# data[].attributes.headline
Humble ISD Texas CTE Accommodations Manual (2002)

# data[].attributes.subject
Humble ISD Texas CTE Accommodations Manual (2002)

# data[].attributes.body
Introduction

The purpose of this manual is to introduce the Career and Technical Education (CTE) teacher to a broad variety of resources available to support students from special populations in their classes.

# data[].attributes.attachment_link.title
2022-23 Humble ISD CTE Accommodations Manual.pdf

# data[].attributes.body
you will find links to ACTE-developed fact sheets on the CTE system in each state, as well as links to other relevant state-specific information. Feel free to duplicate, disseminate or use these fact sheets to educate and advocate for CTE!

# data[].attributes.attachment_link.readable_text
Below you will find links to ACTE-developed fact sheets on the CTE system in each state, as well as links to other relevant state-specific information. Feel free to duplicate, disseminate or use these fact sheets to educate and advocate for CTE! If you have any questions, recommendations or suggestions, please contact ACTE Research Director Catherine Imperatore.

# data[].attributes.attachment_link.description
Below you will find links to ACTE-developed fact sheets on the CTE system in each state, as well as links to other relevant state-specific information. Feel free to duplicate, disseminate or use these fact sheets to educate and advocate for CTE! If you have any questions, recommendations or suggestions, please contact ACTE Research Director Catherine Imperatore.

# data[].attributes.body
ACTE Sector Sheets, developed or updated in 2021-22, describe CTE’s role in growing the qualified workforce for vital industry sectors. Share these advocacy tools with industry, education leaders, policymakers and the public to illustrate how CTE supports specific industries and prepares students for career success.

# data[].attributes.attachment_link.readable_text
ACTE Sector Sheets, developed or updated in 2021-22, describe CTE's role in growing the qualified workforce for vital industry sectors. Share these advocacy tools with industry, education leaders, policymakers and the public to illustrate how CTE supports specific industries and prepares students for career success.

Be sure to view the companion videos to select Sector Sheets in the ACTE Microdocs series.

# data[].attributes.attachment_link.description
e Sector Sheets Sponsored by: ? Sector Sheets describe CTE's role in growing the qualified workforce for vital industry sectors Share these advocacy tools with industry education leaders policymakers and the public to illustrate how CTE supports specific industries and prepares students for career success.

# data[].attributes.body
Microdocs tell the stories of how career and technical education is changing the lives of learners across the country. These short, five-minute videos chronicle how CTE prepares students for the high wage and high demand career fields of the 21st Century By sharing the personal journey of individuals, and through their connection with a CTE program, they overcame barriers to set a course for their future

# data[].attributes.headline
Broadening the Path: Design Principles for Middle Grades CTE

# data[].attributes.subject
Broadening the Path: Design Principles for Middle Grades CTE

# data[].attributes.body
this resource from Advance CTE and Association for Career and Technical Education (ACTE) lays out a theory of action for middle grades CTE. This resource defines outcomes for student learning, 10 design principles that should undergird any middle grades CTE program or policy and core programmatic elements for developing and expanding CTE into middle grades.

# data[].attributes.attachment_link.readable_text
The middle grades have become the agreed upon starting point for high-quality Career Technical Education (CTE) programs, as this represents a critical time for students making important decisions that may have a lasting impact on their careers. However, there lacks a common view among state and local leaders on what makes up a high-quality middle grades CTE program or policy. With the promotion of middle grades CTE in the Strengthening Career and Technical Education for the 21st Century Act (Perkins V), it is an ideal time for state and local leaders to consider how to best support and expand CTE in middle school.

To support this work, this resource from Advance CTE and Association for Career and Technical Education (ACTE) lays out a theory of action for middle grades CTE. This resource defines outcomes for student learning, 10 design principles that should undergird any middle grades CTE program or policy and core programmatic elements for developing and expanding CTE into middle grades.

This resource is aimed at state and local leaders working to develop or strengthen middle grades CTE policies, programs, and practices. This paper also includes a design principles self-assessment for state and local leaders to evaluate their current middle grades CTE policies and programs.

In addition, Advance CTE and ACTE have developed a repository of state-level resources that state and local leaders can leverage as they begin to develop and expand CTE into the middle grades. The repository includes links to resources from all 50 states and Washington, DC, including state middle grades CTE standards, career development guidance and tools, work-based learning and Career Technical Student Organization supports, licensure requirements, state policies and more.

# data[].attributes.attachment_link.title
Broadening the Path: Design Principles for Middle Grades CTE

# data[].attributes.attachment_link.description
The middle grades have become the agreed upon starting point for high-quality Career Technical Education (CTE) programs, as this represents a critical time for students making important decisions that may have a lasting impact on their careers. However, there lacks a common view among state and local leaders on what makes up a high-quality middle grades CTE program or policy.

# data[].attributes.headline
Expanding Middle School CTE to Promote Lifelong Learner Success

# data[].attributes.subject
Expanding Middle School CTE to Promote Lifelong Learner Success

# data[].attributes.body
This resource was developed through the New Skills for Youth initiative, a partnership of the Council of Chief State School Officers, Advance CTE and Education Strategy Group, generously funded by JPMorgan Chase & Co.

# data[].attributes.attachment_link.readable_text
Case Study

Research/ Report

This report examines the impact of the 10 New Skills for Youth states across the entire initiative and highlights the state role in catalyzing and transforming career readiness oppurtunities for youth.

This executive summary provides an overview of the work New Skills for Youth states completed in 2017 and identifies common approaches these states took to transform their career readiness systems.

This snapshot profiles Ohio's progress in the New Skills for Youth initiative.

# data[].attributes.attachment_link.title
Expanding Middle School CTE to Promote Lifelong Learner Success

# data[].attributes.attachment_link.description
Case Study Research/ Report This report examines the impact of the 10 New Skills for Youth states across the entire initiative and highlights the state role in catalyzing and transforming career readiness oppurtunities for youth.

# data[].attributes.body
Resources on topics such as special populations, non-traditional students, delivery systems, infrastructure and zip code equity

# data[].attributes.attachment_link.description
Resources on topics such as special populations, non-traditional students, delivery systems, infrastructure and zip code equity

# data[].attributes.attachment_link.description
Whether students are deciding on their high school endorsement, picking a college major, or looking to join the military or workforce, these tools will help them on the way.

# data[].attributes.headline
The Role of the Career and Technical Education (CTE) Teacher in Preparing Students with Disabilities for Transition

# data[].attributes.subject
The Role of the Career and Technical Education (CTE) Teacher in Preparing Students with Disabilities for Transition

# data[].attributes.attachment_link.title
The Role of the Career and Technical Education (CTE) Teacher in Preparing Students with Disabilities for Transition | TX CTE Resource Center

# data[].attributes.headline
Special Needs Students in Career and Technical Education 

# data[].attributes.subject
Special Needs Students in Career and Technical Education 

# data[].attributes.body
A committee, composed of state and local level representatives from career and technical education, special education and school counselors, was developed to conduct a study related to services for special needs students in career and technical education.  Their mission was to determine and address barriers to appropriate placements of special education students into career and technical programs and to develop and implement written suggested guidelines for use by school personnel. This resource is the result of the study and it is hoped that it will serve as a tool in the process of developing an Individual Education Plan (IEP) and in modifying competencies for special needs students.

# data[].attributes.headline
Career and Technical Education for Students with Disabilities

# data[].attributes.subject
Career and Technical Education for Students with Disabilities

# data[].attributes.attachment_link.title
Career and Technical Education for Students with Disabilities

# data[].attributes.attachment_link.description
With many disabled people worldwide unemployed or underemployed it begs the question: what career and technical educational (CTE) programs are being offered to disabled people and how can they improve?

