Local Education Agency Plan

Plan 2009

Years plan is applicable: 2022-2026

Indicator I

Comprehensive Local Needs Assessment

Please provide a narrative description of the results of the comprehensive needs assessment conducted under subsection (c).

What are the identified priorities?

Everyone learns and grows best in a safe and clean environment which prioritizes excellence in achievement. This environment is in place as a result of purposeful planning and execution of goals established by the school’s stakeholders which include administration, faculty/staff, students, parents, business/industry, government and community partners.

James Rumsey Technical Institute has identified two priorities to on which to focus.

Student Achievement

Over the last fifty years, JRTI has committed to offering a diverse range of programs which align with student interest as well as work force needs. To meet workforce needs, JRTI seeks to:

Increase number of students in CTE programs
Improve attendance rates
Provide depth of instruction for students to meet workforce entry level on the NOCTI Audit
Provide extensive opportunities for students to obtain industry credentials
Increase student participation in student youth organizations
Develop more internships, apprenticeship and co-op opportunities

Faculty Achievement

JRTI’s faculty is highly skilled and well trained in their programmatic area as well as in educational practices. To ensure that everyone remains highly skilled and well trained, JRTI seeks to:

Provide meaningful and current professional development relevant the CTE teaching best practices
Provide opportunities for faculty to develop and deepen industry connections in their field.
Nurture networking opportunities with experts in the programmatic area as well as in education.

What were the identified gaps?

JRTI’s Leadership Team collects and analyzes data pertaining to student and faculty achievement. This data is then used to establishing goals and activities for the following year to continue our culture of continuous improvement. Our identified gaps are:

Enrollment of non-traditional students
Students meeting the workforce readiness score on the NOCTI Audit
Student absenteeism
Students obtaining certifications
Lack of interest in serving on a Craft Advisory Committee

Indicator 2

Programs of Study

James Rumsey Technical Institute Program of Study:

AR1760 Electrical Technician

AR1820 Carpentry

AR1920 Masonry

AV1684 Multimedia Publishing

AV1850 Graphic Design

ED1320 Early Childhood Classroom Assistant Teacher

HE0723 Therapeutic Services

HO1010 ProStart

IT 1442 Coding, App & Game Design

IT1640 Cisco Networking Academy

IT2210 AC Informatics

LA1020 Law and Public Safety

LA2200 Emergency and Firefighting Management Services

MA1980 Welding

MA2235 AC Integrated Production Technology/AC Automated Manufacturing (Applied Engineering)

ST2200 AC Aerospace Engineering

TR1620 Automotive Technology

TR1740 Diesel Technology

Please describe how the results of the comprehensive needs assessment informed the selection of the specific career and technical education programs and activities selected to be funded

CTE programs have been added and removed from JRTIs offerings in response to labor market needs assessments and student interest. Programmatic Craft Advisory Committees and JRTIs LSIC work with faculty and administration to determine program and school needs. These recommendations are then incorporated into the allocation requests.

Please describe any new programs of study you are considering based on the results of the comprehensive needs assessment.

There are no new programs of study that are being considered for the 2023-24 academic year.

Please describe how students, including students who are members of special populations, will learn about the career and technical education course offerings and the career and technical education program of study

Two open houses and a parent orientation are held through the year. The Graphic Design department creates an invitation that is sent to all area high school sophomores and seniors to promote JRTI high school and post-secondary programs. Feeder counties and high schools promote the events through school and electronic announcements. Parents and students are informed of the expectations of the technical classes, requirements for program completion, EDGE credits, certifications, etc. Some instructors elect to hold an additional parent’s night to further review information concerning their programs. JRTI Support Services Instructors are available to meet with parents and students.

JRTI’s website has been revised and is maintained by the Multimedia Publishing program. It allows parents, students, and community members more opportunity for accessing information. A virtual tour of all JRTI and ACE programs is housed on the JRTI website. Students can access the on-line “Ed-To-Go” programs from the website. The Multimedia Publishing program also produces a monthly e-newsletter called “Full Steam Ahead” which reaches almost 2000 subscribers.

Eighth grade students have the opportunity to visit JRTI and the local community college, Blue Ridge CTC, as they begin planning the high school PEP plan. Students explore a variety of clusters and have the opportunity to explore relevant CTE programs.

