Hanover County Public Schools AdvancED System Accreditation 2010-2015 Individual School Continuous Improvement Information for AdvancED Accreditation School Name: The Hanover Center for Trades and Technology Executive Summary Standards Self-Assessment
AdvancED Executive Summary The Hanover Center for Trades and Technology Hanover County Public Schools Mr. Justin Roerink, Principal 10002 Learning Lane Mechanicsville, VA 23116
Executive Summary The Hanover Center for Trades and Technology Description of the School Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include demographic information about the students, staff, and community at large. What unique features and challenges are associated with the community/communities the school serves? The Hanover Center for Trades and Technology (THCTT) is a new trade school which is located in Hanover County, Virginia in a rural/suburban setting just north of Richmond, Virginia. THCTT operates within Hanover County Public Schools and has a current enrollment of 420 students. July 2014 statistics indicate the following ethnicity breakdown: Hispanic - 2%, Asian - < 1%, African- American - 11%, American Indian - 1%, White - 82%. The gender breakdown is: Female - 37%, Male - 63%. Students receiving special education services comprise 29% of the student population. This is the sixth year the school has been open for 10th-12th grade students from each of the four high schools in Hanover County to attend. The enrollment is steadily growing in each of the courses with our newest program, HVAC-R reaching full time status for the upcoming school year. Our other programs include: Automotive Technology, Building Trades, Cosmetology, Culinary Arts, and Small Engine Technology. The students complete all of their core courses and some of their electives at their home school and travel to THCTT to take a double-block course in the trade of their choosing. Due to the growth in the number of students interested in our programs, there are limited spots available in specific courses. The growth in student enrollment is also placing us in a situation where we are nearing maximum capacity in regards to building usage. Another challenge is ensuring we are meeting the needs of the students with special needs, as they are 29% of our student population.
Executive Summary The Hanover Center for Trades and Technology School's Purpose Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the school embodies its purpose through its program offerings and expectations for students. The mission of The Hanover Center for Trades and Technology is to provide students a technical education environment which prepares them to contribute to society and succeed in a competitive workforce. The vision of THCTT is to educate and encourage tomorrow's business and industry leaders for life-long learning. THCTT s philosophy is that through teaching and learning in a technical environment at The Hanover Center for Trades and Technology, we believe in the importance of: personal responsibility and ethics, a learning environment that is safe and secure for all, and each student reaching their maximum potential. The Hanover Center for Trades and Technology embodies its purpose first through the level of instruction offered in each program. The teachers aim to hold students to high expectations for achievement in the various programs. Students are expected to show proficiency in the classroom and lab work. The purpose is also evident in the credential testing opportunities made available to students in each program. Additionally, there are special programs offered to students outside of class time. Examples include a mock interview night for students with local business leaders and a Technical School Night where students have the opportunity to meet with representatives from post-secondary technical schools to see how they can further their education after leaving our programs. Since the building has been open for six years and most of the staff is different from when the building opened, the staff and administration reviewed and updated the mission statement for the school. The updated mission was shared with the advisory committees for each of the school programs for review/feedback.
Executive Summary The Hanover Center for Trades and Technology Notable Achievements and Areas of Improvement Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for improvement that the school is striving to achieve in the next three years. The total number of students participating in credential testing progressed from 210 in 2013 to 335 in 2014. This is a 60% growth in number of students participating. The total number of credentials and certifications earned progressed from 369 in 2013 to 692 in 2014. That is approximately an 88% increase in credentials and certifications earned. The number of business partners increased from 40 to 49, or up 23%. Twenty-two of our students finished in the top five in their competitions at the SkillsUSA District Championships. Eight of our students finished in the top five in their competitions at the SkillsUSA State Championships. We have had community involvement in various ways this school year. Community members helped conduct mock interviews of our students during an event called Ready. Set. Hire. We also held our fourth annual Technical School Night where post-secondary schools came to speak to our students and their parents about educational trade opportunities following high school. Additionally, we have held Advisory Committee meetings for each of the programs for the first time, where we obtained valuable feedback from industry representatives on what our students need to learn prior to graduating. Also, even in the current economy, we have had multiple students obtain jobs in the industry. There are multiple areas in which we hope to improve. First, our goal is to increase parental involvement in our programs. One method for accomplishing this is to add parents to each of our advisory committees. Next, we will plan to utilize data analysis and rubrics more consistently to assess student learning and growth in order to make appropriate instructional changes to meet the needs of students. Teachers will be provided with assessment PD sessions throughout the school year to support them in this goal. Additionally, we want to consistently plan for and provide differentiated instruction to meet the unique learning needs of all students.
