Departmental Analyses

The following descriptions and analyses were compiled by each department through a series of collaborative meetings involving all members of the department. Work began during the January 2005 professional development day and continued as needed through February when reports were submitted. In August, the reports were distributed to departments for reconsideration and for prioritization of recommendations in view of the additional discussions and focus group work which had taken place in the interim.

Each section includes a profile of department members, teaching schedule, a summary of the Ten Essential Questions of Instructional and Organizational Effectiveness as they pertain to that particular department, and perceived strengths and recommendations.

APPLIED TECHNOLOGY

	Name: Steve Brown Degrees B.S. Brigham Young University Endorsements: Electronics Years in education: 7 Years at Timpanogos: 7
	Name: Richard Collete Degrees B.S. Brigham Young University M.S. Brigham Young University Endorsements: TV Broadcasting, Multimedia Communications, Technology Ed. Years in education: 10 Years at Timpanogos: 10
	Name: Bret Goodwin Degrees : A.S. Utah Valley State College B.S. Utah Valley State College Endorsements: B100 – General Contractors License (Utah), I102 – Instructors License (Utah), T&I in Construction Trades Years in education: 11 Years at Timpanogos: 5
	Name: Kent Jorgensen Degrees : B.S. Brigham Young University Endorsements: T&I in Drafting and Automotive Years in education: 7 Years at Timpanogos: 6
	Name: Lloyd Nelson Degrees : B.A. Southern Utah University Endorsements: 2 Year Certified Metals, Certified AWS Educator, A.T.P., T&I in Welding and Aircraft Piloting Years in education: 10 Years at Timpanogos: 10
	Name: Bob Stratton Degrees: B.A. Brigham Young University Endorsements: Spanish, Mathematics Level 3, Computer Science, Occupational Computer Programming, ESL Years in education: 31 Years at Timpanogos: 10

Department Schedule

TECHNOLOGY		TECH.	TECH.	TECH.	TECH.	TECH.	TECH.	TECH.	TECH.
COLLETTE	808	TV/Video Production 87053-1	Multi-Media 86003-1	Constr. Tech 88411-1 88412-1	Constr Tech 88411-2 88412-2	TV/ Video Production 87053-2	Prep	Multi-Media 86003-2	Construction Technology 2 88423-1
NELSON L.	806/ 238	Welding 2 87521-1 Welding 2 87522-1	Prep	Welding 1 87511-1 Welding 1 87512-1	Welding 1 87511-2 Welding 1 87512-2	Aircraft Pilot 87703-2	Prep	Welding 1 87511-3 Welding 2 87522-2	Welding 1 87511-4 Welding 1 87512-3
JORGENSEN	306	Draft/CAD 87411-1 Draft/CAD 87412-1	Prep	CAD 1 87431-1 CAD 1 87432-1	Architec. Design 87443-1	Prep	CAD 1 87431-2 CAD 1 87432-2	Architec. Design 87443-2	Adv. CAD 87421-1 87422-1
STRATTON	133	Comp Prog 1 86111-1/2 Comp Prog 2 86123-1	See Math	Department	Network Technician 86163-1	Prep	Comp Prog 3 86133-1 Comp Projects 86143 -1	See Math Dept.	See Math Dept
BROWN	308	Prep	Electronic 1 87221-2 87222-2	Electronic 1 87221-3 Electronic2 87232-1	Comp. Elec 87213-1

APPLIED TECHNOLOGY: Essential Questions for Departmental Analysis of Instructional and Organizational Effectiveness

How are the department’s curriculum and instructional strategies aligned with the school’s Desired Results for Student Learning?

We have each written a “Desired Result” document for each course that we teach.

How does each course offering align with the state’s core curriculum and national standards for the subject?

Each course does have state curriculum and meets the criteria under established CIP codes except for robotics welding. In addition to state curriculum we also have state assessment.

To what extent does the department utilize a variety of assessments to monitor student achievement and adjust instructional practices?

Several methods of assessment are utilized to determine individual student achievement.

Traditional oral and written exams are administered at the completion of each unit. USOE Skill Certification Tests are administered at the completion of several department courses including: Welding, Drafting, Building Construction, Computer Programming, Electronics, TV Broadcasting and Multimedia Communications.

Student Performance Evaluations which are part of the USOE Skill Certification Program are also incorporated throughout multiple courses to help monitor individual student progress and achievement.

Additionally, student achievement is measured by their performance at local, state, and national competitions such as the Vocational Industrial Clubs of America (VICA) competitions, the annual county Drafting Competition sponsored by the Utah Valley Home Builders Association (UVHBA), the annual Technology Student Association (TSA) competition, the State High School Film Festival, and the annual Multimedia Competition at UVSC. Furthermore, Computer Programming students compete annually in a state-wide programming contest held at the University of Utah. Student performance at these activities is analyzed and instructional methodologies are adjusted and modified to improve student achievement and performance.

How does the department collaborate with other departments to created integrated, relevant, and authentic learning opportunities for students?

Our various departments integrate well because of their technical nature. As an example: The architectural students provide a floor plan, the construction tech class builds the home from those blue-prints, and the interior design students do the interior design work. Many different departments work on the same project. Also, the School to Work Program at Timpanogos places many of its technology students in job-related internships.

To what extent do department members utilize inclusionary teaching strategies to meet the needs of all students?

The department head has an ESL endorsement. Other department members speak Spanish as a second language. Some courses even offer software programs in Spanish for ESL students. There have been special accommodations made for students with physical disabilities that made it possible for those students to participate in the hands-on activities. Because of the hands-on nature of our curriculum, many ESL and Special Education students do very well in their technology courses.

To what degree are the department’s policies, operational procedures, allocation

and use of resources aligned with the educational agenda of the school?

Our department is continually striving to meet the objectives of Timpanogos High School. A great deal of effort is put forth to stay current with ever-changing technology. As educators, we truly try to be life-long learners. We hope to instill that desire into the lives of our students. We want students to pursue excellence throughout their lives.

How does the department collaborate and engage in ongoing professional growth for the purpose of improving student performance?

The CTE Department utilizes several methods of collaboration and professional associations to help increase student performance. These include:

1) School-To-Work internships through the counseling department;

2) A monthly Career Café which includes a presentation from an industry

representative;

3) Course-specific cooperative work experiences for students such as cabinetry,

plumbing, drafting, graphic arts, architecture, and machine shop;

4) Business & industry partnerships with the Building Youth Program which

place students with employers before and after high school graduation;

5) Current educational coursework and content-specific employment by several

of the department faculty.

