Networks and Partnerships for Success: SPED/CTE/VR/ID/DD Presentation Sub-title Here

Building Partners Organizationally State and local learning examples Delaware Oregon Participants be sure to Sign In Reflections – Reframing Why This Work Is Important

Who’s Here NTACT – Charlotte Alverson NAPE – Gregory Jackson Delaware – Dale Matusevich, George Tilson, Hunter Matusevich Oregon – Dan Findley

Delaware From 30,000 Feet PIPEline to Career Success for Students with Disabilities Years in the making Who are we missing Everyone at the table Active listening No wrong answers Write it down

Oregon Promising Practices Cross-office Collaboration Critical Conversations: a chronology Equity: Ongoing PD, NAPE/PIPE, others

Cross-office Collaboration Partners Oregon Department of Education – Education Programs and Transition (EPT) Oregon Department of Education – Secondary/Postsecondary Transitions (SPST) Oregon Department of Human Services - Vocational Rehabilitation (VR)

Building Partnerships: SPST and Youth Transitions ODE Early 2018: Partnership Development May 2018: Attend NTACT Capacity Building Summer 2018: CTE at YTP Summer Academy Summer 2018: Oregon ACTE Fall 2018: CTE at YTP Fall Regional Meetings Fall 2018: CTE & Students with Disabilities at COSA Spec Ed PIPE Cohort 4 2018-2019 Fall 2018: Youth Transitions/IDEA Network at Regional CTE Network May 2018: NTACT Capacity Building Conference Redrafting the Oregon Technical Assistance Action Plan May 2018-Present: ODE analysts collaborate: Career and Technical Education and Students with Disabilities. The Equity Case CTE learning and Post School Outcomes (PSOs) June 2018-Present: Continued data analysis Co-presentations Resource development Late Summer/Fall 2018: Professional Development delivered to CTE Regional Coordinators throughout Oregon.

Equity Approach Framing the conversation continuous improvement model with equity as the focus Framing the conversation Perkins V (and completing Perkins IV…) The Oregon Equity Lens NAPE PIPE project

CTE and Inclusivity

Audience Participation Who else has included CTE in their state plan? How is CTE included?

Needs Assessment Questions What barriers do districts in your state encounter to ensure students with disabilities have access to and persist in Career and Technical Education? Describe any strategies in your state that support the participation of students with disabilities in Career and Technical Education. What are your state's technical assistance needs for increasing students with disabilities' access to and retention in Career and Technical Education? Please share any suggestions, comments, ideas not addressed above that would support the NTACT Special Education - Career & Technical Education - Vocational Rehabilitation Network.

Barriers for SWD accessing and persisting in CTE: Student Entrance Exams Requisite Skills Lack of Knowledge about Choices School Staff’s Lack of Knowledge Access Barriers District Performance Criteria State Wait lists for regional schools Systems barriers – multiple entry points Student: Requisite skills- academic (e.g., passing algebra I, and student behaviors) School: Lack of Knowledge – CTE teachers aren’t familiar with accommodations and services to SWD; SPED teachers aren’t familiar with CTE requirements and opportunities; general biases – lack of willingness, old habits, perception of SWD Access Barriers – funding, scheduling, not wanting non-completers that affect data, need for accommodations District: Access Barriers – limited staff/options to provide variety of CTE classes; CTE program policies put into place by LEAs State System barriers - Creating a system which allows all students access to all career technical programs and pathways and -incorporates special education and related services; -includes multiple entry and exit points; -maintains industry-level rigor; -provides alternative methods to demonstrate technical skill attainment; and -does not negatively impact school district accountability measures. Access barriers - inequitable funding and resources rural/urban

Knowledge Gain and Resources Program Development Policy Development or Revisions Retention Strategies Cross State Sharing State's technical assistance needs for increasing SWD access to and retention in CTE:

Audience Participation/Team Time Input from the field Barriers in my state… Positive things working in my state… I am interested in exploring… We go about working together by…

Final Questions/Comments/Wrap Up Announcement SPED, CTE, VR Summit Targeting teams of state level SPED, CTE, VR personnel to support planning for Perkins V plans State to State Networking Calls Aligning the work

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Thank you! Dale Matusevich, Education Associate, Delaware Department of Education email: Dale.Matusevich@doe.k12.de.us phone: 302.735.4210 Dan Findley, Education Specialist, Oregon Department of Education email: Daniel.Findley@state.or.us phone: 503.947.0338 Charlotte Alverson, NTACT, University of Oregon calverso@uoregon.edu Deanne Unruh, NTACT, University of Oregon dkunruh@uoregon.edu Gregory Jackson, NAPE gjackson@napequity.org