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Table of Contents Please click on the table of contents to bring you to that section of the plan. Section A. Executive SummarySection B. Guiding DocumentsSection C. RSTA Today (2005-2006)1. Current RSTA Enrollment2. Current RSTA Programs3. RSTA Facilities4. Current RSTA Faculty and Staff5. Vision,
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|
Goal |
Short-Term Actions (by 2008) |
Longer-Term Actions (by 2011) |
|
Program Improvement |
Expand Automotive Technology to include alternative fuel vehicles Expand Exploratory to include summer opportunities for 8th graders Add evening courses for adult learners Chapter 74 approval for Media Technology and Health Assisting Research addition of Telecommunications and Early Education & Care Culinary Arts expand collaboration with CPSD Food Services department Add Rigor, Relevance, and Respect to RSTA courses |
Expand learning & service partnerships with MIT, Harvard, and other local universities in Biotech and Engineering Expand Business Education to include Marketing, a retail outlet , & Personal Finance Add ethics component to all CTE and Business Ed courses Add Telecommunications and Early Education & Care, if appropriate, feasible Expand all courses to include Community Service component Add specialty certifications (Example.: Cisco) to Information Technologies Expand opportunities within the City for CoOp Ed., Live Work, & employment for RSTA students |
|
Instructional Improvement |
Recruit highly qualified instructors Professional development to increase teacher technical knowledge & expand instructional skills Upgrade teacher knowledge & skills in imstructors Professional Development in COP-like aplementation of student competency tracking system |
Industry-based technical training for all inssessment strategies for teachers & practice for CTE students Annual upgrade of all CTE teachers in OSHA, Employability knowledge & skills, Limited English Proficient, & IEP modifications |
|
Facilities Improvement |
Expand robotics & mechanical lab for Engineering Build digital photo lab for Commercial Design Expand Culinary Arts restaurant to 2nd floor CRLS Install SmartBoards, update cable/wire in all RSTA |
Renovate Culinary Arts kitchen & service areas Update electrical, ventilation, security at Automotive garage Expand facilities to house Telecommunications and Early Education & Care, if appropriate and feasible |
|
Enrollments |
65% of CRLS 9th graders enroll in Exploratory L1 to L2 Survival rate at 50% L2 to L3 Survival rate at 70% Tuitioned out (non-RSTA) CTE enrollments at 5% of RSTA enrollment |
65-70% of CRLS 9th graders enroll in Exploratory L1 to L2 Survival rate at 60% L2 to L3 Survival rate at 80% Tuitioned out (non-RSTA) CTE enrollments at 4% of RSTA enrollment |
|
Student Outcomes |
95% Level 1 sophomores pass both ELA & Math MCAS on first try 80% of L3 seniors eligible for Cooperative Ed 100% of Level 3 graduates in “positive placements” All non-higher ed.-bound graduates have employment transition plans |
100% Level 1 sophomores pass both ELA & Math MCAS on first try 100% of L3 seniors eligible for Cooperative Ed
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Annually each June, the RSTA Executive Director will publish an updated edition of the RSTA 5-Year Plan, including progress made towards achievement of the goals, enrollments, accomplishments, and revisions to the 5-Year Plan.
There are five (5) documents, the key elements of which guide the operation of the Rindge School of Technical Arts (RSTA) now and in the future. While these “Guiding Documents” allow for necessary flexibility and latitude in the implementation of Career and Technical Education (CTE) within the Cambridge Public Schools, the essential purposes, constraints, and goals of these “Guiding Documents” provide not only the legal underpinnings but also the philosophical compass for RSTA operations and programs.
The “Guiding Documents” include:
M.G.L. Chapter 74 (selected sections) & 603 CMR 4.00, Massachusetts Department of Education, Career & Technical Education Unit.
P.L. 105-332 (The Carl Perkins Vocational and Technical Education Act of 1998, as amended), U.S. Department of Education
The Policies of the
The Cambridge Rindge and Latin School Mission Statement, administrative procedures, and School Improvement Plans
The RSTA Guiding Principles
The operation of RSTA is driven by several other elements in addition to the above-mentioned Guiding Documents.
Each Chapter 74 program at RSTA uses its own Program Advisory Committee (details of which are contained within Chapter 74) to provide current information and foresight in preparing their respective program’s initiatives and recommendations. Those who serve on PACs represent the business, labor, and industry in each of the program fields.
The General Advisory Committee for RSTA, which includes all PAC Chairpersons, also includes members representing the Regional Employment Board and the Cambridge Workforce Development Office, to assist in providing additional employment and economic data to inform individual and RSTA-wide program decisions.