How do students have access to additional support beyond the classroom?

Timpanogos CTE class have affiliation with business partners through out the community. This affiliation gives our students additional opportunities for instruction, field trips and employment. Timpanogos Students also have the opportunity to participate in clubs such as VICA and TSA. These clubs allow students to compete with others in the area of training.

How do students have access and utilize technology as a regular part of the instructional program?

Timpanogos Students are provided with the most current tools such as updated software for computers and Laser levels for building. The students have access to these tools via computer labs for software, and building tools on the job site. Students are given lectures on these tools and hands on assignments where the tools are required. Student competency is then evaluated by means of test or projects.

How does current staffing and certification meet current program needs?

Timpanogos teachers hold multiple certifications in order to teach these programs. For example construction teachers are required to hold a current B100 (General Contractors License), a current I102 ( Instructor license) and a current T & I License. Most of the licenses that this department holds are tied to continuing education. These education requirements help keep instructors current in their certification. Examples of continuing education are UACTE, summer conferences, and the National Home Builders Convention.

How is the department collectively addressing the school’s current improvement goals?

With the literacy goal, we all wrote our own prompts so the writing experience for the students would apply to the specific course. For the curricular competency goal (desired results) each teacher produced a document outlining curricular goals for each subject that we teach. With the two student goal, we have each selected two students from a list provided and are tracking their progress and paying personal attention to them. We as a department are supportive of the school’s improvement goals and work on each of them.

Areas of Strength:

With respect to these questions, what are the department’s strengths?

The following are strengths of the Applied Technology Department:

1. Qualifications – teachers hold certifications or endorsements for each class taught.

2. Concurrent Enrollment – many classes in our department are offered as concurrent enrollment classes. Students may earn college credit as well as high school credit.

3. Diverse Curriculum – A variety of subjects are taught using statewide curriculum. Opportunities are provided for students to explore many careers and develop new skills.

4. Skill-Based – Hands-on learning develops skills which can be used in industry.

5. Standardized Assessment – Skill certification tests are prepared by state specialists to evaluate student learning.

Recommendations for Growth:

With respect to these questions, what are the major areas for departmental growth?

There are a couple of areas in which we would like to improve.

1. In some of our programs, our enrollments are slowly shrinking. We would like to encourage more students to come into our programs.

2. We offer concurrent enrollment courses and offer students the opportunity to take them for college credit. We don’t force them to sign up for it and not all our students do. We would like to find ways to encourage more to do so.

BUSINESS

	Name: Kris Caldwell Degrees: AS, Snow College BS – Utah State University Endorsements: Business, Marketing Years in education: 18 Years at Timpanogos: 10
	Name: Michelle Larsen Degrees: BS, Idaho State University Endorsements: Economics, Business, Marketing Years in education: 4 Years at Timpanogos: 2
	Name: Michael Sellars Degrees: AAS, Oregon Institute of Technology BS - Brigham Young University MS - University of Phoenix Endorsements: Business, Counseling Years in education: 16 Years at Timpanogos: 10

Department Schedule

BUSINESS		BUS.	BUS.	BUS.	BUS.	BUS.	BUS.	BUS.	BUS.
CALDWELL	140	Prep	Fashion Team 84143-1	Adv. Fash. 84133-2	Co-op 80813	Fashion A 84111-1 Fashion B 84122-1	Fashion A 84111-2 Fashion B 84122-2	Fashion A 84111-3 Fashion B 84122-3	Fashion A 84111-4 Fashion B 84122-4
SELLARS	802	Comp. Tech. 81311-1 Comp. Tech. 81312-1	Comp. Tech. 81311-2 Comp. Tech. 81312-2	Business Mgt. 81103-1	Prep	Account I 81213-1 Account II 81223-1	Comp Tech. CE 81313-3 Comp.Tech. CE 81313-4	Business Mgt. 81103-2	Co-op Bus. 80813-1-8
LARSEN	800	Marketing A 84421-1 Marketing B 84432-1	Desktop Publ. 2 Yearbook 81523-1	Comp. Tech. CE 81313-1 Comp. Tech. CE 81313-2	Comp. Tech. 81311-5 Comp. Tech. 81312-5	Comp Tech 81311-6 Comp. Tech. 81312-6	Prep	Web Page Des. 81711-1 Web Page Des 81712-1	Dsktp Pub 81511-1 Comp. Tech 81312-7

BUSINESS: Essential Questions for Departmental Analysis of Instructional and Organizational Effectiveness

How are the department’s curriculum and instructional strategies aligned with the school’s Desired Results for Student Learning?

Lifelong Learners and Employability:

As business teachers we are in an environment that is conducive to lifelong learning. We equip our students with employability and occupation skills that will be critical to them when they leave high school to compete in an increasingly technological society.

Effective Communicators:

This goal is clearly demonstrated in our Fashion Merchandising program. Projects include oral and written reports completed by every student each term. In our Marketing classes students prepare for DECA competitions by practicing role play situations. In our Computer Technology classes students prepare written projects. In our Business Management class, students complete a written project as well as an oral presentation throughout the year.

Responsible Citizens/Team Players:

We have several clubs within our department including the Fashion Club, DECA, and FBLA. Students in these clubs participate in several service projects throughout the year. This year our FBLA club organized a Santa letter writing project with every local elementary school in our area as well as some local hospitals. Club members responded to 1400 letters from children and delivered the letters with a bag of treats for each child.

Our Fashion Club and DECA clubs gathered money and supplies for the homeless shelter. All clubs are encouraged to participate in school wide service projects.

In addition to community service, our Business Management classes operate a school store. Students are responsible for inventory and cash control.

Attendance policies are in place in all classes within the department to encourage participation in the classes on a regular basis.

How does each course offering align with the state’s core curriculum and national standards for the subject?

Every class within the department follows the state CTE curriculum guidelines. Classes are designed to meet the standards and objectives outlined by the state department. Standards and objectives are clearly stated on the disclosure document for each course.

Course competency is demonstrated through State competency testing. Students who receive an 80% or higher receive a substantial rating and students who score 65%-79% receive a sufficient rating. Our most recent data is taken from fall 2005. Within our department we tested 292 students. 154 (53%) students received a substantial rating and 62 (21%) students received a sufficient rating.

