STANDARDS AND GUIDELINES FOR CAREER ACADEMY DEVELOPMENT AND by twa17837

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									                STANDARDS AND GUIDELINES

                          FOR

               HIGH SCHOOL CAREER ACADEMY

           DEVELOPMENT AND IMPLEMENTATION

                           IN

        THE ESCAMBIA COUNTY SCHOOL DISTRICT




Rev. 2010_01
STANDARDS AND GUIDELINES FOR CAREER ACADEMY
DEVELOPMENT AND IMPLEMENTATION IN ESCAMBIA
COUNTY SCHOOL DISTRICT

The purpose of this document is to ensure uniform development and implementation of
career academies in the Escambia County School District. The document provides
background information including legislative action by Florida and the scope of creating and
implementing a career academy using National Career Academy Coalition standards. The
Career Academy National Standards (National Standards of Practice, NSOP) are framed
around ten key elements of successful implementation drawn from many years of research
and experience from all parts of the country.

All potential career academies shall be developed and implemented through the use of NSOP
standards, to the greatest extent possible, and through completion of the district Escambia
County School District Academy Application. With the use of this document, all career-
focused academies developed within the district will strive toward a uniform structure that
results in highly-successful academies steeped in rigor, relevance, and relationships.

Respectfully submitted by:




Carl Leiterman, Director
Workforce Education
ECSD
469-5304
cleiterman@escambia.k12.fl.us




Rev. 2010_01                                                                               2
TABLE OF CONTENTS

Standards for Development and Implementation of ECSD Career Academies ..................4
   Where We Came From ..................................................................................................4
   What We Are .................................................................................................................4
   Where We Are Going ....................................................................................................4
   Goals of Career Academies as Stated in HB 7087 .......................................................5
     The 3 R’s of Career Academies: Rigor, Relevance, & Relationships........................5
          Contribution to Rigor ..........................................................................................5
          Contribution to Relevance ..................................................................................5
          Contribution to Relationships .............................................................................5

Standards for Design and Implementation of ECSD Career Academies.............................6
 National Standards of Practice (NSOP) ............................................................................6
     NSOP 1. Defined Mission & Goals ...........................................................................6
     NSOP 2. Academy Structure......................................................................................6
     NSOP 3. Host District and High School ....................................................................6
     NSOP 4. Faculty & Staff............................................................................................6
     NSOP 5. Professional Development ..........................................................................6
     NSOP 6. Governance .................................................................................................6
     NSOP 7. Curriculum & Instruction............................................................................6
     NSOP 8. Employer, Higher Education, & Community Involvement .......................7
     NSOP 9. Student Assessment.....................................................................................7
     NSOP 10. Cycle of Improvement .............................................................................7

Procedures and Guidelines for Development, Design, and Implementation of
 ECSD Career Academies ..................................................................................................7

School Application Process for ECSD Career Academies .................................................8
     Career Academy Application Format ........................................................................8
     Application Review Process.......................................................................................8

Student Application Process for ECSD Career Academies.................................................9
     Student Career Academy Admission Requirements ..................................................9

Escambia County School District Career Academy Application .....................................10

Evaluation

Waiver




Rev. 2010_01                                                                                                                        3
Standards for Development and Implementation of ECSD Career
Academies

Where We Came From

Since 1993, the Florida Department of Education has recognized the career academy model
as a comprehensive approach to school restructuring at the secondary level. Career
academies are designed to help young people become more engaged in school and to prepare
them for college and/or additional training and employment. This approach is increasingly
popular with educators and employers who partnership with schools to enhance, strengthen,
and link students’ academic and workforce preparation.

What We Are

Career academies are small, personalized learning communities within a school in which
select students and teachers participate during a two-, three-, or four-year span. Students
enter the academy with parental knowledge and support.

