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Accreditation Guidelines
for
Oklahoma Public Postsecondary
Career and Technology Education
Standards Approved October 15, 2015
Last Format Update January 2023
Oklahoma Department of Career and Technology Education
1500 West Seventh Avenue Stillwater, OK 74074-4364 405.377.2000
www.okcareertech.org
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State of Oklahoma
Kevin Stitt, Governor
Oklahoma State Board of Career and Technology Education
Ryan Walters, State Superintendent of Public Instruction, Board Chairperson
Brent Haken, ODCTE State Director
Vacant, State Board of Education Representative, Oklahoma City
Vacant, State Board of Education Representative, Oklahoma City
Shaelynn Hanning, District 1, Tulsa
Rob Seeman, District 2, Afton
Peter Dillingham, District 3, Enid
Michael Brown, District 4, Lawton
Randy Gilbert, District 5, Tecumseh
Edward Hilliary, Member At Large, Lawton
Department of Career and Technology Education
Brent Haken, State Director
Accreditation Division
Justin Lockwood, Deputy State Director
Required under Part 603 of Title 34 of the Code of Federal Regulations,
Subpart B of 602
for the
United States Department of Education Secretary’s recognition of the
Oklahoma Board of Career and Technology Education
as a
State Agency that is a reliable authority as to the quality of Public Postsecondary
Vocational (Career and Technology) Education for the State of Oklahoma
Equal Opportunity/Nondiscrimination Policy:
The Oklahoma Department of Career and Technology Education does not discriminate on the basis
of race, color, national origin, sex/gender, age, disability, or veteran status. Inquiries concerning
application of this policy may be referred to the ODCTE Compliance Coordinator, 1500 W 7
th
Ave., Stillwater, OK 74074-4364, by calling 1-800-522-5810 or (405) 377-2000.
All comments, complaints, or media requests/inquiries can be directed to the ODCTE Chief
Communications Officer by calling 1-800-522-5810 or (405) 377-2000 or e-mailing
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Table of Contents
Accreditation 4
Procedures 6
Definition of Vocational Training Institutions Eligible for Accreditation
Rationale of Institutional Accreditation
Initial Application Procedures
Period of Accreditation
Evaluation and Review Procedures
Selection and Training of Evaluation Team Members
Categories of Accreditation Status
Review of Accreditation Standards and Procedures
Appeal Procedures 15
Appealing Accreditation Status
Procedures for Review of Complaints
Quality Standards 17
Institutional
Appendices
A. Self-Assessment Application 20
Exhibits
• Examiner Application 51
• Examiner Agreement 52
• Onsite Visit 53
• Content and Format Guidelines 55
• Self-Assessment Verification 58
• Technology Center Report/Compliance Checklist 59
• State of Oklahoma Requirements 82
• Technology Center Ethics Policy 86
B. Distance Education 89
C. Competency-Based Education/Direct Assessment 117
D. Narrative Topics 121
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Accreditation
The Oklahoma State Board of Career and Technology Education is recognized by the United States
Department of Education as the “authority for the approval of public postsecondary vocational
[career and technology] education offered at institutions in the State of Oklahoma that are not
under the jurisdiction of the Oklahoma State Regents of Higher Education, including the approval
of public postsecondary vocational education offered via distance education.” This recognition
establishes the State Board as the accrediting body for the technology centers in Oklahoma. It
further requires the State Board to establish policies and standards pertaining to the accreditation
process.
The policies set forth by the State Board are published in the most current Rules for Career and
Technology Education, which is available through the Oklahoma Department of Career and
Technology Education (ODCTE). However, the purpose of this publication is to outline the
policies and procedures for those institutions desiring postsecondary accreditation by the State
Board. The standards have been selected in an effort to promote a high commitment to excellence
and continued improvement of career and technology education in Oklahoma.
The United States Department of Education does not accredit educational institutions and/or
programs. However, the Secretary of Education is required by law to publish a list of nationally
recognized accrediting agencies that the Secretary determines to be reliable authorities as to the
quality of education or training provided by the institutions. An agency seeking national
recognition by the Secretary must meet the Secretary’s procedures and criteria for the recognition
of accrediting agencies, as published in the Federal Register. The recognition process involves not
only filing an application with the United States Department of Education but also review by the
National Advisory Committee on Institutional Quality and Integrity (NACIQI), which makes a
recommendation to the Secretary regarding recognition. The Secretary, after considering the
Committee's recommendation, makes the final determination regarding recognition.
Accrediting Agency Accreditation Procedure
1. Standards: The accrediting agency, in collaboration with educational institutions,
establishes standards.
2. Self-study: The institution or program seeking accreditation prepares an in-depth self-
evaluation study that measures its performance against the standards established by the
accrediting agency. This includes scoring the self-assessment.
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3. Onsite Evaluation: A team selected by the accrediting agency visits the institution or
program to determine first-hand if the applicant meets the established standards.
4. Publication: Upon being satisfied that the applicant meets its standards, the accrediting
agency grants accreditation or preaccreditation status and lists the institution or program in
an official publication with other similarly accredited or preaccredited institutions or
programs.
5. Monitoring: The accrediting agency monitors each accredited institution or program
throughout the period of accreditation granted to verify that it continues to meet the
agency's standards.
6. Reevaluation: The accrediting agency periodically reevaluates each institution or program
that it lists to ascertain whether continuation of its accredited or preaccredited status is
warranted.
The goal of accreditation is to ensure that education provided by postsecondary institutions
meets acceptable levels of quality.
Institutional accreditation normally applies to an entire institution, indicating that each of an
institution's parts is contributing to the achievement of the institution's objectives, although not
necessarily all at the same level of quality.
Key reasons why accreditation is important to Oklahoma’s CareerTech System:
• To enhance opportunities for workforce and economic development
• To expand training opportunities for students
• To meet the needs of individuals and the community
• To help the community reach its overall goals
• To benchmark quality standards for program development, instruction and training,
equipment, processes, and services for the purpose of making comparisons and improving
the quality of education
• To increase enrollment opportunities for institutions by being responsive to community
needs and helping the institution be successful
• To provide accreditation services to our institutions at a cost savings for institutions and
the state of Oklahoma
• To offer a more efficient accreditation process using data and information that is already
on file at the Oklahoma Department of Career and Technology Education
• To enhance collaboration between institutions and Oklahoma CareerTech
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PROCEDURES
This document reflects the policies and procedures to be utilized by the State Board in accrediting
vocational training (career and technology education) institutions in Oklahoma.
A. Definition of Vocational Training Institutions Eligible for Accreditation
Vocational training institutions are defined as public vocational schools under the legal jurisdiction
of the Oklahoma State Board of Career and Technology Education that are organized for the
central purpose of providing occupational skills training. In order to be eligible for accreditation
by the State Board, these institutions (hereinafter called technology centers) must provide training
programs for full-time postsecondary students and maintain specified standards of quality. The
skills training provided by these institutions shall not be offered for college credit by the
technology center or fall under the jurisdiction of the State Regents of Higher Education.
B. Rationale of Institutional Accreditation
A technology center shall be accredited on the basis of its ability to meet the policies and
procedures of the State Board that are designed to ensure quality education and training for
CareerTech students. Accreditation approval by the State Board is one of the eligibility
requirements necessary for an institution to gain federal financial assistance for qualified
postsecondary students.
C. Initial Application Procedures
The following initial procedures are required for technology centers that desire to become
accredited by the State Board:
1. The institution’s chief administrative officer submits a formal written request to the state
director.
2. The state director shall, in turn, issue a written statement to the local institution recognizing
the candidacy status of the institution. Candidacy status is normally granted for a period of
one year but may be extended for an additional year at the discretion of the State Board. A
formal request must be submitted to and approved by the state director in order to get an
extension.
3. Candidacy status means that the institution is making progress toward meeting all of the
accreditation standards but does not imply that accreditation will be granted.
During candidacy status, the institution undergoes an accreditation application and is
scheduled into the evaluation cycle so that a site visit review can be conducted. Candidacy
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status is not equivalent to accreditation status, and it should be noted that the United States
Department of Education does not recognize candidacy status in regard to meeting
eligibility requirements for student financial assistance.
D. Period of Accreditation
The accreditation status of technology centers is reviewed annually.
• Accreditation is extended for one year at a time and may be dropped or withdrawn at the
conclusion of each fiscal year.
• The institution’s Certificate of Accreditation is valid as long as the school continues to
satisfy the conditions for accreditation as established by the State Board, not to exceed a
five-year time period.
• Accredited status may be renewed through re-evaluation prior to the expiration of the
accreditation certificate.
• The annual review consists of monitoring of reports such as student follow-up data,
supervisory visits, financial audits, and other reports required by the state agency. These
reports include; career program, distance education, competency-based education, direct
assessment and program approvals.
• Full-time postsecondary program approvals must be completed in CTIMS (CareerTech
Information Management System) before accreditation is granted.
• Institutions shall meet the definition of a clock hour. 34 CRF 600.2
o A clock hour is defined as a period of time consisting of:
50- to 60-minute class, lecture, or recitation in a 60-minute period;
50- to 60-minute faculty-supervised laboratory, shop training, or internship
in a 60-minute period;
Sixty minutes of preparation in a correspondence course; or
o In distance education, 50 to 60 minutes in a 60-minute period of attendance in—
A synchronous or asynchronous class, lecture, or recitation where there is
opportunity for direct interaction between the instructor and students; or
An asynchronous learning activity involving academic engagement in
which the student interacts with technology that can monitor and
document the amount of time that the student participates in the activity.
A clock hour in a distance education program does not meet the
requirements of this definition if it does not meet all accrediting
agency and State requirements or if it exceeds an agency's or State's
restrictions on the number of clock hours in a program that may be
offered through distance education.
An institution must be capable of monitoring a student's attendance in 50
out of 60 minutes for each clock hour under this definition.
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E. Evaluation and Review Procedures
The information gathered from these activities is utilized to promote the quality of institutional
and program operations and to ensure the maintenance of standards.
• In order to assist in the maintenance of standards, an accredited institution is required to
report (within 30 days) any substantive change (a significant modification or expansion
in the nature and scope of an accredited institution) that might affect its accreditation
status.
• Technology center evaluations are conducted in accordance with procedural guidelines as
established by the State Board.
• These guidelines may vary from time to time as efforts are made to improve the efficiency
and effectiveness of the evaluation process. However, the essential elements of a
comprehensive evaluation, including an accreditation self-assessment application and
onsite visit review, are consistent parts of the evaluation process.
1. Self-Assessment Application
The technology center application is divided into two parts – a technology center overview
and a process and performance review.
• The district shall ensure a representative portion of the institution's governing body,
administrative staff, teaching faculty (full-time, BIS, ACD, short-term), support
services staff, students, business and industry, and other customers/stakeholders
actively participate in the process.
• All stakeholder involvement, including student involvement in the self-assessment
process must be documented.
o Some examples of student engagement might include student surveys,
student participation on self-assessment teams or advisory committees or
some combination of both.
• The school must demonstrate it has enforceable written policies and procedures in
place that demonstrates its ethical practices by showing that it has a well-defined
set of ethical standards governing institutional or programmatic practices, including
recruitment, advertising, transcripts, fair and equitable student tuition refunds, and
student placement services. (See Exhibit 8 of Appendix A)
• Include the self-assessment verification form on letterhead and signed by the
superintendent in the application. (see Exhibit 5).
• The technology center overview will be limited to five pages.
• The process and performance review will be limited to seventy-five pages.
• The documentation shall be submitted in electronic PDF format to the state
accreditation division by July 15 of the year scheduled for an onsite visit review.
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The application shall be submitted in accordance with the content and format guidelines
(see Exhibit 4).
• The technology center district will submit the completed self-assessment tool,
including scores, at the same time as the application.
• Additionally, the technology center report/compliance checklist must be completed
and submitted to the ODCTE accreditation (see Exhibit 6), at the same time as
the application.
2. Onsite Visit
The onsite visit review will be organized through the state accreditation division in
collaboration with the technology center.
• The examiners who review the technology center accreditation self-assessment
application will also conduct the onsite visit review. This allows the team to
holistically understand how well the technology center is applying the accreditation
standards.
• The number and composition of team members depend on the size of the
technology center and the anticipated complexity of the onsite visit. Onsite visits
will typically happen over the course of 2-6 days (see Exhibit 3).
• Supplemental Documentation and/or any additional documents requests will be
uploaded electronically to a technology center’s accreditation page on ctYOU.org
site.
• In addition, the examiner team will conduct interviews with a variety of individuals
– staff, students, and other stakeholders – they deem necessary to gather
information they need to complete their review.
• The team will communicate their findings through a feedback/summary report.
• An oral report will be given at the conclusion of the visit. This is a preliminary
report. This meeting is not a forum for debate. Clarifying questions are permitted.
3. Feedback/Summary Report
The examiner team will work with the state accreditation division to complete a
feedback/summary report for the technology center. This report is a detailed,
individualized, written assessment of the technology center’s strengths, deficiencies
(corrective actions) and opportunities for improvement based on the institutional standards.
The components of the report will include:
• Quality Standards Review – strengths and actionable items (corrective and
opportunities for improvement) related to each of the accreditation standard items.
The comments can help the technology center prioritize their institutional goals and
action plans.
• The accreditation division will submit the feedback report to the educational
institution and solicit feedback prior to the State Board accreditation decision.
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• The chief executive officer of the institution will have the opportunity to comment
upon the written report and file supplemental material pertinent to the facts and
conclusions in the written report of the visiting team within thirty (30) days of
receipt of the report before action is taken.
4. State Board Approval and Publication of Results
The Oklahoma Board of Career and Technology Education shall take action based upon
review of the accreditation documentation, including but not limited to the site evaluation
report along with the institution’s response/comments.
• Upon approval of the State Board, communication is sent to the superintendent of
the technology center stating the accreditation status of the institution.
• This status is published in the State Board minutes and posted on the accreditation
page of the ODCTE website with the institution’s annual approved programs.
5. Continuous Improvement Plans
• The technology center will submit plans of action addressing a minimum of one
actionable item for each quality standard.
• These must be submitted, using the standard action plan template, to the state
accreditation division within three (3) months of State Board approval.
• Continuous Improvement Plans will be monitored by the state accreditation
division and other applicable staff.
• Status will be reviewed during the Three Year Monitoring Visit.
6. Corrective Action Plans
• Corrective action plans may be required for examiner identified areas of deficiency.
• Corrective action plans are expected to go before the State Board for approval with
their Board Report.
• Corrective action plans must be implemented within sixty (60) days of Board
Approval. Extensions can be approved at the discretion of the State Board.
7. Technical Assistance
The purpose of technical assistance is to help the technology center analyze where they are
at and where they want to go in school performance.
• It is not meant to be evaluative, rather representing efforts to improve performance.
• This can take place onsite, virtually, or over the phone.
• Technical assistance could occur before onsite visits and/or following the receipt
of the feedback/summary report from the examiner team.
8. Monitoring
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• State agency staff shall visit the institution, as applicable, following the onsite visit
review to ensure that the technology center’s corrective plan(s) of action are being
followed and to provide appropriate technical assistance as needed.
• In addition, ODCTE staff will monitor technology center action plans and system
impact results during Year 3 of the accreditation cycle.
• The technology center will be expected to update their self-assessment application
with any results, and provide evidence of satisfactory progress on their continuous
improvement plans.
9. Re-evaluation
In accordance with Oklahoma state statutes, technology centers must go through the full
accreditation process a minimum of every five (5) years.
F. Training Procedures
1. Examiner Selection and Training
• The Oklahoma Department of Career and Technology Education will post and send out
communication internally and externally requesting examiners.
• The information includes specific information regarding the purpose of accreditation,
expectations, and a timeframe of the process.
• Anyone interested in serving as an examiner is asked to fill out an online application
(see Exhibit 1), an examiner agreement (see Exhibit 2) and submit it to the ODCTE
accreditation division by May 1
st
of each year.
• Examiners will be selected by a sub-committee of the Accreditation Advisory
Committee and notified by July 1
st
of each year.
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• There will be approximately 12-35 members selected for each technology center
scheduled for their 5-year re-accreditation. Additional team members are utilized as
needed.
• The team may include personnel from the Oklahoma Department of Career and
Technology Education, certified career and technology education teachers and/or
administrators, teacher educators, business and industry representatives, and other
classifications of individuals.
• All Selected examiners will complete online training and attend Onsite Visit Prep Day.
• New Examiners will complete new examiner training.
• The same team will be used to evaluate the technology center’s self-assessment
application, review documentation, and conduct the onsite visit.
• The ODCTE accreditation division will be the liaison between the technology center
and the examiner team.
2. State Board Member Training
• A presentation is made to the members of the State Board of Career and Technology
Education at least once each year to review the accreditation policies and procedures
and to explain the board’s role in that process.
• Newly appointed board members receive an orientation on the accreditation process
and standards during their initial training session as required by state law.
G. Categories of Accreditation Status
The accreditation status of technology centers is reviewed annually. The annual review consists of
student follow-up data, supervisory visitation reports, financial audits, and other reports required
by the state agency. Based on the evaluation findings and annual review, the institution is classified
into one of the following categories:
1. Full Accreditation
In order to achieve full accreditation status, local institutions must have successfully
completed the application procedures, a formal self-study, and an onsite evaluation. Based
on the results of the evaluation, the State Board may issue a certificate of accreditation that
is applicable for a period of five years, contingent upon the successful completion of an
annual review. A local institution is classified as fully accredited when: (a) it meets all the
requirements of the standards; or, (b) when, in the opinion of the State Board, it fails to
meet one or more of the standards, but the resulting deficiencies do not detract to a serious
degree from the quality of the educational program or institutional support services.
2. Probational Accreditation
An institution is classified as being on probational accreditation status when in the
judgment of the State Board: (a) it fails to meet one or more of the standards and the
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resulting deficiency seriously detracts from the quality of the educational program or
institutional support services; (b) it consistently fails to remove or make substantial
progress toward removing all deficiencies previously noted; or, (c) it deliberately and
unnecessarily violates one or more of the standards.
Probational accreditation is extended for a period of one year. If the noted deficiencies have
not been corrected at the end of the one-year time period, the institution’s accreditation will
be dropped. Under extraordinary circumstances, application may be made to the State
Board for an additional one-year probationary status. This application must be
accompanied by a detailed plan to correct all deficiencies and receive unanimous approval
by the State Board before the extension will be granted.
Institutions that have been placed on probational accreditation status may be approved for
listing only those programs that meet minimum standards. Programs not meeting minimum
standards will be re-evaluated within one year to determine compliance with approved
standards.
3. Accreditation Dropped
An institution that finds it impossible to meet the standards, or refuses to do so in successive
years, may be dropped from accredited status. In no case will accreditation be terminated
during the year of probational accreditation status or within the time required for the
disposition of an appeal.
4. Accreditation Reinstatement
A dropped institution may seek reinstatement within one year of receiving the dropped
status. After one year, the dropped institution must reapply and follow the same procedures
as new institutions.
5. Candidacy Status
Candidacy status is achieved by submission of a request to be accredited by the State Board.
Candidacy status does not equate to accreditation and will normally be granted for a period
of only one year.
H. Review of Accreditation Standards and Procedures
The state agency staff confers regularly with counterpart agencies that have similar responsibilities
in other states about methods and techniques that may be used to meet the responsibilities of a state
approval agency. These contacts are made through telephone conversations and written
correspondence and through attendance at national conferences and workshops. Staff members
also confer with national and regional accrediting agencies as well as industry program
certification and licensing entities.
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The Oklahoma CareerTech Accreditation Advisory Committee provides advice to the state agency
relating to the development of standards, operating procedures, and policy and also assists in
interpreting educational needs and workforce projections of Oklahoma’s public postsecondary
career and technology education system. Administrative staff, instructional staff, students, the
State Board, and other appropriate constituencies are involved in the development of the self-study
document. The committee is comprised of representatives from public employment services,
employers, employees, postsecondary career and technology educators, students, and members of
the general public, including minority groups. Input from the committee will be considered when
determining the agency’s priorities.
The accreditation standards and procedures are approved in the CareerTech Rules by the State
Board through Oklahoma’s Permanent Rulemaking Process. Rules changes are submitted to
ODCTE Senior Leadership through Rulemaking Notice Information and Rule Impact Statements.
Notice of Rulemaking Intent must be filed at least 45 days to allow for the Governor and Cabinet
Secretary’s review and published more than 30 days before a public hearing is held. First reading
of the proposed changes is presented to the State Board in February. A public hearing is conducted,
and the State Board votes on the proposed amendments to the rules in March. With State Board
approval of the rule amendments, they are submitted to the State Legislature for review and
approval according to prescribed time frames. Following these approvals, the amended rules are
published in the Oklahoma Register. Amendments are effective approximately September
annually.
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APPEAL PROCEDURES
A. Appealing Accreditation Status
• Accredited institutions and those seeking accreditation by the State Board have the right to
appear before the State Board to contest any recommendation or decision that might
adversely affect the institution’s accredited status.
• A decision by the State Board not to accredit, to terminate the accreditation, or to reduce
the accreditation status of a local institution may be appealed to the State Board. For this
purpose, the State Board will recognize the right of appeal from representatives of the local
institution, members of the local community, students or prospective students, and other
interested parties or individuals.
• The State Board shall give reasonable notice and opportunity for a hearing prior to directing
action that might adversely affect the institution’s accreditation status.
The procedure for providing notice and an opportunity for such hearing is as follows:
1. Local institutions will be notified in writing of decision(s) made by the State Board that
affects their accreditation status within ten working days of such decision(s). This
notification will be accompanied by a written statement setting forth the basis for such
decision(s).
2. An individual(s) or party(s) who is not satisfied with the explanation and/or who seeks to
change the decision will be given an opportunity to discuss the decision with the state
director or such person(s) as he/she may designate. A request for such action must be
submitted to the state director’s office within 60 days of the notification.
3. If the dissatisfied party(s) or individual(s) is not satisfied with the explanation given for the
decision rendered, he/she may request in writing a hearing before the State Board. This
request must be submitted to the state director’s office at least ten working days prior to
the date of the next regularly scheduled State Board meeting.
4. The chairperson of the State Board or person whom he/she may designate shall preside and
direct the proceedings of such hearing. Transcripts of the review, which provided the basis
for the original decision, will be an integral part of the hearing. A written transcript of the
hearing and the decision rendered will be maintained.
5. The appealing party(s) or individual(s) will be notified in writing of the decision reached
at the hearing and the reason thereof within 30 days of the hearing.
6. If the appealing party(s) or individual(s) is dissatisfied with the final action of the State
Board with respect to the decision rendered at the hearing, a petition for review of that
action may be filed in the appeals court system. Barring such appeal, the decision of the
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State Board will stand as rendered. The accreditation status of the institution shall not
change during the time that an appeal is under consideration.
B. Procedures for Review of Complaints
The State Board recognizes the need for the appropriate and timely review of complaints pertaining
to institutional or program quality. All such complaints received by ODCTE shall be dealt with in
a fair and equitable manner and in accordance with the following procedures:
1. All complaints (either verbal or written) concerning institutional or program quality shall
be initially referred to the chief administrative officer of the institution for which the
complaint has been registered. This referral shall occur within five working days of the
registering of the complaint.
2. The chief administrative officer or his/her designee shall contact the complainant within
five working days to ascertain the nature of the complaint. The complainant shall be
afforded the opportunity to meet with the institutional representative(s) and to formally
present his/her complaint.
3. If the complaint cannot be resolved to the satisfaction of the complainant, the complainant
may request a hearing before the institution’s governing board. Such requests should be
submitted in writing at least ten working days in advance of a regularly scheduled board
meeting and must contain the nature of the complaint.
4. Complaints that cannot be resolved by the local administration or governing board may be
referred to the State Board for final disposition. A request to appear before the State Board
must be received in writing at least ten working days in advance of the next regularly
scheduled board meeting.
5. Written disposition of the complaint will be provided to the complainant, the institution,
and other interested parties within ten working days of the final decision.
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Quality Standards
The standards approved by the State Board are designed to promote the quality of programs and
services offered by technology centers. Each standard describes a qualitative principle and the
provisions to be made that ensure the maintenance of the standard. Accredited institutions are
expected to incorporate these standards into their working operations.
Standards will be reviewed on an annual basis by the Accreditation Advisory Committee. These
meetings are open to the public. Feedback will be solicited through electronic means via the
ODCTE website for a minimum of 30 days before recommendations are sent on to the Oklahoma
State Board of Career and Technology Education for approval. Changes in standards will take
effect during the following school year after approval is granted.
The specific requirements and levels of acceptable performance for each standard are judged
within the context of the institutional setting and the purposes to be achieved.
Institutional Standards
The purpose of institutional standards is to establish an educational institution’s eligibility for Title
IV student aid programs established by the Higher Education Act of 1965, as amended. A school’s
eligibility does not necessarily extend to all its programs; the school is responsible for ensuring
that a program is eligible before awarding Federal Student Aid (FSA) funds to students in that
program.
1. Leadership and Administration: This standard examines how the technology center’s
leadership and administration’s actions guide and sustain the organization.
• Includes the technology center’s governance system, how the organization fulfills
its legal, ethical, and societal responsibilities, and how it supports its communities
are identified.
