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CR 100.5 (d)(6)(iv)(a)(2) a certification that the board of education or board of cooperative educational services has conducted a self-study involving faculty and staff to ensure that the following elements of a career and technical education program will be available to implement an approved program: a technical and academic curriculum that achieves the commencement level of the appropriate New York State learning standards for all courses in the career and technical education program, including integrated and/or specialized English, mathematics, science, economics and government, and faculty with state certification in appropriate academic and/or technical subjects; identification of the technical assessment to be used for each career and technical education program area; identification of any postsecondary articulation agreements; identification of work-based learning experiences for students; a work skills employability profile to document student attainment of technical knowledge, work-related skills, endorsements and licenses; and an assurance that data on student progress and performance will be made available to evaluate success on Regents examinations or approved alternatives, technical assessments, and placement in employment, the military or postsecondary education programs.

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Definition and Purpose

The self-study is the first step in the career and technical education approval process and provides for an in-depth evaluation of the program of study. Its purpose is to bring together primarily internal stakeholders to review the CTE program and propose relevant modifications.

The length of time needed to complete a self-study varies by school district or BOCES and by the type of CTE program under review and is not prescribed under Commissioner’s Regulations or by Â鶹ÊÓƵ policy. The work of the self-study committee is comprehensive, and an adequate self-study will take place over multiple meetings. The timeframe for this step for programs that have attained program approval in the last five years ranges from six months to two years.Ìý

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Self-Study Committee

The self-study committee is comprised of primarily internal stakeholders who will review all aspects of the program being approved or reapproved. Self-study team members are selected by the school district or BOCES. The CTE program under review and the local needs will determine the exact composition of the self-study team. Individuals other than CTE teaching staff and general school staff are frequently included in self-study activities. Generally, self-study team members do not serve on the external review team. Membership most often includes but is not limited to:

• District administrator(s), building administrator(s)Ìý
• Guidance personnelÌý
• Career and technical education teachers from the proposed program areaÌý
• Teachers of academic subject area(s) for which credit is to be offeredÌý
• Representative/advocate for students with disabilitiesÌý
• Post-secondary representative(s)Ìý
• Business/industry/union representative(s) from the proposed program areaÌý
• Representative from the Local Workforce Investment BoardÌý
• Representative/advocate for English Language Learners
• Advisory Committees Handbook

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Self-Study Components

The self-study team will evaluate:

1. The district/BOCES’s commitment and reasoning for having/continuing to have a Â鶹ÊÓƵ-approved program. Ensure district administration and guidance are aware of and involved in the program development process.
2. The appropriateness of offering/continuing to offer the Â鶹ÊÓƵ-approved program given current labor market needs.
3. Accessibility for all students to enroll and succeed in the approved program. If the self-study finds that barriers exist for students, a plan must be developed to document the steps to be taken to address the identified barriers.
4. The feasibility of offering/continuing to offer the Â鶹ÊÓƵ-approved program given current resources (e.g., staff, facilities, and equipment).
5. The need, if applicable, for operational approval such as with appearance enhancement, barbering, and health sciences programs. Please contact the appropriate Â鶹ÊÓƵ associate who oversees the content area for assistance.
6. The number of students to be served and benefits to the student body while evaluating teacher and student schedules to ensure feasibility.
7. The curriculum that is/will be offered. Crosswalks need to be completed for all courses/units in the program of study to ensure that content is aligned with academic and industry standards.
8. The work-based learning opportunities available to students. For health sciences programs, valid affiliation agreements need to be in place.
9. The creation or review of the employability profile that will be used.
10. The formative and summative assessments used in the program, including the three-part, industry-based technical assessment that will be given.
11. The review or, if necessary, establishment of postsecondary articulation agreements, ensuring valid terms and signatures exist.
12. Teacher certification and, where necessary for program operation, professional licensure (e.g., aeronautics, appearance enhancement, barbering, drone operation, and health sciences).Ìý

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Documentation

Minutes are to be kept of all self-study meetings. Minutes articulate any CTE program needs, adjustments, or modifications revealed by the self-study and provides the basis for decisions made regarding the program. At the conclusion of the self-study, a report can be prepared for the external review committee. Either the minutes or self-study report is presented to the external review committee and included with the program approval or reapproval documentation sent to Â鶹ÊÓƵ. Meeting agendas are not considered appropriate documentation of the self-study.

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TemplatesÌýÌý

These templates are intended to serve as a guide/example and may be used at the district’s discretion. Districts are not required to use these templates and are welcome to develop their own instruments that align with the components and practices outlined above.Ìý

Self-Study Template

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