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doc15721 Title-II-2015-2016-Kentucky-State-University-Alternative.pdf
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"text": "Indicate when students are formally admitted into your initial teacher certification program: Postgraduate Successful completion of specified 12 credit hours"
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"text": "Does your initial teacher certification program conditionally admit students? No"
},
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"text": "Provide a link to your website where additional information about admissions requirements can be found: http://kysu.edu/academics/college-of-professional-studies/school-of-education/teacher-education/onli"
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"text": "Please provide any additional comments about or exceptions to the admissions information provided above:"
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"text": "Our three Special Education programs are all-online, with three tracks leading to certification. The alternative track (Option 6) is designed for special education teachers of record who have no teacher certification, in alliance with Kentucky regulation (http://www.epsb.ky.gov/certification/universitybasedcert.asp). In order to qualify for Option 6, an individual must be simultaneously employed as a teacher in the area in which certification is being sought and enrolled in that certification program, at the university. Admission requirements for this program are the same as those for admission to our other two, traditional, special ed programs."
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"text": "Please provide the following information about your teacher preparation program's entry and exit requirements. (\\$205(a)(1)(C)(i))"
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"text": "Are there initial teacher certification programs at the undergraduate level?"
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"text": "No",
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"bbox": {
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"text": "https://title2.ed.gov/Secured/DataCollection/Institution/PrintReport.aspx?Year=2017",
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},
{
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"r": 553.92,
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},
"text": "2023年1月1日星期日",
"attrs": {
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}
},
{
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"order": 34,
"type": "footer",
"bbox": {
"l": 741.84,
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"r": 761.04,
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"text": "2/18",
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Page 3
64 item(s)
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1 · HEADER
2 · HEADER
3 · HEADER
4 · HEADER
5 · FIGURE
6 · TABLE
7
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60 · TEXT
61 · TEXT
62 · TEXT
63 · FOOTER
64 · FOOTER
Page 3 JSON
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"text": "Data not reported",
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"text": "Data not reported",
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"type": "text",
"bbox": {
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"b": 232.32
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"text": "What is the minimum GPA required for admission into the program?"
},
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"id": "p3.8",
"order": 56,
"type": "text",
"bbox": {
"l": 31.44,
"t": 223.68,
"r": 436.56,
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"text": "What was the median GPA of individuals accepted into the program in academic year 2015-16"
},
{
"id": "p3.9",
"order": 57,
"type": "text",
"bbox": {
"l": 31.68,
"t": 201.12,
"r": 310.56,
"b": 187.68
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"text": "What is the minimum GPA required for completing the program?"
},
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"order": 58,
"type": "text",
"bbox": {
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"text": "What was the median GPA of individuals completing the program in academic year 2015-16"
},
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"id": "p3.11",
"order": 59,
"type": "text",
"bbox": {
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"text": "Please provide any additional comments about the information provided above:"
},
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"text": "Section I.b Postgraduate Requirements"
},
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"text": "Please provide the following information about your teacher preparation program's entry and exit requirements. (§205(a)(1)(C)(I)) Are there initial teacher certification programs at the postgraduate level?"
},
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"type": "text",
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"text": "Yes"
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"type": "footer",
"bbox": {
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"t": 37.2,
"r": 723.6,
"b": 12.48
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"text": "If yes, for each element listed below, indicate if it is required for admission into or exit from any of your teacher preparation program(s) at the Postgraduate level. https://title2.ad.gov/Secured/DataCollection/Institution/PrintReport.aspx?Year=2017",
"attrs": {
"block_label": "footer"
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},
{
"id": "p3.16",
"order": 64,
"type": "footer",
"bbox": {
"l": 741.6,
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"r": 760.56,
"b": 12.72
},
"text": "3/18",
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Page 4
60 item(s)
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figure (2)
footer (2)
header (3)
table (1)
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text (4)
1 · HEADER
2 · HEADER
3 · HEADER
4 · FIGURE
5 · TABLE
6
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54 · TEXT
55 · TEXT
56 · TEXT
57 · TEXT
58 · FIGURE
59 · FOOTER
60 · FOOTER
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Page 5
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1 · HEADER
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Page 6 JSON
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Page 10
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1 · HEADER
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4 · TABLE
5
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13 · HEADING
14 · TEXT
15 · TEXT
16 · TEXT
17 · TEXT
18 · HEADING
19 · TEXT
20 · TEXT
21 · TEXT
22 · TEXT
23 · FIGURE
24 · TEXT
25 · TEXT
26 · TEXT
27 · TEXT
28 · TEXT
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31 · FIGURE
32 · FOOTER
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"text": "Each institution of higher education (IHE) that conducts a traditional teacher preparation program (including programs that offer any ongoing professional development programs) or alternative route to state credential program, and that enrolls students receiving Federal assistance under this Act, shall set annual quantifiable goals for increasing the number of prospective teachers trained in teacher shortage areas designated by the Secretary or by the state educational agency, including mathematics, science, special education, and instruction of limited English proficient students. (5205(a)(1)(A)(ii), 5206(a))"
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Page 13
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"text": "We are recruiting from inside Kentucky in a \"grow your own\" effort and we are revising our traditional special ed program to be more current, relevant, and engaging. Our numbers have dropped due to our following KY regulations, as well as our own policies and procedures. Once everyone understands and supports the changes, the program should grow. In addition, sadly, the professor we hired in fall 2015 passed away in fall 2016 and we have relied on two adjunct professors this year (2016-2017). This has delayed our plans for this program."
