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CTHSS: Assuring Connecticut’s Success for 100 years. CTHSS Structure. CTHSS high schools and learning centers currently serve approximately 11,000 students (10,896 9-12 grades) who travel from 169 towns to attend the school closest to their hometown district.

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cthss structure
CTHSS Structure
  • CTHSS high schools and learning centers currently serve approximately 11,000 students (10,896 9-12 grades) who travel from 169 towns to attend the school closest to their hometown district.
  • The CTHSS schools are located regionally within the State of CT.
  • Currently, there are 16 diploma-granting high schools, 1 technical education center and 2 adult aviation education satellite centers (approx. 90 adults).
cthss mission
CTHSS Mission
  • The CT Technical High School System (CTHSS, begun in 1910) is celebrating 100 years of excellence in providing technical education to students in grades 9-12 as well as to adults in specific trade technologies. The mission of the CTHSS is to provide a unique and rigorous high school learning environment that:
  • Ensures both student academic success and trade/technology mastery and instills a zest for lifelong learning;
  • Prepares students for post-secondary education, including apprenticeships, and immediate productive employment;
  • Responds to employers’ and industries’ current, emerging and changing global workforce needs and expectations through business/school partnerships.
cthss fy 2012 proposed operating budget
CTHSS FY 2012 Proposed Operating Budget
  • State general funds: $140.5M
  • Federal, State and Private grant funds: $9M
  • Bond funds: $28M
  • Food Services: $3.9M
  • District generated revenues: $3.4M

(Production work and Adult Education)

  • Total spending plan: $184.8M (excludes school construction grant funds)
sending towns
Sending Towns

*Asterisk indicates SHEFF SCHOOLS

slide6

Enrollment Data – by Grade Level

* PowerSchool data as of September 20, 2011. Enrollment of Grades 9 through 12 is 10,800 students

enrollment data gender by grade level
Enrollment Data – Gender by Grade Level

* PowerSchool data as of September 20, 2011. Enrollment of Grades 9 through 12 is 10,800 students

cthss enrollment data race
CTHSS Enrollment Data – Race

* PowerSchool data as of September 20, 2011. Enrollment of Grades 9 through 12 is 10,800 students

slide9

Enrollment Data – Race by Grade Level

* PowerSchool data as of September 20, 2011. Enrollment of Grades 9 through 12 is 10,800 students

slide10

Enrollment Data – Summary

* PowerSchool data as of September 20, 2011. Enrollment of Grades 9 through 12 is 10,800 students

district improvement plan
District Improvement Plan
  • The CTHSS has a comprehensive district improvement plan focused on academic achievement for all students with focus areas of reading, math, and school climate.
  • CTHSS is committed to closing the achievement gap as evidenced by 5 year CAPT results.
  • The District Improvement Plan is aligned with our Professional Development Plan focused on academic achievement, teacher training, and the integration of technology.
curriculum
Curriculum
  • The district is in a continuous mode of curriculum review impacted by trends in workforce development state-wide.
  • The district has developed common benchmark assessments based on powered standards for each academic and trade technology area.
  • National Occupational Competency Testing Institute (NOCTI) standards are embedded in each trade technology curriculum.
  • NOCTI technology competency standards are assessed annually at grade 12.
curriculum1
Curriculum
  • All curricula is aligned with state and national content standards and frameworks.
  • CTHSS has made significant improvement in the development and implementation of common curricula across the entire district.
  • All curricula incorporate technology applications skills and related activities to ensure content mastery.
  • The use of technology in the trade areas is inherent to their program composition.
  • The academic areas have been designing lessons and units which seamlessly integrate technology.
nocti national occupation competency testing institute
NOCTINational Occupation Competency Testing Institute
  • NOCTI student assessments are categorized as “Job Ready" assessments.
  • Job Ready assessments measure the skills of an entry-level worker or an individual who has completed course work in a secondary career and technical program.
  • NOCTI assessments allow students to demonstrate their knowledge, skills and talents within their chosen occupational program.
  • NOCTI’s score reports provide valuable data for program improvement and accountability requirements.
  • Tests are scored by business and industry leaders and off-site testing allows us to gather certifiable data for program improvement.
collision repair refinishing
Collision Repair & Refinishing

