Statement of the Problem:



From High School

to the Workforce

21st Century Career Preparation

for

Students with Disabilities

West Virginia Department of Education

October 2006

FOREWORD

CAREER PREPARATION FOR STUDENTS WITH DISABILITIES

The Division of Technical and Adult Education Services and the Office of Special Education Achievement have convened a Task Force of educators and other professionals to identify problems associated with career preparation for students with disabilities. This task force developed recommendations for program options that will alleviate identified problems, which include the lack of a continuum of educational opportunities for those students who are interested in entering the workforce immediately after high school, resulting inappropriate placement in career and technical programs, and inadequate supports in some existing programs. The suggested strategies will enhance the success of efforts to transition students from high school to the work force while decreasing the dropout rate and increasing the graduation rate for students with disabilities.

The following report is presented in the hope that the recommendations will be adopted for implementation by West Virginia public high schools, with leadership and support of the West Virginia Department of Education.

Dr. Steven L. Paine

State Superintendent of Schools

October 2006

TABLE OF CONTENTS

CAREER PREPARATION FOR STUDENTS WITH DISABILITIES

|Foreword |i |

| | |

|Executive Summary with A Comparison of Current and Proposed Programs |v |

| | |

|Task Force Report |1 |

| | |

|I. Task Force |1 |

| | |

|II. Defining the Problem |2 |

| | |

|III. Impact of the Current System |6 |

| | |

|IV. Goals of the Project |9 |

| | |

|V. Proposed Transition Model Students Entering the Workforce |10 |

|Assessment |10 |

|Work Foundations Course |11 |

|Job Training Options |11 |

|Expanded Job Coaching |11 |

|Combination Career and Technical Education and Community Based Job Training |12 |

|Career and Technical Education Concentrations |14 |

| | |

|VI. Implementation Plan |15 |

| | |

|Appendix A. |WV Standard Diploma Requirements | |

|Appendix B. |Invited Task Force Members | |

|Appendix C. |State Models | |

|Appendix D. |Target Population | |

|Appendix E. |D.O.L. Training Continuum | |

|Appendix F. |WorkKeys Standards for WV CTE Concentrations and Reading/Math Skills | |

|Appendix G. |Closing the Achievement Gap Excerpts | |

|Appendix H. |Senior Survey Excerpts | |

|Appendix I. |One Year Follow-Up Survey Excerpts | |

|Appendix J. |SPOKES Program and 21st Century Skills | |

|Appendix K. |Other Resources | |

EXECUTIVE SUMMARY

CAREER PREPARATION FOR STUDENTS WITH DISABILITIES

Introduction:

Transition programming for students with disabilities who plan to continue in post secondary education is available; however, transition programming for students with disabilities whose goal is to enter the work force directly after high school is currently limited to traditional career and technical education and job coaching programs. While many students with disabilities are successful in regular career and technical education programs, these programs increasingly require technical and basic academic skills at a much more rigorous level. This has resulted in inappropriate placement for some students with disabilities in regular career and technical programs, resulting in undesirable outcomes for both students and programs.

No specific programming structure exists currently for students in West Virginia who desire and have the aptitude for occupations specifically requiring Long-, Moderate- or Short-term On-Job-Training (OJT), particularly students with disabilities completing coursework to earn a standard diploma. The lack of structured programming not only impacts success of students with disabilities but also the ability of the educational system to meet state and federal requirements.

The West Virginia Department of Education (WVDE), Division of Technical and Adult Education Services and the Office of Special Education Achievement (OSEA) have combined their efforts to address the needs of this student population and develop highly qualified individuals for entry into the adult work force or for continuation of their training in a career and technical field. A task force from all geographic areas of West Virginia was formed to discuss the issues, problem solve and suggest solutions to improve outcomes for a targeted population of students with disabilities. Task Force members were selected based on knowledge and expertise, including: instructors for career and technical education (CTE), special education and general education teachers; a work-based learning coordinator; WVDE and local administrators and staff; adult agency representatives from the Division of Rehabilitation Services and Department of Health and Human Resources; school counselors, a Parent-Educator Resource Center parent representative; a representative of higher education; and a representative of WORKFORCE West Virginia.

The WVDE and Task Force solicited and evaluated model programs from other states and, after discussion, identified the following goals to improve success for high school students with disabilities who plan to enter the workforce immediately following high school:

• Assist at risk students with disabilities to complete high school graduation requirements and to graduate on time;

• Increase the number of students with disabilities earning a standard diploma;

• Prepare students with disabilities for meaningful employment and further education while assisting them with making connections to adult agencies for continued support.

A draft of the From High School to the Workforce Task Force Report was disseminated and discussed from May to August 2006 with CTE administrators, county special education directors, Task Force members and selected WVDE staff. Feedback was evaluated and incorporated into the final draft of this document.

Transition Model for Students with Disabilities for Workforce Entry

Assessment:

Transition services as identified in the Individuals with Disabilities Education Improvement Act of 2004 (IDEA) include transition assessments for aptitude and interest. In-depth career guidance for all students with disabilities informs the transition process and assists students to make informed career choices. This guidance is most often facilitated by a special educator with involvement of parents and a variety of school staff. Lack of consistent quality career guidance can be particularly problematic for students with disabilities who plan to enter the workforce directly after high school. Students in West Virginia participate in the ACT EXPLORE assessment in grade 8 and the ACT PLAN in grade 10, which include career interest inventories and documents the career plans of the student; however, some students require other or expanded assessments when results are limited. A strong assessment and guidance component is essential for this transition model.

Work Foundations Course:

All target population students with disabilities whose goal is employment will be required to take the Work Foundations course at grade 10 with components of work readiness, in-depth career exploration, assessment and 21st century learning. Those students interested in a CTE concentration related to their career goals will, as part of Work Foundations, participate in at least one brief “try-out” period in the program to assist the decision making process. The course instructor will support the student in preparation of an exit report consisting of a summary of skills he or she has acquired, as well as results of assessments and exploration activities. The instructor will work collaboratively with the special educator, CTE staff and administrators to assist in determining the entry-level job training option that best matches the student’s identified post school outcomes and identified aptitudes and interests. IDEA 2004 places additional emphasis regarding post school outcomes for students with disabilities as a part of state level accountability measures.

