Annual Report 2017-18

2019 TITLE II REPORTS

National Teacher Preparation Data

Penn State University - University Park

Traditional Report AY 2017-18

Pennsylvania

REPORT COMPLETE

STATUS: CERTIFIED

Institution Information

ADDRESS
278 Chambers Building

CITY
University Park

STATE
Pennsylvania

ZIP
16802

SALUTATION
Dr.

FIRST NAME
Rayne

LAST NAME

Sperling

PHONE
(814) 865-2524

EMAIL
[email protected]

Is your institution a member of an HEA Title II Teacher Quality Partnership (TQP) grant awarded by the U.S. Department of Education?

(https://www2.ed.gov/programs/tqpartnership/awards.html)

Yes

.No

If yes, provide the following:

AWARD YEAR
GRANTEE NAME
PROJECT NAME
GRANT NUMBER
LIST PARTNER DISTRICTS/LEAS (ONE PER LINE)
LIST OTHER PARTNERS (ONE PER LINE)
PROJECT TYPE
Residency
Pre-baccalaureate
Both Residency and Pre-baccalaureate

Total number of teacher preparation programs: 25

SECTION I: PROGRAM INFORMATION
List of Programs THIS PAGE INCLUDES:
On this page, review the list of teacher preparation programs offered by your institution of higher education (IHE) or organization. If you submitted an IPRC last year, this list of programs is pre-loaded from your prior year�s report. If your IHE offers both traditional and alternative programs, be sure to enter the programs in the appropriate reports. For the traditional report, list all traditional programs within the IHE. For the alternative report, list all alternative programs within the IHE. You may edit, delete, and insert new rows as necessary.

After reviewing and updating as necessary, save the page using the floating save box at the bottom of the page. The system will automatically total the number of programs for you.

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 https://www2.ed.gov/programs/tqpartnership/awards.html.

Teacher Preparation Programs Teacher Quality Partnership Grant Member? Update

Agricultural Education No
Art Education No
Childhood & Early Adolescent Education PK-4 No
Childhood & Early Adolescent Education 4-8 English No
Childhood & Early Adolescent Education 4-8 Mathematics No
Childhood & Early Adolescent Education 4-8 Social Studies No
Communication Sciences and Disorders No
Kinesiology - Health & Physical Education No
Music Education No
Reading Specialist No
Secondary Education Biological Science No
Secondary Education Chemistry No
Secondary Education Earth & Space Science No
Secondary Education English/Communication No
Secondary Education Mathematics No
Teacher Preparation Programs Teacher Quality Partnership Grant Member? Update
Secondary Education Physics No
Secondary Education Social Studies No
Special Education 7-12 No
Special Education PK-8 No
Workforce Education and Development No
World Languages French No
World Languages German No
World Languages Latin No
World Languages Russian No
World Languages Spanish No
Total number of teacher preparation programs: 25

SECTION I: PROGRAM INFORMATION
Program Requirements THIS PAGE INCLUDES:
On this page, review and enter information about the program requirements for admission into the program, program completion, and supervised clinical experience. If you submitted an IPRC last year, much of this page is pre-loaded from your prior year's report. If your IHE offers both traditional and alternative programs, be sure to specify the requirements in the appropriate reports. For the traditional report, provide the requirements for traditional programs within the IHE. For the alternative report, provide the requirements for the alternative programs within the IHE.

After reviewing and updating as necessary, save the page using the floating save box at the bottom of the page.

.Admissions

.Undergraduate Requirements

.Postgraduate Requirements

.Supervised Clinical Experience

1. Indicate when students are formally admitted into your initial teacher certification program:

If Other, please specify:

A student must have 48 credits, pass a basic skills test, and complete required courses

2. Does your initial teacher certification program conditionally admit students?

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

https://ed.psu.edu/current-students/undergrad/academic-programs-1/entrance-retention-exit-criteria

4. Please provide any additional information about or exceptions to the admissions information provided above:
A student who is unable to get a course required for admission to major at a Penn State campus location prior to transferring to University Park may be given conditional admission to the major for one semester pending successful completion of the required course, as long as all other requirements have been met. Successfully passing a basic skills test is required by state law before admittance into a teacher certification program.

Admissions

Other

. Yes

1. 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. If no, leave the rest of the page blank (or clear responses already entered) then click save at the bottom of the page.

Undergraduate Requirements

Please provide the following information about your teacher preparation program's entry and exit requirements. (�205(a)(1)(C)(i))

. Yes

2. What is the minimum GPA required for admission into the program? (Leave blank if you indicated that a minimum GPA is not required in the table above.)

3. What was the median GPA of individuals accepted into the program in academic year 2017-18?

3.44

4. What is the minimum GPA required for completing the program? (Leave blank if you indicated that a minimum GPA is not required in the table above.)

5. What was the median GPA of individuals completing the program in academic year 2017-18?

3.67

6. Please provide any additional information about the information provided above:

For admission into a teacher preparation program, students are required to reach a minimum basic skills test score in reading, writing, and math. The College of Education requires successfully passing the Praxis CORE beginning with the Summer 2018 entering freshman class, Art Education will require successfully passing the Praxis CORE beginning with the Summer 2019 entering freshman class. Music, Agriculture and Kinesiology Education students may use any combination of SAT, ACT, Praxis CORE or PECT PAPA to achieve acceptable scores.

Other Specify:

Varying hours of work experience with age appropriate children

. Yes No . Yes No
. Yes No . Yes No
. Yes No . Yes No
. Yes No . Yes No
. Yes No . Yes No
. Yes No . Yes No
. Yes No . Yes No
. Yes No Yes . No
. Yes No Yes . No
. Yes No Yes . No
Yes . No . Yes No
Yes . No Yes . No
Yes . No Yes . No
Yes . No Yes . No
. Yes No Yes . No

1. 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. If no, leave the rest of the page blank (or clear responses already entered) then click save at the bottom of the page.

2. What is the minimum GPA required for admission into the program? (Leave blank if you indicated that a minimum GPA is not required in the table above.)

3. What was the median GPA of individuals accepted into the program in academic year 2017-18?

3.85

4. What is the minimum GPA required for completing the program? (Leave blank if you indicated that a minimum GPA is not required in the table above.)

5. What was the median GPA of individuals completing the program in academic year 2017-18?

3.93

Postgraduate Requirements

Please provide the following information about your teacher preparation program's entry and exit requirements. (�205(a)(1)(C)(i))

. Yes

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 Specify:
Application
. Yes No . Yes No
Yes . No . Yes No
Yes . No . Yes No
. Yes No . Yes No
. Yes No . Yes No
. Yes No . Yes No
Yes . No . Yes No
Yes . No Yes . No
Yes . No Yes . No
Yes . No Yes . No
Yes . No . Yes No
. Yes No Yes . No
. Yes No Yes . No
Yes . No Yes . No
. Yes No Yes . No

6. Please provide any additional information about the information provided above:
Postgraduate students are exempt from completing basic skills for admission into a program.
Average number of clock hours of supervised clinical experience required prior to student teaching

190

Average number of clock hours required for student teaching 586.5
Average number of clock hours required for mentoring/induction support

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

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

Number of students in supervised clinical experience during this academic year

425

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

Some full-time faculty who supervise clinical experiences are also engaged in teaching methods courses. Included are 36 students in a year-long elementary professional development school program.

