Department of Education B.S. in Early Childhood Education CIP Code: 190101 Program Quality Improvement Report 2009-2010

2008-2009 Action Plan and Implementations Source Issue/Challenge Recommendation Implementation Unit Plan Some difficulty discussing interrelationships between areas of development The assignment will be due in portions to allow instructor feedback and scaffolding. This action was implemented Spring 2010. Mini Portfolio Students have difficulty modifying family activities to meet the needs of all families. Instructor will utilize case study analysis to illustrate techniques useful for meeting the needs of diverse families. Videos and Literature containing case studies of school-family interactions have been ordered at the library and will be utilized to facilitate students. Program Quality Improvement Report 2009-2010

2008-2009 Action Plan and Implementations Source Issue/Challenge Recommendation Implementation Mini Portfolio Students failed to cite references to demonstrate application of theoretical knowledge. Instructor will incorporate an in-class demonstration of proper citation techniques as well as encouraging the use of Cameron’s Writing Lab prior to submitting assignments. This activity was implemented Spring 2010. Unit Plan Students do not use multiple resources to inform curricular decisions. Students will each be assigned a week to share a resource review with the class. Program Quality Improvement Report 2009-2010 3

Program Quality Improvement Report 2009-2010 Learning Outcomes Promoting Child Development and Learning - Each student who completes the ECE - BS degree requirements should be able to create (synthesis) healthy, respectful, supportive, and challenging environments for all children. Building Family and Community Relationships - Each student who completes the ECE-BS degree requirements should be able to apply (application) information about the characteristics of children’s families and communities in order to support respectful, reciprocal relationships that support, empower and involve all families in their children’s development and learning. Observing, Documenting, and Assessing to Support Young Children and Families- Each student who completes the ECE-BS degree requirements should be able to interpret (application) assessment data to create (synthesis) lesson plans that will positively affect student learning, integrating (synthesis) subject areas across the curriculum and differentiating (analysis) to meet the needs of all students. Program Quality Improvement Report 2009-2010 4

Program Quality Improvement Report 2009-2010 Learning Outcomes 4. Teaching and Learning- Each student who completes the ECE-BS degree requirements should be able to integrate (synthesis) their understanding of positive supportive relationships with children and families; their understanding of multiple developmentally effective approaches to teaching and learning; and their knowledge of academic disciplines to design (synthesis), employ (application), and evaluate (evaluation) experiences that promote positive cognitive, physical, and psychosocial development for all young children. 5. Becoming a Professional- Each student who completes the ECE-BS degree requirements should be able to examine (analysis) current issues in early childhood education and defend (evaluation) their position as an advocate for children. Program Quality Improvement Report 2009-2010

Alignment of Learning Outcomes The five standards upon which the Bachelor of Science degree in Early Childhood Education at Cameron University are based support Cameron’s mission statement in that this degree: Offers a quality educational program that fosters a student-centered academic environment that combines innovative classroom teaching with experiential learning Prepares students for professional success, responsible citizenship, life-long learning, and meaningful contributions to a rapidly changing world to the people living in the area. Oklahoma requires that anyone teaching in Oklahoma public schools in grades below first grade have a certificate in Early Childhood Education. This program helps meet that need by developing the occupational capacities of our students for this career. Program Quality Improvement Report 2009-2010 6

Alignment of Learning Outcomes The Education Department’s unit mission states that Cameron University graduates will be caring, competent, and committed professionals. The learning outcomes of the ECE-BS degree support this mission in that this degree: ECE graduates display caring, competence, and commitment through their understanding of child development and their ability to use this knowledge to create developmentally appropriate learning environments and experiences. ECE graduates exhibit caring, competence, and commitment by the participation in service learning activities engaging families and community organizations. Program Quality Improvement Report 2009-2010

