Trade and Industrial Education
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| School: Canadian Valley Technology Center El Reno | |||
| Date of Report: November 2012 | |||
| Program: Welding | |||
| Teacher: Toby McEntire | |||
| 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: The Career majors are laid out in a self paced method using
LAPs. The students are given a syllabi with all of the requirements for
the carrer majors and the LAPs that corrolate with it. Standard 1.1 |
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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: The Course Majors are Welder/Fitter, SMAW
Structural Welder, Pipe Welder, Structural Welder. All have been approved
by the ODCTE.Standard 1.2 |
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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: I use the advisory commitee's recomendations to modify lessons. I have worked toward making more print reading and projects lessons in the shop to help develop print reading, math, and use of a tape measure. Standard 1.3 | |||
| 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: My handbook has a disclaimer for equal opportunities. I will not tolerate the use of racial slurs or derogative talk among my students as well. Standard 1.4
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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: I have a strategic 5 year
plan |
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| All quality indicators marked with a screen must be met in order to meet the standard. | |||
| 6. | Does each syllabus contain well-defined career major/course descriptions? |
Syllabus for each career major/course. Career major descriptions. |
NA 12345 |
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COMMENTS: The carrer majors are defined with a list of all course. Standard 1.1 Standard
1.6 |
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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: The NCCER Core has topics related to employability skills. Standard 1.1 Standard 1.7 Sample Test (in box Linda) | |||
| 8. | Is an instructional management system for monitoring and documenting student progress available and being utilized? | Process for monitoring student progress. | NA 12345 |
| COMMENTS: Instructional Services has provided us with an
individual plan as well as a list for class managment. Standard 1.8 |
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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: The grading system is in the Welding Student
Handbook. Standard 1.4 |
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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: The grading policy and skill standards are in the
student handbook The scale for weld quality is included in each performace
sheet. Standard 1.4 Standard
1.2 |
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| Page 5 | |||
| INSTRUCTIONAL PLANNING AND ORGANIZATION | |||
STANDARD ONE |
| 11. | Does the instructor have acacess 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: All new student are tested in the Assesment Center for interest usings OKCIS and are evaluated for acadmic skills using WorkKeys testing with a detailed report given to me to look over and put in the student's personal folder. Standard 1.8 The assesment is in 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: We have a Special Needs Counselor that goes to
the IEP meetings. She contacts us to ask if there are any problems we
notice and would like to be addressed. Keept in Modifications folder in
instructors office along with student records. |
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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: The role of the academic center is to help
students attain skills in locating information, math, and reading as well
as resume writting and some life skills. We incorporate the skills from
the accademic center with trade math, reading prints, and reading and
comprehending lessons.Standard 1.2 |
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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: I attend all required staff development including C.P.R. , recognizing child abuse, IEPs and modification training, and curriculum design. I also attend industry meetings of the American Welding Society. Standard 1.14 | |||
| 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: The students receive certifications in welding in American Society of Mechanical Engineers and American Welding Society. Standard 1.15 | |||
| 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: Locating information is done in the class with
blueprint reading and math is done in the core curriculum. Standard 1.2 |
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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: The students recive a school handbook and a welding handbook to give them the written information of the policies of the school and the program. We also go over the welding handbook together in class and have an assembly at the beginning of the year to talk about the school polices. Standard 1.4 Standard 1.17 I need a copy of the school handbook file Please Linda Thank you | |||
| Page 6 | |||
| INSTRUCTIONAL PLANNING AND ORGANIZATION | |||
STANDARD ONE |
| 18. | Is there an instruction plan that
identifies and appropriate scope and sequence to the program? |
NA 12345 | |
| COMMENTS: The students are self paced but there is a flow to
the course. I make all students master SMAW to vertical up. I then move
them over to GMAW and FCAW. The will then begin working on GTAW and
Pipe. |
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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 39 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: We have recently switched to NCCER Core, and Welding 1-3 and advanced topics aluminum. Standard 1.1 |
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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: We use a LAP based system to allow students
to learn at a pace that is challenging to them but not overly challenging.
