measuring our progress what’s next

Successful Practices Network

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MEASURING OUR PROGRESS

What’s Next

Carol Zygo, CTE Technical Assistance Center of NY

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www.nyctecenter.orgCTE at a crossroads—For both

academic education and career and technical education, the next few years will be either “the best of times” or “the worst of times.”

Outstanding programs are responding by making CTE and academic education a seamless

system.

CTE Content Advisory Panel Final Report


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Where we have been: Regent’s Initiatives

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College and Career Ready

Students

Highly EffectiveSchool Leaders

Highly Effective Teachers

Animating the Reform AgendaInvesting in human capital, supporting with critical tools

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Teacher Evaluation Components

Measures of Growth (20%)

Locally-selected measures of student achievement(20%)

Other Measures(60%)

Grades 4-8 ELAMath

All Other


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Where we should be:

•SLO

•Gathering evidence for teacher evaluation

•Pre- and Post-assessments

•Mid-course/year evaluation

•CCLS

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May – JuneJanuarySeptember – October

• School reviews district academic priorities and district guidelines

•Teacher gathers baseline data

• Teacher proposes SLOs; principal approves SLO

• Discuss progress to date on SLOs including results from observation and DDI cycles

• Principal provides teacher with specific feedback and strategies

• Students take summative assessments for their courses

• Evaluator and teacher discuss results of multiple measures

• Principal provides teacher with final score for their SLOs

Assessments

AnalysisAction

Data Driven Culture

DD

I C

YC

LE

S5-

6 c

ycle

s/ye

arO

BSE

RV

ATIO

NC

YC

LE

S 1) Evaluator collects objective evidence2) Evaluator gives evidence-based feedback3) Reflective teacher adjusts instruction to better target specific student learning needs and increase achievement

SLO

PR

OC

ESS

SLOs: A Critical Component of the College and Career Readiness System

Common Core Instruction

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Note: this represents an example system


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CCSS Road Map: 2012-2013

The goal of implementing the Common Core State Standards is to ensure that instruction in our schools is changing dramatically. To accomplish this, the

Common Core instructional shifts need to be visible and observable in all

classrooms.


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The Challenges

• Common Core Learning Standards (CCLS)

• Teacher Evaluation Based on Student Performance

• Principal Evaluation Based on Student Performance

• Next Generation Assessments (NGA)

• Updates to CTE regulations and requirements based on

Advisory Panel Recommendations to Board of Regents


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What should we be doing to prepare for the next steps:

•Align to CCLS

•Become aware of the CCTC, and

•National Career Clusters, and

•PARCC and NYSED Assessments

•NGAs

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Standards Integration: PDFs


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Common Career Technical Core

The Common Career Technical Core (CCTC) is a state-led initiative to establish a set of rigorous, high-quality standards for Career Technical Education (CTE) that states can adopt voluntarily. The standards have been informed by state and industry standards and developed by a diverse group of teachers, business and industry experts, administrators and researchers.•National Association of State Directors of Career Technical Education Consortium (NASDCTEc)

•Use National Career Clusters™Framework

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www.nyctecenter.orgBusiness Management &

Administration Career Cluster™ (BM)

1.Utilize mathematical concepts, skills and problem solving to obtain necessary information for decision-making in business.

2.Describe laws, rules and regulations as they apply to effective business operations.

3.Explore, develop and apply strategies for ensuring a successful business career.

4.Identify, demonstrate and implement solutions in managing effective business customer relationships.

5.Implement systems, strategies and techniques used to manage information in a business.

6.Implement, monitor and evaluate business processes to ensure efficiency and quality results.

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Marketing Career Cluster™ (MK) 1.Describe the impact of economics, economics systems and entrepreneurship on marketing. 2.Implement marketing research to obtain and evaluate information for the creation of a marketing plan. 3.Plan, monitor, manage and maintain the use of financial resources for marketing activities. 4.Plan, monitor and manage the day-to-day activities required for continued marketing business operations. 5.Describe career opportunities and the means to achieve those opportunities in each of the Marketing Career Pathways. 6.Select, monitor and manage sales and distribution channels. 7.Determine and adjust prices to maximize return while maintaining customer perception of value. 8.Obtain, develop, maintain and improve a product or service mix in response to market opportunities. 9.Communicate information about products, services, images and/or ideas to achieve a desired outcome. 10.Use marketing strategies and processes to determine and meet client needs and wants.