RSTA administration further employs comprehensive and systematic analysis of data on an ongoing basis, considering student enrollments and performance, as a means of assessing existing programs and planning for future initiatives. A list of data sources is attached in Appendix 3.
RSTA students who complete the 3-year, CTE sequence of courses in an occupational area are expected to:
Use the latest, existing technology in their field for good & just purposes;
Learn the new and changing technologies, and apply them judiciously; and
Be prepared to refine and improve existing technology, or create the next technology.
A. On May 11, 2006 the total student enrollment in all RSTA programs was 715. A breakdown of all course and Program enrollments by grade follows:
|
RSTA Course |
Grade 9 |
Grade 10 |
Grade 11 |
Grade 12 |
Total |
|
Auto 1 |
3 |
23 |
|
1 |
27 |
|
Auto 2 |
|
1 |
9 |
3 |
13 |
|
Auto 3 |
|
|
1 |
7 |
8 |
|
Total Auto |
3 |
24 |
10 |
11 |
48 |
|
Biotech 1 |
|
6 |
4 |
|
10 |
|
Biotech 2 |
|
|
|
3 |
3 |
|
Total Biotech |
|
6 |
4 |
3 |
13 |
|
Carpentry 1 |
|
11 |
4 |
|
15 |
|
Carpentry 2 |
|
1 |
6 |
4 |
11 |
|
Carpentry 3 |
|
|
2 |
5 |
7 |
|
Total Carpentry |
|
12 |
12 |
9 |
33 |
|
Comm. Des.1 |
2 |
18 |
2 |
|
22 |
|
Comm. Des.2 |
|
3 |
9 |
1 |
13 |
|
Comm. Des.3 |
|
|
|
3 |
3 |
|
Total Comm. Des. |
2 |
21 |
11 |
3 |
37 |
|
Comp. Prog.3 |
|
|
|
3 |
3 |
|
Total Comp. Pro. |
|
|
|
3 |
3 |
|
Culinary Arts 1 |
|
20 |
|
|
20 |
|
Culinary Arts 2 |
|
2 |
19 |
|
21 |
|
Culinary Arts 3 |
|
|
|
10 |
10 |
|
Total Culinary |
|
22 |
19 |
10 |
51 |
|
Electronics 2 |
|
|
1 |
2 |
3 |
|
Electronics 3 |
|
|
1 |
6 |
7 |
|
Total Electronics |
|
|
2 |
8 |
10 |
|
Graphics 1 |
|
5 |
|
|
5 |
|
Graphics 2 |
|
|
1 |
|
1 |
|
Graphics 3 |
|
|
|
7 |
7 |
|
Total Graphics |
|
5 |
1 |
7 |
13 |
|
Health Assist 1 |
2 |
23 |
1 |
|
26 |
|
Health Assist 2 |
|
|
11 |
4 |
15 |
|
Health Assist 3 |
|
|
|
5 |
5 |
|
Total Health Asst |
2 |
23 |
12 |
9 |
46 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
RSTA Course |
Grade 9 |
Grade 10 |
Grade 11 |
Grade 12 |
Total |
|
Info. Tech. 1 |
|
9 |
|
3 |
12 |
|
Total IT |
|
9 |
|
3 |
12 |
|
Engineering 1 |
|
5 |
4 |
7 |
16 |
|
Engineering 2 |
|
1 |
9 |
4 |
14 |
|
Engineering 3 |
|
|
|
1 |
1 |
|
Total Engineering |
|
6 |
13 |
12 |
31 |
|
Media Tech 1 |
|
1 |
1 |
2 |
4 |
|
Total Media Tech |
|
1 |
1 |
2 |
4 |
|
Gr. 9 Exploratory |
263 |
|
|
|
263 |
|
Desktop Publish |
8 |
6 |
11 |
8 |
33 |
|
MS Office |
|
17 |
17 |
19 |
53 |
|
Accounting |
|
1 |
5 |
8 |
14 |
|
Busn. Mangmnt. |
|
6 |
4 |
34 |
44 |
|
Bank Operations |
|
1 |
|
5 |
6 |
|
|
|
|
|
|
|
|
Total RSTA Enrollment |
278 |
162 |
122 |
149 |
715 |
|
|
|
|
|
|
|
|
Total CRLS Enrollment |
408 |
427 |
429 |
419 |
1691 |
|
% RSTA Enrollment |
68.2% |
37.9% |
28.4% |
35.6% |
42.3% |
|
Year |
|
9 |
10 |
11 |
12 |
Ungraded |
Total |
|
|
CRLS |
345 |
416 |
409 |
401 |
8 |
1579 |
|
2006-2007 |
RSTA CTE |
225 |
173 |
95 |
52 |
|
545 |
|
|
RSTA Bus Ed |
4 |
23 |
36 |
74 |
|
137 |
|
|
% RSTA |
66.4% |
47.1% |
32.0% |
31.4% |
|
43.2% |
|
|
CRLS |
300 |
350 |
413 |
382 |
8 |
1453 |
|
2007-2008 |
RSTA CTE |
190 |
146 |
90 |
67 |
|
493 |
|
|
RSTA Bus Ed |
4 |
22 |
34 |
69 |
|
129 |
|
|
% RSTA |
64.7% |
48.1% |
30.0% |
35.5% |
|
42.8% |
|
|
CRLS |
304 |
304 |
348 |
386 |
8 |
1349 |
|
2008-2009 |
RSTA CTE |
195 |
124 |
79 |
65 |
|
462 |
|
|
RSTA Bus Ed |
3 |
20 |
31 |
62 |
|
116 |
|
|
% RSTA |
65.1% |
47.2% |
31.6% |
32.8% |
|
42.8% |
|
Year |
|
9 |
10 |
11 |
12 |
Ungraded |
Total |
|
|
CRLS |
307 |
304 |
304 |
348 |
8 |
1271 |
|
2009-2010 |
RSTA CTE |
195 |
127 |
70 |
60 |
|
452 |
|
|
RSTA Bus Ed |
3 |
18 |
29 |
58 |
|
108 |
|
|
% RSTA |
64.5% |
47.6% |
32.7% |
33.9% |
|
44.1% |
|
|
CRLS |
284 |
