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Program Delivery Model Segments

Program Delivery Model Segments. Presented By Kim Fischer For CCDA TRAC From A to Z. Segments. Segments are a group of like standards Each Program CIP has 12 segments Standards are identified for each segment Segments are used to determine the Program Delivery Model

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Program Delivery Model Segments

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  1. Program Delivery ModelSegments Presented By Kim Fischer For CCDA TRAC From A to Z

  2. Segments • Segments are a group of like standards • Each Program CIP has 12 segments • Standards are identified for each segment • Segments are used to determine the Program Delivery Model • All 12 segments must be taught to qualify a CTE program as state approved for Added Cost Funding • OCTE is leaving the order for which the segments are to be taught up to the local district.

  3. Completers • Are students who complete all 12 segments • Take the end of course assessment if appropriate • Are the students who are included in the CTEIS follow up study each year

  4. Concentrator • Concentrators are identified after they complete at least seven segments with a grade of 2.0 or better • will complete the end of course assessments only if they are a senior or will not return to the program

  5. Segment Q • Students must have completer status in CTEIS before they can be reported in “Segment Q” (completed all 12 segments of the program) • Students enrolled in Segment Q take advanced/specialized content • Segment Q is not required for completer status

  6. Programs must produce completers • Use the 12 Segments to design programs to enable students to become completers • Consider creating one year programs that deliver 12 segments in one year • Segment Q can be used for students who desire advanced study

  7. SegmentingProcess

  8. Segment Rules to Follow: • Identify which segments are taught in each semester • All 12 segments must be taught to qualify as a state approved CTE program and added cost funding • Segments can be taught in any order that the teacher determines appropriate • Each segment can be used only once in the delivery model • Place the segment in the semester or trimester where sixty percent of the content is taught

  9. CTEIS Delivery Model One segment sheet per program PSN even if multiple teachers teach the same CIP • One Year – semester, trimester, or quarter • Two Year – semester, trimester, or quarter • Multi-Year – semester, trimester, or quarter

  10. Where do I find CTEIS Delivery-model forms? http://ctenavigator.org/resources

  11. Required Information

  12. One Year by Semester

  13. One Year by Trimester

  14. Two Year by Quarter

  15. Multi Year by Semester

  16. It Is Important To Remember: The Instructional Delivery Model will impact a program by determining: • Program completers and concentrators • Students who will become end of course test takers if appropriate • Who will be included in the annual CTEIS follow-up study

  17. miccda.org FOR QUESTIONS

  18. :Course Syllabi Requirements • Course Title • Instructor’s Name and School Contact Information • Course Dates: (Fall 2013 for example) • Course Description • Course Objectives • Special Features of the Course • Resources • Course Outline • Additional Items

  19. Course Syllabi • The course syllabi must show the segments taught • Segments can be listed under the Course Outline Section. • A curriculum review should show alignment between: The GAP analysis, The program Delivery Model, and the Course Syllabi

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