Standard 1.2 |
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| 3. | Have program assistance or other funds been utilized for the purchase of a variety of instructional materials? | Budget. Updates to equipment, curriculum, etc. Expenditure report (412). | Met Not Met |
| COMMENTS: The program has recently added new curriculum to
the course and updated 2 machines. Standard 2.3 |
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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: We have contest to challenge the students. We have a cutting contest, scrap metal build-offs, to help create opportunities for the students to work in teams and use their imaginations. Standard 2.4 |
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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: My files are electronic including LAPs, grades, handouts, lessons. LAP handouts for the students are kept near the a/v area in the classroom in a file cabinet. | |||
| 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: The Hobart videos are used to help demonstrate skills in welding. Standard 5.5 | |||
| 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:The Instructional Services Department has
videos on soft skills we use, as well as the SkillsUSA PDP materials. Standard 1.2 |
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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: Live work is accepted if relative to training. We also have mock projects from previous state projects. Standard 2.8 | |||
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Sum the ratings in the preceding columns.................................................................................... __15_ 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 | |||
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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: I hold a teaching certificate, and NOCTI ccertificate in welding. Included in box of documention |
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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: I attend August conference every year and take coursed at UCO. I also attend American Welding Soceity technical meetings, and all staff development opportunities. I also attended the Tech Centers That Work National Meeting in 2010. Standard 1.14 Included in box of documentation | |||
| 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:There is ongoing communication with administrators and counselors. Prior to enrollment Counselor Alison Clark and I had a meeting about standards and expectations of students. | |||
| 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 use the Academic Center to help students develop resumes and reach WorkKeys levels of reading of 3 math of 4 and locating information of 4. This group contains Shelli Chipman, Christy Teel, and Janet Milner. Sonya Gore is in charge of the finacial aid here at canadian valley She sends out notices on scholarships for our students. |
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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: As part of our agreement with OSUIT, we have
coordinated an OSHA-30 class for the HVAC, Electrical, Construction and
Welding programs. We have built parts for the wind energy program, worked
with Construction Trades to build ramps for the PIVOT and Service
Careers buildings. We've also worked with the CADD program to
make a disc golf course. |
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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: I have been an American Welding Society member since 1999 and am Chairperson of Education. I have been a member of OKACTE since 2009. Standars 3.1 | |||
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| QUALIFIED INSTRUCTIONAL PERSONNEL | |||
| STANDARD THREE |
QUALITY INDICATORS | |||||||||||||||||||||||||
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QUESTIONS |
SUGGESTED |
NA=Not Applicable | |||||||||||||||||||||||
| 7.
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Is there an instructor evaluation system in place by local administration that determines instructional effectiveness? |
Evaluation system used to determine instructional effectiveness. | Met Not Met | ||||||||||||||||||||||
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COMMENTS:We Use Teacher Apprasial System. Gayla
Lutts will come to my class and watch me do lessons, handle
the shop activities and other tasks. Standard 3.7 copies of TAS in box |
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| 8. | Does the instructor maintain a plan for professional development, and is the instructor working toward appropriate industry credentials or certification if applicable? | Individualized professional development plan that supports career majors selected. | Met Not Met | ||||||||||||||||||||||
| COMMENTS: I have a professional development form provided by
the school. I attend American Welding Society meetings to try and stay
current with the industy as well as help maintain industry contacts. Standard 1.14 |
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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: I have worked with Counselors Alison Clark and
Carrie Brunk to help bring interest to the program from the sending
schools. Amy Perkey has helped me understand IEPs and helped me come up
with solutions for meeting the needs of those students. |
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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: I attended AWS technical meetings and talk with industry.
