HUNTERDON COUNTY POLYTECH CAREER ACADEMY

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1 Case Study HUNTERDON COUNTY POLYTECH CAREER ACADEMY The Setting At first glance, Hunterdon County Polytech Career Academy (HCP) in Flemington, New Jersey, looks like a dream school. This shared-time career academy is an autonomous school district located Hunterdon County a county with one of the highest per-capita incomes in the United States and is 60 miles from both New York City and Philadelphia. HCP offers career/ technical (CT) instruction on a shared-time basis to students from five high schools in four school districts. Three of these districts have been recognized as Blue Ribbon Districts, and all five high schools have an almost perfect passing rate on the state s High School Proficiency Assessment (HSPA). Over 95 percent of the students graduating from the sending high schools plan to attend a postsecondary institution. HCP s 516 students attend both their home high school and HCP each day. Students come from both rural and suburban communities. The student population is 89 percent white, 6 percent Hispanic, 4 percent black, and 1 percent Asian. Seventy percent of the students completing an HCP program enroll in a postsecondary institution. HCP has two campuses, less than two miles apart, which house 16 programs of study. The campuses offer students the opportunity to train with state-of-the-art equipment and technology. The schools 13 labs provide hands-on experiences such as those that students will encounter in the workplace. HCP Adult School uses the labs and classrooms in the evening. The Need for Change HCP, like all shared-time centers, has to provide compelling reasons for students to leave their home schools each day to participate in one of its programs. Career/technical education (CTE) traditionally has not been perceived in the county as a valuable educational experience. The widespread sentiment among students was that they should attend HCP if they wanted an easy senior year. The sending schools offer top-notch academic programs and reflect their communities belief that high schools exist to prepare students for college. Southern Regional Education Board th St. N.W. Atlanta, GA (404) Providing convincing reasons to attend HCP became more difficult as schools increased academic credit requirements for graduation and the state required students to pass the HSPA to graduate. Juniors who fail to pass the assessment generally are enrolled in extra remedial classes during the senior year and thus would be unable to also attend HCP programs. HCP leaders and teachers realized that with the new graduation requirements and the need to increase students academic achievement in their junior year, maintaining the status quo at HCP would have resulted in an enrollment decline and possible school closure. It was time to make drastic changes to transform a traditional vocational school into a vibrant, 21st-century CT center. Every CT program needed to challenge students, develop their problem-solving skills and boost their academic achievement. Enhanced program offerings would appeal to students and parents and provide students with the skills to succeed in postsecondary endeavors.

2 Improvement Efforts Based on the TCTW Key Conditions and Key Practices Having previously been a High Schools That Work (HSTW ) site in 2005 and 2006, HCP again turned to SREB in 2007 and selected the new Technology Centers That Work (TCTW ) model to guide its transformation. Center leaders and teachers immediately began efforts to implement the TCTW Key Conditions and Key Practices. TCTW Key Conditions for Accelerating Student Achievement A clear, functional mission statement: Technology centers have a clear, functional mission to prepare students for employment, advanced career training and postsecondary studies. Strong leadership: Technology center and home high school leaders are committed to aligning and benchmarking curricula to high standards, improving the quality of instruction, and raising academic and technical achievement. The leadership team at each technology center includes the campus director, assistant director, counselors and teacher leaders. School and district teams participate in annual leadership development workshops aimed at more fully implementing the TCTW design. Plan for continuous improvement: Technology center leaders create an organizational structure and process that ensures continuous faculty involvement in determining what to teach; how to teach it; what students are expected to learn; how to assess what they have learned; and how faculty members relate to each other, to the students, to the home high school, to families and to the community. Qualified teachers: Technology center teachers have in-depth knowledge of their CT field and of the most essential academic skills needed for continued learning and training. Further, they have knowledge of the 21st-century skills their students will need for success in careers and postsecondary studies and of all aspects of industry related to their CT field. Technology center teachers must be able to plan and deliver effective instruction and, to do so, must understand not only their CT field, but their students talents, interests and aspirations. They must be equipped with instructional planning tools for developing course syllabi, mapping curricula, and planning effective project-based units and lessons. Commitment to goals: School leaders and teachers are committed to achieving the TCTW Goals and implementing the Key Practices. School boards are committed to having all students complete a CT concentration and a ready academic core. Continuous review of local policies and practices ensures that a strong message of high expectations is sent to the school administration, faculty, staff and the home high school(s). Flexible scheduling: Technology center leaders and school boards work with home high schools to adopt flexible schedules enabling students to attend technology centers, complete a ready academic core, and earn college credit and industry certifications. Support for professional development: Technology center leaders provide teachers with instructional materials, planning time and professional development for implementing new curricula and research-based instructional methods. 2

