===== PAGE 1 ===== ## Title II Higher Education Act ## Menu Secondary My Account Technical Assistance Log Out 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 - Assessment Pass Rates - Summary Pass Rates 2022 Program 4 Section IV: Low-Performing - Low-Performing 2022 Program 5 Section V: Use of Technology - Use of Technology 2022 Program 6 ===== PAGE 2 ===== 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 Program 7 Contextual Information Contextual Information Certification ## KY Kentucky State University Traditional Report AY 2020-21 Kentucky 100% Complete Status: In Progress ## Institution Information Key terms in this section are listed below. Click on the link to view the definition(s) in the glossary. ===== PAGE 3 ===== - Academic year - IPEDS ID IPEDS ID □ THIS INSTITUTION HAS NO IPEDS ID

If no IPEDS ID, please provide an explanation Address 400 E. Main Street Save/Stay

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), 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 Back To Top

CIP Code	List of Programs	UG, PG, or Both	Update
CIP Code	Teacher Preparation Programs	UG, PG, or Both	Update
13.121	Early Childhood Education	UG	Edit\nDelete
13.1202	Elementary Education	UG	Edit\nDelete
13.1	Special Education	PG	Edit\nDelete

===== PAGE 4 =====

CIP Code	Teacher Preparation Programs	UG, PG, or Both	Update
13.1322	Teacher Education - Biology	UG	Edit
			Delete
13.1305	Teacher Education - English/Language Arts	UG	Edit
			Delete
13.1307	Teacher Education - Health	UG	Edit
			Delete
13.1311	Teacher Education - Mathematics	UG	Edit
			Delete
13.1312	Teacher Education - Music	UG	Edit
			Delete
13.1314	Teacher Education - Physical Education and Coaching	UG	Edit
			Delete
13.1318	Teacher Education - Social Studies	UG	Edit
			Delete

Total number of teacher preparation programs: 10 ## 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 (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.

C This Page is in Progress	This Page is Completed

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. ( §205(a)(1)(C)(i)) Key terms in this section are listed below. Click on the link to view the definition(s) in the glossary. ===== PAGE 5 ===== 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

Undergraduate Requirements

• 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 ## Back To Top 1. Are there initial teacher certification programs at the undergraduate level? ☑ Yes C 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	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:	Required for Entry ☑ Yes ☐ No	Required for Exit ☑ Yes ☐ No
Other below.

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.

Entry: minimum score of "3" on portfolio rubric;\n25 hours of verified field experiences in P-12 entered into the Kentucky Field Experience Tracking System (KFETS); 3 letters of reference;

## Postgraduate Requirements ## Back To Top 1. Are there initial teacher certification programs at the postgraduate level? Yes C 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. ===== PAGE 6 ===== 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 to teaching as the teacher of record in a classroom Number of clock hours of supervised clinical experience required prior to teaching as to teaching as the teacher of record in a classroom

