ALTERNATIVE MEANS TO EARN HIGH SCHOOL CREDIT Organizational Manual 2015 DIVISION OF CAREER AND TECHNICAL EDUCATION West Virginia Board of education 2015-2016 Michael I. Green, President Lloyd G. Jackson II, Vice President Tina H. Combs, Secretary Thomas W. Campbell, Member Beverly E. Kingery, Member L. Wade Linger, Jr., Member Gayle C. Manchin, Member William M. White, Member James S. Wilson, Member Paul L. Hill, Ex Officio Chancellor West Virginia Higher Education Policy Commission Sarah A. Tucker, Ex Officio Interim Chancellor West Virginia Community and Technical College Education Michael J. Martirano, Ex Officio State Superintendent of Schools West Virginia Department of Education Table of Contents Introduction and Definitions ...................................................................................1 Chapter 1 • Option Pathway (Option 1) ..................................................................2 • Public School Settings • Criteria for Establishing the Option Pathway (Option 1) • Responsibilities of Superintendent/Director/Career Technical Education Administrator/Principal • Option Pathway (Option 1) Team • Option Team Meeting/Student Selection » Criteria for Student Selection » Criteria for Student Behavior » Criteria for At-Risk Students with Disabilities • Option Team/Student/Parent Meeting • Option Pathway Teacher Training and Authorization » Authorization Training for the Option Pathway Teacher » Renewal of Authorization » Additional Requirements • Key Responsibilities of the Option Pathway Teacher • Option Pathway Student • High School Equivalency Preparation • High School Equivalency Testing Guidelines • School Counseling Services for Option Students • Option Pathway Students and WVEIS on the Web (WOW) • Transcript: Recording Grades/Credits for Option Pathway Students • End of Year (EOY) Data Collection for WVEIS on the Web (WOW) Chapter 2 • Credit Recovery (Option 2) ...............................................................17 Chapter 3 • High School Equivalency Diploma (Option 3) .................................18 Chapter 4 • Option Pathway in Juvenile Centers ................................................19 • Guidelines for Issuing a High School Diploma to OIEP Option Students • Guidelines for Issuing a High School Diploma to OIEP Option Students Completing the Requirements after the Residential Phase Chapter 5 • Mountaineer ChalleNGe Academy....................................................23 • Guidelines for Issuing a High School Diploma to Residential MCA Cadets • Guidelines for Issuing a High School Diploma to MCA Cadets Completing the Requirements after the Residential Phase Chapter 6 • Virtual Alternatives .............................................................................27 • Career Technical Concentrations • onTargetWV Credit Recovery • Registration • Local Co-Teacher/Facilitator/Mentor • WVVS Grade Transcripts and Drop Policy Chapter 7 • IWRC - Special Populations, Students with Disabilities .................29 • Principal, CTE Director Responsibility • Safety • Teacher Responsibility • IWRC/IEP Team Responsibility • Student Responsibility • Program Evaluation and Assessment Appendices ............................................................................................................33 Organizational Manual • Table of Contents i ii Alternative Means to Earn High School Credit Introduction The West Virginia Department of Education (WVDE) is committed to offering alternative educational opportunities to ensure student success, decrease the dropout rate and increase the graduation rate. Each of these opportunities includes a blend of Career Technical Education (CTE) and traditional core academic opportunities or a WVDE approved high school equivalency assessment (HSEA). These opportunities are intended to provide options to youth experiencing dramatic risks of dropping out of school. Definitions: Option Pathway 1 • Allows students to stay in school, complete a concentration correlated to the student’s Personalized Education Plan (PEP) per policy 2510 guidance, pass the HSEA, and receive a high school diploma. Option Pathway 2 Credit Recovery • Allows seniors needing to pass only one subject (or several subjects in the same content area) in order to graduate to take that one content area of the HSEA. Option Pathway 3 High School Equivalency Diploma • Allows students dropping out of school to take the HSEA prior to leaving school. Virtual Career Technical Concentrations • Provides flexible scheduling opportunities to students through virtual career technical education (CTE) concentrations. Concentrations in Business and Marketing as well as Human Services areas lend themselves well to online. onTargetWV Credit Recovery • Allows students to recover credits they need for graduation and help them develop skills and work habits that contribute to their continued academic success. Individualized Work Readiness Credential - IWRC • Provides students with moderate learning deficits the opportunity to gain valuable work readiness and occupation specific skills through a CTE career concentration cluster. Organizational Manual • Introduction 1 Chapter 1 Option Pathway (Option 1) Public School Setting The Option Pathway (Option 1) provides an opportunity for at-risk students to stay in school and graduate on time with their cohorts. The Option Pathway is designed for the student who has failed major core courses and is in the ninth, tenth, eleventh or twelfth grade. (A student who is age inappropriate for the eighth grade may also be considered.) A student in the second semester