A Summer Career Academy is held in June for uprising 9th and 10th graders from Berkeley, Jefferson and Morgan counties. Students have the opportunity to explore a wide variety of programs for several hours over a three-day period. The academy is free, and transportation is provided from the major feeder high school.

JRTI’s Mobile Career Center goes to every middle school in Berkeley, Jefferson and Morgan counties. 8th graders have the opportunity to explore a module of one of our programs. The Mobile Career Center also goes to local youth fairs over the summer to continue to provide information about high school and ACE programs.

Indicator 3 – Career Guidance and Exploration

Please provide a description of how collaboration with local workforce development boards and other local workforce agencies, one-stop delivery systems, and other partners will provide a series of career exploration and career guidance activities

JRTI administration is actively involved in the Workforce Development Board and with various local Chambers of Commerce initiatives that are designed to promote career training and retention of skilled workforce in the community.
The school hosts an annual JRTI Career Fair which includes representatives from business, industry, military and other postsecondary institutions and is open to JRTI students, prospective students, and community members.
School business partner and craft advisory members present industry training to students and faculty.
JRTI partners with industry partners to host trade shows on JRTI property. In exchange for facility use, JRTI instructors and students are able to attend the show and breakout sessions.
The school participates in a variety of career fairs and attempts to positively respond to every invitation received.
Staff members attend fairs as requested and actively engage with the public at the Eastern Panhandle Homebuilder Association Home Show, VA Career Fair, Chamber of Commerce Business Expo, etc.
The JRTI Mobile Career Center is present at the Jefferson County and Berkeley County Youth Fairs annually.
JRTI partners actively with CFWV to provide academic and career counseling through attendance at orientations, open houses and career fairs.
All programs undergo an annual Business and Industry Inspection. A rubric is followed which is specific to each pathway. Business and Industry Inspection feedback is then used to make adjustments and modifications to programs. Students prepare for these inspections by receiving professional development during student focus group meetings and by conducting periodic peer inspections of other programs. Results of these inspections are discussed in company and focus group meetings.
JRTI has active Career and Technical Student Youth Organization (CTSO) chapters. Students are informed of the opportunity to participate during the first orientation session. Instructors provide co-curricular activities in each program areas and promote leadership and skill development. The school provides a great amount of financial assistance for state and national events.
JRTI’s student and community entrepreneur site, The JRTI Company Lab, provides students with entrepreneurship training and support through an organized class or through individualized support.

Please describe the career exploration and career development coursework, activities, or services at your county or multi-county career center.

A full-time certified school counselor is available to students. A positive relationship has been established between the JRTI school counselor and the school counselors of eight participating high schools.
JRTI programs implement the 12 protocols of Simulated Workplace in each program. These include a formal attendance system, 6S inspections, student led company structure, decisions on company name and handbook, drug testing, etc. Instruction is designed to be through projects and Project/Problem Based Learning modules within the Simulated Workplace structure.
JRTI Simulated Workplace Program Supervisors meet monthly with the Director as a student taskforce. During these meetings, student supervisors receive training on the Simulated Workplace Protocols, leadership and management. Student supervisors are then responsible for implementing the information and deadlines in their programs.
JRTI is able to offer academics to about 130 students. Many all-day students with an extra period during the day have the opportunity to rotate through various programs on a short-term basis to learn basic skills.
JRTI’s student and community entrepreneur site, The JRTI Company Lab, provides students with entrepreneurship training and support through an organized class or through individualized support.
JRTI has active Career Technical Student Organization (CTSO) chapters. Instructors provide co-curricular activities in each program areas by involving business partners to promote leadership and skill development.
JRTI hosts 10th graders from feeder high school tour programs. They are also provided with the opportunity to do a follow-up program shadowing visit.
Eighth Grade tours have been designed in collaboration with Blue Ridge CTC. Middle schools arrange this visit which allows students to tour both JRTI and BRCTC to learn about educational resources available to them.
A Summer Career Academy is held in June for uprising 9th and 10th graders from Berkeley, Jefferson and Morgan counties. Students have the opportunity to explore a wide variety of programs for several hours over a three-day period. The academy is free, and transportation is provided from the major feeder high school.
JRTI is a partner in the Shenandoah Valley District Consortium as mandated by SB 436 and works with the area county CTE directors and Blue Ridge Community and Technical College.

Please describe how career information on employment opportunities that incorporate the most up-to-date information on high skill, high-wage, or in-demand industry sectors or occupations, as determined by the comprehensive needs assessment.

