14:31:45 Hello, everybody! i'm just checking to see that you all can hear me calling.
14:31:51 Can you give me a thumbs up if i'm Good afternoon.
14:31:56 Thank you. Okay, I think we can get started. Thanks, everybody for joining.
14:32:29 We appreciate you coming to learn about career and technical education with myself and Colleen Mckay.
14:32:37 So this is the webinar pathways to self-sufficiency, career and technical education for youth with emotional disturbances.
14:32:45 So I am Marsha Ellison, and here at the department of Psychiatry, at the U. S.
14:32:51 Chan Medical School. I also represent the transitions to Adulthood Center for research. Please come and visit our website.
14:32:59 You'll see it at the end and sign up for our newsletter.
14:33:02 We have wonderful resources for you all who might be interested in in better supporting youth and students with mental health conditions.
14:33:13 I am joined today also by Colleen Mckay.
14:33:15 Who is an assistant professor at the department of Psychiatry, and has been working closely with me as a co-investigator on a variety of projects around career and technical education and colleen will be joining this
14:33:31 participation, and speaking with you as well in a little bit.
14:33:36 So next we want to acknowledge the National Institute on Disability and Rehabilitation Research, who has funded the the 2 grants that are really behind this work? one is our rehabilitation research and
14:33:56 training center, the the learning and working our Rtc. which focuses on employment and education supports for use in young adults with mental health conditions.
14:34:06 As well as funding for from Nidler for the transporting evidence to support transitions project which you'll hear about later.
14:34:17 I also want to acknowledge our partners, Diane Unruly and Katherine Fowler at the National Technical Assistance Center on Transition.
14:34:26 The collaborative as well as Kate Creamer and Austin Estes at advanced cte.
14:34:32 All of these individuals have played a very significant role as we try to make career technical education available and meaningful for students with mental health conditions.
14:34:44 Okay. So briefly, we're going to go through our housekeeping.
14:34:50 Just so, you know we are recording this webinar the recording will be available to you, as will be the slides, and we'll be sending them out to you.
14:35:00 So you don't need to ask us we will send them out to you.
14:35:04 It, we will have a Q. and a session at the end of this presentation.
14:35:08 So please go ahead and send in your questions in the Q. and A.
14:35:12 Button that you see at the bottom of your screen. Ali Murray, who is a running the slideshow for us today, will also be handling those questions and giving them to me.
14:35:26 And calling to respond, So, please, just as it comes to mind, put your question in the Q.
14:35:32 And a button there. as you may know, the participants are.
14:35:41 Everybody is automatically muted right now, and your webcams are off.
14:35:46 Thank you for the question, Teresa, How long is this presentation?
14:35:49 It is scheduled for an hour and a half.
14:35:53 So 2, 30 to 4 I think that we'll be hitting the Q.
14:35:56 And a session in about an hour that gives us plenty of time to handle questions, and also to let you jump off.
14:36:05 If you don't have any questions, so but and we will end early in meeting 2, 2, 3.
14:36:13 Okay, this is Alexandra Murray's. email Address: Alexandra Dot Maria 2 at U Ms. Med. Edu.
14:36:23 If you are having problems, please do email her she'll be checking her 2 email and can handle any technical issues that you may be having.
14:36:36 Okay, So we wanted to first begin with a poll to ask you what describes your role of position.
14:36:43 So here's a bunch of categories and least try to select one that fits your role of position.
14:36:52 Best and you know it's we're not providing definitions.
14:36:58 So just use your best judgment, or select other and we'll take a look at the poll results in just a second.
14:37:03 So please go ahead, and if you see that on your screen just respond. and it's very helpful to me and Carlene to know to whom we are talking, and also I as we will see career and technical education is a topic
14:37:23 that involves a lot of people. a lot of stakeholders have a vested interest in Cte for very good reasons that we'll talk about later.
14:37:34 Okay. So next we are going to just briefly review our learning objectives.
14:37:41 And yes, so we will be describing the 4 post-secondary outcomes of students.
14:37:48 With emotional disturbance, will articulate, How come here?
14:37:50 And technically education can improve those outcomes we are going to spend a bit of time talking about the policy context that's associated with Ctv.
14:37:59 And then describe strategies that can mitigate barriers to students with emotional disturbance, who are trying to access cte and as well as their educators and allies.
14:38:10 So next it is our cold results. So I think there we go.
14:38:21 So like, I said, There is a real variety of people who are very interested in Cte, and we certainly appreciate all of your participation in this webinar.
14:38:35 Curiously, there are no cte instructors so I think that's kind of reflective of where we are at, which is that policymakers, family members of educators, and researchers, understanding the importance of cte But we also need to
14:38:55 get into the the world of Cte itself, the instructors and the policymakers who are doing cte to help them understand and be better prepared to serve students and youth with emotional disturbance or mental health conditions okay
14:39:18 So next let's see calling can you next slide all right? So today we're just going to talk about what is career and technical education.
14:39:29 Why is it important for students with disabilities? Again, as I mentioned the legislative and policy context, the and then we are going to present translating evidence to support transitions.
14:39:41 The test, cte guide that we have developed to help educators repair and and guides to acquiring and being successful in cte.
14:39:55 So that's our overview and Then i'm going to turn this over to Colleen Mckay, who is going to describe the what and why of cte to you?
14:40:09 All Okay, for some of you this may be a refresher, others.
14:40:16 This may be new information. but career and technical education or cte provides secondary students with technical knowledge, academic and employability skills and real world experience that ultimately leads to high-skill high wage in demand
14:40:36 careers. we'll talk a little bit more as We go through the presentation about in-demand careers, technical knowledge associated with cte, and so on.
14:40:51 Many secondary schools have access to cte through area ct.
14:40:57 Centers which provide a co-located site for students from one or more districts.
14:41:04 If the school itself is not a career, technical education school, what happens in secondary career and technical education programs?
14:41:17 Integrated academic and vocational courses work based learning experiences in school and in the community and those could be anything from an apprenticeship or internship to work, study job shadowing volunteer work
14:41:34 but hands-on work, linkages to post-secondary education or employment opportunities to earn certificates and specific career areas will also talk more about that in our presentation today.
14:41:49 And then partnerships with local businesses to provide those hands-on work based learning experiences.
14:41:59 So where is and how cte available? cte programs are available in over 98% of public high school districts.
14:42:10 Some of those may be through the cte centers that I just described.
14:42:14 Almost 9,000,000 secondary students participated in cte in the United States in 2,018 to 2,019, and almost 1,000,000 of these students had a disability status.
