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1 Page of 6 5//7 VIEW TITLE II REPORTS SUBMIT REPORTS About Title II Contacts Login Webinars Technical Assistance User Manuals Vanguard University Traditional Program 7 Complete Report Card AY 5-6 Institution Information Name of Institution: Vanguard University Institution/Program Type: Traditional Academic Year: 5-6 State: California Address: 55 Fair Drive Costa Mesa, CA, 966 Contact Name: Ms. Randee Loya Phone: randee.loya@vanguard.edu Is your institution a member of an HEA Title II Teacher Quality Partnership (TQP) grant awarded by the U.S. Department of Education? ( 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 Teacher Quality Teacher Preparation Programs Partnership Grant Member? Multiple Subject Single Subject: Art Single Subject: English Single Subject: Health Single Subject: Languages other than English Single Subject: Mathematics Single Subject: Music Single Subject: Physical Education Single Subject: Sciences Single Subject: Social Science Total number of teacher preparation programs:

2 Page of 6 5//7 Section I.b Admissions Indicate when students are formally admitted into your initial teacher certification program: Postgraduate Does your initial teacher certification program conditionally admit students? Provide a link to your website where additional information about admissions requirements can be found: Please provide any additional comments about or exceptions to the admissions information provided above: n/a Section I.b Undergraduate Requirements Please provide the following information about your teacher preparation program's entry and exit requirements. ( 5(a)()(C)(i)) Are there initial teacher certification 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. Element Required for Entry Required for Exit Transcript Fingerprint check Background check Minimum number of courses/credits/semester hours completed Minimum GPA Minimum GPA in content area coursework Minimum GPA in professional education coursework Minimum ACT score Minimum SAT score Minimum basic skills test score Subject area/academic content test or other subject matter verification Recommendation(s) Essay or personal statement Interview Other 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 5-6 What is the minimum GPA required for completing the program? What was the median GPA of individuals completing the program in academic year 5-6 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. ( 5(a)()(C)(i)) Are there initial teacher certification programs at the postgraduate 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 Postgraduate level. Element Required for Entry Required for Exit Transcript Fingerprint check Background check Minimum number of courses/credits/semester hours completed Minimum GPA Minimum GPA in content area coursework Minimum GPA in professional education coursework

3 Page 3 of 6 5//7 Minimum ACT score Minimum SAT score Minimum basic skills test score Subject area/academic content test or other subject matter verification Recommendation(s) Essay or personal statement Interview Other What is the minimum GPA required for admission into the program?.7 What was the median GPA of individuals accepted into the program in academic year What is the minimum GPA required for completing the program? 3 What was the median GPA of individuals completing the program in academic year 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. te 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. Total number of students enrolled in 5-6: 5 Unduplicated number of males enrolled in 5-6: 9 Unduplicated number of females enrolled in 5-6: Number enrolled Ethnicity Hispanic/Latino of any race: 5 Race American Indian or Alaska Native: Asian: Black or African American: Native Hawaiian or Other Pacific Islander: White: 39 Two or more races: Section I.d Supervised Clinical Experience Provide the following information about supervised clinical experience in 5-6. Average number of clock hours of supervised clinical experience required prior to student teaching 75 Average number of clock hours required for student teaching 5 Average number of clock hours required for mentoring/induction support Number of full-time equivalent faculty supervising clinical experience during this academic year 3 Number of adjunct faculty supervising clinical experience during this academic year (IHE and PreK- staff) 86 Number of students in supervised clinical experience during this academic year 39 Please provide any additional information about or descriptions of the supervised clinical experiences: EDUG 584 Beginning Student Teaching ( units)

