The program advisory structure for Area 31 Career Programs is presented as item 1.1.A. In addition to collaborative data teams and staff workgroups, Area 31 Career Programs are supported by three types of formal advisory committees. They are known as Program Advisory Committees, the STEM Leadership Team, and the Executive Leadership Council.

Each Area 31 Career Center program is supported by a Program Advisory Committee A blank copy of Advisory Committee Meeting discussion points is presented as item 1.1.B., whereas completed templates with a listing of committee participants is shown in attachments 1.1.N and 1.1.O. These committees consist of industry leaders, post-secondary partners, parents, students, and program graduates. The responsibility of these committees is to advise curricula and various other aspects of programming such as equipment needs, current technologies, embedded certifications, and employer engagements. Please note that STEM integration questions are a required component of the Advisory Committee meeting template.

Area 31 Career Center is also supported by an umbrella advisory group called the Area 31 Executive Leadership Council (1.1.C & 1.1.D.) The membership of this group includes local employers, economic development professionals, postsecondary leaders from Ivy Tech and Vincennes University, and others. The primary purpose of this group is to consider the information presented by Area 31 Program Advisory Committees and to make recommendations to the Area 31 CTE Director and Governing Board. These individuals also promote strategic networking between schools and industry, and they engage in CTE advocacy at the local and state levels.

In-house, all staff members of Area 31 Career Center explore best practices in education, opportunities for cross-curricular instruction, and make decisions regarding STEM programming. Discussions are held among members of the Area 31 STEM Leadership Team, during Common Learning (professional development) meetings, during Interactive Collaborator and Educator (ICE) meetings, and during supplemental professional development offerings called Think Tank Tuesdays/Thursdays. These discussions include Area 31 Career Center administrators, who have been trained in STEM implementation and evaluation, program instructors, an on-site Project-Based Learning (PBL) trainer, academic integration experts, career pathway specialists, and the Area 31 Special Education Coordinator. Evidence of daily Common Learning/Professional Development meeting times and participants are presented as items 1.1.F and 1.1.G. Examples of meeting rosters and meeting minutes, which include the exploration and advancement of the Area 31 STEM Plan for Growth and Sustainability, can be found as attachments 1.1.H, 1.1.I, 1.1.L, and 1.1.M.

Staff members also consider and discuss feedback received through surveys. Electronic surveys are regularly used to gather information from Area 31 students, teachers, partners, and parents. An overview of the annual STEM Survey for Teachers and teacher responses can be found in items 1.1.J and 1.1.K.

Finally, Area 31 Career Center and local stakeholders perform a biennial Comprehensive Local Needs Assessment (1.1.E) to ensure that plans for future programming align with local and statewide needs. The feedback received from local partners is strongly considered when making program decisions. Through Common Learning meetings, advisory committee participation, surveys, and the Comprehensive Local Needs Assessment process, 100% of Area 31 Career Center staff members participate in decision-making regarding STEM programming.

Area 31 Career Center program experiences epitomize collaboration and real world problem solving. Project-Based Learning (PBL) is frequently used as a structure for learning units and students regularly engage the public in addressing local challenges. Area 31 Career Center programs offer a gradual release of responsibility wherein students receive safety training, develop STEM-related skills under the "I do, you do, we do" model, and then move from the classroom to a simulation lab and then finally to a full work-based learning experience. During their time at Area 31 Career Center, students will follow the engineering design process as they work in collaborative groups to analyze situations, identify challenges and goals, develop plans of action, test, and then repeat the process as necessary. Students often present findings to authentic audiences and/or perform service work for external clients.

This work is best accomplished through in-person instruction. Still, recent events have shown that we must be prepared to continue learning amid unexpected interruptions to school schedules or school facility closures. The Area 31 Continuity of Learning Plan (1.2.A) was designed to ensure that high-quality STEM educational opportunities continue over time and in the face of any change in learning environments. As a result of gains in technology access, and changes in local expectations for student technology use, all Area 31 students experience learning activities in synchronous and asynchronous formats. The current hybrid schedule at Area 31 Career Center, as shown in the Area 31 Continuity of Learning Plan allows for asynchronous virtual learning on two days each week, in-person instruction on two days each week, and synchronous virtual learning on one day each week. This plan also outlines expectations for communication and student engagement when instructional delivery models are changed. Whether instruction is delivered in-person or virtually, students performance continues to be measured using a strategic variety of formative and summative assessments (2.5.A.)