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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: I attended T and I new Teacher Workshops in August of 2009 and the followup in January 2010. Standard 3.11 | |||||||||||||||||||||||||
| 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: Students and parents/guardians are given "copy
points" discussing the purpose and nature of the program prior to
enrollment. Standard 1.6 |
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Sum the ratings in the preceding columns.................................................................................... 22__ Total Points In order to meet the standard, all State Board Rules must be met and the total points must equal or exceed 27 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 | |||
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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? |
Enrollment by classes for past three years. |
Met Not Met |
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COMMENTS: Yes, we are kept at 18 in both sessions. |
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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:We have counselors talk with the sending schools
and have a Sophomore Showcase as well as pamphlets talking about what is
offered at the technology center. Standard
4.2 also a welding cirular in
box |
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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. Allison and Amy and I discuss The Plan
results. The students are then tested with WorkKeys to test knowledge
levels in Math, Locating Information, and Reading. Students who do not
score high enough go to the Academic Center. WorkKeys is our exit
test. |
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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: We have a cooperative agreement with OSUIT for a Asscociate's in Applied Sciences for Welding. I also talk to students about business classes for those wanting to start a business. I will also talk to them about professional level welding jobs such as engineering and supply sales. Standard 4.4 |
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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: We use the Academic Center to help students attain
the recommended levels in Locating Information, Math and Reading. The
modification plans are given to us within the first week of school and
within a week when a new student is added. |
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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: We do not get to interview students prior to
enrollment; however, we do get to visit with the students and parents
during the enrollment finalization. We do not attend the IEP meetings but
we do have input with our counselor. |
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Page 12 | |||
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| ENROLLMENT AND STUDENT/TEACHER RATIO | |||||||||||||||||||
| STANDARD FOUR | |||||||||||||||||||
QUALITY INDICATORS | |||||||||||||||||||
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QUESTIONS |
SUGGESTED |
NA=Not Applicable | |||||||||||||||||
| 7.
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Do all students complete appropriate academic courses for high-skill occupations and/or advanced training? (Except FASC) |
Check course sequence of instruction and grade book. |
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COMMENTS: We use the textbook as reading exercices as well as the
SkillsUSA Champions magazine. We incorporate math with the Core curriculum
of NCCER. Standard
1.2 |
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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: We do offer
modifications to written work, and weld quality standards are
adjusted to meet students level. |
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Sum the ratings in the preceding columns.......................................................................................... 16 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 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.
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Are the quantity and quality of equipment adequate to support the independent study needs of the largest class of students? |
The appropriateness and amount of equipment (and training stations) in relation to students study needs. |
Met Not Met |
|
COMMENTS: Our largest class is 18 students in the AM and 18 in the PM. Equipment includes: 8 SMAW machines, 14 multi process machines 5 Tig machines, and 4 Mig machines capable of aluminum or steel 2 track torches, 1 plasma cutter, 3 hand oxy fuel setups. |
|||
| 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: Our larges class is 18 students in each session. We have 28 booths and 2 welding tables for live work. | |||
| 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: We have added 2 new machines since 2009. We are currently planning to move away from our chop saws to cold saws, as well as updating the exhaust system. We purchase steel in several sizes and shapes. Standard 2.3 | |||
| 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: I allocate $3400 a year for repairs. Standard |
|||
| 5. | Is a current inventory of trainers, equipment, and/or tools on file and updated annually? | Equipment inventory. | Met Not Met |
| COMMENTS: Every year we update our inventory including A/V, small equipment, and major equipment with Linda Hiatt, Inventory Clerk Standard 2.3 Standard 5.5 major equipment copy included in file box | |||
| 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: We have a projector and 2 computers. We have an
audio visual area with two DVD players, along with video
demonstration of welding techniques. |
|||
| 7. | Do the technology and software provide for emerging career opportunities? | Technology being used. | NA 12345 |
| COMMENTS: The technology and software provide for
entry level welding. |
|||
|
Page 14 | |||
| EQUIPMENT AND SUPPLIES | |||||||||||||
| STANDARD FIVE | |||||||||||||
QUALITY INDICATORS | |||||||||||||
|
QUESTIONS |
SUGGESTED |
NA=Not Applicable | |||||||||||
| 8.
