NEW YORK STATE
CAREER AND TECHNICAL EDUCATION
GUIDELINES FOR CAREER AND TECHNICAL EDUCATION
ADMINISTRATORS AND COUNSELORS
2005 EDITION
The University of the State of New York/The State Education Department
Office of Curriculum and Instructional Support
Albany, New York 12234
March 2005
Guidelines for Career and Technical Education Administrators and Counselors
I. CAREER AND TECHNICAL EDUCATION DEFINITION/LEGAL BASIS
Overview
Definition
Characteristics of Career and Technical Education Programs
Availability of Career and Technical Education
Legislative Mandates
Commissioner's Rules and Regulations
II. NEW YORK STATE K-12 LEARNING STANDARDS
Overview
New York State K-12 Learning Standards
Career Development and Occupational Studies Learning Standards (CDOS)
III. GRADUATION REQUIREMENTS - HIGH SCHOOL DIPLOMA
Overview
Types of Diplomas
Career and Technical Education Substitution for Foreign Language Requirement
Diploma Requirements
Unit of Credit
Unit of Study
Career and Technical Education Specialized Courses
Career and Technical Education Integrated Courses
Additional Courses for Academic Credit
Design and Drawing for Production
Housing and Environment and Clothing and Textile Core
Participation in Government Credit
Credit for BOCES Career and Technical Education Programs
IV. CAREER DEVELOPMENT AND OCCUPATIONAL STUDIES (CDOS) PROGRAMS AND SEQUENCES
Overview
Program Requirements in Grades One through Six
Program Requirements in Grades Seven and Eight
Program Requirements in Grades Nine through Twelve
Career and Technical Education Sequences
Career and Technical Education Sequence Examples
Career and Financial Management
Career and Technical Education Course/Program Approval
Course/Sequence Approval Application
V. WORK-BASED LEARNING OPTIONS/MODELS
Overview
Pre-Apprenticeship Programs
VI. CAREER AND TECHNICAL EDUCATION PROGRAM DELIVERY SYSTEM MODELS
Overview
Other Delivery System Models
VII. CAREER AND TECHNICAL EDUCATION PROGRAMS
Overview
Career and Technical Education Policy Goals
Career and Technical Education Approval Process
VIII. CAREER PLAN
Overview
Closing the Performance Gap
IX. CAREER AND TECHNICAL EDUCATION STUDENT ORGANIZATIONS
Overview
Association of Marketing and Management Students (DECA)
Family, Career and Community Leaders of America (FCCLA)
Future Business Leaders of America (FBLA)
Health Occupations Students of America (HOSA)
New York State Association of Future Farmers of America ( FFA)
SkillsUSA
Technology Student Association (TSA)
X. STUDENTS WITH DISABILITIES ACCESS TO PROGRAMS
Overview
Transition Programs and Services
Access to Student's Individualized Education Program
Reporting Progress to Parents
Career and Technical Education/Special Education Collaborative Planning
Career and Technical Education Skills Achievement Profile for Students with Disabilities Receiving Individualized Education Program Diplomas
XI. NO CHILD LEFT BEHIND REGULATIONS (NCLB)
I. CAREER AND TECHNICAL EDUCATION DEFINITION/LEGAL BASIS
Overview
Career and Technical Education (CTE) encompasses a variety of subject areas designed to prepare students for life-long careers. Such courses were formerly referred to as occupational education. Current State Education Department documents and regulations, as well as New York State legislative language all use the CTE terminology. However, federal legislation and documents continue to reference this curricula as vocational education.
Definition
Commissioner’s Regulations [C.R.R. 100.1(1)L], defines CTE as a kindergarten through adult area of study that includes rigorous academic content closely aligned with career and technical subjects. The Career Development and Occupational Studies (CDOS) Learning Standards serve as the framework. In grades nine through twelve, CTE includes the specific disciplines of agriculture education, business and marketing education, family and consumer sciences education, health occupations education, technical education, technology education, and trade/industrial education.
The purpose of CTE is to provide learning experiences where students become aware of a broad spectrum of careers and develop skills that are applicable to personal and career roles and are necessary for employment in specific career areas or postsecondary study. Successful programs will prepare students for life as productive members of society.
Characteristics of Career and Technical Education Programs
Elements of a successful CTE program include:
· certified teachers who remain current within their profession
· a sequence of courses that prepare students for employment or postsecondary study
· a work-based learning opportunity
· a business and industry consultant committee who will provide input into the program
· an opportunity to apply academic concepts to real-world situations
· a program that allows students the opportunity to earn college credit for college-level high school programs
· preparation for industry-based student assessments
· an opportunity to use the most current business/industry-based technologies
· an opportunity to achieve the career cluster standard (CDOS Standard 3b)
Availability of Career and Technical Education
The requirements mandating public school districts to make CTE instruction available to all New York State students is specified in both State legislation and the Regulations of the Commissioner of Education.
Legislative Mandates
“…The board of education of each school district shall provide secondary school pupils and adults access to programs of occupational education, commensurate with the interests and capabilities of those desiring and having a need for preparatory training, retraining or upgrading for employment, and develop realistic programs in accord with manpower needs in existing and emerging occupations for present and projected employment opportunities (Education Law 4602).”
Provisions to allow CTE instruction external to the local school districts establishes the legal basis for BOCES career and technical education programs.
“…Occupational education programs and classes shall be organized and conducted by boards of education, or arranged through shared services as provided by boards of cooperative educational services, in accordance with the rules (of) the regents and the regulations of the commissioner of education (Education Law 4602).”
Dual Enrollment Programs
Under Section 3602-C of Education Law, pupils in nonpublic schools may also enroll in public school programs in three categories: occupational, handicapped and gifted education. Such dual enrollment does not in any way jeopardize the pupil's enrollment in the nonpublic school, nor does it involve the pupil's registration in a public school. The Law provides that nonpublic school pupils may not be segregated from public school pupils in dual enrollment programs.
In order to arrange for participation in an occupational or gifted education program, the parents of a nonpublic school pupil must file a written request with the board of education of the district in which the pupil resides. June 1 is the deadline for these requests.
Participation in dual enrollment programs for the handicapped is arranged through the committee on special education. A student may be referred to the committee on special education at any time by his or her parents or by a professional staff member of the nonpublic school which the student attends.
Commissioner's Rules and Regulations
Only those CTE sequences that have been approved by the Commissioner may be used to fulfill the requirements for a Regents or local diploma [C.R.R. 100.5 (b) (7)].
Commissioner’s Regulations Part 100.2 (h) (1) specifies that public school districts must make available, and allow students to complete, both three-unit and five-unit approved sequences in CTE studies. “Approved sequences” means approved by the Commissioner to fulfill diploma requirements (see [C.R.R. 100.5 (b)]) as determined by Department policy and procedures. Provisions of [C.R.R. Part 100.2 (h) (3-7)] also require that:
· students must be allowed to begin a CTE sequence in grade nine;
· each CTE sequence must include one unit of credit in Career and Financial Management (I.O.);
· three-unit sequences must be “extendable” into approved five-unit sequences; and
· five-unit CTE sequences must prepare students for both employment and postsecondary education.
II. NEW YORK STATE K-12 LEARNING STANDARDS
Overview
The New York State Learning Standards for grades K-12 were developed to assure that all students achieve a high level of knowledge and the ability to apply that knowledge in real world situations. Standards-based education addresses two types of standards, content and performance. Content standards identify what students should know and be able to do. Performance standards identify levels of achievement in relation to the content standards. Teaching and learning should engage students in work that develops a deep understanding of the concepts of a particular discipline, and makes connections between classroom learning and situations in the real world.
New York State K-12 Learning Standards
The 28 New York State Learning Standards are organized by key ideas, performance indicators describing expectations for students, and sample tasks suggesting evidence of progress across all academic areas K-12.
Career Development and Occupational Studies Learning Standards (CDOS)
The Career Development and Occupational Studies Learning Standards (CDOS) provide students the opportunity to learn the value of work in our society, become familiar with ways to use academic knowledge to solve real-world problems, acquire the broad-based skills necessary for success, and learn the technical skills used in a particular career cluster.
Standard 1: Career Development
Students will be knowledgeable about the world of work, explore career
options, and relate personal skills, aptitudes, and abilities to future career decisions.
Standard 2: Integrated Learning
Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings.
Standard 3a: Universal Foundation Skills
Students will demonstrate mastery of the foundation skills and
competencies essential for success in the workplace.
Standard 3b: Career Majors
Students who choose a career major will acquire the career-specific technical knowledge/skills necessary to progress toward gainful employment, career advancement, and success in postsecondary programs.
Additional Resources
For additional information regarding Career Development and Occupational Studies Learning Standards (CDOS), visit www.emsc.nysed.gov/cte/cdlearn.html.
III. GRADUATION REQUIREMENTS - HIGH SCHOOL DIPLOMA
Overview
Commissioner's Regulations (C.R.R.) require that all students, beginning with those who first entered ninth grade in 2001, must meet specific requirements to earn a high school diploma.
Types of Diplomas
Students first entering grade nine in the 2001-2002 school year and thereafter may be
awarded one of the following types of diplomas:
· Regents diploma, or
· Regents diploma with an advanced designation, or
· State high school equivalency diploma [C.R.R.100.7], or
· High School Individualized Education Program Diploma [C.R.R.100.9],
· Regents diploma, or Regents diploma with an advanced designation, with an affixed technical endorsement awarded upon completion of an approved career and technical education program [C.R.R. 100.5(d)(6)],
· Local diploma (if available).
Additional Information About Types of Diplomas
A local school district may award a student a Regents diploma with honors or a Regents diploma with advanced designation with honors. To earn honors, a student shall achieve an average of 90 percent in all Regents examinations, or their equivalent required for the diploma. Each Regents examination score carries a weight of one and such score shall not be multiplied by the number of units of study being examined. Averages below 90 percent shall not be rounded upward to 90 percent.
Earning a Regents or local high school diploma shall be deemed to be equivalent to receipt of a high school diploma pursuant to Education Law section 3202(1) and shall terminate a student's entitlement to a free public education pursuant to such statute. Earning a high school equivalency diploma or an Individualized Education Program Diploma shall not be deemed to be equivalent to receipt of a high school diploma pursuant to Education Law section 3202(1) and shall not terminate a student's entitlement to a free public education pursuant to such statute.
Regents Diploma
Students first entering grade nine in 2001 and thereafter shall meet the commencement level New York State learning standards by successfully completing twenty-two units of credit and five New York State assessments as described:
· English, four units of credit, and the Regents comprehensive examination in English or an approved alternative
· Social studies, four units of credit and the Regents examination in United States history and government or an approved alternative and the Regents examination in global studies history and geography or an approved alternative
· Mathematics, three units of credit and the Regents examinations in Math A or an approved alternative
· Science, three units of credit and any one of the Regents examinations in science or an approved alternative
After passing the required New York State assessment or approved alternative in mathematics, science, social studies, and English language arts, the remaining units of credit required in the core academic areas may be met through CTE specialized courses.
A Regents Diploma with Advanced Designation
A Regents diploma with advanced designation is awarded to students who meet additional requirements:
· one additional Regents examination in mathematics, for a total of two, as determined by the Commissioner or approved alternatives;
· one additional Regents examination in science, for a total of two, with at least one in life science and at least one in physical science;
· two additional units in language other than English, for a total of three units, and the Regents comprehensive assessment in that language; and
· students completing a five unit sequence in CTE or a five unit sequence in the arts are not required to complete the additional two units of the language other than English. They must still meet the requirements for the total number of units of credit.
