Nevada CTE & CTECS: Programs, Standards, Assessments & Credentials January, 2014 Nevada Department...

Nevada CTE & CTECS: Programs, Standards,

Assessments & Credentials

January, 2014Nevada Department of Education Office of Career, Technical and Adult Education

Overview

Nevada Department of Education Office of Career, Technical and Adult Education

• Introduction – History of NV CTE and CTECS partnership• Website• Course Catalog• Program Components• CTE Assessments– Workplace Readiness Skills Assessments– End-of-Program Technical Assessments

• Certificate of Skill Attainment• 2013 Assessment Results

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WebsiteWebsite


Nevada Department of Education CTE Websitecteae.nv.gov

January, 2014

http://cteae.nv.gov/

WebsiteWebsite

Nevada Department of Education Office of Career, Technical and Adult Education January, 2014

CTE Course Catalog


Prior to the creation of the catalog CTE courses in Nevada were very scattered, and it was difficult to tell our story and gather data.

•The creation of the NV CTE Course Catalog was our first step •The catalog is organized by program area and career cluster•It provides Course Sequencing and Course Descriptions

COURSE TITLE ABBREVIATED NAME CREDITS LEVEL CIP CODE Business Management I BUS MGMT I 1 L2 52.0201

Prerequisite: Principles of Business and Marketing This course is a continuation of the Business Management program. The course addresses several types of management, including customer relationship management, human resources management, information management, knowledge management, project management, quality management, risk management, and strategic management. Economics, finance, operations, and professional development are also emphasized throughout the course. The appropriate use of technology and industry-standard equipment is an integral part of this course.

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Nevada’s CTE Programs


Overall CTE Programs and Course Counts:

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2014-15 CTE Course Catalog

Program Area Number of Programs Number of Courses

Agriculture and Natural Resources 13 36

Business and Marketing Education 6 43

Education, Hospitality, and Human Services 8 44

Health Science and Public Safety 14 64

Information and Media Technologies 16 99

Skilled and Technical Sciences 22 108

Totals 79 394

Nevada’s CTE Program


Each program will have:

• Program Technical Skill Standards• Employability Skills for Career Readiness Standards• Program of Study• Curriculum Framework• Workplace Readiness Skills Assessment• End-of-Program Technical Assessment• Certificate of Skill Attainment

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Program Completion Requirements

1. Students must complete the sequence of courses as determined by the CTE Course Catalog

2. Where available, students must take an end-of-program technical assessment upon completion of the course sequence

3. Students must be taught the Employability Skills for Career Readiness (21 standards*) and demonstrate proficiency in the employability skill standards*Virginia's Workplace Readiness Standards adopted through the CTECS Consortium.


State CTE Skill Standards• Identifies content standards, performance standards, and

measureable performance indicators• Cross-walked to the Common Core State Standards to

identify the performance indicators that support academic learning. (ELA, mathematics and science)

• Cross-walked to the Common Career Technical Core• Identifies the body of knowledge to be assessed• Drives curriculum development, course sequences, and

curriculum frameworks• Must be State School Board Approved


Skill Standards


Employability Skills Standards


Employability Skills for Career Readiness– Adopted the 21 standards from Virginia

– Virginia conducted a large research project to determine the “soft skills” need to be successful in the workplace

– We took them to many groups in Nevada and they were well received. (companies, associations, economic and workforce development groups…)

– Included in the instruction of all Nevada CTE Programs

– All CTE students in a completion level course will be given the Workplace Readiness Skills Assessment

January, 2014

Standards Development Protocols

Business and Industry Validation Process:

8 Member Writing Team 12 Member Writing Team3– Business/Industry 5 – Business/Industry 3 – Secondary 5 – Secondary 2 – Postsecondary 2 – PostsecondaryORIndustry review panel established and implemented;ORStandards are written to nationally recognized industry standards.


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Curriculum Framework


Document that indicates which performance standard should be taught at each course level in a program sequence.