3 TCTW Key Practices High expectations Motivate more students to meet high expectations by integrating high expectations into CT and academic classroom practices and giving students frequent feedback. Program of study Require each student to complete a career-focused program of study, including both a concentration of at least four CT courses and a ready academic core, leading to better preparation for postsecondary studies and advanced training. Academic studies Teach more students the essential concepts of the college-preparatory curriculum by encouraging them to apply academic content and skills to real-world problems and projects within their CT studies. Career/technical studies Provide students with access to intellectually demanding CT studies that emphasize higher-level mathematics, science, literacy, and problem-solving skills needed in the workplace and in further education in high-demand fields. Teachers working together Provide teachers with time and support to work together in planning integrated lessons and projects to help students succeed in challenging CT and academic studies. Embed reading, writing and speaking as strategies for learning into all parts of the curriculum, and embed mathematics and science into CT courses through authentic problems, projects and other learning activities. Technology center leaders need to support CT and academic teachers to engage students in reading books and articles, writing, making presentations, and using high-level reasoning and thinking skills. Work-based learning Enable students and their parents to choose a program of study that integrates challenging academic and CT studies and work-based learning, and is planned by educators, employers and students. Strive to make work-based learning a part of each student s learning through internships, job shadowing and formal work-study programs. Students actively engaged Engage students in CT and academic classrooms in rigorous and challenging assignments using research-based strategies and technology. Guidance Work with the home high school staff to create a system of guidance and advisement that involves students and their parents in planning a career-focused program of academic and CT studies. Provide each student with the same mentor throughout high school at the home high school and at the technology center to assist with setting goals, selecting courses, reviewing the student s progress and suggesting appropriate interventions as necessary. Extra help/transitions Provide a structured system of extra help to assist students in completing accelerated programs of study with high-level academic and technical content. Culture of continuous improvement Use a variety of data (student assessments, program evaluation data, technology center performance reports, program enrollment, retention and placement reports, college remediation reports, student follow-up reports and advisory committee input) to continuously improve school culture, organization, management, curriculum and instruction to advance student learning. 3