312 |
302 |
284 |
8 |
1190 |
|
2010-2011 |
RSTA CTE |
185 |
127 |
76 |
56 |
|
444 |
|
|
RSTA Bus Ed |
3 |
17 |
27 |
55 |
|
102 |
|
|
% RSTA |
66.2% |
46.1% |
34.1% |
39.2% |
|
45.9% |
Technical Arts Exploratory, a one-semester course for 9th graders only designed to provide students with a sampling of the programs and courses available to them as 10th graders and beyond.
For students at all grades, a variety of Business Education Courses are offered, all of which are “stand-alone” courses with no prerequisites.
For 10th through 12th graders, a series of structured and sequential courses starting with Level 1 and ending with Level 3 in the following areas:
A Description of each Program at RSTA is contained in Appendix 4 of this report. As is the case with all courses offered at CRLS, every RSTA course is described in a Course Syllabus. The syllabi for all RSTA courses are posted on the CRLS website. Please note, as of the date of this report, the format for CRLS Course Syllabi was undergoing modification, and minor changes in details will be noted in future syllabi.
For all RSTA students, beginning during the Technical Arts Exploratory, a 4-year program of Career Planning and Counseling, operated in collaboration with CRLS Guidance services, is provided. This program assesses student interests, talents, and performance and counsels students accordingly towards an educational and career path.
Work Study (non-school-time work within the district primarily for 14- and 15-year-olds at CRLS) and Cooperative Education (Chapter 74-defined, supervised, school-time employment for RSTA Level 3 seniors) opportunities are available for eligible students.
TechPrep, in partnership with the Regional Office for TechPrep, provides Articulation Agreements with institutions of higher learning, permitting RSTA Level 3 completers to receive college-level credit for completion of certain qualifying RSTA programs. See the Program Descriptions in Appendix 4 for a list of Articulation Agreements for each program.
The facilities RSTA uses are contained almost exclusively within CRLS, and are currently confined to the first floor of the Rindge Building in 19 classrooms and labs, and to the Solomon Garage (across Broadway from CRLS). Several programs make use of off-site facilities that complement the labs and classrooms of RSTA; examples include Health Assisting clinical training at Sancta Maria and Neville Manor, Culinary Arts at Broadway Super Market, Carpentry at various schools in the City for installation of sheds, and the many workplaces that are the Cooperative Education places of employment.
Between 2000 and 2002, the Cambridge School Committee and Superintendent committed to an extensive renovation of the physical facilities housing the RSTA programs. These renovations helped create a modern, well-designed setting for the program offerings available at the time. The recent addition of Media Technology in the Solomon Garage and the expansion of Culinary Arts, Engineering, Commercial Design, Health Assisting, and Information Technologies within the
5. RSTA Vision,
Our Vision
The vision of the
Our Mission
To realize our vision, the RSTA faculty and staff are committed to providing students with state-of-the-art instructional resources and tools in a learning environment that is safe, healthy, and fully modernized in adequate facilities. We deliver high-quality instruction that engages learners and connects knowledge and skills with current and future applications in higher education and in the workplace. We promote and encourage a climate of high expectations, responsibility, effective cooperation, lifelong learning, and respect for self and all human diversity.
