Q & A. Blueprint Basics VoCATS Blueprints What does all of that information mean? How do I use it?

Blueprint Basics

VoCATS Blueprints • What does all of

that information mean?

• How do I use it?

PROGRAM AREACOURSE BLUEPRINT for XXXX COURSE NAME

Comp #

Obj #

Unit Titles / Competency and Objective Statements

(The Learner will be able toTime Hours

Course

Cognitive

Weight

Performance

Type Behavior

Integrated Skill Area

Core Supp

1 2 3 4 5 6 7 8

100%

Total Course Weight 30% 70%

A UNIT TITLE

XX01.00 Competency statement. 8% C2

XX01.01 Specific objective. 5% C1


XX02.00 Competency statement. 6% 4% C3P



XX02.03 Specific objective. 1% 4% C3P

B UNIT TITLE

003. Competency statement 10%

XX03.01 Specific objective. 8%

XX04.00 Competency statement. 20% 4%

XX04.01 Specific objective. 9% 3%

Type BehaviorRecall of terminology and factual knowledge

Understanding of important principles, methods, and procedures

Application of procedures and principles to new situations


Comp #

Obj #



Course

Cognitive

Weight

Performance

Type Behavior


Core Supp

1 2 3 4 5 6 7 8

100%


A UNIT TITLE








B UNIT TITLE

XX03.00 Competency statement 8% 18%




Only C3 objectives can have a P added (C3P) or performance

weight.

C3P5%2%Specific objective.XX02.03

C24%Specific objective.XX02.02

C13%Specific objective.XX02.01

C3P5%9%Competency statement.XX02.00

Blueprint Basics

If a competency has 6% cognitive

and 10% performance weight,

how many questions will be on

the state postassessment?

If an objective is 1% cognitive

and 9% performance, how

should the class spend the

majority of the time?

If a behavior type is C1, will students learn vocabulary and basic principles, or will they be involved in performance activities?

If a behavior type is C3, can I teach vocabulary?

Why do C1 and C2 objectives NOT have performance weight?

If an objective is supplementary, how many questions will be on the state postassessment?

Competency 5.00 totals 10%, but the teacher and students especially enjoy the information and activities. Competency 7.00 totals 30%, but is not a favorite of the students and teacher.

Should the class spend more time on 5.00 or 7.00?

Performance Assessment

Basics*Critical part of CTE


Comp #

Obj #



Course

Cognitive

Weight

Performance

Type Behavior


Core Supp

1 2 3 4 5 6 7 8

100%


A UNIT TITLE








B UNIT TITLE

XX03.00 Competency statement 3%

XX03.01 Specific objective. 2%



Performance Assessment

in

Target 2006/2007

Performance Assessment Basics

Where can I find performance assessment items that match the curriculum?

What do the classroom item bank performance questions look like?

Pacing Guides

?

??

? ?

PURPOSE• Improve student

performance

• Assist in instructional planning

• Provide school-to-school and class-to-class continuity

• Highlight and foster opportunities for integration

Made by “marrying” the blueprint and school calendar…

Competency/Objective Date(s) Cog Wt

Per

Wt

Resources NCLB Activities

Perform. Product

A HEALTH CARE TERMINOLOGY

BT01.01

BT01.02

Describe the biomedical word roots, prefixes and suffixes

Combine word elements to form words commonly used in biomedical technology.

8/11-12

8/13-14

2%

2%

Terminology videos

Reading – Have students read and interpret Dr. progress notes

In class teams – Simulate HOSA events (HOSA Bowl, Medical Spelling) using new terms

Assessment 8/14

B BIOMEDICAL ETHICS AND LEGAL PRINCIPLES

BT02.01

BT02.02

Describe biomedical ethics and legal principles.

Discuss patient’s rights as presented by the American Hospital Association.

8/15

8/18-19

2%

2%

Reserve computer lab for research on 8/15

Reading – Scenarios about patient rights - *Do reading assessment to evaluate reading ability

Biomedical Debate – Topic = Animals in Research

Assessment 8/19

C MEDICAL MATHEMATICS

BT03.01

BT03.02

Calculate weights, heights and volumes in metric units of measurements.

Convert among metric and standard measures.

8/20-21

8/22

2%

2%

Products as examples (medicine cups, etc.)Measure tapes, scales, etc.

Math activities - HW to reinforce learning. Continue to add 1-2 topic-specific math problems in all future assessments

Measuring project - measure things familiar and convert to metric

Pacing Guide

Why do I need a pacing guide? I have always planned my classes without one!

I cannot plan that far in advance and I don’t like being “fenced in” with what I have to do.

What should I know about the

CLASSROOM ITEM BANK?

Minimum of 300 multiple

choice questions provided

300 are not a lot of

questions for a whole course. Is this enough?How do I put my

own questions into the

classroom assessment

bank?

CMS95 Software

Obtain a password for administrative access from your VoCATS Coordinator

Must be in the DEVELOPMENT tab

Select the question

Change the answer here

To edit the question, double click in this panel

After double clicking, the question appears in Word.

Make changes and then close the window.

CLASSROOM ITEM BANK

Are the questions in the classroom assessment bank the same as those in the accountability (secure) bank?

What should I do if I think I find an error in a question or answer in the classroom item bank?

If my students memorize the classroom assessment bank, wouldn’t their scores improve?

Testing Issues

Can I give my own postassessments?

Can I talk with students during or after the test about specific questions?

How do I know those questions are good?

What are field tests in VoCATS?

I hear teachers talking about questions on the test, so I think they looked at them. What should I do?

Who decides how postassessment scores are counted in student grades?

Is it the folks in Raleigh?

Where can I get the conversion scale for student scores?

How else can I use VoCATS

in my classroom?•Curriculum Product

•Content Teaching Outline

•Objective Reports

Content Teaching Outline

Is it appropriate to use the objective reports and postassessment reports to compare teachers?

What curriculum document provides the most detail about the course?

Do I have to teach what the outline says? I know a lot more about some of the areas than the outline covers.

Will there be questions in the accountability (secure) test item bank for every entry on the course outline?

How can I help my students have good outcomes in my class?

In compliance with federal law, including the provisions of Title IX of the Education

Amendments of 1972, N.C. Public Schools does not discriminate on the basis of race, sex,

religion, color or national or ethic origin, age, disability, or military service in its policies,

programs, activities, admissions, or employment.

Inquiries or complaints should be directed to:

The Office of Curriculum and School Reform Services6307 Mail Service CenterRaleigh, NC 27699-6307

Telephone: (919) 807-3761; Fax: (919) 807-3767

For Questions Contact:

Your VoCATS Coordinator and/or CTE DirectorNorth Carolina Department of Public Instruction

6358 Mail Service CenterRaleigh, NC 27699-6358

www.NCPublicSchools.org/workforce_development/vocats

Rhonda WelfareVoCATS Consultant

[email protected]

Mary Jo NasonVoCATS Consultant

[email protected]

Q & A. Blueprint Basics VoCATS Blueprints What does all of that information mean? How do I use it?

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