Element	Admission	Completion
Transcript	Required for Entry ☑ Yes☐ No☐ Required for Exit ☑ Yes☐ No☐ Required for Sample ☑ Yes☐ No☐ Required for Total ☑ Yes☐ No☐ Required for Background check	Required for Entry ☑ Yes☐ No☐ Required for Sample ☑ Yes☐ No☐ Required for Total ☑ Yes☐ No☐ Required for Exam ☑ Yes☐ No☐ Required for Exมү No☐ Required for Exit ☑ Yes☐ No☐ Required for Sample ☑ Yes☐ No☐ Required for Total ☑ Yes☐ No
Minimum number of courses/credits/semester hours completed	Required for Entry ☑ Yes☐ No☐ Required for Exam ☑ Yes☐ No☐ Required for Sample ☑ Yes☐ No☐ Required for Total ☑ Yes☐ No	Required for Entry ☑ Yes☐ No☐ Required for Exam ☑ Yes☐ No☐ Required for Sample ☑ Yes☐ No☐ Required for Exm ☑ Yes☐ No
Minimum GPA	Required for Entry ☑ Yes☐ No☐ Required for Exam ☑ Yes☐ No☐ Required for Sample ☑ Yes☐ No☐ Required for Total ☑ Yes☐ No	Required for Entry ☑ Yes☐ No☐ Required for Exam ☑ Yes☐ No☐ Required for Sample ☑ Yes☐ No☐ Required for Exm ☑ Yes☐ No
Minimum GPA in content area coursework	Required for Entry ☑ Yes☐ No☐ Required for Exam ☑ Yes☐ No☐ Required for Sample ☑ Yes☐ No☐ Required for Total ☑ Yes☐ No	Required for Entry ☑ Yes☐ No☐ Required for Exam ☑ Yes☐ No☐ Required for Sample ☑ Yes☐ No☐ Required for Exm ☑ Yes☐ No
Minimum GPA in professional education coursework	Required for Entry ☑ Yes☐ No☐ Required for Exam ☑ Yes☐ No☐ Required for Sample ☑ Yes☐ No☐ Required for Total ☑ Yes☐ No	Required for Entry ☑ Yes☐ No☐ Required for Exam ☑ Yes☐ No☐ Required for Sample ☑ Yes☐ No
Minimum ACT score	Required for Entry ☑ Yes☐ No☐ Required for Exam ☑ Yes☐ No	Required for Exam ☑ Yes☐ No☐ Required for Exm ☑ Yes☐ No
Minimum SAT score	Required for Entry ☑ Yes☐ No☐ Required for Exam ☑ Yes☐ No	Required for Exam ☑ Yes☐ No☐ Required for Exm ☑ Yes☐ No
Minimum basic skills test score	Required for Entry ☑ Yes☐ No☐ Required for Exam ☑ Yes☐ No	Required for Exam ☑ Yes☐ No☐ Required for Exm ☑ Yes☐ No
Subject area/academic content test or other subject matter verification	Required for Entry ☑ Yes☐ No☐ Required for Exam ☑ Yes☐ No	Required for Exam ☑ Yes☐ No☐ Required for Exm ☑ Yes☐ No
Recommendation(s)	Required for Entry ☑ Yes☐ No☐ Required for Exam ☑ Yes☐ No	Required for Exam ☑ Yes☐ No☐ Required for Exm ☑ Yes☐ No
Essay or personal statement	Required for Entry ☑ Yes☐ No☐ Required for Exam ☑ Yes☐ No	Required for Exam ☑ Yes☐ No☐ Required for Exm ☑ Yes☐ No
Interview	Required for Entry ☑ Yes☐ No☐ Required for Exam ☑ Yes☐ No	Required for Exam ☑ Yes☐ No☐ Required for Exm ☑ Yes☐ No
Other Specify:
Other specify: See below.	Required for Entry ☑ Yes☐ No☐ Required for Exam ☑ 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. Please provide any additional information about the information provided above: This is an online program. Entry: 3 letters of reference, Graduate Application, Entry: 3 letters of reference, Graduate Application, Official transcripts
Supervised Clinical Experience
Back To Top
Provide the following information about supervised clinical experience in 2020-21. ($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) Programs with student teaching models (most traditional programs) Number of clock hours of supervised clinical experience required prior to student teaching prior to student teaching Number of clock hours of supervised clinical experience required for student teaching 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? ☑ Yes ☐ No
If yes, provide the next two responses. If no, leave them blank.

