Self Study Questionnaire

Background Data - Part I should be completed by the individual(s) most familiar with the overall curricula and the instructional delivery system of the school district.

1. Attach a copy of the program of study or course selection guide 2015-2016 Course Book

2. Describe how the school provides a carefully planned curriculum consistent with its mission and which reflects the needs of students, community, business/industry and reform initiatives.

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

21^st Century Skills

CTE Approved Programs

Strong Community Relations

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

3. Explain how the curriculum delivery model is organized (e.g., department, team, house, cluster, and academy).

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

4. Indicate the types of programs offered (e.g., academic, technical, college preparatory, general, electives).

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.

5. Describe the English Second Language, bilingual or rural migrant education programs, if applicable.

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

6. Describe any supplementary program offerings (e.g., "school-within-a-school," academy, work-study, cooperative education, field placement, off-site training).

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.

8. Describe and list affiliation and/or articulation agreements.

We currently have an articulation agreement with Schenectady County Community College. Students who successfully pass the Intro to Microsoft and Business Communications classes receive 6 transcripted credits from SCCC.

9. Indicate the average numbers of classes for which teachers are responsible.

Teacher are responsible for five (5) classes.

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 5^th week of each quarter.

The grading policy is based on a point system using numerical grades as follows:

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 to the Self-study page on the website.

12. Describe the student attendance policy.

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:

English 4 units

Social Studies 4 units

Math 3 units

Science 3 units

Health ½ unit

Art/Music/DDP 1 unit

Foreign Language 1 unit

Physical education 2 units

Sequence, Course and Electives 3.5 units

Total 22 credits

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

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.

16. Describe the school's homework policy.

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.

18. Describe the school’s curriculum development process.

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 Office Management program I use the college syllabi and CDOS standards to design course outlines and objectives to meet the program needs. 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.

21. Provide the school’s educational technology plan.

Technology Plan 2013-2016

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.

• 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 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

• 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.

24. Explain how Individual Education Plans are implemented and maintained on file for each special needs student.

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.

II. Educational Program: Self-Study Narrative - Part II must be completed by each department within the school responsible for curriculum and the delivery of instruction. That includes, but is not limited to, technical, academic, bilingual, special education, and other or unique programs.

Curriculum

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 Office Management Program was cut in 2013-2014 school year down to offering only one Office Management course per year. The SCLA advisory committee has continued to meet three times during the school year and as a result of the meetings and building advocacy the program is expected to offer two of the Office Management courses next year; Intro to MS Office and Office Procedures.

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 Office Management 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 Office Management 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 Office Management 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

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

The 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 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 Office Procedures and Corporate Overview have student leadership opportunities built into the classes. Students have the opportunity throughout the year to plan school-wide events including Back to School Night, Harvest Dinner, International Night, Career Fair and additional events. Students take on leadership roles, determine what needs to be accomplished, assign tasks, and follow through the completion of the event.

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 Office Management Program utilizes the following learning outcomes when creating instructional design:

Cognitive Areas

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 Office Management Program 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 Office Management program is designed to meet the competencies aligned with the NOCTI Workplace Readiness test and the Microsoft Office Specialist exams in Word and PowerPoint. Additionally all students in the Office Management program will have the opportunity to earn their 10 hour OSHA certification.

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 Business Communications and Intro to MS OFF class receive 6 credits from SCCC that are transcripted.

Instruction

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

By offering students real world experiences 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:

Help students to prepare for learning.

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.

Teachers utilize the following techniques:

• Utilize Microsoft Office 2013 Products on a daily basis as an essential component of the Office Management Program
• Utilize PowerPoint, the Internet, and Web pages as instructional tools
• Utilize School District student management software (ESchool and in the near future Infinite Campus) to report grades, attendance, and homework so that parents can access the information on-line
• Utilize 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:

• The Intro to MS Office course is a computer based curriculum, so every class revolves around the used of computers and Microsoft 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 using Google

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 Office Management 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 Office Procedures Class is for the students to earn their 10 hour OSHA certification which is good for their lifetime. (through Careersafe).

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.

Evaluation

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 and quizzes, 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 will be reviewed annually by the teachers, school and principals, the department coordinator and the Advisory committee. This year it was reviewed more thoroughly and a new NOCTI examination was selected to better align with changes made to the curriculum.

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.

See the NYSUT Rubric that is attached

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. 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 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.

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.

There is a curriculum review committee that is charged with continuous improvement of curriculum to match assessment results. This committee utilizes data from a variety of sources to analyze and interpret the impact that the curriculum has on the results.

Communication

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.

III. Follow-up to Previous Evaluations - Part III must be completed by each department within the school responsible for curriculum and the delivery of instruction. That includes, but is not limited to, technical, academic, bilingual, special education, and other or unique programs.

