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Career Assessment Tools and Resources. Dropout Prevention and Recovery Resources Early Warning Data System The tool tracks research-based ninth-grade indicators related to high school dropout, such as attendance and academics, and automatically flags students who are below the specified benchmarks leading to graduation. It provides leading indicators so that school staff can quickly review data and plan interventions as early as 20 to 30 days after the beginning of the school year.

Additional data points are incorporated at each grading period and at the end of the year to allow for intervention planning for summer or the beginning of the following year. Graduation Requirements The State Board of Education adopted changes to the high school graduation requirements in January The new requirements are effective beginning with students who enter grade 9 in the school year.

Side by Side of Graduation Requirements for students entering Grade 9 in their respective school year This is quick reference guide is meant to provide a visual comparison. Graduation Requirements Chapter A Transition Services Flowchart Achieve Texas AchieveTexas helps prepare students for secondary and postsecondary opportunities, career preparation and advancement, meaningful work, and active citizenship.

College Preparation for Students with Disabilities The transition from high school to college is a big step for everyone. Original research articles, review articles, program descriptions, and case studies will be considered for publication. Ideas for special topical issues are welcomed as well. Editorial Board M. Bellver, PhD C.

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  • Furthermore, students with disabilities mainstreamed into regular CTE or academic classrooms obtained paid competitive jobs more often and felt better prepared to keep their jobs. Qualitative studies reviewed by Eisenmann imply that integration of academic and vocational curricula promoted meaningful engagement and inclusion of students with disabilities by increasing persistence, academic achievement, and postsecondary engagement.

    Four key federal laws define the rights of students with disabilities Ordover and Annexstein Two federal civil rights laws, the Americans with Disabilities Act of and Section of the Rehabilitation Act of , require access for students with disabilities to all federally funded programs and prohibit discrimination based on disability in any aspect of public education programs. The Perkins Act requires equal access for special populations, including students with disabilities, to all vocational programs, services, and activities and prohibits discrimination based on special population status.

    The Individuals with Disabilities Education Act IDEA , as amended in , establishes the right of students with disabilities to a free appropriate public education, including special education, related services, and transition services. The planning process involved in IEP development includes three steps Kohler First, the abilities, needs, interests, and preferences of the individual student are determined.

    Second, individual postschool goals are developed based on abilities, needs, interests, and preferences. Third, instructional activities and accommodations, modifications, and supports appropriate to the student's postschool goals are identified. A variety of individuals must work together in an effective IEP team, including special education, CTE, and academic teachers, program support staff, guidance counselors, and school administrators.

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    Other personnel are included as appropriate to meet the individual student's needs--for example, speech, occupational, or physical therapists; adult service providers such as rehabilitation or independent living counselors; and employers or postsecondary education representatives. CTE teachers are only one member of the team that plans and provides educational activities and accommodations for students with disabilities.

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    In IEP development and transition planning, CTE teachers' role is to provide information, support, and assistance to others who lead the process. However, CTE teachers play a primary role in providing instruction through school- and work-based experiences and activities linking the two and in integrating academic and vocational instruction; in that role, CTE teachers should receive support and assistance from others.

    Special educators typically play the primary role in identifying educational activities and accommodations that suit students' interests, aptitudes, abilities, and postschool preferences Evers and Elksnin Trained vocational assessors, if available, may use formal assessment tools, or special educators can conduct informal assessments using data in school records; interviews with students, families, and previous instructors; or published interest, aptitude, or skills instruments.

    CTE teachers may be able to provide program inventories or assessment tools to establish a student's readiness for specific occupational courses. CTE teachers can also provide information on the instructional demands e. CTE teachers have a larger responsibility in providing instruction for students with disabilities, particularly school-based experiences.

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    CTE teachers must plan and provide school-based instructional activities that correspond with the goals and objectives of students' IEPs, including classroom and lab activities to teach occupationally specific skills and work-related behaviors Kohler Planning activities that integrate academic and occupational instruction requires collaboration and coordination between CTE and academic teachers Eisenman CTE teachers must also evaluate and grade students' attainment of the IEP objectives on which instruction is based Evers and Elksnin In addition, CTE teachers must either provide the instructional accommodations and modifications specified in each student's IEP or work with special education personnel who do so.

    To meet the needs of students with disabilities, CTE teachers need background information on students' disabilities and on appropriate accommodations Vail and Mandiloff In particular, CTE teachers may need to correct stereotypes--for example, that entrepreneurial training and business ownership are not appropriate options for students with disabilities President's Committee on Employment of People with Disabilities Accommodations can include modified instructional methods e. CTE teachers should identify the assistance available from special educators, tutors, paraprofessionals, or volunteers e.

    Cobb, B.