Assessment 5: Grades in Coursework
Description of the assessment: This assessment includes the grades of all candidates in all coursework.
Description of how this assessment specifically aligns with the standards: Alignment is provided in this
table:
Title
Orientation to the
Profession
Description
Ohio Standard
Designed to introduce students to
problems and procedures related to
schools and centers. Prearranged
visits are part of the course
Standard 2. Pre-Kindergarten Associate candidates create learning
environments that promote growth and development and
achievement for all students.
Standard 5. Pre-Kindergarten Associate candidates collaborate and
communicate with students, families, other educators,
administrators and the community to support student learning.
Classroom
Organization and
Management
Methods of guiding children in
preschool settings with empathy,
positive discipline strategies, and
communication skills
Preschool
Mathematics and
Science Methods
Methods of teaching math and
science within a developmentally
appropriate, integrated, early
childhood setting.
Standard 6. Pre-Kindergarten Associate candidates demonstrate
responsibility for professional growth, performance and involvement
as an individual and as a member of a learning community.
Standard 2. Pre-Kindergarten Associate candidates create learning
environments that promote growth and development and
achievement for all students.
Standard 1. Pre-Kindergarten Associate candidates apply content
knowledge in early childhood learning environments.
Standard 2. Pre-Kindergarten Associate candidates create learning
environments that promote growth and development and
achievement for all students.
Standard 3. Pre-Kindergarten Associate candidates know and apply
instructional strategies to promote students’ learning and meet the
needs of all students.
Standard 4. Pre-Kindergarten Associate candidates construct and
use varied assessments to inform instruction, evaluate, and ensure
student learning in Pre-Kindergarten learning environments.
Language Arts and
Literacy I and II
Development of young children from
early reading and writing to fluent
reading and writing; integrating
literature into the early childhood
curriculum
Standard 1. Pre-Kindergarten Associate candidates apply content
knowledge in early childhood learning environments.
Standard 2. Pre-Kindergarten Associate candidates create learning
environments that promote growth and development and
achievement for all students.
Standard 3. Pre-Kindergarten Associate candidates know and apply
instructional strategies to promote students’ learning and meet the
needs of all students.
Standard 4. Pre-Kindergarten Associate candidates construct and
use varied assessments to inform instruction, evaluate, and ensure
student learning in Pre-Kindergarten learning environments.
Preschool Student
Teaching
Supervised student teaching
experience in a developmentally
appropriate preschool setting.
Placements are half days M-F. By
application. AS degree Cohort only
Standard 1. Pre-Kindergarten Associate candidates apply content
knowledge in early childhood learning environments.
Standard 3. Pre-Kindergarten Associate candidates know and apply
instructional strategies to promote students’ learning and meet the
needs of all students.
Standard 4. Pre-Kindergarten Associate candidates construct and
use varied assessments to inform instruction, evaluate, and ensure
student learning in Pre-Kindergarten learning environments.
Standard 5. Pre-Kindergarten Associate candidates collaborate and
communicate with students, families, other educators,
administrators and the community to support student learning.
Standard 6. Pre-Kindergarten Associate candidates demonstrate
responsibility for professional growth, performance and involvement
as an individual and as a member of a learning community.
Preschool Internship
Creative Arts in Early
Childhood Education
Extension of Preschool Student
Teaching with additional
responsibilities. By application only.
Placements are half days M-F
An examination of art, music,
movement, and dramatic play
curriculum content as well as
strategies and techniques for
involving young children in aesthetic
experiences.
Standard 6. Pre-Kindergarten Associate candidates demonstrate
responsibility for professional growth, performance and involvement
as an individual and as a member of a learning community.
Standard 1. Pre-Kindergarten Associate candidates apply content
knowledge in early childhood learning environments.
Standard 2. Pre-Kindergarten Associate candidates create learning
environments that promote growth and development and
achievement for all students.
Standard 3. Pre-Kindergarten Associate candidates know and apply
instructional strategies to promote students’ learning and meet the
needs of all students.
Standard 1. Pre-Kindergarten Associate candidates apply content
knowledge in early childhood learning environments.
Standard 2. Pre-Kindergarten Associate candidates create learning
environments that promote growth and development and
achievement for all students.
Standard 4. Pre-Kindergarten Associate candidates construct and
use varied assessments to inform instruction, evaluate, and ensure
student learning in Pre-Kindergarten learning environments.
Standard 5. Pre-Kindergarten Associate candidates collaborate and
communicate with students, families, other educators,
administrators and the community to support student learning.
