The Key Piece
To The Puzzle
Aligning CTE Programs With
Standards, Benchmarks & Competencies
It’s all about College & Career Ready
Purpose of this Workshop In 2 Parts:
1. Part 1 (View the self-paced Part 1 presentation
before the workshop) – Will provide a background on
academic and technical standards, and their
relationship to driving College & Career Ready
teaching and learning. (Includes a brief definition of
Benchmarks and competencies and objectives within the
standards framework).
2. Part 2 (View the Part 2 presentation to think about
the questions to be discussed at the workshop) - To
collect information from workshop participants that
will inform development of a state approach to assist
CTE programs in aligning with technical standards.
Standards 101
The Key Piece
To The Puzzle
Part 1
Best viewed before the workshop. There will be
a brief recap of Part 1 at the IITEA workshop.
First – A Little Background On
College & Career Readiness
While the definition of College & Career Readiness has not
settled on a single description, for the purposes of this
discussion, let’s use the broad definition advanced by the
Competency-based Education Task Force subcommittee on
College and Career Readiness.
COLLEGE & CAREER READINESS:
A WORKING DEFINITION …
College & Career Readiness
4/14 Draft Definition-CBE Task Force
A student who is college and
career ready has the necessary
knowledge and skills (1) for
successful transition to
postsecondary education (2) and
other career preparation
pathways as demonstrated by
student-generated evidence.
College Ready
4/14 Draft Definition-CBE Task Force
A learner is college ready when
they qualify for and succeed in
entry-level, credit bearing college
courses that lead to a degree or
certificate without the need for
remedial or developmental
course work.
Career Ready
4/14 Draft Definition-CBE Task Force
A learner is career ready when
they are able to progress beyond
an entry-level job or able to make
a vertical progression or
horizontal branching in an area of
employment given their
knowledge, skills, and disposition.
Career Ready Components in
Programs of Study are Standards-Driven
Iowa Core –
21st Century Skills – Technical Skills –
Integration of
Integration of 21st
Adoption of approved
Science, Technology, Century Skills,
S&B, Tech Skills
Engineering, Math,
SCANS skills, etc.
Attainment
Communications;
Assessments, etc.
Association for Career and Technical Education. What is Career Ready? Downloaded from:
NCRC etc.
https://www.acteonline.org/WorkArea/DownloadAsset.aspx?id=2114
Academic Skills

Iowa Core +
o


Integration of Science,
Technology,
Engineering, Math,
Communications; etc.
National Career
Readiness Certificate
etc.
The Core Curriculum provides…
• Essential concepts and skills to make
sure students reach Iowa’s Core
Content Standards & Benchmarks.
Iowa Core information is available on the Iowa Department of
Education website, at: https://www.educateiowa.gov/iowacore
Iowa Core Curriculum defines the
most critical learning for all students.
Content Areas
– Literacy
– Mathematics
– Science
– Social Studies
– 21st Century Skills
www.iowamodelcore.org
National Career Readiness Certificate
(NCRC) - Foundational Academic Skills
Certification - Using the ACT WorkKeys System
The Most Comprehensive Assessment of Workplace Skills
Communication
 Business Writing
 Listening
 Reading for
Information
 Writing
Personal Skills
 Performance
 Talent
 Fit
Problem Solving
 Applied
Mathematics
 Applied Technology
 Locating
Information
 Observation
Interpersonal Skills
 Teamwork
85% of ALL profiled occupations utilize these three skills in red text
Information on the ACT National Career Readiness Certificate™ is at:
http://www.act.org/products/workforce-act-national-career-readiness-certificate/
Perkins Academic
Performance Targets

Let’s look at the academic
performance of Iowa’s CTE students
on the next three slides.


The next two slides define how the
performance is calculated.
The third slide shows Iowa students’
performance.
Perkins - 1S1: Academic Attainment –
Reading/Language Arts 113(b)(2)(A)(i)


Numerator: Number of CTE concentrators who have met
the proficient or advanced level on the Statewide high school
reading/language arts assessment administered by the State
under Section 1111(b)(3) of the Elementary and Secondary
Education Act (ESEA) as amended by the No Child Left
Behind Act based on the scores that were included in the
State’s computation of adequate yearly progress (AYP) and
who, in the reporting year, left secondary education.
Denominator: Number of CTE concentrators who took the
ESEA assessments in reading/language arts whose scores
were included in the State’s computation of AYP and who, in
the reporting year, left secondary education.
Perkins - 1S2: Academic Attainment –
Mathematics 113(b)(2)(A)(i)


