Education and Workforce Development Cabinet

 

 

 

17 Standards

 

 

 

 

 

 

 

 

 

 

 
                      Program Assessment Document

 

                                                                

 

 

 

 

 

Reserved: TWO-YEAR CYCLE

JULY 1, 2009 - JUNE 30, 2010
JULY 1, 2010 – JUNE 30, 2011

 

 

 

 

 

 

 

 

 

 

 

 


SCHOOL

 

PROGRAM

 

TEACHER(s)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Equal Education and Employment Opportunities M/F/D

 

  http://www.kytech.ky.gov/programassessment.htm

 


 

 TABLE OF CONTENTS

 

Title

Page(s)

Objective

3

Instructions for Completing a Self-Study

4

Instructions for Preparing for a Team Visit

5

General Guidelines for Developing Documentation

6

Definitions

6

Program Assessment Schedule

8

Standards

 

  1 – Curriculum

9

  2 – Lesson/Unit Plans

10

  3 – Student Achievement

11

  4 – Student Recognition

12

  5 – Postsecondary Links

13

  6 – Perkins Performance Measures

14

  7 – Program Area Safety

15

  8 – Student Safety

16

  9 – Student Organization

17

10 – Public Relations

18

11 – Families and Community Contributions

19

12 – Advisory Committee

20

13 – Industry Certification

21

14 – Work-Based Learning

23

15 – Professional Growth

24

16 – Program Improvement Plan

25

17 - Technology

26

Instructions for Program Assessment Rating Summary Sheet

27

Rating Summary Sheet

28


OBJECTIVE

The Program Assessment Branch in the Office of Career and Technical Education developed and revised this document with assistance from the Division for Career and Technical Education in the Kentucky Department of Education (KDE); administrators, vocational coordinators, and teachers from locally-operated vocational centers and state-operated area technology centers; and representatives from the Kentucky Community and Technical College System (KCTCS), state universities, and business and industry.  The Program Assessment Branch has made every effort to make this document as user-friendly as possible.  For more information about the assessment documentation and process, visit the program assessment website at http://kytech.ky.gov/programassessment.htm.  The website includes a copy of the current program assessment document, a history and overview of the process, support documents, example documentation, blank forms, web links to related information and PowerPoint presentations on each standard.  If you need clarification or assistance, contact Wayne King , Program Assessment Branch Consultant, Office of Career and Technical Education, 502-564-5001, or by e-mail at WayneC.King@ky.gov.

 

This document is not the sole measure of program success.  The program assessment is, however, a good indication of the program’s ability to provide a continuously improved learning environment to increase student achievement.

 

To document continued program improvement, each teacher/principal/administrator must have a thorough understanding of the criteria used for assessment.  Program Assessment:

·         reviews the status of programs according to the 17 standards;

·         provides necessary information for teachers to plan continuous program improvement;

·         embeds accountability measures from:

·         Carl Perkins Act,

·         Kentucky Occupational Skill Standards,

·         Commonwealth Accountability Testing Systems including core content and academic expectations,

·         Southern Association of Colleges and Schools (SACS),

·         KDE Standards and Indicators for School Improvement (SISI) and

·         Kentucky Administrative Regulations for career and technical programs.

·         includes a website with documents that provide an alignment with the accountability guidelines and 

·      addresses the program’s:

·         effectiveness in implementing the Kentucky Tech curriculum or other approved curriculum;

·         commitment to continuous improvement;

·         effectiveness in supporting student transition to work or postsecondary education;

·         ability to provide a safe and effective learning environment;

·         effectiveness in providing students with professional and leadership development;

·         inclusion of work-based learning opportunities;

·         relationship with the community including employers and parents;

·         effectiveness in meeting accountability criteria;

·         level of training in relationship to current industry standards and

·         efficient usage of resources.

 

 


 

INSTRUCTIONS FOR COMPLETING THE SELF-STUDY

A self-study for all programs, including new programs and programs with new teachers, is required.

Due by June 15 of each year.  See schedule on page 8.

 

The 17-standard program assessment document contains three categories for assessment, based on the Standards and Indicators for School Improvement: Academic Performance, Learning Environment, and Efficiency.  Academic Performance includes standards relating to curriculum, instruction, and transition.  Learning Environment includes standards related to program safety, student achievement, community involvement, and teacher professional development.  Efficiency includes standards for continuous improvement and resources.  These 17 standards are to be scored as 4, 3, 2, 1 or 0 according to the scoring guide provided after each standard.  Documentation of achievement is required for all items.  “NA” may be marked for Standard 13 on nationally-recognized program accreditation if no industry accreditation is required for that program area.  Please follow the steps below:

               1.         All programs (including programs with a new teacher) will complete a self-study.  The principal and/or his/her designee will be responsible to assist the new teacher in completing the self-study.

               2.         Read each standard carefully.

               3.         Prepare a file or tote in which to hold the documentation, with separate sections for each standard and separate file folders for each section of the standard.  Labels for the 17 standards are on the program assessment website at http://www.kytech.ky.gov/patabslabels17standards0911.doc and for file folders at http://www.kytech.ky.gov/pasublabel17Standards0911.doc.

               4.         Throughout the evaluation period, gather documentation listed for each standard.  A monitoring schedule is available on the program assessment website to assist in spreading the documentation process over an assessment period rather than waiting until the last month to collect all the documentation.

               5.         Use the instructions included in this document and the sample documentation at http://www.kytech.ky.gov/pa21standards.htm on the program website for detailed guidelines.

               6.         Analyze the program documentation to determine the program rating.  Using the scoring guide, rate each standard a 4, 3, 2, 1 or 0.  “NA” may be selected for Standard 13 if nationally-recognized industry accreditation is not required for the program.

               7.         Record ratings and comments on the program assessment rating summary sheet provided at the end of the program assessment document.

               8.         Using the program assessment rating summary sheet on the last page, submit the ratings to the principal.

               9.         The principal will submit the ratings to the Office of Career and Technical via the website at http://www.kytech.ky.gov/paselfsearch.asp in June according to instructions sent in the spring of each year.  Refer to the schedule beginning on page 8.

           10.         For information on the web submission of the self-assessment and passwords, contact Wayne King at WayneC.King@ky.gov or 502-564-5001.

           11.         Print a copy of the completed program self-assessment scores from the website in 10 above for inclusion in the program assessment documentation in Standard 16D.

           12.         Keep documentation on file for the previous and current school years.


 

INSTRUCTIONS FOR PREPARING FOR AN ASSESSMENT TEAM VISIT

 

           1.  Programs with a new teacher who is required to complete the KTIP will not receive an assessment team visit during the first two school years.  Teachers hired by June 30 will be considered to be employed during the current school year and that year will count for the first of the two years of exemption.

           2.  New programs with teachers who have completed the KTIP are subject to a team visit as early as the second school year.

           3.  Refer to the program assessment visit schedule beginning on page 8 for the month and year of the team visit.

           4.  An OCTE staff member will contact the school principal before July 1 of the school year of the team visit to set the exact day of the month for the visit.

           5.  Follow steps 1-5 of the self-assessment instructions on page 4.

           6.  The documentation assessment year will end with the day of the team visit and begin a calendar year before.  For example, if a visit is scheduled in February 2010, the documentation year will be from February 1, 2009, through the visit date in February 2010.

