ࡱ> }z{|a ;.bjbj n:ffgZ Z ( $   P[l  =!!:!!!""";;;;;;;$@C;""""";!!<L&L&L&"!!;L&";L&L&189!@Wm.#8;<0 =8DD#D(9D9""L&""""";;$f""" =""""D"""""""""Z e:  Council on Education of the Deaf CED Program Review Report Forms and Formats Revised, February 2019 Council on Education of the Deaf Program Review Report Format and Forms C O V E R S H E ET Institution State Date submitted Name of Preparer Phone # Email Program documented in this report: Name of institutions program (s) Degree or award level Is this program offered online? % YES % NO % Hybrid Title of the state license(s)/certification(s) for which candidates are prepared: Program report status: Initial Review Five-Year Reaccreditation Report Ten-Year Reaccreditation Report Revised Report (for programs that did not receive initial certification) State licensure requirement for national recognition: CED/CAEP requires 80% of the program completers who have taken the test to pass the applicable state licensure or certification test for their field, if the state has a testing requirement. Test information and data must be reported in Section III. Does your state require such a test? % YES % NO If YES, which ones________________________________________________________________ Date CompletedReview Steps1. Program Chair informs CED of intent to undergo Review through electronic communications2. Review submission date is established; either September 15 or March 153. CED establishes Review Team4. Review submitted; invoice for Review sent to program upon receipt of report5. Initial Report of Review Team sent to Program Chair (60 days)6. 30-day comment/response period begins.7. Recommendation of the Review Team sent to CED Executive Director8. CED Executive Director submits report to Program Chair with recommendation.9. CED Executive Director submits report to CED Board with recommendation.10. Board decision is communicated to Program Chair11. Accreditation certificate is presented to Program Chair at annual ACE-DHH meeting Introduction (Limit narrative to six pages) Brief description of the institution Primary goals and objectives Nature and characteristics of the overall student body Major role of the institution in its area of service to the state or region General statistics and brief descriptions of candidates, faculty, departments, and divisions within which the program is housed. Current accreditation status of the institution and the teacher education division of the institution. Institutions philosophy regarding teacher preparation for students who are D/deaf or hard of hearing, its conception of the role of the teacher, and its program objectives. Scope of the program including academic level (graduate, undergraduate, or both). Scope and nature of practicum experiences and facilities and supervision of practicum experiences. Organizational structure of the institution and program relationships with other divisions and disciplines within the institution. Include the administrative structure of the program including how program-specific decisions and changes are made. Brief history of the program including dates, periods of interruptions or lapses in the programs accreditation history, numbers of students who have completed the program, the geographic area of service where students find employment and types of programs where employed. List all of the institutions administrative units responsible for the teacher preparation program for students who are deaf and hard of hearing and the name and title of the head of each: Administrative Unit Name and Title of Unit Head1. 1.2. 2.3. 3.4. 4. Contact information for the director of the teacher preparation program for students who deaf and hard of hearing. Name: Academic Rank and Title: Street and building address: E-mail address: Telephone: Fax: PROGRAM DATA 1. In what year wasthe program was established? 2. Fill in the table below with the following column headings: (a) What degree is granted upon completion of the program? (b) What is the average length in semesters of the program? (c) What is the number of graduates for each of the previous three years? (d) What is the number of full-time candidates currently enrolled in the program? (e) What is the number of part-time candidates currently enrolled in the program? abc Year :c Year :c Year :deUndergraduate Graduate 3. Provide a one paragraph summary of the program, including educational settings or which students are prepared, the programs general communication philosophy and the communication settings for which students are prepared. [This paragraph will be made available on the CED website]. Standard I: Program Curriculum Include the sequence of courses offered by semesters or quarters, courses required, and electives. List the course numbers, course titles, and credits for each. Star those courses that include early field experiences and hours. For undergraduate programs, the Curriculum Attachment should also include the General Education program. Attach a course outline and syllabus for each required course specific to initial certification in education of the deaf or hard of hearing. Attach a matrix that shows required course alignment to 