Houston Independent School District

Special Populations & Career and Technical

Education

October 11, 2013

Agenda: October 11, 2013

The Big Picture: Where we have been- where we are going

Career Pathways: How we will get there

Special Education Students in Career & Technical Education: Our responsibilities

English Language Learners in Career & Technical Education: Our responsibilities

Accountability: Our responsibilities

Where We Have Been

Where We Have Been

Where We Have Been

6

Where We Are

Where We Are

7

Labor Market Demand:

Occupational Title % Growth

Annual Avg. Job Opening

s Hrly WagePrimary, Secondary, & Special Education School Teachers 46.7% 7,365Registered Nurses 38.2% 2,470 34.43Engineers 23.0% 2,245Postsecondary Teachers 22.8% 1,180 naAccountants & Auditors 24.2% 1,155 31.18Welders, Cutters, Solderers, and Brazers 26.7% 830 17.93Licensed Practical & Licensed Vocational Nurses 29.6% 820 21.28Industrial Machinery Mechanics 41.5% 710 23.23Electricians 19.7% 655 21.43Doctors and Dentists 26.5% 645Plumbers, Pipefitters, & Steamfitters 21.0% 520 23.60Machinists 25.3% 520 18.95Computer Systems Analysts 22.7% 455 40.12Service Unit Operators, Oil, Gas, & Mining 35.9% 375 18.58

Where We Are

Labor Market Demand:

Occupational Title % Growth

Annual Avg. Job Openings

Hrly Wage

Educational, Vocational, & School Counselors 36.6% 365 27.93Software Developers, Systems Software 31.0% 340 42.93Network and Computer Systems Administrators 32.6% 335 34.43Heating, Air Conditioning, & Refrigeration Mechanics & Installers 31.8% 320 20.05Market Research Analysts 41.3% 320 28.49Geoscientists, Ex. Hydrologists & Geographers 36.4% 310 61.63Software Developers, Applications 23.5% 295 43.98Petroleum Pump System Operators, Refinery Operators, & Gaugers 7.7% 280 30.93Pharmacists 27.9% 275 53.15Financial Analysts 25.0% 220 35.63Paralegals & Legal Assistants 32.8% 220 23.86Radiologic Technologists & Technicians 41.0% 215 26.27Mobile Heavy Equipment Mechanics, Except Engines 30.7% 205 17.60

Where We Are

Labor Market Demand:

Occupational Title % Growth

Annual Avg. Job Openings

Hrly Wage

Electrical Power-Line Installers and Repairers 31.8% 205 24.72Medical Records & Health Information Technicians 31.1% 200 17.64Chemical Plant and System Operators 4.0% 195 32.92Cost Estimators 28.7% 185 31.53Geological & Petroleum Technicians 34.2% 160 22.79Speech-Language Pathologists 37.4% 160 29.94Respiratory Therapists 42.4% 160 26.54Medical & Clinical Laboratory Technologists 24.1% 145 26.89Electrical and Electronics Engineering Technicians 14.2% 140 29.89Physical Therapists 36.1% 140 39.38Occupational Therapists 37.6% 105 36.28Boilermakers 15.6% 70 22.40

Where We Are

Where We Are

Where We Are Going

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

Innovative High School Programs:

•aligned to local labor market demand

•partnered with specific, invested business partner(s)

•delivering postsecondary credit and/or industry-recognized certification

•providing internship, job shadow and field experiences

•including student-based enterprise

•leading to stackable credentials

Where We Are Going

HISD Roadmap to Career Readiness

Education with a Purpose

Naviance: the tool to help us place

students in the right Career Pathways

Five Steps to improving our High Schools

through Naviance:

1. Require each student to select an interest area2. Require each student to formulate a thoughtful

and achievable plan3. Provide a context within which students learn

required, rigorous academics4. Structure curriculum that supports interest

area5. Create a secondary-to-postsecondary

curriculum framework/small learning communities

1. Require each student to select

an interest area

Career Key: the ideal way to help students focus on future

Naviance program has embedded tools to make this more streamlined

Explore and Plan test, a great way to help undecided students

2. Provide a context within which students

learn required, rigorous academics

Explore Career Clusters through Naviance so student knows what courses are required to meet future goal

Mentorship opportunities can help give more power to your words (Road Trip Nation)

If you want to be a nurse you have to like Science!

