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Kentucky State University Traditional Program

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Complete Report Card

AY 2011-12

Institution Information

Name of Institution:

Kentucky State University

Institution/Program Type:

Traditional

2023

Academic Year: ___ 2011-12

State:

Kentucky

Address: 400 E. Main Street

Frankfort, KY, 40601

Contact Name: Dr. Beverly Downing

Phone:

502-597-5919

Email: Beverly.downing@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 traditional 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.

Total number of teacher preparation programs: 11

Section I.b Admissions

Indicate when students are formally admitted into your initial teacher certification program: Junior year at least 45 credit hours; 2.75 or 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://education.kysu.edu

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

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?

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 Undergraduate level.

Minimum basic skills test score Yes Yes

Subject area/academic content test or other subject matter verification Yes Yes

Recommendation(s) Yes No

Essay or personal statement Yes No

Interview Yes No

Other Etiquette Training, e-portfolio, writing sample Yes Yes

What is the minimum GPA required for admission into the program?

2.75

What was the median GPA of individuals accepted into the program in academic year 2011-12 3

What is the minimum GPA required for completing the program?

2.75

What was the median GPA of individuals completing the program in academic year 2011-12 2.9

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?

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.

Element Required for Entry Required for Exit

Transcript Data not reported Data not reported

Fingerprint check Data not Data not

reported reported

Background check Data not reported Data not reported

Minimum number of courses/credits/semester hours completed Data not reported Data not reported

Minimum GPA Data not reported Data not reported

Minimum GPA in content area coursework Data not reported Data not reported

Minimum GPA in professional education coursework Data not reported Data not reported

Minimum ACT score Data not reported Data not reported

Minimum SAT score Data not reported Data not reported

Minimum basic skills test score Data not reported Data not reported

Subject area/academic content test or other subject matter verification Data not reported Data not reported

Recommendation(s) Data not reported Data not reported

Essay or personal statement Data not reported Data not reported

Interview Data not reported Data not reported

Other Data not reported Data not reported

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 2011-12 What is the minimum GPA required for completing the program?

What was the median GPA of individuals completing the program in academic year 2011-12 Please provide any additional comments about the information provided above:

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.

Section I.d Supervised Clinical Experience

Provide the following information about supervised clinical experience in 2011-12.

Average number of clock hours of supervised clinical experience required prior to student teaching 75

Average number of clock hours required for student teaching 640

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

Number of full-time equivalent faculty supervising clinical experience during this academic year 8

Number of adjunct faculty supervising clinical experience during this academic year (IHE and PreK-12 staff) 4

Number of students in supervised clinical experience during this academic year 37

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

Section I.e Teachers Prepared by Subject Area

Please provide the number of teachers prepared by subject area for academic year 2011-12. 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))

Section I.e Teachers Prepared by Academic Major

Please provide the number of teachers prepared by academic major for academic year 2011-12. 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))

• Teacher Education - Latin
• Teacher Education - Psychology
• Teacher Education - Earth Science
• Teacher Education - English as a Second Language
• Education - Curriculum and Instruction
• Education - Social and Philosophical Foundations of Education
• Liberal Arts/Humanities
• Psychology
• Social Sciences
• Anthropology
• Economics
• Geography and Cartography
• Political Science and Government
• Sociology
• Visual and Performing Arts
• History
• Foreign Languages
• Family and Consumer Sciences/Human Sciences
• English Language/Literature
• Philosophy and Religious Studies
• Agriculture
• Communication or Journalism

• Engineering
• Biology
• Mathematics and Statistics
• Physical Sciences
• Astronomy and Astrophysics
• Atmospheric Sciences and Meteorology
• Chemistry
• Geological and Earth Sciences/Geosciences
• Physics
• Business/Business Administration/Accounting
• Computer and Information Sciences
• Other

Section I.f Program Completers

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

2011-12:20

2010-11:14 2009-10:26

Section II Annual Goals - Mathematics

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 2011-12

Did your program prepare teachers in mathematics in 2011-12?

