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CAE P S tandard 4: I ts language , sugge ste d e vide nc e , and que stio ns to addre ss Monday, Apr il 25th (5:00 pm E DT ) Pre se nte d b y De b o ra h E ldridg e , CAE P Adviso r L CVinc 1@ g ma il.c o m CONNE CT WI T H

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CAE P S tandard 4: I ts language , sugge ste d e vide nc e , and que stio ns to addre ss

Monday, Apr il 25th

(5:00 pm E DT )

Pre se nte d b y De b o ra h E ldridg e , CAE P Adviso r

  • L

CVinc 1@ g ma il.c o m

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We b ina r Ba sic s

  • Ple a se MUT

E yo ur pho ne s.

  • Re me mb e r to unmute whe n yo u wa nt to ta lk.
  • T
  • a sk a q ue stio n during the pre se nta tio n USE

the CHAT

  • r

spe a k up whe n the re a re q ue stio n a nd fe e db a c k pa use s.

  • T

he re c o rding o f the we b ina r will b e po ste d o n the CAE P we b site b y Ma y 15th, inc luding the PPT .

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Go a l a nd Ob je c tive s

  • Goal: T
  • pro vide upda te s info rma tio n o n a ddre ssing

Sta nda rd 4 a nd its c o mpo ne nts in the CAE P se lf- study.

  • Objectives: Pa rtic ipa nts will b e a b le to (PWBAT

):

  • I

de ntify the ke y po ints o f Sta nda rd 4 a nd its c o mpo ne nts,

  • L

ist the kinds o f e vide nc e tha t CAE P re c o mme nds fo r e a c h o f the c o mpo ne nts fo r Sta nda rd 4, a nd

  • De sc rib e ho w the sta nda rd a nd its c o mpo ne nts will b e

e va lua te d b y CAE P re vie we rs, a nd

  • Outline whe n Are a s fo r I

mpro ve me nt o r Stipula tio ns ma y b e a ssig ne d.

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Sta nda rd 4: K e y po ints in the la ng ua g e

  • f the sta nda rd a nd in the CAE

P pro c e ss

  • T

he pro vide r demonstr

ates the impac t o f its c ompleter s o n P-12 student lear ning and development, c lassr

  • om instr

uc tion, a nd sc ho o ls,

a nd the satisfac tion of its c ompleter

s with the

re le va nc e a nd e ffe c tive ne ss o f the ir pre pa ra tio n.

  • T

his sta nda rd a nd a ll its c o mpo ne nts MUST b e me t to b e fully a c c re dite d.

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Co mpo ne nts o f Sta nda rd 4: I n Brie f

  • T

he c o mpo ne nts pro vide multi-dime nsio na l me a sure s o f pre pa ra tio n impa c t

  • 4.1 I

mpa c t o n P-12 le a rning a nd de ve lo pme nt

  • 4.2 I

ndic a to rs o f te a c he r e ffe c tive ne ss

  • 4.3 Sa tisfa c tio n o f e mplo ye rs
  • 4.4 Sa tisfa c tio n o f c o mple te rs (in-se rvic e g ra dua te s)
  • E

ac h c o mpo ne nt MUSTb e me t fo r the sta nda rd to b e me t.

  • T

he c o mpo ne nts o f this sta nda rd a re ro utine ly re po rte d upo n in the a nnua l re po rt.

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A re minde r o n CAE P’ s Pha se -I n Sc he dule

CAEP’s Phase‐In Policy for Standard 4

EPP selects prior or new CAEP standards New CAEP standards required for all accreditation self‐studies, reviews, and decisions. If your next accreditation self‐study is submitted in calendar year

2014 2015 2016 2017 2018 2019 2020

Program Impact (standard 4), including P‐12 student learning, teacher observations/student surveys; employer satisfaction/persistence; and completer satisfaction– These will benefit from new state databases (already available in some states) for consistency and completeness, and be cost effective for providers

Plans and after Accreditation Council approval of the plan, progress is reported in the annual reports Plans and progress, progress in annual report Fully in place

Program Outcomes, including: licensure, completions, and hiring rates; and consumer information (encouraged but not part of accreditation

Annual report will specify request each year

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Ge ne ra l Rule s fo r Sta nda rd 4 (AH, p. 54)

  • All pha se -in re q uire me nts a re me t
  • All c o mpo ne nts a re re q uire d
  • At le a st 3 c yc le s o f da ta sub mitte d a nd a na lyze d: if a

re vise d a sse ssme nt is sub mitte d with le ss tha n 3 c yc le s, sub mit o rig ina l a sse ssme nt a s we ll.