4 Creating a Functional Mission HCP s first step was to develop a clear, functional mission that would guide future decisions. Center leaders wanted to ensure that all staff members, community leaders and parents would feel ownership of this new mission. Recognizing the importance of shared decision making in increasing ownership among all stakeholders, center leaders sought input from community members, board members from the sending school districts, local business and industry members, parents, students and staff members. HCP s goal was to create a statement that accurately expressed its new direction. The resulting mission statement is one that all faculty and staff members believe in and strive to follow: Ask students to complete challenging assignments involving engaging, research-based instructional strategies. Develop a comprehensive guidance and advisement system. Expand communication and collaboration so that all stakeholders focus on implementing the HSTW design for school improvement. AHS responded by creating a well-defined structure to guide and accelerate school improvement, including a campus leadership team that meets bi-weekly and participates in an annual retreat; task forces of teachers to address topics such as literacy, numeracy, grading, advisory services, school climate and discipline; and professional learning communities of teachers who meet weekly by department. Academy coordinators meet once a week. Faculty and staff maintain communication through an online wiki of information. The Hunterdon County Polytech School District provides a positive student-centered environment that focuses on career and technical education. We afford all students the opportunity to reach their fullest potential in preparation for the requirements of the 21st century and beyond. Strong Leadership and a Plan for Continuous Improvement Next, the district leadership created a TCTW committee (focus team) during the first year of improvement efforts to assist in the planning process and pilot several ideas and future goals. The committee of 12 six teachers, two administrators and four support staff members met monthly. They developed a professional development plan, assisted in implementing the professional development, and set school goals based on current data and the improvement plan. At staff meetings and professional development events, committee members presented instructional strategies, academic activities, projects and successful activities from their own classrooms. This committee continues to provide strong leadership and direction for HCP s improvement efforts with TCTW. The committee was essential in incorporating many of the TCTW goals and continues to provide support and assistance to every teacher. As a result of this strong leadership, all HCP teachers have the tools they need and a support base for implementing the TCTW Key Practices. Academic Studies With more than 95 percent of the students from the sending schools planning to attend postsecondary institutions, HCP had to build its academic reputation to attract these students and help them meet their goals. In , only 78 percent of the students passed the HSPA. The center received a TCTW Technical Assistance Visit (TAV) 1 in 2007, and one of the recommend actions that resulted from that visit was to embed college and career-readiness academic standards including reading, writing, mathematics and science in authentic assignments that engaged students in activities, problems and projects that required them to apply academic knowledge and skills. HCP adopted this goal to ensure more students were mastering rigorous academic content. 1 A Technical Assistance Visit (TAV) involves an external team of educators and community members visiting the center and conducting a threeday review of school and classroom practices. The TAV team reviews school data; interviews leaders, teachers and students; and observes classroom instruction before providing a debriefing of its findings. The TAV and follow-up report give school leaders a clear picture of the school s progress in school reform and recommends strategies for moving forward to implement the TCTW Key Practices. 4

5 Teachers and leaders began by participating in professional development on incorporating literacy, mathematics, and science standards and concepts into daily and weekly lessons. Previously, CT teachers had focused on teaching technical content, so infusing their instructional plans with literacy and mathematics was a major change and a challenge. With the TCTW committee leading the way and providing support, all staff members started teaching basic and complex mathematic concepts and assisting students with literacy assignments and activities. The TCTW committee considered many strategies for increasing reading and writing in career areas before implementing Writing on Wednesdays, a program that requires students to respond to a different writing prompt each week. During the first year of this program, the principal wrote each prompt, drawing from book assignments, current events, school issues and technical content. In the following year, teachers began developing their own prompts and posting them on the shared network. Teachers now have access to a library of thousands of both written and visual prompts. Students respond to journal topics and technical articles, and complete reflective and creative writing. The center also increased the amount of reading that students complete for their courses. In addition to other reading assignments, students read at least four books per year related to their program of study. Teachers use real-world activities to teach academics in ways that prepare students for life outside of high school. District personnel worked with mathematics and English teachers at the sending schools to create lessons to promote academics in several CT programs. In addition, a mathematics supervisor from one of the sending high schools spoke to HCP teachers about the need to incorporate mathematical terms into lessons and explained how CT programs provide students with an understanding of the relationship between mathematics concepts and real-world activities. The effect of these efforts is evident in students perceptions of the use of academics in CT courses. Between 2008 and 2010, HCP increased the percentages of students who reported that their CT teachers sometimes or often stressed reading, mathematics and science. (See Table 1). Source: 2010 HSTW Assessment Table 1: Student Perceptions about CT Teachers Emphasis on Academics Students reported: Their career/technical teachers sometimes or often stressed reading. 54% 84% Their career/technical teachers sometimes or often stressed writing Their career/technical teachers often stressed mathematics Their career/technical teachers often stressed science The students are much more receptive to completing assignments in mathematics, science and literacy when they are related to their career field and not when they are presented to them as math, science or English projects, said Taryn Romanczak, a pre-veterinary instructor. The students also respond much better to real-world applications, such as writing a letter to legislators about an issue. When you expand the circle of people who will see the students finished work this improves the quality of work. The students will work harder because it isn t just the teacher that is looking at the final project. When peers and outsiders view students work, the students will put in more effort. 5

