Preparing a NCTM CAEP Program Report Dr. Irma Cruz-White NCTM CAEP - - PowerPoint PPT Presentation

Preparing a NCTM CAEP Program Report

• Dr. Irma Cruz-White

NCTM CAEP Coordinator icruzwhite@comcast.net September 24, 2017

Goals of this Session

• To explain program review in the overall CAEP picture
• Roles of NCTM and CAEP
• Assessment development and implementation timeline
• To provide an overview
• NCTM CAEP Standards (2012) and Mathematics Content

addenda

• Program review options, linked reports, and program report

forms

• Program report Option A submission requirements
• NCTM CAEP Standards (2012) Reviewer Rubrics decision

criteria

• Assessment requirements, guidelines, and rubric expectations
• Potential decisions
• Resources available
• To answer questions

2

Program Review in the Overall CAEP Picture

3

CAEP’s Role

• Receive program reports from

institutions

• Assists with the process of

assigning teams of program reviewers if necessary

• Send program reports to review

teams and collect completed national recognition reports from team leaders

• Review audited program reports

for policy compliance

• Provide national recognition

reports to institutions

NCTM’s Role

• Provide standards and elements for

mathematics education program review

• Provide support to program report

compilers

• Train potential reviewers
• Provide a list of trained reviewers to

CAEP and assign teams of program reviewers

• Monitor and provide support to

reviewers during the review process

• Evaluate the program report to

determine if the program meets the NCTM CAEP Standards

• Assist institutions in interpreting

recognition reports

Review Process

4

NCTM program report is submitted

• nline to CAEP

Report is assigned to team of reviewers trained by NCTM Review team’s report is submitted to CAEP National recognition report is provided by CAEP to the institution Team report is reviewed by NCTM Audit Team Audit report is reviewed by CAEP Tech Editors (policy compliance errors)

5

NCTM CAEP Standards (2012) Assessment Development and Implementation Timeline

• Development and pilot of assessments and rubrics should
• ccur approximately 3 years prior to program report

submission

• Revision (if needed) of assessments and rubrics should
• ccur approximately 2 years prior to program report

submission

• Assessment administration and data collection should
• ccur approximately 2 years prior to program report

submission for licensure exams and grades/GPA assessments and 1 year prior to program report submission for all other assessments.

NCTM CAEP Standards (2012)

• Initial preparation (first teaching license)
• NCTM CAEP Standards (2012) - Secondary
• NCTM CAEP Standards (2012) - Middle Grades
• Advanced preparation (already licensed)
• NCTM CAEP Standards (2012) - Elementary

Mathematics Specialist

• Specifically designed to prepare candidates to assume a

mathematics leadership role as teacher, lead teacher, and/or coach/mentor

6

NCTM CAEP Standards (2012)

7

Secondary 28 elements Middle Grades 25 elements Elem Math Specialist 28 elements Standard 1: Content Knowledge (1 element) Standard 1: Content Knowledge (1 element) Standard 1: Content Knowledge (1 element) Standard 2: Mathematical Practices (6 elements) Standard 2: Mathematical Practices (6 elements) Standard 2: Mathematical Practices (6 elements) Standard 3: Content Pedagogy (7 elements) Standard 3: Content Pedagogy (7 elements) Standard 3: Content Pedagogy (7 elements) Standard 4: Mathematical Learning Environment (5 elements) Standard 4: Mathematical Learning Environment (5 elements) Standard 4: Mathematical Learning Environment (5 elements) Standard 5: Impact on Student Learning (3 elements) Standard 5: Impact on Student Learning (3 elements) Standard 5: Impact on Student Learning (3 elements) Standard 6: Professional Knowledge and Skills (3 elements) Standard 6: Professional Knowledge and Skills (3 elements) Standard 6: Professional Knowledge and Skills (4 elements) Standard 7: Secondary Mathematics Field Experiences and Clinical Practice (3 elements) Standard 7: Elem Math Spec Field Experiences and Clinical Practice (2 elements)

NCTM CAEP Mathematics Content (Addendum to NCTM CAEP Standards 2012)

• A. Secondary Mathematics Teachers

39 competencies to be supported by appropriate technology and varied representational tools, including concrete models (see NCTM CAEP Standards (2012) Mathematics Content for Secondary at www.nctm.org/caep)

Mathematical Domain Competencies

A.1. Number and Quantity A.1.1 – A.1.5 A.2. Algebra A.2.1 – A.2.7 A.3. Geometry and Trigonometry A.3.1 – A.3.10 A.4. Statistics and Probability A.4.1 – A.4.6 A.5. Calculus A.5.1 – A.5.6 A.6. Discrete Mathematics A.6.1 – A.6.5

8

NCTM CAEP Mathematics Content (Excerpt)

Calculus Competencies - Secondary

9

NCTM CAEP Mathematics Content (Addendum to NCTM CAEP Standards 2012)

• B. Middle Grades Mathematics Teachers

29 competencies to be supported by appropriate technology and varied representational tools, including concrete models (see NCTM CAEP Standards (2012) Mathematics Content for Middle Grades at www.nctm.org/caep)

