Manual of Operations

Manual of Operations School Year 2010-2011 July 2010 Ohio Department of Education Office of Career-Technical Education Career-Based Intervention Programs 25 S. Front St., Mail Stop 611 Columbus, OH 43215-4183 Phone: (614) 466-0422 Fax: (614) 728-6176 www.education.ohio.gov Visit our Web site for updates! Go to www.education.ohio.gov and search keywords: CBI Manuals. The Ohio Department of Education does not discriminate on the basis of race, color, national origin, sex, religion, age or disability in employment or the provision of services.

Table of Contents Page Table of Contents Purpose 1 ODE Staff/Vision/Mission/Goals 2 I. CBI Program 2 A. Mission B. Description C. Structure 1. Related Instruction 2. Academic Intervention/Instruction 3. Work-Based Learning D. Teacher Coordination Time E. Applying for an initial CBI program F. Hiring a non CBI endorsed teacher G. Sample Program Design Models II. Certification and Professional Development 8 A. Certification for CBI Teacher/Coordinators B. Academic Certification and Endorsements C. Highly Qualified Teacher D. Professional Development E. Professional Association III. Course of Study and Core ITACs 11 IV. Career-Technical Funding Through EMIS 13 A. Career-Technical funding B. Student Reporting C. Work Experience and Career Exploration Program D. WECEP on EMIS (Educational Management Information System) V. Student Selection 16 A. Student Eligibility B. Selection Process VI. Student Enrollment Process 17 A. Student Application B. Parent Contact C. Home Visits D. Student Data VII. Job Placement 18 A. Work-Based Learning Activities B. School Employment C. Community Employment D. Wages E. Work Experience and Career Exploration Program (WECEP) F. WECEP Variances G. Work Permits and Procedures i 2010-2011 Career-Based Intervention Manual of Operations For updates, go to www.education.ohio.gov and search keywords: CBI Manuals i

VIII. Work Experience 19 A. Teacher/Coordinator Responsibilities B. Job Supervisor Responsibilities C. Training Agreement D. Training Plans E. Evaluation IX. Coordination and Extended Service 21 A. Coordination Activities B. Extended Services X. Program Accountability through CBI Indicators of Performance 22 XI. Record Keeping 24 A. Student Files B. Teacher/Coordinator Records C. Program Data XII. Advisory Committee 25 A. Student Recruitment B. Student Placement C. Curriculum Development D. Facilities and Equipment E. Staff Development F. Public Relations XIII. Public Relations 27 XIV. CBI Student Leadership Activities and Contests 28 XV. Agency Coordination 28 XVI. Career Technical Education Planning Districts (CTPD) 28 APPENDICES A. ODE Minimum Graduation Requirements B. Sample Curriculum Map C. Statewide Testing D. Federal Poverty Guidelines E. CBI Student Program Application F. Sample Parent Letter G. Home Visit Checklist H. School Employees Retirement System Exemption I. Federal Unemployment Tax Exemption J. Training Agreements K. Training Plans L. Employer s Grade Sheet/Job Evaluation M. Employer Letter N. Student and Parent Contract O. Academic Pupil Data P. CBI Resource List Q. CBI Board of Directors and Regions R. CBI Program Indicators of Performance ii 2010-2011 Career-Based Intervention Manual of Operations For updates, go to www.education.ohio.gov and search keywords: CBI Manuals

Purpose Career-Based Intervention (CBI) programs provide combined educational and workbased learning opportunities for Grade 7 through 12 students who are disadvantaged (academic, economic or both) and/or disabled with barriers to career and academic success to: improve academic competence; graduate from high school; develop employability skills; implement an Individual Academic and Career Plan (IACP); and participate in a career pathway in preparation for postsecondary education and careers. 1 2010-2011 Career-Based Intervention Manual of Operations For updates, go to www.education.ohio.gov and search keywords: CBI Manuals

Ohio Department of Education Staff Office of Career-Technical Education Career-Based Intervention (CBI) Programs 25 S. Front St., 611 Columbus, OH 43215-4183 Fax: (614) 728-6176 Eric Landversicht, Consultant Cheryl Hamblin, Secretary (614) 995-5108 (614) 466-5718 Eric.landversicht@ode.state.oh.us cheryl.hamblin@ode.state.oh.us CBI Staff Vision - To create and maintain the best system to deliver academic achievement, employability skills and work-based learning to students with barriers to career and academic success. CBI Staff Mission - To provide quality leadership to CBI programs for development, improvement and expansion of academic and work-based learning experiences for at-risk youth. CBI Staff Goals 1. Ensure program accountability. 2. Provide technical assistance. 3. Facilitate program coordination and collaboration. 4. Facilitate ongoing professional development. I. Career-Based Intervention Programs A. Mission To raise expectations, build capacity and improve results of Career-Based Intervention Programs by expanding and integrating academic and work-based learning experiences for students with barriers to career and academic success. B. Description The Career-Based Intervention (CBI) program is a Career-Technical Education Program designed for students ages 12-21 in grades 7-12 who are identified as disadvantaged (either academically or economically or both) or students with disabilities and who have barriers to achieving academic and career success. The program is to help students improve academic competence, graduate from high school, develop employability skills, implement a career plan and participate in a career pathway in preparation for postsecondary education and/or careers. The CBI program provides a combination of educational and work-based learning opportunities for student success. The number of years a student spends in the CBI program is determined by the local program design and individual student needs. CBI programs are recommended to have a minimum of 15 and a maximum of 25 students per class and all CBI students must have scheduled related instruction. CBI program models can be single period which is referred to as Connections (or Career Connections) in the models section of this manual (page 5) or programs may be multi period in which students have separately scheduled related instruction and work-based learning periods. Academic instruction (for credits) by the CBI instructor is not a program requirement but is recommended if the instructor is age and subject appropriately certified/licensed. All programs must provide academic intervention to assist the student with study skills, assist with academic progress and success and prepare for appropriate standardized testing (Ohio Achievement Test or Ohio Graduation Assessments). 2 2010-2011 Career-Based Intervention Manual of Operations For updates, go to www.education.ohio.gov and search keywords: CBI Manuals

The following key principals are based on seven of 10 High Schools That Work research-based key practices linked to student achievement and the integration of academic and careertechnical skills and are intended to guide CBI program design and delivery to best meet student needs. The seven key principles used as a guide for program designs are: Higher Expectations - Partnering with administrators, teachers, counselors, parents and community to support a belief system that all learners will achieve academic success, establish a career pathway and become contributing members of society. Common Curriculum - Engaging learners in the common curriculum of the school that provides opportunities for graduation and links with school district and state curriculum and performance expectations. Authentic Learning - Providing appropriate and effective instruction by meeting student needs through active learner engagement and relating subject matter to life and work. Supportive Structures - Achieving optimum conditions for learning through a student-teacher ratio that promotes effective interaction and instruction, physical location to develop psychological and social identity and instructional resources and technology to meet individual learner needs. Sense of Belonging - Providing activities and a classroom/community environment that lead to increased positive social interaction, citizenship practices and leadership development. Continuous Improvement - Monitoring and improving classroom achievement by using student assessment and program data in relation to the district's continuous improvement plan. Student Identification - In partnership with administrators, counselors, teachers and parents, selecting students who have barriers to career and academic success. C. Structure The CBI teacher/coordinator is a certified/licensed teacher responsible for the instruction of students in job-related competencies, employability skills development, career development, academic intervention and coordination of work-based learning activities of the students. Teachers may also teach for academic credit in any area in which appropriate certification or licensure is held. Classroom instruction should provide appropriate and effective instructional resources and technology for individualized instruction in a smaller group setting that meets learner needs. For every 120 hours of academic instruction there must be 120 hours of CBI work-based learning and/or CBI related instruction. Scheduled CBI related class time is not for academic credit recovery activities. The three required program components are: 1. Related Instruction Curriculum based on Core Integrated Technical and Academic Competencies (ITACs) connects academics to work-based learning. The six Core ITAC strands are: 1. Solving Problems and Thinking Skillfully 2. Communicating Effectively 3. Applying Technology 4. Working Responsibly 5. Planning and Managing a Career 6. Managing Resources 3 2010-2011 Career-Based Intervention Manual of Operations For updates, go to www.education.ohio.gov and search keywords: CBI Manuals

Core ITACs represent what CBI students need to know and be able to do to be successful in further education, in a career and in life. The Core ITAC Competency List outlines the organization of 51 desired competencies within the six strands. Additional information on the ITACs is available online through The Ohio State University's Center on Education and Training for Employment Web at http://eric.ed.gov/ ; search for document ED444000. The CBI Related class must meet for a minimum of 120 hours for the school year to qualify for career-technical funding. 2. Academic Intervention/Instruction Academics are taught for credit or remediation. It is a local decision whether to offer courses for academic credit required for graduation (see ODE Minimum Graduation Requirements Chart, Appendix A) or as elective credit necessary to prepare students for placement into required classes. All CBI academic classes must meet for a minimum of 120 hours per year; the CBI teacher/coordinator must be age and subject appropriately certified/licensed/endorsed to award academic credits and must also teach a CBI related class. CBI Academic teachers must meet federal Highly Qualified Teacher requirements (see page 8). Academic classes need to be separately scheduled class times in addition to but not a part of CBI-related classes. Academic intervention is to assist students with developing appropriate study skills and strategies by providing the best intervention options available in the school for students to succeed in academic classes and on standardized tests. Appropriate intervention should be arranged and provided as a part of the CBI related and/or CBI work-based learning class times. 3. Work-Based Learning Paid cooperative work experiences and/or Non-paid work-based learning experiences such as job shadowing, short-term field experiences, internships, volunteering at non-profit community agencies, career exploration and/or service learning activities. Students in paid work experiences should also be given the opportunity to participate in a non-paid work experience that reflects the long-term career goal as stated in the Individual Academic and Career Plan (IACP) - if different than what the paid work experience offers. All separate work-based learning classes must meet for a minimum of 120 hours per credit granted and must also have a CBI-related class. One CBI teacher/coordinator is responsible for the same set of students in the work-based learning experience and the related instruction components when the multi-periods model is used. D. Teacher coordination time is necessary for program planning and development and observing students participating in paid and non-paid work-based learning activities, job site coordination with employers and job supervisors, job development, community and agency contacts, school personnel coordination of students' academic support and behavior and follow-up. The amount of time allotted for coordination is relative to the program design model that is in place. Teacher coordination time must correspond to the students' work schedule when students are in paid and/or non-paid work-based learning experiences. It is recommended that single period CBI program models have a minimum of 120 hours of coordination time per school year. Coordination time must not include the required 30-minute lunch period nor the locally negotiated conference/planning period for all teachers. 4 2010-2011 Career-Based Intervention Manual of Operations For updates, go to www.education.ohio.gov and search keywords: CBI Manuals

E. Applying for an initial CBI program and modifying existing CBI program Administrators need to contact the ODE Career-Based Intervention consultant for current parameters to Career-Based Intervention programs and to discuss program options. An initial program may be added to a school that did not have a program that received weighted careertechnical funding the previous school year in a given building as identified by its Information Retrieval Number or IRN. An initial program is requested using form CTE-26 CBI, Application for Approval of Secondary Career-Technical Programs, found on the ODE Web site. Go to www.education.ohio.gov keyword search: CTE-26. CBI has developed a separate CTE-26 for this program. F. Hiring a new non CBI endorsed teacher Qualifications to obtain the Career-Based Intervention endorsement are in section 3301-24-05(D)(4) of the Ohio Administrative Code, the Career-Based Intervention (CBI) endorsement shall require: a baccalaureate degree; verification of two years of successful teaching experience under a standard teaching certificate, a provisional teaching license or a professional teaching license; and evidence of the equivalent of one year of work experience outside education. Information for qualifications necessary to prepare and hire a teacher for a CBI position can be found also be found on the ODE Web site, go to keyword search: CTE Teacher Preparation and Licensure. G. Sample program design models The following are sample program design models that are provided to assist in program planning to meet the required CBI components. Models shown are based on teacher schedules. It is recommended for all models to be year-long to provide appropriate support systems for all CBI students. Contact the ODE Career-Based Intervention consultant for further details on possible program models. SINGLE PERIOD 1. Career Connections 2. Career Connections 3. Conference/Planning Period LUNCH 4. Career Connections 5. Career Connections 6. Career Connections 7. Coordination Period Each CBI class meets for one period totaling a minimum of 120 hours for the year and is the only CBI class for each group. The displayed model can accommodate five different groups of CBI students. Work-based learning activities must be included within this single-period class time. This model is referred to as Connections or Career Connections. SINGLE PERIOD PLUS ACADEMICS 1. Career Connections 2. Academic 3. Career Connections 4. Academic LUNCH 5. Conference/Planning Period 6. Career Connections 7. Academic 8. Coordination Period This model can accommodate up to three separate sets of students. This is an expanded version of the single-period model with increased emphasis on academics. Work-based learning must be integrated within this time frame. ALL students in the academic portion of this time block must be enrolled in CBI related (Connections or Career Connections). The CBI academic class is recommended but not required as a part of this model. 5 2010-2011 Career-Based Intervention Manual of Operations For updates, go to www.education.ohio.gov and search keywords: CBI Manuals

