biennial report

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Ensuring Educator Excellence

Biennial ReportBiennial Report

CCAC ConferenceCCAC Conference20112011

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3 Major Activities of the system and 3 Major Activities of the system and their different rolestheir different roles

Program Assessment – – Is the program in alignment with the standards?

Biennial Reports – – Is the program effective in developing qualified educators and does the program use data to drive its program improvement efforts?

Site Visit – –Are the Common Standards and Program Standards are implemented in an integrated, effective manner?

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7 Year Accreditation Cycle7 Year Accreditation CycleYear 3, Collect DataAnalyze Data to report in Year 4

Year 4,Collect Data

Program Assessment

Year 5, Collect DataAnalyze Data to report in Year 6, Prepare for Site Visit

Year 6,Collect Data

Site Visit

Year 7, Collect DataFollow-Up

Year 1, Collect Data

Analyze Data to report in Year 2

Year 2, Collect Data

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Accreditation SystemAccreditation System

Site Visit

Are Common Standards and Program Standards implemented in an integrated, effective Manner?

Biennial Reports

Are programs effective in preparing competent educators?

Program Assessment

Are programs aligned with standards?

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Uses for Biennial ReportsUses for Biennial Reports

Key piece of evidence that an institution is Key piece of evidence that an institution is responsive to Common Standards 2 and 9. responsive to Common Standards 2 and 9.

Used by review teams during Program Used by review teams during Program Assessment and Site Visits Assessment and Site Visits

Together, Biennial Reports, Program Together, Biennial Reports, Program Assessment and Site Visits, give a more Assessment and Site Visits, give a more comprehensive picture of a program comprehensive picture of a program sponsor over time than the former system sponsor over time than the former system diddid

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2011 – Where are we?2011 – Where are we?

Just completed first three years of full Just completed first three years of full implementation of biennial reports in the implementation of biennial reports in the accreditation systemaccreditation system

All 7 IHE cohorts will have submitted at All 7 IHE cohorts will have submitted at least 1 biennial report least 1 biennial report

Yellow BTSA Induction will submit in fall for Yellow BTSA Induction will submit in fall for first timefirst time

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2011-What’s New?2011-What’s New?

Site visits that took place in 2009, 2010 Site visits that took place in 2009, 2010 and spring of 2011 included biennial and spring of 2011 included biennial reports as part of their evidencereports as part of their evidence

Beginning this Beginning this past fall (2011past fall (2011), all MS and ), all MS and SS programs must include information SS programs must include information about how they are implementing the TPA about how they are implementing the TPA model they have chosen to use.model they have chosen to use.

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Data about TPA ImplementationData about TPA Implementation MS/SS programs should provide MS/SS programs should provide

information about the following:information about the following:– The total number of assessors the program The total number of assessors the program

uses uses andand the number of assessors who scored the number of assessors who scored in the 2010-11 year.in the 2010-11 year.

– The number of assessors who successfully The number of assessors who successfully completed initial training in 2010-11 completed initial training in 2010-11 andand the the number who recalibrated in 2010-11.number who recalibrated in 2010-11.

– Reliability of double scoring (% of agreement)Reliability of double scoring (% of agreement)

– Any modifications made to assessor selection, Any modifications made to assessor selection, training, or recalibration.training, or recalibration.

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For which programs is a For which programs is a biennial report submitted?biennial report submitted?

All approved programs:All approved programs:

– Currently approvedCurrently approved

– Those in transition to new standards (may use Those in transition to new standards (may use different assessments to reflect changes in different assessments to reflect changes in program)program)

– Those formally deemed (by CTC) as inactive Those formally deemed (by CTC) as inactive (modified manner)(modified manner)

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Structure of the Biennial ReportStructure of the Biennial Report There are two sections in the Biennial There are two sections in the Biennial

ReportReport

– The first section (A) focuses on each The first section (A) focuses on each educator preparation programs at the educator preparation programs at the institutioninstitution

– EACH PROGRAMEACH PROGRAM must develop its must develop its report by summarizing updates to the report by summarizing updates to the program, providing counts of candidates program, providing counts of candidates and completers and presenting data it and completers and presenting data it has collected and analyzedhas collected and analyzed

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Structure of the Biennial ReportStructure of the Biennial Report

The second section (B) is completed by The second section (B) is completed by the administrator responsible for all of the administrator responsible for all of the programs at the institution the programs at the institution

includes an action plan for addressing includes an action plan for addressing areas of concern. areas of concern.

