Post on 18-Dec-2015
New VAC TrainingESC Region 11Fort Worth, Texas2013-2014
Applications
now being
accepted
ESC Region 11 Fort Worth, TX
RETN Etiquette
Please turn OFF cell phonesIf you must take a call, please take it outside
Remember… You may be seen by other sites at any time, even if you are not speaking.
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CandidCamera
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Credit for Attendance
Your district site manager should provide you with a sign-in sheet
Please be sure that all participants who want credit for attendance sign-in
Coordinate with the site manager to return the sign-in sheet to ESC Region 11
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Access to Handouts
Handouts are available online on the ESC Region 11 website at
http://www.esc11.net/domain/521
Click on “New VAC”
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After today, this session will be available for
viewing via the VBrick system at
http://vbrick.esc11.net
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Questions During or after today’s
sessionOpportunities to ask questions will be provided throughout the training.
During today’s session, you can post questions and comments on Today’s Meet at https://
todaysmeet.com/vac
After today’s session, email questions to srutherford@esc11.net
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AgendaVAC Instructional
SettingVAC Historical
PerspectivePurpose of VACWork-Based LearningVAC Instructional
Arrangement
VAC Job Responsibilities Common QuestionsQuick TipsMarketingTool Kit Essentials
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VAC Historical Perspective
Originated in the 1960’s State vocational rehabilitation counselors were
assigned to work with students with disabilities in local school districts Develop prevocational and vocational skills Prepare students for entry into school-to-career programs
and on-campus or on-the-job training The VAC position was integrated as a teacher
assignment in local school districts and has evolved over the years.
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“To ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment and independent living.”
IDEA 2004 §300.1 Purposes
Legal Foundations – IDEA 2004
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Legal Foundations – IDEA 2004
IDEA 2004 §300.39 Special Education(a)(4) Travel training means providing instruction, as appropriate, to children with significant cognitive disabilities, and any other children with disabilities who require this instruction, to enable them to—
(i) Develop an awareness of the environment in which they live; and(ii) Learn the skills necessary to move effectively and safely from place to place within that environment (e.g., in school, in the home, at work, and in the community)
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Legal Foundations – IDEA 2004
IDEA 2004 §300.39 Special Education(a)(5) Vocational education means organized educational programs that are directly related to the preparation of individuals for paid or unpaid employment, or for additional preparation for a career not requiring a baccalaureate or advanced degree.
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Transition Connections
The IEP must include…“Beginning not later than the first IEP to be in effect when the child is 16, and updated annually thereafter – appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills.”
IDEA § 300.320
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New Legislation – 2013 HB 617
Amends TEC §29.011 Requires districts or SSAs to designate an employee
to serve as the “designee on transition and employment services”
Adds TEC §29.0112TEA must collaborate with the Health and Human
Services Commission (HHSC) to develop and maintain a transition and employment guide in an electronic format to be posted on the agency’s website.
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New Legislation – 2013 HB 5 (Section 22-23)
Amends TEC §29.182 and §29.190 State plan for CTE must include procedures designed to ensure that a
school district provides, to the greatest extent possible, to a student participating in a CTE program opportunities to enroll in dual credit courses designed to lead to a degree, license, or certification as part of the program.
A student is entitled to a subsidy for a certification examination if the student successfully completes the CTE program of a school district
in which the student receives training and instruction for employment; or the student is enrolled in a special education program and the
student passes a certification examination to qualify for a license or certificate.
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New Legislation – 2013 SB 1226
Adds §531.02447 and §531.02448 (Government Code) The Health and Human Services Commission (HHSC), the Texas Education
Agency (TEA), and the Texas Workforce Commission (TWC) shall jointly adopt and implement an employment-first policy.
Staff of public schools, vocational service programs, and community providers must be trained and supported to assist in achieving the goal of competitive employment for all individuals with disabilities.
An interagency employment-first task force (or an existing committee or task force) must be established (or used) to promote competitive employment of individuals with disabilities and the expectation that individuals with disabilities are able to meet the same employment standards, responsibilities, and expectations as any other working-age adult.
