CIEP Template 05 Early Childhood

Continuous Improvement in Educator Preparation (CIEP) Program Report Submission Form Class B Early Childhood Education (P-3)

Institution Name: Date Submitted: Program Report Status: Choose one of the options below.  Initial Review  Continuing Review

Essential Purpose for Each Section: I. Background Information: Provide background knowledge of the structure of the program (checklist; transition points; 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 key assessment instruments and data, not the chart.

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 determine if the evidence sufficiently demonstrates each indicator is met and whether the broader standard is met.

IV. Summary of Field Experiences Prior to Internship: Provide an overview of how the program requires candidates to demonstrate developing proficiencies in field experiences. Evaluation of field experiences is based on the chart and assessment instruments. Assessments for field experiences are typically formative assessments. The evidence should demonstrate field experiences are well-planned, sequential, and meaningful.

V. Presentation of Data and Analysis: For each key assessment, provide a summary of what the data reveal about the program and/or the data.

VI. Discussion of How Data and Analysis Informs Continuous Improvement: Provide an overview of what the program has learned from analyzing all of the data in Section V and identify and describe program changes that have been made as a result.

Last revised: 12-18-2015 Page 1 SECTION I Background Information

1. Include proposed checklist.

2. Identification of transition points and requirements.

(Use programs terms, such as Block 1, Phase 2, or Gate 3.) Transition Points Requirements (clearly indicate if for admission to the level or (Including when completion of the level) unconditional admission occurs.)

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

Academic Year Number of Number of Program Number September 1 to Unconditional Completers2 Recommended for August 311 Admissions Alabama Certification 2014-2015 2013-2014 2012-2013 2011-2012 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.

1 Minimum of three years of data required.

2 Use the Title II definition for program completers. SECTION II Key Assessments Assessments #1-#5 are required. Include assessments and rubrics or scoring criteria with other documents.

NOTE: Praxis II Principles of Learning and Teaching data should not be reported because the test is not teaching field-specific. Assessments based only on the Alabama Quality Teaching Standards (AQTS) or the Alabama Core Teaching Standards (ACTS) should not be reported here.

# Key Assessment Name of Key Type of Key When Required Title Assessment3 Assessment4 by Program5

Praxis II Tests:6 1 a Praxis II Content State Certification 1 b Praxis II Reading Tests (if required) 1 c Praxis II Special Education (if required)

2 Content Knowledge7 3 Planning Instruction8 4 Internship

5 Effect on Student Learning9

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 specific required courses, 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. Data must represent all program completers, regardless of the number.

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.

Last revised: 12-18-2015 Page 3 610 7 8

SECTION III Alignment of Standards to Curriculum and Key Assessments Teaching Field11

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 standard 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 may be inserted into the assessments.

Standard 1 Promoting Child Development and Learning Candidates prepared in early childhood degree programs are grounded in a child development knowledge base. They use their understanding of young children's characteristics and needs, and of multiple interacting influences on children's development and learning, to create environments that are healthy, respectful, supportive, and challenging for each child. Prior to program completion prospective early childhood teachers: Curriculum Components— Key Indicators Courses or Other Assessment(s) Requirements12 (Identify by key (Include course prefix, number, assessment and name.) number[s] in Section II.) 1.1 Know and understand young children’s characteristics and needs, from birth through age 8. 1.2 Know and understand the multiple influences on early development and learning. 1.3 Use developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children.

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. Standard 2 Building Family and Community Relationships Candidates prepared in early childhood degree programs understand that successful early childhood education depends upon partnerships with children’s families and communities. They know about, understand, and value the importance and complex characteristics of children’s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children’s development and learning. Prior to program completion prospective early childhood teachers: Curriculum Components— Key Indicators Courses or Other Assessment(s) Requirements13 (Identify by key (Include course prefix, number, assessment and name.) number[s] in Section II.) 2.1 Know about and understand diverse family and community characteristics. 2.2 Support and engage families and communities through respectful, reciprocal relationships. 2.3 Involve families and communities in young children’s development and learning.

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.

Last revised: 12-18-2015 Page 5 Standard 3 Observing, Documenting, and Assessing to Support Young Children and Families. Candidates prepared in early childhood degree programs understand that child observation, documentation, and other forms of assessment are central to the practice of all early childhood professionals. They know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence the development of every child. Prior to program completion prospective early childhood teachers: Curriculum Components— Key Indicators Courses or Other Assessment(s) Requirements14 (Identify by key (Include course prefix, number, assessment and name.) number[s] in Section II.) 3.1 Understand the goals, benefits, and uses of assessment – including its use in development of appropriate goals, curriculum, and teaching strategies for young children. 3.2 Know about and use observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment and data collection. 3.3 Understand and practice responsible assessment to promote positive outcomes for each child, including the use of assistive technology for children with disabilities. 3.4 Know about assessment partnerships with families and with professional colleagues to build effective learning environments.

