1. New York State Education Department New York State Education Department 1

2. Background Future Directions Initiative (2008-09) o Identify Recommendations and Challenges to Expanding CTE CTE Advisory Panel (2010-11) o CTE Stakeholder Groups o Content Advisory Groups- Transition to CC o First Mention of College and Career Readiness o Recommendations to BOR on Expanding Access to CTE through Integrated Courses BOR Discussions on CCR (2012- Present) o Numerous Regents Items and Presentations on Elements of High Quality CTE Programs o Suggestions for Providing Students More Opportunities for Graduation 2

3. Domains of College and Career Readiness 3 Defines the academic knowledge and skills students need to be successful in college and careers. Specifies the non- cognitive, socio-emotional knowledge and skills that help students successfully transition from high school to college or careers. Describes the career- specific opportunities for students to gain the knowledge, skills, and competencies they need to pursue and succeed in their chosen career.

4. Multiple Pathways Beginning with the end in mind o Student achievement (graduation rate) o Dropout rate (student engagement) o More career-focused choices o Post secondary education success (or not) o Increasing options for graduation 4

5. College & Career Ready Curriculum Regents Requirements Sequence of courses aligned to a pathway Approved alternative assessments CTE assessments & industry-certified exams Work-based learning Postsecondary Study Additional career training Employment Pathways are comparably rigorous routes to two-year and four-year colleges, additional career training, and employment. 5

6. Pathways What it means depends on who you are talking to: o Multiple Pathways (2015 Regents proposal) o Career Pathways (CTE, USDOE, USDOL, Perkins, WOIA) o Program of Study (CTE, USDOE, Career Clusters) o Program Approval (SED- CTE) 6

7. Operational Approval/ DOH Requirements Operational Approval/ DOH Requirements Nurse Aide (NYS CNA) Home Health Aide o Personal Care Aide Emergency Services Certified First Responder Emergency Medical Technician 7

8. Regents CTE Policy (2001) Self Study External Review Board of Education Approval NYS Education Department Review 8

9. CTE Program Approval Course Selection o Program o CFM Credit o CTE o Integrated o Specialized Work-based Learning- Supervised Clinical Experiences Employability Profile Technical Assessment o Written o Performance o Project Articulation Agreement 9

10. Federal Definition of POS Incorporate and align secondary and postsecondary education elements. Include academic and CTE content in a coordinated, non-duplicative progression of courses. Offer the opportunity, where appropriate, for secondary students to acquire postsecondary credits. Lead to an industry-recognized credential or certificate at the postsecondary level, or an associate or baccalaureate degree. 10

11. CTE Pathway What we know at this time o an approved program is the major component of a CTE Pathway o 14 technical assessments have been approved for use in the “4-1” Regents exam option (beginning with June 2015 candidates for graduation) o Current graduation requirements must still be met by students in CTE approved programs o Current approved policy permits up to 8 integrated academic credits in approved CTE programs 11

12. Components of a Pathway An approved program or set of rigorous courses in high school that are available to all students and are based on NYS standards that allow for student choice, demonstrate effective outcomes and prepares students for college and career success. High quality Pathways includes considerations for middle-grade course of study alignment to high school graduation requirements with transitions to post-secondary experiences in a meaningful and guided way. Pathways are comprised of both academic and career specific content that incorporate socio-emotional knowledge and skills. Performance assessment and work-based learning experiences are essential elements that complement post-high school stakeholder expectations. 12

13. Approved Health Science Programs Implementation Guide o http://www.p12.nysed.gov/cte/ctepolicy/guide.html http://www.p12.nysed.gov/cte/ctepolicy/guide.html Health Occupations Core Curriculum -2 units Specific discipline (Nurse Assisting, Physical Therapy Aide, etc.) didactic content-1 unit Supervised clinical experience -1 unit Up to 2 integrated credits in each of Math, ELA, Science, and/or Social Studies Completion of Health Occ Core-1/2 credit Health Ed. CFM Postsecondary Articulation Agreements 13

14. Future Health Science Pathways Considerations Methods to introduce Health Science in MS Health Science Core Delivery of Core Gr. 9-11. Broad health science exploration vs. hands-on skill development-different pathway frameworks? Teacher Certification recommendations Workbased learning /Supervised Clinical Assessments Pathways to certification and post secondary education and training 14

15. Technical Assessment Three Parts for CTE Program Approval Endorsement o Written* o Performance o Project/Portfolio Many Approved Programs have more than one assessment (new amendment form in place) The Pathways 4+1 is an assessment option * Most of the Department Approved Pathways Assessments in CTE are written tests only 15

16. Technical Assessment Assessment Expert Advisory Panel (2013) o Cornell and Harvard o National Research Center for CTE (NRCCTE) o University of Kentucky o Recommended 26 technical assessments to Blue Ribbon Commission Blue Ribbon Commission o Appointed by BOR Chancellor o Co-Chaired by Regent Emeritus Robert Bennett and President of MCC, Ann Kress o Reviewed and approved methodology developed to determine comparability to Regents Exams and 13 “proof of concept” assessments o Charged with presenting to BOR for final approval 16

17. Technical Assessment Criteria Used by Expert Panel (2013) 1. The assessment provides credible evidence that the student is college and career ready. Following are some sources of credibility: (a) The assessment is recognized by employers in an industry sector. Ideally, a passing score provides a credential that will qualify the student for at least entry-level employment in the industry. Priority will be given to nationally recognized credentials. (b) If the assessment is normally completed at the post-secondary level, a cut score has been established for high school students that signifies the student is ready to take credit-bearing courses at the post-secondary level. (c) The assessment is widely recognized by post-secondary institutions within New York, for admissions and/or credit 17

18. Technical Assessment Criteria Used by Expert Panel 18 2.The assessment includes academic as well as technical learning. The following factors are considered. a)The examination covers a broad range of learning. Narrow technical examinations are not by themselves sufficient. Breadth may be achieved by “bundling” multiple examinations. b)The examination measures some of the knowledge and skills that comprise the Common Core State Standards, such as reading of technical materials or application of mathematical principles. c)The rigor of the assessment is comparable to that of Regents examinations.

