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higher education act

2024 TITLE II REPORTS National Teacher Preparation Data

Kentucky State University Alternative, IHE-based Report AY 2022-23 Kentucky

Institution Information

Key terms in this section are listed below. Click on the link to view the definition(s) in the glossary.

• Academic year
• IPEDS ID

IPEDS ID

THIS INSTITUTION HAS NO IPEDS ID

IF NO IPEDS ID, PLEASE PROVIDE AN EXPLANATION

ADDRESS

400 E. Main Street

CITY

Frankfort

STATE

___

Kentucky

ZIP

40601

SALUTATION

___

Dr.

FIRST NAME

RST NAME Phillip

___

LAST NAME

Clay

• PHONE
• 597-6000 x6041
• EMAIL

phillip.clay@kysu.edu

SECTION I: PROGRAM INFORMATION List of Programs

THIS PAGE INCLUDES:

>> List of Programs

List each program for an initial teaching credential below and indicate whether it is offered at the Undergraduate level (UG), Postgraduate level (PG), or both. (§205(a)(C))

Key terms in this section are listed below. Click on the link to view the definition(s) in the glossary. THIS PAGE INCLUDES:

- Teacher Preparation Program

List of Programs

Note: This section is preloaded with the list of programs reported in the prior year's IPRC.

Total number of teacher preparation programs:

>> Undergraduate Requirements

» Postgraduate Requirements

Check the elements required for admission (entry) into and completion (exit) from the program. If programs are offered at the undergraduate level and postgraduate level, complete the table for both types of programs. (S205(a)(1)(C)(i)) >> Undergraduate Requirements

Supervised Clinical Experience

Key terms in this section are listed below. Click on the link to view the definition(s) in the glossary.

• Full-time equivalent faculty supervising clinical experience
• Adjunct faculty supervising clinical experience
• Cooperating Teachers/PreK-12 Staff Supervising Clinical Experience
• Supervised clinical experience

Undergraduate Requirements

Note: This section is preloaded from the prior year's IPRC.

1. Are there initial teacher certification programs at the undergraduate level?
2. Yes 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. If no, leave the table below blank (or clear responses already entered) then click save at the bottom of the page.

2. What is the minimum GPA required for admission into the program? (Leave blank if you indicated that a minimum GPA is not required in the table above.)
3. What is the minimum GPA required for completing the program? (Leave blank if you indicated that a minimum GPA is not required in the table above.)
4. Please provide any additional information about the information provided above:

Postgraduate Requirements

Note: This section is preloaded from the prior year's IPRC.

1. 1. Are there initial teacher certification programs at the postgraduate level?

Yes 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 postgraduate level. If no, leave the table below blank (or clear responses already entered) then click save at the bottom of the page.

2. What is the minimum GPA required for admission into the program? (Leave blank if you indicated that a minimum GPA is not required in the table above.) 2.75
3. What is the minimum GPA required for completing the program? (Leave blank if you indicated that a minimum GPA is not required in the table above.)
4. 3
4. Please provide any additional information about the information provided above:

An applicant must provide verification of employment as a special education teacher and a personal statement describing professional experiences and academic/professional goals.

Supervised Clinical Experience

Note: The clinical experience requirements in this section are preloaded from the prior year's IPRC. Teacher preparation providers will enter the number of participants each year.

Provide the following information about supervised clinical experience in 2022-23. (§205(a)(1)(C)(iii), §205(a)(1)(C)(iv))

Are there programs with student teaching models?

Yes No

If yes, provide the next two responses. If no, leave them blank.

Programs with student teaching models (most traditional programs)

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

Number of clock hours required for student teaching 400

You have programs with the teacher of record model, but "clock hours of supervised clinical experience required prior to teaching as the teacher of record" and "years required for teaching as the teacher of record" are 0. Please correct the data, or confirm.

I confirm that there are 0 hours required

Are there programs in which candidates are the teacher of record?

Yes No

If yes, provide the next two responses. If no, leave them blank.

