We suggest that reviewers start at the midpoint of the scoring range for each section being reviewed and subtract points for missing information or add points for exemplary information. For example, in Part 3: Program Information, start with 3 points then add one point for an excellent abstract, another point for program history, and subtract a point for a poor description of program operation. The Rating Form attached to the application should help you complete the review process. Only the completed Rating Form need be returned to the Office of Special Populations (now Office of Student Services [OSS]).
Thank you very much for your help.
The abstract should be a single page description of the program, not to exceed 300 words. The abstract should describe the mission and legal status (e.g., school district, nonprofit organization) of the applicant agency, define the purpose of the program, how that purpose relates to the needs of the special population served, the goals of the program, the method used to achieve those goals, and the observable outcomes attained by program participants. (2 points)
The program history should be a single page description of the background and theoretical framework of the program, not to exceed 300 words. The program history should include the names and titles of the developers of the program, why the program was developed, the date the program was developed, the dates of program operation, the dates and personnel who have conducted previous evaluations (attach and cite reports in appendix), previous formal recognitions of program effectiveness, and the role of the program within the larger agency or organization. (2 points)
The program operation should be a single page description of how the program operates, not to exceed 300 words. The description should include program staffing patterns and responsibilities, the number and diversity of program participants served, the link between program completion and outcomes attained, the scope of the program, the instructional approach actually used, the instructional materials actually used, the innovativeness of the program, and the outside agencies that cooperate and collaborate with the program. (2 points)
This section should describe how administrators of both the program and the larger agency or organization function in leadership roles within the program, and the support these administrators offer to the program. This description should include a list of the program administrators and their roles within the program, qualitative descriptions of administrative support, and examples of hands-on leadership and support provided to the program by administrators.
This section should present a brief explanation of the recurring and nonrecurring costs associated with the program, including personnel salaries, staff training costs, equipment and materials costs, and any other special costs required to successfully implement and maintain the program. The sources of funding for the program should be listed. Budgets should be cited and attached as appendices.
This section contains a description of the professional development activities obtained or conducted by the program. This description should include any preservice, inservice, and/or continuing education obtained by program staff. Additionally, a description of the professional development activities conducted by program staff for others such as teachers, programs, or educational agencies should be provided.
The formative evaluation procedure used by the program should be described in this section. This description should include information on how formative evaluation procedures are conducted, who leads the evaluations, who has access to the evaluation results, and how those results are used to guide the program. The description should be supported by formative evaluation reports.
This section should contain a description of the summative evaluation procedure utilized by the program. This description should include the agency or staff conducting the evaluation, how the evaluation relates to the program purpose and goals, the design of the evaluation, the instruments and procedures used during the evaluation, the data collected, analysis of that data, and how the summative evaluation results are utilized. The description should be supported by summative evaluation reports.
The principles of individualized instruction utilized within the program should be described in this section. This description should include the individualized educational planning process utilized within the program, persons involved in that planning process, and the methods used by program staff to provide and ensure that the principles of individualized instruction are maintained to benefit program participants.
This section should provide a description of how the program provides instruction in both basic academic skills and appropriate vocational skills. This description should include a sequential list of courses taken and the skills attained by program completers, how the program meets local graduation requirements, how the teachers integrate academic and vocational instruction, the length of the program for special population participants, and the specific vocational options available to special population program participants.
This section should contain a description of the diversity of the special population participants served by the program, and the extent to which the program operates in mainstream settings. This description should detail the needs, backgrounds, abilities, and interests of program participants and how that diversity is represented and fostered in courses and support services offered by the program. If appropriate, the number and classification of special population participants served in separate vocational education programs should be indicated.
This section should contain a description of the cooperative learning experiences (i.e., students learning from other students) provided within the program. This description should include the scope and extent of cooperative learning experiences offered to program participants and how those experiences relate to the purpose and goals of the program.
A description of the procedures utilized by program staff to assess program participant's vocational interests and abilities and how that assessment is utilized in individual program planning should be presented in this section. This description should include the process, resources, and materials used to assess the vocational interests, aptitudes, and abilities of program participants.
This section should provide a description of the instructional support services utilized within the program to meet the purpose and goals of the program. This section can include any resources, special materials, and/or personnel (e.g., teacher aides) involved in the program that uniquely assist in achieving the stated goals of the program.
The career guidance and counseling services offered to program participants should be described in this section. This description should include the amount and extent of career guidance and counseling services offered to program participants, when it is usually provided, qualifications of the counselors, and any involvement counselors have in the general operation of the program.
If applicable, this section should contain a description of the ways that this
program involves the parents of participants. This description should include
information regarding the involvement of parents in (1) general program
planning and development, (2) planning for their children, and
(3) advisory
roles.
