Presentation on theme: "Transition Talk Webinar Series: CTE, Special Education, and VAC December 4, 2013 Webinar handouts available at www.bit.ly/transitiontalk201www.bit.ly/transitiontalk2013."— Presentation transcript:
Transition Talk Webinar Series: CTE, Special Education, and VAC December 4, 2013 Webinar handouts available at
Miya Brevard CTE Specialist Elizabeth Danner Transition Specialist
Career & Technical Education (CTE) What is CTE? Model for success Skills and Technical Knowledge Real-world Experience Who can teach CTE courses? Experience in the specific industry, degree and/or license Must obtain a Texas Teaching Certificate Why should a student take CTE classes? Application and project-based learning 21 st Century Skills Post-Secondary and Career Exposure
Vocational Adjustment Class (VAC) What is VAC (Vocational Adjustment Class)? “This instructional arrangement/setting is for providing special education & related services to a student who is placed on a job with regularly scheduled direct involvement by special education personnel in the implementation of the student’s IEP.” 19 TAC §89.63(c)(9) Who can be a VAC (Vocational Adjustment Coordinator)? Assigned after 9/1/90: Special Education certificate Teacher certificate + special education endorsement Generic special education + 60 clock hours of specified in-service training When is VAC appropriate for a student? “Only after the school district’s career and technology classes have been considered and determined inappropriate for this student.” 19 TAC §89.63(c)(9) Review: transition assessments, postsecondary employment goals
ARD Committee Decisions about Work-Based Learning Consider: The student’s preferences, interests, and postsecondary goals for employment Skills the student will need to meet those goals Options that are available on campus (CTE classes) Supports the student needs to be successful The LRE for the student VAC options if CTE is not appropriate
Gen Ed (CTE) Spec Ed (VAC)
CTE Participation in the ARD 1. Ask questions (collect information about the student if previously not possible) 2. Describe in detail to the committee your course and its’ content including setting, environment, expectations etc. 3. Suggest goals, accommodations, modifications 4. State your concerns 5. Clarify the goals/objectives to be fulfilled by your course 6. Ask for a copy of the IEP/ARD minutes 7. Collect contact information on diagnostician, administrative representative, counselors, special education teacher (tracking teacher or case manager) and general education teacher 8. Sign – check agree or disagree – put in parentheses – “CTE” if not otherwise specified. The ARD committee shall include a representative from career and technical education, preferably the teacher, when considering initial or continued placement of a student in a career and technical education program. Commissioner’s Rule § (d)(1) The ARD committee shall include a representative from career and technical education, preferably the teacher, when considering initial or continued placement of a student in a career and technical education program. Commissioner’s Rule § (d)(1)
Students with IEPs in CTE classes Students who need accommodations: CTE teacher receives copy of accommodations SpEd case manager supports per IEP (consult, co-teach, etc) Consider adaptations to equipment Students who need modifications: CTE teacher receives copy of accoms/mods SpEd case manager supports per IEP (consult, co-teach, etc) Consider adaptations to equipment
Consulting with a Special Educator for CTE
Business Information Management John SLD in reading fluency, reading comprehension, written expression, and oral language processing SLD in reading fluency, reading comprehension, written expression, and oral language processing Struggles with use of calendar or other planners Reads at an eighth grade level with fluency; struggles with oral reading comprehension and written exp. Accommodations Accommodations Extended time Computer software resources to support listening comprehension and writing
Culinary Arts Stephanie Mild cognitive disability Approximate reading level: 2nd grade Approximate reading level: 2nd grade Can read familiar signs and tell time using digital Can read familiar signs and tell time using digital Can follow 2- and 3-step oral directions or picture cues Can follow 2- and 3-step oral directions or picture cues Works at pretzel shop during Work Skills (VAC) with support from job coach Works at pretzel shop during Work Skills (VAC) with support from job coachModifications Modified tests and assignments Modified tests and assignments Change in TEKS (access to TEKS, not mastery of TEKS) Change in TEKS (access to TEKS, not mastery of TEKS) Auditory instruction Auditory instruction Check for understanding Check for understanding Paraprofessional to support in class Paraprofessional to support in class
Students should continue accessing work-based learning as recommended by the ARD and per transition plan. VAC is an instructional arrangement and can be used when a student is in paid employment with SpEd support. If an 8x code is used this course will be for local credit only. If a CTE code is used (e.g., Career Prep) the student could get state graduation credit... But TEA has not yet specified who the teacher of record must be for this course.
Miya Brevard CTE Specialist Elizabeth Danner Transition Specialist Questions?
Link to recorded webinar will be posted here Next webinar: February, 2014