WV CTE COMMUNICATIONS

UPDATE

STANLEY HOPKINSASSISTANT STATE SUPERINTENDENT

OCTOBER 29, 2008

•2007-08 PERFORMANCE REVIEW

•2007-08 EXEMPLARY CTE SCHOOLS

•CSO VALIDATION PROCESS

•A VISION FOR THE FUTURE

2007-08 PERFORMANCE DATA

•END-OF-COURSE

•ACT WORKKEYS

•PLACEMENT

•ADULT EDUCATION ENROLLMENTS

•GED COMPLETION RATES

YEAR % OF STUDENTS MEETING STANDARD

2005 41.75%2006 64.10%2007 68.63%2008 66.52%

CTE END-OF-COURSE TESTS

% 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%

*2007-08 was the first year the Locating Information Test was administered

ACT WORKKEYS ASSESSMENTS

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%

CAREER/TECHNICAL PROGRAM PLACEMENT

School Term Enrollments2002-03 29,2412003-04 30,9822004-05 29,9422005-06 28,9402006-07 30,132

ADULT BASIC EDUCATION ENROLLMENTS

2002-03 2,3122003-04 2,6432004-05 2,1962005-06 2,6672006-07 2,003

ADULT FULL-TIME CTE ENROLLMENTS

2002-03 44,3782003-04 48,5172004-05 48,1932005-06 95,5862006-07 103,047

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%

GED COMPLETION RATES

2007-08 EXEMPLARY CTE SCHOOLS• Academy for Careers & Technology (Raleigh)• Ben Franklin Career Center (Kanawha)• Braxton County High School• Carver Career & Technical Center (Kanawha)• Clay County High School• Garnet Career Center (Kanawha)• Hampshire County High School• Mineral County Career & Technical Center• Monroe County Technical Center• Putnam Career & Technical Center• Spring Valley High School (Wayne)• United Technical Center• Wheeling Park High School• Wyoming County Career & Technical Center

CSO VALIDATION PROCESS

• Referenced to Industry Standards• Teacher Involvement• Formal Industry Validation – December 4, 2008• Written Responses from Select Industry

Representatives• Inclusion of 21st Century, Literacy and Numeracy

Standards• Submit to the State Board in February 2009

A VISION FOR THE FUTUREWE MUST GET FOCUSED ON THE

IMPORTANT WORK

CONTENT

INSTRUCTION

ASSESSMENT

THREE WAYS TO GET TO THE TOP OF AN OAK TREE

•SIT ON AN ACORN

•CUT THE TREE DOWN

•CLIMB IT

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 future 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.

QUESTIONS?