Continuous Improvement in Educator Preparation (CIEP)

Program Report Submission Form

Class B or Alternative Class A Health Education

Institution Name:

Date Submitted:

Program Report Status: Choose one of the options below.

  • Initial Review
  • Continuing Review
  • Feedback Only

Essential Purpose for Each Section:

  1. Background Information: Provide background knowledge of the structure of the program (checklist; numbers of admissions, completers, and recommendations for certification).
  2. 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.
  3. 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.
  4. 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.
  5. Presentation of Data and Analysis: For each key assessment, includethe coversheet; assessment instrument; rubric or scoring guide; data chart(s); and data analysis.
  6. Discussion of How Data Analysis Across Key Assessments 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 IBackground Information

  1. Include proposed checklist.
  1. 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 programcompleters 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 a
1 b
1 c / Praxis II Tests:[6]
Praxis II Content
Praxis II Reading
(if required)
Praxis II Special Education
(if required) / State Certification Tests
2 / Content Knowledge[7]
3 / Planning Instruction[8]
4 / Internship
5 / Effect on Student Learning[9]
6[10]
7
8

Health Education Section

Health Education Standard 1 Content Knowledge
Candidates demonstrate the knowledge and skills of a health literate educator.
Indicators / Curriculum Components—Courses or Other Requirements[11]
(Include course prefix, number, and name.) / Key Assessment(s)
(Identify by key assessment number[s] in Section II.)
HE 1.1
Candidates describe the theoretical foundations of health behavior and principles of learning.
HE 1.2
Candidates describe the National Health Education Standards.
HE 1.3
Candidates describe practices that promote health or safety.
HE 1.4
Candidates describe behaviors that might compromise health or safety.
HE 1.5
Candidates describe disease etiology and prevention practices.
HE 1.6
Candidates demonstrate the health literacy skills of an informed consumer of health products and services.
Health Education Standard 2 Needs Assessment
Candidates assess needs to determine priorities for school health education.
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.)
HE 2.1
Candidates access a variety of reliable data sources related to health.
HE 2.2
Candidates collect health-related data.
HE 2.3
Candidates infer needs for health education from data obtained.
Health Education Standard 3 Planning
Candidates plan effective comprehensive school health education curricula and programs.
Indicators / Curriculum Components—Courses or Other Requirements[13]
(Include course prefix, number, and name.) / Key Assessment(s)
(Identify by key assessment number[s] in Section II.)
HE 3.1
Candidates design strategies for involving key individuals and organizations in program planning for School Health Education.
HE 3.2
Candidates design a logical scope and sequence of learning experiences that accommodate all students.
HE 3.3
Candidates create appropriate and measurable learner objectives that align with assessments and scoring guides.
HE 3.4
Candidates select developmentally appropriate strategies to meet learning objectives.
HE 3.5
Candidates align health education curricula with needs assessment data and the National Health Education Standards.
HE 3.6
Candidates analyze the feasibility of implementing selected strategies.
Health Education Standard 4 Implementation
Candidates implement health education instruction.
Indicators / Curriculum Components—Courses or Other Requirements[14]
(Include course prefix, number, and name.) / Key Assessment(s)
(Identify by key assessment number[s] in Section II.)
HE 4.1
Candidates demonstrate multiple instructional strategies that reflect effective pedagogy, and health education theories and models that facilitate learning for all students.
HE 4.2
Candidates utilize technology and resources that provide instruction in challenging, clear, and compelling ways and engage diverse learners.
HE 4.3
Candidates exhibit competence in classroom management.
HE 4.4
Candidates reflect on their implementation practices, adjusting objectives, instructional strategies, and assessments as necessary to enhance student learning.
Health Education Standard 5 Assessment
Candidates assess student learning.
Indicators / Curriculum Components—Courses or Other Requirements[15]
(Include course prefix, number, and name.) / Key Assessment(s)
(Identify by key assessment number[s] in Section II.)
HE 5.1
Candidates develop assessment plans.
HE 5.2
Candidates analyze available assessment instruments.
HE 5.3
Candidates develop instruments to assess student learning.
HE 5.4
Candidates implement plans to assess student learning.
HE 5.5
Candidates utilize assessment results to guide future instruction.
Health Education Standard 6 Administration and Coordination
Candidates plan and coordinate a school health education program.
Indicators / Curriculum Components—Courses or Other Requirements[16]
(Include course prefix, number, and name.) / Key Assessment(s)
(Identify by key assessment number[s] in Section II.)
HE 6.1
Candidates develop a plan for a comprehensive school health education (CSHE) within a coordinated school health program (CSHP).
HE 6.2
Candidates explain how a health education program fits the culture of a school and contributes to the school’s mission.
HE 6.3
Candidates design a plan to collaborate with others such as school personnel, community health educators, and students’ families in planning and implementing health education programs.
Health Education Standard 7 Being a Resource
Candidates serve as a resource person in health education.
Indicators / Curriculum Components—Courses or Other Requirements[17]
(Include course prefix, number, and name.) / Key Assessment(s)
(Identify by key assessment number[s] in Section II.)
HE 7.1
Candidates use health information resources.
HE 7.2
Candidates respond to requests for health information.
HE 7.3
Candidates select educational resource materials for dissemination.
HE 7.4
Candidates describe ways to establish effective consultative relationships with others involved in Coordinated School Health Programs.
Health Education Standard 8 Communication and Advocacy
Candidates communicate and advocate for health and school health education.
Indicators / Curriculum Components—Courses or Other Requirements[18]
(Include course prefix, number, and name.) / Key Assessment(s)
(Identify by key assessment number[s] in Section II.)
HE 8.1
Candidates analyze and respond to factors that impact current and future needs in comprehensive school health education.
HE 8.2
Candidates apply a variety of communication methods and techniques.
HE 8.3
Candidates advocate for school health education.
HE 8.4
Candidates demonstrate professionalism.

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. Programs 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[19] / Teaching Field Specific Knowledge, Skills, Dispositions To Be Developed [use plain English] / Alignment to Standardsfor the Teaching Field or Area of Instructional Support
[ex. 2.4] / Assessments [20]
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 VPresentation of Data and 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: Reviews.

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

  1. 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
  1. Ability to fulfill identified professional responsibilities
  1. Ability to promote student achievement

Last revised: 3-5-2018Page 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 appropriate assessments for planning instruction include an evaluation of abilities to develop lesson or unit plans, individualized education plans, needs assessments, or intervention plans.

[9] Examples of appropriate assessments for effect on student learning include those based on samples of student work, portfolio tasks, case studies, and appropriate follow-up studies.

[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] 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.

[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] 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.

[14] 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.

[15] 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.

[16] 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.

[17] 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.

[18] 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.

[19] 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.

[20] Assessment instruments which are Key Assessments will be reported elsewhere in this report. It is notnecessary to provide data tables, an analysis of data, or discussion of the use of data in continuous improvement for all assessments of field experiences.