EAST CENTRAL UNIVERSITY ASSESSMENT OF ACADEMIC ACHIEVEMENT ANNUAL ASSESSMENT PLAN READING SPECIALIST. MASTERS OF EDUCATION Reading Specialists Option

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EAST CENTRAL UNIVERSITY

ASSESSMENT OF ACADEMIC ACHIEVEMENT

ANNUAL ASSESSMENT PLAN

READING SPECIALIST MASTERS OF EDUCATION

Reading Specialists Option

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PROGRAM DESCRIPTION:

The graduate program in Reading is designed to prepare reading specialists and lead to a Master of Education degree. This option is for those graduate students who desire to specialize in teaching reading, supervising, and/or directing special reading programs in grades K-12. The program requires thirty-two semester hours of graduate credit in addition to a minimum of six semester hours credit in

undergraduate reading and language arts or children's literature courses.

The Master of Education Degree: Reading Specialist option contributes to the mission of the University by enhancing the preparation of Reading Specialists for the schools of the state and nation. This degree also prepares individuals for continued graduate work at advanced levels.

The Assessment Program has two main purposes. The first purpose is to show that candidates have the knowledge, skills, and dispositions in the area of reading to comply with the requirements of accrediting bodies and the Oklahoma State Regents for Higher Education. The second major purpose is to provide the

necessary information to identify program strengths and concerns and then use the information for making program improvements. The key stakeholders of the program for outcomes assessment purposes are candidates exiting the program and working with students in the schools.

The Department of Education has primary responsibility for the review of the program. However, the Dean of the School of Education and Psychology, the

Academic Committee and the Vice-President for Academic Affairs will be involved if major changes are warranted. The ECU Education Department uses the

information obtained from the assessment process to improve the program. Areas of concern are identified and analyzed. The program will then be evaluated to determine if the areas of concern are caused by insufficient coverage of material in classes or ineffective pedagogy. Coverage deficiencies will be addressed by

adjusting class activities and requirements. Ineffective pedagogy will be addressed by adjustments to delivery of information and measured by student performance in these areas. Degree of program success and suggestions for improvement noted in the exit surveys will be presented to those responsible for the program through the annual assessment report.Four data sources will be used to measure program success. First, is the Oklahoma Teacher Certification Test; second, Survey of administrators of practicum/field experience; third, Reading Option Exit Survey, and fourth, Portfolios of candidates.

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MAJOR PROGRAM GOAL:

The major program goal is to prepare candidates to specialize in teaching reading, and in supervising and directing special reading programs in grades K-12.

STUDENT OUTCOME 1 PROGRAM GOAL:

Candidates will demonstrate foundational knowledge, beliefs, and dispositions of teaching reading.

Criterion 1 for Student Outcome 1

95% pass rate on the Oklahoma Teacher Certification Test: (sub-area) Foundations of Reading

INSTRUMENT 1 for Criterion 1

Oklahoma Teacher Certification Test (OTCT): sub-area test Foundations of Reading Data Collected

The Oklahoma Teacher Certification Test (OTCT): Foundations of Reading-Sub-area

Scores of East Central Reading Option Majors

Academic Year Examinees Passing Examinees Average Score

Number Number ECU State

2008 7 7 275 275

2004-2005 3 3 291 291

2005-2006 4 4 295 273

2006-2007 15 11 274 273

PERFORMANCE GOAL: Candidates will meet or exceed the rate on the Oklahoma Teacher Certification Test: (sub-area) Foundations of Reading JUDGMENTS: All candidates taking the test passed above the stated goal.

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Administrators surveyed on the Practicum/Field Experience Survey will agree that candidates possess the knowledge, skills, and dispositions required in the area of Foundations of Reading.