Supervised Clinical Experience

Provide the following information about supervised clinical experience in 2017-18. (�205(a)(1)(C)(iii), �205(a)(1)(C)(iv))

Additional guidance on reporting supervised clinical experience and nonclinical coursework.

SECTION I: PROGRAM INFORMATION

Enrollment THIS PAGE INCLUDES:

On this page, enter the number of candidates for an initial teaching credential who are enrolled in the initial teacher preparation programs within your institution of higher education (IHE) or organization. Do not report on the total number of students enrolled in the entire IHE. Do not include individuals who currently hold a teaching credential and are seeking additional licenses or endorsements, or individuals preparing for schoolbased careers other than classroom teachers (e.g., administrators, guidance counselors). The Department recognizes that in many cases, candidates voluntarily report their race/ethnicity and gender data, and that in some cases, candidates may choose not to report this information. Please report on the race/ethnicity data you have available, though the data may not be complete. It is not expected that the sum of the enrolled students reported by race/ethnicity or by gender will necessarily equal the total number of students enrolled.

If your IHE offers both traditional and alternative programs, be sure to enter the candidates enrolled in the appropriate reports. For the traditional report, provide only the candidates enrolled in traditional programs within the IHE. For the alternative report, provide only the candidates enrolled in the alternative programs within the IHE. After entering the enrollment data, save the page using the floating save box at the bottom of the page.

. Enrollment

Total number of students enrolled in 2017-18 614
Unduplicated number of males enrolled in 2017-18 86
Unduplicated number of females enrolled in 2017-18 528

Enrollment

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.

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. (�205(a)(1)(C)(ii)(H))

2017-18 Number Enrolled

Ethnicity

Hispanic/Latino of any race 17

Race

2017-18 Number Enrolled

American Indian or Alaska Native 0

Asian 9

Black or African American 11

Native Hawaiian or Other Pacific Islander 1

White 553

Two or more races 20

SECTION I: PROGRAM INFORMATION

Teachers Prepared THIS PAGE INCLUDES:

On this page, enter the number of program completers by the subject area in which they were prepared to teach, and by their academic majors. Note that an individual can be counted in more than one academic major and subject area. For example, if an individual is prepared to teach Elementary Education and Mathematics, that individual should be counted in both subject areas. If no individuals were prepared in a particular academic major or subject area, you may leave the cell blank. Please use the "Other" category sparingly, if there is no similar subject area or academic major listed. In these cases, you should use the text box to describe the subject area(s) and/or the academic major(s) counted in the "Other" category.

If your IHE offers both traditional and alternative programs, be sure to enter the program completers in the appropriate reports. For the traditional report, provide only the program completers in traditional programs within the IHE. For the alternative report, provide only the program completers for the alternative programs within the IHE.

After entering the teachers prepared data, save the page using the floating save box at the bottom of the page.

. Teachers Prepared by Subject Area

. Teachers Prepared by Academic Major

Teachers Prepared by Subject Area

Please provide the number of teachers prepared by subject area for academic year 2017-18. 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))

Additional guidance on reporting teachers prepared by subject area.

What are CIP Codes?

No teachers prepared in academic year 2017-18

CIP Code Subject Area Number Prepared

13.01 Education - General

13.10 Teacher Education - Special Education 10

13.1210 Teacher Education - Early Childhood Education 215

13.1202 Teacher Education - Elementary Education 215

13.1203 Teacher Education - Junior High/Intermediate/Middle School Education 23

13.1205 Teacher Education - Secondary Education 72

13.1206 Teacher Education - Multiple Levels 92

CIP Code Subject Area Number Prepared

13.1301 Teacher Education - Agriculture 12

13.1302 Teacher Education - Art 12

13.1303 Teacher Education - Business

13.1305 Teacher Education - English/Language Arts 28

13.1306 Teacher Education - Foreign Language 11

13.1307 Teacher Education - Health 6

13.1308 Teacher Education - Family and Consumer Sciences/Home Economics

13.1309 Teacher Education - Technology Teacher Education/Industrial Arts

13.1311 Teacher Education - Mathematics 21

13.1312 Teacher Education - Music 28

13.1314 Teacher Education - Physical Education and Coaching 6

13.1315 Teacher Education - Reading 10

13.1316 Teacher Education - Science Teacher Education/General Science 24

13.1317 Teacher Education - Social Science

13.1318 Teacher Education - Social Studies 23

13.1319 Teacher Education - Technical Education

13.1321 Teacher Education - Computer Science

13.1322 Teacher Education - Biology 12

13.1323 Teacher Education - Chemistry 5

13.1324 Teacher Education - Drama and Dance

13.1325 Teacher Education - French 2

13.1326 Teacher Education - German 1

13.1328 Teacher Education - History

13.1329 Teacher Education - Physics 3

13.1330 Teacher Education - Spanish 8

CIP Code Subject Area Number Prepared

Teachers Prepared by Academic Major

Please provide the number of teachers prepared by academic major for academic year 2017-18. 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))

Please note that the list of majors includes several "Teacher Education" majors, as well as several noneducation majors. Please use care in entering your majors to ensure education-specific majors and non-education majors are counted correctly. For example, if an individual majored in Chemistry, that individual should be counted in the "Chemistry" academic major category rather than the "Teacher Education�Chemistry" category.

Additional guidance on reporting teachers prepared by academic major.

What are CIP Codes?

