biennial reports

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Ensuring Educator Excellence

Biennial ReportsBiennial ReportsTechnical Assistance MeetingTechnical Assistance Meeting

December 16, 2010December 16, 2010

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Objectives for the DayObjectives for the Day Identify the purpose of biennial Identify the purpose of biennial

reports within the accreditation reports within the accreditation systemsystem

To discuss the various components of To discuss the various components of the Biennial Report the Biennial Report

To share exemplars of biennial To share exemplars of biennial reports for various credential reports for various credential programs. programs.

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3 Major Activities of the system and 3 Major Activities of the system and their different rolestheir different roles

Program Assessment ––Is the program in alignment with the standards?

Biennial Reports – – Is the program effective in developing qualified educators and does the program use data to drive its program improvement efforts?

Site Visit – – Confirms that the Common Standards and Program Standards are implemented in an integrated, effective manner?

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7 Year Accreditation Cycle7 Year Accreditation Cycle

Year 3, Collect DataAnalyze Data to report in Year 4

Year 4,Collect Data

Program Assessment

Year 5, Collect DataAnalyze Data to report in Year 6, Prepare for Site Visit

Year 6,Collect Data

Site Visit

Year 7, Collect DataFollow-Up

Year 1, Collect Data

Analyze Data to report in Year 2

Year 2, Collect Data

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Accreditation SystemAccreditation System

Site Visit

Are Common Standards and Program Standards implemented in an integrated, effective manner?

Biennial Reports

Are programs effective in preparing competent educators?

Program Assessment

Are programs aligned with standards?

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Uses for Biennial ReportsUses for Biennial Reports

Critical part of the accreditation cycleCritical part of the accreditation cycle Key piece of evidence that an institution is Key piece of evidence that an institution is

responsive to Common Standards 2 and 9 responsive to Common Standards 2 and 9 Used by review teams during Program Used by review teams during Program

Assessment and Site Visits. Assessment and Site Visits. Biennial Reports, Program Assessment and Biennial Reports, Program Assessment and

Site Visits, together give a more Site Visits, together give a more comprehensive picture of a program comprehensive picture of a program sponsor over time.sponsor over time.

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2010 – Where are we?2010 – Where are we? Just completed third year of full Just completed third year of full

implementation of biennial reports in the implementation of biennial reports in the accreditation system.accreditation system.

With the exception of BTSA programs, all With the exception of BTSA programs, all institutions have now submitted at least one institutions have now submitted at least one biennial report. BTSA programs were biennial report. BTSA programs were brought into the system this year, and three brought into the system this year, and three cohorts have submitted their first report. cohorts have submitted their first report.

Site visits that took place in Spring 2009 and Site visits that took place in Spring 2009 and 2010 included biennial reports as part of 2010 included biennial reports as part of their evidence.their evidence.

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Bottom LineBottom LineData should be at a level that Data should be at a level that measures:measures:the rate at which candidates are learning the the rate at which candidates are learning the competencies as measured with assessments competencies as measured with assessments of candidate and completer knowledge and of candidate and completer knowledge and skills, andskills, andthe strengths and areas of growth of the the strengths and areas of growth of the program as measured through candidate, program as measured through candidate, completer, employer, and other stakeholder completer, employer, and other stakeholder survey.survey.

rparker

I would take out the first sentence and use the next sentence as a stem.Data should be at a level that measures:the rate at which candidates are learning competencies as measured with assessments of candidate and completer knowledge and skills, andthe strengths and areas of growth of the program as measured by candidate, completer, employer, and other stakeholder surveys.

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Relationship to the Standards

Common Standard 2 – Unit and Common Standard 2 – Unit and Program Evaluation SystemProgram Evaluation SystemThe education unit implements an assessment system for ongoing program and unit evaluation and improvement. The system collects, analyzes, and utilizes data on candidate and program completer performance and unit operations.

(continued on next page)

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Common Standard 2 (continued)

Assessment in all programs include on-going and comprehensive data collection related to candidate qualifications, proficiencies, competence, and program effectiveness. Data are analyzed to identify patterns and trends that serve as the basis for programmatic and unit decision-making.

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Common Standard 9Common Standard 9 Focuses on Candidate Competencies Focuses on Candidate Competencies

at the Program Levelat the Program Level Hold that thought…Hold that thought…

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Biennial Report StructureBiennial Report StructureTwo sections to the report:Two sections to the report: AA Submitted by each program. Current Submitted by each program. Current

program context, recent program context, recent changes, changes, enrollment/completion data. Includes enrollment/completion data. Includes data from each approved program. data from each approved program.

