College of Education and Behavioral Sciences

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Evidence of Use of Kentucky Core Academic Standards in the Pre-Service Education Programs

Shortcuts: Evidence Narrative | Documentation and Evidence | Training of Faculty

Narrative:

The School of Teacher Education (STE) within the College of Education and Behavioral Sciences (CEBS) is committed to ensuring that all pre-service teachers are in courses that provide them with rich and meaningful experiences with incorporating the Kentucky Core Academic Standards in their instructional planning. All faculty within the STE were trained on ways to engage pre-service teachers with using the KCAS, to be fluent with the KCAS, to use the KCAS to develop learning targets, align formative assessments, and to communicate expectations and progress to students and parents. The STE is documenting the incorporation of KCAS in each teacher preparation course using the following framework:

Phase 1: All course syllabi specify how the KCAS will be incorporated as a requirement within all courses and exactly what pre-service teachers will be doing to demonstrate learning/proficiency with using the KCAS.
Timeline: complete August 2011

Phase 2: Examples of the following will be posted on-line to demonstrate student learning/proficiency with using the KCAS. Examples will include: Teacher Work Samples; electronic portfolio entries of Critical Performances that include student work with KCAS; Lesson Plan formats that specify the inclusion of incorporation of KCAS within instructional plans.
Timeline: Examples of student work will be posted on-line beginning January 2012.

Phase 3: Multimedia model lessons of pre-service teachers using the KCAS within instructional settings.
Timeline: Examples of multimedia model lessons will be on-line by fall semester 2012.

Evidence of KCAS required within all courses:
http://www.wku.edu/cebs/kcas/

 

Documentation and Evidence Reporting

 

ELEMENTARY EDUCATION
ELED Faculty:

• Attended all-day Professional Development on Common Core led by Dr. Pam Petty (spring 2011)
• Dr .Petty met with ELED faculty to facilitate embedding standards into courses (spring 2011)
• ELED faculty meetings – discuss how embed Common Core into classes (Fall 2011)

KCAS within Courses:

ELED 345 – train students how to read and work with Kentucky Core Academic Standards; students are required to address English Language Arts or Mathematics standards in 3 lesson plans developed in course.
ELED 365 – train students how to read and work with Kentucky Core Academic Standards – students are required to address English Language Arts standards in social studies unit.
ELED 407 – students are required to address Kentucky Core Academic Standards in English Language Arts in Critical Performance: social studies lesson.
ELED 405 – students are required to address Kentucky Core Academic Standards in mathematics lesson
ELED 465 – students are required to address Kentucky Core Academic Standards in mini Teacher Work Sample developed for course.
EDU 489 - students are required to address Kentucky Core Academic Standards in Teacher Work Sample developed for course.
Example of integration of how standards are integrated:

Integration of Kentucky Core Academic Standards for Literacy:

• Literacy Standard
• Task
• Assessment
• Reading
• Vocabulary centers
• Content Outline

Product criteria includes: Determine the meaning of general academic and domain-specific words and phrases in text to a subject area

Writing: Analysis of student learning, student self-assessment task, reflection
Product criteria includes: Write informative/explanatory texts to examine a topic and convey ideas and information clearly

Listening/Speaking: Student self assessment task
Product criteria includes: Ask and answer questions about information from a speaker, offering appropriate elaboration and detail

Language: Lesson plans/reflections
Product criteria includes: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing

 

LITERACY

Implementation of Kentucky Core Academic Standards (KCAS), English Language Arts/Literacy

Since spring 2011, the Literacy Program faculty have worked to integrate KCAS into their courses to ensure students understand and are prepared to implement the new standards in Kentucky public schools. During the 2010-2011 academic year faculty participated in two sessions delivered to the School of Teacher Education faculty led by Dr. Pam Petty. The sessions introduced the standards, provided an overview of the new standards, and addressed the requirements of Senate Bill 1 (SB 1, 2009).