ONE SECTION B FOR THE ENTIRE ONE SECTION B FOR THE ENTIRE INSTITUTIONINSTITUTION

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Biennial ReportBiennial Report

Section B reflects the leadership’s summary of all Section B reflects the leadership’s summary of all Section A reports. The summary will include:Section A reports. The summary will include:Trends observed across programs, if Trends observed across programs, if

any,any,Areas of strength across programs, if Areas of strength across programs, if

any,any,Areas needing improvement across Areas needing improvement across

programs, if any, andprograms, if any, andNext steps or a plan of action across Next steps or a plan of action across

programs programs

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Biennial Report, Section ABiennial Report, Section A

Purpose: Snapshot of each programPurpose: Snapshot of each program

Part I.Part I. Contextual information and Contextual information and program changesprogram changes

Part II.Part II. Descriptions of Candidate Descriptions of Candidate Assessments and Program Assessments and Program Evaluation Methods, Summaries Evaluation Methods, Summaries of Dataof Data

Part III. Analyses of dataPart III. Analyses of data

Part IV. Proposed Program Changes, Part IV. Proposed Program Changes, linked to the data analysislinked to the data analysis

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Section A, Part ISection A, Part IProgram Specific InformationProgram Specific Information

Part I. Contextual InformationPart I. Contextual InformationGeneral information about General information about

–where the program is locatedwhere the program is located

– attributes of the community it serves attributes of the community it serves (e.g., high poverty, non-English speakers) (e.g., high poverty, non-English speakers)

– its mission and goalsits mission and goals

– how long its been operatinghow long its been operating..

1 page1 page

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Section A, Part ISection A, Part I

Additional information includesAdditional information includes– how the program is structured (e.g., how the program is structured (e.g.,

when it starts and ends, cohort vs. when it starts and ends, cohort vs. continuous start, traditional vs. intern or continuous start, traditional vs. intern or both, BCLAD)both, BCLAD)

– what candidates experience during the what candidates experience during the programprogram

– how many candidates and completers it how many candidates and completers it has had for the most recent two yearshas had for the most recent two years..

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Section A, Part I. ContextSection A, Part I. ContextPrograms are encouraged to use tables to report information. Programs are encouraged to use tables to report information.

Numbers of candidates and

completers

MS ProgramMS Program

CandidatesCandidates

(10-11)(10-11)

MS ProgramMS Program

CompletersCompleters

(09-10)(09-10)

Main CampusMain Campus

Traditional Traditional

Main CampusMain Campus

InternsInterns

SatelliteSatellite

Traditional Traditional

SatelliteSatellite

Interns Interns

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Section A, Part II. – Candidate Section A, Part II. – Candidate Assessment and Program Effectiveness Assessment and Program Effectiveness

DataData Program Program

demonstrates how it demonstrates how it uses data on an on-uses data on an on-going basis to ensure going basis to ensure that candidates have that candidates have the knowledge and the knowledge and can use the can use the competencies competencies described in the described in the standards.standards.

Instrument Description When Used

PACT **** ****

Observation during fieldwork

**** ****

Graduate Survey

**** ****

Employer Survey

**** ****

≤ ≤ 10 pages10 pages

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Section A, Part II. – Candidate Section A, Part II. – Candidate Assessment and Program Effectiveness Assessment and Program Effectiveness

DataData

Example of BTSA Example of BTSA Induction Induction assessment dataassessment data

Instrument Description When Used

State survey **** ****

Analysis of IIP foci

**** ****

Portfolio review results

**** ****

Graduate Survey

**** ****

≤ ≤ 10 pages10 pages

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Part II. – Candidate Assessment and Part II. – Candidate Assessment and Program Effectiveness DataProgram Effectiveness Data

The program must describe the assessment and The program must describe the assessment and evaluation procedures or instruments it uses to: evaluation procedures or instruments it uses to: – Measure candidates’ competencies and,Measure candidates’ competencies and,– Ensure that the program is effectively meeting its Ensure that the program is effectively meeting its

candidates’ academic and professional growth needscandidates’ academic and professional growth needs Institutions are encouraged to utilize tables or Institutions are encouraged to utilize tables or

bulleted lists rather than narrativesbulleted lists rather than narratives

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Part II. ReportingPart II. Reporting

Identify the data being Identify the data being collected (e.g., CalTPA, collected (e.g., CalTPA, PACT, field supervisor PACT, field supervisor observation, employer observation, employer survey data)survey data)

Describe the Describe the instrument(s) used to instrument(s) used to gather data (survey, gather data (survey, observation protocol)observation protocol)

Describe how data is Describe how data is collectedcollected

Education Administration, Prelim.