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CTE Assessments


• Measurement of skill attainment directly aligned to state standards– completion level courses only

• Levels = L2C, L3C, and L4C (found in the Nevada CTE Course Catalog)

• Validates quality of programs based on state standards• Allows for the collection of accurate student skill

attainment data

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CTE Assessments• Test Creation Process (CTECS System)

– Revise or create standards• Standards writing team – NV Teachers & Industry Representatives

– Criticality surveys – Industry Representatives only– Create assessment

• Assessment writing team – NV Teachers & CTECS– Pilot assessment– Item analyses (Review pilot results and issues)– Live testing– Cut score development (Modified-Angoff Method)

• Available results: student level, site level, district level, and state level– Biggest asset is that data can be filtered in various ways


Test Development


• Test Creation Process– Revise or create standards

• Standards writing team – NV CTE Teachers (Nomination from District Representative)– Business and Industry Representatives– Department of Education Representative

– Criticality survey of standards (over 400 individuals participated in 2012-2013)• Business & Industry rates each performance indicator as Nice to

Know, Need to Know, and Needed for Survival

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Test Development


– Test Creation• Assessment writing team

– NV CTE Teachers– CTECS Representatives– Department of Education Representative

• CTECS provides possible test questions to start with– Team can adopt, adapt, or create new questions– Team will align questions with each performance indicator– Emphasis will be placed on the Needed for Survival

performance indicator from the criticality surveys

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Test Development


– Pilot the assessment• Schools are asked to participate in the pilot tests• Assessments are online, 100 multiple-choice questions, and are

timed for 60 minutes

– Item analysis • Assessment writing team• Review pilot results • Review each question and responses for validity• Correct any issues for spring administration

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Test Development


– Spring Tests (accommodations are available if required – IEP/504/ELL)• ALL Completers must participate (NAC 389.800) • Each site will have a Test Coordinator (administrator)• Test Administrators (proctors) of testing CAN NOT be related

program instructors• CTE Assessments are included in the NV Testing Administration

Manual (HSPE regulations / test protocol / test security)

Teachers need to attend their school’s annual test security training (HSPE).

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Test Development


– Cut Score Setting• Score determined by the “Modified-Angoff Method”

– It is not a norm-referenced method, when a candidate’s pass or fail status is determined by his or her performance in relation to other candidates. Using the Angoff procedure, once the passing point is determined, a candidate’s pass/fail performance is established independently of the group who sat for the exam. Candidates are judged by comparing their performance to an absolute standard, not to other candidates. Theoretically, all candidates can pass or all can fail.

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End of ProgramTechnical Assessments

• Year 1, 2012: 7 program assessments– 7 new assessments implemented (642 students)

• Year 2, 2013: 32 program assessments – 25 new assessments implemented (2,557 students)

• Year 3, 2014: 55 program assessments– 23 new assessments implemented (5,000+ students)


CTE Assessments

2012-1355% of Program Completers Assessed

2013-1480-85% of Program Completers to be Assessed (Projected)

* Estimated program completers for 2013-14: 5,200 – 5,800* Program completers identified by completion level courses only in the 2013-14 CTE Course Catalog (Course Levels L2C, L3C or L4C)


CTE Assessments

Strategies for success:•Included in the Nevada Proficiency Examination Program Procedures Manual•Added the testing requirements to the NAC•Created a Test Administrator Manual•Created a Coordinator Manual•Provided on-site training for E-SESS usage.•Have one contact person for assessments (with a backup)

Unresolved Issue:•Retake Policy – (suggestions and ideas)


Certificate of Skill Attainment

• To earn this certificate, the student must:– Complete the CTE course sequence (as per the CTE

Catalog) with a 3.0 GPA or higher– Pass the workplace readiness skills assessment– Pass the end-of-program technical assessment

• 2012-13 Results– 2,924 students eligible / approximately 700 issued

• Future Alignment:– Articulation credits will be aligned with a student earning

the certificate of skill attainment


Certificates


2013 Results Data


Workplace Readiness Skills Assessment

State of Nevada CTERegistered - 5296Participated - 4790Passed – 3493

Participation Rate – 90.4% Passing Rate – 72.9%

2013 Results Data


End-of-Program Technical Assessments

State of Nevada CTERegistered - 2924Participated - 2557Passed – 1035

Participation Rate – 87.4%Passing Rate – 40.5%

January, 2014

Questions / Comments


Nevada Department of EducationOffice of Career, Technical and Adult Education

Alex Kyser Sue PolandSkilled and Technical Sciences Agricultural & Nat. ResourcesEducation Programs Professional Education Programs Professional(775) 687-7290 (775) [email protected] [email protected]

January, 2014

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