BB Submitted by the designated director Submitted by the designated director of educator preparation programs. of educator preparation programs.

Overall trends and institution’s Overall trends and institution’s action action plan. plan.

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Biennial Report, Section ABiennial Report, Section A

Purpose: Snapshot of each program’s Purpose: Snapshot of each program’s processes for utilizing data to increase processes for utilizing data to increase program effectivenessprogram effectiveness

Part I.Part I. Contextual information/ChangesContextual information/ChangesPart II.Part II. Assessments of Candidates and Assessments of Candidates and

CompletersCompletersPart III. Analyses of dataPart III. Analyses of dataPart IV. Proposed Program ChangesPart IV. Proposed Program Changes

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Section ASection AProgram Specific InformationProgram Specific Information

Part I. Contextual InformationPart I. Contextual Information

General information to help reviewers General information to help reviewers understand the program, the context in understand the program, the context in which it operates and what has changed which it operates and what has changed significantly since the Commission approved significantly since the Commission approved the current program document.the current program document. 1 page1 page

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ContextContextNumber of candidates and completers Number of candidates and completers

MSMSCandidatesCandidates(10-11)(10-11)

MSMSCompleterCompleterss(09-10)(09-10)

Main CampusMain Campus Trad. Trad. InternsInterns SatelliteSatellite Trad. Trad. InternsInterns

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Context – Context – cont-cont- When begin/end programWhen begin/end program Cohort modelCohort model Program featuresProgram features

– Internships Internships – Serves inner-city schools Serves inner-city schools – Bilingual programBilingual program

Changes since the last site Changes since the last site visit/approval/biennial reportvisit/approval/biennial report

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Section A, Part II – Candidate Section A, Part II – Candidate Assessment/Program EffectivenessAssessment/Program EffectivenessProgram describes assessment procedures Program describes assessment procedures and instruments it uses to ensure that and instruments it uses to ensure that candidates have the requisite candidates have the requisite competencies and that the program is competencies and that the program is effectively meeting its candidates’ effectively meeting its candidates’ academic and professional growth needs.academic and professional growth needs.

≤ ≤ 10 pages10 pages

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Candidate AssessmentCandidate AssessmentAn Overarching Chart can be helpfulAn Overarching Chart can be helpful

InstrumentInstrument DescriptionDescription When GivenWhen GivenCalTPACalTPA xxxxxxxxxx xxxxxxxxEvaluation of Evaluation of Student Teachers by Student Teachers by Master TeachersMaster TeachersReading Instruction Reading Instruction Competency Competency AssessmentAssessmentStudent Portfolios (TPE Student Portfolios (TPE based Rubric)based Rubric)Employer SurveyEmployer Survey

Survey of First Year Survey of First Year GraduatesGraduates

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Overarching chart –cont-Overarching chart –cont-Course EvaluationsCourse Evaluations

Senior InterviewsSenior Interviews

Candidate Self Candidate Self AssessmentAssessment

Candidate Evaluation of Candidate Evaluation of Master TeachersMaster Teachers

Candidate Evaluation of Candidate Evaluation of SupervisorsSupervisors

Grade Point AverageGrade Point Average

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Provide Aggregated DataProvide Aggregated Data Summarizing process is not enough. Summarizing process is not enough. Provide Provide ActualActual Aggregated Data for Aggregated Data for

4-6 Key Assessments 4-6 Key Assessments Data should reflect the last two Data should reflect the last two

academic yearsacademic years– For those submitting in fall 2011 – that For those submitting in fall 2011 – that

would be 09-10 and 10-11would be 09-10 and 10-11

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Examples of Candidate DataExamples of Candidate Data

Evidence of candidate and completer Evidence of candidate and completer competence through coursework and competence through coursework and practicumpracticum

TPA – for MS/SS programsTPA – for MS/SS programs Key assignments in coursework, Key assignments in coursework,

observations during fieldwork, practicum, observations during fieldwork, practicum, or clinical practiceor clinical practice

Demonstrations/presentations prior to Demonstrations/presentations prior to being recommended for a credentialbeing recommended for a credential

PortfoliosPortfolios OthersOthers

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Examples of Program Effectiveness Examples of Program Effectiveness DataData

Evidence of program effectiveness for Evidence of program effectiveness for completers, employers, communitycompleters, employers, community

Completer and graduate surveysCompleter and graduate surveys Employer surveys/feedback Employer surveys/feedback BTSA State Survey DataBTSA State Survey Data

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Examples of Key Assessments for Examples of Key Assessments for Induction ProgramsInduction Programs