Observation and
Planning
Presentation of techniques for
observing, recording, and assessing
the behavior of young children.
Discussion of strategies for data
collection and use of data for longand short-term planning.
Standard 3. Pre-Kindergarten Associate candidates know and apply
instructional strategies to promote students’ learning and meet the
needs of all students.
Standard 4. Pre-Kindergarten Associate candidates construct and
use varied assessments to inform instruction, evaluate, and ensure
student learning in Pre-Kindergarten learning environments.
Standard 5. Pre-Kindergarten Associate candidates collaborate and
communicate with students, families, other educators,
administrators and the community to support student learning.
Child Development
Social Development
and Self Regulation
Prenatal and early growth and
development through age 6.
Standard 1. Pre-Kindergarten Associate candidates apply content
knowledge in early childhood learning environments.
Investigation of the building blocks
for fostering mentally, emotionally,
socially health children ages birth to
five.
Standard 2. Pre-Kindergarten Associate candidates create learning
environments that promote growth and development and
achievement for all students.
Introduction to
Inclusive Practices
Introduction to teaching practices
and services for children with
developmental delays, ages birth to
five.
Standard 1. Pre-Kindergarten Associate candidates apply content
knowledge in early childhood learning environments.
Standard 2. Pre-Kindergarten Associate candidates create learning
environments that promote growth and development and
achievement for all students.
Standard 3. Pre-Kindergarten Associate candidates know and apply
instructional strategies to promote students’ learning and meet the
needs of all students.
Standard 4. Pre-Kindergarten Associate candidates construct and
use varied assessments to inform instruction, evaluate, and ensure
student learning in Pre-Kindergarten learning environments.
Developmental
concerns
Issues related to prek, kindergarten,
and primary grade children (who are
at risk, demonstrate developmental
delays, are gifted/creative/talented,
or have identified disabilities) and
their families, including the
identification/placement process,
IEPs, parents' rights.
Standard 5. Pre-Kindergarten Associate candidates collaborate and
communicate with students, families, other educators,
administrators and the community to support student learning.
Standard 1. Pre-Kindergarten Associate candidates apply content
knowledge in early childhood learning environments.
Data:
2008-2009
A
A-
B+
B
B-
C+
C
C-
D+
D
D-
F
1
2
4
2
6
1
5
1
3
1
2
Foundations SPED
Learning Early Childhood
Education Online
Orientation to Professional
Practice
Classroom Organization and
Management
Math and Science in Early
Childhood Education
51
15
14
13
6
3
5
4
1
12
13
11
4
4
3
2
1
3
36
6
11
10
4
7
2
3
Language Arts & Literacy I
21
4
10
6
4
4
2
2
Language Arts & Literacy II
40
7
5
7
3
1
3
2
Preschool Student Teaching B
14
11
8
10
5
Preschool Internship
14
3
5
3
3
27
14
7
3
6
1
3
28
3
6
1
1
1
1
1
I/F
UW
W
1
10
11
X
4
2
5
2
1
1
1
Preschool Student Teaching A
1
1
2
1
4
1
Infant and Family Child Care
Infant and Toddler Programs
Creative Arts in Early Childhood
Education
Integrated Preschool Curriculum
Building Family and Community
Partnerships
3
2
2
6
1
1
Family and Culture in Early
Childhood Education
50
17
Observation and Planning
30
7
7
3
3
1
Child Development I
59
16
11
16
11
2
4
3
Child Development II
23
19
8
10
6
3
7
1
Nealth, Safety, and Nutrition
Addressing the Needs of Dual
Language Learners I
Working with Families in Early
Childhood Education
Social Development and SelfRegulation
Introduction to Inclusionary
Practices
21
13
8
10
2
4
4
3
44
6
2
7
2
1
8
A-
B+
B
B-
C+
C
51
16
12
5
3
2
11
15
10
3
2
22
4
6
4
28
10
4
Administration of Early Childhood
Programs
13
7
12
6
3
4
3
3
1
2
6
3
6
2
2
8
3
3
2
5
1
2