INSTRUMENT 1 for Criterion 2 Administrator Survey

Data Collected

Administrator Survey

Reading Option Practicum and/or Field Experience Survey Year Knowledge, Skills, and Dispositions

Agree Disagree Num ber

Respon se Rate

2008 100% 7 100%

2007 100% 7 100%

2005 Practicum and Portfolio was not offered in this assessment period. Therefore there is no data to report

2006 100% 11 100%

PERFORMANCE GOAL: 90% of administrators surveyed will agree that candidates possess the knowledge, skills, and dispositions required in the area of

Foundations of Reading.

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Candidates surveyed using the Reading Option Exit Survey will agree they possess the foundational knowledge, skills, and dispositions of reading.

INSTRUMENT 1 FOR CRITERION 3 Reading Option Exit Survey

Data Collected

Reading Option Exit Survey

Year Agree Disagree Number Response

Rate 2008 100% 7 100% 2004 100% 7 100% 2005 100% 4 100% 2006 100% 11 100% 2007 100% 7 100%

PERFORMANCE GOAL: 90% of candidates exiting the program agree they

possess the knowledge, skills, and dispositions to succeed in the area of Foundations of Reading.

JUDGMENT: 100% of candidates exiting the program agreed they possess the knowledge, skills, and dispositions to succeed in the area of Foundations of Reading.

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INSTRUMENT 4 for Criterion 1 Portfolio

Data Collected

Portfolio Completion

Year Candidates Passing with required

score of 3 or above on a scale of 5 2008 7 7 2004 8 8 2005 4 4 2006 11 11 2007 7 7

PERFORMANCE GOALS: Candidates will have 100% pass rate scoring 3 or more on a scale of 5 on the portfolio sections showing competence in knowledge, skills, and dispositions of foundations of reading.

JUDGMENTS: All candidates scored 3 or above on a 5 point rating scale.

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Candidates will demonstrate knowledge in Instructional Practices. Criterion 1 for Student Outcome 2

Candidates will achieve 95% pass rate on the Oklahoma Teacher Certification Test: (sub-area) Instructional Practices

Oklahoma Teacher Certification Test (OTCT): sub-area test Instructional Practices

Data Collected

The Oklahoma Teacher Certification Test (OTCT): Instructional Practices-Subarea

Scores of East Central Reading Option Majors

Academic Year

Examinees Passing

Examinees Average Score Number Number ECU State

2008 7 7 284 280

2004-2005 3 3 277 277

2005-2006 4 4 253 258

2006-2007 15 11 259 269 PERFORMANCE GOAL: Candidates will meet or exceed the rate on the

Oklahoma Teacher Certification Test: (sub-area) Foundations of Reading JUDGMENTS: 7 out of 7 examinees met or exceeded the state average.

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Administrators surveyed on the Practicum/Field Experience Survey will agree that candidates possess the knowledge skills, and dispositions required in the area of Instructional Practices.

Data Collected

Administrator Survey

Reading Option Practicum and/or Field Experience Survey

Year

Knowledge, Skills, Dispositions Agree Disagree Numb er Response Rate 2008 7 7 100% 2004 100% 7 100%

2005 Practicum not offered that year

2006 100% 11 100%

PERFORMANCE GOAL: 90% of administrators surveyed will agree that

candidates possess the knowledge, skills, and dispositions required in the area of Instructional Practices.

JUDGMENT: 100% of administrators agreed. Criterion 3 for Student Outcome 2

Candidates surveyed using the Reading Option Exit Survey will agree they possess the knowledge, skills, and dispositions to succeed in the area of Instructional

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Data Collected

Year

Agree Disagree Number Response

Rate 2008 100% 7 100% 2004 100% 7 100% 2005 100% 4 100% 2006 100% 11 100% 2007 100% 7 100%

PERFORMANCE GOAL: 90% of candidates exiting the program agree they possess the knowledge, skills, and dispositions to succeed in the area of

Instructional Practices.

JUDGMENT: 100% of candidates exiting the program agreed they possess the knowledge, skills, and dispositions to succeed in the area of Instructional Practices. Criterion 4 for Student Outcome 2: Portfolio demonstrates that candidates possess the knowledge, skills, and dispositions required for Instructional Practices in reading.

