What we Have LearnedReview of Approved Programs

A Model for Program Development and Evaluation

Edward A. Shafer, Ed.D, Director

CTE Technical Assistance Center of NY

Thomas Venezio, Senior Consultant

Successful Practices Network, Inc.

Career and Technical Education Technical Assistance Center of NY

SPN and ICLE Relationship

Technical Assistance Center Deliverables Common Core State Standards

CTE Program Approval Process

Best practices in CTE

CTE Program and Student Leadership

Data Collection and Communications

Networking to Strengthen CTE

Outcomes of our Discussion

Define key quality variables that support high quality CTE programs using the NYS Approved Program Model.

Identify a methodology to assess Approved Programs

The importance of measuring CTE program efficacy for student achievement, district AYP, and workforce development.

Identify ways to develop and/or improve a CTE program

College and Career ReadyPreparation in: core academic skills, employability skills, and technical,

job specific skills to seamlessly transition to a career and/or a post-secondary credentialing program (apprenticeship, licensure, community or 4 year college).

Graduates should possess the academic skills appropriate for and foundational to the career they wish to pursue.

Career development and career planning experiences provide a better understanding of personal interests and skills to make career choices.

Possess 21st Career Ready Practices that allow graduates to function and persist in the social, academic and work worlds they will enter throughout their lives.

The Regents QuestionsHow do you define College and Career Ready?

What should the Graduation Requirements of a career pathway look like?

How can we promote CTE as an equally rigorous pathway as the college preparation pathway?

CTE programs are capital intensive; how do we resource high quality CTE?

What should middle level and early high school CTE programs look like?

The Regents Questions The term CTE implies a shift from vocational to a highly integrated

approach that incorporates career education, high level academics and employability skills. How should the state and schools support the changes in the content and curriculum base of CTE to meet these new standards?

How do we increase business engagement with CTE programs?

How do we triangulate the relationships between secondary CTE programs, business/industry and post secondary training?

How do we enhance CTE teacher and leader education/preparation?

How should CTE assessment and data collection be strengthened?

The TAC Frame

Career and Technical Education: A Driving Force in School Improvement

available at www.nyctecenter.org

Daggett System for Effective Instruction International Center for Leadership in Education

Organizational Leadership

Create a culture

Establish a shared vision

Align organizational structures and systems to vision

Build leadership capacity

Align teacher/administrator selection, support, and evaluation

Support decision making with data system

Instructional Leadership Use research to establish urgency for higher expectations

Align curriculum to standards

Integrate literacy and math across all content areas

Facilitate data-driven decision making to inform instruction

Provide opportunities for focused professional collaboration and growth

TeachingEmbrace rigorous and relevant expectations for all students

Build strong relationship with students

Possess depth of content knowledge and make it relevant to students

Facilitate rigorous and relevant instruction based on how students learn

Use assessments to guide and differentiate instruction

Demonstrate expertise in use of instructional strategies, technology, and best practices

NYS Approved Programs2001 Regulations

Non curriculum State

Career Content Areas

Agricultural education Business & Marketing education Family & Consumer Sciences education Health Occupations education Technology education Trade, Technical & Industrial education

NYS Approved ProgramsComprehensive curriculum, rigorous content, non-

duplicative and provides a coherent sequential program of study

Curriculum aligned to state and national learning standards and industry based assessment

Secondary curriculum aligned with postsecondary education and articulations which provide a direct student benefit

NYS Approved ProgramsState‐certified faculty with the appropriate academic and/or

technical certification

A technical assessment that meets current industry standards

Work based learning‐ opportunities for all students with significant industry involvement

A data infrastructure reporting student performance on Regent’s examinations, approved alternatives, technical assessments, and post secondary placement