1
4
1
4
14
1
1
9
2
2
1
1
1
1
4
1
2
2
I/F
UW
W
3
7
3
5
5
Developmental Concerns
Families in Early Childhood Special
Education
Assessment and Evaluation of
Children Birth to 5
Number Sense and Representation
for Teachers and Learners
Evidence Based Practice in Early
Intervention
A
Foundations SPED
Learning Early Childhood
Education Online
Orientation to Professional
Practice
Classroom Organization and
Management
Math and Science in Early
Childhood Education
C-
D
D-
F
1
1
1
10
5
1
1
5
3
4
2
7
3
5
1
5
5
3
3
1
2
1
1
2
Language Arts and Literacy I and II
28
8
10
5
3
4
5
1
Language Arts & Literacy I
45
12
4
8
8
1
2
1
Preschool Student Teaching A
10
8
7
2
1
1
Preschool Student Teaching B
12
2
3
1
Preschool Internship
16
5
3
1
2
8
Infant and Family Child Care
D+
2
1
4
1
3
1
4
3
1
5
1
1
1
1
1
Infant and Toddler Programs
Creative Arts in Early Childhood
Education
39
13
9
6
Integrated Preschool Curriculum
12
2
1
10
3
3
3
5
1
4
4
3
3
5
P
Building Family and Community
Partnerships
Family and Culture in Early
Childhood Education
45
14
9
14
8
6
8
Observation and Planning
Administration of Early Childhood
Programs
33
9
5
6
2
5
4
4
2
3
2
Child Development I
33
10
6
21
6
7
18
3
Child Development II
14
16
12
3
7
5
6
1
Nealth, Safety, and Nutrition
Addressing the Needs of Dual
Language Learners I
Working with Families in Early
Childhood Education
Social Development and SelfRegulation
Introduction to Inclusionary
Practices
18
11
7
4
1
1
3
61
10
5
Developmental Concerns
Families in Early Childhood Special
Education
Assessment and Evaluation of
Children Birth to 5
Number Sense and Representation
for Teachers and Learners
Evidence Based Practice in Early
Intervention
14
2
4
4
4
3
1
1
1
6
1
1
8
2
1
8
1
2
7
1
1
3
2
1
5
1
21
1
10
3
8
4
1
1
3
1
1
1
6
1
1
2
1
6
1
3
3
1
1
1
1
4
2
3
1
2
1
4
1
3
3
2
2
1
2
2010-2011
A
A-
B+
B
B-
C+
C
C-
D+
D
Foundations SPED
Learning Early Childhood
Education Online
Orientation to Professional
Practice
Classroom Organization and
Management
Math and Science in Early
Childhood Education
13
17
4
16
8
4
1
67
20
6
6
5
3
2
5
1
1
10
11
9
8
5
4
7
3
1
3
52
6
5
4
3
3
6
Language ARts and Literacy I and II
24
7
6
7
6
3
4
1
2
Language Arts & Literacy I
43
12
5
7
6
3
7
1
2
Preschool Student Teaching A
19
8
4
7
3
2
Preschool Student Teaching B
13
3
6
4
4
1
Preschool Internship
15
7
8
19
6
4
2
4
2
2
24
12
9
5
7
2
7
D-
F
1
3
5
3
1
3
1
4
1
3
1
4
1
1
1
Infant and Family Child Care
Infant and Toddler Programs
Creative Arts in Early Childhood
Education
I
3
1
3
3
1
Integrated Preschool Curriculum
Building Family and Community
Partnerships
Family and Culture in Early
Childhood Education
21
7
3
10
9
2
53
25
10
5
Observation and Planning
Administration of Early
Childhood Programs
Child Development I
Child Development II
Nealth, Safety, and Nutrition
Addressing the Needs of Dual
Language Learners I
Working with Families in Early
Childhood Education
Social Development and SelfRegulation
Introduction to Inclusionary
Practices
Developmental Concerns
Families in Early Childhood
Special Education
Assessment and Evaluation of
Children Birth to 5
Number Sense and
Representation for Teachers
and Learners
Evidence Based Practice in
Early Intervention
38
7
5
6
5
30
21
14
3
16
10
10
5
3
1
3
5
1
3
3
1
3
1
7
1
7
2
4
2
4
1 1
15 9
12 4
4 11
3
8
2
2
2
1
4
1
3
2
2
C
C-
1
1
1
10
3
5
1
1
2
1
3
4 1
1
1
2
2
1
1
1
1
1
6 1
5
1
1
2
1
2011-2012
B+
B
B-
C+
21
9
11
15
1
60
8
6
9
4
2
Language Arts & Literacy I
24
8
5
5
2
1
Language Arts & Literacy II
54
31
11
16
8
11
7
Preschool Student Teaching A
40
13
5
14
4
3
Preschool Student Teaching B
27
17
4
9
6
Preschool Internship
41
17
9
11
4
Foundations SPED
Learning Early Childhood
Education Online
Orientation to Professional
Practice
Classroom Organization and
Management
Math and Science in Early
Childhood Education
A
A-
21
D+
D
11
2
1
2
1
1
D-
F
I
5
2
5
1
1
1
1
4
1
8
6
3
1
3
1
2
1
2
2
2
1
2
3
10
1
2
W
1
2
2
UW
2
X
P
Infant and Family Child Care
Infant and Toddler Programs
30
7
Unique Infant/Toddlers
2
2
1
Resp Curric Inf Tod
3
1
2
Selfhood Inf & Todd
29
19
ECE Int/Fam Chld CA
2
2
Infant Internship
2
1
Infant Practicum
37
4
5
3
3
6
Toddler Internship
18
10
8
2
16
2
2
3
8
2
3
1
7
1
1
1
6
8
1
3
1
3
6
1
1
1
1
1
2
1
9
2
1
1
1
1
1
5
Toddler Practicum
Becoming Infant/Toddler
Professional
Creative Arts in Early
Childhood Education
Integrated Preschool
Curriculum
Building Family and
Community Partnerships
Family and Culture in Early
Childhood Education
20
Observation and Planning
Administration of Early
Childhood Programs
6
7
3
1
63
14
9
6
1
3
3
63
18
9
3
8
3
5
70
15
15
3
3
4
2
51
10
8
11
3
1
1
1
1
1
2
2
1
5
3
1
1
4
3
1
2
1
6
1
6
2
2
2
2
Child Development I
18
11
8
12
5
3
3
Child Development II
19
12
7
4
8
3
5
2
Health, Safety, and Nutrition
Addressing the Needs of Dual
Language Learners I
Language Development in ECE
SPED
32
18
1
3
2
3
3
1
67
10
2
6
1
Leadership in ECE
18
44
24
13
26
19
11
Challenging Behavior in ECE
Working with Families in Early
Childhood Education
Social Development and SelfRegulation
Introduction to Inclusionary
Practices
51
11
13
5
3
2
1
7
19
4
2
6
1
3
Developmental Concerns
Families in Early Childhood
Special Education
Accommodation and
Adaptation Birth to 5
Assessment and Evaluation of
Children Birth to 5
27
9
2
5
4
3
1
42
14
12
3
1
2
21
12
3
6
34
15
10
12
14
13
8
Teaching Reading/Lit Birth to 5
19
12
6
4
5
3
1
Coll & Cse Mgmt ECE
43
20
14
8
14
5
3
5
5
1
6
1
1
1
1
5
4
5
3
2
4
2
1
3
1
1
1
3
1
1
1
1
2
1
1
5
2
5
3
2
5
1
8
2
2
6
1
1
1
1
2
1
3
1
4
4
2
1
4
1
2
Early Childhood Education:
Field Work
5
Stories of Teaching
3
Play and Development
25
4
4
1
1
2
1
Responsive Environments
Number Sense and
Representation for Teachers
and Learners
Evidence Based Practice in
Early Intervention
IT Learn Environment
IT Phys Cogn Dev
IT Leadership Management
IT Soc Emot Guid
44
13
11
8
11
5
1
2
1
3
4
2
2
1
1
1
1
1
2
1
5
1
3
1
6
1
2
1
86
1
2
1
1
A brief analysis of data findings:
Data indicate that most candidates do very well in classes, although in most classes a few students do
not achieve the needed grade of C or above. There are several potential explanations for this. Most
students in this program are non-traditional students and hold a full time position with family
commitments. In addition, many students starting out in the program have not attended school in many
ears. Grades for beginning courses, such as Learning Early Childhood Education Online tend to be much
lower than grades for courses at the end of the program such as Preschool Internship. This indicates that
as students gain experience with the program, their grades improve. The addition of the Learning Early
Childhood Education Online course has resulted in an improvement in the number of students who
receive a C or higher in Child Development 1. Historically, Child Development 1 was the first course that
students took upon entering the program. Learning Early Childhood Education Online provides students
with an introduction to online learning and includes skills that will help students make the adjustment
back to school, including information on time management, study skills, APA citation information, and
developmentally appropriate practice for young children. The course includes a slower pace and more
hands-on instruction to help students adapt to the demands of a university course. Successful
completion of this course results in more students obtaining a C or better in Child Development 1.
An interpretation of how the data provide evidence for meeting the standard:
Coursework is designed around the knowledge and skills statements. Candidates are successful on
quizzes, projects, and on-line class activities related to these knowledge and skills statements. In this
way, candidates are successful at meeting standards at a competency level. Candidates who are not
successful (i.e., C or better) must repeat the course to ensure competency in the area.