At a Glance
One teacher is using student results from the National Occupational Competency Testing Institute (NOCTI) to develop state-required student learning objectives (SLOs) and to inform decisions on maintaining or changing instructional practices aimed at improving student achievement.
While all teachers at the Steel Center for CTE, under the supervision of one or more administrators, analyze student achievement data from NOCTI for the purpose of creating SLOs, HVAC instructor Mr. Justin Kuban is using the data for action research, a reflective process of progressive problem solving. Mr. Kuban analyzes the data from both the previous year’s NOCTI scores and the current year’s pre-test results to determine how his instruction contributes to student achievement and whether he needs to make instructional changes beyond the senior year enrichment and remediation strategies for the NOCTI exam. To motivate students, Mr. Kuban also uses the previous year’s high NOCTI score as the benchmark—the score to beat— for current test-takers.
Origin / Implementation
Data mining has been in place at the Steel Center since 2013-2014. Mr. Kuban wanted to take the process to the next level. He believed that, while important for individualized enrichment and remediation of each student, creation and implementation of the state-required SLO should have an impact beyond the calculation of a teacher’s Elective Data rating, as spelled out in Pennsylvania’s Act 82. Using a continuous improvement model, the teacher has expanded the use of data mining from creation of an SLO to earn a proficient or distinguished evaluation to use of data mining for action research and better instruction.
Results / Impact
Ninety-five to 100 percent of the teacher’s students achieve at competent or advanced levels on the NOCTI. Mr. Kuban has data to support that changes in instruction have a positive impact on student achievement.