Meeting Indicator 13-The Mandate Course of Study January 15, 2013 3-4:30 p.m. A Webinar Series Presented by The California Community of Practice on Secondary.

Slides:



Advertisements
Similar presentations
IEP Planning Process Beginning at age 14 the IEP should be focused on meeting the student’s postsecondary goals. The IEP is a plan for preparing the student.
Advertisements

Maryland Career Clusters
We know what we need to do for students what barriers prevent us from doing it? Transition 2011.
Agenda The HS IEP Review HS Curriculum/Supports HS Panel Round Table.
1 10 pt 15 pt 20 pt 25 pt 5 pt 10 pt 15 pt 20 pt 25 pt 5 pt 10 pt 15 pt 20 pt 25 pt 5 pt 10 pt 15 pt 20 pt 25 pt 5 pt 10 pt 15 pt 20 pt 25 pt 5 pt Transition.
The California Community of Practice on Secondary Transition Presents A Webinar Series Triangulating Postsecondary Goals Webinar I: The Big Picture Hosted.
Transition 101 I-13 Compliance: Transition Activities for Before, During and After the IEP Meeting.
Transition and Indicator 13 Writing Individualized Education Programs (IEPs) That Meet the Legal Mandate A Webinar Series Presented by The California Community.
Pre-test Please come in and complete your pre-test.
Career Pathways and Career Development to help Parents and their Children Graduate Dr. John Pritchett, Middle School Curriculum Coordinator Career, Technical.
Indiana Department of Education In collaboration with Indiana ACTE
Carl D. Perkins Career and Technical Education Act of 2006 “…will allow students … to get a vision of what can be achieved, what they can do in technical.
CTE Essential Standards 1. NC State Board of Education Goals CTE Essential Standards for 158 Courses 5/19/20152 Business & Industry Education & Government.
Module 4 Providing Opportunities for Students with Disabilities.
Delivering Optimum Career + Technical Education to Students With Disabilities Dr. Shepherd Siegel CTE Director Seattle Public Schools.
CAREER TECHNICAL EDUCATION “Connecting Students to School, College and Careers” Charles Weis, Ph. D. County Superintendent of Schools November 13, 2009.
Wilson County. 5-year Enrollment Trend Wilson County Schools’ current Career and Technical Education Programs The Present Technology Agriculture Career.
Course of Study: The Diploma
Millbrook High School Occupational Course of Study Program.
Students with Disabilities Alabama High School Diploma & Graduation
New York State Career Development and Occupational Studies Commencement Credential New York State Education Department P-12: Office of Special Education.
Transition and the IEP Why is effective transition planning important?
What Is TRANSITION & Transition PLANNING?
OUSD Adult and Career Ed. (OACE) Career Technical Education (CTE) Overview July 2009 Garlin Cephas Administrator.
Transition Planning: The Basics 2013 Sue Sawyer, CA Transition Alliance / CA COP Leadership Team
College and Career Transitions Initiative CCC System Office Career Pathways Report.
American Diploma Project Network A coalition of states committed to aligning high school standards, assessments, graduation requirements and accountability.
Course of Study: The Certificate of Completion March 19, –4:30 p.m. A Webinar Series Presented by The California Community of Practice on Secondary.
Welcome to the District Testing Coordinator’s Advisory Meeting Presented by Lindy Avila March 20, 2014.
Skills and Achievement Commencement Credential
The Carl D. Perkins Act of 2006 An Overview for Career and Technical Education WI Dept. of Public Instruction Academic Excellence Division Deborah Mahaffey,
Indicator 13 Highlights “a coordinated set of activities for a child with a disability that is designed within a result-oriented process, that is focused.
Quality Transition Services Guiding Students To Early Adulthood March 20, 2012.
Beyond Perkins Addressing the Needs of Students with Special Needs.
 Assessment Tools Process Assessment > career exploration> reflection Postsecondary Goals Curriculum resources that embed assessments Resources for resumes.
( ':~
October 2009 Oregon Department of Education 1 Diploma Options 2009.
Trends in CTE Trends in CTE Dr. Patrick Ainsworth Rob Atterbury November 19, 2010.
PRESENTING: Bill East, Executive Director, NASDSE Steve Wooderson, CEO, CSAVR May 5, 2015 Capacity Building Institute – Impact of Workforce Innovation.
Secondary Transition Services YTP Statewide Conference Hood River, Oregon February 18, 2010 February 2010Oregon Department of Education1.
Linked Learning Organizing Principles Prepare students for both college and career Lead to the full range of postsecondary options Connect academics to.
How to write great transition IEPs and meet compliance for Indicator 13!
Post Secondary Transition CANAR, NOVEMBER 12, 2015.
January 15, Utilization of the Personal Curriculum.
Transition Planning and Anticipated Services in the Individualized Education Program (IEP) Process.
Improving Secondary Transition Services: Meeting the Requirements of Indicator 13 National Secondary Transition Technical Assistance Center.
A Call to Action for 2016 Student Success Anson Green Director Texas Workforce Commission November 17, 2016 WIOA UPDATE NOVEMBER 17,
Age Appropriate Assessments: A Necessary Component to Transition.
ALIGNING TRANSITION REQUIREMENTS IN THE IEP PAM HUMPHREY, TRANSITION CONSULTANT.
New York State Commencement Credentials
Transition at SCSDB Interagency Teaming and Student Directed Services.
IEP Team. Develops the IEP including the transition component for a single student.
Career and Technical Education CAREER PATHWAYS TO SUCCESS Dr. Rhinnie Scott, Director Career and Technical Education January 3, 2012.
The changing landscape of CTE in Nevada A need to focus on middle-skill jobs through career pathways of promise to close the skills gap.
New York State Career Development and Occupational Studies Commencement Credential Presented with guidance from the New York State Education Department.
Sheryl Sisil Director of College and Career Readiness Career Pathways Movement Madera Unified School District.
Improving Secondary Transition Services: Meeting the Requirements of Indicator 13 National Secondary Transition Technical Assistance Center.
IS CTE THE NEW VOC ED? MI CAREER EDUCATION CONFERENCE FEBRUARY 2016.
Workforce Military Community College / Technical School University High School Graduate Meet w/ Recruiter Apply Marketable Skills.
NYSED Policy Update Pat Geary Statewide RSE-TASC Meeting May 2013.
December 4, 2009 State Board of Education adopted:  Oregon Diploma  Modified Diploma  Extended Diploma  Alternative.
State Board of Education Achievement and Graduation Requirements Committee October 19, 2015.
ACSA Conference 2016 Carolyn Zachry - CDE Carol Tomeo - SDCOE
Using the Transition Planning Form (28M/9)
$164 million K12 Strong Workforce Program and Funding Overview
Standards-based Individualized Education Program: Module Eight: Additional Components Specific to Secondary IEPs SBIEP Module Eight: Additional Components.
California State Performance Plan
New York State Education Department P-12: Office of Special Education
The Transition Planning Process
LODI UNIFIED SCHOOL DISTRICT CAREER TECHNICAL EDUCATION
Presentation transcript:

Meeting Indicator 13-The Mandate Course of Study January 15, :30 p.m. A Webinar Series Presented by The California Community of Practice on Secondary Transition

Jill Larson, Facilitator, Community of Practice California Department of Education Presenters Sue Sawyer, California Transition Alliance Richard Myers, Counselor, Mike O’Leary, Director CTE/Categorical Programs, Shasta Union High School District, Redding, CA Welcome

Goals Our goal is to offer a series of webinars to define the course of study mandate and explore related issues. Today We Will: Review the transition mandates in the Individualized Education Program (IEP) Define the course of study mandate, Indicator 13 Explore California Education Code (EC) Demonstrate connection between the student’s postsecondary goals and the course of study Identify resources available at the Local Education Agency (LEA)/site level

Individuals with Disabilities Education Act (IDEA) Secondary Transition Focus: Improve academic and functional achievement to facilitate movement from school to post-school activities Based on youth’s strengths and interests Includes instruction, related services, community experience, development of employment, and other post-school living objectives Mandates the development of a plan that summarizes skills, strengths, transition readiness, needs

California State Performance Plan Indicators related to transition: 1. Increase graduation rate 2. Decrease drop-out rate 13. Achieve compliance with federal regulations for secondary transition on the IEP 14. Improve outcomes: Employment Postsecondary education/training Independent living

