Facilitating Work Keys and Promoting the NCRC at the Secondary Level

Dr. Jason Jeffrey, Ed.D., DirectorTraverse Bay Area Career-Tech Center

Mr. David Cox, DirectorWexford-Missaukee Career Technical Center

Definitions

• Work Keys

• Key Train

• National Career Readiness Certificate (NCRC)

Work Keys

• Applied Mathematics measures the skills people use when they apply

mathematical reasoning, critical thinking, and problem-solving techniques to

work-related problems.

The test questions require the individual to set up and solve the types of problems and do the types of calculations that actually occur in the workplace.

• Reading for Information measures the skills people use when they read and use written text in order to do a job.

The written texts include memos, letters, directions, signs, notices, bulletins, policies, and regulations. It is often the case that workplace communications are not necessarily well-written or targeted to the appropriate audience.

Reading for Information materials do not include information that is presented graphically, such as in charts, forms, or blueprints.

Work Keys

• Locating Information measures the skills people use when they work with workplace graphics.

Individuals are asked to find information in a graphic or insert information into a graphic. They also must compare, summarize, and analyze information found in related graphics.

Key Train

• KeyTrain™ is the first computer-based training available which was specifically designed for WorkKeys.

KeyTrain is a comprehensive, yet easy-to-use system for improving the basic skills measured by the WorkKeys® Assessment System. Using KeyTrain, you can assess your potential WorkKeys score, review topics in each WorkKeys skill area, and practice problems similar to those on an actual WorkKeys assessment.

The KeyTrain system includes targeted, self-paced instruction, pre- and post-assessments, a complete learning management system and an occupational job profiles database. These components can be used to help individuals learn, practice and demonstrate the skills they need to succeed in the jobs and careers they desire.

National Career Readiness Certificate

• NCRC (National Career Readiness Certificate) is a portable credential – powered by WorkKeys – that verifies to employers an individual has essential core employability skills in Reading for Information, Applied Mathematics, and Locating Information.

These three skills are highly important to the majority of jobs in the workplace. The certificate offers individuals, employers, and educators an easily understood and universally valued credential that certifies the attainment of these workplace skills.

TBAISD CTC Program TBAISD CTC Program

Student AchievementStudent Achievement

Goal 1

• 95% of students within math-focused programs will increase achievement on the ACT WorkKeys Applied Math test from the fall of their junior year to the spring of their senior year.

Math ProgramsMath Programs• Allied Health II• Automotive Technology• Construction Trades• Culinary Arts• Drafting/Design• Electrical Occupations• Manufacturing Tech Academy• Power Equipment Technology • Precision Machining Technology• Skilled Trades• Visual Imaging Technology• Welding and Fabrication

Student AchievementStudent Achievement

Goal 2

• 95% of students within ELA-focused programs will increase achievement on the ACT WorkKeys Reading for Information test from the fall of their junior year to the spring of their senior year.

ELA ProgramsELA Programs

• Accounting/Office Technology• Agriscience/Natural Resources• Allied Health I• Auto Body Repair• Early Childhood Education• Information Technology Academy• Public Safety/Protective Services• Teacher Academy• Web Programming and Design

ACT WorkKeys Applied Math

Percent of Students Showing Gains by Program - Pre and Post ACT WorkKeys Applied Math Test (2007-2009)

(n = 377)

42.5

54.8

42.4

35.3

55.2

50 50

55

42.9

28.2

55.660

77.4

63.6

64.7

65.5

76.9

61.5

70

64.3

39.4

66.7

0

10

20

30

40

50

60

70

80

90

A B C D E F G H I J K

Program

Per

cen

t

% Improvement Level Score

% Improvement Scale Score

ACT WorkKeys Reading for Information

Percent of Students Showing Gains by Program - Pre and Post ACT WorkKeys Reading for Information Test (2007-2009)

(n = 371)

34

.5

31

.7

51

.4

32

.5

29

.7

37

.1

37

56

.5

46

.7

34

51

.7

46

.3

62

.9

57

.5

43

.2

60

59

.3

73

.9

66

.7

51

.1

0

10

20

30

40

50

60

70

80

A B C D E F G H I J

Program

Per

cen

t

% Improvement Level Score

% Improvement Scale Score

Math Essentials Post Test

Percent of Students (By Program) Showing Improvement - Pre and Post Math Essentials Test (2008-2009)

(n = 317)

100%

92%

84.21% 84.62%

62.07%

69.23%

95.65%100%

82.35%

75.56%

92.31%

0%

20%

40%

60%

80%

100%

120%

A B C D E F G H I J KProgram

Per

cen

t

Percent of Students Showing Improvement

TBAISD CTC National Career Readiness Certificate Numbers (Fall 2008)(n = 665)

184

246

33

186

0

50

100

150

200

250

300

Bronze Silver Gold Not Eligible

Bronze

Silver

Gold

Not Eligible

National Career Readiness Certificate - WMISD CTC2009

(n = 222)

