1. WHERE WE’VE BEEN WHERE WE’RE GOING PLAYING YOUR PART NYSACTE Advocacy Activities Peter Carr Barrett Associates

2. NYSACTE Advocacy Activities Barrett Associates brought on board June, 2014  Michael Barrett  Peter Carr  Jill Muratori  Alice Pfeiffer 2

3. Where We’ve Been Multiple Pathways  Initial meeting of stakeholders  Business Council of New York State  School Superintendents  School Principals  Guidance Counselors  BOCES  NYSUT  Big 5 School Districts 3

4. Where We’ve Been Building Partnerships  Education Community  Council of School Superintendents  School Principals  NYSUT  Big 5 School Districts  BOCES 4

5. Where We’ve Been Building Partnerships  Business Community  Business Council of NYS  Buffalo-Niagara Partnership  Long Island Association  CenterState  Capital Region Chamber of Commerce  Business Council of Westchester  NYC Partnership 5

6. Board of Regents and SED – MP is not a new topic  12/2012 – CTE Content Advisory Panel recommends MP  2/2013 - Panel updates BOR on Technical Assessment Review Panel regarding comparability of CTE assessments and Regents exams  6/2014 - P-12 Education Committee discusses 4+1 model and instructs staff to draft regulatory changes  9/2014 – P-12 Education Committee recommends that SS course requirements for HS graduation be modified 6

7. Meetings of the Board of Regents  Moving in the direction of adopting MP  Continued apprehension from some Regents 7

8. Where We’ve Been NYS Legislature  A.8189-C (Brindisi)/S.5966-C (Valesky) of 2014  Creates a CTE Diploma  70 sponsors in the Assembly  Senate passed the bill 58-0 8

9. Where We’ve Been NYS Legislature  Assembly Hearing on CTE Diploma Legislation – July, 2014  Assemblymembers Brindisi and Nolan  NYSACTE offers testimony in support of MP We do not support the legislation We recommend a multiple pathways approach We recommend a focus on college and career readiness We recommend a focus on flexibility regarding graduation requirements 9

10. Where We’ve Been 10 Chancellor Tisch – “We can either lead or follow.”

11. Where We’ve Been Meetings with individual Regents  Bottar, Bennett, Tilles, Finn, Norwood, Dawson Letter Writing Campaigns – Call to Action Meetings with the State Education Department 11

12. Where We’ve Been October 2014 Board of Regents proposed 4+1 model  The new regulations are to be posted on November 5 th  45 Day comment period begins  NYSACTE submits comments to the Board and SED What is the 4+1 model?  In addition to four Regents exams the model creates pathways assessments in Humanities, STEM, LOTE, CTE and the Arts, and would require a fifth assessment for graduation. 12

13. Where We’ve Been NYSACTE observations of 4+1:  Recognition and validation of CTE as a program of instruction that delivers an equally rigorous pathway to HS graduation  Continues to focus on the test -- the test continues to be the controlling element  Does not alter the existing system of coursework requirements for graduation  Does nothing to provide students with additional flexibility  Fails to ensure career readiness as a foundation to all pathways students in a clear and comprehensive manner 13

14. Where We’ve Been NYSACTE submits comments on 4+1 model  Comments included our observations  Recommendations  15/7 – foundation/electives  School Report Cards  Work-based learning experience  Recertification process for each pathway similar to CTE  Review all current assessments approved by SED  STEM pathway should include technology and engineering  Define pathways early in the career exploration process 14

15. Where We’ve Been January, 2015  Board of Regents adopts 4+1 model without any changes  SED is without a Commissioner  Beginning of Legislative Session  Governor’s State of the State  Governor’s Budget Presentation 15

16. We’re We’ve Been Governor’s Budget -- Education Opportunity Agenda  Annual Professional Performance Review (APPR)  Teacher Tenure and certification  Failing Schools  Charter Schools  Education Investment Tax Credit  Expand Masters Teacher Program  Mayoral control of NYC schools  Conditional School Aid increase of $1 billion 16

17. Where We’ve Been Governor’s Budget  Focus on funding for CTE  Work with coalition of education groups  Meet with Senate and Assembly members  Meet with Senate and Assembly fiscal staffs 17

18. Where We’ve Been Governor’s Budget  NYSACTE supports:  Increase funding for CTE  Increase in Foundation Aid  Repeal of the Gap Elimination Adjustment (GEA)  Increasing the cap on aidable BOCES salaries  Increasing special services aid for CTE in Big 5 Districts 18

