<p>1.4.e.1 Early Childhood Learning Community</p><p>The Early Childhood Leaning Community offering the Child Development Credential (not included in this review), the associate degree in early childhood care and education with the associated associate license, and a continuation program through to the bachelor’s degree in early childhood with a specialized in children ages birth to five. Due to the integrated relationship of these programs, assessments are shared, with an additional capstone project required in the bachelor’s degree. Coursework for this program is offered in English and Spanish, with an additional agreement with the Department of Defense to support professionals serving military bases to complete coursework.</p><p>Requirements for the Ohio Pre-Kindergarten Associate Licensure  Overall GPA of 2.5 or greater.  Grade of “C” or better (“C-” or below not allowed) in all education courses.  Grade of “B-” or better in Preschool Internship (18ECE243).  “Good moral character,” negative dispositions may result in ineligibility.  Ohio BCI and FBI background checks.  Praxis II Pre-Kindergarten Education #0530 with a qualifying score of 550 or higher is required for the state to grant licensure.  Application to the University of Cincinnati Licensure office and receive recommendation by the ECLC Academic Director. Bachelor’s Degree: ECLC’s ONLINE bachelor degree does not carry teacher licensure for a K-12 setting. The curriculum also includes ONLINE coursework in English, Math, the Humanities, and Social Sciences. Additional coursework includes an emphasis working with infants and toddlers. Assessment 1: Portfolio Assessment/ Praxis II PreK-Associate</p><p>1. Description of the assessment. Though a portfolio has been historically used for this assessment, it has been replaced with Praxis II Pre-Kindergarten when that test was required by the state.</p><p>2. Description of how the assessment aligns with the standards. The portfolio assessment was designed to address content knowledge for each standard. The Praxis II test is aligned in this way:</p><p>Alignment of Praxis Assessments with Standards</p><p>Standard Praxis II 2010-11 Praxis II 2011-2012</p><p>1. Promoting child development Development of young children and I. Early Childhood Development and learning contribution of theory to educational practice 2. Building family and community II. Teaching and Supporting Diverse relationships Children 3. Observing, documenting and Development of young children and III. Creating a Developmentally assessing to support young children contribution of theory to Appropriate Learning Environment and families educational practice 4. Teaching and learning Planning, Implementing, and IV. Teaching and Learning evaluating instruction for pre-K children 5.Becoming a professional V. Professionalism, Family, and Community</p><p>3. A brief analysis of data findings </p><p>Data indicate that candidates who completed the Praxis exam scored 75% or above in every category in both 2010 and 2011. This indicates that students possess content knowledge around each of the standards to which the Praxis is aligned. This provides strong evidence for each of the NAEYC Standards.</p><p>4. Data:</p><p>2010-2011 Praxis (Four candidates; initial Praxis II Test) Percent correct of items in each topic</p><p>Development of young children and contribution of theory to educational practice 75 82.5 87.5% 75% Planning, Implementing, and evaluating instruction for pre-K children 75 82.5 90.0% 82.5%</p><p>2011-2012 (one candidate at this time) Percent correct of items in each topic: I. Early Childhood Development 92.3 II. Teaching and Supporting Diverse Children 100 III. Creating a Developmentally Appropriate Learning Environment 93.3 IV. Teaching and Learning 90.9 V. Professionalism, Family, and Community 94.1</p><p>Portfolio Data:</p><p>Assessment 1: Portfolio Assessment</p><p>2008-09 2009-10 Organization 4.8 3.7 Mechanics 4.7 2.7 Table of contents 4.8 2.8 Introductory cover letter 4.8 4.8 1. Promoting child development and learning 1.0 1 Introduction to standard 4.9 3.9 Two activity plans 4.9 4.8 Documentation panel or other curriculum 4.9 4.9 Release forms 5.0 N/A 2. Building family and community relationships 1.0 1 Introduction to standard 5.0 4.0 Parent newsletter, parent brochure, or, power point presentation for parents 4.7 4.0 Presentations, grants, fundraisers, projects & media connections 4.5 4.1 3. Observing, documenting and assessing to support young children and families 1.0 1 Introduction to standard 4.9 4.0 Anecdotal notes, narrative summary 9.6 9.1 Release forms 1.0 1 4. Teaching and learning 4.9 4.0 Introduction to standard 2.5 2.3 U. C. supervisor evaluation, mentor evaluation, self evaluation, positive disposition statement 6.7 6.9 Release forms 1.0 1 5.Becoming a professional 4.9 4 Philosophy statement, evidence of being an advocate for children and families, resume 7.7 7.5 Mentor evaluation 242 a and/or b 1.7 1.3 N 39 40</p><p>Assessment 2: Educational Impact Assessment</p><p>Description of the assessment: Following the implementation of the activity and materials planning (Assessment 3) each candidate selects three students for specific assessment and documentation of their educational growth as a result of the activity.</p><p>Description of how the assessment aligns with the standards: The following chart documents the alignment between the assessment and activity.</p><p>Assessment ___ Provides specific anecdotal information 4.1 Candidates participate in classroom and that is clearly aligned with plan’s program evaluation, and assess and utilize data objectives/standards to inform instruction. 4.2 Candidates select, construct, and utilize a variety of formative and ___ Makes general comments that are summative assessment strategies and somewhat aligned with plan’s objectives and instruments as part of the instructional process standards ___ Omitted, vague, or unrelated to plan’s objectives and standards</p><p> appropriate to the learning outcomes being evaluated. 4.3 Candidates accurately define the characteristics, uses, advances, and limitations of different types of student assessments, including, but not limited to, state value-added dimension reports and data. 4.4 Educational Impact ___Clearly identifies 3 children using Assessment anecdotal information to support meeting, exceeding, or failing objectives ___Missing or inaccurate content to clearly identify 3 children using anecdotal 4.4 Candidates collect and use assessment information to support meeting, exceeding, information with the assistance of parents and or failing objectives other professionals. 