Ohio School Improvement Institute November 15, 2007

1. Career-Technical Education AccountabilityOhio Department of EducationSharon EnrightDave OzvatErica Cheyney Ohio School Improvement InstituteNovember 15, 2007 1

2. ac·count·a·bil·i·ty • the state of being accountable, liable or answerable • Education. a policy of holding schools and teachers accountable for students’ academic progress by linking such progress with funding for salaries, maintenance, etc. 2

3. Who is here? • Grade levels you work with – High school? Middle school? Other? • District type – City? Local? Exempted Village? JVSD? 3

4. What do you know about CTE Accountability? • What Federal law guides CTE accountability? • What students is CTE accountable for? • What indicators of performance is CTE accountable for? • What entity is accountable for CTE indicators of performance? • How are performance targets determined? • Are there sanctions for not meeting performance targets? If so, how does it work? 4

5. Out with the Old PerkinsIII… 5

6. In with the New PerkinsIV (under construction) 6

7. CTEAccountability 7

8. Student Definitions • CTE Participant • CTE Concentrator NOTE: In Perkins IV, there is no longer a CTE Completer. When collecting follow-up data in FY2008, must follow up withCTE Concentrators who left secondary educationin FY2007. 8

9. Secondary CTE Participant A secondary student who has earned credit in one (1) or more courses in any career and technical education (CTE) workforce development program area. 9

10. Secondary CTE Concentrator A secondary student who has completed a minimum of 50% of the high school credits allowed for a single career and technical education (CTE) workforce development program (e.g., health sciences or marketing), and has enrolled for additional credit at the secondary level.NOTE:Guidance provided 10

11. SecondaryCore Indicators of Performance Accountability begins in FY2008 for: • Academic Achievement – Ohio’s NCLB assessments (OGT) • Reading (1S1) and • Mathematics (1S2) Cumulative passage – By the time CTE concentrators leave secondary education • Graduation Rates (4S1) – NCLB calculations 11

12. SecondaryCore Indicators of Performance Accountability Begins in FY2009 for: • Technical Skill Attainment (2S1) – Industry standards when possible • Secondary School Completion (3S1) – (I) a diploma, (II) a GED, (III) a proficiency credential in conjunction with a diploma • Placement in postsecondary, military or employment (5S1) • Nontraditional Participation (6S1) and Completion (6S2) 12

13. State SecondaryIndicators of Performance (17) • State Academic Achievement (3) – Reading, Mathematics, Science – State cumulative passage rates (Concentrators) • On-time Academic Achievement (3) – Reading, Mathematics, Science – Comparable to State 10th grade passage rates (Participants) • Academic Assessment Retake Passage Rate (3) – Reading, Mathematics, Science – Of students who did not pass in 10th grade, cumulative passage rate (Concentrators) 13

14. State Adjusted Levels of Performance (Performance Targets) • Academic Achievement – • FY2008 • Reading (1S1) – 85.0% • Mathematics (1S2) – 80.0% • FY2009 • Reading (1S1) – 87.0% • Mathematics (1S2) – 83.0% • Student Graduation Rates (4S1) – Same as Ohio’s NCLB targets • FY2008 – 73.6% • FY2009 – 73.6% 14

15. State SecondaryIndicators of Performance (17) • State Graduation Rate (1) – Calculated same as Core Indicator 4S1, State performance target (Concentrators) • Dropout Rates (2) – Calculated on Participants and on Concentrators • Technical Skill Assessment Participation Rate (1)– Percent of students assessed when State assessments available (Concentrators) 15

16. State SecondaryIndicators of Performance (17) • Placement,Status Known (1) – Same as Perkins III State indicator (Concentrators) • Placement,Postsecondary (1)– Same as Perkins III State indicator (Concentrators) • Completion of Course Awarding Postsecondary Credit – Same as Tech Prep indicator (Concentrators) – FY2010 • Industry Certificate or License – Same as Tech Prep indicator (Concentrators) – FY2010 16

17. Performance Targets • Perkins Core Indicators of Performance – • State must negotiate performance targets with USDE (with input of CTPDs) • CTPDs must negotiate performance targets with the State (ODE) • State Indicators of Performance – • State must inform USDE of performance targets (with input of CTPDs) • Will CTPDs negotiate performance targets with the State? TBD • Continuous improvement expected 17

18. SANCTIONSFailure to Meet Performance Targets: Improvement Plans • If at least 90% of performance target on any Perkins core indicator is not met: • Improvement plan must be developed • Must contain analysis of disaggregated data • Must address performance gaps • Improvement plan must be implemented • State will provide technical assistance 18

19. Failure to Meet Performance Targets: Subsequent Action • If… • Improvement plan is not implemented OR • Fails to make any improvement within a year after implementing plan OR • Fails to meet 90% of performance target 3 years in a row • Then…Perkins funds may be withheld (fully or partially) • Withheld funds must be used to help students achieve higher performance 19

20. Sample CTE Performance Data Dave Ozvat Erica Cheyney 20

21. Questions – Using CTE Data for Improvement • Did the district meet the target for each performance indicator? • Which indicator will require the district to write an improvement plan? • Look at the disaggregated data.  Which subgroups are not performing well? • What kind of strategies could be used to improve performance of these underperforming subgroups? • What are some of the challenges for a CTPD made up of multiple districts?  What solutions could be put in place? 21

22. Discussion & Questions on CTE Accountability 22