Special Program Options
- Blended Learning
- Credit Flexibility & Credit Recovery
- College Credit Plus
- English Language Learners
- Delaware Area Career Center (DACC)
- Entrepreneurship Business Academy (EBA)
- Homebound & Hospital Instruction
- Linworth Experiential Program
- International Baccalaureate (IB)
- Special Education
- STEM Pathway
- Summer School
- Worthington Academy
Blended Learning
Blended Learning is a formal program in which students learn in multiple settings, including online and face-to-face, with some ability to determine the pace, path, and/or place of their learning. Blended Learning courses are designed and facilitated by Worthington teachers who seamlessly and intentionally integrate technology and instructional best practices so that learning is accessible and more personalized for all students. Course learning outcomes are the same for both blended and traditional courses.
In blended courses, teachers choose to use a blend of materials, instructional methods, and/or class time. For example, a blended course might include myriad materials in various media formats such as textbooks, videos, labs, software, and simulations.
Other blended courses might include a combination of instructional methods and approaches, such as the use of lecture, small-group instruction, peer collaboration, videos, or online discussions.
And finally, teachers might choose to use a blend of class time, where time is used differently and flexibly, depending upon the class and age of students. For example, teachers and students might use a combination of face-to-face and online “seat time” in a hybrid model where students might not be required to attend face-to-face (F2F) every day. Whereas in other blended classes, students are required to attend class every day but work in different locations around the classroom or building. Class time and the class environment are used in flexible ways to organize and optimize learning for students.
Blended learning may be for every student, and many of the characteristics that enable students to be successful in traditional settings are equally important in a blended setting
Credit Flexibility & Credit Recovery
Credit Flexibility may be used to expand and enrich students’ learning experiences and opportunities. These experiences must maintain the educational standards adopted by the district through its course of study. Before students may begin any course through credit flexibility, a plan must be submitted and signatures signifying approval obtained.
Credit Flexibility options may include, but are not limited to:
- correspondence courses
- online courses
- educational travel
- service learning
- independent study
- demonstration of mastery
- college course work (Post-Secondary Enrollment)
For more information about Credit Flexibility, please see your school counselor.
For many learners, making up lost ground can seem overwhelming. Worthington Schools partners with online schools to provide our student learners with an online experience that is media-rich and highly interactive, making credit recovery engaging and attainable. They are an industry expert in proven, effective credit recovery solutions. By focusing on instruction that fills knowledge gaps and provides a personalized learning experience, they target the specific issues that have prevented learners from moving forward
College Credit Plus
College Credit Plus (CC+) allows students in grades 7-12 to take courses and earn both high school and college credit. The grades and credits earned appear on both the student’s high school and college transcripts. Students can earn up to 30 credits per year. (Maximum of 120 credit hours total.)
Where can students take courses?
Eligible students can take courses at the high school taught by a high school teacher, at the high school taught by a college instructor or at the college (online or live). Students may choose to take courses in any combination of formats or with any combination of Ohio colleges. Please be aware that no matter where the course is offered (at the college campus, online or at school), the course will follow the same college course syllabus, use the same textbook, and be assessed using the same methods and grading standards.
What does it cost?
There is no cost for the student to participate in College Credit Plus when the student is enrolled in a public college or university. The high school and college share the cost for these course(s). Students choosing to enroll in a participating private college or university might incur costs. If a student fails a course, the student will be expected to pay for the course. If the student does not turn in their textbook, the student will be charged for the missing textbook.
When can I participate?
Students can take classes during the summer, fall or spring semesters or any combination of terms provided that the student does not exceed 30 hours in that academic year (beginning with summer term). It is important to meet all college deadlines in order to participate.
What classes can I take?
Students may take any course offered in the college’s course catalog for which the student has met the prerequisites. Course options include traditional courses and online courses. The courses offered are listed below.
Requirements:
All students interested in participating in CC+ must attend a College Credit Plus information counseling session with a parent/ guardian. This presentation will fulfill the state’s requirement for the counseling information session. Students who are not able to attend this presentation should contact their counselor for alternate dates and locations of presentations for fulfilling this requirement.
I want to participate, what do I do next?
Students who have additional questions should refer to the counselor website for more information about CC+ under Academic Options or see their counselor.
