Data

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Data Accountability

• DPI Career Technical Education

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Agenda

• CTE Data Accountability

900 a.m.

• Welcome IntroductionsJen Wegner

930 a.m.

• Vision of CTE Data AccountabilitySharon Wendt

945 a.m.

• CTEERS AccountabilitySharon Wendt Don Vedder

Break

• Time to InteractNetwork with colleagues

1115 a.m.

• Create Your Data StoryJeff Hicken Brent
  Kindred

Noon

• Lunch
• Tim to Interact with colleagues

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Importance of CTE Data

• Who uses CTE Data and How can this data be
  collected?

• Local School District (student, classroom,
  school, district)
• Multiple ways to measure successful outcomes for
  students
• WKCE, School Performance Report
• Student Surveys
• CTSO involvement
• Technical Skill Assessments
• Enrollment Trends
• Non-traditional Student Participation
• CTE Concentrator outcomes

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Importance of CTE Data

• Who uses CTE Data?

• State Policy Makers
• State Superintendents Strategic Planning Efforts
• Increasing Graduation rates
• Closing achievement gaps
• Ensuring graduates are college and career ready
• Wisconsin College Workforce Readiness Council
• Legislators
• State and Federal Perkins Accountability

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Importance of CTE Data

• Who uses CTE Data?

• Federal Policy Makers
• Obama Administrations Blueprint for CTE
• Association for Career Technical Education
• National Association for State Directors of
  Career Technical Education Consortium

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CTE Blueprint - Alignment

• Current PerKins

• Proposed Reforms

• Limited provisions to encourage high quality CTE
  programs
• No requirements for states to work with workforce
  and economic development agencies to identify
  areas of focus for CTE programs.

• Clear Expectations for High-quality programming
• A more active role for states
• States could identify the in-demand occupations
  in high growth industry sectors.

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CTE Blueprint - Collaboration

• Current PerKins

• Proposed Reforms

• Separate funding for secondary and post secondary
• No clear way for employers, industry, and labor
  to engage in CTE program implementation.
• No leveraging of private in-kind or cash
  resources to share program expenses.

• Consortia Funding to ensure secondary and
  post-secondary institutions.
• Private Sector Match.

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CTE Blueprint - Accountability

• Current PerKins

• Proposed Reforms

• Funds distributed to local recipients by formula
• States define participation and accountability
  measures differently.
• No mechanism to reward high performing local
  recipients

• Within-state competitions to distribute funds to
  consortia.
• Common definitions to strengthen data systems and
  close equity Gaps for participation.
• Incentives for High Performance

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CTE Blueprint - Innovation

• Current PerKins

• Proposed Reforms

• States role in creating the conditions for
  high-quality CTE programs to thrive is unclear.
• Formula funding supports too many purposes and
  limited reserve funding.

• Ensure that states have in place the policies and
  systems to support programs at the local level.
• A competitive CTE Innovation and Transformation
  Fund

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ACTEs Guiding Principles

• Redefine the Federal Role of CTE
• Ensure that all students have access of high
  quality CTE programs
• Target Expenditures
• Fewer uses of funds and maintain Formula funding
• Define Program Quality Elements - to improve
  student outcomes
• Ensure Relevant and Consistent Data
• Rely on available data
• Use State longitudinal data systems
• Offer Incentives of Innovation
• Provide Infrastructure support
• Continue focus on research and evaluation for CTE

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NASDCTEc (CTE State Directors Assn.)

• Who uses CTE Data?

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CTEERS - Foundation for CTE Data

• Most of the CTE data and information for the
  state of Wisconsin is found in CTEERS.

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Accountability

• Composite Enrollment Report
• Due July 15

• Graduate Follow-up Report
• Due May 1 of the following year

• CTEERS Basic Facts
• District Profile

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CTEERS Data
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A CTE Concentrator is.

• 1. A student that has successfully completed a
  minimum of 2 CTE courses within their chosen
  pathway and is enrolled in a third CTE course
  during the reporting year.
• OR
• 2. A student that has completed at least 3 CTE
  courses within their chosen pathway throughout
  their secondary education experience.
• OR
• 3. Defined by the secretary or IT staff person
  completing the CTEERS report.

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A CTE Concentrator is.
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A CTE Concentrator Completer is.

• A student that has completed at least 3 CTE
  courses in their chosen pathway and has
  graduated.
• Question Are all students that complete at
  least 3 CTE courses in their chosen pathway
  considered concentrator completers?
• Answer No. They must also graduate.

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A CTE Concentrator

• Question How many CTE credits must a CTE
  Concentrator complete in order to be a
  concentrator?
• Answer Concentrators are determined by
  courses not credits. Some CTE Concentrators
  will have earned 1 credit for 2 courses and be
  enrolled in their 3rd course for a total of 1.5
  credits.
• If schools have year long courses the students
  may end up with more credits.

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Data in CTEERS

• Students with Career Plans

• Look at the 2011 CTEERS Career Plan on File
  Chart. (Page 1)
• What do you notice?
• What do you wonder?

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Data in CTEERS

• Students Post Secondary Plans

• Look at the Post_Secondary Intent by Year Chart
  (Page 3).
• What do you notice?
• What do you wonder?

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Data in CTEERS

• Number of CTE Concentrators

• Look at the CTE Concentrators from Reporting
  Universe by Year Chart (page 4).
• DISCUSS
• What practices at the local level can ensure that
  all CTE Concentrators are identified?

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Technical Education High School Diploma
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Technical Education Diploma

• Requirements

• 2011 Wisconsin Act 156 permits a school board to
  grant a technical education high school diploma
  to a pupil who does all of the following
• 1. Satisfies the credit requirements and
  earns the number of credits for high school
  graduation as established by statute and the
  school board.
• 2. Successfully completes a technical
  education program, established by the school
  board, in one or more subjects.

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Technical Education Diploma

• Requirements

• The Act provides that, in establishing a
  technical education program, the school board may
  incorporate standards for industry-recognized
  certifications.
• Annually, the Department of Public Instruction
  must provide a list of such certifications to
  each school board operating high school grades.
• The school board must indicate on a pupils
  technical education high school diploma the
  certifications attained by the pupil.

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Technical Education Diploma

• Requirements

• If a pupil has an individualized education plan
  (IEP) that indicates a goal of a technical
  education high school diploma, the IEP must
  specify the course of study that the pupil must
  take to attain that goal.