Presentation Transcript

1. APPROPRIATE PLACEMENTIN CAREER & TECHNICAL EDUCATION for students with disabilitiesDeborah Handschuedhandschue@gmail.com
2. Appropriate placement in a career and technology school can be a challenge for students with disabilities. Federal and State laws regulate the placement of students as well as mandating services and supports to provide transition to adult life.
3. WHAT IS CAREER & TECHNICAL EDUCATION? Career and technical education (CTE) is dedicated to providing secondary students with the education and skills they need to be successfully employed after graduation or to advance to postsecondary education. CTE students can earn industry credentials while still in high school. Students in a CTE school have a higher likelihood of finding a paid job after high school.
4. The NEW Pennsylvania C&TE System CTE in PA is designed to meet a dual mission- developing students with College Readiness skills AND a Career Path. CTE is no longer an either/or choice but a “BOTH/AND” opportunity for student success.
5. Technical skill attainment is the accountability measure under the most direct influence of a CTE program, and CTE programs are held accountable for the percentage of students that pass end-of-program assessments that are designated for each program. In addition, all CTE programs are accountable for the development of academic skills, as measured through the Pennsylvania System of School Assessment on reading and math.
6. What Federal and State Laws Govern CTE and Special Education? FEDERAL LAW: The Individuals with Disabilities Education Act (IDEA) is a federal law enacted in 1990 and reauthorized in 1997 and 2004. It is designed to protect the rights of students with disabilities by ensuring that everyone receives a free appropriate public education (FAPE) , regardless of ability.
7. IDEA Special education services are individualized to meet the needs of students with disabilities and are provided in the least restrictive environment. Special education may include individual or small group instruction , curriculum or teaching modifications, assistive technology, transition services and other specialized services such as physical, occupational, and speech therapy. These services are provided in accordance with an Individualized Education Program (IEP).
8. IDEA Congress also made significant changes in the legal definition of “transition services” in IDEA 2004. The term “transition services” means a coordinated set of activities for a child with a disability.
9. STATE LAW State laws must comply with all federal laws. In PA, Special Education and Career and Technical Education are governed under Title 22-PA Code Chapter 14 – Special Education Services & Programs Chapter 339 – Vocational Education
10. Chapter 339Program Approval Evidence that the program prepares students for employment in high priority occupations and is supported by local employers. Evidence includes documentation that the program is aligned with one or more high priority occupations Evidence that supports that services and accommodations will be available to disadvantaged, disabled or limited English-speaking students enrolled in vocational and technical programs and supported by the district of residence in accordance with applicable law, service agreements and student IEPs.
11. Evidence that school entities will provide students adequate supports to meet academic standards as determined by Chapter 4 and, when applicable, consistent with the student’s IEP. Evidence that articulation exists between secondary and post-secondary institutions. Evidence that students are following an educational plan and have an occupational objective.
12. RETAIN APPROVAL Skill attainment targets set forth in the school entity’s local plan Student performs targets on achieving academic standards as set forth in the school entity’s local or State plan Secondary school completion and student graduation targets as set forth in the school entity’s local or State plan, which includes student attainment of a secondary school diploma
13. Student placement targets set forth in the school entity’s local plan, if applicable, or State plan, which includes placement in, retention in, and completion of post-secondary education Nontraditional participation and completion targets as set forth in the school entity’s local plan, if applicable, or State plan, which includes nontraditional student.
14. ADMISSIONS For a student with a disability, success shall be predicted by the students IEP on the basis of the student’s ability to benefit from the program. With regard to the placement of students with IEPs or service agreements in vocational programming, faculty from the vocational program in which students are recommended for placement will participate as a member of the IEP and service agreement teams. IEP and service agreement team meetings, when scheduled by the school district, must give timely notice to the vocational and technical education representative and shall be attended by the vocational and technical education representative
15. PROGRAM CONTENT Occupational programs must be standards-based, prepare students for obtainment of licensure or industry skill certification or Pennsylvania Skills Certificate, as required, provide extended classroom experiences, and meet minimum time requirements. A standards-based plan is an instructional system that is planned and managed by the teacher, based upon occupational analysis and clearly stated performance objectives that are deemed critical to successful employment as recommended by occupational advisory committees.