To what extent does the department utilize a variety of assessments to monitor student achievement and adjust instructional practices?

The state curriculum provides many types of assessments for each course including: oral reports, written reports, projects, quizzes, presentations, group activities, and tests. Teachers supplement these assessment methods with additional activities as they see fit.

How does the department collaborate with other departments to created integrated, relevant, and authentic learning opportunities for students?

Students from other classes often come to the Business Department to utilize knowledge and resources. Business teachers assist students in completing projects for other courses. This may include PowerPoint presentations, portfolios, and research papers on business related topics. We work closely with the Special Education department to help students learn computer skills.

To what extent do department members utilized inclusionary teaching strategies to meet the needs of all students?

Teachers utilize peer tutors to help translate for ESL students. We work closely with the Special Education department to accommodate students. We have implemented programs into our curriculum that allow Special Ed students to work at an appropriate level. Students receive extra time on tests and quizzes if necessary.

To what degree are the department’s policies, operational procedures, allocation and use of resources aligned with the educational agenda of the school?

We work with the administration on attendance and disciplinary problems. Our department has an Acceptable Use Policy that aligns with the district policy on computer and internet use.

How does the department collaborate and engage in ongoing professional growth for the purpose of improving student performance?

Each teacher within the department participates in school wide professional development. In addition each teacher within the department has participated in additional in-service and coursework within their specialized field. All teachers attend summer CTE conferences in Business and Marketing. Teachers attend training for concurrent enrollment courses.

How do students have access to additional support beyond the classroom?

Lab hours are offered to students who need additional time to complete assignments. Teachers are available after school for students who need help. Teachers are available to help students prepare for competitions. The clubs within the department provide experiences outside of the school environment. We often have club socials and competitions that give students additional experiences outside of the school environment.

How do students have access and utilize technology as a regular part of the instructional program?

Students have access to computers, projectors, digital cameras, scanners, laptops, and many software programs to help them achieve their educational goals. This equipment is integrated into the curriculum and used on a regular basis.

How does current staffing and certification meet current program needs?

We have recently increased the number of full time teaching positions within our department to accommodate our needs. This has allowed us to increase the number of business courses offered to students. All teachers are certified in their teaching areas.

How is the department collectively addressing the schools current improvement goals?

All teachers have incorporated the school-wide literacy goal into all classes. Our attendance policies align with the school philosophy on attendance and participation. All teachers are participating in the “Remember the Two” program. All teachers are highly involved in extracurricular activities and assignments including: Fashion Club, DECA, FBLA, Fashion Team, Yearbook, Girls Soccer, Faculty Council. Teachers assist with supervision at school functions.

Areas of Strength:

With respect to these questions, what are the department’s strengths? What evidence/data validates these findings?

• Our competency testing provides data that shows our students are achieving competency within our courses.
• Our Fashion Merchandising program is the largest in the state with seven full classes.
• Our clubs are actively involved in competitions with students qualifying for national competition and students serving as state officers.
• Our department utilizes the most current software and technology available with regular updates.
• Our teachers are well trained on current trends and curriculum.
• The department offers four concurrent enrollment courses.

Recommendations for Growth:

With respect to these questions, what are the major areas for departmental growth? What evidence/data validates these findings?

• Collaboration with other departments to meet student needs.
• Addition of upper level or advanced courses.
• Building a stronger Marketing program.

ENGLISH

	Name: Brian Neil Saxton Degrees: BS, Southern Utah University Endorsements: Theatre and English Years in education: 10 Years at Timpanogos: 10
	Name: Jillian Phippen Degrees: BS, Brigham Young University Endorsements: English and History Years in education: 12 Years at Timpanogos: 10
	Name: Greg Park Degrees: BA, Brigham Young University Endorsements: English, Japanese, and Desktop Publishing Years in education: 12 Years at Timpanogos: 9
	Name: Michael Nagro Degrees: BA, Utah Valley State College Endorsements: English Years in education: 1 Years at Timpanogos: 1
	Name: Patricia Johnson Degrees: BS, University of Delaware MS, Brigham Young University Endorsements: English Years in education: 21 Years at Timpanogos: 10

	Name: Becky Bailey Degrees: BA, Brigham Young University Endorsements: English and Humanities Years in education: 3 Years at Timpanogos: 2
	Name: Sharon Bodily Degrees: BS, Brigham Young University Masters Equivalency BYU and ASD Endorsements: English Years in education: 26 Years at Timpanogos: 10
	Name: Elena Wilson Degrees: BS, Utah State University MS, Utah State University Endorsements: English and Psychology Years in education: 5 Years at Timpanogos: 2
	Name: Rita Swenson Degrees: BA, Brigham Young University Endorsements: English and History Years in education: 12 Years at Timpanogos: 9
	Name: Kori Crampton Degrees: BA, Brigham Young University Endorsements: English and Theatre Years in education: 15 Years at Timpanogos: 9

Department Schedule

ENGLISH		ENGLISH	ENGLISH	ENGLISH	ENGLISH	ENGLISH	ENGLISH	ENGLISH	ENGLISH
BAILEY	117	English 10 (ESL Sheltered) 41003-1	Prep	English 11 41103-1	English 11 Honors 41143-1	English 11 41103-2	PACK 92003-1	Humanities 19901-1 Humanities 19902-1	English 11 41103-3
BODILY	613	AP English 41553-1	AP English 41553-2	English 12 CT 41503-3 (Grimmett)	Prep	AP English 41553-3	English 12 41503-1	English 12 41503-2	Prep
NAGRO	612	English 10 Honors 41043-1	Prep	English 10 Honors 41043-2	English 10 Honors 41043-3	Prep	English 10 Honors 41043-4	English 10 Honors 41043-5	English 10 Honors 41043-6
CRAMPTON	212	Mythology 41623-1	Mythology 41623-2	Prep	Mythology 41623-3
JOHNSON	610	Prep	English 10 41003-2	English 10 41003-3	Creat. Writ.1 41601-1 Creat. Writ. 2 41612-1	English 10 41003-4	English 10 41003-5	Prep	English 10 41003-6
PARK	116	English 10 41003-7	Creat. Writ. 1 41601-2 Creat..Writ.1 41602-1	Prep	English 10 41003-8	See Foreign	Language		Sci Fiction 41661-1 Sci Fiction 41662-1
PHIPPEN	611	Prep	English 11 41103-4	English 10 41003-9	English 10 41003-10	Prep	English 11 41103-5	English 10 CT 41003-11 (Foreman)	English 11 41103-6
SAXTON	214	English 10 41003-12	Film Lit 41871-1 Film Lit 41872-1	Film Lit 41871-2 Film Lit 41872-2	Prep	Prep	English 10 41003-13	English 10 41003-14	English 10 41003-15
SWENSON	614	English 11 Honors 41143-2	English 11 Honors 41143-3	English 11 Honors 41143-4	Prep	English 11 Honors 41143-5	English 11 41103-12	Journalism 42003-1	Prep
WILSON	609	English 11 41103-7	Prep	College Writing 41593-1	English 11 41103-9	English 11 CT 41103-10 (Grimmett)	Prep	English 11 41103-11	College Writing 41593-2

