Students with Disabilities in CTE programs
Cecil County, Md.
New Mexico Transition workshopNovember 12, 2009
Cecil County Public Schools
• Student Population: 16,235• 2,153 Students with Disabilities• Students enrolled in a CTE program 2,250• Students with a disability enrolled in a CTE program???
A Definition of Comprehensive• Cecil Technical High School will be a comprehensive CTE High
School offering a full range of academic and technical classes.
• It will be designed to serve the needs of Cecil County students who wish to pursue careers in highly technical areas that require industry certification. The course of study will be made up of both college preparatory course work and technical course work.
• Students graduating from Cecil Technical High School will be prepared to continue their studies at the college level or continue their technical training at the community college or technical school or may move directly into the world of work relying on their industry certification as proof of preparedness.
Cecil Technical High School
• CTE Programs:
– Allied Health Professions– Automotive Technology– Biomedical Science (PLTW)– Carpentry Trades– Cosmetology– Culinary Arts, ACF– Electrical Trades– Engineering (PLTW)– Fire Science/EMS
Cecil Technical High School
• CTE Programs:
– Fire Science/EMS– Heavy Industrial Maintenance– Multimedia & Broadcasting– Natural Resources, CPH– Plumbing/HVAC– STEM– Welding & Metals Technology
Why a Comprehensive School of Technology?• Provide students with a full range of programs
and certifications in CTE• Student access to state of the art labs and
resources in the area of CTE• Work force demands will be better met through
a comprehensive technical high school setting• Content of core subject areas will have more
relevance to students since they will be applying this content in CTE programs.
Why a Comprehensive School of Technology?• Rigorous course offerings available in several
areas• Resolve current enrollment issues within our
existing high schools• No loss of instruction due to travel from and to
home schools.• There are currently students on waiting lists for
many CTE programs at CCST.
Career Opportunities at Cecil County Technical High School
• Special education students make up approximately 20% of enrollment at the School of Technology.
• Special education students complete state certification requirements at the same success rate as non-special education students.
• Special education students receive support, as needed, to progress and succeed in the general education program.
July 2009 – FACS and Special Education teachers collaborated to write Becoming a Foodservice Professional/ProStart curriculum which included a modified version including modified assessments for Special Needs students.
August 2009 – Work-based learning and Special Education teachers collaborated to write Career Research & Development curriculum which included a modified version including modified assessments for Special Needs students.
SHADOWING/INTERNSHIPS HAVE BEEN DEVELOPED IN THE FOLLOWING AREAS:
AUTOMOTIVE TECHNOLOGYCARPENTRYCULINARY ARTSNATURAL RESOURCESFIRE SCIENCE/EMS
Career Opportunities at the School of Technology for Students Following Alternative Assessments
Standards Developed for Shadowing/ Internship Opportunitiesfor Alternate Outcomes Students in Automotive Technology
Standards Developed for Shadowing/Internship Opportunities for Alternate Outcomes Students in Carpentry
Standards Developed for Shadowing/Internship Opportunitiesfor Alternate Outcomes Students in Culinary Arts
Standards Developed for Shadowing/Internship Opportunities for Alternate Outcomes Students in Natural Resources
Continue with the ETSE dropout prevention model
• The Exploratory Trade Skill Experience program will continue to be offered at CTHS. Students will be transported to and from their home school.
• Targeted middle school students could also participate in the ETSE program on a limited basis.
SPECIAL EDUCATION TRANSION PLANNING
The ITO program enables us to meet the Indicator 13 requirements for MSDE/IDEA compliance
Employment: Students learn Employment readiness skills including safety protocols in the work setting and competencies related to specific job skills
Self-Advocacy/Independent Living: Students learn to interact in an Employment setting and learn appropriate ways of communicating with supervisors/ and job peers
Aligned with DDA’s Employment-First initiative