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https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx[4/25/2013 10:44:50 AM]

Instructions

Institution Information

Section I.a Program Information

Section I.b Admissions

Section I.b UndergraduateRequirements

Section I.b PostgraduateRequirements

Section I.c Enrollment

Section I.d Supervised ClinicalExperience

Section I.e Teachers Prepared bySubject Area

Section I.e Teachers Prepared byAcademic Major

Section I.f Program Completers

Section II Annual Goals - Mathematics

Section II Annual Goals - Science

Section II Annual Goals - SpecialEducation

Section II Annual Goals - LEP

Section II Assurances

Section III Assessment Pass Rates

Section III Summary Pass Rates

Section IV Low-Performing

Section V Use of Technology

Section VI Teacher Training

Section VII Contextual Information

Section VIII Report Card Certification

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Change to Traditional Program

Account Information

Glossary

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Northwest Missouri State University

Alternative, IHE-based Program

2011-12

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Institution Information

Name of Institution: Northwest Missouri State University

Institution/Program Type: Alternative, IHE-based

Academic Year: 2011-12

State: Missouri

Address: 800 University Drive

Maryville, MO, 64468

Contact Name: Dr. Joyce Piveral

Phone: 660-562-1778

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?

(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:

Submit Reports View Reports / Resources Technical Assistance Contacts / Help

SUBMIT REPORTS

https://title2.ed.gov/Title2IPRC/Pages/Instructions.aspx

https://title2.ed.gov/Title2IPRC/Pages/InstitutionInfo.aspx

https://title2.ed.gov/Title2IPRC/Pages/ProgramInfoV2.aspx

https://title2.ed.gov/Title2IPRC/Pages/Admissions.aspx

https://title2.ed.gov/Title2IPRC/Pages/EntryExit.aspx?Level=Undergraduate

https://title2.ed.gov/Title2IPRC/Pages/EntryExit.aspx?Level=Undergraduate

https://title2.ed.gov/Title2IPRC/Pages/EntryExit.aspx?Level=Postgraduate

https://title2.ed.gov/Title2IPRC/Pages/EntryExit.aspx?Level=Postgraduate

https://title2.ed.gov/Title2IPRC/Pages/ProgramEnrollment.aspx

https://title2.ed.gov/Title2IPRC/Pages/SupervisedExperience.aspx

https://title2.ed.gov/Title2IPRC/Pages/SupervisedExperience.aspx

https://title2.ed.gov/Title2IPRC/Pages/TeachersPreparedV2.aspx?ListType=Subject

https://title2.ed.gov/Title2IPRC/Pages/TeachersPreparedV2.aspx?ListType=Subject

https://title2.ed.gov/Title2IPRC/Pages/TeachersPreparedV2.aspx?ListType=Major

https://title2.ed.gov/Title2IPRC/Pages/TeachersPreparedV2.aspx?ListType=Major

https://title2.ed.gov/Title2IPRC/Pages/ProgramCompleters.aspx

https://title2.ed.gov/Title2IPRC/Pages/GoalsV2.aspx?Shortage=Math

https://title2.ed.gov/Title2IPRC/Pages/GoalsV2.aspx?Shortage=Science

https://title2.ed.gov/Title2IPRC/Pages/GoalsV2.aspx?Shortage=SpecEd

https://title2.ed.gov/Title2IPRC/Pages/GoalsV2.aspx?Shortage=SpecEd

https://title2.ed.gov/Title2IPRC/Pages/GoalsV2.aspx?Shortage=LEP

https://title2.ed.gov/Title2IPRC/Pages/Assurances.aspx

https://title2.ed.gov/Title2IPRC/Pages/AssessmentRates.aspx

https://title2.ed.gov/Title2IPRC/Pages/SummaryRates.aspx

https://title2.ed.gov/Title2IPRC/Pages/LowPerforming.aspx

https://title2.ed.gov/Title2IPRC/Pages/Technology.aspx

https://title2.ed.gov/Title2IPRC/Pages/TeacherTraining.aspx

https://title2.ed.gov/Title2IPRC/Pages/ContextualInformation.aspx

https://title2.ed.gov/Title2IPRC/Pages/ReportCertification.aspx

https://title2.ed.gov/Title2IPRC/Pages/ChangeProgram.aspx?ReportID=a89ef693-f20d-48e4-bfc5-30cddb3f4994