Job Training Options:

1. Expanded Job Coaching Program

The current job-coaching program consists of short-term exploration of jobs in the community where staff accompanies students to the job site. These students typically earn a modified diploma. A few students with mild to moderate deficits progress to specific job skills training in the community in a competitive employment setting prior to graduation. The expanded program will continue to offer exploratory activities, but will incorporate a new option for students to pursue specific and focused community based job training (CBJT) to facilitate a smooth transition to adult work and living. This allows for a variable amount of supervision, as determined by the Individualized Education Program (IEP) team.

2. Combination Career and Technical Education and Community Based Job Training (CTE/CBJT)

This new option combines elements of existing cooperative education and CTE programs. It allows more students with disabilities to combine up to three CTE courses with CBJT. An increasing number of students with disabilities will have the opportunity to earn a standard diploma. Students will have the opportunity to participate in CBJT for occupations not addressed by available CTE programs. If the IEP team selects this option, it will make the decision regarding standard or modified diploma, as it does for all students, and will specify the level of supervision required for the CBJT component. The local education agency has the option to develop a unique CTE/CBJT program that is tailored to meet the needs of the district and the students identified to participate in this option.

3. Career and Technical Education Concentrations

This option exists at the current time, but clarification and refinement is necessary. The CTE instructor or representative is a required participant during the IEP planning process prior to the IEP meeting to assist in making the determination regarding the appropriateness of the CTE program(s) being considered. At the IEP meeting, this individual will be an essential team member who can provide input for designating the specially designed instruction and service needs for a student to achieve success. Support will follow the student, with the special education teacher providing support to career center staff and students through a variety of delivery methods that might include direct instruction, consultative support and collaborative support. Though the CTE content standards and objectives for a course cannot be modified, an acceptable accommodation might be to allow the student extended time to complete the course. Upon final completion of the course, the student will take the same End-of-Course Technical Skills Test.

Implementation of this program for students with disabilities whose interest is to enter the workforce directly after high school will result in meaningful career preparation and a high quality workforce. It will also enhance the effectiveness of the educational system to meet state and federal requirements and ensure students with disabilities have the opportunity to develop skills needed to be productive and contributing citizens in the 21st Century.

CAREER PREPARATION FOR STUDENTS WITH DISABILITIES

A COMPARISON OF CURRENT AND PROPOSED PROGRAMS

|CURRENT PROGRAM |PROPOSED PROGRAM |

|Job Coaching: Some districts have job-coaching |Enhanced Job Coaching: All districts will have job-coaching programs run in |

|programs. Others do not. There are no common |accordance with state standards, guidelines and procedures. The current |

|standards, guidelines or procedures for these |one-on-one career exploration experience will still be available for students |

|programs, but where they exist, they primarily |with significant deficits. Other students with higher skill levels could be |

|consist of one or more short term visits to job |placed in actual paid or unpaid employment in those occupations identified by |

|sites weekly for the purpose of career exploration.|the U.S. Department of Labor (DOL) as requiring only short-term on-job-training |

|The job coach typically accompanies and remains |(OJT). Each student will have a training plan prepared by the job coach in |

|with the student(s) while they are at the job site.|collaboration with the student’s IEP coordinator. The job coach will monitor the|

|These job coaches receive no specialized training. |student’s progress via visits, phone calls or e-mails, with the frequency of |

|The students in this program generally receive a |contacts dependent on the student’s skill and career maturity level. Training |

|modified diploma. |for the job coach will be designed and delivered by WVDE staff. Students in the|

| |enhanced job-coaching program will earn credit for their OJT and might qualify |

| |for the standard diploma. |

|Combination Career and Technical Education with |Combination Career and Technical Education with Community Based Job Training: |

|Community Based Job Training: This program does not|This program will serve students whose career goals are among those identified |

|currently exist. |by the DOL as requiring moderate or long-term OJT. Students with disabilities |

| |in this program will complete the Work Foundations course with a strengthened |

| |career guidance program (see below). Students in this program take from one to |

| |three courses in a career and technical concentration as determined by the IEP |

| |team. While the Content Standards and Objectives for the courses cannot be |

| |modified, students with disabilities could be allowed more time to complete the |

| |courses. Students will also be placed in employment in the community, again |

| |with training plans developed jointly with the employer. The teacher will be a |

| |special educator who has received training from the WVDE or a certified |

| |Diversified Cooperative Training (DCT) teacher who has received additional |

| |training in serving students with disabilities. These students will receive |

| |credit for the community based OJT as well as the CTE course(s) and meet |

| |requirements for a standard diploma. |

|Career and Technical Education Concentration: This |Career and Technical Education Concentration: This program will continue as it |

|program requires the successful completion of a |now exists with improved support for students with disabilities and will include|

|minimum of the four state required courses in a |the Work Foundations course with a strengthened career guidance program. The |

|concentration plus electives as required by each |CTE instructor or a representative would be an integral part of the IEP process |

|school district. |and special education support from the student’s home school will follow the |

| |student. |

|Career Guidance: Career guidance is required by WV |Career Guidance: Under this program, all students with disabilities will receive|

|Board of Education policy; however, no one is given|the same high quality career guidance designed to use current assessment |

|specific responsibility for ensuring that the |instruments and other activities both before and during the students’ placement |

|required activities take place. Therefore, some |in the Work Foundations course. The special educator who has primary |

|districts provide a quality program, while others |responsibility for the IEP will facilitate completion of guidance activities |

|do not. This negatively impacts all students, |through collaboration with other staff, including the Work Foundations |

|particularly students with disabilities. |instructor and school counselor(s) assigned to each student. |

|Work Foundations Course: This course does not |Work Foundations Course: This course will be available, as determined by the IEP|

