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Title II Higher Education Act
Menu Secondary
My Account
Technical Assistance
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Phillip Clay Program User
Select Academic Year Menu
2020-21 Academic Year Data
2022 Title II Reports National Teacher Preparation Data
Kentucky State University
Main Menu
Home
Traditional Report AY 2020-21
Report Home
○ Instructions
General Guidance
○ Institution Information
2022 Program 1
Section I: Program Information
-
■ List of Programs
-
Program Requirements
-
☑ Enrollment and Program Completers
-
Teachers Prepared
-
Program Assurances
2022 Program 2
Section II: Annual Goals
■
Annual Goals: Mathematics
Annual Goals: Science
-
Annual Goals: Special Education
-
Annual Goals: Instruction of Limited English Proficient Students 2022 Program 3
Section III: Program Pass Rates
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Assessment Pass Rates
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Summary Pass Rates
2022 Program 4
Section IV: Low-Performing
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Low-Performing
2022 Program 5
Section V: Use of Technology
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Use of Technology
2022 Program 6
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Section VI. Teacher Training
■
Teacher Training
2022 Program 7
Contextual Information
■
Contextual Information
Certification
LT IHE-Based Report AY 2020-21
Report Home
Instructions
General Guidance
Institution Information
2022 Program 1
Section I: Program Information
■
List of Programs
■
Program Requirements
■
Enrollment and Program Completers
Teachers Prepared
Program Assurances
2022 Program 2
Section II: Annual Goals
■
Annual Goals: Mathematics
Annual Goals: Science
Annual Goals: Special Education
Annual Goals: Instruction of Limited English Proficient Students
2022 Program 3
Section III: Program Pass Rates
Assessment Pass Rates
Summary Pass Rates
Program 4
Section IV: Low-Performing
Low-Performing
Program 5
Section V: Use of Technology
Use of Technology
Program 6
Section VI: Teacher Training
Teacher Training
2022 Program 7
Contextual Information
Contextual Information
Certification
KY
Kentucky State University Alternative, IHE-based Report AY 2020-21 Kentucky 100% CompleteStatus: In Progress
Institution Information
Key terms in this section are listed below. Click on the link to view the definition(s) in the glossary.
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List of Programs
List each program for an initial teaching credential below and indicate whether it is offered at the Undergraduate level (UG), Institution Information Postgraduate level (PG), or both. (§205(a)(C))
Key terms in this section are listed below. Click on the link to view the definition(s) in the glossary.
Teacher Preparation Program
This Page Includes:
List of Programs
List of Programs
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Total number of teacher preparation programs: 1
Save Option
To save this page, indicate whether it is still in progress (indicating you may have entered data, but have not yet completed all portions of the page) or completed
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(indicating you have completed all portions of the page). When pages are marked as complete, the red dot next to the section on the right side menu will change to a green dot. You will still be able to edit all pages of your report until you certify the full report through the Certification link.
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Section I: Program Information
Section I: Program Information
Program Requirements
Check the elements required for admission (entry) into and completion (exit) from the program. If programs are offered at the undergraduate level and postgraduate level, complete the table for both types of programs. (S205(a)(1)(C)(i))
Key terms in this section are listed below. Click on the link to view the definition(s) in the glossary.
Full-time equivalent faculty supervising clinical experience
Adjunct faculty supervising clinical experience
Cooperating Teachers/PreK-12 Staff Supervising Clinical Experience
Supervised clinical experience
This Page Includes:
• Undergraduate Requirements
Postgraduate Requirements
Supervised Clinical Experience
Undergraduate Requirements
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1. Are there initial teacher certification programs at the undergraduate level? C Yes
☒ No
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 undergraduate level. If no, leave the table below blank (or clear responses already entered) then click save at the bottom of the page.