NYS Approved Program DevelopmentSelf Study and External Review

Approvals are for five years, currently 1000 programs

Certified by local officials approved by the State Education Department

Some programs entering their third approval

Issues with unique programs

TAC ToolsIntroductory Materials

Data Collection Worksheet

Criteria

Interview Protocol

Best Practices Format

Reporting Format

Available from Tvenezio@me.com

Student Data Outcomes Approved CTE Program Factors

School Conditions Success Factors

Regents/Aspiration Active Team-Industry Participation

Policy and Budget Alignment

Technical Assessments Curriculum Development and Integration

Strong School-wide Leadership & Coordinated Support

Completers/Technical Endorsements

Instructional Design Ongoing Curriculum Development

Graduates Learner Engagement Continuous Improvement

Special Education Completers

Technical Assessment Diversity in Marketing and Student Participation

11th Graders on Track Articulation Agreement Instructional and Program Evaluation

Attendance Work-based Learning Student Centered Career Development

Postsecondary Tracking Employability Profile

Data Governance

Visitation Protocol• Preliminary documents and agenda• 2 day onsite interviews with:• CTE Leadership • Faculty• Students• Self Study and External reviewers• Partners-parents, business and post-secondary

• Data collection• Documents• Classroom observations• Student performance information

Visitation Protocol• Debrief for leadership and staff and clarification

• Development and submission of a written report to program leadership

• To date:• 21 randomly selected programs in 8 BOCES, 3 Big 5, 2 Suburban, 2

Small Rural, and 1 Small City

Thanks To

Walton Central School-Agriculture

Stockbridge Valley Central School-Agriculture

Oswego BOCES-Nurse Assisting and Health Careers

Ulster BOCES-Aviation/Private Pilot

Nassau BOCES-Home Network Installation

Levittown Central School-Cosmetology Saunders T & T HS-HVAC (Yonkers CSD)

Edison High School-Commercial Arts (NYC

Emerson School of Hospitality-Culinary Arts (Buffalo CSD)

Binghamton HS – Accounting

Central Square Central School-Marketing and Entrepreneurship Program

Capital Region BOCES-Auto Collision and Nurse Assisting

Cayuga Onondaga BOCES-Computer Networking

Clara Barton HS-Nurse Assisting (NYC)

Cooperative Technical HS-Early Childhood

Franklin Essex BOCES-Building Trades and Health Occupations

Orleans Niagara BOCES-Welding

Wayne Finger Lakes BOCES-Diesel Technology and Manufacturing Technology

10 Additional Planned through June 30

Examples of Best Practices

Health OccupationsFranklin-Essex-Hamilton BOCES

Computer Systems and Network AdministrationCayuga Onondaga BOCES‐

Certified Nurse Assistant(CNA)Capital Region BOCES

Early Childhood Cooperative HS (NYC)

What We Have Learned? Strong and highly engaged facilitator or teacher who demonstrates a

rigorous and relevant approach in instruction

High level program support from administration, faculty, guidance and others across the school who value the integrated approach.

Clear student expectations, data driven decision making and measurement to support student achievement and improve outcomes

Active understanding of program goals and outcomes by school faculty, guidance, parents and business and post secondary partners

Curriculum is aligned to CCSS, CDOS and Industry standards.

What We Have Learned? Integrated curriculum and instruction with a focus on literacy throughout

the program

Passing rate is higher when all students are expected to challenge the technical assessment

Teachers with trade and technical credentials out perform their non credentialed peers in students passing the technical assessments

High levels of learner engagement is apparent and measurable in the classroom

Highly structured and well supported work based learning experience

Challenges We Face - Moving Forward

24

Gaps – More Study Required

Inconsistent post graduation outcomes

% of students who benefit from articulation agreements

% of work-based learning internships/apprenticeships

Student engagement and impact on learning/achievement

Commitment from both CTE and academic teachers toward rigorous and relevant integrated curriculum development

Measuring advisory council engagement and impact on CTE program

Value and use of employability profile

Questions Guiding Future WorkWhat are the challenges schools face to transform existing

CTE courses to an approved program model?

What are the areas to focus attention on to strengthen the rigor, relevance, and measurement of success of a CTE program in your school?

How do schools build relationships with academic peers and business/industry/postsecondary partners that will drive college and career readiness with your students?