Section 6. EPPs Continuous Improvement & Progress on (advanced level) Phase-in Plans and (initial-licensure level) Transition Plans

2024 Annual Accred : Annual Accredit : Section 6. EPPs Continuous Improvement & Progress on (advanced level) P

6.1. Summarize any data-driven EPP-wide or programmatic modifications, innovations, or changes planned, worked on, or completed in the last academic year.

This is an opportunity to share targeted continuous improvement efforts your EPP is proud of. Focus on one to two major efforts the EPP made and the relationship among data examined, changes, progress with any Transition Plans (initial-licensure level) and/or Phase-in Plans (advanced level), and studying the results of those changes.

Due to low percentages of students passing the Praxis I, and PLT the past few years, the EPP implemented Praxis review opportunities coordinated by the KEA-SP President and executive committee, of which continues to take place in reserved areas within the schools library. In addition, the library continues to order Praxis testing resources to further prepare students to pass the exams. To further assist the students the EPP allocated an online Praxis study program that enables students to receive more in-depth practice opportunities. The consistent servicing of students through the KEA-SP and library study opportunities, the EPP has seen an increase in students taking and passing the exams. The EPP continues to provide students, Praxis Core, Praxis Content and PLT practice opportunities of which occurs in our foundational courses and educator workshops. The foundational courses are taken by students before they are admitted into the EPP by the TEC (Teacher Education Committee). Each course reviews and covers specific content from the

Praxis I and PLT. To further prepare our students the EPP has created two clinical courses that are to be taken by students before they enter student teaching. These courses allow students to receive vast opportunities to learn and develop as educators through the engaging of real students in their learning environments before student teaching, thus creating a smooth transition once the students are in student teaching. The courses provide students the opportunity to develop immediate knowledge on how to effectively respond on open response questions for success and passing purposes.

After examining undergraduate student praxis data, the initial implementation of the practice opportunities displayed a steady increase in student performance over the course of two semesters. The graduate students continue to consistently perform well on the Praxis II exam, at a passing rate above 90%. On the first attempt, the EPP continues to use online resources to assist students during the preparation phase. The resources are located on the EPP's website, and mentioned/discussed during monthly All Majors Meetings (Student meeting). In addition, the EPP continues to use the model classroom that mirrors current K-12 classrooms, of which includes the latest learning technology to give students a head start on becoming knowledgeable and efficient.

2024 Annual Accreditation Re : Annual Accreditation Re : Section 7: Feedback for CAEP & Report Preparer's Auth

7.1. [OPTIONAL] Does the EPP have any questions about CAEP Standards, CAEP sufficiency criteria, or the CAEP accreditation process generally?