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The Minnesota CTE Assessment Project Building a CTE Assessment System for Student Results and Program Improvement 1 1 1 1.

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Presentation on theme: "The Minnesota CTE Assessment Project Building a CTE Assessment System for Student Results and Program Improvement 1 1 1 1."— Presentation transcript:

1 The Minnesota CTE Assessment Project Building a CTE Assessment System for Student Results and Program Improvement 1 1 1 1

2 Assessment Project Overview Key Topics
Minnesota CTE Assessment Project Overview Key Topics Review of Project Goals Review of Overall Project Plan Status of Working Group Meetings Questions The purpose of today’s briefing is to inform you about how Minnesota is proceeding to develop a system for assessment of student attainment of technical skills within its Career and Technical Education programs. We will review the project goals, review the project plan, review the working groups, and address any questions or concerns you raise. 2 2 2 2

3 Minnesota CTE Assessment Project Goals
Establish shared expectations as to what students should know and be able to do in Minnesota’s CTE programs Develop process for identifying and/or developing assessments for CTE programs Ensure the system provides useful, timely and accurate feedback to teachers, administrators, students and employers The Minnesota State Colleges and Universities System (MNSCU), In collaboration with the Minnesota Department of Education (MNDE), is taking a lead role in implementing the Perkins technical skill assessment requirements via the Minnesota CTE Assessment Project. Minnesota intends to use this opportunity to build an assessment system for its programs at the secondary and postsecondary Levels that contributes to student success and continuous program improvement. 3 3 3 3

4 Carl D. Perkins Career and Technical Education Act of 2006
Each state established a performance accountability system with multiple measures of student learning, program completion, and transitions to further education, employment and the military Perkins III allowed wide flexibility in how to measure “technical skill attainment” Perkins IV requires a more focused assessment approach for technical skill attainment Across the United States, state agencies responsible for administration of the Carl D. Perkins Career and Technical Education Act funds are working with teachers, school leaders, business representative, as well as youths and parents, to strengthen Career and Technical Education programs. The Perkins Act, reauthorized by Congress in 2006, developed new requirements for the definition of technical skill attainment, so that CTE programs assess students using methods and instruments that are valid and reliable, and are based upon industry-recognized standards, where they are available. Contrary to some perceptions, states are not required to only use industry-based credentials, but can also use other assessment instruments and/or processes that meet established quality criteria for validity and reliability. 4 4 4 4

5 Technical Skill Attainment -- Secondary
Sec 113 (b)(2)(A) …”core indicators of performance…that are valid and reliable… measures of each of the following:” “Student attainment of career and technical skill proficiencies, including student achievement on technical assessments, that are aligned with industry-recognized standards, if available and appropriate.” Notes that all measures that are adopted must be “valid and reliable.” The government hasn’t created a regulation to define these terms, but in general use there are accepted uses of the terms in the testing community. In layman’s terms, “valid” means that the measure actually measures what it is purported to measure. This means that there has been validation of the measurement approach so we know it is actually measuring the specific knowledge or skill that has been identified. “reliable” means that the measurement item provides consistent results from one administration of the measure to the next. Next, the measurement should focus on “student attainment of career and technical skill proficiencies.” The measure can include, but is not limited to, performance on assessments. And the measure must be aligned Industry-recognized standards. Since there are no federal regulations on this issue, each state has flexibility in how it interprets and Applies the requirements. There is definitely no federal mandate that we have to use industry-certifications. There are several approaches to consider -- identifying existing tests to use for different pathways, building Assessments with teacher working groups, and some mix of the two approaches. 5 5 5 5

6 Technical Skill Attainment -- Postsecondary
Sec 113 (b)(2)(B) …”core indicators of performance…that are valid and reliable…measures of each of the following:” “Student attainment of career and technical skill proficiencies, including student achievement on technical assessments, that are aligned with industry-recognized standards, if available and appropriate.” “Student attainment of an industry-recognized credential, a certificate, or a degree.” The postsecondary definition of the measurement requirement in the Perkins Act is the same as The secondary (high school) measure. But we don’t have to use the exact same measurement approach for both high school and postsecondary. In fact, many of the postsecondary programs are much more career/occupationally specific than the High school programs, so using the same assessment might not make sense. Each of the Career Pathway working groups is thinking about these issues and how it applies in That particular pathway. 6 6 6 6

7 Options to fulfill Perkins IV are:
Use Industry-Based Certifications Use other developed standardized- assessments (NOCTI, Skills/USA, etc.) Develop valid and reliable assessments or assessment processes through a statewide collaborative process 7 7 7 7

8 Putting First Things First
FIRST, decide WHAT to assess THEN decide HOW to assess The CTE Assessment Project will NOT promote a one-size fits all Approach for each of the career pathways. The project will provide as much flexibility as possible for each school district And college, while meeting the essential goals of measuring student Achievement of CTE skills in a way that is valid and reliable. So, first we are carefully considering what competencies need to be Assessed in each of the pathways, and determining a common set of Expectations between high school and postecondary. Then, we will focus on determining the best methodology for measuring student knowledge and skills in each Career Cluster or Pathway. We will take into account the unique perspectives, needs, and regulatory environments that affect both secondary and postsecondary education. 8 8 8 8

