The New Carl D. Perkins Career and Technical Education Improvement ACT and how NOCTI can help your s

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The New Carl D. Perkins Career and Technical
Education Improvement ACTand how NOCTI can help
your state with implementation

• Now with annotations from ACTEs Official Guide
  to the Perkins Act of 2006
• AND
• OVAEs Guide for the Submission of State Plans

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The Real NOCTI, And Why We Are Unique

• Membership-driven organization with NO membership
  fee (ALL states are members)
• Not-for-Profit - 501C3
• Technical performance testing
• National scope of work
• Question bank derived from industry sources
• Integrated academics reporting
• Quick score report turn-around (2 weeks)

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An Overview of the presentation

• How did we get here?
• Section 113 Accountability (ACTE pp. 20-23)
  (OVAE pp.19-21)
• Section 122 State Plan (ACTE pp. 38-44) (OVAE
  pp.12-15)
• Section 124 State Leadership (ACTE pp. 47-52)
• Section 134 Local Plan (ACTE pp. 54-57)
• Section 135 Local Uses of Funds (ACTE pp. 57-62)

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Perkins

• The largest source of federal funding to
  secondary education nationwide
• House and Senate bipartisan unanimous (almost)
  approval
• Presidential signature

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Perkins A Shift in Focus

• Entry level isnt good enough
• Articulations based on institutions not faculty
• Strong focus on technical assessment
• Strong focus on increased rigor
• States will negotiate baselines with locals
• Improvement plansfunding loss
• Model sequences career pathways
• Every local must implement at least one pathway
• Emphasis on the role of data in making decisions

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Section 113 Accountability (Secondary Indicators)

• measures must be valid and reliable and include
  at a minimum challenging academic standards and
  attainment of skill proficiencies, including
  achievement on technical assessments that are
  aligned with industry recognized standards
  b.2.A
• (ACTE p 20 top paragraph and bullet 2)
• (OVAE p 20 3)

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Section 113 Accountability (Secondary Indicators)

• NOCTIs standardized assessments
• nationally validated
• high reliability
• industry-based standards
• include written (cognitive) and performance
  (psychomotor) technical assessments
• some meshed with industry association
  certification
• may be customized to reflect differences within
  your states attainment of skill proficiencies
• essential for helping to fill high skill, high
  wage, and high demand occupations.

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A Comprehensive Solution
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Gauge Employability Skills
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Industry Certifications Relationships/Partnership
s
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Industry CertificationsRelationships/Partnership
s
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Industry CertificationsRelationships/Partnership
sIn Progress
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Section 113 Accountability (Post-Secondary
Indicators)

• measures must be valid and reliable and include
  at a minimum challenging career and technical
  skill proficiencies, including student
  achievement on technical assessments that are
  aligned with industry recognized standards.
  NOCTIs standardized assessments
• (ACTE p 21 bullet 1 and 2)
• (OVAE p 20 3)

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Section 113 Accountability (Post-Secondary
Indicators)

• nationally validated
• High reliability
• industry-based standards
• include written (cognitive) and performance
  (psychomotor) technical assessments
• some meshed with industry association
  certification
• Two levels of testing available
• Separated data base and norms from secondary
  populations on standardized assessments
• essential for helping to fill high skill, high
  wage, and high demand occupations.

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Types of Assessments

• Standardized
• Developed and maintained by NOCTI
• Written and Performance Components
• Online or paper/pencil delivery

• Customized
• Developed to meet customer needs (based on
  standards, frameworks or pathways)
• Written and Performance Components
• Online or paper/pencil delivery

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Two Levels of Assessments

• Job Ready
• Technical Program Completer
• No Field Experience
• Written and Performance Components
• Online or paper/pencil delivery

• Experienced Worker
• Technical Program Completer
• Five Years of Field Experience
• Written and Performance Components
• Online or paper/pencil delivery

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Section 122 State Plan

• How a state will approve eligible recipients for
  funds includes an ability to promote
  continuous improvement in academic achievement,
  promote continuous improvement of technical skill
  attainment c.1.F
• NOCTI can provide
• Pre-tests and Post-tests
• Gap analysis reports
• Data driven curriculum improvement
• Online professional development
• Experienced worker (teacher certifications)
• (ACTE p 40, 41 bullet 3, 6, and 7)
• (OVAE p 13 (f) ii)
• NOCTI can assist in teacher preparation/retention
  as well
• (OVAE p 14 3 (a, b, c))
• (OVAE p 15 4 (b))

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Lexile Project and Academic Achievement
Helps states make the connection
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Showing Academic Achievement
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Showing Continuous Improvement
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Section 124 State Leadership (Required
Activities)

• developing, improving, or expanding the use of
  technology (ACTE p 47 third line)
• professional development programs (ACTE p 47
  seventh section)
• effective integration of challenging academics
  (ACTE p 47 last line) (OVAE p 12 (a) ii)
• effective use of scientifically- based data
  (ACTE p 48 third bullet)
• improving student achievement (ACTE p 48 fifth
  bullet)
• supporting partnerships (ACTE p 50 third
  section)

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Section 124 State Leadership (Required
Activities)

• NOCTI can help with
• branded state assessment sites expanding your
  technology
• Data driven curriculum improvement
• Integrated academic reporting
• Customized score reports (solid reliable data)
• Secondary to Postsecondary gap analysis
• Professional development speakers

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Section 124 State Leadership (Allowable
Activities)

• initiatives to facilitate the transition of
  sub-baccalaureate into baccalaureate programs
  (ACTE p 51 first bullet)
• improving or developing new CTE courses or
  initiatives (ACTE p 50 last section)
• awarding incentive grants (ACTE p 51 fourth
  paragraph)
• supporting entrepreneurship programs (ACTE p 52
  fourth section)
• valid and reliable assessment development (ACTE
  p 52 fifth section)
• enhancing data system (ACTE p 52 sixth section)
• Credit for assessments
• Custom assessment development
• Seamless reporting to data systems

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What can assessment do for you?

• Check Competence

• Monitor Progress

• Gauge Training Effectiveness

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Section 134 Local Plan

• describe the process that will be used to
  evaluate and continuously improve the
  performance b.7 (ACTE p 87 seventh checkbox)
• Pre-tests and Post-tests
• Gap analysis reports
• Data driven curriculum improvement
• Online or in-person professional development
• nationally validated
• high reliability
• industry-based standards
• includes written (cognitive) and performance
  (psychomotor)
• some meshed with industry association
  certification

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Section 135 Local Uses of Funds

• provide professional development programs that
  are consistent with section 122 b.5 (ACTE p 57
  third paragraph)
• develop and implement evaluations of the career
  and technical education programs carried out with
  funds under this title b.6 (ACTE p 86 item 6)
• Pre-tests and Post-tests
• Gap analysis reports
• Data driven curriculum improvement
• Online professional development
• National, state, and local comparative reports

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We Can Help You Avoid the Pitfalls of Technical
Assessment
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Proof of Effectiveness

• Pennsylvania Bureau of Career Technical
  Education distributed a survey to schools using
  NOCTI assessments. Survey results indicate
• At least 80 of teachers believe that NOCTI
  results reliably reflect student ability
• 98 indicated that NOCTI scores accurately
  reflect student performance

• March 2006 Pennsylvania State Board of Career
  Technical Education