• The school must demonstrate it has enforceable written policies and procedures in
place that demonstrates its ethical practices by showing that it has a well-defined
set of ethical standards governing institutional or programmatic practices, including
recruitment, advertising, transcripts, fair and equitable student tuition refunds, and
student placement services. (See Exhibit 8 of Appendix A)
• How the technology center develops strategic objectives and action plans and how
progress is measured.
2. Instruction and Training: This standard examines the content and performance objectives
of the programs at a level and quality acceptable whether a student moves on to
postsecondary education, the military, or the workforce.
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• The program/training should be designed to provide the cognitive, affective, and
psychomotor skills to teach knowledge and develop skills necessary for
employment.
• Student leadership development activities are also considered an integral part of
instruction.
• All approved programming shall be conducted in accordance with state standards,
policies, and operational procedures.
3. Support Services: This standard examines the support services utilized in obtaining
performance objectives of instruction and training.
• All students shall be provided with information on career options, advised on
appropriate educational paths to meet career goals, and provided with the necessary
support for success in their career programs.
• Academic integration is provided in the context of skills needed for occupational
competency, technology familiarity, and other cognitive skills.
• Students will also receive assistance in developing transition, employability, and
job search skills prior to completing their career program.
• Examines the technology center’s delivery of student and stakeholder value,
including long-term budgetary and financial performance, customer satisfaction
and engagement, and market success.
4. Measurement and Analysis: This standard examines how the technology center selects,
gathers, analyzes, manages, and improves its data, information, and knowledge assets and
how it manages its information technology.
• How the technology center uses review findings to improve its performance.
5. Personnel: This standard examines the technology centers ability to assess faculty and
staff (and volunteers, if applicable) capability and capacity needs and build an
environment conducive to quality performance.
• How the technology center engages, manages, and develops its faculty and staff
(and volunteers, if applicable) to leverage human capital for achieving the
technology center’s overall mission, vision, strategy, and action plans.
• Efforts should be made to ensure that opportunities are provided for personal and
professional development in accordance with identified needs and current state and
federal guidelines.
6. Operations: This standard examines how the technology center designs, manages, and
improves its processes to achieve organizational success and sustainability.
• Business and industry sector as well as other organization and individual
community involvement should be addressed.
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• This standard considers a technology center’s ability to provide adequate facilities,
equipment, and resources/materials for all students, including those who may need
additional accommodations/modifications.
• Examines the technology center readiness for safety and emergencies and its
adherence to policies and procedures.
7. System Impact: This standard examines technology center performance indicators that
align to Oklahoma CareerTech system goals and should be reported to demonstrate system
impact.
• The results show how the technology center is successful in meeting its mission
and vision, goals, and objectives.
• This standard examines the technology center’s performance and improvement in
key institution-wide areas outlined by the Oklahoma State Board of Career and
Technology Education.
• Performance levels and trends are examined relative to required CareerTech
benchmarks.
• This standard will be primarily charts and graphs. Technology Centers can
reference charts and graphs in Standard 7 throughout their application. Technology
Centers are asked to not reference other standards in Standard 7.
See Appendix D for possible narrative items for each standard.
20
Appendix A
Self-Assessment Application
The self-assessment application should be concise. Start each section with the rubric question
in bold, followed by the explanation. Key processes, evidence, and results should be explained
within the main narrative. See Appendix D for possible narrative items for all standards. All
results data shall include citations. Examiners will note documentation as well as a listing of
individuals/groups to interview needed for verification/clarification prior to the onsite review. A
clear and accurate self-assessment application will help the examiners assess the statements made
by the educational institution.
Application
Limited to a 5-page technology center overview and a 75-page application
Must be submitted electronically by July 15
th
of the year scheduled for an onsite visit in
the school’s accreditation cycle
Assessment Rubric
Level of
Achievement
Description
Score
Not Met
Methods and practices are not identified or implemented, are not regularly evaluated for
improvement, and/or are characterized by activities. Goals are poorly defined.
Results that are important to the institution for the respective quality standard are missing, not used,
or randomly reported. No sources cited.
1
Below Standard
Methods and practices are identified but are not implemented, are beginning to be evaluated, and
there is some early coordination among personnel and work groups. Strategy and goals are identified
but do not address key methods and practices.
Results that are important to the institution for the respective quality standard are reported and
tracked over time, however adverse trends are observed and/or poor performance levels are
observed. Some sources cited.
2
Meets Standard
Methods and practices are identified and implemented, are regularly evaluated, and there is
coordination among personnel and work groups. Methods and practices align to key strategy and
goals of the organization.
Results that are important to the educational institution’s quality standards are reported. Results are
tracked over time and good performance levels are observed. Few adverse trends are observed. All
sources cited.
3
Above Standard
Methods and practices are identified and are fully implemented, are repeatable and are regularly
evaluated for improvement, lessons learned from improvement are shared, and there is consistent
coordination among personnel and work groups. Methods and practices align to key strategy and
goals of the organization.
Results that are important to the educational institution’s quality standards show beneficial trends
over time with good-to-excellent performance levels. Results align to the organization’s strategic
goals and objectives. All sources cited.
4
Exceeds Standard
Methods and practices are identified and are fully implemented, are repeatable and are regularly
evaluated for improvement, lessons learned from improvement are shared, and there is consistent
coordination among personnel and work groups. The organization seeks and achieves efficiencies
across units through analysis, innovation, and the sharing of information and knowledge. Methods
and practices align to key strategy and goals of the organization.
Results that are important to the educational institution’s quality standards show beneficial trends
over time with excellent performance levels. Results align to the organization’s strategic goals and
objectives. All sources cited.
5
21
Directions
Rating – To complete the self-assessment, carefully read each quality standard that follows. The
technology center overview is not rated. For each question within the quality standards, the
examiner should indicate if the standards are met for accreditation by marking the appropriate
boxes in the columns to the right. The numbers on the application rubric indicate the following:
Other quality standards are assessed by marking “Met” or “Not Met.”
To determine if a whole standard is met, the examiner will:
• Total and then divide the ratings in the column on the right to find the average points. The
average rating needs to be at 3.0 or above.
• All “Met/Not Met” statements must be met.
The technology center will be required to complete a corrective action plan if the average rating
is below 3.0 and/or there are any “Not Met” statements. This could result in probationary status
or loss of accreditation.
1 = Not
Met
5 =
Exceeds
Standard
2 =
Below
Standard
RATING
4 =
Above
Standard
3 =
Standard
Met
22
Technology Center Overview
The technology center overview provides a framework for understanding the educational
institution.
Description and Situation (The goal is to set the context for the educational institution.)
What are key technology center characteristics and its strategic situation?
Questions
a. Environment
(1)
What are the instruction and training offerings and support services? (List all full-time program offerings and
business and industry training and services provided and delivery method(s) in addition to other support
services provided to customers/stakeholders such as guidance, financial aid, etc.) What is the relative
importance of each to success? What mechanisms are used to deliver the instruction and training offerings and
support services?
(2)
What are the technology center’s mission, vision, and values? What are its core competencies, and what is
their relationship to the mission?
(3)
What is the technology center’s personnel profile? What recent changes have been experienced in personnel
composition or needs? What are
•
personnel segments,
•
the educational requirements for different personnel segments, and
•
key drivers that engage personnel in achieving the mission and vision?
What are the organized bargaining units (union representation, if applicable)? What are the institution’s special
health and safety requirements?
(4)
What diversity is reflected in the technology center district?
(5)
What are the major facilities, technologies, and equipment?
(6)
What is the regulatory environment under which the technology center operates? What are the key applicable
occupational health and safety regulations, accreditation, certification, or registration requirements, industry
standards, environmental, financial, and instruction and training, and support services regulations?
b. Relationships
(1)
What is the organizational structure and governance system? What are the reporting relationships among the
governance board, leadership and administration, and the CareerTech system, as appropriate?
(2)
What are key market segments – students, business and industry, other customer/stakeholders, as appropriate?
What are their key requirements and expectations for the instruction and training offerings, support services,
and operations? What are the differences in these requirements and expectations among market segments –
students, business and industry, other customers/stakeholders?
(3)
What are the key partners and collaborators and what role do they play in the technology center? What role
do these individuals/organizations play in contributing and implementing innovation at the institution?
c. Competitive Environment
(1)
What is the technology center’s competitive position? What is the relative size and growth in the education
sector or the markets served? Who would be considered as the technology center’s competitors?
(2)
What key changes, if any, are affecting the technology center’s competitive situation, including changes that
create opportunities for innovation and collaboration, as appropriate?
(3)
What key sources of comparative and competitive data are available from within the education sector? What
key sources of comparative data are available from outside the education sector? What limitations, if any,
affect ability to obtain or use this data?
d. Strategic Context
(1)
What are the key strategic challenges and advantages in the areas of instruction and training, support services,
personnel, operations, and societal responsibilities?
e. Performance Improvement System
(1)
What are the key elements of the technology center’s performance improvement system(s), including
processes for evaluation and improvement of key organizational projects and processes?
23
1 – Leadership and Administration
1.1
Leadership and Administration (The goal of this item is to identify key aspects of leaders’
and administrators’ responsibilities, to create an educational institution that is successful
now and in the future.)
How do leaders and administrators lead the technology center?
Avg Score
Questions
a. Mission, Vision, and Values
(1)
How do leaders and administrators set the technology center’s vision and values?
1
2
3
4
5
N/A
(2)
How do leaders and administrators demonstrate commitment to legal and ethical
behavior?
1 2 3 4 5
N/A
(3)
How do leaders and administrators build an educational institution that is successful
now and in the future?
1 2 3 4 4
N/A
b. Communication and Organizational Performance
(1)
How do leaders and administrators communicate with and engage all personnel,
students, business and industry, and other customers/stakeholders?
1 2 3 4 5
N/A
(2)
How do leaders and administrators create a focus on action that will achieve the
technology center’s mission?
1 2 3 4 5
N/A
(3)
How do leaders and administrators engage students in the self-assessment process?
(writing the self-assessment application)
1 2 3 4 5
NA
Met/Not Met Statements
Senior leadership and administration provide direction to the overall organization.
Met
Not Met (area of deficiency, corrective action plan required)
Senior leadership and administration ensure that students are engaged in the self-assessment process.
Met
Not Met (area of deficiency, corrective action plan required)
Additional Comments
24
1.2
Governance and Societal Responsibilities (The goal of this item is to evaluate key aspects
of the governance system, including the improvement of leaders and the leadership system.
It also asks how the educational institution ensures everyone in the organization behaves
legally and ethically, how it fulfills its societal responsibilities, and supports its key
communities.)
How is the technology center governed and how are societal responsibilities fulfilled?
Avg Score
Questions
a. Organizational Governance
(1)
How does the educational institution ensure responsible governance?
1
2
3
4
5
N/A
(2)
How is the performance of leaders and administrators, including the superintendent
and governance board, evaluated?
1 2 3 4 5
N/A
b. Legal and Ethical Behavior
(1)
How are public concerns, related to law, regulatory, and accreditation compliance,
with instruction and training, support services, and operations anticipated and
addressed?
1
2
3
4
5
N/A
(2)
How is ethical behavior promoted and ensured in all interactions?
1
2
3
4
5
N/A
c. Societal Behavior
(1)
How does the technology center consider societal well-being and benefit as part of
strategy and daily operations?
1
2
3 4 5
N/A
Met/Not Met Statements
The institution is operating within the Oklahoma CareerTech Rules.
Met
Not Met (area of deficiency, corrective action plan required)
Senior leadership and administration are operating in a legal and ethical manner.
Met
Not Met (area of deficiency, corrective action plan required)
The institution meets regulatory requirements and public responsibilities.
Met
Not Met (area of deficiency, corrective action plan required)
Additional Comments
1.3
Strategy Development and Implementation (The goal is to strengthen overall performance,
competitiveness, and future success through the deployment of strategies to achieve goals.)
How does the technology center develop and implement strategy?
Avg Score
Questions
a. Strategy Development Process
25
(1)
How does the technology center district conduct strategic planning?
1
2
3
4
5
N/A
(2)
How does the strategy development process stimulate and incorporate innovation?
1
2
3
4
5
N/A
(3)
How is relevant data collected and analyzed to develop information for the strategic
planning process?
1 2 3 4 5
N/A
(4)
What are the technology center’s key processes (examples may include enrollment,
instruction, training, marketing, human resources, finance, partner relationships, and
organizational effectives)?
1
2
3
4
5
N/A
b. Strategic Objectives
(1)
What are the technology center’s key strategic objectives and timetable for achieving
these objectives?
1 2 3 4 5
N/A
(2)
How do strategic objectives achieve appropriate balance among varying and
potentially competing institutional needs?
1 2 3 4 5
N/A
c. Action Plan Development and Deployment
(1)
What are the technology center’s key short- and long-term action plans?
1
2
3
4
5
N/A
(2)
How are action plans deployed?
1
2
3
4
5
N/A
(3)
How does the technology center ensure that funding and other resources are available
to support the achievement of action plans while meeting current obligations?
1 2 3 4 5
N/A
(4)
How does the technology center ensure that professional development aligns to short-
and long-term strategic goals and objectives and action plans?
1 2 3 4 5
N/A
(5)
What key performance measures or indicators are used to track the achievement and
effectiveness of action plans?
1 2 3 4 5
N/A
(6)
For these key performance measures or indicators, what are performance projections
for the technology center’s short- and long-term planning horizons?
1 2 3 4 5
N/A
d. Action Plan Modification
(1)
How does the technology center establish and implement modified action plans if
circumstances require a shift in plans and rapid execution of new plans?
1 2 3 4 5
N/A
Met/Not Met Statements
The institution has a strategic planning process that supports continuous improvement.
Met
Not Met (area of deficiency, corrective action plan required)
Goals and objectives are aligned to the technology center’s mission and vision and are regularly monitored.
Met
Not Met (area of deficiency, corrective action plan required)
There is alignment between the educational institution’s strategic plan and Oklahoma CareerTech’s strategic
plan and performance measures.
Met
Not Met (area of deficiency, corrective action plan required)
The institution systematically reviews its performance.
Met
Not Met (area of deficiency, corrective action plan required)
26
Additional Comments
1.4
Leadership Results (The goals of this item are to demonstrate: (1) the extent to which the
organization is fiscally sound, ethical, and socially responsible and (2) how it communicates
this information to students, business and industry, and other customers/stakeholders.)
What are the technology center’s performance results?
Avg Score
Questions
a. Leadership, Governance, and Societal Responsibility Results
(1)
What are the results for leaders’ and administrators’ communication and engagement
with personnel, students, business and industry, and other customers/stakeholders?
1 2 3 4 5
N/A
(2)
What are the results for governance accountability?
1
2
3
4
5
N/A
(3)
What are the legal, regulatory, and accreditation results?
1
2
3
4
5
N/A
(4)
What are the results for ethical behavior?
1
2
3
4
5
N/A
(5)
What are the results for societal responsibilities and support of its key communities?
1
2
3
4
5
N/A
b. Strategy Implementation Results
(1)
What are results for the achievement of institutional strategy and action plans?
1
2
3
4
5
N/A
Met/Not Met Statements
The institution reports levels of performance.
Met
Not Met (area of deficiency, corrective action plan required)
The institution reports trends of performance.
Met
Not Met (area of deficiency, corrective action plan required)
Additional Comments
27
2 – Instruction & Training
2.1
Instruction and Training (The goal of this item is to review all instruction and training
programs – full-time, BIS, ACD, BES, Dropout Recovery, TANF, Adult Basic Education –
offered by the technology center.)
How does the technology center obtain information related to student/client learning
and achievement?
Avg Score
Questions
a. Instructional Planning and Organization (This should emulate the program and training offerings in the
technology center district)
(1)
How is a program/course plan of instruction developed to support learning
objectives?
•
How are program/course outcomes determined and measured?
•
How does the instructional planning and organization provide adequate
opportunity for all students/clients to develop the necessary knowledge,
skills and competencies needed for postsecondary education and/or
employment?
1
2
3
4
5
N/A
(2)
How does the technology center ensure each student/client has the opportunity to
participate in training-related work-based experiences?
•
How are student/client work-based objectives developed, implemented,
and evaluated to ensure student/client progression and skill attainment?
1
2
3
4
5
N/A
(3)
How does the technology center ensure students/clients have the opportunity to
attain industry-recognized certifications/licenses, credentials, and other outcomes
that demonstrate the skills needed to meet industry-accepted standards?
1
2
3
4
5
N/A
(4)
How does instruction recognize and minimize bias and stereotyping?
•
How is instruction adapted for accommodations and/or modifications?
1 2 3 4 5
N/A
(5)
How does the technology center ensure instruction and training is monitored for
quality?
•
How are enrollment and class sizes determined?
•
How is effectiveness monitored?
•
How are revision decisions made and implemented?
•
How is continuous improvement implemented?
1
2
3
4
5
N/A
(6)
How are client-specific (BIS, BES, Dropout Recovery, TANF, and/or Adult Basic
Education) instruction and onsite visits conducted and monitored, as applicable?
1 2 3 4 5
N/A
b. Resources and Materials
(1)
How are instructional resources, technology, and supplies provided to support the
learning objectives of the program/course and meet the needs of students/clients
served?
1
2
3
4
5
N/A
(2)
How do instructional resources and supplies meet the needs of students/clients with
disabilities needing additional accommodations and/or modifications?
1 2 3 4 5
N/A
c. Leadership Development
(1)
How do the career and technical student organizations (CTSOs) align with the
desired student outcome?
1 2 3
4 5
N/A
(2)
How are CTSOs marketed to students?
1
2
3
4
5
N/A
(3)
How are CTSOs integrated into the curriculum?
1
2
3
4
5
N/A
(4)
How does the technology center encourage and support participation/leadership
opportunities throughout their district?
1 2 3
4 5
N/A
(5)
How does the technology center encourage and support participation/leadership
opportunities beyond the local level?
1 2 3
4 5
N/A
(6)
How does the technology center ensure student organizations and members employ
ethical practices and professional conduct while participating in organized
activities and events?
1
2
3
4
5
N/A
28
(7)
How does the technology center ensure student organizations develop and carry
out their CTSO Programs of Work?
1 2 3
4 5
N/A
Met/Not Met Statements
The institution is teaching programs/courses approved by ODCTE.
Met
Not Met (area of deficiency, corrective action plan required)
The institution provides opportunities for work-based learning.
Met
Not Met (area of deficiency, corrective action plan required)
The institution’s local CTSOs chapters are in good standing with the state and national organizations.
Met
Not Met (area of deficiency, corrective action plan required)
The institution’s programs afford students the opportunity to participate in appropriate leadership and/or student
organization(s) aligned to the desired student outcome.
Met
Not Met (area of deficiency, corrective action plan required)
Additional Comments
2.2
Student Learning Results (The goal of this item is to demonstrate quality and value of
instruction, training, and services that enable students, business and industry, and other
customers/stakeholders be successful.)
What are the technology center’s performance results?
Avg Score
Questions
a. Instruction and Training Results
(1)
What are the results for learning and customer service processes designed to meet the
needs of students, business and industry, and other customers? (examples – full-time
programs, BIS, ACD, BES, Dropout Recovery, TANF, and Adult Basic Education)
1
2
3
4
5
N/A
(2)
What are the results for Career and Technical Student Organizations (CTSO) student
involvement?
1 2 3 4 5
N/A
Met/Not Met Statements
29
The institution reports levels of performance.
Met
Not Met (area of deficiency, corrective action plan required)
The institution reports trends of performance.
Met
Not Met (area of deficiency, corrective action plan required)
Additional Comments
30
3 – Support Services
3.1
Student Support (The goal of this item is to review support services available to students at
the technology center, including career guidance and advisement, academic integration, and
job placement.)
How does the technology center obtain information about academic and career guidance
and advisement?
Avg Score
Questions
a. Career Counseling and Advisement
(1)
How does the technology center assess appropriate placement within instruction and
service offerings?
•
How is this information communicated?
1
2
3
4
5
N/A
(2)
How does the technology center ensure all students have an updated individual career
plan and/or Perkins program of study on file that is reviewed regularly?
•
What is included on a student’s individual plan?
1
2
3
4
5
N/A
(3)
How does the technology center ensure effective transition to advanced credentialing
or postsecondary studies?
1 2 3 4 5
N/A
(4)
How does the technology center ensure equitable access to support services and
provide responsive services?
1 2 3 2 5
N/A
(5)
How does the technology center collaborate with partner schools regarding student
information (examples – IEPs, 504s, health plans, credentials/certificates, etc.)?
1 2 3 4 5
N/A
b. Academic Integration and Enhancement
(1)
How does the technology center ensure academic credit courses adhere to state/federal
legislation/guidelines annually?
1 2 3 4 5
N/A
(2)
How do career and technology education instructors develop strategies for integrating
academics and other essential skills into program instruction?
1 2 3 4 5
N/A
(3)
How do the instructors assist in determining goals and selecting materials and
instructional aids used for integrated academic skills development?
1 2 3 4 5
N/A
(4)
How do students understand the purpose for integrating academic instruction into their
career preparation training?
1 2 3 4 5
N/A
(5)
How do students receive academic instruction through a variety of delivery
methods/systems?
1 2 3 4 5
N/A
(6)
How does the technology center assist students in preparing for student organization
academic skills demonstrations/competitive events, industry credential exams, high
school equivalency testing/end of instruction exams, certification exams, college
admissions testing, and/or access to community instructional resources?
1
2
3
4
5
N/A
c. Placement
(1)
How does the technology center assist students in learning about current trends in the
labor market and in developing job search skills?
1 2 3 4 5
N/A
(2)
How does the technology center ensure all students have access to postsecondary
education and training options?
1 2 3 4 5
N/A
(3)
How is interaction with business and industry (outside of on-the-job training – OJT),
postsecondary, and
military representatives
incorporated
into
student training
experiences?
1
2
3
4
5
N/A
(4)
How does the technology center inform students of placement opportunities, including
job openings, military, and scholarship information?
•
Is job search assistance, including referral services, accessible to all students?
1
2
3
4
5
N/A
(5)
How are all students informed and provided assistance following program completion
to support job placement, refine search strategies/skills, and develop retention skills
for continuing employment?
1
2
3
4
5
N/A
Met/Not Met Statements
31
The institution provides the opportunity for career counseling and advisement services for all students.
Met
Not Met (area of deficiency, corrective action plan required)
The institution makes appropriate accommodations/modifications for all identified/self-disclosed students.
Met
Not Met (area of deficiency, corrective action plan required)
The institution ensures integration of math, reading, and communication skills instruction with all students’
occupational skills training.
Met
Not Met (area of deficiency, corrective action plan required)
The institution provides the opportunity for all students in developing employability skills and provides placement
assistance for postsecondary, military, or employment.
Met
Not Met (area of deficiency, corrective action plan required)
Additional Comments
3.2
Communication, Marketing, and Engagement (The goal of this item is to capture
meaningful information essential in building a more student-, business and industry, and
other customer/stakeholder-focused culture that exceeds expectations and enhances loyalty.)
How is information obtained from students, business and industry, and other
customers/stakeholders and used to meet their needs and build relationships?
Avg Score
Questions
a. Communication Groups & Methods
(1)
How are customer groups and market segments determined?
1
2
3
4
5
N/A
(2)
How does the technology center determine and implement methods and media
appropriate for each targeted audience, to include individuals with disabilities,
nontraditional students, English language learners, and minorities?
1
2
3
4
5
N/A
(3)
How do students, business and industry, and other customers/stakeholders seek
information and support?
1 2 3 4 5
N/A
(4)
What is the technology center social media policy and how is it implemented?
1
2
3
4
5
N/A
(5)
How are procedures established and appropriate methods and measures used for
communication with personnel?
1 2 3 4 5
N/A
32
(6)
What methods are used to educate faculty/staff regarding their role in the practice of
effective communications and marketing?
1 2 3 4 5
N/A
b. Relationships
(1)
How are relationships built and managed with students, business and industry, and
other customers/stakeholders?
1 2 3 4 5
N/A
(2)
How are students’, business and industry, and other customers’/stakeholders’
complaints/concerns managed?
•
How are formal complaint records maintained?
1
2
3
4
5
N/A
c. Recruitment & Enrollment
(1)
How does the technology center ensure enrollment and class sizes are in compliance
with ODCTE guidelines?
1 2 3 4 5
N/A
(2)
How are new secondary and adult students, business and industry, and/or clients
actively pursued?
1 2 3 4 5
N/A
(3)
How does the technology center ensure that it serves a reasonable number and a
representative cross-section of businesses in their district?
1 2 3 4 5
N/A
d. Listening
(1)
How does the technology center listen to, interact with, and observe current students,
business and industry, and other customers/stakeholders to obtain actionable
information?
1
2
3
4
5
N/A
(2)
How does the technology center listen to potential students, business and industry,
and other customers/stakeholders to obtain actionable information?
1 2 3 4 5
N/A
e. Satisfaction and Engagement
(1)
How does the technology center involve students, business and industry, and other
customer/stakeholders to determine satisfaction, dissatisfaction, and engagement
with programs and services?
1
2
3
4
5
N/A
Met/Not Met Statements
The institution maintains and evaluates annually a written communications and marketing plan that aligns with
the technology center strategic plan.
