Perkins 202 Dr. Michelle Crary – Staff Development and Accountability Coordinator Nori Cannell – Director – Guidance & Career and Technical Education

Using Performance Measure Data for Program Improvement  Disaggregate Data to Program Level  Sharing Data With Principals  Sharing Data With Teachers  Creating Grant Goals

Arizona Secondary Performance Measures  1S1 Academic Reading Attainment  1S2 Academic Math Attainment  2S1 Technical Skill Attainment  3S1 Secondary Completion  4S1 Graduation  5S1 Placement  6S1 Nontraditional Participation  6S2 Nontraditional Completion

Sample Performance Measure Data

Sample of Disaggregated Data

Examples of “Layman” Definitions  1S1 – Academic Reading Attainment:  This is calculated by the number of concentrators (students who earned two or more credits in a CTE program) who left school and passed the AIMS Reading test. Retakes are included in this equation.  1S2 – Academic Math Attainment:  This is calculated by the number of concentrators (students who earned two or more credits in a CTE program) who left school and passed the AIMS Math test. Retakes are included in this equation.

Examples of “Layman” Definitions  2S1 – Technical Skill Attainment:  This is calculated by the number of students who completed a program (students who earned two credits in a two credit CTE program or three credits in a three credit CTE program), left school, and passed the final assessment in April.  Since this calculation is only for students who left school it may not include all students who assessed last year and could include students who tested two years ago as a sophomore, or one year ago as a junior.

Examples of “Layman” Definitions  4S1 – Graduation:  This is calculated by the number of concentrators (students who earned two or more credits in a CTE program) who graduated with their cohort (they did not graduate early or late).  5S1 – Placement:  This is calculated by the number of concentrators who were reported last year as graduated and were placed in the military, employment, or were working when they were contacted by the Career Tech October through December after graduation.

Examples of “Layman” Definitions  6S1 – Nontraditional Participation:  This is calculated by the number of students (grades 9-12) who earned one credit last year in a CTE program and were of the nontraditional gender for the program.  6S2 – Nontraditional Completion:  This is calculated by the number of students who were of the nontraditional gender for the program, completed the program (students who earned two credits in a two credit CTE program or three credits in a three credit CTE program), left school, and passed the final assessment in April.

How Performance Measure Data is Used for Program Improvement

How CTE teachers use the data  Identify program successes and opportunities to improve  As a data point for their professional learning communities  Talking points with school leaders  Teachers also review technical skill attainment data (from the CTE Assessments) by:  Standard and Measurement Criteria  Grade, Special Population Status, & Gender  Placement in district and state based on overall averages

How school principals use the data  Identify campus and program successes and opportunities to improve  To determine how each of their CTE programs fits in with their school vision for the future  How CTE data compares to their school data used for AYP  Principals also review technical skill attainment data (from the CTE Assessments) by their placement compared to their sister schools in district and state based on overall averages

How Performance Measure Data is Used by the Local Directors  Provide leadership and direction for new program development  Provide leadership and direction for program evaluation  Facilitate and coordinate equipment, supply, and instructional purchases for CTE programs

CTE Director Cont...  Insure CTE curriculum is consistent with state program standards  Provide leadership and technical assistance to staff regarding use of materials, services, and programs that achieve gender equity and help eliminate gender bias, discrimination, and stereotyping  Promote nontraditional enrollment and completion

1S1 Sample Goal  By May 15, 2013, the CTE Staff Development and Accountability Coordinator and CTE Staff Development and Mentor Training Coordinator will work with CTE teachers and offer professional development as needed for the reading common core standards.

1S2 Sample Goal  By May 15, 2013, the CTE Staff Development and Accountability Coordinator and CTE Staff Development and Mentor Training Coordinator will work with CTE teachers and offer professional development as needed for the math common core standards.

2S1 Sample Goal  During the school year and during the summer months, the CTE Administrative Assistant works with teacher's requests to order classroom and instructional capital items and supplies to ensure teachers have the appropriate equipment and supplies to teach the technical skill standards.

2S1 Sample Goal  During the school year CTE Teachers will analyze their technical skill assessment results to ensure students from all subpopulations are successful. If there are achievement gaps teachers will identify strategies to help close the technical skill achievement gap.

3S1 Sample Goal  During the school year, CTE Teachers will work students in their programs to support students to stay in school and continue in their respective CTE programs.

4S1 Sample Goal  During the school year, the CTE district office staff will deliver Education Career Action Plan (ECAP) professional development to CTE teachers and guidance counselors to promote graduation that include documented career goals leading to their high school graduation and postsecondary options.

5S1 Sample Goal  Throughout the school year, Career Techs work in the CTE classrooms to support students for placement following high school.

6S1 Sample Goal  By March 15, 2013, all CTE teachers in nontrad programs will provide informational materials to students that describe opportunities their programs offer with an emphasis on nontrad opportunities to ensure each program will meet or exceed SALP.

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