Family and Consumer Sciences 2011‐12 Page 1 of 11 Family and Consumer Sciences – Initial Preparation Annual Program Report Academic Year 2011‐12 Kathy Croxall November 28, 2012 1. Continuous Assessment Results a. Admission Data Table 1 provides the average admission test scores and admission grade point average (GPA) of Family and Consumer Sciences candidates approved by the Professional Education Council (PEC) for admission into initial teacher preparation programs during this academic year. Before the Office of Teacher Services submits their names for review and approval by the PEC, candidates must meet minimum requirements established by the state and/or the WKU Professional Education Unit. Table 1. Approved Candidate Test Score Averages Program Family and Consumer Sciences ACT N Mean 3 22 PPST Math N Mean PPST
Reading N Mean
PPST
Writing N Mean
SAT N Mean
GRE Composite N Mean Admission GPA N Mean
3 2.97 b. Course Based Assessment Data Table 2 provides the percentage of Family and Consumer Sciences candidates (N = 13) scoring at each level of proficiency on critical performances within education courses for this academic year. Proficiency levels are based on a scale of 1 – Standard Not Met, 2 – Standard Partially Met, 3 – At Standard, and 4 – Above Standard. Table 2. CP Proficiency Level Percentages Course 1 2 3 4 EDU 250 0% 0% 66.67% 33.33% EDU 489 0% 0% 100% 0% FACS 381 0% 0% 100% 0% LTCY 421 0% 0% 100% 0% MGE 275 0% 0% 29.55% 70.45% PSY 310 0% 11.11% 11.11% 77.78% SEC 351 0% 0% 64.29% 35.71% SEC 352 0% 23.53% 17.65% 58.82% Grand Total 0% 7.2% 40.8% 52% Family and Consumer Sciences 2011‐12 Page 2 of 11 Table 3 indicates the level of Family and Consumer Sciences candidates (N = 13) proficiency across critical performances related to the Kentucky Teacher Standards (KTS). Candidates receiving an overall rating of 3 or 4 on a CP are considered to have demonstrated proficiency on the standards associated with the CP. Compared to the unit‐wide results, Family and Consumer Sciences candidates are typically performing at or slightly below average. Table 3. Percent of Family and Consumer Sciences Candidates Scoring Proficient on CPs by KTS Program Family and Consumer Sciences Unit‐Wide 1 2 93.34 100 97% 97% Kentucky Teacher Standards 4 5 6 7 3 90 97% 100 98% 100 96% 87.5 96% 91.31 97% 8 80 97% 9 10 88.88 NA 98% 95% *KTS Key: 1 – Content Knowledge, 2 – Designs/Plans Instruction, 3 – Maintains Learning Climate, 4 – Implements/ Manages Instruction, 5 – Assessment/Evaluation, 6 – Technology, 7 – Reflection, 8 – Collaboration, 9 – Professional Development, 10 – Leadership Table 4 indicates the number of Family and Consumer Sciences candidates (N = 2) who have scored 2 or lower (below proficiency) on critical performances during this academic year. Table 4. Family and Consumer Sciences Candidates Scoring Below Proficient on CPs Student ID 800517839 800490462 Grand Total Score 1 0 0 0 2 1 2 3 Student Count 1 2 3 c. Clinical Experiences Data Family and Consumer Sciences uses the following courses and experiences to evaluate candidate dispositions: FACS 381, FACS 481, SEC 490 and MGE 490. The program has identified the following courses and experiences where candidates report the diversity of their field experiences: FACS 381, FACS 481, EDU 250, and MGE 275. SEC 352 has been designated as the experience where candidates must work in settings at or above the average 11% diversity of the schools in the 30+ counties that represent our service area. Table 5 reports how Family and Consumer Sciences candidates performed on dispositions as they entered and progressed through their program (N = 15) and during their student teaching experience (N = 1). Students are considered “proficient” who average a 3 or higher on each disposition category. Family and Consumer Sciences 2011‐12 Page 3 of 11 Table 5. Family and Consumer Sciences Proficiency Rates on Unit‐Wide Dispositions Period a. Prior to Student Teaching b. During Student Teaching Values Learning WKU Professional Education Dispositions Values Personal Values Values Values Integrity Diversity Collaboration Professionalism 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% Over this academic year, Family and Consumer Sciences candidates (N = 8) reported