MIXED PROGRAM DESIGN 1. Career Connections 2. CBI Related 3. Academic 4. Conference/Planning Period LUNCH 5. Co-op Work Experience (Coordination) 6. Co-op Work Experience (Coordination) 7. Co-op Work Experience (Coordination) This model reflects a combination of a single period program and a traditional Occupational Work Experience (OWE) program and serves two different sets of students. The single-period model (Connections) must meet the three program requirements. The work-based learning component for the multi period model is a paid work experience. Coordination time is required for the number of periods and times corresponding with the student work experiences. Students need to work for only 120 hours to meet the separate work-based learning component. CO-OP PAID/NON-PAID WORK- BASED LEARNING 1. Academic (half of class) 2. CBI Related (all students) 3. Academic (other half of students) 4. Conference/Planning Period LUNCH 5. Co-op Paid/Non-paid WBL (Coordination) 6. Co-op Paid/Non-paid WBL (Coordination) 7. Co-op Paid/Non-paid WBL (Coordination) This model is similar to the traditional Occupational Work Adjustment (OWA) model in which the instructor is assigned one set of students for the entire school day. Work-based learning may be: paid cooperative work experience, non-paid work experiences or a combination of both. Non-paid work experiences can be: job shadowing, short term field experiences, internships, volunteering at non-profit community agencies, career exploration, mentoring and/or service learning activities. Students need to have work-based learning activities for only 120 hours to meet the separate work-based learning component. Multi periods are an option, not a requirement. Coordination time is required for the number of periods and times that correspond with the student work experiences. Coordination time is in addition to lunch break and locally negotiated conference/planning time. Academics are taught for credit or remediation. In this model, the academic class size is reduced to meet a lower teacher/student ratio. 6 2010-2011 Career-Based Intervention Manual of Operations For updates, go to www.education.ohio.gov and search keywords: CBI Manuals

NON-TRADITIONAL PROGRAM 1. CBI Related (own students) 2. Academic (own students) 3. Academics (other CBI students) 4. Conference/Planning Period LUNCH 5. Occupational Specific Lab (Coordination) 6. Occupational Specific Lab (Coordination) 7. Occupational Specific Lab (Coordination) This model represents two possible models. One includes two or more CBI instructors in a school setting and CBI students are rotated for academic instruction between the two teachers. The other is where skilled training programs are accessible. The work-based learning component is a rotation of six weeks in different occupationally specific labs where the CBI teacher coordinates the activities and is designated as the teacher of record. Students need to have a minimum of 120 hours of the Occupational Specific Lab to meet the work-based learning component requirement for the program. Block Scheduling Day A Day B 1 2 CBI Related CBI Academic Career Connections CBI Academic LUNCH 1 2 CBI Related CBI Academic Career Connections CBI Academic LUNCH 3 CBI Related 3 Conference 4 Coordination 4 Coordination If instruction within a block consists of two components such as: CBI Related and CBI academic; or CBI Connections and CBI Academic; or CBI Related and work-based learning); then each component must be identified with proper Curriculum Types (VN, VC or V3) and subject codes (252525, 150300, etc.) and yearly hours of instruction for each component for EMIS. Each component must meet for a minimum of 120 hours for the school year. CBI programs are recommended to be year -long to provide students with appropriate support during the entire school year. 7 2010-2011 Career-Based Intervention Manual of Operations For updates, go to www.education.ohio.gov and search keywords: CBI Manuals

II. Certification and Professional Development A. Certification for CBI Teacher/Coordinators Eligible CBI teacher candidates include individuals who: 1. Have earned and hold a current valid OWA or OWE vocational teaching certificate/license (issued under prior Teacher Education and Licensure Standards); OR 2. Have earned and hold a current CBI endorsement attached to a valid teaching certificate/license (Ref. Ohio Administrative Code Section 3301-24-05[E][4]). B. Academic Certification and Endorsements CBI teacher/coordinators can offer academic credit as part of the CBI program only if: 1. A current standard academic certificate or license is held; OR 2. Through an academic endorsement earned under an OWA/OWE certificate (valid if still in existence but not offered since 1998). Types of endorsements that have been granted to enable teachers to teach academics as an integrated component of the CBI program include: a. Reading b. Mathematics c. English/Language Arts d. Social Studies (American History and Government) e. General Science C. Highly Qualified Teacher 1. The federal Elementary and Secondary Education Act (ESEA) Highly Qualified Teacher requirements apply only to core academic subjects (English/language arts, science, mathematics and social studies). Information concerning highly qualified status can be obtained by going to www.education.ohio.gov and searching keywords: Highly Qualified Teacher. Career-technical teachers are not subject to the highly qualified teacher standards to teach non academic, career-technical classes. D. Professional Development 1. Ohio Administrative Code for Professional Development renewal of license 3301-24-08 Professional or Associate License Renewal (A) The professional or associate license is valid for five years and may be renewed by individuals currently employed in a school or school district upon verification that the requirements listed in paragraph (A)(1) or (A)(2) of this rule have been completed since the issuance of the license to be renewed: 1. Six semester hours of coursework related to classroom teaching and/or the area of licensure as approved by the local professional development committee of the employing school or school district; or 8 2010-2011 Career-Based Intervention Manual of Operations For updates, go to www.education.ohio.gov and search keywords: CBI Manuals

2. Eighteen continuing education units (one hundred and eighty contact hours) or other equivalent activities related to classroom teaching and/or the area of licensure as approved by the local professional development committee of the employing school or school district. a) Each public school district and chartered nonpublic school shall appoint a local professional development committee to oversee and review professional development plans for coursework, continuing education units, or other equivalent activities. The local professional development committee shall be comprised of teachers, administrators and other educational personnel, and a majority of the members of the local professional development committee shall be practicing classroom teachers. School districts shall have the option of collaborating with other districts or educational service centers in establishing and completing the work of the local professional development committee. Chartered nonpublic schools shall also have the option of collaborating with other schools in establishing and completing the work of the local professional development committee. b) Each educator wishing to fulfill the license renewal requirements is responsible for the design of an individual professional development plan, subject to approval of the local professional development committee. The plan shall be based on the needs of the educator, the students, the school, and the school district. Professional development may then be completed in accordance with this plan. (e) Coursework or continuing education units or other equivalent activities may be combined. (J) Coursework for the renewal of a license shall be completed at an institution approved to grant the associate s and/or baccalaureate degree by the Ohio Board of Regents, or its equivalent if completed outside the state. All coursework should lead to new knowledge in the classroom and be related to student achievement. 2. Regional and State Inservice Regional meetings are held each fall to provide inservice on specific topics and resources targeted to reach every CBI teacher/coordinator statewide. The CBI teacher leaders from each region serve as the basis for a statewide CBI communication network. Attendance at CBI regional meetings can be used for professional development plan as continuing education units with pre approval by your Local Professional Development Committee. Regional meeting agendas, dates and locations are mailed by CBI-CC Regional representatives to all known CBI teachers in their region. E. Professional Association Teacher/coordinators can join the Career-Based Intervention (CBI) Division of the Ohio Association for Career-Technical Education (Ohio ACTE). Ohio ACTE can be accessed at www.ohioacte.org. The Association for Career and Technical Education (ACTE) is the national organization. Information on ACTE can be accessed at www.acteonline.org. 9 2010-2011 Career-Based Intervention Manual of Operations For updates, go to www.education.ohio.gov and search keywords: CBI Manuals

The philosophy of the CBI division, as stated in the June 26, 2004, Constitution and Bylaws is: A. To establish improved communications among local programs, the Ohio Department of Education, professional groups and all those who are interested in Career-Based Intervention programs. B. To promote a better understanding of the purposes, operations and standards of Career-Based Intervention at the local, state and national levels. C. To provide a means for the study and investigation of concerns and support which are of special interest to Career-Based Intervention instructors. D. To cooperate with and support the Ohio Association for Career and Technical Education through our active membership as a united affiliate with OACTE and (national) ACTE. For more information, go to www.education.ohio.gov and search keywords: CBI Professional Association or go to www.cbi-cc.org. All CBI teachers are encouraged to attend teacher inservice activities provided at both the annual Ohio Association for Career and Technical Education Conference and the CBI Spring Professional Development Conference. 10 2010-2011 Career-Based Intervention Manual of Operations For updates, go to www.education.ohio.gov and search keywords: CBI Manuals

III. Course of Study and Core ITACs Each Career-Based intervention teacher/coordinator must have and use a CBI Course of Study (COS) based on the Core Integrated Technical and Academic Competencies (ITACs), developed using the following COS guidelines: Local Course of Study Components and Guidelines 1. Acknowledgements 2. Approval by School Board 3. Approval by Advisory Committee 4. District Philosophy 5. District Goals 6. Career-Based Intervention Program CBI Program Philosophy CBI Program Performance measures CBI Program Goals CBI Program Description Academics Articulation Technology 7. Scope and Sequence List of Core Integrated Technical and Academic Competencies Identify possible points of integration between academic and career-technical courses or programs. Pupil Performance Objectives and Terminal Performance Objectives Local decision to develop Follow district guidelines Interchangeable Sequence of competencies 8. Student Assessment Policy Pupil Evaluation and Grading Policy Proficiency tests Teacher Designed Assessments Performance Assessments Career Technical Student Organizations Events and Activities The Course of Study (COS) is an official school district document approved by the local board of education prescribing what shall be taught based on program philosophy, goals, objective statements and the Career-Technical Education mission. A sample course of study model is posted on the ODE Web; go to www.education.ohio.gov and search keywords: CBI Manuals. The CBI Course of Study (COS) shall delineate the work-based learning, academic and employability skills that are addressed by the career-technical program to provide students with the necessary competencies to successfully enter, compete and advance in a changing work world. The COS is to be revised every five years. Revisions and updates can be made at anytime and are encouraged. The COS is valid for five years from the date of local board approval. 11 2010-2011 Career-Based Intervention Manual of Operations For updates, go to www.education.ohio.gov and search keywords: CBI Manuals

The Core Integrated Technical and Academic Competencies (ITACs) are employer-verified competencies organized into the following six strands: 1. Solving Problems and Thinking Skillfully 2. Communicating Effectively 3. Applying Technology 4. Working Responsibly 5. Planning and Managing a Career 6. Managing Resources Curriculum based on Core ITACs connects academics to work-based learning. (NOTE: In 2009, there was discussion about updating the ITACs.) Core ITACs represent what individuals need to know and be able to do to be successful in further education, in a career and in life. The Core ITAC Competency List outlines the organization of 51 desired competencies within the six strands. Additional information on the ITACs is available online through The Educational Resource Information Center at www.eric.ed.gov/, search for document ED444000. The CBI teacher/coordinator will need to use appropriate school district approved course(s) of study for any academic areas being taught. Use of a curriculum map (see Appendix B) to crosswalk Core ITACs to academics is encouraged. 12 2010-2011 Career-Based Intervention Manual of Operations For updates, go to www.education.ohio.gov and search keywords: CBI Manuals

IV. Career-Technical Funding Through EMIS A. Career-Technical Education funding Career-technical funding will be provided to traditional (non Community schools) school districts that had approved and funded CBI programs for FY2009. HB1 budget language for Evidence Based Model (EBM): Sets the payment for career-technical education services at ¾ of 1% more than the previous year s amount. Defines career-technical education teacher, for purposes of the EBM, as a person who is licensed to provide specialized instruction in career and technical courses. Specifies that school districts may use career-technical funding provided under the EBM only for career-technical programming approved by ODE. Directs ODE to require districts to report data annually to allow ODE to monitor spending of career-technical funding. Sets the payment for each JVSD at ¾ of 1% more than the previous year s amount. HB1 does not grant additional funding for new or additional CBI programs for FY11 to traditional or JVS schools but does provide a ¾ of 1% increase in preexisting funded career programs. Adjustments to EBM for payments to community schools and STEM schools as well as other payments/transfers are as follows: Sets the formula amount for community schools and STEM schools at $5,703 in FY11, except for computing deductions and payments for special education and vocational education. For special education and vocational education, specifies that deductions and payments be computed by multiplying the respective fiscal year 2009 weight times $5,732. OAC 3301-61-16 Use Of Career-Technical Education Additional Weighted Cost Funds and Career- Technical Associated Services Funds addresses the designated purposes for the use of vocational education weighted costs funds as follows: A. Career-technical education additional weighted cost funds and career-technical education associated services costs, as set forth in Revised Code section 3317.014 and 3317.022, shall only be expended on career-technical programs and services. B. Career-technical education additional weighted cost funds shall only be expended on costs associated with the delivery of career-technical programming to career-technical students for which the school district provides enrollment, performance and fiscal data to the Ohio department of education. 1. No more than twenty-five percent of such funds may be used for personnel expenditures. 2. At least seventy-five percent of such funds must be spent on curriculum development, purchase and implementation; instructional resources and supplies; industry-based program certification; student assessment, credentialing and placement; curriculum specific equipment purchases and leases; career-technical student organization fees and expenses; home and agency linkages; work-based learning experiences; professional development; and other costs directly associated with career-technical education programs including development of new programs (e.g., research, communication) 3. Costs associated with career-technical extended programming, including personnel expenditures are allowable. Extended programming is defined as instruction beyond the regular school year that is based on locally approved courses of study and provides graduation credit to enrolled career-technical students. 13 2010-2011 Career-Based Intervention Manual of Operations For updates, go to www.education.ohio.gov and search keywords: CBI Manuals