Yes How many prospective teachers did your program plan to add in mathematics in 2011-12?

Did your program meet the goal for prospective teachers set in mathematics in 2011-12? Yes

Description of strategies used to achieve goal, if applicable:

Recruitment of students in STEM fields through numerous recruitment events including both high school and community colleges.

Description of steps to improve performance in meeting goal or lessons learned in meeting goal, if applicable:

The number of hours in the math education program were reduced from 145 to 120 including a reduction in the general studies requirements. Faculty have been highly engaged in the common core initiative, and institutional initiatives to strengthen the math skills of students in the first year experience program. We review ACT Scores of incoming students in math (undecided and math majors) to encourage to major in teacher education. Write letters to them, inviting them to events to learn about teacher education opportunities.

Provide any additional comments, exceptions and explanations below:

We are seeking more scholarship opportunities to attract these students through grant writing.

Academic year 2012-13

Is your program preparing teachers in mathematics in 2012-13?

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

5

Provide any additional comments, exceptions and explanations below:

Our goal is to increase our students in the math program by 25% each year. We currently have eight (8) students on track for completing the program. With the reduction in time to degree, we anticipate maintain and graduating those students. One will graduate this year.

Academic year 2013-14

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

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

5

Provide any additional comments, exceptions and explanations below:

We will continue to utilize strategies outlined above and take advantage of other opportunities that come our way.

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 2011-12

Did your program prepare teachers in science in 2011-12?

No

How many prospective teachers did your program plan to add in science in 2011-12? Did your program meet the goal for prospective teachers set in science in 2011-12?

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:

Students are recruited but many decide to switch from education due to reductions in federal financial aid funding.

Academic year 2012-13

Is your program preparing teachers in science in 2012-13?

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

6

Provide any additional comments, exceptions and explanations below:

We are hoping that the reduction in the time to degree will help us to maintain these students financially. Strategies included various recruitment events at the high school of community college levels. On campus recruiting events such as ice cream socials and presentations at science majors meetings. Seeking scholarship funding opportunities. Reductions in the number of hours required for the program from 135 to 120.

Academic year 2013-14

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

Yes

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

8

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 2011-12

Did your program prepare teachers in special education in 2011-12?

Yes How many prospective teachers did your program plan to add in special education in 2011-12? 15 Did your program meet the goal for prospective teachers set in special education in 2011-12?

Yes

Description of strategies used to achieve goal, if applicable:

Recruitment Plan, Retention Strategies, Academic Supports, Strong Communications and Advisement, and a Web site were used to drive recruitment and retention.

Description of steps to improve performance in meeting goal or lessons learned in meeting goal, if applicable:

We hosted student body web based meetings, trained and increased Clinical Supervised Teachers to support students, included these students in the ESP (Examination Support and Preparation) program which consists of an elective course entitled Test Taking Skills (ESP 509), computer-based test preparation programs including ET'S web resources, and professional development workshops online and face-to-face.

Provide any additional comments, exceptions and explanations below:

Academic year 2012-13

Is your program preparing teachers in special education in 2012-13?

Yes

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

17

Provide any additional comments, exceptions and explanations below:

Academic year 2013-14

Will your program prepare teachers in special education in 2013-14?

Yes

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

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 2011-12 Did your program prepare teachers in instruction of limited English proficient students in 2011-12?

Did your program prepare teachers in instruction of limited English proficient students in 2011-12? No

How many prospective teachers did your program plan to add in instruction of limited English proficient students in 2011-12?

Did your program meet the goal for prospective teachers set in instruction of limited English proficient students in 2011-12?

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:

Academic year 2012-13

Is your program preparing 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?

Provide any additional comments, exceptions and explanations below:

Academic year 2013-14

Will your program prepare teachers in instruction of limited English proficient students in 2013-14? No

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

Provide any additional comments, exceptions and explanations below:

We do not offer a certification program in LEP. However, students in each of our teacher education program must achieve learning objectives in LEP through their curriculum coursework.

