1. Networks and Partnerships for Success: SPED/CTE/VR/ID/DD
Presentation Sub-title Here

2. Building Partners Organizationally
State and local learning examples
Delaware
Oregon
Participants be sure to Sign In
Reflections –
Reframing Why This Work Is Important

3. Who’s Here NTACT – Charlotte Alverson NAPE – Gregory Jackson
Delaware – Dale Matusevich, George Tilson, Hunter Matusevich
Oregon – Dan Findley

4. Delaware
From 30,000 Feet
PIPEline to Career Success for Students with Disabilities
Years in the making
Who are we missing
Everyone at the table
Active listening
No wrong answers
Write it down

5. Oregon Promising Practices Cross-office Collaboration
Critical Conversations: a chronology
Equity: Ongoing PD, NAPE/PIPE, others

6. Cross-office Collaboration
Partners
Oregon Department of Education – Education Programs and Transition (EPT)
Oregon Department of Education – Secondary/Postsecondary Transitions (SPST)
Oregon Department of Human Services - Vocational Rehabilitation (VR)

7. Building Partnerships: SPST and Youth Transitions ODE
Early 2018:
Partnership Development
May 2018: Attend NTACT Capacity Building
Summer 2018: CTE at YTP Summer Academy
Summer 2018: Oregon ACTE
Fall 2018: CTE at YTP Fall Regional Meetings
Fall 2018: CTE & Students with Disabilities at COSA Spec Ed
PIPE Cohort 4
Fall 2018: Youth Transitions/IDEA Network at Regional CTE Network
May 2018:
NTACT Capacity Building Conference
Redrafting the Oregon Technical Assistance Action Plan
May 2018-Present:
ODE analysts collaborate: Career and Technical Education and Students with Disabilities.
The Equity Case
CTE learning and Post School Outcomes (PSOs)
June 2018-Present:
Continued data analysis
Co-presentations
Resource development
Late Summer/Fall 2018:
Professional Development delivered to CTE Regional Coordinators throughout Oregon.

8. Equity Approach Framing the conversation
continuous improvement model with equity as the focus
Framing the conversation
Perkins V (and completing Perkins IV…)
The Oregon Equity Lens
NAPE PIPE project

9. CTE and Inclusivity

11. Audience Participation
Who else has included CTE in their state plan?
How is CTE included?

12. Needs Assessment Questions
What barriers do districts in your state encounter to ensure students with disabilities have access to and persist in Career and Technical Education?
Describe any strategies in your state that support the participation of students with disabilities in Career and Technical Education.
What are your state's technical assistance needs for increasing students with disabilities' access to and retention in Career and Technical Education?
Please share any suggestions, comments, ideas not addressed above that would support the NTACT Special Education - Career & Technical Education - Vocational Rehabilitation Network.

13. Barriers for SWD accessing and persisting in CTE:
Student
Entrance Exams
Requisite Skills
Lack of Knowledge about Choices
School
Staff’s Lack of Knowledge
Access Barriers
District
Performance Criteria
State
Wait lists for regional schools
Systems barriers – multiple entry points
Student:
Requisite skills- academic (e.g., passing algebra I, and student behaviors)
School:
Lack of Knowledge – CTE teachers aren’t familiar with accommodations and services to SWD; SPED teachers aren’t familiar with CTE requirements and opportunities; general biases – lack of willingness, old habits, perception of SWD
Access Barriers – funding, scheduling, not wanting non-completers that affect data, need for accommodations
District:
Access Barriers – limited staff/options to provide variety of CTE classes; CTE program policies put into place by LEAs
State
System barriers - Creating a system which allows all students access to all career technical programs and pathways and -incorporates special education and related services; -includes multiple entry and exit points; -maintains industry-level rigor; -provides alternative methods to demonstrate technical skill attainment; and -does not negatively impact school district accountability measures.
Access barriers - inequitable funding and resources rural/urban

15. Knowledge Gain and Resources
Program Development
Policy Development or Revisions
Retention Strategies
Cross State Sharing
State's technical assistance needs for increasing SWD access to and retention in CTE:

16. Audience Participation/Team Time
Input from the field
Barriers in my state…
Positive things working in my state…
I am interested in exploring…
We go about working together by…

17. Final Questions/Comments/Wrap Up
Announcement
SPED, CTE, VR Summit
Targeting teams of state level SPED, CTE, VR personnel to support planning for Perkins V plans
State to State Networking Calls
Aligning the work

18. Sign up for our listserv here
Find us on:
#transitionta
Sign up for our listserv here

19. Thank you!
Dale Matusevich, Education Associate, Delaware Department of Education
phone:
Dan Findley, Education Specialist, Oregon Department of Education
phone:
Charlotte Alverson, NTACT, University of Oregon
Deanne Unruh, NTACT, University of Oregon
Gregory Jackson, NAPE