School of Education Credential Programs
Program Assessment Report AY 2012-13
SOE Assessment Report, 2013
Date: 9/24/2013
I.
Assessment of Student Learning Outcomes
1. Name and Contact Information of Program Assessment Coordinator:
Mimi Miller
Director of Assessment and Accreditation
School of Education
Zip 222
X5278
mmiller@csuchico.edu
2. Student Learning Outcomes
The student outcomes listed below are aligned to the California Teaching Performance
Expectations (TPE) and Special Education Competencies, as well as the professional
competencies and dispositions (D) identified in the School of Education’s conceptual
framework.
1. Candidates demonstrate subject matter knowledge by developing and teaching lessons
that explain content clearly and make abstract concepts concrete and meaningful. (TPE 9
& D2)
2. Candidates use a variety of formative/summative assessments to determine pupils’
progress and plan instruction. (TPE 3)
3. Candidates implement appropriate strategies, techniques and/or technology that match
lesson purpose and content, and actively engage pupils. (TPE 4 & D5)
4. Candidates create opportunities for pupils’ to understand and produce academic
language. (TPE 4 & D1)
5. Candidates draw on pupils’ linguistic and cultural background knowledge and skills to
make connections with the curriculum. (TPE 6, 9 & D1, D2)
6. Candidates effectively support and develop the language needs of English learners. (D1)
7. Candidates effectively support students with special needs. ( D1)
8. Candidates use research, reflection and feedback to formulate and prioritize goals for
increasing personal subject matter knowledge and teaching effectiveness. (TPE 9, 13 &
D3)
9. Candidates engage in reciprocal partnerships with the school and/or greater community to
address the needs of underserved populations and their families. (D4)
3. Course Alignment Matrix:
Please see matrices for all credential programs at:
http://www.csuchico.edu/ncate/framework/CFCourse_Matrices.shtml
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School of Education Credential Programs
Program Assessment Report AY 2012-13
4. Learning Outcome(s) Assessed in AY 2012-13:
1. SLO 7: Candidates effectively support students with special needs (TPE 7 & D1).
2. SLO 9: Candidates engage in reciprocal partnerships with the school and/or greater
community to address the needs of underserved populations and their families (D4).
3. SLO 2: Candidates use a variety of formative/summative assessments to determine
pupils’ progress and plan instruction. (TPE 3)
5. Assessment Methodology Used:
The assessments used to measure the learning outcomes included the following:

The Performance Assessment for California Teachers (PACT) is a state-mandated
assessment that requires the completion of a teaching event, which is an extended
documentation of a segment of student teaching that concentrates on 3-5 lessons or
hours of teaching. It is structured in sections corresponding to context for learners,
planning, teaching, assessing, and reflecting. All Multiple and Single Subject
Credential candidates must pass PACT in order to be recommended for a credential.

The CSU System-wide Evaluation of First-Year Teachers provides the results of
surveys administered to both graduates of initial credential programs completing their
first year as in-service teachers and their employers on their perceptions of the quality
of preparation they received. The results are reported to each campus by the CSU
Center for Teacher Quality (CTQ).

The CSU System-wide Exit Survey of initial credential program graduates is a
requirement for all credential program completers. Each year, the CTQ makes the
data from the survey available to the individual campuses.
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School of Education Credential Programs
Program Assessment Report AY 2012-13
6. Assessment Results
Student Learning Outcome
SLO 7: Candidates
effectively support
students with special
needs.
Measure
Sample
CSU Systemwide
Evaluation of
First-Year
Teachers
Employers of first year teachers
who earned credentials from the
following program areas:
Multiple Subject
(MS)
Single Subject (SS)
Education Specialist (ES)
CSU Exit
Survey
2011-2012
Percent of Students
Achieving
2012-2013
Percent of Students
Achieving
Adequately to Well
Prepared
Adequately to Well
Prepared
MS = 96% (N=40)
SS = 77% (N=21)
ES = 81% (N=8)
(2010-2011
Graduates)
MS = 83% (N=21)
SS = 82%(N=28)
ES = 88% (N=16)
(2011-2012
Graduates)
Initial credential completers
from the following program
areas:
Multiple Subject (MS)
Single Subject (SS)
Education Specialist (ES)
Adequately to Well
“Meet the
Prepared:
instructional needs of
students with special MS = 60% (N=68)
learning needs.”
SS = 91% (N=22)
ES = 96% (N=27)
Adequately to Well
Prepared:
Item
Percent of Students
Achieving
Percent of Students
Achieving
Adequately to Well
Prepared
Adequately to Well
Prepared
MS= 71% (N=68)
SS=77% (N=22)
ES= 77% (N=27)
MS= 84% (N=120)
SS= 64% (N=56)
ES= 90% (N=48)
Student Learning Outcome
Measure
Sample
SLO 9:
Candidates engage in
reciprocal partnerships
with the school and/or
greater community to
address the needs of
underserved populations
and their families.