Programs in which candidates are the teacher of record in a classroom during the program (many alternative programs)

Number of clock hours of supervised clinical experience required prior to teaching as the teacher of record in a classroom 0

Years required of teaching as the teacher of record in a classroom 0

All Programs

Number of full-time equivalent faculty supervising clinical experience during this academic year (IHE staff) 1

Optional tool for automatically calculating full-time equivalent faculty in the system

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

Number of cooperating teachers/K-12 staff supervising clinical experience during this academic year 8

Number of students in supervised clinical experience during this academic year 4

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

Option 6 candidates do not engage in a final clinical experience (e.g., student teaching), as is required of Kentucky candidates in traditional routes to certification. A candidate must be admitted to an Option 6 Teacher Education Program (TEP) when admitted to a university in the Commonwealth, and must have an individualized mentoring plan that outlines their goals and the support (at least 15 hours/year) they will receive by an on-site mentor teacher and a university-based educator.

SECTION I: PROGRAM INFORMATION Enrollment and Program Completers THIS PAGE INCLUDES:

>> Enrollment and Program Completers

In each of the following categories, provide the total number of individuals enrolled in teacher preparation programs for an initial teaching credential and the subset of individuals enrolled who also completed the program during the academic year. (§205(a)(1)(C)(ii))

Key terms in this section are listed below. Click on the link to view the definition(s) in the glossary.

Enrolled Student

Program Completer

Enrollment and Program Completers

2022-23 Total

Total Number of Individuals Enrolled 23

Subset of Program Completers 6

SECTION I: PROGRAM INFORMATION Teachers Prepared

THIS PAGE INCLUDES:

» Teachers Prepared by Subject Area

On this page, enter the number of program completers by the subject area in which they were prepared to teach, and by their academic majors. Note that an individual can be counted in more than one academic major and subject area. For example, if an individual is prepared to teach Elementary Education and Mathematics, that individual should be counted in both subject areas. If no individuals were prepared in a particular academic major or subject area, you may leave the cell blank. Please use the "Other" category sparingly, if there is no similar subject area or academic major listed. In these cases, you should use the text box to describe the subject area(s) and/or the academic major(s) counted in the "Other" category.

» Teachers Prepared by Academic Major

If your IHE offers both traditional and alternative programs, be sure to enter the program completers in the appropriate reports. For the traditional report, provide only the program completers in traditional programs within the IHE. For the alternative report, provide only the program completers for the alternative programs within the IHE.

After entering the teachers prepared data, save the page using the floating save box at the bottom of the page.

Key terms in this section are listed below. Click on the link to view the definition(s) in the glossary.

• Academic Major

Teachers Prepared by Subject Area

Please provide the number of teachers prepared by subject area for academic year 2022-23.

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. (S205(b)(1)(H))

What are CIP Codes?

No teachers prepared in academic year 2022-23

If your program has no teachers prepared, check the box above and leave the table below blank (or clear responses already entered).

What are CIP codes? The Classification of Instructional Programs (CIP) provides a taxonomic scheme that supports the accurate tracking and reporting of fields of study and program completions activity. CIP was originally developed by the U.S. Department of Education's National Center for Education Statistics (NCES) in 1980, with revisions occurring in 1985, 1990, and 2000 (https://nces.ed.gov/ipeds/cipcode/Default.aspx?y=55).

Teachers Prepared by Academic Major

Please provide the number of teachers prepared by academic major for academic year 2022-23. 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. ( S205(b)(1)(H))

Please note that the list of majors includes several "Teacher Education" majors, as well as several noneducation majors. Please use care in entering your majors to ensure education-specific majors and non-education majors are counted correctly. For example, if an individual majored in Chemistry, that individual should be counted in the "Chemistry" academic major category rather than the "Teacher Education-Chemistry" category.

What are CIP Codes?

Does this teacher preparation provider grant degrees upon completion of its programs?

Yes

No

No teachers prepared in academic year 2022-23

If this provider does not grant participants a degree upon completion, or has no teachers prepared, leave the table below blank (or clear responses already entered).

>> Program Assurances

Respond to the following assurances. Teacher preparation programs should be prepared to provide documentation and evidence, when requested, to support the following assurances. (§205(a)(1)(A)(iii); §206(b)) » Program Assurances

Program Assurances

Note: This section is preloaded from the prior year's IPRC.

