HISD Becoming #GreatAllOver Special Populations & Career and Technical Education October 8, 2014...

H I S D Becoming #GreatAllOver

Special Populations & Career and

Technical Education

October 8, 2014

HOUSTON INDEPENDENT SCHOOL DISTRICT


Agenda: October 8, 2014

The Big Picture Resources for Planning Special Education Students in

Career & Technical Education English Language Learners in

Career & Technical Education

Accountability


The Big Picture



HISD CTE Reform Goals

1. Ensure equitable access to quality CTE programs for all students

2. Provide relevant and highly-engaging coursework

3. Increase the number of students graduating with industry-recognized certificates and relevant work experience

4. Increase student opportunities to earn college credits and potentially Associate’s Degrees


HISD Roadmap to Career Readiness


Resources for Planning



High School Plan


Resources

Plan Your Path:http://www.houstonisd.org/planyourpath

Principal’s Resources:http://www.houstonisd.org/principal

http://www.houstonisd.org/planyourpath

http://www.houstonisd.org/planyourpath

http://www.houstonisd.org/principal

http://www.houstonisd.org/principal


Resources


Resources

Virtual Job Shadow

http://www.virtualjobshadow.com/


Special Education Students in Career

and Technical Education



Special Education Transition and CTE

IDEA 2004

Federal law for special education aligned w/NCLB

Emphasis on strengths and dataPost Secondary EducationAddresses transition



Early Transition Planning

In Texas, state law requires that “appropriate state transition planning must begin for a student no later than when the student reaches 14 years of age”

This starts at age 12 for students whose disability falls within the autism spectrum

Career and Technical Education (CTE) often plays an important role in the secondary transition planning process



Least Restrictive Environment

Most Restrictive Environment

CTE Pathway Special Education Courses:• Career Exploration• Pre-employment Training• OJT



Naviance

• Career Key: Ideal way to assist students to focus on the future

• Career Clusters: Courses needed to meet future goals











Collaboration with Transition Coaches15 Itinerant Coaches Each assigned to Middle Schools and

High Schools

Emphasis on educating middle school students, parents, and teachers regarding career options


Participation in ARDs

When?

Anytime initial or continued enrollment in CTE courses is considered, a CTE representative must be included as a member of the student’s ARD committee



Who?

The CTE representative should be the teacher of the course being considered.

If the teacher is not able to participate in the ARD meeting, this representative must be someone who has full understanding of the course content, prerequisite skills, equipment and safety rules, certification and licensure requirements, related fees, and participation in related organizations.



At the ARD/IEP meeting, the Career and Technical Education teacher should be prepared to:

– provide course description– describe program of study (sequence of courses)– review the course competencies– discuss and document any occupational hazards that

exist in the course– discuss the safety test for the course– participate in the discussion to determine the best

placement for the student– determine appropriate modifications and

accommodations– determine which competencies the student will be

accountable for mastering


Website Information: Accommodations/Modifications

http://cte.unt.eduCTE Website that contains accommodations

manual for CTE and other informationLog on to this website, click on Teacher Tools, then

Special Populations

http://ctsp.tamu.eduCareer and Technical Special Populations training and resource center. Provides free, online tools for working with students with communication and learning differences

http://cte.unt.edu/

http://ctsp.tamu.edu/

http://ctsp.tamu.edu/


English Language Learners in Career

and Technical Education



ELPS Proficiency Levels: Handout

• Beginning• Intermediate• Advanced• Advanced High/ Transitional


Beginning and Intermediate Level Students

• Require a modified program

• Require an extra reading course

• May not be able to understand information asked of them by content teachers


Advanced and Advanced High/Transitional Students

• Require only the ESL/English course, however, an extra Reading/Writing course is recommended

• Need some additional accommodations to comprehend academic discourse and informational text


Accountability



Accountability: Our Responsibilities

District Monitoring(Performance Based Monitoring:

PBM)School District Effectiveness is measured in three critical areas:• Student Performance• Program Effectiveness• Data Integrity

Using: • Student assessment data• Dropout and graduation

data• PEIMS data

With these data sources:

• Bilingual Education/ELL• Career and Technical

Education• No Child Left Behind-Title

1, Part A and Migrant• Special Education


Accountability: Student Assessment: Tutorials

Providing Tutorials to CTE Students Pulling Students from CTE classes

for Tutorials


Accountability: Teacher Certification

Teacher Certification

• To be eligible for CTE weighted funding, the teacher of record for each CTE course must be a qualified/certified teacher as defined in 19 Texas Administrative Code (TAC) Chapter 231