4.5 Candidates ___Failure to clearly identify 3 children using demonstrate use of systematic data to anecdotal information to support meeting, individualize and adapt practices to meet each exceeding, or failing objectives child's changing needs. ___ Plan has some grammatically errors, but is easy to read and submitted on time ___ Plan has many grammatically errors, is hard to follow, and/or is submitted late </p><p>A brief analysis of data indicates that candidates are …</p><p>Data (documented on the scoring rubric itself): Item and Indicator↓ Means → 2009 2009 2010 2008 Eng. Span Eng Assessment ___ Provides specific anecdotal information that is clearly aligned with plan’s objectives/standards ___ Makes general comments that are somewhat 2.84 aligned with plan’s objectives and standards 2.83 2.7 2.75 ___ Omitted, vague, or unrelated to plan’s objectives and standards Educational ___Clearly identifies 3 children using anecdotal Impact information to support meeting, exceeding, or failing Assessment objectives ___Missing or inaccurate content to clearly identify 3 children using anecdotal information to support 2.57 3 3 2.77 meeting, exceeding, or failing objectives ___Failure to clearly identify 3 children using anecdotal information to support meeting, exceeding, or failing objectives Number of Responses 7 31 4 39</p><p>Assessment 3: Activity Plans </p><p>Description of the assessment: The lesson plan assessment is used to assess the candidate’s ability to create lesson plans that effectively and accurately teach content based on age appropriate standards, instructional strategies, and prior/background knowledge. The instructional strategies should be based on relevant theory and best practices. The lesson plan must demonstrate that the candidate can write measurable objectives that align with the instruction and assessments included within the plan. It also requires candidates to demonstrate an understanding of the cultural diversity in the classroom where the plan will be implemented and use this to create meaningful learning activities that connect to the daily lives of the children in that class. The lesson plan is introduced in methods courses during the second year of the program to guide candidates in appropriately completing the plan. Formal assessment of the lesson plan begins during the Student Teaching and Internship experiences, with data being collected during the final clinical experience of Internship. The design of the plan and corresponding rubric was simplified for 2011 to allow candidates to focus more fully on the other aspects of the lesson/activity plan.</p><p>Description of how this assessment specifically aligns with the standards:</p><p>Indicator Rubric Alignment Description ___Provides details about the design of the activity including its relevance to the 1.2 Candidates know and understand children’s abilities and teacher’s knowledge theoretical concepts and are able to apply that needed to implement the activity knowledge in pre-kindergarten curriculum and ___Makes general reference to the design, environment 1.4 Candidates demonstrate use children’s abilities and teacher’s knowledge of knowledge of how children develop and learn needed to implement the activity to provide opportunities that support the ___Missing information or vague description physical, social, emotional, language, cognitive, of the design, children’s abilities and and aesthetic development of all children from teacher’s knowledge needed to implement birth to 8. the activity Rationale ___ Strong in content knowledge & fully 1. Discuss why you addresses classroom planning, DAP, are planning this curriculum area, and theoretical perspective activity at this 1.1 Candidates know and understand particular time? theoretical concepts and are able to apply that 2. How is this ___ Satisfactory content knowledge in knowledge to pre-kindergarten curriculum and activity/center addressing classroom planning, DAP, environments. 1.2 Candidates demonstrate relevant to overall curriculum area, and theoretical perspective their understanding of developmentally effective classroom planning? appropriates to teaching and learning. 2,2 Candidates demonstrate use of developmental 3. How is this ___ Weak, missing, or inaccurate content knowledge and approaches to create healthy activity/center knowledge in addressing classroom and safe learning environments.2.5 Candidates developmentally planning, DAP, curriculum area, and utilize connections and build upon the student's appropriate? theoretical perspective individual experiences, prior learning talents, 4. How does this culture, and family and community values, as a activity/center relate way of improving performance 3.1 Candidates to the curriculum area design, implement, and evaluate meaningful you cited above? and challenging curriculum to engage all 5. How does this students activity reveal your knowledge about theory in practice? Standards ___ 3 to 5 standards are clearly recorded 6.1 Candidates understand the importance of and accurately connect the activity with Ohio and engage in continuous learning and Department of Education’s (ODE) professional development by using appropriate curriculum guidelines &/or Head Start professional literature, organizations, resources, Outcomes and experiences to inform and improve ___ Too many or too few standards are practice. identified to realistically manage curriculum content ___ Missing or incorrect alignment of standards with the activity addressed in this plan Objectives ___ All objectives are specific, aligned to standards & meet DAP principles 3.1.1 Candidates provide integrated learning ___ Some objectives are specific, aligned to experiences in curriculum content areas. 3.2 standards & meet DAP principles Candidates integrate goals from IEPs and IFSP ___ Objectives are absent, unclear, too into daily activities and routines. general, do not meet DAP principles Materials 1. Made by student ___attractive, durable, academically correct, 3.5 Candidate demonstrates use of (not commercial) designed to help children explore concepts instructional strategies, activities, resources, addressed in this plan materials, and technologies that engage 2. Listed on plan ___ somewhat attractive and relevant to students in their learning and support learning objectives addressed in this plan content.3.4 Candidates demonstrate the use of 3. Photograph __ nonprofessional appearance, incorrect a variety of instructional strategies, resources, provided based on content taught in curriculum and technology to support the learning needs of courses, not effective for developing the young children. concepts developed in this plan Teacher Interactions 1. Questions ___Appropriate questions/comments engage children in learning based on the objectives and standards cited earlier in the 3.1.2 Candidates interact with children in ways plan that facilitate the development of expressive 2. Scaffolding ___Relatively appropriate language and thought in all children. 3.5 questions/comments somewhat follow Candidates demonstrate use of instructional through with objectives and standards cited strategies, activities, resources, materials, and earlier in the plan technologies that engage students in their ___Inappropriate questions/comments do learning and support content. not follow through with objectives and standards cited earlier in the plan Methods/Procedure Preparation of the Environment: s 3.3 Candidates demonstrate use of individual ___Clearly explains how the activity/center and group guidance techniques to encourage will be set up and involve children positive social interaction among children and to 1. Preparation of the ___Gives incomplete information about set foster a sense of security, promote self-control, Environment up and involvement of children and develop positive strategies to resolve ___Fails to tell how the activity/center will be conflict. set up and/or how children will be involved 2. Guidance ___Clearly identifies appropriate guidance Strategies strategies to be used throughout the activity 3.3 Candidates demonstrate use of individual ___Gives incomplete information about and group guidance techniques to encourage guidance strategies to be used throughout positive social interaction among