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SUBMIT REPORTS

Instructions

Institution Information

Section I.a Program Information

Section I.b Admissions

Section I.b Undergraduate

Requirements

Section I.b Postgraduate

Requirements

Section I.c Enrollment

Section I.d Supervised Clinical

Experience

Section I.e Teachers Prepared by

Subject Area

Section I.e Teachers Prepared by

Academic Major

Section I.f Program Completers

Section II Annual Goals - Mathematics

Section II Annual Goals - Science

Section II Annual Goals - Special

Education

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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Account Information

Glossary

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Program Management

Program Status Report

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Institution Information

No

Institution/Program Type: Alternative, IHE-based

If yes, provide the following:

Grantee name:

Project name:

Academic Year: 2011-12

State: California

Phone: 858-642-8314

Email: cmiles@nu.edu

Contact Us

Name of Institution: National University

Address: 11255 N. Torrey Pines Road

La Jolla, CA, 92037

Contact Name: Mrs. Cyndy Miles

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National University

Alternative, IHE-based Program

2011-12

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

)

Award year:

Grant number: https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx[5/1/2013 9:56:36 AM]

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Institution Login Report

User Activity 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

Multiple Subject

Single Subject

Special Education

Total number of teacher preparation programs: 3

Teacher Quality

Partnership Grant

Member?

No

No

No

Section I.b Admissions

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

Other Open enrollment any month.

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.nu.edu/Admissions.html

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

Graduate Admission Exceptions:

Students with an undergraduate grade point average of 2.0 to 2.49 may be accepted to National University on probation (instead of taking the above tests). Students who receive a grade below "B" during their first

4.5 quarter units while on probation are disqualified and must apply to the Committee on the Application of

Standards to be considered for reinstatement.

Undergraduate Admission Exceptions:

The Internship program is for post-graduates only.

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) ) https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx[5/1/2013 9:56:36 AM]

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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.

Element

Required for

Entry

Transcript

Fingerprint check

Background check

Minimum number of courses/credits/semester hours completed

Minimum GPA

Minimum GPA in content area coursework

Minimum GPA in professional education coursework

Minimum ACT score

Minimum SAT score

Minimum basic skills test score

Subject area/academic content test or other subject matter verification

Recommendation(s)

Essay or personal statement

Interview

Other

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

Required for

Exit

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.

Element

Required for

Entry

Required for

Exit https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx[5/1/2013 9:56:36 AM]

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Transcript

Fingerprint check

Background check

Minimum number of courses/credits/semester hours completed

Minimum GPA

Minimum GPA in content area coursework

Minimum GPA in professional education coursework

Minimum ACT score

Minimum SAT score

Minimum basic skills test score

Subject area/academic content test or other subject matter verification

Recommendation(s)

Essay or personal statement

Interview

Other

Yes

Yes

Yes

No

Yes

Yes

No

No

No

No

No

No

No

Yes

No

No

No

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

3

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

0

What is the minimum GPA required for completing the program?

3

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

3.67

No

No

Yes

Yes

Yes

No

Yes

No

No

No

Yes

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:

Unduplicated number of males enrolled in 2011-12:

207

95

Unduplicated number of females enrolled in 2011-12: 110

2011-12 Number enrolled https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx[5/1/2013 9:56:36 AM]

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Ethnicity

Hispanic/Latino of any race:

Race

American Indian or Alaska Native:

Asian:

Black or African American:

Native Hawaiian or Other Pacific Islander:

White:

Two or more races:

43

0

4

14

0

66

13

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 30

Average number of clock hours required for student teaching

Average number of clock hours required for mentoring/induction support

0

640

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

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

PreK-12 staff)

Number of students in supervised clinical experience during this academic year

100

194

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

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

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 - Multiple Levels

Teacher Education - Agriculture

Number Prepared

103

13

49 https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx[5/1/2013 9:56:36 AM]

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Teacher Education - Art

Teacher Education - Business

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

Teacher Education - Reading

Teacher Education - Science Teacher Education/General 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 - Other

Specify: Foudational Level Math-5, Punjabi-1

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 https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx[5/1/2013 9:56:36 AM]

2

2

3

1

1

11

4

6

7

3

5

1

4

1

2

10

4

3

Print Report Card 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

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

Number Prepared

6

2

1

3

3

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

1

3

2


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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