A career academy involves teachers from different subjects working together as an
interdisciplinary team. Staff teams work together to implement the key features of the model
and to provide students with exposure to the career field. Students are grouped together for
several periods every day with a core group of teachers. This model promotes a family-like
atmosphere and results in close student-teacher ties.

A career academy includes the following essential elements:
     A small learning community
     A college-prep curriculum with a career theme
     Partnerships with employers, the community, and higher education
By design, these three central elements of a career academy lead to a school that focuses on
rigor, relevance, and relationships.

Where We Are Going

Career academies are an integral part of Florida’s four-point career education plan to prepare
students for the workforce. Academies are designed to operate as a “school within a school.”
The 2006 Florida Legislature recognized the career academy model in House Bill 7087, An
Act Relating to Education, more commonly known as the A++ Bill. The bill defines and
describes career and professional academies. Section 27, s1003-493, Florida Statutes, defines
a career and professional academy as a “research-based program that integrates a rigorous
academic curriculum with an industry-driven career curriculum.”




Rev. 2010_01                                                                                   4
Goals of Career Academies as Stated in Florida’s A++

      Increase student academic achievement and graduation rates through integrated
       academic and career curricula.
      Focus on career preparation through rigorous academics and industry certification.
      Raise student aspiration and commitment to academic achievement and work ethics.
      Support the revised graduation requirements by providing creative, applied majors.
      Promote acceleration mechanisms such as dual enrollment, articulated credit, or
       occupational completion points.
      Support the state’s economy by meeting industry needs in high-demand occupations.

The 3 R’s of Career Academies: Rigor, Relevance, & Relationships

Contribution to Rigor

      Student’s personalized education and career plan includes a major area of interest.
      High expectations exist for all students.
      Students have access to a college prep curriculum.
      Curriculum meets or exceeds state standards, college entrance requirements, and
       industry standards.
      Students are engaged in planning and making decisions for their future.

Contribution to Relevance

   Students
    are motivated by applied, contextual, project-based teaching and learning.
    select programs based on life goals and career interests.
    select career themes linked to workforce needs.
    gain invaluable career experience.
    develop skills important to success in careers, life, and society.
    are provided pathways to postsecondary education.

Contribution to Relationships

      Smaller settings allow for students and teachers to know each other well.
      Students are grouped together over several years with advisors and teachers.
      Employers serve as role models, mentors, and advisors.




Rev. 2010_01                                                                                 5
Standards for Design and Implementation of ECSD Career Academies

National Standards of Practice (NSOP)

Developed by an informal consortium of career academy organizations, the Career Academy
National Standards are framed around ten key elements of successful implementation, drawn
from many years of research and experience from all parts of the country.

NSOP 1. Defined Mission & Goals
The career academy has a written definition of its mission and goals. These documents are
available to the administrators, teachers, students, parents, advisory board, and others
involved in the academy.

NSOP 2. Academy Structure
A career academy needs to have a well-balanced structure within the secondary school,
reflecting its status as a small learning community. Structured elements include articulation,
student recruitment and selection process, cohort scheduling, physical space for the career
academy, and a career or industry theme. Career Academy students are “cohort scheduled”
as follows:
     Career academy academic courses (2 academic courses as a minimum) are 80%
        “pure” academy students
     Career and technical courses are 100% “pure” academy students
     When class leveling is to occur, academy students are to remain in the “cohort” class
        and non-academy students are to be relocated.

NSOP 3. Host District and Secondary School
Career academies exist in a variety of district and secondary school contexts which are
important determinants of an academy’s success. Important elements include support from
the school board and superintendent, support from the principal and secondary school
administration, adequate funding, facilities, equipment, and materials.

NSOP 4. Faculty & Staff
Appropriate teacher selection, leadership, credentialing, and cooperation are critical to an
academy’s success. Faculty elements include a leader (teacher leader, team leader,
coordinator, director, etc., teachers credentialed in their field), volunteers in the academy,
counselors, and classified staff support.