children and to the activity foster a sense of security, promote self-control, and develop positive strategies to resolve ___Fails to discuss appropriate guidance conflict. strategies used throughout the activity 3. Introduction ___Clearly discusses strategies for inviting participation and bridging gap between current and future knowledge ___Makes general comments for inviting participation and bridging gap between current and future knowledge ___Omit information for inviting participation and bridging gap between current future knowledge ___Missing or inaccurate content to clearly identify 3 children using anecdotal information to support meeting, exceeding, or failing objectives ___Failure to clearly identify 3 children using anecdotal information to support meeting, exceeding, or failing objectives Dispositions 1. Reflection of Self ___ Gives personal insight about teaching and/or the learning process that relates to 6.1 Candidates understand the importance of professional development and engage in continuous learning and ___ Attends somewhat to personal thoughts professional development by using appropriate and feelings about teaching based on this professional literature, organizations, resources, plan and experiences to inform and improve ___ Shows minimal effort in writing about practice. thoughts, feelings and progress in teaching 2. Reflection of Plan ___ Clearly evaluates the overall plan with regard to its strengths and weaknesses 6.4. Candidates reflect on their practices, ___ Pays some attention to the plan’s articulate a philosophy and rationale for strengths and weakness decisions; self-assess and evaluate themselves ___ Does not attempt to evaluate the plan as a basis for professional development. with regard to its strengths and weaknesses Mechanics ___ Plan is grammatically correct, easy to read, and submitted on time ___ Plan has some grammatically errors, 5.1 Candidates demonstrate proficiency in but is easy to read and submitted on time listening, written, and verbal communication skills. ___ Plan has many grammatically errors, is hard to follow, and/or is submitted late </p><p>A brief analysis of data finding:</p><p>Data: </p><p>Assessment 3 Activity Plans </p><p>2008 2009 2009 2010 2011 Indicator Rubric Mean Engl. Span. Eng. Eng. Description ___Provides details about the design of the activity including its relevance to the children’s abilities and teacher’s knowledge needed to implement the activity ___Makes general reference to the design, children’s 2.48 2.27 2.75 2.37 2.38 abilities and teacher’s knowledge needed to implement the activity ___Missing information or vague description of the design, children’s abilities and teacher’s knowledge needed to implement the activity Rationale ___ Strong in content knowledge & fully addresses classroom planning, DAP, curriculum area, and theoretical perspective ___ Satisfactory content knowledge in addressing classroom planning, DAP, curriculum area, and 1.86 2.1 2.5 2.36 4.18 theoretical perspective ___ Weak, missing, or inaccurate content knowledge in addressing classroom planning, DAP, curriculum area, and theoretical perspective Standards ___ 3 to 5 standards are clearly recorded and accurately connect the activity with Ohio Department of Education’s (ODE) curriculum guidelines &/or Head Start Outcomes ___ Too many or too few standards are identified to 2.57 2.9 3 2.94 2.98 realistically manage curriculum content ___ Missing or incorrect alignment of standards with the activity addressed in this plan Objectives ___ All objectives are specific, aligned to standards & meet DAP principles ___ Some objectives are specific, aligned to 2.71 2.8 3 2.91 2.78 standards & meet DAP principles ___ Objectives are absent, unclear, too general, do not meet DAP principles Materials ___attractive, durable, academically correct, designed to help children explore concepts addressed in this plan ___ somewhat attractive and relevant to learning 2.57 2.7 2.75 2.86 2.0 objectives addressed in this plan __ nonprofessional appearance, incorrect based on content taught in curriculum courses, not effective for developing the concepts developed in this plan Teacher Interactions 1. Questions ___Appropriate questions/comments engage children in learning based on the objectives and standards cited earlier in the plan</p><p>2. Scaffolding ___Relatively appropriate questions/comments 2.57 2.9 2.75 2.68 3.19 somewhat follow through with objectives and standards cited earlier in the plan ___Inappropriate questions/comments do not follow through with objectives and standards cited earlier in the plan Methods/Procedures Preparation of the Environment: ___Clearly explains how the activity/center will be set up and involve children 1. Preparation of the ___Gives incomplete information about set up and 3 2.9 2.75 2.70 Environment involvement of children ___Fails to tell how the activity/center will be set up and/or how children will be involved 2. Guidance Strategies ___Clearly identifies appropriate guidance strategies to be used throughout the activity</p><p>___Gives incomplete information about guidance 2.83 2.8 2.75 2.70 strategies to be used throughout the activity ___Fails to discuss appropriate guidance strategies 2.27 used throughout the activity 3. Introduction ___Clearly discusses strategies for inviting participation and bridging gap between current and future knowledge ___Makes general comments for inviting participation and bridging gap between current and future knowledge 2.5 2.8 2.75 2.70 ___Omit information for inviting participation and bridging gap between current future knowledge ___ Omitted, vague, or unrelated to plan’s objectives and standards Dispositions 1. Reflection ___ Gives personal insight about teaching and/or the learning process that relates to professional development 2.6 3 2.77 2.52 ___ Attends somewhat to personal thoughts and 2.14 feelings about teaching based on this plan ___ Shows minimal effort in writing about thoughts, feelings and progress in teaching 2. Reflection of Plan ___ Clearly evaluates the overall plan with regard to its strengths and weaknesses ___ Pays some attention to the plan’s strengths and weakness 2.43 2.7 2 2.77 2.52 ___ Does not attempt to evaluate the plan with regard to its strengths and weaknesses Mechanics ___ Plan is grammatically correct, easy to read, and 2.43 2.5 2.78 2.88 submitted on time ___ Plan has some grammatically errors, but is easy to read and submitted on time ___ Plan has many grammatically errors, is hard to follow, and/or is submitted late Number of responses 7 31 4 39 27</p><p>3. A Brief analysis of the data findings</p><p>The activity/lesson plan assessment has provided strong evidence that the candidates in their field clinical experiences are able to create lesson plans which allow them to effectively implement instruction. Candidates demonstrate the ability to plan developmentally appropriate activities that respond to the interests, needs, and abilities of the children in their care. They demonstrate strong rationales, alignment to standards, appropriate objectives, and instructional strategies that respond to the diversity present in the classroom. The simplification of the plan/rubric in the methods section resulted in a lower score in 2011 than in the previous year, but other areas of the plan such as the rationale increased, which has historically been an area in which students struggled.