Goose Creek CISD

Special EducationSpecial Education2012 - 2013

Districtwide Staff Development ConferenceFebruary 15, 2013

Transition Assessment and Evaluations

At the end of this session, the learner will:

Understand the both IDEA & Perkins legal requirements for transition

Understand the need to establish district procedures for transition involving both CTE, SPED, and Guidance & Counseling

Understand his/her role in student transition IEP meetings

The mission of the GCCISD Special

Education Department is to

support the campuses in order to nurture inclusionary

environments, enhance student achievement, and

maintain compliant special education

programs.

In the Performance Based Monitoring System (PBMAS), districts are evaluated based upon the performance of students who have the intent to complete a coherent sequence of CTE courses before graduation based upon the student’s four year plan and course enrollment on the last Friday in October.

IT GOES DEEPER THAN FEDERAL LAWS:

IT’S ABOUT HELPING OUR STUDENTS SUCCEED.

PEIMS (Public Education Information Management

System)

“0”= Not enrolled in a CTE Course“1”= Enrolled in a random CTE Course“2”=Enrolled in Coherent Sequence of Courses that include 2 or more CTE classes that equal 3 or more credits“3”= Enrolled in Coherent Sequence of Courses that include 2 or more CTE classes that equal 3 or more credits that is aligned with a community college and approved by the state.

IDEAIEP not ARD14 not 16

1. Integrate academics with CTE programs using a coherent sequence of courses

2. Link CTE at the secondary and postsecondary levels.3. Provide students with strong experience in and

understanding of all aspects of an industry.4. Develop, improve, or expand the use of technology in CTE

programs.5. Provide professional development programs to teachers,

faculty, administrators, and career guidance and academic counselors who are involved in integrating CTE programs.

6. Develop and implement evaluations of the CTE programs carried out with funds, including an assessment of how the needs of special populations are being met.

7. Initiate, improve, expand, and modernize quality CTE programs, including relevant technology.

8. Provide services and activities that are of sufficient size, scope, and quality to be effective.

9. Provide activities to prepare special populations for high-skill, high-wage, or high-demand occupations that will lead to self-sufficiency.

Meet IDEA requirements of transition planning

Concepts of formal and informal assessments

Program placement Entry Level Basic

Skills Inventory Meet IDEA

requirements of transition planning

Accommodations and Modifications

Standard Based Evaluations

Comprehensive Program Skills Inventory

Exit Points Content

Standards/Grading

The primary purposes of transition assessments are to identify

appropriate post-secondary goals related to training, education, and employment as well as a course of

study and related services necessary to reach those goals.

Measurable post-secondary goals based upon age-appropriate transition assessments related to training, education, employment, and if appropriate independent living skills.

The transition services and the course of study needed to assist the student to reach those post-secondary goals.

After high school graduation, Within 6 months of graduation from high school, etc. …

Education/Training John will enroll in the general Associates Degree

program at ZYX Community College in September 2013.

Joan will attend a two-year community college and gain a qualification in culinary arts.

Karen will complete a one-year course at a cosmetology school.

John will take a course in dog grooming. Emma will complete a training course as a

Certified Nursing Assistant. Jack will participate in on-the-job training as a

painter and decorator.

Employment Thomas will become employed as an

apprentice carpenter.

Damien will work for at least one year as a trainee veterinary technician in order to gain relevant employment experience.

Matthew will live in an apartment with friends.

Chris will obtain his drivers license after

graduation from high school.

Andrea will shop for groceries independently using a list.

All could be separate or combined.

Beth is considering a career as a photographer.

Beth thinks she might want to work as a photographer's assistant.

Sarah will continue to work in the school store to improve her math skills.

Formal Aptitude test Interest inventory Employability skills Adaptive Behavior

Informal student experiences Extracurricular

activities Gathering information

from school records, students

Family, former employers

Reviews of achievement and behavior in school, medical records, teacher made test

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NAVIANCE

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NAVIANCE

Course Competency Sheets are a good starting point.

