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 Schenectady High School is to provide a quality education for a lifetime of learning.
All curriculum is developed and aligned with NYS standards, 21st Century Standards and Learning Goals. The Administrative Assistant program is structured to meet the needs of the students to obtain their certification in Microsoft Office Word, PowerPoint, and Excel.
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 Business Department and are open to all students at Schenectady High School. The courses are taught by qualified Business Education 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).
Schenectady High School offers several supplementary programs. Students may enroll in the Smart Scholars Program. Eligible students can choose to participate in work experiences, job shadowing, and a variety of after school enrichment programs including the SHS 21st Century Program and Liberty Partnership. 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 Introduction to MS Office, Advanced Microsoft Office, Human Resource Management and Business Communications courses earn 12 college credits.
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.
Teachers in this program are responsible for 3-4 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 numerical grades as follows:
Score
Quality Points
94-100
4.0
90-93
3.6
87-89
3.3
83-86
3.0
80-82
2.7
77-79
2.3
73-76
2.0
70-72
1.7
67-69
1.3
65-66
1.0
55-64
0.0
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
Students who are otherwise eligible to receive a high school diploma in June 2015 and thereafter must take and pass four required Regents Exams or Department-approved alternative assessments (one in each of the following subjects: English, math, science, and social studies) and either pass a comparably rigorous assessment for a fifth required exam, or in lieu of a fifth exam, complete the requirements to earn the CDOS Commencement Credential. Students may meet the fifth assessment required for graduation by passing a Department-Approved Pathway Assessment in Career and Technical Education (CTE) following successful completion of a CTE program approved pursuant to §100.5(d)(6) of Commissioner’s regulations. The following assessments and cut score requirements have been approved for use as Department-Approved Pathway Assessments in CTE.
The Microsoft Office Specialist tests require at least a 700 to pass.
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. 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 Infinite Campus system by the teachers and mailed to the parents.
Parents that have registered for the Parent Portal also receive real time updates instantly and may check their child's grades at their convenience.
Students also have access to Infinites Campus and can download an app to view teacher grade books, attendance and discipline information. The app can also send alerts to students phones when grades and attendance data is entered.
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.
At the high school level we have been using the Power of Peace. This is a Student Leadership and anti-bullying program. We also have a Peer Mediation Program and Restorative Circles Initiative (targeting students attendance improvement).
We have also been at the forefront of teaching students with trauma, and are a trauma sensitive school. We are currently reading "Help for Billy" at the high school level which provides teachers essential methods for addressing the school-room behavior of the child with complex trauma. Some initiatives around this at SHS are our "Iceberg room" and mindfulness in the classroom and schoolwide books study.
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 Administrative Assistant program we use the NYS curriculum guide for Career and Financial Management and the college syllabi to develop the curriculum. From these, the business department develops UBD unit plans that are mapped to CC and other appropriate standards. From these unit plans, lesson plans are developed based on the individualized needs of the students within the classes.
19. Describe the level of budgetary support of the curriculum development process.
The process of supporting the curriculum development initiatives is recognized as a critical process in the overall development of student program offerings and achievement. This area is given the full support of the District Administration as well as the School Board.
20. Describe the school’s equipment replacement and modernization plan which includes physical plant considerations.
Infrastructure renovations in present facilities are regularly assessed and include compliance with state and ADA codes, as well as upgrades such as heating, ventilation, air conditioning, replacement of furniture and flooring.
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.
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.
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.
Employment Strategies:
• Career awareness and exploration will begin 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 the CFM course
24. Explain how Individual Education Plans are implemented and maintained on file for each special needs student.
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.
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 Administrative Assistant Advisory committee meets three times during the school year. The committee is committed to achieving all of the objectives required to ensure the program’s success.
3. List the names of advisory committee members by program. Include their titles and business affiliations.
First Name
Last Name
Title
Address Line 1
Danielle
Bouton
Ms.
Tech Valley HS
Gregory
Fields
Mr.
Steinmetz Career & Leadership Academy
Matthew
DeLorenzo
Mr.
Steinmetz Career & Leadership Academy
Lorraine
Keimel
Mrs.
Steinmetz Career & Leadership Academy
Diane
Wilkinson
Ms.
Schenectady High School
Cheryl
Nechamen
Ms.
Schenectady City Schools
Jerilynne
Carlstedt
Ms.
Legere
Ed
Kosiur
Mr.
Schenectady City Council, Councilman
Scott
Cietek
Mr.
Schenectady Metroplex Development Authority
Trent
Herman
Mr.
Carlyn Studios
Chris
Keimel
Mr.
GE Research and Development
Ron
Pegluisi
Mr.
Nino's Equipment
Ben
Sadler
Mr.