|currently exist. |team, for students in the job-coaching program and required for students in the |

| |combination or CTE programs. WVDE staff will develop Content Standards and |

| |Objectives using segments of the Adult Basic Education SPOKES program as the |

| |basis. Other elements of the course will include career guidance and |

| |decision-making, 21st century learning skills, transition assessments, basic |

| |academic and work readiness skill building in preparation for OJT and/or CTE |

| |programs. |

TASK FORCE REPORT

I. Task Force

Problem solving to improve success for students with disabilities in career and technical education (CTE) programs has been ongoing as a result of the requirements for secondary students in the No Child Left Behind Act of 2001 (NCLB) and changes in both the Carl D. Perkins Career and Technical Education Improvement Act of 2005 (Perkins) and the Individuals with Disabilities Education Improvement Act of 2004 (IDEA). The current emphasis on standards-based instruction and 21st century skills for all students also contributes to a need for change. Guidance for ensuring success of students with disabilities in CTE programs was provided as early as March 2004; however, for some students with disabilities, barriers to earning a standard diploma within the requirements of Policy 2510 still exist (Appendix A). All students face significant challenges after high school, such as finding meaningful work and pursuing further education. This transition can be especially problematic for some students with disabilities who plan to enter the workforce directly after high school. Existing career and technical education and special education programs meet the needs of many of these students; however, there is a segment of this population currently under-served. Additionally, the requirements for a standard diploma and career pathways allow the Individualized Education Program (IEP) team little flexibility and no options for those students with disabilities who have more moderate deficits.

Acknowledging this, the West Virginia Department of Education (WVDE) Division of Technical and Adult Education Services and the Office of Special Education Achievement (OSEA) have combined their efforts and made a commitment to work together to address the needs of the students and the requirements for a highly qualified work force. A work group from all geographic areas of West Virginia was formed to discuss these issues, problem solve and establish a plan for improving outcomes for a target population of students with disabilities (Appendix B). Work group members were selected based on knowledge and expertise and included:

• Instructors for career and technical education, special education and general education/Work-based learning coordinator;

• WVDE and local administrators and staff;

• Adult agency representatives (WV Division of Rehabilitation Services, WV Department of Health and Human Resources);

• School counselors;

• Parent-Educator Resource Center parent representative;

• Higher Education;

• WORKFORCE West Virginia.

The group met in August and November 2005. The process of identifying and quantifying the problem, discussion of the impact of deficiencies that currently exist, reviewing research and models from other systems (Appendix C) and developing solutions was completed. The result of the Task Force meetings and further collaborative efforts is the development of this proposal to meet the needs identified.

II. Defining the Problem

Inadequate Educational Opportunities:

Career preparation and planning activities are universally recognized as vital segments of high performing high schools and increased graduation rates based on research from the Southern Regional Education Board (SREB) for High Schools That Work (HSTW) programs and the National Dropout Prevention Center (NDPC). This is particularly true for students with disabilities as indicated by emerging post school data in WV.

Many students with disabilities aspire to four year and/or graduate degrees. The U.S. Department of Labor (DOL) has identified all the jobs in the workforce that require this level of occupational training and education. Other students with disabilities plan to pursue an Associate Degree. This is also a DOL occupational training and education category. Students with disabilities who are planning to enter the workforce immediately after high school and are working toward a standard diploma can prepare for jobs the DOL classifies as requiring a Post-Secondary Vocational Award through completion of a West Virginia public school CTE concentration.

Most students with disabilities can achieve great success in CTE programs with minimal support. The National Longitudinal Transition Study-2 of over 8,000 students with disabilities, ages 13 to 21, found that students who took concentrated coursework in CTE were less likely to drop out of school and had average annual earnings of approximately $6,200 more than non-vocational students. This is an important finding because students with disabilities typically have the highest dropout rate, the highest unemployment rate and the highest under-employment rate when compared to same age non-disabled peers. However, existing CTE programs do not meet the needs of all students with disabilities working toward a standard diploma and who plan to enter the workforce upon graduation. Developing work readiness skills through real world experiences is most effective for some students with learning deficits who are eligible for special education services. For that reason, a student who requires specially designed instruction for career skills development will often be guided into what is currently known as a Job Coaching Program through the development of an IEP that leads toward a modified diploma. The work group estimates that there are approximately 1750 students with disabilities in grades 11 and 12 who might benefit from development of optional programming to earn a standard diploma (Appendix D).

No specific programming structure exists currently for students in West Virginia who desire and have the aptitude for occupations specifically requiring Long-, Moderate- or Short-term On-Job-Training (OJT), particularly students with disabilities completing coursework to earn a standard diploma. Short-term OJT is currently available only for students with disabilities through an IEP that incorporates a combination of job exploration, job coaching and job specific training in the community. Because this specially designed curriculum deviates from the requirement of four concentration credits for a standard diploma, the student currently earns a modified diploma.

Gaps are evident when examining the U.S. DOL training continuum and program offerings in West Virginia public schools (Appendix E). This appendix also provides lists showing samples of jobs in the Short-term, Moderate-term and Long-term OJT categories.

Inappropriate Placements:

One result of this lack of opportunity is that some students with disabilities are inappropriately placed in CTE programs. IEP teams recognize the need for students with disabilities to earn a standard diploma, which provides increased opportunity after high school for both further education and competitive employment. Counselors are frustrated by the need to find “someplace to put these students,” but inappropriate placements in CTE do a disservice to the student, the CTE teacher and program. Special education supports, including staffing and teaching strategies development, are not typically in place to assist CTE teachers and to enable students with disabilities to gain those skills identified in the Content Standards and Objectives (CSOs) for each course.

Additionally, the skill demands of the U.S. workplace have dramatically changed the requirements of CTE programs. Students need more advanced reading, math, writing and technological skills prior to entering a technical program today to achieve success. A good example is the area of Automotive Technology. Over the last several years, automobiles have become increasingly complex. Unlike former “shade tree mechanics,” today’s automotive technicians must deal with vehicles that have as many as 82 separate computer systems. These advances in technology have spurred a need for automotive technicians to hold industry-recognized credentials such as the Automotive Service Excellence (ASE) certification many dealerships and independent repair services now require.