  • Cyc le s o f da ta must b e se q ue ntia l a nd the la te st

a va ila b le

  • E

PP-c re a te d a sse ssme nts sc o re d a t CAE P suffic ie nt le ve l fro m the CAE P Asse ssme nt E va lua tio n Rub ric

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F e e db a c k a nd Que stio n Pa use

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Co mpo ne nt 4.1: K e y la ng ua g e

I mpa c t o n P-12 L e a rning a nd De ve lo pme nt 4.1 T he pro vide r do c ume nts, using multiple measur

es

tha t pr

  • gr

am c ompleter s c ontr ibute to a n expec ted level of student-lear ning gr

  • wth. Multiple me a sure s

sha ll inc lude a ll a va ila b le g ro wth me a sure s (inc luding va lue -a dde d me a sure s, stude nt-g ro wth pe rc e ntile s, a nd stude nt le a rning a nd de ve lo pme nt o b je c tive s) re q uire d b y the sta te fo r its te a c he rs a nd a va ila b le to e duc a to r pre pa ra tio n pro vide rs, o the r sta te -suppo rte d P-12 impa c t me a sure s, a nd a ny o the r me a sure s e mplo ye d b y the pro vide r.

So , think: Wha t e vide nc e do I ha ve tha t wo uld de mo nstra te g ra dua te s’ impa c t o n P-12 stude nt le a rning ?

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Co mpo ne nt 4.1: Sug g e ste d e vide nc e fo r AL L E PPs

  • Dire c t me a sure s o f stude nt le a rning a nd de ve lo pme nt
  • Addre sse s dive rse sub je c ts a nd g ra de s
  • P-12 impa c t o r g ro wth da ta fro m sta te te a c he r

e va lua tio ns (if a va ila b le ) I f sta te da ta a re no t a va ila b le :

  • T

e a c he r-linke d stude nt a sse ssme nts fro m distric ts

  • T

e a c he r-c o nduc te d a c tio n re se a rc h

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E PPs tha t ha ve a c c e ss to da ta fro m sta te s a b o ut c o mple te r impa c t:

  • De mo nstra te tha t the y a re fa milia r with the so urc e s o f the

P-12 stude nt le a rning impa c t da ta a nd the sta te ’ s mo de l fo r pre pa ring the da ta tha t a re a ttrib ute d to the E PP’ s pre pa ra tio n pro g ra m.

  • Do c ume nt the E

PP’ s a na lysis a nd e va lua tio n o f info rma tio n pro vide d o n P-12 stude nt le a rning .

  • I

nte rpre t the da ta

  • Judg e the implic a tio ns o f the da ta a nd a na lyze fo r the

impro ve me nt o f the pre pa ra tio n pro g ra m

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Wha t do e s “b e fa milia r” me a n?

  • Ne w Ac c re dita tio n Ha ndb o o k (Ma rc h 2016)
  • Se e pa g e 50 (middle o f the pa g e ) to the to p o f pa g e 51
  • So urc e s o f the da ta (psyc ho me tric so undne ss, c o mple me nta ry

so urc e s)

  • P-12 stude nts fro m who m the da ta c o me

– Pro po rtio n o f c o mple te rs re pre se nte d – De g re e o f a ttritio n – Ma nne r b y whic h da ta a re linke d with te a c he rs

  • T

he sta te ’ s pra c tic e in re po rting da ta

– L

e ve l o f disa g g re g a tio n

– Crite ria use d to e sta b lish minimum numb e r o f c o mple te rs – De c isio ns a s to # o f ye a rs o f pe rfo rma nc e is a sso c ia te d with E

PP

– Disa g g re g a te d da ta fo r c o mpa riso n – Disa g g re g a te d da ta fo r c o mpa riso n b y E

L L , SPE D, a tte nda nc e , e tc .