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:

Faculty and administration is highly engaged in monthly Standards Board meetings, the Kentucky Association of Colleges of Teacher Education (KACTE) and other teacher education agencies and workshops at the State and national level through participation, board membership, and serving as officers. We have strengthened our clinical and field office by adding a person directly responsible for setting placements, training of clinical supervision staff, and ensuring that data is managed through LiveText.

Section III Assessment Pass Rates

All program completers, 2009-10

ETS0014 -ELEM ED CONTENT KNOWLEDGE Educational Testing Service (ETS) All enrolled students who have completed all noncl 5

ETS0014 -ELEM ED CONTENT KNOWLEDGE Educational Testing Service (ETS) Other enrolled students 2

ETS0014 -ELEM ED CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2011-12 15 157 15 100

ETS0014 -ELEM ED CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2010-11 8

ETS0014 -ELEM ED CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2009-10 15 161 15 100

ETS0041 -ENG LANG LIT COMP CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2010-11 1

ETS0041 -ENG LANG LIT COMP CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2009-10 1

ETS0042 -ENG LANG LIT COMP ESSAYS Educational Testing Service (ETS) All program completers, 2010-11 1

ETS0042 -ENG LANG LIT COMP ESSAYS Educational Testing Service (ETS) All program completers, 2009-10 1

ETS0023 -INTERDIS EARLY CHILD EDUC Educational Testing Service (ETS) Other enrolled students 2

ETS0023 -INTERDIS EARLY CHILD EDUC Educational Testing Service (ETS) 3

All program completers, 2009-10

ETS0522 -PRINC LEARNING AND TEACHING K-6 Educational Testing Service (ETS) All enrolled students who have completed all noncl 7

ETS0522 -PRINC LEARNING AND TEACHING K-6 Educational Testing Service (ETS) Other enrolled students 2

ETS0522 -PRINC LEARNING AND TEACHING K-6 Educational Testing Service (ETS) All program completers, 2011-12 15 174 15 100

ETS0522 -PRINC LEARNING AND TEACHING K-6 Educational Testing Service (ETS) All program completers, 2010-11 8

ETS0522 -PRINC LEARNING AND TEACHING K-6 Educational Testing Service (ETS) All program completers, 2009-10 16 173 16 100

ETS0543 -SE CK AND MILD TO MODERATE APPL Educational Testing Service (ETS) Other enrolled students 1

ETS0081 -SOCIAL STUDIES CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2009-10 1

ETS0083 -SOCIAL STUDIES INTERPRET MATERIALS Educational Testing Service (ETS) All program completers, 2009-10 1

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.

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. They also learn how to use commercial materials such as grade eBooks and how to design their own using Excel and Access. Student learn how to analyze manage, collect and analyze data and make adjustments to instructions based on results. They also continue this experience through various courses in the curriculum. They learn how to develop charts and graphs and to interpret and articulate their meanings in the modification of instructional plans and processes.

We clearly identify some elements of the principles of universal design that are currently being demonstrated in our program. However, we have not completed our efforts to formally engage our student in preparation for utilizing the principles of universal design. The Unit recently established a partnership with Discovery Education and will provide professional development for faculty, staff, students, graduates, and public school personnel in the use of technology to deliver common core content and for assessment. The most recent event was held in February 2012 entitled "Literacy Assessment".

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.

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.

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.

In the Master of Arts in Special Education, there are numerous practical assignments that require students to engage in the development, implementation, and assessment of the IEP

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, 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 produce numerous culturally astute professionals for the Commonwealth of Kentucky. Our program is highly diverse and nationally accredited. The LiveText assessment system and clinical and field portals has been fully implemented. The institution has completed our move to the Banner Data Management System. A robust PRAXIS I & II preparation and support system has been fully implemented. This system has yield significant results in the success of our students on the PRAXIS Tests.

Supporting Files

Complete Report Card

AY 2011-12

This: This is a United States Department of Education computer system.