===== PAGE 1 ===== ## Institution Information Key terms in this section are listed below. Click on the link to view the definition(s) in the glossary. • Academic year • IPEDS ID ## IPEDS ID 157058

## THIS INSTITUTION HAS NO IPEDS ID ## IF NO IPEDS ID, PLEASE PROVIDE AN EXPLANATION ## ADDRESS 400 E. Main Street ## CITY Frankfort ## STATE ___ Kentucky ## ZIP

40601 ## SALUTATION ___ Dr. ## FIRST NAME Phillio ___ ## LAST NAME ===== PAGE 2 =====

Clay

PHONE

(502) 597-6000 x6041

phillip.clay@kysu.edu

===== PAGE 3 ===== ## SECTION I: PROGRAM INFORMATION List of Programs List each program for an initial teaching credential below and indicate whether it is offered at the Undergraduate level (UG), Postgraduate level (PG), or both. ($205(a)(C)) THIS PAGE INCLUDES: Key terms in this section are listed below. Click on the link to view the definition(s) in the glossary. >> List of Programs - Teacher Preparation Program ## List of Programs Note: This section is preloaded with the list of programs reported in the prior year's IPRC.

CIP Code	Teacher Preparation Programs	UG, PG, or Both	Update
13.121	Early Childhood Education	UG
13.1202	Elementary Education	UG
13.1	Special Education	PG
13.1322	Teacher Education - Biology	UG
13.1305	Teacher Education - English/Language Arts	UG
13.1307	Teacher Education - Health	UG
13.1311	Teacher Education - Mathematics	UG
13.1312	Teacher Education - Music	UG
13.1314	Teacher Education - Physical Education and Coaching	UG
13.1318	Teacher Education - Social Studies	UG

Total number of teacher preparation programs: ===== PAGE 4 ===== 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. ($205(a)(1)(C)(i)) >> Undergraduate Requirements » Postgraduate Requirements Supervised Clinical Experience 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 ## Undergraduate Requirements Note: This section is preloaded from the prior year's IPRC. 1. Are there initial teacher certification programs at the undergraduate 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 undergraduate level. If no, leave the table below blank (or clear responses already entered) then click save at the bottom of the page.

Element	Admission	Completion
Transcript	☑ Yes ☐ No	☑ Yes ☐ No
Fingerprint check	Yes ☑ No	☑ Yes ☐ No
Background check	☑ Yes ☐ No	☑ Yes ☐ No
Minimum number of courses/credits/semester hours completed	☑ Yes ☐ No	☑ Yes ☐ No
Minimum GPA	☑ Yes ☐ No	☑ Yes ☐ No
Minimum GPA in content area coursework	☐ Yes ☑ No	☐ Yes ☑ No
Minimum GPA in professional education coursework	☐ Yes ☑ No	☐ Yes ☑ No
Minimum ACT score	☐ Yes ☑ No	☐ Yes ☑ No
Minimum SAT score	☐ Yes ☑ No	☐ Yes ☑ No
Minimum basic skills test score	☑ Yes ☐ No	☐ Yes ☑ No
Subject area/academic content test or other subject matter verification	☐ Yes ☑ No	☑ Yes ☐ No
Recommendation(s)	☑ Yes ☐ No	☑ Yes ☐ No

===== PAGE 5 =====

Element	Admission	Completion
Essay or personal statement	☑ Yes ☐ No ☐ Yes ☑ No	☐ Yes ☑ No
Interview	☑ Yes ☐ No ☐ Yes ☑ No	☐ Yes ☑ No
Other Specify: See below.	☑ Yes ☐ No ☑ Yes ☐ No	☑ Yes ☐ No

2. 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.) 2.75 3. 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.) 2.75 4. Please provide any additional information about the information provided above: Entry: minimum score of "3" on portfolio rubric; 25 hours of verified field experiences in P-12 entered into the Kentucky Field Experience Tracking System (KFETS); 3 letters of reference; passing scores on ETS Praxis Core Academic Skills for Educators; 42 course hours; impromptu writing sample graded by English Education faculty. ## Postgraduate Requirements Note: This section is preloaded from the prior year's IPRC. 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.

