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Federal Aviation Administration. PRESENTATION FOR AIR TRAFFIC COLLEGIATE TRAINING INITIATIVE (AT-CTI) BEST PRACTICES CONFERENCE. Program Evaluation Model and Lessons Learned from 2007 AT- CTI School Evaluation Cycle. October 16, 2007. Presentation Objective and Focus Areas.

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Federal aviation administration

Federal Aviation

Administration

PRESENTATION FORAIR TRAFFIC COLLEGIATE TRAINING INITIATIVE (AT-CTI) BEST PRACTICES CONFERENCE

Program Evaluation Model and Lessons Learned from 2007

AT- CTI School Evaluation Cycle

October 16, 2007


Federal aviation administration

Presentation Objective and Focus Areas

PRESENTATION OBJECTIVE

PRESENTATION FOCUS AREAS

  • AT-CTI School Program Evaluation Model

  • Summary of Applications Reviewed for 2007 Evaluation Cycle

  • Overview of Evaluation Process

  • Report on the Minimum Eligibility Requirements

  • FAA Classification of School Acceptance Levels and Best Practices

  • Best Practices Areas by School

  • Sample of Feedback Reports Prepared for Schools

To provide information and insight to participants on the AT-CTI Program Evaluation Process, Model, and 2007 Evaluation Outcomes, and Best Practices to encourage full and active participation in the ongoing enhancement and operation of the AT-CTI Program.


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AT-CTI Program Evaluation Cycle

Submit Application for Certification and Participation in AT-CTI Responding to Program Evaluation Model Components

1

Program Participant Submit Annual Recertification Application

8

Application is Reviewed for Eligibility by AT-CTI Program Office

2

Eligible Applications are Evaluated and Scored by a Team of Trained FAA Evaluators

3

AT-CTI Schools are Certified and Invited to Share Best Practices at AT-CTI Best Practices Conferences

7

Recommended Applicants Accepted and Ranked by Program Office and Receive Recognition

6

Applicants Achieving a Minimum Qualifying Score are Site Visited by a Team of Trained FAA Evaluators

4

Team of Evaluators Reaches Consensus on Final Score and Recommends for Participation

5


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AT-CTI School Program Evaluation Model


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Summary of Applications Reviewed

for the 2007 Evaluation Cycle

Applications Received

  • 33 Total Applications Were Received from Schools Nationwide

  • Received Applications from 14 Existing AT-CTI Schools

    • Existing Schools Evaluated on Components I, II, and III

    • No Site Visit Conducted

  • Received Applications from 19 New Schools Interested in AT-CTI

    • New Schools Evaluated on Components I, II, and III

    • Must Meet Minimum Initial Score of 320 to be Site Visited

    • Site Visit Required

  • All 33 school applications were documented in the Application Database


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Minimum Eligibility Requirements

Minimum Eligibility Requirements Established by FAA AT-CTI to be Considered for Participation in AT-CTI

  • ACCREDITATION: Be a degree granting, not for profit, two or four year, post-secondary educational institution with regional or equivalent national accreditation recognized by CORPA or equivalent.

  • DEGREE: Currently offer a non-engineering aviation degree.

  • PROGRAM OFFERING AND VIABILITY: Have a viable aviation program as demonstrated by the number of aviation majors which have graduated over the last five years, which must be in excess of an average of 25 per year.

  • UNDERSTANDING OF AT-CTI PROGRAM PARTICIPATION REQUIREMENTS: Be prepared to complete the certification process and adhere to the program participation requirements outlined in this document.

  • MINIMUM INITIAL SCORE: Receive a score of >=320 for Components I, II, and III to a receive site visit and continue evaluation process.


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Best Practice

Achieving a score of 96% or higher in any factor qualifies as a Best Practice

Excellent

  • Existing schools not meeting minimum score of 350 and not meeting the requirements specified in Components I, II, and IIIwill be accepted in Probational Status

  • Re-evaluation will occur after one year under all five Program Evaluation Model Components

Achieving a score of 90-95% in any factor is considered excellent

Good

Achieving a score of 75-89% in any factor is considered good

  • New and existing schools achieving a score of 350 or more and meeting the requirements specified in Components I, II, and III

  • Re-evaluation will occur after one year under all five Program Evaluation Model Components

Fair

Achieving a score of 60-74% in any factor is considered fair

  • Existing, Provisional, or Probational schools that exceed the established minimum score and meet all requirements specified in all five Components

  • Cannot occur in 2007 evaluation cycle

Poor

Achieving a score of 0-59% in any factor is considered poor

FAA Classification of School Acceptance Levels, Rating Scale, and Best Practices

LEVEL

DESCRIPTION OF LEVLES

SCORE RATING SCALE

  • New schools not meeting minimum eligibility requirements

  • New schools not achieving minimum initial score of 320 and not meeting the requirements specified in Components I, II, and III for site visit to occur

  • New schools not achieving minimum final score of 350 and not meeting the requirements specified in Components I, II, and III

Not

Accepted

1

Probational

Acceptance

2

Provisional

Acceptance

3

Full

Acceptance

4


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Best Practices Areas by School

Based on High Scores in Specific Evaluation Factors


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Score: XX out of XX

Ranking: X of X

Status: XXXXXXXX

FEEDBACK REPORT

SAMPLE

SUMMARY OF SCORES

SUMMARY OF KEY STRENGTHS

  • School has a 1, 5, 7, and 10-year strategic plan that aligns well with AT-CTI’s goals; The school’s plans were reviewed by the state Governor

  • School’s leadership exhibited commitment to program

  • Student body is diverse, consisting of 40% female and 10% minority, and the faculty is 1/5 minority female

  • Diverse city of XX is a 2.5 hour drive from the campus; There are also several FAA facilities in the vicinity

  • Substantial financial and non-financial support; Multiple sources

  • School has a huge advisor program that supports the students

  • Excellent affiliations and relationships indicated

  • Targeted hiring and recruitment initiatives nationally and internationally

  • Flight school and other curriculum received multiple awards

  • Outstanding facility; Labs state-of-the-art; Labs open to students

  • Remedial or additional simulation or enrichment sessions available

  • Monthly proficiency tests for faculty and students; The CTO tower checkout serves as the capstone exam

  • Records were well organized and stored in secure cabinets

  • Hired additional faculty; Faculty required to maintained 16 hours of tower currency

SUMMARY OF KEY OPPORTUNITIES

  • This is a new program without a history of enrollment or results

  • There were no AT or aviation accreditation or awards mentioned

  • Lack of stringency in student selection criteria and process

  • There were no ATC scholarships available due to the newness of the program

  • Major staff turnover since initial application package mailed


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Conclusions

  • The FAA has enhanced and expanded the AT-CTI Program for the benefit of the FAA and the Program participants.

  • The FAA encourages qualified schools to apply for participation in the AT-CTI Program.

  • The FAA encourages schools to continue to improve their AT Programs based on best practices.


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