21st
Integration of Academics
Full Implementation
Century Career Technical Centers That Work
All career/technical instructors have participated in professional development on integrating rigorous academic content into their courses, and administrators continuously monitor the integration thereof.
All career/technical students in the skilled pathway will complete a challenging program of study. All career/technical completers complete at least four courses in a concentration.
All career technical courses require students to use academic knowledge (language arts, mathematics, and science) and 21st century learning tools and skills to complete real-world assignments and demonstrate
independent learning skills, and hold students accountable for meeting course standards.
In all career/technical courses, students experience an intensive emphasis on reading and writing for learning across the curriculum, which requires thinking about what was read, interpreting it, and drawing conclusions. In
all career technical courses, students experience intensive emphasis on numeracy. This includes more engaging experiences such as solving real-world problems, completing challenging mathematics assignments, working
in groups to complete assignments, using graphing calculators, and explaining solutions orally. In all career/technical courses, students have opportunities to see the connections between what they are learning and real-life
scientific problems, having in-class opportunities to learn from other students, and making greater use of literacy skills to deepen their understanding of science content.
One hundred percent of career technical completers have met the minimal standard scores on their end-of-course exams.
At least 80% have met the WVDE-established college readiness and work readiness benchmarks and have met the Above Mastery or Distinguished benchmark on the West Virginia State Assessment.
One hundred percent have earned EDGE (Earn A Degree, Graduate Early), dual credit, or Advanced Placement (AP) credit in career/technical and/or academic courses.
A Career/Technical Honor Society has inducted several groups of students and parents and community members participate in the ceremony. The Honor Society receives media coverage.
21st Century Skills for
Career/Technical Education
All students have access to 21st century tools. All teachers integrate the use of 21st century tools into their curriculum.
All students appropriately use 21st century tools to function effectively in workplace environments and simulations. All students also appropriately use traditional tools.
All classroom instruction requires students to solve problems, think critically and creatively, manage complexity, and access and communicate information. 21st century content (civic literacy, health/wellness, global
awareness, and financial, economic, business and entrepreneurial literacy) is integrated into all career/technical courses.
All career/technical programs create “cross-curricular learning projects and assessments.” Administrators frequently monitor classroom practices for the application of 21st century tools and skills and routinely provide
feedback to teachers.
All career/technical programs have organized CTSOs that operate as a co-curricular component and provide leadership opportunities for all students. All students participate in local events and over 50% in state or national
events. CTSO advising responsibilities are shared on a rotating basis so that each teacher has advising responsibilities beyond the classroom level. The CTSOs provide a variety of ongoing school and community-based
service projects.
Career/Technical Studies—
Purposeful Student
Assessment
All teachers have received professional development and ongoing support in the use of authentic assessments in the classroom.
Authentic Assessment
All teachers develop and implement an assessment plan for major units of study. All students are provided rubrics at the beginning of major assignments and projects. All career/technical classrooms are studentcentered/directed where students are actively engaged (individually and in teams) in both posing problems and working to find solutions as part of an ongoing classroom assessment plan.
All teachers use rubrics to set the standard for assessments. Administrators monitor to assure that classroom practice reflects the professional development provided.
All students complete authentic assessments (i.e., projects, presentations, reflections) for evaluation of both classroom and quality experiential learning.
All teachers require the completion of work-based learning at a job site related to the student’s concentration.
All career/technical completers produce a culminating project reflective of their chosen concentration that includes a research paper, product, portfolio, and presentation before a panel of business/industry experts.
Staff members collaboratively analyze student achievement data and use these data to drive improvement efforts and monitor student performance. Teachers can use the data to determine the effectiveness of instruction
and to design "best practice" lessons or lessons modified to meet the needs of students with identifiable learning needs (e.g., students with different learning preferences, language skills, or learning disabilities).
Teachers use frequent, multiple assessment measures (and a range of print-based and technology tools) to determine student progress and use formative and summative assessment data to make ongoing adjustments in
classroom instruction.
Student cumulative records contain data on a variety of assessments, grades and intervention programs designed to support student learning.
Teachers and students have a clear understanding of the requirements for demonstrating content mastery, as well as the appropriate use of technology. Teachers overtly make students and parents aware of the standards of
learning and objectives of all instructional activities.
