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					October 31, 2006

                                                                                     PCI
DEPARTMENT OF SCHOOL ADMINISTRATION
                                                                             FORM 4 – 1
                                                                            Due annually October 31st

 Plan for Continuous Improvement                     SCHOOL:           Advanced Technology Center (ATC)                                                     DATE:      10/31/06
SCHOOL MISSION STATEMENT
The mission of the Advanced Technology Center is to serve as a primary source for instruction and training for Information Technology, Telecommunications, High
Performance Engineering/Manufacturing, Marketing Education in Hotel and Retail Operations/Management workforce development, and to be a significant
contributor to city, regional and statewide workforce development initiatives in the aforementioned areas.


    SACS                      TITLE I                                     Virginia SOA Requirements
                                                                                                                        Virginia Beach City Public Schools values Youth,
    SOA                       OTHER GRANT                            1.    Student Achievement
                                                                                                                                    Commitment, Compassion,
    HSTW                      Other – VDOE CTE                       2.    Student / staff Attendance
                                                                                                                                   Integrity, Positivity, Respect,
                           Requirements                              3.    Drop-out Rate
                                                                                                                                     Wisdom, and Work Ethic.
                                                                     4.    Staff Development
                                                                   VBCPS Goals for 2001 – 2007
                                                                Framework for the Future of Schools

           Expanded Instructional                 Effective, Efficient Use of Resources to              Quality Work Force:                    Recognition of Our Diversity – Respect for
           Opportunities Through Data-Driven      Create Quality Educational                            Trained and Accountable                All People
           Curriculum                             Opportunities                                         for Performance

           Safe Schools and Effective, Well-      Technology Integrated Into Our                        Meaningful Involvement of Community, Parents, and Partners
           Disciplined Environment                Curriculum and Instruction


                                                                                    PLAN
Demographic Overview (Attach School Report Card and School Profile Sheet)
The Advanced Technology Center (ATC) is the result of a partnership between Tidewater Community College, Virginia Beach City Public Schools and the City of
Virginia Beach. This facility is unique among educational institutions as it offers secondary and post-secondary students the highly technical training demanded of
today's workforce.

Located on the Virginia Beach Campus of Tidewater Community College, adjacent to the Virginia Beach Higher Education Center operated by Old Dominion
University and Norfolk State University, and across the street from Virginia Beach's Landstown High School and Technology Academy and the Sentara Health
Systems Health Campus; these adjoining facilities create what city officials and the education community are calling an academic village for Virginia Beach.

Opening in two phases during the 2002-2003 school year, the ATC is a state-of-the-art education facility designed to offer Virginia Beach City Public School
secondary students the highly technical education required for successful careers in:
• Information Technology;
• Telecommunications;
• High Performance Manufacturing/Engineering; and
• Marketing Education in Hotel and Retail Operations & Management.



                                                                                                                                                                                       1
October 31, 2006

                                                                                PCI
DEPARTMENT OF SCHOOL ADMINISTRATION
                                                                         FORM 4 – 1
                                                                        Due annually October 31st

                                                                               PLAN
Demographic Overview (Attach School Report Card and School Profile Sheet)

Students accepted to the ATC benefit in the following ways:

• They may remain active at their home high school while taking half day classes at the ATC;
• Students participate in classes that may be articulated for college credit;
• Participants prepare at no cost for classes leading toward national certification; classes that may cost upwards of $5,000 or more at outside proprietary
institutions and;
• May choose to continue their education at the community college or university levels; and/or directly enter the job market armed with the industry certifications
desired by today’s employers.

With 385 students selected from each of Virginia Beach’s Public High Schools, participating in 14 advanced programs; the ATC’s demographics in many ways
reflects that of the Virginia Beach City Public Schools as a whole. This is borne out in much of the data that follows:




                                                                                                                                                                      2
October 31, 2006

                                                                                                   PCI
DEPARTMENT OF SCHOOL ADMINISTRATION
                                                                                          FORM 4 – 1
                                                                                         Due annually October 31st