Numerator: Number of CTE concentrators who have met
the proficient or advanced level on the Statewide high
school mathematics assessment administered by the State
under Section 1111(b)(3) of the Elementary and Secondary
Education Act (ESEA) as amended by the No Child Left
Behind Act based on the scores that were included in the
State’s computation of AYP and who, in the reporting year,
left secondary education.
Denominator: Number of CTE concentrators who took
the ESEA assessments in mathematics whose scores were
included in the State’s computation of AYP and who, in the
reporting year, left secondary education.
Number of Secondary Eligible Recipients
that Missed Performance Targets – FY11
(From Iowa’s 2012 Consolidated Annual Report (CAR) to the US Dept. of Education)
Indicator
1S1 - Academic Attainment –
Reading/Language Arts
1S2 - Academic Attainment – Mathematics
2S1 - Technical Skill Attainment
3S1 - Secondary School Completion
4S1 - Student Graduation Rates
5S1 - Secondary Placement
6S1 - Nontraditional Participation
6S2 - Nontraditional Completion
Number
%
Change
Missed Missed from
FY11
FY 11 FY10
26
32.10%
>
29
5
2
2
7
20
27
35.80%
6.17%
2.47%
2.47%
8.64%
24.69%
33.33%
>
>
<
<
<
>
<
Employability Skills



21st Century Skills –
SCANS skills
etc.
21st Century Skills & Themes
Iowa legislature defined
21st Century Skills as:
• Financial literacy
• Health literacy
• Technology literacy
• Civic literacy
• Employability skills
21st Century Themes are
established as:
•Global Awareness
•Financial, Economic,
Business &
Entrepreneurship
Literacy
•Civic Literacy
•Health Literacy
•Environmental Literacy
21st Century Skills - Employability Skills, available on the Iowa Department of Education site, at:
https://www.educateiowa.gov/pk-12/iowa-core/21st-centuryskills/21st-century-skills-%C2%BB-employability-skills
Secretary's Commission on Achieving
Necessary Skills (SCANS)
The Secretary's Commission on Achieving Necessary
Skills (SCANS) was appointed by the Secretary of
Labor to determine the skills our young people need to
succeed in the world of work. The Commission's
fundamental purpose is to encourage a highperformance economy characterized by high-skill,
high-wage employment.
SCANS information is available at:
http://www.academicinnovations.com/report.html
SCANS
Tree-Part Foundation
 Basic
Skills: Reads, writes, performs arithmetic
and mathematical operations, listens, and
speaks.
 Thinking Skills: Thinks creatively, makes
decisions, solves problems, visualizes, knows
how to learn, reasons.
 Personal Qualities: Responsibility, self-esteem,
sociability, self-management, integrity, and
honesty.
SCANS
Workplace Competencies
Resources: Identifies, organizes, plans and
allocates resources.
 Interpersonal: Works with others.
 Information: Acquires and evaluates
information.
 Systems: Understands complex
interrelationships.
 Technology: Works with a variety of
technologies.

http://cte.ed.gov/employabilityskills/
Career Ready Components in
Programs of Study are Standards-Driven
Part 1 will focus on Technical Skill Standards
Iowa Core –
21st Century Skills – Technical Skills –
Integration of
Integration of 21st
Adoption of approved
Science, Technology, Century Skills,
S&B, Tech Skills
Engineering, Math,
SCANS skills, etc.
Attainment
Communications,
Assessments, etc.
Association for Career and Technical Education. What is Career Ready? Downloaded from:
etc.
https://www.acteonline.org/WorkArea/DownloadAsset.aspx?id=2114
HISTORICAL PERSPECTIVE
ON STANDARDS
All the Way Back to:
2500 BC; Egypt

Pharaoh decreed that the Egyptians
would use the cylindrical, royal cubit
as a standard unit of measure
And This is Well Known 1758 BC, Code of Hammurabi
One part of the code covered specifics on the
manufacture of brick, including the clay, straw
and water content. (Prescriptive standard)
 “If a builder has built a house for a man and
has not made his work sound, and the house
which he has built has fallen down and so
caused the death the householder, that builder
shall be put to death.” (Performance standard)

Medieval European Guild System –
The Connection to Today’s Standards
Many occupations and jobs were necessary for Medieval society to
function. Not only did a profession serve to earn a living but it also
became a means of identity for the people who held various jobs.
As an example, carpenters were highly skilled and considered to
be elite tradesmen. Guilds established the industry skill standards.
• To become a carpenter it was usually necessary to join a guild as
an apprentice and learn the craft. Most items used during daily life
in the Medieval Ages were produced and manufactured by
carpenters. Homes, wagons, tables, furniture, tools and utensils
were all the creations of these gifted workers. Knowledge of math,
woodworking and the use of tools was required.
• Though many of the tools used were basic in comparison to those
employed today, fine work was produced during the Middle Ages.
•
What is
Registered Apprenticeship?

