CDOS Program Model
CDOS 4+1 Documentation
Buffalo Public Schools

Program leader:
Katherine Heinle, CTE Director
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The Buffalo Public Schools serves a primarily urban population. The district has approximately 31,500 students in grades K-12.


  • 48% Black or African American, non-Hispanic; 20% White, non-Hispanic; 19% Hispanic, Latino; 3% multiracial; 9% Asian, Native Hawaiian, other; and 1% Native American or Native Alaskan
  • 82% economically disadvantaged
  • 15% limited in English proficiency


Buffalo’s 4 most innovative CTE Programs are based on the 4 related economic growth areas in the Buffalo region as reported by New York State’s Empire State Development and include:

  • Green Construction Programs
  • Medical Career Pathways
  • Advanced Manufacturing
  • Hospitality

CDOS 4+1 Documentation is a pilot record-keeping project for these four programs. CTE teachers are given a binder that contains the required documents for each student. The NYSED Commencement Level Career Plan serves as a folder within the binder for the individual student’s CTE coursework sheet, employability profile (created for the CTE program), and a work-based learning planning sheet.


  • Career Plan
  • The plan starts in the 9th grade with Career & Financial Management.
  • The teacher receives a binder with a NYS career plan for each student on the roster.
  • Three other documents (listed below) are hole-punched and put inside the student’s career plan folder in the binder.
  • The career plan is to be reviewed with the student each year.
  1. CTE Coursework
  • Sign-off sheet with CTE course name and teacher’s signature
  • Eliminates looking up each student’s transcript multiple times
  1. Employability Profile
  • Front side is same for all CTE students – tracks soft skill development
  • Back side is specific to the CTE program
  • Teachers are involved in creating it
  • Lists industry skills student will cover in each year of the 4-year program
  1. Work-Based Learning
  • Tracking sheet with a section for each year
  • Teacher fills it in when a student completes a WBL experience

Documentation for Student with Disabilities – CDOS Credential Requirements                                                       

  • My Transition Plan Packet
  • Includes documentation needed for CDOS requirements in CTE and work based learning

  • Responsibility for completion
  • Special education team working with
  • CTE teachers
  • CDOS studens
  • One document follows the student through grades 9-12 which includes:
  • Career plan
  • Employability profile
  • Work-based learning experience documentation



CDOS Program Model

Program Planning, Development, and Design for Credential/Pathway
Genesee Valley Central School, Genesee Valley Central School District, Belmont, NY


Program leader:
Carol McCarville
Director of Curriculum, Instruction, and Pupil Personnel Services
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The Genesee Valley Central School District serves a population that is primarily rural. Genesee Valley Central School (GVCS) has about 590 students, with 185 in grades 9-12.


  • 95% White, non-Hispanic; 2% Black, non-Hispanic; 1% Hispanic; 1% multicultural; and     1 % Native American or Native Alaskan
  • 47% qualify for reduced lunch prices
  • 74% of the students reach math proficiency
  • 92% English proficiency.
  • no students who are limited in English proficiency

In an effort to support all GVCS 9-12 students in pursuit of the 4 plus 1 Pathways, the FACS/business teacher, also certified as a work-based learning coordinator, and the Director of Curriculum, Instruction and Pupil Personnel Services began crafting a four-year implementation plan in the 2015 school year. In March 2016, the plan was presented to the Board of Education. All four years of the plan will be implemented during the 2017-18 school year.


Year One

  • Business for College and Careers - 20 weeks
  • 9th grade (originally for students with disabilities, juniors at risk)
  • open elective for general education students
  • 67 hours of seat time – CTE hours
  • monthly career exploration and site visits – business partnerships


  • Life Skills Business for College and Careers
  •  all 12:1:1 life skills students working toward Skills Achievement Credential
  • modified curriculum delivered 1 day/week as a two-year cycle
  • seat time counts as CTE hours
  • staffing: teacher and aide
  • internships through partnership with Directions in Independent Living – job coach
  •  monthly career exploration and ½ day site visits that count as WBL hours

Year Two

  • Math with Business Applications– 40 weeks
  • grade 10-12 students with disabilities
  • open elective for general education students
  • 134 hours of seat time – CTE hours
  • elective credit for CTE or math towards graduation
  • fully inclusive – co-taught

Year Three

  • Work-based Learning for CDOS Hours
  • 54 hours required – minimum
  • job shadowing, site visits, service learning project, volunteering
  •  teacher has a block for WBL coordination in schedule
  • 1 period one day
  • 4 days able to do other activities such as -independent study

