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VIEW TITLE II REPORTS

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Kentucky State University Traditional Program

Complete Report Card

Institution Information

Title II Reports

AY 2014-15

Name of Institution: Kentucky State University Institution/Program Type: Traditional Academic Year: 2014-15 State: Kentucky

Address: 400 E Main Street

Frankfort, KY, 40601

Contact Name: Dr. Jo Anne Rainey

Phone: 502-597-5574

Email: joanne.rainey@tysu.edu

Is your institution a member of an HEA Title II Teacher Quality Partnership (TQP) grant awarded by the U.S. Department of Education? (http://www2.ed.gov/about/offices/list/oli/tqp/index.html)

No

If yes, provide the following:

Award year

Grantee name:

Project name

Grant number

List partner districts/LEAs

List other partners

Project Type

Section I.a Program Information List each teacher preparation program included in your traditional route. Indicate if your program or programs participate in a Teacher Quality Partnership Grant awarded by the U.S. Department of Education as described at http://www2.ed.gov/about/offices/list/oii/tqp/Index.html.

List each teacher preparation program included in your traditional route indicate if your program or programs participate in a Teacher Quality Partnership Grant awarded by the U.S. Department of Education as described at http://www2.ed.gov/about/offices/list/oii/tqp/index.html.

Teacher Preparation Programs	Teacher Quality Partnership Grant Member?
Biology Education	No
Elementary Education	No
English Education	No
Health and Physical Education	No
Interdisc plinary Early Childhood Education	No
Mathematics Education	No
Music Education	No
Physical Education (P-12)	No
Social Studies Education	No
Special Education	No
Total number of teacher preparation programs: 10

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22111.2 22111211

Indicate when students are formally admitted into your initial teacher certification program. Sophomore year 42 hrs: C or above in req courses. 25 field hrs.

Does your initial teacher certification program conditionally admit students? No

Provide a link to your website where additional information about admissions requirements can be found http://kystu.edu/academics/college-of-professional-studies/school-of-education/teacher-education/

Please provide any additional comments about or exceptions to the admissions information provided above:

Demonstrate academic achievement, organization, and professionalism through

o complete, electronic application packet for the appropriate EPP:

0 minimum of 42 semester credit hours.

o grade point average (GPA) of either 2.75 cumulative or 3.0 for the most recent 30 hours

a minimum grade of C in EDU 202

a minimum grade of C in EDU 203 or MUE 203 (Music Education only).

a minimum grade of C in CDF 203 and CDF 204 (IECE only).

o minimum of 25 held experience hours, with all data posted in Kentucky Field Tracking System (KFETS) and time verified through documentation signed by mentor teachers, and

o introductory. Phase I electronic portfolio, with artifacts that address Kentucky Teacher Standards

Demonstrate knowledge and skills in literacy and numeracy through

a minimum grade of C in ENG 101 and ENG 102 and

a minimum passing scores on the computerized ETS Prakis exam. Core Academic Skills for Educators (CASE) including Reading (5712) 156, Writing (5722) 162, and Mathematics (5732) 150

Demonstrate beginning-level skills in written and oral communication as well as the 21st Century Skills of critical thinking, communication, collaboration, and creativity (http://www.nea.org/home/34888.htm) through

a well-written coherent autobiographical essay:

a impromptu, word-processed response to a writing prompt and

o semi-structured, individual interview.

Provide completed assessments from two educational professionals, such as the academic advisor, a university instructor with whom the applicant has completed a course, or a P-12 teacher with whom the applicant has completed field experiences

Section I.b Undergraduate Requirements

Please provide the following information about your teacher preparation program's entry and exit requirements (§205(a)(1)(C)(i))

Are there initial teacher certification programs at the undergraduate level?

Yes

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.

