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The Minnesota CTE

The Minnesota CTE Assessment Project Building a CTE Assessment System for Student Results and Program Improvement. Minnesota CTE Assessment Project Overview Key Topics. Review of Project Goals Review of Overall Project Plan Status of Working Group Meetings Questions.

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The Minnesota CTE

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  1. The Minnesota CTE Assessment Project Building a CTE Assessment System for Student Results and Program Improvement

  2. Minnesota CTE Assessment Project OverviewKey Topics • Review of Project Goals • Review of Overall Project Plan • Status of Working Group Meetings • Questions

  3. Minnesota CTE Assessment Project Goals • Establish shared expectations as to what students should know and be able to do in Minnesota’s CTE programs • Develop process for identifying and/or developing assessments for CTE programs • Ensure the system provides useful, timely and accurate feedback to teachers, administrators, students and employers

  4. Carl D. Perkins Career and Technical Education Act of 2006 • Each state established a performance accountability system with multiple measures of student learning, program completion, and transitions to further education, employment and the military • Perkins III allowed wide flexibility in how to measure “technical skill attainment” • Perkins IV requires a more focused assessment approach for technical skill attainment

  5. Technical Skill Attainment -- Secondary • Sec 113 (b)(2)(A) • …”core indicators of performance…that are valid and reliable… measures of each of the following:” • “Student attainment of career and technical skill proficiencies, including student achievement on technical assessments, that are aligned with industry-recognized standards, if available and appropriate.”

  6. Technical Skill Attainment -- Postsecondary • Sec 113 (b)(2)(B) • …”core indicators of performance…that are valid and reliable…measures of each of the following:” • “Student attainment of career and technical skill proficiencies, including student achievement on technical assessments, that are aligned with industry-recognized standards, if available and appropriate.” • “Student attainment of an industry-recognized credential, a certificate, or a degree.”

  7. Options to fulfill Perkins IV are: • Use Industry-Based Certifications • Use other developed standardized-assessments (NOCTI, Skills/USA, etc.) • Develop valid and reliable assessments or assessment processes through a statewide collaborative process

  8. Putting First Things First FIRST, decide WHAT to assess THEN decide HOW to assess

  9. Skill Layers in Career Development Courtesy of Steve Klein & MPR Associates

  10. Initial Programs of Study for Review and Development • Business, Financial Management and Accounting • Health Therapeutics • Law Enforcement • Network Systems (IT) • Plant Systems

  11. The Pilot Phase • Convene subject matter expert groups of teachers and college faculty to identify core competencies in each of 5 designated career pathways/programs of study. • Develop an “Assessment Blueprint” for each of 5 selected career pathways • Provide recommendations on how the State should proceed in developing an assessment system.

  12. The Pilot Phase • Conduct online survey to document current methods of skill assessment. • Consult with leaders from other states. • Confer with assessment and support organizations (NOCTI, VTECS, SkillsUSA) • Create assessment inventory

  13. Pilot Phase, Next Steps • Post draft competencies for review by teachers and faculty (URLs listed at end of presentation) • Engage business partners to review draft outcomes • Review existing assessments for alignment to blueprints, quality and usability • Identify assessments approved for use in five pilot pathways AND/OR • Identify pathways that need custom-developed assessments • Create and test assessment development process

  14. Roll-out Phase 2, 2009-2010 • Convene additional career pathway workgroups • Solicit volunteers needed for other pathways • Provide training to teams to identify outcomes and assessment blueprints • Complete assessment identification & development process for new pathways • 2011-2014, replicate as necessary until all programs are covered

  15. URL Links to Draft Core Common Competencies for Review PLANT SYSTEMS PATHWAY: People who work in the Plant Systems pathway study plants and their growth. http://www.zoomerang.com/Survey/?p=WEB229Q56RZ62F LAW ENFORCEMENT SERVICES PATHWAY: Law enforcement officers have duties that range from controlling traffic to preventing and investigating crimes. http://www.zoomerang.com/Survey/?p=WEB229PJ6TMJUH

  16. URL Links to Draft Core Common Competencies for Review THERAPEUTIC SERVICES PATHWAY: Health professionals in this pathway work directly with patients; they may provide care, treatment, counseling and health education information. http://www.zoomerang.com/Survey/?p=WEB229P4Z2DHBP BUSINESS, FINANCIAL MANAGEMENT & ACCOUNTING PATHWAY: Accounting encompasses careers that record, classify, summarize, analyze, and communicate a business's financial information/business transactions for use in management decision-making. http://www.zoomerang.com/Survey/?p=WEB229MLZEG7QJ NETWORK SYSTEMS PATHWAY: Careers in Network Systems involve network analysis, planning and implementation, including design, installation, maintenance and management of network systems. http://www.zoomerang.com/Survey/?p=WEB229LTYKYWRK

  17. You may be wondering… • What about existing state- and industry-certification tests? • What about very small or alternative high schools? • Are the same assessments appropriate for high schools and college programs? • Can high school assessments be used for college credit?

  18. For more information, contact: JoAnn Simser, CTE Director, MNSCU JoAnn.Simser@so.mnscu.edu Dan Smith, MN Department of Education Dan.Smith@state.mn.us

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