We met June 1, 2011, to discuss the implementation of KCAS in our program area. Dr. Petty reiterated Senate Bill 1 (2009) requirements regarding the new standards. WKU students must be fluent with the standards and understand learning targets. Students must be able to construct formative assessments for learning targets and be standards-driven. Given these requirements, we must revise our courses so that they are constructed around the standards. We decided to address undergraduate courses first so that standards were in place in these courses beginning in fall 2011. Graduate courses would be revised after the undergraduate classes though standards should be addressed in graduate courses in some way immediately.

Undergraduate literacy courses include LTCY 310, LTCY 320, LTCY 420, and LTCY 421. First, course proposals to revise the titles and descriptions of LTCY 320 and LTCY 420 would be written in order to be more inclusive of the strands of English Language Arts and to reflect the requirements of SB 1 (2009), namely, that the course is standards-driven to ensure students are fluent in the new standards. LTCY 320 will change from Teaching Reading in Elementary School to Foundations of Teaching Literacy in the Elementary Grades. LTCY 420 changed from Reading in the Primary Grades to Literacy Methods in the Elementary Grades. Changes will be effective summer 2012 after the University's approval process.

We were each assigned a course to begin the revision process and present at the next meeting, scheduled for July 28, 2011.
At the July meeting, we shared our revisions. Dr. Lucy Maples began with LTCY 320. Dr. Jennifer D. Montgomery next presented LTCY 420, and then Dr. Pam Petty presented LTCY 421. Different members used different approaches to show how KCAS was added. We discussed each. A change made by all courses was the requirement that KCAS would be a required text for students. A link to the standards will be included on syllabi so that students can download them. Other ideas included intentionally connecting assignments and course readings to specific standards for students and eventually developing tables to show the alignment of courses with the standards and to show where each standard is included in literacy courses. Such tables will likely be required in the future to document our compliance with SB 1 (2009).

In addition to revisions, we decided that Dr. Petty would teach a standards session to each section of our undergraduate literacy courses. For LTCY 421 a video would be used. This session would become part of classes and be repeated each semester except for LTCY 420. Because students would have taken LTCY 320, LTCY 420 will include a review of what was learned in LTCY 320 and other education courses students have taken.

We all took note of the course changes and suggestions, especially of the ones for which we are responsible. Based on the discussion, we continued to work on courses after the meeting, and changes were put into place for the fall 2011 semester. Courses will be revisited as the year progresses in order to better incorporate the standards.
After the fall semester began, we met September 13, 2011. Dr. Petty shared that a video and some resources from her work with KDE are available for use. She distributed some materials at earlier STE faculty sessions, put some materials on the shared drive, and e-mailed some materials. We learned that EPSB would require documentation that we are using KCAS. KCAS and its instruction should be on all syllabi.

Next Steps:

Revise our graduate courses to integrate KCAS.
Continue to revise and refine our KCAS revisions to undergraduate courses.
Develop tables to document how our courses address each standard.

LTCY 320 syllabi:
https://asaweb.wku.edu/adlib/syllabusOUT/201130_prod_LTCY320001_201130_15206.pdf
https://asaweb.wku.edu/adlib/syllabusOUT/201130_prod_LTCY320003_201130_15208.pdf
LTCY 420 syllabi:
http://edtech.wku.edu/~jmontgomery/fall_11/420/main.htm
https://asaweb.wku.edu/adlib/syllabusOUT/201130_prod_LTCY420004_201130_33773.pdf
LTCY 421 syllabi:
http://edtech.wku.edu/~jmontgomery/fall_11/421/syllabus_f11.htm
https://asaweb.wku.edu/adlib/syllabusOUT/201130_prod_LTCY421700_201130_20088.pdf

 

SPECIAL EDUCATION

Activities Related to the KY Core Academic Standards

December 15, 2010
School of Teacher Education Faculty Meeting with presentation about KY Core Academic Standards.

January 7, 2011
Faculty Workday with presentations and work groups held. Special Education faculty met to discuss where in our existing courses Ky Core Academic Standards would be addressed.

April 15, 2011
Faculty Meeting and workday: Special Education faculty met to discuss Ky Core Academic Standards. Faculty created flow chart of how special education teachers should be taught to adapt curriculum to provide access to the general curriculum, i.e. KY Core Academic Standards. Special Education faculty met with Dr. Petty to present work completed on showing teacher candidates how to break down a standard (task analyze).

