Institution - Regent University

Institution Information

Key terms in this section are listed below. Click on the link to view the definition(s) in the glossary.

Academic year

IPEDS ID

IPEDS ID

231651

IF NO IPEDS ID, PLEASE PROVIDE AN EXPLANATION

ADDRESS

1000 Regent University Drive

Administration Building 207

CITY

Virginia Beach

STATE

ZIP

23464

SALUTATION

FIRST NAME

Rachel

LAST NAME

THIS INSTITUTION HAS NO IPEDS ID

Virginia

Mrs.

VARegent UniversityTraditional Report AY 2019-20Virginia

100% COMPLETE

STATUS: IN PROGRESS

2021 TITLE II REPORTSNational Teacher Preparation Data

Copeland

PHONE

(757) 352-4663

EMAIL

[email protected]

SECTION I: PROGRAM INFORMATION

List of Programs THIS PAGE INCLUDES:

List each program for an initial teaching credential below and indicate whether it is offeredat the Undergraduate level (UG), Institution Information Postgraduate level (PG), or both. (§205(a)(C))

Key terms in this section are listed below. Click on the link to view the definition(s) inthe glossary.

Teacher Preparation Program

List of Programs

Total number of teacher preparation programs:

6

List of Programs

CIP Code Teacher Preparation Programs UG, PG, or Both Update

13.1202 Elementary Education Both

13.1203 Junior High/Intermediate/Middle School Education andTeaching

UG

13.1 Special Education PG

13.1305 Teacher Education - English/Language Arts UG

13.1311 Teacher Education - Mathematics UG

13.1318 Teacher Education - Social Studies UG

CIP Code Teacher Preparation Programs UG, PG, or Both Update


Program Requirements THIS PAGE INCLUDES:

Check the elements required for admission (entry) into and completion (exit) from theprogram. If programs are offered at the undergraduate level and postgraduate level,complete the table for both types of programs. (§205(a)(1)(C)(i))


Full-time equivalent faculty supervising clinical experience

Adjunct faculty supervising clinical experience

Cooperating Teachers/PreK-12 Staff Supervising Clinical Experience

Supervised clinical experience

Undergraduate Requirements

Postgraduate Requirements

Supervised Clinical Experience

1. Are there initial teacher certification programs at the undergraduate level?

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.If no, leave the table below blank (or clear responses already entered) then click save at the bottom of the page.

Undergraduate Requirements

Yes

No

Element Admission Completion

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

Yes

No Yes No

Yes No

Yes No

Yes

No Yes No

Yes

No Yes

No

Yes

No Yes

No

Yes

No Yes

No

Yes

No Yes

No

Yes

No Yes No

Yes

No Yes No

Yes No

Yes

No

Yes No

Yes

No

Yes

No Yes No

Yes No

Yes No


Element Admission CompletionElement Admission Completion

2. What is the minimum GPA required for admission into the program? (Leave blank if you indicated that a minimum GPA is not required in the tableabove.)

2.5

3. What is the minimum GPA required for completing the program? (Leave blank if you indicated that a minimum GPA is not required in the tableabove.)

3

4. Please provide any additional information about the information provided above:

There is an additional Agreement to the Community Life Statement required for entry into the program.

1. Are there initial teacher certification programs at the postgraduate level?

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. Ifno, leave the table below blank (or clear responses already entered) then click save at the bottom of the page.

Postgraduate Requirements

Yes

No

Interview

Other Specify: Agreement to the Community Life Statement

Yes No

Yes No

Yes

No Yes No


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)

Yes

No Yes No

Yes No

Yes No

Yes No

Yes No

Yes

No Yes

No

Yes

No Yes

No

Yes No

Yes

No

Yes No

Yes

No

Yes

No Yes No

Yes

No Yes No

Yes

No Yes

No

Yes No

Yes

No

Yes No

Yes No


Element Admission CompletionElement Admission Completion

2. What is the minimum GPA required for admission into the program? (Leave blank if you indicated that a minimum GPA is not required in the tableabove.)

2.75

3. What is the minimum GPA required for completing the program? (Leave blank if you indicated that a minimum GPA is not required in the tableabove.)

3

4. Please provide any additional information about the information provided above:

Students who are admitted with a GPA below 2.75 are admitted with a provisional status, with the requirement to obtain a 3.0 GPA in the first semesterenrolled. In addition, an Agreement to the Community Life Statement is required for entry into the program.

Are there programs with student teaching models?

If yes, provide the next two responses. If no, leave them blank.

Are there programs in which candidates are the teacher of record?

If yes, provide the next two responses. If no, leave them blank.

Supervised Clinical ExperienceProvide the following information about supervised clinical experience in 2019-20. (§205(a)(1)(C)(iii), §205(a)(1)(C)(iv))

Yes

No

Yes

No

Essay or personal statement

Interview

Other Specify: Agreement to the Community Life Statement

Yes

No Yes No

Yes No

Yes No

Yes

No Yes No

Programs with student teaching models (most traditional programs)

Number of clock hours of supervised clinical experience required priorto student teaching

90

Number of clock hours required for student teaching 500

Programs with student teaching models (most traditional programs)

Programs in which candidates are the teacher of record in a classroom during the program (many alternative programs)

Number of clock hours of supervised clinical experience required priorto teaching as the teacher of record in a classroom

310

Programs in which candidates are the teacher of record in a classroom during the program (many alternative programs)

Programs in which candidates are the teacher of record in a classroom during the program (many alternative programs)Programs in which candidates are the teacher of record in a classroom during the program (many alternative programs)

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

ELEMENTARY EDUCATION: The 90 clock hours required prior to student teaching reflects the practicum observation component of the undergraduateand graduate Elementary and Secondary Education programs. The 560 average number of clock hours required for student teaching reflects the averagebetween the 500 hours required in the Elementary and Secondary Education programs and the 620 required in the Special Education program. Inaddition, the two internships within the K-12 Special Education - General Curriculum License program are inclusive of a minimum of 310 hours workingwith students with disabilities, and a minimum of 310 hours in an inclusion classroom setting (16 weeks total). These experiences are above therecommended standards for the field by NCTQ. The Elementary Education internship is inclusive of a minimum of 500 hours (15 weeks total), with twoplacements in both the lower and upper elementary grades. The 33 students in supervised clinical experiences for 2019-2020 reflect a total of 23Elementary and Secondary Education (undergraduate and graduate), 8 Special Education students, and 2 Reading Specialist students (AdvancedProgram) in student teaching during this academic year. The 2 FTE faculty supervising clinical experiences reflect 1 from the Elementary/Secondaryprograms and 1 the Special Education program supervising students through the field experience/student teaching phase of the program. The 2 adjunctfaculty supervising clinical experiences reflects 66 Cooperating Teachers, 46 in Elementary and Secondary Education, and 20 Supervisors/CooperatingTeachers in the Special Education program. STUDENT TEACHING: In Fall 2019, student teachers completed two placements over a 16-week semesterfor a total of 500 hours. Due to the COVID-19 shutdown of schools in mid-March 2020, all Spring 2020 CAS student teachers completed ten (10) weeks ofstudent teaching and met or exceeded the state's minimum requirement of 150 hours; CAS student teachers completed between 200-250 hours of directand non-direct instruction. PRACTICUM: Before Spring 2020, practicum students completed 90 hours per year (45 per semester in UED 480A Practicum Iand 45 in UED 480B Practicum II). In Spring 2020, practicum students were in the process of completing practicum hours and had logged 0 to 45 in-classroom hours before the COVID-19 shutdown of schools in mid-March 2020. With the school shutdowns, partnering schools discontinued practicumplacements immediately and did not resume practicum placements during the semester. To fill the gaps for those who had not yet met their 45-hour persemester requirement, the course professor provided virtual observations in the form of representative videos in lieu of in-classroom observations. Virtualobservations allowed students enrolled in practicum courses opportunities for reporting, lesson planning, and reflection on critical instruction elements. TheUniversity awarded course credit to students who satisfactorily completed all course assignments using a combination of in-classroom or virtualobservations. SPECIAL EDUCATION INTERNSHIPS: In Fall 2019, students for the Special Education program completed internship hours over the 16-week semester for a total of 310 hours per placement. In Spring 2020, because of school shut downs due to COVID-19, Special Education interns wereable to complete 10 out of 16 weeks teaching in a classroom setting at their schools. The remaining 6 weeks of the internship process was completedthrough virtual instruction based on the Emergency Learning Plans that schools implemented. During this time, the VDOE permitted modifications tolicensure program requirements. With these modifications, both instructional and non-instructional hours requirements were fulfilled. Also, sinceEducational Testing Centers closed abruptly in Mid-March due to the pandemic, many of the interns were not able to complete the state licensureassessments (VCLA and RVE) required for degree conferral.