4 Page 4 of 6 5//7 g g gp pp y,p, y y g professional coursework. During their first full semester in the program, candidates complete Beginning Student Teaching consisting of a minimum of three hours a week (45 hours a semester) at a school site, preferably working with a master teacher who will supervise the student during Advanced Student Teaching in the second semester. Candidates support their master teacher in all aspects of classroom work as assigned, tutor individual students, work with small groups, teach sample lessons, complete classroom-based course assignments, submit assignments and reflect on experiences with their faculty cohort leader, and complete a Professional Portfolio related to their experience. EDUG 585 Advanced Student Teaching ( units) Advanced Student Teaching provides candidates with an opportunity to observe, practice, and validate the methods and curriculum they are learning in the professional coursework. Candidates teach in diverse classroom settings, with opportunities to instruct students with diverse backgrounds and levels of skill development under the guidance of a master teacher. Candidates will demonstrate teaching competence in a classroom setting in relation to the standards set by the California Commission on Teacher Credentialing. Candidates will document their instructional planning, lesson presentation, assessment, management, and networking skills in their Professional Portfolio. The Professional Portfolio, begun during their Beginning Student Teaching semester, will be due after sixteen weeks of Advanced Student Teaching. Student teaching is a full day experience and requires focus and attention. The EL Embedded Credential requires experience teaching in a multicultural, multilingual environment under the supervision of a credentialed master teacher and in the subject matter area that will appear on the students credential. Single Subject candidates will complete their student teaching in grades 6-, five days a week teaching 3 periods with different preps and observing, for a full high school or middle school semester. Multiple Subject candidates will complete their student teaching experience in two seven week assignments in grades K-6, teaching a full day, five day a week. Section I.e Teachers Prepared by Subject Area Please provide the number of teachers prepared by subject area for academic year 5-6. 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. ( 5(b)()(H)) Subject Area Number Prepared Education - General Teacher Education - Special Education Teacher Education - Early Childhood Education Teacher Education - Elementary Education 3 Teacher Education - Junior High/Intermediate/Middle School Education Teacher Education - Secondary Education 6 Teacher Education - Multiple Levels Teacher Education - Agriculture Teacher Education - Art Teacher Education - Business Teacher Education - English/Language Arts 5 Teacher Education - Foreign Language Teacher Education - Health Teacher Education - Family and Consumer Sciences/Home Economics Teacher Education - Technology Teacher Education/Industrial Arts Teacher Education - Mathematics 6 Teacher Education - Music Teacher Education - Physical Education and Coaching Teacher Education - Reading Teacher Education - Science Teacher Education/General Science Teacher Education - Social Science Teacher Education - Social Studies Teacher Education - Technical Education Teacher Education - Computer Science Teacher Education - Biology Teacher Education - Chemistry Teacher Education - Drama and Dance Teacher Education - French Teacher Education - German Teacher Education - History Teacher Education - Physics Teacher Education - Spanish Teacher Education - Speech Teacher Education - Geography

5 Page 5 of 6 5//7 Teacher Education - Psychology Teacher Education - Earth Science Teacher Education - English as a Second Language Teacher Education - Bilingual, Multilingual, and Multicultural Education Education - Other Specify: Section I.e Teachers Prepared by Academic Major Please provide the number of teachers prepared by academic major for academic year 5-6. 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. ( 5(b)()(H)) Academic Major Number Prepared Education - General Teacher Education - Special Education Teacher Education - Early Childhood Education Teacher Education - Elementary Education 8 Teacher Education - Junior High/Intermediate/Middle School Education Teacher Education - Secondary Education Teacher Education - Agriculture Teacher Education - Art Teacher Education - Business Teacher Education - English/Language Arts 3 Teacher Education - Foreign Language Teacher Education - Health Teacher Education - Family and Consumer Sciences/Home Economics Teacher Education - Technology Teacher Education/Industrial Arts Teacher Education - Mathematics 4 Teacher Education - Music Teacher Education - Physical Education and Coaching Teacher Education - Reading Teacher Education - Science Teacher Education - Social Science Teacher Education - Social Studies Teacher Education - Technical Education Teacher Education - Computer Science Teacher Education - Biology Teacher Education - Chemistry Teacher Education - Drama and Dance Teacher Education - French Teacher Education - German Teacher Education - History Teacher Education - Physics Teacher Education - Spanish Teacher Education - Speech Teacher Education - Geography Teacher Education - Latin Teacher Education - Psychology Teacher Education - Earth Science Teacher Education - English as a Second Language Teacher Education - Bilingual, Multilingual, and Multicultural Education Education - Curriculum and Instruction Education - Social and Philosophical Foundations of Education Liberal Arts/Humanities Psychology 3 Social Sciences