Career and Technical Education Substitution for Foreign Language
To earn a Regents diploma with an advanced designation a student must complete an additional two units in a language other than English (a total of three units) and must pass the Regents comprehensive examination in that language. Students completing a five-unit sequence in CTE or the arts (visual arts, music, dance, and theatre) are not required to complete the additional two units of the language other than English to receive advanced designation. However, they must meet the requirements for the total number of units of credit. For information concerning language other than English, including American Sign Language, go to www.emsc.nysed.gov/deputy/documents/corecurr.html
Diploma Requirements
|
Course |
Regents Diploma Units of Credit |
Regents Diploma with Advanced Designation Units of Credit |
|
English |
4 |
4 |
|
Social Studies (a) |
4 |
4 |
|
Mathematics |
3 (b) |
3 (b) |
|
Science |
3 (b) |
3 (b) |
|
Health |
0.5 |
0.5 |
|
The Arts (c) |
1 |
1 |
|
Languages Other than English (LOTE) |
1 |
3 (d) |
|
Physical Education (e) |
2 |
2 |
|
Sequences and/or Electives |
3.5 |
1.5 (d)
|
|
Total Required (minimum) |
22 |
22 |
· Four credits required, including one unit in United States history and government and one-half unit each in participation in government and economics
· Students may meet the learning standards in technology, either through a course in technology education or through an integrated course combining technology with mathematics and/or science. A commencement level course in technology education may be used as the third unit of credit in science or mathematics, but not both.
· The arts are defined as dance, music, theater, and visual arts.
· To earn the advanced designation, the student must complete a Regents sequence in one of the following:
o A language other than English (three units)
o CTE (five credits)
o The arts (five credits)
· Students are required to have two units of credit in physical education for graduation.
For students with disabilities who first enter grade nine from the 2001-02 school year through the 2009-10 school year and who do not pass one or more required Regents examinations for graduation but pass Regents Competency Tests or Department approved alternatives in those subjects, a local diploma may be issued by the local school district. This provision shall apply only to:
· Students with disabilities identified through a Committee on Special Education (CSE). Specific language regarding the availability of the safety net does not have to be indicated on the student's Individualized Education Program (IEP).
· Students with disabilities identified through the Section 504 Multidisciplinary Team (MDT) if recommended and documented by the MDT on the student's Accommodation Plan.
· Students with disabilities declassified while in grades 8-12 if recommended and documented by the CSE on the student's IEP.
Unit of Credit
A student entering grade nine in 2001 and thereafter must complete 22 prescribed units of credit to receive a Regents diploma or a Regents diploma with advanced designation. A unit of credit requires:
“…the mastery of the learning standards set forth in a New York State-developed
or locally developed syllabus for a given high school subject, after a student has
the opportunity to complete a unit of study in the given subject matter area…"
[C.R.R.100.1(1)(b)(1)]
Alternatives to Earning a Unit of Credit
A student may earn a unit of credit without completing the unit of study by acquiring a passing score of at least 85 percent or its equivalent on a Department-approved examination and by successfully completing either an oral examination or a special project. This is commonly referred to as "challenging the exam" and is limited to the acquisition of six and one-half units of credit.
A unit of credit may be earned by a CTE work-based learning experience that provides a minimum of 300 on-job-site hours with appropriate in-school experience. The course of study must incorporate commencement level State Learning Standards for the subject in which credit is given.
Unit of Study
As defined in Commissioner’s Regulations, a unit of study:
“…means at least 180 minutes of instruction per week throughout the
school year, or the equivalent.” [C.R.R.100.1(1)(a)]
A unit of study may be completed over a shorter or longer period of time than a full school year, provided the requirement of 108 hours of instruction (180 minutes a week X 36 weeks) is met.
Most, but not all, units of study are converted by the school district into the units of credit required for high school graduation. The distinction between a unit of study and a unit of credit is important in CTE programs because a unit of study may be used to meet more than one distribution requirement. Examples of courses for which such application may occur include:
· CTE specialized courses
· CTE integrated courses and CTE specialized courses offered within an approved CTE program
· CTE courses designated by Department policy as equivalents for other subject area courses (e.g., business communications for the grade 12 English language arts requirement, clothing and textile, and housing and environment for the art requirement, etc.)
