Quality Program Standards Rubric Standard 1: Instructional Facilities and Resources Standard Statement: The facility supports implementation of the career-technical program and provides students with opportunities for the development and application of technical knowledge and skills. Standard Definition: Instructional facilities and resources support the instructional and design of the program. Facilities are conducive to student learning and needs through the incorporation of state of the art technology, supporting career development and simulating the workplace. Instructional facility and resources support advising activities, career planning and parent engagement. Sufficient resources are in place to support instructional and curriculum needs of the program. Quality Indicator Exemplary Effective minimal UNSATIsFACTORY Facility size, layout and labs provide delivery of the courses in the program. Size and design exceeds OSFC minimum standards of serving curricular and emerging technology needs. Size and design meets standards and current instructional needs. Size and design meets minimum standard, but instructor(s) needs to adjust to meet current instructional needs. Size and design is not conducive to instructional needs. Facility is organized, maintained and conducive to learning. Well maintained, with instructional materials logically organized. Is maintained. Needs some maintenance and organization. Poorly maintained and organized. Storage space is functional and sufficient for instructional materials, supplies and equipment. Exceeds program minimum standards for size and is organized. Meets program minimum standards for size and is organized. Inadequate space but is organized or adequate space but unorganized. Inadequate space and unorganized. Classroom and laboratory inventory is developed annually with a plan for purchases and replacement current to technology used in workplace. A long term (five year) plan exists for equipment. Purchases and replacement plans reflect emerging technology. A plan for annual purchase and replacement exists and reflects current technology. A plan for new purchases and replacement exists without reflection on current or emerging technology. No plan for the purchase and replacement of equipment exists. Equipment is maintained and inspected. A documented safety and maintenance inspection has occurred on equipment. Defective items were removed, repaired or replaced. A structured safety and maintenance inspection has occurred on equipment. Defective were removed, repaired or replaced. A thorough but infrequent safety and maintenance inspection has occurred on equipment. Defective items were removed repaired, or replaced. No recent safety and maintenance inspection is documented as having occurred on equipment. technical
Standard 2: School and Community Relations Standard Statement: Stakeholders are engaged in developing and supporting the career-technical education program. Standard Definition: Quality programs are those with actively involved stakeholders from both the school and community and have an active, industry-driven advisory committee. Quality programs have community and school partnerships that benefit students and community stakeholders. Quality programs use various modes of communication to promote both community and industry activities and partnerships. Quality Indicator Exemplary Effective minimal UNSATIsFACTORY Identify stakeholders and organize their support of the program. Stakeholders are organized into committees to help improve instructional activities and support the program with a schedule of regular schedule of meetings. Stakeholders are organized and have a role in supporting the program. There is a schedule of regular meetings and events. No formal organization or structure for stakeholders. Stakeholders are not organized or involved. Stakeholders advocate for the Career-Technical Program. Stakeholders are working with state and national career-technical education organizations on a regular basis. Stakeholders are involved in special events that solicit support. Program reminds partners of the need for support and encourages involvement. School and community stakeholders do not know about program accomplishments. Stakeholders are recognized annually for their support of the program. Program nominates stakeholders annually for recognition at area, state and national functions. Stakeholder recognition is through immediate “thank you” gestures and media attention. Recognition of stakeholders is through a local formal program. No stakeholder recognition program exists. Parents or guardians receive information about student learning. Instructor communicates the connections to careers, credentials and postsecondary opportunities. Instructor communicates frequently the technical knowledge and skills students have attained. Instructor communicates infrequently the technical knowledge and skills student have attained. No communication occurs with parents or guardians. Standard 3: Program Planning and Evaluation Standard Statement: A results-driven needs assessment and evaluation exists for continual program development and improvement. Standard Definition: Program has and uses a data-driven, continuous improvement process. Sources of data for evaluation include state and federal performance measures, local performance data and community data. Program planning and evaluation involves advisory input from students, district and community.