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Finance Career Cluster (FN)

Accounting Career Pathway (FN-ACT)

1.Describe and follow laws and regulations to manage accounting operations and transactions.

2.Utilize accounting tools, strategies and systems to plan, monitor, manage and maintain the use of financial resources.

3.Process, evaluate and disseminate financial information to assist business decision making.

4.Utilize career-planning concepts, tools and strategies to explore, obtain and/or develop an accounting career.

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Career Cluster TM Business Management & Administration

BM 1 Utilize mathematical concepts, skills and problem solving to obtain necessary information for decision-making in business.

1. Solve mathematical problems using numbers and operations.

* Recognize relationships among numbers.* Employ mathematical operations.* Evaluate and perform computations successfully.* Predict reasonable estimations.

2. Apply algebraic skills to make business decisions.

* Recognize patterns and mathematical relations.* Use algebraic symbols to represent, solve, and analyze mathematical problems.* Construct mathematical models from real-life situations.* Represent changes in quantities mathematically.* Determine rate of change mathematically.* Interpret graphical and numerical data.

3. Employ measurement skills to make business decisions.

* Recognize measurable attributes of objects.* Assess measurements correctly.

4. Perform data analysis to make business decisions.

* Formulate questions effectively.* Select and organize relevant data.* Organize useful data.* Express answers to questions appropriately.* Employ appropriate statistical methods in data analysis.* Develop and evaluate inferences and predictions.* Apply basic concepts of probability.

5. Evaluate the accuracy of mathematical responses using problem-solving techniques.

* Identify problem-solving techniques.* Model a variety of problem-solving strategies.* Review and adjust problem-solving strategies, when needed.

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Common Career Technical Core


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Agriculture, Food & Natural Resources Career Cluster™ (AG)

Agribusiness Systems Career Pathway (AG-BIZ)

1. Apply management planning principles in AFNR businesses.

2. Use record keeping to accomplish AFNR business objectives, manage budgets, and comply with laws and regulations.

3. Manage cash budgets, credit budgets and credit for an AFNR business using generally accepted accounting principles.

4. Develop a business plan for an AFNR business.

5. Use sales and marketing principles to accomplish AFNR business objectives.

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The Partnership for Assessment of Readiness for College and Careers


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Assessments

• Assessment Blueprints are created to inform educators as to which standards are assessed and their weight on the assessment.

• Next Generation Assessments will be aligned to the CCSS, be more rigorous and relevant, include more student-generated artifacts, and be taken online.

Related Websites:• http://www.p12.nysed.gov/apda/pub/ia-tr-rv.pdf• http://parcconline.org/parcc-assessment-design• http://parcconline.org/parcc-assessment • http://gearingup.wikispaces.com/file/view/PerformanceAssessment_sample.pdf

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46 States + DC Have Adopted the Common Core State Standards

*Minnesota adopted the CCSS in ELA/literacy only


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Partnership for Assessment of Readiness for College and Careers (PARCC)


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Goal #1: Create High Quality Assessments

Priority Purposes of PARCC Assessments:

1.Determine whether students are college- and career-ready or on track

2.Assess the full range of the Common Core Standards, including standards that are difficult to measure

3.Measure the full range of student performance, including the performance high and low performing students

4.Provide data during the academic year to inform instruction, interventions and professional development

5.Provide data for accountability, including measures of growth

6.Incorporate innovative approaches throughout the system


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Goal #2: Build a Pathway to College and Career Readiness for All Students

Goal #3: Support Educators in the Classroom

Goal #4: Develop 21st Century, Technology-Based Assessments

Goal #5: Advance Accountability at All Levels


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PARCC Timeline

SY 2011-12

Development begins

SY 2012-13

First year pilot/field testing and

related research and

data collection

SY 2013-14

Second year pilot/field testing and

related research and

data collection

SY 2014-15

Full administration

of PARCC assessments

SY 2010-11

Launch and design phase

Summer 2015

Set achievement

levels, including

college-ready performance

levels


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Assessing the CCSS

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March 2013 Field Memo

Beginning with the current school year (2012-13), NYSED is re-designing its assessment program (http://engageny.org/resource/common-core-implementation-timeline) to measure what students know and can do relative to the grade-level Common Core State Standards. Specific changes to the Grades 3-8 ELA and math tests (http://engageny.org/resource/test-guides-for-english-language-arts-and-mathematics) include the following:

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• Increases in Rigor – The CCSS are back-mapped, grade-by-grade, from college and career readiness. Many of the questions on the Common Core assessments are more advanced and complex than those found on prior assessments that measured prior grade-level standards

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•Focus on Text – To answer ELA questions correctly, students will need to read and analyze each passage completely and closely, and be prepared to carefully consider responses to multiple-choice questions. For constructed response items, students will need to answer questions with evidence gathered from rigorous literature and informational texts. Some texts will express an author’s point of view, with which not all readers will agree.

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• Depth of Math – Students will be expected to understand math conceptually, use prerequisite skills with grade-level math facts, and solve math problems rooted in the real-world, deciding for themselves which formulas and tools (such as protractors or rulers) to use.

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Charge to CTE Advisory Panel

…to develop recommendations for strengthening the CTE K-12 learning continuum that forms the instructional base for a CTE graduation pathway.

Memo of Dec. 18, 2012 to P-12 Education Committee from Ken Slentz

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Recommendations

Define College and Career Readiness and associated outcomes through the lens of CTE by articulating, amongst other possibilities, the following in regulation and guidance:

•the proficiency requirements in academic skills through Regents exams and other Department-approved alternative assessments that demonstrate the ability to succeed and persist in postsecondary education;•the process for achieving an industry (or other recognized) credential based on industry standards awarded as a result of successfully passing a nationally-recognized technical assessment ;


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• what evidence of the command of transferable workplace-ready skills (e.g. demonstrated achievement of Career Development Occupational Studies (CDOS/Common Career Technical Core Standards) should be demonstrated;

• the process for attaining postsecondary advanced standing or credit in at least one subject/discipline; and

• how to develop and document the attainment of knowledge and skills required by the Common Core State Standards via current career-path plans.

Common Career Technical Core Standards are nationally recognized Common Core-aligned standards developed by the National Association of State Directors of Career and Technical Education consortium http://www.careertech.org/career-technical-education/cctc/info.html

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Review the rigor, relevance and application of the CDOS standards through the lens of College and Career Readiness to create greater transparency and visibility through the following actions: •reviewing and aligning CDOS standards to Common Core State Standards/Common Career Technical Core Standards in the context of the recognized 16 career clusters;•emphasizing K-12 career readiness planning and development; •adding career readiness measures to student report cards starting in middle grades based on state-developed criteria;•identifying and sharing multiple and innovative models of curriculum (through modules, units, lessons) and instruction at the middle level and high school;•providing sustained career ready-related professional development to P-12 and higher education institutions; and•requiring easily transferable electronic portfolio career plans (and planning) for all students.

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Increase opportunities for early and equitable access to quality College and Career Ready aligned CTE programs by:

•providing a process to create incentives for the development of innovative programs that follow the blueprint for the reauthorization of the federal Carl D. Perkins Act; •providing tools and processes to align current CTE courses and programs to the Common Core;•developing a series of exemplars/models for broader middle level CTE and integrated courses for academic credit in grades 9 and 10 to generate and sustain student interest in a career pathway;•increasing the potential for student engagement by providing more flexibility that would allow school districts to substitute CTE courses for other graduation requirements (e.g: greater and earlier access to integrated course work).

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Review assessment design, including formative, interim and summative assessments and consider:

•including items with career readiness components and applications of knowledge; •measuring applied career readiness across all curricular areas; and•requiring, in line with the science Regents exam model, that students complete a career project related to that discipline before sitting for the exams in math, social studies and ELA

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Reinforce existing regulations and training for career counseling with both in-service and pre-service levels by having all students utilize a career planning tool such as Career Zone starting as early in their education as practical

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Web Site ResourcesWeb Site Resourceswww.nyctecenter.org

•Aligning CTE with CCSS•CCTC •National Career Clusters•NGAs•And much more


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Thank You!And remember to visit

www.nyctecenter.organd

www.engageny.org

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measuring our progress what’s next

Documents