INSTRUMENT 1 for Criterion 4 Portfolio

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Year Candidates Passing with required score of 3 or above on a scale of 5 2008 7 7 2004 8 8 2005 4 4 2006 11 11 2007 7 7

PERFORMANCE GOALS: Candidates will have 100% pass rate scoring 3 or more on a scale of 5 on the portfolio sections showing competence in the area of

Instructional Practices.

JUDGMENT: All candidates scored 3 or above on a 5 point rating scale.

To demonstrate knowledge in Assessment, Diagnosis, and Evaluation of reading. Criterion 1 for Student Outcome 3

Performance on the Oklahoma Teacher Certification Test: Assessment, Diagnosis, and Evaluation

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Oklahoma Teacher Certification Test (OTCT) Data Collected

2003-2004

The Oklahoma Teacher Certification Test (OTCT): Assessment, Diagnosis, and Evaluation-Subarea

Scores of East Central Reading Option Majors Academic Year Examinees Passing

Examinees Average Score

Number Number ECU State

2008 2 2 278 275

2004-2005 3 3 274 262

2005-2006 4 4 273 259

2007 7 7 275 272

PERFORMANCE GOAL: Candidates will meet or exceed the rate on the Oklahoma Teacher Certification Test: (sub-area) Assessment, Diagnosis and Evaluation.

JUDGMENT: All candidates taking the test passed above the stated goal.

Administrators surveyed on the Practicum/Field Experience Survey will agree that candidates possess the knowledge, skills, and dispositions to work effectively in the area of Assessment, Diagnosis, and Evaluation.

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Data Collected This survey is new and has been used for one group of candidates. Administrator Survey

Reading Option Practicum and/or Field Experience Survey Year Knowledge, Skills, and

Dispositions

Agree Disagree Number _Response

Rate

2008 100% 7 100%

2007 100% 7 100%

2005 Practicum was not offered in this academic year

2006 100% 11 100%

candidates possess the knowledge, skills, and dispositions to work effectively in the area of Assessment, Diagnosis, and Evaluation.

JUDGMENT: 100% of administrators agreed.

Candidates surveyed using the Reading Option Exit Survey will agree they possess the knowledge, skills, and dispositions to work effectively in the area of Assessment, Diagnosis, and Evaluation of reading.

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Data Collected

Year Agree Disagree Number Response Rate

2008 100% 7 100 %

2004 100% 7 100%

2005 100% 4 100%

2006 100% 11 100%

2007 100% 7 100%

PERFORMANCE GOAL: 90% of candidates surveyed will agree they possess the knowledge, skills, and dispositions to work effectively in the area of Assessment,

Diagnosis, and Evaluation of reading.

JUDGMENT: 100% of candidates surveyed agreed they possess the knowledge, skills, and dispositions to work effectively in the area of Assessment, Diagnosis, and

Evaluation of reading.

Criterion 4 for Student Outcome 3: Portfolio demonstrates that candidates possess the knowledge, skills, and dispositions to work effectively in the area of Assessment, Diagnosis, and Evaluation of reading.

Instrument 1 for Criterion 4 Portfolio

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Data Collected

Year

Candidates

Passing with required score of 3 or above on a scale of 5 2008 7 7 2004 8 8 2005 Portfolios were completed in last assessment 2006 11 11 2007 7 7

PERFORMANCE GOAL: Candidates will have 100% pass rate scoring 3 or more on a scale of 5 on the portfolio sections showing competence in the area of Assessing,

Diagnosing, and Evaluating in reading.

Candidates will demonstrate knowledge, skills and dispositions for assuming the role of the reading professional.

95% pass rate on the Oklahoma Teacher Certification Test: (sub-area) Role of the Reading Professional.