2010 WAS A PILOT YEAR NO NATIONAL AVG. AVAILABLE

student credentialing
Student Credentialing

CTHSS students are able to sit for licensure examinations, serve qualifying apprenticeships at advanced levels, and access Connecticut’s job market.

student credentialing1
Student Credentialing
  • All CTHSS students must complete a rigorous trade technology course of study in order to earn trade technology endorsements upon graduation.
  • Presently, CTHSS offers up to 23 certifications/licenses for Trade Technologies grouped in seven career clusters:
    • Tourism, Hospitality and Guest Services management
    • Construction
    • Manufacturing
    • Transportation
    • Computer Technologies
    • Health Technology
    • Arts, Audio/Video Technology and Communications
manufacturing technology precision manufacturing
Manufacturing Technology (Precision Manufacturing)
  • The CTHSS Manufacturing Technology program has aligned its curriculum to the National Institute for Metalworking Skills (NIMS) skill standards and began using these standards-based competency assessments in the 2008- - 2009 school year.
  • The National Institute for Metalworking Skills (NIMS) is our Nation’s only American National Standards Institute (ANSI) accredited developer of for the precision manufacturing industry.
  • This initiative aligns with the National Association of Manufacturer’s (NAM) -endorsed Manufacturing Skills Certification System
  • They involve two components:
    • A performance assessment that is evaluated by industry
    • An on-line written assessment
manufacturing technology precision manufacturing1
Manufacturing Technology (Precision Manufacturing)
  • NIMS is a system of stackable credentials applicable to all sectors in the manufacturing industry. These nationally portable, industry-recognized credentials will validate instruction that is needed to be productive and successful in entry-level positions in any manufacturing environment.
  • During the period in which Connecticut precision manufacturing students have tested statewide against the National Standards, the Connecticut students have scored above the national average for that time.
    • 2008-2009. National passing rate: 86.0.  Connecticut passing rate: 90.8.
    • 2009-2010. National passing rate: 84.7 Connecticut passing rate: 91.9.
    • 2010-1011. National passing rate: 81.3. Connecticut passing rate: 87.8
    • Overall passing rates: National: 84.4. Connecticut 90.5
natef certification
NATEF CERTIFICATION
  • Automotive Programs can earn ASE certification upon the recommendation of the National Automotive Technicians Education Foundation (NATEF).
  • NATEF examines the structure and resources of training programs and evaluates them against nationally accepted standards of quality. Automotive Service Excellence (ASE) certification through NATEF evaluation ensures that certified training programs meet or exceed industry-recognized, uniform standards of excellence.
natef certification1
NATEF Certification
  • Eli Whitney, Hamden
  • Platt, Milford (also has Automotive Youth Educational Systems- AYES certification)
  • Ellis, Danielson
  • Windham
  • Norwich
  • Abbott, Danbury
  • In process of certification :
  • O\'Brien, Ansonia
  • Vinal, Middletown
culinary arts
Culinary Arts
  • Students graduate with ServSafe Certification which gives them employment preference for entry level food service positions.
  • Why ServSafe Certification?
  • Because the ServSafe Food Protection Manager Certification is accredited by the American National Standards Institute (ANSI)-Conference for Food Protection (CFP).
  • Because the ServSafe Food Protection Manager Certification Exam is valid, reliable and legally defensible.
  • Because it is a certification industry trusts. In fact, more than 3 million ServSafe Food Protection Manager certifications have been awarded to date (nation-wide).
  • Because ServSafe Certification meets the needs of today\'s diverse industry.
neasc accreditation
NEASC Accreditation
  • The New England Association of Schools and Colleges’(NEASC) Commission on Technical and Career Institutions (CTCI) accredits member institutions to assure the public about the quality of a particular institution and to enter into a partnership with it for its self-improvement.
  • Presently all CT Technical Schools are accredited by NEASC-CTCI.
  • Seven (7) of our schools had their initial accreditation in 1968; indicating a long standing history of educational excellence in our system.
green technology curricula
Green Technology - Curricula