Undergraduate Requirements
| Element | Admission | Completion |
|---|---|---|
| Transcript | Required for Entry ☑ Yes ☐ No Required for Exit ☑ Yes ☐ No | |
| Fingerprint check | Required for Entry ☑ Yes ☐ No Required for Exit ☑ Yes ☐ No | |
| Background check | Required for Entry ☑ Yes ☐ No Required for Exit ☑ Yes ☐ No | |
| Minimum number of courses/credits/semester hours completed | Required for Entry ☑ Yes ☐ No Required for Exit ☑ Yes ☐ No | |
| Minimum GPA | Required for Entry ☑ Yes ☐ No Required for Exit ☑ Yes ☐ No | |
| Minimum GPA in content area coursework | Required for Entry ☑ Yes ☐ No Required for Exit ☑ Yes ☐ No | |
| Minimum GPA in professional education coursework | Required for Entry ☑ Yes ☐ No Required for Exit ☑ Yes ☐ No | |
| Minimum ACT score | Required for Entry ☑ Yes ☐ No Required for Exit ☑ Yes ☐ No | |
| Minimum SAT score | Required for Entry ☑ Yes ☐ No Required for Exit ☑ Yes ☐ No | |
| Minimum basic skills test score | Required for Entry ☑ Yes ☐ No Required for Exit ☑ Yes ☐ No | |
| Subject area/academic content test or other subject matter verification | Required for Entry ☑ Yes ☐ No Required for Exit ☑ Yes ☐ No | |
| Recommendation(s) | Required for Entry ☑ Yes ☐ No Required for Exit ☑ Yes ☐ No | |
| Essay or personal statement | Required for Entry ☑ Yes ☐ No Required for Exit ☑ Yes ☐ No | |
| Interview | Required for Entry ☑ Yes ☐ No Required for Exit ☑ Yes ☐ No | |
| Other Specify: | ||
| Other specify: See Below | Required for Entry ☑ Yes ☐ No Required for Exit ☑ Yes ☐ No |
What is the minimum GPA required for admission into the program? (Leave blank if you indicated that a minimum GPA is not required in the table above.)
What is the minimum GPA required for completing the program? (Leave blank if you indicated that a minimum GPA is not required in the table above.)
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4. Please provide any additional information about the information provided above: ☐
Postgraduate Requirements
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1. Are there initial teacher certification programs at the postgraduate level? Yes
No
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. If no, leave the table below blank (or clear responses already entered) then click save at the bottom of the page.
| Postgraduate Requirements | ||
| Element | Admission | Completion |
|---|---|---|
| Transcript | Required for Entry ☑ Yes☐ No☐ Required for Exit ☑ Yes☐ | |
You have programs with the teacher of record model, but "clock hours of supervised clinical experience required prior to teaching as the teacher of record" and "years required for teaching as the teacher of record" are 0. Please correct the data, or confirm.
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☑ I confirm that there are 0 hours required
Are there programs in which candidates are the teacher of record? ☑ Yes
☐ No
If yes, provide the next two responses. If no, leave them blank.
Programs in which candidates are the teacher of record in a classroom during the program (many alternative programs) Programs in which candidates are the teacher of record in a classroom during the program (many alternative programs)
Number of clock hours of supervised clinical experience required prior to teaching as the teacher of record in a classroom Number of clock hours of supervised clinical experience required prior to teaching as the teacher of record in a classroom [72]
Number of years required for teaching as the teacher of record in a classroom Number of years required for teaching as the teacher of record in a classroom [74]
If there are no programs with a student teacher model or teacher of record model, please describe the teaching model(s) used:
All Programs All Programs
Number of full-time equivalent faculty supervising clinical experience during this academic year (IHE staff) Number of full-time equivalent faculty supervising clinical experience during this academic year (IHE staff) [1]
Optional tool for automatically calculating full-time equivalent faculty in the system Number of adjunct faculty supervising clinical experience during this academic year (IHE staff) [1]
Number of cooperating teachers/K-12 staff supervising clinical experience during this academic year Number of cooperating teachers/K-12 staff supervising clinical experience during this academic year [16]
Number of students in supervised clinical experience during this academic year Number of students in supervised clinical experience during this academic year [8]
Please provide any additional information about or descriptions of the supervised clinical experiences: Option 6 candidates do not engage in a final clinical experience (e.g., student teaching), as is required of Kentucky candidates in traditional routes to certification. A candidate must be admitted to an Option 6 Teacher Education Program (TEP) when admitted to a university in the Commonwealth, and must have an individualized mentoring plan that outlines their goals and the support (at least 1 hour/year) they will receive by an on-site mentor teacher and a university-based educator. Save Option
Option 6 candidates do not engage in a final clinical experience (e.g., student teaching), as is required of Kentucky candidates in traditional routes to certification. A candidate must be
To save this page, indicate whether it is still in progress (indicating you may have entered data, but have not yet completed all portions of the page) or completed (indicating you have completed all portions of the page). When pages are marked as complete, the red dot next to the section on the right side menu will change to a green dot. You will still be able to edit all pages of your report until you certify the full report through the Certification link.