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E PPs tha t do no t ha ve a c c e ss to sta te P-12 stude nt le a rning da ta :

  • T

he E PP c re a te s da ta simila r to sta te da ta in c o njunc tio n with stude nt a sse ssme nt a nd te a c he r e va lua tio ns c o nduc te d in sc ho o l distric ts whe re so me

po rtio n o f its c o mple te rs are e mplo ye d.

  • T

his type o f E PP study c o uld b e pha se d in

  • By 2016, a ll E

PPs sho uld a t le a st ha ve a de sig n in pla c e a nd pilo t da ta c o lle c tio n unde r wa y

  • One ye a r o f da ta ne e de d fo r 2017-2018
  • E

PP c o lla b o ra tio ns e nc o ura g e d

  • T

he se a lte rna tive a ppro a c he s c a n a lso b e pre se nte d b y E PPs tha t a re supple me nting sta te o r distric t da ta with da ta o n sub je c ts o r g ra de s no t c o ve re d

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Wha t a re so me e xa mple s?

  • Se e me mo o n Sta nda rd 4 b y Ste vie Che pko da te d 2/ 16/ 16
  • L

e a rning o b je c tive s a nd me tric s spe c ific to sc ho o ls/ distric ts

  • F
  • llo w a sma ll g ro up o f c o mple te rs, re pre se nta tive o f va rio us lic e nsure

a re a s: c a se study, a c tio n re se a rc h

  • I

nduc tio n pro g ra m with te a c he r-c re a te d a sse ssme nts c o mb ine d with

  • b se rva tio ns
  • Six c a se studie s o f te a c hing stra te g ie s ta ug ht b y E

PP with pre -po st

  • Virtua l c a se study: re fle c tive jo urna l, b lo g s, le a rning c o mmunitie s, virtua l

me e ting s. Ga the ring q ua lita tive a nd q ua ntita tive da ta .

  • Co mpa riso n po ints?
  • Co mple te rs with o the r c o mple te rs/ lic e nsure a re a s
  • Co mple te rs with c o mple te rs fro m a no the r c o ho rt ye a r
  • I

nfo rma tio n o n the sc ho o ls in whic h c o mple te rs a re te a c hing ; c o mpa riso n b y sc ho o l type

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Co mpo ne nt 4.1: Wha t a re a ll re vie we rs/ a udito rs lo o king fo r?

  • All evidenc e fo r Sta nda rd 4 is fr
  • m in-ser

vic e sour c es, whe n a n

E PP’ s c o mple te rs a re wo rking in sc ho o ls.

  • T

he E PP pla n/ da ta c o lle c tio n fo r studie s unde r c o mpo ne nt 4.1

addr esses diver se subjec ts and gr ades, ma king use o f Sta te

VAM a nd o r g ro wth da ta whe re a va ila b le .

  • AH, pa g e 55 pro vide s the e va lua tio n rub ric fo r 4.1
  • At le a st o ne me a sure o f impa c t fro m a re pre se nta tive sa mple o f

c o mple te rs

  • Ana lysis a nd inte rpre ta tio n
  • Co nte xt a nd de sc riptio n o f the so urc e o f P-12 da ta
  • De sc riptio n a nd e xpla na tio n o f re pre se nta tive ne ss
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Whe n mig ht a n AF I

  • r Stipula tio n b e

a ssig ne d?