6 Page 6 of 6 5//7 p gy Economics Geography and Cartography Political Science and Government Sociology Visual and Performing Arts 4 History Foreign Languages Family and Consumer Sciences/Human Sciences English Language/Literature 3 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 3 Other Specify: Deaf Studies Section I.f Program Completers Provide the total number of teacher preparation program completers in each of the following academic years: 5-6: : : 9 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. ( 5(a)()(A)(ii), 6(a)) Information about teacher shortage areas can be found at 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 5-6 Did your program prepare teachers in mathematics in 5-6? How many prospective teachers did your program plan to add in mathematics in 5-6? Did your program meet the goal for prospective teachers set in mathematics in 5-6? 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:

7 Page 7 of 6 5//7 g p y, 3 y p g 3 candidates will average out to approximately students per year in the following years, thus we do not anticipate more math students enrolling in the next few years. Academic year 6-7 Is your program preparing teachers in mathematics in 6-7? How many prospective teachers did your program plan to add in mathematics in 6-7? We have seen a great increase in our math candidates these past several years, with 3-4 year peaking at 3 math students. We believe the number of math candidates will average out to approximately students per year in the following years, thus we do not anticipate more math students enrolling in the next few years. Academic year 7-8 Will your program prepare teachers in mathematics in 7-8? How many prospective teachers does your program plan to add in mathematics in 7-8? We have seen a great increase in our math candidates these past several years, with 3-4 year peaking at 3 math students. We believe the number of math candidates will average out to approximately students per year in the following years, thus we do not anticipate more math students enrolling in the next few years. 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. ( 5(a)()(A)(ii), 6(a)) Information about teacher shortage areas can be found at 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 5-6 Did your program prepare teachers in science in 5-6? How many prospective teachers did your program plan to add in science in 5-6? Did your program meet the goal for prospective teachers set in science in 5-6? 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: We've seen a great increase in our science candidates during the preceding years. We do not anticipate a growing number of science students in the program for the next several years but we hopefully will keep an average of 6 science students for our small program. Academic year 6-7 Is your program preparing teachers in science in 6-7? How many prospective teachers did your program plan to add in science in 6-7? We've seen a great increase in our science candidates during the preceding years. We do not anticipate a growing number of science students in the program for the next several years but we hopefully will keep an average of 6 science students for our small program.

8 Page 8 of 6 5//7 y 7 Will your program prepare teachers in science in 7-8? How many prospective teachers does your program plan to add in science in 7-8? We've seen a great increase in our science candidates during the preceding years. We do not anticipate a growing number of science students in the program for the next several years but we hopefully will keep an average of 6 science students for our small program. 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. ( 5(a)()(A)(ii), 6(a)) Information about teacher shortage areas can be found at 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 5-6 Did your program prepare teachers in special education in 5-6? How many prospective teachers did your program plan to add in special education in 5-6? Did your program meet the goal for prospective teachers set in special education in 5-6? 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: Vanguard University does not offer a Special Education Credential. Academic year 6-7 Is your program preparing teachers in special education in 6-7? How many prospective teachers did your program plan to add in special education in 6-7? Vanguard University does not offer a Special Education Credential. Academic year 7-8 Will your program prepare teachers in special education in 7-8? How many prospective teachers does your program plan to add in special education in 7-8? Vanguard University does not offer a Special Education Credential. 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. ( 5(a)()(A)(ii), 6(a)) Information about teacher shortage areas can be found at 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 5-6

