Standard 3: Educational ProgramSecondary Technical Schools

3. Educational Program

COSMETOGLOY

Self-Study Questionnaire

Secondary Technical Schools

New England Association of Schools and Colleges, Inc.

Commission on Technical and Career Institutions

Revised November 2000

Reprinted January 2001

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Standard 3: Educational ProgramSecondary Technical Schools

Standard

3. Educational Program

Curriculum

3.1The school offers a carefully planned curriculum consistent with its mission which reflects the needs of students, community, and business/industry.

3.2Program Advisory Committees are effectively utilized to recommend program modifications based on changing technology; assist with the development of an equipment acquisition plan; review both the technical and academic curricula; and agendas/minutes are maintained on file.

3.3The program design guarantees that every student regardless of gender, race, ethnicity and handicapping conditions is offered a quality education.

3.4Each course of study has a scope and sequence within an area of technology.

3.5Adequate time is provided in the following areas to ensure that an integrated program is operational and that program objectives are met: Applied Academics; Technical Education; Student Services; Student Support Services; Student Activities; English as a Second Language; and Bilingual Education.

3.6Curriculum design creates opportunities for the student to understand educational expectations, to receive recognition for achievement, and guidance to improve performance.

3.7Technical programs are competency-based education identifying specific duties and tasks.

3.8The program design provides for identification of expected student performance in applied academic programs and technical programs.

3.9The equipment to support the technical programs adequately supports and enhances all aspects of the educational program, and is maintained to ensure an environment that is healthy and safe for all.

3.10Co-curricular activities are provided to enhance the students’ leadership, self-esteem, and career awareness.

3.11The school encourages innovative and experimental programs designed to serve the needs of students and to contribute to the school’s stated mission.

3.12Instructional programs offered in career fields requiring licensure or certification are designed to prepare students for those requirements.

Instruction

3.13The design of the instructional program reflects the mission of the school.

3.14Strategies have been devised which provide for the integration of academic and technical instruction.

3.15The design of the instructional program includes the use and availability of technology.

3.16The application of computers is integrated within the technical instruction program.

3.17Learning resources required to implement the instructional program are available and utilized.

3.18Faculty and staff demonstrate creativity, initiative, and a variety of resources in the delivery of their instructional programs.

3.19Instructional materials are developed to address a variety of learning styles and ability levels.

3.20All technical programs provide safety instruction; instruction in hazardous chemical awareness - material safety data sheets; and written and applied safety testing.

3.21Individual Education Plans are implemented and maintained on file for each special needs student.

Evaluation

3.22Student assessment measures have been established and utilized to measure the attainment of expected performance levels.

3.23An evaluation of the assessment of student performance is reviewed periodically to measure student achievement and design curriculum improvement strategies.

3.24A systematic program review is conducted periodically to guarantee effective program design.

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II.EDUCATIONAL PROGRAM: SELF-STUDY NARRATIVE-Part II must be completed by each department within the school responsible for curriculum and the delivery of instruction. That includes, but is not limited to, technical, academic, bilingual and special education programs.

Curriculum

  1. Describe how the Program Advisory Committee is effectively utilized to recommend program modifications based on changing technology; assist with the development of an equipment acquisition plan; review both the technical and academic curricula and communicate recommendations to the appropriate authority.

FranklinCountyTechnicalSchool’s Trade Programs each have a Trade Advisory Committee as required under Chapter 74. The cosmetology advisory committee is made up of members of local business and industry related to the program, labor, parents and/or guardians, students, post secondary institutions, and committee members. Efforts are made to ensure that membership on the advisory committee includes females, racial and linguistic minorities, persons with disabilities and individuals in occupations non traditional for their gender. The cosmetology advisory committee meets at least twice per year and advises he school’s shop teachers on planning, operation and evaluation of the individual program area, shop equipment and curriculum review, job market trends, technological developments, training alternatives, and other factors that ensure a quality and up to date program. The cosmetology advisory minutes are turned in to the administration for review.

In addition, all trade advisory committees meet with the administration and school committee’s representatives to review current needs and planned projects for the school. This includes integrated vocational and academic curriculum projects, student portfolios, and school wide funding issues.

The General Advisory Committee includes the chairperson of each program advisory committee and other community representatives the advice the school committee.

The General Advisory Committee meets with the school committee representatives and the school administration annually. Planning, operation, and evaluation of vocational technical instruction, school wide projects and needs are discussed.

  1. List the names of advisory committee members by program. Include their titles and business affiliations.

A list of all trade advisory committee members is found in the Supporting Documents binder.