State Performance Plan Indicator 13 requires IEPs to: List measurable postsecondary goals in employment, education/training, and if needed, independent living Be updated annually Be based on age appropriate assessments List transition services Define the course of study List annual IEP goals related to postsecondary goals Invite students to the meeting Invite representatives of agencies that are approved by parents/students

Indicator 13: Course of Study Transition services include courses of study that will reasonably enable the student to meet his or her postsecondary goals. Courses of study are defined as a multi-year description of all coursework to achieve the student’s postsecondary goals, from the current year to the anticipated exit year. The course of study should be a list of classes rather than a statement of instructional program. Source: NSTTAC/ Wrights Law Advisory

Indicator 13 Reporting California Special Education Management Information System (CASEMIS) Technical Assistance Guide (TAG), December 2012 Do the transition services include courses of study that will reasonably enable the student to meet his or her postsecondary goals?  Courses of study are a multi-year description of coursework needed to achieve the student's desired post-school goals, from the student's current to anticipated exit year.  Do the transition services include courses of study that align with the student’s postsecondary goal(s)?  If yes, then circle Y or if no, then circle N

Indicator 13 Reporting California Special Education Management Information System (CASEMIS) Proposed TAG changes, June 2013 Locate the course of study (instructional program of study) or list of courses of study in the student’s IEP. Do the transition services include courses of study that align with the student’s postsecondary goals?  a) Are the courses of study a multi-year description of coursework from the student’s current year to anticipated exit year?  b) Are the courses of study designed to help the student achieve the identified postsecondary goal(s)? If yes to both a) and b) above, circle Y If no to either a) or b) above circle N

Construct the Individualized Education Program Annual Age Appropriate Assessment Postsecondary Goals Coordinated Set of Activities Measurable Annual Goals Postsecondary Outcomes Course of Study Family Input, Needs Student Interests, Dreams

Issues Impacting Course of Study Discussion Under the Individuals with Disabilities Education Act, students are entitled to special education services until age 22 or until they receive a diploma, whichever occurs first Status of California High School Exit Examination (CAHSEE) and exemptions Need for accommodations/remediation A-G curriculum Participation in California Alternate Performance Assessment (CAPA): students generally participate in an alternative curriculum that has significantly modified grade-level standards, students generally earn a certificate of completion

Terminology Diploma - requires meeting all state and LEA graduation requirements General Education Development test (GED) California High School Proficiency Exam (CHSPE) Terms used to describe alternatives to high school diploma: Alternative Diploma Certificate of Attendance Certificate of Completion

How Does California Education Code Describe the Course of Study? California Education Code (EC) lists the course of study pertaining specifically to earning a diploma. EC Section defines the coursework that all students receiving a diploma of graduation from a California high school must have completed while in grades 9–12, inclusive. It also allows other coursework adopted by the local governing board of the LEA.

Factors to Determine the Course of Study Student goals upon completion of high school o Education/training, employment, independent living o Academic history in general and special education o Test data: statewide testing scores, reading level o Curriculum/course descriptions as related to district graduation requirements o Attendance o Behavior o Graduation status

Resources Richard Myyers is joining us by phone to share the Counselor Four Year Education and Career Plan Richard will walk us through their planning process plan/ plan/

Lessons from Career Technical Education (CTE) Mike O’Leary Director of Categorical Programs for the Shasta Union High School District. Schools that receive Carl D. Perkins funding are required to develop a sequence of CTE classes that form a pathway that reflect labor market information and resources in the community /region of the state. Mike is sharing how he develops this sequence that also has implications for the course of study based on employment goals.

