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doc15764 Title-II-2015-2016-Kentucky-State-University-Traditional-Program.pdf
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Page 1
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1 · FIGURE
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"text": "Special Education",
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"text": "No",
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"text": "Total number of teacher preparation programs: 9",
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"text": "Section I.b Admissions",
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"text": "Indicate when students are formally admitted into your initial teacher certification program: Sophomore year 42 hrs; C or above in req courses; 25 field hrs; portfolio"
},
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"type": "figure",
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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/"
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"text": "Please provide any additional comments about or exceptions to the admissions information provided above: https://titl@2.eq.gov/Secured/DataCollection/Institution/PrintReport.aspx?Year=2017",
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Page 3
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8 · TEXT
9 · TEXT
10 · TEXT
11 · FIGURE
12 · TEXT
13 · TEXT
14 · TEXT
15 · TEXT
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17 · TEXT
18 · TEXT
19 · TEXT
20 · TEXT
21 · TEXT
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"text": "o minimum of 25 field experience hours, with all data posted in Kentucky Field Tracking System (KFETS) and time verified through documentation signed by mentor teachers; and"
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"text": "What was the median GPA of individuals accepted into the program in academic year 2015-16\n3.4\nWhat is the minimum GPA required for completing the program?\n2.75\nWhat was the median GPA of individuals completing the program in academic year 2015-16"
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"text": "minimum score of \"3\" on Portfolio; 25 hours of documented field experiences; 3 letters of reference; passing scores on Praxis Core; successful completion of 42 course hours. Internal and external evaluators are used to ensure fairness, equity and reliability."
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"text": "Section I h Doctoradulate Renniramentc\nhttps://title2.ed.gov/Secured/DataCollection/Institution/PrintReport.aspx?Year=2017",
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Page 5
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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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Page 6
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1 · HEADER
2 · HEADER
3 · HEADER
4 · FIGURE
5 · HEADING
6 · TEXT
7 · TEXT
8 · FIGURE
9 · HEADING
10 · TEXT
11 · TEXT
12 · TEXT
13 · TABLE
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20 · TABLE
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39 · FIGURE
40 · HEADING
41 · TEXT
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Page 6 JSON
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Page 7
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Page 9
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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": "Please provide the information below about your program's goals to increase the number of prospective teachers in mathematics in each of three academic years."
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"text": "We added 4 new math ed (8-12) majors in 2015-2016. We feel the frustration of our high school partners, who are reaching out to us for qualified math teachers. Our math faculty, especially our math ed rep, worked tirelessly with \"pure math\" majors to help them understand the benefits of teaching careers and to meet the program entry and exit requirements. In addition, our biology ed and math ed reps received a Governor's Minority Student College Preparation Program (GMSCPP) grant to provide support to minority students to attend college."
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"text": "We've discussed our enrollment data in many settings and brainstormed strategies for recruiting high school students to move toward careers in teaching. This year, we have gone through the planning process with P-12 partners, as well as the internal approval process, to begin \"grow your own\" efforts, which include dual credit courses, to build teacher pathways within and beyond our region, in order to enhance the pool of teachers, especially those in high need areas like math."
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"text": "This year (2016-2017), we collaborated with colleagues in the Kentucky Department of Education to provide the first Kentucky Educators Rising conference on our campus 3/11/17, and we were awarded a $10,000 grant to plan for the initiation and support of new Ed Rising chapters in our region's high schools in 2017-2018. These efforts will help us to build relationships and get our name out in the schools in a very positive way, and we hope they have longer term effects in our ed prep enrollment."
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Page 13
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"text": "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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"type": "text",
"bbox": {
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"text": "How many prospective teachers did your program plan to add in science in 2015-16?"
},
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"id": "p13.11",
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"text": "4"
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"text": "Did your program meet the goal for prospective teachers set in science in 2015-16?"
},
{
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"type": "text",
"bbox": {
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"b": 340.56
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"text": "No"
},
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"bbox": {
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"r": 290.88,
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"text": "Description of strategies used to achieve goal, if applicable:"
},
{
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"order": 15,
"type": "text",
"bbox": {
"l": 31.68,
"t": 308.64,
"r": 506.16,
"b": 294.48
},
"text": "Description of steps to improve performance in meeting goal or lessons learned in meeting goal, if applicable:"
},
{
"id": "p13.16",
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"type": "text",
"bbox": {
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"text": "We added 2 new math ed majors in 2015-2016. We feel the frustration of our high school partners, who are reaching out to us for qualified math teachers. Our math faculty, especially our math ed rep, worked tirelessly with \"pure math\" majors to help them understand the benefits of teaching careers and to meet the program entry and exit requirements. In addition, our biology ed and math ed reps received a Governor's Minority Student College Preparation Program (GMSCPP) grant to provide support to minority students to attend college."
},
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"text": "Provide any additional comments, exceptions and explanations below:"
},
{
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"order": 18,
"type": "text",
"bbox": {
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"text": "Academic year 2016-17"
},
{
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"type": "text",
"bbox": {
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"text": "Is your program preparing teachers in science in 2016-17?"
