Specialized Career Tech
Certificate
April 9, 2013
Karen Ruddle, Coordinator
WVDE OSP
IWRC
Individual Work Readiness Certificate
Flexible Option
Students with Disabilities
In
Career Technical Education
IWRC Pilot Program
and Partners
WV Developmental Disabilities Council
Counties: Kanawha, Mingo,
Monongalia, Nicholas, Wayne
Secondary Transition
• Planning for post secondary living,
education or training, work
• Self determination, self advocacy, disclosure
• Experiences during school in preparation for
post secondary settings
• Agency linkages
• Student and family involvement
• Transition assessment: formal and informal
Occupational
Preparation in School
• Exit to training, continuing education or
work setting
• Occupational interest in technical training
areas
• Interests and preferences of student
match CTE concentration area
• Significant academic deficits prevent
student success in regular CTE
concentration
CTE and SE Collaboration
• Must be a CTE concentration offered
• CTE staff must be involved in the IEP process
• Student and family must understand the
resulting certificate is for an entry level or
helper job, including flexibility option
• Regular consultative support promotes
student success
• Direct supplemental instruction may be
needed-KeyTrain or WIN
• Other staff may be involved
Skill Sets
• CTE identified skill sets for entry level workSafety #1
• WorkKeys assessment score requirements
at Level 3 (WorkKeys Levels)
• Special education support for skill building
using KeyTrain or WIN to prepare for
WorkKeys
• Flexibility to accommodate highly successful
students or low achieving students
CTE Completer Requirements
• Level 3 - WorkKeys
• Performance Assessment
–Presentation
–Resume
–Interview
Potential Student
• Current CTE concentration
student with a disability
• Student goal to enter workforce
with skills in a current CTE
concentration
• Characteristics…
Student Characteristics
• Standard diploma
• Skilled pathway/CTE occupational focus
• Significant academic deficits - 3+ years
and poor performance despite
supports
• Post high school work goal
• Excellent attendance
• Motivated
• Understands outcome goals
Self Determination
• Participates actively in the IEP
process – has a role
• Visits program and interacts with
instructor
• Knowledgeable of IWRC program
outcomes
Career Tech Ed Site
The second tab in
the document
lists all Content
Skill Sets for the
courses in the
concentration.
These scroll from
course to course,
so be sure to
identify the
correct course to
view.
Part 1: Standard Procedures for Coordinating Services
Part 2: Flexible Options for Students with Disabilities-IWRC
GUIDELINES FOR SUCCESS
IEP Development
• Assessment
• Transition Planning
• Present Levels
• Goals
• Services
Part V: Additional Assessment Data
Assessment
Description
Informal
Interest in CTE concentration: Building
career interest Maintenance and Operations during high
interview
school after a CTE shadowing experience
and interest interview
Part V: Additional Assessment Data
Assessment
ACT Plan
Description
PLAN Benchmark scores below
readiness for college; World of work:
Working with data and people; Jobs:
Customs inspector, Security guard,
Childcare worker, Host/hostess,
Telemarketer
Part V: Additional Assessment Data
Assessment
Description
ACT EXPLORE
Estimated PLAN composite score range is below
16, with lowest in English; Areas to improve
scores: English-organization, sentence structure;
World of work: Working with things-Ag/forestry
and Construction/Maint; Jobs: drywall installer,
Firefighter, Insulation worker, Roofer,
Greenhouse worker, Animal caretaker
Part V: Additional Assessment Data
Assessment
Description
O*Net
Interest
Profiler
Interests: Investigative, Enterprising,
Conventional; Job zone 1-little/no
preparation needed; Jobs: Counter/rental
clerk, Sales or warehouse stock clerk,
Cashier, Food preparation and serving,
Agricultural product grader/sorter
Part V: Additional Assessment Data
Assessment
Description
TAP-Talent
Assessment
Program
Highest: Fine motor, attention to detail,
color sort; Lowest: Tactile sort; Jobs:
Meat packer, Tire repairer/changer,
Usher/Ticket taker/Lobby attendant
Part VI: Transition Assessments
Examples:
•
•
•
•
•
Informal career interest interview
ACT Plan
ACT EXPLORE
O*Net Interest Profiler
TAP-Talent Assessment Program
IEP Development
• Assessment
• Transition Planning
• Present Levels
• Goals
• Services
Part VI: Transition Planning
Part VI: Transition Planning
Part VII: Present Levels …
Example:
Pat’s career interest is to get a masonry job with the
family business right after high school. He plans to
begin as a tender and move up as he develops
needed skills. Since his reading and math scores are
more than 3 years below grade level, he may not be
able to earn his CTE certificate by graduation, but
may select the IWRC program to earn a standard
diploma.
Note: This is one part of a Present Levels statement
Part VII: Present Levels …
Example continued:
Pat will need to be able to solve problems using
volume formulas both in HS Math II and for his
stated occupation. He also needs to learn to use a
calculator to be able to accurately figure volume
in order to minimize waste.
Note: This is one part of a Present Levels statement
Example
Part VI: Transition Planning
Part VI: Transition Planning
Part VII: Present Levels …
Example:
Stevie is in the skilled pathway and wants to earn a CTE
certificate in Administrative Support, but currently lacks
math and writing skills to be successful in required
computer applications courses. She also needs to be able
to complete editing and proofing assignments or use
resources to correct mistakes of others. Possible
enrollment in the IWRC program will allow her to enter the
workforce with entry level skills for this occupational area.
Note: This is one part of a Present Levels statement
Part VII: Present Levels …
Example continued:
Stevie needs to develop work readiness skills that
are also needed for academic success, including
organization, effective interpersonal
communication and prompt task completion.
Note: This is one part of a Present Levels statement
Example
Example
Part VI: Transition Planning
Part VI: Transition Planning
Part VII: Present Levels …
Example:
Max is interested in working at a state park as a park
manager, but ACT PLAN and WESTEST2 results indicate he
is not on track to be ready for college, which is needed for
a manager. He is considering entering the workforce, first
as a park guide and maintenance staff person while
continuing to improve his academic skills. He is interested
in earning the IWRC, then working and attending school
after graduation.
Note: This is one part of a Present Levels statement
Part VII: Present Levels …
Example continued:
Exploring a wider array of jobs in natural
resources/forestry is recommended. Max needs to
continue to develop grade level academic skills and
explore requirements for the array of occupations of
interest to be ready for and to select appropriate
post school education or training programs that he is
willing to pursue.
Note: This is one part of a Present Levels statement
Example
IEP Development
• Assessment
• Transition Planning
• Present Levels
• Goals
• Services
It is essential to
determine how
each service will be
documented prior
to recording
on the IEP.
Note: Examples are individual examples and
not intended to represent only one student.
Examples
Examples
Note: Examples are individual examples and
not intended to represent only one student.
Example
Note: Examples are individual examples and
not intended to represent only one student.
Contact Karen Ruddle – kruddle@access.k12.wv.us
ADDITIONAL INFORMATION