Executive Summary The Hanover Center for Trades and Technology Additional Information Provide any additional information you would like to share with the public and community that were not prompted in the previous sections.
AdvancED Self Assessment The Hanover Center for Trades and Technology Hanover County Public Schools Mr. Justin Roerink, Principal 10002 Learning Lane Mechanicsville, VA 23116
Standard 1: Purpose and Direction The school maintains and communicates a purpose and direction that commit high expectations for learning as well as shared values and beliefs about teaching and learning. Overall Rating: 3.0 1.1 The school engages in a systematic, inclusive and comprehensive process to review, revise and communicate a school purpose for student success. The school s process for review, revision and communication of the purpose statement is documented. The process is formalized and implemented on a regular schedule. The process includes participation by representatives from stakeholder groups. The purpose statement clearly focuses on student success. THCTT staff and administration created the purpose statement when the building opened five years ago. The purpose statement has been reviewed by staff and administration during the past five years. This year the school s mission statement was revisited and revised with input from the entire staff and multiple stakeholders. It has also been presented to members of the CTE Advisory Committee and the Advisory Committees for each of our six programs. We do not currently have parents on the advisory committees. Purpose statements - past and present Minutes from meetings related to development of the school s purpose Documentation or description of the process for creating the school s purpose including the role of stakeholders Communication plan to stakeholders regarding the school s purpose Examples of communications to stakeholders about the school s purpose (i.e. website, newsletters, annual report, student handbook) 1.2 The school leadership and There is a commitment to shared The school s staff commit to a culture that values and beliefs about teaching and statement of is based on shared values and learning which is evident in purpose beliefs about teaching and documentation and decision making. Agendas Administration and staff meet at the learning and supports beginning of the year to discuss and/or minutes challenging, equitable program goals for the year. The that reference a educational programs and administration conducts daily staff commitment to learning experiences for all students that include achievement of learning, meetings for one week in August and then meets with the staff twice a month to secure on-going alignment the components of the school s thinking and life skills. of our commitment as a school to statement of provide cutting edge technical purpose training and supportive manipulative
experiences. The administration ensures that equal access is available to all students by conducting recruiting sessions at all feeder schools that highlight our varied student populations. The teaching staff and administration interface diligently with our business partnerships to secure work and or apprenticeship experiences for our students. Advisory committees are now in place for each of the six programs. In addition, a component of the new HCPS teacher evaluation process is based upon student academic progress. Teachers conduct benchmark testing with their students and implement strategies for supporting students. Student progress is then tracked throughout the year. Administration and staff participated in professional development sessions focusing on student engagement. 1.3 The school s leadership implements a continuous improvement process that provides clear direction for improving conditions that support student learning. School leaders require the use of a documented, systematic continuous improvement process for improving student learning and the conditions that support learning. All stakeholder groups are engaged in the process. School personnel systematically maintain, use, and communicate a profile with current and comprehensive data on student and school performance. This process is evidenced in the Principal s Goals Report created each school year. The process for achieving the goals identified in the Principal s Goals Report includes action planning that identifies measurable objectives, strategies, activities, resources and timelines for achieving improvement goals. School personnel evaluate and hold one another accountable for the overall quality of the implementation of all interventions and strategies. This is shown through the new teacher evaluation process where teachers create strategies they implement in order to support student goal attainment. Staff and administration meet at the beginning, middle, and end of the year to track student progress towards the goal and discuss how Agenda, minutes from continuous improvement planning meetings Communication plan and artifacts that show two-way communication to staff and stakeholders The school data profile The school continuous improvement plan
they can each support student growth. Teachers took part in peer evaluations and provided feedback. Student results on credential testing are shared with stakeholders. Teachers also track student progress through the rating of students on the CTE competencies. The administration, in conjunction with the school division, provides on-going professional development opportunities that are directed to improved student learning and measureable academic growth. The administration encourages and invites the school s business partners to visit classes and work with teachers to ensure challenging and cutting edge technical practices are continuously part of daily learning and meeting industry standards. Reflect upon your responses to each of the indicators and performance levels by considering and responding to the following questions when drafting your narrative response. Use language from the performance level descriptions to guide your writing. Cite sources of evidence External Review team members may be interested in reviewing. At The Hanover Center for Trades and Technology, one area of strength includes our purpose statement clearly focusing on student success. Another strength is that school leadership and staff holds one another accountable to high expectations for professional practice. An additional strength is that there is a strong commitment to instructional practices that include active student engagement, a focus on depth of understanding and the application of knowledge and skills. One area of improvement we have is that the process to review, revise and communicate a school purpose for student success includes participation by representatives from many stakeholder groups, but not parents. Actions being implemented to sustain the areas of strength include staff and administration seeking to review and evaluate our improvement process with high frequency. Administration and staff will also continue to meet at the beginning of the year to determine school and individual goals for the school year. Professional development opportunities and teacher observations (by peers and administration) will also continue to be a focus in order to promote best practices. Plans we are making to improve the areas of need include growing the numbers of attendees in our newly created advisory committees for each of our programs, where we can gain feedback from local business leaders to gain valuable insight into what we should be teaching our students in the classroom. We are also planning on including parents on these committees as well.