demographic information on 8 field placements with an average of 32% ethnically diverse students, 49% students on free/reduced lunch, and 9% student with disabilities (based on National Center for Education Statistics and Kentucky Department of Education). This ethnic diversity percentage continues to be above the average 11% diversity of the schools in the 30+ counties that represent our service area. Table 6 reveals the percentages of field experiences with various characteristics. Note that candidates could choose all the characteristics that applied for any given experience. Table 6. Percentages of Field Experience by Category Types Working with Student With Special Needs % Candidates working with Students with Physical Impairments % Candidates working with Students with Learning Disabilities % Candidates working with Students with Moderate/Severe Disabilities % Candidates working with Students with Emotional/Behavioral Disorders % Candidates working with Gifted Students % Candidates working with English Language Learners % Candidates working with Students with Visual Impairments % Candidates working with Students with Hearing Impairments % Candidates working with Students with Speech/Language Delays % Candidates working with Students with Development Delays % Candidates working with Students with Autism Spectrum Disorder % Candidates working with Students with Other Impairments Working with Diverse Students % Candidates working with African American Students % Candidates working with Native American/American Indian Students % Candidates working with Latino/Hispanic Students % Candidates working with Asian Students % Candidates working with Students with Special Needs (Aggregate) % Candidates working with Diverse Students (Aggregate) 0%
63%
0%
25%
75%
25%
25%
0%
13%
0%%
0
13%
100%
25%
100%
50%
75%
100%
Overall, as can be seen in Table 6, in 75% of their field experiences Family and Consumer Sciences candidates reported working with at least one student with special needs and in 100% of their Family and Consumer Sciences 2011‐12 Page 4 of 11 field experiences candidates reported working with at least one student from a diverse ethnic group. d. Culminating Assessment Data As Component 4 of the WKU Professional Education Unit Continuous Assessment Plan (CAP) strategy, all initial preparation candidates complete a culminating assessment of professional and pedagogical knowledge and skills, the Teacher Work Sample (TWS). This assessment is also used to demonstrate candidates’ ability to impact P‐12 student learning. In particular, candidate performances on Assessment Planning and Analysis of Student Learning have been identified as key indicators of candidates’ ability related to student learning. Although in spring 2008 the Professional Education Council agreed that candidates who score a holistic score of at least “2 – Developing” are able to exit the program, for program evaluation purposes our goal is that at least 80% of program candidates will achieve “3 – Proficient” or higher. Table 7 presents the proficiency rate for Family and Consumer Sciences candidates (N = 1). Table 7. Initial Preparation TWS Proficiency Rates Program Family and Consumer Sciences Unit‐Wide % Proficient 100% 96% Because the faculty also scores TWS at the indicator level, we are able to use these scores to ascertain candidate success in meeting each component of the TWS. For program evaluation purposes, candidates are considered successful who average at least 2.5 on a three point scale (1 – Not Met, 2 – Partially Met, and 3 – Met) on indicators aligned to a standard. Table 8 depicts the percentage of Family and Consumer Sciences candidates who averaged at least 2.5 on the indicators for each TWS Factor: CF – Contextual Factors, LG – Learning Goals, DFI – Design for Instruction, ASL – Analysis of Student Learning, and ROT – Reflection on Teaching. Table 8. Initial Preparation TWS Proficiency Rates of Family and Consumer Sciences Candidates Program Family and Consumer Sciences Unit‐Wide CF LG DFI ASL ROT 100% 94% 100% 91% 100% 89% 100% 92% 100% 88% Because the TWS indicators have been aligned to Kentucky Teacher Standards, we can use these scores to ascertain candidate success in meeting each standard related to the TWS.
