WEST VIRGINIA CTE COMMUNICATIONS UPDATE ********************* STANLEY HOPKINS ASSISTANT STATE SUPERINTENDENT OCTOBER 8, 2009.

WEST VIRGINIA CTE COMMUNICATIONS

UPDATE*********************

STANLEY HOPKINSASSISTANT STATE SUPERINTENDENT

OCTOBER 8, 2009

•2008-09 PERFORMANCE REVIEW

•2008-09 EXEMPLARY CTE SCHOOLS

•A VISION FOR THE FUTURE

2008-09 PERFORMANCE DATA

•PILOT GLOBAL 21 PERFORMANCE ASSESSMENTS

•ACT WORKKEYS

•PLACEMENT

•ADULT EDUCATION ENROLLMENTS

•GED COMPLETION RATES

2008-09PILOT

GLOBAL 21 CTE PERFORMANCE ASSESSMENTS

______ TESTS PILOTED77% MASTERY RATE

% OF CTE COMPLETERS

MEETING STANDARDYEAR MATHEMATICS READING LOCATING

INFORMATION

2004-05 65.54% 69.32% *2005-06 73.27% 70.66% *2006-07 69.19% 71.34% *2007-08 77.36% 88.42% 71.48%2008-09 68.07% 76.16% 60.91%

*NO TEST ADMINISTERED THESE YEARS

ACT WORKKEYS ASSESSMENTS

2008-09WEST VIRGINIA CAREER READINESS

CREDENTIALS

448 GOLD2,673 SILVER

1,373 BRONZE 4,494

YEAR COMPLETERS %POSITIVELY

PLACED

% EMPLOYMENT

% CONTINUINGEDUCATION

2005 4,584 92.78% 57.02% 35.75%

2006 4,859 89.65% 54.5% 35.11%

2007 5,104 92.08% 56.1% 35.30%

2008 5,132 92.84% 54.62% 38.23%

2009 4,734 94.87% 55.41% 44.8%

CAREER/TECHNICAL PROGRAM PLACEMENT

School Term Enrollments2002-03 29,2412003-04 30,9822004-05 29,9422005-06 28,9402006-07 30,1322007-08 30,552

ADULT BASIC EDUCATION ENROLLMENTS

2002-03 2,3122003-04 2,6432004-05 2,1962005-06 2,6672006-07 2,0032007-08 1,767

ADULT FULL-TIME CTE ENROLLMENTS

2002-03 44,3782003-04 48,5172004-05 48,1932005-06 95,5862006-07 103,0472007-08 126,556

ADULT PART-TIME CTE ENROLLMENTS

YEAR # TESTED # PASSING

TEST

% PASSING

TEST

2003 5,074 3,453 68.05%

2004 5,052 3,594 71.44%

2005 4,998 3,404 68.11%

2006 5,166 3,213 62.60%

2007 5,215 3,406 65.31%

2008 5,814 4,299 75%

GED COMPLETION RATES

EXEMPLARY CTE SCHOOL CRITERIATotal Proficiency Standards Met: 80% or HigherPercentage of Graduates Employed or Continuing Education:

95% or HigherPercentage of Graduates Employed In-Field AND Continuing Education In-Field: 70% or HigherPercentage of Graduates Meeting Standards on the ACT Workkeys®

•Reading for Information: 70%•Applied Mathematics: 70%•Locating Information: 70%

2008-09 EXEMPLARY CTE SCHOOLS• Ben Franklin Career Center (Kanawha)• Garnet Career Center (Kanawha)• Mineral County Career & Technical Center

(Mineral)• Pocahontas County High School (Pocahontas)• Spring Valley High School (Wayne)• Tolsia High School (Wayne)• Wayne County High School (Wayne)

A VISION FOR THE FUTUREWE MUST GET FOCUSED ON THE

IMPORTANT WORK

CONTENT

INSTRUCTION

ASSESSMENT

OUR CHALLENGE

HOW DO WE TRANSFORM OUR SCHOOLS FROM A 20TH CENTURY MODEL TO A

DYNAMIC 21ST CENTURY DELIVERY SYSTEM?

TO DO THIS, WE MUST ANSWER THREE QUESTIONS

1. WHAT DO WE WANT OUR STUDENTS TO LEARN?

2. HOW WILL WE KNOW IF THEY HAVE LEARNED IT?

3. WHAT DO WE DO IF THEY DON’T?

WHAT DO WE WANT OUR STUDENTS TO LEARN?

• Defining the appropriate content (CSOs) and the right mix of technical, numeracy, literacy and 21st Century soft skills.

• Agreeing on the appropriate level (rigor and depth of knowledge) of student proficiency required for success.

• Changing instructional practice to reflect and reinforce 21st Century learning.

• Moving from teacher-centered to student-centered instruction

• Communicating the instructional expectations to both students and parents (implies accountability on both sides).

HOW DO WE KNOW IF THEY HAVE LEARNED IT?

• We need assessment literate teachers.• Use of problem-based rubrics.• Less dependence on multiple choice tests and

completing the questions at the end of the chapter.

• Greater emphasis on performance-based evaluations that combine technical, numeracy, literacy and 21st Century skills focused on deep understanding of the essential content.

• Focus on the use of technology throughout the curriculum.

What do we do if our students do not learn it?

•Reexamine the delivery of instruction and build scaffolding around the skills.•Assess often and intervene when students struggle (assessments for learning).•Provide feedback to students, emphasizing their strengths and weaknesses.•Students cannot improve if they do not know what they are doing wrong.

To Transform a System is Difficult and Deliberate Work!•The needs of our students must guide our work.•Requires us to “Build the Back Porch” in our schools to engage teachers in this transformation.•We must understand and embrace the “change” process.

CHANGE PROCESSCREATE A MORALLY COMPELLING VISION FOR CHANGE

CONDUCT THOROUGH AND RUTHLESS ASSESSMENT OF REALITY

CREATE “TENSION” WITHIN THE SYSTEM

TRANSLATE “TENSION” INTO “STRATEGIES” FOR ACTION“As long as people are comfortable with the status quo,

there is little motivation to change.”Process involves “RISK”

QUESTIONS?