9 Page 9 of 6 5//7 y p g p p g p 5 How many prospective teachers did your program plan to add in instruction of limited English proficient students in 5-6? Did your program meet the goal for prospective teachers set in instruction of limited English proficient students in 5-6? 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: Vanguard's credential program prepares students in instruction of limited English proficient students, listed as the English Learner Authorization on the credential document. We are pleased that the number of credential students increased by students from the previous 4-5 academic year. Academic year 6-7 Is your program preparing teachers in instruction of limited English proficient students in 6-7? How many prospective teachers did your program plan to add in instruction of limited English proficient students in 6-7? We do not anticipate a growing number of candidates in the program for the next several years but we hopefully will keep an average 7 candidates for our small program. Academic year 7-8 Will your program prepare teachers in instruction of limited English proficient students in 7-8? How many prospective teachers does your program plan to add in instruction of limited English proficient students in 7-8? We do not anticipate a growing number of candidates in the program for the next several years but we hopefully will keep an average 7 candidates for our small program. Section II Assurances Please certify that your institution is in compliance with the following assurances. ( 5(a)()(A)(iii), 6(b)) te: 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. 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. NA 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 proficient 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: One of our institution s most successful strategies is the partnering our with a local elementary school in an after school reading program. We are partnered with College Park Elementary School in Newport Mesa Unified School District which has a student population of 6.6% English Language Learners and 86.6% of their students are classified as Socioeconomically Disadvantaged (3-4 school statistics). As part of our multiple subject reading courses, our teacher candidates are partnered with two elementary students. Once a week, the teacher candidates tutor two elementary students in reading, while being supervised by our reading

10 Page of 6 5//7 y g pp p g, g y progress and to strategize for the following week. Teacher candidates have the opportunity to learn how to teach reading and then given the opportunity to practice what they have learned on the weekly basis at the elementary school site. As a result, the reading skills of the elementary students are improving and the teaching of reading skills of our teacher candidates are solid as reflected in their passing scores on the RICA examination. Section III Assessment Pass Rates Assessment code - Assessment name Test Company Group -BIOLOGY/LIFE SCIENCE SUBTEST III -BIOLOGY/LIFE SCIENCE SUBTEST III All program completers, 5-6 -BIOLOGY/LIFE SCIENCE SUBTEST III All program completers, 4-5 -BIOLOGY/LIFE SCIENCE SUBTEST III All program completers, BIOLOGY/LIFE SCIENCE SUBTEST IV All program completers, CBEST 98 -CBEST 98 -CBEST All program completers, CBEST All program completers, CBEST All program completers, 3-4 -CHEMISTRY SUBTEST III -CHEMISTRY SUBTEST III All program completers, ENGLISH SUBTEST I 5 -ENGLISH SUBTEST I 5 -ENGLISH SUBTEST I All program completers, ENGLISH SUBTEST I All program completers, ENGLISH SUBTEST I All program completers, ENGLISH SUBTEST II 6 -ENGLISH SUBTEST II Number taking tests 4 Avg. scaled score Number passing tests Pass rate (%)

11 Page of 6 5//7 All program completers, ENGLISH SUBTEST II All program completers, ENGLISH SUBTEST II All program completers, ENGLISH SUBTEST III 7 -ENGLISH SUBTEST III 7 -ENGLISH SUBTEST III All program completers, ENGLISH SUBTEST III All program completers, ENGLISH SUBTEST III All program completers, ENGLISH SUBTEST IV 8 -ENGLISH SUBTEST IV 8 -ENGLISH SUBTEST IV All program completers, ENGLISH SUBTEST IV All program completers, ENGLISH SUBTEST IV All program completers, HEALTH SCIENCE SUBTEST I 78 -HEALTH SCIENCE SUBTEST I All program completers, HEALTH SCIENCE SUBTEST II 79 -HEALTH SCIENCE SUBTEST II All program completers, HEALTH SCIENCE SUBTEST III 8 -HEALTH SCIENCE SUBTEST III All program completers, 5-6 -MATHEMATICS SUBTEST I -MATHEMATICS SUBTEST I All program completers, 5-6 -MATHEMATICS SUBTEST I All program completers,

