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Perkins IV Secondary
Accountability Data
Michelle Kamenov
Kari-Ann Ediger
“Leading for educational excellence and equity. Every day
for every one.”
Goals
• Review student definitions, reporting categories &
special populations
• Discuss the secondary accountability indicators & how
they impact district results
• Examine current targets and performance
• Timeline: negotiating targets
• Timeline: data submission for the P-file
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Secondary Consortium Data Reports
• 1S1 Academic Attainment in Reading/Language Arts
(GRAD)
• 1S2 Academic Attainment in Mathematics (GRAD)
• 2S1 Technical Skill Attainment (TSA)
• 3S1 School Completion
• 4S1 Student Graduation Rates (MN 4-year Graduation
Rate, prior year)
• 5S1 Placement (MOHE Match)
• 6S1 Nontraditional Participation
• 6S2 Nontraditional Completion
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Reports
• Other Reports (current year)
– Career Cluster Report (1 page)
by the 16 career clusters
Includes unduplicated counts
– Program Report (3 pages)
6 digit program codes
Only reported for approved programs
– Course Report (42 pages)
6 + 2 digit course codes
Provides overall duplicated counts and unduplicated total
• Duplicated and Unduplicated Data are specified in each
report
• Data by school, district, consortium, state
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Reporting Categories
• All data reported out by:
– Gender (MARSS, Female/Male)
– Ethnicity (7 codes as of 2011 data)
1) American Indian or Alaskan Native, 2) Asian, 3) Hispanic,
4) Black, Non-Hispanic, 5) White, Non-Hispanic, 6) Hawaiian/
Pacific Islander, 7) Multiracial
– Special Populations
1.
2.
3.
4.
5.
6.
7.
Individuals with Disabilities (MARSS, SEES codes: 4, 6, 9)
Economically Disadvantaged (MARSS, Econ codes: 1, 2)
Nontraditional Enrollees (from P-file)
Single Parents (self-reported)
Displaced Homemakers (Federal definition, self-reported)
Limited English Proficiency (MARSS: Y/N)
Migrant (MARSS until 2013-14; different department this SY2014-15)
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Carl D. Perkins Record Layout 2014
DATA ELEMENT
School Year
School District
District Type
School Number
MARSS ID Number
Program Code
Course Code
Course Length in Minutes
Grade Received
Teen (single) Parent
Displaced Homemaker
Is a TSA Given
Student Proficiency
Last Name
First Name
Middle Name
Suffix
Gender
Date of Birth
LENGTH
2
4
2
3
13
6
2
5
1
1
1
1
1
40
40
40
04
01
08
POSITION
1–2
3–6
7–8
9 – 11
12 – 24
25 – 30
31 – 32
33 – 37
38
39
40
41
42
43 – 82
83 - 122
123 - 162
163 - 166
167
168 - 175
VALID DATA
Numeric
Numeric
Numeric
Numeric
Numeric
Numeric
Numeric
Numeric
P or N
Y/N
Y/N
Y/N
P/N
Alpha
Alpha
Alpha
Alpha/
Numeric
M or F
Numeric
FILL/JUSTIFICATION
Right Justify, leading zero fill
Right Justify, leading zero fill
Right Justify, leading zero fill
Right Justify, leading zero fill
Right Justify, leading zero fill
Right Justify, leading zero fill
Right Justify, leading zero fill
Right Justify, leading zero fill
Proficient/Non-Proficient
Default to N
State Approved TSA given in class
IF Line 41=Y then student P or N
Left justify, fill with spaces to end
Left justify, fill with spaces to end
Left justify, fill with spaces to end
Left justify, fill with spaces to end
yyyymmdd
Data Record Example:
1428530104000000000000001407101504840PNNYPLASTNAME FIRSTNAME MIDDLENAME
SUFXGYYYYMMDD
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Definitions
• Participant
100 hours or more in one career field
• Concentrator
240 hours or more in one career field
• Secondary Completer
A concentrator who graduates
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1S1 Academic Attainment in Reading/
Language Arts*
•
Number of CTE Concentrators who have met the
proficient or advanced level on the Statewide high
school reading/language arts assessment
administered by the State under Section 1111(b)(3) of
Numerator
the Elementary and Secondary Education Act (ESEA)
as amended by the No Child Left Behind Act based on
the scores that were included in the State’s
computation of adequate yearly progress (AYP) and
who, in the reporting year, left secondary education.
