Assessment Report Standard Format
July 1, 2010 - June 30, 2011
PROGRAM (S) ASSESSED: All Programs within the College of
Education and Human Services
ASSESSMENT COORDINATOR: Donna Hanby
YEAR ____3____ of a _____7____YEAR CYCLE
1. ASSESSMENT MEASURES EMPLOYED
Briefly describe the assessment measures employed during the
year.
 What was done?
 Who participated in the process?
 What challenges (if any) were encountered?
What was done?
A. National Program Approval
The College of Education and Human Services successfully completed
the national review of our master’s degree programs in Rehabilitation
Counselor Education through the Council on Rehabilitation Education, Inc.
(CORE). As indicated within the July 20, 2011 report: “CORE recognition
does not apply to other related programs in rehabilitation or counseling or
to studies at the undergraduate or post master’s levels.” The
accomplished accreditation will be recognized through the academic year
2019/2020.
B. State Program Approval
Seven programs submitted to OBR in November of 2009 for
re-approval on the seven-year timeline were all successfully reviewed this
year. The seven programs included endorsements and licensure
programs. Two undergraduate licensure programs of Career Technical
Education and Visual Arts (Art Education) and five endorsement
programs included PreK Special Needs, Reading, Literacy Specialist,
Gifted, and Transition to Work, completed the review process through the
Ohio Board of Regents. Two of the seven programs were approved for
seven years – the Gifted Needs Endorsement and Literacy Specialist
Endorsement, both are approved until 2017. The other five programs, the
PreK Special Needs Endorsement, Reading Endorsement, the
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Visual Arts Licensure Program, Career Technical Education, and
Transition to Work Endorsement gained three years approval.
C. Program/Unit Assessment Process
The Annual Review of the Data process from the 2010-11 academic year
was shared at the September retreat, held at the Nutter Center. Faculty
and Staff receive the distribution through a flash drive, which include
both unit data and program-specific data.
1. Unit Assessment Data – aggregated results for the Impact on Student
Learning/Client Needs, Professional Dispositions, and the Portfolio
Assessments. The Portfolio is focused around the six CEHS standards of
Content Knowledge, Pedagogical/Application of Knowledge, Diversity,
Technology, Professionalism and Emotional Intelligence, submitted
through Tk20, our assessment tool.
2. Program Level Data – aggregated and disaggregated by sections and
sites from the six to eight key assessments submitted through Tk20
(required of NCATE accredited programs) and in paper format for those
not under NCATE and have chosen not to use Tk20.
3. Employer Survey – data collected across all CEHS programs from
employers who have hired our candidates over the past three years. 175
Employer surveys were distributed to various employers who have hired
CEHS students over the past three years. Seventeen completed surveys
for forty-seven CEHS graduates, a 26% return rate. During the 2009-10
academic year, the return rate was 42% and 18% were submitted during
the 2008-09 academic year.
4. Program Completer Survey – the college had a return rate of 20% for
the 2010-2011 edition of the Program Completer survey. The 2009-10
return rate for the survey was 22% and 21% for candidates who
completed a program the previous year, by June 2008.
5. At the 2009 retreat, trend data was also distributed from the past three
years of data collection for each of aforementioned assessments. CEHS is
completing the fifth year of data collection at the program and unit level
utilizing a systematic method to collect, aggregate and disaggregate and
return data results annually.
D. CEHS Program Review Process
As part of CEHS’s Strategic Plan, all programs are to be reviewed by a
three-step process. A faculty approved review form to be utilized was
approved during the spring of 2008. The process includes submission of
approval first at the dept. level, then to The Unit Assessment Committee
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(UAC), who make a recommendation of maintaining resources, increasing
or decreasing resources, or the closure of a program. After the
recommendation of the committee occurs, the completed review is sent to
the CEHS Faculty Senate. They can accept or modify the
recommendation before forwarding the reviewed program to the CEHS
Dean for a final decision. There is also an appeal process if the program
faculty disagrees with the conclusion of the review process.
Two programs were reviewed at the Oct. 2009 meeting, The Gifted
Endorsement and Business, Organizational Management Counseling
Programs. Ten programs were reviewed during the 2009-10 academic
year. During the 2010-2011 academic year eleven programs were
reviewed through the aforementioned process. In summary, a total of 23
programs have undergone the Program Review process in the
College of Education and Human Services to date.
Who participated in the process?
A. National Program Approval
The department of Human Services, along with the Dean’s office
was involved with the Council on Rehabilitation Education, Inc.
(CORE) review process during the summer of 2011.