Spring 2011/Summer 2011/Fall 2011
Special Education faculty has been working to revise our undergraduate program. To address needs of school districts related to teacher preparation, the revised undergraduate program in special education will be a dual certification program of Elementary Education and Special Education. Special Educators must be able to provide access to the general curriculum according to the 2004 reauthorization of the Individuals with Disability Education Act or IDEA. Upon auditing our program, it was revealed that those students in the special education major were not graduating with sufficient knowledge of core content. As part of this revision process, KY Core Academic Standards instruction has been intentionally embedded in all new courses created. Not only will students be taught about the standards in their Elementary Education course work, but will be taught how to adapt and modify the standards to provide access to the general curriculum for their students with disabilities. In addition, students will be provided models of incorporating speaking, listening, reading, and writing in all aspects of their courses. Students will be required to speak, listen, read, and write in all courses as well as learn how to teach using these four aspects of the KY Core Academic Standards.

Faculty has been involved in the review and selection process for the Alternate Assessment Standards. Additionally, faculty has attended the Alternate K-PREP roll out training and regional trainings related to the implementation of the new standards for students with significant disabilities. This information is then transferred to the MSD classes through the utilization of the most recent developments associated with Alternate Assessment and resources from KDE.

Activities Embedded in to specific existing Special Education Courses:

EXED 330: Students must assess the universal design needed to address hindrance of progress in a standards based instructional lesson plan.

EXED 331: Students take one grade level of standards, (3rd grade) and review the structure, standard areas and then create sub-goals (instructional goals) to meet the standard.

EXED 333: Students review the High school standards that lead to a high school diploma. Special attention is given to reading/writing standards.

EXED 417: Students receive information on the new Alternate Assessment process and the new Alternate Assessment standards. They work with the alignment of the alternate to the KCAS. All assignments, activities and lessons are aligned to the Alternate K-PREP.

EXED 431 & 332, students must use the new KY Core Academic Standards for writing goals/objectives on the new 2011 IEP (standards-based IEP)

EXED 432: As students develop behavior intervention plans, the standards play an integral role in identifying what curriculum methods must be revised to decrease problem behavior. Students use the KY Core Academic Standards for alignment of academic goals.

EXED 515: Students are introduced to IEPs for the first time. In 2011, KY has revised the IEP and has changed and the instructions on writing goals/objectives/benchmarks. The KY Core Academic Standards are addressed when discussing how to write goals/objectives on the new IEP (standards based IEPs)

EXED 517: Students write transition goals to meet the standards for secondary programs leading to work, training, employment, and independent living.

EXED 531, students must use the KY Core Academic Standards to develop their content specific lesson plan.

EXED 533: Students complete a review/study of the KY Core Academic Standards. Students implement the standards through the development of lesson plans for collaboration in Reading, Writing, Math, Science and Social Studies.

EXED 535: Curriculum in Moderate and Severe revolves around the Alternate Assessment Standards and instructional strategies that support student achievement on the Alternate K-PREP. Students use the alternate standards to write lesson plans and evaluate instructional programs/curricular materials.

EXED 590, candidates develop the KTIP lesson plan and must use the KY Core Academic Standards.

EXED 619: As students work on the Augmentative and Alternative Communication needs of students with ASD, they are using the KY Core Academic Standards and the Alternate Assessment standards as the guide for ensuring that all students have access to the general education curriculum.

 

LIBRARY MEDIA EDUCATION

Below are descriptions of how Kentucky Core Academic Standards are integrated in LME Courses:

In LME 318, 518, and 527 Lesson plans developed for critical performances are required to include appropriate Kentucky Core Academic Standards for English/Language Arts.

LME 527 and 518 the students are to write a series of book reviews that include the following information
Write as if you were selling this book to your teachers or a group of educators in a conference presentation.

