Health
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| School: Canadian Valley Technology Center | |||
| Date of Report: | |||
| Program: Health Careers | |||
| Teacher: Colleen Dill and Neva Wiggins | |||
| 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 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: |
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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: This is updated on a yearly basis and
changes are made as needed. See
attached "approved career majors" |
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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 |
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COMMENTS: |
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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: See Handbooks, brochures,
cover
of MAT LAP Book; cover of
Core LAP Book; cover
of CNA LAP Book; See CVTC
Handbook pg. 21
& Heatlh
Careers Handbook
pg.__9__. |
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Page 4 | |||
| INSTRUCTIONAL PLANNING AND ORGANIZATION | |||
STANDARD ONE | |||
QUALITY INDICATORS | |||
|
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 5-year plan that is reflective of career majors being taught. | Met Not Met |
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COMMENTS: See
attached document. |
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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: See
Health Careers Handbook pgs 4-5. |
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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: As the Health Careers Handbook is passed out, the
students sign and return a page stating they have read and
understood. See attached
"Consent Form" |
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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:We utilize "Making the Grade", and print outs of
student progress are handed out on a regular basis. |
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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 |
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COMMENTS: See Health Careers Handbook page 10 .
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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 |
| COMMENTS:See our individual gradebooks. |
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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: See individual student files. |
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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: Modifications are utilized to meet each IEP
student's needs. i.e., oral test and Wynn Reader installed for dyslexic
student. See
modifications of student's A&P wrkbk pgs; See example of test with less
discriminators. See
modifications of student's CNA wrkbk pgs. |
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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 |
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COMMENTS: See yearly calendar -- Academic Center every Thursday. See "Core" notebook with "Employability" section, pg 6; resume' writing is done with all students. See File. Studnts also expand their key training with employability skills "Career Skills"
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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: See attached professional
development records. Also our Academic Center director sends
monthly articles on how to implement soft skills. See
attached newsletter example. |
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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: See "Assessment Center" test taking
summaries. |
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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:See WorkKeys testing
results. We are always notified when students are ready to test
throughout the school year. |
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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:These are provided in both the CVTC Handbook and in
the Health Careers Handbook. |
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| Page 6 | |||
| INSTRUCTIONAL PLANNING AND ORGANIZATION | |||
STANDARD ONE |
| 18. | Is there an instruction plan that identifies an appropriate scope and sequence to the program? | NA 12345 | |
| COMMENTS: See
"Chart" in Health Careers Handbook page
_6_. |
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| 19. | Is there evidence of integration of Health Career Education core curriculum (vital signs, communication, safety, etc.) throughout the health care education program? | Syllabi and program specific handbook | NA 12345 |
| COMMENTS:See
the "Core" LAP book and/or the yearly calendar on when it is
implemented |
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| 20. | Are policies and practices in place to assure full disclosure to candidates of existench of barriers to career major completions related to felon or sex offender status? | Student handbook and program specific handbook. | NA 12345 |
| COMMENTS: See
Health Careers Handbook page
16 . |
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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 45 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: See
attached list of Health Career's Career Major Options. |
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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: All curriculum is in LAP form and students are
allowed to work at their own pace within limits. Also for our IEP
students, if they are suppose to have tests with only 3 distractors, we
have a version "C" on our Exam View to accommodate this. See Attached. |
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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 |
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COMMENTS: We are always pleased with our yearly budget, used to purchase instructional materials. See attached budget.