Number of years required for teaching as the teacher of record in a Number of years required for teaching as the teacher of record in a classroom ===== PAGE 7 =====

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) classroom

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) 2
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) 0
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 34
Number of students in supervised clinical experience during this academic year	Number of students in supervised clinical experience during this academic year 17

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. Clinical placements were determined collaboratively according to the requirements for cooperating teachers required by KY regulation, as well as recommendations from district central

## 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 (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. Info This Page is in Progress This Page is Completed Print Reset Page Save ## 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 (%)

Update

Section I: Program Information

===== PAGE 8 ===== Back To Top

Enrollment and Completer Totals 2020-21 Total

## 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 Total Number of Individuals Enrolled Total Number of Individuals Enrolled in 2020-21 26

Subset of Program Completers	Subset of Program Completers in 2020-21 [16]
	Program Enrollment and Completers By Gender
Gender	Total Enrolled	Subset of Program Completers
Male	Male Enrollment	Male Completers
Male	[11]
Female	Female Enrollment	Female Completers
Female	[15]	7
Non-Binary/Other	Non-Binary/Other Enrollment	Non-Binary/Other Completers
Non-Binary/Other	0	0
No Gender Reported	Nonreported gender Enrollment	Nonreported gender Completers
No Gender Reported	0	0
Program Enrollment and Completers By Race/Ethnicity
Race/Ethnicity	Total Enrolled	Subset of Program Completers
American Indian or Alaska Native	American Indian or Alaska Native	American Indian or Alaska Native
American Indian or Alaska Native	Enrollment	Completers [0
Asian	Asian Enrollment	Asian Completers
Asian	0	0
Black or African American	Black or African American Enrollment	Black or African American Completers
Black or African American	14	9
Hispanic/Latino of any race	Hispanic/Latino of any race enrollment	Hispanic/Latino of any race Completers
Hispanic/Latino of any race	0	0
Native Hawaiian or Other Pacific Islander	Native Hawaiian or Other Pacific Islander Enrollment	Native Hawaiian or Other Pacific Islander Completers
Native Hawaiian or Other Pacific Islander	0	0
White	White Enrollment	White Completers
White	12	7
Two or more races	Two or more races Enrollment	Two or more races Completers
Two or more races	0	0
No Race/Ethnicity Reported	Nonreported race/ethnicity Enrollment	Nonreported race/ethnicity Completers
No Race/Ethnicity Reported	0	0

This Page is in Progress This Page is Completed
Print	Reset Page
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 Back To Top 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. (§205(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).

Teachers Prepared by Subject Area

CIP Code	Subject Area	Number Prepared
13.10	Teacher Education - Special Education	Number Prepared 8
13.1202	Teacher Education - Elementary Education	Number Prepared 3
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 4

===== PAGE 10 =====

Teachers Prepared by Subject Area
CIP Code	Subject Area	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	1
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	Education - Other Specify: Other specify:	Number Prepared

## Teachers Prepared by Academic Major ## Back To Top 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 ## C No No teachers prepared in academic year 2020-21 It 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

ICP Code	Academic Major	Number Prepared
13.10	Teacher Education - Special Education	Number Prepared 8
13.1202	Teacher Education - Elementary Education	Number Prepared 3
13.1203	Teacher Education - Junior High/Intermediate/Middle School Education	Number Prepared
13.1210	Teacher Education - Early Childhood Education	Number Prepared

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

ICP Code	Teachers Prepared by Academic Major		Number Prepared
13.1301	Academic Major
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	4
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	1
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:		Number Prepared
	Other specify:
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
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

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

ICP Code	Academic Major	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

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 ## Back To Top 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 C 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 C No 5. Prospective general education teachers are prepared to provide instruction to limited English proficient students. Yes ===== PAGE 13 ===== C No 6. Prospective general education teachers are prepared to provide instruction to students from low-income families. ☑ Yes C No 7. Prospective teachers are prepared to effectively teach in urban and rural schools, as applicable. ☑ Yes C No 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 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. Through monthly meetings with the Teacher Education Committee (community and institutional stakeholders) and the School of Education Human Development and Consumer Sciences

upon completion of their program. ## 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 (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. Info This Page is in Progress This Page is Completed Print Reset Page Save 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) Back To Top 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). ⚽ Yes C No To add at least three students to the program. 2. Describe your goal. To add at least three students to the program. 3. Did your program meet the goal? ☐ Yes ☒ No