A special problem that a student with social and behavior disabilities presents to CTE programs is safety. CTE students interact on a daily basis with machinery and hazardous materials that can, if not handled properly, present dangers not only to the students using them, but also to other students and staff in the class and the building. Discussions and ongoing instruction of safety procedures should be an integral part of determining placement of and support to students with disabilities in any CTE program.

Some IEP teams and educational staff members propose that students with disabilities be allowed to enroll in CTE concentrations with the option of being excused from mastering a portion of the CSOs for the courses while still earning a credit for the course. This is problematic for a variety of reasons, including the effort toward improved achievement through the high school reform movement. Additionally, these students have little chance of obtaining industry-recognized credentials and being employable in the field. Many jobs that were formerly available to those with limited skills, such as driveway attendant, have been virtually eliminated. Other occupations with limited skill requirements can be better addressed by a combination of specific job skill instruction, OJT and extensive basic skill development.

The reading, writing and math requirements for all CTE concentrations have grown with the increasing technical skill requirements. Many of the textbooks used in CTE courses are written at the 13th or 14th grade level. Secondary students with disabilities often have academic deficits three or more years below their present grade level resulting in frustration and failure when placed in CTE courses required for the selected pathway.

In addition to the technical skills credentials like ASE, the levels of difficulty on the ACT WorkKeys Reading and Math assessments for career and technical concentration completers are quickly becoming industry-recognized. These scores, which vary by occupation, are an indication to the employer that the student has attained the basic skills necessary to be successful on the job. Students with basic skills deficiencies who cannot reach the required levels for the occupation sought will become less and less likely to obtain employment. ACT WorkKeys Standards have been applied to the WV CTE concentrations in an effort to align instruction with industry standards for basic skills (Appendix F).

When students who do not have those basic academic skills are placed in a CTE concentration, there is little chance that they will obtain industry-recognized credentials and ultimately be employable in that field. Since most CTE programs require one-half day for the junior and senior year, these students will have wasted one entire year of their high school experience - a year that could be better spent improving their basic skills or participating in a program that would allow them to prepare for careers in occupations that require only Short-, Moderate- or Long-term OJT.

The data from the March 2006 WVDE publication, West Virginia: Closing the Achievement Gap support these conclusions. Perkins requires states to assess and report career/technical students’ progress related to indicators of performance. One of the three core indicators is the attainment of academic skills by CTE completers based on industry standards for entry into the workplace, as determined by the ACT WorkKeys tests in Reading and Mathematics. The chart in Appendix G shows that only 17.21% of the students with disabilities met these standards – the lowest sub-group score. The second core indicator is attainment of technical skills as determined by scores on end-of-course tests. The chart in Appendix G again shows that the sub-group of students with disabilities had the smallest percentage meeting standards. The third core indicator is the placement rate and the charts show that students with disabilities were third in the ranking of sub-groups who had the largest percentage of completers not placed in employment or continuing education. This is especially significant when considering the small numbers in the sub-groups “Native American/Alaskan Native” and “Asian.”

Some CTE centers are fortunate to have a special education teacher on staff to support students with disabilities and their teachers. Many do not. If the center does not have at least one special educator on staff, students may receive no support from special educators because the support seldom follows the student from the home school to the CTE center. CTE instructors have neither the time needed nor the expertise to provide this type of support to students with disabilities who are placed in their courses with marginal academic skills and work habits, such as organizational and study skills, for classroom success.

Many CTE concentrations report a disproportionate number of students with disabilities in their programs. When the instructors in those concentrations have to spend so much time supporting the students with disabilities (reading print materials aloud to the class, constantly re-teaching and reinforcing skills) all students in the class are in danger of not mastering all the CSOs and, thus, not being prepared for their industry-recognized credential exams and for employment. Those concentrations, in a short time, become known to local employers as sub-standard programs and suffer from the resulting lack of support from the local business community that is vital to their success.

Students with disabilities should be represented in any CTE program in similar proportion to the total school population of the Local Education Agency (LEA). The U. S. Department of Education’s standards for compliance with the Office of Civil Rights guidelines, including Title VI, Title IX and Section 504, requires the LEA to take steps to ensure that any disproportion does not result from unlawful discrimination. This does not necessarily mean that disproportionate placements of students with disabilities in a program are not valid, but should trigger an examination.

Contributing Problems/Systems Deficits:

There are a number of system problems that contribute to the difficulty of providing appropriate placement in CTE for students with disabilities. They include:

• Lack of awareness on the part of academic teachers, counselors and administrators of the basic academic and technical skill requirements necessary for success in CTE concentrations;

• Lack of career guidance (awareness, exploration, assessment, information, etc.) for students with disabilities and subsequent lack of student motivation for students who have been placed in CTE programs on the basis of where space is available - not on the basis of relevance to the students’ career goals;

• Lack of accountability of the academic high school for the post-secondary success of their students;

• Failure to include CTE personnel in IEP planning sessions and meetings;

• Lack of opportunity for collaborative planning and co-teaching for CTE instructors, special educators, core content instructors and administrators;

• Lack of options for flexibility in standard diploma and career pathway selections within Policy 2510 and the IEP development process for students with disabilities.

III. Impact of the Current System

Discussion in Section I of this document identifies numerous problem areas and barriers of the current system. These barriers cause significant problems for some students with disabilities. Students who experience repeated failure in courses designated for a standard diploma often compromise their goals or drop out of school. Students who repeatedly fail are at significant risk of dropping out according to current research from the NDPC, while at-risk students who are provided with a customized individual program, a quality guidance program, meaningful community experiences for career development, a mentoring environment, and career education and workforce readiness skills development are less likely to drop out.

