CAD Self Study

The mission of Steinmetz Career & Leadership Academy, a diverse academic, career and technical education program, is to graduate students with a foundation which balances academic and career opportunities that promote leadership, responsibility, and teamwork through lifelong learning characterized by:

Challenging Curriculum

21st Century Skills

CTE Approved Programs

Strong Community Relations

All curriculum is developed and aligned with NYS standards, 21st Century Standards and Learning Goals. The CAD program is structured to meet the needs of the students to obtain their certification in CAD through the NOCTI exam as well as getting the 10 hour lifetime OSHA certification.

The courses offered for this program are available through the Computer Aided Design Program and are open to all students at Steinmetz Career and Leadership Academy. The courses are taught by qualified Career and Technical Teachers.

There are a variety of programs offered to meet the needs of the students. Students must include core academics in their high school education and they may choose a variety of options to enhance their education. These choices include but are not limited to technical classes, industry certification, College in High School credits and college prep courses with articulation agreements.

All students are screened upon entrance into the school district. They receive intervention based on their individual needs.

Steinmetz Career and Leadership offers several supplementary programs. Eligible students can choose to participate in Career Exploration Internship Programs, work experiences, job shadowing, and a variety of after school enrichment programs including the SCLA 21st Century Program. The supplementary programs may or may not be credit bearing towards a student’s educational goals.

7. Describe the instructional material selection procedures (e.g., texts, software, commercially prepared materials).

Staff is provided budgetary amounts that they can purchase items at their discretion. Instructional material is purchased to replace old, follow trends and prepare students for success in the chosen career pathway. The Advisory Board assists the staff with industry trends for purchase considerations.

We currently have an articulation agreement with Schenectady County Community College. Students who successfully pass the CAD class receive 3 credits from SCCC that are transcripted.

10. Indicate the average numbers of preparations for which teachers are responsible.

On average teachers in this program are responsible for 5 preparations

11. Describe the school’s grading policy.

The school grading policy is based upon 4 quarters and a final exam. Interims are sent home at the 5th week of each quarter.

Additionally our district has a research based grading policy that is a little more theoretical in nature. It is less about the ‘what’ and ‘how’, and more about the ‘why’. That can be found here attached.

Every student has a right to educational opportunities that will help develop his or her fullest potential. Regular attendance maximizes the student's interaction with his or her teachers and peers, contributes to increased academic achievement and is a prime factor in school success.

Successful implementation of any attendance policy requires cooperation among all members of the educational community, including parents, students, teachers, administrators, and support staff.

Good attendance, along with good instruction, enables a student to:

Learn subject matter and earn good grades

Develop responsible work and study habits, and

Prepare for the world of work

Under the New York State Education Law, parents are responsible for the regular attendance of their children.

13. Describe the following: graduation requirements, promotion requirements and/or retention policies.

A student must fulfill all diploma and test requirements to receive a diploma. To earn a diploma, students must earn the following:

A minimum of 5 points is required each school year to move up to the next grade

Students who are otherwise eligible to receive a high school diploma in June 2015 and thereafter must take and pass four required Regents Exams or Department-approved alternative assessments (one in each of the following subjects: English, math, science, and social studies) and either pass a comparably rigorous assessment for a fifth required exam, or in lieu of a fifth exam, complete the requirements to earn the CDOS Commencement Credential. Students may meet the fifth assessment required for graduation by passing a Department-Approved Pathway Assessment in Career and Technical Education (CTE) following successful completion of a CTE program approved pursuant to §100.5(d)(6) of Commissioner’s regulations. The following assessments and cut score requirements have been approved for use as Department-Approved Pathway Assessments in CTE.

Computer Aided Drawing (CAD) (Test Code 4973) Written: 53.1 scale score points. Performance: 84.1 scale score points. Student must pass both exams at the above cuts to count as a single Regents Equivalent.

14. Describe the philosophy, process and/or procedures utilized in the development of the master schedule. Please include the student course selection process, development of the master schedule and resolution of scheduling conflicts.