eleventh grade or a student in the twelfth grade must already be enrolled in and passing a concentration related to the students’ career interest per policy 2510 guidance or is enrolled in a CTE pathway that requires only one year to complete. Criteria for Establishing the Option Pathway (Option 1) Counties wishing to establish Option Pathway in their county should: 1. Contact the WVDE Option Pathway Coordinator, (304) 558-6315 2. Meet with the WVDE Option Pathway Coordinator 3. Request the Option Pathway Waiver Agreement/Application 4. Identify an Option Team 5. Designate/hire Option teacher(s) 6. Submit Option Pathway Waiver Agreement/Application 7. Collaborate with CTE Director/Administrator to identity appropriate concentrations that relate to the student’s Personalized Education Plan (PEP) in order to meet the student’s career interests. Responsibilities of Superintendent/Director/Career Technical Education Administrator/Principal The superintendent, OEIP director/principal, CTE director/administrator, or principal will: • Submit an application and all required data to the WVDE • Provide and oversee local finances for the Option Pathway • Designate/hire Option teacher(s) • Establish an Option Team • Agree to financially support and to send Option staff to mandatory trainings by the WVDE • Offer and support professional development by contracting WVDE recommended Option mentors for trainings and for model classroom observations when necessary • Maintain a student/teacher ratio that meets the 15:1 ratio strongly recommended by the WVDE 2 Alternative Means to Earn High School Credit • Monitor the scheduling of Option classes • Provide and allow access to computers • Provide an adequate supply of instructional and testing materials (both TABE and approved practice tests) • Oversee scheduling of Option students into concentrations related to the students’ career interests identified in the students’ personalized education plan. • Provide HSEA testing for Option students • Allow the Option student who is successful in the attainment of a high school diploma to participate in the high school graduation ceremony. • Assure the Option student is included in the appropriate state recognized standardized assessment in grades 9-11. • Submit a semi-annual and annual report to the WVDE Office of Adult Education and Workforce Development Office. • Identify the available CTE programs through collaborative discussions with CTE administrators before entering students into the Option Program. Option Pathway (Option 1) Team The Option Pathway Team consists of but is not limited to the following personnel: • CTE Administrator/Principal/Director, OIEP Director/Assistant Director, and/or County Superintendent • Counselor/Mentor • CTE Staff if an approved CTE concentration is selected • Option Teacher • Student’s Home School Representative • Special Education Director or Designee – if student has an Individual Education Plan (IEP) • The Student Assistant Team (SAT) may be used as the Option Team as long as the Option Pathway teacher and a CTE representative (if an approved CTE concentration is selected) are present when decisions are being made for the Option student. Option Team Meeting/Student Selection A preliminary Option Team meeting will be held once a student is recommended by a classroom teacher or administrative staff member. Before the student is allowed to begin the Option program, the Option Team will determine if the Option pathway is an appropriate selection for the student. Selection of students for the Option pathway is a very life-changing decision for the student. Students are taken from regular academic classes and put into a program that redesigns their path for graduation. Every effort should be made to choose students you feel will fit the program and succeed. While we know we cannot ensure 100% success, it is our obligation to take a serious approach to choosing students before placing them in Option. This is not an alternative program for extreme behavior and/or learning problems. Organizational Manual • Chapter 1 3 Determining if a student recommended for the Option Pathway is qualified for the program is the total responsibility of the Option Pathway Team. Placement of an at-risk student not capable of passing the HSEA is setting the student up for failure. Therefore, the student being recommended to the program should have the signature of a parent or guardian to take the Tests of Adult Basic Education (TABE®). (See Appendix 1, Parent Permission for Student TABE Testing.) The student must achieve a minimum of an 8th grade level on the TABE Language Arts, Reading and a 7th grade level on the TABE Mathematics in order to establish an entry level into the program. Note: TABE Survey (or TABE Complete Battery) Levels A or D should be administered in order to determine a student’s grade levels in Reading and Mathematics. In addition, both the Mathematics Computation and the Applied Mathematics tests should be given in order to determine the grade level for math. When determining a student’s eligibility to enter the Option Pathway, the Option Pathway Team should not consider the TABE scores alone but should also take into consideration the student’s grades and standardized scores found in his/her school record. Criteria for Student Selection Participation in Option will be restricted to students who are at least 16 years of age and meet the following criteria: • Student must have credit deficiencies (a total of one year’s credits behind their 9th grade cohort group) and/or are at risk of dropping out due to inappropriate age. • Student must be at least sixteen (16) and at high risk of dropping out of school due to personal issues. • Prospective students must take and receive the recommended TABE (Tests of Adult Basic Education) scores of 8th grade reading level and 7th grade math level. This test helps to demonstrate the ability to perform math skills and to read independently in English at a level sufficient to successfully complete the high school equivalency instruction and testing. • If a history of behavioral problems has existed, documentation must be in the student file that the behavioral issues have significantly improved. 