An Industry-Driven Training Strategy
o
o
Combines theory and practice through supervised
on-the-job learning, supplemented with related
technical instruction based on industry standards.
Apprenticeship is a structured, formalized method
of training both existing and future workers
o


Training is based upon industry skill standards
Takes unskilled or semi-skilled workers to the
fully-skilled level
A partnership with employers, employees, & the
Federal Government
Trained to Industry Standards!
Types; Requirements; Issuing Bodies, etc.
WHAT ABOUT STANDARDS?
Skill Standards


Skill standards are performance specifications that identify
the knowledge, skills and abilities an individual needs to
succeed in the workplace. They are critical to improving
workforce skills, raising living standards and improving the
competitiveness of the U.S. economy.
To be effective, skill standards must reflect the consensus of
industry professionals. Skill standards provide measurable
benchmarks of skill and performance achievement. They
answer two critical questions:


What do workers need to know and be able to do to succeed in
today’s workplace? And,
How do we know when workers are performing well?
Skill Standards for Professional-Technical College Instructors. (2012) Project Director, Alan Hardcastle Ph.D., Washington State
University (WSU) Energy Program. State of Washington through the Center of Excellence for Careers in Education.
http://www.careersined.org/
Types of Standards
Skill Standards
 Performance versus Prescriptive
 Industry-wide technical skills standards
 Industry skill-specific standards/certifications
 Product-specific standards

Performance Versus
Prescriptive
Performance standards specify “how good is
good enough,” Example: – a regulation that
describes an objective with the criteria stated
for achieving the objective.
 Prescriptive standard means a regulation that
specifies the sole means of compliance with a
performance standard by specific actions,
measurements, or other quantifiable means.

From: Willis, J.L. Skills Standards: A Primer (CWDIEL); and California Government Code
Industry-wide
Technical Skills Standards

Standards that state the knowledge,
skills, and abilities that are common
across the sectors within a broader
industry
o
Tool and Die Maker
Adapted from the Competency Model Clearinghouse
http://www.careeronestop.org/CompetencyModel/
Industry Skill-specific
Standards/Certifications

Standards that state the knowledge,
skills, and abilities that are specific to
occupations within an industry
segment.
o
The American Concrete Institute standards
and certification for Flatwork technician.
Product-specific Standards

Specify that the characteristics and performance of
products are consistent, that people use the same
definitions and terms, and that products are tested in
the same way
o
Example: The American Concrete Institute has developed singleitem specifications to address a single product or process
http://www.concrete.org/Publications/TechnicalDocuments.aspx
Definition adapted from American National Standards Institute (ANSI)
http://www.ansi.org/
About ANSI

The American National Standards Institute (ANSI) is a
private non-profit organization whose mission is to
enhance U.S. global competitiveness and the American
quality of life by promoting, facilitating, and safeguarding
the integrity of the voluntary standardization and
conformity assessment system. Its membership is made
up of businesses, professional societies and trade
associations, standards developers, government
agencies, and consumer and labor organizations. The
Institute represents the interests of more than 125,000
companies and organizations and 3.5 million
professionals worldwide.
Standards Issuing Bodies
• Governments -
o US Dept. of Labor – Occ. Health & Safety (OSHA)
• Courts o
A federal judge in Northern California has ruled that the
Environmental Protection Agency must produce new draft
standards for ground-level ozone pollution, the main
component of smog, by December
• Regulatory agencies o
o
Occupational Safety & Health Administration (OSHA) - Safety
Interstate Commerce Commission – regulates railroad &
trucking.
• Professional Associations/Societies –
o American National Standards Institute (ANSI)
o American Institute of Architects (AIA)
Level of Requirement
Consensus standards – agreed to by a
compromise and unanimity process
 Mandatory – imposed by laws or codes