2018 CEC and CED initial teacher preparation standards (and specialty standards, with performance assessments as part of the CED-CEC and CAEP alignment). CEC-CED StandardCourse Name & NumberAssessment Activity & Standard PRACTICUM CENTERS AND PERSONNEL (for observations, participation, student teaching, internships, recreational activities) Please complete a separate sheet for each practicum facility used Name of practicum setting: What is the nature of the setting (e.g primarily a day class, day school, residential school, itinerant program, resource room, hospital or clinic, or other? Communication approach(es) of the practicum setting(s) How many candidates have been placed at this facility during the present school year? Which types of experience does the program usually seek at this facility: observations, student teaching, tutoring, teacher aiding, non-academic experiences, or other (please specify)? How many of the cooperating teachers have state licensure to teach students who are deaf or hard of hearing? How many have CED Certification? How many of the cooperating teachers have a masters degree or higher? Cooperating Teacher Report Form List the names of all of the cooperating teachers the program used in the previous three years. For each, provide (1) their highest academic degree, (2) the areas in which they are certified or licensed to teach, and (3) their number of years of teaching experience with students who are deaf or hard of hearing. Cooperating Teacher NameHighest Academic DegreeAreas of CertificationYears of Experience with DHH Practicum/Field Experience Form List field experiences within the program, beginning with earliest and working through student teaching/internship. Be sure to give the course number associated with the field experience.Hours or weeks of field experience completed in this course.Amount of faculty supervision (number of visits, hours of instruction observed in person or via video.Ratio of supervisor to candidates in this field experience. Briefly (limit of 4 pages) describe how practicum and field experience cooperating teachers and program faculty work together to provide a positive learning experience for the candidates including How cooperating teachers and practicum sites receive training and information from the institution and program, and How cooperating teachers and practicum sites are evaluated by candidates and program faculty. Standard 2: Program Faculty Complete the following for each faculty member responsible for professional coursework, clinical supervision, or administration in this program. Indicate full or part-time status. For part-time faculty, note what proportion of instruction in each curriculum is assigned to them. PROFESSIONAL PERSONNEL DATA Complete the following three-page form and append a vita for each person who teaches required courses or supervises practicum or student teaching or has direct administrative responsibilities in the preparation program for teachers of students who are deaf and hard of hearing. Name: Title: Academic Rank: Date of Appointment: Faculty Members Teaching Certification and Licensure: Credential Granting Body       Faculty Members Earned Degrees: Year Granting Institution Major Field             Faculty Members Professional Experience: Years Employer Job Title, Role, or Responsibilities          Faculty members typical workload within the program for each academic term. Include courses, supervision, and administration. For each, indicate the semester. Term Workload Fall   Spring   Summer   Other   List recent publications. List memberships in professional associations or professional service. List current research, writing, or other professional projects. COURSE OFFERINGS AND FACULTY RESPONSIBILITIES FOR THE PAST TWO YEARS CoursesCourse Dispositions by Faculty (initials)FallSpringSummerFallSpringSummer       Key: initials, faculty members name, title, and full-time-equivalent commitment to the preparation program for teachers of students who are deaf or hard of hearing. Briefly describe (limit of 4 pages): How instructional effectiveness of instruction and supervision in each area of Standard 2 is evaluated; How faculty are involved with educational programs for students who are deaf or hard of hearing; How program faculty (full and part-time) are provided opportunities and support for professional development; How part-time faculty are oriented to the institution and to the program; and The rationale for use of part-time faculty in the program. Standards 3: Candidates a. Briefly describe (limit of 5 pages) the criteria for admission, retention, and exit from the program. List required standardized tests and scores, overall GPAs and minimum grade requirements, professional portfolio scores, and measures of dispositions and skills. Describe which function as gates through which candidates must progress. (removed option of all narrative vs. chart) ADMISSION PROCEDURES AND CRITERIA Institution: Part I. Selection Procedures and Criteria: In the following matrix indicate the procedures, test names, and criteria the program uses to select and retain its candidates.  