Students meet annually with a guidance counselor to discuss the specific graduation requirements and the student’s career goals. Once the courses are selected they are inputted by the Guidance Counselors into the SCSD master system called eSchool. The master schedule is then produced and conflicts are resolved manually by the Guidance Counselors. We are currently in the process of changing over student management systems from e-school to infinite campus. The philosophy will remain the same though some procedures and details might change.

15. Describe the school's procedures for monitoring student progress (e.g., deficiency reporting, grade reporting, competency reporting).

Students receive an Interim Progress Report halfway through the quarter (approximately 10 weeks). The progress is entered into the eSchool system by the teachers and electronically mailed to the parents.

Student progress is also tracked by the student’s team of teachers Interventions are set with students throughout the quarter to touch base with students deemed at risk for failing and/or underachieving.

Students and parents may also monitor the Home Access. Home Access allows parents and students to view teacher grade books, attendance and discipline information.

Again, our student information system is scheduled to change starting in the 2016-17 school year.

The school has no official homework policy. It is at the discretion of the individual teacher.

17. Describe the school's response to educational reform initiatives and explain how it has affected or will affect the instructional delivery system.

The District Administration and the Teacher’s Union have been proactive in response to educational reform. Our building has been working with the NYU-Technical Assistance Center on Disproportionality to examine our discipline procedures and policies.

We have also been working on professional development on cognitive coaching including a building wide book study of “Teach Like a Pirate”. This followed a previous book study and PD on the district level centered around “Teach Like a Champion”.

At the high school level we have been using the Power of Peace. This is a Student Leadership and anti-bullying program. We also work with the Anti-Defamation League Program, “Be an Ally”. We also have a Peer Mediation Program and Restorative Circles Initiative (targeting students attendance improvement).

The SCSD and SFT have worked together to come up with numerous APPR plans and revisions as the rules have changed in very fluid ways. Many of these top-down reforms from NYSED and the Federal Department of Education have had very detrimental effects on the students in our programs. Additionally the persistent underfunding of the Schenectady City School district by New York to the tune of over 50 million dollars each year has eroded our programs and opportunities for students in very serious ways.

The Director of Instructional Support oversees all curriculum development. In addition, there is a new Council on Professional Practices and Growth, replacing the old curriculum committees, made up of the Director of Instructional Support, elementary and secondary level teachers and administrators and district-wide administrators chosen collaboratively by the President of the SFT and the Director of Instructional Support. This committee meets monthly and on an as needed basis to ensure a continuous improvement and development of curriculum in the School District. All curriculum is developed in accordance with the New York State Standards and other appropriate measurements.

Within the CAD program I use the NYS curriculum guides and the college syllabus. Some of the classes are derived from multiple courses such as CAD-Manufacturing Systems which is a combination of Computer Aided Design and the Manufacturing Systems curriculum. From these, the technology department develops UBD unit plans that are mapped to CDOS and other appropriate standards. From these unit plans, lesson plans are developed based on the individualized needs of the students within the classes.

19. Describe the level of budgetary support of the curriculum development process.

The process of supporting the curriculum development initiatives is recognized as a critical process in the overall development of student program offerings and achievement. This area is given the full support of the District Administration as well as the School Board.

20. Describe the school’s equipment replacement and modernization plan which includes physical plant considerations.

Infrastructure renovations in present facilities are regularly assessed and include compliance with state and ADA codes, as well as upgrades such as heating, ventilation, air conditioning, replacement of furniture and flooring.

22. Explain how adequate time is provided to ensure that an integrated program is ensured and that program objectives are met in the following areas: applied academics, technical education, student services, special education, student support services, student activities, English as a second language, and bilingual education.

Though we do not offer any integrated classes as the state defines them, we do have SPED and could have ELL students integrated within our CTE classes at any time. Students are provided with many after school programs to ensure that program objectives are met. ESL and Special Ed Students are integrated into classes where teachers apply multiple teaching techniques to reach a diversified student body.

