BITE
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| School: Canadian Valley Technology Center - El Reno | |||
| Date of Report: | |||
| Program: Interactive Media and Web Technology | |||
| Teacher: Afton Brower | |||
| 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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| 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 th enecessary skills and competencies needed for employment and career success? | Annual instructional plan or course syllabi. | Met Not Met |
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COMMENTS: Upon completion of the Fundamentals of Technology course,
students have the opportunity to participate in work-based learning
activities. Real life
projects can also be completed under supervision of instructor. On the job training and on the job
experience are also available to students. |
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| 2. | Have appropriate career major(s) and/or courses been identified and approved by ODCTE? | Salary and teaching schedule. The ODCTE | Met Not Met |
| COMMENTS: Yes. The three career majors have been approved by ODCTE. The courses are identified on the
Individualized Training Plans. |
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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.
My advisory committee plays an integral part in what subject matter I
teach. Their input also helps
determine the equipment and software I use. 2009 minutes 2010 minutes 2011 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: Canadian
Valley Technology Center (CVTC) does not discriminate on the basis of
race, color, national origin, sex/gender, age, disability, or vetern
status. The facility and classroom accommodates for wheel-chair bound
students, as well as, students with vision handicaps. The IMWT student
handbook contains non-discrimination statements, as well as, all
promotional materials for IMWT. |
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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: |
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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: WILL LINK AFTER SUMMER |
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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: WILL LINK AFTER SUMMER |
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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. IMWT has a website set up for students to access tests and other course information. See IMWT site here. |
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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. Grading is defined on the day of enrollment with students and parents. See info here. The grading guidelines are also outlined in IMWT handbook. |
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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: |
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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: |
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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. The instructors are a part of a team, which includes the tech center counselor, sending schoool counselor, administrator, parent and student, who determine the IEP for students when necessary. |
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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. The Academic Center works with students who need to improve basic academic skills that will help with employment. Resume skills are taught in the classroom, and mock interviews are done on a yearly basis. The instructor and counselors post jobs on IMWT website. |
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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 |
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COMMENTS: Yes. CVTC has just taken on the Tools for Schools initiative. Select professional developments have been targeted to integrating academics. See professional development tracking sheets. |
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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. Students take and receive a WorkKeys certification and Brainbench certifications. See certificates here. |
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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: Instructor works closely with Academic Center Coordinator to suggest academic input. Survey |
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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. Students are provided with a CVTC handbook and a IMWT classroom handbook. |
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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
Individualized Training Plan
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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: The curriculum is aligned to the BITE standards. Also, I work closely with some of
our sending schools to ensure our courses align. |
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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. | |
| COMMENTS: Yes. See website |
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| 21 | Are student building individual portfolios representing their accomplishments within their career major plan of study? | Student portfolios. | |
COMMENTS: Web Portfolio |
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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. Students can obtain WorkKeys certification and Brainbench certifications. See certificates. |
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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 | |||
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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: |
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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. Students work at their own pace by
using a LAP (Learning Activity Packet). Online video instruction is
provided as a supplement to the textbooks. Students are allowed to choose
from a variety of assignments. |
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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 |
| 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.
Students work on projects individually and in teams. Field trips provide
an opportunity for students to see what they are learning in class applied
in the "real world". Guest speakers are brought in occassionally to help
students understand the industry.
Some guest speakers are broadcast to the class via Skype.
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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: Students can access all instructional material online on the
class website. |
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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. The classroom has two iPads for instructional use, as well as 4 iPod Touch and 5 classic iPods. Each can be used to deliver instruction, web tools or mobile interactive technologies. |
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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.
A resume packet is provided each year for students to help them learn to
create resumes, cover letters and thank you letters. Also, in IMWT we have software
packages such as Microsoft Office, Adobe CS and Final Cut Studio available
for students to learn on. |
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Page 8 | |||
| INSTRUCTIONAL MATERIALS UTILIZATION | |||
| STANDARD TWO | |||
QUALITY INDICATORS | |||
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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. Projects are integrated through the course and/or career
majors. Real-world projects
are incorporated as they become available and are at appropriate skill
level.