Downtown Custom Printwear
Dan
Sherman
Mr.
Senior Building Inspector
Lemperle
Wendy
Ms
Whitsons, Schenectady High School
Scott
Stowell
Mr.
Whitsons, Schenectady High School
Larry
Spring
Mr.
Schenectady City Schools
Miriam
Cajuste
Ms.
Affirmative Action
Susan
Rank
Ms.
Schenectady County Chamber of Commerce
Steven
Karr
Mr.
Epergy
John
Knabe, RPh
Mr.
Price Chopper Supermarkets
Jim
Lagone
Mr.
Stony Creek Architecture
Mark
Sheehan
Mr.
ARC
Gary
Farkas
Mr.
1177 Sumner Avenue
Deb
Maxwell
Ms.
Retired
Karen
Young
Ms.
Alfred State College
Ronald
Bucinell
Dr.
Union College
Abraham
Tchako
Dr.
Union College
Amy
McEwing
Ms.
Hudson Valley Community College
David
Heise
Rev.
1112 St. Jude Drive
Joe
Winkler
Mr.
Steinmetz Career & Leadership Academy
Mike
Benfer
Mr.
Steinmetz Career & Leadership Academy
Maria
Karr
Mrs.
Steinmetz Career & Leadership Academy
Laurie
Rasmussen
Ms.
Steinmetz Career & Leadership Academy
James
Keough
Mr.
Steinmetz Career & Leadership Academy
Laura
Macey
Mrs.
Steinmetz Career & Leadership Academy
Brian
Rhodes
Mr.
Steinmetz Career & Leadership Academy
Jenn
Cass
Mrs.
Steinmetz Career & Leadership Academy
Helen
Lucas
Mrs.
Steinmetz Career & Leadership Academy
Tricia
Mrvalja
Mrs.
Steinmetz Career & Leadership Academy
Marybeth
Santoro
Ms.
Steinmetz Career & Leadership Academy
Gillian
Via
Ms.
Steinmetz Career & Leadership Academy
Rhea
Weaver
Mrs.
US Foods
Lynee
Wilson
Ms.
Schenectady County Probation Department
Desiree
Hyson
Ms.
2010 Wabash Avenue
Debra
Civitello
Ms.
SCLA
Carly
Connors
Ms.
Johnson & Wales
David
Brough
Mr.
Schenectady County Community College
John
O'Connell
Mr.
Schenectady County Community College
Sandra
Gonzalez
Ms.
Schenectady County Community College
Don
Lucas
Mr.
Hamilton-Fulton-Montgomery BOCES
Greg
Rashford
Mr.
Schenectady High School
Peter
Parisi
Mr.
Schenectady High School
Earl
Barcomb
Mr.
Schenectady High School
C
Rashford
Mrs.
Private Business
Richard
Rose
Mr.
Alumni
Matt
Gardner
Mr
Alumni (SCCC)
Thomas
Saxby
Mr.
SCLA
Brandon
Brown
Mr.
SCLA
Terria
Jackson
Ms.
SCLA
Yashmini
Sewpersaud
Ms.
Alumni
Derrek
Tuthill
Mr.
Schenectady High School
Erin
Miller
Ms.
Schenectady High School
Mike
Gauthier
Mr.
Schenectady High School
Brenda
Parker
Ms.
Alumni (HVCC)
David
Parker
Mr.
General Contractor
Roy
Hasbrouk
Mr.
Mosaic Associates Architects
Chris
Pallozzi
Mr.
Private Business
Tevin
Martinez
Mr.
SCLA
Karmen
Bush
Ms.
Schenectady City Schools
Peter
Goodwin
Mr.
Schenectady City Schools
Kurt
Redman
Mr.
Schenectady City Schools
Tonda
Dunbar
Ms.
Schenectady City Schools
Matt
DeLorenzo
Mr.
SCLA
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 Administrative Assistant 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. 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 business 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. 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 Administrative Assistant 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
· Course Syllabi and College in High School Handbooks
· Grading policy
· Code of Conduct
These expectations are further reinforced through timely meetings between teacher, student, guidance counselor, social worker and psychologist.
The Administrative Assistant program will provide students with the opportunity to receive accolades for their achievement on a regular 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
· Employment and college recommendations
The Administrative Assistant 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:
· Skills Assessment Manager (SAM for Intro and Advanced)
· Progress reports
· Report cards
· Tests and quizzes
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 culinary arts 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 will gain exposure to the business world by working in a team, applying leadership skills as a part of a curriculum and through guest speakers, field experiences and/or internships at local businesses. These experiences help students develop their technical, academic and employability skills.