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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:See yearly
calendar that includes lab days, Anatomy in Clay days with Anatomy
& Physiology, guest speakers, and field trips. These activities
are throughout the school year. |
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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:We utilize a weekly "blog" so that students always
know what is expected of them. Go to web address
http://cvhealthcareers.wordpress.com/ |
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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:See students' individual computers. Materials
in use are also reflected from our "Inventory list" that is
attached. It is also reflected on our "Large 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:Our school utilizes a program called "Insight Learning"
that we in turn take and modify it to meet our needs with students and
their soft skills. |
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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:2nd year students teach
"Handwashing" each year to Yukon Middle School students. Anatomy and
Clay is used to teach Anatomy & Physiology. Nursing Assistant Skills
are taught using a variety of real life scenarios i.e., determining Intake
& Output on a mock resident using various stations in the lab; Mock
job applications are filled out after CNA clinical
rotations. |
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Sum the ratings in the preceding columns.................................................................................... _23 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:Colleen has her biology endorsement, standard teaching certificate for Health Careers, and is National Board Certified. Neva has a standard teaching certificate for Health Careers and is certified to teach LTC. See Colleen's Resume; See Neva's Resume |
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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, resume. | Met Not Met |
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COMMENTS:See Professional Development records, transcipts, and resumes' on Colleen and Neva.See above link. |
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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:Our student's career majors are reported to the
Student Services Office at the beginning of the school year and then if
and when they change during the school year, they are
then e-mailed through our Student Services secretary. |
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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: We utilize our BIS to teach the students Fire Safety each year; Our Financial Aid personnel helps us when we need funding for testing fees on students with no funds. The Academic Center helps our students achieve all "4's" in Work Keys. See List of Personnel available at CVTC. |
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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: We work closely with Angie Seigrist at the Cowan
Campus when our students need to switch to a career major that we do not
offer. |
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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? | Resume or list of instructors professional organization memberships. Examples of involvement in community and professional activities. | NA 12345 |
| COMMENTS:Colleen still works in the lab as a Medical
Technologist and always passes job experiences on to the students.
See previous link on #1 |
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Page 10 | |||
| QUALIFIED INSTRUCTIONAL PERSONNEL | |||
| STANDARD THREE |
QUALITY INDICATORS | |||||||||||||||||||||||||||
|
QUESTIONS |
SUGGESTED |
NA=Not Applicable | |||||||||||||||||||||||||
| 7.
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Evaluation system used to determine instructional effectiveness. | NA 12345 | ||||||||||||||||||||||||
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COMMENTS:See Colleen's VOTAS evaluation
#1 and VOTAS
#2. See Neva's VOTAS evaluations. |
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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. | |||||||||||||||||||||||||
| COMMENTS: See attached
Professional Development Sheet for Colleen. See
attached Professional Development Sheet for Neva. |
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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.) | NA 12345 | ||||||||||||||||||||||||
| COMMENTS:We work closely with the other instructors at our
school ro provide 3 successful blood drives each year. We
communicate on a regular basis with the Academic Center instructors to
make sure our students' needs are met. |
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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: See our log sheet on how often we utilize our contacts
in business and industry to meet our students' OJE needs. Neva's
Industry Log Sheet; Colleen's
Industry Log Sheet |
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| 11. | Has the instructor completed a pre-training Teaching Techniques Workshop within the first year of employment (for new instructors and those within less than five years continuous employment?) | Attending T&I New Teacher Academy or the SREB Teacher training. | NA 12345 | ||||||||||||||||||||||||
| COMMENTS: This is Neva's 4th year to teach and she has
attended a New Teacher Workshop. |
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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: See
program brochures; See
letters mailed to all new enrollees. See signed parent/student form on
the understanding of our Health Careers Handbook. |
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| 13. | Is there a current organizational chart that clearly indicates the relationship between the student, the faculty, and the administrative staff? Are supervisory relationships clear? | Organizational chart for program and school. | NA 12345 | ||||||||||||||||||||||||
| COMMENTS: See
Organizational Chart |
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| 14. | Are the secretarial services/teacher assistants sufficient to support instructional needs? | Administrative support personnel schedule. | NA 12345 | ||||||||||||||||||||||||
| COMMENTS: We are very fortunate to have an instructional
assistant 3 days a week and more if we need it. |
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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 | |||||||||||||||||||||||||||
| 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 | |||
|
QUESTIONS |
SUGGESTED |
NA=Not Applicable | |
| 1.