3. Require each student to formulate a

thoughtful and achievable plan

• Naviance Course Planner: a great tool that puts the onus back on the student

• Complete each of the items under the tab Courses within the Naviance system

• Help students make the connection between courses selected and future goal

4. Structure curriculum that supports

the interest area

Naviance Plan of Study found under each career tab

Plans of Study located on CTE Website

Offer opportunity for dual credit for upperclassmen

5. Provide a secondary-to-postsecondary framework

Super College Match through Naviance

Futures Academy (Small Learning Communities)

Middle School Recruitment

“Together we can give education a purpose once more.” Dan Hull

Special Education Transition and CTE

Special Education Transition and CTEEnrollment in CTE courses is often a critical

component of transition planning and in the development of a student's Individualized Education Program

Special education and career and technical education must work together to

ensure that students interested in career and technical education programs are enrolled in a coherent sequence of courses that will prepare them to pursue their postsecondary goals

Special Education Transition and CTE

IDEA 2004Federal law for special education aligned

w/NCLBEmphasis on strengths and dataPost Secondary EducationAddresses transition

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 activitiesCourses to support postsecondary goals

Early Planning

In Texas, state law requires that “appropriate state transition planning must begin for a student not 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

Early Planning

Collaboration with Transition Coaches15 Itinerate Coaches Each assigned to Middle Schools and High

Schools

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

Participation in ARDs

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

This 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

Participation in ARDs

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

provide course descriptiondescribe program of study (sequence of courses)review the course competenciesdiscuss and document any occupational hazards that

exist in the coursediscuss the safety test for the courseparticipate in the discussion to determine the best

placement for the studentdetermine appropriate modifications and

accommodationsdetermine which competencies the student will be

accountable for mastering 

Critical Information about Accommodations for Students with Disabilities

• Accommodations ▫Are changes to instructional materials, procedures, or

techniques – they do not reduce the learning expectations

▫Allow a student with a disability to participate meaningfully in grade-level or course instruction

▫Should be individualized▫Can change over the course of the school year based on

student needs▫May be appropriate for classroom use but not allowed on

the statewide assessment▫Should be evaluated regularly to determine effectiveness

TEA TETN #14294

Critical Information about Modifications for Students with Disabilities

• Modifications

▫ Not only change how the content is taught, made accessible and/or assessed but also change what the student is expected to master

▫ Course/activity objectives are modified to meet the needs of the learner

▫ Should be individualized▫ Can change over the course of the school year based

on student needs▫ May be appropriate for classroom use but not allowed

on the statewide assessment▫ Should be evaluated regularly to determine effectiveness

 

Accommodations and Modifications

Website Information: Accommodations/Modifications

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

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

then Special Populationshttp ://ctsp.tamu.edu

Career and Technical Special Populations training and resource center. Provides free, online tools for working with students with communication and learning differences

Self Determination and Self Advocacy

• Self-determination is a person's ability to control his or her own destiny.

• A crucial part of the concept of self-determination involves the combination of attitudes and abilities that will lead children or individuals to set goals for themselves, and

to take the initiative to reach these goals• Self-determination can refer to many different

skills, from the ability to make choices for oneself to self-advocating for needed services.

Self Determination and Self Advocacy Characteristics

• choice making• decision making• problem solving• goal setting and attainment• self-advocacy; self-efficacy• self-awareness and understanding• self-observation, evaluation, and

reinforcement• person-center planning• preference assessment• relationships with others

Self Determination: Richie Parker

Video

Working with ELL Students

October 11, 2013

HOUSTON INDEPENDENT SCHOOL DISTRICT

ENGAGED STAKEHOLDE

RS

• ELL students are classified based on Language Development Beginning Intermediate Advanced Advanced High/Transitional

ESL Instructional Levels

RIGOR & ACCOUNTABILI

TY

• Require a modified program • Require an extra reading course

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

Beginning and Intermediate Level

Students

21st CENTURY

LEARNING

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

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

Advanced and Advanced High /Transitional

Students

ENGAGED STAKEHOLDE

RS

Review of the ELPS Proficiency Levels: Handout

• Beginning• Intermediate• Advanced• Advanced High /Transitional

ENGAGED STAKEHOLDE

RS

Contact Information:Multilingual Department

Jennifer Alexander. Manager713-556-6961

Accountability: Our Responsibilities

District Monitoring

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/ELLCareer and Technical

EducationNo Child Left Behind-Title

1, Part A and MigrantSpecial Education

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 - 675 min./week, 1350 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

• Tech-Prep program participant (9-12)* 3* program defunded in 2011-only a few 12th graders

may still have this designation

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 scheduling of two class periods

1.5 Semester Credit Hours – requires scheduling of three class periods

Accountability: Special Education Students

Special Education Students• Coding a special education student with a CTE

participation code of 2 (or 3) requires that the four-year plan be consistent with 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 CoursesCTED 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 be 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 BudgetCTE 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

Federal and State Compliance Department will conduct CTE Compliance Review Audits after November 1, 2013

CTE Department will conduct Student Participation Coding Audits between November 1, 2013 and December 13, 2013. All identified campus corrections will need to be completed by December 20, 2013

Other Resources:

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

• 2013-2014 Student Attendance Accounting Handbook (CTE section – pgs. 159-174)

• HISD School Guidelines, 2013-2014

• HISD Data Quality Manual, 2013-2014

Contacts

Jennifer Alexander Manager, Multilingual Programs

Samuel Hernandez Career Specialist, Career & Technical Education

Susan Hurta Sr. Manager for High School , Special Education

Beverly Neel Sr. Business Analyst, IT (Chancery SMS) Veda Winfree Sr. Compliance Analyst, Federal & State

Compliance

B. Renee Zuelke Manager, Career & Technical Education

Houston Independent School District- 2013