Standard 2: Governance and Leadership The school operates under governance and leadership that promote and support student performance and school effectiveness. Overall Rating: 3.75 2.1 The governing body establishes policies and support practices that ensure effective administration of the school. Level 4 The policies and practices of the governing body clearly and directly support the school s purpose and direction and the effective operation of the school. The policies and practices require and have mechanisms in place for monitoring effective instruction and assessment that produce equitable and challenging learning experiences for all students. An example of this is with the new teacher evaluation system which includes teacher observations, teacher creation of a professional growth portfolio, and finally a goal setting process whereby teachers track student growth on a benchmark assessment they help create. There are policies and practices requiring and giving direction for professional growth of all staff. Governing body policies, procedures and practices School handbooks Staff handbooks Student handbooks Communications to stakeholder about policy revisions 2.2 The governing body operates responsibly and functions effectively. Governing body policies on roles and responsibilities, conflict of interest Governing code of ethics Communication plan to inform all staff on code of ethics, responsibilities, conflict of interest Governing body minutes relating to training Governing body training plan Assurances, certifications Proof of legal counsel List of assigned staff for compliance Historical Level 4
compliance data Communications about program regulations Findings of internal and external reviews of compliance with laws, regulations and policies 2.3 The governing body ensures that the school leadership has the autonomy to meet goals for achievement and instruction and to manage day-to-day operations effectively. Level 4 The governing body consistently protects, supports, and respects the autonomy of school leadership to accomplish goals for achievement and instruction and to manage day-to-day operations of the school. The governing body also maintains a clear distinction between its roles and responsibilities and those of school leadership. School improvement plan developed by the school Agendas and minutes of meetings Roles and responsibilities of school leadership Maintenance of consistent academic oversight, planning and resource allocation regarding functions of the governing body Stakeholder input and feedback Social media Communications regarding board actions 2.4 The governing body consistently protects, supports, and respects the autonomy of school leadership to accomplish goals for achievement and instruction and to manage day-to-day operations of the school. The governing body also maintains a clear distinction between its roles and responsibilities and those of school leadership. Leaders and staff deliberately and consistently align their decisions and actions toward continuous improvement to achieve the school s purpose. Leaders and staff encourage, support, and expect all students to be held to high standards in all courses of study. All staff members consistently focus on workplace readiness skills and skill attainment in each course so they are prepared to be successful when they graduate and begin their career. All leaders and staff are collectively accountable for student learning. School leaders actively and consistently support and encourage innovation, Examples of collaboration and shared leadership Examples of decisions aligned with the school s statement of purpose Examples of decisions in support of the school s continuous improvement plan
collaboration, shared leadership, and rigorous professional growth. The culture is characterized by collaboration and a sense of community. 2.5 Leadership engages stakeholders effectively in support of the school s purpose and direction. THCTT school leaders communicate effectively with appropriate and varied representatives from stakeholder groups, provide opportunities for stakeholders to shape decisions, solicit feedback and respond to stakeholders, work collaboratively on school improvement efforts, and provide and support meaningful leadership roles for stakeholders. School leaders efforts result in measurable, active stakeholder participation; engagement in the school; a sense of community; and ownership. This involvement has included Advisory Committees for each school program, a student mock interview program called Ready. Set. Hire, Technical School Night, CTE Advisory Committee, Hanover Economic Development Business First committee, Hanover Business Council, and in working to provide job opportunities for students. THCTT increased from 10 business partners four years ago to 49 now. We still need to ensure we have parental involvement in our advisory committees. Survey responses Copies of surveys or screen shots from online surveys Communication plan Minutes from meetings with stakeholders Involvement of stakeholders in a school improvement plan 2.6 Leadership and staff supervision and evaluation processes result in improved professional practice and student success. Level 4 The primary focus of the criteria and processes of supervision and evaluation is improving professional practice and ensuring student success. Supervision and evaluation processes are consistently and regularly implemented according to the policies and procedures in the new HCPS teacher evaluation system. The results of the supervision and evaluation processes are analyzed carefully and used to monitor and Job specific criteria Supervision and evaluation documents with criteria for improving professional practice and student success noted Representative supervision and