CHS All Sports Program |
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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 | |||
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Selecting, developing, and retaining instructional staff who are competent to meet the needs of career and technology education is vital to the success of the educational experience. Realizing that occupational instruction is unique in education, all instructors shall have an adequate general education along with recent work experience that will enable them to relate their instruction to business or industrial methodology. As evidence of proper preparation, all career and technology instructors shall meet or exceed state certification requirements and will hold a current teaching certificate or credential appropriate to their subject area. In addition to these minimums, all instructors should continuously strive to upgrade their skills and knowledge by meeting recertification requirements and attending professional improvement meetings, state conferences, etc. | |||
QUALITY INDICATORS | |||
|
QUESTIONS |
SUGGESTED |
NA=Not Applicable | |
| 1.
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Does the teacher hold certification/endorsement /appropriate credentialing in his/her specific field? | Teaching certificate, CareerTech endorsement, credential, and/or rsum. | Met Not Met |
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COMMENTS: The
instructor's Oklahoma teaching certificate can be viewed here. Resume can
be viewed here.
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| 2. | Does the teacher attend ODCTE Summer Conference, conventions, college courses, required professional improvement meetings, and other sources of training? | Instructors technological and professional growth activities. Professional development records, transcript, rsum. | Met Not Met |
| COMMENTS: Yes. See
professional development tracking sheet
here.
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| 3. | Has the instructor developed and utilized methods to ensure that administrators/counselors are familiar with the goals, objectives, activities, prerequisites, enrollment guidelines, etc., of the career pathway/major? | Procedures used for informing administrators/counselors about the career pathway/major. | Met Not Met |
| COMMENTS: All career majors go through our Instructional Services department for submission/approval. The career majors for every program, along with any prerequisites/guidelines, are then compiled and dispersed to all necessary personnel, including adminstrators and counselors. |
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| All quality indicators marked with a screen must be met in order to meet the standard. | |||
| 4. | Are support services utilized to meet the needs of students? | List of personnel available and use of these services by the students. Academic center. financial aid. teachers aide. counselor. academic teachers, employment coordinators. | NA 12345 |
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COMMENTS: The Academic Center serves to cover basic skills and career and employability skills. A reading improvement program is available, and a math instructor is also available. A credit recovery program is also available through Project Connect. Project Connect Coordinator - Charlotte Wakefield |
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| 5. | Does the instructor participate in cooperative teaching with other faculty and correlate his/her curriculum with other subject areas? | Procedures used to correlate instruction with other subject areas. | NA 12345 |
| COMMENTS: Yes. The instructor helped the Auto Collision instructor set up curriculum on a website. Instructor also helps individiuals on an as needed basis with various web/video/graphics issues. |
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| 6. | Does the instructor participate in educational, school, and community activities and maintain membership in related professional organizations to increase his/her effectiveness? | Rsum or list of instructors professional organization memberships. Examples of involvement in community and professional activities. | NA 12345 |
| COMMENTS: Yes. See resume |
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Page 10 | |||
| QUALIFIED INSTRUCTIONAL PERSONNEL | |||
| STANDARD THREE |
QUALITY INDICATORS | |||||||||||||||||||||||||||
|
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 | ||||||||||||||||||||||||
| 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 IMWT strategic plan and 2010 and 2011 professional development tracking sheet |
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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. The instructor invites sending school instructors to her advisory meetings, attends advisory meetings at sending schools and helps sending schools when needed. See advisory committee and Calumet program. |
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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: Career
majors and courses are reviewed annually due to local business and
industry suggestions through Advisory Committee meetings, as well as BITE
curriculum and compentency testing requirements and local articulation
agreement requirements. Representatives
from business and industry are invited to serve on the advisory
committee. View Advisory
Committee member list Advisory
Committee Minutes 2011 |
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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. See recruiting
brochure
See
student handbookA |
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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. | |||||||||||||||||||||||||
| COMMENTS: Yes. See list here |
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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 | |||||||||||||||||||||||||||
| ENROLLMENT AND STUDENT/TEACHER RATIO | ||||||||||||||||||
| STANDARD FOUR | ||||||||||||||||||
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The teaching load (student/teacher ratio) will vary, contingent upon the number and types of students to be served, the specific skills to be taught, the size of the facility, and the methods of instruction to be used. However, reasonable enrollment limits must be maintained in order to ensure that instructional objectives may be met in an efficient and effective manner. Unless otherwise specified, enrollment limits shall be maintained in each program in accordance with the state operations and procedures requirements. | ||||||||||||||||||
QUALITY INDICATORS | ||||||||||||||||||
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QUESTIONS |
SUGGESTED |
NA=Not Applicable | ||||||||||||||||
| 1.