|
Are enrollment and class sizes in compliance with the State Board of Career and Technology Education guidelines? |
Enrollment by classes for past three years. |
Met Not Met |
|
COMMENTS:We have 2 instructors to a maximum of 34 students per
class; In clinicals the ratios is one instructor to 6-8
students. See
attached enrollment records. |
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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: See
attached recruitment documents. See attached enrollment
profile of students. |
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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: See CVTC Handbook pg
16; See CVTC
Handbook page 28__.
Our counselors work closely with sending
schools providing tours, then students are interviewed after application
has been made. |
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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 |
|
COMMENTS: We work closely with students after
high school in directing them to work, college, our LPN program,
etc. See CVTC
Handbook pg 14. |
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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:All students are WorkKeys
tested upon entering. All students below a "4" then work in the
Academic Center on a weekly basis until they are ready to test out.
All IEP students' needs are met. See CVTC Handbook pg 16. |
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| 6. | Is there involvement of the instructor in the student requirement process? | List of recruitment activities. | NA 12345 |
| COMMENTS: We are involved with
"Sophomore Tours", Open House for potential new students and "Dinner with
the Teacher" for newly selected students. |
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|
Page 12 | |||
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| ENROLLMENT AND STUDENT/TEACHER RATIO | |||||||||||||||||
| STANDARD FOUR | |||||||||||||||||
QUALITY INDICATORS | |||||||||||||||||
|
QUESTIONS |
SUGGESTED |
NA=Not Applicable | |||||||||||||||
| 7.
|
Do all students complete appropriate academic courses for high-skill occupations and/or advanced training? (Except FASC) |
Student transcripts from home schools. |
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COMMENTS: We do incorporate a "Math" assignment
before the students take the Nat'l Healthcare Exam; Our "Core"
LAP Book has writing assignments where students are graded using a
"Composition Rubric". See Copy of
High School Transcript from Yukon Student; See Copy
of High School Student's Transcript from Mustang. |
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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 14 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 13
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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.
|
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: The Health Careers Program has an excellent amount of tools,
equipment, and training stations to meet our students
needs. |
|||||||||||
| 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: |
|||||||||||
| 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. | Met Not Met | ||||||||
|
COMMENTS: See budget.
|
|||||||||||
| 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: If any equipment malfunctions, our staff responds
quickly to repair. No malfunctioning equipment at this time.
We use a "help desk" icon on our computer to prepare a ticket of whatever
we need to have fixed. They always respond in a timely
fashion. See
attached copy of the maintenance icon. |
|||||||||||
| 5. | Is a current inventory of trainers, equipment, and/or tools on file and updated annually? | Equipment inventory. | Met Not Met | ||||||||
| COMMENTS: See large equipment
inventory. See small equipment
inventory. |
|||||||||||
| 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: See our list of small and large
inventory. Observe classroom, lecture room, and lab areas.
|
|||||||||||
| 7. | Do the technology and software provide for emerging career opportunities? | Technology being used. | NA 12345 | ||||||||
| COMMENTS:Each student is provided with a computer
complete with updated programs. |
|||||||||||
|
Page 14 | |||||||||||
| EQUIPMENT AND SUPPLIES | ||||||||
| STANDARD FIVE | ||||||||
QUALITY INDICATORS | ||||||||
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 15 |
| 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:We feel we have adequate classroom space to accommodate any
changes that might be needed. |
|||||||||||||||||||||
| 9. | Do the students have lockers, storage, shelves , and network storage for personal training-related items? | Facility. | NA 12345 | ||||||||||||||||||
| COMMENTS:.Each student is provided with a lockable file
drawer. |
|||||||||||||||||||||
| 10. | Is a cleanup wash basin readily available to students? | Wash basin | NA 12345 | ||||||||||||||||||
|
COMMENTS: We have 3 sinks that are located in our lab and in our restroom.
