Houston Independent School District

1. Houston Independent School District Special Populations & Career and Technical Education October 11, 2013

2. 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

3. Where We Have Been

4. Where We Have Been

5. Where We Have Been

6. Where We Are

7. Where We Are

8. Where We Are Labor Market Demand:

9. Where We Are Labor Market Demand:

10. Where We Are Labor Market Demand:

11. Where We Are

12. Where We Are Going HISD CTE Reform Goals: Ensure equitable access to quality CTE programs for all students Provide relevant and highly-engaging coursework Increase the number of students graduating with industry- recognized certificates and relevant work experience Increase student opportunities to earn college credits and potentially Associate’s Degrees

13. Where We Are Going • 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

14. HISD Roadmap to Career Readiness

15. Naviance: the tool to help us place students in the right Career Pathways Education with a Purpose

16. Five Steps to improving our High Schools through Naviance: • Require each student to select an interest area • Require each student to formulate a thoughtful and achievable plan • Provide a context within which students learn required, rigorous academics • Structure curriculum that supports interest area • Create a secondary-to-postsecondary curriculum framework/small learning communities

17. 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

18. 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!

19. 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 Courseswithin the Naviance system • Help students make the connection between courses selected and future goal

20. 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

21. 5. Provide a secondary-to-postsecondary framework • Super College Match through Naviance • Futures Academy (Small Learning Communities) • Middle School Recruitment

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

23. Special Education Transition and CTE

24. Special Education Transition and CTE • Enrollment 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

25. Special Education Transition and CTE IDEA 2004 • Federal law for special education aligned w/NCLB • Emphasis on strengths and data • Post Secondary Education • Addresses 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 activities • Courses to support postsecondary goals

26. 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

27. Early Planning • Collaboration with Transition Coaches • 15 Itinerate Coaches • Each assigned to Middle Schools and High Schools • Emphasis on educating middle school students, parents and teachers regarding CTE options

28. 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

29. Participation in ARDs 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

30. 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

31. 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

32. Accommodations and Modifications

34. Website Information: Accommodations/Modifications http://cte.unt.edu • CTE Website that contains accommodations manual for CTE and other information • Logon to this website, click on Teacher Tools, then Special Populations http ://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

35. 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.

36. 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

37. Self Determination: Richie Parker • Video

38. Working with ELL Students October 11, 2013 HOUSTON INDEPENDENT SCHOOL DISTRICT

40. ESL Instructional Levels • ELL students are classified based on Language Development • Beginning • Intermediate • Advanced • Advanced High/Transitional

41. 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

42. 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 information text

43. Review of the ELPS Proficiency Levels: Handout • Beginning • Intermediate • Advanced • Advanced High /Transitional

44. Contact Information: Multilingual Department Jennifer Alexander. Manager 713-556-6961

45. 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/ELL Career and Technical Education No Child Left Behind-Title 1, Part A and Migrant Special Education

46. 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)

47. 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 weeks 1.0 Credits/Semester – 450 min./week, 900 min./2 weeks 1.5 Credits/Semester - 675 min./week, 1350 min./2 weeks

48. 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

49. 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

50. 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