BITE
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| School: Canadian Valley Technology Center | |||
| Date of Report: November 2012 | |||
| Program: Computer Programming | |||
| Teacher: Hital Damani | |||
| Evaluator(s): | |||
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| INTRODUCTION | |
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The Summary Evaluation Questionnaire was developed to assist in evaluating the instructional processes of career and technology education programs. It is designed for use by both the local teacher in conducting a comprehensive self-evaluation and by an external evaluation team. The questionnaire is divided into 11 sections, corresponding to the 11 standards of quality program operations. These standards or best practices have been endorsed by the State Board of Career and Technology Education. Each standard is followed by a series of rating scale questions or quality indicators that further define the standard. Some questions are identified as State Board Rules, and these questions must be met in order to meet the standard. The quality indicators may vary among occupational divisions due to unique considerations within those divisions. The sum total rankings of the State Board Rules and quality indicators below each standard will serve as a ranking of the standard. The ranking of each standard and the corresponding narrative section will be recorded and reported in the final evaluation report. | |
| DIRECTIONS | |
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Evaluators using this instrument should strive to rate the quality indicators for each program evaluated in relationship to the standards. Comparing one program with another may result in distorting evaluative information and is highly discouraged. Questionnaire Rating To complete the questionnaire, carefully read each standard and the quality indicators that follow. Questions related to State Board Rules are enclosed in a shaded area and are grouped at the beginning of each standard. For each question, the evaluator should indicate if the State Board Rules are met or not met by marking the appropriate box in the column on the right. | |
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All other quality indicators are assessed by circling the appropriate rating in the column on the right. The numbers on the rating scale indicate the following: | |
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Exceeds Standard---------------------------------------- |
5=Outstanding 4=Above Minimum Standard |
| Meets Standard------------------------------------------ | 3=Meets Minimum Standard |
| Falls Below Standard------------------------------------- |
2=Below Minimum Standard 1=Poor (Major Improvement needed.) |
| Page 1 | |
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Suggested Activities for Teachers For each standard, there is a suggested list of documents to review or activities to perform as the teacher rates the standard. The teacher should use these suggestions as a guide but not as a limitation in reviewing the educational experiences. Mark the standard met or not met and, under the question section, rate how well the standard is being met. Narrative Comments In the Comments section, provide comments on how the standard is met. Provide examples of situations as evidence the standard is being met. For low ratings, write examples of what could be done to address the deficiencies. Suggested Activities for Evaluators For each standard, there is a suggested list of documents to review or activities to perform as the evaluator rates the standard. The evaluator should use these suggestions as a guide, but not as a limitation, in reviewing the program. Narrative Comments The Comments section of the questionnaire should be used to note specific program characteristics for which recommendations or commendations need to be made. Items rated below standard should be accompanied by realistic statements on how they can be improved. These notes should be used to write the Commendations and Strengths section, the Specific Recommendations for Improvement section, and the General Suggestions for Improvement section at the conclusion of the evaluation (see pages following Standard 11.)
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Scoring Totals (Evaluators Only) To determine if a standard is met, the evaluator should:
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| Example | ||||||||||||||||||||||||||||
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Sum the ratings in the preceding columns ..................................................................................... 45 Total Points In order to meet the standard, all State Board Rules must be met and the total points must equal or exceed 36___ If any questions are not applicable, the chart below can be used to determine the total points needed to meet the standard. (The total number of questions rated should include the questions related to State Board Rules.)
Based upon the quality indicators, which reflect State Board Rules and factors influencing the quality of the program, the standard is Met Not Met. | ||||||||||||||||||||||||||||
| Page 2 |
STANDARDS
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| STANDARD 1 | Instructional Planning and Organization |
| STANDARD 2 | Instructional Materials Utilization |
| STANDARD 3 | Qualified Instructional Personnel |
| STANDARD 4 | Enrollment and Student/Teacher Ratio |
| STANDARD 5 | Equipment and Supplies |
| STANDARD 6 | Instructional Facilities |
| STANDARD 7 | Safety Training and Practices |
| STANDARD 8 | Advisory Committee and Community Relations |
| STANDARD 9 | Leadership Development |
| STANDARD 10 | Coordination Activities |
| STANDARD 11 | Student Accounting and Reports |
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Page 3 | |
| INSTRUCTIONAL PLANNING AND ORGANIZATION | |||
| STANDARD ONE | |||
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The instructional program should be designed to impart knowledge and develop skills that are essential for success in meeting the students career objectives. There should be evidence that each instructional unit has been properly planned and organized and is being implemented in a sequential manner. The instructor should implement a fairly administered grading system that is based upon identified criteria. The course of study for each career major shall include both theory and skill lessons along with other supplemental learning activities that will help guide the student toward desirable learning outcomes. In addition, the course of study shall be integrated and organized in such a manner as to effect a well-balanced program of instruction. | |||
QUALITY INDICATORS | |||
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QUESTIONS |
SUGGESTED |
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| 1.
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Does the instructional planning and organization provide adequate opportunity for each student to develop the necessary skills and competencies needed for employment and career success? | Annual instructional plan or course syllabi. | Met Not Met |
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COMMENTS: Yes. The instructional planning and
organization in the curriculum provides for 120 hours for a capstone
project which incorporates managing and developing a real world software
application from conception to deployment. |
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| 2. | Have appropriate career major(s) and/or courses been identified and approved by ODCTE? | Salary and teaching schedule. ODCTE Website | Met Not Met |
| COMMENTS: See Course Syllabi
and/or visit http://cvportal.cvtech.edu/Cowan/Cowan_Computer_Programming/index.html |
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| 3. | Is Instruction directed toward appropriate and clearly formulated objectives with input from partnerships such as community, business and industry, and local administration. | Instructional objectives, and minutes from meetings. | Met Not Met |
| COMMENTS:Yes. The advisory
committee is comprised of members of local business and industry
professionals. Input is received from all committee members and
discussed with the school administration. Once approved by the
administration, it is implemented in the classroom. See
minutes. |
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| 4. | Does instruction encourage the elimination of bias and stereotyping? | Instructional content that encourage the elimination of bias and stereotyping. Website, Brochures. | Met Not Met |
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COMMENTS: Yes. This is incorporated through the student handbook that the student receives at the beginning of the year. See student handbook and program brochure.
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Page 4 | |||
| INSTRUCTIONAL PLANNING AND ORGANIZATION | |||
STANDARD ONE | |||
QUALITY INDICATORS | |||
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QUESTIONS |
SUGGESTED |
NA=Not Applicable | |
| 5.
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Is a program-specific strategic plan in place and revised annually that provides strategies to address the following career major component. The plan should include what needs to be done, who is responsible, and the targeted completion date.
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Strategic plan 3-year plan that is reflective of career majors being taught. | Met Not Met |
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COMMENTS:Yes. See three year strategic plan.