ENGLISH: Essential Questions for Departmental Analysis of Instructional and Organizational Effectiveness

How are the department’s curriculum and instructional strategies aligned with the school’s Desired Results for Student Learning?

Our first DSRL is Effective Communication – Students will be able to communicate

Through reading, writing, and speaking: We teach communication skills with our core

curriculum every day. Required strategic reading, written responses, research papers, creative

writing, student presentations, class discussions, and media literacy units are all included to

bolster student learning and communication ability.

Our second DSRL is Competence and Excellence – Students will be competent in every

area of their educational experience and make annual progress toward the goal of excellence:

To promote competence we offer feedback and revision guidance on assignments and tests. We

Use a variety of assessment tools (such as tests, written assignments, projects, and portfolios),

Adjust our teaching methods based on data from assessment, and offer challenging activities and

assignments. Excellence is our expectation.

Our final DSRL is Exemplify Character – Students will respect others and help others

Achieve their highest potential: Our department focuses on developing student character through

Literary themes, values discussion/analysis, and teacher modeling. Our literary selections use

variety of cultural references to teach respect for diversity. Our students also engage in group

and partnered activities which allow them to aid each other’s progress. The teachers in our

department exemplify character.

How does each course offering align with the state’s core curriculum and national standards for the subject?

Our courses are designed specifically around the core. Every lesson is directly related to

a skill or concept from the core. We teach reading, writing, speaking, listening, viewing,

and presenting strategies as outlined. We also align our teaching toward successful core-based

testing (such as the UBSCT and UPASS).

To what extent does the department utilize a variety of assessments to monitor student achievement and adjust instructional practices?

We use a large variety of assessment tools such as written responses, essays, portfolios,

presentations, oral reports, tests, and projects. We evaluate performance data and adjust

our teaching to focus on student weaknesses.

How does the department collaborate with other departments to created integrated, relevant, and authentic learning opportunities for students?

We do use teachers from other departments to share ideas and support curriculum. For

example, we ask our students to write about what they are covering in other classes. However,

this is an area in which we feel we could use some improvement. We assisted in the cross

curricular literacy goal, but we don’t work with other departments on a regular or consistent

basis. We rarely go beyond basic sharing.

To what extent do department members utilize inclusionary teaching strategies to meet the needs of all students?

We offer co-taught and ESL sheltered classes. In all classes we offer a variety of

activities that draw on aural, visual, and kinesthetic learning styles. We use peer support and

group activities as well. We are often frustrated by the lack (or speed) of information, however.

Some things are difficult to diagnose in a timely manner from classroom experience alone. We

often don’t learn of a student’s required accommodations until well into the school year.

To what degree are the department’s policies, operational procedures, allocation and use of resources aligned with the educational agenda of the school?

We feel that we are perfectly aligned in this area. The school’s goals are our goals. Our

procedures are based on school procedures. Our resources are spent on improving student

learning and experience. We feel this is a strong area for our department.

How does the department collaborate and engage in ongoing professional growth for the purpose of improving student performance?

We meet regularly to share ideas. Most of our teachers attend workshops and classes on a fairly regular basis. We all regularly read education journals, books, and/or articles. We participate in many professional development activities including continuing education. We also engage in cognitive coaching within the department.

How do students have access to additional support beyond the classroom?

We are accessible to students electronically and in person. We participate in the co

teaching program and work with study skills teachers and peer tutors. We offer the writing lab

and a writing lab aide for student use before and after school. We also make students aware of

outside opportunities (such as essay contests).

How do students have access and utilize technology as a regular part of the instructional program?

We allow students access to the writing lab and CD-ROM grammar and editing software.

We incorporate PowerPoint Presentations into classroom activities and allow students to create

their own. We offer media education units as well. However, this is another area in which some

improvement is needed. We suffer from a lack of equipment and a lack of materials. Much of

the equipment we have is outdated.

How does current staffing and certification meet current program needs?

All of our members are certified and teaching in areas of strength. We offer a variety of

specialty classes. Many of our teachers have, or are working on, MAs or MSs. A few of our

teachers are multi-lingual. All of our members are life-long learners and are committed to

student learning.

How is the department collectively addressing the school’s current improvement goals?

We own the literacy goal. We often “tutor” other departments. We focus our lessons

toward the goal of promoting student competence and excellence in our subject areas. We have

defined our course competencies and designed our curriculum accordingly. We are a little

frustrated by the fact that many of the students we chose for our “Remember the Two” project

have gone missing our transferred out; but we are all still committed to the program.

Areas of Strength:

With respect to these questions, what are the department’s strengths? What evidence/data validates these findings?

We are doing fairly well as far as the numbers go. We are above state averages in most areas. We offer a diverse selection of courses and teachers. Our teachers are committed to improving our students (as shown in our test scores and grade cross-sections). We are unified and supportive of each other. We are willing to learn, adjust, and improve. We are also willing to take academic risks toward improving ourselves and our students.

Recommendations for Growth:

With respect to these questions, what are the major areas for departmental growth? What evidence/data validates these findings?

We feel we could be holding out higher standards based on our grade breakdowns and BSCT scores. Our students seem weakest in the areas of editing, mechanics, and vocabulary. We feel that we should be working on methods to make students see the importance of those areas. We teach those skills, but it seems we run into a wall of student apathy. We need new ideas. We fear that there may be a lack of consistency in our grades. Does a “C” in one English 10 class really equal a “C” in another? We feel that we could certainly work harder on improving our cross-curricular ties. We also feel that we lack funding for texts and technology.

