CTE/SpEd Resource Guide

1. CTE/SpEd Resource Guide

2. Description of Career and Technical Education • Career and technical education courses are electives available to all students at the high school level. • The purpose of these courses is to provide students with training so they may enter the workforce immediately following high school or pursue further training at a technical or community college. • Students may also earn a four-year degree from a college or university related to training received in a technical program.

3. Description of Career and Technical Education Continued • Work-based learning activities may be available to all students. This gives the student an opportunity to apply theories and skills learned in the classroom to an actual job situation.

4. Description of Career and Technical Education Continued • Special needs students would select areas of career interest in the same way that all other students do. Some may already have selected one. • Additionally, school counselors are knowledgeable about career assessment tools available from the Department of Education. These same tools are appropriate for use with students who have special educational needs. (i.e., KUDER, ACRN, TCIDS, PATHWAYS,ERIC)

5. Description of Career and Technical Education Continued • Career and technical education has approximately 70 state approved programs of study within the 16 Career Clusters. • Information on CTE Career Clusters, programs of study, and CTE courses is available on the Department of Education website: http://tennessee.gov/education/cte/

6. Description of Special Education • Students who enroll in Career and Technical Education courses are eligible for the same services as those provided in any other classroom. • The IEP team determines modifications to be made for these classes in the same way they are determined for other classes. • Special consideration should be given to the student’s interest, ability level, maturity level, and ability to pass a safety test if the course involves a lab/shop component.

7. Description of Special Education Continued • Accommodations might include extended time, having material read, oral testing, etc. • Additional suggestions for accommodations are offered in the guide.

8. Description of Special Education Continued • If the students are working toward attainment of a regular high school diploma, they must pass the Gateway Exam in the areas of English II, Biology I, and Algebra I. • If students do not pass all three exams, they will be eligible to receive a special education diploma if they meet the requirements of their IEP.

9. Development of the IEP: • When developing the IEP for a high school student, career and technical courses may be considered as part of the student’s education plan. • These courses can provide knowledge and skills to enter the workforce or pursue postsecondary training or education. • In order to receive maximum benefit from the program of study, students should become concentrators. • A concentrator is a secondary student who earns 3 or more CTE credits in a single program area or 2 credits if the state and/or local eligible recipients recognize 2 course sequences. • Appropriate placement for the student is very important to ensure both success and satisfaction of the student in the program.

10. Factors to be considered in IEP development. • What is the interest of the student? • What are the student’s plans after graduation? • What are the student’s career goals?

11. Additional factors to be considered • What is the ability level of the student? • Career and technical education courses involve both hands-on activities and a certain level of reading, math and technology. These may be found in the course competencies. • Consideration should also be given to all students’ level of maturity with regard to safety issues. Students are required to pass a safety test before working and using tools in a lab/shop area.

12. Safety Considerations • The IEP team should choose the most appropriate program for the student insuring that the student is not only able to master the safety test but is also able to participate in the class without compromising the safety of the student and other class members. • The safety test can be read to students but they must understand the questions and answer correctly. 100% mastery of safety test is required for all students.

13. More on IEP development: • A member of the IEP team (career and technical instructor, school counselor, special education teacher) should be able to adequately describe the course that is being considered for the student. • Course description should include an overview of what the course is about and the competencies that are taught in the course. • Course competencies can be found on the State Department of Education web page under the respective programarea in career and technical education. http://tennessee.gov/education/cte/

14. The IEP continued: • Once the course is determined, the IEP team should look at the competencies listed for the course and determine which competencies will be included in the student’s IEP. • The IEP team should then determine the modifications that should be made for the student based on the competencies identified in the IEP.

15. Teacher access to the IEP: • If your school system is using Easy IEP, career and technical education instructors can gain access to a student’s IEP. This enables the teacher to read the information included through the “Read Only” link. • If you are not part of the IEP team you should receive a copy of any modifications for which you are responsible.

16. Other sections • Frequently Asked Questions • Glossary/Terms • Website resources • Safety Test Accommodations/Modifications • CTE Course Accommodations/Modifications