effectively adjust professional practice and ensure student learning. Administration and staff meet in post-observation conferences to discuss what is going well and what can be improved. Teachers also track student growth through the goal setting process. evaluation reports Governing body policy on supervision and evaluation Examples of professional development offerings and plans tied specifically to the results from supervision and evaluation Reflect upon your responses to each of the indicators and performance levels by considering and responding to the following questions when drafting your narrative response. Use language from the performance level descriptions to guide your writing. Cite sources of evidence External Review team members may be interested in reviewing. There were multiple areas of strength identified in this section. First, the policies and practices of the governing body clearly and directly support the school s purpose and direction and the effective operation of the school. The policies and practices require and have mechanisms in place for monitoring effective instruction and assessment that produce equitable and challenging learning experiences for all students. Additionally, the governing body consistently protects, supports, and respects the autonomy of school leadership to accomplish goals for achievement and instruction and to manage day-to-day operations of the school. The governing body also maintains a clear distinction between its roles and responsibilities and those of school leadership. Leaders and staff deliberately and consistently align their decisions and actions toward continuous improvement to achieve the school s purpose. Leaders and staff encourage, support, and expect all students to be held to high standards in all courses of study. Areas of improvement include ensuring all stakeholders are collectively accountable for student learning. Currently all leaders and staff are accountable for student learning. There is also accountability from business leaders in each of the industries due to the Advisory Committees, but the frequency of the meetings could increase. Also, parental involvement with the advisory committees is lacking. Actions being implemented to sustain the areas of strength include continuing to involve the entire staff in the school improvement process so that we are able to continue to consistently align our decisions and actions towards continuous improvement. Plans we are making to improve the areas of need include growing the advisory committees for all of our programs. We will also invite parents to be a part of the committees. We are also going to continue and increase community involvement through our mock interview event called Ready. Set. Hire with the Hanover Business Council.
Standard 3: Teaching and Assessing for Learning The school s curriculum, instructional design and assessment practices guide and ensure teacher effectiveness and student learning. Overall Rating: 2.91 3.1 The school s curriculum provides equitable and challenging learning experiences that ensure all students have sufficient opportunities to develop learning, thinking and life skills that lead to success at the next level. Curriculum and learning experiences in each course/class provide all students with challenging and equitable opportunities to develop learning skills, thinking skills, and life skills. As a trade and technical school, our goal is to provide students with the training they need to be successful in future careers in their course areas. Evidence clearly indicates curriculum and learning experiences prepare students for success at the next level. This is shown in the number of students earning credentials in each program, as well as the number of students being hired by local companies or continuing their education in post-secondary trade schools upon graduation. Like courses/classes have equivalent learning expectations. Some learning activities are individualized for each student in a way that supports achievement of expectations. Descriptions of instructional techniques Enrollment patterns for various courses Graduate followup surveys Course descriptions Course schedules Learning expectations for different courses Representative samples of student work across courses Posted learning objectives Lesson plans 3.2 Curriculum, instruction and assessment are monitored and adjusted systematically in response to data from multiple assessments of student learning and an examination of professional practice. School personnel monitor and adjust curriculum, instruction, and assessment to ensure vertical and horizontal alignment with the school s goals for achievement and instruction and statement of purpose. There is a process in place to ensure alignment each time curriculum, instruction and/or assessments are reviewed or revised. The continuous improvement process ensures that vertical and horizontal alignment, as well as alignment with the school s purpose, are maintained and enhanced in curriculum, instruction and assessment. Teachers monitor student progress on assessments and make adjustments to their instruction based on that information. This is Curriculum writing process A description of the systematic review process for curriculum, instruction and assessment Curriculum guides Lesson plans aligned to the curriculum Products scope and sequence, curriculum maps Common assessments
