Policy EAB - Instructional Goals ETC. Evaluation of Programs
Issue Date: December 16, 2009
The Instructional Program shall be evaluated through the Utah Performance Assessment System for Students (*U-PASS*), as established by the State Board of Education.
The Board annually shall review results of student testing under U-PASS and based upon the Board’s recommendations, the Superintendent shall supervise and direct District personnel in identifying program strengths and deficiencies and establishing goals for performance in the District schools and in making necessary adjustments in the instructional program. A report of the Board’s review and the Superintendent’s recommendations shall be available to staff and the public.
Utah Code Ann. § 53A-1-605(4)(a)(2002)
The administration shall annually review results of classroom observations and, based upon the findings of the review, the District shall make necessary adjustments in in-service training for teachers.
The District shall evaluate vocational programs each year as part of the District and campus evaluation of performance.
Programs designed to prepare students for gainful employment shall be evaluated to determine the extent to which the programs are:
- Realistic in light of actual or reliably anticipated opportunities for gainful employment.
- Suited to the needs, interests, and abilities of students to acquire the knowledge and skills necessary to enter and succeed in employment in those occupations;
- Effective in the teaching, reinforcement, and application of basic skills;
- Cost effective in terms of number of students served; and,
- Effective in placing students, either in employment in those occupations or continuing occupational training at the post-secondary level.
Home Economics, Technical Education, Industrial Technology, Career Investigation
- Realistic and effective in achieving up-to-date program objectives.
- Suited to the needs, interests, and abilities of students to benefit from the program in which they are enrolled.
- Effective in the teaching, reinforcement, and application of basic skills.
- Cost effective in terms of numbers of students served and benefits derived.
- Effective in producing students’ achievement of identified competencies.