1. Staff Development Workshop Feb. 17, 2012 *Annotated from Region 4

2. WHAT CANDY DID YOU GET? WHAT DOES THAT MEAN?

3. CAREER AND TECHNICAL EDUCATION AND SPECIAL EDUCATION WORKING TOGETHER Goose Creek CISD

4. AGENDA  Why Here???? Why Now????  Perkins and IDEA  What the CTE and Special Education teachers hear  Meeting the needs  The ARD Committee  Transition assessments  Accommodations and modifications  Resources

5. Why Here???? Why Now???? PERFORMANCE :SPED STUDENTS WHO HAD CTE PEIMS CODES OF 2 & 3 DID NOT MEET STATE STANDARDS ON TAKS AND PERFORMED AT A LOWER OVERALL RATE THAN SPED STUDENTS IN GENERAL ACCESS: VERY FEW SPED STUDENTS (67 district- wide) HAVE A 4 YEAR PLAN WITH A COHERENT SEQUENCE OF CTE COURSES

6. http://www.gccisd.net/C&I-NonNegotiables.html BOARD GOAL 1: Closing the Achievement Gap BOARD GOAL 2: Enhance Career Pathways CTE DIP GOAL 2c: Improve Collaboration between CTE & SPED PBMAS CIP: Ensure Implementation of Non- Negotiables through Training on Strategies for Special Populations

7. What does SPED need to know about Carl D. Perkins?  Carl D. Perkins Act 2006 (up in 2013 for changes)  Academic/CTE Integration  Link to Postsecondary CTE  All Aspects for an industry  Expand the use of technology  Provide Professional Development  Evaluate Perkins-funded Programs  Expand Quality CTE Programs  Sufficient Size, Scope, and Quality  Activities for Special Populations

8. What does SPED need to know about CTE?  Career and Technical Education  Achieve Texas – 16 clusters  http://www.careerclusters.org/16clusters.cfm http://www.careerclusters.org/16clusters.cfm  New CTE TEKS 2010  http://www.tea.state.tx.us/index2.aspx?id=4881 http://www.tea.state.tx.us/index2.aspx?id=4881  Project Share -- Educators version of Facebook Region IV will train for free See resource page

9. What does CTE need to know about IDEA 2004? IDEA 2004  Federal law for special education aligned w/NCLB  Emphasis on strengths and data  Post Secondary Education  Addresses transition  Services must be in place by age 16 (14 in Texas)  Appropriate measurable postsecondary based on appropriate transition assessments, related to education/training, employment and independent living if appropriate  Annual goals to support attainment of postsecondary goals  Coordinated set of activities  Courses to support postsecondary goals

10. Training Video - Laws  Length 8 min  Overview of SPED and CTE Overview of SPED and CTE

11. What the CTE teacher hears?  CTE courses must be challenging and rigorous  Opportunity for certifications  Articulated and Dual Credit courses  Offer coherent sequence of courses (Pathways)  Participate in the ARD committee process  CTE courses must prepare students for high-wage, high- skill, or high demand careers  CTE courses should integrate academic and TAKS/STAAR objectives because student success in these areas is one way CTE is evaluated  Career and Technical Student Organizations

12. What the CTE teacher hears from Business and Industry?  Meet the needs of business and industry  Build partnerships  Prepare students for post-secondary or the world of work  Student certifications  Work-based learning opportunities

13. What the Special Education Teacher Hears  Students must be given a free and appropriate public education  Education must occur in the least restrictive environment  Special Education students are expected to be college and career ready as is every other student  CTE courses can provide that training  CTE teachers must attend an ARD committee meeting where CTE class is considered  Needs of the student must be determined first and then placement (general education, resource, CTE, etc.) must be determined  At ARD committee meetings, modifications/accommodations must be addressed  Modifications and accommodations individualize instruction and enable students with disabilities to be successful in CTE classes

14. Training Video  3 min  The ARD committee The ARD committee

15. ARD Committee Process and the CTE Teacher  Scheduling Tips (big picture)  Competency Sheets (small picture… individual classes)  When attending the ARD, be prepared to discuss modifications and/or accommodations that will work for your curriculum and your classroom environment.  When the student is not your student, then serve as Career Advisor, using “Tips” & “Competencies” to help student/parent understand realistic role of career preparation and need for CTE classes when student is not University-bound  Remember, CTE is very different from the traditional lecture and textbook based classroom  Students may need accommodations and modifications that are unique to that student

16. Scheduling Tips

17. Competency Sheet

19. Training Video Accommodations and Modifications  Length 9 min  Accommodations and Modifications Accommodations and Modifications

20. Accommodations  Change the size or length of an assignment  Give students more time to process content, respond to questions, or turn in assignments  Change seating  Change text format  (Braille, highlighted text, taped text, use of text reading equipment, etc.)  Provide note taking assistance  Change the way the student is assessed  (i.e. oral vs. written)

21. Modifications  Modify the amount of TEKS the student is responsible for learning  i.e. a student in cosmetology will only have to learn what is required to pass the certification test  Provide an alternate curriculum  i.e. a student in cosmetology will only have to learn how to shampoo hair

22. Which candy did you get?  What is the standard?  Do you have an accommodation?  Do you have a modification?

23. Meeting the Needs  Accommodations/Modifications  Using grouping, peer tutors, cooperative learning  Communicate with stakeholders  In class support (teacher or para-educator) - Document - Actively participate in ARD Committee Process  CTE description/skills requirement --- Career Assessments  Participate in non-traditional CTE class ---Plan coherent sequences  Certifications -- Tech Prep and Industry Standards  High-wage, high-skill, or high demand careers  Integrate academic and TAKS skills  Clear expectation --- Varied Instruction --- Different Learning Styles  Career and Technical Student Organizations  Review local job market --- Integrate soft skills  Partner with community work force

24. On-line Resources http://ctsp.tamu.edu/  Provides free online tutorials that deal with CTE and Special Populations (SpEd and ELLs) http://www.naviance.com  Provides career assessments, college and scholarship information, and resume tools http://projectsharetexas.org/  Global online learning community for educators and students that allows collaboration and sharing of resources using a Facebook type interface.

25. COMPLETE SURVEY TO GET CREDIT  You will be emailed a survey soon  You must complete the survey in order to get credit for attending this session