Transcript Document
10 Hour Induction for SPCs
Bill Hatch Shannon Baker
Thank You Donna Reavis Yadkin County Schools
CTE’s Special Populations
Basic Agenda
9:00 – 10:15 SPC Prezi and Powerpoint 10:15 Break 10:30 – 11:45 11:45 – 12:00 SPC Moodle PLC Follow-up
Meeting the requirements of Perkins IV is a local responsibility; therefore every county will not choose the same methods of completing this task.
http://prezi.com/b3iecmrk7_xf/understanding-and supporting-cte-special-populations/
Information in this PowerPoint is subject to change. Please do not rely on the information included here exclusively. There will be meetings and other information exchanged that will supplement or change items listed here.
KNOW THE DIFFERENCE
BETWEEN:
1.“Special Populations”
is unique to CTE, and specifically defined by Perkins IV. Students must be, or have been, enrolled in Career and Technical Education courses to be included in Special Populations.
2. “Special Education”, Exceptional Children, or IDEA,
provides for free appropriate public education with an IEP designed to meet the needs of a student with a disability that adversely affects their educational performance.
3. “Special Needs”
gets used often, but it does not have any legal significance.
Who Are Special Populations Individuals?
• • Those with: with disabilities – from economically disadvantaged families, including foster children • preparing for nontraditional careers • who are single parents, including single • • pregnant women • who are displaced homemakers with Limited English proficiency, and with academic disadvantages
MAJOR FUNCTIONS OF THE SPC
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Accountability and Planning
•
Assessment and Prescription
•
Coordination with other Service Providers
•
Monitoring Access, Progress and Success
•
Outreach and Recruitment
•
Professional Development (The complete SPC Job Description and Appraisal System are provided in Appendix materials. )
ACCOUNTABILITY & PLANNING Perkins IV specifies that information is provided to students who are potential members of special populations, and their parents, at least one year before the students enter or are of an appropriate age for the grade level in which CTE programs are first generally available. The information needs to be provided, to the extent practicable, in a language and form that the parents and students understand.
Note: Include
Notice of Nondiscrimination
on all printed materials. Include
NONTRADITIONAL
pictures, etc. on recruitment materials.
Accountability & Planning continued…..
Set up a “calendar of work” or “plan of work”
*Refer to Guide for a list of month to month SPC responsibilities.
*If you “wear more than one hat”, this will help you to prioritize and to also let others know your job duties.
What you should be doing in August?
Meet with CTE teachers both new and experienced to review expectations and responsibilities concerning students in CTE’s
Special Populations
August Coordination with other Service Providers
After 10 days, begin the identification process. Request the following:
•
Exceptional Children’s lists
•
8th grade EOG level I and II (from guidance)
•
LEP lists (from authoritative source ESL)
•
Free and Reduced lunch lists (from Child Nutrition)
•
Lists of at risk students (from guidance)
•
Lists of students with excessive absences (from data manager)
•
Lists of students in foster children program
•
Lists of 504 students (from 504 Coordinator)
•
Lists of pregnant students or student parents September
From the data collected, set up a spreadsheet or database for each school to use in identification for VEIS (CTE Enrollment Reports) and information for CDPs and CDP+s
September
September
September
Check to make sure that all Occupational COS students are coded correctly. Work with NCWISE coordinators to make The 5 th corrections.
digit must end in “ zero ” (7211 0 ).
Check to make sure that all teachers receive a list of modifications and other IEP, 504, & LEP information. Some EC staff/coordinators do this for you. In some LEAs we have to do it ourselves.
September
Do you know the difference between Modifications & Accommodations?
