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Bilingual Education/TESL Programs Program

1.   Please describe your program's assessment process and what standards you are measuring in relation to the NCATE and State standards of knowledge (content, pedagogy and professional), skills (professional and pedagogical) and dispositions. Is the system course based, end of program based, or other? Be sure to reference how the faculty in your program was involved in developing the assessment process. In addition, describe how the assessment of standards relates to the unit's and program's conceptual framework.

Program Interpretations and Conclusions:

The Bilingual Education and Teaching ESL programs follow the same general traits in the assessment plans. We use Washington State's Competencies as the key compontent in developing the assessment tools. The competencies are extensions of the state standards and related to professional and NCATE standards.

Our assessment system is course based. Each of the courses have certain comptetencies that are addressed. Program faculty members meet in order to assign competencies. Once this was completed, the assessment tools were developed and approved by program faculty.

We examine the pedagogical and professional knowledge and skills needed to be a quality bilingual educator and/or ESL teacher.

2. Below is an analysis of the frequency with which your program cites CTL, WA State Standards/Competencies, and/or national standards within your LiveText artifacts, rubrics, and reports. Please examine the charts and write your program's interpretations and conclusions based on the information provided. (e.g., Are the standards dispersed appropriately in your program? Are all the standards represented as you wish them to be? After reviewing this analysis are there changes your program would recommend making to the way you cite standards or assess your candidates using LiveText?)

Program Interpretations and Conclusions:

After viewing the data above, the program competencies are located appropriately. It should be noted that this for the current comptencies. A new set of competencies will take effect in September of 08 and adjustments are underway within the program.

There are a couple of missing items in the graph. Using information provided by the assessment tools located on Livetext, EDBL 432 should have ESL K1.0 marked 4 times, ESL S1.0 marked 12 times, ESL S2.0 marked 9 times, ESL K3.0 marked 4 times, ESL S3.0 marked 3 times, ESL 3.0 marked 2 times, ESL K6.0 marked 5 times, TESOL 1.0 marked 10 times, TESOL 2.0 marked 3 times, TESOL 5.0 Marked 6 times and CTL 1 marled 9 times.

In addition, ESL S. 4.0 should be marked 3 tiems in EDBL 439, as should TESOL 4.0 marked 2 times.

3. Below you will find one sample of your Live Text Report that identifies an aggregation of candidate learning outcome data. Please examine all of your reports in the LiveText exhibit area and discuss the accuracy, consistency, and fairness of the data, as well as what improvements could be made in the program assessment rubrics, courses, artifacts, or reporting. Include your interpretations relative how well your candidates are meeting standards. After examining all of your report data, list any changes your program is considering.


Program Interpretations and Conclusions:

After examining the program assessment reports, we feel that the pogram is preparing the students well. Overall, the competencies are being met, and students who are struggling are able to receive the assistance needed in order to meet the competencies.

The one area that we need to address more aggresively is the use of language objectives.

4. Below you will find a chart of the CTL Standards aggregated by course. Please examine the data results and discuss any improvements if any you might consider for your program. Using these data, please reflect upon your candidates' success in meeting standards. Compare these data to the data provided in the WEST B and E charts that follow. Is there consistency in the rates of success? What do these data tell you?

Program Interpretations and Conclusions:

The bilingual/TESL program is centered very strongly on the CTL standards. The chart and graphics all demonstrated that the students have been successful in meeting the standards. EDBL 435 will need to reexamine the standards and assess appropriate CTL standards. The success rate is consistent with other measures, except for the West-E (the Praxis). The TESL Praxis exam was not based on the Washington States standards, consequently the pass ratio for our students does not reflect the students' capability in meeting competency.


Please find below the West B data for the teacher residency program. Please use these data, the LiveText data, and the West E data found below to predict candidate success in your program. Given theses summaries, are there changes to your program or to the unit your program recommends the CTL consider?

  • Between 2005-2007, 49% of the candidates passed all three sections of the exam their first attempt, 84% passed the reading portion in their first attempt, 82% math their first attempt, and 65% passed writing their first attempt.
  • The mean number of candidates not passing reading portion is 11%, math 12%, and writing 25%.

CTL WEST B Data Summary 2002 to Present


Program Interpretations and Conclusions:

Our program has a higher percentage of minority students than other education programs. These students tend to be screened out at a higher ratio than average in the writing portion of the WEST-B. This has lead to certain difficulties in recruiting candidates for our program. The program needs to explore ways to better prepare our candaidates for the test.

6. The WEST E is administered by ETS as a state requirement for program Exit, measuring content knowledge by endorsement area. ETS has not sent the final corrected data summary at the time of this report, however, the data we keep on a continuously updated basis is described below in the following graph. The graph compares 2005-2006 and 2006-2007 data by endorsement area. We suspect the 2006-2007 data will change after all scores are received from ETS. According to this set of data, 2005-06 pass rates were 90%. Remember all candidates must pass the test to be certified, so they take it multiple times. We are working on authenticating a different process that will show how many times candidate take the test and when. The 2006-07 data indicates pass rates of 87%. If your program is one of those with a pass rate below 80%; what program recommendations are you considering that will positively affect the rate of passing the WEST-E for 2007-2009?

