Program Reapproval for Business Education Programs-A Guide to Some Frequently Asked Questions

1. Program Reapproval for Business Education Programs-A Guide to Some Frequently Asked Questions MICHAEL LAMASTRA ASSOCIATE FOR BUSINESS AND MARKETING EDUCATION NEW YORK STATE EDUCATION DEPARTMENT

2. Beginning Note • In 2018, the program approval and reapproval applications were re-designed. • There is now a part 1 and part 2 form. • Part 1 provides simple information • Part 2 provides elaboration for certain parts of part 1

3. Part A: Program Information • Program cannot be named after a vendor (Example: NAF, Virtual Enterprises, Microsoft Office Specialist) • Keep in mind, the program can be marketed in school however you wish, but the state cannot list it with a vendor’s name. • The name of the program and CIP code must align with the coursework offered.

4. Part B: Program Data • Program data is required for the past five years • Be prepared to clarify any discrepancies (low numbers of students enrolled, passing the technical assessment, or earning the technical endorsement)

5. Part C: Self Study • Reference implementation guide for specifics • Where we are now and where do we need to be? • An acceptable self-study needs to include: • Curriculum review • Performance assessment review • Review of resources and content • Availability of work-based learning • Input from business/industry • Evaluation of student performance

6. Self-Study Team Members • Administrators • Teachers • Guidance counselors and other support staff • Post-secondary representatives • Parents • Students • Business/Industry

7. Part D: Program Content • Two Components • Career and Financial Management (.5 unit or 1 NYC credit) • A three unit sequence in the business content specific area (6 credits altogether in New York City) • Perkins V definition of program of study-programs must be made up of sequences of courses that are of increasing complexity and depth

8. Part D (Continued): Career and Financial Management • Should review to ensure the outcomes in the 2018 Curriculum framework are being addressed • At least one half unit of CFM is required. In New York City, one credit is required. • If CFM is integrated, which is very difficult to do in an LEA model, a crosswalk should be provided showing where the CFM objectives are being addressed throughout the program.

9. Part D Continued: Integrated and Specialized Courses • Integrated and specialized courses are not required for CTE-approved programs and rarely happen. • Integrated course :  "An integrated career and technical education course shall mean a course that combines career and technical education and academic commencement level learning standards and may be jointly developed and taught by an academic subject teacher and/or a career and technical education teacher. Successful completion of one unit of study in an integrated career and technical education course may be awarded only one unit of credit but may be used to meet the distribution requirements in more than one subject. For students who have not successfully completed the Regents examination(s) in the academic subject areas, the course(s) must be taught by a teacher certified in that subject" (100.5 of New York State Education Law). • An integrated course would be a commencement-level academic course that is inherent for knowing the content of a program (example: learning physics as part of an electrical technology program)

10. Part D Continued: Integrated and Specialized Courses • Specialized course: A specialized course is a course that meets the requirements of a unit of credit as defined in section 100.1(a) of this Part and the New York State commencement-level learning standards as established by the commissioner. A specialized course develops the subject in greater depth and/or breadth and/or may be interdisciplinary. • Example: If math is not part of a commercial art program, a specialized course can be developed (Geometry for Artists) that can meet a third unit of math.

11. Part D Continued • Bottom Line: Integrated and specialized courses are not required for CTE programs and are very difficult to truly implement in a non-BOCES or CTE center setting.

12. Part E: Work-Based Learning • All students must have access to work-based learning experiences —registered or unregistered • Data needs to be provided only for students in the program, not for the entire school or district. • For example, if 100 students took CEIP, but only 4 were enrolled in the CTE program, you would list 4 for the NYS Registered Program Enrollments • Pay attention to your Registered Work-Based Learning program’s expiration date.  It may be different from the approved program's expiration date and can hold up reapproval if it is expired. • Refer to Work-based learning manual for additional guidance

13.             Registered WBL Programs • Co-op • CEIP • GEWEP • WECEP • All of these programs must be taught by a certified work-based learning coordinator.  If the program is not registered, you will need to submit registration with your application.

14.        Non-Registered WBL Experiences • School-based enterprise (EX: school store or credit union) • Job shadowing • Community Service/volunteering • On-site projects (Ex: Fashion show, business plan)

15. Part F: Employability Profile • Should be no more than 1-2 pages • Should reflect end-of-program outcomes only (almost like a resume for what a student can do when entering college/a career) • Needs professional (21st Century Skills) and technical skills • Examples are on the CTE TAC Web Site. I have other examples that I can supply upon request

16. Part G: Technical Assessment • With a pathway counting as a 4+1 for graduation credit, our office is looking more closely to ensure that the technical assessment matches the rigor required to be equivalent to a regents examination • Program approval and pathway assessment processes are now combined • Assessments that have been approved can be found here. • Tests that will not be approved going forward: • NOCTI Workplace Readiness • Skills USA Job Interview • W!SE Financial Literacy • CLEP Exams (specific to courses-not entire program)

17. Part H: Postsecondary Articulation Agreement • Must include • Beginning and end date (it can say something to the extent of “will be reviewed annually”, or “until both parties agree to end” • Must be signed by both officials from the school district and college • Must specify what benefit students will get (college credit, advanced standing, etc.) • See guidance or administrator for assistance as they most likely have this information

18. Part I: Faculty • Include copies of certificates or printout from TEACH with your application. • Remove social security numbers • All coursework must be taught by an appropriately certified CTE teacher.

19. Part J: External Review • Reviews self study and proposed program changes • Should include • Secondary teachers (both CTE and academic content teachers) • Industry representatives • Postsecondary representatives • Different individuals than the self-study

20. Part K: Chief Administrator’s Signature • Make sure that this is not forgotten • Send in both a paper copy (of part 1 with original signatures) and an e-mail of all application materials to emsccte@nysed.gov. • Application itself needs to be in MS Word. Part 2 and any accompanying materials can be in PDF.

21. Questions

22. Contact Information Michael LaMastra Associate in Business and Marketing Education New York State Education Department 89 Washington Avenue Room 315 EB Albany, NY 12234 Phone: 518-486-1547 E-mail: michael.lamastra@nysed.gov