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Oklahoma Teacher Certification Test (OTCT): sub-area Role of the Reading Professional

Data Collected

The Oklahoma Teacher Certification Test (OTCT): Role of the Reading Specialist-Subarea

Scores of East Central Reading Option Majors Academic Year

Examinees Passing

Examinees

Average Score Number Number ECU State

2008 7 7 282 280

2004-2005 3 3 267 268

2005-2006 4 4 264 257

2006-2007 15 11 248 262 PERFORMANCE GOAL:

Candidates will meet or exceed the rate on the Oklahoma Teacher Certification Test: (sub-area) Role of the Reading Professional

JUDGMENT: 7 out of 7 taking the test met or exceeded the stated goal.

Administrators surveyed on the Practicum/Field Experience Survey will agree that candidates possess the knowledge, skills, and dispositions required for the Role of the Reading Professional.

INSTRUMENT for Criterion 2 Administrator Survey

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Data Collected This survey is new and has only been used for one group. Administrator Survey

Reading Option Practicum and/or Field Experience Survey Year Knowledge, Skills, and

Dispositions

Agree Disagree Number _Response

Rate 2008 Practicum was not offered

during this assessment

7 100%

2007 100% 7 100%

2005 Practicum was not offered during this assessment

2006 100% 11 100%

candidates possess the knowledge, skills, and dispositions necessary to assume the role of the reading professional.

JUDGMENT: 100% of administrators agreed.

Candidates surveyed using the Reading Option Exit Survey will agree they possess the knowledge, skills, and dispositions necessary to assume the role of the reading professional.

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Data Collected

Year Agree Disagree Number Response

Rate 2008 100% 7 100% 2004 100% 7 100% 2005 100% 4 100% 2006 100% 11 100% 2007 100% 7 100%

PERFORMANCE GOAL: 90% of candidates surveyed will agree they possess the knowledge, skills, and dispositions necessary for assuming the role of the reading professional.

JUDGMENT: 100% of candidates surveyed agreed they possess the knowledge, skills, and dispositions necessary for assuming the role of the reading professional.

Portfolios will demonstrate that candidates possess the knowledge, skills, and dispositions necessary to assume the role of the reading professional.

INSTRUMENT for Criterion 4 Portfolio

Data Collected

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required score of 3 or above on a scale of 5 2008 Completed in last assessment 7 2004 8 8 2005 Completed in last assessment 2006 11 11 2007 7 7

PERFORMANCE GOAL: Candidates will have 100% pass rate scoring 3 or more on a scale of 5 on the portfolio sections showing competence in knowledge, skills, and dispositions for assuming the role of the reading professional.

In Conclusion:

The instruments included in this document (Oklahoma State Certification Test, Administrator Survey, Exit Survey, and the Portfolio) clearly show that the Reading Option at East Central University is a successful program. The variety of quality instruments from a variety of stake-holders triangulates the data to give credibility to the findings.

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Following this page, find the two surveys cited and portfolio guidelines that govern that document.

As always, the data reported will be monitored on an on-going basis to continually check for quality and for areas where adjustments might need to be made.

Changes were made in the course rotation where the diagnosis and clinical practices classes are offered during the same semester. Treatment and

Practicum/Portfolio will also be offered during the same semester. This creates a natural place for application of classroom knowledge and theory.

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Several Oklahoma schools have received Reading First Grants. Some of these schools are cooperating with the university to offer the reading courses on site. The Education Department worked very hard to make these

accommodations. This offers a tremendous opportunity to increase enrollment and to have outside sources pay for these classes (tuition and salary for instructors). The schools have expressed deep appreciation for ECU’s willingness to work with them.

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East Central University-Reading Specialist Program

2008

Mission Statement The graduate program in Reading is designed to prepare reading specialists and may lead to a Master of Education degree. This option is for those graduate students who desire to specialize in teaching reading, supervising, and/or directing special reading programs in grades K-12. The program requires thirty-two semester hours of graduate credit in addition to a minimum of six semester hours credit in undergraduate reading and language arts or children’s literature courses.