Include:

• APA citation including the ISBN at the end of the citation
• a brief summary (7 sentences maximum)
• curriculum connection including grade level and KY Common Core Curriculum (see below)
• genre

One of the following (you must have 50% from Developing Content Area Literacy)

• classroom activity using Developing Content Area Literacy
• Promotional activity (something you would do with this book to promote reading - not something students would do.)

LME 318 Uses the Critical Performance in which students are to develop an author, illustrator, or genre study.

Task: Construct an author, illustrator, or genre study using authors, illustrators, and genre as presented in the text book or approved by the instructor and appropriate to a specific grade level. Students must not duplicate authors, illustrators, or genres selected by other students in the class. Contents: Title page, introduction rationale, standards, student materials, teacher materials, other supportive materials, learning activities.

Title Page: student name, assignment title, grade level, date.

Introduction: rationale or reasons for your choice of study and grade level.

State/National standards: List standards as appropriate to project, identify by number and text, separating by national and state.

Student materials: Books and other materials for student use, appropriate to the chosen grade level and extensive enough to engage a full classroom of students.

Teacher Resources: reference resources to support the unit of study. Should include many of the following: book resources, articles, websites, blogs, ideas for or location of examples of posters, charts, dramatic presentation, costume, skit, Video, slides, or other visual supports.

Learning Activities: 3 to 5 engaged student learning activities, developed enough for a teacher to carry them out. 

Author/Illustrator study: Personal and professional background on author/illustrator. Individual's motivation for writing or illustrating books. Awards. Appropriate to the grade level of students.

Genre study: Definition, characteristics of the genre and sub genres and their definitions. Websites pertaining to the genre. A list of books that are examples of this genre and appropriate to the grade level, are less than 15 years old with an emphasis on more recent titles.

Writing Mechanics: Use appropriate grammar, syntax, spelling, and punctuation. All writing must follow APA format.

Instructional Design Project: (Initial development in LME 535 and completed, taught, and reported in LME 537)

In the LME 535 and LME 537 course students develop and teach a technology integrated lesson where the Kentucky Core Academic Standards are integrated into an authentic topic, curriculum, and technology. The directions for that portion of the project are as follows:

a. Connections:
i. Give the Revised Bloom's Taxonomy level for each objective, cognitive process, and justification. (See Revised Bloom's Taxonomy file provided.)
ii. Identify the related Kentucky Core Academic Standards. Identify at least one Language Arts or Math Common Core Standard for the Content objective. If your lesson is not a language arts or math lesson (such as social studies or science), there are probably still language arts skills or math skills that could be identified for your Content objective.
iii. Identify the College and Career Readiness Anchor Standard, Strand, Cluster, Grade, and Standard #.
iv. Paste the Common Core Standards for the Content Objective and the Technology Objective. Put the page number from KCAS in parentheses after each standard.
v. Learning Targets
   1. What are the knowledge, reasoning, performance skills, and products that underpin the standard?
   2. Create student-friendly "I Can" Learning Target statements
   3. Use RED text to indicate which Learning Targets you will address in this lesson.
   4. Use the Learning Target number throughout the lesson to identify where you address this target. Be sure to identify how you assess each red LT in your scoring rubrics.

After identifying the Learning Targets, the objectives, instruction, and assessment are matched with the Learning Targets. Lesson Results are also reported by Learning Target.

 

INTERDISCIPLINARY EARLY CHILDHOOD EDUCATION

Syllabi for 421 and 422 are posted on Topnet for this fall. In both of these courses students develop and implement a variety of lessons related to units of instruction. Lessons are implemented with infants/toddlers, preschool and kindergarten children.

IECE 326 teaching math and science is taught in the spring semester only. In this class students design and implement instructional activities focusing on math and science once again with infant/toddlers, preschool and kindergarten age children. Lesson plans are developed based on early childhood standards, developmental curriculum and core academic standards.

LTCY 310 literacy in early childhood focuses on emergent literacy. This is a spring only course and focuses on creating literacy rich environments and the integration of literacy throughout the early childhood curriculum. Once again, lesson plans developed based on the alignment document including developmental curriculum, early childhood standards and kYCAS.

