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Chris Reykdal – OSPI – Superintendent
Quick Tips
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Career and Technical Education
(CTE) Program Update
March 5, 2021
4
Plan for Today: Office of Superintendent of Public Instruction (OSPI) Updates CTE Updates Special Education: HSBP Case Study Professional Development (PD) Opportunities Questions and Feedback
Land Acknowledgement
We encourage you
to use the chat box
to identify the tribal
land you join us
from today.
• School District &
Nearest Federally
Recognized Tribes
• Washington Tribes
Map
*Adapted from the Office of Native Education | 6
OSPI Updates
OSPI Guidance and Resources
Check OSPI’s Novel Coronavirus (COVID-19) Guidance and
Resources Webpage for updates
• Resource: “Get Ready” COVID-19 Vaccination Plan for School Employees: Frequently
Asked Questions (Released 3/04/21)
• Q&A Document: Q&A – President Biden's Announcement About School Employee
Vaccine Priority (3/03/21)
A new Q&A document containing more information about what the President’s
announcement yesterday means for our school employees.
• News Release: REYKDAL: Washington is Ready to Vaccinate School
Employees (3/02/21)
• Webpage: Vaccinations for School Employees (Updated 3/02/21)
8OSPI Guidance and Resources
• Bulletin: 2020-21 Student Transportation Operation
Allocation (2/26/21)
The purpose of this bulletin is to inform school districts of the calculation and distribution of their
student transportation operations allocation for the 2020–21 school year.
• Bulletin: System and School Improvement (2/25/21)
The Office of Superintendent of Public Instruction (OSPI) has filed an emergency rule updating the definition
of an unexcused absence from remote learning for the remainder of the 2020–21 school year.
• Bulletin: Special Programs & Federal Accountability (2/25/21)
Since the passage of the Elementary and Secondary Education Act (ESEA) in 1965, school districts have
been required to provide equitable services to private school students, teachers, and in some cases, other
education personnel, and parents under several federal programs. The Office of Superintendent of Public
Instruction (OSPI) issues this bulletin to provide guidance for private school participation in ESEA federal
programs.
9OSPI Update
• HB 1368: Requires school districts, charter schools, and state-
tribal compact schools to submit an academic and student well-
being recovery plan to OSPI
• Allocation and requirements of ESSER II are in this bulletin, and
the amount of funds available to each district is has been posted
to the OSPI website.
10OSPI Update
• Superintendent Letter to the Legislature (Feb. 24) identifies suggested
actions which explicitly called out:
• Adequate number of school counselors, more building-level administrators, more
professional development for educators;
• Stability and recovery funds for skill centers;
• And a removal of the 1.2 FTE limitation for Running Start – and more.
• Further, the letter identified OSPI priorities if given full access to the 10% of ESSER
II funds for statewide activities ($80 Million) which included:
• Recovery and acceleration funds to districts not receiving ESSER II allocations ($600k)
• Two-year grants to CBOs – 50 CBO grants of up to $500k ($17M)
• Grants to districts willing to rapidly expand CTE graduation pathway options – 48
grants of up to $250k ($12M) – and more.
11Education Grant Management System
(EGMS) Training – April 20
• OSPI is in the process of transitioning from iGrants to the Education Grant Management
System (EGMS). EGMS will replace iGrants and the Claims system in May 2021.
• EGMS Training: Release 1 - This is the first of three trainings on the EGMS. This
training is for external users (i.e. districts, charter schools, Tribal Schools, community-
based organization, etc.). If you currently have access to iGrants, whether you complete,
review, or approve those form packages, this training is highly recommended for you.
• REI Systems staff will introduce the EGMS, including the features in release 1. This includes
accessing the system and obtaining an account, searching for grant opportunities,
applying to those grant opportunities, applying for federal SAS, accessing the personal
dashboard, running some reports, and more.
• Register for the April 20 online training.
• Updates and information will be posted to the OSPI EGMS webpage.
12CTE Updates
26 Days Left!
FP477 End-of-Year Report FP215/274 Perkins V Application
• School districts or skill centers that • All school districts, skill centers and
received Perkins funds for the 2019-20 tribal compact schools must have their
SY, must complete an End-of-Year Perkins Application in Final Approval
Report. Status.
• Skill Centers must complete an End- • If the Perkins application is not in final
of-Year Report separately from the approval by March 31, the Perkins
school district. funds will be recouped and
• It must be in Final Approval status by redistributed (including Perkins
March 31. Reserve Grants).
• School districts and skill centers that
have not met the deadline will not be
eligible to receive funds for the 2021-
22 Perkins application.
14CTE Updates
• CTE Student Leadership Equivalency Template updated
for branding and will be reviewed in the March 19 CTE meeting.