Number of years required for teaching as the teacher of record in aclassroom

1

All Programs

Number of full-time equivalent faculty supervising clinical experienceduring this academic year (IHE staff)

Optional tool for automatically calculating full-time equivalent faculty in thesystem

2

Number of adjunct faculty supervising clinical experience during thisacademic year (IHE staff)

2

Number of cooperating teachers/K-12 staff supervising clinicalexperience during this academic year

66

Number of students in supervised clinical experience during thisacademic year

33

All Programs


Enrollment and Program Completers THIS PAGE INCLUDES:

In each of the following categories, provide the total number of individuals enrolled inteacher preparation programs for an initial teaching credential and the subset ofindividuals enrolled who also completed the program during the academic year.(§205(a)(1)(C)(ii))


Enrolled Student

Program Completer

Enrollment and Program Completers

Enrollment and Program Completers

2019-20 Total

Total Number of Individuals Enrolled 183

Subset of Program Completers 33

2019-20 Total

Gender Total Enrolled Subset of Program Completers

Male 31 5

Female 152 28

Non-Binary/Other 0 0

No Gender Reported 0 0

Gender Total Enrolled Subset of Program Completers

Race/Ethnicity Total Enrolled Subset of Program Completers

American Indian or Alaska Native 0 0

Asian 2 1

Black or African American 38 3

Hispanic/Latino of any race 2 0

Native Hawaiian or Other Pacific Islander 0 0

White 57 18

Race/Ethnicity Total Enrolled Subset of Program Completers

Race/Ethnicity Total Enrolled Subset of Program CompletersRace/Ethnicity Total Enrolled Subset of Program Completers

Two or more races 1 1

No Race/Ethnicity Reported 83 10


Teachers Prepared THIS PAGE INCLUDES:

On this page, enter the number of program completers by the subject area in which theywere prepared to teach, and by their academic majors. Note that an individual can becounted in more than one academic major and subject area. For example, if an individualis prepared to teach Elementary Education and Mathematics, that individual should becounted in both subject areas. If no individuals were prepared in a particular academicmajor or subject area, you may leave the cell blank. Please use the "Other" categorysparingly, if there is no similar subject area or academic major listed. In these cases, youshould use the text box to describe the subject area(s) and/or the academic major(s)counted in the "Other" category.

If your IHE offers both traditional and alternative programs, be sure to enter the programcompleters in the appropriate reports. For the traditional report, provide only the programcompleters in traditional programs within the IHE. For the alternative report, provide onlythe program completers for the alternative programs within the IHE.

After entering the teachers prepared data, save the page using the floating save box at thebottom of the page.


Academic Major

Teachers Prepared by Subject Area

Teachers Prepared by Academic Major

If your program has no teachers prepared, check the box above and leave the table below blank (or clear responses already entered).

What are CIP codes? The Classification of Instructional Programs (CIP) provides a taxonomic scheme that supports the accurate tracking and reporting offields of study and program completions activity. CIP was originally developed by the U.S. Department of Education's National Center for Education Statistics(NCES) in 1980, with revisions occurring in 1985, 1990, and 2000 (https://nces.ed.gov/ipeds/cipcode/Default.aspx?y=55).

Teachers Prepared by Subject AreaPlease provide the number of teachers prepared by subject area for academic year 2019-20.

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 beenprepared 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 cellblank. (§205(b)(1)(H))

What are CIP Codes?

No teachers prepared in academic year 2019-20

CIP Code Subject Area Number Prepared

13.10 Teacher Education - Special Education 8

13.1202 Teacher Education - Elementary Education 18

CIP Code Subject Area Number Prepared

CIP Code Subject Area Number PreparedCIP Code Subject Area Number Prepared

13.1203 Teacher Education - Junior High/Intermediate/Middle School Education 3

13.1210 Teacher Education - Early Childhood Education

13.1301 Teacher Education - Agriculture

13.1302 Teacher Education - Art

13.1303 Teacher Education - Business

13.1305 Teacher Education - English/Language Arts 1

13.1306 Teacher Education - Foreign Language

13.1307 Teacher Education - Health

13.1308 Teacher Education - Family and Consumer Sciences/Home Economics

13.1309 Teacher Education - Technology Teacher Education/Industrial Arts

13.1311 Teacher Education - Mathematics 1

13.1312 Teacher Education - Music

13.1314 Teacher Education - Physical Education and Coaching

13.1315 Teacher Education - Reading 3

13.1316 Teacher Education - Science Teacher Education/General Science

13.1317 Teacher Education - Social Science 1

13.1318 Teacher Education - Social Studies

13.1320 Teacher Education - Trade and Industrial

13.1321 Teacher Education - Computer Science

13.1322 Teacher Education - Biology

13.1323 Teacher Education - Chemistry

13.1324 Teacher Education - Drama and Dance

13.1328 Teacher Education - History 1

13.1329 Teacher Education - Physics

13.1331 Teacher Education - Speech

CIP Code Subject Area Number PreparedCIP Code Subject Area Number Prepared

Do participants earn a degree upon completion of the program?

If your program does not grant participants a degree upon completion, or has no teachers prepared, leave the table below blank (or clear responses already entered).

Teachers Prepared by Academic MajorPlease provide the number of teachers prepared by academic major for academic year 2019-20. For the purposes of this section, number preparedmeans the number of program completers. "Academic major" refers to the actual major(s) declared by the program completer. An individual can becounted 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))

Please note that the list of majors includes several "Teacher Education" majors, as well as several noneducation majors. Please use care in entering your majors toensure education-specific majors and non-education majors are counted correctly. For example, if an individual majored in Chemistry, that individual should becounted in the "Chemistry" academic major category rather than the "Teacher Education–Chemistry" category.

What are CIP Codes?

