CTE/SpEd Resource Guide

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CTE/SpEd Resource Guide
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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.

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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.

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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)

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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/

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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
  students interest, ability level, maturity
  level, and ability to pass a safety test if the
  course involves a lab/shop component.

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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.

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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.

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Development of the IEP

• When developing the IEP for a high school
  student, career and technical courses may be
  considered as part of the students 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.

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Factors to be considered in IEP development.

• What is the interest of the student?
• What are the students plans after graduation?
• What are the students career goals?

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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.

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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.

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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 program area in career and technical
  education. http//tennessee.gov/education/cte/

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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 students IEP.
• The IEP team should then determine the
  modifications that should be made for the student
  based on the competencies identified in the IEP.

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Teacher access to the IEP

• If your school system is using Easy IEP, career
  and technical education instructors can gain
  access to a students 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.

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Other sections

• Frequently Asked Questions
• Glossary/Terms
• Website resources
• Safety Test Accommodations/Modifications
• CTE Course Accommodations/Modifications