1. Describe changes in your curriculum and instruction over the last three years and the rationale prompting those changes, i.e., previous accreditation evaluations, state educational agency reports, legislation, state or local assessments of teaching and learning effectiveness, follow-up studies, needs assessments, advisory committee recommendations, etc. (Specify the source of the impetus for change.)

The Office Management Program in its entirety has not been offered for the last two years. However, it is anticipated that Office Procedures and Intro to MS Office will be offered next year and additional courses will be reinstated in the next year. The Business Communications Course is now offered as a full year course with the Powerful Presentations curriculum embedded into the course. This allows students additional time to hone their business writing and research skills.

The curriculum has been updated to incorporate the Common Core Standards. Students demonstrate a progressively deeper learning using real-life scenarios integrated with math, literacy, technology and the 21^st century skills. Students apply what is known to the unknown. Students are prepared for more problem-based questions used in the industry or college.

The Office Management courses are

Computer Skills

(1/2 credit)

This course is designed to introduce students to computer applications using the Microsoft Office Suite 2013. Students will learn to create, format, and edit academic, personal and business documents using Microsoft Word, Excel, PowerPoint, and Access. Students will learn effective computer keyboarding techniques, use online resources to improve their keyboarding skills and learn computer safety techniques.

Career and Financial Management

(1/2 credit)

This course is required by the NYS Education Department for any student pursuing a sequence in career and technical education. The emphasis is on business and economic systems, career planning, selection and success, and financial literacy.

Office Procedures

(1 credit)

It’s all in a day’s work. This class develops the competencies necessary to be successful on the job, particularly in the office. The curriculum focuses on organizational and filing skills, team building, communicating in written and oral form, as well as managing and processing information. Students also focus on managing time, tasks, and records with a focus on financial records. The classroom provides a work-like environment where students must execute judgment and skill in order to complete their daily tasks. Students will practice these skills while working on school-wide events.

Corporate Overview

(1 credit)

Students will experience, in depth, the business tasks specific to corporate marketing, human resources, information technology, research and development, corporate communications, legal services and finance and accounting thus building the specific and necessary skill set for each department. Personal and career development also plays a role in the curriculum, allowing students the opportunity to effectively search for advanced schooling or jobs in business and the related areas. Students will coordinate community events.

Introduction to Microsoft Office

(1 credit, 3 CHS Credits)

This course introduces students to Microsoft Office Suite using practical work-based and academic-based projects utilizing Microsoft Word, PowerPoint and Excel. Additionally, students will learn the fundamental concepts of computers and computing including hardware, information processing, operating systems, networks and basic web design.

Business Communications

(1 credit, 3 CHS Credits)

This course teaches the principles of effective communication in business, both written and oral. It focuses attention on the communication process including effective listening, writing, and speaking. Students analyze business letters, reports and memos for organization of ideas, conciseness and clarity. Students are required to write business letters and memos. A business report and oral presentation will also be completed. Students will create a professional portfolio including a cover letter and resume.

All eligible seniors at SCLA are enrolled in the Career Connection Program. This is a half-year or full year work-based learning course where students can participate in a non-paid internship experience. Career Connections provides a link between school and possible career options. A student completing 54 hours will earn ½ credit and a student completing 108 hours will earn 1 credit towards a Regents Diploma. The program provides hands-on experience in a variety of career choices.

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

IV. School Initiatives - Part IV must be completed by each department within the school responsible for curriculum and the delivery of instruction. That includes, but is not limited to, technical, academic, bilingual, special education, and other or unique programs. Additionally, Part IV should be completed by the individual(s) most familiar with the overall curricula and the instructional delivery system of the school district. This should be written from a systemic and summative perspective.

Identify any existing or planned program restructuring or other reform initiatives which have implications for the curriculum. Describe the implications for curriculum and/or instruction for each of these initiatives and provide timelines for the changes.

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.

V. Summary - Part V must be completed by the individual who answered the self-study questionnaire under Roman Numeral I and by each department within the school responsible for curriculum and the delivery of instruction who responded to the self-study questionnaire Roman Numeral II, III and IV. That includes, but is not limited to, technical, academic, bilingual, special education, and other or unique programs. Additionally, Part V should be completed by the individual(s) most familiar with the overall curricula and the instructional delivery system of the school district. This summary should be written from a systemic and summative perspective.

1. Strengths/Commendations

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.

3. Recommendations to Resolve Concerns/Problems

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.

4. Adherence to the Standard

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.

VI. Materials for Accreditation Team

Program of Studies for the current school year

Teacher Handbook

Student Handbook

School Brochure/Pamphlets/Flyers

Competency based curriculum

Vocational Technical Task Listings

Scope and Sequences/Course Outlines

Competency Lists

Master Schedule

Faculty Contracts

Advisory Committee Agendas and Minutes

Advisory Committee Attendance Record by Program

System wide Assessment Batteries

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

School Technology Plan

E = Exceeds Expectations M = Meets Expectations N = Needs Improvement

3. Educational Program

E M N

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