C. Career-technical associated services funds must be used for apprenticeship coordination, career technical program development, career assessment/evaluation, career development, school improvement, postsecondary articulation or placement coordination. Concerns about the use of funds should be discussed with the local school treasurer. A CTE-26 CBI - Application for Approval of Secondary Career-Technical Programs must be completed when a new program is planned. (i.e., in a building where no funded program existed the year prior). The 2010-2011 CTE-26 form can be obtained online at www.education.ohio.gov search keyword: CTE-26. Program approval is made via the State of Ohio Educational Management Information System (EMIS) by the ODE CBI consultant. Reports which reflect the status of program approval are generated at least bimonthly by the Ohio Department of Education and are then forwarded to local data acquisition sites for distribution to school district EMIS coordinators. Responsibility lies within the school district to follow up and ensure that accurate, error-free data has been produced. To facilitate your EMIS reporting, go to www.education.ohio.gov and search keywords: Career- Technical Education Program and EMIS Reporting. To best assist those responsible for entering the data, it is recommended that CBI teacher/coordinators and administrators familiarize themselves with CBI EMIS program components plus CBI and Career-Technical Education supplemental information in EMIS Manual. B. Student Reporting All CBI students must be identified on the local student demographic screen as academically and/or economically disadvantaged or a student with a disability. Report the Disadvantage Element as: 1 = Economic Disadvantagement 2 = Academic Disadvantagement 3 = Both or the Student Disability Element using the appropriate Valid Option. EMIS - CBI Subject Code - Located in EMIS Manual Use Subject Code 252525 for: CBI Single Period Class OR CBI Related Class AND CBI Work-Based Learning Component EMIS - Academic Subject Codes Located in EMIS Manual Use Standard Academic Subject Codes for CBI teachers teaching academics under a standard academic certificate or license. Codes are listed in the Certification and Licensure dictionary or the EMIS Manual at www.education.ohio.gov keyword search: EMIS Manual. Use Academic Endorsement Subject Codes only if earned under OWA/OWE certification and currently valid. These codes are: 250510 for CBI Language Arts 250519 for CBI Reading 251110 for CBI Mathematics 251310 for CBI Science 251510 for CBI Social Studies 14 2010-2011 Career-Based Intervention Manual of Operations For updates, go to www.education.ohio.gov and search keywords: CBI Manuals

EMIS - CBI Curriculum Types Located in EMIS Manual The work-based learning component of CBI programs is considered the "anchor". Career- Technical curriculum type VN or VC must be included in any CBI program combination, as noted below. VN indicates Single Period* CBI class OR All students are in non-paid work-based learning OR Students are in a combination of paid- and non-paid work-based learning *Single period VN is the only anchor that can stand alone (i.e., nothing to correlate). VC indicates 100% of students are in PAID work-based learning experiences V3 indicates CBI related class CBI academic class - must have 100% CBI students - code academics as ROO if not 100% CBI students V3's must be correlated to an anchor class. This is done on the local Career-technical correlated class record screen and the anchor must be listed in the first (left) column. C. Work Experience and Career Exploration Program (WECEP) WECEP designation applies ONLY to 14- and 15-year old students in PAID work experience. The opportunity to offer WECEP to our students is granted by the US Department of Labor. EMIS helps Ohio provide required accountability data D. WECEP on EMIS as Student Program Code Located in EMIS Manual Use the 6-digit WECEP program code 305007. Report students as WECEP if they are 14 or 15 during the first full week of October. If a WECEP student turns 16 during the course of the school year, he/she is still coded as WECEP for June EMIS reporting. If a student turns 14 during the school year and enters a paid work experience, then report as WECEP through June reporting. 15 2010-2011 Career-Based Intervention Manual of Operations For updates, go to www.education.ohio.gov and search keywords: CBI Manuals

V. Student Selection CBI teacher/coordinator must be sure that counselors, principals and other appropriate staff members are aware of criteria for selection of students for the CBI program. A. Student Eligibility Any student who is at least 12 years of age and at least in the 7 th grade and identified as disadvantaged or disabled may be considered for the CBI program. Prospective students must be identified as at-risk of dropping out of school and as either academically or economically disadvantaged or both or having a disability. Typically atrisk students are unable to achieve in the regular academic or career technical program. Typically at-risk students attend school irregularly and are frequently tardy, have had many disciplinary actions and suspensions, participate infrequently in extra-curricular activities, have a negative self-image, may have poor health, may be insecure, can be aggressive, are usually delinquent and have barriers to academic and career success. Students with disabilities require an Individual Education Program (IEP) as well as special assistance deemed appropriate in the IEP. 1. Academically Disadvantaged Persons with an academic disadvantage are those who display any of the following: a. Reading and/or writing skill deficiencies below grade level; b. Math skill deficiencies; c. Performance 2 years below grade level on a standardized test; d. Fail a grade level; and/or e. Fail to attain minimal academic competencies. 2. Economically Disadvantaged Persons meeting any of the following conditions are considered to be economically disadvantaged: B. Selection Process a. Family income is at or below the national poverty level (see Appendix D); b. Parent(s) or guardian(s) of participant are unemployed; c. Parent(s) or guardian(s) receive public assistance; d. Students who are eligible to receive the free or reduced-priced lunch; and/or e. Participant is institutionalized or under state guardianship. Students are identified and selected through the combined efforts of principals, counselors, teachers and the teacher/coordinator. The selection process should begin by March and can include: a. Meetings with principal and counselors; b. Retention/promotion lists; c. Teacher recommendations; d. Standardized testing results; e. Student application; and/or f. Student interviews. 16 2010-2011 Career-Based Intervention Manual of Operations For updates, go to www.education.ohio.gov and search keywords: CBI Manuals

VI. Student Enrollment Process Once student selection has taken place, student enrollment should be completed in a timely manner to ensure the following processes can be completed prior to the start of the school year. Enrollment of additional students after the start of the school year is not encouraged unless the student is transferring from another school district CBI program. CBI is intended to be a comprehensive year-long program. A. Student Application All students should complete an application to the CBI program with proper signatures. See Appendix E for sample application. B. Parental Contact Parent contact may consist of letters, brochures, phone call, parent conferences and home visits. A typical enrollment process may begin with a letter to the parent and a follow-up phone call to set up a home visit. See Appendix F for a sample letter. C. Home Visits Home visits are recommended to optimize CBI student success. Typically a home visit will be made to enroll a student in the program prior to the start of the school year. Expect to spend between thirty minutes to an hour per visit. During the school year, at least one or two more home visits reinforce an adult support team. Additional visits may be scheduled as needed. See Appendix G for sample checklist. D. Student Data At completion of the enrollment process, the teacher/coordinator should have the following information for the student's file: o previous years' grades; o attendance; o suspension and disciplinary data; o standardized test scores; o copies of birth certificate and social security card; o completed physical card; and o picture identification. 17 2010-2011 Career-Based Intervention Manual of Operations For updates, go to www.education.ohio.gov and search keywords: CBI Manuals

VII. Job Placement A. Work-Based Learning Activities Career-Based Intervention is not a bona fide workforce development program within career-technical education programs and minor labor law definitions do not allow for minor student learners to work in any hazardous occupation as part of their work experience. Non-paid work experience must also adhere to any hazardous occupation minor labor law of Ohio Revised Code Chapter 4109 and the Federal Fair Labor Standards Act. B. School Employment Schools employing students will not have to pay minimum wages or overtime, but they must maintain records, adhere to state and federal child labor provisions and avoid placement in hazardous occupations. See Appendix H for the School Employees Retirement System exemption form. C. Community Employment All students in paid work experiences must work at employment that conforms to all state and federal wage and hour labor laws, minor labor laws (youth under 18 years of age) and to provide Worker's Compensation for all student workers. See Appendix I for the Federal Unemployment Tax Exemption form. D. Wages All wages paid to Career-Based Intervention students shall be in compliance with the federal and state minimum wage laws. Go to www.education.ohio.gov and search keywords: Labor Laws and Issues for further information concerning Minimum Wages and Minor Labor Laws. E. Work Experience and Career Exploration Program (WECEP) WECEP is designed to provide a carefully planned work experience and career exploration program for fourteen and fifteen year old youth, including youth in occupational work experience programs, who can benefit from a career-oriented educational program. Designed to meet the participants' needs, interests and abilities, WECEP helps dropout-prone youths to become reoriented and motivated toward education and helps to prepare them for the world of work. Approval to operate a WECEP is granted to a representative of the Governor by the U.S. Department of Labor. In Ohio, the only federally approved WECEP is the Career- Based Intervention program. See Appendix J for a WECEP work agreement. The following special provisions are granted to work experience enrollees participating in WECEP: up to three hours on a school day, up to 23 hours during a school week, anytime during school hours, under variances granted by the Federal Wage and Hour Administration that permit employment of WECEP participants in otherwise prohibited activities and occupations. Further guidance can be obtained at www.education.ohio.gov with keyword search: Child Labor Bulletin 101 18 2010-2011 Career-Based Intervention Manual of Operations For updates, go to www.education.ohio.gov and search keywords: CBI Manuals

F. WECEP Variances Variances must be submitted to the Ohio Department of Education, Office of Career- Technical Education, Career-Based Intervention. After review, variance applications are forwarded to the U.S. Department of Labor for approval. No student may work at a prohibited job until the variance is approved. Approved variances are good for a two-year period beginning on the even number school year. Variances are only in effect during the school year, however, variance applications can be submitted at any time during the year. Current approved variances: 1. Retail Food Trade - to cook at the grill, make French fries, unload supplies from delivery trucks, retrieving and/or placing food in coolers/freezers. Note: Recent updates in federal child labor laws allows for WECEP students to operate deep fat fryers that are equipped with and utilize, during the frying process, devices which automatically raise and lower the baskets but still require a WECEP variance for this job duty. Also a variance for operating a dishwasher is no longer needed. 2. Outdoor Maintenance Assistant - to use a power driven lawnmower (non-riding) and weed eater (nylon line only). 3. Bus Garage Assistant - washing school buses under limited conditions. A variance is required for each place of business. If more than one school within a school district has students employed at the same business, only one variance is required. Go to www.education.ohio.gov and search keywords: WECEP job variances. G. Work Permits and Procedures Work permits or Age and Schooling Certificates (Section 4109.02 and.03 ORC), are required for all minors, ages 14 through 17 years of age and must be completed and on file before the student begins work. Work permits are issued by the local school district in which the student resides or JVSD, community or nonpublic school that the student attends. Appropriate forms are available from the Ohio Department of Commerce, Division of Labor and Worker Safety Web site at www.com.state.oh.us/odoc and are to be processed electronically through the school as described above. Districts will no longer be required to file work permits through their Educational Service Centers. For more detailed information on the components of an Age and Schooling Certificate, go to www.education.ohio.gov and keyword search: Labor Laws and Issues Guide and refer to the section on Child Labor Laws, The Employment of Minors. VIII. Work Experience A. Teacher/Coordinator Responsibilities The teacher-coordinator is responsible for overall administration of the work-based learning experience and for regular general observations of the student performance on the job. The observations should be weekly or bi-weekly, depending on the needs of the student and employer. Observations on job station visits address the general 19 2010-2011 Career-Based Intervention Manual of Operations For updates, go to www.education.ohio.gov and search keywords: CBI Manuals

objectives of the job station, the student s training plan and coordination with the job supervisor/employer. The teacher-coordinator is responsible for developing the training plan with the employer and conferring with the employer concerning the student performance of that plan each grading period. Training plan revisions are to be made as needed. A new training plan will be developed with each new job. Teachercoordinator shall provide appropriate safety training for each student and anticipate any potential additional job duties that the student may progress into. The teacher-coordinator will also be responsible for reviewing the job supervisor observations and written evaluations with each student on a regular basis. B. Job Supervisor Responsibilities The job supervisor is responsible for providing work experience of instructional value and career exploration. Training should be provided under the close supervision of an experienced and qualified person. Student work must be performed under safe and hazard free conditions. The job supervisor is expected to confer with the teacher-coordinator concerning the student s performance and objectives as outlined in the training plan at least one time each grading period and provide an evaluation of the student performance at least quarterly. The job supervisor is responsible for employing the CBI student in accordance with all applicable Wage and Hour laws and regulations. C. Training Agreement All Career-Based Intervention student workers need a signed training agreement as a part of their employment. The training agreement is jointly entered into and signed by the student, parent or guardian, employer and the teacher/coordinator. It must address the responsibilities of all the parties involved. The Ohio Revised Code requires that the amount of pay any minor receives must be established in writing. Every approved program must meet the requirements of the Federal Child Labor Regulations, Orders and Statements of Interpretation. Each student in a non-paid work-based learning experience shall also have a learning agreement. It is also recommended to add documentation of the experience to the student's IACP (Individual Academic and Career Plan). A copy of the written training agreement for each student enrolled and participating in a work experience program shall be kept on file for a period of three years and made accessible to the Ohio Department of Education, Office of Career-Technical Education, Career-Based Intervention. See Appendix J for a sample training agreement and a separate sample specific to WECEP is provided as well. D. Training Plans The training plan is a tool to be used by the student, teacher and employer to develop and evaluate job competencies. Every student needs a training plan for every job that they will hold during the school year. The training plan specifies the competencies the student will learn and the use on the job. Included on the training plan are generic job competencies, competencies specific to the job that are taken from the job description and generic and specific safety competencies. These are competencies for which the student will be evaluated. See Appendix K for samples that contain the minimum components of a training plan. 20 2010-2011 Career-Based Intervention Manual of Operations For updates, go to www.education.ohio.gov and search keywords: CBI Manuals