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Calculate Full-Time Equivalent Faculty in the System
For any other part-time faculty supervising clinical experience, indicate the number of faculty and the percentage that represents the part-time employment rate for those faculty members (for example, 25% for a faculty member employed at a quarter of the time compared to a full-time faculty member)
| Employment Rate (%) | Number of Faculty | Update |
|---|---|---|
| 100% (Full-Time) |
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Section I: Program Information
Enrollment and Program Completers
In each of the following categories, provide the total number of individuals enrolled in teacher preparation programs for an initial teaching credential and the subset of individuals enrolled who also completed the program during the academic year. (205(a)(1)(C)(ii))
Key terms in this section are listed below. Click on the link to view the definition(s) in the glossary.
Enrolled Student • Program Completer
This Page Includes:
Enrollment and Program Completers
Enrollment and Program Completers
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Enrollment and Completer Totals
2020-21 Total
Total Number of Individuals Enrolled Total Number of Individuals Enrolled in 2020-21 14
Subset of Program Completers Subset of Program Completers in 2020-21 8
Program Enrollment and Completers By Gender
Gender Total Enrolled Subset of Program Completers
Male Male Enrollment Male Completers
9 5
Female Female Enrollment Female Completers
5 3
Non-Binary/Other Non-Binary/Other Enrollment Non-Binary/Other Completers
0 0
No Gender Reported Nonreported gender Enrollment Nonreported gender Completers
0 0
Race/Ethnicity Total Enrolled Subset of Program Completers
Program Enrollment and Completers By Race/Ethnicity
American Indian or Alaska Native American Indian or Alaska Native American Indian or Alaska Native
Asian Asian Enrollment Asian Completers
Enrollment(73) Completers 0
0 0
Black or African American Black or African American Black or African American Completers
Hispanic/Latino of any race Hispanic/Latino of any race enrollment Hispanic/Latino of any race Completers
10 4
0 0
Native Hawaiian or Other Pacific Islander Native Hawaiian or Other Pacific Islander Enrollment Native Hawaiian or Other Pacific Islander Completers
0 0
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Race/Ethnicity Total Enrolled Subset of Program Completers
White White Enrollment White Completers
Program Enrollment and Completers By Race/Ethnicity
4 4
Two or more races Two or more races Enrollment Two or more races Completers
No Race/Ethnicity Reported Nonreported race/ethnicity Enrollment Nonreported race/ethnicity Completers
0 0
0 0
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Section I: Program Information
Teachers Prepared
On this page, enter the number of program completers by the subject area in which they were prepared to teach, and by their academic majors. Note that an individual can be counted in more than one academic major and subject area. For example, if an individual is prepared to teach Elementary Education and Mathematics, that individual should be counted in both subject areas. If no individuals were prepared in a particular academic major or subject area, you may leave the cell blank. Please use the "Other" category sparingly, if there is no similar subject area or academic major listed. In these cases, you should use the text box to describe the subject area(s) and/or the academic major(s) counted in the "Other" category.
If your IHE offers both traditional and alternative programs, be sure to enter the program completers in the appropriate reports. For the traditional report, provide only the program completers in traditional programs within the IHE. For the alternative report, provide only the program completers for the alternative programs within the IHE.
After entering the teachers prepared data, save the page using the floating save box at the bottom of the page.
Key terms in this section are listed below. Click on the link to view the definition(s) in the glossary.
Academic Major
This Page Includes:
Teachers Prepared by Subject Area
Teachers Prepared by Academic Major
Teachers Prepared by Subject Area
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Please provide the number of teachers prepared by subject area for academic year 2020-21.
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. (S205(b)(1)(H))
What are CIP Codes?
No teachers prepared in academic year 2020-21
If your program has no teachers prepared, check the box above and leave the table below blank (or clear responses already entered).
What are CIP codes? The Classification of Instructional Programs (CIP) provides a taxonomic scheme that supports the accurate tracking and reporting of fields of study and program completions activity. CIP was originally developed by the U.S. Department of Education's National Center for Education Statistics (NCES) in 1980, with revisions occurring in 1985, 1990, and 2000 (https://nces.ed.gov/ipeds/cipcode/Default.aspx?y=55).