WHY INDUSTRY STANDARDS?
Skill Standards: A Partnership
Center for Workforce Development
Institute for Educational Leadership
A key part of the Goals 2000: Educate America Act –
Title V – establishes the National Skill Standards Board.
This Board will be responsible for creating a national
system of voluntary skill standards to be available for
use by employers, workers, unions, educators and
government… It is our vision that through this system
all students and workers will have access to clear
information on the skills needed for employment and
nationally recognized certifications and thereby enable
them to pursue life long career advancement.
National Skill Standards Board


The National Skill Standards Board was created by The National Skill
Standards Act of 1994 (108 Stat 192, 20 U.S.C. 5933), signed into
law by President Clinton on March 31, 1994.
The Board's purpose as stated in the Act is “to serve as a catalyst in
stimulating the development and adoption of a voluntary national
system of skill standards and of assessment and certification of
attainment of skill standards:”



(1) That will serve as a cornerstone of the national strategy to enhance workforce
skills;
(2) that will result in increased productivity, economic growth, and American
economic competitiveness; and
(3) that can be used consistent with civil rights laws'' by the stakeholders
enumerated in the Act: the nation, industries, employers, labor organizations,
workers, students, entry-level workers, training providers, educators and
government.
Federal Register documents available at:
https://www.federalregister.gov/agencies/national-skill-standards-board
National Skill Standards
National Skill Standards products are the
result of the application of national-level
resources and the work of skilled industry
experts from a multitude of states.
Individual states cannot muster those
resources and expertise individually.
Certainly, regional and local areas would
be challenged to create products equal to
National Skill Standards.
The National
Skill Standards Advantage
1.Student completion of national industry skill standards will
result in a skill certification or endorsement from a recognized
industry association.
2.Student completion of the selected industry skill standards will
result in a competitive preference for high-skill/high-wage
employment.
3.A Focus on National Skill Standards Advantages – Relevance,
portability, program recognition, quality of assessments,
external audits and program accountability, assessment validity
and reliability, developed by industry experts, linked to industry
and jobs, periodically reviewed, career ladder, quality control.
Willis, J.L. DOL – ETA. Skill Standards: A Primer
http://wdr.doleta.gov/opr/fulltext/95-voluntary.pdf
Do you recognize these logos?
Microsoft
Certified Solutions
Expert (MCSE)
National Institute for Metalworking
Skills
National Center for
Construction
Education And
Research
Is the Basic Skillset of an Architect, Project Manager, Carpenter, Auto
Mechanic, Welder, Electrician, Plumber, HVAC-Tech, the Same Statewide?
Points for Accuracy – Where do you want to end up?
Program Alignment – Standards & Assessments
Training students to industry standards assures that their skills will be
on target with what industry requires for workers to be successful.
Planned Completion
Zone of success
Start
Industry Standards/Aligned Assessments
Programs/courses are aligned
with Industry standards.
Teaching and learning is on target.
Technical Skill Attainment is
assessed to industry standards.
Actual Completion
When programs/courses are off target,
teaching and learning is off target
Perkins Accountability - Sec 113 (a)(2)(A)
Technical Skill Attainment - Secondary
‘‘(a) PURPOSE.—The purpose of this section is to establish and support State and local
performance accountability systems, comprised of the activities described in this section, to
assess the effectiveness of the State and the eligible recipients of the State in achieving
statewide progress in career and technical education, and to optimize the return of
investment of Federal funds in career and technical education activities.
‘‘(2) INDICATORS OF PERFORMANCE.—
‘(A) CORE INDICATORS OF PERFORMANCE FOR CAREER AND TECHNICAL EDUCATION
STUDENTS AT THE SECONDARY LEVEL.—Each eligible agency shall identify in the State
plan core indicators of performance for career and technical education students at the
secondary level that are valid and reliable, and that include, at a minimum, measures of
each of the following:
‘‘(i) Student attainment of challenging academic content standards and student
academic achievement standards, as adopted by a State in accordance with section
1111(b)(1) of the Elementary and Secondary Education Act of 1965 and measured by
the State determined proficient levels on the academic assessments described in
section 1111(b)(3) of such Act.
‘‘(ii) Student attainment of career and technical skill proficiencies, including student
achievement on technical assessments, that are aligned with industry-recognized
standards, if available and appropriate.
Perkins Accountability - Sec 113 (b)(2)(B)
Technical Skill Attainment - Postsecondary
• Sec 113 (b)(2)(B)
• …”core indicators of performance…that are valid
and reliable…measures of each of the following:”
• “Student attainment of career and technical skill
proficiencies, including student achievement on
technical assessments, that are aligned with
industry-recognized standards, if available and
appropriate.”
• “Student attainment of an industry-recognized
credential, a certificate, or a degree.”
From the Iowa Statewide
Perkins Plan - II.A.2.l
Requirement:

The IDE must describe the career and technical education activities to be assisted that are
designed to meet or exceed the State adjusted levels of performance, including a description of:

(l) How the IDE will report on the integration of coherent and rigorous content aligned with
challenging academic standards in career and technical education programs in order to adequately
evaluate the extent of such integration. [Sec. 122(c)(1)(A)-(L)]
Response:

The IDE will continue to align its implementation of Perkins IV with its efforts to implement
NCLB legislation. During Perkins III, both programs defined a student as being academically
proficient in the areas of math and reading if the student scored at the 41st percentile (national
norms) or higher on the mathematics and reading assessment components of the Iowa Tests of
Educational Development (ITEDs). This alignment has continued with the implementation of
Perkins IV; however, beginning with the 2011-12 academic year, the assessment changed to the
Iowa Assessments™. To be considered proficient, a student must obtain a standard score of
259-263 on the reading and mathematics assessments (there is a slight difference depending
when the test is administered). The IDE has the capability to tailor reporting to identify student
attainment in an individual program of study, as well as reporting at the consortium and Career
Cluster™ levels. The outcomes of student academic attainment measures are evaluated at the
state and recipient levels.
Industry-Recognized Skill Standards
From Iowa’s Perkins Five-year State Plan…
Each recipient is required to assess its students’ attainment of
challenging career and technical skill proficiencies that are
aligned with industry-recognized standards, if available and
appropriate. The skills to be assessed, the technical assessment
instrument to be utilized to assess those skills, and the
proficiently level to be attained must by approved by a third
party. The third party may be a nationally or state recognized
industry organization, a provider of reliable and valid third party
assessment instruments, or a regional or local advisory
committee for the career and technical education program. The
skills to be assessed should include both technical and general
employability skills.
Perkins 5-year State Plan, and Revisions are located at:
https://www.educateiowa.gov/perkins-0
Program Alignment With
Industry Skill Standards
Secondary through post-secondary Programs of Study require
that much of what is designed at post-secondary connect back
to secondary programs through articulations and linkages.
Through Program of Study alignment with industry standards,
there is a connection from post-secondary back to secondary,
alignment of Career Clusters and Competency Model
Framework, and defined standards, benchmarks, objectives and
competencies. Community College programs are an integral
part of secondary CTE through Programs of Study.
Strengthening CTE Programs of Study – A Continuum Approach
https://www.educateiowa.gov/sites/files/ed/documents/POS%20Vision%20Power%20Point%20-%20GAIM,%20Reserve%20Fund%20Grant.pdf
What do National Standards mean for
Programs of Study?
OVAE (now OCTAE) Program of Study Definition:

Programs of study are a coherent, articulated sequence of
rigorous academic and career/technical courses, commencing
in the ninth grade and leading to an associate degree,
baccalaureate degree and beyond, an industry recognized
certificate, and/or licensure.