NSOP 5. Professional Development
Since an academy places teachers and other adults into roles not normally included in their
previous training, providing adequate professional time, leadership and support is important.
Elements include common planning time for academy staff, professional development for
teachers, and an orientation for parents and other district employees.




Rev. 2010_01                                                                                     6
NSOP 6. Governance
The academy has a governing structure that incorporates the views of all stakeholders.
Governing elements include an advisory board with broad representation from all aspects of
the industry as well as all stakeholders, regular advisory meetings, evidence of a healthy
partnership between the school and the community, and an opportunity for student input.

NSOP 7. Curriculum & Instruction
The curriculum and instruction within an academy meets or exceeds external standards and
college entrance requirements, while differing from a regular secondary school by focusing
learning around a theme. Elements include a curriculum framed around state or national
standards that is sequenced; integrated (where feasible); and relevant, rigorous learning that
ranges from instruction related to primary job entry to meeting college entrance
requirements, dual credit and articulation options, and post-secondary planning.

NSOP 8. Employer, Higher Education, & Community Involvement
A career academy links the secondary school to its host community and involves members of
the employer, higher education, and civic community in certain aspects of its operation.

NSOP 9. Student Assessment
Improvements in student performance are central to an academy’s mission. Gathering and
reporting data to reflect whether students are showing improvement is important in
maintaining the academy’s integrity. Assessment elements include the collection of student
data; multiple measurements which include items such as student attendance, retention,
credits, grade point averages, state test scores, graduation rates and college enrollment rates;
accurate reporting; the assessment of technical learning and skills; and the evidence of
impact on the academy on student performance. Specific data will be required as a portion of
the third-party evaluation process.

NSOP 10. Cycle of Improvement Ensuring that an academy remains high quality requires
engaging in a regular, well-defined, objective self examination. Improvement elements
include the examination of an academy’s mission, design and implementation, planned
refinements, timetables, and measurable outcomes.

All academies undergo an annual self-assessment as well as a comprehensive third-party
evaluation. Assessment criteria will be based upon the 10 National Standards of Practice
(NSOP). An academy will be allowed to continue operation (for the following school year)
providing the following third-party evaluation scores are met: (maximum score 50 pts)
     Score of 45-50 (exemplary status)
     Score of 40-44 (meets requirements)
     Score of 35-39 (probationary status) For the following school year, a corrective action
       plan shall be submitted by the Principal to the Director of Workforce Education.
       Academies placed upon probationary status must score at least 40 pts on the next
       annual 3rd party evaluation or will be discontinued as an Academy.
     Score of 34 or lower (career academy terminated)



Rev. 2010_01                                                                                     7
Procedures and Guidelines for Development, Design, and Implementation
of ECSD Career Academies

The Escambia County School District is a leader in the quality and diversity of education.
The Blue Ribbon Program , the district’s plan for developing career academies throughout
the district, offers students the opportunity to pursue major areas of interest in high school
that provide both academic and career-related instruction. While similar courses may be
offered in traditional schools, Blue Ribbon academies attract students by offering unique
opportunities for in-depth experiences and studies in the students’ specific areas of interest.
Each academy program emphasizes a specific theme. Parents are encouraged to become
actively involved in choosing the program most appropriate for the interest, needs, and
abilities of their child.

Through participation in one of the district’s academies, a student may take advantage of
additional resources and innovative teaching techniques that focus on the child’s individual
talents or interest. Each Blue Ribbon academy creates an educational environment which
responds to student interest, celebrates cultural and ethnic diversity, and fosters student
achievement.


The Blue Ribbon Program and its related academies are designed to

      expand educational choices for students;
      set high expectations for all students to achieve academically;
      promote diversity within our schools;
      meet the interests and needs of students;
      enhance parent/community involvement;
      prepare students for further education and/or careers in the world of work;
      provide field-based and hands-on, minds-on learning experiences;
      offer mentorship, paid and non paid work experiences opportunities; and
      offer academic opportunities for higher education articulation to postsecondary
       education institutions.

