8/7/2017 1 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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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 2016-03oEstablishing “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) RuleoOpportunity 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.
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
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
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
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 MembersCommunity/agency representatives
SD transition coordinator
Psychologist
Guidance counselor
Instructional support staff
Job coach (if considered)
Employer representative
Relatives/friends/advocate
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Meet Aaron
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Grade 11 Fully included
Enrolled in a Career Technical Education
Auto Body Repair Program
Not sure if he wants to go right to work after
graduation, or enroll in a post-secondary
program
Reading and writing needs
Aaron Present Educational Level Example
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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 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 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.
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Aaron’s Present Education Levels
STRENGTHS:
He is beginning to display self-advocacy and self-
determination 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. 14
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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
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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 ProjectedBeginning
Date
AnticipatedDuration
Person(s)/ Agency Responsible
*Continue to improve writing and
editing skills using self
monitoring strategy.
HS During the
school day
Sept. 11, 2016 Sept. 9, 2017 LS Teacher,
General ed.
teachers
Continue to expand use of materials
in digital format in content area
classes
HS 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.
High
School
One time Nov. 19, 2016 Dec. 19, 2016 Transition
coordinator
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MEASURABLE ANNUAL GOAL
Include:
Condition, Name, Behavior, and Criteria
(Refer to annotated IEP for description of these
components.)
Describe HOW the
student’s progress
toward meeting this
goal will be
measured
Describe WHEN
periodic reports
on progress will
be provided to
parents
Report of
Progress
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.
Teacher checklist
applied to first four
sentences of
randomly selected
writing assignments
(biweekly)
--------Sample assignments
provided quarterly.
PSSA Scores reported in
Fall.
Quarterly
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Aaron’s Measurable Annual Goal - Writing
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PLAAFP
• Difficulty with spelling, capitalization, grammar, punctuation on short pencil and paper writing assignments.
NEED
• Improve written language by using a consistent strategy for proofreading and self-correcting of errors.
GRID• Continue to improve writing and editing skills using self monitoring strategy.
Measurable Annual
Goal
• 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.
Progress Monitoring
• 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.
Aaron’s: Writing Example
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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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Role Printed Name Signature
Parent/Guardian/Surrogate
Parent/Guardian/Surrogate
Student*
Regular Education Teacher**
Special Education Teacher
Local Ed Agency Rep
Career/Tech Ed Rep***CTE representative
Community Agency Rep
Teacher of the Gifted****
If CTC is unable to attend their name/position should appear here and
information be included in the PLAAFP.
IEP TEAM/SIGNATUIRES
Written input received from the following members:Written input received from the following members:Written input received from the following members:Written input received from the following members:
Written input received from the following members:
If the CTC is unable to
attend information must
be provided to be
included in the IEP
If a student makes a decision ot attend a CTE after the IEP meeting a revision can be made.
Revision of the IEP if the
decision is made after the
IEP meeting
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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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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
• 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
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Grade 11 Fully included
Enrolled in a Career Technical Education
Auto Body Repair Program
Not sure if he wants to go right to work after
graduation, or enroll in a post-secondary
program
Reading and writing needs
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 post-secondary 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 post-secondary 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