Junior SeniorMasters & Program YearPost Masters & Program YearGrade point average (specify)  Previous credentials     Professional portfolio     Graduate school admission     Experience     Biographical data     Letters of recommendation     Standardized tests (specify)      Other (specify)      CANDIDATE INFORMATION Directions: Provide three years of data on candidates enrolled in, and completing the program, beginning with the most recent academic year for which numbers have been tabulated. Report the data separately for the levels/tracks (e.g., baccalaureate, post-baccalaureate, alternate routes, masters, doctorate). Data must be reported separately for programs offered at multiple sites. Create additional tables as necessary. Program Level: Academic Year# of Candidates Enrolled in the Program# of Program Completers Program Level: Academic Year# of Candidates Enrolled in the Program# of Program Completers REPORT ON GRADUATES FOR PRIOR TWO-YEAR PERIOD Indicate the numbers of graduates for the previous two years in each of the following categories: Previous Year (specify):Second Previous Year (specify):Number of Graduates   Number of the above CED certified   Employed in a Birth-to-Three (0-3) Early Intervention Program for deaf and hard of hearing infants and toddlers  Employed pre-school for deaf and hard of hearing children  Employed in a regular education elementary school, self-contained classes for deaf or hard of hearing students  Employed in a regular education secondary school, self-contained classes for deaf or hard of hearing students  Employed in a regular education setting as an itinerant teacher of the deaf or resource teacher (no assigned classroom)  Employed in a school for deaf or hard of hearing students, elementary level  Employed in a school for deaf or hard of hearing students, secondary level  Other teaching setting with deaf or hard of hearing students (please specify) (e.g multiple disabilities center, clinic, mental health setting)  Employed to teach hearing students   Employed but not teaching   Unemployed, but pursuing further education   Unemployed    Provide a description (limit of 2 pages) of how candidates have a role in the design, evaluation, development or modification of the program and how this feedback has been used by the program for program improvements. Standard 4: Resources and Facilities Provide a brief narrative (limit of 2 pages) that indicates how facilities adhere to the standards in CED Items 4.1-4.3. (Library, Materials and Instructional Media Center and Virtual Resources, and Physical Facilities) Student AccessFaculty AccessOnline and/or print library access and sufficiency of resources Variety and sufficiency of instructional and other technologies Sufficient physical facilities and/or online services and other essential resourcesOther:  Standard 5: Candidate Evaluation and Program Evaluation and Improvement The next section of the Program Review Report focuses upon 6-8 key assessments that measure the impact of the candidate on student learners and the impact of the program on graduates. SECTION II LIST OF ASSESSMENTS In this section, list the 6-8 assessments that are being submitted as evidence for candidates meeting the CED standards. All programs must provide a minimum of six assessments. If your state does not require a state licensure test in the content area, you must substitute an assessment that documents candidate attainment of content knowledge in #1 below. For each assessment, indicate the type or form of the assessment and when it is administered in the program. Name of AssessmentType or Form of AssessmentWhen the Assessment Is Administered1[Licensure assessment, or other content-based assessment] 2[Assessment of content knowledge in special education/education of the deaf or hard of hearing] Language/Communication Skills Assessment?3[Assessment of candidate ability to plan instruction for deaf or hard of hearing students] 4[Assessment of student teaching]5[Assessment of candidate effect on student learning] 6Additional assessment that addresses CED standards (required) ] 7Additional assessment that addresses CED standards (optional) ] 8Additional assessment that addresses CED standards (optional) ]  Will CED accept grades as one of the required assessments? (CEC apparently does not as it is not a performance-based measure. They can be used for program admission but not for documentation of standards-based skills). CED will accept course grades as one of the 6 to 8 key assessments. Grades can be used for Assessment #1 (if there is no state licensure test), Assessment #2, or one of the optional assessments. Acceptable documentation required for programs using course grades is as follows: 1. Courses must be required for all candidates in the program; elective courses may not be used as evidence. 