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Kentucky State University Alternative, IHE-based Program

Complete Report Card

2016 Title II Reports

AY 2014-15

Institution Information

Name of Institution: Kentucky State University Institution/Program Type Alternative, IHE-based Academic Year: 2014-15 State: Kentucky

Address: 400 E Main Street

Frankfort, KY, 40601

act Name: Dr Jo Anne Ramey Phone: 502 597-5574 Email: joanne.ramey@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

List each teacher preparation program included in your alternative, the-based route Indicate if your program or programs participate in a Teacher Quality Partnership Grant awarded by the US Department of Education as described at http://www2.ed.gov/about/offices/list/oil/tqp/index.html

Teacher Preparation Programs Teacher Quality Partnership Grant Member2

Special Education 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.html Please provide any additional comments about or exceptions to the admissions information provided above

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 on

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

teachers of record who have no teacher certification, in alliance with Kentucky regulation (http://www.epsb.ky.gov/certification/universitybasedcert.asp) In order to qualify for option 6, an individual must be simultaneously employed as a teacher in the area in which certification is being sought and enrolled in that certification program, at the university.

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 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 2014-15

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

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 (5205(a)(1)(C)(i))

Are there initial teacher certification programs at the postgraduate level?

Yes

Other electronic portfolio with hallmark assignments Yes Yes

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

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

369

Please provide any additional comments about the information provided above:

An applicant must provide verification of her his employment as a special education teacher and a letter of application describing professional experiences and academic/professional goals.

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.

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 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 2

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 5

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 do candidates in traditional routes to certification from the time they are admitted to an option 6 Educator Preparation Program, these teachers 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.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))

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. (5205(b)(1)(H))

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

2014-152

2013-143

2012-13-8

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 (9205(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 2014-15

Did your program prepare teachers in mathematics in 2014-15?

No

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?

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.

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

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

No

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

Provide any additional comments, exceptions and explanations below:

Academic year 2016-17

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

P10

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

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. (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

No

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?

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 science in 2015-16?

H0

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

Provide any additional comments, exceptions and explanations below:

Academic year 2016-17

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

No

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

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

Did your program meet the goal for prospective teachers set in special education in 2014-15? No

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

Strategies to recruit students from outside of Kentucky and to support online learning were not effective

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. Faculty who instruct online courses must demonstrate specific technological and skills

Academic year 2015.16

Is your program preparing teachers in special education in 2015-16?

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

W 'vour page am 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?

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

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 2014-15

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

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?

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

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

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?

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

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

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

Yes

4 8

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.

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

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:

，

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, and Skype. In addition, they must verify that they are teaching their students to use a variety of technological techniques to enhance their own learning.

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 No

participate as a member of individualized education program teams

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.

This program is not for gen ed teachers.

Does your program prepare special education teachers to

* 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)(8) 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

Candidates in this alternative program are employed as special education teachers. They plan for, teach, and assess students with special needs every day. They participate actively in the planning and implementation of IEPs and ARC meetings. Their abilities in teach students with limited English proficiency vary with the populations of their schools. Their knowledge and skills in these areas are assessed via course assignments, direct observations, and conferences with their mentor teachers and university-based educators.

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, individuatized support for teacher candidates.

Supporting Files

Complete Report Card

ED.COV. https://www.ed.gov.br/en

AV201415

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