</p><p>4. An interpretation of how that data provides evidence for meeting standards</p><p>The activity/lesson plan assessment has provided strong evidence that the candidates in the final clinical experiences are able to create lesson plans which allow them to effectively implement instruction. Candidates demonstrate the ability to plan developmentally appropriate activities that respond to the interests, needs, and abilities of the children in their care. They demonstrate strong rationales, alignment to standards, appropriate objectives, and instructional strategies that respond to the diversity present in the classroom. This provides evidence that candidates meet standards for teaching and learning. Assessment 4: Assessment of candidate’s professionalism in pre-kindergarten learning environments: Candidate’s Performance in Field Experience</p><p>Description of the assessment:</p><p>The assessment of Candidate’s Performance in Field Experience is a comprehensive assessment of the candidate’s performance in the pre-k classroom setting during the clinical experiences of Student Teaching A, B, and Internship. The assessment covers a variety of areas including curriculum planning, creating an environment that builds relationships and stimulates learning, teaching for student learning, teacher professionalism, and communication/management skills. The assessment rates candidates on a scale of 1-4. </p><p>Description of how this assessment specifically aligns with the standards: 6.6 Candidates participate in 300 hours of field experiences in a variety of settings in which young children from birth through age 8 are served. 6.6.1 Candidates participate in field-based experiences in culturally, racially, and socioeconomically diverse settings, and include opportunities to work with a range of student abilities. </p><p>Curriculum Planning Ohio Standard Plans activities that reflect awareness of the 1.1 Candidates know and understand theoretical developmental levels of children (A-1) concepts and are able to apply that knowledge in Pre-Kindergarten curriculum and environments. Plans activities relevant to children's life 2.3 Candidates apply knowledge of their children’s experiences and cultural diversity (A-1) cultural and linguistic diversity to create learning environments and experiences that affirm and value diversity. Aligns curriculum goals and objectives with Ohio's 6.3 Candidates understand legal and procedural Early Learning Content Standards (A-4) requirements (e.g., Division of Early Childhood (DEC) Recommended Practices, Individuals with Disabilities Education Act (IDEA). Effectively states clear goals and rationales for 1.2 Candidates demonstrate their understanding activities based on understanding of constructivist of developmentally effective approaches to theory (A-2) teaching and learning (e.g., play, small group projects, open-ended questioning, group discussion, problem-solving, cooperative learning, and inquiry experience) Observes strengths and interests of children and 1.3 Candidates develop lessons/units of study to builds on them either by extending current activities promote a high degree of learning for all students. or planning related ones (A-3) Reflectively evaluates activities and uses personal 4.1 Candidates participate in classroom and observation and mentor feedback to plan future program evaluation, and assess and utilize data to curriculum activities (A-5) inform instruction in Pre-Kindergarten learning environments. 4.2 Candidates select, construct, and utilize a variety of formative and summative assessment strategies and instruments as part of the instructional process appropriate to the learning outcomes being evaluated. 4.3 Candidates accurately define the characteristics, uses, advantages and limitation of different types of student assessments, including, but not limited to state value-added dimension reports and data. 4.4 Candidates collect and use assessment information with the assistance of parents and other professionals. Exhibits respect for all children and adults through 2.3 Candidates apply knowledge of their children’s language and actions (B-1) cultural and linguistic diversity to create learning Exhibits enthusiasm and warmth (B-2) environments and experiences that affirm and Uses encouragement rather than praise when responding to children (B-1) Focuses attention on the classroom situation rather than on personal needs during class (B-2) value diversity. Converses about interests which are important to the specific child (B-2) (E) Regulates rates and duration of speaking to meet 3.1.2 Candidates interact with children in ways listener's needs (B-2) that facilitate the development of expressive Makes comments and asks questions which language and thought in all children. stimulate and extend thinking (B-3) (C-3) Introduces activities in a positive, enthusiastic manner Kneels to child's level when speaking with him or her (B-2) (E) Establishes eye contact with child or adult to whom he or she is speaking (B-2) Helps children verbalize feelings (B-2) Reinforces routine and manages transitions in a 2.1 Candidates practice classroom management confident and positive manner (B-4) techniques; maximize time on task, treat all students fairly, and establish an environment that is respectful, supportive, and caring. Positions self according to cues of children for 3.1.2 Candidates interact with children in ways maximum group awareness (B-5) that facilitate the development of expressive language and thought in all children. Checks for safety of materials and equipment (B-5) 2.2 Candidates demonstrate use of developmental knowledge and approaches to create healthy and safe learning environments. 2.2.1 Candidates know and apply effective sanitation procedures, recognize signs and symptoms of communicable diseases, and follow medication administration policies. 2.2.2 Candidates understand and comply with local, state, and federal emergency procedures. Assumes an adult (rather than a playmate) role in 5.3 Candidates demonstrate use of strategies to the classroom (C-5) (D-2) connect with Pre-Kindergarten children, and Allows children opportunities for independent collaborate with families. exploration of materials and environment (C-2) Listens and responds to children's comments and questions in a timely, appropriate manner (C-1) Adjusts activities in response to children's interests 3.4 Candidates demonstrate the use of a variety of and use (C-4) instructional strategies, resources, and technology, to support the learning needs of young children. Asks open ended questions which stimulate thinking 3.5 Candidates demonstrate use of instructional and discovery (C-3) strategies, activities, resources, materials, and Intervenes or facilitates only when it will enhance technologies that engage students in their learning the child's exploration (C-3) and support content. Extends children's language and thinking through 1.4 Candidates demonstrate use of knowledge of carefully timed comments and questions, I.e. uses how children develop and learn to provide scaffolding techniques (C-3) opportunities that support the physical, social, emotional, language, cognitive, and aesthetic development of all children from birth to age eight. Dresses appropriately for the classroom (D-2) 6.5 Candidates demonstrate professional work Follow specific rules and policies of the school (D-2) habits including confidentiality, dependability, and Complete assignments and tasks on time (D-2) time management. Exhibits cooperation and rapport with mentor, instructors and colleagues (D-3) Uses reflective practice as evidenced by journal and 6.4 Candidates reflect on their practices, articulate conferencing (D-3) a philosophy and rationale for decisions; self- assess and evaluate themselves as a basis for professional development. Accepts constructive feedback appropriately (D-1) 5.4 Candidates establish and maintain positive, collaborative relationships with colleagues, other professionals, and families and work effectively as part of an educational team Exhibits a sense of responsibility and dependability 6.5 Candidates demonstrate professional work (D-3) habits including confidentiality, dependability, and Exhibits a willingness to go beyond requirements time management. (D-2) Exhibits cooperation and rapport with mentor, 5.2 Candidates understand the importance of cooperating teacher, and staff (D-3) building positive and supportive relationships with families and communities to enhance learning experiences. Evaluates the effectiveness of activities in written 6.4 Candidates reflect on their practices, articulate assignments and in conversation with mentor and/or a philosophy and rationale for decisions; self- instructor (D-1) assess and evaluate themselves as a basis for professional development Initiates conversation and asks questions of mentor 5.4 Candidates establish and maintain positive, in order to further learning (D-3) collaborative relationships with colleagues, other professionals, and families and work effectively as part of an educational team Establishes appropriate relationships with parents 4.4.1 Candidates recognize families’ contributions reflecting an understanding of the student teacher's identifying their children’s various strengths and role (D-5) use this information to construct appropriate learning goals. Kneels to child's level when speaking with him or 3.1.2 Candidates interact with children in ways her that facilitate the development of expressive language and thought in all children. Establishes eye contact with child to who he/she is 5.1 Candidates demonstrate proficiency in speaking listening, written and verbal communication skills. Models appropriate grammar, language and tone Adjusts volume and tone of voice to suit the situation Uses effective whole group transition such as 3.3 Candidates demonstrate use of individual and songs, finger plays and movement activities as part group guidance techniques to encourage positive of the regular classroom routine social interaction among children and to foster a sense of security, promote personal self-control, and develop positive strategies to resolve conflict. Follows a consistent cleanup routine that is effective in engaging the children in cleaning up quickly and moving on to the next activity with ease Demonstrates active listening skills 2.2.3 Candidates demonstrate understanding of emotional distress, stress and trauma, basic health and nutrition, and safety management practices. Avoids giving unintentional choices to children 3.1.2 Candidates interact with children in ways Initiates and extends conversations which are that facilitate the development of expressive natural and relevant language and thought in all children. Demonstrates ability to interact with individual or small groups while maintaining total group awareness Uses facial expressions, voice level, and other communication techniques to maintain the attention of an individual child or the group depending on the situation Uses clearly stated, positive redirections Uses problem solving techniques to manage 2.2.3 Candidates demonstrate understanding of interpersonal conflicts emotional distress, stress and trauma, basic health Allows children to assume responsibility for solving and nutrition, and safety management practices. interpersonal conflicts when possible Takes the role of mediator to facilitate problem solving when necessary n </p><p>A brief analysis of data findings:</p><p>Data indicate that candidates in the clinical experience demonstrate an expected level of performance for the associate degree level. Data across the years indicate a slightly upward trend, indicating that coursework experiences have prepared and continue to prepare students to be effective teachers in the field. Scores are strong in most areas, with the weakest scores showing in areas of communicating with young children, including extending thinking through questions and problem solving, as well as reinforcing routines and managing transitions. It should be noted, however, that all scores, with the exception of one are 3.16 or above on a 1-4 scale, indicating an appropriate level of knowledge for associate degree candidates.</p><p>Data: 05 06 06 07 07 08 08 09 09 10 10 11 Plans activities that reflect awareness of the 3.4 3.4 3.4 3.7 developmental levels of children (A-1) 3.7 3.52 Plans activities relevant to children's life experiences and cultural diversity (A-1) 3.3 3.2 3.3 3.6 3.6 3.48 Aligns curriculum goals and objectives with Ohio's Early Learning Content Standards (A-4) 3.3 3.4 3.3 3.5 3.6 3.39 Effectively states clear goals and rationales for activities 3.3 3.2 3.5 3.6 based on understanding of constructivist theory (A-2) 3.5 3.38 Observes strengths and interests of children and builds on them either by extending current activities or planning 3.3 3.3 3.6 3.7 3.7 3.4 related ones (A-3) Reflectively evaluates activities and uses personal observation and mentor feedback to plan future 3.4 3.5 3.6 3.6 3.7 3.56 curriculum activities (A-5) Exhibits respect for all children and adults through language and actions (B-1) 3.6 3.6 3.7 3.8 3.8 3.68 Exhibits enthusiasm and warmth (B-2) 3.7 3.6 3.8 3.8 3.7 3.68 Uses encouragement rather than praise when responding to children (B-1) 3.5 3.1 3.3 3.4 3.6 3.32 Focuses attention on the classroom situation rather than on personal needs during class (B-2) 3.2 3.7 3.6 3.7 3.7 3.64 Converses about interests which are important to the specific child (B-2) (E) 3.1 3.4 3.6 3.7 3.7 3.52 Regulates rates and duration of speaking to meet listener's needs (B-2) 3.4 3.3 3.4 3.6 3.6 3.6 Makes comments and asks questions which stimulate 3.6 3.4 3.5 3.6 and extend thinking (B-3) (C-3) 3.5 3.72 Introduces activities in a positive, enthusiastic manner 3.7 3.6 3.7 3.8 3.7 3.64 Kneels to child's level when speaking with him or her (B- 3.2 3.5 3.8 3.8 2) (E) 3.8 3.52 Establishes eye contact with child or adult to whom he or she is speaking (B-2) 3.4 3.6 3.8 3.8 3.8 3.52 Helps children verbalize feelings (B-2) 3.7 3.3 3.5 3.6 3.5 3.6 Reinforces routine and manages transitions in a confident and positive manner (B-4) 3.7 3.3 3.4 3.6 3.5 2.72 Positions self according to cues of children for maximum group awareness (B-5) 3.5 3.3 3.6 3.6 3.5 3.64 Checks for safety of materials and equipment (B-5) 3.6 3.5 3.6 3.6 3.7 3.32 Assumes an adult (rather than a playmate) role in the classroom (C-5) (D-2) 3.4 3.6 3.6 3.8 3.7 3.54 Allows children opportunities for independent exploration of materials and environment (C-2) 3.2 3.6 3.7 3.7 3.7 3.56 Listens and responds to children's comments and questions in a timely, appropriate manner (C-1) 3.1 3.6 3.6 3.8 3.7 3.56 Adjusts activities in response to children's interests and use (C-4) 3.1 3.5 3.5 3.6 3.6 3.44</p><p>Asks open ended questions which stimulate thinking and discovery (C-3) 3.7 3.4 3.3 3.6 3.5 3.48 Intervenes or facilitates only when it will