Genna Suraci, Principal Ulster BOCES Career and Technical Center

Edward Shafer, Director CTE Technical Assistance Center of NY

State Contract

Increases the capacity of SED to Serve, Support, and Expand CTE across the state

◦ BOCES◦ LEAs◦ Highest Needs are Highest Priority

Federally Funded (Carl Perkins)

Targeted funds for state support

3 years beginning January 2011

2 year contract extension possible with successful performance

1. Improve CTE data collection to create an accurate picture of career and technical education program performance

2. Assist schools in the integration of the Common Core State Standards with CTE

3. Expand CTE program approvals

4. Use best practices in CTE for high school improvement.

5. Expand CTE programs and student leadership participation

6. Build relationships and networks to strengthen CTE

A coherent sequential program of study

Curriculum aligned to CCSS and technical learning standards

Post secondary articulations with a direct benefit to the student

State‐certified faculty with academic and/or technical certification

Technical assessment that meets industry standards

Work‐based learning opportunities for all students

A data infrastructure

Self Study and External Review with academic, postsecondary and business partners

Approvals are for five years, currently 1000 programs, with some programs entering their third approval

Certified by local officials approved by the State Education Department

Result in students receiving distributed academic credit and a technical endorsement on their diploma

Approved Programs -2001 Discrete and developed locally 2012 over 975 approved programs No field based review of the programs Search for

◦ Good practice◦ Opportunities to streamline program development◦ Validate the model◦ Enhance data reporting◦ Needs in professional/program development

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 for graduation

Articulation Agreement Instructional and Program Evaluation

Attendance Work-based Learning Student Centered Career Development

Postsecondary Tracking

Employability Profile

Data Governance

• Preliminary documents and agenda

• Two day onsite interviews with leadership, faculty, students, self study and external reviewers and other business and post secondary partners

• Data collection: documents, classroom observations and student performance

• Debrief for leadership and staff and clarification

• Development and submission of a written report to program leadership

• To date: 7 BOCES, 3 Big Five, 2 Suburban, 2 Small Rural, 1 Small City

Teacher is Certified Aviation and Flight Instructor

Distributed Credit for ELA, Math and Science

Consulting/Direct Instruction Model with Academic Integration Specialist

Challenging text, reading material & opportunity to fly

FAA Examination (pass written to enter second year)

20 % of students with IEPs

Regents English 11 option with 85% pass rate

TABE score increases in grade levels, 2.7 reading, 2.2 math

Every Teacher Is A Language Arts Teacher

• Upgrading Language Arts Skills

• Across All Curriculum Areas

• Interdependence Of The Four Language Skills

Writing

ListeningReading

Speaking

Language Skills

TCITechnical Communication

Instruction

• Increase Reading, Writing, Listening And Note Taking Skills Of All Students

• Licensed English Teachers Team-planning And Team Teaching With Trade Teachers

• 2 X A Week – 1 Hour Each Day • Establishing Common Planning

TCI: Common Curriculum

Common Goals For TCI, By Quarter

• 1st Quarter: Common Sentence Errors• 2nd Quarter: Usage• 3rd Quarter: Research And Citation• 4th Quarter: Career Exploration And

Professional Documents

Pre Test (Diagnostic)—no Grade Post Test (Evaluative)—25% Of TCI Grade Content

◦ Grammar◦ Usage◦ Written Response

Results: Class Average Improved 15% - 18% Writing Skills Notably Improved In Later

Assignments

Design

◦ All Students In All Trades Participate In The TCI Program

◦ Team-teaching—one English Teacher, One Trade Instructor

Structure◦ Two Hours Every

Week (Two One-Hour Sessions)

◦ Goals Language Proficiency Communication Skills Enhance Trade

Instruction

Assignment:

-Make a detailed security survey of your home

-Include diagrams

-Write a persuasive letter outlining ways to “target harden” your house

T h e S h a ke -S tra -N o -S tra

Jo e Do n uts Ing e llisC rim in a l Ju s tice T e a ch er

M u se

L a d y M a cB e thC o n g sig lie re

M a c th e K n ife M a cB e thA ssa ss in

D ia m o n d J im M a cN u ltyT C I In stru c to r

In fo rm a nt

B illy th e Q u ill S ha ke sp e a reM a s te rM ind

Assignment:-Write an essay comparing Parallel and Series Circuits

-Include diagrams

-Develop a simile or metaphor that illustrates the difference between the two types of circuits

For Carpentry: Class I selected an article on concrete

Students compared text and graph

Students wrote a job proposal

◦ Culinary Arts—Write A Descriptive Essay That Explores The Design Of Your Dream Restaurant.

◦ Cisco—Create And Present A Project That Discusses Professional Opportunities For Computer Engineers.

◦ Welding—Read An Article About Catastrophic Building Collapse, And Use Your Understanding Of Welding And Construction To Write An Essay Evaluating The Causes Of The Collapse.

◦ Gva—Create Images To Correspond With Poetic And Literary Quotations.

◦ Automotive—Create A PowerPoint Presentation That Explores The Impact Of Automotive Plants On Communities.

Meet For One Hour Once A Week ◦ Pull-Out Course (Students Are Pulled Out Of Their Trade

Classes)

Focus On ◦ Literary Analysis And Appreciation◦ Critical Thinking◦ Literary Elements◦ Writing About Literature◦ Writing Skills (Supplemented By TCI)◦ Regents Readiness

Pull-Out Course (One Hour, Once A Week)

Designed As A College Preparation Course

Modeled After The Isp081 (Pre Composition I) Course At SUNY Ulster

Students Will Be Able To:◦ Write Clear, Focused, And Organized Essays.◦ Write Competently Using Different Rhetorical Strategies

(To Inform, To Persuade, Etc.), And Incorporate Technology-Based Language And Ideas.

◦ Write Competently With Regard To Grammar, Conventions, Audience, And Purpose.

◦ Conduct Research And Employ MLA or APA Style Documentation.

◦ Conduct Self And Peer Editing Effectively.◦ Analyze Texts Critically.

College Readiness

• Revamped English 12 Course To Be A College Preparatory English Course

• Revamped Tech Math To Be A Review For College Placement

• Collegiate Program Started & Dual Credit Offered

Students Taking English 11 Or English 12 At Ulster BOCES

◦ Grade: 50% TCI And 50% English Pull-out

TCI Grade (English) Is 25% Of Trade Grade

The Technical Project Consists Of Three Major Components. Each Component Is Worth 1/3 Of The Final Project Grade.

Research Paper With Citations & Works Cited Oral Presentation Product

New Effective Cell Phone Policy Principal’s Senior Council Revamped Grading Policy - The Power Of

“I” College Preparatory English And Math

Course Offerings

Common Generic Project Grading Rubric Infusion of CCLS & CCR Standards Start of PBIS ( Positive Behavior Intervention Supports)

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 and CDOS standards.

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

QUESTIONS????

THANK YOU