Plan 2009: Local Education Agency Plan

Local Education Agency Plan 2025-2027

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?

Students prosper in educational environments that are supportive, safe, and committed to academic excellence. This environment can be established through purposeful planning and execution of goals established by the school’s key stakeholders which include administration, faculty/staff, students, parents, feeder school districts, business/industry, government and community partners.

Consequently, James Rumsey Technical Institute has identified two priorities to on which to focus:

Student Achievement

Throughout its history, JRTI has been dedicated to offering a diverse range of programs that align with student interests, workforce demands, and the needs of local school districts. To achieve these goals, JRTI aims to:

Expand the availability of CTE programs for secondary students.
Increase enrollment in CTE programs.
Improve student attendance rates.
Provide in-depth instruction tailored to individual learning levels to ensure students meet workforce entry standards on the NOCTI Post Test.
Offer extensive opportunities to address individualized learning needs, enabling students to obtain industry credentials.
Boost student participation in youth organizations.
Develop additional internships, apprenticeships, and co-op opportunities.

These initiatives reflect JRTI’s commitment to preparing students for successful careers and meeting the evolving needs of the community.

Faculty Achievement

JRTI’s faculty comprises individuals with expert-level knowledge in their programmatic areas and educational practices. To ensure our team remains highly skilled and well-trained, JRTI aims to:

Enhance the availability of meaningful and up-to-date professional development relevant to CTE teaching best practices.
Implement data-driven approaches to improve program quality and student outcomes.
Expand opportunities for faculty to develop and deepen industry connections in their respective fields.
Foster networking opportunities with experts in both programmatic areas and education.
Promote cross-curricular efforts to integrate programmatic fields into academic courses and vice versa.

These initiatives underscore JRTI’s commitment to maintaining a highly competent and connected faculty, ultimately benefiting our students and the broader community.

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
Enrollment opportunities for secondary 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:

AR1600 HVAC Technician

AR1760 Electrical Technician

AR1820 Carpentry

AR1920 Masonry

AR2140 Plumbing

AV1684 Multimedia Publishing

AV1840 Graphic Design

ED1320 Early Childhood Classroom Assistant Teacher

HE0715 Allied Health Sciences

HE0723 Therapeutic Services

HO1010 ProStart

IT 1442 Coding, App & Game Design

IT1640 Cisco Networking Academy

LA1020 Law and Public Safety

LA2200 Emergency and Firefighting Management Services

MA1980 Welding

MA1630 Robotics

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, JRTI’s LSIC work with faculty and administration, and collaboration with our feeder school districts to determine program and school needs. These recommendations are then incorporated into the allocation of requests. We recognize the need for our institution to expand enrollment opportunities for secondary students and are actively seeking to increase program opportunities as a result.

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

Based on the comprehensive needs assessment, there are three programs of study that we are implementing for the 26-27 school year. First, we are adding a secondary HVAC technician, Allied Health Sciences, and Plumbing program to our program of studies. Additionally, we have added an additional section of secondary automotive and electrical to our 26-27 program offerings.

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

Students, including those from special populations, have multiple opportunities to learn about career and technical education (CTE) course offerings and programs of study at JRTI. Throughout the year, two open houses and a parent orientation provide students and families with essential information about program expectations, completion requirements, EDGE credits, certifications, and more. Additionally, feeder counties and high schools use school and electronic announcements to further publicize these events. Some instructors also hold additional parent nights to offer a more in-depth review of their specific programs. JRTI Support Services Instructors are available to meet with students and parents to provide individualized guidance specifically for students with individualized education plans or 504 plans.

JRTI’s website, managed by our Multimedia Publishing program, serves as a comprehensive resource for students, parents, and community members. Students can also access online “Ed-To-Go” programs directly from the website. Additionally, we have catalogs prepared and printed by our Multimedia Publishing program annually which provides a resource for prospective students to view in order to learn more about the programs we have available.

For younger students, the Summer Career Academy, held in June, offers rising ninth and tenth graders from Berkeley, Jefferson, and Morgan counties the chance to explore various programs through hands-on activities over three days. Additionally, JRTI’s Mobile Career Center extends outreach by visiting every middle school in Berkeley, Jefferson, and Morgan counties. Eighth graders can explore multiple modules of different CTE programs, giving them early exposure to career pathways. Over the summer, the Mobile Career Center also attends local youth fairs to continue spreading awareness of high school and ACE program opportunities. Finally, we also host tours for tenth grade students where they are able to participate in their top three program choices and decide if they want to apply to one of our available programs.

