Family and Consumer Sciences 2010‐11 Page 1 of 11 Family and Consumer Sciences – Initial Preparation Annual Program Report Academic Year 2010‐11 Kathy Croxall 16 December 2011 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 6 23 PPST Math N Mean PPST
Reading N Mean
1
179
PPST
Writing N Mean
1
180
SAT N Mean
1
1700
GRE Composite N Mean Admission GPA N Mean
9
3.17
b. Course Based Assessment Data Table 2 provides the percentage of Family and Consumer Sciences candidates (N = 32) 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 CFS 381 0% 17% 83% 0% EDU 250 0% 3% 50% 50% EDU 489 0% 8% 92% 0% ELED 355 0% 0% 50% 50% ELED 365 0% 0% 100% 0% ELED 405 0% 0% 50% 50% ELED 406 0% 0% 33% 67% ELED 407 0% 0% 100% 0% ELED 465 0% 0% 100% 0% IECE 421 0% 0% 100% 0% Family and Consumer Sciences 2010‐11 Page 2 of 11 Course 1 2 3 4 IECE 422 0% 0% 100% 0% LME 318 0% 0% 100% 0% LTCY 444 17% 0% 67% 17% MGE 275 0% 0% 0% 100% MGE 385 0% 50% 50% 0% PSY 310 0% 0% 20% 80% SEC 351 0% 0% 76% 24% SEC 352 0% 0% 79% 21% Grand Total 1% 4% 66% 29% Table 3 indicates the level of Family and Consumer Sciences candidate (N = 32) 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 above average. Table 3. Percent of Family and Consumer Sciences Candidates Scoring Proficient on CPs by KTS Program 1 Family and Consumer Sciences 93% Unit‐Wide 96% 2 3 93% 95% 97% 96% Kentucky Teacher Standards 4 5 6 7 93% 96% 92% 96% 97% 96% 98% 96% 8 9 95% 96% 97% 94% 10 100% 99% *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 = 4) 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 Grand Total Score 1 2
2
c. Clinical Experiences Data Student Count 2 1
1
1
1
3
1 1 1 2 5 Family and Consumer Sciences 2010‐11 Page 3 of 11 The Family and Consumer Sciences program uses the following courses and experiences to evaluate candidate dispositions: CFS 381, CFS 481, SEC 490, and MGE 490. The program has identified the following courses and experiences where candidates report the diversity of their field experiences: EDU 250 and CFS 381. 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 = 19) and during their student teaching experience (N = 12). Students are considered “proficient” who average at 3 or higher on each disposition category. Table 5. Family and Consumer Sciences Proficiency Rates on Unit‐Wide Dispositions Period Prior to Student Teaching During Student Teaching Values Learning 92% 100% WKU Professional Education Dispositions Values Personal Values Values Values Integrity Diversity Collaboration Professionalism 100% 100% 100% 100% 100% 100% 100% 100% Over this academic year, Family and Consumer Sciences candidates (N = 17) reported demographic information on 16 field placements with an average of 18% ethnically diverse students, 50% students on free/reduced lunch, and 10% students 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 35%
71%
6%
65%
71%
41%
6%
12%
24%
6%
24%
12%
Family and Consumer Sciences 2010‐11 Page 4 of 11 % 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) 94%
18%
71%
59%
88%
94%
Overall, as can be seen in Table 6, in 88% of their field experiences Family and Consumer Sciences candidates reported working with at least one student with special needs and in 94% of their 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 = 12). Table 7. Initial Preparation TWS Proficiency Rates Program % Proficient Family and Consumer Sciences 94% Unit‐Wide 94% 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 Family and Consumer Sciences 2010‐11 Page 5 of 11 Program Teacher Work Sample Components LG DFI ASL ROT CF Family and Consumer Sciences 92% 96% Unit‐Wide 83% 94% 92% 90% 92% 91% 92% 96% 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. Table 9. Percentage of Family and Consumer Sciences Candidates who “Passed” each Teacher Standard Program Family and Consumer Sciences Unit‐Wide 1 2 75% 80% 83% 93% Kentucky Teacher Standards (Measured by TWS) 4 5 6 7 8 100% 92% 42% 75% 58% 97% 87% 73% 85% 92% 9 92% 95% 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 = 12) 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 Kentucky Teacher Standards 4 5 6 7 1 2 3 Family and Consumer Sciences 100% 92% 100% 100% 100% 100% Unit‐Wide 97% 91% 96% 91% 89% 91% 8 9 10 17% 67% 50% 83% 86% 94% 90% 93% 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 2009‐10 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 Family and Consumer Sciences 2010‐11 Page 6 of 11 Program/Type of Assessment Family and Consumer Sciences Candidate N (2009‐10) 0 WKU Pass Rate (2009‐10) ‐‐ WKU Pass Rate (2008‐09) 100% Family and Consumer Sciences II 6 100% 100% *Pass rate based on N<10