B. State Program Approval
For the seven Ohio Department of Education and Human Services
program approvals the following departments were engaged in the
writing and submission of program reports: The Department of
Educational Leadership for the Career Technical Education report
and the Teacher Education Department (TED) for the Gifted
Endorsement, Reading Endorsement, Transition to Work
Endorsement, Literacy Specialist Endorsement, Pre K Special
Needs Endorsement, and Visual Arts being shared by TED and
College of Liberal Arts.
C. Program/Unit Assessment Process
All degree, licensure and endorsement programs that are
connected through the College of Education and Human Services
complete the annual review of the data process. Therefore, this
includes programs that may reside in one or two colleges but
connected to the College of Education and Human Services.
Program advisors/directors lead the process with other program
level faculty reviewing and analyzing data from the previous
academic year. They also make recommended modifications based
upon data results. Next, the department chair meets with the
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program advisor to review the program’s suggested modifications
and the annual review of the data report is submitted to the
Assistant Dean for Administration. After her review it is submitted
to the Coordinator for Assessment and Accreditation to enact the
changes within Tk20 (if it is a program that uses Tk20) and then
filed as archived data.
D. Program Review Process
The CEHS Faculty Senate delegated the process of CEHS
program reviews to the Unit Assessment Committee. The Unit
Assessment Committee consists of representatives from CEHS,
CoLA, CoSM, University Resource Analysis & CaTS, and PK12
School Partners. A subcommittee from the full Unit Assessment
Committee reviews programs during one of their six meetings held
during the academic year.
What challenges (if any) were encountered?
A. National Program Approval
No challenges were encountered for the national program approval.
B. State Program Approval
The only challenge was the amount of time it took to have some of
the seven programs reviewed. They were all submitted November
of 2009 but due to House Bill 1’s impact of moving program
approval from the Ohio Department of Education to the Ohio Board
of Regents, it took multiple years to bring closure to the review
process.
C. Program/Unit Assessment Process
The only challenge was the fact that the Asst. Dean of
Administration, who chaired the UAC and the program/unit review
process, had her time bought out by the Ohio Board of Regents last
year, to focus on the Teacher Performance Assessment (TPA) for
the state IHES.
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D. Program Review Process
Due to the aforementioned absence of the Assistant Dean of
Administration, the Associate Dean assumed the additional
responsibility to implement the process and incorporated some
modifications of the templates and process.
2. ASSESSMENT FINDINGS
List the objectives and outcomes assessed during the year, and
briefly describe the findings for each.
Objectives were:




To achieve “National Recognition” for the graduate level
Rehabilitation Programs in CEHS through the Council on
Rehabilitation Education, Inc. (CORE)
To successfully meet the state requirements for state-level
programs (licensure/endorsement programs without a SPA) for
which included seven programs and submitted early November of
2009.
To continue the Annual Review of the Data process (Program and
Unit Assessment Process) as part of the college’s continuous
improvement plan.
To successfully complete the second year of Program Reviews, as
part of the College’s Strategic Plan, through the designated Unit
Assessment Committee’s charge by the CEHS Faculty Senate.
Findings:
A. The graduate level Rehabilitation programs received accreditation
approval until academic year 2019-2020.
B. All seven submitted ODE/OBR programs have gained approval for
three to seven years, depending upon the particular program and
submitted assessment report.
C. The Program/Unit Assessment Process (known as the Annual
Review of the Data) was successfully completed during the 20102011 academic year. (See Attached Annual Review of the Data
Submission.)
D. Twenty-three programs have completed the entire process of the
Strategic Plan’s noted Program Review. Eleven more programs
completed the review during the 2010-2011 academic year.
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2010 – 2011 Program Review Results
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Program
Community Counseling
Fall 2010
Reading Masters
Winter 2011
Principal Programs
Winter 2010
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Superintendent
Winter 2010
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Intervention Specialist:
Moderate to Intense
Winter 2010
Transition to Work
Winter 2010
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Health Education
Spring 2011
Middle Childhood
Spring 2011
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Integrated Math
Education - Spring 2011
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School Counselor
Spring 2011
Sign Language
Interpreting
Spring 2011
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Program Review Results
Close the Program
Department
Human Services
Maintain current resources
Teacher Education (TED)
Close Principal Master’s of Ed Degree
Maintain resources for Principal
Licensure Program
Close Supt. Concentration in EdS
program. Maintain resources for Supt.
Licensure program.
Maintain current resources. Reconsider
as we reassess college priorities in the
near future.
Maintain current resources. Reconsider
as we reassess college priorities in the
near future.
