specialized career tech certificate april 9, 2013 karen ruddle, coordinator wvde osp

Specialized Career Tech Certificate

April 9, 2013

Karen Ruddle, Coordinator

WVDE OSP

IWRCIndividual Work Readiness Certificate

Flexible Option

Students with DisabilitiesIn

Career Technical Education

IWRC Pilot Programand Partners

WV Developmental Disabilities CouncilCounties: 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

OccupationalPreparation 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 work-Safety #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.

GUIDELINES FOR SUCCESS

Part 1: Standard Procedures for Coordinating ServicesPart 2: Flexible Options for Students with Disabilities-IWRC

IEP Development

• Assessment• Transition Planning• Present Levels• Goals• Services

Part V: Additional Assessment Data

Assessment Description

Informal career interest interview

Interest in CTE concentration: Building Maintenance and Operations during high school after a CTE shadowing experience and interest interview

Part V: Additional Assessment Data

Assessment Description

ACT Plan 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

Examples

Note: Examples are individual examples and not intended to represent only one student.

It is essential to determine how

each service will be documented prior

to recording on the IEP.

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.

ADDITIONAL INFORMATIONContact Karen Ruddle – kruddle@access.k12.wv.us