Special Populations &
Career and Technical
Education
October 8, 2014
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HOUSTON INDEPENDENT SCHOOL DISTRICT
Agenda: October 8, 2014
 The Big Picture
 Resources for Planning
 Special Education Students in Career &
Technical Education
 English Language Learners in Career &
Technical Education
 Accountability
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The Big Picture
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HOUSTON INDEPENDENT SCHOOL DISTRICT
HISD CTE Reform Goals
1. Ensure equitable access to quality CTE programs for all
students
2. Provide relevant and highly-engaging coursework
3. Increase the number of students graduating with
industry-recognized certificates and relevant work
experience
4. Increase student opportunities to earn college credits
and potentially Associate’s Degrees
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HISD Roadmap to Career Readiness
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Resources for
Planning
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HOUSTON INDEPENDENT SCHOOL DISTRICT
High School Plan
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Resources
Plan Your Path:
http://www.houstonisd.org/planyourpath
Principal’s Resources:
http://www.houstonisd.org/principal
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Resources
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Resources
Virtual Job Shadow
http://www.virtualjobshadow.com/
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Special Education
Students in Career and
Technical Education
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HOUSTON INDEPENDENT SCHOOL DISTRICT
Special Education Transition and CTE
IDEA 2004
 Federal law for special education aligned
w/NCLB
 Emphasis on strengths and data
 Post Secondary Education
 Addresses transition
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Special Education Transition and CTE
Early Transition Planning
 In Texas, state law requires that
“appropriate state transition planning must
begin for a student no later than when the
student reaches 14 years of age”
 This starts at age 12 for students whose
disability falls within the autism spectrum
 Career and Technical Education
(CTE) often plays an important role in the
secondary transition planning process
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Special Education Transition and CTE
Least
Restrictive
Environment
Most
Restrictive
Environment
CTE Pathway
Special Education Courses:
• Career Exploration
• Pre-employment Training
• OJT
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Special Education Transition and CTE
Naviance
• Career Key: Ideal way to assist
students to focus on the future
• Career Clusters: Courses needed to
meet future goals
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Special Education Transition and CTE
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Special Education Transition and CTE
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Special Education Transition and CTE
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Special Education Transition and CTE
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Special Education Transition and CTE
 Collaboration with Transition Coaches
 15 Itinerant Coaches
 Each assigned to Middle Schools and High
Schools
 Emphasis on educating middle school
students, parents, and teachers
regarding career options
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Participation in ARDs
When?
Anytime initial or continued
enrollment in CTE courses
is considered, a CTE representative
must be included as a member of the
student’s ARD committee
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Participation in ARDs
Who?
The CTE representative should be the
teacher of the course being considered.
If the teacher is not able to participate in the
ARD meeting, this representative must be
someone who has full understanding of the
course content, prerequisite skills, equipment
and safety rules, certification and licensure
requirements, related fees, and participation
in related organizations.
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Participation in ARDs
At the ARD/IEP meeting, the Career and Technical
Education teacher should be prepared to:
–
–
–
–
–
–
–
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provide course description
describe program of study (sequence of courses)
review the course competencies
discuss and document any occupational hazards that exist
in the course
discuss the safety test for the course
participate in the discussion to determine the best
placement for the student
determine appropriate modifications and
accommodations
determine which competencies the student will be
accountable for mastering
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Website Information:
Accommodations/Modifications
http://cte.unt.edu
 CTE Website that contains accommodations
manual for CTE and other information
 Log on to this website, click on Teacher Tools, then
Special Populations
http://ctsp.tamu.edu
Career and Technical Special Populations training
and resource center. Provides free, online tools for
working with students with communication and
learning differences
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English Language
Learners in Career and
Technical Education
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HOUSTON INDEPENDENT SCHOOL DISTRICT
ELPS Proficiency Levels: Handout
• Beginning
• Intermediate
• Advanced
• Advanced High/
Transitional
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Beginning and Intermediate Level
Students
• Require a modified
program
• Require an extra reading
course
• May not be able to
understand information
asked of them by content
teachers
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Advanced and Advanced
High/Transitional Students
• Require only the ESL/English
course, however, an extra
Reading/Writing course is
recommended
• Need some additional
accommodations to comprehend
academic discourse and
informational text
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Accountability
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HOUSTON INDEPENDENT SCHOOL DISTRICT
Accountability: Our Responsibilities
District Monitoring
(Performance Based Monitoring: PBM)