           7.  A university educator will lead the team with potential representatives from the Kentucky Department of Education, Office of Career and Technical Education, Kentucky Community and Technical College System, established teacher and/or principal from another school and business and industry.  The school principal will be invited to observe the team or he/she may choose another administrator to observe.

           8.  The principal may contact Wayne King to request that additional teachers participate on a team visit.  The approval of these requests will be based on the number of team members required to staff the team visit.

           9.  Documentation for all programs should be in a room conducive to review by the assessment team.  The principal has the option of documenting Standards 3, 6 and 15 for all programs in a separate file.  See page 6 for more details.

       10.  A typical day will begin at 9 a.m. local school time; proceed with a tour of the labs and classrooms and a review of the program documentation; follow with the preparation of a school report; and end by 3 p.m. with a meeting with the principal and supervisor and a separate meeting with the teachers.  The teachers will be given a copy of the checklist completed by the assessment team and will have an opportunity to discuss the scores with a team member and submit requests for changes to the team leader.  The team leader’s decision on that day will be final and no other appeal process will be available.

       11.  On the day of the visit, the principal and teachers will receive final copies of the program checklists with comments for each assessed program.  The principal should discuss the findings with the teachers in preparation for developing the school and program improvement plans and improving instruction.

       12.  Within two weeks of the visit, an official report with program and school ratings will be sent to the principal and supervisor.  KDE school reports will also be sent to the superintendent.

 


GENERAL DOCUMENTATION GUIDELINES

            1.            Read the program assessment 17-standard document carefully to fully understand all the requirements.

            2.            All documentation should be dated and reflect the current assessment year.  See page 8 for visit schedule.

            3.            Include only documents that are relevant to the standard.

            4.            Purge all non-relevant documents outside the assessment calendar year.

            5.            When the program has multiple teachers at one location, prepare only one set of documentation for the program.  Programs housed at satellite locations are considered separate programs.

            6.            Responsibilities of documenting standards

·         *No documentation is needed; the team will assess by observation.

·         **Include documentation from all teachers in a multi-teacher program.

·        ***Principal or his/her designee is responsible for documentation.  The evidence for Standards 3, 6 and 15 should be included in the individual program or school documentation.

            7.            When a lengthy document is presented, mark the page(s) specific to the assessed program.

            8.            All documentation must identify the program to receive credit for the standard.

            9.            The program assessment website provides detailed instructions, blank documents and examples for all standards.

 

DEFINITIONS

ACTan assessment that provides students an indication of college readiness and meets college admission requirements.

Career Pathway – provides a coherent sequence of integrated career and technical and academic courses within secondary and postsecondary levels that leads to an occupation, bachelor’s degree, certificates and industry certification.

CATS (Commonwealth Accountability Testing System) - is designed to improve teaching and student learning in Kentucky.  CATS includes the Kentucky Core Content Test, a nationally norm-referenced test, the CTBS/5 Survey Edition, writing portfolios and prompts and the alternate portfolio for students with severe to profound disabilities.  The over-riding goal of CATS is for all schools in Kentucky to reach Proficiency as defined by the Kentucky Board of Education (KBE).

Core Content – represents the content that has been identified as essential for all students to know and will be included on the state assessment.  This content is designed for use with, not instead of, Kentucky's Academic Expectations and Program of Studies to provide the focus for the development of the Kentucky Core Content Test (KCCT).  Core content should be identified on all lesson plans/schedules.

Daily and/or Weekly Lesson Schedule - indicates KY Tech curriculum course; KY Tech task list number; and short description of lesson on a school form, lesson plan book or form on the program assessment website.

Detailed Lesson Plans - include the following minimum components:  objective, learning activities, tasks covered, resources, evaluation of students, skill standards, evaluation of lesson, core content, and academic expectations.  (KTIP is a possible format.)

EPAS - Educational Planning and Assessment System.

EXPLORE - EXPLORE and PLAN are 2 of the 3 assessment programs of EPAS, ACT’s Educational Planning and Assessment System.  The ACT is the third program.  EPAS programs are based on a common content continuum in each of the four areas tested (English, mathematics, science and reading) and are, therefore, helpful for measuring students’ achievement, for gauging students’ readiness for the transition to the next level of learning, and for school program evaluation.  The assessments of EPAS are standardized, multiple choice tests.

Individual Learning Plan (ILP) is a plan of study that emphasizes academic and career development for students beginning in middle school and continues throughout high school.  The plan serves as a tool which helps students set learning goals based on academic and career interests.

KDE High School and District Improvement Plansprovide a data-driven, research-based framework for defining goals and objectives for improving student learning and for selecting and implementing strategies to improve the instructional and organizational effectiveness of every school.  Locate KDE high school and district improvement plans from the KDE website.

(KOSSA) Kentucky Occupational Skill Standards Assessments – is based on standards identified by employers across the state.  The skill standards document describes skill standards to be assessed in the certification process.  Curriculum offered in programs should include these standards.

KY Tech District Improvement Plan - provides a data-driven, research-based framework for defining goals and objectives for improving student learning and for selecting and implementing strategies to improve the instructional and organizational effectiveness of state-operated ATCs.

Open Response Question – requires students to combine content knowledge and application of process skills in order to communicate an answer.  The documentation in standard 5 should include the question, the scoring guide, and student responses.

Perkins (1998 Carl D. Perkins Vocational and Applied Technology Education Act) - was designed to improve, expand and develop programs for students enrolled in vocational and technical education.  (See website at http://kytech.ky.gov/federalprogramsperkins.htm.)

Perkins (Carl D. Perkins Career and Technical Education Improvement Act of 2006 – was designed to develop more fully the academic and career and technical skills of secondary and postsecondary education students by promoting efforts to:

·         Assist students in meeting challenging standards

·         Integrate rigorous academic and CTE instruction that links to postsecondary education

·         Disseminate national research on best practices

·         Provide professional development

·         Supports partnership among the stakeholders

Perkins Definitions – See website at http://kytech.ky.gov/federaltedsdefinitions.doc.

PLAN - EXPLORE and PLAN are 2 of the 3 assessment programs of EPAS, ACT’s Educational Planning and Assessment System.  The ACT is the third program.  EPAS programs are based on a common content continuum in each of the four areas tested (English, mathematics, science and reading) and are, therefore, helpful for measuring students’ achievement, for gauging students’ readiness for the transition to the next level of learning, and for school program evaluation.  The assessments of EPAS are standardized, multiple choice tests.

Standards-Based Units of Study - provide comprehensive learning opportunities for students.  Using standards, (e.g., Kentucky's Academic Expectations, Program of Studies, and Core Content for Assessment), as the basis for a unit focuses planning on meaningful and relevant concepts.  The unit plan, in turn, enhances the delivery of instruction and assessment.

Syllabi – summarizes or outlines the main points of a course to include the name and description of the course, teacher’s name, text and other course materials used, grading criteria, and reference to KCTCS course(s).

Technical Writing - is transactive writing that focuses on a technical subject or brings technical knowledge and understanding to a subject in order to accomplish one or more realistic, functional purposes.  Technical writers present ideas, information, and other support to accomplish their purposes.  They seek to inform readers, and may present information, including research findings.

TEDS - TEDS is the official repository of student data for all career/technical programs taught in Kentucky.

TEDS Definitions – See TEDS website at http://kytech.ky.gov/federaltedsdefinitions.doc.

