assessment: Content Area Reading Portfolio / CNK
CNK, INT
CNK, PDK, INT, TTT, DIV
CNK, PDK, INT, TTT, DIV, PRF
CNK, PDK, INT, DIV
CNK, PDK, INT
CNK, PDK, INT, DIV
Physical Education UG NASPE / #1 Licensure: Praxis II
#2 Content: Seminar Course Grades
#3 Planning: Lesson Plan Assignment
#4 Student Teaching: Student Teaching Evaluation Rubric
#5 Effect on Student Learning: PowerPoint Presentation of Student Learning
#6 Additional Assessment: Skill and Fitness Assessments
#7 Additional Assessment: Professional Development Points / CNK
CNK
CNK, PDK, INT, TTT, DIV
CNK, PDK, INT, TTT, DIV, PRF
CNK, PDK, INT, DIV
CNK, INT
CNK, DIV, PRF
Secondary Biology & Earth Science Graduate NSTA / #1 Licensure: Praxis II
#2 Content: Advisement
#3 Pedagogical & Professional Knowledge: Unit Plan Project
#4 Student Teaching: Student Teaching Evaluation
#5 Effect on Student Learning: Science Portfolio
#6 Legal/Safely/Ethical Issues: Safety Project/Examination
#7 Research & Investigation: Research Project
#8 Content Knowledge Contextual Content: Science Student Teaching Portfolio / CNK
CNK
CNK, PDK, INT, TTT, DIV
CNK, PDK, INT, TTT, DIV, PRF
CNK, PDK, INT
CNK, INT
CNK, INT
CNK, PDK, INT, TTT, DIV, PRF
Secondary Mathematics Graduate NCTM / #1 Licensure: Praxis II
#2 Content: Advanced Mathematics Portfolio
#3 Pedagogical & Professional Knowledge: Unit Plan
#4 Student Teaching: Student Teaching
#5 Effect on Student Learning: Performance Task of Teaching
#6 Additional Assessment: Performance Assessment
#7 Additional Assessment: Videotaped Clinical Experience
#8 Additional Assessment: Mathematics Education Portfolio / CNK
CNK, PDK, INT, TTT, DIV
CNK, PDK, INT, TTT, DIV, PRF
CNK, PDK, INT, TTT, DIV, PRF
CNK, PDK, INT, DIV
CNK, PDK, INT
CNK, PDK, INT, TTT
CNK, PDK, INT, TTT, DIV
Secondary Mathematics UG NCTM / #1 Licensure: Praxis II
#2 Content: Advanced Mathematics Portfolio
#3 Pedagogical & Professional Knowledge: Unit Plan
#4 Student Teaching: Student Teaching
#5 Effect on Student Learning: Performance Task of Teaching
#6 Additional Assessment: Performance Assessment
#7 Additional Assessment: Videotaped Clinical Experience
#8 Additional Assessment: Mathematics Education Portfolio / CNK
CNK, PDK, INT, TTT, DIV
CNK, PDK, INT, TTT, DIV, PRF
CNK, PDK, INT, TTT, DIV, PRF
CNK, PDK, INT, DIV
CNK, PDK, INT
CNK, PDK, INT, TTT
CNK, PDK, INT, TTT, DIV
Secondary Social Studies Graduate NCSS / #1 Licensure: Praxis II
#2 Content: Course Based Assessments
#3 Planning: Two Methods Course Assessments
#4 Student Teaching: Student Teaching Evaluation
#5 Effect on Student Learning: Student Teaching Portfolio Assessment Task
#6 Additional Assessment: Student Teacher Evaluation Rubric - Social Studies Specific / CNK
CNK, PDK, INT
CNK, PDK, INT, TTT
CNK, PDK, INT, TTT, DIV, PRF
CNK, PDK, INT, DIV
CNK
Secondary Social Studies UG NCSS / #1 Licensure: Praxis II
#2 Content: Course Based Assessments
#3 Planning: Two Methods Course Assessments
#4 Student Teaching: Student Teaching Evaluation
#5 Effect on Student Learning: Student Teaching Portfolio Assessment Task
#6 Additional Assessment: Student Teacher Evaluation Rubric - Social Studies Specific / CNK
CNK, PDK, INT
CNK, PDK, INT, TTT
CNK, PDK, INT, TTT, DIV, PRF
CNK, PDK, INT, DIV
CNK

Specific Program Information Regarding SPA Submission

*Data reports available on campus in document’s room

UNDERGRADUATE PROGRAM IN ECE:

No recommendations or concerns were offered in the final NAEYC report. Numerous strengths were cited. Since the last SPA report, we have added new assessments in early childhood special education—the Special Education Case Study, the Adapted Lesson Plans Project, the Early Childhood Special Education Exam, and the Early Language Assessment--in order to meet requirements for blended program recognition in 2014. We have also added the Praxis II exam as an assessment; this is now required by the state, beginning in January, 2008.