E. Evaluation Students should be evaluated on their job performance at least once quarterly by their employer. Evaluations are based on the competencies listed in the student s training plan. In addition to a list of competencies being evaluated, a rating scale needs to be developed and explained. A sample employer s grade sheet is attached as Appendix L. The evaluation should be easy for the employer to complete and useful to students in order to develop and improve job skills. As job evaluations are made, areas targeted for improvement can be listed on the training plan. A conference should be held with the teacher-coordinator, student and employer to discuss the evaluation. Skills may be added to or deleted from the training plan after the evaluation and conference. IX. Coordination and Extended Service The CBI coordinator/teacher is responsible for the work-based learning experiences, academic and behavioral progress of their students. The CBI coordinator/teacher must have scheduled coordination time that corresponds the times that CBI students are in paid or non-paid workbased learning experiences. The CBI coordinator/teacher is to establish a system of accountability for use of their coordination and extended service time. A formal log of site visits outside of the school should list the following information: Date of visit Destination Time spent at site Person contacted What occurred at the meeting A. Coordination Activities The CBI coordinator/teacher coordination time is to correspond with the student work experience times. The following is a suggested list of activities for use during coordination time: Visit job stations regularly Confer with job supervisors to reinforce goals, evaluate and amend job-training plans Establish public relations program Locate new job stations Complete forms Conduct home visits Contact agencies and support services Conduct student conferences Meet with teacher contacts Initiate, provide and follow-up on intervention The local program supervisor should be informed of coordination activities. Logs and other documentation of activities should be maintained and made available to the local administrator on a regular basis. 21 2010-2011 Career-Based Intervention Manual of Operations For updates, go to www.education.ohio.gov and search keywords: CBI Manuals

B. Extended Service Although extended service is no longer funded by the state, it adds value to the program and may be used for the following: Assure that all federal and state laws regarding student employment are being met. Locate and evaluate prospective training stations to determine suitability for possible student placement. Observe safety at each training station and maintain a record of visits and possible violations. Confer with job supervisors in the development of training plans, job descriptions, variance submission and student evaluation. Work with the job supervisor, parent(s) and student in explaining and obtaining appropriate signatures on the training agreement. Make parent and home visits. Confer with teachers regarding CBI students. Contact social services agencies that may be of assistance to CBI students and provide student follow-up activities. Gather needed data for student forms. Set up schedules for home visitation, employment contacts or agency contacts. Establish and work with the advisory committee. Attend the Ohio Association for Career and Technical Education professional development conference. Select students. Gather materials that will be helpful in instructional units. Begin public relations program for the coming year. Contact resource people who can be helpful in the program. Initiate CBI career-technical student organization activities for coming school year. Carry out an individual and/or group activity for students enrolled in the program the previous year to provide support and direction for the new school year. Develop curriculum-based, credit-generating activities. X. Program Accountability through CBI program Indicators of Performance It is the Ohio Department of Education s goal to promote continuous improvement for Career- Based Intervention programs and to assure the CBI students improve their academics, gain employability skills and acquire work-based learning experiences. The Office for Career- Technical Education has established current goals of for all programs: Increase graduation rates Increase the number of students participating in rigorous curriculum Implement accountability system for Career-Technical Education. Ohio Administrative rules have recently been updated for CBI. The new rule incorporates an accountability system using EMIS data. 3301-61-05 - Criteria for career-based intervention programs. Career-Based Intervention (CBI) programs must follow established program guidelines, maintain a course of study that is current and based on valid content standards, and have advisory committees authorized by local boards of education. 22 2010-2011 Career-Based Intervention Manual of Operations For updates, go to www.education.ohio.gov and search keywords: CBI Manuals

(A) CBI is designed for students ages twelve through twenty-one in grades seven to twelve who are identified as disadvantaged (either academically, economically, or both) and who have barriers to achieving academic and career success. CBI consists of classroom instruction, academic intervention and instruction, and work-based learning experiences. Models of instruction include middle grade single-period, middle grade multiple-period, high school single-period or high school multiple-period and are detailed in the Program Guidelines. (B) All programs must be state approved. Applications for new programs will be subject to renewal at five-year intervals. Programs existing at the time of this rule adoption will be renewed according to a published schedule with a minimum of a two-year prior notice. Applications must be signed by the CTPD superintendent. Applicants will be held accountable for assuring that the state criteria referenced in this rule are addressed. Failure to comply with section (A) through (C) of this rule could result in non-renewal or an application. (C) All districts receiving state weighted funds for CBI must report performance data. Data on a common set of indicators of performance will be used by the state department of education for the purposes of program improvement and continued program funding. Definitions for baseline data and performance target processes will be established based on the first three years of data collected under this rule. To provide a foundation for measuring and improving operational and educational performance, each district shall annually report the following key performance indicators of program operations and student performance: (1) Transition rate to the next grade level of students in grades seven through eleven participating in any CBI model; (2) Graduation rate of grade twelve students participating in any high school CBI model; (3) Attendance rate of students participating in any CBI model; (4) Discipline rate of students participating in any CBI model; (5) Rate of students participating in any CBI model who drop out of school; (6) Transition rate to a high school career-technical education (CTE) workforce development program; (7) Passage rate on state required academic assessments in the year of participation in any CBI model. CBI program accountability is to be primarily monitored through the use of EMIS data; however, other mechanisms may be used to gather any data that is not currently reflected and/or collected through EMIS. The Ohio Department of Education, in collaboration with the CBI Board of Directors and other advisory groups will identify performance levels of all CBI programs. Additionally, high-performing, best practice program methods, ideas and techniques will be identified for the purposes of providing professional development opportunities for all programs to improve overall program performance. Visit the CBI website at www.education.ohio.gov and use keyword search CBI for updated information on program accountability. CBI program Indicators of Performance are in Appendix R of this manual. 23 2010-2011 Career-Based Intervention Manual of Operations For updates, go to www.education.ohio.gov and search keywords: CBI Manuals

XI. Record Keeping All teacher/coordinators are responsible for maintaining up-to-date records that should be readily available and accessible to your building administration. Records should be maintained as follows: A. Student files The following information is required and must be included or be readily accessible to the student file. 1. Intake Information a. Student application (see Appendix D) b. Birth date/certificate c. Social Security Number d. Name of parent(s) or guardian(s) e. Home address and phone number 2. Achievement Records a. Copy of previous grades b. Achievement and/or standardized testing results c. Pre and Post testing results d. Current grades and class schedule 3. Agreements/Permits a. Student/parent contract b. Training agreement c. Work permit 4. Training Plans a. Job competencies (general and job specific) b. Safety competencies (general and job specific) 5. Employment Records a. Employer address and phone number b. Current wage rate c. Hours worked (day, week, pay period etc.) d. Cumulative hours worked e. Cumulative wages 6. Non-paid work activities This includes job shadowing, field experiences, internships, limited volunteering at nonprofit community organizations, mentoring, career exploration and service learning. a. Parental approval b. Reflection notes c. Locations, date 7. Interventions a. Disciplinary actions b. Student intervention activities c. Work suspensions d. Probation agreements e. Request for removal 24 2010-2011 Career-Based Intervention Manual of Operations For updates, go to www.education.ohio.gov and search keywords: CBI Manuals

8. Home Visits Records including dates, times, contact person(s) and a summary of the home visitation should be kept on file. 9. Competency Gains a. Records indicating positive changes in student behavior in school and during work experience activities. b. Records documenting competency gains in ITACs and standardized testing. B. Teacher/Coordinator Records The following information should be recorded and kept in the teacher/ coordinator file for program accountability: 1. Travel reports (mileage and itinerary logs) 2. Phone logs (parent contacts, employer contacts and professional contacts) 3. Job site visits 4. Extended time records 5. Anecdotal records C. Program Data 1. Year end report data/forms to be shared with local administration and school boards 2. Success stories XII. Advisory Committee All career-technical education programs are required to implement an active advisory committee comprised of volunteers who agree to serve as advisors to the Career-Based Intervention program. Members may include employers, former students, parents of current students, representatives of local business and industry, labor, educators, social service agencies and civic group representatives. These committee members can provide valuable advice, guidance and assistance because of their working knowledge of the competency requirements of specific occupations. All committee members should agree to serve in an advisory capacity, not as policymakers. The advisory committee should provide overall direction for the Career-Based Intervention program within a school district. The CBI advisory committee has several major goals: Provide information which will update, modify, expand and improve the quality of the CBI program. Support and strengthen the relationship between business, industry, the community and education. Make recommendations that will strengthen and expand the CBI curriculum and provide assistance in implementing these recommendations. Assist in identifying needs, determining priorities and reviewing and evaluating programs. Articulate long-term goals and objectives of the CBI program to parents, employers and the community. To achieve those goals, members can provide valuable services in areas such as student recruitment, student placement, curriculum development, facilities and equipment, staff development, public relations, community needs, legislative and financial support and vocational student organization support. 25 2010-2011 Career-Based Intervention Manual of Operations For updates, go to www.education.ohio.gov and search keywords: CBI Manuals

A. Student Recruitment Speaking at orientation Participating in career fairs Recruiting students Encouraging youth to consider CBI Helping conduct events recognizing students, employers or others active in CBI B. Student Placement Identifying the knowledge, skills and attitudes necessary to compete in the job market Identifying student training stations Reviewing and modifying training plans Placing students in part-time jobs during the school year or summer months Conducting mock interviews Setting up testing via licensing agencies Identifying students for early placement Securing jobs for program graduates C. Curriculum Development Reviewing the program's philosophy and goals Reviewing competencies on which course content is based Recommending student performance standards Recommending new course design Participating in evaluations made by outside agencies Informing teachers of new methods, procedures, products and technologies Giving classroom presentations Recommending safety procedures for the program Providing supplies (such as raw materials, finished products, charts or posters) for exhibit or instructional purposes Participating in shadowing experiences and professional observation days Arranging field trips at industry sites D. Facilities and Equipment Identifying facility and equipment needs (computers, career exploration work stations, etc.) Obtaining needed equipment and supplies on loan or at special prices Helping procure instructional resources (e.g., raw materials) E. Staff Development Arranging field trips for teachers to upgrade their knowledge Offering specialized training programs for teachers Identifying community resource persons to assist CBI teachers in the classroom Arranging meetings to establish cooperative relationships between education and industry Helping teachers find summer employment in their field Waiving or lowering industry organization membership dues for teachers 26 2010-2011 Career-Based Intervention Manual of Operations For updates, go to www.education.ohio.gov and search keywords: CBI Manuals

F. Public Relations Fostering positive communication between the school and community Distributing pamphlets describing the CBI program Communicating with the board of education about the impact of the CBI program on the community Recommending effective ways to reach parents and provide them with information on CBI and career opportunities Developing public service announcements to inform the community about CBI programs Posting information on bulletin boards, submitting news articles and placing brochures in pay envelopes that promote service learning (WBL) For more information and procedures on establishing and conducting advisory committees, it is strongly recommended that the Vocational Instructional Materials Laboratory booklet entitled Maintaining Effective Advisory Committees be obtained. XIII. Public Relations A successful CBI program requires the support of all school personnel, business people and the local community. Teacher/coordinators need to promote the CBI program within the school and to the community at large. The teacher/coordinator should meet with other teachers, administrators and building personnel to explain the scope and purpose of the program and enlist their aid. This is especially important if any of the students are employed in the school. The positive aspects of the program and the students achievement can be highlighted throughout the year. This is accomplished through announcements, notes in the teacher s bulletin, use of display cases, bulletin boards and articles in the school newsletter. Thank you notes and certificates of appreciation from the students or teacher-coordinator to building personnel can promote the CBI program. Enlist the aid of the local media to promote the CBI program in the community. Stories (include pictures) about service projects are a good way to place CBI in a positive light in the community. The advisory committee can be utilized in helping with public relations and the development of public relations material. Arrange to speak at local civic and business groups about at-risk youth, career-technical education and the CBI program. If a group or business does something to benefit the program, make sure it gets public recognition. An appreciation banquet or ceremony near the end of the year for employers, teachers and others will continue to promote good relations. XIV. CBI Student Leadership Activities and Contests Local student organizations provide opportunities for students to develop leadership and citizenship skills through classroom, home and community activities. The local CBI club should complement and enhance the instructional objectives of the classroom and motivate students interest and achievement in the CBI program. The youth club is an effective way of enabling students to see the importance of relating to groups. A CBI club can provide a vehicle for involving students in community and school activities. Other activities can include planning programs for school, community services, field trips, competitions, etc. A club will give every student the chance to experience belonging and functioning in a structured democratic organization. The recommended student activity is Knowledge Bowl, an academic completion for CBI students. The Knowledge Bowl competition is developed and organized by the CBI Board of Directors. Further information can be obtained at www.cbi-cc.org. 27 2010-2011 Career-Based Intervention Manual of Operations For updates, go to www.education.ohio.gov and search keywords: CBI Manuals

