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