CTE, OVR, Special Education Dialogue
8/7/2017
CTE, OVR, Special Education Dialogue A FOCUS ON COMPETITIVE INTEGRATED EMPLOYMENT CTE, Special Education, and OVR Partnerships
Why A Focus on Competitive Integrated Employment ? Workforce Innovation and Opportunity Act (WIOA) Governor’s Executive Order 2016-03 o Establishing “Employment First” Policy and Increasing Competitive Integrated Employment for Pennsylvanians with a Disability
Act 26 of 2016, the “Work Experience for High School Students with Disabilities Act”
Centers for Medicare and Medicaid Services (CMS) Home and Community-Based Services (HCBS) Rule o Opportunity to seek employment and work in competitive integrated settings, engage in community life, and control personal resources
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Competitive Integrated Employment Definition To satisfy the definition of “competitive integrated employment,” the employment must satisfy the requirements for all three components: – Competitive earnings; – Integrated Location; and – Opportunities for advancement.
This means that if an individual’s employment fails to satisfy any one of the above components, the employment will not meet the definition of “competitive integrated employment.
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Where Can I locate Competitive Integrated Employment Positions in Pennsylvania?
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PA Career Guides
Includes information on: • • • • • • •
Wage and job outlook information Interest assessments Tips for marketing yourself as a jobseeker Sources for Financial Aid Contact information on Pennsylvania’s public schools Information on PA CareerLink® Offices Contact information for state agencies
www.paworkstats.pa.gov www.pacareerzone.org 9
O*Net - A Comprehensive Database O*Net www.Onetonline.org – comprehensive career info Monthly Labor Review http://stats.bls.gov/mlr/ Occupational Outlook Handbook http://www.bls.gov/oco/ Bureau of Labor Statistics http://www.bls.gov/home.htm •Career One Stop http://www.careeronestop.org • Local employment stats http://www.myskillsmyfuture.org
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Collaborative Planning to Assist Youth and Young Adults in Obtaining and Maintaining CIE
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Effective Collaboration – LEA – Special Education
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IEP Team Participants for Transition Planning Required Members
Other Members
Parents/guardians
Community/agency representatives
General education teacher
SD transition coordinator
Special education teacher
Psychologist
Local Education Agency representative (LEA)
Guidance counselor
Student (Indicator 13 requirement to invite!)
Instructional support staff
Career-technical education representative
Job coach (if considered)
(an invitation is necessary if student is currently enrolled or is being considered for the CTC)
Employer representative
§ 339.21.(5)
Relatives/friends/advocate
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Meet Aaron
Grade 11
Fully included
Not sure if he wants to go right to work after graduation, or enroll in a post-secondary program
Enrolled in a Career Technical Education Auto Body Repair Program
Reading and writing needs
11
Aaron Present Educational Level Example Aaron’s English teacher describes his writing as “functional.” He uses word processing for longer writing assignments, and with use of the spelling and grammar check, produces short, concise sentences, although without a great deal of variety. Analysis of assignments completed on word processor indicates that his average sentence length is 7.7 words, with 2 or fewer errors of grammar or omission of words per 100 words. He met last year’s goal of improving his writing using word processing. Analysis of shorter, pencil and paper writing tasks, from three different classes, indicates the following: Aaron typically writes 5-10 word sentences, with average length of 6.8 words. On a typical sequence of four sentences (approximately 30 words) , he makes on average 2 errors of capitalization, end punctuation, grammatical errors of tense or case, or omitting words without realizing it. On the same passage he averages 1-2 spelling errors (usually of longer words rather than sight words). When he is reminded to read his passage aloud or to himself, or to use a rubric or spelling guide, he is able to correct about 50% of these errors. Aaron needs to improve the quality and accuracy of his writing in order to meet the 12 expectations of a career in auto body or in a post-secondary program.
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Aaron’s Present Education Levels STRENGTHS: Aaron displays a strong career interest with two viable postsecondary options. He displays good interpersonal skills and good employment potential since he is already successfully managing a part-time job. He has developed comprehension strategies, as well as compensatory strategies, that have allowed him to pass his general education classes and complete 278 competencies in the CTE program.
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Aaron’s Present Education Levels STRENGTHS: He is beginning to display self-advocacy and selfdetermination in his content classes by asking for extra time as he needs it and articulating the strategies that work for him. He has become more open to expanding his use of assistive technology. He has improved the quality of his writing when using word processing. Math is a relative strength. His self determination in working part time, saving and buying a car, and willingness to explore post secondary education and training is also a positive strength. He has age appropriate independent living skills.
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Sample Present Education Levels: Aaron’s Prioritized Needs In order to meet his post-secondary goals, Aaron needs to develop skills in the following areas: • Develop/improve reading decoding skills for multisyllabic words. • Develop/improve reading comprehension skills in summarizing and identifying supporting details. • Improve written language by using a consistent strategy for proofreading and self-correcting of errors • Develop self management skills related to speed of task completion, and to more effectively discriminate when a particular task is complete while working on projects in the Auto Repair Shop.
Aaron’s: Grid to Measurable Annual Goal Postsecondary Education and Training Goal: Aaron has a goal of enrolling in postsecondary training in the area of automobile repair or a related field.
Measurable Annual Goal Yes/No (Document in Section V)
Courses of Study: Auto Body Repair Program; English, Algebra II, Chemistry; US History Service/Activity
Location
Frequency
Projected Beginning Date
Anticipated Duration
Person(s)/ Agency Responsible
HS
During the school day
Sept. 11, 2016
Sept. 9, 2017
LS Teacher, General ed. teachers
Continue to expand use of materials HS in digital format in content area classes
During the school day
Sept. 11, 2016
Sept. 9, 2017
LS Teacher, General education teachers
Develop a list of questions to use when visiting postsecondary programs.