Table 9 reports these scores as they relate to Kentucky Teacher Standards. Family and Consumer Sciences 2011‐12 Page 5 of 11 Table 9. Percentage of Family and Consumer Sciences Candidates who “Passed” each Teacher Standard Program Family and Consumer Sciences Unit‐Wide 1 2 3 5 6 7 9 100% 83% 100% 91% 100% 92% 100% 88% 100% 83% 100% 76% 100% 88% Additionally, all candidates are assessed during their student teaching experience using the Student Teaching Evaluation form. Table 10 reports the percentages of Family and Consumer Sciences student teachers (N = 1) successful on each standard. For program evaluation purposes, candidates are considered successful who average at least 2.5 on a three point scale (1 – Not Met, 2 – Partially Met, and 3 – Met) on indicators aligned to a standard. Table 10. Family and Consumer Sciences Proficiency Rates by Kentucky Teacher Standards Program Family and Consumer Sciences Unit‐Wide 1 2 3 Kentucky Teacher Standards 4 5 6 7 8 9 10 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 94% 89% 88% 82% 87% 90% 90% 89% 94% 88% e. Exit and Follow Up Data Table 11 delineates the Educational Testing Services reports of the pass rates on the Praxis II content exams of candidates who completed the program in the 2010‐11 academic year (the most recent year with complete data). The last column allows for pass rate comparison of our candidates to our 2008‐09 results. Table 11. Pass Rates on Content Tests for Initial Teacher Preparation Program/Type of Assessment Family and Consumer Sciences’ Praxis II test (1) Family and Consumer Sciences’ Praxis II test (2) Candidate N (2010‐11) 12 WKU Pass Rate (2010‐11) 92% WKU Pass Rate (2008‐09) 100% Annually, the WKU Teacher Survey is sent to student teachers and alumni who potentially have been teaching one or more years. For the 2011‐12 academic year, out of a possible 1 student teacher, 1 (100%) completed the survey. Below are the results for Family and Consumer Sciences student teachers, 1 of whom responded. Survey items requested the respondent’s perception of WKU preparation on each of the Kentucky Teacher Standards using a scale of 1 Family and Consumer Sciences 2011‐12 Page 6 of 11 “Poor,” 2 “Fair,” 3 “Good,” and 4 “Excellent.” Standards with average scores of 3 or better across items were considered to demonstrate acceptable program quality. Table 12 reports Family and Consumer Sciences survey results. Table 12. Average Scores on Teacher Standards Questions for Family and Consumer Sciences Respondents Program Family and Consumer Sciences Unit‐Wide Kentucky Teacher Standards 4 5 6 7 1 2 3 2.75 3.00 3.00 2.80 3.00 3.00 3.44 3.42 3.61 3.37 3.25 3.40 8 9 10 3.00 3.00 3.00 3.00 3.32 3.06 3.31 3.09 Respondents were also able to provide comments. Table 13 presents Family and Consumer Sciences respondent comments. Table 13. Family and Consumer Sciences Respondent Comments None given Family and Consumer Sciences 2011‐12 Page 7 of 11 2. Summary of Results by Kentucky Teacher Standards and Other Key Conceptual Framework Values The Family and Consumer Sciences department is committed to recruiting and preparing pre‐
service teachers through a comprehensive, content‐based curriculum inclusive of knowledge, skills, and pedagogy to become successful and reflective professionals who can facilitate the learning of all students and empower them to achieve at the highest level as they become life‐
long learners and productive citizens in a global society. In general, based on data analysis of the continuous assessment results, family and consumer sciences candidates are well prepared to educate Kentucky students. It can be summarized that the department is preparing quality family and consumer sciences educators in alignment with its mission and program experiences. A. Admission Requirements The average ACT score for the family and consumer sciences education students at this time is 22. The College of Education requires an ACT score of 21 for admission. This data suggest that the department is currently working with students ready for admission into teacher education. With the switch to the Praxis PPST I exam to meet admission requirements this coming year, students will need to be encouraged to take the exam early in their program. B. Course Based Assessment Data According to the 2010‐2011 critical performance data, family and consumer sciences education candidates performed close to the unit average on the critical performances overall. Students scored higher than the unit average in three areas (standards 2, 4, and 5) but were lower on standards 8 and 9. No students were evaluated on standard 10. That critical performance will be included in new critical performance measures being introduced in the 2012‐2013 school year. Critical performances were reported in one family and consumer sciences education course during the 2010‐2011 school year: FACS 381. All students received a 3, at standard, evaluation on their critical performance as reflected in Table 2. Tables 3 and 4 report the percentage of family and consumer sciences education