BHSU School of Education Institutional Report Card

HEA

Title II Institutional and Program Report Card on the Quality of Teacher Preparation

 

Office of Post-secondary Education, U.S. Department of Education
Name of institution: Black Hills State University
State: South Dakota
Address: 1200 University St Unit 9004
Contact person: Dr. Pat Simpson
Email: Patricia.Simpson@bhsu.edu
Telephone no.: (605) 642-6550
Academic year: 2012-13 (Reported April 29, 2014)

Note: The procedures for developing the information required for these tables are explained in the Higher Education Opportunity Act, Title II: Reporting Reference and User Manual. Terms and phrases in this questionnaire are defined in the glossary, appendix X of the manual.

 

Provide a link to your website where additional information about admissions requirements can be found: www.bhsu.edu

 

Indicate when students are formally admitted into your initial teacher certification program (freshman year, sophomore year, junior year, senior year, postgraduate): junior year and postgraduate

 

Minimum GPA required for admission into the program – 2.6

Median GPA of individuals accepted in academic year 2012-13 – 3.08

Minimum GPA required for completing the program – 2.6

Median GPA of individuals completing the program in academic year 2012-13 – 3.33

 
Section I

(A) Does your initial teacher certification program conditionally admit students? _X_Yes

If a student is lacking a particular requirement for full admission, the Director of Field Experiences may grant a provisional admission for a period of one semester, including a plan for any deficiency to be remedied. If the provisions are not met within the semester, the student will be removed from the Professional Teacher Preparation Program until such time as all requirements are met and the student makes reapplication.

 

(B) 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 reporting 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. (§205(a)(1)(C)(ii))

 

Total number of students enrolled in 2012-13 (For the purpose of Title II reporting, an enrolled student is defined as a student who has been ADMITTED to the teacher preparation program but who has not completed the program.  This number is 152.

 

Unduplicated number of males enrolled in 2012-13 - 44
Unduplicated number of females enrolled in 2008-09 – 108

Ethnicity of Enrollment:
Hispanic/Latino of any race – 0
American Indian or Alaska Native – 6
Asian - 0
Black or African American - 0
Native Hawaiian or Other Pacific Islander - 0
White - 105
Two or more races - 1

 

(C) Provide the following information about supervised clinical experience in 2008-09. (§205(a)(1)(C)(iii), §205(a)(1)(C)(iv))

Average number of clock hours required prior to student teaching - 269

Average number of clock hours required for student teaching - 640

Number of full-time equivalent faculty in supervised clinical experience during this academic year - 20

Number of full-time equivalent adjunct faculty in supervised clinical experience during this academic year (IHE and PreK-12 staff) - 303

Number of students in supervised clinical experience during this academic year - 186

 

(D) Provide the number of students who have been certified or licensed as teachers for 2012-13, by subject and area of certification or licensure. (§205(a)(1)(C)(v))

 

Teaching subject/area:
Special Education – 44
Early Childhood Education – 13
Elementary Education – 75
Secondary Education – 51
Art – 5
Business – 4
English/Language Arts – 14
Mathematics – 13
Music – 3
Physical Education – 13
Science Education/General Science – 1
Biology – 9
Chemistry – 4
Drama – 1
History – 10
Physics – 2
Speech – 4
Geography – 4
Psychology – 2
Earth Science – 2
Other (Sociology/Government/Political Science) – 3

Program Completers:
2012-13 – 163
2011-12 – 138
2010-11 – 158

 

Section II. Annual Goals

Each institution of higher education (IHE) that conducts a traditional teacher preparation program (including programs that offer any ongoing professional development programs) or alternative routes to state certification or licensure 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. IHEs that do not have a teacher preparation program in one or more of the areas listed below can enter NA for the area(s) in which the IHE does not have that program. (§205(a)(1)(A)(i), §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

 

Mathematics:

How many prospective teachers did your program plan to add in mathematics in 2012-13?  4

Did you meet the goal?  Yes

--We collaborated with the Math Department in recruiting.  The Vucurevich Foundation scholarships targeted potential teachers.

How many prospective math teachers do you plan to add in 2013-14?  5

How many prospective math teachers do you plan to add in 2014-15?  5

 

Science:

How many prospective teachers did your program plan to add in science in 2012-13?  4

Did you meet the goal?  Yes

--We collaborated with the science faculty in recruiting students.  The Vucurevich Foundation scholarships targeted potential science teachers.

How many prospective science teachers do you plan to add in 2013-14?  5

How many prospective science teachers do you plan to add in 2014-15?  5

 

Special Education:

How many prospective teachers did your program plan to add in special education in 2012-13?  20

Did you meet the goal?  Yes

--We added a special education faculty member in fall 2012.  This was a new position.

How many prospective special education teachers do you plan to add in 2013-14?  22

How many prospective special education teachers do you plan to add in 2014-15?  23

 

Instruction of Limited English Proficient Students:

NA

 

ASSURANCES

Place a check next to each statement certifying that your institution is in compliance with the following assurances. (§205(a)(1)(A)(iii), §206(b))

_X_ Preparation responds to the identified needs of the local educational agencies or states where the program completers are likely to teach.

_X_ Preparation is closely linked with the needs of schools and the instructional decisions new teachers face in the classroom.

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

_X_ Prospective general education teachers are prepared to provide instruction to children with disabilities;

_X_ Prospective general education teachers are prepared to provide instruction to limited English proficient students;

_X_ Prospective general education teachers are prepared to provide instruction to children from low-income families; and

_X_ 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:

--Candidates are strategically placed in one-year residencies and additional field experiences in high-needs schools. 