Candidate DataCandidate Data Program EffectivenessProgram EffectivenessProgress through formative Progress through formative assessmentassessment

State Survey DataState Survey Data - PT/SP and SA Q’s- PT/SP and SA Q’s - Matching SP and PT, state - Matching SP and PT, state meanmean

Categorization and frequency of Categorization and frequency of Focus Questions or Inquiry TopicsFocus Questions or Inquiry Topics

Focus Group findingsFocus Group findings

Self assessment based on Self assessment based on evidence on CSTPevidence on CSTP

Feedback on PD OfferingsFeedback on PD Offerings

Completer SurveysCompleter Surveys Local evaluation toolsLocal evaluation tools

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Reporting the InformationReporting the InformationDescribe the type of data being collected Describe the type of data being collected

(e.g., TPA, employer data)(e.g., TPA, employer data)Identify instrument(s) used to gather data Identify instrument(s) used to gather data Describe process of collecting dataDescribe process of collecting dataInclude descriptive statistics such as the Include descriptive statistics such as the

range, mean, median, mode or percent in range, mean, median, mode or percent in each categoryeach category

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Not all Data is Equal!Not all Data is Equal!

There is data, good data, and There is data, good data, and better data for the purposes of better data for the purposes of program improvement.program improvement.

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Examples of DataExamples of DataData: Data:

100% of candidates 100% of candidates successfully successfully complete Ed 235 complete Ed 235 or or

Average grade for all candidates Average grade for all candidates who took Ed 235 in Fall of 2010 is 3.45who took Ed 235 in Fall of 2010 is 3.45

What do either of these examples tell you What do either of these examples tell you about program quality or effectiveness?about program quality or effectiveness?

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Example of Better DataExample of Better DataWhat are the competencies covered by ED 235?What are the competencies covered by ED 235?

What key assignments, projects, fieldwork What key assignments, projects, fieldwork component, etc. are required?component, etc. are required?

Examples of possible data:Examples of possible data:Data from a common rubric/scoring Data from a common rubric/scoring

criteriacriteria

Tied to explicit standards, Tied to explicit standards, competencies, TPEs, or TPA taskcompetencies, TPEs, or TPA task

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Another Example of Informative DataAnother Example of Informative Data

Range 1-4Range 1-4 11 22 33 44 MeanMean

TPE 1: Subject Specific PedagogyTPE 1: Subject Specific Pedagogy nn nn nn nn 3.2 3.2

TPE 2: Monitoring Student TPE 2: Monitoring Student Learning During instructionLearning During instructionTPE 3: Interpretation/Use of TPE 3: Interpretation/Use of AssessmentsAssessmentsTPE 4: Making content accessibleTPE 4: Making content accessible

TPE 5: Student EngagementTPE 5: Student Engagement

TPE 6: Developmentally-TPE 6: Developmentally-appropriate practicesappropriate practices

Student Teaching Final Evaluation– Exit Clinical PracticeStudent Teaching Final Evaluation– Exit Clinical PracticeCompleted by Master Teacher and University Completed by Master Teacher and University SupervisorSupervisor

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Best DataBest DataData tied to the competencies required of Data tied to the competencies required of the credential.the credential.

Data from TPE observations during ED 235 Data from TPE observations during ED 235 (scored with a 4 pt. rubric) is compared to (scored with a 4 pt. rubric) is compared to post program information such as an post program information such as an Employer Survey data that verifies that Employer Survey data that verifies that first year teachers from the X program are first year teachers from the X program are effective in teaching….effective in teaching….

What do these data sources tell you about What do these data sources tell you about program effectiveness?program effectiveness?

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Best Biennial ReportsBest Biennial Reports

Attempt to bring together multiple Attempt to bring together multiple sources of information to identify sources of information to identify areas in need of program areas in need of program improvement and then describe what improvement and then describe what actions will be taken by the actions will be taken by the program/institution.program/institution.

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Biennial Reports Tell a StoryBiennial Reports Tell a Story

Candidate Assessment Data Candidate Assessment Data indicates lowest scores indicates lowest scores around candidate’s use of assessment dataaround candidate’s use of assessment data

++Completer surveys – Completer surveys – Indicate completers are least Indicate completers are least

comfortable with use of assessment datacomfortable with use of assessment data++

Employers report Employers report that candidates need greater that candidates need greater assistance with use of assessment dataassistance with use of assessment data

Identification by the program that there is an area of Identification by the program that there is an area of concern and proposes possible modificationsconcern and proposes possible modifications

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Lessons Learned - DataLessons Learned - Data

Best Biennial Reports Best Biennial Reports 1.1. Include data at a level that can be tied to Include data at a level that can be tied to

candidate competencies outlined in the candidate competencies outlined in the standardsstandards

2.2. Include BOTH candidate assessments and Include BOTH candidate assessments and program/post-program feedback information program/post-program feedback information (employer surveys, completer surveys)(employer surveys, completer surveys)

3.3. Present data in a way that allows the reader to Present data in a way that allows the reader to compare candidate and program performance compare candidate and program performance relative to the standards.relative to the standards.