Our challenging, industry-based curricula are taught by experienced, highly-qualified teachers and provide all students with learning opportunities and the chance to continually improve and master skills. We provide an education that is relevant and rigorous for all students.
Our advisory committees and outreach programs assure that the local community and our students' families are welcomed to our program, and we count on their partnership to support and strengthen all that we do. RSTA support staff provides counseling and other interventions, often on an individualized basis, to help insure optimal benefit and student development.
Our Guiding Principles
1. RSTA Goals for 2011 and Action Plans
The following five (5) Goals represent five general areas of improvement and expansion of RSTA to be achieved by the end of the 2010-2011 school year. In order to accomplish these Goals, specific actions and strategies are planned for the near-term and longer-term future.
Action Plans for the
Accomplishment of RSTA Goals
Goal 1 IMPROVE PROGRAM QUALITY
Develop and implement high-quality Career and Technical Education (CTE) opportunities for secondary level students that are consistent with the Cambridge Public Schools’ educational goals, local and regional employment forecasts, state (Chapter 74) and federal (Perkins Act) programmatic regulations, community interests, and the highest standards of rigor, relevance, relationships, and respect.
|
Strategies for Attainment of Goal |
Evidence, Outcome, or Result |
Person(s) Responsible |
Specific Timeline |
|
1.1. Incorporate alternative fuel vehicles into Automotive Tech: Summer 2006 collaboration with MIT; design of new curriculum units compatible with CVTE Frameworks Summer 2007; acquire needed equipment, tools, etc. Summer 2008. |
Curriculum (Learner objectives, instructional activities, plans for use of special equipment, texts & collateral material, assessments) for Alternative Fuel Vehicles Unit. |
Vocational Coordinator, Automotive Tech Faculty |
New instructional units ready for September 2008 |
|
1.2. Expand Exploratory opportunities for incoming 9th and 10th graders during the summer. |
Students who were not scheduled into Exploratory will complete the course during the summer |
Executive Director, Vocational Coordinator, RSTA faculty |
Enroll students for the summer of 2007 |
|
1.3. Complete required process and site visits by DOE for Ch 74 approval for Health Assisting and Media Technology |
Chapter 74 approval |
Executive Director, Vocational Coordinator, RSTA faculty |
Health Assisting by Sept 2006; Media Tech by Sept 2007 |
|
1.4. Expand learning & service partnerships with MIT, Harvard, and other area higher ed institutions in Biotechnology and Engineering incl. summer courses & paid internships for students. |
RSTA students & faculty gain access to university research facilities, students, & faculty to enhance curriculum, materials, & experiences. |
Executive Director, RSTA Faculty |
Ongoing |
|
1.5. Research addition of new programs in Telecommunications and Early Education & Care; Implement program(s) as appropriate |
Market/employment survey, student interest survey, analysis of costs, availability of facilities, faculty, and other resources. |
Executive Director, Advisory Committees, Superintendent, School Committee |
Complete research of feasibility by November 2006; submit proposal for implementation by 07-08 school year |
|
1.6. Extend collaboration of Culinary Arts with CPSD Food Services |
RSTA students participate in surveys, planning, for healthy meals |
Vocational Coordinator, Culinary faculty, Food Services staff |
2006-2007 school year and beyond |
|
1.7. Add to all CTE and Business Education courses a curriculum unit and lessons on business and workplace ethics |
RSTA students learn how to make ethical decisions as part of their CTE & Business education. |
Vocational Coordinator, RSTA faculty |
Implementation for 2008-2009 school year |
|
1.8. Add Community Service component to all RSTA courses |
Students engage in successful Community Service within their occupational area |
Vocational Coordinator, RSTA faculty |
Implementation for 2008-2009 school year |
|