- Submit the written notice of intent to participate for the following school year between February 15 and April 1.
- Select the CC+ classes you intend to take during the course registration process.
- Apply to the college(s) of Please be aware that colleges will have different deadlines for various terms and students must apply prior to the deadline for their intended college(s).
- Upon acceptance to the college(s), complete testing requirements to assure placement into your intended courses. If you are not accepted or do not place into your intended courses, you must immediately notify your counselor and select alternate courses for your schedule.
- Follow through with completing any requirements established by the college.
English Language Learners
The English Language Learners Program is designed to meet the needs of those students whose limited proficiency in the English language make them unable to perform successfully in the regular curriculum. Course offerings through this unit include a Guided Studies course and a Reading course. Individual programs are designed for each student based upon the student’s ability to communicate in English.
Delaware Area Career Center (DACC)
Choosing to add career and technical education to your schedule is an important decision for every family. Whether you are a brand new student or a seasoned pro, we want to make sure you find your fit and feel at home with DACC.
The Delaware Area Career Center works in partnership with your school to provide high school students with elective options not offered at traditional high schools. These electives do more than just meet credit requirements. At DACC, students:
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Have the opportunity to earn high school and college credits
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Get valuable hands-on experience valued by college admissions offices and future employers
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Learn skills that will help them start earning money now while they continue their education
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Explore their career options
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Earn industry credentials
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Participate in early work experiences that will build their resume
Entrepreneurship Business Academy (EBA)
The Entrepreneurship Business Academy (EBA) is a small learning community provided at TWHS. This academy is a rigorous four-year sequence of courses designed to prepare students for post-secondary business programs in college and/or entry into the workforce.
Students involved in this entrepreneurship academy will be better prepared to:
- Major in a Business Program in college
- Start their own business
- Become productive employees in the business world
- Better understand business structures and operations
- Understand finances – both personally and within a business
Students who are admitted into the EBA will…
- Complete all graduation requirements of
- The EBA program
- The Worthington Schools and the state of Ohio
- Engage in practical opportunities to learn and experience entrepreneurship
- Field trips
- Guest speakers
- Internship
- Participate in Academy activities
- Student-Run Business
- Partnership with Worthington Chamber of Commerce
- Internship Opportunities
- Eligibility for Diploma of Distinction
- Take some Academy classes for College Credit Plus credit
- Receive high school credit
- Receive college credit
The Entrepreneurship Business Academy is one tool that can help us reach out to students who would benefit from an educational program that differs from traditional learning models or approaches. Students of all kinds, from the academically gifted to the academically challenged, can be motivated to dream big dreams and work to make them happen. The Entrepreneurship Business Academy provides activities that build relationships, provide relevance for learning, and encourage rigor in the effort to develop academic skills to be competitive in the 21st century job market.
We know that students do better in school when they are interested or engaged in key subjects. According to the Consortium for Entrepreneurship Education, more than 70% of American high school students have an interest in owning their own business. They also found that students in some type of entrepreneurship education program show improved school performance and more ambitious goals for life after school.
It is not required to stay in the program all four years. However, if students complete the program, they may be able to earn college credit for some of the courses and they may be eligible to graduate with a diploma of distinction through the Business Department.
Homebound & Hospital Instruction
Home instruction is an individualized special education program provided to a student with a handicap which prevents the student from attending a regular or special education program, even with the aid of special transportation.
In establishing eligibility for home instruction, the following criteria must be met: the student must have more than 15 consecutive days of school absence or more than 20 days of intermittent absence related to the same health impairment to be eligible for this program. If it is known at the beginning of the absence that this amount of time or more will be involved, home instruction may begin as soon as eligibility is determined, a tutor is secured and an “Individualized Educational Program” is in place.
In all cases a statement from a physician verifying the diagnosis and the length of absence must be on file before determination of eligibility can be made. The parent/guardian must notify the school attendance office that home instruction services are being requested. At that time the parent/guardian will be asked to obtain a home instruction application from the building school psychologist who, in turn, will arrange a Multi-Factored Evaluation team meeting. In general, the school psychologist coordinates the home instruction procedure between the student, parent/guardian and school.