Instrument DescriptionHow

collected

Portfolioportfolio of all

fieldwork experiences

Candidate develops,

faculty reviews

Fieldwork activity log

Reflections from 5

fieldwork classes

Candidate develops,

faculty reviews with 4-point

rubric

State survey

Common multi-choice survey

taken Feb-March

Collected online through

program’s entry to CTC site

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Part II. Provide Aggregated DataPart II. Provide Aggregated Data

Report data from 4-6 key assessments Report data from 4-6 key assessments and/or program evaluationsand/or program evaluations

Data must reflect the last two academic Data must reflect the last two academic yearsyears– For those submitting in fall 2011 – that For those submitting in fall 2011 – that

would be 09-10 and 10-11would be 09-10 and 10-11– For those submitting in fall 2012 – that For those submitting in fall 2012 – that

would be 10-11 and 11-12would be 10-11 and 11-12

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Part II. Provide Aggregated DataPart II. Provide Aggregated Data

In choosing which data to use, In choosing which data to use, remember the purpose of biennial remember the purpose of biennial reports….reports….

How do you know how well your How do you know how well your candidates are doing on competencies candidates are doing on competencies required in the standards and how do required in the standards and how do you know how effective your program you know how effective your program is in delivering content and preparing is in delivering content and preparing educators?educators?

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Part II. Provide Part II. Provide Aggregated DataAggregated Data

What part of the aggregated data needs What part of the aggregated data needs to be disaggregated?to be disaggregated?

By delivery model By delivery model (traditional, intern, (traditional, intern, blended)blended)

By site By site (program offered at two or (program offered at two or more sites)more sites)

Need to be able to see if there are Need to be able to see if there are discrepancies in the data.discrepancies in the data.

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Part II. Examples of Candidate Part II. Examples of Candidate Assessment InstrumentsAssessment Instruments

Methods for assessing whether candidates Methods for assessing whether candidates know and can use competencies identified know and can use competencies identified in the standards:in the standards:– TPA for MS/SS programs (required TPA for MS/SS programs (required

reporting)reporting)– Key assignments in courseworkKey assignments in coursework– Observations during fieldwork, practicum, Observations during fieldwork, practicum,

or clinical practiceor clinical practice– Demonstrations at end of programDemonstrations at end of program– PortfoliosPortfolios– State survey data for Intern and InductionState survey data for Intern and Induction

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Part II. Examples of Program Part II. Examples of Program Evaluation DataEvaluation Data

Methods for evaluating a program’s Methods for evaluating a program’s effectiveness in preparing educators with effectiveness in preparing educators with competencies required by standards:competencies required by standards:– Completer/graduate surveys (tied to the Completer/graduate surveys (tied to the

standards)standards)– Employer surveys or interviewsEmployer surveys or interviews– Surveys of district-employed field Surveys of district-employed field

supervisorssupervisors– Advisory board surveys or community focus Advisory board surveys or community focus

groupsgroups

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Part II. Reporting DataPart II. Reporting Data Tables or charts can report complex data simply, Tables or charts can report complex data simply,

clearly, and accurately.clearly, and accurately.

CalTPA Passage* Rates for Multiple Subject and Single CalTPA Passage* Rates for Multiple Subject and Single Subject Candidates (combined), 2009-10 and 2010-11Subject Candidates (combined), 2009-10 and 2010-11

TPA TPA TaskTask

2009-102009-10 2010-112010-11 ChangeChange

NNInitial Initial

%%Final Final

%%NN

Initial Initial %%

Final Final %%

% Passage% Passage

11 4949 9595 9999 3939 9797 100100 +1+1

22 7878 87.287.2 9393 4545 9090 9696 +3+3

33 3737 8888 91.991.9 5555 8989 9494 +2.1+2.1

44 3030 86.786.7 94.594.5 2626 9292 9898 +3.5+3.5

* Tasks were scored on a four-point scale. Passage on a task required a score of at least 3 points.

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Part II. Reporting Data, Cont.Part II. Reporting Data, Cont. Tables or charts can report complex data simply, Tables or charts can report complex data simply,

clearly, and accurately.clearly, and accurately.

* Tasks were scored on a four-point scale. Passage on a task required a score of at least 3 points.

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Not all Data are Equal!Not all Data are Equal!

