New Hampshire Career & Technical Education
Document A- Center Assessment Rubric
Date of Visit: / Reviewer’s Name (Please Print): / Reviewer’s Signature:Center Name: / SAU/RA: / CTE Region #:
Address:
Director/Principal: / Email: / Phone:
Superintendent: / Email: / Phone:
This document is intended to be used as a tool for evaluating the quality of CTE centers and providing feedback on areas of focus for center improvement. This tool can be used as a self-assessment by centers and is also intended to be utilized by visiting teams in order to provide an objective review of CTE centers in NH’s variety of CTE models (comprehensive high schools, stand-alone centers, satellite centers, and regional agricultural programs).
We wish to credit the creators of the various source documents that were models for the development of this tool: SREB’s Technology Centers That Work, Ohio State University’s National Dissemination Center for Career & Technical Education, and New Jersey Department of Education’s Consolidated Monitoring Tool.
Center Quality Rating Scale
Exemplary Center4 / Competent Center
3 / Developing Center
2 / Improvement Needed
1
Perkins recipient provided extensive, high quality evidence to support a model of compliance, achievement, and/or implementation of the standard that exceeds basic competence. / Perkins recipient provided sufficient evidence to support compliance, achievement, and/or implementation of the standard. / Perkins recipient provided limited evidence to support compliance, achievement, and/or implementation of the standard. / Perkins recipient fails to provide evidence to support compliance, achievement, and/or implementation of the standard.
NH CTE Center Quality Standard / Instructor/ Reviewer Notes:
Exemplary / Competent / Developing / Improvement Needed
1. Regional Advisory Committees (RAC)
4
Provide evidence regarding what makes this RAC exemplary. / 3
RAC meets three times per academic year.
Three sets of minutes are included, with a membership list noting affiliations.
Minutes are thorough representations of meeting discussions and demonstrate that activities listed in Ed 1406.02 are being addressed. / 2
RAC meets less than three times per academic year.
Less than three sets of minutes are included. Membership list is included, but there are no affiliations noted. / 1
There is no evidence to support an active RAC.
Use of Data for Perkins Related Decision Making
2. Annual Perkins Application
4
Provide evidence regarding what makes this center director’s analysis and use of data in writing the annual application exemplary. Examples of data include: Perkins Performance Indicators, Enrollment, Program Quality Rubrics, Daily Attendance Reports / 3
Evidence shows clear alignment between Perkins Performance Indicators and PQR and the activities and expenditures in the annual Perkins application. / 2
Evidence shows that there exists a limited relationship between the activities in the annual Perkins application and to Perkins Performance Indicator and PQR data. / 1
No evidence was provided that supports a correlation between the activities included in the annual Perkins application and Perkins Performance Indicator or PQR data.
3. Economic & Labor Market Data
4
Provide evidence regarding what makes this center director’s analysis and use of ELMI data to make center decisions exemplary. / 3
Evidence shows a clear link between economic and labor market data (national, state, and/or local) and program offerings and new program development. / 2
Evidence shows that there exists a limited relationship between economic and labor market data (national, state, and/or local) and program offerings and new program development. / 1
No evidence was provided to support links between economic and labor market data (national, state, and/or local) and program offerings and new program development.
4. Disaggregated Data
4
Provide evidence regarding what makes this center director’s analysis and use of enrollment, special population, assessment, and other data exemplary. / 3
Evidence shows a clear link between enrollment, special population, assessment and other sources of data and decisions regarding programmatic changes, community outreach, and other center-wide decisions. / 2
Evidence shows a limited relationship exists between use of disaggregated data sources and center-wide decision making. Professional development may be needed on interpretation and analysis. / 1
There does not appear to be any data that demonstrates a link between disaggregated data sources and center-wide decision making.
Career and College Connections
5. Curriculum
4
Provide evidence on what makes this center’s curriculum frameworks and/or crosswalks exemplary. / 3
Every program has:
· A clear sequence of courses
· A crosswalk connecting the curriculum to State competencies
· Evidence of approval by the RAC and CDB / 2
At least three quarters of the programs have:
· A clear sequence of courses
· A crosswalk connecting the curriculum to State competencies
· Evidence of approval by the RAC and CDB / 1
Less than three quarters of the programs have:
· A clear sequence of courses
· A crosswalk connecting the curriculum to State competencies
· Evidence of approval by the RAC and CDB
6. Industry Partnerships
4
Provide evidence on what makes this center’s connection to industry exemplary. / 3
Every program provides evidence demonstrating connection to industry, beyond the PAC, such as:
· Industry tours
· Guest experts
· Mentors
· Program volunteers
· Internships
· Job shadowing / 2
At least three quarters of the programs have at least one documented connection to industry, such as:
· Industry tours
· Guest speakers
· Mentors
· Program volunteers
· Internships
· Job shadowing / 1
Less than three quarters of the programs have at least one documented connection to industry, such as:
· Industry tours
· Guest speakers
· Mentors
· Program volunteers
· Internships
· Job shadowing
7. Postsecondary Relationships & Career Pathway Plans of Study (CPPOS)
4
Provide evidence on what makes this center’s connection to postsecondary and use of Career Pathway Plans of Study (CPPOS) exemplary. / 3
Every program has at least one current, signed postsecondary opportunity (dual enrollment or articulation agreement) and CPPOS in place. / 2
At least three quarters of the programs have at least one current, signed postsecondary opportunity (dual enrollment or articulation agreement) and CPPOS in place. / 1
Less than three quarters of the programs have at least one current, signed postsecondary opportunity (dual enrollment or articulation agreement) and CPPOS in place.