1.9. Add specialty certifications to selected programs based on industry trends, employability needs, and capacity to deliver within constraints of CVTE frameworks |
Cisco certificate to Info Tech; EMT to Health Assisting; OSHA to all CTE programs |
Vocational Coordinator, RSTA Faculty |
Implementation for 2008-2009 school year |
|
1.10. Define, design, and add increased RIGOR to all RSTA instructional programs |
Curriculum materials & instructional strategies evaluated at high levels of challenge, precision, and consistency |
Vocational Coordinator, RSTA Faculty |
Implementation for 2008-2009 school year |
|
1.11. Define, design, and add increased RELEVANCE to all RSTA instructional programs. |
Curriculum materials & instructional strategies evaluated at high levels of connection to competencies & practices in the respective occupational areas |
Vocational Coordinator, RSTA Faculty |
Implementation for 2008-2009 school year |
|
1.12. Define, design, and add increased RESPECT to all RSTA instructional programs. |
Curriculum materials & instructional strategies evaluated at high levels of personalization for students with IEPs, 504 plans, LEP, economically disadvantaged, & in non-traditional (for gender) occupations |
Vocational Coordinator, RSTA Faculty |
Implementation for 2008-2009 school year |
|
1.13. Define, design, and add increased RELATIONSHIP components in all RSTA programs. |
RSTA students establish educationally productive relationships & with their parents confidently rely on staff to provide access to quality learning & adequate preparation beyond HS . |
Vocational Coordinator, RSTA Faculty |
Implementation for 2008-2009 school year |
|
1.14. Modify Carpentry to include finer (finish carpentry) skills and renovation of older homes |
Carpentry students acquire broader marketable skills |
Vocational Coordinator, RSTA Carpentry Faculty |
2006-2007 school year |
Goal 2 IMPROVE QUALITY OF INSTRUCTION
Sustain excellence in curriculum design, teaching, and assessment of student learning through the recruitment and retention of outstanding CTE instructors and support staff, high quality professional development, and faculty supervision and evaluation that lead to improved student learning.
|
Strategies for Attainment of Goal |
Evidence, Outcome, or Result |
Person(s) Responsible |
Specific Timeline |
|
2.1.Hire the most qualified candidates for positions available at RSTA |
Highly-qualified teachers accept offers of employment |
Executive Director, Superintendent |
By summer 2006 in Engineering, Health Assisting, and Culinary Arts, Ongoing as needed |
|
2.2. Focus observation, supervision, professional development, & evaluation of all faculty members on improving student engagement and elevating student performance. |
Students are engaged, make progress, and accomplish learner goals and demonstrate achievement of standards |
Executive Director, Vocational Coordinator |
Immediately and Ongoing |
|
2.3. Upgrade the competency tracking system by clarifying rubrics, correlating standards and grades, improving efficiency of recording |
Improved assessment and tracking of student competencies |
Vocational Coordinator, RSTA faculty |
2006-2007 school year professional development |
|
2.4. Increase opportunities for industry-based training for RSTA instructors |
Instructors demonstrate expertise in state-of-the-art knowledge of their occupational areas |
Vocational Coordinator, RSTA Faculty |
Ongoing; as needed |
|
2.5. Implement COP-like professional development & training for all CTE teachers |
Teachers create, pilot, and implement COP-like assess-ments to measure student achievement & progress towards competencies |
Vocational Coordinator, RSTA Faculty |
Summer 2007 & 2008 |
|
2.6. Increase capacity in RSTA teachers to develop units & lesson plans that incorporate “Teaching for Understanding” principles |
RSTA Units & Lesson plans reflect principles of “Teaching for Under-standing” and are aligned with CVTE Frameworks. |
Vocational Coordinator, RSTA Faculty |
Summer 2006 and ongoing |
Goal 3 IMPROVE PHYSICAL FACILITIES
Provide CTE Frameworks-aligned instruction and related experiences in adequately sized, appropriately-designed, safe, and healthy facilities (classrooms, laboratories, shops, & offices) and with industry-based, state-of-the-art equipment.
