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

2. 2008-09 PERFORMANCE REVIEW 2008-09 EXEMPLARY CTE SCHOOLS A VISION FOR THE FUTURE

3. 2008-09 PERFORMANCE DATA PILOT GLOBAL 21 PERFORMANCE ASSESSMENTS ACT WORKKEYS PLACEMENT ADULT EDUCATION ENROLLMENTS GED COMPLETION RATES

4. 2008-09 PILOT GLOBAL 21 CTE PERFORMANCE ASSESSMENTS ______ TESTS PILOTED 77% MASTERY RATE

5. % OF CTE COMPLETERS MEETING STANDARD YEARMATHEMATICSREADINGLOCATING 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

6. 2008-09 WEST VIRGINIA CAREER READINESS CREDENTIALS 448 GOLD 2,673 SILVER 1,373 BRONZE 4,494

7. YEARCOMPLETERS%POSITIVELY PLACED % EMPLOYMENT % CONTINUING EDUCATION 20054,58492.78%57.02%35.75% 20064,85989.65%54.5%35.11% 20075,10492.08%56.1%35.30% 20085,13292.84%54.62%38.23% 20094,73494.87%55.41%44.8% CAREER/TECHNICAL PROGRAM PLACEMENT

8. School TermEnrollments 2002-0329,241 2003-0430,982 2004-0529,942 2005-0628,940 2006-0730,132 2007-0830,552 ADULT BASIC EDUCATION ENROLLMENTS

9. 2002-032,312 2003-042,643 2004-052,196 2005-062,667 2006-072,003 2007-081,767 ADULT FULL-TIME CTE ENROLLMENTS

10. 2002-0344,378 2003-0448,517 2004-0548,193 2005-0695,586 2006-07103,047 2007-08126,556 ADULT PART-TIME CTE ENROLLMENTS

11. YEAR# TESTED# PASSING TEST % PASSING TEST 20035,0743,45368.05% 20045,0523,59471.44% 20054,9983,40468.11% 20065,1663,21362.60% 20075,2153,40665.31% 20085,8144,29975% GED COMPLETION RATES

12. 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%

13. 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)

14. A VISION FOR THE FUTURE WE MUST GET FOCUSED ON THE IMPORTANT WORK CONTENT INSTRUCTION ASSESSMENT

15. OUR CHALLENGE HOW DO WE TRANSFORM OUR SCHOOLS FROM A 20 TH CENTURY MODEL TO A DYNAMIC 21 ST CENTURY DELIVERY SYSTEM?

16. 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?

17. WHAT DO WE WANT OUR STUDENTS TO LEARN? Defining the appropriate content (CSOs) and the right mix of technical, numeracy, literacy and 21 st 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 21 st Century learning. Moving from teacher-centered to student-centered instruction Communicating the instructional expectations to both students and parents (implies accountability on both sides).

18. 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 21 st Century skills focused on deep understanding of the essential content. Focus on the use of technology throughout the curriculum.

19. 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.

20. 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.

21. 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”

22. QUESTIONS?