14:42:33 It's a little breakdown here by race and ethnicity of student participation in Cte.
14:42:42 This is data from the Perkins data explorer for the researchers in the audience.
14:42:49 That is a good source for participatory data in Cte.
14:42:59 Another great resource is advanced. Ctes website career tech org.
14:43:07 This is a snapshot of participation of Cte in Massachusetts State that we happen to be located in
14:43:16 The the this website under the data section is really interactive, and you can look state by state.
14:43:25 You can see up in the upper right-hand corner this thing a pair of states.
14:43:29 So you could look at your State or other States in the region or across the United States.
14:43:38 So how is cte organized? There is a national career.
14:43:43 Clusters framework that serves as an organizing tool for cte.
14:43:48 These are organized into 16 career clusters that apply to the different high in demand.
14:43:55 Industries. These career clusters represent 79 different career pathways.
14:44:01 Within each cluster. These pathways correspond to a clutch of courses and training opportunities that prepare students for greater success and careers.
14:44:10 It also provides a structure for organizing and delivering quality.
14:44:14 Cte programs, help learners identify interest bridge programs a study and plan for careers and choose the training.
14:44:24 And credentials that they will need for a variety of jobs within the national career.
14:44:33 Clusters framework. You can see the different clusters listed in bullets here on this page.
14:44:51 Each State has these career clusters. this example You're seeing on a screen is from the Minnesota Department of Education.
14:45:00 It's really a nice way of I think of visualizing the career fields and career clusters.
14:45:07 As well as some of we talk about some of the learning skills associated with career and technical education.
14:45:17 You see those kind of in the middle there, you know, critical thinking other things that you may not see in traditional schools like personal finance.
14:45:27 For example, and then, around the outside, you see some of the different careers that are within each cluster. and when we talk about a career pathway, referring to a sequence of learning experiences that either span secondary and or post-secondary systems
14:45:48 or these blend the academic and career. Technically, education instruction. typically offer career, guidance and advisory include the high quality work-based learning experiences and these activities to culminate in
14:46:07 postsecondary education or credentials of value. career one-stop career, one-stop Org has a nice way of exploring different career clusters.
14:46:24 If you have a student or a family member. that is kind of curious about job exploration.
14:46:32 You can look at the different cluster. It kind of summarizes what is done within that cluster, and it will list different careers that are within that cluster.
14:46:49 And what types of education might be needed, 4 different careers within the cluster.
14:46:54 So, whether it's high school education, more advanced training bachelor's degree short-term training apprenticeships on the job, learning and or specific licensing and when we talk about an
14:47:15 in-demand industry, the the workforce, Innovation and Opportunities Act or weoa defines and in demands industry or occupation as an industry sector that has substantial current or potential impact on the state regional or
14:47:32 local economy and an occupation that currently has, or is projected to have, a number of positions, including positions that lead to economic self-sufficiency and opportunities for advancement in an industry.
14:47:53 Sector. look briefly at the legislative context behind career and technical education, including Perkins 5 legislation.
14:48:05 The individual with Disabilities, Education Acts, and the Workforce Innovation Opportunity Act, or Leoa Perkins.
14:48:16 5, 1 point, 3,000,000,000 annually in funding for provision of Cte in secondary and post-secondary schools.
14:48:24 Commercial requirements within Perkins 5 that encourages cte programs to partner with business and industry, to structured courses to meet concentrator status.
14:48:38 And when we talk about concentrator status, that is, 2 or more courses along a career pathway career, technical education recruit special populations, including individuals with disabilities and conduct a needs assessment to align
14:49:01 a high wage, high skill, or in the main career fields.
14:49:06 It also requires States to analyze any gaps in equity and enrollment for special populations, including students with disabilities.
14:49:18 Report performance data also disaggregated by special population status.
14:49:23 States must put submit plans about How they're going to promote accessibility or just disability.
14:49:29 Groups. We also must identify achievement gaps and address racial inequities in access and participation of groups.
14:49:43 The individuals with disabilities. Education acts, has provisions or mechanisms for assessing students with disabilities for their education needs, and eligibility for services under idea.
14:49:59 Developing an Iep or individualized education program for eligible students.
14:50:05 We will talk more about ieps throughout the presentation, describing accommodations of educational services, needs and plans.
14:50:16 Secondary students must have transition services that specify post-secondary goals for education, and training and employment in their iep.
14:50:26 This provides a mechanism to connect students with vocational rehabilitation and transition services can include career and technical education. as you see, over on the right hand side.
14:50:41 This is one of our tip sheets on how you can make transition services work for me. There will be links to all of the resources that we talk about today in the slides
14:50:57 That will be available to you later. Weowa or the Workforce Innovation Opportunity Act authorizes education and vocational training programs for funnel populations, including students with disabilities require strategic planning the State agencies for
14:51:18 secondary students with disabilities, including career and technical education.
14:51:23 The by skill, development, employment, and training services through grants to States.
14:51:33 State agencies of vocational revitation are required to provide pre-employment transistor services or pre-s to students with disabilities.
14:51:41 Yeah, services include top exploration work based learning experiences, counseling on post-secondary education, workplace, readiness, training and self aggregate advocacy training.
14:51:53 And you see, over on the right hand side another one of our resources on Weowa.
14:52:01 What families need to know. As Marsha mentioned early in the introductions, we work closely with our partners at Advance, Ct.
14:52:19 And and taxi. One of our activities over the past year has been conducting a survey state cte directors.
14:52:30 To better understand how they are serving students with disabilities in cte
14:52:39 Some of the key takeaways are highlighted here for you.
14:52:43 On the left-hand side. the Perkins.
14:52:48 5 legislation is fairly new, but states are using It and leveraging it to improve equitable access success and outcomes for learners with disabilities in career and technical education.
14:52:59 We're also partnering with other state leaders to support learners with disabilities in cte.
14:53:05 However, this engagement does not always translate to direct actions. These state-level commitments to learners with disabilities may not be brought to practice on a local level.
14:53:17 Many States do not disagree with base cte data by disability type, even though this information is available through idea, learners with disabilities, can access opportunities to earn credentials and high skill in the man industries.
14:53:35 But, however few States are offer interventions, accommodations, or programs that may address their specific needs.
14:53:43 Over on the right hand side. We have a brief based on this survey.
14:53:48 That will be coming out very soon within the month. and we will also share this with you as soon as ready for distribution.
14:54:01 So, taking a little closer look at the survey findings.