Programs of study are developed, implemented, and
maintained in partnership among secondary and postsecondary
education, business, and employers. Programs of study are
available to all students, including adult learners, and lead to
rewarding careers.
Programs of Study Design Framework, available at:
http://cte.ed.gov/nationalinitiatives/rposdesignframework.cfm
CTE Skill Standards
 Skill Standards are performance objectives and
competencies required by a specific occupation, as
specified by experts within that particular industry
(Center for Remediation Design, 1991)
 The National Skill Standards Board Institute further
defines skill standards as what people should know
and what they should be able to do to successfully
perform work-related functions (Davis, 2006)
 Skill standards define work to be performed, the
criteria of mastery, and the knowledge and skills
necessary for competent performance. (Davis, 2006)
Center for Remediation Design. (July, 1991) developing industry-based skill standards. Washington, D.C.
Davis, J.L. Adopting Industry Skill Standards Can Strengthen CTE. Tech Directions; Oct 2006; 66,: Pg. 22.
Two Components of
Technical Skills
1. Identification of the performance
objectives and technical competencies
required by an occupation, as specified by
qualified experts within that occupation.
2. Identification of the performance
requirements, knowledge base, skills and
abilities that a worker needs to succeed in
the workplace”
56
Two Components of
Skill Standards
1. Description of the responsibilities a worker
must be able to carry out to a performance
level, as specified by qualified experts within
that occupation.
2. Description of the knowledge base, skills,
and abilities that a worker must posses in
order to carry out the responsibilities, as
specified by qualified experts within that
occupation.
(National Skill Standards Board, 2000)
WHAT ARE BENCHMARKS,
OBJECTIVES AND COMPETENCIES?
Benchmark –
Multi-Course Level
A benchmark is a clear, description of
knowledge or skill that students should
acquire by a particular point in their
coursework. “Students understand and
can apply the job hazard analysis process
to an assigned duty to determine and
mitigate potential hazards.”
Kendall, J.S. A technical guild for revising or developing standards and benchmarks. 2001, McREL; Aurora, CO.
Objective –
Course level
An instructional objective describes a
measureable, observable intended
outcome. The objective states what the
conditions will be, what the student will
be doing when he/she demonstrates
achievement of the objective, and what
the criterion for acceptable performance
will be.
McMillan, J.H. (1997). Classroom assessment: Principles and practices
for effective instruction. Allyn & Bacon, Needham Heights, MA.
Competency
• A competency is the capability to apply or use a set of
related knowledge, skills, and abilities required to
successfully perform "critical work functions" or tasks in a
defined work setting.
• Competencies often serve as the basis for skill standards
that specify the level of knowledge, skills, and abilities
required for success in the workplace as well as potential
measurement criteria for assessing competency attainment.
Help and FAQs. Career OneStop – Competency Model Clearinghouse; Sponsored by the U.S. Dept. of
Labor, Employment and Training Administration. Document accessed at:
http://www.careeronestop.org/CompetencyModel/faq.aspx
Technical Assistance Guide for Developing and Using Competency Models – One Solution for the
Workforce Development System. Developed by Personnel Decisions Research Institutes, Inc. (PDRI) in
2005; updated by JBS International Inc., Aguirre Division in 2012; Pg. 4
Competency
• Stevenson (1996, p. 26) describes competency in the
context of vocational education as: “the capacity to perform
defined and predictable tasks according to some prespecified standard. Particular interests are represented in
defining the standards, e.g. ‘competent at the level
expected by industry, as specified by industry standards’.”
• A competency defines a “combination of skills, abilities, and
knowledge needed to accomplish a specific task.”
Stevenson, J. 1996, ‘The metamorphosis of the construction of competence’,
Studies in Continuing Education, vol. 18, no. 1, pp. 24–42.
U.S. Department of Education, National Center for Education Statistics. Defining and Assessing Learning:
Exploring Competency-Based Initiatives, NCES 2002-159, prepared by Elizabeth A. Jones and Richard A.
Voorhees, with Karen Paulson, for the Council of the National Postsecondary Education Cooperative Working
Group on Competency-Based Initiatives. Washington, DC: 2002.
Measuring Technical Skill Attainment to Standards is Where the
Rubber Meets the Road.
MEASURING WHETHER
COMPETENCY HAS BEEN
ATTAINED
Assessment
• Criterion-referenced assessment compares student
performance against pre-determined criteria/standards to
provide feedback on student learning and effective instruction.
• Authentic assessment gauges student KSA performance
against competency statements that describe outcomes that
should be expected if the tasks were performed in an actual
work role.
Is the student competent?
Has the student’s performance met all the required
standards/criteria?
Has the student met the proficiency level necessary to have
mastered the concept/skill?
IOWA Code: 281-12.8(256) Accountability for student achievement
Perkins IV – Iowa State Plan; IV. Accountability and Evaluation; Other Requirements; B.2
Well-developed
Technical Skills Assessments:
• Measure student attainment of technical skill proficiencies
at multiple points during a POS.
• Employ industry-approved technical skill assessments
based on industry standards, where available and
appropriate.
• Employ state-developed and/or approved assessments,
where industry approved assessments do not exist.
• Incorporate performance-based assessment items, to the
greatest extent possible, where students must
demonstrate the application of their knowledge and skills.
From: Programs of Study: Local Implementation Readiness and Capacity Self-Assessment
A Tool for Local College and Career Readiness – OVAE; August, 2010; Pg. 12
Technical Skill Attainment
Perkins IV tightens the expectation for
technical attainment by requiring:
“Technical skill attainment, aligned
to industry-recognized standards if
available and appropriate.”
This language is in place at both the
secondary and postsecondary levels.
S.250 - Carl D. Perkins Career and Technical Education Improvement Act of 2006’’;
20 U.S.C. 2301 et seq. Sec. 113. Accountability
Explore some repositories where technical standards are located.
HOW CAN WE LOCATE
INDUSTRY STANDARDS?
Career OneStop
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See following five slides
Industry/Occupational Personnel Certifications
http://www.careeronestop.org/EducationTraining/Find/certification-finder.aspx
Sample: manufacturing personnel certifications
http://www.careeronestop.org/EducationTraining/Find/certification-finder.aspx?keyword=
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Database search—occupational licenses
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Licensing
results
and
links
http://www.careerinfonet.org/licensedoccupations/
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Federally licensed occupations
http://www.careerinfonet.org/licensedoccupations/lois_agency.asp?stfips=00&by=
keyword&keyword=FEDERAL&searchType=Agency&nodeid=16&keyphrase=FEDERAL
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Competency Model
Clearinghouse