                                                                                       PLAN
          VBCPS Plan for Continuous Improvement                               Review and Analysis of Results                            School: ATC                        DATE:      10/31/06
                                                      Review                                                                                           Analysis
                     (Objective data, qualitative indicators, trends and comparisons)                                                     (Identify gaps and list priorities)
   ATC Program Enrollment Capacity                                                                                            Although ATC enrollment has risen since its opening; the Center’s
                                                                                                                                enrollment as it relates to program capacity has remained essentially
      Year          # of Programs       Program Capacity       Enrollment        Percentage of Capacity                         stagnant. Increases in student enrollment remains a high priority.
 June 2003                      10                   400                312                           78%
 June 2004                      11                   440                356                           81%
 June 2005                      12                   460                328                           71%
 June 2006                      13                   500                380                           76%
 Sept. 2006                     14                   500                385                           77%

   Demographic Enrollment Data
          Ethnic/Gender Distribution
                                                      June 2003
 Gender       African     Caucasian      Hispanic   Native      Asian       Pacific    Non         Total         Division
              American                              American                Islander   Disclosed                 %
 Females            21            37           6           0            6       n/a          n/a    70/23%           n/a
 Males              65           144           4           1         28         n/a          n/a   242/77%           n/a
 ATC %          86/28%      181/58%        10/3%       1/.3%    34/11%          n/a          n/a           312
 Div.%           28.6%        61.1%         4.4%       0.2%        5.6%         n/a          n/a           n/a
                                                      June 2004
 Gender       African     Caucasian      Hispanic   Native      Asian       Pacific    Non         Total         Division
              American                              American                Islander   Disclosed                 %
 Females            34            27           3           0            9         0           0     73/21%           n/a
 Males              74           165          13           1         30           0           0    283/79%           n/a
 ATC %        108/30%       192/54%        16/5%       1/.3%    39/11%            0           0            356
 Div.%           28.5%        60.1%         4.6%       0.3%        5.7%         n/a        0.8%            n/a




                                                                                                                                                                                                    3
October 31, 2006

                                                                                                PCI
DEPARTMENT OF SCHOOL ADMINISTRATION
                                                                                        FORM 4 – 1
                                                                                       Due annually October 31st

                                                                                  PLAN
          VBCPS Plan for Continuous Improvement                          Review and Analysis of Results                                School: ATC                          DATE:       10/31/06
                                                  Review                                                                                               Analysis
                   (Objective data, qualitative indicators, trends and comparisons)                                                      (Identify gaps and list priorities)
                                                  June 2005
 Gender     African      Caucasian   Hispanic   Native     Asian        Pacific     Non          Total          Division
            American                            American                Islander    Disclosed                   %
 Females           28          32          3          0            8          0             0     71/22%             n/a
 Males             64         153         13          1          26           0             0    257/78%             n/a
 ATC %        92/28%      185/56%      16/5%       1/.3%   34/10%             0             0            328
 Div.%         28.2%        59.2%       4.8%       0.3%       5.9%           n/a        1.6%             n/a


                                                  June 2006
 Gender     African      Caucasian   Hispanic   Native     Asian       Pacific     Non          Total          Division
            American                            American               Islander    Disclosed                   %
 Females           36          55          7          1        15            0            1     115/30%            n/a
 Males             70         153         16          0        21            2            3     265/70%            n/a
 ATC %       106/28%      208/55%      23/6%       1/.3%   36/5%         2/.5%         4/1%             380
 Div.%         27.6%        57.7%       5.1%       0.4%     5.6%         0.7%          3.0%             n/a
                                                September 2006                                                                The ATC’s ethnic distribution continues to mirror that of the Virginia
                                                                                                                               Beach Public Schools as a whole. Gender distribution continues to
 Gender     African      Caucasian   Hispanic   Native     Asian       Pacific     Non          Total          Division        be of concern. Across the nation, females are under represented in
            American                            American               Islander    Disclosed                   %               the fields of Information Technology and Engineering. Since the
                                                                                                                               majority of the ATC’s program offerings are in the aforementioned
 Females           41          52          7          0          9           1            0     110/29%            n/a
                                                                                                                               fields, it is not surprising that the same gender inequity exists at the
 Males             61         167         11          1        26            5            3     274/71%            n/a         ATC. The development of strategies to address this issue continues
                                                                                                                               to be an area of focus.
 ATC %       102/27%      219/57%      18/5%       1/.3%   35/9%         6/2%         3/.8%             385
 Div.%             n/a         n/a        n/a        n/a      n/a          n/a           n/a            n/a




