NEW YORK STATE CAREER AND TECHNICAL EDUCATION

MODEL PROGRAM RECOGNITION

OVERVIEW

PURPOSE

The Career and Technical Education Technical Assistance Center of NY (CTE TAC) is pleased to announce a new initiative: CAREER AND TECHNICAL EDUCATIONMODEL PROGRAM RECOGNITION.Our goal is to recognize and honor high qualityCTE programs at the middle (grades 5-8) level and at the secondary (grades 9-12) level across the state.

At the middle level, a program can be a course, such as Home and Career Skills or Technology Education. At the secondary level, a meaningful program of study would consist of two or more courses.

The CTE Model Program Recognition is an excellent opportunity to showcase your program and share your expertise with colleagues across New York State.

TIMELINE

Programs must submit an application. Applications are reviewed quarterly. Submit applications by (January 31, April 30, June 30, October 31) to receive feedback within the next quarter.

Within one week after submission:You will be notified about the receipt of yourapplications via email.

  • Within one month after submission:Each application will be evaluated by a panel of reviewers and you will be notified whetheror not your program hasadvanced to the next step of the process or if additional documentation is needed.
  • Within two months after submission:Finalists will be notified to schedule a phone interview or programvisitation.
  • Within one month of the phone interview/school visitation:Programs receiving recognitionas models will be notified.

BENEFITS

Programs recognized will receive:

  • A banner to hang in their school or institution:CTE MODEL PROGRAM
  • Vinyl window decals
  • A two-page promotional brief
  • A digital banner to use in email and print materials as desired
  • Recognition onCTE TAC website
  • A press release for the community
  • Invitations tobe featured at local and state conferences, and/or through webinars, where appropriate

RECOGNITION SUBMISSION REQUIREMENTS

  1. The CTE Model Program Recognition Application must be submitted by the program, building, or district administrator.
  2. Submissions must contain the following:
  • A completed online application
  • At least one letter of support from a building, district, or CTE administrator
  • At least one letter of support from an employer or business partner involved in the program
  • Optional: Supplemental materials including photos, videos, news articles, etc., are welcome but not required. If submitted, photos and articles should be in PDF format.
  1. Submissions should not include any individual student data, including names or otherwise identifiable information.
  2. All required materials must be submitted for consideration.

HOW TO APPLY

  1. Complete the online application.
  2. Submit the application and supporting documents to . Be sure to put Model Program Recognition Applicationin the subject line.
  3. Feel free to contact the Career and Technical Education Technical Assistance Center of NY (CTE TAC) 518-723-2137for questions or to check on the status of your application.

COMPONENTS

  • Distinguishing components of recognized model programs include many of the areas described below.
  • Please refer to these components when completing #13 of the application.

COMPONENT
  1. Curriculum
The CTE curriculum aligns with state, industry, and academic standards, and at the secondary level prepares students for today’s business and industry environments and post-secondary opportunities.
  • Academic Integration
Academic skills, knowledge, behaviors and competencies are addressed, included, supported, and/or reinforcedin the learning activities and assessment strategies.
  1. Instruction
Project-based and contextualized learning and related instructional approaches are fundamental to the CTE program. Instructional practices provide opportunities for students to apply technical, academic, and employability knowledge and skills to real-life situations. Instruction is differentiated and personalized to meet the diverse learning styles, needs and interests of students. Learning experiences are organized and facilitated in a manner that creates a positive classroom culture.
  1. Student Assessment
The program uses multiple forms of assessment, including performance assessment, to evaluate student attainment of technical, academic, and employability knowledge and skills. Assessments are aligned to program standards and curriculum and appropriate to students’ level of knowledge and skill attainment. Assessments are valid and reliable, and data from assessments is used for continuous program improvement.
The next two bullets apply to the secondary level only, if applicable:
  • The technical assessment selected for a CTE program of study possessing or seeking NYS Program Approval must be nationally-recognized and based on industry standards. The technical assessment is an end-of-program rather than an end-of-course assessment and must consist of three parts: written, student demonstration (performance), and student project.
  • An employability profile includes documentation of the student’s attainment of technical knowledge and employability skills.

  1. Business and Community Partnerships
Partners include a diverse range of employers, industry representatives, community/workforce/economic development agencies, and education stakeholders. The program conducts outreach activities to develop partnerships.
  • A CTE Program Advisory Committee is comprised of volunteers who have expertise of the knowledge, skills and competencies essential for success in specific careers. It exists to advise, assist, support, and advocate for CTE programs.