Met
Not Met (area of deficiency, corrective action plan required)
The institution works with local business and industry to meet their needs.
Met
Not Met (area of deficiency, corrective action plan required)
The institution is working to increase and/or diversify its market.
Met
Not Met (area of deficiency, corrective action plan required)
The institution ensures appropriate personnel participate in local economic development meetings, chambers of
commerce, or other organizations and share information gained to assist in meeting workforce needs.
Met
Not Met (area of deficiency, corrective action plan required)
The institution monitors satisfaction and dissatisfaction of students, business and industry, and other
customers/stakeholders.
33
Met
Not Met (area of deficiency, corrective action plan required)
The institution uses student, business and industry, and other customer/stakeholder feedback to improve its
services and brand recognition.
Met
Not Met (area of deficiency, corrective action plan required)
The institution has methods and processes to engage and improve student, business and industry, and other
customer/stakeholder relationships.
Met
Not Met (area of deficiency, corrective action plan required)
Additional Comments
3.3
Finance (The goal of this item is to determine what strategies have been implemented to
improve financial accountability and ensure sound financial policies.)
How does the technology center ensure fiscal accountability?
Avg Score
Questions
a. Fiscal Accountability
(1)
How does the technology center ensure all of the personnel and operational line items
necessary to run a department/program are budgeted and expended according to what
was initially approved or approved with revisions?
1
2
3
4
5
N/A
(2)
How does the technology center ensure personnel have input into the development of
the annual budget and expenditures?
1 2 3 4 5
N/A
(3)
How does the technology center control the overall costs of operations?
1
2
3
4
5
N/A
b. Financial Aid (ONLY Financial Aid Examiners Score 3.3b(1))
(1)
How does the technology center regularly reconcile and balance its Title IV financial
aid expenditures and draw totals each fiscal year?
1 2 3 4 5
N/A
Met/Not Met Statements
The institution is operating within a balanced budget.
Met
Not Met (area of deficiency, corrective action plan required)
The institution follows its local purchasing policy.
Met
Not Met (area of deficiency, corrective action plan required)
34
Additional Comments
3.4
Consulting and Assistance (The goal of this item is to capture meaningful information
related to technical assistance requested/provided to support instruction and training and
support services – ABM, BES, incubators, Bid Assistance – OBAN, SBM, SET, TANF.)
How does the technology center provide/receive consulting and assistance?
Avg Score
Questions
a. Consulting and Assistance
(1)
How are client-specific support services provided in consulting/assistance?
1
2
3
4
5
N/A
(2)
How are consulting/assistance provided to improve clients’ ability to start/sustain a
business or to bid for and perform successfully on government contracts?
•
What other methods and resources are used to teach clients to start/sustain a
business or bid for and perform successfully on government contracts?
1
2
3
4
5
N/A
(3)
How does the technology center ensure sufficient time and financial support for client
visitation?
1 2 3 4 5
N/A
Additional Comments
3.5
Support Services Results (The goal of this item is to evaluate the quality and value of
support services that enable students, business and industry, and other
customers/stakeholders achieve success.)
What are the technology center’s performance results?
Avg Score
Questions
a. Student Support
(1)
What are the technology center’s response to students’/clients’ needs?
1
2
3
4
5
N/A
(2)
What are the technology center’s response to appropriate services administered
to students/clients?
1
2 3 4 5
N/A
35
(3)
What student/client participation and academic attainment is measured and
reported to appropriate parties?
1
2 3 4 5
N/A
(4)
What is the technology center’s effectiveness of placement activities?
1
2
3
4
5
N/A
b. Communications and Marketing
(1)
What are the student, business and industry, and other customer/stakeholder
satisfaction and dissatisfaction results?
1
2 3 4 5
N/A
(2)
What are marketplace performance results?
1
2
3
4
5
N/A
c. Customer/Stakeholder Engagement
(1)
What are the student, business and industry, and other customer/stakeholder
engagement results?
1
2 3 4 5
N/A
d. Finance
(1)
What are the technology center’s financial performance results?
1
2
3
4
5
N/A
e. Consulting and Assistance
(1)
What are the performance results for provision of consulting and assistance to
clients?
1
2 3 4 5
N/A
Met/Not Met Statements
The institution reports levels of performance.
Met
Not Met (area of deficiency, corrective action plan required)
The institution reports trends of performance.
Met
Not Met (area of deficiency, corrective action plan required)
Additional Comments
36
4 – Measurement & Analysis
4.1
Measurement, Analysis, and Improvement of Organizational Performance (The goal of
performance measurement, analysis, review, and improvement is to guide process
management toward the achievement of key organizational results and strategic objectives,
anticipate and respond to rapid or unexpected educational institution or external changes,
and identify best practices to share.)
How does the technology center measure, analyze, and then improve organizational
performance?
Avg Score
Questions
a. Performance Measurement
(1)
How is data and information used to track daily operations and overall technology
center performance?
1 2 3 4 5
N/A
(2)
How are customer and stakeholder feedback and market data information used?
1
2
3
4
5
N/A
(3)
How does the technology center ensure the performance measurement system(s) can
respond to rapid or unexpected educational institution or external changes?
1 2 3 4 5
N/A
b. Performance Analysis and Review
(1)
How are the technology center’s performance and capabilities reviewed?
1
2
3
4
5
N/A
c. Performance Improvement
(1)
How are best practices shared in the technology center?
1
2
3
4
5
N/A
(2)
How is the technology center’s future performance projected?
1
2
3
4
5
N/A
(3)
How are findings from performance reviews used to develop priorities for continuous
improvement and opportunities for innovation?
1 2 3 4 5
N/A
Met/Not Met Statements
The institution measures and analyzes organizational performance.
Met
Not Met (area of deficiency, corrective action plan required)
The institution has a process for continuous improvement.
Met
Not Met (area of deficiency, corrective action plan required)
Additional Comments
4.2
Knowledge Management, Information, and Information Technology (The goal of this
item is to identify strategies used by the technology center to improve organizational efficiency
and effectiveness and stimulate innovation.)
How does the technology center manage institutional knowledge assets, information, and
information technology infrastructure?
Avg Score
37
Questions
a. Organizational Knowledge
(1)
How is organizational knowledge managed?
1
2
3
4
5
N/A
(2)
How are knowledge and resources used to embed learning in the way the educational
institution operates?
1 2 3 4 5
N/A
(3)
How are individualized personnel and professional development plans reviewed and
monitored for effectiveness?
1 2 3 4 5
N/A
b. Data, Information, and Information Technology
(1)
How does the institution verify and ensure the quality of organizational data and
information?
1 2 3 4 5
N/A
(2)
How does the institution ensure the security of sensitive or privileged data and
information?
1 2 3 4 5
N/A
(3)
How does
the
institution
ensure
the
availability
of
organizational
data
and
information?
1 2 3 4 5
N/A
(4)
How does the institution ensure that hardware and software are reliable, secure, and
user-friendly?
1 2 3 4 5
N/A
(5)
In the event of an emergency, how does the institution ensure that hardware and
software systems and data and information continue to be secure and available to
effectively serve students, business and industry, other customers/stakeholders, and
organizational needs?
1
2
3
4
5
N/A
c. Data Management
(1)
How is the information management system used to monitor and document
student/client progress?
•
What type of information management system is used?
•
What information is collected, measured, monitored, reported, and stored in
this system?
•
How is it collected?
1
2
3
4
5
N/A
(2)
How are client files, reports, and onsite visits recorded and monitored annually?
1
2
3
4
5
N/A
(3)
How are applicable department/program-specific records, plans of study, program
plans, and/or work-based agreements recorded and maintained?
1 2 3 4 5
N/A
(4)
How is inventory managed?
1
2
3
4
5
N/A
Met/Not Met Statements
The institution keeps applicable student/employee information confidential and secure.
Met
Not Met (area of deficiency, corrective action plan required)
The institution maintains required data accurately and reports to appropriate entities in a timely manner.
Met
Not Met (area of deficiency, corrective action plan required)
Additional Comments
38
4.3
Measurement and Analysis Results (The goal of this item is to evaluate the management of
data.)
What are the technology center’s performance results?
Avg Score
Questions
a. Organizational Performance
(1)
What are the results for performance measurement, analysis, and/or improvement?
1
2
3
4
5
N/A
(2)
What are the results for organizational knowledge?
1
2
3
4
5
N/A
(3)
What are the results for data, information, and/or information technology?
1
2
3
4
5
N/A
(4)
What are the results for data management?
1
2
3
4
5
N/A
Met/Not Met Statements
The institution reports levels of performance.
Met
Not Met (area of deficiency, corrective action plan required)
The institution reports trends of performance.
Met
Not Met (area of deficiency, corrective action plan required)
Additional Comments
39
5 – Personnel
5.1
Environment (The goal of this item is to identify strategies and/or processes that the
technology center uses to build an effective environment for accomplishing work and
supporting personnel.)
How does the technology center build an effective and supportive environment?
Avg Score
Questions
a. Capability and Capacity
(1)
How are personnel capability and capacity needs assessed? How does the technology
center ensure that staff are meeting their requirements?
1 2 3 4 5
N/A
(2)
How does the technology center recruit, hire, place, and retain new personnel?
1
2
3
4
5
N/A
(3)
How does the technology center organize and manage its personnel?
1
2
3
4
5
N/A
(4)
How does the technology center prepare personnel for changing capability and
capacity needs?
1 2 3 4 5
N/A
b. Workplace Environment
(1)
How does the institution ensure workplace health, security, and accessibility for
technology center personnel?
1 2 3 4 5
N/A
(2)
How does the technology center support personnel in regards to services, benefits,
and policies?
1 2 3 4 5
N/A
c. Collaboration
(1)
How does personnel inform and collaborate with each other?
1
2
3
4
5
N/A
(2)
How does the technology center coordinate services and activities with partners
through regularly planned informational meetings and correspondence?
1 2 3 4 5
N/A
Met/Not Met Statements
The institution maintains adequate, qualified personnel to carry out its purpose.
Met
Not Met (area of deficiency, corrective action plan required)
The institution maintains a healthy, safe environment for all employees.
Met
Not Met (area of deficiency, corrective action plan required)
Additional Comments
40
5.2
Engagement (The goal of this item is identify systems used by the technology center to:
foster high performance, address core competencies, accomplish action plans, and ensure
technology center success now and in the future.)
How does the technology center engage personnel to achieve a high performance work
environment?
Avg Score
Questions
a. Engagement and Performance
(1)
How does the technology center foster an organizational culture that is characterized
by open communication, high performance, and engaged personnel?
1 2 3 4 5
N/A
(2)
How are key drivers of personnel engagement determined?
1
2
3
4
5
N/A
(3)
How is personnel engagement assessed?
1
2
3
4
5
N/A
(4)
What is the technology center’s personnel performance evaluation system?
1
2
3
4
5
N/A
(5)
How does the personnel performance evaluation system support high performance
and engagement?
1 2 3 4 5
N/A
b. Personnel and Leader Development
(1)
How does the professional development system support the technology center’s
needs and the personal development of its personnel and leaders?
1 2 3 4 5
N/A
(2)
How is the effectiveness and efficiency of the professional development system
evaluated?
1 2 3 4 5
N/A
(3)
How is career progression and succession planning managed for the technology
center?
1 2 3 4 5
N/A
Met/Not Met Statements
The institution fosters an organizational culture that is characterized by open communication and engaged
personnel.
Met
Not Met (area of deficiency, corrective action plan required)
The institution ensures that employees are evaluated on performance.
Met
Not Met (area of deficiency, corrective action plan required)
The institution complies with state/federally required professional development.
Met
Not Met (area of deficiency, corrective action plan required)
The institution supports development and professional growth for their employees.
Met
Not Met (area of deficiency, corrective action plan required)
Additional Comments
41
5.3
Personnel Results (The goal of this item is to demonstrate how well the institution has been in
creating and maintaining a productive, caring, engaging, and learning environment for all
members of the technology center workforce.)
What are the technology center’s performance results?
Avg Score
Questions and Results
a. Personnel Results
(1)
What are the environment results?
1
2
3
4
5
N/A
(2)
What are the engagement results?
1
2
3
4
5
N/A
Met/Not Met Statements
The institution reports levels of performance.
Met
Not Met (area of deficiency, corrective action plan required)
The institution reports trends of performance.
Met
Not Met (area of deficiency, corrective action plan required)
Additional Comments
42
6 – Operations
6.1
Operational Effectiveness (The goal of this item is to identify strategies and processes used
by the technology center to create value for students, business and industry, and other
customers/stakeholders and to achieve current and future organizational success.)
How does the technology center design, manage, and improve key instruction and
training, support services, and work group operations?
Avg Score
Questions
a. Program, Service, and Process Design
(1)
How are instruction and training offerings determined?
1
2
3
4
5
N/A
(2)
How are offerings aligned to the technology center’s mission/vision?
1
2
3
4
5
N/A
(3)
How does the technology center ensure its programs/trainings are relevant to current
labor market needs?
1 2 3 4 5
N/A
(4)
How are key instruction and training, support services, and work group requirements
determined?
1 2 3 4 5
N/A
(5)
How are instruction and training, support services, and work groups designed to meet
their requirements?
1 2 3 4 5
N/A
b. Process Management
(1)
How do day-to-day operations ensure key instruction and training, support services,
and work group committee requirements are met?
1 2 3 4 5
N/A
(2)
How are key support work groups determined?
1
2
3
4
5
N/A
(3)
How do work groups improve student/client learning, enhance performance, enrich
core competencies, and increase effectiveness and efficiency?
1 2 3 4 5
N/A
c. Innovation Management
(1)
How does the technology center engage in innovation?
•
How is innovation identified?
1 2 3 4 5
N/A
Met/Not Met Statements
The institution has identified its key work and support processes and their requirements.
Met
Not Met (area of deficiency, corrective action plan required)
Additional Comments
6.2
Community Partnerships and Involvement (The goal of this item is to ensure that business
and industry and partner school input is included in the design and development of program
and service offerings.)
How does the technology center ensure community involvement?
Avg Score
Questions
a. Engagement
(1)
How does the technology center actively support and strengthen its partner school
communities?
1 2 3 4 5
N/A
43
(2)
How does the technology center engage in activities and/or partnerships in its key
communities to benefit the school?
1 2 3 4 5
N/A
(3)
How does the technology center ensure every program area utilizes advisory
committee input in program planning and continuous improvement?
1 2 3 4 5
N/A
(4)
How is technology center/instruction and training enriched by utilizing community
resources?
1 2 3 4 5
N/A
(5)
How does the technology center ensure advisory committees represent a broad
segment of business and industry in the program or communities served?
1 2 3 4 5
N/A
(6)
How do personnel maintain a working relationship with their applicable field and their
business and industry advisory committee?
1 2 3 4 5
N/A
Met/Not Met Statements
The institution ensures business and industry input through advisory committees.
Met
Not Met (area of deficiency, corrective action plan required)
Additional Comments
6.3
Facilities, Transportation, Equipment, Resources, and Materials (The goal of this item is
to ensure the technology center uses effective operations in order to have appropriate and
maintained facilities, transportation, equipment, resources and other needed materials.)
How does the technology center ensure appropriate facilities and equipment are
utilized?
Avg Score
Questions
a. Facilities
(1)
How does the technology center ensure the size of the facility is adequate to ensure
safe and quality education and training?
1 2 3 4 5
N/A
(2)
How does the instructional facility provide adequate heat, light, ventilation, dust
control, and noise control to provide a safe environment conducive to learning?
1 2 3 4 5
N/A
(3)
How does the technology center ensure adequate office, program, and storage space
to meet industry quality and standard for which the instruction and training is
preparing students/clients to enter?
1
2
3
4
5
N/A
(4)
How are the facilities properly maintained and arranged in order to provide a safe and
conducive work and learning environment?
1 2 3 4 5
N/A
(5)
How are efforts made to provide barrier-free facilities that accommodate individuals
with disabilities?
1 2 3 4 5
N/A
(6)
How does the technology center ensure that students/clients in instruction and training
located away from the technology center campus (examples – offsite BIS training,
distance education students) have access to the same services?
1
2
3
4
5
N/A
b. Transportation
(1)
How does the technology center provide for transportation needs?
1
2
3
4
5
N/A
(2)
How are transportation vehicles properly maintained and serviced?
1
2
3
4
5
N/A
c. Equipment
44
(1)
How is appropriate equipment chosen and maintained in proper working condition?
1
2
3
4
5
N/A
(2)
How does the technology center ensure personnel and students/clients have access to
necessary equipment and materials to complete their daily work?
1 2 3 4 5
N/A
(3)
How does equipment meet or exceed all appropriate safety standards?
1
2
3
4
5
N/A
d. Resources & Materials
(1)
How are appropriate and up-to-date software, resources, and materials chosen and
maintained?
1 2 3 4 5
N/A
Met/Not Met Statements
The institution provides adequate facility size for all students/clients, programs, and services.
Met
Not Met (area of deficiency, corrective action plan required)
The institution acquires equipment, tools, and instructional resources to support all students/clients, programs,
and services.
Met
Not Met (area of deficiency, corrective action plan required)
Additional Comments
6.4
Safety, Security, and Emergency Preparedness (The goal of this item is to ensure the
technology center uses effective operations that create a
safe, secure workplace
environment and utilization of emergency preparedness tactical processes and
strategies.)
How does the technology center ensure effective management of technology center
operations?
Avg Score
Questions
a. Safety
(1)
How is a safe operating environment provided? (6.4 a(1) Only Scored by Civil
Rights/Safety Coordinator)
•
What appropriate safety features (fire extinguishers, electrical outlets,
eye wash stations, vehicle lifts, etc.) are available in the facility(ies)?
•
What
are appropriate measures that can be taken
to protect
students/clients and personnel if a safety issue arises in classroom and
laboratory settings?
1
2
3
4
5
N/A
(2)
How are safety deficiencies corrected?
1
2
3
4
5
N/A
(3)
How is program-specific safety planned, presented, demonstrated, and practiced
by personnel in classroom and laboratory activities?
1 2 3 4 5
N/A
45
(4)
How does the technology center ensure that all personnel and students/clients
demonstrate acceptable knowledge, attitudes, and behaviors related to health and
safety practices?
1
2
3
4
5
N/A
b. Security
(1)
How does the technology center district ensure a secure operating environment?
1
2
3
4
5
N/A
c. Emergency Preparedness
(1)
How does the technology center prepare for disasters or emergencies?
1
2
3
4
5
N/A
Met/Not Met Statements
The institution provides a safe environment.
Met
Not Met (area of deficiency, corrective action plan required)
The institution regularly monitors safety.
Met
Not Met (area of deficiency, corrective action plan required)
The institution complies will all federal/state mandates related to emergency preparedness.
Met
Not Met (area of deficiency, corrective action plan required)
Additional Comments
6.5
Compliance (The goal of this item is to capture meaningful information to demonstrate
the technology center is meeting its compliance requirements.)
ONLY scored by Financial Aid and Civil Rights Examiners.
How does the technology center obtain information related to educational equity,
nondiscrimination, and adherence to policies and procedures?
Avg Score
Questions
a. Educational Equity / Nondiscrimination – Civil Rights Examiners 6.5a(1-5)
(1)
How has the district satisfied the minimum requirements for notification of its
nondiscrimination policy, designation of a coordinator of compliance activities,
and publication of grievance procedures?
1
2
3
4
5
N/A
(2)
How does the district ensure its facilities, instruction and training, and services
are accessible and useable to individuals with disabilities?
1 2 3 4 5
N/A
(3)
How has the district taken steps to ensure that it does not discriminate in its
personnel policies and practices?
1 2 3 4 5
N/A
46
(4)
How does the district know recruiting, counseling, admissions, and instruction
and training practices are effective in preventing discrimination?
1 2 3 4 5
N/A
(5)
What diversity awareness training does the technology center provide for
personnel and students/clients as well as sufficient additional support to meet the
needs of special populations, minorities/ethnic groups, and non-traditional
students/clients to encourage participation and completion in instruction/training
and services?
1
2
3
4
5
N/A
b. Policies and Procedures – Financial Aid Examiners 6.5b(1-12)
(1)
How does the technology center annually review and update policies and
procedures based upon laws and regulations?
1 2 3 4 5
N/A
(2)
How do the financial aid personnel participate in developing policies and
procedures that may impact the administration of financial assistance programs
or the technology center’s eligibility to participate in these programs?
1
2
3
4
5
N/A
(3)
How does the technology center develop, disclose, and disseminate appropriate
consumer information for current/potential students who may participate in
federal student aid (FSA) programs?
1
2
3
4
5
N/A
(4)
How does the technology center satisfy the financial and administrative
capability requirements for institutions participating in FSA programs as
required in its program participation agreement (PPA)?
1
2
3
4
5
N/A
(5)
How does the technology center ensure that district policies and procedures
comply with the code of ethics (professional conduct) guidelines approved by
the state board and there are policies and procedures in place for reporting and
resolving alleged violations? ODCTE Rules 780:15-3-7-e
1
2
3
4
5
N/A
(6)
How does the technology center develop an appropriate policy for filing and
resolving personnel, customer, and stakeholder complaints related to the
operation of the school and the quality of its programs and complaints related to
alleged violations of laws established to protect the rights of specified groups of
individuals?
1
2
3
4
5
N/A
(7)
How does the technology center develop a fair and equitable institutional refund
policy in addition to adhering to FSA return requirements?
1 2 3 4 5
N/A
(8)
How does the technology center implement appropriate procedures to account
for campus-based funds (Federal Work Study, FSEOG) as well as any matching
contributions?
1
2
3
4
5
N/A
(9)
How does the technology center implement appropriate actions representing
diligent enforcement of a Default Management Plan?
1 2 3 4 5
N/A
(10)
How does the technology center accurately disclose entity names that accredit,
approve, or license the school and/or its instruction and training offerings?
•
How does the technology center allow customers and stakeholders to
review this information?
1
2
3
4
5
N/A
(11)
How does the technology center evaluate potential students who have neither a
high school diploma nor equivalency for admission?
1 2 3 4 5
N/A
(12)
How were students who were admitted as having the ability to benefit properly
documented for Title IV financial aid purposes?
1 2 3 4 5
N/A
Met/Not Met Statements – Scored by Civil Rights and Financial Aid
The institution has satisfied the minimum requirements of nondiscrimination.
Met
Not Met (area of deficiency, corrective action plan required)
The institution ensures educational equity in relation to all potential students/clients within its service area.
Met
Not Met (area of deficiency, corrective action plan required)
47
The institution’s facilities, instruction and training, and service offerings are accessible and useable to
individuals with disabilities.
Met
Not Met (area of deficiency, corrective action plan required)
The institution annually updates policies and procedures.
Met
Not Met (area of deficiency, corrective action plan required)
The institution adheres to federal student aid (FSA) requirements.
Met
Not Met (area of deficiency, corrective action plan required)
The institution defines clock hours, equivalencies, or have a policy in place establishing minimum attendance for
postsecondary students in accredited programs.
Met
Not Met (area of deficiency, corrective action plan required)
Additional Comments
48
6.6
Operations Results (The goal of this item is to demonstrate technology center effectiveness
and efficiency.)
What are the technology center’s performance results?
Avg Score
Questions
a. Operations Results
(1)
What are the results for operational effectiveness?
1
2
3
4
5
N/A
(2)
What are the results for community partnerships and involvement?
1
2
3
4
5
N/A
(3)
What are the results for facilities, transportation, equipment, resources, and materials?
1
2
3
4
5
N/A
(4)
What are the results for safety and emergency preparedness?
1
2
3
4
5
N/A
(5)
What are the results for adherence to policies and procedures?
1
2
3
4
5
N/A
Met/Not Met Statements
The institution reports levels of performance.
Met
Not Met (area of deficiency, corrective action plan required)
The institution reports trends of performance.
Met
Not Met (area of deficiency, corrective action plan required)
Additional Comments
49
7 – System Impact
7.1
Oklahoma CareerTech Statewide Benchmarks (The goal of this item is to demonstrate performance
results in alignment with the Oklahoma CareerTech’s performance measures.)
What are the technology center’s overall performance results? (Please use charts, graphs and other
forms of data illustration. This standard will be used to show trend data. DO NOT refer to other
areas of the application in this standard. Use graphs in standard 7. Other areas of the application
can refer to the data in standard 7.)
Questions and Results
Address 75%
of the areas
within each
section
Address at
least 50% the
areas within
each section
Address less
than 50% the
areas within
each section
This is not a
service
offered by our
district
a. Business/Educational Partnerships
Please provide performance results for the following:
K-12 Partnerships
Exceeds
Meets
Develops
N/A
Higher Education Partnerships
N/A
Advisory Committees
N/A
Executive Officer Network
N/A
Business Penetration
N/A
Business and Industry Satisfaction Rate
N/A
Consulting Services
N/A
Incubator Services
N/A
Other* (please explain):
N/A
b. Career Awareness
Please provide performance results for the following:
OK CareerGuide Statistics
Exceeds
Meets
Develops
N/A
Individual Career Plans / Individual
Career
and
Academic
Plan
(ICAP)
/
Perkins Programs of Study
N/A
Elementary Level Career Development
Activities
N/A
Secondary (MS, JH, and/or HS) Career
Development Activities
N/A
Adult Career Development Activities
N/A
Exploratory programs (summer
academies and camps, potential student
tours, etc.)