Social Sciences

Anthropology

Economics

Geography and Cartography

Political Science and Government

Sociology

Visual and Performing Arts

History

Foreign Languages

Family and Consumer Sciences/Human Sciences

English Language/Literature

Philosophy and Religious Studies

Agriculture

Communication or Journalism

Engineering

Biology

Mathematics and Statistics

Physical Sciences

Astronomy and Astrophysics

Atmospheric Sciences and Meteorology

Chemistry

Geological and Earth Sciences/Geosciences

Physics

Business/Business Administration/Accounting

Computer and Information Sciences

Other https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx[5/1/2013 9:56:36 AM]

11

6

1

7

2

6

5

1

4

30

24

3

1

2

1

2

4

2

10

1

39

Print Report Card

Specify: See contextual information section.

Section I.f Program Completers

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

2011-12: 165

2010-11: 274

2009-10: 371

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 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?

10

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:

National University continues to promote its credentialing programs, including internship options via

1) Our outreach activities and communications with districts and other educational agencies in the state;

2) Our distributive, accelerated adult learning program allows us to reach interns in highly remote areas, in high-need urban schools, in geographically bound shortage areas in subjects such as math, science, English for English Language Learners.

3) Our online, onsite and hybrid models of delivery for candidates seeking to teach in California public schools

4) Our candidates serve K-12 students in Math instruction placed in traditional public schools; charter schools, non-traditional school settings across the state.

https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx[5/1/2013 9:56:36 AM]

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5) Our Early Completion Option (Intern) credential which allows candidates to teach Math if they can verify passing grade on Teacher Foundations Examination (TFE).

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

In order to improve performance in meeting our goal, we need to proactively conduct the following initiatives:

4.1. Target engineers as Late Entrants into Teaching Profession in private and public industries and corporations to promote an effective bridge for career change. Provide information on subject matter competence or waivers, transcript services, orientation in their place of work and connect them to our university system.

4.2. Target Math Majors in 4-year institutions for a post-graduate, viable way to obtain a Math teaching credential to teach.

4.3. Target female Math Majors in 2- year and 4-year institutions for a post-graduate, viable way to obtain a

Math teaching credential to teach.

4.4. Target Minority Math Majors in 2- year and 4-year institutions for a post-graduate, viable way to obtain a Math teaching credential to teach in public schools.

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?

15


2.1 Our overall enrollment of Teacher Education Interns has substantially decreased in the last three years due to an oversupply of fully credentialed teachers without jobs. By law, no intern can be hired in place of a fully credentialed teacher, and thus, our enrollment has decreased. 2.2 Offers of public school employment for our interns have continued to increase in conventional and non-conventional charter schools as opposed to traditional public schools in the area of mathematics.


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?

20


2013/2014 may experience a strong increase in intern enrollment pending teacher retirements and implementation of Class Size Reduction (CSR) as per Governor Brown’s Local Control Funding Formula proposed legislation in April 2013.

Internship Credentials will be issued for candidates seeking Single Subject Mathematics Credential as the https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx[5/1/2013 9:56:36 AM]

Print Report Card demand continues.

Section II. Annual Goals - Science



.

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


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

Yes

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

5

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

No





4) Our candidates serve K-12 students in Math instruction placed in traditional public schools; charter schools, non-traditional school settings across the state.

5) Our Early Completion Option (Intern) credential which allows candidates to teach Science if they can verify passing grade on Teacher Foundations Examination (TFE).


National University contracts with districts throughout the state of California and prides itself on timely processing of intern applications. Our flexible four week course format enables us to offer our intern preservice coursework throughout the year and respond quickly to the needs of our students and the districts we are in partnership with. We will work more closely with the districts.

Provide any additional comments, exceptions and explanations below: https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx[5/1/2013 9:56:36 AM]

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Our overall enrollment of Teacher Education Interns has substantially decreased in the last three years due to an oversupply of fully credentialed teachers without jobs. By law, no intern can be hired in place of a fully credentialed teacher, and thus, our enrollment has decreased. Offers of public school employment for our interns have continued to increase in conventional and non-conventional charter schools as opposed to traditional public schools in the area of Science.


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?

8


Target engineers as Late Entrants into Teaching Profession in private and public industries and corporations to promote an effective bridge for career change. Provide information on subject matter competence or waivers, transcript services, orientation in their place of work and connect them to our university system.

4.2. Target Science Majors in 4-year institutions for a post-graduate, viable way to obtain a Science teaching credential to teach.

