Work Keys and Key Train Help Make The

Work. Keys and Key. Train Help Make The Academy of Careers and Technology A West Virginia Exemplary School Charles Pack Jr.

Experience • Eleven years-- Academy of Careers and Technology, teaching collision repair to high school students • • Five years– Adjunct Faculty-West Virginia University Institute of Technology Assistant Principal-- Academy of Careers and Technology • 18 years– Adult Sunday School Class

Interests

Career Technical Education in West Virginia • 24 County Career/Technical Centers • 7 Multi-County Career/Technical Centers • 33 Comprehensive High Schools with Five or more Occupational Programs • 3 Specialized Facilities

“A Vision for Student Success in West Virginia High Schools” WEST VIRGINIA DEPARTMENT OF EDUCATION TASK FORCE • Background: The High Schools for West Virginia’s Future Task Force was convened in February 2005 under the leadership of State Superintendent David Stewart. Approximately 100 stakeholders were invited to participate on the task force, under the direction of Assistant State Superintendent Stanley Hopkins. Active stakeholders represented business, post secondary education, superintendents, high school principals, teachers, county office staff, teacher organizations, legislative staff, West Virginia Department of Education (WVDE) staff, parents and members of the State Board of Education. • The purposes of the task force were threefold: – Review the status of West Virginia high schools in the context of the available performance data and research based practices; – Make recommendations to the State Board of Education in reference to policies, statute and practices that will result in all students achieving success in high school and post secondary pursuits; and, – Propose a plan of action that will enact the agreed upon recommendations into practice at the high school level.

HIGH SCHOOLS FOR WEST VIRGINIA’S FUTURE TASK FORCE • MISSION – All West Virginia high school students will graduate with the knowledge and skills needed for success in post secondary education, the workplace and life. • GOALS – Students’ academic and technical performance shall equal or exceed national averages. – Students shall have the opportunity to complete accelerated courses and graduate with college credit and/or workplace credentials. – Students will be educated by highly qualified personnel who effectively use researchbased instructional strategies. – Students shall receive academic and career guidance to make informed decisions about career paths. – Students shall receive a seamless high school curriculum designed and delivered to promote lifelong learning. – Students’ families and communities shall be involved to assure that all schools have strategies for providing support to address social, emotional and academic needs.

Five Action Statements • 1. Increase the Value of the West Virginia High School Diploma – Assure curricula are aligned to provide relevance and rigor for student postsecondary and career success. – Make the senior year more challenging and meaningful for students. – Provide college and work readiness credentials for all students. • Explore the use of formative assessments, end-of-course exams, employment exams, ACT, SAT, Work. Keys®, Advanced Placement (AP) exams, and senior assessments as the basis for establishing criteria for college and work readiness credentials • Provide “work-readiness certificates” for students who meet the criteria as “work ready” and engage the business community in recognizing the value of the certificate 2. Redesign the West Virginia High School Experience 3. Support West Virginia Student Success with Excellent Teachers and Principals 4. Hold West Virginia High Schools Accountable for Student Success by Setting Meaningful Benchmarks and Intervening in Low-performing High Schools 5. Ensure a Successful West Virginia High School Experience is Part of a Seamless System of Pre-K through Adult Education

Evaluation of CTE in West Virginia PROFICIENCY STANDARDS The evaluation and improvement system for career and technical education is based on the percentage of secondary and/or adult preparatory career and technical concentrations within the school meeting all the following proficiency standards. Programs and Completers Programs typically offer four core classes and four electives. A student who completes the four core classes is considered a completer and is assessed by the proficiency standards regardless of their success or failure in the program A program must meet all five proficiency standards to be considered meeting the standard

Proficiency Standards Effective for the 2006 -2007 School Year: • Technical Skill Proficiency: 52. 30% of students tested in each concentration will score 74% or better on the State administered end-of -course Technical Skills Tests. • Placement: The placement rate for secondary and adult completers in each concentration for the previous year will be 90%. • Placement in Field: Concentrations will meet this standard if a minimum of 60% of completers placed in employment are placed in field or a related field OR if a minimum of 60% of completers placed in continuing education are continuing their education in the same or a related field.

Proficiency Standards Effective for the 2006 -2007 School Year: • Academic Skill Proficiency (Reading): 51. 40% of completers in each concentration will be at or above the appropriate ACT Work. Keys reading level for their concentration. • Academic Skill Proficiency (Math): 51. 40% of completers in each concentration will be at or above the appropriate ACT Work. Keys math level for their concentration.

New Proficiency Standards Added for the 2007 -2008 School Year: • Seamless Curriculum: For those concentrations having courses that are eligible for EDGE (Earn a Degree – Graduate Early), dual credit, or other post-secondary opportunities, students in the program have the option of earning the credit. • Program and Student Credentialing: For those concentrations for which industry recognized program and/or student credentials are available and appropriate, the concentration will hold the program credential and/or will afford students the opportunity to obtain the student credential.

The Challenge • At the end of the 2004 -05 school year, 9 of 17 programs met all standards – Six programs did not meet the Work. Keys standard with eleven Work. Keys tests below standard

What We Did • As an acting administrator in late 2005 I was charged with writing the Five Year Strategic Plan • While researching improvement strategies, I learned about Key. Train. • We implemented it less than one month before the Work. Keys Test window for West Virginia Schools

• School Sysop installs network version of Key. Train • Thinking Media does staff development • Teachers are encouraged to use Key. Train as much as possible in the four weeks before the Work. Keys tests

The Results • In 2005 -06 13 of 18 programs met the standard. – Four programs did not meet the Work. Keys standard but only four Work. Keys tests were below standard; an improvement from eleven the year before and only four weeks to use Key. Train

County Profile 2005 -06

Example Actual Work. Keys >Applied Math Level 4 Score >Reading for Information Level 5

Example Actual Work. Keys >Applied Math Level 5 Score >Reading for Information Level 5

I Firmly Believe That A Major Advantage Of Key. Train Is The Opportunity For Students To Become Familiar With The Format Of The Work. Keys Tests

Reports

West Virginia Does Not have A Career Readiness Certificate At This Time • We developed or own • Sanctioned by the school and the county board of education

Issued to every student that scored at least level three in both areas

The back of our certificate shows the level students should achieve for each industry determined by industry and the level required by the state. There is also a description of the skills that each level reflects

West Virginia is Piloting a Work Readiness Certificate for One Region This Year

School of Excellence • Currently working on the application • Exemplary status is a requirement WVACT. NET