Electrical, HVAC, Plumbing & Heating Curricula

Once instructors received necessary training, they began to write and modify curriculum

  • The NABCEP Solar PV strands, made a natural transition to be embedded within the Electrical curriculum
  • The NABCEP Solar ST strands, made a natural transition to be embedded within the HVAC, and Plumbing & Heating curricula.
  • The NABCEP strands easily fit within our existing curricula.
cthss green technologies and energy weatherization building analysis instruction
CTHSS-Green Technologies and EnergyWeatherization & Building Analysis Instruction
  • The Connecticut Community College System, and Connecticut Technical High School Systems Partnership with this project has produced phenomenal results, along with outstanding collaboration between our two agencies.
  • Eleven (11) Instructors completed the Weatherization Train the Trainer course
  • Ten (10) Instructors completed the Train-the-Trainer Energy Auditor course and have become BPI (Building Performance Institute) Certified Building Analysts.
  • Over 365 adults have received career retraining to date.
slide34

Learning for Clean Energy Innovation (LCEI-Tech Grant)Green Technology - Educate students on energy efficiency and utilizing renewable energy sources while ensuring their health and safety.

  • Addresses knowledge and installations of both Solar Photovoltaic and Solar Thermal systems.
  • The Solar Photovoltaic and Solar Thermal grant from the Connecticut Clean Energy Fund (CCEF) will provide training for eight (8) instructors, and equipment and supplies to build operational solar systems at three (3) selected schools.
  • We conducted a presentation for the Solar Connecticut Association about having solar installation companies “adopt a school,” to provide expertise in the installation of our systems and ultimately hire our students. (Goodwin Tech)
  • Funding from the Connecticut Clean Energy Fund (CCEF) / Learning for Clean Energy Innovation ($200,000) and the Connecticut Clean Energy Fund (CCEF) ($111,000) have allowed the CTHSS to begin a “hands-on” project which will include three (3) portable buildings, known as “E-Houses”, that will include all the equipment of a typical operating Solar Photovoltaic and Solar Thermal system in a residential dwelling. (Total of 315,000 to date)
  • Based upon geographical location, three (3) pilot schools were selected serving 16 regional schools statewide:
  • E.C. Goodwin THS in New Britain, Operational
  • Oliver Wolcott THS in Torrington, SY 2011-2012
  • Grasso/Southeastern THS in Groton, SY 2011-2012
future e house locations
Future E-House Locations
  • The next six locations will help us to interlace the state:
  • Phase 2
  • Platt THS in Milford
  • Cheney THS in Manchester
  • Bullard-Havens THS in Bridgeport
  • Phase 3
  • Emmett O’Brien THS in Ansonia
  • Norwich THS in Norwich
  • Kaynor THS in Waterbury
nationwide impact
Nationwide Impact
  • We presented at the AFT National Conference in Washington D.C. at the Good Jobs – Green Jobs on February 7th. It was noted that we are teaching at a higher level than most Community Colleges in the nation (in areas of renewable sustainable energy).
nationwide impact1
Nationwide Impact
  • We were the only high school presenting at the 4th National Clean Energy Workforce Education Conference in Saratoga Springs, New York , spring 2011. This is sponsored by the Interstate Renewable Energy Council (IREC).

The presentation is available by going to the following link:

http://irecusa.org/wp-content/uploads/2011/03/Mencio-Cialeglio_IREC-Presentation.pdf

National Segment on FOX NEWS: October 1st, 2011 at 12:30 p.m.

nationwide impact2
Nationwide Impact
  • We have been scheduling and conducting tours for both instate and out of state visitors from other schools systems.
  • A delegation of educators from the state of New York visited three of the CTHSS Eco-House sites in June. The districts represented were:
    • Rensselaer Educational Center- Troy, NY
    • Hamilton-Fulton - Montgomery BOCES
    • Columbia Greene Educational Center - Hudson, NY,
    • Questar III BOCES Administration
work based learning
Work Based Learning

Objectives:

  • To expand and enhance the student’s learning through planned career experiences in an actual work setting.
  • To help the student make the transition from school to work and career.
  • To teach the environment of work.
  • To increase the student’s awareness and appreciation of the relevance of academic subjects as they apply to their occupational choice.
  • To provide the student with opportunities for potential career placement in their occupational choice.
  • To project a positive image for students through involvement in business and industry.
student congress1
Student Congress

The Student Congress is composed of student representatives from each of the Connecticut Technical High Schools.