                                                                                                                                                                                                      4
October 31, 2006

                                                                                                  PCI
DEPARTMENT OF SCHOOL ADMINISTRATION
                                                                                           FORM 4 – 1
                                                                                          Due annually October 31st

                                                                                             PLAN
                 VBCPS Plan for Continuous Improvement                                 Review and Analysis of Results                  School: ATC                    DATE:       10/31/06
                                                                 Review                                                                              Analysis
                             (Objective data, qualitative indicators, trends and comparisons)                                           (Identify gaps and list priorities)
          Special Needs Enrollment                                                                                               The enrollment of special needs students has increased in
                                                                                                                                   recent years and mirrors fairly closely that of VBCPS as a
 Year                   Enrollment           Raw # of Students   ATC %     * VBCPS %                                               whole. The ATC will continue to monitor this data in the
                                                                                                                                   coming years.
 June 2003                           312                   31    10.0%         13.7%

 June 2004                           356                   42    11.8%        14.05%

 June 2005                           328                   35    10.7%        14.06%

 June 2006                           380                   50    13.2%           N/A

 Sept. 2006                          385                   50    13.0%           N/A

    *December Data
         ATC Achievement Data

                   ATC Student Certification Data
                                                                                                                                  Student attainment of industry certifications is both a local
                           Pass                             Pass                         Pass                          Pass
                                                                                                                                   and state area of emphasis. VBCPS students account for
 Tested          Passed    Rate     Tested Passed           Rate    Tested    Passed     Rate    Tested   Passed      Rate %
                                                                                                                                   over 25% of the certifications earned by students from
  2006            2006      %         2005       2005        %       2004      2004       %       2003     2003
                                                                                                                                   across the Commonwealth of Virginia. Those earned by
                                                                                                                                   ATC students represent approximately 12% of those
                                                                                                                                   earned by students in Virginia Beach. The attainment of
   308            236      76.6%           210      144     68.6%    190        164      86.3%     162      102       63.0%        industry certifications represents TCE’s “SOL’s”, and
                                                                                                                                   remains one of the ATC’s highest achievement goals.
                   2005-2006 Industry Certification/Assessment Data – Ethnically Disaggregated
                                                                                                                                  It is important to note that the majority of industry
 Ethnicity         AA     CAUC      HISP NA          ASIAN    NH/PI     UNSP       TOTAL % of
                                                                                                                                   certifications are designed to be administered to adults who
                                                                                             Enrollment
                                                                                                                                   are either preparing to enter or are already working in a
 Tested            84     164       21       0       31       4         4          308       81                                    related industry. The pass rate on average for these
 Passed            63     130       15       0       22       4         2          236       62                                    certifications tends to be under 60%. ATC students have
 %                 75     79.3      71.4             71       100       50         76.6                                            performed exceptionally well, however there are some
                                                                                                                                   small areas of concern when the data is ethnically
                                                                                                                                   disaggregated. Narrowing these achievement gaps will be
                                                                                                                                   a high instructional priority.




                                                                                                                                                                                               5
October 31, 2006

                                                                                                 PCI
DEPARTMENT OF SCHOOL ADMINISTRATION
                                                                                          FORM 4 – 1
                                                                                         Due annually October 31st

                                                                                PLAN
  VBCPS Plan for Continuous Improvement                         Review and Analysis of Results                               School: ATC                                    DATE:       10/31/06
                                           Review                                                                                               Analysis
           (Objective data, qualitative indicators, trends and comparisons)                                                        (Identify gaps and list priorities)
          Student G.P.A. Distribution Data

