Perkins 202

Dr. Michelle Crary – Staff Development and Accountability CoordinatorNori Cannell – Director – Guidance & Career and Technical Education

Using Performance Measure Data for Program Improvement Disaggregate Data to Program Level Sharing Data With Principals Sharing Data With Teachers Creating Grant Goals

Arizona Secondary Performance Measures 1S1 Academic Reading Attainment 1S2 Academic Math Attainment 2S1 Technical Skill Attainment 3S1 Secondary Completion 4S1 Graduation 5S1 Placement 6S1 Nontraditional Participation 6S2 Nontraditional Completion

Sample Performance Measure Data

Sample of Disaggregated Data

Examples of “Layman” Definitions 1S1 – Academic Reading Attainment:

This is calculated by the number of concentrators (students who earned two or more credits in a CTE program) who left school and passed the AIMS Reading test. Retakes are included in this equation.

1S2 – Academic Math Attainment: This is calculated by the number of

concentrators (students who earned two or more credits in a CTE program) who left school and passed the AIMS Math test. Retakes are included in this equation.

Examples of “Layman” Definitions 2S1 – Technical Skill Attainment:

This is calculated by the number of students who completed a program (students who earned two credits in a two credit CTE program or three credits in a three credit CTE program), left school, and passed the final assessment in April.   Since this calculation is only for students who left school

it may not include all students who assessed last year and could include students who tested two years ago as a sophomore, or one year ago as a junior.

Examples of “Layman” Definitions 4S1 – Graduation:

This is calculated by the number of concentrators (students who earned two or more credits in a CTE program) who graduated with their cohort (they did not graduate early or late).

5S1 – Placement: This is calculated by the number of

concentrators who were reported last year as graduated and were placed in the military, employment, or were working when they were contacted by the Career Tech October through December after graduation.  

Examples of “Layman” Definitions 6S1 – Nontraditional Participation:

This is calculated by the number of students (grades 9-12) who earned one credit last year in a CTE program and were of the nontraditional gender for the program.

6S2 – Nontraditional Completion: This is calculated by the number of students

who were of the nontraditional gender for the program, completed the program (students who earned two credits in a two credit CTE program or three credits in a three credit CTE program), left school, and passed the final assessment in April.

How Performance Measure Data is Used for Program Improvement

How CTE teachers use the data Identify program successes and opportunities

to improve As a data point for their professional learning

communities Talking points with school leaders

Teachers also review technical skill attainment data (from the CTE Assessments) by: Standard and Measurement Criteria Grade, Special Population Status, & Gender Placement in district and state based on overall

averages

How school principals use the data Identify campus and program successes and

opportunities to improve To determine how each of their CTE programs

fits in with their school vision for the future How CTE data compares to their school data

used for AYP

Principals also review technical skill attainment data (from the CTE Assessments) by their placement compared to their sister schools in district and state based on overall averages

How Performance Measure Data is Used by the Local Directors Provide leadership and direction for new

program development Provide leadership and direction for program

evaluation Facilitate and coordinate equipment, supply,

and instructional purchases for CTE programs

CTE Director Cont . . . Insure CTE curriculum is consistent with state

program standards Provide leadership and technical assistance to

staff regarding use of materials, services, and programs that achieve gender equity and help eliminate gender bias, discrimination, and stereotyping

Promote nontraditional enrollment and completion

1S1 Sample Goal By May 15, 2013, the CTE Staff Development

and Accountability Coordinator and CTE Staff Development and Mentor Training Coordinator will work with CTE teachers and offer professional development as needed for the reading common core standards. 

1S2 Sample Goal By May 15, 2013, the CTE Staff Development

and Accountability Coordinator and CTE Staff Development and Mentor Training Coordinator will work with CTE teachers and offer professional development as needed for the math common core standards. 

2S1 Sample Goal During the 2012-13 school year and during

the summer months, the CTE Administrative Assistant works with teacher's requests to order classroom and instructional capital items and supplies to ensure teachers have the appropriate equipment and supplies to teach the technical skill standards.

2S1 Sample Goal During the 2012-13 school year CTE Teachers

will analyze their technical skill assessment results to ensure students from all subpopulations are successful. If there are achievement gaps teachers will identify strategies to help close the technical skill achievement gap.

3S1 Sample Goal During the 2012-13 school year, CTE Teachers

will work students in their programs to support students to stay in school and continue in their respective CTE programs.

4S1 Sample Goal During the 2012-13 school year, the CTE

district office staff will deliver Education Career Action Plan (ECAP) professional development to CTE teachers and guidance counselors to promote graduation that include documented career goals leading to their high school graduation and postsecondary options. 

5S1 Sample Goal Throughout the 2012-13 school year, Career

Techs work in the CTE classrooms to support students for placement following high school. 

6S1 Sample Goal By March 15, 2013, all CTE teachers in

nontrad programs will provide informational materials to students that describe opportunities their programs offer with an emphasis on nontrad opportunities to ensure each program will meet or exceed SALP. 

Questions