Two Views on Competencies

Milford High School &Applied Technology Center

Rosie Deloge – Director of Technical Studies

rdeloge@sau40.com

Dick Verrill – Director of Academicsdverrill@sau40.com

IDEAS on Competencies fromCareer & Technical Education

ResourcesTool

A Work in Progress

CTE Resources:People & Places 26 CTE Centers in NH

Alstead (Fall Mt.) Heidi Gove Berlin Roland Pinette Claremont Joel Schneid Concord Donna Nelson Conway Neal Moylan Derry (Pinkerton) Bill Wood Dover Jim Stopa Exeter (Seacoast) Nancy Pierce

Hudson (Palmer) Richard Lutz Keene (Cheshire) Jim Logan Laconia (Huot) Scott

Davis Littleton (Gallen) Gwen Blair Manchester Karen White Milford Rosie Deloge Nashua Marshall Derry Newport Cathryn Baird Pembroke Lisa Witte

Peterborough (Conval) Chet Bowles Plymouth Mark Christensen Portsmouth Pam MacArtney Rochester Richard Towne Salem John Doherty Somersworth Bette

Chamberlain Tilton (Winnisquam) Janet Rosequist Whitefield (White Mt.) Lori Lane Wolfeboro Steve Guyer

CTE Program Competencies Incorporate:

1. Core Content2. All Aspects of Industry3. High Performance/Employability

Skills 4. NH GSEs5. Expectations for Student

Learning

1. Core Content Competencies

All CTE programs have established core content competencies (minimum content to be covered for that program)

These were established by local teachers guided by state & national standards and the input from local business and industry program advisory committees.

2. All Aspects of Industry All CTE programs must present a Big Picture view of

the program related industry to students.

AAI Standards are: Planning Management Finance Technical and Production Skills Underlying Principles of Technology Labor Issues Community Issues Health, Safety and Environment Personal Work Habits

3. High Performance/ Employability Skills Decision Making and Problem Solving Self Management Communication Skills Ability to Work with Others Information Use – Research, Analysis,

Technology Mathematical Concepts General Safety Career Development

4. NH Grade Span Expectations

NH Curriculum Frameworks were aligned with program competencies previously.

Incorporating the GSEs into the “competency column” will be work for the 2006-2007 school year.

5. Expectations for Student Learning

NEASC Accreditation Recommendation, specific to a local high school, easily incorporated into the “competency column.”

Milford’s: Knowledgeable Person Complex Thinker Self-directed Learner Quality Producer Community Contributor Collaborative Worker

TOOL

Competency Program Profile for Career & Technical Education

To be used WITH STUDENTS!!

EXAMPLE

Auto Tech 9 12 06.doc

3 COLUMNS

#1 Unit of Study (Blue) #2 Competencies - what students

need to know and be able to do and upon which they will be assessed. (Yellow)

#3 Skill Level Rating and Assessment Evidence (Pink)

3 COLUMNS -continued #1 Unit of Study – organizing the

content #2 Competency – EVERYTHING you

want the student to know and be able to do needs to be described in this column!

#3 Assessment Evidence – Teacher identified and/or student and teacher identified on this form!

A Work in Progress!!

Started this journey in 2001!! CTE program competencies into

NEW Format to be used for 06-07 Get feedback from teachers, revise Incorporate GSEs AND . . .

The REALLY BIG Question is:

What will the package of assessments look like for students to be able to demonstrate mastery???

Things to Share:

How to contact CTE Directors Copies of CTE Program Documents All Aspects of Industry competency

statements High Performance/Employability

Skills competency statements Milford’s Expectations for Student

Learning Assessment Evidence Examples

Academic Competencies District has new, standards-based k-

12 curricula in all core academic areas Each grade level or course has

benchmarked outcomes for mastery and assessment

Each HS course has at least one locally created performance assessment and common core final assessment

Examples Performance assessments: Math – Algebra 1 - Rubric Fine Arts – Theater - Rubric

Which course competencies will these address?

What other assessment will we need?

Adding Assessments to the Curriculum

Chemistry Example

Global Studies Example

Next Steps Starting with core academics,

add assessments where needed; especially performance ones that will encompass multiple competencies.

Develop rubrics /scoring to accompany each assessment

RESULT:

Completed curriculum/assessment will be available to guide classroom based assessment

Or Competency based assessment for

learners completing alternative programs or courses of study