2. Faculty may choose which courses will be used in this assessment. For example, they could select all courses in an academic major, or they could select a cluster of courses that address a specific domain, or they could select only one course, etc. 3. The documentation of course grades-based evidence must include curriculum requirements, including the course numbers of required courses. (a) For baccalaureate programs, documentation must be consistent with course listings provided in the Program of Study submitted in the Program Report. (b) If course grades are used as an assessment for a graduate level program that relies on coursework that may have been taken at another institution, the assessment must include the advising sheet that is used by the program to determine the sufficiency of courses taken by a candidate at another institution. The advising sheet must include specific information on required coursework and remediation required for deficiencies in the content acquirement of admitted candidates. 4. The grade evidence must be accompanied by the institutions grade policy or definitions of grades. 5. Grade data must be disaggregated by program level (e.g. baccalaureate and post baccalaureate) and licensure category (e.g. deaf or hard of hearing, content area (for secondary or early childhood specializations). SECTION IIIRELATIONSHIP OF ASSESSMENT TO STANDARDS Is this redundant or unnecessary if CEC requires that ALL initial licensure standards be assessed at least twice in the program? Do we list both initial and specialty standards, or does the previous chart (p. 6, Standard 1) replace this? For each CED standard on the chart below, identify the assessment(s) in Section II that address the standard. One assessment may apply to multiple CED standards. CEC/CED STANDARDAPPLICABLE ASSESSMENTS FROM SECTION IIFIELD EXPERIENCES AND CLINICAL PRACTICE STANDARDEducation of the Deaf or hard of hearing candidates progress through a series of developmentally sequenced field experiences for the full range of ages, types and levels of abilities, and collaborative opportunities that are appropriate to the license or roles for which they are preparing. These field and clinical experiences are supervised by qualified professionals.Information should be provided in Section I (Context) to address this standard.CEC INITIAL STANDARDS (update & include specialty standards?)Learner Development and Individual Learning Differences. Educators of the deaf or hard of hearing understand how hearing loss may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for deaf or hard of hearing students. (1.1) Beginning educators of the deaf or hard of hearing understand how language, culture, and family background influence the learning of individuals with hearing loss as well as other exceptionalities. (1.2) Beginning educators of the deaf or hard of hearing use understanding of development and individual differences to respond to the needs of individuals with exceptionalities. CED Specific Knowledge/Skills: Includes understanding cognitive and language development of individuals who are deaf or hard of hearing; effects of the interrelationships among onset of hearing loss, age of identification, and provision of services on the development of individuals who are d/hh; influence of experience and educational placement on all developmental domains; influence of cultural identity and language on all developmental domains; components of linguistic and non-linguistic communication; importance of early intervention to language development; effects of sensory input on the development of language and learning; spoken and visual communication modes; and current theories of the development of spoken language and signed languages.%#1 %#2 %#3 %#4 %#5 %#6 %#7 %#8Learning Environments Beginning educators of the deaf or hard of hearing create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well-being, positive social interactions, and self-determination. (2.1) Beginning educators of the deaf or hard of hearing through collaboration with general educators and other colleagues create safe, inclusive, culturally responsive learning environments to engage individuals with exceptionalities in meaningful learning activities and social interactions. (2.2) Beginning educators of the deaf or hard of hearing use motivational and instructional interventions to teach individuals with exceptionalities how to adapt to different environments. (2.3) Beginning educators of the deaf or hard of hearing know how to intervene safely and appropriately with individuals with exceptionalities in crisis. CED Specific Knowledge/Skills: Includes influence of family communication and culture on all developmental domains; importance of providing ongoing opportunities for interactions between individuals who are deaf or hard of hearing with peers and role models who are d/hh; importance of access to incidental language experiences; preparing individuals who are d/hh to use interpreters; managing assistive technology for individuals who are d/hh; and designing classroom environments that maximize opportunities for visual and/or auditory learning and meet developmental and learning needs. %#1 %#2 %#3 %#4 %#5 %#6 %#7 %#83.Curricular Content Knowledge Beginning educators of the deaf or hard of hearing use knowledge of general (15) and specialized (16) curricula to individualize learning for individuals with exceptionalities. (3.1) Beginning educators of the deaf or hard of hearing understand