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title II highereducationact

Kentucky State University Alternative, IHE-based Program

2014 Title II Reports

Title II Reports

Complete Report Card

AY 2012-13

Institution Information

Name of Institution: Kentucky State University

Institution/Program Type: Alternative, IHE-based

Academic Year: ___ 2012-13

State: Kentucky

Address:

400 E. Main Street

Frankfort, KY, 40601

Contact Name: Dr. Sylvia Mason

Phone: 502-597-5919

Email:

Sylvia.mason@kysu.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/oii/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 alternative, ihe-based 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?

Learning and Behavior Disorders (P-12) No

Total number of teacher preparation programs: 1

Section I.b Admissions

Indicate when students are formally admitted into your initial teacher certification program: Postgraduate Successful completion of specified 12 credit hours

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://education.kysu.edu/

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

The Master of Arts in Special Education - Learning Behavior Disorders (P-12) program is the only program Kentucky State University is authorized to offer post-bac programming.

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?

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.

What is the minimum GPA required for admission into the program? What was the median GPA of individuals accepted into the program in academic year 2012-13 What is the minimum GPA required for completing the program? What was the median GPA of individuals completing the program in academic year 2012-13

Please provide any additional comments about the information provided above:

Section I.b Postgraduate 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 postgraduate 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 Postgraduate level.

What is the minimum GPA required for admission into the program? 3 What was the median GPA of individuals accepted into the program in academic year 2012-13 3

What is the minimum GPA required for completing the program?

3.54

What was the median GPA of individuals completing the program in academic year 2012-13 3.62

Please provide any additional comments about the information provided above:

Candidates must provide a personal statement of your goals.

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.

For the purpose of Title II reporting, an enrolled student is defined as a student who has been admitted to a teacher preparation program, but who has not 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.

2012-13 Number enrolled

Ethnicity

Hispanic/Latino of any race: 1

Race

American Indian or Alaska Native: 0

Section I.d Supervised Clinical Experience

Provide the following information about supervised clinical experience in 2012-13.

Average number of clock hours of supervised clinical experience required prior to student teaching 0

Average number of clock hours required for student teaching 0

Average number of clock hours required for mentoring/induction support 15

Number of full-time equivalent faculty supervising clinical experience during this academic year 5

Number of adjunct faculty supervising clinical experience during this academic year (IHE and PreK-12 staff) 1

Number of students in supervised clinical experience during this academic year 0

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

There are three (3) tracks in the Student Teaching (Practicum) Capstone requirement. Students with no experience as a teacher of record complete a 400 hour experience; students who have served as teacher of record in public schools with special needs students complete the 200 hour practicum experience; candidates who are teacher of record in public school classrooms engage in the 100 hour practicum experience.

Section I.e Teachers Prepared by Subject Area

Please provide the number of teachers prepared by subject area for academic year 2012-13. 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))

Subject Area Number Prepared

Education - General

Section I.e Teachers Prepared by Academic Major

Please provide the number of teachers prepared by academic major for academic year 2012-13. 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))

Academic Major Number Prepared

Education - General

Section I.f Program Completers

Provide the total number of teacher preparation programs in each of the following academic years: 2012-13: 8 2011-12: 8 2010-11: 3

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. ($205(a)(1)(A)(ii), $206(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.

Academic year 2012-13 Did your program prepare teachers in mathematics in 2012-13?

No

How many prospective teachers did your program plan to add in mathematics in 2012-13? Did your program meet the goal for prospective teachers set in mathematics in 2012-13?

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 2013-14 Is your program preparing teachers in mathematics in 2013-14?

No How many prospective teachers did your program plan to add in mathematics in 2013-14? Provide any additional comments, exceptions and explanations below:

Academic year 2014-15 Will your program prepare teachers in mathematics in 2014-15?

No

How many prospective teachers does your program plan to add in mathematics in 2014-15?

Provide any additional comments, exceptions and explanations below:

Section II 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 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. ($205(a)(1)(A)(ii), $206(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 2012-13

Did your program prepare teachers in science in 2012-13?

No

How many prospective teachers did your program plan to add in science in 2012-13? Did your program meet the goal for prospective teachers set in science in 2012-13?

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 2013-14 Is your program preparing teachers in science in 2013-14?

No How many prospective teachers did your program plan to add in science in 2013-14? Provide any additional comments, exceptions and explanations below:

Academic year 2014-15 Will your program prepare teachers in science in 2014-15?

No

How many prospective teachers does your program plan to add in science in 2014-15?

Provide any additional comments, exceptions and explanations below:

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. ($205(a)(1)(A)(ii), $206(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 academic years.

Academic year 2012-13

Did your program prepare teachers in special education in 2012-13?

Yes

Yes How many prospective teachers did your program plan to add in special education in 2012-13?

How many prospective teachers did your program plan to add in special education in 2012-13? 5 Did your program meet the goal for prospective teachers set in special education in 2012-13?

Yes

Description of strategies used to achieve goal, if applicable:

Scholarship funds more available.