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Are enrollment and class sizes in compliance with the State Board of Career and Technology Education guidelines? |
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Met Not Met | |||||||||||||||
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COMMENTS: |
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| 2. | Do recruitment materials offer a broad range of career opportunities? Are students provided equal opportunities to participate in all activities regardless of race, color, national origin, age, sex/gender, or disability? | Recruitment materials. Classifications of students enrolled according to race, gender, age, disability, etc. | Met Not Met | |||||||||||||||
| COMMENTS: Yes. See video and
brochure
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| All quality indicators marked with a screen must be met in order to meet the standard. | ||||||||||||||||||
| 3. | Are the established criteria for selection/admission documented and provided to prospective students? Are policies and practices in place for equitable opportunity for admission? | Enrollment policy. Admission selection records. Procedures for ensuring that students meet the prerequisites prior to enrollment. | Met Not Met | |||||||||||||||
| COMMENTS: All high school sophomores are assessed at home schools using the PLAN test. CVTC counselors and staff discuss students' PLAN results, which are used as a tool to ensure proper placement. Upon entry to CVTC, all students are tested with the Key Train pretest and use Key Train to bring up skill areas to standards necessary for success in their respective fields. WorkKeys is used as an exit assessment. |
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| 4. | Are efforts made to articulate students to other educational programs/institutions according to their interests and abilities/aptitudes? | Articulation plans and cooperative agreements. Follow-up data. | NA 12345 | |||||||||||||||
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COMMENTS: Yes. Students have the opportunity to
enroll with Redlands Community College and receive up to 27 hours of
college credit through IMWT.
Instructor also works with students who want to enroll in other
colleges and universities after graduation. See follow-up data here. |
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| 5. | Do all students meet the necessary prerequisites prior to enrollment, and is a structured system of remediation available to support the students who need it? | Procedures for ensuring that students meet the prerequisites prior to enrollment. Evidence of remediation (IEPs, modification plans, grade sheets, academic enhancement software, data progress reports, etc.). | NA 12345 | |||||||||||||||
| COMMENTS: There are no set prerequisites for enrollment, except students are encouraed to have a strong computer background. Instructor will make all necessary accommodations to ensure each student's success in the program. |
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| 6. | Is there involvement of the instructor in the student requirement process? | Is there a student/parent interview prior to the enrollment? Does the instructor attend the IEP meetings? | NA 12345 | |||||||||||||||
| COMMENTS:
Yes. Students from all 9 sending
schools visit a chosen program on a designated day. Students who choose IMWT will send
25-30 gaining hands-on experience about the program. Instructor makes an effort to talk
to each visitor to answer any questions or just get an overall view of the
students' experience. Students
are provided with a video to take home to watch with their
parents. |
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Page 13 | ||||||||||||||||||
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| ENROLLMENT AND STUDENT/TEACHER RATIO | |||||||||||||||||||
| STANDARD FOUR | |||||||||||||||||||
QUALITY INDICATORS | |||||||||||||||||||
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QUESTIONS |
SUGGESTED |
NA=Not Applicable | |||||||||||||||||
| 7.