Quality Indicator Exemplary Effective minimal UNSATIsFACTORY Collects state and national performance data for program improvement. Collects, analyzes and applies performance data for program improvement. Collects and analyzes all recommended performance data. Collects some performance data. Does not collect data. Conducts an evaluation based on local performance information, state performance measures, and input from community stakeholder groups. Conducts evaluation annually and develops a continuous improvement plan. Conducts evaluation annually, but does not develop a continuous improvement plan. Conducts a program evaluation on irregular and informally documented. Does not evaluate the program. Uses an advisory committee, authorized by the board of education, with established criteria for membership that meets regularly. Local board of advisory committee with membership criteria meets regularly with documented minutes. Local board of advisory committee meets occasionally. Local board of education approves the advisory committee, which meets inconsistently. There is no local advisory committee. Advisory committee assists the program including evaluation, promotion, planning and instruction. Advisory committee regularly with documented minutes. It assists the program with evaluation, promotion, planning and instruction. Advisory committee meets regularly to provide feedback on most program operations. Advisory committee meets annually to review general program operations. No advisory committee exists. Collects local, state and national economic development and career outlook data for program improvement. Collects, analyzes and applies data for program improvement. Collects and analyzes all recommended performance data. Collects some performance data. Does not collect data. Standard 4: Quality Educators that Contribute to the Profession Standard Statement: Career-Technical educators continuously develop as professionals and support the growth of the profession they serve. Standard Definition: Quality Programs require high quality educators who are committed to the education profession. High quality educators are involved in a process of continual development and professional growth dedicated to the improvement of the program. High quality educators contribute to the profession through workshop/conference participation, working towards advanced degrees, and achieving and maintaining professional licensure. Quality Indicator Exemplary Effective minimal UNSATIsFACTORY approved approved
Quality Indicator Exemplary Effective minimal UNSATIsFACTORY Program has a grading system in place that measures mastery-level completion and incorporates all phases of the instructional program. Shares a locally approved grading system that includes all phases of instruction with students, parents and stakeholders. Grading system meets local guidelines and approved by administration. Grading system developed, but not approved. No grading system exists. Assessments measure and academic performance through locally developed assessments based on identified competencies. Assessments measure complex application of technical knowledge and skills solving authentic industry problems. Assessments measure technical knowledge and skills specified in the career technical content standards. Assessments measure knowledge. Assessments are not locally developed. Students perform skills in competitive career skills events of the student organization. Many students apply technical skills in multiple career skills events aligned to their career-technical approved program. Many students apply technical skills in a single career skills event aligned to their career-technical approved program. Limited number of students apply skills in a career skills event. No student participates in career skills events. State Board of Education approved technical assessments, industry certification, and/or licensure examinations measure student performance. 100 percent of students enrolled in the career tech program test with 70 percent passing or above at the benchmark level on State Board of Education approved technical assessments. 75 percent or more of students attain an industry credential where applicable. 100 percent of students enrolled in the career tech program test with 60-69.9 percent of students scoring at the benchmark level on their State Board of Education approved technical assessments or attains industry credentials. Students participate in State Board of Education approved technical assessments and/or industry certification and licensure examinations. Students do not participate in State Board of Education approved technical assessments industry certification and/or licensure examinations. Student’s experiential learning experience programs are evaluated and assessed for technical knowledge, skill and growth Evaluation of experiential learning experience programs measure attainment of content standards. Evaluation of experiential learning experience measures attainment of knowledge and skill. Evaluation of experiential learning experiences measures accuracy of records and regular assessments. There is no evidence of student experiential learning experience programs or evaluation.