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Agency Linkages Summary of Performance
Instruction, Related Services,
Community Experiences
Courses of Study
Coordinated Set of Activities
Interests, Preferences,
Needs, Strengths
Age-Appropriate Transition
Assessments
IEP Present Levels of Achievement and
Performance
Education/Training, Employment,
Independent Living
IEP Annual Goals
Measurable Post-Secondary
Goals
The Transition Process
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My First Job
What was your first job?How did you get that job?What were your qualifications?How long did you keep the job?How does it relate to your employment
history and current career path?
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Purpose of VACTo provide students with
disabilities the opportunity to develop specific skills for employment through work-based learning in conjunction with the student’s transition plan
Student goalsCareer explorationBasic skills needed
for employmentWorkplace
competencies for success in 21st Century work environments
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What is work-based learning?
Handbook for Implementing a Comprehensive Work-Based Learning Program According to
the Fair Labor Standards Act (Third Edition)
National Center for Secondary Education and Transition (NCSET)
http://www.ncset.org/publications/essentialtools/flsa/default.asp
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Work-Based Learning
“Work-Based Learning (WBL) is an effective approach in delivering career and technical education and training to youth with disabilities. The WBL approach provides these services in community workplace settings rather than in conventional school environments. Because WBL activities take place in workplace settings, they must comply with the provisions of the Fair Labor Standards Act (FLSA) administered through the U.S. Department of Labor and state labor laws.”
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Work-Based Learning Continuum
Career Exploration
Career Assessment
Work-Related Training
Cooperative Work
Experience
Community-based
instruction
CTE or VAC
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Cooperative Work Experience
“A cooperative work experience consists of an arrangement between the school and an employer that uses the workplace and its environment to create links between the learning occurring in school and the skills required in the workplace. The experience is closely supervised by a representative of the school.”
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VAC Is … A special education
instructional arrangement/setting
An ARD committee decision
Documented in the IEP with specific goals
Instruction aligned to TEKS-based knowledge and skills
Work-based learning A cooperative work
experience Paid employment Regularly monitored
and evaluated Coded 08 only when
the student is engaged in paid employment
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VAC Is NOT … Career and Technical
Education (CTE) Unpaid employment or
unemployment A credit recovery
program “Early release” or after-
school part-time work
A way for students to make money
Students finding their own jobs without approval and school oversight
A behavior intervention program or alternate educational placement
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“This instructional arrangement/setting is for providing special education and related services to a student who is placed on a job with regularly scheduled direct involvement by special education personnel in the implementation of the student’s IEP.”
19 TAC § 89.63(c)(9)
VAC Instructional Arrangement/Setting
(part 1)
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Regularly ScheduledDirect Involvement
Locally defined involvement of special education personnel
Frequency Student interactions Visits to employers
Amount of time Classroom instructionOn-the job instruction
and student support
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VAC Instructional Arrangement/Setting
(part 2)“This instructional arrangement/setting shall be used in conjunction with the student’s individual transition plan and only after the school district’s career and technology classes have been considered and determined inappropriate for the student.”
19 TAC § 89.63(c)(9), cont.
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CTE VAC General education
elective (grades 11-12) Open enrollment Paid employment Instruction based on
TEKS (classroom and on the job)
Same mastery criteria for all students
Special education instructional setting
ARD placement Paid employment Instruction aligned to
TEKS as defined by IEP Mastery criteria
individualized in IEP
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Instructional Arrangement/Setting
CodesCode 08 Vocational Adjustment Class ‐
(VAC)
2013-2014 Student Attendance Accounting Handbook – Section 4.7.4
http://www.tea.state.tx.us/index2.aspx?id=7739
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Code 08 Vocational Adjustment Class
(VAC)“This instructional arrangement/setting code is used for a student who is participating in a special education work based learning ‐program and is employed in a paid full or ‐part time job‐ with regularly scheduled direct involvement by special education personnel in the implementation of the student’s IEP.”