Element	Admission	Completion
Transcript	☑ Yes ☐ No	☑ Yes ☐ No
Fingerprint check	☐ Yes ☑ No	☑ Yes ☐ No
Background check	☑ Yes ☐ No	☑ Yes ☐ No
Minimum number of courses/credits/semester hours completed	☑ Yes ☐ No	☑ Yes ☐ No
Minimum GPA	☑ Yes ☐ No	☑ Yes ☐ No
Minimum GPA in content area coursework	☐ Yes ☑ No	☐ Yes ☑ No
Minimum GPA in professional education coursework	☐ Yes ☑ No	☐ Yes ☑ No
Minimum ACT score	☐ Yes ☑ No	☐ Yes ☑ No
Minimum SAT score	☐ Yes ☑ No	☐ Yes ☑ No

===== PAGE 6 =====

Element	Admission	Completion
Minimum basic skills test score	☑ Yes ☐ No	☐ Yes ☑ No
Subject area/academic content test or other subject matter verification	☐ Yes ☑ No	☑ Yes ☐ No
Recommendation(s)	☑ Yes ☐ No	☐ Yes ☑ No
Essay or personal statement	☑ Yes ☐ No	☑ Yes ☐ No
Interview	☐ Yes ☑ No	☐ Yes ☑ No
Other Specify: See below.	☐ Yes ☑ No	☐ Yes ☑ No

2. 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.) 2.75 3. 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.) 3 4. Please provide any additional information about the information provided above: This is an online program. Entry: 3 letters of reference, Graduate Application, Official transcripts ## Supervised Clinical Experience Note: The clinical experience requirements in this section are preloaded from the prior year's IPRC. Teacher preparation providers will enter the number of participants each year. Provide the following information about supervised clinical experience in 2021-22. (\205(a)(1)(C)(iii), \205(a)(1)(C)(iv)) Are there programs with student teaching models? Yes No If yes, provide the next two responses. If no, leave them blank.

Programs with student teaching models (most traditional programs)
Number of clock hours of supervised clinical experience required prior to student teaching	200
Number of clock hours required for student teaching	420

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.

I confirm that there are 0 hours required Are there programs in which candidates are the teacher of record? ===== PAGE 7 =====

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)
Number of clock hours of supervised clinical experience required prior to teaching as the teacher of record in a classroom	0
Years required of teaching as the teacher of record in a classroom	0

All Programs
Number of full-time equivalent faculty supervising clinical experience during this academic year (IHE staff) Optional tool for automatically calculating full-time equivalent faculty in the system	2
Number of adjunct faculty supervising clinical experience during this academic year (IHE staff)	0
Number of cooperating teachers/K-12 staff supervising clinical experience during this academic year	24
Number of students in supervised clinical experience during this academic year	12

Please provide any additional information about or descriptions of the supervised clinical experiences: Clinical placements were determined collaboratively according to the requirements for cooperating teachers required by KY regulation, as well as recommendations from district central offices and principals. ===== PAGE 8 =====

SECTION I: PROGRAM INFORMATION\nEnrollment and Program Completers	THIS PAGE INCLUDES:
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))	» Enrollment and Program Completers

Key terms in this section are listed below. Click on the link to view the definition(s) in the glossary. Enrolled Student Program Completer ## Enrollment and Program Completers

2021-22 Total
Total Number of Individuals Enrolled	38
Subset of Program Completers	12

Gender	Total Enrolled	Subset of Program Completers
Male	12	6
Female	26	6
Non-Binary/Other	0	0
No Gender Reported	0	0
Race/Ethnicity	Total Enrolled	Subset of Program Completers
American Indian or Alaska Native	0	0
Asian	0	0
Black or African American	24	6
Hispanic/Latino of any race	0	0
Native Hawaiian or Other Pacific Islander	0	0
White	14	6