https://title2.ed.gov/Title2IPRC/Pages/Account.aspx

https://title2.ed.gov/Title2IPRC/Pages/Glossary.aspx

https://title2.ed.gov/Title2IPRC/Pages/ContactUs.aspx


https://title2.ed.gov/Title2IPRC/Pages/glossary.aspx

https://title2.ed.gov/Title2IPRC/Logout.aspx

http://www2.ed.gov/about/offices/list/oii/tqp/index.html

https://title2.ed.gov/Submit.asp

https://title2.ed.gov/View.asp

https://title2.ed.gov/TA.asp

https://title2.ed.gov/ContactsHelp.asp

https://title2.ed.gov/default.asp

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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.

Teacher Preparation Programs

Teacher Quality

Partnership Grant

Member?

Agricultural Education 9-12 No

Art K-12 No

Biology 9-12 No

Business Education 9-12 No

Business Education 5-9 No

Chemistry 9-12 No

Earth Science 9-12 No

English 9-12 No

Family And Consumer Sciences B-12 No

General Science 5-9 No

Health 9-12 No

Language Arts 5-9 No

Mathematics 5-9 No

Mathematics 9-12 No

Mild/Moderate: Cross Categorical K-12 No

Music - Instrumental K-12 No

Music - Vocal K-12 No

Physical Education 9-12 No

Physical Education K-12 No

Physics 9-12 No

Social Science 5-9 No

Social Science 9-12 No

Spanish K-12 No

Speech And Theatre 9-12 No

Unified Science: Biology 9-12 No

http://www2.ed.gov/about/offices/list/oii/tqp/index.html

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Unified Science: Chemistry 9-12 No

Unified Science: Earth Science 9-12 No

Unified Science: Physics 9-12 No

Total number of teacher preparation programs: 28

Section I.b Admissions

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

Postgraduate

Does your initial teacher certification program conditionally admit students?

No

Provide a link to your website where additional information about admissions requirements

can be found:

http://www.nwmissouri.edu/outreach/altcert/admission.htm

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

above:

Consideration is given to students who have an undergraduate degree and have obtained a teaching position

but their GPA is at 2.39 or better, not quite the minimum 2.5.

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?

No

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.

ElementRequired 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

http://frwebgate.access.gpo.gov/cgi-bin/getdoc.cgi?dbname=110_cong_public_laws&docid=f:publ315.110.pdf

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Subject area/academic content test or other subject matter

verification

Recommendation(s)

Essay or personal statement

Interview

Other

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

What was the median GPA of individuals accepted into the program in academic year 2011-12

What is the minimum GPA required for completing the program?

What was the median GPA of individuals completing the program in academic year 2011-12

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.

ElementRequired for

Entry

Required for

Exit

Transcript Yes Yes

Fingerprint check Yes No

Background check Yes No

Minimum number of courses/credits/semester hours completed Yes Yes

Minimum GPA Yes Yes

Minimum GPA in content area coursework Yes Yes

Minimum GPA in professional education coursework No Yes

Minimum ACT score No No

Minimum SAT score No No

Minimum basic skills test score No No

Subject area/academic content test or other subject matter

verification

No Yes

Recommendation(s) No No

Essay or personal statement No No

Interview Yes No

Other No No


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

2.5

What was the median GPA of individuals accepted into the program in academic year 2011-12

3.02

What is the minimum GPA required for completing the program?

2.5

What was the median GPA of individuals completing the program in academic year 2011-12

3.21

Section I.c Program 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.

Total number of students enrolled in 2011-12: 44

Unduplicated number of males enrolled in 2011-12: 28

Unduplicated number of females enrolled in 2011-12: 16

2011-12 Number enrolled

Ethnicity

Hispanic/Latino of any race: 0

Race

American Indian or Alaska Native: 0

Asian: 0

Black or African American: 4

Native Hawaiian or Other Pacific Islander: 0

White: 39

Two or more races: 1

Section I.d Supervised Experience

Provide the following information about supervised clinical experience in 2011-12.

