Ohio 2013 Title II Report, State Program Information

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1 Annual Teacher Preparation Report Capital University As required by the U.S. Department of, Capital University provides a report annually to the state of Ohio and to the general public for accountability of all programs that prepare teachers. The state of Ohio must submit this report to the U.S. Department of, and make available to the public an annual report containing school and state- level information. The Department makes the state reports available to the public on the following websites: Ohio 2013 Title II Report, State Program Information Ohio 2013 Title II Report, Ohio Complete Report Card Association of Colleges for Teacher, Professional Data System (PEDS) The following report is prepared for the general public by Capital University and is extracted from the comprehensive reports for the state of Ohio and U.S. Department of. Goals Information about whether goals have been met, activities implemented to achieve goals, and steps taken to improve performance in meeting goals: (from Title II annual report, Section II, Annual Goals, Mathematics, Science, Special, Instruction of Limited English ProYicient Students) Mathematics Each institution of higher education (HE) 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 quantiyiable 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 proyicient students. Information about teacher shortage areas can be found at: U.S. Department of Teacher Shortage Areas

2 Please provide the information below about your program s goals to increase the number of prospective teachers in mathematics in each of three academic s. Academic Did your program prepare teachers in mathematics in ? - How many prospective teachers did your program plan to add in mathematics in ? - 4 Did your program meet the goal for prospective teachers set in mathematics in ? - Description of strategies used to achieve goal, if applicable: - A math education faculty member was hired. Description of steps to improve performance in meeting goal or lessons learned in meeting goal, if applicable: - Students who are seeking a licensure in Secondary Mathematics are assigned co- advisors, one faculty member from the education department and one faculty member from the math department. Academic Is your program preparing teachers in mathematics in ? - How many prospective teachers did your program plan to add in mathematics in ? 5 Academic Will your program prepare teachers in mathematics in ? - Provide any additional comments, exceptions and explanations below: How many prospective teachers does your program plan to add in mathematics in ? - 4 Science Each institution of higher education (HE) 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 quantiyiable 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 proyicient students. 2

3 Information about teacher shortage areas can be found at about/ofyices/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 s. Academic Did your program prepare teachers in science in ? - How many prospective teachers did your program plan to add in science in ? - 3 Did your program meet the goal for prospective teachers set in science in ? - 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: - Capital provides a variety of structured activities for science and science education majors to mentor K- 12 and college students as volunteers and employees. These opportunities allow science majors to teach younger students and consider science education as a career. Science Scouts is a program where K- 6 students are exploring hands- on science investigations in areas such as electricity, polymers and sound. About six Capital students majoring in biology, chemistry and psychology supervise thirty K- 6 students each month. Capital is collaborating with a nearby Reynoldsburg High School, estem Academy, on environmental science capstone projects. Students at Capital and estem Academy study water quality, soil content and wildlife populations in small groups. Five science and science education majors from Capital have mentored about Rifteen estem students. Peer Workshop Leaders facilitate small groups of students in Rirst and second chemistry courses that they have successfully completed. Each group meets once per week and works on hands- on activities and group problems that are designed by the course instructors. About 20 students are hired as workshop leaders each. Recently, we have begun a student- led supplemental instruction program in introductory math and science courses. These activities build enthusiasm toward science in the younger students and provide teaching opportunities for science and science education majors who may then consider a career in education. Academic Is your program preparing teachers in science in ? - How many prospective teachers did your program plan to add in science in ? - 4 Academic

4 Will your program prepare teachers in science in ? - How many prospective teachers does your program plan to add in science in ? - 4 Special 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 s. Academic Did your program prepare teachers in special education in ? - How many prospective teachers did your program plan to add in special education in ? - 27 Did your program meet the goal for prospective teachers set in special education in ? - No Description of strategies used to achieve goal, if applicable: - We have included the SIOP model of instructional strategies for working with ELL and students work with children from Myanmar (Burma). The department also produced an interactive module for faculty and students to use on Universal Design for Learning and working with students considered to be ELL. Provide any additional comments, exceptions and explanations below: - We had projected that 31 students would complete their program in Special in the Only 27 students completed their program in Special in the The number changed because of students changing their academic major out of Special or because of students withdrawing from the program or university. Academic Is your program preparing teachers in special education in ? - How many prospective teachers did your program plan to add in special education in ? - 37 Provide any additional comments, exceptions and explanations below: - We were originally approved to search and hire a Special faculty member during this academic (the position was to start during the academic ). The request was revoked due to a hiring freeze. Academic Will your program prepare teachers in special education in ? - 4