1. Program 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 No
2. Preparation is closely linked with the needs of schools and the instructional decisions new teachers face in the classroom. Yes No
3. Prospective special education teachers are prepared in core academic subjects and to instruct in core academic subjects. Yes No Program does not prepare special education teachers
4. Prospective general education teachers are prepared to provide instruction to students with disabilities. Yes No
5. Prospective general education teachers are prepared to provide instruction to limited English proficient students. Yes No
6. Prospective general education teachers are prepared to provide instruction to students from low-income families. Yes No
7. Prospective teachers are prepared to effectively teach in urban and rural schools, as applicable. Yes No
8. Describe your institution's most successful strategies in meeting the assurances listed above:

Through monthly meetings with the Teacher Education Committee (community and institutional stakeholders) and the School of Education Human Development and Consumer Sciences (SEHDCS) faculty, several programmatic needs were addressed such as developing a recruitment plan, assessing program learning outcomes, revising course syllabi, establishing partnerships with local school districts, and hosting professional development workshops for students. The primary goal of the SEHDCS and Teacher Education Committee meetings is to provide strategic planning to help our students succeed in the teacher preparation program. Our partnerships with school districts ensured that we provided the proper support mechanisms to meet assurances as listed above.

>> Report Progress on Last Year's Goal (2022-23)

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 teacher preparation 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)(i), §205(a)(1)(A)(ii), §206(a))

» Review Current Year's Goal (2023-24)

>> Set Next Year's Goal (2024-25)

Note: Last year's goal and the current year's goal are preloaded from the prior year's IPRC.

Key terms in this section are listed below. Click on the link to view the definition(s) in the glossary.

Quantifiable Goals

Report Progress on Last Year's Goal (2022-23)

• 1. Did your program prepare teachers in mathematics in 2022-23? If no, leave remaining questions for 2022-23 blank (or clear responses already entered). Yes
• Did your program prepare teachers in mathematics in 2022-23? If no, leave remaining questions for 2022-23 blank (or clear responses already entered).
• Describe your goal.
• Did your program meet the goal?
• 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:

Review Current Year's Goal (2023-24)

7. Is your program preparing teachers in mathematics in 2023-24? If no, leave the next question blank. Yes No
8. Describe your goal.

Set Next Year's Goal (2024-25)

9. Will your program prepare teachers in mathematics in 2024-25? If no, leave the next question blank. Yes No
10. Describe your goal.

>> Report Progress on Last Year's Goal (2022-23)

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 teacher preparation 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)(i), §205(a)(1)(A)(ii), §206(a))

» Review Current Year's Goal (2023-24)

>> Set Next Year's Goal (2024-25)

Note: Last year's goal and the current year's goal are preloaded from the prior year's IPRC.

Key terms in this section are listed below. Click on the link to view the definition(s) in the glossary.

Quantifiable Goals

Report Progress on Last Year's Goal (2022-23)

• 1. Did your program prepare teachers in science in 2022-23? If no, leave remaining questions for 2022-23 blank (or clear responses already entered). Yes
• Did your program prepare teachers in science in 2022-23? If no, leave remaining questions for 2022-23 blank (or clear responses already entered).
• Describe your goal.
• Did your program meet the goal?
• 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:

Review Current Year's Goal (2023-24)

7. Is your program preparing teachers in science in 2023-24? If no, leave the next question blank. Yes No
8. Describe your goal.

Set Next Year's Goal (2024-25)

9. Will your program prepare teachers in science in 2024-25? If no, leave the next question blank. Yes No
10. Describe your goal.

>> Report Progress on Last Year's Goal (2022-23)

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 teacher preparation 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)(i), §205(a)(1)(A)(ii), §206(a))

» Review Current Year's Goal (2023-24)

>> Set Next Year's Goal (2024-25)

Note: Last year's goal and the current year's goal are preloaded from the prior year's IPRC.

Key terms in this section are listed below. Click on the link to view the definition(s) in the glossary.

Quantifiable Goals

Report Progress on Last Year's Goal (2022-23)

• 1. Did your program prepare teachers in special education in 2022-23? If no, leave remaining questions for 2022-23 blank (or clear responses already entered). Yes
• Did your program prepare teachers in special education in 2022-23? If no, leave remaining questions for 2022-23 blank (or clear responses already entered).
• Describe your goal. Add at least 6 students to the program
• Did your program meet the goal?
• 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:

Review Current Year's Goal (2023-24)

7. Is your program preparing teachers in special education in 2023-24? If no, leave the next question blank. Yes No
8. Describe your goal.

Add at least 7 students to the program

Set Next Year's Goal (2024-25)

9. Will your program prepare teachers in special education in 2024-25? If no, leave the next question blank. Yes No
10. Describe your goal.

