Education and Workforce
Development Cabinet 17 Standards
Program Assessment
Document
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Equal Education and Employment
Opportunities M/F/D
http://www.kytech.ky.gov/programassessment.htm
TABLE OF CONTENTS
|
Title |
Page(s) |
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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 |
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1 –
Curriculum |
9 |
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2 –
Lesson/Unit Plans |
10 |
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3 –
Student Achievement |
11 |
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4 –
Student Recognition |
12 |
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5 –
Postsecondary Links |
13 |
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6 –
Perkins Performance Measures |
14 |
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7 –
Program Area Safety |
15 |
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8 –
Student Safety |
16 |
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9 –
Student Organization |
17 |
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10 – Public Relations |
18 |
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11 – Families and Community Contributions |
19 |
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12 – Advisory Committee |
20 |
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13 – Industry Certification |
21 |
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14 – Work-Based Learning |
23 |
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15 – Professional Growth |
24 |
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16 – Program Improvement Plan |
25 |
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17 - Technology |
26 |
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Instructions
for Program Assessment Rating Summary Sheet |
27 |
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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
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,
·
·
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
ACT
– an 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
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,
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 Plans – provide 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.,
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
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 |
Team Assessment Documentation Cycle |
Self-Assessment Cycle Self Assessments Due |
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October 2009 |
October 2010 |
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Barren Chapman McCormick Millard |
Belfry Carter Corbin Foster Harrodsburg 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 |
|
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Christian Floyd Green Martin Nelson |
Allen Ballard Breathitt Eastside Edmonson Knox 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 |
|
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Johnson Pulaski |
Fleming Grayson Leslie Russellville Simpson Southside |
December 1
of previous year to December visit date |
Cycle: June
15 – June 15 Due: June 15, 2010 June 15, 2011 |
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January 2010 |
January 2011 |
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Clay Franklin
Co. Shelby ATC Shelby
H.S. |
Boone Carroll Casey Eastern Fairdale Garrard Mason Waggener |
January 1
of previous year to January visit date |
Cycle: June
15 – June 15 Due: June 15, 2010 June 15, 2011 |
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February 2010 |
February 2011 |
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Boyd Iroquois Knott Patton |
Bullitt Meade Pleasure Southern |
February 1
of previous year to February visit date |
Cycle: June
15 – June 15 Due: June 15, 2010 June 15, 2011 |
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March 2010 |
March 2011 |
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Greenup Lee Magoffin Trigg |
Breckinridge McCreary Muhlenberg 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
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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. |
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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.
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*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
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0 |
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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. |
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**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)
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.
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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 |
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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. |
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***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.
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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 |
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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. |
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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.
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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 |
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|
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. |
|
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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.)
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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.
|
|||||||||
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.
|
|||||||||
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.
|
|||||||||
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.)
|
|||||||||
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