|
Is a system being utilized for daily usage, accountability, and storage of small equipment, supplies, and hand tools? |
Review program guide. |
|||||||||||
|
COMMENTS: We use a tool clerk and foreman to help with the daily
running of the class. They inspect equipment, check inventory and account
for tools. There is a checklist for students tools Standard
5.8 |
|||||||||||||
Sum the ratings in the preceding columns.................................................................................... 9 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: The shop is large enough to be easily adapted to the needs of specific training for industry. |
|||||||||||||||||||||
| 9. | Do the students have lockers, storage, shelves , and network storage for personal training-related items? | Facility. | NA 12345 | ||||||||||||||||||
| COMMENTS: We have a locker room with 43 lockers. |
|||||||||||||||||||||
| 10. | Is a cleanup wash basin readily available to students? | Wash basin | NA 12345 | ||||||||||||||||||
| COMMENTS: The wash basin is located in the bay area of the shop. | |||||||||||||||||||||
Sum the ratings in the preceding columns.................................................................................... 27 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: I have several units of safey in the class. I teach basic shop safety, small equipment (hand tools, grinders, hand drills), large equipment (shear, iron worker, chop saw, press break, pedestal grinder, drill press), shop hazards (fire, lock out/tag out, MSDS, and blood borne pathogens), as well as welding and oxy fuel safety. Standard 1.2 Standard 7.1 |
|||
| 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: The foreman is instructed to check the pedestal
grinder and chop saw daily to ensure the wheels are in good condition and
guards are in place. All students are instructed to inspect equipment
before operation to ensure the area is clear, the guards are in place and
no damaged cords are present. Standard
5.8 -2 |
|||
| 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: We teach blood borne pathogens in class, and I am trained yearly in August. We have barriers in the First Aid cabinet. | |||
| 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:We have 19 written tests for the students to complete prior to entering the shop. In addition, there is a hands-on test pertaining to oxy fuel setup and operation. |
|||
| 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: We have a shop heater, and the offices and class room are cooled and heated. Our shop is outfitted with T-5 lights, and all the booths have T-8 light fixtures. | |||
| 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: We have safety signs in the shop and one poster in the class about PPE. The fire etinguishers are located on the north wall of the shop. The first aid kit is in the office, and the disaster drill information is located in the emergency handbook located on the south wall of the classroom near the east door. | |||
|
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: Students are instructed and corrected when safety procedures are not followed. If they fail to conform, they are removed from the shop to do bookwork for a day. |
|||
| 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: The areas are kept clean and students are assigned
areas to clean; locker room, tool room and class room are
included. |
|||
| 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: When students are injured, I fill out an accident
report, which documents the incident and gives recomendations on how
to prevent future injury. |
|||
| 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: We have 2 extinguishers located on the north wall of the shop. They are ABC type. They are inspected every year in October. |
|||
| 11. | Is there a suitable cleanup area for equipment and projects that are routinely serviced as a part of the instructional content of the program and career major(s) offered? | Check clean up area. | NA 12345 |
| COMMENTS: The hand washing station is in the bay
area. |
|||
| 12. | Are eye safety items utilized (i.e. safety glasses, face shields, and welding shields)? | Observe students. | NA 12345 |
| COMMENTS: Safety glasses are supplied by the school once. After that the students are expected to purchase their own if they are lost. Welding helmets are in each locker assigned to the student. Face shields are in the Tool Room. | |||
| 13. | Is the electrical service equipped with an electrical energy disconnect system that will allow the instructor to shut off all equipment and service receptacles quickly in an emergency situation? (Computers that are used for non-repair purposes will be considered exempt. Receptacles so exempted should be clearly marked that they are not tied to the electrical disconnect system.) | Check location(s) of shut offs and placement of signage. | NA 12345 |
| COMMENTS: There are 3 bump buttons; two are in the shop and the third is in my office. | |||
| 14. | Are student safety tests and evidence of hazardous material handling, right-to-know instruction, and universal precautions training retained on file to verify that appropriate training has taken place? | Check student files. Check instructional delivery system. | NA 12345 |
