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Kentucky State University Alternative, IHE-based Program

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2015

Title II Reports

AY2013.14

Institution Information

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/oil/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/oli/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

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://kysu.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:

professionals who are teachers of record in a P-12 special education classroom or specialized school. Based on the candidate's employment status, they will complete student teaching 70 days of student teaching, supervised student teaching, or practicum. Candidates are aligned with CEC guidelines. There are four Check Points in the program. A candidate may not move to the next Check Point until they have satisfactorily completed the current Check Point.

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 undergraduate level?

No

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 2013-14

What is the minimum GPA required for completing the program?

What was the median GPA of individuals completing the program in academic year 2013-14

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. (S205(a)(1)(C)(i))

Are there initial teacher certification programs at the postgraduate level?

Yes

Other E-portfolio in LiveText Yes Yes

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 2013-14

34

What is the minimum GPA required for completing the program?

What was the median GPA of individuals completing the program in academic year 2013-14

3 62

Please provide any additional comments about the information provided above.

Candidates must write a letter of application indicating their profession experience and expressing their academic and professional goal.

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.

Provide the following information about supervised clinical experience in 2013-14.

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

Average number of clock hours required for student teaching 560

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

Number of full-time equivalent faculty supervising clinical experience during this academic year 4

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 6

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

This is an accelerated program. Candidates may take up to 12 credit hours in each 8 week session. Praxis 1 (Core) scores are required in lieu of GRE scores for admission to the program. Candidate field experiences and final clinical experience are aligned with CEC Guidelines. Regardless of their employment status, they must complete field placements in multiple settings and grade levels. Based on their current employment status, the final clinical experience will be (1) Student Teaching, (2) Supervised Student Teaching, or (3) Practicum. Prior to clinical experiences, each candidate completes an action research project to hone skills in assessment and curriculum design.

Section I.e Teachers Prepared by Subject Area

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))

Please provide the number of teachers prepared by academic major for academic year 2013-14. 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. (5205(b)(1)(H))

Provide the total number of teacher preparation program completers in each of the following academic years:

2013-14:6

2012-13-8

2011-12-8

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.

Academic year 2013-14

Did your program prepare teachers in mathematics in 2013-14?

No

How many prospective teachers did your program plan to add in mathematics in 2013-14?

Did your program meet the goal for prospective teachers set in mathematics in 2013-14?

NA

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:

Method courses in the MASPE Program have identified methods courses in Language/Reading and Math. However, these courses require candidates to demonstrate proficiency in integrated planning with all academic content areas (math, science social studies, health, etc.). The methods courses prepare candidates to complete Prescriptive Teaching, which requires candidates to analyze, plan, and complete appropriate student learning outcomes.

Academic year 2014-15

Is your program preparing teachers in mathematics in 2014-15?

No

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

Provide any additional comments, exceptions and explanations below:

Method courses in the MASPE Program have identified methods courses in Language/Reading and Math. However, these courses require candidates to demonstrate proficiency in integrated planning with all academic content areas (math, science social studies, health, etc.). The methods courses prepare candidates to complete Prescriptive Teaching, which requires candidates to analyze, plan, and complete appropriate student learning outcomes.

Academic year 2015-16

Will your program prepare teachers in mathematics in 2015-16?

No

How many prospective teachers does your program plan to add in mathematics in 2015-16?

Provide any additional comments, exceptions and explanations below:

Method courses in the MASPE Program have identified methods courses in Language/Reading and Math. However, these courses require candidates to demonstrate proficiency in integrated planning with all academic content areas (math, science social studies, health, etc.). The methods courses prepare candidates to complete Prescriptive Teaching, which requires candidates to analyze, plan, and complete appropriate student learning outcomes.

๑๒๒๑๑๐๐๐๐๐๐๐๐๐๐๐๐๐๐๐๐๐๐๐๐๐๐๐๐

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 science in each of three academic years.

Academic year 2013-14

Did your program prepare teachers in science in 2013-14?

How many prospective teachers did your program plan to add in science in 2013-14?

Did your program meet the goal for prospective teachers set in science in 2013-14?

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:

Candidates in the Master of Arts in Special Education Program (MASPE) must successfully complete methods courses, which cover content and curriculum in English, math, science social studies and reading are offered in the program. In addition, candidates take Prescriptive Teaching, where candidates must develop plan differentiated plans for academic and behavioral student learning outcomes.