TEDS Information – See TEDS website at http://kytech.ky.gov/federalprogramsteds.htm.

Writing Portfolio - is a purposeful selection of student work that exhibits a student’s efforts and achievement.


Program Assessment Team Visit Schedule

 

Assessment Team Visit

(Additional Locally-Operated Schools and Programs May Be Added)

Team Assessment Documentation Cycle

Self-Assessment Cycle

Self Assessments Due

October 2009

October 2010

 

Barren

Bowling Green

Caldwell

Chapman

Madison

McCormick

Millard

Belfry

Carter

Corbin

Foster

Harrodsburg

Jackson

Letcher

October 1 of previous year to October visit date

Cycle: June 15 – June 15

Due:   June 15, 2010

           June 15, 2011

November 2009

November 2010

 

Butler ATC

Christian

Clinton

Floyd

Green

Marion

Martin

Nelson

Warren

Allen

Ballard

Breathitt

Eastside

Edmonson

Fulton

Knox

Livingston

Mayfield

Morgan

Rockcastle

November 1 of previous year to November visit date

Cycle: June 15 – June 15

Due:   June 15, 2010

           June 15, 2011

December 2009

December 2010

 

Bell

Johnson

Lake Cumber

Montgomery

Pulaski

Union

 

Fleming

Grayson

Leslie

Lincoln

Russellville

Simpson

Southside

December 1 of previous year to December visit date

Cycle: June 15 – June 15

Due:   June 15, 2010

           June 15, 2011

 

January 2010

January 2011

 

Clark

Clay

Franklin Co.

Oldham

Paducah

Shelby ATC

Shelby H.S.

Boone

Butler HS

Carroll

Casey

Eastern

Fairdale

Garrard

Mason

Moore

Waggener

January 1 of previous year to January visit date

Cycle: June 15 – June 15

Due:   June 15, 2010

           June 15, 2011

February 2010

February 2011

 

Boyd

Henderson

Iroquois

Jeffersontown

Knott

Marshall

Murray

Patton

Bullitt

Meade

Pleasure

Shawnee

Southern

Wayne

February 1 of previous year to February visit date

Cycle: June 15 – June 15

Due:   June 15, 2010

           June 15, 2011

March 2010

March 2011

 

Greenup

Harrison

Lee

Magoffin

Monroe

Trigg

 

Breckinridge

Lawrence

McCreary

Muhlenberg

Newport

Ohio

Powell

Russell

Webster

March 1 of previous year to March visit date

Cycle: June 15 – June 15

Due:   June 15, 2010

           June 15, 2011

 


 


Academic Performance

CURRICULUM

1.

The Kentucky Tech curriculum* is utilized for the delivery of classroom instruction to ensure that students receive appropriate training.  Career and Technical Education (CTE) Regulations require the curriculum to be aligned with occupational skill standards and provide integration of rigorous academic content.

DOCUMENTATION:

    A.            **A weekly or monthly lesson schedule, plan book or copy of electronic form is used to guide instruction that includes:

1)          KY Tech title,

2)          KY Tech task numbers,

3)          KCTCS course number(s),

4)          Core content standards number(s),

5)          Kentucky Occupational Skill Standards numbers,

6)          Short lesson description and

7)          The lesson schedule for all courses being taught during the full week of the program assessment team visit.

    B.            **The lesson schedule/plan book or electronic form in 1A indicates regular and consistent preparation through the present school year.  (Document with copies of the plan book for thirty instructional days up to the day of the team visit.)

      C.            The master schedule for the program includes all secondary courses identified by KY Tech title and KCTCS number(s) that are included on the career pathway form in Standard 5A.  (A master schedule for more than one school year may be needed to document the inclusion of all courses required for certificate completion.)

      D.            Syllabi are developed for all curriculum courses on the master schedule in Standard 1D and career pathway form in Standard 5A.  Each course syllabus includes:

1)             KY Tech course title

2)             description of the course,

3)             teacher’s name,

4)             text and other course materials,

5)             KCTCS course number and

6)             grading criteria.

      E.            Curriculum maps have been developed to include:

1)             all curriculum courses being taught during the current semester,

2)             KY Tech title

3)             KCTCS course number(s),

4)             Core content standards (use the area and number),

5)             Kentucky Occupational Skill Standards numbers,

6)             KY Tech task numbers and when they will be taught (first week, second week, etc.) and

7)             Description of activities for each day/week.

**Include documentation from all teachers in a multi-teacher program.

SCORING GUIDE:

4      Documentation of four of five of the above.

3      Documentation of three of the above.

2      Documentation of two of the above.

1      Documentation of one of the above.

0      Documentation insufficient.

 

RESOURCES:

Standard 1 Example Documentation

KY Tech Curriculum

Core Content

KOSSA

*1.  A locally-operated program using a state or nationally-recognized industry-based curriculum must have approval from the Division of Career and Technical Education in the KDE to be exempt from using the KY Tech curriculum.

1C. *  When absolutely necessary to use titles like Automotive I, Automotive II and Automotive III, identify KY Tech/KCTCS courses within Automotive I, II and III.

*   Include all courses required for certificates, regardless of who is teaching the course.

*   Document courses taught by another teacher by adding notes on the master schedule.

1D.*   Consulting with the postsecondary program partner to align all syllabi will strengthen dual credit and articulation options.

*       Other items that will enhance, but are not required, on the syllabi include:  procedures for makeup work, reference to core content, skill standards, class rules and other information pertinent to students with special needs.


 



Academic Performance

LESSON/UNIT PLANS

4

3

2

1

0

   2.

Lesson/unit plans are prepared to guide instruction.  CTE regulations require the curriculum to be aligned with occupational skill standards and provide integration of rigorous academic content.

 

**DOCUMENTATION:

A.    **Technical writing contributions are included in classroom instruction (Document at least two different dated samples of the assignments and copies of work from two students for both assignments.)

B.    **Scenario/open response/on-demand questions are included in course assessments/tests (Document at least two different, dated examples of instructions/prompt, rubrics/scoring guides and students’ work on both tests.  (Include open response with other questions to develop the test.  Do not include open response as a stand-alone test.  The students’ grades should reflect inclusion of the open response.)

C.    **Detailed lesson/unit plans include integration of academics within the technical program including at least two examples of assessments of students’ work.  (Include detailed unit/lesson plans and at least one assessment with two different students’ work.)

D.    **A detailed unit plan OR at least four detailed lesson plans have been developed and delivered during the assessment period of the team visit that includes:  When the detailed lessons option is chosen, items 6-17 must be included on every lesson plan.

                            1)            five days of instruction,

                            2)            safety instruction,

                            3)            technical skills,

                            4)            employability skills,

                            5)            problem solving,

                            6)            the teacher’s name,

                            7)            the dates the unit was taught within the current assessment year,

                            8)            objectives,

                            9)            learning activities,

                        10)            tasks covered,

                        11)            resources,

                        12)            evaluation of students,

                        13)            written and performance assessments of the unit/lessons, (include two graded samples of the completed students’ tests for each assessment.)

