CTE/SPED: Working Together - Goose Creek Consolidated

Report
Staff Development Workshop
Feb. 17, 2012
*Annotated from Region 4
WHAT CANDY DID YOU GET?
WHAT DOES THAT MEAN?
CAREER AND TECHNICAL EDUCATION
AND
SPECIAL EDUCATION
WORKING TOGETHER
Goose Creek CISD
AGENDA
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Why Here???? Why Now????
Perkins and IDEA
What the CTE and Special Education teachers hear
Meeting the needs
The ARD Committee
Transition assessments
Accommodations and modifications
Resources
Why Here???? Why Now????
PERFORMANCE :SPED
STUDENTS WHO HAD CTE
PEIMS CODES OF 2 & 3
DID NOT MEET STATE
STANDARDS ON TAKS
AND PERFORMED AT A
LOWER OVERALL RATE
THAN SPED STUDENTS IN
GENERAL
ACCESS: VERY FEW SPED
STUDENTS (67 districtwide) HAVE A 4 YEAR
PLAN WITH A COHERENT
SEQUENCE OF CTE
COURSES
p://www.gccisd.net/C&I-NonNegotiables.html
BOARD GOAL 1:
Closing the Achievement Gap
BOARD GOAL 2:
Enhance Career Pathways
CTE DIP GOAL 2c:
Improve Collaboration between
CTE & SPED
PBMAS CIP:
Ensure Implementation of NonNegotiables through Training on
Strategies for Special
Populations
What does SPED need to know about
Carl D. Perkins?
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Carl D. Perkins Act 2006 (up in 2013 for changes)
Academic/CTE Integration
Link to Postsecondary CTE
All Aspects for an industry
Expand the use of technology
Provide Professional Development
Evaluate Perkins-funded Programs
Expand Quality CTE Programs
Sufficient Size, Scope, and Quality
Activities for Special Populations
What does SPED need to know
about CTE?
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Career and Technical Education
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Achieve Texas – 16 clusters
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New CTE TEKS 2010
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http://www.careerclusters.org/16clusters.cfm
http://www.tea.state.tx.us/index2.aspx?id=4881
Project Share -- Educators version of Facebook
 Region
 See
IV will train for free
resource page
What does CTE need to know
about IDEA 2004?
IDEA 2004
 Federal law for special education aligned w/NCLB
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Emphasis on strengths and data
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Post Secondary Education
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Addresses transition
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Services must be in place by age 16 (14 in Texas)
Appropriate measurable postsecondary based on appropriate
transition assessments, related to education/training, employment
and independent living if appropriate
Annual goals to support attainment of postsecondary goals
Coordinated set of activities
Courses to support postsecondary goals
Training Video - Laws
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Length 8 min
Overview of SPED and CTE
What the CTE teacher hears?
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CTE courses must be challenging and rigorous
Opportunity for certifications
Articulated and Dual Credit courses
Offer coherent sequence of courses (Pathways)
Participate in the ARD committee process
CTE courses must prepare students for high-wage, highskill, or high demand careers
CTE courses should integrate academic and TAKS/STAAR
objectives because student success in these areas is one
way CTE is evaluated
Career and Technical Student Organizations
What the CTE teacher hears from
Business and Industry?
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Meet the needs of business and industry
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Build partnerships
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Prepare students for post-secondary or the
world of work
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Student certifications
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Work-based learning opportunities
What the Special Education Teacher Hears
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Students must be given a free and appropriate public education
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Education must occur in the least restrictive environment
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Special Education students are expected to be college and career
ready as is every other student
CTE courses can provide that training
CTE teachers must attend an ARD committee meeting where CTE class is
considered
Needs of the student must be determined first and then placement
(general education, resource, CTE, etc.) must be determined
At ARD committee meetings, modifications/accommodations must be
addressed
Modifications and accommodations individualize instruction and enable
students with disabilities to be successful in CTE classes
Training Video
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3 min
The ARD committee
ARD Committee Process and
the CTE Teacher
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Scheduling Tips (big picture)
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Competency Sheets (small picture… individual classes)
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When attending the ARD, be prepared to discuss modifications and/or
accommodations that will work for your curriculum and your classroom
environment.