Add at least 8 students to the program

SECTION II: ANNUAL GOALS

Annual Goals: Instruction of Limited English Proficient Students

THIS PAGE INCLUDES:

» Report Progress on Last Year's Goal (2022-23)

» Review Current Year's Goal (2023-24)

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 teacher preparation 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)(i), §205(a)(1)(A)(ii), §206(a))

>> Set Next Year's Goal (2024-25)

Note: Last year's goal and the current year's goal are preloaded from the prior year's IPRC.

Key terms in this section are listed below. Click on the link to view the definition(s) in the glossary.

Quantifiable Goals

Report Progress on Last Year's Goal (2022-23)

• 1. Did your program prepare teachers in instruction of limited English proficient students in 2022-23? If no, leave remaining questions for 2022-23 blank (or clear responses already entered). Yes
• Did your program prepare teachers in instruction of limited English proficient students in 2022-23? If no, leave remaining questions for 2022-23 blank (or clear responses already entered).
• Describe your goal.
• Did your program meet the goal?
• 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:

Review Current Year's Goal (2023-24)

7. Is your program preparing teachers in instruction of limited English proficient students in 2023-24? If no, leave the next question blank. Yes No
8. Describe your goal.

Set Next Year's Goal (2024-25)

9. Will your program prepare teachers in instruction of limited English proficient students in 2024-25? If no, leave the next question blank. Yes No
10. Describe your goal.

SECTION III: PROGRAM PASS RATES Assessment Pass Rates

THIS PAGE INCLUDES:

The pass rates table is populated from files provided by the testing company or state. The table provides information on the performance of the students in your teacher preparation program on each teacher credential assessment used by your state. In cases where a student has taken a given assessment more than once, the highest score on that test is used. In the case of a teacher preparation program with fewer than 10 scores reported on any single initial teacher credential assessment during an academic year, the program shall collect and publish information with respect to an average pass rate and scaled score on each state credential assessment taken over a three-year period. (§205(a)(1)(B))

Please note that this page does not have an edit feature as the pass rates have already been through several rounds of verification. If you identify an error, please contact RTI's Title II Support Center and your testing company representative.

Key terms in this section are listed below. Click on the link to view the definition(s) in the glossary.

• Pass rate
• Scaled score
• Teacher credential assessment

Assessment Pass Rates

Assessment Pass Rates

• ETS5543 -SE CK AND MILD TO MODERATE APPL
• ETS5543 -SE CK AND MILD TO MODERATE APPL
• ETS5543 -SE CK AND MILD TO MODERATE APPL

SECTION III: PROGRAM PASS RATES Summary Pass Rates

THIS PAGE INCLUDES:

>> Summary Pass Rates

The pass rates table is populated from files provided by the testing company or state. The table provides information on the performance of the students in your teacher preparation program on each teacher credential assessment used by your state. In cases where a student has taken a given assessment more than once, the highest score on that test is used. In the case of a teacher preparation program with fewer than 10 scores reported on any single initial teacher credential assessment during an academic year, the program shall collect and publish information with respect to an average pass rate and scaled score on each state credential assessment taken over a three-year period. ( §205(a)(1)(B))

Please note that this page does not have an edit feature as the pass rates have already been through several rounds of verification. If you identify an error, please contact RTI's Title II Support Center and your testing company representative.

Key terms in this section are listed below. Click on the link to view the definition(s) in the glossary.

• Pass rate
• Scaled score
• Teacher credential assessment

Summary Pass Rates

SECTION IV: LOW-PERFORMING Low-Performing

>> Low-Performing

Provide the following information about the approval or accreditation of your teacher preparation program. ( $ \underline{\text{§205(a)(1)(D), §205(a)(1)(E))})

Note: This section is preloaded from the prior year's IPRC.

Low-Performing

1. Is your teacher preparation program currently approved or accredited? Yes No If yes, please specify the organization(s) that approved or accredited your program: State CAEP AAQEP Other specify:
2. Is your teacher preparation program currently under a designation as "low-performing" by the state? Yes No

SECTION V: USE OF TECHNOLOGY Use of Technology

>> Use of Technology

On this page, review the questions regarding your program's use of technology, and update as needed. Use of Technology

Note: This section is preloaded from the prior year's IPRC.

Use of Technology

1. 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. (§205(a)(1)(F))
2. Does your program prepare teachers to:
3. a.integrate technology effectively into curricula and instruction Yes No
4. b.use technology effectively to collect data to improve teaching and learning Yes No
5. c.use technology effectively to manage data to improve teaching and learning Yes No
6. d.use technology effectively to analyze data to improve teaching and learning Yes No
2. 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.

