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doc15748 Title-II-2012-2013-Kentucky-State-University-Traditional-Program.pdf
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Page 1
29 item(s)
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Page 2
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"text": "Does your initial teacher certification program conditionally admit students?\nNo"
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Page 3
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Page 4
45 item(s)
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Page 4 JSON
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Page 5
38 item(s)
JSON
footnote (1)
heading (5)
table (1)
table_cell (24)
text (7)
1 · TABLE
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37 · TEXT
38 · FOOTNOTE
Page 5 JSON
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"text": "What was the median GPA of individuals completing the program in academic year 2012-13"
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"text": "Provide the number of students in the teacher preparation program in the following categories. Note that you must report on the number of students by ethnicity and race separately. Individuals who are non-Hispanic/Latino will be reported in one of the race categories. Also note that individuals can belong to one or more racial groups, so the sum of the members of each racial category may not necessarily add up to the total number of students enrolled."
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Page 6
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Page 7
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Page 9
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"text": "Please provide the number of teachers prepared by academic major for academic year 2012-13. For the purposes of this section, number prepared means the number of program completers. \"Academic major\" refers to the actual major(s) declared by the program completer. An individual can be counted in more than one academic major. If no individuals were prepared in a particular academic major, please leave that cell blank. ( $ §205(b)(1)(H) $)"
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Page 13
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"text": "How many prospective teachers did your program plan to add in science in 2012-13?"
},
{
"id": "p14.2",
"order": 2,
"type": "text",
"bbox": {
"l": 70.32,
"t": 696.96,
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"text": "6\nDid your program meet the goal for prospective teachers set in science in 2012-13?"
},
{
"id": "p14.3",
"order": 3,
"type": "text",
"bbox": {
"l": 70.32,
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"text": "No"
},
{
"id": "p14.4",
"order": 4,
"type": "text",
"bbox": {
"l": 68.4,
"t": 632.88,
"r": 521.52,
"b": 579.84
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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:"
},
{
"id": "p14.5",
"order": 5,
"type": "text",
"bbox": {
"l": 69.6,
"t": 546.96,
"r": 525.84,
"b": 476.4
},
"text": "We are hoping that the reduction in the time to degree will help us to maintain these students financially. Strategies included various recruitment events at the high school of community college levels. On campus recruiting events such as ice cream socials and presentations at science majors meetings. Seeking scholarship funding opportunities. Reductions in the number of hours required for the program from 135 to 120."
},
{
"id": "p14.6",
"order": 6,
"type": "text",
"bbox": {
"l": 69.6,
"t": 466.56,
"r": 180.72,
"b": 454.32
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"text": "Academic year 2013-14"
},
{
"id": "p14.7",
"order": 7,
"type": "text",
"bbox": {
"l": 69.36,
"t": 444,
"r": 337.2,
"b": 431.28
},
"text": "Is your program preparing teachers in science in 2013-14?"
},
{
"id": "p14.8",
"order": 8,
"type": "text",
"bbox": {
"l": 70.32,
"t": 420.96,
"r": 458.4,
"b": 386.88
},
"text": "Yes\nHow many prospective teachers did your program plan to add in science in 2013-14?"
},
{
"id": "p14.9",
"order": 9,
"type": "text",
"bbox": {
"l": 70.56,
"t": 375.84,
"r": 79.2,
"b": 366.24
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"text": "8"
},
{
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"order": 10,
"type": "text",
"bbox": {
"l": 69.84,
"t": 331.68,
"r": 531.84,
"b": 290.16
},
"text": "Financial constraints and candidates will come prepared to answer these majors was very slim. We are working with business and industry and with the office of student retention to develop a plan for recruitment in these areas."
},
{
"id": "p14.11",
"order": 11,
"type": "text",
"bbox": {
"l": 69.12,
"t": 280.56,
"r": 339.12,
"b": 244.32
},
"text": "Academic year 2014-15\nWill your program prepare teachers in science in 2014-15?"
},
{
"id": "p14.12",
"order": 12,
"type": "text",
"bbox": {
"l": 70.08,
"t": 234.72,
"r": 466.8,
"b": 200.4
},
"text": "Yes\nHow many prospective teachers does your program plan to add in science in 2014-15?"
