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2021 TITLE II REPORTS National Teacher Preparation Data

Kentucky State University Traditional Report AY 2019-20 Kentucky

Key terms in this section are listed below. Click on the link to view the definition(s) in the glossary.

400 E. Main Street

Frankfort

___

Kentucky

40601

___

Dr.

RST NAME Gavin

LAST NAME

Washington

gavin.washington@kysu.edu

THIS PAGE INCLUDES:

>> 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)) 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

10

>> Undergraduate Requirements

» Postgraduate 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. ( \205(a)(1)(C)(i))

Supervised Clinical Experience

Key terms in this section are listed below. Click on the link to view the definition(s) in the glossary.

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.

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.

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

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

4. Please provide any additional information about the information provided above: This is an online program. Entry: 3 letters of reference; passing scores on ETS Praxis Core Academic Skills for Educators; 9 course hours.

Provide the following information about supervised clinical experience in 2019-20. (§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

Are there programs in which candidates are the teacher of record?

YesNoIf 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

Programs in which candidates are the teacher of record in a classroom during the program (many alternative programs)

Number of years required for teaching as the teacher of record in a classroom

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 3

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 13

Number of students in supervised clinical experience during this academic year 7

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.

Key terms in this section are listed below. Click on the link to view the definition(s) in the glossary.

Enrolled Student

Program Completer

2019-20 Total

Total Number of Individuals Enrolled 29

Subset of Program Completers 7

» Teachers Prepared by Subject Area

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.

» Teachers Prepared by Academic Major

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

Please provide the number of teachers prepared by subject area for academic year 2019-20.

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))

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).

>> 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)) » Program Assurances

Through monthly meetings with the Teacher Education Committee (community and institutional stakeholders) and the School of Education and Human Development (SEHD) 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 SEHD 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.

>> Report Progress on Last Year's Goal (2019-20)

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))

» Review Current Year's Goal (2020-21)

>> Set Next Year's Goal (2021-22)

Key terms in this section are listed below. Click on the link to view the definition(s) in the glossary.

Quantifiable Goals

To add at least three students to the program.

Add at least 5 students to the program.

>> Report Progress on Last Year's Goal (2019-20)

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))

» Review Current Year's Goal (2020-21)

>> Set Next Year's Goal (2021-22)

Key terms in this section are listed below. Click on the link to view the definition(s) in the glossary. >> Report Progress on Last Year's Goal (2019-20)

Quantifiable Goals

The program currently doesn't have any students enrolled in the program, and the goal is to enroll at least two students into the program by the Fall 2020 semester.

Add at least 2 students to the program.

>> Report Progress on Last Year's Goal (2019-20)

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))

» Review Current Year's Goal (2020-21)

>> Set Next Year's Goal (2021-22)

Key terms in this section are listed below. Click on the link to view the definition(s) in the glossary.

Quantifiable Goals

To increase enrollment in the program by at least five students.

Add at least 3 students to the program

» Report Progress on Last Year's Goal (2019-20)

» Review Current Year's Goal (2020-21)

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))

>> Set Next Year's Goal (2021-22)

Key terms in this section are listed below. Click on the link to view the definition(s) in the glossary.

Quantifiable Goals

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. (§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.

» 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.

SECTION IV: LOW-PERFORMING 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)) » Low-Performing

SECTION V: USE OF TECHNOLOGY 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. Use of Technology

One of the two Education Foundations 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.

» Teacher Training

Provide the following information about your teacher preparation program. ( §205(a)(1)(G))

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.

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.

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.

Yes

No

If yes, provide a description of the activities that prepare special education teachers to:

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.

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.

Students take a course in Cultural Competence, in which candidates learned about working with and teaching individuals with a variety or 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.

THIS PAGE INCLUDES:

>> 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. » 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 and Human Development 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 2016-2021 • 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.

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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.

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.

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:

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: