Agenda

2. Agenda • Introduction • Overview of CTE Program Approval Process • Self Study Process: Quality Indicators of CTE Program of Study • Approval Application Components • Submission Process • Additional Resources & Contacts • We will refer to the following documents: • CTE Program Approval Narrative Application • Supporting Document Templates • Quality Indicators of CTE Program of Study • NYSED Approval Application • All available at our website:http://schools.nyc.gov/ChoicesEnrollment/SpecialPrograms/CTE/Educators/default.htm

4. Overview of CTE Program Approval • Ensure all CTE Programs of Study are of high quality, across all program focus/industry • Quality Indicators for a CTE Program of Study • Core elements and expectations for all CTE programs in NYC schools • Align with requirements for State Approval • “Letter of Intent” submission = Commitment to developing and operating a program consistent with Quality Indicators • DOE & State approval validates that school’s program meets or exceeds expectations for quality CTE program

5. Stages to CTE Program ApprovalWhen Should My School Apply for State Approval? • Stage 1: Self Study Process – School-led evaluation of program • Engage industry & post-secondary partners • Examine how program meets/exceeds Quality Indicators • Work on program areas that do not meet indicators • Identify technical assistance needed to improve program • Identify program strengths & areas for improvement to meet Quality Indicators • Stage 2: Apply for CTE Program Approval – Based on Self-Study Process • Complete Application using information from Self-Study Process • Application asks questions on how program reflects Quality Indicators • Stage 3: DOE Review of School’s Application • Application Review: Respond to DOE follow-up questions about self-study • External Review: Host DOE review team for on-site program observations • Stage 4: DOE Recommendation to State • DOE to submit school’s program to State for endorsement • DOE to follow-up w/ school on necessary clarifications for state approval

6. Self-Study Process: Quality Indicators for CTE Program of Study • Focus on school-initiated self-evaluation of CTE program to examine it meets/exceeds Quality Indicators • Findings from this self-study will be the core content of school’s application for program approval • Five Key Elements • Curriculum & Instruction • Work-based Learning • Partnerships (industry, post-secondary institutions) • Assessment & Accountability • Program & School Capacity

7. Self-Study Process:Quality Indicators for CTE Program of Study Samples • Curriculum & Instruction • Curriculum Alignment with Industry + NYS Learning Standards • Sample Narrative Question (see Section C Part 1.a.) - How is curriculum developed to align with industry & learning standards? • Work-based Learning • Established partnership with employer to give students practical internship experiences • Sample Narrative Question (see Section D Part 1.c.) - How does school and host employer collaborate on implementing WBL? • Partnerships (industry, post-secondary institutions) • Post-secondary articulation agreements available • Sample Narrative Question (see Section F Part 1.a.) - What articulation agreements are in place for students from program so that they have a smooth transition to continue their education/apprenticeship with partner organization?

8. Self-Study Process: • Assessment and Accountability • Established procedures to collect school and assessment data to evaluate students’ progress and make program implementation/operation decisions • Sample Narrative Question (see Section B Part 1.a.) – What procedures are in place to collect and maintain CTE student performance data and how is it used? • Program and School Capacity • Mechanisms in place to support student learning and sustain program such as industry/post-secondary partners engagement, guidance counseling, professional development for CTE faculty, program information for recruitment • Sample Narrative Question (see Section A Part 2.b.) – Explain process in place by which key program components are reviewed by self-study team and external representatives.

9. Self-Study Process: • Have dedicated program Self-Study Team: School- and industry-based representatives (Application Instructions p.1-2) • Examine school’s program in light of the Quality Indicators • Use Application Narrative questions as discussion points Self-Study Process • How well does school’s program demonstrate these indicators? • Be able to describe those practices • If not in reflected in program, what does school need to do to strengthen its program? • Be able to describe work done so that program will meet indicators

10. CTE Program Approval Narrative Application • When to Apply for Program Approval: • School has completed the program’s Self-Study • Addressed any gaps in meeting Quality Indicators • Can document how program meets all Quality Indicators • Click here for link to application • Application Components (see p.3-4 of Application Instructions) • Three Major Parts to Application: • Narrative Portion (Sections A to H) • Supporting Documents for Narrative • NYSED Approval Application • Checklist for Program Approval Application (p. 5-7) • Lists information to include in your application • Check school’s readiness to apply for program approval

11. Narrative Application Components • Narrative Sections (on application p. 8-19) • Program and Self Study Team Information • Achievements • Content – Curriculum Review and Course Sequence • Work-based Learning and Employability • Technical Assessment • Post-Secondary Articulation Agreement • Faculty (Teacher Certification & Training) • Program Information & Summary from Self Study • Supporting Documents for Narrative • See “Required Attachments” under each section

12. Completing the Narrative Application • Respond to all questions listed under each section (pgs 9-19) • Under each section, read the overview paragraph describing the Quality Indicator that the program should meet • School’s response may be typed directly beneath each question • Check our website for template or sample documents (under “Supporting Documents for Narrative”) where indicated. School is free to use the template sample OR submit its own version • Use the “Required Attachments” checklist at end of each section to confirm supporting documents to be submitted as part of the full narrative application

13. Narrative Application - Sections A-B • Section A: Program & Self-Study Team Information • Program Objective and Overview • Self-Study Team Information • Template provided for listing members • Overview of how self-study is organized/carried out • Section B: Program & Self-Study Team Information • How school collects/use program data • NOT asking to submit actual program data • Complete enrollment data worksheet provided online

14. Narrative Application – Section C • Section C: Curriculum Review and Course Sequence • Curriculum: Overall plan to guide teaching/learning for entire program; ensure student attain industry & NYS Learning Standards • What does the program content look like? • Show how curriculum & instructional plan came together • Alignment with industry & learning standards • Sequence of courses • Input from industry, post-secondary partners • Connection to work-based learning experiences • How it prepares students for post-secondary options • Integrated courses

15. Narrative Application – Section D • Section D: Work-Based Learning & Employability • Internships / Career Exploratory Activities • Practical application of classroom instruction • Student access to internship opportunities • Internship assignments • Collaboration with employer • Evaluating students’ experiences • WBL Coordinator w/ proper extension credentials

16. Narrative Application – Section E • Section E: Technical Assessment • Industry-recognized assessment • Validate student mastery of knowledge and technical skills • Written, practical/performance, and student project • Opportunity for students to gain credentials, certification • If no industry certification available, engage industry consortium

17. Narrative Application – Section F • Section F: Post-secondary Articulation Agreement • Offer students smooth transition from high school to post-secondary advancement • Post-secondary benefits for students as a result of completing CTE program/high school (advanced standing, tuition waiver, etc.) • For degree-bearing education or apprenticeships

18. Narrative Application – Section G-H • Section G: Faculty (Teacher Certification & Training) • CTE Certification in Relevant Subject Area • Teachers only need to hold the certificate, does not need to practice under it -- will not lose seniority • Alert DOE if unclear about what CTE subject certification is needed or other related questions • Section H: Program Information & Self-Study Summary • School & program information for recruitment • Other key findings/recommendations from self-study process

19. NYSED Form • Form to submit to DOE along with narrative application (Do not send to SED) • Approval Application • Use information from narrative • Principal to sign under “Chief Administrative Officer”

20. Submission Process • Application Instructions (p.3-4) • Submit electronically – save documents on CD-ROM or thumb drive Your Application Submission should comprise of these three parts

21. Submission Process (continued) • Narrative Application & Supporting Documents • Submission must be in electronic format • Submit narrative responses to application questions as one Word document* • If you prefer, Supporting Documents for each Section may be saved separately from the narrative, as individual documents • Please refer to where reviewer may find supporting documents if not in narrative (e.g., on page X or in appendix) • Use checklist (p. 5-7) or the “Required Attachments” list given in each section on what supporting documents to include • *To merge separate documents and submit narrative as one document in Word: • Open New Document • Go to “Insert” • Select “File” • Select all files/Sections to include in order you want • Click “Insert” and save file

22. Submission Process (continued) • Save onto CD-ROM or USB flash drive: • Completed narrative responses to application questions • Supporting documents • NYSED Approval Application See p 4 on application instructions for mailing information • Deadline this spring: May 15, 2009 • For schools done with self-study and ready to apply • External reviews – Fall 2009 (September/October) • Fall 2009 deadline to be announced for schools continuing self-study and application development over summer

23. Additional Resources • DOE Resources • CTE Program approval process including: templates, sample documents • http://schools.nyc.gov/ChoicesEnrollment/SpecialPrograms/CTE/Educators • Partnership Information: Work-Based Learning, School-based industry partnerships • http://schools.nyc.gov/ChoicesEnrollment/SpecialPrograms/CTE/Partnerships • Also visit our website to find an updated list of schools, programs and approval status: • http://schools.nyc.gov/ChoicesEnrollment/SpecialPrograms/CTE • SED Resources • Program Approval Policies and Implementation Guide • http://www.emsc.nysed.gov/cte/ctepolicy/home.html • State Certification for Teachers • http://www.highered.nysed.gov/tcert/certificate/index.html

24. Contacts • Program Approval Process • Miriam Sondheimer msondheimer@schools.nyc.gov • Reina Utsunomiya rutsunomiya@schools.nyc.gov • Program Specific Technical Assistance • Florence Jackson fjackso2@schools.nyc.gov • Marilyn Scher mscher@schools.nyc.gov