One unit of study may be converted into one unit of credit. Depending on the unit of study, there may be flexibility as to which sequence the unit of credit is applied.
Design and Drawing for Production is an example of the flexibility. Upon successful completion, this unit of study is converted to a unit of credit. The credit may be applied to either the technology education requirement or the art/music requirement. It may not be applied to both. It will count as one of the 22 units of credit required for graduation.
Career and Technical Education Specialized Courses
Specialized courses are defined in Commissioner's Regulations:
“…after passing the required New York State assessment or approved alternative in mathematics, science, and English language arts, the remaining units of credit required in that discipline may be in specialized courses. 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 learning standards as established by the commissioner. A specialized course develops the subject in greater depth and/or breadth and/or may be interdisciplinary. Successful completion of one unit of study in an interdisciplinary specialized course may be awarded only one unit of credit but may be used to meet the distribution requirements in more than one subject. In a public high school, an interdisciplinary specialized course shall be taught by a teacher certified in at least one of the subjects.” [C.R.R.100.5(b)(7)(iv)]
CTE Specialized Courses in the Core Academic Areas
The CTE specialized courses provide school districts and BOCES with multiple pathways where students may meet required academic credits in mathematics, English language arts, science and social studies. In the area of social studies, specific requirements must be met. These requirements include a half unit of credit in economics and a half unit of credit in participation in government or "their equivalent" as defined by the chief local administrator or his or her designee.
Additional Information about CTE Specialized Courses
· All students may use specialized CTE courses to meet graduation requirements.
· Academic credit for CTE specialized courses is contingent upon passing the related core academic subject Regents examination.
· Students may be enrolled in CTE specialized courses concurrent with enrollment in a Regents examination preparatory course.
· A CTE specialized course is based on achievement of the commencement level core academic State learning standards and the Career Development and Occupational Studies Learning Standards (generally, Standard 3b).
· Successful completion of a CTE specialized course may be used as a unit of credit in a core academic subject and also as a unit of study to meet CTE sequence/program requirements.
· In approved CTE programs, CTE specialized courses may be used in combination
with CTE integrated courses to meet program and diploma requirements.
· A CTE specialized course should be co-developed by a teacher certified in the career and technical education subject and a teacher certified in the core academic subject area addressed in the CTE specialized course.
· CTE specialized courses must be taught by a teacher certified in the career and
technical education subject or a teacher certified in the academic subject area contained in the CTE specialized course, or the course may be co-taught by appropriately certified CTE teachers and academic subject teachers.
Career and Technical Education Integrated Courses
Integrated CTE courses were introduced when the Regents approved the Career and Technical Education Policy of 2001. They are defined in Commissioner’s Regulations as:
"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 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." [C.R.R.100.5(d)(6)(I)(a)]
Additional Information about CTE Integrated Courses
· CTE integrated courses may only be used as a core academic subject credit by students enrolled in an approved CTE program.
· CTE integrated courses apply only to the four core academic subjects and do not apply to other graduation requirements such as art/music, health, etc.
· CTE integrated courses must be co-developed by a CTE subject teacher and an academic teacher of the core academic area integrated into the course.
· Co-teaching a CTE integrated course by a CTE teacher and core academic teacher is encouraged and adds to the strength of the instructional delivery.
· Students who have not yet passed the related core academic Regents examination may be enrolled in a CTE integrated course if the student is also concurrently enrolled in a core academic course in preparation for the Regents examination that is taught by a teacher certified in the core academic subject.
· A CTE integrated course may be applied to a maximum of one unit of core academic credit in each of the four core academic areas and, at the same time, be used to meet a CTE distribution (CTE sequence/program) requirement in an approved CTE program.
· In completing the process leading to CTE program approval, school districts/BOCES must include the New York State Career Development and Occupational Studies (CDOS) Learning Standards and the learning standards for the core academic areas (at the “commencement level”) in the CTE integrated course within the required curriculum crosswalk.
Additional Courses for Academic Credit
Students have the option of using specified CTE courses to meet certain
diploma requirements in general education.
