Idaho Division of
Professional-Technical
Education
Secondary Program
Review
Engineering Program
W~!i!?~O-~ Professional-Technical Education SECONDARY PROGRAM REVIEW CHECKLIST
~PTE
j oistrict #: loate : J02/19/2014
jschool: Principal/Supervisor:
Program: Pre-Engineering I
Program Manager: lnstructor(s1•
•I
The essential components for approved secondary Professional-Technical Education (PTE) programs are listed below. This
assessment tool was developed to assist local school districts in planning for, implementing, and conducting quality PTE
programs. Each of these items is rated following the Secondary Program Review Essential Components Rubric.
• Programs must meet these essential components (*)to have an 'Approved' program. No more than three of the remaining
components may be unmet to be an 'Approved' program.
I I ISTANDARD: MET NOT
Section One· ADMINISTRATION Speak wtth an Admm1strator to answer the 3 quest1ons tn th1s sect1on.
Met with: 0 Superintendent 0 Principal 0 Vice Principal 0 Counselor
1. Professional-Technical Education (PTE) funding, program inventory and fiscal records are administered and
maintained in accordance with PTE policies and Allowable Use of Added-Cost Funds guidelines. A detailed
separate inventory between equipment and materials bought with school funds and bought with PTE
funds is maintained. Formal transfer requests are filed if equipment needs to move between schools
within the program.
2. Program budget reflects expenditures appropriate to program standards, program goals and the five-year c.' ('
plan. It is developed by the instructor, with input from the advisory committee, and approved by the
administrator. PTE allowable uses of funds guidelines are followed. Planning to transition to VEX robotics r. r
r n/a
3. A written plan is developed by an instructor who has a contract for work that extends beyond the academic
year. The plan follows PTE policy, is approved by and on file with the school administrator. PLTW training,
TSA national conference, summer conference
Section Two· STAFF Met Not
• 1. Instructor holds current teaching certificate and appropriate PTE endorsement(s). Adv Occ Spec: PLTW r
Prine of Engr, Electronics, Gen Engr r
r
Joe Wax Standard Secondary Math 6/12 2015
2. Instructor participates annually in professional development related to the program and teaching ~
assignment. Joe Wax PLTW, summer conference
3. Instructor provides information and awareness about the program to administrators, counselors, employers,
parents and prospective students. Counselor training, district-wide parent letters, e-mail list of current
students and families
Section Three • PROGRAM ('" Cluster r. Pathway ('" Career Specialty
• 1. Courses offered are sequential and incremental for specific program. PLTW pathway, broken down to r
meet APTC student needs
r
• 2. Program advisory committee represents various aspects of the industry and community. The committee r
meets at least annually (PTS programs meet at least twice annually) and provides input for program r
improvement. Shared advisory committee between all PLTW district programs meets biannually.
• 3. Leadership development is integral to the program and is generally provided through an approved
Professional-Technical Student Organization. TSA- district-wide chapter
• 4. Realistic work experience is provided through laboratory and/or industry-related activities. Some
internships, looking to expand, working with advisory committee on realistic projects
5. Current state approved standards and competencies are used. PLTW is designed to meet CC math and
English, STLs, NGSS
TDAHO DIV!SlO;~ OF PROFESSiONAL·TfCIINICP.l fDUCAT!ON v:ww ptg.idaho~ov 208-334<;216 ..
650 West Slate St, 1:324 ·PO Box 837;>0 · Bot~e. JD tl372U 0095 rAX 208 334 2365
Idaho PTE Secondary Program Review 2
6. Written Program Goals reflect the needs of the students, business and industry, and the community. Goals r. r
were written together by all programs to include growth, recruitment and retention in classes,
female enrollment and TSA participation. r
7. The program is based on industry skills standards. Developed by PLTW consortium r
8. An industry-based technical assessment is used to measure competency attainment. PLTW r
end of course assessments, NOCTI capstone for completers.
r
9. Idaho Academic Content Standards are integrated into the PTE program courses. PLTW
is designed to meet CC math and English, STls, NGSS r
10. A written Five-Year-Plan addresses facilities, equipment, curriculum, and staff development
with the school administrator) is developed with input from postsecondary and advisory cor
updated annually. Equipment replacement plan is included, but currently all
equipment is up-to-date.
11. Materials, supplies and resources meet industry standards and support the program. r
Transitioning to VEX robotics from Fischertechnik--------·------------------
12. Data is collected annually and is used to develop, promote, and improve the program.
PLTW assessment data, end of year test
13. Student feedback is collected and used in program planning, evaluation, and improvement.
14. There is a current postsecondary 'advanced learning opportunity' in place for the program.
• • NNU concurrent credit - Joe is listed as adjunct at NNU
15. Curriculum supports reinforcement of basic Employability Skills for Career-Ready Practice.
• Industry standard equipment and software, working with advisory committee for realistic projects
Section Four • SERVICES Met Not
1. Instructor collaborates with the school counselor to provide career guidance, program information and r
placement in technical programs related to students' individual graduation plan. PTE video for all 8th
grade students, district-wide parent letters, PLTW counselor training r
2. Instructor collaborates with Special Services to identify and implement adaptations, accommodations,
modifications, interests, and career goals for students with special needs. Extra time, preferred seating,
IEP meetings, monitoring in Power School
Section Five • FACILITY Met Not
* 1. Classrooms/laboratories are clean, orderly and safe. Students are provided appropriate safety-related r
instructions for the program. NNes r
2. En,llment is appropriate for facility size, work stations and type of equipment used for the program.
r
Classes maxed at 30.
r
3. Equipment is systematically updated, maintained, inventoried, and replaced. Update plan, but all
equipment is up-to-date, planning for transition to VEX robotics r. r
4. Laboratory facilities are current, support the program standards and accessible to all students. Notes
OVERALL PROGRAM RATING
Comments and • Collection of on-going and summative formal student feedback for program improvement
Recommendations: Continued support of teacher professional development through Project Lead the Way
School: lnstructor(sj: -
Program:
Program Manager: Principal/Supervisor: Staci Low
Janel Kerr iiAfj@h,ijfiifflj Approved Date: 2/26/2014
Page 2 of 2
Idaho Idaho Division of Professional-Technical Education
Professional-Technical
Education 6'i0 \Ve~l Stal~ Str~el , P O Bm 8i720. Bo t\C: IJaho 8~720 0095
2/26/14 Phone (208) 334-32 16, f.a\ (208) '""' 2365
htrp://v.ww.pte tdaho.go\
Thank you for the opportunity to visit the Professional-Technical Education program at the
on February 19,2014. Based on my visit, the Pre-Engineering program
has received an approved srarus. This status represents critical components present during the review
process. The district and the Pre-Engineering program are to be commended for the following:
• Advanced learning opportunities through concurrent credit with NNU.
• Support of student growth and leadership through active participation in TSA.
• Professional-Technical Education student recruitment activities
To align the Ada Professional-Technical Education Pre-Engineering program with the essential
components and strategies for Professional-Technical Education Programs, I would offer the following
recommendations.
• Collection of on-going and summative formal student feedback for program improvement
• Continued support of teacher professional development through Project Lead the Way
P lease call my office at: (208) 334-3216 or e-mail me at: [email protected] if I may be of
assistance in any way. I look forward to working with the Ada Professional-Technical Education Center
for continued implementation of the Quality Initiative for professional-technical programs. Best wishes
for a successful year.
Sincerely,
czt~err.?
Program Manager
Engineering and Technology Education
pc:
"Committed to Excellence: Preparing Tomorrow's Workforce Through Quality Leadership and Service"
O JDAJ-IODivision of Secondary Program Review
Professionoti·Tedlnlcal Education Essential Components Rubrics
~~
* Programs must meet all of these components to have an "Approved" program. No more than three of the remaining
components may be unmet to be an approved program.
Section 1 - ADMINISTRATION
1. Professional-Technical Education (PTE) funding, program inventory and fiscal records are administered and maintained
in accordance with PTE policies and guidelines.
BEST PRACTICES MEETS DOES NOT MEET
Program funds and fiscal records are current and in Program funds are not administered in accordance
compliance with state policies and guidelines. with state policies and guidelines.
2. Program budget reflects expenditures appropriate to curriculum, program goals and the five year plan. It is developed
by the instructor and approved by the administrator. PTE budget guidelines are followed.
BEST PRACTICES MEETS DOES NOT MEET
Program budget is clearly appropriate for the curriculum. Annual program budget items are appropriate. Program budget does not reflect program
Long range program goals and plans are considered . Program curriculum, goals and 5 Year Plan are goals, objectives and curriculum. Instructor
Operational budget is supplemented by district funds. considered during budget planning. Budget Is not aware of current budget balances.
Instructor is updated regularly of budget balances. PTE balances are available to Instructor. PTE budget PTE budget guidelones are not followed.
budget guidelines are followed. guidelines are followed.
3. A written plan is developed by an instructor who has a contract for work that extends beyond the academic year. The
plan follows PTE policy, is approved by and on file with the school administrator.
BEST PRACTICES MEETS DOES NOT MEET
A well developed written plan of work is specific and The annual written plan of work is consistent with No plan Is evident or plan of work Is
consistent with state guidelines, program goals and curriculum, program goals, activities and state not consistent with state guidelines.
curriculum. The plan is updated annually and on file with guidelines. Time and activities are documented and plan Time and activities are not well
the administrator. Time and activities are well documented. is approved and on file with the administrator. documented.