Agriculture and National Resources Ag mechanics 1 -4 Agriculture Physical Science Integrated Agriculture Floral Design Plant and Soil Animal Science Animal and Veterinary Shasta Union High School District: Career Technical Education Pathways Industry Sectors Building Trades and Construction Introduction to Construction Intermediate Construction Advanced Construction The Art of Woodworking Construction Technology Early Childhood Development and Family Services Early Childhood Energy and Utilities: Energy Engineering & Design The Art of Architecture Computer Aided Drafting I-IV Space Exploration and Engineering (Robotics) (A-G)

Health Science and Medical Technology Dental Careers Medical Careers Medical Careers / EMT Medical Careers Clinical Sports Medicine / Athletic Training Careers Hospitality and Tourism & Recreation Culinary Arts I Advanced Culinary Arts Chef Prep and Hospitality Finance and Business Introduction to Accounting Marketing Entrepreneurship and Small Shasta Union High School District CTE Industry Sectors

Public Service Administration of Justice Administration of Justice 2 Cosmetology Careers Fire Technology Fire Technology Information Technology Computer Computer Literacy Intro to Internet and HTML Publishing on the Web PC Graphics and Design Web Design Using Digital

Shasta Builders Exchange Dual Enrolled Projects NCCER certified Construction Technology Careers

Building Trades & Construction  Introduction to Construction  Intermediate Construction  Advanced Construction  The Art of Fine Woodworking  Construction Technology Building Trades and Technology Pathway

Linked Learning Organizing Principles Prepare students for both college and career Lead to the full range of postsecondary options Connect academics to real-world applications Improve student achievement Source: connectedcalifornia.org

Work-based Learning Includes mentoring, job shadowing, internships, school-based enterprise, service learning, virtual apprenticeship Reinforces both academic and CTE standards Students develop meaningful relationships with adult role models Immerses students in “adult world,” leading to maturity, understanding of professional behaviors, high expectations Source: connectedcalifornia.org

Pathway Components A Challenging Academic Component A Demanding Technical Component A Work-based Learning Component Support Services Source: connectedcalifornia.org

Education Code California Education Code defines alternative means for pupils to complete the prescribed course of study, which may include:  Practical demonstration of skills and competencies  Supervised work experience or other outside school experience  Career technical education classes offered in high schools  Courses offered by regional occupational centers or programs  Interdisciplinary study  Independent study  Credit earned at a postsecondary institution Requirements for graduation and specified alternative modes for completing the prescribed course of study shall be made available to pupils, parents, and the public

Certificate of Achievement/Completion EC Section Notwithstanding Section or any other provision of law, a local educational agency may award an individual with exceptional needs a certificate or document of educational achievement or completion if the requirements of subdivision (a), (b), or (c) are met.

Certificate of Achievement/Completion a) The individual has satisfactorily completed a prescribed alternative course of study approved by the governing board of the school district in which the individual attended school or the school district with jurisdiction over the individual and identified in his or her individualized education program. b)The individual has satisfactorily met his or her individualized education program goals and objectives during high school as determined by the individualized education program team. c) The individual has satisfactorily attended high school, participated in the instruction as prescribed in his or her individualized education program, and has met the objectives of the statement of transition services. EC Section 56026: Age out of K–12 system at age 22

Maximize Utilization of Generic Resources, Education Services Trailer Bill Language (TBL) Section 13: Section was added, prohibiting a regional center from purchasing day program, vocational education, work services, independent living program, or mobility training and related transportation services for a consumer who is 18 to 22 years of age, if the consumer is eligible for special education and related education services and has not received a diploma or certificate of completion, unless the IEP Team, including a representative of the Department of Developmental Services (DDS) determines that the consumer’s needs cannot be met in the educational system or grants an exemption pursuant to section 4648(d). Other Issues Regarding the Certificate AB 104 (Developmental Disabilities)

Remember The course of study must intentionally and explicitly reflect the student’s postsecondary transition goals. It defines the list of classes that students are required to complete to earn a diploma and/or a certificate of completion. Classes should be listed in sufficiently generic terms to be portable across district and state lines. Achieving the high school diploma should be recognized as partially meeting postsecondary education and employment goals. Many employers list the diploma as a minimum qualification for job openings.

We Invite You to Join Us The following Webinars are scheduled in a series that explores the Course of Study issues: February 19, 2013, Focus on the high school diploma March 19, 2013, Focus on the certificate of completion

References National Secondary Transition Technical Assistance Center (NSTTAC) Wright’s Law: Writing Transition Statements on the Individualized Education Program (IEP) Advisory California Education Code: and California 2011 Legislation: AB 104 California School Counselor Association National Collaborative on Workforce and Disability- youth Linked Learning: ConnectEd,