Continuous direct instruction and supervision of students’ experiential learning programs are provided outside the regular scheduled instructional time and documented by the instructor. Scheduled continuous direct instruction and supervision is conducted with a minimum of 5 hours per student per year outside the regular scheduled instructional time and documented by the instructor. Scheduled continuous direct instruction and supervision is conducted with a minimum of 4 hours per student per year outside the regular scheduled instructional time and documented by the instructor. Scheduled continuous direct instruction and supervision is conducted with a minimum of 2 hours per student per year outside the regular scheduled instructional time and documented by the instructor. No scheduled continuous direct instruction and supervision is conducted. Student maintains up-to-date and accurate experiential learning program records to independently analyze and evaluate program data. 100% of students maintain up-to-date and accurate experiential learning program records and independently analyze and evaluate program data. At 75% of students maintain up-to-date and accurate experiential learning program records and independently analyze and evaluate program data. At least 50% students maintain up- to-date and accurate experiential learning program records. Fewer than 50% of all students maintain up-to-date and accurate experiential learning program records. Students have comprehensive experiential learning programs that show evidence of growth through annual summative data to administrators and stakeholders. Annual summary data is shared to administrators and stakeholders showing evidence of growth in 100% of students completing experiential learning programs. Annual summary data is shared to administrators and stakeholders showing evidence of growth in at least 75% of students completing experiential learning programs. Annual summary data is shared to administrators and stakeholders showing evidence of growth in at least 50% of students completing experiential learning programs. Annual summary data is shared to administrators and stakeholders showing evidence of growth in fewer than 50% of students completing experiential learning programs. Standard #9: Leadership Development /CTSO Standard Statement: All students participate in a year-round intra-curricular Career-Technical Student Organization (CTSO) that promotes cognitive knowledge and skill and leadership development. Standard Definition: A variety of leadership development opportunities should exist for all students participating in a career-technical program. Leadership development activities include CTSO participation, conventions, camps, conferences, and knowledge/skill competitions. Quality Indicator Exemplary Effective minimal UNSATIsFACTORY
Capable and trained officers lead the CTSO chapter. 100% of CTSO officers participate in leadership development activities above the chapter level. At least 75% of CTSO officers participate in leadership development activities above the chapter level. Officers elected annually by the chapter membership and carry out the duties of their office. No evidence that chapter officers Standard #10: Student Access Standard Statement: Career-technical education programs serve all students interested in preparing for a career in any of Ohio’s 16 Career Fields and are reflective of the school’s student population. Capacity should permit students to schedule first choices of career area. Standard Definitions: Student access should be the least restrictive possible, allowing for maximum admission and participation in the program. Quality programs should always be evaluating student retention and community needs in conjunction with program capacity and enrollment. Equal access for all students should support the belief that all students are capable of high levels of growth and achievement. Quality Indicator Exemplary Effective minimal UNSATIsFACTORY No admission requirements and unwritten prejudices exist limiting the enrollment of students. No indefensible admission requirements and unwritten prejudices limiting the enrollment of students exist. Written admission requirements and unwritten prejudices exist and limit enrollment. Activities to recruit students are implemented. Instructor’s work with stakeholders to guide students to career-technical programs. Parents are invited to view programs available to their child. Instructor’s work with stakeholders to guide students to career-technical programs. Promotional materials are distributed to students and parents. The program conducts annual promotional activities targeted to potential enrollees. No recruiting efforts conducted. Guidance counselors are informed on the career technical program and direct students to enroll. Guidance counselors are knowledgeable about career-technical pathways and readily assist in the recruitment of students for the program. Guidance counselors readily assist in the recruitment of students for the program. Guidance counselors acknowledge pathways. Guidance counselors do not actively acknowledge or recruit students to programs. technical technical
Scheduling supports student concentration in and completion of career-technical programs. Administration and guidance counselors support education program of study in scheduling students for pathway concentration and completion. No evidence of administration and guidance counselors supporting the career-technical education program of study in scheduling students for pathway completion.
Standard # Indicator # Deficiency discovered during program review Action Plan Target Date(s) _____ . _____ 1. 2. 3. _____ . _____ 1. 2. 3. _____ . _____ 1. 2. 3. _____ . _____ 1. 2. 3. _____ . _____ 1. 2. 3. _____ . _____ 1. 2. 3. (Minimal and Unsatisfactory Ratings Only) Program _____________________ Date: __________