Clara Barton High School , Nurse Assistant Program Report of CTE Approved Program Review

Program Review Team Keith E. Babuszczak, Ed.D., CTE TAC Field Team Associate Charlie Crumb, CTE TAC Field Team Associate

Purpose

The Career and Technical Education Technical Assistance Center (CTE TAC), in coordination with the New York State Education Department (NYSED), is conducting a series of program assessments at selected state CTE approved programs. The goal of the review process is to utilize a qualitative assessment process and analyze CTE and program data to identify program strengths and categorize specific practices of highly effective approved programs. Aggregated data from program reviews will support development of new and re-approved CTE programs in New York State. An onsite review of the Nurse Assistant Program at Clara Barton High School in Brooklyn, New York, was conducted on May 4-5, 2012, and included completing the CTE Approved Program Criteria Workbook.

Clara Barton High School is led by Principal Richard Forman. Multiple assistant principals oversee specific subject areas and administrative duties. The Nurse Assistant Program is supervised by Elizabeth Gallaro, assistant principal for career and technical education programs. All levels of administration and faculty were open about programs and practices within the school and demonstrated an exemplary level of professional courtesy.

Program data was made available during the review. Interviews were conducted with faculty, administrative staff, a parent, and students who were knowledgeable in discussing the approved program’s benefits and challenges. The program assessment included classroom observations, interviews, and reviewing the following data.

 CTE program documents, data, and marketing materials including: o Program data provided onsite o Program approval binder o Curriculum documents and textbooks o Work-based learning (WBL) documents o Approved program documents/reports to NYSED

1 CTE Technical Assistance Center of New York * 1585 Route 146, Rexford, NY 12148 Phone: 518-723-2139 * Fax: 518-723-2140 * www.nyctecenter.org/spn

Program Summary

Clara Barton High School reported a student enrollment of 1,623 pupils, comprising 80% females and 20% males residing throughout . More than 90% of the students are African-American; 1% are Asian or Native Hawaiian/Other Pacific Islander; 1% are white; and 7% are Hispanic or Latino(a). Almost 85% of the students qualify for free or reduced-price lunch.

Average Attendance and Graduation Rates Comparisons Attendance Rates All Programs Nurse Assistant Program 2009-10 school year = 90% Not available

2010-11 school year = 90% 92%

2011-12 school year = Not determined Not determined

Graduation Rates All Grade 12 Students (Completers and Non-Completers Together) All Programs Nurse Assistant Program 2009-10 school year = 70% Not available 2010-11 school year = 70% 100% 2011-12 school year = Not determined Not determined

The Nurse Assistant Program is successful and faithfully follows the required curriculum for students to earn enough hours to qualify for the Certified Nurse Assistant (CNA) exam. Students in grades 9-10 attending Clara Barton High School take courses that introduce them to health careers and the required credit of Career and Financial Management. Upon entering 11th grade, most students are enrolled into an array of specific CTE programs relating to various healthcare occupations. In order to maintain enrollment in a program, students must maintain a 75 average in all courses and not have any significant discipline problems. The Nurse Assistant Program is nearly full, with 57 students enrolled. The school itself is oversubscribed, with many interested students placed on a waiting list.

Students who are successful in completing the Nurse Assistant Program are eligible to take the CNA exam. The school pays for students to take this exam for the first time; students are required to pay for retakes of any section that they do not pass. Last year, 89% of students passed the CNA exam on their first attempt.

At the time of this review, no male students were enrolled in the Nurse Assistant Program. However, the school reported that five male students were enrolled in the program last year. The school has a low number of students with disabilities, nearly 3%, with only one student eligible for an Individualized Educational Program (IEP) enrolled in the Nurse Assistant Program. In addition, only about 6% of students schoolwide are classified as English language learners (ELL); one ELL student and one former ELL student are currently enrolled in the Nurse Assistant Program. Interviews with school administrators indicated a large population of students whose home language is Haitian Creole, regardless of students being classified as ELL. Administrators have started 9th grade internship programs to introduce these students to health careers in settings in which Haitian Creole is a primary language (following a similar

2 CTE Technical Assistance Center of New York * 1585 Route 146, Rexford, NY 12148 Phone: 518-723-2139 * Fax: 518-723-2140 * www.nyctecenter.org/spn

internship program for students whose home language is Russian). These internship programs should ensure that ELL students have access to the Nurse Assistant Program (as well as other programs).

Instruction appeared largely traditional in the lessons that the CTE team was able to observe. All students were attentive in lectures and lab work. When students were practicing nurse assistant skills, such as hygiene and working with bedridden patients, the CTE team observed that the space was cramped, and students were waiting to use equipment or bumping into each other while moving around in the space. These observations were supported by student comments during interviews. Moreover, students said that sometimes they were not confident performing certain tasks on a bed when they had to originally practice in chairs. Students also mentioned that some of their assessments included higher level cognitive skills, such as peer teaching and having to research and take a stance on a controversial issue. The 11th grade students generally expressed concern and stress about being ready to take the CNA exam during their senior year. The students’ clinical rotations took place in a hospital, which allowed them to experience a variety of settings beyond the traditional focus on geriatrics.