n/a 4. Description of strategies used to achieve goal, if applicable: n/a ===== PAGE 14 ===== 5. Description of steps to improve performance in meeting goal or lessons learned in meeting goal, if applicable: n/a n/a

n/a 6. Provide any additional comments, exceptions and explanations below: n/a ## Review Current Year's Goal (2021-22) Back To Top 7. Is your program preparing teachers in mathematics in 2021-22? If no, leave the next question blank. Yes C No Add at least 5 students to the program. 8. Describe your goal. Add at least 5 students to the program. ## Set Next Year's Goal (2022-23) Back To Top 9. Will your program prepare teachers in mathematics in 2022-23? If no, leave the next question blank. ☐ Yes C No Add at least 5 students to the program. 10. Describe your goal. Add at least 5 students to the program. ## 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 (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. Info C This Page is in Progress ⚡ This Page is Completed Print Reset Page Save 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. (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) ===== PAGE 15 ===== ## Report Progress on Last Year's Goal (2020-21) Back To Top 1. Did your program prepare teachers in science in 2020-21? If no, leave remaining questions for 2020-21 blank (or clear responses already entered). ⚡ Yes C No scribe your goal. 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 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. Fall 2020 semester. 3. Did your program meet the goal? ☑ Yes ☐ No

n/a 4. Description of strategies used to achieve goal, if applicable: n/a 5. Description of steps to improve performance in meeting goal or lessons learned in meeting goal, if applicable: n/a n/a

n/a 6. Provide any additional comments, exceptions and explanations below: n/a ## Review Current Year's Goal (2021-22) Back To Top 7. Is your program preparing teachers in science in 2021-22? If no, leave the next question blank. ☐ Yes ☑ No Add at least 2 students to the program. 8. Describe your goal. Add at least 2 students to the program. ## Set Next Year's Goal (2022-23) Back To Top 9. Will your program prepare teachers in science in 2022-23? If no, leave the next question blank. ☑ Yes ☐ No Add at least 2 students to the program. 10. Describe your goal. Add at least 2 students to the program. ## 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 (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. ===== PAGE 16 =====

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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. (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) Back To Top 1. 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).

YesNo	To increase enrollment in the program by at least five students.
2. Describe your goal. To increase enrollment in the program by at least five students.

3. Did your program meet the goal? ☒ Yes C No 4. Description of strategies used to achieve goal, if applicable: Better marketing of the program to meet the needs of school districts Better marketing of the program to meet the needs of school districts 5. Description of steps to improve performance in meeting goal or lessons learned in meeting goal, if applicable: n/a n/a

n/a 6. Provide any additional comments, exceptions and explanations below: n/a ## Review Current Year's Goal (2021-22) Back To Top 7. 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

===== PAGE 17 ===== 8. Describe your goal. Add at least 5 students to the program ## Set Next Year's Goal (2022-23) Back To Top 9. 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 10. Describe your goal. Add at least 6 students to the program ## 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 (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. Info This Page is in Progress This Page is Completed Print Reset Page Save 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) Back To Top 1. 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). C Yes G No 2. Describe your goal. 3. Did your program meet the goal? C Yes C No 广 4. Description of strategies used to achieve goal, if applicable:

===== PAGE 18 ===== 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: ## Review Current Year's Goal (2021-22) Back To Top 7. Is your program preparing teachers in instruction of limited English proficient students in 2021-22? If no, leave the next question blank. © Yes No 广 8. Describe your goal. ## Set Next Year's Goal (2022-23) Back To Top 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 广 10. Describe your goal. ## 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 (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. Info C This Page is in Progress This Page is Completed Print Reset Page Save

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. Pass rate Scaled score Teacher credential assessment This Page Includes: • Assessment Pass Rates ===== PAGE 19 =====