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| All quality indicators marked with a screen must be
met in order to meet the standard. | |||
| 6. | Does each syllabus contain well-defined career major/course descriptions? |
Syllabus for each career major/course. Career major descriptions. |
NA 12345 |
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COMMENTS: Yes. See syllabus |
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| 7. | Does the syllabus reflect the teaching of employability and occupationally related skills and was a copy given to each student at the beginning of the course? |
Syllabus for each career major/course. Career major descriptions. |
NA 12345 |
| COMMENTS: Yes. All students received the
syllabi at the beginning of the school year. The syllabi contain a
description of career majors and list of courses pertinent to the career
major. See Syllabi. |
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| 8. | Is an instructional management system for monitoring and documenting student progress available and being utilized? | Process for monitoring student progress. | NA 12345 |
| COMMENTS: Yes. All instructional
materials are on the classroom domain. currently, the instructor is
in process of placing the materials online using content management
software(Moodle). |
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| 9. | Does the instructional management system contain a well-defined grading system and was a copy given to each student? | Grading system, including how each element (attendance, work ethic, work-based learning, laboratory, etc.) is used to determine final grade. | NA 12345 |
| COMMENTS:Yes. The grades are outlined in
the orientation materials the students receive on their first day.
The grades are kept in Excel spreadsheet. The syllabi also
outlines the grading system. See Syllabi. |
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| 10. | Is there evidence that the students' attainment of objectives is measured by an evaluation system that includes school-based and/or work-based performance? | Grading policy. Test results. Objectives and skills standards. Rubrics. | NA 12345 |
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COMMENTS:Yes. Grading policy is broken down into three parts:
Daily Grades, Lab Grades, and Test Grades. Upon completing of the
course, students are required to take Brainbench certification. All
Brainbench scores/certificates are in student's file. See Brainbench
printouts. |
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| Page 5 | |||
| INSTRUCTIONAL PLANNING AND ORGANIZATION | |||
STANDARD ONE |
| 11. | Does the instructor have access to individual student files or career plan containing the results of assessments of students' interests, acievement, abilities, and special needs, and is the information used appropriately to direct effective student learning? |
Student assessment files or individual career plans. |
NA 12345 |
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COMMENTS: Yes. The Assessment Coordinator provides
copies of the test results. One copy is given to the student.
One copy is given to the instructor to place in the student's file.
See examples. |
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| 12. | Is the instructor involved in developing or approving accommodations or modifications for students with identified disabilities? Is there evidence that integrity of skill development is maintained as acoommodations or modifications are implemented? |
Disability documentation for modifications/ accommodations. Records of technical skill attainment for students with disabilities. |
NA 12345 |
| COMMENTS:Yes. List of students on IEPs and
their modification plan is given by Assessment Cordinator. The plan
is discussed and the instruction is modified to accommodate the students
with disabilities. IEP students are also required to take Brainbench
certification. They also complete the same hands on projects with
additional time. |
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| 13 | Is there evidence of integrating career awareness, employability skills, etc., and the teaching of essential skills through appropriate partnerships, such as with the academic center, job placement staff, or others into the career major(s)? | Lesson plans showing how essential skills are incorporated into the instruction. Role of academic centers. Classroom materials that incorporate these skills. | NA 12345 |
| COMMENTS:Yes. Employability training is
integrated in the Fundamentals of Technology course. Students are
required to create a cover letter, resume and do job search. In
addition, students are required to do presentations. Students also
take the Work Keys tests in the Academic Center and can also receive
academic assistance in the Academic Center. See Course
Planner. |
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| 14. |
Does the instructor receive professional development in developing strategies for integrating academics and other essential skills into instruction? |
Record of professional development activities. Resources provided to instructor. | NA 12345 |
| COMMENTS:Yes. See the Professional
Development Points. |
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| 15. | Is there evidence students acquire industry-recognized credentials that demonstrate the skills needed to meet industry-accepted standards? | Industry credentials incorporated within each career major. Test results. | NA 12345 |
| COMMENTS:Yes. See the examples of
Brainbench and CompTIA certifications. |
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| 16. | Does the instructor provide input to academic instructors regarding academic priorities and goals specific to the career major(s) and suggest academic materials or other instructional aids related to the pathway? (Does not apply to skills centers.) | Lesson plans. Copies of emails or other records of suggestions made to academic instructor. | NA 12345 |
| COMMENTS: Our Academic Center is going
through some changes and building this year and will be adding personnel
to better serve the Cowan campus. However, the Academic Center
coordinator and I are diligently working to accomplish WorkKeys
Certification for my students by end of this year. See HTML version
of Email. |
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| 17. | Are written student policies available? Are they provided to the students? | Student handbook. Program-specific handbook. Information given to students prior to enrollment. Procedures for students to report and handle accidents. | NA 12345 |
| COMMENTS:Yes. All students are
given student handbook at entry of the program. |
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| INSTRUCTIONAL PLANNING AND ORGANIZATION | |||
STANDARD ONE |
| 18. | Is there an instruction plan that identifies and
appropriate scope and sequence to the program? |
Plans of study and tracking sheets. | NA 12345 |
| COMMENTS: Yes. See the Plan
of Study. |
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| 19. | Is the content aligned in appropriate scope and sequence to approved career major pathways? | Alignment between all levels of education including middle school, high school, technology center, community college, and four-year university. Articulation plans. Cooperative agreements. | NA 12345 |
| COMMENTS: Yes. Most of the courses offered are OHLAP qualified. In addition, there is a cooperative agreement with Redlandss Community College where students can earn Associates of Applied Science degree. Students can also earn Bachelor of Science in Computer Science via converting the A.A.S. degree to A.S. in general education. See degree offered. |
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| 20. |
Does the instructor enhance class foom planning, organization, and communication for students and parents through online management system and other Web tools?
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Online management system (Blacboard, ICAT, Moodle, website, intranet, etc.) Web tools. | NA 12345 |
| COMMENTS: Yes.
Instructor is uploading contents on Moodle. |
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| 21 | Are student building individual portfolios representing their accomplishments within their career major plan of study? | Student portfolios. | |
| COMMENTS: Yes. all students
are required to build and maintain portfolios. See Example. |
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| 22. | Is there evidence students acquire industry-recognized credentials that demonstrate the skills needed to meet industry-accepted standards? | Industry credentials incorporated within each career major. Test results. | |
| COMMENTS: Yes. See the
examples of Brainbench and CompTIA certifications. |
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Sum the ratings in the preceding columns.................................................................................... Total Points
In order to meet the standard, all State Board Rules must be met and the total points must equal or exceed 51 points.
If any questions are not applicable, the chart below can be used to determine the total points needed to meet the standard. (The number of questions rated should include the questions related to State Board Rules.)
Based upon the quality indicators, which reflect State Board Rules and factors influencing the quality of the program, the standard is Met Not Met.
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| Page 7 |
| INSTRUCTIONAL MATERIALS UTILIZATION | |||
| STANDARD TWO | |||
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The availability and proper utilization of instructional materials is considered essential to conducting quality training. Schools shall ensure that adequate amounts of such materials, including state-approved instructional materials, multimedia, reference texts, competency profiles, etc., are made available for instructional purposes. Career and technology education teachers shall utilize a variety of instructional materials and methods in accordance with student needs and the goals and objectives of the training. | |||
QUALITY INDICATORS | |||
|
QUESTIONS |
SUGGESTED |
NA=Not Applicable | |
| 1.
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Do the instructional materials support the state and/or national approved standards for the career major/courses? | Instructional materials. List of career majors being offered. Knowledge and skills. | Met Not Met |
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COMMENTS: Yes. There are four career major
offered. Computer Programmer, JAVA Programming, E-Business
Specialist - Web, and E-Business Specialist - Support. |
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| 2. | Are materials adapted to meet all student needs, interests, rate of learning, and learning styles? | Examples of materials that have been adapted. LAPs. Curriculum. Lesson plans. Learning management system. | Met Not Met |
| COMMENTS: Yes. There are worksheets
developed to assist students to comprehend materials. In addition,
websites such as www.tizaag.com, www.php.net, www.mysql.com, www.google.com, www.oracle.com, www.microsoft.com |
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| 3. | Have program assistance or other funds been utilized for the purchase of a variety of instructional materials? | Budget. Updates to equipment, curriculum, etc. Expenditure report (412). | Met Not Met |
| COMMENTS: Yes. Smartboard was added to
the classroom. |
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| All quality indicators marked with a screen must be met in order to meet the standard. | |||
| 4. | Does the instructor use a variety of instructional strategies to ensure optimal learning experiences are provided for each student in their career major? | Competency-based instructional materials. Variety of learning opportunities such as individual, team, and project learning. Lesson plans. Field trips. Guest speakers. Multimedia. | NA 12345 |
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COMMENTS: Yes. All instructional materials are competency based. They also include a variety of individual projects and team projects to enhance the student's understanding of the subjects. See Project List.
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| 5. | Are the instructional materials organized and easily accessible? | Management system (electronic, online, digital, etc.). Filing system. LAPs. | NA 12345 |
| COMMENTS:Yes. Copies of all the
materials are available on the file server. In addition, information
will be available on Moodle. |
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| 6. | Is appropriate instructional technology such as computer software, CD-ROM based tools, Internet tools, and reference materials used to enhance and deliver instruction? | Inventory list. | NA 12345 |
| COMMENTS: Yes. Internet is a
extensively used in the classroom. Websites such as www.tizag.com, www.php.net, www.mysql.com and www.google.com. MSDN
license is used to install latest softwares provided by Microsoft and Open
Source softwares, such as GIMP, Notepad++, WAMP Server are the KEY tools
being used for E-Business specialist career major. see software
list. See the inventory list. |
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| 7. | Are career opportunities and employability skills training materials available and utilized? | Types of career training being offered (lessons, workshops, software packages, online curriculum, etc.). | NA 12345 |
| COMMENTS: Yes. There are various
employability skills offered through Oklahoma Career Information
System. In addition students search for three jobs in the field of
Information Technology using Internet, fill application, and participate
in mock interview. |
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Page 8 | |||
| INSTRUCTIONAL MATERIALS UTILIZATION | |||
| STANDARD TWO | |||
QUALITY INDICATORS | |||
|
QUESTIONS |
SUGGESTED |
NA=Not Applicable | |
| 8.
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Are integrated projects used to deliver and/or support the delivery of instruction and career cluster framework? | Real-world projects and rubrics to support career majors. Clinical experience. | |
| COMMENTS:
Yes. There are various real world projects throughout the curriculum that
students have to achieve. BPA competitive event projects are also
utilitized to allow students to compete. See examples of projects
and rubrics. |
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Sum the ratings in the preceding columns.................................................................................... ___ Total Points In order to meet the standard, all State Board Rules must be met and the total points must equal or exceed 15 points. If any questions are not applicable, the chart below can be used to determine the total points needed to meet the standard. (The number of questions rated should include the questions related to State Board Rules.)
Based upon the quality indicators, which reflect State Board Rules and factors influencing the quality of the program, the standard is Met Not Met. | ||||||||||||||
| Page 9 |
| QUALIFIED INSTRUCTIONAL PERSONNEL | |||
| STANDARD THREE |
QUALITY INDICATORS | |||||||||||||||||||||||||||
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QUESTIONS |
SUGGESTED |
NA=Not Applicable | |||||||||||||||||||||||||
| 7.
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Is there an instructor evaluation system in place by local administration that determines instructional effectiveness? |
Evaluation system used to determine instructional effectiveness. | Met Not Met | ||||||||||||||||||||||||
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COMMENTS: Yes. Administrator uses VOTAS to
evaluate instructors. |
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| 8. | Does the instructor maintain a plan for professional development, and is the instructor working toward appropriate industry credentials or certification if applicable? | Individualized professional development plan that supports career majors selected. | Met Not Met | ||||||||||||||||||||||||
| COMMENTS: Yes. See supporting
materials. |
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| 9. | Does the instructor foster relationships with educational partners , counselors, and other educational school personnel? | Procedures used to interact with sending school instructors and other personnel (meeting agendas, informational materials, e-mails, etc.) | Met Not Met | ||||||||||||||||||||||||
| COMMENTS: Yes. CVTC Course Syllabi is
given to sending school counselors. |
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| 10. | Is the instructor well informed regarding dynamic changes in business and industry? | New and innovative techniques. Mentoring. Webinars. Attendance at conferences and trade shows. Teacher internships. Code updates. | NA 12345 | ||||||||||||||||||||||||
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COMMENTS:Yes. See Advisory committee minutes. |
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| 11. | Has the instructor completed a New Teacher Academy within the first year of employment (for new instructors and those within less than five years continuous employment?) | Roster | NA 12345 | ||||||||||||||||||||||||
| COMMENTS:Yes. |
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| 12. | Are students (and parents/guardians when applicable) given a written statement about the purpose and nature of the career major/program and career opportunities prior to enrollment? | Written statement and other information given to students prior to enrollment. | NA 12345 | ||||||||||||||||||||||||
| COMMENTS:Yes. All students are
given brochures. Information is also available on our
website. http://www.cvtech.edu/full-time-programs/computer-programming |
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| 13. | Has instructor developed a Professional Learning Network (PLN) to keep abreast of technolody changed with the career major(s) being taught? | List of technology blogs, online resources, wikis, etc. that are being used. | NA 12345 | ||||||||||||||||||||||||
| COMMENTS:Instructor have developed
numerous Professional Learning Networks. Google, msdn.microsoft.com,
oracle.com, etc... |
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Sum the ratings in the preceding columns.................................................................................... __ Total Points In order to meet the standard, all State Board Rules must be met and the total points must equal or exceed 30 points. If any questions are not applicable, the chart below can be used to determine the total points needed to meet the standard. (The number of questions rated should include the questions related to State Board Rules.)
