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VoCATS - Best Practices

Blueprint
Itembank
VoCATS Reports
Instructional and Testing Procedures
Supportive Strategies for Teachers

Blueprint

Use the course blueprint as the course guide. The blueprint, not the textbook, determines what is taught.
Use information on the blueprint to create a course syllabus.
Appraise the course blueprint. Prioritize instruction. Save the lesser-weighted competencies to teach last, in case you run out of time.
Use pretest data to determine which competencies to target and areas that are already mastered. Use this information to modify your pacing guide or calendar.
Create a calendar or pacing guide to keep instruction focused and on schedule. Check off the competencies when complete.
Post the blueprint/calendar/pacing guide in the classroom. Refer to it regularly.
Supplemental activities take away valuable time from those objectives required by the state. No matter how much fun, course competencies are priority.
Make a transparency of the course blueprint. Use it to introduce daily lessons or a new unit/objective. Point out the weight and relative importance to the course.
Provide students with a modified blueprint that they will keep in their notebook to record test scores and keep up with their progress. (Before printing the blueprint, go into MSWord and edit one of the headers in the columns to read GRADES or TEST SCORES.)
As an introductory activity to a course, provide each student with a blueprint, an assortment of magazines, scissors and glue. Ask the students to create a collage depicting the competencies and objectives in the course. Post these pictorial overviews of the course throughout the classroom.
Determine whether or not competency can be met through a "live project" or through traditional teaching methods.
Supplemental activities must correlate with the competencies.
After completion of a unit, have students describe or illustrate what they know about that particular unit in any form they desire. Examples include essays, crossword puzzles, cartoon, collage, etc.
Post objectives and/or competencies on pieces of paper within the classroom.
Teach most weighted objectives towards the end of the course for a better retention rate by students.

Itembank

Interim test students.
Pretest students before each unit. Why teach what students already know?
Use VoCATS test items:
- As a guide to make sure you cover all the information included in the bank
- To create vocabulary lists
- To make notes for the overhead, power point presentations, or the blackboard
- To teach students how to look for KEY words in test questions that connects a correct response to the question. This is especially helpful to students who are challenged by reading.
Correlate textbook information and other resources with the blueprint.
Use VoCATS generated test often enough to familiarize students with their format.
Create study packets for students out of their old tests. Ask students to go through and highlight correct responses.
Utilize on-line testing.
Set a goal score of 80% for all interim tests. Allow students to retake interim VoCATS tests. Tell students their goal is 80% or above.
Allow middle school students to key into a word processing program the questions missed on a VoCATS test along with the correct response.
Play the "Who Wants to Be a Millionaire" game by dividing the class into teams with one person serving as team leader. The teacher will read aloud the VoCATS questions. Groups collaborate but only the team leader can respond. Reward the winning group with free Internet passes or gag gifts.
Create study guides for students by printing out test items by objective or unit. Students do better work if they are given a grade for completion.
Divide the class into two groups. Each group competes for points by answering VoCATS questions. Students enjoy this activity and they remember the questions too.
Keep all interim tests in students' class folder. Use the tests later for a study guide or review for the posttest.
Create "mini" EOCs from the itembanks. Select numbers of test items based on the assigned blueprint weight. Utilize reports to focus instruction.
Utilize games such as Jeopardy, crossword puzzles, or word searches to teach vocabulary found in the itembanks.
Create a "Creative Teaching is NOT a Crime" notebook to house activities that support objectives and competencies.
Create your own test items and add them to the test bank.

