Genna Suraci, Principal Ulster BOCES Career and Technical Center Edward Shafer, Director

1. THE SEARCH FOR GOOD PRACTICE NEW YORK STATE APPROVED PROGRAM REVIEW MODELINTEGRATED ENGLISH AT THE ULSTER BOCES CAREER AND TECHNICAL CENTER Genna Suraci, Principal Ulster BOCES Career and Technical Center Edward Shafer, Director CTE Technical Assistance Center of NY

2. Background & Purpose 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

3. Work Plan • Improve CTE data collection to create an accurate picture of career and technical education program performance • Assist schools in the integration of the Common Core State Standards with CTE • Expand CTE program approvals • Use best practices in CTE for high school improvement. • Expand CTE programs and student leadership participation • Build relationships and networks to strengthen CTE

4. NYS Approved Programs • 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

5. NYS Approved Program Development • 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

6. Approved Program Review Project • 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

8. Visitation Protocol • 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

10. Integrated Literacy is the KeyUlster BOCES-Private Pilot • 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

11. Every Teacher Is A Language Arts Teacher • Upgrading Language Arts Skills • Across All Curriculum Areas • Interdependence Of The Four Language Skills Language Skills

12. 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

13. 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

14. TCI: Common Exams: 1st , 2nd & 3rd Quarters • 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

15. TCI Technical Communication Instruction • Structure • Two Hours Every Week (Two One-Hour Sessions) • Goals • Language Proficiency • Communication Skills • Enhance Trade Instruction • Design • All Students In All Trades Participate In The TCI Program • Team-teaching—one English Teacher, One Trade Instructor

16. Criminal Justice Assignment: -Make a detailed security survey of your home -Include diagrams -Write a persuasive letter outlining ways to “target harden” your house

17. Murder Incorporated

18. Electrical Construction 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

19. ELA Test Section Two Lesson Ideas • For Carpentry: Class I selected an article on concrete • Students compared text and graph • Students wrote a job proposal

20. Sample Assignments/Projects 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.

21. English 11 • 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

22. Some Results High Stake State Assessment

23. English 12 • 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

24. Some Course Objectives • 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.

25. 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

26. Grading • 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

27. Senior Project • 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

28. Recent Changes 2011-12 • 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)

29. What We Have Learned • 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.

30. What We Have Learned • 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

31. QUESTIONS???? THANK YOU