See following two slides
Competency Model Clearinghouse
http://www.careeronestop.org/CompetencyModel/search.aspx?N=0
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Competency Model Clearinghouse
(search for Certifications)
http://www.careeronestop.org/CompetencyModel/search.aspx?N=4294967281
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National Association of State
Directors of Career Technical
Education Consortium (NASDCTEc)

See following three slides
National Association of State Directors of Career
Technical Education Consortium (NASDCTEc)
http://www.careertech.org/career-clusters/resources/credentials.html
Click on any of the Career Clusters™ below
for credentials pertinent to that Cluster
http://www.careertech.org/career-clusters/resources/credentials.html
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Agriculture, Food & Natural Resources Credentials
Architecture & Construction Credentials
Arts, AV Technology & Communications Credentials
Business Management & Administration Credentials
Education & Training Credentials
Finance Credentials
Government & Public Administration Credentials
Health Science Credentials
Hospitality & Tourism Credentials
Human Services Credentials
Information Technology Credentials
Law, Public Safety, Corrections & Security Credentials
Manufacturing Credentials
Marketing Credentials
Science, Technology, Engineering & Math Credentials
Transportation, Distribution & Logistics Credentials
Benchmarks and Certifications
by Career Cluster™
A number of benchmark standards, certifications, and
resources were identified as part of the review/revision
process. Following provides access to resources and
includes additional information about how to access
further information about the resource online. The
resource is provided (Excel workbook) with 16 separate
worksheets for each of the 16 Career Clusters. The
inclusion of the resource does not imply endorsement,
but rather is identified as a resource that was used to
inform the revision process – Download here.
Downloaded From: http://www.careertech.org/career-clusters/resources/credentials.html
Your input on a state approach
The Key Piece
To The Puzzle
Part 2
This is what we’ll cover at the IITEA workshop. Developing an Iowa
Department of Education state approach to assist CTE programs in aligning
with technical standards. We need your input on what the Iowa Department
of Education can provide to help your program and support your efforts.
IITEA Face-to-Face
Workshop Agenda
Goal – Gather participant input for a state supported effort
to align CTE programs with standards.
Workshop time = 2 Hours - 45 Minutes total
o 15
minutes – Brief recap of Part 1 – to get everybody on the same page.
o 15 minutes – review/revision/consensus – some Foundational Agreement
about CTE programs.
o 30 minutes – Designing the course sequence of a Program of Study
‒ Subtopics include: Including Post-secondary connection, and aligning with
standards.
Breakout into group discussions:
o 45 minutes – Questions for Discussion
o 40 minutes –List out Next Steps
o 20 minutes – Group Report-outs and Wrap-up.
Yellow corresponds to agenda items
FOLLOWING ARE DETAILS
OF WORKSHOP AGENDA
Brief Recap of Part 1
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We’ll hit the high-points regarding standards, but
we’re going to spend our valuable face-to-face time
at the IITEA Workshop discussing and developing
consensus about CTE programs-standards alignment,
identifying how the DE can best support
development of programs, and identifying Next
Steps.
Participants should view Part 1 of this presentation
before the IITEA face-to-face so we can hit the
ground running.
Foundational Agreement
Consensus Statements
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A broad-based secondary program allows connection to multiple postsecondary programs.
Alignment with industry-wide standards does not need to be the single
mission of secondary schools. Because secondary programs teach
broad-based skills, secondary programs can align with industry-specific
standards (Certified Nursing Assistant, CNA; Pro-Start, OSHA 10-hour,
as well as some areas of industry-wide standards, within the National
Center for Construction Education and Research, NCCER; National
Institute for Metalworking Skills NIMS; American Welding Society, AWS;
etc.). This will vary somewhat, depending upon the industry area that
students are studying in and the availability of industry standards for
that industry area. However, standards framework exists through the
Iowa Core (Common Core); Career Clusters, and the Common Career
Technical Core (CCTC).
Professional development must be a part of the efforts.
What others might be added?
Designing the Course Sequence
Of a Program of Study (POS)
Secondary to Post-secondary Program of Study Skillset-Standards Partnership