Focus on basic skill development in reading, writing, math and 21st century learning, including skills and technology tools proficiency, must occur with intensity at the secondary level; therefore, time spent continuing academic skills instruction is more appropriate to preparation of academically deficient students with disabilities than time spent in a CTE course where no positive end result is evident. Options for development of academic and career skills in real world context are currently limited to those students with the most significant disabilities pursuing a modified diploma. Dr. Kenneth Gray of Pennsylvania State University, in his Workforce Education: The Basics, discusses a “Hierarchy of Skills” with the most important for labor market advantage being work ethics, the second most important being academic skills and the third and final being specific occupational skills, or (for professional pathway students) advanced literacy skills. Similar findings are noted in Employer’s Views of Workplace Supports: Virginia Commonwealth University Charter Business Roundtable’s National Study of Employers’ Experiences with Workers with Disabilities (September 2002) and in the 2005 Skills Gap Report of the National Association of Manufacturers.

When student success is not achieved in the regular CTE curriculum, IEP teams tend to move toward the selection of a modified diploma to assist the student in graduating. This compromise frequently fails to provide impetus for the student to continue his or her education and career training at the post secondary level and often results in the graduate settling for employment in minimal skilled, entry-level positions that provide inadequate income to maintain a home and/or family or, simply, not working. Schools must prepare all students not only for work, but also for independent adult living.

These barriers in the system also impact the State’s ability to meet federal and state requirements. For instance, the NCLB requirements for all students to complete their high school program in four years impacts decisions at the high school level regarding graduation, and students with disabilities must often compromise their post school goals to meet those requirements. When options for earning a standard diploma are inflexible, decisions to earn a modified diploma are made for students with disabilities who could otherwise earn a standard diploma under the current WVDE Policy 2510. Development of workplace skills is often identified as part of specialized instruction in the IEP during high school for a student to achieve employment after graduation. Competitive employment and maintenance of jobs are vital to our economy in West Virginia, and all our students must possess academic and workplace skills at a level unmatched in history.

An additional impact is the State’s ability to meet the standards of the federal transition services requirements of IDEA 2004. Both graduation and dropout rates are targets for improvement under IDEA, as well as post school outcomes. The Senior Exit Survey 2005 conducted by the WVDE Office of Special Education contains responses from both students and parents regarding transition activities during high school, as well as their expectations for post school outcomes (Appendix H). In general, results indicate that most students with disabilities (67.8%) plan to continue their education after high school. Of those students, 31.0% plan to attend college (4-year program), 30.7% plan to enroll or continue with CTE programs, 18.7% plan to attend Community and Technical College (2-year program) and 17.5% plan on Apprenticeship/On-the-Job-Training. Only a small number of students (2.0%) plan to continue with an adult education program. One Year Follow Up Survey results for students with disabilities reveal a different profile: a) 12.8% report attending a 4 year college program; b) only 7.25% are attending CTE programs; c) 4.6% are enrolled in a 2 year college program; d) only 1.7% are a part of Apprenticeship/On-the-Job-Training; and e) 0.6% are taking Adult Education Classes (Appendix I). These results are cause for concern and prompt educators to examine current practices.

Fewer than half of respondents exiting school (40.5%) indicated they completed the required courses for the concentration, while only 25.8% reported they had earned the industry credential. These results clearly indicate the need for the school setting to prepare a student for entry into the work force, since just less than one half had plans to begin or continue working immediately after high school. Of those who were continuing with their education, at least one third planned to enter the work force in the near future. According to the One Year Follow Up Survey, 20.0% of students were unable to find work, and 19.1% reported they were unable to work because of their disability. Of those students who report to be working, only 26.1% report having benefits. A gap definitely exists in the current system for this group of approximately 1,300 students who plan to enter the work force immediately or within the first year of leaving high school.

The Senior Exit Survey also reveals that development of the Individual Student Transition Plan (ISTP) for students with disabilities continues to be an area for targeted improvement. A majority of parents reported their child was to earn a standard diploma (80.2%), but 7.1% made no selection at all. More than one third of students identified the Entry Pathway for their course of study (36.0%), which indicates intentions to enter the workforce immediately after high school, while 57.8% reported taking courses toward the skilled and professional pathways or college. Another one third of students with disabilities identified the Engineering and Technical Career Cluster (39.9%) as their selection indicating the need for a large number to have enrolled in at least one CTE course while in high school. The next highest response was Human Services (18.0%). A majority of students who identified themselves as individuals with either a learning disability or mental impairment indicated they had selected the Entry Pathway for designing their course of study. Since there are no other options, it is likely these students were enrolled in concentration courses in their cluster areas. It is disturbing, however, that such a low number of students reported completing their courses or earning an industry credential. This also indicates a greater need for schools to provide the necessary supports in these same CTE program areas for students with disabilities to increase graduation and success rates.

The WVDE has developed a plan for the improvement of the State’s high schools. That plan includes provisions for providing all graduates one of two certificates, a Work Readiness Certificate or a College Readiness Certificate. According to the plan, West Virginia employers would be advised to ask applicants for jobs for a Work Readiness Certificate from the State. If and when this plan is implemented, students with disabilities who do not complete some type of career preparation in high school will be at an even greater disadvantage than now.

The academic skills of career and technical completers have a direct impact on the ability of the WVDE to meet the requirements of the Perkins Act. The standard requires that a certain percentage of completers score at or above the appropriate ACT WorkKeys reading and math levels for that concentration. Current results indicate students with disabilities score significantly below same age peers.

Finally, these barriers to career preparation for students with disabilities have a cumulative and direct impact on the economic development of the State. Workforce education and training is a vital role of the career and technical education portion of the public school system. A highly motivated work force with a strong work ethic, basic academic skills and high quality occupational training is essential to attracting new businesses to the State and supporting those that are already here.

