using cte/perkins data to drive program improvement

CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent of Public Instruction

Using CTE/Perkins Data to drive Program Improvement

Program and Administrative Support OfficeCalifornia Department of Education

TOM TORLAKSONState Superintendent of Public Instruction

Outline

1.What data is collected?

2.How to use it to drive program improvement.


Legal RequirementsAccountability Measures• Academic Attainment• Technical Skill

Attainment• Program Completion• Program Placement• Non-Traditional

Participation/ Completion


Legal Requirements

Appendix K

• 5 Accountability Measures – 8 “Core Indicators”

• Monitoring Process


Eleven CTE System Elements


Data Timeline

July 1

E1

Oct 15

E-1 Closes

CDE-20 Due

Jan 1

E-2

Mar 15

E-2 Closes

CDE-21 Due

E-1 – CTE Enrollment Report

Collects Data for 7 of 8 (4 of 5) required elements




Data Timeline

July 1

E1

Oct 15

E1 Closes

CDE-20 Due

Jan 1

E2

Mar 15

E-2 Closes

CDE-21 Due

June 1 – Notification letter to LEA receiving Perkins the Prior Year to Superintendent

and CTE Coordinator

September 15 – Reminder Letter sent to LEA

October 15 – Letter sent to LEA who do not complete report (Extend system until Nov

30)

December 1 – Letter sent to LEA who did not complete report requesting prior year funds, current year funds placed on hold

June 1 – Notification letter to LEA receiving Perkins the Prior Year to Superintendent

and CTE Coordinator

September 15 – Reminder Letter sent to LEA

October 15 – Letter sent to LEA who do not complete report (Extend system until Nov

30)

December 1 – Letter sent to LEA who did not complete report requesting prior year funds, current year funds placed on hold






Secondary – Section 131

Core Indicator

Definition

1S1Academic

Attainment- Reading/

Language Arts

Numerator: Sum of 12th grade CTE concentrators with valid scores who have met the proficient or advanced level on the reading/language arts portion of the California High School Exit Exam (CAHSEE). (F)Denominator: Sum of 12th grade CTE concentrators with valid scores on the reading/language arts portion of the California High School Exit Exam (CAHSEE). (E)

1S2Academic

Attainment- Mathematics

Numerator: Sum of 12th grade CTE concentrators with valid scores who have met the proficient or advanced level on the mathematics portion of the California High School Exit Exam (CAHSEE). (G)Denominator: Sum of 12th grade CTE concentrators with valid scores on the mathematics portion of the California High School Exit Exam (CAHSEE). (E)

Core Indicator Definition

2S1Technical Skill

Attainment

Numerator: Sum of CTE concentrators enrolled in a capstone CTE course who received an “A”, “B”, or “C” grade in the course, or received an industry recognized certification, or passed an end of program assessment aligned with industry-recognized standards. (D)Denominator: Sum of CTE concentrators enrolled in a capstone CTE courses during the reporting year. (C)

3S1Secondary School

Completion

Numerator: Sum of 12th grade CTE concentrators who earned a high school diploma, or other state-recognized equivalent (including recognized alternative standards for individuals with disabilities). (H)Denominator: Sum of 12th grade CTE concentrators who left secondary education during the reporting year. (E)

4S1Student

Graduation Rate

Numerator: Sum of 12th grade 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.(Same as 3S1)Denominator: Sum of 12th grade 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 Accounting Plan pursuant to Section 1111(b)(2)(C)(vi) of the ESEA.



5S1Secondary Placement

Numerator: Sum of 12th grade CTE concentrators who left secondary education during the reporting year and entered postsecondary education, advanced training, military service, or employment as reported on a survey six months following graduation. (Calculated using E2)Denominator: Sum of 12th grade CTE concentrators who left secondary education during the reporting year and responded to a follow-up survey.

