next generation assessments where are we? · 2015. 5. 21. · common career technical core the...

Successful Practices Network

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Next Generation Assessments

Where are we?

Revive, Survive and Thrive

BTA 2013

Carol Zygo, CTE Technical Assistance Center of NY

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CTE at a crossroads—For both academic education and career and technical

education, the next few years will be either “the best of times” or “the worst of times.”

Outstanding programs are responding by making CTE and academic education a

seamless system.

CTE Content Advisory Panel Final Report


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The Challenges

• Common Core Learning Standards (CCLS)

• Next Generation Assessments (NGA)

• Updates to CTE regulations and requirements based on

Advisory Panel Recommendations to Board of Regents


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• Align to Common Core Learning Standards

• National Career Clusters, and

• Become aware of the Common Career

Technical Core, and

• PARCC and NYSED Assessments (NGAs)

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What should we be doing to prepare for

the next steps:


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Align to Common Core Learning Standards

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Standards for

Mathematical Practice


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1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning

of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

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Standards for

Mathematical Practice


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16 National Career Cluster

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What are Career Clusters®?

• Career Clusters® are groupings of occupations and industries

• Represent knowledge and skills demanded by those industries

• Used as an organizing tool for curriculum design

• Used for career counseling and guidance

• Connect to business and industry expectations and priorities


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NY CTE STANDARDS/ CCTC/CAREER CLUSTER STANDARDS

1. Arts/Humanities

2. Business/Information

Systems

3. Engineering/Technologies

4. Health Services

5. Human and Public

Services

6. Natural and Agricultural

Sciences

1. Agriculture, Food & Natural Resources

2. Architecture & Construction

3. Arts, A/V Technology & Communications

4. Business Management & Administration

5. Education & Training

6. Finance

7. Government & Public Administration

8. Health Science

9. Hospitality & Tourism

10.Human Services

11. Information Technology

12.Law, Public Safety, Corrections & Security

13.Manufacturing

14.Marketing

15.Science, Technology, Engineering &

Mathematics

16.Transportation, Distribution & Logistics


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Common Career Technical Core

The Common Career Technical Core (CCTC) is a

state-led initiative to establish a set of rigorous,

high-quality standards for Career Technical

Education (CTE) that states can adopt voluntarily.

The standards have been informed by state and

industry standards and developed by a diverse

group of teachers, business and industry experts,

administrators and researchers. • National Association of State Directors of Career Technical Education

Consortium (NASDCTEc)

• Use National Career Clusters™Framework


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Components of CCTC

Standards for

Career Ready Practice

• 12 practices with suggested indicators

• Positioned to be applied across the entire continuum of instruction

• Modeled after Common Core’s Standards for Mathematical Practice

Cluster- and Pathway-

Level Content Standards

• Expectations within Career

Cluster ® and Pathways that

frame a Program of Study

• Based on Validated

Knowledge and Skills

Statements

• Used to align expectations

across states


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Career Ready Practices 1. Act as a responsible and contributing

citizen and employee: – Understand obligations and responsibilities of being a member of a

community

– Think about the near-term and long-term consequences of their

actions

– Act in ways that contribute to the betterment of their teams, families,

community and workplace; be reliable and consistent

2. Apply appropriate academic and technical

skills: – Make connections between abstract concepts with real-world

applications

– Make correct insights about when it is appropriate to apply the use

of an academic skill in a workplace situation


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Career Ready Practices

3. Attend to personal health and financial

well-being: – Understand the relationship between personal health,

workplace performance and personal well-being

– Take regular action to contribute to their personal financial well-

being

4. Communicate clearly and effectively and

with reason: – Communicate thoughts, ideas and action plans with clarity,

whether using written, verbal and/or visual methods

– Skilled at interacting with others, active listener, think about

audience and prepare accordingly


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Career Ready Practices 5. Consider the environmental, social and

economic impacts of decisions: – Understand the interrelated nature of actions and make decisions

that positively impact and/or mitigate negative impact on others

– Utilize new technologies, procedures, materials and regulations

6. Demonstrate creativity and innovation: – Think of ideas that solve problems in new/different ways, discern

which ideas/suggestions will add greatest value

– Seek new methods and ideas from a variety of sources and seek

to apply those ideas to own workplace


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7. Employ valid and reliable research

strategies: – Use reliable research process to search for new information

– Evaluate validity of sources when considering use and adoption

of external information or practices

8. Utilize critical thinking to make sense of

problems and persevere in solving them: – Recognize problems in the workplace, understand the nature of

the problem, and devise effective plans to solve the problem


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9. Model integrity, ethical leadership and

effective management: – Understand integrity and act on this understanding in every decision

– Use a variety of means to positively impact the direction and actions of

a team or organization, and apply insights into human behavior to

change others' actions, attitudes and/or beliefs.

