{
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            "text": "SECTION I: PROGRAM INFORMATION\nProgram Assurances",
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            "text": "THIS PAGE INCLUDES:",
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            "text": ">> Program Assurances"
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            "id": "p16.5",
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            "text": "Respond to the following assurances. Teacher preparation programs should be prepared to provide documentation and evidence, when requested, to support the following assurances. (§205(a)(1)(A)(iii); §206(b))\n» Program Assurances"
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            "text": "Program Assurances",
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            "text": "Note: This section is preloaded from the prior year's IPRC."
        },
        {
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            "text": "1. Program 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\nNo"
        },
        {
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            "type": "text",
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            "text": "2. Preparation is closely linked with the needs of schools and the instructional decisions new teachers face in the classroom.\nYes\nNo"
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            "text": "3. Prospective special education teachers are prepared in core academic subjects and to instruct in core academic subjects.\nYes\nNo\nProgram does not prepare special education teachers"
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            "text": "4. Prospective general education teachers are prepared to provide instruction to students with disabilities.\nYes\nNo"
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            "text": "5. Prospective general education teachers are prepared to provide instruction to limited English proficient students.\nYes\nNo"
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            "type": "text",
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            "text": "6. Prospective general education teachers are prepared to provide instruction to students from low-income families.\nYes\nNo"
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            "text": "7. Prospective teachers are prepared to effectively teach in urban and rural schools, as applicable.\nYes\nNo"
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            "text": "8. Describe your institution's most successful strategies in meeting the assurances listed above:"
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            "text": "Through monthly meetings with the Teacher Education Committee (community and institutional stakeholders) and the School of Education Human Development and Consumer Sciences (SEHDCS) faculty, several programmatic needs were addressed such as developing a recruitment plan, assessing program learning outcomes, revising course syllabi, establishing partnerships with local school districts, and hosting professional development workshops for students. The primary goal of the SEHDCS and Teacher Education Committee meetings is to provide strategic planning to help our students succeed in the teacher preparation program. Our partnerships with school districts ensured that we provided the proper support mechanisms to meet assurances as listed above."
        }
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