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Transcript of Data & Accountability DPI Career & Technical Education.
Data & AccountabilityDPI Career & Technical Education
AgendaCTE Data & Accountability
Welcome & IntroductionsJen Wegner
Vision of CTE Data & AccountabilitySharon Wendt
Time to InteractNetwork with colleagues
Create Your Data StoryJeff Hicken & Brent Kindred
LunchTim to Interact with colleagues
9:00 a.m.9:00 a.m.
CTEERS AccountabilitySharon Wendt & Don Vedder
9:30 a.m.9:30 a.m.
9:45 a.m.9:45 a.m.
BreakBreak
11:15 a.m.11:15 a.m.
Noon Noon
Importance of CTE Data
• Local School District (student, classroom, school, district)• Multiple ways to measure successful outcomes for students• WKCE, School Performance Report• Student Surveys• CTSO involvement• Technical Skill Assessments• Enrollment Trends• Non-traditional Student Participation• CTE Concentrator outcomes
Who uses CTE Data and How can this data be collected?
Importance of CTE Data
• State Policy Makers• State Superintendent’s Strategic Planning Efforts
• Increasing Graduation rates
• Closing achievement gaps
• Ensuring graduates are college and career ready• Wisconsin College & Workforce Readiness Council• Legislators
• State and Federal Perkins Accountability
Who uses CTE Data?
Importance of CTE Data
• Federal Policy Makers• Obama Administration’s Blueprint for CTE• Association for Career & Technical Education• National Association for State Directors of Career Technical Education
Consortium
Who uses CTE Data?
CURRENT PERKINS
• Limited provisions to encourage high quality CTE programs
• No requirements for states to work with workforce and economic development agencies to identify areas of focus for CTE programs.
• Clear Expectations for High-quality programming
• A more active role for states:• States could identify the in-
demand occupations in high growth industry sectors.
PROPOSED REFORMS
CTE Blueprint - Alignment
CURRENT PERKINS
• Separate funding for secondary and post secondary
• No clear way for employers, industry, and labor to engage in CTE program implementation.
• No leveraging of private in-kind or cash resources to share program expenses.
• Consortia Funding to ensure secondary and post-secondary institutions.
• Private Sector Match.
PROPOSED REFORMS
CTE Blueprint - Collaboration
CURRENT PERKINS
• Funds distributed to local recipients by formula
• States define participation and accountability measures differently.
• No mechanism to reward high performing local recipients
• Within-state competitions to distribute funds to consortia.
• Common definitions to strengthen data systems and close equity Gaps for participation.
• Incentives for High Performance
PROPOSED REFORMS
CTE Blueprint - Accountability
CURRENT PERKINS
• State’s role in creating the conditions for high-quality CTE programs to thrive is unclear.
• Formula funding supports too many purposes and limited reserve funding.
• Ensure that states have in place the policies and systems to support programs at the local level.
• A competitive CTE Innovation and Transformation Fund
PROPOSED REFORMS
CTE Blueprint - Innovation
ACTE’s Guiding Principles• Redefine the Federal Role of CTE
• Ensure that all students have access of high quality CTE programs• Target Expenditures
• Fewer uses of funds and maintain Formula funding• Define Program Quality Elements - to improve student outcomes• Ensure Relevant and Consistent Data
• Rely on available data• Use State longitudinal data systems
• Offer Incentives of Innovation• Provide Infrastructure support
• Continue focus on research and evaluation for CTE
NASDCTEc (CTE State Directors Assn.)Who uses CTE Data?
CTEERS - Foundation for CTE Data
• Most of the CTE data and information for the state of Wisconsin is found in CTEERS.
• Composite Enrollment Report
• Due July 15
• Graduate Follow-up Report
• Due May 1 of the following year
• CTEERS Basic Facts• District Profile
Accountability
CTEERS Data
A CTE Concentrator is……. • 1. A student that has successfully completed a minimum
of 2 CTE courses within their chosen pathway and is enrolled in a third CTE course during the reporting year.
OR
• 2. A student that has completed at least 3 CTE courses within their chosen pathway throughout their secondary education experience.
OR
• 3. Defined by the secretary or IT staff person completing the CTEERS report.
A CTE Concentrator is…….
A CTE Concentrator Completer is…….
A student that has completed at least 3 CTE courses in their chosen pathway and has graduated.
Question: Are all students that complete at least 3 CTE courses in their chosen pathway considered concentrator completers?
Answer: No. They must also graduate.
A CTE Concentrator
Question: How many CTE credits must a CTE Concentrator complete in order to be a concentrator?
Answer: Concentrators are determined by “courses” not credits. Some CTE Concentrators will have earned 1 credit for 2 courses and be enrolled in their 3rd course for a total of 1.5 credits.
If schools have year long courses the students may end up with more credits.
Data in CTEERS
• Look at the 2011 CTEERS Career Plan on File Chart. – (Page 1)
• What do you notice?• What do you wonder?
Students with Career Plans
Data in CTEERS
• Look at the Post_Secondary Intent by Year Chart (Page 3).
• What do you notice?• What do you wonder?
Student’s Post Secondary Plans
Data in CTEERS
• Look at the % CTE Concentrators from Reporting Universe by Year Chart (page 4).
• DISCUSS:• What practices at the local level can ensure that all CTE
Concentrators are identified?
Number of CTE Concentrators
Technical Education High School Diploma
Technical Education Diploma
• 2011 Wisconsin Act 156 permits a school board to grant a technical education high school diploma to a pupil who does all of the following:
• 1. Satisfies the credit requirements and earns the number of credits for high school graduation as established by statute and the school board.
• 2. Successfully completes a technical education program, established by the school board, in one or more subjects.
Requirements
Technical Education Diploma
• The Act provides that, in establishing a technical education program, the school board may incorporate standards for industry-recognized certifications.
• Annually, the Department of Public Instruction must provide a list of such certifications to each school board operating high school grades.
• The school board must indicate on a pupil’s technical education high school diploma the certifications attained by the pupil.
Requirements
Technical Education Diploma
• If a pupil has an individualized education plan (IEP) that indicates a goal of a technical education high school diploma, the IEP must specify the course of study that the pupil must take to attain that goal.
Requirements