EHHD_ED_UG_BS_TEP_Title_II_REPORT_2017_2015-16

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   Institution Information

 Is your institution a member of an HEA Title II Teacher Quality Partnership (TQP) grant awarded by the U.S. Department of Education?
(http://www2.ed.gov/about/offices/list/oii/tqp/index.html)

No

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 alternative, ihe-based 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 http://www2.ed.gov/about/offices/list/oii/tqp/index.html.

Section I.b Admissions

Indicate when students are formally admitted into your initial teacher certification program:
Junior year Junior year in teaching major

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:
http://www.montana.edu/education/advising/index.html

Please provide any additional comments about or exceptions to the admissions information provided above:

Under conditional admission, all requirements must be met before student teaching.

Overall MSU requirements at http://www.montana.edu/admissions/apply.shtml#ugrad.

Section I.b Undergraduate Requirements

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

2.75

What was the median GPA of individuals accepted into the program in academic year 2015-16

3.38

What is the minimum GPA required for completing the program?

2.75

What was the median GPA of individuals completing the program in academic year 2015-16

3.51

Please provide any additional comments about the information provided above:

Fingerprint check, background check, and interview are required for student teaching.

University first-time undergraduate admission ACT and SAT requirements are complex, and can be found at http://catalog.montana.edu/undergraduate- admissions/#admit_as_ug .

Section I.b Postgraduate Requirements

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

Are there initial teacher 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?

2.75

What was the median GPA of individuals accepted into the program in academic year 2015-16

2.9

What is the minimum GPA required for completing the program?

2.75
What was the median GPA of individuals completing the program in academic year 2015-16

3.66

Please provide any additional comments about the information provided above:

Postgraduate degree requirement must be in a teachable major.

Section I.c Enrollment

Provide the number of students in the teacher preparation program in the following categories. Note that you must report on the number of students by ethnicity and race separately. Individuals who are non-Hispanic/Latino will be reported in one of the race categories. Also note that individuals can belong to one or more racial 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.

Section I.d Supervised Clinical Experience

Provide the following information about supervised clinical experience in 2015-16.

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

Prior to student teaching hours: Elementary = 188, Secondary = 58.5

Number of students reported here is unduplicated headcount of students enrolled in primarily clinical courses, i.e., practicum and student teaching. Supervising faculty includes cooperating teachers and field supervisors, excluding those counted above in FTE faculty.

Section I.e Teachers Prepared by Subject Area

Please provide the number of teachers prepared by subject area for academic year 2015-16. 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))

Section I.e Teachers Prepared by Academic Major

Please provide the number of teachers prepared by academic major for academic year 2015-16. 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))

Section I.f Program Completers

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

2015-16: 185

2014-15: 180

2013-14: 197

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. (§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.

Academic year 2015-16

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?

9

Did your program meet the goal for prospective teachers set in mathematics in 2015-16?

Yes

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:

Provide any additional comments, exceptions and explanations below:

We reported nine mathematics teaching majors who had taken or enrolled for a practicum or methods course and could complete in 2015-16. We had three mathematics teaching majors graduate in the fall, and six in the spring. We met the goal as anticipated.

Academic year 2016-17

Is your program preparing teachers in mathematics in 2016-17?

Yes

How many prospective teachers did your program plan to add in mathematics in 2016-17?

10

Provide any additional comments, exceptions and explanations below:

We had ten mathematics teaching majors who had taken or enrolled for a practicum or methods course and were on track to complete in 2016-17. One graduated in the fall. Seven are currently on track to graduate in spring, leaving us two short of the goal. We now anticipate eight graduates.

Academic year 2017-18

Will your program prepare teachers in mathematics in 2017-18?

Yes

How many prospective teachers does your program plan to add in mathematics in 2017-18?

10

Provide any additional comments, exceptions and explanations below:

We have ten mathematics teaching majors who have taken or are enrolled for a practicum or methods course and are on track to complete in 2017-18. There are two additional mathematics teaching majors who may possibly complete.

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. (§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.

Academic year 2015-16

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?

5

Did your program meet the goal for prospective teachers set in science in 2015-16?

Yes

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:

Provide any additional comments, exceptions and explanations below:

We had five general science broadfield teaching majors who had taken or enrolled for a practicum or methods course and could complete in 2015-16. We had two general science broadfield teaching majors graduate in the fall and three in the spring. We met the goal as anticipated.

Academic year 2016-17

Is your program preparing teachers in science in 2016-17?

Yes

How many prospective teachers did your program plan to add in science in 2016-17?

6

Provide any additional comments, exceptions and explanations below:

We had six general science teaching majors who had taken or enrolled for a practicum or methods course and were on track to complete in 2016-17. Two graduated i the fall, and four are on track to graduate in spring, so we anticipate meeting this goal.

Academic year 2017-18

Will your program prepare teachers in science in 2017-18?

Yes

How many prospective teachers does your program plan to add in science in 2017-18?

6

Provide any additional comments, exceptions and explanations below:

We have six general science teaching majors who have taken or enrolled for a practicum or methods course and are on track to complete in 2017-18.

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. (§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.

Academic year 2015-16

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

No

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

Did your program meet the goal for prospective teachers set in special education in 2015-16?

Data not reported

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:

Provide any additional comments, exceptions and explanations below:

Our students can complete this endorsement through our sister institution MSU Billings. Academic advising informs our students of the Special Education endorsement and helps students plan programs of study to complete the endorsement there.

Academic year 2016-17

Is your program preparing teachers in special education in 2016-17?

No

How many prospective teachers did your program plan to add in special education in 2016-17?

