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q Implement high quality transition programs and services that lead to positive PSO
q Deliver Pre-ETSq Ensure students with disabilities
have access to and can persist in CTE programs and curriculum
Vocational RehabilitationSp
ecia
l Ed
ucat
ion
Career and TechnicalEducation
Intersection of VR, CTE, and SpED
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Outc
omes
Vocational Rehabilitation– opportunities for coordination with SpEd and CTE• Early engagement of VR with student with
disabilities
• Pre-Employment Transition Services
• VR Transition Services
• Aligning IEP/IPE
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Vocational Rehabilitation– opportunities for coordination with SpEd and CTE
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Pre-Employment
Transition Services
More Services
More Students
Earlier Age
In Collaboration with Education
High Quality Employment
Outcomes
IEP/Education - IPE/VR Service ProvisionIEP/School Provided IPE/VR Provided
Attending Career Tech Education in Auto Repair Career Exploration including Labor Market Information on jobs in Auto Repair
Paid Summer Work Experience at Car Dealership/Auto Repair
Identified IEP Goal of increasing competencies in Writing and Reading
Pre-ETS service of resume and cover letter development
Goal of leading IEP Senior Year-School providing assistance in setting up a PowerPoint and how to lead an IEP
Pre-ETS Self Advocacy Program through local CIL to work on ability to understand and articulate accommodations, etc.
Post-School goal to attend MCTI for Automotive Auto Body Repair, Class tour of MCTI is arranged through the school.
VR provides assistance with exploring other training options and counseling on financial aid options.
Vocational Rehabilitation– opportunities for coordination with SpEd and CTE
29 Coordinated Implementation, Accountability and Reporting, NTACT CTE Perkins V Collaboration Summit, Anaheim, CA, December 4, 2019
Notetaking Framework
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Cross-training & technical assistance
Leveraging the IPE, IEP, and Perkins V Plan
Early engagement, consistent messaging
Alignment to support students in VR
Access and equity
Coordination of Pre-ETS and transition services
Levels of Collaboration Scale
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q Implement high quality transition programs and services that lead to positive PSO
q Deliver Pre-ETSq Ensure students with disabilities
have access to and can persist in CTE programs and curriculum
Vocational RehabilitationSp
ecia
l Ed
ucat
ion
Career and TechnicalEducation
Intersection of VR, CTE, and SpED
32
Outc
omes
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Coordination activitiesPerkins VIDEA Rehab Act as amended by WIOA
• Work with partners to develop local career pathways that provide academic and nonacademic supports, and strategies for eliminating postsecondary readiness gaps with special populations.
• Work with local schools and agencies to provide and support equal access to at least one sequenced program of study integrating core academic and technical training, including employability skills
• Collaborate with local workforce development boards, agencies, or one-stop delivery systems to provide career exploration and development activities
• Coordinate activities to facilitate student’s movement from school to post-school activities
• postsecondary education• vocational education• integrated employment• continuing and adult education• adult services• independent living• community participation
• Identify the interagency coordination responsibilities of each agency to promote coordination and timely and appropriate delivery of services:
• instruction & related services• community experiences• development of employment and
post-school living objectives• acquisition of daily living skills• functional vocational evaluation
• Collaborate with agency and local partners to develop employment opportunities and foster industry partnerships
• Work with schools to coordinate and ensure the provision of Pre-Employment Transition Services
o Job exploration counselingo Work-based learning experienceso Counseling on opportunities for
enrollment in comprehensive transition or postsecondary educational programs
o Workplace readiness training to develop social skills and independent living
o Instruction in self-advocacy
Leverage state and local agreementsAdapted from Developing a College- and Career-Ready Workforce | An Analysis of ESSA, Perkins V, IDEA, and WIOA | AIR, 3/19
Career & Technical Education – opportunities for coordination with SpEd and VR
Leveraging the Perkins V Plan and local applications
• Partnering to develop local career pathways
• CTE course offerings and programs of study –coordinated/early messaging
• Transition services – alignment to support students with disabilities
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Career Pathways – Coordination of People and Resources
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CTE Course Offerings and Programs of Study
• Coordinated and consistent messaging - start as early as Grade 5
• Collaborate with special education, local workforce development, VR, other partners
• Align programs of study with industry demand
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Transition Services – Alignment to Support Students
• Dual enrollment/coursework
• Collaborate to provide pre-employment transition services
• CTE in the IEP/leveraging the IPE
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Notetaking Framework
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Professional development and technical assistance
Leveraging the Perkins V Plan, IEP, IPE
Shared language, early messaging
Alignment to support students in CTE
Access and equity
Coordination of people and resources
Levels of Collaboration Scale
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q Implement high quality transition programs and services that lead to positive PSO
q Deliver Pre-ETSq Ensure students with disabilities
have access to and can persist in CTE programs and curriculum
Vocational RehabilitationSp
ecia
l Ed
ucat
ion
Career and TechnicalEducation
Intersection of VR, CTE, and SpED
40
Outc
omes
Children are the priority. Change is the reality.