Back To Top
Assessment Pass Rates
Assessment code - Assessment name	Number Avg. Number Pass
Test Company	taking scaled passing rate
Group	tests score tests (%)
ETS0235 - BIOLOGY CONTENT KNOWLEDGE	1
Educational Testing Service (ETS)
All program completers, 2019-20
ETS5003 - ELEM ED MULTI SUBJ MATHEMATICS	1
Educational Testing Service (ETS)
All program completers, 2020-21
ETS5003 - ELEM ED MULTI SUBJ MATHEMATICS	4
Educational Testing Service (ETS)
All program completers, 2019-20
ETS5003 - ELEM ED MULTI SUBJ MATHEMATICS	2
Educational Testing Service (ETS)
All program completers, 2018-19
ETS5002 - ELEM ED MULTI SUBJ READING LANG ARTS	1
Educational Testing Service (ETS)
All program completers, 2020-21
ETS5002 - ELEM ED MULTI SUBJ READING LANG ARTS	5
Educational Testing Service (ETS)
All program completers, 2019-20
ETS5002 - ELEM ED MULTI SUBJ READING LANG ARTS	2
Educational Testing Service (ETS)
All program completers, 2018-19
ETS5005 - ELEM ED MULTI SUBJ SCIENCES	1
Educational Testing Service (ETS)
All program completers, 2020-21
ETS5005 - ELEM ED MULTI SUBJ SCIENCES	5
Educational Testing Service (ETS)
All program completers, 2019-20
ETS5005 - ELEM ED MULTI SUBJ SCIENCES	2
Educational Testing Service (ETS)
All program completers, 2018-19
ETS5004 - ELEM ED MULTI SUBJ SOCIAL STUDIES	1
Educational Testing Service (ETS)
All program completers, 2020-21
ETS5004 - ELEM ED MULTI SUBJ SOCIAL STUDIES	5
Educational Testing Service (ETS)
All program completers, 2019-20
ETS5004 - ELEM ED MULTI SUBJ SOCIAL STUDIES	2
Educational Testing Service (ETS)
All program completers, 2018-19
ETS5039 - ENGLISH LANGUAGE ARTS: CONTENT AND ANALYSIS	1
Educational Testing Service (ETS)
All enrolled students who have completed all noncl
ETS5857 - HEALTH AND PE	1
Educational Testing Service (ETS)
All program completers, 2020-21
ETS5161 - MATHEMATICS CONTENT KNOWLEDGE	1
Educational Testing Service (ETS)
Other enrolled students
ETS5161 - MATHEMATICS CONTENT KNOWLEDGE	1
Educational Testing Service (ETS)
All program completers, 2019-20
ETS5161 - MATHEMATICS CONTENT KNOWLEDGE	1
Educational Testing Service (ETS)
All program completers, 2018-19
ETS5114 - MUSIC CONTENT & INSTRUCTION	1