===== PAGE 9 =====

Race/Ethnicity	Total Enrolled	Subset of Program Completers
Two or more races	0	0
No Race/Ethnicity Reported	0	0

===== PAGE 10 ===== # 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 » Teachers Prepared by Subject Area ## THIS PAGE INCLUDES: » Teachers Prepared by Academic Major ## Teachers Prepared by Subject Area Please provide the number of teachers prepared by subject area for academic year 2021-22.

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 2021-22 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	Number Prepared
13.10	Teacher Education - Special Education	5
13.1202	Teacher Education - Elementary Education	3

===== PAGE 11 =====

CIP Code	Subject Area	Number Prepared
13.1203	Teacher Education - Junior High/Intermediate/Middle School Education
13.1210	Teacher Education - Early Childhood Education
13.1301	Teacher Education - Agriculture
13.1302	Teacher Education - Art
13.1303	Teacher Education - Business
13.1305	Teacher Education - English/Language Arts	1
13.1306	Teacher Education - Foreign Language
13.1307	Teacher Education - Health
13.1308	Teacher Education - Family and Consumer Sciences/Home Economics
13.1309	Teacher Education - Technology Teacher Education/Industrial Arts
13.1311	Teacher Education - Mathematics	1
13.1312	Teacher Education - Music
13.1314	Teacher Education - Physical Education and Coaching
13.1315	Teacher Education - Reading
13.1316	Teacher Education - Science Teacher Education/General Science
13.1317	Teacher Education - Social Science
13.1318	Teacher Education - Social Studies
13.1320	Teacher Education - Trade and Industrial
13.1321	Teacher Education - Computer Science
13.1322	Teacher Education - Biology
13.1323	Teacher Education - Chemistry
13.1324	Teacher Education - Drama and Dance
13.1328	Teacher Education - History	2
13.1329	Teacher Education - Physics
13.1331	Teacher Education - Speech

===== PAGE 12 =====

CIP Code	Subject Area	Number Prepared
13.1337	Teacher Education - Earth Science
13.14	Teacher Education - English as a Second Language
13.99	Education - Other Specify:

## Teachers Prepared by Academic Major Please provide the number of teachers prepared by academic major for academic year 2021-22. 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. (S205(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? Does this teacher preparation provider grant degrees upon completion of its programs? Yes No

## No teachers prepared in academic year 2021-22 If this provider does not grant participants a degree upon completion, or has no teachers prepared, leave the table below blank (or clear responses already entered).

CIP Code	Academic Major	Number Prepared
13.10	Teacher Education - Special Education	5
13.1202	Teacher Education - Elementary Education	3
13.1203	Teacher Education - Junior High/Intermediate/Middle School Education
13.1210	Teacher Education - Early Childhood Education
13.1301	Teacher Education - Agriculture
13.1302	Teacher Education - Art
13.1303	Teacher Education - Business
13.1305	Teacher Education - English/Language Arts	1
13.1306	Teacher Education - Foreign Language
13.1307	Teacher Education - Health

===== PAGE 13 =====

CIP Code	Academic Major	Number Prepared
13.1308	Teacher Education - Family and Consumer Sciences/Home Economics
13.1309	Teacher Education - Technology Teacher Education/Industrial Arts
13.1311	Teacher Education - Mathematics	1
13.1312	Teacher Education - Music
13.1314	Teacher Education - Physical Education and Coaching
13.1315	Teacher Education - Reading
13.1316	Teacher Education - General Science
13.1317	Teacher Education - Social Science
13.1318	Teacher Education - Social Studies
13.1320	Teacher Education - Trade and Industrial
13.1321	Teacher Education - Computer Science
13.1322	Teacher Education - Biology
13.1323	Teacher Education - Chemistry
13.1324	Teacher Education - Drama and Dance
13.1328	Teacher Education - History	2
13.1329	Teacher Education - Physics
13.1331	Teacher Education - Speech
13.1337	Teacher Education - Earth Science
13.14	Teacher Education - English as a Second Language
13.99	Education - Other Specify:
01	Agriculture
03	Natural Resources and Conservation
05	Area, Ethnic, Cultural, and Gender Studies
09	Communication or Journalism