Based upon the
Quality indicators, which reflect State Board Rules and factors
influencing the quality of the program, the standard is
Met
Not
Met.
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Page 11/12 | |||||||||||||||||||||||||||
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| ENROLLMENT AND STUDENT/TEACHER RATIO | |||||||||||||||||||
| STANDARD FOUR | |||||||||||||||||||
QUALITY INDICATORS | |||||||||||||||||||
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QUESTIONS |
SUGGESTED |
NA=Not Applicable | |||||||||||||||||
| 7.
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Do all students complete appropriate academic courses for high-skill occupations and/or advanced training? (Except FASC) |
Check course sequence of instruction and grade book. |
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COMMENTS: Yes. we encourage students to pursue
higher levels of training and constantly touch on "lifelong learning" in
the computing field. |
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| 8 | Are courses scheduled to avoid conflicts with other classes student need for graduation? | Are modified courses offered? | NA 12345 | ||||||||||||||||
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COMMENTS: Yes. The school offers numerous
math classes to accomodate students who need math to graduate. |
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Sum the ratings in the preceding columns.......................................................................................... Total Points In order to meet the standard, all State Board Rules must be met and the total points must equal or exceed 18 points. If any questions are not applicable, the chart below can be used to determine the total points needed to meet the standard. (The number of questions rated should include the questions related to State Board Rules.)
Based upon the quality indicators, which reflect State Board Rules and factors influencing the quality of the program, the standard is Met Not Met. | |||||||||||||||||||
Page 14
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| EQUIPMENT AND SUPPLIES | |||
| STANDARD FIVE | |||
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Proper equipment and adequate supplies must be made available. Schools offering career and technology education shall provide funds for equipment and supplies in accordance with acceptable standards and at a level to assure quality. Equipment selected should be representative of the grade and type used by business and industry and must meet or exceed all appropriate safety standards. | |||
QUALITY INDICATORS | |||
|
QUESTIONS |
SUGGESTED |
NA=Not Applicable | |
| 1.
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Are the quantity and quality of equipment adequate to support the independent study needs of the largest class of students? |
The appropriateness and amount of equipment (and training stations) in relation to students study needs. |
Met Not Met |
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COMMENTS: Yes. Each student is provided with a
computer and two monitors. See classroom. |
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| 2. | Are the quality and quantity of training stations appropriate for the number of students being served and career majors offered as identified in the Rules for Career and Technology Education? | The appropriateness and amount of equipment (and training stations) in relation to students study needs. | Met Not Met |
| COMMENTS: Yes. See
classroom. |
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| 3. | Is there an established budget and are the funds being used to purchase equipment and supplies that are representative of those used in business and industry? B) In comprehensive schools, is entire program assistance money being spent appropriately as identified in the Rules for Career and Technology Education? | Availability of funds for updating and upgrading equipment. The 412 expenditure report. Budget. Inventory. | Met Not Met |
| COMMENTS: Yes. major equipment comes from the building fund. General supplies come from the general fund. Majority of the equipment and/or supplies are recommended by the advisory committee members. Program Specific Strategic Plan is used to replace equipment in timely manner. See Program specific Strategic Plan and Budget. |
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| 4. | Are there procedures and sufficient funds available for replacement and/or immediate repair of malfunctioning trainers, equipment, and/or tools? | Process for repair of malfunctioning equipment. List of equipment that needs to be replaced or repaired. Long-range plan and/or budget. | Met Not Met |
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COMMENTS:Yes. See Program Specific Strategic Plan and Budget.
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| 5. | Is a current inventory of trainers, equipment, and/or tools on file and updated annually? | Equipment inventory. | Met Not Met |
| COMMENTS: Yes. See inventory. |
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| All quality indicators marked with a screen must be met in order to meet the standard. | |||
| 6. | Is equipment available to support the latest instructional standards? | Equipment available for use. Focus of technology. | NA 12345 |
| COMMENTS: Yes. Document camera,
smartboard and various softwares are utilitized to support
instructor. See inventory list. |
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| 7. | Do the technology and software provide for emerging career opportunities? | Technology being used. | NA 12345 |
| COMMENTS:Yes. We use the
latest programming languages in the class. In addition, we have been
using windows 7 Operating System, Office 2007, and Notepad++, Dev C++. |
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Page 15 | |||
| EQUIPMENT AND SUPPLIES | ||||||||||
| STANDARD FIVE | ||||||||||
QUALITY INDICATORS | ||||||||||
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COMMENTS: |
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Sum the ratings in the preceding columns.................................................................................... Total Points In order to meet the standard, all State Board Rules must be met and the total points must equal or exceed 9 points. If any questions are not applicable, the chart below can be used to determine the total points needed to meet the standard. (The number of questions rated should include the questions related to State Board Rules.)
Based upon the quality indicators, which reflect State Board Rules and factors influencing the quality of the program, the standard is Met Not Met. | ||||||||||
| Page 16 | ||||||||||
| INSTRUCTIONAL FACILITIES | |||
| STANDARD SIX | |||
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Physical facilities for career and technology education shall include adequate space and utilities in classrooms, laboratories, and shop areas that provide for safe and orderly, quality instruction to meet the instructional objectives. Both instructional and non-instructional areas, including storage areas, restrooms, and offices, shall be adequate for the number of students and staff using such areas. Special consideration shall be given to meeting the needs of students with disabilities as well as providing for the special needs of co-educational classes. | |||
QUALITY INDICATORS | |||
|
QUESTIONS |
SUGGESTED |
NA=Not Applicable | |
| 1.