the central concepts, structures of the discipline, and tools of inquiry of the content areas they teach , and can organize this knowledge, integrate cross-disciplinary skills, and develop meaningful learning progressions for individuals with exceptionalities (3.2) Beginning educators of the deaf or hard of hearing understand and use general and specialized content knowledge for teaching across curricular content areas to individualize learning for individuals with exceptionalities (3.3) Beginning educators of the deaf or hard of hearing modify general and specialized curricula to make them accessible to individuals with exceptionalities. CED Specific Knowledge/Skills: Includes planning and implementing transitions across service continuums and integrating language instruction into academic areas%#1 %#2 %#3 %#4 %#5 %#6 %#7 %#84. Assessment. Beginning educators of the deaf or hard of hearing use multiple methods of assessment and data-sources in making educational decisions. (4.1) Beginning educators of the deaf or hard of hearing select and use technically sound formal and informal assessments that minimize bias (4.2) Beginning educators of the deaf or hard of hearing use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities (4.3) Beginning educators of the deaf or hard of hearing in collaboration with colleagues and families use multiple types of assessment information in making decisions about individuals with exceptionalities (4.4) Beginning educators of the deaf or hard of hearing engage individuals with exceptionalities to work toward quality learning and performance and provide feedback to guide them. CED Specific Knowledge/Skills: Includes understanding and use of specialized terminology used in assessing individuals who are deaf or hard of hearing; administering assessment tools using the individuals preferred mode and language of communication; developing specialized assessment procedures that allow for alternative forms of expression; and collecting and analyzing spoken, signed, or written communication samples. %#1 %#2 %#3 %#4 %#5 %#6 %#7 %#85. Instructional Planning and Strategies Beginning educators of the deaf or hard of hearing select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities. (5.1) Beginning educators of the deaf or hard of hearing consider an individuals abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individual with exceptionalities. (5.2) Beginning educators of the deaf or hard of hearing use technologies to support instructional assessment, planning, and delivery for individuals with exceptionalities. (5.3) Beginning educators of the deaf or hard of hearing are familiar with augmentative and alternative communication systems and a variety of assistive technologies to support the communication and learning of individuals with exceptionalities. (5.4) Beginning educators of the deaf or hard of hearing use strategies to enhance language development and communication skills of individuals with exceptionalities (5.5) Beginning educators of the deaf or hard of hearing develop and implement a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teams (5.6) Beginning educators of the deaf or hard of hearing teach to mastery and promote generalization of learning. (5.7) Beginning educators of the deaf or hard of hearing teach cross-disciplinary knowledge and skills such as critical thinking and problem solving to individuals with exceptionalities. CED Specific Knowledge/Skills: Includes understanding the use of visual tools and organizers that support content mastery and retention by individuals who are deaf or hard of hearing; applying strategies to facilitate cognitive and communicative development; implementing strategies for stimulating the use of residual hearing; facilitating independent communication in all contexts; implementing strategies for developing spoken language in orally communicating individuals and sign language proficiencies in signing individuals; using specialized technologies, resources, and instructional strategies unique to d/hh individuals; developing successful inclusion experiences; developing proficiency in the languages used to teach individuals who are d/hh; providing activities to promote print literacy and content area reading and writing through instruction via spoken language and/or signed language indigenous to the Deaf community; applying first and second language learning strategies to instruction; and providing balance among explicit instruction, guided instruction, peer learning and reflection. %#1 %#2 %#3 %#4 %#5 %#6 %#7 %#86. Professional Learning and Ethical Practice Beginning educators of the deaf or hard of hearing use foundational knowledge of the field and the their Professional Ethical Principles and Practice Standards to inform special education practice, to engage in lifelong learning, and to advance the profession. (6.1) Beginning educators of the deaf or hard of hearing use professional Ethical Principles and Professional Practice Standards to guide their practice (6.2) Beginning educators of the deaf or hard of hearing understand how foundational knowledge and current issue influence professional