Program Approval for Business Education Programs-A Guide to Some Frequently Asked Questions

1. Program Approval for Business Education Programs-A Guide to Some Frequently Asked Questions MICHAEL LAMASTRA ASSOCIATE FOR BUSINESS AND MARKETING EDUCATION NEW YORK STATE EDUCATION DEPARTMENT

2. Objectives • To outline the steps required to create a NYSED-approved CTE program in business education • To provide links to some commonly used resources • To address some common issues that schools have in the CTE program approval process

3. Career and Technical Assistance Center (CTE-TAC) • I am happy to answer any questions that may come up during this process via e-mail (preferable) or phone. • I can also travel to meet with you, within reason, given adequate notice (30 days) • The Career and Technical Assistance Center (CTE-TAC) is a FREE service which provides field staff in all areas to assist with program development

4. CTE-TAC Field Staff • Capital Region: Rie Posillico: Rie@spnet.us • Western New York: Charlie Crumb:charlie@spnet.us • New York City: Marsha Iverson: Marsha@spnet.us • Long Island: Ellen Palazzo: EllenP@spnet.us • Hudson Valley: Bernard Pierorazio: Bernard@spnet.us • Central New York: Mike Woods: mike@spnet.us

5. Part A: Program Information • Program cannot be named after a vendor (Example:  NAF, Virtual Enterprises, Microsoft Office Specialist) • Keep in mind, the program can be marketed in school however you wish, but the state cannot list it with a vendor’s name. • The name of the program and CIP code must align with the coursework offered

6. Part B: Program Data • Project how many students that you anticipate being in the NYSED-approved CTE program

7. Part C: Self Study • First step once you decide to pursue an approved program • Reference implementation guide for specifics • Where we are now and where do we need to be? • An acceptable self-study needs to include: • Curriculum review • Performance assessment review • Review of resources and content • Availability of work-based learning

8. Self Study Team Members • Administrators • Teachers • Guidance counselors and other support staff • Post-secondary representatives • Parents • Students • Business/Industry

9. Part D: Program Content • Two Components • Career and Financial Management • A three credit sequence in the business content specific area (6 credits in New York City) • The three credit sequence must be a meaningful themed sequence of courses in a specific cluster of business (finance, business management and administration, or marketing) • Flowchart of suggested pathways can be found on the NYSED web page. • Program coursework should be arranged to provide a program that increases in specificity and complexity as the student goes through

10. Part D (Continued): Career and Financial Management • Should review to ensure the outcomes in the 2018 Curriculum framework are being addressed • At least one half unit of CFM is required. In New York City, one credit is required. • If CFM is integrated, which is very difficult to do in an LEA model, a crosswalk should be provided showing where the CFM objectives are being addressed throughout the program.

11. Part D Continued: Integrated and Specialized Courses • Integrated and specialized courses are not required for CTE-approved programs and rarely happen. • Integrated course   "An integrated career and technical education course shall mean a course that combines career and technical education and academic commencement level learning standards and may be jointly developed and taught by an academic subject teacher and/or a career and technical education teacher. Successful completion of one unit of study in an integrated career and technical education course may be awarded only one unit of credit but may be used to meet the distribution requirements in more than one subject. For students who have not successfully completed the Regents examination(s) in the academic subject areas, the course(s) must be taught by a teacher certified in that subject" (New York State Education Law, Section 100.5). • An integrated course would be a commencement-level academic course that is inherent for knowing the content of a program (example: learning physics as part of an electrical technology program)

12. Part D Continued: Integrated and Specialized Courses • Specialized course: A specialized course is a course that meets the requirements of a unit of credit as defined in section 100.1(a) of this Part and the New York State commencement-level learning standards as established by the commissioner. A specialized course develops the subject in greater depth and/or breadth and/or may be interdisciplinary. • Example: If math is not part of a commercial art program, a specialized course can be developed (Geometry for Artists) that can meet a third unit of math.

13. Part D Continued • Bottom Line: Integrated and specialized courses are not required for CTE programs and are very difficult to truly implement in a non-BOCES or CTE center setting.

14. Part E: Work-Based Learning • Two Categories: Registered and Unregistered

15. Registered WBL Programs • Co-op • CEIP • GEWEP • WECEP All of these programs must be taught by a certified work-based learning coordinator. If the program is not registered, you will need to submit registration with your application.

16. Non-registered WBL Programs • School-based enterprise (EX: school store or credit union) • Job shadowing • Community service/volunteering • On-site projects (Ex: Fashion show, business plan)

17. Part F: Employability Profile • Should be no more than 1-2 pages • Should reflect end-of-program outcomes only (almost like a resume for what a student can do when entering college/a career) • Needs professional (21st century) and technical skills • Examples are on the CTE TAC Web Site. I have other examples upon request.

18. Part G: Technical Assessment • With a pathway counting as a 4+1 for graduation credit, our office is looking more closely to ensure that the technical assessment matches the rigor required to be equivalent to a regents examination • Assessments that have been approved can be found here. • Tests that will not be approved going forward: • NOCTI Workplace Readiness • Skills USA Job Interview • W!SE Financial Literacy • CLEP Exams (specific to courses-not entire programs)

19. Part H: Postsecondary Articulation Agreement • Must include • Beginning and end date (it can say something to the extent of “will be reviewed annually”, or “until both parties agree to end” • Must be signed by both officials from the school district and college • Must specify what benefit students will get (college credit, advanced standing, etc.)

20. Part I: Faculty • Include copies or certificates or printout from TEACH with your application. • Omit social security numbers • All coursework must be taught by an appropriately certified CTE teacher.  

21. Part J: External Review • Reviews self study and proposed program changes • Must list recommendations from the committee • Should include • Secondary teachers (both CTE and core teachers) • Industry representatives • Postsecondary representatives • Different individuals than the self-study

22. Part K: Chief Administrator’s Signature • Make sure that this is not forgotten • Send in both a paper copy (of part 1 with original signatures) and an e-mail of all application materials to emsccte@nysed.gov. • Application itself needs to be in MS Word. Part 2 and any accompanying materials can be in PDF.

23. Contact Information Michael LaMastra Associate in Business and Marketing Education 89 Washington Avenue, Room 315 EB Albany, NY 12234 Phone: 518-486-1547 E-mail: michael.lamastra@nysed.gov

24. Questions