|
|||||||||||||||||||||
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 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 17 | |||||||||||||||||||||
| 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: We utilize a "CareerSafe" online course, an "Emergency
Procedures" LAP and a Fire Safety training through our BIS department. See
attached LAP and website. |
|||
| 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: This procedure is incorporated into our "Emergency
Procedures" LAP |
|||
| 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: All First Aid equipment is located in our
lab. We receive yearly training in "Bloodborne Pathogens" before the
start of the school year. See Professional Development
document. |
|||
| 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: A print out of each "CareerSafe" module from our online
course is kept in the student's file that reflects a score of 100 on each
one. See
example of student's copy. |
|||
| 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: Observe classroom, lecture room and lab
areas. |
|||
| 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: Emergency Handbooks are located in our classrooms,
lab and lecture room. Our First Aid kit is behind the door by our
bathroom in the lab. Fire Extinguishers are located outside the
classroom door and throughout our building. |
|||
|
Page 18 | |||
| 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? (except BITE) |
Observation of student safety practices. Lab health and safety rules |
Met Not Met |
|
COMMENTS: General safety precautions are listed
on page _13_in the Health Careers Handbook. When lab skills are
practiced and performed, an instructor is in the lab with them. Also
observe the students. |
|||
| 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: Observe classroom, lecture room and
lab. |
|||
| 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: We have a document posted on our "intranet"
should we ever need one. See attached
example. |
|||
| 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: Our building has 3 readily accessible fire
extinguishers. Students are shown these on our "tour" at the
beginning of the year. |
|||
| 11. | Is a hazardous waste disposal system in place for the program? | Receipt for contracted services. | NA 12345 |
| COMMENTS:We take ours to the LPN program for disposal.
See
copy of receipt. |
|||
|
Page 19 | |||
| SAFETY TRAINING AND PRACTICES | ||||||||||||
| STANDARD SEVEN | ||||||||||||
|
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 20 |
| 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 programs operations and capabilities and to generate active participation in the development and implementation of the programs 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: See
attached minutes from Fall 2011. |
|||
| 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 members occupational title and place of employment. |
Met Not Met |
| COMMENTS: See attached
list. |
|||
| All quality indicators marked with a screen must be met in order to meet the standard. | |||
| 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. | NA 12345 |
| COMMENTS: See attached
copy of minutes from Fall 2010. See attached copy of
minutes from Fall 2011. See Neva's
Industry Contact Log. See Colleen's Industry
Contact Log. |
|||
| 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: 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:We are currentlly involved with "Tools for Schools" where recruiting of new students is a year long process. Our Marketing Department also sees that activities going on at CVTC are put in the surrounding community newspapers in a timely fashion. See letter to students/parents. See newspaper article #1. See newspaper article #2. See newspaper article #3. See newspaper article #4. | |||
|
Page 21 | |||
| 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: See yearly
calendar; See industry
contact log. OJE sites are from several of our advisory memebers
place of employment. |
|||||||||||||||
|
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 22 | |||||||||||||||
| 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: Our school supports 100% membership by paying their
dues. |
||||
| 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: See yearly
calendar - monthly meetings during class time. |
||||
| 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: See our
registration roster for Fall Conference. See our
registration roster for Spring Conference. See our
registration roster for National Contest. |
||||
| 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: See attached documents from #3. See membership
roster. See
Competitive Events Results. |
||||
| 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: All students are
required to sign a HOSA "Code of Conduct" before attending any HOSA
event. See
examples. |
||||
| 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: See yearly
calendar. See "Program of
Work." | ||||
|
Page 23 | ||||
| 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:Students participate in several school activites.
