CIEP Template 12 01 Health And Physical Education

Continuous Improvement in Educator Preparation (CIEP) Program Report Submission Form Class B Health (6-12) and Physical Education (P-12)

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.

Health Education Section

Health Education Standard 1 Content Knowledge Candidates demonstrate the knowledge and skills of a health literate educator. 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.) 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.

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. HE 1.6 Candidates demonstrate the health literacy skills of an informed consumer of health products and services.

Last revised: 12-18-2015 Page 5 Health Education Standard 2 Needs Assessment Candidates assess needs to determine priorities for school health education. 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.) 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.

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. Health Education Standard 3 Planning Candidates plan effective comprehensive school health education curricula and programs.

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.) 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.

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.

Last revised: 12-18-2015 Page 7

Health Education Standard 4 Implementation Candidates implement health education instruction. 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.) 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.

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. Health Education Standard 5 Assessment Candidates assess student learning. 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.) 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.

Last revised: 12-18-2015 Page 9 Health Education Standard 6 Administration and Coordination Candidates plan and coordinate a school health education program. 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.) 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.

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. Health Education Standard 7 Being a Resource Candidates serve as a resource person in health education. Curriculum Components— Key Indicators Courses or Other Assessment(s) Requirements18 (Identify by key (Include course prefix, number, assessment and name.) 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.

Last revised: 12-18-2015 Page 11 Health Education Standard 8 Communication and Advocacy Candidates communicate and advocate for health and school health education. Curriculum Components— Key Indicators Courses or Other Assessment(s) Requirements19 (Identify by key (Include course prefix, number, assessment and name.) 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.

19 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. Physical Education Section

Physical Education Standard 1 Scientific and Theoretical Knowledge Physical education teacher candidates know and apply discipline-specific scientific and theoretical concepts critical to the development of physically educated individuals. Prior to program completion, prospective physical education teachers: Curriculum Components— Key Indicators Courses or Other Assessment(s) Requirements20 (Identify by key (Include course prefix, number, assessment and name.) number[s] in Section II.) PE 1.1 Describe and apply physiological and biomechanical concepts related to skillful movement, physical activity and fitness. PE 1.2 Describe and apply motor learning and psychological/behavioral theory related to skillful movement, physical activity, and fitness. PE 1.3 Describe and apply motor development theory and principles related to skillful movement, physical activity, and fitness. PE 1.4 Identify historical, philosophical, and social perspectives of physical education issues and legislation. PE 1.5 Analyze and correct critical elements of motor skills and performance concepts.

Last revised: 12-18-2015 Page 13 Physical Education Standard 2 Skill-Based and Fitness-Based Competence Physical education teacher candidates are physically educated individuals with the knowledge and skills necessary to demonstrate competent movement performance and health-enhancing fitness as delineated in the NASPE P – 12 Standards. Prior to program completion, prospective physical education teachers:

Curriculum Components— Key Indicators Courses or Other Assessment(s) Requirements21 (Identify by key (Include course prefix, number, assessment and name.) number[s] in Section II.) PE 2.1 Demonstrate personal competence in motor skill performance for a variety of physical activities and movement patterns. PE 2.2 Achieve and maintain a health-enhancing level of fitness throughout the program. PE 2.3 Demonstrate performance concepts related to skillful movement in a variety of physical activities.

21 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. Physical Education Standard 3 Planning and Implementation Physical education teacher candidates plan and implement developmentally appropriate learning experiences aligned with local, state, and national standards to address the diverse needs of all students. Prior to program completion, prospective physical education teachers: Curriculum Components— Key Indicators Courses or Other Assessment(s) Requirements22 (Identify by key (Include course prefix, number, assessment and name.) number[s] in Section II.) PE 3.1 Design and implement short-term and long-term plans that are linked to program and instructional goals as well as a variety of student needs. PE 3.2 Develop and implement appropriate (e.g., measurable, developmentally appropriate, performance-based) goals and objectives aligned with local, state and/or national standards. PE 3.3 Design and implement content that is aligned with lesson objectives. PE 3.4 Plan for and manage resources to provide active, fair, and equitable learning experiences. PE 3.5 Plan and adapt instruction for diverse student needs, adding specific accommodations and/or modifications for student exceptionalities. PE 3.6 Plan and implement progressive and sequential instruction that addresses the diverse needs of all students. PE 3.7 Demonstrate knowledge of current technology by planning and implementing learning experiences that require students to appropriately use technology to meet lesson objectives.

Last revised: 12-18-2015 Page 15 Physical Education Standard 4 Instructional Delivery and Management Physical education teacher candidates use effective communication and pedagogical skills and strategies to enhance student engagement and learning. Prior to program completion, prospective physical education teachers: Curriculum Components— Key Indicators Courses or Other Assessment(s) Requirements23 (Identify by key (Include course prefix, number, assessment and name.) number[s] in Section II.) PE 4.1 Demonstrate effective verbal and non-verbal communication skills across a variety of instructional formats. PE 4.2 Implement effective demonstrations, explanations, and instructional cues and prompts to link physical activity concepts to appropriate learning experiences. PE 4.3 Provide effective instructional feedback for skill acquisition, student learning and motivation. PE 4.4 Recognize the changing dynamics of the environment and adjust instructional tasks based on student responses. PE 4.5 Use managerial rules, routines, and transitions to create and maintain a safe and effective learning environment. PE 4.6 Implement strategies to help students demonstrate responsible personal and social behaviors in a productive learning environment.

23 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. Physical Education Standard 5 Impact on Student Learning Physical education teacher candidates utilize assessments and reflection to foster student learning and inform decisions about instruction. Prior to program completion, prospective physical education teachers: Curriculum Components— Key Indicators Courses or Other Assessment(s) Requirements24 (Identify by key (Include course prefix, number, assessment and name.) number[s] in Section II.) PE 5.1 Select or create appropriate assessments that will measure student achievement of goals and objectives. PE 5.2 Use appropriate assessments to evaluate student learning before, during, and after instruction. PE 5.3 Utilize the reflective cycle to implement change in teacher performance, student learning and/or instructional goals and decisions.

Physical Education Standard 6 Professionalism Physical education teacher candidates demonstrate dispositions essential to becoming effective professionals. Prior to program completion, prospective physical education teachers: Curriculum Components— Key Indicators Courses or Other Assessment(s) Requirements25 (Identify by key (Include course prefix, number, assessment and name.) number[s] in Section II.) PE 6.1 Demonstrate behaviors that are consistent with the belief that all students can become physically educated individuals. PE 6.2 Participate in activities that enhance collaboration and lead to professional growth and development. PE 6.3 Demonstrate behaviors that are consistent with the professional ethics of highly qualified teachers. PE 6.4

Last revised: 12-18-2015 Page 17 Communicate in ways that convey respect and sensitivity. 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, 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 27 (Use number of Requirements26 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

26 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.

27 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 19 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