This NTACT CBVI content session helps state interdisciplinary teams examinine their levels of coordination and collaboration across department and agency partners to: 1) implement high quality transition programs and services; 2) deliver Pre-Employment Transition Services (Pre-ETS); and, 3) ensure students with disabilities have access to and can persist in career and technical education (CTE) programs and curricula.
Watch the State2State Sharing: CTE Coordinating Services
Watch the State2State Sharing: CTE Implementing EBPs
Presenters: Ruth Allison, NTACT at TransCen, Inc., Charlotte Alverson, NTACT at University of Oregon, Melissa Diehl, WINTAC at George Washington University, Caroline MaGee, NTACT at University of Oregon
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Thank you for the great resources!
You’re welcome, Liz!
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AdvanceCTE, a professional organization for state CTE personnel, has released a blog on multiple topics related to providing CTE services during Covid-19. Here is one blog statement that is specifically focused on Work-based Learning Opportunities that I thought may be of interest: http://blog.careertech.org/?p=16653
Thanks, Deanne. Great information here –also includes some direct links to state and local examples of career awareness and exploration experiences being provided to learners through video platforms.
Could someone please share their strategies for moving across the spectrum of collaboration? For example, moving from just co-existing to sharing information and coordinating services. Or from coordinating services to fully integrate programs, planning, and funding?
This is almost exactly the question I heard from a state today. Please do share – and plan to share in the S2S – about this range of collaboration strategies – “moving across the spectrum of collaboration” as Dawn references.
Is there a way to find out which state certification test offer accommodations? One barrier with CTE is the state the student with a disability won’t be able to pass the state certification test ie welding or cosmetology and therefore don’t want the student in the CTE course.
Hi Sam – we understand that some states have looked at developing their assessments to align with their state CTE program standards, with accommodations provided for the end-of-program assessments and in Workplace Readiness Skills assessments, for example. However, this approach can be resource-heavy and we know that most certification assessments are not actually state administered – they are national industry certification tests offered by certifying bodies which are different in every industry and a majority, if not all industry certifications, do not offer accommodations, which many states utilize as their end-of-program assessment option. Even with something like nursing, with licensing done by the state, the test is a national test (the NCLEX).
Florida has a pretty comprehensive list of state-approved certifications that are funded through the state’s CAPE Act. Link to CAPE Industry Certification Funding List: http://www.fldoe.org/core/fileparse.php/8904/urlt/1920icfl.pdf.
Many of these certifications are administered through third-party testing centers (like Pearson Vue), which often have their own accommodations policies: https://home.pearsonvue.com/Test-takers/Accommodations.aspx
This is only specific to assessment however, and not the additional practical or instructional requirements, along with the necessary supports and accommodations we know are critical for student success. CTE and special education professionals working together to provide those needed supports is one of several ways state and local partners are collaborating to better ensure students with disabilities have access to and can persist in CTE coursework and programs of study.
Do others have any additional input here?
Excellent presentation! I appreciate the information and the tools that were shared! Even though I was watching this recording on my own, I made use of the opportunities to stop and reflect which resulted in many good discussion questions to take to my team. Thank you!!!
So glad to hear it – thanks for letting us know, Donna!
Great presentation and resources! It will be very helpful, as an interdisciplinary group, to elaborate on the “what’s in it for our partners”. The better understanding of our partner agencies the better we can collectively support our mutual students through system alignment and collaboration.
Part of the team’s time should be spent upfront identifying the value each entity brings to the collaboration and how you, as a team member, can support each member’s role, rather than coming to the group only focused on the need of your agency. For example, if our Education partner has identified that they want to increase the number of students with disabilities in CTE. VR could contribute to that need by creative Pre-ETS that focus specifically on careers within the CTE clusters offered at the school. Additionally, what VR services could support eligible student with disabilities while they are enrolled in the CTE program to ensure success and completion. This is just one example, but please join us for our State-to-State sharing on June 22nd at 1:00 – 2:30 as we discuss this more. Great question!
One thing that is missing from this dialogue is ESSA- and the focus on inclusive practices. Students are general education students first. ESSA requires the data collection, focus on standards, and defines the diploma, which are essential for any student to leave school college and carer ready
Thank you for your comment, Sue – we agree. Leveraging those opportunities provided for in the ESSA, IDEA, Perkins V, and the Rehabilitation Act, as amended by WIOA, is critical to ensuring post-school success for students with disabilities.
One of the resources we included to extend the conversation, Developing a College- and Career-Ready Workforce: An Analysis of ESSA, Perkins V, IDEA, and WIOA, https://ccrscenter.org/sites/default/files/Career-ReadyWorkforce_Brief_Workbook.pdf, developed by the College and Career Readiness and Success Center, https://ccrscenter.org/, provides state and local partners with strategies and frameworks to further align their efforts to coordinate transition services across programs and partners.
Additionally, this resource, developed by WINTAC, which aligns the VR program’s five of six performance indicators under WIOA, the four transition priorities and indicators (1, 2, 13, & 14) outlined in Part B of IDEA, and the secondary and postsecondary indicators outlined in Perkins V, may also be helpful, https://www.transitionta.org/sites/default/files/news/WIOA%20IDEA%20Perkins%20Indicators%20WINTAC.11.22.19.pdf.