Yes

No

No teachers prepared in academic year 2019-20

13.1337 Teacher Education - Earth Science

13.14 Teacher Education - English as a Second Language

13.99 Education - Other Specify:

CIP Code Academic Major Number Prepared

13.10 Teacher Education - Special Education 8

13.1202 Teacher Education - Elementary Education 23

13.1203 Teacher Education - Junior High/Intermediate/Middle School Education 3

13.1210 Teacher Education - Early Childhood Education

13.1301 Teacher Education - Agriculture

13.1302 Teacher Education - Art

13.1303 Teacher Education - Business

13.1305 Teacher Education - English/Language Arts 1

13.1306 Teacher Education - Foreign Language

13.1307 Teacher Education - Health

CIP Code Academic Major Number Prepared

CIP Code Academic Major Number PreparedCIP Code Academic Major Number Prepared

13.1308 Teacher Education - Family and Consumer Sciences/Home Economics

13.1309 Teacher Education - Technology Teacher Education/Industrial Arts

13.1311 Teacher Education - Mathematics 1

13.1312 Teacher Education - Music

13.1314 Teacher Education - Physical Education and Coaching

13.1315 Teacher Education - Reading 3

13.1316 Teacher Education - General Science

13.1317 Teacher Education - Social Science 1

13.1318 Teacher Education - Social Studies

13.1320 Teacher Education - Trade and Industrial

13.1321 Teacher Education - Computer Science

13.1322 Teacher Education - Biology

13.1323 Teacher Education - Chemistry

13.1324 Teacher Education - Drama and Dance

13.1328 Teacher Education - History 1

13.1329 Teacher Education - Physics

13.1331 Teacher Education - Speech

13.1337 Teacher Education - Earth Science

13.14 Teacher Education - English as a Second Language

13.99 Education - Other Specify:

01 Agriculture

03 Natural Resources and Conservation

05 Area, Ethnic, Cultural, and Gender Studies

09 Communication or Journalism


11 Computer and Information Sciences

12 Personal and Culinary Services

14 Engineering

16 Foreign Languages, Literatures, and Linguistics

19 Family and Consumer Sciences/Human Sciences

21 Technology Education/Industrial Arts

22 Legal Professions and Studies

23 English Language/Literature 1

24 Liberal Arts/Humanities

25 Library Science

26 Biological and Biomedical Sciences

27 Mathematics and Statistics

30 Multi/Interdisciplinary Studies

38 Philosophy and Religious Studies

40 Physical Sciences

41 Science Technologies/Technicians

42 Psychology

44 Public Administration and Social Service Professions

45 Social Sciences

46 Construction

47 Mechanic and Repair Technologies

50 Visual and Performing Arts

51 Health Professions and Related Clinical Sciences

52 Business/Management/Marketing

54 History 1


99 Other Specify:


Program Assurances THIS PAGE INCLUDES:

Respond to the following assurances. Note: Teacher preparation programs should beprepared to provide documentation and evidence, when requested, to support thefollowing assurances. (§205(a)(1)(A)(iii); §206(b))

Program Assurances

1. Program 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.

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

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

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

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

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

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

8. Describe your institution's most successful strategies in meeting the assurances listed above:

Field experiences represent the heart of Regent University’s certification programs in education at the undergraduate and graduate levels. Throughcarefully structured placements teacher candidates apply theoretical constructs and research-based practices in authentic settings. Performance taskscompleted in clinical settings promote reflective thinking about these practices. University faculty members, in collaboration with experiencedprofessionals in the field, design, implement, and evaluate experiences to prepare candidates for their roles in schools as reflective decision-makers.Professional educators serving as field partners are certified experienced practitioners. Specifically, as a key element in each professional studiescourse, the student engages in a practicum placement. These placements must be in accredited private or public schools, requested through the FieldPlacement Coordinator. Students will be required to successfully complete 90 practicum/field experience hours (not including the studentteaching/internship experience). Designated faculty member(s) will supervise these experiences, and will do so in conjunction with cooperating teachersas appropriate. Students must complete and request a placement location each semester from the Field Placement Coordinator. Students may select a

Program Assurances

Yes

No

Yes

No

Yes

No

Program does not prepare special education teachers

Yes

No

Yes

No

Yes

No

Yes

No

school district which is geographically convenient. Students must comply with all school district placement requirements for serving within the schooldistrict (e.g... finger printing or background check). All placements are arranged through the department placement office and students are notified oncethe process is completed. PRACTICA: Practicum (field experiences) are divided into two levels: Tier I (observation) and Tier II (practica). The definitionand description of these experiences are as follows: Tier I, the beginning level of the practicum experience, is aligned with the foundational coursestaken early in the program. Tier I tasks include structured observations in general education classrooms, video interactions, and application exercises ofstrategies and skills. All tasks for observations, and applications flow from the course competencies. The observation report, video interactions, andapplications are guided and evaluated by the university instructor. Some applications involve one-on-one and small group interactions with students insettings other than the general classroom. All Tier I interactions prepare the student for Tier II of the practicum experience. Tier II, the more advancedlevel of the practicum experience (curriculum course and management), is aligned with courses taken later in the program. Tier II activities build on Tier Iexperiences and include structured observation in general education classrooms and varying degrees of involvement in classroom instruction. Theinteractions in the Tier II experiences are guided and evaluated by the university instructor and the cooperating teacher. Tier II experiences preparestudents for the internship experience. The level II practica require a more advanced practicum experience aligned with Curriculum and Assessments,Classroom Management and Instructional Strategies, and Characteristics of Students with Disabilities. Evaluations of the student’s performancethroughout the practicum include both formal and informal formative and summative evaluation. These placements are evaluated by the cooperatingteacher and University faculty using the Practicum Evaluation Form in the field. Students will complete at least forty-five (45) hours of practicumexperience in each of two (2) semester-long practicum courses aligned with professional studies coursework, for a minimum of ninety (90) practicumfield experience hours. The practicum experiences may include, but are not limited to: observation; interviews; lesson planning and preparation; one-on-one tutoring/instruction; small group tutoring/instruction; teaching lesson(s). Students will be required to provide descriptions of their experience that willinclude preparation, recording and reflection as determined by the supervising faculty member. The practicum experience will be included as part of thefaculty members overall assessment of the student in each of the professional studies courses. The internship consists of 500 hours divided betweentwo (2) placements for Elementary Education student teachers, middle and high school for Secondary Education student teachers, and 310 hours eachfor Special Education student teachers. Specifically, students are supervised by an experienced, licensed, cooperating teacher for one semester(approximately 75 days, 6 hours per day). These placements are completed in a fully accredited private or public school and are coordinated betweenthe School of Education and local school divisions. Students must complete at least one placement in a public school setting. The determination ofplacements for field experiences and internship experiences is based on several factors. These include licensing requirements, diversification of sitesover the candidates' preparation, quality of the program, and availability of qualified cooperating teachers, avoiding conflicts of interest, candidate'sresidence, and the service area of the university. In determining placements, it is of primary importance that Regent University’s licensing requirementsare met with respect to grade level and content area. Evaluation of the internship is achieved through a number of written assessments conducted by thecooperating teacher, school administrators, and university supervisors. Full details of the internship, together with the evaluation instruments that areused, can be found in the Student Teaching Handbook. The summative evaluation is a pass/fail assessment recommended by the university supervisorsand confirmed by the Director of Internships. Cooperating teachers are selected by the school divisions in consultation with school principals, so theirallocation to Regent University's teacher candidates is fixed at the time a placement is confirmed by a school division. The placement school is visitedprior to the internship by the university supervisor. The university supervisor(s) meet with cooperating teachers collectively at a site selected by theschool division to orient them to university expectations, processes, and procedures. The supervisor meets with the faculty to familiarize cooperatingteachers with the Student Teaching Handbook (including the evaluation instruments), and to answer any questions. This meeting is important, as it setsthe scene for the placement in advance of the teacher candidate's arrival at the school and establishes a relationship between the two professionalswho will be evaluating the internship. If possible, the supervisor also pays a courtesy call on the principal during this visit. NOTES: Student Teaching. InFall 2019, student teachers completed two placements over a 16-week semester for a total of 500 hours. Due to the COVID-19 shutdown of schools inmid-March 2020, all Spring 2020 CAS student teachers completed ten (10) weeks of student teaching and met or exceeded the state's minimumrequirement of 150 hours; CAS student teachers completed between 200-250 hours of direct and non-direct instruction. PRACTICUM: Before Spring2020, practicum students completed 90 hours per year (45 per semester in UED 480A Practicum I and 45 in UED 480B Practicum II). In Spring 2020,practicum students were in the process of completing practicum hours and had logged 0 to 45 in-classroom hours before the COVID-19 shutdown ofschools in mid-March 2020. With the school shutdowns, partnering schools discontinued practicum placements immediately and did not resumepracticum placements during the semester. To fill the gaps for those who had not yet met their 45-hour per semester requirement, the course professorprovided virtual observations in the form of representative videos in lieu of in-classroom observations. Virtual observations allowed students enrolled inpracticum courses opportunities for reporting, lesson planning, and reflection on critical instruction elements. The University awarded course credit tostudents who satisfactorily completed all course assignments using a combination of in-classroom or virtual observations. SPECIAL EDUCATIONINTERNSHIPS: In Fall 2019, internship students for the Special Education program completed internship hours over the 16-week semester for a total of310 hours per placement. In Spring 2020, because of school shuts downs due to the COVID-19 pandemic, Special Education interns completed 10 outof 16 weeks in the classroom. The remaining 6 weeks of the internship process were completed through virtual instruction. Instructional and non-instructional hours requirements were fulfilled. Since Educational Testing Centers also closed abruptly in mid-March due to the pandemic, many of theinterns were not able to complete the required state licensure assessments (VCLA and RVE) prior to degree conferral.

