Career and Technical Educators
Using a Data Driven Improvement
Model
Collection of data:
• NOCTI pretest scores
• Fall semester grades
• Fall semester attendance
• Fall semester LASSI results
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Career and Technical Educators Using a Data Driven
Improvement Model
NOCTI Pretest scores:
• 16 students scored above the national average
in 7 areas, below the national average in one
area. (5 areas without national average data)
• In the area scoring below the national
average, 10 students scored below the
national average.
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Career and Technical Educators Using a Data Driven
Improvement Model
Fall semester grades:
• In 5 courses, 83.8% of students who
completed the courses (attended for the full
semester) earned a grade of a C or higher.
• (My personal goal had been 91%)
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Career and Technical Educators Using a
Data Driven Improvement Model
Fall semester attendance:
• 137 students enrolled in 5 courses
• 2 on campus courses, 3 online courses
• (each course met for 8 weeks-an experiment)
• 18 withdrew
• 58 never attended (42%!!)
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Career and Technical Educators Using a
Data Driven Improvement Model
LASSI test includes 10 areasAnxiety
Attitude
Concentration
Information
Motivation
Self-testing
Selecting idea
Study aids
Time management
Test strategy
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Career and Technical Educators Using a
Data Driven Improvement Model
• The LASSI pretest was given on 9/6/11
• First time, 8 week course time frame
• The two lowest scoring areas were motivation
and attitude
• Intervention/lecture given 9/12/11
• Post test given 10/13/11
• 68% showed improvement in or or more areas
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Career and Technical Educators Using a
Data Driven Improvement Model
Analyzing the data:
• NOCTI scores-area scoring below the national
average was child development-cognitive
development
• Another area scoring above the national
average but second lowest in average of the
group-diversity in the classroom
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Career and Technical Educators Using a
Data Driven Improvement Model
Final grades:
More than the majority of students who
completed the courses achieved a grade of a C
or higher.
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Career and Technical Educators Using a
Data Driven Improvement Model
LASSI results:
A high percentage of students lacked motivation
and/or displayed a lack of attitude towards
attending. When the same group retested one
month later (after a discussion on time
management, attitude, employment, passion for
what they want to do) both areas-motivation
and attitude dramatically increased.
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Career and Technical Educators Using a
Data Driven Improvement Model
Action plan:
• Identify MN Core competencies that match
with lower NOCTI scores and then which child
development courses include those
components.
• Review instructional delivery, assignments,
and course assessments-demonstrations, quiz,
tests, etc. for these
components/competencies areas.
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Career and Technical Educators Using a
Data Driven Improvement Model
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Career and Technical Educators Using a
Data Driven Improvement Model
• Triangulate data to identify relationship of
attendance, LASSI results, semester grade and
NOCTI score.
• Schedule department meeting to discuss
changes, if needed, to delivery, emphasis of
concept/competency, and assessment
competencies.
• Determine priorities for addressing LASSI
results.
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Career and Technical Educators Using a
Data Driven Improvement Model
Action plan:
• First week of instruction-does the student
really belong in the class. Many (42%) may not
have known what they were doing when they
registered because they didn’t show up or
withdrew at some point.
• Plan discussion of time management, attitude,
motivation, etc. in first week of the course.
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Career and Technical Educators Using a
Data Driven Improvement Model
• Emphasis on cultural diversity and cognitive
processes in all child development courses.
• Create additional audio, video, and projectbased assignments to accommodate all
learners.
• Assess these two components in a variety of
ways, at different points within each course,
within the semester.
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Career and Technical Educators Using a
Data Driven Improvement Model
• Do not offer 8 week course time frame-too
short, students don’t get started, get
overwhelmed, withdraw, or fail.
• Schedule 15 week hybrid courses with on
campus meeting once/week, remainder
online. (done)
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