The Nurse Assistant Program does not take advantage of integrated or specialized academic credit. Administrators shared concerns that rigor and required seat time could not be met to allow for a full nurse assistant curriculum and standards-based academic coursework to be taught in an integrated fashion. They mentioned a concern that academic coursework has been diluted by other initiatives (e.g., credit recovery) and that integrated academic/CTE lessons risk not offering a truly rigorous curriculum.

Students said that they are proud of their program and that it prepares them for both college and career readiness. Many shared stories about how their friends hold their enrollment in the Nurse Assistant Program (and Clara Barton High School itself) in high esteem, regardless of which school their friends attended.

The review team noted a strong sense of positive climate throughout the school. Administrators interacted collegially among each other and with the members of the review team. Teachers seemed to have a strong rapport with each other. Students observed in classes and in the halls seemed respectful of each other, school staff, and even the review team members as visitors. Reviewers did hear one fight take place in the hallway, but during this incident the teacher kept her students focused on the lesson and students did not seem to be unduly distracted.

Stronger relationships and direct involvement of industry and postsecondary partners would further strengthen the Nurse Assistant Program. The school participates in a citywide health occupations advisory committee, but does not have much direct involvement with professionals reviewing and supporting the program specifically. Articulation agreements did not contain the usual awarding of credit for courses. Administrators mentioned that they would look into opportunities to strengthen articulation agreements to specifically award college credit for successful completion of the Nurse Assistant Program. Another opportunity that will be reviewed is to return a lab component to the anatomy and physiology courses so they could be considered for articulated credit.

Program Strengths

 A strong and faithfully implemented curriculum is aligned to state requirements and prepare students for the CNA exam.

3 CTE Technical Assistance Center of New York * 1585 Route 146, Rexford, NY 12148 Phone: 518-723-2139 * Fax: 518-723-2140 * www.nyctecenter.org/spn

 There is a positive school climate and collegiality is evident among administrators, teachers, staff, and students.

 Students were attentive and participated during lectures and lab work.

 Students were dressed in proper uniforms and presented themselves confidently and appropriately.

 The Nurse Assistant Program, as well as the school itself, is held in high esteem among enrolled students and their peers.

 The school’s principals and administrators advocate for their school, programs, and students.

 All students who are successful in the Nurse Assistant Program are eligible to take CNA. The school pays for the cost of the student’s first attempt at this exam.

 Students are exposed to strong clinical experience throughout all areas of a hospital. The focus is not just on the traditional experience of geriatric care typically found in nursing homes.

 The school’s guidance counselors are a key component of student support.

 Data is referred to throughout the school for program improvement.

Recommendations

 No male students are currently enrolled in the Nurse Assistant Program. The school should review recruitment materials and investigate ways to encourage gender diversity (e.g., presentations by male CNAs and male mentors).

 By increasing participation of industry representatives as local advisors, the school can ensure that its curriculum and equipment are industry standard. Students also would benefit from presentations/mentorship by industry representatives.

 The creation of a local advisory committee or craft council consisting of industry representation, postsecondary partners, parents, students, and other stakeholders would ensure local programmatic review and support.

 The classroom and laboratory appeared tight and slightly cluttered. Students mentioned that they were not able to access all equipment and that they would like to see separate lab and classroom space.

 Articulation agreements need to be clarified and expanded so students receive the full benefit of articulated credit. Opportunities for articulated credit for anatomy and physiology courses should be researched. Administrators may want to collaborate with other nurse assistant programs and postsecondary partners for possible articulation-agreement opportunities.

 Attendance, grades, clearer identification of competency levels, and other achievements and relative experiences could be added to the employability profile. The current profile does include some of these aspects, but their interrelationship should be clarified. 4 CTE Technical Assistance Center of New York * 1585 Route 146, Rexford, NY 12148 Phone: 518-723-2139 * Fax: 518-723-2140 * www.nyctecenter.org/spn

 Research opportunities for, and best practices in, integrated and specialized academic credit. Interdisciplinary curriculum links should be increased and made explicit.

 Stretch instructional practices to include and build on higher level learning skills (e.g., application and analysis). These opportunities allow students to build interpersonal and research skills and self-confidence.

Criteria Rating and Summary of Findings

Criteria Rating

1. Not Meeting Standard The evidence indicates the program is not in compliance with the CTE program approval standards.

2. Partial In Need of Improvement The evidence indicates that the program is in partial compliance with and in need of improvement with CTE program approval standards.