                         Course G.P.A. by Ethnicity/Gender
                                    A           B           C         D          E      G.P.A.
                        female     48.0        60.0      6.0      0.0           0.0       3.17
  African American
                        male       56.0        81.0     40.0      7.0           0.0       2.63
                        female     76.0        87.0     12.0      1.0           0.0       3.20
        Caucasian
                        male      152.0       207.0     68.0      8.0           0.0       2.84
                        female      8.0        3.0       4.0      1.0           0.0       2.29
        Hispanic
                        male       12.0        21.0      6.0      3.0           0.0       2.63
                        female      0.0        0.0       2.0      0.0           0.0       2.00
        AM Indian
                        male        0.0        0.0       0.0      0.0           0.0
                        female     28.0        15.0      4.0      1.0           0.0       3.20
          Asian
                        male       16.0        36.0      8.0      2.0           0.0       2.82                The average ATC student is maintaining a “B” average in their chosen ATC program of
                                                                                                               study. Since all ATC courses are three credit programs, this has a significantly positive
    Hawaiian/Pac        female      0.0        0.0       0.0      0.0           0.0                            impact upon our students’ overall G.P.A’s. One statistic of particular interest is that
        Isle                                                                                                   female students in the top three ethnic groups score higher than their male counter parts.
                        male        8.0        0.0       0.0      0.0           0.0       4.00
                                                                                                               This fact flies in the face of the common perception that males tend to perform better in
                        female      0.0        0.0       2.0      0.0           0.0       2.00                 technical fields of study; adding emphasis to the need to reach out to female recruits.
     unspecified                                                                                              When analyzing the disaggregated data of those ethnic groups with enough enrollments
                        male        4.0        3.0       2.0      0.0           0.0       3.00                 to provide reliable data, there does appear to be some very small differences in
  ATC AVERAGE G.P.A.               408.0       513.0    154.0         23.0        0.0     2.88                 performance between the groups. Surprisingly, only a small gap (.11) exists between the
                                                                                                               performance of special needs students and that of the regular education population.
                        G.P.A by InstrSet ONLY                                                                 Efforts will be made to narrow or eliminate these small gaps between all populations.
                         A         B        C           D        E           G.P.A.
  SR                    36.0     51.0      10.0        2.0       0.0           2.91

  SC                    0.0      18.0         4.0      1.0       0.0           2.56

  504                   4.0      12.0         4.0      0.0       0.0           2.86

  Reg ED               368.0     432.0     136.0       20.0      0.0           2.89
    ATC Avg GPA         408       513         154      23         0            2.88


                                                                                                                                                                                                       6
October 31, 2006

                                                                                      PCI
DEPARTMENT OF SCHOOL ADMINISTRATION
                                                                             FORM 4 – 1
                                                                            Due annually October 31st

                                                                                      PLAN
  VBCPS Plan for Continuous Improvement                       Review and Analysis of Results                School: ATC                                     DATE:       10/31/06
                                                  Review                                                                              Analysis
                   (Objective data, qualitative indicators, trends and comparisons)                                      (Identify gaps and list priorities)

        Student Competency Attainment Data
                                                                                                           Every Career & Technical Education (CTE/TCE) course across the
                                                                                                            Commonwealth of Virginia is designed around a competency based
             Data unavailable: First year of administrative tracking                                       education format. It is a requirement that student proficiency in the
                                                                                                            identified essential competencies in each course is tracked by the
                                                                                                            instructor. Historically this data has been tracked on a student by student
                                                                                                            basis, using a paper and pen format, without any entry into a viable
                                                                                                            database. VBCPS has reported the data to the state by correlating
                                                                                                            individual student grades in each course to student competency
                                                                                                            attainment. Although there may be a relationship between student
                                                                                                            competency and grades, one cannot accurately report individual
                                                                                                            competency obtainment rates in this manner. Eventually, Technical &
                                                                                                            Career Education (TCE) instructors will be able to track individual
                                                                                                            competencies in the new Pinnacle Gradebook program, however, the
                                                                                                            ability to do so is at least a year away. In the mean time we will attempt to
                                                                                                            do so using an Excel spreadsheet developed by an ATC instructor.
        Virginia’s Workforce Readiness Skills
                                                                                                           Virginia’s CTE/TCE instructors are also required to teach thirteen workforce
                                                                                                            readiness skills identified as essential by employers from across the
             Data unavailable: First year of administrative tracking                                       Commonwealth. The VBCPS TCE Office, through a grant from
                                                                                                            Opportunity Incorporated has developed a curriculum to address this State
                                                                                                            requirement. In addition, the National Occupational Competency Testing
                                                                                                            Institute (NOCTI) has developed pre and post test assessments which are
                                                                                                            aligned with the curriculum. The assessment will be used to evaluate the
                                                                                                            success of our TCE programs in teaching these essential skills.