23. Explain how the school encourages innovative and experimental programs designed to serve the needs of students and to contribute to the school’s stated mission.

The plan reflects changes in philosophy as well as programming changes and new initiatives, organizational and structural changes, increased resources and supports, increased staffing and enhanced professional development. The whole district is also in the midst of restructuring its elementary and middle schools which will have a ripple effect on the High School Programs.

• A targeted program for Repeat 9th graders,

• Making significant improvements to existing career-themed houses to enhance career connections as well as improving rigor and relevance.

• Bullying programs such as Student Ambassador Leadership Program to facilitate greater communication between student groups and SHS faculty and administration.

• Gang awareness training for students, parents, and staff will be essential to changing the school climate.

• Digital Citizenship Training will be aimed at stopping online student bullying which has been cited as one cause in a recent suicide cluster event.

• Intensive interventions such as Aggression Replacement Therapy and Functional Family Therapy will be targeted to students with repeat aggressive behaviors.

• 6 Case Managers each serving a caseload of approximately 20 highly at-risk students

• Career awareness and exploration will begin in 9th grade with career fairs, speakers, and visits to colleges and tours of places such as the nearby GE Research and Development Center.

• Career interest inventory and establish a career portfolio in 9th grade before selecting a career themes house for 10th-12th grades.

• Six-week program offering half-day academic skills program to build 21st Century Skills paired with half-day work experiences or service learning experiences.

The Principals maintain the Individual Education Plans (IEP) for each Special Needs Student. The school psychologist is the chairperson for all of the CSE meetings and is the point person for all the SPED students in the programs. The files are made available to the teachers through IEP Direct, an online program, in order to provide students with the appropriate instructional methods to meet his/her needs. Open communications exists between the Special Ed Teacher, Regular Ed Teacher, Guidance, Principals, and parents. An annual meeting with parents is utilized to update the student’s IEP and make adjustments as necessary. Additional meetings throughout the year may be scheduled as necessary.

1. Describe the school’s technology plan and explain how it is consistent with the school’s mission and curriculum.

Technology Plan 2013-2016

2. Describe how the Program Advisory Committee is effectively utilized to recommend program modifications based on changing technology; assist with the development of an equipment acquisition plan; assist in the development of the educational technology plan; review both the technical and academic curricula and communicate recommendations to the appropriate authority.

The Computer Aided Design Advisory committee meets three times during the school year. The committee is committed to achieving all to the objectives required to ensure the program’s success.

3. List the names of advisory committee members by program. Include their titles and business affiliations.

Minutes will be maintained by the scribe of the advisory committee. A section of the CTE website includes the minutes.

The academic portions of the Computer Aided Design Program combine the skills needed to function independently in the workplace through a curriculum designed to align with the current NYS Learning Standards. This provides all students with the skills necessary to be successful in the workforce. Guidance and special education personnel work closely with the faculty to ensure students are placed in programs appropriate to their interests and ability. Special education staff meets frequently with teachers to monitor student progress, make modifications and to provide assistance to students and staff when necessary. Resources are available to meet students’ individual needs regardless of their gender, race, ethnicity, or handicapping condition.

6. Describe the process used to devise, update and revise or modify scope and sequences for your program.

The Computer Aided Design teacher will seek continuous improvement by modifying the scope, sequence and levels of curriculum to meet the needs of the population. The advisory committee will make recommendations on the curriculum to meet industry and business standards. Updates, revisions, and modifications will be done in a like manner and with input from the advisory committee.

8. Describe the competency based system utilized and how it is built upon clearly defined duties and/or tasks.

We will utilize and align the NYS Standard competencies with the curriculum to clearly define duties and/or tasks.

9. Describe how you, as a department, provide for expected student outcomes through your instructional design.

Cognitive Areas

10. Describe how co-curricular activities within your program are provided to enhance students’ leadership, self-esteem and career awareness.