They meet three times a year to discuss important issues affecting students in the CTHSS.

The Student Congress exists to:

  • Develop a sense of technical high school unity;
  • Increase and foster school spirit and pride among all technical high schools in

Connecticut;

  • Create a sense of volunteerism in all students;
  • Develop leadership abilities and decision-making skills in all students

through governing body experience;

  • Raise funds for agreed-upon fundraisers and/or challenges;
  • Foster cooperative working relationships among the technical schools’ student

bodies, faculties, and administrations.

skills usa1
Skills USA
  • Skills USA is the only national organization designed exclusively for students preparing for technical, skilled and service careers, including health careers. It is the student’s professional organization.
  • All students enrolled in the CTHSS are members of Skills USA and have a direct connection with various members of business and industry.
  • CTHSS has demonstrated a significant achievement in National Standings growing from 25% of National Participants being in the top 10 in the country to over 60%.
cthss teachers
CTHSS Teachers
  • Highly qualified and certified trade and academic instructors.
  • All trade instructors hold a #090 (Occupational Subjects for Vocational-Technical Schools).
  • All trade instructors must have a minimum of 8 years of experience in their fields.
  • Participate in differentiated PD, District-wide Steering Committees based on area of expertise.
  • Access to training necessary to maintain licenses and certifications.
  • CDL Licenses (Commercial Drivers License)
  • Opportunities for professional growth (promotions, transfers).
adult programs
Adult Programs
  • Licensed Practical Nursing (LPN)
  • Dental Assisting
  • Certified Nursing Aide (CNA)
  • Medical Assisting
  • Surgical Technology
  • Aviation/Aircraft Maintenance Technician
  • Adult Apprenticeship and Extension Courses
cthss adult programs
CTHSS Adult Programs
  • Trained and licensed educational experts in all programs
  • Review of admissions criteria
  • Recruitment
  • Assessing and accepting adult students
  • Developing and administering tuition collection and financial aid processes
  • Locating and contacting with local clinical sites to provide field experience
  • Work closely with various accrediting bodies for adult programs
lpn program
LPN Program
  • The CTHSS has reopened the adult Licensed Practical Nursing at 6 locations with a total enrollment of (228).
  • We have a long standing tradition of excellence in nursing education since 1940’s.
  • There are grants available for tuition and expenses for qualified applicants.
  • Lowest cost program in the State, $10,200.00 for tuition.
  • Full time experienced Registered Nurse instructors at all programs.
  • Articulation with community college to pursue registered nurse program.
  • Curriculum updated based on Department of Health Educational Outcomes and NCLEX (National Council Licensure Examination) test plan. Curriculum changes need Board of Examiners for Nursing approval.
partnerships
Partnerships

The CTHSS partnerships with Higher Education, the Department of Labor, and the Office of Workforce Competiveness to identify job market trends, short and long-term occupational and economic outlooks, and college/university pathways.

college career pathways ccp partner ct community colleges
College Career Pathways (CCP)Partner: CT Community Colleges
  • CTHSS is the only high school that is a member of the state-wide CCP Coordinators Steering Committee.
  • Program articulation consisting of a core of academic courses (math, communications & science) & 19 technical areas.
  • Curriculum and program aligned with college programs and consistent throughout the CTHSS.
  • Juniors and Seniors enrolled in up to 4 college courses; Students are eligible to earn 14 college credits at no cost.
  • Partnerships with: Capital, Gateway, Housatonic, Manchester, Quinebaug Valley and Three Rivers Community College.
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