# data[].attributes.headline
Understanding Career and Technical Education and Special Education: What IEP Teams Need to Know 

# data[].attributes.subject
Understanding Career and Technical Education and Special Education: What IEP Teams Need to Know 

# data[].attributes.headline
Making Good on the Promise: Improving Equity and Access to Quality CTE Programs for Students with Disabilities

# data[].attributes.subject
Making Good on the Promise: Improving Equity and Access to Quality CTE Programs for Students with Disabilities

# data[].attributes.attachment_link.readable_text
In 2017-18, nearly 11.8 million students in the United States participated in Career Technical Education (CTE) - 8.8 million in secondary and 2.9 million in postsecondary. Of those students, 877,938 were secondary learners with disabilities, and 126,110 were postsecondary learners with disabilities. When students with disabilities have access to and the supports needed to thrive in high-quality CTE programs, the outcomes are promising. CTE participation is linked to improved graduation and employment for students with physical and learning disabilities. However, state leaders still face challenges when attempting to equitably serve students with disabilities. This resource from the National Center for Learning Disabilities (NCLD) and Advance CTE outlines five actions state CTE leaders can take to ensure that secondary and postsecondary students with disabilities have access to and the supports needed to thrive in high-quality CTE programs:

Leverage the Strengthening Career and Technical Education for the 21st Century Act (Perkins V) to ensure that secondary and postsecondary learners with disabilities have access to high-quality CTE programs and instruction;

Ensure that systems are in place to provide high-quality career guidance and advisement to secondary and postsecondary learners with disabilities;

Leverage data to identify and close equity gaps;

Provide professional development to staff, instructors and support personnel; and

Ensure that learners with disabilities have access to high-quality work-based learning opportunities.

A useful resource for state leaders invested in promoting equitable outcomes for students with disabilities, this resource examines how Delaware identifies and closes equity gaps for students with disabilities.

This resource is part of the Making Good on the Promise series, which confronts the negative aspects of CTE's legacy and defines the key challenges learners face today. The series provides promising solutions to help state leaders close equity gaps in CTE to ensure that each learner is able to attain the promise of CTE - a high-skill, high-wage, in-demand career. This resource was developed with support from the Bill & Melinda Gates Foundation.

# data[].attributes.attachment_link.title
Making Good on the Promise: Improving Equity and Access to Quality CTE Programs for Students with Disabilities

# data[].attributes.attachment_link.description
In 2017-18, nearly 11.8 million students in the United States participated in Career Technical Education (CTE) - 8.8 million in secondary and 2.9 million in postsecondary. Of those students, 877,938 were secondary learners with disabilities, and 126,110 were postsecondary learners with disabilities.

# data[].attributes.headline
CTE on the Frontier: Rural CTE Strategy Guide

# data[].attributes.subject
CTE on the Frontier: Rural CTE Strategy Guide

# data[].attributes.body
The CTE on the Frontier: Rural CTE Strategy Guide offers series of questions for state leaders to use as they reflect on current efforts to expand access to high-quality Career Technical Education (CTE) and career-focused pathways and experiences in rural communities and to identify future opportunities and actions.

# data[].attributes.attachment_link.title
CTE on the Frontier: Rural CTE Strategy Guide | Advance CTE

# data[].attributes.attachment_link.readable_text
Welcome to the Ticket to Work Program!

Social Security's Ticket to Work Program supports career development for Social Security disability beneficiaries ages 18 through 64 who want to work. The Ticket Program is free and voluntary. The Ticket Program helps people with disabilities progress toward financial independence. Individuals who receive Social Security benefits because of a disability and are ages 18 through 64 probably already qualify for the program.

Are you a...

Disability Beneficiary, Family Member or Caretaker?

Visit the Choose Work Site
The Ticket to Work (Ticket) program is a good fit for people who want to improve their earning potential and are committed to preparing for long-term success in the workplace. The Ticket program offers beneficiaries with disabilities access to meaningful employment with the assistance of Ticket to Work employment service providers called Employment Networks (EN).

Service Provider or Interested in Becoming One?

Visit the Site for Service Providers
The YourTickettoWork.ssa.gov website is for ENs and State Vocational Rehabilitation (VR) agencies participating in Social Security's Ticket to Work and Self Sufficiency Program (The Ticket to Work program). Check out the website frequently for upcoming events and Ticket program updates.

Did You Receive a Call from 1-855-835-0010?

The phone call you received was from Social Security's Ticket to Work (Ticket) program. The Ticket program is a free and voluntary Social Security program that helps people who receive disability benefits return to work or work for the first time. The call refers eligible beneficiaries to Ticket to Work's Help Line at 1-866-968-7842 or 1-866-833-2967 (TTY) and to https://choosework.ssa.gov/mycall/. One of Social Security's contractors manages this site and the Help Line.

Visit https://choosework.ssa.gov/mycall/ to sign up for free information. Or contact one of our representatives through the Ticket to Work Help Line. Be one of the many people who have connected with us for important information about work as a path to financial independence! Read More...

Program Administration

Visit Social Security's Work Site for programmatic information about the Ticket program. You can also learn more about the Office of Research, Demonstration and Employment Support, which administers the program.

# data[].attributes.attachment_link.description
Social Security's Ticket to Work Program supports career development for Social Security disability beneficiaries ages 18 through 64 who want to work. The Ticket Program is free and voluntary. The Ticket Program helps people with disabilities progress toward financial independence.

# data[].attributes.headline
A Guide for Educators How to Include Students with Disabilities in Career and Techn ology Education (CTE) 

# data[].attributes.subject
A Guide for Educators How to Include Students with Disabilities in Career and Techn ology Education (CTE) 

# data[].attributes.headline
Promoting Career and Technical Education for Students with Disabilities

# data[].attributes.subject
Promoting Career and Technical Education for Students with Disabilities

# data[].attributes.headline
Quick Guide: Career and Technical Education & Secondary Students with Disabilities

# data[].attributes.subject
Quick Guide: Career and Technical Education & Secondary Students with Disabilities

# data[].attributes.body
CTE Learn’s suite of free professional development resources listed below are designed to support CTE professionals beyond our fee-based credit courses. CTE Learn also offers a free student-centric resource, CareerPrepped, to support your students’ career development.

# data[].attributes.attachment_link.readable_text
CTE Learn's suite of free professional development resources listed below are designed to support CTE professionals beyond our fee-based credit courses. CTE Learn also offers a free student-centric resource, CareerPrepped, to support your students' career development.

# data[].attributes.attachment_link.description
CTE Learn's suite of free professional development resources listed below are designed to support CTE professionals beyond our fee-based credit courses. CTE Learn also offers a free student-centric resource, CareerPrepped, to support your students' career development.

# data[].attributes.headline
Webinar: Promoting Career and Technical Education for Students with Disabilities

# data[].attributes.subject
Webinar: Promoting Career and Technical Education for Students with Disabilities

# data[].attributes.attachment_link.title
Promoting Career and Technical Education for Students with Disabilities

# data[].attributes.headline
Partnering to Improve Career and Technical Education for Students With Disabilities: A Position Paper of the Division on Career Development and Transition

# data[].attributes.subject
Partnering to Improve Career and Technical Education for Students With Disabilities: A Position Paper of the Division on Career Development and Transition

# data[].attributes.body
This article describes the Division of Career Development and Transition’s (DCDT) position regarding Career Technical Education (CTE) and provides recommendations regarding more intense collaboration to improve access to and persistence in CTE for students with disabilities. Professional groups, such as the DCDT and the Association for Career and Technical Education, as well as policy makers, should strengthen collaboration in this area. This position paper: (a) explores CTE’s effectiveness as a secondary special education and transition service; (b) summarizes relevant federal legislation; and (c) presents key recommendations for policy, practice, personnel preparation and professional development, and research. Policy and practice recommendations emphasize access and equity, personnel preparation and professional development recommendations promote an understanding of related legislation and instructional practices, and research recommendations emphasize collaborative high-quality research

# data[].attributes.headline
4 Ways to Guide Students With Disabilities to Success After High School

# data[].attributes.subject
4 Ways to Guide Students With Disabilities to Success After High School

# data[].attributes.attachment_link.readable_text
Students with disabilities (SWD) encounter a multitude of challenges on a daily basis and often need additional support to ensure equitable opportunities during school. This need for guidance does not vanish after graduation, and there's a strong argument that more supports are needed at this transition point in life than at any other. But the groundwork that leads to success after graduation must be laid well before students enter high school.