Provide any additional comments, exceptions and explanations below:

Our students can complete this endorsement through our sister institution MSU Billings. Academic advising informs our students of the Special Education endorsement and helps students plan programs of study to complete the endorsement there.

Academic year 2017-18

Will your program prepare teachers in special education in 2017-18?

No

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

Provide any additional comments, exceptions and explanations below:

Our students can complete this endorsement through our sister institution MSU Billings. Academic advising informs our students of the Special Education endorsement and helps students plan programs of study to complete the endorsement there.

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. (§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.

Academic year 2015-16

Did your program prepare teachers in instruction of limited English proficient students in 2015-16?

No

How many prospective teachers did your program plan to add in instruction of limited English proficient students in 2015-16?

Did your program meet the goal for prospective teachers set in instruction of limited English proficient students in 2015-16?

Data not reported

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:

Provide any additional comments, exceptions and explanations below:

Our first course in teaching limited English proficient students was taught Fall 2014. The course is an elective. In Spring 2015, enrollment increased.

Academic year 2016-17

Is your program preparing teachers in instruction of limited English proficient students in 2016-17?

No

How many prospective teachers did your program plan to add in instruction of limited English proficient students in 2016-17?

Provide any additional comments, exceptions and explanations below:

In Spring 2016, enrollment increased again. We will continue to offer our elective course in teaching Limited English Proficient students in 2016-17.

Academic year 2017-18

Will your program prepare teachers in instruction of limited English proficient students in 2017-18?

No

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

Provide any additional comments, exceptions and explanations below:

In 2016-17, enrollment increased again. We will continue to offer our elective course in teaching Limited English Proficient students in 2017-18.

Section II Assurances

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

Preparation responds to the 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.

NA

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.

No

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:

1. We have created ongoing partnerships with key stakeholders in our community – schools, districts, and community organizations – to provide our students with multiple opportunities to develop a deep understanding of the needs of families, children, schools, and communities as well as their roles and responsibilities in instructional decision-making for all students.
2. We provide instruction across the curriculum (Foundations and Methods courses) regarding practices and curricular concepts most relevant to our local schools' instructional needs such as Montana Common Core State Standards, Understanding By Design (UBD), and the Danielson Framework for Teaching.
3. We include a signature assignment dealing with Indian Education for All, in compliance with the requirement of the Montana State Constitution.
4. We provide instruction across the curriculum (Foundations and Methods courses) regarding differentiation techniques in areas of readiness, learning preferences, cultural differences, and student interests.
5. Placements of students in a variety of field experiences to develop understanding of LEAs in both Montana’s urban and rural educational settings. Students develo instructional sequences that are customized to specific needs of their placements.
6. We have developed a capstone assignment called the Teacher Work Sample in which students demonstrate their competence in planning, assessing, and reflecting on addressing multiple aspects of student learning.

Section III Assessment Pass Rates

No assessment pass rates have been reported.

**Please note that pass rates will be provided to Westat by the state or the testing company or companies (or entities). You do not need to upload or submit any files for this section.

You will be notified via email once pass rates have been uploaded. Please be sure to review the pass rates for accuracy once they are uploaded. Westat expects to receive and upload pass rate files for most programs by mid-April.**

Section III Summary Pass Rates

No summary pass rates have been reported.

**Please note that pass rates will be provided to Westat by the state or the testing company or companies (or entities). You do not need to upload or submit any files for this section.

You will be notified via email once pass rates have been uploaded. Please be sure to review the pass rates for accuracy once they are uploaded. Westat expects to receive and upload pass rate files for most programs by mid-April.**

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?

Yes

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

State

TEAC

CAEP as of May 3, 2016

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

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.

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.

EDU 370 is a course based in best-practice design and rooted in the ideas of technological pedagogical reasoning and careful and deliberate technology integration. Additionally, EDU 370 students are required to partake in a field experience component in which they practically apply the digital learning ideas. The course provides pre-service teachers with a foundation for the skills needed to effectively integrate technology into teaching in order to enhance student achievement. This course focuses on the skills and understandings needed for objective-driven technology integration, as well as using technology to support classroom assessment and data-driven decisions. The course also includes instruction on combining the use of technology with writing concrete learning objectives, and unit and lesson planning, an integration of Montana and Common Core Content Standards. EDU 370 also addresses the principles of universal design for learning (UDL), and students leave the course with a new awareness of UDL and how technology can be leveraged to design instruction that addresses the concepts. In particular, students learn how technology can be used to provide learners multiple means of representation, multiple means of expression, and multiple means of engagement. Innovative instructional tools are closely examined over the course of the semester, including communication and collaboration tools, multimedia tools, and other digital learning tools such as blogs, wikis, mobile computing devices, and interactive whiteboards. Topics related to technology integration in the classroom include copyright and fair use, technology in rural settings, information and media literacy, Internet safety, and digital citizenship.

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

Yes

• participate as a member of individualized education program teams

Yes

• teach students who are limited English proficient effectively

No

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.

General education students are required to take a 3 credit course, EDSP 306 Exceptional Learners, which includes content regarding how to be an effective teacher fo students with disabilities, including training related to participation in IEP teams. Additionally, this content is embedded in the objectives of other 3 credit courses required in the curriculum, specifically EDU 222IS Educational Psychology and Child Development or EDU 223IS Educational Psychology and Adolescent Development. We launched our first course in teaching limited English proficient students in Fall 2014.

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 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.

NA

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.

Section I.c. We have included non-degree initial teacher certification candidates.

Supporting Files

Complete Report Card	AY 2015-16
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