This is an all online program. In order to progress through the program, candidates must access and submit course assignments in Blackboard. They complete a variety of assignments through their coursework, including conducting research with virtual access to the university library; analyzing and presenting student performance data using Excel; preparing PowerPoint presentations; communicating assignments and grades to students and their families via their district portals; utilizing word processing programs, YouTube videos, Smartboards, clickers, etc. in their instruction and assessment; keeping school records utilizing district technology; and communicating with university-based educators via e-mail, texts, Marco Polo App, and Microsoft Teams. They must submit video verification of their teaching performances. In addition, they must verify that they are teaching their students to use a variety of technological techniques to enhance their own learning.

SECTION VI: TEACHER TRAINING Teacher Training

>> Teacher Training

Provide the following information about your teacher preparation program. (§205(a)(1)(G)) Teacher Training

Note: This section is preloaded from the prior year's IPRC.

Teacher Training

1. Provide a description of the activities that prepare general education teachers to:
2. a.Teach students with disabilities effectively
3. This program does not prepare general education teachers.
4. b.Participate as a member of individualized education program teams, as defined in section 614(d)(1)(B) of the Individuals with Disabilities Education Act.

This program does not prepare general education teachers.

c. Effectively teach students who are limited English proficient.

This program does not prepare general education teachers

2. Does your program prepare special education teachers?

Yes No

If yes, provide a description of the activities that prepare special education teachers to:

a. Teach students with disabilities effectively

Teacher candidates complete required courses that address classroom management, instructional strategies, differentiated instruction, legal issues pertaining to education, and the use of technology to guide instruction. Candidates must demonstrate knowledge pertaining to categories, laws, regulations, and the needs of students with 504 plans, IEPs/IFSPs, IBPs, IFSPs, and GIEPs.

b. Participate as a member of individualized education program teams, as defined in section 614(d)(1)(B) of the Individuals with Disabilities Education Act.

Teacher candidates complete required courses that address classroom management, instructional strategies, differentiated instruction, legal issues pertaining to education, and the use of technology to guide instruction. Candidates must demonstrate knowledge pertaining to categories, laws, regulations, and the needs of students with 504 plans, IEPs/IFSPs, IBPs, IFSPs, and GIEPs.

• c.Effectively teach students who are limited English proficient.
• Students take a course in Cultural Competence, in which candidates learned about working with and teaching individuals with a variety of special needs and those with limited English proficiency (in addition to many other aspects of cultural identities).

Contextual Information

» Contextual Information

On this page, review the contextual information about your program, and update as needed.

Note: This section is preloaded from the prior year's IPRC.

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 (see below). The U.S. Department of Education is especially interested in any evaluation plans or interim or final reports that may be available.

• Core Values • Commitment to Learn – We believe that abilities and achievements grow through willingness, effort, experience, and persistence. Collaboration – We believe that creative ideas and effective solutions stem from openness, partnership, and community. • Cultural Competence – We fully appreciate our own cultural roots and we believe that understanding and valuing the cultures of others leads to authentic connections and relationships. Social Justice – We believe that equitable access to resources and opportunities is the key to personal growth, professional accomplishments, and systemic change. • Health and Wellness – We believe that excellence comes from enjoying what we do and striving for balance in body, mind, and spirit. Mission As the first public institution of higher education to prepare African American teachers in Kentucky, the School of Education is grounded in history, theory, and research. Building on our proud legacy, we now form a diverse, supportive community that promotes cultural competence, provides access to resources, creates opportunities for meaningful learning, engages in effective problem solving, and activates positive system change for all. Vision The School of Education and Human Development collaborates with partners to offer educational opportunities through which individuals from myriad cultures learn together in community and grow into culturally competent, highly skilled, professional leaders in a global society. Goals for 2016-2021 • Goal 1: Collaborate with partners to implement a dynamic strategic plan. • Goal 2: Collaborate with partners to improve student recruitment and enrollment. • Goal 3: Collaborate with partners to increase retention & graduation. • Goal 4: Collaborate with partners to improve academic excellence and career readiness. • Goal 5: Strengthen alumni relations. • Goal 6: Serve as a learning development resource for our community.

Supporting Files

No files have been provided.

You may upload files to be included with your report card. You should only upload PDF or Microsoft Word or Excel files. These files will be listed as links in your report card. Upload files in the order that you'd like them to appear.

Report Card Certification