Sect1on 2 - STAFF
.. 4. Instructor holds current teaching certificate and appropriate PTE endorsement(s).
BEST PRACTICES MEETS DOES NOT MEET
Teacher Is currently certified and endorsed in PTE program Teacher is currently certified and endorsed in the Instructor does not hold a current and
appropriate certificate or endorsement In
area of instruction. The teacher also has an industry PTE program area of Instruction. Professional the PTE program area of instruction.
certification. Professional development plan is In place. development plan is in place.
5. Instructor participates annually in professional development related to the program and teaching assignment.
BEST PRACTICES MEETS DOES NOT MEET
The instructor has a written plan to Identify professional Professional development Is encouraged and Professional development is limited
development needs and receives administrator support to relates to program best practices. Instructor has and may not relate to program or
participate yearly in program best practices activities. a plan and participates yearly. teaching assignment
6. Instructor provides information and awareness about the program to administrators, counselors, employers, parents
and prospective students.
BEST PRACTICES MEETS DOES NOT MEET
The program has an effective system in place to promote the The program has a plan and strategies in place to A very limited plan is in place to share
program's best practices to potential students, parents, inform potential students, parents, employers, the programs qualities with potential
employers, counselors or administrators. Brochures, website, counselors and administrators about the students, parents, employers,
newsletters, articles etc. are used for program promotion . program. School and community support for the counselors or administrators. There is
School and community leaders allocate resources which program contributes to program quality and limited school and community support
enhance the program quality and effectiveness. effectiveness. for the program.
Section 3 - PROGRAM
"' 7. Classes offered are sequential and incremental for a specific Program of Study.
BEST PRACTICES MEETS DOES NOT MEET
The program Is clearly a vital component of a The program follows a course sequence which The program does not part have a sequence of
career pathway at the secondary and includes both secondary and postsecondary levels. courses in place. The program does not have
postsecondary levels. Specific knowledge and skill There is evidence that st udents develop enough time to develop student knowledge and
development enables students to reach important proficiency regarding content knowledge and skills.
learning goals skills.
8. Current state approved competency-based curriculum is used.
BEST PRACTICES MEETS DOES NOT MEET
Program uses state approved curriculum, resources Program uses state approved curriculum, resources Program uses some current state approved
and activities. An effective system is in place to and activities. Competency profiles or another record curriculum. Competency attainment
identify and record student competency attainment. keeping system is used. records are not maintained.
9. There is a current articulation agreement in place for the Program of Study.
BEST PRACTICES MEETS DOES NOT MEET
An articulation agreement is in place and students are An articulation agreement Is In place and students There is not an articulation agreement in
enrolled at the secondary and postsecondary levels. are regularly enrolled. There is communication place and there is little or no communication
Secondary and postsecondary instructors coordinate between secondary and postsecondary instructor s between the secondary and postsecondary
program components and credits requirements. regarding the program of study. instructors.
10. Program advisory committee represents various aspects of the industry and community. The committee meets regularly
and provides input for program improvement.
BEST PRACTICES MEETS DOES NOT MEET
A diverse business and industry advisory committee is extensively The program has a diverse business and community An advisory committee has not
involved in tangible, meaningful ways regarding program advisory committee that meets regularly to provide been established, does not
improvement, curriculum and w ork-based experiences. Minutes input on program improvement, curriculum and meet regularly or is not
are kept and distributed following meetings. work-based experiences. Minutes are kept. representative of the industry.
11. Leadership development is integral to the program and is generally provided through an approved Professional-
Technical Student Organization.
BEST PRACTICES MEETS DOES NOT MEET
The program is designed to ensure that students have effective Students in the program participate in an active student The program does not
leadership opportunities and community involvement. Student leadership organization which includes community encourage leadership
organization membership is encouraged and activities are co- involvement. Student organization membership is development opportunities
curricular. Students regularly participate at the district, state and encouraged and integrated. There is some participation at or community involvement
national levels. Program of work reflects leadership, service and district, state and national level. There is a written through an active student
activities. program of w ork. organization.
12. Written Program Goals reflect the needs of the students, business and industry, and the community.
BEST PRACTICES MEETS DOES NOT MEET
Program goals are written, clear, challenging and W ritten program goals are clear and No written program goals are in place or the
appropriate. New initiatives related to current needs of appropriate for the majority of program goals are not current to reflect changing
business and industry and the community are considered. students, business and industry and needs of students, business and community.
Goals reflect high expectations for students in the program. changing community needs.
13. The Program of Study meets industry skill standards.
BEST PRACTICES MEETS DOES NOT MEET
Program has earned industry certificat ion. Curriculum is Program has earned industry certif ication If Program has not yet earned industry
clearly aligned with nat ional skill standards as available. Curriculum is aligned w ith current certification. Curriculum addresses some
determined by industry experts. Students develop a competencies for this industry/ program. Students state or national skill standards; however
high level of skill in a specific industry. develop industry skills and certification if available. they may be outdated.
Jan. 2013 2
14. An industry-based technical assessment is used to measure competency attainment.
BEST PRACTICES MEETS DOES NOT MEET
Industry-based assessments are an integral part of the Industry-based technical skill assessments are Technical assessments are not used to measure
program. Students earn industry -based certificates. used to measure competency attainment. program competencies.
15. Idaho Academic Content Standards are integrated into the PTE Program ofStudy.
BEST PRACTICES MEETS DOES NOT MEET
Program curriculum is aligned with grade- level academic Content Curriculum is aligned with appropriate Academic Content Standards are
Standards in all areas. Academic content standards are identified with academic Content Standards in PTE program not integrated or academic
Instructional strategies t hat involve input from academic Instructors. courses. Instructional strategies are identified standards may be at low levels.
and integrated.
16. A written Five-Year-Plan addresses facilities, equipment, curriculum, and staff development. The plan is on file with
school administrator and is updated annually.
BEST PRACTICES MEETS DOES NOT MEET
The teacher, administrator and advisory committee are The teacher has a current five year plan to address There is limited planning to address
involved in developing a written five year plan to identify program improvement needs and strategies related program needs or to develop
needs and strategies to improve the program facility, to facilities, equipment, curriculum, and staff continuous improvement strategies
equipment, curriculum, and staff development. The plan is development. The plan is reviewed by the advisory related to facilities, equipment,
updated yearly, approved and filed with the school committee annually and on file with the curriculum, and staff development.
administrator. administrator.
17. Curriculum s upports reinforcement of basic employability (SCANS) skills.
BEST PRACTICES MEETS DOES NOT MEET
Basic employability (SCANS) skills are clearly integrated Basic employability skills are addressed and measured Program does not address employability
into the curriculum, teaching methods, and student through student projects, lessons and curriculum skills (SCANS) or are addressed as an
expectations. Time is sufficient to develop skills. materials. Time on task is sufficient to develop skills. "add-on" to the program.
18. Materials, supplies and resources are current a nd support the Program ofStudy.
BEST PRACTICES MEETS DOES NOT MEET
The program has a wealth of current resources and materials. The program has current technology and Program has limited access to current
The program uses state-of -the-art technology based on resources that reflects industry standards. technology and equipment. Students do
Industry standards. Students possess high-level understanding Students have a good understanding of not have an opportunity to learn about
of technological advances in their field of study. technological advances in their field of study. state-of-the-art technology in their field.
* 19. Realistic wor k experience is provided through laboratory and/or industry-related activities.
EXEMPLARY/BEST PRACTICES MEETS DOES NOT MEET
Work-based learning is a key component of the program. Students have several work-based learning Students have little or no work-based
There is clear and convincing evidence that the students' options. Students' learning is transferable to learning opportunities. There is no way
learning has transferred to real-world settings. Students are In real-world settings through internships, and/or of showing that what students learn in
a co-op program or in paid internships. All aspects of the simulated lab assignments. All aspects of the the program will transfer to real-world
industry are addressed. industry are Identified. settings.
20. Program data is collected annually and is used to develop, promote, and improve the program.
EXEMPLARY/ BEST PRACTICES MEETS DOES NOT MEET
The program uses valid and reliable measures and data to evaluate student The program annually collects student and The program does not use
and program performance. The data are collected annually and are used in program performance data. The data are used data to develop, promote
an on-going continuous process to promote, develop and improve the to promote, develop and improve the and improve t he program.
Instructional program and curriculum. instructional program on a regular basis.
21. Student feedback is collected and used in program planning. evaluation, and improvement.
EXEMPLARY/ BEST PRACTICES MEETS DOES NOT MEET
Written student feedback is requested regularly. Written students feedback on the program is Students are informally or infrequently asked to
The program has clear evidence that students' requested annually. Student feedback is provide feedback on program quality or feedback
feedback is an integral part of the continuous considered for program evaluation, planning and is not used for program improvement.
Improvement process. improvement.
Jan. 2013 3
Section 4 - SERVICES
22. Instructor collaborates with t he school counselor to provide career guidance, program information, and placement in
technical Programs of Study related to students' individual graduation plan.