CIP Code Subject Area
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13.10 Teacher Education - Special Education Number Prepared 8
13.1202 Teacher Education - Elementary Education Number Prepared
13.1203 Teacher Education - Junior High/Intermediate/Middle School Education Number Prepared
13.1210 Teacher Education - Early Childhood Education Number Prepared
13.1301 Teacher Education - Agriculture Number Prepared
13.1302 Teacher Education - Art Number Prepared
13.1303 Teacher Education - Business Number Prepared
13.1305 Teacher Education - English/Language Arts Number Prepared
13.1306 Teacher Education - Foreign Language Number Prepared
13.1307 Teacher Education - Health Number Prepared
13.1308 Teacher Education - Family and Consumer Sciences/Home Economics Number Prepared
13.1309 Teacher Education - Technology Teacher Education/Industrial Arts Number Prepared
13.1311 Teacher Education - Mathematics Number Prepared
13.1312 Teacher Education - Music Number Prepared
13.1314 Teacher Education - Physical Education and Coaching Number Prepared
13.1315 Teacher Education - Reading Number Prepared
13.1316 Teacher Education - Science Teacher Education/General Science Number Prepared
13.1317 Teacher Education - Social Science Number Prepared
13.1318 Teacher Education - Social Studies Number Prepared
13.1320 Teacher Education - Trade and Industrial Number Prepared
13.1321 Teacher Education - Computer Science Number Prepared
13.1322 Teacher Education - Biology Number Prepared
13.1323 Teacher Education - Chemistry Number Prepared
13.1324 Teacher Education - Drama and Dance Number Prepared
13.1328 Teacher Education - History Number Prepared
13.1329 Teacher Education - Physics Number Prepared
13.1331 Teacher Education - Speech Number Prepared
13.1337 Teacher Education - Earth Science Number Prepared
13.14 Teacher Education - English as a Second Language Number Prepared
13.99 Other specify: Education - Other Specify: Number Prepared
Teachers Prepared by Academic Major
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Please provide the number of teachers prepared by academic major for academic year 2020-21. 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))
Please note that the list of majors includes several "Teacher Education" majors, as well as several noneducation majors. Please use care in entering your majors to ensure education-specific majors and non-education majors are counted correctly. For example, if an individual majored in Chemistry, that individual should be counted in the "Chemistry" academic major category rather than the "Teacher Education–Chemistry" category.
What are CIP Codes?
Do participants earn a degree upon completion of the program? ☑ Yes
☐ No
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☐ No teachers prepared in academic year 2020-21
If your program does not grant participants a degree upon completion, or has no teachers prepared, leave the table below blank (or clear responses already entered).
| Teachers Prepared by Academic Major | ||
| CIP Code | Academic Major | Number Prepared |
|---|---|---|
| 13.10 | Teacher Education - Special Education | Number Prepared 8 |
| 13.1202 | Teacher Education - Elementary Education | Number Prepared |
| 13.1203 | Teacher Education - Junior High/Intermediate/Middle School Education | Number Prepared |
| 13.1210 | Teacher Education - Early Childhood Education | Number Prepared |
| 13.1301 | Teacher Education - Agriculture | Number Prepared |
| 13.1302 | Teacher Education - Art | Number Prepared |
| 13.1303 | Teacher Education - Business | Number Prepared |
| 13.1305 | Teacher Education - English/Language Arts | Number Prepared |
| 13.1306 | Teacher Education - Foreign Language | Number Prepared |
| 13.1307 | Teacher Education - Health | Number Prepared |
| 13.1308 | Teacher Education - Family and Consumer Sciences/Home Economics | Number Prepared |
| 13.1309 | Teacher Education - Technology Teacher Education/Industrial Arts | Number Prepared |
| 13.1311 | Teacher Education - Mathematics | Number Prepared |
| 13.1312 | Teacher Education - Music | Number Prepared |
| 13.1314 | Teacher Education - Physical Education and Coaching | Number Prepared |
| 13.1315 | Teacher Education - Reading | Number Prepared |
| 13.1316 | Teacher Education - General Science | Number Prepared |
| 13.1317 | Teacher Education - Social Science | Number Prepared |
| 13.1318 | Teacher Education - Social Studies | Number Prepared |
| 13.1320 | Teacher Education - Trade and Industrial | Number Prepared |
| 13.1321 | Teacher Education - Computer Science | Number Prepared |
| 13.1322 | Teacher Education - Biology | Number Prepared |
| 13.1323 | Teacher Education - Chemistry | Number Prepared |
| 13.1324 | Teacher Education - Drama and Dance | Number Prepared |
| 13.1328 | Teacher Education - History | Number Prepared |
| 13.1329 | Teacher Education - Physics | Number Prepared |
| 13.1331 | Teacher Education - Speech | Number Prepared |
| 13.1337 | Teacher Education - Earth Science | Number Prepared |
| 13.14 | Teacher Education - English as a Second Language | Number Prepared |
| 13.99 | Education - Other Specify: Other specify: | Number Prepared |
| 01 | Agriculture | Number Prepared |
| 03 | Natural Resources and Conservation | Number Prepared |
| 05 | Area, Ethnic, Cultural, and Gender Studies | Number Prepared |
| 09 | Communication or Journalism | Number Prepared |