students scores on the Kentucky Teacher Standards (KTS) relative to the entire unit. Proficiency scores range from 80% to 100% and are above the unit average in some areas. During this period, no family and consumer sciences education students scored a one, standard not met on a critical performance, though 3 students did score a two, standard partially met, on the critical performances in at least one professional education course. C. Clinical Experience Data Prior to student teaching, family and consumer sciences education candidates have several opportunities for field experiences in diverse learning environments. These courses include Family and Consumer Sciences 2011‐12 Page 8 of 11 EDU 250, MGE 275, SEC 351, SEC 352, PSY 310, LTCY 421, FACS 191, FACS 381, FACS 492, and FACS 481. Clinical field experience data from FACS 191, FACS 381, FACS 492, and FACS 481 are not reported to nor factored into the university‐wide field experience report. However, field experiences required in these courses are conducted in diverse learning environments, which encompass the learning context, working with students with special needs and/or culturally diverse students. Tables 5 and 6 reflect the 2010‐2011 EDU 250 (prior to student teaching) and EDU 490 (during student teaching) field experience data relative to diversity. It can be reported that family and consumer sciences education students value diversity. Table 5 also reports on the other four WKU professional education dispositions (besides diversity) for the 2010‐2011 year. Family and consumer sciences education candidates scored 100% on all dispositions in both EDU 250 and EDU 490 during this period. D. Culminating Assessment Data The culminating assessment critical performance for all teacher education candidates is the Teacher Work Sample (TWS). In Table 7 it shows that all family and consumer sciences education candidates performed at 100% proficiency. These scores are above the unit‐wide scores of 88% to 94%, indicating that there is a positive correlation between requiring parts of the TWS in the family and consumer sciences education pedagogy courses and the family and consumer sciences education students’ performance in the culminating assessment which is required in EDU 489. According to Table 8, family and consumer sciences education students were above the norm in all assessment areas. Preparation and practice on the TWS is included in both FACS 381 and 481. Alignment of objectives, assessment, and learning activities continues as an emphasis in the content pedagogy courses. There is also a goal of improved reflection and the utilization of data as part of reflection and to guide planning for instruction. Table 9 represents how the components of the TWS compare to the KTS. In Table 9, the percentage of family and consumer sciences education students who passed each teacher standard illustrates that family and consumer sciences education candidates scored higher than the unit‐wide scores in all nine areas of the KTS standards evaluated. (The score for KTS 10 is not available for some unknown reason.) Students will continue to be challenged to meet each of the KTS benchmarks during their student teaching experience. Table 10 indicates that family and consumer sciences education students were above the unit‐
wide score in all areas. This does not imply there is no room for improvement. Reflection continues to be an emphasis, as does developing means of better collaboration. E. Exit and Follow‐Up Data To qualify for state licensing, the family and consumer sciences education candidate must pass the PRAXIS II content exam. This exam covers the broad content in family and consumer sciences education and is broken into eight content categories. Table 11 data indicate a 92% pass rate for the 2010‐2011 academic year (the most recent with complete data). This is slightly lower than the pass rate of 100% for 2008‐2009. (The one student not passing the Family and Consumer Sciences 2011‐12 Page 9 of 11 exam did pass it after data were finalized.) Analysis of the test scores is ongoing. A study guide covering the content categories has been developed to assist candidates in their preparation and students spend time in the content methods courses reviewing material and practicing the types of questions that will be on the exam. All students are encouraged to review the content from their earlier courses prior to taking the exam. The addition of study sessions to assist students in reviewing content has been considered by the family and consumer sciences education faculty but current students have preferred to study independently. Family and Consumer Sciences Education Candidates Survey According to the survey administered to student teachers during 2010‐2011 (Tables 12 and 13), the one family and consumer sciences education candidate believes their preparation for the profession in relationship to the 10 KTS ranges from good to excellent on most of the 10 standards. They felt the least prepared relative to KTS 1 (Content Knowledge) and 4 (Implements/Manages Instruction). When compared to unit‐wide teacher scores, the family and consumer sciences education student’s perceptions were slightly lower on all measures. An extremely small sample size of only one student makes it very difficult to draw conclusions based on these results. 