Assessment Report Standard Format
July 1, 2009 - June 30, 2010
PROGRAM (S) ASSESSED: All Programs within the College of
Education and Human Services
ASSESSMENT COORDINATOR: Donna Hanby
YEAR ______2____ 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 remaining three of nineteen Specialized Professional Associations
(SPAs) programs national approval process for the National Council for
Accreditation of Teacher Education (NCATE). It is rare that all submitted
Programs gain such honor at most Teacher Education Institutions. Our
faculty worked diligently planning assessments focused around the 6-8
key assessments to achieve this goal. The three programs were Foreign
Language (Spanish & French Ed) through the American Council on the
Teaching of Foreign Languages (ACTFL); NASPE (National Association
for Sport & Physical Education) for our Physical Education program; and,
IRA (International Reading Association) for our Reading Masters program.
B. State Program Approval
Beginning July of 2009, state approval of teacher education programs
(licensure/endorsement) was moved from the Ohio Department of
Education (ODE) to the Ohio Board of Regents (OBR). Seven programs
were submitted to OBR the first of November of 2009 for re-approval on
the seven-year timeline established previously by ODE. The seven
programs included endorsements and licensure programs. The licensure
programs are: Career Technical Education and Visual Arts (Art
Education). The endorsements submissions were: PreK Special Needs,
Reading, Literacy Specialist, Gifted, and Transition to Work. Two
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programs were approved for seven years – the Gifted Needs
Endorsement and Literacy Specialist Endorsement (expiration date 2017).
PreK Special Needs Endorsement , Reading Endorsement ands the
Visual Arts Licensure Program were approved for three years (expiration
date 2013). The remaining two programs Career Technical Education and
Transition to Work Endorsement have been given an oral approval but the
official signed document from the Chancellor is still in process, to finalize
the program review process.
C. Program/Unit Assessment Process
The Annual Review of the Data process from the 2008-09 academic year
was shared at the September retreat, held at the Nutter Center. Faculty
and Staff receive the distribution of a notebook with paper copies of the
following information:
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, which have been
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.
3. Employer Survey – data collected across all CEHS programs from
employers who have hired our candidates over the past three years.
Return rate on the 2008-09 employer surveys was 18%. During the
2009-10 academic year the return rate increased to 42%.
4. Program Completer Survey – the college had a return rate of 21% for
this survey sent to all candidates completing a program by June of 2008.
The 2009-10 academic year return rate for this survey was 22%.
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
The Unit Assessment Committee reviewed the first two programs
at their Oct. 2009 meeting: Gifted Endorsement and the Business,
Organizational Management Counseling. The program review is part of
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the College’s Strategic Plan. Ten additional programs were reviewed
during the 2009-10 academic year, for a total of twelve programs
completing the process.
Who participated in the process?
A. National Program Approval
Program advisors and chairs from the following departments were
involved in the final submission and successful program review:
College of Liberal Arts and College of Education and Human
Services for the Foreign Language Program Approval; Department
of Health, Physical Education and Recreation, for the Phys. Ed
program; and Department of Teacher Education, for the Reading
Masters program.
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
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.
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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 6 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 noted challenge with this particular set of program
approvals was the fact that the reports initially were written to be
submitted to the Ohio Department of Education (ODE) using the
standards developed by the department, but halfway in the
process, in July, the responsibility was moved to the Ohio Board of
Regents (OBR), through the enactment of House Bill 1.
C. Program/Unit Assessment Process
No challenges were encountered for the program/unit assessment
process.
D. Program Review Process
Since this was the first year to implement the program review
process, modifications were expected after the completion of the
initial year.
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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 nineteen program
submissions of which these were the last three programs to
complete the national SPA review process.
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 first 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. All nineteen programs submitted to NCATE’s Specialized
Professional Associations gained “National Recognition” without
conditions by Feb. 2010.
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 20092010 academic year.
D. Twelve programs have completed the entire process of the
Strategic Plan’s noted Program Review.
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#
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Program
Gifted Endorsement
Program Review Results
Maintain program, temporarily close to
redevelop it as a cohort/online program
2
Business, Organizational
Management Counseling
Maintain Status
3
4
Mental Health Counseling Close per department’s request
Athletic Training
Increase Resources
5
Teacher Leader Masters
Maintain Resources
6
Intervention Specialist:
Mild/Moderate
Physical Education
Curriculum Instruction:
Professional
Development
Maintain Current Resources
TED
Maintain Current Resources
HPR
EDL
Counseling for
Exceptional Children
Integrated Language Arts
Library Media
Integrated Social Studies
Close Program
HS
Maintain Current Resources
Maintain Current Resources
Maintain Current Resources
CoLA/TED
EDL
TED
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8
9
10
11
12
Close effective Fall 2012 unless
evidence can be provided that this is
a viable program without additional
resources.
Department
Teacher
Education
(TED)
Human
Services
(HS)
HS
Health,
Phys. Ed &
Recreation
(HPR)
Educational
Leadership
(EDL)
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
The subcommittee decided it would be beneficial to allow the
program advisor/director attend the allocated time for their program
review to further clarify/explain and address questions the
committee may have about their particular program. Though this
was not part of the original protocol, it was viewed as beneficial and
has since been recommended changes for the second year of the
review process (2010-2011). Other noted modifications for the
second year include a limitation of two pages of feedback from the
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chair of the department for which the program resides. Further,
when programs do not meet the established and published review
date, the program review will be added to the next meeting’s
review agenda. Finally, if a program is unable to meet the
scheduled review date, they may exchange dates with another
program a month or more before the scheduled review by
notification of both programs’ agreement to the modification by
sending notification to the Unit Assessment Committee Chair.
4. ASSESSMENT PLAN COMPLIANCE
Explain deviations from the plan (if any).
None noted.
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 beginning the
implementation of the National Teacher Performance Assessment
within Student Teaching/Clinical Practice. This newly developed
performance assessment includes a 3-5 day planning, instruction, and
assessment of student learning and has a content specific assessment
rubric to be utilized. Ohio is one of twenty states engaged in the
development of the assessment tool and Wright State is taking the
lead on the facilitation of the process. All fifty Teacher Preparation
IHEs in Ohio will be implementing the new assessment as part of the
new Metrics, for which each IHE will be measured and data reported
annually to OBR.
A. National Program Approval
CACREP (Council for Accreditation of Counseling & Related
Educational Programs) and CORE (Council on Rehabilitation
Education) Program Reviews are scheduled for the 2010-11
academic year.
B. State Program Approval
No
C. Program/Unit Assessment Process
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