Collaboration is the strategy.
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~Judith Billings
Notetaking Framework
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State Team Lead State Team Members
ü Watch the “Kickoff” and four content presentations on the Transition Coalition website available week of May 25th, 2020
ü Watch the “Kickoff” and four content presentations on the Transition Coalition website available week of May 25th, 2020
ü Use the provided note-taking resources from NTACT during and following the content presentations
ü Use the provided note-taking resources from NTACT during and following the content presentations
ü Participate in the content presentation discussion board(s) on the Transition Coalition website
ü Participate in the content presentation discussion board(s) on the Transition Coalition website
ü After viewing content presentations, begin team planning meetings, if appropriate
ü Attend team planning meeting(s), if appropriate
ü View resources for “Moving from Content to State to State Sharing Groups”
Phase 2: Watch Content PresentationsTimeline: May 25 to June 5, 2020
Phase 3: Preparing for State to State Sharing GroupsTimeline: May 25 to June 12, 2020
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State Team Lead State Team Membersü Look at and follow resource “Moving from Content to
State to State Sharing Groups” (https://transitionta.org/cbi/2020)
ü Help team leader with “Moving from Content to State to State Sharing Groups” (https://transitionta.org/cbi/2020)
ü Gather your team virtually or by phone to identify team’s selection of one or two of the state sharing groups to participate in OR discuss in team planning meeting (see State to state sharing groups list at https://transitionta.org/cbi/2020)
ü Attend virtual or phone team meeting, or team planning meeting(s)
ü Register team for State sharing groups at by June 5, 2020
ü Prepare for state to state sharing groups by referencing your notes and engaging with your team
ü Prepare for state to state sharing groups by referencing your notes and engaging with your team
Resources
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NTACT & WINTAC• Interagency Agreement: https://www.transitionta.org/interagencytoolkit• Competitive Integrated Employment: https://www.transitionta.org/cietoolkit• Resource Mapping Guide: https://www.transitionta.org/rescmaptoolkit• WIOA/IDEA/Perkins V Crosswalk: WIOA-IDEA-Perkins-Indicators-WINTAC19-1122.pdf• Pre-ETS – A Guide for Collaboration Among State VR Agencies and Education Partners:
https://transitionta.org/node/2016• Quick Guide: Career & Technical Education & Students with Disabilities:
https://transitionta.org/node/1668• Partnering to Improve CTE for Students with Disabilities - DCDT Position Paper, November
2019: https://tinyurl.com/y8oljttu
College & Career Readiness and Success Center• Developing a College- and Career-Ready Workforce: An Analysis of ESSA, Perkins V, IDEA, and
WIOA: https://ccrscenter.org/sites/default/files/Career-ReadyWorkforce_Brief_Workbook.pdf
Measuring Collaboration Among Grant Partners: https://tinyurl.com/y7ohteeo
Contact information
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NTACT & WINTAC• Ruth Allison, TransCen: [email protected]• Charlotte Alverson, University of Oregon: [email protected]• Melissa Diehl, George Washington University, [email protected]• Caroline MaGee, University of Oregon, [email protected]
Find us on
@WINTAC_VRhttp://www.wintac.org
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#transitiontawww.transitionta.org
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