In the Escambia County School District, the Blue Ribbon Program has the following three
goals:

      to improve academic achievement for all students participating in the programs,
      to provide a unique or specialized curriculum or approach, and
      to enhance our county, region, and state’s workforce for economic development in a
       global market.



School Application Process for ECSD Career Academies

Rev. 2010_01                                                                                      8
District academies must be uniform in their developmental process. The following protocol
shall be followed to ensured success:

Career Academy Application Format

The Escambia County School District’s policy requires formal approval of all new and
innovative programs (academies). Schools considering the development of a career academy
shall complete a Career Academy Application and submit the application to the Office of
Workforce Education. See attached application document and instructions for completion.

Career Academy Application Review Process

The Director of Workforce Education will duplicate the application and conduct a review
meeting with representatives from the following: secondary directors, Office of School
Choice, Office of Information Technology, Curriculum & Instruction, and the
principal/designee submitting the application.

If the review committee finds modifications to the application are required, the submitting
principal will be notified of the recommended changes.

Once the review committee approves the application, the Director of Workforce Education
will submit the application for school board approval. The principal shall attend the school
board meeting when the application is being considered for approval.

Upon board approval, the submitting school shall coordinate academy development with
appropriate directors/subject area specialists.


Student Application Process for Career Academies
Students will adhere to the Office of School Choice policies and procedures as stated in the
“Voluntary School Choice Selection Policy” in Chapter 3, Section 3.02 of the Escambia
County School District rules. The Office of School Choice Calendar specifies the district
career academy application deadlines for out-of-school-attendance-zone students.

The following summarizes the process:
    The student must obtain a district application for all approved academies from their
       guidance department or from an academy contact.
    The student must complete and submit the academy application to the guidance
       department by the appropriate deadline.
    Academy applications are processed to determine eligibility.
    Students are notified of academy acceptance or non-acceptance.
    Students are notified by academy personnel to register and select courses.
    Every student enrolled in a career academy course must have a career academy
       application submitted to the School Choice Office.

Rev. 2010_01                                                                                   9
Student Career Academy Enrollment Criteria* (other than West Florida High School
of Advanced Technology)

         Students must be entering grades 9 – 10.
         All students requesting acceptance into an academy must have a minimum of a
          “C” overall GPA and be seeking a standard high school diploma.
         Disciplinary records must reflect no more than a minimal number of minor
          occurrences and an acceptable attendance history.
         Upon acceptance, students must maintain at least an annual 3.0 GPA in the Career
          and Technical academy course requirements or achieve at least an overall 2.0
          GPA and maintain acceptable attendance and behavior. Failure to maintain the
          appropriate GPA at the end of the school year will result in one of the following:
          the student being withdrawn from the academy and returned to his/her residential
          school or the student being withdrawn from the academy and re-scheduled into
          non-academy classes for the following school year (for students whose residential
          school is the location of the academy). The school must make a good-faith effort
          to employ parental assistance to rectify the student’s deficiencies prior to
          withdrawal.

           students who do not meet the enrollment criteria may request a waiver of the
          criteria. A committee comprised of a school academy coordinator, a school
          administrator, a school choice representative, ESE representative (as applicable)
          and a workforce education representative may determine conditional acceptance
          and notify the student of the outcome.




Rev. 2010_01                                                                              10
                       Escambia County School District
                   High School Career Academy Application

Directions: School administration shall be responsible for completion and submission of
the application. Upon completion, the original shall be forwarded to the Director of
Workforce Education. The application must address each of the following items:
1. Date

2. School

3. Principal

4. Name of proposed academy and school year for implementation

5. Academy’s mission and goals.

6. Number of potential students for academy from residential school, including student
survey results.

7. Number of potential local and/or regional job openings and the average entry wage
for such positions (http://www.labormarketinfo.com/library/ep.htm) (myflorida.com).