Instructor Qualifications and Plans for Professional Growth
8. Instructor Certification
4
Provide evidence supporting exemplary instructor certification or certification renewal process. / 3
Every program is taught by an instructor who has a current certification in the subject area or has a statement of eligibility (SOE) and alternative plan in place. / 2
At least three quarters of the programs are taught by an instructor who has a current certification in the subject area or has a statement of eligibility (SOE) and alternative plan in place. / 1
Less than three quarters of the programs are taught by an instructor who has a current certification in the subject area or has a statement of eligibility (SOE) and alternative plan in place.
9. Professional Development (PD) for Center Administration, Faculty, and Staff
4
Provide evidence supporting exemplary attainment of PD related to maintenance of industry currency in the use and integration of technology related to the CTE program.
For example:
The center-wide data team meets regularly and analyzes multiple sources of quality data in order to identify gaps. This information is used to inform needs and direct professional development plans for administration, faculty, and staff. / 3
Evidence clearly shows that the center/district is providing access to professional development opportunities that are high quality, sustained, and classroom-focused. Evidence may include requests made in the annual Perkins application, PD logs/attendance records, agendas for center/district staff work days, etc.
There is a policy in place that demonstrates administration, faculty, and staff are encouraged to attend professional development opportunities in order to maintain currency with industry, educational technology, and/or educational theory and practice. / 2
There exists limited evidence connecting professional development needs to plans and delivery.
Center/district policy allows limited time for administration, faculty, and staff to attend professional development opportunities. / 1
There is no evidence connecting professional development needs to plans and delivery.
There is no center/district policy regarding professional development time OR professional development time has been limited.
Resources
10. Inventory & Equipment Maintenance
4
Provide evidence regarding the exemplary maintenance plan and inventory processes. / 3
Center has a complete, current and compliant* inventory. All equipment is properly identified with the appropriate tags identifying funding source.
-and-
Records indicate a physical inventory is occurring at least every two years.
-and-
Thorough equipment maintenance plans are in place. / 2
Center has an incomplete, out of date, or partial physical inventory and/or maintenance plan. All equipment is not properly identified with the appropriate tags identifying funding source.
-and-
Records indicate that a physical inventory is not occurring at least every two years.
-and-
Thorough equipment plans are not in place. / 1
Center has no current physical inventory. Little to no equipment is properly identified with the appropriate tags identifying funding source. No evidence is provided to support the existence of maintenance plans.
-and-
Thorough equipment plans are not in place.
*Inventory compliance in accordance with §200.313 of “Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards, Final Rule,” 78 Federal Register 248 (26 Dec. 2013), p. 78629-30 and the State of New Hampshire Career and Technical Education Policy Manual
11. Staffing
4
Provide evidence regarding the exemplary staffing of the center.
For example: Center administrator’s position is full time, as defined by the district with no other district or department obligation. / 3
Complete time and effort documentation is in place for all Perkins-paid positions.
Evidence indicates that the center has sufficient staff who are properly trained to address the needs of the center, including data entry, college and career counseling, and other support services.
Center director’s position is full time, as defined by the district. / 2
Partial time and effort documentation is in place for all Perkins-paid positions.
Evidence indicates that the center has sufficient staff to address the needs of the center, including data entry, college and career counseling, and other support services, but professional development is needed.
Center director’s position is full time, as defined by the district, but director has additional department or district responsibilities. / 1
No time and effort documentation is in place for any Perkins-paid positions.
Evidence indicates that the center lacks sufficient staff to support the students, instructors, and/or programs.
-or-
There exists little to no sustained professional development in order to meet the needs of staff.
Center director’s position is not full time.
12. Facilities
4
Provide evidence that supports the existence of exemplary CTE facilities and maintenance plans. / 3
Evidence clearly supports the existence of adequate and well maintained CTE facilities that meet the industry standard and needs of all programs. / 2
Evidence indicates that some programs have inadequate space for the operation of programs that meet industry standards.
-or-
Evidence exists that maintenance plans and execution are not allowing a program to run in accordance with industry standards.
-or-
There exists evidence that there is limited encroachment upon CTE facilities space intended solely for the implementation of CTE programming. / 1
Evidence indicates that multiple programs have inadequate space for the operation of programs that meet industry standards.
-or-
Evidence exists that maintenance plans and execution are not allowing multiple programs to run in accordance with industry standards.
-or-
There exists evidence that there is extensive encroachment upon CTE facilities space intended solely for the implementation of CTE programming.
CTE Laboratory & Classroom Safety
Please provide detailed notes regarding any observations of safety concerns and/or examples of exemplary safety practices in the CTE classroom or laboratory environment. Safety is of utmost importance and any observed safety concerns should be noted herein and are to be followed up on immediately.