5 How many prospective teachers does your program plan to add in special education in ? - 20 Instruction of Limited English ProRicient Students Please provide the information below about your program s goals to increase the number of prospective teachers in instruction of Limited English proyicient students in each of three academic s. Academic Did your program prepare teachers in instruction of Limited English proyicient students in ? - How many prospective teachers did your program plan to add in instruction of Limited English proyicient students in ? - 5 Academic Is your program preparing teachers in instruction of Limited English proyicient students in ? - How many prospective teachers did your program plan to add in instruction of Limited English proyicient students in ? - 4 Academic Will your program prepare teachers in instruction of Limited English proyicient students in ? - How many prospective teachers did your program plan to add in instruction of Limited English proyicient students in ? - 5 Assurances description of activities the school has implemented to meet assurances: (from Title II annual report, 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 identiyied needs of the local educational agencies or States where the program completers are likely to teach, based on past hiring and recruitment trends. - Preparation is closely linked with the needs of schools and the instructional decisions new teachers face in the classroom. - 5

6 6 Prospective special education teachers are prepared in core academic subjects and to instruct in core academic subjects. - 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 proyicient students. - Prospective general education teachers are prepared to provide instruction to students from Low- income families. - Prospective teachers are prepared to effectively teach in urban and rural schools, as applicable. - Describe your institution s most successful strategies in meeting the assurances listed above: - Based on information and recommendations from the Capital University Teacher Advisory Committee, evaluations from clinical experiences, and comments from administrators in the Rield, the current needs of the local schools and instructional decisions new teachers will face are incorporated into the Teacher Program. Each semester we also meet with Human Resource personnel from local school districts who conduct mock interviews with our students. During the time, we also discuss with them current and upcoming hiring needs in the local area. All teach education candidates take a course on working with children with disabilities. Field placements in urban settings provide our candidates with experiences in teaching diverse populations. We continued to offer the Intercultural Student Teaching Program and the accompanying course in Interprofessional Cultural Competence for Human Service Professions. Several courses in our program address speciric needs of limited English proricient students and children from low- income families. We offer a TESOL endorsement program that is open to all students, however no TESOL- speciric courses are required for all majors. Pass Rates and scaled scores for the most recent for which information is available on assessment used by state for teacher certi9ication or licensure that have been taken by students who are enrolled in the teacher preparation program and students who have completed the program during the prior 2 s: (from Title II annual report, Section III, Assessment Pass Rates) Title II data AY (If the number taking tests was less than 10, no average scaled score and pass rate was reported to Title II from Westadt.)

7 7 Assessment Code Assessment Name Number taking tests Avg. scaled score Number passing tests Pass rate (%) Art Content Knowledge Biology and General Science Biology Content Knowledge Chem Physics and General Science of Young Children Eng Lang Lit Comp Content Knowledge Health Mathematics Content Knowledge Middle School English Language Arts Middle School Mathematics Middle School Science Middle School Social Studies Music Content Knowledge Physical Ed Content Knowledge Physics Content Knowledge Princ Learning and Teaching Princ Learning and Teaching 5-9 II Princ Learning and Teaching Princ Learning and Teaching 7-12 II

8 Princ Learning and Teaching Early Child Princ Learning and Teaching Early Child II SE Core Knowledge & Applications Social Studies Content Knowledge Program Information admission criteria (from Title II annual report, Section I, part b, Admissions, Section 1, part b, Undergraduate requirements, Section 1, part b, Postgraduate Requirements) 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 certiyication programs at the undergraduate level? - 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. 7 Element Required for Entry Required for Exit Transcript Minimum number of courses/ credit/semester hours completed Minimum GPA Minimum GPA in content area coursework Minimum GPA in professional education coursework Minimum basic skills test score 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 ? What is the minimum GPA required for completing the program? - 2.5

9 9 What was the median GPA of individuals completing the program in academic ? 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 certiyication programs at the postgraduate 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 Postgraduate Level. Element Required for Entry Required for Exit Transcript Minimum number of courses/ credit/semester hours completed Minimum GPA Minimum GPA in content area coursework Minimum GPA in professional education coursework Minimum basic skills test score No What is the minimum GPA required for admission into the program? What is the median GPA of individuals accepted into the program in academic ? What is the minimum GPS required for completing the program? What was the median GPA of individuals completing the program in academic ? Program Information enrollment disaggregated by race, ethnicity, and gender (from Title II annual report, Section I, part c, Enrollment) 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

10 10 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 deyined as a student who has been admitted to a teacher preparation program, but who has not completed the program during the academic being reported. An individual who completed the program during the academic being reported is counted as a program completer and NOT an enrolled student. Additional guidance on reporting race and ethnicity data. Total number of students enrolled in Unduplicated number of males enrolled in Unduplicated number of females enrolled in Hispanic/Latino of any race 3 Asian 3 Black or African 10 White 227 (from PEDS Report, Form A, Sections B- 2A &B, Section B- 2B, Undergraduate Enrollment in Educator Preparation) Male Enrollment Undergraduate Students Full- time Part- time Race/Ethnicity Current Prior Current Prior Black or African 0 0 White Unknown TOTALS Female Enrollment Undergraduate Students Full- time Part- time Race/Ethnicity Current Prior Current Prior Hispanic/Latino of any race

