Designing Statewide Strategies & Programs
DesigningStatewideCareerDevelopmentStrategiesProgramsPub_0
DesigningStatewideCareerDevelopmentStrategiesProgramsPub_0
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National Collaborative on Workforce and Disability For Youth<br />
Monitoring and Accountability<br />
Implementation <strong>Strategies</strong><br />
Engaging in the following activities can assist<br />
states in efforts to effectively evaluate and<br />
monitor career development programming:<br />
●●<br />
●●<br />
●●<br />
●●<br />
Develop a logic model for career<br />
development implementation that<br />
identifies activities and measurable<br />
outcomes that will serve as indicators<br />
of whether students are becoming<br />
college and career ready.<br />
Establish an accountability system<br />
that measures whether and how<br />
engaging in career development<br />
activities support college and career<br />
readiness goals and measures<br />
educational, postsecondary<br />
matriculation, and employment<br />
outcomes.<br />
Transfer ePortfolio data into states’<br />
longitudinal data systems using webbased<br />
career information systems<br />
in order to generate return on<br />
investment impact analyses data on<br />
postsecondary matriculation/success<br />
and employment/wage earnings.<br />
Identify indicators for the expected<br />
immediate, short, and long-term<br />
outcomes of career development<br />
programs and activities. The National<br />
Career Development Guidelines<br />
(NCDG) Framework (U.S. Department<br />
of Education, 2004) is one useful<br />
resource for determining indicators<br />
of the skills that students should<br />
●●<br />
●●<br />
●●<br />
be developing in each of the three<br />
career development skill domains.<br />
See Table 8 for example indicators<br />
adapted from the NCDG Framework.<br />
Establish a monitoring process<br />
to track the fidelity of career<br />
development implementation as<br />
well as provide disaggregated data<br />
in order to assess the impact on the<br />
sub-groups of students using the<br />
categories in the Elementary and<br />
Secondary Education Act (ESEA).<br />
Include in the monitoring process<br />
the methods to assess the potential<br />
influence of career development<br />
systems on federally-mandated<br />
performance indicators of major<br />
programs such as ESEA, including<br />
the Race to the Top system change<br />
demonstrations, IDEA, the Career<br />
and Technical Education Act (CTE),<br />
and WIOA.<br />
Develop the accountability system in<br />
a way that enables one to determine<br />
whether individuals from different<br />
backgrounds (i.e. race/ethnicity,<br />
income level, English Language<br />
proficiency, disability status) are<br />
receiving equal access to services<br />
and becoming career ready at the<br />
same pace as their peers.<br />
Develop methods to allow vendors to<br />
link to student information systems<br />
for select purposes. This allows<br />
vendors to more effectively manage<br />
student accounts, create dashboards<br />
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