Enrollment procedures for Career and Tech. Ed. Students with IEPs
7/19/2016
Career/Tech Center and School District Partnership
Make It a Success! 7/19/2016
What Makes a Good Match?
Student Interest + Successful Ability Student + Results! Aptitude =
7/19/2016
2
1
7/19/2016
What helps to Make Good Match? Transition and Vocational Assessment Transition Planning and Programming Academic Preparation
SDI and Accommodations Appropriate Level of Support
7/19/2016
3
Laws involving the Placement of Students at CTC: Chapter 339 – CTE Admissions procedure -
based on benefit Career Objective Programs of Study: NOCTI
Industry certifications 7/19/2016
Chapter 14 – IDEIA Special Education
services needed for success Specially designed Instruction Supports for School Personnel 4
2
7/19/2016
7/19/2016
3
7/19/2016
Preparing for the First Year Special Ed.Teachers: (preferably in grade 8/9)
Conduct an assessment
to determine program of interest: Consider: Aptitudes Interests Academic skills Guide student to an appropriate program choice
A year before attending: Students should: attend general tour of facility If there needs to be a follow-up (to explore specific programs), schedule another visit through the CTC Rep – complete an informal assessment Invite CTC Rep to IEP
mtg and….
Discuss appropriate programming and goals 7
Preparing for the First Year cont. Students:
Make a decision Submit an
application through guidance counselor
PARENT SIGNATURE
Guidance Counselor:
Submit application
WITH current copy of the IEP
And…:
Alert the case
manager of student’s decision
Case Manager: Schedule an IEP meeting to include the CTC Rep for an Annual review or Revision
Items in bold are mandated through Chapter 339
7/19/2016
8
4
7/19/2016
CTC Responsibilities:
CTC Rep:
CTC Rep provides:
Contact case
Student’s career goals Strengths Areas of need and Applicable SDI’s to the instructor
manager Provide information to be included in the IEP
7/19/2016
9
IEP: Annual or Revision
Held @ home district
CTC Rep receives a final
copy of the IEP with signed signature page Case Manager sends final copy through mail or email
IEP team discusses
Informal Assessment With CTC Rep present, IEP team reviews program requirements IEP is written to reflect the vocational placement IEP team reviews appropriateness of placement 7/19/2016
Signature page must
have all signatures for CTC audit
Items in bold are mandated through Chapter 339 10
5
7/19/2016
This is NOT the Transition Coordinator or an outside agency!
7/19/2016
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***
11
Signature Page Printed Name
Signature
CTC Representative
Community Agency Rep Teacher of the Gifted****
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 Present Levels of Academic Performance 7/19/2016
12
6
7/19/2016
Revision
Revision of the IEP if the decision is made after the IEP meeting
If a student makes a decision to attend a CTC after the IEP meeting a revision can be made.
7/19/2016
13
Where Does the Info Go? Information from CTC should appear on: Signature Page Sections: II III IV VIA VIIC
7/19/2016
14
7
7/19/2016
II. PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE Include the following information related to the student: Sam is currently a sophomore attending Best High School in the Best School District since first grade. Sam has been diagnosed with ADHD with a learning disability in reading. He is considering attending the CTC to study Heating and Air Conditioning. He plans to work full time in the future and is not sure about the need for post secondary education. Sam would like to live on his own in the future. Sam currently struggles with reading materials at grade level but is using assistive technology that reads text to him. He is able to complete his work using Assistive Technology in core academics. His teachers report he is learning material presented as evidence by a B average when using AT to complete homework and take tests. Based on 4Site assessments he has taken without the use of AT he is scoring at the 8th grade level in reading. To continue to make progress academically, Sam needs to continue to use an AT devise to gain meaning from his reading and prepare for his future. If he decides to go to CTC he needs to use AT to access his text. (information on math and writing would also be included) 7/19/2016
15
II. PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE (cont.) Include the following information related to the student: •Present levels of functional performance (information on what Sam is doing in school behaviorally would be included here) •Present levels related to current postsecondary transition goals if the student’s age is 14 or younger if determined appropriate by the IEP team
Sam completed an interest inventory using a web based program with the results indicating an interest in architecture and construction in the spring of his freshman year. When interviewed this fall, Sam expressed he wasn’t knowledgeable about the duties of a heating and air conditioning tech.