                        14)            core content,

                        15)            Kentucky Occupational Skill Standards,

                        16)            the impact/reflection and refinement (how the lesson or unit was received by students and how the teacher can make improvements in the presentation of the lesson) and

                        17)            accommodations for special populations

 

**Include documentation from all teachers in a multi-teacher program.

 

SCORING GUIDE:

4     Documentation of all four of the above.

3     Documentation of three above.

2     Documentation of two above.

1     Documentation of one above.

0     Documentation insufficient.

 

 

RESOURCES:

Standard 2 A-C Example Documentation

Standard 2 D Example Documentation

Standard 2 Blank Documents - Word

Technical Writing Guidelines

KOSSA Released Items  

Standards-Based Units of Study

2D. 

*          KTIP is the recommended format.

*          Core Content, Kentucky Tech Lesson Plans, Kentucky Occupational Skill Standards


 



Academic Performance

STUDENT ACHIEVEMENT

4

3

2

1

0

   3.

Student achievement increased as measured by the CATS (Commonwealth Accountability Testing System), the KOSSA (Kentucky Occupational Skill Standards Assessment) and certificate completion.  CTE Regulations require the curriculum to be aligned with occupational skill standards and provide integration of rigorous academic content.  This data should be used in developing lesson plans and preparing the program improvement plan.

***DOCUMENTATION:

1)     A higher percent (or maintenance of at least 90 percent) of students in the program cluster are progressing toward proficient/distinguished status over a two-year period in the following areas (See 3A below for instructions on printing reports.)

A.     Reading                                                        C.  Math

B.     Science                                                           D.  Writing (On-Demand)

2)    Reports for at least the past two years indicate an improvement on the

E.  KOSSA or a program-related industry exam (Identify students by program -area.)

F.  The percentage or number of students receiving program certificates - O*NET, industry, Certificates of Achievement and/or Career Major Certificate.  (Attendance, student of the month, high school diploma and KOSSA are not included.)

 

***Principal or his/her designee is responsible for documentation.  This evidence should be included in the individual program or school documentation.

 

SCORING GUIDE:

4     Documentation of four of six of A-F above.

3     Documentation of three of A-F.

2     Documentation of two of A-F above.

1     Documentation of one of A-F above.

0      Documentation insufficient.

 

RESOURCES:

Standard 3 Example Documentation

KOSSA Released Items

 

3A-D.  CATS

*        Use TEDS Perkins 4 (1S1K, 1S2K, 1S3K and 1S4K) Reports of each test in A-D above.

*        Principals and all CTE and teachers should take steps to ensure that the appropriate item is checked on the CATS Online Data Verification System (ODVS) to identify the CTE clusters in which students are enrolled.

3E.  KOSSA

*        All preparatory seniors in a program area must take the KOSSA.  Sophomore and junior preparatory students may take the test as requested.

*        KOSSA scores will be documented by TEDS Skills Standards Test Result Report by program. 

*        The standard will be met with one of the following indicators:  (1) at least a 5% passage rate above the state average for the program is maintained or (2) the passage rate increases.

3F.  Program Certificates

*        Print the TEDS Program Assessment Certificate Report for the two prior school years.

*        A certificate of achievement requires four credits within the same program or career major area.

*        A career major certificate requires (1) high school graduation, (2) four career-related credits, (3) work-based learning experience related to the career major and (4) a culminating project related to the career major.

*        The standard will be met with one of the following indicators: (1) at least a 90% certificate completion rate based on TEDS enrollment, (2) the certificate completion rate increases or (3) the number of students receiving certificates increases.


 

Academic Performance

STUDENT RECOGNITION

4

3

2

1

0

   4.

There is evidence that student achievement is highly valued and publicly celebrated.  According to KDE’s Standards and Indicators for School Improvement (SISI), research shows that student achievement is higher in schools/programs where students are recognized.

 

DOCUMENTATION:  (Must be different than documentation used in Standards 9, 10 and 11.)

A.     *Students’ accomplishments are displayed in the classroom/lab.

B.     *Students’ accomplishments are displayed and/or recognized at the school or feeder school(s).

C.      Students in the technical program are recognized during assemblies and awards programs (Must be different than 4B). 

D.      Business and industry recognizes students in the technical program.  (Ex:  letters of awards scholarships, pictures, etc.)

E.      Feeder District recognizes students in the technical program.

F.      Other.

 

*No documentation is needed; the team will assess by observation.

 

 

SCORING GUIDE:

4     Documentation includes at least one activity from four different categories above.

3     Documentation includes at least one activity from three different categories above.

2     Documentation includes at least one activity from two different categories above.

1     Documentation of at least one activity from one of the categories above.

0     Documentation insufficient.

 

RESOURCES:

Standard 4 Example Documentation

 

4.

*          All documentation should:

·       include reference to the program, students and/or teacher,

·      be dated and

·      include a brief description.

*       Examples of ways to document evidence include:

·      letter,

·      email,

·      memo,

·      newsletter

·      dated picture with description and/or

·      brochure.


 

Academic Performance

POSTSECONDARY LINKS

4

3

2

1

0

   5.

There are specific links available to postsecondary education to make students and parents aware of the career opportunities.  CTE regulations require the linkage of the secondary curriculum to postsecondary education.

 

DOCUMENTATION:

A.      The state model career pathway form has been completed for the program that includes:

1)       Secondary requirements for high school graduation;

2)       CTE courses required for certificates;

3)       Identification of certificates, diplomas and degrees;

4)       Postsecondary CTE and general education courses required for a bachelor’s degree;

5)       Work experience as appropriate;

6)       Industry certifications as appropriate,

7)       Identification of sample occupations.

8)       Typed on career pathway form,

9)       Kentucky Tech course titles and

10)   KCTCS course numbers

B.      The current school-wide, signed and dated articulation, dual enrollment, and/or transfer agreement(s) with postsecondary institutions, such as community/technical colleges; colleges and universities; technical schools; labor apprenticeships; and proprietary schools is current.

C.      A document is available that identifies the courses for which secondary students have an opportunity to receive or have received postsecondary credit.  (Document with a roster of students who have received postsecondary credit or with a secondary program to postsecondary program list of courses available for dual and/or articulation credit.)

 

 

SCORING GUIDE:

4     Documentation of A from one postsecondary institution and B and C from two postsecondary institutions.*

3     Documentation of all of the above from one institution.

2     Documentation of two of the above.

1     Documentation of one of the above.

0     Documentation insufficient.

       *KCTCS is considered one institution.

 

RESOURCES:

Standard 5 Example Documentation

OCTE/NKU Construction Credit Agreement

OCTE/KDE/KCTCS Business Education Articulation Agreement

Career Pathway Form - Excel

Career Pathway Form - Word

 

5A.  Career Pathway Form:

*   Indicate the KY Tech course names and KCTCS numbers — not just Auto I, II and III.

*   Identify the order by grade (9-12) in which the students progress through the program courses.

*   Align with the master schedule (Standard 1A), syllabi (Standard 1D) and certificates and lesson plans (Standard 2).

*       Include all secondary academic and technical courses (regardless of who is teaching the course) required for certificates offered.

*       Should be shared with students, parents and counselors at scheduling time.

5B.  A current state-wide articulation agreement with KCTCS may document one institution in 5B.

5C.  Document with

*       Roster of students who have received postsecondary credit, OR

*       Roster of students enrolled in a dual credit course at a postsecondary institution OR

*       List of courses available for dual/articulation credit signed by the secondary and postsecondary partners.

 


 

Academic Performance

PERKINS PERFORMANCE MEASURES

4

3

2

1

0

6.

