At a Glance
To prepare students for the NOCTI assessment, Western Montgomery Career and Technology Center (WMCTC) administrators and instructors conduct data analysis to identify areas in need of improvement, set student-specific learning goals and provide ongoing support to students. Additional support is provided to students with IEPs.
Description
At WMCTC, the difference in performance on the NOCTI and NIMS assessments between students with IEPs and those without IEPs is smaller than it is at many other secondary Perkins fiscal agents. Administrative Director Christopher Moritzen attributes this level of achievement to several factors.
Since Mr. Moritzen joined the CTC in 2014, several practices to help prepare students for the NOCTI assessment have been implemented. Most of these practices apply to all students while some specifically address the needs of students with IEPs. For example, during the initial IEP meeting, CTC staff members work to ensure that the child is placed in the best possible program based on his/her needs and goals. Mr. Moritzen cites the work of the IEP team and the communication with parents as important factors in helping IEP students succeed.
Another practice centers on the analysis and use of NOCTI pre-test data. In the past, WMCTC students took the NOCTI pre-test in the spring prior to their senior year. Now, however, they take the pre-test in the fall of their senior year. According to Mr. Moritzen, this allows instructors to know what information students retained over the summer and what areas they need to reteach. Based on the pre-test results, instructors create Student Achievement Plans (SAP) for each student. The SAPs are turned into the principal and serve as road maps to help teachers and students be successful. In addition to the SAPs, Student Learning Objectives are used to work towards increased performance in areas of deficiency.
To drill down into NOCTI pre-test results even further, WMCTC worked with Todd Luke of MAX Teaching to create a color-coded dashboard for each section of the NOCTI exam. Areas in which the class scored proficient were highlighted in green, competent in yellow and basic in red so that teachers could see across the board where they fell in comparison to other programs. This presentation of data prompted teachers to collaborate and share their best practices.
Strong communication between the CTC and its sending districts also attributes to student achievement. Weekly communication with the sending districts and monthly special education meetings provide opportunities for relevant stakeholders to be on the same page in terms of how best to serve all students.
Finally, instructional assistants and student success coordinators are employed to work with all WMCTC students. This additional support creates opportunities for enhanced learning and Mr. Moritzen believes it may account for improvements in NOCTI achievement.
Contact
Western Montgomery Career and Technology Center
www.westerncenter.org
Christopher Moritzen, Administrative Director
cmoritzen@westerncenter.org