EXEMPLARYI BEST PRACTICES MEETS DOES NOT MEET
Systematic partnership activities exist with the counselor Communication and activities with the counselor Limited communication with the
that contributes significantly to career guidance, program support career guidance, program promotion and school counselor has little impact on
promotion and placement In technical programs related to placement in technical programs related to the career guidance, program promotion
the parent-approved student learn ing plan. parent-approved student learning plan. and placement in technical programs.
23. An IEP developed by Special Services, with participation by PTE, identifies adaptations, accommodations, modifications,
interests, and career goals for students with special needs.
EXEMPLARYI BEST PRACTICES MEETS DOES NOT MEET
IEP clearly defines accommodations, diverse learning styles, needs, IEP addresses adaptations, IEP is limited in the adaptations,
abilities, interests and career goals for students with special needs. accommodations, modifications, accommodations, modifications,
The plan is based on research, best practices, and individual needs. interests, and career goals. Some interests, and career goals of students
Assistance is provided to the classroom teacher by instructional support is provided by instructional with special needs. instructional support
assistants when necessary. assistants when identified. is identified but not provided.
Section 5 - FACILITY
* 24. Classrooms/laboratories are clean, orderly and safe. Students are provided appropriate safety instruction related to the
Program of Study.
BEST PRACTICES MEETS DOES NOT MEET
Program clearly provides an industry standard clean, Program facility is clean, orderly and safe. Safety Classrooms I laboratories do not appear
orderly and safe facility. Safety instruction is integrated instruction related to the program is provided and
and students show high levels of competence in the students show evidence of competence in the clean and orderly. There is little evidence
perforrmance of safety skills required by industry. performance of safety skills required by Industry. that students can perform safety skills
Appropriate industry attire/uniforms are worn. There is Appropriate industry attire/uniforms are worn required by industry. Students do not wear
high quality heat, light, ventilation and noise control. when applicable. There is adequate heat, light, appropriate industry attire/uniforms. There
ventilation and noise control. is not adequate heat, light, ventilation and
noise control.
25. Enrollment is appropriate for facility size, work stations and type of equipment used for the Program of Study.
BEST PRACTICES MEETS DOES NOT MEET
Facility size, work stations and type of equipment Facility size, work stations and types of equipment are Enrollment is not appropriate for facility size,
mirrors the requirements of industry to achieve
optimal knowledge and skill development. adequate to meet industry standards to achieve high- work stations and equipment to meet the
quality knowledge and skill development. requirements of industry.
26. Equipment is systematically updated, maintained, inventoried and replaced.
BEST PRACTICES MEETS DOES NOT MEET
Program has state of the art, industry standard Program has current industry equipment that is Program has mostly outdated equipment that is
equipment. A written plan is in place to inventory, Inventoried, well-maintained and replaced on a no longer used in industry. There is not a
update, maintain and replace equipment on a regular schedule. maintenance or replacement plan in place
systematic basis.
27. Laboratory facilities are current, s upport the curriculum and program objectives and accessible to all students.
BEST PRACTICES MEETS DOES NOT MEET
A state-of-the-art laboratory facility provides an The program has a current laboratory facility. Program does not have an adequate laboratory to
industry standard, rich learning environment to Facility is adequate to provide a positive learning provide a positive learning environment that
enhance the curriculum and program objectives. environment to support curriculum and program supports the program objectives. Storage is not
Storage area is ample, convenient and secure. objectives. Storage area is adequate and secure. adequate or is not convenient and secure.
Jan. 2013 4
Idaho Idaho Division of Professional-Technical Education
Professional·Technical
Education 650 West State Street, P.O. Box 83720. Boise, Ldaho 83720·0095
Phone (208) 334-32 16, Fax (208) 334-2365
http://\.\- ww.pte.idaho.gov
January 23, 2014
The Idaho Division of Professional-Technical Education is committed to providing technical assistance through program
reviews conducted by the program managers. We are following the Quality Initiative that was established for the agency.
I would like to schedule a review of the Pre-Engineering program on Thursday. February 20. 2014. I plan to arrive at
at approximately 3:00pm to meet with Principal (or designee) and instructor
If the instructor is scheduled to be in the classroom during this time, I ask that you support a substitute or class
monitor for the duration of my visit The program review process usually takes just under two hours.
Enclosed is a copy of the Essential Components for Professional-Technical Education Secondary Programs that will be
used to determine the status of the essential components of approved Professional-Technical programs. It will be helpful if
the principal and instructor review the checklist and rubrics prior to my arrival. The items listed below must be available
at the time of the review. I will need copies of the(*) items, please.
• Perkins funding associated with this program • Student organization membership form, roster and
• Program budgets and narrative program ofwork/activity calendar*
• Program goals and program five-year plan*
• Extended contract form* • Work-Based Learning Contracts and Forms (where
• School master schedule* applicable)
• Curriculum (and syllabus, ifavailable) for each class*
• List of advisory committee members and minutes from • Technical Skill Assessment information and data
• Individual Graduation Plans for several students
the last meeting*
• Articulation agreements (if available)* • Division of Building Safety most recent report for
class/lab location*
• Equipment inventory
The review is intended to provide assistance to the instructor, the program and the administration so that we can all
participate in providing students with a quality program. Because the initial review questions are for administration, I
would like to schedule a short meeting with the building principal. I generally like to share program strengths, discuss any
concerns about the oroe:ram and answer questions regarding professional-technical education. I can be reached at
; or if you have questions regarding the program review process.
A copy of this letter and enclosures will be sent to the principal, instructor and PTE coordinator. The program review forms
are available on our website at http://www.pte.idaho.gov/Program Review Forms Documents.html.
Thank you for your time and continued support on behalf of Idaho Professional-Technical Education.
Janel . err, Ph.D., Program Manager
ENGINEERING & TECHNOLOGY EDUCATION AND INFORMATION TECHNOLOGY
]K(ps Quality Initiative, Essential Components for Professional- Technical Education Secondary Programs
Enc. (2):
pc w(enc:
"Committed to Excellence: Preparing Tomorrow's Workforce Through Quality Leadership and Service"
IDAHO DIVISION OF PROFESSIONAL-TECHNICAL EDUCATION 072013
ESSENTIAL COMPONENTSfor SECONDARY PROGRAMS
The Essential Components for approved secondary Professional-Technical Educational programs
have been developed to assist local school districts in planning, implementing, and conducting
quality professional-technical programs.
.... Programs must meet iill of these components to be an "Approved" program
t> No more than three of these remaining components may be unmet to be an
"Approved" program
ADMINISTRATION
t> 1. Professional-Technical Education (PTE) funding, program inventory and fiscal
records are administered and maintained in accordance with PTE policies and
Allowable Uses of Added-Cost Funds.
t> 2. Program budget reflects expenditures appropriate to program standards, program
goals, and the five-year plan. It is developed by the instructor, with input from the
advisory committee, and approved by the administrator.
t> 3. A written plan is developed by an instructor who has a contract for work that
extends beyond the academic year. The plan follows PTE policy, and is approved by
and on file with the school administrator.
STAFF
.,._ 1. Instructor holds current teaching certificate and appropriate PTE endorsement(s).
t> 2. Instructor participates annually in professional development related to the program
and teaching assignment.
t> 3. Instructor provides information and awareness about the program to
administrators, counselors, employers, parents and prospective students.
PROGRAM 0 Cluster 0 Pathway 0 Career Specialty
.,._ 1. Courses meet the specific requirements for the program type.
t> 2. Current state approved standards and competencies are used.
t> 3. There is a current postsecondary Advanced Learning Opportunity in place for the
Program.
.,._ 4. Program advisory committee represents various aspects of the industry and
community. The committee meets at least annually (PTS programs meet at least
twice annually) and provides input for program improvement.
.,_ 5. Leadership development is integral to the program and is generally provided
through an approved Professional-Technical Student Organization.
208 334 3216 n i"D\J-10' Oiwlalonol 650 W State St, #324 1 of 2
208.334· 2365 fA> ftrrofeMJonii· Tifd\nk.sl Ed~Hon P.O. Box 83720 7/ 13
""'""'
w ww.pt e.Jdaho.gov Boise, 10 83720-0095
[> 6. Written Program Goals reflect the needs of students, business and industry, and the
community.
[> 7. The Program is based upon industry skills standards.
[> 8. An industry-based technical assessment is used to measure competency attainment.
I> 9. Idaho Core Standards are integrated into the PTE Program.
I> 10. A written Five-Year-Plan addresses facilities, equipment, curriculum, and staff
development. The plan is developed with input from postsecondary and advisory
committee, and is on file with school administrator and updated annually.
[> 11. Curriculum supports reinforcement of basic Employability Skills for Career-Ready
Practice.
I> 12. Materials, supplies and resources are current and support the Program.
IJllo 13. Realistic work experience is provided through laboratory and/or industry-related
activities.
I> 14. Program data is collected annually and is used to develop, promote, and improve the
program.
[> 15. Student feedback is collected and used in program planning, evaluation, and
improvement.
SERVICES
I> 1. Instructor collaborates with the school counselor to provide career guidance,
program information, and placement in technical Programs related to students'
individual graduation plan.
[> 2. Instructor collaborates with Special Services to identify and implement adaptations,
accommodations, modifications, interests, and career goals for students with special
needs.
FACILITY
IJllo 1. Classrooms/laboratories are clean, orderly, safe, and accessible to all students.