===== PAGE 14 =====

CIP Code	Academic Major	Number Prepared
11	Computer and Information Sciences
12	Personal and Culinary Services
14	Engineering
16	Foreign Languages, Literatures, and Linguistics
19	Family and Consumer Sciences/Human Sciences
21	Technology Education/Industrial Arts
22	Legal Professions and Studies
23	English Language/Literature
24	Liberal Arts/Humanities
25	Library Science
26	Biological and Biomedical Sciences
27	Mathematics and Statistics
30	Multi/Interdisciplinary Studies
38	Philosophy and Religious Studies
40	Physical Sciences
41	Science Technologies/Technicians
42	Psychology
44	Public Administration and Social Service Professions
45	Social Sciences
46	Construction
47	Mechanic and Repair Technologies
50	Visual and Performing Arts
51	Health Professions and Related Clinical Sciences
52	Business/Management/Marketing
54	History

===== PAGE 15 =====

CIP Code	Academic Major	Number Prepared
99	Other Specify:

===== PAGE 16 ===== 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)) » Program Assurances

## Program Assurances Note: This section is preloaded from the prior year's IPRC. 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. Yes No 2. Preparation is closely linked with the needs of schools and the instructional decisions new teachers face in the classroom. Yes No 3. Prospective special education teachers are prepared in core academic subjects and to instruct in core academic subjects. Yes No Program does not prepare special education teachers 4. Prospective general education teachers are prepared to provide instruction to students with disabilities. Yes No 5. Prospective general education teachers are prepared to provide instruction to limited English proficient students. Yes No 6. Prospective general education teachers are prepared to provide instruction to students from low-income families. Yes No 7. Prospective teachers are prepared to effectively teach in urban and rural schools, as applicable. Yes 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 clinical experience partnerships with local school districts, and hosting professional development workshops for students. The clinical experience partnerships were established with our local school districts and they were developed to ensure student in our program would be exposed to P-12 students from a variety of backgrounds. 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 and to be effective teachers upon completion of their program. In addition, the EPP instituted Praxis I, PLT, and Praxis II Study sessions that were led by the KEA- ===== PAGE 17 ===== SP (Student President) and Education Library Representative. ===== PAGE 18 ===== 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)) Note: Last year's goal and the current year's goal are preloaded from the prior year's IPRC. 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 (2021-22) » Review Current Year's Goal (2022-23) >> Set Next Year's Goal (2023-24) ## Report Progress on Last Year's Goal (2021-22)

1. Did your program prepare teachers in mathematics in 2021-22? If no, leave remaining questions for 2021-22 blank (or clear responses already entered). Yes No 2. Describe your goal. Add at least 5 students to the program. 3. Did your program meet the goal? Yes No 4. Description of strategies used to achieve goal, if applicable: 5. Description of steps to improve performance in meeting goal or lessons learned in meeting goal, if applicable 6. Provide any additional comments, exceptions and explanations below: ===== PAGE 19 ===== ## Review Current Year's Goal (2022-23) 7. Is your program preparing teachers in mathematics in 2022-23? If no, leave the next question blank. Yes No 8. Describe your goal. Add at least 5 students to the program. ## Set Next Year's Goal (2023-24) 9. Will your program prepare teachers in mathematics in 2023-24? If no, leave the next question blank. Yes No 10. Describe your goal. Add at least 5 students to the program. ===== PAGE 20 ===== 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)) Note: Last year's goal and the current year's goal are preloaded from the prior year's IPRC. Key terms in this section are listed below. Click on the link to view the definition(s) in the glossary. Quantifiable Goals >> Report Progress on Last Year's Goal (2021-22) » Review Current Year's Goal (2022-23) >> Set Next Year's Goal (2023-24) ## Report Progress on Last Year's Goal (2021-22)