Annually, the WKU Teacher Survey is sent to student teachers and alumni who potentially have been teaching one or more years. Below are the results for Family and Consumer Sciences student teachers, 13 of who responded for the 2009‐10 academic year. Survey items requested the respondent’s perception of WKU preparation on each of the Kentucky Teacher Standards using a scale of 1 “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 student teacher results. Table 12. Average Scores on Teacher Standards Questions for Family and Consumer Sciences Respondents Program Kentucky Teacher Standards 4 5 6 7 1 2 3 Family and Consumer Sciences 3.21 3.14 3.26 3.22 2.82 3.38 Unit‐Wide 3.43 3.41 3.52 3.33 3.23 3.29 8 9 10 2.92 2.71 3.08 2.67 3.35 3.14 3.36 3.12 Respondents were also able to provide comments if they answered “poor” for any item. Table 13 presents Family and Consumer Sciences respondent comments by years of experience. Table 13. Family and Consumer Sciences Respondent Comments Comments I could have been better prepared in classroom management and with regards to student's diverse needs. 5e‐In Family and Consumer Sciences Education, we were not required to take a special needs course. We did have to take EDU 352 about Diversity, but that did not benefit me, especially not in terms of special needs. I think that this should have been a required course because I will have these students that I will not be prepared to teach effectively. 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 Family and Consumer Sciences 2010‐11 Page 7 of 11 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 is 23. One family and consumer sciences student during this cohort took parts of the PRAXIS I PPST exams, which they passed. One student was also admitted based on SAT test scores. The College of Education requires an ACT score of 21 or an SAT score of 1500 for admission. This data suggest that the department is currently working with students ready for admission into teacher education but needs to continue efforts to recruit students with adequate ACT scores so they are ready to move into the teacher education program at the appropriate time. B. Course Based Assessment Data According to the 2010‐2011 critical performance data, family and consumer sciences education candidates performed above the unit average on the critical performances overall. Critical performances were reported in one family and consumer sciences education course during the 2010‐2011 school year: CFS 381. Most 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 92% to 100% and are above the unit average in several areas. Family and consumer sciences education students scored 100% on critical standard 10 (Provides leadership within school/community/profession). During this period, approximately five family and consumer sciences education students scored a one, standard not met, and several scored a two, standard partially met, on the critical performances in a professional education course. It should be noted that some of the courses reporting these proficiency levels are not part of the FCS education program so students may have taken them for a variety of reasons or prior to deciding on this major. 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 EDU 250, MGE 275, SEC 351, SEC 352, PSY 310, LTCY 421 or 444, CFS 191, CFS 381, and CFS 492. Clinical field experience data from CFS 191, CFS 381, and CFS 492 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 Family and Consumer Sciences 2010‐11 Page 8 of 11 WKU professional education dispositions (besides diversity) for the 2010‐2011 year. Family and consumer sciences education candidates scored 100% on all dispositions but one in EDU 250 and in all dispositions in 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 above 90% proficiency. These scores are on par with the unit‐
wide score of 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 fell below the norm in three areas: contextual factors (92% versus 96%), learning goals (83% versus 93%) and reflection on teaching (92% versus 96%). It should be noted that the TWS was changed substantially for the fall 2010 semester and then again for the spring 2011 semester. These changes may be partially responsible for student percentages being slightly lower than last year. Preparation and practice on the TWS in CFS 381 and 481 were geared to the older version of the TWS. The new version is now included in the CFS courses and is receiving additional emphasis. These three areas will continue to be addressed more thoroughly in CFS 381 and CFS 481 as the students prepare components of the TWS. Alignment of objectives, assessment, and learning activities will be emphasized in the content pedagogy courses, as will improved reflection and the utilization of data as part of reflection. 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 KTS 6 (technology) and KTS 8 (collaboration) but lower than the unit‐