Element	Required for Entry	Required for Exit
Transcript	Yes	Yes
Fingerprint check	Yes	No
Background check	Yes	No
Minimum number of courses/credits/semester hours completed	Yes	Yes
Minimum GPA	Yes	Yes
Minimum GPA in content area coursework	Yes	Yes
Minimum GPA in professional education coursework	Yes	Yes
Minimum ACT score	No	No
Minimum SAT score	No	No
Minimum basic skills test score	Yes	No
Subject area/academic content test or other subject matter verification	No	Yes
Recommendation(s)	Yes	Yes
Essay or personal statement	Yes	No
Interview	Yes	No

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What is the minimum GPA required for admission into the program?

2.75

What was the median GPA of individuals accepted into the program in academic year 2014-15

5.55

What is the minimum GPA required for completing the program?

275

What was the median GPA of individuals completing the program in academic year 2014-15

357

Please provide any additional comments about the information provided above.

minimum score of "3" on Portfolio, 25 hours of documented field experiences, 3 letters of reference passing scores on Praxis CASE successful completion of 42 course hours internal and external evaluators are used to ensure fairness, equity and reliability

Section I.b Postgraduate Requirements

Please provide the following information about your teacher preparation program's entry and exit requirements. (5205(a)(1)(C)(i))

Are there initial teacher certification programs at the postgraduate level?

Y

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

Element	Required for Entry	Required for Exit
Transcript	Yes	No
Fingerprint check	No	Yes
Background check	Yes	Yes
Minimum number of courses/credits/semester hours completed	Yes	Yes
Minimum GPA	Yes	Yes
Minimum GPA in content area coursework	No	No
Minimum GPA in professional education coursework	No	No
Minimum ACT score	No	No
Minimum SAT score	No	No
Minimum basic skills test score	Yes	No
Subject area/academic content test or other subject matter verification	No	Yes
Recommendation(s)	Yes	Yes
Essay or personal statement	Yes	No
Interview	No	No
Other	No	No

What is the minimum GPA required for admission into the program?

2.7

What was the median GPA of individuals accepted into the program in academic year 2014-15

3.84

What is the minimum GPA required for completing the program?

What was the median GPA of individuals completing the program in academic year 2014-15

3.4

Please provide any additional comments about the information provided above

This is an online program

Section I.c Enrollment

Provide the number of students in the teacher preparation program in the following categories. Note that you must report on the number of students by ethnicity and race separately. Individuals who are non-Hispanic/Latino will be reported in one of the race categories. Also note that individuals can belong to one or more racial groups, so the sum of the members of each racial category may not necessarily add up to the total number of students enrolled.

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x1 = -1 x2 = -1 x3 = -1 x4 = -1

completed the program during the academic year being reported. An individual who completed the program during the academic year being reported is counted as a program completer and not an enrolled student.

Additional guidance on reporting race and ethnicity data

Total number of students enrolled in 2014-15	12
Unduplicated number of males enrolled in 2014-15	3
Unduplicated number of females enrolled in 2014-15	9

2014-15	Number enrolled
Ethnicity
Hispanic/Latino of any race	0
Race
American Indian or Alaska Native	0
Asian	0
Black or African American	4
Native Hawaiian or Other Pacific Islander	0
White	6
Two or more races	2

Section I.d Supervised Clinical Experience

Provide the following information about supervised clinical experience in 2014-15.

Average number of clock hours of supervised clinical experience required prior to student teaching 200

Average number of clock hours required for student teaching 420

Average number of clock hours required for mentoring/induction support 16

Number of full-time equivalent faculty supervising clinical experience during this academic year 6

Number of adjunct faculty supervising clinical experience during this academic year (IHE and PreK-12 staff) 0

Number of students in supervised clinical experience during this academic year 14

Please provide any additional information about or descriptions of the supervised clinical experiences

Clinical placements are determined collaboratively according to the requirements for cooperating teachers required by KY regulation, as well as recommendations from district central offices and principals

Section I.e Teachers Prepared by Subject Area

Please provide the number of teachers prepared by subject area for academic year 2014-15. 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. (5205(b)(1)(H))