IECE 322 is taught in the fall and addresses teaching learners. Students are exposed to the developmental continuum, early childhood standards and kYCAS and how the three pieces are connected.

IECE 490 student teaching. Students design and implement a Standards based unit. This unit is situated in KYECS, developmental domain and kYCAS.

EDU 489 student teaching seminar. Utilizing data from the design and implementation of the standards based unit described in 490, students complete the TWS.

 

MIDDLE/SECONDARY EDUCATION

All courses within the middle and secondary education majors require pre-service teachers to use the Kentucky Core Academic Standards for English/Language Arts and/or Math within the requirements for the course. All faculty have attended multiple training sessions on how to use the new Kentucky Core Academic Standards, how to develop learning targets for individual standards, and how to assess student learning through the use of formative and summative assessments. This type of integration of the standards within lesson planning and instruction is required within each pre-service course taught within this program of study. Evidence of these include:

SMED 301 – Inquiry-Based Unit Design
Course Description: SMED 301 is a course for students exploring a career in math and/or science education at the middle or secondary levels. You will experience first-hand the rewards and challenges of teaching. During weekly sessions, you will learn to design and lead inquiry-based lessons that address Kentucky Core Academic Standards in literacy, mathematics and science. You will also work with others to deliver lessons in local classrooms. The course instructor and the mentor teachers in these classrooms will work with you throughout the term to improve your teaching abilities. By the end of the semester, you will be able to make an informed decision if teaching may be a career option for you.

SMED 340: Perspectives on Science and Mathematics
Critical Performances: Each SMED 340 student must complete 2 different critical performances. The first will address professional development. The second will address creating lessons that use history and philosophy to improve student learning of content from the Kentucky Core Academic Standards in literacy, mathematics and science. A grade of incomplete is posted for any student who fails to complete, and post to their electronic portfolio, a critical performance.

SMED 489: Student Teaching Seminar
Course Objectives and Outcomes: As a result of this course students will be able to...

Develop ability to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, integrate knowledge and improve personal teaching skills the candidate will:

• Design/plan viable instruction that addresses Kentucky Core Academic Standards in literacy, mathematics and science.
• Create a dynamic learning climate
• Introduce/implement/manage efficient instruction
• Assess learning and communicate results to students and others
• Reflect/evaluate teaching and learning
• Collaborate with colleagues and others to design, implement, and support learning programs
• Evaluate his/her own performance with respect to modeling and teaching Kentucky's learning goals and implements a personal professional growth plan
• Demonstrate a current and sufficient knowledge of certified content area
• Use technology to support instruction, access and manage data, enhance professional growth and productivity, communicate with colleagues and others, and conduct research
• Provide or otherwise identify leadership opportunities to improve student cognitive and social/emotional learning.

SMED 101: Step One
Course description: Step 1 is the first course for students exploring a career in math and/or science education at the middle or secondary levels. You will experience first-hand the rewards and challenges of teaching. During weekly sessions, you will learn to design and lead inquiry-based lessons that address Kentucky Core Academic Standards in literacy, mathematics and science. You will also work with others to deliver lessons in local classrooms. The course instructor and the mentor teachers in these classrooms will work with you throughout the term to improve your teaching abilities. By the end of the semester, you will be able to make an informed decision if teaching may be a career option for you.

 

Training of Faculty on Kentucky Core Academic Standards and Use of Standards to Plan Instruction.

 