__________________________________________
•
Denominator
Number of CTE Concentrators who took the ESEA
assessment in reading/language arts whose scores
were included in the State’s computation of AYP and
who, in the reporting year, left secondary education.
*Based on the GRAD
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1S2 Academic Attainment in Mathematics*
•
Numerator
Number of CTE Concentrators who have met the
proficient or advanced level on the Statewide high
school mathematics assessment administered by the
State under Section 1111(b)(3) of the (ESEA) as
amended by the No Child Left Behind Act based on
the scores that were included in the State’s
computation of adequate yearly progress (AYP) and
who, in the reporting year, left secondary education.
___________________________________________
•
Denominator
Number of CTE Concentrators who took the ESEA
assessment in mathematics whose scores were
included in the State’s computation of AYP and who, in
the reporting year, have left secondary education.
*Based on the GRAD
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GRAD Testing: 1S1 & 1S2 reports
Dec 2015 is the last year of using the GRAD assessment to report 1S1 & 2S1
REPORT:
REPORT:
REPORT:
REPORT:
DEC 2017
DEC 2016
DEC 2015
DEC 2014
SCHOOL YEAR
2016-17
SCHOOL YEAR
2015-16
SCHOOL YEAR
2014-15
SCHOOL YEAR
2013-14
12th graders
have taken
Reading &
Math GRAD
SCHOOL YEAR
2012-13
11th grade
Math GRAD
education.state.mn.us
SCHOOL YEAR
2011-12
10th grade
Reading GRAD
SCHOOL YEAR
2010-11
9th
SCHOOL YEAR
2016-17
8th
10
GRAD Testing: 1S1 & 1S2 reports
Dec 2015 is the last year of using the GRAD assessment to report 1S1 & 2S1
REPORT:
REPORT:
REPORT:
REPORT:
DEC 2017
DEC 2016
DEC 2015
DEC 2014
SCHOOL YEAR
2016-17
SCHOOL YEAR
2015-16
SCHOOL YEAR
2014-15
SCHOOL YEAR
2013-14
12th
SCHOOL YEAR
2012-13
SCHOOL YEAR
2011-12
SCHOOL YEAR
2010-11
SCHOOL YEAR
2016-17
12th graders
have taken
Reading &
Math GRAD
11th grade
Math GRAD
10th grade
Reading GRAD
9th
8th
12th graders
have taken
Reading &
Math GRAD
11th grade
Math GRAD
10th grade
Reading GRAD
9th
8th
7th
11th ACT plus
Writing
10th
9th
8th
7th
6th
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GRAD Testing: 1S1 & 1S2 reports
Dec 2015 is the last year of using the GRAD assessment to report 1S1 & 2S1
REPORT:
REPORT:
REPORT:
REPORT:
DEC 2017
DEC 2016
DEC 2015
DEC 2014
SCHOOL YEAR
2016-17
SCHOOL YEAR
2015-16
SCHOOL YEAR
2014-15
SCHOOL YEAR
2013-14
SCHOOL YEAR
2012-13
SCHOOL YEAR
2011-12
SCHOOL YEAR
2010-11
SCHOOL YEAR
2016-17
12th graders
have taken
Reading &
Math GRAD
11th grade
Math GRAD
10th grade
Reading GRAD
9th
8th
12th graders
have taken
Reading &
Math GRAD
11th grade
Math GRAD
10th grade
Reading GRAD
9th
8th
7th
12th
11th ACT plus
Writing
10th
9th
8th
7th
6th
12th
11th ACT plus
Writing
10th ACT Plan
and possibly
Compass
9th
8th ACT Explore
(where
available)
7th
6th
5th
11th ACT plus
Writing
10th ACT Plan
and possibly
Compass
9th
8th ACT Explore
(where
available)
7th
6th
5th
4th
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2S1 Technical Skills Attainment*
•
Numerator
Number of Secondary CTE Concentrators within Programs of Study
selected by the state for which state-approved technical skill assessment
instruments have been identified who pass any of those identified
technical skill assessment instruments pertinent to the Program of Study
in which concentrator status is obtained.
