1. Welcome! Presenters:Susan Wooley, AAHE Margie Crutchfield, NCATE Please remember to set-up your audio Go to “tools”, then “audio”, then “audio set-up wizard” For those of you who have a microphone, we will do a “microphone sound check” one by one 9:30 am- First audio sound check 9:45 am- Final audio sound check 10:00 am- Session will begin AAHE Program Reviewer Training Part 2

2. Session Agenda 1.General debrief 2.Polling on standard decisions 3.Polling on recognition decision 4.Discussion of decision making 5.Preparing a recognition report 6.Resources

3. Any initial questions or comments about the review? We’ll talk about specific standards in a minute…..

4. Let’s vote on each standard

5. Standard 1:  Candidates assess individual and community needs for health education. Candidates obtain health-related data about social and cultural environments, growth and development factors, needs and interests of students. Candidates distinguish between behaviors that foster and those that hinder well-being. Candidates determine health education needs based on observed and obtained data.

6. Vote now on Standard 1  A. Met  B. Met with Conditions  C.Not Met Vote by clicking on the appropriate letter on the toolbar at the top of the screen

7. Discussion of Standard 1 decision

8. Standard 2  Candidates plan effective health education programs. Candidates recruit school and community representatives to support and assist in program planning. Candidates develop a logical scope and sequence plan for a health education program. Candidates formulate appropriate and measurable learner objectives. Candidates design educational strategies consistent with specified learner objectives.

9. Vote now on Standard 2  A. Met  B. Met with Conditions  C.Not Met Vote by clicking on the appropriate letter on the toolbar at the top of the screen

10. Discussion of Standard 2 Decision

11. Standard 3  Candidates implement health education programs. Candidates analyze factors affecting the successful implementation of health education and Coordinated School Health Programs (CSHPs). Candidates select resources and media best suited to implement plans for diverse learners. Candidates exhibit competence in carrying out planned programs. Candidates monitor educational programs, adjusting objectives and instructional strategies as necessary.

12. Vote now on Standard 3  A. Met  B. Met with Conditions  C.Not Met Vote by clicking on the appropriate letter on the toolbar at the top of the screen

13. Discussion of Standard 3 Decision

14. Standard 4  Candidates evaluate the effectiveness of coordinated school health programs. Candidates develop plans to assess student achievement of program objectives. Candidates carry out evaluation plans. Candidates interpret results of program evaluation. Candidates infer implications of evaluation findings for future program.

15. Vote now on Standard 4  A. Met  B. Met with Conditions  C.Not Met Vote by clicking on the appropriate letter on the toolbar at the top of the screen

16. Discussion of Standard 4 Decision

17. Standard 5  Candidates coordinate provision of health education programs and services. Candidates develop a plan for coordinating health education with other components of a school health program. Candidates demonstrate the dispositions and skills to facilitate cooperation among health educators, other teachers, and appropriate school staff. Candidates formulate practical modes of collaboration among health educators in all settings and other school and community health professionals. Candidates organize professional development programs for teachers, other school personnel, community members, and other interested individuals.

18. Vote now on Standard 5  A. Met  B. Met with Conditions  C.Not Met Vote by clicking on the appropriate letter on the toolbar at the top of the screen

19. Discussion of Standard 5 Decision

20. Standard 6  Candidates act as a resource person in health education. Candidates utilize computerized health information retrieval systems effectively. Candidates establish effective consultative relationships with those requesting assistance in solving health-related problems. Candidates interpret and respond to requests for health information. Candidates select effective educational resource materials for dissemination.

21. Vote now on Standard 6  A. Met  B. Met with Conditions  C.Not Met Vote by clicking on the appropriate letter on the toolbar at the top of the screen

22. Discussion of Standard 6 Decision

23. Standard 7  Candidates communicate health and health education needs, concerns, and resources. Candidates interpret concepts, purposes, and theories of health education. Candidates predict the impact of societal value systems on health education programs. Candidates select a variety of communication methods and techniques in providing health information. Candidates foster communication between health care providers and consumers.

24. Vote now on Standard 7  A. Met  B. Met with Conditions  C.Not Met Vote by clicking on the appropriate letter on the toolbar at the top of the screen

25. Discussion of Standard 7 Decision

26. Poll on Recognition Decision  A. Nationally Recognized  B. Recognized with Conditions  C.Not Recognized, Need Further Development Vote by clicking on the appropriate letter on the toolbar at the top of the screen

27. Discussion of Recognition Decision

28. Let’s talk about your experience as a reviewer

29. 1.Questions about evaluating assessments? 2.Questions about making decisions? 3.Were there particular standards that were challenging to evaluate? 4.Other questions or comments?