Mathematical Domain Competencies

B.1. Number Systems B.1.1 – B.1.5 B.2. Algebra B.2.1 – B.2.5 B.3. Geometry and Trigonometry B.3.1 – B.3.10 B.4. Statistics and Probability B.4.1 – B.4.6 B.5. Calculus B.5.1 – B.5.3

10

NCTM CAEP Mathematics Content (Excerpt)

Statistics and Probability Competencies – Middle

11

NCTM CAEP Mathematics Content (Addendum to NCTM CAEP Standards 2012)

• C. Elementary Mathematics Specialists

24 competencies to be supported by appropriate technology and varied representational tools, including concrete models (see NCTM CAEP Standards (2012) Mathematics Content for Elementary Mathematics Specialist at www.nctm.org/caep)

Mathematical Domain Competencies

C.1. Number and Operations C.1.1 – C.1.5 C.2. Algebra C.2.1 – C.2.5 C.3. Geometry and Trigonometry C.3.1 – C.3.9 C.4. Statistics and Probability C.4.1 – C.4.5

12

NCTM CAEP Mathematics Content (Excerpt)

Number and Operations Competencies - EMS

13

Overview of Review Process, NCTM CAEP Standards (2012), and Mathematics Content Addenda

14

SPA Program Review Options

15

• Option A – 6 to 8 Assessments (state licensure exam,

content knowledge, pedagogical content knowledge and skills, impact on student learning)

• Option B – “Choose your own” assessments with state

exam required

Linked Reports

• Programs in the same discipline and same level with

identical assessments, differing only by program type (Bac, PB, MAT, etc.)

• Different shells for each separate program created in AIMS

with identical program reports uploaded

• All data charts include data disaggregated (separated by

program type) for each program submitted and linked

• Color coded for quick identification in AIMS

16

Program Report Forms

• Separate program reports are

required for different grade levels (e.g., Secondary, Middle Grades, EMS) and different degrees types (e.g., Bac, Post- bac, MAT)

• Sample program report forms

are available CAEP’s website (http://www.caepnet.org/accre ditation/caep- accreditation/spa-standards- and-report-forms/nctm)

• The program report must be

submitted through AIMS. Programs must request a shell to submit a report.

17

Program Report Form Instructions & Resources

• Instructions
• Examples of assessments based on the

NCTM CAEP Standards (2012) for Secondary available on the CAEP website (www.caepnet.org/accreditation/caep- accreditation/spa-standards-and- report-forms/nctm)

• Scroll to bottom of page to

Resources

18

Program Report Form Option A

19

• Secondary, Middle, and

Elementary Mathematics Specialist templates are identical in terms of format and assessment requirements (6-8) but differ in total number of NCTM standards and elements.

• Secondary and

Elementary Mathematics Specialist – 7 standards, 28 elements

• Middle Grades – 6

standards, 25 elements

Program Report Form Option A – Secondary Submission Requirements

• Section I – Context
• #1 – Description of any state or

institutional policies that may influence the application of NCTM CAEP Standards (2012)

• #2 – Field experiences (Secondary Element 7a)
• Observation/participation in both middle and high school mathematics

classrooms

• Work with diverse range of students individually, in small groups, and in large

class settings

• Supervised by experienced and highly qualified mathematics teacher
• Participating in varied settings reflecting cultural, ethnic, linguistic, gender, and

learning differences.

• #2 – Clinical experiences (Secondary Element 7b)
• Full-time student teaching in secondary mathematics
• Supervised by experienced and highly qualified mathematics teacher
• College/University supervisor with secondary mathematics teaching experience

20

Program Report Form Option A – MG & EMS Submission Requirements

• Section I – Context
• #1 – Description of any state or

institutional policies that may influence the application of NCTM CAEP Standards (2012)

• #2 – Field experiences and clinical practice (Middle Grades)
• Not tied to any standard element
• #2 – Field experiences and clinical practice (Element 7a EMS)
• Observation/participation in an elementary mathematics setting
• Supervised by experienced and highly qualified mathematics educator
• Work with diverse range of students and adult learners in varied school

and professional development settings 21

Program Report Form Option A – Submission Requirements

• Section I – Context continued
• #3 - Plan of study with required

course names and numbers

• #5 – Candidate and completer

information (3 academic years of data) separated by levels/tracks and program site

• #6 - Faculty Information:



Secondary Element 7b - Clinical Student Teaching) Supervisor

 Assignment  Teaching or Other Professional

Experience in K-12 Schools 22

Program Report Submission Requirements

• Section II – List of Assessments (Required and Optional)

23

Secondary and Middle Grades Elementary Mathematics Specialist Assessment 1 – State Licensure Test (Content Knowledge) Assessment 1 – Content Knowledge (e.g., course portfolio/product) Assessment 2 – Content Knowledge (e.g., course grades) Assessment 2 – Content Knowledge (e.g., course portfolio/product) Assessment 3 – Ability to Plan Classroom-Based Instruction Assessment 3 – Ability to Plan Classroom-Based Instruction Assessment 4 – Student Teaching Assessment 4 – Student Teaching Assessment 5 – Candidate Effect

• n Student Learning

Assessment 5 – Candidate Effect on Student Learning Assessment 6 – Content Knowledge (e.g., course portfolio/product) Assessment 6 – Any NCTM standard elements Optional Assessments Optional Assessments Assessments 7 & 8 – Any NCTM standard elements Assessments 7 & 8 – Any NCTM standard elements

Program Report Submission Requirements

• Section III – Relationship of Assessment to Standards
• Assessment identification of targeted Standards should

correspond to element alignment in identified assessments.