School District
Effectiveness is
measured in three
critical areas:
• Student Performance
• Program Effectiveness
• Data Integrity
Using:
• Student assessment
data
• Dropout and
graduation data
• PEIMS data
With these data sources:
• Bilingual Education/ELL
• Career and Technical
Education
• No Child Left Behind-Title 1,
Part A and Migrant
• Special Education
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Accountability: Student
Assessment: Tutorials
 Providing Tutorials to CTE Students
 Pulling Students from CTE classes for
Tutorials
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Accountability: Teacher Certification
Teacher Certification
• To be eligible for CTE weighted funding, the
teacher of record for each CTE course must be a
qualified/certified teacher as defined in 19 Texas
Administrative Code (TAC) Chapter 231
• Teachers who teach a CTE course that counts
towards a student’s graduation requirements must
also meet the core academic ‘Highly Qualified’
requirements as defined by No Child Left Behind
(NCLB)
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Accountability: Campus Bell
Schedule
Campus Bell Schedule
To be eligible for CTE Weighted Funding, the
campus bell schedule must be set so that students
are receiving an average of 45 minutes (minimum) of
contact hours each day for each course (0.5 credit
hours)
0.5 Credits/Semester – 225 min./week, 450 min./2 weeks
1.0 Credits/Semester – 450 min./week, 900 min./2 weeks
1.5 Credits/Semester - 750 min./week, 1500 min./2 weeks
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Accountability: CTE Student
Scheduling
CTE Student Scheduling Considerations
• CTE Participants – no Plan of Study on file or students
take one or more CTE courses in several career
clusters and a clear coherent sequence is not
evident
• CTE Concentrators – take two or more courses
(for three or more credits) in a coherent
sequence and have a signed Plan of Study on file
• Nontraditional Occupations for Males and Females
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Accountability: Student Participation
Coding
Student Participation Coding
Description of Student’s CTE Participation
CTE Indicator
Code
• Not enrolled in a CTE course
0
• Enrolled in one CTE course (participant, 6-12)
1
• CTE Coherent Sequence Taker
(CTE concentrator, 9-12)
2
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Accountability: Career Preparation
and Practicum
Career Preparation and Practicum Courses
•Career Preparation:
Students receive instruction by participating in
occupationally specific classroom instruction and
‘PAID’ training site experiences
•Practicum:
Students receive instruction by participating in
occupationally specific classroom instruction and
either ‘PAID’ or ‘UNPAID’ training site experiences
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Accountability: Scheduling for Career
Preparation and Practicum Courses
Teacher and Student Scheduling for
Career Preparation and Practicum Courses
1.0 Semester Credit Hours – requires the scheduling
of two class periods
1.5 Semester Credit Hours – requires the scheduling
of three class periods
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Accountability: Special Education
Students
Special Education Students
• Coding a special education student with a CTE participation
code of 2 requires that the four-year plan be consistent with the
ARD/IEP developed for the student*
• ARD/IEP meeting attendance is required by a CTE
representative when a SPED student is enrolled in a CTE course
or the ARD/IEP committee is considering placement of the
student in a CTE course*
*TAC 75.1023 -Provisions for Individuals who are Members
of Special Populations
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Accountability: CTED Courses
CTED Courses
•Any CTE course may be taught as a CTED course, but only
students with disabilities in grades 7-12 may enroll in CTED
courses
•CTED courses:
•must be self-contained
•serve only special education students (those who would not
be able to participate in a regular CTE class)
•be taught by a general education certified CTE teacher
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Accountability: When A Student is
Away
 CTE contact hours may NOT be claimed when a student
receiving CTE services is not able to participate in their regular
schedule
When to use the CTE Override in Chancery:
1) When a student is placed in a disciplinary setting for more than
5 consecutive days and the same amount and type of CTE
services are not able to be provided by a CTE teacher
2) When a student in a special education homebound, hospital
class, and/or state supported living center setting is not
receiving the same amount and type of CTE services as he/she
received previously
3) When a Pregnancy Related Services (PRS) student, also being
served in Compensatory Education Home Instruction (CEHI), is
not receiving the same amount and type of CTE services as she
received previously
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Accountability: CTE Budget
CTE Budget
•Campus-Based Fund 143 should be used solely to support the
campus CTE programs
Example expenditures: Salaries for full time CTE teachers, subpay when CTE teachers attend training, consumable welding
supplies, consumable toner for a CTE printer, travel for CTE
students to attend CTE Student Organization (CTSO) in-district
events
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Accountability: CTE Audits
CTE Department will conduct Student Participation
Coding Audits between November 1, 2014 and
December 12, 2014. All identified campus corrections
will need to be completed by December 19, 2014
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Other Resources
• TAC, §75. Curriculum/Commissioner’s Rules Concerning
Provisions for Career and Technical Education
• 2014 -2015 Student Attendance Accounting Handbook
(CTE section – pgs. 159-174)
• HISD School Guidelines, 2014-2015
• HISD Data Quality Manual, 2014-2015
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Contacts
Jennifer Alexander
Manager, Multilingual Programs
Susan Hurta
Sr. Manager for High School , Special Education
Amruta Kulkarni
Manager, Career & Technical Education
Houston Independent School District- 2014
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