The past few years have allowed us to connect in a plethora of ways; however, old-fashioned relationship building inside and outside of the school is crucial to developing a network of support around students that encourages successful transitions. Educational professionals will be successful at supporting students if they consistently seek to connect the expertise of teachers, parents, colleges and universities, government organizations, private businesses, and nonprofits.

By applying their collaborative practices within the school to the community, teachers can connect the knowledge and opportunities within the state or community to their students. After this network of relationships is built and consistently maintained, schools and educators can follow the four suggestions below to further increase postsecondary success for SWD.

4 Steps to Postsecondary Success for SWD

1. Create a rigorous, relevant curriculum. Curriculum is a fundamental piece of the puzzle that is student achievement. School systems should make sure that educators are given opportunities throughout the year to collaborate to ensure horizontal and vertical alignment. Interdisciplinary collaboration is essential to improving reading, writing, and problem-solving, while also addressing any deficits in prior knowledge.

All students can benefit from being introduced to content from career, technical, and agricultural education (CTAE) during middle school. Creating a sense of familiarity and increasing prior knowledge will promote the development of expertise over time. This progressive build allows SWD to be better prepared for CTAE classes at the secondary level and aware of possible CTAE pathways before they enter high school.

CTAE and core-content curricula must provide support, differentiation, multiple methods for presentation, and a variety of ways for students to express their knowledge and mastery of standards.

2. Align transition plans with CTAE courses and student interests. It's imperative for individualized education program (IEP) teams to create transition plans that are aligned with student interests and connect those interests to opportunities within CTAE courses. To begin, the IEP team and the school staff should provide ample opportunities for the student to complete career and interest surveys prior to the IEP meeting.

Numerous online programs, such as Virtual Job Shadow, offer the opportunity for SWD to define their interests, discover their skills, and explore career opportunities. The course of study should allow the student to experience CTAE classes that relate to their career interests.

After qualitative and quantitative data is collected, the transition goals should allow the student to build applicable employability skills, learn more about postsecondary education options, and increase their self-efficacy.

First-generation immigrants and first-generation college students may need additional help with navigating the college application process or building a career-ready résumé.

3. Expose students to numerous career pathways before and during high school. If students are actively engaged in a rigorous, relevant curriculum, they should naturally be introduced to multiple pathways before the transition to high school. This allows students to try their hand at connecting their interests and skill sets to potential career pathways.

Schools should consider exposing all students to each CTAE pathway in some capacity, while also assessing student interests before the secondary level.

Exposure to multiple pathways can take place in an all-encompassing course before high school or during their freshman year. If this option is not possible, schools should provide a time during the summer or at the start of the school year for students to meet CTAE teachers, tour each classroom, connect with professionals in the field, and experiment within the opportunities available.

When creating schedules, SWD should be allowed to participate in more than one CTAE pathway, if desired, and be able to meet all the necessary requirements from year to year in order to complete each pathway. Students who become pathway completers are more likely to graduate and find postsecondary success.

4. Connect students to real-life opportunities. The school's schedule and curriculum must consistently provide options and time for students to experience real-life learning opportunities. Schools need to create schedules and provide adequate support for SWD to ensure that they earn required credits and complete introductory CTAE classes by freshman or sophomore year. This helps increase opportunities found in upper-level CTAE classes during their junior or senior year.

Transition coordinators and other staff members need to use their relationship-building skills to enable students to connect with guest speakers, tour college campuses, shadow community businesses, become pathway completers, and participate in work-based learning opportunities.

Students, parents, and educators can all advocate for SWD by encouraging them to actively engage in extracurricular activities, community service projects, and job opportunities. Furthermore, they can advocate by working in collaboration with CTAE staff and other school members to ensure that SWD are well represented in all school functions and programs.

The sooner and more often a student is given the opportunity to build relationships with postsecondary career or college options, the more likely that student is to believe in themselves, create realistic goals, and become successful.

In the end, it takes a coordinated web of students, guardians, education professionals, and community members to gradually build effective career and college pipelines for SWD. Just like their peers, SWD need to be actively encouraged to challenge themselves and positively impact their community.

As we approach a post-pandemic world, our education system is positioned to provide more equitable opportunities and outcomes for SWD. Educators must allow these students to have a voice in creating this positive change and be there to support them along the way.

# data[].attributes.attachment_link.title
4 Ways to Guide Students With Disabilities to Success After High School

# data[].attributes.attachment_link.description
Students with disabilities (SWD) encounter a multitude of challenges on a daily basis and often need additional support to ensure equitable opportunities during school. This need for guidance does not vanish after graduation, and there's a strong argument that more supports are needed at this transition point in life than at any other.

# data[].attributes.headline
CTE Instructional Resources, by Career Cluster

# data[].attributes.subject
CTE Instructional Resources, by Career Cluster

# data[].attributes.attachment_link.title
CTE Instructional Resources, by Career Cluster

# data[].attributes.attachment_link.description
Information on Michigan academic standards and instructional resources.

# data[].attributes.headline
CAREERTECH FAQ REGARDING STUDENTS WITH DISABILITIES

# data[].attributes.subject
CAREERTECH FAQ REGARDING STUDENTS WITH DISABILITIES

# data[].attributes.headline
Disability Reference Guide for Technology Centers

# data[].attributes.subject
Disability Reference Guide for Technology Centers

# data[].attributes.headline
BEST PRACTICES IN MIDDLE SCHOOL CAREER AND TECHNICAL EDUCATION EXPANSION 

# data[].attributes.subject
BEST PRACTICES IN MIDDLE SCHOOL CAREER AND TECHNICAL EDUCATION EXPANSION 

# data[].attributes.headline
Strategies for Special Population Success Practical Tips and Tools for Educators

# data[].attributes.subject
Strategies for Special Population Success Practical Tips and Tools for Educators

# data[].attributes.body
This resource will help you develop plans to address the equity gaps for special populations that you uncover during your Comprehensive Local Needs Assessment as part of your Perkins V planning. Use this resource with your team to identify potential strategies to address the root causes of your identified gaps in participation and performance.

# data[].attributes.headline
PIPEline to Career Success for Students with Disabilities: Root Causes and Strategies

# data[].attributes.subject
PIPEline to Career Success for Students with Disabilities: Root Causes and Strategies

# data[].attributes.headline
Strategies for Special Populations Success

# data[].attributes.subject
Strategies for Special Populations Success

# data[].attributes.attachment_link.readable_text
Strategies for Special Population Success

These resources will help you develop plans to address the equity gaps for special populations that you uncovered during your Perkins V reVISION process. Your Perkins V Indicator Report provides you with performance data disaggregated by gender, race, and each of the nine special population groups. Use this resource with your team to identify potential strategies to address the root causes of your identified gaps in participation and performance. Utilize the recommended state and national organizations to support your efforts and to locate similar local organizations that serve students in your community. Target your strategies to address the needs of each of the special population groups to increase the potential for success. With the right support, your students who are members of a special population can achieve amazing results and discover a new world of opportunities.

# data[].attributes.attachment_link.description
Strategies for Special Population Success These resources will help you develop plans to address the equity gaps for special populations that you uncovered during your Perkins V reVISION process. Your Perkins V Indicator Report provides you with performance data disaggregated by gender, race, and each of the nine special population groups.

# data[].attributes.headline
Webinar: Creating Partnerships for Access and Equity for Students with Disabilities in CTE

# data[].attributes.subject
Webinar: Creating Partnerships for Access and Equity for Students with Disabilities in CTE

# data[].attributes.attachment_link.description
Advanced Search Search Topic Areas COVID-19 Related Community Engagement and Independent Living Data Collection and Use Diversity, Equity and Inclusion Effective Practices Employment Family Engagement Graduation/Dropout Interagency Collaboration Policies / Procedures Postsecondary Education Pre-Employment Transition Services Professional Development Secondary Education VR Transition Services Youth Engagement Advanced Filters Resource Type Annotated Bibliography Checklist Curriculum Data Tool FAQs - Frequently Asked Questions ...