Program Interpretations and Conclusions:

Comparatively speaking, the students in bilingual/TESL program passed the WEST-E at a lower rate. This has been a concern since the test came out due to the structure of the test. The test should be based on the state competency and the standards, but it is not. We have attempted to improve the rate by modifying curriculum in one of our courses (educational linguistics) and providing workshops shortly before the test. The test to be used will change in September 2008. The new test appears to more accuratley reflect the standards and we are confident that the pass rate will increase.


Please find below the EBI teacher and principal data for all program completers. Discuss and report in the space provided what your program recommends the unit should accomplish to improve overall satisfaction, or what your program is doing to improve the trend.

  • This survey is administered through OSPI and is contracted through Educational Benchmarking Inc. These data are collected for all new teachers in public schools by surveying new teachers and their principals.
  • Response rate average over the seven years n=105
  • The graph represents a seven year average satisfaction trend by category
  • Highest satisfaction ratings are in the areas of:
    • Student learning
    • Instructional strategies
    • Management, control and environment
  • Lowest satisfaction ratings are in the areas of:
    • Reading skills
  • 5 year Principal responses followed similar patterns as teachers n=41


Program Interpretations and Conclusions:

The result appears to consistently demonstrate that our graduates are successful. The reading skills appear to be the biggest concern. This is an indication that we need to assist students in developing their reading skills to a higher level. What this graph does not show is the impact of our graduates on the 2nd language students.


Please find below first year and third year teacher survey results summarized by graphing mean responses for each question.

  • This survey is administered by CTL and data trend summary represents 2004-07
  • The average response rate for 2004-2007 is 15%
  • First year teacher N= 375, Third year teacher n =200
  • The graph and subsequent ANOVA demonstrates a significantly higher average satisfaction rating from first year teachers when compared to third year teachers (p<.05)
  • Highest satisfaction ratings are in the areas of:
    • Subject matter knowledge
    • Application of EALR's
  • Lowest satisfaction ratings are in the areas of:
    • Classroom management
    • Involving and collaborating with parents

Program Interpretations and Conclusions:

Overall, our graduates appear to be successful. The biggest concerns are classroom management and parental involvement. Many of our graudates leave without any training in educating 2nd language students appropriately. Qutie often these students become management issues beause they are ignored or bored. We do address parental involvement in our program, but needs to be expanded.


Please find below a comparative analysis of candidate dispositions from beginning candidates to finishing candidates. Please comment on the changes you observe in your candidates over time and describe how and why you think this occurs. What does your program specifically do to engage candidates in developing professional teacher dispositions?

  • This inventory is administered by the CTL at admissions (N=645), and again at the end of student teaching (N= 195). Some of the 645 candidates have not yet student taught, which is why the n's are different.
  • There is a significant difference in 12 of 34 items (p<.05) between beginning candidates and candidates completing student teaching
  • Change is in the preferred direction from agree to strongly agree
  • This means somewhere between entry and before exit, the teacher program candidates are developing stronger professional beliefs and attitudes that reflect the underlying values and commitments of the unit's conceptual framework. Future work will include data that tells us where this change is occurring and if there are difference caused by demographic variables. If you want to read more about this disposition instrument, the validation study is published on the OREA web site under research.

Program Interpretations and Conclusions:

Through Livetext data and classroom observations, we note that our students are developing stronger professional beliefs and attitudes. While not all of our students are successful in these areas, the majority leave our program with positive attitudes towards all students.



Final Student Teaching Evaluation Report on LiveText

  • The data report is too large to be placed in this document. Please access the data by going to this link on our assessment system web site
  • The report reveals the final assessment of elements found in state standards IV and V
  • Candidates are generally performing at a high level, although there are some candidates as depicted by the colors green and red who are not performing to standard.
  • Examination of those elements indicates some agreement with results provided in the 1st and 3rd year teacher survey.

Please look at these data carefully and discuss with your program faculty some ways the teacher residency program can begin to address the few but common deficits occurring in candidate knowledge and skills relative to the State standard elements. If you need to refer to state standards please refer to this link in the assessment system website:


Program Interpretations and Conclusions:

After examining, we need to incorporate more connections to the EALRsand GREs. As mentioned previously, we need to strengthen our focus on family and community involvement. Classroom management needs to be examined at a much broader scale.


Please examine these data and report any discussions your program has regarding the reported results.

  • This survey is conducted by Career Services and reported to OSPI. The report, however, has been reanalyzed and the summary reflects the new analysis, which covers 2002-2006.
  • Average response rate = 57%
  • Of that 57%, the average percent of graduates who get jobs in state is 94%
  • The average percent of graduate still seeking a position is 27%
  • Two percent of the 57% have decided not to teach
  • For 2005-2006; 35 % of the program graduates responded to questions regarding ethnicity and gender. Out of the 35% who responded, 90% were Caucasian, 5% were Hispanic, 3% were African-American, and 1.8% were Asian.

Program Interpretations and Conclusions:

We know from our program that pretty much all who seek employment find their employment. We are high needs areas and our students are often offered multiple positions.






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