36

23

111

52

0

20

40

60

80

100

120

Bronze Silver Gold Not-Eligible

Bronze

Silver

Gold

Not-Eligible

Half-Time ScoresHalf-Time Scores

ELA – 57% ↑

Math – 58% ↑

Math Essentials – 85% ↑

The ProcessThe ProcessTested students

– ACT Work Keys Applied Math – ACT Work Keys Reading for Information – Math Essentials

• In-house common assessment

Reviewed achievement data– CTC– Regional

Met in regular collaborative work sessions (PLCs) to plan strategies to increase student achievement

Collaborative Meetings -Collaborative Meetings -(PLCs) Math Goal(PLCs) Math Goal

• Half-day work sessions– September 2, 2008 (Staff PD Day – no students)– October 22, 2008 (subs in classrooms)– February 16, 2009 (Staff PD Day – no students)– September 8, 2009 (Staff PD Day – no students)

• Informal meetings before and after school

• Use of SharePoint to communicate with one another and share files

– https://spweb.tbaisd.k12.mi.us/sites/home/CTC/IS/Math%20Goal%20Work%20Session/default.aspx

Collaborative NormsCollaborative NormsCollaborative Meeting Norms

Math TeamDeveloped by the TBAISD Career-Tech Center Staff

June and September 2009

As a member of a Collaborative Team, I commit to the following:

• Meet (only) when necessary. • Limit morning meetings to 45 minutes. • Provide and/or review the agenda prior to the meeting. • Begin and end the meeting on time. • Invite those affected by the outcome of the meeting. • Contribute in a professional manner. • Stay focused; limit discussion to the objectives of the meeting.

• Offer a potential solution to any problem that I personally

identify. • Serve as a note taker to identify tasks, responsible persons &

deadlines. • Follow through.

Collaborative Meeting Norms Math Team

Developed by the TBAISD Career-Tech Center Staff

June and September 2009 - Standard Agenda

• Review norms• Review the minutes from the previous meeting• Identify intended outcome of the meeting• Discussion• Identify tasks, responsible persons and timelines• Set date for next meeting• Adjourn

Math Team - PLC

Strategy 1 • Staff took ACT WorkKeys Applied Math test.• Math teachers aligned it to HSCES & GLCES. • Team members created bank of related daily warm-ups.

Strategy 2 • Staff identified essential math skills for program success.• Math teachers developed pretest. • Staff created math essentials class for remediation.

Strategy 3 • Collaborative teaching model – for credit http://www.michigan.gov/documents/mde/

Credit_in_CTE_and_Integrated_Guidelines_199363_7.pdf

Math Warm-Ups - Some Examples:

• N.FL.6.14• WK 3 • Welding

Each ¼-20 x 2” bolt costs 21 cents. What is the greatest number of bolts Jake can buy with $3.00?

• A. 10• B. 13• C. 14• D. 17• E. 18

Another Warm-Up Example:

• N.FL.06.15.• WK 4• Electrical Occupations

An electrician is working with a rectangular electrical enclosure that has a width of 24” and a height of 4’ and a depth of 12”. What is the total volume inside

of the enclosure?

• A. 1152 cubic inches• B. 1200 cubic inches• C. 1300 cubic inches• D. 13,824 cubic inches

One More Example:

• G.SR.08.03• WK 5• Construction Trades

Josh needs to clear an area of land for a silo that he has ordered. Information from the silo manufacturer says that the silo base covers 100 square feet. Josh needs

to find the diameter of the silo base so he can clear the land. What is the diameter of the silo base?

• A. 5.64 ft• B. 11.28 ft• C. 15.64 ft

• D. 31.85 ft.

Collaborative Meetings -Collaborative Meetings -(PLCs) ELA Goal(PLCs) ELA Goal

• Half-day work sessions– September 2, 2008 (Staff PD Day – no students)– October 22, 2008 (subs in classrooms)– February 16, 2009 (Staff PD Day – no students)– September 8, 2009 (Staff PD Day – no students)

• Informal meetings before and after school

• Use of SharePoint to communicate with one another and share files

https://spweb.tbaisd.k12.mi.us/sites/home/CTC/IS/ELA%20Goal%20Work%20Session/default.aspx

Collaborative NormsCollaborative NormsCollaborative Meeting Norms

ELA TeamDeveloped by the TBAISD Career-Tech Center Staff

June and September 2009

As a member of a Collaborative Team, I commit to the following:

• Meet (only) when necessary. • Limit morning meetings to 60 minutes (one hour). • Provide and/or review the agenda prior to the meeting. • Begin and end the meeting on time. • Invite those affected by the outcome of the meeting. • Contribute in a professional manner. • Stay focused; limit discussion to the objectives of the meeting.

• Offer a potential solution to any problem that I personally

identify. • Serve as a note taker to identify tasks, responsible persons &

deadlines. • Follow through.