Technology-supported assessments go beyond replication of traditional seat-based testing and may include a wide range of drill-and-practice software, curriculum software, simulations, digital portfolios, presentations, and
other media.
Teachers allow the use of a variety of technologies on assignments to give students multiple opportunities to demonstrate mastery of skills and knowledge in their preferred learning mode. Technology selection and use are
designed to support the student's demonstration of content mastery. If rubrics are used, they are clearly defined and delineated, and include performance ratings for both content mastery and technology use. Students may
be involved in the creation of performance rubrics.
Industry Standards
Technologies are used to provide quick and extensive analysis of data and the easy generation of reports that can be shared with individual students, a class, other faculty, or parents and community. Achievement data are
shared with all affected parties, and confidentiality is rigorously maintained. Records on student achievement are maintained and analyzed on a consistent basis throughout a student’s academic career and are used in the
continuing development of any student’s Individual Education Plan (IEP).
All experienced instructors hold all required industry certifications, and new hires hold the credential at hiring or gain the credential within WVBE’s policy time frame. Instructors have identified and worked toward additional
industry credentials and maintained current knowledge of industry standards and trends during their teaching career.
All existing student certifications are available to completers. Students are aware of lifelong learning benchmarks in their occupational area. Graduates’ placement data collected by the school include information on
credential attainment. Evidence of credential attainment by teacher and students is evident in the classroom/lab.
Facilities are designed, built, and maintained to comply with industry standards. All equipment necessary to meet industry standards and allow students to gain credentials is in place and operational. Schools establish
business partnerships to provide access to up-to-date equipment and/or technology when it is not available at the school site.
All teachers provide instruction in all aspects of the industry/business in all Career and Technical Education (CTE) courses. Curriculum and instruction decisions are driven by industry standards.
There is a structure in place to ensure that all students complete quality work-based learning. Quality work-based learning includes the student’s “voice” in the selection of the experience, the
development of a plan with goals and objectives, reflection, evaluation and a transcripted record. There is a collaborative effort of administration, staff, students, parents and community to provide
student-centered, relevant 21st century experiences. County/school guidelines are developed for work-based, service-based, community-based and research-based learning. A procedure is established
for coordinating experiential learning. School staff members are designated and trained to disseminate information, conduct staff development and keep records. A staff member is assigned to enter “offsite, unpaid” work-based learning on the West Virginia Education Information System (WVEIS).
The career/technical center has a process in place with definitive criteria for program upgrading, creation, and/or elimination.
A school wide advisory committee is in place and meets on a regular basis and all career/technical teachers engage advisory committees and postsecondary partners in the upgrading and restructuring of programs
Access to Career/Technical
Studies for All Students
All middle school students, along with their parents, are made aware of the career/technical offerings at the high school or technical center. This is accomplished by an open house for Eighth graders or an informational
meeting held by the career/technical instructors sometime prior to the development of the 2+3 year plan. The plan is developed as a result of the data derived from the ACT EXPLORE and PLAN interest inventory, rich and
engaging career explorations, as well as other sources of data from assessments in which the student participates.
All students have access to a strong guidance and advisory system, which provides the connection between completing a rigorous academic program and a high-quality career/technical program, the results of which might
include employer recognized credentials, EDGE credit leading to admission to community college, or a strengthened academic program for the student in the professional pathway. High school and middle grades counselors
routinely visit the career/technical center to stay abreast of program requirements and to connect with students enrolled in career/technical programs.
Goals for guidance/advisement are clearly linked to the school’s strategic plan and guidance/advisement grade level benchmarks are clearly identified and data are collected and monitored. All teachers
serve in an adviser/mentor capacity and participate in on-going professional development for this role. School counselors develop and coordinate comprehensive career and education advisement
activities. A Guidance/Advisement focus team meets regularly to discuss the school’s guidance/advisement activities, analyze data, and present progress to the entire faculty. Administrators continuously
monitor and provide feedback to staff about guidance/advisement efforts. A schedule of “dedicated/protected” time is used for guidance/advisement activities. Teachers and counselors participate in
summer externships in business and industry to build teacher career awareness. There is an annual increase in the percentage of students involved in extra curricular and co-curricular activities.