2013-2014 SAAH 4.7.4
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Code 08 Vocational Adjustment Class
(VAC)“This instructional arrangement/setting code must be used in conjunction with the student's individual transition plan and only after your school district's CTE classes have been considered and determined inappropriate for the student by the student's ARD committee. This code applies to a student in paid full‐time or part time employment, as documented by the ‐ARD committee in the student's records.”
2013-2014 SAAH 4.7.4
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Code 08 Vocational Adjustment Class
(VAC)“This instructional arrangement/setting code should not be confused with general CTE classes that are offered by your district. A student with a disability may participate in other occupational preparation programs (which do not generate special education contact hours), including general CTE and career and technical education for the disabled (CTED) classes. However, the student must be employed, receiving special education services as required in the IEP, and coded VAC (08) to claim special education contact hours. ”
2013-2014 SAAH 4.7.4
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VAC and Sheltered Workshops
4.7.20.1 Off Home Campus Categories 97 – Off home campus Community class ‐
“Code 97 indicates a student is receiving special education and related services by school district personnel in a facility (other than a nonpublic day school) not operated by a school district (including sheltered workshops).”
2013-2014 SAAH 4.7.20.1
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VAC and Graduation Credit
Graduation under 89.1070(b)(3) Credit requirements for
MHSP Modified or alternate
content aligned to grade-level standards
Participation in state assessments
Summary of Performance (SOP)
IEP completion, AND Meets one of three
conditions Full-time employment,
OR Employability skills,
OR Access to services
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VAC Credits and Course Alignments
VAC may not replace core content instructionVAC is a special education instructional
arrangement/settingVAC is not defined as a class or course in law
or rule
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VAC Credits and Course Alignments
Credit earned through the VAC instructional arrangement/settingElective creditBased on the number of class periods on
the student’s schedule that are designated for work-based learning at a paid employment site
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VAC on the AARCourse Titles and Codes
Can the term “VAC” appear on a student’s transcript?No, VAC is an instructional
arrangement/setting and identifies the student as receiving special education services. Using “VAC” on the AAR (transcript) is a breach of confidentiality.
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VAC on the AARCourse Titles and Codes
Curriculum and instruction for VAC must be aligned to a specific TEKS-based course in order to be applied as elective credit for graduation
VAC participation will appear on the AAR with the name of the aligned TEKS-based course using the standard code from PEIMS Code Table CO22)
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ARD Committee Authority
ARD committees cannot override federal, state, or local district rules, regulations, and policies, includingHighly qualified teacher requirementsState graduation requirementsState assessment requirements
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ARD Committee Authority
ARD committees cannot override federal, state, or local district rules, regulations, and policies, includingLocal prerequisite requirements for courses
available to all studentsDistrict grading policiesDistrict attendance policies and requirements
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Common QuestionsWhat are the basic requirements for a student
to be eligible for VAC?
Must be at least 16 years of age Must require specially designed instruction for the
development of specific employability skills that cannot be provided through a CTE work-based learning program without on-going support of special education services
Must have a Social Security card and be legally eligible to work in the US
Must have transportation to and from work (other than a school district vehicle)
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Common QuestionsHow do child labor laws apply to VAC and
work-based learning?US Department of Labor Wage and Hour Division
http://www.dol.gov/whd/regs/compliance/childlabor101_text.htm#6 Minimum Age Standards for Nonagricultural Employment
14 Minimum age for employment in specified occupations outside of school hours for limited periods of time each day and each week.
16 BASIC MINIMUM AGE FOR EMPLOYMENT. At 16 years of age, youth may be employed for unlimited hours in any occupation other than one declared to be hazardous by the Secretary of Labor.
18 Minimum age for employment in nonagricultural occupations declared hazardous by the Secretary of Labor.
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Common Questions
How many hours does a student have to work to receive credit?