11. Describe how your instructional program is designed to meet the licensure or certification requirements.
The Administrative Assistant program is designed to meet the competencies aligned with the Microsoft Office Specialist (MOS) Certification Exams and NOCTI’s Workplace Readiness Test. Students are required to pass the Microsoft Office Specialist in Word, PowerPoint or Excel at the completion of the Advanced Microsoft Office course and the NOCTI 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.)
One of our business teachers has just completed the coursework to be certified to teach the CEIP course to revamp and re-introduce our school-to-work and cooperative work experiences for our students at SHS.
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 complete the Administrative Assisting Program will have earned 12 college credits.
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 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 Word, PowerPoint, Excel and Access as a main tool in the teaching of program specific content
· Utilize PowerPoint, the Internet, and Web pages as instructional tools
· Utilize School District student management software (Infinite Campus) to report grades, attendance, and homework so that parents can access the information on-line
· Utilize basics Microsoft Word and e-mail to maintain contact with parents.
· Utilize SmartBoards for instruction
· Utilize various software to create graphic organizers and templates for students
· CTE teachers also have laptops to support their work
17. Explain how the application of computers is integrated within your instructional program.
There are many opportunities to integrate technology into the instructional program by providing opportunities for students to use hardware and software for classroom learning experiences. Some examples include the following:
· Integrating spreadsheets for student data gathering. Using word processing and PowerPoint for reporting the data.
· Teaching students to evaluate online resources for accuracy and to access online reference materials.
· 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.
· Integrating SmartBoards to provide students opportunities for interactive learning.
· Creating E-Portfolios
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 projects and student interests in the Administrative Assistant courses have allowed for a variety of resources to be used in the delivery of instruction.
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.
In the computer skills course student learn about proper keyboard posture and safety procedures for school are reviewed in all courses.
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 is done by enhancing the curriculum and teaching techniques each year to improve results.
25. Describe the process you use to review your program(s) to guarantee effective program design.
The program is reviewed annually by the teachers, school and principals, the department coordinator and the Advisory committee.
26. If your state requires high stakes tests, report the testing program score results since the last decennial visit by year, by educational program and by subject area. Indicate how those results impacted the school’s educational program to improve the effectiveness of teaching and learning.
Applied Technology Centers have student populations that are not recorded by state high stake testing programs. That, however, does not excuse the Center from having an assessment program of its own which measures the effectiveness of teaching and learning.
27. In detail, describe how your school assesses the effectiveness of teaching and learning. Provide evidence that your school has implemented an assessment program designed to measure the effectiveness of teaching and learning in all educational program areas.
Teachers who are not tenured are observed three times per year for the first four years of teaching. Tenured teachers are observed twice per year. Both are outlined below:
The SCSD APPR Handbookdescribes the process in detail.
28. Describe the methods/types of assessments and the sources of data used by the school to determine the attainment of student academic and technical achievement.
NYS Regent’s exams and written and performance technical assessments.
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.
Parent Portal enables parents to get daily access to their children’s school information including attendance records, grades, class work, discipline referrals, teacher contact information and more from their home computers. Students may also access the data through Parent Portal. 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 writing strategies to improve student reading comprehension and writing across the curriculum areas. As a result we have included the Claim, Context, Evidence, Logic (CCEL) writing strategy in all of our courses and complete two CCELs in all courses two times per school year. These are then submitted to the Educational Leadership Team to review and assess the quality of writing. New school-wide initiatives are introduced based on a review of evidence and school performance data. 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 allows teachers to evaluate and adjust curriculum as necessary based on actual results.
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.)
Curriculum in the Administrative Assistant Program will be constantly reviewed and revised. Because most of these courses are College in High School Courses offered in conjunction with SCCC there has not been any changes to the curriculum in the last three years. However, during a recent meeting for adjunct instructors at SCCC we learned that they are in the process of proposing changes to the curriculum. We will be working to make those changes to our courses once changes are approved and become official. Instruction continues to evolve and change to meet the needs of the student group and class needs.
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 recently completed a restructuring in 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:
• Trauma Sensitive Schools and Restorative Circles and Practices
• Community Liaisons
• 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.
• Intensive interventions such as Aggression Replacement Therapy and Functional Family Therapy will be targeted to students with repeat aggressive behaviors.
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 Career and Financial Management (9th Grade for most students)
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.
Work-based learning opportunities
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.
The development of more business partnerships and mentoring opportunities for students.
The funding level and commitment from NYSED and this district is always a concern.
Student attendance and parental involvement is a major concern.
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 development of co-curricular activities and/or internships.
Partnering with Junior Achievement to offer more programs and opportunities for students to develop leadership skills, self-esteem, and career awareness.
A Program Advisory Committee is being formed and will play an integral role in the program’s continued development and success.
The district’s technology plan is currently being reviewed and updated by the District Technology Committee.
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
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