Career & Technical Education

Questions and Answers

Posted June 2009

Career and Technical Education Requirements

  1. How is occupational education defined in the revisions to Part 100 of the Commissioner’s Regulations?

    Occupational education is now identified as career and technical education (CTE) and means "a kindergarten through adult program area of study that includes rigorous academic content closely aligned with career and technical subject matter, using the State learning standards of career development and occupational studies (CDOS) as a framework. Career and technical education in grades nine through twelve includes the specific disciplines of agriculture education, business and marketing education, family and consumer sciences education, health occupations education, technical education, technology education and trade/industrial education." The learning standards related to these disciplines are included in Standard 3b of the Career Development and Occupational Studies learning standards document under the headings "Natural and Agricultural Sciences," "Business/Information Systems," "Human and Public Services," "Health Services," and "Engineering/Technologies, and "Arts/Humanities."

  2. Under the revised graduation requirements, will high school students continue to be required to complete three-unit and/or five-unit sequences?

    No. However, CRR Section 100.2 (h) requires public school districts to offer all students the opportunity to complete an approved three- and/or five-unit sequence in career and technical education and the arts. An approved career and technical education sequence may begin in grade 9. School districts must assure that students with disabilities are given the opportunity to participate in career and technical education to the same extent as their non-disabled peers. Accommodations such as alternative testing, modified tools or workspace modifications as specified in a student’s 504 Plan or Individualized Education Program (IEP), must be provided.

  3. Can career and technical education courses be included in a district's program of grade 8 acceleration for graduation credit?

    Yes. Providing opportunities for student acceleration in subject area studies is one example of school district flexibility in program design. Eighth grade students can earn high school credit toward graduation requirements through successful completion of State-approved career and technical education courses. Such courses must meet the commencement level of the appropriate State learning standard(s) and must be taught by a certified teacher. The conditions for awarding credit for an accelerated course can be found in NYCRR 100.4(d).

  4. Can specialized high school career and technical education courses be used to meet credit requirements in the standards areas of English language arts, social studies, mathematics, and science?

    Yes. Specialized courses develop a subject in greater depth and provide local school districts with flexibility to provide multiple pathways to achieving the learning standards. Students may begin career and technical education studies at any point in their high school career. However, a specialized career and technical education course can be used to fulfill unit of credit requirements in core learning standards areas after a student passes the required State assessments in the core subjects as outlined in CRR 100.5(b) (7) (iv). The following criteria must be met:

    1. the career and technical education course must meet commencement level learning standards of the core area;
    2. the course must be taught by a teacher certified in at least one of the subject areas involved (career and technical education or the core subject); and
    3. the superintendent or his/her designee must approve the use of the specialized course.

      Courses meeting these criteria should be approved by the local board of education and do not require a variance or approval by the Department.

      Some examples of using specialized courses to fulfill unit of credit requirements are:

      1. After passing the Regents examination in science, a student could earn one unit of credit toward graduation by successfully completing a specialized course, such as Anatomy/Physiology offered within a health occupations program or a Tech-Prep program, the content of which meets or exceeds the commencement level science learning standards. Instruction for the Anatomy/Physiology course must be delivered by a teacher certified in either health occupations or science.
      2. A student could take a specialized Business Economics course, taught by a certified business education teacher, to meet the requirement for one-half unit of social studies credit in Economics when approved by the local school superintendent or designee.

      Other examples of ways in which specialized career and technical education courses can be used to earn unit of credits in core areas include: Applied Food Science for science credit, Business Law for social studies credit, Business Communications for English language arts credit, or Electronics/Electricity Mathematics for mathematics credit.

  5. Will a student’s diploma recognize his/her completion of career and technical education studies?

    Only students successfully completing an approved CTE program, including a technical assessment, may be awarded a technical endorsement on a High School, Regents diploma or a Regents diploma with an advanced designation.

  6. How can parenting education, as required under the revised graduation requirements, be delivered to students first entering grade 9 in the school year 2001-2002 and beyond?

    Instruction must be delivered through health education programs, family and consumer sciences programs, or through a separate course. The teachers must be certified in health education or family and consumer sciences education. The Department is developing guidelines that will include a scope and sequence for parenting education to help schools design programs. The guidelines will also include a content matrix aligning the State and national standards for health education and consumer sciences education, model learning experiences, and sample assessments.

  7. In what ways can school districts provide instruction to meet the commencement level learning standards in technology for high school students?