The ARD committee should define in the IEP the number of hours per week the student will be expected to work
The number of weekly work hours should be adjusted to meet the needs of the student
Students must work the majority of the required hours during the normal work-week of Monday – Friday
Students receive credit based on the number of work-based learning class periods in the student’s schedule
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Common Questions
Who decides where a student can work? The VAC teacher must approve all employment sites. Students should receive a regular paycheck from their
employer, with all of the legally required deductions In general students should not work for a family member.
The exception would be if the family owns a legitimate business and the student is hired as a employee of that business.
It is advisable to have someone other than the family member evaluate the student’s performance.
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Common Questions
What happens when a student loses his/her job?
A student who loses a job must be provided with a full instructional day during the time he or she is without a job. A student may not stay at home during the time in which he or she was previously on the job.
SAAH 4.18.3 Code 08 - Vocational Adjustment Class (VAC) Example
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Common QuestionsWhat happens when a student loses
his/her job? For the time the student is gainfully employed, the
instructional arrangement/setting code for the student should be 08.
As soon as the student loses his job, the student's instructional arrangement/setting code should be changed to reflect the appropriate code for the interim placement determined by the ARD committee.
SAAH 4.18.3 Code 08 - Vocational Adjustment Class (VAC) Example
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Common QuestionsWhat happens when a student loses
his/her job?
Be prepared to schedule an ARD meeting if a student loses their jobNOTE: 10 days = Change of placement
Have an alternative instructional schedule prepared to present to the ARD committee
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Common Questions
How do child labor laws apply to VAC and work-based learning?
Child labor law resources:US Department of Labor
Youth Rules!http://www.youthrules.dol.gov/
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Common Questions
Can the ARD committee ask the student’s his/her immigration status?
No, confidentiality of immigration status is protected under FERPA.
The ARD-C must allow participation in special education programs including special education and related services
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Common Questions
Can a student who does not have legal immigration status be placed in VAC ?
No, the ARD committee may place the student in a work program that does not provide monetary compensation.
The student may participate in work-related training program.
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Other Questions?
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VAC Qualifications and Job Responsibilities
Vocational Adjustment Coordinator
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Vocational Adjustment Coordinator
State Board for Educator Certification Texas Administrative Code Chapter 231.623
(d) Vocational Adjustment Coordinator. (1) An assignment for Vocational Adjustment Coordinator is
allowed with a Special Education certificate. This assignment requires 60 clock-hours of training appropriate for the assignment.
(2) A teacher in an assignment for Vocational Adjustment Coordinator will have three years from the date of assignment to complete the required training
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VAC and CTE
Any CTE course must have an appropriately certified CTE teacher as the teacher of record for the PEIMS indicated course
A special education teacher can be a co-teacher for a CTE coursecannot be the teacher of record for a CTE course
unless they have the appropriate CTE certification
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So… What’s my job?
Vocational Adjustment Coordinator Top 10 Tips
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TIP # 1Manage Paperwork
Document, Document, Document!
