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8/7/2017
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CTE, OVR, Special Education Dialogue
A FOCUS ON COMPETITIVE INTEGRATED EMPLOYMENT
CTE, Special Education, and OVR Partnerships
Why A Focus on Competitive Integrated Employment ?Workforce Innovation and Opportunity Act (WIOA)
Governor’s Executive Order 2016-03oEstablishing “Employment First” Policy and Increasing Competitive Integrated Employment for
Pennsylvanians with a Disability
Act 26 of 2016, the “Work Experience for High School Students with Disabilities Act”
Centers for Medicare and Medicaid Services (CMS) Home and Community-Based Services (HCBS) RuleoOpportunity to seek employment and work in competitive integrated settings, engage in community life,
and control personal resources
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Competitive Integrated Employment Definition
To satisfy the definition of “competitive integrated employment,” the employment must satisfy the requirements for all three components:– Competitive earnings;
– Integrated Location; and
– Opportunities for advancement.
This means that if an individual’s employment fails to satisfy any one of the above components, the employment will not meet the definition of “competitive integrated employment.
Where Can I locate Competitive Integrated Employment Positions in Pennsylvania?
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PA Career Guides
Includes information on:
• Wage and job outlook information• Interest assessments• Tips for marketing yourself as a jobseeker• Sources for Financial Aid• Contact information on Pennsylvania’s public schools• Information on PA CareerLink® Offices• Contact information for state agencies
www.paworkstats.pa.gov
www.pacareerzone.org
O*Net www.Onetonline.org – comprehensive career info
Monthly Labor Review http://stats.bls.gov/mlr/
Occupational Outlook Handbook http://www.bls.gov/oco/
Bureau of Labor Statistics http://www.bls.gov/home.htm
•Career One Stop http://www.careeronestop.org• Local employment stats http://www.myskillsmyfuture.org
O*Net - A Comprehensive Database
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Collaborative Planning to Assist Youth and Young Adults in Obtaining and Maintaining CIE
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Effective Collaboration – LEA – Special Education
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IEP Team Participants for Transition Planning
Required Members
Parents/guardians
General education teacher
Special education teacher
Local Education Agency representative (LEA)
Student (Indicator 13 requirement to invite!)
Career-technical education representative
(an invitation is necessary if student is currently enrolled or is being considered for the CTC)
§ 339.21.(5)
Other MembersCommunity/agency representatives
SD transition coordinator
Psychologist
Guidance counselor
Instructional support staff
Job coach (if considered)
Employer representative
Relatives/friends/advocate
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Meet Aaron
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Grade 11 Fully included
Enrolled in a Career Technical Education
Auto Body Repair Program
Not sure if he wants to go right to work after
graduation, or enroll in a post-secondary
program
Reading and writing needs
Aaron Present Educational Level Example
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Aaron’s English teacher describes his writing as “functional.” He uses word processing for longer writing assignments, and with use of the spelling and grammar check, produces short, concise sentences, although without a great deal of variety. Analysis of assignments completed on word processor indicates that his average sentence length is 7.7 words, with 2 or fewer errors of grammar or omission of words per 100 words. He met last year’s goal of improving his writing using word processing.
Analysis of shorter, pencil and paper writing tasks, from three different classes, indicates the following: Aaron typically writes 5-10 word sentences, with average length of 6.8 words. On a typical sequence of four sentences (approximately 30 words) , he makes on average 2 errors of capitalization, end punctuation, grammatical errors of tense or case, or omitting words without realizing it. On the same passage he averages 1-2 spelling errors (usually of longer words rather than sight words). When he is reminded to read his passage aloud or to himself, or to use a rubric or spelling guide, he is able to correct about 50% of these errors. Aaron needs to improve the quality and accuracy of his writing in order to meet the expectations of a career in auto body or in a post-secondary program.