},
{
"id": "p14.13",
"order": 13,
"type": "text",
"bbox": {
"l": 70.56,
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"r": 79.2,
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"text": "8"
},
{
"id": "p14.14",
"order": 14,
"type": "text",
"bbox": {
"l": 68.88,
"t": 181.44,
"r": 540.72,
"b": 81.6
},
"text": "Provide any additional comments, exceptions and explanations below:\nSection II Annual Goals - Special Education\nEach 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"
}
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}
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Page 15
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Page 15 JSON
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"text": "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. ($205(a)(1)(A)(ii), $206(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.",
"children": [
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"text": "http://www2.ed.gov/about/offices/list/ope/pol/tsa.html.",
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"bbox": {
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"text": "Please provide the information below about your program's goals to increase the number of prospective teachers in special education in each of three academic years."
},
{
"id": "p15.4",
"order": 6,
"type": "text",
"bbox": {
"l": 69.12,
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"text": "Academic year 2012-13\nDid your program prepare teachers in special education in 2012-13?"
},
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"id": "p15.5",
"order": 7,
"type": "text",
"bbox": {
"l": 68.4,
"t": 532.56,
"r": 504,
"b": 431.04
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"text": "Yes\nHow many prospective teachers did your program plan to add in special education in 2012-13?\n17\nDid your program meet the goal for prospective teachers set in special education in 2012-13?\nYes"
},
{
"id": "p15.6",
"order": 8,
"type": "text",
"bbox": {
"l": 70.08,
"t": 421.44,
"r": 344.4,
"b": 408.96
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"text": "Description of strategies used to achieve goal, if applicable:"
},
{
"id": "p15.7",
"order": 9,
"type": "text",
"bbox": {
"l": 69.84,
"t": 398.64,
"r": 533.52,
"b": 358.08
},
"text": "The provision of scholarships and the alternative certification route significantly helped us to achieve this goal. Also the need for special-education teachers was a significant booster to our recruitment and retention efforts."
},
{
"id": "p15.8",
"order": 10,
"type": "text",
"bbox": {
"l": 69.84,
"t": 347.28,
"r": 522.72,
"b": 320.16
},
"text": "Description of steps to improve performance in meeting goal or lessons learned in meeting goal, if applicable:"
},
{
"id": "p15.9",
"order": 11,
"type": "text",
"bbox": {
"l": 69.12,
"t": 287.76,
"r": 384,
"b": 252.72
},
"text": "Academic year 2013-14\nIs your program preparing teachers in special education in 2013-14?"
},
{
"id": "p15.10",
"order": 12,
"type": "text",
"bbox": {
"l": 70.8,
"t": 240.72,
"r": 505.44,
"b": 208.56
},
"text": "Yes\nHow many prospective teachers did your program plan to add in special education in 2013-14?"
},
{
"id": "p15.11",
"order": 13,
"type": "text",
"bbox": {
"l": 68.4,
"t": 195.12,
"r": 395.28,
"b": 118.08
},
"text": "20\nProvide any additional comments, exceptions and explanations below:\nAcademic year 2014-15\nWill your program prepare teachers in special education in 2014-15?"
},
{
"id": "p15.12",
"order": 14,
"type": "text",
"bbox": {
"l": 69.84,
"t": 107.76,
"r": 512.88,
"b": 72.96
},
"text": "Yes\nHow many prospective teachers does your program plan to add in special education in 2014-15?"
}
],
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Page 16
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Page 16 JSON
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"type": "text",
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"text": "Provide any additional comments, exceptions and explanations below:"
},
{
"id": "p16.3",
"order": 3,
"type": "text",
"bbox": {
"l": 68.88,
"t": 674.16,
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"text": "Fiscal constraints is going to be difficult in competing for students. Many have full-time jobs and I'm not able to leave their schools for be required field experience it diverse novels. However we are working with schools to allow teachers the time and mentor ship to achieve this goal."
},
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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.\n($205(a)(1)(A)(ii), $206(a))",
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"text": "(§205(a)(1)(A)(ii), §206(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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"order": 8,
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"bbox": {
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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 in each of three academic years."
},
{
"id": "p16.8",
"order": 10,
"type": "text",
"bbox": {
"l": 70.56,
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"text": "Did your program prepare teachers in instruction of limited English proficient students in 2012-13?\nNo\nHow many prospective teachers did your program plan to add in instruction of limited English\nproficient students in 2012-13?\nDid your program meet the goal for prospective teachers set in instruction of limited English proficient students in 2012-13?"
