1. Education Department M. Ed. in Reading CIP Code: 13.1315 Program Code: 620 1 Program Quality Improvement Report 2009-2010 Fall 2010

2. Learning Outcomes 1.Demonstrate knowledge of the foundations of reading and writing processes and instruction (B. T. Knowledge & Comprehension) 2.Use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading and writing instruction; (B. T. Application) 3.Use a variety of assessment tools and practices to plan and evaluate effective reading instruction (B. T. Application, Analysis, Evaluation) 4.Create a literate environment that fosters reading and writing by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments (B. T. Application & Synthesis) 5.View professional development as a career-long effort and responsibility. (B. T. Application) 2 *Bloom’s taxonomy for Academic programs only **Outcomes may be carried over from one assessment cycle to the next based on program needs ***All program objectives are required by International Reading Association which is our accrediting agency. Fall 2010 Program Quality Improvement Report 2009-2010

3. Alignment of Learning Outcomes Program learning outcomes as they relate to the students at Cameron University and in southwest Oklahoma and alignment with Cameron University Mission Statement : Mission Statement: Cameron University provides a diverse and dynamic student body access to quality educational opportunities; 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; and is a driving force in the cultural life and economic development of the region. Alignment: One of the specific functions assigned to Cameron University by the State Regents for Higher Education is to provide programs, involving both course work and practical experiences, designed to assist in the development of effective early childhood, elementary, secondary or elementary-secondary teachers. Because reading specialists are licensed to work with children from kindergarten through 12 th grade, the M. Ed. in Reading supports this specific function by providing a program to assist in the development of specialists who can work at all levels. Fall 2010 Program Quality Improvement Report 2009-2010 3

4. Program learning outcomes relationship to Cameron University strategic plan #1: Demonstrate knowledge of the foundations of reading and writing processes and instruction. #2: Use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading and writing instruction. #3: Use a variety of assessment tools and practices to plan and evaluate effective reading instruction. PLAN 2013: 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. PLAN2013: Assure efficient, effective course delivery in multiple formats. PLAN 2013: Make effective use of existing and new facilities. PLAN 2013: 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.

5. Program learning outcomes relationship to Cameron University strategic plan #4: Create a literate environment that fosters reading and writing by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments. #5: View professional development as a career-long effort and responsibility. PLAN 2013: Assure efficient, effective course delivery in multiple formats. PLAN 2013: Increase educational partnerships with common education, career technology centers, community colleges, and other Oklahoma Universities. PLAN 2013: 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.

6. Alignment of Department Mission with Learning Outcomes The Department of Education believes that competent, caring, and committed educators are successful in their careers. – Educators who are competent use pedagogical and content knowledge to support learning for all, provide instruction based on standards and student needs, and use assessment and strategies for active engagement so that all can learn. – Educators who are caring are responsive to individual needs and create learning environments that promote positive social interactions and motivation. – Educators who are committed collaborate with others by using effective communication skills while being reflective decision makers and lifelong learners who are willing to change in order to continuously improve. Alignment – We believe that all of the above qualities are fostered through standards- based coursework with coordinated field experiences. – Department dispositional forms measure these 3 characteristics – Dispositional forms are completed at program entry, after 9 hours, after 21 hours, and at program completion Fall 2010 Program Quality Improvement Report 2009-2010 6

7. Measures of Student Learning Direct Measures (5 point scale) – Portfolio artifacts scored in Chalk and Wire * – Dispositional Assessment * Remediation Plan – * Candidates failing to receive satisfactory scores (3 or better) on the portfolio artifacts and/or dispositional assessments are asked to complete a remediation plan. They work with a professor from the M.Ed. in Reading program to improve those measures. Direct Measure - OSAT (Oklahoma Subject Area Test) 300 points possible 240 needed to “pass ” Indirect Measures (5 point scale) – Exit Survey Fall 2010 Program Quality Improvement Report 2009-2010 7

8. Program Actions Based upon 2008/2009 Action Plan IRA 2.2 Literacy coaches use a wide range of instructional practices, approaches, and methods, including technology-based practices, for learners at differing stages of development and from differing cultural and linguistic backgrounds. – Action: Because 2008/2009 average was 3.5/5 we agreed implement a strategy file this semester. Strategy file will contain practices, approaches and methods for learners at differing stages of development and from differing cultural and linguistic backgrounds Chalk and Wire data * Course taught Fall 2009 and Fall 2010 – strategy file implemented Fall 2010 Fall 2010 Program Quality Improvement Report 2009-2010 8 2008/ 2009 Average N2009/ 2010 Average N 3.5/5124.0/520