Average number of clock hours of supervised clinical experience required prior to student teaching 0

Average number of clock hours required for student teaching 0

Average number of clock hours required for mentoring/induction support 75

Number of full-time equivalent faculty supervising clinical experience during this academic year 2

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

12 staff) 5

Number of students in supervised clinical experience during this academic year 41

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

experiences:

In addition to the faculty listed above as supervisors for our Alternative Certification Program, each

Alternative Certification candidate as required by the State of Missouri is assigned a mentor by the school

district to induct the beginning teacher into the school and the profession of teaching.

Section I.e Teachers Prepared by Subject Area

Please provide the number of teachers prepared by subject area for academic year 2011-12.

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))

Subject Area Number Prepared

Education - General

Teacher Education - Special Education 3

Teacher Education - Early Childhood Education

Teacher Education - Elementary Education

Teacher Education - Junior High/Intermediate/Middle School Education

Teacher Education - Secondary Education 7

Teacher Education - Multiple Levels 1

Teacher Education - Agriculture

Teacher Education - Art

Teacher Education - Business 4

Teacher Education - English/Language Arts

Teacher Education - Foreign Language

Teacher Education - Health

Teacher Education - Family and Consumer Sciences/Home Economics

Teacher Education - Technology Teacher Education/Industrial Arts

Teacher Education - Mathematics

Teacher Education - Music

Teacher Education - Physical Education and Coaching 1

Teacher Education - Reading

Teacher Education - Science Teacher Education/General Science

Teacher Education - Social Science 1

Teacher Education - Social Studies

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Teacher Education - Technical Education

Teacher Education - Computer Science

Teacher Education - Biology 1

Teacher Education - Chemistry

Teacher Education - Drama and Dance 1

Teacher Education - French

Teacher Education - German

Teacher Education- History

Teacher Education - Physics

Teacher Education - Spanish

Teacher Education - Speech 1

Teacher Education - Geography

Teacher Education - Latin

Teacher Education - Psychology

Teacher Education - Earth Science

Teacher Education - English as a Second Language

Teacher Education - Bilingual, Multilingual, and Multicultural Education

Education - Other

Specify:

Section I.e Teachers Prepared by Academic Major

Please provide the number of teachers prepared by academic major for academic year 2011-

12. 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))

Academic Major Number Prepared

Education - General

Teacher Education - Special Education

Teacher Education - Early Childhood Education

Teacher Education - Elementary Education

Teacher Education - Junior High/Intermediate/Middle School Education

Teacher Education - Secondary Education

Teacher Education - Agriculture

Teacher Education - Art

Teacher Education - Business

Teacher Education - English/Language Arts

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Teacher Education - Foreign Language

Teacher Education - Health

Teacher Education - Family and Consumer Sciences/Home Economics

Teacher Education - Technology Teacher Education/Industrial Arts

Teacher Education - Mathematics

Teacher Education - Music

Teacher Education - Physical Education and Coaching

Teacher Education - Reading

Teacher Education - Science

Teacher Education - Social Science

Teacher Education - Social Studies

Teacher Education - Technical Education

Teacher Education - Computer Science

Teacher Education - Biology

Teacher Education - Chemistry

Teacher Education - Drama and Dance

Teacher Education - French

Teacher Education - German

Teacher Education - History

Teacher Education - Physics

Teacher Education - Spanish

Teacher Education - Speech

Teacher Education - Geography

Teacher Education - Latin

Teacher Education - Psychology

Teacher Education - Earth Science

Teacher Education - English as a Second Language

Teacher Education - Bilingual, Multilingual, and Multicultural Education

Education - Curriculum and Instruction

Education - Social and Philosophical Foundations of Education

Liberal Arts/Humanities

Psychology 2

Social Sciences

Anthropology

Economics

Geography and Cartography

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Political Science and Government

Sociology

Visual and Performing Arts

History 1

Foreign Languages

Family and Consumer Sciences/Human Sciences

English Language/Literature

Philosophy and Religious Studies

Agriculture

Communication or Journalism 1

Engineering

Biology 1

Mathematics and Statistics

Physical Sciences

Astronomy and Astrophysics

Atmospheric Sciences and Meteorology

Chemistry

Geological and Earth Sciences/Geosciences

Physics

Business/Business Administration/Accounting 4

Computer and Information Sciences

Other

Specify: Recreation

1

Other

Specify: Social Work

1

Section I.f Program Completers

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

academic years:

2011-12: 11

2010-11: 26

2009-10: 61

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

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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 2011-12

Did your program prepare teachers in mathematics in 2011-12?

