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Technical Skill Attainment under the Carl D. Perkins Career and Technical Education Act of 2006 Daniel Smith, Center for Postsecondary Success Minnesota Department of Education. Purpose: - PowerPoint PPT PresentationTRANSCRIPT
Technical Skill Attainment under theCarl D. Perkins Career and Technical
Education Act of 2006
Daniel Smith, Center for Postsecondary SuccessMinnesota Department of Education
Purpose:The purpose of this Act is to develop
more fully the academic and career and technical skills of secondary education students and postsecondary education students who elect to enroll in career and technical education programs
Carl D. Perkins Career and Technical Education Act of 2006, Section 2
Two important changes in the Perkins Act of 2006:
A requirement for theestablishment ofPrograms of Study
A new approach to assessing CTE skills Academic skills Technical skills Workplace skills
Elements in a Minnesota Program of Study:
Career Fields Career Clusters Career Pathways Foundation Knowledge and Skills
• http://www.cte.mnscu.edu
• Minnesota’s New Direction – Programs of Study
Career Pathways
Career Field
Career Cluster
Foundation Knowledge and Skills
Minnesota hopes to address the secondary-postsecondary alignment issues through the development and implementation of career and technical education Programs of Study.
• http://www.cte.mnscu.edu
• Minnesota’s New Direction – Programs of Study
Career Pathways
Career Field
Career Cluster
Foundation Knowledge and SkillsPrograms of
Study
For Minnesota, a Program of Study is defined as:
A nonduplicative sequence of academic and technical courses,
Beginning no later than grade 11 and extending for at least two years beyond high school,
Culminating in a degree, diploma or certificate.
Secondary CTE Program
Postsecondary CTE Program
Program of Study
• Broad-based• Approved at
the District level
• Approx. 50 unique CTE programs
• Occupational focus
• Approved for the college
• Approx. 1400 unique CTE programs
• Approved by the state at the consortium level
• Technical skill assessment for the purpose of accountability• Guidance function
• Work readiness component
• Articulation agreements
Grade 9 Grade 10
Grade 11
Grade 12
Fresh-man
Sopho-more
Prepara-tory
Courses
Upper level high
school courses
College Course-
work
CHASM
OF
HIGH
SCHOOL
TO
COLLEGE
TRANSITION
But are they ready?
Remediation!
Yahoo!Yippee!
Parteeee!
OMG!
Now what?
Wasted
Time?
TO
COLLEGE
TRANSITION
CHASM
OF
HIGH
SCHOOL
Grade 9 Grade 10
Grade 11
Grade 12
Fresh-man
Sopho-more
Prepara-tory
Courses
College Course-
work
Upper level high
school courses
What is the value
added and how is it recog-nized?
Program of Study
Technical Skill Assessment
The Act requires states to use assessments that are valid and reliable and aligned to industry-recognized standards where available and appropriate.
Validity generally refers to the degree to which a test or other measuring device is truly measuring what it intends to measure.
Reliability refers to the consistency of results for a test or measuring device.
Alignment to industry-recognized standards is often addressed by using examinations tied to industry or trade certifications, but may also be addressed through alignment with state or national industry or trade standards (such as those of the Minnesota Board of Peace Officer Standards & Training).
In thirty areas plus foundation knowledge and skills, core skills have been identified and assessment blueprints prepared. An inventory of potential technical skill assessments has been assembled.
And while it is the expectation that performance on CTE concentrators will be reported to the US Department of Education for the purpose of accountability,
nor that only concentrators are assessed.
Minnesota’s approach neither expects that all concentrators are assessed
In each approved program of study of the consortium where the state has identified technical skill assessments, the consortium must select at least one secondary site and at least one postsecondary program and assess all CTE students at an appropriate place and time.
Resources: www.cte.mnscu.edu • Career fields, clusters, pathways wheel• Map of Perkins consortia• Background Report MN Technical Skill
Assessment Project• Career Pathway Core Competencies• Technical Skill Assessment Matrix
Contact Information:• Ginny Karbowski [email protected]
• JoAnn Simser [email protected]
• Dan Smith [email protected]
• Michael Mitchell [email protected]
Questions?