No teachers prepared in academic year 2017-18

13.1331 Teacher Education - Speech 23

13.1332 Teacher Education - Geography

13.1333 Teacher Education - Latin

13.1335 Teacher Education - Psychology

13.1337 Teacher Education - Earth Science 4

13.14 Teacher Education - English as a Second Language 51

13.02 Teacher Education - Bilingual, Multilingual, and Multicultural Education

13.99 Education - Other Specify:

Speech and Language Impaired

CIP Code Academic Major Number Prepared

13.01 Education - General

13.10 Teacher Education - Special Education 10

13.1210 Teacher Education - Early Childhood Education 215

13.1202 Teacher Education - Elementary Education 215

13.1203 Teacher Education - Junior High/Intermediate/Middle School Education 23

13.1205 Teacher Education - Secondary Education 61

13.1301 Teacher Education - Agriculture 11

CIP Code Academic Major Number Prepared

13.1302 Teacher Education - Art 12

13.1303 Teacher Education - Business

13.1305 Teacher Education - English/Language Arts 28

13.1306 Teacher Education - Foreign Language 11

13.1307 Teacher Education - Health 6

13.1308 Teacher Education - Family and Consumer Sciences/Home Economics

13.1309 Teacher Education - Technology Teacher Education/Industrial Arts

13.1311 Teacher Education - Mathematics 22

13.1312 Teacher Education - Music 28

13.1314 Teacher Education - Physical Education and Coaching 6

13.1315 Teacher Education - Reading 10

13.1316 Teacher Education - Science

13.1317 Teacher Education - Social Science

13.1318 Teacher Education - Social Studies 23

13.1319 Teacher Education - Technical Education

13.1321 Teacher Education - Computer Science

13.1322 Teacher Education - Biology 3

13.1323 Teacher Education - Chemistry 3

13.1324 Teacher Education - Drama and Dance

13.1325 Teacher Education - French 1

13.1326 Teacher Education - German 1

13.1328 Teacher Education - History

13.1329 Teacher Education - Physics 1

13.1330 Teacher Education - Spanish 8

13.1331 Teacher Education - Speech 23

CIP Code Academic Major Number Prepared

13.1332 Teacher Education - Geography

13.1333 Teacher Education - Latin

13.1335 Teacher Education - Psychology

13.1337 Teacher Education - Earth Science 3

13.14 Teacher Education - English as a Second Language 51

13.02 Teacher Education - Bilingual, Multilingual, and Multicultural Education

13.03 Education - Curriculum and Instruction 20

13.09 Education - Social and Philosophical Foundations of Education

24 Liberal Arts/Humanities

42 Psychology

45.01 Social Sciences

45.02 Anthropology

45.06 Economics

45.07 Geography and Cartography

45.10 Political Science and Government

45.11 Sociology

50 Visual and Performing Arts

54 History

16 Foreign Languages

19 Family and Consumer Sciences/Human Sciences

23 English Language/Literature

38 Philosophy and Religious Studies

01 Agriculture 2

09 Communication or Journalism

14 Engineering

CIP Code Academic Major Number Prepared

26 Biology

27 Mathematics and Statistics

40.01 Physical Sciences

40.02 Astronomy and Astrophysics

40.04 Atmospheric Sciences and Meteorology

40.05 Chemistry

40.06 Geological and Earth Sciences/Geosciences

40.08 Physics

52 Business/Business Administration/Accounting

11 Computer and Information Sciences

99 Other Specify:

Communication Sciences and Disorders

SECTION I: PROGRAM INFORMATION

Program Completers THIS PAGE INCLUDES:

On this page, enter the total number of individuals who completed the program in AY 2017-18 and the two prior academic years. If you submitted an IPRC last year, the number of program completers for the two prior academic years are pre-loaded from your prior year's report.

A program completer is a person who has met all the requirements of a state-approved teacher preparation program. Program completers include all those who are documented as having met such requirements. Documentation may take the form of a degree, institutional certificate, program credential, transcript or other written proof of having met the program�s requirements. In applying this definition, the fact that an individual has or has not been recommended to the state for initial certification or licensure may not be used as a criterion for determining who is a program completer.

An individual cannot be classified as both enrolled and as a program completer at the same time. An enrolled individual is not a program completer. Once an individual has met all the requirements of a state-approved teacher preparation program and becomes a program completer, the individual is no longer classified as enrolled.

After entering the program completers, save the page using the floating save box at the bottom of the page.

. Program Completers

2017-18 402

2016-17 432

2015-16 429

Program Completers

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

SECTION II: ANNUAL GOALS

Annual Goals THIS PAGE INCLUDES:

On this page, review the annual goals in each subject area listed below. If you submitted an IPRC last year, the goals you entered last year are pre-loaded from your prior year's report. Please respond to the questions to report on progress towards the goals, and set new goals for the next academic year.

After reviewing and updating as necessary, save the page using the floating save box at the bottom of the page.

. Annual Goals - Mathematics

. Annual Goals - Science

. Annual Goals - Special Education

Annual Goals - Instruction of Limited English

Proficient Students

. Assurances

1. Did your program prepare teachers in mathematics in 2017-18?

2. How many prospective teachers did your program plan to add in mathematics in 2017-18?

3. Did your program meet the goal for prospective teachers set in mathematics in 2017-18?

4. Description of strategies used to achieve goal, if applicable:

For AY 2017-18, the program added 22 completers to the field of Mathematics. There were nine students completing secondary education grades 7-12 and 13 students completing middle level grades 4-8. The recently added Middle Level Mathematics Education program continues to increase enrollment since it began in 2015.

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

Input from student and employer stakeholders continues to assist the EPP in meeting all STEM goals.

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 https://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 2017-18

. Yes

No (leave remaining questions for year blank)

. Yes

Not applicable

6. Provide any additional comments, exceptions and explanations below:

7. Is your program preparing teachers in mathematics in 2018-19?

8. How many prospective teachers did your program plan to add in mathematics in 2018-19?

9. Provide any additional comments, exceptions and explanations below:

Interest remains high in the Grades 4-8 mathematics program but has drawn some students from the secondary mathematics program at University Park. We believe interest in mathematics preparation will continue to grow the middle level program as the unit continues to market the program. Currently, we expect 21 students to complete in AY 2018-19: 11 secondary education grades 7-12 and 10 middle level grades 4-8

10. Will your program prepare teachers in mathematics in 2019-20?

11. How many prospective teachers does your program plan to add in mathematics in 2019-20?

12. Provide any additional comments, exceptions and explanations below:

While there are over 42 students currently in a mathematics major, only a third of these appear on track to complete in the AY year 2019-20. However, a significant number appear to be prepared to complete for 2020-21.

Academic year 2018-19

Academic year 2019-20

. Yes

No (leave remaining questions for year blank)

. Yes

No (leave remaining questions for year blank)

1. Did your program prepare teachers in science in 2017-18?

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 https://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 2017-18

. Yes

No (leave remaining questions for year blank)

2. How many prospective teachers did your program plan to add in science in 2017-18?

3. Did your program meet the goal for prospective teachers set in science in 2017-18?

4. Description of strategies used to achieve goal, if applicable:

There were 10 Secondary Education students receiving a BS degree in Biology, Chemistry, Earth Space Science, or Physics. There were 16 Master of Education students who received teaching degrees in the same fields. Finally 13 Agriculture Education students completed an AG ED teacher preparation program, and are permitted in Pennsylvania to take the Praxis exam for General Science 7-12 and be recommended for said certification.

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

The science education program recruits students who have received an undergraduate degree in the sciences for enrollment into a Master's of Education degree program in the Curriculum and Instruction department. These students have strong content knowledge and add pedagogy and research skills during their advanced degree coursework.

6. Provide any additional comments, exceptions and explanations below:

7. Is your program preparing teachers in science in 2018-19?

8. How many prospective teachers did your program plan to add in science in 2018-19?

9. Provide any additional comments, exceptions and explanations below:

There are 11 undergraduate and graduate students who are currently student teaching and should be preparing to graduate in Spring 2019, joining the one student who completed in Fall 2018. For the 2018-19 academic year, we have made some changes to the program requirements in the Chemistry and Earth Space Science emphasis areas to increase the quality and appropriateness of science coursework. These changes are to make the courses more relevant and appealing to students. There are 6 undergraduate Agriculture Extension and Education students who have applied for graduation for Spring 2018. These students may pursue General Science certification in addition to their AG ED certification.