• CTE Student Leadership POA Templates created for CTSOs and
will be reviewed in the March 19 CTE meeting.
• Proposed CTE Equivalency courses posted for public comment
through Friday, March 12.
• Superintendent will review after final edits are incorporated to consider
approval; we appreciate all of those that have taken part in work
groups.
15Celebration: HeLa HS Students Unofficial
Pandemic Experts of Clark County
• More than 40 epidemiology and history students from Henrietta
Lacks Health and Bioscience High School in Evergreen SD worked
together in small groups over a month, comparing and contrasting
various elements of the past century’s largest pandemic, the 1918
Spanish flu, and the ongoing COVID-19 outbreak.
• Students examined access to health care, prevention and treatment,
public response and policy matters. Once completed, students
produced virtual presentations featuring T-charts and Venn diagrams
for how each era dealt with the pandemics, and they identified
historical patterns and advances society made in response to them.
• Read the complete article in The Columbian at bit.ly/2NJNhE1
162020/2021 WACTA Phyllis Lawson Scholarship
Awardees
The Phyllis Lawson Scholarship honors • Katherine Abegglen – Puyallup High School
the outstanding service, leadership, • Lanah Duque – South Kitsap High School
knowledge and commitment to CTE. • Maggie Finch – Cashmere High School
Scholarships are awarded annually to
Washington State student candidates • Marisol Merino Ramirez – Elma High School
who are in the current graduating class • Kelsey Monaghan-Bergson – Woodrow
and has distinguished him/herself in the Wilson High School
field of Career and Technical Education. • Tessa Pierce – Newport High School
Congratulations to our Phyllis Lawson • Henry Shaw – Port Angeles High School
Scholarship recipients!
• Jaxon Smith – Toppenish High School
Letters and certificates will be mailed to
• Abigail Sorensen – Bellingham High School
each of the CTE Directors of these
students. • Madelynn Syth – Almira Coulee Hartline
17Celebration: AWSP Award
• Tristan Allen (Tacoma's Truman MS)
for being recognized as the Adviser
of the Year by the Association of
Washington Student Leaders and the
Association of Washington School
Principals.
• Mr. Allen has been instrumental in
attaining a longstanding record of
100% registration of all eligible
Truman MS for the College Bound
Scholarship.
18HSBP Case Study
Alexandra Toney
Special Education Program Supervisor
Renee Lafreniere
CTE Pathways Program Specialist
This section will be
recorded for future useAligning HSBPs & IEP Transition Plans:
CTE Pathway Case Study
Alexandra Toney Renee Lafreniere
Special Education Career & Technical Education
alexandra.toney@k12.wa.us renee.lafreniere@k12.wa.us
March 202120http://clipart-library.com/data_images/141710.jpg
Today’s Discussion:
❑Dig into an example of an Aligned HSBP
and IEP for student using a CTE course sequence
❑Discuss collaboration and crossover
opportunities for CTE, School Counselors and
Special Education Staff
21What is the High School and Beyond Plan (HSBP)?
● Student-generated and Student-facing
● Academic plan to prepare for post-highschool goal
● Personalized career and college exploration
Each student must have a HSBP to guide the student’s high school
experience and prepare the student for postsecondary education or
training and career (WAC 180-51-220).
22HSBP Case Study:
Sherrie, 10th Grader using a CTE course
sequence graduation pathway
Guidelines for Aligning HSBP and IEP Transition Plans Document Suit
● HSBP & Aligned IEP: CTE Course Sequence 23High School and Beyond Plan Template
● High School and Beyond Template-Class of 2020 and Beyond 24IEP Symbol
25Sherrie’s IEP
● Goals focus on reading and writing skills
Summary of Services Matrix ● Post Secondary Goals:
Service Frequency Location ○ Education/Training: Sherrie will enroll in a
Reading 150 mpw Special Education technical college or an art institute to study
graphic design.
Writing 150 mpw Special Education
○ Employment: Sherrie will be employed as a
graphic designer.
26Personal Profile
● Student driven and has student
first language
● Developed collaboratively with
the students/young adults
● Highlights strengths, dreams
and goals
27Career Goals and Educational Plan
28Course Planner
29CTE Course Selection/
Pathway Considerations
• Meaningful course selection and
collaboration
• General CTE team consideration
(leadership/extended learning
connection to work based learning,
collaboration)
• CTE equivalencies being a strategy for
creative course planning to met subject
area grad requirements
30Graduation
Pathway
31CTE Sequence Graduation Pathway
• Collaboration is key
• CTE course sequences
• Multiple combinations of courses could serve as CTE pathway
• Locally approved sequence information
32Systems Analysis Questions
for CTE & Special Ed and Other Collaborations
• Are all counselors, students and parents well informed about the various career
pathways at their school?