3. Meets Standard The evidence indicates the program is in compliance with the CTE program approval standards.

4. Meets Quality Standard The evidence indicates exemplary practice in the program.

NA Not applicable for this criteria.

 Self-Study/External Review/Advisory Committees – Partial In Need of Improvement  The self-study team’s program binder was complete and detailed.  Academic and CTE faculty reviewed the curriculum and program.  There is no involvement of postsecondary or industry partners.  External review document was not available to review. School administrators report that the external review is coordinated by the New York City Department of Education (NYCDOE), and they do not see the final document. The CTE review team inquired about receiving a copy of the external review, but no documentation was provided.

 Ongoing Advisory Council/Committee – Partial In Need of Improvement  Members of the administrative and teaching staff attend a citywide health occupations advisory committee. There is a need to create additional interaction between school, business, and postsecondary educational partners.

5 CTE Technical Assistance Center of New York * 1585 Route 146, Rexford, NY 12148 Phone: 518-723-2139 * Fax: 518-723-2140 * www.nyctecenter.org/spn

 Curriculum Development – Meets Standard  Some integration of academic standards is present, with professional development encouraging faculty to learn more about the Common Core State Standards.  There is evidence of alignment to CDOS standards.  Clinical rotation takes place at a hospital, which gives students a valuable breadth of experience.  Best practices of rigorous and relevant integrated academics should be researched to further inform the discussion of integrated/specialized credit.

 Instructional Design – Meets Standard  The Nurse Assistant Program is aligned to the required curriculum and the CNA assessment.  The program should continue increasing the use of data to inform instructional practice.  The program should build upon lessons, encouraging more rigorous and student-driven instruction.

 Learner Engagement – Meets Quality Standard  Students expressed the importance of the program’s focus of helping them prepare for work in business, military, or postsecondary education.  All students were able to articulate their postsecondary plans and life aspirations.  Students expressed pride in their program and that their friends held the school and program in high esteem.  Students were observed interacting cordially with each other and were attentive during lessons.

 Teacher Certification/Professional Development – Meets Standard  Proof of professional licensure and certification was provided.  The CTE teachers are highly qualified and are active in the development of their trade knowledge.  Professional development should continue to be driven by student data and rigorous instructional practices.

 Technical Assessments – Meets Quality Standard  Every student who is successful in the program is eligible to take the CNA assessment.  The school pays for students to take the CNA exam in the first instance; students must pay for retakes if they do not pass.  A high percentage (89%) of students passes the exam on their first try.

 Articulation Agreements – Partial In Need of Improvement  Articulation agreements exist among the NYCDOE postsecondary programs, and a local postsecondary institution offers advanced standing for acceptance.  There are no opportunities for articulated credit, either for the Nurse Assistant Program in general or for courses in such areas as anatomy and physiology.  Recent scheduling decisions removed a laboratory component from the anatomy and physiology courses, which one postsecondary partner mentioned were prerequisites for articulated credit. The school should revisit this decision to balance programming and

6 CTE Technical Assistance Center of New York * 1585 Route 146, Rexford, NY 12148 Phone: 518-723-2139 * Fax: 518-723-2140 * www.nyctecenter.org/spn

scheduling needs and for the potential benefit to students. Student postsecondary plans did not generally include opportunities provided by articulation agreements.

 Work-Based Learning – Meets Quality Standard  Clinical rotations are inherently a part of the Nurse Assistant Program, so all students have access to work-based learning.  Clinical rotations provide a breadth of experiences. Many students commented that this experience either solidified their interests or that they found that they changed their mind about interests and postsecondary plans after experiencing some rotations.  The school is looking at 9th grade job shadowing and internship experiences to support ELL students.

 Employability Profile – Partial In Need of Improvement  The school completes an employability profile for each student, but the rating scale is not as specific as potential employers might find useful.  Employability profiles reviewed by the review team only showed one mark for each skill instead of showing growth over time.  Students understand the concept of competency and the academic and technical standards they need to achieve a technical endorsement.

 Data Management and Governance – Meets Standard  The school gathered and properly reported student data.  Evidence was present that the school is starting to use more student data when planning instructional practices, curriculum, and interventions.  Student feedback is gathered once per year.

 Conditions for Success – Meets Standard  There is strong administrative support for the program among school administrators.  The assistant principal overseeing this program is a strong and knowledgeable advocate.  The program climate is well established, which reflects on the commitment students and staff make to achieve success.  There is some disconnect among school-level administrators and the NYCDOE.  Efforts should be taken to further map and align individual subjects and curricula, even if the school does not opt for integrated or specialized credit.  More involvement of industry and postsecondary partners would further strengthen this program.

7 CTE Technical Assistance Center of New York * 1585 Route 146, Rexford, NY 12148 Phone: 518-723-2139 * Fax: 518-723-2140 * www.nyctecenter.org/spn