1. Measuring Career Readiness and Student Growth in Career and Technical Education Nadja Young, SAS Institute Steve Gratz, Ohio Department of Education Michael Womochil, Colorado Community College System Tammy Howard, North Carolina Department of Public Instruction

2. Developing Career Field Technical Content Standards Steve Gratz, Ph.D., Senior Executive Director Center for Student Support and Education Options

3. Accelerate Process: Career-Technical Assurance Guides

4. Content Advisory Committees Willing to commit time Distribution of expertise Thought leaders Recognize training and expertise

5. Database of Learning Outcomes and Postsecondary Pathways

6. Converts Learning Outcomes to Standards and Competencies Maintain fidelity Minimize re-wording Ensure consistency

7. O*NET Data O*NET Data Create Competency Models Serves as Supporting Information for Standards

8. Content Advisory Committees Reviews results of converting learning outcomes into standards and competencies Recommends missing technical content

9. Assessments Focus on the learning outcomes identified by the postsecondary faculty Created for single, secondary courses

10. Professional Development Give teachers the background knowledge to deliver the content Industry and postsecondary faculty serve as content experts

11. Major Concern Promotion, marketing, roll-out and communication

12. education.ohio.gov

13. Follow Superintendent Ross on Twitter

14. Social Media @OHEducation ohio-department-of-education Ohio Families and Education Ohio Teachers’ Homeroom OhioEdDept storify.com/ohioEdDept

16. Colorado Technical Assessments Michael Womochil Program Director Colorado Community College System

17. Colorado Technical Assessments cPAS - Career Pathway Assessment System End of program student assessments. – Completion of CTE program of study (2+ years) Multi-state consortium involved in development – Colorado, Kansas, Mississippi – Managed by Center for Educational Testing and Evaluation at University of Kansas

18. cPASS Assessments Built from CTE content standards Two components to each assessment – Sit-down computer assessment Standard questions & technology enhanced items 100 questions / assessment Additional modules (20) question for some areas – Career Competency Qualifications (CCQ) Performance evaluation component Five or more for each assessment Student selects which ones they complete ( 3 or more)

19. cPASS Assessments Operational General CTE – Based on College & Career Readiness Skills – Academic foundations & career ready skills Comprehensive Agriculture – Contains content from 6 of 7 AFNR pathways – Add on module for Power, Structural & Technical

20. cPASS Assessments In development Animal Systems (operational F15) Plant Systems ( add on module for green industry) (operational S16) Manufacturing Production (operational F15) Design and Construction (Pilot ) General Business ( final item writing) Finance(Final Item Writing)

21. End of Course Assessments Driven by Teacher Effectiveness legislation. – 50% of teacher evaluation based on evidence of student growth. – Created demand for pre & post assessments at course level. – Utilizing Precision Exams from Utah. – Evaluated each assessment for alignment to Colorado content standards. – Three levels of recommendation for use.

22. End of Course Assessments Demand for use has lessened due to delay in implementation of student growth requirement. If fully implemented we’ll work with Precision to develop Colorado specific course assessments – Aligned with end of program (cPASS) assessments

23. Future Projects Instructors trained in assessment item writing and performance evaluation development Creation of additional performance assessments for areas where there are no current measurement tools Development of industry recognized credentials for students completing CTE programs and indicating mastery via assessment system

24. Future Projects Recognition of student content mastery by PS institutions for admissions and scholarships. Creation of formative item test bank aligned to new National AFNR Career Technical Core.

25. North Carolina Career Technical Education Assessments: Using Assessment and Data for Continuous Growth and Improvement Tammy Howard, PhD Director, Accountability Services North Carolina Department of Public Instruction

26. General Overview of the System 215 Courses at the State Level 215+ End of Course Assessments Ability to Deliver Assessments Online or Paper/Pencil System to Capture and Validate Credentials and Certifications 26

27. Vision and Concept System Initially Designed in the Early 1990’s Originally Conceptualized as a Method to Reward Teachers for Continuous Improvement Recognized Nationally as Model for Formative and Summative Assessment Aligned to Carl D. Perkins Career and Technical Education Act Technical Attainment Performance Indicators 27

28. Assessment Models Types of Test Item Banks –Field Test –Classroom (Teacher – Formative) –Secure (Accountability – State End-of-Course) Types of End-of-Course Summative Assessments –Developed –Adopted –Industry-Based Pre- and Post-Assessment Model EVAAS 28

29. Curricular Alignment All Courses in NCCTE are required to have: –“Blueprints” of Essential Instructional Standards Aligned to: –Instructional Content Aligned to: –Formative Assessment Aligned to: –Summative Assessment 29

30. Validity, Reliability, and Analysis Validity Required for All Secure and Classroom Test Items Reliability Study Required for Each New Assessment Data Analysis Performed at State and District/Local Level State-level Item Analysis Scale Scores Determined After Reliability and Item Analysis 30

31. Growth Analysis In the early 1980s, the EVAAS approach to measuring growth was founded at the University of Tennessee Knoxville by Dr. William Sanders Revolutionized the way educators and policymakers viewed schooling effectiveness and the ability of students to make growth In 2006, EVAAS was implemented statewide as a school improvement resource. In 2012, EVAAS became a formal part of North Carolina’s teacher evaluation and accountability after recommendation by WestEd and UNC researchers. 31

32. How is growth measured? Predictive-based model –Based on students’ prior testing history all previous tests for which correlation has been established Students must have three prior test scores in any grade/subject –What is the difference between students’ expected score and observed score? Use all available testing history for each student to minimize impact of measurement error Use standard errors to address uncertainty inherent in any growth model and protect against misclassification 32

33. Inclusion in Growth Model (EVAAS) Each CTE assessment must have sufficient: Stretch in the scales –To measure growth of both high- & low-achieving students –No floor or ceiling effects Reliability in the scales –Preferably have at least 40-50 test questions per subject/grade/year Number of districts/schools/teachers administering test –Preferably 25 at each level 33

34. Inclusion in Growth Model (EVAAS) Each CTE assessment must have sufficient: Correlation with curricular objectives Predictive relationship –Results of each CTE test must be related or correlated with results of other tests from different grades/subjects –i.e. prior math or reading test scores and the CTE test score were not strongly related for Carpentry, but they were for Biomedical Technology 34

35. EVAAS Reporting Dozens of reports for use in school improvement –Reflective analytics, such as value-added and diagnostic reports for districts, teachers and schools –Proactive analytics, such as student projections –Comparison reports, such as value-added summary and scatterplots Roster verification for the student-teacher linkages in teacher value-added reports Help supports, such as video clips, online ticketing system, and help pages Available through a secure web application with customized access 35

36. Sampling of CTE Assessments Receiving EVAAS Reporting 50 CTE assessment met criteria for inclusion in growth model Source: http://www.dpi.state.nc.us/docs/effectiveness-model/evaas/resources/vam-assessments.pdf 36

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42. For More Information…. Contact: Trey Michael - trey.michael@dpi.nc.govtrey.michael@dpi.nc.gov Tammy Howard - tammy.howard@dpi.nc.govtammy.howard@dpi.nc.gov Tom Tomberlin - thomas.tomberlin@dpi.nc.govthomas.tomberlin@dpi.nc.gov 42