6 Programs of Study and Rigor of Career/Technical Studies To address the increase in graduation requirements, HCP needed to offer students the opportunity to take challenging academic and rigorous CT courses. Combining two of the TCTW Key Practices helped to revolutionize its program offerings. The administration worked with all teachers, department chairs and assistant superintendents from the sending districts to create courses that provided both academic and technical credits for students. Some of the programs also give students an opportunity to earn postsecondary credit. Nursing: Through a three-year Tech Prep Grant project, HCP developed a new two-year nursing program that requires students to take four college-level courses Anatomy I and II, Dynamics in Health Care, Medical Terminology, and Emergency and Clinical Care through Raritan Valley Community College (RVCC). Students who pass an exam can receive credits from the University of Medicine and Dentistry of New Jersey (UMDNJ). A certified nursing instructor and an adjunct professor teach the program. During the first year of the nursing program, students receive 10 science and five practical arts credits. Students in the second-year course receive 10 science and five practical arts credits. These credits count toward high school graduation. Pre-Veterinary Science Large and Small Animals: Although this program already required a great deal of academic study, the administration decided to increase its rigor and make it more attractive to students by offering an opportunity to earn college credit. In 2008, a highly qualified English instructor from Hunterdon Central High School was hired to revise the pre-veterinary science curriculum to incorporate an appropriate quantity and quality of English content, aligned with the New Jersey Core Curriculum Content English Standards. In 2009, again using grant funds, HCP piloted the revised curriculum as the pre-veterinary science and English instructors worked collaboratively with Hunterdon Central. While the pre-veterinary science teacher delivered the content, the English teacher assessed students English-related work. The English grade became part of students overall pre-veterinary science grade. Students who meet the English standards or goals of the curriculum receive five credits of English in addition to five science credits in animal science and five practical arts credits. Hunterdon Central Regional High School is one of the five high schools that send students to HCP. The school enrolls 3,200 students. The school is so close to the technology center that students from Hunterdon Central can walk to an HCP campus. Hunterdon Central administration is a key supporter of HCP, and several of its teachers have collaborated with HCP teachers to embed English, mathematics and science into CT curricula. Health Science Career Academy: Through Career Academy Grant funds, HCP developed a two-year health science career academy. A certified health science instructor, also certified in physical education and English, teaches this program. After passing an exam for each listed course, students may earn ACE Personal Training certification and up to 17 postsecondary credits from UMDNJ. The concurrent college courses are Dynamics in Health Care, Medical Terminology, and Emergency and Clinical Care in year one, and Medical Math, Health Promotion and Writing for Health Professionals in year two. Students enrolled in the first-year courses will receive five high school credits each in science, English and practical arts. Second-year students will receive five credits each in science, English and physical education. Highly qualified Hunterdon Central instructors developed all of the academic course content, which was approved by their respective academic departments. Efforts continue to align the health science curricula with the New Jersey standards in science, language arts and physical education. Teacher Academy: HCP has developed a teacher preparation academy, which is unusual for shared-time centers. This program is open to 12th-graders who are interested in careers in teaching. Students receive intensive classroom instruction coupled with internships in area schools, observing and assisting veteran teachers in a variety of instructional activities. Students also visit several state teaching colleges. After completing this course, students may receive three transferrable credits from Seton Hall University or RVCC. 6