There are data, good data, and There are data, good data, and better data for the purposes of better data for the purposes of program improvementprogram improvement

Data quality can be determined Data quality can be determined by the amount of information it by the amount of information it provides the programprovides the program

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Examples of DataExamples of Data

Data: Data:

100% candidates successfully complete EDU 235 100% candidates successfully complete EDU 235 or or

Average grade for all candidates who took EDU Average grade for all candidates who took EDU 235 in Fall of 08 is 3.45235 in Fall of 08 is 3.45

What do these examples tell you about What do these examples tell you about program quality or effectiveness? program quality or effectiveness?

Does either example guide program Does either example guide program improvement?improvement?

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Examples of Better DataExamples of Better Data What are the competencies covered by What are the competencies covered by

EDU 235? EDU 235?

Can you describe these competencies as Can you describe these competencies as they relate to standards? they relate to standards?

TPE, CSTP, NASP?TPE, CSTP, NASP?

What key assignments, projects, fieldwork What key assignments, projects, fieldwork components, etc. are required?components, etc. are required?

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Examples of Better DataExamples of Better Data

Examples of possible data:Examples of possible data:

– Scores on assignments that were scored Scores on assignments that were scored with a rubric used by all instructors with a rubric used by all instructors

– Competencies need to be tied to explicit Competencies need to be tied to explicit standardsstandards

– Observations can be scored with a Observations can be scored with a rubric tied to competenciesrubric tied to competencies

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Another Example of Good DataAnother Example of Good Data

Range 1-4Range 1-4 11 22 33 44 MeanMean

TPE 1: Subject Specific PedagogyTPE 1: Subject Specific Pedagogy nn nn nn nn

TPE 2: Monitoring Student TPE 2: Monitoring Student Learning During instructionLearning During instruction

TPE 3: Interpretation/Use of TPE 3: Interpretation/Use of AssessmentsAssessments

TPE 4: Making content accessibleTPE 4: Making content accessible

TPE 5: Student EngagementTPE 5: Student Engagement

TPE 6: Developmentally-TPE 6: Developmentally-appropriate practicesappropriate practices

Student Teaching Final Evaluation (Exit Clinical Practice)Student Teaching Final Evaluation (Exit Clinical Practice)Completed by Master Teacher and University SupervisorCompleted by Master Teacher and University Supervisor

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Best DataBest Data Data from TPE observations during ED 235 Data from TPE observations during ED 235

(scored with a 4 pt. rubric) is compared to (scored with a 4 pt. rubric) is compared to post program information such as the post program information such as the following:following:

Employer Survey data verifies that first Employer Survey data verifies that first year teachers from the X program year teachers from the X program demonstrate the TPE competencies in demonstrate the TPE competencies in their classrooms.their classrooms.

What can these data sources tell you What can these data sources tell you about program effectiveness?about program effectiveness?

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Lessons Learned - DataLessons Learned - DataBest Biennial Reports Best Biennial Reports 1.1. Include data at a level that can be tied to Include data at a level that can be tied to

candidate competencies outlined in the candidate competencies outlined in the standardsstandards

2.2. Include BOTH candidate assessments Include BOTH candidate assessments and program/post-program feedback and program/post-program feedback information (employer surveys, information (employer surveys, completer surveys)completer surveys)

3.3. Present data in a way that allows the Present data in a way that allows the reader to compare candidate and reader to compare candidate and program performance relative to the program performance relative to the standards.standards.

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Section A, Part III. Analysis of DataSection A, Part III. Analysis of Data Program uses results of data analyses to Program uses results of data analyses to

identify:identify:

– How well candidates are performingHow well candidates are performing– Areas where candidates are not Areas where candidates are not

performing as expectedperforming as expected– How well completers are performingHow well completers are performing– Areas in which completers feel unpreparedAreas in which completers feel unprepared– How the program is perceived by How the program is perceived by

employersemployers– Identify strengths of program and areas Identify strengths of program and areas

for growthfor growth

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Analysis of DataAnalysis of Data

Programs may take the data as a whole Programs may take the data as a whole and reach some conclusions, or may and reach some conclusions, or may analyze each data source separately. If analyze each data source separately. If the latter, any areas of conflict in the data the latter, any areas of conflict in the data should be addressed.should be addressed.

Do not overlook areas where the data Do not overlook areas where the data indicate some improvements are indicate some improvements are necessary.necessary.