One time
Nov. 19, 2016 Dec. 19, 2016
*Continue to improve writing and editing skills using self monitoring strategy.
High School
Transition coordinator 16
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Aaron’s Measurable Annual Goal - Writing MEASURABLE ANNUAL GOAL Include: Condition, Name, Behavior, and Criteria (Refer to annotated IEP for description of these components.)
Given consistent use of a strategy (SCOPE*), and spelling guide of his choice, Aaron will review his writing to include 100% correct spelling, punctuation, capitalization, and grammar on 6 out of 6 randomly selected short writing assignments in content area classes.
Describe HOW the student’s progress toward meeting this goal will be measured
Describe WHEN periodic reports on progress will be provided to parents
Teacher checklist applied to first four sentences of randomly selected writing assignments (biweekly) --------
Quarterly
Report of Progress
Sample assignments provided quarterly. PSSA Scores reported in Fall.
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Aaron’s: Writing Example PLAAFP
• Difficulty with spelling, capitalization, grammar, punctuation on short pencil and paper writing assignments.
• Improve written language by using a consistent strategy for proofreading and selfcorrecting of errors. NEED
GRID
Measurable Annual Goal
Progress Monitoring
• Continue to improve writing and editing skills using self monitoring strategy. • Given consistent use of a strategy (SCOPE*), and spelling check of his choice, Aaron will review his writing to include 100% correct spelling, punctuation, capitalization, and grammar on 6 out of 6 randomly selected short writing assignments.
• LS Teacher will (biweekly) use a brief checklist to review punctuation, capitalization, and grammar to first four sentences of randomly selected writing assignments from various classes. 18
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Case Study Review and Discussion Jeff
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Effective Collaboration – CTE
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Participants in the IEP Team
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IEP Team Participants for Transition Planning Required Members • • • •
Parents/guardians General education teacher Special education teacher Local Education Agency representative (LEA) • Student (Indicator 13 requirement to invite!) • Career-technical education representative (an invitation is necessary if student is currently enrolled or is being considered for the CTC) § 339.21.(5)
Other Members • Community/agency representatives • SD transition coordinator • Psychologist • Guidance counselor • Instructional support staff • Job coach (if considered) • Employer representative • Relatives/friends/advocate
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Written input received from the following members:
IEP TEAM/SIGNATUIRES Role Parent/Guardian/Surrogate Parent/Guardian/Surrogate Student* Regular Education Teacher** Special Education Teacher Local Ed Agency Rep Career/Tech Ed Rep***
Printed Name
Signature
CTE representative
Community Agency Rep Teacher of the Gifted****
If the CTC is unable to attend information must be provided to be included in the IEP Written input received from the following members: If CTC is unable to attend their name/position should appear here and information be included in the PLAAFP.
Revision of the IEP if the decision is made after the IEP meeting
If a student makes a decision ot attend a CTE after the IEP meeting a revision can be made.
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Student enrolled at CTC Present Ed Levels to include performance
- attendance -test/task grades -behaviors/work ethic - industry certifications -competencies earned Transition portion (Postsecondary and Employment grids) Program modifications and Specially Designed Instruction (SDI)
CTE teachers… Should discuss the Program of Study at the IEP meeting. The Carl D. Perkins Career and Technical Education Improvement Act of 2006 required the development and implementation of career and technical programs of study (POS). Programs of Study include coherent and rigorous content aligned with challenging academic standards and relevant career and technical content in a coordinated progression of courses that align secondary education with postsecondary education to adequately prepare students to succeed in postsecondary education. This includes the opportunity for secondary education students to earn postsecondary education credits through articulation agreements with participating postsecondary institutions, which could lead to an industry recognized credential or certificate at the postsecondary level or an associate or baccalaureate degree.
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CTE teachers… Can also discuss the task list, which is part of the POS. The task list is a secondary school assessment instrument used to measure the technical competency of a student in a specific program of study. Task lists are arranged for each program of study, according to the student's year of graduation from a secondary school. http://www.education.pa.gov/K12/Career%20and%20Technical%20Education/Programs%20of%20Study/Pages/Framew ork.aspx#tab-1
CTE- Special Education Resource Understanding Career and Technical Education and Special Education: What IEP Teams Need to Know
http://www.pattan.net/category/Resources/PaTTAN%20Publications/Browse/Sin gle/?id=559aa46f140ba04c5c8b4629
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Career and Technical Education and Special Education – A Partnership for Success – Webinar (recorded on January 28, 2015)
Career and technical education (CTE) in Pennsylvania is focused on preparing young people with the academic foundation, career direction, and workplace skills that will help them succeed personally, and contribute to an innovative and competitive economy in our commonwealth. For a student with an IEP, enrolling in a career and technical education program may be an appropriate option to consider during the secondary transition process. This session will present information regarding how to best support youth with disabilities to fully engage in career and technical education programs that can lead to successful opportunities in adult life, including higher education, training and/or employment. http://www.pattan.net/Videos/Browse/Single/?code_name =career_and_technical_education_and_speci1
Back to Aaron
Grade 11
Fully included
Not sure if he wants to go right to work after graduation, or enroll in a post-secondary program
Enrolled in a Career Technical Education Auto Body Repair Program
Reading and writing needs
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Aaron’s Present Education Levels - CTE Aaron is an 11th grade student, with a learning disability in reading and written language. He is currently enrolled in the career and technology (CTE) program for Auto Body Repair, with a half day at the High School where he is fully included in general education classes. He is on track for graduation with a regular diploma based on credits in his high school and career and technology programs. 31
Aaron’s Present Education Levels With support and accommodations at the career and technology school including use of study guides, scan and read software (print materials converted to digital format so that he can listen while reading required material), and extra time for reading assessments and tests, he has been able to meet the curricular demands by completing 278 out of 390 competencies in the Auto Body Repair program. 32
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Aaron’s Present Education Levels CTE staff report that Aaron works too slowly on his projects, and has completed only 50% of his projects on time even with prompting. His teachers state that this is not a matter of dexterity, but more his “perfectionism” as he tries to be very precise and accurate, particularly when puttying, sanding and buffing. He needs to be able to discern when the work is satisfactorily completed to specifications, so as to move on without prompting, and to develop the self-management skills to monitor and increase his speed.