6S1Non-traditional

Participation

Numerator: Sum or CTE participants from underrepresented gender groups who were enrolled in a program sequence that leads to employment in nontraditional fields. (A - underrepresented gender)Denominator: Sum of all CTE participants enrolled in a program sequence that leads to employment in nontraditional fields. (A - all non-traditional)

6S2Non-traditional

Completion

Numerator: Sum of CTE concentrators from underrepresented gender groups enrolled in a capstone CTE course that leads to employment in a nontraditional field who received an “A”, “B”, or “C” grade in the course, or received an industry recognized certification, or passed an end of program assessment aligned with industry-recognized standards. (D)Denominator: Sum of all CTE concentrators enrolled in a capstone CTE course that leads to employment in nontraditional fields. (C)



Adult – Section 132


1A1Technical Skill

Attainment

Numerator: Number of adult CTE concentrators enrolled in a capstone CTE course who passed an end of program assessment or earned a competency certificate during the reporting year. (E)Denominator: Number of adult CTE concentrators enrolled in a capstone CTE course who took an end of program assessment or who were eligible to earn a competency certificate in a CTE program. (D)

2A1Credential,

Certificate, or Degree

Numerator: Number of adult CTE concentrators enrolled in a capstone CTE course who earned an industry-recognized credential, certificate, degree, or completed a transfer program. (F)Denominator: Number of adult CTE concentrators who were enrolled in a capstone CTE course. (C)


Adult – Section 132


4A1Student Placement

Numerator: Number of adult CTE concentrators who left adult education and enrolled in postsecondary education, advanced training, entered military service, or employment as reported on a survey six months following the program year.(Calculated using E2)

Denominator: Number of adult CTE concentrators who left adult education during the reporting year and responded to a follow-up survey.

5A1Non-traditional

Participation

Numerator: Number of adult CTE participants from underrepresented gender groups enrolled in a program sequence that leads to employment in nontraditional fields. (A - underrepresented gender)Denominator: Number of all adult CTE participants enrolled in a program sequence that leads to the employment in nontraditional fields. (A - all non-traditional)

5A2Non-traditional Completion

Numerator: Number of adult CTE concentrators from underrepresented gender groups enrolled in a capstone CTE course that leads to employment in nontraditional fields who passed an end of program assessment or earned a competency certificate (E)Denominator: Number of adult CTE concentrators enrolled in a capstone CTE course that leads to employment in nontraditional fields who took an end of program assessment or who were eligible to earn a competency certificate. (D)


Core Indicator Calculation


Data Timeline

July 1

E-1

Oct 15

E-1 Closes

CDE-20 Due

Jan 1

E2

Mar 15

E-2 Closes

CDE-21 Due

E-2 – CTE Placement Report

Collects Data for 1 of 8 (5) required elements




Data Timeline

July 1

E1

Oct 15

E-1 Closes

CDE-20 Due

Jan 1

E2

Mar 15

E-2 Closes

CDE-21 Due

November 15 – Notification letter to LEA receiving Perkins the Prior Year to

Superintendent and CTE Coordinator

February 15 – Reminder Letter sent to LEA

March 16 – Letter sent to LEA who do not complete report (Extend system until

April 30)

April 30 – Letter sent to LEA who did not complete report requesting prior year

funds, current year funds placed on hold

November 15 – Notification letter to LEA receiving Perkins the Prior Year to

Superintendent and CTE Coordinator

February 15 – Reminder Letter sent to LEA

March 16 – Letter sent to LEA who do not complete report (Extend system until

April 30)

April 30 – Letter sent to LEA who did not complete report requesting prior year

funds, current year funds placed on hold






Example: River City Tech

3 pathways: Auto, Health and Arts Media

Auto 1 Auto 2 Participants Concentrators12 Grade

Concentrators

11 12C or

BetterMale 50 25 10 10 18 95 20 10Female 12 6 0 4 4 22 4 4

Intro to Health Careers

Hospital Occupations II

11 12C or


Intro to Design Animation

11 12C or


Male 3 19 22 22 22 19Female 4 7 11 11 11 7

121 571 126 94

Media and Design Arts

Digital Animation

3D Modeling

River City Tech

Rop Auto Internship (Jiffy Lube and America Tire)