SECTION II: ANNUAL GOALS

Annual Goals: Mathematics THIS PAGE INCLUDES:

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


Quantifiable Goals

Report Progress on Last Year’s Goal (2019-20)

Review Current Year’s Goal (2020-21)

Set Next Year’s Goal (2021-22)

1. Did your program prepare teachers in mathematics in 2019-20?

If no, leave remaining questions for 2019-20 blank (or clear responses already entered).

2. Describe your goal.

The goal was to increase enrollment by 1 student.

3. Did your program meet the goal?

4. Description of strategies used to achieve goal, if applicable:

The undergraduate program relies on university recruitment efforts for program enrollment growth.

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

Beginning in Fall 2021, Regent University will offer a new degree and major, the Bachelor of Education in Secondary Mathematics, in hopes of enrollingmore students in this area. Regent believes the new degree and major-program are more clearly identifiable as one that provides content knowledgeand pedagogy for those seeking a teacher preparation program for secondary mathematics than the previous degree and major (B.S. in Math with aconcentration in secondary mathematics education).


Yes

No

Yes

No

6. Provide any additional comments, exceptions and explanations below:

7. Is your program preparing teachers in mathematics in 2020-21? If no, leave the next question blank.


The goal will be to increase program enrollment by 1 student.


Yes

No

9. Will your program prepare teachers in mathematics in 2021-22? If no, leave the next question blank.


Our goal is to increase by two (2) students.


Yes

No


Annual Goals: Science THIS PAGE INCLUDES:



Quantifiable Goals




1. Did your program prepare teachers in science in 2019-20?








Yes

No

Yes

No

7. Is your program preparing teachers in science in 2020-21? If no, leave the next question blank.



Yes

No

9. Will your program prepare teachers in science in 2021-22? If no, leave the next question blank.



Yes

No


Annual Goals: Special Education THIS PAGE INCLUDES:



Quantifiable Goals




1. Did your program prepare teachers in special education in 2019-20?



The program goals set for the 2019-2020 academic year for the Special Education Program was training 25 prospective students in our program and tocontinue collaboration with various departments and school divisions to promote our licensure program. Due to the COVID-19 pandemic, somelicensure students were unable to achieve degree conferral since testing centers were shut down during the time of SPRING 2020 graduation. Facultywill continue collaborating with various university departments and local K-12 school divisions to promote and develop corporate partnerships that offerbenefits for teaching candidates. We will also continue to target regions and school divisions in Virginia with significantly high populations ofprovisionally licensed teachers in state, and offer convenient opportunities to enroll in the state approved program in order to satisfy requirements for thefull renewable license. Our partnerships formed during the internship process will also continue to promote the Special Education Program. We will alsocontinue communicating testing assignment requirements as students complete courses so that all endorsement requirements are complete prior todegree conferral.




Faculty will continue collaborating with various university departments and local K-12 school divisions to promote and develop partnerships as we didwith a major school division this past year. We will continue to target regions and school divisions in Virginia with significantly high populations of


Yes

No

Yes

No

provisionally licensed teachers and provide testing assessment information and opportunities to enroll in the state approved program to satisfyrequirements for full licensure. We will also continue to ensure that the partnerships formed during the internships provides information concerning theprogram. We will also continue communicating testing assignment requirements as students complete courses so that all endorsement requirementsare complete prior to degree conferral.


Due to the COVID-19 pandemic,program completers decreased significantly during the 2019-2020 academic year. Students inability to complete theVCLA and the RVE Assessment prior to degree conferral impacted completer numbers. not being able to take licensure assessments prior to degreeconferral. Since testing centers were abruptly closed and took some time before offering the at home testing many students were not able to completethe assessments during this academic year.

7. Is your program preparing teachers in special education in 2020-21? If no, leave the next question blank.


We will prepare a total of 25 students for the 2020-2021 academic year, increasing participants by 5. Faculty will continue collaborating with variousuniversity departments and local K-12 school divisions to promote and develop corporate partnerships. We will also continue to target regions andschool divisions in Virginia with significantly high populations of provisionally licensed teacher in state, and offer convenient opportunities to enroll in thestate approved program in order to satisfy requirements for the full renewable license. Our partnerships formed during the internship process will alsocontinue to promote our Special Education Program.


Yes

No

9. Will your program prepare teachers in special education in 2021-22? If no, leave the next question blank.


We will prepare a total of 25 students for the 2021-2022 academic year increasing participants by 5. Faculty will continue collaborating with variousuniversity departments and local K-12 school divisions to promote and develop corporate partnerships. Seeking information regarding regions andschool divisions in Virginia with significantly high populations of provisionally licensed teacher in state will also be crucial for increased studentenrollment. Our partnerships formed during the internship process will also continue to promote our Special Education Program.


Yes

No


Annual Goals: Instruction of Limited EnglishProficient Students

THIS PAGE INCLUDES:



Quantifiable Goals




1. Did your program prepare teachers in instruction of limited English proficient students in 2019-20?








Yes

No

Yes

No

7. Is your program preparing teachers in instruction of limited English proficient students in 2020-21? If no, leave the next question blank.



Yes

No

9. Will your program prepare teachers in instruction of limited English proficient students in 2021-22? If no, leave the next question blank.



Yes

No

SECTION III: PROGRAM PASS RATES

Assessment Pass Rates THIS PAGE INCLUDES:

The pass rates table is populated from files provided by the testing company or state. Thetable provides information on the performance of the students in your teacher preparationprogram on each teacher credential assessment used by your state. In cases where astudent has taken a given assessment more than once, the highest score on that test isused. In the case of a teacher preparation program with fewer than 10 scores reported onany single initial teacher credential assessment during an academic year, the programshall collect and publish information with respect to an average pass rate and scaled scoreon each state credential assessment taken over a three-year period. (§205(a)(1)(B))

Please note that this page does not have an edit feature as the pass rates have alreadybeen through several rounds of verification. If you identify an error, please contactWestat's Title II Support Center and your testing company representative.