Through these various efforts, JRTI ensures that all students, including those from special populations, have accessible and engaging ways to learn about career and technical education 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

The administration at James Rumsey Technical Institute (JRTI) maintains active involvement in the Workforce Development Board and collaborates with various local Chambers of Commerce to advance career training initiatives and support the retention of a skilled workforce within the community.
JRTI hosts an annual Career Fair, featuring over sixty representatives from business, industry, military organizations, and postsecondary institutions. This event is open to JRTI students, prospective students, and members of the community, offering valuable networking opportunities and insights into diverse career pathways.
Business partners and craft advisory members contribute to industry-specific training for both students and faculty, ensuring that educational programs remain aligned with evolving industry standards. Additionally, the school participates in multiple career fairs at secondary and postsecondary institutions to strengthen partnerships while promoting JRTI’s offerings.
The JRTI Mobile Career Center is actively engaged in outreach efforts, making appearances at the Jefferson County and Berkeley County Youth Fairs each year. This initiative also participated in an event at Shepherd University in the spring, further extending its reach to prospective students.
In collaboration with the College Foundation of West Virginia (CFWV), JRTI provides academic and career counseling at orientations, open houses, and career fairs, ensuring students receive comprehensive guidance in planning their educational and professional futures.
All programs at JRTI undergo an annual Business and Industry review, following a rubric tailored to each career pathway. Feedback gathered from these evaluations informs necessary adjustments and improvements to curriculum and program structures. Students actively prepare for inspections through professional development sessions held during student focus group meetings and conduct peer evaluations of other programs. The outcomes of these inspections are reviewed in company and focus group meetings.
JRTI supports a robust network of Career and Technical Student Organizations (CTSOs), with active chapters across various disciplines. Students are introduced to participation opportunities during their initial orientation session. Instructors integrate co-curricular activities into program areas, fostering leadership and skill development. The school provides substantial financial assistance to support student involvement in state and national CTSO events.
Each program at JRTI convenes two craft advisory committee meetings annually, facilitating direct engagement with industry professionals. These experts offer technical support, contribute to curriculum development, and provide cooperative learning opportunities. Additionally, advisory committee members serve as program consultants, student event judges, and potential employers, ensuring strong connections between education and industry.

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 support students, fostering strong relationships with counselors from eight participating high schools to ensure seamless collaboration and student success.
A full-time business relationship development coordinator works directly with students, instructors, and business partners to build opportunities for cooperative learning, business partnerships, and experientials for students.
Each JRTI program incorporates the 12 protocols of Simulated Workplace, which include a structured attendance system, 6S inspections, student-led company structures, the establishment of company names and handbooks, and drug testing procedures. Instruction is delivered through project-based and problem-based learning modules within the Simulated Workplace framework, equipping students with real-world skills and industry-relevant experience.
JRTI Simulated Workplace Program Supervisors serve as a student taskforce, meeting monthly with administration to receive targeted training in leadership, time management, documentation, safety, and compliance, further strengthening their professional competencies.
JRTI provides academic instruction to approximately 100 students. Many full-day students with an additional period available in their schedule have the opportunity to rotate through various programs in an elective-format course, allowing them to acquire foundational skills across multiple disciplines. Senior students with an extra period also have the option to serve as teacher assistants, working directly with instructors to gain hands-on educational experience.
JRTI maintains active Career and Technical Student Organization (CTSO) chapters, where instructors integrate co-curricular activities into program areas by collaborating with business partners to promote leadership development and skill enhancement.
To facilitate informed decision-making, JRTI hosts structured tours for tenth-grade students from feeder high schools. These tours enable students to engage with their top three program choices, allowing them to assess their interests before applying to a program.
Additionally, JRTI hosts a Summer Career Academy in June for current and incoming ninth and tenth-grade students from Berkeley, Jefferson, and Morgan counties. This three-day program offers hands-on exploration of various career and technical education programs. The academy is free of charge, with transportation provided from major feeder high schools.
JRTI is also an active partner in the Shenandoah Valley District Consortium, as mandated by SB 436, collaborating with area county Career and Technical Education (CTE) directors and Blue Ridge Community and Technical College to enhance educational and workforce development opportunities.

Through these initiatives, JRTI remains committed to equipping students with the knowledge, skills, and resources necessary for academic and career success.

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.
The Faculty Senate’s Marketing and Recruiting Committee promotes JRTI to recruit and inform prospective students about CTE programs, aiming to disband career stereotypes related to 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 multiple modules representing our programs. Finally, we also host tours for tenth grade students and eight grade students allowing them to make informed decisions about career and technical education opportunities available to them.
Two open houses are held annually. JRTI faculty, administration and counseling staff are available at these open house events to discuss career and enrollment 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 schools.
Student supervisors meet monthly with administration in a focus group to monitor and track success and challenges in their programs and enhance their leadership skills.

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.

To facilitate informed decision-making, JRTI hosts structured tours for tenth-grade students from feeder high schools. These tours enable students to engage with their top three program choices, allowing them to assess their interests before applying to a program.
Eighth grade students have the opportunity to visit JRTI and the local community college, Blue Ridge CTC, as they begin planning their 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 program options for students as well as outline key curriculum components within these programs. Promotional videos have been developed to promote JRTI’s programs. The video can be found on the school’s website.
JRTI communicates with students, parents and the community through Facebook and radio advertising. We will also be implementing a new phone communication tool next school year to maintain direct and rapid communication efforts.
The Faculty Senate’s Marketing and Recruiting Committee promotes JRTI to recruit and inform prospective students about CTE programs, aiming to disband career stereotypes related to 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.

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).