  • No , limite d, o r ina ppro pria te da ta ,
  • Ana lysis/ inte rpre ta tio n inc o mple te , supe rfic ia l, o r no t

suppo rte d b y da ta ,

  • No o r ina ppro pria te c o nte xt o r de sc riptio n o f the

so urc e o f P-12 le a rning da ta , o r

  • Ge ne ra l rule s a re vio la te d.
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F e e db a c k a nd Que stio n Pa use

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Co mpo ne nt 4.2: K e y la ng ua g e

T e a c he r e ffe c tive ne ss 4.2 T he pro vide r demonstr

ates, thro ug h struc ture d a nd

va lida te d o b se rva tio n instrume nts a nd stude nt surve ys, tha t c ompleter

s effec tively apply the pro fe ssio na l knowledge, skills, and dispositions tha t the

pre pa ra tio n e xpe rie nc e s we re de sig ne d to a c hie ve .

So , think: Wha t e vide nc e (o the r tha n me a sure s o f P-12 le a rning ) do I ha ve tha t wo uld de mo nstra te in-se rvic e g ra dua te s a re e ffe c tive te a c he rs?

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Co mpo ne nt 4.2: Sug g e ste d E vide nc e

  • Struc ture d c la ssro o m o b se rva tio n e va lua tio ns
  • CL

ASS:

  • Soc ial and emotional suppor

ts--c la ssro o m c lima te , te a c he r se nsitivity, re g a rd fo r

stude nt pe rspe c tive s;

  • Or

ganizational and management suppor ts--b e ha vio r ma na g e me nt, pro duc tivity,

stra te g ie s fo r e ng a g ing stude nts;

  • Instr

uc tional suppor ts--stra te g ie s tha t fo ste r c o nte nt kno wle dg e , stra te g ie s tha t

fo ste r a na lysis a nd re a ding skills, stra te g ie s tha t fo ste r kno wle dg e o f pro c e dure s a nd skills, q ua lity o f fe e db a c k, instruc tio na l dia lo g ue .

  • F
  • r Da nie lso n:
  • planning and pr

epar ation,

  • the c lassr
  • om envir
  • nment,
  • instr

uc tion, a nd

  • pr
  • fessional r

esponsibilities.

  • E

PP-c re a te d o b se rva tio n instrume nt

  • P – 12 stude nt surve ys, suc h a s the T

ripo d surve y b y Ro n F e rg uso n

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Co mpo ne nt 4.2: Wha t a re a ll re vie we rs/ a udito rs lo o king fo r?

  • Ob se rva tio n instrume nts a re struc ture d a nd inc lusive
  • f the a pplic a tio n o f pro fe ssio na l kno wle dg e , skills,

a nd dispo sitio ns c o rre spo nding to P-12 le a rning / te a c he r e ffe c tive ne ss,

  • Re pre se nta tive / purpo sive sa mple tha t c a n b e

e nla rg e d o ve r time ,

  • Surve y re turn ra te s a re a t a c c e pta b le le ve ls (20% o r

a b o ve ),

  • I

de ntific a tio n o f type s o f va lidity a nd inc lusio n o f a ppro pria te de sc riptio ns, a nd

  • Va lid inte rpre ta tio ns o f da ta , suppo rte d b y re sults.
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Whe n mig ht a n AF I

  • r Stipula tio n b e

a ssig ne d?

  • Stude nt surve ys a re no t ra te d a s suffic ie nt o r b e tte r,
  • Surve y re turn ra te s a re to o lo w (15% o r b e lo w),
  • Va lidity de sc riptio ns no t sub mitte d, ina ppro pria te , o r

fa ile d to me e t re se a rc h sta nda rds, OR

  • Ge ne ra l rule s a re vio la te d.
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F e e db a c k a nd Que stio n Pa use

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Co mpo ne nt 4.3: K e y la ng ua g e

Satisfac tion of employer s

4.3 T he pro vide r de mo nstra te s, using measur

es that r esult in valid and r eliable data a nd inc luding employment milestones suc h as pr

  • motion and

r etention, tha t employer s ar e satisfied with the

c o mple te rs’ pre pa ra tio n fo r the ir a ssig ne d re spo nsib ilitie s in wo rking with P-12 stude nts.