 

Section III. Assessment Pass Rates

There must be at least 10 students in each category taking the same assessment in an academic year for data on that assessment to be reported; for summary data, there must also be at least 10 students (although not necessarily taking the same assessment) for data to be reported. In cases where there are less than 10 students taking the same assessment and the assessment pass rate is not reported, those students must be included in the summary data.  In the case of a teacher preparation program with fewer than 10 scores reported on any single initial teacher certification or licensure 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 certification or licensure assessment taken over a three-year period.

PRAXIS SUMMARY PASS RATES

All program completers, 2012-13 – Of 163 who took tests, 163 passed tests, for a 100% pass rate.

All program completers, 2011-12 – Of 138 who took tests, 138 passed tests, for a 100% pass rate.

All program completers, 2010-11 – Of 158 who took tests, 158 passed tests, for a 100% pass rate.

 

Note: Your institution or organization is not required by Title II to publish summary pass rates. Please retain the individual assessment data for each student that will allow you to verify these summary pass rates. This information is requested for validation purposes.

 

Section IV. Low-Performing

Provide the following information about the approval or accreditation of your teacher preparation program. (§205(a)(1)(D), §205(a)(1)(E))

 

(A) Is your teacher preparation program currently approved or accredited? _X_ Yes ___ No

If yes, please specify the organization(s) that approved or accredited your program: _X_ State_X_ NCATE ___ TEAC ___ Other (specify:_____________)

(B) 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)? ___ Yes _X_ No

 

*NOTE: See appendix X of the manual for the legislative language referring to “low-performing” programs.

 

Section V. Use of Technology (§205(a)(1)(F))

Does your program prepare teachers to:

(A) integrate technology effectively into curricula and instruction _X_ Yes ___ No

(B) use technology effectively to collect data to improve teaching and learning _X_ Yes ___ No

(C) use technology effectively to manage data to improve teaching and learning _X_ Yes ___ No

(D) use technology effectively to analyze data to improve teaching and learning _X_ Yes ___ No

 

*Provide a description of how your program 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 how your program 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.

 

--All candidates are prepared to submit the Teacher Work Sample (TWS) designed by the Renaissance Partnership for Improving Teacher Quality. Completion of a high-quality TWS is a required component of the final field experience. Integration of technology into curriculum and instruction is a required element of Factor 3 of the TWS; collecting, managing, analyzing data, creating gain scores tables, disaggregating data for subgroups, and describing student learning as a result of instruction is a required element of Factor 5 of the TWS. Principles of universal design for learning are taught and demonstrated in Factor 1: Contextual Information and Learning Environment, Factor 2: TWS Goals and Learning Outcomes, and Factor 3: Instructional Design and Implementation.

 

Section VI. Teacher Training (§205(a)(1)(G))

Does your program prepare general education teachers to:

(A) teach students with disabilities effectively _X_ Yes ___ No

(B) participate as a member of individualized education program teams _X_ Yes ___ No

(C) teach students who are limited English proficient effectively _X_ Yes ___ No

Does your program prepare special education teachers to:

(D) teach students with disabilities effectively _X_ Yes ___ No

_____ Program does not prepare special education teachers

(E) participate as a member of individualized education program teams __X__ Yes _____ No

_____ Program does not prepare special education teachers

(F) teach students who are limited English proficient effectively _X_ Yes ____ No

 

*Provide a description of how your program 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[1], and to effectively teach students who are limited English proficient. Include planning activities and a timeline if any of the six elements listed above are not currently in place.

 

--Candidates are required to take SPED 300 Students with Exceptionalities or SPED 405 Educating Secondary Students with Disabilities.  Both classes include assignments and text readings which prepare candidates to understand the learning needs of students who are limited English proficient.  Reading methods and content area literacy courses also address these goals.  Fundamental outcomes of these courses include training relative to IDEA.  ELED 408 Plan, Manage, and Assess the Diverse K-8 Classroom and SEED 408 Plan, Manage, and Assess the Diverse 7-12 Classroom provide preparation to work with diverse student populations.

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 how your program 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 six elements listed above are not currently in place.

--In addition to SPED 300 or SPED 405, SPED majors are required to take SPED 420 Curriculum and Instructional Strategies K-12; SPED 460 Family Systems and Professional Collaboration; and either SEED 450 7-12 Reading and Content Literacy or ELED 315 Foundations of Reading.  Teaching students who are limited English proficient and working with their families are learning outcomes in these courses.

 

Section VII. Contextual information (optional)

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.

 

--Black Hills State University was reviewed by NCATE in April 2011 for the purpose of continuing accreditation.  The full report was available in October 2011.  The report provides evidence that the teacher preparation program meets all standards and is exemplary in Standard 2: Assessment System and Unit Evaluation and Standard 3: Field Experiences and Clinical Practice.  The NCATE Review Team found no areas for improvement (AFI’s).  The BHSU Professional Teacher Preparation Program implements a co-teaching model in all clinical practice.

 

Section VIII. Certification

I certify that, to the best of my knowledge, the information in this report is accurate and complete and conforms to the definitions and instructions used in the Higher Education Opportunity Act, Title II: Reporting Reference and User Manual.

 

Signature: ______________________________

 Name of responsible representative for teacher preparation program: Dr. Pat Simpson

 Title: Dean of the College of Education

 

Certification of review of submission:

 Signature: ______________________________

Name of President/Chief Executive (or designee): Dr. Kay Schallenkamp

Title:  President