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Section A, Part IIISection A, Part IIIAnalysis of DataAnalysis of Data

What does the data indicate about What does the data indicate about how well the program is performing how well the program is performing in terms of developing candidates’ in terms of developing candidates’ competencies?competencies?

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Analysis of DataAnalysis of Data

Program uses results of data analyses to Program uses results of data analyses to identify:identify:

How well candidates are performingHow well candidates are performing Areas where candidates are not Areas where candidates are not

performing as expectedperforming as expected How well completers are performingHow well completers are performing Areas in which completers feel unpreparedAreas in which completers feel unprepared How the program is perceived by How the program is perceived by

employersemployers Identify strengths of program and areas Identify strengths of program and areas

for growthfor growth

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Analysis of DataAnalysis of DataPrograms may take the data as a whole Programs may take the data as a whole and reach some conclusions, or may and reach some conclusions, or may analyze each data source separately. If analyze each data source separately. If the latter, any areas of conflict in the data the latter, any areas of conflict in the data should be addressed.should be addressed.

Do not overlook areas where the data Do not overlook areas where the data indicate some improvements are indicate some improvements are necessary.necessary.

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Part IV. Use of Assessment Part IV. Use of Assessment Results for Program ImprovementResults for Program Improvement

Program describes how it will use the Program describes how it will use the results of the analyses of data to build results of the analyses of data to build on identified strengths and address on identified strengths and address areas in need of growth/improvement. areas in need of growth/improvement.

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Use of Assessments for P.I.Use of Assessments for P.I.

What changes have or will be made What changes have or will be made to the program?to the program?

What data will the program continue What data will the program continue to watch over time?to watch over time?

Is there a need to improve the Is there a need to improve the assessment tools themselves?assessment tools themselves?

Make sure this section is linked to Make sure this section is linked to the data and analysis.the data and analysis.

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Program ImprovementsProgram ImprovementsChart or Table may be useful here too.Chart or Table may be useful here too.

Data SourceData Source Issue to be Issue to be addressedaddressed

Plan of ActionPlan of Action

TPA 3: AssessmentTPA 3: Assessment

Employer SurveyEmployer Survey

Ability of candidates Ability of candidates to use assessments to use assessments to differentiate to differentiate instructioninstruction

Faculty to discuss Faculty to discuss curriculum in ED curriculum in ED 285285Revisions included Revisions included in Spring 2010 in Spring 2010 course offeringcourse offering

Candidate Portfolio Candidate Portfolio RubricRubric

Evaluation by Master Evaluation by Master TeachersTeachers

Addressing the needs Addressing the needs of English Learnersof English Learners

Moving curriculum in Moving curriculum in course ED 265 to course ED 265 to earlier in the course earlier in the course sequencesequenceRevision to be Revision to be implemented in implemented in Spring 2010Spring 2010

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Biennial Report, Section BBiennial Report, Section BInstitutional Summary/Action PlanInstitutional Summary/Action Plan

Purpose: Snapshot of the Purpose: Snapshot of the institution’sinstitution’s processes for processes for utilizing data to increase program effectivenessutilizing data to increase program effectiveness

Institution will review reports from each program Institution will review reports from each program and identify trends, institutional strengths, and and identify trends, institutional strengths, and areas needing growth that occur across programs, areas needing growth that occur across programs, and describe a plan of action to improve the and describe a plan of action to improve the performance of all programs.performance of all programs.

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Section B - InstitutionSection B - Institution

Summary is submitted by unit leader: Dean, Summary is submitted by unit leader: Dean, Director of Education, Superintendent, or Director of Education, Superintendent, or Head of the Governing Board of the Head of the Governing Board of the Program Sponsor. Program Sponsor.

Summary identifies:Summary identifies: Trends observed across programs Trends observed across programs Areas of strengthAreas of strength Areas for improvement Areas for improvement Next steps or a plan of action. Next steps or a plan of action.