3. Efforts to Report and Disseminate Results Bachelor of Family and Consumer Sciences Education Program results have been disseminated as follows: 1. University Level 1: Unit Productivity Report 2. SACS Continuous Program Assessments (University‐wide) 3. Reports to the Department of Family and Consumer Sciences Department Chair 4. Reports to the Department of Family and Consumer Sciences Department Family and Consumer Sciences Unit faculty 4. Key Discussions and/or Decisions Made Based on Assessment Results a. Assessment or Data Collection Changes Based on Assessment Results 1. Continue the implementation of the family and consumer sciences education pedagogy critical performances aligned to the 10 KTS. 2. Establish a new critical performance for FACS 381. In doing so, update and move the current critical performance in FACS 381 to FACS 481. 3. Identify and implement a critical performance to evaluate KTS 10 (Leadership) prior to student teaching. This will likely be in FACS 381. Family and Consumer Sciences 2011‐12 Page 10 of 11 b. Program Curriculum or Experiences Changes Based on Assessment Results 1. Complete implementation of the new program requirements and course changes to better meet student needs, including preparation for working with special needs students. 2. Continue to evaluate the need for a PRAXIS II review session beyond the reviews currently done in FACS 481. 3. Content in the family and consumer sciences education area is increasingly becoming specialized. This recently resulted in the need to review the content courses family and consumer sciences education candidates take to prepare them in the holistic content they teach. A new course to take the place of DMT 110, which has been discontinued, has been developed. It will be taught for the first time in the 2013‐2014 school year. 4. Coordination with College of Education faculty to ensure students are using current forms and are prepared for changes implemented that affect their final performance. 5. Practice during FACS methods courses to help students evaluate student assessments and use that data to guide instruction. 6. Continually monitor students to ensure they are prepared with the 200 hours of observation experience that will be required for those who will begin student teaching after September 1, 2014. c. Decisions about Group/Individual Student Progress Based on Assessment Results 1. Continue advisement for all family and consumer sciences education students to ensure they are meeting the criteria for admission to the teacher education program. 2. Encourage early completion of the Praxis I/PPST. 3. Monitor scores on the eight content areas on the PRAXIS II content exam to determine what adjustments to curriculum and/or student preparation/review are needed. 4. Review the new observation requirements to determine which courses may need to have observation hours adjusted so students are able to meet this requirement without undue stress or expense (both time and money). 5. Discuss trends in assessment results over the last few years (Please refer back to your 2009‐10 and 2010‐11 APRs which are posted to the College of Education Professional Education Unit website) Overall, the scores for the family and consumer sciences students have improved over the past two years. The 2009‐2010 year was the first time this report was filed due to the hire of a new teacher educator that year. The number of students in the program has varied from one student teacher to eight in a single semester. The low number of respondents has had some Family and Consumer Sciences 2011‐12 Page 11 of 11 effect on the cumulative results, particularly in 2011‐2012 when there was only one student teacher during the entire school year. The scores for the Critical Performances were the only area in which scores were lower this reporting period. The recent change in the TWS may be a contributing factor. The current Critical Performances in FACS 381 were developed for the ‘old’ TWS but the new TWS was taught in class. That issue is being resolved. It was also discovered this year that there is no critical performance for KTS 10 (Leadership) included in any of the courses required in family and consumer sciences education. Some students had met this requirement in the past, presumably in classes they took outside the required course load, so the lack was not identified. This Critical Performance will be added in the 2012‐2013 school year. Student scores for admission to teacher education have been consistent as have been the scores in passing the Praxis II Content exam over the past three years. Changes to admission requirements that were enacted this year are not expected to change the number of students being admitted to the program or successfully completing it.