Transcript WV CTE COMMUNICATIONS UPDATE STANLEY HOPKINS …

WEST VIRGINIA
CTE COMMUNICATIONS
UPDATE
*********************
STANLEY HOPKINS
ASSISTANT 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
2008-09
PILOT
GLOBAL 21 CTE PERFORMANCE
ASSESSMENTS
______ TESTS PILOTED
77% MASTERY RATE
ACT WORKKEYS ASSESSMENTS
% OF CTE
COMPLETERS
MEETING STANDARD
YEAR
MATHEMATICS
READING
LOCATING
INFORMATION
2004-05
65.54%
73.27%
69.19%
77.36%
68.07%
69.32%
70.66%
71.34%
88.42%
76.16%
*
*
*
71.48%
60.91%
2005-06
2006-07
2007-08
2008-09
*NO TEST ADMINISTERED THESE YEARS
2008-09
WEST VIRGINIA CAREER READINESS
CREDENTIALS
448
2,673
1,373
4,494
GOLD
SILVER
BRONZE
CAREER/TECHNICAL
PROGRAM PLACEMENT
YEAR
COMPLETERS %POSITIVELY
%
%
PLACED
EMPLOYMENT CONTINUING
EDUCATION
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%
ADULT BASIC EDUCATION
ENROLLMENTS
School Term
2002-03
2003-04
2004-05
2005-06
2006-07
2007-08
Enrollments
29,241
30,982
29,942
28,940
30,132
30,552
ADULT FULL-TIME CTE
ENROLLMENTS
2002-03
2003-04
2004-05
2005-06
2006-07
2007-08
2,312
2,643
2,196
2,667
2,003
1,767
ADULT PART-TIME CTE ENROLLMENTS
2002-03
2003-04
2004-05
2005-06
2006-07
2007-08
44,378
48,517
48,193
95,586
103,047
126,556
GED COMPLETION RATES
YEAR
# TESTED
2003
2004
2005
2006
2007
2008
5,074
5,052
4,998
5,166
5,215
5,814
#
%
PASSING PASSING
TEST
TEST
3,453
3,594
3,404
3,213
3,406
4,299
68.05%
71.44%
68.11%
62.60%
65.31%
75%
EXEMPLARY CTE SCHOOL CRITERIA
Total Proficiency Standards Met: 80% or Higher
Percentage of Graduates Employed or Continuing Education:
95% or Higher
Percentage of Graduates Employed In-Field AND Continuing
Education In-Field: 70% or Higher
Percentage 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 FUTURE
WE MUST GET FOCUSED ON THE
IMPORTANT WORK
ASSESSMENT
INSTRUCTION
CONTENT
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 PROCESS
CREATE 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?