N/A
Other*
(please explain)
:
N/A
c. Educational Attainment
Please provide performance results for the following:
Competencies / Knowledge and Skills
Exceeds
Meets
Develops
N/A
Capacity
N/A
Retention/Completion
N/A
Academic Credit
N/A
Career & Technical Student
Organizations
N/A
WorkKeys
N/A
Prior Learning Assessments
N/A
Credentials/Certifications
N/A
Placement
N/A
Company Training by Geographic Area
N/A
Other* (please explain):
N/A
50
Overall Rating Summary
QUALITY
STANDARD
ITEM
AVG
SCORE
# MET
# NOT
MET
STANDARD
MET or
NOT MET
Leadership and
Administration
1.1 Senior Leadership and
Administration
1.2 Governance and Societal
Responsibilities
1.3 Strategy Development and
Implementation
1.4 Leadership Results
Instruction and
Training
2.1 Instruction and Training
2.2 Student Learning Results
Support Services
3.1 Student Support
3.2 Communication, Marketing, and
Engagement
3.3 Finance
3.4 Consulting and Assistance
3.5 Support Services Results
Measurement and
Analysis
4.1 Measurement, Analysis, and
Improvement in Organizational
Performance
4.2 Knowledge Management,
Information, and Information
Technology
4.3 Measurement and Analysis Results
Personnel
5.1 Environment
5.2 Engagement
5.3 Personnel Results
Operations
6.1 Operational Effectiveness
6.2 Community Partnerships and
Involvement
6.3 Facilities, Transportation,
Equipment, Resources, and Materials
6.4 Safety, Security, and Emergency
Preparedness
6.5 Compliance
6.6 Operations Results
At least 75%
of the areas
addressed
At least 50%
of the areas
addressed
Less than 50%
of the areas
addressed
STANDARD
MET or NOT
MET
System
Impact
7.1 Oklahoma CareerTech
Statewide Benchmarks
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Exhibit 1
Accreditation Examiner Application
Name: Last served as an Examiner, if applicable (year):
Education Business & Industry Health Care
Non-Profit/Government
Other
School/Work Phone Cell Phone
School/Work E-mail Alternate E-mail
Job Title/Duties (please also include past job titles/duties that would help us know your strengths):
Please give detailed information in the following categories. Thank you!
Education:
Experience with career and technical (vocational) education:
Experience with quality/continuous improvement, assessment, evaluation, and/or observation of organizations:
Other experiences pertinent to the role of an accreditation examiner:
Please complete online or return via mail, e-mail, or fax to:
Oklahoma Department of Career and Technology Education
Attention: Accreditation Division
1500 West Seventh Avenue, Stillwater, OK 70-4074-4398
jessica.ventris@careertech.ok.gov
405.743.5575 Ph 405.743.6809 Fax
DUE: May 1.
Staff Use Only: Supervisor Approval Y/N Selection Committee Approval Y/N/Alt
Assignment
Approximately 10-35 examiners will be selected per technology center accreditation team each year. Selected
examiners will be notified of acceptance on or before July 1. Those selected will participate in online training
modules, attend new examiner training and/or onsite visit prep day.
52
Exhibit 2
ACCREDITATION EXAMINER AGREEMENT
(required for field and state staff)
Accreditation Examiner Team for Technology Center District
Requirements
In agreeing to serve as an accreditation examiner team member, I will adhere, to the best of my
ability, the following:
• I will participate in an examiner orientation, online, and face-to-face examiner training.
• I will evaluate the technology center district accreditation application.
• I will evaluate the technology center district during a full onsite visit, and will not have
any outside activities/events planned during the days/evenings of this specified time.
• I will assist in developing a feedback report, through team consensus, including
completing and submitting a technology center self-assessment following the conclusion
of the onsite visit.
Conflict of Interest
In agreeing to serve as an accreditation examiner team member, I certify that the following
statements are true:
• I am not a recent appointee or employee of Technology Center
District, nor do I have close relatives who are appointees or employees of this educational
institution (not applicable to state staff).
• I have not formed or expressed an opinion bearing on the accreditability of
Technology Center District.
• I am not employed by an institution or entity that is a direct competitor of
Technology Center District.
• I am not a graduate of Technology Center District (not
applicable to state staff).
• I have no vested interest or conflict of interest, either current or planned, in any
component of Technology Center District.
Confidentiality
In agreeing to serve as an accreditation examiner team member, I understand the following:
• I may be reviewing confidential and privileged information intended for the sole purpose
of accreditation.
• Any unauthorized review, use, disclosure, or distribution is prohibited.
Please print your name here:
Please sign your name here:
Today’s date:
53
Exhibit 3
Onsite Visit
Typical Onsite Visit Schedule
2-6 days in length – 8AM – 6:30PM
Opening Meeting (30-45 minutes)
- Introductions and overview of the onsite visit schedule
- The technology center gives an overview presentation to the examiner team
Program Observations/Interviews
- Observing instruction, classroom management, etc.; talking 1-on-1 with instructors
and/or students about the program, the TC, their experience, etc.; this is just conversation,
this is not scripted.
Individual Interview Walk-Arounds
- Going into an office/office area and talking with staff about their job, the TC, their
experience, etc.; asking them to show how something works related to what they do (i.e.
dashboards, software programs used, etc.); this is just conversation, this is not scripted.
Specific Interviews
- Scripted questions asked to all TC’s going through accreditation; ask follow-up questions
if clarification; ask additional questions if time remains
- Requested interviews (may be multiple interviews within each category listed)
o Administration
Leadership team, directors/coordinators
o Student Services Staff
Instructional leaders, counselors, instructional support (academic center,
assessment, etc.) representatives
o Instructional Staff
Full-time, part-time, academic, dropout recovery, adult basic education,
TANF, substitute/teacher aide representatives
o BIS/ACD/Short-term Staff
Coordinators (adult, ABM, ACD, BES, BIS, industrial, leadership/
management, OkPTAC, safety, SBM, etc.), support staff representatives
o Support Staff
Operations, business office/finance, financial aid, registrar, bursar,
communications/marketing, administrative assistance, food service,
shipping/receiving/inventory, grounds/maintenance/mechanical/custodial,
bus driver representatives
o Business & Industry
54
Companies, clients (if applicable, a minimum of 1 ABM, 1 OBAN, etc.),
economic development representatives
o Stakeholders
Board members, parents, community members (taxpayers),
partner/sending school representatives (administration and counseling),
advisory committee member representatives
o Students (AM and PM students)
High school students representing multiple program areas
Adult students representing multiple program areas
Safety Walk-Around
- A time solely focused on looking at safety-related issues through the facility; no specific
check-list, just be observant and note strengths and opportunities for improvement; ask
the guide questions along the way
Review of additional documentation/spot checking as needed. Could include:
o Current TCTW goals/data
o Innovation examples
o Work-based learning experience examples/documentation
o Individualized career plans/career and academic plans (ICAP); Perkins programs
of study examples
o Communication samples
o Software programs utilized for budgeting, information management,
student/personnel data, etc.
o Personnel certification/licensure; performance evaluation examples
o Professional development examples/documentation
o Partner/sending school engagement examples
o Advisory committee membership lists/minutes examples
o Financial aid files
o Survey documentation
Team Meetings
- examiners only, share information and make any modifications to the schedule if needed
Exit Interview (approximately an hour – last day of the onsite visit)
- discuss the examiner team assessment and the next steps of the process
55
Exhibit 4
Technology Center Accreditation Self-Assessment Application
Content and Format Guidelines
Self-assessment applications are submitted to the accreditation division in PDF format.
Content
In the application, include information on all of your institution’s campuses and additional sites (i.e. –
embedded high school programs, off-campus BIS training facilities owned/managed by the district,
etc.). Do not add links to website. Examiners will only read and discuss the application prior to the
onsite visit. The application needs to contain the items listed in the order given below:
1. Title Page. Give the name of your institution. You may also include the address and logo,
illustrations, the date, and/or a statement indicating this is a self-assessment application for
ODCTE accreditation. Do not include additional information, text, or links to websites.
Divider Pages. Divider pages may be used to separate the sections listed below. On each, include only
the section title. Please do not include page numbers, additional text, or illustrations.
• Table of Contents*
• Glossary of Terms and Abbreviations*
• Self-Assessment Verification*
• Organizational Chart(s)*
• Listing of Instruction, Training, and Service Offerings*
• Technology Center Overview
• Responses Addressing All Quality Standards
If you wish, you may also use divider pages to separate response to the seven quality standards.
* These items do not count against page number limits.
2. Table of Contents. Indicate the page number for the following:
• Glossary of Terms and Abbreviations
• Self-Assessment Verification
• Organizational Chart(s)
• Listing of Instruction, Training, and Service Offerings
• Technology Center Overview
• Leadership and Administration
• Instruction and Training
• Support Services
• Measurement and Analysis
• Personnel
• Operations
• System Impact
You do not need to indicate the page numbers for tables and figures.
56
3. Glossary of Terms and Abbreviations. In the glossary, include only terms and abbreviations
used in the application, with very brief definitions. Do not include descriptions or processes,
tools, methods, or techniques in the glossary.
An acceptable example of a glossary entry is:
SPP: strategic planning process
The following example is not acceptable because it includes a description:
SPP: strategic planning process, which has nine steps – a review of key documents, such as the
research contract with SDE; a two-day retreat; a review of funding and mandates; a review of
current organizational performance; a review of an environmental scan; appreciative inquiry;
brainstorming; allocation of resources; and creation of action plans.
4. Technology Center Self-Assessment Verification District ensures a representative portion of
the institution's administrative staff, teaching faculty, students, governing body, and other
appropriate constituencies to participate in the process.
5. Organizational Chart(s). Please specify with names, not just titles. If you already have this
done without it, add a second page with names matched up with titles. This is for examiner
conflict of interest – examiners cannot be related to anyone who works in the organization,
etc., and will use this to check.
6. Listing of Instruction, Training, and Service Offerings. This section is a chart that includes
all of the instruction and training offerings (full-time programs, short-term or customized
training, adult and career development courses, etc.) and service offerings (guidance and
counseling, marketing and communications, business operations, consulting services, etc.)
during the immediate past fiscal year. (See Technology Center Overview Question a(1) on page
20.)
7. Technology Center Overview. This section outlines your educational institution and states
key factors that influence its operations and future direction. Examiners use this vital part of
the application throughout their review.
8. Responses Addressing All Quality Standards. In this section, respond to all questions and
met/not met statements in each of the item categories within the Accreditation Guidelines.
• Label the questions to address as in the Accreditation Guidelines (i.e. 2.1a). You may
group responses for multiple areas (i.e. 2.1a, b). If a question does not pertain to your
technology center, explain why in one or two sentences.
• Discussion or results and results themselves should be close together in the application.
Trends that show a significant beneficial or adverse change should be explained. Use figure
numbers that correspond to items. For example, the third figure in the personnel results
item category would be Figure 5.3-3.
57
Format
Page Limits
The limits given below include all illustrations, figures, tables, and appendixes. Divider pages, table of
contents, glossary of terms and abbreviations, organizational chart(s), and the listing of instruction,
training, and service offerings do not count toward the limits. However, if these pages contain
additional material, such as process descriptions, quotations, figures, tables, or illustrations, they will
count toward the total page allotment.
Section
Page Limit
Technology Center Overview
5
Responses Addressing All Quality Standards
75
Page and Text Format
Element
Requirement
Page Type
Standard, 8 ½ x 11 inch, white
Paper Orientation
Text Pages
Portrait
Pages with graphs, figures, and data tables
Portrait or Landscape
Margins
Left
¾ inch minimum
Right
½ inch minimum
Text Columns
2
¼ inch between columns minimum
Numbering
Other Pages Included
Roman Numerals or None
Technology Center Overview
1-5
Responses Addressing All Quality Standards
6-80
Font and Type Size
Please do not use narrow, compressed, or condensed fonts or use spacing between lines.
Running Text
Times New Roman or Ariel, 10 point minimum
Tables (primarily text)
Times New Roman or Arial, 8 point minimum
Other Graphics (charts, graphs, data tables, and
other figures including titles and captions
Any Font, 8 point minimum
Graphics
• See requirements above.
• Clearly label each figure using descriptive text. For example, the third figure in the personnel
results item category would be “Figure 5.3-3 Workplace Health and Accessibility.”
• Clearly label all axes and units of measure.
• All results data shall include citations.
58
Exhibit 5
Technology Center Accreditation
Self-Assessment Verification
Please place on school letterhead
We, Technology Center District, have met the requirements of
attending accreditation training and having a representative portion of the following groups have been
a part of the institution's self-assessment process, including but not limited to accreditation training,
self-assessment development and feedback, and the onsite visit.
Accreditation Training received
Governing Body
Administrative Staff
Teaching Faculty (full-time, BIS, ACD, short-term)
Support Services Staff
Students
Business and Industry
Other Customers/Stakeholders
Signature
Technology Center District Superintendent
59
Exhibit 6
Technology Center Report/Compliance Checklist
Due July 15th
School: _______________________________________ Date of Visit: __________________
Please enter the exact URL as a hyperlink for items available on the district’s website.
When possible, hyperlink to the exact page for the information requested, if you cannot
link to the exact page, hyperlink to the document and list the exact page number(s)
following the link.
If no URL, please upload in the Documentation Upload Folder under Onsite Visit in your
technology center’s accreditation course on ctYOU.org
Legend to Code Location/Availability (where to find):
BPP = Board Policies & Procedures, page ___
CI HB = Consumer Information Handbook, page ___
FA PP = Financial Aid Policies & Procedures Handbook, page ___
SHB = Student Handbook, page ___
O = Other Publication (describe) ________________________, page ___
General Information about the School
State Requirements: Oklahoma Administrative Code (refer to Exhibit 7)
☐ 1. District policies and procedures: ______________________________________________
☐ Copy of current policy on Code of Ethics with Board approval date:
________________________________________________________________________
☐ Record of alleged violations since previous accreditation site visit:
________________________________________________________________________
☐ 2. Current strategic plan: ______________________________________________________
☐ 3. Current and immediate past award year student handbook: __________________________
☐ 4. Current and immediate past award year course catalog and brochures: _________________
☐ 5. Communications/marketing plan: ______________________________________________
☐ 6. Immediate past fiscal year audit: ______________________________________________
☐ 7. Emergency operation manual (crisis management plan): ____________________________
☐ 8. Current Oklahoma State Department of Education accreditation letter: ________________
______________________________________________________________________________
60
Consumer Information Checklist
Federal Requirements: Consumer Information | Knowledge Center, see Consumer Information
Disclosures At-A-Glance
☐ 9. Current Consumer Information: _______________________________________________
_____________________________________________________________________________
☐ 10. Annual Notice of Availability of Information: ___________________________________
______________________________________________________________________________
☐ 11. Whom to contact for general school issues: _____________________________________
______________________________________________________________________________
☐ 12. Whom to contact for information on student financial assistance: ____________________
______________________________________________________________________________
☐ 13. Need-based and non-need-based state, local/school and other aid available:
______________________________________________________________________________
☐ 14. How students apply for aid: _________________________________________________
______________________________________________________________________________
☐ 15. Written definition of “defined academic year” for financial aid purposes: _____________
______________________________________________________________________________
☐ 16. How eligibility is determined: _______________________________________________
______________________________________________________________________________
☐ 17. How the school distributes aid among students: __________________________________
______________________________________________________________________________
☐ 18. The rights and responsibilities of students receiving aid: ___________________________
______________________________________________________________________________
☐ 19. How and when financial aid will be disbursed: __________________________________
______________________________________________________________________________
☐ 20. The terms and conditions of any employment (Federal Work Study) that is part of the
financial aid package: ___________________________________________________________
☐ 21. Satisfactory Academic Progress (SAP) policy –
o A qualitative component consisting of grades or comparable factors that are measurable against a
norm: _________________________________________________________________________
o A quantitative component that consists of a Maximum Time in which a student must complete his
or her educational program, subdivided into increments: _________________________________
______________________________________________________________________________
o How maximum time is measured if a student changes local programs/career majors:
______________________________________________________________________________
o The procedures for appealing a SAP determination: ____________________________________
______________________________________________________________________________
o The procedures for re-establishing satisfactory progress: ________________________________
______________________________________________________________________________
61
☐ 22. The special facilities and services available to students with disabilities: ______________
______________________________________________________________________________
☐ 24. Costs of Attending (COA) the school (tuition/fees, books/supplies, other costs):
______________________________________________________________________________
☐ 25. A statement of the requirements for the return of FSA funds when a student withdraws
from school: ___________________________________________________________________
☐ 26. Information about any refund policy with which the school must comply: _____________
______________________________________________________________________________
☐ 27. The requirements for officially withdrawing from school: __________________________
______________________________________________________________________________
☐ 28. The degree programs, certification/credential training and other education offered, and any
plans the school has for improving the academic programs: ______________________________
______________________________________________________________________________
☐ 29. The availability of an Adult Basic Education (ABE) program, if the school admits students
who do not have a high school diploma or equivalent: __________________________________
______________________________________________________________________________
☐ 30. The instructional, laboratory, and other physical plant facilities associated with the
academic programs: _____________________________________________________________
☐ 31. A list of the faculty and other instructional personnel: _____________________________
______________________________________________________________________________
☐ 32. The names of associations, agencies, and/or governmental bodies that accredit, approve, or
license the school and its programs and copies of approvals: ___________________________
______________________________________________________________________________
☐ 33. The procedures by which a student may receive a copy for review of the school’s
accreditation, licensure, or approval: ________________________________________________
______________________________________________________________________________
☐ 34. School policies on transfer of credit, including the criteria it uses regarding the transfer of
credit earned at another school, and a list of any schools with which it has established an
articulation agreement: ___________________________________________________________
☐ 35. The school has procedures to ensure that it does not misrepresent the nature of its
educational programs, financial charges, employability of graduates, etc. (Misrepresentation):
______________________________________________________________________________
☐ 36. percentages of enrolled, full-time students at the institution who are 1) male, 2) female,
3) receive a Federal Pell Grant, and 4) are a self-identified member of a racial or ethnic group:
_____________________________________________________________________________
☐ 37. Information on placement of and types of employment obtained by graduates of the
school’s certificate programs: _____________________________________________________
______________________________________________________________________________
62
☐ 38. Placement rates calculated by the institution must identify source of information
provided, including associated timeframes and methodology: ____________________________
______________________________________________________________________________
☐ 39. Retention rates of certificate-seeking first-time full-time students: ___________________
______________________________________________________________________________
☐ 40. Published code of conduct (if school participates in FSA loan program): ______________
______________________________________________________________________________
o Includes ban on revenue-sharing arrangements with any lender ___________________________
______________________________________________________________________________
o Ban on steering borrowers to particular lenders or delaying loan certifications _______________
______________________________________________________________________________
o Ban on offers of funds for private loans to students in exchange for providing concessions or
promises to the lender for a specific number of FSA loans, specified loan volume, or a preferred
lender arrangement ______________________________________________________________
o Code must also prohibit FA staff from accepting compensation for any type of consulting
arrangement (see FSA handbook) or service on an advisory board, commission, or group
established by lenders or guarantors, except for reimbursement for reasonable expenses.
________________________________________________________________________
☐ 41. Terms and conditions under which students receive federal education loans (if school
participates in FSA loan program): ________________________________________________
______________________________________________________________________________
☐ 42. The terms and conditions under which students receiving federal education loans may
obtain deferments (if school participates in FSA loan program): __________________________
_____________________________________________________________________________
☐ 45. Vaccination Policy: ________________________________________________________
☐ 43. Voter Registration: ________________________________________________________
☐ 44. Constitution Day: _________________________________________________________
Graduation & Completion Rates on IPEDS (Student Right-to-Know)
☐ 46. Does school disseminate the information on completion or graduation rates to enrolled and
prospective students when requested through appropriate publications, mailings, or electronic
media? (For example, school catalogs or admission literature). This would be in addition to the
display of the school’s graduation rates on the IPEDS College Navigator site:
______________________________________________________________________________
☐ 47. Net Price Calculator (where posted): __________________________________________
☐ 48. The College Financing Plan (Did your school adopt this?): ________________________
If so, where found: ______________________________________________________________
63
Policies and sanctions of your school related to Copyright Infringement
(GEN-10-08) Subject: Institutional requirements for combating the unauthorized distribution of
copyrighted material by users of the institution's network | Knowledge Center
☐ 49. School’s policy on copyright infringement policy: _______________________________
______________________________________________________________________________
☐ 50. School sanctions in accordance with USDE guidance: ____________________________
______________________________________________________________________________
☐ 51. Liabilities students may face for unauthorized distribution of copyrighted material: _____
______________________________________________________________________________
Textbook information
see Textbooks - Consumer Information Disclosures At-A-Glance
☐ 52. When books are NOT included as a required institutional charge, a school must include,
on its published course schedule, the International Standard Book Number (ISBN) with retail
price for required and recommended textbooks and supplemental material. If not institutional
charge, where posted? ___________________________________________________________
☐ 53. If the ISBN is not available, the author, title, publisher, and copyright date, or, if such
disclosure is not practicable, the designation “To Be Determined”: ________________________
______________________________________________________________________________
Drug & Alcohol Abuse Prevention Program Description
☐ 54. Standards of conduct that clearly prohibit the unlawful possession, use, or distribution of
drugs and alcohol: ______________________________________________________________
☐ 55. Description of health risks associated with the use of illicit drugs and alcohol: _________
______________________________________________________________________________
☐ 56. Description of sanctions under state, local, and Federal law: ________________________
______________________________________________________________________________
☐ 57. Clear Statement that institution will impose sanctions on students and employees for
violations of the standards: _______________________________________________________
☐ 58. Description of available drug or alcohol counseling, treatment, or rehabilitation programs:
______________________________________________________________________________
☐ 59. Biennial review of drug and alcohol program to determine its effectiveness (as required by
school PPA):_________________________________________________________________
64
Campus Security – Annual Security Report (ASR) (Clery Act) including VAWA Act of 2013
Campus Security (ed.gov) ; CleryAppendixFinal.pdf (ed.gov)
☐ 60. School’s Annual Security Report: ____________________________________________
☐ 61. Contains Polices regarding the following:
☐ Alcoholic beverages and underage drinking laws: ___________________________________
☐ Illegal Drugs and applicable federal and state drug laws: _____________________________
☐ Program on substance abuse: ___________________________________________________
☐ Policies, procedures and training programs aimed at sexual assault prevention and response:
______________________________________________________________________________
☐ 62. Emergency response and evacuation procedures to reach students/staff: ______________
______________________________________________________________________________
☐ 63. Requires expanded reporting for incidents of sexual assault, dating violence, domestic
violence, and stalking (including cyber stalking): ______________________________________
☐ 64. In addition to statistics, does the security report include a description of the school’s
policies concerning campus security? _______________________________________________
______________________________________________________________________________
☐ 65. Does it include a statement of the enforcement authority of campus security personnel and
their relationship with State and local police? _________________________________________
______________________________________________________________________________
☐ 66. Are agreements in place with those agencies’ policies such as a written memorandum of
understanding to investigate alleged crimes? _________________________________________
______________________________________________________________________________
☐ 67. Does the school post annual security report on the Internet or Intranet Web site, and if so
is an individual notice made to each student and current employee about the report’s availability:
______________________________________________________________________________
☐ 68. Brief description of the information contained in the report, the exact electronic address
(URL) of the internet or Intranet Web site were the report is posted, and a statement saying the
school will provide a paper copy upon request. ________________________________________
______________________________________________________________________________
Cybersecurity – Safeguards Rule (Gramm-Leach-Bliley Act of 2002) including Federal
Trade Commission Identity Theft Red Flags Rule issued November 9, 2007
Protecting Student Information | Knowledge Center,
(GEN-16-12) Subject: Protecting Student Information | Knowledge Center
☐ 69. Designated employee to coordinate program: ___________________________________
☐ 70. Documented data security program: ___________________________________________
☐ 71. Written identity theft prevention program: ______________________________________
65
FERPA Student Rights
☐ 72. Notice of student rights under FERPA (annual notification) for more information:
Model Notification of Rights under FERPA for Postsecondary Institutions (ed.gov)
o Inspect and review education records: ______________________________________
o Seek to amend education records: _________________________________________
o Consent to disclosure of personally identifiable information from his/her education
records, except as specified by law: ________________________________________
o File a complaint with the Department if institution doesn’t comply: ______________
☐ 73. Must specify procedures for exercising rights: ___________________________________
______________________________________________________________________________
☐ 74. Must specify criteria for determining who constitutes a school official and what constitutes
a legitimate educational interest: __________________________________________
Financial Aid Review
ODCTE has access to current Program Participation Agreement (PPA) and Eligibility and Certification Approval Report (ECAR)
☐ 75. Financial aid policies and procedures for the current year:
______________________________________________________________________________
☐ 76. Immediate past award year school and program calendars: _________________________
______________________________________________________________________________
☐ 77. School’s written academic year definition for financial aid purposes for the immediate past
award year: ________________________________________________________________
☐ 78. Immediate past award year Pell Processed Disbursements List: Year-to-Date (YTD)
(printed from ED Express): upon request to the ODCTE Financial Aid Specialist ONLY
☐ 79. Immediate past award year FSEOG processed disbursement list (if applicable): upon
request to the ODCTE Financial Aid Specialist ONLY
☐ 80. Immediate past award year FWS processed disbursement list (if applicable): upon request
to the ODCTE Financial Aid Specialist ONLY
☐ 81. Pell processed students selected for verification the immediate past award year (can also
be printed from ED Express): upon request to ODCTE Financial Aid Specialist ONLY
☐ 82. Listing of FSA students who completed or withdrew in the immediate past award year:
upon request to ODCTE Financial Aid Specialist ONLY
• Could mark students on YTD report as: C – complete or W – withdrew/dropped, those not
marked would be assumed to be still enrolled
☐ 83. Immediate past award year documents showing reconciliation of G5, COD, and ED
Express amounts: upon request to ODCTE Financial Aid Specialist ONLY
66
Civil Rights
A. Procedural Requirements
1. Compliance Coordinator [28 CFR 105.7; 34 CFR 104.7, 106.8, 110.25]
Each district must designate a person or persons to designate compliance activities under Section
504 of the Rehabilitation Act of 1973, Title II of the Americans with Disabilities Act of 1990, Title
VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, and the Age
Discrimination Act of 1975. The individual shall have the background and experience or shall have
received training and professional development to serve as compliance coordinator. The
compliance coordinator must be very familiar with the district’s grievance procedures and capable
of conducting or supervising the conduct of a discrimination or harassment complaint
investigation. Compliance activities also include training provided to students and employees to
encourage diversity and prevent discrimination on the basis of race, color, national origin, sex,
disability, and age.