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Aaron’s Present Education Levels
STRENGTHS:
Aaron displays a strong career interest with two viable post-
secondary options. He displays good interpersonal skills and
good employment potential since he is already successfully
managing a part-time job. He has developed comprehension
strategies, as well as compensatory strategies, that have allowed
him to pass his general education classes and complete 278
competencies in the CTE program.
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Aaron’s Present Education Levels
STRENGTHS:
He is beginning to display self-advocacy and self-
determination in his content classes by asking for extra
time as he needs it and articulating the strategies that
work for him. He has become more open to expanding his
use of assistive technology. He has improved the quality
of his writing when using word processing. Math is a
relative strength.
His self determination in working part time, saving and
buying a car, and willingness to explore post secondary
education and training is also a positive strength. He has
age appropriate independent living skills. 14
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Sample Present Education Levels:
Aaron’s Prioritized Needs
In order to meet his post-secondary goals, Aaron needs to develop skills in the
following areas:
• Develop/improve reading decoding skills for multisyllabic words.
• Develop/improve reading comprehension skills in summarizing and identifying
supporting details.
• Improve written language by using a consistent strategy for
proofreading and self-correcting of errors
• Develop self management skills related to speed of task completion, and to more
effectively discriminate when a particular task is complete while working on
projects in the Auto Repair Shop.
Aaron’s: Grid to Measurable Annual Goal
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Postsecondary Education and Training Goal:
Aaron has a goal of enrolling in postsecondary training in the area of automobile
repair or a related field.
Measurable Annual Goal
Yes/No(Document in
Section V)
Courses of Study: Auto Body Repair Program; English, Algebra II, Chemistry; US History
Service/Activity Location Frequency ProjectedBeginning
Date
AnticipatedDuration
Person(s)/ Agency Responsible
*Continue to improve writing and
editing skills using self
monitoring strategy.
HS During the
school day
Sept. 11, 2016 Sept. 9, 2017 LS Teacher,
General ed.
teachers
Continue to expand use of materials
in digital format in content area
classes
HS During the
school day
Sept. 11, 2016 Sept. 9, 2017 LS Teacher,
General
education
teachers
Develop a list of questions to use
when visiting postsecondary
programs.
High
School
One time Nov. 19, 2016 Dec. 19, 2016 Transition
coordinator
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MEASURABLE ANNUAL GOAL
Include:
Condition, Name, Behavior, and Criteria
(Refer to annotated IEP for description of these
components.)
Describe HOW the
student’s progress
toward meeting this
goal will be
measured
Describe WHEN
periodic reports
on progress will
be provided to
parents
Report of
Progress
Given consistent use of a strategy (SCOPE*), and spelling guide of his choice, Aaron will review his writing to include 100% correct spelling, punctuation, capitalization, and grammar on 6 out of 6 randomly selected short writing assignments in content area classes.
Teacher checklist
applied to first four
sentences of
randomly selected
writing assignments
(biweekly)
--------Sample assignments
provided quarterly.
PSSA Scores reported in
Fall.
Quarterly
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Aaron’s Measurable Annual Goal - Writing
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PLAAFP
• Difficulty with spelling, capitalization, grammar, punctuation on short pencil and paper writing assignments.
NEED
• Improve written language by using a consistent strategy for proofreading and self-correcting of errors.
GRID• Continue to improve writing and editing skills using self monitoring strategy.
Measurable Annual
Goal
• Given consistent use of a strategy (SCOPE*), and spelling check of his choice, Aaron will review his writing to include 100% correct spelling, punctuation, capitalization, and grammar on 6 out of 6 randomly selected short writing assignments.
Progress Monitoring
• LS Teacher will (biweekly) use a brief checklist to review punctuation, capitalization, and grammar to first four sentences of randomly selected writing assignments from various classes.
Aaron’s: Writing Example
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Case Study Review and Discussion
Jeff
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Effective Collaboration – CTE
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Participants in the IEP Team
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IEP Team Participants for Transition
Planning
Required Members• Parents/guardians
• General education teacher
• Special education teacher
• Local Education Agency representative (LEA)
• Student (Indicator 13 requirement to invite!)