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Aaron’s Present Education Levels Aaron’s decision to enroll in the auto body program was based on parent survey information, his student interview in which he expressed an interest in cars, and visits to the career and technology school in 8th and 9th grade. Aaron has been given a variety of assessments that include the Self Directed Search (SDS), Career Occupational Preference System (COPS), the Survey of Work Styles (SWS) and the SAGE Vocational Aptitude (and Work Preference) Assessment (Pesco). Results of these assessments suggest that he has the aptitude, dexterity, and interest to pursue a career in auto body repair. As required of all students in the district curriculum, Aaron has maintained a career portfolio.
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Aaron’s Present Education Levels Although the CTE program will prepare him for employment immediately after high school, Aaron is also considering going on to a local technical school or community college to expand his skills or explore a related area. Aaron and his parents feel that additional education would give him more employment options and increase his earning power.
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Aaron’s Present Education Levels STRENGTHS: Aaron displays a strong career interest with two viable post-secondary options. He displays good interpersonal skills and good employment potential since he is already successfully managing a part-time job. He has developed comprehension strategies, as well as compensatory strategies, that have allowed him to pass his general education classes and complete 278 competencies in the CTE program. His self determination in working part time, saving and buying a car, and willingness to explore post secondary education and training is also a positive strength. He has age appropriate independent living skills.
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Aaron’s Present Education Levels NEEDS: • Develop/improve reading decoding skills for multisyllabic words. • Develop/improve reading comprehension skills in summarizing and identifying supporting details. • Improve written language by using a consistent strategy for proofreading and error correction • Develop self-management skills related to speed of task completion, and discrimination between complete and incomplete projects in the Auto Repair Shop. 37
Effective Collaboration – OVR
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OVR Breakdown
Bureau of Central Operations
OVR Management, Fiscal Operations, Special Programs
Bureau of Vocational Rehabilitation Services
Individualized Voc. Services; Business Services; Group Services
Bureau of Blind and Visual Services
Independent Living, Orientation & Mobility, Specialized Services, Voc & Rehab Teaching; Business Enterprise
Hiram G. Andrews Center
Office of Deaf & Hard of Hearing
Comprehensive Rehab Facility & Commonwealth Technical Institute (CTI). Tours can be arranged by calling 814-2540645
Advocacy, Referral, Resources, Training (one location)
OVR Terminology • Open case-customer has completed referral information and is enrolled in the Commonwealth Workforce Development System (CWDS) • Potentially eligible- Refers to students who do not have an open case; interchangeable with potential customer • Eligible-has been determined eligible for VR case services by a VR Counselor 40
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Linear Structure
Early Reach Coordinators-14 to 22 years Vocational Rehabilitation Counselors
OVR Services BBVS Social Workers Birth to 14 years
Eligibility and Individual Plan for Employment Application Referral
Employment Business Services Staff
Service Provision to Staff add footer text VRT andClick O&M
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Closed Successfully Employed
Workforce Innovation and Opportunity Act (WIOA) • President Obama signed into law on July 22, 2014 • Amends the Rehabilitation Act of 1973 (Rehabilitation Act).
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WIOA Goals: Agency Level KEY AREAS OF WIOA EMPHASIS
1. Students with disabilities *Pre-Employment Transition Services (PETS): job exploration counseling, work-based learning experiences, counseling on opportunities for enrollment in post secondary education, work place readiness and instruction and self-advocacy.
2. Employer Engagement *Dual Customer Model: Customer and Business/Employer
3. Cross-Agency Collaboration 4. Assistive Technology 5. Competitive Integrated Employment *Includes limitations on subminimum wage (July 2016)
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Transition & WIOA • Presumption that all students can work • No more asking “Do you want to work?” but instead “Where do you want to work?” • Job shadowing, internships, volunteering, community involvement • After school/weekend & summer employment • Integrate students into school-to-work opportunities & vocational courses
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WIOA Pre-Employment Transition Services • Requires State vocational rehabilitation (VR) agencies to make “pre-employment transition services” available to all students with disabilities. • Requires a set aside of at least 15 percent of Federal VR program funds to provide pre-employment transition services. • Allows State VR agencies to prioritize serving students with disabilities and State VR agencies to support advanced training in STEM and other technical professions.