practice (6.3) Beginning educators of the deaf or hard of hearing understand that diversity is a part of families, cultures, and schools, and that complex human issues can interact with the delivery of special education services (6.4) Beginning educators of the deaf or hard of hearing understand the significance of lifelong learning and participate in professional activities and learning communities. (6.5) Beginning educators of the deaf or hard of hearing advance the profession by engaging in activities such as advocacy and mentoring (6.6) Beginning educators of the deaf or hard of hearing provide guidance and direction to paraeducators, tutors, and volunteers. CED Specific Knowledge/Skills: Includes a knowledge of model programs for individuals who are deaf or hard of hearing; roles and understanding of teachers and support personnel in educational practice for individuals who are deaf or hard of hearing; professional resources relevant to the field of education of the deaf or hard of hearing; knowledge of professional organizations in the field of deaf education; incidence and prevalence figures for individuals who are deaf or hard of hearing; sociocultural, historical, and political forces unique to deaf education; etiologies of hearing loss that can result in additional learning challenges; the ability to communicate proficiently in spoken language or the sign language indigenous to the Deaf community; the ability to increase proficiency and sustain a life-long commitment to maintaining instructional language competence; and develop and enrich cultural competence relative to the Deaf community. %#1 %#2 %#3 %#4 %#5 %#6 %#7 %#87. Collaboration Beginning educators of the deaf or hard of hearing collaborate with families, other educators, related service providers, individuals with exceptionalities, and personnel from community agencies in culturally responsive ways to address the needs of individuals with exceptionalities across a range of learning experiences. (7.1) Beginning educators of the deaf or hard of hearing use the theory and elements of effective collaboration (7.2) Beginning educators of the deaf or hard of hearing serve as a collaborative resource to colleagues (7.3) Beginning educators of the deaf or hard of hearing use collaboration to promote the well-being of individuals with exceptionalities across a wide range of settings and collaborators CED Specific Knowledge/Skills: Includes a knowledge of services, organizations, and networks that support individuals who are deaf or hard of hearing; and the skill to provide families with support to make informed choices regarding communication modes, philosophies, and educational options.  %#1 %#2 %#3 %#4 %#5 %#6 %#7 %#8 SECTION IV EVIDENCE FOR MEETING STANDARDS DIRECTIONS: The 6-8 key assessments listed in Section II must be documented and discussed in Section IV. The assessments must be those that all candidates in the program are required to complete and should be used by the program to determine candidate proficiencies as expected in the program standards. In the description of each assessment below, CED has identified potential assessments that would be appropriate. For each assessment, the evidence for meeting standards should include the following information: 1. A brief description of the assessment and its use in the program (A few sentences may be sufficient); 2. A description of how this assessment specifically aligns with the standards it is cited for in Section III. (Can be done as a chart) 3. A brief report of data and analysis of the data findings; 4. An interpretation of how that data provides evidence for meeting standards; and 5. Attachment of assessment documentation, including: (a) the assessment tool or description of the assignment; (b) the scoring guide for the assessment; and (c) candidate data derived from the assessment. The narrative section for each assessment (1-4 above) is limited to three text pages. It is preferred that each attachment for a specific assessment (5a-c above) be limited to the equivalent of five text pages, however in some cases assessment instruments or scoring guides may go beyond 5 pages. #1 (Required)-CONTENT KNOWLEDGE: Data from licensure tests or professional examinations of content knowledge. CED standards addressed in this entry could include all of the standards. If your state does not require licensure tests or professional examinations in the content area, data from another assessment must be presented to document candidate attainment of content knowledge. Provide assessment information (items 1-5) as outlined in the directions for Section IV Provide assessment information (items 1-5) as outlined in the directions for Section IV #2 (Required)-CONTENT KNOWLEDGE: Assessment of content knowledge in deaf education. CEC/CED standards that could be assessed here include Standards 2, 3, 5 or 7. Examples of assessments include comprehensive examinations; written interpersonal/presentational tasks; capstone projects or research reports addressing cross-disciplinary content; philosophy of teaching statement that addresses the role of culture, literature, and cross-disciplinary