|
Are the size of the facility and number of training stations adequate to ensure safety and quality education in relation to all career majors?/courses? objectives? |
Size of the classroom, laboratory, greenhouse, etc. |
Met Not Met |
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COMMENTS: Yes. each student has a workstation with
dual monitors. See classroom. |
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| 2. | Have the facilities been properly maintained to provide a productive learning environment? Are the facilities clean and orderly? | Maintenance of the facility in terms of painting, repair work, etc. | Met Not Met |
| COMMENTS:Yes. Classrooms are cleaned
and maintained every day. the building is less then 5 years old. |
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| 3. | Are facilities barrier-free to accommodate students with disabilities? | Special features or modifications made to facilities to accommodate students with disabilities. | Met Not Met |
| COMMENTS: Yes. Classrooms are
independently accessed to ensure all ADA regulations are met. If the
students with disabilities need additional modifications, the instructor
and/or administrator will accommodate |
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| All quality indicators marked with a screen must be met in order to meet the standard. | |||
| 4. | Are the facilities flexible to provide for individual, team, and project-based instruction? | Facilities. | NA 12345 |
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COMMENTS: Yes. See the classroom. In
addition, the Seminar Center and additional classes can be utilitized
if need. |
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| 5. | Are the facilities arranged to maximize instructional function, supervision, class control, and student safety and to simulate an industry environment as appropriate? | Visual observation of all facility components for suitability in carrying out instructional objectives and supervision. | NA 12345 |
| COMMENTS: Yes. See the
classroom layout. |
|||
| 6. | Is the storage space functional and sufficient for instructional materials, supplies, equipment, and projects? Is lockable storage utilized for hazardous materials and expensive equipment. | Available storage space. | NA 12345 |
|
COMMENTS: Yes. Storage space is functional and sufficient for instructor's need. Storage room can also be locked.
|
|||
| 7. | Is adequate office space provided that contains a computer, printer, software, telephone, desk, file cabinets, Internet access, and other necessary equipment? Does the space allow for confidential counseling for students? | Office space. | NA 12345 |
| COMMENTS:Yes. See
office. |
|||
|
Page 17 | |||
| INSTRUCTIONAL FACILITIES | |||||||||||||||||||
| STANDARD SIX | |||||||||||||||||||
QUALITY INDICATORS | |||||||||||||||||||
|
QUESTIONS |
SUGGESTED |
NA=Not Applicable | |||||||||||||||||
| 8.
|
Can the present facility be changed/adapted to accommodate a change in the direction of curriculum or to accommodate other modifications in equipment, safety, etc., due to the impact of changing technology?
|
Facilities. |
|||||||||||||||||
|
COMMENTS: Yes. Observe facility. |
|||||||||||||||||||
| 9. | Do the students have lockers, storage, shelves , and network storage for personal training-related items? | Facility. | NA 12345 | ||||||||||||||||
| COMMENTS:N/A |
|||||||||||||||||||
Sum the ratings in the preceding columns.................................................................................... Total Points In order to meet the standard, all State Board Rules must be met and the total points must equal or exceed 18 points. If any questions are not applicable, the chart below can be used to determine the total points needed to meet the standard. (The number of questions rated should include the questions related to State Board Rules.)
Based upon the quality indicators, which reflect State Board Rules and factors influencing the quality of the program, the standard is Met Not Met. | |||||||||||||||||||
| Page 18 | |||||||||||||||||||
| SAFETY TRAINING AND PRACTICES | |||
| STANDARD SEVEN | |||
|
Due to the nature of occupational training and related employment, student safety and safety training are considered essential. Schools shall ensure that safety features in the instructional facilities and equipment are properly implemented and maintained. In addition, adequate lighting, temperature, and ventilation shall be provided to ensure a safe and healthy learning environment. The Occupational Safety and Health Administration (OSHA) standards shall be used to guide the implementation of environmental health and safety features. Instructors shall model correct safety practices and ensure that safety training is incorporated into the instructional content. Student safety practices shall also be encouraged and continuously monitored by the instructor. | |||
QUALITY INDICATORS | |||
|
QUESTIONS |
SUGGESTED |
NA=Not Applicable | |
| 1.
|
Is safety instruction planned, presented, demonstrated, and practiced by the teacher in classroom and laboratory activities? |
Safety instructional units being taught. Laboratory processes. |
Met Not Met |
|
COMMENTS: Yes. Safety information is
presented at the entry point of every student in the computer programming
orientation LAP. Students review the information, take tests and must pass
with 100%. Fire and tornado drills are used and evacuation routes
are posted in the classroom and discussed with the students. I
ensure that I follow all safety rules, and I point out when a student has
violated a safety rule, so that all students will learn from another's
mistakes. See supporting documents. Safety Information Sheet,
Safety Lap, Safety Test, Emergency Procedure Lap and Internet Safety
Lap. |
|||
| 2. | Has a safety check been conducted to ensure a safe educational environment and to teach students to look for unsafe conditions in the work area? | Safety checklist. Visual inspection of facility and equipment for appropriate safety features. | Met Not Met |
| COMMENTS:Yes. See Std. 7.1
and safety test. all students must complete a safety test with a
100% pass rate; competencies are on file. Check facility and
equipment for appropriate safety features. Safety Trainer conducts a
safety inspection each year. |
|||
| 3. | Have appropriate measures been taken to protect the students and instructor from contamination resulting from injury or while treating an injury, including instructor training and health safety equipment? | Health/safety equipment and training for compliance with OSHA Standard 29 CFR 1910.1030 and Universal Precautions (Bloodborne pathogens). | Met Not Met |
| COMMENTS: Yes. safety procedures are in
place review anually through professional development. a first aid
kit and biohazard kit are available in front of the classroom. See
Example A, example B, Example C. |
|||
| 4. | Is appropriate safety instruction provided, and are tests indicating 100 percent accuracy on file for each student? | Safety instructions. Tests in student files. | NA 12345 |
|
COMMENTS: Yes. tests are on file. |
|||
| 5. | Does the instructional facility provide adequate heat, light, ventilation, dust control, and noise control to provide a safe environment conducive to learning? | Facilities have appropriate heating, lighting, noise level, and ventilation. | NA 12345 |
| COMMENTS:Yes. |
|||
| 6. | Is a variety of up-to-date safety poster, signs, and safety lanes used to support safe actions of students in the program? | Safety signs, posters, etc., present in the classroom. Disaster drill information. Fire extinguishers/blankets and exit signs. First-aid kits. Bloodborne pathogens kits. | NA 12345 |
| COMMENTS: Yes. Classroom has variety of
safety posters. In addition, there are fire drills, tornado drills
and bomb threat drills throughout the year. See Sign A and Sign B.
|
|||
|
Page 19 | |||
| SAFETY TRAINING AND PRACTICES | |||
| STANDARD SEVEN | |||
QUALITY INDICATORS | |||
|
QUESTIONS |
SUGGESTED |
NA=Not Applicable | |
| 7.
|
Do students demonstrate acceptable knowledge and attitudes related to health and safety practices? |
Observation of student safety practices. Lab health and safety rules |
Met Not Met |
|
COMMENTS:Yes. |
|||
| All quality indicators marked with a screen must be met in order to meet the standard. | |||
| 8. | Are the classroom, laboratory, and storage areas arranged to emphasize safety? | Visual inspection of instructional facilities and equipment for appropriate health, comfort, and safety features. | |
| COMMENTS: Yes. See classroom. |
|||
| 9. | Are accidents resulting in injury recorded and reviewed in order to correct deficiencies? | Accident report files. Procedure used to review accident. | NA 12345 |
| COMMENTS: Yes. See supporting
document. |
|||
| 10. | Does the program have adequate and accessible fire extinguishers (correct type and serviced within the last year) correctly identified and displayed in the facility? | Check inspection date, signage, and location of fire extinguishers in the program. | NA 12345 |
|
COMMENTS: Yes. There are fire extinguishers
at all entry/exit points. |
|||
|
Page 20 | |||
| SAFETY TRAINING AND PRACTICES | ||||||||||||
| STANDARD SEVEN | ||||||||||||
QUALITY INDICATORS | ||||||||||||
|
QUESTIONS |
SUGGESTED |
NA=Not Applicable | ||||||||||
|
In order to meet the standard, all State Board Rules must be met and the total points must equal or exceed 9 points. If any questions are not applicable, the chart below can be used to determine the total points needed to meet the standard. (The number of questions rated should include the questions related to State Board Rules.)