7 These new types of CT programs have helped to change the perception of HCP s program quality. One parent (a professional educator) of a student in the teacher academy wrote: My daughter was enrolled in Teacher Academy in September We had only just heard of this program several months prior and felt it might be a good match for her postsecondary goals. With great luck, she had completed the courses she needed to enable her to enroll in this program and still meet graduation requirements. With the school year three-quarters of the way through, it is important that you understand the impact that this program has had on my daughter, and all of the students in this program. High school seniors are writing lesson plans that rival the plans of the veteran teachers that I supervise. High school seniors are having conversations using contemporary educational terminology such as anticipatory set, differentiated instruction and backward design. High school seniors are walking into classrooms throughout the community and teaching highly effective lessons. These students will have an edge as they enter the college community to pursue degrees in education. They will come to student teaching with a background in lesson design, classroom management and best practices. Finally, they will enter the educational profession with skills that have been honed and practiced far more than their competitors, thanks to the Teacher Academy program. Efforts to improve CT programs paid off. On the student survey portion of the 2008 HSTW Assessment, 35 percent of students reported that teachers often set high standards for them and were willing to help them meet standards. In 2010, this number jumped to 47 percent. High Expectations HCP leaders believe that the TCTW Key Practices of increasing academic rigor and setting high expectations for students must be implemented concurrently to support student success. HCP students needed more information about high expectations and standards. After attending numerous workshops, several staff members convinced the administration and faculty to examine a grading policy that would require students to complete assignments and meet higher standards. They decided to test a model called the Power of I, which assigns an I (for incomplete ) to work that is not turned in or does not meet standards. Students then are required to redo the work until they meet or approach the necessary standards. Four teachers piloted this new grading system, and both campuses now have implemented the policy. The current grading scale is as follows: A= ; B = 91 84; C = Anything below 76 is failing. For students to pass a course, they must complete every assignment, including homework, and pass assessments. This system has shifted the ownership of student failure to the student and has made parent conversations about grades much easier. Now, students must turn in quality work and pass every test or quiz with a 76 percent or higher. Understanding that not all students test well, HCP allows students who do not meet the grade requirement to choose an alternate assignment to demonstrate mastery of the subject or topic. The grading changes provide students with the opportunity to succeed if they put forth the necessary effort. The policy has had many positive effects, including helping students make the connection between hard work and earning a meaningful grade, and helping students understand what is needed to succeed. On the 2010 HSTW Assessment, 66 percent of students reported that teachers often clearly indicated the amount and quality of work necessary to earn a grade of A or B at the beginning of a project or unit compared with 46 percent in One student shared this comment about how higher expectations have helped her: I have received help and guidance in more ways than one from the staff and especially my teacher, Mrs. Dotivala. She has invited me into her amazing and exciting world of cosmetology and has shown me what it takes to make it to the top. She shares her excitement when she sees an opportunity for me to challenge myself. The best part is that I know the reason she gives me these challenges and contests she knows that I can succeed! Knowing that a teacher really wants to see me make it to the top is the best part about coming to this school every morning. 7

8 Extra Help The number of HCP students who have learning, cognitive or emotional difficulties created a challenge as HCP increased its rigor and expectations a challenge that is common among many shared-time centers. When HCP joined TCTW, 40 percent of its students were classified as special education, and helping these students complete a rigorous CT and academic curriculum was an ongoing struggle for many staff members. To ensure all students had the support they needed to meet high expectations, the district hired aides to assist the teachers and work with students in the classrooms and labs. Technology use and additional support gave students effective learning opportunities. In keeping with TCTW s belief in raising expectations and providing support for all students, the center required the majority of special education students to complete the same assignments and assessments as students without the special education identification; some rose to the challenge and even outperformed some of the non-special education students. Others needed appropriate accommodations to complete the courses. Teachers and leaders are determined to continue with a rigorous curriculum and ensure that students at an array of ability levels can succeed. Students Actively Engaged Prior to becoming a TCTW site, most HCP teachers relied on lectures and basic-level skill practice as instructional strategies. For the most part, teachers taught and students listened. Now, teachers have redesigned their instructional delivery methods to better engage students in the learning process. Students use technology to research or learn through online courses, teach lessons, present information and solve problems in teams. HCP teachers have discovered that when students are more engaged in learning, their behavior along with their achievement improves. Student discipline referrals dropped from 139 in to 111 in The 2008 HSTW teacher and student surveys revealed a disparity between teacher expectations and student experiences. Teachers reported that they provided challenging assignments and projects, but nearly 40 percent of students reported that their CT courses were never or seldom exciting and challenging. The survey helped staff realize that students were capable of completing more challenging assignments and projects. Faculty worked together to engage students more deeply and increase the rigor of their curriculum. On the 2010 HSTW student survey, nearly three-fourths of students said that their CT course were sometimes or often exciting and challenging. Work-Based Learning To help students better connect classroom learning to their goals, every teacher participated in training to create and coordinate real-world experiences for students. Staff members created detailed learning plans for students in work-study, job-shadowing or internship programs. The trainer assisted teachers with brainstorming types of structured learning experiences in which students could participate. Staff members discussed their existing partner work sites and collaborated with others to identify new sites. The challenge of providing industry credentials and certification had been a long-term struggle for HCP. Many programs did not offer credentials in the career area, even at the high school level. To add value to programs, many teachers began working with postsecondary schools to create dual credit or articulation agreements. Several programs now also offer certifications: cosmetology, automotive, law enforcement, culinary arts and pre-veterinary science. The administration continues to search for other certifications available to high school students. Previously, students observed but did not participate in activities on field trips, nor did they interact with guest speakers. The current goal is engagement in meaningful activities on field trips. For example, pre-veterinary science students check vitals and administer vaccinations to calves at a dairy farm. The nursing students socialize with and assist patients at a local senior care center. Students in the automotive program spend a 40-hour workweek at a local car dealership to obtain a true feeling of an auto technician s typical week. The HCP goal is for students in every program to have some type of structured real-world learning experience. 8