General Education Requirement Appropriate CTE Alternative Course
Fourth unit of English Language Arts Business Communications
Social Studies Student Leadership Organization
(one-half unit in Participation Activities
in Government)
Health Health Occupations Core
Art Design and Drawing for Production
(DDP)
Art Clothing and Textile Core and Housing and Environment Core
Design and Drawing for Production
Design and Drawing for Production (DDP) is an approved course to meet the one unit of art/music requirement for graduation for all students, in addition to approved art education courses. The DDP syllabus is aligned with Standard 5 of the Mathematics, Science and Technology Learning Standards and the Visual Arts Learning Standards. Teachers certified in art education or technology education must teach instruction in DDP used to meet the art/music credit. It may be used as part of the technology education curriculum or as part of the art education curriculum. To fulfill this requirement, the course of study must use the State developed DDP syllabus in its entirety.
Clothing and Textile and Housing and Environment Core
The combined Housing and Environment CORE (1/2 unit) and the Clothing and Textile CORE (1/2 unit) may be used to fulfill the one unit of art/music study required for graduation for all students.
Participation in Government Credit
Students may substitute student leadership activities to meet the participation in government requirement. To receive credit using this option, a student must:
· be a member of one of the student leadership organizations chartered and recognized by the Board of Regents
Future Business Leaders of America (FBLA)
Health Occupations Students of America (HOSA)
New York Association of Future Farmers of America (NYSFFA)
SkillsUSA
Technology Student Association (NYSTSA)
· develop a Student Plan, with the assistance and approval of the chapter adviser, that meets the objectives for participation in government, and
· receive approval from the superintendent of schools (or designee).
The Student Plan must represent a culminating experience. For this reason, the Plan will generally be carried out in the junior and senior years, although some students in BOCES programs may condense their activities into the senior year.
To assist teachers and students in using this option, the Department has prepared "A Guide For Using Occupational Education Student Leadership Development Activities for Participation in Government Credit." The guide and a 2003 addendum are located at www.emsc.nysed.gov/workforce/home.html.
Credit for BOCES Career and Technical Education Programs
[C.R.R. 100.2 (w)(2)] specifies that all component school district students who complete the same CTE course or program at a BOCES will receive the same credit(s) toward graduation.
IV. CAREER DEVELOPMENT AND OCCUPATIONAL STUDIES (CDOS)
PROGRAMS AND SEQUENCES
Overview
The CTE curriculum should begin early in childhood and extends throughout an individual's lifetime. CTE should provide students with broad, transferable skills, and will prepare them to be more responsive to change in careers and real-life situations.
Program Requirements in Grades One through Six
During grades one through six, all students shall receive instruction that will facilitate their attainment of the State Learning Standards in career development and occupational studies.
Program Requirements in Grades Seven and Eight
Instruction will enable all students to achieve, by the end of grade eight, State intermediate learning standards in career development and occupational studies. During this time students will also receive one unit of study in technology education and three-quarters of a unit of study in home and careers. See [C.R.R. 100.4)].
Technology education is a program of instruction designed to assist all students in meeting State intermediate standards for technology. Technology education includes science, mathematics, social science, and language arts in a hands-on, systems-based approach to problem solving. See [C.R.R. 100.4 (b)(1)(v)].
Home and career skills instruction assists all students to meet State intermediate learning standards for family and consumer sciences. It also helps students develop strategies to manage multiple individual, family, career, and community roles and responsibilities. Instruction incorporates concepts of science, mathematics, social science and language arts. See [C.R.R. 100.4 (b)(1)(vi)].
Program Requirements in Grades Nine through Twelve
Students first entering grade nine in the 2001-2002 school year and thereafter shall earn 22 units of credit incorporating the commencement level learning standards in technology, family and consumer sciences, and career development and occupational studies.