===== PAGE 20 ===== Info

Assessment code - Assessment name	Number	Avg. Number Pass
Test Company	taking	scaled passing rate
Group	tests	score tests (%)
Educational Testing Service (ETS)
All program completers, 2020-21
ETS5114 - MUSIC CONTENT & INSTRUCTION	2
Educational Testing Service (ETS)
All program completers, 2018-19
ETS5095 - PHYSICAL ED CONTENT AND DESIGN	1
Educational Testing Service (ETS)
All program completers, 2020-21
ETS5623 - PRINC LEARNING AND TEACHING 5-9	1
Educational Testing Service (ETS)
All program completers, 2018-19
ETS5624 - PRINC LEARNING AND TEACHING 7-12	2
Educational Testing Service (ETS)
All enrolled students who have completed all noncl
ETS5624 - PRINC LEARNING AND TEACHING 7-12	1
Educational Testing Service (ETS)
Other enrolled students
ETS5624 - PRINC LEARNING AND TEACHING 7-12	2
Educational Testing Service (ETS)
All program completers, 2020-21
ETS5624 - PRINC LEARNING AND TEACHING 7-12	2
Educational Testing Service (ETS)
All program completers, 2019-20
ETS5624 - PRINC LEARNING AND TEACHING 7-12	3
Educational Testing Service (ETS)
All program completers, 2018-19
ETS5622 - PRINC LEARNING AND TEACHING K-6	2
Educational Testing Service (ETS)
All program completers, 2020-21
ETS5622 - PRINC LEARNING AND TEACHING K-6	4
Educational Testing Service (ETS)
All program completers, 2019-20
ETS5622 - PRINC LEARNING AND TEACHING K-6	2
Educational Testing Service (ETS)
All program completers, 2018-19
ETS5543 - SE CK AND MILD TO MODERATE APPL	1
Educational Testing Service (ETS)
All enrolled students who have completed all noncl
ETS5543 - SE CK AND MILD TO MODERATE APPL	1
Educational Testing Service (ETS)
All program completers, 2020-21
ETS5543 - SE CK AND MILD TO MODERATE APPL	1
Educational Testing Service (ETS)
All program completers, 2018-19
ETS5086 - SOCIAL STUDIES CONTENT & INTERPRETATION	1
Educational Testing Service (ETS)
All enrolled students who have completed all noncl
ETS5086 - SOCIAL STUDIES CONTENT & INTERPRETATION	1
Educational Testing Service (ETS)
All program completers, 2018-19

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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. (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 Teacher credential assessment ## This Page Includes: - Summary Pass Rates ## Summary Pass Rates Back To Top

Summary Pass Rates
Group	Number taking tests	Number passing tests	Pass rate (%)
All program completers, 2020-21	5
All program completers, 2019-20	7
All program completers, 2018-19	7
All program completers, combined 3 academic years	19	13	68
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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 Back To Top 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 ===== PAGE 22 ===== Other specify: Other specify: 2. Is your teacher preparation program currently under a designation as "low-performing" by the state? C Yes No 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 (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. Info C This Page is in Progress This Page is Completed

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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 Back To Top 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: 1. integrate technology effectively into curricula and instruction Yes C No 2. use technology effectively to collect data to improve teaching and learning C Yes C No 3. use technology effectively to manage data to improve teaching and learning C Yes C No 4. use technology effectively to analyze data to improve teaching and learning C Yes C 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 Foundation courses required for admission to our teacher ed 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, PowerPoint 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. One of the two Education Foundation courses required for admission to our teacher ed programs is an introductory course in technology. Candidates learn to collect and use data

## Save Option I’ve 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. ===== PAGE 23 ===== ## Teacher Training Provide the following information about your teacher preparation program. ( §205(a)(1)(G)) This Page Includes: Teacher Training ## Teacher Training ## Back To Top 1. Provide a description of the activities that prepare general education teachers to: 1. 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 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

opportunities to observe and teach students with special needs. To pass this course, candidates must demonstrate 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. 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 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 the field to assure they engage in these experiences.

3. 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 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 experiences. needs and those with limited English proficiency 2. Does your program prepare special education teachers? Yes C No If yes, provide a description of the activities that prepare special education teachers to: 1. 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 All teacher candidates complete a required course, Introduction to Exceptional Education, prior to admission to student teaching. To pass this course, candidates must demonstrate observe and teach students with special needs.

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. 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, ===== PAGE 24 ===== 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 All teacher candidates complete a required course, Introduction to Exceptional Education, prior to admission to student teaching. To pass this course, candidates must demonstrate ▶ assure they engage in these experiences. 3. 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 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 experiences. ## 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 (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. Info This Page is in Progress This Page is Completed Print Reset Page Save ## 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 Back To Top 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 2016-2021 • 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 School of Education Human Development and Consumer Sciences Strategic Plan development resource for our community. Core Values ===== PAGE 25 ===== Supporting Files No ext{ 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 ## 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 (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. Info C This Page is in Progress This Page is Completed Print Reset Page Save ## 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