☐ Who is your district’s compliance coordinator(s)?
______________________________________________________________________________
☐ Please list the coordinator’s training or experience in preparation for this role.
______________________________________________________________________________
☐ Describe training, orientation, or other occasions when students or employees were provided
information about the district’s nondiscrimination policy.
______________________________________________________________________________
2. Annual Notification of Nondiscrimination [Guidelines IV-O, 34 CFR 100 Appendix B]
Once each year, prior to the beginning of the school year, a district must publish a
notification advising students, parents, employees, and the general public that all programs,
services and activities will be offered without regard to race, color, national origin, sex,
disability, or age. The notification shall include:
• Name or title (Title IX and 504 Coordinators), email address, physical address and
telephone number of the person(s) designated to coordinate compliance activities.
• A brief summary of program offerings and admission criteria.
• Notification shall be published in a local newspaper, district publications, or other
means to reach the general public. If the district’s boundaries contain a national
origin minority community with limited English language skills the notification
shall be disseminated to that community in its language and must state that the lack
of English language skills will not be a barrier to admission and participation in
career and technical training opportunities.
o OCR guidance permits districts to forego publication of the annual
notification of nondiscrimination in local newspapers or by direct mail in
some instances. Publication of the annual notification may be satisfied by
posting the notification on the homepage of the district website only if a
substantial majority of persons residing in the district have access to the
internet. The district must provide evidence that internet accessibility is
67
widespread in its service area. The notification must meet all content
requirements and be published in the language of national origin
communities contained in the district.
o A district is considered to have a national origin community if radio,
television or print media are available in a community’s native language. A
national origin community exists if church services or other community
activities are offered in the native language of that community.
☐ How did your district publish the annual notification of nondiscrimination? Date?
______________________________________________________________________________
☐ Does the annual notification of nondiscrimination published by your district satisfy all of the
content requirements? (Provide copy or link)
______________________________________________________________________________
☐ If your district chose to publish the annual notification of nondiscrimination on its website, is
it on the homepage? What evidence did you use to determine that internet accessibility in your
district is sufficiently widespread? (Note: provide data)
______________________________________________________________________________
☐ Is a national origin minority community contained in your district? Is the notice published in
its native language? (Provide example or link)
______________________________________________________________________________
3. Continuing Notice of Nondiscrimination [28 CFR 35.106; 34 CFR 100.6, 104.8, 106.9,
110.21] In addition to the once-per-year notification of nondiscrimination above, a district
must take specific and continuing steps to notify applicants for enrollment and
employment, students, parents, employees, and patrons that it does not discriminate on the
basis of race, color, national origin, sex, disability, or age. A district is required to include
a statement of nondiscriminatory policy in any bulletins, announcements, publications,
catalogs, application forms, or other recruitment materials that are made available to
participants, students, applicants, or employees. The content requirements for the
continuing notice of nondiscrimination is different than that for the annual notification of
nondiscrimination. The continuing notice of nondiscrimination should contain two basic
elements:
• A statement of non-discrimination that specifies the basis for non-discrimination
(i.e. race, color, national origin, sex, disability, or age). The notice is not required
to list the pertinent regulations by title.
• Name or title (Title IX and 504 Coordinators), email address, physical address and
telephone number of the person(s) designated to coordinate compliance activities.
☐ Does the continuing notice of nondiscrimination satisfy the content requirements? (Provide
copy or links)
______________________________________________________________________________
68
☐ Is the continuing notice of nondiscrimination included in student and employee handbooks?
Applications? Promotional materials? Catalogs? Worksite learning agreements or contracts?
(Provide samples or links)
______________________________________________________________________________
4. Grievance Procedures [28 CFR 35.107; 34 CFR 104.7, 106.8, 110.25]
A district must adopt and publish procedures to resolve complaints alleging discrimination or
harassment on the basis of race, color, national origin, sex, disability, or age. The procedures shall
be accessible to students, parents, employees, and patrons and shall provide for the timely
resolution of complaints in a fair and equitable manner. In evaluating whether grievance
procedures are fair and equitable OCR has identified the following elements to consider. Do the
grievance procedures provide for —
• Notice to students, parents of elementary and secondary students, and employees
of the procedure, including where complaints may be filed;
• Application of the procedure to complaints alleging harassment carried out by
employees, other students, or third parties;
• Adequate, reliable, and impartial investigation of complaints, including the
opportunity to present witnesses and other evidence;
• Designated and reasonably prompt timeframes for the major stages of the complaint
process;
• Notice to the parties of the outcome of the complaint; and
• An assurance that the school will take steps to prevent recurrence of any harassment
and to correct its discriminatory effects on the complainant and others, if
appropriate.
☐ Do the district’s grievance procedures address the elements identified by OCR in evaluating
whether a procedure is fair and equitable?
______________________________________________________________________________
☐ Are the grievance procedures published on the district’s website? (Link)
______________________________________________________________________________
☐ Is the location easily located?
______________________________________________________________________________
☐ Are there grievance procedures published in the student and employee handbooks? (Provide
link if online)
______________________________________________________________________________
5. Title IX Grievance Procedures
A district must adopt the new Title Regulations set forth by the department of Education and the
Office of Civil Rights on May 6
th
, 2020. This policy needs to be in student and employee
handbooks and on the schools website. Schools must have a dedicated Title IX Coordinator; the
coordinator must have been trained on the new Title IX procedures and the training received must
be posted and visible for anyone who wants to see the training. The Title IX procedures must be
updated with the new definition of Sexual Harassment [34 C.F.R. 106.30(a)]. The school must
69
also have in place a Formal Complaint Form (may be the same as the grievance form), Title IX
Interview Form, Supportive Measures, Emergency Removal Form, Notice to be Interviewed Form,
Notice of Temporary Delay Form and Final Review Form. All of this information has to be
published on the school’s website as where all of these forms can be found in the student and
employee handbooks. The school must also provide Title IX training for all students and
employees. The training also has to be documented and have a way to prove that each student has
received the training.
• Training for Title IX Coordinators 34 C.F.R. 106.45(b)(1)(iii), 34 C.F.R.
106.45(b)(10)(i)(D)
• Grievance Procedures 34 C.F.R. 106.45(b)(1)(ii)
• Notice to Parties 34 C.F.R. 106.45(b)(1)(x) & 34 C.F.R. 106.45(b)(1)(v)
• Timeframes 34 C.F.R. 106.45(b)(1)(v)
• Evidence of Proof 34 C.F.R. 106.45(b)(1)(vii)
• Emergency Removal 34 C.F.R. 106.44(c)
• Informal Resolution 34 C.F.R. 106.45(b)(9)
• General Principals During Investigation 34 C.F.R. 106.45(b)(5)
• Law Enforcement Report 34 C.F.R. 106.45(b)(1)(v)
• Interviews, Meetings and Hearings 34 C.F.R. 106.45(b)(5)(v)
• Advisors 34 C.F.R. 106.45(b)(5)(iv)
• Opportunity to Inspect report by both parties 34 C.F.R. 106.45(b)(5)(vi)
• Investigative Report 34 C.F.R. 106.45(b)(5)(vii)
• Live Hearing 34 C.F.R. 106.45(b)(6)(i)
• Prior to Final Report 34 C.F.R. 106.45(b)(6)(ii)
• Written Report/Determination 34 C.F.R. 106.45(b)(7)
• Appeal 34 C.F.R. 106.45(b)(80
• Retaliation 34 C.F.R. 106.71
• Record Keeping 34 C.F.R. 106.45(b)(10)
☐ Do the district’s Title IX procedures address the elements identified by OCR in evaluating
whether a procedure is fair and equitable?
______________________________________________________________________________
☐ Has the training that the Title IX coordinator received been published on the districts website?
_____________________________________________________________________________
☐ Are the Title IX grievance procedures published on the district’s website? (Link)
______________________________________________________________________________
☐ Is the location easily located?
______________________________________________________________________________
☐ Are there grievance procedures published in the student and employee handbooks? (Provide
link if online)
______________________________________________________________________________
70
☐ Does the school provide and document training for all students and employees?
☐ Does the school have a way to prove that each student and employee has received Title IX
training?
______________________________________________________________________________
B. Admissions, Counseling, and Recruiting
1. Admissions Practices
A district may not adopt or maintain a system for admission of secondary students that limits
admission to a fixed number of students from each sending school included in its service area if
such a system disproportionately excludes students from the technology center on the basis of race,
color, national origin, sex, or disability [34 CFR 104.42(b)(1); 34 CFR 106.21(b)(ii); Guidelines
IV-F].
A district may not judge candidates for admission to programs, activities, or services on the basis
of criteria that have the effect of disproportionately excluding persons of a particular race, color,
national origin, sex, or disability. An introductory, preliminary, or exploratory course may not be
established as a prerequisite for admission to a program unless the course has been and is available
without regard to race, color, national origin, sex, and disability [28 CFR 35.130(b)(8); 34 CFR
100.3(b)(1)(v); 34 CFR 104.4(b)(4); 34 CFR 106.21(b)(i); Guidelines IV-K].
Policies or practices that have a discriminatory disparate impact on students on the basis of race,
color, national origin, sex, or disability are prohibited [34 CFR 100.3(b)(2); 104.42(a)(2),
106.21(b)(2)]. Districts should observe the following basic principles of appropriate test use for
admission decisions:
• The important thing about a test is not its validity in general, but its validity when
used for a specific purpose. Thus, tests that are valid for influencing classroom
practice, “leading” the curriculum, or holding schools accountable are not
appropriate for making high-stakes decisions about individual student mastery
unless the curriculum, the teaching, and the test(s) are aligned.
• Tests are not perfect. Test questions are a sample of possible questions that could
be asked in a given area. Moreover, a test score is not an exact measure of a
student’s knowledge or skills. A student’s score can be expected to vary across
different versions of a test – within a margin of error determined by the reliability
of the test – as a function of the particular sample of questions asked and/or
transitory factors, such as the student’s health on the day of the test. Thus, no single
test score can be considered a definitive measure of a student’s knowledge.
• An educational decision that will have a major impact on a test taker should not be
made solely or automatically on the basis of a single test score. Other relevant
information about the student’s knowledge and skills should also be taken into
account.
71
☐ Does the district accept a fixed number or cap the number of students accepted for admission
from each sending school? Explain.
______________________________________________________________________________
☐ Does the district establish prerequisites for any of its programs? If so, are prerequisites
available to all applicants at their respective sending schools? Explain.
______________________________________________________________________________
☐ Does the district use test scores to evaluate applicants? If so, what weight is given to test
scores in each program area they are used as part of the applicant evaluation process?
______________________________________________________________________________
Access to vocational education programs may not be denied to national origin minority persons
with limited English language skills on the grounds that the person cannot participate in and benefit
from CTE instruction to the same extent as a student whose primary language is English. Steps
must be taken to ensure that vocational programs are open to these students and that language
support services are available. It is the responsibility of the district to identify such applicants and
assess their ability to participate in CTE instruction. Acceptable methods of identification include:
(1) identification by administrative staff, teachers, or parents of secondary level students; (2)
identification by the student in postsecondary or adult programs; and (3) appropriate diagnostic
procedures, if necessary. [Guidelines IV-L].
The lack of English proficiency can hinder educational advancement of students and result in
classroom failure or school drop-out. These students may be less likely to seek additional
educational opportunities leading to productive employment. To resolve these problems, students
must have an equal opportunity to benefit from education programs offered by the district. Districts
may not, on the basis of race, color, national origin, sex, disability, or age:
• Provide services, financial aid, or other benefits that are different or provide them
in a different manner;
• Restrict an individual’s enjoyment of an advantage or privilege enjoyed by others;
• Deny an individual the right to participate in district programs and services;
• Defeat or substantially impair the objectives of federally assisted programs [34 CFR
100.3(b)].
Districts violate Title VI of the Civil Rights Act of 1964 if:
• Students are excluded from effective participation in school because of their
inability to speak and understand the language of instruction;
• National-origin minority students are miss-assigned to special education classes
because of their lack of English skills;
• Programs for students whose English is less than proficient are not designed to
teach them English as soon as possible, or if these programs operate as a dead-end
track;
• Parents whose English is limited do not receive school notices and other
information in a language they can understand.
72
☐ Please provide examples where the district has accepted the application for admission of
secondary and/or adult students with limited English proficiency. What language support
services were provided?
______________________________________________________________________________
A district may not inquire into an applicant’s marital status or disability prior to accepting the
applicant for admission except for the purpose of overcoming past discrimination. Absent a
remedial action or voluntary action to overcome the effects of conditions that resulted in limited
participation by persons with disabilities, a district is prohibited from making a preadmission
inquiry into an applicant’s disability status in both the secondary context and the post-secondary
context. A district may not apply any recruitment policy or admissions criterion concerning the
actual or potential parental/family or marital status of students/applicants that treats persons
differently on the basis of sex. A district may not exclude a woman from admission to, or
participation in any vocational program on the basis of pregnancy, childbirth, termination of
pregnancy or recovery from pregnancy, or treat the pregnancy or childbirth differently from other
temporary disabilities [34 CFR 104.4, 104.6, 104.42(b)(4); 34 CFR 106.21(c)(1), 106.21(c)(4)].
☐ Do district applications for admission contain inquiries into the marital, family, or disability
status of applicants?
______________________________________________________________________________
Enrollment practices that may chill or discourage the participation, or lead to the exclusion, of
students based on their or their parents’ or guardians’ actual or perceived citizenship or
immigration status contravene Federal law. Title VI regulations prohibit districts from
unjustifiably utilizing criteria or methods of administration that have the effect of subjecting
individuals to discrimination because of their race, color, or national origin, or have the effect of
defeating or substantially impairing accomplishment of the objectives of a program for individuals
of a particular race, color, or national origin. [34 CFR 100.3] In Plyler v. Doe, 457 U.S. 202
(1982), the Supreme Court ruled that a State may not deny access to a basic public education to
any child residing in the State, whether present in the United States legally or otherwise. A district
may request a student’s social security number at enrollment for use as a student identification
number. However, a district may not deny enrollment to a student if he or she (or his or her parent
or guardian) chooses not to provide a social security number. Further, if a district chooses to
request a social security number, it shall inform the individual that the disclosure is voluntary,
provide the statutory or other basis upon which it is seeking the number, and explain what uses
will be made of it.
☐ Do high school enrollment applications, information sheets, or other documents request
secondary students’ social security number? If so, are necessary explanations included on the
document? Provide examples.
______________________________________________________________________________
2. Counseling and Advisement
Districts must ensure that counseling materials and activities (including student program selection
and employment/career selection) promotional, and recruitment efforts do not discriminate on the
basis of race, color, national origin, sex, or disability [Guidelines V-A].
73
Districts that operate vocational programs must ensure counselors, or other staff members who
counsel students, do not direct or urge any student to enroll in a particular program or predict a
student’s prospects for success in any career or program on the basis of race, color, national origin,
sex, or disability. Students with disabilities may not be counseled toward more restrictive career
objectives than other students with similar abilities and interests [34 CFR 100.3(b); 34 CFR
104.4(b), 104.33(b), 104.43(a), 104.43(c); 34 CFR 106.31(b), 106.36(b)].
Districts must take steps to ensure that where disproportionate enrollments exist, the
disproportionality is not the result of discriminatory counseling and recruitment practices
[Guidelines V-B].
Ineffective counseling can perpetuate past inequities such as gender stereotyping by limiting the
options students might see for themselves as they contemplate future career choices. A district may
not conduct its counseling activities in such a way that has the effect of subjecting individuals to
discrimination on the basis of race, color, national origin, sex, or disability. In order to avoid
“steering” minorities, women, and students with disabilities toward more restrictive career
objectives, counselors require updated information about the dynamics of the labor force. Districts
should ensure that counselors are apprised of the most recent occupational outlook data and
emerging opportunities in new fields, and that they inform students of a broad range of career
options [28 CFR 35.130(b)(3); 34 CFR 100.3(b)(2); 34 CFR 104.4(b)(4)].
Schools must insure that counselors can effectively communicate with national origin minority
students with limited English language skills and with students who have hearing impairments.
This requirement may be satisfied by having interpreters available [Guidelines V-D].
Districts have an obligation to provide accurate information about licensing and certification
requirements that may present obstacles to individuals with disabilities in their pursuit of particular
careers in the secondary context [34 CFR 104.37(b)] and in the post-secondary context [34 CFR
104.47(b)].
☐ Please provide specific examples where students were advised to select a program based on
assessment results.
______________________________________________________________________________
☐ Please demonstrate how disproportional enrollment in programs on the basis of race, color,
national origin, sex, or disability are analyzed? Describe steps taken to ensure underrepresented
groups are encouraged to consider nontraditional program options.
______________________________________________________________________________
3. Recruitment
Districts must conduct recruitment activities so as not to exclude or limit opportunities on the basis
of race, color, national origin, sex, or disability. Districts must ensure that materials and media
used in recruiting are free from stereotypes and portray males, females, minorities, and individuals
with disabilities in a broad range of occupations and roles, paying particular attention to programs
and occupations where groups have been traditionally underrepresented [Guidelines V-C, V-E].
A district must ensure that its recruitment activities are not focused in geographic areas or at
specific demographics that result in the perpetuation of discrimination on the basis of race, color,
national origin, sex, or disability. To the extent possible, recruiting teams should represent persons
74
of different race, color, national origin, sex, and include persons with disabilities. Where the
service area of a district includes a significant population of individuals whose native language is
not English the district must disseminate promotional materials in the native language(s). Districts
must ensure that those participating in recruiting activities are able to communicate effectively
with individuals with limited English proficiency or who have sensory impairments [34 CFR
106.23; Guidelines V-C, V-D, V-E].
☐ Please provide links to examples of promotional materials (at least two years) used in
recruiting secondary and adult students.
______________________________________________________________________________
☐ Please list the persons involved in onsite sending school recruitment.
______________________________________________________________________________
☐ Describe steps taken to represent minorities on district recruiting teams or in other
promotional activities.
______________________________________________________________________________
☐ Describe how those involved in recruiting of secondary students communicate with persons
who have limited English proficiency. List names of those involved in recruiting activities who
are bilingual.
______________________________________________________________________________
C. Effective Communications with National Origin Minorities and Persons with
Disabilities
Where its service area includes a significant population of individuals with limited English
proficiency, a district must take steps to provide promotional, recruitment, and informational
communications intended for the general public in that group’s native language. Districts have the
responsibility to ensure that machine-translated documents and web pages provide effective and
accurate communication. Districts must take affirmative steps to ensure that documents routinely
sent to the homes of students to provide information to parents or guardians with limited English
proficiency are provided in their native language and that translations are verified to be accurate
[34 CFR 100.3(b)(2), Guidelines V-E].
A district must take appropriate steps to ensure that communications with applicants, participants,
and members of the public with disabilities are as effective as communications with others.
Individuals with visual, hearing, and speech disabilities must all have the opportunity to receive
and present communication in a manner that is appropriate and effective. In determining what type
of auxiliary aid and service is necessary, a public entity shall give primary consideration to the
requests of the individual with disabilities [28 CFR 35.160(a), 35.160(b)].
Where a district communicates by telephone with applicants or beneficiaries, TDDs or equally
effective telecommunications systems shall be used to communicate with individuals with
impaired hearing or speech. [28 CFR 35.161, 35.162].
☐ Provide examples of documents routinely sent to the homes of students that have been
translated into the language primarily spoken at home.
______________________________________________________________________________
75
☐ Describe how the district communicates with persons who have visual, hearing, or speech
difficulties.
______________________________________________________________________________
☐ Provide examples of notices informing persons with disabilities how accommodations may be
requested.
______________________________________________________________________________
D. Settings for Students with Disabilities
Secondary Students
Districts must place secondary level students with disabilities in the regular educational
environment of any CTE program to the maximum extent appropriate to the needs of the student
unless it can be demonstrated that the education of student with disabilities in the regular
environment with the use of supplementary aids and services cannot be achieved satisfactorily.
Students with disabilities may be placed in a program only after the district satisfies the provisions
of the Department of Education regulation 34 CFR 104.31 to 104.37 relating to evaluation,
placement, and procedural safeguards. If a separate class or facility is identifiable as being for
students with disabilities, the facility, the programs, and the services must be comparable to the
facilities, programs, and services offered to nondisabled students [Guidelines VI-A].
A district shall provide CTE students with disabilities appropriate aids and services that are
designed to meet individual educational needs of students with disabilities as adequately as the
needs of other students are met and are based upon adherence to the requirements of 34 CFR
104.34, 104.35, and 104.36. This mandate can be met through an Individualized Education
Program (IEP) or a 504 Accommodation Plan. [34 CFR 104.32(a), 104.32(b); Guidelines IV-O].
Districts shall take steps to ensure that protected group students do not drop out of CTE programs
before completion due to unequal treatment or because of a lack of services to meet language or
disability related needs. Membership in CTSOs operated, administered, or sponsored by a district
shall be available to all students in the instructional program without regard to race, color, national
origin, sex, or disability [34 CFR 104.4(a), 104.34(a), 104.34(c)].
Postsecondary Students
A district must make such modifications to its academic requirements to ensure that such
requirements do not discriminate or have the effect of discriminating, on the basis of disability,
against a qualified handicapped applicant or student. Modifications may include changes in the
length of time permitted for the completion of degree requirements, substitution of specific courses
required for the completion of degree requirements, and adaptation of the manner in which specific
courses are conducted [34 C.F.R. 104.44(a)].
Districts may not impose rules, such as the prohibition of tape recorders in classrooms or of dog
guides in campus buildings that have the effect of limiting the participation of students with
disabilities. Course examinations or other procedures for evaluating the academic achievement of
students with disabilities must represent student achievement in the course, rather than reflecting
the student's disability [34 C.F.R. 104.44(b), 104.44(c)].
A district must take such steps as are necessary to ensure that no student with a qualified disability
is denied the benefits of, excluded from participation in, or otherwise subjected to discrimination
under the education program or activity operated by the district because of the absence of
76
educational auxiliary aids for students with impaired sensory, manual, or speaking skills. Auxiliary
aids may include taped texts, interpreters or other effective methods of making orally-delivered
materials available to students with hearing impairments, readers in libraries for students with
visual impairments, classroom equipment adapted for use by students with manual impairments,
and other similar services and actions. Districts need not provide attendants, individually
prescribed devices, readers for personal use or study, or other devices or services of a personal
nature [34 C.F.R. 104.44(d)].
Title II requires a district to furnish appropriate auxiliary aids and services where necessary to
afford an individual with a disability an equal opportunity to participate in, and enjoy the benefits
of, a service, program, or activity conducted by a public entity. In determining what type of
auxiliary aid and service is necessary, a public entity shall give primary consideration to the
requests of the individual with disabilities [28 C.F.R 35.160(b)]. If students are being evaluated to
determine their eligibility under Section 504 or the Title II, the recipient must provide auxiliary
aids in the interim.
A postsecondary student with a disability who is in need of auxiliary aids is obligated to provide
notice of the nature of the disabling condition to the college and to assist it in identifying
appropriate and effective auxiliary aids. In postsecondary schools, the students themselves must
identify the need for an auxiliary aid and give adequate notice of the need. The student's
notification should be provided to the appropriate representative of the college who, depending
upon the nature and scope of the request, could be the school's Section 504 or Title II coordinator,
an appropriate dean, a faculty advisor, or a professor.
A district may ask the postsecondary student, in response to a request for auxiliary aids, to provide
supporting diagnostic test results and professional prescriptions for auxiliary aids. A district may
obtain its own professional determination of whether specific requested auxiliary aids are
necessary.
