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SUBMIT REPORTS
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Western Illinois University
Traditional Program
2008-09
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Program Information
Name of Institution: Western Illinois University
Institution/Program Type: Traditional
Academic Year: 2008-09
State: Illinois
Address: 1 University Circle
Western Illinois University
Macomb, IL, 61455
Contact Name: Dr. Rori Carson
Phone: 309-298-1690
Email: RR-Carson@wiu.edu
Is your institution a member of a Teacher Quality Enhancement (TQE) partnership grant: No
TQE partnership name or grant number, if applicable:
Section I.a Program Admission
For each element listed below, check if it is required for admission into any of your initial teacher
certification program(s) at either the undergraduate or postgraduate level.
Element
Undergraduate
Postgraduate
Application
Yes
Yes
Fee/Payment
No
No
Transcript
Yes
Yes
Fingerprint check
Yes
Yes
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Background check
Yes
Yes
Experience in a classroom or working with children
No
No
Minimum number of courses/credites/semester hours completed
Yes
Yes
Minimum high school GPA
No
No
Minimum undergraduate GPA
Yes
Yes
Minimum GPA in content area coursework
Yes
Yes
Minimum GPA in professional education coursework
No
No
Minimum ACT score
No
No
Minimum SAT score
No
No
Minimum GRE score
No
No
Minimum basic skills test score
Yes
Yes
Subject area/academic content test or other subject matter verification
No
No
Minimum Miller Analogies test score
No
No
Recommendation(s)
No
No
Essay or personal statement
Yes
Yes
Interview
No
No
Resume
No
No
Bechelor's degree or higher
No
No
Job offer from school/district
No
No
Personality test (e.g.,Myers-Briggs Assessment)
No
No
Other (specify: 3 Nat'l Registry Checks & Tech Competency Assessment )
Yes
Yes
Provide a link to your website where additional information about admissions requirements can be
found:
www.wiu.edu/cpep
Indicate when students are formally admitted into your initial teacher certification program:
Sophomore year
Does your initial teacher certification program conditionally admit students? Yes
Please provide any additional about or exceptions to the admissions information provided above:
Minimum grade of "C" in ENG 180 & 280, COMM 241 (speech), and a general education math course.
Section I.b 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 nonHispanic/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
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to the total number of students enrolled.
Total number of students enrolled in 2008-09:
1611
Unduplicated number of males enrolled in 2008-09:
501
Unduplicated number of females enrolled in 2008-09: 1110
2008-09
Number enrolled
Ethnicity
Hispanic/Latino of any race:
91
Race
American Indian or Alaska Native:
7
Asian:
14
Black or African American:
73
Native Hawaiian or Other Pacific Islander:
0
White:
1341
Two or more races:
85
Section I.c Supervised Experience
Provide the following information about supervised clinical experience in 2008-09.
Average number of clock hours required prior to student teaching
200
Average number of clock hours required for student teaching
560
Number of full-time equivalent faculty in supervised clinical experience during this academic year
10
Number of full-time equivalent adjunct faculty in supervised clinical experience during this academic year (IHE
and PreK-12 staff)
Number of students in supervised clinical experience during this academic year
774
557
Please provide any additional information about or descriptions of the supervised clinical experiences:
This data reflects the number of candidates completing field and clinical experiences over the final year of enrollment. This
does not include sophomore and junior level field experiences.
Section I.d Certified Licensed
Provide the number of students who have been certified or licensed as teachers, by subject and area of
certification or licensure.
Teaching subject/area
Number
Number
Number
certified/
certified/
certified/
licensed
licensed
licensed
2008-09
2007-08
2006-07
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TOTAL (all areas/subjects)
309
331
319
5
6
4
Art
11
9
10
Bilingual
6
15
5
Biology
6
7
1
Chemistry
2
0
1
16
18
21
120
144
150
36
13
14
1
0
3
17
16
22
4
11
7
Music
10
13
6
Physical Education
35
46
41
2
1
1
38
32
33
Agriculture
Early Childhood
Elementary Education
English
Foreign Language - Spanish
History / Social Sciences
Mathematics
Physics
Special Education
Section I.e Program Completers
Provide the total number of initial teacher certification preparation program completers in each of the
following academic years:
2008-09: 309
2007-08: 331
2006-07: 319
Section II. Annual Goals
Each institution of higher education (IHE) that conducts a traditional teacher preparation program
(including programs that offer any ongoing professional development programs) or alternative routes to
state certification or licensure 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. IHEs that
do not have a teacher preparation program in one or more of the areas listed below can enter NA for the
area(s) in which the IHE does not have that program.