When the student is not your student, then serve as Career Advisor, using “Tips”
& “Competencies” to help student/parent understand realistic role of career
preparation and need for CTE classes when student is not University-bound
Remember, CTE is very different from the traditional lecture and textbook based
classroom
Students may need accommodations and modifications that are unique to that
student
Scheduling Tips
TIPS for Scheduling Students
Career and Technical Education
Career Cluster
Agriculture,
Food, and
Natural
Resources
General Description
Producing, processing,
marketing, distributing,
financing, and developing
agricultural commodities
and resources including
food, fiber, wood
products, natural
resources, horticulture,
and other plant and
animal
products/resources.
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Considerations
Do you like working outdoors?
Are you good with animals?
Are you organized?
Do you like working with your hands?
Are you interested in environmental
issues?
Do you like working with tools and
machinery?
Do you enjoy gardening?
Do you like fishing and hunting?
Are you interested in biological
sciences?
Job Considerations
Environmental engineer,
environmental engineer
technician, Forest and
Conservation worker,
Water and liquid Waste
Treatment Plant operator,
Zoologist and Wildlife
biologist, animal breeder,
farm/ranch/other
agriculture manager,
power plant operator, gas
plant operator, geologist
and petroleum technician
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GCCISD Classes
Ag Facilities Design & Fabrication
Ag Mechanics & Metal
Technologies
Agricultural Power Systems
Animal Science, Advanced
Animal Science, Livestock
Production
Equine Science
Floral Design
Meat Processing
Veterinary Medical Applications
Wildlife, Fisheries Ecology
Management
The World of Agriculture
Competency Sheet
Business, Finance,
& Marketing
09731
Business Information Management (formerly BCIS I & MOA)
1 credit
Grades 9 -12
Recommended Prerequisite:
Touch Systems Data Entry (Keyboarding)
Industry Certification:
MOS: Word, Beginner
This course develops technology skills with applications to personal, college, and business situations
focusing on the Microsoft Office Suite – Word, Excel, PowerPoint, and Access. In addition, students
gain knowledge of telecommunications, desktop publishing, presentation management, and emerging
technologies. Skills are developed at a beginner level, and students are prepared for the MOS
(Microsoft Office Specialist) certification exam.
Competencies:
Fine Motor Skills
Reading Ability
Math Skills
Behavior
Considerations
Other
Finger dexterity in typing and mouse use, must be able to
physically key data, operate mouse, basic keyboarding skills
Must be able to read and comprehend at the 7th grade level, able
to read technical data
Able to complete basic math functions: addition, subtraction,
multiplication and division, capable of understanding charts and
graphs, percentages and averages
Follow directions, able to work in groups and independently
Able to operate in a businesslike manner, and mature enough to
understand appropriate computer lab usage
Training Video
Accommodations and Modifications
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Length 9 min
Accommodations and Modifications
Accommodations
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Change the size or length of an assignment
Give students more time to process content, respond to
questions, or turn in assignments
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Change seating
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Change text format
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(Braille, highlighted text, taped text, use of text reading equipment, etc.)
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Provide note taking assistance
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Change the way the student is assessed
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(i.e. oral vs. written)
Modifications
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Modify the amount of TEKS the student is
responsible for learning
 i.e.
a student in cosmetology will only have to learn what
is required to pass the certification test
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Provide an alternate curriculum
 i.e.
a student in cosmetology will only have to learn how
to shampoo hair
Which candy did you get?
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What is the standard?
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Do you have an accommodation?
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Do you have a modification?
Meeting the Needs
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Accommodations/Modifications
Using grouping, peer tutors, cooperative learning
Communicate with stakeholders
In class support (teacher or para-educator) - Document - Actively participate
in ARD Committee Process
CTE description/skills requirement --- Career Assessments
Participate in non-traditional CTE class ---Plan coherent sequences
Certifications -- Tech Prep and Industry Standards
High-wage, high-skill, or high demand careers
Integrate academic and TAKS skills
Clear expectation --- Varied Instruction --- Different Learning Styles
Career and Technical Student Organizations
Review local job market --- Integrate soft skills
Partner with community work force
On-line Resources
http://ctsp.tamu.edu/
 Provides free online tutorials that deal with CTE and
Special Populations (SpEd and ELLs)
http://www.naviance.com
 Provides career assessments, college and scholarship
information, and resume tools
http://projectsharetexas.org/
 Global online learning community for educators and
students that allows collaboration and sharing of
resources using a Facebook type interface.
COMPLETE SURVEY TO GET CREDIT
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You will be emailed a survey soon
You must complete the survey in order to get credit
for attending this session

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