• Career-technical education representative
(an invitation is necessary if student is currently enrolled or is being considered for the CTC)
§ 339.21.(5)
Other Members• Community/agency
representatives
• SD transition coordinator
• Psychologist
• Guidance counselor
• Instructional support staff
• Job coach (if considered)
• Employer representative
• Relatives/friends/advocate
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Role Printed Name Signature
Parent/Guardian/Surrogate
Parent/Guardian/Surrogate
Student*
Regular Education Teacher**
Special Education Teacher
Local Ed Agency Rep
Career/Tech Ed Rep***CTE representative
Community Agency Rep
Teacher of the Gifted****
If CTC is unable to attend their name/position should appear here and
information be included in the PLAAFP.
IEP TEAM/SIGNATUIRES
Written input received from the following members:Written input received from the following members:Written input received from the following members:Written input received from the following members:
Written input received from the following members:
If the CTC is unable to
attend information must
be provided to be
included in the IEP
If a student makes a decision ot attend a CTE after the IEP meeting a revision can be made.
Revision of the IEP if the
decision is made after the
IEP meeting
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Student enrolled at CTC Present Ed Levels to include performance
- attendance
-test/task grades
-behaviors/work ethic
- industry certifications
-competencies earned
Transition portion (Postsecondary and Employment grids)
Program modifications and Specially Designed Instruction (SDI)
CTE teachers…Should discuss the Program of Study at the IEP meeting.
The Carl D. Perkins Career and Technical Education Improvement Act of 2006 required
the development and implementation of career and technical programs of study (POS).
Programs of Study include coherent and rigorous content aligned with challenging
academic standards and relevant career and technical content in a coordinated
progression of courses that align secondary education with postsecondary education to
adequately prepare students to succeed in postsecondary education. This includes the
opportunity for secondary education students to earn postsecondary education credits
through articulation agreements with participating postsecondary institutions, which could
lead to an industry recognized credential or certificate at the postsecondary level or an
associate or baccalaureate degree.
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Can also discuss the task list, which is part of the POS.
The task list is a secondary school assessment instrument used to measure
the technical competency of a student in a specific program of study. Task lists
are arranged for each program of study, according to the student's year of
graduation from a secondary school.
http://www.education.pa.gov/K-
12/Career%20and%20Technical%20Education/Programs%20of%20Study/Pages/Framew
ork.aspx#tab-1
CTE teachers…
CTE- Special Education Resource
Understanding
Career and
Technical
Education and
Special
Education:
What IEP Teams
Need to Know
http://www.pattan.net/category/Resources/PaTTAN%20Publications/Browse/Sin
gle/?id=559aa46f140ba04c5c8b4629
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Career and technical education (CTE) in Pennsylvania is focused on preparing
young people with the academic foundation, career direction, and workplace
skills that will help them succeed personally, and contribute to an innovative
and competitive economy in our commonwealth. For a student with an IEP,
enrolling in a career and technical education program may be an appropriate
option to consider during the secondary transition process. This session will
present information regarding how to best support youth with disabilities to fully
engage in career and technical education programs that can lead to successful
opportunities in adult life, including higher education, training and/or
employment.
Career and Technical Education and Special Education – A
Partnership for Success – Webinar (recorded on January 28, 2015)
http://www.pattan.net/Videos/Browse/Single/?code_name
=career_and_technical_education_and_speci1
Back to Aaron
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Grade 11 Fully included
Enrolled in a Career Technical Education
Auto Body Repair Program
Not sure if he wants to go right to work after
graduation, or enroll in a post-secondary
program
Reading and writing needs
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Aaron’s Present Education Levels - CTE
Aaron is an 11th grade student, with a learning
disability in reading and written language. He is
currently enrolled in the career and technology
(CTE) program for Auto Body Repair, with a half
day at the High School where he is fully included
in general education classes. He is on track for
graduation with a regular diploma based on
credits in his high school and career and
technology programs.