12 Page of 6 5//7 All program completers, 3-4 -MATHEMATICS SUBTEST II -MATHEMATICS SUBTEST II All program completers, 5-6 -MATHEMATICS SUBTEST II All program completers, 5-6 -MATHEMATICS SUBTEST II All program completers, 4-5 -MATHEMATICS SUBTEST II All program completers, 3-4 -MATHEMATICS SUBTEST III All program completers, 3-4 -MULTIPLE SUBJECTS SUBTEST I -MULTIPLE SUBJECTS SUBTEST I -MULTIPLE SUBJECTS SUBTEST I All program completers, 5-6 -MULTIPLE SUBJECTS SUBTEST I All program completers, 4-5 -MULTIPLE SUBJECTS SUBTEST I All program completers, 3-4 -MULTIPLE SUBJECTS SUBTEST II -MULTIPLE SUBJECTS SUBTEST II -MULTIPLE SUBJECTS SUBTEST II All program completers, 5-6 -MULTIPLE SUBJECTS SUBTEST II All program completers, 4-5 -MULTIPLE SUBJECTS SUBTEST II All program completers, MULTIPLE SUBJECTS SUBTEST III 3 -MULTIPLE SUBJECTS SUBTEST III 3 -MULTIPLE SUBJECTS SUBTEST III All program completers, MULTIPLE SUBJECTS SUBTEST III All program completers, MULTIPLE SUBJECTS SUBTEST III All program completers,

13 Page 3 of 6 5//7 37 -MUSIC SUBTEST II 38 -MUSIC SUBTEST III 9 -PHYSICAL EDUCATION SUBTEST I 9 -PHYSICAL EDUCATION SUBTEST I All program completers, PHYSICAL EDUCATION SUBTEST II 3 -PHYSICAL EDUCATION SUBTEST II All program completers, PHYSICAL EDUCATION SUBTEST III 3 -PHYSICAL EDUCATION SUBTEST III All program completers, RICA. 8. -RICA. All program completers, RICA. All program completers, RICA. All program completers, SCIENCE SUBTEST I 8 -SCIENCE SUBTEST I All program completers, SCIENCE SUBTEST I All program completers, SCIENCE SUBTEST I All program completers, SCIENCE SUBTEST II 9 -SCIENCE SUBTEST II All program completers, SCIENCE SUBTEST II All program completers, SCIENCE SUBTEST II All program completers, SOCIAL SCIENCE SUBTEST I

14 Page 4 of 6 5//7 4 -SOCIAL SCIENCE SUBTEST I All program completers, SOCIAL SCIENCE SUBTEST I All program completers, SOCIAL SCIENCE SUBTEST I All program completers, SOCIAL SCIENCE SUBTEST II 5 -SOCIAL SCIENCE SUBTEST II 5 -SOCIAL SCIENCE SUBTEST II All program completers, SOCIAL SCIENCE SUBTEST II All program completers, SOCIAL SCIENCE SUBTEST II All program completers, SOCIAL SCIENCE SUBTEST III 6 -SOCIAL SCIENCE SUBTEST III 6 -SOCIAL SCIENCE SUBTEST III All program completers, SOCIAL SCIENCE SUBTEST III All program completers, SOCIAL SCIENCE SUBTEST III All program completers, 3-4 Section III Summary Pass Rates Group Number taking tests Number passing tests Pass rate (%) All program completers, All program completers, All program completers, 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? If yes, please specify the organization(s) that approved or accredited your program: State CCTC and WSCUC Is your teacher preparation program currently under a designation as "low-performing" by the state (as per section 7(a) of the HEA of 8)? 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.