The Simulated Workplace structure is implemented in all high school programs with the purpose of preparing students with the technical and leadership skills to be successful in their post high school careers.
JRTI programs have the support of active Craft Advisory Committees. Craft advisory Committees provide technical support and input, aid in curriculum development, serve as program advisers and judges for student youth organization events and employers to JRTI students. They review the CSSs, make suggestions for program improvement, and make recommendations for the purchase of materials, tools, and equipment.
JRTI Faculty Senate’s Marketing and Recruiting Committee promotes JRTI with the goal of dispelling perceptions of careers being driven by gender, race, ethnicity, age, or ability.
JRTI’s Mobile Career Center goes to every middle school in Berkeley, Jefferson and Morgan counties. 8th graders have the opportunity to explore a module of one of our programs. JRTI hosts 10th graders from feeder high school tour programs. They are also provided with the opportunity to do a follow up program shadowing visit.
Two open houses are held annually. The Graphic Design department creates an invitation that is sent to all area high school sophomores and seniors to promote JRTI high school and post-secondary programs. JRTI faculty, administration and counseling staff are available to discuss career opportunities.
A Summer Career Academy is held in June for uprising 9th and 10th graders from Berkeley, Jefferson and Morgan counties. Students have the opportunity to explore a wide variety of programs for several hours over a three-day period. The academy is free, and transportation is provided from the major feeder high school.
Student supervisors meet monthly with administration in a focus group to monitor and track success and challenges in their programs.

Please describe the system of career guidance and academic counseling offered to students before enrolling and while participating in a career and technical education program.

JRTI hosts 10th graders from feeder high school tour programs. They are also provided with the opportunity to do a follow-up program shadowing visit.
Eighth grade students have the opportunity to visit JRTI and the local community college, Blue Ridge CTC, as they begin planning the high school program of study. Students explore a variety of clusters and have the opportunity to explore relevant CTE programs.
Brochures are up-to-date and convey exciting programs. Promotional videos have been developed to promote JRTI’s programs. The video can be found on the school website.
JRTI communicates with students, parents and the community through FaceBook, Twitter and radio advertising.
JRTI Faculty Senate’s Marketing and Recruiting Committee promotes JRTI with the goal of dispelling perceptions of careers being driven by gender, race, ethnicity, age, or ability.
The school’s website has been revised and is maintained by the Multimedia Publishing program. It allows parents, students, and community members more opportunities for accessing information.
The Multimedia publishing program also produces a monthly e-newsletter called “Full Steam Ahead” which reaches almost 2000 subscribers.

Indicator 4 Academic and Technical Skills

Please describe how the county or multi-county career center will improve the academic and technical skills of students participating in career and technical education programs by strengthening the academic and career and technical education through the integration of coherent and rigorous content aligned with challenging academic standards and relevant career and technical education programs to ensure learning in the subjects that constitute a well-rounded education (as defined in section 8101 of the Elementary and Secondary Education Act of 1965).

One of the required goals for each JRTI teacher for their professional evaluation is to identify areas where they are Distinguished. To exhibit distinction, teachers must show evidence of professional collaboration. There has also been strong evidence of collaboration between teachers and business and industry to provide students with authentic learning modules.
Every year, JRTI instructors are required to implement at least one Project/Problem Based Learning module as one their two professional goals for their professional evaluation. Professional development has been offered through SREB.
JRTI employs four academic teachers who offer the required academic subjects. Students have the option of coming half the day or the full day to take classes at the school
Teachers utilize a variety of electronic resources. Programs used at JRTI include NOCTI, Tooling U, Today’s Class, CDX, Adobe, Career Safe, etc. Many teachers require on-line research and require students to use 21st Century technology needed for the technological skill sets.
A pre-test NOCTI Benchmark is administered at the beginning of the year in each program. Teachers will then meet with students individually to determine goals for the year. Teachers and students utilize NOCTI Benchmark data to set and communicate goals and monitor data points in preparation for the NOCTI Audit.
JRTI is a member of the Tech Centers That Work network and participates in school improvement initiatives. School personnel have participated and presented in conferences.
Simulated Workplace has transformed the instructional environment through a student led learning environment.
The school utilizes Schoology as a learning management system. Parents can regularly monitor attendance and grades.
An orientation is held at the beginning of the year and parents attend with their child and have an opportunity to explore information on Career Technical Student Organization, on-line resources, college credit, academic instruction, etc).
JRTI has active Career Technical Student Organization (CTSO) chapters. Students are informed of the opportunity to participate during the orientation session. The school provides financial assistance for state and national events.
JRTI students develop a portfolio of their CTE work including a resume and list of industry credentials earned.
The Governor’s Workforce Credential recognizes students who have set and met goals for excellence in academics, attendance, certification and a drug free- commitment
The James Rumsey Technical Institute Certificate recognizes completers who have shown excellence in attendance, grades and portfolios.
JRTI’s student and community entrepreneur site, The JRTI Company Lab, provides students with entrepreneurship training and support through an organized class or through individualized support.
A credit recovery program is available for all day students lacking required credits for graduation.