7/19/2016
16
8
7/19/2016
II. PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE (cont.) Include the following information related to the student:
• Parental concerns for enhancing the education of the student Sam’s father is a paramedic and the family believes that would be a better career choice. • Strengths: • Independent use of assistive technology • Academic, developmental, and functional needs related to student’s disability: • Increase organizational skills • Increase reading skills • Explore the field of HVAC • Tour CTC • Use AT to read technical and academic material 7/19/2016
17
Section III
HVAC 47.0201
Each technology has a distinct CIP code. They are not consistent in every CTC – same codes, different names, etc. Programs of Study has created curricular consistency throughout CTCs statewide. 7/19/2016
18
9
7/19/2016
Section III Cont. Postsecondary Education and Training Goal: Sam’s goal is to continue education at the employment site after graduation.
Measurable Annual Goal Yes/No (Document in Section V)
Courses of Study: EX. English, Biology, US History, Geometry, HVAC, Phys. Ed. List appropriate courses always include CTC program Service/Activity Tour and Visit the CTC Facility
Determine post-secondary options in the career field related to HVAC (CTC program) Increase organizational skills
Start date
End date
Person/Agency Responsible
Location
Frequency
CTC
1X
Guidance Counselor/ Student
District high school/CTC
At least 2 times
Teacher, student
District high school/CTC
daily
Teacher, student
7/19/2016
19
Section III Cont. Employment Goal:
Sam’s goal is to be competitively employed in the field of HVAC. the career field the student is studying at the tech school.)
(List
Measurable Annual Goal Yes/No (Document in Section V)
Courses of Study: EX. English, Biology, US History, Geometry, HVAC, Phys. Ed.
Service/Activity
Location
Perform POS tasks following required safety procedures
CTC
Build resume
Home School/lCTC
7/19/2016
Antici pated Person(s)/Agenc Frequency Durati y Responsible on Daily per IEP IEP beginning school end Staff/Student date calendar date IEP At least 2 IEP beginning end Teacher/Student times date date Projected Beginning Date
20
10
7/19/2016
VI. SPECIAL EDUCATION / RELATED SERVICES / SUPPLEMENTARY AIDS AND SERVICES / PROGRAM MODIFICATIONS - Include, as appropriate, for nonacademic and extracurricular services and activities. A. PROGRAM MODIFICATIONS AND SPECIALLY DESIGNED INSTRUCTION (SDI) • SDI may be listed with each goal or as part of the table below. • Include supplementary aids and services as appropriate. • For a student who has a disability and is gifted, SDI also should include adaptations, accommodations, or modifications to the general education curriculum, as appropriate for a student with a disability. Modifications/SDI Location Frequency Projected Beginning Date Anticipated Duration
Provide Complete study guides prior to tests Modifications for test/quizzes: Choice of 3 Word bank of 10–12 Matching of 10-12 Modifications for test/quizzes: 100% extended time Calculator May be takne in the resource room May have test read orally
Best High School/CTC
When tests are given
9/4/2016
9/3/2017
Best High School
When tests are given
9/4/2016
9/3/2017
Best High School/CTC
When tests are given
9/4/2016
9/3/2017
Preferential seating toward the front of the classroom
Best High School/CTC
Daily
9/4/2016
9/3/2017
Pair with strong peer in cooperative learning activities
Best High School/CTC
When activities are assigned
9/4/2016
9/3/2017
7/19/2016
21
The CTC is considered a regular ed placement and therefore providing accommodations and transition.
CTC should be listed as a place where the IEP will be implemented
7/19/2016
22
11
7/19/2016
The application
and IEP are complete! Let’s look ahead at year 2 and 3…… 7/19/2016
23
Year 2
7/19/2016
24
12
7/19/2016
Students with IEPs attending a CTC: Sections: Info provided from the District and CTC: II. PRESENT LEVELS OF ACADEMIC
ACHIEVEMENT AND FUNCTIONAL PERFORMANCE: attendance task grades test grades how the student is doing in voc class competencies earned behaviors/work ethic
7/19/2016
25
Jamie - Sample of Present Ed. Levels after 1st Year
7/19/2016
26
13
7/19/2016
Sam's Present Ed. Levels after 1st Year Sam is currently a junior attending Best High School in the Best School District since first grade and CTC for HVAC for one year. Sam has been diagnosed with ADHD with a learning disability in reading. Sam's academic grades are within average. However, at this time, Sam is failing English due to incomplete assignments and not turning in required work. (info from CTC) Sam's attendance is within normal range. His task grades are a C average and test scores (with accommodations) are B+ average. The vocational teacher has to remind Sam to stay on task multiple times per day. Once he is on task, Sam completes the task within an average amount of time. He is able to grasp the concepts quickly and implement when on task. He plans to work full time in the future and is not sure about the need for post secondary education. Sam would like to live on his own in the future. Sam currently struggles with reading materials at grade level but is using assistive technology that reads text to him. He is able to complete his work using Assistive Technology in core academics. His teachers report he is learning material presented as evidence by a B average when using AT to complete homework and take tests. Based on assessments he has taken without the use of AT he is scoring at the 9th grade level in reading. To continue to make progress academically, Sam needs to continue to use an AT devise to gain meaning from his reading and prepare for his future. (information on math and writing would also be included) 7/19/2016 27
Students with IEPs attending a CTC cont.: III.