|
Strategies for Attainment of Goal |
Evidence, Outcome, or Result |
Person(s) Responsible |
Specific Timeline |
|
3.1. Expand robotics & mechanical engineering lab for Engineering in R128 |
Current lab renovated and expanded |
RSTA carpentry students, CRLS Maintenance |
Summer 2006 |
|
3.2. Design & build digital photo lab for Commercial Design in R114 |
New lab constructed |
RSTA carpentry students, CRLS Maintenance |
Summer 2007 |
|
3.3. Expand Culinary Arts to 2nd floor mezzanine |
New carry-out, service, and restaurant opens |
Culinary Arts faculty, CRLS Maintenance |
Fall 2006 |
|
3.4.Purchase & Install SmartBoards in 5 RSTA labs & classrooms |
All SmartBoards installed and used to promote student learning |
Executive Director, contractors, tech staff |
Summer 2006 |
|
3.5. Plan for and Install TV monitors and cabling in CRLS Cafeterias and selected common areas for Media Tech broadcast of regular school news, events, and programs of interest
|
Locally broadcast TV news, events, and other programming of interest to students and CRLS faculty |
Executive Director, Media Tech faculty, Superintendent, School Committee |
2008-2009 |
|
3.6. Expand capacity of Automotive Tech to teach alternative design/ alternative fuel vehicles
|
Install machine shop & small scale body shop equipment, ventilation, & upgraded electrical capacity in Auto garage. |
Executive Director, Auto teachers, CPSD Maintenance, contractors |
Summers 2006, 2007, 2008 for implementation 08-09 school year |
|
3.7. Install high volume printer/copier to Graphic Communications and ventilation system to improve shop quality |
Graphics uses printer/copier to improve volume and upgrade skills of student users |
Executive Director, contractors |
2006-2007 |
|
3.8. Install equipment & benches to permit expansion of Carpentry skills (finish carpentry & renovation) |
Students gain mastery of fine carpentry & renovation skills through practice on state-of-the-art equipment |
Executive Director, Vocational Coordinator, RSTA Carpentry teachers |
2007-2008 |
|
3.9. Upgrade RSTA hardware & software when their functional capacity declines to where it interferes with the instructional goals (about 4 years) |
Students & faculty use current technology (wireless) effectively & efficiently in the acquisition of learner objectives |
Executive Director, Tech staff |
Ongoing analysis, purchase as needed; significant purchase in FY09 |
Goal 4 SUSTAIN APPROPRIATE ENROLLMENT
Enroll Cambridge students in Career & Technical Education programs and Business Education courses at levels that reflect student interest, educational and economic demand, and consistent with Boston-area comprehensive urban high school enrollments.
|
Strategies for Attainment of Goal |
Evidence, Outcome, or Result |
Person(s) Responsible |
Specific Timeline |
|
4.1. Generate interest in enrolling in RSTA programs through assertive informational efforts aimed at middle school students, their families, and CPSD teachers, guidance, & administration. |
65% of CRLS 9th graders enroll in Exploratory |
Executive Director, Vocational Coordinator, RSTA faculty |
Immediately and ongoing |
|
4.2. Sustain enrollment from one level to the next by building group cohesion & extolling benefits of Level 3 completion |
L1 to L2 survival rate at 50% L2 to L3 survival rate at 70% |
Executive Director, RSTA Faculty |
June 2008 |
|
4.3. Increase enrollment rate from one level to the next by demonstrating benefits of Level 3 completion |
L1 to L2 survival rate to 60% L2 to L3 survival rate to 80% |
Executive Director, RSTA Faculty |
June 2011 |
|
4.4. Reduce percentage of CTE students being tuitioned out by providing alternative CTE programs at RSTA and SOLVED Collaborative |
Tuitioned out CTE students at 4% or less of RSTA enrollment |
Executive Director, SOLVED administration |
June 2011 |
|
4.5. Increase enrollment in Biotechnology and Engineering by deeper collaboration with universities & CPSD Science dept.; including summer & vacation activities that expose rising 9th & 10th graders to program opportunities |
10-15 students at L2 & L3 in Biotech and Engineering |
Executive Director, RSTA Faculty |
Summer 2007, 2008; ongoing |
|
4.6. Provide high-quality, stand-alone Business Ed. courses on useful/generally applicable topics to help prepare non-CTE students for work (Personal Finance, Business Management, Accounting, Banking, etc.) |
Business Ed course enrollments at 8-10% of CRLS enrollment |
Executive Director, RSTA Faculty |
Ongoing |
Goal 5 IMPROVE STUDENT LEARNING OUTCOMES.
Students enrolled at RSTA make satisfactory progress towards the attainment of specific learner objectives and achieve all program standards, as measured by Mass. DOE measures and local assessments.
|
Strategies for Attainment of Goal |
Evidence, Outcome, or Result |
Person(s) Responsible |
Specific Timeline |
|
5.1. In all RSTA courses implement curricular & instructional improvements that result in increased student knowledge of standardized objectives. |
L3 students achieve 100% of program-specific standardized objectives on COP |
Executive Director, Vocational Coordinator, RSTA CTE teachers |
Class of 2010 |
|
5.2. For all RSTA students, provide quality instruction, support, guidance, employment skills, & learning and career opportunities.
|
100% L3 completers enroll in higher education, the military, or gain employment in their field of study within 6 months of their graduation from CRLS |
Executive Director, Vocational Coordinator, RSTA CTE teachers, Career Counselor |
Immediately and ongoing |
|
5.3. Assess RSTA student performance against standardized objectives on an ongoing basis and provide modification & support as needed to assure timely attainment of standards.
|
All RSTA students make satisfactory progress towards proficiency on COP testing and High School graduation requirements |
Executive Director, Vocational Coordinator, RSTA CTE teachers |
Immediately and ongoing |
The Cambridge School Committee continues to support Chapter 74 programs at CRLS.
