1. Developing Career Field Technical Content Standards
Steve Gratz, Ph.D., Senior Executive Director
Center for Student Support and Education Options

2. Accelerate Process: Career-Technical Assurance Guides
Ohio Board of Regents accelerates Career-Technical Assurance Guides (CTAG) process.
1 Ohio Board of Regents CTANs
1.1 Created by faculty panels
1.1.1 Constraint: Our lack of control over faculty performance and timelines.
1.1.2 Dependency: We cannot move forward without the learning outcomes completed
1.2 Concern: Quality, consistency and comprehensiveness of the outcome statements.
1.2.1 Faculty should receive training in the creation of learning outcomes (poor examples of outcomes can be used to illustrate the issue)
1.3 Relationship between postsecondary outcomes and secondary standards
1.3.1 Drop the notion of Strands. Organization is pathways, courses, outcomes, and competencies.
1.3.2 Currently, the postsecondary learning outcomes are at the level of secondary "outcomes." Secondary competencies are subcomponents of those.
1.3.3 Postsecondary outcome statements are too broad for test development, too broad to provide context for courses. We recommend creating competency statements based on the outcomes
1.3.4 Postsecondary learning outcomes should be distributed into secondary courses first, then competencies created for each of those outcomes, because competencies carry the context for the course.
1.3.5 Ideally, secondary courses should mirror post-secondary courses. However, if this is not possible, the concept of "VIRTUAL MODULES" can be implemented to create course scores after the fact.
1.3.6 Who creates the secondary competency statements? We recommend contract staff plus members of the Content Advisory Committees.

3. Content Advisory Committees
Distribution of expertise
Willing to commit time
Thought leaders
Recognize training and expertise
Ohio Department of Education and Ohio Board of Regents assemble content advisory committees by pathway.
Content advisory committees include representatives of business and industry, secondary and postsecondary faculty, and Ohio Department of Education secondary career field consultants. Content advisory committees will provide input on secondary career pathways.
2.1 Content Advisory Committee membership and maintenance needs to be well planned
2.1.1 Distribution of expertise
2.1.2 Willing to commit the time
2.1.3 Thought leaders
2.2 Contractor convenes the Content Advisory Committees with assistance from Ohio Board of Regents and Ohio Department of Education
2.3 This is professional service, not paid work
2.3.1 Can we ask schools to donate substitute expenses?
2.3.2 Payment, travel for Content Advisory Committee workers? We would prefer this to be considered professional service.
2.4 Committee formed at the pathway level
2.5 Committee contains business, secondary, and postsecondary representation; about 4-5 each
2.6 Content Advisory Committee members are empowered to recruit colleague subject matter experts for special assignments
2.7 Initial in-person meetings, then meetings virtually
2.7.1 Ohio ACTE could be a meeting venue
2.8 Receive training on standards and item writing
2.8.1 Badging to recognize training and experience

4. Database of Learning Outcomes and Postsecondary Pathways
Ohio Department of Education databases learning outcomes relational to postsecondary and secondary courses and pathways.
3.1 Database is always the "Gold Standard" for version control

5. Converts Learning Outcomes to Standards and Competencies
Minimize re-wording
Maintain fidelity
Ensure consistency
Ohio Department of Education converts postsecondary learning outcomes to secondary standards and competencies.
minimize re-wording
maintain fidelity to the learning outcomes
ensure consistency across standards
4.1 Instead of rewording, postsecondary learning outcomes remain untouched. Instead, secondary competencies are written to provide detail and context.
4.2 Do we need to shoot for consistency of number of outcomes and competencies per course?

6. O*NET Data Create Competency Models
Serves as Supporting Information for Standards
Ohio Department of Education crosswalks converted secondary standards and competencies using O*NET data to create preliminary competency models that inform the education system more broadly through the work already completed by Department of Labor and link Labor Market Information data and data tools to the pathway data to add value.
5.1 Contract staff member uses O*NET and related information to create competency models for each pathway
5.2 This serves as supporting information for our standards

7. Content Advisory Committees
Reviews results of converting learning outcomes into standards and competencies Recommends missing technical content
Business and industry representatives from the content advisory committees review the results of converting learning outcomes into standards and competencies and recommends missing technical content.
The competency model materials must focus on technical content and avoid employability skills as employability skills will be addressed separately.
Nothing over and above this process is brought into the standards. Additional standards and competencies are a local decision and will not be addresses in the final document.
6.1 The business and industry portion of the Content Advisory Committee assembles this meeting with additional colleagues
6.2 Review the postsecondary outcome statements; looking for missing pieces
6.3 Have the results from competency modeling available, keeping their focus on the technical
6.4 Note: the results of this may inform Ohio Board of Regents
Secondary and postsecondary representatives from the content advisory committees review the results of converting learning outcomes to standards and competencies.
7.1 Done by Ohio Department of Education consultants and secondary Content Advisory Committee members
7.2 Includes course titles and course descriptions.

8. Assessments
Focus on the learning outcomes identified by the postsecondary faculty Created for single, secondary courses
The secondary, postsecondary, and career field consultants review results of the content advisory committees and create courses.
All members of the content advisory committees are invited to create assessments. Assessments focus on the learning outcomes identified by the postsecondary faculty. Assessments are created for single, secondary courses.
8.1 Content Advisory Committee members assigned to courses based on their area of expertise
8.2 Where do approvals occur along the way, and by whom and what process?

9. Professional Development
Give teachers the background knowledge to deliver the content Industry and postsecondary faculty serve as content experts
Professional Development
Ohio Department of Education organizes professional development for pathway teachers to insure they have the background knowledge to deliver the content.
Representatives from industry and postsecondary faculty serve as content experts and assist with the professional development.
9.1 With Content Advisory Committee recruited colleagues

10. Major Concern Promotion, marketing, roll-out and communication
Major Concern: Promotion, marketing, roll-out, communication

11. education.ohio.gov

12. Follow Superintendent Ross on Twitter

13. Social Media Ohio Families and Education Ohio Teachers’ Homeroom
ohio-department-of-education
storify.com/ohioEdDept
@OHEducation
OhioEdDept