MODIFICATION an item that changes the measurement of work in order for the student to succeed in the regular classroom setting. They may be changes in the course curriculum or in the method of testing Some include:
•
Grading
•
Abbreviated assignments
•
Alternative materials
•
Modified blueprints
•
Alternative Testing
ACCOMMODATION is defined as, a change in a procedure that does not change the measurement of work completed. Some include:
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Dictation to a Scribe
•
Interpreter/Translator, Signs/Cues Test
•
Keyboarding Devices
•
Magnification Devices
•
Reads Test Aloud
•
Multiple Testing Sessions
•
Scheduled Extended Time
•
Testing in a Separate Room
•
English dictionary
•Accommodations will not change the curriculum that is tested or how the test is graded. •Stress to your teachers that accommodations and modifications should apply throughout the semester, not just at end of course. •This includes EC, 504, & LEP students that have legal binding documents.
Participate on the IEP Team for students enrolled in CTE courses, as needed Coordination with other Service Providers
August-September
Meet with the Special Educator and develop a yearly plan of Career Technical Education related activities.
Assist teachers with planning for and implementing classroom and testing modifications. Some SPC may meet with EC teachers to develop a plan of Career Technical Education-related activities for OCS students.
Check with teachers to be sure that they are using required modifications. The I.E.P. is the law and cannot be ignored.
September
THE VEIS REPORT
NOTE: NC WISE uses the terms VEIS and Workforce Development Education (WDE) in reference to the CTE Enrollment Reports. VEIS, which stands for the Vocational Education Information System, is the name previously used for this data collection process.
Collection of enrollment data supports the intentions of the Carl D. Perkins Career and Technical Education Improvement Act of 2006 (Perkins IV), requiring that special populations students be identified to determine if they are receiving mandated services.
CTE enrollment data are collected at the end of the third and seventh school months.
October/ November
Begin to enter information from the lists requested in August into a spreadsheet or database to be used for updating VEIS information and for CDP+ preparation.
Just a Reminder……….
Assist teachers with planning for and executing classroom and testing modifications Check with teachers to be sure that they are using required modifications. The I.E.P. is the law and cannot be ignored.
Check with teachers to get a list of students who are not succeeding so that intervention can be started.
Update CDP+s
These things will be done each month
ASSESSMENT AND PRESCRIPTION…Job duty #2 The CDP plus is one of the Most Important Elements of Special Populations
• ALL SP students should have a CDP+ on file, either electronically or paper file.
•
File includes such items as:
1.Interest & Ability Inventories 2.CDP
3.IEP/LEP/or 504 plan – this includes modifications 4.Copies of special brochures, handbooks, parent notes, written in a language the parent & student can understand 5.Documentation of student progress 6.News Articles of students accomplishments 7.Recruitment activities CDP+ is an ongoing process
Assessment & Prescription continues…..
Coordinate administration of Interest Inventories and Learning Styles (this could be done at another time, but it needs to be done)
Late October
Outreach & Recruitment ……..
Share the vocational assessment data with the Special Educator for use in registering and placing students with disabilities in the most appropriate and least restrictive Career Technical Education program.
November
December
Begin to make arrangements for post tests (accommodations and alternate assessments)
Make final changes before VEIS upload
November
Just another reminder
Assist teachers with planning for and executing classroom and testing modifications Check with teachers to be sure that they are using required modifications. The I.E.P. is the law and cannot be ignored.
Check with teachers to get a list of students who are not succeeding so that intervention can be started.
Update CDP+s
December
These things will be done each month
January
Post Assessment Time Make sure that alternate assessments are ready and administered correctly.
Assessment & Prescription continues…..
Arrange for the administration of posttests for students who require accommodations.
January
The second semester will be essentially a repeat of the first.
DISCRIMINATION, HARASSMENT AND BULLYING Discrimination
“Under federal and state law it is illegal to discriminate against someone because of that person's race, color, sex (including pregnancy), national origin, age (40 or older), or disability”.
“Harassment”
unwelcome verbal or physical conduct…
Bullying
is when a student is repeatedly exposed to negative actions on the part of one or more other students.
Bullying is now prohibited under state law, and by SBOE policies.
Grievance Procedures
is a school board approved policy of addressing a claim by a student or parent/guardian, or employee of an alleged violation of a specified law or policy; such as incidents of discrimination, harassment and/or bullying.