IV. Goals of the Project

The WVDE and taskforce identified the following as goals to improve success for high school students with disabilities who plan to enter the workforce directly after high school:

• Assist at risk students with disabilities to complete high school graduation requirements and to graduate on time;

• Increase the number of students with disabilities earning a standard diploma;

• Prepare students with disabilities for meaningful skilled employment and further education while assisting them with making connections to adult agencies for continued support in post school settings.

V. Proposed Transition Model for Students Entering the Workforce

Assessment:

One problem identified by the Task Force for all students is inconsistency in the quality of career guidance. In some school districts, students participate in a wide range of career guidance activities that include assessments of achievement, aptitude, interest and work values, along with individual counseling, career exploration, and education and career planning. For too many West Virginia students, however, career guidance consists of counselors attempting to meet the guidelines alone by filling in the career plans and calling students into their offices to sign them, because many systems view this merely as compliance with State policy. Some counties involved in the HSTW initiative report excellent results from an advisor/advisee program. Most, however, indicate that the time is used for homework or announcements. Few counties report other career related assessments than those required by the State (EXPLORE and PLAN) even when assessment results for the transition planning process are inadequate.

This lack of consistent, quality career guidance is particularly problematic for students with disabilities who plan to work directly after high school. This group of individuals has a greater need for more in-depth guidance and career planning to occur. The counselor cannot and should not be expected to take the sole responsibility. Teachers and parents must become integrally involved in the process to assist with a positive post school result. All must develop knowledge and skills in career exploration, resource acquisition, career experiences, community services, adult agency supports, general workplace skills, 21st century learning skills, job finding skills and further educational opportunities. The recommendation for these students is a planned program using assessments currently required, such as the ACT EXPLORE and ACT PLAN, with additional assessments to provide a complete picture and enable students with disabilities to develop informed decision-making skills and to set attainable career goals. Special education and career and technical education staff must develop improved assessment knowledge and skills to assist students with disabilities in all areas of transition including education, work, independent and community living skills, as required by IDEA 2004. Articulating a plan to achieve those goals requires the support of not only the school counselor, but educators and parents as well. The transition plan is reviewed yearly and updated on a continual basis. The Task Force recommends that the basic assessments take place in the eighth, ninth and tenth grades with additional assessment determined on an individual basis.

Work Foundations Course:

Several of the school systems in other states contacted as part of the work of the Task Force have established special courses to prepare students with disabilities for on-the-job training and/or regular CTE courses. (See Appendix C). The WVDE Office of Adult Education and Workforce Development created one program that is currently being used in West Virginia for adults entering employment or job training. It is called SPOKES and, with slight modifications, would work well as a foundation course for secondary students in our targeted population. A description of the SPOKES program is included in Appendix J. The program includes many of the 21st century skills and some of the Task Force recommended assessments. The Work Foundations course will be developed to include these and other components, including visits to specific career and technical training programs, when appropriate.

Job Training Options:

1. Expanded Job Coaching Program

The current job-coaching program in West Virginia provides a series of short-term explorations of jobs in the community over a period of one to three years and five to six experiences, primarily for the purpose of developing general workplace skills as well as determining career interests using situational assessment. Students who currently participate have cognitive and social skill deficits in the mild to severe range, often because this is the only option for career skills development that can be tailored to the student with a disability who cannot meet the current requirements for a standard diploma described in Policy 2510. The teacher or support staff accompanies the student(s) to the job site and remains with them while they are there. Specific job duties are task analyzed and students are graded according to how well they are able to learn the tasks. Most students who participate in a job-coaching program are earning a modified diploma, because this specially designed instruction does not allow the student to complete requirements for a standard diploma. Near the time of graduation or exit from school, the special educator often makes a connection with a potential adult service provider who will continue the specific job training program or continue to support the young adult in the post school setting for job development or supported work. This type of job coaching or work exploration program is not sufficiently intense enough to provide some students with mild to moderate deficits the specific job skills they will need to exit the public schools and become competitively employed.

With more complete and progressive vocational evaluation and some modification to the job-coaching program, a number of these students could receive specific job training combined with job exploration. The job-coaching program could also accommodate less disabled students who would not necessarily require one-on-one supervision, allowing more students to participate in a community setting or the local education agency an opportunity to develop a new program. Again, with a complete vocational evaluation, the selection of the occupation, the length of the OJT and the level of supervision would vary according to the student’s needs and abilities. Appendix E gives some examples of occupations requiring only short-term OJT.

The ideal job-coaching program would provide sufficient capacity in all school districts to meet the transition service needs of the targeted population. All job coaching programs would meet defined standards such as preparing a training plan for each student; developing specific job skills when appropriate; preparing students for supported work settings; referring students to the appropriate adult agency, such as WORKFORCE West Virginia, Association for Retarded Citizens, Division of Rehabilitation Services, etc.; coordinating with special education and content teachers to improve academic skills instruction at the application level; and including targeted 21st century skills and technology tools in the objectives for work site learning. The enhanced job-coaching program will require high quality instruction and incorporate real world experiences to prepare students to be competitive employees for today’s work force.

2. Combination Career and Technical Education and Community Based Job Training (CTE/CBJT)

Options 1 (Job Coaching) and 3 (Career and Technical Education Concentrations) are expansions and refinements of existing programs. Option 2 is new; however, it does combine elements of existing cooperative education and CTE programs. This delivery model would allow for flexibility, with the variables being the proportion of CBJT to classroom training, the length of the CBJT and the frequency and duration of supervision for the CBJT component. Only the IEP team could select this option and make the decision regarding standard or modified diploma, as it does for all students.

CBJT programs will do what general CTE programs cannot. Specifically, they will allow students to participate in job training for occupations not addressed by CTE programs, such as Ophthalmic Assistants, Dental Lab Technicians, Flooring Mechanics, Bicycle Repairers, etc. Other examples can be found under moderate- and long-term OJT training categories in Appendix E.