Linworth Experiential Program
The Linworth Alternative Program, housed on the Linworth Campus, is a part of the Worthington School System for students seeking the opportunity to become self-directed learners. The pro- gram provides students with a small school atmosphere in which a student may choose to learn in traditionally taught classes or through learning contracts, in seminars, through independent study projects carried on outside the building and/or through concur- rent enrollment in a college or university. Courses not offered at the Linworth Campus may be taken at the student’s home school. The Linworth Program deals with interpersonal relations, use of time, self-image, problem solving and independent learning. Basic curriculum goals are the same as those of the other two campuses.
The program is limited to 180 students. Each person desiring admission must visit the school, interview with a staff person and complete an application. Persons interested in this program should contact the Director of the Linworth Program for additional information.
Students accepted into the program are expected to meet Worthington Schools’ graduation requirements in addition to meeting the requirements of the Linworth program. These requirements include:
- Interest in developing lifelong learning skills.
- Participation in at least one community service activity each year.
- One or more independent self-directed learning projects each year.
While there is no grade point requirement for entry into the program, there is an expectation that each applicant has the necessary basic skills to successfully complete the standard high school curriculum. Many of the classes at Linworth are designed by staff with student input. Some examples of classes unique to the Linworth campus are:
- Essential Books - a seminar course dealing with great works of literature
- Walkabout — a semester-long, off-campus experiential learning opportunity for second semester seniors who have met all graduation requirements
International Baccalaureate (IB)
History and Mission Statement of the International Baccalaureate
The International Baccalaureate® (IB) was founded in Geneva, Switzerland in 1968 as a non-profit educational foundation. A group of talented, forward-thinking teachers at the International School of Geneva, with assistance from several other international schools, created the IB Diploma Programme.
At our heart we are motivated by a mission to create a better world through education. We value our hard-earned reputation for quality, for high standards and for pedagogical leadership. We achieve our goals by working with partners and by actively involving our stakeholders, particularly teachers.
We promote intercultural understanding and respect, not as an alternative to a sense of cultural and national identity, but as an essential part of life in the 21st century. All of this is captured in our mission statement:
The International Baccalaureate aims to develop inquiring, knowledge- able and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.
To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
LEARN MORE ABOUT THE
WKHS IB PROGRAMME
Special Education
When a student has been evaluated through a Multi-Factored Evaluation and determined to have a disability according to the Individuals with Disabilities Education Improvement Act (IDEIA) and Ohio’s Operating Standards for Ohio Educational Agencies Serving Children With Disabilities, a student may receive educational services through special education. Disabilities under IDEIA include: multiple disabilities, deaf, blind, hearing impairment, visual impairment, speech-language, orthopedic disability, other health impairment, emotional disturbance, specific learning disability, autism and traumatic brain injury. An Individualized Education Program, identifying an individual student’s needs and the special education services needed to provide the student with free, appropriate, public education, is developed by parents and school personnel. If determined eligible, a student may also receive related services such as transition services, occupational therapy, adapted physical education and speech-language services. A continuum of special education services is available, including direct instruction, supportive instruction to the regular classroom, and consultation.
If a parent suspects that their child may have a disability, they may contact the building principal or the Director of Special Education at 614-450-6000 for information regarding possible referrals to special education.
STEM Pathway
Career-technical education does not discriminate on the basis of race, color, national origin, sex, disability, or age for participation in any program or activity. Lack of English language proficiency will not be a barrier to admission and participation in career-technical education programs.
WHAT IS WORTHINGTON STEM?
Worthington STEM is derived from the National Project Lead the Way Curriculum. There are two distinct parts of Worthington STEM.
PART 1 - FRESHMAN YEAR
Students enroll in a Freshman STEM Team. This consists of a team of core teachers and an engineering teacher who work together to provide an enriching science, technology, engineering and math experience for incoming 9th grade students. This program is flexible. As students move into the 10-12th grades - they may choose to continue their STEM experience by taking additional Technology & Engineering Courses (OR) Opt out and take other courses to fit their interests.
PART 2 - 10th THROUGH 12th GRADE
Students who choose to continue developing skills and knowledge in Technology & Engineering will have an array of opportunities to choose from. Options will include rigorous PLTW pre-engineering classes with the opportunity to earn college credit, (AND/OR) engineering & media technologies that provide additional beneficial hands experiences.