A description of the procedures utilized by program staff to inform potential special population students and their parents of vocational and educational options available through the program should be presented in this section. This description should include the methods, procedures, and resources utilized by program staff to notify prospective participants and their parents, if applicable, of vocational education program options and support services available.
A description of how vocational educators are involved in the individualized instructional planning process utilized by the program should be presented in this section. This description should detail the individualized educational planning process utilized by the program, the intake procedure for admitting students into the program, the persons involved in that process, and, specifically, how vocational educators are involved in the process.
This section should describe the procedure utilized by the program to provide individual program participants with formalized transition planning. Transition can be defined as the movement of a completing special population student from one level or program to the next appropriate level or program (e.g., from a secondary school setting to a postsecondary vocational education program, a community-based rehabilitation program, and/or work). The description should include the program staff and outside agencies involved in the transition process, and the transitional options that generally exist for special population participants as they exit the program.
A description of both the intra- and interagency collaboration arrangements developed and maintained by program staff should be presented in this section. The description of intra-agency collaboration arrangements should include (1) departments and programs within the educational institution which provide support services, resources, and general assistance to either the special population students or the staff of the vocational special needs program; (2) the coordination activities conducted; and (3) the benefits of this collaboration. The description of the interagency cooperative arrangements should (1) name the external agencies and organizations (the contact personnel) that provide assistance to program staff and/or participants, (2) detail the services and resources provided, and (3) outline the benefits occurring from these collaborative efforts.
A description of the work experience opportunities that are available to program participants during their enrollment within the program should be provided in this section. This description should include the type and nature of work experiences that are available to program participants, how those experiences relate to the instructional objectives of the program, and the extent to which the experiences are specific to the vocational education and training received by the special population students.
This section should present a description of the job placement services received by program participants. This description should include (1) the methods used to identify available jobs (including full-time, part-time, and summer jobs) for special population students enrolled in the program and (2) the procedures used to assist students in acquiring appropriate jobs during or following program completion.
A description of the data and information collected by program staff from program graduates and those who do not complete the program should be presented in this section. This description should include (1) the procedure utilized by program staff to collect follow-up information, (2) how that information is analyzed and reported, and (3) how that information is used to improve the program and services.
RATING FORM
Applicant: ______________________________________
Signature of Reviewer: ______________________________________
Date: __________________________
| Total | |
| Part 1: General Information | 2 points possible _______ |
| Part 2: Demographic Information | 12 points possible _______ |
| Part 3: Program Information | 6 points possible _______ |
| Part 4: Components | 80 points possible _______ |
| A. Program Administration | |||
| 1. Administrative Leadership and Support | 4 points possible _______ | ||
| 2. Financial Support | 4 points possible _______ | ||
| 3. Professional Development | 4 points possible _______ | ||
| 4. Formative Program Evaluation | 4 points possible _______ | ||
| 5. Summative Program Evaluation | 4 points possible _______ | ||
| B. Curriculum and Instruction | |||
| 1. Individualized Curriculum Modifications | 4 points possible _______ | ||
| 2. Integration of Academic and Vocational Curricula | 4 points possible _______ | ||
| 3. Instructional Settings | 4 points possible _______ | ||
| 4. Cooperative Learning Experiences | 4 points possible _______ | ||
| C. Instructional Support Services | |||
| 1. Assessment of Individual's Vocational Interests and Abilities | 4 points possible _______ | ||
| 2. Instructional Support Services | 4 points possible _______ | ||
| 3. Career Guidance and Counseling | 4 points possible _______ | ||
| D. Formalized Articulation and Communication | |||
| 1. Family/Parental Involvement and Support (Not applicable for postsecondary. Many postsecondary programs do not work with parents. Assign 4 points.) | 4 points possible _______ | ||
| 2. Notification of Both Students and Parents Regarding Vocational Opportunities | 4 points possible _______ | ||
| 3. Vocational Educators Involvement in Individualized Educational Planning | 4 points possible _______ | ||
| 4. Formalized Transition Planning | 4 points possible _______ | ||
| 5. Intra- and Interagency Collaboration | 4 points possible _______ | ||
| E. Occupational Experience Opportunities, Placement, and Follow-Up | |||
| 1. Work Experience Opportunities | 4 points possible _______ | ||
| 2. Job Placement Services | 4 points possible _______ | ||
| 3. Follow-Up of Graduates and Nongraduates | 4 points possible _______ | ||
TOTAL: _______________________________________________ 100 points possible
Overall Comments: (Please list major strengths and weaknesses/concerns about the program.)
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Overall Recommendation:
______ Do not recommend for site visit/evaluation.
______ Recommend for site visit/evaluation. (Please indicate below your concerns about the program, if any, that need to be addressed during the visit.)
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