The school’s web page is continuously updated and allows parents to view up-to-date information about students’ progress, career and education activities/planning and to communicate with
administrators and teachers. Parents can also access information such as course syllabi, assignments, homework, etc. via a secure, online system. The school also provides print media for families
without internet access. A flexible schedule accommodates parents’ schedules for parent conferencing. Parent training activities are designed to provide parents with strategies to support learning at
home. All students take part in a parent-student-school staff conference to plan/review their high school program of study and to discuss career and postsecondary plans at least once a year. All students
and their families receive information from someone at school about selecting and applying to postsecondary education and applying for postsecondary financial aid. Structured college visit opportunities
are offered for students from first-generation college-going families.
The school uses a variety of 21st century tools and resources (including community and postsecondary) for ongoing career development that enables all students to determine career interests and
aptitudes. School counselors, administrators, teachers and student leaders visit each feeder middle grades to discuss expectations for high school success. All students enter grade 9 with the first part the
5 year transition plan complete and all students in grade 10 complete the 5 year plan. Students have an adult adviser/mentor who works with them all four years of high school. Frequent monitoring of
student progress by the adult adviser/mentor keeps parents informed and involved. All students conduct student-led conferences at least once a year (or once a semester in on a block schedule). The
school conducts a student evaluation of the guidance/advisement program annually.
All freshmen and sophomores visit the career/technical center each year as part of a structured guidance/advisement activity for completing the 2+3 year plan.
The percentage of special needs students in any CTE program is proportionate to the percentage in the total school system. CTE representatives are active participants in the IEP process All CTE teachers are aware of IEPidentified accommodations for special needs students; those accommodations do not include the elimination of any state-approved CSO.
A constant flow of information exists among the administrators at all programmatic levels. Middle school administrators aid in the transition to high school through collaboration and communication with career/technical
administrators.
At-risk students are identified early so that academic, career/technical, guidance, support persons, and the administrative team work together toward the end result of these students graduating.
All career/technical teachers hold annual meetings with students and parents to review progress and develop plans for completing the career/technical concentration and/or continuing education and training in the field.
A career/technical leadership team meets at least once a semester to address students’ access and success in career/technical programs. Membership has been expanded to include parents and students.
Shared Goals for Learning
All secondary administrators who send students to a technical center are involved in promoting the connection of rigorous academics with high expectations at the home school, yielding successful results at the technical
center.
School has a clear, functional mission statement to prepare students for success in post secondary education/training and the workforce.
A written improvement plan provides school- wide goals that establish a basis for informed decisions about instructional issues in all programs in the school.
Improvement goals are specific, set high expectations, and contribute to improved student achievement.
Improvement goals are understood and implemented by all staff members and are renewed or replaced by new goals when achieved
Faculty and staff in the school identify with and demonstrate an understanding of the vision, mission, and goals for the school through their daily actions. Goals are supported by a wide range of stakeholders—including
educators, administrators, parents, and community representatives—and their input on the development of those goals is actively solicited. Goals are regularly communicated to all stakeholders and student input is valued
and sought on both the plan and its implementation
Improvement goals are specific, set high expectations, and contribute to improved student achievement. Improvement goals are understood and implemented by all staff members and are renewed or
replaced by new goals when achieved. The school board conducts ongoing focus groups with teacher and student leaders to determine how to sustain school improvement efforts. A dedicated line item in
the local budget is allocated to support the school’s leaders and teachers’ capacity to maintain a high performing learning culture with the Enhanced HSTW Design
Shared Leadership/
A Culture of Continuous
Improvement
Administrators are learning centered, build a school-wide collective focus on high student achievement, and stimulate professional discussion and inquiry around issues of instruction and learning. Administrators step back
from being the central problem solvers and use collaborative decision-making groups such as councils, task forces, groups, and committees to make decisions and delegate authority
Administrators are learning centered and focus on high achievement for all students. Professional discussions are centered on issues of instruction, learning and support that make high achievement
possible. The administrative team sets high expectations for all teachers and students to develop 21st century thinking and learning skills. This expectation is conveyed to all stakeholders on a regular
basis. Professional development is strategically planned to promote the mission and vision of the organization. Immediate opportunity for follow-up and dissemination of information is made available.