TRANSITION: CIP Code Industry certifications IV. PARTICIPATION IN STATE AND LOCAL ASSESSMENTS NOCTI VI. SPECIAL EDUCATION / RELATED SERVICES / SUPPLEMENTARY AIDS AND SERVICES / PROGRAM MODIFICATIONS A. PROGRAM MODIFICATIONS AND SPECIALLY DESIGNED INSTRUCTION (SDI) VII. EDUCATIONAL PLACEMENT C. Location of student's program
7/19/2016
28
14
7/19/2016
Not part of the IEP but a record of the work the student will do at CTE Student career objective MUST be reflected in the post secondary employment goal on the IEP
Discuss post secondary ed and include as post secondary education goal on the IEP
7/19/2016
29
Student Completer/Graduate (last year) Present Ed levels cumulative for all years attended Great information for OVR rep Transition activities reflect CTC activities Anything specific needed for employment?
ex: construction- driver’s license
Programs of Study articulation? SOAR
Participation in assessments NOCTI Industry-specific certification testing 7/19/2016
30
15
7/19/2016
Student Completer/Graduate (last year) SOAR
www.pde.state.pa.us
NOCTI
National Occupational Competency Testing Institute CIP Code specific
www.collegetransfer.net
Accommodations
same as Keystones
7/19/2016
31
Add NOCTI or other certification testing
NOCTI (National Occupational Competency Testing Institute) – test given to all graduating completers of CTC programs – accommodations same as Keystones 7/19/2016
32
16
7/19/2016
Questions?
7/19/2016
33
17
Career/Tech Center and School District Partnership
Make It a Success! 7/19/2016
What Makes a Good Match?
Student Interest + Successful Ability Student + Results! Aptitude =
7/19/2016
2
1
7/19/2016
What helps to Make Good Match? Transition and Vocational Assessment Transition Planning and Programming Academic Preparation
SDI and Accommodations Appropriate Level of Support
7/19/2016
3
Laws involving the Placement of Students at CTC: Chapter 339 – CTE Admissions procedure -
based on benefit Career Objective Programs of Study: NOCTI
Industry certifications 7/19/2016
Chapter 14 – IDEIA Special Education
services needed for success Specially designed Instruction Supports for School Personnel 4
2
7/19/2016
7/19/2016
3
7/19/2016
Preparing for the First Year Special Ed.Teachers: (preferably in grade 8/9)
Conduct an assessment
to determine program of interest: Consider: Aptitudes Interests Academic skills Guide student to an appropriate program choice
A year before attending: Students should: attend general tour of facility If there needs to be a follow-up (to explore specific programs), schedule another visit through the CTC Rep – complete an informal assessment Invite CTC Rep to IEP
mtg and….
Discuss appropriate programming and goals 7
Preparing for the First Year cont. Students:
Make a decision Submit an
application through guidance counselor
PARENT SIGNATURE
Guidance Counselor:
Submit application
WITH current copy of the IEP
And…:
Alert the case
manager of student’s decision
Case Manager: Schedule an IEP meeting to include the CTC Rep for an Annual review or Revision
Items in bold are mandated through Chapter 339
7/19/2016
8
4
7/19/2016
CTC Responsibilities:
CTC Rep:
CTC Rep provides:
Contact case
Student’s career goals Strengths Areas of need and Applicable SDI’s to the instructor
manager Provide information to be included in the IEP
7/19/2016
9
IEP: Annual or Revision
Held @ home district
CTC Rep receives a final
copy of the IEP with signed signature page Case Manager sends final copy through mail or email
IEP team discusses
Informal Assessment With CTC Rep present, IEP team reviews program requirements IEP is written to reflect the vocational placement IEP team reviews appropriateness of placement 7/19/2016
Signature page must
have all signatures for CTC audit
Items in bold are mandated through Chapter 339 10
5
7/19/2016
This is NOT the Transition Coordinator or an outside agency!
