CTE Institutional and Individual Program Report Cards

Posted on Categories Accountability & Data Use

At a Glance

Monroe Career & Technical Institute (MCTI) administrators developed a rubric to measure the overall effectiveness of the institute’s Career and Technical Education (CTE) program and individual program areas.

Overview

In order to measure school-wide and program-specific effectiveness at MCTI, the rubric for the school-wide and the CTE program report cards contains seven categories:

Enrollment (3 year average): This is the percentage of students enrolled versus the capacity for the program area, AM and PM sessions combined.

NOCTI Scores (3 year average): This is the percentage of students who have scored competent or above on the end of program assessment.

Attendance (3 year average): This is the attendance percentage of the program.

Occupational Advisory Committee Participation (3 year average): This is the average number of members who have participated in the past three OAC meetings.

Transition (3 year average):  This is the percentage of students who after graduation have successfully transitioned into a related program occupation, related post-secondary major or military service.

Occupational Outlook:  This is the percentage of available jobs over the next five to 10 years in the State of Pennsylvania according to O-Net Online.

Industry Certification:  This indicates whether or not the program has an approved industry certification.

Based on the school’s/program’s performance, a set number of points is earned in each of the seven categories. The total number of points is tallied and a final Report Card total score is assigned. The administrators plan to measure the effectiveness of each CTE program on the Danielson Group Framework for Teaching using the Failing, Needs Improvement, Proficient and Distinguished ratings. The Framework for Teaching is a research-based set of components of instruction, divided into 22 components.

Supplemental data, including information about Skill USA winners and participation rates, community service activities and scholarships, also are considered in the evaluation.

Origin / Implementation

Based on data from the previous school year, MCTI first implemented the rubric during the 2014-2015 school year. The model represents a hybrid of a similar report card that Director Adam Lazarchak observed at Cumberland Perry Area Vocational Technical School.

For administrators, the impetus for using the rubric focused on the need to establish appropriate data points that would demonstrate to key stakeholders the level of program success across several measures. They maintain that there is more to a successful CTE program than high enrollment and NOCTI scores. Student achievement and industry support and need also are important. By looking at multiple indicators, the administrators aim to provide an objective accounting of program success, viability and relevance.

Results / Impact

Because the rubric was first implemented at the time of this writing, MCTI did not yet have results to report.

Contact

Monroe Career & Technical Institute
Adam S. Lazarchak, Director
alazarchak@monroecti.org