Special Populations Monitoring Alternatives Plan

The following chart gives some alternatives for CTE program monitoring activities that are currently part of the special populations coordinator's job description. In an audit, these areas would be addressed. Therefore, documentation must be available at all times. A school-based administrator would have to oversee and confirm yearly compliance to the alternative plan. This chart, with modifications, could serve as an alternative-reporting document.

  1. Collect relevant data and information, and coordinate the process of identifying eligible disadvantaged or disabled students enrolled in the total (grades 9-12) Career and Technical Education program offered by the LEA:

    Disadvantaged includes all individuals who have economic or academic disadvantages as well as some others, who require special services and assistance in order to enable them to succeed in Career and Technical Education programs. The list encompasses:

    • Academically disadvantaged
    • Economically disadvantaged
    • Limited English proficiency
    • Single parents
    • Foster children
    • Potential dropouts
    • Displaced homemakers

    Disabled includes individuals evaluated under part B of the Individuals with Disabilities Education Act of 1990 in North Carolina, identified as:

    • Autistic
    • Behaviorally-Emotionally Handicapped
    • Multi-handicapped
    • Visually Impaired
    • Other Health Impaired
    • Deaf-Blind
    • Speech and Language Impaired
    • Orthopedically Impaired
    • Specific Learning Disabilities
    • Hearing Impaired
    • Mentally Handicapped
    • Traumatic Brain Injured
    • Pregnant Students
    • Developmentally Delayed

    A School counselor or the Special Education Chair could monitor this section.

  2. Ensure that members of special populations are provided equal access to recruitment, enrollment and placement activities:
    • Compile a list of potential students to be served (both disadvantaged and disabled) at the beginning of each high school year.
    • Enhance and encourage the appropriate placement of disadvantaged and disabled students into Career and Technical Education Programs in accordance with the Carl D. Perkins Vocational and Applied Technology Education Act.

    A School counselor, Special Education teacher, or CTE teacher could monitor this section.

  3. Assess special populations needs with respect to the successful completion of Career and Technical Education programs in the most integrated setting possible:

    • Monitor the progress of students each term and make appropriate recommendations to Career and Technical Education teachers.
    • Keep a list of students who are not succeeding in the Career and Technical Education courses by reason of their disadvantage/disabling condition - only these students are eligible for services; some students may be listed as "potentials" for services.
    • Document services provided for audit.

    A School counselor, or Special Education teacher could monitor this section.

  4. Develop, maintain, and facilitate a record-keeping and reporting system for each student served; records must contain:

    • Career Development Plan Plus (CDP+) for every student served (only identification information should be completed for potential students)
    • Learning Styles Inventory,
    • Records of studentıs progress including grades, services, and modifications (CDP+),
    • Student Interview Report, and
    • Copies of all other related reports.

    These records must be kept separate from student's cumulative folder. A file in the office of the Special Ed Department chair is recommended for disabled students. The Special Ed chair should monitor the file. Records must be available for audit.

  5. Assist in providing members of special populations and their parents, in accordance with LEA procedures, with Career and Technical Education course enrollment information in an understandable language (Reference: High School Planning Guide).

    A School counselor, Special Education teacher, or CTE teacher could monitor this section.

  6. Provide supportive services (remediation, modification and adaptation) for special populations where needed to progress and master identified competencies in their Career and Technical Education courses:

    • Plan cooperatively with the CTE teacher for the types of activities appropriate for each identified student. Collaboration with special education teachers and counselors are also encouraged.
    • Visit CTE classrooms to observe disadvantaged and disabled students.
    • Select, develop and/or modify vocational materials to meet the individual needs of the students.
    • Work with identified students in the regular CTE teacher's classroom or in the Support Service teacher's office, lab, or work area. The special ed. teacher does not accept responsibility for issuing a student's grade or progress report but assists the CTE teacher in evaluating the student's progress when appropriate.

    A Special Education teacher or CTE teacher could monitor this section.

  7. Notify Career and Technical Education teachers and other appropriate staff of special populations students eligible for services:

    • Provide individual or small group instruction as needed to disadvantaged/disabled students who are not succeeding in a CTE classroom situation.

    A School counselor or the School Intervention Program or Services could monitor this section.

  8. Assist CTE teachers in developing instructional strategies and appropriate curriculum modifications:

    • Plan instructional techniques that may include the involvement of parents and special education teachers (disabled students) when appropriate.
    • Design support activities for special populations to optimize vocational skills and basic academic skills related to the CTE course.

    The Assistant Principal for Instruction, Special Education teacher or CTE teacher could monitor this section.

  9. Facilitate transition from school-to-work or to post-high school training:

    • Maintain information pertinent to student's transition and/or job placement.
    • Assist CTE co-op teachers and/or the CDC (Career Development Coordinator) in identifying appropriate job training stations and placing disadvantaged/disabled students in them.
    • Meet with the Vocational Rehabilitation counselor when appropriate

    The Transition Coordinator could monitor this section.

  10. Assist the CTE teachers and/or the CDC in completing the identification section of the VEIS and VOCATS reports.

    The CTE Department Chair, CTE teachers, or the CDC could monitor this section.

  11. Perform other duties needed to ensure compliance with provisions of the Carl D. Perkins Vocational and Applied Technology Education Act:

    • Assist the school-based committee in the development and implementation of the vocational component of IEPs (Individual Education Plans) as well as transitional services.
    • Administer assessment inventories/tests to students as needed who were not assessed at the 8th grade level.

    The CTE Department Chair will control the storage, maintenance, and use of CTE materials, instructional supplies, and property purchased for the Support Services Program.

    The parents, CTE Teacher, Special Ed Teacher, Testing Coordinator or School Counselor could monitor this section.

    Distribution of duties would delete need for the SPC computer, printer, and file cabinet. These would have to go to the CTE Department Chair for distribution.

    This page was last updated on August 26, 2005