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"text": "Academic year 2017-18"
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"text": "Will your program prepare teachers in special education in 2017-18?"
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"text": "Yes"
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"text": "How many prospective teachers does your program plan to add in special education in 2017-18?"
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"text": "Provide any additional comments, exceptions and explanations below:"
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"text": "We are completing a search for a new faculty member for our special ed programs and look forward to renovating it beginning fall 2017."
},
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"text": "Section II Annual Goals - Instruction of Limited English Proficient Students",
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"text": "Each institution of higher education (IHE) that conducts a traditional teacher preparation program (including programs that offer any ongoing professional development programs) or alternative route to state credential program, and that enrolls students receiving Federal assistance under this Act, shall set annual quantifiable goals for increasing the number of prospective teachers trained in teacher shortage areas designated by the Secretary or by the state educational agency, including mathematics, science, special education, and instruction of limited English proficient students. (5205(a)(1)(A)(ii), 5206(a))"
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"text": "Information about teacher shortage areas can be found at http://www2.ed.gov/about/offices/list/ope/pol/tsa.html."
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"text": "Please provide the information below about your program's goals to increase the number of prospective teachers in instruction of limited English proficient students\nhttps://title2.ed.gov/Secured/DataCollection/Institution/PrintReport.aspx?Year=2017"
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Page 14
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"text": "in each of three academic years.\nAcademic year 2015-16\nDid your program prepare teachers in instruction of limited English proficient students in 2015-16?\nNo\nHow many prospective teachers did your program plan to add in instruction of limited English proficient students in 2015-16?\nDid your program meet the goal for prospective teachers set in instruction of limited English proficient students in 2015-16?\nData not reported"
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"text": "Description of strategies used to achieve goal, if applicable:\nDescription of steps to improve performance in meeting goal or lessons learned in meeting goal, if applicable:\nProvide any additional comments, exceptions and explanations below:\nAcademic year 2016-17\nIs your program preparing teachers in instruction of limited English proficient students in 2016-17?"
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"text": "Section II Assurances\nPlease certify that your institution is in compliance with the following assurances. (5205(a)(1)(A)(iii), 5206(b)) Note: Be prepared to provide documentation and evidence for your responses, when requested, to support the following assurances.\nPreparation responds to the identified needs of the local educational agencies or States where the program completers are likely to teach, based on past hiring and recruitment trends."
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Page 15
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"text": "In August 2015, we began planning for a major, research-based, cultural competence initiative to span across all our ed prep programs to assure that every teacher candidate who graduates from KSU is prepared to teach every child. This year (2016-2017), the committee grew into a 52-member Design Team composed of candidates, faculty, staff, P-12 partners, business leaders, and representatives from educational agencies. The emphasis on cultural competence has grown campus-wide and is a foundation of our QEP for SACS."
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"text": "This is an all online program. In order to progress through the program, candidates must access and submit course assignments in both Blackboard and LiveText. They complete a variety of assignments through their coursework, including conducting research with virtual access to the university library; analyzing and presenting student performance data using Excel; preparing PowerPoint presentations; communicating assignments and grades to students and their families via their district portals; utilizing word processing programs, YouTube videos, Smartboards, clickers, etc. in their instruction and assessment; keeping school records utilizing district technology; and communicating with university-based educators via e-mail, texts, and Skype. In addition, they must verify that they are teaching their students to use a variety of technological techniques to enhance their own learning."
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