• Yes participate as a member of individualized education program teams Yes teach students who are limited English proficient effectively Yes
  • Provide a description of the evidence your program uses to show that it prepares general education teachers to teach students with disabilities effectively, including training related to participation as a member of individualized education program teams, as defined in section 614(d)(1)(B) of the Individuals with Disabilities Education Act and to effectively teach students who are limited English proficient. Include planning activities and a timeline if any of the three elements listed above are not currently in place.
  • All undergraduate teacher candidates complete Introduction to Exceptional Education prior to admission to student teaching. Field experiences and clinical practice are planned carefully to provide candidates with lots of experiences with lots of different children. Candidates keep track of the demographic characteristics, including the special needs, of students with whom they work during 200 hours of field experiences, using the state-wide Kentucky Field Experiences Tracking System (KFETS), which can be transferred between Kentucky IHEs. At this time, fostering the knowledge/skills of our candidates in teaching students with limited English proficiency is not our strength, but our new Cultural Competence initiative will assure that all ed prep graduates of KSU are fully prepared to foster the learning of these students, as well.
  • Does your program prepare special education teachers to
  • teach students with disabilities effectively
  • participate as a member of individualized education program teams Yes
  • teach students who are limited English proficient effectively
  • Yes

Provide a description of the evidence your program uses to show that it prepares special education teachers to teach students with disabilities effectively, including training related to participation as a member of individualized education program teams, as defined in section 614(d)(1)(B) of the Individuals with Disabilities Education Act, and to effectively teach students who are limited English proficient. Include planning activities and a timeline if any of the three elements listed above are not currently in place

Each course in our online special ed program requires field experiences designed to provide teach candidates to support and teach students with 504 plans, IEPs, IBPs, and IFPs effectively. Students participate in ARC meetings as part of this field work and during their clinical practice. Learning about students with limited English proficiency is not as methodical and depends on the candidates' location. This is an area in which we need more focus.

Section VII 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. The U.S. Department of Education is especially interested in any evaluation plans or interim or final reports that may be available.

Kentucky State University began as a college for teachers in 1886. For 130 years, KSU has continued its proud tradition of preparing teachers to meet the needs of students, families, schools, districts, and the Commonwealth of Kentucky. KSU's Educator Preparation Programs equip candidates for careers as certified teachers. Graduates demonstrate the knowledge base, pedagogical skills, professional dispositions, and cultural competence needed to foster students' academic and personal growth and to guide them as they become responsible and productive citizens, in their chosen communities. Educational initiatives create innovative partnerships between schools and KSU's School of Education to support effective teaching and learning. Cultural Competence understanding, respecting, and connecting with all individuals. Teacher Leader Excellence Center: elevating teacher expertise to improve schools' Educational Pathways. Associate degree for high school students. Mentorship-individuated support for teacher candidates.

Supporting Files

Complete Report Card

ΔY 2014.15

4m=1°14:11|-5m|m|x|d|n|m|x|2m4.2|x|

https://title2.ed.gov/Secured/DataCollection/Institution/PrintReport.aspx?Year=2016

4/22/2016