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Instructional Leaders Meeting April 4, 2013

Instructional Leaders Meeting April 4, 2013. Presented by Kimberly Sadler, Jennifer Nuttle, Ruth Peace, Tommi Leach, & Kelly Arrington. Historical Perspective –Legislation Driving Certification.

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Instructional Leaders Meeting April 4, 2013

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  1. Instructional Leaders MeetingApril 4, 2013 Presented byKimberly Sadler, Jennifer Nuttle, Ruth Peace, Tommi Leach, & Kelly Arrington

  2. Historical Perspective –Legislation Driving Certification • In 1992, the Federal Carl Perkins Actincluded a testing component as a means of measuring student competency. • In 2005, Oklahoma Senate Bill 982 established the Achieving Classroom Excellence initiative, which provided a framework for all Oklahoma school systems to implement standards, curriculum and assessments with the rigor and relevance necessary for Oklahoma students to be prepared for college and the world of work. • In 2006, Oklahoma Senate Bill 1792 established ACE test requirementsand allowed for alternate tests to be adopted.

  3. Historical Perspective –Legislation Driving Certification • In 2009, Oklahoma Senate Bill 497 mandated school districts to report any business- and industry-recognized endorsements attained on students’ high school transcripts. • In 2011, Oklahoma House Bill 1456 established the A-F School Grading System, which assigns letter grades to schools based on academic performance as measured by assessment scores, student growth and other factors. • Schools receive points for students who participate in career and technology education courses that lead to industry certifications. In addition, schools receive points for each student who passes an assessment that is endorsed and/or recognized by industry.

  4. Certification Initiatives The use of assessments and assessment-related data has intensified during the past few years. Other state and national legislation and initiatives that have assessment components include: • Oklahoma Senate Bill 1863 (2012) – provides for fast-tracking certification of military veterans by allowing military training and experience to count toward meeting all or part of the education requirements required for certification and licensure • Oklahoma Senate Bill 1056 (2012) – allowstechnology centers to use general funds to pay for certification examscompleting CareerTech training programs

  5. Certification Initiatives continued Other state and national legislation and initiatives that have assessment components include: • Oklahoma Senate Bill 2033 (2010) – Teacher & Leader Effectiveness - establishes a teacher evaluation system that is tied to student test scores, incentive pay and teacher retention • Oklahoma C3 Standards (2010) – seeks to provide a clear framework to prepare Oklahoma students for college, the workforce and responsible citizenship and correlates with several national initiatives such as Common Core, CareerTech Common Core and Complete College America • Performance measures are in development that will determine how assessment data and other evaluation criteria will be used to measure technology center performance

  6. CareerTech Testing Center Homepage

  7. Master List of Approved Assessments

  8. Test Type Summary

  9. Criteria For Determining Test Types • All approved assessments must meet minimum requirements: • End-of-instruction assessments (or a bundle of tests) • Rigorous, knowledge-based • Independently scored • Additional criteria were added by Southern Regional Education Board and the State Department of Education to meet the needs of various pieces of legislation. • Meeting this additional criteria leads to regularly reviewing and evaluating assessments.

  10. Test Types Test Type I • Available to high school students and adults • Industry-recognized/industry-administered • Proctored in a secure testing environment or testing center • Standardized, with a formal process for validating test content Test Type 2 • Available to high school students and adults • Endorsed by a recognized industry organization, association or government agency • Proctored in a secure testing environment or testing center • Standardized, with a formal process for validating test content

  11. Test Types (continued) Test Type 3 • Available to high school students and adults • Directly aligned with national standards • Proctored in a secure testing environment or testing center • Standardized, with a formal process for validating test content Test Type 4 • Available to high school students and adults • Directly aligned with Oklahoma Department of Career and Technology Education/state standards • Proctored in a secure testing environment or testing center • Standardized, with a formal process for validating test content

  12. Test Types (cont.) Test Type 5 • Available to adults only • Industry-recognized/industry-administered • Proctored in a secure testing environment or testing center • Standardized, with a formal process for validating test content Test Type 6 • Available to high school students and adults • Is often administered in a non-proctored environment or is a non-secure database Test Type 7 • Career Readiness Certificates (Bronze thru Platinum) • Incorporated into CTE, but not directly related to end of instruction • Endorsed nationally by industry organizations in several clusters • Employment prerequisite for some companies