Subject Area	Number Prepared
Education - General
Teacher Education - Special Education	1
Teacher Education - Early Childhood Education	2
Teacher Education - Elementary Education	9
Teacher Education - Junior High/Intermediate/Middle School Education
Teacher Education - Secondary Education	-
Teacher Education - Multiple Levels
Teacher Education - Agriculture
Teacher Education - Art
Teacher Education - Business
Teacher Education - English/Language Arts
Teacher Education - Foreign Language
Teacher Education - Health
Teacher Education - Family and Consumer Sciences/Home Economics
Teacher Education - Technology Teacher Education/Industrial Arts	-
Teacher Education - Mathematics	-
Teacher Education - Music
Teacher Education - Physical Education and Coaching	1
Teacher Education - Reading

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Teacher Education - Social Science
Teacher Education - Social Studies	1
Teacher Education - Technical Education
Teacher Education - Computer Science
Teacher Education - Biology	1
Teacher Education - Chemistry
Teacher Education - Drama and Dance
Teacher Education - French
Teacher Education - German
Teacher Education - History
Teacher Education - Physics
Teacher Education - Spanish
Teacher Education - Speech
Teacher Education - Geography
Teacher Education - Latin
Teacher Education - Psychology
Teacher Education - Earth Science
Teacher Education - English as a Second Language
Teacher Education - Bilingual, Multilingual, and Multicultural Education
Education - Other
Specify

Section I.e Teachers Prepared by Academic Major

Please provide the number of teachers prepared by academic major for academic year 2014-15. 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 (9205(b)(1)(H)).

Academic Major	Number Prepared
Education - General
Teacher Education - Special Education	1
Teacher Education - Early Childhood Education	2
Teacher Education - Elementary Education	9
Teacher Education - Junior High/Intermediate/Middle School Education
Teacher Education - Secondary Education
Teacher Education - Agriculture
Teacher Education - Art
Teacher Education - Business
Teacher Education - English/Language Arts
Teacher Education - Foreign Language
Teacher Education - Health
Teacher Education - Family and Consumer Sciences/Home Economics
Teacher Education - Technology Teacher Education/Industrial Arts
Teacher Education - Mathematics
Teacher Education - Music
Teacher Education - Physical Education and Coaching	1
Teacher Education - Reading
Teacher Education - Science
Teacher Education - Social Science
Teacher Education - Social Studies	1
Teacher Education - Technical Education
Teacher Education - Computer Science
Teacher Education - Biology	1
Teacher Education - Chemistry
Teacher Education - Drama and Dance
Teacher Education - French
Teacher Education - German

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Teacher Education - Physics
Teacher Education - Spanish
Teacher Education - Speech
Teacher Education - Geography
Teacher Education - Latin
Teacher Education - Psychology
Teacher Education - Earth Science
Teacher Education - English as a Second Language
Teacher Education - Bilingual, Multilingual, and Multicultural Education
Education - Curriculum and Instruction
Education - Social and Philosophical Foundations of Education
Liberal Arts/Humanities
Psychology
Social Sciences
Anthropology
Economics
Geography and Cartography
Political Science and Government
Sociology
Visual and Performing Arts
History
Foreign Languages
Family and Consumer Sciences/Human Sciences
English Language/Literature
Philosophy and Religious Studies
Agriculture
Communication or Journalism
Engineering
Biology
Mathematics and Statistics
Physical Sciences
Astronomy and Astrophysics
Atmospheric Sciences and Meteorology
Chemistry
Geological and Earth Sciences/Geosciences
Physics
Business/Business Administration/Accounting
Computer and Information Sciences
Other
Specify .

Section I.f Program Completers

Provide the total number of teacher preparation programs completers in each of the following academic years: 2014-15-15 2015-14-13 2012-13-15

Section II 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 to state credential 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. (5205(a)(1)(A)(ii), 5206(a))

Information about teacher shortage areas can be found at http://www2.ed.gov/about/offices/list/ope/pol/tsa.html.