Indicator 5 Special Population and Non-traditional Fields – 134(b)(5)(A-D)

Perkins V Requests:

a description of how the eligible recipient will—provide activities to prepare special populations for high-skill, high-wage, or in-demand industry sectors or occupations that will lead to self-sufficiency;prepare CTE participants for non-traditional fields;provide equal access for special populations to career and technical education courses, programs, and programs of study; andensure that members of special populations will not be discriminated against on the basis of their status as members of special populations;

Directions:

“Special Populations” is defined by the Perkins V legislation as:

Individuals with disabilities;
Individuals from economically disadvantaged families, including low-income youth and adults;
Individuals preparing for non-traditional fields;
Single parents, including single pregnant women;
Out-of-workforce individuals;
English learners;
Homeless individuals described in section 725 of the McKinney – Vento Homeless Assistance Act (42 U.S.C. 11434a);
Youth who are in, or have aged out of, the foster care system; and
Youth with a parent who:

a. is a member of the armed forces (as such term is defined in section 101(a)(4) of title

10, United States Code); and

b. is on active duty (as such term is defined in section 101(d)(1) of such title)

“Non-Traditional Fields” is defined by the Perkins V legislation as:

Occupations or fields of work, including careers in computer science, technology, and other current and emerging high skill occupations, for which individuals from one gender comprise less than 25 % percent of the individuals employed in each such occupation or field of work.

Please describe activities to prepare special populations for high- skill, high-wage, or in demand industry sectors or occupations that will lead to self-sufficiency

JRTI Faculty Senate’s Marketing and Recruiting Committee promotes JRTI with the goal of dispelling perceptions of careers being driven by gender, race, ethnicity, age, or ability.
Open Houses are held twice times annually. The Graphic Design department creates an invitation that is sent to all area high school sophomores and seniors to promote JRTI high school and post-secondary programs. Parents and students are informed of the expectations of the technical classes, requirements for program completion, EDGE credits, certifications, etc. JRTI Support Services Instructors are available to meet with parents and students.
An orientation is held at the beginning of the year and parents/guardians attend with their child and have an opportunity to explore a variety of sessions (student youth organizations, on-line resources, college credit, academic instruction, etc.).
The Simulated Workplace environment provides students with the opportunity to assess the physical and human resource needs of their company and to place employees in the positions which best match their abilities and interests.
JRTI employs two full time support services instructors who work either individually or in small groups with students who need assistance in reading, testing, and providing additional regular or special education and related needs and services as outlined in the student’s IEP. Both special needs instructors and the school counselor are fully certified and constantly monitor procedures to assure equitable access to programs.
JRTI support services instructors attend IEP meetings, transition meetings, communicate accommodations to instructors, and provide direct accommodations where appropriate. They are instrumental in providing staff development on differentiating instructional methods to the staff that benefit not only students with disabilities but all students.
A full-time school counselor is available to provide appropriate guidance and counseling support to assist students in adjusting and succeeding in their particular programs of study.
Administration provides work-based learning assistance with job placement. JRTI completers have lifetime placement assistance rights.
JRTI completers are required to complete and present a portfolio. Students have the option of using electronic or hard copy portfolios for their presentation
Special Education students who cannot master all content standards due to their special needs can complete an IWRC modified program of study.

