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Do your CTE Data Management Processes Support Desired Student Outcomes? March 22, 2012

Learn strategies to improve program and reporting outcomes by understanding key indicators and ensuring data accuracy and validity for CTE programs.

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Do your CTE Data Management Processes Support Desired Student Outcomes? March 22, 2012

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  1. Do your CTE Data Management Processes Support Desired Student Outcomes? March 22, 2012 2:50 to 3:50 JyotiSood, Supervisor Data & Technology, Nassau BOCES Steve Russell, CTE TAC Specialist

  2. Agenda • Reporting Requirements: Importance of Data Accuracy and Validity • Key indicators of CTE data: Identify, Define, and Understand • Strategies to Improve Program and Reporting Outcomes

  3. We often hear in the field of education, “you get what you measure.”

  4. Reporting Requirements • Perkins Reporting: Carl D. Perkins CTE Improvement Act of 2006 • SIRS • Statewide Policy Development • Perkins Report Card • Local Queries • Post Graduate Survey • Report Card: AYP • Local District • BOCES

  5. Perkins Report Card:Defining and Validating • Activity on analyzing the numerators and denominators • Focus on Non-traditional participants • Nontrad definitions

  6. Data Accuracy and Validity: • Identify key indicators • Mutual understanding of definitions • Establish consistent and ongoing data collection process • Establish internal processes to validate or cross reference data ahead of time

  7. Sample Key Indicators: Numerators/Denominators • ELA/Math Regents Scores • High School Completion • NCLB Graduates • Non-traditional Participants • Student Demographics • CIP code • Program Intensity for CTE • Exit Codes • Technical Assessments

  8. Understanding SIRSPROGRAMS FACT

  9. PROGRAMS FACT continued.. Home District (paying district) reporting to SIRS Location Code – Nassau BOCES Student ID = 9 digit Student District ID Program Code = CIP code of student’s program at Barry Tech Beginning Date of July e.g. ( 2010-07-01) indicates Student is returning to Barry Tech in the same program Student without ‘End Date’ and without ‘Exit Code’ means they will return to Barry Tech for next year Some students MAY appear more than once if they left one program and entered a new program Exit Code of 646 = successfully completed Exit code of 663 = Leaver with a status indicated

  10. Sample TECHNICAL ASSESSMENT FACT

  11. Assessment Fact Continued.. Not every student on Programs Fact appears on the Assessment Fact Every student must complete two assessments (written and practical) to receive a grade P = passing on both assessment tests F = failing one or both assessment tests School year column represents the last day of the school year Test date is the date of the technical assessment Some columns are not required to be reported by CTE, these are highlighted in yellow

  12. Who is Responsible to Report in SIRS? • All school districts with students in CTE courses/programs must enter program service records. • The resident school district accountable for the student • All CTE courses taught by a Certified CTE teacher

  13. What is Program Intensity?

  14. Classification of Instructional Programs (CIP) Codes Information • Approved - Technical Endorsement • Non-Approved Program • 6 CTE CIP General Codes NYSED CIP of Instructional Programs

  15. Collecting consistent data is critical at the local level Local District BOCES DATA WAREHOUSE RIC

  16. Interoperability Collaborating to Achieve Mutual Understanding Communicating Effectively Validating To Drive Usability

  17. CTE Data How to Maximize Its Potential Required Report Data Improving Quality Planning Future CTE Programs

  18. What are your barriers to CTE data management?

  19. Root Cause Systemic perspective is needed to be considered

  20. Brainstorm Activity Top three root causes and activities your school could do to “move the dial” on barriers? What other information would you need to define the problem?

  21. CTE Data To Support Date Driven Decision-making to Impact on Outcomes • Annual Yearly Progress : Student Outcomes • APPR • Make Good Budgetary Decisions • Align with Common Core State Standards • Support State and Federal Requirements

  22. CTE Data Aligned with Student Achievement: • Improve AYP at the school and subgroup level • Regents and technical assessments • Improve graduation rate • Strengthen students engagement • Prepare students to be career and college ready • Strengthen Student Technical Skills

  23. CTE Data Aligned with School-Wide Strategy: • Data Driven Decision-Making • Support Allocation of Budgetary Resources • Align with Common Core State Standards • Increase Collaboration with Community, and Employers: Achieve Workforce Development Outcomes

  24. Our Contact Information JyotiSood 516-622-6837 jsood@mail.nasboces.org Steve Russell 518-723-2079 Stephen@spnet.us

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