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:

Utilizing the same strategies that we have in place as outlined about.

Academic year 2013-14

Is your program preparing teachers in special education in 2013-14?

Yes How many prospective teachers did your program plan to add in special education in 2013-14? 20

Provide any additional comments, exceptions and explanations below: Subsequent to an annual evaluation, the strategic recruitment and retention plan will be adjusted to accommodate our needs.

Academic year 2014-15 Will your program prepare teachers in special education in 2014-15?

Yes How many prospective teachers does your program plan to add in special education in 2014-15? 20

Provide any additional comments, exceptions and explanations below:

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. ($205(a)(1)(A)(ii), $206(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 2012-13 Did your program prepare teachers in instruction of limited English proficient students in 2012-13?

No How many prospective teachers did your program plan to add in instruction of limited English proficient students in 2012-13? Did your program meet the goal for prospective teachers set in instruction of limited English proficient students in 2012-13?

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 2013-14

Is your program preparing teachers in instruction of limited English proficient students in 2013-14? No

How many prospective teachers did your program plan to add in instruction of limited English proficient students in 2013-14?

Provide any additional comments, exceptions and explanations below:

Academic year 2014-15

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

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

Provide any additional comments, exceptions and explanations below:

Section II Assurances

Please certify that your institution is in compliance with the following assurances. (\205(a)(1)(A)(iii), \206(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.

Yes

Prospective general education teachers are prepared to provide instruction to students with disabilities.

Yes

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:

"We have established collaborative partnerships with local service area districts and conducted needs assessments to determine their needs. This has been helpful in our meeting their needs. Since last year additional collaborations have been established. In addition an online professional development center has been established to serve our district in service teachers, pre service teachers and higher education faculty. Topical themes are derived from the needs assessment and from current education reform initiatives such as the Common Core Academic Standards and Cultural Competency. We engaged the services of a part-time placement coordinator for the online Master of Arts in Special Education program. She trains supervised teachers and cooperating teachers in the our assessment system, LiveText Clinical data system and makes clinical assignments. We also teach LEP through several classes in the curriculum but we do not offer a certification program in the area."

Section III Assessment Pass Rates

Section III Summary Pass Rates

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)?

No

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.

Candidates in this exclusively on-line program must demonstrate through the use of planned lessons (integrated and unit) how technology is infused. This includes the use of assistive or other technologies such as smart board clickers, video clips, graphing calculators and smart board. Within courses, candidates must use programs such as Excel to input baseline data, calculate data for use in FBI (Functional Behavioral Assessments) and chart data for use in determining appropriate instructional and behavioral activities. Research classes require student to manipulate “data” to predict outcomes and draw conclusions and to develop research prospectus. Candidate are engaged in direct instruction via methods and courses and the professional development site in Universal Design. They must participate in communal blogs, instructional planning, webinars and submit evidence of Universal Design in their respective portfolios and assignments. A rationale with research supported evidence must accompany their plans.

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:

• teach students with disabilities effectively 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.

At the graduate level, candidates engage in field experiences during their coursework and the culminating practicum. During these experiences, candidates' assignments in assessment, IEP, FBA and

required assessments are correlated with coursework. Candidates, under the supervision of the cooperating teacher, must carry out such assessments and use this data to write assessment reports. From this data, they must analyze and develop appropriate programs, giving appropriate researched bata to support their decisions. Candidates are also required to develop a professional development seminar for general education teachers to demonstrate how to engage in collaborative-team teaching. In specific courses (methods) they are required to plan lessons and units with regular education teachers and demonstrate via narrative how these lessons will be taught collaboratively. Through the Special Education Law course, Introduction to Special Education and Methods courses, they are engaged in activities, discussion boards and

Does your program prepare special education teachers to:

• teach students with disabilities effectively 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 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.

LEP has been infused into our introductory and methods courses. Curriculum revision with the new Common Core Standards coupled with 21st Century Skills have significantly improved candidates' awareness and competency with LEP students. Methods courses require candidates to develop lessons that integrate the LEP best practices, universal design and technology to erase the LEP barrier and improve outcomes for this population.

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.

"The teacher preparation program at Kentucky State University is designed with the undergirding belief that teachers are Liberators through Education. We believe that education is powerful and can serve as the source of changing one's life for the better. We offer programs in Interdisciplinary Early Childhood Education, Elementary Education; four secondary 9-12 program (English, Biology, Mathematics, and Social Studies); three K-12 areas (Art, Music and Health, and Physical Education); and an Alternative Initial Certification through the Master of Arts in Special Education (Learning Behavior Disorders K-12) program. We are a small program under new leadership. An Interim Chair has been identified as the

past chair has moved to become the Interim Associate Provost. Kentucky State University is the only Historically Black College in the Commonwealth of Kentucky and produces over 33% or the minority teachers and probably a numerical equal amount of non-minority teachers for the State. We are also proud to pr"

Supporting Files

Complete Report Card

AY 2012-13

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