Please describe activities to prepare CTE participants for non-traditional fields

During recruiting events, tours, interviews, presentation and other public events, JRTI administration, instructors and counselor clearly communicate and encourage enrollment of non-traditional students in programmatic fields. Non-traditional students will serve as ambassadors during these activities.
JRTI Faculty Senate’s Marketing and Recruiting Committee promotes JRTI through print media and the school’s website with the goal of dispelling perceptions of careers being driven by gender, race, ethnicity, age, or ability through images and articles that show diversity and inclusion.
JRTI Administration and Multimedia Publishing instructor purposefully post photographs, videos and information that are diverse and inclusive of students based on gender, race, ethnicity, age, or ability.
Open houses and orientations are held several times annually. Parents and students are informed of the expectations of the technical classes, requirements for program completion, EDGE credits, certifications, etc. JRTI Support Services Instructors are available to meet with parents and students.
The Simulated Workplace environment provides students with the opportunity to assess the physical and human resource needs of their company and to place employees in the positions which best match their abilities and interests.
A full-time school counselor is available to provide appropriate guidance and counseling support to assist non-traditional students in adjusting and succeeding in their particular programs of study.
Administration provides work-based learning assistance with job placement. JRTI completers have lifetime placement assistance rights.
Internships and co-operative educational experiences help students adjust their work experiences before beginning full time employment.
JRTI has participated in minority career fairs and at the Mountaineer Challenge Academy as well as other recruitment fairs.
JRTI hosts an annual JRTI Career Fair inviting business, industry, the military and other post-secondary institutions to provide students, prospective students and community members with information about opportunities.
All student tours are led by JRTI student ambassadors. These tours have included students from grades 5 through 12. Student ambassadors are selected by the administration to represent the desired diversity in race, gender, ethnicity and ability level. Ambassadors receive training in their role as tour guides and the consistent message which is to be conveyed.
Prospective and current JRTI students submit an application and attend interviews with the program instructor and/or the program’s supervisory team. This provides students with a safe environment to practice application and interviewing strategies.
JRTI’s Mobile Career Center goes to every middle school in Berkeley, Jefferson and Morgan counties. 8th graders have the opportunity to explore career centered modules that align with their area of interest.

Please describe activities that provide equal access for special populations to career and technical education courses, programs, and programs of study

JRTI employs two full time support services instructors who work either individually or in small groups with students who need assistance in reading, testing, and providing additional regular or special education and related needs and services as outlined in the student’s IEP. Both special needs instructors and the school counselor are fully certified and constantly monitor procedures to assure equitable access to programs.
JRTI support services instructors attend IEP meetings, transition meetings, communicate accommodations to instructors, and provide direct accommodations where appropriate. They are instrumental in providing staff development on differentiating instructional methods to the staff that benefit not only students with disabilities but all students. They also assist students and instructors in programs where IWRC is being implemented to understand and work toward IWRC certification requirements.
The school utilizes Schoology as a learning management system. All parents are given access to accounts during orientation or the first week of school. Parents can regularly monitor school attendance and grades.
Home school counselors and referral agents often place students who have an IEP in CTE programs. In October, an informational meeting is held with counselors and referral agents from middle and high school feeder schools to clearly define JRTI goals at meeting compliance standards and providing guidance on enrolling students with disabilities in CTE programs.
All students in the third course take the NOCTI Benchmark assessment and results are reviewed with instructors. Support services instructors work with students on a one-on-one basis and provide assistance to help ensure student success.
Program modifications are made only as required by the IEP for a student receiving a modified diploma. When needed, specialized equipment is purchased for students. JRTI instructors and administrators work closely with DRS and private rehabilitation companies in placing students where their unique disabilities can best be served. Accommodations and modifications are made where appropriate according to the student’s IEP.
All student tours are led by JRTI student ambassadors. These tours have included students from grades 5 through 12. Student ambassadors are selected by the administration to represent the desired diversity in race, gender, ethnicity, and ability level. Ambassadors receive training in their role as tour guides and the consistent message which is to be conveyed.
JRTI’s Mobile Career Center goes to every middle school in Berkeley, Jefferson and Morgan counties. 8th graders have the opportunity to explore career centered modules that align with their area of interest.