Based upon the Quality indicators, which reflect State Board Rules and factors influencing the quality of the program, the standard is Met Not Met. | ||||||||||||
| Page 21 | ||||||||||||
| ADVISORY COMMITTEE AND COMMUNITY RELATIONS | |||
| STANDARD EIGHT | |||
|
An effective and continuous program of community relations is necessary to maintain a close working relationship with the business and industry sector as well as other organizations and individuals and to ensure that career and technology education is relevant to the needs of students. The purpose of a community relations effort is to inform the public of the program?s operations and capabilities and to generate active participation in the development and implementation of the program?s goals. The instructor should actively strive to encourage community involvement and to promote a greater understanding of the career pathway/majors and the students? needs and accomplishments. In addition, each career pathway shall have a formally organized advisory committee that is broadly representative of the school community and of the business and industry community it serves. A list of the names and occupations of the advisory committee members and the minutes of each meeting must be kept on file. | |||
QUALITY INDICATORS | |||
|
QUESTIONS |
SUGGESTED |
NA=Not Applicable | |
| 1.
|
Does the advisory committee meet as a group in scheduled meetings? Are minutes of each meeting maintained, and do they include recommendations for improvement for each career major being offered? |
Minutes of recent meetings. Action taken on previous committee recommendations are noted. |
Met Not Met |
|
COMMENTS: Yes. We meet regularly and contact
each other via telephone and email. See the minutes. |
|||
| 2. | Does the advisory committee include representation from appropriate businesses and industries as well as the school community? (The majority of the advisory committee members should be from business and industry in relation to the pathway. Representatives of the school community might include school administrators, counselors, parents, current student, past student, academic teacher, sending school teachers and/or technology center teachers, and a local career pathway/major instructor.) |
Advisory committee membership including each member?s occupational title and place of employment. |
Met Not Met |
| COMMENTS: All advisory committee
representatives are from businesses and industries. See minutes. |
|||
| 3. | Are the recommendations from the advisory committee acted upon and/or incorporated into the program? | Minutes of recent meetings. Changes in curriculum and equipment as a result of committee recommendations. | Met Not Met |
| COMMENTS: Yes. Various career
majors are modified and/or added . Example: Computer
Information Systems (Computer Repair/Networking) was implemented as
indicated by the advisory committee members. See Minutes. |
|||
| All quality indicators marked with a screen must be met in order to meet the standard. | |||
| 4. | Are the results of the recommendations reported back to the committee members? | Minutes of recent meetings showing action items based upon recommendations. | NA 12345 |
|
COMMENTS: Yes. I stay in contact with the
committee members. I also let them know when their ideas are
implemented and invite them out to see it in action. See
Minutes. |
|||
| 5. |
Are informative materials/meetings used to enlighten educators, parents, students, business and industry, and the general public concerning the program?
|
Newspaper releases, brochures, posters, website, etc. Minutes from meetings with partner/sending school teachers. | NA 12345 |
| COMMENTS: Yes. We have a marketing department that produces many of the materials distributed to the public. CVTC marketing department gets the stories out about our students. CVTC also has open house where we invite the community to tour the campus. See Newspaper article and /or web article. | |||
|
Page 22 | |||
| ADVISORY COMMITTEE AND COMMUNITY RELATIONS | |||||||||||||||||
| STANDARD EIGHT | |||||||||||||||||
QUALITY INDICATORS | |||||||||||||||||
|
QUESTIONS |
SUGGESTED |
NA=Not Applicable | |||||||||||||||
| 6.
|
Do advisory committee members serve as mentors, guest speakers, field trip hosts, and/or work-site coordinators for student work experience? |
Advisory committee members? involvement. List of guest speakers, field trips, activities, etc. |
NA 12345 | ||||||||||||||
|
COMMENTS Yes. Sky Splawn, Steve Walker, and Steve
Schulz - CVTC LAN Party |
|||||||||||||||||
| 7. | Does the instructor document contact with the advisory committee members via letters, phone, email, or visits? | Communication records. | NA 12345 | ||||||||||||||
| COMMENTS: Yes. See
email. |
|||||||||||||||||
|
Sum the ratings in the preceding columns.................................................................................... Total Points In order to meet the standard, all State Board Rules must be met and the total points must equal or exceed 12 points. If any questions are not applicable, the chart below can be used to determine the total points needed to meet the standard. (The number of questions rated should include the questions related to State Board Rules.)
Based upon the Quality indicators, which reflect State Board Rules and factors influencing the quality of the program, the standard is Met Not Met. | |||||||||||||||||
| Page 23 | |||||||||||||||||
| LEADERSHIP DEVELOPMENT | ||||
| STANDARD NINE | ||||
|
Student leadership development activities are considered an integral part of the course of instruction. Each student shall be afforded the opportunity to become an active member of an appropriate career and technology student organization. The leadership development activities associated with the student organization shall be directed and supervised by the local teacher with guidance from the local school administration and the state supervisory staff. (*Appropriate career and technology student associations are: Business and Information Technology - BPA, Health Careers Education - HOSA, Trade and Industrial Education - Skills USA, Agricultural Education - FFA, Marketing Education ? DECA, Technology Engineering - TSA, and Family and Consumer Sciences Education ? FCCLA.)
| ||||
QUALITY INDICATORS | ||||
|
QUESTIONS |
SUGGESTED |
NA=Not Applicable | ||
| 1.