  13. Assessment Approval Process • The assessment approval process begins with and is documented on the Approved Assessment Request form. This form is available on the CareerTech Testing Center’s website, www.okcttc.com • The process includes instructors, administrators, state program specialists and the approval committee

  14. Advanced and Basic Coursework • Advanced (A) Coursework is defined as a sequence of related CTE courses with a course equivalency of at least 360 hours of instruction and includes specific technical skill training that prepares students to be career ready. • Basic (B) Coursework is defined as CTE course work of less than 360 hours of instruction and may/may not include specific technical skills that prepare students to be career ready.

  15. Assessment Approval Timeline • Assessment Approval Committee meets quarterly to review/approve requests to add new assessments to the list of Approved Assessments for Oklahoma CareerTech Programs. • Requests should be submitted as early in the school year as possible so that newly approved assessments can be added to the list and information on these assessments provided to instructors and testing liaisons.

  16. Assessment Approval Timelines continued… • The list of Approved Assessments for Oklahoma CareerTech Programs is finalized on April 1st of each year for that school year. This means that the assessments that are on the approvedlist as of that date, or a subset of those assessments, will be used to document compliance with all testing-related mandates and initiatives (i.e. Carl Perkins, ACE, A-F Report Card, transcripting) for that school year.

  17. CareerTech Certifications CareerTech students in technology centers earned the following number of certifications: FY 11 FY12 Number of Enrollees Receiving 13,666 15,768 One or More Certifications Types of Certifications Awarded: Industry-Certified (1 & 5) 7,018 (21%) 7,874 (19%) Endorsed by Industry (2) 3,589 (11%) 3,863 (10%) Aligned with National Standards (3) 5,661 (17%) 6,019 (15%) Aligned with State Standards (4) 1,652 ( 5%) 1,883 (5%) Instructor Given (6) 14,777 (45%) 20,801 (51%) Total Certificates Awarded: 32,697 40,440

  18. Follow-Up Report and Certifications • Certifications received are reported on the Completion/Follow-Up Report • Self-reported by instructors • Requested on all students, not just completers • For 2011-2012 enrollees, was due January 2013 • Does not include certifications received in BIS courses

  19. High School Whole School Performance The A-F Report Card is comprised of three main sections, each worth 1/3 of the overall grade: • Student Achievement - counts 1/3 or 33% • Student Growth – counts 1/3 or 34% • Whole School Performance – counts 1/3 or 33% 3.75 - 4.0 = A 2.75 - 3.74 = B 1.75 - 2.74 = C 0.75 - 1.74 = D Below 0.75 = F

  20. Whole School Performance (HS) Graduation Rate • Counts 79% of 33% (or 26% of the total) CALCULATION: # of students who graduated in 4 years or less ÷ total # of graduates in current year + # of GED’s in current year + 12th grade dropouts in current year + 11th grade dropouts last year + 10th grade dropouts for 2 years ago + 9th grade dropouts for 3 years ago 90%-100% = A 80%-89% = B 70%-79% = C 60%-69% = D Below 60% = F

  21. Whole School Performance (HS) Graduation Rate • Counts 79% of 33% (or 26% of the total) CALCULATION: # of students who graduated in 4 years or less ÷ total # of graduates in current year + # of GED’s in current year + 12th grade dropouts in current year + 11th grade dropouts last year + 10th grade dropouts for 2 years ago + 9th grade dropouts for 3 years ago 90%-100% = A 80%-89% = B 70%-79% = C 60%-69% = D Below 60% = F

  22. Whole School Performance (HS) Participation in advanced coursework (i.e. AP, IB, AICE, concurrent enrollment, industry certification courses and Cooperative Alliance courses) • Student must earn a passing grade to count for participation (A,B,C or D) • Tech Centers & CTE HS instructors will provide data to high schools • Can be taken at high school, tech center or regional site of OSSM • Grades 9-12 • Counts 3% of 33% (or 1% of the total) CALCULATION: # accelerated coursework participants in grades 9-12 ÷ # of all students enrolled in grades 11-12 on the Accreditation Report 75%-100% = A 65%-74% = B 50%-64% = C 30%-49% = D Below 30% = F