Alignment of Learning Outcomes The Bachelor of Science degree in Early Childhood Education reinforces the core values of Plan 2013 and fits especially well with the following goals of Plan 2013: 1.1 Maintain and enhance Cameron’s commitment to providing programs of the highest quality in instruction, research, and service to better meet the needs of the citizens of the region. 1.3 Ensure effective assessment of student learning including experiential learning. 1.4 Maintain existing accreditations and review additional opportunities for university and programmatic accreditations. 1.5 Assure efficient, effective course delivery in multiple formats. 3.6 Expand the number of educational, cultural, and social opportunities for the region. 4.4 Increase educational partnerships with common education, career technology centers, community colleges, and other Oklahoma universities. 4.5 Provide student, faculty, and staff resources and expertise to support the community. Program Quality Improvement Report 2009-2010

Measures of Learning and Service Outcomes PROGRAM GOAL: Promoting Child Development and Learning - Each student who completes the ECE - BS degree requirements should be able to create (synthesis) healthy, respectful, supportive, and challenging environments for all children. PROGRAM OBJECTIVE 1 CURRICULUM AREA OR TARGET AUDIENCE MEASUREMENT OF PROGRAM OBJECTIVE Measurements Methods used to determine validity of measurement instruments Methods used to determine reliability of measurements Schedule for measurements Promoting Child Development and Learning ECE 4144 Methods and Practicum in Cognitive Development Mini Portfolio - Section 1 (direct) Unit Plan - Essay (direct) Teacher Work Sample (direct) Rubrics were sent to NAEYC reviewers In the future, key assessments in Chalk and Wire will be sent to a second assessor to check reliability. Annually , Spring Semester Each semester Program Quality Improvement Report 2009-2010 9

Program Quality Improvement Report 2009-2010 Mini Portfolio Rubric Standard 1 Components n=15 n= The total number of students assessed during the academic year. Standard Does Not Meet Meets Exceeds 1a: Knowing and understanding young children’s characteristics and needs 7% 27% 66% 1b: Knowing and understanding the multiple influences on development and learning 0% 13% 87% 1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging 100% Research Skills(1.a, 1.b, 1.c, 2.c, and 4.d) 20% 73% Mini-Portfolio Description Candidates are given a summary sheet of the NAEYC Initial Licensure Standards (which are correlated with the objectives for this program). Candidates then identify artifacts that demonstrate their knowledge or ability related to standards 1, 2, and 4. Examples of Artifacts Used: Bulletin Boards Webquest Unit plan Health, Safety, and Nutrition Lesson Plans Observation reports Developmental Psychology Assignment Floor plans Safety Checklists Menu Program Quality Improvement Report 2009-2010

Mini Portfolio Standard 1: Trend Analysis % meets or exceeds 2007-2008 (n = 6) 2008-2009 (n = 5) 2009-2010 (n=15) 1a: Knowing and understanding young children’s characteristics and needs 83% 100% 93% 1b: Knowing and understanding the multiple influences on development and learning 1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging Research Skills 34% 80% Program Quality Improvement Report 2009-2010

Program Quality Improvement Report 2009-2010 Unit Plan Rubric Standard 1 Components n=16 n= The total number of students assessed during the academic year. Standard Does Not Meet Meets Exceeds 1a: Knowing and understanding young children’s characteristics and needs 38% 50% 13% Research Skills 1.a.2, 1.c.2, 2.c.2 19% 44% 1b: Knowing and understanding the multiple influences on development and learning 0% 31% 69% 1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging 81% 1.c.3: Creates healthy, respectful, supportive, and challenging environments 6% 94% Unit Plan Description Candidates create a one-week unit of lesson plans designed to meet the needs of their field experience students during ECE 4144 Methods and Practicum in Cognitive Development. Candidates will complete a Unit Plan Summary Sheet which maps out the unit’s activities. The unit incorporates as many subject areas as possible utilizing knowledge of developmentally appropriate practices. For each lesson listed on the Unit Plan Summary Sheet, candidates will write a detailed lesson plan using the approved Lesson Plan Format. Priority Academic Student Skills or Pre-Kindergarten Curriculum Guidelines (mandated curriculum by the state of Oklahoma) objectives, as well as behavioral objectives, are included. Appropriate assessment methods are established by the candidate to determine if objectives have been met. At least one activity that involves the parent working with the child at home is included. This take home activity includes a letter to the family affirming the family’s role as the child’s first teacher. All activities take into account the various developmental levels of the children in the class. These are noted in the “Instructional Strategies/Differentiated Instruction” or “Adaptations” section of each lesson plan. Any ideas gathered from other sources have proper reference citations. Program Quality Improvement Report 2009-2010