14:54:05 We asked State directors what were their common strategies. They used to ensure equitable access, success, and outcomes for learners with disabilities in cte programs the survey was sent to all 56 States and territories
14:54:23 that are affiliated with advanced Cte. We had responses from 38 States and Territories, or 70% response rate, as you can see from the slide.
14:54:35 Some of the more commonly used strategies for access success and outcomes.
14:54:44 We're partnering with the State Special education director training our recruitment strategies.
14:54:51 And then use a little less frequently reviewing disaggregated data, using set aside funding within Perkins 5, and then developing tools and materials to recruit letters with disabilities about a third of
14:55:08 the States using that strategy. We also asked States about how they coordinate cte services and supports for learns with disabilities.
14:55:22 Collaboration with State special education was reported by 84% of States.
14:55:30 Other activities occurred less frequently, such as data sharing across agencies.
14:55:36 Interagency collaboration at the local level so you see at the State level.
14:55:43 That collaboration is pretty high, but doesn't always translate down to the local level.
14:55:45 The other areas used by about half the States were in agency training or the professional development, And then about a third of the States were using braided funding, you know, using funding across Perkins 5 and other State Federal programs for
14:56:05 coordinating across agencies on creat services. We also asked State Cte directors if there were barriers to enrolling students with disabilities in high quality.
14:56:20 Ct. programming. The largest fored barrier was the lack of coordinated planning between Cte and special education.
14:56:29 Mother barriers reported, including lack of staff or education, educated training alerts with disabilities or hesitancy. to enroll students in Cte because of concerns about behavioral plans, or safety issues, and admission
14:56:47 requirements were also a barrier over a third of the States.
14:56:56 We also asked States about any measures they use to ensure cte programs lead to high-scale high wage in demand. occupations for learners with disabilities.
14:57:09 See on the chart, providing accommodations and offering Work-based learning.
14:57:16 Opportunities were frequently used by States reviewing enrollment data to see whether learners with disabilities are underrepresented in cte and providing labor market information individuals.
14:57:30 In the learner support network were used about half the States.
14:57:32 Other strategies use less frequently we're advising learners about in demand.
14:57:37 I've occupations or training educators where learners with disabilities are underrepresented, and lastly we asked States about any measures they used to ensure.
14:57:53 That learns with disabilities have opportunities to earn industry, recognized credentials.
14:58:00 Well. less than a half is half the survey respondents indicated.
14:58:02 Their State provides accommodations for credential examinations.
14:58:07 And ensure that credentials are embedded in every Ct program.
14:58:12 We're talking more about credentialing during our presentation today, less frequently about a one over 4 of the States partnered and used other statewide initiatives to improve prudential attainment a few States said
14:58:28 that they had no measures in place specifically targeted to learns with disabilities.
14:58:38 Another resource that we've developed is a brief on career and technical education for students with disabilities during the Coronavirus Coronavirus pandemic.
14:58:53 Many of the strike strategies and recommendations that we have in this brief would be applicable beyond the pandemic, such as strengthening interagency, collaboration to maximize resources, address inequities and streamlines and to e service
14:59:12 provision, utilizing Federal funding. to leverage. and provide technology to expand the access and cte for students with disabilities offering stackable credentials.
14:59:25 And we'll talk more about credentials to facilitate those employment opportunities, increasing the capacity of cte instructors to serve students with disabilities through professional development and then improving data collection efforts to
14:59:42 identify and address access to career and technical education for students with disabilities link to the brief is down the bottom of the page.
14:59:53 But as with the other resources, those will be included. Make the slide deck available after the webinar.
15:00:04 So once again, just to summarize highlighting the policy considerations that we developed looking at Cte and serving students with the pandemic.
15:00:19 Once again. these do apply well the on pandemic and kind of highlight.
15:00:24 Some of the areas of needs and and you thought of for using policy to address
15:00:32 Some of the gaps or barriers to cte at this point I'm going to turn the prize presentation over to Marcia.
15:00:44 She's going to talk more about career and technical education and students with disabilities.
15:00:54 Thank you. Carlin. Yeah. So we are all about trying to apply cte to students with disabilities.
15:01:04 And happily there is substantial research to show that not only students with disabilities, but in particular students with mental health conditions can benefit from cte.
15:01:17 So we we can see some of those outcomes on the next slide.
15:01:21 So first of all, just to give you a picture of of students with disabilities and public high schools.
15:01:31 So across the country. in all high schools about 18% of students in secondary schools have an iep and 12% are in regular high schools as opposed to substantially separate high schools.
15:01:50 And there is a decent participation, according to this data that we have 17 point.
15:02:00 8% of students with disabilities are are participating in a career or technical high school.
15:02:06 So students with disabilities are often accessing cte what happens to them.
15:02:13 So When'll see that on the next slide so first of all in a review of all of the literature about the about cte Mazari, and others, this comes out of the intact data that shows that cte is an
15:02:33 evidence-based predictor of post-school employment outcomes for students with disabilities.
15:02:40 Evidence based, meaning that through numerous trials, you know, some being randomized, Those students with disabilities who participate in cte the get postschool employment.
15:02:54 There are other positive outcomes for these students who have a concentration of secondary career and technical education.
15:03:02 As Colleen said, concentration, meaning at least 2 classes of cte that are along a career pathway.
15:03:09 Towards and within a career cluster we also have from other research.
15:03:15 That students with disabilities who participated in Cte were more likely to be gainfully employed.
15:03:23 And they were more likely to obtain and keep paid competitive jobs.
15:03:27 So very good outcomes, really encouraging for students with disabilities.
15:03:34 Next slide. We also have I fair amount of data that shows that.
15:03:41 Sote will improve graduation rates. Those students who have take Ct.
15:03:47 Tend to graduate and overall have improved employment outcomes.
15:03:53 No. So what about students with emotional disturbance can cte work for them?
15:03:59 As it does for students, with other disabilities so first we're going to examine what are the challenges that, and these students face for cte, and, generally speaking, in their education right pursuit.
15:04:15 So i'll students with emotion, disturbance in addition to having emotional challenges, they also have executive funded functioning and symptom challenges executive functioning, meaning sustaining concentration, and
15:04:33 stamina, screening out stimuli, time management issues and memory and retention issues.
15:04:40 There are interpersonal skills and social interaction, chat, impulse and behavioral control.
15:04:48 And altogether emotional regulation. The so So these students, you know, differ from students with sensory disabilities or physical disabilities or intellectual disabilities, really having a range of issues that they need to work with in order
15:05:07 to graduate school and get employment after school. So
15:05:19 And given all of those challenges, we discover it through this in research that students with mental health conditions actually do have the worst attendance, grades and grade progression compared to other disability.