| 11 | Computer and Information Sciences | Number Prepared |
| 12 | Personal and Culinary Services | Number Prepared |
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| IP Code | Academic Major | Number Prepared |
|---|---|---|
| 14 | Engineering | Number Prepared |
| 16 | Foreign Languages, Literatures, and Linguistics | Number Prepared |
| 19 | Family and Consumer Sciences/Human Sciences | Number Prepared |
| 21 | Technology Education/Industrial Arts | Number Prepared |
| 22 | Legal Professions and Studies | Number Prepared |
| 23 | English Language/Literature | Number Prepared |
| 24 | Liberal Arts/Humanities | Number Prepared |
| 25 | Library Science | Number Prepared |
| 26 | Biological and Biomedical Sciences | Number Prepared |
| 27 | Mathematics and Statistics | Number Prepared |
| 30 | Multi/Interdisciplinary Studies | Number Prepared |
| 38 | Philosophy and Religious Studies | Number Prepared |
| 40 | Physical Sciences | Number Prepared |
| 41 | Science Technologies/Technicians | Number Prepared |
| 42 | Psychology | Number Prepared |
| 44 | Public Administration and Social Service Professions | Number Prepared |
| 45 | Social Sciences | Number Prepared |
| 46 | Construction | Number Prepared |
| 47 | Mechanic and Repair Technologies | Number Prepared |
| 50 | Visual and Performing Arts | Number Prepared |
| 51 | Health Professions and Related Clinical Sciences | Number Prepared |
| 52 | Business/Management/Marketing | Number Prepared |
| 54 | History | Number Prepared |
| 99 | Other Specify: Other specify: | Number Prepared |
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Section I: Program Information
Program Assurances
Respond to the following assurances. Note: 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))
This Page Includes:
Program Assurances
Program Assurances
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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.
Preparation is closely linked with the needs of schools and the instructional decisions new teachers face in the classroom.
Prospective special education teachers are prepared in core academic subjects and to instruct in core academic subjects.
C No
Program does not prepare special education teachers
Prospective general education teachers are prepared to provide instruction to students with disabilities.
Prospective general education teachers are prepared to provide instruction to limited English proficient students.
Prospective general education teachers are prepared to provide instruction to students from low-income families.
Prospective teachers are prepared to effectively teach in urban and rural schools, as applicable.
C No
8. Describe your institution's most successful strategies in meeting the assurances listed above: 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
Through monthly meetings with the Teacher Education Committee (community and institutional stakeholders) and the School of Education Human Development and Consumer Sciences
mechanisms to meet assurances as listed above.
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Section II: Annual Goals
Annual Goals: Mathematics
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 teacher preparation 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. (S205(a)(1) (A)(i), S205(a)(1)(A)(ii), S206(a))
Key terms in this section are listed below. Click on the link to view the definition(s) in the glossary.
Quantifiable Goals
This Page Includes:
Report Progress on Last Year's Goal (2020-21)
- Review Current Year's Goal (2021-22)
Set Next Year's Goal (2022-23)
Report Progress on Last Year's Goal (2020-21)
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1. Did your program prepare teachers in mathematics in 2020-21?
If no, leave remaining questions for 2020-21 blank (or clear responses already entered).
C Yes
No
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Describe your goal.
Did your program meet the goal? C Yes
C No
Description of strategies used to achieve goal, if applicable:
Description of steps to improve performance in meeting goal or lessons learned in meeting goal, if applicable:
Provide any additional comments, exceptions and explanations below:
Review Current Year's Goal (2021-22)
Back To Top
Is your program preparing teachers in mathematics in 2021-22? If no, leave the next question blank.
Describe your goal. Set Next Year’s Goal (2022-23) Back To Top
Set Next Year's Goal (2022-23)
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Will your program prepare teachers in mathematics in 2022-23? If no, leave the next question blank.
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Section II: Annual Goals
Annual Goals: Science
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 teacher preparation 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)(i), §205(a)(1)(A)(ii), §206(a))
Key terms in this section are listed below. Click on the link to view the definition(s) in the glossary.
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Quantifiable Goals
This Page Includes:
Report Progress on Last Year's Goal (2020-21)
- Review Current Year's Goal (2021-22)
Set Next Year's Goal (2022-23)
Report Progress on Last Year's Goal (2020-21)
Back To Top
Did your program prepare teachers in science in 2020-21?
If no, leave remaining questions for 2020-21 blank (or clear responses already entered).
C Yes
No
Describe your goal.