9 Guidance A main HCP goal is to prepare students for their futures. To meet this goal, HCP leaders and counselors recognized that students needed more information about their options at the home school and at HCP. The guidance counselor and case managers work with the sending schools counselors to improve communication regarding opportunities HCP can provide to all students. Next, the guidance and advisement system changed to concentrate on students who lacked a postsecondary career plan or had a misalignment between their plan and their program of study. Every September, students complete a survey regarding their goals and plans for after high school. The teachers review these plans for appropriate placement. Students who may not be in a program aligned with their goals and students who do not complete a plan are red flagged. These students become top priority for the counselors. Finally, the counselors work with the students to determine a program of study based on interests, aptitudes and goals that will provide each student a purpose and direction for high school and beyond. One student noted: Polytech doesn t only teach students about careers; it also helps them take a step forward into college. Some students don t know what their intended major will be. The teachers are extremely willing to help students get on the right track. With my family s financial struggles from the economy, we didn t know where to turn or how we could pay for my college tuition. My teacher explained financial aid programs, scholarships and many other things about colleges. Culture of Continuous Improvement School transformation and improvement requires teachers and staff to acquire and apply new knowledge and skills continually. HCP has been able to send teachers and administrators to state and national professional development events targeted to the improvement plan. Twelve teachers have attended at least one national event and six have attended three or more. The TCTW National Forum has been another excellent avenue for teachers and leaders to network, share, and learn from other CT teachers and leaders around the country. Staff members also attended workshops on incorporating real-world academics into programs of study offered by the New Jersey Department of Education. Staff members attended workshops on real-world and authentic writing projects. Several teachers attended a series of intensive workshops on infusing science and mathematics into the CT curriculum. These teachers worked with experts to create lessons with engaging rigorous academic activities. Staff members who attend a conference, workshop or class report what they learn to the TCTW committee. The committee then creates a professional development activity to share with the entire staff. Having staff members provide professional development to their peers assisted in moving HCP in the right direction. This practice contributed to staff ownership and acceptance of the district-wide academic goals. HCP teachers also assess their programs annually using a rubric developed by SREB. Administrators analyze the data collected from the rubric to plan professional development, professional learning community (PLC) topics, and goals for the next year. Rubric results from revealed: All HCP programs had low parent involvement. All had few effective field trips and guest speakers. Many lacked industry credentials. Many included little or no work-based learning. Some had little involvement with CT organizations. 9