Pass rate

Scaled score

Teacher credential assessment

Assessment Pass Rates

Assessment Pass Rates

Assessment code - Assessment nameTest CompanyGroup

Numbertakingtests

Avg.scaledscore

Numberpassingtests

Passrate(%)

5003 -ELEMENTARY EDUCATION: MATHEMATICS Educational Testing Service (ETS) Other enrolled students

19 168 15 79

5003 -ELEMENTARY EDUCATION: MATHEMATICS Educational Testing Service (ETS) All program completers, 2019-20

18 180 18 100


20 180 20 100


25 181 25 100

5005 -ELEMENTARY EDUCATION: SCIENCE Educational Testing Service (ETS) Other enrolled students

17 169 14 82

5005 -ELEMENTARY EDUCATION: SCIENCE Educational Testing Service (ETS) All program completers, 2019-20

18 169 18 100


Numbertakingtests

Avg.scaledscore

Numberpassingtests

Passrate(%)


Numbertakingtests

Avg.scaledscore

Numberpassingtests

Passrate(%)


Numbertakingtests

Avg.scaledscore

Numberpassingtests

Passrate(%)


20 174 20 100


25 175 25 100

5004 -ELEMENTARY EDUCATION: SOCIAL STUDIES Educational Testing Service (ETS) Other enrolled students

18 168 15 83

5004 -ELEMENTARY EDUCATION: SOCIAL STUDIES Educational Testing Service (ETS) All program completers, 2019-20

18 172 18 100


20 169 20 100


25 173 25 100

5002 -ELEMENTARY EDUCATION:READING / LANG. ARTS Educational Testing Service (ETS) Other enrolled students

17 169 14 82

5002 -ELEMENTARY EDUCATION:READING / LANG. ARTS Educational Testing Service (ETS) All program completers, 2019-20

18 169 18 100


20 173 20 100


25 174 25 100

5038 -ENGLISH LANGUAGE: CONTENT KNOWLEDGE Educational Testing Service (ETS) Other enrolled students

4

5038 -ENGLISH LANGUAGE: CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2018-19

2

5038 -ENGLISH LANGUAGE: CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2017-18

2

5161 -MATHEMATICS: CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2019-20

3

5161 -MATHEMATICS: CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2018-19

1


Numbertakingtests

Avg.scaledscore

Numberpassingtests

Passrate(%)


Numbertakingtests

Avg.scaledscore

Numberpassingtests

Passrate(%)

5306 -READING FOR VA EDUCATORS ELEMENTARY & SPECIAL ED Educational Testing Service (ETS) Other enrolled students

28 167 23 82

5306 -READING FOR VA EDUCATORS ELEMENTARY & SPECIAL ED Educational Testing Service (ETS) All program completers, 2019-20

25 173 25 100


40 171 40 100


40 173 40 100

0304 -READING FOR VA EDUCATORS READING SPECIALIST Educational Testing Service (ETS) Other enrolled students

1

5304 -READING FOR VA EDUCATORS READING SPECIALIST Educational Testing Service (ETS) Other enrolled students

1

5304 -READING FOR VA EDUCATORS READING SPECIALIST Educational Testing Service (ETS) All program completers, 2019-20

2


2


18 178 18 100

5081 -SOCIAL STUDIES: CONTENT KNOWLEDGE (CBT) Educational Testing Service (ETS) All program completers, 2019-20

1

5081 -SOCIAL STUDIES: CONTENT KNOWLEDGE (CBT) Educational Testing Service (ETS) All program completers, 2018-19

3

099 -VCLA Evaluation Systems group of Pearson Other enrolled students

60 500 52 87

099 -VCLA Evaluation Systems group of Pearson All program completers, 2019-20

31 509 31 100


47 509 47 100


49 512 49 100

SECTION III: PROGRAM PASS RATES

Summary Pass Rates THIS PAGE INCLUDES:

The pass rates table is populated from files provided by the testing company or state. Thetable provides information on the performance of the students in your teacher preparationprogram on each teacher credential assessment used by your state. In cases where astudent has taken a given assessment more than once, the highest score on that test isused. In the case of a teacher preparation program with fewer than 10 scores reported onany single initial teacher credential assessment during an academic year, the programshall collect and publish information with respect to an average pass rate and scaled scoreon each state credential assessment taken over a three-year period. (§205(a)(1)(B))

Please note that this page does not have an edit feature as the pass rates have alreadybeen through several rounds of verification. If you identify an error, please contactWestat's Title II Support Center and your testing company representative.


Pass rate

Scaled score

Teacher credential assessment

Summary Pass Rates

Summary Pass Rates

Group Numbertakingtests

Numberpassingtests

Passrate(%)

All program completers, 2019-20 33 33 100



Group Numbertakingtests

Numberpassingtests

Passrate(%)

SECTION IV: LOW-PERFORMING

Low-Performing THIS PAGE INCLUDES:

Provide the following information about the approval or accreditation of your teacherpreparation program. (§205(a)(1)(D), §205(a)(1)(E))

Low-Performing

1. Is your teacher preparation program currently approved or accredited?

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

Regionally Accredited by SACSCOC

2. Is your teacher preparation program currently under a designation as "low-performing" by the state?

Low-Performing

Yes

No

State

CAEP

AAQEP

Other specify:

Yes

No

SECTION V: USE OF TECHNOLOGY

Use of Technology THIS PAGE INCLUDES:

On this page, review the questions regarding your program's use of technology. If yousubmitted an IPRC last year, this section is pre-loaded from your prior year's report;please review and update as necessary.

After reviewing and updating as necessary, save the page using the floating save box atthe bottom of the page.

Use of Technology

1. Provide the following information about the use of technology in your teacher preparation program. Please note that choosing 'yes' indicates thatyour teacher preparation program would be able to provide evidence upon request. (§205(a)(1)(F))

Does your program prepare teachers to:

a. integrate technology effectively into curricula and instruction

b. use technology effectively to collect data to improve teaching and learning

c. use technology effectively to manage data to improve teaching and learning

d. use technology effectively to analyze data to improve teaching and learning

2. Provide a description of the evidence that your program uses to show that it prepares teachers to integrate technology effectively into curriculaand instruction, and to use technology effectively to collect, manage, and analyze data in order to improve teaching and learning for the purpose ofincreasing student academic achievement. Include a description of the evidence your program uses to show that it prepares teachers to use theprinciples of universal design for learning, as applicable. Include planning activities and a timeline if any of the four elements listed above are notcurrently in place.

