Ends Monitoring Report



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Columbus School District

Ends Monitoring Report

E-2 Agriculture, Business, Family & Consumer Science, and Technology Education (CTE)

April 13, 2015

Literacy Priority Areas


  • Student Achievement measures the level of knowledge and skills among students in the school, compared to state and national standards.




  • Student Growth describes how much student knowledge of reading in the school changes from year to year.




  • Closing Gaps shows how the performance of student groups experiencing statewide gaps in achievement and graduation is improving in the school. It recognizes the importance of having all students improve, while focusing on the need to close gaps by lifting lower-performing groups.




  • On-Track and Postsecondary Readiness indicates the success of students in the school in achieving educational milestones that predict postsecondary success.

This report is composed of four mini reports on the following content areas: agriculture, business, family & consumer science, and technology education.


The following will be represented in each content area report:
Student Achievement and Student Growth

None of the subject areas in this report have standardized assessments associated with them. Because of the unique nature of each of the subjects, indicators will vary.


Supporting Evidence

This section is a bulleted description of the things that have happened in this content area over the last year to strengthen the program and provide students with a solid curriculum.


Community Connections, Career Connections, and College Connections

This section corresponds to the mission statement of Columbus School District, and represents where these content areas are in regards to it.


Use of Technology in the Classroom

With the One-to-World initiative coming in 2015-16, this sections represents the role technology currently plays for these content areas and invites discussion of the potential of how it may look differently in the future.


2013-14 Goals and Progress

Each goal from last year is listed along with the progress the department has made in achieving the goal(s).


2014-15 Goals

These are the goals the content area has determined are its priorities for strengthening the program in the next year. Note: some goals may be part of a bigger, multi-year plan.


Post-secondary Readiness

This section typically is measured by things like the ACT on other academic reports. Because these content areas do not get measured by standardized testing, we are reporting out statistics on participation of the graduating classes across these content areas. This section will be found for all content areas at the end of the report.


Dean of Curriculum’s Interpretation
Agriculture

The agriculture department needs to undergo a cycle where student and community feedback is gathered on needs, and the program is revamped around those needs. Numbers have been consistently declining in agriculture classes.


Business

The Business department is excelling and often has more student request for classes than can be accommodated by one teacher. Joe Schneider, the business teacher, is a leader in this district on using a flipped classroom model and other technology resources to enhance curriculum and the overall learning experience for students.


Family & Consumer Science

Family and Consumer Science is also a department experiencing growth. Next year, the position will grow to a 1.0 FTE due to student interest in the coursework. This department makes great community connections. This department will also begin to offer two courses that are articulated with Madison College, allowing students to earning both high school and Madison College credits.


Technology Education

This was the first year of Introduction to Engineering Design, the introductory course in the high school Project Lead the Way Engineering strand. At the same time of introducing the new course option, students have continued to enjoy more traditional offerings. This department will need to play a crucial role with the district’s Adopt-A-Classroom initiative.


WorkKeys

Juniors also took the WorkKeys assessment this spring. This state mandated assessment assesses students in the following areas: Locating Information, Applied Mathematics, and Reading for Information. This assessment of basic necessary career skills is a strong indicator of a student’s future job skill readiness. When students get their results back in a few weeks, they will have the ability to use tools available on line to search through thousands of job profiles to determine the readiness of basic skills as well as have a report that can be shared with future employers defining certain skill sets that they possess.


Agriculture
Student Achievement and Growth

Students who take courses in the Agriculture and Natural Resources Department will be able to identify efficiencies needed on a global level to increase the production of food and fibers to meet the needs of a growing population.