4.3. Target female Science Majors in 2- year and 4-year institutions for a post-graduate, viable way to obtain a Science teaching credential to teach.

4.4. Target Minority Science Majors in 2- year and 4-year institutions for a post-graduate, viable way to obtain a Science teaching credential to teach in public schools.


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

Yes

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

10



Section II. Annual Goals - Special Education



.


Print Report Card

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


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

Yes

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

12?

15

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

No



National University contracts with districts throughout the state of California and prides itself on timely processing of intern applications. Our flexible four week course format enables us to offer our intern preservice coursework throughout the year and respond quickly to the needs of our students and the districts we are in partnership with. We plan to have a more hands on relationship with the districts.



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?

20


Due to the economic downturn in California, the number of teacher candidate decreased but with additional funding planned for the next fiscal year, more candidates are enrolling each month.


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?

35

Provide any additional comments, exceptions and explanations below: a. The Department of Special Education is continually revising and updating courses, key assignments, and projects to ensure our candidates are highly qualified.


Print Report Card b. Program Annual Review Data is used to inform practice and improve programs.

Section II. Annual Goals - LEP



.

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


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

2011-12?

Yes

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

English proficient students in 2011-12?

175

Did your program meet the goal for prospective teachers set in instruction of limited English proficient students in 2011-12?

No


Our enrollment went down from the previous year. All candidates who complete a California teaching credential are required to meet the standards articulated by the CTC to include meeting the needs of English

Learners in acquisition of English, academic language, and content areas. National University continues to promote its credentialing programs, including internship options via




4) Our candidates serve K-12 English Language Learners placed in traditional public schools; charter schools, non-traditional school settings across the state.

5) Our Early Completion Option (Intern) credential which allows candidates to teach English Language

Learners if they can verify passing grade on Teacher Foundations Examination (TFE).


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Description of steps to improve performance in meeting goal or lessons learned in meeting goal, if applicable: a. Lessons Learned in Meeting Goal: i. Our Alternative Route to Teacher Credentialing needs to improve the preparation of candidates to meet the enhanced expectations for preparation to teach English Learners in California by April 2014 through redesigning and augmenting the pre-service hours and the supervision/support hours to teach ELLs effectively.

ii. Our Alternative Route to Teacher Credentialing needs to improve the preparation of candidates to meet the expectations of Common Core Standards (CCS)/ Newly revised English Development Standards by redesigning our program learning outcomes, course learning outcomes by Foundations, Methods and Clinical

Practice coursework.


Candidates seeking to add a supplementary authorization and/or credential may need to add the additional enhanced English Language Learner preparation requirements effective Apirl 2014.


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

2012-13?

Yes

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


180


Our overall enrollment of Teacher Education Interns has substantially decreased in the last three years due to an over supply of fully credentialed teachers without jobs. By law, no interns can be hired in place of a fully credentialed teacher, and thus, our enrollment has decreased.

Offers of public school employment for our interns have continued to increase in conventional and nonconventional charter schools as opposed to traditional public schools.


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

2013-14?

Yes

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


200



Internship Credentials will be issued for candidates seeking Multiple Subject and Single Subject Credentials https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx[5/1/2013 9:56:36 AM]

Print Report Card as the demand continues.

We foresee an increase of alternative route certifications for World Language/English Language

Development (WL/ELD) interns which is a newly created credential to serve English Language Learners in

9-12 grades.

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 each of the past 12 years, National University has prepared more credentialed teachers than any other single institution of higher education in the state of California, according to the Commission on Teacher

Credentialing.

National University is committed to accessibility and features locations throughout San Diego County.

Regional campuses are also located in Costa Mesa, Sacramento, Redding, San Jose, Stockton, Fresno,

Bakersfield, Ontario, San Bernardino, Los Angeles, Oxnard, Woodland Hills and Twenty-nine Palms, as well as Henderson, Nevada.

National University provides online options for most credential courses. Our online courses are interactive with tools to support individual learning styles including: e-mail, links between candidate, professor, and classmates, lectures, readings, presentations, evaluations, quizzes, and exams. These tools also combine to create a strong sense of community within online classes.


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All candidates completing our commission-approved teacher preparation programs are responsible for meeting competency in 13 Teacher Performance Expectations (TPEs) across Six Domains of Professional

Teaching. These TPEs prepare candidates in the areas of differentiated and responsive instruction for students identified as English Learners, Special Needs or from Low Income Families. Additionally, prospective general education teachers complete the California Teaching Performance Assessment (TPA).