Year Four

  • Senior Project Seminar - 20 weeks
  • opportunity to build required 54 hours of WBL
  • job coaching available as necessary



  • Business for College and Careers Curriculum
  •  Examine personal and professional goals
  • Explore world of business – set foundation for high school, college, and careers
  • Time management, communication, business etiquette, job seeking skills, professionalism, money management, and making a positive impact in the workplace
  • Begin employability profile
  • Math with Business Applications Course Curriculum
  • Fundamental mathematical operations as applied to business problems
  • Topics – earnings, checking and saving accounts, taxes, purchasing a home and automobile, investments, and other uses of math in business
  • Work-based Learning for CDOS Hours Components
  • Related on the job training
  • Students have entry level skills and desire to obtain a part-time experience
  • Seminar once a week to discuss current workplace issues and complete assignments related to work experiences
  • Employer off-site monitoring – reinforce academic skills
  • Meaningful connections between classroom instruction and workplace


  • Earn the 216 required CTE and WBL hours (54 minimum) for the CDOS Credential
  • Can work in conjunction with traditional CTE programs offered by the Career and Tech Center or as a stand-alone program
  • Exposure to workplace over the 4-year program – career exploration, site visits, WBL placements
  •  Instruction and support from teacher, teacher aide, and job coach as appropriate
  • An employability profile as evidence to colleges and employers of skills possessed
  • Workplace skills and opportunity for application in business and personal life
  • Academic skill reinforcement in workplace experiences

NOTE:  The Cattaraugus-Allegany BOCES Special Education Department liked this model for delivery of the CDOS Credential requirement so much, they have placed 6:1:1 students housed in the GVHS building in the program.


Putnum Northern Westerchester (PNW) BOCES - Urban Forestry and Arboriculture

Students who enter the Urban Forestry and Arboriculture program at PNW BOCES are exposed to Arbor-culture, an introduction to the “green industry” learning everything from pruning, cutting, landscaping, pesticide use, soil and tree diseases and hands-on knowledge of the latest machinery and heavy equipment needed to succeed in this industry. Safety is utmost in this classroom, utilizing the military acronym HOPE; History/Hazard, Obstacles, Plan/Procedure and Equipment. At times the “D” is added to indicate “drop zone” when felling trees. PEP Personal Enhancement Program is an entry level curriculum that is introduced, however the main course of study is based on (TCIA) Tree Care Industry Association and the (ISA) International Society of Arbor-culture. The TCIA skill set is especially attractive to potential employers who realize that the cost to train a new employee in this area would exceed $40K. There is a high demand to hire graduates from the Urban Forestry program and was documented through discussion with Consultant Committee members, graduates and parents of graduates. Students graduate with the 10-hour OSHA certificate card, as well as the NCCER certificate to operate heavy machinery. The students are very proud of these documents and openly shared them with the review committee. Students travel each year to either the Paul Smith College or SUNY Morrisville to compete in the NYS Conservation Competition and are usually successful. In fact, a recent graduate competed in a national competition, with college students, and garnered third place in the tree climbing competition.


Eastern Suffolk BOCES

The Law Enforcement program at Milliken and H. B. Ward Technical Centers at Eastern Suffolk BOCES enrolls approximately 1,600 secondary students and provides access to its secondary program to adults. The Law Enforcement program operates at two BOCES Technical Centers. At the Milliken Center (700 CTE students), Tom McGrath and Jennifer Martino provide leadership as principal and assistant principal. At the H. B. Ward Center (430 CTE students), Marie Davis and Harold Dean provide leadership as principal and assistant principal. The Law Enforcement program enrollment is strong. In April 2014, it exceeded 120 students. All program instructors are CTE certified and possess other professional certifications. Academic integration specialists in ELA, math, science, and social studies support the CTE programs in the two centers. Given the size of the programs, this staff is limited. Ward support in ELA is at the .5 level and math and science are at .2 each. At Milliken, ELA services are provided at the 1.0 level and math and science are at .4 each. These services are available at a minimum level to the Law Enforcement program as they are shared by all of the programs at each site. Much of the specialists' work is consultative and curriculum related. While integrated credits are available for students, they are primarily used as a safety net for students who may need the credit as a result of scheduling limitations. Significant work has been done on curriculum development, and work is continuing to align the program curricular base and design to the Common Core Learning Standards (CCLS). Regularly scheduled meetings for program staff support this work on program and curriculum development across the BOCES.