enhance the child's exploration (C-3) 3.7 3.3 3.3 3.5 3.5 3.24 Extends children's language and thinking through carefully timed comments and questions, I.e. uses 3.6 3.3 3.2 3.5 3.4 3.16 scaffolding techniques (C-3) Dresses appropriately for the classroom (D-2) 3.8 3.7 3.7 3.8 3.8 3.24 Follow specific rules and policies of the school (D-2) 3.7 3.7 3.6 3.8 3.8 3.64 Complete assignments and tasks on time (D-2) 3.7 3.4 3.5 3.7 3.6 3.71 Exhibits cooperation and rapport with mentor, instructors and colleagues (D-3) 3.5 3.7 3.8 3.9 3.7 3.6 Uses reflective practice as evidenced by journal and 3.7 3.6 3.6 3.7 conferencing (D-3) 3.5 3.72 Accepts constructive feedback appropriately (D-1) 3.5 3.6 3.7 3.8 3.8 3.68 Exhibits a sense of responsibility and dependability (D-3) 3.5 3.6 3.6 3.8 3.7 3.56 Exhibits a willingness to go beyond requirements (D-2) 3.2 3.4 3.6 3.7 3.6 3.54 Exhibits cooperation and rapport with mentor, 3.6 3.7 3.8 3.8 cooperating teacher, and staff (D-3) 3.8 3.71 Evaluates the effectiveness of activities in written assignments and in conversation with mentor and/or 3.7 3.3 3.6 3.7 3.6 3.54 instructor (D-1) Initiates conversation and asks questions of mentor in order to further learning (D-3) 3.4 3.7 3.7 3.7 3.8 3.54 Establishes appropriate relationships with parents reflecting an understanding of the student teacher's role 3.4 3.6 3.7 3.6 3.7 3.50 (D-5) Kneels to child's level when speaking with him or her 3.1 3.6 3.8 3.9 3.7 3.52 Establishes eye contact with child to who he/she is 3.4 3.6 3.8 3.8 speaking 3.7 3.68 Models appropriate grammar, language and tone 3.0 3.5 3.6 3.6 3.6 3.68 Adjusts volume and tone of voice to suit the situation 3.3 3.5 3.5 3.7 3.6 3.64 Uses effective whole group transition such as songs, finger plays and movement activities as part of the 3.0 3.4 3.5 3.7 3.4 3.6 regular classroom routine Follows a consistent cleanup routine that is effective in engaging the children in cleaning up quickly and moving 3.2 3.4 3.5 3.6 3.5 3.44 on to the next activity with ease Demonstrates active listening skills 3.2 3.4 3.4 3.7 3.6 3.48 Avoids giving unintentional choices to children 3.1 3.2 3.5 3.4 3.4 3.40 Initiates and extends conversations which are natural and relevant 3.0 3.5 3.6 3.6 3.6 3.48 Demonstrates ability to interact with individual or small 3.1 3.6 3.5 3.6 groups while maintaining total group awareness 3.4 3.58 Uses facial expressions, voice level, and other communication techniques to maintain the attention of an 3.1 3.5 3.5 3.7 3.5 3.56 individual child or the group depending on the situation Uses clearly stated, positive redirections 3.4 3.6 3.5 3.6 3.5 3.28 Uses problem solving techniques to manage interpersonal conflicts 3.0 3.4 3.4 3.6 3.3 3.36 Allows children to assume responsibility for solving interpersonal conflicts when possible 3.3 3.3 3.4 3.5 3.4 3.28 Takes the role of mediator to facilitate problem solving when necessary 3.0 3.4 3.4 3.6 3.5 3.38 n 137 38 19 38 59 26</p><p>An interpretation of how the data provide evidence for meeting the standard:</p><p>Data indicate that candidates in the clinical experience demonstrate an expected level of performance for the associate degree level. Data across the years indicate an overall upward trend, indicating that coursework experiences have prepared and continue to prepare students to be effective teachers in the field. The program has implemented several examples of best practice videos for candidates to reflect upon to enhance candidate performance in the field experiences. The program has also strived to maintain instructor and mentor continuity throughout the practicum and internship experiences. These results provide strong evidence that candidates demonstrate the knowledge, skills, and dispositions related to the Ohio Teaching Standards indicated above. Assessment 5: Grades in Coursework</p><p>Description of the assessment: This assessment includes the grades of all candidates in all coursework.</p><p>Description of how this assessment specifically aligns with the standards: Alignment is provided in this table:</p><p>Title Description Ohio Standard</p><p>Orientation to the Designed to introduce students to Standard 2. Pre-Kindergarten Associate candidates create learning Profession problems and procedures related to environments that promote growth and development and schools and centers. Prearranged achievement for all students. visits are part of the course Standard 5. Pre-Kindergarten Associate candidates collaborate and communicate with students, families, other educators, administrators and the community to support student learning. </p><p>Standard 6. Pre-Kindergarten Associate candidates demonstrate responsibility for professional growth, performance and involvement as an individual and as a member of a learning community. Classroom Methods of guiding children in Standard 2. Pre-Kindergarten Associate candidates create learning Organization and preschool settings with empathy, environments that promote growth and development and Management positive discipline strategies, and achievement for all students. communication skills</p><p>Preschool Methods of teaching math and Standard 1. Pre-Kindergarten Associate candidates apply content Mathematics and science within a developmentally knowledge in early childhood learning environments. Science Methods appropriate, integrated, early childhood setting. Standard 2. Pre-Kindergarten Associate candidates create learning environments that promote growth and development and achievement for all students.</p><p>Standard 3. Pre-Kindergarten Associate candidates know and apply instructional strategies to promote students’ learning and meet the needs of all students. </p><p>Standard 4. Pre-Kindergarten Associate candidates construct and use varied assessments to inform instruction, evaluate, and ensure student learning in Pre-Kindergarten learning environments. Language Arts and Development of young children from Standard 1. Pre-Kindergarten Associate candidates apply content Literacy I and II early reading and writing to fluent knowledge in early childhood learning environments. reading and writing; integrating literature into the early childhood Standard 2. Pre-Kindergarten Associate candidates create learning curriculum environments that promote growth and development and achievement for all students.</p><p>Standard 3. Pre-Kindergarten Associate candidates know and apply instructional strategies to promote students’ learning and meet the needs of all students. </p><p>Standard 4. Pre-Kindergarten Associate candidates construct and use varied assessments to inform instruction, evaluate, and ensure student learning in Pre-Kindergarten learning environments. </p><p>Preschool Student Supervised student teaching Standard 1. Pre-Kindergarten Associate candidates apply content Teaching experience in a developmentally knowledge in early childhood learning environments. appropriate preschool setting. Placements are half days M-F. By Standard 3. Pre-Kindergarten Associate candidates know and apply application. AS degree Cohort only instructional strategies to promote students’ learning and meet the needs of all students. </p><p>Standard 4. Pre-Kindergarten Associate candidates construct and use varied assessments to inform instruction, evaluate, and ensure student learning in Pre-Kindergarten learning environments. </p><p>Standard 5. Pre-Kindergarten Associate candidates collaborate and communicate with students, families, other educators, administrators and the community to support student learning. </p><p>Standard 6. Pre-Kindergarten Associate candidates demonstrate responsibility for professional growth, performance and involvement as an individual and as a member of a learning community. </p><p>Standard 6. Pre-Kindergarten Associate candidates demonstrate responsibility for professional growth, performance and involvement as an individual and as a member of a learning community. Preschool Internship Extension of Preschool Student Standard 1. Pre-Kindergarten Associate candidates apply content Teaching with additional knowledge in early childhood learning environments. responsibilities. By application only. Placements are half days M-F Standard 2. Pre-Kindergarten Associate candidates create learning environments that promote growth and development and achievement for all students.