FAMILY AND CONSUMER SCIENCE

	Name: Connie C Bott Degrees: B. S. University of Southern Utah, Family Consumer Sciences (CTE/General) M. S. University of Phoenix, Counseling Endorsements: English as a Second Language Designer Sewing/ Fashion Design Years in education: 9 years Years at Timpanogos: 9 years
	Name: Sandra J. Hopkin Degrees: B.S. Brigham Young University in Recreation Management & Youth Leadership Professional Educator License for the State of Utah in Applied Technology Endorsements: Child Care Years in education: 5 years Years at Timpanogos: 5 years
	Name: Rose Mary Lindberg Degrees: B. S. Brigham Young University in Home Economics Education – composite major M. S. Brigham Young University in Home Economics Endorsements: Occupational Child Care Years in education: 20 years Years at Timpanogos: 9 years
	Name: Heidi Weight Degrees: B.S. Brigham Young University in Home Economics Education—composite major; Minor: Gerontology Endorsements: Occupational Foods Years in education: 10 Years at Timpanogos: 8

Department Schedule

FACS		FACS	FACS	FACS	FACS	FACS	FACS	FACS	FACS
BOTT	507	Foods 1 82501-1 Foods 2 82512-1	Foods I 82501-2 Foods 2 82512-2	Foods 1 82501-3 Foods 2 82512-3	Foods 1 82501-4 Foods 2 82512-4	Foods 1 82501-5 Foods 2 82512-5	Foods 1 82501-6 Foods 2 82512-6	Pro Start 2 82543-1	Prep
HOPKIN	504		Child Care 1 82213-2		Child Care 1 82213-4		Child Care 1 82213-6		Child Care 1 82213-8
LINDBERG	215	Child Dev. 82203-1	Child Dev. 82203-2	Child Dev. 82203-3	Child Care 2 82223-1-8	Adult Roles 82103-1	Adult Roles 82103-2	Adult Roles 82103-3	Prep
WEIGHT	213	Prep	Sport Sew 82351-1 82352-1	Sport Sew 82351-2 82352-2	Sport Sew 82351-3 82352-3	Sport Sew 82351-4 82352-4	Int. Design 82653-1 rm 206	Int Design 82653-2 rm 206	Int Design 82653-3 rm 206

FAMILY AND CONSUMER SCIENCE: Essential Questions for Departmental Analysis of Instructional and Organizational Effectiveness

How are the department’s curriculum and instructional strategies aligned with the school’s Desired Results for Student Learning?

Life Long Learners

Our department has a “no D” policy because we believe students must be competent to receive credit for our courses. These skills will enable them to seek knowledge and perfect their skills throughout their lifetime.

The majority of the FACS courses are concurrent enrollment classes. We encourage career exploration in every class and provide opportunities for students to connect with colleges and universities throughout the state.

Exemplify Character

We expect our students to conduct themselves as though they were “on the job” by using timecards, simulating job and life like experiences in the classroom. We capitalize on diversity and encourage the opportunity to team students from different genders, social or economic backgrounds as well as differing learning abilities. Ethics and fairness is taught in all classes, but is a particular focus in Adult Roles and Financial Responsibilities

Contribute to Society

Each FACS class does service projects throughout the school year that are relevant to their specific curriculum. Lettering in Family and Consumer Science requires students to give significant, ongoing service to the community as well as other organizations.

As a group, our students contribute literally thousands of hours in the elementary schools and our child care center benefiting the lives of those students as well as being able to apply knowledge they have gained from their FACS classes.

Our student leadership organization, FCCLA, contributes to multiple organizations and community groups as well as competing in STAR Events which give them the opportunity to demonstrate the success of projects they have implemented during the year.

How does each course offering align with the state’s core curriculum and national standards for the subject?

All FACS courses teach the national standards and follow the state guidelines

Each instructor administers their courses corresponding State exam to evaluate student knowledge and performance. Students may redo the performance objectives until they become competent prior to taking the State exam.

To what extent does the department utilize a variety of assessments to monitor student achievement and adjust instructional practices?

Since Family and Consumer Science courses use applied knowledge to assess students on their ability to design, cook, and care for children and sew, performance is our primary means of assessment. All projects and assignments have specific guidelines indicating expected and acceptable achievement based on the State guidelines. Reading comprehension activities, writing, math calculations for converting recipes and space in design, budgeting, and other related projects are used to monitor student achievement and adjust instructional practices. Practical exams as well as objective exams are administered in every FACS course.

How does the department collaborate with other departments to created integrated, relevant, and authentic learning opportunities for students?

Our ProStart class cooks meals for all of the CTE meetings, helps in the school store and runs the football concession stand. They also have a practical experience with the school lunch program. ProStart and Interior Design collaborate with the Drama and Music departments in organizing Dinner Theater and Jazz Band Dinner Dance productions.

Interior Design works with the drafting department as they prepare for and participate in the Building Youth Institute program.

All FACS programs work with the internship program to help all interested students get placed programs that meet their interests and needs.

Our onsite child care center, the Wee Wolves, organize a school wide trick or treating day. They also combine with the ceramics classes, dance, drama, all of our FACS classes, PE classes and other sports to provide enriched experiences for the children enrolled in full time child care. Periodically the Life Skills classes, with input from our director, plan and carry out activities for our children in the center

To what extent do department members utilize inclusionary teaching strategies to meet the needs of all students? (ESL, Special Education, etc.)

ESL sewing students are given a sewing terms vocabulary list. This list was compiled and refined by upper level ESL students and the sewing teacher over a process of two years.

Adjusted curriculum and simpler projects are often given to ESL and Special Ed students, but they are still held to the same standards as the other students. Samples and examples of projects are posted in every course area when an assignment is given so students know what is expected.

Internet practice tests, extra projects and access to computers are provided for these students as well.

All FACS courses utilize teaming to help students not only succeed in their course work, but also to give a sense of unity and belonging. This perhaps more than anything else raises the level of learning and production for all students.

To what degree are the department=s policies, operational procedures, allocation and use of resources aligned with the educational agenda of the school?

Because we feel that FACS courses are competency based courses we have a no “D” grades policy in our department. Students have risen to the challenge. We have better work and products produced.

All FACS courses have time cards or are held accountable in some other way for their tardies and absences.