Students enrolled in the Computer Aided Design Program are encouraged to help facilitate the school events that happen during the year. This includes things that happen on campus during the school day such as the Career Fair held in the Gym and our back bus loop; on campus after school events such as our Awards Night; and off campus on weekends such as Celebrate Schenectady event and the Schenectady Educational Foundation Gala.

Additionally, students have the opportunity to participate on various job shadows and career focused field trips throughout the year.

11. Describe how your instructional program is designed to meet the licensure or certification requirements.

The computer aided design program is designed to meet the competencies aligned with the NOCTI CAD certification Exam. Additionally all students in the CAD program have the opportunity to earn their 10 hour OSHA certification. Students are required to take the NOCTI certification exam at the completion of the program.

12. Describe procedures used in your program to promote student participation in school-to-work and cooperative work experiences. (Refer to I.6.)

Students are strongly encouraged to participate in school-to-work and cooperative work experiences. Students participate in annual Job Shadow Events, Experience your Future Day and participate in school wide and district wide events and Career Internship and Exploration Program

We have an articulation agreement with Schenectady County Community College. Students who successfully pass the CAD class receive 3 credits from SCCC that are transcripted.

14. Explain how the design of your instructional program reflects the mission of the school.

By offering students real world experiences and exposure to the computer aided design world students are given the opportunity to become responsible members of society through a system characterized by those defined in the school district’s mission.

15. Describe the strategies used within your program which provide for the integration of academic and technical instruction.

Below are the strategies used to provide for the integration of academic and technical instructions:

Establish the importance of the topic and the connection to what has been previously learned. Help the student to use prior knowledge about the topic through such questions as What do I already know about the topic?, What do I need to learn?, How does what I will learn relate to what I already know?, What is important about what I will learn?

Help students to organize learning. Show connections among new ideas and prior knowledge, and show how the new knowledge is organized and how parts are related. Call attention to key concepts and issues, and ask students to elaborate on what they are doing.

Help students to control their own learning. Assist students in acquiring the capability to plan their own activity, reflect on their performance, monitor success or failure, alter responses, and take corrective action. Help students to become aware of factors that affect their own thinking, and to take control of their own thinking. Have students identify what they already know and what they need to know. Have students identify the assumptions that they are making, and engage students in self-questioning. Have students determine what cues to look for, and how to tell if a task is satisfactorily completed.

Help students to attach meaning. Ask "why" questions; have students organize what they know into structures. Have students explain differences between their initial ideas and what actually happened, and to compare their explanations with formal explanations. Have students identify and compare their own problem-solving processes with those of an expert, or another student. Have students integrate their ideas into a body of prior knowledge. Encourage generalizations to other situations.

Help students to use learning. Relate what they already know to the to-be-learned information; ask students to go beyond the immediate problem originally addressed to solve related problems. Move in a series of steps to problems that are different from the first problem. Include activities requiring students to use new ideas in multiple contexts. Use the same learning to develop new ideas; have students construct solutions to new problems by recalling concepts previously learned.

16. Describe how teachers are fully utilizing available technology in their planning, teaching, and data collection, analysis and reporting.

17. Explain how the application of computers is integrated within your instructional program.

There are many opportunities to integrate technology into the instructional program by providing opportunities for students to use hardware and software for classroom learning experiences. Some examples include the following:

18. Explain how the learning resources required to implement your instructional program are made available to and utilized by you.

Learning resources are made available through a variety of methods including funding for textbooks and other resource materials through various grant programs.

19. Describe how you demonstrate creativity and initiative and utilize a variety of resources in the delivery of your instructional program.

A variety of resources are utilized to reach students at various levels of learning as well as on multiple intelligence levels. Integrating real world projects into the curriculum for the Computer Aided Design Program is the best way to accomplish this.

20. Explain how instructional materials are developed to address a variety of learning styles and ability levels.

• Visual (spatial). Students prefer using pictures, images, and spatial understanding.
• Aural (auditory-musical). Students prefer using sound and music.
• Verbal (linguistic). Students prefer using words, both in speech and writing.
• Physical (kinesthetic). Students prefer using your body, hands and sense of touch.
• Logical (mathematical). Students prefer using logic, reasoning and systems.
• Social (interpersonal). Students prefer to learn in groups or with other people.
• Solitary (intrapersonal). Students prefer to work alone and use self-study.