Yes

How many prospective teachers did your program plan to add in mathematics in 2011-12?

1

Did your program meet the goal for prospective teachers set in mathematics in 2011-12?

No

Description of strategies used to achieve goal, if applicable:

Because of the nature of our program, the school districts are the ones who recruit and present candidates

to us for the Alternative Certification Program. We do confer with local school districts to ask what

vacancies they have and remind them to think about our program if they have trouble locating already

certified candidates.

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:


Is your program preparing teachers in mathematics in 2012-13?

Yes

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

1



Will your program prepare teachers in mathematics in 2013-14?

Yes

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

1


Northwest does already have on math candidate who has been offered a teaching contract to teach middle

school math for 2013-14 who will be involved in our program.


http://www2.ed.gov/about/offices/list/ope/pol/tsa.html

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Section II. Annual Goals - Science











prospective teachers in science in each of three academic years.


Did your program prepare teachers in science in 2011-12?

Yes

How many prospective teachers did your program plan to add in science in 2011-12?

1

Did your program meet the goal for prospective teachers set in science in 2011-12?

Yes










Is your program preparing teachers in science in 2012-13?

Yes

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

2



Will your program prepare teachers in science in 2013-14?

Yes



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How many prospective teachers does your program plan to add in science in 2013-14?

2


Section II. Annual Goals - Special Education











prospective teachers in special education in each of three academic years.


Did your program prepare teachers in special education in 2011-12?

Yes

How many prospective teachers did your program plan to add in special education in 2011-

12?

3

Did your program meet the goal for prospective teachers set in special education in 2011-12?

Yes










Is your program preparing teachers in special education in 2012-13?

Yes

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

13?

3



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Will your program prepare teachers in special education in 2013-14?

Yes

How many prospective teachers does your program plan to add in special education in 2013-

14?

3


Section II. Annual Goals - LEP











prospective teachers in instruction of limited English proficient students in each of three

academic years.


Did your program prepare teachers in instruction of limited English proficient students in

2011-12?

No

How many prospective teachers did your program plan to add in instruction of limited

English proficient students in 2011-12?

Did your program meet the goal for prospective teachers set in instruction of limited English

proficient students in 2011-12?






Is your program preparing teachers in instruction of limited English proficient students in

2012-13?

No



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How many prospective teachers did your program plan to add in instruction of limited




Will your program prepare teachers in instruction of limited English proficient students in

2013-14?

No

How many prospective teachers does your program plan to add in instruction of limited



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.

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:

In response to the item, “Prospective special education teachers are prepared in core academic subjects and

to instruct in core academic subjects,” the alternative certification candidates must have a bachelor’s degree

with an academic area of concentration. All would have also completed the general education requirements

for their bachelor’s degree. Activities in the AC education classes require students to work with the academic

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content as they plan for their students in their classrooms. These classes involve discussion, modeling and

developing plans using differentiated instruction, parallel lesson design, use of strategies to address various

learning styles, etc. Imbedded in the lesson plan format and models are strategies to meet needs of students

with special needs.

The Alternative Certification Curricula addresses this issue in several different ways. We include class

discussion, modeling and lesson plans for Differentiated Instruction, Parallel Lesson design, Learning Styles

and Mastery Learning. Imbedded in all of these models are strategies to meet students with special needs.

Differentiated Instructional Strategies that we discuss, model and include in lesson plans include:

1. Content: Students focus on presenting material in multiple ways to accommodate learners.

•Use multiple elements and materials to support instruction.

•Align tasks/objectives, activities and assessments with learning objectives.

•Instruction is concept-focused and principle-driven.

•Consider learning styles when introducing, teaching, and assessing materials.