10. Will your program prepare teachers in science in 2019-20?

11. How many prospective teachers does your program plan to add in science in 2019-20?

Academic year 2018-19

Academic year 2019-20

. Yes

Not applicable

. Yes

No (leave remaining questions for year blank)

. Yes

No (leave remaining questions for year blank)

12. Provide any additional comments, exceptions and explanations below:

Interest in science education remains steady at both the undergraduate and graduate levels.

1. Did your program prepare teachers in special education in 2017-18?

2. How many prospective teachers did your program plan to add in special education in 2017-18?

3. Did your program meet the goal for prospective teachers set in special education in 2017-18?

4. Description of strategies used to achieve goal, if applicable:

Ten students added a bachelor's level initial certification in special education during the AY, and 13 students added an initial certification in special education at the master's level.

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

There has been a surge of interest in special education licensure by elementary grades PK-4 teachers. These students complete coursework for the PK-4 degree and a special education minor before applying with the graduate school for admission into the special education master's program.

6. Provide any additional comments, exceptions and explanations below:

Input from student and employer stakeholders continues to assist the EPP in meeting all Special Education goals.

Annual Goals - Special Education

(�205(a)(1)(A)(ii), �206(a))

Information about teacher shortage areas can be found at https://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 2017-18

Academic year 2018-19

. Yes

No (leave remaining questions for year blank)

. Yes

Not applicable

7. Is your program preparing teachers in special education in 2018-19?

8. How many prospective teachers did your program plan to add in special education in 2018-19?

9. Provide any additional comments, exceptions and explanations below:

Approximately thirteen of the currently enrolled undergraduate special education majors should be completing their program in the AY 2018-19. Additionally, there 17 Master's level students who should be eligible for graduation in AY 2018-19.

10. Will your program prepare teachers in special education in 2019-20?

11. How many prospective teachers does your program plan to add in special education in 2019-20?

12. Provide any additional comments, exceptions and explanations below:

The EPP expects that the 4+1 special education master's degree will continue to be attractive to our elementary and secondary education undergraduates.

Academic year 2019-20

. Yes

No (leave remaining questions for year blank)

. Yes

No (leave remaining questions for year blank)

1. Did your program prepare teachers in instruction of limited English proficient students in 2017-18?

2. How many prospective teachers did your program plan to add in instruction of limited English proficient students in 2017-18?

3. Did your program meet the goal for prospective teachers set in instruction of limited English proficient students in 2017-18?

Annual Goals - Instruction of Limited English Proficient Students

(�205(a)(1)(A)(ii), �206(a))

Information about teacher shortage areas can be found at https://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 2017-18

. Yes

No (leave remaining questions for year blank)

4. Description of strategies used to achieve goal, if applicable:

51 teachers and newly credentialed teachers added Program Specialist - ESL to their Pennsylvania teaching credentials. In keeping with state regulations, ALL completers listed in this report have received three credits of class room instruction specific to teaching English language learners and have practical experience in working with ELL students. In addition, special education majors receive course work specific to ELL students with exceptional learning needs. Thus, Penn State completers are prepared to effectively teach ELL students.

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

6. Provide any additional comments, exceptions and explanations below:

ESL is not an initial teacher certification area in Pennsylvania; however Penn State offers an ESL program that leads to state certification as a Program Specialist - ESL. Upon completion of this program, certified teachers may apply to add this second credential. Teacher candidates who are applying for initial certification and who have also completed this program may request that the Pennsylvania Department of Education add Program Specialist - ESL to their credentials during the initial certification approval process. In addition, every initial level certification candidate has taken "CI 280: Teaching English Language Learners" as a required three credit course. A component of this course is that every student receives an opportunity to tutor P-12 English language learners online to gain practical mentored experience.

7. Is your program preparing teachers in instruction of limited English proficient students in 2018-19?

8. How many prospective teachers did your program plan to add in instruction of limited English proficient students in 2018-19?

9. Provide any additional comments, exceptions and explanations below:

As described above, ESL is not an initial teacher certification area in Pennsylvania, and can only be obtained by certified teachers. However, every initial level certification candidate has taken "CI 280: Teaching English Language Learners" as a required three credit course. A component of this course is that every student will have an opportunity for tutoring P-12 English language learners online.

10. Will your program prepare teachers in instruction of limited English proficient students in 2019-20?

11. How many prospective teachers does your program plan to add in instruction of limited English proficient students in 2019-20?

12. Provide any additional comments, exceptions and explanations below:

Academic year 2018-19

Academic year 2019-20

. Yes

Not applicable

. Yes

No (leave remaining questions for year blank)

. Yes

No (leave remaining questions for year blank)

1. 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.

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

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

4. Prospective general education teachers are prepared to provide instruction to students with disabilities.

5. Prospective general education teachers are prepared to provide instruction to limited English proficient students.

6. Prospective general education teachers are prepared to provide instruction to students from low-income families.

7. Prospective teachers are prepared to effectively teach in urban and rural schools, as applicable.

8. Describe your institution's most successful strategies in meeting the assurances listed above:

All candidates complete at least 9 credits (or 270 hours) of course work and/or experiences in accommodations and adaptations for special needs learners. All candidates complete at least 3 credits (or 90 hours) of course work and/or experiences in working with English language learners. All special education candidates seeking Pennsylvania certification complete dual certification programs. All students have several experiences working with students from ethnically and culturally diverse backgrounds built into each major as well as additional opportunities for diversity experiences in the classroom in Maymester courses (courses offered between the spring and summer sessions). For example, CI 295 Urban Experience is a course that provides students with opportunities to observe and participate in ethnically diverse urban settings. CI 280 provides immersion experiences for students in Hazleton, PA working with Latino ELL students. Five programs, representing the largest numbers of teacher candidates in the EPP, provide student teaching opportunities in Pittsburgh, Philadelphia, and Altoona in schools that have large numbers of students from under-represented populations.

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.

. Yes

Program does not prepare special education teachers

. Yes

SECTION III: PROGRAM PASS RATES

Assessment Pass Rates THIS PAGE INCLUDES:

On this page, review the assessment pass rates. Please note that this page does not have an edit feature as the pass rates have already been through several rounds of verification. If you identify an error, please contact Westat's Title II Support Center and your testing company representative.

After reviewing, save the page using the floating save box at the bottom of the page.