Diversified Cooperative Training (DCT) teachers will gain additional skills needed to supervise students with disabilities through the professional development plan. Or, conversely, it should be possible to provide special education teachers with the skills needed to supervise students on CBJT. Current certification requirements allow any licensed teacher with one year (2,000 hours) of verifiable, paid work experience outside of education to obtain DCT certification by taking nine credit hours of coursework (mostly by independent study) from Marshall University. While it might be possible to make a change in certification requirements for special education teachers teaching DCT, the content of the coursework is critical for operating a CBJT program and would have to be addressed in some fashion.

The level of supervision needed for these students would vary according to the student’s identified needs and severity of disability, work maturity, and other considerations. It would be less than one-on-one but no less than the DCT guidelines require.

The CTE component would function much like Option 3, except that these students would take only one, two or three of the four required courses for any given concentration. A student interested in becoming a Dental Lab Technician, for instance, might take the first two courses in the Dental Assisting program and then CBJT in a dental lab.

Additional examples:

1. Jamal took the Fundamentals Electricity course at the CTE center his junior year. His school is on the block schedule and he completed all the CSOs for the course in two semesters, instead of the typical one. He is on CBJT as an electrician’s helper a half day each school day for his entire senior year with monthly 30 minute visits from his high school CTE/CBJT supervisor, with support, as needed, from the Electrical Technology instructor at the CTE center for intermittent specific skills instruction.

2. Latisha took two Agricultural Science courses at her high school during her junior year and is on CBJT as a pet groomer for a local veterinarian for the last two hours of each school day her senior year. Her high school CTE/CBJT supervisor visits her once a month for a short observational visit and the Agricultural Education instructor calls the veterinarian periodically to assess her progress.

The success of Option 2 would depend on the building of an employer base. Again, this would be an expansion of existing practices. Employers currently train students enrolled in DCT and Marketing Education programs. They often hire CTE students in the last semester prior to graduation in what are called Capstone programs. Employers provide opportunities for students in job coaching settings and host community service learning students. This option would provide employers with additional support during the early stages of employment.

Employers, in this instance, include private businesses, health providers, government offices, and social agencies. Implementation of Option 2 would require recruiting employers through existing organizations, such as local chambers of commerce. There are materials available from various sources, including the US Chamber of Commerce, to train employers in what to expect and how to interact with students with disabilities that could be used in this effort.

One concern that is sure to be expressed is the perceived lack of CBJT opportunities in many rural areas. Granted, there is not a Toyota plant in every county; however, people in every county drive cars. Therefore, there are businesses that could provide CBJT opportunities such as tire mechanics, “Jiffy Lube” type workers, and window glass repairers. Every person in rural counties lives in some sort of dwelling, which requires businesses that provide house painters, dry wall installers, roofers, HVAC technicians, lawn care workers, plumbers and gutter repairers. Persons in rural counties need health care; consequently there are doctor or dentist offices, clinics or hospitals within driving distance. Every rural area has city or town, county, and, perhaps state or national government operations, as well as private, non-profit, social agencies. While there may be fewer of these CBJT opportunities in rural areas, there are also fewer students competing for those opportunities.

3. Career and Technical Education Concentrations

Students being considered for CTE programs, based on a complete career assessment, would participate in the Work Foundations course in the 10th grade. This course would include a brief “try-out” period in the CTE program most closely related to the student’s career goal.

It is critical that the CTE instructor or representative be an integral partner in the IEP planning process and the IEP meeting. The instructor can provide essential information related to the “match” between a student’s aptitudes, both technical and basic academic skills, the requirements of the CTE program and the job it would potentially lead to, for instance, spatial ability for drafting or eye-hand coordination for welding. The CTE instructor or representative will also be able to guide the process of planning needed accommodations and support activities and identifying who will provide the support.

Note that the recommended accommodations cannot include modifications of the CSOs for that program. They could include, however, extended time for the student to master those CSOs and opportunities for the student to be provided auditory supports for required independent reading. For instance, students could take a CTE course one time for half credit and take it again for another half credit.

Finally, once a student with disabilities has been placed in a CTE program, the student must have the support necessary to succeed. This means that a special education teacher must be on staff at the career center or that the home school special education teacher must provide that support, either at the home school or at the career center. In other words, the support must follow the student. Coordination of this support is vital to the success of the student.

VI. Implementation Plan

Introduction:

As the WVDE and local school districts continue their efforts to build a high performing school system for the 21st Century, goals for students must include high standards for academics, but also preparation for the highly skilled work force required for the 21st century economy. Developing a high performing school system whose culture promotes lifelong learning and motivation for individuals to obtain meaningful work in post school settings will benefit the economy in WV and provide the opportunity for individuals to support themselves financially.

IDEA transition services require the IEP team to consider and document transition in post school areas of education, work and adult living beginning at age 16, or earlier if appropriate. All students select their career pathway during 8th grade and begin to formally design their plan for post school activities as part of Policy 2510 requirements for the ISTP. However, success in the workplace requires on-going learning and skill development. Building a plan to become a lifelong learner requires the student to uncover current thinking about learning and development of skills to begin to set short- and long-term personal goals. The student develops informed choice-making skills when school staff facilitates analysis of formative and summative assessments and post secondary goals followed by implementation of directed instruction and further transition assessment. Facilitating real connections relevant to work, education and adult living through instructional experiences is necessary to assist the student to achieve his or her post school goals. Students will be able to make informed choices regarding high school courses and post school goals as a result of their career preparation program.

Vocational Assessment:

Vocational assessment will be a strong component for any student in the target population who plans to enter the workforce directly after high school. Existing assessments will be reviewed, analyzed, and a summary developed by the special educator and instructor of the Work Foundations course. The instructor of the Work Foundations course will develop in-depth knowledge of existing assessments and possess assessment resources available for students in aptitude and interest areas. The student will develop an understanding of the assessments he or she has already completed and work with the instructor to identify additional assessments to support portfolio and ISTP development. During the annual IEP meeting, the student will review collected information regarding assessments and present his or her needs for additional assessment with the support of the Work Foundations teacher. Active and meaningful student participation in the IEP process is the goal.

