1. The Data Piece: MULTIPLE PATHWAYS FOR ALL STUDENTS:
"Ensuring Career and College Readiness"
The Data Piece:
Strategies to Manage and Report CTE Data
Jerry Pedinotti
Center Data Specialist
Rexford, NY

2. CTE Technical Assistance Center (CTE TAC)
Currently operating in Year 1 of our 2nd 5-year contract from NYSED
Increases SED’s ability to serve, support and expand CTE at no cost to your district!
Center- and field-based staff provide services throughout New York State.

3. By the end of this session …
Why accurate CTE data is important
Data that LEA’s are required to provide to SED
Challenges to reporting accurate enrollment data
Students Information Repository System (SIRS)
General overview of codes and definitions
Overview of the CTE TAC’s study of CTE data
How the CTE TAC can assist you

4. CTE TAC Goal – Data Collection
Improve CTE data collection to create an accurate picture of Career and Technical Education program performance.
Conduct Impact Evaluations
Provide SED with research on selected CTE topics
Improve field-based data reporting to SIRS (Students Information Repository System)

5. Purpose
To obtain a clear and accurate picture of how many students are currently participating in Career and Technical Education programs across the state.
Need accurate enrollment data to make a case to Legislature for state funding.
Perkins (Federal) funding impacted by enrollment in Approved Programs in BOCES and LEAs.

6. Challenges Historically, CTE data has been underreported
Misunderstanding of SIRS coding at the local / district level
Time
Staffing
Other priorities
No immediate consequences for misreporting

7. SIRS – What is it?
(SIRS) provides a single source of standardized individual student records for analysis at the local, regional, and State levels to improve student performance and to meet State and federal reporting and accountability requirements.

8. SIRS – What is it?
SIRS has the ability to assist local and state agencies to track the 'Multiple Pathways' to graduation that CTE can provide through technical skills and work- based learning opportunities.

9. 4 + 1 Option: Graduation Pathway
Students may substitute one of the currently required Social Studies Regents exams (i.e., Global Studies or U.S. History) with a NYSED-Approved Assessment.
Following the successful completion of a CTE Approved Program, a student would be eligible to take a Technical Skills Assessment (TSA).
If the TSA is passed, it could be substituted for one of the Social Studies Regents.

10. Reporting Basics

11. Who Reports CTE Data in SIRS?
All school districts with students in CTE courses must enter Program Service Records in SIRS.
The school district accountable for the student is responsible for this reporting – even if the district’s students receive their CTE at another program service provider (e.g., BOCES).

12. How are CTE students identified?
CTE students are those enrolled in any course within six content areas that can be a part of a CTE cluster:
Agriculture
Business & Marketing
FACS
Health Occupations
Trade & Technical Education
Technology Education

13. What is a CTE Program?
CTE programs are comprised of at least three CTE courses or units of study that together form a cohesive concentration. CTE programs (whether in high schools or BOCES) provide academic and technical instruction in the six content areas.

14. What is a Cohesive Concentration?
The new definition, “CTE programs are comprised of at least three CTE courses, or units of study that together form a cohesive concentration,” widens the number of students to be reported as CTE students (not just those in technical high schools or BOCES). Students are able, in essence, to build their own programs since a combination of CTE courses is permitted.

15. SIRS Coding Variables and Definitions

16. SIRS Coding Variables Student ID Service Provider Program Code
Program Description
Level of Intensity
Start Date / End Date and End Reason
Technical Skills Assessment (TSA) Score
Grade

17. Student ID
In the SIRS, each student record is uniquely identified with a 10-digit NYSSIS.
Unique identifiers enhance student data reporting, improve data quality, and ensure that students can be tracked longitudinally as they transfer between LEAs.

18. Service Provider
The agency that operates the CTE program is the service provider.
It is the responsibility for all school districts to report CTE students served in their own high schools as well as reporting those sent to BOCES or other out-of-district providers.

19. CTE Program Code and Description
A list of Classification of Instructional Programs (CIP) codes has been selected by NYSED for reporting purposes.
Local high schools can use one of the more broad- based CIP codes for the six major CTE content areas if students cross content areas, which is often the case.

20. The six content areas and their related CIP codes are:
Agriculture (CIP )
Business and Marketing (CIP )
Family and Consumer Science (CIP )
Health Occupations (CIP )
Technology Education (CIP )
Trade and Technical (CIP )

21. Level of Program Intensity for Local High School CTE Students
ENROLLEE – has begun instruction in any CTE course.
PARTICIPANT – has completed at least one CTE course (equivalent to one full-year course).
CONCENTRATOR – has completed at least two sequenced CTE courses (equivalent to two full-year courses) out of a three-course cohesive concentration.

