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9th Grade Model Status Rubric, 0, 0, 0, 0, 0, 3.1, 1.55, 3.1, 1.55, 1.55,…
9th Grade Model Status Rubric
NSOP1. Mission and Goals
a. Post-Secondary and Career Connections
A career academy’s aim is to prepare all students for postsecondary education and careers.
complete postsecondary entrance academic requirements
Measurable Objectives
Appropriate
Time-Bound
Specific
vertical segment of the occupations within a
career field, encouraging them to aim as high as they wish.
Specific
Measurable Objectives
Appropriate
Time-Bound
c. Student Achievement
The academy provides support to all of its students to maintain and increase their achievement in high school.
through positive relationships with teachers and fellow students,
strong focus on personalization within a collaborative environment for all stakeholders
experience with career and education options outside the high school
rigorous and relevant curriculum, and
d. Community and Equity
Each school ensures that the career academy intentionally reflects the diversity and strengths of its school, community, and district
the grouping of its students is heterogeneous flexible, and equitable.
The academy is equitably accessible to and serves any interested student, regardless of race, ethnicity, gender, sexual orientation, socioeconomic status, special needs, or prior academic level.
e. Stakeholder Involvement
Stakeholders involved in the career academy have developed the mission and goals
there are clear benchmarks for
assessing how the mission and goals are met.
written mission, goals, and benchmarks.
developed, reviewed, available, and known by administrators, teachers, students, parents, advisory board members, and others involved in the academy
b. Student aspirations.
An academy seeks to raise, maintain, and increase the level of students’ motivation while in high school.
providing a focus to the program of studies that reflects their own
talents, aspirations, and interests
Continued personal awareness and exploration
along with curriculum and experiential components and extra-curricular choices
biggest
limiting factor in many youths’ future plans is not ability, but how they perceive their futures
NSOP2. Academy Design
An academy has a well-defined structure within the high school, reflecting its status as a small learning community.
b. Student Selection
Entry into the academy is voluntary and accessible to every freshman student.
The recruitment/selection process is written and widely available
New students are provided an orientation to the academy.
Parents or guardians participate in this process and approve of choices made by their son or daughter.
Enrollment of freshmen is inclusive of students with disabilities and English language learners.
c. Cohort Scheduling
Academy classes consist of
academy students who take
classes together each year
The academy students take at least three courses as a cohort with at least 80% of the enrollment in these courses academy students.
d. Physical Space
Both academic and career and technical (CTE) academy classrooms are near each other in the high school
building
Rooms allow for flexible configurations required by project-based learning.
e. Small size, Supportive Atmosphere
The academy maintains personalization through limited size,
academy staff teamwork (including counselors, librarian/media
specialists, academy-based administrators, and other support staff), and
a supportive atmosphere.
f. Academy Design Planning
There is ample opportunity for the academy staff, advisory board, and others to plan the academy together. The ideal time is
during the school day.
a. Single-Grade Articulation
one-year experience, with articulation in its teacher team, curriculum, and instruction across subject areas.
clear exploration of various postsecondary and career academies available at the 10-12th grade levels
NSOP 3. Host Community High School
Career academies exist in a variety of district and high school contexts
b. Support from Principal & Admin
Academies are an integral part of the school improvement strategy.
The high school principal and other administrators are knowledgeable, advocate, and actively involved in
its funding, staffing, and support
c. Adequate Funding, Facilities, Equipment, Materials
District and high school administrative support results in
Reflect a serious commitment from the community, district, and high school to the success of the academy.
appropriate academy scheduling,
adequate academy funding,
facilities,
equipment,
learning materials.
Support also advances opportunities for career and technical training.
SUPPORT
a. Support from BOE & Superintendent
Both serve as academy liaisons to the broader community and encourage coordination of similar academies across the district.
The District Board of Education is aware
of the academy and its mission and goals, and is on public record in support.
letter or email
Superintendent publicly endorses
the academy and offers active support.
letter or email
NSOP4. Faculty & Staff
Appropriate staff selection, leadership, credentialing, and cooperation are critical to an academy’s success.
b. Academy Staff
credentialed in-field,
well-qualified,
work in the academy,
committed to its mission and goals,
willingly involved in this role,
understand and support the philosophy and purpose of the academy
effective teaching
teamwork among a cross disciplinary group of staff
They work together as a team
and teach a majority of their classes in the academy.
The academy staff design instruction and curriculum around a career academy theme and cooperatively shares the duties of operating an academy.
c. Support from Counselors, non-academy teachers, classified staff
Counselors are
They understand the need for cohort scheduling and
well versed in the theme of their dedicated academy,
are experts in supporting post-secondary and career opportunities.
ensure academy students are scheduled appropriately.
Non-academy staff are
understand the value of the academy
help in recruiting students for the academy and providing departmental support.
a. Teacher Leaders & Coordinators
Academy Coordinators: One teacher (sometimes two) and a dedicated school administrator
Attend attend advisory board meetings,
help to coordinate teacher professional development, and
coordinate employer, higher education, and parental involvement
interact with school administrators and board members,
manage the budget,
Release time and/or a stipend may be provided for this role.