},
{
"id": "p13.20",
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"bbox": {
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"text": "Yes"
},
{
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"order": 21,
"type": "text",
"bbox": {
"l": 31.92,
"t": 135.12,
"r": 398.64,
"b": 121.92
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"text": "How many prospective teachers did your program plan to add in science in 2016-17?"
},
{
"id": "p13.22",
"order": 22,
"type": "text",
"bbox": {
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"b": 101.52
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"text": "2"
},
{
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"order": 23,
"type": "text",
"bbox": {
"l": 32.4,
"t": 90.72,
"r": 336.96,
"b": 77.28
},
"text": "Provide any additional comments, exceptions and explanations below:"
},
{
"id": "p13.24",
"order": 24,
"type": "text",
"bbox": {
"l": 18.72,
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"text": "We've discussed our enrollment data in many settings and brainstormed strategies for recruiting high school students to move toward careers in teaching. This year, we have gone through the planning process with P-12 partners, as well as the internal approval process, to begin \"grow your own\" efforts, which include dual credit courses, to build teacher pathways within and beyond our region, in order to enhance the pool of teachers, especially those in high need areas like science. https://title2.ed.gov/Secured/DataCollection/Insulation/PrintReport.aspx?Year=2017"
},
{
"id": "p13.25",
"order": 25,
"type": "figure",
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"r": 773.28,
"b": 16.56
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"type": "footer",
"bbox": {
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"text": "13/24",
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Page 14
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1 · HEADER
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7 · TEXT
8 · HEADING
9 · TEXT
10 · TEXT
11 · HEADING
12 · TEXT
13 · TEXT
14 · TEXT
15 · TEXT
16 · FIGURE
17 · TEXT
18 · TEXT
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"text": "Academic year 2017-18"
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{
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"text": "Will your program prepare teachers in science in 2017-18?"
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{
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"text": "How many prospective teachers does your program plan to add in science in 2017-18?"
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"text": "Provide any additional comments, exceptions and explanations below:"
},
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"text": "This year (2016-2017), we collaborated with colleagues in the Kentucky Department of Education to provide the first Kentucky Educators Rising conference on our campus 3/11/17. In addition, we were awarded a $10,000 grant to plan for the initiation and support of new Ed Rising chapters in our region's high schools in 2017-2018. These efforts will help us to build relationships and get our name out in the schools in a very positive way, and we hope they have longer term effects in our ed prep enrollment."
},
{
"id": "p14.11",
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"text": "Section II Annual Goals - Special Education",
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"level": 3
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{
"id": "p14.12",
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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 special education in each of three academic years."
},
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"text": "Academic year 2015-16"
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"text": "Did your program prepare teachers in special education in 2015-16?"
},
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"text": "Yes"
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"text": "How many prospective teachers did your program plan to add in special education in 2015-16?"
},
{
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"text": "2023年1月1日",
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"text": "Did your program meet the goal for prospective teachers set in special education in 2015-16?"
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"text": "Description of strategies used to achieve goal, if applicable:"
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"text": "We transitioned a new professor hired in fall 2015 from teaching core ed courses to teaching special ed courses beginning spring 2016. This was very well received https://title2.ed.gov/Secured/DataCollection/Institution/PrintReport.aspx?Year=2017"
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"text": "14/24",
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Page 15
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10 · FIGURE
11 · TEXT
12 · FIGURE
13 · TEXT
14 · TEXT
15 · HEADING
16 · TEXT
17 · TEXT
18 · TEXT
19 · TEXT
20 · TEXT
21 · TEXT
22 · HEADING
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"text": "by our candidates."
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"text": "Description of steps to improve performance in meeting goal or lessons learned in meeting goal, if applicable:"
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},
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"text": "We also transitioned to a new interim chair in fall 2015."
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"text": "Academic year 2016-17"
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"text": "Is your program preparing teachers in special education in 2016-17?"
},
{
"id": "p15.12",
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"text": "Yes"
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"type": "text",
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"text": "How many prospective teachers did your program plan to add in special education in 2016-17?"
},
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"id": "p15.15",
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"type": "heading",
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"text": "2",
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"type": "text",
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"text": "Provide any additional comments, exceptions and explanations below:"
},
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"type": "text",
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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 did not increase in 2015-2016 due to our following KY regulations, as well as clarifying and following our own policies and procedures. 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 program and look forward to renovating this program 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. https://title2.ed.gov/Secured/DataCollection/Institution/PrintReport.aspx?Year=2017",
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"text": "How 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"
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"text": "Please 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."
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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 https://titl@2.ed.gov/Secured/DataCollection/Institution/PrintReport.aspx?Year=2017"
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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, reps from educational agencies. The emphasis on cultural competence has grown campus-wide and has become one of the foundations for our SACS QEP."
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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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"text": "Please use this space to provide any additional information that describes your teacher preparation program(s). You may also attach information to this report card. https://title2.ed.gov/Secured/DataCollection/Institution/PrintReport.aspx?Year=2017"
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