CRLS Mission remains essentially the same as current (05-06).
RSTA Guiding Principles remain intact and applied, as current (05-06)
Funding from Massachusetts Dept of Ed (Ch 74 reimbursements) and U.S.D.O.E (Perkins Grant) for RSTA programs remain available at or above current (05-06) per pupil levels for RSTA enrollments.
Physical facilities needed to adequately house RSTA programs are available or are planned.
Certified/Licensed faculty is available to administer and deliver RSTA programs adequately at Mass. DOE Chapter 74 required student-to-instructor levels.
CRLS projected student enrollments remain approximate to the projected enrollments included in this report.
Technological advances continue to require updates in equipment and procedures roughly at the rate the programs have experienced them in the recent past (replacement of computers, wear on equipment, improvements in software, etc.).
Employment and economic forecasts and industry trends provide clear direction for planners to implement new programs or to sustain, expand, reduce, or eliminate existing programs.
1. Projected Enrollments for RSTA and CRLS to 2011
2. RSTA 05-06 Faculty, with Educational Licenses and Certifications
3. Detailed Plan for Analysis of RSTA Data
4. RSTA Program Descriptions
5. References
Appendix 1
Projected Enrollment RSTA and CRLS
CTE and Business Ed. Programs
Appendix 2 - 2005-2006 RSTA Staff Certifications
|
NAME |
Program |
Cert. Number |
Area or Field of Certification |
Cat-egory |
Status |
Date Issued |
Expiration Date |
|
Abrams, Joan |
BioTch |
393075 |
Biotechnology 9-14 |
VOC |
Prelim |
9/04 |
|
|
Barbosa, Richie |
BusEd |
157823 |
Business Ed K-12 |
ACA |
Prof |
|
|
|
Carter, |
ENG |
322272 |
Math & Science 5-12 Visual Arts 5-12 Technology Education 5-12 |
ACA |
Prof |
3/95 |
|
|
Ciccarelli, AnneMarie |
HeaAsst |
5028119 358850 |
Health Service Asst/LPN School Nurse K-16 |
VOC ACA |
Prov Prof |
6/03 9/99 |
|
|
Cooper, Rob |
AutoTch |
398680 |
Automotive Technology 9-14 |
VOC |
Prelim |
11/02 |
|
|
Doucette, Roy |
AutoTch |
394241 |
Automotive Technology 9-14 |
VOC |
Prelim |
11/02 |
|
|
Ferguson, Steve |
InfoTch |
WAIVER
406489 |
Network Systems/Information Support and Services General Science 5-8 |
VOC
ACA |
Initial |
8/05
3/06 |
3/7/11 |
|
Griffith, Karen |
BusEd |
190971 |
Principal/Asst. Principal 7-12 Business Ed K-12 Social Studies 7-12 |
ACA |
Prof |
12/87 |
|
|
Hauck, Conrad |
ENG |
388337 |
Engineering Technology 9-14 |
VOC |
Prelim |
11/03 |
|
|
LaBossiere, Marlene |
HeaAsst |
207160 |
General Science 9-12 |
ACA |
Prof |
5/99 |
|
|
LeGault, Joel |
CUL |
390068 |
Culinary Arts 9-14 |
VOC |
Prof |
2/90 |
|
|
LeGendre, Michelle |
Graphics |
397424 |
Graphics 9-14 |
VOC |
Prelim |
5/03 |
|
|
Maxwell, Michele |
ComDes |
391223 |
Commercial Design 9-14 Digital Media Technology 9-14 |
VOC |
Prof |
11/02 |
|
|
McKinney, Rick |
CUL |
395732 |
Culinary Arts 9-14 |
VOC |
Prof |
3/02 |
|
|
O’Brien, Kenny |
CARP |
398710 |
Carpentry 9-14 Auto Body Collision and Repair 9-14 |
VOC |
Prof |
5/93 5/79 |
|
|
Richard, Jonathan |
ComDes |
404068 |
Commercial Design 9-14 |
VOC |
Prelim |
8/05 |
|
|
Rivera, Steve |
AutoTch |
396183 |
Automotive Technology 9-14 |
VOC |
Prof |
2/05 |
|
|
Rubin, Jaci |
CUL |
225688 |
Hospitality Management 9-14 |
VOC |
Prelim |
9/04 |
|
|
NAME |
Program |
Cert. Number |
Area or Field of Certification |
Cat-egory |
Status |
Date Issued |
Expiration Date |
|
Russo, Tony |
IT/Elctrnc |
388762 |
Electronics 9-14 |
VOC |
Prof |
3/89 |
|
|
Thomas, Cathy |
CUL |
394750 |
Culinary Arts 9-14 |
VOC |
Prof |
2/96 |
|
|
Walsh, Paul |
CARP |
241280 |
Special Needs 5-12 Industrial Arts K-12 |
ACA |
Prof |
10/97 5/99 |
|
|
Williams, Rosalie |
ComPrg |
405682 |