• Accuracy is

extremely important since this section serves as a “roadmap” for reviewers.

24

Suggested Assessment Alignment to NCTM CAEP Standards (2012) - Secondary

NCTM CAEP Standards (2012)

A1 State Licensure Test

(Completer Data by AY)

A2 Content Knowledge

(If a Grades Assessment- Completer Data by AY)

A3 Planning for Instruction

(Candidate Data by Semester)

A4 Student Teaching

(Candidate Data by Semester)

A5 Impact

• n

Student Learning

(Candidate Data by Semester)

A6 Content Knowledge

(Candidate Data by Semester if not a Grades Assessment)

• 1. Content Knowledge

X X X

• 2. Mathematical Practices

X X X X X

• 3. Content Pedagogy

X X X

• 4. Mathematical Learning

Environment

X X X

• 5. Impact on Student

Learning

X X

• 6. Professional Knowledge

and Skills

X X

• 7. Secondary Mathematics

Field Experiences and Clinical Practice – Element 7c

X X 25

Suggested Assessment Alignment to NCTM CAEP Standards (2012) – Middle Grades

NCTM CAEP Standards (2012)

A1 State Licensure Test

(Completer Data by AY)

A2 Content Knowledge

(If a Grades Assessment- Completer Data by AY)

A3 Planning for Instruction

(Candidate Data by Semester)

A4 Student Teaching Observ

(Candidate Data by Semester)

A5 Impact

• n

Student Learning

(Candidate Data by Semester)

A6 Content Knowledge

(Candidate Data by Semester if not a Grades Assessment)

• 1. Content Knowledge

X X X

• 2. Mathematical Practices

X X X X X

• 3. Content Pedagogy

X X X

• 4. Mathematical Learning

Environment

X X X

• 5. Impact on Student

Learning

X X

• 6. Professional Knowledge

and Skills

X X 26

Suggested Assessment Alignment to NCTM CAEP Standards (2012) - EMS

NCTM CAEP Standards (2012)

A1 Content Knowledge

(If a Grades Assessment- Completer Data by AY)

A2 Content Knowledge

(Candidate Data by Semester if not a Grades Assessment)

A3 Planning for Instruction

(Candidate Data by Semester)

A4 Student Teaching Observ

(Candidate Data by Semester)

A5 Impact

• n

Student Learning

(Candidate Data by Semester)

A6 Any Standard Element

(Candidate Data by Semester)

• 1. Content Knowledge

X X X

• 2. Mathematical Practices

X X X X X

• 3. Content Pedagogy

X X X X

• 4. Mathematical Learning

Environment

X X X X

• 5. Impact on Student

Learning

X X X

• 6. Professional Knowledge

and Skills

X X X

• 7. EMS Mathematics Field

Experiences and Clinical Practice

X X X 27

Option A Program Report Submission Requirements

• Section IV – Evidence for Meeting Standards
• One document for each assessment that includes:



Description of assessment and use in the program (2-page maximum narrative)



Copy of assessment



Assessment and rubric/scoring guide criteria aligned to standard elements



Content knowledge assessments aligned to mathematical domain competencies listed in the NCTM CAEP Mathematics Content for Secondary or Middle Grades (Assessments #1, #2, & #6) or EMS (Assessments #1 & #2)



Data reported by rubric criterion (not by overall performance on assessment)



Data table separated by administration date and program type (if linked)



Analysis and interpretation of data (candidates and program)

• Two separate data administrations for all assessments submitted with an

Initial report

• Only 1 data set required for subsequent Revised or Response to Conditions

reports

28

Program Report Submission Requirements

• Section V - Use of Assessment Results to Improve Program
• Description of how

faculty are using assessments to improve candidate performance and the program as it relates to content knowledge; pedagogical and professional knowledge, skills, and dispositions; and student learning

• Section VI – For Response to Conditions and Revised Reports Only
• Explanation by program of

how issues from previous report(s) have or have not been addressed 29

Program Report Options, Forms, and Sections I – VI Submission Requirements

30

Judging Program Evidence for Meeting Standards

NCTM CAEP Standards (2012) Reviewer Rubrics

• Secondary
• Middle Grades
• Elementary Mathematics Specialist

31

NCTM CAEP Standards (2012) Reviewer Rubrics – Secondary, Middle Grades, & EMS

Standards 1 – 7 (Sec & EMS) & Standards 1-6 (Middle Grades) Decision Criteria

• Teacher candidates must meet each Standard, but not necessarily all

elements (only the essential plus required additional) based on a “preponderance of evidence”