. Assessment Pass Rates

Assessment Pass Rates

Assessment code - Assessment name

Test Company

Group

Number

taking

tests

Avg.

scaled

score

Number

passing

tests

Pass

rate

(%)

ETS5701 -AGRICULTURE

Educational Testing Service (ETS)

All enrolled students who have completed all noncl

ETS5701 -AGRICULTURE

Educational Testing Service (ETS)

All program completers, 2017-18

12 175 12 100

ETS5701 -AGRICULTURE

Educational Testing Service (ETS)

All program completers, 2016-17

ETS5701 -AGRICULTURE

Educational Testing Service (ETS)

All program completers, 2015-16

12 169 12 100

ETS5134 -ART CONTENT KNOWLEDGE

Educational Testing Service (ETS)

Other enrolled students

ETS5134 -ART CONTENT KNOWLEDGE

Educational Testing Service (ETS)

All program completers, 2017-18

12 178 12 100

ETS5134 -ART CONTENT KNOWLEDGE

Educational Testing Service (ETS)

All program completers, 2016-17

ETS5134 -ART CONTENT KNOWLEDGE

Educational Testing Service (ETS)

All program completers, 2015-16

ETS0235 -BIOLOGY CONTENT KNOWLEDGE

Educational Testing Service (ETS)

Other enrolled students

ETS0235 -BIOLOGY CONTENT KNOWLEDGE

Educational Testing Service (ETS)

All program completers, 2017-18

Assessment code - Assessment name

Test Company

Group

Number

taking

tests

Avg.

scaled

score

Number

passing

tests

Pass

rate

(%)

ETS0235 -BIOLOGY CONTENT KNOWLEDGE

Educational Testing Service (ETS)

All program completers, 2016-17

ETS0235 -BIOLOGY CONTENT KNOWLEDGE

Educational Testing Service (ETS)

All program completers, 2015-16

ETS0245 -CHEMISTRY CONTENT KNOWLEDGE

Educational Testing Service (ETS)

Other enrolled students

ETS0245 -CHEMISTRY CONTENT KNOWLEDGE

Educational Testing Service (ETS)

All program completers, 2017-18

ETS0245 -CHEMISTRY CONTENT KNOWLEDGE

Educational Testing Service (ETS)

All program completers, 2016-17

ETS0245 -CHEMISTRY CONTENT KNOWLEDGE

Educational Testing Service (ETS)

All program completers, 2015-16

ETS0811 -COOPERATIVE EDUCATION

Educational Testing Service (ETS)

All program completers, 2015-16

ETS5732 -CORE ACADEMIC SKILLS FOR ED: MATH

Educational Testing Service (ETS)

Other enrolled students

125 155 107 86

ETS5732 -CORE ACADEMIC SKILLS FOR ED: MATH

Educational Testing Service (ETS)

All program completers, 2017-18

115 161 106 92

ETS5732 -CORE ACADEMIC SKILLS FOR ED: MATH

Educational Testing Service (ETS)

All program completers, 2016-17

67 160 64 96

ETS5732 -CORE ACADEMIC SKILLS FOR ED: MATH

Educational Testing Service (ETS)

All program completers, 2015-16

ETS5712 -CORE ACADEMIC SKILLS FOR ED: READING

Educational Testing Service (ETS)

Other enrolled students

135 173 130 96

ETS5712 -CORE ACADEMIC SKILLS FOR ED: READING

Educational Testing Service (ETS)

All program completers, 2017-18

119 174 117 98

ETS5712 -CORE ACADEMIC SKILLS FOR ED: READING

Educational Testing Service (ETS)

All program completers, 2016-17

70 174 67 96

ETS5712 -CORE ACADEMIC SKILLS FOR ED: READING

Educational Testing Service (ETS)

All program completers, 2015-16

Assessment code - Assessment name

Test Company

Group

Number

taking

tests

Avg.

scaled

score

Number

passing

tests

Pass

rate

(%)

ETS5722 -CORE ACADEMIC SKILLS FOR ED: WRITING

Educational Testing Service (ETS)

All enrolled students who have completed all noncl

ETS5722 -CORE ACADEMIC SKILLS FOR ED: WRITING

Educational Testing Service (ETS)

Other enrolled students

134 166 106 79

ETS5722 -CORE ACADEMIC SKILLS FOR ED: WRITING

Educational Testing Service (ETS)

All program completers, 2017-18

117 167 99 85

ETS5722 -CORE ACADEMIC SKILLS FOR ED: WRITING

Educational Testing Service (ETS)

All program completers, 2016-17

70 167 61 87

ETS5722 -CORE ACADEMIC SKILLS FOR ED: WRITING

Educational Testing Service (ETS)

All program completers, 2015-16

ETS5571 -EARTH AND SPACE SCIENCES - CK

Educational Testing Service (ETS)

All program completers, 2017-18

ETS5571 -EARTH AND SPACE SCIENCES - CK

Educational Testing Service (ETS)

All program completers, 2016-17

ETS5038 -ENGLISH LANGUAGE ARTS: CK

Educational Testing Service (ETS)

Other enrolled students

ETS5038 -ENGLISH LANGUAGE ARTS: CK

Educational Testing Service (ETS)

All program completers, 2017-18

23 182 22 96

ETS5038 -ENGLISH LANGUAGE ARTS: CK

Educational Testing Service (ETS)

All program completers, 2016-17

20 182 19 95

ETS5038 -ENGLISH LANGUAGE ARTS: CK

Educational Testing Service (ETS)

All program completers, 2015-16

26 182 26 100

ETS0831 -ENVIRONMENTAL EDUCATION

Educational Testing Service (ETS)

All program completers, 2015-16

ETS5174 -FRENCH WORLD LANGUAGE

Educational Testing Service (ETS)

All program completers, 2016-17

ETS5511 -FUNDAMENTAL SUBJECTS

Educational Testing Service (ETS)

All enrolled students who have completed all noncl

ETS5511 -FUNDAMENTAL SUBJECTS

Educational Testing Service (ETS)

Other enrolled students

11 182 11 100

Assessment code - Assessment name

Test Company

Group

Number

taking

tests

Avg.

scaled

score

Number

passing

tests

Pass

rate

(%)

ETS5511 -FUNDAMENTAL SUBJECTS

Educational Testing Service (ETS)

All program completers, 2017-18

85 182 85 100

ETS5511 -FUNDAMENTAL SUBJECTS

Educational Testing Service (ETS)

All program completers, 2016-17

90 181 88 98

ETS5511 -FUNDAMENTAL SUBJECTS

Educational Testing Service (ETS)

All program completers, 2015-16

100 180 100 100

ETS0435 -GENERAL SCI CONTENT KNOWLEDGE

Educational Testing Service (ETS)

All program completers, 2016-17

ETS0435 -GENERAL SCI CONTENT KNOWLEDGE

Educational Testing Service (ETS)

All program completers, 2015-16

ETS5857 -HEALTH AND PE

Educational Testing Service (ETS)

All program completers, 2017-18

ETS5857 -HEALTH AND PE

Educational Testing Service (ETS)

All program completers, 2016-17

10 175 10 100

ETS5857 -HEALTH AND PE

Educational Testing Service (ETS)

All program completers, 2015-16

ETS5161 -MATHEMATICS CONTENT KNOWLEDGE

Educational Testing Service (ETS)

All enrolled students who have completed all noncl

ETS5161 -MATHEMATICS CONTENT KNOWLEDGE

Educational Testing Service (ETS)

Other enrolled students

ETS5161 -MATHEMATICS CONTENT KNOWLEDGE

Educational Testing Service (ETS)

All program completers, 2017-18

ETS5161 -MATHEMATICS CONTENT KNOWLEDGE

Educational Testing Service (ETS)