Teacher
shortage area
Goal for increasing prospective teachers trained
Mathematics
Academic year: 2008-09
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Goal: See below; not quantifiab
Goal met? Yes
Description of strategies used to achieve goal:
Goal: Establish stronger connections to the secondary schools in the region in curricular matters as
well as recruiting possibilities.
Strategies used: We bring high school students and K-14 teachers to the campus for various
events/contests/meetings.
Description of steps to improve performance in meeting goal or lessons learned in
meeting goal:
1. Interviewed our exiting students to learn about their ideas.
2. Utilized our High School Visitation Program to visit schools and promote our program.
3. Invited and encouraged high ability high school students to attend a special session of our annual
meeting for teachers during which we promoted the possibility of becoming mathematics teachers.
4. Also utilized mailings, web presence, Discover Western recruitment events, and numerous
outreach activities.
Science
Academic year: 2008-09
Goal: See below; not quantifiab
Goal met? Yes
Description of strategies used to achieve goal:
Goal: Increase Outreach to Regional High School and Middle School students and their teachers.
Strategies Used: The Outreach goals were achieved by initially contacting teachers through e-mail
and U.S. mail. Each Department has a data base of teachers in schools within the WIU region
(schools within approximately 1.5 hours drive of Macomb, IL). In addition, the Physics Department
Chair distributed handouts about the opportunities to teachers as they attended other events on
campus including the annual Chemistry and Physics Demonstration Show, the regional WYSE
competition, and the Science Olympiad.
Description of steps to improve performance in meeting goal or lessons learned in
meeting goal:
1. Increase outreach through school classroom visits while taking equipment to the schools to help
students engage in physics experimentation.
2. Increase the use of the Secondary Physics Instrumentation Laboratory by regional high schools
physics classes coming to WIU.
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3. ARRA: Summer Research Experiences for Science Students and Educators.
4. Continue to host a yearly event designed to introduce students to a vast array of topics within the
field of Biology as well as to engage in competitions related to the field of Biology.
Special education
Academic year: 2008-09
Goal: Maintain 27 GYO Students
Goal met? Yes
Description of strategies used to achieve goal:
1. Enrolled in major classes as a cohort.
2. Provided 3 advisors/support individuals; 1 at the community college, 1 at the 4-yr. institution, & 1
in the community
3. Providing intense preparation for Basic Skills test.
4. Provided textbooks, childcare expenses, individual computers, tutoring services, and monthly
cohort meetings.
Description of steps to improve performance in meeting goal or lessons learned in
meeting goal:
Implemented monthly meeting of all advisors and project coordinator to identify student needs and
how to meet those needs.
Implemented quarterly advisory board meetings.
Instruction of
limited English
proficient
Academic year: 2008-09
students
Goal: Increase prog enrollment
Goal met? Yes
Description of strategies used to achieve goal:
each year, approximately 100% of candidates enrolled in this program received some form of
financial assistance.
* Preservice teachers were eligible for tuition reimbursement for up to $2000 per semester plus a
monthly stipend of up to $300.
* In-service teachers participating in coursework leading to Bilingual/ESL certification were eligible
for $450 per course taken at WIU.
* Project Estrella participants also had many opportunities for other professional development
activities such as field trips to exemplary bilingual schools and conferences.
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Description of steps to improve performance in meeting goal or lessons learned in
meeting goal:
Continue to seek state and federal funding to support candidates in the program.
Other
Academic year:
Goal:
Goal met?
Description of strategies used to achieve goal:
Description of steps to improve performance in meeting goal or lessons learned in
meeting goal:
Provide any additional comments, exceptions and explanations below:
Section II. Assurances
Please indicate whether your institution is in compliance with the following assurances.
Training provided to prospective teachers responds to the identified needs of the local educational
agencies or States where the institution’s graduates are likely to teach, based on past hiring and
recruitment trends.
Yes
Training provided to prospective teachers is closely linked with the needs of schools and the instructional
decisions new teachers face in the classroom.
Yes
Prospective special education teachers receive coursework in core academic subjects and receive training
in providing instruction in core academic subjects.
Yes
General education teachers receive training in providing instruction to children with disabilities.
Yes
General education teachers receive training in providing instruction to limited English proficient
students.