Teacher observations Communication logs Student work documents Employer evaluations Progress Reporting
Daily Weekly 3 weeks 6 Weeks 9 Weeks Semester
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TIP # 1Manage Paperwork
Keeping up with paperwork
usually means –
Make a check mark as you distribute forms
Make an X out of the check
mark as forms are returned to you
more paperwork
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Tip #2Provide a VAC Class
SyllabusA class syllabus may contain the outline of the
course/program along with any forms that will be used for the program
Curriculum and instruction foundations (core learning objectives)
Expectations for successful participation by all students
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Tip #2Provide a VAC Class
SyllabusGuidelines and procedures Develop a system and get administrative approval
Job search Loss of job Attendance at school Work hours
expectations Employment
documentation
Grading criteria EvaluationsRequired
documentationOther instructional
assignments
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TIP # 3Set and Keep Office Hours
Set office hours and maintain a calendar“Black-out” time for paperwork,
campus/district required meetings, etc.Provide students with phone and/or email
contact informationSet individual appointment times with
students, parents, and employers
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Tip #4Maintain Communication
Establish ground-rules for communication with students, parents, and employers
Communicate with all concerned parties when a student violates established VAC guidelines
If the violation requires a change in placement, an ARD must be held
Document all communications
Mutual respectHonesty
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TIP # 5Organize Student
Information Personal student data
AddressHome and cell phoneEmail addressParents
Names Phone numbersEmail
Class schedule Employment
Information Employer Supervisor Phone numbers Email Student job title and job
description
Confidential
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TIP #6Develop Student Contracts
General participation expectations
Specific student expectations
Employment information
Signatures of the student, parents, and VAC
Two copiesOne to be signed and
turned in Another for student
parents access throughout the year
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Tip #7Record Weekly Work
SchedulesProvide a form to record the student’s weekly
work scheduleStudent namePlace of employment /locationDates of the work weekWork days (Monday – Sunday) Scheduled work hours
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Tip #8 Provide a Work Release
PassFind out district/campus procedures Let the students know the procedure and
then expect them to follow that procedure If the district does not have an “official” work-
release pass, make one for students
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Tip #8 Work Pass to Leave
CampusWORK RELEASE PASS
Anywhere High SchoolSchool Year 2013-2014
_____________________________________is a enrolled in a work-based learning course
and has permission to leave school at ____________ daily.
(time)
________________________________Teacher’s Name
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Tip #9Market Your Program
Marketing is not who you know…
But who knows YOU!
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Tip #9Market Your Program
Research the current labor lawsFair Labor Standards Act http://
www.dol.gov/opa/aboutdol/lawsprog.htm US Department of Labor, Wage and Hour Division
http://www.dol.gov/whd/ Child Labor http://www.dol.gov/whd/childlabor.htm Youth Rules http://www.youthrules.dol.gov/index.htm Disability Resources http://
www.dol.gov/dol/topic/disability/index.htm
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Tip #9Market Your Program
Research state labor market needsTexas Workforce Commission
http://www.twc.state.tx.us/customers/jsemp/job-seekers-employees.html
Interlink http://www.interlink-ntx.org/ Disability.gov https://www.disability.gov/ Bureau of Labor Statistics http://www.bls.gov/
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Tip #9Market Your Program
Research local labor market needsLocal civic/community organizations
Chamber of CommerceMunicipal officesBusiness Advisory Committees Library
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Tip #9Market Your Program
Develop a marketing plan Business cardsFlier or brochure
about SERVICES Targeted career areasPotential employersCommunity leaders
Research targeted employersHiring proceduresJob requirementsAccessibility for
students with disabilities
Environmental factors
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Tip #9Market Your Program
Initial contact letter to targeted employersWork-based learning program purpose and guidelinesDocumentation expectations (student and employer)Evaluation expectations and timelines for reporting
progressCommunication expectationsEmployer questionnaire
Information about the businessSupervisor contact informationJob expectations
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Tip #10Establish a Professional
NetworkOther school personnel involved with work-
based learning (CTE)Employer contacts and potential for student
employment Identify relevant business networks and
professional organizations
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VAC Action Plan
Curriculum and InstructionGuidelines and Procedures IEP ConnectionsDocumentationMaterials and ResourcesContacts
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VAC Tool Kit
Start by calling 1-800-822-PLAN
Ask for a “Counselor’s Packet”http://www.lmci.state.tx.us/
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VAC Tool Kit
Sample forms and other resources available at LiveBinder.com
http://www.livebinders.com/play/play?id=472042
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Questions or Comments?
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Resources
Transition in Texas www.transitionintexas.orgNCSET Essential Tools www.ncset.orgStudent Attendance Accounting Handbook
www.tea.state.tx.us Texas Department of Assistive and
Rehabilitative Services (DARS) http://www.dars.state.tx.us/
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For more information…
Sharon RutherfordESC Region 11
Secondary Transitionsrutherford@esc11.net
817-740-7574
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Thank you for choosing ESC Region 11
Check our online workshop catalog at www.esc11.net for
more professional development opportunities.