7/19/2016
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***
11
Signature Page Printed Name
Signature
CTC Representative
Community Agency Rep Teacher of the Gifted****
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 Present Levels of Academic Performance 7/19/2016
12
6
7/19/2016
Revision
Revision of the IEP if the decision is made after the IEP meeting
If a student makes a decision to attend a CTC after the IEP meeting a revision can be made.
7/19/2016
13
Where Does the Info Go? Information from CTC should appear on: Signature Page Sections: II III IV VIA VIIC
7/19/2016
14
7
7/19/2016
II. PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE Include the following information related to the student: Sam is currently a sophomore attending Best High School in the Best School District since first grade. Sam has been diagnosed with ADHD with a learning disability in reading. He is considering attending the CTC to study Heating and Air Conditioning. He plans to work full time in the future and is not sure about the need for post secondary education. Sam would like to live on his own in the future. Sam currently struggles with reading materials at grade level but is using assistive technology that reads text to him. He is able to complete his work using Assistive Technology in core academics. His teachers report he is learning material presented as evidence by a B average when using AT to complete homework and take tests. Based on 4Site assessments he has taken without the use of AT he is scoring at the 8th grade level in reading. To continue to make progress academically, Sam needs to continue to use an AT devise to gain meaning from his reading and prepare for his future. If he decides to go to CTC he needs to use AT to access his text. (information on math and writing would also be included) 7/19/2016
15
II. PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE (cont.) Include the following information related to the student: •Present levels of functional performance (information on what Sam is doing in school behaviorally would be included here) •Present levels related to current postsecondary transition goals if the student’s age is 14 or younger if determined appropriate by the IEP team
Sam completed an interest inventory using a web based program with the results indicating an interest in architecture and construction in the spring of his freshman year. When interviewed this fall, Sam expressed he wasn’t knowledgeable about the duties of a heating and air conditioning tech.
7/19/2016
16
8
7/19/2016
II. PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE (cont.) Include the following information related to the student:
• Parental concerns for enhancing the education of the student Sam’s father is a paramedic and the family believes that would be a better career choice. • Strengths: • Independent use of assistive technology • Academic, developmental, and functional needs related to student’s disability: • Increase organizational skills • Increase reading skills • Explore the field of HVAC • Tour CTC • Use AT to read technical and academic material 7/19/2016
17
Section III
HVAC 47.0201
Each technology has a distinct CIP code. They are not consistent in every CTC – same codes, different names, etc. Programs of Study has created curricular consistency throughout CTCs statewide. 7/19/2016
18
9
7/19/2016
Section III Cont. Postsecondary Education and Training Goal: Sam’s goal is to continue education at the employment site after graduation.
Measurable Annual Goal Yes/No (Document in Section V)
Courses of Study: EX. English, Biology, US History, Geometry, HVAC, Phys. Ed. List appropriate courses always include CTC program Service/Activity Tour and Visit the CTC Facility
Determine post-secondary options in the career field related to HVAC (CTC program) Increase organizational skills
Start date
End date
Person/Agency Responsible
Location
Frequency
CTC
1X
Guidance Counselor/ Student
District high school/CTC
At least 2 times
Teacher, student
District high school/CTC
daily
Teacher, student
7/19/2016
19
Section III Cont. Employment Goal:
Sam’s goal is to be competitively employed in the field of HVAC. the career field the student is studying at the tech school.)
(List
Measurable Annual Goal Yes/No (Document in Section V)
Courses of Study: EX. English, Biology, US History, Geometry, HVAC, Phys. Ed.