# data[].attributes.headline
Career and Technical Education Annotated Bibliography

# data[].attributes.subject
Career and Technical Education Annotated Bibliography

# data[].attributes.attachment_link.readable_text
Accessibility | Privacy Policy | Terms and Conditions

The contents of this website were developed under a grant (H326E200003) from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.

# data[].attributes.attachment_link.title
Career and Technical Education Annotated Bibliography - NTACT:C

# data[].attributes.attachment_link.description
Accessibility | Privacy Policy | Terms and Conditions The contents of this website were developed under a grant (H326E200003) from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.

# data[].attributes.headline
Career and Technical Education & Secondary Students with Disabilities Quick Guide

# data[].attributes.subject
Career and Technical Education & Secondary Students with Disabilities Quick Guide

# data[].attributes.body
College and Career Readiness is an emphasis across multiple Federal legislation initiatives aligning services and supports to students and youth with disabilities (e.g., IDEA, WIOA, ESSA, Perkins).  Student enrollment in vocational coursework — e.g. Career and Technical Education (CTE) courses — has been associated with decreased absences during school as well as increased graduation and  employment rates.

This guide outlines key information about career and technical education, its benefits, interagency collaboration related to it, and examples and links to websites with more detailed and specific information.

# data[].attributes.attachment_link.title
Career and Technical Education & Secondary Students with Disabilities Quick Guide - NTACT:C

# data[].attributes.attachment_link.description
This guide outlines key information about career and technical education, its benefits, interagency collaboration related to it, and examples and links to websites with more detailed and specific information.

# data[].attributes.headline
Holland Career Interest Inventory for all 9th Graders

# data[].attributes.subject
Holland Career Interest Inventory for all 9th Graders

# data[].attributes.attachment_link.title
Holland Career Interest Inventory for all 9th Graders

# data[].attributes.attachment_link.description
Erie County Technical School (ECTS) implemented practices to help prospective students thoughtfully consider which CTE programs might be a good fit for them. These practices help serve students more effectively and efficiently as they plan for their education and select a CTE program.

# data[].attributes.body
This rubric is designed to help program administrators, designers, implementers and funders identify the critical attributes of a STEM program to determine the degree to which it is inclusive and supports access and success for students who historically have not engaged in STEM. Serving “all students” does not ensure equity, so considering how each of these attributes impacts underrepresented students in STEM and addressing those barriers will create a STEM learning environment where every student can succeed.

# data[].attributes.attachment_link.provider_name
NAPE | National Alliance for Partnerships in Equity

# data[].attributes.attachment_link.title
STEM Equity Program Evaluation Rubric | National Alliance for Partnerships in Equity

# data[].attributes.attachment_link.description
This rubric is designed to help program administrators, designers, implementers and funders identify the critical attributes of a STEM program to

# data[].attributes.headline
Accommodations and Modifications in CTE Classroom Instruction I 

# data[].attributes.subject
Accommodations and Modifications in CTE Classroom Instruction I 

# data[].attributes.attachment_link.readable_text
For some teachers, the difficult part of teaching isn't content: it's differentiation. Fifty years ago, classrooms were organized in a teacher-centered manner focusing primarily on completing coursework. As we get deeper into the twenty-first century, teachers are expected to implement a variety of teaching strategies into each lesson, and those with special populations have even more pressure to teach accordingly.

Fourteen percent-7.0 million-of all public school students in 2017-2018 had a disability. Each of these students has an Individualized Education Program ( IEP) describing the student's needs and how best to adapt the lesson to fit those needs. IEPs provide information on implementing accommodations and modifications.

Accommodations vs. Modifications

To begin, accommodations and modifications are not the same; each has a specific purpose. An accommodation is in place to help a student overcome a weakness. It does not change the curriculum, grading or expectations. The student is completing the same assignment as the rest of the students, but he or she is provided with support to help them succeed. Modifications, on the other hand, change the curriculum and expectations. A student with a modification on their IEP is unlikely to succeed without additional support.

Accommodations

Accommodations are about adapting the instruction to fit each student's needs. There are nine generally accepted types of adaptations:

1. Quantity

2. Time

3. Level of Support

4. Input

5. Output

6. Difficulty

7. Participation

8. Alternate Goals (only for students with moderate to severe disabilities)

9. Substitute Curriculum (only for students with moderate to severe disabilities)

When teaching individuals with disabilities, there is no one-size-fits-all mentality. What works for one student may not work for another, and accommodations often change according to the lesson. The student's IEP will determine which type of adaptation he or she needs, but it is up to the teacher to determine how to incorporate the adaptation into their curriculum.

Modifications

Many teachers struggle more with modifying assignments rather than adding accommodations. When making modifications to lessons and assignments, there is a fine line between making the assignment too simple and modifying to fit a student's needs, yet still presenting a rigorous challenge for the student. Unlike adaptations, there is not a standard list of modifications, and each course and/or grade level requires specialized changes. For CTE courses, implementing one or more of the following is a good start:

Computerized spell-check

Word bank of choices for answers

Video supplements in place of reading text

Rephrase questions into easier to understand language

Projects in place of written assignments (or vice versa)

Modified workload or length of assignments

Alternate projects or activities

Change in grading system

Applying modifications requires some trial and error. Communication between student and teacher is crucial when finding the right way to best help each student succeed. Teachers must remain flexible; what worked at the beginning of the year might change throughout the semester as the student grows in both knowledge and confidence.

"Fair is not equal."

One of the most important things for teachers to keep in mind when teaching is that fair is not equal. Providing accommodations or modifications for one student but not the rest can cause students or parents to question fairness. The teacher is in no way favoring a student who has an IEP or providing access to support to help one student better than another. Rather, he or she is providing ways to help a student succeed in an environment where they would otherwise be unable to do so. Not every child requires additional support to thrive in particular courses. The teacher is individualizing learning for each student they teach, and students without disabilities are given as much attention and support as those with disabilities.

For strategies to help your special populations students succeed, download the free guide:

# data[].attributes.attachment_link.title
Special Populations & iCEV: Accommodations, Adaptations & Modifications

# data[].attributes.attachment_link.description
Special Populations & iCEV: Accommodations, Adaptations & Modifications

# data[].attributes.headline
The Four A's of Managing the Placement and Service of Students with Disabilities in the CTE Classroom

# data[].attributes.subject
The Four A's of Managing the Placement and Service of Students with Disabilities in the CTE Classroom

# data[].attributes.body
Newly hired secondary career and technical education (CTE) instructors are often surprised by the rate at which students with disabilities enroll in their classes. While many educators see CTE as a logical placement for students who are otherwise academically unsuccessful, the CTE teacher is too often unprepared for serving this population. Alternative routes of CTE teacher licensure often leave these teachers feeling unsure and ineffective. This article discusses concerns about this issue and includes an easy, four-step model CTE teachers serving students with disabilities can use to be more effective overall: (1) Orient staff who refer students to CTE programs and assist them in placement decisions; (2) Obtain assistance in implementing Individual Education Plan (IEP) accommodations; (3) Assess the appropriateness of the accommodations, record and make recommendations to the IEP team; and (4) Act as an advocate for the student in counseling and IEP development procedures.

# data[].attributes.attachment_link.readable_text
Newly hired secondary career and technical education (CTE) instructors are often surprised by the rate at which students with disabilities enroll in their classes. While many educators see CTE as a logical placement for students who are otherwise academically unsuccessful, the CTE teacher is too often unprepared for serving this population. Alternative routes of CTE teacher licensure often leave these teachers feeling unsure and ineffective. This article discusses concerns about this issue and includes an easy, four-step model CTE teachers serving students with disabilities can use to be more effective overall: (1) Orient staff who refer students to CTE programs and assist them in placement decisions; (2) Obtain assistance in implementing Individual Education Plan (IEP) accommodations; (3) Assess the appropriateness of the accommodations, record and make recommendations to the IEP team; and (4) Act as an advocate for the student in counseling and IEP development procedures.