• More than 50% of the elements (essential plus required additional) of

each standard must be met at the acceptable or target level

32

NCTM CAEP Standards (2012) Reviewer Rubrics Decision Criteria

33

Secondary, Middle Grades, and EMS Elements That Must be Met Standard 1 – Content Knowledge (1 Element) 1a Standard 2 – Mathematical Practices (6 Elements) 2a, 2b, and at least 2 additional elements Standard 3 – Content Pedagogy (7 Elements) 3a, 3c, 3f, and at least 1 additional element Standard 4 – Mathematical Learning Environment (5 Elements) 4b, 4d, and 4e Standard 5 – Impact on Student Learning (3 Elements) 5c and at least 1 additional element Standard 6 – Professional Knowledge and Skills (3 or 4 Elements) 6b and at least 1 additional element 6c, 6d, and at least 1 additional element Standard 7 – Secondary and EMS Field Experiences and Clinical Practice (3 or 2 Elements) 7a, 7b, and 7c 7a and 7b

NCTM CAEP Standards (2012) Reviewer Rubrics – Secondary, Middle Grades, & EMS

Program evidence of candidates’ attainment of standards:

• Standard 1:
• Three content-based assessments (#1, #2, & #6) collectively

demonstrating 80% alignment to each mathematical domain of the NCTM CAEP Mathematics Content for Secondary (or Middle Grades)

• Two content-based assessments (#1 & #2) collectively demonstrating

alignment to each mathematical domain of the NCTM CAEP Mathematics Content for EMS

• Two years of completer performance data (scores and subscores) on

state-required mathematics content licensure tests aligned to mathematical domain competencies of NCTM CAEP Mathematics Content for Secondary (or Middle Grades)

34

NCTM CAEP Standards (2012) Reviewer Rubrics – Secondary, Middle Grades, & EMS

Program evidence of candidates’ attainment of standards:

• Standards 2–7:
• At least two assessments (one for standard 7) providing evidence for

each standard

• Assessments, scoring guides/rubrics, and data charts aligned with

standard elements

• Alignment to standard element(s) provided within each rubric

criterion/row

• Data charts aligned with assessment rubric and candidate

performance reported by individually scored items (not by overall score)

• Assessment rubrics contain discernible levels of performance (not

just numerical ratings)

• Assessments required of all candidates

35

Standards (2012) Reviewer Rubrics – Element 1a Mathematical Domain Competencies to be Met

Secondary Mathematical Domain Competencies Required Number for Meeting 80% Rule A.1. Number and Quantity A.1.1 – A.1.5 4 of 5 competencies A.2. Algebra A.2.1 – A.2.7 6 of 7 competencies A.3. Geometry and Trigonometry A.3.1 – A.3.10 8 of 10 competencies A.4. Statistics and Probability A.4.1 – A.4.6 5 of 6 competencies A.5. Calculus A.5.1 – A.5.6 5 of 6 competencies A.6. Discrete Mathematics A.6.1 – A.6.5 4 of 5 competencies 36

Standards (2012) Reviewer Rubrics – Element 1a Mathematical Domain Competencies to be Met

Middle Grades Mathematical Domain Competencies Required Number for Meeting 80% Rule B.1. Number Systems B.1.1 – B.1.5 4 of 5 competencies B.2. Algebra B.2.1 – B.5 4 of 5 competencies B.3. Geometry and Trigonometry B.3.1 – B.3.10 8 of 10 competencies B.4. Statistics and Probability B.4.1 – B.4.6 5 of 6 competencies B.5. Calculus B.5.1 – B.5.3 3 of 3 competencies 37

Standards (2012) Reviewer Rubrics – Element 1a Mathematical Domain Competencies to be Met

EMS Mathematical Domain Competencies Required Number for Meeting 80% Rule C.1. Number and Operations C.1.1 – C.1.5 4 of 5 competencies C.2. Algebra C.2.1 – C.2.5 4 of 5 competencies C.3. Geometry and Measurement C.3.1 – C.3.9 8 of 9 competencies C.4. Statistics and Probability C.4.1 – C.4.5 4 of 5 competencies 38

NCTM CAEP Standards (2012) Reviewer Rubrics Performance Descriptors Standard 1 – Secondary & Middle Grades

NCTM Element Preservice teacher candidates: Unacceptable State-required Licensure Test:

• Lack of alignment to NCTM

CAEP Mathematics Content for Secondary (Middle Grades)

• Less than two years of

completer performance data Fewer than two additional assessments demonstrate alignment to mathematical domain competencies of the NCTM CAEP Mathematics Content for Secondary (Middle Grades) Three or fewer assessments collectively demonstrate less than 80% alignment to each domain of the NCTM CAEP Mathematics Content for Secondary (Middle Grades) and provide little or no evidence that secondary completers: Acceptable State-required Licensure Test:

• - Alignment to NCTM CAEP

Mathematics Content for Secondary (Middle Grades)

• At least two years of

completer performance data At least two additional assessments demonstrate alignment to mathematical domain competencies of NCTM CAEP Mathematics Content for Secondary (Middle Grades) Three assessments collectively demonstrate at least an 80% alignment to each domain of NCTM CAEP Mathematics Content for Secondary (Middle Grades) and provide evidence that secondary completers: Target State-required Licensure Test:

• Alignment to NCTM CAEP

Mathematics Content for Secondary (Middle Grades)

• At least two years of completer

performance data At least two additional assessments demonstrate alignment to mathematical domain competencies of NCTM CAEP Mathematics Content for Secondary (Middle Grades) Three assessments collectively demonstrate at least an 80% alignment to each domain of NCTM CAEP Mathematics Content for Secondary (Middle Grades) and provide evidence that secondary completers:

39

Element 1a Demonstrate and apply knowledge of major concepts, algorithms, procedures, applications in varied contexts, and connections within and among mathematical domains (Number, Algebra, Geometry, Trigonometry, Statistics, Probability, Calculus, and Discrete Mathematics) as

• utlined in the NCTM

CAEP Mathematics Content for Secondary.