                                                                                                                                                                                        7
October 31, 2006

                                                                                                      PCI
DEPARTMENT OF SCHOOL ADMINISTRATION
                                                                                              FORM 4 – 1
                                                                                             Due annually October 31st

                                                                                     PLAN
     VBCPS Plan for Continuous Improvement                               Review and Analysis of Results                                    School: ATC                               DATE:      10/31/06
                                                   Review                                                                                                Analysis
                (Objective data, qualitative indicators, trends and comparisons)                                                            (Identify gaps and list priorities)
         Advanced Technology Ctr. - 2005 Follow-Up of the 2004 Career and Technical Education
          Completers: Report of all Respondents
· 82.02% of 89 completers responded to the 2005          · 63.64% of the 11 respondents who are working full-
                                                                                                                            The Virginia Department of Education (VDOE) requires that school divisions
Follow-Up Survey. (n=73)                                 time and indicated that their job is related to the CTE             conduct follow-up surveys of all of their program completers the year after they
· 97.26% of the 73 respondents have transitioned         program they completed while in high school
                                                                                                                             graduate from high school, and that the response rate from those students must
from high school to employment, the military or          are satisfied with the potential for advancement at their           be 75% or better. The ATC’s response rate for its 2004 graduates was just over
further education. (n=71)                                job. (n=7)                                                          82%. The VBCPS response rate was 66%.
· 38.30% of the 47 respondents who are employed          · 81.82% of the 11 respondents who are working full-               With 97% of the ATC’s respondents reporting a successful transition from high
are working full-time at one job. (n=18)                 time and indicated that their job is related to the CTE             school to post secondary education, the military, or employment; it appears that
                                                         program they completed while in high school                         the ATC is indeed achieving its mission “to serve as a primary source for
· 74.07% of the 27 respondents who indicated that
                                                         are earning $9.00 per hour or more. (n=9)                           instruction and training for Information Technology, Telecommunications, High
they were employed and that their job is related to
the CTE program they completed in high school            · 84.93% of the 73 respondents have received formal                 Performance Engineering/Manufacturing, Marketing Education in Hotel and
are satisfied with their job. (n=20)                     education or training since high school. (n=62)                     Retail Operations/Management workforce development, and to be a significant
                                                         · 40.32% of the 62 respondents who indicated they are               contributor to city, regional and statewide workforce development initiatives in
· 61.11% of the 18 respondents who are working
                                                         still pursuing further education are going to school full-          the aforementioned areas”.
full-time at one job stated that their work is related
                                                         time and working at least a part-time job. (n=25)                  Efforts to further increase the number of ATC program completers (those
to the CTE program completed while in high
                                                                                                                             students who complete a two course TCE program sequence), as well as, the
school. (n=11)                                           · 71.74% of the 46 respondents who indicated they are
                                                                                                                             percentage of respondents will continue.
· 50.00% of the 18 respondents who are working           enrolled in school full-time have an area of study
full-time at one job state that they use at least        related to the CTE program they completed in school.
some of what they learned in their CTE courses for       (n=33)
their job. (n=9)                                         · 40.00% of the 10 respondents who completed non-
· 72.73% of the 11 respondents who are working           traditional programs are pursuing employment or
full-time at one job and indicated that their job is     studies related to the CTE program they finished in
related to the CTE program they completed while          high school. (n=4)
in high school are satisfied with their job. (n=8)       · 0.00% of the 2 respondents who are unemployed are
                                                         waiting to enter the military. (n=0)




                                                                                                                                                                                                           8
October 31, 2006

                                                                                                                                                  PCI
DEPARTMENT OF SCHOOL ADMINISTRATION
                                                                                                                                           FORM 4 – 1
                                                                                                                                          Due annually October 31st

                                                                                                                   PLAN
            VBCPS Plan for Continuous Improvement                                                      Review and Analysis of Results                                                              School: ATC                                            DATE:       10/31/06
                                                                        Review                                                                                                                                      Analysis
                    (Objective data, qualitative indicators, trends and comparisons)                                                                                                               (Identify gaps and list priorities)
               2005-2006 ATC Disciplinary Referral Data                                                                                                                                                                                              74 of the ATC’s 380
                                                                                                                                                                                                                                                       students (19.5%) in 2005-
                                                                                                                                                                                                                                                       2006 were referred to the
                                                                                                                                                                                                                                                       administration for
                           Verbal Warning




                                                                                                                                                                                                                                                       disciplinary reasons.