PLTW PRE-ENGINEERING COURSES
Students who continue their education in the Pre-Engineering Pathway will have access to the following courses.
These are rigorous, relevant, and engaging hands on curriculum based classes. Online resources about the future benefits that students will gain from their experience.
- Introduction to Engineering Design - (IED)
- Principles of Engineering - (POE)
- Digital Electronics - (DE)
- Civil Engineering & Architecture - (CEA)
- Engineering Design & Development - (EDD)
- PLTW Video - Info About IED
- PLTW Video - Info About PLTW Courses
- PLTW Video - Info About PLTW Organization
- PLTW Video - Info About Women in Engineering
- Project Lead the Way Brochure
Summer School
Summer school is offered to Worthington Schools’ students as well as students from other districts. High school students may choose to enroll in summer school
- for credit recovery,
- for support/skill-building, and
- for enrichment and/or get-ahead courses.
The high school program is conducted as a four-week summer session in June.
- Most traditional face-to-face courses will run the first three weeks of the June session.
- Credit recovery will run the full four weeks in June; select credit recovery students will be invited to a two-week July extended session.
- One-credit, blended get-ahead courses will extend beyond the four-week June session; students in blended courses will have access to their course materials during the last week of May and will complete requirements during the third week in July.
Worthington Academy
Who should attend?
Worthington Academy will provide an additional educational setting for Worthington high school students that are credit deficient and/or looking for a different educational environment. The curriculum will be enhanced through the use of technology.
Courses offered at the Worthington Academy will be in the areas of mathematics, English language arts, social studies and science. All courses will be a blended learning environment where students will be able to engage in online content, learn at their personal pace and engage with teachers in a small learning environment. The goal for student to teacher ratio is 15:1.
Students will schedule a morning or afternoon session at the Worthington Academy. Students will then have flexibility to take elective courses back at their home high school, participate in co- curricular activities and all aspects of student life. Worthington Academy will work with students and families to develop a flexible plan that meets their individual needs.
Students interested in attending the Worthington Academy should see their school counselor for application information and forms. All Worthington Academy applications should be returned to their school counselor. Seniors, or students approaching graduation, will receive priority scheduling. Students will be notified of their selection to the Worthington Academy towards the end of the current school year.
Academy Admittance:
- Students currently enrolled in Worthington Schools will apply to the Academy for the next school year during registration. Students entering Worthington Schools will have an admission process through the “Welcome Center”. Students who already attend Worthington Academy will be able to register with the Worthington Academy, but staff will review personal plans with students and families.
- Academy staff will monitor student registration process and admit students. School counselors should turn in application materials to appropriate Academy Staff.
- Seniors, or students approaching graduation, will receive priority scheduling.
- Once students are admitted, Academy staff will schedule a Family Pathway Meeting to set goals, create their personalized pathway and program expectations.
- As students complete their individualized pathway, building student referrals will then be processed and seats will be filled. This process will occur throughout the school year.
- If students do not make progress to meeting their goals established in the Family Pathway Meeting, they may be asked to rescind their seat and return to their home school.
Worthington Academy placement includes:
- Academic Focus - A blended learning environment will support the individual needs of students including credit recovery, credit advancement and personalized intervention.
- Career Exploration - Students will have opportunities to explore career activities, opportunity for skill development, work experience and potential credit through CBIP or Credit Flex.
- Counseling Services - Counseling services will be available to focus on development of self-esteem, reframing our situations to be structured for success and work with students and families.
- Goal Setting – Short- and Long-term goals will be established at Family Pathway Meeting. Goals will be monitored by students and staff and communicated with family members.
Worthington Academy will:
Initially there will be parent informational meetings to make certain parents receive an overview of the academy plan and philosophy. Individual Family Pathway meetings will occur with each student for scheduling purposes during spring or summer.
As students surface through the year, the Academy will provide Family Pathway Meetings with the following present:
- Parent(s)/Guardian
- Building Level Principal or building designee at students assigned campus
- Worthington Academy Instructor/Principal
- Counselors will also be invited from the student’s home school unless one counselor is designated as the building representative for the Worthington Academy.
- Provide weekly feedback regarding progress for each student via e-mail to parents through online content provider.