Baking and Pastry Arts Self-Study

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To Be Completed by the Internal Self Study Team

Name (Last, First) *

Position and/or Title *

Standards and Curriculum

Check all that apply *

Appropriate CIP codes

Course description for each course in the CTE program of study

Curriculum maps, crosswalks, scope and sequence, course outlines, and other curriculum documents

Documentation of integrated and specialized credit

Demonstrated alignment to industry, academic, and CDOS standards

Coursework satisfies requirement for Career & Financial Management, either integrated in the curriculum or taught as a stand-alone course

Courses demonstrate rigor for college and career readiness

Foundational coursework leads to more advanced coursework in sequential courses within the CTE program

Lessons in one course are not duplicated in other courses in the CTE program

Minimum of 3.5 credits are awarded; minimum of 4 credits are awarded for programs offering integrated academic credit

Required

Comments related to curriculum and standards

Teacher Certification

Check all that apply *

All CTE teachers hold appropriate New York State teacher certification for the program in which they will teach.

All teachers of academic content hold appropriate New York State teacher certification for the program in which they will teach.

Staff delivering instruction in programs with certification, licensure, or registration by an external entity have acquired the necessary credentials.

Professional development opportunities exist within the school district or BOCES for instructional, paraprofessional, and support staff to acquire and improve skills and knowledge related to instructional enhancement of the CTE program.

Required

Comments related to Teacher Certification

Technical Assessment

Check all that apply *

An appropriate industry standard technical assessment measures student proficiency in the technical field for the program.

The scheduling and administration of the technical assessment is appropriate. It is not required that the technical assessment be administered at the conclusion of the program.

The number of times a student may take a particular technical assessment is determined.

Existing laws and regulations related to administration of technical assessments are followed.

A system is developed to collect student-level and program-level data on performance on the technical assessment.

Required

Comments related to the Technical Assessments

Postsecondary Articulation

Check all that apply *

The postsecondary articulation agreement is designed to prepare students for the transition from high school study to postsecondary study in the career area of the program seeking approval.

The agreement that has been obtained offers direct benefits to students in the program seeking approval.

The agreement includes prerequisite skills, knowledge, or coursework required of students to participate in the agreement

The agreement includes roles and responsibilities of each institution

The agreement includes duration of the agreement

The agreement includes endorsement by officials of each institution

Signed articulation agreements are on file within the school district or BOCES.

Required

Comments related to the Postsecondary Agreement

Work-based Learning

Check all that apply *

The school and the employer cooperatively plan all work experiences.

Work-based learning coordinators are appropriately certified.

Work-based learning experiences are provided for students with disabilities.

The school complies with federal and state labor laws and the NYS Department of Labor regulations and guidelines.

Work-based learning experiences are relevant to the program.

The school complies with Commissioner’s Regulations and NYSED policy where credit towards graduation is being awarded.

Required

Comments related to the Work-based Learning

Employability Profile

Check all that apply *

An employability profile is developed for the program.

A profile of achievement is developed for each student in the program and is maintained in accordance with records and retention policies of the school district/BOCES.

The profile of student achievement is reviewed and updated on a continuous basis by the student and the appropriate program/guidance personnel.

The work skills to be mastered by students with disabilities should be aligned with the student’s Individualized Education Program (IEP).

Required

Comments related to the Employability Profile

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This form was created inside of Schenectady City School District.