TPA TASKS 1-4 require that our candidates show competence in designing and providing specific modifications made in instruction and assessment for a special needs learner and an English learner in addition to the rest of the class. Passing rates on the TPA tasks indicate that National University teacher candidates understand how to provide instruction to the learners noted in the assurances.

Faculty working in the regional campuses throughout the state understands the specific needs of their region. As the curriculum is designed or revised, faculty from throughout the state as well as those representing special needs areas (English learners, and special education) are involved. Prospective general education teachers complete the California Teaching Performance Assessment (TPA). The four tasks of the

TPA ask for specific modifications made in curriculum and assessment for a special needs learner and an

English learner in addition to the rest of the class. Passing rates on the TPA tasks indicate that National

University teacher candidates understand how to provide instruction to the learners noted in the assurances.

Section III. Assessment Rates

Assessment code - Assessment name

Test Company

Group

186 -AMERICAN SIGN LANGUAGE SUBTEST I

Evaluation Systems group of Pearson

All program completers, 2009-10

187 -AMERICAN SIGN LANGUAGE SUBTEST II



188 -AMERICAN SIGN LANGUAGE SUBTEST III



192 -ARABIC SUBTEST I



193 -ARABIC SUBTEST II



140 -ART SUBTEST I



140 -ART SUBTEST I



140 -ART SUBTEST I



Number taking tests

Avg.

scaled score

Number passing tests

Pass rate

(%)

1

1

1

1

1

2

2


Print Report Card

141 -ART SUBTEST II



141 -ART SUBTEST II



141 -ART SUBTEST II



120 -BIOLOGY/LIFE SCIENCE SUBTEST III


All enrolled students who have completed all nonclinical courses



Other enrolled students










124 -BIOLOGY/LIFE SCIENCE SUBTEST IV



175 -BUSINESS SUBTEST I



175 -BUSINESS SUBTEST I



176 -BUSINESS SUBTEST II



176 -BUSINESS SUBTEST II



177 -BUSINESS SUBTEST III



177 -BUSINESS SUBTEST III


All program completers, 2009-10 https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx[5/1/2013 9:56:36 AM]

2

2

2

1

1

2

4

16 239 16 100

2

1

1

1

1

1

1

Print Report Card

098 -CBEST



098 -CBEST



098 -CBEST



098 -CBEST



098 -CBEST



121 -CHEMISTRY SUBTEST III












125 -CHEMISTRY SUBTEST IV



122 -EARTH/PLANETARY SCIENCE SUBTEST III









126 -EARTH/PLANETARY SCIENCE SUBTEST IV



105 -ENGLISH SUBTEST I



32

39

128

152

153

244 148

345

1

1

1

10

3

4

1

3

1

4

149

150

238

32 100

39 100

128 100

244 100

345 100

10 100 https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx[5/1/2013 9:56:36 AM]

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106 -ENGLISH SUBTEST II















107 -ENGLISH SUBTEST III















108 -ENGLISH SUBTEST IV


All enrolled students who have completed all nonclinical courses https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx[5/1/2013 9:56:36 AM]

3

8

15 232 15 100

21 244 21 100

4

3

8

15 237 15 100

21 243 21 100

4

3

8

15 242 15 100

21 241 21 100

4

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148 -FRENCH SUBTEST I









149 -FRENCH SUBTEST II









150 -FRENCH SUBTEST III









016 -HEALTH SCIENCE S



178 -HEALTH SCIENCE SUBTEST I


All enrolled students who have completed all nonclinical courses https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx[5/1/2013 9:56:36 AM]

3

8

15 237 15 100

21 243 21 100

1

1

1

1

1

1

1

1

1

1

2

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179 -HEALTH SCIENCE SUBTEST II












180 -HEALTH SCIENCE SUBTEST III












184 -INDUSTRIAL AND TECH ED SUBTEST I












4

7

12 232 12 100

2

4

7

12 240 12 100

2

4

7

12 245 12 100

1

2

1

2

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185 -INDUSTRIAL AND TECH ED SUBTEST II