Please describe activities that ensure that members of special populations will not be discriminated against on the basis of their status as members of special populations

JRTI has professional development each year on working with special needs students and on FERPA in order to meet the requirements mandated by legislation. Members of the staff also provide PD on ways to meet the unique needs of special needs students.
JRTI is an equal opportunity facility committed to accommodating the needs of students, staff, and the public. JRTI posts and includes a non-discrimination disclaimer to all forms, applications, advertisements, handbooks, and other publications.
JRTI support services instructors attend IEP meetings, attend transition meetings, communicate accommodations to instructors, and provide direct accommodations where appropriate.
JRTI support services instructors provide staff development and coaching on differentiating instructional methods to the staff that benefit not only students with disabilities but all students. They also assist students and instructors in programs where IWRC is being implemented to understand and work toward IWRC certification requirements.
Open houses are held twice annually. All JRTI faculty and staff are present to address the needs and concerns of prospective students.
An orientation is held at the beginning of the year and parents attend with their child and have an opportunity to meet with all instructors, including the support services instructors.

Indicator 6 Work Based Learning

Please describe the work-based learning opportunities that will be provided to students participating in CTE programs and how the county or multi-county career center will work with representatives from employers to develop or expand work-based learning opportunities for CTE students, as applicable

JRTI holds an annual school and community Career Fair that includes about 80 agencies, postsecondary facilities, businesses and military.
JRTI’s active Local School Improvement Council provides support to the school. Members include the Chamber of Commerce executive director, the executive director of Berkeley County Development Authority, parents, business members and teachers. Annually, the group develops two goals for the team and the school to work toward.
JRTI programs have the support of active Craft Advisory Committees. These groups provide technical support and input, aid in curriculum development, serve as program advisers and judges for student youth organization events and employers to JRTI students. They review the CSSs, make suggestions for program improvement, and make recommendations for the purchase of materials, tools, and equipment.
Administration is actively involved in the Workforce Development Board and with Chamber of Commerce initiatives that are designed to promote career training or retraining in the community.
Community surveys are conducted to determine labor market needs by the WorkForce West Virginia group. A needs analysis is conducted before any new program offering is added to the curriculum.
Simulated Workplace model is implemented in all high school programs to prepare students with technical and leadership skills. Student supervisors meet monthly with administration in a focus group to monitor and track success and challenges in their programs.
The NOCTI Audit serves as an end of course assessment specific to each program. NOCTI Benchmark scores are utilized to set individual and class goals. Students who earn 70% on the NOCTI Audit may be awarded college credit.
JRTI’s student and community entrepreneur site, The JRTI Company Lab, provides students with entrepreneurship training and support through an organized class or through individualized support.
Prospective and current JRTI students submit an application and attend interviews with the program instructor and/or the program’s supervisory team.
Discipline issues are at a minimum with the only real issues regarding discipline are tardies and absenteeism. The Simulated Workplace Policy Manual provides students with the opportunity for ownership over determining appropriate behaviors and consequences for each program.
There is also random drug testing through SWP. Current data shows that 4% of students tested had a positive first test. All follow-up test have been negative.
The school works closely with DRS and their respective counselors.
Opportunities for job shadowing, internships, and co-op are offered to students and a full-time work-based learning coordinator is employed to assist students with their job search.
An awards assembly, sponsored by the school’s business partner, is held every semester. Students are recognized for excellence in attendance, attitude and achievement.
Completers may earn the James Rumsey Certificate for excellence in technical program grade (C or higher), portfolio grade (C or higher) and attendance (fewer than 20 days absent over two school years). About 90% of JRTI completers are able to earn this certificate.

Indicator 7 – postsecondary credit

Please describe how the county or multi-county career center will provide students participating in career and technical education programs with the opportunity to gain postsecondary credit while still attending high school, such as through dual or concurrent enrollment programs or early college high school, as practicable

EDGE (Earn a Degree, Graduate Early) college credit is awarded to a variety of career and technical students successfully completing a JRTI program through Blue Ridge Community and Technical College. Students must indicate that they have earned these credits when they apply at BRCTC in order to have the credits reviewed and recorded.
JRTI and Blue Ridge CTC have developed articulation agreements for students completing the SREB Advanced Careers Informatics and the Cisco programs. Students can earn up to 16 articulated credit toward an Associates of Applied Science in Information Technology or Cyber Security.
An articulation agreement is in place for JRTI Careers in Education Early Childhood Education completers to apply credits toward an Associate Degree in Applied Science at Blue Ridge CTC.
An articulation agreement is in place between WVDE and Concord University for Careers in Education Early Childhood Education completers to apply credit toward a degree in Special Education or Elementary Education.
An articulation agreement is in place for JRTI Automotive Technology and Diesel Technology students to apply credits at the University of Northwestern Ohio.
James Rumsey is a member of the Shenandoah Valley District Consortium. This consortium has been inactive.
Recruiters are invited into the school to discuss postsecondary opportunities.
The Administrative Council provides one scholarship from each of the 8 participating high schools for any ACE program at JRTI. Numerous businesses and civic organizations provide scholarships for JRTI ACE programs.