15:05:32 Groups, a 35% high school dropout rate, which is twice as likely compared to all students in special education.
15:05:44 One third of those that did graduate did not receive a regular diploma, and 58% had a competitive job in 3 years post high school.
15:05:54 The adverse meaning that they did not have competitive jobs.
15:06:00 So you can see, are in our little cartoon.
15:06:04 Here life sucks drop out. Students with mental health conditions have whether they are in special education or they are not in special education.
15:06:14 They have really challenging and dismaying outcomes in high school.
15:06:23 Oh, well, what about college? those students that do go on to postsecondary education?
15:06:30 You see that on the next slide hi dropout rates up to 86%.
15:06:38 And high dropout rates and actually leads to lower graduation rates.
15:06:44 Less than half of students with mental health conditions, who enroll in post-secondary education, obtain a certificate or degree, and less than 20% obtained accommodations or supports.
15:06:57 You know we do think that that accommodations and appropriate educational supports will improve these outcomes.
15:07:07 And but there is quite a bit of research that at least for post-secondary students are not aware of the accommodations that they are entitled to, or they may be reluctant to to get them.
15:07:19 Because of the need to the up front and overt about the disabilities that they have.
15:07:27 Okay, so given those very poor school outcomes, what happens in terms of employment?
15:07:37 Well. poor employment rates, increase of reliance on disability benefits.
15:07:44 24% of all young adults receiving supplemental security income had mental health conditions.
15:07:48 One quarter. you may say Well, what's so bad about that. That means Ssi is there to help students and and youth and adults with with disabilities.
15:08:03 Have have a life. Well, the monthly Ssi rate is $794 per month.
15:08:11 When the the basic Ssi rate in 2,021, that rate for an individual is actually below the Federal poverty level.
15:08:20 Moreover, fewer than 5% of Ssi recipients are employed.
15:08:26 Over half of them had no income other than Ssi more disturbingly.
15:08:31 Once youth, get on to Ssi youth with emotional disturbances.
15:08:37 Do you get off Fact. They may they tend to remain on the disability roles for an average of 27 years, and accordingly you'll see that rates of exit from ssi roles are lowest among
15:08:52 adults with serious mental health conditions less than 1%. So if if you have in mind that wow, the education outcomes are so poor and the employment outcomes are so poor, then why not rely on disability, benefits disability,
15:09:11 benefits. Do not bring people out of poverty employment brings people out of poverty.
15:09:18 So So that's why we as a center are focusing on employment for youth and young adults with mental health conditions.
15:09:26 So one way to get employment is through Cte: so we could go to the next slide when youth and young adults are.
15:09:40 We, we are not participating, are dropping out of high school and college.
15:09:42 We have research that shows that what happens after high school is this sad acronym of meat, not in employment, education, or training.
15:09:55 And in this particular research, after high school, special special education, almost 40.
15:10:05 1% of youth were neither in work nor in school. and somewhat fewer had part-time work, but also no school.
15:10:14 So we really wind up with a very large number of youth, with mental health conditions, who are neat, not in employment, education, or training.
15:10:25 And these are the kind of outcomes that we are really trying to create.
15:10:32 New trajectories for these students. So what about cte?
15:10:42 Well in research that was conducted for the learning and working center for transitions to adulthood.
15:10:49 This was conducted by Mary Wagner and Lynn Newton, who at that time was from Sci International.
15:10:59 They looked at a representative sample of students in special education across the nation, and they did a longitudinal look at what were the outcomes for them when they were in high school, receiving special education?
15:11:13 And they examined the role of Cte on employment after high school.
15:11:20 Well, those students with emotional disturbance receiving special education when they had a concentration of the general education.
15:11:32 Se They there were 4 times as likely to have full-time employment up to 2 years post high school by concentration.
15:11:43 In this research it meant that they received 4 or more credits in an occupationally specific cte subject.
15:11:51 So by that we made a career pathway. that is aligned with a career goal and in a career cluster.
15:11:57 And when those students took 4 credits they were 4 times more likely to have employment.
15:12:01 After high school. In fact, when they had those 4 predators of Cte, they were 4 times as more likely to have a full-time employment at any time since leaving high school.
15:12:14 So those are very encouraging data for Cte and students with emotional disturbance who have all of those challenges that we described.
15:12:25 So next slide. we took that information at the learning and working center and said, Hey, if that's what the data is telling us that that cte for credits of cte and a career pathway leads to employment after high school we're going
15:12:43 to try and do something about that. And so we apply for. and we see funding from Nileage to create the translating evidence to support transitions project
15:13:00 And we use that information that we receive to create this guide called incorporating career and technical education in transition planning
15:13:08 And this we have the link here that you'll receive on the slides.
15:13:14 So that you can download this guide and and which which lays out a a set of instructions and and helpful tips and resources about getting those 4 credits of cte.
15:13:30 So instead of me talking to you, we have a video which we hope you will enjoy.
15:13:35 That will introduce the test cte guide to you.
15:13:43 So please hang on and colleen is going to load That's that video which will take a few minutes to play C. T.
15:13:57 E is a guide for special edges who are conducting the transition of a students individualized education plan.
15:14:08 We prepared this guide because research has shown that for students with emotional disturbances for credits of career and technical education in high school that is aligned to a particular career, does lead to 4 times better employment
15:14:25 outcomes, Then does the same group of students who do not have credits of cte. what's special about the Test Cte guide is that it offers considerations and practical tips about how to work with students who have emotional
15:14:41 disturbances for students with disabilities, their outcomes across all measures.
15:14:48 After high school are generally not as positive as for students without disabilities, or young adults without disabilities.
15:14:54 But if an employment and enrolling in college or other post-secondary learning did it have been demonstrated that participation in career and technical education can increase their graduation rates but also, their employment rate specific to that
15:15:07 disability type. I feel like in high school. most of the professors, they focusing, getting good grades and going to college by colleges not forever, especially for people who have like disadvantages.
15:15:21 It. had. Had I got in like a technical searchification or something like that, it would have been much easier for youth that have emotional disturbance, or who are experiencing mental health challenges, They provide a relevant setting.
15:15:35 That they may tain their engagement at school. as opposed to some of the Academics settings, and that they may not be experiencing as much success in.
15:15:45 I think base schools They're very helpful and especially for somebody that has anxiety.
15:15:50 It's a lot more helpful than to be in a bigger classroom, and to be around all those different people feel that pressure because you're getting to do exactly what you need to do, and you're not taking the
15:15:59 prerequisites this guy can provide is the support for teachers who are for a technical education, teachers to work with their special educators and even reach out to their community for vocational rehabilitation to support holistic
15:16:14 theories of variances for youth with an emotional disturbance.