Please provide the information below about your program's goals to increase the number of prospective teachers in mathematics in each of three academic years.

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Did your program prepare teachers in mathematics in 2014-15? Yes How many prospective teachers did your program plan to add in mathematics in 2014-15? Did your program meet the goal for prospective teachers set in mathematics in 2014-15?

110

Description of strategies used to achieve goal, if applicable:

Description of strategies used to achieve goal, if applicable: Description of steps to improve performance in meeting goal or lessons learned in meeting goal, if applicable Campus-wide recruiting events were not as effective as predicted. Students did not benefit from individualized Plato programs as much as expected. Provide any additional comments, exceptions and explanations below: Our university underwent upper administrative changes in 2014-2015 Academic year 2015-16 Is your program preparing teachers in mathematics in 2015-16? Yes How many prospective teachers did your program plan to add in mathematics in 2015-16?

Provide any additional comments, exceptions and explanations below.

Upper administration has continued to shift and our School of Education also has undergone changes in faculty and leadership. A new focus on accuracy, accountability, and excellence has begun. The Teacher Education Committee (our policy- and decision-making body for ed prep) is designing policies and procedures that carefully follow Kentucky regulations and are focused on student support.

Academic year 2016-17

Will your program prepare teachers in mathematics in 2016-17? Yes How many prospective teachers does your program plan to add in mathematics in 2016-17?

Provide any additional comments, exceptions and explanations below.

We are reaching out personally to high school students who might be interested in math ed. Our educational pathways are fully underway with two local school districts. We have created two new 1-hour courses designed to support candidates in the areas of literacy and mathematics, as they prepare to take a standard zed exam required for admission to the Mathematics Education Program. These courses will be offered for the first time in fall 2016. Initiatives also are underway to revamp our ed prep curricula, to imbed cultural competence into our teaching, and to partner with P-12 teachers in course instruction

Section II Annual Goals - Science

Each institution of higher education (HHE) that conducts a traditional teacher preparation program (including programs that offer any ongoing professional development programs) or alternative route to state credential 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 (5205(a)(1)(A)(ii), 5206(a))

Information about teacher shortage areas can be found at http://www2.ed.gov/about/offices/list/ope/pol/tsa.html

Please provide the information below about your program's goals to increase the number of prospective teachers in science in each of three academic years. Academic year 2014-15 Did your program prepare teachers in science in 2014-15? How many prospective teachers did your program plan to add in science in 2014-15? Did your program meet the goal for prospective teachers set in science in 2014-15? Description of strategies used to achieve goal, if applicable Description of steps to improve performance in meeting goal or lessons learned in meeting goal, if applicable

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Provide any additional comments, exceptions and explanations below.

Our university underwent upper administrative changes in 2014-2015

Academic year 2015-16

Is your program preparing teachers in science in 2015-16?

Yes

How many prospective teachers did your program plan to add in science in 2015-16?

6

Provide any additional comments, exceptions and explanations below

Upper administration has continued to shift and our School of Education also has undergone changes in faculty and leadership. A new focus on accuracy, accountability, and excellence has begun. The Teacher Education Committee (our policy- and decision-making body for ed prep) is designing policies and procedures that carefully follow Kentucky regulations and are focused on student support.

Academic year 2016-17

Will your program prepare teachers in science in 2016-17?

Ves

How many prospective teachers does your program plan to add in science in 2016-17?

2

Provide any additional comments, exceptions and explanations below:

We are reaching out personally to high school students who might be interested in biology ed. Our educational pathways are fully underway with two local school districts. We have created two new 1-hour courses designed to support candidates in the areas of literacy and mathematics, as they prepare to take a standardized exam (CASE) required for admission to the Biology Education Program. These courses will be offered for the first time in fall 2016. Initiatives also are underway to revamp our ed prep curricula, to imbed cultural competence into our teaching, and to partner with P-12 teachers in course instruction.