Examples: Reciprocal Teaching, Graffiti, Scavenger Hunt, Walking Tour, Corners, Videos

2. Process: Providing students with multiple options for making sense of the ideas presented.

•Flexible grouping

•Cooperative Learning

•Peer tutoring

•Classroom management

Examples: Think-Pair-Share, Learning Buddies, Jig saw, Line Ups, Team Mates Consult

3. Product: Providing students with multiple options to show what they know and can do.

•Pre-assessment to establish a baseline for instruction.

•Pre-assessment to establish learning groups for content presentation.

•Establishing multiple ways to assess including formal and informal assessments.

•Focusing on the active engagement of the learner.

•Varying types of post assessments or evaluations. Teachers learn to assess using alternative procedures,

varied degrees of difficulty, and varied ways to express responses.

Examples: Ticket to Leave, Signal Cards, Journals, Consensus Conclusions, Collection Connect

Parallel Lesson Plans: Students are introduced to Parallel lesson design in 61-615 & 61-617 and expected to

master these skills in 61-616. Parallel lesson plans are presented which include differentiated instructional

strategies in the areas previously mentioned.

Learning Styles: Students are required to create lesson plans that address various learning styles. Activities

are designed to address social, solitary, visual, aural, verbal, logical and kinesthetic learners.

As part of this unit students learn about their own profiles and preferences. Students also learn that most

teachers do not mirror the norm in their learning preferences. They are taught to address various learning

styles by creating activities that foster seeing, hearing, manipulating, and feeling data when possible.

All lessons are expected to include activities that include individual and group work. For example, Think-

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Pair Share activities are expected and required during every observation.

Mastery Learning: The concept that all students can learn if given enough time and provided appropriate

instruction is stressed throughout 61-614, 61-615 and 61-617.

Lesson Plans and Unit Plans are required to include the components of Mastery Learning. Students must

create measurable objectives that are reinforced by initial, enrichment and corrective activities. The concepts

of giving students a second chance to learn and earn a grade are nurtured and encouraged. Students also

learn and practice the concept of” spiraling back” especially in skill building curriculum areas.

Public Law 94-142: Basic responsibilities regarding IEP conferences and responsibilities are addressed for

both special education and mainstream teachers in 61-614. We do this because most special education

teachers in Alternative Certification have no experience in these areas when they begin. Specific instruction is

given regarding the discipline and grading of SPED Students. Manifestation Determination in regards to

suspension and removal from class are discussed so that the teacher understands why special education

students may be treated differently.

The Alternative Certification Curricula addresses this issue in several different ways. We include instruction

in Multi-Culture/Diversity, Differentiated Instruction, Parallel Lesson Design, Learning Styles and Mastery

Learning. Imbedded in all of these models are strategies to meet the needs of students with language

deficiencies.

The same strategies that were listed for students with disabilities are also applicable to LEP students. The

concepts included in differentiated instruction and parallel lesson design are valid and appropriate for LEP

students.

Developing a toolbox of instructional strategies to help students become better readers and help provide

support for that area in the classroom. Strategies have included teachers may have to develop notes or

different worksheets to provide support for the language barrier. Building relationships and establishing a

safe climate in the classroom to enhance learning. Teachers may have to establish home visits to establish a

sense of trust within the family structure to reach the children. Other suggestions have been to place books

on tape for families that have children that are struggling and panels of teachers within the school system to

work together to help that student become successful in the classroom. A lot of emphasis has been placed on

teachers having to work collaboratively for the success of the student rather than remaining alone to face

issues in isolation. Develop networks and join list-serves online to establish a support system for issues that

arise in the classroom.