•Both harassment and bullying can have a direct impact on whether Special Populations students enroll in CTE courses and/or continue in further courses or programs.
•Make sure your LEA has a Bullying Policy and students are aware where to report bullying.
Monitoring Access, Progress, & Success
Do you know where to find your Local Plan & Performance Indicators?
See Local Planning Systems site at
http://ctelps.dpi.state.nc.us/
Login as “guest” and use password of “guest”
Homepage of Local Planning System (PPMS)
(Login site)
Local Plan continued
… Find your LEA on the Map or
Drop Box
Local Plan continued …Performance Indictors found under “Reports”. Example of
Performance Indicator Three – Technical Skill Attainment by Special Populations Categories.
8 CORE Indicators listed on pg. 22 of
Handbook
Local Plan continued…Performance Indictors found under “Reports”. Example of
Performance Indicator Three – Technical Skill Attainment by Program Areas Categories
8 CORE Indicators listed on pg. 22 of Handbook
Professional Development
Attend CDC/SPC regional meetings
Fall & Spring
Outreach & Recruitment ……..
Assist with student registration and make course recommendations for SP students
March
April Outreach & Recruitment ……..
Coordinate Career Technical recruitment activities such as a special career day or classroom activities suited for SP students.
Update or create new brochures for parents of SP students (descriptions of courses and services. Same information as for regular students, easier to read)
April
Monitoring Access, Progress, & Success
Work with the CTE Director to do the annual plan.
May
Assist with planning and execution of CTE Post Assessment testing for students with modifications as you did first semester.
June
June
Do final updating of CDP+s for the year
July
Attend CTE Summer Conference
Professional Development
Remember:
our job is to provide activities to prepare special populations students for high skill, high wage, or high demand occupations that will lead to self sufficiency.
2012 NC CTE Data
2011 Statewide Performance Indicator results
1S1
AA: Reading/LA
1S2
AA: Mathematics
2S1
Technical Attainment
3S1
Completion
4S1
Graduation
5S1
Placement
6S1
Non-Traditional Participation
6S2
Non-Traditional Completion
Actual
56.6% 63.5% 72.2% 94.3% 89.6% 91.0% 32.4% 24.8%
Federal Target
48.0% 78.0% 76.0% 89.0% 83.0% 92.0% 26.5% 20.5%
Met
χ SOURCE: CTE A&RS, 2012
NC CTE Enrollment Trends 2006-2011
1000000 900000 800000 700000 600000 500000 400000 300000 200000 100000 0 868415 2006 896009 2007 883112 2008 2009 919240 810203 804850 2010 2011 SOURCE: CTE A&RS, 2012
2011 NC CTE Enrollment by Program Area
Marketing & Entrepreneurship 5% Health Sciences Education 6% Agricultural Education Technology Engineering & 6% Design 9% Career Development 10% Trade & Industrial Education 11% Business, Finance and IT 36% Family & Consumer Sciences 17% N=804,850 SOURCE: CTE A&RS, 2012
CTE Keeps Students in School: Graduation rate
40 30 20 10 90 80 70 60 50 0 CTE All NC 2007 2008 2009 2010 2011 SOURCE: AYP, 2011 CTE Concentrator Feedback Survey, 2011
CTE Prepares Students for Further Education
60,0% 53,3% 50,0% 37,3% 40,0% 30,0% 20,0% 6,2% 10,0% 3,1% 0,1% 0,0% Community college Four-year college Apprenticeship Formal business training Military SOURCE: CTE Concentrator Followup, 2011
CTE Helps Students Transition to Workforce
30,00% 25,00% 20,00% 15,00% 10,00% 5,00% 0,00% CTE concentrators unemployed seeking full-time work 2010 statewide youth unemployment rate SOURCE: CTE Concentrator Feedback Survey, 2011 Employment Security Commission, 2011
Questions?
Bill Hatch NC DPI CTE Support Services 919-807-3872 [email protected]
Shannon Baker