Journal for Vocational Special Needs Education. c/o Center for Education and Work, 964 Educational Sciences Builidng, 1025 West Johnson Street, Madison, WI 53706. Tel: 608-263-2724; Fax: 608-262-3050; Web site: http://www.cew.wisc.edu/JVSNE

# data[].attributes.attachment_link.title
ERIC - EJ841389 - The Four A's of Managing the Placement and Service of Students with Disabilities in the CTE Classroom, Journal for Vocational Special Needs Education, 2008

# data[].attributes.attachment_link.description
Newly hired secondary career and technical education (CTE) instructors are often surprised by the rate at which students with disabilities enroll in their classes. While many educators see CTE as a logical placement for students who are otherwise academically unsuccessful, the CTE teacher is too often unprepared for serving this population.

# data[].attributes.headline
Culinary Arts: Employability Skills Checklist

# data[].attributes.subject
Culinary Arts: Employability Skills Checklist

# data[].attributes.headline
Lesson Plan: Get That Job! Resumes, Portfolios, and Interview Skills

# data[].attributes.subject
Lesson Plan: Get That Job! Resumes, Portfolios, and Interview Skills

# data[].attributes.attachment_link.readable_text
In this lesson, students will create a career portfolio and personal résumé, and rehearse and role-play the interview process. In addition, students will identify self-responsibility and self-management skills, identify proper interview techniques, and analyze interview questions and appropriate responses.

Scroll to the related items section at the bottom of this page for additional resources.

# data[].attributes.attachment_link.title
Lesson Plan: Get That Job! Résumés, Portfolios, and Interview Skills

# data[].attributes.attachment_link.description
In this lesson, students will create a career portfolio and personal résumé, and rehearse and role-play the interview process. In addition, students will identify self-responsibility and self-management skills, identify proper interview techniques, and analyze interview questions and appropriate responses.

# data[].attributes.body
Blank copy: www.txcte.org/sites/default/files/resources/documents/Career-Portfolio-Sections4.pdf

# data[].attributes.body
Blank notes: https://www.txcte.org/sites/default/files/resources/documents/Get-That-Job-Résumés-Portfolios-and-Interview-Skills-Notes4.pdf

# data[].attributes.attachment_link.readable_text
A career portfolio goes beyond a resume and a cover letter to show a prospective employer your work experience, skills, accomplishments, and more.

Portfolios include information about who you are and examples of your work and achievements. A traditional resume is included in a career portfolio along with written and/or visual information that highlights what you have to offer.

So, what types of things go in a portfolio? The following list of the types of things you should consider including in a career portfolio comes from Quintessential, a longstanding career development website:

1. Career Summary and Goals: A description of what you stand for (such as work ethic, organizational interests, management philosophy, etc.) and where you see yourself in two-to-five years.

2. Professional Philosophy/Mission Statement: A short description of the guiding principles that drive you and give you purpose.

3. Resume: A summary of your education, achievements, and work experience, using a chronological or functional format.

4. Skills, Abilities and Marketable Qualities: A detailed examination of your skills and experience. This section should include the name of the skill area; the performance or behavior, knowledge, or personal traits that contribute to your success in that skill area; and your background and specific experiences that demonstrate your application of the skill.

5. List of Accomplishments: A detailed listing that highlights the major accomplishments in your career to date. Accomplishments are one of the most important elements of any good job search.

6. Samples of Your Work: A sampling of your best work, including reports, papers, studies, brochures, projects, presentations, etc.

7. Testimonials and Letters of Recommendations: A collection of any kudos you have received - from customers, clients, colleagues, past employers, professors, etc. Some experts even suggest including copies of favorable employer evaluations and reviews.

8. Awards and Honors: A collection of certificates of awards, honors, and scholarships.

9. Conference and Workshops: A list of conferences, seminars, and workshops you've participated in and/or attended.

10. Transcripts, Degrees, Licenses, and Certifications: A description of relevant courses, degrees, licenses, and certifications.

11. Professional Development Activities: A listing of professional associations and conferences attended - and any other professional development activities.

12. Military records, awards, and badges: A listing of your military service, if applicable.

13. Volunteering/Community Service: A description of any community service activities, volunteer or pro bono work you have completed, especially as it relates to your career.

14. References List: A list of three to five people (including full names, titles, addresses, and phone/e-mail) who are willing to speak about your strengths, abilities, and experience.

A career portfolio will also set you apart. Despite the obvious advantages of having a portfolio, few employers see them during interviews. So how effective are they? Verizon Wireless "talent connector" Krystal Dominick says only three or four applicants out of the 300 interviews she conducts annually come in with a portfolio. And how many people in that small group were hired? "All of them got jobs," she says. "The portfolios really help them showcase their experience and their job histories."

The benefits of developing a career portfolio go beyond having a useful tool to showcase yourself. The process of creating the portfolio is also a valuable way to prepare for networking and interviews. Through the effort of identifying, writing about, and organizing your experience, education, skills and accomplishments, you will be prepared to speak easily and confidently about yourself to prospective employers.

# data[].attributes.attachment_link.description
A career portfolio goes beyond a resume and a cover letter to show a prospective employer your work experience, skills, accomplishments, and more. Portfolios include information about who you are and examples of your work and achievements. A traditional resume is included in a career portfolio along with written and/or visual information that highlights what you have to offer.

# data[].attributes.headline
Teaching Professionalism to Students with Special Needs - Training for Post-Secondary Employment

# data[].attributes.subject
Teaching Professionalism to Students with Special Needs - Training for Post-Secondary Employment

# data[].attributes.attachment_link.title
Teaching Professionalism to Students with Special Needs - Training for Post-Secondary Employment | TX CTE Resource Center

# data[].attributes.headline
Chapter 2: Admission, Review, and Dismissal (ARD) Meeting Tips

# data[].attributes.subject
Chapter 2: Admission, Review, and Dismissal (ARD) Meeting Tips

# data[].attributes.attachment_link.title
Chapter 2: Admission, Review, and Dismissal (ARD) Meeting Tips | TX CTE Resource Center

# data[].attributes.headline
Chapter 1: Best Practices When Attending Admission, Review, and Dismissal (ARD) Meetings

# data[].attributes.subject
Chapter 1: Best Practices When Attending Admission, Review, and Dismissal (ARD) Meetings

# data[].attributes.attachment_link.title
Chapter 1: Best Practices When Attending Admission, Review, and Dismissal (ARD) Meetings | TX CTE Resource Center

# data[].attributes.headline
Conclusion: Using Assistive Technology in Career and Technical Education (CTE) Classrooms

# data[].attributes.subject
Conclusion: Using Assistive Technology in Career and Technical Education (CTE) Classrooms

# data[].attributes.attachment_link.title
Conclusion: Using Assistive Technology in Career and Technical Education (CTE) Classrooms

# data[].attributes.headline
CTE Teachers’ Role in ARD Meetings- Tips for Effective Participation 

# data[].attributes.subject
CTE Teachers’ Role in ARD Meetings- Tips for Effective Participation 

# data[].attributes.body
These student activity plans are for teachers, counselors, and CTE coordinators to use in classes, presentations, or for College and Career Readiness (CCR) conferences.

# data[].attributes.attachment_link.description
This is an EDITABLE formal lesson plan for Vocational/Career Tech Ed template perfect for writing in-depth lesson plans that you can put in a teaching portfolio, use for student teaching, turn into administration, or just use to keep yourself organized!You can edit the text style, size, and color to…

# data[].attributes.attachment_link.description
This worksheet will provide a script for your goal setting conference with a CTE student. ...

