mn cteddi data driven improvement mn cte professional development 2011-12
Post on 30-Dec-2015
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Why CTEDDI?
• Goal: Increase knowledge and skills for faculty & teachers in the use and interpretation of data.
• Intended Outcome: Teachers & Faculty make informed instructional improvements that enhance student success.
Instructional Improvement Cycle
5 Steps
Collect Data
Analyze Data
Verify & Triangulate
Design Action Plans
To improve Learning & Instruction
Implement Plan &Review Outcomes Ongoing
MN CTEDDI Partners
• Minnesota State Colleges and Universities
• Minnesota Department of Education• National Research Center for Career
Technical Education• National Occupational Competency
Testing Institute (NOCTI)
MN CTEDDI Project
• Part of on-going process for implementing and sustaining the use of technical skill assessments (TSA)
• Strive to influence continued improvement and systemic change in Minnesota’s secondary and postsecondary CTE programs.
MN Team Leaders
• Debra Hsu, Lead Facilitator• Michael Mitchell, Facilitator• Denise Roseland, Assessment Coordinator
TSA Implementation process
• Year 1: Identify core common competencies & state approved assessments by pathway
• Year 2: Implement TSA’s in approved programs of study begin MN CTEDDI Project
• Year 3: Implement TSA’s in pathways and continue MN CTEDDI
• Year 4 & Year 5: Continue implementation of TSA’s in pathways. Review, Revise & Assess CTE programs using data driven improvement model.
Phase I Project Timeline
• October/Nov - Consortium Leaders Training Face-to-Face at Consortium Sites
• Oct - Consortia leaders identify pathways and prepare teachers/faculty
• Oct/Nov- Teachers/Faculty administer technical skills assessment tests
• November 29, 2011 Data Driven Improvement Training Seminar for Leaders,
Teachers/Faculty – MN CTE & NRCCTE North Metro Location TBD• December-April - Monthly Webinars with Leaders, Teachers/
Faculty – • May - Final Report of MN CTEDDI Project with NRCCTE
State Team Responsibilities
• Provide skill-building training and technical assistance to local leaders and participants
• Purchase NOCTI pre-tests for participating consortia
• Foster virtual and face-to-face collaboration that encourages on-going professional learning for participants
• Collect and report participant data for national research project
Local Responsibilities• Participate in training and on-
going professional development• Support and facilitate processes
for teachers and faculty to gain access to necessary data other than assessment results
• Implement TSAs in pathways/classrooms selected
• Develop and implement consortium-wide learning improvement plan based on CTEDDI processes
• Participate in national research project data collection
Team Leader To Do List
• Initial 3 hour organization meeting (that’s today!)• Identify Faculty/Teachers & Pathways• Become a NOCTI client and order NOCTI pretests or
select and order other appropriate technical skill assessments
• Support teachers/faculty as they administer tests to students & work to gain access to other data
• Complete & collect Pre-workshop Information Form• Join Online Learning Community
Team Leader To Do List
• Attend November 29 Large Group Workshop provided by Pat Kelly, NRCCTE; John Foster, NOCTI & MN CTEDDI Leaders
• Complete & collect Post-workshop Feedback form
• Attend monthly webinars Dec-April• Complete & collect Mid-Project Feedback Form• Complete & collect Final Feedback Form
Faculty/Teacher To Do List
• Administer tests to students• Gather other relevant data• Complete Pre-workshop Information Form• Attend November 29 Large Group Workshop
provided by Pat Kelly, NRCCTE; John Foster, NOCTI & MN CTEDDI Leaders
• Complete Post-workshop Feedback form• Begin using CTEDDI skills in classroom
Faculty/Teacher To Do List
• Join Online Learning Community• Attend monthly webinars Dec-April• Complete Mid-Project Feedback Form• Complete Final Feedback Form
• School/campus • Program• Teacher
Understanding Your Data
• Class• Student • Standards
• National• State • District/System
What are the sources of data currently available to
teachers/faculty in this consortium?
Let’s list some… – – – – – –
Given the available data, what kinds of improvements might teachers/faculty
be able to make?
Given the available data, what kinds of data are missing that would allow them
to make more powerful changes?