Where housing is made available, it must be available to all students without discrimination on the
basis of race, color, national origin, sex/gender, or disability. Housing provided to students with
disabilities must be accessible, comparable in quality, convenient, and priced at the same cost as
that available to nondisabled students [34 C.F.R. 104.45(a); Guidelines VI-C].
☐ Who is the ADA/Section 504 coordinator? Please provide a copy of this individual’s job
description.
______________________________________________________________________________
☐ List the number of secondary students with disabilities enrolled in each program. (Please
provide 3 years data)
______________________________________________________________________________
☐ How does the district become aware of the modifications needed by secondary students with
disabilities?
______________________________________________________________________________
☐ How do you ensure that the modifications are effective?
______________________________________________________________________________
77
☐ Who is responsible for coordinating evaluation, eligibility determination, and plan
development for adult students? Describe the process.
______________________________________________________________________________
☐ List examples of supports provided to SWD. (The list should include adapted equipment, aids
and services, materials and resources for sensory impaired, etc.)
______________________________________________________________________________
☐ Does the district maintain documentation of modifications needed by students with
disabilities? Where are IEPs and Sec. 504 plans stored? ________________________________
______________________________________________________________________________
☐ What types of pre-enrollment counseling activities are available to students with disabilities?
Are students with disabilities involved in worksite learning experiences? Describe.
______________________________________________________________________________
☐ Have students with disabilities been denied admission to CTE programs? If so, why?
______________________________________________________________________________
☐ How does the school ensure that students with disabilities participate like all other students in
activities (including clubs), programs, and services to the maximum extent appropriate to their
needs? ________________________________________________________________________
☐ Provide the percent of students with disabilities membership in each CTSO (# students with
disabilities participating in CTSO / total CTSO membership) for the last 3 years.
______________________________________________________________________________
☐ Does the district provide opportunities to receive training about IDEA and Sec. 504
requirements? Who has provided this training? _______________________________________
☐ How do SWD select their classes? Career path? ____________________________________
☐ Which CTE classes have GPA or similar requirements to determine or limit enrollment in
CTE classes? __________________________________________________________________
☐ How are the disabilities of students assessed? Who is involved? Documentation?
______________________________________________________________________________
☐ Have any students with disabilities dropped out of programs. Explain.
______________________________________________________________________________
E. Worksite Learning Opportunities, Financial Assistance, and Job Placement
Districts may not award financial assistance in the form of loans, grants, scholarships, special
funds, subsidies, compensation for work, or prizes to vocational education students on the basis of
race, color, national origin, sex/gender, or disability, except to overcome the effects of past
discrimination. [34 CFR 100.3; 34 CFR 104.46; 34 CFR 106.37; Guidelines VI-B]
Sex-restricted awards are made only when established by will, trust, bequest, or any similar legal
instrument. The overall effect of financial assistance awarded may not discriminate on the basis
of sex or gender. [34 CFR 106.37]
If a district’s service area contains a community of national-origin minority persons with limited
English language skills, financial assistance information must be disseminated to that community
in its language. [34 CFR 100.3; Guidelines VI-B]
Materials and information used to notify students of opportunities for financial assistance may not
contain language or examples that would lead applicants to believe the assistance is provided on a
discriminatory basis. [Guidelines VI-B]
78
☐ Is communications about financial assistance available in the home language for all members
of the community? ______________________________________________________________
☐ Do materials written provide information equitably and contain the non-discrimination
statement. _____________________________________________________________________
A district shall make opportunities available in its work-study, cooperative vocational education,
and job placement programs to students without regard to race, color, national origin, sex/gender,
or disability. [34 CFR 100.3; 34 CFR 104.4; 34 CFR 106.31; Guidelines VII-A]
A recipient that assists employers and prospective employers in making employment opportunities
available to any of its students must ensure that the employer does not discriminate on the basis of
race, color, national origin, sex/gender, or disability in recruitment, hiring, placement, assignment
to work tasks, hours of employment, levels of responsibility, and pay. [34 CFR 100.3(b); 34 CFR
106.38; 34 CFR 104.46(b); Guidelines VII-A]
Access to vocational programs may not be denied to persons with disabilities on the grounds that
employment opportunities in any profession or occupation may be more limited for persons with
disabilities than for persons without disabilities. [34 CFR 104.10(b); Guidelines IV-N]
☐ Do workplace agreements contain an assurance of non-discrimination that is signed by both
the employer and the agency?
______________________________________________________________________________
☐ Does the district honor any employer’s requests for students who are free of disabilities or for
students of a particular race, color, national origin, sex/gender, or disability?
______________________________________________________________________________
F. Employment Practices
Districts may not engage in any employment practice that discriminates against any employee or
applicant for employment on the basis of race, sex/gender, or disability. Districts may not make
pre-employment inquiries concerning disability, marital, or parental status. [34 CFR 100.3 (c); 34
CFR 104.13; 34 CFR 106.51; Guidelines VIII-A]
Districts may not limit their recruitment for employees to schools, communities, or companies that
are disproportionately composed of persons of a particular race, color, national origin, sex, or
disability except for the purpose of overcoming the effects of past discrimination. [34 CFR 100.3;
34 CFR 104.11; 34 CFR 106.53]
A district shall not make pre-employment inquiry as to the marital status of an applicant for
employment, including whether such applicant is “Miss or Mrs.” A district may make pre-
employment inquiry as to the sex of an applicant for employment, but only if such inquiry is made
equally of such applicants of both sexes and if the results of such inquiry are not used in connection
with discrimination on the basis of sex [34 CFR 106.60].
Districts shall not administer or operate any test or other criterion for any employment opportunity
which has a disproportionately adverse effect on persons on the basis of sex unless the test validly
predicts successful performance in the position in question and alternative tests or criteria that do
not have an adverse effect are unavailable. [34 CFR 106.52]
79
Districts must establish and maintain faculty salary scales and policy based upon the conditions
and responsibilities of employment without regard to race, color, national origin, sex, or disability
[Guidelines VIII-D].
Districts must provide employment opportunities for teaching and administrative positions to
applicants with disabilities who can perform the essential functions of the positions and make
reasonable accommodations for the physical or mental limitations of disabled (otherwise qualified)
applicants unless it can be demonstrated that such accommodations would impose undue hardship.
[34 CFR 104.12-13; Guidelines VIII-E]
It is unlawful for a district to fail to select and administer tests concerning employment in the most
effective manner to ensure that, when a test is administered to a job applicant or employee who
has a disability that impairs sensory, manual, or speaking skills, the test’s results accurately reflect
the skills, aptitude, or whatever other factor of the applicant or employee that the test purports to
measure, rather than reflecting the impaired sensory, manual, or speaking skills of such employee
or applicant (except where such skills are the factor that the test purports to measure) [29 CFR Part
1630; 34 CFR 104.12, 104.13; Guidelines VIII-E].It is unlawful for a covered entity to limit,
segregate, or classify a job applicant or employee in a way that adversely affects his or her
employment opportunities or status on the basis of disability. [29 CFR 1630.5; 34 CFR 104.11]
Except as provided in the paragraph below, a district may not conduct a pre-employment medical
examination or may not make pre-employment inquiry of an applicant as to whether the applicant
is a handicapped person or as to the nature or severity of a handicap. A recipient may, however,
make pre-employment inquiry into an applicant’s ability to perform job-related functions [34 CFR
104.14]. When a district is taking remedial action to correct the effects of past discrimination the
district may invite applicants for employment to indicate whether and to what extent they are
handicapped, provided, the recipient states clearly on any written questionnaire used for this
purpose or makes clear orally if no written questionnaire is used that the information requested is
intended for use solely in connection with its remedial action obligations or its voluntary or
affirmative action efforts; and the recipient states clearly that the information is being requested
on a voluntary basis, that it will be kept confidential, and that refusal to provide it will not subject
the applicant or employee to any adverse treatment. Nothing in this section shall prohibit a
recipient from conditioning an offer of employment on the results of a medical examination
conducted prior to the employee’s entrance on duty, provided, all entering employees are subjected
to such an examination regardless of handicap, and the results of such an examination are used
only to determine an applicant’s to perform the duties required for the position in question. [34
CFR 104.14]
☐ Does the employment application contain prohibited inquiries into the marital, family, or
disability status of an applicant? Provide copies of certified and support applications.
______________________________________________________________________________
☐ Where does the district advertise position vacancies?
______________________________________________________________________________
☐ Is the district under court order of other requirement to operate an affirmative action plan in
hiring? If so explain.
______________________________________________________________________________
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G. Facilities Accessibility
Physical facilities shall be evaluated under the accessibility standards required by Section 504 of
the Rehabilitation Act of 1973 and the Americans with Disabilities of 1990. [34 CFR 104.21-23;
28 CFR 149-151]
In order to maximize federal financial aid in any federal program(s) by the State of Oklahoma, its
agencies may cooperate with the United States Government and any agency or instrumentality
thereof, in the manner authorized and provided by federal law and regulation… complying with
federal laws, regulations and/or requirements… in the construction, alteration, (and addition)… of
buildings and structures… notwithstanding any provisions of any and all uniform building codes
and standards adopted by the OUBCC to the contrary. [Oklahoma Administrative Code 748:20-1-
5] In the event the requirements of ADA accessibility standards are more stringent than those of
building codes adopted by local or state governmental entities, the ADA standards of accessibility
identified in 28 CFR 35.151 shall prevail.
The relevant dates for determination of the applicable accessibility standards for new and existing
facilities is given in the table below.
Date of Construction, Alteration, or
Addition
Applicable Accessibility Standards
June 4, 1977 to January 17, 1991
ANSI
January 18, 1991 to January 26, 1992
UFAS
January 27, 1992 to September 14, 2010
UFAS or ADA (1991)
September 15, 2010 to March 14, 2012
UFAS, ADA (1991), or 2010 ADA
Standards
On or after March 15, 2012 2010 ADA Standards
ANSI – American National Standard Specifications for Making Buildings and Facilities Accessible to, and
Usable by, the Physically Handicapped ANSI A117.1-1960 (Reaffirmed 1971)
UFAS – Uniform Federal Accessibility Standards
ADA (1991) – ADA Standards for Accessible Design (Revised 1994)
2010 ADA Standards - 2010 ADA Standards for Accessible Design
81
Exhibit 7
State of Oklahoma Requirements
Technology Center Districts are required to abide by all applicable state laws
and regulations. For the most up-to-date information, please click on the Oklahoma
Administrative Code and Oklahoma CareerTech Rules resource links below.
Oklahoma Administrative Code resource link:
https://rules.ok.gov/code
Oklahoma CareerTech Rules resource link:
https://oklahoma.gov/content/dam/ok/en/careertech/about/rules/administrative-rules-effective-20220911.pdf
Examples of applicable codes to technology center districts:
Type of organization - Section - 210:35-13-23
Technology center students - Section - 780:15-3-6
Changes in districts' status - Section - 780:15-3-5
Establishment/Sustainment of a technology center district; sites and buildings - Section - 780:15-3-2
Administrative and supervisory personnel - Section - 210:35-13-24
Technology Center to communicate to school and community; promote involvement of staff in community
activities; encourage parental involvement - Section - 210:35-13-14
Elections in existing technology center districts - Section - 780:15-3-3
Voter disputes school district, technology center district, or municipal assignment in Precinct Registry - Section -
230:35-5-174
Provisional ballot verification procedure for voter who disagrees with school district, technology center district,
or municipal assignment - Section - 230:35-3-130
Guidance and counseling services - Section - 210:35-11-51
Administrative and supervisory services - Section - 210:35-11-21
Rationale; corporation status; taxing authority - Section - 780:15-3-1
Guidance services - Section - 210:35-13-74
Administrative and supervisory personnel - Section - 210:35-13-55
Technology Center to promote effective use of resources - Section - 210:35-13-15
Technology Center to provide opportunities for constituents' expression - Section - 210:35-13-13
Special provisions - Section - 780:15-3-7
Financial management procedures for technology centers - Section - 780:15-3-4
Elections for technology center districts serving 70 or more school districts - Section - 230:40-7-97.1
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Precincts in school elections - Section - 230:40-7-35
Determining voter's school district or municipality - Section - 230:35-5-113.2
Qualifications; personnel records - Section - 210:35-3-86
Special professional personnel - Section - 210:35-13-54
Calculation of administrative costs - Section - 780:15-3-8
Instructional funding - Section - 780:10-5-4
Statement of the standard - Section - 210:35-13-91
School day and year - Section - 210:35-13-26
STANDARD X: TECHNOLOGY CENTER FACILITIES, EQUIPMENT AND SUPPLIES - Part - 210:35-13
Part 19
Governing board/staff relationships - Section - 210:35-13-28
Statement of the standard - Section - 210:35-13-11
Statement of the standard - Section - 210:35-13-101
New or expanding industries - Section - 780:25-5-1
Filing period - Section - 230:40-7-16
Summer school - Section - 210:35-13-27
School records and reports - Section - 210:35-13-25
Definitions - Section - 595:11-5-3
Business and Industry Training programs - Section - 780:25-11-1
Student activities programs - Section - 210:35-11-71
Career guidance and counseling, career information, disability services, integrated academics, innovation support
services, essential skills and career development - Section - 780:10-3-2
Purpose - Section - 610:25-23-1
Procedure for closing the polling place for a split precinct in which 100 or fewer voters are registered in school
district or technology center district - Section - 230:40-7-35.1
Purpose - Section - 595:11-5-1
Multi-county school districts - Section - 230:40-7-97
Materials and ballots - Section - 230:40-7-26
Purpose - Section - 230:40-1-1
Special Depository Account - Section - 230:10-7-76
Placement services - Section - 210:35-13-75
Assessment - Section - 210:35-13-73
Statement of the standard - Section - 210:35-13-71
Instructors - Section - 210:35-13-53
Statement of the standard - Section - 210:35-13-51
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Statement of the standard - Section - 210:35-13-41
Written statement of philosophy and goals - Section - 210:35-13-3
Statement of the standard - Section - 210:35-13-21
School facilities: size and space; accessibility; maintenance - Section - 210:35-13-113
Statement of the standard - Section - 210:35-13-111
Statement of the standard - Section - 210:35-13-1
Records to be maintained at the Department - Section - 595:11-5-12
Certification - Section - 230:40-7-42
Definitions - Section - 230:40-1-2
Definitions - Section - 610:25-29-2
Withdrawal or denial of certification - Section - 595:11-5-17
School buses - Section - 210:30-5-6
Application; approval; contract for programs or career majors - Section - 780:10-7-1
Communications and Marketing - Section - 780:10-3-10
Institutional Standards; accreditation; review - Section - 780:10-7-3
Payment of awards; policies and limitations - Section - 610:25-23-7
Terms and conditions under which the Participant Licensee can drive - Section - 595:10-15-5
Instructional programs - Section - 210:35-13-45
Credit for manufacturers of advanced small wind turbines - Section - 710:50-15-92
Statement of the standard - Section - 210:35-13-81
Director, personnel, and primary caregiver qualifications for differential quality rating and improvement
certification criteria - Section - 340:110-1-8.6
Requirements for certification as a certified school; display of certificate; certification renewal - Section -
595:11-5-4
Prescribed forms - Section - 595:11-5-13
Program standards; accreditation; review - Section - 780:10-7-3.2
Summer school programs - Section - 210:35-15-2
Instructional delivery/process - Section - 210:35-13-44
Programs: admissions, operations, enrollment, and length - Section - 780:20-3-2
Securing Program benefits - Section - 610:25-23-5
Definitions - Section - 210:35-29-2
Program of studies - Section - 210:35-11-31
Administration and supervision - Section - 780:20-3-1
Definitions - Section - 260:15-1-2
Social services personnel - Section - 310:675-13-9
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Activities personnel - Section - 310:675-13-8
Heroes Promise - Section - 610:25-23-9
Routine for Judge - Section - 230:35-5-55
Voting device not issued to precinct polling place - Section - 230:35-3-71
Certificate by completion of medical micropigmentation training program and certification testing process -
Section - 310:234-3-4
Definitions - Section - 515:5-1-2
Certificate by skills challenge and certification testing - Section - 310:234-3-5
Qualifications for instructors - Section - 595:40-1-4
Program of studies and graduation requirements - Section - 210:35-9-31
Audits - Section - 210:10-1-5
Procedures for obtaining an initial driver license - Section - 595:10-1-3
Implementation of a system of school improvement and accountability - Section - 210:10-13-22
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Exhibit 8
Technology Center Ethics Policy for Accreditation of Post-Secondary Institution in Oklahoma
under the Jurisdiction of the State Board of Career and Technology Education
1.
The institution treats students ethically, respectfully and professionally in the
marketing, recruiting and admissions process so that students can make an
informed enrollment decision without being subjected to high-pressure or
inappropriate tactics from the institution. Samples of marketing, recruitment
and admissions shall be uploaded with the self-assessment and will be
reviewed for compliance with policy at on-site visit.
2.
All institutional recruiters and admissions personnel have appropriate education,
job titles, and training from the institution for their role and are overseen by the
institution, which enforces a formal code of conduct for all such personnel. The
institution also oversees any third-party contractors who provide recruiting and
admissions services and assures that any personnel who work with their
prospective students to meet the same qualifications to provide a similar level
of service. Human Resources documentation including but not limited to
hiring processes and individuals’ credentials will be validated at on-site visit.
3.
Information provided to prospective students in the recruiting and admission’s
process is accurate, complete and up-to-date and is provided to all prospective
students without any requirement that such students provide contact information
to receive basic information about the institution. The institution also makes its
policies related to consumer protection accessible and transparent. Marketing
and admission’s materials and policies regarding gainful employment but be
readily available on institution’s website. Link must be provided and
compliance will be evaluated at on-site visit.
4.
The institution also promptly honors any request from such student to remove
that student’s name from phone, email or other contact lists; student
information collected through the admissions or recruiting process will be
maintained as outlined in the institution’s data privacy policy, which must be
prominently posted on the institution’s website. Data disclosure policy must be
86
readily available on website, and uploaded with self-assessment. Policy and
practices in compliance with policy will be validated at on-site visit.
5.
Institutional recruiters, admissions officers or appropriate third parties may
answer questions about the student application process for admissions and
financial aid, but in no case will such personnel complete these applications or
apply the signature of the prospective student.
6.
If an institution requires a student to sign an enrollment agreement, the
enrollment agreement will be limited to basic information about a student’s
course of study, tuition and fees, and other related information and in no case
will that agreement include any language limiting that student’s ability to: (1)
file a complaint with an accrediting or state agency; or (2) take legal action in
the event that any dispute, resolution, processes, agreed to by the institution
and the student are unsuccessful in resolving the dispute to the satisfaction of the
parties. The enrollment agreement, if used, shall be readily available and
posted on website. Printed copies and compliance will be validated at on-site
visit.
7.
Prior to enrolling a prospective student in a program, the institution should
ensure that the student has had sufficient time to review the institution’s
policies and procedures, to understand the amount of federal, state and
institutional financial aid the student is eligible to receive, and to learn how
many prior learning credits, if any, will transfer and whether they will be
applied to requirements of the program.; in no case will the institution use high-
pressure tactics to get a student to enroll or matriculate before it provides this
basic information. It shall be validated in enrollment forms or other evidence,
including but not limited to a signed student handbook, showing agreement
and understanding of student having sufficient time to review and understand
the policies, financial aid eligibility and credits and/or transfer requirements of
the program. During on-site visit, individual student interviews shall be
conducted to validate and confirm.
8.
The institution shall not induce or pressure a student to enroll by a specific
deadline with the promise of cash or free goods or services outside of the regular
87
process of scholarship monies, institutional discounting, fee waivers, financial
aid or other assistance; an institution shall not promise that employment is being
directly or indirectly offered or is more likely related to its education or provide
any guarantees of employment related to that education. This requirement shall
be readily available on institution’s website and for those institutions providing
gainful employment information or placement information, validation shall
occur by review of marketing materials at on-site visit.
9.
In addition to a policy related to return of Title IV funds, the institution has a
refund policy to assure that students receive a refund where appropriate if they
withdraw from a program. A refund policy shall be readily available on
institution’s website and student-signed handbook will acknowledge the
student received and understood the information contained within the refund
policy. This information shall be uploaded with self-assessment and evidence
will be confirmed at on-site visit. The State Board of Career and Technology
Education (SBCTE) may look into an allegation of a violation of the student
consumer protection policies during an evaluation visit, through the complaint
process, or through any other appropriate mechanism. An institution that has
engaged in violations of SBCTE policy on student consumer protection, as
outlined in this policy, shall be considered to be in violation of SBCTE
standards related to institutional integrity and may be found to be in violation of
other SBCTE standards as well, and may also be subject to SBCTE sanctions or
withdrawal of accreditation as outlined in those policies.
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Appendix B
Accreditation – Distance Education
The Oklahoma State Board of Career and Technology Education is recognized by the United States
Department of Education as the “authority for the approval of public postsecondary vocational
education offered at institutions in the State of Oklahoma that are not under the jurisdiction of the
Oklahoma State Regents of Higher Education, including the approval of public postsecondary
vocational education offered via distance education.” This recognition establishes the State Board
as the accrediting body for the technology centers in Oklahoma. It further requires the State Board
to establish policies and standards pertaining to the accreditation process.
Accrediting Agency Accreditation Procedure
1. Standards: The accrediting agency, in collaboration with educational institutions,
establishes standards.
2. Self-study: The institution or program seeking accreditation prepares an in-depth self-
evaluation study that measures its performance against the standards established by the
accrediting agency.
3. Onsite Evaluation: A team selected by the accrediting agency visits the institution or
program to determine first-hand if the applicant meets the established standards.
4. Publication: Upon being satisfied that the applicant meets its standards, the accrediting
agency grants accreditation or preaccreditation status and lists the institution or program in
an official publication with other similarly accredited or preaccredited institutions or
programs.
5. Monitoring: The accrediting agency monitors each accredited institution or program
throughout the period of accreditation granted to verify that it continues to meet the
agency's standards.
6. Reevaluation: The accrediting agency periodically reevaluates each institution or program
that it lists to ascertain whether continuation of its accredited or preaccredited status is
warranted.
The goal of accreditation is to ensure that education provided by postsecondary institutions
meets acceptable levels of quality.
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Program accreditation normally applies to programs, departments, or schools that are parts of an
institution. The accredited unit may be as large as a college or school within a university or as
small as a curriculum within a discipline.
Distance education is education that uses one or more of the technologies listed in paragraphs
(1)(a) through (d) of this definition to deliver instruction to students who are separated from the
instructor or instructors and to support regular and substantive interaction between the students
and the instructor or instructors, either synchronously or asynchronously.
1. The technologies that may be used to offer distance education include—
a. The internet
b. One-way and two-way transmissions through open broadcast, closed circuit,
cable, microwave, broadband lines, fiber optics, satellite, or wireless
communications devices;
c. Audio conference; or
d. Other media used in a course in conjunction with any of the technologies listed
in paragraphs (1)(a) through (c) of this definition
2. For purposes of this definition, an instructor is an individual responsible for delivering
course content and who meets the qualifications for instruction established by an
institution's accrediting agency.
3. For purposes of this definition, substantive interaction is engaging students in teaching,
learning, and assessment, consistent with the content under discussion, and also
includes at least two of the following—
a. Providing direct instruction;
b. Assessing or providing feedback on a student's coursework;
c. Providing information or responding to questions about the content of a course
or competency;
d. Facilitating a group discussion regarding the content of a course or competency;
or
e. Other instructional activities approved by the institutions or program's
accrediting agency.
4. An institution ensures regular interaction between a student and an instructor or
instructors by, prior to the student's completion of a course or competency—
a. Providing the opportunity for substantive interactions with the student on a
predictable and scheduled basis commensurate with the length of time and the
amount of content in the course or competency; and
b. Monitoring the student's academic engagement and success and ensuring that
an instructor is responsible for promptly and proactively engaging in
substantive interaction with the student when needed on the basis of such
monitoring, or upon request by the student.
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A clock hour is defined as a period of time consisting of:
• 50- to 60-minute class, lecture, or recitation in a 60-minute period;
• 50- to 60-minute faculty-supervised laboratory, shop training, or internship in a 60-minute
period;
• Sixty minutes of preparation in a correspondence course; or
• In distance education, 50 to 60 minutes in a 60-minute period of attendance in—
o A synchronous or asynchronous class, lecture, or recitation where there is
opportunity for direct interaction between the instructor and students; or
o An asynchronous learning activity involving academic engagement in which the
student interacts with technology that can monitor and document the amount of
time that the student participates in the activity.
• A clock hour in a distance education program does not meet the requirements of this
definition if it does not meet all accrediting agency and State requirements or if it exceeds
an agency's or State's restrictions on the number of clock hours in a program that may be
offered through distance education.
• An institution must be capable of monitoring a student's attendance in 50 out of 60
minutes for each clock hour under this definition.
Distance education program evaluations will take place during the first year the program is being
offered. Reevaluation will take place during the technology center’s next institutional
accreditation onsite visit and monitored in year 3 of their accreditation cycle. Distance education
programs will be evaluated by ODCTE trained examiners.
Distance education standards are reviewed on an annual basis by the Accreditation Advisory
Committee. Any recommended changes will be presented to the Oklahoma CareerTech Board for
approval.