Program Quality Improvement Report 2009-2010 Unit Plan Standard 1: Trend Analysis n= The total number of students assessed during the academic year. % meets or exceeds 2007-2008 (n= 6) 2008-2009 (n= 5) 2009-2010 (n=16) 1a: Knowing and understanding young children’s characteristics and needs 100% 80% 63% 1.a.2, 1.c.2: Research Skills 50% 82% 1b: Knowing and understanding the multiple influences on development and learning 1c: Using developmental knowledge to create environments 1.c.3 creates healthy, respectful, supportive, and challenging environments Program Quality Improvement Report 2009-2010

Teacher Work Sample: FACTOR 1 CONTEXTUAL INFORMATION RUBRIC n=6 n= The total number of students assessed during the academic year. Not Met Meets Exceeds 7. Describes Developmental Characteristics 0% 100% 8. Describes Prior Knowledge and Skills 16% 84% Factor 1: Contextual Information and Learning Environment Decisions What are some important characteristics of the learning context for your students in your classroom environment? Your description must include (but is not limited to) these factors: 1. number of students in school and in classroom, 2.ethnic/cultural/gender make-up, 3.socio-economic profile, 4 & 5. district/community/classroom environmental considerations, 6. students with special needs, and 7. developmental characteristics (intellectual, social, physical). Include factors that will help the evaluator of this assignment better understand your instructional decisions. B) What influences do these factors have on your selection of activities (if any)? Disaggregate the students into three groups: high, medium and low for the prior knowledge and skills portion of the rubric. Describe the specific (#9 on rubric) learning needs of individual students that require you to substantially change your instruction. Your response will be judged on the specificity of your decisions. If no instructional changes are made, a rationale must be stated and supported. Note: You may use a table to illustrate the relationship between Part A and B above. Program Quality Improvement Report 2009-2010

Program Quality Improvement Report 2009-2010 Action plan – Standard 1 Teaching and Learning- Each student who completes the ECE-BS degree requirements should be able to integrate (synthesis) their understanding of positive supportive relationships with children and families; their understanding of multiple developmentally effective approaches to teaching and learning; and their knowledge of academic disciplines to design (synthesis), employ (application), and evaluate (evaluation) experiences that promote positive cognitive, physical, and psychosocial development for all young children. Concern Action Timeline Human and/or Fiscal Resources Student scores on knowing and understanding young children’s characteristics and needs remain lower than desired. Students continue to struggle with research skills. Every effort should be made to ensure that our rubrics are in line with the appropriate standards and are written to discourage subjectivity. ECE 4144- Instructor will utilize classroom videos in conjunction with observational assessment checklists to emphasize the importance of daily observational assessments to inform knowledge of children’s developmental levels. An emphasis in reading research, summarizing and sharing with peers will be encouraged in all Early Childhood courses in an effort to practice the philosophies of writing apprenticeship. Key assessments in Chalk and Wire will be sent to a second assessor to check reliability. Spring 2011 Ongoing, Beginning Spring 2011 Program Quality Improvement Report 2009-2010

Measures of Learning and Service Outcomes PROGRAM GOAL: Building Family and Community Relationships - Each student who completes the ECE-BS degree requirements should be able to apply (application) information about the characteristics of children’s families and communities in order to support respectful, reciprocal relationships that support, empower and involve all families in their children’s development and learning. PROGRAM OBJECTIVE 2 CURRICULUM AREA OR TARGET AUDIENCE MEASUREMENT OF PROGRAM OBJECTIVE Measurements Methods used to determine validity of measurement instruments Methods used to determine reliability of measurements Schedule for measurements Building Family and Community Relationships ECE 4144 Methods and Practicum in Cognitive Development Mini Portfolio - Section 2 (direct) Unit Plan – Take Home Activity (direct) Family /Community Activity (direct) Rubrics were sent to NAEYC reviewers In the future, key assessments in Chalk and Wire will be sent to a second assessor to check reliability. Annually , Spring Semester * See complete list of approved direct and indirect measurements (search program assessment on Cameron’s intranet) Program Quality Improvement Report 2009-2010 16