• Demonstrate knowledge of

major concepts, algorithms, and procedures within and among mathematical domains (Number, Algebra, Geometry, Trigonometry, Statistics, Probability, Calculus, and Discrete Mathematics) as

• utlined in the NCTM CAEP

Mathematics Content for Secondary.

• Apply knowledge of major

concepts, algorithms, procedures, applications in varied contexts, and connections within and among mathematical domains as outlined in the NCTM CAEP Mathematics Content for Secondary.

• Explain how concepts,

algorithms, procedures, and applications have developed.

• Demonstrate knowledge of

major concepts, algorithms, and procedures within and among mathematical domains (Number, Algebra, Geometry, Trigonometry, Statistics, Probability, Calculus, and Discrete Mathematics) as outlined in the NCTM CAEP Mathematics Content for Secondary.

• Apply knowledge of major

concepts, algorithms, procedures, applications in varied contexts, and connections within and among mathematical domains as

• utlined in the NCTM CAEP

Mathematics Content for Secondary.

• Explain how concepts,

algorithms, procedures, and applications have developed.

• Demonstrate knowledge of major

concepts, algorithms, and procedures within and among mathematical domains (Number, Algebra, Geometry, Trigonometry, Statistics, Probability, Calculus, and Discrete Mathematics) as

• utlined in the NCTM CAEP

Mathematics Content for Secondary.

• Apply knowledge of major concepts,

algorithms, procedures, applications in varied contexts, and connections within and among mathematical domains as

• utlined in the NCTM CAEP

Mathematics Content for Secondary.

• Explain how concepts, algorithms,

procedures, and applications have developed.

• Apply conceptual and procedural

knowledge of major concepts, algorithms, and applications in building new knowledge from prior knowledge and experiences.

NCTM CAEP Standards (2012) Reviewer Rubrics Performance Descriptors Standard 1 – Secondary & Middle Grades

NCTM CAEP Standards (2012) Reviewer Rubrics Performance Descriptors

Performance Descriptors NCTM Element Preservice teacher (or elementary mathematics specialist) candidates: Unacceptable Fewer than two assessments or assessments provide little

• r no evidence that

secondary (middle grades

• r elementary mathematics

specialist) candidates: Acceptable At least two assessments provide evidence that secondary (middle grades or elementary mathematics specialist) candidates: Target At least two assessments provide evidence that secondary (middle grades or elementary mathematics specialist) candidates:

• Standards 2 – 6

NCTM CAEP Standards (2012) Reviewer Rubrics - Secondary Standard 3 (Elements 3a, 3c, and 3f and at least 1 additional element must be

met at the acceptable or target level)

NCTM Element Preservice teacher candidates: Unacceptable Fewer than two assessments or assessments provide little or no evidence that secondary candidates: Acceptable At least two assessments provide evidence that secondary candidates: Target At least two assessments provide evidence that secondary candidates: Element 3c Plan lessons and units that incorporate a variety of strategies, differentiated instruction for diverse populations, and mathematics-specific and instructional technologies in building all students’ conceptual understanding and procedural proficiency.

• Plan lessons and units that

incorporate a variety of strategies.

• Plan lessons and units addressing

student differences and diverse populations and how these differences influence student learning of mathematics.

• Include mathematics-specific and

instructional technologies in planned lessons and units.

• Build all students’ conceptual

understanding and procedural proficiency in planned lessons and units.

• Plan lessons and units that

incorporate a variety of strategies.

• Plan lessons and units addressing

student differences and diverse populations and how these differences influence student learning of mathematics.

• Include mathematics-specific and

instructional technologies in planned lessons and units.

• Build all students’ conceptual

understanding and procedural proficiency in planned lessons and units.

• Plan lessons and units that

incorporate a variety of strategies.

• Plan lessons and units addressing

student differences and diverse populations and how these differences influence student learning

• f mathematics.
• Include mathematics-specific and

instructional technologies in planned lessons and units.

• Build all students’ conceptual

understanding and procedural proficiency in planned lessons and units.

• Include in planned lessons and units

multiple opportunities and solution avenues for students to demonstrate conceptual understanding and procedural proficiency.