Students are provided appropriate safety instruction related to the Program.
[> 2. Enrollment is appropriate for facility size, work stations and type of equipment used
for the Program.
I> 3. Equipment is systematically updated, maintained, inventoried and replaced.
I> 4. Laboratory facilities are current and support the program standards.
2 of 2
n JD\J-10Division of Secondary Program Review
Professional-Tedlniael Education Essential Components Rubrics
. . PrE
* Programs must meet all of these components to have an "Approved" program. No more than three of the remaining 1
componen~ may be unmet to be an approved program. /
SectiOn 1 - ADMINISTRATION
1. Professional-Technical Education (PTE) funding, program inventory and fiscal records are administered and maintained
in accordance with PTE policies and guidelines.
BEST PRACTICES MEETS DOES NOT MEET
Program funds and fiscal records are current and in Program funds are not administered in accordance
compliance with state policies and guidelines. with state policies and guidelines.
2. Program budget reflects expenditures appropriate to curriculum, program goals and the five year plan. It is developed
by the instructor and approved by the administrator. PTE budget guidelines are followed.
BEST PRACTICES MEETS DOES NOT MEET
Program budget is clearly appropriate for the curriculum. Annual program budget items are appropriate. Program budget does not reflect program
long range program goals and plans are considered. Program curriculum, goals and 5 Year Plan are goals, objectives and curriculum. Instructor
Operational budget is supplemented by district funds. considered during budget planning. Budget is not aware of current budget balances.
Instructor is updated regularly of budget balances. PTE balances are available to instructor. PTE budget PTE budget guidelines are not followed.
budget guidelines are followed. guidelines are followed.
3. A written plan is developed by an instructor who has a contract for work that extends beyond the academic year. The
plan follows PTE policy, is approved by and on file with the school administrator.
BEST PRACTICES MEETS DOES NOT MEET
A well developed written plan of work is specific and The annual written plan of work is consistent with No plan is evident or plan of work is
consistent with state guidelines, program goals and curriculum, program goals, activities and state not consistent with state guidelines.
curriculum. The plan is updated annually and on file with guidelines. Time and activities are documented and plan Time and activities are not well
the administrator. Time and activities are well documented. is approved and on file with the administrator. documented.
Sectton 2 - STAFF
* 4. Instructor holds current teaching certificate and appropriate PTE endorsement(s).
BEST PRACTICES MEETS DOES NOT MEET
Teacher is currently certified and endorsed in PTE program Teacher is currently certified and endorsed in the Instructor does not hold a current and
appropriate certificate or endorsement in
area of instruction. The teacher also has an industry PTE program area of instruction. Professional the PTE program area of instruction.
certification. Professional development plan is in place. development plan is in place.
5. Instructor participates annually in professional development related to the program and teaching assignment.
BEST PRACTICES MEETS OOES NOT MEET
The instructor has a written plan to identify professional Professional development is encouraged and Professional development is limited
development needs and receives administrator support to relates to program best practices. Instructor has and may not relate to program or
participate yearly in program best practices activities. a plan and participates yearly. teaching assignment
6. Instructor provides information and awareness about the program to administrators, counselors, employers, parents
and prospective students.
BEST PRACTICES MEETS DOES NOT MEET
The program has an effective system in place to promote the The program has a plan and strategies in place to A very limited plan is in place to share
program's best practices to potential students, parents, inform potential students, parents, employers, the programs qualities with potential
employers, counselors or administrators. Brochures, website, counselors and administrators about the students, parents, employers,
newsletters, articles etc. are used for program promotion . program. School and community support for the counselors or administrators. There is
School and community leaders allocate resources which program contributes to program quality and limited school and community support
enhance the program quality and effectiveness. effectiveness. for the program.
Sect1on 3 - PROGRAM
... 7. Classes offered are sequential and incremental for a specific Program of Study.
BEST PRACTICES MEETS DOES NOT MEET
The program is clearly a vital component of a The program follows a course sequence which The program does not part have a sequence of
career pathway at the secondary and includes both secondary and postsecondary levels. courses in place. The program does not have
postsecondary levels. Specific knowledge and skill There is evidence that students develop enough time to develop student knowledge and
development enables students to reach important proficiency regarding content knowledge and skills.
learning goals skills.
8. Current state approved competency-based curriculum is used.
BEST PRACTICES MEETS DOES NOT MEET
Program uses state approved curriculum, resources Program uses st ate approved curriculum, resources Program uses some current state approved
and activities. An effective system is in place to and activities. Competency profiles or another record curriculum. Competency attainment
identify and record student competency attainment. keeping system is used. records are not maintained.
9. There is a current articulation agreement in place for the Program of Study.
BEST PRACTICES MEETS DOES NOT MEET
An articulation agreement is in place and students are An articulation agreement is in place and students There is not an articulation agreement in
enrolled at t he secondary and postsecondary levels. are regularly enrolled. There is communication place and there is little or no communication
Secondary and postsecondary instructors coordinate between secondary and postsecondary instructors between the secondary and postsecondary
program components and credits requirements. regarding the program of study. instructors.
* 10. Program advisory committee represents various aspects of the industry and community. The committee meets regularly
and provides input for program improvement
BEST PRACTICES MEETS DOES NOT MEET
A diverse business and industry advisory committee is extensively The program has a diverse business and community An advisory committee has not
involved in tangible, meaningful ways regarding program advisory committee that meets regularly to provide been established, does not
improvement, curriculum and work-based experiences. Minutes input on program improvement, curriculum and meet regularly or is not
are kept and distributed following meetings. work-based experiences. Minutes are kept. representative of the industry
* 11. Leadership development is integral to the program and is generally provided through an approved Professional-
Technical Student Organization.
BEST PRACTICES MEETS DOES NOT MEET
The program is designed to ensure that students have effective Students in the program participate in an active student The program does not
leadership opportunities and community involvement. Student leadership organization which Includes community encourage leadership
organization membership is encouraged and activities are co- involvement. Student organization membership is development opportunities
curricular. Students regularly participate at the district, state and encouraged and integrated. There Is some participation at or community involvement
national levels. Program of work reflects leadership, service and district, state and national level. There is a written through an active student
activities. program of work. organization.
12. Written Program Goals reflect the needs of the students, business and industry, and the community.
BEST PRACTICES MEETS DOES NOT MEET
Program goals are written, clear, challenging and Written program goals are clear and No written program goals are in place or the
appropriate. New initiatives related to current needs of appropriate for the majority of program goals are not current to reflect changing
business and industry and the community are considered. students, business and industry and needs of students, business and community.
Goals reflect high expectations for students in the program. changing community needs.
13. The Program of Study meets industry skill standards.
BEST PRACTICES MEETS DOES NOT MEET
Program has earned industry certification. Curriculum is Program has earned industry certification if Program has not yet earned industry
clearly aligned with national skill standards as available. Curriculum is aligned with current certification. Curriculum addresses some
determined by industry experts. Students develop a competencies for this industry/ program. Students state or national skill standards; however
high level of skill in a specific industry. develop industry skills and certification if available. they may be outdated.
Jan. 2013 2
.·
·· 14. An industry-based technical assessment is used to measure competency attainment.
B"ST PRA~TICES MEETS DOES NOT MEET
Industry-based assessments are an integral part of the Industry-based technical skill assessments are Technical assessments are not used to measure
program. Students earn industry -based certificates. used to measure competency attainment. program competencies.
15. Idaho Academic Content Standards are integrated into the PTE Program of Study.
BEST PRACTICES MEETS DOES NOT MEET
Program curriculum is aligned with grade- level academic Content Curriculum is aligned with appropriate Academic Content Standards are
Standards in all areas. Academic content standards are identified with academic Content Standards in PTE program not integrated or academic
instructional strategies that involve input from academic instructors. courses. Instructional strategies are identified standards may be at low levels.
and integrated.
16. A written Five-Year-Plan addresses facilities, equipment, curriculum, and staff development. The plan is on file with
school administrator and is updated annually.
BEST PRACTICES MEETS DOES NOT MEET
The teacher, administrator and advisory committee are The teacher has a current five year plan to address There is limited planning to address
involved in developing a written five year plan to identify program improvement needs and strategies related program needs or to develop
needs and strategies to improve the program facility, to facilities, equipment, curriculum, and staff continuous improvement strategies
equipment,-cuniculum, and staff development. The plan is development. The plan is reviewed by the advisory related to facilities, equipment,
updated yearly, approved and filed with the school committee annually and on file with the curriculum, and staff development.
administrator. administrator.
17. Curriculum supports reinforcement of basic employability (SCANS) skills.
BEST PRACTICES MEETS DOES NOT MEET
Basic employability (SCANS) skills are clearly integrated Basic employability skills are addressed and measured Program does not address employability
into the curriculum, teaching methods, and student through student projects, lessons and curriculum skills (SCANS} or are addressed as an
expectations. Time is sufficient to develop skills. materials. Time on task is sufficient to develop skills. "add-on" to the program.
18. Materials, supplies and resources are current and support the Program of Study.
BEST PRACTICES MEETS DOES NOT MEET
The program has a wealth of current resources and materials. The program has current technology and Program has limited access to current
The program uses state-of -the-art technology based on resources that reflects industry standards. technology and equipment. Students do
industry standards. Students possess high-level understanding Students have a good understanding of not have an opportunity to learn about
of technological advances in their field of study. technological advances in their field of study. state-of-the-art technology in their field.