    The revised regulations require all public school districts to offer students the opportunity to meet the learning standards in technology included under Career Development and Occupational Studies (CDOS) and Mathematics/Science/Technology (MST) Learning Standards areas. These learning standards may be met through either a high school course in technology education or through an integrated course combining technology with mathematics and/or science. A commencement level course in technology may be used as a third unit of credit in science or mathematics, but not both.

  8. Can work-based learning programs continue to be used toward diploma credit?

    State-approved work-based programs that help students to achieve the State learning standards continue to be an option for earning credit toward graduation, either as electives or as a part of career and technical education programs.

  9. Are there model programs available that integrate academic and career and technical education study that might assist school districts in expanding or modifying their current career and technical education programs?

    Yes. Many model programs are currently in operation throughout New York State which incorporate career and technical education programs into the school curriculum and which lead to achievement of the learning standards. Many of these programs have gone through the Career and Technical Education Approval Process. Additional information on the CTE Approval Process and the approved model programs can be accessed on the Career and Technical Education website at http://www.p12.nysed.gov/cte/ctepolicy/

    Examples of Model Programs That Integrate Academic and Career and Technical Education

    Career and Technical Education (CTE) Approved Programs prepare students for employment and postsecondary study. Approved programs lead to an industry-recognized credential or certificate at the postsecondary level, or an associate or baccalaureate degree. CTE approved programs offer an opportunity to apply academic concepts to real-world situations, prepare for industry based assessments or certifications and the opportunity to earn college credit or advanced standing while still in high school and give students work-based learning opportunities where students demonstrate mastery of skills essential in the workplace.

    Career Exploration Internship Program (CEIP) assists students in understanding the linkages between school and work. Through this program, students explore and learn about a variety of career options through a non-paid work site experience in a career cluster of interest. The partnership between education and business provides a student, as early as age 14, with the opportunity to learn about the skill and educational requirements necessary for career areas in which they may be interested. This, in turn, allows students to play an integral part in designing their own high school program and in choosing courses they should take to reach their career objective. Through this partnership, educators and employers alike realize the importance of providing relevant learning experiences and share the critical task of helping students develop self-direction and decision-making skills.

    High Schools That Work (HSTW) is a whole-school model approach to raising standards and school achievement in educational settings that require the integration of career and technical studies with academic studies. This national project is directed by the Southern Regional Education Board's (SREB) Consortium of the States. In February 2000, New York became the 23rd state of the High Schools That Work Consortium of states.

    New Vision Programs are offered in both BOCES and local school district settings. The foundation for these programs is the integration of academic subjects with career and technical subjects. New Vision programs offer students the opportunity to learn in actual work and intern settings under the direction of practitioners in a specific field, such as health occupations, criminal justice, business/information systems, or engineering/technologies.

    Automotive Youth Education System (AYES) is a national partnership of automobile manufacturers (General Motors, Chrysler, Toyota), automobile dealerships and educators that has developed and monitors a rigorous process that leads to the certification of school programs and teachers achieving specific high industry standards. Certification process indices cover curriculum, teacher preparation, safety, equipment and assessment.

    Manufacturers Skill Standards Council (MSSC) resulted from a collaborative effort of the Council of Great Lakes Governors, the National Institute for Metalworking Skills, and the New York State Departments of Labor and Education. This initiative shares some similarity with the AYES program as it includes a requirement for local program certification relating to national standards for program content, instructor qualification and participation by industry advisory groups.

    Perkins Title II (formally known as Tech Prep) Programs involve partnerships of secondary schools, two-year colleges, BOCES, business/industry, and government agencies. Beginning in the eleventh grade, Perkins Title II is a four-year sequence of study that continues into at least two years of related postsecondary career and technical education. Perkins Title II integrates college preparatory coursework with a focus on technical education. These programs may also be called Career Pathways.

Posted June 2009

Career and Technical Education Sequences

Q. What should school districts currently use in developing sequences in Career and Technical Education?

Sequences in Career and Technical Education of three, four, and five units or more, must either conform to the sequence descriptions as outlined in the Occupational Education Curriculum of New York State Handbook, 1989 edition or be approved through the 2001 Regent’s policy on CTE Program Approval. These sequences are in effect for current high school students and those students entering ninth grade in 2001. Substitution of other courses for those specified in the Handbook is not allowed unless State approval has been given.

If you have any questions on this topic, communications should be directed to:

Career and Technical Education Team
(518) 486-1547

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Last Updated: January 13, 2015