</p><p>Standard 3. Pre-Kindergarten Associate candidates know and apply instructional strategies to promote students’ learning and meet the needs of all students. Creative Arts in Early An examination of art, music, Standard 1. Pre-Kindergarten Associate candidates apply content Childhood Education movement, and dramatic play knowledge in early childhood learning environments. curriculum content as well as strategies and techniques for Standard 2. Pre-Kindergarten Associate candidates create learning involving young children in aesthetic environments that promote growth and development and experiences. achievement for all students.</p><p>Standard 4. Pre-Kindergarten Associate candidates construct and use varied assessments to inform instruction, evaluate, and ensure student learning in Pre-Kindergarten learning environments. </p><p>Standard 5. Pre-Kindergarten Associate candidates collaborate and communicate with students, families, other educators, administrators and the community to support student learning. Observation and Presentation of techniques for Standard 3. Pre-Kindergarten Associate candidates know and apply Planning observing, recording, and assessing instructional strategies to promote students’ learning and meet the the behavior of young children. needs of all students. Discussion of strategies for data collection and use of data for long- Standard 4. Pre-Kindergarten Associate candidates construct and and short-term planning. use varied assessments to inform instruction, evaluate, and ensure student learning in Pre-Kindergarten learning environments. </p><p>Standard 5. Pre-Kindergarten Associate candidates collaborate and communicate with students, families, other educators, administrators and the community to support student learning. </p><p>Child Development Prenatal and early growth and Standard 1. Pre-Kindergarten Associate candidates apply content development through age 6. knowledge in early childhood learning environments. </p><p>Investigation of the building blocks Standard 2. Pre-Kindergarten Associate candidates create learning for fostering mentally, emotionally, environments that promote growth and development and Social Development socially health children ages birth to achievement for all students. and Self Regulation five.</p><p>Introduction to Introduction to teaching practices Standard 1. Pre-Kindergarten Associate candidates apply content Inclusive Practices and services for children with knowledge in early childhood learning environments. developmental delays, ages birth to five. Standard 2. Pre-Kindergarten Associate candidates create learning environments that promote growth and development and achievement for all students.</p><p>Standard 3. Pre-Kindergarten Associate candidates know and apply instructional strategies to promote students’ learning and meet the needs of all students. </p><p>Standard 4. Pre-Kindergarten Associate candidates construct and use varied assessments to inform instruction, evaluate, and ensure student learning in Pre-Kindergarten learning environments. </p><p>Standard 5. Pre-Kindergarten Associate candidates collaborate and communicate with students, families, other educators, administrators and the community to support student learning. Developmental Issues related to prek, kindergarten, Standard 1. Pre-Kindergarten Associate candidates apply content concerns and primary grade children (who are knowledge in early childhood learning environments. at risk, demonstrate developmental delays, are gifted/creative/talented, or have identified disabilities) and their families, including the identification/placement process, IEPs, parents' rights.</p><p>Data:</p><p>2008-2009 A A- B+ B B- C+ C C- D+ D D- F I/F UW W X Foundations SPED Learning Early Childhood Education Online Orientation to Professional Practice 51 15 14 13 6 3 5 4 1 1 2 4 1 10 11 Classroom Organization and Management 12 13 11 4 4 3 2 1 3 2 6 4 Math and Science in Early 36 6 11 10 4 7 2 3 1 5 2 5 Childhood Education Language Arts & Literacy I 21 4 10 6 4 4 2 2 1 1 3 2 1 Language Arts & Literacy II 40 7 5 7 3 1 3 2 1 1 2 1 1 Preschool Student Teaching A Preschool Student Teaching B 14 11 8 10 5 1 1 2 1 Preschool Internship 14 3 5 3 3 Infant and Family Child Care Infant and Toddler Programs Creative Arts in Early Childhood Education 27 14 7 3 6 1 3 3 1 4 2 6 1 Integrated Preschool Curriculum 28 3 6 1 1 1 2 1 Building Family and Community Partnerships Family and Culture in Early Childhood Education 50 17 13 7 12 6 4 3 2 6 3 6 2 2 8 Observation and Planning 30 7 3 3 1 3 3 2 5 Administration of Early Childhood Programs 7 3 3 1 1 2 Child Development I 59 16 11 16 11 2 4 3 1 4 1 14 1 1 9 5 Child Development II 23 19 8 10 6 3 7 1 4 2 2 1 Nealth, Safety, and Nutrition 21 13 8 10 2 4 4 3 1 1 1 Addressing the Needs of Dual Language Learners I Working with Families in Early Childhood Education Social Development and Self- Regulation Introduction to Inclusionary Practices 44 6 2 7 2 1 8 4 1 2 2 Developmental Concerns Families in Early Childhood Special Education Assessment and Evaluation of Children Birth to 5 Number Sense and Representation for Teachers and Learners Evidence Based Practice in Early Intervention </p><p>D D I/ A A- B+ B B- C+ C C- + D - F F UW W P Foundations SPED Learning Early Childhood Education Online 51 16 12 5 3 2 1 1 1 10 3 7 Orientation to Professional Practice 11 15 10 3 2 5 1 1 5 3 3 5 Classroom Organization and 22 4 6 4 4 2 7 3 5 1 1 Management Math and Science in Early Childhood Education 28 10 4 5 5 3 3 1 2 1 1 4 3 Language Arts and Literacy I and II 28 8 10 5 3 4 5 1 2 1 4 1 5 Language Arts & Literacy I 45 12 4 8 8 1 2 1 2 1 3 Preschool Student Teaching A 10 8 7 2 1 1 1 Preschool Student Teaching B 12 2 3 1 Preschool Internship 16 5 3 1 2 1 1 1 Infant and Family Child Care 1 Infant and Toddler Programs Creative Arts in Early Childhood Education 39 13 9 6 8 3 3 1 4 3 Integrated Preschool Curriculum 12 2 1 10 3 5 4 3 5 Building Family and Community Partnerships Family and Culture in Early Childhood Education 45 14 9 14 8 6 8 2 1 6 7 Observation and Planning 33 9 5 6 2 5 4 1 1 1 1 8 1 1 5 Administration of Early Childhood Programs 4 2 3 2 2 3 1 Child Development I 33 10 6 21 6 7 18 3 2 1 21 1 10 8 Child Development II 14 16 12 3 7 5 6 1 3 4 Nealth, Safety, and Nutrition 18 11 7 4 1 1 3 1 1 3 Addressing the Needs of Dual Language Learners I 4 1 1 Working with Families in Early Childhood Education 4 8 3 6 1 1 1 1 Social Development and Self- Regulation 1 1 2 1 1 1 Introduction to Inclusionary Practices 61 10 5 6 1 3 4 2 Developmental Concerns 14 2 4 3 1 2 