Regional Occupational Center

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About » Mission, Student Learner Outcomes, Creed

Mission, Student Learner Outcomes, Creed

Mission Statement

The mission of the KHSD ROC is to provide exemplary Career Technical Education to high school juniors, seniors and adults.  Students are provided with opportunities to develop a foundation of technical expertise, workplace skills and behaviors, and job acquisition and problem-solving/critical thinking skills that contribute to their high school graduation, post-secondary education, career success, and productive citizenship.

 

Student Learning Outcomes (SLOs)

ROC Schoolwide Learner Outcomes:
The ROC Schoolwide Learner Outcomes (SLOs) focus on four areas.  These areas are Technology and Technical Skills, Problem-solving and Critical Thinking Skills, Workplace Skills and Behaviors, and Job Acquisition Skills.

Technology and Technical Skills encompasses the following measurable outcomes:

  • Given curriculum and instruction in industry sector competencies, students will demonstrate their knowledge and application of these competencies at a rate greater than 80% proficiency.

For Problem Solving and Critical Thinking Skills, the ROC has adopted the Big 6 model as a campus-wide methodology to teach problem solving and critical thinking strategies.  The measurable SLOs are:

  • Given curriculum and instruction, students will demonstrate their ability to use a multi-step methodology to solve a problem and score at a rate greater than 80% proficiency.
  • Given curriculum and instruction, students will be able to apply problem-solving and critical thinking skills to work-related issues and tasks presented in common formative assessment scenarios and score a minimum of 2.5 on a 3.0 rubric.

The measurable SLOs for Workplace Skills and Behaviors are:

  • All students will attend the ROC at a rate greater than 92.5% of the school year which is equivalent to 500 hours of instruction in their program industry sector. (attendance)
  • Given clear expectations of appropriate dress and industry attire, students will score a minimum of 2.5 on a 3 point rubric for appearance that is scored by industry professionals. (appearance)
  • Given curriculum and instruction on industry specific safety procedures and policies, students will score 100% on a safety examination. (safety)
  • Given curriculum and instruction concerning being a good citizen, all students will score a minimum of 2.5 on a 3 point rubric for a short answer essay that evaluates their understanding of the link between work and citizenship. (written communication and citizenship)
  • Given curriculum and instruction on an industry specific topic, students will score a minimum of 2.5 on a 3 point rubric for a verbal presentation.  (verbal communication)

The Job Acquisition measurable SLOs are:

    • Given curriculum and instruction and a career exploration assignment, all students will earn a minimum score of 2.5 on a 3 point rubric for a verbal presentation on career research that evaluates the students’ knowledge of expected growth, required education, salary, and special skills for a specific job within an industry sector.
    • Given curriculum and instruction on how to complete a job application, all students will earn a minimum average score of 2.5 on a 3 point rubric that evaluates neatness, completeness, and technical mechanics on the job application.
    • Given curriculum and instruction on how to complete a resume, all students will earn a minimum average score of 2.5 on a 3 point rubric that evaluates content, formatting and layout, and spelling and grammar on the resume.
    • Given curriculum and instruction on employer expectations, all students will score a minimum average score of 2.5 on a 3 point rubric for a short answer essay that evaluates their understanding of expectations employers have of their employees.
    • Given curriculum and instruction on how to interview, all students will earn a minimum average score of 2.5 on a 3 point rubric scored by business/industry professionals that evaluates each student’s appearance, handshake, eye contact, body language, technical knowledge, and conversational skills.

 

ROC Creed

WE BELIEVE THAT preparing students with the skills required to perform entry-level functions in the work world is our primary task.

WE BELIEVE THAT adequate preparation involves:

  • Teaching specific skills identified by persons in the industry.
    Involving community business persons, former students, and persons knowledgeable in the field as advisors
  • Providing trainees with upgraded technology, equipment, and materials to reflect items currently in use in industry.
  • Emphasizing and role-modeling of work ethics including: on-time performance; regular, dependable attendance; job loyalty; skill upgrades; and personal relations.
  • Providing on-the-job-experiences at community work-sites in order to enhance student learning of work skills and requirements.
  • Extending availability of career preparation information, job search activities, and employment placement assistance.

WE BELIEVE THAT all staff should undertake professional growth activities to maintain and upgrade their skills and knowledge.

WE BELIEVE THAT the educational endeavor on behalf of students is a team effort by all staff members–instructional, clerical, custodial, and administrative.

WE BELIEVE THAT trainees require basic academic skills as well as competencies in vocational areas.

WE BELIEVE THAT each individual has unique abilities, needs, and skills; we further believe that it is our task to assist in meeting those needs as well as developing individuals abilities and skills.

WE BELIEVE THAT identifiable competencies exist in each of the job-skills areas and that trainees should be guided to master increasingly complex competencies.

WE BELIEVE THAT equal training opportunities must be provided for all person regardless of race, color, creed, ethnicity, national origin, sex, handicapping conditions, or senior age.

WE BELIEVE THAT development of student’s leadership potential is a key element in future employment successes.

WE BELIEVE THAT training, retraining, and upgrading of skills are all vital portions of the instructional program.

WE BELIEVE THAT it is imperative to have instruction given by those who have had training and experience in actual work situations.

WE BELIEVE THAT training programs are dynamic in nature and must be constantly reviewed and revised in order to remain current.

WE BELIEVE THAT maintenance of high training expectations assures the qualify of instruction and the integrity of certifications.