There is a facilitation of the efforts it takes across all ranks to make the senior year count. Collaborative decision making through the use of data from all available resources is evident in the results
gained by councils, task forces, school teams and other committees that function for the good of the school. The administrative team promotes a clear vision for the use of technology to support teaching,
learning and school management. The administrative team models the use of technology tools effectively and routinely. The administrative team is present in classrooms where they monitor the vision,
assess the instruction and gather data to make informed decisions
A school wide improvement/leadership team meets weekly to review data and discuss improvement efforts. All faculty participate in focus teams to address individual components of the school’s strategic
plan. The focus teams meet at least monthly, effectively use action agendas and electronically post meeting minutes and actions for school wide information. Teachers and school administrators work as
a team to improve student achievement. Clearly defined school-wide expectations are consistently implemented.
Principals and teachers use multiple data to evaluate and revise the school’s programs and activities. All classroom assessment is learner-centered, formative, context specific, ongoing and rooted in
effective teaching strategies. All teachers use classroom assessments that demonstrate evidence of student performance in content areas and 21st century skills. All assessments use technology and
record student performance as a means of tracking information over time.
School leaders conduct annual orientation on HSTW for new staff and ensure all meeting agendas connect to HSTW school improvement efforts. School leaders conduct surveys of students, teachers
and parents, analyze responses to determine the impact of school structure and practices, and make necessary adjustments. Administrators monitor instructional practice for the use of research-based
strategies, including technology.
Learning Culture
Students, teachers, and administrators support high expectations for their own and others’ achievement and implement activities to increase student responsibility for learning. The school fosters a strong learning culture in
which staff members collaborate on instructional issues and effectively initiate, implement, and sustain change over time.
The school culture is characterized by an open environment that supports sharing and collaboration in the use of technology for instructional and administrative purposes. Structures have been put into place to support the
use of technology to facilitate collaboration and sharing of ideas, and individual and school wide growth is facilitated through shared file servers, lesson plan files, and communication venues such as e-mail, discussion
software, or Listservs.
The scheduled school day is variable based on the needs of the students and the opportunities afforded the students. The time schedule is modified to accommodate remediation, lab classes and
advanced level classes. Academies are formed throughout the school to meet the needs of students. Special classes may be offered outside the normal day to allow students to gain 21st century
knowledge and skills and participate in reteaching activities. Some of these classes may be face- to- face with an itinerant instructor, on-line courses or independent study. All students have the same
opportunity to learn due to the extensive network of collaboration among the staff. Teachers have an opportunity to work together through the development of professional learning communities via
common planning time, on-line groups, etc. Students have the opportunity to make up skill deficits through standards based credit recovery as well as summer programs. The leadership of the school
makes ongoing schedule changes to address student needs.
Effective Teaching
The school has a stable, professional community of experienced teachers who are assigned to teach in their areas of licensure or certification. Teachers participate in high-quality induction and professional development
programs that feature training in research-based strategies for high student achievement. Classroom instruction in all content areas maximizes student engagement, emphasizes active learning and higher order thinking
skills, and implements varied instructional and grouping strategies. Best practices in the integration reading, writing, mathematics, and high-yield learning are implemented across the curriculum
Learning is truly student-centered and includes ample opportunities for connection to prior knowledge, collaboration with the teacher or knowledgeable experts and/or other students, and peer- or self-reflection
Teachers use proven teaching strategies supported by a variety of technologies to appropriately address the rigor of content standards. Teachers exhibit an understanding that effective teaching with technology requires
basic technology skills as well as the understanding of how to integrate technologies into the curriculum. Use of technology for teaching goes beyond the replication of more traditional activities and includes the generation of
learning environments, student activities, and assessment opportunities that allow students to explore and demonstrate mastery of content standards in ways that may otherwise not have been possible, practical, or efficient.
Teachers may indicate that the use of technology enables them to not only cover their required curriculum, but to do so faster and in greater depth.
Teachers keep abreast of new technologies and strive to incorporate innovative technologies and strategies into their professional practice. Teachers actively seek to improve their use of technology through professional
development available within their school and district, and through opportunities outside the immediate school community.
All teachers work together to alter the curriculum, make connections between school and work, and collaborate on assignments. All teachers throughout the school plan and prepare coordinated lessons,
instructional materials, solve curricular and management problems collectively and draw upon the expertise of each individual in the organization. Leadership has provided the structures for professional
learning communities and academic academies to strengthen the learning environment of the school in many ways; one of which is common planning time within the school day. Some of these structures
include a flexible master schedule, opportunities for school embedded professional development with meaningful follow-up, grade level academies, in-service opportunities to fit the needs of the teams
working together in the school to bring about high expectations and an increase in student achievement. All teachers participate in peer observation and/ or in-house coaching with the time allotted for
reflection. The administration monitors in all classrooms to see that the strategies learned are being implemented. The goal of “all students will learn “is the responsibility of the entire organization to
accomplish.
