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doc15782 Title-II-2011-2012-Kentucky-State-University-Traditional-Program.pdf
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Page 1
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Page 3
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Page 3 JSON
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Page 4
42 item(s)
JSON
link (1)
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1 · TABLE
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20 · TEXT
21 · TEXT
22 · TEXT
23 · TEXT
24 · TEXT
25 · TEXT
26 · TEXT
27 · TEXT
28 · TEXT
29
30 · TEXT
31 · TEXT
32 · TEXT
33 · TABLE
34
35
36
37
38
39
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41
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Page 4 JSON
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"text": "Minimum basic skills test score",
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Page 5
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Page 6
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Page 7
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39 · FOOTNOTE
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"text": "Average number of clock hours required for student teaching",
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"text": "Average number of clock hours required for mentoring/induction support",
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"text": "Number of full-time equivalent faculty supervising clinical experience during this academic year",
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"text": "8",
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"text": "Number of adjunct faculty supervising clinical experience during this academic year (IHE and PreK-12 staff)",
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"text": "4",
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"text": "Number of students in supervised clinical experience during this academic year",
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"text": "Section I.e Teachers Prepared by Subject Area"
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"text": "Please provide the number of teachers prepared by subject area for academic year 2011-12. For the purposes of this section, number prepared means the number of program completers. \"Subject area\" refers to the subject area(s) an individual has been prepared to teach. An individual can be counted in more than one subject area. If no individuals were prepared in a particular subject area, please leave that cell blank. ( $ §205(b)(1)(H) $)"
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"text": "Number Prepared",
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Page 8
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Page 9
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Page 12
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Page 13
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"text": "The number of hours in the math education program were reduced from 145 to 120 including a reduction in the general studies requirements. Faculty have been highly engaged in the common core initiative, and institutional initiatives to strengthen the math skills of students in the first year experience program. We review ACT Scores of incoming students in math (undecided and math majors) to encourage to major in teacher education. Write letters to them, inviting them to events to learn about teacher education opportunities."
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"text": "Yes\nHow many prospective teachers did your program plan to add in mathematics in 2012-13?"
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"text": "Our goal is to increase our students in the math program by 25% each year. We currently have eight (8) students on track for completing the program. With the reduction in time to degree, we anticipate maintain and graduating those students. One will graduate this year."
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Page 14
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"text": "Will your program prepare teachers in mathematics in 2013-14?"
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"text": "Yes\nHow many prospective teachers does your program plan to add in mathematics in 2013-14?"
},
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"text": "5"
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"text": "Provide any additional comments, exceptions and explanations below:"
},
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"text": "We will continue to utilize strategies outlined above and take advantage of other opportunities that come our way."
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"text": "Section II Annual Goals - Science"
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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": "Please provide the information below about your program's goals to increase the number of prospective teachers in science in each of three academic years."
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"text": "Academic year 2011-12"
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"text": "Did your program prepare teachers in science in 2011-12?"
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"text": "No"
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"text": "How many prospective teachers did your program plan to add in science in 2011-12?\nDid your program meet the goal for prospective teachers set in science in 2011-12?"
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"text": "Description of strategies used to achieve goal, if applicable:"
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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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"text": "Provide any additional comments, exceptions and explanations below:"
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"text": "Students are recruited but many decide to switch from education due to reductions in federal financial aid funding."
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"text": "Academic year 2012-13"
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Page 15
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Page 15 JSON
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"text": "Yes\nHow many prospective teachers did your program plan to add in science in 2012-13?"
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"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."
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"text": "Section II Annual Goals - Special Education"
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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. ($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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"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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"bbox": {
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"r": 505.92,
"b": 83.04
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"text": "Yes\nHow many prospective teachers did your program plan to add in special education in 2011-12?\n15\nDid your program meet the goal for prospective teachers set in special education in 2011-12?"
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Page 16
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21
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"text": "Recruitment Plan, Retention Strategies, Academic Supports, Strong Communications and Advisement, and a Web site were used to drive recruitment and retention."
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"text": "We hosted student body web based meetings, trained and increased Clinical Supervised Teachers to support students, included these students in the ESP (Examination Support and Preparation) program which consists of an elective course entitled Test Taking Skills (ESP 509), computer-based test preparation programs including ET'S web resources, and professional development workshops online and face-to-face."
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"text": "How many prospective teachers did your program plan to add in special education in 2012-13?"
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"text": "Will your program prepare teachers in special education in 2013-14?"
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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. ($205(a)(1)(A)(ii), $206(a))",
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r0c2 (33%): “Number passing tests”
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Page 23
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"text": "Section IV Low-Performing"
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"text": "Every student in the Teacher Education program must complete EDU 203 Microcomputer and Media in the Classroom course at the beginning of their program. Students begin their e-Portfolio in this course (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"
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Page 24
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"text": "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 how to design their own using Excel and Access. Student learn how to analyze manage, collect and analyze data and make adjustments to instructions based on results. They also continue this experience through various courses in the curriculum. They learn how to develop charts and graphs and to interpret and articulate their meanings in the modification of instructional plans and processes."
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"text": "We clearly identify some elements of the principles of universal design that are currently being demonstrated in our program. However, we have not completed our efforts to formally engage our student in preparation for utilizing the principles of universal design. The Unit recently established a partnership with Discovery Education and will provide professional development for faculty, staff, students, graduates, and public school personnel in the use of technology to deliver common core content and for assessment. The most recent event was held in February 2012 entitled \"Literacy Assessment\"."
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"text": "In the Master of Arts in Special Education, there are numerous practical assignments that require students to engage in the development, implementation, and assessment of the IEP"
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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. The U.S. Department of Education is especially interested in any evaluation plans or interim or final reports that may be available."
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"text": "The teacher preparation program at Kentucky State University is designed with the undergirding belief that teachers are liberators through education. We believe that education is powerful and can serve as the source of changing one's life for the better. We offer programs in Interdisciplinary Early Childhood Education, Elementary Education; four secondary 9-12 program (English, Biology, Mathematics, and Social Studies); three K-12 areas (Art, Music, Health, and Physical Education); and an Alternative Initial Certification through the Master of Arts in Special Education (Learning Behavior Disorders K-12) program. We are a small program under new leadership. An Interim Chair has been identified as the past chair has moved to become the Interim Associate Provost. Kentucky State University is the only Historically Black College in the Commonwealth of Kentucky and produces over 33% or the minority teachers and probably a numerical equal amount of non-minority teachers for the State. We are also proud to produce numerous culturally astute professionals for the Commonwealth of Kentucky. Our program is highly diverse and nationally accredited. The LiveText assessment system and clinical and field portals has been fully implemented. The institution has completed our move to the Banner Data Management System. A robust PRAXIS I & II preparation and support system has been fully implemented. This system has yield significant results in the success of our students on the PRAXIS Tests."
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