VoCATS Reports

Use VoCATS reports provided by the school system to:
- Study and determine areas of weaknesses and strengths.
- Record classes scores; compare them from one year to the next. Set goals for improving test scores.
Highlight units, competencies, and/or objectives where scores were below expectations. Modify instruction to address low scores.
Go over VoCATS reports and test scores with each teacher. Be sure they understand the reports and implications of low scores. Mark competencies with low scores; set improvement goals.
Chart posttest data from previous years for use in planning for the current year.
Use pretest data to target areas for emphasis and areas that are already mastered.
Pretest at the beginning of each unit. Utilize reports to focus instruction.
On purchase orders, list the competency in which this purchase will support.
Utilize VoCATS data to determine staff development needs.
In curriculum alignment, use competencies with the lowest scores as areas needing the most work. Have teachers whose students score the highest to share and/or teach "how-to-teach" selected competencies.
Include as one of your goals in your Professional Development Plan (PDP), strategies to improve VoCATS post assessment results.
Concentrate instruction based on competency weight.
The principal and or director will meet individually with each teacher to review past assessment results.

Instructional And Testing Procedures

Create a serious test atmosphere when posttesting.
Organize instructional materials together by competencies. Use a system that is comfortable to your teaching style.
Use and follow the Testing Code of Ethics
Test modifications should be in place and used regularly for students who need them.
Focus your review by using a diagnostic test.
Require students to keep a notebook in which they keep handouts that help them prepare for VoCATS tests.
Develop review sheets; go over before each test.
Give students a "sampling" of questions the day before a test so they will know what to expect on their test.
(For MS Keyboarding) Keep a classroom set of notebooks that contain information such as document formatting that we discuss and/or "key". Most of the materials in the notebooks come from our curriculum guides.
If possible, let the post-test carry some percentage of weight for the student course grade.
Do you need other resources to help students meet competencies? If so request them now and often. Remember that the squeaky wheel gets the grease.
Departmental Teamwork - working as a team, divide competencies among members and develop activities for each member to use.
Use Career Development Portfolios to document student performance in Workforce Development courses. A Student Performance Report for each Workforce Development student is placed in the portfolio. At the bottom of each sheet, the teacher writes: Mastery = 82% and the teacher signs (gives some ownership). These portfolios are given to students upon graduation.
Have a "Jeopardy" review before each test.
Create "review" sheets for students.
Require students to maintain a class notebook. Students will earn a grade or credit for their work.
Work cooperatively with the special populations department or coordinator to insure appropriate test modifications are used for testing special population students.
Use the script provided in the VoCATS Statewide Preassessment and Postassessment manual when administering VoCATS assessments.
Request from principals their supportive "power" as a tool to promote positive attitudes for teachers in administering VoCATS assessments and utilizing the VoCATS process.
Recognize students who score level 3 and 4 in a course in a motivational way. Give certificates to students who score Level 4.

Supportive Strategies For Teachers

Certificates, recognition, or rewards are given to teachers when their classes meet the Mastery Standard and/or 40/60 Gains Standard. Display certificates in classroom (nice for PTA) or professional portfolio.
Mentor new teachers, especially in dealing with discipline. Lateral entry people often need to be taught how to teach the subject area.
Provide staff development on reading reports and interpreting the data.
Provide staff development for all new employees on reading the course blueprint and developing a pacing guide.
Whenever possible, work with teachers one-on-one to discuss questions they have about the VoCATS process: examine hardware and software issues, interpreting VoCATS reports and data, utilizing the blueprint, developing and using a pacing guide, curriculum alignment, etc.
Correlate VoCATS testing dates with your school systems testing calendar. Create a VoCATS testing Calendar for distribution among Workforce Development teachers.
At designated intervals, teachers will give benchmark tests. Students reaching a score of 70% or above will receive a reward (ex. Soft drink, snack, etc.) Students scoring Level I or II would need intervention strategies used before the next benchmark testing date.
Create a database of comments and concerns regarding itembanks or pre/post assessments submitted by teachers. Make a copy of the database to share with the teachers to acknowledge their efforts to improve the VoCATS process. Use this database to merge the comments into the VoCATS comment form – saves time and energy!

Create a system for collecting "Best Practices" in program areas for use by all teachers, especially new teachers.
Tie equipment request to competencies.
Organize a team of teachers to design and develop instructional strategies and activities for improving student achievement.
Create matrix by school then by system, to identify gaps based on post assessment results. Examine "gaps", possible cause(s), and design strategies for improvement.

This page was last updated on August 1, 2006