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THE OVR PROCESS
Employment
IPE
Service Provision
Ready for Work
Eligibility Application
Referral Early Reach/ Provider Services
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Five Required Pre-Employment Transition Services
• Job exploration counseling • Work-based learning experiences • Counseling on opportunities for postsecondary education • Workplace Readiness Training • Instruction in self-advocacy
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Incorporating PETS in the IEP • PETS can be referenced in the Present Educational Levels section of the IEP under secondary transition • OVR involvement should be detailed in the IEP in the Present Educational Levels section of the IEP under secondary transition/Agency Involvement. – “OVR” and not an individual staff name should be listed • Referral to participate in PETS could be added to the transition grid • OVR or a contracted OVR Provider should never be listed in the “transition grid” on an IEP as the ONLY person/agency responsible for providing the services unless they are providing the service jointly with LEA
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Continuum of Services-Example
49 KR Rev. 3/16
Early Reach Initiative WHAT SERVICES DO EARLY REACH COORDINATORS PROVIDE? • Group Pre-Employment Transition Services • IEP Meeting Attendance • Family Consultations • School And Community Collaborative Events • Trainings For Parents, Families And Professionals 50
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Roles of VR Counselors in PETS • • • •
Counseling and Guidance Attend IEP Meetings Liaison to school districts Facilitate Work Based Learning and other services • Coordinate with provider agencies
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OVR has added an additional staff person to all the Business Services Teams across OVR Offices – PETS Business Services Representative• Partners with businesses, schools, IUs, and Community Providers to create paid Work Based Learning Experiences (WBLE) for youth. • Works very closely with other OVR staff-Business Services teammates, Early Reach Coordinators, Transition Counselors.
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OVR can provide youth with paid training in two ways: – For youth who may be “potentially eligible” for OVR services-IEPs or 504 plan • Stipend-In collaboration with a community partner.
– For youth who are eligible for OVR services • On-The-Job Training (OJT) reimbursement
Approximately 104,000 total students with an IEP in Pennsylvania between ages 14-21 Approximately 430 OVR Counselors in Pennsylvania
Click to add footer text
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How do I access these services for my students?
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Release of Information • School districts should inform students/parents about opportunities to participate in PETS • Consent should be given by parents/guardians to participate • Consent can be verbal – dated and indicated on the PETS release form • Documented by school
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PETS Request Process OVR provides information on PETS
Provider delivers services
Provider submits documentation
School obtains consent for students and provides student info
School submits request
POC requests services from PETS Provider
POC connects with school and offers services
Documentation shared with schools, families, student etc.
Set goals for student based on feedback
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Effective Practice – Reminders for Educators
• Review PETS options in your area • Consider your students’ needs- what’s missing? • Identify students for PETS early to avoid schedule conflicts • Obtain consent from parents/guardians to participate • Connect with OVR liaison counselor to discuss options
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Effective Practice – Reminders for Educators • Documentation from participation in a PETS activity or service should be included in the present education levels of the IEP • Involvement in secondary transition activities/services should be shared with all agency staff • Include PETS Activities as part of your LEAs continuum of activities “map”
http://patransassessment.pbworks.com/w/page/26230075/ VIII%20Assessment%20Mapping
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Effective Practice – Reminders for Educators
• Students should be referred 2 years prior to graduation to an OVR counselor for case services • Prioritize referrals – – – –
Closest to graduation (2 years) Students/parents requesting services Considering subminimum wage Interested in Discovery/Customized Employment
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Effective Practice IEP Reminders for Educators
• Schedule in advance- at least a month’s notice to the OVR staff • Provide information to parents when OVR can’t attend – OVR can provide informational packets (ask your liaison counselor) – Have sample packet put together for staff
• Consider holding “IEP-VR Day” for students to be referred for case services
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Providing Pre-Employment Transition Services Internal: • Early Reach Coordinators • Vocational Rehabilitation Counselors • Business Services Representatives • Management External: • Individual Customers • Community/Agency Providers • Schools • Businesses/Employers • Government Bodies: MOU’s and Interagency Agreements • Post-Secondary Institutions and Training Programs • Parents/Guardians
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Back to Aaron
Grade 11
Fully included
Not sure if he wants to go right to work after graduation, or enroll in a post-secondary program
Enrolled in a Career Technical Education Auto Body Repair Program
Reading and writing needs
63
Aaron’s Involvement with OVR • Aaron has met with a VR Counselor and has completed his application for eligibility – Based on a potential goal of post-secondary education, updated psychological testing was ordered to determine accommodations – A referral for a one credit college readiness course was submitted for Aaron to experience a college prep course and understand the process to request accommodation in postsecondary education
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PETS for Aaron • Aaron was also able to participate in a Financial Literacy training to learn skills around budgeting, financial aid for postsecondary school, and banking skills • Skills learned through the training included: – – – –
Completing a FAFSA Understanding student loans and grants Direct deposit Paying taxes
WBLE for Aaron • To increase Aaron’s skills in auto detailing, Aaron was referred by his VRC to a WBLE provider. – Set up at local auto repair shop – Provided onsite supervision and coordination to enhance skills – Provided stipend to Aaron for participation – Evaluation and feedback from WBLE provider and employer given to OVR and school
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WBLE Feedback-Provider • Recommendations from WBLE provider: – Speed increased as a result of prompting – Employer setting timeframes for completion was helpful – Aaron needs to be more willing to ask for help when he isn’t sure about something – Aaron had perfect attendance and showed up on time to job site – Aaron became more comfortable around other employees as time progressed
WBLE Feedback-Employer • With practice, Aaron has become better at understanding when precision and accuracy are more important • Aaron got along well with other employees and did well taking direction, needs to speak up more when he needs help • With another year of CTE, Aaron could move directly into auto repair position w/o any additional education
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How to Use PETS to Enhance Employment Goals • Aaron has a better understanding of finances required for post-secondary ed., is this still an option he wants to consider? • Aaron can continue to enhance skills in CTE next year • Aaron should explore PS options and employment options • Aaron should consider taking an additional college prep course or dual enrollment course to make informed decision
Case Study Review and Discussion Calvin
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Contact Information
www.pattan.net
Patty Bicanich [email protected]
Diane Sobolewski [email protected] Michael Stoehr [email protected]
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CTE, OVR, Special Education Dialogue A FOCUS ON COMPETITIVE INTEGRATED EMPLOYMENT CTE, Special Education, and OVR Partnerships
Why A Focus on Competitive Integrated Employment ? Workforce Innovation and Opportunity Act (WIOA) Governor’s Executive Order 2016-03 o Establishing “Employment First” Policy and Increasing Competitive Integrated Employment for Pennsylvanians with a Disability
Act 26 of 2016, the “Work Experience for High School Students with Disabilities Act”
Centers for Medicare and Medicaid Services (CMS) Home and Community-Based Services (HCBS) Rule o Opportunity to seek employment and work in competitive integrated settings, engage in community life, and control personal resources
1
8/7/2017
Competitive Integrated Employment Definition To satisfy the definition of “competitive integrated employment,” the employment must satisfy the requirements for all three components: – Competitive earnings; – Integrated Location; and – Opportunities for advancement.