Did your program meet the goal? C Yes
C No
Description of strategies used to achieve goal, if applicable:
Description of steps to improve performance in meeting goal or lessons learned in meeting goal, if applicable:
Provide any additional comments, exceptions and explanations below:
Review Current Year's Goal (2021-22)
Back To Top
Is your program preparing teachers in science in 2021-22? If no, leave the next question blank. © Yes
No
Describe your goal.
Set Next Year's Goal (2022-23)
Back To Top
Will your program prepare teachers in science in 2022-23? If no, leave the next question blank. © Yes
No
Describe your goal.
Save Option
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Section II: Annual Goals
Annual Goals: Special Education
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 teacher preparation 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)(i), §205(a)(1)(A)(ii), §206(a))
Key terms in this section are listed below. Click on the link to view the definition(s) in the glossary.
Quantifiable Goals
This Page Includes:
Report Progress on Last Year's Goal (2020-21)
Review Current Year's Goal (2021-22)
Set Next Year's Goal (2022-23)
Report Progress on Last Year's Goal (2020-21)
Back To Top
Did your program prepare teachers in special education in 2020-21?
If no, leave remaining questions for 2020-21 blank (or clear responses already entered).
⚽ Yes
C No
Recruit at least four students to the program.
Describe your goal. Recruit at least four students to the program.
Did your program meet the goal? ☐ Yes
C No
Increased marketing of the program
Description of strategies used to achieve goal, if applicable: Increased marketing of the program
scription of steps to improve performance in meeting goal or lessons learned in meeting goal, if applicable: The EPP placed a more intentional focus on recruiting to
The EPP placed a more intentional focus on
recruiting to the graduate program
aduate program
the graduate program
n/a
Provide any additional comments, exceptions and explanations below: n/a
Review Current Year's Goal (2021-22)
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Is your program preparing teachers in special education in 2021-22? If no, leave the next question blank. Yes
C No
Add at least 5 students to the program.
Describe your goal. Add at least 5 students to the program.
Set Next Year's Goal (2022-23)
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Will your program prepare teachers in special education in 2022-23? If no, leave the next question blank. ☑ Yes ☐ No
Add at least 6 students to the program
Describe your goal. Add at least 6 students to the program
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Section II: Annual Goals
Annual Goals: Instruction of Limited English Proficient Students
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 teacher preparation 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. (S205(a)(1)(A)(i), S205(a)(1)(A)(ii), S206(a))
Key terms in this section are listed below. Click on the link to view the definition(s) in the glossary.
Quantifiable Goals
This Page Includes:
Report Progress on Last Year's Goal (2020-21)
- Review Current Year's Goal (2021-22)
Set Next Year's Goal (2022-23)
Report Progress on Last Year's Goal (2020-21)
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Did your program prepare teachers in instruction of limited English proficient students in 2020-21?
If no, leave remaining questions for 2020-21 blank (or clear responses already entered).
○ Yes
No
Describe your goal.
3. Did your program meet the goal? ☑ Yes ☐ No
<div style="text-align: center;"><img src="imgs/img_in_image_box_22_25_802_231.jpg" alt="Image" width="93%" /></div>
Did your program meet the goal? C Yes
C No
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Description of strategies used to achieve goal, if applicable:
Description of steps to improve performance in meeting goal or lessons learned in meeting goal, if applicable:
Provide any additional comments, exceptions and explanations below:
Review Current Year's Goal (2021-22)
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7. Is your program preparing teachers in instruction of limited English proficient students in 2021-22? If no, leave the next question blank. ☑ No
8. Describe your goal.
Set Next Year's Goal (2022-23)
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9. Will your program prepare teachers in instruction of limited English proficient students in 2022-23? If no, leave the next question blank. ☑ Yes ☐ No
10. Describe your goal.
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Section III: Program Pass Rates
Assessment Pass Rates
The pass rates table is populated from files provided by the testing company or state. The table provides information on the performance of the students in your teacher preparation program on each teacher credential assessment used by your state. In cases where a student has taken a given assessment more than once, the highest score on that test is used. In the case of a teacher preparation program with fewer than 10 scores reported on any single initial teacher credential assessment during an academic year, the program shall collect and publish information with respect to an average pass rate and scaled score on each state credential assessment taken over a three-year period. (S205(a)(1)(B))
Please note that this page does not have an edit feature as the pass rates have already been through several rounds of verification. If you identify an error, please contact Westat's Title II Support Center and your testing company representative.
Key terms in this section are listed below. Click on the link to view the definition(s) in the glossary.
