LAUTR ANALYSIS OF COMPREHENSIVE EXAMINATION/PORTFOLIO

Data

LAUTR ANALYSIS OF COMPREHENSIVE

EXAMINATION/PORTFOLIO DATA
Part A: Achievement of Program Student Outcomes
Table 1: Pass Rate by Area
2013
SelfAsses

EquityA

Cohort 3
Average

EquityB

KnowA

3.69

Student
Learning
Outcomes

PedgA

3.62

PedgB

CollabA

CollabB

PrfRsp
-A

3.56

3.56

3.56

3.56

PrfRsp

3.62

3.56

3.65

3.56

3.62

11-4
5-3

10-4
6-3

9-4
7-3

9-4
7-3

9-4
7-3

9-4
7-3

10-4
6-3

10-4
6-3

9-4
7-3

9-4
7-3

9-4
7-3

9-4
7-3

69%-4
31%-3

62%-4
38%-3

56%-4
44%-3

56%-4
44%-3

56%-4
44%-3

56%-4
44%-3

62%-4
38%-3

62%-4
38%-3

56%-4
44%-3

56%-4
44%-3

56%-4
44%-3

56%44%-

SLO #3
Oral/Writ
Commun.

SLO #2
Critical
Think

SLO #1
Knowl

KnowA

KnowB

KnowC

3.71

3.71

3.57

SLO #6
Inquiry/
Reflection

2014
Cohort 4
Average

KnowC

3.56
4=Outstandin
g
3=Proficient
2=Marginal
1=Fail

Cohort 3
Count
16 P/
1 NP
Cohort 3
Percent
94%P
6% NP

KnowB

SLO #8
Equity

SelfAsses

EquityA

EquityB

3.64

3.71

3.71

3.71

SLO #4
Organiza

PedgA

SLO #7
Collab.

PedgB

SLO #5
Advocacy

CollabA

CollabB

PrfRsp
-A

3.57

3.86

3.86

3.79

PrfRsp

3.79

4=Outstandin
g
3=Proficient
2=Marginal
1=Fail

Cohort 4
Count
15 P/
2 NP
Cohort 4
Percent
82%P
14%NP
Student
Learning
Outcomes

2015
Cohort 5
Average
score
Cohort 5
Count
11 P/
5/I

9-4
6-3

10-4
5-3

10-4
5-3

10-4
5-3

10-4
5-3

10-4
5-3

8-4
7-3

8-4
7-3

12-4
3-3

12-4
3-3

11-4
4-3

11-4
4-3

64%-4
36%-3

72%-4
28%-3

72%-4
28%-3

72%-4
28%-3

72%-4
28%-3

72%-4
28%-3

57%-4
43%-3

57%-4
43%-3

86%-4
14%-3

86%-4
14%-3

79%-4
21%-3

79%21%-

SLO #3
Oral/Writ
Commun.

SLO #2
Critical
Think

3.33

3.42

9-4
2-3

9-4
3-3

SLO #6
Inquiry/
Reflection

3.42

9-4
3-3

SLO #8
Equity

3.42

9-4
3-3

SLO #1
Knowl

3.42

9-4
3-3

SLO #4
Organiza

SLO #7
Collab.