8. Postsecondary certificates and/or degrees associated with academy completers
(possible dual enrollment and/or articulation).

9. Industry certifications associated with career academy.

10. Academy contact (lead instructor) name, department, and telephone number and
extension.

11. List academy costs such as facilities, equipment, materials/supplies, and personnel.

12. Funds that may be available for academy support (including school, district, grants,
and business funds) .

13. Marketing plan for the academy (including how academy will be marketed to
students/parents and business/industry partners).

14. Academy Education Plan

       a) Describe how the academy design will service all levels of students (from
       students wishing direct entry into academy-related occupations to those students
       desiring postsecondary education related to academy theme).

       b) List school-based career academy leadership team members (lead academy
       teacher, academic teacher(s), guidance counselor, administrator).

Rev. 2010_01                                                                              11
       c) Identify the academic courses to be used in cohort scheduling of career
       academy students. Describe strategies to be used to integrate the career and
       technical and academic career academy curriculum.
       d) Describe how the school will address recruitment of underrepresented student
       populations.

       e) Describe the professional development plan to support the academy model.

       f) Identify the business advisory council that will oversee the career academy.



As the instructional leader of _________________ School, I endorse this application for
establishing the academy described above.


Principal signature _____________________________ Date ___________

If the academy is approved, the principal shall be required to submit an annual
progress report using the Career Academy Assessment.




   Date of Academy Application Review: __________

   (     ) Application approved as submitted

   (     ) Application approved with required modifications
          (see attached)

   (     ) Application not approved


   Review Committee Chair signature: __________________________




Rev. 2010_01                                                                             12
                      CAREER ACADEMY ASSESSMENT
                    ESCAMBIA COUNTY SCHOOL DISTRICT

School ________________________________
Academy_______________________________
Date __________________________________
Evaluation Leader_______________________
Title_________________________ Representing _____________________________


                                       Enrollment                  Students
          Grade Level
                                Male             Female          Withdrawn*
        9th
        10th
        11th
        12th
        Totals
        Grand Total
        * Number of students withdrawn from academy as a result of failure to
        maintain academic, attendance, and/or discipline criteria.




Rev. 2010_01                                                                    13
  NATIONAL STANDARDS 0F PRACTICE (NSOP) FOR CAREER ACADEMIES

Assessment rubric:
Each standard is to be assessed by placing a check under the numeric indicator which
best describes the level of evidence presented for a particular standard.
                                           Maximum points potential = 50 pts
0 = No evidence presented
2 = Partial evidence presented             45 – 50 = Exemplary status
3 = Adequate evidence presented            40 – 44 = Meets requirements
4 = Exceeds requirements of evidence       35 – 39 = Meets minimum but requires action plan
5 = Evidence presented is exemplary        34 – 0 = Does not meet minimum requirements




I. Defined Mission & Goals.
The career academy has a written definition of its mission and goals. These are available to
the administrators, teachers, students, parents, advisory board, and others involved in the
academy. These include at least the following elements:

       a. To focus on college and career. A career academy’s aim is to prepare students for
       college and careers. Academies enable students to complete college entrance
       academic requirements while exposing them to a vertical segment of the occupations
       within a career field, encouraging them to aim as high as they wish.
       b. To increase student achievement. An academy provides support to its students to
       increase their achievement in high school. This comes through close relationships
       with teachers and fellow students; rigorous and relevant curriculum; and exposure to
       career and educational options outside the high school.

     0 = No evidence presented
     2 = Partial evidence presented
     3 = Adequate evidence presented
     4 = Exceeds requirements of evidence
     5 = Evidence presented is exemplary

Comment(s):




Rev. 2010_01                                                                                   14
II. Academy Structure.
An academy needs to have a well defined structure within the high school, reflecting its
status as a small learning community.

       a. The academy incorporates at least three sequential career and technical
       courses integrated with two or more academic courses. Cohort scheduling
       results in high purity levels, who take a series of classes together each year.

