Are you a student that is…
Between the ages 16-22?
Previously attended a charter school?
A 9th grader who did not attend summer school? [Must undergo a selection process for serious applicants]
A student who is looking for a non-traditional approach to traditional education?
Then you should try Dayton Business Technology High School!
We want to help you achieve your goal of graduating! Start the process today: view student documents.
Submit all required documentation to the school. Give us a call 937-225-3989 extension 200.
It’s not too late to start!
The Dayton Business Technology High School (DBTHS) Student Graduate Profile
The DBTHS graduate will possess many skills that will lead to an exciting business career pathway and/or to a postsecondary education experience. The graduate will be proficient in many areas to pursue this course and have many attributes including but not limited to the following:
- Possesses the technological skills of problem solving and communications;
- Meets the requirements for an Ohio high school diploma in all areas;
- Chooses a career pathway that is succinct with personal interests (Technology, Business, Humanities) for postsecondary education and continuation of their education;
- Has definite expectations of a career through the experience of business mentorships that helped students find purpose in their daily school work;
- Is a team player who exhibits citizenship qualities in all situations;
- And plans as well as meets deadlines in a timely manner.
DBTHS Student Individualized Career Plan
Student’s personal, academic, and career goals are tracked in an Student Individualized Career Plan (ICP). The ICP is also used to assess students’ strengths, areas in need of improvement, objectives, and services needed in the realm of education and overall quality of life. An ICP also assists staff in determining if a student is at risk of dropping out. Prior to creating the ICP interviews are conducted with students and parents/guardians upon enrollment. Furthermore, the extensive ICP plan includes a graduation log that serves as a quick information guide that allows students to track and monitor their graduation progress.
Support staff consisting of the counselor, social worker, principal, teaching staff, parent/guardians, and /or probation officer assist in completion of the ICP. Students create guided goals relating to furthering their education in a two/four year degree program, career related goals, and personal goals. Students also have a graduation worksheet that provides students with a list of requirements needed to graduate in a timely manner. The ICP is completed at intake and semi-annually and annually revised to track progress and reaffirm goals.
The student and his/her parent/guardian or significant adult sponsor will attend an orientation to gain a thorough understanding of the contract, goals and customized program. This will foster a strong partnership between the school, parent/guardian or significant adult sponsor and student. Also, all parties will be required to meet with a teacher/advisor to review the student’s needs and growth periodically through the program.
The ICP encompasses the values outlined in the Four C’s Contract, Academic Self-Assessments and Learner Profile.
“The Four C’s of Academic Success,” found in Appendix B and used with permission from the author, are based upon the following concepts:
- Commitment – knowing that success requires hard work and dedication
- Content – subject matter knowledge is critical to success at the workplace
- Competencies – skills needed to master an assignment
- Capacities – skills needed to complete tasks.
Commitment factors that students will design into their personal contact include how they will attempt to maintain their engagement with their studies; their allies to help them keep engaged and personal identity traits that will help students be successful. Content refers to the information or process students must know to complete a task or succeed on an assignment. Competencies indicated are the ways that students will learn the skills needed to complete an assignment or succeed at some task. Capacities will be strategies that students will employ to foster confidence, resiliency, and dexterity (multitasking).
In addition to the ICP students progress will be measured through various academic and career assessment activities and personal interviews. The counselor, student and parent/guardian/other adult sponsor will then mutually work towards helping the student determine learning pathway and interests. Initially, students will be required to attend one-on-one meetings with their teacher-advisor weekly. Additional meetings between the student and his/her advisor will be scheduled depending upon the student’s progress as deadlines are met. Timelines will be monitored closely and progress measured using the Baldrige Framework to ensure the success of each DBTHS student achieving his/her educational and career goals.
The school will serve 9th – 12th grade students between the ages of 16 – 22 with no discrimination to race, national origin, citizenship status, sex, economic status, or disability.
The projected enrollment goals for DBTHS are to enroll 140 -180 students each academic school year.
Student Flexible Hours of Classroom Learning
DBTHS will be open from 8:00 AM to 3:00 PM, Monday through Friday. We allow for flexibility of instruction for students who have job responsibilities and may be working early and/or late shifts. The school will offer traditional classroom experiences paralleled with technological learning access. Small group and large group arrangements with individual study carrels will support students’ learning profiles. Teacher and advisory offices allow individual consultations with students; small group conference rooms are also available.
DBTHS students seeking nontraditional schedules will benefit from Ohio’s Credit Flex Program. Credit flex plans are intended to meet the individual needs of students unable to attend school during traditional school hours. If multiple students have individual credit flex plans that identify similar education opportunities, the school may group students to facilitate implementation. Examples include those identified in OAC 3301-35-01 and 3301-35-06 as educational options (e.g., distance learning, educational travel, independent study, internship and community service). Learning outcomes must match those of the Carnegie-unit-based program/course being flexed and learning outcome attainment must be documented for each student. (The Ohio Department of Education, CTE, 2011)