Presentation on theme: "Massachusetts’ Approach to Secondary Nontrad. Data Collection February 9, 2006 Presented by Karen DeCoster MA Career/Vocational Technical Education Unit."— Presentation transcript:
Massachusetts’ Approach to Secondary Nontrad. Data Collection February 9, 2006 Presented by Karen DeCoster MA Career/Vocational Technical Education Unit
Career/Vocational Technical Education Unit Core Indicator IVA - Nontraditional Participation (Student Enrollment in programs that prepare them for careers that are nontraditional for their gender – Core Indicator IV-A) Measure: Number students enrolled in programs that prepare them for careers that are nontraditional for their gender divided by the total number of students enrolled in such programs. If the LEA's results are less than 9.43% an improvement plan is required.
Career/Vocational Technical Education Unit Core Indicator IV-A (Boston) Enrollment Nontraditional StudentsAll in NT ProgramsPercent % % % % % 3 Yrs. Goal Met? YES % 9.43%
Career/Vocational Technical Education Unit Core Indicator IVB - Nontraditional Completion (Completion by students of programs that prepare them for careers that are nontraditional for their gender – Core Indicator IV B) Measure: Number of students in programs nontraditional for their gender programs who complete the programs divided by the total number of students who complete the programs If the LEA's results are less than 8.10% an improvement plan is required.
Career/Vocational Technical Education Unit Core Indicator IV-B (Statewide) Graduates Nontraditional GraduatesAll in NT Program GraduatesPercent , % , % , % , % , % 3 Yrs. Goal Met? YES 1,53415, % 8.10%
Career/Vocational Technical Education Unit Core Indicator IV-B (Boston) Graduates Nontraditional GraduatesAll NT Program GraduatesPercent % % % % % 3 Yrs. Goal Met? YES % 8.10%
Career/Vocational Technical Education Unit Core Indicator IV - Nontraditional Participation & Completion The percentage of students enrolled and completing programs that prepare them for careers that are nontraditional for their gender has continued to increase steadily. Source: October 1st Career & Technical Education (CTE) Report , School Year Enrollment of students in programs that are nontraditional for their gender as a % of total enrollment in the. programs; Graduates of programs that are nontrad. For their gender as a % of total graduates from the programs.
Career/Vocational Technical Education Unit Perkins Measures Figure 2. Results from one-year follow-up surveys of graduates from 2000, 2001 and 2002 SOURCE: Massachusetts Department of Education MilitaryUnemployed or Not in Labor Force Employed Not Related Employed Related College Training (Only) Total Perkins Positive Placement Type of Placement Percent All CTE StudentsStudents in Programs NT for their gender
Career/Vocational Technical Education Unit CVTE Secondary NTG Programs List of Nontraditional Occupations by CIP Codes for Secondary Schools Nontraditional for Females – Automotive Engineering – Mechanical Engineering – Mech Engineering Tech, Other – Law Enforcement, Police Sc – Fire Protection & Safety – Mason & Tile Setter – Carpenter – Electrician – Building & Prop Maintenance – Plumber & Pipefitter – Electric/Electronic Eq Inst – Communic Syst Install & Repair – Computer Installer/Repair – Major Appliance Inst/Repair – Heating, A/C, Refrig Mech – Heavy Equip Maint & Repair – Stationary Energy Sources – Automotive Body Repair – Automotive Mechanic/Tech – Diesel Engine Mechanic – Small Engine Mech/Repair – Machinist/Machine Tech – Machine Shop Assistant – Sheet Metal Worker – Tool & Die Maker/Tech – Welder/Welding Tech – Cabinetmaker & Mill Worker – Aircraft Pilot/Navigator – Marine Maint/Ship Repair – Agric Prod Workers/Mgrs – Forestry Harvest/Production – Radio & TV Broadcast Tech – Computer Programming * – Architectural Engin Tech – Civil Engineering/Tech – Electric/Onic & Comm Tech – Laser & Optical Tech – Electric/Onic Tech, Other – Computer Maintenance Tech – Electromechanical Tech – Robotics Technology – Air, Cond, Heating, Ref Tech – Waste & Wastewater Tech – Environmental Control Tech – Industrial/Manufact Tech – Plastics Technology – Quality Control Tech
Career/Vocational Technical Education Unit List of Nontraditional Occupations by CIP Codes for Secondary Schools Nontraditional for Males: – Fashion Merchandising – Gen Retailing Operations – Tourism Promotion Oper – Travel Services Marketing – Tourism & Travel Mktg, Other – Cosmetology – Teacher Assistant/Aide – Child Care & Guidance Worker – Child Care Provider/Asst – Child Care Services Mgr – Paralegal/Legal Assistant – Sign Language Interpreter – Community Health Liaison – Dental Assistant – Dental Hygienist – Medical Records Admin – Medical Records Tech – Medical Transcription – Medical Assistant – Occupational Therapy Asst – Diagnostic Med Sonography – Nursing (R.N. Training) – Nursing LPN – Nursing Assistant/Aide – Occupational Therapy – Health Aide – Admin Asst/Secretary, Gen – Exec Adm Asst/Secretary – Legal Adm Asst/Secretary – Medical Adm Asst/Secretary – Info Proc/Data Entry
Career/Vocational Technical Education Unit Chapter 74 Program/Labor Market Rates Findings indicate certain programs are exceeding labor market participation rates. The following programs were found to exceed labor market participation rates by more than 10 percentage points (see Table A and Table B for a full listing of schools). From 2004 Nontraditional by Gender Study, ISFWC