SLO #5
Advocacy

3.42

3.42

3.5

3.5

3.5

3.5

3.6

9-4
3-3

9-4
3-3

10-4
2-3

10-4
2-3

10-4
2-3

10-4
2-3

9-4
3-3

Cohort 5
Percent
69%P
31% In

Annual Report Narrative

The LAUTR Portfolio Rubric has 12 areas of focus. Each area is aligned with a
student learning objective. Table 1 outlines the results for LAUTR Cohorts 3,
4 and 5 in each of the 12 categories described on the rubric. The average
scores of all students passing the Comprehensive Exam/LAUTR Portfolio are
listed under each category. There were 17 Residents in Cohort 3; 16 (94%)
passed the comprehensive exam by completing the LAUTR Portfolio. There
were 17 Residents in Cohort 4; 15 (88%) passed the comprehensive exam by
completing the LAUTR Portfolio. There were 16 students in cohort 5; 11
(69%) passed the comprehensive exam by completing the LAUTR Portfolio. 5
(31%) students took incompletes in the course and will be completing the
LAUTR Portfolio at a different time. A copy of the LAUTR Portfolio Rubric is
included with this report. (See: Appendix A.)
A four point scale is used to assess performance in each category ranging
from 4=Outstanding, 3=Proficient, 2=Marginal, 1=Fail. Only students rated
2.5 or above were considered as passing the category. Since items selected
for placement into the LAUTR Portfolio were signature assignments from
each of the LAUTR courses, they had already been scored by the professors
teaching the courses. Only the first section, Self-Assessment, was the
residents reflection on meeting the California Standards for the Teaching
Profession. Residents were able to select from a variety of artifacts for each
category reflecting their best evidence for that category. (Suggestions are
made for possible artifacts to include.) The actual numbers of students as
well as the percentage are listed below each category.
Student mastery of Student Learning Outcomes (SLOs) is highlighted in
Table 2. Each of the SLOs are listed along with the percentage and number
of students scoring either a 3 for proficiency or a 4 for Mastery in each of the
corresponding categories. Although the alignment of SLOs is presented in
Table 1 under each category of the rubric, greater clarity of each SLO along
with student mastery is emphasized in Table 2. Only those students
receiving a score of 3 or 4 in the category were considered to have
demonstrated proficiency or mastery of the category. Actual percentages and
numbers are presented for LAUTR Cohorts 3 and 4 and 5. In 2015, thirteen
students passed the Comprehensive Exam and three students received
incompletes from Cohort 5. Those three are still completing their work in the
traditional program and should be finished Spring 2016.
This report further contains a description of the Culminating Project for the
current LAUTR-TI cohort 6 and beyond under the new 18-24 month model.
Under the new LAUTR-TI model, the culminating project can either take the
form of a Take-home Comprehensive Exam: EDCI 5960 or an Action
Research Thesis Project EDCI 5990. Please see attached description of
both on page 6.
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Table 2: Mastery of Student Learning Outcomes (SLOs)

Comparison Report for LAUTR Cohorts 3 and 4 and 5
(LAUTR Comprehensive Exam/Portfolio)
Percentage of Residents Demonstrating either Mastery or Proficiency in the
CCOE Student Learning Outcomes
For Graduate Programs
Cohort

Cohort

Cohort

94%/N=1

88%/N=1

81%/N=1

SLO 2. Students demonstrate skills of critical

thinking and analysis.

94%/N=1

88%/N=1

81%/N=1

SLO 3. Students demonstrate both oral and written

communication skills, including the academic and
technical writing skills appropriate to the degree
field.

94%/N=1

88%/N=1

75%/N=1

94%/N=1

88%/N=1

81%/N=1

SLO 5. Students demonstrate knowledge and skills

of leadership, advocacy and agency as these apply
to the degree field.

94%/N=1

88%/N=1

81%/N=1

SLO 6. Students demonstrate knowledge, skills, and

dispositions of critical inquiry and reflective practice.

94%/N=1

88%/N=1

81%/N=1

SLO 7. Students demonstrate knowledge, skills, and

dispositions associated with effective collaboration
with peers, colleagues, and communities.

94%/N=1

88%/N=1

81%/N=1

SLO 8. Students demonstrate research-based

knowledge, skills, and dispositions associated with
equity and diversity as these apply to effective
practice in the content field.

94%/N=1

88%/N=1

81%/N=1

SLO 1. Students demonstrate mastery of the body of

knowledge in the degree field, including the related
cultural, technological, ethical, and professional
competencies.

SLO 4. Students demonstrate knowledge and skills

related to the organization, implementation,
interpretation, and analysis of research appropriate
to the degree field.

Part B: Action Plan

As a result of the LAUTR Portfolio data and the new LAUTR-TI (Transformative
Initiative) Federal Grant awarded in 2014; consideration has been made to
keep the LAUTR-TI Portfolio as the culminating experience for future
residents; particularly for the credential programs. In 2015, the LAUTR-TI will
also offer the Education Specialist Credential along with the Single
Subjects Credential. In 2016, the Multiple Subjects Credential will
further be added. An updated version of the LAUTR-TI Handbook contains a
full description of the LAUTR-TI Portfolio Requirements and Rubric. The
layout and rubric for the LAUTR-TI Portfolio will be modeled after the current
LAUTR Portfolio.
The main difference in LAUTR-TI is that the program has expanded from a 14
month program where the Single Subject Credential was combined with the
completion of the Masters Program. In the new program, Residents will have
at least 18 months to complete the program with the credential being
completed in the first year and the Masters being completed in the second
year of the program in which Residents will be in their own classrooms
without a Mentor. Plans are being made to have the current action research,
formerly included in the portfolio, expanded into a stand-alone Masters
Thesis Project. This would then become the culminating experience for the
Masters Program. For the Thesis Project, a Thesis Committee would then be
required to guide and evaluate the thesis development and completion.
Although TaskStream has been used as a data management system for
LAUTR Cohorts 3, 4, and 5; a new data management system is being
considered for LAUTR-TI based on the CalStateTEACH data management
system. LAUTR-TI faculty and staff will receive training on the CalStateTEACH
data management system in the next few weeks. The Research and
Evaluation Team from LAUTR-TI has participated in a series of meetings
where a variety of data management systems were explored in terms of their
overall effectiveness for collecting and managing project data moving
forward. The model used by CalStateTEACH appears promising.
Timeline:
Spring 2015