Students who take courses in the Agriculture and Natural Resources Department related to animals will be able to identify the most common breeds by sight. The specific specie will vary according to the course the student is completing.
Students will be able to demonstrate the ability to handle and restrain animals in a safe manner.
Supporting Evidence
CES/DCS

  • Kindergarten Day on the Farm


CMS


CHS

  • FFA Plant Sale at Columbus Community Hospital

  • FFA Plant Sale open to the community

  • Kindergarten Day on the Farm


Community Connections

  • FFA Plant Sale open to the community

  • FFA Fruit Sale open to the community

  • Volunteering at Wedels’ Auction to serve food and assist as needed

  • Serving food and clean up at the Agribusiness Dinner


Career Connections

  • Working with different agribusinesses (Cardinal Embroidery & WS Ag) to help get students ready to a career that may or may not be in agriculture, but give them knowledge about the chosen path.


College Connections

  • Universal Technical Institute came in to discuss their program and how it is unlike the traditional college model, including they pick the classes for the student. (Ag. Mechanics)


Use of Technology in the Classroom

  • Utilize the SMART Board and overhead projector

  • Have curriculum that is online, so that students can access it anywhere with an internet connection

  • Occasionally, have students pull out the phones to look up more information about a current topic as it relates to the content(teachable moment)


2014-15 Goals and Progress

1. Creating an articulation agreement with Southwest Technical College for Landscaping and Plant Care Class.



Progress: The articulation agreement mentioned above has not be developed.
2. Incorporating Flipped Classroom principles into classes to allow for more class time to collaborate in groups on larger projects.

Progress: By giving the students the opportunity to have the information at home or anywhere there is a place that has internet access, I am able to have more class time for students to collaborate with their me, their groups or other students. I am able to answer any questions right away and help keep the students on task.
3. Continue collaboration with local businesses and continue making connections with business owners.

Progress: Currently, I have been working with 3 businesses to help make the connection with the FFA, Columbus School District, and the community to help increase student’s understanding of what the community needs / wants are and how to have fill those needs. I went to the Agribusiness Dinner that was held in Columbus and was able to get some information for students for a job that they can apply for and work on items.
2015-16 Goals

  1. Creating an articulation agreement with MATC for the Pet Care Class.

  2. Continue collaboration with local businesses and continue making connections with business owners to increase student achievement.

  3. Increase FFA membership to over 20 active members.


Business
Student Achievement and Growth

The goal of the CHS Business Department is to see students that go through the coursework take advantage of enrichment opportunities that are available to them. These opportunities can range from camps, participation in Career and Technical Student Organizations, such as FBLA, and through career involvement.


Through the Career and Technical Student Organization Future Business Leaders of America (FBLA), Columbus High School saw an increase in involvement. Going from 40 official members this year to 56. This is an increase of 16 more students than last year. The rest of the year is also seeing more interest in other students above that 56.
At the Regional Leadership Conference, FBLA saw an increase in participation in competitive events. In 2013 there were 12 students who competed at the regional level. In 2014, 32 students took advantage of competitive opportunities. This is an increase of 166%. Finally, in 2015 there were 54 members who participated. This is an increase of another 169%.
In the classroom, students have chosen to take advanced courses through the Business Department. Advanced Accounting, which is Dual Credit through Madison College, saw 6 students receive college credit. The grade that they receive in Advanced Accounting is the grade that gets published to their college transcript. Advanced Accounting is a college course with collegiate standards taught at the high school level.
The CHS Personal Finance class that is run by the Business Department also took advantage of community opportunities. In the fall, just under 45 students participated in Mock Interviews with the local rotary. This experience gained students real life interview tips. Many students expressed how they used the skills learned in a future job interview.
Supporting Evidence

CMS

  • FBLA students hosted 8th grade CTE workshop for the business department.

  • CTE teachers went to the middle school to hold an open forum for Middle School students to meet with them.

CHS

  • 54 students have participated in FBLA competitive events.

  • 15 students have qualified for the FBLA State Leadership Conference to compete on April 13th-April 14th.

  • Last year, FBLA had one member qualify for the National Conference. Numbers on this year’s qualifiers will be established on April 14th.

  • FBLA had one student who achieved Business Level in the Business Achievement Awards. This is second level recognition which had not been attained prior to this year by any CHS student.

  • FBLA had a five teams compete in a national virtual business competition. This is an increase from last year’s participation, which saw only two teams compete.