content; and other portfolio tasks. Provide assessment information (items 1-5) as outlined in the directions for Section IV #3 (Required)-PEDAGOGICAL and PROFESSIONAL KNOWLEDGE, SKILLS, and DISPOSITIONS: Assessment that demonstrates candidates can effectively plan classroom-based instruction (e.g., unit plan) or activities for other roles as Educators of the deaf or hard of hearing. CED_CED standards that could be addressed in this assessment include but are not limited to 2, 5, 6, or 7. Examples of assessments include the evaluation of candidates abilities to develop lesson or unit plans. An example would be a differentiated unit of instruction. Provide assessment information as outlined in the directions for Sections III and IV. #4 (Required) - PEDAGOGICAL AND PROFESSIONAL KNOWLEDGE, SKILLS, AND DISPOSITIONS: Assessment that demonstrates candidates' knowledge, skills, and dispositions are applied effectively in practicestudent teaching or internship. CEC_CED standards that could be addressed in this assessment include but are not limited to 1, 2, 3, 4, 5, or 7. The assessment instrument used in student teaching and the internship or other clinical experiences to evaluate candidate performance should be submitted. Provide assessment information (items 1-5) as outlined in the directions for Section IV #5 (Required)-EFFECTS ON STUDENT LEARNING: Assessment that demonstrates candidate effects on student learning. CED standards that could be addressed in this assessment include but are not limited to 1, 2, 3, 4, 5, 6, or 7. Examples of assessments include those based on analysis of student work samples, portfolio tasks, case studies, follow-up studies, and teacher work samples or unit work samples. This assessment MUST demonstrate that candidates have a measurable effect on student learning. Provide assessment information (items 1-5) as outlined in the directions for Section IV #6 (Required): Additional assessment that addresses CED standards. Examples of assessments include evaluations graduates performance (teaching effectiveness data or internship data for recent graduate, alumni surveys regarding program effectiveness and quality, etc. Provide assessment information (items 1-5) as outlined in the directions for Section IV #7 (Optional): Additional assessment that addresses CED standards. Examples of assessments include evaluations of field experiences, case studies, portfolio tasks, projects that tap knowledge and skills unique to deafness including communication competence, knowledge of assessment strategies unique to deaf or hard of hearing students; knowledge of due process; etc. Provide assessment information (items 1-5) as outlined in the directions for Section IV #8 (Optional): Additional assessment that addresses CED standards. 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This description should not link improvements to individual assessments but, rather, it should summarize principal findings from the evidence, the facultys interpretation of those findings, and changes made in (or planned for) the program as a result. Describe the steps program faculty has taken to use information from all assessments for improvement of both candidate performance and the program including long term planning for the program. This information should be organized around (1) content knowledge, (2) professional and pedagogical knowledge, skill, and dispositions, and (3) impact on student learning. (response limited to 3 pages) SECTION VIFor Revised Reports Only Describe what changes or additions have been made in the report to address the standards that were not met in the original submission. List the sections of the report you are resubmitting and the changes that have been made.  Identify assessment by title used in the program; refer to Section IV for further information on appropriate assessment to include.  Identify the type of assessment (e.g., essay, case study, project, comprehensive exam, reflection, state licensure test, portfolio).  Indicate the point in the program when the assessment is administered (e.g., admission to the program, admission to student teaching/internship, required courses [specify course title and numbers], or completion of the program).  All three components of the assessment as identified in 5a-c must be attached, with the following exceptions: (a) the assessment tool and scoring guide are not required for reporting state licensure data, and (b) for some assessments, data may not yet be available.  A portfolio is a collection of candidate work. The information to be reported here requires an assessment of candidates content knowledge as revealed in the work product contained in a portfolio. If the portfolio contains pieces that are interdependent and the portfolio is evaluated by faculty as one assessment using a scoring guide, then the portfolio could be counted as one assessment. Often the assessment addresses an independent product within the portfolio rather than the complete portfolio. In the latter case, the assessment and scoring guide for the independent product should be presented.     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