The Minnesota CTE The Minnesota CTE Assessment Project Assessment Project

Building a CTE Assessment System for Building a CTE Assessment System for Student Results and Program ImprovementStudent Results and Program Improvement

Minnesota CTE Minnesota CTE Assessment Project OverviewAssessment Project Overview

Key TopicsKey Topics

• Review of Project GoalsReview of Project Goals• Review of Overall Project PlanReview of Overall Project Plan• Status of Working Group MeetingsStatus of Working Group Meetings• QuestionsQuestions

Minnesota CTE Assessment Minnesota CTE Assessment Project GoalsProject Goals

• Establish shared expectations as to what students Establish shared expectations as to what students should know and be able to do in Minnesota’s should know and be able to do in Minnesota’s CTE programsCTE programs

• Develop process for identifying and/or developing Develop process for identifying and/or developing assessments for CTE programsassessments for CTE programs

• Ensure the system provides useful, timely and Ensure the system provides useful, timely and accurate feedback to teachers, administrators, accurate feedback to teachers, administrators, students and employersstudents and employers

Carl D. Perkins Career and Technical Carl D. Perkins Career and Technical Education Act of 2006Education Act of 2006

• Each state established a performance Each state established a performance accountability system with multiple measures of accountability system with multiple measures of student learning, program completion, and student learning, program completion, and transitions to further education, employment and transitions to further education, employment and the militarythe military

• Perkins III allowed wide flexibility in how to Perkins III allowed wide flexibility in how to measure “technical skill attainment”measure “technical skill attainment”

• Perkins IV requires a more focused assessment Perkins IV requires a more focused assessment approach for technical skill attainmentapproach for technical skill attainment

Technical Skill Attainment -- SecondaryTechnical Skill Attainment -- Secondary

• Sec 113 (b)(2)(A)Sec 113 (b)(2)(A)• …”…”core indicators of performance…that are valid core indicators of performance…that are valid

and and reliablereliable… measures of each of the following:”… measures of each of the following:”• ““Student attainment of career and technical Student attainment of career and technical skill skill

proficienciesproficiencies, including student achievement on , including student achievement on technical assessments, that are technical assessments, that are aligned with aligned with industry-recognized standardsindustry-recognized standards, if available and , if available and appropriate.”appropriate.”

Technical Skill Attainment -- PostsecondaryTechnical Skill Attainment -- Postsecondary

Sec 113 (b)(2)(B)Sec 113 (b)(2)(B)…”…”core indicators of performance…that are valid core indicators of performance…that are valid

and reliable…measures of each of the following:”and reliable…measures of each of the following:”““Student attainment of career and technical Student attainment of career and technical skill skill

proficienciesproficiencies, including student achievement on , including student achievement on technical assessments, that are technical assessments, that are aligned with aligned with industry-recognized standardsindustry-recognized standards, if available and , if available and appropriate.”appropriate.”

““Student attainment of an industry-recognized Student attainment of an industry-recognized credential, a certificate, or a degree.”credential, a certificate, or a degree.”

Options to fulfill Perkins IV are:Options to fulfill Perkins IV are:

• Use Industry-Based CertificationsUse Industry-Based Certifications

• Use other developed standardized-Use other developed standardized-assessments (NOCTI, Skills/USA, etc.)assessments (NOCTI, Skills/USA, etc.)

• Develop valid and reliable assessments or Develop valid and reliable assessments or assessment processes through a assessment processes through a statewide collaborative processstatewide collaborative process

Putting First Things FirstPutting First Things First

FIRST, decide WHAT to assessFIRST, decide WHAT to assess

THEN decideTHEN decide

HOW to assessHOW to assess

Skill Layers in Career DevelopmentSkill Layers in Career Development

Courtesy of Steve Klein & MPR Associates

Initial Programs of Study for Review and Initial Programs of Study for Review and DevelopmentDevelopment

• Business, Financial Management and Business, Financial Management and AccountingAccounting

• Health TherapeuticsHealth Therapeutics• Law EnforcementLaw Enforcement• Network Systems (IT)Network Systems (IT)• Plant SystemsPlant Systems

The Pilot PhaseThe Pilot Phase• Convene subject matter expert groups of Convene subject matter expert groups of

teachers and college faculty to identify core teachers and college faculty to identify core competencies in each of 5 designated career competencies in each of 5 designated career pathways/programs of study. pathways/programs of study.

• Develop an “Assessment Blueprint” for each of Develop an “Assessment Blueprint” for each of 5 selected career pathways5 selected career pathways

• Provide recommendations on how the State Provide recommendations on how the State should proceed in developing an assessment should proceed in developing an assessment system. system.

The Pilot Phase The Pilot Phase

• Conduct online survey to document current Conduct online survey to document current methods of skill assessment.methods of skill assessment.