• Teachers who teach a CTE course that counts towards a student’s graduation requirements must also meet the core academic ‘Highly Qualified’ requirements as defined by No Child Left Behind (NCLB)


Accountability: Campus Bell Schedule

Campus Bell Schedule

To be eligible for CTE Weighted Funding, the campus bell schedule must be set so that students are receiving an average of 45 minutes (minimum) of contact hours each day for each course (0.5 credit hours)

0.5 Credits/Semester – 225 min./week, 450 min./2 weeks1.0 Credits/Semester – 450 min./week, 900 min./2 weeks

1.5 Credits/Semester - 750 min./week, 1500 min./2 weeks


Accountability: CTE Student Scheduling

CTE Student Scheduling Considerations

• CTE Participants – no Plan of Study on file or students take one or more CTE courses in several career clusters and a clear coherent sequence is not evident

• CTE Concentrators – take two or more courses (for three or more credits) in a coherent

sequence and have a signed Plan of Study on file• Nontraditional Occupations for Males and

Females


Accountability: Student Participation Coding

Student Participation Coding

Description of Student’s CTE Participation CTE Indicator Code

• Not enrolled in a CTE course 0

• Enrolled in one CTE course (participant, 6-12) 1

• CTE Coherent Sequence Taker

(CTE concentrator, 9-12)2


Accountability: Career Preparation and Practicum

Career Preparation and Practicum Courses

•Career Preparation: Students receive instruction by

participating in occupationally specific classroom instruction and ‘PAID’ training site experiences

•Practicum: Students receive instruction by

participating in occupationally specific classroom instruction and either ‘PAID’ or ‘UNPAID’ training site experiences


Accountability: Scheduling for Career Preparation and Practicum Courses

Teacher and Student Scheduling forCareer Preparation and Practicum Courses

1.0 Semester Credit Hours – requires the scheduling of two class periods

1.5 Semester Credit Hours – requires the scheduling of three class periods


Accountability: Special Education Students

Special Education Students

• Coding a special education student with a CTE participation code of 2 requires that the four-year plan be consistent with the ARD/IEP developed for the student*

• ARD/IEP meeting attendance is required by a CTE representative when a SPED student is enrolled in a CTE course or the ARD/IEP committee is considering placement of the student in a CTE course*

*TAC 75.1023 -Provisions for Individuals who are Members of Special Populations


Accountability: CTED Courses

CTED Courses

•Any CTE course may be taught as a CTED course, but only students with disabilities in grades 7-12 may enroll in CTED courses

•CTED courses:• must be self-contained• serve only special education students (those who

would not be able to participate in a regular CTE class)• be taught by a general education certified CTE teacher


Accountability: When A Student is Away

CTE contact hours may NOT be claimed when a student receiving CTE services is not able to participate in their regular schedule

When to use the CTE Override in Chancery:1) When a student is placed in a disciplinary setting for more

than 5 consecutive days and the same amount and type of CTE services are not able to be provided by a CTE teacher

2) When a student in a special education homebound, hospital class, and/or state supported living center setting is not receiving the same amount and type of CTE services as he/she received previously

3) When a Pregnancy Related Services (PRS) student, also being served in Compensatory Education Home Instruction (CEHI), is not receiving the same amount and type of CTE services as she received previously


Accountability: CTE Budget

CTE Budget

•Campus-Based Fund 143 should be used solely to support the campus CTE programs

Example expenditures: Salaries for full time CTE teachers, sub-pay when CTE teachers attend training, consumable welding supplies, consumable toner for a CTE printer, travel for CTE students to attend CTE Student Organization (CTSO) in-district events


Accountability: CTE Audits

CTE Department will conduct Student Participation Coding Audits between November 1, 2014 and December 12, 2014. All identified campus corrections will need to be completed by December 19, 2014


Other Resources

• TAC, §75. Curriculum/Commissioner’s Rules Concerning Provisions for Career and Technical Education

• 2014 -2015 Student Attendance Accounting Handbook (CTE section – pgs. 159-174)

• HISD School Guidelines, 2014-2015

• HISD Data Quality Manual, 2014-2015


Contacts

Jennifer Alexander Manager, Multilingual Programs

Susan Hurta Sr. Manager for High School , Special Education

Amruta Kulkarni Manager, Career & Technical Education

Houston Independent School District- 2014

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