Documentation exists to indicate the degree to which the program meets Perkins performance measures required by CTE regulations.

 

***DOCUMENTATION:

 

The following indicators meet the established Perkins Performance measures for the past school year:

A.     1S1 – Academic Attainment (Reading - Federal).  The percentage of senior concentrators who have met the proficient or advanced level on the statewide high school reading/language arts assessment.

B.     1S2 – Academic Attainment (Mathematics - Federal).  The percentage of senior concentrators who have met the proficient or advanced level on the statewide high school mathematics assessment.

C.      2S1 – Technical Attainment.  The percentage of senior concentrators who passed the technical assessment tests (or other comparable test) and left secondary education in the reporting year.

D.     3S1 – Secondary School Completion.  The percentage of senior concentrators who received a high school diploma, a general education development credential or other state recognized equivalent.

E.       4S1 – Graduation Rates.  Graduation rates as defined by NCLB.

F.      5S1 – Placement.  Placement rate for the high school and program completers.  (Successful transitions include continuing education, military, employed out of the field and/or employed in the field.)

G.      6S1 - Nontraditional Participation.  Participation of preparatory, nontraditional students in the program.

H.    6S2 - Nontraditional Completion.  Completion rate (includes high school graduation) of the program by nontraditional students.

 

***Principal or his/her designee is responsible for documentation.  This evidence should be included in the individual program or school documentation.

 

SCORING GUIDE:

4     Documentation of five of eight of the above.

3     Documentation of at least four of the above.

2     Documentation of at least three of the above.

1     Documentation of at least two of the above

0     Documentation insufficient.

 

RESOURCES:

Standard 6 Example Documentation

 

 

6.

*       The program becomes accountable for a student when the student enrolls in the third credit of a sequence of courses on a career pathway in the same program.

*       A completer is a student who completes four credits in the same program and graduates from high school.

*       Perkins performance indicators are available at http://www.kytech.ky.gov/FederalProgramsPerkinsIVPerformanceMeasures.doc.

*       A list of programs leading to nontraditional employment is available at http://www.kytech.ky.gov/FederalPerkinsCrosswalkTablNontrad-Cluster-Pathway-STEMrOccupations.xls

*       Definitions for TEDS are available at http://kytech.ky.gov/federaltedsdefinitions.doc.

*       Reports for the performance indicators (1S1 – 6S2) are available from the TEDS report section.

*       See Program Assessment Instructions for Printing Reports for detailed instructions on printing reports.

 

 


 


Learning Environment

PROGRAM AREA SAFETY

4

3

2

1

0

   7.

The learning environment is safe, orderly, and effective for students and staff.

 

DOCUMENTATION:

A.     *The program classroom(s) and lab(s) are clean and orderly.

B.      An annual safety inspection is conducted.  KY Tech schools should use the Education Cabinet Safety Inspection Report; KDE schools should use the form on the website.

C.      Recommendations from the most recent annual safety inspection in 7B have been implemented.  (May be documented in 7B.)

D.      Accident reports are on file by program to include steps that should be taken to prevent this type of accident in the future.  (If no accidents have occurred in the program during the current assessment evaluation period, write “None and a date” on a blank form to include in the documentation.)

 

*No documentation is needed; the team will assess by observation.

 

SCORING GUIDE:

4     Documentation of all of the above.

3     Documentation of three of the above.

2     Documentation of two of the above.

1     Documentation of one of the above.

0     Documentation insufficient.

 

 

RESOURCES:

Standard 7 Example Documentation

KDE Safety Inspection Report
OCTE Accident Report

 

 

Items to be included in a first aid kit:

*    gauze

*    bandages

*    large and small adhesive strips

*    bottle of peroxide

*    disinfectant wipes

*    latex gloves

*    other sterile materials required to stop bleeding and cover wounded areas

 

 


 

Learning Environment

STUDENT SAFETY

4

3

2

1

0

   8.

Students observe and demonstrate safe practices within the classroom.

 

DOCUMENTATION:

A.     *Teachers and students comply with personal and environmental safety practices associated with clothing, eye protection, hand tools, and power equipment.

B.    **Safety tests are available with the following criteria:

·         Dated

·         Two different tests for two different students per test - graded for a total of four students

·         Grade of 100% on all four tests

C.      Students conduct monthly safety inspections for lab with classroom or classroom only.  The teacher and students sign and date the safety inspection form.  (Include inspections for at least the last two months.)

D.      Recommendations from student monthly safety inspections have been implemented.  (May be documented in 8C.)

E.     *Written policies regarding safety/lab operations are posted.

F.      *Current safety posters are posted.

G.    *Visual warnings are posted.

H.    **The student and parent/guardian sign written policies regarding program-related general safety/lab operations.  (Include at least two dated samples.)

 

   *No documentation is needed; the team will assess by observation.

**Include documentation from all teachers in the program.

 

SCORING GUIDE:

4     Documentation of all eight of the above.

3     Documentation of seven of the above.

2     Documentation of six the above.

1     Documentation of five of the above.

0     Documentation insufficient.

 

RESOURCES:

Standard 8 Example Documentation

Monthly Classroom Safety Inspection Checklist

Monthly Lab Safety Inspection Checklist

Eye Wash Log

 

8.  The program assessment team will check, but not limited to, the following:

*       Students and teacher(s) wearing appropriate eye protection

*       Students and teacher(s) wearing appropriate clothing

*       Fire extinguishers(s) dated and charged

*       Emergency plans posted in labs and classrooms

*       Equipment guards, bolted to the floor, and other safety precautions

*       Visible MSDS

*       Working eye wash and shower stations

*       Eye-wash log

*       Visible first-aid kit

*       Fire blanket

*       Safe and approved electrical cords

*       Ground fault outlets at water fountain

*       Overhead storage with rails

*       Safety posters

*       Visual warnings

*       Posted written policies

*       Other items as appropriate


 


Learning Environment

STUDENT ORGANIZATION

4

3

2

1

0

   9.

A nationally recognized student organization and employability and leadership activities are integrated into the instructional program as required by Perkins and career and technical education regulations.

 

DOCUMENTATION:

A.      At least one student was involved in career and technical education technical skills competition at the regional or state level.

B.      At least one student was involved in career and technical education leadership competition at the regional or state level.

C.      The number of students involved in leadership/employability development has increased or maintained 90 percent of total student program enrollment.  (Workplace Principles, PDP, Student Organization Leadership Day, participation in National Recognition Program, leadership development conference, or other leadership activities).

D.      Minutes of meetings of a nationally recognized student organization are available.  (For two meetings include date, time, members present, discussions, decisions, plans, and other appropriate information in the minutes.)

E.      A program of work for a nationally recognized student organization is available.  (Include plans for social activities, public relations, ways and means, community involvement, leadership development and technical and leadership skills competition; see sample.)

F.      The number or percentage of paid nationally recognized student memberships in a student organization recognized by Perkins (DECA, FBLA, FFA, HOSA, SkillsUSA and TSA) has increased or maintained a 75 percent membership rate based on total student program enrollment.

G.     Student organization involvement in community or school-related activities exists.  (Must be different activity than those documented in Standards 4, 10, and 11.)

 

SCORING GUIDE:

4     Documentation of C, E and F and two more of the above.

3     Documentation four of the above.

2     Documentation of three of the above.

1     Documentation of two of the above.

0     Documentation insufficient.

 

 

RESOURCES:

Standard 9 Example Documentation

Blank Meeting Minute Form

Example Program of Work

 

 

9

*       Documentation must identify students and activities by program.