9. Program Actions Based upon 2008/2009 Action Plan IRA 4.2 Candidates use a large supply of books, technology-based information and non-print materials representing multiple levels, broad interests, and cultural and linguistic backgrounds. IRA 4.3 Model reading and writing enthusiastically as valued lifelong activities. Actions: We taught both Reading Practicum I and Practicum II classes in Fall 2009 and again in Spring 2010. The specificity added to the assignments of lesson plans and narrative seem to have increased candidate ability to provide the information needed to determine whether or not these program objectives are being met. Chalk and Wire Data Fall 2010 Program Quality Improvement Report 2009-2010 9 IRA2008/ 2009 Average N2009/ 2010 N 4.23.9/574.7/56 4.33.9/575/56

10. Program Actions Based upon 2008/2009 Action Plan IRA 5.1 Candidates view professional development as a career-long effort and responsibility. IRA 5.3 Candidates wo rk with colleagues to observe, evaluate, and provide feedback on each other’s practice. Action: This assignment was revised to make it more specific which resulted in somewhat higher scores for 5.3 and excellent scores for 5.1. Chalk and Wire Data Fall 2010 Program Quality Improvement Report 2009-2010 10 IRA2008/ 2009 Average N2009/ 2010 Average N 5.13.5/5124.720 5.33.5/5124.0/520

11. Program objective and measurement PROGRAM GOAL: Use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading and writing instruction PROGRAM OBJECTIVE 2.2 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 IRA 2.2 Literacy coaches use a wide range of instructional practices, approaches, and methods, including technology-based practices, for learners at differing stages of development and from differing cultural and linguistic backgrounds. ReadingDirect measurements: OSAT (Oklahoma Subject Area Test) Portfolio Dispositional Assessments Indirect measurements Exit survey Follow-up Survey IDEA OSAT - Norm- referenced scores SPA- approved rubrics for portfolio reviewed by Faculty and Advisory Board Compared to previous years Inter-rater reliability Unable to determine Graduation At the end of each course Entry, 9 & 21 hours, graduation Graduation 1 year after graduation IDEA – after each course 11Fall 201011 Program Quality Improvement Report 2009-2010

12. Priority # 1 - Program Objective # 2 Oklahoma Specialty Area Test (OSAT) NBelow 240240 – 269Above 269Average instructional Practices/ selected responses 3003282.33 Instructional Practices/constructed response 3210246 Total of instructional Practices3213264.17 Fall 2010 Program Quality Improvement Report 2009-2010 12 Trend Analysis: Program Objective 2 Selected Response Constructed Response

13. Fall 2010 Program Quality Improvement Report 2009-2010 13 Priority # 1- Program Objective # 2 Portfolio Assessments SPA element Portfolio Assignments N unacceptable%acceptable%Exemplary% Meeting Standard IRA 2.2 Candidates support classroom teachers and paraprofessionals in the use of a wide range of instructional practices, approaches and methods, including technology- based practices for learners at differing stages of development and from differing cultural and linguistic backgrounds. Literacy Coaching 20 0010501050100 Classroom Handbook 711445722986 Totals27141452124496 Trend Analysis: Program Objective 2.2 (Percent Meets and/or Exceeds standard)

14. Priority #1 – Program Objective #2 Dispositional Assessment (Scale of 1 – 5) N = 3 Fall 2010 Program Quality Improvement Report 2009-2010 14 Disposition1234 5Average #3: Is sensitive to student needs 0 0 0 0 3 5 #4: Values subject matter 0 0 0 0 3 5 #5: Appreciates multiple teaching strategies 0 0 0 0 3 5 #6: Uses fair and consistent practices 0 0 0 0 3 5 Trend Analysis: Program Objective 2

15. Priority # 1 - Program Objective # 2 Exit Survey (N = 4) 12345Average 4. Knowledge of instructional strategies000045.00 5. Ability to present instruction in clear & meaningful ways000045.00 6. Ability to integrate technology in instruction000224.50 7. Ability to apply professional and pedagogical knowledge when observing classroom instruction. 000055.00 9. Ability to use research to improve practice000055.00 24. Reflect upon your practices000134.75 35. Develop a classroom/school climate that values diversity000045.00 Fall 2010 Program Quality Improvement Report 2009-2010 15 Trend Analysis: Program Objective 2

16. Action Plan – Priority # 1 Priority GoalAction PlanTime LineNeeded Resources IRA 2.2 Candidates use a wide range of instructional practices, approaches, and methods, including technology-based practices, for learners at differing stages of development and from differing cultural and linguistic backgrounds. We are instituting the addition of a strategy file to EDUC 5663 Content Area Reading. This will be measured on Chalk and Wire. This is the same as last year because the course is Fall only. By the time we had data, it was too late to make the change last year. Fall 2010None – instructor has made that change in the syllabus Fall 2010 Program Quality Improvement Report 2009-2010 16