CSU Exit
Survey
Initial credential completers
from the following program
areas:
Multiple Subject (MS)
Single Subject (SS)
Education Specialist (ES)
Item
“Preparation to
Teach Special
Learners in Inclusive
Schools.”
“Know about the
resources in the
school and
community for atrisk students.”
MS = 72% (N=119)
SS = 66% (N=56)
ES = 98% (N=48)
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School of Education Credential Programs
Program Assessment Report AY 2012-13
Student Learning Outcome
Measure
Sample
Items
2011-2012 Percent
of Students
Achieving
2012-2013
Percent of Students
Achieving
SLO 2: Candidates use a
variety of
formative/summative
assessments to determine
pupils’ progress and plan
instruction.
PACT:
Performance
Assessment for
California
Teachers
Initial credential candidates
from the following program
areas:
Three rubric items:
At or Above
Acceptable:
At or Above
Acceptable:
MS (N=107)
Rubric 6: 98%
Rubric 7: 98%
Rubric 8: 88%
MS (N=133)
Rubric 6: 98%
Rubric 7: 98%
Rubric 8: 94%
SS (92)
Rubric 6: 99%
Rubric 7: 98%
Rubric 8: 93%
Adequately to
Well Prepared:
SS (91)
Rubric 6: 99%
Rubric 7: 92%
Rubric 8: 92%
Adequately to Well
Prepared:
MS = 90% (N=68)
SS = 100% (N=22)
ES = 100% (N=27)
MS = 93% (N=120)
SS = 94% (N=56)
ES = 96% (N=48)
Multiple Subject (MS)
Single Subject (SS)
Education Specialist (ES)
6 Analyzing Student
Work from an
Assessment
7 Using Assessment
to Inform Teaching
8 Using feedback to
promote student
learning
CSU Exit
Survey
Initial credential completers
from the following program
areas:
Multiple Subject (MS)
Single Subject (SS)
Education Specialist (ES)
“Preparation to
monitor student
progress by using
formal and informal
assessment
methods.”
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School of Education Credential Programs
Program Assessment Report AY 2012-13
7. Analysis / Interpretation of Results
How do the assessment data you have collected and evaluated inform your
understanding of student learning?
1. SLO 7: Candidates effectively support students with special needs.
2012-2013 data for this SLO are mixed, showing both improvements and declines over the
previous year depending upon the program.
Multiple Subject Program
On the 2012-2013 Exit Survey, the proportion of Multiple Subject Program completers selfidentified as adequately to well-prepared to support students with special needs increased
12%. These data suggest that recent initiatives have positively impacted candidate perception
of their preparation to teach students with special needs. The 2011-2012 CSU System-wide
Evaluation of First Year Teachers shows a slight decline in the perceived preparation of
Multiple Subject graduates. Data are one year behind in reflecting programmatic changes.
When future employers evaluate the 2012-2013 graduates on the 2013-2014 CSU System
wide Evaluation of First Year Teachers, we would expect the results to align with the
positive Exit Survey Data. Overall, data indicate that actions taken in the Multiple Subject
Program have begun to show positive effects. However, continued efforts are needed in this
important area.
Single Subject Program
On the System-wide Evaluation, employers of 2011-2012 graduates rated them more highly
(+5%) than employers of 2011-2012 graduates in a similar survey conducted the previous
year. This increase suggests that programmatic adjustments are working to increase the
preparation of candidates to serve students with special needs in inclusive classrooms.
However, 2012-2013 Exit Survey results show that the number of Single Subject Program
completers at the adequately-to-well-prepared level decreased 25% from the previous year.
The drop can partially be explained by the changing context of secondary classrooms, in
which inclusive education is becoming the predominant educational model. Candidates
notice this change in context and respond (via survey) with requests for greater support.
These results emphasize the need to continue focusing on this SLO.
Education Specialist
The Education Specialist Program tends to score highly on all items related to this SLO.
On the Exit Survey, 98% of candidates rate themselves as adequately-to-well-prepared to
teach special needs students in an inclusive classroom. Furthermore, on the System-wide
Evaluation, employers of 2011-2012 graduates of the Single Subject Program and Education
Specialist Program rated these graduates more highly (+7%) than employers rated 2010-2011
graduates in a similar survey conducted the previous year. The Education Specialist
Program’s faculty, courses and experiences have has proven to be excellent resource for all
School of Education programs in preparing candidates to serve students with special needs.
Programs will continue to respond in ways that will build the expertise of candidates to
support special needs students in inclusive classrooms (see section B). This SLO will remain
a target for the 2013-2014 academic year.
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School of Education Credential Programs
Program Assessment Report AY 2012-13
2. SLO 9: Candidates engage in reciprocal partnerships with the school and/or greater
community to address the needs of underserved populations and their families.
Two programs experienced significant increases. On the Exit Survey, the percent of Multiple
Subject Program graduates feeling adequately-to-well-prepared to address the needs of
underserved populations increased from 71% (2011-2012) to 84% (2012-2013). In the
Education Specialist Program, completers feeling adequately-to-well-prepared to address the
needs of underserved populations increased from 77% (2011-2012) to 90% (2012-2013).