Roster (fall/current) Last Name	First Name	Roster: adjunct, part-time, full-time faculty, term faculty	Attended SB 1 Information training/session	Sponsored CPE or Campus Sponsored
Adams	Penny	Full-time	Yes	Campus Sponsored
Alvarez	Fabian	Adjunct	Yes	Campus Sponsored
Anderson	Jennifer		Yes	CPE Sponsored
Applin	Janet	Full-time	Yes	Campus Sponsored
Ardrey	Saundra	Full-time	Yes	Campus Sponsored
Ashley	Regina	Part-Time	Yes	Campus Sponsored
Atwell	Nedra	Full-time	Yes	Campus Sponsored
Basham	Matthew	Full-time	Yes	CPE Sponsored
Battles	Bruce	Part-Time	Yes	Campus Sponsored
Battles	Andrew	Full-time	Yes	CPE Sponsored
Bertke	Patricia “Patty”	Full-time	Yes	Campus Sponsored
Biggerstaff	Kirk	Part-Time	Yes	CPE Sponsored
Bolton	Dawn	Full-time	Yes	Campus Sponsored
Boman	Marty	Full-time	Yes	Campus Sponsored
Borders	Charles		Yes	Campus Sponsored
Boswell	Amy	Part-Time	Yes	Campus Sponsored
Briggs	Steven	Adjunct	Yes	CPE Sponsored
Bright	Jeff	Full-time	Yes	CPE Sponsored
Browder	Dorothea	Full-time	Yes	Campus Sponsored
Brown	Dale	Adjunct	Yes	CPE Sponsored
Buckley	Starla	Part-Time	Yes	Campus Sponsored
Burch	Mildred	Adjunct	Yes	CPE Sponsored
Burch	Barbara	Full-time	Yes	CPE Sponsored
Button	Nancy	Full-time	Yes	Campus Sponsored
Carson	Bryan	Full-time	Yes	CPE Sponsored
Cartwright	Ingrid	Full-time	Yes	Campus Sponsored
Cartwright	Kristy	Full-time	Yes	Campus Sponsored
Cherry	Julia	Part-Time	Yes	Campus Sponsored
Childress	Summer		Yes	CPE Sponsored
Clayton	Dana		Yes	CPE Sponsored
Coffey	David	Part-Time	Yes	Campus Sponsored
Constant	Matthew	Part-Time	Yes	Campus Sponsored
Copas	Kelly	Part-Time	Yes	Campus Sponsored
Craft	April		Yes	CPE Sponsored
Crafton	Laura	Part-Time	Yes	Campus Sponsored
Cross	Adam	Part-Time	Yes	Campus Sponsored
Crouch	Donna		Yes	CPE Sponsored
Crowe	Peggy	Full-time	Yes	CPE Sponsored
Crowe-Carrico	Carol	Full-time	Yes	Campus Sponsored
Croxall	Kathy	Full-time	Yes	CPE Sponsored
Cunningham	Kimberly	Adjunct	Yes	CPE Sponsored
Dady	Jerry		Yes	Campus Sponsored
Daniel	Tabitha	Full-time	Yes	Campus Sponsored
Davenport	Janice	Full-time	Yes	Campus Sponsored
Davis	Rose	Part-Time	Yes	Campus Sponsored
Davis	Christy		Yes	CPE Sponsored
Davison	Judy	Full-time	Yes	Campus Sponsored
Day	Martha	Full-time	Yes	Campus Sponsored
Dietle	Robert	Full-time	Yes	Campus Sponsored
Dietrich	Sylvia	Full-time	Yes	Campus Sponsored
Dixon	Devona	Full-time	Yes	Campus Sponsored
Doggett	Mark	Full-time	Yes	Campus Sponsored
English	Gary	Part-Time	Yes	Campus Sponsored
Ervin	Christopher	Full-time	Yes	CPE Sponsored
Everly	Maria	Part-Time	Yes	Campus Sponsored
Ferguson	Janice	Full-time	Yes	Campus Sponsored
Fiehn	Barbara	Full-time	Yes	Campus Sponsored
Flowers	Jennifer		Yes	CPE Sponsored
Freed	Richard		Yes	CPE Sponsored
Gaddis	Chris		Yes	CPE Sponsored
