1.3.a

State program review documents and state findings (Some of these documents may be available in AIMS.)

• N/A

1.3.b

Title II reports submitted to the state for the previous three years

• N/A

1.3.c

Key assessments and scoring guides used for assessing candidate learning against standards and proficiencies identified in the unit’s conceptual framework (Some of this information may be accessible for nationally recognized programs in AIMS. Cross reference as appropriate.)

• Assessment Instruments
• Assessment Model Surveys-­‐Instruments and Results
• Required and foundation courses aligned with domains and profiles
• Required and foundation courses descriptions and syllabi

1.3.d

Data and summaries of results on key assessments, including proficiencies identified in the unit’s conceptual framework (Data should be disaggregated by program, and for off-campus, distance learning, and alternative route programs.)

• Assessment Results
• Assessment Model Surveys-­‐Instruments and Results

1.3.e

Key assessments and scoring guides used for assessing professional dispositions, including fairness and the belief that all students can learn

• Assessment Instruments
• Assessment Model Surveys-­‐Instruments and Results
• Required and foundation courses aligned with domains and profiles
• Required and foundation courses descriptions and syllabi

1.3.f

Data and summaries of results on key assessments of candidates’ professional dispositions (Data should be disaggregated by program, and for off-campus, distance learning, and alternative route programs.)

• Assessment Results
• Assessment Model Surveys-­‐Instruments and Results

1.3.g

Examples of candidates’ assessment and analysis of P-12 student learning

• Childhood Education P-12 (J. Colon)
• Childhood Education P-12 (J. Estrella)
• Childhood Education P-12 (E. Mojica)
• Curriculum P-12 (L. Ortiz)
• Guidance and Counseling P-12  (C. Quiles)
• Guidance and Counseling P-12  (M. Ramos)
• Guidance and Counseling P-12 (M. Zavala)
• Leadership in Educational Organizations P-12 (L. Aguayo)
• Leadership in Educational Organizations P-12 (J. Rodriguez)
• Special Education P-12 (M. Ortiz)
• TESL P-12 (M. Arroyo)
• TESL P-12 (T. Brown)
• TESL P-12 (Z. Gonzalez)
• TESL P-12 (R. Rivera)

1.3.h

Samples of candidates’ work (e.g., portfolios at different proficiency levels) from programs across the unit

• Samples of Candidates Work Table
• Childhood Education
• Curriculum
• Guidance and Counseling
• Leadership in Educational Organizations
• Special Education
• TESL

1.3.i

Follow-up studies of graduates and summaries of the results

• Assessment Model Surveys-­‐Instruments and Results

1.3.j

Employer feedback on graduates and summaries of the results

• Assessment Model Surveys-­‐Instruments and Results
• Employer Survey-Administration Status

1.3.k

Data collected by state and/or national agencies on performance of educator preparation programs and the effectiveness of their graduates in classrooms and schools, including student achievement data, when available

• Communications Examining Board Professional Counselors

• Presentation of assessment results to candidates