| COMMENTS: The students as a class work through a MSDS on 7018 and I inform them of the importance of personal health. We also take a test on MSDS. | |||
|
Page 19 | |||
| SAFETY TRAINING AND PRACTICES | |||||||||||||||||||||||||||
| STANDARD SEVEN | |||||||||||||||||||||||||||
QUALITY INDICATORS | |||||||||||||||||||||||||||
|
QUESTIONS |
SUGGESTED |
NA=Not Applicable | |||||||||||||||||||||||||
| 15
|
Is a continuous flow eyewash station provided, tested, and flushed on a weekly basis? Bottle type neutralizing washes may be used as a supplement in more severe work conditions. |
Check location and placement of signage. |
NA 12345 | ||||||||||||||||||||||||
|
COMMENTS: The eye wash station is located in the bay area near the
sink |
|||||||||||||||||||||||||||
| 16. | Are appropriate safety procedures followed in the handling, securing, and labeling of bottles containing high-pressure gases-both in terms of use and storage? | Check restraints and location of bottles. | |||||||||||||||||||||||||
| COMMENTS: The storage area is outside and separated by a 5' 5" wall. | |||||||||||||||||||||||||||
| 17. | Is a system in place to clean and disinfect eye protection equipment? Single user protection equipment should be disinfected on at least a monthly basis, and equipment used randomly by students should be disinfected at the end of each class period. | Inspect the disinfectant equipment in the program. | NA 12345 | ||||||||||||||||||||||||
| COMMENTS: A lens cleaning station is located in the
classroom. |
|||||||||||||||||||||||||||
|
Sum the ratings in the preceding columns.................................................................................... 42 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. | |||||||||||||||||||||||||||
| Page 20 | |||||||||||||||||||||||||||
| ADVISORY COMMITTEE AND COMMUNITY RELATIONS | |||||||||||||
| STANDARD EIGHT | |||||||||||||
QUALITY INDICATORS | |||||||||||||
|
QUESTIONS |
SUGGESTED |
NA=Not Applicable | |||||||||||
| 6.
|
Do advisory committee members serve as mentors, guest speakers, field trip hosts, and/or work-site coordinators for student work experience? |
Advisory committee members involvement. List of guest speakers, field trips, activities, etc. |
NA 12345 | ||||||||||
|
COMMENTS: Yes, I have used Terex as a field trip. I have had Chad Barr
come from Boardman, and John Totter from Alliance to help conduct
the welding fabrication contest. |
|||||||||||||
|
Sum the ratings in the preceding columns.................................................................................... 11 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 | |||||||||||||||||
QUALITY INDICATORS | |||||||||||||||||
|
QUESTIONS |
SUGGESTED |
NA=Not Applicable | |||||||||||||||
| 7.
|
Do students participate in school and community service activities? |
Articles, pictures, meeting minutes |
NA 12345 | ||||||||||||||
|
COMMENTS: We have recently used the shop to help build a disc golf
course for the city of Mustang as well as build signs for the City of
Yukon Fire Department to put put notices for the community. We have also
done repairs on El Reno Fire Department trucks. |
|||||||||||||||||
| 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 have made a hand rail for the school, worked on the wind energy program, and built signs for the Yukon Fire Department as well as for a disc golf course in Mustang in conjunction with CADD for a SkillsUSA project. | |||||||||||||||||
| 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: We have worked with El Reno Fire Department to
repair fire trucks; helped with the Mustang Disc Golf Course, funded by
the SkillUSA organization; built signs for Yukon to make anouncements;
worked on the Wind Energy project. We also compete in the Welding Skills
and Welding Fabrication contest. |
|||||||||||||||||
| 10. | Are meetings held regularly with student officers conducting the proceedings? | List of activities. Program of work/calendar |
NA 12345 | ||||||||||||||
| COMMENTS: We talk about projects and work as teams to
develop a plan. Students help set up and run the sophmore showcases
students are put into groups and organize and run the shop while I mingle
with the sophmores. |
|||||||||||||||||
|
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: Each student has the opportunity to participate in work based experience. The use of live work is used. We have built signs, parts for the wind energy program, repaired equipment, and modified equipment. On the job training is reserved for those who have good attendance records and good work habits. |
|||
| 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: Appropriate documentation is kept
in students' personal files. |
|||
| 3. | Are work-based objectives based on and validated by industry standards? | List of objectives used to validate industry standards. | Met Not Met |
| COMMENTS: The objectives are based on local welding industry
needs. I communicate with supervisors and students about regular
activities and do visits to the work site. OJT students are
asked to present their experiences to the rest the the class.