Certified Nursing Assitant

Theraputic Services

TotalsVehicle Maintence Service and Repair


Participants Concentrators12 Grade Concentrators

C or Better18 95 20 10 1S1 Cahsee Proficient 37 39.36%

4 22 4 4 ELA 12th Gr Concentrators 94

1S2 Cahsee Proficient 39 43.82%Math 12th Gr Concentrator 89

C or Better9 46 9 6 2S1 Concentrator C or above 121 96.03%

29 155 30 25 Capstone Concentrator 126

3S1 12th Graders Graduating 85 90.43%12th Gr Concentrator 94

9 110 10 8 4S1 Same as 3S119 110 20 15

5S1 12th Graders Placed 43 95.56%22 22 22 19 12th Gr Concentrator 4511 11 11 7

121 571 126 94 6S1 Non Trad Participants 68 21.38%Tot Part. fr non trad prog 318

6S2 NonTrad Capstone 'C' or above 13 21.67%Students in Capstone 60

Totals

River City Tech

Digital Animation

3D Modeling

Core IndicatorsRop Auto Internship (Jiffy Lube and America

Tire)

Certified Nursing Assitant


Example: River City Occupational Center for

Adults3 pathways: Ag-Ornamental

Horticulture, Arts Media-Media and Design Arts, and Building Trades


Intro to Floricuture Participants Concentrators

Took Assessm

ent

Passed Assessm

ent

Received industry

CertificateMale 10 5 5 5 5 15 5Female 45 42 42 41 41 87 42

Intro to Comp Tech

Multimedia Production

Took Passed

Received industry

CertificateMale 25 24 24 24 23 0 73 24Female 30 31 30 30 30 0 91 30

FoundationBuilding

Maint/Repair

Took Passed industry

CertificateMale 50 42 12 12 11 11 104 12Female 3 3 2 2 2 2 8 2

Male 17 14 14 14 17 17Female 0 0 0 0 0

Male 13 13 12 12 13 13Female 1 1 1 1 1 1

146 143 139 86 409 146

Mason

Carpentry

Desktop Publishing

Residential And Commercial Construction

TileSetter

River City Occupational Center

Media and Design Arts

TotalsOrnamental Horticulture

Floral design


Totals

Participants ConcentratorsTook

Assessment

Passed Assessm

ent

Received industry

Certificate5 5 5 5 15 5 1A1 CTE Concent Passed Assess. 139 97.20%

42 42 41 41 87 42Tech Skill CTE Concent Took Assess. 143

2A1 CTE Industry Certificate 86 58.90%CTE Capstone Concentrators 146


Certificate24 24 23 0 73 24 4A1 CTE Concentrators Placed 45 91.84%30 30 30 0 91 30 CTE Concentrators Left 49

Residential And Commercial Construction 5A1 Non Trad CTE Participants 24 9.80%TileSetter All CTE Participants in Non Trad 245


Certificate12 12 11 11 104 12 5A2 Non Trad Concent Pass Test 8 10.67%

2 2 2 2 8 2 Concent Took Test 75Mason

17 14 14 14 17 170 0 0 0 0 0

Carpentry13 13 12 12 13 13

1 1 1 1 1 1146 143 139 86 409 146

Media and Design ArtsDesktop Publishing

Core Indicators

Ornamental Horticulture

Floral design


Reports -The Perkins Data System


Core Indicator Detail Reports


Core Indicator Detail ReportsCore Indicator 3S1: School Completion

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

State Target = 87.56%


Instructional uses• Course Example

– Accounting Services (4600)– Links to:

13-2011.00 Accountants and Auditors

13-2031.00 Budget Analysts

13-2041.00 Credit Analysts

13-2061.00 Financial Examiners

13-2081.00 Tax Examiners, Collectors, and Revenue Agents

13-2082.00 Tax Preparers

25-1011.00 Business Teachers, Postsecondary

43-3031.00 Bookkeeping, Accounting, and Auditing Clerks


Questions?


Why?Example 20 9th graders

• 3 jobs require low skill

• 13 jobs require AA or Technical training

• 4 jobs require BA or higher

2020 Report and Labor Market info

• 6 will drop out• 6 will go directly

to work (graduate)

• 8 enroll in college– 4 drop out– 4 graduate

(Ken Gray) “other ways to win”


"We (teachers) must prepare learners for their future, not for our

past.”

David Thornburg


Thank you

Geoff [email protected]

916-323-5042Program and Administrative Support Office

California Department of Education

using cte/perkins data to drive program improvement

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