* 19. Realistic work experience is provided through laboratory and/or industry-related activities.
EXEMPLARYI BEST PRACTICES MEETS DOES NOT MEET
Work-based learning is a key component of the program. Students have several work-based learning Students have little or no work-based
There is clear and convincing evidence that the students' options. Students' learning is transferable to learning opportunities. There is no way
learning has transferred to real-world settings. Students are in real-world settings through internships, and/or of showing that what students learn in
a co-op program or in paid internships. All aspects of the simulated lab assignments. All aspects of the the program will transfer to real-world
industry are addressed. industry are identified. settings.
20. Program data is collected annually and is used to develop, promote, and improve the program.
EXEMPLARYI BEST PRACTICES MEETS DOES NOT MEET
The program uses valid and reliable measures and data to evaluate student The program annually collects student and The program does not use
and program performance. The data are collected annually and are used in program performance data. The data are used data to develop, promote
an on-going continuous process to promote, develop and improve the to promote, develop and improve the and improve the program.
instructional program and curriculum. instructional program on a regular basis.
21. Student feedback is collected and used in program planning, evaluation, and improvement.
EXEMPLARYI BEST PRACTICES MEETS DOES NOT MEET
Written student feedback is requested regularly. Written students feedback on the program is Students are informally or infrequently asked to
The program has clear evidence that students' requested annually. Student feedback is provide feedback on program quality or feedback
feedback is an integral part of the continuous considered for program evaluation, planning and is not used for program improvement.
improvement process. improvement.
Jan. 2013 3
Sect1on 4 - SERVICES
22. Instructor collaborates with the school counselor to provide career guidance, program information, and placement in
technical Programs of Study related to students' individual graduation plan.
EXEMPLARY/BEST PRACTICES MEETS DOES NOT MEET
Systematic partnership activities exist with the counselor Communication and activities with the counselor limited communication with the
that contributes significantly to career guidance, program support career guidance, program promotion and school counselor has little impact on
promotion and placement in technical programs related to placement in technical programs related to the career guidance, program promotion
the parent-approved student learning plan. parent-approved student learning plan. and placement in technical programs.
23. An IEP developed by Special Services, with participation by PTE, identifies adaptations, accommodations, modifications,
interests, and career goals for students with special needs.
EXEMPLARY/BEST PRACTICES MEETS DOES NOT MEET
IEP clearly defines accommodations, diverse learning styles, needs, IEP addresses adaptations, IEP is limited in the adaptations,
abilities, interests and career goals for students with special needs. accommodations, modifications, accommodations, modifications,
The plan is based on research, best practices, and individual needs. interest s, and career goals. Some interests, and career goals of students
Assistance is provided to the classroom teacher by instructional support is provided by instructional with special needs. Instructional support
assistants when necessary. assistants when identified. is identified but not provided.
Sect1on 5 - FACILITY - - , - - ·- - - · -· - -- - - - - -~ -
* 24. Classrooms/laboratories are clean, orderly and safe. Students are provided appropriate safety instruction related to the
Program of Study.
BEST PRACTICES MEETS DOES NOT MEET
Program clearly provides an industry standard clean, Program facility is clean, orderly and safe. Safety Classrooms /laboratories do not appear
orderly and safe facility. Safety instruction is integrated instruction related to the program is provided and clean and orderly. There is little evidence
and students show high levels of competence in the students show evidence of competence in the that students can perform safety skills
perforrmance of safety skills required by industry. performance of safety skills required by industry. required by industry. Students do not wear
Appropriate industry attire/uniforms are worn. There is Appropriate industry attire/uniforms are worn appropriate industry attire/uniforms. There
high quality heat, light, ventilation and noise control. when applicable. There is adequate heat, light, is not adequate heat, light, ventilation and
ventilation and noise control. noise control.
25. Enrollment is appropriate for facility size, work stations and type ofequipment used for the Program of Study.
BEST PRACTICES MEETS DOES NOT MEET
Facility size, work stations and type of equipment Facility size, work stations and types of equipment are Enrollment is not appropriate for facility size,
mirrors the requirements of industry to achieve
optimal knowledge and skill development. adequate to meet industry standards to achieve high- work stations and equipment to meet the
quality knowledge and skill development. requirements of industry.
26. Equipment is systematically updated, maintained, inventoried and replaced.
BEST PRACTICES MEETS DOES NOT MEET
Program has state of the art, industry standard Program has current industry equipment that is Program has mostly outdated equipment that is
equipment. A written plan is in place to inventory, inventoried, well-maintained and replaced on a no longer used in industry. There is not a
update, maintain and replace equipment on a regular schedule. maintenance or replacement plan in place
systematic basis.
27. Laboratory facilities are current, support the curriculum and program objectives and accessible to all students.
BEST PRACTICES MEETS DOES NOT MEET
A state-of-the-art laboratory facility provides an The program has a current laboratory facility. Program does not have an adequate laboratory to
industry standard, rich learning environment to Facility is adequate to provide a positive learning provide a positive learning environment that
enhance the curriculum and program objectives. environment to support curriculum and program supports the program objectives. Storage is not
Storage area is ample, convenient and secure. objectives. Storage area is adequate and secure. adequate or is not convenient and secure.
Jan. 2013 4
,,
uality Initiative
Intent
The Division of Professional-Technical Education wants to ensure that we support
curriculum that is:
---...--- .....,..Rigorous ····
Relevant
Measurable
Allowing for Sufficient Complexity
Components of the Quality Initiative
Rigorous Technical Programs
Meet Industry Standards
Use Technical Achievement Measures
Instruct on All Aspects of the Industry
Integration of Academic Achievement Standards
Articulation of High School and College Curriculum
Strategies
Align Programs with Career Clusters and Pathways
Evaluate and Improve Existing Programs
Identify and Implement New Programs
Develop and In-service New Curricula
Integrate Academic Standards
Broaden Scope (All Aspects of the Industry)
Develop and Use Assessment Tools
8 1DAHO
. , . PTE
Division of
PnlfesslonaHecllnlcal Education
091113
Idaho
,.._lonal-1acftn1aal
lducs1an
Secondary
Program Review
Section One:
ADMINISTRATION
End of Month Rev ~xp Budget Report
as of 02/1 u....v14
Adopted Current Year to Date Percent
Budget Balance Available
Key Object Budget Activity Encumbrances
Fund 243- State Prof-Tech Educ Prog
Expenses
Function 519- Vocational-Technical Prog
43-5 19-56-270 STPRFTCH PRFTCH PRTCH PTE 000181 Extended Contracts 5,327.00 1,800.00 0.00 0.00 1,800.00 100.00
43-519-56-270 STPRFTCH PRFTCH PRTCH PTE 00021 0 Persi 554.00 260.00 0.00 0.00 260.00 100.00
43-519-56-270 STPRFTCH PRFTCH PRTCH PTE 000220 Fica 408.00 125.00 0.00 0.00 125.00 100.00
43-519-56-270 STPRFTCH PRFTCH PRTCH PTE 000281 Retirement Severance 62.00 50.00 0.00 0.00 50.00 100.00
43-519-56-270 STPRFTCH PRFTCH PRTCH PTE 000380 Transp/Mea1s!Lodging Reimb. 170.94 0.00 9 2 . 12
43-519-56-270 STPRFTCH PRFTCH PRTCH PTE 000390 Other Purchased Services 1,200.00 2,170.00 0.00 0.00 1,999.06 100.00
43-5 19-56-270 STPRFTCH PRFTCH PRTCH PTE 000410 Supplies 170.00 170.00 2,417.89 114.95 170.00 65 .74
2,588 .83 114.95
2,539.00 7,395.00 4,862.16
10,260.00 11,970.00 2,588.83 I 14.95
Total Function 519- Vocational-Technical Prog
10,260.00 11 ,970.00 -2,588.83 I 14.95
Total Expenses 9,266.22 77.41
-10,260.00 -11,970.00
Total Fund 243- State Prof-Tech Educ Prog
Form I0 F - Program Budget Request Page I of2
Idaho Home I Form 10 F Programs I Logout
Professional-Technical
Education
t:orm F: Program Budget Request
Form F has been Approved. Contact System Administrator if you need to make changes.
PROGRAM IDENTIFICATION
District:
School:
Program Name: PRE-ENGINEERING/PTS PGM (36235)
Program Code: 6915
Projected Funding: 11,970.00 + 0.00 adjustment= 11 ,970.00
Fiscal Year: 2014
DESCRIPTION PROFESSIONAL- OTHER
DESCRIPTI ON TECHNICAL FUNDING
BUDGET SOURCES
REQUEST (Not Required)
1. SALARIES & BENEFITS 1,600.00 0.00
(Also include tempory help)
2. TRAVEL 1,400.00 0.00
(Include lodging, per diem, and registration)
3. OTHER EXPENSES 170.00 0.00
(Include professional/contract services)
I
4 . MATERIAL AND SUPPLIES 1I7,090.00 0.00
(Equipment under $500)
5. EQUIPMENT 0.00 I 0.00
(Equipment over $500) 0.00
.. 10,260.00
TOTAL REQUEST
•• Professional-Technical Budget Request must not exceed Project Funding amount$11 ,970.00.