especially true with the goal setting progress in the new HCPS teacher evaluation process. In this process, teachers create a benchmark assessment, have students take the assessment and then create a goal based on where they would like student achievement to be at by the end of the year. The teachers then create strategies to support the students in reaching the goal. We deal with different realities with CTE, where there is no scope and sequence for our courses. There are state competencies for each course our instructors teach. Our teachers have to create their lessons based on what they need to do to cover the competencies. Feedback from our Business Advisory Committees is utilized as well. Surveys results Standardsbased report cards 3.3 Teachers engage students in their learning through instructional strategies that ensure achievement of learning expectations. Teachers plan and use instructional strategies that require student collaboration, selfreflection, and development of critical thinking skills. This is especially true when the students are working in the lab environment. Teachers personalize instructional strategies and interventions to address individual learning needs of students when necessary. Teachers work to ensure that all special needs students are provided with the necessary accommodations, and conduct updates specific to these students every three weeks. Teachers use instructional strategies that require students to apply knowledge and skills, integrate content and skills with other disciplines, and use technologies as instructional resources and learning tools. Teacher evaluation criteria Findings from supervisor walk-thrus and observations Student work demonstrating the application of knowledge Examples of teacher use of technology as an instructional resource Examples of student use of technology as a learning tool Interdisciplinary projects Authentic assessments Professional development focused on these strategies Agenda items addressing these strategies Surveys results
3.4 School leaders monitor and support the improvement of instructional practices of teachers to ensure student success. Level 4 School leaders formally and consistently monitor instructional practices through supervision and evaluation procedures beyond classroom observation to ensure that they 1) are aligned with the school s values and beliefs about teaching and learning, 2) are teaching the approved curriculum, 3) are directly engaged with all students in the oversight of their learning and 4) use contentspecific Standards of professional practice. Administration follows all policies and procedures in regards to the teacher evaluation system. This involves school leaders meeting with individual staff members to go through the goal setting progress, which includes developing a benchmark assessment and completing the goal setting document. Administration then meets with teachers at the beginning, middle, and end of the year to determine goal progress and attainment. Depending on where a teacher is on the evaluation cycle, there are a set number of informal and formal observations which are conducted. Administration meets with the staff after each observation to conduct a post-observation conference. Staff members and administration meet at the conclusion of the year to discuss the Professional Growth Portfolio teachers have created. Staff members submit lesson plans to administration prior to teaching the lesson. Supervision and evaluation procedures Curriculum maps Peer or mentoring opportunities and interactions Recognition of teachers with regard to these practices Administrative classroom observation protocols and logs Examples of improvements to instructional practices resulting from the evaluation process Documentation of collection of lesson plans and grade books Surveys results 3.5 Teachers participate in collaborative learning communities to improve instruction and student learning. All members of the school staff participate in collaborative learning communities that meet both informally and formally. These include staff meetings, as well as content meetings with the three programs where teachers teach the same subject area. Collaboration often occurs across grade levels and content areas. Staff members visit/observe other staff members as a part of a peer observation process. Staff members have been trained to Agendas and minutes of collaborative learning committees Calendar/schedule of learning community meetings Common language, protocols and reporting tools Examples of
implement a formal process that promotes discussion about student learning. Staff members were trained in the new teacher evaluation process during two days of training in the fall. This process includes time for collaboration and implementing a process for tracking student growth. Learning from, using, and discussing the results of inquiry practices such as action research, the examination of student work, reflection, study teams, and peer coaching sometimes occur among school personnel. School personnel indicate that collaboration causes improvement results in instructional practice and student performance. improvements to content and instructional practice resulting from collaboration Examples of cross curricular projects, interdisciplinary instruction and classroom action research project Peer coaching guidelines and procedures 3.6 Teachers implement the school s instructional process in support of student learning. Students are informed of learning expectations through syllabi, course competencies, etc. Exemplars are often provided to guide and inform students. The instructional process includes multiple measures, including formative assessments, to inform the ongoing modification of instruction and provide data for possible curriculum revision. Multiple measures of formative assessments are used, including written and hands-on activities. Professional Development sessions during staff meetings focused on assessment/rubrics throughout the year and will continue next year. The process provides students with specific and timely feedback about his/her learning. This is accomplished via feedback from the teacher with the students individually in class, as well as through PowerSchool. Samples of exemplars used to guide and inform student learning Examples of learning expectations and Standards of performance Examples of assessments that prompted modification in instruction
