Post on 01-Apr-2015
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?