In several classrooms refurbished computers are used to provide access to students for in class writing assignments. All FACS classes incorporate literacy, particularly writing assignments on a regular basis. Rubrics are provided to clarify expectations and facilitate learning.

How does the department collaborate and engage in ongoing professional growth for the purpose of improving student performance?

Our department has traditionally met for lunch on a regular basis to share ideas, plan departmental assemblies and coordinate activities. We are able to discuss special needs of students and what works to resolve problems in each classroom.

We have had 100% attendance by all department members at the biannual CTE conferences. The majority of our department also attends the UFCS together each year. The Early Childhood Education conferences are attended by Child Development and Child Care faculty and several students. All of the onsite child care employees also attend this conference.

The Intel Teach to The Future Classes has been taken by all members of the FACS department.

Department members have participated in internships which include: UVRMC onsite child care along with the Labor &Delivery and Neonatal unit at the hospital, Utah State Bankruptcy Court, Interior Design business, BYU catering and several others. The knowledge and skills gained during these internships enhance the classroom experience for students.

How do students have access to additional support beyond the classroom?

Internet practice tests on USOE website

Volunteer work to expose students to different careers in the FACS field

Two or three students per year are hired as employees. Others volunteer after school in our child care center.

Child Care and Child Development students are placed in the local elementary schools for practical experience.

Every department member writes numerous recommendation letters for students who are applying for jobs and scholarships.

After school lab time is provided on a regular basis. All department members work with students who are competing in FCCLA Star Events, Interior Design and Pro-Start competitions at the local, state, and national levels.

How do students have access and utilize technology as a regular part of the instructional program?

Our foods lab and sewing lab have state of the art equipment that is accessed as an integral part of the curriculum.

The interior design room has refurbished computers available for student projects. Several programs have been installed that relate to particularly to floor plans and design. A limited number of computers are available in other FACS classrooms for student use.

The computers in the school library can be used for internet access and reserved for classes to use.

Our school’s career center can be scheduled for online registration at UVSC and SLCC, to search for information about other colleges and for further career exploration. Students may also write resumes in the career center.

How does current staffing and certification meet current program needs?

Every member of the FACS staff meets the State certification requirements and licensing.

How is the department collectively addressing the school’s current improvement goals? (Literacy goal, competency goal, working with two students

Literacy: Our department shares ideas for rubrics and consult with each other on writing prompts.

Competency goal: All of our classes have performance objectives as described previously. We all work with our students in writing and achieving the 80% required for achievement in our area.

Working with students: One member made a book for department members to record what they have done with not only the two students, but to record calls to other struggling students.

Each year our department has an all-day assembly to celebrate the achievements of and to honor our outstanding students as well as recognize and celebrate with the “regular” students.

Areas of Strength:

With respect to these questions, what are the department=s strengths? What evidence/data validates these findings?

Academically our department is successful. Each FACS class in the department teaches the course competencies as outlined by the State and gives the State exams. Overall, our student’s test scores are above the State average in every course. Since the school opened ten years ago, six of our Sterling Scholars have been a State Sterling Scholar, runner up or a finalist. We have a no “D” policy to insure students who get credit for our courses will have the skills that are taught in that course. We meet at least monthly to sharing information about students to coordinate efforts throughout the department increasing each student’s opportunity for success.

Our department works well together, communicates effectively through department meetings and through email. As a department we participate in multiple professional development activities and conferences each year. Bi-annually all of our classes meet for an assembly to increase awareness about FCCLA, departmental offerings, and to celebrate student success.

Our Adult Roles, Pro Start and Interior Design teachers collaborate with other teachers in the district once a month.

FCCLA has been successful in our school since it opened in 1995. Our members participate in monthly service projects, leadership and social activities. We have had State FCCLA officers eight of the past 10 years. Every year several of our students have been State STAR Event winners and have received numerous individual and chapter awards. Two of our advisors have been recognized as State Advisor of the Year.

Our classes lend themselves to more hands on learning and learning in a variety of different ways which allows us to make contribute to the success of Resource and Life Skills students.

We provide opportunities for students beyond high school by helping them with scholarship applications and writing letters of recommendation. We have had one or more students each year who have received a CTE scholarship. Many of our former students have graduated from college and are now actively engaged in a career related to FACS.

Recommendations for Growth:

With respect to these questions, what are the major areas for departmental growth? What evidence/data validates these findings?

Prioritized SMART Goals we need school support to accomplish:

We recommend the following:

Our Child Care staff and students provide exemplary care for children of the THS faculty and staff as well as other district employees and many community members in our Child Care Center. To ensure the continue quality and consistency a full time FTE should be allocated for the faculty member teaching courses related to and supervision the Center. This position is currently part time certified and part time classified.

To increase safety and accountability and reduce liability an observation window should be installed in the wall connecting the Child Care Center with the classroom. This window will enhance curriculum in related classes as it allows opportunities for student observation activities in an unobtrusive manner. It will also allow parents to observe their children and help with supervision, security and discipline in the Center.

That a computer lab (similar to the English, Math, Foreign Language or Business labs) be available for FACS classes with internet access and software related to our courses. We would like to be able to schedule this lab for use during class on a regular basis.

The CTE CO-OP students should be supervised by the teacher of the class or at least within the department related to their internship. For example, food related internships should be supervised by someone in the FACS department.

FACS Department SMART Goal:

As a department we would like to increase parent and community involvement and awareness about the FACS department by:

· Sending letters or email to inform parents of students enrolled in our classes about upcoming events, major assignments or tests and concurrent enrollment opportunities.

· Asking parents and community members to serve on a department advisory board

· Submitting at least two articles each year to local newspapers about positive classroom experiences, service projects and FCCLA events.

· Collaborating with the THS Counseling Center about course offerings, prerequisites, late enrollment, ESL and special needs students.

· Displaying student work or pictures of their work and class activities in our department display case and in the halls where appropriate.