So , think: wha t e vide nc e do I ha ve tha t wo uld de mo nstra te the e mplo ye rs a re sa tisfie d with o ur pro g ra m g ra dua te s o nc e hire d?

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Co mpo ne nt 4.3: Sug g e ste d E vide nc e

  • E

mplo ye r sa tisfa c tio n da ta – E PP o r Sta te instrume nts

  • Surve ys, fo c us g ro ups, c a se studie s
  • I

nc lude instrume nt, sa mpling , re spo nse ra te , timing , po pula tio n re pre se nte d, me tho do lo g y, e tc . (AH, Pa g e 52)

  • De sc riptive o f kno wle dg e a nd skills tha t we re de ve lo pe d

during pre pa ra tio n

  • 3 c yc le s o f da ta o n e mplo yme nt mile sto ne s
  • Pro mo tio n,
  • E

mplo yme nt tra je c to ry,

  • E

mplo yme nt in hig h ne e ds sc ho o ls

  • Re te ntio n:
  • in po sitio n fo r whic h initia lly hire d o r
  • in a no the r ro le b y the sa me o r diffe re nt e mplo ye r
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Co mpo ne nt 4.3: Wha t a re a ll re vie we rs/ a udito rs lo o king fo r?

  • Any E

PP-c o nduc te d surve y use d fo r e mplo ye r sa tisfa c tio n is e va lua te d a t the suffic ie nt le ve l o n the CAE P Asse ssme nt Rub ric

  • A Sta te o r E

PP c o nduc te d surve y is use d fo r g a the ring da ta a nd de sc riptive info rma tio n is pro vide d o n:

  • the re pre se nta tive ne ss o f the sa mple , the c ha ra c te ristic s o f the

re spo nde nts, a nd the surve y re spo nse ra te

  • disa g g re g a te d da ta spe c ific to hig h ne e d sc ho o ls o r lic e nsure a re a s
  • Da ta a re a na lyze d, e va lua te d, a nd inte rpre te d
  • c o nc lusio ns a re suppo rte d b y the da ta , a rg ume nt is pe rsua sive , a nd

c o mpa riso n po ints fo r da ta a re pro vide d

  • E

PP g a the rs e mplo yme nt mile sto ne info rma tio n fro m e mplo ye rs a nd inc lude s the re sults in the se lf-study do c ume nta tio n a nd a na lysis

  • Surve y re turn ra te s a re a t a c c e pta b le le ve ls (20% o r b e tte r) a nd inc lusive o f

mo st lic e nsure a re a s in the E PP.

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SLIDE 26

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Whe n mig ht a n AF I

  • r Stipula tio n b e

a ssig ne d?

  • Whe n the re is no syste m fo r g a the ring e mplo ye r

sa tisfa c tio n da ta ,

  • I

t is ina de q ua te , OR

  • Ge ne ra l rule s a re vio la te d.
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F e e db a c k a nd Que stio n Pa use

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Co mpo ne nt 4.4: K e y la ng ua g e

Satisfac tion of c ompleter s

4.4 T he pro vide r de mo nstra te s, using measur

es that r esult in valid and r eliable data, tha t pro g ra m

c o mple te rs per

c eive the ir pre pa ra tio n a s r elevant to the r esponsibilities they c onfr

  • nt o n the jo b , a nd tha t

the pr

epar ation was effec tive.

So , think: wha t e vide nc e do I ha ve tha t wo uld de mo nstra te o ur pro g ra m g ra dua te s a re sa tisfie d no w tha t the y ha ve b e e n hire d a nd a re o n-the -jo b ?

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Co mpo ne nt 4.4: Sug g e ste d E vide nc e

  • Co mple te r sa tisfa c tio n da ta – E

PP o r Sta te instrume nts

  • Surve ys, fo c us g ro ups, c a se studie s
  • I

nc lude instrume nt, sa mpling , re spo nse ra te , timing , po pula tio n re pre se nte d, me tho do lo g y, e tc . (AH, Pa g e 53)

  • De sc riptive o f kno wle dg e a nd skills tha t we re de ve lo pe d

during pre pa ra tio n

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Co mpo ne nt 4.4: Wha t a re a ll re vie we rs/ a udito rs lo o king fo r?