  • Advanced Accounting had 6 students earn 4 college credits through Madison College.

  • Over 40 students participated in mock interviews hosted by the Columbus/Fall River Rotary.

  • A 40 minute financial presentation was given to all seniors on various topics for them to consider in their first year of college.


Business Community Connections

  • FBLA hosted fundraising events at Columbus sporting events to raise awareness and funds for the chapter.

  • FBLA community fundraising efforts saw them selling Yankee Candle merchandise raising over $1,800 in funds for the chapter to participate in Regional and State competitions.

  • FBLA raised money for March of Dimes through Miracle Moments at basketball games. Over $80 was raised.

  • Quamme Insurance was invited into the classroom to present to students about Insurance Essential knowledge.

  • Local Community members held mock interviews for students.


Business Career Connections

  • Computer Exploration students used Career Cruising to begin a career portfolio and present on a career of their choosing. Students use matchmaker assessments to see which potential jobs match their interests and skill sets.

  • Mock interviews hosted through the Columbus/Fall River Rotary gave students an opportunity to interview for job positions that they would be qualified to get in the near future. This allowed students to gain the interview skills necessary to land these jobs in the future.

  • Quamme Insurance came in to briefly talk about careers in the Insurance industry. This educated students on other opportunities for them. This also informed them that Insurance jobs do not simply consist of sales.


Business College Connections

  • Globe University came in to present to Personal Finance students about how the lifestyle they want is impacted by the career they choose. This was a fantastic engaging presentation that allowed students to see the true cost of their own independence.

  • Accounting and Advanced Accounting students will be attending “Accounting Career Day” on the UW-Whitewater campus on May 1st. Students will receive a tour and the ability to talk to current accounting professionals and students about financial careers.


Use of Technology in the Classroom

Technology integrate has been a cornerstone of the business department since 2011. The CHS Business Department has continued to increase the practice of Classroom Flipping. This is where information videos created by the teacher are posted online for students to view. Reinforcement work is then done in class with a teacher always there to help. This has also helped solve the issue of students missing class.


Google Classroom, Moodle, and Google Docs sharing has helped out with students as well. These online platforms for education use have been incorporated as almost a daily practice in students’ lives. This helps prepare students for the increasing technology use they will experience in college and in work.
The integration of Cell Phone reminder systems such as Cel.ly has helped increase communication between student and teacher. This 100% private system allows the teacher to send reminders to students (homework, field trips, etc.) directly to their cell phones through text messaging.

2014-15 Goals and Progress
1. Increase Participation in FBLA competitive events by 5%.

Progress: Membership in FBLA increased over the past year. From 2012-2013, FBLA doubled its participation in competitive events. Over this past year, FBLA saw yet another increase in member participation in competitive events. Competitors increased from 32 to 56 participants. That’s an increase of 75%, far surpassing the goal of 5%. State qualifiers saw an increase as well, increasing from 5 qualifiers to 15 qualifiers this year.
2. Develop and implement an Entrepreneurship course to give students the skills to run their own business to be offered in the 2015-2016 school year.

Progress: Entrepreneurship is now located on the course catalog. After a year of research into the course, it is finally in place to be offered as a class. Numerous discussions with business educators who teach Entrepreneurship around the state, conversations with the B&IT representative from DPI, and resource evaluations led to where we are now. A course that lets students explore the skills necessary to own their own business someday can be critical in preparing students to be college and career ready.
3. Explore the options of a Reality Day event to help teach students about the importance of Personal Finance.

Progress: The financial literacy grant has taken priority over this goal. This goal has somewhat been absorbed with the financial literacy grant.

2015-16 Goals

  1. To increase connections with the middle school, Personal Finance students will create financial lessons to present to CMS students during Personal Finance.

  2. The mock interviews put on the Columbus/Fall River rotary are an excellent experience. The mock interview numbers will raise from the previous year of 40 to at least 50 students participating. These students will not just be limited to Personal Finance students, but also to FBLA members.

