Report to the Board of Education
March 1, 2012
Career and Technical Education
Tony DiLucci, Director
Curriculum Alignment and NYS Program Approval
In December, I reported that work continues in the area of curriculum alignment with the NYS Common
Core Learning Standards in math and ELA along with the NYS standards in science. Lauren Faessler, our
curriculum specialist continues to work with two academic teachers and four CTE teachers and has been
doing so since the beginning of the school year. Those teachers are Sandy Chrzan (math), David
Syracuse (science), Andrea Perkins (cosmetology), Vicki Fitzgerald (culinary arts) and Duane Randall
(construction technologies). The CTE teachers all teach courses that must be approved or re-approved by
the end of this year. Laruen has effectively engaged the assistance of the Association of Career and
Technical Education Administrators, the CTE Technical Assistance Center, an Rubicon, the publishers of a
curriculum mapping software called Atlas. The goals of this work include:
1. Developing a clearly articulated, all inclusive curriculum for each CTE course of study
2. Aligning (cross walking) CTE curricula with NYS learning standards for the purpose of NYS CTE
approval and to offer integrated academic credit to students in certain CTE programs
3. Increase the number of CTE students passing math and science at the secondary level and to
offer additional credit opportunities in ELA
Our expectation is that the bulk of the curriculum development and academic standards alignment will be
completed soon and will be presented to our external review committee on April 18. Although we may
need to continue using a pull-out model to deliver math and science instruction, we will be applying for
NYS Approval with specialized/integrated academic credit. It is likely that fully specialized/integrated
model will not be created until all CTE courses have undergone curriculum alignment.
March Events:
March 6, 2012 – New Visions Health Science open house at Cayuga Medical Center
March 7, 2012 – New Visions Life Science open house at Cornell University’s Guterman Lab
March 15, 2012 – CTE Community open house at the main campus on Warren Road
TST BOCES
Career and Technical Education Annual Goals
2011-2012
Goa #1l: Develop academic integration model in CTE
Objective: Have four CTE programs approved with at least one integrated academic credit (each) available by the end of the
2011-12 school year.
Activities
Identify those CTE course due for reapproval at the end of 2011-12
Resources
SED
Evidence of Attainment
Time Frame
Cosmetology, Carpentry, Auto Tech,
Culinary Arts,
Summer 2011
Results
Review process has
been put into place for
Culinary Arts,
Construction Tech,
Auto Tech,
Cosmetology, and
Digital Media. Lauren
Faessler has been
meeting with teachers
to review curriculum
and align integrated
Math and Science
Common Core
Standards.
Work with CTE Technical Assistance
Center in the development of models
for CTE program approval and
curriculum crosswalks
CTE TAC,
N/A
Summer 2011
Hire coordinator for curriculum,
instruction, professional development
and assessment to lead curriculum
development and alignment effort
Engage component school core
academic teachers to participate in
curriculum crosswalk evaluation
Assistant Superintendent
and School Improvement
team
Hired
Fall 2011
Assistant Superintendent,
HS Principals’ Council,
Superintendents’ Council
Networks will be in place and
communicating effectively
School year
External review conducted by the CTE
Advisory Council by end of 2011-12
school year
CTE Advisory Council
N/A
April 2012
CTE TAC provided inservice to our staff
during the summer and
on opening day on this
topic. Keith
Babuszczak, and Tom
Venezio were the lead
presenters. Keith has
continued to work with
Lauren and our teachers
on their approval
process.
Completed.
Presented in the fall at
the high school
principals’ monthly
council meetings.
Anticipating
establishing successful
networks between CTE
and home school math
and science teachers.
In progress…
TST BOCES
Career and Technical Education Goals
20011-12
GOAL # 2: Increase number of CTE program completers.
Objective:
-Number of program completers will increase from 85% to 100 % by the end of the year 2011-12
-Number of program completers with 75% > will increase from 86% to 95 % by the end of the year 2011-12
-Number of program completers will increase from 85% to 90 % by the end of the year 2011-12 (Spec. Ed)
-Number of program completers with 75% > will increase from 89% to 92% by the end of the year 2011-12 (Spec. ED)
Activities
Resources
Evidence of Attainment
Time Frame
Benchmark following criteria at 2nd , 3rd
marking periods
-65% Avg. over 2 years
-75% Avg. over 2 years
-passing Nat. Standards exam
-successful work experience
-Student data system
-CTE Internship Coordinator
-CTE Curriculum committees
Meetings with teachers and
positive trend in student
improvement within these
data points
2nd and 3rd
marking
periods
Principal will meet with teachers at 2nd and
3th marking period to review progress on
above criteria and will provide
recommendations to those who have not
demonstrated progress toward goal
Office professionals for
scheduling teacher meetings,
Student data system
Increased awareness of
tracking student progress
Third, fourth,
and fifth
marking
periods
Focus on lowering the number of students
who are failing CTE, math and science
courses who are at risk by having poor
attendance or an IEP.