While the traditional teacher preparation programs integrate the effective use of technology embedded throughout all of the required courses, the belowcourses give intentional emphasis in preparing teachers to integrate technology effectively. ALL PROGRAMS: EDUC 500 Online Orientation (0):Required during the first semester of enrollment in some programs; acclimates students to Blackboard, the platform from which online classes arelaunched. UNIV LIB Information Research & Resources (0): Non-credit, free of charge. Teaches basic competencies in the use of computer and relatedinformation technology research and resources, including use of the library. Enroll in the course in the first semester. Required of graduation. Pass/Fail.ELEMENTARY EDUCATION PROGRAM: EELM 505 Teaching Social Studies and Technology (3): Methods and best practices to teach History andSocial Science concepts associated with Virginia Studies, Colonial History, Economics, Geography, and Cultures in the elementary classroom. Courseintegrates technology as a tool for research. ESTM 510: Teaching Science and Technology in Education (3): Methods and best practices used to teachscience in elementary school. Topics include inquiry, life, physical, and earth science topics, as well as the development of habits of mind associatedwith science. Course integrates technology as a tool for collection and analysis of data. ESTM 520: Teaching Math and Technology (3): Methods andbest practices to teach mathematics and mathematical concepts associated with Number Sense, Geometry, Measurement, Probability and Statistics inthe elementary classroom. Course integrates technology as a tool for mathematical problem solving. Fifteen hour practicum associated with course.UED 400/ ECUR 500 Curriculum Design and Instructional Techniques (3): Provides learners with research-based knowledge and skills necessary to

Use of Technology

Yes

No

Yes

No

Yes

No

Yes

No

analyze exemplary curricula and appropriate assessment practices including familiarity with the Virginia Standards of Learning, informative feedbackmechanisms, and school system implementation. Students consider proper selection and use of materials including media and computers whileevaluating the process and implementation of school-based curriculum design, as well as the linkage between assessment data and instructionaldesign. UED 495/ EFND 595 Field Experience/Student Teaching (6): One semester (500-hour) supervised student teaching field placement experiencein an appropriate classroom setting. UED 496/ EFND 596 Field Experience E-Portfolio (1): Use of electronic performance portfolios to documentstudent learning and professional reflection (taken concurrently with the Elementary PreK-6 internship experience). Prerequisite: UIS 350. Cross-listedwith EFND 596. UIS 350 Technology for Educators (2): Technology integration with a macro-level framework: planning, implementation and evaluation.Virginia technology standards introduced issues regarding usefulness and effectiveness of technology integration in education. SPECIAL EDUCATIONPROGRAM: Technology standards remain embedded within all courses of the program. ETSP 570 Instructional Methods for Students with Disabilities(3): Learning disabilities, emotional/behavioral disabilities, and mental retardation investigated from theoretical, philosophical, medical, and legalperspectives. Emphasis on instructional methods for students with learning and behavioral concerns including Attention Deficit Disorder. The impact oflearning disabilities, emotional/behavioral disabilities, and mental retardation across the life span with emphasis on curriculum, instructional strategies,and transition issues will be studied. Interpretation of assessment and Individualized Education Plans (IEPs) are included. ETSP 576 Data DrivenAssessment (3): The study of achievement assessment, IQ test, validity and reliability, constructs, construction of authentic assessment and scoring,norm referenced v. criterion referenced, determination of biased assessments and factors that may influence assessment such as cultural, behavioral,and learning diversity. Administration, scoring, and interpretation of commonly used individual and group instruments, including norm-referenced,criterion-referenced, and curriculum-based measures and task analysis, observation, portfolio, and environmental assessments; and synthesis andinterpretation of assessment findings for eligibility, program planning, and program evaluation decisions will be addressed. ETSP 561 Field ExperienceIII Internship Students with Disabilities (3): A university supervised experience providing the opportunity to assume total teaching responsibilities underthe guidance of a mentor teacher in resource and/or self-contained settings. Students will participate in a classroom for students with learningdisabilities, emotional/behavioral disabilities and/or intellectual disabilities. Design and implementation of assessment and instruction with literacy(reading, writing & speaking) and math interventions emphasized through studies in the general curriculum. Participation in virtual learning seminarswere effectively used to discuss relevant issues and problem solve with other students during the middle of each semester. ETSP 561A FieldExperience IIIA Internship Inclusion (3): A university supervised experience providing the opportunity to assume total teaching responsibilities under theguidance of a mentor teacher in an inclusive setting. Students will participate in an inclusive classroom that includes students with learning disabilities,emotional/behavioral disabilities and/or intellectual disabilities. Design and implementation of assessment and instruction with literacy (reading, writing& speaking) and math interventions emphasized through studies in the general curriculum. Participation in virtual learning seminars were effectivelyused to discuss relevant issues and problem solve with other students during the middle of each semester. In addition, all students continue to utilizetechnology throughout various course work assignments that link technology to standards, differentiation, assessment, personalized learning, etc. inevery class. This ensures that our students are prepared and qualified to teach in a 21st century K-12 classroom setting. ADDITIONAL NOTES: The useof instructional technology tools such as Zoom, Panopto, Blackboard, and other digital tools were increased for undergraduate and postgraduatestudents due to the pandemic. Synchronous and Asynchronous instruction was also increased during this academic year for both programs.

SECTION VI: TEACHER TRAINING

Teacher Training THIS PAGE INCLUDES:

Provide the following information about your teacher preparation program. (§205(a)(1)(G))

Teacher Training

1. Provide a description of the activities that prepare general education teachers to:

a. Teach students with disabilities effectively

While the traditional teacher preparation programs integrate the effective use of differentiation of instruction throughout all of the required courses, thebelow courses give intentional emphasis in preparing teachers to meet the needs of students with disabilities. EELM 551 Students with Disabilities(3): Learning disabilities, intellectual disabilities, emotional disorders, and the characteristics of students with hearing, vision and/or physicalImpairments. Survey the range of conditions, which contribute to students being eligible for special education services. Presents an overview ofidentification, assessment, program options and intervention services. UED 451 Students with Disabilities (3): Learning disabilities, intellectualdisabilities, emotional disorders, and the characteristics of students with hearing, vision and/or physical impairments. Survey the range of conditions,which contribute to students being eligible for special education services. Presents an overview of identification, assessment, program options andintervention services. Cross-listed with EELM 551

b. Participate as a member of individualized education program teams, as defined in section 614(d)(1)(B) of the Individuals with DisabilitiesEducation Act.

The below courses give intentional emphasis in preparing teachers to meet the needs of students with disabilities. EELM 551 Students withDisabilities (3) Learning disabilities, intellectual disabilities, emotional disorders, and the characteristics of students with hearing, vision and/orphysical Impairments. Survey the range of conditions, which contribute to students being eligible for special education services. Presents an overviewof identification, assessment, program options and intervention services. UED 451 Students with Disabilities (3) Learning disabilities, intellectualdisabilities, emotional disorders, and the characteristics of students with hearing, vision and/or physical impairments. Survey the range of conditions,which contribute to students being eligible for special education services. Presents an overview of identification, assessment, program options andintervention services. Cross-listed with EELM 551

c. Effectively teach students who are limited English proficient.

The program prepares general education teachers to teach students with disabilities, participate as a member of individualized education programteams, and teach students who are limited English proficient through the following coursework and practicum experiences: ETSL 505 Serving EnglishLanguage Learners in K-12 Classrooms (3): This course is designed to prepare teachers to provide linguistically and culturally appropriate instructionfor English Language Learners (ELLs) in K-12 classrooms. The course is appropriate for prospective and current ESL teachers and generalclassroom teachers. UIS 440/ETSL 540 Multi-Cultural Education (3): Overview of principles and practices for providing effective instructionalprograms for linguistically and culturally diverse student populations. Explores current issues in multi-cultural education, with an emphasis on thesecond language learner and TESOL curriculum development. Includes examination of socio-cultural variables in the instructional setting. ETSL 560First & Second Language Acquisition (3): Review of research findings regarding first and second language acquisition with emphasis on the second-language learner and TESOL curriculum development. EELM 580 Practicum (2) Demonstrate proficiency in planning, implementing and evaluatinginstruction for diverse classrooms. Repeatable for credit. UED 451/EELM 551 Students with Disabilities (3): Learning disabilities, intellectualdisabilities, emotional disorders, and the characteristics of students with hearing, vision and/or physical impairments. Survey the range of conditions,which contribute to students being eligible for special education services. Presents an overview of identification, assessment, program options andintervention services. Practicum required. EFND 508 Teaching Reading in the Elementary Grades (3) Addresses the nature of reading, stages ofreading development, approaches to reading instruction, word identification strategies including explicit phonics, fluency development, and vocabularyand comprehension instruction. Other course topics include fostering independent reading using a variety of literature, evaluation including familiaritywith the VA SOL, and attention to diversity in the classroom. This course includes as competencies a classroom observation and practicumexperience. A 15-hour classroom observation and practicum experience is required. Cross-listed with UED 408.

