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doc14415 CAEP-Annual-Report-2023.pdf
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Page 1
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"text": "CAEP ID: 10174\nInstitution: Kentucky State University\nUnit: School of Education",
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"text": "After reviewing and/or updating the Educator Preparation Provider's (EPP's) profile in AIMS, check the box to indicate that the information in the system is up-to-date and accurate."
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"text": "1.1.1 I confirm that the EPP has listed and updated the contact information for the individual(s) designated as \"EPP Head.\"\n[The individual(s) identified as the EPP head should be authorized to receive time-sensitive CAEP-accreditation related communications.]\nAgree Disagree\n1.1.2 I confirm that the EPP has listed and updated the contact information for the individual(s) designated as \"CAEP Coordinator\".\n[The individual(s) identified as the CAEP Coordinator is primarily assigned the role in coordinating accreditation activities. This contact may be carbon copied on communications to the EPP head and should be authorized by the EPP to receive CAEP-accreditation related communications.]\nAgree Disagree\nO"
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"text": "[The individual(s) identified as the CAEP Coordinator is primarily assigned the role in coordinating accreditation activities. This contact may be carbon copied on communications to the EPP head and should be authorized by the EPP to receive CAEP-accreditation related communications.]\nAgree Disagree"
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"text": "1.1.3 I confirm that the EPP has provided updated contact information for two distinct people for these roles.\n[CAEP requires that EPPs provide information for at least two distinct contact persons to ensure that automatic communications sent from AIMS are received by the EPP in the event of personnel turnover.]\nAgree Disagree"
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"text": "[CAEP requires that EPPs provide information for at least two distinct contact persons to ensure that automatic communications sent from AIMS are received by the EPP in the event of personnel turnover.]\nAgree Disagree"
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"text": "1.2.1 Basic Information - I confirm that the EPP's basic information (including mailing address and EPP name) are up to date and accurately reflected in AIMS.\n[The individual(s) identified as the EPP head should have authority over the EPP. This contact may receive time-sensitive communications related to the accreditation of the EPP.]\nAgree Disagree\n1.2.2 EPP Characteristics and Affiliations - I confirm that the EPP characteristics and affiliations (including Carnegie classification, EPP type, religious affiliation, language of instruction, institutional accreditation, and branch campuses/sites) are up to date and accurately reflected in AIMS\n[The individual(s) identified as the CAEP Coordinator should have a role in coordinating accreditation activities. This contact may be carbon copied on communications to the EPP head.]\nAgree Disagree\nO"
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Page 2
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"text": "1.2.3 Program Options - I confirm that EPP's licensure area listings (including program title, licensure level, degree or certificate level, licensure(program) category, and program review option) are up to date and accurately reflected in AIMS under Program Options, for all licensure areas that fall within CAEP's scope of accreditation; (programs outside of CAEP's scope of accreditation should either be marked as non-CAEP review or archived, as applicable, in AIMS)."
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Page 3
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"text": "Section 2. EPP's Program Graduates [Academic Year 2021-2022]\n2.1 What is the total number of candidates who graduated from programs that prepared them to work in P-12 settings during Academic Year 2021-2022?",
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"text": "[p3.6.2]In Section 2 of the Annual Report, the EPP will provide the total number of graduates who finished the program and licensing requirements in the academic year specified.\n\n [p3.6.3]For a description of the scope for Initial and Advanced programs, see Policy II in the CAEP Accreditation Policies and Procedures",
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Page 4
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"text": "Accreditation Agency:\nSACSSOC-Southern Association of Colleges and Schools"
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"text": "Please update the EPP's public facing website to include: 1) the EPP's current CAEP accreditation status with an accurate listing of the EPP's CAEP (NCATE, or TEAC) reviewed programs, and 2) the EPP's data display of the CAEP Accountability Measures for Academic Year 2021-2022."
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"text": "CAEP Accountability Measures (for CHEA Requirements) [2021-2022 Academic Year]"
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"text": "Measure 1 (Initial): Completer e[p5.9.1.1]ffectiveness. (R4.1) Data must address: (a) completer impact in contributing to P-12 student-learning growth AND (b) completer effectiveness in applying professional knowledge, skills, and dispositions.",
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"text": "Measure 2 (Initial and Advanced): Satisfaction of employers and stakeholder involvement. (R4.2|R5.3| RA4.1)",
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"text": "Data provided should be collected on employers' satisfaction with program completers."
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"text": "Data provided should relate to measures the EPP is using to determine if candidates are meeting program expectations and ready to be recommended for licensure. (E.g.: EPP's Title II report, data that reflect the ability of EPP candidates to meet licensing and state requirements or other measures the EPP uses to determine candidate competency at completion.)"
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"text": "[p5.10.1]For the CAEP Accountability Measures, the EPP will share information on the website pertaining to completer data per CAEP's definition of the term completer: \"A candidate who successfully satisfied all program requirements of a preparation program at least six months previously and who is employed in a position for which they were prepared for state licensure.\"",
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"text": "CAEP Accountability Measures (Initial) [LINK] https://www.kysu.edu/academics/college-acs/school-of-ehdcs/caeps-annual-reporting-measures.php"
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"text": "Summarize EPP activities and the outcomes of those activities as they relate to correcting the areas cited in the last Accreditation Action/Decision Report. The EPP will continue to report its action and progress on addressing its AFI(s), weaknesses and/or stipulations until the EPP's next CAEP Accreditation Site Review."