All program completers, 2016-17

18 173 17 94

ETS5161 -MATHEMATICS CONTENT KNOWLEDGE

Educational Testing Service (ETS)

All program completers, 2015-16

12 172 9 75

ETS0113 -MUSIC CONTENT KNOWLEDGE

Educational Testing Service (ETS)

Other enrolled students

ETS0113 -MUSIC CONTENT KNOWLEDGE

Educational Testing Service (ETS)

All program completers, 2017-18

27 179 27 100

Assessment code - Assessment name

Test Company

Group

Number

taking

tests

Avg.

scaled

score

Number

passing

tests

Pass

rate

(%)

ETS0113 -MUSIC CONTENT KNOWLEDGE

Educational Testing Service (ETS)

All program completers, 2016-17

20 179 19 95

ETS0113 -MUSIC CONTENT KNOWLEDGE

Educational Testing Service (ETS)

All program completers, 2015-16

25 179 25 100

ACT1006 -OPI FRENCH

American Council on the Teaching of Foreign Langua

Other enrolled students

ACT1018 -OPI SPANISH

American Council on the Teaching of Foreign Langua

Other enrolled students

ETS5156 -PA 4-8 CORE SUBJ CONC ENG LANG ARTS

Educational Testing Service (ETS)

Other enrolled students

ETS5156 -PA 4-8 CORE SUBJ CONC ENG LANG ARTS

Educational Testing Service (ETS)

All program completers, 2017-18

ETS5156 -PA 4-8 CORE SUBJ CONC ENG LANG ARTS

Educational Testing Service (ETS)

All program completers, 2015-16

ETS5158 -PA 4-8 CORE SUBJ CONC MATHEMATICS

Educational Testing Service (ETS)

All program completers, 2017-18

14 190 14 100

ETS5158 -PA 4-8 CORE SUBJ CONC MATHEMATICS

Educational Testing Service (ETS)

All program completers, 2015-16

ETS5159 -PA 4-8 CORE SUBJ CONC SCIENCE

Educational Testing Service (ETS)

All program completers, 2015-16

ETS5157 -PA 4-8 CORE SUBJ CONC SOCIAL STUDIES

Educational Testing Service (ETS)

Other enrolled students

ETS5157 -PA 4-8 CORE SUBJ CONC SOCIAL STUDIES

Educational Testing Service (ETS)

All program completers, 2017-18

ETS5157 -PA 4-8 CORE SUBJ CONC SOCIAL STUDIES

Educational Testing Service (ETS)

All program completers, 2015-16

ETS5154 -PA 4-8 CORE SUBTEST ENG LANG ARTS SOC STUDIES

Educational Testing Service (ETS)

Other enrolled students

ETS5154 -PA 4-8 CORE SUBTEST ENG LANG ARTS SOC STUDIES

Educational Testing Service (ETS)

All program completers, 2017-18

22 168 22 100

Assessment code - Assessment name

Test Company

Group

Number

taking

tests

Avg.

scaled

score

Number

passing

tests

Pass

rate

(%)

ETS5154 -PA 4-8 CORE SUBTEST ENG LANG ARTS SOC STUDIES

Educational Testing Service (ETS)

All program completers, 2016-17

11 162 11 100

ETS5154 -PA 4-8 CORE SUBTEST ENG LANG ARTS SOC STUDIES

Educational Testing Service (ETS)

All program completers, 2015-16

12 171 11 92

ETS5155 -PA 4-8 CORE SUBTEST MATH AND SCIENCE

Educational Testing Service (ETS)

Other enrolled students

ETS5155 -PA 4-8 CORE SUBTEST MATH AND SCIENCE

Educational Testing Service (ETS)

All program completers, 2017-18

22 181 19 86

ETS5155 -PA 4-8 CORE SUBTEST MATH AND SCIENCE

Educational Testing Service (ETS)

All program completers, 2016-17

11 175 11 100

ETS5155 -PA 4-8 CORE SUBTEST MATH AND SCIENCE

Educational Testing Service (ETS)

All program completers, 2015-16

12 180 12 100

ETS5153 -PA 4-8 CORE SUBTEST PEDAGOGY

Educational Testing Service (ETS)

Other enrolled students

ETS5153 -PA 4-8 CORE SUBTEST PEDAGOGY

Educational Testing Service (ETS)

All program completers, 2017-18

22 184 22 100

ETS5153 -PA 4-8 CORE SUBTEST PEDAGOGY

Educational Testing Service (ETS)

All program completers, 2016-17

11 178 11 100

ETS5153 -PA 4-8 CORE SUBTEST PEDAGOGY

Educational Testing Service (ETS)

All program completers, 2015-16

12 181 12 100

ESP0001 -PAPA - MODULE 1 READING

Evaluation Systems group of Pearson

Other enrolled students

26 240 26 100

ESP0001 -PAPA - MODULE 1 READING

Evaluation Systems group of Pearson

All program completers, 2017-18

40 230 39 98

ESP0001 -PAPA - MODULE 1 READING

Evaluation Systems group of Pearson

All program completers, 2016-17

120 236 120 100

ESP0001 -PAPA - MODULE 1 READING

Evaluation Systems group of Pearson

All program completers, 2015-16

265 241 260 98

ESP0002 -PAPA - MODULE 2 MATH

Evaluation Systems group of Pearson

Other enrolled students

22 235 20 91

Assessment code - Assessment name

Test Company

Group

Number

taking

tests

Avg.

scaled

score

Number

passing

tests

Pass

rate

(%)

ESP0002 -PAPA - MODULE 2 MATH

Evaluation Systems group of Pearson

All program completers, 2017-18

41 242 40 98

ESP0002 -PAPA - MODULE 2 MATH

Evaluation Systems group of Pearson

All program completers, 2016-17

118 243 114 97

ESP0002 -PAPA - MODULE 2 MATH

Evaluation Systems group of Pearson

All program completers, 2015-16

265 247 259 98

ESP0003 -PAPA - MODULE 3 WRITING

Evaluation Systems group of Pearson

All enrolled students who have completed all noncl

ESP0003 -PAPA - MODULE 3 WRITING

Evaluation Systems group of Pearson

Other enrolled students

26 228 24 92

ESP0003 -PAPA - MODULE 3 WRITING

Evaluation Systems group of Pearson

All program completers, 2017-18

43 235 42 98

ESP0003 -PAPA - MODULE 3 WRITING

Evaluation Systems group of Pearson

All program completers, 2016-17

119 233 116 97

ESP0003 -PAPA - MODULE 3 WRITING

Evaluation Systems group of Pearson

All program completers, 2015-16

266 237 260 98

ESP0006 -PECT PREK-4 - MODULE 1

Evaluation Systems group of Pearson

Other enrolled students

44 216 34 77

ESP0006 -PECT PREK-4 - MODULE 1

Evaluation Systems group of Pearson

All program completers, 2017-18

195 225 176 90

ESP0006 -PECT PREK-4 - MODULE 1

Evaluation Systems group of Pearson

All program completers, 2016-17

236 225 213 90

ESP0006 -PECT PREK-4 - MODULE 1

Evaluation Systems group of Pearson

All program completers, 2015-16

179 226 165 92

ESP0007 -PECT PREK-4 - MODULE 2

Evaluation Systems group of Pearson

Other enrolled students

38 222 33 87

ESP0007 -PECT PREK-4 - MODULE 2

Evaluation Systems group of Pearson

All program completers, 2017-18

194 217 161 83

ESP0007 -PECT PREK-4 - MODULE 2

Evaluation Systems group of Pearson

All program completers, 2016-17

235 219 206 88

Assessment code - Assessment name

Test Company

Group

Number

taking

tests

Avg.