__________________________________________
•
Number of Secondary CTE Concentrators within Programs of Study
selected by the state for which state-approved technical skill assessment
instruments have been identified who attempt any of those identified
technical skill assessment instruments pertinent to the Program of Study
in which Concentrator status is obtained.
* FY11 was the first year of reporting TSA outcomes for Secondary. (Prior
Denominator
to FY11, the number of concentrators passing 2 credits within one career field was
reported.)
Assessments have been added each subsequent year. State-Approved
Technical Skill Assessments have now been identified in 60 of the 79
career pathways.
Assessments are also identified for career clusters and career fields for
programs that focus on career exploration.
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3S1 School Completion
Numerator
•
Number of CTE Concentrators who earned a regular
secondary school diploma during the reporting
year.
___________________________________________
Denominator
•
Number of CTE Concentrators who left secondary
education during the reporting year.
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4S1 Student Graduation Rates
4-year Cohort from grade 9
*Prior Year Data*
•
Numerator
Number of CTE Concentrators who, in the reporting year,
were included as graduated in the State’s computation of
its graduation rate as described in Section 1111(b)(2)(C)(vi)
of the ESEA.
___________________________________________
•
Denominator
Number of CTE Concentrators who, in the reporting year,
were included in the State’s computation of its graduation
rate as defined in the State’s Consolidated Accountability
Plan pursuant to Section 1111(b)(2)(C)(vi) of the ESEA.
Includes: 1) graduates, 2) dropouts, 3) *unknowns, and
4) *continuing
*Beginning in 2012-13, the CTE calculation was adjusted to reflect the same definition as the
calculation used by the state for 4-year graduation rate. All four categories of students are now
included in the denominator, including the 1) unknown, and 2) continuing students.
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4-year Graduation Rate
All Students
*Beginning in 2012-13, the CTE calculation was adjusted to reflect the same definition as
the calculation used by the state for 4-year graduation rate. All four categories of students
are now included in the denominator, including the 1) unknown, and, 2) continuing
students.
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4-year Graduation Rate
All Students
*Beginning in 2012-13, the CTE calculation was adjusted to reflect the same definition as
the calculation used by the state for 4-year graduation rate. All four categories of students
are now included in the denominator, including the 1) unknown, and, 2) continuing
students.
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4-year Graduation Rate
Special Education
*Beginning in 2012-13, the CTE calculation was adjusted to reflect the same definition as
the calculation used by the state for 4-year graduation rate. All four categories of students
are now included in the denominator, including the 1) unknown, and, 2) continuing
students.
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4-year Graduation Rate
Special Education
*Beginning in 2012-13, the CTE calculation was adjusted to reflect the same definition as
the calculation used by the state for 4-year graduation rate. All four categories of students
are now included in the denominator, including the 1) unknown, and, 2) continuing
students.
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4-year Graduation Rate
All Students & Special Education
*Beginning in 2012-13, the CTE calculation was adjusted to reflect the same definition as the calculation used by the state
for 4-year graduation rate. All four categories of students are now included in the denominator, including the 1) unknown,
and, 2) continuing students.
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5S1 Placement (Prior year data)
Numerator
•
Number of Secondary CTE Completers who register
as participating in higher education in a data
match through the Minnesota Office of Higher
Education
___________________________________________
Denominator
•
Number of Secondary CTE Completers.
* Note second quarter enrollment following graduation
(October-December). So for the December 2014 CAR
report we will be reporting on students who graduated
at the end of the SY2012-13
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6S1 Nontraditional Participation
Numerator
•
Numerator: Number of CTE participants from
underrepresented gender groups who participated
in a program that leads to employment in
nontraditional fields during the reporting year.
___________________________________________
Denominator
•
Denominator: Number of CTE participants who
participated in a program that leads to employment in
nontraditional fields during the reporting year.
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6S2 Nontraditional Completion
Numerator
•
Number of CTE concentrators from
underrepresented gender groups who completed a
program that leads to employment in nontraditional
fields during the reporting year.
___________________________________________
Denominator
•
Number of CTE concentrators who completed a
program that leads to employment in nontraditional
fields during the reporting year.
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Negotiated State Target vs.