Instructors at Area 31 Career Center enjoy one hour of prep time and one hour of common learning time each day. An overview of fall 2020 teacher schedules is presented as item 1.3.A. On most days, teachers may use their prep time as they deem necessary to advance their students and their programs, but all teachers are required to engage in the weekly planning of integrated STEM learning opportunities with the support instructors in other content areas, a PBL Trainer, and Area 31 Academic Integration Specialists. During the common learning hour, teachers have days where they are expected to engage in whole-group professional development, days where they work in small group data teams or Interactive and Collaborative Educator (ICE) Teams (1.3.B), and days where they may choose to collaborate with others or research areas of professional interest. The content of recent Area 31 Career Center Common Learning meetings is presented in the form of a slide deck (1.3.C.) Examples of Common Learning meeting rosters and meeting minutes can also be found in attachments 1.1.H, 1.1.I, 1.1.L, and 1.1.M.

A focus on STEM integrated teaching methods, including strategies for developing strong Project-Based learning (PBL) units, is embedded in common learning experiences and offered through supplemental trainings. These experiences are supported by school administrators, academic integration coaches, and an on-site Project-Based Learning trainer. Teachers within their first two years of service participate in the aforementioned activities while also receiving additional support from their department chair as well as an assigned teacher mentor. A variety of topics such as classroom management and assessment strategies are discussed during scheduled meetings (1.3.D.)

Common Learning meetings allow for the discussion of best practices in STEM instruction and the planning of integrated STEM learning opportunities as an interdisciplinary team. In addition to the academic integration activities referenced in section 3.5, teachers also have the opportunity to collaborate with others throughout the school and the broader area CTE district. Attachments 1.3.E - 1.3.G highlight the development of an interdisciplinary unit that was planned during Common Learning time. This unit focused on the understanding and skills involved in taking proper measurements with a tape measure, and it was developed through a partnership among Area 31 Career Center's Construction Trades program, Stout Field Elementary, and a Math Specialist at the MSD Wayne Township Education Center. Additional support was provided by STEM Leadership Team members from Area 31 Career Center. The initial stages of rubric development are presented in the content and comments found in attachment 1.3.G, and the final rubric is presented as an attachment in section 3.5. Lastly, evidence of interdisciplinary STEM integration planning involving the Area 31 Dental Assisting program and the Area 31 Early Childhood Education program is presented as item 1.3.H. Evidence of implementation of this activity is also presented in section 3.5.

1.3.F Tape Measure Pre-Planning Meeting to Identify Goals and Plan Development

Local students make informed enrollment decisions based on personal experiences as including career exploration activities help online and at Area 31 Career Center outreach events (e.g. Fairs, Open Houses, Tours). Area 31 Career Center programs are elective classes. As such, student enrollments are considered to be a general indicator of student awareness and interest. Additionally, student thoughts and perceptions are regularly discussed during Area 31 Ambassador leadership meetings (1.5.A) and in classroom discussions among teachers and program participants. It is not uncommon for staff members to tailor classroom activities based on student interests. For example, a Graphic Imaging instructor who uncovers a student's talent in music performance may work with the student to design a project using the Adobe Creative Suite wherein the student creates a detailed marketing plan for her band or another artist of her choice.

Over the course of any given school year, student feedback is also considered as they are asked to answer questions regarding topics such as their awareness and perceptions of STEM careers (fall survey, 1.5.B), the level to which they feel supported by Area 31 Career Center staff and students (winter survey, 1.10.B), and their satisfaction with local programming (spring survey, 1.6.B). When student responses have indicated gaps in understanding, steps have been taken to address needs. For example, after responses on a student survey (1.5.C) suggested a lack of understanding of supply chain-related careers, guest speakers from Hendricks Logistics Sector Partnership and Vincennes University were recruited to share career opportunities with students.

On a recent survey 78.8% of respondents (n=458) responded that the STEM integration at Area 31 Career Center is notably stronger than the experiences provided in their home high school. Additionally, 76.4% of respondents reported that technology at Area 31 Career Center is utilized at a "high" or "very high" level to facilitate instruction, investigation, research and or design. More student perception data regarding STEM programming is presented below (1.5.D, 1.5.E & 1.5.F.)

Student and parent feedback is collected informally through their general interactions with staff members and more formally during Program Advisory Committee meetings. A sample Program Advisory Committee roster showing the diverse makeup of committee members is presented as item 1.6.A. Additionally, student and parent feedback is gathered via surveys (1.6.B & 1.6.C) and through their participation in the Area 31 Comprehensive Local Needs Assessment process. Data is organized by Area 31 administrative staff before being analyzed by the Area 31 STEM Leadership Team, The Area 31 Executive Leadership Council, and Area 31 Career Center instructors.