4 Alternative Means to Earn High School Credit Criteria for Student Behavior While behavior issues are more times than not a problem with at-risk students, the level of the behavior problems should be considered when screening potential Option Pathway students. Students with serious behavior problems have a very minimal chance of being successful and also cause teachers and students to lose valuable time needed in order for students to study and pass the HSEA. Following are some areas of behaviors that students may have and still are likely to get into the program: Less Significant Behaviors Moderate Behaviors • Occasionally late for class • Frequently late for class • Wearing hats in the hallway • Frequently skipping class • Inappropriate display of affection • Disrespectful to some teachers • Not paying attention in class • Profanity toward teachers and • Not having completed homework classmates • Gets irritated easily • Disobeying class rules • Absenteeism • Insubordination towards some but • Etc. not all staff and teachers • Moderate to severe absenteeism • Etc. The behaviors listed below are indications that the student should not be admitted in the Option Pathway: Serious Behaviors • Numerous fights • Threats toward staff and classmates • Constantly disobeying all school rules • Disruption of class and lunch periods • Outbursts of anger and aggression • Extreme absenteeism • Etc. Students who are being considered for the Option Pathway (Option 1) should have a desire and willingness to be in the program and motivation to achieve the goals needed to be a successful graduate. Criteria for At Risk Student with Disabilities The Option team should take careful consideration before placing students with disabilities into the Option Pathway, keeping in mind that 40% of graduating seniors cannot pass the high school equivalency assessment. Therefore, parents and students should be aware that the HSEA preparation is rigorous and that accommodations on the tests must be approved by the WVDE and may not reflect the student’s IEP. Organizational Manual • Chapter 1 5 Thus, prior to placement into the Option Program, it must be determined if the student with a disability can be successful. Students with disabilities should meet the list of Students with Disability Selection Criteria as follows: • The student must achieve a minimum of an 8th grade level on the TABE Language Arts, Reading and a 7th grade level on the TABE Mathematics in order to establish an entry level into the program. • It is highly recommended that the student with disabilities take the HSEA practice test, using the accommodations stated in the Individual Education Plan (IEP) prior to entering the Option Pathway to see if passing the HSEA is possible. (For information on Special Needs Accommodations for the TASC test, please visit the TASCtest.com website.) • If the student passes the practice test for the HSEA with required accommodations, a request should be made to the WVDE to make sure these accommodations are approved prior to placement. The accommodation request must include the proper documentation, as required by the testing service and the WVDE. » IEPs may be used in lieu of a licensed professional Evaluator’s diagnostic evaluation report provided that it clearly indicates the examinee’s disability, is no older than three (3) years, and meets all other criteria as stated in the TASC Special Testing Accommodations Request Form, which is located on the TASCtest.com website. A copy of the IEP must be attached to the accommodation request form » The psychological report must be no older than five (5) years and must be attached to the accommodation request form. Not only should great consideration be given concerning passing the HSEA, the placement in a concentration related to the student’s career interest and correlated to the student’s Personalized Education Plan (per policy 2510 guidance) must also be deliberated, and if the concentration is in CTE, the CTE instructor must be consulted. Option Team/Student/Parent Meeting Once it is determined by the Option Pathway Team that the student is a good fit for this program and meets the criteria, the parent/guardian must be informed and are invited to attend a scheduled meeting with the Option Pathway Team (or at least one member of the team) and the student. The meeting will include a discussion of the educational alternatives available to the student; the academic, attendance, and behavioral expectations of the student once in the program; the anticipated goal of the program; and the services to be provided. It must be very clear to both the student and parent that if the student is unsuccessful in this program the only options left are: returning to the grade level the student was in prior to entering the Option Pathway program or enrolling in Option 3. Parents should also be aware that this program may not be available in another county or state if the student were to transfer. 6 Alternative Means to Earn High School Credit