Actual State Performance for SY12-13
Core Indicator
1S1 Reading
1S2 Mathematics
2S1 Technical Skill
3S1 Completion*
4S1 4-year Graduation**
5S1 Placement**
6S1 NT Participation
6S2 NT Completion
OCTAE
71.50%
44.00%
53.00%
98.50%
96.50%
50.00%
50.00%
34.50%
STATE
76.99%
53.20%
54.76%
98.44% (>88.65%)
88.03% (>86.85%)
89.87%
26.49% (>45.00%)
12.02% (>31.10%)
*Prior Year students (SY2013-14), **Prior year students, graduated SY2012-13
•
•
Red = Did not make the negotiated targets
Purple = Did not make the negotiated target, but, are within 90% of
the target, so, it does not count against us
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Negotiated State Target for
SY2013-14 and SY2014-15
Core Indicator
1S1 Reading (GRAD)
1S2 Mathematics (GRAD)
2S1 Technical Skill
3S1 Completion*
4S1 4-year Graduation**
5S1 Placement**
6S1 NT Participation
6S2 NT Completion
SY2013-14
72.00%
56.00%
53.00%
98.50%
89.00%
54.00%
27.00%
12.00%
SY2014-15
73.00%
56.00%
54.00%
98.50%
89.00%
54.00%
27.00%
12.00%
*Prior Year (SY2013-14)
**Students from SY2012-13 MOHE Data via SLEDS (Statewide Longitudinal Data System)
• Purple – Renegotiated with OCTAE March 2013 (one year)
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Data Submissions for the P-File
• March – April (Spring)
– MDE submits any changes to the Minnesota Certified Software
Vendors for character layout
– Table C – Table of Career and Technical Education Programs and
Licenses updated and posted
– Web changes completed
• May – June (Summer)
– District CTE personnel (teacher, counselor, local designated CTE
contact) should ensure that all data are available for the P-file
submission (appropriate programs/courses, course length in minutes,
proficiency status for the courses, TSA identifier, and TSA proficiency
– MDE web submission site is opened
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Data Submissions for the P-File (continued…)
• Middle of May through the middle of September
– P-files submitted to MDE via the web based submission
(*Written directions are provided to all identified district personnel who
download the data file, 1 per district)
– MARSS errors are reported back to as soon as the district downloads
their file
– Beginning in August, MDE sends out reminders of data download
status to all identified district personnel and 26 Perkins secondary
consortium coordinators
– September MDE phones all districts who have yet to complete the
data submission
– October 10, 2014:
WEB SITE NOW CLOSED FOR SY2013-14
CARL PERKINS DATA SUBMISSION
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Data Submissions for the P-File (continued…)
•
October: Updates for the FY12 MARSS data are due to MDE
•
November: Initial data is examined for accuracy
•
December: Data is due to OCTAE via EDEN
•
January: *Data Reports available for district download. Consortia
directors should ask the local district personnel for copies of the district
reports. (*Written directions are provided to all identified district personnel
who download the data file - 1 per district)
•
February: plan for changes for next fiscal year
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CTE/Perkins Web Site Resources
Career and Technical Program Administration
• http://education.state.mn.us/MDE/SchSup/CareerEdAdmin/index.html
– Perkins IV
– Program Approvals
– Transition-Disabled Programs
Carl Perkins
• http://education.state.mn.us/MDE/SchSup/DataSubLogin/CarlPerkins/ind
ex.html
– Enter System for data downloads and report retrieval
– Step-by-Step directions
– Carl Perkins Record Layout
• Go to this website for a list of Technical Skills Assessments by pathway,
http://www.cte.mnscu.edu/programs/mntsa.html
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Questions and Comments can be sent to:
[email protected]
Direct#: 651-582-8269
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Upcoming Professional Development Events
http://www.cte.mnscu.edu/events/index.html
• Annual Perkins Consortium Coordinators Meeting
November 12, 2014
Normandale Community College –Bloomington
• Fall Career & Technical Education Conference
CTE Works! Learning that Works for Minnesota
November 13, 2014
Crowne Plaza West, Plymouth, MN
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A note about CEU’s…
REMINDER: For secondary participants, Continuing Education Units
(CEU’s) will be made available for teachers for this series of webinars. In
order to get the necessary certificates you must complete the session
evaluation.
Teachers can get certificates (1 hour) within two weeks of completing the
session evaluation for today’s webinar.
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Thanks for joining us today!
We value your feedback about today’s session.
Please click on the link in the chat window now to
complete the Webinar Evaluation.
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