19. Where We’ve Been Governor’s Budget  Assembly and Senate One-House proposals  Both houses increase funding for education above the Governor   Both houses increase the cap for aidable BOCES salaries  Assembly calls for more special services aid for Big 5 districts 19

20. Where We’ve Been Governor’s Budget  Budget is adopted at the end of March  $428 m. more in Foundation Aid  $603 m. toward eliminating the GEA  No increase in the cap for aidable BOCES salaries  No increase in special services aid  Increased aid tied to adoption of APPR 20

21. Where We’ve Been Governor’s Budget  Education Opportunity Agenda  Annual Profession Performance Review (APPR)  Teacher Tenure and certification  Failing Schools  Expand Masters Teacher Program  Conditional School Aid increase of $1 billion  Mayoral control of NYC schools is put off until June  No on Charter Schools  No on Education Investment Tax Credit 21

22. Where We’ve Been New Members Elected to the Board of Regents  Assembly Review of Candidates  Four New Regents elected by the Legislature  Judith Chin – Judicial District XI – Queens  Beverly Ouderkirk – Judicial District IV – North Country  Catherine Collins – Judicial District VIII – Western NY  Judith Johnson – Judicial District IX – Hudson Valley  Three sitting Regents were reappointed (Tilles, Cashin, Young) In July, MaryEllen Elia became the new Commissioner 22

23. Where We’re Going 2015-2016 Goals and Objectives  Continue to raise NYSACTE’s profile  Achieve adoption of NYSACTE’s recommendations on 4+1  Work with partners to promote CTE  Enhance communications with NYSACTE membership 23

24. Where We’re going Continue to raise NYSACTE’s profile  Take an inventory of existing relationships and re-engage  Expand our network of supporters  Enhance our relationship with Board of Regents members  Continue to showcase to key decision makers the value of CTE 24

25. Where We’re Going Adoption of NYSACTE recommendations  Meet with SED and Regents to promote our recommendations  Meet with Governor’s staff and Senate/Assembly to advocate for CTE and more $$s  Work with Assembly/Senate on legislative solutions  Encourage our allies to advocate for a full implementation of the 4+1 model 25

26. Where We’re Going Work with partners to promote CTE  Meet with key representative from statewide and regional economic development organizations  Meet with statewide and regional labor and trade organizations to encourage their participation  Engage the State’s labor and economic development agencies to develop synergies with their existing goals of promoting jobs 26

27. Where We’re Going Enhance communications with/by NYSACTE members  Direct communication between advocate and members  More effective use of NYSACTE website  Develop teams of regional CTE advocates to engage local Regents, legislators and business partners 27

28. Playing Your Part Why Advocate?  NYSACTE leadership has made the decision to become more involved in the public policy discussion in Albany  Decision makers need to hear from practitioners  Effective advocacy helps decision makers understand what matters in education generally and CTE specifically  If you don’t make the case for CTE, who will? 28

29. Playing Your Part Different Forms of Advocacy  In person meetings or on-site visits to your school  Letter writing campaigns  Media/Public Relations campaigns  On-line petitions  Email  No faxing! 29

30. Playing Your Part Issues, Goals and Objectives  Defining the advocacy issue - a problem or situation that a group seeks to rectify  Define and make College and Career Readiness a reality  Determine advocacy goals – long term result  Recognize and validate CTE as a program of instruction that delivers an equally rigorous pathway to HS graduation  Determine advocacy objectives – short term targets  Adoption of 4+1 model 30

31. Playing Your Part Advocacy Networks (Coalitions/Partnerships)  We can’t go it alone  Networks are universal – we all belong to them  Networks can be small- and large-scale  Networks are invaluable – allows for shared ownership of common goals 31

32. Playing Your Part Target Audiences: Identifying support and opposition  Primary target audiences – those that make decisions  Secondary target audiences – those that can influence the decision makers  Determine levels of support or opposition and understand why 32

33. Playing Your Part Messaging: Tailored to your target audience  Know your target audience  Deliver a clear, concise, and consistent message tailored to that audience  Personal relationships  Personal story – teachers and students  What is the ask? What specific action do you want them to take? 33

34. Playing Your Part Implementation: Developing an Action Plan  Determine specific activities for implementation  What resources are available  Who is responsible for what  What are the appropriate timeframes for each activity 34

35. Playing Your Part What We Need From You  Get involved on the state or local level  The more advocates we have the better  Take ownership  Our students need us to advocate on their behalf 35

36. Playing Your Part Questions? Contact information: Peter Carr Barrett Associates 95 Columbia Street Albany, NY 12210 518-465-5340 (o) 518-649-6701 (m) pcarr@albanygov.com 36