Teacher Training

2. Does your program prepare special education teachers?

If yes, provide a description of the activities that prepare special education teachers to:

a. Teach students with disabilities effectively

The program prepares special education teachers to teach students with disabilities, participate as a member of individualized education programteams, and teach students who are limited English proficient through the following coursework and practicum experiences: ETSP 550 Legal & EthicalAspects Associated with Students with Disabilities (3): Surveys key legislative and judicial decisions that have shaped the current special educationlaws and policies. Understand the laws that must be kept in mind for every professional associated with special education. Ethical frameworks will bedeveloped for appropriate decision making around key issues. ETSP 551 Characteristics of Students with Disabilities (3): Discusses students whodemonstrate patterns of behavior consistent with learning disabilities, mild mental retardation and emotional disorders, and the characteristics ofstudents with hearing, vision and/or physical impairments. Survey the range of conditions, which contribute to students being eligible for specialeducation services. Presents an overview of identification, assessment, program options and intervention services. This course includes ascompetencies a classroom observation and practicum experience. ETSP 552 Behavior Management & Social Skills Training (3): In-depth, research-based study of the causes and corresponding solutions to typical as well as extraordinary classroom management problems. Reviews the knowledgebase on teaching socially appropriate behavior. Identifies appropriate behavioral interventions and social skill teaching strategies through casestudies, simulations and role-playing. Emphasizes modifying strategies based on learning style and cultural considerations. ETSP 553 LanguageAcquisition & the Communicative Arts (3): This course prepares participants to develop students’ communicative competence through a focus of thelanguage modes: listening, speaking, and writing. The course content addresses language development, language theories, and best practices ofassessing and teaching language. Particular attention will be given to language difficulties of students with mild disabilities, and/or language deficit,and/or second language acquisition. ETSP 554 Assessing & Teaching Reading of Narrative & Expository Texts (4): This course will prepareparticipants to assess reading skills and to teach reading to student with mild disabilities and/or language deficit and/or second language acquisition.The course will specifically address reading processes, approaches, and stages, early intervention practices, corrective reading, diagnosis andremediation of reading problems, and assessment and instruction of reading in the content areas. Investigate and analyze record reviews andinterviews; design, administer, and interpret tests; write reports; and design, implement, and critique instruction. The focus will be on the applicationand generalization of knowledge to realistic classroom situations. ETSP 555 Collaboration & Consultation (2): In this course participants will acquirethe necessary knowledge base and skills to collaborate and/or consult with other professionals, students, and parents. Particular attention will begiven to teaming, collaborative consultation, and co-teaching. ETSP 556 Assessing & Teaching Mathematics to Students with Special Needs (3):Discusses math standards and curriculum, as well as methods for diagnosis, remediation, instructional design and curriculum adaptation. Identifystudents with math difficulties; conduct record reviews and interviews; administer and interpret formal and informal tests; write reports; and design,implement and critique instruction. ETSP 561 Field Experience III Internship Students with Disabilities (3): Design, implement, assess and monitorreading and mathematics interventions in a classroom serving students with learning disabilities, mental retardation and/or behavioral disorders.University-supervised field experience provides the opportunity to assume total teaching responsibilities under the guidance of a mentor teacher inboth resource and inclusive settings. Due to the COVID-19 Pandemic, a virtual seminar was implemented in place of on campus meetings to discussrelevant issues and problem solve with other students. Prerequisites: completion of all coursework leading to endorsement. ETSP 561A FieldExperience III A Internship Inclusion (3): Design, implement, assess and monitor reading and mathematics interventions in a classroom servingstudents with learning disabilities, mental retardation and/or behavioral disorders. University-supervised field experience provides the opportunity toassume total teaching responsibilities under the guidance of a mentor teacher in both resource and inclusive settings. Meet in an on campus seminarto discuss relevant issues and problem solve with other students. Prerequisites: completion of all coursework leading to endorsement. ETSP 570Instructional Methods for Students with Disabilities (3): Learning disabilities, emotional/behavioral disabilities, and mental retardation investigatedfrom theoretical, philosophical, medical, and legal perspectives. Emphasis on instructional methods for students with learning and behavioralconcerns including Attention Deficit Disorder. The impact of learning disabilities, emotional/behavioral disabilities, and mental retardation across thelife span with emphasis on curriculum, instructional strategies, and transition issues will be studied. Interpretation of assessment and IndividualizedEducation Plans (IEPs) are included. ETSP 574 K-12 Reading Assessment and Instruction Across Content Areas (3): Advancing literacy (readingand writing skills) across subjects and grade levels. Techniques that support independent reading, writing, and learning and organization,summarizing, note-taking, reading/writing strategies and techniques, and reflective thought in content courses will be covered. ETSP 576 Data DrivenAssessment (3) The study of achievement assessment, IQ test, validity and reliability, constructs, construction of authentic assessment and scoring,norm referenced v. criterion referenced, determination of biased assessments and factors that may influence assessment such as cultural, behavioral,and learning diversity. Administration, scoring, and interpretation of commonly used individual and group instruments, including norm-referenced,criterion-referenced, and curriculum-based measures and task analysis, observation, portfolio, and environmental assessments; and synthesis andinterpretation of assessment findings for eligibility, program planning, and program evaluation decisions will be addressed. ETSP 581 Foundations ofEducation and Human Growth and Development (3) Foundations of education in the U.S. from historical, philosophical, and sociologicaldevelopment,and various worldviews. This course covers the physical, cognitive, cultural, social/emotional, spiritual, and psychological development ofchildren and adolescents with an emphasis on theories of human development, and incorporating children’s individual differences. Individualdifferences, such as socio-economic, racial, ethnic, religious, physical, and mental, approximate timing and effects of age-related changes and at-riskfactors on normal development (for instance, attention deficit disorder, substance abuse, child abuse, and family disruptions). EFND 598 ProfessionalProject (1) Before the awarding of a degree, successfully complete a culminating experience. For most, the project will consist of providing evidence,in the form of a portfolio, that critical program competencies have been met.

Yes

No

b. Participate as a member of individualized education program teams, as defined in section 614(d)(1)(B) of the Individuals with DisabilitiesEducation Act.

The program prepares special education teachers to teach students with disabilities, participate as a member of individualized education programteams, and teach students who are limited English proficient through the following coursework and practicum experiences: ETSP 550 Legal & EthicalAspects Associated with Students with Disabilities (3): Surveys key legislative and judicial decisions that have shaped the current special educationlaws and policies. Understand the laws that must be kept in mind for every professional associated with special education. Ethical frameworks will bedeveloped for appropriate decision making around key issues. ETSP 551 Characteristics of Students with Disabilities (3): Discusses students whodemonstrate patterns of behavior consistent with learning disabilities, mild mental retardation and emotional disorders, and the characteristics ofstudents with hearing, vision and/or physical impairments. Survey the range of conditions, which contribute to students being eligible for specialeducation services. Presents an overview of identification, assessment, program options and intervention services. This course includes ascompetencies a classroom observation and practicum experience. ETSP 552 Behavior Management & Social Skills Training (3): In-depth, research-based study of the causes and corresponding solutions to typical as well as extraordinary classroom management problems. Reviews the knowledgebase on teaching socially appropriate behavior. Identifies appropriate behavioral interventions and social skill teaching strategies through casestudies, simulations and role-playing. Emphasizes modifying strategies based on learning style and cultural considerations. ETSP 570 InstructionalMethods for Students with Disabilities (3): Learning disabilities, emotional/behavioral disabilities, and mental retardation investigated fromtheoretical, philosophical, medical, and legal perspectives. Emphasis on instructional methods for students with learning and behavioral concernsincluding Attention Deficit Disorder. The impact of learning disabilities, emotional/behavioral disabilities, and mental retardation across the life spanwith emphasis on curriculum, instructional strategies, and transition issues will be studied. Interpretation of assessment and Individualized EducationPlans (IEPs) are included.

c. Effectively teach students who are limited English proficient.