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. Standard 4 Using Developmentally Effective Approaches Candidates prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Candidates know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning. Prior to program completion prospective early childhood teachers: Curriculum Components— Key Indicators Courses or Other Assessment(s) Requirements15 (Identify by key (Include course prefix, number, assessment and name.) number[s] in Section II.) 4.1 Understand positive relationships and supportive interactions as the foundation of their work with young children. 4.2 Know and understand effective strategies and tools for early education, including appropriate uses of technology. 4.3 Use a broad repertoire of developmentally appropriate teaching/learning approaches.

4.4 Reflect on their own practice to promote positive outcomes for each child.

Last revised: 12-18-2015 Page 7

Standard 5 Using Content Knowledge to Build Meaningful Curriculum

Candidates prepared in early childhood degree programs use their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for each and every young child. Candidates understand the importance of developmental domains and academic (or content) disciplines in early childhood curriculum. They know the essential concepts, inquiry tools, and structure of content areas, including academic subjects, and can identify resources to deepen their understanding. Candidates use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes for every young child. Prior to program completion prospective early childhood teachers: Curriculum Components— Key Indicators Courses or Other Assessment(s) Requirements16 (Identify by key (Include course prefix, number, assessment and name.) number[s] in Section II.) 5.1 Understand content knowledge and resources in academic disciplines: language and literacy; the arts – music, creative movement, dance, drama, visual arts; mathematics; science, physical activity, physical education, and health, and safety; and social studies. 5.2 Know and use central concepts, inquiry tools, and structures of content areas or academic disciplines. 5.3 Use their own knowledge, appropriate learning standards, and other resources to design, implement, and evaluate developmentally meaningful and challenging curriculum for each child.

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. Standard 6 Becoming a Professional Candidates prepared in early childhood degree programs identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies. Prior to program completion prospective early childhood teachers: Curriculum Components— Key Indicators Courses or Other Assessment(s) Requirements17 (Identify by key (Include course prefix, number, assessment and name.) number[s] in Section II.) 6.1 Identify and involves oneself with the early childhood profession. 6.2 Know about and uphold ethical standards and other early childhood professional guidelines. 6.3 Engage in continuous, collaborative learning to inform practice; using technology effectively with young children, with peers, and as a professional resource. 6.4 Engage in informed advocacy for young children and the early childhood profession.

Last revised: 12-18-2015 Page 9 SECTION IV Summary of Field Experiences Prior to Internship NOTE: Per rule 290-3-3-.05(2)(g)1., field experiences in early childhood programs shall include places in at least two of the three main types of early childhood education settings (early school grades, child care centers and homes, and Head Start programs).

Complete the chart below to provide summary information about the program’s required field experiences prior to internship. Two or more levels are required, based on transition points. 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 assessments should provide evidence the program ensures candidates develop and demonstrate essential knowledge, skills, and dispositions.

Levels Course Minimum Placement Teaching Alignment to Assessments 19 (Use number of Requirements18 Field Standards for Identify type of program hours Specific the Teaching required terms, such Knowledge, Field or Area of assessment. as Phase I, Skills, Instructional Submit copies Block 2, or Dispositions Support of assessments STEP 3.) To Be [ex. 2.4] or Developed assignments. [use plain English] Semester 1

Semester 2

Semester 3

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

19 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. Are field experiences always completed in the order noted above? If no, provide additional information about other possible sequences of required field experiences.

Last revised: 12-18-2015 Page 11 SECTION V Presentation of Data and Analysis

Use the ALSDE coversheet with each key assessment.

Include one document, no more than four pages in length, for each Key Assessment (including Praxis II assessments) that addresses: 1. Presentation of Data  Data must be presented in chart format and include: o A brief description of the assessment and its use in the program (one sentence may be sufficient) o Data for at least three years (or an explanation provided) o “N”s o No identifying information (names, IDs, SSNs). o Clear alignment to standards and indicators.  Data tables should be clearly aligned with the chart for Alignment of Standards to Curriculum and Assessments.  Concepts in the standards should be apparent in the assessments and in the scoring criteria to the same depth, breadth, and specificity as in the standards in the Alignment of Standards to Curriculum and Assessment.  The data should be presented, in general, at the same level it is collected. For example, if a rubric collects data on 10 elements, then the data chart should report the data on each of the elements rather than reporting a cumulative score.

2. Analysis of Data Discuss how data provide evidence candidates meet (or do not meet) standards and indicators.

SECTION VI Discussion of How Data Analysis Inform 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 principle findings from the evidence, the faculty’s interpretation of those findings, and changes made in (or planned) 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. Professional and pedagogical knowledge, skills, and dispositions

3. Effect on student learning