1. CTE teachers-ensure they are accurate and up-to-date.

2. SPED staff-access forms online to assist in student decision making.

2012-13 COURSE APPLICATION BUS TRANSPORTATION PROVIDED

STUDENT DEADLINE: MARCH 30, 2012 HOME CAMPUS INFORMATION: Campus □GCM □PEH □REL □RSS

Counselor: ___________________________________________________________

Current (2011-12) Grade Level :

□9th □10th □11th □12th 2012-13 Grade Level:

□9th □10th □11th □12th

(Please write or print neatly) Student ID # _________________________

Student Name, Last ___________________________

Student Name, First ___________________________

Student Name, Middle ___________________________

Contact Phone Number(s): E-mail: ____________________________ @ ____________________. ____________

HOME: ________________________________________________________

STUDENT CELL: ______________________________________________

Mailing Address: _________________________________________________________________________________________________ STREET CITY ZIP CODE

COURSE (Select one): SEE COURSE DESCRIPTION GUIDE FOR REQUIREMENTS

CAREER PREPARATION: □ Career Preparation (11th, 12th) □ Career Preparation, Advanced (12th)

HUMAN SERVICES: □ Introduction to Cosmetology (10th, 11th, 12th) □Cosmetology (11th, 12th) □Cosmetology, Advanced (12th)

1ST

YE

AR

POINTS 9th 3 10TH: 5 11TH: 10 12TH: 5

EDUCATION □ Ready, Set, Teach!(11th, 12th) □ Ready, Set, Teach!, Advanced (12th) HEALTH SCIENCE □ Health Science (11th, 12th) □ Practicum in Health Science (12th)

HOSPITALITY: □ Art of Baking (REL, RSS) (10th – 12th) □ Principles of Culinary Arts (GCM) (10th – 12th)

2ND Y

EA

R

POINTS 10th 3 11TH: 5 12TH: 10

POINTS: 5 3 0 POINTS

1ST Year Applicants, do you plan to take the Advanced course your senior year? □ Yes □ Maybe □ No +______ Do you plan to pursue a post-secondary education in the career pathway of the course you chose? □ Yes □ Maybe □ No

+______ Do you plan to pursue a career in the career pathway of the course you chose? □ Yes □ Maybe □ No +______ List any related courses, (especially recommended prerequisites) previously taken and any prior experience you may have in this area. Continue on back if necessary. (1 point per course, 3 months employment, or home experience) _________________________________________________________________________________________________________ +______

FOR OFFICE USE ONLY: This student currently has room in his schedule to enroll in the indicated course. COUNSELOR SIGNATURE

DATE

UNEXCUSED ABSENCES THRU 3/31/12

5 pt: 0-3 3 pt: 4-7 1 pt: 8-11 0 pt: 12+ +______

DISCIPLINE PLACEMENTS THRU 3/31/12 (subtract 1 pt. per day) # of days: ______ (-____) Total Points: _______________

300 YMCA DRIVE ∙BAYTOWN, TEXAS 77521

281-420-4550 fax 281-420-4553

TIPS for Scheduling Students Career and Technical Education

Career Cluster General Description Considerations Job Considerations GCCISD Classes

Agriculture, Food, and Natural Resources

Producing, processing, marketing, distributing, financing, and developing agricultural commodities and resources including food, fiber, wood products, natural resources, horticulture, and other plant and animal products/resources.

Do you like working outdoors? Are you good with animals? Are you organized? Do you like working with your hands? Are you interested in environmental

issues? Do you like working with tools and

machinery? Do you enjoy gardening? Do you like fishing and hunting? Are you interested in biological

sciences?

Environmental engineer, environmental engineer technician, Forest and Conservation worker, Water and liquid Waste Treatment Plant operator, Zoologist and Wildlife biologist, animal breeder, farm/ranch/other agriculture manager, power plant operator, gas plant operator, geologist and petroleum technician

Ag Facilities Design & Fabrication Ag Mechanics & Metal

Technologies Agricultural Power Systems Animal Science, Advanced Animal Science, Livestock

Production Equine Science Floral Design Meat Processing Veterinary Medical Applications Wildlife, Fisheries Ecology

Management The World of Agriculture

TIPS FOR SCHEDULING STUDENTS

Human Services 09750 Cosmetology 3 credits Grades 11 -12

Recommended Prerequisite: Introduction to Cosmetology

Fee (due 1st day of class): $525.00 (kit, lab fee, study guide) (due by end of 2nd week or student will be removed from class)

09751 Cosmetology, Advanced – Meets 7th, 8th, & 9th Periods until 5:00 each day 3 credits Grades 12

Required Prerequisites: Cosmetology

Fee (due 1st day of class): $105.00 (kit and lab fee) $41.13 (Milady Exam Review Guide) (due by end of 2nd week or student will be removed from class)

