Goose Creek CISD
Special Education
2012 - 2013
Districtwide Staff Development Conference
February 15, 2013
Transition Assessment and
Evaluations
At the end of this session, the learner will:
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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.
DISTRICT NONNEGOTIABLES FOR
CTE
College & Career
Planning
Academic
Integration
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.
IDEA
IEP not ARD
14 not 16
1.
2.
3.
4.
5.
6.
7.
8.
9.
Integrate academics with CTE programs using a coherent
sequence of courses
Link CTE at the secondary and postsecondary levels.
Provide students with strong experience in and understanding
of all aspects of an industry.
Develop, improve, or expand the use of technology in CTE
programs.
Provide professional development programs to teachers, faculty,
administrators, and career guidance and academic counselors
who are involved in integrating CTE programs.
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.
Initiate, improve, expand, and modernize quality CTE
programs, including relevant technology.
Provide services and activities that are of sufficient size, scope,
and quality to be effective.
Provide activities to prepare special populations for high-skill,
high-wage, or high-demand occupations that will lead to selfsufficiency.
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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
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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.
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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 postsecondary goals.
After high school graduation, Within 6 months
of graduation from high school, etc. …
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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.
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Damien will work for at least one year as a
trainee veterinary technician in order to gain
relevant employment experience.
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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.
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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
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Informal
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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
N
A
V
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N
C
E
21
N
A
V
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N
C
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22
N
A
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N
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24
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
Campus
(Please write or print neatly)
Student ID #
_________________________
Contact Phone Number(s):
□RSS
Current (2011-12) Grade Level :
2012-13 Grade Level:
□9th □10th □11th
□9th □10th □11th
Student Name, Last
___________________________
STUDENT CELL: ______________________________________________
□12th
Student Name, First
___________________________
□12th
Student Name, Middle
___________________________
E-mail:
____________________________ @ ____________________. ____________
_________________________________________________________________________________________________
STREET
CITY
COURSE (Select one):
ZIP CODE
HOSPITALITY:
□ Art of Baking (REL, RSS) (10th – 12th)
□ Principles of Culinary Arts (GCM) (10th – 12th)
EDUCATION
□ Ready, Set, Teach!(11th, 12th)
□ Ready, Set, Teach!, Advanced (12th)
1ST
YEAR
SEE COURSE DESCRIPTION GUIDE FOR REQUIREMENTS
HUMAN SERVICES:
□ Introduction to Cosmetology (10th, 11th, 12th)
□Cosmetology (11th, 12th)
□Cosmetology, Advanced (12th)
CAREER PREPARATION:
□ Career Preparation (11th, 12th)
□ Career Preparation, Advanced (12th)
HEALTH SCIENCE
□ Health Science (11th, 12th)
□ Practicum in Health Science
□REL
___________________________________________________________
HOME: ________________________________________________________
Mailing Address:
□PEH
□GCM
Counselor:
POINTS
9th 3
10TH: 5
11TH: 10
12TH: 5
2ND YEAR
COURSE APPLICATIONS
HOME CAMPUS INFORMATION:
POINTS
10th 3
11TH: 5
12TH: 10
(12th)
5
3
0
POINTS
□ Yes
□ Maybe
□ No
+______
POINTS:
1ST Year Applicants, do you plan to take the Advanced course your senior year?
Do you plan to pursue a post-secondary education in the career pathway of the
□ Yes
□ Maybe
□ No
course you chose?
Do you plan to pursue a career in the career pathway of the course you chose?
□ Maybe
□ Yes
□ 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
UNEXCUSED ABSENCES THRU
3/31/12
DATE
5 pt:
0-3
DISCIPLINE PLACEMENTS THRU 3/31/12
3 pt: 4-7
1 pt: 8-11
(subtract 1 pt. per day)
0 pt: 12+
# 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
TIPS FOR SCHEDULING STUDENTS
Career Cluster
Agriculture,
Food, and
Natural
Resources
General Description
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.
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Considerations
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?
Job Considerations
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
GCCISD Classes
 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
COURSE
COMPETENCIES
Human Services
09750
Cosmetology
3 credits
Grades 11 -12
Recommended Prerequisite:
st
Fee (due 1 day of class):
09751
Introduction to Cosmetology
$525.00 (kit, lab fee, study guide)
nd
(due by end of 2 week or student will be removed from
class)
Cosmetology, Advanced – Meets 7th, 8th, & 9th Periods until 5:00 each day
3 credits
Grades 12
Required Prerequisites:
st
Fee (due 1 day of class):
Cosmetology
$105.00 (kit and lab fee)
$41.13 (Milady Exam Review Guide)
nd
(due by end of 2 week or student will be removed from
class)
$133 (state exam: $55-written / $78-practical)
Licensing Fees (reimbursable upon
successful completion of exams,
submission of all receipts, and copy of
license certification):
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