30. W riting the Recognition Report

31. Part A. Recognition Report  A.1. SPA Decision Include any conditions, if applicable.  A. 2. Test Results Take this information from the Cover Sheet of the Program Report  80% of completers in at least the previous year must have passed the state test This rule is waived if less than 10 completers in the last 3 years  A. 3. Strengths

32. Examples of well-written “Summary of Strength” statements:  “emphasis on reflective practitioner throughout education coursework”  “use of an action research project that focuses candidates on their effect on student learning”  “beginnings of a comprehensive program assessment system that when refined should provide useful, current information on candidate success for improving the program and tracking candidate progress”

33. Part B. Status of Meeting SPA Standards  Designate each standard as Met, Met with Conditions, or Not Met for the program being reviewed  For every element that is Met with Conditions or NM, you must include an explanatory comment The comment should provide enough information to the program for faculty to understand and remedy the issue

34. Part C. Evaluation of Program Evidence  C.1: Candidates’ knowledge of content of SPA standards  C.2 Candidates’ ability to understand and apply pedagogical and professional content knowledge, skills, and disposition.  C.3: Candidate effects on student learning and creation of environments that promote student learning

35. An example of a well-written comment for Part C.1- The institution indicated which assessments address areas of content knowledge essential for health teachers. However, evidence from Assessment #2 was not available; other assessments provided only limited data for some areas of content knowledge (family life and sexuality); and no evidence was available to indicate knowledge of health education theories.

36. An example of a well-written comment for Part C.2: The institution indicated Assessments #3, #4, and #5 address pedagogical knowledge and skills. However, the elements of the scoring rubrics and the candidate data presented only indirectly or narrowly addressed this knowledge and accompanying skills. The relationships were unclear between the candidate data and the needed knowledge and skills.

37. An example of a well written comment for Part C.3 The report provided no evidence that candidates collect data on students for the purpose of subsequent specific planning and implementation of instruction.

38. More Examples… C.1—Candidates’ knowledge of content  The Evidence of Meeting Standards chart is particularly helpful in making connections between the assessments and the standards.  Assessments show multiple ways in which the program addresses content. C.2—Candidates’ ability to understand and apply pedagogical and professional content knowledge, skills, and dispositions  All cited assessments give an opportunity for pre-service teachers to begin to “learn the language of teaching.”  Effectively developed assessments in this area make the program strong. C.3—Candidate effects on P-12 student learning  The assessments clearly cover analysis of student learning. Many projects are cross-referenced and cover content and pedagogy as well as student learning impact standards.

39. Part D. Evaluation of the Use of Assessment Results  Evaluation of Section V of Program Report Is it clear that assessment evidence is used by the institution in evaluating the program, counseling candidates, and revising courses or other elements of the program? Has the institution made program changes based on assessment evidence? Do you find the faculty interpretations consistent with the evidence provided in the program report? Are the implications for programs that appear in this section of the program report derived from the interpretations?

40. Example of a well-written comment for Part D The program has a procedure in place for the ongoing evaluation and application of evidence from assessments for the improvement of candidate performance and strengthening of the program.

41. Part E: Areas for Consideration  Not standards-based  These should be more global concerns or issues Broad, programmatic issues  Will NOT be addressed in a Revised Report or a Response to Conditions Report.

42. Part F: Additional Comments  F.1: Comments on Context or other issues  F.2: Instructions for the Board of Examiners Could be issues not related to the SPA standards, but related to the NCATE Unit Standards

43. If the final decision is Conditions  Conditions in Part A MUST be filled  Acts as a ‘contract’ between program and NCATE

44. An example of a well-written CONDITION  Assessment #1: Address candidate knowledge of content by standard on the Praxis II exam, providing candidate data for each subsection.  Assessment #2: Present aggregated candidate data (grades) in a table or chart of candidate scores from high to low for each standard.  Include on at least one assessment a measure of candidates’ impact on student learning.  Provide data from all assessments for an additional year.  Address concerns cited under Standard 1.

45. Characteristics of a well-written “Conditions” statement  CLEAR  PRECISE  OBJECTIVE  STANDARDS BASED  EVIDENCE BASED

46. The review team that looks at this when it is re-submitted will zero in on this conditions section to determine whether they were met or not High Stakes!