15:16:18 It really provides a roadmap for just quality transition planning, but with an assumption that students going to participate in cte course work and really embedding that into the plan which is what we know is really good practice and effective
15:16:33 practice as a nice job of helping tackle. What can feel like sort of Where do I begin?
15:16:41 Test, Cte provides resources and steps to take to help students plan a sequence of 4 credits of career and technical education during their high school years, to achieve a post-secondary goal of employment in an
15:16:57 in-demand and high wage career of the pieces within the guide is important.
15:17:03 So I would certainly encourage educators to explore the whole guide and really get that sense of what assessment processes doing that pre-planning.
15:17:16 There's an implementation guide within the guide and There's lots of resources there's links to lots of resources and forms and tip sheets, and all of those things that are critically important to tackling this really
15:17:31 important aspect of transition plans. you can always reach out to us the transitions to adulthood center for research, where you can download the guide for free and also reach out to us personally for technical assistance.
15:17:44 We'd be happy to help and provide guidance to you as you embark on this rewarding opportunity for students with emotional disturbances.
15:17:55 I get to do what I love, and I have to earn my own money to buy my own things, support the economy.
15:18:02 This program is helpful a lot for me, and it helps me to help people with my community.
15:18:09 And in Persian Place try to get in front of that list because the title, because of their means of illness. They don't think that you know they can learn.
15:18:18 But I I try to let you know that no matter what year disability is, you can do it.
15:18:40 Okay, So I hope you enjoyed that video. And we certainly.
15:18:49 As we said, we are very happy to provide technical assistance to you all. and please do come and visit our website and download the guide, and we're going to give you a little more detail about about what's in
15:19:04 this guide in the next couple of minutes wait till Caroline gets to the next slide.
15:19:12 There. So Hmm! As it was shown that we we are provide a road map, and this is really meant for special education.
15:19:25 Teachers, educators, or transition coordinators transition planners in special education, who are required to do a a transition plan for students with emotional disturbance in their high school.
15:19:38 But really it's relevant to everyone else who is participating in this webinar.
15:19:43 If you have a good idea about how your youth. or the person that you're advocating for or working with how how to help educators to think about getting cte in high school.
15:19:59 So first of all, we we recommend that the youth conduct an assessment and career exploration activities actually go through all of those career clusters and career pathways that and and talk about what that means?
15:20:14 What would that career be like, and does that fit with that?
15:20:17 Youth means, every transition plant requires that there is a postsecondary goal.
15:20:23 But if you's a smart post secondary goal, and then, and most of you are familiar with that acronym, then that makes it a truly more achievable and realistic, we we ask and say that there should be a progression
15:20:40 of cte courses that are along a career pathway in hyd demand.
15:20:45 Industries. So what's important about that is as many of you probably know is that there's a great deal of stigma about Ctev.
15:20:54 One most high schools, and we talked to young adults who are on our advisory boards. They go through high school, and it's all about college Prep.
15:21:05 And if you're if you're not I saw it did see a comment earlier in the in the Q.
15:21:09 And a section about how there's less cte available now than then.
15:21:14 There was before Perkins 5, which is really the opposite of what Perkins 5 is supposed to be doing.
15:21:20 But that may have to do with the fact that there is such an emphasis on college present.
15:21:25 Lately, but coach Prep. is not for everyone, and especially for students with mental health conditions.
15:21:35 An alternative to more and more academic coursework. But maybe the best way for them to actually get jobs.
15:21:43 And the jobs are that we are trying to put, propose and purpose.
15:21:49 5 stresses also are jobs that are in demand for that locale, and that are high wage and and are not the typical shock classes that you know people might have a stigma about cte.
15:22:04 That that's the that is showing classes that lead to a low wage entry level jobs, we say in the Cte Guide.
15:22:14 We we suggest that there are our supports in the iep and other activities that can reinforce cte.
15:22:23 Learning, and that also we naturally young people are young, and they will need to reassess their career.
15:22:27 Goals and cte course progression as they move forward.
15:22:34 So in our next slide we identify these particular steps to develop and earn for credits of cte educators and family members and employment specialists.
15:22:49 Should review the Ct classes that are available collaborate with cte teachers like I said in the beginning we didn't have any Ct teachers here.
15:22:59 Cte teachers are not that accustomed to working with students, with mental health conditions and or students with disabilities more broadly, and you need to collaborate with them to help them to understand the nature of the disability and ways in
15:23:17 which they can be supportive in their cte classes.
15:23:23 Talk with family members, share class descriptions, and then, as I said, I identify a progression of 4 credits of Ct.
15:23:30 Arranged for a workplace experience. Have have students take a look and and participate in an experience.
15:23:40 Of a job. make sure that the coursework is specifically stated in the students ieps.
15:23:46 It's not enough to simply say we're going to prepare students for a stem career.
15:23:53 But actually say, what are the 4 courses that are needed?
15:23:56 Monitor the selection of the courses, and also If you are involved with the education system, participate in trying to align the curriculum within the school and the district in it. and the State.
15:24:11 So that the so that there is a cohesion of working together to try to make cte as employment an outcome for these students.
15:24:21 I just saw Marianne moore's comment who was talking to students with mental illnesses.
15:24:26 It's a very good question. We do know that only you know, between 11 and 13% of students with mental health conditions in high schools are identified for special education.
15:24:40 So there's a whole universe of students with different kinds of mental health conditions who are not being identified for special Ed and are not accessing the resources that could be available to them.
15:24:53 But, on the other hand, there are individualized learning plans in many States and high schools.
15:25:00 And guidance counselors that can be used to think about cte for students, irrespective of being in special education.
15:25:11 Little bit more about how to get make cte a reality for students with mental health conditions.
15:25:18 First of all, you really need to address stigma of cte classes.
15:25:21 So students with, as I said, with mental health conditions may may well feel like
15:25:28 Oh, the this is for dumb kids. This is for you know students who can't go to college to try to address that stigma.
15:25:38 It may be very, it would be helpful to view the career clusters and view their pay rates.
15:25:44 Help students understand that a certificate in a high, with an in-demand industry actually leads to really good pay and good benefits also taking Ct.
15:25:56 In high school will allow some students to use their certificates and their expertise to pay for college.
15:26:03 Later, as they go through college, they can use their certificates to help help support themselves and support their education.