This means that if an individual’s employment fails to satisfy any one of the above components, the employment will not meet the definition of “competitive integrated employment.
3
Where Can I locate Competitive Integrated Employment Positions in Pennsylvania?
4
2
8/7/2017
PA Career Guides
Includes information on: • • • • • • •
Wage and job outlook information Interest assessments Tips for marketing yourself as a jobseeker Sources for Financial Aid Contact information on Pennsylvania’s public schools Information on PA CareerLink® Offices Contact information for state agencies
www.paworkstats.pa.gov www.pacareerzone.org 9
O*Net - A Comprehensive Database O*Net www.Onetonline.org – comprehensive career info Monthly Labor Review http://stats.bls.gov/mlr/ Occupational Outlook Handbook http://www.bls.gov/oco/ Bureau of Labor Statistics http://www.bls.gov/home.htm •Career One Stop http://www.careeronestop.org • Local employment stats http://www.myskillsmyfuture.org
3
8/7/2017
Collaborative Planning to Assist Youth and Young Adults in Obtaining and Maintaining CIE
7
Effective Collaboration – LEA – Special Education
8
4
8/7/2017
IEP Team Participants for Transition Planning Required Members
Other Members
Parents/guardians
Community/agency representatives
General education teacher
SD transition coordinator
Special education teacher
Psychologist
Local Education Agency representative (LEA)
Guidance counselor
Student (Indicator 13 requirement to invite!)
Instructional support staff
Career-technical education representative
Job coach (if considered)
(an invitation is necessary if student is currently enrolled or is being considered for the CTC)
Employer representative
§ 339.21.(5)
Relatives/friends/advocate
9
10
5
8/7/2017
Meet Aaron
Grade 11
Fully included
Not sure if he wants to go right to work after graduation, or enroll in a post-secondary program
Enrolled in a Career Technical Education Auto Body Repair Program
Reading and writing needs
11
Aaron Present Educational Level Example Aaron’s English teacher describes his writing as “functional.” He uses word processing for longer writing assignments, and with use of the spelling and grammar check, produces short, concise sentences, although without a great deal of variety. Analysis of assignments completed on word processor indicates that his average sentence length is 7.7 words, with 2 or fewer errors of grammar or omission of words per 100 words. He met last year’s goal of improving his writing using word processing. Analysis of shorter, pencil and paper writing tasks, from three different classes, indicates the following: Aaron typically writes 5-10 word sentences, with average length of 6.8 words. On a typical sequence of four sentences (approximately 30 words) , he makes on average 2 errors of capitalization, end punctuation, grammatical errors of tense or case, or omitting words without realizing it. On the same passage he averages 1-2 spelling errors (usually of longer words rather than sight words). When he is reminded to read his passage aloud or to himself, or to use a rubric or spelling guide, he is able to correct about 50% of these errors. Aaron needs to improve the quality and accuracy of his writing in order to meet the 12 expectations of a career in auto body or in a post-secondary program.
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Aaron’s Present Education Levels STRENGTHS: Aaron displays a strong career interest with two viable postsecondary options. He displays good interpersonal skills and good employment potential since he is already successfully managing a part-time job. He has developed comprehension strategies, as well as compensatory strategies, that have allowed him to pass his general education classes and complete 278 competencies in the CTE program.
13
Aaron’s Present Education Levels STRENGTHS: He is beginning to display self-advocacy and selfdetermination in his content classes by asking for extra time as he needs it and articulating the strategies that work for him. He has become more open to expanding his use of assistive technology. He has improved the quality of his writing when using word processing. Math is a relative strength. His self determination in working part time, saving and buying a car, and willingness to explore post secondary education and training is also a positive strength. He has age appropriate independent living skills.
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Sample Present Education Levels: Aaron’s Prioritized Needs In order to meet his post-secondary goals, Aaron needs to develop skills in the following areas: • Develop/improve reading decoding skills for multisyllabic words. • Develop/improve reading comprehension skills in summarizing and identifying supporting details. • Improve written language by using a consistent strategy for proofreading and self-correcting of errors • Develop self management skills related to speed of task completion, and to more effectively discriminate when a particular task is complete while working on projects in the Auto Repair Shop.
Aaron’s: Grid to Measurable Annual Goal Postsecondary Education and Training Goal: Aaron has a goal of enrolling in postsecondary training in the area of automobile repair or a related field.
Measurable Annual Goal Yes/No (Document in Section V)
Courses of Study: Auto Body Repair Program; English, Algebra II, Chemistry; US History Service/Activity
Location
Frequency
Projected Beginning Date
Anticipated Duration
Person(s)/ Agency Responsible
HS
During the school day
Sept. 11, 2016
Sept. 9, 2017
LS Teacher, General ed. teachers
Continue to expand use of materials HS in digital format in content area classes
During the school day
Sept. 11, 2016
Sept. 9, 2017
LS Teacher, General education teachers
Develop a list of questions to use when visiting postsecondary programs.