• Have your special education coordinators, students or parents actually walked through
your classrooms and labs?
• Has your admin ever met/talked with business/industry advisory members?
• Do you invite your counselors to attend a program advisory committee meeting?
• Do have a detailed, informative CTE catalog or course/pathway selection sheet? Is it
accessible electronically? Do you utilize Programs of Study templates?
• Is there attention or priority given to ensuring equity and eliminating bias in print &
digital materials?
33Systems Analysis Questions
for CTE & Special Ed and Other Collaborations
• Are your CTE teachers serving on the IEP committees advising and informing about
the standards and options available in the student's particular career choice? Or in
developing any possible accommodations and/or modifications?
• Is there a system of "checks and balances" so to speak--so that both student and
teacher are provided supporting resources, or potential adjustments in the classroom
considered?
• Are the staff and students aware of the various work-based learning, dual credit or
IRC opportunities are available to students in the program?
• Does everyone know what IRCs are currently offered in each of your programs?
34Resume
35Resources
● Please reach out with any
questions on today’s
content
● Alexandra.Toney@k12.wa.us
● Renee.Lafreniere@k12.wa.us
3637
Professional Development Opportunities
Upcoming CTE Professional Development
Monday, March 15
• 1-2 pm: CTE Pathways Office Hour/Technical Assistance (Renee Lafreniere)
Tuesday, March 16
• 10-11 am: MOA Civil Rights and Equal Access to CTE Technical Assistance
(Deifi Stolz)
Monday, March 29
• 2-3 pm: CTE Pathways Office Hour/Technical Assistance (Renee Lafreniere)
Tuesday, April 20
• 10-11 am: MOA Civil Rights and Equal Access to CTE Technical Assistance
(Deifi Stolz)
39Partner PD Opportunities
March 11 & 12
WITEA Spring Conference
Registration: https://wa-acte.regfox.com/witea-spring-conference-2021
March 16
12-1 pm: Find Your Future What is Apprenticeship?
https://us02web.zoom.us/j/89365310831
March 16 – 18
2021 Family, Career and Community Leaders of America (FCCLA) State Leadership Conference
https://wa-fccla.org/
March 18
3-4 pm: Center for Change in Transition Services (CCTS): IPP Third Thursday – Collaboration
Registration: https://seattleu.zoom.us/meeting/register/tJUrd-uhqTsvGNb4TJ9oE8mRGKwuNS0AO3ge
40Partner PD Opportunities
March 24 – 27
2021 Washington TSA Virtual State Conference
https://www.washingtontsa.org/state-conference
April 20
12-1 pm: Find Your Future Careers in Healthcare
https://us02web.zoom.us/j/88132007969
April 21 - 24
Washington FBLA State Business Leadership Conference
https://wafbla.org/sblc/#
April 26 – May 12
STEM 101 Back to the Basics of STEM Education in the Classroom
Registration: https://www.pdenroller.org/esd123/catalog/event/112274
May 18
12-1 pm: Find Your Future Careers in the Wood and Forest Products Industry
https://us02web.zoom.us/j/86328353914
41Questions and Feedback Please use
the chat
• Use the chat box to submit any box!
questions you still have or topics
you’d like covered in upcoming
meetings.
42Next CTE Check-in
Friday, March 19
12–1 pm
See you then!
43CTE Spotlight: Visual Communications
CTE Spotlight Video
Daniel Geiszler:
• 2019 Glacier Peak High School Graduate, Snohomish, WA
• Took classes in the Visual Communications Department with teacher Mrs. Christa Mallory
• Classes: Intro to Digital Arts, Computer Graphics, Photography
• Current student at Western Washington University studying Graphic Design and
Illustration
• Current job is a Photographer and Graphic Designer with Life and Light, Everett, WA
• High School Class Highlights: Fun projects, having a teacher to ask personalized questions
to about struggles, learned a lot in a short period of time, increased creativity, exposure to
programs and career pathways
44Connect with us!
k12.wa.us facebook.com/waospi
twitter.com/waospi youtube.com/waospi
medium.com/waospi linkedin.com/company/waospi
45License Except where otherwise noted, this work by the Office of Superintendent of Public Instruction is licensed under a Creative Commons Attribution License. All logos and trademarks are property of their respective owners. This presentation may contain or reference links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any affiliation, endorsement, sponsorship, approval, verification, or monitoring by OSPI of any product, service, or content offered on the third-party websites. In no event will OSPI be responsible for the information or content in linked third party websites or for your use of or inability to use such websites. Please confirm the license status of any third-party resources and understand their terms of use before reusing them.
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