CAM Self-Study

• 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 21^st Century Skills paired with half-day work experiences or service learning experiences.

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 Manufacturing Advisory committee meets three times during the school year. The committee is committed to achieving all of 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.

4. Describe how advisory committee minutes are developed and maintained.

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

5. Explain how the program design ensures that every student, regardless of gender, race, ethnicity and disabling condition is offered a quality education.

The academic portions of the Computer Aided Manufacturing 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 Manufacturing 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.

7. Explain how your curriculum design creates opportunities for students to understand educational expectations, to receive recognition for achievement, and guidance to improve performance.

The computer aided manufacturing program will provide clear and concise expectations to all students.

Course Content to the extent possible, is available online.

During opening days of school students will be provided with the following:

· Outline of the course

· Grading policy

· Safety procedures

· Discipline code

· Attendance policy

· Dress code for the lab

These expectations are further reinforced through timely meetings between teacher, student, guidance counselor, social worker and psychologist.

The computer aided manufacturing program will provide students with the opportunity to receive accolades for their achievement on a daily basis. The utilization of interpersonal communication skills between teacher and student will foster an environment that allows for verbal, non-verbal and written feedback concerning student performance. The feedback is delivered individually, in small groups and to the class as a whole. Further recognition of achievement is given by:

· Daily performance feedback

· Student of the quarter awards

· Program Awards including the “Patriot” award

· Employment and college recommendations

The computer aided manufacturing program will also provide ample guidance for the improvement of student performance. Students will receive constructive reviews of their performance. This feedback will be delivered in a tactful and efficient manner that boosters student confidence as they continue to progress in the proper direction. Additional reinforcement will be provided by:

· Tests and quizzes

· Progress reports

· Report cards

Additionally the main pathway classes of CAD/MS and CAM have student leadership built into the classes. Within the CAD/MS class, the students run the class like a company, or multiple companies and complete manufacturing orders in the class. These student supervisors run the business, and in turn help to grade their employees. The employees help to grade their ‘bosses’. The students are allowed and encouraged to move to different jobs. CAM class will have a similar setup with students taking turns to be foreman for each facet of the job. Each student has to lead some part.

Additionally student are encouraged to participate in the advisory board. They are also encouraged to stay involved even after graduation.

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.

The computer aided manufacturing utilizes the following learning outcomes when creating instructional design:

a. Activities which give evidence of knowing

b. Activities giving evidence of comprehension

c. Activities giving evidence of application of knowledge/understanding

d. Activities giving evidence of analysis

e. Activities giving evidence of synthesis

f. Activities giving evidence of creativity

g. Activities giving evidence of evaluation

Transferable Skills

a. Psycho-motor skills

b. Self Appraisal and Reflection on Practice

c. Planning and Management of Learning

d. Problem-solving

e. Communication Presentation

f. Interactive and group skills

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 Manufacturing 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 manufacturing program is designed to meet the competencies aligned with the NOCTI CAD/CAM certification Exam. Additionally all students in the CAM 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

13. Explain those affiliations and/or articulation (i.e., Tech Prep) agreements appropriate to your 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 manufacturing 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.

· Utilize PowerPoint, the Internet, and Web pages as instructional tools

· Utilize School District student management software (Infinite Campus) to report grades, attendance, and homework so that parents can access the information on-line

· Utilize basics Microsoft Word and e-mail to maintain contact with parents.

· Utilize SmartBoards for instruction

· Utilize various software to create graphic organizers and templates for students

· CTE teachers also have laptops to support their work

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:

· Integrating spreadsheets for student data gathering. Using word processing and PowerPoint for reporting the data.

· CAD is a computer based curriculum, so every class revolves around the used of computers and AutoDesk products.

· Teaching students to evaluate online resources for accuracy and to access online reference materials.

· Integrating SmartBoards to provide students opportunities for interactive learning.

· Creating E-Portfolios

· Utilizing 3D printers, 3D scanners, Micro-mills, and vinyl cutters within the classes.

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 Manufacturing 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.

Instructional materials are developed with an emphasis on developing the skills necessary to create meaningful hands-on projects that builds on the skills learned. When presenting information a variety of techniques are utilized to insure that student needs will be addressed based on their learning styles. The learning styles considered as follows:

· 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 CAM 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:

The SCSD APPR Handbook describes the process in detail.

28. Describe the methods/types of assessments and the sources of data used by the school to determine the attainment of student academic and technical achievement.

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.

30. 30. Explain the process utilized to communicate assessment results to parents, community members, teachers and governing boards.

The district’s current parent portal is called the Parent Portal 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.

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.

32. Indicate who is responsible for ensuring that assessment results and data sources are organized, analyzed, interpreted, reported and utilized in the evaluation of curriculum and instruction.

33. Describe parental involvement in the IEP team process.

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.

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.

· Major education strategies include developing:

• 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.

· To Improve the School Environment and Student Behavior:

• 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

· Employment Strategies:

• 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 21^st Century Skills paired with half-day work experiences or service learning experiences.

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.

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.

Student attendance and parental involvement is a major concern.

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.

Sample curricula (vocational technical, academic, integrated, modified for SPEC)