The components of a comprehensive assessment system will be identified by a consultant hired and supervised by the WVDE with input from a management group consisting of one or more WVDE staff members, a special educator, and a guidance counselor. The product will be a menu of assessment instruments that can be used to customize an assessment program for each student based on his/her skill level and goals.

Work Foundations Course:

Co-teaching and collaboration are among the identified high yield instructional strategies of the WV Achieves Framework and will be an essential element for Work Foundations through utilizing existing skills of CTE content instructors, the DCT instructor, the special education instructor and the Work-Based Learning coordinator. A real collaborative effort will provide the students with high quality experiences to develop those 21st century learning skills that will prepare them for job training experiences in the enhanced job coaching program, the combination CTE/CBJT program, and the standard CTE program.

The Work Foundations course will be developed by a consultant hired and supervised by the WVDE with input from a work group consisting of one or more WVDE staff members, a DCT teacher, a special educator, a work-based learning coordinator, a job coach, and a representative of business and industry or a WORKFORCE West Virginia representative.

The course will consist of content standards and objectives derived from relevant elements of the SPOKES program (Appendix J) with additional CSOs recommended by the working group.

Staff Requirements:

Those individuals now qualified to teach in the job coaching program will assume the additional duties of the enhanced job-coaching program after receiving professional development regarding program enhancements.

The Work Foundations instructor will act as facilitator for the career guidance of each student and the preparation of the student for job training. The instructor will obtain the support and coordination of others including the work-based learning coordinator, the counselor, parents, adult agency representatives, academic instructors, CTE instructors, special educators, and experiential learning coordinators.

Any regular or special education teacher certified for grade levels nine through twelve who completes an authorization training program designed and delivered by the WVDE will be qualified to teach the Work Foundations Course.

The staff assigned to the community based job-training component of the combined CTE/CBJT program must acquire DCT certification or complete an authorization program designed and delivered by the WVDE.

Phase I: Pilot Program Planning and Preparation

2006-2007 School Year

|Activity |Responsible Party |Completion Date |Cost Estimate |

|Hire and supervise a consultant to design an assessment program |WVDE |11/1/06 |$2,000 |

|Hire and supervise a consultant to develop CSOs and curriculum guide for the Work |WVDE |11/1/06 |$4,000 |

|Foundations course | | | |

|Develop professional development workshop for current job coaches |WVDE |11/1/06 |$0 |

|Develop authorization workshop for Work Foundations teachers |WVDE |11/1/06 |$0 |

|Develop authorization workshop for teachers supervising CBJT |WVDE |12/1/06 |$2,500 |

|Develop a program evaluation system/Collect baseline data |WVDE |12/15/06 |$0 |

|Recruit/select up to five pilot sites |WVDE |1/1/07 |$0 |

|Develop/adapt all required program document forms |WVDE |1/1/07 |$0 |

|Develop local plan with WVDE assistance |Pilot Sites |2/1/07 |$0 |

|Identify participating job coaches, Work Foundations teachers, CBJT teachers |Pilot Sites |2/1/07 |$0 |

|Schedule Work Foundations teachers for June authorization workshop |Pilot Sites |3/1/07 |$0 |

|Schedule CBJT teachers for June authorization workshop |Pilot Sites |3/1/07 |$0 |

|Identify/schedule students for fall ’07 Work Foundations course and complete IEP |IEP Teams |5/1/07 |$0 |

|meetings | | | |

|Deliver authorization workshop to identified Work Foundations teachers |Consultant |6/30/07 |$2,500 |

|Deliver authorization workshop to CBJT teachers |Consultant |6/30/07 |$2,500 |

|Monitor and evaluate program |WVDE |Ongoing |$0 |

Phase II: Pilot Program Delivery

2007-2008 School Year

|Activity |Responsible Party |Completion Date |Cost Estimate |

|Assign fall semester Work Foundations completers to enhanced job coaching, |IEP Team |1/15/08 |$0 |

|combination CTE/CBJT or CTE program | | | |

|Schedule students for spring Work Foundations courses |IEP Team |1/15/08 |$0 |

|WVDE provides scheduled and unscheduled TA |WVDE |Ongoing |$0 |

|Maintain and submit all documentation for program assessment as required by WVDE |LEA Staff |1/30/08-Semester 1 course; |$0 |

| | |6/15/08-Semester 2 course | |

|Evaluate Pilot Program effectiveness/success |WVDE |7/15/08 |$0 |

|Provide follow-up for Pilot site cohort |WVDE |11/1/09 |$0 |

Note: Total WVDE costs to be shared between the Division of Technical and Adult Education and the Office of Special Education Achievement.

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Recognition of a problem

Task Force composition

Task Force results

Pathways and Department of Labor job classifications

The importance of career preparation for students with disabilities

Lack of program offerings for some students with disabilities

Lack of options leads to inappropriate placements

Increasing skill demands of CTE programs

The safety factor

The importance of student mastery of all CSOs

Basic academic skills and their importance in training programs and obtaining employment

Other problems affecting career preparation for students with disabilities

The impact of the problems on students with disabilities

IDEA requirements and Senior Exit data

High School reform proposals

Perkins Act requirements

Impact on state economic development

Problems with the current career guidance system

What the Task Force recommends for career guidance for students with disabilities

Assessment program development

Components of the Work Foundations Course

Course development

Who will teach the new components?

A new idea – combining career and technical courses with community based job training

Who would teach these students?

Developing short- and long-term career goals

The components of the assessment program

Finding employers in rural areas

The critical role of the career and technical instructor in IEP planning

Flexibility in time taken to complete a course – not in the CSOs

Support must follow the student to the career center

The importance of student mastery of all CSOs

Basic academic skills and their importance in training programs and obtaining employment

Achievement on CTE federal standards

Support for students with disabilities in CTE

The proportion of students with disabilities in career and technical courses

Civil Rights guidelines

Preparing for job training

The current job-coaching program

The enhanced job-coaching program

Flexibility in the amount of CBJT supervision and number of courses taken

The employer base

Recruiting and training employers

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