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Aaron’s Present Education Levels
With support and accommodations at the
career and technology school including use of
study guides, scan and read software (print
materials converted to digital format so that he
can listen while reading required material), and
extra time for reading assessments and tests, he
has been able to meet the curricular demands
by completing 278 out of 390 competencies in
the Auto Body Repair program.
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Aaron’s Present Education Levels
CTE staff report that Aaron works too slowly on his
projects, and has completed only 50% of his projects
on time even with prompting. His teachers state that
this is not a matter of dexterity, but more his
“perfectionism” as he tries to be very precise and
accurate, particularly when puttying, sanding and
buffing. He needs to be able to discern when the
work is satisfactorily completed to specifications, so
as to move on without prompting, and to develop
the self-management skills to monitor and increase
his speed.33
Aaron’s Present Education Levels
Aaron’s decision to enroll in the auto body program
was based on parent survey information, his student
interview in which he expressed an interest in cars, and
visits to the career and technology school in 8th and 9th
grade. Aaron has been given a variety of assessments
that include the Self Directed Search (SDS), Career
Occupational Preference System (COPS), the Survey of
Work Styles (SWS) and the SAGE Vocational Aptitude
(and Work Preference) Assessment (Pesco). Results of
these assessments suggest that he has the aptitude,
dexterity, and interest to pursue a career in auto body
repair. As required of all students in the district
curriculum, Aaron has maintained a career portfolio. 34
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Aaron’s Present Education Levels
Although the CTE program will prepare him for
employment immediately after high school, Aaron
is also considering going on to a local technical
school or community college to expand his skills
or explore a related area. Aaron and his parents
feel that additional education would give him
more employment options and increase his
earning power.
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Aaron’s Present Education Levels
STRENGTHS:
Aaron displays a strong career interest with two viable
post-secondary options. He displays good interpersonal
skills and good employment potential since he is already
successfully managing a part-time job. He has developed
comprehension strategies, as well as compensatory
strategies, that have allowed him to pass his general
education classes and complete 278 competencies in the
CTE program. His self determination in working part time,
saving and buying a car, and willingness to explore post
secondary education and training is also a positive
strength. He has age appropriate independent living skills. 36
8/7/2017
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Aaron’s Present Education Levels
NEEDS:
• Develop/improve reading decoding skills for multisyllabic
words.
• Develop/improve reading comprehension skills in
summarizing and identifying supporting details.
• Improve written language by using a consistent strategy
for proofreading and error correction
• Develop self-management skills related to speed of task
completion, and discrimination between complete and
incomplete projects in the Auto Repair Shop.
37
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Effective Collaboration – OVR
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OVR Breakdown
Bureau of Central Operations
Bureau of Vocational
Rehabilitation Services
Bureau of Blind and Visual Services
Hiram G. Andrews Center
Office of Deaf & Hard of Hearing
Comprehensive
Rehab Facility &
Commonwealth
Technical
Institute (CTI).
Tours can be
arranged by
calling 814-254-
0645
Advocacy,
Referral,
Resources,
Training
(one
location)
Independent
Living,
Orientation &
Mobility,
Specialized
Services, Voc &
Rehab
Teaching;
Business
Enterprise
Individualized
Voc. Services;
Business
Services;
Group Services
OVR
Management,
Fiscal
Operations,
Special
Programs
OVR Terminology
• Open case-customer has completed referral
information and is enrolled in the
Commonwealth Workforce Development
System (CWDS)
• Potentially eligible- Refers to students who
do not have an open case; interchangeable
with potential customer
• Eligible-has been determined eligible for VR
case services by a VR Counselor40
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Click to add footer text >
OVR Services
Eligibility and
Individual
Plan for
Employment
ApplicationClosed
Successfully
Employed
Employment
Service
ProvisionReferral
Linear Structure
BBVS
Social
Workers
Birth to
14 years
Vocational Rehabilitation Counselors
Business
Services
Staff
VRT and O&M Staff
Early Reach Coordinators-14 to 22 years
• President Obama signed
into law on July 22, 2014
• Amends the
Rehabilitation Act of
1973 (Rehabilitation
Act).
