1. Executive Summary- This section should be used to briefly summarize your report. It is recommended that this review be written after completing other sections. Include a statement of your mission, vision, and goals and how they are aligned to the institution/unit/college mission, vision, and goals.
The academic year of 2019-2020 marks as the CAEP accreditation year for the School of Education Human Development and Consumer Sciences at Kentucky State University. The SEHDCS post accreditation received the following findings by the CAEP accreditation visitation committee and EPSB state representatives:
CAEP Standard 1 (Content & Knowledge)- 4 Items to be corrected from the Self Study to O CAEP Standard 2 (Clinical Partnership)- 3 Items to be corrected from the Self Study to O CAEP Standard 3 (Candidate Quality)- 6 Items to be corrected from the Self Study to O CAEP Standard 4 (Program Impact)- 4 Items to be corrected from the Self Study to O CAEP Standard 5 (Provider Quality)- 5 Items to be corrected from the Self Study to 2 *5.2- Standards not linked to Rubrics*5.3- CAEP 8 Measures not hot-linked Technology & Diversity- 2 Items to be corrected from the Self Study to 0 State- 2 Items to be corrected from the Self Study to 0
The SEHDCS Administration and President of the University addressed corrective Measurestaken by the school. The 8 CAEP Measures were hot-linked to the schools new webpage of which was not identified, due to a university-wide system change the same week as the accreditation. In addition, the InTASC standards were also linked to the Non-Proprietary Assessment Rubric of which was sent to the CAEP reviewers emails before the post-visit consultation.
The SEHDCS had a total of 13 completers of which 1 one of the completers was in the Advanced Track of the MASPE program. The other 12 students were all Initial Graduates of the undergraduate and graduate levels.
The school made substantive changes to the established mission and objectives of the institution/organization of the EPP. The EPP also made additional edits and changes to the Comprehensive Assessment Plan, Quality Assurance System, Curriculum ladders, Assessments, Program Handbooks, Undergraduate Benchmarks, Graduate Checkpoints, and program literature to align with the InTASC and CAEP standards. The program maintained its partnerships with area school districts, and various stakeholders to continue building upon positive relationships formed over time. The EPP also included various partnerships with school districts located in both of the most populated districts in the state. In addition, the EPP developed a committee that consists of Alumnus to assist with the overall growth of the EPP.