NARRATIVE (Please Provide Adequate Detail)
Narrative for all Budget items MUST be provided.
1. SALARIES & BENEFITS (Also include temporary help)
6 days for national TSA conference
2. TRAVEL (Include lodging, per diem, and registration) I~·
Air travel I hotel and food and registration for TSA
-~tional conference
'I
1..,..
https://pte-webdatal .pte.idaho.gov/sec/form_ 1Of.asp?program_id=3 6235&school=0564&year=20 14&U... 1/22/2014
Form 10 F - Program Budget Request Page 2 of2
3. OTHER EXPENSES (Include professional/contract services) ...
annual Laser service
4. MATERIAL AND SUPPLIES
VEX parts : 2 additional kits plus sensors, cameras and
motors
Router tab le and router
5. EQUIPMENT
COMMENTS
Home 1 Form 10 F Programs 1 Login
https://pte-webdatal.pte.idaho.gov/sec/form_ l0f.asp?program_id=36235&schooi=0564&year=2014&U... 1/22/2014
Form l0 F - Program Budget Request Page I of2
Idaho Home 1 Form 10 F Programs I Logout
Professional-Technical
Education
r-'1rm F: Program Budget Request
Form F has been Approved. Contact System Administrator if you need to make changes.
PROGRAM IDENTIFICATION
District:
School:
Program Name: PRE-ENGINEERING/PTS PGM (36LJ::>J
Program Code: 6915
Projected Funding: 10,260.00 + 0.00 adjustment= 10,260.00
Fiscal Year: 2013
DESCRIPTION PROFESSIONAL- OTHER
DESCRIPTION TECHNICAL FUNDING
BUDGET SOURCES
REQUEST (Not Required)
1. SALARIES & BENEFITS '2,670.00 I 0.00
(Also include tempory help)
2. TRAVEL 0.00 0.00
(Include lodging, per diem, and registration)
3. OTHER EXPENSES 170.00 I 0.00
(Include professional/contract services)
4 . MATERIAL AND SUPPLIES 4 ,000.00 0.00
(Equipment under $500)
5. EQUIPMENT 0.00 0.00
(Equipment over $500)
TOTAL REQUEST •• 6,840.00 I !0.00
•• Professional-Technical Budget Request must not exceed Project Funding amount$10,260.00 .
NARRATIVE (Please Provide Adequate Detail)
Narrative for all Budget items MUST be provided.
1. SALARIES & BENEFITS (Also include temporary help)
$2670 10 days of extended contract f or summer training in
Aerospace Engineering
2. TRAVEL (Include lodging, per diem, and registration)
https://pte-webdata l .pte.idaho.gov/sec/form_ 1Of.asp?program_id=3623 5&school=0564&year=20 l 3&U... l /22/2014
Form I0 F - Program Budget Request Page 2 of2
3. OTHER EXPENSES (Include professional/contract services)
$170 for annual laser service
4. MATERIAL AND SUPPLIES
$ 4000 This will include a routing table and router,
plastic for the 3-D printer
5. EQUIPMENT
COMMENTS
l·
I
Home 1 Form 10 F Programs Login
/
https://pte-webdatal.pte.idaho.gov/sec/form_ l0f.asp?program_id=36235&school=0564&year=2013&U... 1/22/20 14
Secondary
Program Review
Section Two:
STAFF
RENEWAL REQUIREMENTS You are not required to submit verification of the six (6)
renewal credits with the renewal application; however, the
All Idaho Education Credentials must be renewed. Application State wi ll be auditing a minimum of I0 percent of teachers
for renewal must be made on forms supplied by the Idaho State annually. You may receive a letter requesting official transcripts
)epartment of Education. Applications may be made anytime and the verification of equivalent inservice. If you are unable to
during the year in which the credential expires. Credentials provide the requested documentation, your certificate will not be
shall be renewed by forwarding a completed application renewed. Submitting a fraudulent application for certification is
form and fee. Application forms are available on our website, grounds for discipline.
www.sde. idaho.gov/si te/ teacher_certification.
NOTE: If you have been issued a three-year Idaho Interim
All certificated personnel will be required to complete at least Certificate, you will need to meet the requirements listed on
six (6) semester credit hours (or 9 quarter credit hours) within the evaluation that was sent with your credential. Those
the 5-year validity period of the credential being renewed. requirements are also listed in the deficiency area on your
The validity period is stated on the bottom left comer of the credential. You will not need to meet the six {6) semester credit
credential. Credits taken for renewal must be educationally hour recent credit requirement if you were issued an Idaho
related to the professional development of the applicant. Interim Certificate.
At least three (3) semester credit hours must be taken for Action of the State Board of Education and/or the Idaho
university or college credit. Inservice hours may be used for up Legislature may result in additional coursework and/or
to three (3) of the six (6) semester credit hours required for testing being required to renew an Idaho Educational Credential.
certificate renewal. Fifteen ( 15) contact hours are equivalent to Please contact the Teacher Certification Office or go to our
one inservice hour. District-approved inservice must be verified website for details.
on a properly signed B-7 Verification ofCompletion of Equivalent
Inservice form.
CERTIFICATION REQUIREMENTS ARE SUBJECT TO CHANGE. THE CERTIFIED PROFESSIONAL IS RESPONSIBLE FOR
BEING KNOWLEDGEABLE ABOUT CURRENT AND REVISED REGULATIONS.
IDAHO EDUCATION CREDENTIAL
has fulfilled requirements of State law and the State Board of Education
and is issued the following certificates and endorsements.
Standard Secondary
Mathematics 6 / 12
Advanced Occupational Spec
Electronic Technology
General Engineering (PLW)
Principles of Engineering
) ~-----
Valid 09 / 01/2010-09/01/2015 State Superintendent of Public Instruction
Issued 05/11/2010
PLTW2012 Summer Training Institute
at
The University of Texas at Tyler
Awarded to
for successfully completing 80 hours of instruction in
Aerospace Engineering
~ f;1.&?-.,_/ PROJECT LEAD THE WAY
Vince M. Bemam, Ed. D. ·PLTW
P-roject Lead The Way, Inc. CPE Provider #500725 Julie Moore
PLTWSummer Training Institute
at the
Ui>her State University
Awarded to
for successfulLy completing 75 hours of instruction in
Richard Blais Weber State Uni..,rsiry
Project Lead The Way, Inc.
PLTWSummer Training Institute 2005
at the
Uteher State University
Awarded to
for successfully completing 75 hours of instruction in
Riclutrd Blab Warren Hill
Project uad 1k Way, Inc. Welle State Uni11enicy
Date July 22, 2005
PLTW2009 Summer Training Institute
at the
Oregon Institute of Technology
Awarded to
for successfulLy completing 80 hours of instruction in
Richard Grim.sk:Y Tim Brower, PLTW Affiliate Dirtetor
Vice President of Programs Oreton Institute of Technolon
Project Lead n~ Wa1, Inc.
July 17, 2009
PLTW2006 Sum1ner Training Institute
at the
University of Colorado at Colorado Springs
Awarded to
for successfuLLy completing 80 hours of instruction in
Richard Blais 1heway Dr. ]utie Albertson
Project uad 1M Wa1, Inc. Universit-v of Colorado at Colorado Svrinl!s
June 30, 2006
Registration summer 13 confirmation.txt
Registration confirmationRegistration confirmation
[email protected]
sent: sunday, April 14, 2013 8:57AM
To:
You are receiving this email because you registered for 2013 Idaho
Professional-Technical Education summer conference .
If you are having trouble viewing this email, try viewing it in a browser .
2013 Idaho Professional-Technical Education summer
conference
conference. Thank you for registerin9. You are confirmed for 2013
Idaho Professional-Techn1cal Education summer
Name:
Registration ID: 54821956
Review, change, or update your registration.
we look forward to seeing you at the event!
Get event information on the go with our NEW Mobile
Event Guide! To access on your mobile device, click here
when
6/17/2013 7: 00AM MDT - 6/19/2013 5:00 PM MDT
Add to My calendar
where
conference venue Site: The Riverside Hotel
2900 Chinden Boulevard
Boise, Idaho 83714
208-343-1871
For a map and directions to the event, click here.
contact
Phone: 208-334-3216
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our Privacy Policy
Page 1
RF:NEWAL REQUIREMENTS You are not required to submit verification of the six (6) renewal
credits with the renewal application: however, the State will be
Application for renewal of an Idaho Education Credential mus t auditing a minimum of 20 percent of teachers annually. You
be made on to nns suppl ied by the Idaho State Department of may rece ive a letter requesting documents verifying the renewal
Education. Applications may be made between January I and credits. If you are unable to provide the requested documents,
September I of the renewal year. Credentials shall be renewed your certificate will not be renewed. Submitting a fraudulent
by forwarding a completed app lication fonn and fee or by app lication for certification is grounds for discipline.
renewing online: www.sde. idaho.gov/site/teacher_cert ification
If you have been issued a three-year Idaho Interim Certificate.