XV. Agency Coordination The CBI teacher/coordinator should work in partnership with other agencies and/or organizations to provide services to the individual CBI student with multiple barriers. CBI teacher/coordinators may need to recommend the involvement of other agencies and/or organizations to assist their students in areas of expertise out of their realm. Some agencies and individuals that may be involved with CBI students include the local Department of Job and Family Services; juvenile court; youth services; sheriff s department; county health department; domestic violence centers; substance abuse programs; case workers; probation officers; psychiatrists/psychologists; Big Brother and Big Sister; Salvation Army; school attendance officers; school intervention/prevention specialists; rape crisis centers; and family counseling centers. CBI coordinators should develop relationships with community service organization such as the Kiwanis Club, Lions Club and other such organizations. XVI. Career Technical Education Planning Districts (CTPD) The planning and structure for providing career technical education programs to meet the state standard is called a Career Technical Education Planning District (CTPD). A CTPD is defined as the local education agency configuration (single district, contract or compact, jointure) that meets the minimum requirements of law and subsequent standards to offer state sanctioned career technical programming. In FY10, there are 91 CTPDs statewide, of which 48 are joint vocational school districts, 20 are single school districts, eight are major cities and 15 are compacts. 28 2010-2011 Career-Based Intervention Manual of Operations For updates, go to www.education.ohio.gov and search keywords: CBI Manuals

A P P E N D I C E S A. ODE Minimum Graduation Requirements B. Sample Curriculum Map C. Statewide Testing D. Federal Poverty Guidelines E. CBI Student Program Application F. Sample Parent Letter G. Home Visit Checklist H. School Employees Retirement System Exemption I. Federal Unemployment Tax Exemption J. Training Agreement K. Training Plans L. Employer's Grade Sheet/Job Evaluation M. Employer Letter N. Student and Parent Contract O. Academic Pupil Data P. CBI Resource List Q. CBI Board of Directors and Regions R. CBI Program Indicators of Performance

Appendix A ODE Minimum Graduation Requirements

What It Takes to Earn an Ohio Diploma Graduating Classes through 2013 There are testing requirements and curriculum requirements connected with the Ohio diploma; students must meet both requirements in order to earn an Ohio diploma. Curriculum Requirements English language arts Health Mathematics Physical education 4 units ½ unit 3 units ½ unit Science 3 units Must include 1 unit of biological sciences and 1 unit of physical sciences. Social studies 3 units Must include ½ unit of American history and ½ unit of American government. Electives 6 units Must include 1 unit or 2 half units in Business/Technology, Fine Arts or Foreign language. Graduation Tests Requirements For Students Who Need to Pass the Ohio Graduation Tests (OGT): A) Notify student and parents about: Importance of earning a diploma Need to meet both testing and curriculum requirements to earn a diploma Any additional local graduation requirements District s policy about participation in commencement ceremony B) How to access information (test blueprints, previous tests) on the Web about OGT: Go to www.education.ohio.gov, and keyword search: OGT. C) OGT test administrations before graduation: Spring of 10 th grade Summer between 10 th and 11 th grade (optional) Fall and spring of 11 th grade Summer between 11 th and 12 th grade (optional) Fall and spring of 12 th grade Graduation D) How to access previous graduation tests: OGT Reading and Mathematics Go to www.education.ohio.gov and keyword search: OGT. Alternative Way to Meet the Testing Requirements A student may meet the testing requirements for passing all five Ohio Graduation Tests if he/she meets ALL of the following criteria: Passes four of the five tests and has missed passing the 5 th test by no more than 10 points; Has a 97 percent attendance rate, excluding any excused absences, through all four years of high school and must not have had an expulsion in high school; Has at least a grade point average of 2.5 out of 4.0 in the courses of the subject area not yet passed; Has completed the high school curriculum requirement; Has participated in any intervention programs offered by the school and must have had a 97 percent attendance rate in any programs offered outside the normal school day; and Has letters recommending graduation from the high school principal and from each high school teacher in the subject area not yet passed.

What It Takes to Earn an Ohio Diploma Graduating Classes of 2014 and Beyond Students must meet both testing requirements and curriculum requirements in order to earn a diploma. These requirements apply to students entering their freshman year in 2010 and beyond. See the two checklists below for more information about these two diploma requirements. The third section provides information about an alternative way to meet the testing requirements. I. Curriculum Requirements Curriculum Requirements State Minimum English language arts 4 units Health ½ unit Mathematics 4 units * Physical Education ½ unit ** Science 3 units *** Social Studies 3 units **** Electives 5 units ***** Additional Local credits Credits Earned to Date Credits Remaining Honors Diploma Credits Other requirements Economics and financial literacy Requirement met in class/grade level. Fine arts Requirement met in class/grade level. All students must receive instruction in economics and financial literacy during grades 9-12 and must complete at least two semesters of fine arts taken any time in grades 7-12. Students following a career-technical pathway are exempted from the fine arts requirement. * Mathematics units must include 1 unit of algebra II or the equivalent of algebra II. ** The Ohio Core allows school districts to adopt a policy that would exempt students who participate in interscholastic athletics, band or cheerleading for two full seasons from the physical education requirement. Students must take another course of at least 60 contact hours in its place. *** Science units must include 1 unit of physical sciences, 1 unit of life sciences and 1 unit advanced study in one or more of the following sciences: chemistry, physics, or other physical science; advanced biology or other life science; astronomy, physical geology, or other earth or space science. **** Social studies units must include ½ unit of American history and ½ unit of American government. ***** Electives units must include one or any combination of foreign language, fine arts, business, career-technical education, family and consumer sciences, technology, agricultural education or English language arts, mathematics, science or social studies courses not otherwise required. II. Graduation Tests Requirements For Students Who Need to Pass the Ohio Graduation Tests (OGT): A) Notify student and parents about: Importance of earning a diploma; Need to meet both testing and curriculum requirements to earn a diploma; Any additional local graduation requirements; District s policy about participation in commencement ceremony. Source: Ohio Department of Education (Rev. Jan. 6, 2009)

B) How to access information (e.g., test blueprints, previous tests) on the Web about OGT: http://education.ohio.gov and search keyword: OGT. C) OGT test administrations before graduation: Spring of 10th grade Summer between 10th and 11th grade (optional) Fall and spring of 11th grade Summer between 11th and 12th grade (optional) Fall and spring of 12th grade D) To access previous graduation tests, go to http://education.ohio.gov and search keywords: previous OGT tests. III. Alternative Way to Meet the Testing Requirements A student may meet the testing requirements for passing all five Ohio Graduation Tests if he or she meets ALL of the following criteria: Passes four of the five tests and has missed passing the fifth test by no more than 10 points; Has a 97 percent attendance rate, excluding any excused absences, through all four years of high school and must not have had an expulsion in high school; Has at least a grade point average of 2.5 out of 4.0 in the courses of the subject area not yet passed; Has completed the high school curriculum requirement; Has participated in any intervention programs offered by the school and must have had a 97 percent attendance rate in any programs offered outside the normal school day; and Has letters recommending graduation from the high school principal and from each high school teacher in the subject area not yet passed. NOTE: As specified in the Ohio Revised Code (Section 3313.615), this alternative way to meet the testing requirement applies only to students graduating after Sept. 15, 2006. Source: Ohio Department of Education (Rev. Jan. 6, 2009)

Appendix B Sample Curriculum Map

Week Career-Based Intervention Core ITAC Sample Curriculum Map Achievement and Ohio Graduation Tests Outcomes Integration opportunities Language Arts Social Studies Math Integration Strategies 1 2 3

Appendix C Statewide Testing 7 th -8 th Achievement, 9 th Grade Proficiency and Ohio Graduation Testing

Ohio Assessment (Testing) Requirements and dates Grade 2009-2010 2010-2011 7 Achievement R, W*, M 8 Achievement M, R,S,SS* 9 10 OGT R, W, M,SS, S 11 OGT R, W, M,SS, S 12 OGT R, W, M, SS, S HB1 biennium budget for 2009-2010 & 2010-2011 Renames the state achievement tests as achievement assessments. Combines the separate grade-level reading and writing achievement assessments and diagnostic assessment into the single subject of English language arts. *Prohibits the administration of the elementary writing and social studies achievement assessment during the 2009-2010 and 2010-2011 school years, unless the State Superintendent determines that ODE has sufficient funds to pay the costs of furnishing and scoring the assessments. Requires that the State Board, State Superintendent, and Chancellor of the Board of Regents develop a new high school assessment system to replace the Ohio Graduation Tests (OGT) that consists of (1) a nationally standardized assessment in science, mathematics, and English/language arts, (2) a series of end-of-course examinations in science, mathematics, English language arts, and social studies, and (3) a senior capstone project. OGT - Achievement Assessment Dates 2009-2010 Ohio Achievement Assessment Fall Administration Monday, October 5 through Friday, October 9, 2009 Spring Administration Monday, April 19 through Friday, April 30, 2010 (Note: Statute calls for testing to begin on the Monday of the week containing April 24, which falls on a Saturday.) Ohio Graduation Test Achievement R, W*, M Achievement M, R,S,SS* OGT R, W, M,SS, S OGT R, W, M,SS, S OGT R, W, M, SS, S Fall Administration Monday, October 26 through Sunday, November 8, 2009 Spring Administration Monday, March 15 through Sunday, March 28, 2010 Summer Administration (Optional) Monday, June 14 through Sunday, June 27, 2010

Appendix D Federal Poverty Guidelines

The Ohio Education Management Information System (EMIS) Guidelines Chapter 2 Student Data lists the definition for Economic Disadvantagement as: REPORTING INSTRUCTIONS - ECONOMIC DISADVANTAGEMENT Students who meet any of the following conditions must be reported as Economically Disadvantaged in the Disadvantagement Element: 1. Eligibility for Free or Reduced-Price Lunch Students who are known to be eligible to receive the free or reduced-price lunch, a program through the United States Department of Agriculture (U.S.D.A) National School Lunch Program. Eligibility for free or reduced-price lunch can be determined through a variety of methods including the electronic direct certification process or completion by a parent or guardian of a free and reduced-price lunch application. A student with an approved application on file for a free or reduced-price lunch is qualified to be reported to ODE as economically disadvantaged. 2. Resident of a Household in which a Member is Eligible for Free or Reduced- Price Lunch. Students who have not submitted an application for free or reduced-price lunch or who have not been directly certified as eligible but reside in a household in which a member (e.g., sibling) is known to be eligible for free or reduced-price lunch via an approved application or through direct certification. 3. Public Assistance Students who are known to be recipients of or whose guardians are known to be recipients of public assistance. A source for determining whether a student s family is receiving public assistance is the Education Monetary Assistance Distribution (EMAD) system. 4. Title I Application Students whose parents or guardians have completed a Title I student income form and meet the income guidelines specified. To be eligible for free lunch, a student s family income must be at or below 130 percent of the federal poverty level. To be eligible for reduced-price lunch, a student s family income must be at or below 185 percent of the federal poverty level. The income guidelines for free and reduced price meals are updated annually and published by the United States Department of Agriculture (U.S.D.A) and The Ohio Department of Education, Office of Safety, Health and Nutrition. Family income figures are derived from federal poverty guidelines as reported in the Federal Register. For additional information regarding Family Income figures, see the following Web site: http://www.fns.usda.gov/cnd/governance/notices/iegs/iegs.htm For the purpose of the Carl D. Perkins Career and Technical Education Act of 2006, an economically disadvantaged family or individual is a family unit that falls below the poverty threshold established by the Bureau of the Census, U.S. Department of Commerce. The poverty threshold for a particular family unit is dependent on the size and the age of its members and is updated annually. The current Poverty Guidelines established by the Bureau of Census is as follows:

2009 U.S. Department of Agriculture Poverty Guidelines Size of Family Unit Guideline [Effective from July 1, 2009, to June 30, 2010] Size of Family Unit 185% of Federal Poverty Threshold (Annual Income) 1 $20,036 2 $26,955 3 $33,874 4 $40,793 5 $47,712 6 $54,631 7 $61,550 8 $68,469 For each additional person, add $6,919 for additional family member Source: Federal Register, Vol. 74, No. 58, March 27, 2009, pp 13410-13412 - Department of Agriculture Food and Nutrition Service, Child Nutrition Programs Income Eligibility Guidelines.