10 SREB has developed a rubric for evaluating the quality of individual CT programs of study at comprehensive high schools, shared-time or fulltime CT centers, and TCTW sites. This self-assessment tool was designed to bring consistency and objectivity to the evaluation of CT program of study. The rubric provides 18 quality indicators to aid in assessing CT programs of study. In-depth descriptions are included for each quality indicator, along with ratings for levels of implementation. CT teachers and school leaders can use this as a self-assessment tool to pinpoint strengths and weaknesses in their CT programs prior to a Technical Assistant Visit (TAV). TAV teams and school consultants can use the results to focus school improvement plans, identify challenges and create action plans to overcome those challenges. The CT program evaluation tool is available online at org/uploads/documents/2009/ 11/ /CT_ Program_Quality_Evaluation_Tool_ Shaded.pdf. At PLC meetings, teachers discussed these issues and worked together to devise solutions, which were shared with all staff members at faculty meetings. Many teachers began implementing these solutions immediately. For example, one teacher developed consistent contact with parents through a free online software program. Using Engrade, the teacher posted grades, attendance, homework assignments, and missing assignments, and ed parents directly. During an afternoon of professional development, staff members trained their peers to add students to the program. As of November 2010, every teacher was using this software system. The program helped staff members communicate with parents and guardians. The district held an open house and Back to School nights for parents to observe HCP programs. Use of the CT rubric assisted in improving program components and HCP as a whole. As school ended in 2009, teachers again used this rubric to assess the quality of their programs. The administration compiled the results and used the information with the faculty to determine areas of improvement for the following year. Previously, this end-of-the-year debrief centered on student data rather than program improvement. The discussions now target specific areas all programs can address. The CT rubric has helped increase faculty ownership in the school improvement process because the data come from their own evaluations, said HCP Principal Dan Kerr. The rubric summary for spring 2010 identified three main areas needing further improvement: parent involvement, work-based learning and student assessment. Consequently, the TCTW committee piloted a new online parent portal and a no-zero grading system that requires students to redo work until it meets standards. These programs have now been adopted schoolwide. The committee also arranged for professional development on designing effective work-based learning standards. Results of HCP s School Improvement Efforts Turning a traditional vocational center into a successful 21st-century CT center was a complicated, sometimes overwhelming investment that has taken five years and is still ongoing. The returns in improved student engagement and achievement are motivation for continuing improvement efforts. Between 2008 and 2010, HCP substantially increased the percentages of students scoring at and above the Basic level on the HSTW Assessment tests in reading, mathematics and science. (See Table 2.) Students who achieve at or above the Basic level are likely prepared for postsecondary studies without remediation. HCP also saw an increase in the number of students earning the HSTW Award of Academic Achievement, given to students who complete a rigorous high school curriculum and perform at a college- and career-ready level. In 2008, eight students received the award, compared with 16 students in

11 Table 2: Percentages of Students Scoring at Each Performance Level on the HSTW Assessment Reading Below Basic 35% 24% Basic Profi cient Advanced 5 8 Mathematics Below Basic 47% 16% Basic Profi cient 5 26 Advanced 3 4 Science Below Basic 60% 28% Basic Profi cient Advanced 0 0 Source: 2008 and 2010 HSTW Assessments As a result of these dramatic improvements, the school received the TCTW Gold Improvement Award from SREB in This award was given to TCTW centers that increased their mean scores in at least one subject area by at least 10 points from 2008 to 2010 on the HSTW Assessment. HCP was one of only five technology centers in the nation to receive this award in 2010 and the only TCTW site with test scores that improved by at least 10 points in all three subject areas. Another data source that HCP examined was the High School Proficiency Assessment, New Jersey s high school assessment tool. From 2008 to 2010, HCP has improved the percentage of students scoring at the Proficient level in language arts and the percentage of students scoring at the Advanced Proficient level in mathematics. (See Table 3.) 11

12 Table 3: Percentage of Students Meeting NJ High School Assessment Standards Language Arts Profi cient 75% 71% 82% Advanced Profi cient Total meeting State Proficiency w/o remediation Mathematics Profi cient Advanced Profi cient Total meeting State Proficiency w/o remediation Source: 2010 HSTW Assessment Lessons Learned From their efforts to embed reading, mathematics and science into instruction, HCP teachers learned that students are more motivated to learn academic content when it is taught in the context of CT subjects. They do not learn as well when taught English and math in a vacuum. Identifying the academic knowledge and skills that are crucial for success in a specific career and incorporating those skills as part of the daily Do nows, weekly journal entries or projects are the keys to success for the TCTW model program. Assigning reading materials and books of interest to them in their program of study piqued students interest in reading. A school can work very hard to change, but real and lasting change takes everyone working hard together and moving in the same direction. The most vital component in HCP s success and progress toward deeply implementing the TCTW model has been the strong collaboration between teachers and administrators. The TCTW committee makes recommendations for professional development and implementation strategies based on the school improvement plan, student needs and teacher support. The administration then finds the resources needed to carry out the committee s recommendations and provides time for teachers to work together. Three full days are allocated for professional development each year. Teachers also participate in after-school professional development events, monthly professional leaning communities (PLC) meetings and various committee meetings. Providing staff time to work with their peers and sharing ideas, successes and issues were key to our progress, Kerr said. Remaining Challenges and Next Steps for Improvement Increase Academic Rigor Without reducing enrollment numbers, the district must tackle the challenge of increasing the level of academic courses that students take at their home school before they begin a program at HCP. This seems to be a common issue nationwide. Students need to be challenged in their academic and technical classes and learn to apply academic skills to real-world situations. They need to develop better problem-solving, critical-thinking and team skills by practicing them in both academic and technical classes. 12