Maintain current resources.
Leadership Studies (LDR)
Explore feasibility of redistributing
resources to meet increased need. If
necessary, consider increasing
resources as appropriate.
Maintain current resources
Maintain current resources, consider
increasing resources as needed
Maintain current resources
Leadership Studies (LDR)
Teacher Education (TED)
Teacher Education (TED)
Health, Phys. Ed and
Recreation (HPR)
Teacher Education (TED)
College of Science and
Math/Teacher Education
(CoSM/TED)
Human Services (HS)
Human Services (HS)
Previous Program Review Results of The Current Strategic Plan
Gifted Endorsement
Maintain program, temporarily close to
Teacher Education (TED)
Fall 2009
redevelop it as a cohort/online program
Business, Organizational Maintain Status
Human Services (HS)
Management Counseling
Fall 2009
Mental Health Counseling Close per department’s request
Human Services (HS)
Winter 2010
Athletic Training
Increase Resources
Health, Phys. Ed &
Winter 2010
Recreation (HPR)
Teacher Leader Masters Maintain Resources
Educational Leadership
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Winter 2010
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(EDL)
Intervention Specialist:
Mild/Moderate
Winter 2010
Physical Education
Winter 2010
Curriculum Instruction:
Professional
Development
Winter 2010
Maintain Current Resources
Teacher Education (TED)
Maintain Current Resources
Heath, Phys. Ed and
Recreation (HPR)
Educational Leadership
(EDL)
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Counseling for
Exceptional Children
Spring 2010
Close Program
Human Services (HS)
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Integrated Language Arts
Spring 2010
Maintain Current Resources
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Library Media
Spring 2010
Integrated Social Studies
Spring 2010
Maintain Current Resources
College of Liberal
Arts/Teacher Education
(CoLA/TED)
Educational Leadership
(EDL)
College of Liberal
Arts/Teacher Education
(CoLA/TED)
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Close effective Fall 2012 unless
evidence can be provided that this is
a viable program without additional
resources.
Maintain Current Resources
3. PROGRAM IMPROVEMENTS
List planned or actual changes (if any) to curriculum, teaching
methods, facilities, or services that are in response to the
assessment findings.
Program Review Process
Noted modifications occurred based upon the feedback generated
the previous year and the desire of the new CEHS Leadership
team.
4. ASSESSMENT PLAN COMPLIANCE
Explain deviations from the plan (if any).
Some programs were unable to complete the annual review of the
data process. The schedule of review was revised to
accommodate the semester conversion work and some program
level requests.
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5. NEW ASSESSMENT DEVELOPMENTS
Describe developments (if any) regarding assessment measures,
communication, faculty or staff involvement, benchmarking, or other
assessment variables.
The College of Education and Human Services is in the second year of
full implementation of the National Teacher Performance Assessment
(TPA) completed during Student Teaching/Clinical Practice. This
national performance assessment includes a 3-5 day planning,
instruction, and assessment of P-12 student learning and has a
content, specific assessment rubric developed by educators across the
nation, including university, school and accreditation representatives. It
is based upon the work of PACT in California, which has proved to be
a valid and reliable assessment for Preservice teachers. Ohio is one
of twenty-six states engaged in the development of the assessment
tool and Wright State was asked to take the lead on the facilitation of
the process for Ohio. Currently, 49 of the 51 Teacher Preparation IHEs
in Ohio are implementing the new assessment as part of the new
Metrics (House Bill 1) for which each IHE will be measured and data
reported annually to OBR. During the 2010-2011 academic year, our
Preservice teachers in several programs completed 42 portfolios. This
year more content areas are available and we have increased our level
of engagement to include each new content area available. We are
projected to submit over 200 portfolios from WSU to be scored by
calibrated scorers from WSU, Ohio and across the nation
A. National Program Approval
CACREP (Council for Accreditation of Counseling & Related
Educational Programs) review is scheduled for January of 2012.
Programs under NCATE (National Council for Accreditation of
Teacher Education) Accreditation are currently working on the
compilation of National Program Reviews (e.g., NCTE, ELCC,
NCTM, NASPE) for twenty-one programs, due mid-September.
B. State Program Approval
No
C. Program/Unit Assessment Process
The CEHS Dean and new Leadership Team are studying
the viability of the Unit Assessment Committee structure
and assessment process for the college. This corresponds with
a review process of the College’s current Strategic Plan. There
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are also preliminary conversations about the viability of exploring
some of the proposed options of CAEP, such as only having state
approved programs rather than nationally approved programs.
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