One time
Nov. 19, 2016 Dec. 19, 2016
*Continue to improve writing and editing skills using self monitoring strategy.
High School
Transition coordinator 16
8
8/7/2017
Aaron’s Measurable Annual Goal - Writing MEASURABLE ANNUAL GOAL Include: Condition, Name, Behavior, and Criteria (Refer to annotated IEP for description of these components.)
Given consistent use of a strategy (SCOPE*), and spelling guide of his choice, Aaron will review his writing to include 100% correct spelling, punctuation, capitalization, and grammar on 6 out of 6 randomly selected short writing assignments in content area classes.
Describe HOW the student’s progress toward meeting this goal will be measured
Describe WHEN periodic reports on progress will be provided to parents
Teacher checklist applied to first four sentences of randomly selected writing assignments (biweekly) --------
Quarterly
Report of Progress
Sample assignments provided quarterly. PSSA Scores reported in Fall.
17
Aaron’s: Writing Example PLAAFP
• Difficulty with spelling, capitalization, grammar, punctuation on short pencil and paper writing assignments.
• Improve written language by using a consistent strategy for proofreading and selfcorrecting of errors. NEED
GRID
Measurable Annual Goal
Progress Monitoring
• Continue to improve writing and editing skills using self monitoring strategy. • Given consistent use of a strategy (SCOPE*), and spelling check of his choice, Aaron will review his writing to include 100% correct spelling, punctuation, capitalization, and grammar on 6 out of 6 randomly selected short writing assignments.
• LS Teacher will (biweekly) use a brief checklist to review punctuation, capitalization, and grammar to first four sentences of randomly selected writing assignments from various classes. 18
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Case Study Review and Discussion Jeff
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Effective Collaboration – CTE
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Participants in the IEP Team
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IEP Team Participants for Transition Planning Required Members • • • •
Parents/guardians General education teacher Special education teacher Local Education Agency representative (LEA) • Student (Indicator 13 requirement to invite!) • Career-technical education representative (an invitation is necessary if student is currently enrolled or is being considered for the CTC) § 339.21.(5)
Other Members • Community/agency representatives • SD transition coordinator • Psychologist • Guidance counselor • Instructional support staff • Job coach (if considered) • Employer representative • Relatives/friends/advocate
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Written input received from the following members:
IEP TEAM/SIGNATUIRES Role Parent/Guardian/Surrogate Parent/Guardian/Surrogate Student* Regular Education Teacher** Special Education Teacher Local Ed Agency Rep Career/Tech Ed Rep***
Printed Name
Signature
CTE representative
Community Agency Rep Teacher of the Gifted****
If the CTC is unable to attend information must be provided to be included in the IEP Written input received from the following members: If CTC is unable to attend their name/position should appear here and information be included in the PLAAFP.
Revision of the IEP if the decision is made after the IEP meeting
If a student makes a decision ot attend a CTE after the IEP meeting a revision can be made.
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Student enrolled at CTC Present Ed Levels to include performance
- attendance -test/task grades -behaviors/work ethic - industry certifications -competencies earned Transition portion (Postsecondary and Employment grids) Program modifications and Specially Designed Instruction (SDI)
CTE teachers… Should discuss the Program of Study at the IEP meeting. The Carl D. Perkins Career and Technical Education Improvement Act of 2006 required the development and implementation of career and technical programs of study (POS). Programs of Study include coherent and rigorous content aligned with challenging academic standards and relevant career and technical content in a coordinated progression of courses that align secondary education with postsecondary education to adequately prepare students to succeed in postsecondary education. This includes the opportunity for secondary education students to earn postsecondary education credits through articulation agreements with participating postsecondary institutions, which could lead to an industry recognized credential or certificate at the postsecondary level or an associate or baccalaureate degree.
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CTE teachers… Can also discuss the task list, which is part of the POS. The task list is a secondary school assessment instrument used to measure the technical competency of a student in a specific program of study. Task lists are arranged for each program of study, according to the student's year of graduation from a secondary school. http://www.education.pa.gov/K12/Career%20and%20Technical%20Education/Programs%20of%20Study/Pages/Framew ork.aspx#tab-1
CTE- Special Education Resource Understanding Career and Technical Education and Special Education: What IEP Teams Need to Know
http://www.pattan.net/category/Resources/PaTTAN%20Publications/Browse/Sin gle/?id=559aa46f140ba04c5c8b4629
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Career and Technical Education and Special Education – A Partnership for Success – Webinar (recorded on January 28, 2015)
Career and technical education (CTE) in Pennsylvania is focused on preparing young people with the academic foundation, career direction, and workplace skills that will help them succeed personally, and contribute to an innovative and competitive economy in our commonwealth. For a student with an IEP, enrolling in a career and technical education program may be an appropriate option to consider during the secondary transition process. This session will present information regarding how to best support youth with disabilities to fully engage in career and technical education programs that can lead to successful opportunities in adult life, including higher education, training and/or employment. http://www.pattan.net/Videos/Browse/Single/?code_name =career_and_technical_education_and_speci1
Back to Aaron
Grade 11
Fully included
Not sure if he wants to go right to work after graduation, or enroll in a post-secondary program
Enrolled in a Career Technical Education Auto Body Repair Program
Reading and writing needs
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Aaron’s Present Education Levels - CTE Aaron is an 11th grade student, with a learning disability in reading and written language. He is currently enrolled in the career and technology (CTE) program for Auto Body Repair, with a half day at the High School where he is fully included in general education classes. He is on track for graduation with a regular diploma based on credits in his high school and career and technology programs. 31
Aaron’s Present Education Levels With support and accommodations at the career and technology school including use of study guides, scan and read software (print materials converted to digital format so that he can listen while reading required material), and extra time for reading assessments and tests, he has been able to meet the curricular demands by completing 278 out of 390 competencies in the Auto Body Repair program. 32
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Aaron’s Present Education Levels CTE staff report that Aaron works too slowly on his projects, and has completed only 50% of his projects on time even with prompting. His teachers state that this is not a matter of dexterity, but more his “perfectionism” as he tries to be very precise and accurate, particularly when puttying, sanding and buffing. He needs to be able to discern when the work is satisfactorily completed to specifications, so as to move on without prompting, and to develop the self-management skills to monitor and increase his speed.