3.7 Mentoring, coaching and induction programs support instructional improvement consistent with the school s values and beliefs about teaching and learning. School personnel are engaged in mentoring, coaching, and induction programs that are consistent with the school s values and beliefs about teaching, learning and the conditions that support learning. These programs set expectations for all school personnel and include measures of performance. New teachers are provided a mentor who works with them during the year. The staff also supports one another when they have questions or needs. In addition, the administration works with and supports teachers with lesson planning and instruction design. Descriptions and schedules of mentoring, coaching and induction programs with references to school beliefs and values about teaching and learning Professional learning calendar with activities for instructional support of new staff Personnel manuals with information related to new hires including mentoring, coaching and induction practices Records of meetings and walk thrus/feedback sessions 3.8 The school engages families in meaningful ways in their children s education and keeps them informed of their children s learning progress. Programs that engage families in meaningful ways in their children s education are designed and implemented. Parents are invited to attend functions at our school including Back to School Night, Parent Conference Night, SkillsUSA competitions, and Technical School Night. We are currently looking at additional ways to involve them in programs at our school. Families have multiple ways of staying informed of their children s learning progress. Parents are able to track their child s progress through PowerSchool, interims/report cards, teacher emails/phone calls, and can view coursework on Blackboard. If a parent calls school to set up a conference, staff and administration are flexible in scheduling a time most convenient for the parent to attend. Volunteer program with variety of options for participation Parental/family/caregiver involvement plan including activities, timeframes and evaluation process Calendar outlining when and how families are provided information on child s progress List of varied activities and communications modes with families, e.g., info portal, online, newsletters, parent centers, academic nights, open house, early release days
3.9 The school has a formal structure whereby each student is well known by at least one adult advocate in the school who supports that student s educational experience. Level 2 School personnel participate in a structure that gives them interaction with individual students, allowing them to build relationships over time with the student. Most students participate in the structure. The structure allows the school employee to gain insight into the student s needs regarding learning skills, thinking skills and life skills. As a trade and technical school, we only see the students for a double block every other day. Also, the students only have one class at THCTT, so they only come in contact with their instructor, administrators, and potentially SPED aide/instructor. Our staff and administration has been able to build rapport with the students who attend THCTT and are able to build stronger relationships with students who attend courses over a two to three year period. Description of formal adult advocate structures List of students matched to adult advocate Curriculum and activities of formal adult advocate structure Master schedule with time for formal adult advocate structure 3.10 Grading and reporting are based on clearly defined criteria that represent the attainment of content knowledge and skills and are consistent across grade levels and courses. Teachers use common grading and reporting policies, processes and procedures based on clearly defined criteria that represent each student s attainment of content knowledge and skills. These policies are laid out in the THCTT Faculty Handbook and Parent/Student Handbook. These policies, processes, and procedures are implemented consistently across grade levels and courses and are regularly evaluated. Stakeholders are made aware of the policies, processes, and procedures in multiple ways. Parents are informed via course syllabi and the Parent/Student Handbook. Some business leaders are made aware of our grading practices through the CTE Advisory Committee, as well as through the Advisory Committees. Policies, processes and procedures on grading and reporting Samples communications to stakeholders about grading and reporting Sample report cards for each grade level and for all courses Evaluation process for grading and reporting practices