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, 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.
The NOCTI benchmark is administered at the beginning of the year in each program, and the data from this pretest is used to establish goals and monitor progress throughout the year in preparation for the NOCTI Post test. Our administrative staff uses this data to guide professional development for instructors, ensuring they maintain and develop best practices to achieve data-driven results in their programs.
JRTI is a member of the Technology 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.
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; and
- ensure 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

The Faculty Senate’s Marketing and Recruiting Committee promotes JRTI to recruit and inform prospective students about CTE programs, aiming to disband career stereotypes related to gender, race, ethnicity, age, or ability. 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..
JRTI has two support services instructors that work to assist caregivers and students throughout the enrollment process and program duration. They attend annual and targeted IEP and 504 meetings, communicate accommodations to instructors, and provide direct support to students. Accommodations and modifications are put into place in our programs and academic courses in alignment with each student’s IEP and 504 requirements.
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.
Opportunities for job shadowing, internships, and co-op experiences are available for students in their fourth course of their program. These opportunities are overseen and supported by a full-time work-based learning coordinator, a role held by one of our two assistant principals.
JRTI completers are required to complete and present a portfolio. Students have the option of using electronic or hard copy portfolios for their presentationSpecial 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.
The two support services instructors that work to assist caregivers and students throughout the enrollment process and program duration. They attend annual and targeted IEP and 504 meetings, communicate accommodations to instructors, and provide direct support to students. Accommodations and modifications are put into place in our programs and academic courses in alignment with each student’s IEP and 504 requirements. They do not just assist 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 as required by IEPs for students receiving modified diplomas. Specialized equipment is purchased when necessary. Instructors and administrators collaborate with DRS, private rehabilitation companies, and individualized education teams from the feeder schools to place students in the environments that best serve their unique needs.
All student tours are led by JRTI student ambassadors. Student ambassadors are selected by the instructors and 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 on all forms, applications, advertisements, handbooks, and other publications.
The two support services instructors that work to assist caregivers and students throughout the enrollment process and program duration. They attend annual and targeted IEP and 504 meetings, communicate accommodations to instructors, and provide direct support to students. Accommodations and modifications are put into place in our programs and academic courses in alignment with each student’s IEP and 504 requirements. They also educate the staff on best instructional practices to 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

An annual career fair is held JRTI, consisting of approximately 60 different representatives in attendance. These include a combination of businesses, post-secondary educational institutions, and military to share their opportunities with our students.

JRTI’s active Local School Improvement Council provides support to the school. Members include the Chamber of Commerce, Berkeley County Development Authority, students business members and teachers.
Each program has a Craft Advisory Committee, which meet at least twice a year and provide technical support, curriculum development input, and cooperative learning opportunities. These committees also serve as program advisers, judges for student events, and future employers.
The JRTI 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.
JRTI implements a Simulated Workplace model in all high school programs, preparing students with technical and leadership skills. Each program has assigned student supervisors and other positions to help students develop teamwork and industry-specific skills. Monthly focus group meetings between student supervisors and administration provide leadership training and track program success while also giving the supervisors a sense of ownership and accountability within their programs.
The NOCTI assessment 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.
Prospective and current JRTI students submit an application and attend interviews with the program instructor and/or the program’s supervisory team.
There is also random drug testing through SWP.
Opportunities for job shadowing, internships, and co-op experiences are available for students in their fourth course of their program. These opportunities are overseen and supported by a full-time work-based learning coordinator; a role held by one our business relationship development coordinator.
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).

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 aligns our pay scale to the one utilized by Berkeley County School district which is one of the top paying school districts in the state of West Virginia. We offer up to six years of teaching experience for twelve years of work experience with the understanding that most of our prospective employees will have background and experience in an industry-related field. We also offer a comprehensive benefits package that includes a housing allowance and sick leave bonus. 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 CTE teachers must obtain their CTE endorsement through the WVDE CTE teacher preparation program within their first two years of employment.
New teachers join the New Teacher Academy cohort, which meets monthly and includes administrative staff and mentor teachers. These meetings provide professional development on topics such as building policies, ethics, FERPA/504 Plans/IEPs, classroom management, student organizations, and technology use in the classroom. Additionally, each new teacher is assigned a mentor teacher from our school in order to support them throughout their early years in their program.
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.
In addition to monthly meetings, JRTI’s TCTW Leadership Team holds a specified annual meeting to set goals for the following year, ensuring continuous improvement and alignment with industry needs. Meeting monthly to address these areas, we aim to improve program quality,
Increase credential attainment, and overcome barriers to enrollment, ultimately preparing our students for successful careers and post-secondary education.
The TCTW Leadership Team is made up of the chairs of individual Faculty Senate sub committees.
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 as required. 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 comprehensive local needs assessment (CLNA). This group reviews the content of the CLNA 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 generates a list of topics on which they feel more training is needed to ensure the success of Simulated Workplace companies. Simulated Workplace Student Leadership Team meets monthly with administration to cover leadership, time management, documentation, safety, and compliance
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 credit through a leadership class. They plan and implement school wide activities to enhance the culture and climate of the school.
All completers take the NOCTI Assessment. All instructors are provided professional development 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.