A school-wide developed classroom motivation and management plan is communicated orally and through writing to all stakeholders. This plan is evident in classrooms, meeting areas, and throughout the web for all to see.
Bell-to-bell teaching occurs regardless of the length of the class period or the number of students present. The lesson includes linking the past, clarifying the present, engaging students in the development and accountability
of the lesson, and a reflection piece to check for understanding. All classrooms are arranged to promote productivity. All teachers convey early on what it takes to get and “A” or a “B” on assignments, through the use of
scoring rubrics. All students are required to take advantage of the opportunity for constant revisions. The expectation that all classes are of “honors” caliber is communicated orally, in writing and in all that the instructor does
on a daily basis. The importance of the senior year to continue the rigor and relevance of the program of studies of all students is communicated by all stakeholders. Parents are encouraged to take an active role; this
communication is open, consistent and informative. The work in classrooms is directed by the student where the student is actively engaged in producing quality work that meets the standards. Disruptive behaviors that
impede the learning of students are dealt with swiftly, consistently and appropriately. The school has embraced 21st century teaching and learning. High level, sustained and on-going professional development takes place
with the staff. There is a revisit to the professional development on a regular basis, with frequent classroom monitoring to insure success. Students, staff and administration use technology in their day to day tasks.
School-Family-Community
Connections
Parent involvement in the school is focused and purposeful. The school values working with the community and implements strategies to continually revitalize community relationships. Staff members are involved in
community activities and community members, whether or not they have children, are involved in developing and implementing a wide range of school improvement efforts.
The school has a robust online communication system that is accessible and used by faculty, staff, students, and parents. The school Web page is continuously updated and allows opportunities for parents to view up-to-date
information and communicate with school officials and educators. Parents can also access student information, such as assignments, class and report card grades, discipline referrals, and other student records in a secure,
online environment.
In addition to traditional forms of communication, schools and districts use e-mail notifications of school closings, special events, and emergencies. Teachers use e-mail to contact or reply to parents, when appropriate. An email policy for teachers may be in place, such as replying to parent e-mails within 24 hours or by the close of the next school day. Sensitive communications are followed up in more secure venues, such as a parent
conference.
Teachers have either phones in their rooms, walkie talkies, or quick access to office staff so they can respond to parent communications, such as through an intercom system. Phone communication does not disrupt teaching
time. The school is able to quickly and easily deliver important information, such as school closing announcements or emergencies, via a phone messaging system. This system can also be used by subscription for selective
receipt of routine school announcements. Students can access their own information online and have opportunities to communicate and share with other students and teachers on school-related issues (e.g., homework
forums).
Representatives from the student body, parents, and community or local businesses serve on school committees. These representatives serve in both the planning and implementation phases and are active proponents who
communicate the vision and goals to other parents and community organizations. This promotes better parent and community buy-in when new initiatives are proposed.
A high percentage of parents are involved in activities that support the school, and their involvement in their children’s school and education is focused and purposeful. Annual efforts are made to assess the talents and
interests of parents and to link them with school and student needs. Parents are regularly presented with a wide variety of opportunities to become involved in school activities, as well as frequent opportunities to provide
input on school policies and activities. A system is in place to encourage parent involvement in the school and parents are thanked for their participation in tangible ways.
Goals for guidance/advisement are clearly linked to the school’s strategic plan and guidance/advisement grade level benchmarks are clearly identified and data are collected and monitored. All teachers
serve in an adviser/mentor capacity and participate in on-going professional development for this role. School counselors develop and coordinate comprehensive career and education advisement
activities. A Guidance/Advisement focus team meets regularly to discuss the school’s guidance/advisement activities, analyze data, and present progress to the entire faculty. Administrators continuously
monitor and provide feedback to staff about guidance/advisement efforts. A schedule of “dedicated/protected” time is used for guidance/advisement activities. Teachers and counselors participate in
summer externships in business and industry to build teacher career awareness. There is an annual increase in the percentage of students involved in extra curricular and co-curricular activities.