                    List                           Purity Level (%)
           Career Academy Courses             CTE course standard = 100%
            (CTE and Academic)               Academic course standard = 80%




       b. Student selection. Entry to the academy is voluntary. The
       recruitment/selection process is written and widely available. New students are
       provided an orientation to the academy. Parents participate in this process and
       approve of their son or daughter’s choice. Academy enrollment reflects the
       general high school population.
       c. Physical space. Where possible, academy classrooms are near each other in
       the high school building. The academy Coordinator has access to communication
       outside the high school.
       d. Small size, supportive atmosphere. The academy maintains personalization
       through limited size, teacher teamwork, and a supportive atmosphere.

     0 = No evidence presented
     2 = Partial evidence presented
     3 = Adequate evidence presented
     4 = Exceeds requirements of evidence
     5 = Evidence presented is exemplary

Comment(s):




Rev. 2010_01                                                                               15
    III. Host District and High School.
Career academies exist in a variety of district and high school contexts, which are important
determinants of an academy’s success.

       a. Support from the Board of Education and Superintendent. The district Board
       of Education is aware of the academy and its mission and goals, and is on public
       record in support. Likewise, the Superintendent publicly endorses the academy
       and offers active support. Both serve as academy liaisons to the broader
       community.
       b. Support from the principal and high school administration. The high school
       principal and other administrators are knowledgeable of the academy, public
       advocates for it, and are actively involved in its funding, staffing and support.
       They contribute to a positive academy profile within the high school.
       c. Adequate funding, facilities, equipment and materials. District and high
       school administrative support results in adequate academy funding, facilities,
       equipment and learning materials. These reflect a serious commitment from the
       district and high school to the success of the academy.

     0 = No evidence presented
     2 = Partial evidence presented
     3 = Adequate evidence presented
     4 = Exceeds requirements of evidence
     5 = Evidence presented is exemplary

Comment(s):




Rev. 2010_01                                                                                16
IV. Faculty & Staff.
Appropriate teacher selection, leadership, credentialing, and cooperation are critical to an
academy’s success.

       a. Teacher Leader(s)/ Coordinator(s). One teacher (sometimes two) agrees to
       take the lead, serving as the academy Coordinator(s). This includes attending
       advisory board meetings, interacting with administrators and board members,
       managing the budget, helping to coordinate teacher professional development,
       and helping to coordinate employer, higher education, and parental
       involvement. Release time and/or a stipend is provided for this role.
       b. Teachers are credentialed in their field, volunteers in the academy, and
       committed to its mission and goals. Since a career academy’s success rests on
       good teaching and good teamwork among a cross disciplinary group of teachers,
       they must be well qualified and willingly involved in this role. They understand
       and support the philosophy and purpose of the academy, work together as a
       team, teach a majority of their classes in the academy, and cooperatively share
       the duties of operating an academy.
       c. Counselors, non-academy teachers, and classified staff are supportive. Non-
       academy staff are also important to its operation. Counselors understand the
       need for cohort scheduling and provide this for academy students. Non-academy
       teachers understand the value of the academy and help in recruiting students for
       it and providing departmental support. Classified staff help support the
       academy facilities, equipment and learning materials.

     0 = No evidence presented
     2 = Partial evidence presented
     3 = Adequate evidence presented
     4 = Exceeds requirements of evidence
     5 = Evidence presented is exemplary

Comment(s):




Rev. 2010_01                                                                                   17
V. Professional Development.
Since an academy places teachers and other adults into roles not normally included in their
previous training, providing adequate professional development time, leadership and support
is critical.

       a. Common planning time. Academy teachers are provided regular common
       planning time within the regular high school schedule for purposes of program
       coordination, curricular integration, and resolution of student problems.
       b. Teacher professional development. Academy teachers are provided with
       training in the academy structure, curricular integration, student support, and
       employer involvement, where necessary by experts from outside the high school.
       c. Employee & parent orientation. Employee volunteers are adequately prepared
       for their roles as speakers, field trip hosts, mentors and internship supervisors.
       Parents are adequately prepared for their involvement (if any) as classroom
       aides, field trip chaperones and social event organizers.