Cohort 5-Complete Credential Program/Action

Research
Recruit Cohort 6
CalStateTEACH Training
7

Summer 2015

Fall 2015

Winter 2016

Spring 2016

Summer 2016

Fall 2016Semester

Spring 2017
Semester

Summer 17
Semester

Fall 17

Finalize LAUTR-TI Handbook

Cohort 5 Complete MA Program
Cohort 5 complete LAUTR Portfolio
TaskStream
Cohort 6 Begin Credential Programs (SS, SPED)
Implement CalStateTEACH Data Management
System
Cohort 6 Begin Residency with Mentor
Cohort 6 Continue Credential Programs (SS,
SPED)
Cohort 6 Continue Residency with Mentor
Cohort 6 Continue Credential Courses (SS, SPED)
Cohort 6 Complete Residency with Mentor
Cohort 6 Complete Credential Courses (SS, SPED)
Cohort 6 Complete LAUTR-TI Portfolio
Recruit Cohort 7
Cohort 6 Begin MA Program
Cohort 7 Begin Credential Programs (SS, MS,
SPED)
Cohort 6 Continue MA Program/Thesis-In Own
Class
Cohort 7 Begin Residency with Mentor
Cohort 7 Continue Credential Programs (SS, MS,
SPED)
Cohort 6 Continue MA Program/Thesis-In Own
Class
Cohort 7 Continue Residency with Mentor
Cohort 7 Continue Credential Programs (SS, MS,
SPED)
Recruit Cohort 8
Cohort 6 Continue/Complete MA
Program/Thesis
Cohort 7 Begin MA Program
Cohort 8 Begin Credential Programs (SS, MS,
SPED)
Cohort 7 Continue MA Program/Thesis-In Own
Class
Cohort 8 Continue Residency with Mentor
8

Spring 18

Cohort 8 Continue
SPED)
Recruit Cohort 9
Cohort 7 Continue
Class
Cohort 8 Continue
Cohort 8 Continue
SPED)
Recruit Cohort 9

Credential Programs (SS, MS,

MA Program/Thesis-In Own
Residency with Mentor
Credential Programs (SS, MS,

Masters of Education: Inclusive Integrated STEM Option

Culminating Project Options for MA Program:
EDCI 5960: Comprehensive Exam or
EDCI 5990: Thesis/Action Research
EDCI 5960: Inclusive Integrated STEM Resource Center and Integrated
STEM Resource Center Coordinator
Research Questions:
1. What are the characteristics of an effective Inclusive Integrated STEM
Resource Coordinator?
2. What are the desired resources and activities for an effective Inclusive
Integrated STEM Resource Center at a High School or Middle School
Site?
Inclusive Integrated STEM Resource Center and Inclusive Integrated STEM
Coordinator for the school site or District
Write a proposal for a new Inclusive Integrated STEM resource position at the school
that you are prepared to fill.
EDCI 5960 Comprehensive Exam-- Take Home format with 1-2 months to complete
independently.
----------------- ---------- ------------------------------------- ---------- --------------------

EDCI 5990: Thesis Option-- Action Research in Residents' classrooms

or school to improve some aspect of Candidates' practice.
Sample Action Research Projects have included: Inquiry-Based
Learning, Project-based Learning, Promoting Academic Language in Math;
Collaborate Assessment; Multiple Intelligence, Relevant and Meaningful
Homework Practice; Creating Partnerships With Parents, Including Math
History in Mathematics Instruction, Incorporating positive affirmations in
institution, Promoting Gender Equity in Science, Improving Engagement
through Technology, Guiding Students to Ask "Better" Questions and
more...

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