1. Did your program prepare teachers in science in 2021-22? If no, leave remaining questions for 2021-22 blank (or clear responses already entered). Yes No 2. Describe your goal. Add at least 2 students to the program. 3. Did your program meet the goal? Yes No 4. Description of strategies used to achieve goal, if applicable: 5. Description of steps to improve performance in meeting goal or lessons learned in meeting goal, if applicable 6. Provide any additional comments, exceptions and explanations below: ===== PAGE 21 ===== ## Review Current Year's Goal (2022-23) 7. Is your program preparing teachers in science in 2022-23? If no, leave the next question blank. Yes No 8. Describe your goal. Add at least 2 students to the program. ## Set Next Year's Goal (2023-24) 9. Will your program prepare teachers in science in 2023-24? If no, leave the next question blank. Yes No 10. Describe your goal. Add at least 2 students to the program. ===== PAGE 22 ===== # 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)) Note: Last year's goal and the current year's goal are preloaded from the prior year's IPRC. Key terms in this section are listed below. Click on the link to view the definition(s) in the glossary. Quantifiable Goals ## Report Progress on Last Year's Goal (2021-22) » Review Current Year's Goal (2022-23) >> Report Progress on Last Year's Goal (2021-22) >> Set Next Year's Goal (2023-24)

## THIS PAGE INCLUDES: 1. Did your program prepare teachers in special education in 2021-22? If no, leave remaining questions for 2021-22 blank (or clear responses already entered). Yes No 2. Describe your goal. Add at least 5 students to the program 3. Did your program meet the goal? Yes No 4. Description of strategies used to achieve goal, if applicable: 5. Description of steps to improve performance in meeting goal or lessons learned in meeting goal, if applicable: 6. Provide any additional comments, exceptions and explanations below: ===== PAGE 23 ===== ## Review Current Year's Goal (2022-23) 7. Is your program preparing teachers in special education in 2022-23? If no, leave the next question blank. Yes No 8. Describe your goal. Add at least 6 students to the program ## Set Next Year's Goal (2023-24) 9. Will your program prepare teachers in special education in 2023-24? If no, leave the next question blank. Yes No 10. Describe your goal. Add at least 6 students to the program ===== PAGE 24 ===== # 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. ($205(a)(1)(A)(i), $205(a)(1)(A)(ii), $206(a)) Note: Last year's goal and the current year's goal are preloaded from the prior year's IPRC. 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 (2021-22) » Review Current Year's Goal (2022-23) >> Set Next Year's Goal (2023-24) ## Report Progress on Last Year's Goal (2021-22) 1. Did your program prepare teachers in instruction of limited English proficient students in 2021-22? If no, leave remaining questions for 2021-22 blank (or clear responses already entered). Yes No 2. Describe your goal. 3. Did your program meet the goal? Yes No 4. Description of strategies used to achieve goal, if applicable: 5. Description of steps to improve performance in meeting goal or lessons learned in meeting goal, if applicable 6. Provide any additional comments, exceptions and explanations below:

===== PAGE 25 ===== ## Review Current Year's Goal (2022-23) 7. Is your program preparing teachers in instruction of limited English proficient students in 2022-23? If no, leave the next question blank. Yes No 8. Describe your goal. ## Set Next Year's Goal (2023-24) 9. Will your program prepare teachers in instruction of limited English proficient students in 2023-24? If no, leave the next question blank. Yes No 10. Describe your goal. ===== PAGE 26 ===== 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 RTI'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 >> Assessment Pass Rates