Gandy	Kay S.	Full-time	Yes	Campus Sponsored
Gelderman	Richard	Full-time	Yes	CPE Sponsored
Girard	Karen	Part-Time	Yes	Campus Sponsored
Gish	Stacey	Adjunct	Yes	CPE Sponsored
Givens	Nancy		Yes	CPE Sponsored
Gonzalez	Jennifer	Part-Time	Yes	Campus Sponsored
Grim	Julie		Yes	CPE Sponsored
Guffey	Kristie	Adjunct	Yes	CPE Sponsored
Gunter	Angela	Part-Time	Yes	Campus Sponsored
Haggbloom	Steven	Full-time	Yes	CPE Sponsored
Hale	Julie	Part-Time	Yes	Campus Sponsored
Hawkins	Jennifer	Part-Time	Yes	Campus Sponsored
Hines	Lynn	Full-time	Yes	Campus Sponsored
Hoechner	Pete	Part-Time	Yes	Campus Sponsored
Horn	Ramona		Yes	CPE Sponsored
Houston	Cindy	Full-time	Yes	Campus Sponsored
Hughes	Gary K.	Adjunct	Yes	Campus Sponsored
Hulan	Nancy	Full-time	Yes	Campus Sponsored
Hunter	Sharon		Yes	CPE Sponsored
Huss	Jeanine	Full-time	Yes	Campus Sponsored
Jackson	Evan		Yes	CPE Sponsored
Janoski	Pamela “Pam”	Full-time	Yes	Campus Sponsored
Jeffries	Gena	Full-time	Yes	Campus Sponsored
Johnson	Heather	Full-time	Yes	Campus Sponsored
Jordan	Gladys	Adjunct	Yes	CPE Sponsored
Jukes	Pamela	Full-time	Yes	Campus Sponsored
Kanan	James	Full-time	Yes	Campus Sponsored
King	Christopher	Full-time	Yes	CPE Sponsored
Kirby	Gail	Full-time	Yes	Campus Sponsored
Knotts	Dusteen	Full-time	Yes	Campus Sponsored
Krenzin	Joan	Part-Time	Yes	Campus Sponsored
Krull	Amy	Full-time	Yes	Campus Sponsored
Kuhlenschmidt	Sally	Full-time	Yes	CPE Sponsored
LaVonna	Tarry	Part-Time	Yes	Campus Sponsored
Lee	David	Full-time	Yes	Campus Sponsored
Leer	Rachel	Full-time	Yes	Campus Sponsored
Logsdon	Jeremy	Full-time	Yes	Campus Sponsored
Mahmood	Hajara	Adjunct	Yes	CPE Sponsored
Malone	Walter		Yes	CPE Sponsored
Maples	Lucile	Full-time	Yes	Campus Sponsored
Markwell	Patti	Part-Time	Yes	Campus Sponsored
Masden	Penny	Part-Time	Yes	Campus Sponsored
Mattingly	Melia	Full-time	Yes	Campus Sponsored
Maxwell	Marge	Full-time	Yes	Campus Sponsored
McDonald	Michael	Full-time	Yes	Campus Sponsored
McGee	Laura	Full-time	Yes	CPE Sponsored
Mcmichael	Andrew	Full-time	Yes	CPE Sponsored
Meadors	William	Part-Time	Yes	Campus Sponsored
Micheletti	Ellen	Part-Time	Yes	Campus Sponsored
Mienaltowski	Andrew	Full-time	Yes	Campus Sponsored
Miller	Doris	Full-time	Yes	Campus Sponsored
Moman	Leesa	Part-Time	Yes	Campus Sponsored
Montgomery	Jennifer	Full-time	Yes	Campus Sponsored
Moore	John	Full-time	Yes	Campus Sponsored
Moore	Andy		Yes	CPE Sponsored
Moore	Mary Lloyd	Full-time	Yes	CPE Sponsored
Munawar	Shahbaz		Yes	CPE Sponsored
Murley	Lisa	Full-time	Yes	Campus Sponsored
Myrick	Betty		Yes	CPE Sponsored
Oliver	David		Yes	CPE Sponsored
Patterson	Anne	Full-time	Yes	Campus Sponsored
Patterson	Sandra		Yes	CPE Sponsored
Pedigo	Marcus	Part-Time	Yes	Campus Sponsored
Pereira	Nielsen	Full-time	Yes	Campus Sponsored