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
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
Campus
(Please write or print neatly)
Student ID #
_________________________
Contact Phone Number(s):
□RSS
Current (2011-12) Grade Level :
2012-13 Grade Level:
□9th □10th □11th
□9th □10th □11th
Student Name, Last
___________________________
STUDENT CELL: ______________________________________________
□12th
Student Name, First
___________________________
□12th
Student Name, Middle
___________________________
E-mail:
____________________________ @ ____________________. ____________
_________________________________________________________________________________________________
STREET
CITY
COURSE (Select one):
ZIP CODE
HOSPITALITY:
□ Art of Baking (REL, RSS) (10th – 12th)
□ Principles of Culinary Arts (GCM) (10th – 12th)
EDUCATION
□ Ready, Set, Teach!(11th, 12th)
□ Ready, Set, Teach!, Advanced (12th)
1ST
YEAR
SEE COURSE DESCRIPTION GUIDE FOR REQUIREMENTS
HUMAN SERVICES:
□ Introduction to Cosmetology (10th, 11th, 12th)
□Cosmetology (11th, 12th)
□Cosmetology, Advanced (12th)
CAREER PREPARATION:
□ Career Preparation (11th, 12th)
□ Career Preparation, Advanced (12th)
HEALTH SCIENCE
□ Health Science (11th, 12th)
□ Practicum in Health Science
□REL
___________________________________________________________
HOME: ________________________________________________________
Mailing Address:
□PEH
□GCM
Counselor:
POINTS
9th 3
10TH: 5
11TH: 10
12TH: 5
2ND YEAR
COURSE APPLICATIONS
HOME CAMPUS INFORMATION:
POINTS
10th 3
11TH: 5
12TH: 10
(12th)
5
3
0
POINTS
□ Yes
□ Maybe
□ No
+______
POINTS:
1ST Year Applicants, do you plan to take the Advanced course your senior year?
Do you plan to pursue a post-secondary education in the career pathway of the
□ Yes
□ Maybe
□ No
course you chose?
Do you plan to pursue a career in the career pathway of the course you chose?
□ Maybe
□ Yes
□ 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
UNEXCUSED ABSENCES THRU
3/31/12
DATE
5 pt:
0-3
DISCIPLINE PLACEMENTS THRU 3/31/12
3 pt: 4-7
1 pt: 8-11
(subtract 1 pt. per day)
0 pt: 12+
# of days: ______
+______
(-____)
Total Points: _______________
300 YMCA DRIVE ∙BAYTOWN, TEXAS 77521
281-420-4550
fax 281-420-4553

District Examples
CUSTOMIZED
ACHIEVE PLANS
SUGGESTED COURSE SEQUENCES
Transportation, Distribution &
Logistics
SUGGESTED SEQUENCE OF COURSES FOR
TRANSPORTATION, DISTRIBUTION & LOGISTICS
8th Grade
Introductionto
Trapnsportation
Careers
9th Grade
Small Engine
Technology and
ATV Repair
10th Grade
11th Grade
12th Grade
Automotive
Technology
Advanced
Automotive
Technology
Practicum in
Transportation
Careers
Collision Repair &
Refinishing
Advanced
Collision Repair &
Refinishing
Practicum in
Transportation
Careers
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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



Explanation
Examples

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
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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.
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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 ?
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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?
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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
NOT
Norm-referenced – measures relative
performance compared to other students

Implementing Performance Assessment in the
Classroom
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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.
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
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