  3. The Business department will increase the College and Career connections, but increasing the amount of tours/visits to 2 (one per semester).


Family and Consumer Science
Student Achievement and Growth

At the beginning of the assistant child care teacher (ACCT) course students were evaluated by completing common tasks of a child care worker.  First they created an animal themed lesson plan for a preschool classroom, next they were required to write an objective observation of an infant and teacher and finally they discussed child care issues in a mock teacher/parent interaction.


Through this evaluation it was found that most of the ACCT students were weak in their interpersonal skills, they give little or no eye-contact when speaking during the evaluation and many of them were difficult to understand or hear.  It was also found that all of the ACCT students had difficulty writing objective observations.
Community Connections

Columbus Child Care Centers:

Continued partnership with child care centers in Columbus. These child care centers serve as hosts to the Assistant Child Care Teachers during their volunteer hours and some were willing to hire students enrolled in the Child Care Teacher Course.  
Columbus Community Hospital:

Integrated education from Columbus Community Hospital into the child care curriculum.  Students were able to tour the birthing center, learn about careers working with pregnant women/children in healthcare and were educated on child care topics by healthcare professionals.


In knitting and crocheting students will be working on making baby booties to donate to the Columbus Community Hospital.
Presentations from the Community:

This year students saw presentations from Columbus Fire Department, Hope House, and Wisconsin AHEC (Area Health Education Centers).  


Career Connections

General:


All Family Consumer Science courses integrate discussion of careers related to content.  There is also a strong focus on developing interpersonal communication skills through small group work.  
Child Care:

Students enrolled in the child care program (Assistant Child Care Teacher or Child Care Teacher) earn industry recognized certifications which will aid them in gaining employment at a childcare center starting at age 17.  These certifications include; Shaken Baby Syndrome, Sudden Infant Death Syndrome, Assistant Child Care Teacher and Child Care Teacher.

Cooking:

Changes were made to the course offerings for the 2015-2016 school year to better prepare students for careers in culinary arts and baking.  During the 2015-2016 school year students can take a course in world foods and/or principals of baking.


College Connections
Madison Area Technical College:

Dual credit courses in Health Care Career Occupations and Fashion Analysis were approved to be offered for the 2015-2016 school year.  



Use of Technology in the Classroom
Google Classroom:

Google Classroom has been implemented in the Family Consumer Science curriculum.  Google Classroom allows students to complete assignments online and work together on projects and presentations.


Real Care Baby 3:

Real Care baby make it possible for students to practice caring for an infant.  The real care baby tracks all care events and safe handling.  The computer also records how long the infant has been sitting in its car seat and if the infant has been properly dressed for the temperature.



2014-15 Goals and Progress

1. Begin to offer dual-credit courses by the 2015-2016 school year

a. Create a Health Occupations course that is articulated with Madison College.

b. Change the current Fabrics, Fibers and Fashion course so it is aligned with Madison College’s Fashion Analysis course.



Progress: I was approved by Madison College to teach Health Care Career Exploration and Fashion Analysis for the 2015-2016 school year.  Both courses are being offered in the 2015-2016 course catalogue.
2. Provide students with opportunities for career exploration and professional growth in topic areas related to FCS by creating more connections between FCS courses and the community of Columbus. I will accomplish this by inviting industry professionals into my classroom to speak with students about their careers and by taking trips into the community to see what different careers have to offer.

Progress:  Please see Community Connections.
2015-16 Goals

  1. Explore options on how to include infant/toddler certification or health and safety credits into my current Assistant Child Care Teacher course.

  2. Create and implement a food service curriculum/program which can better serve students looking for careers in the food industry.  

  3. Expand the Family Consumer Science program to include an FCCLA chapter.

Technology and Engineering
Student Achievement and Growth

Students create either an engineering notebook, a portfolio of their work and presented materials. They also have completed projects that they can take with them. We also continue to work on some basic but important safety skills, process experience and work skills. I have continued to work with the students on their measuring skills and have incorporated this as part My SLO. With the other SLO, I have been working with my math intervention students to improve their basic math skills.