# data[].attributes.headline
CTE/Vocational Program Visit Review/ Follow-Up

# data[].attributes.subject
CTE/Vocational Program Visit Review/ Follow-Up

# data[].attributes.headline
INCORPORATING CAREER AND TECHNICAL EDUCATION FOR STUDENTS WITH EMOTIONAL BEHAVIORAL DISTURBANCE

# data[].attributes.subject
INCORPORATING CAREER AND TECHNICAL EDUCATION FOR STUDENTS WITH EMOTIONAL BEHAVIORAL DISTURBANCE

# data[].attributes.body
This guide will offer practical ways to plan for these students’ successful transition from high school to post-secondary life, which can lead to the positive outcomes for students with EBD.

# data[].attributes.body
SkillStack® is a badging/micro-certification platform that allows Idaho’s educators to validate the skills their students demonstrate proficiency in; leading to industry-relevant badges.

# data[].attributes.attachment_link.readable_text
Idaho SkillStack® badges clearly communicate an individual's skills to the world.

Learn More "

Employers

Search for candidates based on the skills you need. Start connecting with qualified individuals now.

Learn More "
Watch Video "

Educators

Track demonstrated competencies to ensure your student's are prepared for their next step whether it's college, other training, or employment.

Login Now "
Watch Video "

# data[].attributes.attachment_link.description
Idaho SkillStack® badges clearly communicate an individual's skills to the world. Learn More " Search for candidates based on the skills you need. Start connecting with qualified individuals now. Learn More " Watch Video " Track demonstrated competencies to ensure your student's are prepared for their next step whether it's college, other training, or employment.

# data[].attributes.body
This list of accessibility tools is intended to be used as a reference for educators and families. It describes tools that align with accommodations that may be included in some Individualized Education Programs (IEPs), Section 504 Accommodation Plans, and/or linguistic accommodations for English learners. This is not an exhaustive list of accommodations or support tools; it is simply a list of free high leverage tools.

# data[].attributes.attachment_link.readable_text
Free, self-paced (average 2.5 hours), Vanderbilt University, Tennessee. Create an account to receive a certificate for completed modules.
This self-paced learning module examines the three principles of Universal Design for Learning (UDL) and discusses how to apply these principles to the four curricular components: goals, instructional materials, instructional methods, and assessments.

# data[].attributes.attachment_link.description
Free, self-paced (average 2.5 hours), Vanderbilt University, Tennessee. Create an account to receive a certificate for completed modules. This self-paced learning module examines the three principles of Universal Design for Learning (UDL) and discusses how to apply these principles to the four curricular components: goals, instructional materials, instructional methods, and assessments.

# data[].attributes.body
The intent of this document is to provide information to teachers who deliver special education services to students with disabilities and participate in the preparation and implementation of Individualized Education Programs (IEPs). Specifically, this guide includes resources that help teachers understand, develop, implement, and evaluate the specially designed instruction (SDI) students with disabilities need to access and progress in the general curriculum.  In addition, it clarifies concepts related to, but distinct from, specially designed instruction, including accommodations, modifications, and high yield instructional strategies.

# data[].attributes.headline
Specially Designed Instruction: Field User Guide

# data[].attributes.subject
Specially Designed Instruction: Field User Guide

# data[].attributes.body
Specially designed instruction (SDI) is the special education service(s) a student needs, in addition to general education, because of an identified disability. The SDI is tailored specifically to address the impact the disability has on a student’s learning. It is designed to ensure access of the child to the general curriculum and to enable the child to meet Individualized Education Program (IEP) annual goals. The Admission, Review, and Dismissal (ARD) committee develops SDI for each student.

# data[].attributes.body
Welcome to the UDL Classroom Implementation Guide in Texas. This guide includes a rubric, tools and resources, discussion prompts, and tips for educators to use to implement Universal Design for Learning (UDL).  UDL is a framework that includes ways to ensure all learners can access and participate in the general education classroom. The UDL Guidelines offer suggestions for engaging students, presenting information in different ways, and offering students different ways to show their learning. We recognize that there are challenges to moving from UDL theory to practice. This tool will help you establish a baseline, help you make progress over time, and give you strategies that support student learning. In this guide you will find the UDL Classroom Implementation Rubric, which outlines a progression of UDL implementation and growth. It also includes strategies and tips for educators to use as they build their capacity to implement UDL. We hope this guide will support you on your journey of designing inclusive learning environments.

# data[].attributes.body
The purpose of this document is to assist educators in taking full advantage of having a paraprofessional in their classroom. The information addresses both general and special education settings. It does not include non-instructional responsibilities such as assisting in diapering, positioning, feeding, etc. This guide is a resource. It is not a strict set of “rules” that must be followed. The appropriate state and federal laws are included throughout this document.  This document can serve as a starting point to spark conversations on a campus or within a district (LEA). During conversations, it is important to communicate that supports provided to students who receive special education services • need to be individualized; and • vary from student to student, setting-to- setting, and even within a class period, according to the type of instruction being delivered (whole group direct instruction, small group, re- teach, etc.).

# data[].attributes.headline
Field User Guide: Working with Paraprofessionals 

# data[].attributes.subject
Field User Guide: Working with Paraprofessionals 

# data[].attributes.body
This companion document is intended to be used as a reference for educators. It describes tools that align with accommodations that may be included in some Individualized Education Programs (IEPs), Section 504 Accommodation Plans, and/or linguistic accommodations for Emergent Bilinguals. A general description of the accommodation and examples of how this could appear in a student learning plan is provided to allow educators to see the connection between some accommodations that students may receive and the digital resources available to implement those supports. This is not an exhaustive list of accommodations that may be documented in a student learning plan; it is simply a list of a few high leverage tools.

# data[].attributes.body
This sample UDL Lesson Plan Form can be used to encourage teachers to design lessons that meet the unique learning characteristics of their students.

# data[].attributes.attachment_link.readable_text
This sample UDL Lesson Plan Form can be used to encourage teachers to design lessons that meet the unique learning characteristics of their students.

This document aligns with the Rubric of Effective Practices from TX CAN Indicator IV: Differentiated Instruction - Component 1.

# data[].attributes.attachment_link.description
This sample UDL Lesson Plan Form can be used to encourage teachers to design lessons that meet the unique learning characteristics of their students. This document aligns with the Rubric of Effective Practices from TX CAN Indicator IV: Differentiated Instruction - Component 1.

# data[].attributes.headline
Guide to Implementation of Accessible Instructional Materials (AIM)

# data[].attributes.subject
Guide to Implementation of Accessible Instructional Materials (AIM)

# data[].attributes.body
This guide lists specific steps you can take to provide AIM to students with complex access needs.

# data[].attributes.attachment_link.title
Guide to Implementation of Accessible Instructional Materials (AIM) | TX CAN

# data[].attributes.body
This rubric can be used to obtain a more specific and objective activity grade.

# data[].attributes.attachment_link.readable_text
This rubric can be used to obtain a more specific and objective activity grade.

This document aligns with the Rubric of Effective Practices from TX CAN Indicator II: Effective Teams.

# data[].attributes.attachment_link.description
This rubric can be used to obtain a more specific and objective activity grade. This document aligns with the Rubric of Effective Practices from TX CAN Indicator II: Effective Teams.

# data[].attributes.headline
Guide to Implementation for Transitioning a Student from a Self-Contained to a General Education Classroom

# data[].attributes.subject
Guide to Implementation for Transitioning a Student from a Self-Contained to a General Education Classroom

# data[].attributes.body
This guide lists specific steps you can take to transition a student with complex access needs from a self-contained to a general education classroom

# data[].attributes.attachment_link.readable_text
This guide lists specific steps you can take to transition a student with complex access needs from a self-contained to a general education classroom.

This document aligns with the Rubric of Effective Practices from TX CAN Indicator I: Alignment to State Standards - Components 1 and 2, Indicator II: Effective Teams - Component 1, 2, 3, 4, 5, 6, 9, 11, 12a, 12b, 12c, Indicator IV: Differentiated Instruction - Components 2, 3, 4, 6, 7, and Indicator IV: Social Communication - Components 4 and 5..

# data[].attributes.attachment_link.title
Guide to Implementation for Transitioning a Student from a Self-Contained to a General Education Classroom

# data[].attributes.attachment_link.description
This guide lists specific steps you can take to transition a student with complex access needs from a self-contained to a general education classroom.