wide scores in the other areas. It is difficult to ascertain if these changes are due to changes in the TWS as mentioned above or some other factors. Most likely it is a combination of both. These areas need to be addressed more concretely in the content pedagogy courses in the future. With proficiency rates in Table 10, family and consumer sciences education students were below the unit‐wide score in KTS 7: Reflection, KTS 8: Collaboration, KTS 9: Professional Development, and KTS 10: Leadership. In all other areas, family and consumer sciences education candidates were above the unit‐wide scores. KTS 7: The supervisor of FCS student teachers has been emphasizing reflection, thus examining this area more critically than in the past. Students are now being asked to do more active and scheduled reflections, which should result in improvement in that area. KTS 8: Due to the relatively high numbers of special needs students frequently enrolled in family and consumer sciences courses, it can be difficult for student teachers to narrow their collaboration down to only one student. The department faculty are in the process of evaluating the professional education courses required to determine if more emphasis needs to be placed on students with special needs. In addition, the Family and Consumer Sciences 2010‐11 Page 9 of 11 placement of the collaboration assessment changed during the student teaching experience this school year, resulting in difficulty for some students in this area. The cooperation of the mentor teacher also affects success in this area. KTS 9: Professional development as evaluated during student teaching has not been addressed in the content methods courses in the past. It will be included in the future to acquaint students with the standards and assist them in self‐
assessment. KTS 10: A variety of activities are used by the FCS student teachers to demonstrate leadership. This again needs to be addressed in the content courses prior to student teaching to ensure they are prepared for what will be expected of them. E. Exit and Follow‐Up Data To earn 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 100% pass rate for the 2009‐2010 academic year (the most recent with complete data). This is the same as the pass rate for 2008‐2009. 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 is being considered by the family and consumer sciences education faculty. Family and Consumer Sciences Education Candidates Survey According to the survey administered to student teachers during 2010‐2011 (Tables 12 and 13), family and consumer sciences education candidates believe 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 10 (leadership). When compared to unit‐wide teacher scores, the family and consumer sciences education students’ perceptions were higher on one of the standards and lower on the rest. The largest difference was noted with standards 10 (leadership), 8 (collaboration), and 7 (reflection). As mentioned above, these areas will receive increased emphasis in the content methods and pedagogy courses the students take. Comments in Table 13 indicate that students don’t feel prepared for the large number of special needs students in their classes and how that affects classroom management. A curriculum review has recently been conducted and changes are in the proposal stage to address this issue. 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 Family and Consumer Sciences 2010‐11 Page 10 of 11 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 Consumer and Family 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. Implement the evaluation of family and consumer sciences education candidates’ dispositions by a Family and Consumer Sciences faculty committee (to be established for this purpose) prior to student enrollment in CFS 481. 3. Establish a critical performance for CFS 481, the new family and consumer sciences pedagogy course. In doing so, evaluate the critical performance for CFS 381 to determine if it needs to be changed/moved to CFS 481 and a new benchmark developed for that course. 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. Determine the need for a PRAXIS II review session beyond the reviews currently done in CFS 481. 3. Content in the family and consumer sciences education area is increasingly becoming specialized. This results in the continual need to review the content courses family and consumer sciences education candidates take to prepare them in the holistic content they teach. Development of a new course to take the place of DMT 110, which will be discontinued in the near future, to be completed. 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. Development of guided questions related to analysis of and reflection on data to evaluate student learning and instructional practice (KTS 7). c. Decisions about Group/Individual Student Progress Based on Assessment Results Family and Consumer Sciences 2010‐11 Page 11 of 11 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 exam when it is apparent that will be necessary. After September 1, 2012 all students will be required to complete this exam for admission into the teacher education program. 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.