· Creating a brochure by 2006 about the FACS department, courses and otter related opportunities to be distributed in FACS classes and in the counseling center

FINE ARTS

	Name: Kristin Packer Degrees: BFA, Brigham Young University MEd., University of Utah Endorsements: Art, Gifted/Talented, EMT Basic, Educational Administration Years in education: 15 Years at Timpanogos: 10
	Name: Jody Benson Degrees: BA, Southern Utah University Endorsements: Physical Education, Art, Health Years in education: 6 Years at Timpanogos: 5
	Name: Cecile J. Thomas Degrees: BFA, University of Utah Endorsements: Art, Commercial Photography License Years in education: 17 Years at Timpanogos: 4

Department Schedule

ARTS		ARTS	ARTS	ARTS	ARTS	ARTS	ARTS	ARTS	ARTS
BENSON	716	3-D Design 1 11301-1 3-D Design 1 11302-1	3-D Design 1 11301-2 3-D Design 1 11302-2	Ceramics 1 11101-1 Ceramics 1 11102-1	Prep	Ceramics 1 11101-2 Ceramics 1 11102-2	Ceramics 2 11121-1 Sculpture 11402-1	Sculpture 11401-2 Sculpture 11402-2	Ceramics 1 11101-3 Ceramics 1 11102-3
PACKER	713	Drawing 11081-1 Drawing 11082-1	Drawing 11081-2 Drawing 11082-2	Drawing 11081-3 Drawing 11082-3	Prep	Painting 12003-1	AP Art 11053-1	Art Found II (Art Honors) 11013-1	Painting 12003-2
THOMAS	304	Photo 1 87781-1 Photo 1 87782-1	Photo 3/ Yearbook 87833-1	Prep	Photo 1 87781-2 Photo 1 87782-2	Com. Art 12203-1	Photo 2 87791-1 Photo 3 87832-2	Photo 1 87781-3 Photo 1 87782-3	Photo 1 87781-4 Photo 1 87782-4

FINE ARTS: Essential Questions for Department Analysis of Instructional and Organizational Effectiveness

How are the department’s curriculum and instructional strategies aligned with the school’s Desired Results for Student Learning?

Competence: We expect our students to earn their grade and that there will be improvement in their work. We encourage students to find an area they can excel in and focus on in their work. We will introduce a variety of styles and modes in order to appreciate content and composition.

Communication: Art is a way of communicating one's feelings and emotions and students will be expected to express those ideas. Students will be able to verbally express and write about visual cues and communication in their own work and the works of others. In our department, students use computer programs, digital cameras, and mixed media.

Character: As a department, we expect students to attend class on time, be prepared with materials and assignments, and participate in activities. We expect students to obey copyright and trademark laws, journalism ethics, and refrain from taking credit for others work. Being a respectful citizen is expected in class. Students will respect fellow students, the instructor, and themselves.

How does each course offering align with the state’s core curriculum and national standards for the subject?

In our Level I Art Courses (Drawing, Photo I, Ceramics I, 3-D Design, Sculpture, Commercial Art I) we focus on: Understanding the elements and principles of design, basic drawing skills, craftsmanship, basic manipulation and understanding of composition and design, exploring media, and understanding the importance and beginning a portfolio. In our Level II Art Courses (Painting, Photo II and III, Ceramics II, Art Foundations II, AP Studio Art) we focus on: Manipulation and exploration of media and subject, actually utilizing elements and principles of design, and advanced portfolio organization and increased number of works.

To what extent does the department utilize a variety of assessments to monitor student achievement and adjust instructional practices?

As a department we use the following assessments: Quizzes and tests for comprehension of concepts and skills, rubrics for art projects, oral and written critiques, and student responses on their own work.

How does the department collaborate with other departments to created integrated, relevant, and authentic learning opportunities for students?

Each year we work with the performing arts to schedule art shows in coordination with music, dance, or drama events. Over the past year we have worked with other departments in creating large, subject-specific paintings to place in their hallway to designate what is being taught in that area. We work with the mythology classes in judging their mosaic projects each year. We also invite different departments to judge our in-school art shows.

To what extent do department members utilize inclusionary teaching strategies to meet the needs of all students?

Our art rooms are accessible to all students. We adapt our curriculum to accommodate for students with special needs and expect for them to participate at their level of ability.

To what degree are the department’s policies, operational procedures, allocation and use of resources aligned with the educational agenda of the school?

Our disclosure documents and course syllabus is in alignment with state core and the schools DRSL's. All resources are approved through the administration and district for student use.

How does the department collaborate and engage in ongoing professional growth for the purpose of improving student performance?

We participate in the State-wide art show and national contests. We use scholastic magazines and other art subscriptions in our classes. We stay current on new art techniques, tools, and media. We have participated in the Art Evening for Educators that the State Art Partnership sponsors.

How do students have access to additional support beyond the classroom?

The art department has an open door policy for classroom materials, supplies, and equipment. Also teacher assistance is available when needed.

How do students have access and utilize technology as a regular part of the instructional program?

Students have access to all departmental technology under instructor supervision.

How does current staffing and certification meet current program needs?

All department members are visual art certified.

How is the department collectively addressing the school’s current improvement goals?

Our department values literacy and we have the students read and write in class as part of our art curriculum.

Areas of Strength:

With respect to these questions, what are the department’s strengths? What evidence/data validates these findings?

As an art department, we work as a team to improve curriculum, increase student involvement, and create new course offerings.

We offer six beginning art courses and six advanced art courses to accommodate all students' needs. At the end of the semester or year course each student receives a recommendation that suggests an art class or classes that would best meet the needs of that student.

Our art students have done very well in representing Timpanogos at local and state art shows. Many students have received award and have placed in the All-State Springville Art Show. We have increased our numbers in the entries allowed in the show.

In AP Studio Art, we have doubled the number of student taking the AP Studio Art exam over the past year. This year (2004-05) we hope to increase our number of students taking the exam by 20%.

Recommendations for Growth:

With respect to these questions, what are the major areas for departmental growth? What evidence/data validates these findings?

As a department, we would like to increase the number of students involved in the AP Art program. We would like to offer three to four full sections of AP Art that include drawing, 2-D Art, and 3-D Art. With this increase in sections that in turn would increase the number of students taking the exam.

Because of our continuing growth in our department, we need to continue to provide adequate materials and supplies, educational opportunities, and support to the students we service.

An area of focus next year will be providing opportunities for students to pursue a further education in the art field. This will include helping students with art school and college applications, as well as scholarship requirements.