Families in Early Childhood Special Education 1 Assessment and Evaluation of Children Birth to 5 4 1 3 2 2 3 1 Number Sense and Representation for Teachers and Learners 3 1 Evidence Based Practice in Early Intervention 2 2010-2011 A A- B+ B B- C+ C C- D+ D D- F I Foundations SPED 13 17 4 16 8 4 1 1 Learning Early Childhood Education Online 67 20 6 6 5 3 2 5 1 1 3 5 Orientation to Professional Practice Classroom Organization and 10 11 9 8 5 4 7 3 1 3 3 Management Math and Science in Early Childhood Education 52 6 5 4 3 3 6 1 3 Language ARts and Literacy I and II 24 7 6 7 6 3 4 1 2 1 4 Language Arts & Literacy I 43 12 5 7 6 3 7 1 2 1 3 Preschool Student Teaching A 19 8 4 7 3 2 1 Preschool Student Teaching B 13 3 6 4 4 1 4 1 Preschool Internship 15 7 8 1 1 Infant and Family Child Care Infant and Toddler Programs 19 6 4 2 4 2 2 3 Creative Arts in Early Childhood Education 24 12 9 5 7 2 7 1 3 3 1 Integrated Preschool Curriculum 21 7 3 10 5 1 3 1 1 1 1 Building Family and Community Partnerships 9 2 4 3 1 1 2 Family and Culture in Early Childhood Education 53 25 10 5 3 1 7 1 1 3 Observation and Planning 38 7 5 6 7 2 4 2 4 1 Administration of Early Childhood Programs 5 3 1 1 1 1 Child Development I 30 16 15 9 8 2 10 2 1 1 6 1 Child Development II 21 10 12 4 2 1 3 1 2 1 5 Nealth, Safety, and Nutrition 14 10 4 11 2 4 5 1 1 Addressing the Needs of Dual Language Learners I Working with Families in Early Childhood Education Social Development and Self- Regulation Introduction to Inclusionary Practices Developmental Concerns 5 3 3 1 3 1 Families in Early Childhood Special Education Assessment and Evaluation of Children Birth to 5 1 3 2 2 2 1 Number Sense and Representation for Teachers and Learners Evidence Based Practice in Early Intervention </p><p>A brief analysis of data findings:</p><p>Data indicate that most candidates do very well in classes, although in most classes a few students do not achieve the needed grade of C or above. There are several potential explanations for this. Most students in this program are non-traditional students and hold a full time position with family commitments. In addition, many students starting out in the program have not attended school in many ears. Grades for beginning courses, such as Learning Early Childhood Education Online tend to be much lower than grades for courses at the end of the program such as Preschool Internship. This indicates that as students gain experience with the program, their grades improve. The addition of the Learning Early Childhood Education Online course has resulted in an improvement in the number of students who receive a C or higher in Child Development 1. Historically, Child Development 1 was the first course that students took upon entering the program. Learning Early Childhood Education Online provides students with an introduction to online learning and includes skills that will help students make the adjustment back to school, including information on time management, study skills, APA citation information, and developmentally appropriate practice for young children. The course includes a slower pace and more hands-on instruction to help students adapt to the demands of a university course. Successful completion of this course results in more students obtaining a C or better in Child Development 1. </p><p>An interpretation of how the data provide evidence for meeting the standard:</p><p>Coursework is designed around the knowledge and skills statements. Candidates are successful on quizzes, projects, and on-line class activities related to these knowledge and skills statements. In this way, candidates are successful at meeting standards at a competency level. Candidates who are not successful (i.e., C or better) must repeat the course to ensure competency in the area. Assessment 6: Value Added Assessment</p><p>Description of the assessment:</p><p>The value added assessment is a way of analyzing test data to measure teaching and learning. Candidates are asked to read a scenario from an early childhood classroom. Candidates are then asked to complete a series of assessment questions based upon the scenario and integration of the Constructivist Philosophy.</p><p>Description of how the assessment specifically aligns with the standards:</p><p>This project aligns with standard 4:</p><p>4.1 Candidates participate in classroom and program evaluation and assess and utilize data to inform instruction</p><p>4.2 Candidates select, construct, and utilize a variety of formative and summative assessment strategies and instruments as part of the instructional process appropriate to the learning outcomes being evaluated</p><p>4.3 Candidates accurately define the characteristics, uses, advanced, and limitations of different types of student assessments, including, but not limited to, state value added dimension reports and data</p><p>A brief analysis of data findings: </p><p>Candidates are required to pass this assessment in order to complete the Internship course (18 ECE 243). As a result, students may submit multiple attempts until the assessment is completely passed. Data indicate that the majority of candidates pass the assessment on the first or second try, with few candidates needing a third attempt. Questions 2 and 3A seem to be the most difficult for students to pass on the first attempt, with approximately half of the students needing a second or third attempt. Candidates are able to answer basic questions about what the data mean and the educational decisions in relation to the data, but struggle with matching the data to the appropriate graph. After more instruction, students are able to choose the appropriate graph.</p><p>An interpretation of how the data provide evidence for meeting the standards:</p><p>These data indicate that students understand the varied uses of assessment and are able to use assessment to inform educational decisions. This meets Standard 4. Assessment 6: Value Added Assessment Rubric</p><p>Value Added Assessment Questions First Second Third Submission Submission Submission Question #1-Candidate read “The About 2009: 33 2011: 11 2009:1 School” scenario 2010: 41 2010: 1 2011: 38 2011: 4</p><p>* Question #2-Candidate selected the most 2009:14 2009:17 2009:3 appropriate graph represented by this 2010: 15 2010:17 2010: 6 scenario from the Identified Gain Patterns in 2011:25 2011: 20 2011:3 School Diagnostic Reports and wrote out the information under the description of the graph. *2009 and 2010 two needed a fourth submission each year; 2011 this item was not rated for three students Question #3A-Candidate describes if the child 2009:27 2009: 4 2009:3 would be a high, middle or low achieving 2010: 34 2010: 5 2010: 3 child. 2011: 26 2011: 20 2011: 5 2011 this item was not rated for two students Question #3B-Candidate discusses if the 2009: 32 2009: 2 2011: 4 teacher’s interactions helped or hindered the 2010: 39 2010: 2 child’s learning. If so, why or why not? 2011: 41 2011: 8 </p><p>Question #3C-Candidate discusses how the 2009: 32 2009: 2 2011: 3 teacher assisted or adversely influenced the 2010: 39 2010: 2 child academically. 2011: 40 2011: 9</p><p>Question #4-Candidate discusses what the 2009: 31 2009: 3 2011: 4 teacher could do to change the outcome. 2010: 40 2010: 2 The candidate must include information on 2011: 33 2011: 16 teacher directed instruction vs. child initiated learning and teacher facilitation. The candidate’s answer must be based on both theory and practice.</p>