No
General education teachers receive training in providing instruction to children from low-income
families.
Yes
Prospective teachers receive training on how to effectively teach in urban and rural schools, as
applicable.
Yes
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Describe your institution’s most successful strategies in meeting the assurances listed above:
During this year we piloted an instructional program to develop the skills in instructing limited English proficient
students. The completed instructional program was fully implemented in the fall of 2009.
Section III. Assessment Rates
Assessment code - Assessment name
Number
Test Company
taking
Group
tests
170 -Agricultural Education
Avg.
Number Pass
scaled passing
rate
score
(%)
tests
State
State
Average Average
pass rate
scaled
(%)
score
5
Evaluation Systems group of Pearson
All program completers, 2008-09
170 -Agricultural Education
4
Evaluation Systems group of Pearson
All program completers, 2007-08
101 -APT: Birth to Grade 3
18
18
100
18
18
100
47
47
100
54
54
100
111
111
100
108
107
99
122
122
100
154
154
100
292
292
100
321
321
100
Evaluation Systems group of Pearson
All program completers, 2008-09
101 -APT: Birth to Grade 3
Evaluation Systems group of Pearson
All program completers, 2007-08
103 -APT: Grades 6-12
Evaluation Systems group of Pearson
All program completers, 2008-09
103 -APT: Grades 6-12
Evaluation Systems group of Pearson
All program completers, 2007-08
104 -APT: Grades K-12
Evaluation Systems group of Pearson
All program completers, 2008-09
104 -APT: Grades K-12
Evaluation Systems group of Pearson
All program completers, 2007-08
102 -APT: Grades K-9
Evaluation Systems group of Pearson
All program completers, 2008-09
102 -APT: Grades K-9
Evaluation Systems group of Pearson
All program completers, 2007-08
96 -Basic Skills
Evaluation Systems group of Pearson
All program completers, 2008-09
96 -Basic Skills
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Evaluation Systems group of Pearson
All program completers, 2007-08
107 -Early Childhood Education
18
18
100
18
18
100
127
127
100
163
163
100
24
24
100
13
13
100
39
39
100
31
31
100
10
10
100
10
10
100
Evaluation Systems group of Pearson
All program completers, 2008-09
107 -Early Childhood Education
Evaluation Systems group of Pearson
All program completers, 2007-08
110 -Elementary/Middle Grades
Evaluation Systems group of Pearson
All program completers, 2008-09
110 -Elementary/Middle Grades
Evaluation Systems group of Pearson
All program completers, 2007-08
111 -English Language Art
Evaluation Systems group of Pearson
All program completers, 2008-09
111 -English Language Art
Evaluation Systems group of Pearson
All program completers, 2007-08
127 -Foreign Language: French
1
Evaluation Systems group of Pearson
All program completers, 2007-08
135 -Foreign Language: Spanish
1
Evaluation Systems group of Pearson
All program completers, 2008-09
135 -Foreign Language: Spanish
2
Evaluation Systems group of Pearson
All program completers, 2007-08
155 -Learning Behavior Specialist I
Evaluation Systems group of Pearson
All program completers, 2008-09
155 -Learning Behavior Specialist I
Evaluation Systems group of Pearson
All program completers, 2007-08
115 -Mathematics
4
Evaluation Systems group of Pearson
All program completers, 2008-09
115 -Mathematics
Evaluation Systems group of Pearson
All program completers, 2007-08
143 -Music
Evaluation Systems group of Pearson
All program completers, 2008-09
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143 -Music
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15
15
100
37
37
100
44
44
100
15
15
100
18
18
100
39
39
100
31
31
100
10
10
100
Evaluation Systems group of Pearson
All program completers, 2007-08
144 -Physical Education
Evaluation Systems group of Pearson
All program completers, 2008-09
144 -Physical Education
Evaluation Systems group of Pearson
All program completers, 2007-08
105 -Science: Biology
4
Evaluation Systems group of Pearson
All program completers, 2008-09
105 -Science: Biology
7
Evaluation Systems group of Pearson
All program completers, 2007-08
106 -Science: Chemistry
2
Evaluation Systems group of Pearson
All program completers, 2008-09
116 -Science: Physics
2
Evaluation Systems group of Pearson
All program completers, 2008-09
116 -Science: Physics
1
Evaluation Systems group of Pearson
All program completers, 2007-08
114 -Social Science: History
Evaluation Systems group of Pearson
All program completers, 2008-09
114 -Social Science: History
Evaluation Systems group of Pearson
All program completers, 2007-08
163 -Special Education General Curriculum
Evaluation Systems group of Pearson
All program completers, 2008-09
163 -Special Education General Curriculum
Evaluation Systems group of Pearson
All program completers, 2007-08
145 -Visual Arts
Evaluation Systems group of Pearson
All program completers, 2008-09
145 -Visual Arts
9
Evaluation Systems group of Pearson
All program completers, 2007-08
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Section III. Summary Rates
Number Number Pass
Group
taking
passing
rate
tests
tests
(%)
All program completers, 2008-09
298
298
100
All program completers, 2007-08
335
334
100
State
Average
pass rate
(%)
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
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
Section V. Technology
Does your program prepare teachers to:
l integrate technology effectively into curricula and instruction
Yes