Assessment Pass Rates

Assessment code - Assessment nameTest CompanyGroup	Number taking tests	Avg. scaled score	Number passing tests	Pass rate (%)
ETS0235 -BIOLOGY CONTENT KNOWLEDGEEducational Testing Service (ETS)All program completers, 2019-20	1
ETS5003 -ELEM ED MULTI SUBJ MATHEMATICSEducational Testing Service (ETS)All enrolled students who have completed all noncl	2
ETS5003 -ELEM ED MULTI SUBJ MATHEMATICSEducational Testing Service (ETS)Other enrolled students	3
ETS5003 -ELEM ED MULTI SUBJ MATHEMATICSEducational Testing Service (ETS)All program completers, 2021-22	3
ETS5003 -ELEM ED MULTI SUBJ MATHEMATICSEducational Testing Service (ETS)All program completers, 2020-21	1
ETS5003 -ELEM ED MULTI SUBJ MATHEMATICSEducational Testing Service (ETS)All program completers, 2019-20	5

===== PAGE 27 =====

Assessment code - Assessment name Test Company Group	Number taking tests	Avg. scaled score	Number passing tests	Pass rate (%)
ETS5002 - ELEM ED MULTI SUBJ READING LANG ARTS Educational Testing Service (ETS) All enrolled students who have completed all noncl	2
ETS5002 - ELEM ED MULTI SUBJ READING LANG ARTS Educational Testing Service (ETS) Other enrolled students	3
ETS5002 - ELEM ED MULTI SUBJ READING LANG ARTS Educational Testing Service (ETS) All program completers, 2021-22	3
ETS5002 - ELEM ED MULTI SUBJ READING LANG ARTS Educational Testing Service (ETS) All program completers, 2020-21	1
ETS5002 - ELEM ED MULTI SUBJ READING LANG ARTS Educational Testing Service (ETS) All program completers, 2019-20	5
ETS5005 - ELEM ED MULTI SUBJ SCIENCES Educational Testing Service (ETS) All enrolled students who have completed all noncl	2
ETS5005 - ELEM ED MULTI SUBJ SCIENCES Educational Testing Service (ETS) Other enrolled students	3
ETS5005 - ELEM ED MULTI SUBJ SCIENCES Educational Testing Service (ETS) All program completers, 2021-22	3
ETS5005 - ELEM ED MULTI SUBJ SCIENCES Educational Testing Service (ETS) All program completers, 2020-21	1
ETS5005 - ELEM ED MULTI SUBJ SCIENCES Educational Testing Service (ETS) All program completers, 2019-20	5
ETS5004 - ELEM ED MULTI SUBJ SOCIAL STUDIES Educational Testing Service (ETS) All enrolled students who have completed all noncl	2
ETS5004 - ELEM ED MULTI SUBJ SOCIAL STUDIES Educational Testing Service (ETS) Other enrolled students	3
ETS5004 - ELEM ED MULTI SUBJ SOCIAL STUDIES Educational Testing Service (ETS) All program completers, 2021-22	3
ETS5004 - ELEM ED MULTI SUBJ SOCIAL STUDIES Educational Testing Service (ETS) All program completers, 2020-21	1
ETS5004 - ELEM ED MULTI SUBJ SOCIAL STUDIES Educational Testing Service (ETS) All program completers, 2019-20	5