110 -MATHEMATICS SUBTEST I















111 -MATHEMATICS SUBTEST II















112 -MATHEMATICS SUBTEST III



1

2

1

2

4

1

9

17 244 17 100

31 236 31 100

4

1

9

17 246 17 100

31 238 31 100

1

Print Report Card







101 -MULTIPLE SUBJECTS SUBTEST I















102 -MULTIPLE SUBJECTS SUBTEST II















103 -MULTIPLE SUBJECTS SUBTEST III









2

6

12 238

13 238

65 242

172 241

12 237

13 236

65 244

150 239 150 100

173 239

12 238

13 237

65 242

12 100

12 92

65 100

150 239 150 100

172 100

12 100

13 100

65 100

173 100

12 100

12 92

65 100

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136 -MUSIC SUBTEST I












137 -MUSIC SUBTEST II












138 -MUSIC SUBTEST III












129 -PHYSICAL EDUCATION SUBTEST I

Evaluation Systems group of Pearson https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx[5/1/2013 9:56:36 AM]

1

3

3

1

1

3

3

1

150 242 150 100

173 240 173 100

1

1

3

3

1

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130 -PHYSICAL EDUCATION SUBTEST II















131 -PHYSICAL EDUCATION SUBTEST III















123 -PHYSICS SUBTEST III


2

3

7

16 234 15 94

1

2

3

7

16 226 15 94

1

2

3

7

16 225 15 94

1

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166 -PUNJABI SUBTEST I



167 -PUNJABI SUBTEST II



168 -PUNJABI SUBTEST III



081 -RICA



081 -RICA



081 -RICA



092 -RICA VIDEO



092 -RICA VIDEO



092 -RICA VIDEO



081.1 -RICA.1



081.1 -RICA.1



081.1 -RICA.1


2

1

3

1

1

1

1

7

61 92

1

4

8

9

7

68 229

61 100

57 84

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081.1 -RICA.1



081.1 -RICA.1



118 -SCIENCE SUBTEST I















119 -SCIENCE SUBTEST II















114 -SOCIAL SCIENCE SUBTEST I








155 231 139 90

134 231 122 91

2

5

9

8

29 245

2

5

9

8

29 244

5

10 242

11 241

29 100

29 100

10 100

11 100

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115 -SOCIAL SCIENCE SUBTEST II












116 -SOCIAL SCIENCE SUBTEST III












145 -SPANISH SUBTEST I












146 -SPANISH SUBTEST II




16

5

10 240

11

16

5

10

11

16

1

2

3

5

1

2

236

243

239

237

242

238

16 100

10 100

11 100

16 100

10 100

11 100

16 100 https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx[5/1/2013 9:56:36 AM]

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147 -SPANISH SUBTEST III












142 -WRITING SKILLS



142 -WRITING SKILLS



Section III. Summary Rates

Group


Number taking tests

Number passing tests

Pass rate

(%)

128 115 90



250

347

234 94

332 96

3

5

1

2

3

5

6

2

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 https://title2.ed.gov/Title2IPRC/Pages/PrintReport.aspx[5/1/2013 9:56:36 AM]

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Other (specify: WASC, CTC)

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.

Programs for prospective teachers include preparation to use technology effectively for a variety of purposes per state standards. We offer a technology course that is a program prerequisite in order to ensure that candidates have a foundational ability to use technology for teaching and learning. In addition, each program has an identified learning outcome addressing technology and its use in improving teaching and learning. All university courses are taught with the support of an e-companion. All candidates are expected to access and use technology in their completion of all coursework, field experiences and clinical practice.

Candidates have seen the ways that faculty integrate technology and use it to improve teaching and learning.

They are encouraged to use these ideas in their clinical practice based upon the technology available to them in their schools/districts. One of the Teaching Performance Tasks (Task 3) focuses on the use of assessments in order to improve teaching and learning. Candidates are encouraged to use technology to complete this task. Their ability to do so is based upon the technology available at the school/district. Candidates are placed in schools districts that have a variety of technology. Faculty are currently preparing candidates for the use of SmartBoard technology in their student teaching placement. This can be done on-ground at many of the centers and cameras make it possible to capture instruction as video for use in on-line courses.

Interns are encouraged to design technology-mediated and technology-enhanced instruction across subject matter areas for P12 students. All courses have embedded technology for use in the form of PP presentations, narrated PP presentations, Prezi presentations, Class Live Pro Interactive Suites, use of Video

Streaming, Dropbox, Zoom, IMovie, VoiceThread, SKYPE exchanges, use of Smartboards in both university classrooms and P12 classrooms.


