Special Populations & Career and Technical Education October 8, 2014
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Transcript of Special Populations & Career and Technical Education October 8, 2014
H I S D Becoming #GreatAllOver
Special Populations & Career and
Technical Education
October 8, 2014
HOUSTON INDEPENDENT SCHOOL DISTRICT
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Agenda: October 8, 2014
The Big Picture Resources for Planning Special Education Students in
Career & Technical Education English Language Learners in
Career & Technical Education
Accountability
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The Big Picture
HOUSTON INDEPENDENT SCHOOL DISTRICT
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HISD CTE Reform Goals
1. Ensure equitable access to quality CTE programs for all students
2. Provide relevant and highly-engaging coursework
3. Increase the number of students graduating with industry-recognized certificates and relevant work experience
4. Increase student opportunities to earn college credits and potentially Associate’s Degrees
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HISD Roadmap to Career Readiness
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Resources for Planning
HOUSTON INDEPENDENT SCHOOL DISTRICT
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High School Plan
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Resources
Plan Your Path:http://www.houstonisd.org/planyourpath
Principal’s Resources:http://www.houstonisd.org/principal
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Resources
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Resources
Virtual Job Shadow
http://www.virtualjobshadow.com/
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Special Education Students in Career
and Technical Education
HOUSTON INDEPENDENT SCHOOL DISTRICT
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Special Education Transition and CTE
IDEA 2004
Federal law for special education aligned w/NCLB
Emphasis on strengths and dataPost Secondary EducationAddresses transition
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Special Education Transition and CTE
Early Transition Planning
In Texas, state law requires that “appropriate state transition planning must begin for a student no later than when the student reaches 14 years of age”
This starts at age 12 for students whose disability falls within the autism spectrum
Career and Technical Education (CTE) often plays an important role in the secondary transition planning process
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Special Education Transition and CTE
Least Restrictive Environment
Most Restrictive Environment
CTE Pathway Special Education Courses:• Career Exploration• Pre-employment Training• OJT
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Special Education Transition and CTE
Naviance
• Career Key: Ideal way to assist students to focus on the future
• Career Clusters: Courses needed to meet future goals
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Special Education Transition and CTE
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Special Education Transition and CTE
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Special Education Transition and CTE
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Special Education Transition and CTE
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Special Education Transition and CTE
Collaboration with Transition Coaches15 Itinerant Coaches Each assigned to Middle Schools and
High Schools
Emphasis on educating middle school students, parents, and teachers regarding career options
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Participation in ARDs
When?
Anytime initial or continued enrollment in CTE courses is considered, a CTE representative must be included as a member of the student’s ARD committee
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Participation in ARDs
Who?
The CTE representative should be the teacher of the course being considered.
If the teacher is not able to participate in the ARD meeting, this representative must be someone who has full understanding of the course content, prerequisite skills, equipment and safety rules, certification and licensure requirements, related fees, and participation in related organizations.
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Participation in ARDs
At the ARD/IEP meeting, the Career and Technical Education teacher should be prepared to:
– provide course description– describe program of study (sequence of courses)– review the course competencies– discuss and document any occupational hazards that
exist in the course– discuss the safety test for the course– participate in the discussion to determine the best
placement for the student– determine appropriate modifications and
accommodations– determine which competencies the student will be
accountable for mastering
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Website Information: Accommodations/Modifications
http://cte.unt.eduCTE Website that contains accommodations
manual for CTE and other informationLog on to this website, click on Teacher Tools, then
Special Populations
http://ctsp.tamu.eduCareer and Technical Special Populations training and resource center. Provides free, online tools for working with students with communication and learning differences
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English Language Learners in Career
and Technical Education
HOUSTON INDEPENDENT SCHOOL DISTRICT
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ELPS Proficiency Levels: Handout
• Beginning• Intermediate• Advanced• Advanced High/ Transitional
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Beginning and Intermediate Level Students
• Require a modified program
• Require an extra reading course
• May not be able to understand information asked of them by content teachers
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Advanced and Advanced High/Transitional Students
• Require only the ESL/English course, however, an extra Reading/Writing course is recommended
• Need some additional accommodations to comprehend academic discourse and informational text
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Accountability
HOUSTON INDEPENDENT SCHOOL DISTRICT