# data[].attributes.headline
Guide to Implementation for Planning Supports for Participation

# data[].attributes.subject
Guide to Implementation for Planning Supports for Participation

# data[].attributes.body
This guide lists specific steps you can take to plan student supports for student participation in general education.

# data[].attributes.attachment_link.readable_text
This guide lists specific steps you can take to plan student supports for student participation in general education.

This document aligns with the Rubric of Effective Practices from TX CAN Indicator II: Effective Teams - Components 1, 2, 5, 7, 8, and 9 and Indicator IV: Differentiated Instruction - Component 7.

# data[].attributes.attachment_link.title
Guide to Implementation for Planning Supports for Participation

# data[].attributes.attachment_link.description
This guide lists specific steps you can take to plan student supports for student participation in general education. This document aligns with the Rubric of Effective Practices from TX CAN Indicator II: Effective Teams - Components 1, 2, 5, 7, 8, and 9 and Indicator IV: Differentiated Instruction - Component 7.

# data[].attributes.headline
GUIDE TO IMPLEMENTATION of Presuming & Constructing Competence 

# data[].attributes.subject
GUIDE TO IMPLEMENTATION of Presuming & Constructing Competence 

# data[].attributes.body
This guide highlights the many opportunities available for constructing students’ competence through various aspects of their educational programs. It also recognizes that part of an educator’s role on the student’s team is as a mentor and coach to other team members who may not have the same level of knowledge and skill. The information in this guide is aligned with Chapter 1 of the Cheryl M. Jorgensen book, It’s More Than “Just Being In.”

# data[].attributes.headline
Instructional Support Planning Form Template

# data[].attributes.subject
Instructional Support Planning Form Template

# data[].attributes.body
This form helps a team specify the student's learning objectives, describe the supports required for the student to participate in classroom activities, and indicate who is responsible for creating/curating those supports.

# data[].attributes.attachment_link.title
Instructional Support Planning Form Template | TX CAN

# data[].attributes.body
The following report explores best practices for implementing CTE at the middle school level, focusing on career exploration, equity, and CTE in rural areas, and describes the middle school CTE practices of three states.

# data[].attributes.headline
Understanding Internships for Transition-Age Students With Disabilities

# data[].attributes.subject
Understanding Internships for Transition-Age Students With Disabilities

# data[].attributes.body
Secondary educators implement an array of work-based learning activities that expose transition-age students to the demands of post-secondary employment. One such strategy, internships, provides students with a formal opportunity to acquire transferable employment skills that lead to meaningful post-secondary employment outcomes. Facilitating internships for transition-aged students with disabilities, however, presents challenges for educators because internships often involve complicated and sometimes ambiguous labor laws, regulations, and provisions. This article provides secondary educators with information about how to facilitate unpaid and paid internships for students with disabilities that align with requirements established by the Fair Labor Standards Act. The article provides a case study to illustrate how schools can develop both unpaid and paid internships and concludes with recommendations for best practices.

# data[].attributes.body
https://tiescenter.org/
TIES helps educators, parents, and administrators create and support inclusive school communities

# data[].attributes.body
This tool will help you go from borrowed, bought, or mandated lesson to a more inclusive lesson for all. Many teachers plan their instruction by using existing lesson plans. Starting with a lesson that comes from a curriculum package, online site, or colleague may save time, but also requires adjustment to meet your needs as a teacher and the needs of your students, especially those with significant cognitive disabilities. Think about your student with significant cognitive disabilities and what you are teaching, and let’s get started!

# data[].attributes.attachment_link.readable_text
The Problem

This tool will help you go from borrowed, bought, or mandated lesson to a more inclusive lesson for all. Many teachers plan their instruction by using existing lesson plans. Starting with a lesson that comes from a curriculum package, online site, or colleague may save time, but also requires adjustment to meet your needs as a teacher and the needs of your students, especially those with significant cognitive disabilities. Think about your student with significant cognitive disabilities and what you are teaching, and let's get started!

Grab your lesson and let's get started! How much time do you have?

Select a timeframe to begin working on your lesson:

In 5 minutes: you will identify the most important content (what) and instructional strategies (how) in the lesson.

In 15 minutes: you will dig deeper into lesson design and get ideas to implement a specific instructional strategy to reduce barriers for students, including students with significant cognitive disabilities.

In 45 minutes: you will have the opportunity to build your own skills or facilitate learning opportunities for all students, including a student with significant cognitive disabilities.

Let's connect with your colleague

All rights reserved. Any or all portions of this document may be reproduced without prior permission, provided the source is cited as:

TIES Center is supported through a cooperative agreement between the University of Minnesota and the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education (# H326Y170004). The Center is affiliated with the National Center on Educational Outcomes (NCEO) which is affiliated with the Institute on Community Integration (ICI) at the College of Education and Human Development, University of Minnesota. The contents of this report were developed under the Cooperative Agreement from the U.S. Department of Education, but do not necessarily represent the policy or opinions of the U.S. Department of Education or Offices within it. Readers should not assume endorsement by the federal government. Project Officer: Susan Weigert

The National Center on Educational Outcomes (NCEO) leads the TIES Center partnership. Collaborating partners are: Arizona Department of Education, CAST, University of Cincinnati, University of Kentucky, University of North-Carolina-Charlotte, and the University of North Carolina-Greensboro.

TIES Center

University of Minnesota

Institute on Community Integration

2025 East River Parkway
Minneapolis, MN 55414 Phone: 612-626-1530 www.tiescenter.org
This document is available in alternate formats upon request.

The University of Minnesota is an equal opportunity employer and educator.

# data[].attributes.attachment_link.title
TIES Lessons for All: 5-15-45 | TIES Lessons for All: The 5-15-45 Tool

# data[].attributes.attachment_link.description
This tool will help you go from borrowed, bought, or mandated lesson to a more inclusive lesson for all. Many teachers plan their instruction by using existing lesson plans. Starting with a lesson that comes from a curriculum package, online site, or colleague may save time, but also requires adjustment to meet your needs as a teacher and the needs of your students, especially those with significant cognitive disabilities.

# data[].attributes.headline
Request Common Planning Time to Support Inclusion of All Students

# data[].attributes.subject
Request Common Planning Time to Support Inclusion of All Students

# data[].attributes.body
Wondering how you will find time to collaborate during your busy school day? Collaboration between educators is necessary, but how do you make it happen?

Although effective collaboration can happen in small moments between classes or before school, longer periods of time are needed to ensure that all students are included in learning opportunities throughout the school day. Additionally the research shows that these “on the fly moments” are not enough to build long lasting inclusive practices.

# data[].attributes.attachment_link.readable_text
Wondering how you will find time to collaborate during your busy school day? Collaboration between educators is necessary, but how do you make it happen?

Although effective collaboration can happen in small moments between classes or before school, longer periods of time are needed to ensure that all students are included in learning opportunities throughout the school day. Additionally the research shows that these "on the fly moments" are not enough to build long lasting inclusive practices.

What can you do?

Use this sample e-mail to contact your administrator or other member of your school team if you need to advocate for common planning time. Keep in mind that you can:

add or change anything you want to the message.

communicate specific schedule needs (for example, we have identified Tuesday afternoons at 2 pm as one time ...).

communicate in whatever way is best for you (email, memo, text, message)

Sample Email Message:

One of our goals for this year is to be sure we [names] are collaborating to include all students in our lessons throughout the school day. We are writing to begin a discussion on how we can do this more effectively by establishing a common planning time for our co-planning.

Common planning time is important because it will allow us to meaningfully analyze and adapt our curriculum and instruction through discussions on how to improve co-teaching and our interventions.

We are very willing to problem solve to come up with some solutions. Some possibilities include:

if provided with [XX minutes a week] of common planning time, we will use the 5-15-45 minute tool that includes protocols and resources to support our work.

we will coordinate our understanding of the learning goals for our lessons, identify the barriers that students face in the lessons, and integrate tools and resources to make sure that all students, including students with the most significant cognitive disabilities, are successful.

having this regular check-in will provide us with the opportunity to reflect on how our strategies, tools, and practices are impacting student learning.

we'd be happy to share with others what we are learning and the outcomes that we are seeing for students.