The program prepares special education teachers to teach students who are limited English proficient through the following coursework andpracticum experiences: ETSP 553 Language Acquisition & the Communicative Arts (3): This course prepares participants to develop students’communicative competence through a focus of the language modes: listening, speaking, and writing. The course content addresses languagedevelopment, language theories, and best practices of assessing and teaching language. Particular attention will be given to language difficulties ofstudents with mild disabilities, and/or language deficit, and/or second language acquisition. ETSP 554 Assessing & Teaching Reading of Narrative &Expository Texts (4): This course will prepare participants to assess reading skills and to teach reading to student with mild disabilities and/orlanguage deficit and/or second language acquisition. The course will specifically address reading processes, approaches, and stages, earlyintervention practices, corrective reading, diagnosis and remediation of reading problems, and assessment and instruction of reading in the contentareas. Investigate and analyze record reviews and interviews; design, administer, and interpret tests; write reports; and design, implement, andcritique instruction. The focus will be on the application and generalization of knowledge to realistic classroom situations. ETSP 574 K-12 ReadingAssessment and Instruction Across Content Areas (3): Advancing literacy (reading and writing skills) across subjects and grade levels. Techniquesthat support independent reading, writing, and learning and organization, summarizing, note-taking, reading/writing strategies and techniques, andreflective thought in content courses will be covered. ETSP 581 Foundations of Education and Human Growth and Development (3) Foundations ofeducation in the U.S. from historical,philosophical, and sociological development,and various worldviews. This course covers the physical, cognitive,cultural, social/emotional, spiritual, and psychological development of children and adolescents with an emphasis on theories of human development,and incorporating children’s individual differences. Individual differences, such as socio-economic, racial, ethnic, religious, physical, and mental,approximate timing and effects of age-related changes and at-risk factors on normal development (for instance, attention deficit disorder, substanceabuse, child abuse, and family disruptions).

Contextual Information THIS PAGE INCLUDES:

On this page, review the contextual information about your program. If you submitted anIPRC last year, this section is pre-loaded from your prior year's report; please review andupdate as necessary.

After reviewing and updating as necessary, save the page using the floating save box atthe bottom of the page.

Contextual Information

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

The following is a description of Regent University's School of Education Programs: Regent University's School of Education (SOE) delivers excellence inteaching, research and service so that students experience graduate school at its best. Our regionally and nationally accredited programs are taught by aninternationally accomplished faculty of writers, scholars and practitioners who provide K-12 teacher training, higher education training and professionaldevelopment for teachers in both public and private school settings that may lead to initial licensure or optional add-on endorsements such as MathSpecialist, Reading Specialist, Gifted Education, Administration & Supervision and K-12 Special Education. Elementary Education and Secondaryendorsements in English, History and Social Science, and Mathematics are also available at the undergraduate level through the College of Arts andSciences. At Regent, our faith-based teacher training will challenge students to build the skills, knowledge and wisdom needed to serve and elevate othersat the highest level. Although we lead by example through community service initiatives that support our local teachers and administrators, it is our award-winning graduates who demonstrate how our hands-on, values-based programs transform lives as well as classrooms. Our faculty are acclaimedpractitioners who hold students to a high standard of academic excellence and biblical character — modeled within and beyond the classroom. That's theRegent difference. The result? Generations of students reaching higher and achieving more academically and personally. M.ED. SPECIAL EDUCATIONPROGRAM: Regent’s CAEP-accredited Master of Education in K-12 Special Education (Licensure) is designed for those seeking K-12 teacher licensurewith an endorsement in special education, as well as special educators seeking further training. The program provides the opportunity for completers toincrease understanding of special education laws and study best practices in disability services, teaching gifted students, addressing behavior disorders,and the use of assistive technology. M.Ed. Reading Specialist: The gift of reading opens up possibilities not yet imagined. Teachers can help unlock thepotential in each student through Regent’s CAEP-accredited Master of Education in Reading Specialist (with endorsement) program. Designed to meetthe growing demand for trained reading specialists, completers will enjoy competency-based courses that fulfill the requirements for a Virginia ReadingSpecialist endorsement while earning a master’s degree. ELEMENTARY EDUCATION PROGRAM: Regent’s Bachelor of Education in ElementaryEducation is designed for students seeking to be Pre-K-6 teachers. This program explores diverse early childhood understandings through a range ofstudy and performance assessments. Students will also learn about human growth and development, curriculum and instructional procedures, and gainhands-on experience as an intern. Presented from a Christian worldview, courses are taught on campus by award-winning faculty in Virginia Beach.Regent’s Bachelor of Education in Secondary English is designed for aspiring educators who have a passion for language arts and literature. Completerwill be prepared to teach at the middle or high school level while also be equipped in reading, writing, interpretation, and critical analysis. Regent’sBachelor of Education in Secondary Mathematics equips you completers with the knowledge and skills needed to seek licensure and teach math at themiddle or high school level – grades 6 -12. Program completers will be equipped with math theory, practical application, and mathematical concepts andreasoning. Students will also learn to develop instructional lessons, units, and assessments. Application of adolescent development theories, classroommanagement strategies, and instructional- technology to teach diverse learners occur during the student teaching experiences. Regent’s Bachelor ofEducation in Secondary History & Social Science equips completers with the knowledge and skills needed to seek licensure and teach grades 6-12.Students will be prepared to teach at the middle or high school level while gaining a real-world field experience. Students will also be equipped in history,geography, civics, and economics, as defined by the Virginia History and Social Science Standards of Learning. Additional information describing thetraditional teacher preparation programs may be located online at: https://www.regent.edu/program/med-in-k-12-special-education-licensure/https://www.regent.edu/program/med-in-reading-specialist-endorsement/ https://www.regent.edu/program/bed-in-elementary-education-licensure-track/https://www.regent.edu/program/bed-in-early-primary-education-licensure-track/ https://www.regent.edu/program/bed-in-secondary-history-social-science-licensure-track/

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Contextual Information

Supporting Files

You may upload files to be included with your report card. You should only upload PDF or Microsoft Word or Excel files. These files will be listed aslinks in your report card. Upload files in the order that you'd like them to appear.

Report Card Certification

NAME OF RESPONSIBLE REPRESENTATIVE FOR TEACHER PREPARATION PROGRAM:

TITLE:

NAME OF REVIEWER:

TITLE:

Please make sure your entire report card is complete and accurate before completing this section. Once your report card is certified you will not be able to edit yourdata.

Certification of submission

Certification of review of submission

I certify that, to the best of my knowledge, the information in this report is accurate and complete and conforms to the definitions and instructions used in theHigher Education Opportunity Act, Title II: Reporting Reference and User Manual.

I certify that, to the best of my knowledge, the information in this report is accurate and complete and conforms to the definitions and instructions used in theHigher Education Opportunity Act, Title II: Reporting Reference and User Manual.

Institution - Regent University

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