                                                                                                           Mead. LO3J



                                                                                                                            Revoke Priv
                                                                                           Prob LO3I




                                                                                                                                                                                                                                % of Total
                                                            Detention
                                                 Time out




                                                                                                                                                                                                                                                      Those 74 students
 Incident




                                                                             Sat Det




                                                                                                                                                                               1 OSS




                                                                                                                                                                                           2 OSS



                                                                                                                                                                                                     3 OSS



                                                                                                                                                                                                                 Totals
                                                                             LO3G
                                                             LO3C




                                                                                                                              LO3N




                                                                                                                                                                       LO4C




                                                                                                                                                                                                     LO5C
                                                  LO3B




                                                                                                                                               LO4A



                                                                                                                                                           LO4B




                                                                                                                                                                               LO5A




                                                                                                                                                                                           LO5B
                                                                                                                                               1 ISS



                                                                                                                                                           2 ISS



                                                                                                                                                                       3 ISS
                                LO1




                                                                                                                                                                                                                                                       accounted for 144
                                                                                                                                                                                                                                                       referrals.
                                                                                                                                                                                                                                                      35% of those referrals
                                                                                                                                                                                                                                                       were the result of Dress
 Amorous behavior                            2                                                                                                                                                                              2           1.39%          Code violations (The ATC
 Cell phones                                                                                                                              7            3                                                                  10            6.94%          dress code is stricter than
                                                                                                                                                                                                                                                       that of VBCPS as a
 Class cutting                                                                                                                                         5                                                                    5           3.47%          whole.).
 Class disruption                            2                           4                             1                                               3                               1                                  11            7.64%         15% of the referrals
                                                                                                                                                                                                                                                       resulted from student
 Defiance                                    1          1                                                                                              2           2                           1                            7           4.86%
                                                                                                                                                                                                                                                       tardiness to class (Most
 Disrespect                                  1          1                                                                                                          1                   1                                    4           2.78%          often the result of students
 Physical                                                                                                                                                                                                                                              driving themselves to
 Abuse/Harassment                                                                                                                                      1                               1                                    2           1.39%
                                                                                                                                                                                                                                                       school.).
 Leaving school
 grounds                                     1                           6                             1                                               8                                                                  16      11.11%              Students leaving school
 Minor                                                                                                                                                                                                                                                 grounds without
 insubordination                             2          1                1                                                                                                                                                  4           2.78%          permission accounted for
 Obscene                                                                                                                                                                                                                                               11% of those referred.
 language/gestures                                                                                                      1                                                  1                                                2           1.39%
 Poss Obsc Lit                               1                                                                                                                                                                              1           0.69%       Although not a significant
 Oth. Sch. Code                                                                                                                                                                                                                                     issue, the number of referrals
 violations/Dress                           36          1                8                             1                                               4                                                                  50      34.72%            for minor disciplinary issues is
 Tardiness                                  15                           4             1                                                               1                                                                  21      14.58%            significant. Increased
                                                                                                                                                                                                                                                    emphasis upon teacher and
 Tobacco use                                                                                                                                           1                                                                    1           0.69%       parent communication prior to
 Unauthorized area                                                       1                                                                                                                                   1              2           1.39%       referral should reduce the
                                                                                                                                                                                                                                                    number of minor referrals to
 Vandalism                                                               1                                                                                                                                                  1           0.69%
                                                                                                                                                                                                                                                    the administration.
 Violation of use                            4                           1                                                                                                                                                  5           3.47%


 Totals                                     65          4               26             1               3                1                 7        28              3       1           3       1             1            144                100%



 %                              45.14%           2.78%          18.06%         0.69%       2.08%           0.69%                   4.86%      19.44%       2.08%       0.69%   2.08%       0.69%     0.69%




                                                                                                                                                                                                                                                                                  9
October 31, 2006

                                                                                                  PCI
DEPARTMENT OF SCHOOL ADMINISTRATION
                                                                                        FORM 4 – 1
                                                                                      Due annually October 31st