===== PAGE 28 =====

Assessment code - Assessment name Test Company Group	Number taking tests	Avg. scaled score	Number passing tests	Pass rate (%)
ETS5039 -ENGLISH LANGUAGE ARTS: CONTENT AND ANALYSIS Educational Testing Service (ETS) All program completers, 2021-22	1
ETS5857 -HEALTH AND PE Educational Testing Service (ETS) All program completers, 2020-21	1
ETS5161 -MATHEMATICS CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2021-22	1
ETS5161 -MATHEMATICS CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2019-20	1
ETS5114 -MUSIC CONTENT & INSTRUCTION Educational Testing Service (ETS) All program completers, 2020-21	1
ETS5095 -PHYSICAL ED CONTENT AND DESIGN Educational Testing Service (ETS) All program completers, 2020-21	1
ETS5624 -PRINC LEARNING AND TEACHING 7-12 Educational Testing Service (ETS) All program completers, 2021-22	4
ETS5624 -PRINC LEARNING AND TEACHING 7-12 Educational Testing Service (ETS) All program completers, 2020-21	2
ETS5624 -PRINC LEARNING AND TEACHING 7-12 Educational Testing Service (ETS) All program completers, 2019-20	2
ETS5622 -PRINC LEARNING AND TEACHING K-6 Educational Testing Service (ETS) All enrolled students who have completed all noncl	2
ETS5622 -PRINC LEARNING AND TEACHING K-6 Educational Testing Service (ETS) Other enrolled students	3
ETS5622 -PRINC LEARNING AND TEACHING K-6 Educational Testing Service (ETS) All program completers, 2021-22	3
ETS5622 -PRINC LEARNING AND TEACHING K-6 Educational Testing Service (ETS) All program completers, 2020-21	2
ETS5622 -PRINC LEARNING AND TEACHING K-6 Educational Testing Service (ETS) All program completers, 2019-20	4
ETS5543 -SE CK AND MILD TO MODERATE APPL Educational Testing Service (ETS) All enrolled students who have completed all noncl	2

===== PAGE 29 =====

Assessment code - Assessment nameTest CompanyGroup	Number taking tests	Avg. scaled score	Number passing tests	Pass rate (%)
ETS5543 -SE CK AND MILD TO MODERATE APPL Educational Testing Service (ETS) Other enrolled students	1
ETS5543 -SE CK AND MILD TO MODERATE APPL Educational Testing Service (ETS) All program completers, 2021-22	2
ETS5543 -SE CK AND MILD TO MODERATE APPL Educational Testing Service (ETS) All program completers, 2020-21	1
ETS5086 -SOCIAL STUDIES CONTENT & INTERPRETATION Educational Testing Service (ETS) All program completers, 2021-22	2

===== PAGE 30 ===== ## 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 RTI'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 » Summary Pass Rates ## Summary Pass Rates

Group	Number taking tests	Number passing tests	Pass rate (%)
All program completers, 2021-22	9
All program completers, 2020-21	5
All program completers, 2019-20	7
All program completers, combined 3 academic years	21	18	86

===== PAGE 31 ===== Provide the following information about the approval or accreditation of your teacher preparation program. (\205(a)(1)(D), \205(a)(1)(E)) Note: This section is preloaded from the prior year's IPRC.

>> Low-Performing ## Low-Performing

1. 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:

2. Is your teacher preparation program currently under a designation as "low-performing" by the state? Yes No

===== PAGE 32 ===== On this page, review the questions regarding your program's use of technology, and update as needed. Use of Technology

Note: This section is preloaded from the prior year's IPRC. ## Use of Technology 1. 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: a. integrate technology effectively into curricula and instruction Yes No b. use technology effectively to collect data to improve teaching and learning Yes No c. use technology effectively to manage data to improve teaching and learning Yes No d. use technology effectively to analyze data to improve teaching and learning Yes No 2. 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. One of the two Education Foundations courses required for admission to our teacher and programs is an introductory course in technology. Candidates learn to collect and use data pertaining to P-12 student demographics to inform planning, instruction and assessment. They also learn to use a variety of technological strategies, including Smart boards, Power Point presentations, YouTube videos, Zoom, Blackboard Collaborate, Loom, Microsoft Teams, and Social Media in instruction. In the capstone clinical experiences, we verify that candidates gain real-world practice in utilizing technology via a performance assessment, verified by a product: the Instructional Assessment. This hallmark assessment requires clinical candidates to assess the learning of their students and to analyze it deeply to inform instruction. They create blueprints for assessment and their own assessment measures based on performance results. Through this assignment and in weekly seminars, the candidates verify that they instruct their P-12 students in the use of Google Docs, YouTube Videos, and PowerPoint presentations. ===== PAGE 33 ===== Provide the following information about your teacher preparation program. (\$205(a)(1)(G)) » Teacher Training