1 Page1 Page

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When are they due?When are they due? Biennial Reports are due immediately following Biennial Reports are due immediately following

years 1, 3, and 5 of the cohort cycleyears 1, 3, and 5 of the cohort cycle Due to the Commission Due to the Commission August 15 or October 15August 15 or October 15 December 15 for December 15 for only some only some institutions institutions

They are due FOLLOWING the second academic They are due FOLLOWING the second academic year during which the data is collected.year during which the data is collected.

CTC sends a letter to Dean/Director and includes CTC sends a letter to Dean/Director and includes information in PSD E-News: Survey Monkeyinformation in PSD E-News: Survey Monkey

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How are they submitted?How are they submitted?

ElectronicallyElectronically – via E-mail to – via E-mail to

[email protected]

Questions may be directed here as Questions may be directed here as well.well.

mailto:[email protected]

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How are Biennial Reports How are Biennial Reports Reviewed?Reviewed?

Several levels of review:Several levels of review:1)1) Staff reviewStaff review2) 2) Program Assessment Program Assessment

ReviewersReviewers3)3) Site Visit TeamsSite Visit Teams

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Staff ReviewStaff Review CTC staff will review the reports and, CTC staff will review the reports and,

if necessary, seek additional if necessary, seek additional information.information.

Feedback will be provided to Feedback will be provided to program sponsors in a timely program sponsors in a timely manner--6-8 weeksmanner--6-8 weeks

A summary of the information from A summary of the information from the Biennial Reports will be shared the Biennial Reports will be shared with the Committee on Accreditation.with the Committee on Accreditation.

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Staff Response FormStaff Response FormCred/Cred/Cert Cert PrgmPrgm

Candidate/ Candidate/ Program Data Program Data SubmittedSubmitted

Components (+ well addressed; √ Acceptable; 0 Not Evident)

Comments/Comments/Additional information Additional information RequiredRequired

MS/SSMS/SSMS MS InternIntern

Data SubmittedData SubmittedTPA Scores Task TPA Scores Task 1-41-4Student Teaching Student Teaching Evaluations (mid Evaluations (mid term and final, by term and final, by TPE)TPE)Portfolio (scores Portfolio (scores by TPE)by TPE)Program Program Completer SurveyCompleter SurveyEmployer Employer SurveySurvey

Other Data Other Data ListedListed

ContextContextChanges since last Changes since last BR/SVBR/SVAssessments Tied Assessments Tied to Competenciesto CompetenciesAggregated DataAggregated DataAnalyz/Disc. DataAnalyz/Disc. DataModifications Modifications Linked to DataLinked to DataModifications Modifications linked to linked to StandardsStandards

++

√√√√

√

Data, analysis, and program Data, analysis, and program modifications were present, modifications were present, clearly presented, and well clearly presented, and well linked. Data and analysis linked. Data and analysis supported program supported program modifications.modifications.

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Examples of Issues IdentifiedExamples of Issues Identified No data is submitted – assessment No data is submitted – assessment

process is discussedprocess is discussed No candidate data is currently No candidate data is currently

collected, analyzed or utilized by the collected, analyzed or utilized by the institution, but there is a plan to do institution, but there is a plan to do so in the futureso in the future

Links between the data, analysis, Links between the data, analysis, and program modifications are hard and program modifications are hard to seeto see

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Examples of Issues Examples of Issues – cont-– cont- Data is reported at a level that is difficult Data is reported at a level that is difficult

to link to candidate competencies explicit to link to candidate competencies explicit in the standardsin the standards

Data includes only post-program Data includes only post-program effectiveness or candidate data and not effectiveness or candidate data and not bothboth

Areas of apparent weaknesses are not Areas of apparent weaknesses are not addressed at all in the analysis or program addressed at all in the analysis or program modificationsmodifications

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After the Staff ReviewAfter the Staff ReviewIn 4In 4thth Year of Cycle – Biennial Reports Year of Cycle – Biennial Reports

are provided to Program Assessment are provided to Program Assessment Reviewers (evidence for candidate Reviewers (evidence for candidate assessment/competency standards)assessment/competency standards)

In 6In 6thth Year of Cycle – Biennial Reports Year of Cycle – Biennial Reports are provided to Site Visit Team are provided to Site Visit Team (evidence for Common Standards 2 (evidence for Common Standards 2 and 9)and 9)

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ResourcesResources

The Biennial Report template, Optional BTSA The Biennial Report template, Optional BTSA specific template, and more can be found specific template, and more can be found at:at:

http://www.ctc.ca.gov/educator-prep/program-accred-biennial-reports.html

Cheryl Hickey, Cheryl Hickey, [email protected] Gay Roby, Gay Roby, [email protected]





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Questions?Questions?

biennial reports

Documents