Carpentry Pretest Areas Pretest % CorrectStudent 1
Posttest %CorrectStudent 1
Safety 54.6 --
Tools and Accessories 30.0 --Blueprint Reading and Estimation 41.1 --
Foundations, Forms, and Concrete 36.4 --Rough Framing 53.8 --
Exterior Finish 36.4 --
Interior Systems Installation 40.0 --Interior Finish 27.3 --Carpentry Related Mathematics 35.9 --
Total 40.0
Using Data from Similar Tests
National Nurse Aide Assessment• Activities of Daily Living• Basic Nursing Skills• Restorative Skills• Emotional and Mental Health• Spiritual and Cultural Needs• Communication Needs• Client Rights• Legal and Ethical Behavior• Member of HealthCare Team
NOCTI Nursing Assisting Test• Basic Nursing Assisting Skills• Infection Control• Communication Skills• Personal Care Skills• Mental Health and Social Service
Needs• Client’s Rights• Basic Restorative Devices• Employability Skills
Carpentry Pretest Areas Pretest % CorrectStudent 1
Posttest %CorrectStudent 1
Safety 54.6 --
Tools and Accessories 30.0 --Blueprint Reading and Estimation 41.1 --
Foundations, Forms, and Concrete 36.4 --Rough Framing 53.8 --
Exterior Finish 36.4 --
Interior Systems Installation 40.0 --Interior Finish 27.3 --Carpentry Related Mathematics 35.9 --
Total 40.0
Using Data from Similar Tests
• Both tests align to a national standard (e.g., NOCTI; or industry standard, e.g., NIMS, National Nurse Aide Assessment Program)
• Reports include subpart scores for major categories (competencies) within the occupation
• The blueprints have several content areas in common
ANY ASSESSMENT USED FOR THIS PROJECT MUST PROVIDE A TEACHER
OR FACULTY MEMBER WITH COMPETENCY-BASED RESULTS FOR
EACH STUDENT
Example from a Carpentry Test
Safety
Tools and Accessories
Blueprint Reading and Estimation
Foundations, Forms and Concrete
Rough Framing
Exterior Finish
Interior Systems Installation
Interior Finish
Carpentry Related Mathematics
Carpentry Pre-test Areas Pre-test % CorrectStudent 1
Post-test % CorrectStudent 1
Safety 54.6 --Tools and Accessories 30.0 --
Blueprint Reading and Estimation 41.1 --
Foundations, Forms, and Concrete 36.4 --
Rough Framing 53.8 --
Exterior Finish 36.4 --
Interior Systems Installation 40.0 --
Interior Finish 27.3 --
Carpentry Related Mathematics 35.9 --
Total 40.0
Individual Carpentry Pre-Test
Carpentry Pre-test Areas
Student 1 % Correct
Student 2 % Correct
Student 3 % Correct
Student 4 % Correct
Student 5 %
Correct
Student 6 %
Correct
Class Average % Correct
Safety 54.6 45.5 36.4 27.3 27.3 54.5 40.9
Tools and Accessories
30.0 20.0 10.0 20.0 10.0 30.0 20.0
Blueprint Reading and Estimation
41.1 17.6 23.5 23.5 29.4 35.3 28.4
Foundations, Forms, and Concrete
36.4 54.5 45.5 45.5 36.4 54.5 45.5
Rough Framing 53.8 38.5 30.8 38.5 30.8 53.8 41.0
Exterior Finish 36.4 36.4 27.3 36.4 36.4 45.5 36.4
Interior Systems Installation
40.0 60.0 40.0 60.0 60.0 80.0 56.7
Interior Finish 27.3 9.1 18.2 27.3 9.1 27.3 19.7
Carpentry Related Mathematics
35.9 45.5 27.3 36.4 36.4 54.5 39.4
Total 40.0 34.0 28.0 33.0 29.0 46.0 35.0
Carpentry Class Pre-Test
So does it become “teaching to the test”?
Given that technical skill assessments are aligned with national standards and/or employer-expected competencies, an assessment is ONE WAY to provide assurance that program instruction is preparing students for workplace demands.
When an assessment is combined with other relevant data that examine multiple facets of student performance, confidence that students are prepared improves dramatically.
Alignment with other Improvement efforts
• CTEDDI is not designed to be another stand-alone effort to improve instruction
• It has been designed to fit within other improvement efforts or strategic efforts (i.e. school reform initiatives, HLC accreditation, etc.)
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