Student and parent feedback, combined with input from industry and post-secondary partners, is used to drive decision making with respect to program offerings and design. For example, recommendations provided through advisory committee discussions and the Comprehensive Local Needs Assessment process must be documented and submitted as evidence of need before program equipment is purchased using federal Perkins grant dollars. Modifications to curriculum and instruction are also driven by input from community stakeholders.

At Area 31 Career Center, instructional supports provide feedback and professional development in the forms of coaching, modeling, mentoring, and collaborative resource exploration. Critical feedback and encouragement are offered to 100% of teachers during formal and informal meetings as well as during Common Learning times (1.3.A.) Discussions may include peers, administrators, academic integration coaches, etc.

Instructional support is also available through professional workshops, such as Association for Career and Technical Education conferences, via training hosted by industry and post-secondary partners, and through local training resources. Some local resources include a resident Area 31 Project-Based Learning Trainer (1.8.A), video tutorials courtesy of Wayne Blended Bytes (1.8.B), a repository of instructional supports held on the MSD Wayne Township ItsLearning platform (3.1.B), and even bathroom posters known as "Toilet Tech" (1.8.C) Finally, instructional guidance, including discussions of current industry training practices, is received and considered during Program Advisory Committee meetings.

Area 31 Career Center promotes STEM and CTE through a variety of channels. In addition to classroom based communications and community outreach events, Area 31 Career Center promotes STEM education through the ParentSquare platform, through www.Area31CareerCenter.com (1.9.A), through campus imagery, and through various forms of print and social media. Social media communications, for example, are posted to Facebook (1.9.B) and Twitter several times a week, and a new edition of the Area 31 Advance Newsletter (1.9.C) is shared at least once per month across Area 31 Career Center communication platforms.

Area 31 Career Center is home to one of the most diverse populations of student and staff in the state of Indiana. Local students vary in terms of their race, ethnicity, class, gender, sexual orientation, language, nation of origin, thinking, disability or ability, and religious affiliation. The uniqueness and individuality of our students is one of Area 31 Career Center's greatest strengths, and all students are welcomed through inclusive practices (1.10.A.)

There are in excess of thirty career training pathways offered at Area 31 Career Center, so students have opportunities to explore a variety of areas of interest (1.10.B.) Each program challenges participants by offering engaging lab experiences as well as college credits, industry certifications, and/or work-based learning experiences. State-level data in the Indiana Technical Education Reporting System (INTERS, 2019) shows that local students attend "non-traditional" programs at a higher rate than at most other Indiana school districts. Furthermore, students considered to be "special populations" based on factors identified by the United States Federal Government have been found to achieve equal outcomes to students in the general population (Robert West, 2019).

Area 31 Career Center students are offered acceleration and remediation according to their unique needs at any given time. Wraparound supports may include academic, career, or social-emotional counseling supports. They may also include engagements with learning coaches or the Area 31 Career Center Special Education Coordinator. Whether course content is delivered in-person or virtually, student progress is consistently monitored by teachers and administrators. Any necessary interventions are addressed at the earliest possible moment with the collaboration of staff members, students, parents/guardians, and other relevant stakeholders.

Student choice and student equity are heavily valued in the Area 31 community, and special care is taken to ensure that all students feel welcomed and supported (1.10.C, 1.10.D, & 1.10.E.) A few examples of how this is done include ensuring that curricular materials, classroom imagery, and guest teachers represent the great diversity that exists within our community. Demographic characteristics are not a consideration during the Area 31 Career Center enrollment process, but intentional efforts are undertaken to recruit from traditionally underserved groups such as non-traditional, minority, and high-poverty populations. Student Ambassadors, program instructors, guest teachers, and Area 31 Career Center publications represent a the diversity of our communities. Area 31 staff members are also intentional in partnering with woman-owned and minority-owned businesses such as B & W Heating and Plumbing and Godby Hearth and Home (1.10.F.) Furthermore, traditionally underserved communities are targeted during intentional outreach initiatives and offered the opportunity to connect with affinity groups if they so desire. Area 31 Career Center administers an annual student equity survey to measure student perceptions of access and equity. As a part of this process, students report on whether they feel supported by Area 31 Career Center staff and students.

1.10.A Area 31 students at a Chamber of Commerce Meeting