Service/Activity
Location
Perform POS tasks following required safety procedures
CTC
Build resume
Home School/lCTC
7/19/2016
Antici pated Person(s)/Agenc Frequency Durati y Responsible on Daily per IEP IEP beginning school end Staff/Student date calendar date IEP At least 2 IEP beginning end Teacher/Student times date date Projected Beginning Date
20
10
7/19/2016
VI. SPECIAL EDUCATION / RELATED SERVICES / SUPPLEMENTARY AIDS AND SERVICES / PROGRAM MODIFICATIONS - Include, as appropriate, for nonacademic and extracurricular services and activities. A. PROGRAM MODIFICATIONS AND SPECIALLY DESIGNED INSTRUCTION (SDI) • SDI may be listed with each goal or as part of the table below. • Include supplementary aids and services as appropriate. • For a student who has a disability and is gifted, SDI also should include adaptations, accommodations, or modifications to the general education curriculum, as appropriate for a student with a disability. Modifications/SDI Location Frequency Projected Beginning Date Anticipated Duration
Provide Complete study guides prior to tests Modifications for test/quizzes: Choice of 3 Word bank of 10–12 Matching of 10-12 Modifications for test/quizzes: 100% extended time Calculator May be takne in the resource room May have test read orally
Best High School/CTC
When tests are given
9/4/2016
9/3/2017
Best High School
When tests are given
9/4/2016
9/3/2017
Best High School/CTC
When tests are given
9/4/2016
9/3/2017
Preferential seating toward the front of the classroom
Best High School/CTC
Daily
9/4/2016
9/3/2017
Pair with strong peer in cooperative learning activities
Best High School/CTC
When activities are assigned
9/4/2016
9/3/2017
7/19/2016
21
The CTC is considered a regular ed placement and therefore providing accommodations and transition.
CTC should be listed as a place where the IEP will be implemented
7/19/2016
22
11
7/19/2016
The application
and IEP are complete! Let’s look ahead at year 2 and 3…… 7/19/2016
23
Year 2
7/19/2016
24
12
7/19/2016
Students with IEPs attending a CTC: Sections: Info provided from the District and CTC: II. PRESENT LEVELS OF ACADEMIC
ACHIEVEMENT AND FUNCTIONAL PERFORMANCE: attendance task grades test grades how the student is doing in voc class competencies earned behaviors/work ethic
7/19/2016
25
Jamie - Sample of Present Ed. Levels after 1st Year
7/19/2016
26
13
7/19/2016
Sam's Present Ed. Levels after 1st Year Sam is currently a junior attending Best High School in the Best School District since first grade and CTC for HVAC for one year. Sam has been diagnosed with ADHD with a learning disability in reading. Sam's academic grades are within average. However, at this time, Sam is failing English due to incomplete assignments and not turning in required work. (info from CTC) Sam's attendance is within normal range. His task grades are a C average and test scores (with accommodations) are B+ average. The vocational teacher has to remind Sam to stay on task multiple times per day. Once he is on task, Sam completes the task within an average amount of time. He is able to grasp the concepts quickly and implement when on task. He plans to work full time in the future and is not sure about the need for post secondary education. Sam would like to live on his own in the future. Sam currently struggles with reading materials at grade level but is using assistive technology that reads text to him. He is able to complete his work using Assistive Technology in core academics. His teachers report he is learning material presented as evidence by a B average when using AT to complete homework and take tests. Based on assessments he has taken without the use of AT he is scoring at the 9th grade level in reading. To continue to make progress academically, Sam needs to continue to use an AT devise to gain meaning from his reading and prepare for his future. (information on math and writing would also be included) 7/19/2016 27
Students with IEPs attending a CTC cont.: III.
TRANSITION: CIP Code Industry certifications IV. PARTICIPATION IN STATE AND LOCAL ASSESSMENTS NOCTI VI. SPECIAL EDUCATION / RELATED SERVICES / SUPPLEMENTARY AIDS AND SERVICES / PROGRAM MODIFICATIONS A. PROGRAM MODIFICATIONS AND SPECIALLY DESIGNED INSTRUCTION (SDI) VII. EDUCATIONAL PLACEMENT C. Location of student's program
7/19/2016
28
14
7/19/2016
Not part of the IEP but a record of the work the student will do at CTE Student career objective MUST be reflected in the post secondary employment goal on the IEP
Discuss post secondary ed and include as post secondary education goal on the IEP
7/19/2016
29
Student Completer/Graduate (last year) Present Ed levels cumulative for all years attended Great information for OVR rep Transition activities reflect CTC activities Anything specific needed for employment?
ex: construction- driver’s license
Programs of Study articulation? SOAR
Participation in assessments NOCTI Industry-specific certification testing 7/19/2016
30
15
7/19/2016
Student Completer/Graduate (last year) SOAR
www.pde.state.pa.us
NOCTI
National Occupational Competency Testing Institute CIP Code specific
www.collegetransfer.net
Accommodations
same as Keystones
7/19/2016
31
Add NOCTI or other certification testing
NOCTI (National Occupational Competency Testing Institute) – test given to all graduating completers of CTC programs – accommodations same as Keystones 7/19/2016
32
16
7/19/2016
Questions?
7/19/2016
33
17