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Quality Standards
Distance Education Standards
Distance education programs are eligible for Title IV student aid programs if it is an eligible
program approved by an accrediting entity that has expansion of scope to include distance
education.
1. Program Integrity
This standard examines the technology center’s policies and procedures are clearly
established for distance education students. The institution must be able to verify and
track students and their satisfactory academic progress through program completion as
well as protect student privacy.
2. Resources & Technology
This standard examines the technology center’s ability to sufficiently provide, in
quantity and quality, resources and technology to support the administration,
instruction, and student performance related to distance education programs.
3. Learning Development & Instruction
This standard examines the content learning objectives for the program shall be a level
and rigor acceptable whether a student moves on to postsecondary studies, the military,
or the workforce.
4. Skill Attainment & Assessment
This standard examines the performance learning objectives for the program shall be
at a level and rigor acceptable whether a student moves on to postsecondary studies,
the military, or the workforce.
5. Student Support & Services
This standard examines support services provided to meet the needs of all students from
recruitment to completion – helping them make satisfactory progress throughout the
process.
6. Marketing & Recruitment
This standard examines the fair and equitable process of reaching out to all potential
students in a technology center’s service area.
7. Student Engagement & Satisfaction
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This standard examines interaction between the technology center and distance
education students. Feedback regarding student satisfaction with the school and
program is attained and may be utilized in future program improvements.
8. Program Effectiveness & Improvement
The standard examines demonstrated evidence of program effectiveness as well as
cycles of learning that show the application of recommended improvements.
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Distance Education
Self-Assessment Application
Standard 1 – Program Integrity
1.1
Describe the objective of the distance education program. Outline the
expectations of the program and potential outcomes.
Score
Points
Criteria Description
Criteria
0-3
Does not meet criteria
Objectives of the distance education program are not clearly
defined, are not clearly stated and are not measurable.
Expectations and potential outcomes of the program are not
clearly defined.
4-5
Meets criteria
Objectives of the distance education program are clearly defined,
stated and are measurable. A course overview is included and
provides an in-depth understanding of why the course is important.
A course syllabus is included and presented at the beginning of the
course.
Expectations and potential outcomes of the program are clearly
defined. Expectations are aligned with state and/or national
guidelines/standards.
6
Exceeds criteria
Objectives of the distance education program are clearly defined,
stated and are measurable. A course overview is included and
provides an in-depth understanding of why the course is important.
A course syllabus is included and presented at the beginning of the
course.
Expectations and potential outcomes of the program are clearly
defined. Expectations are aligned with state and/or national
standards. A crosswalk on how the expectations are aligned with
state and/or national guidelines/standards is also provided.
Potential outcomes described align with business and industry
demands.
1.2
What type of delivery model is used in the distance education program –
100% distance or a hybrid (partial onsite, partial via distance)? How are
distance education students identified? How is attendance and satisfactory
academic progress tracked?
Score
Points
Criteria Description
1.2 Criteria
0-2
Does not meet criteria
Inadequate description of the delivery model that will be used in
the program.
Distance education students are not identifiable. Clock hour
attendance and satisfactory academic progress is not monitored.
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3-4
Meets criteria
Thorough description of the delivery model used. The model
chosen has been grounded in pedagogy and evaluated against
institutional needs to determine effectiveness of instructional
delivery and identify potential challenges.
Policies are in place to identify distance education students and are
implemented. Student clock hour attendance and satisfactory
academic progress is monitored.
5
Exceeds criteria
Thorough description of the delivery model used. The model
chosen has been grounded in pedagogy and evaluated against
institutional needs to determine effectiveness of instructional
delivery and identify potential challenges. Data has been collected
and can be cited from pilot studies of the model to determine
effectiveness.
Policies are in place to identify distance education students and are
implemented. Student clock hour attendance and satisfactory
academic progress is monitored daily.
1.3
What methods are used to verify students’ academic integrity in the
distance education program?
Score
Points
Criteria Description
Criteria
0-3
Does not meet criteria
Academic integrity and internet etiquette expectations regarding
activities, discussions, email communications and plagiarism are
not clearly stated to students at the beginning of the program.
Processes are not in place to verify academic dishonesty is
minimized. Assessments used do not ensure and do not verify
effectiveness of student academic and technical skill performance
and academic honesty.
Data is not provided to show student attainment of academic and
technical skills.
4-5
Meets criteria
Academic integrity and internet etiquette expectations regarding
activities, discussions, email communications and plagiarism are
clearly stated to students at the beginning of the program.
Processes are in place to verify academic dishonesty is
minimized. Assessments used ensure and verify effectiveness of
student academic and technical skill performance and academic
honesty.
Data is provided to show student attainment of academic and
technical skills.
6
Exceeds criteria
Academic integrity and internet etiquette expectations regarding
activities, discussions, email communications and plagiarism are
clearly stated.
95
Processes are in place to verify academic dishonesty is
minimized. Assessments used ensure and verify effectiveness of
student academic and technical skill performance and academic
honesty.
Data provided shows a positive trend in student attainment and
technical skills.
1.4
What methods are used to maintain student confidentiality?
Score
Points
Criteria Description
Criteria
0-3
Does not meet criteria
Methods do not maintain that student information remains
confidential.
Privacy policies are not clearly stated and/or are not followed.
Data security is not evaluated annually to improve student
confidentiality and data is not provided regarding the number of
times confidential information was obtained by unauthorized
users.
4-5
Meets criteria
Methods outlined maintain that student information remains
confidential.
Privacy policies are clearly stated followed.
Data security is evaluated annually to improve student
confidentiality and includes information on the number of times
confidential information was obtained by unauthorized users.
6
Exceeds criteria
Methods outlined maintain that student information remains
confidential.
Privacy policies are clearly stated and followed.
Data security is evaluated annually to improve student
confidentiality and includes information on the number of times
confidential information was obtained by unauthorized users.
Data provided indicates no confidential information was obtained
by unauthorized users over the past three years.
Additional Comments:
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Standard 2 – Resources and Technology
2.1
What resources are required by students to successfully participate in the
program?
Score
Points
Criteria Description
Criteria
0-2
Does not meet criteria
Hardware, web browser and software requirements are not
specified.
Prerequisite skills in the use of technology are not identified.
Appropriate content-specific tools and software are not utilized.
3
Meets criteria
Hardware, web browser and software requirements are specified.
Prerequisite skills in the use of technology are identified.
Appropriate content-specific tools and software are utilized.
Back-up resources and technology are available in the event of
interruption to the educational program.
4
Exceeds criteria
Hardware, web browser and software requirements are specified.
Prerequisite skills in the use of technology are identified.
Appropriate content-specific tools and software are utilized.
Back-up resources and technology are available in the event of
interruption to the educational program.
Innovative technology is utilized to increase access and
engagement.
2.2
What resources does the instructor have available to administer distance
education? What tools and media does the instructor use to deliver
distance education? Describe the educational platform/delivery system the
instructor use in delivering distance education.
Score
Points
Criteria Description
Criteria
0-2
Does not meet criteria
Resources at the site to administer distance education are not
described.
Tools and media used are not identified.
More detail is needed to describe the educational platform.
The user interface is not easy to navigate.
The online platform used is not suitable for the program.
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The teacher has difficulty in adding content, activities, and
assessments using the delivery system.
3-4
Meets criteria
Resources at the site to administer distance education are
described.
Tools and media used are identified.
The educational platform used is described in full detail.
The user interface is easy to navigate.
The online platform used is effective in instructional delivery.
The teacher can add content, activities, and assessments using the
delivery system with relative ease.
5
Exceeds criteria
Resources at the site to administer distance education are
described.
Tools and media used are identified.
The educational platform used is described in full detail.
The user interface is easy to navigate.
The online platform is used at its maximum potential for
instructional delivery.
The instructor identifies and delivers alternative resources to
students.
The teacher can add content, activities, and assessments using the
delivery system with relative ease.
Satellite facilities are regularly monitored, if applicable.
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2.3
How do the resources and technology the instructor has available to
students support learning objectives in the program?
Score
Points
Criteria Description
Criteria
0-2
Does not meet criteria
Little description on how resources and technology are utilized to
accomplish learning objectives is provided.
Sufficient learning resources and materials are not available to
students to increase student success and are not available to
students when the course begins.
3
Meets criteria
A description is provided on how resources and technology are
used to accomplish learning objectives.
Sufficient learning resources and materials are available to
students to increase student success and are available to students
when the course begins.
4
Exceeds criteria
A thorough description is provided on how resources and
technology are used to accomplish learning objectives.
Sufficient learning resources and materials are available to
students to increase student success and are available to students
when the course begins.
Examples of how the technology is used are also given.
Additional Comments:
99
Standard 3 – Learning Development, Instruction, and Safety
3.1
Identify which student learning outcomes use distance education and
which areas use other delivery methods for instruction.
Score
Points
Criteria Description
Criteria
0-3
Does not meet criteria
Program objectives are not cross-walked to national/state
guidelines/standards.
Student learning outcomes are not consistent with program
objectives and are not clearly stated. Student learning outcomes
do not represent the scope of the courses and are not clearly
stated.
The delivery method used for each student learning outcome is
not clearly stated.
4
Meets criteria
Program objectives are cross-walked to national/state
guidelines/standards.
Student learning outcomes are consistent with program objectives
and are clearly stated. Student learning outcomes represent the
scope of the courses and are clearly stated. A description of
student learning outcomes and expectations are articulated and
given to students.
The delivery method used for each student learning outcome is
clearly stated.
5
Exceeds criteria
Program objectives are cross-walked to national/state
guidelines/standards.
Student learning outcomes are consistent with program objectives
and are clearly stated. Student learning outcomes represent the
scope of the courses and are clearly stated. A description of
student learning outcomes and expectations are articulated and
given to students.
The delivery method used for each student learning outcome is
clearly stated.
An updated program-specific strategic plan is in place and is
followed.
100
3.2
Describe the instructional design, strategies, and activities that are used in
the program.
Score
Points
Criteria Description
Criteria
0-4
Does not meet criteria
The course is not organized into units and lessons. Units are not
described in full detail to students. Lessons for each unit are not
clearly stated. Activities, assignments, and assessments are not
described thoroughly. Each lesson is not described in full detail
to students. Activities, assignments, and assessments for each
unit are not clearly stated and are not described in full detail.
Instruction is not designed to ensure concepts and skills will be
retained by students. It is not aligned to end of instruction tests
and/or certifications.
Learning activities do not address a variety of learning styles and
preferences to help the student master program content.
Instruction does not adapt learning activities to accommodate
students’ needs.
5-8
Meets criteria
The course is organized into units and lessons. Units are
described in full detail to students. Lessons for each unit are
clearly stated. Activities, assignments, and assessments are
described. Each lesson is described in full detail to students.
Activities, assignments, and assessments for each unit are clearly
stated and described in full detail.
Instruction is designed to ensure concepts and skills will be
retained by students. It is aligned to end of instruction tests and/or
certifications.
Learning activities address a variety of learning styles and
preferences to help the student master program content.
Instruction adapts learning activities to accommodate students’
needs.
9-10
Exceeds criteria
The course is organized into units and lessons. Units are
described in full detail to students. Lessons for each unit are
clearly stated. Activities, assignments, and assessments are
described. Each lesson is described in full detail to students.
Activities, assignments, and assessments for each unit are clearly
stated and described in full detail.
Instruction is designed to ensure concepts and skills will be
retained by students. It is aligned to end of instruction tests and/or
certifications.
Learning activities that address a variety of learning styles and
preferences to help the student master program content.
101
Instruction adapts learning activities to accommodate students’
needs. New methods to accommodate learning styles are
attempted and results are provided.
3.3
How are critical thinking and technical skills developed in the program?
Score
Points
Criteria Description
Criteria
0-4
Does not meet criteria
Content, assignments (projects, research papers, reflections,
discussion board posts, etc.), and assessments are of not of
sufficient rigor, depth, and breadth to teach the learning
objectives being addressed.
The program does not provide opportunities for students to
engage in higher-order thinking, critical-reasoning activities and
thinking in increasingly complex ways. Relevant, project-based
learning and/or live work are not provided for students.
Literacy and numeracy are not incorporated into the curriculum
when appropriate.
Readability, written language, and mathematical requirement
levels are not appropriate/or not assessed for the program.
5-8
Meets criteria
Content, assignments (projects, research papers, reflections,
discussion board posts, etc.), and assessments are of sufficient
rigor, depth, and breadth to teach the learning objectives being
addressed.
The program provides opportunities for students to engage in
higher-order thinking, critical-reasoning activities and thinking in
increasingly complex ways. Relevant, project-based learning
and/or live work are provided for students.
Literacy and numeracy are incorporated into the curriculum when
appropriate.
Readability, written language, and mathematical requirement
levels are appropriate for the program.
9-10
Exceeds criteria
Content, assignments (projects, research papers, reflections,
discussion board posts, etc.), and assessments are of sufficient
rigor, depth, and breadth to teach the learning objectives being
addressed.
The program provides opportunities for students to engage in
higher-order thinking, critical-reasoning activities and thinking in
increasingly complex ways. Relevant, project-based learning
and/or live work are provided for students and require students to
utilize higher order reading, math, or science skills are used in the
program.
102
Literacy and numeracy are incorporated into the curriculum when
appropriate.
Readability, written language, and mathematical requirement
levels are appropriate for the program.
3.4
How is satisfactory academic progress of student learning outcomes for the
program met by the student?
Score
Points
Criteria Description
Criteria
0-3
Does not meet criteria
Policies and procedures regarding the length of time (clock hour)
to accomplish student learning outcomes are not clearly stated.
Policies regarding the violation of incomplete and missing
assignments, activities, and assessments are not clearly stated.
Accomplishment of student learning outcomes, units, lessons,
activities, assignments, and assessments are not able to be
completed in an adequate amount of time.
4-5
Meets criteria
Policies and procedures regarding the length of time (clock hour)
to accomplish student learning outcomes are clearly stated.
Policies regarding the violation of incomplete and missing
assignments, activities, and assessments are clearly stated.
Accomplishment of student learning outcomes, units, lessons,
activities, assignments, and assessments are able to be completed
in an adequate amount of time.
Data is provided on cycle time (the average amount of time it
takes for a student to complete the course).
6
Exceeds criteria
Policies and procedures regarding the length of time (clock hour)
to accomplish student learning outcomes are clearly stated.
Policies regarding the violation of incomplete and missing
assignments, activities, and assessments are clearly stated.
Accomplishment of student learning outcomes, units, lessons,
activities, assignments, and assessments are able to be completed
in an adequate amount of time.
Improvement of cycle time (the average amount of time it takes
for a student to complete the course) is shown by data provided.
103
3.5
How is program safety addressed?
Score
Points
Criteria Description
Criteria
0-4
Does not meet criteria
General safety practices are not addressed.
No safety testing is conducted and/or no records are kept on file.
5-8
Meets criteria
General safety practices are addressed.
Safety incidents are reported and documentation is maintained.
9
Exceeds criteria
General safety practices are addressed.
No/Minimal safety incidents are reported and documentation is
maintained.
Additional Comments:
104
Standard 4 – Skill Attainment, Assessment, and Reporting
4.1
How are the student learning outcomes assessed to monitor student
performance? What methods does the instructor use to measure skill and
knowledge attainment?
Score
Points
Criteria Description
Criteria
0-4
Does not meet criteria
Student assessments and skills checks do not align with program
objectives and student learning outcomes are not clearly stated.
Adequate and appropriate methods and procedures are not used to
ensure students’ mastery of content and technical skills. Student
assessments and skill checks are not conducted to verify the
student’s readiness for the next learning objective.
Instructors do not have flexibility in assessing students’ mastery
of course content and skill attainment. Grading policies, rubrics,
practices and procedures are not easy to understand.
5-8
Meets criteria
Student assessments and skills checks align with program
objectives and student learning outcomes are clearly stated.
Adequate and appropriate methods and procedures are used to
ensure students’ mastery of content and technical skills. Student
assessments and skills checks are conducted frequently to verify
the student’s readiness for the next learning objective.
Instructors have flexibility in assessing students’ mastery of
course content and skill attainment. Grading policies, rubrics,
practices and procedures are easy to understand.
9-10
Exceeds criteria
Student assessments and skills checks align with program
objectives and student learning outcomes are clearly stated.
Adequate and appropriate methods and procedures are used to
ensure students’ mastery of content and technical skills. Student
assessments and skills checks are conducted frequently to verify
the student’s readiness for the next learning objective.
Student knowledge and skills are enhanced through completion of
additional project work.
Instructors have flexibility in assessing students’ mastery of
course content and skill attainment. Grading policies, rubrics,
practices and procedures are easy to understand.
105
4.2
How do the assessments align with the student learning outcomes? How
do the assignments and skill practices align with the assessments and the
student learning outcomes?
Score
Points
Criteria Description
Criteria
0-4
Does not meet criteria
Student assessments and skills checks do not align with industry-
recognized local, state, and national assessments associated with
the program.
When applicable, data is not provided showing student
performance on state and national certification examinations.
5-8
Meets criteria
Student assessments and skills checks align with industry-
recognized local, state, and national assessments associated with
the program.
When applicable, data is provided showing student performance
on state and national certification examinations and industry-
recognized.
9-10
Exceeds criteria
Student assessments and skills checks align with industry-
recognized local, state, and national assessments associated with
the program.
When applicable, data is provided showing student performance
on state and national certification examinations and industry-
recognized credentials.
Comparable data to other programs and best in class is also
provided.
4.3
How is student data collected and reported?
Score
Points
Criteria Description
Criteria
0-2
Does not meet criteria
No data is collected or reported.
3-4
Meets criteria
Required data is collected, maintained, and reported in a timely
manner.
5
Exceeds criteria
Required and other data is collected, maintained, and reported in
a timely manner.
The data is analyzed to note positive trends.
Additional Comments:
106
Standard 5 – Student Support and Services
5.1
What support and services are available to students enrolled in distance
education programs?
Score
Points
Criteria Description
Criteria
0-2
Does not meet criteria
Students do not have access to qualified guidance personnel to
develop their individual academic and career plan of study.
Students do not have access to qualified financial aid personnel to
discuss individual needs.
3
Meets criteria
Students have regular access to qualified guidance personnel to
develop their individual academic and career plan of study.
Students do have access to qualified financial aid personnel to
discuss individual needs.
Job placement services are provided to students.
4
Exceeds criteria
Students have extended hours for access to qualified guidance
personnel to develop their individual academic and career plan of
study.
Students have extended hours for access to qualified financial aid
personnel to discuss individual needs.
Job placement services are provided to students.
Students have online access to guidance/advisement information
and services as well as financial aid information and services.
5.2
What orientation and technical support is provided to students enrolled in
distance education programs?
Score
Points
Criteria Description
Criteria
0-2
Does not meet criteria
No orientation training is provided by the course provider.
No technical assistance and support is provided to program
teachers and students.
3
Meets criteria
Orientation training is provided by the course provider.
Technical assistance and support is provided to program teachers
and students. Promptness in resolving issues within a 24-48 hour
time frame whenever possible.
Evidence is provided on the effectiveness of technical assistance
and support to program teachers and students.
4
Exceeds criteria
Orientation training is provided by the course provider.
107
Technical assistance and support is provided to course teachers
and students 24 hours a day, 7 days a week. Issues are resolved
immediately whenever possible.
Evidence is provided on the effectiveness of technical assistance
and support to program teachers and students.
5.3
How are diverse students and special population guidelines effectively
communicated to students? What alternative resources and materials are
available for students to receive equivalent learning and training?
Score
Points
Criteria Description
Criteria
0-2
Does not meet criteria
Guidelines for student special populations are not articulated
effectively at the beginning of the course. The course does not
meet universal design principles, Section 508 standards and does
not meet W3C guidelines to ensure access to all students.
Online textbooks used do not meet nationally endorsed standards
(NIMAS) for publishers to ensure distribution of accessible,
alternative versions of textbooks and other instructional materials.
3
Meets criteria
Guidelines for student special populations are articulated
effectively at the beginning of the course. The course meets
universal design principles, Section 508 standards and W3C
guidelines to ensure access to all students. IEPs, 504 Plans, and
ESL/ELL plans are provided when needed.
Online textbooks used meet nationally endorsed standards
(NIMAS) for publishers to ensure distribution of accessible,
alternative versions of textbooks and other instructional materials.
4
Exceeds criteria
Guidelines for student special populations are articulated
effectively at the beginning of the course. The course meets
universal design principles, Section 508 standards and W3C
guidelines to ensure access to all students. IEPs, 504 Plans, and
ESL/ELL plans are provided when needed.
Online textbooks used meet nationally endorsed standards
(NIMAS) for publishers to ensure distribution of accessible,
alternative versions of textbooks and other instructional materials.
Examples are provided in the effectiveness of using the
alternative resources and materials and the schools ability to
accommodate those individuals in the course with disabilities.
Additional Comments:
108
Standard 6 – Marketing and Recruitment
6.1
How are new students acquired?
Score
Points
Criteria Description
Criteria
0-2
Does not meet criteria
Recruitment procedures for the program are not outlined.
No duties are assigned.
3-4
Meets criteria
Recruitment procedures for the program are outlined.
Individuals responsible for recruitment are identified.
5
Exceeds criteria
Recruitment procedures for the program are outlined.
All staff are participating in recruitment efforts.
6.2
How has the program been marketed?
Score
Points
Criteria Description
Criteria
0-2
Does not meet criteria
The marketing process for the program is not outlined.
Data is not provided on the demographic groups using the
program and no data is shown for the effectiveness of the
marketing strategy.
3-4
Meets criteria
The marketing process for the program is outlined.
Data is provided on the demographic groups using the program
and the effectiveness of the marketing strategy.
5
Exceeds criteria
The marketing process for the program is outlined.
Data is provided on the demographic groups using the program.
Data shows the marketing strategy is effective at recruiting the
right student to the program.
Professional development is provided for marketing and
recruitment efforts.
6.3
How does the program/school ensure nondiscrimination?
Score
Points
Criteria Description
Criteria
0-2
Does not meet criteria
There is no nondiscrimination policy in place.
3-4
Meets criteria
There is a nondiscrimination policy in place and this information
is disseminated.
5
Exceeds criteria
Professional development is provided for staff and students about
nondiscrimination.
Additional Comments:
109
Standard 7 – Student Engagement and Satisfaction
7.1
How does the instructor build and manage relationships with students?
How is the instructor actively engaged with students?
Score
Points
Criteria Description
Criteria
0-4
Does not meet criteria
Information is not provided regarding how communication
between the instructor and students occurs. No interaction exists
between the instructor and student.
Feedback on student progress is slow. Interaction online between
students is not monitored.
5-6
Meets criteria
Information is provided to students on how to communicate with
the teacher, including information on the process for these
communications.
Opportunities for appropriate instructor-student and student-
student interactions takes place, including feedback about student
progress from the instructor. Interaction is monitored online.
Interaction shows mastery and application of the material.
Interaction is monitored online.
7
Exceeds criteria
Information is provided to students on how to communicate with
the teacher, including information on the process for these
communications.
Opportunities for appropriate instructor-student and student-
student interaction takes place, including timely feedback about
student progress from the instructor.
Interaction is monitored online. Interaction shows mastery and
application of the material.
Provide documentation showing average length of time to post
student progress. Evidence of direct dialogue between the
instructor and students and students to students.
7.2
How does the instructor increase student engagement in the program?
What assessment methods and measures does the instructor use to
determine student engagement and student satisfaction/dissatisfaction?
Score
Points
Criteria Description
Criteria
0-4
Does not meet criteria
Student engagement and satisfaction is not monitored throughout
the program. Student evaluation for satisfaction/dissatisfaction
and engagement in the program is not performed, suggestions are
not taken into consideration, and/or strategies to improve the
program are not implemented.
110
Data is not provided to show student engagement and satisfaction
in the program.
5-6
Meets criteria
Student engagement and satisfaction is monitored throughout the
program. Student evaluation for satisfaction/dissatisfaction and
engagement in the program is performed, suggestions are taken
into consideration, and strategies to improve the program are
implemented.
Student engagement is incorporated into the design and delivery
of instruction.
Data is provided to show student engagement and satisfaction in
the program.
7
Exceeds criteria
Student engagement and satisfaction is monitored throughout the
program. Student evaluation for satisfaction/dissatisfaction and
engagement in the program is performed, suggestions are taken
into consideration, and strategies to improve the program are
implemented.
Student engagement is incorporated into the design and delivery
of instruction using researched-based methods that are proven.
Data is provided to show student engagement and satisfaction in
the program and levels of engagement and satisfaction
performance are excellent.
7.3
What are your results for student retention (if applicable), productivity,
participation, and grievances to assess and improve?
Score
Points
Criteria Description
Criteria
0-3
Does not meet criteria
Data is not provided on student retention/completion,
productivity, program performance as applicable, number of
complaints, and rate of participation.
4-5
Meets criteria
Data is provided on student retention/completion, productivity,
program performance as applicable, number of complaints, and
rate of participation.
6
Exceeds criteria
Data provided shows a high rate of student retention and
completion, a high rate of productivity, program performance as
applicable, a low number of complaints, and a high rate of
participation.
111
7.4
How are students encouraged to participate in leadership opportunities?