Petty	Pam	Full-time	Yes	Campus Sponsored
Pierce	Judy	Full-time	Yes	Campus Sponsored
Pillow	Laura	Part-Time	Yes	Campus Sponsored
Pinson	Barbara	Part-Time	Yes	Campus Sponsored
Plemons	Rheanna		Yes	CPE Sponsored
Poe	Retta	Part-time	Yes	CPE Sponsored
Pope-Tarrence	Jackie	Full-time	Yes	CPE Sponsored
Powers	Sherry	Full-time	Yes	Campus Sponsored
Pyle	Elizabeth	Full-time	Yes	CPE Sponsored
Rigby	Dale	Full-time	Yes	Campus Sponsored
Roberts	Julia	Full-time	Yes	Campus Sponsored
Roberts	Richard	Full-time	Yes	Campus Sponsored
Roberts	Lindy		Yes	CPE Sponsored
Robertson	Vivian	Full-time	Yes	Campus Sponsored
Romero Fuerte	Elizabeth	Part-Time	Yes	Campus Sponsored
Rosales	Rachel		Yes	CPE Sponsored
Rudloff	Melissa	Part-Time	Yes	Campus Sponsored
ryan	jo-anne	Full-time	Yes	CPE Sponsored
Sales	Martha	Full-time	Yes	CPE Sponsored
Salmon	Diana		Yes	CPE Sponsored
Schneider	Karen	Full-time	Yes	CPE Sponsored
Shackelford	Jo	Full-time	Yes	CPE Sponsored
Sikora	Doris	Full-time	Yes	CPE Sponsored
Simpson	Rhonda		Yes	CPE Sponsored
Smith	douglas	Full-time	Yes	Campus Sponsored
Smith	Michael	Full-time	Yes	Campus Sponsored
Smith	Robert	Full-time	Yes	Campus Sponsored
Smith	Kathryn	Full-time	Yes	Campus Sponsored
Smith	Connie	Part-Time	Yes	Campus Sponsored
Smith	Bethany		Yes	CPE Sponsored
Spencer	Roxanne	Part-Time	Yes	Campus Sponsored
Spinks	Tammy	Full-time	Yes	Campus Sponsored
Stayton	Vicki	Full-time	Yes	Campus Sponsored
Steen	Teena	Part-Time	Yes	Campus Sponsored
Stephens	Jamie	Full-time	Yes	Campus Sponsored
Stewart	Thomas	Part-Time	Yes	Campus Sponsored
Stobaugh	Beckie	Full-time	Yes	CPE Sponsored
Stone	Glynda		Yes	CPE Sponsored
Stone	James	Part-Time	Yes	CPE Sponsored
Super	Daniel	Full-time	Yes	Campus Sponsored
Suzuki	Tadayuki	Full-time	Yes	Campus Sponsored
Swanson	Robyn	Full-time	Yes	CPE Sponsored
Szerdahelvi	Judith	Full-time	Yes	Campus Sponsored
Tassell	Janet	Full-time	Yes	Campus Sponsored
Terry	Charity	Part-Time	Yes	Campus Sponsored
Teuton	Luella	Part-Time	Yes	Campus Sponsored
Thompson	Amy		Yes	CPE Sponsored
Tyler	Rico	Full-time	Yes	Campus Sponsored
Vowels	Martha	Part-Time	Yes	Campus Sponsored
Waddle	Wesley	Part-Time	Yes	Campus Sponsored
Wang	Huanjing	Full-time	Yes	Campus Sponsored
Webb	Cathleeen	Full-time	Yes	Campus Sponsored
Webb	Terri	Part-Time	Yes	Campus Sponsored
Wesley	Sherry	Adjunct	Yes	Campus Sponsored
Whetstone	Patti	Full-time	Yes	Campus Sponsored
White	David	Part-Time	Yes	Campus Sponsored
Whitlock	Sharon	Full-time	Yes	Campus Sponsored
Wilson	Terry	Full-time	Yes	Campus Sponsored
Wimsatt	Stephanie	Full-time	Yes	Campus Sponsored
Wiser	Gary		Yes	CPE Sponsored
Yan	Bangbo	Full-time	Yes	Campus Sponsored
Yang	Rong	Full-time	Yes	Campus Sponsored
Zippay	Cassie	Full-time	Yes	Campus Sponsored