Note: This section is preloaded from the prior year's IPRC. ## Teacher Training 1. Provide a description of the activities that prepare general education teachers to: ### a. Teach students with disabilities effectively All undergraduate teacher candidates complete a required course, Introduction to Exceptional Education, prior to admission to student teaching. To pass this course, candidates must demonstrate knowledge pertaining to categories, laws, regulations, and the needs of students with 504 plans, IEPs/IFSPs, IBPs, IFSPs, and GIEPs. . Field experiences and clinical practice were planned to provide candidates with multiple opportunities to observe and teach students with special needs. ### b. Participate as a member of individualized education program teams, as defined in section 614(d)(1)(B) of the Individuals with Disabilities Education Act All undergraduate teacher candidates complete a required course, Introduction to Exceptional Education, prior to admission to student teaching. To pass this course, candidates must demonstrate knowledge pertaining to categories, laws, regulations, and the needs of students with 504 plans, IEPs/IFSPs, IBPs, IFSPs, and GIEPs. . Field experiences and clinical practice were planned to provide candidates with multiple opportunities to observe and teach students with special needs and students who are identified as LEP. We collect data on the demographics of the P-12 students our candidates work with in the field to assure they engage in these experiences. ### c. Effectively teach students who are limited English proficient 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 (in addition to many other aspects of cultural identities). Field experiences and clinical practice were planned to provide candidates with multiple opportunities to observe and teach students who are identified as LEP. We collect data on the demographics of the P-12 students our candidates work with in the field to assure they engage in these experiences. ### 2. Does your program prepare special education teachers? ## Yes No If yes, provide a description of the activities that prepare special education teachers to: ### a. Teach students with disabilities effectively All teacher candidates complete a required course, Introduction to Exceptional Education, prior to admission to student teaching. To pass this course, candidates must demonstrate knowledge pertaining to categories, laws, regulations, and the needs of students with 504 plans, IEPs/IFSPs, IBPs, IFSPs, and GIEPs. Field experiences and clinical practice were planned to provide candidates with multiple opportunities to observe and teach students with special needs. ===== PAGE 34 ===== ### b. Participate as a member of individualized education program teams, as defined in section 614(d)(1)(B) of the Individuals with Disabilities Education Act All teacher candidates complete a required course, Introduction to Exceptional Education, prior to admission to student teaching. To pass this course, candidates must demonstrate knowledge pertaining to categories, laws, regulations, and the needs of students with 504 plans, IEPs/IFSPs, IBPs, IFSPs, and GIEPs. Field experiences and clinical practice were planned to provide candidates with multiple opportunities to observe and teach students with special needs and students who are identified as LEP. We collect data on the demographics of the P-12 students our candidates work with in the field to assure they engage in these experiences. ### c. Effectively teach students who are limited English proficient 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 (in addition to many other aspects of cultural identities). Field experiences and clinical practice were planned to provide candidates with multiple opportunities to observe and teach students who are identified as LEP. We collect data on the demographics of the P-12 students our candidates work with in the field to assure they engage in these experiences. ===== PAGE 35 ===== ## Contextual Information On this page, review the questions regarding your program's use of technology, and update as needed. Note: This section is preloaded from the prior year's IPRC. » Contextual Information ## Contextual Information 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. School of Education Human Development and Consumer Sciences Strategic Plan 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 & 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 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 2016-2022 • 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. ## 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. ===== PAGE 36 ===== 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:

Dr. Phillip Clay Jr.

TITLE:

Chair

## 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: Dr. Phillip Clay Jr. ## TITLE: Chair