15:26:13 You want to solve barriers such as transportation or or cost for uniforms or other kinds of things. as an educator or ally of a student with mental health, condition, you know help them figure out How do I get to
15:26:25 that work-based learning experience. How can I get to that area?
15:26:32 Cte high school where I can get that coursework address the executive functioning challenges.
15:26:41 That that Ct: that students with mental health conditions face and do that within the context of of the school school day.
15:26:52 Okay, what else can we do? So one of the things that we heard from instructors and cte is that students with mental health conditions, as as many of you well know, may have a lot of absences.
15:27:07 There may be hospitalizations there. may be periods where they don't come to school, and for cte, especially when it's when the certificate of that program requires a certain number of hours of participation in the
15:27:24 classroom that can be a real barrier to students.
15:27:28 Well, what can you do about that? You need to arrange for strategies to make up miss classroom hours?
15:27:36 Open the lab and workshop at a additional times of day could be like after traditional school hours.
15:27:43 The Cte instructor may be willing to be there. and allow the student with mental health conditions, who are who are having difficulties, being in a classroom with other people to come and work their hours.
15:27:54 They're needed hours at that time You can try to use measures of competency rather than time units for some of these certificates and provide online coursework and give attendance credit for time spent on time spent online trying to
15:28:10 achieve those credits reach out to the Cte instructors at the start of the semester, to plan for addressing attendance.
15:28:20 Issues that you can predict may come up later on. We add at the transitions to Adulthood center for research.
15:28:30 Talk a fair amount about providing outside the box accommodations.
15:28:34 So we had flexible attendance policies, as we just mentioned.
15:28:40 There are a number of other accommodations rather than going through the very standard list of you know, note-taking and extra time for tests.
15:28:52 There are other accommodations that really can make a difference for students with mental health conditions, additional individual time to preview the classwork.
15:29:01 If you can get the instructor to do that ahead of time that will reduce anxiety, it will help focus the person, the student, or the youth on what the work is that's going to be presented.
15:29:17 So in that way addressing the executive challenges that they face substitutes need preferential seating sometimes.
15:29:25 That's in the front and sometimes that's in the back We suggest no participation expectations rather than giving points for participating.
15:29:36 Don't do that for a student with a mental health condition, who will really may have some real trouble, anxiety or panic attacks about trying to speak up in class.
15:29:45 Provide a safe space to relax. If a student is anxious, give them, give them the opportunity to take a break. and let them step out of the class. without without penalties.
15:29:57 We have a tip sheet on on the right side, on how to provide college accommodations that apply as well to students with in high school.
15:30:08 So please do come to our website and take a look at our tip sheets, and they may be helpful.
15:30:16 Other supports for students with mental health conditions for cte, as I mentioned with the Cte instructor, you want to discuss the student strength and needs prepare them for what might be behavioral strategies and possible triggers in The
15:30:31 classroom. that that the cte instructor can use, and and, rely on, explore possible accommodations and contingency, planning for absences with the student, you might visit the Cte class ahead of time we find that
15:30:49 for many students with mental health conditions. it's really important to build hope for a future career, and higher education help them to develop a vocational identity.
15:31:00 Many of these students don't have role models in family members who are have successful careers, and it's important to to try to work with them, to understand that.
15:31:12 Hey? Yeah, I can work. And hey, yeah, I can get paid.
15:31:15 And and I can be a contributing member to to society and the economy. we think that pure mentors, or some kind of go-to person at the class or the work site will be very helpful for students with mental health condition.
15:31:31 Conditions. We also urge to use that. Teach self-advocacy in the in the priests curriculum.
15:31:39 That's if your school is not doing that urge them to to develop that curriculum and get self-acency training for students with mental health, mental health.
15:31:49 Conditions. Okay, next slide. As as I mentioned, students all themselves need to be encouraged to take cte and and face and deal with the statement that they might have.
15:32:05 We have this tip sheet here. school that makes sense taking cte courses.
15:32:10 This is directed towards students. it's written for them and please come to our website.
15:32:16 You can download it and distribute that to your students, or who might be thinking about cte and have questions about its relevance for them.
15:32:32 Strategies to reduce anxiety are are described in the test cte guide
15:32:37 This is I don't think new to a lot of people but it's helpful encourage relaxation techniques, provide pair support.
15:32:44 Prepare the student for the situation. As we said, let them visit the Cte class.
15:32:50 Have some idea what it's like before they get in there and praise smaller accomplishments that will help a student to move forward with your cte and next slide.
15:33:08 So we've put in here a test cte success story. Our guide was piloted in 2 States in Maine and Connecticut.
15:33:20 In a handful of high schools and special educators, and we asked them, How did it go?
15:33:27 Did it actually work. So we have one story from an educator who uses the test cte guide.
15:33:34 There was this: They had a student who was interning at a screen printing company, but the company had to shut down, so the educator then worked with the student and the Cte center at the school to get another screen printing internship and This one was
15:33:49 a paid internship. The student worked there twice a week for 4 h each day.
15:33:54 The interchange went well, and the the student felt like This is the kind of work I would like to do.
15:34:00 The educator believed that the business owner was impressed with this previous group skills that the student had developed and the student was excited that they got paid.
15:34:12 The internship ended with his upcoming graduation, but postgraduation paid. employment with that screening, sprinting company was being considered.
15:34:22 So how did that work? So we asked about the supports that were used.
15:34:28 There were weekly Check-ins Journal outlined everything that the student learned that day or that week, and there were weekly quizzes on what he had learned created by the Supervisor at the Job.
15:34:41 He also revised his resume and perver letter. They did mock interviews, and over time the supports for the students slowly phased out. and that individual began to feel independent in the work and encourage to try to get a job at
15:34:57 that company after graduation. Okay, So I also have a couple of slides here on stackable or micro credentials.
15:35:11 This strike is not in the test cte guide it's something that we colleen and I can't came to learn about after the guide.
15:35:22 But we think it's very usable and important for students with emotional disturbance and other disabilities as well.
15:35:29 So what is a stackable credential it's when a credential, and and by that we mean a a certificate.
15:35:37 In a in a certain occupation. stackable credential is is when there is a sequence of credentials and steps that we can be accumulated over time.
15:35:50 The built of the individual's qualifications and help them to move along the courier pathway potentially higher paying jobs.
15:35:57 But what that means is that, for example, if you were, if you are in a career pathway to become a cna, a certified nursing assistant rather than the single credential after testing and the many hours of supervision
15:36:15 and and learning that are required to get a see at Cna.
15:36:19 But there could be steps along the way to getting a cna a smaller what we call micro credentials as they move along, and have learned different parts of the job.