21. Where applicable, explain how you provide safety instruction, instruction in hazardous chemical awareness, and written and applied safety testing.

A key part of the curriculum of the CAD-Residential Construction Class is for the students to earn their 10 hour OSHA certification which is good for their lifetime. (Through Careersafe) Students are also ‘checked out’ on any tools or equipment that they might use in all classes before they use them.

22. Explain how you utilize IEPs or /504 Plans to maximize students’ success in your program.

The teachers work closely with the Special Ed teachers to insure that the IEPs or 504 Plans are being utilized and that the student is realizing the benefits from the modifications.

23. Explain the student assessment measures you have established to measure the attainment of expected performance levels in your program.

A variety of methods are utilized including student self-assessment, peer-to-peer evaluations, teachers developed tests, textbook exams, industry certification exams, performance-based activities and standardized tests. In addition, an employability profile is maintained for each student with the attainment of key skills and abilities noted.

24. Explain what measures you have instituted regarding the evaluation of student performance and how they are reviewed periodically to measure student achievement, design curriculum improvement strategies, and improve teaching and learning.

Benchmarks for student achievement and continuous improvement are established to ensure that measured learning is increased year over year. This is done by enhancing the curriculum and teaching techniques each year to improve results.

25. Describe the process you use to review your program(s) to guarantee effective program design.

The program is reviewed annually by the teachers, school and principals, the department coordinator and the Advisory committee.

26. If your state requires high stakes tests, report the testing program score results since the last decennial visit by year, by educational program and by subject area. Indicate how those results impacted the school’s educational program to improve the effectiveness of teaching and learning.

Applied Technology Centers have student populations that are not recorded by state high stake testing programs. That, however, does not excuse the Center from having an assessment program of its own which measures the effectiveness of teaching and learning.

27. In detail, describe how your school assesses the effectiveness of teaching and learning. Provide evidence that your school has implemented an assessment program designed to measure the effectiveness of teaching and learning in all educational program areas.

Teachers who are not tenured are observed three times per year for the first four years of teaching. Tenured teachers are observed twice per year. Both are outlined below:

APPR Classroom Observations

Tenured Teachers - 2 Classroom Observations

Formal Classroom Observation

* 1st Classroom Observation - Formal Observation

* Between October 15 and March 15

* Includes pre-conference and post-conference

* Pre-conference - up to 7 school days before observation

* Post conference - up to 10 school days after observation

Informal - Unannounced Observation

* 2nd Classroom Observation - Informal Observation and Unannounced

* Should occur no sooner than 5 school days after the post conference, but within 25 school days of the post conference

* Evidence shared with teacher in a modified post conference

Special Notes

* No classroom observations - 1 school day before or 1 school day after school recesses or a school holiday. Classroom observations may be scheduled the day before a school recess or holiday if mutually agreed upon by the teacher and administrator.

* These days - not counted toward the 25 school days listed above

* Teachers can request additional focused observations

* Observations screened through the NYSUT rubric

* Highest score recorded from all classroom observations and visits will be used int the final score

* Tenured teachers have the option to change the order of the observations. Tenured teachers will decide if they want their first observation to be a formal or informal observation. This needs to be mutually agreed upon. This does not apply to Probationary Teachers.

Classroom Observations

Completed by May 1st for Tenured Teachers

Additional Evidence

Additional evidence on the standards and selected elements not adequately covered by the evidence presented through the pre-conference, classroom observation and post conference can be submitted by the teacher.