13 Identifying and emphasizing academic standards then creating materials to ensure that they are part of the daily lessons is an ongoing challenge. One solution for this challenge is to create an academic skill set that each student must master prior to course completion. This set could include the abilities to create a resume, research projects, capstone projects or multimedia presentations. All teachers need to have the tools or activities to emphasize academics while improving student engagement and achievement. Change Perceptions of CT Programs Changing the perception of CT programs is a constant challenge for the district. HCP addresses this challenge by combining rigorous academic content with challenging real-world assignments that advance both academic and technical content. Stakeholders need to understand that quality CT education requires students to apply college-ready academic knowledge and skills to complete assignments. It adds value to students readiness for college, advanced training and careers. HCP is creating a culture where students work hard and actively participate in their learning. HCP can take these steps to continue to advance the perception that quality CT programs provide a different way to learn: Educate parents, community members, and local high school personnel. Inform CT students of requirements to complete all lab and class work. Emphasize the amount and rigor of academic work required in CT courses Build on Existing District Support Without the support of the school district HCP would not have been able to make the improvements thus far. Since school improvement is a continuous effort, HCP needs continued district support for: Providing time for teachers to develop rigorous, project-based learning activities. Providing teachers with additional training and time to embed rigorous academic standards into instruction. Encouraging teachers to step outside traditional classroom formats to engage the students with more real-world applications of learning. Encouraging teachers to provide engaging and intellectually demanding activities that incorporate academics. Policies and Support That Assisted HCP with School Improvement State Policies and Support for School Improvement Financial assistance to turn a traditional vocational center into a successful 21st-century CT center Workshops and assistance in developing an action plan A TAV to determine what was working at the center and what needed to improve Support for the TCTW model District Policies and Support Financial resources for many professional development activities Support for the TCTW committee and their efforts Support to the administration with policy changes and other needs 13

14 TCTW Support A workshop on the TCTW Key Practices and Conditions for School Improvement HSTW Assessment data The TCTW National Forum The HSTW Annual Staff Development Conferences Access to a printed materials, workshops, newsletters and a network of schools from which HCP could learn new strategies for improvement Attendance at the Annual HSTW Staff Development Conference and the TCTW National Forum has been key to HCP s improvement process. Teachers and leaders have attended hundreds of sessions at these events and shared their ideas with the entire staff. Ideas first encountered at these national events prompted many school improvement actions: A change in the district grading policy Integration of academics into CT courses Use of data to support the need for change Use of the CT program rubric Increased student expectations The TAV proved valuable in forming a foundation for change at HCP. Since the district s formation in 1996, no outside organization had ever observed and analyzed student learning, school culture, instructional practices, core beliefs or any other aspect of HCP s programs. Feedback and recommendations from the TAV provided a roadmap for improvement. Data from the HSTW Assessment also helped to spur teachers and leaders motivation to improve, providing critical information on students academic achievement. HCP is located in an affluent county where every student is expected to go to college. Many teachers were surprised by the 2008 assessment results, which clearly demonstrated that too many HCP students were not prepared to transition successfully to postsecondary studies. These data helped the teachers buy into the need to reinforce academic skills and prepare students for postsecondary endeavors. The student and teacher surveys provided staff with insight into the expectations for students, teachers and school leaders. Most importantly, they provided benchmarks to measure the depth of implementation of various Key Practices. TCTW and SREB tools and assistance were essential in the district s progress and will guide future actions Kerr said. 14

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