Pursuit of Equity:

Teacher Preparation for the Inclusion of

Students With Disabilities in

Career and Technical Education

October 25, 2018

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Work-Based Learning Webinar Series

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Pursuit of Equity: Leveraging Career and Technical Education for

Students With Disabilities (May 10, 2018)

Pursuit of Equity: Aligning Transition Planning From the State, District,

and School Levels (June 28, 2018)

Pursuit of Equity: Maximizing Postsecondary Outcomes for Students With

Disabilities Through Systems Alignment (July 19, 2018)

Pursuit of Equity: Teacher Preparation for Inclusion of Students With

Disabilities (October 2018)

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What Is the CCRS Center?

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Who? What? How?

State education

agencies (SEAs) and

local education

agencies (LEAs)

Build SEA and LEA

capacity to implement

college and career

readiness (CCR)

policies

Provide technical

assistance, including

targeted and intensive

support

www.ccrscenter.org CCRSCenter@air.org

Engaging With Us

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Postevent feedback

survey

Recorded webinarhttp://www.ccrscenter.org/produ

cts-resources/ccrs-center-

webinars-events

▪ Welcome and Introduction

▪ Students With Disabilities, Teacher Pipelines, and Postsecondary Readiness: Why Does This

Matter?

▪ Panel Discussion: Perspectives From the Field

• Washington State

• Georgia

• Minnesota

▪ Participant Question and Answers

▪ Overall Reflections, Themes, and Recommendations

▪ Additional Question and Answers

▪ Wrap-Up

Agenda

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▪ Tessie Bailey, PhD, Principal Technical Assistance Consultant, American Institutes for Research (AIR), Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center, National Center for Systemic Improvement (NCSI)

▪ Roddy Theobald, PhD, Senior Researcher, AIR, National Center for Analysis of Longitudinal Data in Education Research (CALDER)

▪ Kimberlee Bartel, PhD, Professor, Central Washington University, College of Education and Professional Studies

▪ Scott Chafin, Program Manager, CTAE, Georgia Department of Education

▪ Paula Poulicek, Special Populations Program Specialist, CTAE, Georgia Department of Education

▪ Troy Haugen, CTE Coordinator, Lakes Country Service Cooperative, Minnesota Department of Education

▪ Lynn Holdheide, Managing TA Consultant, AIR, Center for Great Teachers and Leaders, AIR, Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center

▪ Moderator: GeMar Neloms, Senior Technical Assistance Consultant, AIR, CCRS Center

Today’s Presenters

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Students With Disabilities (SWDs),

Teacher Pipelines, and Postsecondary

Readiness: Why Does This Matter?

October 25, 2018

7

Why CTE for SWDs?

8

Source: Adams, 2016; Hehir, Dougherty, & Grindal, 2013; Theobald, Goldhaber, Gratz, & Holden, 2018; Wagner et al., 1993, 2015, 2017; Wagner, 1991.

20%more likely to be

employed

after graduation

Increased

postsecondary

education

engagement,

even when taking

remedial academic

(ES = .47 to .53)

Increased

community

participation

Increased

attendance

2.6percentage

point lower

dropout rate

Supports high-quality

individualized education

program transition plan

development

▪ CTE programs do not provide needed supports.

▪ CTE teacher training is inadequate.

▪ There is a lack of collaboration within and across state and local education

agencies.

Reported Challenges to CTE for SWDs

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Source: NCSER & NCER, 2017.

▪ Thirty-four states reported shortages of CTE teachers in 2016–17 (U.S. Department of Education, 2016).

▪ Temporary or emergency teaching licenses are a common solution to this problem in CTE (Bonsu et al., 2013).• For example, in Washington State, over half of all teachers teaching CTE courses in the state are

teaching with a conditional or probationary certification.

• For comparison, less than 1% of all teachers in “core academic classes” have a temporary certification.

▪ Among teachers with traditional teaching credentials, CTE teachers often have different potential pathways to licensure (Zirkle et al., 2007).• In Washington, CTE teachers are not required to have a bachelor’s degree; instead, they can receive a

teaching credential through the state’s “Business & Industry route” on the basis of prior employment.