42

NCTM CAEP Standards (2012) Reviewer Rubrics - Secondary Standard 7 (Elements 7a, 7b, & 7c must be met at the acceptable or target level)

NCTM Element Preservice teacher candidates: Unacceptable Information included in Section I – Context #2 of the program report provides little or no evidence that secondary candidates: Acceptable Information included in Section I – Context #2 of the program report provides evidence that secondary candidates Target Information included in Section I – Context #2 and #6 of the program report and at least two assessments provide evidence that secondary candidates

Element 7a Engage in a sequence of planned field experiences and clinical practice prior to a full-time student teaching/internship experience that include

• bserving and

participating in both middle and high school mathematics classrooms and working with a diverse range of students individually, in small groups, and in large class settings under the supervision of experienced and highly qualified mathematics teachers in varied settings that reflect cultural, ethnic, linguistic, gender, and learning differences.  Engage in a planned sequence of pre- student teaching/internship field experiences in secondary mathematics.  Participate in field experiences in mathematics that include placements at the both middle school and high school levels.  Are supervised during pre-student teaching/internship field experiences by experienced and highly qualified mathematics teachers.  Participate in field experiences that

• ccur in varied settings and reflect

cultural, ethnic, linguistic, gender, and learning differences.  Work with a diverse range of students individually, in small groups, and in large class settings.  Engage in a planned sequence of pre- student teaching/internship field experiences in secondary mathematics.  Participate in field experiences in mathematics that include placements at both middle school and high school levels.  Are supervised during pre-student teaching/internship field experiences by experienced and highly qualified mathematics teachers.  Participate in field experiences that occur in varied settings and reflect cultural, ethnic, linguistic, gender, and learning differences.  Work with a diverse range of students individually, in small groups, and in large class settings.  Engage in a planned sequence of pre-student teaching/internship field experiences in secondary mathematics.  Participate in field experiences in mathematics that include placements at both middle school and high school levels.  Are supervised during pre-student teaching/internship field experiences by experienced and highly qualified mathematics teachers.  Participate in field experiences that occur in varied settings and reflect cultural, ethnic, linguistic, gender, and learning differences.  Gain an in-depth understanding of the mathematical developmental of students across the middle grades and high school spectrum.  Observe and analyze various diverse instructional settings in order to analyze students’ mathematical understanding and proficiency.  Work with a diverse range of students individually, in small groups, and in large class settings.

43

NCTM CAEP Standards (2012) Reviewer Rubrics - Secondary Standard 7 (Elements 7a, 7b, and 7c must be met at the acceptable or target

level)

NCTM Element Preservice teacher candidates: Unacceptable Information included in Section I – Context #2 and #6 of the program report provides little or no evidence that secondary candidates: Acceptable Information included in Section I – Context #2 and #6 of the program report provides evidence that secondary candidates Target Information included in Section I – Context #2 and #6 of the program report and at least two assessments provide evidence that secondary candidates Element 7b Experience full-time student teaching/internship in secondary mathematics that is supervised by a highly qualified mathematics teacher and a university or college supervisor with secondary mathematics teaching experience or equivalent knowledge base.

• Experience full-time student

teaching/internship in secondary mathematics.

• Are supervised during the full-time

student teaching/internship in secondary mathematics by experienced and highly qualified mathematics teachers.

• Are supervised during the full-time

student teaching/internship in secondary mathematics by a university or college supervisor with secondary mathematics teaching experience or equivalent knowledge base.

• Experience full-time student

teaching/internship in secondary mathematics.

• Are supervised during the full-time

student teaching/internship in secondary mathematics by experienced and highly qualified mathematics teachers.

• Are supervised during the full-time

student teaching/internship in secondary mathematics by a university or college supervisor with secondary mathematics teaching experience or equivalent knowledge base.

• Experience full-time student

teaching/internship in secondary mathematics.

• Are supervised during the full-time

student teaching/internship in secondary mathematics by experienced and highly qualified mathematics teachers.

• Are supervised during the full-time

student teaching/internship in secondary mathematics by a university or college supervisor with secondary mathematics teaching experience or equivalent knowledge base.

• Use student performance data to

inform instructional planning and delivery over time.

44

NCTM CAEP Standards (2012) Reviewer Rubrics - Secondary Standard 7 (Elements 7a, 7b, and 7c must be met at the acceptable or target

level)

NCTM Element Preservice teacher candidates: Unacceptable Assessments provide little or no evidence that secondary candidates: Acceptable At least one assessments provide evidence that secondary candidates: Target At least one assessments provide evidence that secondary candidates: Element 7c Develop knowledge, skills, and professional behaviors across both middle and high school settings; examine the nature of mathematics, how mathematics should be taught, and how students learn mathematics; and

• bserve and analyze a

range of approaches to mathematics teaching and learning, focusing

• n tasks, discourse,

environment, and assessment.  Demonstrate knowledge, skills, and professional behaviors at both middle and high school settings.  Examine the nature of mathematics, how mathematics should be taught, and how students learn mathematics.  Observe and analyze a range of approaches to mathematics teaching and learning, focusing on tasks, discourse, environment, and assessment.  Demonstrate knowledge, skills, and professional behaviors at both middle and high school settings.  Examine the nature of mathematics, how mathematics should be taught, and how students learn mathematics.  Observe and analyze a range of approaches to mathematics teaching and learning, focusing on tasks, discourse, environment, and assessment.  Demonstrate knowledge, skills, and professional behaviors at both middle and high school settings.  Examine the nature of mathematics, how mathematics should be taught, and how students learn mathematics.  Observe and analyze a range of approaches to mathematics teaching and learning, focusing on tasks, discourse, environment, and assessment.  Participate in innovative or transformative initiatives, partnerships, or research projects related to the teaching of secondary mathematics.