Indicator 8 – Recruitment and Retention

A description of how the county or multi-county career center will coordinate with the WVDE and institutions of higher education to support the recruitment, preparation, retention, and training, including professional development, of teachers, faculty, administrators, and specialized instructional support personnel

Open positions are advertised in the four-state region to find the most qualified personnel through various mediums.
JRTI follows the hiring practices of Berkeley County, which is one of the highest paying counties in the state. JRTI offers up to six years or teaching experience for twelve years of work experience. JRTI offers a full benefits package which includes a housing allowance and sick leave bonus ($1,500).
Hiring the best instructors is a high priority. Each candidate is required to take a TABE test to ensure that he or she shows a high level in literacy and numeracy.
All new teachers become part of the New Teacher Academy cohort. Administration and faculty members provide most of the professional development, which has ranged from ethics/professionalism, FERPA/504 Plans/IEPs, classroom management, student youth organizations, the use of technology in the classroom etc.
Mentors are provided for all new teachers to help ensure their success during their first years.
CTE teachers are required to complete 21 hours of coursework through Marshall University. The WVDE covers the cost of 15 credits. To retain instructors, James Rumsey reimburses all costs of the remaining credits (providing teachers maintain a B average), textbook fees and travel expenses.
Teachers are afforded the opportunity to attend “back-to-industry” sessions that help keep them abreast of current trends and technology. The school pays for these sessions and provides professional development pay for the instructors.
Instructors have the opportunity to request a variety of professional development by making application to the school’s director.
JRTI’s TCTW (Tech Centers that Work) Leadership Team meets at the end of the academic year to set goals for the following year. The TCTW Leadership Team is made up of the chairs of individual Faculty Senate sub committees. Our faculty and staff work in groups in order to define our goals
One of the required goals for each teacher for their professional evaluation is to identify areas where they are Distinguished. In order to exhibit distinction, teachers must show evidence of professional collaboration. There has been strong evidence of successful collaboration between teachers through team teaching, cross-curricular instruction, cross-curricular projects and interdisciplinary simulations.
Instructors are required to set a Project Based Learning goal for their annual evaluation.

Indicator 9 – Performance Gaps

Please describe how the county or multi-county career center will address disparities or gaps in performance as described in section 113(b)(3)(C)(ii)(II) between groups of students and the additional actions that will be taken to eliminate these disparities or gaps

Administration provides ongoing professional development and support to teachers and students for the successful implementation of Simulated Workplace.
The school completes a Local Education Agency (LEA) Plan each year. The plan is presented to the Local School Improvement Council, the Administrative Council, and the Faculty Senate for review.
JRTI has an active LSIC Committee that provides tremendous support to the school. The group assists in the development of the Local Education Agency (LEA) Plan. This group reviews the content of the LEA plan each year and assists with program development. Many of the members serve as program advisers and judges for student youth organization events and employers to JRTI students.
Instructors have the opportunity to request a variety of professional development by making application to the school’s director.
The Simulated Workplace Student Focus Group generated a list of topics on which they felt more training was needed to ensure the success of Simulated Workplace companies. Monthly professional development covers topics pertaining to leadership, time management, consistent documentation, safety and protocol compliance, etc.
JRTI requires students to prepare portfolios. The WVDE/CTE has formalized this process by providing a rubric and scorecard as well as holding students accountable for completing this activity.
JRTI has an active Student Council. These students earn a credit through a leadership class. They plan and implement schoolwide activities to enhance the culture and climate of the school.
All completers take the NOCTI Assessment. All instructors are provided professional on the NOCTI to incorporate the required skills in their respective CTE programs. Instructors use the NOCTI Benchmark assessment to develop individual and class goals for the NOCTI Audit assessment.
The Governor’s Workforce Credential recognizes students who have shown continued excellence in grades, attendance, certification, drug testing and portfolio. Administration and teachers continually stress the credential requirements throughout the year.
A reception is held at the end of the year for successful high school students who have shown excellence in their program. Guardians are invited and certificates are awarded to recipients.
The school holds a National Technical Honor Society induction ceremony.