  23. Whole School Performance (HS) Performance on AP or IB exams • AP – score 3 or higher • IB – score 4 or higher • Counts 3% of 33% (or 1% of the total) CALCULATION: # test takers passing the exam ÷ # of test takers Schools with students enrolled in AP or IB courses that do not attempt the exam will be given an “F” (Watch for clarification of this statement.) 75%-100% = A 65%-74% = B 50%-64% = C 30%-49% = D Below 30% = F

  24. Whole School Performance (HS) Performance in concurrent enrollment, AICE, industry certification course and Cooperative Alliance course • Course must be a credit bearing course • Student must earn credit in the course, “C” or higher • Industry certification course: Student must earn a “C” or higher • Counts 3% of 33% (or 1% of the total) CALCULATION: # of students enrolled who meet criteria ÷ # of all students who took an accelerated course or subject area examination during the academic year Proposed rule changes include combining advanced coursework performance areas and allowing students to count more than once. 90%-100% = A 80%-89% = B 70%-79% = C 60%-69% = D Below 60% = F

  25. Whole School Performance (HS) College entrance exam participation (ACT or SAT) • Can be taken any time in student’s career • If ACT taken multiple times it only counts once in student’s career – same with SAT • A student can be counted once for ACT and once for SAT • Counts 3% of 33% (or 1% of the total) • For the next few years counts 4.5% until data is available CALCULATION: # 12th graders ever taking an exam ÷ # 12th graders on the Accreditation Report 75%-100% = A 65%-74% = B 50%-64% = C 30%-49% = D Below 30% = F

  26. Whole School Performance (HS) College entrance exam performance • ACT = 20 or higher SAT = 1410 or higher • National Test dates only – no residual tests • Most recent test score taken on ACT or SAT – data provided to SDE from ACT • If ACT or SAT taken multiple times it only counts once in student’s career • Student can be counted once for ACT and once for SAT • Counts 3% of 33% (or 1% of the total) • For the next few years counts 4.5% until data is available CALCULATION: # of 12th graders scoring 20 or higher on ACT or a 1410 or higher on SAT ÷ # of 12th graders who took the ACT and SAT 75%-100% = A 65%-74% = B 50%-64% = C 30%-49% = D Below 30% = F

  27. Whole School Performance (HS) High school graduation rate of low achieving eighth grade students • School from which they graduate gets to count them even if they move around after 8th grade • Low achieving students are those scoring limited knowledge or unsatisfactory on the 8th grade reading or math OSTP assessments • Counts 3% of 33% (or 1% of the total) CALCULATION: # of 12th graders who earned a regular HS diploma by the end of the 2011-12 school year who scored Unsatisfactory or Limited Knowledge on the 8th grade Reading or Math State Assessment ÷ # of low-performing first-time 9th graders in fall 2008 + low-performing students who transfer in - (minus) Low performing students who transfer out, emigrate, or die during school years 2008-09, 2009-2010, 2010-2011, and 2011-2012 85%-100% = A 75%-84% = B 65%-74% = C 55%-64% = D Below 55% = F

  28. Whole School Performance (HS) Five or more year graduation rate • Includes all graduates who take more than 4 years to graduate • Counts 3% of 33% (or 1% of the total) CALCULATION: Total # of students who graduated in current year ÷ Total # of graduates in current year + # of GED’s in current year + # 12th grade dropouts in current year + # 11th grade dropouts last year + # 10th grade dropouts from 2 years ago + # 9th grade dropouts from 3 years ago 90%-100% = A 80%-89% = B 70%-79% = C 60%-69% = D Below 60% = F

  29. Contact Information • Kimberly Sadler, ksadl@okcareertech.org, 405.743.5410 • Jennifer Nuttle, jnutt@okcareertech.org, 405.743.5427 • Ruth Peace, rpeac@okcareertech.org, 405.743.5124 • Tommi Leach, tleac@okcareertech.org, 405.743.5524 • Kelly Arrington, karri@okcareertech.org, 405.743.5159

  30. Questions or Comments

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