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 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. Evidence :( i.e., roster, minutes, assignments, schedules) 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. Evidence :( i.e., marketing products, communications, documentation) Stakeholders are working with local, 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. Evidence :( i.e., documentation at recognition ceremonies, communications, media) 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 formal program. No stakeholder recognition program exists. Parents or guardians receive information about student learning. Evidence :( i.e., examples of material, media, website, pamphlets, communications) 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.
Instructor continues professional growth through college credit courses, attendance at workshops, and/or sources of training. Evidence :( i.e., professional growth plans, proof of attendance, certificates, transcripts) coursework leading to an advanced degree or industry credential. And/or participates in workshops and other sources of technical training. Attends workshops or classes related to teaching area that are beyond what is required by the local institution. Attends workshops required at the institution. Has no evidence of participation in professional growth and development activities. Instructor is an active member in related local, state and national professional education/industry associations. Evidence :( i.e., membership, letters, communications) Applies, holds or participates in state leadership functions and/or committee in the last three years. Applies, holds or has held leadership position serving local, county or district needs. Holds membership and participates in annual district, state or national functions. Holds membership in local, district, state or national professional education/industry associations. Holds no membership or active participation Instructor cooperates in fostering the development of pre-service and beginning teachers.* (Not applicable for instructors in their provisionary or alternative educator license.) Program serves as cooperating site for student teaching. or Provides early experience opportunities. or Provides opportunities to host entry year instructors to model quality program. Instructor is mentor- qualified and participates in activities beyond the school district for beginning education teachers. Instructor is available to beginning teachers in the school district for support and/or participates in activities beyond the school district for beginning education teachers. Has no evidence of assisting beginning teachers. *Quality Indicator does not apply to Career-Based Intervention Programs technical technical
Standard #6: Instruction Standard Statement: Career-Technical Education programs promote high academic achievement, technical knowledge and skill development of all students. Standard Definition: Educators develop differentiated instructional plans that are rigorous and relevant, and represent real-work knowledge and skills. The rigor of instruction represents current industry needs and prepares students for workplace and post-secondary options. Instruction incorporates core academic requirements and promotes academic and technical skill attainment. Quality Indicator Exemplary Effective minimal UNSATIsFACTORY Instruction balances between inquiry-based classroom and laboratory instruction, experiential learning, and engagement in the Career Technical Student Organization.* A documented balance exists between classroom and laboratory instruction, experiential learning and engagement in the student organization. There is an attempt to balance inquiry-based classroom and laboratory instruction, experiential learning, and engagement in the student organization, but two of the three components dominate the instruction. One component of the curriculum clearly is dominating the instruction. The instructor(s) has a plan to bring deficient areas into balance. None of these components are apparent in the instruction. Lesson plans are based on approved pathway courses in the career-technical program.* Lesson plans directly correlate to the program of study and career field technical content standards. Lesson plans address both knowledge and skill. Minimal lesson plans are developed for each unit of instruction. No formal lesson plans exist. Instructional activities provide opportunities for students to master technical skills and develop critical higher-order thinking. Evidence :( i.e., lesson plans) Instructional activities promote the transfer of knowledge and skill to different situations and applications. Instructional activities require students to apply higher order technical skills. Instructional activities require students to demonstrate knowledge and application-based technical skills. Students are not provided opportunities to master skills. Instruction reinforces the application of relevant and rigorous career-technical learning standards. Evidence :( i.e., lesson plans) Instruction consistently incorporates related learning standards. Instruction focuses on academic skills and connects with learning standards. Instruction focuses on academic skills. Instruction does not address academic skills. Instructional program uses current materials and resources. Evidence :( i.e., lesson plans) Curriculum materials with current business/industry practices. Curriculum materials are current, but not aligned with business/industry practices. Curriculum material upgrades are in progress. Curriculum materials are outdated. *Quality Indicator does not apply to Career-Based Intervention Programs technical technical
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 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, and growth. Evidence :( i.e., lesson plans, training plans, employer evaluations) 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. Portfolios contain formal documents that identify and describe skills and credentials attained by seniors in education.* Evidence :( i.e., examples, documentation, letters) Seniors possess an employer-ready portfolio containing written and visual documents of achievement. Seniors possess an portfolio containing multiple letters of recommendation and written evidence of skill attainment. Seniors possess an employer-ready portfolio containing a resume, career narrative essay, and at least one letter of recommendation. There is no evidence that students have compiled documentation. *Quality Indicator does not apply to Career-Based Intervention Programs Standard #8: Experiential Learning Experience Programs Standard Statement: All students plan and conduct a year-round experiential learning program that connects the technical knowledge and skills learned in both classroom and laboratory to the work place.
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 *Quality Indicator does not to Career-Based Intervention Programs 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 limiting the enrollment of students.* No indefensible admission requirements and unwritten prejudices limiting the enrollment of students exist. Written admission requirements and unwritten prejudices and limit enrollment. Activities to recruit students are being implemented. Evidence :( i.e., examples, pamphlets, communication, website, media, videos) Instructor’s work with stakeholders to guide students to career-technical programs. Parents are invited to view programs available to 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 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. *Quality Indicator does not apply to Career-Based Intervention Programs technical
*Quality Indicator does not apply to Career-Based Intervention Programs Staff present during review Name(s) and Title(s)________________________________________________________________________________________________________________ Quality Program Standards Continuous Growth Plan 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. (Minimal and Unsatisfactory Ratings Only)