  1. Post-Secondary Articulation Agreements
Students are provided the opportunity for articulation with two- or four-year institutions prepare students for the transition from high school to post-secondary study in a career area. They provide direct benefits to students such as dual credits, college credits, advanced standing, or reduced tuition.
  1. Work-Based Learning
Work-based learning (WBL) experiences provide students with opportunities to apply knowledge and skills learned in the classroom to real-world situations. These experiences engage local businesses and industry partners and increase the relevancy of classroom instruction.
  1. Facilities and Equipment
Facilitates and equipment in the CTE program reflect current workplace practices, support and align to curriculum standards, andmeet appropriate federal, state, and local safety standards.
  1. Career Technical Student Organizations (CTSOs) and/or CTE-Focused Extended Learning Opportunities (ie. Robotics Club, CTE Honor Society, On-Site CTE-Operated Enterprise)
These activities are a part of the CTE program, available to every student at some point during the program. These activities develop and reinforce relevant technical, academic, and employability knowledge and skills. These activities provide opportunities for students to interact with business professionals and leaders and participate in relevant competitive events.

RESOURCES:

  1. Defining High-quality CTE: Quality CTE Program of Study Framework, Draft Version 3.0, ACTE, Nov 2016

2.2017 Advance CTE Excellence in Action Award, AdvanceCTE, 2017

3.NYS CTE Program On-Site Review Criteria, CTE TAC

APPLICATION
School District or BOCES:
Program Name:
Contact Person’s Name:

BACKGROUND INFORMATION

  1. CTE Content Area

☐Agricultural education

☐Business & Marketing Education

☐Family & Consumer Sciences Education

☐Health Sciences Education (formerly Health Occupations Education)

☐Technology Education

☐Trade, Technical & Industrial Education

  1. Program Level

☐Middle Level (grades 5-8)

☐Secondary Level (grades 9-12)

  1. Name of CTE Program (or course titleif applicable):
  1. School/District/BOCES/CTE Program Administrator Information
    Name:

Position/title:

Address:

Email:

Phone:

  1. School District (if applicable):
  1. School and Address:
  1. Type of institution:

☐Middle School

☐Comprehensive High School

☐Technical High School

☐BOCES

☐Career Academy

☐Other (please specify)

  1. Geographic Setting for Your Program

☐Big 5 City School District

☐Urban

☐Suburban

☐Rural

☐Other (please specify)

  1. Describe any economic conditions or special circumstances that impact the school population served by the program(2-5 sentences):

PROGRAM INFORMATION

  1. Give a brief overview of your program(2-5 sentences):
  1. Please complete the chart with any applicable data regarding your current program.

Data: Current Program / # or %
Current program enrollment
Number ofmales
Number of females
Number of special education students
Number of English language learners (ELL/ENL)
The following items apply to secondary level programs only
Attendance rate in program so far, this year
(if data is not yet available for this year, feel free to use last year’s data) / %
Program completer rate
(if data is not yet available for this year, feel free to use last year’s data) / %
Percent of students in program graduating from high school
(if data is not yet available for this year, feel free to use last year’s data) / %
Percent passing 5 Regents exams or 4 Regents exams and an approved substitute exam
(if data is not yet available for this year, feel free to use last year’s data) / %
Percent achieving Regents aspiration level: Math (75)
(if data is not yet available for this year, feel free to use last year’s data) / %
Percent achieving Regents aspiration level: ELA (80)
(if data is not yet available for this year, feel free to use last year’s data) / %
Number of students who took the technical assessment, if applicable
(if data is not yet available for this year, feel free to use last year’s data)
Percent of students who took the technical assessment, if applicable
(if data is not yet available for this year, feel free to use last year’s data)
  • If all students did not take the technical assessment, please explain below:
/ %
Percent of students passing technical assessment, if applicable
(if data is not yet available for this year, feel free to use last year’s data) / %
Percent of students receiving technical endorsement on their diploma, if applicable
(if data is not yet available for this year, feel free to use last year’s data) / %
Number of students receiving a license/credential, if applicable
(if data is not yet available for this year, feel free to use last year’s data)
Number of students accepted into apprenticeship programs, if applicable
(if data is not yet available for this year, feel free to use last year’s data)
Number of students accepted into 2- or 4-year colleges
(if data is not yet available for this year, feel free to use last year’s data)
Number of college-level course offerings in program
  1. List any additional quantifiable data that demonstrates your program’s success:
  1. Please review the distinguishing components in the Appendix. Provide a 3-5-page narrative explaining why your program should be considered for recognition as a CTE Model Program.

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