The key stakeholders of the program for outcomes assessment purposes are the candidates, alumni, and schools in which they work. Data are being collected which Reflect input from all stake-holder groups

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Mission Statement 1. Candidates will demonstrate foundational knowledge, beliefs, and dispositions of teaching reading. Criteria & Performance Goals

1a. 95% pass rate on the Oklahoma Teacher Certification Test: (sub-area) Foundations of Reading. 1b. Practicum/Field Experience Survey: 90% of Administrators surveyed will agree that candidates possess the

knowledge, skills, and dispositions required in the area of Foundations of Reading.

1c. Reading Option Exit Survey: Ninety percent of candidates exiting the program agree they possess the foundational knowledge, skills, and dispositions of reading. 1d. Portfolio demonstrates that 100% of candidates possess the for foundations of reading. Assessment Results 1a. 7 candidates tested and passed the Foundations of

Reading sub-area test.

1b. 7 of 7

administrators agreed

1c. 100% of the seven candidates exiting the program agreed they possess necessary foundational criteria.

1d.7 successful portfolios

Use of Results

1a. Scores indicate no change in program is needed.

1b. No change is needed at this time.

1c. No change is indicated at this time.

1d. No change needed.

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2. Candidates will

knowledge, skills and dispositions in instructional practices and curriculum materials.

2a. 95% Pass rate on the Oklahoma (sub-area) Instructional Practices 2b. Practicum/Field Experience Survey: Administrators will agree that 90% of candidates have the knowledge, skills, and dispositions required for instructional practice and curriculum development. 2c. Reading Option Exit Survey: Ninety percent of candidates exiting the program agree they possess adequate knowledge, skills, and dispositions in instructional practices and curriculum development. 2d. Portfolio demonstrates that candidates possess the knowledge, skills, and dispositions required for planning and delivering .

2a. 7 candidates tested and passed the Instructional Practices sub-area test.

2b. Seven of seven administrators agreed.

2c. The seven candidates exiting the program agree they possess necessary knowledge, skills and dispositions.

2d. 7 successful portfolios

2a. Scores indicate no changes are needed at this time.

2b. No changes needed at this time.

2d. No change needed.

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3. Candidates will demonstrate knowledge, beliefs, and dispositions in Assessment, Diagnosis, and Evaluation

3a. 95% pass rate on the Oklahoma Teacher Certification Test: (sub-area) Assessment, Diagnosis, and Evaluation 3b. Practicum/Field Experience Survey: Administrators will agree that 90% of candidates have the knowledge, skills, and dispositions to assess, diagnose, and

evaluate reading progress.

3c. Reading Option Exit Survey: Ninety percent of candidates exiting the program agree they possess the necessary

knowledge, skills, and dispositions to assess, diagnose, and evaluate reading progress. 3d. Portfolio demonstrates that candidates possess the knowledge, skills, and dispositions necessary for

assessing, diagnosing, and evaluating reading progress.

3a. 7candidates tested and passed the sub-area test.

3b. Seven of seven administrators agreed.

3c. The seven candidates exiting the program agree they meet the criteria.

3d. 7successful portfolios

3d. No change is needed at this time.

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4. Candidates understand and can function in the role of a reading professional. 4a. 95% pass rate on the Oklahoma Teacher Certification Test: (sub-area ) Role of the Reading Professional 4b. Practicum/Field Experience Survey: Administrators will agree that 90% of candidates have the knowledge, skills, and

dispositions required for assuming the role of the reading professional. 4c. Reading Option Exit Survey: 90% of candidates exiting the program agree they possess the

knowledge, skills, and

dispositions to

assume the role of the reading professional. 4d. Portfolio

demonstrates the candidate possesses the knowledge, skills, and dispositions to assume the role of the reading professional.

4a. 7 students tested and passed the Professional Role sub-area of the test.

4b. 7 of

7administrators agreed.

4c. The seven candidates exiting the program agree they meet the necessary criteria to be a reading professional.

4d. 7 successful portfolios.

4d.No change needed.

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