the service of teaching and learning. provides opportunities for Achievement and Ability to Complete students to apply knowledge Preparation Successfully Employ valid assessments that are in various modalities across A.3.2 The provider sets admissions consistent with knowledge of child learning and development and technical standards of the curriculum. requirements for academic achievement, measurement. including CAEP minimum criteria, the Use assessment data appropriately and minimum criteria, or graduate school CSF 4. Creates a school state’s minimum criteria, whichever is highest, and within technical limitations to monitor student where faculty and staff gathers data to monitor candidates from progress and improve instruction. understand that every admission to completion. The provider student counts— determines additional criteria intended to 4a. working with staff to ensure that candidates have, or develop, identify needs of all abilities to complete the program successful students. and arranges appropriate support and 4b. collaborating with adults counseling for candidate whose progress from within the school and fails behind. community to provide The CAEP minimum criteria are a college mentors for all students. grade point average for 3.0 or a group 4c. engaging in activities average performance on national normed designed to increase assessments, or substantially equivalent parental involvement. state-normed of EPP administered 4d. engaging in assessments, or mathematical, reading, and parent/student/school writing achievement in the top 50 percent of collaborations that develop those assessed. An EPP may develop and long-term educational plans use a valid and reliable substantially for students. equivalent alternative assessment of academic achievement. The 50th percentile CSF 5. Uses data to initiate standard for writing will be implemented in and continue improvement 2021. in school and classroom EPPs must continuously monitor practices disaggregated evidence of academic quality 5a. analyzing data for each branch campus (if any), mode of (including standardized test delivery, and individual preparation scores, teacher assessments, programs, identifying difference, trends and psychological data, etc.) to patterns that should addressed. develop/refine instructional activities and set Selectivity during Preparation A.3.3 The instructional goals. provider creates criteria for program 5b. facilitating data progression and uses disaggregated data to disaggregation for use by monitor from faculty and other candidates’ advancement admissions through completion. stakeholders. Selection at Completion CSF 9. Understands
the service of teaching and learning. Employ valid assessments that are consistent with knowledge of child learning and development and technical standards of measurement. Use assessment data appropriately and within technical limitations to monitor student progress and improve instruction. provides opportunities for students to apply knowledge in various modalities across the curriculum. CSF 4. Creates a school where faculty and staff understand that every student counts— 4a. working with staff to identify needs of all students. 4b. collaborating with adults from within the school and community to provide mentors for all students. 4c. engaging in activities designed to increase parental involvement. 4d. engaging in parent/student/school collaborations that develop long-term educational plans for students. CSF 5. Uses data to initiate and continue improvement in school and classroom practices 5a. analyzing data (including standardized test scores, teacher assessments, psychological data, etc.) to develop/refine instructional activities and set instructional goals. 5b. facilitating data disaggregation for use by faculty and other stakeholders. CSF 9. Understands Achievement and Ability to Complete Preparation Successfully A.3.2 The provider sets admissions requirements for academic achievement, including CAEP minimum criteria, the state’s minimum criteria, or graduate school minimum criteria, whichever is highest, and gathers data to monitor candidates from admission to completion. The provider determines additional criteria intended to ensure that candidates have, or develop, abilities to complete the program successful and arranges appropriate support and counseling for candidate whose progress fails behind. The CAEP minimum criteria are a college grade point average for 3.0 or a group average performance on national normed assessments, or substantially equivalent state-normed of EPP administered assessments, or mathematical, reading, and writing achievement in the top 50 percent of those assessed. An EPP may develop and use a valid and reliable substantially equivalent alternative assessment of academic achievement. The 50th percentile standard for writing will be implemented in 2021. EPPs must continuously monitor disaggregated evidence of academic quality for each branch campus (if any), mode of delivery, and individual preparation programs, identifying difference, trends and patterns that should addressed. Selectivity during Preparation A.3.3 The provider creates criteria for program progression and uses disaggregated data to monitor candidates’ advancement from admissions through completion. Selection at Completion