11 11 Asian 0 0 Black or African White Unknown TOTALS Undergraduate Enrollment in Educator Preparation Non- Degree Programs Male Enrollment Undergraduate Students Full- time Part- time Race/Ethnicity Current Prior Current Prior Black or African 0 0 White TOTALS Female Enrollment Undergraduate Students Full- time Part- time Race/Ethnicity Current Prior Current Prior Hispanic/Latino of any race 0 0 Asian Black or African White Unknown 2 0 TOTALS Program Information average number of hours of supervised clinical experience (from Title II annual report, Section I, part d, Supervised Clinical Experience and PEDS Report, Form A, Sections B- 5A Professional Faculty) Section I., d. Supervised Clinical Experience Average number of clock hours of supervised clinical experience required prior to student teaching 240

12 12 Average number of clock hours required for student teaching 525 Number of full-time equivalent faculty supervising clinical experience during this academic Number of adjunct faculty supervising clinical experience during this academic Number of students in supervised clinical experience during this academic Program Information number of full- time equivalent faculty and students in the supervised clinical experience (from Title II annual report, Section I, part d, Supervised Clinical Experience) Section I., d Supervised Clinical Experience Average number of clock hours of supervised clinical experience required prior to student teaching Average number of clock hours required for student teaching Number of full- time equivalent faculty supervising clinical experience during this academic Number of adjunct faculty supervising clinical experience during this academic Number of students in supervised clinical experience during this academic (from PEDS Report, Form A, Section B- 5A Professional Faculty) Professional Faculty Male Faculty Race/Ethnicity Full- time Part- time Adjunct Current Prior Current Prior Current Asian White TOTALS Female Faculty Race/Ethnicity Full- time Part- time Adjunct Current Prior Current Prior Current 357 Prior Prior

13 13 Black or African White TOTALS Program Information total number of students who have been certi9ied or licensed as teachers (from PEDS Report, Form A, Section A- 7 Total Student Licenses Headcount) Total Student Licenses Headcount (degrees/program completers) Number of degrees, certiyicates, or endorsements Bachelor s level (B- 3A plus B- 4A) Master s/post Bachelor s initial preparation level (B- 3B plus B- 4B) Program Information disaggregated by subject and area of certi9ication or licensure (from Title II annual report, Section I, part e, Teachers Prepared by Subject Area/Academic Major) Section I., e. Teachers Prepared by Subject Area Please provide the number of teachers prepared by subject area for academic For the purpose 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)) Teacher Special 27 Teacher Early Childhood 39 Teacher Junior High/Intermediate/Middle School 11 Teacher Art 3 Teacher English/Language Arts 5 Teacher Health 1 Teacher Mathematics 4 Teacher Music 24 Teacher Physical and Coaching 1

14 14 Please provide the number of teachers prepared by academic major for academic 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 Science Teacher /General Science 3 Teacher Social Studies 7 Teacher Special 27 Teacher Early Childhood 39 Teacher Junior High/Intermediate/Middle School 11 Teacher Secondary 11 Teacher Art 3 Teacher Health 1 Teacher Music 24 Teacher Physical and Coaching 1 (from PEDS Report, Form A, Sections B- 3A, Section B- 3B, Bachelors Level Initial Teacher Preparation, Number of Degrees) Bachelor s- Level Initial Teacher Preparation, Number of Degrees Male Degree Recipients Program Area Hispanic or Latino of any race Indian or Alaskan Native Asian Black or African Native Hawaiian or Other Paci9ic Islander White Two or More Races Unknown TOTAL Students Special Middle Grades English Language Arts Middle Grades Mathematics Middle Grades Science Middle Grades Social Science Studies

15 15 Early Childhood Health Teacher Music Teacher Physical Teaching and Coaching Social Studies Teacher Female Degree Recipients TOTALS Program Area Hispanic or Latino of any race Indian or Alaskan Native Asian Black or African Native Hawaiian or Other Paci9ic Islander White Two or More Races Unknown TOTAL Students Special Middle Grades English Language Arts Middle Grades Mathematics Middle Grades Science Middle Grades Social Science Studies Early Childhood Art Teacher English Teacher Mathematics Teacher Music Teacher Science Teacher