Program Quality Improvement Report 2009-2010 Mini Portfolio Rubric Standard 2 Components n=15 n= The total number of students assessed during the academic year. Does Not Meet Meets Exceeds 2a: Knowing about and understanding family and community characteristics 7% 27% 66% 2b: Supporting and empowering families and communities through respectful, reciprocal relationships 0% 40% 60% 2c: Involving families and communities in their children’s development and learning 87% 2.c.4 Reflection and modification 33% Examples of Artifacts: Standard 2 Family activity Primary Reading pamphlet Media flier IEP Parent article Family and Community Panel report Take home activities Parent activity journal reflection Program Quality Improvement Report 2009-2010

Mini Portfolio Standard 2: Trend Analysis % meets or exceeds 2007-2008 n = 6 2008-2009 n = 5 2009-2010 n=15 2a: Knowing about and understanding family and community characteristics 83% 100% 93% 2b: Supporting and empowering families and communities through respectful, reciprocal relationships 2c: Involving families and communities in their 2.c.4 Reflection and modification 80% Program Quality Improvement Report 2009-2010

Program Quality Improvement Report 2009-2010 Unit Plan Rubric Standard 2 Components n=16 n= The total number of students assessed during the academic year. Not Met Meets Exceeds 2b: Supporting and empowering families and relationships 19% 25% 56% 2.b.2 Using knowledge of individual family culture to build relationships with families 63% 2c: Involving families and communities in their children’s development and learning 6% 31% 2.c.3 Demonstrates ability to utilize a variety of approaches to family and community involvement 13% 38% 50% 2.c.4 Actively reflects on family and community involvement, critically analyzing approaches in an effort to improve performance. (Essay) 75% 0% Unit Plan Description as applies to Standard 2 At least one activity that involves the parent working with the child at home is included. This take home activity includes a letter to the family affirming the family’s role as the child’s first teacher. Program Quality Improvement Report 2009-2010

Unit Plan Standard 2: Trend Analysis % meets or exceeds 2007-2008 n=6 2008-2009 n=5 2009-2010 n=16 2b: Supporting and empowering families and relationships 83% 80% 81% 2.b.2 Using knowledge of individual family culture to build relationships with families 60% 82% 2c: Involving families and communities in their children’s development and learning 100% 94% 2.c.3 Demonstrates ability to utilize a variety of approaches to family and community involvement 67% 88% 2.c.4 Actively reflects on family and community involvement, critically analyzing approaches in an effort to improve performance. (Essay) 50% 25% Program Quality Improvement Report 2009-2010

Program Quality Improvement Report 2009-2010 Family and Community Activity Rubric n=18 n= The total number of students assessed during the academic year. Not Met Meets Exceeds 2a: Knowing about and understanding family and community characteristics 6% 33% 61% 2b.1: Supporting and empowering families and communities through respectful, reciprocal relationships 44% 50% 2b.2: Ability to assess family needs to develop communication and recommend developmentally appropriate home activities. 0% 17% 83% 2b.3 Knowledge and application of multiple communication strategies including technology 22% 2b.4 Linking families with community resources. 11% 72% 2c: Involving families and communities in their children’s development and learning 28% Program Quality Improvement Report 2009-2010

Family and Community Activity: Trend Analysis 2008-2009 n = 22 2009-2010 N=18 2a: Knowing about and understanding family and community characteristics 91% 94% 2b.1: Supporting and empowering families and communities through respectful, reciprocal relationships 100% 2b.2: Ability to assess family needs to develop communication and recommend developmentally appropriate home activities. 2b.3 Knowledge and application of multiple communication strategies including technology 64% 77% 2b.4 Linking families with community resources. 50% 83% 2c: Involving families and communities in their children’s development and learning 86% 56% Program Quality Improvement Report 2009-2010