Licensing Fees (reimbursable upon successful completion of exams, submission of all receipts, and copy of license certification):

$133 (state exam: $55-written / $78-practical)

The Cosmetology Program is a two-year course designed to provide job-specific training that will prepare the student to become a licensed cosmetologist. Students will learn how to cut hair, how to do color, updo’s, manicure, artificial nails, chemical services, and all related theory. Competencies:

Fine Motor Skills Finger dexterity for braiding, cutting hair, holding implements, computer keyboarding skills, polishing nails, nail art.

Reading Ability Must be able to read at 8th grade level and retain information. Must be able to manufactures directions, procedures, and precautions of selected products to perform a cosmetology service.

Math Skills Must be able to measure in ounces, grams. Read a ruler to know what size to make sub-sections. Need to know what measurements (ex. 1/8”, ¼”, ½”, ¾”) for color services and haircutting.

Behavior Considerations

Needs to know when it is appropriate to speak. How to handle difficult situations. How to follow rules. Needs to behave as grade appropriate. Teacher should NOT have to constantly correct behavior.

Other Students should be alert in class Be able to stand for extended time.

Examples of GCCISD's Entry level basic skills inventory

Career and Technical Education - Texas Essential Knowledge and Skills and Coherent Sequences

Office of Civil Rights Rules

Purpose is to give teachers and students a better chance to discuss courses by identifying the modifications, accommodations, and support services they will need.

Coherent sequence of courses

2012-13 COURSE APPLICATION BUS TRANSPORTATION PROVIDED

STUDENT DEADLINE: MARCH 30, 2012 HOME CAMPUS INFORMATION: Campus □GCM □PEH □REL □RSS

Counselor: ___________________________________________________________

Current (2011-12) Grade Level :

□9th □10th □11th □12th 2012-13 Grade Level:

□9th □10th □11th □12th

(Please write or print neatly) Student ID # _________________________

Student Name, Last ___________________________

Student Name, First ___________________________

Student Name, Middle ___________________________

Contact Phone Number(s): E-mail: ____________________________ @ ____________________. ____________

HOME: ________________________________________________________

STUDENT CELL: ______________________________________________

Mailing Address: _________________________________________________________________________________________________ STREET CITY ZIP CODE

COURSE (Select one): SEE COURSE DESCRIPTION GUIDE FOR REQUIREMENTS

CAREER PREPARATION: □ Career Preparation (11th, 12th) □ Career Preparation, Advanced (12th)

HUMAN SERVICES: □ Introduction to Cosmetology (10th, 11th, 12th) □Cosmetology (11th, 12th) □Cosmetology, Advanced (12th)

1ST

YE

AR

POINTS 9th 3 10TH: 5 11TH: 10 12TH: 5

EDUCATION □ Ready, Set, Teach!(11th, 12th) □ Ready, Set, Teach!, Advanced (12th) HEALTH SCIENCE □ Health Science (11th, 12th) □ Practicum in Health Science (12th)

HOSPITALITY: □ Art of Baking (REL, RSS) (10th – 12th) □ Principles of Culinary Arts (GCM) (10th – 12th)

2ND Y

EA

R

POINTS 10th 3 11TH: 5 12TH: 10

POINTS: 5 3 0 POINTS

1ST Year Applicants, do you plan to take the Advanced course your senior year? □ Yes □ Maybe □ No +______ Do you plan to pursue a post-secondary education in the career pathway of the course you chose? □ Yes □ Maybe □ No

+______ Do you plan to pursue a career in the career pathway of the course you chose? □ Yes □ Maybe □ No +______ List any related courses, (especially recommended prerequisites) previously taken and any prior experience you may have in this area. Continue on back if necessary. (1 point per course, 3 months employment, or home experience) _________________________________________________________________________________________________________ +______

FOR OFFICE USE ONLY: This student currently has room in his schedule to enroll in the indicated course. COUNSELOR SIGNATURE

DATE

UNEXCUSED ABSENCES THRU 3/31/12

5 pt: 0-3 3 pt: 4-7 1 pt: 8-11 0 pt: 12+ +______

DISCIPLINE PLACEMENTS THRU 3/31/12 (subtract 1 pt. per day) # of days: ______ (-____) Total Points: _______________

