Specialized Career Tech Certificate

1. Specialized Career Tech Certificate April 9, 2013 Karen Ruddle, Coordinator WVDE OSP

2. IWRCIndividual Work Readiness CertificateFlexible Option Students with Disabilities In Career Technical Education

3. IWRC Pilot Programand Partners WV Developmental Disabilities Council Counties: Kanawha, Mingo, Monongalia, Nicholas, Wayne

4. Secondary Transition • Planning for post secondary living, education or training, work • Self determination, self advocacy, disclosure • Experiences during school in preparation for post secondary settings • Agency linkages • Student and family involvement • Transition assessment: formal and informal

5. OccupationalPreparation in School • Exit to training, continuing education or work setting • Occupational interest in technical training areas • Interests and preferences of student match CTE concentration area • Significant academic deficits prevent student success in regular CTE concentration

6. CTE and SE Collaboration • Must be a CTE concentration offered • CTE staff must be involved in the IEP process • Student and family must understand the resulting certificate is for an entry level or helper job, including flexibility option • Regular consultative support promotes student success • Direct supplemental instruction may be needed-KeyTrain or WIN • Other staff may be involved

7. Skill Sets • CTE identified skill sets for entry level work-Safety #1 • WorkKeys assessment score requirements at Level 3 (WorkKeys Levels) • Special education support for skill building using KeyTrain or WIN to prepare for WorkKeys • Flexibility to accommodate highly successful students or low achieving students

8. CTE Completer Requirements • Level 3 - WorkKeys • Performance Assessment • Presentation • Resume • Interview

9. Potential Student • Current CTE concentration student with a disability • Student goal to enter workforce with skills in a current CTE concentration • Characteristics…

10. Student Characteristics • Standard diploma • Skilled pathway/CTE occupational focus • Significant academic deficits - 3+ years and poor performance despite supports • Post high school work goal • Excellent attendance • Motivated • Understands outcome goals

11. Self Determination • Participates actively in the IEP process – has a role • Visits program and interacts with instructor • Knowledgeable of IWRC program outcomes

12. Career Tech Ed Site

18. The second tab in the document lists all Content Skill Sets for the courses in the concentration. These scroll from course to course, so be sure to identify the correct course to view.

19. Part 1: Standard Procedures for Coordinating Services Part 2: Flexible Options for Students with Disabilities-IWRC Guidelines for Success

20. IEP Development • Assessment • Transition Planning • Present Levels • Goals • Services

21. Part V: Additional Assessment Data

22. Part V: Additional Assessment Data

23. Part V: Additional Assessment Data

24. Part V: Additional Assessment Data

25. Part V: Additional Assessment Data

26. Part VI: Transition Assessments Examples: • Informal career interest interview • ACT Plan • ACT EXPLORE • O*Net Interest Profiler • TAP-Talent Assessment Program

27. IEP Development • Assessment • Transition Planning • Present Levels • Goals • Services

28. Part VI: Transition Planning

29. Part VI: Transition Planning

30. Part VII: Present Levels … Example: Pat’s career interest is to get a masonry job with the family business right after high school. He plans to begin as a tender and move up as he develops needed skills. Since his reading and math scores are more than 3 years below grade level, he may not be able to earn his CTE certificate by graduation, but may select the IWRC program to earn a standard diploma. Note: This is one part of a Present Levels statement

31. Part VII: Present Levels … Example continued: Pat will need to be able to solve problems using volume formulas both in HS Math II and for his stated occupation. He also needs to learn to use a calculator to be able to accurately figure volume in order to minimize waste. Note: This is one part of a Present Levels statement

32. Example

33. Part VI: Transition Planning

34. Part VI: Transition Planning

35. Part VII: Present Levels … Example: Stevie is in the skilled pathway and wants to earn a CTE certificate in Administrative Support, but currently lacks math and writing skills to be successful in required computer applications courses. She also needs to be able to complete editing and proofing assignments or use resources to correct mistakes of others. Possible enrollment in the IWRC program will allow her to enter the workforce with entry level skills for this occupational area. Note: This is one part of a Present Levels statement

36. Part VII: Present Levels … Example continued: Stevie needs to develop work readiness skills that are also needed for academic success, including organization, effective interpersonal communication and prompt task completion. Note: This is one part of a Present Levels statement

37. Example

38. Example

39. Part VI: Transition Planning

40. Part VI: Transition Planning

41. Part VII: Present Levels … Example: Max is interested in working at a state park as a park manager, but ACT PLAN and WESTEST2 results indicate he is not on track to be ready for college, which is needed for a manager. He is considering entering the workforce, first as a park guide and maintenance staff person while continuing to improve his academic skills. He is interested in earning the IWRC, then working and attending school after graduation. Note: This is one part of a Present Levels statement

42. Part VII: Present Levels … Example continued: Exploring a wider array of jobs in natural resources/forestry is recommended. Max needs to continue to develop grade level academic skills and explore requirements for the array of occupations of interest to be ready for and to select appropriate post school education or training programs that he is willing to pursue. Note: This is one part of a Present Levels statement

43. Example

44. IEP Development • Assessment • Transition Planning • Present Levels • Goals • Services

45. It is essential to determine how each service will be documented prior to recording on the IEP. Examples Note: Examples are individual examples and not intended to represent only one student.

46. Examples Note: Examples are individual examples and not intended to represent only one student.

47. Example Note: Examples are individual examples and not intended to represent only one student.

48. Contact Karen Ruddle – kruddle@access.k12.wv.us Additional information