15 Page 5 of 6 5//7 y p g p p 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, 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. Within each course module, various technological proficiencies are addressed. For example, in EDUG 54, Curriculum Unit Design, and additional modules, candidates are expected to integrate technological resources, especially web resources, into their curriculum units. To this end, candidates are provided key websites which serve as resources for the core academic areas, with special attention given to the SCORE sites aligned with the California Frameworks, California Content Standards and Common CORE. In EDUG 5 Classroom Management, candidates are expected to examine technological tools which might support their classroom management plan. In EDUG 543/544 Language Acquisition for the Elementary and Secondary Student, candidates examine technological resources that support language acquisition. Candidates use Moodle technology to experience and complete on-line learning assignments including tutorials in PowerPoint and Excel, carry out discussions, and explore web links. Professors use Smart Board technology in the classrooms, as a model for classroom use. It is also expected that candidates utilize the Smart Board to teach at least one classroom lesson, either in the BST setting or the university cohort setting. Ipad applications (aps) are introduced to provide resources for the new Common Core Standards. The candidates also visit a local public school that is at a high level of implementing technology in a standards based curriculum, and/or view video clips of teachers and candidates using technology to improve teaching and learning. 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 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 64(d)()(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 EDUG 558, Preparing to Teach Special Populations, teacher candidates are prepared with basic knowledge, skills and strategies for teaching special populations, including students with disabilities, students on behavior plans, and gifted and talented students in the general education classroom. Each candidate learns to create a positive, inclusive climate of instruction for all special populations in the general classroom. Candidates also revisit issues related to how personal, family, school, community and environmental factors are realated to students' academic, physical, emotional and social well-being. Some of the major special population topics covered in EDUG 558 includes: ) special education and the family, ) special education terminology, 3) cultural and family perspectives, 4) education from early childhood to adult years, 5) state and federal laws, such as PL 94-4 and IDEA, 6) the IEP process, 7) SST process, 8) 54 plans, 9) major categories of disabilities, ) assessment, ) referral, ) instructional materials and technology,

16 Page 6 of 6 5//7 3) g g, 4) access to core curriculum, and 5) social integration. For teacher candidates in our program, working with limited English proficient students is the norm, not the exception. Although knowledge, skills, and abilities to deliver comprehensive instruction to English learners are included in every module, five courses are especially designed to provide candidates with a deeper understanding of the issues related to language minority students. These courses are ANTH/ENGL 453, Language, Culture and Linguistics; EDUG 543/544, Language Acquisition; EDUG 545/546 Specially Designed Academic Instruction in English (SDAIE); EDUG 547/548, Metacongition and Reading Strategies; and EDUG 55/55 Literacy in the Content Areas. Field experiences and coursework throughout the program emphasize that classroom teachers must consider two types of English learners when designing instruction and programs. They must consider students in grades K through who are literate in their own language. They must also consider the students in grades K through who have limited prior academic experiences or limited literacy in their primary language. Since our candidates spend considerable time in classrooms with English learners, they immediately identify the need to assess their students, to monitor their progress, and to report their progress in meaningful ways to their parents and to the school community. Faculty instructors explain the purposes, the content, and the uses of the California English Language Development Testing (CELDT) and provide public domain samples for the candidates to use with their students so they can get a feel for administering the CELDT. Candidates learn a variety of methods to teach reading and writing to English learners. Candidates focus on how to plan multiple ways to develop oral language and speaking activities so that their English learners hear and develop the English sound system and lexicon and concurrently develop reading and writing. Beginning instruction in reading, phonemic awareness, concepts about print, vocabulary development, English phonology and initial language structures are stressed in the reading courses (EDUG 543/544 Language Acquisition, EDUG 547/548 Reading Strategies, and EDUG 55/55 Literacy Classrooms). Does your program prepare special education teachers to: teach students with disabilities effectively NA participate as a member of individualized education program teams NA teach students who are limited English proficient effectively NA 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 64(d)()(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. N/A 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. please see attachment. Supporting Files Complete Report Card AY 5-6 This is a United States Department of Education computer system. About Title II Technical Assistance Privacy Policy Contacts