Supporting Evidence

The results of the testing that I did for my SLO which covered some of my goals for the year were as follows:



  • In the Materials and Processes measurement pretest 6 of 26 students scored 13 questions right or better (out of 15) on part A of the measurement test, By the midterm evaluation, every student scored 13 or better and on the final assessment 24 of 26 got 13.

  • The results of the AIMS tests that I used with my math intervention students were as follows: The average score of the combined tests started at 5.67 and finished up at 20.33


Community Connections

This year I began a club that is involved in project team-up in which we are partnering with Lyco to build a gagaball pit for the community’s youth to use.


Career Connections  

I have also met with Mike Price from the carpenters training center in Madison and have brought students from the construction class down there on a tour.


College Connections  

I met with Dale Drake from Fox Valley Technical College and set up an articulation agreement with them for students who have completed the graphic communications course for three credits of advanced standing. We are now beginning a partnership with M.S.O.E. as we begin to implement our P.L.T.W courses and will eventually have a credit agreement with them.


Use of Technology in the Classroom

        • You-tube videos that are specific to lessons or projects being covered in my classes.

        • PLTW LMS to present material in the Intro to Engineering Design class.

        • Elmo and draw pad to work on math problems with my math intervention students.

        • Presentation programs with the aerospace class for their research topics. These include: Vokis, Animotos, Wordls, Glogster, Prezis, Dipity and Bubble.us.

        • Two course finals on Moodle.



2014-15 Goals and Progress
1. Expand student vocabulary by introducing a new relevant word to them each day.

Progress: I have included ‘the word of the day’ in all of my lesson plans to focus on, but I certainly don’t just limit the new vocabulary to just one word per day.
2. Include essay components to tests.

Progress: There is currently an essay portion to all of my final exams and some of my midterm quizzes.
3. Have textbook based assignments as a part of all of my classes.

Progress: All of my classes have textbook based assignments which require students to read technical material with the exception of the Introduction to Engineering class which includes technical packets the students need to read and draw conclusions from.
4. Include more assignments where students have to follow technical manuals and blueprints to complete projects or assignments.

Progress: So far I have included more of this in my classes especially in the electricity/electronics class and materials and processes class. The Intro to engineering course will get into the reading of technical drawings as we are now using Inventor. But there is still many more ways that I can keep incorporating this sort of material into my curriculum.

2015-16 Goals
1) Refine the PLTW curriculum to better reflect my teaching.
2) Review measurement skills with the construction, materials and processes and graphics class
3) Instruct, observe and give feedback to students of their safety habits in the shop area.
4) Upgrade projects in all of my technology and engineering courses.

Post-Secondary Readiness: Columbus High School Credits Earned

At this time, Columbus High School requires a minimum of 26 credits to graduate. (Starting with the Class of 2017, 28 credits will be required.) Of those required 26 credits, the following is the minimum graduation requirement in the following areas:



  • 1.0 credit in Career and Technical Education (Agriculture, Business, Family & Consumer Science, or Technology & Engineering)

The charts below breakdown the percentage of graduated students who have taken the minimum number of credits in these respective areas as well as the percentage of students who have gone above and beyond these requirements as well.


Percentage of Seniors Who Earned 1.0, 1.5-2, or 3+ Credits in Career & Technical Education


Graduating Class

1.0 Credits


1.5-2 Credits


2.5+ Credits


2014

6%

13%

81%

2013

10%

17%

73%

2012

16%

21%

63%

2011

14%

16%

70%

2010

11%

17%

72%

The following chart looks at the Class of 2014, and breaks down the percentage of students who before graduation, earned credits in each of the specific subject areas.


Percentage of the Class of 2014 who earned credits in these subjects




0.5-1.0 Credit

1.5-2 Credits

2.5+ Credits

Agriculture

67%

22%

10%

Business

44%

37%

19%

Family & Consumer Sciences

76%

20%

4%

Technology & Engineering

47%

27%

26%



2015 CTE Report Page |



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