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"text": "The EPP provided limited evidence that its' quality assurance system relies on relevant, verifiable, representative, cumulative and actionable measures, and produces empirical evidence that interpretations of data are valid and consistent. (Component 5.2)"
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"text": "The School of Education Human Development and Consumer Sciences has already addressed the following areas of improvement (Annual Report 2022 and Annual Report Response),specified within CAEP Standard 5 (5.2). To continue addressing the areas of improvement, the EPP provided the rubrics indicating how Kentucky Teachers Standards/InTASC Standards align to each of the specific assessment areas on the EDU 202 and Instructional Assessment Rubrics. The Teacher Work Sample (TWS). The CAO and Dispositions, Values and Behaviors non-proprietary assessments were reviewed by the TEC Committee for validity and aligned to the InTASC standards. They are grouped into four general categories including:1- The Learner and Learning2- Content Knowledge3- Instructional Practice, and4- Professional Responsibilities",
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"text": "The EPP provided limited evidence that measures of completer impact, including available outcome data on P-12 student growth, are summarized, externally benchmarked, analyzed, shared widely, and acted upon in decision-making related to programs, resource allocation, and future direction.(Component 5.4)",
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"text": "The School of Education Human Development and Consumer Sciences has already addressed and provided the following response for areas of improvement (Annual Report 2022 and Annual Report Response),specified within CAEP Standard 5 (5.4). The EPP continues to review the website links for annual reporting measures and public accountability. In addition, the EPP reviews the data with the TEC committee and stakeholders for transparency and validity purposes.",
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"text": "Due to low percentages of students passing the Praxis I, and PLT, the EPP has implemented Praxis review opportunities coordinated by the KEA-SP President and executive committee, of which takes place in reserved areas by the school library. In addition, the library ordered Praxis testing resources to further prepare students to pass the exams. 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 and PLT practice opportunities of which occurs in our foundational courses. These 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"
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"text": "Praxis I and PLT. 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 created a model classroom that mirrored current K-12 classrooms, of which includes the latest learning technology to give students a head start on becoming knowledgeable and efficient practitioners of the learning equipment/environment. The model classrooms has allowed students and instructors to be creative and develop out of the box hands-on projects to engage students on multiple levels with high rigor. The innovation has allowed students to become creative thinkers with the ability to assess student performance using technological and research based methods. To further assist students the EPP has created a plethora of programming and events to provide students more insight and skills to be effective educators, and community partners."
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"text": "The EPP webpage is publicly assessable and all information provided on the webpage is public information. The EPP is currently using the public data to move the EPP forward, and is reviewed by the TEC (Teacher Education Committee) on a semester basis."
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"text": "A.1.2 Provider Responsibilities\nA.3.2 Candidates Demonstrate Academic Achievement and Ability to Complete Preparation Successfully\nA.4.1 Satisfaction of Employers\nA.5.3 Continuous Improvement\nR1.1 The Learner and Learning\nR1.2 Content\nR1.3 Instructional Practice\nR1.4 Professional Responsibility\nR2.1 Partnerships for Clinical Preparation\nR2.3 Clinical Experiences",
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"text": "8.1 . [OPTIONAL] Just as CAEP asks EPPs to reflect on their work towards continuous improvement, CAEP endeavors to improve its own practices. To this end, CAEP asks for the following information to identify areas of priority in assisting EPPs."
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"text": "Secondary Contact Person for Annual Report Feedback(Notification of Annual Report Feedback will be sent to the report preparer and the secondary contact person listed to ensure receipt of feedback in the event of EPP turnover.)"
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},
"text": "Name: ___"
},
{
"id": "p8.16",
"order": 16,
"type": "text",
"bbox": {
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"text": "Position: ___"
},
{
"id": "p8.17",
"order": 17,
"type": "text",
"bbox": {
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"r": 513.84,
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"text": "Phone: ___"
},
{
"id": "p8.18",
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"type": "text",
"bbox": {
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"text": "E-mail: ___"
},
{
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"order": 19,
"type": "text",
"bbox": {
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"text": "I understand that all the information that is provided to CAEP from EPPs seeking initial accreditation, continuing accreditation or having completed the accreditation process is considered the property of CAEP and may be used for training, research and data review. CAEP reserves the right to compile and issue data derived from accreditation documents."
},
{
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"type": "text",
"bbox": {
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"text": "See CAEP Accreditation Policy",
"children": [
{
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"order": 21,
"type": "link",
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"text": "CAEP Accreditation Policy",
"attrs": {
"uri": "http://www.caepnet.org/~/media/Files/caep/accreditation-resources/accreditation-policy-final.pdf?la=en",
"action_type": "/URI"
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}
]
},
{
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"type": "text",
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"text": "Acknowledge"
}
],
"excluded_furniture": {
"first": [],
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}
}