scaled

score

Number

passing

tests

Pass

rate

(%)

ESP0007 -PECT PREK-4 - MODULE 2

Evaluation Systems group of Pearson

All program completers, 2015-16

179 220 153 85

ESP0008 -PECT PREK-4 - MODULE 3

Evaluation Systems group of Pearson

Other enrolled students

37 211 27 73

ESP0008 -PECT PREK-4 - MODULE 3

Evaluation Systems group of Pearson

All program completers, 2017-18

194 219 157 81

ESP0008 -PECT PREK-4 - MODULE 3

Evaluation Systems group of Pearson

All program completers, 2016-17

234 220 189 81

ESP0008 -PECT PREK-4 - MODULE 3

Evaluation Systems group of Pearson

All program completers, 2015-16

180 219 139 77

ESP0011 -PECT SPEC ED PREK-8 - MODULE 1

Evaluation Systems group of Pearson

All program completers, 2017-18

ESP0011 -PECT SPEC ED PREK-8 - MODULE 1

Evaluation Systems group of Pearson

All program completers, 2016-17

ESP0011 -PECT SPEC ED PREK-8 - MODULE 1

Evaluation Systems group of Pearson

All program completers, 2015-16

ESP0012 -PECT SPEC ED PREK-8 - MODULE 2

Evaluation Systems group of Pearson

All program completers, 2017-18

ESP0012 -PECT SPEC ED PREK-8 - MODULE 2

Evaluation Systems group of Pearson

All program completers, 2016-17

ESP0012 -PECT SPEC ED PREK-8 - MODULE 2

Evaluation Systems group of Pearson

All program completers, 2015-16

ETS5265 -PHYSICS CONTENT KNOWLEDGE

Educational Testing Service (ETS)

All program completers, 2017-18

ETS5265 -PHYSICS CONTENT KNOWLEDGE

Educational Testing Service (ETS)

All program completers, 2016-17

ETS0730 -PRAXIS I MATHEMATICS (DISCONTINUED)

Educational Testing Service (ETS)

All program completers, 2016-17

ETS0730 -PRAXIS I MATHEMATICS (DISCONTINUED)

Educational Testing Service (ETS)

All program completers, 2015-16

12 179 10 83

Assessment code - Assessment name

Test Company

Group

Number

taking

tests

Avg.

scaled

score

Number

passing

tests

Pass

rate

(%)

ETS0710 -PRAXIS I READING (DISCONTINUED)

Educational Testing Service (ETS)

All program completers, 2016-17

ETS0710 -PRAXIS I READING (DISCONTINUED)

Educational Testing Service (ETS)

All program completers, 2015-16

11 179 11 100

ETS0720 -PRAXIS I WRITING (DISCONTINUED)

Educational Testing Service (ETS)

All program completers, 2015-16

11 175 8 73

ETS5301 -READING SPECIALIST II

Educational Testing Service (ETS)

All program completers, 2017-18

ETS5301 -READING SPECIALIST II

Educational Testing Service (ETS)

All program completers, 2016-17

12 176 10 83

ETS5301 -READING SPECIALIST II

Educational Testing Service (ETS)

All program completers, 2015-16

18 182 18 100

ETS0081 -SOCIAL STUDIES CONTENT KNOWLEDGE

Educational Testing Service (ETS)

All enrolled students who have completed all noncl

ETS0081 -SOCIAL STUDIES CONTENT KNOWLEDGE

Educational Testing Service (ETS)

Other enrolled students

ETS0081 -SOCIAL STUDIES CONTENT KNOWLEDGE

Educational Testing Service (ETS)

All program completers, 2017-18

17 176 17 100

ETS0081 -SOCIAL STUDIES CONTENT KNOWLEDGE

Educational Testing Service (ETS)

All program completers, 2016-17

25 172 25 100

ETS0081 -SOCIAL STUDIES CONTENT KNOWLEDGE

Educational Testing Service (ETS)

All program completers, 2015-16

35 171 33 94

ETS5195 -SPANISH WORLD LANGUAGE

Educational Testing Service (ETS)

All program completers, 2015-16

ETS5331 -SPEECH LANGUAGE PATHOLOGY

Educational Testing Service (ETS)

Other enrolled students

ETS5331 -SPEECH LANGUAGE PATHOLOGY

Educational Testing Service (ETS)

All program completers, 2017-18

14 185 14 100

ETS5331 -SPEECH LANGUAGE PATHOLOGY

Educational Testing Service (ETS)

All program completers, 2016-17

25 184 25 100

Assessment code - Assessment name

Test Company

Group

Number

taking

tests

Avg.

scaled

score

Number

passing

tests

Pass

rate

(%)

ETS5331 -SPEECH LANGUAGE PATHOLOGY

Educational Testing Service (ETS)

All program completers, 2015-16

23 182 23 100

ACT2005 -WPT FRENCH

American Council on the Teaching of Foreign Langua

All program completers, 2016-17

ACT2006 -WPT GERMAN

American Council on the Teaching of Foreign Langua

All program completers, 2017-18

ACT2015 -WPT SPANISH

American Council on the Teaching of Foreign Langua

All program completers, 2017-18

ACT2015 -WPT SPANISH

American Council on the Teaching of Foreign Langua

All program completers, 2016-17

SECTION III: PROGRAM PASS RATES

Summary Pass Rates THIS PAGE INCLUDES:

On this page, review the summary pass rates. Please note that this page does not have an edit feature as the pass rates have already been through several rounds of verification. If you identify an error, please contact Westat's Title II Support Center and your testing company representative.

After reviewing, save the page using the floating save box at the bottom of the page.

. Summary Pass Rates

Summary Pass Rates

Group

Number taking tests

Number passing tests

Pass rate (%)

All program completers, 2017-18 390 302 77

All program completers, 2016-17 426 337 79

All program completers, 2015-16 396 317 80

SECTION IV: LOW-PERFORMING

Low-Performing THIS PAGE INCLUDES:

On this page, review the questions regarding your program's approval/accreditation and whether your program has been designated as low performing by the state. If you submitted an IPRC last year, this section is pre-loaded from your prior year's report; please review and update as necessary.

After reviewing and updating as necessary, save the page using the floating save box at the bottom of the page.

. Low-Performing

1. Is your teacher preparation program currently approved or accredited?

If yes, please specify the organization(s) that approved or accredited your program:

CAEP Eligible - Spring 2019 Accreditation Visit

2. 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)?