FOREIGN LANGUAGE

	Name: Tricia Grantham Degrees: BA, University of Utah MEd., Brigham Young University Endorsements: French, History, ESL Years in education: 13 Years at Timpanogos: 10
	Name: Aaron Barth Degrees: BA, Brigham Young University Endorsements: Spanish, ESL Years in education: 1 Years at Timpanogos: 1
	Name: Jaynann Brown Degrees: BA, Brigham Young University Endorsements: Spanish, ESL Years in education: 2 Years at Timpanogos: 2
	Name: Greg Park Degrees: BA, Brigham Young University Endorsements: English, Japanese, Desktop Publishing Years in education 12 Years at Timpanogos 9

Department Schedule

FOREIGN LANGUAGE		FOREIGN LANG.	FOREIGN LANG.	FOREIGN LANG.	FOREIGN LANG.	FOREIGN LANG.	FOREIGN LANG.	FOREIGN LANG.	FOREIGN LANG.
BARTH	230	Prep	ESL 1 49113-1	Spanish 1 47143-1	Spanish 1 47143-2	Spanish 2 47153-1	Prep	Spanish 2 47153-2	ESL3 49113-3
ED-NET	Library	Sign Lang 1 83103-1			Sign Lang 2 83113-1
JOHNSTON	221							German 3 47533-1 German 4 47543-1
GRANTHAM	223	See Social Studies	Prep	See Social Studies	See Social Studies	French 4/AP 47443-1	Prep	French 3 47433-1	French 1 47403-1 French 2 47413-1
PARK	116	See	English	Dept.		Japanese 1 47303-1	Japanese 1 47303-2	Japanese 2 47313-1	See English
BROWN	228	Prep	Spanish AP 47183-1	Spanish AP 47183-2	Spanish 3 47163-1	ESL 2 49113-2	Spanish 4 47173-2	Prep	Spanish 3 47163-2

FOREIGN LANGUAGE: Essential Questions for Department Analysis of Instructional and Organizational Effectiveness

How are the department’s curriculum and instructional strategies aligned with the school’s Desired Results for Student Learning?

The school’s first Desired Result for Student Learning states, “Students will be

competent in every area of their educational experience and make annual progress

towards the goal of excellence.” The foreign language department is developing and

defining competencies for each class so that competence in each class will be measurable

and students will know thedesired results.

The second DRSL states, “Students will be able to communicate in the English

language through reading, writing, listening, and speaking.” In the foreign language

classes, students are able to communicate in the target language through reading, writing,

listening, and speaking at the course level, which reinforces their understanding of the

English language and increases their ability to communicate in both languages.

The third DRSL states, “Students will live in a way respectful of others, and help others achieve their highest potential.” Through teaching about other cultures, the foreign language classes promote respect and tolerance for others.

How does each course offering align with the state’s core curriculum and national standards for the subject?

The foreign language classes at THS are aligned with the state and national core curriculum by following the five points found in the Standards for Foreign Language Learning which are Communication: communicate in languages other than English; Cultures: gain knowledge and understanding of other cultures; Connections: connect with other disciplines and acquire information; Comparisons: develop insight into the nature of language and culture; and Communities: participate in multilingual communities at home and around the world.

To what extent does the department utilize a variety of assessments to monitor student achievement and adjust instructional practices?

The department uses a variety of assessments to monitor student achievement which include tests (written, oral, listening comprehension), evaluation of homework, oral presentations, plays, skits, video productions, etc. Through these assessments, we are able to monitor progress and adjust our practices accordingly.

How does the department collaborate with other departments to created integrated, relevant, and authentic learning opportunities for students?

The foreign language department and the ESL classes have taken turns hosting days which include cultural sharing and communication labs. We have discussed with the foods department about the possibility of meeting to make, share, and discuss foods from other cultures. Other possibilities are being explored.

To what extent do department members utilize inclusionary teaching strategies to meet the needs of all students?

The department teaches language within context. We meet accommodations for students with disabilities or special needs. Peer tutors and aides are, at times, provided.

To what degree are the department’s policies, operational procedures, allocation and use of resources aligned with the educational agenda of the school?

We provide disclosure documents and support all school and district-wide policies. We make our grades available on PowerSchool and attend parent/teacher conferences. Department policies and operational procedures are aligned with the educational agenda of the school. Department funds are used to enhance curriculum.

How does the department collaborate and engage in ongoing professional growth for the purpose of improving student performance?

The department attends professional conferences and workshops throughout the year and the teachers continue their education at the university level. The teachers in the department are members of their respective professional organizations.

How do students have access to additional support beyond the classroom?

Teachers are available to give one-on-one instruction or help at the student’s request before or after school. The department provides language clubs in which the students can participate. Weekly study groups are held for Advanced Placement students.

How do students have access and utilize technology as a regular part of the instructional program?

Students have access to a foreign language lab. In the lab, there are various programs including internet programs which help the students practice the language. Homework assignments are offered online. Teachers present information from the computer using projectors in the classroom.

How does current staffing and certification meet current program needs?

All teachers are certified or endorsed in the areas that they teach.

How is the department collectively addressing the school’s current improvement goals?

The school’s current improvement goals include increasing literacy through writing, developing competencies for each class, and working one on one with at least two at risk students. The department members assign writing as a regular part of the curriculum. They are also developing competency goals for each class, as well as meeting with and monitoring the progress of students who are struggling.

Areas of Strength:

With respect to these questions, what are the department’s strengths? What evidence/data validates these findings?

Students are able to go to class and receive college credit at the same time. Technology is integrated into the curriculum so that students can receive immediate feedback and progress toward their language goals. Through involvement in professional development, the teachers are able to keep up with the latest teaching strategies. Students are competing at a level comparable to others in the state. They are taking and passing concurrent enrollment classes. A high percentage of students are passing the advanced placement tests.

Recommendations for Growth:

With respect to these questions, what are the major areas for departmental growth? What evidence/data validates these findings?

The department would like a higher percentage of students to move on to higher levels of foreign language classes. The enrollment drops off significantly in the upper level classes.

Our department would like to collaborate more with other departments to create integrated, relevant, and authentic learning opportunities for students.

Our technology needs to be updated so that our language lab is fully functional. At this point, the lab is non-operational. The internet is down so that we are not able to use the majority of the programs that we have available for the students. The lab needs to be completely replaced.

HEALTH / DRIVER EDUCATION

	Name: Debbie Freestone Degrees: BS, Brigham Young University Endorsements: Health, Driver Education Years in education: 27 Years at Timpanogos: 10
	Name: Kim Nelson Degrees: BS,