4.2

4.2 Areas for Improvement Cited in the Action Report from the Previous Accreditation Review

Summarize activities, processes, and outcomes in addressing each of the AFIs cited for the initial
and/or advanced program levels under this standard.

The following citations were given for Standard 4 as Areas for Improvement:

1. The unit provides limited evidence on candidates' abilities to help students from diverse populations
learn.
2. Candidates receive limited assessment data that provides feedback for improving their knowledge,
skills and dispositions to help diverse populations learn.

a. At the initial level, all candidates are expected to demonstrate their competency to help students from
diverse backgrounds. This is supported and guided through Core I, II and III. It is measured extensively
during student teaching extensively. Student teaching evaluation data from three semesters, Fall 2014,
Spring 2015 and Fall 2015.
i. Item 2.1 looks into our candidates' abilities to create class climate that is responsive to and respectful
of the learning needs of students with diverse backgrounds, interests and performance levels.
ii. Item 2.4 addresses fostering appropriate standards of behavior that support a productive learning
environment for all students engage all students.
iii. Item 3.7 focuses on designing or selecting academic/behavioral interventions (and strategies) through
differentiated, supplemental, specialized instruction for students who do not respond to primary
instruction alone (individually or in groups).
iv. Item 4.5 looks into using differentiated instruction and supplemental intervention to support students
with learning difficulties, disabilities and/or particular gifts and talents.
v. Item 5.8 addresses using academic, behavioral and health data to select and/or design interventions,
and assist in the development of individualized educational programs for students with disabilities.
vi. Item 6.6 looks at proactively communicating in culturally respectful and sensitive ways with families
(including the professional and ethical use of technology) in order to ensure their ongoing awareness of
student progress and encourage opportunities to support their child's learning.
vii. Item 6.7 taps into understanding the legal rights of students with disabilities and their families within
the intervention, referral, and individualized education plan process.
viii. Item 6.8 looks at Understanding how one's race, gender and culture affect professional interactions
with students, families and colleagues (including the students with special needs).
b. Data from Fall 2014 through Fall 2015 indicates that on an average our candidates performed at the
proficiency level on all these items. It is particularly supportive of the programmatic improvements
made from Spring 2015 to now that addresses competencies related to differentiated instruction aimed at
addressing learning needs of all students and to use assessment data for instructional planning.
c. At the Advanced level, the clinical assessment is completed along with the Case Study in EDU 518:
Methods of Teaching English Language Learners. Please see the assignment rubric and data.
The first item looks at our advanced candidates' ability to analyze and synthesize data on the
premise that all students can learn. Summer 2014 data reveals that 67% scored at the target level and
the rest at the acceptable level. Given our low graduate enrollment, this course is, unfortunately,
not more frequently for us to capture more cycles of data.
d. Candidates (initial and advanced) are included in the sharing and discussion of their own data related
to working with diverse students. This is an important part of the mid-term and final evaluations of
student teachers; and an important aspect of mid-point evaluations of advanced candidates, usually
conducted by the instructor of the course.
e. The EPP has implemented a signature/key assessment sequence (differentiated at the initial and
advanced program levels) to be implemented in diverse clinical setting, in accordance with relevant state
statute. Each assessment group requires that candidates identify, plan, and teach toward the needs of
diverse learners.

3. Candidates have limited opportunities to work with peers from diverse, ethnic, and cultural groups.

a. Please see narrative above about opportunities for our candidates to work with diverse peers. Two new
initiatives that are upcoming this next academic year include opportunities for our candidates to caucus
with candidates from other institutions serving larger number of racially and ethnically diverse peer
groups. In particular, the EPP plans to partner with a peer HBCU institution to meet this aim.
Additionally, the EPP has established a Holmes Masters program in partnership with the AACTE
Holmes Scholars to directly increase the number of underrepresented teachers within the state. The
initiative is the first of its kind within the region and reflects a partnership with the American
Association of Colleges for Teacher Education's (AACTE) Holmes Scholars program.

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