Harvest Food Drive, Angel Tree, Health Fair at Yukon Middle School and 3
blood drives throughout the year. See attached minutes. See attached
picture. See
minutes from Nov. 2011 meeting. |
|||||||||||||||||||
| 8. | Does the local organization assist with planning, preparing, and operating student organization activities above the local level? | Program of work/calendar. Organizations involvement in these activities. | NA 12345 | ||||||||||||||||
| COMMENTS: We always have many students participate in state
and national competitions. See attached list of
contestants and winners. |
|||||||||||||||||||
| 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: See attached list
of Program of Work. |
|||||||||||||||||||
| 10. | Are meetings held regularly with student officers conducting the proceedings? | List of activities. Program of work/calendar | NA 12345 | ||||||||||||||||
| COMMENTS: HOSA meetings are held each month as
explained in #2. See Program of
Work |
|||||||||||||||||||
| 11. | Are program completers (alumni members) afflilated with HOSA upon graduation? | List of activities. Program of work/calendar | NA 12345 | ||||||||||||||||
| COMMENTS: We make sure all program completers
sign up as alumni before they exit the program. We had 24 seniors that
enrolled this past year. See example. |
|||||||||||||||||||
|
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 24 | |||||||||||||||||||
| 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 students 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: When students are in certain career majors, internships
and/or clinicals are always included before they are finished. See
Scope and Sequence Chart. The students also complete journals of
their experiences. See examples:. Journal
Example , List
of Potential Employers |
||||||||||||||||||||||||||||||||||||||||||||||
| 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: See each individual student's file. See
examples.
|
||||||||||||||||||||||||||||||||||||||||||||||
| 3. | Are work-based objectives based on and validated by industry standards? | List of objectives used to validate industry standards. | Met Not Met | |||||||||||||||||||||||||||||||||||||||||||
| COMMENTS: See clinical handbooks. |
||||||||||||||||||||||||||||||||||||||||||||||
| 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: See Industry Contact Sheet. |
||||||||||||||||||||||||||||||||||||||||||||||
| All quality indicators marked with a screen must be met in order to meet the standard. | ||||||||||||||||||||||||||||||||||||||||||||||
| 5. | Does the employer complete a written evaluation on the employed student? |
Completed evaluation forms. |
NA 12345 | |||||||||||||||||||||||||||||||||||||||||||
| COMMENTS: All OJE students have a written evaluation
completed by the employer at the end of their clinical rotation. See example. | ||||||||||||||||||||||||||||||||||||||||||||||
| 6. | Does the student complete a written evaluation on the learning experience? | Completed evaluation forms. Student journals. | NA 12345 | |||||||||||||||||||||||||||||||||||||||||||
| COMMENTS: OJE students and student completing CNA clinicals
do a daily journal and Weekly summaries (OJE). CNA students also
complete an evaluation of the clinical experience. See examples: Journal
Examples; Evaluation
examples; Weekly
summary examples . |
||||||||||||||||||||||||||||||||||||||||||||||
|
Page 25 | ||||||||||||||||||||||||||||||||||||||||||||||
| COORDINATION ACTIVITIES | |||||||||||||||||||||||
| STANDARD TEN | |||||||||||||||||||||||
QUALITY INDICATORS | |||||||||||||||||||||||
|
QUESTIONS |
SUGGESTED |
NA=Not Applicable | |||||||||||||||||||||
| 7.
