Career & Technical Education CTE Program Approval

1. Career & Technical Education CTE Program Approval NYS Board of Regents Approved New Regulations for Career and Technical Education on February 6, 2001. Regulations Became Effective in September 2001

2. The 2001 Regents CTE Policy The use of Career and Technical Education as a means by which students can achieve state academic standards is a core concept underpinning the 2001 Regents Policy on Career and Technical Education. The Policy created the Program Approval Process, which has raised the bar for program quality.

3. Approved CTE Programs: • Incorporate secondary education and postsecondary education elements; • Include rigorous content aligned with challenging academic standards, and relevant career and technical content in a progression of courses that align secondary education with postsecondary education to prepare students for success in postsecondary education and beyond;

4. Approved CTE Programs: • Include articulation agreements between secondary and postsecondary programs—including the opportunity for secondary education students to participate in dual or concurrent enrollment programs or other ways to acquire postsecondary education credits; Policy.

5. Approved CTE Programs: • Lead to an industry-recognized credential or certificate at the postsecondary level, or an associate or baccalaureate degree. Since the adoption of the CTE Policy in 2001 over 900 CTE programs have received approval under the Regents Policy.

6. Key Elements of the Approval Regulation Include: A program approval process Flexibility in the delivery of core academic courses A work skills employability profile Technical assessments based on industry standards Technical endorsement on the regents diploma and regents diploma with advanced designation

7. CTE Program Approval Process Assures quality technical and academic curriculum Evidence of postsecondary articulation agreements Work-based learning opportunities Established partnerships with local business and industry Certification of individual programs; Re-certification every five years

8. Improved Flexibility for CTE Students Applied academic credits can be earned for Math, English, Science, Social Studies, and Physical Education using a variety of approaches 3 Model Approach Specialized Courses Integrated Courses Combined Approach

9. Graduation Requirements for Students Entering Grade 9 in 2001 Core Course Requirements English 4 Social Studies 4 Mathematics 3 Science 3 P.E. 2 Art/Music 1 Health .5 LOTE 1 Units of Credit 18.5 Additional Units of Credit Sequence/Electives 3.5 Total Units of Credits 22 Core Course Requirements Available w/CTE Option English 3 Social Studies 3 Mathematics 2 Science 2 P.E. 2 Art/Music 1 Health .5 LOTE 1 Units of Credit 14.5 Additional Units of Credit CTE Sequence 3.5 Integrated or Specialized Courses 4 1 Specialized Applied English 1 Specialized Economics & Government 1 Integrated Applied Math 1 Integrated Applied Science Total Units of Credits 22 5 REGENTS EXAMS APPROVED ALTERNATIVES

10. Technical AssessmentsProvides a foundation for a technical endorsement on a Regents Diploma What constitutes an acceptable technical assessment? Alignment to industry standards Commencement/experiential learning standards Administration under uniform conditions Availability for use in other educational agencies Written examination, student project, and demonstration or performance

11. Technical Endorsement on the NYS Regents Diploma A technical endorsement on the High School Diploma reflects student achievement in the CTE program of study and academic core Completion of all graduation requirements and CTE sequence Passing a two part Technical Assessment Completing a student project Passing a minimum of five Regents examinations Technical Endorsement not available for IEP and GED Diploma candidates

12. National/State Assessments Examples

13. Approval Process

14. Curriculum Self Study Review Review of course curriculum and development of a curriculum map of the academic and CTE knowledge and skills to be mastered Documentation of appropriate work-based learning opportunities Identification of industry credential/license and technical assessments associated with the program Identification of work skills employability profiles Review district professional development plan for inclusion of support for CTE teachers

15. Curriculum Self Study Review Review existing postsecondary articulation agreements and make recommendations for development of new agreements where necessary Review certification status of program’s instructional staff Prepare a report for the external review team including and identification of the CTE program needs

16. SAMPLE Document

18. March 20, 2009 Component School Teachers that participated in the Internal Curriculum review (Math-Science Crosswalk) of Auto Body, Construction Technology, Graphic Communications, and Criminal Justice: \