10.Plan education and career paths aligned to

personal goals: – Take personal ownership of educational and career goals

– Have perspective on pathways available and time, effort, experience

and requirements to pursue each, including a path of entrepreneurship

– Seek counselors, mentors, other experts to assist in the planning and

execution of career and personal goals


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Career Ready Practices 11.Use technology to enhance productivity:

– Find and maximize productive value of technology to

accomplish workplace tasks and solve workplace problems

– Be flexible and adaptive in acquiring and using new technology;

proficient with ubiquitous technology.

12.Work productively in teams, using cultural

global competence: – Contribute to every formal/informal team

– Apply awareness of cultural differences to avoid barriers to

productive and positive interaction and increase the contribution

of all team members

– Plan and facilitate effective team meetings.


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Business Management &

Administration Career Cluster™ (BM)

1.Utilize mathematical concepts, skills and problem solving to obtain

necessary information for decision-making in business.

2.Describe laws, rules and regulations as they apply to effective business

operations.

3.Explore, develop and apply strategies for ensuring a successful business

career.

4.Identify, demonstrate and implement solutions in managing effective

business customer relationships.

5.Implement systems, strategies and techniques used to manage

information in a business.

6.Implement, monitor and evaluate business processes to ensure efficiency

and quality results.

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Marketing Career Cluster™ (MK) 1.Describe the impact of economics, economics systems and entrepreneurship on

marketing.

2.Implement marketing research to obtain and evaluate information for the creation

of a marketing plan.

3.Plan, monitor, manage and maintain the use of financial resources for marketing

activities.

4.Plan, monitor and manage the day-to-day activities required for continued

marketing business operations.

5.Describe career opportunities and the means to achieve those opportunities in

each of the Marketing Career Pathways.

6.Select, monitor and manage sales and distribution channels.

7.Determine and adjust prices to maximize return while maintaining customer

perception of value.

8.Obtain, develop, maintain and improve a product or service mix in response to

market opportunities.

9.Communicate information about products, services, images and/or ideas to

achieve a desired outcome.

10.Use marketing strategies and processes to determine and meet client needs and

wants.

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Finance Career Cluster (FN)

Accounting Career Pathway (FN-ACT)

1.Describe and follow laws and regulations to manage

accounting operations and transactions.

2.Utilize accounting tools, strategies and systems to plan,

monitor, manage and maintain the use of financial

resources.

3.Process, evaluate and disseminate financial information

to assist business decision making.

4.Utilize career-planning concepts, tools and strategies to

explore, obtain and/or develop an accounting career.

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Agriculture, Food & Natural Resources Career

Cluster™ (AG) Agribusiness Systems Career Pathway (AG-BIZ)

1. Apply management planning principles in AFNR

businesses.

2. Use record keeping to accomplish AFNR business

objectives, manage budgets, and comply with laws and

regulations.

3. Manage cash budgets, credit budgets and credit for an

AFNR business using generally accepted accounting

principles.

4. Develop a business plan for an AFNR business.

5. Use sales and marketing principles to accomplish AFNR

business objectives. 30


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Career Cluster TM

Business

Management &

Administration

BM 1 Utilize mathematical

concepts, skills and

problem solving to obtain

necessary information for

decision-making in

business.

1. Solve mathematical

problems using numbers

and operations.

* Recognize relationships among numbers.

* Employ mathematical operations.

* Evaluate and perform computations successfully.

* Predict reasonable estimations.

2. Apply algebraic skills to

make business decisions.

* Recognize patterns and mathematical relations.

* Use algebraic symbols to represent, solve, and analyze

mathematical problems.

* Construct mathematical models from real-life situations.

* Represent changes in quantities mathematically.

* Determine rate of change mathematically.

* Interpret graphical and numerical data.

3. Employ measurement

skills to make business

decisions.

* Recognize measurable attributes of objects.

* Assess measurements correctly.

4. Perform data analysis to

make business decisions.

* Formulate questions effectively.

* Select and organize relevant data.

* Organize useful data.

* Express answers to questions appropriately.

* Employ appropriate statistical methods in data analysis.

* Develop and evaluate inferences and predictions.

* Apply basic concepts of probability.

5. Evaluate the accuracy of

mathematical responses

using problem-solving

techniques.

* Identify problem-solving techniques.

* Model a variety of problem-solving strategies.

* Review and adjust problem-solving strategies,

when needed.

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Common Career Technical Core


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The Partnership for Assessment of

Readiness for College and Careers


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Assessments

• Assessment Blueprints are created to inform educators as to which

standards are assessed and their weight on the assessment.

• Next Generation Assessments will be aligned to the CCSS, be more

rigorous and relevant, include more student-generated artifacts, and

be taken online.