Career/Vocational Technical Education Unit Table A Table A.Nontraditional program enrollment, labor market participation, statewide enrollment and CTE program percentage points above labor market participation: CIP Title CTE Enrollment: Percent Nontraditional Labor Market: Approx. Percent Nontraditional Statewide CTE Enrollment Percentage Points above Labor Market Environmental & Pollution Control Technology Radio & TV Broadcast Technology Diesel Engine Mechanic Mason & Tile Setter Office Technology Biomedical Engineering-Related Technology Computer Programming Automotive Body Repairer , Cabinetmaker & Mill Worker SOURCE: Massachusetts Department of Education
Career/Vocational Technical Education Unit Table B Table B.Nontraditional program enrollment, labor market participation, statewide enrollment and CTE program percentage points below labor market participation: CIP Title CTE Enrollment: Percent Nontraditional Labor Market: Approx. Percent Nontraditional Statewide CTE Enrollment Percentage Points below Labor Market Cosmetology , Engineering Technology SOURCE: Massachusetts Department of Education
Career/Vocational Technical Education Unit SIMS The Student Information Management System (SIMS) is a student-level data collection system that allows the Department to collect and analyze accurate and comprehensive information, to meet federal and state reporting requirements, and to inform policy and programmatic decisions.
Career/Vocational Technical Education Unit From: Instructions for School Districts in Reporting Students Enrolled in Career/Vocational Technical Education Programs In order to be considered for Perkins funding, information on students in career/vocational technical education programs must be reported. If a school district has met one or more of the following criteria, information on secondary students in career/vocational technical education programs must be submitted to SIMS.
Career/Vocational Technical Education Unit Criteria for Reporting CVTE Data in SIMS District has state-approved vocational technical education programs known as “Chapter 74- approved vocational technical education programs” on the secondary level) and/or District has other career/vocational technical education programs known as non-Chapter 74 CVTE programs on the secondary level. A non-Chapter 74 CVTE program is a career/vocational technical education program that is not a Chapter 74-approved vocational technical education program, but that does meet the Perkins Act definition of a CVTE program which is organized educational activities that: A. offer a sequence of courses that provides individuals with the academic and technical knowledge and skills the individuals need to prepare for further education and for careers (other than for careers requiring a baccalaureate, masters, or doctoral degree) in current or emerging employment sectors; and B.includes competency-based applied learning that contributes to the academic knowledge, higher-order reasoning and problem-solving skills, work attitudes, general employability skills, and occupational specific skills, of an individual. In addition, the program must be of such size, scope and quality to be effective.
Career/Vocational Technical Education Unit SIMS Data Collection for CVTE (sample) There are six data elements in SIMS that are designed specifically for collecting data on students in CVTE programs. There are also several additional SIMS data elements* that are used for CVTE reporting and follow-up reporting. Data Elements Specific to Career/Vocational Technical Education DOE035: Career/Vocational Technical Education – Type of Program 00 – Not enrolled in a career/vocational technical education program 01 – Not currently enrolled in a career/vocational technical education program 02 – Chapter 74-approved vocational technical education program – Secondary Cooperative Education 03 – Chapter 74-approved vocational technical education program – Secondary Tech Prep 04 – Chapter 74-approved vocational technical education program – Secondary Regular 05 – Chapter 74-approved vocational technical education program – Secondary Cooperative Education & Tech Prep 13 – non-Chapter 74 vocational technical education program – Secondary Tech Prep 14 – non-Chapter 74 vocational technical education program – Secondary Regular Note: Students who are enrolled in a career/vocational technical education program as of the time of the data collection (October 1 st, March 1 st, End-of-Year) should be coded using the above codes. Please see “Glossary” for definitions - located in the Instructions for School Districts in Reporting Students Enrolled in Career/Vocational Technical Education Programs manual or visit the CVTE website at * Including gender
Career/Vocational Technical Education Unit StandardMeasure Evidence/Source Document 1.The program has organized educational activities. The program description, including courses and requirements are published. School Catalog; Program of Studies 2.The program has a sequence of courses. The sequence of courses includes at least two career and technical courses in the same occupational area and academic courses. Career and technical courses are those with the objective of preparing students for specific occupations or cluster of occupations. School Catalog; Program of Studies 3.The program provides individuals with academic and technical knowledge and skills through integrated academic and technical instruction. Academic and technical instruction are integrated. The academic and technical skills (competencies) to be acquired by students are published. Competency Lists; Program of Studies 4.The careers for which the program prepares students are in current or emerging employment sectors. The WIB has reviewed and endorsed the program or the school has verified the labor market for the program by other reliable means. Letter from WIB or other documentation of labor market demand in current or emerging employment sectors CAREER & TECHNICAL EDUCATION PROGRAM DEFINITION CHECKLIST (includes Certification Section)