Program Quality Improvement Report 2009-2010 Action plan – Standard 2 Building Family and Community Relationships - Each student who completes the ECE-BS degree requirements should be able to apply (application) information about the characteristics of children’s families and communities in order to support respectful, reciprocal relationships that support, empower and involve all families in their children’s development and learning. Concerns Action Timeline Human and/or Fiscal Resources Unit Plan- Although there has been an improvement, students continue to have difficulty modifying family activities to meet the needs of all cultures. Unit Plan - Students fail to reflect on family and community involvement. Family and Community Activity – Students demonstrate limited knowledge Involving families and communities in their children’s development and learning. In addition, students struggle with utilization of multiple communication strategies (including technology). Instructor will increase utilization of case study analysis to illustrate techniques useful for meeting the needs of diverse families. Instructor will model active reflection and will incorporate exemplary examples of educator reflections such as “teacher lit” or well written teacher blogs. Instructor will expose students to a wide variety of classroom communication strategies including blogs, facebook group sites, and exemplary classroom newsletters that inform and encourage involvement. Spring 2011 Program Quality Improvement Report 2009-2010

Measures of Learning and Service Outcomes PROGRAM GOAL: Teaching and Learning- Each student who completes the ECE-BS degree requirements should be able to integrate (synthesis) their understanding of positive supportive relationships with children and families; their understanding of multiple developmentally effective approaches to teaching and learning; and their knowledge of academic disciplines to design (synthesis), employ (application), and evaluate (evaluation) experiences that promote positive cognitive, physical, and psychosocial development for all young children. PROGRAM OBJECTIVE 4 CURRICULUM AREA OR TARGET AUDIENCE MEASUREMENT OF PROGRAM OBJECTIVE Measurements Methods used to determine validity of measurement instruments Methods used to determine reliability of measurements Schedule for measurements Teaching and Learning ECE 4144 Methods and Practicum in Cognitive Development Mini Portfolio - Section 3 (direct) Unit Plan – Lesson Plans (direct) Teacher Work Sample OSAT (direct) Rubrics were sent to NAEYC reviewers State required & normed test. In the future, key assessments in Chalk and Wire will be sent to a second assessor to check reliability. OSAT reliability has been determined by CEOE. Annually , Spring Semester Varies Program Quality Improvement Report 2009-2010 24

Program Quality Improvement Report 2009-2010 Mini Portfolio Rubric Standard 4 Components n=15 n= The total number of students assessed during the academic year. Not Met Meets Exceeds 4.a.2 Demonstrates understanding relationships in Early Childhood 53% 40% 7% 4b. Using developmentally effective approaches 20% 73% 4.b.2 Classroom Management Strategies 0% 47% 4c. Understanding content knowledge in early education 27% 60% 13% 4.c.3 Connection with standards 80% 4d. Building meaningful curriculum 33% 4.d.2 Integration of curriculum 67% 4.d.3 Promoting positive outcomes 87% Program Quality Improvement Report 2009-2010

Mini Portfolio Standard 4 Trend Analysis Part 1 % meets or exceeds 2007-2008 n=6 2008-2009 n=5 2009-2010 n=15 4.a.2 Demonstrates understanding relationships in Early Childhood 100% 60% 47% 4b. Using developmentally effective approaches 83% 4.b.2 Strategies 67% 4c. Understanding content knowledge in early education 80% 73% 4.c.3 Connection with standards 93% 4d. Building meaningful curriculum 86% 4.d.2 Integration of curriculum 4.d.3 Promoting positive outcomes Program Quality Improvement Report 2009-2010

Program Quality Improvement Report 2009-2010 Unit Plan Rubric: Standard 4 Components n=16 n= The total number of students assessed during the academic year. Not Met Meets Exceeds 4a. Connecting with children and families (Take Home Activity and Letter to Parents) 19% 0% 81% 4b. Using developmentally effective approaches 13% 88% 4.b.2 Demonstrating knowledge of a variety of classroom management strategies 56% 44% 4c. Understanding content knowledge in early education 6% 69% 25% 4d. Building and evaluating meaningful curriculum 4.d.5 Utilizes professional resources to facilitate understanding 75% Program Quality Improvement Report 2009-2010

