EQUITY AND ACCESS

Do All of Our Students Deserve Access to Career

Academies?

EQUITY AND ACCESS

EQUITY AND ACCESS IS DEFINED AS:

“The process of ensuring equal opportunity and the

allocation of resources and services in a fair, consistent

and inclusive manner irrespective of an individual's or

group's cultural or linguistic background, their religion

or spiritual beliefs, socio-economic status, gender, age,

or abilities.” –Rockhampton Regional Council

EQUITY

Equity is defined as:• FAIRNESS• JUSTICE• IMPARTIALITY• EGALITARIANISM• BALANCE• OBJECTIVITY• OPENMINDEDNESS

EQUITY

IDEIA 2004, INDIVIDUALS WITH DISABILITIES EDUCATIONAL

IMPROVEMENT ACT

The special education law covers 13 disabilities.

Violation of this law can be deemed as a civil rights violation.

The law provides for educational opportunities.

The law ensures that school districts seek and serve all

students within the boundaries an appropriate education

experience that meets their needs and desires.

The law encompasses Least Restrictive Environment, allow the

student to experience and access educational opportunities

within their ability level.

Limited services provided for

specific categories by PL 88-164

Students with speech concerns

were in full day isolation

Students diagnosed as deaf

remained in general education

100%

Only educated if you fit into the

school system

Institutions for persons with ID

No Individualized IEPs mandated

by law

Full range of services mandated

by IDEIA 2004

Students with speech concerns are

provided support for LAS and

remain in GE

Students diagnosed as deaf

received DIS services and either

access GE using devices or

programs designated for DHH

IEPS with developed with

mandated components.

SPECIAL EDUCATION PRACTICES

1960 2015

DISABILITIES ARE COMMON

OVERWHELMED STUDENTS

ACCOMMODATIONS

Accommodations can be made in any setting.

Accommodations are adjustments that do not

change outcomes of the course but assist the

student in the journey.

Examples of accommodations:• Alert students to upcoming transitions • Assistance during transitions• Quiet work area • Reduce visual distractions

MORE ACCOMMODATIONS

• Extended time – for tests, projects, assignments, homework, and/or transitions

• Frequent breaks (with limits)• Visual organizers • Visuals Worksheets – emphasize key

concepts • Worksheets – reduce reading level• Shorten assignments • Shorten homework• Shorten tests (given more frequently)• Written copy of directions, notes and

overhead presentations

THIS IS NOT THE CV WAY!

IDEA OF INCLUSION

Currently SAI students access

general education at 30% and

those with more academic skills

access at 67%

The state holds every District to

a standard:• SAI students must access

general education 40% of the day

• Students with more academic skills must access general education 80% of the day

ASLA 35%

CCA 34%

ME 14%

VAPA 13%

AMA/ECA 11%

CJ/MCA 9%

BCA 2.5%

INCLUSION

Centinela Academies

Rigorous academics

that prepare

students for

community

college/universities,

post secondary

programs and

apprenticeships.

The Workability

Program provides

students with entry

level employment

opportunities with

payment and the

opportunity to utilize

a time card system.

LINKED LEARNING AND CV SPECIAL EDUCATION

LINKED LEARNING CV SPECIAL EDUCATION

Career based

learning provides

practical applications,

provide opportunities

for concrete

knowledge and skills.

Job Club is offered through

the Adult Transition Program

for students with IEPs to

develop practical application

skills that include actual

interviews, mock interviews,

dressing for an interview and

resume development.

LINKED VERSUS SPED

Linked Learning CV Special Education

Work based learning

in the real world

which includes job

shadowing,

apprenticeship and

internships.

The District provides

Workability, Transition

Partnership Program in

cooperation with EDD,

enclaves to support students

with cognitive challenges

and the opportunity to

connect with prospective

employers through service

learning.

LINKED VERSUS SPED

LINKED LEARNING CV SPED

Supplemental

instruction in reading,

writing and math to

provide students with

the skills to be

successful.

Utilize targeted

intervention strategies

to ensure students are

able to access

academic courses and

employment

opportunities

successfully.

LINKED VERSUS SPED

LINKED LEARNING CV SPED

HOW DO WE ENCOURAGE STUDENT WITH IEPS TO PARTICIPATE IN

ACADEMIES?

We should consider the removal of educational barriers

which discourage students from applying to the academic.

We should be more flexible accepting students based upon

ability.

We should target recruitment to students who could gain

knowledge from the program. For example a student in SAI

would like to be a home care assistant, athletic trainer,

dietetic technician or food safety specialist. The student has 5th

grade reading skills and 4th math skills, what academy would

you suggest? What career would you suggest based upon the

academic information? What interventions would be needed?

Who would provide the interventions?

WHERE DO THESE STUDENTS BELONG?

Select the academy that you feel would benefit the

student.

Reads/comprehends at grade 4 and performs basic

calculation at grade 7. Student would like to be a chef and

attend Cordon Bleu.

Reads at grade 3 and performs math at grade 4. Student

excels in woodshop, builds items with minimal support,

loves to put things to together and would like to be a set

builder.

WHERE DO THESE STUDENTS BELONG?

Student is non-verbal with pre-primer reading

skills and math skills. Student screams to

communicate but has recently learned 3 signs.

Student reads at 7th grade level but processes

slowly, math skills are age appropriate, takes

pictures and videos with parent who is a

professional photographer.

WHERE DO THESE STUDENTS BELONG?

Student has a diagnosis of Autism and would

like to be a ecologist. He reads has grade level

functioning but tends to perseverate and needs

processing time. He writes extensively on social

issues and marine ecology.

Student is in the Basic Skills program. He

plays the piano and dances. He has been

involved in the dance programs outside of

school and has won awards for dancing in the

community.

DISPROPORTIONALITY

CV has been found disproportionate for the

number of students in special education based

upon race, disability and access over the last

five years.

At this point, the District has cleared the

racial related disproportionate concerns but the

LRE issues remain.

DISCUSSION

Based upon the information provided how

might we increase the number of students with

IEPs participating in the Academies?

What would you need from the Special

Education Department in order to implement

this plan?