|
Is each student afforded the opportunity and encouraged to become an active member of the appropriate career and technology student organization? |
|
Met Not Met | |
|
COMMENTS: Yes, All Computer Programming students
are informed about BPA during orientation. all students are
encouraged to run for office. Officers are elected by the BPA
members. Various activities are scheduled for the year. All
students are involved in various BPA activities. |
||||
| 2. | Are student organization activities an integral part of the instruction in the attainment and balance of the primary career major objectives? |
How the student organization activities are incorporated into the instructional delivery system. |
Met Not Met | |
| COMMENTS:Yes. Computer Programming has
incorporated BPA into the instructional delivery system. Students
are involved in various contests. In addition, students do two CVTC
LAN parties to raise money for industry certifications. They plan
the LAN Parties (all BPA members are involved), set up the network and
host the LAN parties. |
||||
| 3. | Is each member provided the opportunity to attend and participate in local, state, and national leadership, career, and personal development activities? | How opportunities were offered to each member. | Met Not Met | |
| COMMENTS: Yes. All Computer
Programming students attend organizational meetings. Students who
meet elgibility requirements are given opportunities to attend
various events. This can encompasses a leadership role as an officer
or committee chair to event contestant. |
||||
| 4. | Is the local chapter in good standing with the state and national organizations? | Membership rosters, dues, and organization reports submitted on time. Attendance at fall and/or state leadership conferences. Student participation in workshops or competitive events. | Met Not Met | |
|
COMMENTS: Yes. See the membership list. |
||||
| 5. | Does the student organization and each member employ ethical practices and professional conduct while participating in organized activities and events? | Identify students ethical practices and conduct while preparing for and participating in activities and events. | Met Not Met | |
| COMMENTS:
Yes. All students are informed of expectations for professional behavior
and must sign an agreement before attending an event. See delegate and
conduct agreement. |
||||
| All quality indicators marked with a screen must be met in order to meet the standard. | ||||
| 6. | Do the local organization activities include field trips, guest speakers, and work-based learning opportunities? |
List of activities.Program of work/calendar. |
NA 12345 | |
| COMMENTS: Meetings include guest
speakers and shared information from community visits. Students
receive work based learning opportunities through planning these
events. |
||||
|
Page 24 | ||||
| LEADERSHIP DEVELOPMENT | |||||||||||||||||
| STANDARD NINE | |||||||||||||||||
QUALITY INDICATORS | |||||||||||||||||
|
QUESTIONS |
SUGGESTED |
NA=Not Applicable | |||||||||||||||
| 7.
|
Do students participate in school and community service activities? |
Articles, pictures, meeting minutes |
NA 12345 | ||||||||||||||
|
COMMENTS:Our organization has been involved in campus wide food drive, LAN Parties and various activities on campus. |
|||||||||||||||||
| 8. | Does the local organization assist with planning, preparing, and operating student organization activities above the local level? | Program of work/calendar. Organization's involvement in these activities. | NA 12345 | ||||||||||||||
| COMMENTS: Yes. Our
organization has been involved in campus wide food drive, LAN Parties and
various activities on campus. I have served as a judge at the SLC/NLC
event. |
|||||||||||||||||
| 9. | Does the student organization maintain a written program of work/activities that outlines the years activities and reinforces workplace skills? | Program of work. List of activities. | NA 12345 | ||||||||||||||
| COMMENTS: Yes. See the list of
activities. |
|||||||||||||||||
| 10. | Are meetings held regularly with student officers conducting the proceedings? | List of activities. Program of work/calendar | NA 12345 | ||||||||||||||
| COMMENTS: Yes. See the list
of activities. |
|||||||||||||||||
|
In order to meet the standard, all State Board Rules must be met and the total points must equal or exceed 15 points. If any questions are not applicable, the chart below can be used to determine the total points needed to meet the standard. (The number of questions rated should include the questions related to State Board Rules.)
Based upon the Quality indicators, which reflect State Board Rules and factors influencing the quality of the program, the standard is Met Not Met. | |||||||||||||||||
| Page 25 | |||||||||||||||||
| COORDINATION ACTIVITIES | |||
| STANDARD TEN | |||
|
Cooperative education is uniquely designed to meet students? career objectives through supervised on-the-job training or other supervised occupational experiences, coupled with regular classroom instruction. Each student participating in cooperative training should be placed in a job related to his/her training objective. The instructor should ensure that each student?s cooperative training provides experiences that allow the student to meet the goals and objectives of the career major or pathway. The instructor or other appropriate personnel should ensure that students are legally employed if their cooperative training involves working for pay. As a condition of their employment, a ?Memorandum of Training? shall be signed by the employer, student, parent (if applicable), and teacher-coordinator and shall be maintained on file. In addition, a training plan outlining the on-the-job training activities for each student shall be completed and maintained on file. In order to assure quality of training and procedural compliance, the local teacher-coordinator shall visit each training station at least once per grading period. Provisions should also be made for the local teacher-coordinator to visit each training station in accordance with state guidelines. Students should be encouraged to develop teacher-assisted entrepreneurship programs, if related to the instructional content. | |||
QUALITY INDICATORS | |||
|
QUESTIONS |
SUGGESTED |
NA=Not Applicable | |
| 1.
|
Does each student have the opportunity to participate in training-related work-based experience? |
Work-based learning opportunities. List of employers. Examples of projects and experiences |
Met Not Met |
|
COMMENTS:Yes. There are various work-based
projects that the students work on throughout the curriculum.
Employers: Dell, Sprint, FAA, AT&T, Staples, BYU, A La Mode. |
|||
| 2. | Are appropriate documents (memorandum of training, contract, and other appropriate documentation) signed and on file for each student undergoing a work-based experience? |
Completed documentation for each student participating in a work-based experience. |
Met Not Met |
| COMMENTS: We've made the decision not
to allow work-site based training, because of the time required to achieve
the training, certification, and higher education preparation. |
|||
| 3. | Are work-based objectives based on and validated by industry standards? | List of objectives used to validate industry standards. | Met Not Met |
| COMMENTS:We've made the decision not to
allow work-site based training, because of the time required to achieve
the training, certification, and higher education preparation. |
|||
| 4. | Is appropriate documentation maintained to indicate the instructor is actively involved with each work-based experience? | Completed coordination activities and records. | Met Not Met |
|
COMMENTS:We've made the decision not to allow
work-site based training, because of the time required to achieve the
training, certification, and higher education preparation. |
|||
| 5. | Are students employed in business and information technology related jobs specific to the career major they are enrolled in? | Job related placement | Met Not Met |
| COMMENTS:
Yes. Students are either employed in business and information
technology or continuing education through higher education, or serving in
military. |
|||
| All quality indicators marked with a screen must be met in order to meet the standard. | |||
| 6. | Does the employer complete a written evaluation on the employed student? |
Completed evaluation forms. |
NA 12345 |
| COMMENTS:We've made the decision not to
allow work-site based training, because of the time required to achieve
the training, certification, and higher education preparation. | |||
| 7. | Does the student complete a written evaluation on the learning experience? | Completed evaluation forms. Student journals. | NA 12345 |
| COMMENTS:We've made the decision not to
allow work-site based training, because of the time required to achieve
the training, certification, and higher education preparation. |
|||
|
Page 26 | |||
| COORDINATION ACTIVITIES | |||||||||||||||
| STANDARD TEN | |||||||||||||||
QUALITY INDICATORS | |||||||||||||||
|
QUESTIONS |
SUGGESTED |
NA=Not Applicable | |||||||||||||
| 8.
|
Does the administration support coordination activities by providing sufficient time and financial support? |
Policy on coordination activities. |
NA 12345 | ||||||||||||
|
COMMENTS: |
|||||||||||||||
| 9. | Are mentors properly trained and/or inserviced prior to assigning students to that work station? | Mentor training materials. Dates of training sessions. | NA 12345 | ||||||||||||
| COMMENTS: |
|||||||||||||||
|
In order to meet the standard, all State Board Rules must be met and the total points must equal or exceed 12 points. If any questions are not applicable, the chart below can be used to determine the total points needed to meet the standard. (The number of questions rated should include the questions related to State Board Rules.)