Section II 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 to state credential 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. (5205(a)(1)(A)(ii), 5206(a))

Information about teacher shortage areas can be found at http://www2.ed.gov/about/offices/list/ope/pol/tsa.html.

Please provide the information below about your program's goals to increase the number of prospective teachers in special education in each of three academ ic years

Academic year 2014-15

Did your program prepare teachers in special education in 2014-15?

Yes

How many prospective teachers did your program plan to add in special education in 2014-15?

Did your program meet the goal for prospective teachers set in special education in 2014-15?

Yes

Description of strategies used to achieve goal, if applicable

Description of steps to improve performance in meeting goal or lessons learned in meeting goal, if applicable

We did add two students to our traditional special education program in 2014-2015 but overall, strategies to recruit students from outside of Kentucky and to support online learning were not effective.

Provide any additional comments, exceptions and explanations below

Academic year 2015-16

Is your program preparing teachers in special education in 2015-16? Yes How many prospective teachers did your program plan to add in special education in 2015-16? 2 Provide any additional comments, exceptions and explanations below

x

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accountability, and excellence has begun. The Teacher Education Committee (our policy- and decision-making body for ed prep) is designing policies and procedures that carefully follow Kentucky regulations and are focused on student support. Faculty who instruct online courses must demonstrate specific technological and skills

Academic year 2016-17

Will your program prepare teachers in special education in 2016-17?

Yes

How many prospective teachers does your program plan to add in special education in 2016-17?

2

Provide any additional comments, exceptions and explanations below

We are recruiting from inside Kentucky in a "grow your own" effort and we are revising our traditional special ed program to be more current, relevant, and engaging. Our numbers have dropped due to our following KY regulations, as well as our own policies and procedures. Once everyone understands and supports the changes, the program should grow

Section II 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 to state credential 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. (9205(a)(1)(A)(ii), 9206(a))

Information about teacher shortage areas can be found at http://www2.ed.gov/about/offices/list/ope/pol/tsa.html.

Please provide the information below about your program's goals to increase the number of prospective teachers in instruction of limited English proficient students in each of three academic years.

Academic year 2014-15

Did your program prepare teachers in instruction of limited English proficient students in 2014-15?

No

How many prospective teachers did your program plan to add in instruction of limited English proficient students in 2014-15?

Did your program meet the goal for prospective teachers set in instruction of limited English proficient students in 2014-15? Data not reported

Description of strategies used to achieve goal, if applicable:

Description of steps to improve performance in meeting goal or lessons learned in meeting goal, if applicable.

Provide any additional comments, exceptions and explanations below:

Academic year 2015-16

Is your program preparing teachers in instruction of limited English proficient students in 2015-16?

No

How many prospective teachers did your program plan to add in instruction of limited English proficient students in 2015-16?

Provide any additional comments, exceptions and explanations below

Academic year 2016-17

Will your program prepare teachers in instruction of limited English proficient students in 2016-17?

No

How many prospective teachers does your program plan to add in instruction of limited English proficient students in 2016-17?

Provide any additional comments, exceptions and explanations below

Section II Assurances

Please certify that your institution is in compliance with the following assurances (5205(a)(1)(A)(iii), 5206(b)) Note. Be prepared to provide documentation and evidence for your responses, when requested, to support the following assurances.

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

Preparation is closely linked with the needs of schools and the instructional decisions new teachers face in the classroom. Yes

Prospective special education teachers are prepared in core academic subjects and to instruct in core academic subjects.