},
{
"id": "p16.9",
"order": 11,
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"bbox": {
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"t": 260.16,
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"text": "NA"
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"type": "text",
"bbox": {
"l": 69.36,
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"r": 522,
"b": 189.84
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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:"
},
{
"id": "p16.11",
"order": 13,
"type": "text",
"bbox": {
"l": 69.6,
"t": 179.04,
"r": 397.2,
"b": 165.6
},
"text": "Provide any additional comments, exceptions and explanations below:"
},
{
"id": "p16.12",
"order": 14,
"type": "text",
"bbox": {
"l": 68.4,
"t": 165.84,
"r": 523.68,
"b": 101.04
},
"text": "Academic year 2013-14\nIs your program preparing teachers in instruction of limited English proficient students in 2013-14?\nNo"
}
],
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Page 17
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Page 17 JSON
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"type": "text",
"bbox": {
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"text": "How many prospective teachers did your program plan to add in instruction of limited English proficient students in 2013-14?"
},
{
"id": "p17.2",
"order": 2,
"type": "text",
"bbox": {
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"r": 397.68,
"b": 668.88
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"text": "Provide any additional comments, exceptions and explanations below:"
},
{
"id": "p17.3",
"order": 3,
"type": "text",
"bbox": {
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"text": "Academic year 2014-15"
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"id": "p17.4",
"order": 4,
"type": "text",
"bbox": {
"l": 68.64,
"t": 637.68,
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"text": "Will your program prepare teachers in instruction of limited English proficient students in 2014-15?\nNo"
},
{
"id": "p17.5",
"order": 5,
"type": "text",
"bbox": {
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"t": 592.32,
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"text": "How many prospective teachers does your program plan to add in instruction of limited English proficient students in 2014-15?"
},
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"id": "p17.6",
"order": 6,
"type": "text",
"bbox": {
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"text": "Provide any additional comments, exceptions and explanations below:"
},
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"text": "Section II Assurances"
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"text": "Please certify that your institution is in compliance with the following assurances. (\\[p17.8.1]206(b)) Note: Be prepared to provide documentation and evidence for your responses, when requested, to support the following assurances.",
"children": [
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"text": "205(a)(1)(A)(iii), \\",
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"text": "Preparation 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.\nYes"
},
{
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"type": "text",
"bbox": {
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"text": "Preparation is closely linked with the needs of schools and the instructional decisions new teachers face in the classroom."
},
{
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"text": "Yes"
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"bbox": {
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"text": "Prospective special education teachers are prepared in core academic subjects and to instruct in core academic subjects."
},
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"text": "Yes"
},
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"order": 15,
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"text": "Prospective general education teachers are prepared to provide instruction to students with disabilities."
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"text": "Yes"
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"id": "p17.16",
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"t": 252.48,
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"text": "Prospective general education teachers are prepared to provide instruction to limited English proficient students."
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{
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"type": "text",
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"b": 212.4
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"text": "Yes"
},
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"order": 19,
"type": "text",
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"text": "Prospective general education teachers are prepared to provide instruction to students from low-income families."
},
{
"id": "p17.19",
"order": 20,
"type": "text",
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"r": 89.52,
"b": 160.56
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"text": "Yes"
},
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"order": 21,
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"t": 150.48,
"r": 509.04,
"b": 121.92
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"text": "Prospective teachers are prepared to effectively teach in urban and rural schools, as applicable. Yes"
},
{
"id": "p17.21",
"order": 22,
"type": "text",
"bbox": {
"l": 69.84,
"t": 113.28,
"r": 498.48,
"b": 99.36
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"text": "Describe your institution's most successful strategies in meeting the assurances listed above:"
}
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"text": "Section IV Low-Performing"
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"text": "(using LiveText) and learn a variety of instructional skills, techniques and resources for integrating technology into their teaching and learning processes. Students and faculty are expected to continue engaging in instructional technology in accordance with Kentucky Teacher Standards, ISTE Standards for Teachers and Students, NCATE and Content Area Standards. Through each course, early field experience and student teaching or Practicum (for graduate students), students will enter work that will demonstrate their achievement of competencies as they continue to engage with their e-Portfolio. The EDU 203 course equips students with skills of effective technology usage and exposes student to numerous resources in their discipline area. They also learn how to use commercial materials such as grade eBooks and ho"
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"text": "Provide a description of the evidence your program uses to show that it prepares special education teachers to teach students with disabilities effectively, including training related to participation as a member of individualized education program teams, as defined in section 614(d)(1)(B) of the Individuals with Disabilities Education Act, and to effectively teach students who are limited English proficient. Include planning activities and a timeline if any of the three elements listed above are not currently in place."
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