Teachers on Probation - 3 Classroom Observations

2 formal observations and 1 unannounced

1st Formal Classroom Observation

* 1st Classroom Observation - Formal Observation

* Between October 1 and December 1

* Includes pre-conference and post conference

* Pre-conference - up to 7 school days before observation

* Post conference - up to 10 school days after observation

2nd Observation is an Informal, Unannounced Observation

* Informal Observation and Unannounced

* Evidence shared with teacher in a modified post conference

3rd Classroom Observation - Formal Observation

* Date - Mutually agreed upon

* Must take place during the 2nd Semester

Special Notes

* There should be at least 25 school days between classroom observations

* No classroom observations - 1 school day before or 1 school day afer school recesses or a school holiday. Classroom observations may be scheduled the day before a school recess or holiday if mutually agreed upon by the teacher and administrator.

* These days - not counted toward the 25 school days listed above

* Teachers can request additional focused observations

* Observations screened through the NYSUT rubric

* Highest score recorded from all classroom observations and visits will be used in the final score

Classroom Observations

* Completed by April 1st for Teachers on Probation

* Notice of tenure recommendations and reappointments will be made by May 1st

Additional Evidence

Additional evidence on the standards and selected elements not adequately covered by the evidence presented through the pre-conference, classroom observation and post conference can be submitted by the teacher.

Tenured Teachers and Teachers on Probation

Number of Elements

15 Elements

Minimum of 8 from the observable standards

(Standard 3, 4, 1.1, 5.1, 5.2, and 5.5)

Final Conference

A year end session will be conducted to:

* Review and discuss any additional evidence submitted

* Review, discuss, and score all elements covered by the 60 points

* As a part of this session the parties should jointly develop the list of elements that will be the focus on the evaluation process for the next school year

To the extent possible, final conferences should be completed by May 31st.

Special Notes:

* For Tenured Teachers - When the formal classroom observation was not conducted by the principal but by another trained administrator, that evaluator shall be present

* For Teachers on Probation - All parties involved in that teacher's evaluation shall be present.

NYS Regent’s exams and technical assessments include written, performance and visual.

29. Explain how the school currently evaluates its assessment program and list any possible changes for the future. Give timelines for such changes.

The school evaluates its assessment program through the analysis of the results achieved through standardized testing including the Regents Exams. These results are matched to teacher focused assessments and modifications are made as necessary.

The school has recently begun utilizing and training teachers on PerformancePlus as a way to evaluate its assessment program. This has allowed core content areas to give common assessment on a regular basis.

The district’s current parent portal is called the Home Access Center (HAC) enables parents to get daily access to their children’s school information including attendance records, grades, class work, discipline referrals, teacher contact information and more from their home computers. Students may also access the data through Student Access Center.

In the 2016-17 school year we will be migrating to a new student management system called infinite campus that promises to be more robust for all stakeholders.

The district website as well as individual teacher websites are available to communicate information and results of assessments to parents.

In addition, the teachers utilize a variety of methods to communicate assessment results, including, AIS notification, CSE reports, interim reports, report cards, phone calls, email and letters home to parents. The PerformancePlus system allows teachers to access student test data

31. Describe how assessment results have been used to systematically improve teaching and learning. Cite examples of changes that have been made in curriculum and instruction in the last three years due to analysis of student and school performance data.

The district has put an emphasis on incorporating reading and literacy strategies to improve student reading comprehension across the curriculum areas. All teachers have been given professional development training and additional training is on-going.

Teachers have been trained in PerformancePlus. This system provides educators a single point of contact to easily access state, national, and local assessment data. Data is organized into live charts and graphs for easy viewing and thorough analysis. This will allow teachers to evaluate and adjust curriculum as necessary based on actual results.

Due to the analysis of students and school performance data Steinmetz Career & Leadership Academy (SCLA) has laptops available for student that need the extra support. Students explore curriculum both in the classroom and at home. Students utilize project-based learning and problem solving in the classroom with less reliance on traditional methods of instruction. Students pursue a program of study in our career pathways classes such as Office Management, CAD Program Culinary Arts, or the Media Arts programs.

Parents are included in the initial process as well as the ongoing evaluation of the student.

34. Explain what measures are taken to insure that parents understand the program developed by the IEP process.

The special education teachers work closely with the parents and other interested parties to ensure that they fully understand the program being administered for his or her child.