Data Processing 9-14 |
VOC |
Prof |
1/90 |
|
|
Vartabedian, Vanessa |
MediaT |
WAIVER |
Radio and TV Broadcasting |
VOC |
|
8/05 |
|
|
Alving, Judy |
Co-Op |
392539 |
Voc Tech Co-op Ed Coordinator Supervisor/Director Voc Tech Cosmetology 9-14 |
VOC |
Prof |
9/04 9/04 6/99 |
|
|
Cannella, Anthony |
SPED |
360069 |
Special Needs 5-12 |
ACA |
Prof |
12/99 |
1/13/08 |
|
Michaude, Suzanne |
Car. Guid. |
274128 |
School Guidance Counselor 1-6/5-12 |
ACA |
Prof |
2/87 |
|
|
Garman, Clare |
Car. Guid. |
5025547 |
Director Guidance/Vocational Asst. Superintendent Vocational 9-14 |
VOC |
Prof |
4/03 |
|
|
Paradis, Diane |
VOC DIR |
5028110 237319 |
Superintendent Vocational 9-14 Principal 5-9/7-12 General Science 9-12 |
VOC ACA |
Prof Prof |
5/03 6/83 |
|
|
Pierce, Ruby |
Sp. Proj. |
179989 |
Principal 7-12 Business Education K-12 Business Education 7-14 Vocational Technical Director |
ACA
VOC |
Prof
Prof |
1/89
11/03 |
|
|
Ananis, Michael |
Executive Director |
124832 |
Superintendent Academic K-12 Superintendent Vocational 9-14 |
ACA VOC |
Prof |
5/99 10/04 |
|
Appendix 3 - Detailed Plan for Analysis of Data
|
Outcomes/Data |
Description of Analysis |
Person (s) Responsible for the Analysis |
Timelines |
Analysis will inform the following: |
|
Career & Technical Education (CTE) students who receive HS diploma |
Number and Percentage by Gender, Race, LEP, w/Disability, Economically Disadvantaged Outcomes/Time |
Executive Director General and Program Advisory Committees |
Fall |
Program improvement Professional Development Additional services Further study |
|
CTE students who receive a COP |
Number and Percentage by Gender, Race, LEP, w/Disability, Economically Disadvantaged Outcomes/Time |
Executive Director General and Program Advisory Committees All Faculty and Counseling Staff |
Fall |
Program improvement Professional Development Additional services Further study |
|
CTE students who are “positively placed” |
Number and Percentage by Gender, Race, LEP, w/Disability, Economically Disadvantaged Outcomes/Time
|
Executive Director General and Program Advisory Committees Counseling Staff |
Fall |
Program improvement Professional Development Additional services Further study |
|
CTE students who pass MCAS |
Number and Percentage by Gender, Race, LEP, w/Disability, Economically Disadvantaged
|
Executive Director General and Program Advisory Committees Counseling Staff Development & Assessment Office |
Fall |
Program improvement Professional Development Additional services Further study
|
|
Enrollment in RSTA Courses
|
By course, program By gender, race, language, IEP By Grade By “major” Changes/Time |
Executive Director General and Program Advisory Committees Counseling Staff HS Principal Superintendent |
Quarterly
|
Add/Drop Programs or sections Further Study |
|
Outcomes/Data |
Description of Analysis |
Person (s) Responsible for the Analysis |
Timelines |
Analysis will inform the following: |
|
Out of District Enrollment |
By course, program By gender, race, language, IEP By Grade By “major” Changes/Time |
Executive Director General Advisory Committee Superintendent |
Quarterly |
Add/Drop Programs or sections Further Study
|
|
Course selection
|
By course, program By gender, race, language, IEP By Grade By “major” Changes/Time |
Executive Director Vocational Coordinator Counseling Staff HS Principal
|
March - April |
Program improvement Add/Drop Programs or sections
|
|
Exploratory Student Survey
|
Comment on Exploratory experience Awareness of choices |
Executive Director Vocational Coordinator Counseling Staff All Faculty |
End of Each Semester |
Program improvement Professional Development Further Study |
|
Grade 9 Career Game Results |
Comment on efficacy of Career game Aspirations |