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Part IV. Use of Assessment Part IV. Use of Assessment Results for Program ImprovementResults for Program Improvement

Program describes how it will use the Program describes how it will use the results of the analyses of data to build results of the analyses of data to build on identified strengths and address on identified strengths and address areas in need of growth/improvement. areas in need of growth/improvement.

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Use of Assessments for Program Use of Assessments for Program ImprovementImprovement

What changes have or will be made to the What changes have or will be made to the program?program?

What data will the program continue to What data will the program continue to watch over time?watch over time?

Is there a need to improve the assessment Is there a need to improve the assessment tools themselves?tools themselves?

Make sure this section is linked to the data Make sure this section is linked to the data and analysisand analysis

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Program ImprovementsProgram ImprovementsChart or Table may be useful here too.Chart or Table may be useful here too.

Data SourceData Source Issue to be Issue to be addressedaddressed

Plan of ActionPlan of Action

TPA 3: AssessmentTPA 3: Assessment

Employer SurveyEmployer Survey

Ability of candidates Ability of candidates to use assessments to use assessments to differentiate to differentiate instructioninstruction

Faculty to discuss Faculty to discuss curriculum in ED 285curriculum in ED 285

Revisions included in Revisions included in Spring 2010 course Spring 2010 course offeringoffering

Candidate Portfolio Candidate Portfolio RubricRubric

Evaluation by Evaluation by Master TeachersMaster Teachers

Addressing the needs Addressing the needs of English Learnersof English Learners

Moving curriculum in Moving curriculum in course ED 265 to earlier in course ED 265 to earlier in the course sequencethe course sequence

Revision to be Revision to be implemented in Spring implemented in Spring 20102010

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Biennial Report, Section BBiennial Report, Section BInstitutional Summary/Action PlanInstitutional Summary/Action Plan

Purposes:Purposes:Ensure that the unit leadership is monitoring the Ensure that the unit leadership is monitoring the effectiveness of each of its programs.effectiveness of each of its programs.

Provide a snapshot of the Provide a snapshot of the institution’sinstitution’s processes processes for utilizing data to increase program for utilizing data to increase program effectiveness.effectiveness.

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Section BSection BInstitutional Summary/Action PlanInstitutional Summary/Action Plan

Unit leadership will review reports from Unit leadership will review reports from each program and identify:each program and identify:– Trends across programs, Trends across programs, – Strengths across programs, and Strengths across programs, and – Areas needing growth across programs.Areas needing growth across programs.

Unit describes a plan of action to Unit describes a plan of action to – improve the performance of programs improve the performance of programs

that are not being effective and that are not being effective and – ensure the quality of programs across ensure the quality of programs across

the unit.the unit.

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Section B - InstitutionSection B - Institution

Summary is submitted by unit leader:Summary is submitted by unit leader:

DeanDean

Director of EducationDirector of Education

SuperintendentSuperintendent

Head of the Governing Board of the Head of the Governing Board of the Program SponsorProgram Sponsor

1 Page1 Page

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Summary identifies:Summary identifies:

Trends observed across programs Trends observed across programs

Areas of strengthAreas of strength

Areas for improvement Areas for improvement

Next steps or a plan of actionNext steps or a plan of action

1 Page1 Page

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What if you only offer one program? What if you only offer one program? How then does Section B differ from How then does Section B differ from the Plan of Action in Section A?the Plan of Action in Section A?

Do you provide something different Do you provide something different from a multi program institution?from a multi program institution?

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Page ParametersPage Parameters

Section A for each program should Section A for each program should be approximately 10 pages.be approximately 10 pages.

Section B should be approximately 1-Section B should be approximately 1-2 pages.2 pages.

A BIENNIAL REPORT SHOULD BE A BIENNIAL REPORT SHOULD BE SHORT AND CONTAIN LIMITED SHORT AND CONTAIN LIMITED NARRATIVE. LET CHARTS AND NARRATIVE. LET CHARTS AND GRAPHS HELP TELL THE STORY.GRAPHS HELP TELL THE STORY.

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When are they due?When are they due?

Biennial Reports are due in the summer/fall Biennial Reports are due in the summer/fall following years 1, 3, and 5 of the cohort cyclefollowing years 1, 3, and 5 of the cohort cycle

Due to the Commission Due to the Commission – August 15, August 15, – September 15, orSeptember 15, or– October 15 October 15

They are due FOLLOWING the second They are due FOLLOWING the second academic year during which the data is academic year during which the data is collected.collected.