17. Program objective and measurement PROGRAM GOAL: View professional development as a career-long effort and responsibility PROGRAM OBJECTIVE 5.1 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 IRA 5.1 Candidates view professional development as a career-long effort and responsibility. ReadingDirect measurements: OSAT (Oklahoma Subject Area Test) Portfolio Dispositional Assessments Indirect measurements Exit survey Follow-up Survey IDEA OSAT - Norm- referenced scores SPA- approved rubrics for portfolio reviewed by Faculty and Advisory Board Compared to previous years Inter-rater reliability Unable to determine Graduation At the end of each course Entry, 9 & 21 hours, graduation Graduation 1 year after graduation IDEA – after each course 17Fall 201017 Program Quality Improvement Report 2009-2010

18. Program objective and measurement PROGRAM GOAL: View professional development as a career-long effort and responsibility PROGRAM OBJECTIVE 5.3 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 IRA 5.3 Candidates work with colleagues to observe, evaluate, and provide feedback on each other’s practice. ReadingDirect measurements: OSAT (Oklahoma Subject Area Test) Portfolio Dispositional Assessments Indirect measurements Exit survey Follow-up Survey IDEA OSAT - Norm- referenced scores SPA- approved rubrics for portfolio reviewed by Faculty and Advisory Board Compared to previous years Unable to determine Inter-rater reliability Graduation At the end of each course Entry, 9 & 21 hours, graduation Graduation 1 year after graduation IDEA – after each course 18Fall 201018 Program Quality Improvement Report 2009-2010

19. Priority # 1 - Program Objective # 2 Oklahoma Specialty Area Test (OSAT) NBelow 240240 – 269Above 269Average Subcategory 5 Professional Development 3210246 Fall 2010 Program Quality Improvement Report 2009-2010 19 Trend Analysis: Program Objective 5 Percent

20. Priority # 2 & 3 - Program Objective # 5 Portfolio Assessment 20 Fall2010 Program Quality Improvement Report 2009-2010 SPA element Portfolio Assignment N unacceptable%acceptable%Exemplary% Meeting Standard IRA 5.1 Candidates view professional development as a lifelong effort and responsibility. Literacy Coaching 20 001050 %1050 %100 % IRA 5.3 Candidates work with colleagues to observe, evaluate, and provide feedback on each other’s practice. A 5.3 Literacy Coaching 20 001050 %1050 %100 % Trend Analysis: Program Objective # 5 (Percent Mets and/or Exceeds standard)

21. Priority #2 & 3 – Program Objective #5 Dispositional Assessment N = 3 Disposition123 45Average # 1: Exhibits a belief that all students can learn 0 0 0 0 3 5 #2: Demonstrates strong interpersonal skills 0 0 0 0 0 5 Fall 2010Program Quality Improvement Report 2009-2010 21 Trend Analysis: Program Objective 5

22. Priority # 2 & 3 - Program Objective # 5 Exit Survey (N = 4) Question12345Average 2. Comprehension of professional standards in your area 25. Field experiences and/or clinical practices were sufficiently extensive and intensive 26. Field experiences and/or clinical practices faculty gave regular support Fall 2010 Program Quality Improvement Report 2009-2010 22 Trend Analysis: Program Objective 5

23. Action Plan, Priority # 2 & 3 Priority GoalAction PlanTime LineNeeded Resources IRA 5.1 Candidates view professional development as a career-long effort and responsibility. We are moving the assignment to a different course where all class members are working toward reading specialist certification. That way we can target the assignment more specifically to their needs. Spring 2011None – instructor is agreeable IRA 5.3 Candidates work with colleagues to observe, evaluate, and provide feedback on each other’s practice. We are moving the assignment to a different course where all class members are working toward reading specialist certification. That way we can target the assignment more specifically to their needs. This will be measured on Chalk and Wire in EDUC 5623 Theoretical Foundations of Reading. Spring 2011None – instructor is agreeable Fall 2010 Program Quality Improvement Report 2009-2010 23

24. Ancillary Actions Our Specialized Professional Organization (SPA) which is International Reading Association has revised their standards for reading professionals. As of Fall 2010, we are expected to follow the new standards. This requires us to revise all assessments and rubrics. We are currently working on that. By next year, we hope to have all the new assessments and rubrics in place and have some data from Fall 2010 & Spring 2011 to report. Fall 2010 Program Quality Improvement Report 2009-2010 24

25. Published information on graduates 25 Working In DisciplineUnknown 2008 - 2009 80 2009 - 201031 Total 111 Fall 2010 Program Quality Improvement Report 2009-2010