45

NCTM CAEP Reviewer Rubrics & Decision Criteria

46

Assessment 1 – NCTM State Licensure Test Submission Requirements

• Total score and subscores reported on completers by

separate academic year and separate programs

• State passing/cut score
• Alignment of state licensure test to NCTM CAEP Mathematics

Content for Secondary (or Middle Grades)

• Two academic years of data required/sufficient for meeting

mathematical content domain competencies

NOTE: The number of reported scores should match the number of completers listed in Section I – Context #5

47

Official State Licensure Test Alignments

to NCTM CAEP Mathematics Content for Secondary (or Middle Grades)

Pearson ETS

• AZ (AEPA-Sec 10 and NES-Sec 304 &

MG 203)

• CO (Sec 004)
• FL (Sec 026 & MG 025)
• IL (Sec 115)
• IN (Sec 035 & MG 034)
• MA (Sec 09 & MG 47)
• MI (Sec0 22 & Elem aligned to MG 089)
• MN (Sec 054-055 & MG 034-035)
• MO (Sec 023 & MG 012)
• NM (NES-Sec 304, NES-MG 203, Sec

14 & MG 15)

• NY (Sec 04 pre 9/14 & Sec 004 post

9/14)

• OH (Sec 207 & MG 030)
• OK (Sec 11 & MG 25)
• Praxis II (beginning with Oct 2013

administration)

• Exam 5161 alignment to NCTM CAEP Standards

(2012) Mathematics Content for Secondary

• Exam 5169 alignment to NCTM CAEP Standards

(2012) Mathematics Content for Secondary

• Exam 5169 alignment to NCTM CAEP Standards

(2012) Mathematics Content for Middle Grades

• Praxis II (administered Sept 2005 through

Aug 2013)

• Exam 0061/5061 alignment to NCTM CAEP

Standards (2012) Mathematics Content for Secondary

• Exam 0069 alignment to NCTM CAEP

Standards (2012) Mathematics Content for Secondary

• Exam 0069 alignment to NCTM CAEP

Standards (2012) Mathematics Content for Middle Grades

• Praxis II scores may reflect two different tests

that align to different mathematical domain competencies

• GA (Sec 022, 023, 522 & MG 013)
• TX (Sec 235 & MG 115)

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Mathematical Domain Competency Addressed Technology and Varied Representational Tools Including Concrete Models A.1 Number and Quantity A.1.1, A.1.2, A.1.3 Online graphing calculator A.2 Algebra A.2.1, A.2.2, A.2.3, A.2.4 Online graphing calculator A.3 Geometry and Trigonometry A.3.2, A.3.3, A.3.4, A.3.5, A.3.6, A.3.7, A.3.8, A.3.9 Online graphing calculator A.4 Statistics and Probability A.4.1, A.4.3, A.4.4, A.4.5 Online graphing calculator A.5 Calculus A.5.1, A.5.3, A.5.5 Online graphing calculator A.6 Discrete Mathematics A.6.2, A.6.3 Online graphing calculator

Praxis Mathematics: Content Knowledge (Exam 5161*) Alignment to NCTM CAEP Standards (2012) Mathematics Content for Secondary

(Based on a joint collaboration by NCTM and ETS) * Beginning October 2013, Exam 5161 replaces Exams 0061 and 5061

49

Assessments 2 and 6 – Content Knowledge

• All content-based assessments must show alignment to

mathematical domain competencies listed in the NCTM CAEP Mathematics Content for Secondary (or Middle Grades or Elementary Mathematics Specialist)

• Portfolios, senior exit exam, course project, etc.
• Course grades must follow the NCTM CAEP Standards (2012)

Step-by-Step Guide for Documenting Course Grades as an Assessment of Candidate Content Knowledge

• These guidelines and format take the place of the general instructions

for submitting assessments cited at the beginning of Section IV of the program report. 50

Assessments 2 or 6 – Content Knowledge

• Course Grades
• Content alignment table template for each preparation level must be

downloaded from www.nctm.org/caep

 NCTM CAEP Mathematics Standards (2012) Content Alignment Table -

Secondary

 NCTM CAEP Mathematics Standards (2012) Content Alignment Table –

Middle Grades

 NCTM CAEP Mathematics Standards (2012) Content Alignment Table –

Elementary Mathematics Specialist

• For a graduate level program that relies on undergraduate

coursework taken at another institution, the course grades assessment must include a transcript analysis that adheres to the NCTM CAEP Standards (2012) Guidelines for Documenting a Transcript Analysis (see www.nctm.org/caep).