2. Describe any recommendations of more than three years standing resulting from accreditation evaluations that have not been implemented and indicate the rationale for those decisions.

Not Applicable

The plan reflects changes in philosophy as well as programming changes and new initiatives, organizational and structural changes, increased resources and supports, increased staffing and enhanced professional development. The whole district is also in the midst of restructuring its elementary and middle schools which will have a ripple effect on the High School Programs.

• Making significant improvements to existing career-themed houses to enhance career connections as well as improving rigor and relevance.

• Bullying programs such as Point Break and Student Ambassador Leadership Program to facilitate greater communication between student groups and SHS faculty and administration.

• Gang awareness training for students, parents, and staff will be essential to changing the school climate.

• Digital Citizenship Training will be aimed at stopping online student bullying which has been cited as one cause in a recent suicide cluster event.

• Intensive interventions such as Aggression Replacement Therapy and Functional Family Therapy will be targeted to students with repeat aggressive behaviors.

• 6 Case Managers each serving a case load of approximately 20 highly at-risk students

• Career awareness and exploration will begin in 9th grade with career fairs, speakers, and visits to colleges and tours of places such as the nearby GE Research and Development Center.

• Career interest inventory and establish a career portfolio in 9th grade before selecting a career themes house for 10th-12th grades.

• Six-week program offering half-day academic skills program to build 21st Century Skills paired with half-day work experiences or service learning experiences.

List and prioritize major strengths or areas that warrant commendations with regard to this standard. Identify efforts which will be expended to maintain these.

Up-to-date curriculum is consistent with the school’s mission and is designed to ensure that every student regardless of gender, race, ethnicity or disability is offered an equal education. Teachers seek continuous improvement by modifying the curriculum as needed to stay current with industry requirements. The development of a Program Advisory Committee will continue to ensure the most up-to-date programs are covered in the curriculum.

Teachers demonstrate creativity and initiative and use a variety of resources in the delivery of instructional programs to address a variety of learning styles and ability levels. Continued participation in professional development and attendance at business and CTE conferences, by teachers, will ensure the development of instruction to meet diverse learning styles and ability levels.

The program design provides for the identification of expected student performance and learning outcomes and creates opportunities for the student to understand the educational expectations. Students are recognized for achievements and are given guidance to improve performance to meet certification requirements.

Teachers utilize all available technology and resources in their planning, teaching and data collection, analysis and reporting. Teachers will continue to stay abreast of technology developments through professional development opportunities and their involvement in professional organizations as well as through the development of relationships with industry leaders.

Student assessment measures have been established and utilized to measure the attainment of expected performance levels. These assessments are evaluated periodically to measure student achievement, to improve curriculum and to direct planning, instruction and the modification of curriculum.

2. Concerns/Problems to be Addressed

List the major concerns, needs or problems that have been identified in the questionnaire.

Program Advisory Committees are effectively utilized to recommend program modifications based on changing technology; assist with the development of an equipment acquisition plan; assist in the development of the Technology Plan; and review both the technical and academic curricula.

Co-curricular activities are provided to enhance the students’ leadership skills, self-esteem, and career awareness.

The development of more business partnerships and mentoring opportunities for students.

The funding level and commitment from NYSED and this district is always a concern.

List and prioritize major recommendations to address the identified needs, concerns or problems as they relate to maintaining strengths and addressing concerns.

The district’s technology plan is currently being reviewed and updated by the District Technology Committee.

A Program Advisory Committee is being formed and will play an integral role in the program’s continued development and success.

Partnering with Junior Achievement to offer more programs and opportunities for students to develop leadership skills, self-esteem, and career awareness.

Partner with the Schenectady Chamber of Commerce and the Advisory Committee to develop business partnerships and mentor opportunities.

The development of co-curricular activities and/or internships.

By and large with few exceptions the school adheres to the Standard on Educational Program. The outlined steps will be taken to resolve the identified concerns/problems.