3.11 All staff members participate in a continuous program of professional learning. All staff members participate in a continuous program of professional learning that is aligned with the school s purpose and direction. Professional development is based on assessment of needs of the school and individual. Professional development this year was beneficial because it focused on assessment. Multiple instructors are able to take part in industry specific training which they have found to be very beneficial. The program builds capacity among all professional and support staff. Since we currently have two staff members who are only in the building every other day, they may miss the professional development offered at the school level once a month if it falls on a day when they are out. The professional learning program is systematically evaluated for effectiveness in improving instruction, student learning, and the conditions that support learning. The program is evaluated at the district and school level. Crosswalk between professional learning and school purpose and direction Brief explanation of alignment between professional learning and identified needs Evaluation tools for professional learning Results of evaluation of professional learning program 3.12 The school provides and coordinates learning support services to meet the unique learning needs of students. Level 2 School personnel use data to identify unique learning needs of special populations of students based on proficiency and/or other learning needs (such as second languages). School personnel are familiar with research related to unique characteristics of learning (such as learning styles, multiple intelligences, personality type indicators) and provide or coordinate related learning support services to students within these special populations. THCTT instructors provide accommodations for students with special needs, but we are not currently at the level of fully individualizing instruction for all students. We have one full-time SPED aide and a half-time SPED instructor on staff who works to support our instructors in meeting the needs of our special learners. To support our students with special needs, we currently utilize a read-aloud software called Kurzweil, which can read any text aloud to a student through the computer if they have that accommodation. List of learning support services and student population served by such services Data used to identify unique learning needs of students Training and professional learning related to research on unique characteristics of learning
Reflect upon your responses to each of the indicators and performance levels by considering and responding to the following questions when drafting your narrative response. Use language from the performance level descriptions to guide your writing. Cite sources of evidence External Review team members may be interested in reviewing. One of the strengths noted in this standard was that the curriculum and learning experiences in each course/class provide all students with challenging and equitable opportunities to develop learning skills, thinking skills and life skills. The evidence clearly indicates that the curriculum and learning experiences prepare students for success at the next level. This is shown in the number of credentials which have been earned by our students over the past year, through the number of companies which have contacted us to seek students for employment, and the number of our students who are going on to attend post-secondary trade school programs. Another strength is that families have multiple ways of staying informed of their children s learning progress. PowerSchool, Blackboard, and e-mail provide parents with ample opportunity to see how their child is progressing throughout the school year. An additional strength is how teachers plan and use instructional strategies that require student collaboration, self-reflection and development of critical thinking skills. This is especially evident when the students are working on projects together in the lab. One final strength is how school leaders formally and consistently monitor instructional practices through supervision and evaluation procedures beyond classroom observation to ensure that they 1) are aligned with the school s values and beliefs about teaching and learning, 2) are teaching the approved curriculum, 3) are directly engaged with all students in the oversight of their learning and 4) use content-specific Standards of professional practice. One area of improvement relates to school personnel using data to identify unique learning needs of special populations of students based on proficiency and/or other learning needs (such as second languages). It is important that we work to identify the unique learning needs of all students in order to support them in the coursework. Another area of improvement is in creating a structure for school personnel to have additional interaction with individual students, allowing them to build strong relationships over time with the students. We are working to sustain the areas of strength by continuing to review and revise our curriculum in order to better prepare our students for future success. We are also looking to build on our partnerships with local businesses to gain valuable feedback on what their needs are in order to guide our instruction. Additionally, we are working on ensuring the instructional strategies which include critical thinking skills are as evident in classroom instruction as they are in the lab. We will also continue to survey staff on meaningful, individualized professional development opportunities to support their growth. In order to improve in the area of meeting the needs of all of our students, we are going to utilize our SPED support staff to provide training to our instructors on various differentiation topics. We will also provide support on how to utilize data to determine how we can better determine what the individual student needs to be successful. Finally, we will investigate how we can build positive, meaningful relationships with each student who attends THCTT.