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Accountability: Our Responsibilities
District Monitoring(Performance Based Monitoring:
PBM)School District Effectiveness is measured in three critical areas:• Student Performance• Program Effectiveness• Data Integrity
Using: • Student assessment data• Dropout and graduation
data• PEIMS data
With these data sources:
• Bilingual Education/ELL• Career and Technical
Education• No Child Left Behind-Title
1, Part A and Migrant• Special Education
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Accountability: Student Assessment: Tutorials
Providing Tutorials to CTE Students Pulling Students from CTE classes
for Tutorials
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Accountability: Teacher Certification
Teacher Certification
• To be eligible for CTE weighted funding, the teacher of record for each CTE course must be a qualified/certified teacher as defined in 19 Texas Administrative Code (TAC) Chapter 231
• Teachers who teach a CTE course that counts towards a student’s graduation requirements must also meet the core academic ‘Highly Qualified’ requirements as defined by No Child Left Behind (NCLB)
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Accountability: Campus Bell Schedule
Campus Bell Schedule
To be eligible for CTE Weighted Funding, the campus bell schedule must be set so that students are receiving an average of 45 minutes (minimum) of contact hours each day for each course (0.5 credit hours)
0.5 Credits/Semester – 225 min./week, 450 min./2 weeks1.0 Credits/Semester – 450 min./week, 900 min./2 weeks
1.5 Credits/Semester - 750 min./week, 1500 min./2 weeks
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Accountability: CTE Student Scheduling
CTE Student Scheduling Considerations
• CTE Participants – no Plan of Study on file or students take one or more CTE courses in several career clusters and a clear coherent sequence is not evident
• CTE Concentrators – take two or more courses (for three or more credits) in a coherent
sequence and have a signed Plan of Study on file• Nontraditional Occupations for Males and
Females
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Accountability: Student Participation Coding
Student Participation Coding
Description of Student’s CTE Participation CTE Indicator Code
• Not enrolled in a CTE course 0
• Enrolled in one CTE course (participant, 6-12) 1
• CTE Coherent Sequence Taker
(CTE concentrator, 9-12)2
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Accountability: Career Preparation and Practicum
Career Preparation and Practicum Courses
•Career Preparation: Students receive instruction by
participating in occupationally specific classroom instruction and ‘PAID’ training site experiences
•Practicum: Students receive instruction by
participating in occupationally specific classroom instruction and either ‘PAID’ or ‘UNPAID’ training site experiences
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Accountability: Scheduling for Career Preparation and Practicum Courses
Teacher and Student Scheduling forCareer Preparation and Practicum Courses
1.0 Semester Credit Hours – requires the scheduling of two class periods
1.5 Semester Credit Hours – requires the scheduling of three class periods
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Accountability: Special Education Students
Special Education Students
• Coding a special education student with a CTE participation code of 2 requires that the four-year plan be consistent with the ARD/IEP developed for the student*
• ARD/IEP meeting attendance is required by a CTE representative when a SPED student is enrolled in a CTE course or the ARD/IEP committee is considering placement of the student in a CTE course*
*TAC 75.1023 -Provisions for Individuals who are Members of Special Populations
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Accountability: CTED Courses
CTED Courses
•Any CTE course may be taught as a CTED course, but only students with disabilities in grades 7-12 may enroll in CTED courses
•CTED courses:• must be self-contained• serve only special education students (those who
would not be able to participate in a regular CTE class)• be taught by a general education certified CTE teacher
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Accountability: When A Student is Away
CTE contact hours may NOT be claimed when a student receiving CTE services is not able to participate in their regular schedule
When to use the CTE Override in Chancery:1) When a student is placed in a disciplinary setting for more
than 5 consecutive days and the same amount and type of CTE services are not able to be provided by a CTE teacher
2) When a student in a special education homebound, hospital class, and/or state supported living center setting is not receiving the same amount and type of CTE services as he/she received previously
3) When a Pregnancy Related Services (PRS) student, also being served in Compensatory Education Home Instruction (CEHI), is not receiving the same amount and type of CTE services as she received previously
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Accountability: CTE Budget
CTE Budget
•Campus-Based Fund 143 should be used solely to support the campus CTE programs
Example expenditures: Salaries for full time CTE teachers, sub-pay when CTE teachers attend training, consumable welding supplies, consumable toner for a CTE printer, travel for CTE students to attend CTE Student Organization (CTSO) in-district events
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Accountability: CTE Audits
CTE Department will conduct Student Participation Coding Audits between November 1, 2014 and December 12, 2014. All identified campus corrections will need to be completed by December 19, 2014
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Other Resources
• TAC, §75. Curriculum/Commissioner’s Rules Concerning Provisions for Career and Technical Education
• 2014 -2015 Student Attendance Accounting Handbook (CTE section – pgs. 159-174)
• HISD School Guidelines, 2014-2015
• HISD Data Quality Manual, 2014-2015
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Contacts
Jennifer Alexander Manager, Multilingual Programs
Susan Hurta Sr. Manager for High School , Special Education
Amruta Kulkarni Manager, Career & Technical Education
Houston Independent School District- 2014