Embedded Files
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.
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
21st Century Skills
CTE Approved Programs
Strong Community Relations
All curriculum is developed and aligned with NYS standards including CCTC, 21st Century Standards and Learning Goals. The DDM program is structured to meet the needs of the students to obtain their certification in CAD through the NOCTI exam, MSCE certifications for Word, PowerPoint, and Excel. They also have the ability to earn their 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 Computer Aided Design Department (Part of the Technology Department) as well as the Business Education Department. The classes are open to all students at Steinmetz Career and Leadership Academy, and can be taken by students from the SHS campus on a AM or PM BOCES model. The courses are taught by highly qualified Career and Technical Education Teachers. There is additionally a paraprofessional assigned to the CTE classes.
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 admission to the school. They receive intervention based on their individual needs. Additionally, the paraprofessional that is a part of the CTE program is working toward her ELL certification.
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. 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 SUNY Schenectady. We are also exploring articulation agreements with HVCC, SUNY Adirondack, SUNY Cobleskill, and FMCC.
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 5th week of each quarter.
The grading policy is based on a point system using numeric grades as can be seen in the attached file "DDM Self Study"
Additionally, see the attached “Secondary Grading Parameters”
12. Describe the student attendance policy.
Students are expected to attend scheduled classes. The insistence on good attendance serves a clear and constant reminder of the importance of good instruction, enabling the 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 Section 3205, parents are responsible for the regular attendance of their children.
Attendance/Student Grades
Participation Policy:
Daily attendance will directly affect each student's quarterly grade. Each middle and high school student will be graded on his/her class participation. The daily attendance record will be a determining factor when calculating a student's participation points and overall quarterly grade.
Students who are legally absent will receive participation points for time missed. Students absent for other reasons or without a legal excuse will not receive participation points for the day or class they missed. Unexcused absences will have a direct, negative impact on a student's quarterly grade.
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 Infinite Campus. The master schedule is then produced and conflicts are resolved manually by the Guidance Counselors.
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 Infinite Campus system by the teachers and mailed to the parents. Students and parents can see their grades and assignments as soon as they are posted.
Student progress is also tracked by the student’s team of teachers. Advisory Interventions are set with students throughout the quarter to touch base with students deemed at risk for failing and/or underachieving.
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.
We have incorporated mindfulness in our classrooms, restorative circles, and social justice policies. We are also a model for trauma sensitivity that has been recognized throughout the state and country. The District Administration and the Teacher’s Union have been pro-active in response to educational reform. 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 the state and federal top-down reforms 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.
We have a Chief Academic Officer of Instruction oversees all curriculum development. In addition, there is a Curriculum committee made up of the Assistant to the Superintendent, Department Coordinators, Teacher Representatives, Professional Development Representatives, and a Union Representative. 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.
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.
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.
Students are provided with many after school programs to ensure that program objectives are met. ELL and Special Ed Students are integrated into classes where teachers apply multiple teaching techniques to reach a diversified student body. SPED teachers are also a key part of the curriculum development teams.
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.
1. Major education strategies include developing:
· A targeted program for Repeat 9th graders
· Mindfulness in the classrooms
· Restorative Circles
· Literacy including sustained silent reading
· Trauma sensitivity training
· CCEL writing
2. To Improve the School Environment and Student Behavior:
Our Student Code of conduct was revises as of the 2019-20 school year. It can be viewed here: Code of Conduct
3. Employment Strategies:
· Career awareness and exploration will begin in 9th grade with career fairs, speakers, and visits to colleges and tours of businesses.
· Partnership with the Schenectady County Rotary Club which has exposed our students to numerous jobs and careers. (We even have had a couple get jobs through them.)
· 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.
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 files are made available to the teachers 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 IEP and make adjustments 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.
CAD/CAM Curriculum Office Management Curriculum
1. Describe the school’s technology plan and explain how it is consistent with the school’s mission and curriculum.
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 CTE Advisory committee meets three times during the school year. The CAD Department Advisory Sub-committee meets as needed. The committee is committed to achieving all to the objectives required to insure the program’s success. Minutes are taken, and distributed. Many suggestions have been made that have been implemented including our career fairs, employment panels, and opportunity days.
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 will include 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 Drafting and 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 program teachers 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. Labor forecasts are incorporated to keep programs aligned with the needs of the community and state. 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 Drafting and Design program will provide clear and concise expectations to all students.