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Yeq

Prospective general education teachers are prepared to provide instruction to limited English proficient students. Yes

Prospective general education teachers are prepared to provide instruction to students from low-income families. Yes

Prospective teachers are prepared to effectively teach in urban and rural schools, as applicable. Yes

Describe your institution's most successful strategies in meeting the assurances listed above:

In August 2015, we began the planning for a major, research-based, cultural competence initiative that will span across all our EPPs to assure that every teacher candidate who graduates from KSU is prepared to teach every child

Section III Assessment Pass Rates

Assessment code - Assessment name Test Company Group	Number taking tests	Avg scaled score	Number passing tests	Pass rate (%)
ETS0235 - BIOLOGY CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2014-15	1
ETS0235 - BIOLOGY CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2012-13	2
ETS0353 - ED OF EXCEPTIONAL STUDENTS CORE CK (DISCONTINUED) Educational Testing Service (ETS) Other enrolled students	1
ETS0542 - ED OF EXCEPTIONAL STUDENTS MTMD Educational Testing Service (ETS) Other enrolled students	1
ETS5033 - ELEM ED MULTI SUBJ MATHEMATICS (DISC) Educational Testing Service (ETS) Other enrolled students	6
ETS5033 - ELEM ED MULTI SUBJ MATHEMATICS (DISC) Educational Testing Service (ETS) All program completers, 2014-15	10	172	9	90
ETS5033 - ELEM ED MULTI SUBJ MATHEMATICS (DISC) Educational Testing Service (ETS) All program completers, 2013-14	2
ETS5032 - ELEM ED MULTI SUBJ READING LANG ARTS (DISC) Educational Testing Service (ETS) Other enrolled students	6
ETS5032 - ELEM ED MULTI SUBJ READING LANG ARTS (DISC) Educational Testing Service (ETS) All program completers, 2014-15	9
ETS5032 - ELEM ED MULTI SUBJ READING LANG ARTS (DISC) Educational Testing Service (ETS) All program completers, 2013-14	2
ETS5035 - ELEM ED MULTI SUBJ SCIENCES (DISC) Educational Testing Service (ETS) Other enrolled students	6
ETS5035 - ELEM ED MULTI SUBJ SCIENCES (DISC) Educational Testing Service (ETS) All program completers, 2014-15	10	170	9	90
ETS5035 - ELEM ED MULTI SUBJ SCIENCES (DISC) Educational Testing Service (ETS) All program completers, 2013-14	2
ETS5034 - ELEM ED MULTI SUBJ SOCIAL STUDIES (DISC) Educational Testing Service (ETS) Other enrolled students	6
ETS5034 - ELEM ED MULTI SUBJ SOCIAL STUDIES (DISC) Educational Testing Service (ETS) All program completers, 2014-15	9
ETS5034 - ELEM ED MULTI SUBJ SOCIAL STUDIES (DISC) Educational Testing Service (ETS) All program completers, 2013-14	2
	1

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Educational Testing Service (ETS) All program completers, 2013-14

ETS5023 - INTERDIS EARLY CHILD EDUCATION Educational Testing Service (ETS) Other enrolled students 2

ETS5023 - INTERDIS EARLY CHILD EDUCATION Educational Testing Service (ETS) All program completers, 2014-15 2

ETS5023 - INTERDIS EARLY CHILD EDUCATION Educational Testing Service (ETS) All program completers, 2012-13 2

ETS50063 - MATH PROOFS MODELS PROBLEMS PART 1 (DISC) Educational Testing Service (ETS) All program completers, 2013-14 1

ETS50063 - MATH PROOFS MODELS PROBLEMS PART 1 (DISC) Educational Testing Service (ETS) All program completers, 2012-13 1

ETS50061 - MATHEMATICS CONTENT KNOWLEDGE (DISC) Educational Testing Service (ETS) All program completers, 2013-14 1

ETS50061 - MATHEMATICS CONTENT KNOWLEDGE (DISC) Educational Testing Service (ETS) All program completers, 2012-13 1

ETS5095 - PHYSICAL ED CONTENT AND DESIGN Educational Testing Service (ETS) All program completers, 2013-14 1

ETS5623 - PRINC LEARNING AND TEACHING 5-9 Educational Testing Service (ETS) All program completers, 2014-15 1

ETS5623 - PRINC LEARNING AND TEACHING 5-9 Educational Testing Service (ETS) All program completers, 2012-13 1