GRADUATE PROGRAM IN ECE:

There were no recommendations or concerns expressed by reviewers in the final NAEYC report. Many strengths were cited. Since the last SPA report, we have added new assessments in early childhood special education—the Family Brochure on Special Education Laws, the Early Language Assessment, the Special Education Case Study, and the Adapted Lesson Plans Project, the Early Childhood Special Education Exam, and the Early Language Assessment--in order to meet requirements for blended program recognition in 2014. We have also added the Praxis II exam as an assessment, which became a requirement in January, 2008.

BIOLOGY AND EARTH SCIENCE (NSTA) – No suggestions for programmatic or assessment changes after resubmission of report. Continued data collection and analysis suggests that students are performing as well or better than those reported in initial report in 2007.

SOCIAL STUDIES (NCSS) –No suggestions for programmatic or assessment changes after resubmission of report. Continued data collection and analysis suggests that students are performing as well as or better than those reported in initial report in 2007.

MATHEMATICS (NCTM) –No suggestions for programmatic or assessment changes after resubmission of report. Continued data collection and analysis suggests that students are performing as well as or better than those reported in initial report in 2007.

ELEMENTARY (ACEI) - No suggestions for programmatic or assessment changes after resubmission of report. Continued data collection and analysis suggests that students are performing as well as or better than those reported in initial report in 2008.

HEALTH & PHYSICAL EDUCATION (NAHPERD)–Faculty are currently writing a rejoinder to address conditions to be submitted during spring 2010. Documents regarding changes to program will be available on campus for review.

ENGLISH (NCTE) – Faculty currently writing rejoinder to address all conditions and not met categories to be submitted during spring 2010. Documents regarding changes to program will be available on campus for review.

READING and LANGUAGE ARTS (NO SPA REPORT)

There have been significant changes in the Reading and Language Arts Program since the last NCATE accreditation visit in 2003.

In 2004 as a result of proposed Connecticut State changes in reading and language arts certification, Eastern Connecticut State University withdrew its certification program in Remedial Reading and Reading/Language Arts Consultant. This was recognized by both the Connecticut State Department of Education, Bureau of Educator Preparation, and Certification and the NCATE. At that time the decision was made to retain the Master’s in Reading and Language Arts with no modifications. Any students that were previously in the program were notified about the changes and told that they would need to complete the requirements by July 1, 2005. No new students were admitted after that time.

From 2004 until 2006 the reading and language arts faculty were strained as a result of the number of courses to be taught and the number of full time tenured track faculty-one to one and a half for one semester. During this time the reading and language arts program proposed three master’s degrees in reading/language arts but due to faculty constraints the program was not implemented.

The university approved searches for two tenure track faculty in reading and language arts in 2006 and beginning in the 2007-2008 school year, the reading and language arts program included three full-time tenure tracked faculty members. The faculty members reviewed the IRA and NCTE NCATE standards and presented a revised Reading and language arts program to the Education Department in October 2008 that was approved and sent to the Eastern University Curriculum Committee in March 2009. This program revision addresses both NCATE and State Certification Requirements in Reading and Language Arts. The Eastern Curriculum Committee approved the courses in April 2009. A description of the proposed program follows.

EASTERN CONNECTICUT STATE UNIVERSITY

MARCH 2009

PROPROSAL FOR NEW CERTIFICATE PROGRAM

IN READING/LANGUAGE ARTS SPECIALIST

The proposed certificate program replaces the current Master of Science in Reading/Language Arts -ESL/General Literacy Emphasis strand.

1. Catalog Description of the Proposed Program:

The proposed Master’s Degree program has two strands for preparing teachers who are capable of meeting the literacy learning needs of a diverse population of students. One strand has a Children’s Literature focus, which prepares teachers to become more informed about literature and its use in the elementary classroom. The other strand, the Reading and Language Arts Specialist program, prepares certified teachers to obtain Initial Connecticut State Remedial Reading / Language Arts Specialist certification. The candidates in this program are trained to become specialists in the areas of reading and writing instruction, reading and writing assessment and intervention, and collaboration and coaching of other professionals at the P-12 levels.

2. Evidence of consultation with and approval by all departments whose courses are used in the program and with the appropriate academic dean/s:

Courses in the Reading and Language Arts Specialist program are all taught within the RLA Program in the Education Department. The proposed program was initiated by the Dean of the School of Education and Professional Studies.

