10 Hour Induction for SPCs

1. 10 Hour Induction for SPCs Bill Hatch Shannon Baker Thank You Donna Reavis Yadkin County Schools

2. CTE’s Special Populations

3. Basic Agenda 9:00 – 10:15 SPC Prezi and Powerpoint 10:15 Break 10:30 – 11:45 SPC Moodle PLC 11:45 – 12:00 Follow-up

4. Meeting the requirements of Perkins IV is a local responsibility; therefore every county will not choose the same methods of completing this task. http://prezi.com/b3iecmrk7_xf/understanding-and-supporting-cte-special-populations/

5. Information in this PowerPoint is subject to change. Please do not rely on the information included here exclusively. There will be meetings and other information exchanged that will supplement or change items listed here.

6. KNOW THE DIFFERENCE BETWEEN: 1.“Special Populations” is unique to CTE, and specifically defined by Perkins IV. Students must be, or have been, enrolled in Career and Technical Education coursesto be included in Special Populations. 2. “Special Education”, Exceptional Children, or IDEA, provides for free appropriate publiceducation with an IEP designed to meet the needs of a student with a disability that adversely affects their educational performance. 3. “Special Needs” gets used often, but it does not have any legal significance.

7. Who Are Special Populations Individuals? • Those with: • with disabilities – • from economically disadvantaged families, • including foster children • preparing for nontraditional careers • who are single parents, including single • pregnant women • who are displaced homemakers • with Limited English proficiency, and • with academic disadvantages

8. MAJOR FUNCTIONS OF THE SPC • Accountability and Planning • Assessment and Prescription • Coordination with other Service Providers • Monitoring Access, Progress and Success • Outreach and Recruitment • Professional Development • (The complete SPC Job Description and Appraisal System are provided in Appendix materials. )

9. ACCOUNTABILITY & PLANNING Perkins IV specifies that information is provided to students who are potential members of special populations, and their parents,at least one year before the students enter or are of an appropriate age for the grade level in which CTE programs are first generally available. The information needs to be provided, to the extent practicable, in a language and form that the parents and students understand. Note: Include Notice of Nondiscrimination on all printed materials. Include NONTRADITIONAL pictures, etc. on recruitment materials.

10. Accountability & Planning continued….. Set up a “calendar of work” or “plan of work” *Refer to Guidefor a list of month to month SPC responsibilities. *If you “wear more than one hat”, this will help you to prioritize and to also let others know your job duties.

11. What you should be doing in August?Meet with CTE teachers both new and experienced to review expectations and responsibilities concerning students in CTE’s Special Populations Coordination with other Service Providers August

12. After 10 days, begin the identification process. Request the following: • Exceptional Children’s lists • 8th grade EOG level I and II (from guidance) • LEP lists (from authoritative source ESL) • Free and Reduced lunch lists (from Child Nutrition) • Lists of at risk students (from guidance) • Lists of students with excessive absences (from data manager) • Lists of students in foster children program • Lists of 504 students (from 504 Coordinator) • Lists of pregnant students or student parents September

13. From the data collected, set up a spreadsheet or database for each school to use in identification for VEIS(CTE Enrollment Reports) and information for CDPs and CDP+s September

14. September Check information on spreadsheet to be sure that all students have a Course of Study, etc. Make corrections where needed and notify guidance.

15. September Check to make sure that all Occupational COS students are coded correctly. Work with NCWISE coordinators to make corrections. The 5th digit must end in “zero” (72110).

16. Check to make sure that all teachers receive a list of modifications and other IEP, 504, & LEP information. Some EC staff/coordinators do this for you. In some LEAs we have to do it ourselves. September

17. Do you know the difference between Modifications & Accommodations? • MODIFICATION an item that changes the measurement of work in order for the student to succeed in the regular classroom setting. They may be changes in the course curriculum or in the method of testing Some include: • Grading • Abbreviated assignments • Alternative materials • Modified blueprints • Alternative Testing

18. ACCOMMODATION is defined as, a change in a procedure that does not change the measurement of work completed. Some include: • Dictation to a Scribe • Interpreter/Translator, Signs/Cues Test • Keyboarding Devices • Magnification Devices • Reads Test Aloud • Multiple Testing Sessions • Scheduled Extended Time • Testing in a Separate Room • English dictionary

19. Accommodations will not change the curriculum that is tested or how the test is graded. • Stress to your teachers that accommodations and modifications should apply throughout the semester, not just at end of course. • This includes EC, 504, & LEP students that have legal binding documents.

20. Participate on the IEP Team for students enrolled in CTE courses, as needed Coordination with other Service Providers

21. August-September Meet with the Special Educator and develop a yearly plan of Career Technical Education-related activities.

22. September Assist teachers with planning for and implementing classroom and testing modifications. Some SPC may meet with EC teachers to develop a plan of Career Technical Education-related activities for OCS students.