ELA Team - PLCStrategy 1 • Staff took ACT WorkKeys Reading for Information . • ELA teachers reviewed HSCES & GLCES. • Staff became familiarized with web-based KeyTrain materials -

http://keytrain.com/ (aligned to ACT WK Reading for Information). • User names/passwords issued to students for KeyTrain; time set aside

in class for work on KeyTrain.

Strategy 2 • Staff identified essential ELA skills for program success.• Staff trained on reading and writing strategies.• ELA teachers began to create bank of related activities.

Strategy 3 Collaborative teaching model – for credit http://www.michigan.gov/documents/mde/

Credit_in_CTE_and_Integrated_Guidelines_199363_7.pdf

ELA ActivitiesELA Activities

• Students work with on-line KeyTrain Reading for Information software.

• Technical instructors expose students to reading strategies (files posted on CTC SharePoint site):– K-W-L– Think Aloud– Annotating Text– Using Context Clues– Summarizing– Inferential Reading

Collaborative Teaching Collaborative Teaching 1212thth Grade ELA Grade ELA

1st Draft Final Draft

Guidelines Total Pts. Points Earned Points Earned

Report Format4

What you found/how you felt about it 5

Agree/disagree with this editorial piece, Why-specific 8

Will this editorial affect your conduct-why-how 8

“Out behave the competition?How? 8

Connect to “Law Enforcement Code of Ethics” with examples 12

Sentence structure (complete and varied), spelling, grammar 5

TOTAL POINTS: 50

1.Review the “Law Enforcement Code of Ethics” from the Michigan Commission on Law Enforcement Standards (MCOLES) Basic Training Curriculum.2.Read the editorial from Traverse City Record Eagle (Friedman, New York Times, 6-28-07). Do you have a digital fingerprint? “Google” your name to find out (be sure to use your proper name, not nickname). You may have to include your hometown to narrow the search. 3.Report out to me, explaining what you found when you “Googled” your name. Your report will include the following: How did this information make you feel? Why? Do you agree/disagree with Thomas Friedman, the author of this editorial piece? Why? Will this affect the way you conduct yourself in the future? Why and how? Will you be able to “out behave” the competition? How? Explain how this article connects to the “Law Enforcement Code of Ethics”. Be sure to give examples of this connection. You will be evaluated with the following rubric. (50 pts)

This assignment addressed 23 ELA Content Expectations for 12th grade ELA!

• CE 2.1.3 Determine the meaning of unfamiliar words, specialized vocabulary, figurative language, idiomatic expressions, and technical meanings of terms through context clues, word roots and affixes, and the use of appropriate resource materials such as print and electronic dictionaries.

• CE 2.1.7 Demonstrate understanding of written, spoken, or visual information by restating, paraphrasing, summarizing, critiquing, or composing a personal response; distinguish between a summary and a critique.

• CE 2.1.11 Demonstrate appropriate social skills of audience, group discussion, or work team behavior by listening attentively and with civility to the ideas of others, gaining the floor in respectful ways, posing appropriate questions, and tolerating ambiguity and lack of consensus.

• CE 2.1.12 Use a variety of strategies to enhance listening comprehension (e.g., monitor message for clarity and understanding, ask relevant questions, provide verbal and nonverbal feedback, notice cues such as change of pace or emphasis that indicate a new point is about to be made; and take notes to organize essential information).

• CE 2.2.1 Recognize literary and persuasive strategies as ways by which

authors convey ideas and readers make meaning (e.g., imagery, irony,

satire, parody, propaganda, overstatement/understatement, omission, and multiple points of view).

For staff: Value-added For students: Relevant

ALG II credit - Available in 5 programs – Blended Instruction (Moodle)

Geometry credit – Available in 5 programs – Blended Instruction (Moodle)

ELA 12 credit – Available in 9 programs

Credit chart

Shift in ThinkingShift in Thinking

190 academic credit contracts completed:

• 15 - Algebra II• 1 - Computer Tech II• 8 - Geometry• 110 - English Language Arts -12th grade• 45 - 4th Year Math• 11 - 3rd Year Science

MMC Academic Credit at CTCMMC Academic Credit at CTC

Average Program Scores

ACT WorkKeys Average Level Scores for All Programs - Three Tests (Fall 2009)

0.00

1.00

2.00

3.00

4.00

5.00

6.00

AB

ACC/OT

AG/N

RAHIA

AHIB AT CTCul

DDECE

EOIT

AM

TAPET

PMT

PSPSST

ViTW

eldW

PD

Program

Ave

rag

e AMLS

LILS

RFILS

Putting it all together

Students

Career Tech Center or

Secondary

Post Secondary

SUCCESS

Win / Win

• Students Receive NCRC

• Students receive academic credit

• Student Achievement increases

• Student Performance increases

• Career Tech Center enrollment increases

• Post Secondary/Employers get a better prepared student/worker

Questions? Contact Information

Dr. Jason Jeffrey, Director

231-922-6280 jjeffrey@tbaisd.k12.mi.us

Mr. David Cox, Director

231-876-2207 dcox@wmisd.org

THANK YOU!