AAQEP Accreditation 2022

Standard 2 Aspect A

Standard 2a - Evidence shows that program completers understand and engage local school and cultural communities, and communicate and foster relationships with families/guardians/caregivers in a variety of communities.

The Bilingual Authorization Program (BAP) selected three different measures to examine how program completers understand and engage local school and cultural communities. The first measure comes from the BAP completer survey, which was administered for the first time in Spring 2021. The programmatic goal for completer responses for this survey was 80% agreement with each statement. Meeting this percentage indicates that the program is successfully meeting important pillars, yet still has room for improvement. The second measure comes from the BAP employer survey and the third comes from the BAP alumni (1+ years) survey. These latter two surveys were created by the program coordinator in Spring 2021 to align to state and AAQEP standards. Prior to this point, the BAP did not have an employer survey. Although the surveys were not administered to employers or alumni, data collection will begin during the 2021-2022 academic year, hence, there is no data to display for this report. The programmatic goal for both survey responses will be 80% agreement with each statement.

Data Sources & Analysis

Data Source 1

BAP Completer Survey

Description of Data Source:
The first measure for Standard 2A comes from the BAP completer survey completed by 21 graduates for the spring 2021 term. The purpose for this survey is to understand graduates' experiences in the BAP and Multiple Subject credential program as well as employment outcomes. Moving forward, data from this survey will be analyzed and discussed in the program advisory committee meetings with the purpose of making the necessary changes to improve the program and to better serve our students and the interests of stakeholders, such as district partners.

Only one (1) year of completer data is available because this is the first time a completer survey was created and disseminated among program graduates. Prior to the new coordinator’s leadership, the BAP was a very small program and no completer data was collected.

Perspective Captured from Data Source: Program Completer

Rationale for using Data Source:
The survey provides information about the program from the perspective of program completers who are now in the teaching profession.

Specific Elements of Data Source:
Survey Item 26:

The BAP courses helped me understand and engage local school and cultural communities, and communicate and foster relationships with families/guardians /caregivers in a variety of communities

Definition of Success for Each Element:
Completers are asked to rate the extent to which they agree with each statement on a 1 (strongly disagree) to 5 (strongly agree) point Likert scale, with the programmatic goal being a score of 4.

Displays of Analyzed Data:

Link to Full Dataset: BAP completer raw data

Interpretation of Data:
Responses indicate that 81% agreed or strongly agreed, 14.3% were neutral, and 4.8% disagreed with this statement. The 19% of completers who were neutral or disagreed with this statement indicates that the program courses need to strive to do more direct work with the families and communities they serve.

Recommendations and input will be requested by program stakeholders during advisory committee meetings. One idea from the program coordinator includes expanding the focal student assignment from the LEE 136: Teaching Content in Spanish course to include a parent/legal guardian where they can join the class to present and discuss their culture and language alongside their child. Such an activity will foster community building and rapport among BAP faculty, students, district partners, and families and children.

Data Source 2

Planned BAP Employer Survey

Description of Data Source:
The BAP Employer Survey was created by the program coordinator in Spring 2021 to align with CCTC and AAQEP standards. Prior to this point, the BAP program did not have an employer survey. Although the survey was not administered to employers of program completers, data collection will begin during the 2021-2022 academic year, hence, there is no data to display for this report.

The survey includes both demographic information about the school and item that invite responders to rate the extent to which they on a scale of 1 (strongly disagree) to 5 (strongly agree).

Perspective Captured from Data Source: Employer

Rationale for using Data Source:
As a program, we understand the need to learn the perspectives of employers of our completers about how well our program prepared them to be bilingual educators.

Specific Elements of Data Source:
Survey Item:

Our district bilingual/dual immersion teachers understand and engage local school and cultural communities, and communicate and foster relationships with families/guardians/caregivers in a variety of communities.

Definition of Success for Each Element:
The programmatic goal for survey responses will be 80% agreement with each statement.

Plans for Collection & Analysis of Data:
Because this is a planned data source, there is no data to display. The survey will be reviewed and revised by the BAP advisory committee during the 2021-2022 academic year. Once completed, the survey will be disseminated among BAP district partners in the spring semester. Data will be used for continuous program improvement.

Data Source 3

Planned BAP Completer (1+ years) Survey

Description of Data Source:
The BAP Completer (1+ years) Survey was created by the program coordinator in Spring 2021 to align with CCTC and AAQEP standards. Prior to this point, the BAP program did not have a method of gathering information from our completers once they are in the field about how well the program prepared them. Although the survey was not administered to employers of program completers, data collection will begin during the 2021-2022 academic year, hence, there is no data to display for this report.

The survey will include both demographic information about the school and item that invite responders to rate the extent to which they on a scale of 1 (strongly disagree) to 5 (strongly agree).

Perspective Captured from Data Source: Completers

Rationale for using Data Source:
As a program, we understand the need to learn the perspectives of our completers about how well the program prepared them to be bilingual educators.

Specific Elements of Data Source:
Survey Item 9:

As a classroom teacher, I understand and engage local school and cultural communities, and communicate and foster relationships with families/guardians/caregivers in a variety of communities.

Definition of Success for Each Element:
The programmatic goal for survey responses will be 80% agreement with each statement.

Aspect B →