NYSED Future Directions for CTE Action Plan Discussion Framework

1. 1 NYSED Future Directions for CTE Action Plan Discussion Framework Hudson Valley E-Forum Notes November 5, 2009

2. 2 Participants at the E-Forum Deborah Calvino, Valley Central - NYS Teacher of the Year Clem Ceccarelli, Southern Westchester BOCES - Center for Career Services * Brian Connolly, Washingtonville- Assistant Principal Donna Donaldson, Saugerties - Family & Consumer Science Department Chair &Teacher * John Etri, Newburgh Enlarged City School District � Director of CTE Matthew Evans, Fallsburg - Assistant Superintendent * Deb Gould, SUNY New Paltz Dr. Deborah Hardy, Somers - Director of Guidance * Dr. Ivan J. Katz, Fallsburg �Superintendent * Kristen McCollum, Hudson Valley Writing Project * Dr. Robert Michael, SUNY New Paltz - Dean of Education Bob Poczik, E-Forum Facilitator Mitchell Shron, Dutchess BOCES - Principal of the Career Institute * Marianne Smith, Rockland Teachers Association � Assistant Director Ed Spence, Dover - Business, Career and Computer Teacher Linda Suarez, Southern Westchester BOCES � Director of CTE * Denise Sullivan, Sullivan BOCES � Director of CTE * Deborah Theysohn, Sullivan BOCES � Supervisor of CTE * Michael Williams, Fallsburg - Junior/Senior HS Principal * Jodie Yankanin, Facilitator, Orange-Ulster BOCES � Director of CTE * * Indicates Pre-Forum Participant

3. 3 Priority: System - Focused Priority 1: Transitioning to the Student Information Repository System (SIRS) Current issues with reporting SIRS data; the disparity in collecting and reporting data from district to district. There is a need to establish: The data collector: Who is collecting the data? - An Administrator, Guidance Counselor, Technology Specialist? � there is a need to cross train personnel to ensure that there are more than one or two individuals responsible for collecting and interpreting the data. The reporter: Who is reporting the SIRS data? Is it the same person (s) that collected it? � there is a need to define who will be inputting the data and make sure that they are trained appropriately.

4. 4 Priority: System - Focused Priority 1: Transitioning to the Student Information Repository System (SIRS)-continued There is a need to establish: 3. SIRS Definitions of CTE students: How are students identified �enrollee, participant, or concentration- develop uniform/clear definitions of each that are user friendly. 4. A list of CTE courses for the component districts e.g. Adobe Illustrator/ Food Science. New York State Education Department should help districts identify Career and Technical Education coursework.

5. 5 Priority: System - Focused Priority 1: Transitioning to the Student Information Repository System (SIRS)-continued It is recommended that: Specific CTE issues be brought to the District Superintendent for inclusion on the agenda with the Component School Superintendents. It was pointed out that many times Superintendents are not familiar with the data collecting and reporting process and its ultimate implications if submitted incorrectly e.g. less Perkins funding if benchmarks are not met Meetings should be set up with key district staff and BOCES personnel to work closely on reports to ensure accuracy and continuity of data for common students. Additional student information could be entered into fields to meet future reporting needs. Many districts do not use their student management system to their capacity. There is a need for common computer language that is user friendly. It was noted that not every school district has consistent staff members completing the SIRS report.

6. 6 General Comments Participants agreed with the Proposed Action Steps: Make formal training widely available to BOCES, the Regional Information Centers (RICs), and local education agencies to properly coordinate and report CTE data. Use SIRS data to provide more detailed information about CTE student performance on school report cards to encourage community discussion on the effectiveness of local programs. Establish a CTE Statewide Data Center to foster, promote, and support best practices in generating and making effective use of complete CTE data.

7. 7 Summary Data that is collected and reported should be meaningful Analysis and synthesis of the data should drive enhancements of programs and address appropriate business and industry trends Focus action planning on identified areas of weakness

8. 8 Moodle site:http://cte-forum.nyit.edu/ Moodle site for discussion Feedback for 30 days to Dec 5 Video and recorded Elluminate What will happen next: Dept gathers all data from e-forum, surveys, etc. then a Blueprint for Action: short and long term Integrate Blueprint w/NYS Perkins Plan and NYS Policy issues Info periodically on SED CTE Website