CTE Teacher Labor Market

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▪ Teachers are the most important schooling factor influencing student outcomes

(e.g., Rivkin et al., 2005).

▪ High-quality teachers disproportionately impact some outcomes (e.g., 2-year

college attendance) for SWDs (Theobald et al., 2018).

▪ Anecdotal evidence suggests lack of formal training for some CTE teachers

could also disproportionately impact SWDs.

• Harvey (2000): CTE teachers feel less confident and effective in teaching SWD relative to the

perceptions of their administrators.

• Haber and Sutherland (2008): “Newly hired secondary CTE instructors are often surprised by the rate at

which students with disabilities enroll in their classroom (p. 4).”

Potential Implications for SWDs

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12

Today’s Panelists

Kimberlee Bartel, PhDWashington

Troy HaugenMinnesota

Paula Poulicek, Scott ChafinGeorgia

Lynn HoldheideAIR

Central Washington University (CWU)

CTE Certification Pathways

Kim Bartel, PhD

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CWU CTE Certification: Traditional Route (Plan 1)

• University based

• Traditional undergraduate studies that lead to a bachelor’s degree

• Course work (66–68 credits) • CTE subject matter

• Business, marketing, information technology• Family and consumer sciences• Technology Education• CTE pedagogy and curriculum development

• Professional education program (50 credits)• General pedagogy – Methods, curriculum development, classroom management,

multicultural education• Field experience – Classroom observations and student teaching

• Related work experience: 2,000 Hours

• Certified to teach all CTE related courses

CWU CTE Certification: Business & Industry Route (Plan 2 Alternative)• CTE program based

• One- or two-year program that leads to CTE certification• Certificate based, not degree granting• Classes meet one Saturday per month during academic year along with practicum requirements

• Year 1• For noncertified candidates coming from business and industry• Bachelor’s degree is not required• Year 1 program covers basic pedagogy: methods, classroom management, etc.

• Year 2• CTE focused coursework: Leadership, school-to-work, CTE regulations• Completed by Year 1 candidates AND previously certified non-CTE teachers

• Summer Intensive• Five days, face-to-face, 8 am to 5 pm• Four weeks online

• Related work experience: 6,000 hours

• Certified to teach only CTE courses specific to work experience (V-Code)

Preparation to Serve SWDs• Traditional university route

• Required Courses• Students With Exceptionalities

• Educating Linguistically Diverse Students

• CTE School to Work, 1 Unit: Students from Special Populations

• EdTPA (Stanford, Teacher Performance Assessment) • Artifacts and teaching demonstrations required for successful student teaching

• PLANNING RUBRIC 2: Planning to Support Varied Student Learning Needs

• PLANNING RUBRIC 4: Identifying and Supporting Language Demands

• Business and Industry Route• School Law and Issues Related to Abuse

• History & Philosophy of CTE: Includes Students from Special Populations

Georgia CTAE

Paula Poulicek, Program Specialist-Special Populations

Scott Chafin, Program Manager

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Georgia CTAE: Program Description and Focus Overview

CTAE courses prepare Georgia’s students for their next step after high school—university, technical college, entering the workforce, registered apprenticeships, or military service. Georgia CTAE pathway course offerings, and the new Educating Georgia’s Future Workforce initiative, leverage partnerships with industry and higher education to ensure students have the skills they need to thrive in the workforce. CTAE offers students more than 130 career pathways within the 17 Georgia Career Clusters.

CTAE Focus Areas• CTAE teacher certification guidance and resources• Curriculum direction and resources for CTAE teachers• CTAE teacher professional learning and support opportunities and resources• CTAE teacher externships with stipends• Career and Technical Student Organizations (CTSO) coordinator and funding for CTSO operations• Extended-day funding opportunities for CTAE teachers• Funding for You Science career interest/aptitude assessments• Technical skill attainment credentialing opportunities• CTAE program area devoted to special populations—special education and at risk• Strong collaboration among CTAE, special education, and Georgia Vocational Rehabilitation Agency to support students

with special needs • Strong focus on special populations in Office for Civil Rights reviews

