Tuesday, September 15, 2020
School that Makes Cent$: Taking CTE Courses
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The Translating Evidence to Support Transitions (TEST) project has created a series of practice guides to increase the use and adoption of 3 research-informed practices for the transition planning of high school students with emotional behavioral disturbance (EBD) who receive special education services: student-led IEP meetings, community agency representation at IEP meetings, and concentrations of CTE coursework along career pathways.
Research shows students taking a leadership role during their transition planning meetings is correlated to postsecondary education enrollment. This practice guide provides special educators with 5 lesson plans to inspire students to take a leadership role in their IEP meetings. By completing these lessons, students learn more about their IEPs, build self-determination, create their own IEP goals, prepare to lead their IEP meetings, and practice leading their IEP meetings.
Supporting Student-Led Transition Planning for Students with Emotional Behavioral Disturbance guide
Community Agency Representation Research indicates that having a postsecondary school representative at a student’s transition planning meeting has a correlation with a student’s postsecondary education enrollment. This practice guide equips special educators to recruit and engage community partners to participate in transition planning with students, actively incorporate community partners into IEP meetings, and sustain connections with community partners over time.
Partnering with Community Agencies in Transition Planning for Students with Emotional Behavioral Disturbance guide
Concentration of Career-Specific CTE CoursesResearch reveals that a concentration of career-specific CTE courses is correlated to finding full-time employment after high school. This practice guide readies special educators to complete career assessments and career exploration activities with students, work with students to create post-high school career goals, determine a progression of career-specific CTE courses to take in high school, and develop IEP supports to reinforce CTE learning.
Incorporating Career and Technical Education in Transition Planning for Students with Emotional Behavioral Disturbance guide
High school students with EBD are:
These guides are for a variety of educators who support and serve students with Emotional Behavioral Disturbance (EBD), such as:
For these guides, “students with EBD” includes:
TEST is a Transitions ACR project completed in collaboration with NTACT and AIR.
Project Collaborators: Drs. Catherine Fowler and Deanne Unruh of National Technical Assistance Center on Transition (NTACT), Joann Starks of American Institutes for Research (AIR), and Dr. Sloan Smith.
