Transcript Program Design, Content Standards & Assessment Developments

Creating Opportunities Through Pathways
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Available Spring 2013
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Development: January 2012 – January 13
◦ Construction
◦ Law and Public Safety
◦ Health
◦ Information Technology
◦ Manufacturing and Engineering
◦ Transportation
November 2012 – June 2013
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Agricultural & Environmental Systems
Arts and Communications
Business, Marketing and Finance
Engineering
July 2013 - June 2014
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Education and Training
Government and Public Administration
Hospitality and Tourism
Human Services
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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
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Research
Futuring Panels
Standards development
Alignment of P.S. Learning Outcomes
Business and Educator Panel Validation
Academic content standards alignment
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Career Field Alignment
◦ Manufacturing & Engineering
◦ Marketing, Business, Finance supporting
Business Administration
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Pathway Changes On the Horizon
Course structure for all Career Fields
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.
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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.
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Agricultural and Environmental Systems
◦ AFNR Research and Development
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Arts and Communications &IT
◦ Visual Design/Media Arts/Interactive Media
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Business Administration
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Finance
Management
Marketing
Entrepreneurship
Legal and Medical
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Construction
◦ Construction Design and Development
◦ Structural Construction
◦ Mechanical Electrical Plumbing Systems
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Health Science
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Bio Medical Research and Development
Allied Health
Health Information Management Services
Therapeutic Services
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Law and Public Safety
◦ Criminal Justice
◦ Fire/EMT
◦ Homeland Security?
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Engineering and Manufacturing
◦ Engineering Technology
◦ Manufacturing Operations
◦ Manufacturing Design
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Transportation
◦ Ground Transportation
◦ Air Transportation
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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.
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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.
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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.
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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
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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)
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Two cutoffs: proficient & advanced
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Districts no longer pay for assessments
◦ Exceptions: Employability, DHO
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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
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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
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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?
Questions