However, in the Single Subject Program, percentages of students feeling adequately-to-wellprepared to address the needs of underserved students decreased from 77% (2011-2012) to
64 % in 2012-2013.
All programs three have been implementing similar actions, as noted on the APASU form.
One possible explanation for differences in the survey results might be contextual differences
between elementary and secondary school settings. Multiple Subject and Education
Specialist candidates experience student teaching in elementary schools, and Single Subject
candidates experience student teaching in middle and high schools. Often, elementary
schools, because they serve young children, offer teacher candidates more opportunities to
engage with parents and families than do middle and high schools. Assessment results,
combined with demographic changes (an increasing number of students living below the
poverty level) indicate that all of our candidates, especially those in the single subject
program, need more opportunities to learn about how to address the needs of populations
who are traditionally underserved by public schools. Programs will continue to respond to
these indicators, and SLO 9 will continue to be a focus for the 2013-2014 data cycle.
3. SLO 2: Candidates use a variety of formative/summative assessments to determine pupils’
progress and plan instruction. (TPE 3)
The results for this SLO were positive. On the Exit Survey, 93% or more of the completers in
all three programs rated themselves as adequately-to-well-prepared to use a variety of
assessments. While two of the programs dropped a few percentage points from 100% in
2011-2012, the 2012-2013 numbers are more robust because the sample size nearly doubled.
We used the PACT assessment to look more deeply at the data. In all three programs,
candidates’ pass rates are at or above 92%, indicating strength in the area of assessment.
Data give evidence that practices currently in place are successfully supporting candidates in
using a variety of assessments to determine students’ progress and plan instruction. Because
of the high, stable performance on this SLO, assessment it will not remain one of the focal
SLOs for the 2013-2014 academic year.
How were results shared?
These results have been shared widely through credential program and department meetings,
as well as in advisory board meetings. The School of Education Governance Council looked
at the report and voted to approve the goals for the 2013-2014 academic year.
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School of Education Credential Programs
Program Assessment Report AY 2012-13
Additionally, findings are part of our annual reporting structure for teacher education. For
example, results became part of an Improvement Accountability Plan (IAP) report that was
discussed with the president, provost, and submitted to the chancellor’s office. Selected data
can also be accessed on the School of Education Website and in Education Matters, the
School of Education Newsletter. Education Matters, which reaches 12-15 thousand current
students, faculty, alumni and school partners, describes progress toward SLOs. The webpage,
both linked to the newsletter and publically available, provides access to the latest reports
and information about accountability processes and outcomes.
http://www.csuchico.edu/soe/accreditation-performance/index.shtml
8. Planned Program Improvement Actions Resulting from Outcomes (if applicable). The
following program improvement actions are planned or in progress:
SLO 7: Candidates effectively support students with special needs.
 Continue to involve education specialist experts, education specialist faculty, K-12
teachers and master’s students in bringing education specialist content to prepare general
educators to work in inclusive classrooms.
 Continue to revise course delivery to pair general education faculty with education
specialist faculty to 1) seamlessly integrate methods that teach students with special
learning needs and 2) model co-teaching that occurs in inclusive delivery models.
 Continue to hold the Assistive Technology Fair for all credential candidates to learn
about new assistive technologies and their appropriate use.
 With our pubic school partners, identify strong models of Tiered Intervention in schools
so that faculty and students can observe these models.
 Align content of SPED prerequisite course across programs and pathways.
 Examine coursework and fieldwork to ensure that candidates know how to develop and
implement Individualized Educational Plans (IEPs) with their students.
SLO 9: Candidates engage in reciprocal partnerships with the school and/or greater
community to address the needs of underserved populations and their families
 In coursework and placements, continue to address deficit language used by educators to
describe students.
 In prerequisite credential coursework, continue to design assignments that involve studies
of communities and their resources.
 Provide opportunities for students to conduct student teaching experiences with expert
teachers in schools with diverse, underserved student populations.
 Continue to build partnerships with public schools through grant initiatives.
 Compile a list of community resources to be distributed and discussed with faculty and
candidates.
9. Planned Revision of Measures or Metrics (if applicable)
Not applicable.
10. Planned Revisions to Program Objectives or Learning Outcomes (if applicable)
Not applicable.
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School of Education Credential Programs
Program Assessment Report AY 2012-13
11. Changes to Assessment Schedule (if applicable)
Not applicable.
12. Information for Next Year
During the 2012-13 academic year, we will continue to focus on two SLOs presented in this
report:
SLO 7: Candidates effectively support students with special needs.
SLO 9: Candidates engage in reciprocal partnerships with the school and/or greater
community to address the needs of underserved populations and their families.
In addition, we will add a third focal SLO:
SLO 10: Candidates effectively support and develop the language needs of English learners.
Each of these three goals aligns with the CSU system-wide goals for teacher education.
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