HEA

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

Name of Institution: Black Hills State University Institutional/Program Type: Traditional Academic Year: 2013-14 State: South Dakota Address: School of Education 1200 University St. Unit 9004 Spearfish, SD, 57799 Contact Name: Dr. Patricia Simpson Phone: 605-642-6550 Email: Patricia.Simpson@bhsu.edu

Indicate when students are formally admitted into your initial teacher certification program: Junior year / Post-graduate

Does your initial teacher certification program conditionally admit students? Yes

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

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

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

Are there initial teacher certification programs at the undergraduate level? Yes

If yes, for each element listed below, indicate if it is required for admission into or exit from any of your teacher preparation program(s) at the Undergraduate level.

What is the minimum GPA required for admission into the program? 2.6

What was the median GPA of individuals accepted into the program in academic year 2013-14? 3.292

What is the minimum GPA required for completing the program? 2.6

What was the median GPA of individuals completing the program in academic year 2013-14? 3.368

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

Are there initial teacher certification programs at the postgraduate level? Yes

If yes, for each element listed below, indicate if it is required for admission into or exit from any of your teacher preparation program(s) at the Postgraduate level.

What is the minimum GPA required for admission into the program? 2.6

What was the median GPA of individuals accepted into the program in academic year 2013-14? 3.4

What is the minimum GPA required for completing the program? 3

What was the median GPA of individuals completing the program in academic year 2013-14? 3.433

Provide the number of students in the teacher preparation program in the following categories. Note that you must report on the number of students by ethnicity and race separately. Individuals who are non-Hispanic/Latino will be reported in one of the race categories. Also note that individuals can belong to one or more racial groups, so the sum of the members of each racial category may not necessarily add up to the total number of students enrolled. For the purpose of Title II reporting, an enrolled student is defined as a student who has been admitted to a teacher preparation program, but who has not completed the program during the academic year being reported. An individual who completed the program during the academic year being reported is counted as a program completer and not an enrolled student.

Provide the following information about supervised clinical experience in 2013-14.

Please provide any additional information about or descriptions of the supervised clinical experiences: Many elementary clinical experience placements are in PDS partnership schools that are carefully selected. All clinical experiences implement a co-teaching model.

Please provide the number of teachers prepared by subject area for academic year 2013-14. 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))

Please provide the number of teachers prepared by academic major for academic year 2013-14. 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))

Provide the total number of teacher preparation program completers in each of the following academic years: 2013-14: 179 2012-13: 163 2011-12: 138

Each institution of higher education (IHE) that conducts a traditional teacher preparation program (including programs that offer any ongoing professional development programs) or alternative route to state credential program, and that enrolls students receiving Federal assistance under this Act, shall set annual quantifiable goals for increasing the number of prospective teachers trained in teacher shortage areas designated by the Secretary or by the state educational agency, including mathematics, science, special education, and instruction of limited English proficient students. (§205(a)(1)(A)(ii), §206(a))

Information about teacher shortage areas can be found at http://www2.ed.gov/about/offices/list/ope/pol/tsa.html.

Please provide the information below about your program's goals to increase the number of prospective teachers in mathematics in each of three academic years.

Did your program prepare teachers in mathematics in 2013-14? Yes

How many prospective teachers did your program plan to add in mathematics in 2013-14? 5

Did your program meet the goal for prospective teachers set in mathematics in 2013-14? Yes

Description of strategies used to achieve goal, if applicable: We collaborated with the Math Department in recruiting. The Vucurevich Foundation Scholarships in Math and Science targeted potential teachers. Moving our post-baccalaureate certification program to the graduate level attracted more potential math teachers.

Did your program prepare teachers in mathematics in 2014-15? Yes

How many prospective teachers did your program plan to add in mathematics in 2014-15? 1

Provide any additional comments, exceptions, and explanations below: With changes in the Praxis content test and cut scores we anticipate our number to remain stable from 2013-2014.

Did your program prepare teachers in mathematics in 2015-16? Yes

How many prospective teachers did your program plan to add in mathematics in 2015-16? 2

Provide any additional comments, exceptions, and explanations below: With changes in the Praxis content test and cut scores we anticipate our number to remain relatively stable.

Each institution of higher education (IHE) that conducts a traditional teacher preparation program (including programs that offer any ongoing professional development programs) or alternative route to state credential program, and that enrolls students receiving Federal assistance under this Act, shall set annual quantifiable goals for increasing the number of prospective teachers trained in teacher shortage areas designated by the Secretary or by the state educational agency, including mathematics, science, special education, and instruction of limited English proficient students. (§205(a)(1)(A)(ii), §206(a))

Information about teacher shortage areas can be found at http://www2.ed.gov/about/offices/list/ope/pol/tsa.html.

Please provide the information below about your program's goals to increase the number of prospective teachers in science in each of three academic years.

Did your program prepare teachers in science in 2013-14? Yes

How many prospective teachers did your program plan to add in mathematics in 2013-14? 5

Did your program meet the goal for prospective teachers set in mathematics in 2013-14? Yes

Description of strategies used to achieve goal, if applicable: We collaborated with the Science faculty in recruiting and the Vucurevich Foundation Scholarships targeted a number of potential science teachers. Moving our post-baccalaureate certification program to the graduate level attracted more potential science teachers.

