MN CTEDDI Data Driven Improvement MN CTE Professional Development

What is CTEDDI? A professional development model for CTE educators.

Why CTEDDI? Goal: Increase knowledge and skills for faculty & teachers in the use and interpretation of data. Intended Outcome: Teachers & Faculty make informed instructional improvements that enhance student success.

Instructional Improvement Cycle 5 Steps Collect Data Analyze Data Verify & Triangulate Design Action Plans To improve Learning & Instruction Implement Plan & Review Outcomes Ongoing

MN CTEDDI Partners Minnesota State Colleges and Universities Minnesota Department of Education National Research Center for Career Technical Education National Occupational Competency Testing Institute (NOCTI)

MN CTEDDI Project Part of on-going process for implementing and sustaining the use of technical skill assessments (TSA) Strive to influence continued improvement and systemic change in Minnesota’s secondary and postsecondary CTE programs.

MN Team Leaders Debra Hsu, Lead Facilitator Michael Mitchell, Facilitator Denise Roseland, Assessment Coordinator

TSA Implementation process Year 1: Identify core common competencies & state approved assessments by pathway Year 2: Implement TSA’s in approved programs of study begin MN CTEDDI Project Year 3: Implement TSA’s in pathways and continue MN CTEDDI Year 4 & Year 5: Continue implementation of TSA’s in pathways. Review, Revise & Assess CTE programs using data driven improvement model.

Phase I Project Timeline October/Nov - Consortium Leaders Training Face-to-Face at Consortium Sites Oct - Consortia leaders identify pathways and prepare teachers/faculty Oct/Nov- Teachers/Faculty administer technical skills assessment tests November 29, 2011 Data Driven Improvement Training Seminar for Leaders, Teachers/Faculty – MN CTE & NRCCTE North Metro Location TBD December-April - Monthly Webinars with Leaders, Teachers/ Faculty – May - Final Report of MN CTEDDI Project with NRCCTE

State Team Responsibilities Provide skill-building training and technical assistance to local leaders and participants Purchase NOCTI pre-tests for participating consortia Foster virtual and face-to-face collaboration that encourages on-going professional learning for participants Collect and report participant data for national research project Local Responsibilities Participate in training and on- going professional development Support and facilitate processes for teachers and faculty to gain access to necessary data other than assessment results Implement TSAs in pathways/classrooms selected Develop and implement consortium-wide learning improvement plan based on CTEDDI processes Participate in national research project data collection

Team Leader To Do List Initial 3 hour organization meeting (that’s today!) Identify Faculty/Teachers & Pathways Become a NOCTI client and order NOCTI pretests or select and order other appropriate technical skill assessments Support teachers/faculty as they administer tests to students & work to gain access to other data Complete & collect Pre-workshop Information Form Join Online Learning Community

Team Leader To Do List Attend November 29 Large Group Workshop provided by Pat Kelly, NRCCTE; John Foster, NOCTI & MN CTEDDI Leaders Complete & collect Post-workshop Feedback form Attend monthly webinars Dec-April Complete & collect Mid-Project Feedback Form Complete & collect Final Feedback Form

Faculty/Teacher To Do List Administer tests to students Gather other relevant data Complete Pre-workshop Information Form Attend November 29 Large Group Workshop provided by Pat Kelly, NRCCTE; John Foster, NOCTI & MN CTEDDI Leaders Complete Post-workshop Feedback form Begin using CTEDDI skills in classroom

Faculty/Teacher To Do List Join Online Learning Community Attend monthly webinars Dec-April Complete Mid-Project Feedback Form Complete Final Feedback Form

MORE ABOUT THE ROLE OF DATA…

School/campus Program Teacher Understanding Your Data Class Student Standards National State District/System

What are the sources of data currently available to teachers/faculty in this consortium? Let’s list some… –

Achievement gaps Differences between subgroups Trends Progress What the Data Reveal

Given the available data, what kinds of improvements might teachers/faculty be able to make? Given the available data, what kinds of data are missing that would allow them to make more powerful changes?

ARE NOCTI TESTS REQUIRED?

Carpentry Pretest Areas Pretest % Correct Student 1 Posttest % Correct Student 1 Safety Tools and Accessories Blueprint Reading and Estimation Foundations, Forms, and Concrete Rough Framing Exterior Finish Interior Systems Installation Interior Finish Carpentry Related Mathematics Total 40.0 Using Data from Similar Tests National Nurse Aide Assessment Activities of Daily Living Basic Nursing Skills Restorative Skills Emotional and Mental Health Spiritual and Cultural Needs Communication Needs Client Rights Legal and Ethical Behavior Member of HealthCare Team NOCTI Nursing Assisting Test Basic Nursing Assisting Skills Infection Control Communication Skills Personal Care Skills Mental Health and Social Service Needs Client’s Rights Basic Restorative Devices Employability Skills

Carpentry Pretest Areas Pretest % Correct Student 1 Posttest % Correct Student 1 Safety Tools and Accessories Blueprint Reading and Estimation Foundations, Forms, and Concrete Rough Framing Exterior Finish Interior Systems Installation Interior Finish Carpentry Related Mathematics Total 40.0 Using Data from Similar Tests Both tests align to a national standard (e.g., NOCTI; or industry standard, e.g., NIMS, National Nurse Aide Assessment Program) Reports include subpart scores for major categories (competencies) within the occupation The blueprints have several content areas in common

ANY ASSESSMENT USED FOR THIS PROJECT MUST PROVIDE A TEACHER OR FACULTY MEMBER WITH COMPETENCY-BASED RESULTS FOR EACH STUDENT

Example from a Carpentry Test Safety Tools and Accessories Blueprint Reading and Estimation Foundations, Forms and Concrete Rough Framing Exterior Finish Interior Systems Installation Interior Finish Carpentry Related Mathematics

Carpentry Pre-test Areas Pre-test % Correct Student 1 Post-test % Correct Student 1 Safety Tools and Accessories Blueprint Reading and Estimation Foundations, Forms, and Concrete Rough Framing Exterior Finish Interior Systems Installation Interior Finish Carpentry Related Mathematics Total 40.0 Individual Carpentry Pre-Test

Carpentry Pre-test Areas Student 1 % Correct Student 2 % Correct Student 3 % Correct Student 4 % Correct Student 5 % Correct Student 6 % Correct Class Average % Correct Safety Tools and Accessories Blueprint Reading and Estimation Foundations, Forms, and Concrete Rough Framing Exterior Finish Interior Systems Installation Interior Finish Carpentry Related Mathematics Total Carpentry Class Pre-Test

So does it become “teaching to the test”? Given that technical skill assessments are aligned with national standards and/or employer-expected competencies, an assessment is ONE WAY to provide assurance that program instruction is preparing students for workplace demands. When an assessment is combined with other relevant data that examine multiple facets of student performance, confidence that students are prepared improves dramatically.

Alignment with other Improvement efforts CTEDDI is not designed to be another stand- alone effort to improve instruction It has been designed to fit within other improvement efforts or strategic efforts (i.e. school reform initiatives, HLC accreditation, etc.)

MORE ABOUT THE ONLINE COMMUNITY

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