Unit Plan Standard 4 Trend Analysis % meets or exceeds 2007-2008 n=6 2008-2009 n=5 2009-2010 n=16 4a. Connecting with children and families 100% 80% 81% 4b. Using developmentally effective approaches 4.b.2 Using a variety of approaches 4c. Understanding content knowledge in early education 94% 4d. Building meaningful curriculum 67% 88% 4.d.5 Use of high quality professional resources 34% 20% 25% Program Quality Improvement Report 2009-2010

Teacher Work Sample Factor 2 Unit Learning Goals and Objectives n=6 n= The total number of students assessed during the academic year. Not Met Meets Exceeds 5.Content Knowledge Objectives 0% 16% 84% 6.Skill/ Performance Objectives 33% 67% 7.Reasoning Objectives 50% 8. Concentration of Objectives 100% Program Quality Improvement Report 2009-2010

Program Quality Improvement Report 2009-2010 Teacher Work Sample Factor 6: Reflection on Teaching and Learning Rubric n=6 n= The total number of students assessed during the academic year. Not Met Meets Exceeds Interpretation of Student Learning 0% 100% Insights on Best Practices and Assessments 13% 87% Alignment of Learning Goals, Instruction with Assessment Implications for Future Teaching Implications for Professional Development 25% 75% Program Quality Improvement Report 2009-2010

Teacher Work Sample Holistic Scores Factors Related to Standard 4 2008-2009 n=3 2009-2010 n=6 Factor 1: Contextual Information (NAEYC 1, 4) 3.3 4.0 Factor 2: Unit Learning Goals (NAEYC 4) 3.9 4.5 Factor 6: Reflections on Teaching and Learning (NAEYC 3, 4, 5) 5 4.8 Scoring Guide: 1= Not Met 3= Meets 5= Exceeds Program Quality Improvement Report 2009-2010

Oklahoma Subject Area Test (OSAT) This is the state mandated teacher licensure test. The Cameron University Department of Education requires students to pass the OSAT in their area of specialization prior to Student Teaching. A score of 240 overall out of 300 is considered passing. Program Quality Improvement Report 2009-2010

Oklahoma Subject Area Test (OSAT) There are four sub-areas: Language and Literacy Development Learning Across the Curriculum Child Development and Early Childhood Programs Constructed Response All four areas relate directly to program objective #4. Program Quality Improvement Report 2009-2010

OSAT Comparison to State Norms CU 2008-2009 n = 3 State 2009-2010 n=4 Language and Literacy Development 274.3 256.7 262 249.7 Learning Across the Curriculum 272 260.8 256 Child Development and Early Childhood Programs 286 268.4 259.5 260.5 Constructed Response 220 209.1 240 212.7 Percent Passing Overall Test 100% 75% 87% Program Quality Improvement Report 2009-2010

OSAT Score Disaggregation n=4 Below 240 240-269 Above 269 Language and Literacy Development 1 2 Learning Across the Curriculum Child Development and Early Childhood Programs Constructed Response 4 Program Quality Improvement Report 2009-2010

Program Quality Improvement Report 2009-2010 Action plan – Standard 4 Teaching and Learning- Each student who completes the ECE-BS degree requirements should be able to integrate (synthesis) their understanding of positive supportive relationships with children and families; their understanding of multiple developmentally effective approaches to teaching and learning; and their knowledge of academic disciplines to design (synthesis), employ (application), and evaluate (evaluation) experiences that promote positive cognitive, physical, and psychosocial development for all young children. Concerns Action Timeline Human and/or Fiscal Resources Mini Portfolio –Students failed to cite theory and research focusing on the importance of interactions and relationships. Unit Plan – While some improvement is shown, students still struggle with utilizing multiple resources to inform curricular decisions. OSAT – The OSAT data is not a reliable measure of our program at this time because of the low number of participants. Instructor will model active reflection and will incorporate exemplary examples of educator reflections such as “teacher lit” or well written teacher blogs. Students will continue to be assigned a week to share a resource review with the class. As our program grows, we will continue to monitor OSAT scores. Spring 2011 Program Quality Improvement Report 2009-2010

Published information on graduates Entered Graduate School Working In Discipline Unknown Total # of Graduates Academic Year 08-09  0 1 Academic Year 09-10 3  1 4 Total 5 Please provide the headcount for placement of graduates from last Academic Year Program Quality Improvement Report 2009-2010