May 2007
Implementation Guide
for
Career and
Technical Education Program Approval
TABLE OF CONTENTS
INTRODUCTION
Section 1:............................................................................................................................... PROGRAM APPROVAL
Section 2:............................................................................................................................... SELF-STUDY
A: CURRICULUM REVIEW
B: TEACHER CERTIFICATION/TRAINING
C: TECHNICAL ASSESSMENTS BASED ON INDUSTRY STANDARDS
D: POSTSECONDARY ARTICULATION
E: WORK-BASED LEARNING
F: WORK-SKILLS EMPLOYABILITY PROFILE
G: PROGRAM INFORMATION
Section 3: EXTERNAL REVIEW
Section 4:............................................................................................................................... LOCAL DATA COLLECTION AND REPORTING
Section 5:............................................................................................................................... STATEMENT OF ASSURANCE
APPENDIX A: REGULATION
APPENDIX B: RESOURCES
INTRODUCTION
The Implementation Guide for Career and Technical Education Program Approval is a tool intended for use by the local program approval self-study and external review teams. The guide is designed to assist in assessing career and technical education (CTE) program quality and identifying program needs prior to submission of the CTE Program Statement of Assurance to the Department for approval.
Guidance is provided on each element required for CTE program approval. Each section of the guide contains a brief overview, criteria, documentation, and resources developed to assist in the overall process leading to program approval. Additional information, (e.g., Regulations and Resources) is provided in Appendix A and Appendix B of the guide.
School districts/BOCES must complete a self-study report, conduct an external review, and secure assurance of the Board of Education prior to submission of the required Statement of Assurance which the Department will determine CTE program approval. The CTE program approval process is illustrated in Section 1.
SECTION 1: PROGRAM
APPROVAL
Overview:
Program approval is the way the State Education Department (SED) ensures that local career and technical education (CTE) programs meet the policy requirements approved by the Board of Regents on February 6, 2001.
Process:
A CTE program is eligible for State approval
provided the local education agency (LEA) has met all program approval
guidelines including but not limited to:
·
Conducted
the CTE self-study
·
Approved
a report by an external review committee
·
Corrected
relevant data and reports
·
Submitted
a signed Statement of Assurances by the President of the Board of Education
indicating approval of the CTE program submitted
·
Submitted
the Career and Technical Education Program Approval Follow-up Information form
Resources: For additional information
This website provides a number of resources that will be helpful in developing CTE programs that will meet SED program approval criteria. To assess the Resources, click on Resources (bottom right-hand corner of previous page) and scroll down to relevant topics. The following may be most useful.
·
Board of Regents Policy on Career and Technical
Education, February 2001: http://www.emsc.nysed.gov/workforce/cte/cte.html
· Applicable Q & A document: (Q & A) 1, 2, 3, 4, 7, and 8
· Commissioner's Regulations, Part 100.1-100.9:
http://www.emsc.nysed.gov/part100/pages/reglan.html
SECTION 2: SELF-STUDY
Overview:
Self-study is the first step in career and technical education (CTE) program approval process. It is required for existing programs as well as new ones. The internal process brings together partners to review a program, to propose modifications and evaluate the degree to which it meets the State learning standards. The goals of self-study activities are program improvement and the development of a recommendation of approval from the review by the external review committee.
Self-Study Team:
Self-study
team/group members are selected by the school district/BOCES. The CTE program
under review and local need will help to determine the composition of the
self-study team/group. Individuals other
than CTE teaching staff and general school staff may be included in self-study
activities. Generally, self-study team
members do not serve on the external review team/group. The school
district/BOCES retains essential records/reports created during the self-study
phase. The length of time needed to
complete a self-study varies by school district/BOCES and by the type of CTE
program under review and is not prescribed in Commissioner's Regulations or by
State Education Department (SED) policy.
Suggested membership on the team includes:
· District administrator(s), building administrator(s),
guidance personnel from the
school/BOCES
· Career and technical education teachers
from the proposed program area
· Teachers of academic subject in the area
for which the credit is to be granted
·
Representative/advocate for students with
disabilities
·
Postsecondary representatives
·
Business/industry/union representative(s) from the
proposed program area
· Local Workforce Investment Board/Youth
Council representative(s)
Process:
The
self-study activity is required for all existing programs and new programs
seeking approval as a career and technical education program. Its purpose is to bring together partners to
review the career and technical education program, propose relevant
modifications, and evaluate
the
degree to which the program meets both the State learning standards and current
industry standards. If there is to be
inclusion of academics, the self-study should include teachers in the academic
area from both the BOCES and the local education agencies (LEA).
School
districts/ BOCES should be innovative in the design and operation of their
self-study programs. Guidelines, when
followed, will provide evidence that:
·
Career and Technical Education (CDOS) Standards
align with relevant State academic standards and related business/industry
standards
·
Courses, including integrated or specialized CTE
courses, meet unit of credit and other distributive requirements
·
A projection has been made of the number of students
to be served
·
Professional development plans have been assessed
for each program under review
Additional
reviews will be completed for the following:
·
Program evaluation and student assessment
·
Benchmarks for student performance
·
Postsecondary articulation programs
·
Teacher certification status of instructional staff
·
Existing work-based learning experiences
·
Schedules of teachers and students
·
Required resources including staff, facilities and
equipment
·
Accessibility for all students
including those students with disabilities
·
Work Skills Employability Profile
Documentation:
A report
is prepared for the external review committee.
It will articulate any CTE program needs, adjustments, or modifications
revealed by the self-study phase. Final
recommendations on program approval are included in the report.
Resources:
For additional information
· Board of Regents Policy on Career and Technical Education, February 2001:
http://www.emsc.nysed.gov/workforce/cte/cte.html
·
Applicable Q & A document: (Q & A) 2 and 5
·
Commissioner's Regulations, Part 100.1-100.9: http://www.emsc.nysed.gov/part100/pages/reglan.html