Thank you for your consideration of this opportunity.

Respectfully,

[Your names]

Sample Text Message

Hi! Could we briefly meet today to talk about common planning time? Having a set, weekly time to collaborate would help us to better design curriculum, deliver instruction, and reflect on our teaching.

# data[].attributes.attachment_link.title
TIES Lessons for All: 5-15-45 | Request Common Planning Time to Support Inclusion of All Students

# data[].attributes.attachment_link.description
Wondering how you will find time to collaborate during your busy school day? Collaboration between educators is necessary, but how do you make it happen? Although effective collaboration can happen in small moments between classes or before school, longer periods of time are needed to ensure that all students are included in learning opportunities throughout the school day.

# data[].attributes.body
Need a little help kicking off your collaboration? Even small steps like crafting an email or setting an agenda can take time.

These templates are intended to support the communication between educators who are collaborating to meet the needs of all students. There are several templates to choose from - please modify them to meet your needs or skip them and use your own!

# data[].attributes.attachment_link.readable_text
Need a little help kicking off your collaboration? Even small steps like crafting an email or setting an agenda can take time.

These templates are intended to support the communication between educators who are collaborating to meet the needs of all students. There are several templates to choose from - please modify them to meet your needs or skip them and use your own!

Sample text to first connect with your new collaborative partner. Please modify to fit your needs:

Dear (colleague),

I look forward to collaborating with you to make our lessons more inclusive for all of our students. Here are our first steps:

We need to find a time to meet (either for 5 minutes, 15 minutes, or 45 minutes).

Here is the TIES Center protocol we can use (choose based on time available: 5 minute meeting time, 15 minute meeting time, or 45 minute time).

Here are some times that work for me:

Do any of those work for you?

Thank you,

Sample follow-up text to set up a meeting with an existing collaborative partner. Please modify to fit your needs:

Dear (colleague),

I look forward to collaborating with you to make our lessons more inclusive for all of our students. I pulled together some resources for our meeting (add link or attachment) on XXX date at XXX time:

An agenda to keep us on track (Setting Team Rules).

A TIES Center protocol (choose based on time available: 5 minute meeting time, 15 minute meeting time, or 45 minute time).

This list of inclusive strategies to spark our thinking.

Please add your input. I look forward to working with you.

Thank you,

# data[].attributes.attachment_link.title
TIES Lessons for All: 5-15-45 | Plan to Meet with Your Colleague

# data[].attributes.attachment_link.description
Need a little help kicking off your collaboration? Even small steps like crafting an email or setting an agenda can take time. These templates are intended to support the communication between educators who are collaborating to meet the needs of all students.

# data[].attributes.body
“We only have 5 minutes!” Time is tight! We get it. Let’s use these 5 minutes to their max. Grab your special or general education colleagues, lesson, and work through these questions together.

# data[].attributes.body
“We only have 15 minutes!” 15 minutes gives you more time to make this a great lesson for all. Collaborate with a colleague using the prompts below. No lesson is perfect so let’s identify one barrier to learning for students with disabilities, including students with significant cognitive disabilities, and create solutions that will support the whole class.

# data[].attributes.body
“We have 45 minutes!” 45 minutes might be a time when you have a common planning period, when you have time after school, or when your students are with a specialist. You now have time to learn and do much, much more. Make sure you have your lesson, collaborative partner, and l et’s make the most of this opportunity.

# data[].attributes.attachment_link.title
TIES Lessons for All: 5-15-45 | Forty-five Minutes

# data[].attributes.headline
Career Development and Planning Livebinder

# data[].attributes.subject
Career Development and Planning Livebinder

# data[].attributes.body
Developed by: Cynthia L. Miller, PhD...

# data[].attributes.attachment_link.description
This binder provides a wealth of career development and planning resources for students, educators and counselors.

# data[].attributes.headline
Career Mapping Research Study: Live Binder

# data[].attributes.subject
Career Mapping Research Study: Live Binder

# data[].attributes.body
Professional development training for secondary counselors involved in the Career Mapping Research Study
Cynthia L. Miller, PhD...

# data[].attributes.attachment_link.description
Professional development training for secondary counselors involved in the Career Mapping Research Study

# data[].attributes.body
Webinar 1. CTE for Students with Disabilities: A Framework for Understanding

Webinar 2. Effective Partnerships: Communication, Collaboration and Professional Practice

Webinar 3. Classroom Supports: Universal Design for Learning, Differentiated Instruction

Webinar 4. Classroom Management: Behavioral Supports, Motivation, Reflective Teaching

Webinar 5. Toward Best Practices: Programs that Work, Models Toward Success

# data[].attributes.attachment_link.readable_text
MaxKnowledge is pleased to feature content from Harvard ManageMentor® in its management courses. This content is provided by Harvard Business Publishing, a non-for-profit organization whose mission is to improve the practice of management and its impact in a changing world. Learn more about Harvard ManageMentor® and Harvard Business Publishing below.

About Harvard ManageMentor® 10

Presented within a media-rich, interactive design, Harvard ManageMentor® 10 features more than 40 modules with practical advice, downloadable tools, and time-saving tips on key management topics to help managers build skills quickly for an immediate impact on performance. More than two million managers around the world rely on Harvard ManageMentor® and its high-quality management content drawn from foremost practitioners, renowned experts, and business leaders.

About Harvard Business Publishing

Headquartered in Watertown, Massachusetts, Harvard Business Publishing is the leading provider of teaching materials for management education. HBP's offerings include:

More than 8,000 case studies, exercises, and industry notes. HBP also distributes case studies from other leading institutions, including Babson College, Darden School of Business, IESE, IMD, Ivey School of Business, Kellogg School of Management, Stanford Graduate School of Business, and University of Hong Kong.

Harvard Business Publishing Brief Cases. Written by a business professor or industry expert, these cases are rigorous and compact explorations of business dilemmas. 5-7 pages long plus some exhibits, each Brief Case is accompanied by a Teaching Note.

Articles from Harvard Business Review and other top management journals, including Business Horizons, California Management Review, Design Management Institute, and Sloan Management Review.

Harvard Business Press books and chapters from leading authors, accompanied in many cases by syllabi and case listings to help instructors integrate books into courses.

eLearning programs including online simulations and courses.

# data[].attributes.attachment_link.description
MaxKnowledge is pleased to feature content from Harvard ManageMentor® in its management courses. This content is provided by Harvard Business Publishing, a non-for-profit organization whose mission is to improve the practice of management and its impact in a changing world. Learn more about Harvard ManageMentor® and Harvard Business Publishing below.

# data[].attributes.body
Provides a wealth of educational resources for teachers in all of the 16 Career Clusters

Cynthia L. Miller, PhD...

# data[].attributes.attachment_link.description
Provides a wealth of educational resources for teachers in all of the 16 Career Clusters

# data[].attributes.body
This binder contains resources to help Career and Technical Education leaders find the latest information needed in developing successful CTE programs.

Cynthia L. Miller, PhD...

# data[].attributes.attachment_link.title
Career and Technical Education Leadership Resources

# data[].attributes.attachment_link.description
This binder contains resources to help Career and Technical Education leaders find the latest information needed in developing successful CTE programs.

# data[].attributes.attachment_link.readable_text
This document addresses common questions received by the Texas Education Agency (TEA) relating to CTE and students served by special education. All students should have equitable access to CTE courses, with supports as specified in the IEP. The content of this document provides clarification for the following categories:

ARD committee membership

Teacher certification and classroom roles

Special education services, including adaptations to course content and requirements

Vocational Adjustment Class

# data[].attributes.attachment_link.title
Career and Technical Education (CTE) and Special Education: Frequently Asked Questions

# data[].attributes.attachment_link.description
Common questions received by the Texas Education Agency (TEA) relating to CTE and students served by special education.