(With NCRC; WorkKeys, and KeyTrain Integration)
ACT National Career Readiness Certificate (NCRC)
WorkKeys® Assessments
ACT KeyTrain® Curriculum
Beginning of High School
(Secondary) Program. Students
begin training for their career.
CTE Program Skillset at High
School Graduation
End of Community College
(Post-Secondary) Program.
Students are trained
to Industry Standards
CTE Program Standards are aligned between High
School and Community College Programs by “Beginning
the With the End in Mind,” and Working Backward From
Community College Program Standards to Develop a
Subset of High School Program Standards. CTE courses
are mapped for academic integration of math into each
course
High School CTE Program
Community College CTE Program
(Begin With the End in Mind and Work Backward to develop subset of standards for Secondary)
Using the technical skill standards repositories identified this presentation
HOW CAN STANDARDS BE
OPERATIONALIZED WITHIN
CTE PROGRAMS?
MAKING THE CONNECTION TO
TECHNICAL STANDARDS
Industry Competency Model Alignment of Career Cluster Structure
Competency Model
Framework
Career Clusters
Framework
4-Year and Above
Professional Certifications
1-2 Year Technical
Degrees/Certifications
CTE Program of Study
Technical Courses
CTE Program of Study
Broad-Based K&S
Specialties
Certifications & Advanced
Degrees
Pathway
Knowledge & Skills
Common Career
Technical Core
Cluster (Foundational)
Knowledge & Skills
21st Century
Skills
Essential Knowledge & Skills
Common Core
Academic Skills
Foundational Academic
Expectations
ACT National Career Readiness Certificate
C
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e
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e
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t
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e
e
a
s
d
y
Stackable Certifications and Alignment Exist for:
Career Clusters Framework and Competency Model Structures
While the stackable certification structure is consistent and aligns between industries, the
Industry Standards and Coursework that make up the Program of Study are industry specific.
Commercial Construction
Competency Model
Career Clusters Framework for the
16 National Career Clusters
Advanced Manufacturing
Competency Model
Specialties
Certifications &
Advanced Degrees
Pathway
Knowledge & Skills
Common Career Technical Core
Cluster (Foundational)
Knowledge & Skills
Essential Knowledge & Skills
21st Century Skills
Foundational Academic
Expectations/
Common Core Skills/
Foundational Skills
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http://www.careertech.org/career-clusters/glance/cctc.html
Common Career Technical Core (CCTC)
Purpose: Professional Development to Impact Academic
Integration of Math and Reading/Language Arts into CTE
CONNECTING THE
ACADEMIC CORE TO CTE
SKILL STANDARDS
From the Iowa Statewide
Perkins Plan (II.A.3.a)
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Requirement: The IDE must describe how comprehensive
professional development (including initial teacher
preparation and activities that support recruitment) for
career and technical teachers, faculty, administrators, and
career guidance and academic counselors will be provided,
especially professional development that—
 (a) Promotes the integration of coherent and rigorous
academic content standards and career and technical
education curricula, including through opportunities for
academic and career and technical teachers to jointly
develop and implement curricula and pedagogical
strategies.
Academic Integration Using the Common Core State Standards
http://www.achieve.org/ccss-cte-workshop-planning-tools
Go to the URL listed above
Checkout these three resources
http://www.ccresa.net/common-core-resources/career-and-technical-education-and-the-ccss/
Example of a state implementing the Achieve process:
Questions for Discussion
Current
programs
offered
Do they focus on the business/industries your post-secondary programs focus
on?
Are the programs being offered broad-based, and do they connect with
multiple post-secondary programs?
Alignment
What could be done to better align programs with industry skill (technical)
with
standards?
standards
What could be done to better align programs with academic standards?
(Academic integration)
Professional What professional development is needed for teachers, administrators, and
development stakeholders in order to support program alignment with technical and
academic standards?
Strategic
What might a strategic planning process look like for identifying standards
Planning
alignment, and resourcing changes over time – resulting in secondary CTE
program aligning with post-secondary program(s), and providing training that
would assist students in achieving a skillset aligned with industry standards?
Next Steps:
Here’s where we make our list1.
2.
3.
4.