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Aaron’s Present Education Levels Aaron’s decision to enroll in the auto body program was based on parent survey information, his student interview in which he expressed an interest in cars, and visits to the career and technology school in 8th and 9th grade. Aaron has been given a variety of assessments that include the Self Directed Search (SDS), Career Occupational Preference System (COPS), the Survey of Work Styles (SWS) and the SAGE Vocational Aptitude (and Work Preference) Assessment (Pesco). Results of these assessments suggest that he has the aptitude, dexterity, and interest to pursue a career in auto body repair. As required of all students in the district curriculum, Aaron has maintained a career portfolio.
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Aaron’s Present Education Levels Although the CTE program will prepare him for employment immediately after high school, Aaron is also considering going on to a local technical school or community college to expand his skills or explore a related area. Aaron and his parents feel that additional education would give him more employment options and increase his earning power.
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Aaron’s Present Education Levels STRENGTHS: Aaron displays a strong career interest with two viable post-secondary options. He displays good interpersonal skills and good employment potential since he is already successfully managing a part-time job. He has developed comprehension strategies, as well as compensatory strategies, that have allowed him to pass his general education classes and complete 278 competencies in the CTE program. His self determination in working part time, saving and buying a car, and willingness to explore post secondary education and training is also a positive strength. He has age appropriate independent living skills.
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Aaron’s Present Education Levels NEEDS: • Develop/improve reading decoding skills for multisyllabic words. • Develop/improve reading comprehension skills in summarizing and identifying supporting details. • Improve written language by using a consistent strategy for proofreading and error correction • Develop self-management skills related to speed of task completion, and discrimination between complete and incomplete projects in the Auto Repair Shop. 37
Effective Collaboration – OVR
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OVR Breakdown
Bureau of Central Operations
OVR Management, Fiscal Operations, Special Programs
Bureau of Vocational Rehabilitation Services
Individualized Voc. Services; Business Services; Group Services
Bureau of Blind and Visual Services
Independent Living, Orientation & Mobility, Specialized Services, Voc & Rehab Teaching; Business Enterprise
Hiram G. Andrews Center
Office of Deaf & Hard of Hearing
Comprehensive Rehab Facility & Commonwealth Technical Institute (CTI). Tours can be arranged by calling 814-2540645
Advocacy, Referral, Resources, Training (one location)
OVR Terminology • Open case-customer has completed referral information and is enrolled in the Commonwealth Workforce Development System (CWDS) • Potentially eligible- Refers to students who do not have an open case; interchangeable with potential customer • Eligible-has been determined eligible for VR case services by a VR Counselor 40
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Linear Structure
Early Reach Coordinators-14 to 22 years Vocational Rehabilitation Counselors
OVR Services BBVS Social Workers Birth to 14 years
Eligibility and Individual Plan for Employment Application Referral
Employment Business Services Staff
Service Provision to Staff add footer text VRT andClick O&M
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Closed Successfully Employed
Workforce Innovation and Opportunity Act (WIOA) • President Obama signed into law on July 22, 2014 • Amends the Rehabilitation Act of 1973 (Rehabilitation Act).
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WIOA Goals: Agency Level KEY AREAS OF WIOA EMPHASIS
1. Students with disabilities *Pre-Employment Transition Services (PETS): job exploration counseling, work-based learning experiences, counseling on opportunities for enrollment in post secondary education, work place readiness and instruction and self-advocacy.
2. Employer Engagement *Dual Customer Model: Customer and Business/Employer
3. Cross-Agency Collaboration 4. Assistive Technology 5. Competitive Integrated Employment *Includes limitations on subminimum wage (July 2016)
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Transition & WIOA • Presumption that all students can work • No more asking “Do you want to work?” but instead “Where do you want to work?” • Job shadowing, internships, volunteering, community involvement • After school/weekend & summer employment • Integrate students into school-to-work opportunities & vocational courses
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WIOA Pre-Employment Transition Services • Requires State vocational rehabilitation (VR) agencies to make “pre-employment transition services” available to all students with disabilities. • Requires a set aside of at least 15 percent of Federal VR program funds to provide pre-employment transition services. • Allows State VR agencies to prioritize serving students with disabilities and State VR agencies to support advanced training in STEM and other technical professions.