Low-Performing

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

. Yes

. State

. NCATE

TEAC

CAEP

. Other specify:

Yes

. No

SECTION V: USE OF TECHNOLOGY

Use of Technology THIS PAGE INCLUDES:

On this page, review the questions regarding your program's use of technology. If you submitted an IPRC last year, this section is pre-loaded from your prior year's report; please review and update as necessary.

After reviewing and updating as necessary, save the page using the floating save box at the bottom of the page.

. Use of Technology

1. 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. (�205(a)(1)(F))

Does your program prepare teachers to:

a. integrate technology effectively into curricula and instruction

b. use technology effectively to collect data to improve teaching and learning

c. use technology effectively to manage data to improve teaching and learning

d. use technology effectively to analyze data to improve teaching and learning

2. 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.

Candidates enrolled in elementary and early childhood education, world languages education, secondary English education and special education participate in the EDUCATE initiative, which requires students to bring their own device (BYOD) to courses and field experiences in the major. �Device� refers to a laptop computer or tablet with a current operating system that can capture video/audio and connect to the internet in order to integrate technology into pedagogical courses: http://ed.psu.edu/educate Candidates enrolled in other programs are required to use technology in all pedagogical courses and field experiences. Students are taught how to use Canvas and Box as a data collection and management tool. Video analysis tools, such as Studio Code, are also integral to some programs. We have established the Krause Innovation Studio as a resource for faculty and teachers at the post-secondary level, secondary and elementary school level, and also educators working in informal learning settings such as museums and the work place. Starting with teaching practice and drawing upon the power of emerging technologies to transform teaching and learning, the Krause Innovation Studio is an incubator for innovative technology-supported pedagogy that allows educators in a variety of contexts to address the needs of an increasingly diverse and geographically dispersed student population. (http://innovation.ed.psu.edu/)

Use of Technology

. Yes

SECTION VI: TEACHER TRAINING

Teacher Training THIS PAGE INCLUDES:

On this page, review the questions about how your program trains general education teachers and special education teachers. For the purposes of these questions, general education teachers means those who are not specifically prepared as special education teachers. If you submitted an IPRC last year, this section is pre-loaded from your prior year�s report; please review and update as necessary.

After reviewing and updating as necessary, save the page using the floating save box at the bottom of the page.

. Teacher Training

1. Does your program prepare general education teachers to:

a. teach students with disabilities effectively

b. participate as a member of individualized education program teams

c. teach students who are limited English proficient effectively

2. 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 general education candidates take 7 credits of special education courses specific to the age range they plan to teach, and all have an additional equivalent of 2 credits embedded in field work and courses that are specific to special needs populations. All candidates are required to take 3 credits of course work related to teaching English language learners, CI 280. Beginning Fall 2019, all students will have an experience tutoring English language learners face to face online.

3. Does your program prepare special education teachers to:

a. teach students with disabilities effectively

b. participate as a member of individualized education program teams

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. (�205(a)(1)(G))

. Yes

Program does not prepare special education teachers

c. teach students who are limited English proficient effectively

4. 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.

The special education program courses are designed to use scientifically research based strategies for effective interventions with children. The program has extensive field work connected to university courses related to teaching students with disabilities effectively. All students participate in designing effective progress monitoring and subsequent data driven instruction and planning lesson planning as well as individualizing lessons and developing and implementing IEPS. All students learn about formative and summative assessment design and implementation for assessment effective student learning. All students take 3 credits of course work related to English language learners with exceptional learning needs and visit ELL programs.

. Yes

Program does not prepare special education teachers

. Yes

Program does not prepare special education teachers

SECTION VII: CONTEXTUAL INFORMATION

Contextual Information THIS PAGE INCLUDES:

On this page, review the contextual information about your program. If you submitted an

IPRC last year, this section is pre-loaded from your prior year's report; please review and

update as necessary.

After reviewing and updating as necessary, save the page using the floating save box at

the bottom of the page.

. 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 (see below). The U.S. Department of Education is especially interested in any evaluation plans or interim or final reports that may be available.

The IHE would like to note that there is a discrepancy between the summary pass rate of 77% that is embedded in Section III of this report and the 94.5% rate that we have calculated for AY 2017-18. The Pennsylvania Department of Education (PDE) has a sliding GPA scale that our students can use for their certification exams. A significant number of students use their excellent GPAs to pass these exams, specifically the Pearson PECT PK-4 exams. Our Higher Education liaison at PDE verified via email that PDE does report to Title II the sliding GPA scale that is used to qualify for teacher certification. Our liaison acknowledged the impact it may have on pass rates. A second subset of students are those who have not yet tested in their certification area, but who have one or more pre-major basic skills tests that did not receive a passing score. These students would either have qualified by a composite scoring method permitted by PDE, or who became eligible under new legislation to use qualifying SAT or ACT scores to pass this state mandated requirement.

Because it is a state mandated law that ALL teacher preparation program students must pass basic skills before entering the major, the IHE is confident that 100% of program completers have passed a basic skills exam in reading, writing, and mathematics.

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You may upload files to be included with your report card. You should only upload PDF or Microsoft Word or Excel files. These files will be listed as links in your report card. Upload files in the order that you'd like them to appear.

Contextual Information

Supporting Files

Report Card Certification

NAME OF RESPONSIBLE REPRESENTATIVE FOR TEACHER PREPARATION PROGRAM:

Dr. David H. Monk

TITLE:

Dean, College of Education, Penn State University

NAME OF REVIEWER:

Dr. Eric J. Barron

TITLE:

President, Penn State University

Please make sure your entire report card is complete and accurate before completing this section. Once your report card is certified you will not be able to edit your data.

Enrollment Confirmation

Total Title II enrollment from Section I: Program Information, Enrollment is 614.

Number of program completers from Section I: Program Information, Program Completers is 402.

For a total enrollment of 1016.

Certification of submission

Certification of review of submission

Comparison with Last Year

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.

Item Last Year This Year Change

Total Enrollment 693 614 -11.40%

Male Enrollment 116 86 -25.86%

Female Enrollment 577 528 -8.49%

Hispanic/Latino Enrollment 22 17 -22.73%

American Indian or Alaska Native Enrollment 0 0

Asian Enrollment 17 9 -47.06%

Black or African American Enrollment 13 11 -15.38%

Native Hawaiian or Other Pacific Islander Enrollment 1 1 0.00%

Item Last Year This Year Change

White Enrollment 608 553 -9.05%

Two or more races Enrollment 19 20 5.26%

Average number of clock hours required prior to student teaching 154.5 190 22.98%

Average number of clock hours required for student teaching 586.5 586.5 0.00%

Average number of clock hours required for mentoring 0 0

Number of full-time equivalent faculty in supervised clinical experience during this academic year 48 66 37.50%

Number of adjunct faculty in supervised clinical experience during this academic year (IHE and PreK-12

staff)

0 0

Number of students in supervised clinical experience during this academic year 457 425 -7.00%

Total completers for current academic year 432 402 -6.94%

Total completers for prior academic year 429 432 0.70%

Total completers for second prior academic year 450 429 -4.67%

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