  • E

vide nc e tha t c o mple te rs pe rc e ive pre pa ra tio n a s suffic ie nt fo r the ir jo b re spo nsib ilitie s (AH, Pa g e 58),

  • Appro pria te a na lysis a nd inte rpre ta tio n o f re sults,
  • Ade q ua te a nd re pre se nta tive sa mple re fle c te d in re spo nse s,
  • Surve y re turn ra te s a re a t a c c e pta b le le ve ls (20%),
  • Ana lysis a nd inte rpre ta tio n a lig ne d with inte nt o f c o mpo ne nt
  • Co nc lusio ns suppo rte d b y da ta
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SLIDE 31

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Whe n mig ht a n AF I

  • r Stipula tio n b e

a ssig ne d?

  • Whe n inte rpre ta tio n a nd a na lysis a re inc o mple te o r

c o nc lusio n a re unsuppo rte d b y da ta ,

  • Only o ne o r two we re pro vide d:
  • Syste m fo r g a the ring da ta ,
  • Re spo nse ra te s o f 20%
  • De sc riptio n o f re pre se nta tive ne ss o f sa mple ,
  • Multiple c o mpa riso n po ints, a nd
  • T

re nds o ve r time .

  • Ge ne ra l rule s a re vio la te d.
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SLIDE 32

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F e e db a c k a nd Que stio n Pa use

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SLIDE 33

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Sta nda rd 4: K e y po ints in the la ng ua g e

  • f the sta nda rd
  • T

he pro vide r demonstr

ates the impac t o f its c ompleter s o n P-12 student lear ning and development, c lassr

  • om instr

uc tion, a nd sc ho o ls,

a nd the satisfac tion of its c ompleter

s with the

re le va nc e a nd e ffe c tive ne ss o f the ir pre pa ra tio n.

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SLIDE 34

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Ma king the Ca se fo r Sta nda rd 4: Ho listic Summa ry Sta te me nt

  • I

nfo rma tio n is pro vide d fro m se ve ra l so urc e s a nd pro vide s e vide nc e o f pro g ra m impa c t o n g ra dua te s (in-se rvic e ).

  • Da ta a re a na lyze d.
  • Diffe re nc e s a nd simila ritie s a c ro ss lic e nsure a re a s a nd

de mo g ra phic a l da ta a re e xa mine d.

  • Appro pria te inte rpre ta tio ns a nd c o nc lusio ns a re re a c he d.
  • T

re nds o r pa tte rns a re ide ntifie d tha t sug g e st ne e d fo r pre pa ra tio n mo dific a tio n o r “sta ying the c o urse ”.

  • Ba se d o n the a na lysis o f da ta , pla nne d o r c o mple te d a c tio ns

fo r c ha ng e a re de sc rib e d.

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SLIDE 35

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NOT E : o n c o mpo ne nt 5.4

  • F

urthe r a na lysis o f the 4 pro g ra m impa c t me a sure s a ddre sse d in sta nda rd 4 is e xpe c te d in c o mpo ne nt 5.4 (AH, pa g e 63- 64 a nd pa g e 68-69 o f the rub ric )

  • T

his re q uire me nt a lso inc lude s the o the r fo ur me a sure s o f pro g ra m o utc o me s: c o mple te r/ g ra dua tio n ra te , lic e nsure ra te , a nd c o nsume r info rma tio n.

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SLIDE 36

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F YI

  • Ne xt we b ina r ha s b e e n re sc he dule d fro m Ma y 26th

(T hursda y) to June 2, 2016 (T hursda y) a t 5pm E a ste rn T ime . L

  • g -in: https://global.gotomeeting.com/join/562953453

You can also dial in using your phone. United States (Toll‐free): 1 866 899 4679 United States : +1 (224) 501‐3318 Access Code: 562‐953‐453

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SLIDE 37

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F ina l F e e db a c k a nd Que stio n Pa use