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Program Improvement Process

Program Improvement Process. 2009-2010. Office of Curriculum, Career & Technical Education. 2009-2010 Focus. Career Clusters Pathways Programs of Study Alignment of your current content to core standards Future alignment to core content standards Connecting program improvement to:

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Program Improvement Process

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  1. Program Improvement Process 2009-2010 Office of Curriculum, Career & Technical Education

  2. 2009-2010 Focus • Career Clusters • Pathways • Programs of Study • Alignment of your current content to core standards • Future alignment to core content standards • Connecting program improvement to: • The local program approval application and local five-year plan, • Perkins Core Indicators of Performance (accountability data), • Perkins budget requests, and • Program monitoring (Program Improvement Process - PIP)

  3. Annual Budget Requests • Contact your Perkins director for important information about budget approvals, amendments, and other general budgeting questions. • All requests related to program improvement, student achievement, and accountability. • Amendments follow the same format as requests. Contact your Cluster Specialist first then work with your consortium director to add it.

  4. Program Visits • New Programs • New Teachers • Recipients of state/federal funds • Invitation from local CTE program • Data/Accountability

  5. Criteria for Determining On-site Reviews • Size, scope and quality of program • Quality program indicators (Pages 6-8 of Instrument) • Program of Study • Data Results for Performance (Core Indicators) • Data used for program improvement

  6. Program Improvement Progress Report • Due December 1st • Enter Data • Review and Update Goals • Goals based on 7 key areas of Program Improvement • Students engaged • Rigorous coursework • Teachers working cooperatively • Programs of study • Teachers involved in career guidance • Equipment enhances student learning • Holistic program improvement planning

  7. Analyzing Data • Verify all students were entered • Concentrators – students with 2 credits in a program • Only .5 foundational credits count towards 2 unit status • Up to 1 unit of Capstone credit counts towards 2 unit status • Only .5 academic credit counts towards 2 unit status

  8. Approved Programs Two Units Foundational CTE Career Cluster Academic Capstone Career Cluster Pathway 1 – 2+ Credits .5 Credits .5 Credits .5 - 1 Credit

  9. Analyzing Data http://doe.sd.gov/octe/data/

  10. Data: Now What? • What should we do with the data? • Work with advisory committees • Consult with administration • Work with core content teachers • Implement strategies for improvement • Develop program improvement goals • Develop a budget to help achieve goals • Consider recruiting strategies • Increase rigor • Rethink course offerings and content

  11. Approved Program Application • Career Cluster/Program of Study • Must utilize Career Cluster course codes/titles • Academic courses on application means you are implementing concepts & will report students for academic classes for data • Due in Spring • You may have more than one Cluster Program

  12. Inventory Controls • Accurate equipment records maintained by the local district or consortium • Adequate internal controls to account for location and custody of equipment • Regular physical inventory of equipment • Equipment purchased with Perkins funds clearly marked in recipients’ inventory • Perkins-purchased equipment marked with a sticker, tag, or other unique identifier • OCTE no longer maintains equipment inventory

  13. Professional Development • SDMyLife trainings – advanced and beginning • Middle School EDventure • Standards Crosswalk • Creating UBD units • Project Based Learning

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