|
|||
| 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: I like to do visits to the worksite as it allows me to see that the student is acutally there working and on tasks that are related to the program. It also allows me to see if the job is safe and appropriate. We also comunicate on the phone. |
|||
| 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: We have employers fill out an evaluation form to
be returned upon the completion of their educational experiance.
| |||
| 6. | Does the student complete a written evaluation on the learning experience? | Completed evaluation forms. Student journals. | NA 12345 |
| COMMENTS: Upon competion of the experince students are asked to fill out a survey. | |||
|
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: The administration supports On the Job Training and
Experience. Time away from class is supported to allow me the
opportunity to visit students and communicate with
supervisors. |
|||||||||||||||
| 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: Students that are on OJT or OJE are supervised by
a experienced welder or supervisor. I comunicate with the supervisors
through phone call and site visits. |
|||||||||||||||
|
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 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: I have entered follow- up for all students as required.
Enrollment is handled by the front office. |
|||
| 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, we use the Academic Center to make a resume
for each student as well as explore job opportunities. I also show the
students jobs in OKC by showing them online resources. And the TIP program
posts help wanted signs. |
|||
| 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 are added to the program they are added to the grade book and a file is created for them. | |||
| 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: Posible employment opportunities include Dexter
Axle, Permian Tank, Couglin Equipment, ETI, W&W Steel, Alliance Steel,
All Service Steet Metal. |
|||
| 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: Most students are in a field of welding or
furthering their education; some have joined the military and a few have
chosen other career paths. |
|||
| 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:18 returning and 11 graduates |
|||
|
Page 27 | |||
| 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: Data is not available from colleges concerning the
effectiveness of college credit enrollment. Plan
of Study College
|
|||||||||||||||||
|
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 28 | |||||||||||||||||
|
Oklahoma Department of Career and Technology Education PROGRAM EVALUATION PROFILE | ||||||||||||||||||||||||||||||||||||
|
Instructor Program School Date Chairman
| ||||||||||||||||||||||||||||||||||||
|
*Refer to Specific Recommendations for Improvement
| ||||||||||||||||||||||||||||||||||||
| Page 29 |
| INTRODUCTION |
|
Include a brief description of the program including number of teachers, type of students served, enrollment, approved career majors, and any unique information about the program. |
|
|
| Page 30 |
| COMMENDATIONS OR STRENGTHS |
|
Summarize below the major strengths of the program. Include outstanding accomplishments of students and/or the student organization. |
|
|
| Page 31 |
| SPECIFIC RECOMMENDATIONS FOR IMPROVEMENT | ||||||||||||||||||||||||
|
Outline specific recommendations for program improvement that should be implemented in order for the program to meet minimum standards. Each standard that was found to be deficient should be identified and recommendations for improvement made. | ||||||||||||||||||||||||
|
| ||||||||||||||||||||||||
| Page 32 |
| GENERAL SUGGESTIONS FOR IMPROVEMENT | ||||||||||||||||||||||||
|
Outline general suggestions for the overall improvement of the program. | ||||||||||||||||||||||||
|
| ||||||||||||||||||||||||
| Page 33 |