Career/Vocational Technical Education Unit CAREER & TECHNICAL EDUCATION PROGRAM DEFINITION CHECKLIST (includes Certification Section) StandardMeasure Evidence/Source Document 5.The program employs competency- based applied learning techniques. The skills (competencies) to be acquired by students are published. Competency Lists; Program of Studies 6.The curriculum for the program includes activities that impart work attitudes and general employability skills. The program includes the use of work-based learning activities. Description of activities; Program of Studies 7.The curriculum for the program includes occupationally specific skills. The skills to be acquired by students have been verified within the last five years by representatives from the industry of the program. Minutes of Advisory Committee or other meeting. 8.The program is of such size, scope and quality to be effective. Size: The high school program meets the sequence of courses measure above (for postsecondary see below*) Scope: The program includes instruction in all aspects of the industry the students are preparing to enter. SIMS, Career and Technical Education Report; Program of Studies; Course Outlines and Syllabi; Competency Lists; Minutes of Advisory
Career/Vocational Technical Education Unit StandardMeasure Evidence/Source Document 8.(Continued)Quality: The program meets the goals set for the Four Core Indicators of Performance and the program has been reviewed within the last five years by representatives from the industry of the program and determined to be of the quality necessary for the industry. The program meets national program standards where available and provides students with the opportunity to earn applicable state or industry license and/or certificates. Committee or other program review meeting 9.The program provides for the equitable participation of special populations. Enrollment in the program includes special populations reflective of the communities served. SIMS, Career and Technical Education Report; Perkins III Local Plan CAREER & TECHNICAL EDUCATION PROGRAM DEFINITION CHECKLIST (includes Certification Section)
Career/Vocational Technical Education Unit Certification Section By signing this certification section, I am attesting that the district named below has programs that meet above definition of career and technical education as contained in the Perkins Act. DISTRICT/COLLEGE: ADDRESS: NAME OF SUPERINTENDENT/PRESIDENT: SIGNATURE: PHONE: ( )FAX: ( )
Career/Vocational Technical Education Unit Clusters in the Massachusetts Frameworks Vocational Technical Education Curriculum Frameworks serve as the basis for assessing the performance of students seeking a Certificate of Occupational Proficiency. The 43 Vocational Technical Education Curriculum Frameworks are organized by 10 occupational clusters. Each Framework consists of cluster and individual program (occupational) knowledge and skills. Each framework has six stands representing each aspect of all aspects of the industry that students are preparing to enter.
Career/Vocational Technical Education Unit Massachusetts Cluster Frameworks Agriculture & Natural Resources Cluster Arts & Communication Services Cluster Business & Consumer Services Cluster Construction Cluster Education Cluster Health Services Cluster Hospitality & Tourism Cluster Information Technology Services Cluster Manufacturing, Engineering & Technology Cluster Transportation Cluster
Career/Vocational Technical Education Unit Impact of Clusters Health Services Cluster Dental Assisting Health Assisting Medical Assisting Sample Nontraditional Occupations for Males within the Health Services Cluster.
Career/Vocational Technical Education Unit Sample Nontraditional Occupations for Females within the Construction Cluster. Construction Cluster Cabinetmaking Carpentry Electricity Facilities Management Heating, Ventilation, Air Conditioning, Refrigeration Mason & Tile Setting Painting & Design Technologies Plumbing Sheet Metalworking
Career/Vocational Technical Education Unit Table 11 Percentage of secondary CTE program completers who achieved an occupational certificate and who reported placement in a postsecondary institution or employment, by type of students: Percentage of CTE program concentrators who graduated with a high school diploma (Perkins measures 1a and 2) Percentage who achieved an occupational certificate (Perkins measure 1b) Percentage who reported placement or transition to postsecondary institution or employment 2 (Perkins measure 3) Type of School Comprehensive Vocational Technical Type of Course Gender Neutral Nontraditional Type of Program non-Chapter Chapter Percentage calculated by dividing the number of CTE completers in programs nontraditional met requirements by the total number of CTE completers enrolled in these programs. 2 Postsecondary institution includes reporting transition to advanced training and employment includes military service. Note:“Program completers” are a subset of concentrators who were seniors and completed their CTE program and graduated from high school. Measure 3 is based on follow-up surveys administered by each secondary institution. SOURCE: Massachusetts Department of Education