|
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: |
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| 8 | Are courses scheduled to avoid conflicts with other classes student need for graduation? | Are modified courses offered? | NA 12345 | ||||||||||||||||
| COMMENTS: Yes. We have a math instructor available to help students who may need a math credit. They can take Algebra II or Geometry at CVTC. |
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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. | |||||||||||||||||||
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Page 14
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| EQUIPMENT AND SUPPLIES | |||
| STANDARD FIVE | |||
|
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.
|
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 |
|
COMMENTS: Yes. Students have their own
workstations that are equipped with a computer, external hard drive and a
drawer to keep files in. I
have an adequate quantity of books for each course. There are also 8
drawing tablets available for check-out. |
|||
| 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. Students have
their own workstations that are equipped with a computer, external hard
drive and a drawer to keep files in.
I have an adequate quantity of books for each course. There are
also 8 drawing tablets available for
check-out. See equipment list
|
|||
| 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. See
budget and inventory
|
|||
| 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 |
|
COMMENTS: Yes. If the funds are available in IMWT
budgeted account, those funds can be used. If not, the Assistant
Superientedent approves the money to repair/replace equipment upon
emergencies. See
IMWT Budget
|
|||
| 5. | Is a current inventory of trainers, equipment, and/or tools on file and updated annually? | Equipment inventory. | Met Not Met |
| COMMENTS: Yes. See small equipment inventory and large equipment inventory and book list |
|||
| 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. See small equipment list, large equipment list and book list |
|||
| 7. | Do the technology and software provide for emerging career opportunities? | Technology being used. | NA 12345 |
| COMMENTS: Yes. We use Adobe Creative Suite 4, Final Cut Pro Studio and Microsoft Office. Students can learn on a PC or Mac platform |
|||
|
Page 15 | |||
| EQUIPMENT AND SUPPLIES | ||||||||||
| STANDARD FIVE | ||||||||||
QUALITY INDICATORS | ||||||||||
|
COMMENTS: |
||||||||||
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 | |||
|
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 |
|
COMMENTS: Yes. Each
student has their own workstation that is equipped with a computer, and
external hard drive and a drawer to keep files in. There are 20 workstations. 5 are equipped with PCs and 15
with Macs. See
photos of classroom |
|||
| 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. See photos |
|||
| 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. See photos |
|||
| 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 |
|
COMMENTS: s Yes. There is room around each desk for
students to work as a team.
Also there is a space where meetings can be held, if
needed. See
photos
|
|||
| 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.
The desks are arranged where instructor can see each monitor. Also cords are put away to prevent
tripping. Classroom is set up
to simulate industry, minus a working studio See
photos.
|
|||
| 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. See photos |
|||
| 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 photos |
|||
|
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: |
|||||||||||||||||||
| 9. | Do the students have lockers, storage, shelves , and network storage for personal training-related items? | Facility. | NA 12345 | ||||||||||||||||
| COMMENTS: Students have a storage drawer in their desks. AM students utilize the top drawer and PM students utilize the bottom drawer. Books and equipment are kept in the storage room. |
|||||||||||||||||||
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 is covered in the first
week of school See
Safety LAP
See
Emergency Procedures Powerpoint and test |
|||
| 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. There is a safety committee that checks buildings monthly. They report any problems to the Safety Coordinator |
|||
| 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. Instructor has had first aid and CPR training. First Aid kit and Blood Borne Pathogens kit are stored in the storage room. |
|||
| 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: |
|||
| 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. New lighting was installed in 2010 . |
|||
| 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:
|
|||
|
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. Students follow safety rules. |
|||
| 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. Classroom and storage areas are
kept neat to ensure safety. |
|||
| 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. If an accident occurs, a supervisor is notified and a report is filled out. View accident report. |
|||
| 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: |
|||
|
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. An annual meeting is held at CVTC,
where a dinner is served.