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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

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 prospective single and multiple subject teachers must complete the California Teaching Assessment (Cal

TPA). Cal TPA is made up of four tasks. They are TASK SSP: Subject Specific Pedagogy (4 case studies)

1. Developmentally Appropriate Pedagogy

2. Assessment Practices

3. Adapting Content-Specific Pedagogy for English Learners

4. Adapting Content-Specific Pedagogy for Students w/ Special Needs

Task SI: Designing Instruction

Task AL: Assessing Student Learning

Task CTE: Culminating Teaching Experience

Within each tasks, prospective teachers must demonstrate ability to adapt content, instruction and assessment for both a special needs student and an English learner. Instruction in courses guides prospective teachers to success in completing these tasks. There are specific courses on teaching English learners and meeting the needs of special needs students. In addition, for the four foundational courses, there are co-course leads-a faculty member from general education and one from special education. This cocourse lead model ensures that candidates have an understanding of the role of both special education and general education teachers and how they are to work together at school sites including as member of individualized education program teams.

Furthermore, candidates are expected to observe and learn how Individualized Education Program teams work and participate in them as appropriate during their student teaching and/or internship.. During coursework, general education candidates need to learn about multiple disabilities and how to implement

RTI in response to needs of special needs students, co-teaching for inclusion. Their Clinical Practice placements require that candidates be placed in public educational settings that are considered diverse as per the multiple learner profiles of the P12 students they serve.


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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.

Candidates in our program learn to teach students with disabilities effectively through three means: course work, field experiences and student teaching or internships. They learn the knowledge and skills in their course work, observe and practice during field experiences, and implement independently during student teaching or internships. Courses providing information about IDES 2004, the IEP process, Response to

Intervention, characteristics of the thirteen qualifying disabilities, the special education teacher's role in the referral process, and planning for differentiated instruction include the following: SPD608 Exceptionalities,

SPD614 Classroom and Management Behavior, SPD616 Law, Collaboration, and Transitions, SPD622

Assessment of Students with Disabilities, and SPD628 Teaching Reading/Language Arts in Special

Education. Specialization courses in Mild/Moderate, Moderate/Severe, and Deaf and Hard of Hearing include in depth knowledge and application of typical and atypical development, research and standardsbased curriculum and instruction, positive behavior support, and transition planning. Themes included in every course are: teaching English learners and students on the autism spectrum; collaborating with students, parents, other professionals and the community; and using technology as a tool to improve the learning of students with disabilities.

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.

Recreation-1,Integrated Studies-1,Kinesiology-6,ASL-1,Environment Economics, Policy and Mgt.-2,Child and Family Studies-2,Music-4,Industrial Arts-2,Social Services-1,Urban Studies and Planning-1,Real Estate-

1,Criminal Justice-2,Child Development-2,Speech-Language Pathology Audiology-1,General Africana

Studies-1,Art-3,Deaf Studies-1,American Studies-1,Graphic Communication-1,Chicano Studies-1,Legal

Studies-1,Advertising-1,Behavioral Science-1.

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National University

Alternative, IHE-based Program

2011-12

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Title II, Higher Education Act

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Section I.a Program Information

Section I.b Admissions

Section I.b Undergraduate Requirements

Section I.b Postgraduate Requirements

Section I.c Program Enrollment

Section I.d Supervised Experience

Section I.e Teachers Prepared by Subject Area

Section I.e Teachers Prepared by Academic Major

Section I.f Program Completers

Section II. Annual Goals - Mathematics

Section II. Annual Goals - Science

Section II. Annual Goals - Special Education

Section II. Annual Goals - LEP

Section II. Assurances

Section III. Assessment Rates

Section III. Summary Rates

Section IV. Low-Performing

Section V. Technology

Section VI. Teacher Training

Section VII. Contextual Information

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SUBMIT REPORTS

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Institution Information

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Section I.a Program Information

Section I.b Admissions

Section I.b Undergraduate Requirements

Section I.b Postgraduate Requirements

Section I.c Program Enrollment

Section I.d Supervised Experience

Section I.e Teachers Prepared by Subject Area

Section I.e Teachers Prepared by Academic Major

Section I.f Program Completers

Section II. Annual Goals - Mathematics

Section II. Annual Goals - Science

Section II. Annual Goals - Special Education

Section II. Annual Goals - LEP

Section II. Assurances

Section III. Assessment Rates

Section III. Summary Rates

Section IV. Low-Performing

Section V. Technology

Section VI. Teacher Training

Section VII. Contextual Information

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