Career and Technical Education Sequences
A well-planned CTE sequence delivers learning experiences in the classroom,
laboratory or work site setting that are based on the New York State learning
standards for Career Development and Occupational Studies (CDOS). Instruction
must relate to one of the six CTE major career areas (see chart) and must meet
current business entry-level industry skill standards. Sequences may be
organized by levels of difficulty or by thematic relationships.
Career and Technical Education Sequence Examples
|
CDOS Standard 3b Career Areas |
CTE Content Concentration Areas with Program Examples |
|
Business/Information Systems |
Business/Marketing Education: Accounting/Finance Marketing and Business Logistics Entrepreneurship E-Commerce/Web Design Administrative Support International Business |
|
Health Services |
Health Occupations Education: Licensed Practical Nurse Emergency Medical Services Medical Laboratory Assistant Medical Assistant Nurse Assistant Dental Assistant Dental Laboratory Technology |
|
Engineering/Technologies |
Technology Education: Individual courses selected from Foundational, Systems and Elective areas for a sequence Trade/Technical: Building Maintenance Electronics/Electricity Welding Aviation Construction Automotive Repair Computer Aided Design/Manufacturing Computer Repair/Networking |
|
Human and Public Services |
Family and Consumer Sciences: Child Care Gerontology Housing and Environment Culinary Arts Clothing and Textiles Food and Nutrition |
|
Natural and Agricultural Science |
Agricultural Education: Agricultural Mechanics Horticulture Conservation Animal Science |
|
Arts and Humanities (does not include the performing arts or fine arts) |
Content areas that are new/emerging: Media Technologies/Production Commercial/Graphics Stage/Lighting Design |
Career and Financial Management (Replacement for Introduction to Occupations)
The recently created course, tentatively entitled "Career and Financial Management", is a one-half unit requirement that will replace the current Introduction to Occupations requirement in September 2004. The course is required as part of every career and technical education (CTE) program including five-unit CTE programs used as a substitution for the additional two units of foreign language needed for a Regents diploma with advanced designation. The Career and Financial Management content can be met either as a discrete course or integrated into other courses in a CTE sequence. All teachers certified to teach any subject in career and technical education in New York State are certified to teach the new course.
Part A of the Career and Financial Management requirement was developed by teachers and consultants to replace the current required modules "Working Citizen/Personal Resource Management" in the Introduction to Occupations course. The purpose of the new one-half unit course is to provide students with the opportunity to learn about the features of our economy, explore a variety of careers, learn the skills and competencies needed for success in the workplace and to begin to become financially literate. Part B of the Career and Financial Management requirement can be met by a student taking one-half unit of any career and technical education curriculum that either introduces students to a cluster of occupations or develops skills appropriate for a cluster of occupations. For further information, go to www.emsc.nysed/workforce.
Career and Technical Education Course/Program Approval
It is the responsibility of local school districts and BOCES to review and approve local courses and instructional programs, including New Visions programs. Specialized courses in career and technical education are approved by the local school district/BOCES as outlined in [C.R.R. 100.5(b)(7) (iv)]. The only locally developed CTE courses and sequences that must be submitted to the Department for approval are those that do not follow a State-developed or State-adopted syllabus or do not conform to the sequence descriptions outlined. (See Course/Sequence Approval Application in this section).
SAMPLE
Course/Sequence Approval Application
This application is for approval of a career and technical education sequence/course developed locally for an area not covered by a State sequence/syllabus.
School and/or District: __________________________________________________________________________
Address: _____________________________________________________________________________________
Contact Person (and title): _______________________________________________________________________
Telephone Number: ____________________________________________________________________________
The State Sequence/Course to be Added/Modified, or _________________________________________________
Career and Technical Area of Locally Developed Sequence: ____________________________________________
Submitted by: ____________________________________________
Superintendent of Schools
____________________________________________
Date
This completed application form must cover a clear and concise statement describing the modification or substitution of sequence/course for which approval is sought, in terms of:
Purpose of the Modification or Substitution
Time Allocated/Credit to be Awarded
Means of Evaluating Student Success
Adequacy of Facilities, Equipment, Resources
Teacher Adequacy – Numbers, Qualifications, and Certification