During opening days of school students will be provided with the following:
Outline of the course
Grading policy
Safety procedures
Code of Conduct
Attendance policy
Uniform requirements
These expectations are further reinforced through timely meetings between teacher, student, guidance counselor, and social worker
The drafting and design 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 grades
Perfect attendance
Student of the quarter awards
The high five club
Program awards at the end of the year
Employment and college recommendations
The drafting and design 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:
Daily grades
Tests and quizzes
Progress reports
Report card
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 design utilizes the following learning outcomes when creating instruction 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 Drafting and 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; on campus after school 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 drafting and design program is designed to meet the competencies aligned with the NOCTI CAD certification Exam. Additionally, all students in the DDM program have the opportunity to earn their 10-hour OSHA certification. Students are required to take the 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 in school-to-work and cooperative work experiences. Students participate in annual Job Shadow Events, Experience your Future Day and participate in school wide catering events and Career Internship and Exploration Program
13. Explain those affiliations and/or articulation (i.e., Tech Prep) agreements appropriate to your program.
We currently have an articulation agreement with SUNY Schenectady. We are also exploring articulation agreements with HVCC, SUNY Adirondack, SUNY Cobleskill, and FMCC.
Instruction
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 design world and business 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:
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 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 Microsoft Word and e-mail to maintain contact with parents.
· Utilize SmartBoards and elmos for instruction
· Use of the GAFE suite of tools to help support student learning
· Utilize various software to create graphic organizers and templates for students
· Use of CAD within and outside the classroom. (the Autodesk suite is now free to students and schools.
· Use of CAM equipment including vinyl cutters, 3D printers, laser cutters and routers.
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.
· Reading local newspaper sources for business news and then comparing and contrasting that information from the Wall Street Journal or other business news source on-line.
· 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
· Virtual Business Restaurant Computer Simulation
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 though various grant programs. In addition, the culinary arts teachers are very resourceful and find many materials for free.
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 Drafting and 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.
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 CAD-Residential Construction Class is for the students to earn their 10 hour OSHA certification which is good for their lifetime. (Through Careersafe) Many of the students in DDM can and will take the CAD-RC class as an elective. Even if students do not take that class, they are given the opportunity to earn this certification. Students are also ‘checked out’ on any tools or equipment that they might use.
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, textbook exams, industry certification exams, performance-based activities and standardized tests.
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 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.
Our NYS approved APPR plan can be viewed here.
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 student management system Infinite Campus 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 their own accounts.
The district website as well as individual teacher websites and google classrooms 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, 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.
This year teachers are being 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 students 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.
As a High School we have decided literacy is a major focus, and we are implementing sustained silent reading across all curriculum.
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 curriculum is in a constant state of review to ensure that it is rigorous, relevant and continues to fit the needs of our programs and students. Students demonstrate a progressively deeper learning using real-life scenarios integrated with math, literacy, technology and the 21st 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 drafting and design current courses are
Design and Drawing for Production
(1 credit)
(Art Credit)
Have you ever wondered how your cell phone went from an idea to a product? Design and Drawing for Production (DDP) is an activity-based course which will teach you how products are created from start to finish. Students in DDP will develop solutions to various design or product problems using research, sketching, drawing and presentation techniques. Individual and group projects will emphasize the development of the critical thinking and encourage you to think creatively. The computer will be used to create original 3-D solutions. DDP may be used to satisfy the art requirement for graduation.
Computer Aided Design
(1 credit)
(UHS 3 Credits)
(Grade 11/12 or permission of instructor)
College credit in high school for free! This course teaches the basics of computer aided drafting as applied to engineering drawings using the AutoCAD 2011 drafting package. Student will learn various topics in CAD that map to the SCCC CAD class at Schenectady County Community College. Upon successful completion of the class with a “B” or better, the student will receive a SCCC transcript. Did I mention the cost? ITS FREEEE
Microsoft Office 20XX
(1 credit)
(CHS 3 Credits)
(Grade 11/12 or permission of instructor)
This course provides students with an in depth introduction to the Microsoft Office 2010 suite including Word, Excel, Access and PowerPoint. It exposes students to practical examples of the computer as a useful tool and acquaints students with the proper procedures to create documents, worksheets, databases and presentations suitable
for coursework, professional purposes and personal use. This course uses an exercises-oriented approach that allows learning by doing
Additionally, all students enrolled in the CAD program are also required to take the following classes:
Career and Financial Management
(½ credit)
This course is required by the NYS State 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.
All eligible seniors at SCLA are enrolled in the Senior Seminar Class. 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.
At the conclusion of their CAD CHS class, the students complete the NOCTI CAD written and performance assessment. Students also have the opportunity to earn MSCE certifications through the Microsoft Office 20XX class.
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.
4. Major education strategies include developing:
· A targeted program for Repeat 9th graders
· Mindfulness in the classrooms
· Restorative Circles
· Literacy including sustained silent reading
· Trauma sensitivity training
· CCEL writing
5. To Improve the School Environment and Student Behavior:
Our Student Code of conduct was revises as of the 2019-20 school year. It can be viewed here: Code of Conduct
6. Employment Strategies:
Career awareness and exploration will begin in 9th grade with career fairs, speakers, and visits to colleges and tours of businesses.
Partnership with the Schenectady County Rotary Club which has exposed our students to numerous jobs and careers. (We even have had a couple get jobs through them.)
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
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 schools 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.
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/Flyer
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
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