9A and B.  Document by indicating (highlighting) names of students in the program by:

*       A copy of a technical and leadership skills competition registration form,

*       A roster of conference participants or

*       Certificate(s) of student achievement in technical or leadership skills competition.

9C.  Document by

*       Registration forms for two years.

*       Copies of page 6 of the dated, completed PDP workbook for students for two school years.

*       If using the percentage option to document student involvement in leadership, also include the TEDS reports for total student enrollment for the program for the two school years for which you have documented leadership development.

9F. 

*       Document with registration sheets from the current and past years highlighting students in the program.

*       If this is to be documented by percentage of enrollment, reference the October 1 enrollments documented in 16E.

 

 


 

Learning Environment

PUBLIC RELATIONS

4

3

2

1

0

10.

Classroom learning experiences are publicized and public relations are enhanced through community resources and other connecting activities. According to KDE’s Standards and Indicators for School Improvement (SISI), research shows that student achievement is higher in schools/programs where communities are active partners.

 

DOCUMENTATION:  (Must be different documentation than used in Standards 4, 9 and 11.)

A.      Live work completed in the program lab/classroom

B.      Live work completed off site under the supervision of the program teacher

C.      Newspaper articles

D.      High school publications

E.      Serving on program related committees and/or advisory boards

F.      Feeder district publications

G.     High school course descriptions book

H.      Teacher presentation at career fairs and/or civic meetings

I.         Presentations at conferences

J.       Community service projects other than student organization projects in 9G related to program area

K.      Teacher, program, and or student(s) identified in business/industry/educational publications

L.       Web page

M.     TV/radio spots

N.      Open house

O.     Orientation

P.      Summer camp

Q.     Student/parent/counselor/teacher/community tours

R.      Other

 

SCORING GUIDE:

4     Documentation includes at least one activity from five different categories above.

3     Documentation includes at least one activity from four different categories.

2     Documentation includes at least one activity from three different categories above.

1     Documentation includes at least one activity from two different categories above.

0     Documentation insufficient.

 

 

RESOURCES:

Example Documentation - Standard 10

Live Work Log

Live Work Order Forms

Live Work Instructions

 

10.

*       A document may only be used in one category.

*       All documentation must include the date of the activity and identify the program, the teacher and/or program students.

*       Public Relations:

o        Increase visibility of the program,

o        Aid in work-based learning opportunities,

o        Increase donations to the program,

o        Alert parents and students to the possibilities of the program,

o        Are an avenue to increase enrollment and

o        Increase placement of graduating students.

 


 

Learning Environment

FAMILIES AND COMMUNITY CONTRIBUTIONS

4

3

2

1

0

  11.

Families and the community are active partners and contribute to the educational process, promote programs and provide services for all students.  According to KDE’s Standards and Indicators for School Improvement (SISI), research shows that student achievement is higher in schools/programs where families and communities are active partners.

 

DOCUMENTATION:  (These activities document how families and the community contribute to the program and must be different documentation than used in Standards 4, 9 and 10.)

A.  Community contributions:

             1.      Donation to the program (In-kind and/or monetary)

             2.      Community member judging and/or chairing a student organization event

             3.      Grant

             4.      Scholarship

             5.      Guest speaker

             6.      Field trip

             7.      Chaperone

             8.      Mentor

             9.      Work-based learning coordinator

         10.      Other

B.  Parental involvement:

  1. Parent/teacher conferences
  2. Parent/teacher communications (e-mails, written notes, and phone calls)
  3. Advisory committee member
  4. Mentor
  5. Guest speaker
  6. Chaperone
  7. Other

 

SCORING GUIDE:

4    Documentation of at least six activities, with at least three from different areas of A and three from different areas of B.

3    Documentation of at least five activities, with at least two from different areas of A and two from different areas of B.

2    Documentation of at least four activities from above.

1    Documentation of at least three activities from above.

0    Documentation insufficient.

 

RESOURCES:

Example Documentation - Standard 11
 

 

11.

*       All documentation must be dated and identify the program, the teacher and/or program students.

*       All activities must relate to how families and the community support and/or contribute to the program – not what the program contributes to the community.

11B.  Documents parental involvement.

 

 


 


Learning Environment

ADVISORY COMMITTEE

4

3

2

1

0

  12.

There is an active and involved program advisory committee that provides input to assist with work-based learning, curriculum and planning to enhance student opportunities as required by CTE regulations.

 

DOCUMENTATION:

 

A.      Two formal program (not cluster) advisory meetings per school year with

                   1)            agenda,

                   2)            minutes and

                   3)            three business and industry members present.

B.      Standard 12A and one additional member present.  (Program teacher(s) are in addition to the four required members).

C.      Recommendations for program improvement from the two meetings in Standard 12A are documented by highlighting the recommendations in the minutes of the meetings.

D.      Log of phone calls, emails and/or visits to advisory committee members in a professional setting.

E.      Current List of committee consisting of at least seven members and their titles.  Potential members include employers, community agencies and/or certifying agencies, representatives from the school district(s) served, parents, postsecondary partners, current students, and former students employed in the field.

 

 

SCORING GUIDE:

4     Documentation of all five of the above.

3     Documentation of four of the above.

2     Documentation of three of the above.

1     Documentation of two of the above.

0     Documentation insufficient.

 

 

RESOURCES:

Example Documentation - Standard 12
Standard 12 Blank Documents - Word

Advisory Committee Overview 

 

12.

*       Include development of the program improvement plan on the agenda.

*       A formal meeting requires a well-planned agenda, a review of the lab and classroom areas, detailed minutes and all committee members coming together and making recommendations as a group.

*       The meetings must be formal meetings for each individual program.  Each program needs a separate committee.

*       Phone calls and visits to advisory committee members are documented in 12D but do not meet the program assessment guidelines for formal meetings in 12A-B.

*       Review the purpose and suggestions for conducting advisory committee meetings.

 

 


 


Learning Environment

INDUSTRY ACCREDITATION

4

3

2

1

0

NA

13.

The program and teacher meet national industry standards and are accredited through a recognized accreditation process where applicable as required by the Office of Career and Technical Education regulations.

DOCUMENTATION:   (See additional chart for required certifications for programs and teachers for state-operated programs on next page.)

INDUSTRY ACCREDITATION CHART

For State- and Locally-Operated Programs

Check if Documented

Program Teacher

Program Certification Requirement

Timeframe

Documentation

**Teacher Certification Requirement

Timeframe

Documentation

 

 

Auto Technology

ASE in four areas:  Brakes, Electronics, Engine Performance, and Suspension and Steering.

Must also be certified in all areas taught in the program.

5 years; Letter or plaque.

Auto Technology

Certification same as program.

Copy of current certificate.

 

 

Auto Body

ASE in one area:  Painting and Refinishing.

Must also be certified in all areas taught in the program.

5 years; Letter or plaque.

Auto Body

Certification same as program.

Copy of current certificate.

 

 

Diesel Technology

ASE in five areas:  Brakes, Suspension and Steering, Electronics, Diesel Engine Repair, and Preventive Maintenance.

Must also be certified in all areas taught in the program.

5 years; Letter or plaque.

Diesel Technology

Certification same as program.