23. Check with teachers to be sure that they are using required modifications. The I.E.P. is the law and cannot be ignored. September

24. NOTE: NC WISE uses the terms VEIS and Workforce Development Education (WDE) in reference to the CTE Enrollment Reports. VEIS, which stands for the Vocational Education Information System, is the name previously used for this data collection process. Collection of enrollment data supports the intentions of the Carl D. Perkins Career and Technical Education Improvement Act of 2006 (Perkins IV), requiring that special populations students be identified to determine if they are receiving mandated services. CTE enrollment data are collected at the end of the third and seventh school months. THE VEIS REPORT

25. October/ November Begin to enter information from the lists requested in August into a spreadsheet or database to be used for updating VEIS information and for CDP+ preparation.

26. Just a Reminder………. Assist teachers with planning for and executing classroom and testing modifications Check with teachers to be sure that they are using required modifications. The I.E.P. is the law and cannot be ignored. Check with teachers to get a list of students who are not succeeding so that intervention can be started. Update CDP+s End of September These things will be done each month

27. ASSESSMENT AND PRESCRIPTION…Job duty #2 The CDP plus is one of the Most Important Elements of Special Populations • ALL SP students should have a CDP+ on file, either electronically or paper file. • File includes such items as: • Interest & Ability Inventories • CDP • IEP/LEP/or 504 plan – this includes modifications • Copies of special brochures, handbooks, parent notes, written in a language the parent & student can understand • Documentation of student progress • News Articles of students accomplishments • Recruitment activities CDP+ is an ongoing process

28. Assessment & Prescription continues….. Coordinate administration of Interest Inventories and Learning Styles (this could be done at another time, but it needs to be done) Late October

29. Outreach & Recruitment …….. Share the vocational assessment data with the Special Educator for use in registering and placing students with disabilities in the most appropriate and least restrictive Career Technical Education program. November

30. December Begin to make arrangements for post tests (accommodations and alternate assessments)

31. Make final changes before VEIS upload November

32. Just another reminder Assist teachers with planning for and executing classroom and testing modifications Check with teachers to be sure that they are using required modifications. The I.E.P. is the law and cannot be ignored. Check with teachers to get a list of students who are not succeeding so that intervention can be started. Update CDP+s These things will be done each month December

33. Post Assessment Time January Make sure that alternate assessments are ready and administered correctly.

34. Assessment & Prescription continues….. Arrange for the administration of posttests for students who require accommodations. January

35. The second semester will be essentially a repeat of the first.

36. DISCRIMINATION, HARASSMENT AND BULLYING Discrimination “Under federal and state law it is illegal to discriminate against someone because of that person's race, color, sex (including pregnancy), national origin, age (40 or older), or disability”. “Harassment” unwelcome verbal or physical conduct… Bullyingis when a student is repeatedly exposed to negative actions on the part of one or more other students. Bullying is now prohibited under state law, and by SBOE policies. Grievance Procedures is a school board approved policy of addressing a claim by a student or parent/guardian, or employee of an alleged violation of a specified law or policy; such as incidents of discrimination, harassment and/or bullying.

37. Both harassment and bullying can have a direct impact on whether Special Populations students enroll in • CTE courses and/or continue in further courses or programs. • Make sure your LEA has a Bullying Policy and students are aware where to report bullying.

38. Monitoring Access, Progress, & Success Do you know where to find your Local Plan & Performance Indicators? See Local Planning Systems site at http://ctelps.dpi.state.nc.us/ Login as “guest” and use password of “guest”

39. Homepage of Local Planning System (PPMS) (Login site)

40. Local Plan continued… Find your LEA on the Map or Drop Box

41. Local Plan continued…Performance Indictors found under “Reports”. Example of Performance Indicator Three – Technical Skill Attainment by Special Populations Categories. 8 CORE Indicators listed on pg. 22 of Handbook

42. Local Plan continued…Performance Indictors found under “Reports”. Example of Performance Indicator Three – Technical Skill Attainment by Program Areas Categories 8 CORE Indicators listed on pg. 22 of Handbook

43. Professional Development Attend CDC/SPC regional meetings Fall & Spring

44. Outreach & Recruitment …….. Assist with student registration and make course recommendations for SP students March

45. Outreach & Recruitment …….. Coordinate Career Technical recruitment activities such as a special career day or classroom activities suited for SP students. April

46. Update or create new brochures for parents of SP students (descriptions of courses and services. Same information as for regular students, easier to read) Note: Include Notice of Nondiscrimination on all printed materials. Include NONTRADITIONAL pictures, etc. on recruitment materials. April

47. Monitoring Access, Progress, & Success Work with the CTE Director to do the annual plan. May

48. Assist with planning and execution of CTE Post Assessment testing for students with modifications as you did first semester. June

49. June Do final updating of CDP+s for the year

50. Attend CTE Summer Conference July Professional Development