                                                                             PLAN
  VBCPS Plan for Continuous Improvement                      Review and Analysis of Results                                School: ATC                                    DATE:       10/31/06
                                          Review                                                                                              Analysis
         (Objective data, qualitative indicators, trends and comparisons)                                                        (Identify gaps and list priorities)
        Student Attendance Data 2005-2006

          Total Enrollment = 380

          An average of 23.04 (6.1%) students per day, were absent in excess of 45 minutes              The number of students missing a significant portion of class each day is significant and a
           (time period based upon each class lasting 2.5 hrs) from their respective ATC class.           topic of concern.

          7.63 (2%) of those students noted above were absent all day from their respective
           ATC class.
          Average daily attendance = 98% (If students are counted as present if they attended
           any portion of the class.)                                                                    Students attend ATC classes on a daily basis. A student has to be absent in excess of 12
                                                                                                          days per semester in order to exceed the excessive absence policy. This means that
          19 students (5%) exceeded the excessive absence policy during the first semester.              approximately 5 % of the ATC student body missed over 30 hours of instruction during a
                                                                                                          given semester. A loss of this much instructional time has a negative impact on student
          15 students (4.7%) exceeded the excessive absence policy during the second                     achievement (if not, one must be concerned with the efficient use of instructional time) and
           semester.                                                                                      will be an area of focus in the future.




                                                                                                                                                                                                    10
October 31, 2006

                                                                                              PCI
DEPARTMENT OF SCHOOL ADMINISTRATION
                                                                                    FORM 4 – 1
                                                                                  Due annually October 31st


                                                                          PLAN
     VBCPS Plan for Continuous Improvement                    Measurable Objectives                           School: ATC                                       DATE:      10/31/06
                                                                                                                                                      Assigned Point Person
      Measurable Objectives                              Areas of Focus                                 Performance Measures
                                                                                                                                                         or Action Team
   Increase student enrollment by 8% for             Increase student enrollment to 85% of             ATC enrollment will reach a minimum         Ann Marie Garvey, Asst. Director
    2007-2008.                                         program capacity. Particular                       of 425 students.
                                                       emphasis will be placed on increasing
                                                       female representation in ATC
                                                       programs.
   80% Certification/Industry Assessment                                                                Individual industry
    Pass Rate                                         Increased Differentiated Instruction               certification/assessment pass/fail          Michael Taylor, Director, ATC Faculty
                                                                                                          scores of those students who sit for
                                                                                                          an certification or assessment

   94.37% of students will rate a “1” or “2” on      Use of Understanding by Design                    Teacher evaluation of student
    80% of the essential course competencies.          curriculum development                             performance on VDOE Competency              ATC faculty
                                                                                                          check lists.


   A minimum 75% of all ATC students will            Insure implementation of WPRS                     NOCTI WPRS assessment cut score
    exhibit competency in Virginia’s Workplace         curriculum                                         = 82%.                                      Michael Taylor, Director, ATC Faculty
    Readiness Skills.


   There will be a 5% increase the number of                                                            87% response rate
    2005 ATC graduate program completers                                                                                                              ATC Faculty
    that respond to the VDOE completer
    survey.

                                                      Teachers are to whenever possible;                Total number disciplinary referrals         Michael Taylor, Director and ATC
   Reduce the overall number of disciplinary          insure that they communicate                       and disaggregated referral ratio data        Faculty
    referrals to the administration made by            effectively with parents prior to a
    instructional staff, and establish if the          disciplinary issue with student
    referral rate for each ethnic group is             reaching the point where it
    disproportionate when considering the              necessitates a referral to the
    groups ATC enrollment numbers.                     administration.

   Reduce the number of hours of instruction         The Administrative Advisory                       The percentage of students who              Michael Taylor, Director, ATC
    lost due to excessive student absence              Committee will take on an additional               exceed the excessive absence policy          Administrative Advisory, and ATC
    from class.                                        role as an attendance committee.                   will be reduced by 4%.                       Faculty.
                                                       The committee will develop strategies
                                                       to improve student attendance, and
                                                       serve in an advisory capacity when
                                                       waivers to the excessive absence
                                                       policy are requested.


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