All certificated personnel must complete at least six (6) semester you will need to meet the requirements listed on the evaluation
credit hours (or 9 quarter credit hours) between the issuance date that was sent with your credential. Those requirements are also
and the expirati ou date of the renewed credential. Credits taken listed in the deficiency an;:a at the bottom of your credential.
fur renewal must be educatio nally related to the professional
deve lopment of the applicant. NOTE: Action of the State Board of Education and/or the fdaho
Legislature may result in add itional courscwork and/or testing
At least three (3) semester cred it hours mus t be taken for college being required to renew an Idaho Ed ucational Credential. Please
or university credit. Non-university clock hours may be used contact the Teacher Certification Office o r go to our website
for up to three (3) of tbe six (6) credits required for certificate (www.sde.idaho.gov/site/teachcr_ccrtification) for details on
renewal. Fifteen (15) clock hours are equivalent to one renewal any new renewal requi rements.
credit, if veri fied by a schoo l district official on a signed B-7
Verification of Completion of Equivalent Inservicc form.
CERTIFICATION REQUTREMENTS ARE SUBJECT TO CHANGE. THE CERTIFIED PROFESSIONAL IS RESPONSI13LE FOR
BEING KNOWLEDGEABLE ABOUT CURRENT AND REVISED REGULATIONS.
IDAHO EDUCATION CREDENTIAL
has fulfilled requirements of State law and the State Board of Education
and is issued the following certificates and endorsements.
Advanced Occupational Spec
Pr inciples of Engineering
Drafting
Valid 09 / 01 / 2012 -09 / 01 /2017
I ss ued 08 / 30 /2012
State Superintendent of Public Instruction
- -- - - -- - " - -·...
AMERICAN BOARD
for Certification of Teacher Excellence
THE AMERICAN BOARD FOR CERTIFICATION O F TEACHER EXCE LLE N CE
ISSUES THIS
PASSPORT TO TEACHING5 ,. CERTIFICATION
HAVING SUCCESSFULLY MET THE STANDARDS AND COMPLIED W ITH ALL BOARD
REGULATIONS, NOW, THEREFORE, THE AMERICAN BOARD FOR CERTIFICATION OF
TEACHER EXCELLENCE DOES HEREBY CERTIFY THE ABOVE NAMED EDUCATOR TO
TEACH IN ALL STATES ACCEPTING THIS CERTIFICATE.
AMERICAN BOARD
for Certification of Teacher Excellence
THE AMERICAN BOARD FOR CERTIFICATION OF TEACHER EXCELLENCE
ISSUES THIS
PASSPORT TO TEACHINGs" CERTIFICATION
P'Jf)'SICS
.... TO
HAVING SUCCESSFULLY MET THE STANDARDS AND COMPLIED WITH ALL BOARD
REGULATIONS, NOW, THEREFORE, THE AMERICAN BOARD FOR CERTIFICATI ON OF
TEACHER EXCELLENCE DOES HEREBY CERTIFY THE ABOVE NAMED EDUCATOR TO
TEACH IN ALL STATES ACCEPTING THIS CERTIFICATE.
W'· '~!1Wl!f'J1' r t ~t · . ''11M...! '• 'lIf,M. •W. "f· ,'1.11"'.. ~,r.r .4f if.it.iii$@A&:.f&fif..ilfif¥P'*it·' if?:"'!' pi t'*'¥1:''"' f ·'*'~"""'
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the Degree of
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·.~acly£lnr nf ~ngine£rittB
: · with all the Rights and Privileges pertaining thereto
·in Witness whereofand by the Authority vested in Us,
We have hereunto set our hand and seal.
Dated this 4th day ofJune, ·1998 at Hamilton, Ontario.
Chancellor .,, .
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·-- · ---------------------------------------
Certificate of Completion
PLTW"2010 Summer Training Institute
at the
Oregon Institute ofTechnology
Awarded to
for successfully completing So hours of instruction in
Principles Of Engineering
Richard Grirrulc, Claudt Karuaku, PLTW Affiliau: Oirwar
V iet Presidenc of Programs Oregon /rucicur.c o{Ttchnoloo 07/16/ZOIO
Projw L:ad ~ WaJ, Inc.
Certificate of Completion
PLTW 2009 Summer Training Institute
at
SEATTLE UNIVERSITY
Awarded to
for successfully compl.eting 80 hours of instruction in
Introduction To Engineering Design
Vaa PTtJidcnf u( Prottoms I'
P•ctt<<'l l<ad Th< Way, Inc.
I i ~~I~. ~ ~ ~ft ; ·~
Ch. Mora R~miJt, Au<h.JOlt D<o.n
Dir<CUlf, PTO)<CI !..tad Tht WayT1oonmt AI:•IHJI<
Colltt< of SCience and En.flll<ellnl
s~ouk Un n~u r)'
July 31st 2009
- ltifr.e~ ~ .
,:_-.If-· ' •..
. .',._T •' ~
Jelmuilton
....
·~·..
:;.
By the Authority ofthe Senate
the Chancellor has conferred upon
the Degree of
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. .·.·. ...· ~aclfelnr of ~ngine£rittg .·. .·
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Secondary
Program Review
Section Three:
PROGRAM
Introduction To Engineering (lED)
Course Description
Introduction to Engineering Design (lED) is a high school level course that is
appropriate for 9th or 1Oth grade students who are interested in design and engineering
or another technical career. The major focus of the lED course is to expose students to
a design process, professional communication and collaboration methods, design
ethics, and technical documentation. lED gives students the opportunity to develop
skills in research and analysis, teamwork, technical writing, engineering graphics, and
problem solving through activity-, project-, and problem-based (APPB) learning. Used in
combination with a teaming approach, APPB-Iearning challenges students to continually
hone their interpersonal skills and creative abilities while applying math, science, and
technology knowledge learned in other courses to solve engineering design problems
and communicate their solutions. lED also allows students to develop strategies to
enable and direct their own learning, an ultimate goal of education.
No previous knowledge is assumed, but students should be concurrently enrolled in
college preparatory mathematics and science courses in order to facilitate the use and
understanding of appropriate math and science concepts necessary for the successful
completion of lED coursework. In addition, students will use industry standard 3D solid
modeling software to facilitate the design and documentation of their solutions to design
problems and challenges. As the course progresses and the complexity of the design
problems increase students will learn more advanced computer modeling skills as they
become more independent in their learning, more professional in their collaboration and
communication, and more experienced in problem solving.
Introduction to Engineering Design is one of the foundation courses in the Project Lead
The Way high school pre-engineering program. The course applies and concurrently
develops secondary level knowledge and skills in mathematics, science, and
technology.
The course of study includes:
• Design Process
• Technical Sketching and Drawing
• Engineering Documentation and Drawing Standards
• Measurement and Statistical Analysis
• Applied Geometry
• 3D CAD Solid Modeling
• Reverse Engineering
• Product Design
© 2012 Project Lead The Way, Inc.
lED Course Description - Page 1
• Engineering Ethics
• Virtual Design Tearns
• Presentation Design and Delivery
© 2012 Project Lead The Way, Inc.
lED Course Description- Page 2
lED Detailed Outline
Unit 1 Design Process
Time Days: 16 days
Understandings Knowledge and Skills
An engineering design • Identify and define the terminology used in engineering design and
process involves a
development.
characteristic set of • Identify the steps in an engineering design process and
practices and steps.
summarize the activities involved in each step of the process.
• Complete a design project utilizing all steps of a design process,
and find a solution that meets specific design requirements.
Research derived from a • Utilize research tools and resources (such as the Internet; media
variety of sources (including centers; market research; professional journals; printed, electronic,
subject matter experts) is and multimedia resources; etc.) to gather and interpret information
used to facilitate effective to develop an effective design brief.
development and evaluation
of a design problem and a
successful solution to the
problem.
A problem and the • Define and justify a design problem, and express the concerns,
requirements for a
needs, and desires of the primary stakeholders.
successful solution to the • Present and justify design specifications, and clearly explain the
problem should be clearly
criteria and constraints associated with a successful design
communicated and justified. solution.
• Write a design brief to communicate the problem, problem
constraints, and solution criteria.
Brainstorming may take • Generate and document multiple ideas or solution paths to a
many forms and is used to
problem through brainstorming.
generate a large number of
innovative, creative ideas in
a short time.
A solution path is selected • Clearly justify and validate a selected solution path.
and justified by evaluating
and comparing competing
design solutions based on
jointly developed and
agreed-upon design criteria
and constraints.
Physical models are • Construct a testable prototype of a problem solution.
created to represent and
evaluate possible solutions
using prototyping
technique(s) chosen based
on the presentation and/or
testing requirements of a
potential solution.
Problem solutions are • Describe the design process used in the solution of a particular
optimized through
problem and reflect on all ste_Qs of the des_!g_n_m-ocess.
© 2012 Project Lead The Way, Inc.
lED Detailed Outline- Page 1
evaluation and reflection • Justify and validate a problem solution.
and should be clearly • Identify limitations in the design process and the problem solution
communicated. and recommend possible improvements or caveats.
• Analyze the performance of a design during testing and judge the
The scientific method • solution as viable or non-viable with respect to meeting the design
guides the testing and requirements.
evaluation of prototypes of •
a problem solution. Explain the concept of proportion and how it relates to freehand
Geometric shapes and • sketching.
forms are described and •
differentiated by their Generate non-technical concept sketches to represent objects or
characteristic features. • convey design ideas.