Copy of current certificate.

 

 

Construction (Includes Building and Apartment Maintenance, Air Conditioning, Carpentry, Electricity, Masonry, and Plumbing)

NCCER by AGC or ABC.

To maintain accreditation, complete Form 200 each year to document students’ progress in NCCER.

Construction (Includes Air Conditioning, Carpentry, Electricity, Masonry, and Plumbing)

NCCER by AGC or ABC.

2 years.

Copy of current certificate.

 

 

Welding

AWS – SENSE.

Does not expire.

Copy of plaque.

Welding

AWS – Certified Welder

Expires in 6 months.

Copy of card and documentation of certification maintenance forms submitted every six months or

AWS – CWE (Certified Welding Educator)

4 years

Copy of current card or

AWS – CWI (Certified Welding Inspector)

3 years.

Copy of current card.

SCORING GUIDE:

4          Documentation indicates teacher and program are certified where applicable.

3          Documentation indicates teacher or program is certified where applicable.

2          Documentation indicates certification in progress at school level.

1          Documentation indicates certification was in place one year ago but has expired.

0          Documentation insufficient where certification is required.

NA       Does not apply where certification is not available.

RESOURCES:

Example Documentation - Standard 13

INDUSTRY ACCREDITATION CHART

Additional Requirements for only State-Operated Programs

 

Check if Documented

Program Teacher

Program

Program Certification Requirements

Time frame

Documentation

**Teacher Certification Requirements

Time frame

Documentation

 

 

Allied Health – Pre-Nursing

 

Health Sciences

NA

B.S. in Nursing

Registered Nurse

 

Registered Nurse

Long-term Care experience

 

 

Business and Marketing

NA

MOS in 3 areas:  PP, Word and Excel

Must obtain within two years of hire date.

Upgrade to new versions within 2 years..

 

 

Cosmetology

Kentucky State Board of Hairdressers and Cosmetologists

Certificate (current)

Cosmetology Instructor Certificate

 

 

EMS/Fire Management

NA

Certified Firefighter and Fire Service Instructor, Level III through the Kentucky Commission on Fire Protection Personnel Standards and Education

And

Certified Emergency Medical Technician and Emergency Medical Services Instructor  through the Kentucky Board of Emergency Medical Services

 

 

Graphics Communications

Print Ed.

 

 

 

Industrial Maintenance

NCCER by AGC or ABC.

To maintain accreditation, complete Form 200 each year to document students’ progress in NCCER.

Documentation of student’s progress in NCCER.

NCCER by AGC or ABC.

2 years.

Current certificate.

 

 

Information Technology

NA

See information technology checklist on the program assessment website.

 

 

 

Machine Tool

National Institute for Metalworking Skills (NIMS).

5 years.

Copy of Certificate.

National Institute for Metalworking Skills (NIMS).

Does not expire.

Copy of Certificate.

 

 

Metal Fabrication

NCCER by AGC or ABC.

To maintain accreditation, complete Form 200 each year to document students’ progress in NCCER.

Documentation of student’s progress in NCCER.

NCCER by AGC or ABC.

2 years.

Current certificate.

 

 

Multimedia

NA

One of the following:

Macromedia Certified Professional

Adobe Certified Expert

Adobe Certified Professional

 

 

Wood Manufacturing

Cabinet Vision Software.

Training in Cabinet Vision Software.

Certificate.


 


 Learning Environment

WORK-BASED LEARNING

4

3

2

1

0

14.

Students are involved in work-based learning (WBL)* experiences related to their career objectives as required by CTE regulations.

Required forms with web links for the different types of WBL, required documentation and duration of the experience are listed below.  Also, refer to notes below.

 

Type of WBL

Documentation of Prior Year Students (Grades 9-12)

To ensure proper credit, use the forms on the program assessment website.

Minimum

Duration

Clinical experience

A.      Clinical agreement (between clinical site and school) AND statement of understanding (between teacher and student signed by parent)

B.      Evaluation/observation of student performance by teacher

C.      Evaluation of student performance by supervisor in health facility

16 hours on site

Cooperative education

A.      Agreement signed by stakeholders

B.      Employer evaluations of student progress

C.      Log of employer contact/observation by teacher/coordinator

9 weeks

Entrepreneurial program

 

Typically found in an agriculture program

See website for required documentation

9 weeks

Internship

Same as cooperative education

9 weeks

Mentoring

Same as cooperative education

5 days

School-based enterprise

School bank, school store and building a house

A.      Agreement with employer or sponsor

B.      Evaluation of student performance

C.      Class enrollment

9 weeks

Shadowing

Same as cooperative education

5 days

 

SCORING GUIDE:  Based on the TEDS report of unduplicated preparatory senior enrollment on October 1 of the prior school year, document the WBL experiences of students (Grades 9-12) during the same prior year.

4     Documentation of A-C for at least 25% of enrollment on TEDS report.

3    Documentation of A-C for at least 20% of enrollment on TEDS report.

2    Documentation of A-C for at least 15% of enrollment on TEDS report.

1    Documentation of A-C for at least 10% of enrollment on TEDS report.

0    Documentation insufficient.

RESOURCES:

Standard 14 Example Documentation

Standard 14 WBL Agreement

Standard 14 Visitation and Employer Evaluation Form

Work-Based Learning Guide

Summary of descriptions of the different WBL experiences

 

14.

*       Include the signature of the parent when the student leaves the main campus.

*       An appropriate WBL agreement/plan includes, but not limited to:

a.       signatures of appropriate stakeholders

b.       a worksite related to the student’s program area

c.       tasks performed/observed on the worksite within the scope of the program

d.       student information, program and school information

e.       wages and time frame

*       Provide a TEDS report of unduplicated preparatory senior enrollment on October 1 of the prior school year.  Students must have WBL experience during the same year for which the enrollment is printed.

*       Any type of WBL experience or combination of WBL experiences may be included in the documentation to achieve the required percentages of unduplicated preparatory senior WBL experiences.

*       In calculating the percentage required in the scoring guide above, include all WBL experiences of any student (Grades 9-12) during the prior school year.

*       A student may only be included one time.

*       Include documentation of A, B and C for each individual student in one folder.  Folders are labeled Student 1, Student 2, etc.


 



Learning Environment

PROFESSIONAL GROWTH

4

3

2

1

0

  15.

Professional growth plans are developed to support and assist the teacher in updating technical and professional skills to improve instruction as required by the Kentucky Department of Education regulations.

 

A.     ** and *** At least 25 hours of professional development as required b Section 8 of 780 KAR 3:140 are documented for the previous school year.

** and ***The professional growth plan for the current year is signed by the teacher and supervisor and

B.    includes teacher professional development in instructional activities, such as training provided by feeder schools, KDE, OCTE and universities.  (Possible topics include:  CATS, skill standards, program assessment, classroom management, recordkeeping, workplace violence, bloodborne pathogens, and others not included in the technical area.)

C.     includes teacher technical development activities such as staff exchange, technical conferences, membership in a program-related professional organization, technical update seminars, industry certification training, and other program-related technical training documented with certificates, transcripts, internship, and/or grade reports.

D.    aligns with the program improvement plan in Standard 16.  (When the documentation for this standard is supplied by the principal, the principal should include the pages from each program improvement plan in Standard 16A that shows the alignment with this standard.)