ETS5624 - PRINC LEARNING AND TEACHING 7-12 Educational Testing Service (ETS) Other enrolled students 1

ETS5624 - PRINC LEARNING AND TEACHING 7-12 Educational Testing Service (ETS) All program completers, 2014-15 2

ETS5624 - PRINC LEARNING AND TEACHING 7-12 Educational Testing Service (ETS) All program completers, 2013-14 5

ETS5624 - PRINC LEARNING AND TEACHING 7-12 Educational Testing Service (ETS) All program completers, 2012-13 1

ETS5024 - PRINC LEARNING AND TEACHING 7-12 (DISCONTINUED) Educational Testing Service (ETS) All program completers, 2013-14 1

ETS5024 - PRINC LEARNING AND TEACHING 7-12 (DISCONTINUED) Educational Testing Service (ETS) All program completers, 2012-13 6

ETS5622 - PRINC LEARNING AND TEACHING K-6 Educational Testing Service (ETS) Other enrolled students 5

ETS5622 - PRINC LEARNING AND TEACHING K-6 Educational Testing Service (ETS) All program completers, 2014-15 9

ETS5622 - PRINC LEARNING AND TEACHING K-6 Educational Testing Service (ETS) All program completers, 2013-14 4

ETS5022 - PRINC LEARNING AND TEACHING K-6 (DISCONTINUED) Educational Testing Service (ETS) All program completers, 2013-14 3

ETS5022 - PRINC LEARNING AND TEACHING K-6 (DISCONTINUED) Educational Testing Service (ETS) All program completers, 2012-13 5

4/22/2016

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Educational Testing Service (ETS) Other enrolled students

ETS5543 -SE CK AND MILD TO MODERATE APPL Educational Testing Service (ETS) All program completers, 2014-15 2

ETS5543 -SE CK AND MILD TO MODERATE APPL Educational Testing Service (ETS) All program completers, 2013-14 4

ETS5086 -SOCIAL STUDIES CONTENT & INTERPRETATION Educational Testing Service (ETS) Other enrolled students 2

ETS5086 -SOCIAL STUDIES CONTENT & INTERPRETATION Educational Testing Service (ETS) All program completers, 2014-15 1

ETS5086 -SOCIAL STUDIES CONTENT & INTERPRETATION Educational Testing Service (ETS) All program completers, 2013-14 3

Section III Summary Pass Rates

Group	Number taking tests	Number passing tests	Pass rate (%)
All program completers, 2014-15	17	16	94
All program completers, 2013-14	17	16	94
All program completers, 2012-13	15	15	100

Section IV Low-Performing

Provide the following information about the approval or accreditation of your teacher preparation program

Is your teacher preparation program currently approved or accredited? Yes

If yes, please specify the organization(s) that approved or accredited your program:

State

NCATE

Is your teacher preparation program currently under a designation as "low-performing" by the state (as per section 207(a) of the HEA of 2008)?

Section V Use of Technology

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.

Does your program prepare teachers to:

Integrate technology effectively into curricula and instruction Yes

use technology effectively to collect data to improve teaching and learning Yes

use technology effectively to manage data to improve teaching and learning. Yes

Use technology effectively to analyze data to improve teaching and learning. Yes

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 Ed Core courses required for admission to our EPPs is an introductory course in technology. Students begin their electronic portfolios ( LiveText ) in this course and continue them until they graduate. All courses are housed in Blackboard and hatmark course assessments are housed in and analyzed via LiveText Meetings and classes are taught using a variety of techniques, including Smart boards, Power Point presentations, and YouTube videos. Candidates gain real-world practice in using apps, campus portals, and many other types of technology in P-12, as they complete 200 hours of field experiences and 70 days of student teaching.

Section VI Teacher Training

Provide the following information about your teacher preparation program Please note that choosing 'yes' indicates that your teacher preparation program would be able to provide evidence upon request.

Does your program prepare general education teachers to:

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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

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