NSOP5. Professional Development &
Continuous Learning
Since it's not included in previous training, An academy provides adequate professional development time, leadership, and support
b. Professional Development
Experts from outside the high school provide
academy staff with training in
the academy structure,
project-based learning,
performance assessment,
curricular integration,
student support,
employer involvement, and
other relevant academy specific
professional development.
c. Volunteer Orientation
Business, community, and post-secondary volunteers are
adequately prepared for their roles as
speakers,
mentors etc.
field experience hosts,
Parents are
adequately prepared for their involvement (if any) in the academy as
social event organizers, etc.
field experience chaperones,
a. Common Planning Time
The site administrator ensures that
academy staff are provided
common planning time
within the high school schedule for
purposes of program coordination,
curricular integration,
business involvement,
resolution of student challenges.
NSOP 6. Governance &
Leadership
The academy has a governing structure that incorporates the views of all stakeholders and the leaders of the advisory board.
b. Regular Meetings
Meetings of the advisory board are held
at least quarterly, with
with defined agendas,
outcomes, and
meeting minutes.
The advisory board helps to
set policies for the academy
It also serves as a center of resource development.
c. Productive Partnership
There is evidence of a partnership between all roles.
the academy/high school and
its host community.
There is a set of By-Laws and/or a
memorandum of understanding (MOU) that clearly defines
all roles
d. A student's Voice
Students have opportunities to provide
student leadership through
input to the academy policies and practices
a. Network of Support
The academy is connected to an advisory board which may include
The board incorporates viewpoints from all members.
its own freshman board or
community representatives,
academy parents, and students
a subset of the boards for each of the upper level academies in the school.
the district and school administration,
feeder school representatives
academy staff,
employers,
and postsecondary education.
alumni.
NSOP 7. Teaching &
Learning
The teaching and learning within an academy meet or exceed external standards and postsecondary entrance requirements.
b. Rigorous Learning
Coursework reaches high levels of
English,
Mathematics,
Science, and
Social Studies.
Upon completion of the freshman year, students are
on track for matriculation into tenth grade and
are preparing for their postsecondary and career academies in grades 10 - 12
c. Sequenced,
Relevant,
Integrated Learning
Curriculum is
integrated among the academic classes.
Learning illustrates
applications of academic subjects outside the
classroom,
incorporates current technology and 21st Century Skills, and
includes authentic project-based learning.
d. Post-Secondary Planning
Students have access to
career and postsecondary information, are provided in these areas, and
begin a written post-graduate plan during their freshman year which will be reviewed and refined each semester thereafter.
The plans begin with
goals set by the student, which become an on-going personalized learning plan.
Progress on this plan reviewed by
student
parents/guardians,
counselors, and
advisors.
guidance and advisement
e. Dual Credit Options
Options for high school and advanced credit exist in a variety of ways and may include courses where students receive
eighth
grade,
high school credit or
postsecondary credit.
f. Development of a Portfolio
The student portfolio is
created and sustained throughout the academy experience, beginning in ninth grade.
g. Participation
experience in career and post-secondary exploration is
well-developed,
structured, and
on-going
The Freshman Academy will include
self,
career, and
postsecondary exploration experiences.
a. External Standards
The academic curriculum is framed around
national standards, or
approved state standards.
NSOP 8. Employer, Postsecondary Education, and Community Involvement.
A career academy links high school to its host community and involves members of the employer, post-secondary education, and civic community in certain aspects of its operation.
a. Local industry/economic needs.
b. Community involvement.
c. Citizenship.
d. Work-based learning.
NSOP 9. Student Assessment.
Improvements in student performance are central to an academy’s mission. It is important to gather data that reflect whether students are showing improvement and to report these accurately and fairly to maintain the academy’s integrity.
b. Multiple academic measures.
Measures include
a variety of accepted indicators of performance
matriculation,
attendance,
retention,
credits,
state test scores
as well as rubric-based assessments on performance tasks.
approved state standards in alignment
longitudinal data are collected.
c. Data Analysis.
Analysis of the data elements takes place in
various settings to support student achievement.
d. Career and Postsecondary Readiness Measures.
Measures include
Wayfinder
completion of self-awareness,
interest inventories,
career and postsecondary exploration,
and exploration of careers related specifically to school/district academies.
presentation skills,
problem-solving.
teamwork/collaboration, and
a. Student data are collected.
These data include
the relationship between
student body within the academy (e.g., grade level, gender,
race/ethnicity) and
the high school in general,
as well as student performance on a variety of outcome measures.
d. Evidence of impact.
Measures
These measures Teacher teams use student
Team teachers use student assessment to evaluate the quality of the education provided in the career academy and to make improvements to the curriculum,
instruction, and program structure. Freshman academies should have well-defined student supports and interventions. Academy
longitudinal data show whether there are improved student outcomes in terms of student matriculation, reduced dropouts,
increased academic success, career readiness preparation, fewer discipline incidents, and reduced retention rates.
show whether the academy improves student performance.
NSOP 10. Sustainability.
No new academy functions perfectly. Even well established and highly functioning academies benefit from self-examination and
refinement. Ensuring and improving the quality of a career academy requires engaging in a regular cycle of improvement.
b. Academy refinements.
All stakeholders, including students, are
surveyed regularly and input considered
leading to plans including
timetables and
benchmarks for improvement.
a. Academy implementation.
Program leaders regularly assess
the academy’s functioning,
gathering feedback from
key stakeholders,
students.
studying its strengths and weaknesses.
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