19. EXTERNAL REVIEW An External Review team made up of educators and local business officials will convene to review, address and approve the self study report The External Review team will forward recommendations to the District Superintendent which will include recommendations that address deficiencies as needs identified by the Self-Study Report

20. OCM BOCES External Review Team Culinary Arts, Early Childhood Education, Health Occupations, and Pastry Arts May 18, 2009

21. OCM BOCES External Review Team Culinary Arts, Early Childhood Education, Health Occupations, and Pastry Arts May 18, 2009

22. OCM BOCES External Review Team Culinary Arts, Early Childhood Education, Health Occupations, and Pastry Arts May 18, 2009

24. OCM BOCESCertified Nurse Assistant ProgramRe-Certification External Review External Review Agenda (Sample) • 8:30 Refreshments • 8:45 Introductions • 9:00 Program descriptions and overview • 9:45 Analysis of the self-study report • 10:45 Break • 11:00 Recommendations • 11:30 Wrap-up •  Questions Open Discussion Evaluations • 11:45 Lunch

25. External Review Breakout Session,Sample artifacts to discuss Data Assessments Sample Performance Data CTEDS 1 and 2 MAGI Report Enrollment History from School Calendar Students Articulation Agreement Work Based leaning Student Handbook Recruitment / marketing IEP Employ Profile Work Based learning Curriculum Overview Curriculum Outline/Syllabus Curriculum Crosswalk Staff Consultant Committee Teacher and Support staff credentials Professional Development Staff Directory Annual Performance Review Teacher Contract

26. CTE Re-approval Application Content What are the total number of students, by program year, who have completed this program since it was approved? Of the total number of students who have completed this program, enter the number who received special education services. (including 504 plans and IEPs) Of the total number of students who have completed this program, enter the number who participated in work-based learning. Has the work-skills employability profile been reviewed and updated on a continuous basis by the student and the appropriate program/ guidance personnel? How is the required 1/2 unit of Career and Financial Management delivered?

27. Name of the technical assessment used in this program. Please show test reference numbers if appropriate as well as modules when not all modules are included in the program assessment. How many students received a Technical Endorsement? What is the total number of credits available to students who complete this program? This number should include all CTE units, integrated and specialized academic credit Which specialized and integrated units of credit are you seeking re-approval for in this application? If BOCES, how have you communicated specialized units of credit to component districts? Attach a list of all teachers in this program and the New York State Education Department teacher certifications) held by each. CTE Re-approval Application ContentContinued . . .

28. Are the CTE teachers of this program highly qualified according to NCLB standards in the subjects for which integrated or specialized academic credits may be given? With what two-or four-year postsecondary institutions do you have an articulation agreement? Has the curriculum of this program had any significant changes since the program was originally approved? The External Review Committee must reconvene and approve this application form. Board must approve the application with District Superintendent signature. CTE Re-approval Application ContentContinued . . .

29. Career and Technical Education New York State Education Department APPROVAL APPLICATION FOR CTE PROGRAMS INSTRUCTIONS A school district or BOCES seeking approval for a Career and Technical Education (CTE) program must complete the attached application. Guidance for completing each component of the application is available at www.emsc.nysed.gov/cte/ctepolicy/. A separate approval application must be filed for each CTE program seeking approval. An approval application will not be processed unless all information is provided and the appropriate officials have signed it. Successful approval is necessary in order to award the CTE endorsement on diplomas issued during the 2010-2011 school year and following. Questions regarding the completion of the CTE program approval application may be directed by e-mail to emsccte@mail.nysed.gov or by calling (518) 486-1547. An original and one copy of the approval application should be submitted to: CTE Program Approval New York State Education Department Career and Technical Education Team 89 Washington Avenue, Room 315 EB Albany, New York 12234

32. QUESTIONS?

33. OCM BOCESCTE Department Goals 2007-08 Increase the number of students receiving a Technical Endorsement Improve Literacy Skills of CTE students Develop new CTE programs that are current with employment trends Complete re-approval process of CTE programs

34. OCM BOCES Career & Technical Ed Enrollment CHECK DATA CHECK DATA

35. Enrollment of CTE Students with IEP’s

36. CTE Technical Assessment 58% 56% 47% 55% 67%

37. Technical Endorsement Recipients S T U D E N T S