     0 = No evidence presented
     2 = Partial evidence presented
     3 = Adequate evidence presented
     4 = Exceeds requirements of evidence
     5 = Evidence presented is exemplary

 Comment(s):




Rev. 2010_01                                                                             18
VI. Governance & Leadership.
The academy has a governing structure that incorporates the views of all stakeholders.

       a. Advisory board with broad representation. The advisory board has members
       from the district and high school administration, academy teaching staff,
       supporting employers and institutions of higher education. It may also include
       community representatives, and academy parents and students. The board
       incorporates viewpoints from all members.
       b. Regular meetings. Meetings of the board are held at least quarterly, with
       defined agendas and outcomes. The board helps to set policies for the academy.
       It also serves as a center of resource development.
       c. A healthy partnership. Both through the advisory board and other
       interactions, there is evidence of a partnership between the academy/high school
       and its host community.
       d. A student voice. Students have avenues through which they can provide input
       to the academy policies and practices.

     0 = No evidence presented
     2 = Partial evidence presented
     3 = Adequate evidence presented
     4 = Exceeds requirements of evidence
     5 = Evidence presented is exemplary

Comment(s):




Rev. 2010_01                                                                             19
VII. Curriculum & Instruction.
The curriculum and instruction within an academy meets or exceeds external standards and
college entrance requirements, while differing from a regular high school by focusing
learning around a theme.

       a. The academic curriculum is framed around state or national standards, and
       the career curriculum around industry and SCANS standards.
       b. Learning is rigorous and meets college entrance requirements. Coursework
       reaches high levels of English and math, generally four years of each, in addition
       to substantial coursework in science and social studies. Graduates are qualified
       to attend four-year colleges and encouraged to do so.
       c. Curriculum is sequenced, integrated and relevant. Curriculum articulates
       from the beginning of an academy through the senior year, with a defined course
       sequence and at least two core academic classes and one career/theme class each
       year. Curriculum is integrated among the academic classes and between these
       and the career class. Learning illustrates applications of academic subjects
       outside the classroom, incorporates current technology, and includes authentic
       project-based learning.
       d. Post-graduate planning. Students have access to career and college
       information, are provided counseling in these respects, and develop a written
       post-graduate plan by the end of their junior year.
       e. Dual credit options. The academy has articulation agreements with local two-
       and four-year colleges, offers dual credit courses and/or college credit for
       upperclassmen, and articulates its upper level curriculum with relevant college
       programs.

    0 = No evidence presented
    2 = Partial evidence presented
    3 = Adequate evidence presented
    4 = Exceeds requirements of evidence
    5 = Evidence presented is exemplary

Comment(s):




Rev. 2010_01                                                                               20
VIII. Employer, Higher Education & Community Involvement.
A career academy links high school to its host community and involves members of the
employer, higher education and civic community in certain aspects of its operation.

       a. Career theme fits the local economy. The academy career field is selected to fit
       with the community industries and employer base, to allow for adequate
       involvement of volunteer employees in certain of its activities.
       b. Community involvement. Representatives of employers, higher education, and
       the community help to guide the academy’s curriculum, and provide speakers,
       field trip sites, job shadowing opportunities, mentors, student internships,
       community service opportunities, college tours and teacher externships.
       c. Incorporates citizenship. The academy fosters a culture of respect for others
       and encourages student contributions as citizens.
       d. Work/community based service learning. The academy offers work and/or
       community based service learning opportunities for all interested students either
       through paid internships or community service.