Appendix E CBI Student Program Application

CAREER-BASED INTERVENTION APPLICATION Student name Date Home address Telephone number where you can be reached ( ) Student's Social Security number Student's birth date (month-day-year) Father's name Father's place of employment and business telephone Mother's name Mother's place of employment and business telephone Student lives with Any extracurricular activities? Is transportation a problem if needed during the school day? Student's signature Parent's signature For CBI Coordinator's Use (to be filled in after home visit information is collected). Grade Point Average Total Days Absent Total Times Tardy Number of Suspensions Standardized Tests Passed Coordinator's Initials/Date

Appendix F Sample Parent Letter

Career-Based Intervention Bob Smith, Teacher/Coordinator Ohio High School 1234 North Main Street Anytown, OH 43251 July 30, 2009 Mr. and Mrs. John Jones 135 Apple Street Anytown, OH 43251 Dear Mr. and Mrs. Jones: Ohio High School is pleased to announce that your son, Jason, has been selected for our Career- Based Intervention program for this school year. Soon, I will be contacting you to arrange a home visit with you and Jason to explain the details of our CBI program and to have necessary papers signed. I feel that this program will be an opportunity for Jason to experience success in school and participate in career-based learning. I look forward to working with Jason during this school year. Sincerely, Bob Smith CBI Teacher/Coordinator

Appendix G Home Visit Checklist

HOME VISIT CHECKLIST Suggested CBI student file information: (some information not contained in student s school file may be obtained during home visit) Copies of: 'Birth certificate 'Social security card Student s records: 'Grades 'Proficiency scores 'Suspensions/expulsions 'Attendance 'Current school year schedule 'Student CBI application 'Photo of student 'Training plan 'Training agreement 'Permission forms 'Emergency medical form 'Work permit application forms Home visit suggested items: (2) Folders for paper work (one for family, one for CBI coordinator s file) (3) Ink pens for signing forms Teacher/coordinator business cards Program overview pamphlet Student records (credits earned, past grades, proficiency results, graduation requirements, etc. to be shared with student and student s family) For younger students, take information on admission to local career technical schools Student s class schedule Student application form (Can be form student completed in spring) (2) Student and Parent Contract (4) Training agreement (either WECEP or non WECEP) Class rules and guidelines Parental permission forms for field trips and/or job shadowing Computer usage permission forms Emergency Medical Form School Parking permit application Work permit application forms Arrangements to get a photo copy of student s Social Security Card and birth certificate (if needed)

Appendix H SERS Exemption

SCHOOL EMPLOYEES RETIREMENT SYSTEM 45 North Fourth Street, Columbus, OH 43215-3634 Exemption Form Under the terms of Ohio Law, I hereby exempt myself from membership in and contributions to the School Employees Retirement System. I am a student employed by and enrolled in this institution participating in the Career-Based Intervention Program. I am an emergency employee. The reason for the emergency is. Name (Please Print) Signature Date of Employment Date Signed School Official s Signature Employer

Appendix I Federal Unemployment Tax Exemption

NOTICE TO EMPLOYERS OF STUDENTS WHO ARE RECEIVING SCHOOL CREDITS FOR PAID WORK EXPERIENCE Student s Name Employer s Name Name of School Name of School Program Career-Based Intervention (CBI) Name of Program Supervisor The Federal Unemployment Tax Act Reg. 31.3306(c) (10)-3 provides for unemployment tax exemption of students engaged in work-study programs. The term employment shall not include service performed by an individual under the age of 22 who is enrolled at a non-profit or public educational institution which normally maintains a regular faculty and curriculum and normally has a regularly organized body of students in attendance at the place where its educational activities are carried on, as a student in a full-time program, taken for credit at such institutions, which combined academic instruction with work experience and such service is an integral part of such program and such institution has so certified to the employer, except that this subparagraph shall not apply to service performed in a program established for or on behalf of an employee or group of employers. This provision has also been adopted in Ohio's Unemployment Tax Law also. This will certify that no State or Federal deductions or contributions for Unemployment Compensation should be made for the above student. Signature of Career-Based Intervention Teacher/Coordinator Date

Appendix J Training Agreements (1 Students ages 16 and above) (1 WECEP students)

Career-Based Intervention COOPERATIVE TRAINING AGREEMENT Student Trainee Job Title Teacher/Coordinator School Telephone Employer Title Home Telephone Home Telephone Supervisor Telephone In order to operate an effective cooperative education program, it is necessary that all parties understand and adhere to the terms of the cooperative training agreement. EVERYONE UNDERSTANDS THAT: 1. The term of employment is for the current school year only. 2. This agreement shall not be terminated without the knowledge of all parties concerned. 3. The student must be 16 years of age, must have secured a social security card and must have secured a work permit when required by the employer. THE STUDENT TRAINEE AGREES TO: 1. Conduct himself/herself using exemplary behavior in school, on the job and in the community at all times. 2. Abide by the regulations set forth by the school, the employer and the teacher/coordinator. 3. Perform all duties in a manner that will reflect credit to himself/herself, the school and the firm. 4. Notify the employer and the teacher/coordinator in advance of necessary absence and under no circumstance report to work on a day when you are absent from school. Any student violating this provision shall be considered truant. 5. Participate in club activities as a part of the related instruction. 6. Arrive at school on time and understand that car problems will not be accepted as an excuse for tardiness or absence. 7. Serve assigned detentions at p.m. and provide advance notice to the employer when detentions are assigned that conflict with the work schedule. 8. Work only with advance permission from the parent/guardian when the home school or the JVS is closed due to adverse weather or other conditions. 9. Provide weekly report of wages and hours to teacher/coordinator. 10. Not quit or change jobs unless having received approval of the teacher/coordinator and understand that a violation of this rule may result in failure for the grading period. 11. Wear attire to school and to work that is regarded as appropriate by the school administration. THE PARENT/GUARDIAN AGREES TO: 1. Assume responsibility for the personal conduct of the student. 2. Assume responsibility for transportation of the trainee. 3. Recognize that club activities are a part of related instruction. 4. Encourage the student to make the most of this training opportunity. THE TEACHER/COORDINATOR AGREES TO: 1. Develop a training plan cooperatively with the employer. 2. Observe the trainee frequently at the training station. 3. Assist the employer with the trainee's progress. 4. Enforce attendance and disciplinary regulations. 5. Consult with all parties before making adjustments in employment.

6. Communicate with the employer, parents and school administration concerning disciplinary actions relevant to the trainee. 7. Provide awareness of and monitor labor law practices. THE EMPLOYER AGREES TO: 1. Place a trainee on the job for the purpose of providing work orientation and assign training of instructional value according to the training plan. 2. Develop with the teacher/coordinator a training plan directed toward the trainee's career objective. 3. Evaluate the student's performance periodically. 4. Cooperate with the teacher/coordinator to assist in the advancement of the student's training. 5. Provide the trainee with the same consideration given other employees regarding safety, health, social security, general working conditions and other regulations. 6. Provide employment in accordance with federal, state and local regulations. 7. Pay the trainee an amount comparable to that paid beginning workers doing similar work and consider the possibility of periodic raises. 8. Not restrict employment opportunities due to race, creed, sex, national origin, religious belief or handicapping conditions. 9. Notify the teacher/coordinator prior to the discharge of a trainee realizing that discharging a student is a serious matter and may result in his/her failure for the current grading period. 10. Adhere to labor laws. MINOR AGREEMENT We have employed this minor to be paid $ per hour for approximately hours per week. We also have a Work Permit Certification on file (as required by Ohio Revised Code). Student s date of birth Student/Employee Date Parent/Guardian Date Teacher/Coordinator Date Employer Date cc: Teacher/Coordinator Employer Student Parent/Guardian

TRAINING AGREEMENT FOR WORK EXPERIENCE AND CAREER EXPLORATION PROGRAM (WECEP) (Use for 14-15 year olds in paid work only) Student Social Security # Employer: Employer s Address: Phone No. Trainee s Job Title Date of Employment Starting Wage: $ per hour Teacher/Coordinator Hours: Daily Sat Sun Total *Note: WECEP students cannot work prior to 7:00 a.m. or past 7:00 p.m. any day and cannot exceed a total of 3 hours on a scheduled school day or 8 hours on a non school day. A total of 23 hours is the maximum a student can work in a week. EVERYONE UNDERSTANDS THAT: 1. The term of employment is for the current school year only. 2. This agreement shall not be terminated without the knowledge of all parties concerned. 3. The student must have secured a social security card and must have secured a work permit when required by the employer. EMPLOYER S RESPONSIBILITIES The student will be placed on the above named job for the purpose of providing work experience and career exploration and will be given work of instructional value. The student s work activity will be under the close supervision of an experienced and qualified person. The work will be performed under safe and hazard-free conditions. Instruction in safety procedures will be provided. The employer will pay the trainee in compliance with the wage and hour provisions of the state of Ohio and Federal Laws. The employer must conform to all state and federal laws and regulations, including non-discrimination against any applicant or employee because of age, race, color, religion, sex, national origin or handicap in recruitment, hiring, placement and pay. The employer should be available to meet on a regular basis with the teacher/coordinator to discuss the student s progress and performance at the job site. The employer will complete a formal evaluation on a quarterly basis.

COORDINATOR S RESPONSIBILITY The teacher/coordinator should be available to meet on regular basis with the employer to discuss the student s progress and performance at the job site. The teacher/coordinator will complete a formal evaluation on a quarterly basis. The teacher/coordinator will visit each student at least bi-weekly at the workstation and will develop a working relationship with the person who is responsible for the supervision of the student-trainee. The teacher/coordinator will meet with each student s parent or guardian several times a year, including the two home visits, to discuss the student s progress. The teacher/coordinator will assist in resolving job-station problems and has the authority to transfer or withdraw a student from that job-station. PARENT S OR GUARDIAN S RESPONSIBILITIES Parents or guardians agree to let the student participate in the WECEP and Career-Based Intervention Program. We will, will not provide transportation to and from the job site. STUDENT S RESPONSIBILITIES I agree to follow all of the rules established by the school, the employer and the CBI coordinator. When I am absent, I will call the school and my employer by to notify them of my absence. The student must report to all classes in order to report to the job station each day. The student trainee will not leave the job without consent of the coordinator and without giving proper notice to the job supervisor. The student will hold only one part-time job, their WECEP job. SIGNATURES Student Date Parent/Guardian Employer Coordinator School Address Note: The Employer must keep this copy on file for a minimum of 3 years and made readily available for Federal and State investigators. It is suggested that the employer attach the student s work permit to this form.

Appendix K Training Plans

Career-Based Intervention Training Plan Student School Date Job Title Teacher/Coordinator Employer Job Description Job/Safety Competencies Related Competencies Date Reviewed Visitation Date Student/Employee's Signature Employer's Signature Teacher/Coordinator's Signature Observations: The employment of the trainee shall conform to all federal, state and local laws and regulations, including nondiscrimination against any applicant or employee because of race, color, sex or national origin. This policy of nondiscrimination shall also apply to otherwise qualified handicapped individuals.

Student Job Supervisor Job Title Teacher/Coordinator JOB STATION GENERAL COMPETENCIES TRAINING PLAN for Career-Based Intervention Programs School Place of Employment Date Work Station Competencies 1. Maintains regular attendance 1. JOB STATION SPECIFIC COMPETENCIES 2. Notification of absences 2. 3. Sustains a routine 3. 4. Follows directions 4. 5. Accepts criticism 5. 6. Demonstrates courtesy 6. 7. Dresses appropriately 7. 8. Cooperates with co-workers 8. 9. 9. 10. 10. GENERAL SAFETY INSTRUCTION COMPETENCIES JOB-SPECIFIC SAFETY INSTRUCTION COMPETENCIES 1. Fire/extinguishing, alarms, exits 1. 2. Material handling 2. 3. Tornado/fire safety procedures 3. 4. 4.

Appendix L Employer's Grade Sheet/Job Evaluation

CAREER-BASED INTERVENTION Employer's Grade Sheet Student Name Date Grading Period 1 2 3 4 5 6 1. QUALITY OF WORK (Accuracy, neatness, thoroughness) Inferior work Inferior work Meets requirements Highly accurate Exceptional 0 1 2 3 4 5 6 7 8 9 10 2. QUANTITY OF WORK (Volume, amount, speed) Very slow Insufficient work Moderate Rapid worker Highly productive 0 1 2 3 4 5 6 7 8 9 10 3. KNOWLEDGE OF WORK Almost none Limited Adequate Good Understanding Excellent comprehension 0 1 2 3 4 5 6 7 8 9 10 4. DEPENDABILITY (Reliability, attendance, punctuality) Very slow Insufficient work Moderate Rapid worker Highly productive 0 1 2 3 4 5 6 7 8 9 10 5. COOPERATION (Working with other employees) Troublemaker Has Difficulty Generally Cooperative Gets along well Excellent relations 0 1 2 3 4 5 6 7 8 9 10 6. JUDGEMENT (Ability to make decisions, plan work) Disorganized Limited Judgment Plans Well Logical Thinker Creative 0 1 2 3 4 5 6 7 8 9 10 7. INITIATIVE (Motivation, interest in work) Indifferent Needs Pushing Adequate Considerable Highly Motivated 0 1 2 3 4 5 6 7 8 9 10 8. PERSONALITY (Courtesy, appearance, public relations) Rude Indifferent Adequate for Job Polite, Courteous Exceptional 0 1 2 3 4 5 6 7 8 9 10 9. SAFETY (Including use and care of equipment) No Thought of Safety Unable to Perceive Safe Practices Usually Safe Reacts Well to Safety Requirements Conscious of Safety 0 1 2 3 4 5 6 7 8 9 10 10. ABILITY TO REACT TO SUGGESTIONS Hostile No Reaction Accepts but Not Positive Good Reaction Excellent Reaction 0 1 2 3 4 5 6 7 8 9 10 EMPLOYER COMMENTS: Days Absent Times Late Evaluator s name Business Name