300 YMCA DRIVE ∙BAYTOWN, TEXAS 77521

281-420-4550 fax 281-420-4553

District Examples

Transportation, Distribution & Logistics

8th Grade 9th Grade 10th Grade 11th Grade 12th Grade

Introductionto Trapnsportation

Careers

Small Engine Technology and

ATV Repair

Automotive Technology

Advanced Automotive Technology

Practicum in Transportation

Careers

Collision Repair & Refinishing

Advanced Collision Repair &

Refinishing

Practicum in Transportation

Careers

SUGGESTED SEQUENCE OF COURSES FOR TRANSPORTATION, DISTRIBUTION & LOGISTICS

SUGGESTED COURSE SEQUENCES

So how again are CTE and Special Education teachers working together to ensure suitable decisions are made?

How are we involved in transition assessments?

Special Education and CTE teachers can have discussions prior to the IEP meeting to discuss the CTE programs entry level basic skills inventory and the current level of the student in order to assist the student in becoming successful in the CTE class.

What does your Career Cluster PLC need to do to help the transition efforts of special education staff?

CONTENT MODIFICATION INSTRUCTIONAL ACCOMMODATION

Modifications are practices and procedures that change the nature of the task or target skill.

Change the amount of TEKS Provide alternate

curriculum

_________________

Biology assignment – All students are expected to label a diagram of a pig naming the various systems and naming their functions.

Example of Modification –Susan, a student who has

modified curriculum, is asked to use printed labels to identify the head, mid-section, and legs of the pig

Accommodations are intended to reduce or even eliminate the effects of a student’s disability but do not reduce learning expectations.

Cue cards for steps process Change the size or length of an

assignment Give more time for an

assignment Change seating Change text format (Braille,

highlighted text) Provide note taking assistance Change the way student is

assessed

____________________Same assignment Example of Accommodation –Victor, a student with a visual

impairment, requires the use of large print handouts to complete this task and given preprinted labels.

Explanation

Examples

a student who receives content modifications in high school will not graduate on the Recommended graduation plan?

There are other additional options besides the Minimum, Recommended and Distinguished Achievement plan that must be considered for every special education student ?

What evaluation accommodations and modifications have been specified in the IEP goals for the students in your class?

Were the accommodations clearly specified from modifications on the IEP?

How successful were you in making those accommodations and modifications?

What barriers were there to your being able to implement those accommodations and modifications?

What steps can you take to eliminate those barriers in the future?

Work in pairs or groups Each pair/group must have at least one

special education teacher and one CTE teacher

Select a CTE class Select an assignment/activity for that class List accommodations for the activity List modifications for the activity

Standard-Based Evaluations – students’ achievement is measured against specific skill attainment or concept mastery

NOTNorm-referenced – measures relative

performance compared to other students

Implementing Performance Assessment in the Classroom

Establish clear, relevant, and high expectations for your students

Provide a basis for accountability for both teachers and students

Promote equity because the standards apply equally to all students

Facilitate effective curriculum and instructional strategies

Establish an objective method of evaluation

The Comprehensive Program Skills inventory includes all skills and competencies a student must attain in order to successfully complete your program

The Comprehensive Program Skills inventory includes all skills and competencies a student must attain in order to successfully complete your program

Use of the inventory by the IEP committee as a guideline for individual programming allows specific measurable goals for each individual student

The Comprehensive Program Skills inventory includes all skills and competencies a student must attain in order to successfully complete your program.

Use of the inventory by the IEP committee as a guideline for individual programming allows specific measurable goals for each individual student.

The IEP may not include every standard on the inventory, but students will have to achieve the same level of competency in each included standard in order to complete the goal.

Must represent reasonable exit points, not just a combination of skills.

Exit Points video

Make a list of all possible exit points for your program

Texas Education Agency mandates that IPI (Intensive Program of Instruction) be documented in the IEP when any special education/CTE student fails a state assessment.

The documentation must include: 1) what remediation the student needs; 2) who will be implementing the remediation; and 3) and the frequency and duration of the service.

Culinary Arts Other Competency Profiles Microsoft Office (Excel)

Content Standards

Performance Standards

Create a Criterion-referenced grading system

Choose two content standards from your program

Establish performance standards for them

Tie these standards to a letter grade