Standard 5.1 A systematic student placement system should be used to assist program graduates to obtain employment or post-secondary pursuits in architectural drawing & design.
Comments:
The Georgia's Career Pipeline online resource is used for exploring details of various occupations. Click on the buttons to review information for career pathways and how the Future Shop assists students at North Cobb.
Standard 5.2 A trainee evaluation system is in place. Program’s student evaluation policy on school’s CTAE letterhead; or, copy of course syllabus citing the program’s evaluation system of trainees
Supportive comments/documentation:
Students and parents can go to the NCHS web page to review CTAE information and look at the course catalog containing information about pathway course requirements and sequence. Click on the button to experience the web page and interactive course catalog. The pictures below are snap shots (click to enlarge) of the courses related to the ADD program.
Standard 5.3 The program has a reward system for outstanding trainee performance. Document listing SkillsUSA events and other recognition activities opportunities. Newspaper clippings or labeled photos citing students’ recognition of attaining success within the program.
Supportive documentation:
Achievement Records have been maintained and updated (click on "NCHS DETAILED WINNERS" and "NCHS MEDALLION COUNT" button)
Press releases from the Marietta Daily Journal and Twitter cited recent success.
National Technical Honor Society recognition, having a 3.0 in pathway and active participation in CTSO (SkillsUSA)
Students completing the pathway and passing EoPA qualify for a graduation CTAE cord.
Standard 5.4 The program has a description for counseling services provided for trainees and the service provides for linkage of trainees to potential employers.
Documentation citing the Training Agreement used for Work-Based Learning activities and/or assignments. Documentation used to demonstrate the counseling and linkage of students to services by the school’s counseling staff.
Supportive comments/documentation:
Students, parents and Guidance work on a 4-year plan which is revisited each year for advisement and assurance to keep on track to meet graduation requirements. There are no interview requirements to take the Introduction to Engineering Drawing and Design course.
Students who have completed a career technology pathway interested in getting career-related job experience should contact the work-based learning coordinator, Sheryl Cox. You can review the online application by clicking on the work-based learning button. Upon approval, the student will enroll in the program for high school elective credit.
Snapshot of WBL information on the CCSD CTAE web page.
Standard 5.5 A description is in place for a resolution of poor trainee performance.
The course syllabus, if it indicates policy for student support to resolve poor trainee performance issues.
Supportive comments/documentation:
After reviewing the program syllabus in class, I discuss various scenarios and sometimes students ask follow-up questions about make-up work or extra credit. I provide an opportunity for discussion for a resolution for poor trainee performance.
Highlighted area for support from my program syllabus.
Standard 5.6 The trainees participate in a course evaluation. A copy of a student’s completed Course Evaluation Instrument of Program and Instructor.
Supportive comments/documentation:
End of Pathway completion and Assessment samples and other documentation shown below.
Standard 5.7 A trainee selection policy is in place if applicable. A copy of the program’s trainee selection policy or process on school’s CTAE letterhead, if applicable.
Supportive comments/documentation:
Click on the buttons to review the forms which students review when scheduling the next year elective course offering which include the drafting courses - Architectural Drawing and Design (Arch 1 & Arch 2), the Engineering Drafting and Design (Survey of Engineering Graphics & 3D Modeling and Analysis) these course require students to first take the Introduction to drawing and design course as a prerequisite to continue in the pathway. The elective forms include instructions for students to make selections, keeping in mind to also meet graduation requirements. During the scheduled registration process which is called, "Arena Scheduling" subject teachers check off student selections to make sure of proper placement, offer advise and then check out with a counselor to complete the next year scheduling process.
Standard 5.8 Recruitment and retention plans for non-traditional trainees are on file. Documentation of system’s recruitment and retention plan for non-traditional trainees in the program.
Supportive comments/documentation:
There area plethora of resources both on the internet and in publication on the topic of recruitment, retention, and non-traditional trainees. The GA DoE has a page dedicated to the topic and I would check out the links and resources made available to possible include in lesson planning (Click on the nontraditional career resources link). I have done my share of research in this area hoping to carefully implement varying strategies of nontraditional recruitment and retention into my program. in a recent semester the enrollment of boys and girls was about 50 - 50. I also was working on a paper researching the barriers and influential decisions females encounter regarding career choices, click on the button to review the outline I produced.
Female students featured demonstrating skills in the program are included in large promo posters or flyers. I had featured popular students not known for technical drafting skills featured on promotional posters and displays. My projects and activities (as seen in Standard 6.5) are gender neutral.