3. A justification for the new program that delineates:

Objectives: To offer a rigorous evidence-based certification program that meets both the current and proposed standards of the state of Connecticut, the International Reading Association, and the National Council for the Accreditation of Teacher Education.

To provide a program based on the most recent research for teachers who wish to become Reading Specialists or to improve on their classroom literacy instruction.

To provide candidates to fulfill the growing demand for literacy specialists in the state of Connecticut, particularly within the catchment area of Eastern.

Demonstrated need: Several years ago, Eastern made changes to the Reading and Language Arts program in anticipation of the state redesigning its requirements for certification in the area of reading and language arts specialist. At that time, the department submitted changes and received approval from the University Senate to realign the program. The state, however, did not follow-through on their proposed changes, leaving the RLA program at Eastern with a program that did not meet the certification requirements.

The program as it stands results in a Master of Science degree in RLA, but there is no certification that accompanies that degree. This has caused a drop in the number of students interested in the program, because they can no longer pursue that certification. This is unfortunate, because there is a significant demand for specialists as a result of recent legislation, such as No Child Left Behind, Reading First, and the Individuals with Disabilities Education Act, and its focus on Response to Intervention. This is also a demonstrated shortage area.

Place in university priorities: As the program currently exists, without specialist certification, it does not meet the needs of teachers seeking certification in reading and language arts. Additionally, area school districts are not able to find enough reading specialists to fulfill their needs, given the increased demands for such services.

4. Course proposals for all new courses included in the proposed program

and

5. Description of all courses included in the program:

The current courses have been updated, modified, and realigned to include the latest research available in literacy instruction so that they meet the latest requirements set forth by the state of Connecticut, the International Reading Association, and the National Council for the Accreditation of Teacher Education. Thus said, all courses are being submitted as a new certification program.

Overview of proposed changes:

  1. Entry requirements
  2. Adding EDU 508 as a prerequisite to entry
  3. Added 3.0 GPA requirement
  4. Other requirements as set by the State Department of Education
  5. Added RLA 513 as a required course to meet IRA standards for early reading development
  6. Switched the descriptions on RLA 513 and RLA 515 to make them developmentally sequential
  7. Added RLA 521 as a required course to meet IRA standards for school-wide literacy and professional development program implementation
  8. Deleted RLA 527 because the content is designated as a prerequisite by the State Department of Education
  9. Updated, modified, and aligned all existing syllabi as stated above
  10. Assessments have been developed to monitor the progress of student proficiencies through the program that are aligned with requirements set forth by the International Reading Association and the National Council for the Accreditation of Teacher Education as follows:
  11. Reading Foundations Comprehensive Portfolio (RLA 513, 514, 515, 516)

RLA 513 – Emergent literacy / language development assessments and instructional planning

RLA 514 – Writing assessment and instructional planning

RLA 515 – PA assessment and instructional planning

RLA 516 – Lesson plans for vocabulary and comprehension strategies

  1. Informal case study plan from RLA 517
  2. Diagnostic intervention plan with lesson plans from RLA 518
  3. Formal report of intervention outcomes from RLA 519
  4. Research report from RLA 555
  5. Handbook: professional development guide for supporting classroom teachers and paraprofessionals in diverse settings from RLA 520
  6. School-wide literacy intervention program with action plan from RLA 521
  7. Comprehensive Exam

The following provides an outline of the program, and syllabi have been attached for each course in the program.

Entry Requirements:

Holds or is eligible for a CT certificate

30 school months of successful classroom teaching experience

GPA 3.0 or waiver (i.e., GRE scores, transcript review, graduate coursework)

Three letters of recommendation

EDU 508

Children’s Literature

Adolescent Literature

Curriculum Development

Level I: Foundational Knowledge

RLA 513 – Language and literacy development (3 credits)

This course focuses on: theoretical models of language development and reading acquisition; the psycho-socio-linguistic/cultural influences on language and reading acquisition; an understanding of the major components of reading; and creating a literate environment for learning.

IRA Standards Met: 1.1; 1.2; 1.3; 1.4; 3.1; 3.4; 4.1; 4.2; 4.3; 4.4; 5.1; 5.2

Outcomes:

Psycho-socio-linguistic basis of reading

History and theories of reading

Oral language development in first and second languages

Phonological and phonemic awareness

Dialects and cultural differences

Emergent literacy

Literacy environment

Vocabulary development

Language comprehension

Motivation for reading diverse texts

Knowledge of professional/state standards

Coaching of paraprofessionals and parents

RLA 514 – Process, Development and Teaching of the Writing Process (3 credits)

This course focuses on: the writing process, evidence-based models of writing instruction and intervention, and the theoretical models of language and writing development for diverse learners.