Related Websites:

• http://www.p12.nysed.gov/apda/pub/ia-tr-rv.pdf

• http://parcconline.org/parcc-assessment-design

• http://parcconline.org/parcc-assessment

• http://gearingup.wikispaces.com/file/view/PerformanceAssessment_sample.pdf

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http://www.p12.nysed.gov/apda/pub/ia-tr-rv.pdf






http://parcconline.org/parcc-assessment




http://gearingup.wikispaces.com/file/view/PerformanceAssessment_sample.pdf

http://gearingup.wikispaces.com/file/view/PerformanceAssessment_sample.pdf


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46 States + DC Have Adopted the

Common Core State Standards

*Minnesota adopted the CCSS in ELA/literacy only


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Partnership for Assessment of

Readiness for College and Careers

(PARCC)


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• Increases in Rigor – The CCSS are

back-mapped, grade-by-grade, from

college and career readiness. Many of the

questions on the Common Core

assessments are more advanced and

complex than those found on prior

assessments that measured prior grade-

level standards

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• Focus on Text – To answer ELA questions

correctly, students will need to read and analyze

each passage completely and closely, and be

prepared to carefully consider responses to

multiple-choice questions. For constructed

response items, students will need to answer

questions with evidence gathered from rigorous

literature and informational texts. Some texts will

express an author’s point of view, with which not

all readers will agree.

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• Depth of Math – Students will be

expected to understand math

conceptually, use prerequisite skills with

grade-level math facts, and solve math

problems rooted in the real-world, deciding

for themselves which formulas and tools

(such as protractors or rulers) to use.

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PARCC Timeline

SY 2011-12

Development begins

SY 2012-13

First year pilot/field

testing and related research

and data collection

SY 2013-14

Second year pilot/field

testing and related research

and data collection

SY 2014-15

Full administration of

PARCC assessments

SY 2010-11

Launch and design phase

Summer 2015

Set achievement levels, including

college-ready performance

levels


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Charge to CTE Advisory Panel

…to develop recommendations for

strengthening the CTE K-12

learning continuum that forms the

instructional base for a CTE

graduation pathway.

Memo of Dec. 18, 2012 to P-12 Education Committee from

Ken Slentz 49


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Recommendations

Define College and Career Readiness and

associated outcomes through the lens of CTE

by articulating, amongst other possibilities, the

following in regulation and guidance:

• the proficiency requirements in academic skills through Regents exams

and other Department-approved alternative assessments that

demonstrate the ability to succeed and persist in postsecondary

education;

• the process for achieving an industry (or other recognized) credential

based on industry standards awarded as a result of successfully passing

a nationally-recognized technical assessment ;


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• what evidence of the command of transferable workplace-

ready skills (e.g. demonstrated achievement of Career

Development Occupational Studies (CDOS/Common

Career Technical Core Standards) should be

demonstrated;

• the process for attaining postsecondary advanced standing

or credit in at least one subject/discipline; and

• how to develop and document the attainment of knowledge

and skills required by the Common Core State Standards

via current career-path plans.

Common Career Technical Core Standards are nationally recognized Common Core-aligned standards

developed by the National Association of State Directors of Career and Technical Education consortium

http://www.careertech.org/career-technical-education/cctc/info.html

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Review the rigor, relevance and application of the CDOS

standards through the lens of College and Career

Readiness to create greater transparency and visibility

through the following actions:

• reviewing and aligning CDOS standards to Common Core State

Standards/Common Career Technical Core Standards in the context

of the recognized 16 career clusters;

• emphasizing K-12 career readiness planning and development;

• adding career readiness measures to student report cards starting in

middle grades based on state-developed criteria;

• identifying and sharing multiple and innovative models of curriculum

(through modules, units, lessons) and instruction at the middle level

and high school;

• providing sustained career ready-related professional development

to P-12 and higher education institutions; and

• requiring easily transferable electronic portfolio career plans (and

planning) for all students.

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Increase opportunities for early and equitable

access to quality College and Career Ready

aligned CTE programs by:

• providing a process to create incentives for the development of

innovative programs that follow the blueprint for the reauthorization

of the federal Carl D. Perkins Act;

• providing tools and processes to align current CTE courses and

programs to the Common Core;

• developing a series of exemplars/models for broader middle level

CTE and integrated courses for academic credit in grades 9 and 10

to generate and sustain student interest in a career pathway;

• increasing the potential for student engagement by providing more

flexibility that would allow school districts to substitute CTE courses

for other graduation requirements (e.g.: greater and earlier access to

integrated course work).

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Review assessment design, including

formative, interim and summative

assessments and consider:

• including items with career readiness components and

applications of knowledge;

• measuring applied career readiness across all curricular

areas; and

• requiring, in line with the science Regents exam model,

that students complete a career project related to that

discipline before sitting for the exams in math, social

studies and ELA

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Reinforce existing regulations and training

for career counseling with both in-service

and pre-service levels by having all students

utilize a career planning tool such as Career

Zone starting as early in their education as

practical

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Web Site Resources

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• Aligning CTE with CCSS

• CCTC

• National Career Clusters

• NGAs

• And much more

http://www.nyctecenter.org/


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Thank You! And remember to visit

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and

www.engageny.org

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next generation assessments where are we? · 2015. 5. 21. · common career technical core the...

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