Is your program preparing teachers in science in 2014-15?

No

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

Provide any additional comments, exceptions and explanations below:

Will your program prepare teachers in science in 2015-16?

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

Provide any additional comments, exceptions and explanations below:

Candidates in the Master of Arts in Special Education Program (MASPE) must successfully complete methods courses, which cover content and curriculum in English, math, science social studies and reading are offered in the program. In addition candidates take Prescriptive Teaching, where candidates must develop plan differentiated plans for academic and behavioral student learning outcomes.

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 academic years.

Did your program prepare 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

Did your program meet the goal for prospective teachers set in special education in 2013-14?

No

Description of strategies used to achieve goal, if applicable:

Provide any additional comments, exceptions and explanations below:

☐ ☐ ☐ ☐ ☐

Recruitment of teachers has been an ongoing concern. While the need for special education teachers remains, many are discouraged from becoming teachers for various reasons. Moreover, some candidates may struggle with content area tests, which delays their time to degree. Support is offered (workshops, Plato, faculty tutorial sessions), but attendance is low. University and unit recruitment methods have been stepped up to include a recruitment strategic plan.

Academic year 2014-15

Is your program preparing teachers in special education in 2014-15?

Yes

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

20

Provide any additional comments, exceptions and explanations below:

Same as above.

Academic year 2015-16

Will your program prepare teachers in special education in 2015-16?

Yes

How many prospective teachers does your program plan to add in special education in 2015-16?

10

Provide any additional comments, exceptions and explanations below:

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 instruction of limited English proficient students in each of three academic years.

Academic year 2013-14

Did your program prepare 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?

Did your program meet the goal for prospective teachers set in instruction of limited English proficient students in 2013-14?

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 2014-15

is your program preparing 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?

Provide any additional comments, exceptions and explanations below:

The program does not offer a degree in ESL. Competencies in ESL are met in directed assignments in methods courses, field and clinical experiences

Academic year 2015-16

Will your program prepare teachers in instruction of limited English proficient students in 2015-16?

No

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

Provide any additional comments, exceptions and explanations below:

* + *

←

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. Yes

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

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:

Our most successful strategies have been the (1) multi-institutional co-teaching among faculty, (2) multi-institutional professional development with student teachers; (3) Use of blogs and SKYPE for online students; (4) Online self-paced professional development, and (5) addition of special schools to increase candidate exposure to "diversity" within special education.

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

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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:

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 are assessed using rubrics throughout their program in the use of basic and assistive technology. Candidates are evaluated by content area teachers, university and field supervisors. Data from Live Text show KYSU candidate scores range from 3.1 - 3.58 indicating they "Meet or Exceed" the standard. Data gleaned from Live Text is reviewed annually for program improvement. Candidates in methods courses must develop daily, unit and supplemental plans as part of their content courses. The principles of UbD and the states' required lesson plan template are integrated to determine candidate proficiency. Through the use of key assessment (Hallmark Assignments), rubrics are used to determine their skill level. The assignments are also included in their portfolios and are assessed by external evaluators. Lessons are also evaluated during field and clinical experiences by the university supervisor, supervising teachers and principals. Data are then disaggregated by each program to determine proficiency. Program completers scores ranged from 3.3 to 3.6 indicating they are "Meeting the Standard in curriculum and planning."

Beginning in Education 2003, students must show proficiency in using Excel and Access to gather data. Specific activities are aligned with technology standards and unit goals. In the Educational Assessment class, candidates must complete directed activities that include test item analysis, test construction and summarizing data to plan appropriate student learning outcomes (including appropriate outcomes for special populations). Data are collected in Live Text and can be aggregated and disaggregated at multiple levels.

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

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 an

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.

with disabilities. During clinical and field experiences, directed assignments in IEP development are required. Within their school settings or during field experiences, candidates must document their participation in an IEP or IFSP meeting. These two activities are aligned with CEC and Kentucky Standards in collaboration. Mock IEP meetings and case studies are used as Hallmark Assignments to determine candidate skill level. Throughout the content courses, field, and clinical experiences, candidates have directed assignments that focus on limited English proficient students. Methods courses require candidates to differentiate lessons and instructional pedagogy to address the unique needs of ESL students. During student teaching, a submitted collaborative project the candidate's work must show they can comprehend, identify, analyze put into practice appropriate best practices.

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 2013-14

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