Standard 4: Resources and Support Systems The school has resources and provides services that support its purpose and direction to ensure success for all students. Overall Rating: 3.0 4.1 Qualified professional and support staff are sufficient in number to fulfill their roles and responsibilities necessary to support the school s purpose, direction and the educational program. Level 4 Clearly defined policies, processes and procedures ensure that school leaders have access to, hire, place and retain qualified professional and support staff. School leaders use a formal, systematic process to determine the number of personnel necessary to fill all the roles and responsibilities necessary to support the school purpose, educational programs and continuous improvement. Sustained fiscal resources are available to fund positions critical to achieve the purpose and direction of the school. Policies, processes, procedures and other documentation related to the hiring, placement and retention of professional and support staff School budgets for the last three years Documentation of highly qualified staff Assessments of staffing needs 4.2 Instructional time, material resources and fiscal resources are sufficient to support the purpose and direction of the school. Level 4 Instructional time, material resources, and fiscal resources are focused solely on supporting the purpose and direction of the school. Instructional time is fiercely protected in policy and practice. School leaders exhaust every option to secure material and fiscal resources to meet the needs of all students. The administrators work with the CTE Coordinator to determine how to acquire equipment teachers indicated they need to improve classroom instruction. School leaders measurably demonstrate that instructional time, material resources, and fiscal resources are allocated so that all students have equitable opportunities to attain challenging learning expectations. Efforts toward the continuous improvement of instruction and operations concentrate on achieving the school s purpose and direction. School calendar School schedule Examples of efforts of school leaders to secure necessary material and fiscal resources Alignment of budget with school purpose and direction 4.3 The school maintains facilities, services and equipment to provide a School leaders have adopted or collaboratively created clear definitions and expectations for maintaining safety, Maintenance schedules Records of safe, clean and healthy cleanliness, and a healthy environment depreciation of environment for all and have shared these definitions and equipment System for students and staff. expectations with all stakeholders. maintenance These expectations have been covered requests
in the Faculty Handbook and Crisis Team meetings during the year. They have also been shared with members of the CTE and Advisory Committees. School personnel and students are accountable for maintaining these expectations. Measures are in place that allow for continuous tracking of these conditions. Improvement plans are developed and implemented by appropriate personnel as necessary to improve these conditions. The results of improvement efforts are systematically evaluated regularly. Safety committee responsibilities, meeting schedules and minutes Documentation of compliance with local and state inspections requirements Documentation of emergency procedures such as fire drills,, evacuation and other emergency procedures 4.4 Students and school personnel use a range of media and information resources to support the school s educational programs. Students and school personnel have access to media and information resources necessary to achieve the educational programs of the school. Staff members feel that while we do have access to technology in every classroom, they would like access to more updated software and equipment. Qualified personnel are available to assist students and school personnel in learning about the tools and locations for finding and retrieving information. The Tech Coach and ITRT provide support for the instructors and students in using the software and hardware. Data on media and information resources available to students and staff Schedule of staff availability to assist students and school personnel related to finding and retrieving information Budget related to media and information resource acquisition 4.5 The technology infrastructure supports the school s teaching, learning and operational needs. The technology infrastructure meets the teaching, learning, and operational needs of most stakeholders. School personnel develop and administer needs assessments and use the resulting data to develop and implement a technology plan to improve technology services and infrastructure. Staff members indicated that they would like upgrades to the current software, such as with Microsoft Office and the operating system. Desktop computers will be upgraded for the upcoming school year. Technology plan and budget to improve technology services and infrastructure Assessments to inform development of technology plan Policies relative to technology use
4.6 The school provides support services to meet the physical, social and emotional needs of the student population being served. Level 2 School personnel endeavor to determine the physical, social and emotional needs of students in the school. School personnel provide or coordinate programs to meet the needs of students as necessary and evaluate all programs. Improvement plans related to these programs are designed and implemented when needed to more effectively meet the needs of students. Since we are not the home school for our students, we do not have the support staff that they have. We do not have a counselor or full time SPED instructor on staff. Administrators conduct Discipline Chats in each classroom at the beginning of the year. They also meet throughout the year with students who wish to discuss issues they are having with other students. Staff and administration work to keep in communication with the student s counselor at the home school when issues arise. List of support services available to student Agreements with school community agencies for student-family support Social classes and services, e.g., bullying, character education Student assessment system for identifying student needs Schedule of family services, e.g., parent classes, survival skills 4.7 The school provides services that support the counseling, assessment, referral, educational and career planning needs of all students. Level 2 School personnel endeavor to determine the counseling, assessment, referral, educational and career planning needs of students in the school. Since we do not have a counselor on site, school personnel provide or coordinate programs to meet the needs of students when possible. This includes credential opportunities, Technical School Night, providing resume/interview training, and a mock interview program called Ready. Set. Hire. Measures of program effectiveness are in place, and school personnel use the data from these measures to evaluate all programs. Currently, staff and administrators measure program effectiveness through the number of students passing credentials, as well as those who are getting jobs. Administrators coordinate with the career counselors and business partners periodically about job opportunities for students at THCTT. List of services available related to counseling, assessment, referral, educational and career planning Description of referral process Description of IEP process Budget for counseling, assessment, referral, educational and career planning