Each school is expected to have in place an assessment-driven information system
that is comprehensive and current. This system is designed to address questions
relative to student performance and the school's effectiveness, as well as questions
which ask for a comparison of the school community's students and other students.
The school continually collects student and community data to analyze the performance
of its students as they enter, progress, and exit each level of schooling.
| IS 1 |
The school has established a data-driven information system
that is used in its instructional decision-making process. |
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| IS 2 |
Information is regularly collected from community members
relative to their attitudes, expectations, and assessments of the quality
of the school, its program, the climate, and the success of its students. |
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| IS 3 |
Information gathered from the community and student performance
information are used to design quality school programs, establish a positive
learning climate, and continually evaluate and improve all school conditions. |
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| IS 4 |
The information system provides appropriate data for school
personnel to analyze.
For example:
- The preparation of students entering the school.
- Changes in student performance that occur over time.
- Progress of students in developing a more focused career interest
area.
- The extent to which promoted or graduated students are prepared to
be successful at the next level of schooling, in the world of work,
and in becoming self-directed learners.
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| IS 5 |
Each school systematically analyzes its student performance
data and uses the results of this analysis as the basis for the student
profile and to document program effectiveness. |
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| IS 6 |
Follow-up studies of students promoted or graduated from the
school are conducted to determine the degree to which students have made
successful transitions to the next level and to obtain their assessment
of their pattern of preparation. |
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| IS 7 |
The school continually collects and analyzes information on
students who have dropped out of the educational program. The school community
uses this information to develop appropriate interventions to help students
re-enter the regular educational program or seek alternative forms of schooling. |
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| IS-v 8 |
A member school maintains a system of information collection
that will afford evidence as to the effectiveness of the school. The following
kinds of information, among others, are regarded as useful in program planning
and should be given consideration as the continuous evaluation system is
developed.
Student Characteristics: A member school determines the relevant
economic, educational, mental, physical, and social characteristics of the
students served by the school.
Admission Practices: A member school obtains data indicating
the degree to which its admission practices are in accord with the admission
policies of the school.
Achievement: An analysis is made to determine the extent to which
the school's instructional objectives are being achieved.
Student Attitudes: Systematic inquiry is made into the perceptions
held by students concerning the adequacy of their school experiences and
the school program.
Faculty Attitudes: Systematic inquiry is made into the perceptions
held by the teachers regarding those factors in the school that reduce or
enhance their teaching effectiveness and that of the educational program.
Labor Markets To Be Served: An analysis is made of current
and emergent employment needs, as the basis for those program modifications
in the school that will provide the trained personnel to meet changing labor
market requirements.
Individual Program Cost Effectiveness: An analysis is made
of the per student costs of each individual program. This cost when correlated
with data concerning student performance could be used to increase the efficiency
and effectiveness of the school curriculum.
Surveys of On-the-Job Supervisors: If on-the-job training
is provided, member schools conduct systematic surveys to evaluate the adequacy
of the initial training the students have received. |
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| IS-v 9 |
Systematic assessments of changing economic and societal conditions,
the characteristics of the student body, and program objectives and operations
are conducted. These assessments should take into account such factors as
schedules, counseling and library services, and teaching strategies and
materials and should be organized in a manner to encourage modifications
needed to adapt the program to its changing environment. |
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| IS-v 10 |
In cooperation with the other schools or districts within
its area, the vocational/adult school conducts on a regular basis an inventory
of the occupational needs and interests of its potential students. |
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| IS-v 11 |
In cooperation with the other schools or districts within
its area, the vocational/adult school conducts on a regular basis an inventory
and diagnosis of the students who have physical, social-emotional, mental,
and academic characteristics requiring specialized educational programs
and make the appropriate provisions for their most effective occupational
education. |
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| IS-v 12 |
A periodic determination is made of the specific course requirements
needed by the students enrolled in the school for the completion of their
educational program inclusive of appropriate developmental and remedial
courses directed towards "ability to benefit" students. |
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| IS-v 13 |
The administrative head is provided with the authority necessary
to stimulate the continuous assessment of changing societal conditions and
student characteristics and to provide leadership in accomplishing the adaptation
of the program in the light of such assessment. |