Minutes can be viewed for the past 5 years 2012 |
|||
| 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: Yes. See advisory committee membership |
|||
| 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. See 2011
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: |
|||
| 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. CVTC marketing keeps all newspaper
clippings. IMWT clippings can
be viewed here
|
|||
|
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 |
|||||||||||||||||
| 7. | Does the instructor document contact with the advisory committee members via letters, phone, email, or visits? | Communication records. | |||||||||||||||
| COMMENTS: Yes. A file of emails is saved on instructors computer. |
|||||||||||||||||
|
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. CVTC pays the dues for the student
organization to allow all students to be members. |
||||
| 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. Students are able to serve as a local officer, attend monthly meetings or participate in contests. Contest pieces are produced mostly in-class under the guidance of the instructor. |
||||
| 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. Each student has the opportunity to participate in local and state activities. Local officers are chosen by interview to allow anyone to become an officer. All students have the opportunity to participate at Spring Leadership Conference. All members participate in monthly BPA meetings, led by the local officers. |
||||
| 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 membership
roster Photos
from FLC Photos
from SLC |
||||
| 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. Students must follow all
guidelines set forth by the state and national BPA office. Students adhere to such
guidelines. |
||||
| 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: Guest
speakers are brought in for monthly meetings. The competition pieces provide for
work-based learning activities. |
||||
|
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: Yes. Articles Meeting Minutes Pictures |
|||||||||||||||||
| 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.
|
|||||||||||||||||
| 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. |
|||||||||||||||||
| 10. | Are meetings held regularly with student officers conducting the proceedings? | List of activities. Program of work/calendar | NA 12345 | ||||||||||||||
| COMMENTS: Yes. Local
officers hold monthly meetings.
They meet prior to to develop agenda. Minutes are kept for each
meeting. See
minutes |
|||||||||||||||||
|
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. Students have the opportunity to
participate in OJE (on-the-job experience) or OJT (on-the-job
training). Employers: Redlands
Community College Steady
Shots Productions Bullet
Productions |
|||
| 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: Yes. See
OJE/OJT paperwork |
|||
| 3. | Are work-based objectives based on and validated by industry standards? | List of objectives used to validate industry standards. | Met Not Met |
| COMMENTS: Yes. Students are required to fill out
a daily log. This documents
what tasks the students are performing.
|
|||
| 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: Yes.
Students fill out a daily log that is turned into the
instructor.
See
daily log |
|||
| 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 employed in one of the three areas. |
|||
| 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: Yes. | |||
| 7. | Does the student complete a written evaluation on the learning experience? | Completed evaluation forms. Student journals. | NA 12345 |
| COMMENTS:
Yes. |
|||
|
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: Yes. See OJT Mentor responibilities |
|||||||||||||||
|
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. See follow-up reports |
|||
| 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: Yes. See
lesson plan
Kendon Sitton Elly Reynolds |
|||
| 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. Students that are added or dropped are reflective in the grade book and student files. |
|||
| 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. Instructor recommends the students continue education, but for those that choose not to continue their education, instructor makes valid attempts to get them jobs in the industry. |
|||
| 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. |
|||
| 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 data |
|||
|
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.
|
|||||||||||||||||||||
| 8. | Is the program meeting the minimum criteria for pass rates on certification exams? | Test records and certificates | NA 12345 | ||||||||||||||||||
| COMMENTS: Yes. |
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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 | |||||||||||||||||||||
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Oklahoma Department of Career and Technology Education PROGRAM EVALUATION PROFILE | ||||||||||||||||||||||||||||||||||||
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Instructor Program School Date Chairman
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*Refer to Specific Recommendations for Improvement
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| Page 30 |
| INTRODUCTION |
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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. |
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| Page 31 |
| COMMENDATIONS OR STRENGTHS |
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Summarize below the major strengths of the program. Include outstanding accomplishments of students and/or the student organization. |
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| Page 32 |
| SPECIFIC RECOMMENDATIONS FOR IMPROVEMENT | ||||||||||||||||||||||||
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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. | ||||||||||||||||||||||||
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| Page 33 |
| GENERAL SUGGESTIONS FOR IMPROVEMENT | ||||||||||||||||||||||||
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Outline general suggestions for the overall improvement of the program. | ||||||||||||||||||||||||
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| Page 34 |
| ENROLLMENT AND STUDENT/TEACHER RATI | |||