16 16 Social Studies Teacher 3 3 Total Students TOTALS Program Area Male Female Special 2 16 Post- bachelors or Master s- Level Initial Teacher Preparation, Number of Degrees Male Degree Recipients Program Area Hispanic or Latino of any race Indian or Alaskan Native Asian Black or African Native Hawaiian or Other Paci9ic Islander White Two or More Races Unknown TOTAL Students Special Social Studies Teacher Female Degree Recipients TOTALS 2 2 Program Area Hispanic or Latino of any race Indian or Alaskan Native Asian Black or African Native Hawaiian or Other Paci9ic Islander White Two or More Races Unknown TOTAL Students Special Middle Grades Mathematics Middle Grades Science Early Childhood Art Teacher English Teacher

17 17 Mathematics Teacher Science Teacher Social Studies Teacher Total Students TOTALS Program Area Male Female Special 0 4 Statements of approval or accreditation of programs licensure/ Whether the state has designated the program as low performing (from Title II annual report, Section IV, Low Performing) Section IV, Low- Performing Provide the following information about the approval of accreditation of your teacher preparation program. Is your teacher preparation program currently approved or accredited? If yes, please specify the organization(s) that approved or accredited your program. - State. NCATE. Our unit is NCATE accredited and individual programs are either accredited by SPAs or OBR. 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 Description of activities that prepare teachers to effectively use technology in instruction and to collect, manage, and analyze data (comprehensive data included in Title II annual report, Section V, Use of Technology) Section V, Use of Technology

18 18 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? - Use technology effectively to collect data to improve teaching and learning? - Use technology effectively to manage data to improve teaching and learning? - Use technology effectively to analyze data to improve teaching and learning? - Provide a description of the evidence that your program uses to show that it prepares teachers to integrate technology effectively into curricula and instruction 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. The faculty of the Teacher program at Capital University recognize the importance of technology and integrate it into the various curricula for teacher preparation. Students are required to use these as part of their own coursework, but simultaneously learn how to use this in their future practice. The technologies that are a part of pre- service teacher education include math applications such as Maple and Stella along with graphing calculators; classroom equipment such as digital cameras, elmos, laptops, clickers, and Smart boards; personal equipment such as cell phones and personal laptops/netbooks; proprietary software such as Microsoft OfRice; Capital s course management system (ilearn); online apps and specialized web resources such as Wikispaces and Google docs; Open source software/operating systems such as Linux and Gnu Image Manipulation Program; and the introduction of Task Stream, which is an online evaluations system used by K- 12 schools and universities, for Rield- related courses. Students use technology to collect, manage, and analyze data in order to improve their own teaching via a series of projects in their Rield placements form their second- experience to their students teaching. The department collects a wide range of data using Capital University s course management system. This data includes quantitative information such as scores on tests and grades and qualitative information such as actual papers students have written. It also collects information on faculty via surveys in order to provide faculty with information needed to improve their use of technology in their courses.

19 19 ilearn, the course management system, offers an excellent way to manage data as far as collecting it. The data can them be transferred into other forms (e.g., spreadsheet, qualitative data analysis) for analysis. Faculty are proricient in data analysis; they are able to scaffold students into a reasonable level of proriciency and they are able to take student data and other sources of data in order to make the teaching proves in the department even more effective. Description of activities that prepare teachers to teach effectively students with disabilities and students who have limited English pro9iciency (from Title II annual report, Section VI, Teacher Training) 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 teacher to: Teach students with disabilities effectively? Participate as a member of individualized education program teams? Teach students who are Limited English proyicient effectively? No Provide a description of the evidence your program uses to show that it prepared general education teachers to teach students with disabilities effectively, including training related to participation as a member of individualized education program teams, as deyined in section 614(d)(1)(B) of the Individuals with Disabilities Act, and to effectively teach students who are limited English proyicient. Include planning activities and a timeline if any of the three elements listed above are not currently in place. The teacher education program at Capital University prepares candidates for licensure as Intervention Specialists mild to moderate disabilities (K- 12). This licensure program has been approved by the state of Ohio and the CEC SPA. Through the required courses and Rield experiences the candidates are prepared to teach students with disabilities. The ability to participate as a member of individualized education program teams is developmental in our program. It begins with the Rirst introductory class (Exceptional Children and Intervention Strategies) and continues through the special education coursework and Rield experiences. It culminates in the capstone clinical experience course. The coursework for culturally responsive teaching also begins in the introductory course (Foundations of the Profession) and continues to develop through courses and Rieldwork. A grant through the Ohio

20 Department of, OfRice of Exceptional Children, was received by Capital University s Department. This focused on helping teacher education candidates pursuing an intervention specialist license to become a Highly QualiRied Teacher through both internal and external means. We offer a TESOL endorsement program that is open to all students, however no TESOL- speciric courses are required for special education majors. 20