Score
Points
Criteria Description
Criteria
0-4
Does not meet criteria
No career and technical student organization (CTSO)/leadership
opportunities are available to students.
5-6
Meets criteria
CTSO/leadership opportunities are available and aligned with
student outcomes.
A program of work (that may include leadership
training/conferences, community service activities, competitive
events, etc.) is established and followed.
7-8
Exceeds criteria
CTSO/leadership opportunities are available and aligned with
student outcomes.
A program of work (that may include leadership
training/conferences, community service activities, competitive
events, etc.) is established and followed.
Students participate in state and national level activities/events.
Students are encouraged to take on leadership roles beyond the
local level.
Additional Comments:
112
Standard 8 – Program Effectiveness and Improvement
8.1
How is the effectiveness and performance of the program evaluated?
What are current levels and trends in the effectiveness and performance of
the program?
Score
Points
Criteria Description
Criteria
0-4
Does not meet criteria
Supervisor, business and industry, and student evaluations are not
performed on the program annually.
Multiple methods are not used to assess program effectiveness.
The program is not evaluated annually for effectiveness.
Data is not provided on program evaluations by educators,
advisory committees, and students. Results of program
effectiveness are not provided.
5-8
Meets criteria
Supervisor, business and industry, and student evaluations are
performed on the program annually.
Multiple methods are used to assess program effectiveness (such
as certificates/certifications earned, job placement rate, etc.). The
program is evaluated annually for effectiveness.
Data is provided on program evaluations by educators, advisory
committees, and students. Results of program effectiveness are
provided.
9-10
Exceeds criteria
Supervisor, business and industry, and student evaluations are
performed on the program annually.
Multiple methods are used to assess program effectiveness (such
as certificates/certifications earned, job placement rate, etc.). The
program is evaluated annually to ensure effectiveness.
The program sets measureable goals. Data provided on program
evaluations by educators, advisory committees, and students
show a positive impact.
113
8.2
How does the program ensure that instructional personnel possess the
required certifications and credentials? How are program instructor(s)
evaluated? How is professional development provided to program
instructor(s)? What are the current personnel and professional
development results?
Score
Points
Criteria Description
Criteria
0-3
Does not meet criteria
Administrators do not ensure that the instructor(s) possess the
required certifications and credentials to teach the program.
Instructional personnel are not annually evaluated.
No professional development is provided to the instructor(s).
Data is not provided on current personnel or professional
development results.
4
Meets criteria
Administrators ensure that the instructor(s) possess the required
certifications and credentials to teach the program.
Instructional personnel are annually evaluated.
Professional development is provided to the instructor(s).
Data is provided on current personnel. The organization supports
personnel in providing professional development opportunities
for instructors.
5-6
Exceeds criteria
Administrators ensure that the instructor(s) possess the required
certifications and credentials to teach the program. The
instructor(s) possess certifications and credentials that are beyond
the minimum requirement to teach the program.
Instructional personnel are evaluated twice per fiscal year.
Professional development is provided to instructor(s) based on
his/her personal professional development plan.
Data is provided on current personnel. The organization supports
personnel in providing multiple professional development
opportunities for instructors.
114
8.3
How does the business and industry advisory committee strengthen
program effectiveness and improvement?
Score
Points
Criteria Description
Criteria
0-3
Does not meet criteria
No business and industry advisory committee is established, the
business and industry advisory committee is established but does
not meet, or the business and industry advisory committee is not
representative of the program.
4-6
Meets criteria
A representative business and industry advisory committee is
established and meets a minimum of two times per year.
Representatives are engaged in giving feedback about the
program.
Students have the opportunity to interact with business and
industry representatives throughout a variety of ways (guest
speakers, mentoring, job shadowing, etc.)
7-8
Exceeds criteria
A representative business and industry advisory committee is
established and meets a minimum of two times per year.
Representatives are engaged in giving feedback about the
program.
Students have the opportunity to interact with business and
industry representatives throughout a variety of ways (guest
speakers, mentoring, job shadowing, etc.).
Business and industry partners help supplement the program area
through donations (time, financial, equipment, etc.).
Additional Comments:
115
Overall Rating Summary
QUALITY STANDARD
ITEM
ACTUAL
SCORE
MIN
MAX
STANDARD
MET or
NOT MET
Program Integrity
1.1
4
6
1.2
3
5
1.3
4
6
1.4
4
6
Resources and Technology
2.1
3
4
2.2
3
5
2.3
3
4
Learning Development and
Instruction
3.1
4
5
3.2
5
10
3.3
5
10
3.4
4
6
3.5
5
9
Skill Attainment and
Assessment
4.1
5
10
4.2
5
10
4.3
3
5
Student Support and
Services
5.1
3
4
5.2
3
4
5.3
3
4
Marketing and Recruitment
6.1
3
5
6.2
3
5
6.3
3
5
Student Engagement and
Satisfaction
7.1
5
7
7.2
5
7
7.3
4
6
7.4
5
8
Program Effectiveness and
Improvement
8.1
5
10
8.2
4
6
8.3
4
8
TOTAL
110
180
116
Appendix C
Competency-Based Education /
Direct Assessment
Disclaimer – This is currently an experimental sites initiative at this time. The CBE
experiment provides a number of waivers and modifications to statutory and regulatory
requirements for providing Title IV aid to students.
The Oklahoma State Board of Career and Technology Education is recognized by the United States
Department of Education as the “authority for the approval of public postsecondary vocational
education offered at institutions in the State of Oklahoma that are not under the jurisdiction of the
Oklahoma State Regents of Higher Education, including the approval of public postsecondary
vocational education offered via distance education.” This recognition establishes the State Board
as the accrediting body for the technology centers in Oklahoma. It further requires the State Board
to establish policies and standards pertaining to the accreditation process.
Accrediting Agency Accreditation Procedure
1. Standards: The accrediting agency, in collaboration with educational institutions,
establishes standards.
2. Self-study: The institution or program seeking accreditation prepares an in-depth self-
evaluation study that measures its performance against the standards established by the
accrediting agency.
3. Onsite Evaluation: A team selected by the accrediting agency visits the institution or
program to determine first-hand if the applicant meets the established standards.
4. Publication: Upon being satisfied that the applicant meets its standards, the accrediting
agency grants accreditation or preaccreditation status and lists the institution or program in
an official publication with other similarly accredited or preaccredited institutions or
programs.
5. Monitoring: The accrediting agency monitors each accredited institution or program
throughout the period of accreditation granted to verify that it continues to meet the
agency's standards.
117
6. Reevaluation: The accrediting agency periodically reevaluates each institution or program
that it lists to ascertain whether continuation of its accredited or preaccredited status is
warranted.
The goal of accreditation is to ensure that education provided by postsecondary institutions
meets acceptable levels of quality.
Program accreditation normally applies to programs, departments, or schools that are parts of an
institution. The accredited unit may be as large as a college or school within a university or as
small as a curriculum within a discipline.
There are many types of competency-based education (CBE) programs, and there is currently no
federal definition for these educational methods. However, in general, a CBE program is one that
organizes content according to what a student knows and can do, often referred to as a
“competency.” CBE programs also generally have very clear claims for student learning, stress
what students can do with the knowledge and skills they acquire, and have assessments that provide
measurable evidence of competency. Student progress is determined by mastery of each
competency. Because CBE focuses on whether students have mastered these competencies, there
is a focus on learning outcomes rather than time spent in the classroom. The United States
Department of Education relies in part on institutions and accrediting agencies to determine
whether a program constitutes CBE. CBE may be offered using credit hours or clock hours.
Direct assessment means an instructional program that, in lieu of credit hours or clock hours as a
measure of student learning, utilizes direct assessment of student learning, or recognizes the direct
assessment of student learning by others, and meets the conditions of 34 CFR 668.10. For title IV,
HEA purposes, the institution must obtain approval for the direct assessment program from the
Secretary under 34 CFR 668.10(g) or (h) as applicable. As part of that approval, the accrediting
agency must –
• (1) Evaluate the program(s) and include them in the institution's grant of accreditation or
pre-accreditation; and
• (2) Review and approve the institution's claim of each direct assessment program's
equivalence in terms of credit or clock hours.
Competency-Based Education/Direct Assessment program evaluations will take place at the
request of the technology center in order to apply for approval at the federal level. Reevaluation
will take place during the technology center’s next institutional accreditation onsite visit and
monitored in year 3 of their accreditation cycle. Competency-Based Education/Direct Assessment
programs will be evaluated by ODCTE trained examiners.
118
Competency-Based Education/Direct Assessment standards are reviewed on an annual basis by
the Accreditation Advisory Committee. Any recommended changes will be presented to the
Oklahoma CareerTech Board for approval.
Accreditor’s Required Documentation
• Institution’s Approach to Competency-Based Education/Direct Assessment
• Policies and Procedures
• Competencies and Clock Hour Equivalencies
• Advisory Committee Meeting Minutes
• Program-Specific Documentation
Quality Standards
Competency-based education / direct assessment programs are eligible for Title IV student aid
programs if it is an eligible program approved by an accrediting agency that has expansion of scope
to include distance education. The accrediting entity is authorized to initially approve competency-
based education / direct assessment programs, however, there are additional steps in order for an
educational institution to gain full approval from Federal Student Aid (FSA).
1. Program Integrity
This standard examines the technology center’s policies and procedures are clearly
established for competency-based education / direct assessment students. The
institution must establish clock hour equivalencies of a tradition program to
competencies and be able to verify and track students and their satisfactory academic
progress through program completion.
2. Resources & Technology
This standard examines the technology center’s ability to sufficiently provide, in
quantity and quality, resources and technology to support the administration,
instruction, and student performance related to competency-based / direct assessment
programs.
3. Learning Development & Instruction
This standard examines the content learning objectives for the program shall be a level
and rigor acceptable whether a student moves on to postsecondary studies, the military,
or the workforce.
4. Skill Attainment & Assessment
This standard examines the performance learning objectives for the program shall be
at a level and rigor acceptable whether a student moves on to postsecondary studies,
the military, or the workforce.
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5. Student Support & Services
This standard examines support services provided to meet the needs of all students from
recruitment to completion – helping them make satisfactory progress throughout the
process.
6. Marketing & Recruitment
This standard examines the fair and equitable process of reaching out to all potential
students in a technology center’s service area.
7. Student Engagement & Satisfaction
This standard examines how substantive interaction between the technology center and
competency-based education/direct assessment students occurs and is documented.
Feedback regarding student satisfaction with the school and program is attained and
may be utilized in future program improvements.
8. Program Effectiveness & Improvement
The standard examines demonstrated evidence of program effectiveness as well as
cycles of learning that show the application of recommended improvements.
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Appendix D
Possible items to explain in narrative, by section.
District Overview
Governance board, organizational chart
Educational institution formation year, campus site(s)
Mission, vision, values, and core competencies
Demographics of the technology center student population, local community population, and business and industry
Socio-economic status, race, ethnicity, national origin, gender, age, disability, veteran status
Segmentation of personnel
Asset listing (i.e. – facilities, technology, equipment, human resources, etc.)
Enrollment capacity and safety based upon local policy, adherence to safety standards
Companies served within school district area
Oklahoma State Department of Education regional accreditation officer approval
Area economic development, engagement
Business and industry services (i.e. – Bid assistance, TIP agreements, staffing, etc.)
Diversity of students, business and industry, and other customers served, instructional delivery methods
Variety in instructional delivery methods, service offerings
Industry recognized certificates/credentials
Comparative data – in sector and out of sector
Performance improvement system(s) (i.e. – plan/do/study/act, LEAN, ISO, Technology Centers That Work,
Model Schools, etc.)
Standard 1 – Leadership and Administration
1.1
Vision and values decision-making process
Commitment to legal/ethical behavior (i.e. – code of conduct, required training, policies and procedures, etc.)
Adherence to technology center code of ethics guidelines
Plan for success (i.e. – high standards, culture of continuous improvement, etc.)
Methods of communicating to customers and stakeholders
Communications plan
Student surveys, minutes documenting student participation in advisory committee meetings, etc.,
1.2
Key policies and procedures of the governing board
Describe how personnel maintain knowledge of applicable laws and regulations and how staff is informed of
changes that may impact programs, services, and/or operations
Listing of institutional and program regulatory bodies and accrediting agencies
Appropriate institutional/program policies and procedures (i.e. – live-work, attendance policy, distance education,
etc.)
Listing of annual reports, disclosures, other public notices, etc.
Local, state, and national program approval processes, accreditation processes (i.e. – gainful employment in
recognized occupation, annual accreditation status, etc.)
Describe ethical practices
Civil rights compliance
Formals plans for community relations
OKDHS reporting (TANF)
1.3
Strategic planning process; SMART (specific, measurable, attainable, relevant, and time-bound) goals and
objectives
Needs assessments, SWOT (strengths, weaknesses, opportunities, and threats) analysis
Diversity in representation as part of the strategic planning process
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Student body statistics and program enrollment trends
Labor market and economic studies
Occupational needs analysis for programs and services
Budgeting strategies
Program strategic plans alignment to district strategic plans (if applicable)
Leadership decisions based on advisory committee recommendations
1.4 – Charts and Trends
Leader/Administrator communication analytics
Board of Education professional development points
Legal, regulatory, and accreditation timeline and findings
Breaches of ethical behavior, grievances related to ethics
Community involvement, contributions (time, money, etc.)
Funding levels, trends
Cost per student levels, trends
Cost per business training levels, trends
Action plan completion rates
Findings on regulatory oversight
Deficiencies on accreditation
Ethical/legal violations
Audit exceptions
Civil rights compliance findings
Oklahoma State Department of Education regional accreditation officer approval
2.1
Instruction plans with competencies
Delivery methods utilized, teaching methods used, alternative teaching methods
Classroom Management
Instructor Effectiveness
Instructor reports
Principles of adult education
Programs descriptions
Overview list of assessments related to achievement, aptitude, interest, industry credentials, etc.
Program specific handbooks, policies
Grading system
Program-specific strategic plans, program-specific plans of improvement
Locally established program success measures or continuous program improvement tools
Rigorous CTE
Student records access
Adherence to live work policy
Accessibility to IEP, 504 plans, etc.
Increase awareness of bias and stereotyping (i.e. professional development)
Instructional adaptations or accommodations/modifications
Student/teacher ratio
Involvement with nontraditional and traditional
CTSO handbooks
CTSO programs of work (school/community service, etc.)
CTSO schedule of activities/events
CTSO competitive events, leadership opportunities beyond the local level
Career-related work-based training experiences– structure, supervision, monitoring, scheduling
Duty/task lists
Evaluation/assessment instruments
Guest speakers, life skills lessons, etc.
Counseling session records
Client success stories
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2.2 – Charts and Trends
Levels and/or trends related the Oklahoma CareerTech’s performance measures
Enrollment and retention rates (segmented by program)
Student/teacher ratios
Attendance and dropout rates (segmented by program)
Program completion rates (segmented by program)
Placement rates (segmented by program)
Accurate/timely data submissions
Numbers of industry credentials/certificates received by students (segmented by program)
Repeat and new businesses/companies served by program
Minority businesses served
Data from education partners
OKCareerGuide.org data
Technology Centers That Work (TCTW) data, Model Schools data, results of Lean Manufacturing, Lean Office,
ISO manufacturing training
CSTO membership numbers, retention rates
CTSO meeting/competitive events involvement, achievement
Activity reports
Client/coordinator ratios
Contracts awarded
High school equivalency diplomas
Employer and/or instructor progress notes
TANF accounting records
TANF minimum retention/completion rate
Contract awards
Client improvement in competitive position
Milestone achievement records
3.1
Guidance plan
Communication and description of guidance services
Guidance and/or Academic Team self-studies
Academic centers
Accommodation/Modification information, implementation, and documentation
List of assessments related to achievement, aptitude, interest, industry credentials, etc.
Interpreting assessment results
Individual career plans (includes academic and technical courses that support the career goal)
Use of learning styles in differentiated instruction
Curriculum, materials, and resource selection
Program syllabi with course objectives and content, schedules
Evidence of student advisement (i.e. – college credit information, employability, etc.)
Data from educational partners
Request for services process
Community/referral resources – collaboration, partnerships
Job placement process, identification and distribution of opportunities
Scholarship process, identification and distribution of opportunities
College and career fairs
Guest speakers, field trips, job shadowing, mentoring, mock interviews, live work, etc.
TANF/OKDHS procedures for job placement
TANF/OKDHS child care, transportation issues (case notes, correspondence)
Employability plans, portfolios
Resources – OKCareerGuide.org, ONet job link, etc.
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ADA transitional service plans, IEPs, 504s
Student support/assistance plans
3.2
Communications and Marketing plan – utilizes the RACE (research, analysis, communication, and evaluation)
components
Marketing strategies
Examples of communication and marketing efforts
Information accessibility via multiple platforms (i.e. – consumer information, student handbook, program specific
handbook, job boards, college/career fairs, etc.)
Method(s) and timeline of communication with students, business and industry, and other customers/stakeholders
during and outside of a school session
Opportunities and policies that exist for involvement in career and technical student organizations (CTSOs)
Institutional, program, business and industry collaboration with others
Describe how students are assisted with employability skills, informed of job placement opportunities, assisted with
transitioning to postsecondary studies, provided opportunities to earn advanced credentials, etc.
Listing of economic development organizations, meetings attended, dissemination of information gained
Enrollment process (application, open entry/open exit, additional forms, etc.)
Recruitment strategies
Institution and program recruitment efforts, enrollment processes
Focus on diversity
Satisfaction and dissatisfaction determination of students, business and industry, other customer, and stakeholders
Instructor and/or program evaluations
Program advisory committee involvement
System for receiving and processing complaints
Listing of economic development organizations, meetings attended, dissemination of information gained
Measurement tools (analytics)
3.3
Technology center budget
Board of Education meeting minutes
Planning meetings
Funding levels, trends
Cost per student levels, trends
Cost per business training levels, trends
Audit exceptions
Pell grant year-to-date listings
Perkins funding
Annual independent audit
G5 ending balance EDSA-YTD POD alerts
3.4
Program-specific strategic plans, program-specific plans of improvement
Listing of level(s) – local, state, national – and delivery method(s) – face-to-face, workshop, conference, etc. – of
technical assistance
3.5 – Charts and Trends
Levels and/or trends related the Oklahoma CareerTech’s performance measures
Enrollment rates by program
Retention rates by program, if applicable
Student/teacher ratios
Attendance and dropout rates by program
Program completion rates by program
Placement rates by program
Accurate/timely data submissions
Numbers of industry credentials/certificates received by program
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Repeat and new businesses/companies served by program
Minority businesses served
Remediation rates
Data from education partners
OKCareerGuide.org data
CSTO membership numbers, retention rates
CTSO meeting/competitive events involvement, achievement
CTSO leadership
Activity reports
Client/coordinator ratios
Contracts awarded
Career Readiness Certificates (CRCs) levels and trends by program area, industry certificate/credential levels and
trends by program areas
Levels and trends of student, business and industry, faculty, and stakeholder satisfaction and/or dissatisfaction
New programs added and obsolete programs discontinued
Postsecondary participation/completion
Wage placement data
Cost/Benefit per program
4.1
Institutional, department,
program, individual development and professional growth plans, participation,
dashboards
Student files (i.e. – financial aid, program specific, etc.), record retention
Plan for follow-up of students
Regular review of program requirements
Awards and/or recognitions received
Methods of quality assessment to ensure continuous improvement
4.2
Documentation of processes, cross training, etc.
Required documentation retention (i.e. – historical records, accreditations, fiscal reports, etc.)
Technology plan
Methods for tracking learning (i.e. – examinations, evaluations, grading practices, etc.)
Document appropriate personnel resumes, licenses, certifications, job descriptions, performance evaluations, etc.
Policies and procedures regarding data confidentiality and security
Record maintenance – financial aid, guidance, TANF
Plan for disaster recovery
Client visits
Work-based agreements – nondiscrimination assurances, insurance coverage, etc.
Follow-up
4.3 – Chart/Trends
Levels and/or trends related the Oklahoma CareerTech’s performance measures
Enrollment and retention rates by program
Attendance and dropout rates by program
Placement rates by program
Numbers of industry credentials/certificates received by program
Repeat and new companies served by program
Daily operations data
Performance dashboard
Feedback
Market data
Best practices implementation
Professional development plan effectiveness
Help desk ticket volume, turnaround rate
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System uptime
Accurate/timely data submissions
Data loss
Data security breaches
Disaster recover test results
Business continuity checklist
5.1
Plan for adequate staff to support the work of the institution
How appropriate certifications, licenses, and qualifications of faculty/professional staff are identified (job
descriptions)
Educational preparation for academic integration
Plan for workforce recruitment
Plan for employee/volunteer orientation (onboarding)
Separation of duties, when required (bid assistance, financial aid)
Plan for environmental factors at appropriate levels within the institution’s facility(ies)
Student/Teacher ratios by program area
Employee performance evaluations
Safety, compliance, grievance reporting procedures (i.e. – faculty handbook, etc.)
Flexible scheduling options
Accommodations/modifications provided, if applicable
Joint staff meetings, case management – notes, minutes
5.2
Method(s) for collecting employee input, linkage to leadership decisions based upon input
TLE, McRel, etc.
Process, including documentation, for required training (blood borne pathogens, sexual harassment, emergency preparedness, etc.)
Professional learning needs assessment
Plan for development and professional growth
Opportunities for professional organization involvement, leadership
Resources to support professional development (mentor, individualized coaching, peer-to-peer coaching, small
group collaboration, large staff development, professional learning communities, professional conferences,
continuing education, etc.)
5.3 – Charts and Trends
Highly qualified instructor percentage rates
Alignment of licenses/certifications to classified personnel job functions, if applicable (bus driver requires CDL
license)
Teacher/student ratios
Faculty/staff retention rates
Faculty/staff turnover rates
Professional organization participation rates, leadership roles attained
Breadth/quantity of professional development participation
6.1
Methods for developing a new program, current program improvement, or dropping a program
Overview list of program/course offerings, business and industry services, course sequencing, etc.
Plan for personnel participation in developing institutional policies and procedures (such as finance, financial aid,
human resources, and/or recruitment and enrollment, curriculum and assessment selection, etc.)
Selection of program content and objectives, delivery methodology, resources and materials, learning management
system(s), equipment, scheduling
Worksite documentation (i.e. – affirmative action policies, clinical checklists, internship contracts, etc.)
Plan for the guidance and counseling program providing all students with information about career and educational
options and support students in their success (i.e. – individual career plans)
Plan for special accommodations/modifications
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6.2
Career counseling services
Career exploration opportunities (potential student tours, summer academies/camps, etc.)
Partner school administrator/counselor meetings
Participation/Leadership in chambers, committees
Executive officer network
Community service project involvement
Business and industry relationships, engagement, loyalty
Cultivating new/innovative relationships
Advisory committee membership
Meeting minutes
Actions taken based upon recommendations
Instructor reports, communications
6.3
Who has responsibility for follow through
Scheduling
Fire marshal capacity rating
Plan for environmental factors at appropriate levels within the institution’s facility(ies)
Guidance/Academic team self-studies
Plan/Budget for maintaining and improving facilities, accessibility needs
Plan for acquiring equipment and supplies, equipment and supply inventories
Plan for facility and equipment maintenance, custodial care
Equipment safety features
Plan for disposal of obsolete equipment
Purchasing procedures
Bid approval process
Just in time delivery
Required safety, harassment training by personnel and customers
Describe how safety is monitored regularly (i.e – annual insurance risk analysis, fire marshal inspections, etc.) and
how deficiencies are corrected
Safety procedures, signage, reports, inspections, injuries, etc.
Safety and emergency preparedness drills
Crisis intervention plan
Security plan
6.4
Program specific safety handbooks, rules, practices, assessments
Guidance/Academic team self-studies
Plan/Budget for maintaining and improving facilities, accessibility needs
Plan for timing of acquiring equipment and supplies, equipment and supply inventories
Plan for facility and equipment maintenance, custodial care
Plan for disposal of obsolete equipment
Purchasing procedures
Bid approval process
Just in time delivery
Required safety, harassment training by personnel and students
Describe how safety is monitored regularly (i.e – annual insurance risk analysis, fire marshal inspections, etc.) and
how deficiencies are corrected
Safety procedures, signage, reports, inspections, injuries, etc.
Safety and emergency preparedness drills
Crisis intervention plan
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Security plan
6.5
Process for documentation of policies and procedures, public notices, etc.
Recruiting activities, complaint management system
Nondiscrimination regulatory requirements
Compliance coordinator responsibilities – student training/documentation on awareness/prevention of harassment
and discrimination
Implementation of Office of Civil Rights (OCR) recommendations related to grievance procedures
Analysis of disparate enrollment in programs
Clinical/Worksite agreements
Federal supplemental educational opportunity grant, federal work study, federal Perkins loan, etc.
Student files
Disclosure document
Written default management plan
6.6 – Charts and Trends
Program/Training offerings
Operational performance measures
Community meeting/committee involvement, numbers/hours
Business and industry advisory committee meetings, participation rate
Facilities, transportation, equipment, maintenance schedules
Transportation incidents
Safety incidents
Emergency preparedness drills
Civil rights/federal programs consultant findings
Financial aid specialist technical assistance findings