Counselors, staff, student data
system, parents, home school
counselors
Keeping student failing
grades under 20% who
don’t have poor attendance
or IEP’s.
Each marking
period
Results
Data retrieval from
Classmate has been
challenging to this point.
Principal will meet with
teachers involved before
the last week of
February. Students have
been identified and
prescribed practices have
been set into place via
teachers and counselors.
Ongoing as data
becomes available from
Classmate.
Form communities of practice to reflect on
ITIP, literacy, professional practice, action
research and youth development through
CTSO’s
School Improvement Services
Beth Dryer literacy and formative
assessment in-service provided to
all CTE teachers
Teacher participation in
appropriate staff
development opportunities;
enhanced student
performance
School Year
Written findings report at
the end of February
(principal). Develop an
intervention plan and
implement by February 1st
By January 1,
2012.
Form PLC that will sustain and
address student achievement
Conduct an analytical study that will address
increasing the CTE % completers for general
education
Past student information system
data, exit survey’s and or student
interviews, counselors and
teachers
Use the CTE data inquire team
results to complete study and
implement prescribed change
This process has been
set into motion through
the CTE data inquiry
team. Teachers are
putting into practice
what they have learned
via professional
development
opportunities offered
over the last 3 years.
This has been observed
by administration via
drop-ins and formal
observations.
Study has been
completed
TST BOCES
Career and Technical Education Goals
20011-12
GOAL # 3: Increase % of completers earning diploma
Objective: Increase number of students successfully completing math and science by the end of the 2011-12 school year.
Activities
Decreasing the number of students with
special needs failing math and science
Resources
Special Education
Consultant teacher
Evidence of Attainment
Tracking grades of students with
special needs at each marking period
creating trend lines, and targeting
students at risk
Time Frame
Ongoing
throughout the
year
Decrease the number of students failing
math or science who have poor
attendance or IEP’s
Counselors, home school
counselors and principals,
parents or guardians and
teachers
Tracking grades of students who are
failing math and science who do not
have poor attendance or an IEP’s. At
each marking period creating trend
lines, and targeting students at risk
Ongoing
throughout the
year
Results
Special ed consultant
teacher has continued to
work with teachers to
identify students who
are struggling in CTE
classes. This process has
been slow this year b/c
of the inability to
retrieve data from
Classmate.
Counselors, principal,
consultant teacher, and
CTE teachers have been
tracking grades and
attendance of students
with special needs.
Calls to parents or
guardians are on-going.
Home school
counselors and
principals have been
contacted. Attendance
issues are discussed
with students in a oneon-one setting with a
counselor, principal or
special education
consultant teacher.
Develop and use the CTE data inquire
team to assess and develop strategies
for improving the number of students
passing math and science
Add math and science
metrics to the CTE strategic
plan
Counselors, Sandy Chrzan,
and princpal
Tracking grades of students who are
failing math and science who do not
have poor attendance or an IEP’s. At
each marking period creating trend
lines, and targeting students at risk
Ongoing
throughout the
year
Principal will meet with math and
science teacher to assess progress
toward stated objective 2nd and 3rd
marking period
Math and science teacher notifies
parents with regard to under-achieving
students at every marking period; and
especially at 2nd and 3rd.
Office professionals for
Increased awareness of tracking
scheduling teacher meetings, student progress
Student data system
2nd and 3rd
marking
periods
Math and Science Teachers
Principal
Counselors
Competing and sending letters/
checking the number of phone calls
home to parents
Track student
grades for
math and
science
CTE counselors notify component
school counselors with regard to underachievers
Teachers, Counseling staff,
and office professionals
Reporting the number and frequency
of communications with parents to the
Principal
At the end of
marking
periods
Team has met 4 to 5
times as of 1/1/12. The
faculty has been trained
in the “Data Wise
Cycle” and will
continue to collect data
and identify gaps in
student learning.
Meeting conducted on
2/17/12
Ongoing throughout the
year. Phone calls are
completed by teachers,
counselors, and
administrative staff.
Counseling staff and
office professionals
complete grade reporting
and attendance issues to
principals of our
component schools.
CTE Performance Measures
08
09
10
11
13
% average daily attendance *
% completers ˜ (General Ed)
% completers (Special Ed)
% completers earning Regents or local
diploma (General Ed)
% completers earning Regents or local
diploma (Special Ed)
83
98
86
85
91
89
83
94
83
89
85
85
90
100
90
89
74
76
86
95
55
73
60
70
70
% completers with ≥ 75% course average
(General Ed)
82
84
89
86
95
% completers with ≥ 75% course average
(Special Ed)
64
75
77
87
82
* 10/1 to 5/31 Average of daily percentages of students present
˜ (# completing the program)/(#enrolled in 1- & 2-yr program on BEDS day who are
eligible to complete˚)
˚ Plus or minus students who transfer with documentation