16. Standards-based Plans Standards-based plans must include: Performance objectives. A vocational education program must identify performance objectives in accordance with criteria developed by the school entity in cooperation with the occupational advisory committee. The performance objective consists of the following three parts. The condition under which the task will be performed – the materials and supplies provided. A description of the task. The standard for how well the task shall be performed. Industry standards. Programs must prepare students to meet industry defined standards, certifications, regulations or licensing agreements demonstrated through industry assessment, industry credentials, industry certification, or State assessment.
17. Chapter 14- Special Education Children with disabilities have available to them a free, appropriate public education (FAPE) which is designed to enable the student to participate fully and independently in the community, including preparation for employment or higher education. Children with disabilities are educated to the maximum extent appropriate, with their nondisabled peers and are provided with supplementary aids and services. School entities provide access to a full continuum of placement options.
18. Chapter 14- IEP The IEP of each student with a disability must include: A description of the types of support that the student will need. The IEP team must first consider the regular classroom with the provision of supplementary aids and services before considering the provision of other services in other settings. For students who are 14 years of age or older, a transition plan that includes appropriate measurable postsecondary goals related to training, education, employment and, when appropriate, independent living skills.
19. Chapter 14-Transition Services Transition services are a coordinated set of activities for a student with a disability that is designed to be within a results oriented process, that is focused on improving academic and functional achievement of the student with a disability to facilitate the student’s movement from school to post school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation that is based on the individual student’s needs to take into account the student’s strengths, preferences, and interests.
20. Chapter 14- Career and Tech Ed Rep With regard to the placement of students with IEPs in vocational programming, faculty from the vocational programs in which students are recommended for placement will participate as members of the IEP team. IEP team meetings, when scheduled by the school district, must give timely notice to the vocational and technical education representative assigned and must be attended by the vocational and technical education representative.
21. Understanding Career & Technical Education Curriculum When deciding if a student with a disability should enroll in Career & Technical Education, the curriculum of the chosen program should be scrutinized to ensure that the student’s abilities can meet the rigors of the industry.
22. The key steps in the curriculum process A course description; The career objectives that a student can pursue; A “task list” of the specific knowledge and skills that a student will develop; A “task grid” to help students see the tasks that they will be learning; The related academic content is aligned with the program; Specific “learning guides” that help organize the curriculum in day-to-day learning activities; A task tracking system to record student progress, and; A performance assessment log for students to use to keep track of their task development.
23. The Challenge Students with disabilities need a transition plan that is based on their needs and meets the requirements of the law. Career & Technical Education must comply with the laws and allow access to the programs and ensure that the student “benefits” from the program. In addition, the CTE student must meet a career objective by mastering skills and this skill attainment must lead to an industry license or credential and post-secondary opportunities. The role of the IEP team is to ensure that the student has a “coordinated set of activities” that will facilitate the student’s movement from school to post-school activities (employment or post-secondary education).
24. Understanding Career and Technical School Education: What Special Educators Need to Know How do students with special needs benefit from CTE programs? National Longitudinal Transition Survey 2 (NLTS2) data show that about 60 percent of youth with disabilities hold jobs at some time during high school and gain valuable experience in the world of work. CTE training was related to a higher likelihood of finding a paid job and of attending a postsecondary CTE school in the early years after high school.
25. Data and Accountability for Performance Improvement The Pennsylvania Department of Education (PDE) in recent years has fully implemented the Pennsylvania Information Management System (PIMS). This system utilizes a unique student identifier commonly referred to as the PASecureID. This identifier now enables PDE to pinpoint and analyze data for all federally mandated subgroups, including students with IEPs in Career and Technical Education Centers.
26. Who decides if a student should consider CTE? The decision is part of the IEP process and is made by the IEP team including the student. Transition planning (preparing for a student’s post-school life) occurs within the context of the IEP. If the student has employment as a postsecondary goal, the team considers whether or not the student would benefit from a CTE program, or receive employment training through an alternative method. With regard to the education of students with IEPs in career and technical education programming, faculty from the CTE programs will participate as members of the IEP team.
27. What can you do to prepare for a student’s enrollment in CTE? Make arrangements for the student to visit the CTE program As part of the IEP process, the student, parents/guardians, and teachers should review the competencies and task lists for the desired program. Be sure that the IEP details the specifically designed instruction, modifications, and adaptations that the student needs to be successful in this new setting. Establish a procedure for communicating with the CTC staff to discuss progress
28. What should a student do if considering enrollment in a CTE program? Transition assessment should provide a match between the student’s abilities and CTE programs and occupational outcomes. Be aware of skills needed for specific career and technical programs of interest.
29. COLLABORATION Before a student with a disability is enrolled in a CTE program, the IEP team needs to review the list of competencies required to complete the desired career objective in the program. A student’s interest must match the aptitudes needed to be successful in attaining the skills needed to be employed. The accommodations cannot be “modifications” that would change the industry standard that is required for the state approved CTE programs. Continuous collaboration between the IEP team and the CTE program is vital to ensure the success of students with disabilities.
30. Alternative Placements If Career and Technical Education is not the best option for a student with a disability, some type of work-based learning program can provide the needed transition services in a workplace setting. There are two types of programs, paid and unpaid, that must follow the guidelines of the Fair Labor and Standards Act, Work Experience is the paid program, and Community-Based Vocational Training (CBVT) is non-paid. Training objectives, goals and specially designed instruction in the student’s IEP are required for both programs.
31. Fair Labor and Standards ActOpportunities for Students with Disabilities Work Experience: Employment opportunities for young people with disabilities are available through the school system, supported employment programs, private industry, and special government funded projects. Community-Based Vocational Training (CBVT): CBVT is vocational training occurring on actual job sites within local business, industry and community service agencies. Training experiences include Vocational Exploration, Vocational Assessment, and Vocational Training that are non-paid and are limited to Fair Labor Standards Act requirements.
32. Fair Labor Standards Act requirements: Vocational Exploration---Exposes students briefly (5 hours per job experienced) to a variety of work settings to help them make decisions about future career directions or occupations. Vocational Assessment---Helps determine individual training objectives for a student who undertakes work assignments (90 hours per job experienced) in various business settings under the direct supervision of school personnel and employees. Vocational Training---Places the student in various employment settings for opportunities (120 hours per job experienced) detailed through a written training plan/agreement, including methods of instruction, and procedures for evaluation.
33. Examples of CBVT programs operated by PA districts or Intermediate Units Students work at the food bank to pack care packages or assist in the pantry area. Other students work at the Humane Society. Students rotate through a total of 8 job clusters to “sample” job tasks at local businesses. Hours and tasks are increased until senior year when training in one area is increased. Based on interest, students choose from a list of businesses that have a “partnership” agreement to provide a typical work setting. Businesses range from nursing homes, libraries, grocery stores, and churches. A sandwich cart operated by students in a life skills program, serves sandwiches and drinks in a building at lunchtime. Students rotate through simulated work environments in 5 vocational areas to learn work procedures, rules and work behaviors.
34. Students work in a commercial laundry setting and do light housekeeping while learning employment and independent living skills. Students work on employment and social skills through work experience or CBVT and gain employment after their senior year. Community businesses include retail support, building maintenance, janitorial, housekeeping, and hotel support services, such as Giant, Wendy’s, Four Points Sheraton, K-mart, Sam’s Club and Wal-Mart. A community-based, transition-aged classroom is housed in a community college where students learn daily living skills and employment skills through an agreement with the college. A “Transition House” provides students with household management skills, as well as learning vocational skills, social skills and vocational team work. Students operate a greenhouse where they learn how to plant seeds, water, transplant and sell flowers, herbs and vegetables.
35. Students run a document “destruction depot” where they are paid minimum wage for sorting, shredding, stocking, weighing, shrink wrapping, and recycling. Students work in a local convenience store with a job coach and sell coffee, cookies, candy and newspapers. Autistic students work at a local Nursery learning the basic skills in mulching, raking, watering and general clean-up. Through a CBVT program, students work in the community at a Thrift Shop, a Geriatric Center, a community college, a Healthplex and a local hospital.
36. Project Search Project Search is a unique business-led transition program for students with disabilities in their last year of school. Large organizations ( banks, hospitals, or universities) or businesses host the program and students rotate through jobs in their facility with the hope of employment at the end of the training. There are several sites across Pennsylvania: Children’s Hospital of Philadelphia Deka-East Penn Manufacturing Good Shepherd Rehabilitation Network Lancaster General Hospital Phoenixville Hospital UPMC Northwest WellSpan Health