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THE OVR PROCESS
Employment
IPE
Service Provision
Ready for Work
Eligibility Application
Referral Early Reach/ Provider Services
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Five Required Pre-Employment Transition Services
• Job exploration counseling • Work-based learning experiences • Counseling on opportunities for postsecondary education • Workplace Readiness Training • Instruction in self-advocacy
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Incorporating PETS in the IEP • PETS can be referenced in the Present Educational Levels section of the IEP under secondary transition • OVR involvement should be detailed in the IEP in the Present Educational Levels section of the IEP under secondary transition/Agency Involvement. – “OVR” and not an individual staff name should be listed • Referral to participate in PETS could be added to the transition grid • OVR or a contracted OVR Provider should never be listed in the “transition grid” on an IEP as the ONLY person/agency responsible for providing the services unless they are providing the service jointly with LEA
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Continuum of Services-Example
49 KR Rev. 3/16
Early Reach Initiative WHAT SERVICES DO EARLY REACH COORDINATORS PROVIDE? • Group Pre-Employment Transition Services • IEP Meeting Attendance • Family Consultations • School And Community Collaborative Events • Trainings For Parents, Families And Professionals 50
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Roles of VR Counselors in PETS • • • •
Counseling and Guidance Attend IEP Meetings Liaison to school districts Facilitate Work Based Learning and other services • Coordinate with provider agencies
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OVR has added an additional staff person to all the Business Services Teams across OVR Offices – PETS Business Services Representative• Partners with businesses, schools, IUs, and Community Providers to create paid Work Based Learning Experiences (WBLE) for youth. • Works very closely with other OVR staff-Business Services teammates, Early Reach Coordinators, Transition Counselors.
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OVR can provide youth with paid training in two ways: – For youth who may be “potentially eligible” for OVR services-IEPs or 504 plan • Stipend-In collaboration with a community partner.
– For youth who are eligible for OVR services • On-The-Job Training (OJT) reimbursement
Approximately 104,000 total students with an IEP in Pennsylvania between ages 14-21 Approximately 430 OVR Counselors in Pennsylvania
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How do I access these services for my students?
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Release of Information • School districts should inform students/parents about opportunities to participate in PETS • Consent should be given by parents/guardians to participate • Consent can be verbal – dated and indicated on the PETS release form • Documented by school
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PETS Request Process OVR provides information on PETS
Provider delivers services
Provider submits documentation
School obtains consent for students and provides student info
School submits request
POC requests services from PETS Provider
POC connects with school and offers services
Documentation shared with schools, families, student etc.
Set goals for student based on feedback
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Effective Practice – Reminders for Educators
• Review PETS options in your area • Consider your students’ needs- what’s missing? • Identify students for PETS early to avoid schedule conflicts • Obtain consent from parents/guardians to participate • Connect with OVR liaison counselor to discuss options
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Effective Practice – Reminders for Educators • Documentation from participation in a PETS activity or service should be included in the present education levels of the IEP • Involvement in secondary transition activities/services should be shared with all agency staff • Include PETS Activities as part of your LEAs continuum of activities “map”
http://patransassessment.pbworks.com/w/page/26230075/ VIII%20Assessment%20Mapping
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Effective Practice – Reminders for Educators
• Students should be referred 2 years prior to graduation to an OVR counselor for case services • Prioritize referrals – – – –
Closest to graduation (2 years) Students/parents requesting services Considering subminimum wage Interested in Discovery/Customized Employment
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Effective Practice IEP Reminders for Educators
• Schedule in advance- at least a month’s notice to the OVR staff • Provide information to parents when OVR can’t attend – OVR can provide informational packets (ask your liaison counselor) – Have sample packet put together for staff
• Consider holding “IEP-VR Day” for students to be referred for case services
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Providing Pre-Employment Transition Services Internal: • Early Reach Coordinators • Vocational Rehabilitation Counselors • Business Services Representatives • Management External: • Individual Customers • Community/Agency Providers • Schools • Businesses/Employers • Government Bodies: MOU’s and Interagency Agreements • Post-Secondary Institutions and Training Programs • Parents/Guardians
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Back to Aaron
Grade 11
Fully included
Not sure if he wants to go right to work after graduation, or enroll in a post-secondary program
Enrolled in a Career Technical Education Auto Body Repair Program
Reading and writing needs
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Aaron’s Involvement with OVR • Aaron has met with a VR Counselor and has completed his application for eligibility – Based on a potential goal of post-secondary education, updated psychological testing was ordered to determine accommodations – A referral for a one credit college readiness course was submitted for Aaron to experience a college prep course and understand the process to request accommodation in postsecondary education
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PETS for Aaron • Aaron was also able to participate in a Financial Literacy training to learn skills around budgeting, financial aid for postsecondary school, and banking skills • Skills learned through the training included: – – – –
Completing a FAFSA Understanding student loans and grants Direct deposit Paying taxes
WBLE for Aaron • To increase Aaron’s skills in auto detailing, Aaron was referred by his VRC to a WBLE provider. – Set up at local auto repair shop – Provided onsite supervision and coordination to enhance skills – Provided stipend to Aaron for participation – Evaluation and feedback from WBLE provider and employer given to OVR and school
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WBLE Feedback-Provider • Recommendations from WBLE provider: – Speed increased as a result of prompting – Employer setting timeframes for completion was helpful – Aaron needs to be more willing to ask for help when he isn’t sure about something – Aaron had perfect attendance and showed up on time to job site – Aaron became more comfortable around other employees as time progressed
WBLE Feedback-Employer • With practice, Aaron has become better at understanding when precision and accuracy are more important • Aaron got along well with other employees and did well taking direction, needs to speak up more when he needs help • With another year of CTE, Aaron could move directly into auto repair position w/o any additional education
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How to Use PETS to Enhance Employment Goals • Aaron has a better understanding of finances required for post-secondary ed., is this still an option he wants to consider? • Aaron can continue to enhance skills in CTE next year • Aaron should explore PS options and employment options • Aaron should consider taking an additional college prep course or dual enrollment course to make informed decision
Case Study Review and Discussion Calvin
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Contact Information
www.pattan.net
Patty Bicanich [email protected]
Diane Sobolewski [email protected] Michael Stoehr [email protected]
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