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How are they submitted?How are they submitted?

Electronically – via E-mail to Electronically – via E-mail to

[email protected]

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How are Biennial Reports How are Biennial Reports Reviewed?Reviewed?

Several levels of review:Several levels of review:1)1) Staff reviewStaff review2) 2) Program Assessment Program Assessment

ReviewersReviewers3)3) Site Visit TeamsSite Visit Teams

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Staff ReviewStaff Review CTC staff will review the reports and, if CTC staff will review the reports and, if

necessary, seek additional informationnecessary, seek additional information

Feedback will be provided to program Feedback will be provided to program sponsors in a timely mannersponsors in a timely manner

A summary of the information from the A summary of the information from the Biennial Reports will be shared in the Biennial Reports will be shared in the aggregate with the Committee on aggregate with the Committee on AccreditationAccreditation

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Staff Response FormStaff Response FormCredentialCredential

Certificate Certificate ProgramProgram

Candidate/ Candidate/ Program Program

Data Data SubmittedSubmitted

Components of the Components of the Biennial ReportsBiennial Reports

Comments/Comments/

Additional Additional information information

RequiredRequired

MSMS

MS InternMS InternData Data SubmittedSubmitted

TPA Scores TPA Scores Task 1-4Task 1-4

Student Student Teaching ETeaching E

Other Data Other Data ListedListed

•Changes since last BR/SVChanges since last BR/SV•Assessments tied to Assessments tied to competenciescompetencies•Aggregated dataAggregated data•Results of analyses are Results of analyses are discusseddiscussed•Program modifications are Program modifications are linked to analyseslinked to analyses•Program links modifications to Program links modifications to competencies in the standardscompetencies in the standards

Data, analysis, and Data, analysis, and program program modifications were modifications were present, clearly present, clearly presented, and well presented, and well linked. Data and linked. Data and analysis supported analysis supported program program modifications.modifications.

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Examples of Issues IdentifiedExamples of Issues Identified

No data is submittedNo data is submitted Only candidate assessment data is Only candidate assessment data is

presentedpresented Only post program or program Only post program or program

effectiveness data is presentedeffectiveness data is presented Data submitted not tied to Data submitted not tied to

standards/competenciesstandards/competencies Data submitted at a level that does not Data submitted at a level that does not

indicate program strengths/weaknessesindicate program strengths/weaknesses Data for less than 4-6 key assessmentsData for less than 4-6 key assessments

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Examples of Issues Examples of Issues – cont-– cont-

Individual candidate level dataIndividual candidate level data Data tables unclear or poorly presentedData tables unclear or poorly presented Does not contain two years of dataDoes not contain two years of data No TPA data includedNo TPA data included Data not disaggregated by delivery modelData not disaggregated by delivery model No analysis was providedNo analysis was provided Analysis was weakAnalysis was weak Analysis not tied to data providedAnalysis not tied to data provided

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Examples of Issues Examples of Issues – cont-– cont- Quality of data impacts quality of analysisQuality of data impacts quality of analysis Analysis fails to address obvious area of Analysis fails to address obvious area of

weaknessweakness No program modifications discussedNo program modifications discussed Program modifications not tied to data Program modifications not tied to data

submittedsubmitted No Section B – Institutional Summary is No Section B – Institutional Summary is

submittedsubmitted

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After the Staff ReviewAfter the Staff Review

In 4In 4thth Year of Cycle – Biennial Reports are Year of Cycle – Biennial Reports are provided to Program Assessment provided to Program Assessment reviewers (evidence of alignment with reviewers (evidence of alignment with candidate assessment/competency candidate assessment/competency standards)standards)

In 6In 6thth Year of Cycle – Biennial Reports are Year of Cycle – Biennial Reports are provided to Site Visit Team (evidence for provided to Site Visit Team (evidence for Common Standards 2 and 9)Common Standards 2 and 9)

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ResourcesResources The Biennial Report template and more can The Biennial Report template and more can be found under Biennial Report information at be found under Biennial Report information at http://www.ctc.ca.gov/educator-prep/program-accred-biennial-reports.html

Dedicated email: Dedicated email: [email protected]

Staff assigned to Biennial ReportsStaff assigned to Biennial Reports

--Gay Roby, --Gay Roby, [email protected]

–Cheryl Hickey, Cheryl Hickey, [email protected]

BTSA Webpage BTSA Webpage http://www.btsa.ca.gov/

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Thank you.Thank you.

Questions?Questions?

biennial report

Documents