19. Technical Assessment Criteria Used by Expert Panel 3.The assessment is for an occupation in a career cluster that is recognized by the State Education Department and is of clear economic value to the state of New York. The following factors are considered. a. The occupation is in high demand, meaning that a significant number of people are already employed in the occupation and/or that employment is increasing. b. The occupation generally pays experienced workers “a living wage.” At the very least, entry-level workers are paid above the minimum wage. c. The number of students eligible to take this assessment is large enough to warrant the Regents’ recognition. 19

20. Technical Assessment Criteria Used by Expert Panel 4. The assessment meets the following technical requirements. a) The examination is aligned with existing knowledge and practice and updated regularly (every four years in most cases). (b) The examination has acceptable psychometric properties. It is properly validated and free from ethnic or gender bias. A technical manual meeting testing industry standards is available for public inspection. (c) The examination questions are secure and administration oversight comparable to a Regents examination. (d) The organization responsible for the examination is considered credible by the State Education Department; e.g., makes standards publicly available, trains proctors, is affiliated with trade groups, provides data for instructional improvement, responds quickly to technical concerns and user questions. 20

21. CR Requirements (2015) 1.Pathway assessments shall measure student progress on the State learning standards for their respective content area(s) at a level of rigor equivalent to a Regents examination or alternative assessment; 2.Pathway assessments shall be recognized or accepted by postsecondary institutions, experts in the field, and/or employers in areas related to the assessment; 3.Pathway assessments shall be aligned with existing knowledge and practice in the field(s) related to their respective content area(s) and shall be reviewed at least every five years and updated as necessary; 21

22. CR Requirements 4.Pathway assessments shall be consistent with technical criteria for validity, reliability, and fairness in testing; 5.Pathways assessments shall be developed by an entity other than a local school or school district; 6.Pathway assessments shall be available for use by any school or school district in New York State; and 7.Pathway assessments shall be administered under secure conditions approved by the commissioner. 22

23. 2015 Department Approved Technical Assessments http://www.p12.nysed.gov/ciai/multiple- pathways/docs/multiple-pathways-approved- technical-assessments-2015-04-08.pdf http://www.p12.nysed.gov/ciai/multiple- pathways/docs/multiple-pathways-approved- technical-assessments-2015-04-08.pdf 23

24. Documenting Student Achievement “…after successful completion”, What does that mean for your programs? How do you know when a student has passed or failed (the assessment)? Can it be verified? Who is responsible for the data being reported (to the home school)? 24

25. Next Steps- CTE Pathway Determine student impact for June 2015 Review current CTE approved program requirements and suggested improvements Provide guidance and clarification 25

26. Possible Next Steps 1. Identify Pathway Assessments a)Establish a Blue Ribbon Panel for the Arts to identify pathway assessments for the arts b)Reconvene Blue Ribbon Technical Assessments Panel c)Expand the list of approved alternative assessments in other subject areas d)Evaluate CTE assessments that could be approved alternatives for the required Regents science exam 2. Share information about Pathways with the following groups a)Parents and students b)Teachers and guidance counselors c)Higher education d)Business and industry e)Big 5 and BOCES CTE directors 26

27. Next Steps (cont’d) 3. Provide opportunities for all students a)Enhance BOCES aid for CTE schools b)Modernize special services aid to Big 5 and other non-component districts c)Establish regional high schools d)Expand access to P-Tech schools 4. Expand work-based learning opportunities a)Add a business and industry stakeholder group focused on the 21 st century workforce skills gap b)Help teachers identify examples of projects from business and industry c)Develop teacher externship opportunities in partnership with businesses 5. Increase the Number of Pathway Teachers a)Review routes to teacher certification in CTE b)Create new teacher certification areas in CTE, as needed 27

28. Health Science Resources NYSHSEA - New York State Health Science Educators Association o www.nyshsea.org www.nyshsea.org New York HOSA …Future Health Professionals o www.newyorkhosa.org www.newyorkhosa.org o www.hosa.org www.hosa.org NCHSE –National Consortium of Health Science Educators o www.nchse.org www.nchse.org 28

29. Questions? Multiple Pathways Information Page o http://www.p12.nysed.gov/ciai/multiple-pathways/ http://www.p12.nysed.gov/ciai/multiple-pathways/ NYSED- CTE Office 518.486.1547 o email- emsccte@nysed.govemsccte@nysed.gov o http://www.p12.nysed.gov/cte/home.html http://www.p12.nysed.gov/cte/home.html NYSED Health Sciences Education 518.486.1547 Joanne O’Brien – joanne.obrien@nysed.gov joanne.obrien@nysed.gov 29