Pass rate
☑ Scaled score
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Teacher credential assessment
This Page Includes:
• Assessment Pass Rates
Assessment Pass Rates
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| Assessment Pass Rates | |||
| Assessment code - Assessment name | Number | Avg. | Number Pass |
|---|---|---|---|
| Test Company | taking | scaled | passing rate |
| Group | tests | score | tests (%) |
| ETS5543 -SE CK AND MILD TO MODERATE APPL | 2 | ||
| Educational Testing Service (ETS) | |||
| All program completers, 2020-21 | |||
| ETS5543 -SE CK AND MILD TO MODERATE APPL | 2 | ||
| Educational Testing Service (ETS) | |||
| All program completers, 2018-19 | |||
| Save Option | |||
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Section III: Program Pass Rates
Summary Pass Rates
The pass rates table is populated from files provided by the testing company or state. The table provides information on the performance of the students in your teacher preparation program on each teacher credential assessment used by your state. In cases where a student has taken a given assessment more than once, the highest score on that test is used. In the case of a teacher preparation program with fewer than 10 scores reported on any single initial teacher credential assessment during an academic year, the program shall collect and publish information with respect to an average pass rate and scaled score on each state credential assessment taken over a three-year period. ( §205(a)(1)(B))
Please note that this page does not have an edit feature as the pass rates have already been through several rounds of verification. If you identify an error, please contact Westat's Title II Support Center and your testing company representative.
Key terms in this section are listed below. Click on the link to view the definition(s) in the glossary.
Pass rate
Scaled score
Teacher credential assessment
This Page Includes:
Summary Pass Rates
Summary Pass Rates
| Back To Top | |
| Summary Pass Rates | |
| Group | Number Number Pass taking passing rate tests (%) |
|---|---|
| All program completers, 2020-21 | 2 |
| All program completers, 2018-19 | 2 |
| All program completers, combined 3 academic years | 4 |
| Save Option | |
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(indicating you have completed all portions of the page). When pages are marked as complete, the red dot next to the section on the right side menu will change to a green dot. You will still be able to edit all pages of your report until you certify the full report through the Certification link.
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Section IV: Low-Performing
Low-Performing
Provide the following information about the approval or accreditation of your teacher preparation program. (§205(a)(1)(D), §205(a)(1)(E))
This Page Includes:
Low-Performing
Low-Performing
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Is your teacher preparation program currently approved or accredited? ☑ Yes
☐ No
If yes, please specify the organization(s) that approved or accredited your program: ☑ State
CAEP
□ AAQEP
□ Other specify:
□ Other specify:
Other specify: ___
Is your teacher preparation program currently under a designation as "low-performing" by the state? C Yes
☒ No
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Section V: Use of Technology
Use of Technology
On this page, review the questions regarding your program's use of technology. If you submitted an IPRC last year, this section is pre-loaded from your prior year's report; please review and update as necessary.
After reviewing and updating as necessary, save the page using the floating save box at the bottom of the page.
This Page Includes:
Use of Technology
Use of Technology
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Provide the following information about the use of technology in your teacher preparation program. Please note that choosing 'yes' indicates that your teacher preparation program would be able to provide evidence upon request. (§205(a)(1)(F))
Does your program prepare teachers to:
integrate technology effectively into curricula and instruction © Yes
C No
use technology effectively to collect data to improve teaching and learning. Yes
C No
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use technology effectively to manage data to improve teaching and learning? Yes
C No
use technology effectively to analyze data to improve teaching and learning ☑ Yes
C No
Provide a description of the evidence that your program uses to show that it prepares teachers to integrate technology effectively into curricula and instruction, and to use technology effectively to collect, manage, and analyze data in order to improve teaching and learning for the purpose of increasing student academic achievement. Include a description of the evidence your program uses to show that it prepares teachers to use the principles of universal design for learning, as applicable. Include planning activities and a timeline if any of the four elements listed above are not currently in place. This is an all online program. In order to progress through the program, candidates must access and submit course assignments in Blackboard. 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, Marco Polo App, and Skype. They must submit video verification of their teaching performances. In addition, they must verify that they are teaching their students to use a variety of technological techniques to enhance their own learning.
This is an all online program. In order to progress through the program, candidates must access and submit course assignments in Blackboard. They complete a variety of assignments through their
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Section VI: Teacher Training
Teacher Training
Provide the following information about your teacher preparation program. (§205(a)(1)(G))
This Page Includes:
Teacher Training
Teacher Training
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Provide a description of the activities that prepare general education teachers to:
Teach students with disabilities effectively This program does not prepare general education teachers. This program does not prepare general education teachers.
Participate as a member of individualized education program teams, as defined in section 614(d)(1)(B) of the Individuals with Disabilities Education Act. This program does not prepare general education teachers.