|
Does the administration support coordination activities by providing sufficient time and financial support? |
Policy on coordination activities. |
NA
12345 | ||||||||||||||||||||
|
COMMENTS: Adequate time is always allowed to do OJE visits when
students are there. See Industry
contact log. |
|||||||||||||||||||||||
| 8. | 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:At times, recently certified nurse aides mentor the
next group preparing for certification. |
|||||||||||||||||||||||
| 9. | Are the students provided with a clinical syllabus or handbook specific to the clinical site for completing rotations, and criteria for clinical performance? Are clinical-site policies and procedures for each rotation provided to each student? | Clinical syllabi and handbook. | NA 12345 | ||||||||||||||||||||
| COMMENTS: See attached clinical notebooks for the
different Career Majors. See
example Veterinary Assistant Clinical Notebook ; See HC Student Handbook (Clinical Handbook portion pages 14-25). |
|||||||||||||||||||||||
| 10. | Are written criteria used in the selection and evaluation of clinical facilities? | Clinical facility criteria form. | NA 12345 | ||||||||||||||||||||
| COMMENTS: See attached
document. |
|||||||||||||||||||||||
| 11. | Do the clinical objectives move rom simple to complex? | Clinical syllabi and handbook. | NA 12345 | ||||||||||||||||||||
|
COMMENTS: See attached clinical handbook pages 14-25 in HC Student Handbook.; See LTC-CNA LAP book Page 71;
|
|||||||||||||||||||||||
| 12. | Does each student have the opportunity to participate in an internship or capstone project? | Student internship and capstone project examples. | NA 12345 | ||||||||||||||||||||
| COMMENTS:All Career majors have a clinical (internship)
piece to them. See
Scope and Sequence Chart, listed in the HC handbook Page
6. |
|||||||||||||||||||||||
|
In order to meet the standard, all State Board Rules must be met and the total points must equal or exceed 24 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 26 | |||||||||||||||||||||||
| 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:All completion and follow-up records are completed on time
each year. See records. |
|||
| 2. | Does each student have an opportunity to compile a rsum, 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: All program completers leave with a career
portfolio. A resume' is completed on every student each year. See
folder of Student's resumes. |
|||
| 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:When new students enter the program, they are added
as HOSA members. See list and
receipt of membership. | |||
| 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: We do have a list of potential employers and
always relay information to past students if jobs become available.
See
list. |
|||
| 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 years career major completers. | NA 12345 |
| COMMENTS: See attached
records. |
|||
| 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: See attached
records. |
|||
|
Page 27 | |||
| STUDENT ACCOUNTING AND REPORTS | |||||||||||||||||||||||
| STANDARD ELEVEN | |||||||||||||||||||||||
QUALITY INDICATORS | |||||||||||||||||||||||
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QUESTIONS |
SUGGESTED |
NA=Not Applicable | |||||||||||||||||||||
| 7.
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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 | ||||||||||||||||||||
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COMMENTS:All students who qualify are encouraged to sign up for college
credit with Medical Terminology. We also periodically meet with the
faculty at Redland's to go over all agreements. See attached
e-mail correspondence. See attached
"Certified Roster."
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| 8. | Is student follow-up used for program evaluation? | Student survey completed. | NA 12345 | ||||||||||||||||||||
| COMMENTS: See examples. |
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| 9. | Does each student evaluate the program as well as each course for instructor effectiveness, facilities, course content, supportive services, equipment and supplies, clinical component, and leadership? | Student course and program evaluations. | NA 12345 | ||||||||||||||||||||
| COMMENTS: See Student Evaluations. |
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| 10. | Is the program meeting the minimum criteria for pass rates on certification exams? | Student certification pass rates. | NA 12345 | ||||||||||||||||||||
| COMMENTS: See list of students
passing different tests taken through the year from 2011. See
list of students from 2012. |
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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 24 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 28 | |||||||||||||||||||||||
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Oklahoma Department of Career and Technology Education PROGRAM EVALUATION PROFILE | ||||||||||||||||||||||||||||||||||||
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Instructor Colleen Dill / Neva Wiggins Program Health Careers School Canadian Valley Technology Center Date Chairman
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*Refer to Specific Recommendations for Improvement
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| Page 29 |
| 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 30 |
| 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 31 |
| 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 32 |
| GENERAL SUGGESTIONS FOR IMPROVEMENT | ||||||||||||||||||||||||
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Outline general suggestions for the overall improvement of the program. | ||||||||||||||||||||||||
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| Page 33 |