22. Level of Program Intensity for BOCES Students
ENROLLEE – has begun instruction in any CTE course.
PARTICIPANT – has successfully completed one-third of his or her program. (In the case of a BOCES two-year program, 27 weeks = 1/3)
CONCENTRATOR – has successfully completed two-thirds of his or her program. (In the case of a BOCES two-year program, 54 weeks = 2/3)

23. Start Date / End Date and End Reason
All students taking CTE have a CTE Program Service Record created in the school year they first start CTE. If the student is taking CTE over multiple years and has not completed or left the CTE program by the end of the first year, the student’s first year CTE Program Service Record is left without a “Reason for Ending” code.
At the start of the following school year, each student has a new enrollment record created and that record has all the student’s Program Service Records for that year attached to it. If a student continues a CTE program that did not have a “Reason for Ending” code at the end of the preceding year, a new CTE program service record is created for year 2 to reflect the student’s continuation in that CTE program.

24. Technical Skills Assessment Score
All CTE programs that have been approved (i.e., those that issue a Technical Endorsement on the high school diploma) offer a Technical Skills Assessment.
To qualify for the Technical Endorsement, a student must successfully complete his or her CTE program and pass the three-part Technical Skills Assessment.
A "P" for passed and an "F" for failed are to be used. A student must pass each of the three components of the technical skills assessment (i.e., written, student demonstration, and student project) to receive a “P.”

25. Managing CTE Data Elements

26. District Data Coordinator
LEAs are responsible for maintaining and transmitting data elements in specified file formats to SIRS.
As such, LEAs should employ District Data Coordinators whose responsibility is maintaining and transmitting the State’s required data elements.

27. District Data Coordinator Responsibilities
Assemble and lead a team of district personnel.
Define and document data collection standards.
Review electronic management systems (SMS) for alignment to standards.
Communicate data governance standards across departments.
Develop a data verification protocol to ensure that data are accurate when they are transferred to the SIRS.

29. Study of CTE Data Management and Report Processes
CTE TAC’s
Study of CTE Data Management and Report Processes

30. Methodology
Review of SIRS data in a cross-sectional representation of school districts.
Conduct on-site visits to 20 districts throughout spring
Identify common inaccuracies or deficiencies in the data collection, management, and reporting process and systematically isolate problem points before data is submitted to the state.

31. Districts Broadalbin-Perth CSD Greece CSD Utica City SD
Palmyra-Macedon CSD
Genesee Valley SD
East-Syracuse Minoa SD
Bethlehem CSD
West Irondequoit SD
New Rochelle CSD
Sharon Springs SD
Pulaski CSD
Rochester City SD
Binghamton City SD
East Islip SD
Saratoga Springs SD
Syracuse City SD
Plattsburgh City SD
Farmingdale SD
Fort Plain SD
William Floyd SD

32. Common Reporting Challenges
General Misunderstanding of SIRS Coding and Definitions
Under-reported enrollment in high school CTE courses
Over-reported CTE enrollment for single Service Provider
Incorrect Service Provider coded
CIP Code inaccuracies
Incorrectly coded Intensity Levels
Missing or invalid TSA scores

33. East Islip Summary (2014-15 SIRS)

34. East Islip Approved Programs

35. East Islip Data Excerpt (2014-15 SIRS)

37. East Islip Data Excerpt (2015-16 SIRS)

38. Impact of Review on 2015-16 SIRS
7 districts showed Much Improvement
7 districts showed Some Improvement
3 districts that had room to improve did not
2 districts that had a good handle on CTE reporting continued to do so
1 district had more deficiencies in than in the prior year

39. Recommendations (Small-scale)
Blend SIRS review into field staff work with schools/districts.
Central office to renew targeted site visit reviews to districts.
BOCES / RIC to assist home high schools and districts to enter and verify SIRS data.

40. Recommendations (Big-scale)
Data collection should not be limited to federal reporting needs but rather be blended with state reporting interests, such as completing a sequence and diploma endorsement.
Link course enrollment to a centralized database managed by the state. The foundation exists with Data Warehouse, which could be used to aggregate students in CTE programs to be reported with the correct Intensity Levels.
Mandate CTE reporting on student and school/district Report Cards.

41. End
Thank you!