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Workforce Innovation and Opportunity Act (WIOA)
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WIOA Goals: Agency Level
KEY AREAS OF WIOA EMPHASIS
1. Students with disabilities*Pre-Employment Transition Services (PETS): job exploration counseling, work-based learning experiences, counseling on
opportunities for enrollment in post secondary education, work place readiness and instruction and self-advocacy.
2. Employer Engagement*Dual Customer Model: Customer and Business/Employer
3. Cross-Agency Collaboration
4. Assistive Technology
5. Competitive Integrated Employment*Includes limitations on subminimum wage (July 2016)
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Transition & WIOA
• Presumption that all students can work
• No more asking “Do you want to work?” but instead “Where do you want to work?”
• Job shadowing, internships, volunteering, community involvement
• After school/weekend & summer employment
• Integrate students into school-to-work opportunities & vocational courses
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WIOA
Pre-Employment Transition Services
• Requires State vocational rehabilitation (VR) agencies
to make “pre-employment transition services”
available to all students with disabilities.
• Requires a set aside of at least 15 percent of Federal
VR program funds to provide pre-employment
transition services.
• Allows State VR agencies to prioritize serving
students with disabilities and State VR agencies to
support advanced training in STEM and other
technical professions.
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THE OVR PROCESS
Early Reach/
Provider Services
Referral
Application
Eligibility
IPE
Service Provision
Ready for Work
Employment
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Five Required Pre-Employment Transition Services
• Job exploration counseling
• Work-based learning
experiences
• Counseling on opportunities
for postsecondary education
• Workplace Readiness Training
• Instruction in self-advocacy
Incorporating PETS in the IEP
• PETS can be referenced in the Present Educational Levels section of
the IEP under secondary transition
• OVR involvement should be detailed in the IEP in the Present
Educational Levels section of the IEP under secondary
transition/Agency Involvement.
– “OVR” and not an individual staff name should be listed
• Referral to participate in PETS could be added to the transition grid
• OVR or a contracted OVR Provider should never be listed in the
“transition grid” on an IEP as the ONLY person/agency responsible
for providing the services unless they are providing the service
jointly with LEA
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Continuum of Services-Example
49
KR Rev. 3/16
Early Reach Initiative
• Group Pre-Employment Transition
Services
• IEP Meeting Attendance
• Family Consultations
• School And Community
Collaborative Events
• Trainings For Parents, Families And
Professionals50
WHAT SERVICES DO EARLY REACH COORDINATORS PROVIDE?
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Roles of VR Counselors in PETS
• Counseling and Guidance
• Attend IEP Meetings
• Liaison to school districts
• Facilitate Work Based
Learning and other
services
• Coordinate with provider
agencies
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OVR has added an additional staff person to
all the Business Services Teams across OVR
Offices
– PETS Business Services Representative-
• Partners with businesses, schools, IUs, and
Community Providers to create paid Work Based
Learning Experiences (WBLE) for youth.
• Works very closely with other OVR staff-Business
Services teammates, Early Reach Coordinators,
Transition Counselors.
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OVR can provide youth with paid training in two
ways:
– For youth who may be “potentially eligible” for
OVR services-IEPs or 504 plan
• Stipend-In collaboration with a community partner.
– For youth who are eligible for OVR services
• On-The-Job Training (OJT) reimbursement
Click to add footer text >
Approximately 104,000 total
students with an IEP in
Pennsylvania between ages 14-21
Approximately 430 OVR
Counselors in Pennsylvania
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How do I access these services for my
students?
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Release of Information
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• School districts should inform students/parents
about opportunities to participate in PETS
• Consent should be given by parents/guardians to
participate
• Consent can be verbal – dated and indicated on
the PETS release form
• Documented by school
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PETS Request Process
57
OVR provides information on
PETS
School obtains consent for students
and provides student info
School submits request
POC connects with school and offers services
POC requests services from
PETS Provider
Provider delivers services
Provider submits documentation
Documentation shared with schools, families,
student etc.