The school’s web page is continuously updated and allows parents to view up-to-date information about students’ progress, career and education activities/planning and to communicate with
administrators and teachers. Parents can also access information such as course syllabi, assignments, homework, etc. via a secure, online system. The school also provides print media for families
without internet access. A flexible schedule accommodates parents’ schedules for parent conferencing. Parent training activities are designed to provide parents with strategies to support learning at
home. All students take part in a parent-student-school staff conference to plan/review their high school program of study and to discuss career and postsecondary plans at least once a year. All students
and their families receive information from someone at school about selecting and applying to postsecondary education and applying for postsecondary financial aid. Structured college visit opportunities
are offered for students from first-generation college-going families.
The school uses a variety of 21st century tools and resources (including community and postsecondary) for ongoing career development that enables all students to determine career interests and
aptitudes. School counselors, administrators, teachers and student leaders visit each feeder middle grades to discuss expectations for high school success. All students enter grade 9 with the first part the
5 year transition plan complete and all students in grade 10 complete the 5 year plan. Students have an adult adviser/mentor who works with them all four years of high school. Frequent monitoring of
student progress by the adult adviser/mentor keeps parents informed and involved. All students conduct student-led conferences at least once a year (or once a semester in on a block schedule). The
school conducts a student evaluation of the guidance/advisement program annually.
Use of Technology
Technology use is designed to meet the goals of the school, and teacher buy-in is high.The use of technology is not viewed by teachers as a seamless part of daily activities. This may include using a student information
system to post lesson plans and grades, using diverse media and modes to meet the needs of all learners, or following acceptable use guidelines for technology use.
Goals for technology use are aligned and integrated with other educational goals. Opinions of all stakeholders have been obtained to come to an agreement on the role and importance of technology, and on goals for
technology use and acquisition. These goals are being actively pursued and implemented. Technology is used to address specific curricular standards. This embedded use of technology also allows students to develop
desired technology proficiencies (also called 21st century, information literacy, or ICT skills) as a way of mastering technology standards (e.g., state or ISTE technology standards) within the context of learning. The school
describes or lists the type of technology proficiencies they expect students to master.
School leaders communicate their vision for technology use daily through their actions and deeds—clearly using technology in the school and beyond. They model effective technology use on a daily basis to support multiple
facets of their job, such as communication (internal and external, data gathering and analysis, and decision making. School representatives routinely model effective technology use at parent and/or community meetings.
Examples of technology use by administrators and school leaders may include use of presentation software at faculty or parent meetings; handheld computers for managing their own data as well as for teacher observations
or monitoring student data; and e-mail or Listservs to communicate with staff, parents, and other administrators.
Educator expectations for technology to improve teaching and learning outcomes are high and are communicated to students. Teachers incorporate a variety of technologies to help students of differing backgrounds,
interests, and preferences master academic outcomes
Teachers are willing to experiment with new technologies to better address curricular needs and stories of success and failure are shared in order to learn and promote community growth. Teachers and administrators
actively seek to become informed about and effectively support innovation in their school through public acknowledgement and rewards.
Administrators offer guidance and support to all teachers, even those with advanced or superior technology skills. Pedagogical and technical support is evident through guidance by the school leadership as well as the
presence of designated support personnel. The range of support provided includes technology maintenance and repair, ready provision of required resources, professional development opportunities, and pedagogical
support for technology integration and instructional design. Consistent structures are in place to support the sharing of ideas and practices related to technology. Examples might include grade level/staff meetings that feature
technology integration issues, established technology support procedures that are implemented in a timely manner, and ample resources for exploring new technologies in a safe environment such as a resource room or
designated "teacher time" in the technology lab.
Educators appear confident that they can effectively use technology for instruction and that what they do can positively impact the learning that occurs at their school. There are numerous exemplary technology-using
teachers that nurture and mentor their colleagues, and their support is acknowledged and appreciated by other teachers and the school leadership.
The school may serve as a community technology center where parents and community members are provided access to and training with technology. Training opportunities may include orientation to help parents better
understand the academic technology requirements their children will face or technology skills training for community members. This may include basic skills training for parents or grandparents, or life skills training (online
banking, jobs searches Internet skills, etc.) for parents or families with limited English or technology skills.