• Consult with leaders from other states.Consult with leaders from other states.• Confer with assessment and support Confer with assessment and support

organizations (NOCTI, VTECS, SkillsUSA)organizations (NOCTI, VTECS, SkillsUSA)• Create assessment inventory Create assessment inventory

Pilot Phase, Next StepsPilot Phase, Next Steps

• Post draft competencies for review by teachers Post draft competencies for review by teachers and faculty (URLs listed at end of presentation)and faculty (URLs listed at end of presentation)

• Engage business partners to review draft Engage business partners to review draft outcomesoutcomes

• Review existing assessments for alignment to Review existing assessments for alignment to blueprints, quality and usabilityblueprints, quality and usability

• Identify assessments approved for use in five Identify assessments approved for use in five pilot pathways AND/ORpilot pathways AND/OR

• Identify pathways that need custom-developed Identify pathways that need custom-developed assessmentsassessments

• Create and test assessment development Create and test assessment development processprocess

Roll-out Phase 2, 2009-2010Roll-out Phase 2, 2009-2010• Convene additional career pathway Convene additional career pathway

workgroupsworkgroups• Solicit volunteers needed for other pathways Solicit volunteers needed for other pathways • Provide training to teams to identify outcomes Provide training to teams to identify outcomes

and assessment blueprintsand assessment blueprints• Complete assessment identification & Complete assessment identification &

development process for new pathwaysdevelopment process for new pathways• 2011-2014, replicate as necessary until all 2011-2014, replicate as necessary until all

programs are coveredprograms are covered

URL Links to Draft Core Common Competencies for ReviewURL Links to Draft Core Common Competencies for Review

PLANT SYSTEMS PATHWAY:PLANT SYSTEMS PATHWAY:

People who work in the Plant Systems pathway study plants and their growth.People who work in the Plant Systems pathway study plants and their growth.

http://www.zoomerang.com/Survey/?p=WEB229Q56RZ62Fhttp://www.zoomerang.com/Survey/?p=WEB229Q56RZ62F

LAW ENFORCEMENT SERVICES PATHWAY:LAW ENFORCEMENT SERVICES PATHWAY:

Law enforcement officers have duties that range from controlling traffic to Law enforcement officers have duties that range from controlling traffic to preventing and investigating crimes. preventing and investigating crimes.

http://www.zoomerang.com/Survey/?p=WEB229PJ6TMJUHhttp://www.zoomerang.com/Survey/?p=WEB229PJ6TMJUH

URL Links to Draft Core Common Competencies for ReviewURL Links to Draft Core Common Competencies for Review

THERAPEUTIC SERVICES PATHWAY:THERAPEUTIC SERVICES PATHWAY:

Health professionals in this pathway work directly with patients; they may Health professionals in this pathway work directly with patients; they may provide care, treatment, counseling and health education information.provide care, treatment, counseling and health education information.

http://www.zoomerang.com/Survey/?p=WEB229P4Z2DHBPhttp://www.zoomerang.com/Survey/?p=WEB229P4Z2DHBP

BUSINESS, FINANCIAL MANAGEMENT & ACCOUNTING PATHWAY:BUSINESS, FINANCIAL MANAGEMENT & ACCOUNTING PATHWAY:

Accounting encompasses careers that record, classify, summarize, analyze, Accounting encompasses careers that record, classify, summarize, analyze, and communicate a business's financial information/business transactions for and communicate a business's financial information/business transactions for use in management decision-making.use in management decision-making.

http://www.zoomerang.com/Survey/?p=WEB229MLZEG7QJhttp://www.zoomerang.com/Survey/?p=WEB229MLZEG7QJ

NETWORK SYSTEMS PATHWAY:NETWORK SYSTEMS PATHWAY:

Careers in Network Systems involve network analysis, planning and Careers in Network Systems involve network analysis, planning and implementation, including design, installation, maintenance and management implementation, including design, installation, maintenance and management of network systems.of network systems.

http://www.zoomerang.com/Survey/?p=WEB229LTYKYWRKhttp://www.zoomerang.com/Survey/?p=WEB229LTYKYWRK

You may be wondering…You may be wondering…

• What about existing state- and industry-What about existing state- and industry-certification tests?certification tests?

• What about very small or alternative high What about very small or alternative high schools?schools?

• Are the same assessments appropriate for Are the same assessments appropriate for high schools and college programs?high schools and college programs?

• Can high school assessments be used for Can high school assessments be used for college credit?college credit?

For more information, contact:For more information, contact:JoAnn Simser, CTE Director, MNSCUJoAnn Simser, CTE Director, MNSCU

JoAnn.Simser@so.mnscu.eduJoAnn.Simser@so.mnscu.edu

Dan Smith, MN Department of EducationDan Smith, MN Department of EducationDan.Smith@state.mn.usDan.Smith@state.mn.us