In Georgia

Lack of CTAE Teacher Preparation Impacts• Teacher recruitment• Teacher retention• Graduation rate• Student overall knowledge and preparedness for postsecondary education/career• Perception of CTAE• Inclusion and success rates of special populationsTraditional and nontraditional routes to CTAE teacher certification• GA TAPP (requires a course in teaching students with special needs) • New Teacher Institutes at University of Georgia, Georgia State University, and Valdosta State University (all require a course in

teaching students with special needs) • CTAE Charter Waiver EquivalentSupports for new CTAE teachers• CTAE New Teacher Conference—includes sessions on differentiation and teaching special populations• CTAE Resource Network—professional development workshops• GACTE—professional learning summer conference• LEAD CTAE• CTI/CCAE training and internship for working with special populations in CTAE classes/labs

Career and Technical Instruction

Program Overview

• A specialized intervention service designed to support high school students with disabilities enrolled in CTAE classes with the primary goals of providing learning supports in the CTAE environment, instruction, and opportunities that result in attainment of

• entry level job skills, • self-advocacy skills, and• transition skills.

• Program provides collaboration and support to CTAE teachers for most effective instruction of CTI students in CTAE classes.

• Georgia is the only state that designates a CTSO specifically for students with disabilities to support transition into the CTSOassociated with their career pathway.

• Georgia CTI provides multiple conferences, leadership, and competition activities throughout the year for CTI students.

• All CTI CTSO activities are intentionally designed to provide opportunities for students with disabilities to learn and practice a variety of employability skills, career pathway skills, leadership, and self-advocacy skills.

CTI Coordinator Preparation and Training

• CTI coordinators all hold valid certification in special education.

• Complete 100 hours of specialized training and a yearlong internship

Minnesota Lakes Country Service

Cooperative

Troy Haugen, CTE Coordinator

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Minnesota

CTE License # of Initial Licenses Issued

FTE Special Permissions

Teacher Coordinator of Work-Based Learning+=

46 38.45

Construction Careers=Industrial Arts*+

2

0

38.71

0

Manufacturing Careers*+

0 20.97

Medical Careers*+ 1 21.47

Transportation Careers+=

0 19.49

26%

20%

9%

45%

West Central MN CTE Teachersanticipated years to retirement.

1-5

6-10

11-15

more than 15

Percentage of Students of Color

(SOC) versus Percentage of

Teachers of Color (TOC) in west central

MN by school year. Source: Minnes

ota Department of Education’s 2017

Report of Teacher Supply & Demand in

Minnesota’s Public Schools.

Minnesota

• Revision of Minnesota Statute 122A.2451 in 2017 took effect on July 1, 2018.

• Allows for school district, chartered schools, or education-related nonprofits to offer teacher preparation.

• Lakes Country Service Cooperative became the first alternative teacher preparation unit under statute.

• LCSC seeking approval for CTE licenses:• Work-based learning, CTE Core, Construction Careers, Manufacturing Careers,

Transportation Careers & Medical Careers

Minnesota

• Micro-credentials• Competency based: Requires

evidence of application related to a discrete skill

• On-demand: Educators can complete on their own time.

• Personalized: Choice• Shareable: Signals their

competence to a larger audience

Participant Question and Answers

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Today’s Panelists

Kimberlee Bartel, PhDWashington

Troy HaugenMinnesota

Paula Poulicek, Scott ChafinGeorgia

Lynn HoldheideAIR

Overall Reflections, Themes, and

Recommendations

Lynn Holdheide, AIR

Collaboration for Effective Educator Development, Accountability and Reform (CEEDAR) Center

Center on Great Teachers and Leaders (GTL Center)

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Additional Question and Answers

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▪ Data on secondary and postsecondary education

participation and employment outcomes

▪ CCR strategies to support postsecondary education

and career opportunities

▪ Provisions under ESSA and IDEA that support CCR

▪ Examples of effective practices

▪ Guidance for state leaders

CCRS Center Ask the Team Brief

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Links to Resources▪ CCRS Center, www.ccrscenter.org

▪ CEEDAR Center, http://ceedar.education.ufl.edu/

▪ GTL Center, https://www.gtlcenter.org/

▪ Career and Technical Education, Inclusion, and Postsecondary Outcomes for Students With Disabilities,

https://caldercenter.org/publications/career-and-technical-education-inclusion-and-postsecondary-

outcomes-students

▪ Why Is Career and Technical Education (CTE) Important for Employment Success for Students With