9 Skill Layers in Career Development
The new Perkins Act requires each state to collect information on the “attainment of technical skills,” meaning content knowledge and skills that are specific to an occupation or cluster of occupations. While technical knowledge is part of student and employee success, so-called employability skills (timeliness, work-ethic, personal responsibility, team work, customer-service) are equally relevant to student and employee success. Just because the new Perkins law and system will need to include assessment of career-specific skills and competencies, this does not preclude assessment of general employability skills. We recognize the critical value of employability skills and the fact that many programs, especially at the secondary level, emphasize the teaching of general employability skills which transcend any particular program area. Therefore, we anticipate that the new CTE assessment system may also include some aspect of measuring employability skills. Courtesy of Steve Klein & MPR Associates 9 9 9 9

10 Initial Programs of Study for Review and Development
Business, Financial Management and Accounting Health Therapeutics Law Enforcement Network Systems (IT) Plant Systems The Minnesota State Colleges and Universities System and the Minnesota Department of Education have identified the following career pathways for development of assessments under this project. The following first four Career Pathway Work Groups were convened in April 2009, with follow-up meetings in May and June: Business, Financial Management and Accounting in the Business, Management and Administration Cluster) Health Therapeutic Services (part of the Health Science Cluster) Law Enforcement (part of the Law & Public Safety Cluster) Network Systems (part of the Information Technology Cluster) Plant Systems (part of the Agriculture, Food and Natural Resources Cluster) 10 10 10 10

11 The Pilot Phase Convene subject matter expert groups of teachers and college faculty to identify core competencies in each of 5 designated career pathways/programs of study. Develop an “Assessment Blueprint” for each of 5 selected career pathways Provide recommendations on how the State should proceed in developing an assessment system. Convene Pathway-specific teams of teachers, key CTE leaders, and other content experts to recommend: For each identified Career Pathway, what limited number of key competencies should be assessed? For each Pathway, are there existing assessments that are appropriate and affordable, or should other assessments or assessment methods be developed? Develop an “Assessment Blueprint” for each of the four initial career pathways that are selected. Provide recommendations on how the State should proceed in developing an assessment system. 11 11 11 11

12 The Pilot Phase Conduct online survey to document current methods of skill assessment. Consult with leaders from other states. Confer with assessment and support organizations (NOCTI, VTECS, SkillsUSA) Create assessment inventory In addition to the working groups, we have: Convened an Oversight Coordinating Group from the two respective state agencies to advise the entire process and provide an ongoing liaison to local teachers and administrators. Offered an on-line survey in April and May by which we have identified many of the assessments and assessment approaches currently used for technical skills assessment among secondary and postsecondary CTE programs. Next, the consultant team will: Identify options for reporting on technical skill attainment in the short-term and long-term. This could include an approach of: Identifying assessments on the market that match up to pathways, and Developing some new assessments with teacher/faculty working groups. We also will be working to engage business and industry representatives to provide input and feedback as appropriate for each of the relevant Career Clusters. 12 12 12 12

13 Pilot Phase, Next Steps Post draft competencies for review by teachers and faculty (URLs listed at end of presentation) Engage business partners to review draft outcomes Review existing assessments for alignment to blueprints, quality and usability Identify assessments approved for use in five pilot pathways AND/OR Identify pathways that need custom-developed assessments Create and test assessment development process In addition to the working groups, we have: Convened an Oversight Coordinating Group from the two respective state agencies to advise the entire process and provide an ongoing liaison to local teachers and administrators. Offered an on-line survey in April and May by which we have identified many of the assessments and assessment approaches currently used for technical skills assessment among secondary and postsecondary CTE programs. Next, the consultant team will: Identify options for reporting on technical skill attainment in the short-term and long-term. This could include an approach of: Identifying assessments on the market that match up to pathways, and Developing some new assessments with teacher/faculty working groups. We also will be working to engage business and industry representatives to provide input and feedback as appropriate for each of the relevant Career Clusters. 13 13 13 13

14 Roll-out Phase 2, Convene additional career pathway workgroups Solicit volunteers needed for other pathways Provide training to teams to identify outcomes and assessment blueprints Complete assessment identification & development process for new pathways , replicate as necessary until all programs are covered 14

15 URL Links to Draft Core Common Competencies for Review
PLANT SYSTEMS PATHWAY: People who work in the Plant Systems pathway study plants and their growth. LAW ENFORCEMENT SERVICES PATHWAY: Law enforcement officers have duties that range from controlling traffic to preventing and investigating crimes. 15

16 URL Links to Draft Core Common Competencies for Review
THERAPEUTIC SERVICES PATHWAY: Health professionals in this pathway work directly with patients; they may provide care, treatment, counseling and health education information. BUSINESS, FINANCIAL MANAGEMENT & ACCOUNTING PATHWAY: Accounting encompasses careers that record, classify, summarize, analyze, and communicate a business's financial information/business transactions for use in management decision-making. NETWORK SYSTEMS PATHWAY: Careers in Network Systems involve network analysis, planning and implementation, including design, installation, maintenance and management of network systems. 16

17 You may be wondering… What about existing state- and industry- certification tests? What about very small or alternative high schools? Are the same assessments appropriate for high schools and college programs? Can high school assessments be used for college credit?

18 For more information, contact:
JoAnn Simser, CTE Director, MNSCU Dan Smith, MN Department of Education 18 18 18 18


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