Section III. Assessment Rates

Assessment code - Assessment name

Test Company

Group

Number

taking

tests

Avg.

scaled

score

Number

passing

tests

Pass

rate

(%)

0700 -AGRICULTURE

Educational Testing Service (ETS)

All program completers, 2009-10

2

0133 -ART: CONTENT KNOWLEDGE



4

0134 -ART: CONTENT KNOWLEDGE II


Other enrolled students

1

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0235 -BIOLOGY: CONTENT KNOWLEDGE



1




1




1




2

0100 -BUSINESS EDUCATION



1

0100 -BUSINESS EDUCATION



8

0101 -BUSINESS EDUCATION: CONTENT KNOWLEDGE



3




4




3

0245 -CHEMISTRY: CONTENT KNOWLEDGE II



1

0353 -EDUCATION OF EXCEPTIONAL STUDENTS: CORE

KNOWLEDGE



3


KNOWLEDGE



8


KNOWLEDGE



31 180 31 100

0542 -EDUCATION OF EXCEPTIONAL STUDENTS: MILD-MOD

DISABILITIES



2

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DISABILITIES



8


DISABILITIES



31 184 31 100

0041 -ENGLISH LANGUAGE, LITERATURE AND COMPOSITION:

CONTENT KNOWLEDGE



1

0061 -MATHEMATICS: CONTENT KNOWLEDGE



1

0049 -MIDDLE SCHOOL ENGLISH-LANGUAGE ARTS



3

0049 -MIDDLE SCHOOL ENGLISH-LANGUAGE ARTS



3

0069 -MIDDLE SCHOOL MATHEMATICS



2

0439 -MIDDLE SCHOOL SCIENCE



2

0089 -MIDDLE SCHOOL SOCIAL STUDIES



1

0091 -PHYSICAL EDUCATION: CONTENT KNOWLEDGE



1




1




3

0081 -SOCIAL STUDIES: CONTENT KNOWLEDGE



1

0081 -SOCIAL STUDIES: CONTENT KNOWLEDGE



1

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0191 -SPANISH: CONTENT KNOWLEDGE



2

0191 -SPANISH: CONTENT KNOWLEDGE



2

5195 -SPANISH: WORLD LANGUAGE



1

0543 -SPECIAL EDUCATION: CORE KNOWLEDGE AND MILD TO

MODERATE APPLICATIONS



3





3





6


MODERATE APPLICATIONS (CBT)



1

0221 -SPEECH COMMUNICATION: CONTENT KNOWLEDGE



1

Section III. Summary Rates

Group

Number

taking

tests

Number

passing

tests

Pass

rate

(%)

All program completers, 2011-12 11 11 100



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:

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State

NCATE

Other (specify: HLC)

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. 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.

The Alternative Certification curricula address technology in several different ways. Instructors include class

discussion, modeling and lesson plans for ways to incorporate technology using Differentiated Instruction,

Parallel Lesson design, Learning Styles and Mastery Learning. Imbedded in all of these models are strategies

to share and review Internet sources, building PowerPoint's, web quests, scoring guides/computer generated

rubrics, as well as methods of managing grade books and other classroom tools through technology.

In addition, all undergraduate and graduate students in education programs are required to purchase and

use Tk20, an online data assessment system. Education students use Tk20 to upload and store coursework.

Beginning in fall 2012, students will also be able to create and store materials in online portfolios and items

related to field experiences, such as video files. Students will receive feedback and evaluations on Tk20 from

course instructors, advisors, university supervisors and cooperating teachers.

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.

Print Report Card


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.

All alternative certification teachers take 61-614, Introduction to Teaching and 61-615/61-17 Organizing for

Learning I and II. All non-SPED teachers take 61-16, Teaching Strategies, while all SPED teachers take a

group of M.S. classes in special education. These courses, along with relevant experience in their classrooms,

provide all alternative certification teachers the opportunity to acquire knowledge and develop competency

in the following areas: methodology, instructional design, motivational techniques, assessment strategies,

and management of student behavior. Alternative certification teachers develop skills in writing behavioral

and measurable objectives based on local, state, and/or national standards and adapting those objectives

when necessary to meet special needs of students. Also incorporated are discussions around diversity,

including such topics as educational equality, equity, expectations, and the need to work to eliminate the

gaps that currently exist for some minority groups. One of the purposes is to eliminate stereotypes or

misconceptions that teachers may have about various groups.

Content: Using the differentiated Instruction model, students learn to look for multiple resources for

instruction and lesson presentation. Computer driven lessons, leveled reading materials, video, audio and

educational games are discussed.