Appendix M Employer Letter

Ted Strickland, Governor Deborah S. Delisle, Superintendent of Public Instruction June 2010 Dear Employer: Would you like to have additional labor at minimum labor costs and during peak hours? We have the program for you. Career-Based Intervention (CBI) programs across the state can assist you with these employment needs. When you received federal labor laws, they refer to a program called Work Experience and Career Exploration Program (WECEP) that allows 14- and 15-year olds to work during the school day. Career-Based Intervention contains the approved WECEP in Ohio. CBI students have been identified by the school as benefiting from a combined academic and work experience school day. During their school day these CBI students receive additional classroom instruction in job related skills. You, the employer, receive additional adult supervision by the same classroom teacher, the CBI coordinator. Our 14- and 15-year old CBI students can work for you legally through the WECEP program for a maximum of three hours per school day and twenty-three hours per school week. Some jobs may require a variance. Your CBI coordinator can obtain this for your place of business. The use of the french fryer and grill are examples of jobs which the WECEP student can legally perform with an approved variance. WECEP students may work from 7:00 a.m. to 7:00 p.m. during the school year. The CBI coordinator can assist in providing information for length of the workday and to apply for job variances. Further information on the WECEP program can be obtained from: Sincerely, U.S. Department of Labor Federal Office Building 200 North High Street, 6 th Floor Columbus, OH 43216-1618 614-469-5415 Add Name, Career-Based Intervention Consultant Ohio Department of Education Career-Technical and Adult Education 25 South Front Street, 609 Columbus, Ohio 43215-4183 614.466.0422 (phone) 614.728.6176 (fax) jeff.akers@ode.oh.us 25 South Front Street Columbus, Ohio 43215 education.ohio.gov (877) 644-6338 (888) 886-0181 (TTY)

Appendix N Student and Parent Contract

Student and Parent Contract Career-Based Intervention Program The Career-Based Intervention Program is designed to give students the opportunity to complete their education, while learning the obligations of the world of work. The success of students in the Career-Based Intervention Program is dependent upon their desire to improve. There are definite responsibilities the pupil must agree to carry out before being enrolled. As a condition for acceptance into the Career-Based Intervention Program, I,, agree to the following conditions: 1. To be in school every day and on time unless confined to bed and to notify the Coordinator by in event of such absence. 2. If in a paid work experience, to be at work on time and to miss only if confined to bed or excused by the CBI Coordinator and to notify the employer and Coordinator by in event of such absence. 3. To notify the Coordinator immediately of any school or work problems and accept the Coordinator s counseling, guidance and any reassignments or adjustment of my work experience. 4. To have good personal hygiene, be properly dressed and to be groomed as directed by the Coordinator or employer if in a paid work position. 5. To understand that I may be dropped from the program if I cut a class, lie, cheat, steal, am fired from a paid work experience or fail a subject. 6. To understand that I may not hold a job other than the one approved by the CBI Coordinator 7. To notify my Coordinator immediately if I am fired from a paid work experience and to abide by Coordinator s suggestions concerning school and/or reemployment. 8. To report to any work experience promptly and not to loiter. 9. To assume the responsibility of transportation to and from school and a paid work experience if necessary. 10. If in a paid work experience, to take part in a savings program. I will put a minimum of % of my net earnings in a savings account and leave it in my savings account for the entire school year. There will be no unapproved withdrawals. I will bring my savings book and payroll check stubs to my CBI Coordinator for audit each time I am paid. 11. To attend all my school classes each day. In the event I don t attend all of my classes or I am tardy, I will not work (if at a paid work experience) on that day unless excused by the CBI Coordinator. 12. I will make an honest effort to succeed in all academic subjects and when employed will perform all of my job duties in a manner that will reflect credit to myself and my school. 13. If I become unemployed from a necessary paid work experience, I may be required to remain in school and/or perform unpaid WBL (volunteer work) as directed by the Coordinator until another job is found. 14. I understand that not fulfilling any of the above conditions may result in my being dismissed from the Program and loss of credits. CBI Student CBI Coordinator We understand and agree with the aims and rules of the Career-Based Intervention Program and will cooperate with the school to accomplish these aims. We, therefore, give our permission for our child to be enrolled in the Career-Based Intervention Program. Parent or Guardian s Signature Date

Appendix O Academic Pupil Data

ACADEMIC PUPIL DATA for Career-Based Intervention Name Birth date Age Male or Female Achievement Test Data Pre-Test/Date Post-Test/Date Name of Test Grade Equivalent Math Reading School History: Grade(s) repeated Comparisons Year Prior to CBI CBI Year Reading Math Science History English Absences Tardies Times Suspended Days Suspended

Appendix P CBI Resource List

USEFUL WEB SITES / RESOURCES Review ODE CBI Web site Career-Based Intervention Board of Directors Web site Career Development and OCIS Educational Management Information System (EMIS) Core ITAC document download site CTE Program Approval and Funding Guidelines Labor Laws and Issues Guide Ohio Department of Commerce Division of Labor and Worker Safety Wage and Hours Bureau USDOL Employment and Training USDOL Wage and Hour Division Workforce Investment Act Web Site National Dropout Prevention Center Job Corps Ohio Learning Work Connection Youth Opportunity Movement America s Job Bank US Department of Labor Occupational Safety and Health Administration - USDOL / OSHA U.S. Dept. of Education Promising and Effective Practices Network Ohio Workforce Connection STW Intermediary Project Job Shadowing SSA "Ticket to Work Program" Youth Services Toolkit (Youth in the 21 st century) Youth Rules Ohio Labor Market Info National Youth Employment Coalition National Youth Leadership Council (service learning) Innovation Center for Community and Youth Development National Mentoring Partnership Southern Regional Education Board ERIC Educational Resources Information Center Sar Levitan Center for Social Policy Studies Ohio Resource Center for Math, Science and Reading Ohio Skills Bank www.education.ohio.gov, keyword: CBI www.cbi-cc.org www.education.ohio.gov, keywords: Career Development for Students www.education.ohio.gov, keyword: EMIS www.eric.ed.gov/ search for document ED444000 www.education.ohio.gov keywords: CTAE funding www.education.ohio.gov, keywords: Labor Laws and Issues www.com.state.oh.us www.doleta.gov/usworkforce/ www.dol.gov/esa/whd/ www.doleta.gov/usworkforce/wia/act.cfm www.dropoutprevention.org/ http://jobcorps.dol.gov/ www.ohiolearningwork.org/ www.doleta.gov/programs/factsht/pdf/yomovem ent.pdf www.ajb.dni.us/ www.osha.gov/ www.ed.gov/ www.nyec.org/pepnet/ www.ohioworkforce.org/ www.intermediarynetwork.org/ www.jobshadow.org/ www.yourtickettowork.com/ www.doleta.gov/youth_services/ www.youthrules.dol.gov/ www.lmi.state.oh.us/ www.nyec.org/ www.nylc.org/ www.theinnovationcenter.org/ www.mentoring.org/ www.sreb.org/ www.eric.ed.gov/ www.levitan.org/ www.ohiorc.org/ http://lmi.state.oh.us/asp/sb/skillsbank.htm

Appendix Q CBI Board of Directors and Regions

CBI Board of Directors The CBI Board of Directors is the elected body of the Career-Based Intervention Division of the Ohio Association for Career and Technical Education. The board of directors is composed of five officers; Past-President, President, President-elect, Secretary, Treasurer and 24 regional representatives (2 each from 12 regions in the state plus two additional at-large Community Schools representatives). The philosophy of this organization is to improve communications among local programs, the Ohio Department of Education, professional groups and all those who are interested in Career-Based Intervention. To promote better understanding of the purposes, operations and standards of Career-Based Intervention at the local, state and national levels. To promote the means for the study and investigation of concerns and support which are of special interest to Career-Based Intervention instructors. To cooperate with and support the Ohio Association for Career and Technical Education and the Association for Career and Technical Education through our active membership as a united affiliate with Ohio ACTE and the national ACTE. Members selected from a region shall be a liaison to that region by holding two meetings per school year and communicating information within the established regional network. This includes collecting issues, concerns and suggestions from the region and conveying those to the CBI board. CBI Regions 1 Delaware, Fairfield, Fayette, Franklin, Knox, Licking, Madison, Perry 2 Defiance, Fulton, Henry, Lucas, Williams, Wood 3 Allen, Auglaize, Hancock, Hardin, Logan, Mercer, Paulding, Putnam, Union, Van Wert 4 Champaign, Clark, Clinton, Darke, Greene, Miami, Montgomery, Preble, Shelby 5 Butler, Clermont, Hamilton, Warren 6 Ashland, Crawford, Erie, Huron, Marion, Morrow, Ottawa, Richland, Sandusky, Seneca, Wyandot 7 Adams, Brown, Gallia, Highland, Jackson, Lawrence, Pickaway, Pike, Ross, Scioto, Vinton 8 Cuyahoga, Geauga, Lake, Lorain 9 Medina, Portage, Stark, Summit, Wayne 10 Belmont, Carroll, Coshocton, Guernsey, Harrison, Holmes, Jefferson, Muskingum, Tuscarawas 11 Athens, Hocking, Meigs, Monroe, Morgan, Noble, Washington 12 Ashtabula, Columbiana, Mahoning, Trumbull

CBI Region Assignments Go to www.cbi-cc.org to view 2010-2011 CBI Regional Representative contact information.

Appendix R CBI Program Indicators of Performance This whole section will need review when the direction of assessment is determined and implemented.

Career-Technical Education Career-Based Intervention Indicators of Performance (2008-2009 through 2009-2010) June 2009

Career-Technical Education (CTE) Career-Based Intervention Indicators of Performance (2008-2009 through 2009-2010) OVERVIEW... 3 KEY DEFINITIONS... 3 Career-Based Intervention Program... 3 Middle Grades CBI Participant... 3 High School CBI participant... 3 CBI Middle Grades Single Period Program Model... 4 CBI Middle Grades Multiple Period Program Model... 4 CBI High School Single Period Program Model... 4 CBI High School Multiple Period Program Model... 4 STUDENT TRANSITION RATES (CBI-1)... 5 STUDENT GRADUATION RATES (CBI-2)... 6 STUDENT ATTENDANCE RATES (CBI-3)... 7 STUDENT DISCIPLINARY RATES (CBI-4)... 8 STUDENT DROPOUT RATES (CBI-5)... 9 STUDENT TRANSITION TO WORKFORCE DEVELOPMENT PROGRAMS RATES (CBI-6).. 10 HIGH SCHOOL ACADEMIC ATTAINMENT OGT-READING (CBI-7)... 11 HIGH SCHOOL ACADEMIC ATTAINMENT OGT-MATHEMATICS (CBI-8)... 12 HIGH SCHOOL ACADEMIC ATTAINMENT OGT-SCIENCE (CBI-9)... 13 HIGH SCHOOL ACADEMIC ATTAINMENT OGT-SOCIAL STUDIES (CBI-10)... 14 HIGH SCHOOL ACADEMIC ATTAINMENT OGT- WRITING (CBI-11)... 15 MIDDLE GRADES ACADEMIC ATTAINMENT OAT-READING (CBI-12)... 67 MIDDLE GRADES ACADEMIC ATTAINMENT OAT-MATHEMATICS (CBI-13)... 17 MIDDLE GRADES ACADEMIC ATTAINMENT OAT-SCIENCE (CBI-14)... 18 MIDDLE GRADES ACADEMIC ATTAINMENT OAT-SOCIAL STUDIES (CBI-15)... 19 MIDDLE GRADES ACADEMIC ATTAINMENT OAT-WRITING (CBI-16)... 20

Career-Technical Education (CTE) Career-Based Intervention Indicators of Performance OVERVIEW This document provides information about Ohio s CTE Career-Based Intervention indicators of performance. The following information is provided about each indicator of performance: Indicator of performance name; State performance levels (state performance targets); Working definition; Measurement (numerator and denominator) definitions; Target population; Aggregation levels; and Data collection process and timing. The data reporting system is the Ohio Department of Education s Education Management Information System (EMIS) Additional information may be provided. Specific details on how performance results are calculated for each indicator of performance will be in a separate document that will be published on the Ohio Department of Education Web site. KEY DEFINITIONS Career-Based Intervention Program Career-Based Intervention (CBI) programs are designed for students ages 12 through 21 in grades 7 through 12 who are identified as disadvantaged (either academically or economically or both) and who have barriers to achieving academic and career success. The goals of the program are to help students improve academic competence, graduate from high school, develop employability skills, implement a career plan and participate in a career pathway in preparation for postsecondary education and/or careers. Middle Grades Career-Based Intervention Participant A middle grades student (grades 7-8) who is enrolled in a Career-Based Intervention course (subject code 252525) High School Career-Based Intervention Participant A high school student (grades 9-12) who earns high school credit in a Career-Based Intervention course (subject code 252525).

3 CBI Middle Grades Single Period Program Model Middle grades (grades 7 or 8) single period CBI related course (curriculum code VN) only. This does not include any CBI academic instruction periods. CBI Middle Grades Multiple Period Program Model Middle grades (grades 7 or 8) multi period (CBI related course (curriculum code V3) and work-based learning (curriculum code VN or VC)). The work-based learning can be paid, non- paid or a combination. This does not include any CBI academic instruction periods. CBI High School Single Period Program Model High school (Grades 9-12) single period CBI related course (curriculum code VN) only. This does not include any CBI academic instruction periods. CBI High School Multiple Period Program Model High school (grades 9-12) multi period (CBI related course (curriculum code V3) and work-based learning (curriculum code VN or VC)). The work-based learning can be paid, non-paid or a combination. This does not include any CBI academic instruction periods.

