new vac training

New VAC TrainingESC Region 11Fort Worth, Texas2013-2014

Applications

now being

accepted

ESC Region 11 Fort Worth, TX

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Remember… You may be seen by other sites at any time, even if you are not speaking.

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ESC Region 11 Fort Worth, TX 3

Credit for Attendance Your district site manager should provide you

with a sign-in sheetPlease be sure that all participants who want

credit for attendance sign-inCoordinate with the site manager to return

the sign-in sheet to ESC Region 11


Access to HandoutsHandouts are available online on the ESC

Region 11 website at http://www.esc11.net/domain/521

Click on “New VAC”

http://www.esc11.net/domain/521


After today, this session will be available for

viewing via the VBrick system at

http://vbrick.esc11.net

http://vbrick.esc11.net/

ESC Region 11 Fort Worth, TX

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 [email protected]

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https://todaysmeet.com/vac

https://todaysmeet.com/vac

mailto:[email protected]


AgendaVAC Instructional

SettingVAC Historical

PerspectivePurpose of VACWork-Based LearningVAC Instructional

Arrangement

VAC Job Responsibilities Common QuestionsQuick TipsMarketingTool Kit Essentials


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.


“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



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)



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.


Transition ConnectionsThe 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


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.


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.


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.


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


My First JobWhat 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?


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


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




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.”


Work-Based Learning Continuum

Career Exploration

Career Assessment

Work-Related Training

Cooperative Work

Experience

Community-based

instruction

CTE or VAC


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.”


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


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


“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)


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


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.


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


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

http://www.tea.state.tx.us/index2.aspx?id=7739


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



(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



(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


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


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


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


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


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.


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)


ARD Committee Authority

ARD committees cannot override federal, state, or local district rules, regulations, and policies, includingHighly qualified teacher requirementsState graduation requirementsState assessment requirements


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


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)


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.

http://www.dol.gov/whd/regs/compliance/childlabor101_text.htm#6


Common QuestionsHow 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


Common QuestionsWho 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.


Common QuestionsWhat 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



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



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


Common QuestionsHow 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/

http://www.youthrules.dol.gov/




Common QuestionsCan 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


Common QuestionsCan 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.


Other Questions?


VAC Qualifications and Job Responsibilities

Vocational Adjustment Coordinator


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


VAC and CTEAny 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


So… What’s my job?Vocational Adjustment

Coordinator Top 10 Tips


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


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


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


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


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


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


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


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


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


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


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


Tip #9Market Your Program

Marketing is not who you know…

But who knows YOU!



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

http://www.dol.gov/opa/aboutdol/lawsprog.htm

http://www.dol.gov/opa/aboutdol/lawsprog.htm

http://www.dol.gov/whd/

http://www.dol.gov/whd/childlabor.htm

http://www.youthrules.dol.gov/index.htm

http://www.youthrules.dol.gov/index.htm

http://www.dol.gov/dol/topic/disability/index.htm

http://www.dol.gov/dol/topic/disability/index.htm



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/



http://www.interlink-ntx.org/

https://www.disability.gov/

https://www.disability.gov/

http://www.bls.gov/



Research local labor market needsLocal civic/community organizations

Chamber of CommerceMunicipal officesBusiness Advisory Committees Library



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



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


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


VAC Action PlanCurriculum and InstructionGuidelines and Procedures IEP ConnectionsDocumentationMaterials and ResourcesContacts


VAC Tool Kit

Start by calling 1-800-822-PLAN

Ask for a “Counselor’s Packet”http://www.lmci.state.tx.us/

http://www.lmci.state.tx.us/




VAC Tool Kit

Sample forms and other resources available at LiveBinder.com

http://www.livebinders.com/play/play?id=472042




Questions or Comments?


ResourcesTransition 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/

http://www.transitionintexas.org/

http://www.ncset.org/

http://www.tea.state.tx.us/

http://www.dars.state.tx.us/

http://www.dars.state.tx.us/


For more information…Sharon Rutherford

ESC Region 11 Secondary Transition

[email protected]

mailto:[email protected]


Thank you for choosing ESC Region 11

Check our online workshop catalog at www.esc11.net for

more professional development opportunities.

new vac training

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