15:36:34 They can get that that micro credential, and that can be very helpful for students with mental health conditions who are in and out of their education program.
15:36:45 The micro credential is reinforcement, and something that they can feel proud of, that they have achieved this far.
15:36:52 And that they can then move along and get these other credentials and or badges towards their toward the actual certificate.
15:37:06 So stackable credentials are being used in a couple of states now, and we are.
15:37:14 You are in the position to be able to advocate for for that in your senior state, please do we think it's a helpful strategy for students with mental health. conditions.
15:37:28 Okay, we're just about to wrap up and then we can take some questions.
15:37:33 I want people to know that we are. Carlene and I are very busy trying to get additional research to to to conduct on test cte.
15:37:47 We did get funding from Mathematica and the office of Disability employment policy in the Department of Labor to talk about what would be next steps for test cte this white paper is available on this website.
15:38:05 If you're, if you want to think about how to move Ct.
15:38:11 For students with emotional disturbance how to move that forward.
15:38:12 Please do take a look at this white paper that we have available.
15:38:20 Okay, please contact that's my email address up there you will all get the slides and stay informed.
15:38:30 Come, please get our newsletter. We have lots of information and we resources available to you.
15:38:38 As you are working with youth and young adults, with mental health conditions in terms of their employment and education plus, we have very active social media handles.
15:38:48 So we encourage you to do that are our social media sites and follow us and like us, and we will like you back.
15:38:59 So thank you for that. Okay, I am going to stop now and let Ali Murray post some questions to myself and Colleen, and and see if we can be helpful to you in the next 20 min.
15:39:16 All right, so we do have a question on. Is there information on what types of accommodations were most effective?
15:39:24 I think that I don't have data on what a accommodations are most effective.
15:39:32 The what was reported to us as the biggest challenge is were attendance policies and and students who had anxiety.
15:39:42 And so that's why we went we tried to develop these different responses to how to address attendance and anxiety.
15:39:52 So those were those were the 2 most significant ones that we try to address.
15:39:59 But we we it's still the question is still out there whether whether the strategies we are proposing are effective, and we do hope to have future research to see
15:40:16 If we're right. okay, where would someone find out if stackable credentials are available in their state, and i'm going to pop that over to Colleen. see if she has a good idea there is and we'll make sure we
15:40:31 pop a link into the presentation before we send it out.
15:40:36 But advance cte does have some information about stackable credentials.
15:40:44 On their website. I don't know of one specific site that would have them for every State.
15:40:49 But we'll see what we can find and include before we send the slides out.
15:40:56 Thank you, and we have a bit of a multi-tiered question.
15:41:00 This is in reference to the the survey of State directors.
15:41:05 Someone is wondering if New Jersey was one of the states that was surveyed.
15:41:09 They are receiving a targeted technical assistance from N. Tech.
15:41:13 On this topic, and they'd like to bring the information back to the core group.
15:41:16 They're also wondering if specific disabilities were being tracked. What's the next step after Cte?
15:41:26 How much support is being provided in these programs is the curriculum being modified, and what are their abilities to complete the program?
15:41:36 So every State and Territory affiliated with a man.
15:41:41 Cte was asked to complete the survey in terms of next steps.
15:41:47 We will be doing a state model case study and with a handful of States to look more in depth on things like a accommodations, professional developments, and what other resources States might be using.
15:42:07 And we'll be undertaking that throughout this year, Helen, do you know, I've had if New Jersey was one of the respondents?
15:42:16 I do not. alley ask me about that. I would have to go back and look at this point.
15:42:22 That is certainly something we can answer later. and you spoke about barriers to collaborating with special education.
15:42:33 Do you have any ideas on how to improve that collaboration between Cte and special education to better support students?
15:42:45 That Was that a part of your research? Well, I I would say, and to some degree.
15:42:51 Yes, the the States that were successful in collaborating with special education, Cte and special education did some things jointly together on the local level, like professional development.
15:43:07 So. we. There were a number of States that created curricula in which cte instructors and special educators needed to both go through in order to learn.
15:43:24 But learn about students with disabilities, and what it means to accommodate them, and how to encourage their access and success in Cte did.
15:43:34 Disaggregating data is important for cte to understand whether or not there are serving students with in special education.
15:43:44 Well, are they accessing them? And it gives an opportunity to to talk with special education about who are their students, and can they, would they be appropriate for Cte?
15:43:57 Would they be interested in cte and instruction so there are some strategies that ? that we recommend and would be available in our brief which is is colleen said is is forthcoming, and we'll be happy to share
15:44:16 that brief, the link to that grief with participants in the in this webinar.
15:44:21 Once. it's published . I don't know If there are some other thoughts that you had about how to collaborate better with special education.
15:44:36 I would just reinforce the comments that you may like.
15:44:41 You know, in the survey we saw that that was happening at the State level, but that doesn't always have an at the local level, and I think that's that's also true for collaboration not only with cte
15:44:53 and special education, but also vocational rehabilitation.
15:44:57 So, you know, getting all the players at the table to support students.
15:45:04 I just one more what comes to mind. You know the W.
15:45:10 Ioa requires a strategic plan, and in which other partners like education expected to participate in in in the larger employment strategies.
15:45:27 So but as Colleen said, even if that's written into the W.
15:45:31 I oa strategic plan that doesn't mean it's happening on the local level, and and that's where we'd like to see some of these professional development and looking at data and sharing data on the local level would be
15:45:44 more effective. Sorry, Ali. Please go ahead it's Okay, We had a recent question to comment about what youth apprentice apprentice ships be something to look at.
15:45:59 Also community college workforce. And then someone else asked if you had explored pre apprenticeships.
15:46:08 We did not explore pre-apprenticeships.
15:46:12 I will say, however, that we're not engaged in this research, but the office of disability and employment policy odep in the Department of Labor.
15:46:25 Has a lot of resources about apprenticeships and pre-apprenticeships for students with disabilities.
15:46:32 And there's really a lot of work going on in that area.
15:46:36 We think it's great. so we totally support that and I and, as I said, please do visit odep Also there's an organization, Cape youth who is working with odep on pre-apprenticeships and
15:46:54 apprenticeships. So that's a very fruitful area to to to work on.
15:47:01 So I definitely support that. All right. So since we know that guidance counselors are often pushed to emphasize college versus cte and career readiness. do you have any plans to provide similar C to E information to them perhaps
15:47:23 you could work with a Pilot State, or with the National Association of School Counselors Colleen.
15:47:31 Maybe want to speak to our thoughts about different modules for test ctu. sure.
15:47:40 So you know our thinking is that you know the current test.
