What we Have Learned Review of Approved Programs A Model for Program Development and Evaluation Edward A. Shafer, Ed.D

1. What we Have Learned Review 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.

2. 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

3. 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

4. College and Career Ready • Preparation 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.

5. The Regents Questions • How 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? 

6. 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?

7. The TAC Frame Career and Technical Education: A Driving Force in School Improvement available at www.nyctecenter.org

8. Daggett System for Effective Instruction International Center for Leadership in Education

9. 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

10. 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

11. Teaching • Embrace 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

12. NYS Approved Programs • 2001 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

13. NYS Approved Programs • Comprehensive 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

14. NYS Approved Programs • State‐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

15. NYS Approved Program Development • Self 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

16. TAC Tools • Introductory Materials • Data Collection Worksheet • Criteria • Interview Protocol • Best Practices Format • Reporting Format Available from Tvenezio@me.com

18. 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

19. 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

20. 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

21. Examples of Best Practices • Health OccupationsFranklin-Essex-Hamilton BOCES • Computer Systems and Network Administration Cayuga‐Onondaga BOCES • Certified Nurse Assistant(CNA) Capital Region BOCES • Early Childhood Cooperative HS (NYC)

22. 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.

23. 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

24. Challenges We Face - Moving Forward

25. 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

26. Questions Guiding Future Work • What 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?