Perkins 202
Dr. Michelle Crary – Staff Development and Accountability Coordinator
Nori Cannell – Director – Guidance & Career and Technical Education
Using Performance Measure
Data for Program Improvement
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Disaggregate Data to Program Level
Sharing Data With Principals
Sharing Data With Teachers
Creating Grant Goals
Arizona Secondary
Performance Measures
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1S1
1S2
2S1
3S1
4S1
5S1
6S1
6S2
Academic Reading Attainment
Academic Math Attainment
Technical Skill Attainment
Secondary Completion
Graduation
Placement
Nontraditional Participation
Nontraditional Completion
Sample Performance Measure Data
Sample of Disaggregated Data
Examples of “Layman” Definitions
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1S1 – Academic Reading Attainment:
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This is calculated by the number of concentrators (students
who earned two or more credits in a CTE program) who
left school and passed the AIMS Reading test. Retakes are
included in this equation.
1S2 – Academic Math Attainment:
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This is calculated by the number of concentrators (students
who earned two or more credits in a CTE program) who
left school and passed the AIMS Math test. Retakes are
included in this equation.
Examples of “Layman” Definitions
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2S1 – Technical Skill Attainment:
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This is calculated by the number of students who completed
a program (students who earned two credits in a two credit
CTE program or three credits in a three credit CTE
program), left school, and passed the final assessment in
April.
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Since this calculation is only for students who left school it may not
include all students who assessed last year and could include students
who tested two years ago as a sophomore, or one year ago as a
junior.
Examples of “Layman” Definitions
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4S1 – Graduation:
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This is calculated by the number of concentrators (students
who earned two or more credits in a CTE program) who
graduated with their cohort (they did not graduate early or
late).
5S1 – Placement:
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This is calculated by the number of concentrators who were
reported last year as graduated and were placed in the
military, employment, or were working when they were
contacted by the Career Tech October through December
after graduation.
Examples of “Layman” Definitions
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6S1 – Nontraditional Participation:
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This is calculated by the number of students (grades 9-12)
who earned one credit last year in a CTE program and were
of the nontraditional gender for the program.
6S2 – Nontraditional Completion:
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This is calculated by the number of students who were of
the nontraditional gender for the program, completed the
program (students who earned two credits in a two credit
CTE program or three credits in a three credit CTE
program), left school, and passed the final assessment in
April.
How Performance Measure
Data is Used for Program Improvement
How CTE teachers use the data
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Identify program successes and opportunities to improve
As a data point for their professional learning
communities
Talking points with school leaders
Teachers also review technical skill attainment data (from
the CTE Assessments) by:
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Standard and Measurement Criteria
Grade, Special Population Status, & Gender
Placement in district and state based on overall averages
How school principals use the data
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Identify campus and program successes and opportunities
to improve
To determine how each of their CTE programs fits in
with their school vision for the future
How CTE data compares to their school data used for
AYP
Principals also review technical skill attainment data (from
the CTE Assessments) by their placement compared to
their sister schools in district and state based on overall
averages
How Performance Measure
Data is Used by the Local Directors
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Provide leadership and direction for new program
development
Provide leadership and direction for program evaluation
Facilitate and coordinate equipment, supply, and
instructional purchases for CTE programs
CTE Director Cont . . .
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Insure CTE curriculum is consistent with state program
standards
Provide leadership and technical assistance to staff
regarding use of materials, services, and programs that
achieve gender equity and help eliminate gender bias,
discrimination, and stereotyping
Promote nontraditional enrollment and completion
1S1 Sample Goal
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By May 15, 2013, the CTE Staff Development and
Accountability Coordinator and CTE Staff Development
and Mentor Training Coordinator will work with CTE
teachers and offer professional development as needed
for the reading common core standards.
1S2 Sample Goal
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By May 15, 2013, the CTE Staff Development and
Accountability Coordinator and CTE Staff Development
and Mentor Training Coordinator will work with CTE
teachers and offer professional development as needed
for the math common core standards.
2S1 Sample Goal
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During the 2012-13 school year and during the summer
months, the CTE Administrative Assistant works with
teacher's requests to order classroom and instructional
capital items and supplies to ensure teachers have the
appropriate equipment and supplies to teach the technical
skill standards.
2S1 Sample Goal
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During the 2012-13 school year CTE Teachers will
analyze their technical skill assessment results to ensure
students from all subpopulations are successful. If there
are achievement gaps teachers will identify strategies to
help close the technical skill achievement gap.
3S1 Sample Goal
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During the 2012-13 school year, CTE Teachers will work
students in their programs to support students to stay in
school and continue in their respective CTE programs.
4S1 Sample Goal
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During the 2012-13 school year, the CTE district office
staff will deliver Education Career Action Plan (ECAP)
professional development to CTE teachers and guidance
counselors to promote graduation that include
documented career goals leading to their high school
graduation and postsecondary options.
5S1 Sample Goal
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Throughout the 2012-13 school year, Career Techs work
in the CTE classrooms to support students for placement
following high school.
6S1 Sample Goal
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By March 15, 2013, all CTE teachers in nontrad programs
will provide informational materials to students that
describe opportunities their programs offer with an
emphasis on nontrad opportunities to ensure each
program will meet or exceed SALP.
Questions