15:47:46 E cte is geared towards special educators but we're thinking that the test cte could easily be expanded to include modules for for other stakeholders.
15:47:59 Family members. You know how to do, you know, work with these agencies, and advocate for your student, for students, you know, navigating and asking and seeking accommodations.
15:48:14 Those types of things, certainly other stakeholders and groups that might be involved.
15:48:20 You know the players around the table. we could have modules for them to.
15:48:27 I do think that guidance counselors are a very important stakeholder group for for that 80% of youth, mental health conditions who are not in special education toe is a viable road for them to employment and to
15:48:47 graduation. So what we have to work with the guidance counselors, I think, and possibly the school psychologists to to make that a reality for them.
15:48:58 So I I fully agree with that point. Someone is wondering if he would be able to comments on the need for a coursework and soft skills.
15:49:15 Yes, I think that's essential There are There are some curricula that are out there.
15:49:23 One comes to mind as skills to pay the bills produced by the Department of Labor.
15:49:31 There are. There are soft skills, trainings for for young adults with, mental health conditions.
15:49:44 And those things can be adapted for the classroom.
15:49:47 So this is work that is, is yet to be done I think it's a very critical piece myself.
15:50:01 Are there any effective strategies in helping engage transition, age, youth, and motivate them to participate in this process?
15:50:14 Mean some of the strategies we mentioned. I think I was once, and had a mental health provider.
15:50:28 Talk about When when are you? If you want to talk about what they want to do?
15:50:36 And then they might come up with some hard to achieve ideas like I.
15:50:42 You know I want to be the next rap Star. you can.
15:50:46 You can use that motivation to actually sort of explore the variety of jobs that go into and being a rap star.
15:50:56 And you know, sound and music, and you know the writing and the publicizing, and the merchandising, and all of the you know, the whole array of things that happened with with developing a music. star.
15:51:14 So. And when you talk about those things you can use the career pathways to talk about.
15:51:19 Okay, Well, how do you actually get there, and how much money does it make?
15:51:22 And what is it going to get you? If you are able to achieve that?
15:51:26 You So that's an engagement tool we mentioned peer mentors.
15:51:33 We do think that other youth who have gone through Cte are who are working in an industry and and can show themselves as a role model, will be very effective.
15:51:44 For youth. Pretty much Talk about money and talk about how much you can earn working at at.
15:51:57 You know, in a fast food industry versus, If you can actually sort of put your lives together and and proceed along a career pathway and become a certified nursing assistant.
15:52:07 And then maybe you know, higher education. after that to to become a practicing nurse, a registered nurse, some ideas, and I would add to that encouraging used to be part of the an active part of
15:52:25 the iep process. so we've heard from you that know they have an iep.
15:52:32 But not really fully understand. why they have one or how it might be used. Yeah.
15:52:42 Speaking of that, one of the other test guides is on encouraging students to take a leadership role in their iep which is also evidence-based as when students are participating as leaders in their iep meetings.
15:52:59 That does also lead to better employment outcomes and postsecondary education outcomes.
15:53:05 If you visit the test page on our website, you will see the guide for leading your Iep. that's A.
15:53:14 You know self-advocacy is is an engagement tool, as people learn how the what's around them like.
15:53:21 What is this? Iep? What is it about What does it Get me, and and how can I use it to my advantage? that becomes successful engagement strategy right? This One's a bit more open ended future research directions Well, I mean literally
15:53:50 as Colleen said, We are thinking about other modules for other stakeholders who are interested in getting cte working for students with mental health conditions.
15:54:05 We also are submitting as researchers to do an efficacy trial, which means, while we did pilot test cte, we want to actually do some hard research on outcomes and implementation.
15:54:24 If you actually do this, guide and see, get 4 credits of Cte.
15:54:29 Will we see them getting employment or post-secondary education after high school, improved graduation rates, and so forth.
15:54:35 So those are some of the concrete steps ahead of us.
15:54:41 As also as Colleen mentioned. Our Our immediate next step is to do case studies in states where they are effectively using cte for students with mental health conditions.
15:54:55 And we want to document that how they did it. What strategies did they use?
15:55:00 What outcomes and what data do they have so that'll be forthcoming in the next year, or 2.
15:55:06 So please visit our website and stay tuned. Are we doing alley?
15:55:18 Think we and we're good on questions wait we got one more here in Washington.
15:55:28 Students can take Cte classes in high school and also at a career development center in the area. In eleventh and twelfth grade.
15:55:38 Various career areas. However, the slots available in the cdc are limited, and students who have behavior issues some with emotional disabilities don't get in.
15:55:46 What advice would you have to increase availability? Are states required to maintain records of students who apply, and their rationale for selection?
15:55:56 What do they need to get in? essentially? so? States? should have data on who is participating in Cte.
15:56:12 I think the other piece, you know we touch a little bit about this today, but professional development for educators around working with students with disabilities.
15:56:24 How those accommodations you know what is, what is needed, what those might look like.
15:56:30 And how students with disabilities can be successful in Ctv.
15:56:35 And then, as We've also touched on the collaboration between cte special education and vocational rehabilitation at the local level, Yeah, i'll also jump in and say that you know that I that there is
15:56:53 a reluctance among cte educators and cte program directors to accept students with behavioral conditions.
15:57:05 And you know, and that's a form of discrimination that is illegal.
15:57:11 But but is a reality and which is why we are encouraging that there is a collaboration between special Ed and Cte to try to address some of these internalized reluctance around serving students with behavioral health
15:57:33 conditions, talk about the strengths, talk about a accommodations, and also just to say that Perkins 5 is, requires States to look at their enrollment data, and if there is that they are required to provide access of cte to
15:57:53 student with with disabilities and other vulnerable populations.
15:57:58 So. thank you, Marianne i'm actually looking at your at your chat right now.
15:58:05 That cte programs are reviewed on a regular basis, so that the selection process does not violate civic rights.
15:58:13 So. that that is the the the canundrum that we are facing, that there are these barriers to to students with variable conditions to getting into cte that that need to be addressed.
15:58:37 Okay, i'm gonna take that as a moment to wrap up so.
15:58:43 Oh, thank you, Pamela, let's see and cte instructors have support for students with disabilities.
15:58:50 They are among the very best educators of these students. I I totally agree.
15:58:56 We heard from students in our young adult Advisory Board, you know.
15:59:00 Over, and again, you know a regular academic class was not for me. I just couldn't sit still and give me an opportunity to do hands-on learning.
15:59:10 And this this was great and meaningful, and maybe want to stay in school.