Process: Numerous activities and strategies are discussed to provide LEP students with one on one

instruction or small group learning opportunities. Cooperative learning, which includes strategies such as Jig

Saw, Learning Buddies, Learning Links, Reciprocal Teaching, Discussion Partners, Peer Tutors, Learning

Links and Think-Pair-Share, are discussed and included in lesson plans by Alternative certification teachers.

Product: Alternative certification teachers are made aware of limitations that LEP students have when it

comes to reading and writing assessments outside their native language. Alternative assessments are

emphasized with learning and applying content being more important that grades and grading. Verbal

assessments and/or performance tasks with interpreters are encouraged when possible.

Alternative certification teachers are instructed to seek other bi-lingual school and community resources to

interpret, tutor and reinforce classroom lessons. Other resources, including ESL Programs, online ESL

modules, and DESE Regional Consultants are also identified and discussed.

Alternative education teachers are also made aware of District Free Text Budgets which may be accessed for

both remedial instruction and/or additional materials. They are encouraged to seek assistance from Building

and District Administrators for these additional services and resources.

Through this course students will determine what is working for them in their classroom and how to

monitor and adjust all aspects of the curriculum to determine how to make improvements in their teaching

for all students’ learning.

Print Report Card


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 each alternative certification student initially taking 61-614 Introduction to Teaching, and 61-

615 and 61-617 from the information above, each special education alternative certification student will

follow the prescribed courses during their remaining 2-year commitment: 62-642 Introduction to Teaching

Students with Mild to Moderate Disabilities, 62-643, Teaching /Students with Mild to Moderate Disabilities,

62-540 Behavior Management Techniques, 62-654 Analysis and Correction of Reading Disabilities, 62-655

Reading in the elementary school, 62-652 Psycho-Education Measurement, along with 2 of the following

courses 62-504 Creating inclusive classrooms, 62-508 Transition/Career Education or 62-635 Techniques

for conferencing and collaboration. Alternative certification teachers have instruction in planning and

modifying instruction to provide instruction for special needs children. Each of these courses has its own

unique strength in providing the alternative certification teacher with knowledge and understanding about

mild to moderate disabilities representative of the multicategorical fields of learning disabilities, mental

retardation, emotional/behavior disorders, and physical and other health impaired. Spiral learning occurs

throughout each course to include the administration and interpretation of the most commonly used

individual tests of cognitive functioning and achievement tests used to diagnose pupils for placement in

reading and special education programs. Several methods discussed during coursework include strategies to

assist parents in working with exceptional children and sources available through print and the Internet as

well as other classroom teachers. Instruction is also provided to assist each alternative certification teacher

the ability to serve on IEP teams.

With regard to teaching LEP students, see the information below:

Process: Numerous activities and strategies are discussed to provide LEP students with one on one

instruction or small group learning opportunities. Cooperative learning, which includes strategies such as Jig

Saw, Learning Buddies, Learning Links, Reciprocal Teaching, Discussion Partners, Peer Tutors, Learning

Links and Think-Pair-Share, are discussed and included in lesson plans by Alternative certification teachers.

Product: Alternative certification teachers are made aware of limitations that LEP students have when it

comes to reading and writing assessments outside their native language. Alternative assessments are

emphasized with learning and applying content being more important that grades and grading. Verbal

assessments and/or performance tasks with interpreters are encouraged when possible.

Alternative certification teachers are instructed to seek other bi-lingual school and community resources to

interpret, tutor and reinforce classroom lessons. Other resources, including ESL Programs and DESE

Regional Consultants are also identified and discussed.

Print Report Card


Alternative education teachers are also made aware of District Free Text Budgets which may be accessed for

both remedial instruction and/or additional materials. They are encouraged to seek assistance from Building

and District Administrators for these additional services and resources.

Through this course students will determine what is working for them in their classroom and how to

monitor and adjust all aspects of the curriculum to determine how to make improvements in their teaching

for all students’ learning.

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.

Supporting Files

Alternative Program TWS Scores by Elements

Alternative Program Praxis II Pass Rates

Northwest Missouri State University

Alternative, IHE-based Program

2011-12

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https://title2.ed.gov/Title2IPRC/SupportDocs/MO_6488/2013/Alternative Praxis II Pass Rates.docx


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