 

 **Include documentation for all teachers in the program.

***Principal or his/her designee is responsible for documentation.  This evidence should be included in the individual program or school documentation.

 

 

SCORING GUIDE:

4          Documentation of all four of the above.

3          Documentation of three of the above.

2          Documentation of two of the above.

1          Documentation of one of the above

0          Documentation insufficient

 

RESOURCES:

Example Documentation - Standard 15

Blank Professional Growth Plan

 

15A

*          PD completed during the past school year (July through June – not a calendar year).

*          Teachers in locally-operated schools are only required to have 24 hours of PD.

*          Do not include certificates

*          The form must be signed by the teacher and supervisor.

 

15B-C

*          Use the form on the website or a similar document.

*          PD plan for the current school year.

*          Include only one copy of the plan and indicate where B-D are included.

*          The form must be signed by the teacher and supervisor.

*          See sample documentation.

 


 

Efficiency

PROGRAM IMPROVEMENT PLAN

4

3

2

1

0

  16.

Administration and staff monitor progress in order to sustain continuous program improvement as required by Office of Career and Technical Education regulations.

DOCUMENTATION:  Include appropriate data in folders and address the data as needed in the program improvement plan.  Marginal credit is given for the data; full credit, for data and inclusion in PIP as appropriate; no credit for entries in PIP without appropriate data.

A.      A program improvement plan (PIP) has been developed and signed by the program advisory committee members for the current biennium.  (Only include the PIP in folder A)

B.      *PIP incorporates information gathered in Standards 3, 6 and 12C.  (CATS, KOSSA, Perkins and advisory committee recommendations)

C.      PIP utilizes student course evaluations.  (Include two sample course evaluations from each course taught during the past school year)

D.      PIP addresses program assessment scores.  (Include program assessment scores from the most current self-assessment and team visit)

E.      PIP addresses the October 1 student/teacher ratio at or below 12 .5 when applicable - Credit given if enrollment exceeds 12.5 STR.  (Include October 1 enrollments for the current school year and for the school year that was used to develop the PIP)

F.      PIP includes applicable goals from the school continuous improvement plan.  KY Tech programs include applicable goals from the area technology center’s school improvement plan.  Locally-controlled programs will use the continuous improvement plans from their high schools or CTE center.  (Include the school plan)

G.     PIP is in alignment with the projected program budget.  (Include a projected program budget for the current biennium plan)

H.      PIP is reviewed on a semi-annual basis with the program advisory committee and signed using the Implementation and Impact Checklist (Include the two most current IIC forms; if an IIC is developed from a former PIP, please include the former PIP.)

*No data needed in folder; data are in Standards 3, 6 and 12C.

 

SCORING GUIDE:

4     Documentation of all of the above.

3     Documentation of A and six of B-H.

2     Documentation of A and five of B-H.

1     Documentation of A and four of B-H.

0     Documentation insufficient.

RESOURCES:

Example Documentation - Standard 16

Blank Student Evaluation Form

Blank Budget Form

Blank Program Improvement Plan

Blank IIC Form

16 

*          The program improvement plan should be on the program advisory committee agenda in Standard 12.

*          Use the form on the website.

*          Most KDE continuous improvement plans may be viewed from the KDE website.

*          The PIP process should

A.  Begin with the previous biennium (when available) PIP

B.  Develop the IIC with the advisory committee on a semi-annual basis

C.  Develop/revise the PIP

*          Required documents

A.      Program Improvement Plan that addresses appropriate items.  For example, if student enrollment is low, develop strategies to increase enrollment.  If student enrollment is high, include only data and do not include activities to increase enrollment in the PIP.

B.       None

C.       Two example student evaluations from each course taught during the evaluation year

D.      Program scores from the latest self-assessment and team visit

E.       State-operated programs should include printed reports from the Kentucky Tech Enrollment Website

F.       School improvement plan

G.      Projected biennium program budget – not a list of only beginning balance, expenses and current balance

H.      Two most current IIC forms completed at the advisory committee meeting


 

Efficiency

TECHNOLOGY

4

3

2

1

0

  17.

Technology is incorporated into program instruction as required by the New Teacher Standards.

 

DOCUMENTATION:

A.      Distance learning activities (i.e., KET, KTLN, QUIA, and ITV).

B.      Advanced instructional computer peripherals (i.e., Smart Board, Desktop projector, CPS, School Pad, Digital equipment).

C.      Program-based software (i.e., Aldata, CAD, Mitchell on Demand, HOSA Affiliation System).

D.      Program-related, technologically-advanced equipment (i.e., CNC, automotive-related, wood technology-related, electronic CPR equipment, manikins with strips (EKG), AED equipment).

E.      Word processing software used for student writing assignments (i.e., portfolio, open-ended responses).

F.      PowerPoint presentations produced by students as an assignment.

G.     PowerPoint presentations produced by teacher or purchased from vendor used for delivery of instruction.

H.      Web page to communicate program information to include instruction.

I.         Web-enhanced instruction (i.e., Blackboard)

J.       Internet research by student.

K.      Spreadsheets produced by students as an assignment.

L.       Other (specify).

 

SCORING GUIDE:

4     Documentation of activities from at least five of twelve different areas of A-L.

3     Documentation of activities from at least four different areas of A-L.

2     Documentation of activities from at least three different areas of A-L.

1     Documentation of activities from at least two different areas of A-L.

0     Documentation insufficient.

 

 

RESOURCES:

Standard 17 Example Documentation

 

 

Document by:

*       Items identified on program inventory

*       Copies of manuals

*       Pictures with a brief description

*       Lesson plans

*       Brief description of activity


Office of Career and Technical Education

Instructions for Program Self-Assessment Rating Summary Sheet

 

Program Teacher:

·         Use the form on the next page to record the program ratings.

·         Review the program documentation for each of the program assessment 17 standards.

·         Using the criteria given in each standard, circle the rating (on the page) for each standard according to the directions on page 4 of the program assessment document.

·         Make comments, when applicable, in the appropriate column(s).

·         Give a completed, signed copy of the rating sheet to the principal for review.

 

Principal:

·         Review the program documentation for each of the program assessment 17 standards.

·         Change ratings sheet score(s) for standards when appropriate.

·         Inform teachers of any changes made in the scores.

·         Make comments when applicable in the appropriate column(s).

·         Submit the ratings to the Frankfort staff according to the instructions on page 4.


Office of Career and Technical Education

Program Self-Assessment Rating Summary Sheet

 

 

School:

 

Program:

 

Teacher(s):

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Standard

Rating

Comments

1

4    3    2    1    0

 

2

4    3    2    1    0

 

3

4    3    2    1    0

 

4

4    3    2    1    0

 

5

4    3    2    1    0

 

6

4    3    2    1    0

 

7

4    3    2    1    0

 

8

4    3    2    1    0

 

9

4    3    2    1    0

 

10

4    3    2    1    0

 

11

4    3     2    1    0

 

12

4    3    2    1    0

 

13

          4     3     2     1     0   NA

 

14

4    3    2    1    0

 

15

4    3    2    1    0

 

16

4    3    2    1    0

 

17

4    3    2    1    0

 

 

 

___________________________           _________    _________________________    __________

Teacher’s Signature                                     Date                Principal’s Signature                        Date

 

 

___________________________           _________    _________________________    __________

Teacher’s Signature                                     Date                Teacher’s Signature                         Date