Integration A. Teachers and A. Teachers are A. Teachers have A. Teachers are Home & Career Skills teachers’ other school informed of adequate common included in all school schedules reflect common planning staff view team/school planning time with planning and time with other team/content area classes as projects and other team/content participate in all teachers. There is with initiatives and area teachers. appropriate documentation/records for these “extras,” little or no value invited to instructional planning meetings. to other content participate, if meetings. areas. possible. B. Teacher B. Teachers B. Teachers make B. Teachers ensure Teachers are able to demonstrate receives little or communicate with an effort to support that all instruction key connections with core subject no information other teachers, as other content area integrates learning areas within a unit(s) of study. about team needed, to advise learning standards standards from other projects or them of projects and show students content areas, and initiatives. that may support the these connections are “real-life” other content area application. pointed out to learning standards. students as a part of their “real-life” application. Youth Development A. Programs Programs have The program area A. The program area Home & Career Skills school have no youth a student plans community/ participates in program provides subject-specific development program/group that school service subject-specific youth youth leadership development component. focuses on youth projects and leadership activities, or extracurricular development provides promotes student opportunities in or out of the (e.g., internships, youth growth through classroom (i.e., Family, Career & mentoring, service leadership individualized group Community Leaders of America learning, and/or building activities projects, and provides (FCCLA)). youth leadership (e.g., internships, opportunities for organizations). mentoring, service students (e.g., learning, and/or internships, youth leadership mentoring, service organizations). learning, and/or youth leadership organizations).
Integration A. Teachers and other school staff view classes as “extras,” with little or no value to other content areas. A. Teachers are informed of team/school projects and initiatives and invited to participate, if possible. A. Teachers have adequate common planning time with other team/content area teachers. A. Teachers are included in all school planning and participate in all appropriate instructional planning meetings. Home & Career Skills teachers’ schedules reflect common planning time with other team/content area teachers. There is documentation/records for these meetings. B. Teacher receives little or no information about team projects or initiatives. B. Teachers communicate with other teachers, as needed, to advise them of projects that may support other content area learning standards. B. Teachers make an effort to support other content area learning standards and show students the “real-life” application. B. Teachers ensure that all instruction integrates learning standards from other content areas, and these connections are pointed out to students as a part of their “real-life” application. Teachers are able to demonstrate key connections with core subject areas within a unit(s) of study. Youth Development A. Programs have no youth development component. Programs have a student program/group that focuses on youth development (e.g., internships, mentoring, service learning, and/or youth leadership organizations). The program area plans community/ school service projects and provides youth leadership activities (e.g., internships, mentoring, service learning, and/or youth leadership organizations). A. The program area participates in subject-specific youth leadership activities, promotes student growth through individualized group projects, and provides opportunities for students (e.g., internships, mentoring, service learning, and/or youth leadership organizations). Home & Career Skills school program provides subject-specific youth leadership development or extracurricular opportunities in or out of the classroom (i.e., Family, Career & Community Leaders of America (FCCLA)). building