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It explains how to use data and evidence-based research for decision-making, including accessing relevant research, applying a continuous improvement model, and balancing short- and long-term program planning. 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The six modules are:  \nModule 1: Understanding CTE Data and Why It Matters  \nModule 2: Using Data and Research to Improve CTE Programs  \nModule 3: CTE Program Evaluation: Why It Matters to Practitioners  \nModule 4: Using State Data to Partner With Researchers  \nModule 5: Using Research to Design Your CTE Program for Equity  \nModule 6: How to Communicate About Your CTE Program Using Research  \nThe work of the CTE Research Network Lead is supported by the Institute of Education Sciences at the U.S. Department of Education with funds provided under the Carl D. Perkins Career and Technical Education Act through Grant R305N180005 to the American Institutes for Research (AIR) . The work of the Network member projects is supported by the Institute. The opinions expressed are those of the authors and do not represent the views of the Institute or the U.S. Department of Education.  \nModule Description  \nContinuous improvement, a process of implementing and monitoring ongoing feedback, is an important component of creating and maintaining successful CTE programs. For practitioners to engage in continuous improvement—and to use data and research to go beyond accountability—they need to maintain an effective data collection system for decision making and make data-based decisions that lead to equity and improvement for all students. In this module, practitioners will learn how data and research are used to improve CTE programs in the real world.  \nModule Objectives  \nBy the end of this module, practitioners will:  \n􀂃 Understand how data and research are used to improve CTE programs.  \n􀂃 Learn how to access and use research relevant to CTE programs.  \n􀂃 Learn about the continuous improvement model as it applies to CTE.  \n􀂃 Consider short-term versus long-term program planning.  \n􀂃 Understand real-world examples to undertake this work.  \nIntended Audience  \nThis training module is intended for local program administrators. The module can be completed individually using the facilitator’s guide. Groups or teams will also benefit from this module being led by a facilitator using this guide.  \nMaterials  \nThe following materials are recommended for the training module and associated activities:  \n􀂃 Module 2 PowerPoint  \n􀂃 Chart paper  \n􀂃 Copies of Activity Handouts 1–6:  \n• Activity 1: Opening Sel","cbCaiodBht0YxiGO","https://ap.wps.com/l/cbCaiodBht0YxiGO","pdf",3167945,21,"English","# Overview\n## Module Description\n## Module Objectives\n## Intended Audience\n## Materials\n## Time Requirements\n# Outline of Module\n## Facilitator’s Script/Notes for Module\n## References and Resources","[{\"question\":\"What is the main purpose of Module 2?\",\"answer\":\"Module 2 teaches practitioners how data and research are used to improve Career and Technical Education (CTE) programs through continuous improvement and equity-focused decision-making.\"},{\"question\":\"How long does the Module 2 training take?\",\"answer\":\"The total time is approximately 90 minutes, with potential additional time for activities depending on the audience’s familiarity with the content.\"},{\"question\":\"What activities are included in Module 2?\",\"answer\":\"The module includes six activities: Opening Self-Reflection, Applying Research, Root Cause Analysis, Operational Planning, Study the Data, and Closing Self-Reflection.\"}]","Module 2 - Using Data and Research to Improve Career and Technical Education Programs - Facilitator’s Guide | PDF",1792085246,53]