Developments in CTE Program Design, Content Standards & Assessment

Creating Opportunities Through Pathways

Available Spring 2013◦Construction◦Law and Public Safety◦Health◦Information Technology◦Manufacturing and Engineering◦Transportation

Development: January 2012 – January 13

Career Field Technical Content Standards

November 2012 – June 2013 Agricultural & Environmental Systems Arts and Communications Business, Marketing and Finance Engineering

July 2013 - June 2014 Education and Training Government and Public Administration Hospitality and Tourism Human Services

Career Field Technical Content Standards

Concise document with broader statements.

Oriented to content vs. program. Reflect what industry expects vs how it

can be taught. Industry standards and licensure

requirements captured. Academic content standards aligned. Postsecondary learning outcomes

included. Green related content identified. Uniform 21st century skills standards

Characteristics Of CFTCS

Research Futuring Panels Standards development Alignment of P.S. Learning Outcomes Business and Educator Panel Validation Academic content standards alignment

Six Step Development Process

Career Field Alignment◦ Manufacturing & Engineering◦ Marketing, Business, Finance supporting

Business Administration Pathway Changes On the Horizon Course structure for all Career Fields

Program Design Changes

A CTE Career Field Pathway is 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. The career pathway is developed, implemented, and maintained in partnership among secondary and postsecondary education, business, and employers. Career pathways are available to all students, including adult learners, and lead to rewarding careers. 

A Pathway Is…

May be associated with a recognized sector(s) within an industry or can be a function that crosses industry sectors

Must provide opportunities for students to prepare for a range of careers in the industry. This includes multiple occupations at a similar wage/responsibility level as well as multiple occupations of increasing wage/responsibility.

Must provide opportunities for students to be employed after high school using the knowledge and skills gained in the pathway program.

Must provide opportunities for students to enter and succeed in postsecondary and continuing education programs.

May be influenced by size and number of opportunities in the related industry and available college programs.

A Pathway ….

Agricultural and Environmental Systems◦ AFNR Research and Development

Arts and Communications &IT◦ Visual Design/Media Arts/Interactive Media

Business Administration◦ Finance◦ Management◦ Marketing◦ Entrepreneurship◦ Legal and Medical

Proposed Pathway Changes

Construction◦ Construction Design and Development◦ Structural Construction◦ Mechanical Electrical Plumbing Systems

Health Science◦ Bio Medical Research and Development◦ Allied Health◦ Health Information Management Services◦ Therapeutic Services

Proposed Pathway Changes

Law and Public Safety◦ Criminal Justice◦ Fire/EMT◦ Homeland Security?

Engineering and Manufacturing◦ Engineering Technology◦ Manufacturing Operations◦ Manufacturing Design

Transportation◦ Ground Transportation◦ Air Transportation

Proposed pathways

Promote more opportunities for students. Encourage breadth of programming beyond

specializations. Encourage depth of programming to include

possibilities for specialization. Provide tools for building programs that

cater to community as well as student interests.

Set the stage for academy development.

Why Pathways

Courses must fit in a comprehensive high school model typically offering 40-50 minutes per day (120-150 hours/year).

Courses must fit in a career center model typically offering 120-150 min. per day (360-450 hours/yr).

Courses will likely have a 120-hour minimum and a 280-hour maximum time requirement.

Program must be comprised of a minimum of 4 courses.

There may or may not be required courses or course prerequisites.

Course Development Considerations

Course content must align with postsecondary programs for enhanced articulation possibilities.

Other design requirements may be needed per career field.

Course structure will align with CTE Technical tests.

Program of Study application will be modified to accommodate design possibilities.

Transition to courses will not require undue “paperwork” from local districts.

Course Development Considerations

Data for federal-state performance measures (Technical Skill Attainment = TSA)

Data for ODE-CTE and local school districts to use in program improvement

Complement local systems for assessing student performance

Build secondary-postsecondary relationships needed to develop processes for statewide transcripted credit transfer

Provide reports that students value to communicate their success

CTE Testing System Objectives

ALL pathway tests modular (6-18 modules, 25 items)

Scenarios about entry workplace (~ 30% of items)

Two levels of challenge for items: C1 = ~ 70% of items; lower level recall

(define, facts) C2 = ~ 30% of items; application plus

(analysis, evaluation) Two cutoffs: proficient & advanced

Features of FY13 Assessments

Districts no longer pay for assessments◦ Exceptions: Employability, DHO

No more paper-pencil tests offered Teachers can review tests at CETE Teaching Professions moved into WebXam

◦ Provides capability to collect rating rubric-based judgments

Features of FY13 Assessments

Tests Created 2009-2012

Tests Created 2009-2012

Tests Created 2009-2012

Assessing every program and every student

Field testing and performance data Seeking industry support for state

credentials Measuring student growth Measuring performance Recognizing student performance

Challenges in Technical Testing

Continued use of Industry Exams.◦How to assess programs that choose not

to use a given curriculum product?◦How to assess beyond occupationally

specific exams?◦Validity and Reliability documentation.◦What constitutes an industry exam?

Challenges in Technical Testing

Questions