Set goals for student based on feedback
Effective Practice – Reminders for Educators
• Review PETS options in your area
• Consider your students’ needs- what’s
missing?
• Identify students for PETS early to avoid
schedule conflicts
• Obtain consent from parents/guardians to
participate
• Connect with OVR liaison counselor to
discuss options
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Effective Practice –
Reminders for Educators
• Documentation from participation in a PETS activity or service should
be included in the present education levels of the IEP
• Involvement in secondary transition activities/services should be
shared with all agency staff
• Include PETS Activities as part of your LEAs continuum of activities
“map”
http://patransassessment.pbworks.com/w/page/26230075/
VIII%20Assessment%20Mapping
59
Effective Practice –
Reminders for Educators
• Students should be referred 2 years prior to
graduation to an OVR counselor for case
services• Prioritize referrals
– Closest to graduation (2 years)
– Students/parents requesting services
– Considering subminimum wage
– Interested in Discovery/Customized Employment
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Effective Practice IEP Reminders for Educators
• Schedule in advance- at least a month’s notice to the OVR staff
• Provide information to parents when OVR can’t attend
– OVR can provide informational packets (ask your liaison counselor)
– Have sample packet put together for staff
• Consider holding “IEP-VR Day” for students to be referred for case
services
61
Providing Pre-Employment Transition Services
Internal:
• Early Reach Coordinators
• Vocational Rehabilitation Counselors
• Business Services Representatives
• Management
External:
• Individual Customers
• Community/Agency Providers
• Schools
• Businesses/Employers
• Government Bodies: MOU’s and Interagency Agreements
• Post-Secondary Institutions and Training Programs
• Parents/Guardians
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32
Back to Aaron
63
Grade 11 Fully included
Enrolled in a Career Technical Education
Auto Body Repair Program
Not sure if he wants to go right to work after
graduation, or enroll in a post-secondary
program
Reading and writing needs
Aaron’s Involvement with OVR
• Aaron has met with a VR Counselor and has completed his application for eligibility
– Based on a potential goal of post-secondary education, updated psychological testing was ordered to determine accommodations
– A referral for a one credit college readiness course was submitted for Aaron to experience a college prep course and understand the process to request accommodation in post-secondary education
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PETS for Aaron
• Aaron was also able to participate in a Financial Literacy training to learn skills around budgeting, financial aid for post-secondary school, and banking skills
• Skills learned through the training included:
– Completing a FAFSA
– Understanding student loans and grants
– Direct deposit
– Paying taxes
WBLE for Aaron
• To increase Aaron’s skills in auto detailing, Aaron was referred by his VRC to a WBLE provider.
– Set up at local auto repair shop
– Provided onsite supervision and coordination to enhance skills
– Provided stipend to Aaron for participation
– Evaluation and feedback from WBLE provider and employer given to OVR and school
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WBLE Feedback-Provider
• Recommendations from WBLE provider:
– Speed increased as a result of prompting
– Employer setting timeframes for completion was helpful
– Aaron needs to be more willing to ask for help when he isn’t sure about something
– Aaron had perfect attendance and showed up on time to job site
– Aaron became more comfortable around other employees as time progressed
WBLE Feedback-Employer
• With practice, Aaron has become better at understanding when precision and accuracy are more important
• Aaron got along well with other employees and did well taking direction, needs to speak up more when he needs help
• With another year of CTE, Aaron could move directly into auto repair position w/o any additional education
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How to Use PETS to Enhance Employment Goals
• Aaron has a better understanding of finances required for post-secondary ed., is this still an option he wants to consider?
• Aaron can continue to enhance skills in CTE next year
• Aaron should explore PS options and employment options
• Aaron should consider taking an additional college prep course or dual enrollment course to make informed decision
Case Study Review and Discussion
Calvin
70
8/7/2017
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Contact Information www.pattan.net
Michael Stoehr
Patty Bicanich
Diane Sobolewski