  1. Describe how advisory committee minutes are developed and maintained.

A recording secretary is appointed by the advisory committee and is responsible for recording all minutes of the committee. Signed minutes are then submitted to the school’s administration where they are reviewed. The records of these minutes are maintained in the superintendent’s office (See Sample Form).

  1. Explain how the program design ensures that every student, regardless of gender, race, ethnicity and disabling condition is offered a quality education.

FranklinCountyTechnicalSchool, and the cosmetology program do not discriminate on the basis of gender, race, creed, national origin, sexual orientation or disability. To insure that all students have equal access to the cosmetology vocational program, placement in the program is achieved through participation in the freshman exploratory program, designed to give every student the opportunity to have experience in programs of interest before making a final vocational choice.

All first year students participate in this program. Students first participate in a career awareness program. They are then asked to pick four vocational areas that they are interested in visiting. Students are guaranteed that they will be able to spend one of their two-week “exploratory” programs in their first choice, and three additional two-week periods in as many of their other top choices as possible.

While participating in the exploratory program the students receive a daily score in each of the shops they attend. The score is based on attendance, punctuality, behavior, self-motivation, work product, and teamwork. The four shop scores are averaged and used as the basis for shop placement.

At the end of the exploratory process, students are asked to choose the shop in which they would like to spend the rest of their school career. The students’ average scores are used to rank order the students, and that rank order is used to place students in shops. This process has been used since the schools inception and normally results in a placement in first choice rates in the 90+% range. Students not getting their first choice are placed on a waiting list for that shop. In the event an opening occurs the next person on the list is given the opportunity to move.

Because this program is heavily weighted toward worker skills, every student has the opportunity to achieve placement regardless of factors such as race, religion, ethnicity, gender, sexual orientation or handicapping condition.

  1. Describe the process used to devise, update and revise or modify scope and sequences for your program.

The scope and sequence of the program is determined by the guidelines set forth by the Massachusetts State Board of Cosmetology. Revision and updating is an on going process based on input from our advisory board members, industry standards, and technological advances.

  1. Explain how your curriculum design creates opportunities for students to understand educational expectations, to receive recognition for achievement, and guidance to improve performance.

The design of the Cosmetology curriculum creates opportunities for students to understand their educational expectations through the use of a course syllabus, daily and weekly schedules, and examples of exemplary work.

Recognition for achievement comes from the instructors in the form of student shop awards given each trimester. School wide “Character Counts Awards” are presented monthly.

Students improve their performance through individual instruction and clearly defined expectations.

  1. Describe the competency-based system utilized and how it is built upon clearly defined duties and/or tasks.

Cosmetology has clearly defined tasks outlined in the Certificate of Occupational Proficiency. Individual tasks are assessed with rubrics. Students are allowed to progress at their own pace.

  1. Describe how you, as a department, provide for expected student outcomes through your instructional design.

Student outcomes are monitored through carefully constructed rubrics guiding students through individual tasks for each aspect of the program. These rubrics are also designed as self-study units for student use.

  1. Describe how co-curricular activities within your program are provided to enhance students’ leadership, self-esteem and career awareness.

Activities are designed to offer students the opportunity to observe and or participate in a broad scope of real work experiences within the cosmetology field. Activities such as cooperative work study and trade and industrial shows as well as invited guest artists round out a full program. Participation in Skills USA – VICA helps to prepare student leaders and foster self-esteem.

  1. Describe how your instructional program is designed to meet the licensure or certification requirements.

The cosmetology department at FranklinCountyTechnicalSchool follows the requirements for the State Board of Registration of Hairdressers as outlined in M.G.L.112 Chapter 266 Section 91 Rules 53 through Rules 74.

  1. Describe procedures used in your program to promote student participation in school-to-work and cooperative work experiences. (Refer to I.6.)

Students are encouraged to participate in the School’s Cooperative Work Experience Program by a class meeting with the Coop-Education Coordinator, by individual counseling with their vocational guidance councilor, and by their individual shop instructors. Qualified students are then referred to the School’s Coop Education Coordinator and are placed within their trade areas throughout the community. Guidelines for Coop are in the Student Handbook and posted outside the Coop Education Coordinator’s Office. (See Cooperative Education Eligibility Criteria Form and FranklinCountyTechnicalSchool’s Cooperative Employment Brochure).

  1. Explain those affiliations and/or articulation (i.e., Tech Prep) agreements appropriate to your program.

There are no formal agreements at this time.

Instruction

  1. Explain how the design of your instructional program reflects the mission of the school.

The Cosmetology Department is designed to support the school’s belief that real life situations foster better learning. For this reason, a part of our day is devoted to operating a full service salon open to the public.

We meet the needs of our students by providing a safe, disciplined and supportive atmosphere. The staff encourages students to contact community members and professionals in their chosen career area to continue a lifelong learning experience.