47. Reviewing Revised or Response to Conditions Reports  If possible, the report will be assigned to at least one reviewer from the original review.  If Revised, reviewers will only evaluate standards that were previously not met or met with conditions.  If Response to Conditions reviewers only address issues listed as Conditions

48.  Reviewers cannot reverse previous decisions on met standards or add new concerns or conditions unrelated to concerns/standards addressed in the second report.

49. Writing the Report: Tips  If you repeat a comment in the report (likely), it is best to say “see comment under Std 1” rather than simply copying the text.  Be sure that the gist of your comments would make sense to an outside reader as well as to the program faculty (i.e. a BOE member or state DOE personnel) who wouldn’t necessarily understand the IHE, state, or professional terminology & acronyms.  Provide specific feedback on assessments (in Pts B, C or E), particularly if they need revision.

50. The New AAHE Standards

51. Standard I: Content Knowledge  Content Knowledge. Candidates demonstrate the knowledge and skills of a health literate educator. A.Candidates describe the theoretical foundations of health behavior and principles of learning. B.Candidates describe the National Health Education Standards. C.Candidates describe practices that promote health or safety. D.Candidates describe behaviors that might compromise health or safety. E.Candidates describe disease etiology and prevention practices. F.Candidates demonstrate the health literacy skills of an informed consumer of health products and services.

52. Standard II: Needs Assessment  Candidates assess needs to determine priorities for school health education. A.Candidates access a variety of reliable data sources related to health. B.Candidates collect health-related data C.Candidates infer needs for health education from data obtained.

53. Standard III: Planning  Candidates plan effective comprehensive school health education curricula and programs A.Candidates design strategies for involving key individuals and organizations in program planning for School Health Education. B.Candidates design a logical scope and sequence of learning experiences that accommodate all students. C.Candidates create appropriate and measureable learner objectives that align with assessments and scoring guides. D.Candidates select developmentally appropriate strategies to meet learning objectives. E.Candidates align health education curricula with needs assessment data and the National Health Education Standards. F.Candidates analyze the feasibility of implementing selected strategies.

54. Standard IV: Implementation  Candidates implement health education instruction. A.Candidates demonstrate multiple instructional strategies that reflect effective pedagogy, and health education theories and models that facilitate learning for all students. B.Candidates utilize technology and resources that provide instruction in challenging, clear and compelling ways and engage diverse learners. C.Candidates exhibit competence in classroom management. D.Candidates reflect on their implementation practices, adjusting objectives, instructional strategies and assessments as necessary to enhance student learning.

55. Standard V: Assessment  Candidates assess student learning. A.Candidates develop assessment plans. B.Candidates analyze available assessment instruments. C.Candidates develop instruments to assess student learning. D.Candidates implement plans to assess student learning. E.Candidates utilize assessment results to guide future instruction.

56. Standard VI: Administration and Coordination  Candidates plan and coordinate a school health education program. A.Candidates develop a plan for comprehensive school health education (CSHE) within a coordinated school health program (CSHP). B.Candidates explain how a health education program fits the culture of a school and contributes to the school’s mission. C.Candidates design a plan to collaborate with others such as school personnel, community health educators, and students’ families in planning and implementing health education programs.

57. Standard VII: Being a Resource  Candidates serve as a resource person in health education. A.Candidates use health information resources. B.Candidates respond to requests for health information. C.Candidates select educational resource materials for dissemination. D.Candidates describe ways to establish effective consultative relationships with others involved in Coordinated School Health Programs.

58. Standard VIII: Communication and Advocacy  Candidates communicate and advocate for health and school health education. A.Candidates analyze and respond to factors that impact current and future needs in comprehensive school health education. B.Candidates apply a variety of communication methods and techniques. C.Candidates advocate for school health education. D.Candidates demonstrate professionalism.

59. Resources for reviewers  NCATE website http://www.ncate.org/programreview/resources.asp http://www.ncate.org/programreview/resources.asp  Archived web seminars (held every semester)  Mini videos  NCATE staff, your review partners, and your SPA Coordinator  Everyone says the first review can be tough. Don’t be reluctant to consult with your fellow reviewers and with the SPA Coordinator

60. NCATE Staff  Margie Crutchfield, margie@ncate.orgmargie@ncate.org  Robin Marion, robin@ncate.orgrobin@ncate.org  Sabata Morris, sabata@ncate.org  Monique Thomason, monique@ncate.org monique@ncate.org  Tech Support: Cora Mak, cora@ncate.org