Act. This program does not prepare general education teachers.
Effectively teach students who are limited English proficient. This program does not prepare general education teachers.
This program does not prepare general education teachers
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Does your program prepare special education teachers? Yes
No
If yes, provide a description of the activities that prepare special education teachers to:
Teach students with disabilities effectively Teacher candidates complete required courses that address classroom management, instructional strategies, differentiated instruction, legal issues pertaining to education, and the use of technology to guide instruction. Candidates must demonstrate knowledge pertaining to categories, laws, regulations, and the needs of students with 504 plans, IEPs/IFSPs, IBPs, IFSPs, and GIEPs.
Teacher candidates complete required courses that address classroom management, instructional strategies, differentiated instruction, legal issues pertaining to education, and the use of technology
2. Participate as a member of individualized education program teams, as defined in section 614(d)(1)(B) of the Individuals with Disabilities Education Act. Teacher candidates complete required courses that address classroom management, instructional strategies, differentiated instruction, legal issues pertaining to education, and the use of technology to guide instruction. Candidates must demonstrate knowledge pertaining to categories, laws, regulations,
Teacher candidates complete required courses that address classroom management, instructional strategies, differentiated instruction, legal issues pertaining to education, and the use of technology
and the needs of students with 504 plans, IEPs/IFSPs, IBPs, IFSPs, and GIEPs.
identities).
by teach students who are limited English proficient. Students take a course in Cultural Competence, in which candidates learned about working in each teaching individual with a variety of special needs and those with limited English proficiency (in addition to many other aspects of cultural)
Students take a course in Cultural Competence, in which candidates learned about working with and teaching individuals with a variety of special needs and those with limited English proficiency
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Contextual Information
On this page, review the contextual information about your program. If you submitted an IPRC last year, this section is pre-loaded from your prior year's report; please review and update as necessary.
After reviewing and updating as necessary, save the page using the floating save box at the bottom of the page.
This Page Includes:
Contextual Information
Contextual Information
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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 (see below). The U.S. Department of Education is especially interested in any evaluation plans or interim or final reports that may be available.
Core Values • Commitment to Learn – We believe that abilities and achievements grow through willingness, effort, experience, and persistence. • Collaboration – We believe that creative ideas and effective solutions stem from openness, partnership, and community. • Cultural Competence – We fully appreciate our own cultural roots and we believe that understanding and valuing the cultures of others leads to authentic connections and relationships. • Social Justice – We believe that equitable access to resources and opportunities is the key to personal growth, professional accomplishments, and systemic change. • Health and Wellness – We believe that excellence comes from enjoying what we do and striving for balance in body, mind, and spirit. Mission As the first public institution of higher education to prepare African
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American teachers in Kentucky, the School of Education is grounded in history, theory, and research. Building on our proud legacy, we now form a diverse, supportive community that promotes cultural competence, provides access to resources, creates opportunities for meaningful learning, engages in effective problem solving, and activates positive system change for all. Vision The School of Education and Human Development collaborates with partners to offer educational opportunities through which individuals from myriad cultures learn together in community and grow into culturally competent, highly skilled, professional leaders in a global society. Goals for 2016-2021 • Goal 1: Collaborate with partners to implement a dynamic strategic plan. • Goal 2: Collaborate with partners to improve student recruitment and enrollment. • Goal 3: Collaborate with partners to increase retention & graduation. • Goal 4: Collaborate with partners to improve academic excellence and career readiness. • Goal 5: Strengthen alumni relations. • Goal 6: Serve as a learning development resource for our community.
Core Values
• Commitment to Learn – We believe that
abilities and achievements grow through
Supporting Files
No files have been provided.
You may upload files to be included with your report card. You should only upload PDF or Microsoft Word or Excel files. These files will be listed as links in your report card. Upload files in the order that you'd like them to appear.
Link Text
File Choose File No file selected
Upload File
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Report Card Certification
Please make sure your entire report card is complete and accurate before completing this section. Once your report card is certified you will not be able to edit your data.
Certification of submission
□ I certify that, to the best of my knowledge, the information in this report is accurate and complete and conforms to the definitions and instructions used in the Higher Education Opportunity Act, Title II: Reporting Reference and User Manual.
Name of responsible representative for teacher preparation program:
Title: ___
Certification of review of submission
☐ I certify that, to the best of my knowledge, the information in this report is accurate and complete and conforms to the definitions and instructions used in the Higher Education Opportunity Act, Title II: Reporting Reference and User Manual.
Name of reviewer: ___
Title:
Certify and Submit Report Card