• Course grades may be used for only one of the following assessments:
• Secondary or Middle Grades: Assessment 2 or Assessment 6
• Elementary Mathematics Specialist: Assessment 1 or Assessment 2

51

Assessments 3, 4, and 5

• Report data by individually scored rubric item/criterion,

not by a single total score

• Avoid aligning the Student Teaching Evaluation

assessment to any mathematics content (mathematical domain competencies) since not all student teachers teach identical mathematics content

• Apply the “official” alignment (see www.nctm.org/caep) of

edTPA rubric/scoring guide to elements of NCTM CAEP Standards (2012) - Secondary, Middle Grades, or Elementary Mathematics Specialist

• Alignment must be Moderate or Strong to meet an element

52

edTPA

• edTPA Secondary Mathematics Operational

Handbook 2013-14 “official” rubrics alignment (4/2/15 version) to elements of NCTM CAEP Standards (2012) for Secondary available at www.nctm.org/caep

• edTPA Middle Grades Mathematics

Operational Handbook 2013-14 “official” rubrics alignment (4/2/15 version) to elements of NCTM CAEP Standards (2012) for Middle Grades available at www.nctm.org/caep

• Rubric alignment must be Moderate or

Strong to provide evidence for meeting an element

• No element support for Limited alignment
• edTPA allowed for Assessments 3, 4, or 5

but not for Assessments 2 or 6

53

Rubrics for Assessments 3, 4, and 5

• Expectations for inclusion
• Math-specific standard elements clearly addressed (generic

rubrics suitable for all content areas not acceptable)

• Differentiated and clear levels of performance
• Measurable and discernible criteria that gauge candidates'

performance

• One (not multiple) NCTM element (or sub-element) within each

rubric criterion/row

• Alignment to standard element(s) provided within the rubric per

criterion/row

54

Miscellaneous Assessment Selection Advice

• Praxis PLT, Praxis III, ETS Major Field Test for Mathematics,

Praxis I, and CBASE are not acceptable assessments for supporting standard elements.

• Praxis PLT is a generic test of pedagogy and, except in an indirect way,

does not address the specific content pedagogy reflected by the SPA standards.

• Praxis III is not considered a suitable assessment due to its generic

nature and its inability to capture the performance of all program graduates.

• Due to no required “pass” score and wide variation in candidate

performance, the ETS Major Field Test for Mathematics is not a convincing means of showcasing candidates’ content knowledge.

• A test of general knowledge (e.g., Praxis I, CBASE, etc.) used as a

gateway test for acceptance into the teacher education program is not an acceptable measure of content knowledge required of secondary mathematics candidates. 55

Assessment Requirements and Expectations

56

Potential Decision

57

• Nationally Recognized
• More than 50% of the elements (essential and required additional)
• f each standard are met at the acceptable or target level
• Data from two separate administrations are included in an initial

program report

• Data from one administration of new or revised assessment are

included in response to conditions or revised program report

• 3 (2 for EMS)content-based assessments collectively demonstrate

an 80% alignment to each domain of the NCTM CAEP Mathematics Content for Secondary (or Middle Grades or EMS)

• At least two assessments supporting each of Standards 2-6 are

required in order to satisfy the preponderance of evidence

• At least one assessment supporting Standard 7c is required in order

to satisfy the preponderance of evidence

Potential Decision

58

• Nationally Recognized with Conditions
• Many, but not all, standards are met
• Data from two separate administrations are not included

in an initial program report

• Data from one administration of a new or revised

assessment are not included in a response to conditions or revised program report

• Content-based assessments do not collectively

demonstrate an 80% alignment to each domain of the NCTM CAEP Mathematics Content for Secondary (or Middle Grades, or EMS)

• At least two assessments do not provide support for each
• f Standards 2-6
• No assessments provide support for Standard 7c.

Potential Decisions

59

• Further Development Required (Only possible for

program’s first report submission) or National Recognition with Probation

• Unmet standards (essential and required elements) are

numerous

• Serious problems exist with assessments and/or rubrics

Note:

• Two additional opportunities within 12 to 24 months

after the first decision to attain National Recognition

• Not Nationally Recognized
• Issues identified in previous submission opportunities

not adequately addressed in order to meet all standards

60

Program Report Compiler Resources

NCTM Website (www.nctm.org/caep)

• NCTM CAEP Standards (2012) for Secondary, Middle Grades,

and Elementary Mathematics Specialist

• NCTM CAEP Standards (2012) Mathematics Content for

Secondary, Middle Grades, and Elementary Mathematics Specialist

• NCTM CAEP Standards (2012) Reviewer Rubrics for Secondary,

Middle Grades, and Elementary Mathematics Specialist

61

Program Report Compiler Resources

NCTM Website (www.nctm.org/caep)

• “Official” state licensure test alignments (ETS and Pearson)
• “Official” edTPA alignments (Sec & MG Mathematics Operational

Handbook Rubrics)

• NCTM CAEP Standards (2012) Step-by-Step Guide for

Documenting Course Grades as an Assessment of Candidate Content Knowledge

• NCTM CAEP Standards (2012) Content Alignment Table –

Secondary, Middle Grades, and Elementary Mathematics Specialist

• NCTM CAEP Standards (2012) Guidelines for Documenting a

Transcript Analysis - Graduate

62

Program Report Compiler Resources

CAEP Website (www. caepnet.org)

• Report Forms, Instructions, and Resources (NCTM

CAEP Standards (2012) sample assessments) (http://www.caepnet.org/accreditation/caep- accreditation/spa-standards-and-report- forms/nctm)

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• Contact Dr. Irma Cruz-White, NCTM CAEP SPA

Coordinator if you have questions

• icruzwhite@comcast.net
• Consider becoming trained to be a 2012 NCTM

CAEP program reviewer

• Application available at www.nctm.org/caep

Potential Decisions and Available Resources

64

65

Thank you for your attendance.

谢谢

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