l use technology effectively to collect data to improve teaching and learning
Yes
l use technology effectively to manage data to improve teaching and learning
Yes
l use technology effectively to analyze data to improve teaching and learning
Yes
Provide a description of how your program 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 how your program 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 in our program have several opportunities, both in classes and field experiences, prior to student teaching
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where they are instructed on and allowed to practice how to integrate technology into the curricula and their instruction
and how to use technology to improve student academic achievement. Additionally, our candidates are required to
successfully complete a teacher work sample during their clinical experience where they have to document improvements
in student academic achievement and the use of technology to do the following:
1. Describe the instructional technologies the candidate plans to use in their unit. They:
- Identify the specific instructional technologies that theywill use during the implementation of the unit.
- Discuss how the use of these instructional technologies has the potential to positively impact student learning.
2. Analyze and interpret student learning and performance: The teacher candidate uses assessment data collected from all
students in the class to analyze student learning and performance and communicate this information about student
progress and achievement. They:
- Describe the results of student learning and performance, using visual representations and narrative based on their
summative assessments.
- Provide one or more examples of the learning objectives where students were most successful and utilize their data to
explain why.
- Provide one or more examples of the learning objectives where students were least successful and utilize their data to
explain why.
- Describe the successful adaptations they made throughout the unit to help individual students achieve learning
objectives.
- Analyze all student data to explain progress and achievement toward lesson objectives and Illinois Learning Standard
benchmarks.
- Provide an interpretation of their results and discuss the implications.
All candidates in our program are required to successfully complete a class and major assignment using the principles of
universal design for learning. They are evaluated on their ability to provide for adaptations to lesson plans that are
thoughtful and/or creative, appropriate and complete in the following major areas:
- Equitable Use
- Flexible Use
- Perceptible Information
- Tolerance for Error
- Size and Space
- Appropriate Assessment Modifications
Section VI. Teacher Training
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Does your program prepare general education teachers to:
l teach students with disabilities effectively
Yes
l participate as a member of individualized education program teams
Yes
l teach students who are limited English proficient effectively
Yes
Provide a description of how your program 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 of our general education teachers are required to successfully complete a 3 SH course entitled "The Exceptional
Individual" which included training related to participation as a member of individualized education program teams and a
1 SH course entitled "Classroom Adaptations". In addition, candidates are required to plan and implement multiple
lessons that appropriately address the needs of diverse individuals in a general education classroom.
All of our general education teacher education candidates are also required to successfully complete a series of five 90
minute on-line modules that address foundational knowledge and appropriate pedagogy concerning how to effectively
teach students who are limited English proficient.
Does your program prepare special education teachers to:
l teach students with disabilities effectively
Yes
l participate as a member of individualized education program teams
Yes
l teach students who are limited English proficient effectively
Yes
Provide a description of how your program 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.
All of our special education teacher education candidates are required to successfully complete 36 SH of specific Special
Education coursework which included training related to participation as a member of individualized education program
teams, 34 SH of content-specific coursework like math and reading, and 27 SH of pedagogical coursework like "Learning
and Instruction" and "Multicultural and Social Foundations of Education". In addition, the candidates participate in over
200 clock hours of field experiences within the public schools and agencies and over 600 clock hours of clinical
experiences in public schools.
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All of our special education teacher education candidates are required to successfully complete a series of five 90 minute
on-line modules that address foundational knowledge and appropriate pedagogy concerning how to effectively teach
students who are limited English proficient.
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
Western Illinois University
Traditional Program
2008-09
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Title II, Higher Education Act
OMB Control No.: 1840-0744 (exp. 9/30/2012)
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