Did your program prepare teachers in science in 2014-15? Yes

How many prospective teachers did your program plan to add in science in 2014-15? 2

Did your program prepare teachers in science in 2015-16? Yes

How many prospective teachers did your program plan to add in science in 2015-16? 2

Each institution of higher education (IHE) that conducts a traditional teacher preparation program (including programs that offer any ongoing professional development programs) or alternative route to state credential program, and that enrolls students receiving Federal assistance under this Act, shall set annual quantifiable goals for increasing the number of prospective teachers trained in teacher shortage areas designated by the Secretary or by the state educational agency, including mathematics, science, special education, and instruction of limited English proficient students. (§205(a)(1)(A)(ii), §206(a))

Information about teacher shortage areas can be found at http://www2.ed.gov/about/offices/list/ope/pol/tsa.html.

Please provide the information below about your program's goals to increase the number of prospective teachers in special education in each of three academic years.

Did your program prepare teachers in special education in 2013-14? Yes

How many prospective teachers did your program plan to add in special education in 2013-14? 22

Did your program meet the goal for prospective teachers set in special education in 2013-14? Yes

Description of strategies used to achieve goal, if applicable: Additional SPED faculty member has helped grow the program.

Did your program prepare teachers in special education in 2014-15? Yes

How many prospective teachers did your program plan to add in special education in 2014-15? 10

Did your program prepare teachers in special education in 2015-16? Yes

How many prospective teachers did your program plan to add in special education in 2015-16? 5

Each institution of higher education (IHE) that conducts a traditional teacher preparation program (including programs that offer any ongoing professional development programs) or alternative route to state credential program, and that enrolls students receiving Federal assistance under this Act, shall set annual quantifiable goals for increasing the number of prospective teachers trained in teacher shortage areas designated by the Secretary or by the state educational agency, including mathematics, science, special education, and instruction of limited English proficient students. (§205(a)(1)(A)(ii), §206(a))

Information about teacher shortage areas can be found at http://www2.ed.gov/about/offices/list/ope/pol/tsa.html.

Please provide the information below about your program's goals to increase the number of prospective teachers in instruction of limited English proficient students in each of three academic years.

Did your program prepare teachers in limited English proficient students in 2013-14? No

Did your program meet the goal for prospective teachers set in limited English proficient students in 2013-14? NA

Did your program prepare teachers in limited English proficient students in 2014-15? No

Did your program prepare teachers in limited English proficient students in 2015-16? No

Please certify that your institution is in compliance with the following assurances. (§205(a)(1)(A)(iii), §206(b)) Note: Be prepared to provide documentation and evidence for your responses, when requested, to support the following assurances.

Preparation responds to the identified needs of the local educational agencies or States where the program completers are likely to teach, based on past hiring and recruitment trends. Yes

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

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

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

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

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

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

Describe your institution’s most successful strategies in meeting the assurances listed above: Candidates are strategically placed in one-year residencies and additional field experiences in high-needs schools. Carefully selected PDS sites have enhanced experiences with diverse populations and DOE initiatives.

Provide the following information about the approval or accreditation of your teacher preparation program.

Is your teacher preparation program currently approved or accredited? Yes

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

Is your teacher preparation program currently under a designation as "low-performing" by the state (as per section 207(a) of the HEA of 2008)? No

Provide the following information about the use of technology in your teacher preparation program. Please note that choosing 'yes' indicates that your teacher preparation program would be able to provide evidence upon request.

Does your program prepare teachers to:

• integrate technology effectively into curricula and instruction Yes
• use technology effectively to collect data to improve teaching and learning Yes
• use technology effectively to manage data to improve teaching and learning Yes
• use technology effectively to analyze data to improve teaching and learning Yes

Provide a description of the evidence that your program uses to show that it prepares teachers to integrate technology effectively into curricula and instruction, and to use technology effectively to collect, manage, and analyze data in order to improve teaching and learning for the purpose of increasing student academic achievement. Include a description of the evidence your program uses to show that it prepares teachers to use the principles of universal design for learning, as applicable. Include planning activities and a timeline if any of the four elements listed above are not currently in place.

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

Provide the following information about your teacher preparation program. Please note that choosing 'yes' indicates that your teacher preparation program would be able to provide evidence upon request.

Does your program prepare general education teachers to:

• teach students with disabilities effectively Yes
• participate as a member of individualized education program teams Yes
• teach students who are limited English proficient effectively Yes

Provide a description of the evidence your program uses to show that it prepares general education teachers to teach students with disabilities effectively, including training related to participation as a member of individualized education program teams, as defined in section 614(d)(1)(B) of the Individuals with Disabilities Education Act, and to effectively teach students who are limited English proficient. Include planning activities and a timeline if any of the three elements listed above are not currently in place.

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

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 special education teachers to:

• teach students with disabilities effectively Yes
• participate as a member of individualized education program teams Yes
• teach students who are limited English proficient effectively Yes

Provide a description of the evidence your program uses to show that it prepares special education teachers to teach students with disabilities effectively, including training related to participation as a member of individualized education program teams, as defined in section 614(d)(1)(B) of the Individuals with Disabilities Education Act, and to effectively teach students who are limited English proficient. Include planning activities and a timeline if any of the three elements listed above are not currently in place.

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

Please use this space to provide any additional information that describes your teacher preparation program(s). You may also attach information to this report card. The U.S. Department of Education is especially interested in any evaluation plans or interim or final reports that may be available.

Black Hills State University was reviewed by NCATE in April 2011 for the purpose of continuing accreditation. The full report was available in October 2011. The report provides evidence that the professional teacher preparation program meets all standards and is exemplary in Standard 2: Assessment System and Unit Evaluation and Standard 3: Field Experiences and Clinical Practice. The NCATE Review Team found no areas for improvement (AFI'S). The BHSU Professional Teacher Preparation Program implements a co-teaching model in all clinical practice. The School of Education will deliver a workshop on the Co-Teaching Model in May 2015 for area clinical faculty. BHSU has piloted the Professional Performance Assessment for Teachers (PPAT) in Spring 2015.