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STUDENT TRANSITION RATES (CBI-1) State Performance Levels (State Performance Targets): 2008-2009 State Performance Target: TBD Working Definition: Percentage of previous year Middle Grades and High School Career-Based Intervention (CBI) Participants in grades 11 and below who transitioned to the next grade level in the current year. NOTE: This is one-year lag data. Measurement Definitions: Numerator: Number of previous year Middle Grades and High School CBI Participants in grades 11 and below who transitioned to the next grade level in the current year. Denominator: Number of previous year Middle Grades and High School CBI Participants in grades 11 and below. Target Population: Previous year Middle Grades and High School CBI Participants in grades 11 and below. Aggregation Levels: School district, community school and state Data Collection Process and Timing: Transition data reported in previous year EMIS Yearend (N) and current year EMIS October (K) reporting periods. 5

STUDENT GRADUATION RATES (CBI-2) State Performance Levels (State Performance Targets): 2008-2009 State Performance Target: TBD Working Definition: Percentage of previous year grade 12 High School Career-Based Intervention (CBI) Participants who received a diploma during the previous school year (including summer graduates reported in the following October (K) reporting period). NOTE: This is one-year lag data. Measurement Definitions: Numerator: Number of previous year grade 12 High School CBI Participants who received a diploma during the previous school year (including summer graduates reported in the following October (K) reporting period). Denominator: Number of previous year grade 12 High School CBI Participants. Target Population: Previous year Grade 12 High School (CBI) Participants. Aggregation Levels: School district, community school and state Data Collection Process and Timing: Diploma data from previous year EMIS Yearend (N) reporting period; and from current year October (K) reporting period. 6

State Performance Levels (State Performance Targets): 2008-2009 State Performance Target: TBD STUDENT ATTENDANCE RATES (CBI-3) Working Definition: Percentage improvement in current year absence days compared to the previous year absence days of current year Middle Grades and High School Career-Based Intervention (CBI) Participants. Measurement Definitions: Numerator: Number of previous year absence days (excused + unexcused) of current year Middle Grades and High School CBI Participants. Denominator: Number of current year absence days (excused + unexcused) of current year Middle Grades and High School CBI Participants. Example: 200 absence days the previous year and 150 absence days the current year Calculation method: 200/150 = 1.33 = 33% improvement Target Population: Current year Middle Grades and High School CBI Participants. Aggregation Levels: School district, community school and state Data Collection Process and Timing: Absence days reported in the previous year EMIS Yearend (N) reporting period; and absence days reported in the current year EMIS Yearend (N) reporting period. 7

State Performance Levels (State Performance Targets): 2008-2009 State Performance Target: TBD STUDENT DISCIPLINARY RATES (CBI-4) Working Definition: Percentage improvement in current year total discipline days compared to the previous year total discipline days of current year Middle Grades and High School Career-Based Intervention (CBI) Participants. Measurement Definitions: Numerator: Number of previous year total discipline days of current year Middle Grades and High School CBI Participants. Denominator: Number of current year total discipline days of current year Middle Grades and High School CBI Participants. Example: 100 total discipline days the previous year and 80 total discipline days the current year Calculation method: 100/80 = 1.25 = 25% improvement Target Population: Current year middle grades and high school CBI participants. Aggregation Levels: School district, community school and state Data Collection Process and Timing: Discipline days reported in the previous year EMIS Yearend (N) reporting period; and discipline days reported in the current year EMIS Yearend (N) reporting period. 8

STUDENT DROPOUT RATES (CBI-5) State Performance Levels (State Performance Targets): 2008-2009 State Performance Target: TBD Working Definition: Percentage of current year Middle Grades and High School Career-Based Intervention (CBI) Participants who left secondary education the current year who dropped out of school. Measurement Definitions: Numerator: Number of current year Middle Grades and High School CBI Participants who left secondary education the current year who dropped out of school. Denominator: Number of current year Middle Grades and High School CBI Participants who left secondary education the current year. Target Population: Current year Middle Grades and High School CBI Participants who left secondary education. Aggregation Levels: School district, community school and state Data Collection Process and Timing: Dropout data from current year EMIS Yearend (N) reporting period. 9

STUDENT TRANSITION TO WORKFORCE DEVELOPMENT PROGRAMS RATE (CBI-6) State Performance Levels (State Performance Targets): 2008-2009 State Performance Target: TBD Working Definition: Percentage of previous year High School Career-Based Intervention (CBI) Participants who enrolled in a CTE workforce development program in the current year. NOTE: This is one-year lag data. Measurement Definitions: Numerator: Number of previous year High School CBI Participants who enrolled in a CTE workforce development program in the current year. Denominator: Number of previous year High School CBI Participants. Target Population: Previous year High School CBI Participants Aggregation Levels: School district, community school and state Data Collection Process and Timing: CBI status data reported in previous year EMIS Yearend (N) reporting period; and current year EMIS October (K) or February (C) reporting period 10

HIGH SCHOOL ACADEMIC ATTAINMENT READING (CBI-7) State Performance Levels (State Performance Targets): 2008-2009 State Performance Target: TBD Working Definition: Percentage of current year High School Career-Based Intervention (CBI) Participants who took the Ohio Graduation Tests (OGT) reading assessment in the current year and who scored at or above the proficient level on the assessment. Measurement Definition: Numerator: Number of current year High School CBI Participants who took the OGT reading assessment in the current year and who scored at or above the proficient level on the assessment. Denominator: Number of current year High School CBI Participants who took the OGT reading assessment in the current year. Target Population: Current year High School CBI Participants who took the OGT reading assessment in the current year. NOTE: This does NOT include students who took the OGT reading assessment during the summer testing session. Aggregation Levels: School district, community school and state Data Collection Process and Timing: Ohio Graduation Tests results for each student as reported in the current year EMIS Yearend (N) reporting period. 11

HIGH SCHOOL ACADEMIC ATTAINMENT MATHEMATICS (CBI-8) State Performance Levels (State Performance Targets): 2008-2009 State Performance Target: TBD Working Definition: Percentage of current year High School Career-Based Intervention (CBI) Participants who took the Ohio Graduation Tests (OGT) mathematics assessment in the current year and who scored at or above the proficient level on the assessment. Measurement Definition: Numerator: Number of current year High School CBI Participants who took the OGT mathematics assessment in the current year and who scored at or above the proficient level on the assessment. Denominator: Number of current year High School CBI Participants who took the OGT mathematics assessment in the current year. Target Population: Current year High School CBI Participants who took the OGT mathematics assessment in the current year. NOTE: This does NOT include students who took the OGT mathematics assessment during the summer testing session. Aggregation Levels: School district, community school and state Data Collection Process and Timing: Ohio Graduation Tests results for each student as reported in the current year EMIS Yearend (N) reporting period. 12

State Performance Levels (State Performance Targets): 2008-2009 State Performance Target: TBD HIGH SCHOOL ACADEMIC ATTAINMENT SCIENCE (CBI-9) Working Definition: Percentage of current year High School Career-Based Intervention (CBI) Participants who took the Ohio Graduation Tests (OGT) science assessment in the current year and who scored at or above the proficient level on the assessment. Measurement Definition: Numerator: Number of current year High School CBI Participants who took the OGT science assessment in the current year and who scored at or above the proficient level on the assessment. Denominator: Number of current year High School CBI Participants who took the OGT science assessment in the current year. Target Population: Current year High School CBI Participants who took the OGT science assessment in the current year. NOTE: This does NOT include students who took the OGT science assessment during the summer testing session. Aggregation Levels: School district, community school and state Data Collection Process and Timing: Ohio Graduation Tests results for each student as reported in the current year EMIS Yearend (N) reporting period. 13

HIGH SCHOOL ACADEMIC ATTAINMENT SOCIAL STUDIES (CBI-10) State Performance Levels (State Performance Targets): 2008-2009 State Performance Target: TBD Working Definition: Percentage of current year High School Career-Based Intervention (CBI) Participants who took the Ohio Graduation Tests (OGT) social studies assessment in the current year and who scored at or above the proficient level on the assessment. Measurement Definition: Numerator: Number of current year High School CBI Participants who took the OGT social studies assessment in the current year and who scored at or above the proficient level on the assessment. Denominator: Number of current year High School CBI Participants who took the OGT social studies assessment in the current year. Target Population: Current year High School CBI Participants who took the OGT social studies assessment in the current year. NOTE: This does NOT include students who took the OGT social studies assessment during the summer testing session. Aggregation Levels: School district, community school and state Data Collection Process and Timing: Ohio Graduation Tests results for each student as reported in the current year EMIS Yearend (N) reporting period. 14

HIGH SCHOOL ACADEMIC ATTAINMENT WRITING (CBI-11) State Performance Levels (State Performance Targets): 2008-2009 State Performance Target: TBD Working Definition: Percentage of current year High School Career-Based Intervention (CBI) Participants who took the Ohio Graduation Tests (OGT) writing assessment in the current year and who scored at or above the proficient level on the assessment. Measurement Definition: Numerator: Number of current year High School CBI Participants who took the OGT writing assessment in the current year and who scored at or above the proficient level on the assessment. Denominator: Number of current year High School CBI Participants who took the OGT writing assessment in the current year. Target Population: Current year High School CBI Participants who took the OGT writing assessment in the current year. NOTE: This does NOT include students who took the OGT writing assessment during the summer testing session. Aggregation Levels: School district, community school and state Data Collection Process and Timing: Ohio Graduation Tests results for each student as reported in the current year EMIS Yearend (N) reporting period. 15

MIDDLE GRADES ACADEMIC ATTAINMENT READING (CBI-12) State Performance Levels (State Performance Targets): 2008-2009 State Performance Target: TBD Working Definition: Percentage of current year Middle Grades Career-Based Intervention (CBI) Participants who took the Ohio Achievement Tests (OAT) reading assessment in the current year and who scored at or above the proficient level on the assessment. Measurement Definition: Numerator: Number of current year Middle Grades CBI Participants who took the OAT reading assessment in the current year and who scored at or above the proficient level on the assessment. Denominator: Number of current year Middle Grades CBI Participants who took the OAT reading assessment in the current year. Target Population: Current year Middle Grades CBI Participants who took the OAT reading assessment in the current year. Aggregation Levels: School district, community school and state Data Collection Process and Timing: Ohio Achievement Tests results for each student as reported in the current year EMIS Yearend (N) reporting period. 16

MIDDLE GRADES ACADEMIC ATTAINMENT MATHEMATICS (CBI-13) State Performance Levels (State Performance Targets): 2008-2009 State Performance Target: TBD Working Definition: Percentage of current year Middle Grades Career-Based Intervention (CBI) Participants who took the Ohio Achievement Tests (OAT) mathematics assessment in the current year and who scored at or above the proficient level on the assessment. Measurement Definition: Numerator: Number of current year Middle Grades CBI Participants who took the OAT mathematics assessment in the current year and who scored at or above the proficient level on the assessment. Denominator: Number of current year Middle Grades CBI Participants who took the OAT mathematics assessment in the current year. Target Population: Current year Middle Grades CBI Participants who took the OAT mathematics assessment in the current year. Aggregation Levels: School district, community school and state Data Collection Process and Timing: Ohio Achievement Tests results for each student as reported in the current year EMIS Yearend (N) reporting period. 17

MIDDLE GRADES ACADEMIC ATTAINMENT SCIENCE (CBI-14) State Performance Levels (State Performance Targets): 2008-2009 State Performance Target: TBD Working Definition: Percentage of current year Middle Grades Career-Based Intervention (CBI) Participants who took the Ohio Achievement Tests (OAT) science assessment in the current year and who scored at or above the proficient level on the assessment. Measurement Definition: Numerator: Number of current year Middle Grades CBI Participants who took the OAT science assessment in the current year and who scored at or above the proficient level on the assessment. Denominator: Number of current year Middle Grades CBI Participants who took the OAT science assessment in the current year. Target Population: Current year Middle Grades CBI Participants who took the OAT science assessment in the current year. Aggregation Levels: School district, community school and state Data Collection Process and Timing: Ohio Achievement Tests results for each student as reported in the current year EMIS Yearend (N) reporting period. 18

MIDDLE GRADES ACADEMIC ATTAINMENT SOCIAL STUDIES (CBI-15) State Performance Levels (State Performance Targets): 2008-2009 State Performance Target: TBD Working Definition: Percentage of current year Middle Grades Career-Based Intervention (CBI) Participants who took the Ohio Achievement Tests (OAT) social studies assessment in the current year and who scored at or above the proficient level on the assessment. Measurement Definition: Numerator: Number of current year Middle Grades CBI Participants who took the OAT social studies assessment in the current year and who scored at or above the proficient level on the assessment. Denominator: Number of current year Middle Grades CBI Participants who took the OAT social studies assessment in the current year. Target Population: Current year Middle Grades CBI Participants who took the OAT social studies assessment in the current year. Aggregation Levels: School district, community school and state Data Collection Process and Timing: Ohio Achievement Tests results for each student as reported in the current year EMIS Yearend (N) reporting period. 19

MIDDLE GRADES ACADEMIC ATTAINMENT WRITING (CBI-16) State Performance Levels (State Performance Targets): 2008-2009 State Performance Target: TBD Working Definition: Percentage of current year Middle Grades Career-Based Intervention (CBI) Participants who took the Ohio Achievement Tests (OAT) writing assessment in the current year and who scored at or above the proficient level on the assessment. Measurement Definition: Numerator: Number of current year Middle Grades CBI Participants who took the OAT writing assessment in the current year and who scored at or above the proficient level on the assessment. Denominator: Number of current year Middle Grades CBI Participants who took the OAT writing assessment in the current year. Target Population: Current year Middle Grades CBI Participants who took the OAT writing assessment in the current year. Aggregation Levels: School district, community school and state Data Collection Process and Timing: Ohio Achievement Tests results for each student as reported in the current year EMIS Yearend (N) reporting period. 20