Disabilities? (infographic), https://ccrscenter.org/sites/default/files/CTE_SWD_Infographic.pdf

▪ How ESSA and IDEA Can Support College and Career Readiness for Students With Disabilities,

https://ccrscenter.org/products-resources/how-essa-and-idea-can-support-college-and-career-readiness-

students-disabilities

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Links to Resources▪ Evidence-Based Transition Planning and Services Course Enhancement Module,

http://ceedar.education.ufl.edu/cems/transition/

▪ High-Leverage Practices Resources, http://ceedar.education.ufl.edu/high-leverage-practices/

▪ Career and Technical Education, Inclusion, and Postsecondary Outcomes for Students With Learning

Disabilities, http://journals.sagepub.com/doi/abs/10.1177/0022219418775121

▪ Career and Technical Education for Students With Disabilities (policy brief), http://caldercouncil.org/career-

and-technical-education-for-students-with-disabilities/#.W8TSjntKhyw

▪ Professional Qualifications and ESSA In-Field Reports, http://www.gadoe.org/School-

Improvement/Teacher-and-Leader-Effectiveness/Pages/Professional-Qualifications-(PQ).aspx

▪ Georgia Strategic Plan, http://www.gadoe.org/Curriculum-Instruction-and-

Assessment/CTAE/Documents/CTAE-Strategic-Plan.PDF

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Wrap-Up

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Adams. D. (2016). The CTE achievement gap: CTE students are 15.5% more likely to graduate high school.

Portland: Oregon Department of Education.

Bonsu, P., Bowman, N., Francis, C. D., Larsen, E., & Polar, R. (2013). Career and technical education

teacher licensure requirements: 50 states and the District of Columbia. Chicago, IL: Midwest

Comprehensive Center.

Haber, G. & Sutherland, L. (2008). The four A’s of managing the placement and service of students with

disabilities in the CTE classroom. Journal for Vocational Special Needs Education, 30(1), 4-8.

Harvey, M. (2000). How do vocational educators fare in working with students with special needs:

Perceptions from the field. The Journal for Vocational Special Needs Educators, 22(3), 25-37.

Hehir, T., Dougherty, S., & Grindal, T. (2013). Students with disabilities in Massachusetts career and

technical education programs. Boston, MA: Report commissioned by the Massachusetts Department of

Elementary and Secondary Education.

References

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National Center for Special Education Research & National Center for Education Research. (2017).

Technical Working Group on Career and Technical Education meeting. Washington, DC: Judie Ahn,

Rose Li, and Associates, Inc. under funding from National Center for Special Education Research,

Institute of Education Sciences, U.S. Department of Education.

Rivkin, S., Hanushek, E., Kain, J. (2005). Teachers, Schools, and Academic Achievement. Econometrica,

73(2), 417-458.

Theobald, T., Goldhaber, D., Gratz, T., & Holden, K. (2018). High school English language arts teacher for

students with and without disabilities. Washington, DC: National Center for Analysis of Longitudinal Data

in Education Research.

U.S. Department of Education. (2016). Teacher Shortage Areas Nationwide Listing 1990-1991 through 2016-

2017. U.S. Department of Education.

References

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Wagner, M., Blackorby, J., Cameto, R., & Newman, L. (1993). What makes a difference? Influences on

postschool outcomes of youth with disabilities. The third comprehensive report from the National

Longitudinal Transition Study. Menlo Park, CA: SRI International.

Wagner, M. M., Newman, L.A., & Javitz, H. S. (2015). The benefits of high school career and technical

education (CTE) for youth with learning disabilities. Journal of Learning Disabilities, 49(6) 658–670.

Wagner, M., Newman, L., & Javits, H. S. (2017). Vocational education course taking and post-high school

employment of youth with emotional disturbances. Career Development and Transition for Exceptional

Individuals, 40(1), 132-143.

Wagner, M. (1991). Sticking it out: Secondary school completion. In M. Wagner, L. Newman, & R. D’Amico

(Eds.), Youth with disabilities: How are they doing? (pp. 5-1–5-33). Menlo Park, CA: SRI International.

References

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