Hand sketching of multiple •
representations to fully and Organize and express thoughts and information in a clear and
accurately detail simple concise manner.
objects or parts of objects is Adjust voice and writing style to align with audience and purpose.
a technique used to convey Support design ideas using a variety of convincing evidence.
visual and technical Utilize an engineering notebook to clearly and accurately
information about an object. document the design process according to accepted standards
Technical professionals and protocols to prove the origin and chronology of a design.
clearly and accurately Document information sources usiQS_ ~ro_Q_riate formats.
document and report their Deliver organized oral presentations of work tailored to the
work using technical writing audience.
practice in multiple forms. Establish objectives for the presentation that are appropriate for
the audience.
Specific oral communication • Facilitate engaging and purposeful dialog with the audience.
techniques are used to •
effectively convey • Create drawings or diagrams as representations of objects, ideas,
information and • events, or systems.
communicate with an • Select and utilize technology (software and hardware) to create
audience. • high impact visual aids.
Sketches, drawings, and • Use presentation software effectively to support oral presentations.
images are used to record
and convey specific types of • Define and differentiate invention and innovation.
information depending upon • Assess the development of an engineered product and discuss its
the audience and the • impact on society and the environment.
purpose of the Identify and discuss a Grand Challenge for Engineering (as
communication. identified by the National Academy of Engineering) and its
potential impact on society and the environment.
Engineering has a global Identify and differentiate between mechanical, electrical, civil, and
impact on society and the chemical engineering fields.
environment. Describe the contributions of engineers from different engineering
fields in the design and development of a product, system, or
Engineering consists of a • technology.
variety of specialist sub- • Differentiate between the work of an engineer and the work of a
fields, with each scientist.
contributing in different • Demonstrate positive team behaviors and contribute to a positive
ways to the design and • team dynamic.
development of solutions to
different types of problems.
In order to be an effective
team member, one must
demonstrate positive team
behaviors and act according
to accepted norms,
© 2012 Project Lead The Way, Inc.
lED Detailed Outline -Page 2
contribute to group goals
according to assigned roles ,
and use appropriate conflict
( resolution strategies.
Unit 2 Technical Sketching and Drawing
Time Days: 11 days
Understandings Knowledge and Skills
Brainstorming may take • Generate and document multiple ideas or solution paths to a
many form s and is used to
problem through brainstorming.
generate a large number of
innovative, creative ideas in
a short time.
Two- and three-dimensional • Identify flat patterns (nets) that fold into geometric solid forms.
objects share visual
relationships which allow
interpretation of one
perspective from the other.
Geometric shapes and • Explain the concept of proportion and how it relates to freehand
forms are described and sketching.
differentiated by their
characteristic features.
The style of the engineering • Identify and define technical drawing representations including
graphics and the type of isometric, orthographic projection, oblique, perspective, auxiliary,
drawing views used to detail and section views.
an object vary depending
upon the intended use of • Identify the proper use of each technical drawing representation
the graphic.
including isometric, orthographic projection, oblique, perspective,
auxiliary, and section views.
Technical drawings convey • Identify line types (including construction lines, object lines, hidden
information according to an lines, cutting plane lines, section lines, and center lines) used on a
established set of drawing technical drawing per ANSI Line Conventions and Lettering
practices which allow for Y14.2M-2008 and explain the purpose of each line.
detailed and universal • Determine the minimum number and types of views necessary to
interpretation of the
fully detail a part.
drawing. • Choose and justify the choice for the best orthographic projection
of an object to use as a front view on technical drawings.
• Apply tonal shading to enhance the appearance of a pictorial
sketch and create a more realistic appearance of a sketched
object.
Hand sketching of multiple • Hand sketch 1-point and 2-point perspective pictorial views of a
representations to fully and
simple object or part given the object, a detailed verbal description
accurately detail simple or the object, a pictorial view of the object, and/or a set of
objects or parts of objects is orthographic projections.
a technique used to convey • Hand sketch isometric views of a simple object or part at a given
visual and technical
scale using the actual object, a detailed verbal description of the
information about an object. object, a pictorial view of the object, or a set of orthographic
projections.
• Hand sketch orthographic projections at a given scale and in the
correct orientation to fully detail an object or part using the actual
object, a detailed verbal description of the object, or a pictorial an
isometric view of the object.
Sketches, drawings, and • Create drawings or diagrams as representations of objects, ideas,
images are used to record
events, or systems.
© 2012 Project Lead The Way, Inc.
JED Detailed Outline - Page 3
and convey specific types of
information depending upon
the audience and the
purpose of the
communication .
Unit 3 Measurement and Statistics
Time Days: 14 days
Understandings Knowledge and Skills
An engineering design • Identify and define the terminology used in engineering design and
process involves a
development.
characteristic set of • Identify the steps in an engineering design process and
practices and steps.
summarize the activities involved in each step of the process.
• Complete a design project utilizing all steps of a design process,
and find a solution that meets specific design requirements.
Brainstorming may take • Generate and document multiple ideas or solution paths to a
many forms and is used to problem through brainstorming.
generate a large number of
innovative, creative ideas in
a short time.
Physical models are • Construct a testable prototype of a problem solution.
created to represent and
evaluate possible solutions
using prototyping
technique(s) chosen based
on the presentation and/or
testing requirements of a
potential solution.
Problem solutions are • Describe the design process used in the solution of a particular
optimized through
problem and reflect on all steps of the design process.
evaluation and reflection • Identify limitations in the design process and the problem solution
and should be clearly
communicated. and recommend possible improvements or caveats.
The scientific method • Analyze the performance of a design during testing and judge the
guides the testing and
solution as viable or non-viable with respect to meeting the design
evaluation of prototypes of requirements.
a problem solution.
Statistical analysis of uni- • Calculate statistics related to central tendency including mean,
variate data facilitates
median, and mode.
understanding and • Represent data with plots on the real number line (e.g., dot plots,
interpretation of numerical
histograms, and box plots).
data and can be used to • Use statistics to quantify information, support design decisions,
inform, justify, and validate and justify problem solutions.
a design or process.
• Distinguish between sample statistics and population statistics and
know appropriate applications of each.
• Calculate statistics related to variation of data including standard
deviation, interquartile range, and range.
Spreadsheet programs can • Use a spreadsheet program to store and manipulate raw data.
be used to store, • Use a spreadsheet program to perform calculations using
manipulate, represent, and formulas .
analyze data. • Use a spreadsheet program to create and display a histogram to
represent a set of data.
• Use function tools within a spreadsheet program to calculate
statistics for a set of data including mean, median, mode, quartiles,
© 2012 Project Lead The Way, Inc.
lED Detailed Outline - Page 4
range, and standard deviation.
({ Units and quantitative • Use units to guide the solution to multi-step problems through
reasoning can guide
.) dimensional analysis and choose and interpret units consistently in
'·
mathematical manipulation formulas .
and the solution of • Choose a level of precision and accuracy appropriate to limitations
problems involving
on measurement when reporting quantities.
quantities . • Convert quantities between units in the Sl and the US Customary
measurement systems.
• Convert between different units within the same measurement
system including the Sl and US Customary measurement
systems.
Error is unavoidable when • Define accuracy and precision in measurement.
measuring a physical
property, and a • Evaluate and compare the accuracy and precision of different
measurement is
characterized by the measuring devices.
precision and accuracy of
the measurement. • Measure linear distances (including length, inside diameter, and
hole depth) with accuracy using a scale, ruler, or dial caliper and
report the measurement using an appropriate level of precision.
The style of the engineering • Identify and define technical drawing representations including
graphics and the type of isometric, orthographic projection, oblique, perspective, auxiliary,
drawing views used to detail and section views.
an object vary depending
upon the intended use of
the graphic.
Technical drawings convey • Determine the minimum number and types of views necessary to
information according to an fully detail a part.
established set of drawing • Identify and correct errors and omissions in technical drawings
practices which allow for
detailed and universal including the line work, view selection, view orientation,
interpretation of the appropriate scale, and annotations.
drawing.
Dimensions, specific notes • Dimension orthographic projections and section views of simple
(such as hole and thread objects or parts according to a set of dimensioning standards and
notes), and general notes accepted practices.
(such as general • Identify and correctly apply chain dimensioning or datum
tolerances) are included on dimensioning methods to a technical drawing.
technical drawings • Identify and correct errors and omissions in the dimensions
according to accepted applied in a technical drawing based on accepted practice and a
practice and an established set of dimensioning rules .
set of standards so as to
convey size and location
information about detailed
parts, their features, and
their configuration in
assemblies.
Hand sketching of multiple • Hand sketch isometric views of a simple object or part at a given
representations to fully and
scale using the actual object, a detailed verbal description of the
accurately detail simple object, a pictorial view of the object, or a set of orthographic
objects or parts of objects is projections.
a technique used to convey • Hand sketch orthographic projections at a given scale and in the
visual and technical correct orientation to fully detail an object or part using the actual
information about an object. object, a detailed verbal description of the object, or a pictorial an
isometric view of the object.
• Generate non-technical concept sketches to represent objects or
convey design ideas.
Technical professionals • Organize and express thoughts and information in a clear and
© 2012 Project Lead The Way, Inc.
lED Detailed Outline - Page 5
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