Based upon the Quality indicators, which reflect State Board Rules and factors influencing the quality of the program, the standard is Met Not Met. | |||||||||||||||
| Page 27 | |||||||||||||||
| STUDENT ACCOUNTING AND REPORTS | |||
| STANDARD ELEVEN | |||
|
Recognizing that the major objective of career and technology education is the gainful employment of the student, a systematic program of job placement and follow-up is essential. As evidence of efforts to achieve this objective, each local educational institution shall maintain student enrollment, placement, and follow-up records on all students who have enrolled. These records must be maintained in accordance with divisional requirements and reported as requested to the Oklahoma Department of Career and Technology Education. Each instructor purporting to train students for gainful employment shall assist career major completers in job placement and maintain placement records. In exploratory educational experiences where students move from one career major to another, completers should be assisted in continuing their occupational education or assisted in job placement. Enrollment, placement, continuing education, and follow-up records should be maintained. | |||
QUALITY INDICATORS | |||
|
QUESTIONS |
SUGGESTED |
NA=Not Applicable | |
| 1.
|
Are student enrollment, placement, follow-up, divisional, and student organization reports correctly completed, maintained, and submitted by the due dates and in accordance with state and federal requirements? |
Enrollment, completion, and follow-up records. Delinquent lists. |
Met Not Met |
|
COMMENTS: Yes. All are submitted. See
follow-up report. |
|||
| 2. | Does each student have an opportunity to compile a resume, complete a job application, follow the plan of study, plan for future education, prepare for a job search, or complete any other application as a part of his/her instruction? |
Objectives, lesson plans, student files, portfolios, etc. |
Met Not Met |
| COMMENTS: Students create resumes at
the beginning of the school year. Students also complete job
applications and update resumes for BPA interview contests.
All students are required to participate in mock interview at the end of
the year. |
|||
| All quality indicators marked with a screen must be met in order to meet the standard. | |||
| 3. | Is enrollment periodically updated through the school year in order to record/list new students? |
Comparison of grade book with enrollment records. |
NA 12345 |
| COMMENTS:Yes. See attendance
records. |
|||
| 4. | Does the teacher assist career major completers in continuing their education or pursuing related employment? | Procedures for assisting career major completers in finding employment and/or continuing formal training (i.e. list of potential employers.) | NA 12345 |
| COMMENTS:Yes. All students are given an
opportunity to tour Redlands Community College. Instructor assists
students with resume, cover letter, and job interview and
portfolios. Job referrals: FAA, Sprint, Dell, Best Buy,
Staples, A La Mode. College/universities: Redlands Community College,
OSU-OKC, OCCC, UCO, BYU, OU |
|||
| 5. | Does the one-year follow-up indicate that completers from the previous year are employed in a job related to training or continuing their education? | Placement data for previous year?s career major completers. | NA 12345 |
| COMMENTS: Yes. See follow-up report.
|
|||
| 6. | Are the student retention and graduation rates maintained at an appropriate level? (match data elements) | Number of students returning from the first year to the second year, if applicable. Graduation rate. | NA 12345 |
| COMMENTS: Yes. See supporting
documents. See follow-up report. |
|||
|
Page 28 | |||
| STUDENT ACCOUNTING AND REPORTS | |||||||||||||||||||||
| STANDARD ELEVEN | |||||||||||||||||||||
QUALITY INDICATORS | |||||||||||||||||||||
|
QUESTIONS |
SUGGESTED |
NA=Not Applicable | |||||||||||||||||||
| 7.
|
Is data maintained to show the effectiveness of articulation/ cooperative agreements? |
Data from sending schools, two-year colleges, and four-year universities. College credit enrollment data. Plan of study. |
NA 12345 | ||||||||||||||||||
|
COMMENTS:Yes. Students can earn up to 27 college
credits and earn A.A.S. degree in Programming. Majority of the
students take advantage of the college credits. See Data
Example. |
|||||||||||||||||||||
| 8. | Is the program meeting the minimum criteria for pass rates on certification exams? | Test records and certificates | NA 12345 | ||||||||||||||||||
| COMMENTS:Yes. All students are
required to take brainbench certification exams. In addition
students take CompTIA A+ certification. |
|||||||||||||||||||||
|
In order to meet the standard, all State Board Rules must be met and the total points must equal or exceed 21 points. If any questions are not applicable, the chart below can be used to determine the total points needed to meet the standard. (The number of questions rated should include the questions related to State Board Rules.)
Based upon the Quality indicators, which reflect State Board Rules and factors influencing the quality of the program, the standard is Met Not Met. | |||||||||||||||||||||
| Page 29 | |||||||||||||||||||||
|
Oklahoma Department of Career and Technology Education PROGRAM EVALUATION PROFILE | ||||||||||||||||||||||||||||||||||||
|
Instructor Program School Date Chairman
| ||||||||||||||||||||||||||||||||||||
|
*Refer to Specific Recommendations for Improvement
| ||||||||||||||||||||||||||||||||||||
| Page 30 |
| INTRODUCTION |
|
Include a brief description of the program including number of teachers, type of students served, enrollment, approved career majors, and any unique information about the program. |
|
|
| Page 31 |
| COMMENDATIONS OR STRENGTHS |
|
Summarize below the major strengths of the program. Include outstanding accomplishments of students and/or the student organization. |
|
|
| Page 32 |
| SPECIFIC RECOMMENDATIONS FOR IMPROVEMENT | ||||||||||||||||||||||||
|
Outline specific recommendations for program improvement that should be implemented in order for the program to meet minimum standards. Each standard that was found to be deficient should be identified and recommendations for improvement made. | ||||||||||||||||||||||||
|
| ||||||||||||||||||||||||
| Page 33 |
| GENERAL SUGGESTIONS FOR IMPROVEMENT | ||||||||||||||||||||||||
|
Outline general suggestions for the overall improvement of the program. | ||||||||||||||||||||||||
|
| ||||||||||||||||||||||||
| Page 34 |
| ENROLLMENT AND STUDENT/TEACHER RATI | |||
