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receive and upload pass rate files for most programs by mid-April.

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?

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.

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.

Every student in the Teacher Education program must complete EDU 203 Microcomputer and Media in the Classroom course at the beginning of their program. Students begin their e-Portfolio in this course (using LiveText) and learn a variety of instructional skills, techniques and resources for integrating technology into their teaching and learning processes. Students and faculty are expected to continue engaging in instructional technology in accordance with Kentucky Teacher Standards, ISTE Standards for Teachers and Students, NCATE and Content Area Standards. Through each course, early field experience and student teaching or Practicum (for graduate students), students will enter work that will demonstrate their achievement of competencies as they continue to engage with their e-Portfolio. The EDU 203 course equips students with skills of effective technology usage and exposes student to numerous resources in their discipline area.

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
• 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 students at Kentucky State University must successfully complete the EDU 310 Introduction to Exceptional Education course at the undergraduate level. These students in addition to being taught about the various categories of Special Education are engaged in learning experiences (i.e. mock IEP development, use of video tapes, case studies). Student are also required to work with students with disabilities through the Early Field Placements as well. In methods courses, students and Reading in the Content Area Courses, specific assignments and clinical experiences are aligned to student learning outcomes. The assignments and clinical experiences related to ESL are assessed via artifacts in Live Text, course grades, and university and supervising teachers.
• 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

https://title2.ed.gov/Secured/DataCollection/Institution/PrintReport.aspx?Year=2015

3/12/2015