    0 = No evidence presented
    2 = Partial evidence presented
    3 = Adequate evidence presented
    4 = Exceeds requirements of evidence
    5 = Evidence presented is exemplary

Comment(s):




Rev. 2010_01                                                                           21
IX. Student Assessment.
Improvements in student performance are central to an academy’s mission. It is important to
gather data that reflects whether students are showing improvement and to report these
accurately and fairly to maintain the academy’s integrity.

       a. Student data are collected. These data include those necessary to describe the
       student body within the academy (e.g., grade level, gender, race/ethnicity) and its
       relationship to the high school in general, as well as student performance on a
       variety of outcome measures.
       b. Multiple academic measures are included. Measures include a variety of
       accepted indicators of performance (e.g., attendance, retention, credits, grade
       point averages, state test scores, industry certifications obtained, graduation
       rates, college going rates).
       c. Technical learning is assessed. Measures include knowledge of the field’s
       terminology, technical concepts, and ability to apply English, math, and other
       academic skills to authentic real world projects. Where appropriate, industry
       certification is incorporated.
       d. Accurate reporting. Analyses of these data are reported accurately and fairly,
       regardless of the results.
       e. Evidence of impact. These measures show whether, and how much, the
       academy improves student performance.

     0 = No evidence presented
     2 = Partial evidence presented
     3 = Adequate evidence presented
     4 = Exceeds requirements of evidence
     5 = Evidence presented is exemplary

Comment(s):




Rev. 2010_01                                                                             22
X. Cycle of Improvement.
No new academy functions perfectly. Even well established and operated academies benefit
from self-examination and refinement. Ensuring and improving the quality of a career
academy requires engaging in a regular cycle of improvement.

       a. Academy implementation is examined. Program leaders regularly assess the
       academy’s functioning, studying its strengths and weaknesses. This involves
       gathering feedback from key stakeholders, including students.
       b. Academy refinements are planned. These reviews lead to plans to address any
       problems. Such plans include timetables and benchmarks for improvement.
       c. Changes reflect the academy’s mission and goals. The refinements refer back
       to the academy’s underlying mission and goals.

    0 = No evidence presented
    2 = Partial evidence presented
    3 = Adequate evidence presented
    4 = Exceeds requirements of evidence
    5 = Evidence presented is exemplary

Comment(s):




Rev. 2010_01                                                                           23
                             EVALUATION SUMMARY

Total points awarded (sum of all pages) ________________________
   Score of 45-50 (exemplary status)
   Score of 40-44 (meets requirements)
   Score of 35-39 (probationary status)
   Score of 34 or lower (career academy terminated—termination reported to school board)

Assessment team commendations




Assessment team recommendations for improvement




Team Leader Signature____________________________ Date ________________


Team Members (3RD Party Assessment Only)




Rev. 2010_01                                                                           24
                        Request for Escambia County School District
                        Career Academy Admission Waiver/Appeal

Student Name: _____________________________________________________
Address: __________________________________________________________
City:_______________________________ State:____________ Zip:_________
Telephone Number:_________________________________________________
e-mail:____________________________________________________________
High School:_______________________________________________________
Career Academy: _____________________ Grade Level (next year):________
Place an “X” next to the appropriate box

        Does not meet the 2.0 Overall Grade Point Average
        Serious Discipline Infraction
        More than eight unexcused absences per semester
        Entering 11th Grade
Explain why a waiver/appeal should be granted, your reason for not meeting eligibility
requirements, and your reasons for wanting admission into the
academy.__________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________
_________________________________________________ DATE:________________


 Student Signature:


 OFFICIAL USE:
 Date Reviewed: __________________ Waiver/Appeal Granted Waiver/Appeal Denied
 Official Signature:________________________________________________
 Routing form:
 Original-School Choice; Copy-Career Academy Advisor; Copy-Workforce Education; Copy-School Guidance



Rev. 2010_01                                                                                           25

								
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