  1. Describe the strategies used within your program, which provide for the integration of academic and technical instruction.

The cosmetology instructors recognize the importance of the integration of academics and technical instruction. For a student to be successful in the cosmetology field, they must demonstrate competency in their practical skills as well as understand the application of their academic skills in the field. To that purpose, we have designed a number of strategies to integrate math, English, social studies, art and the sciences into our curriculum. They include but are not limited to the following:

  • The cosmetology staff works cooperatively with the art teacher to have students design a salon to scale incorporating both the structure and the interior design.
  • Students complete three integrated projects and present them in their academic classes. Students must identify the academic skills required to complete these projects.
  • The cosmetology staff works cooperatively with the science department to coordinate academic content that integrates with specific vocational skills.
  • In cooperation with the history department, students learn about the history of cosmetology. Students are invited to attend a “Teaching American History through Old Deerfield” day offered through a local organization.
  • Students are given daily shop assignments that incorporate reading, writing and mathematics.
  1. Explain how the application of computers is integrated within your instructional program.

Student computer skills are enhanced through portfolio projects and lessons within the cosmetology program. This work requires students to access web sites for technical information, use photo imaging and Power Point software.

  1. Explain how the design of your instructional program requires the utilization, availability, and implementation of current technology. If the utilization of the current technology is not possible, please explain.

Current technology is implemented through the use of computer imaging software, smart board technology and portfolio project requirements. We are in the process of acquiring a point of sale system that will track inventory (through bar coding), accumulation of shop hours, scheduling of appointments and client fees. This system is currently being used in industry and will provide students with skills that will help them to be more competitive in their field.

  1. Explain how the learning resources required to implement your instructional program are made available to and utilized by you.

Information on learning resources is provided through contact with suppliers, technical workshops and professional organizations (National Cosmetology Association). Learning resources such as textbooks, study guides, technical books and videos are made available through budget requisitions.

  1. Describe how you demonstrate creativity and initiative and utilize a variety of resources in the delivery of your instructional program.

In addition to the knowledge, creativity and experience each instructor offers, guest artists are invited to demonstrate new products and techniques. Students are afforded the opportunity to attend the International Beauty Show in New York City as well as visit local beauty suppliers.

  1. Explain how instructional materials are developed to address a variety of learning styles and ability levels.

All instructional materials are previewed for content and appropriateness of subject matter, with attention paid to gender equity. Information is delivered in various ways to address individual learning styles. Demonstrations, hands-on projects, visual models, rubrics, videos and computers are all used as learning tools.

  1. Where applicable, explain how you provide safety instruction, instruction in hazardous chemical awareness, and written and applied safety testing.

Safety is an integral part of the cosmetology program. In every lesson a section is devoted to the safety procedures for that particular application. Through the MSDS sheets students become familiar with the properties of the materials used in shop. Each student is required to pass a safety exam with 100% accuracy.

  1. Explain how you utilize IEPs or/504 Plans to maximize students’ success in your program.

IEP’s and 504’s provide teachers with information concerning the classroom modifications and accommodations they are required to provide. These documents also provide insight into the student’s learning style and areas of strength and areas of weakness. All teachers are provided copies of the salient components of these documents to ensure that they are cognizant of each student’s individual needs and educational requirements.

Evaluation

  1. Explain the student assessment measures you have established to measure the attainment of expected performance levels in your program.

In addition to specific classroom assessments teachers utilize, the following school assessments are in place:

The Accuplacer assessment test in reading and mathematics is administered to all incoming freshmen at their sending schools. This test, along with MCAS scores, is utilized to help determine appropriate placement in English, math and Title I classes.

All students in grades 9, 10, 11 and 12 are likewise yearly administered the Accuplacer as a means of tracking academic improvement as well as programmatic placement.

MCAS results are likewise reviewed and analyzed. We utilize the TestWiz software provided us by the Mass. Department of Education to provide English and math teachers with hardcopy analyses of individual student strengths and weaknesses in both the English and mathematics components of MCAS.

  1. Explain what measures you have instituted regarding the evaluation of student performance and how they are reviewed periodically to measure student achievement, design curriculum improvement strategies, and improve teaching and learning.

Students are evaluated on a daily basis through the use of competencies, rubrics, tests and quizzes. Student work is evaluated as each project is completed. Students can monitor their own progress by referring to completed portfolio projects.

Competencies are assessed and evaluated according to changes in industry standards.

  1. Describe the process you use to review your program(s) to guarantee effective program design.

Instructors monitor student progress in the classroom on a daily basis always keeping in mind individual abilities.

Instructors use various trade and professional publications and technical training classes to keep current with new techniques.