All students enrolled in grades 6 through 12 in a school district will participate in ACP. This includes students with disabilities who have IEPs and Section 504 accommodation plans. Use this Community of Practice webinar to make sure that ALL of your students have equal access to Academic and Career Planning opportunities.

A key element to creating a classroom free of ableism is reimagining the concept of inclusivity. But with so many students with individualized learning programs, sometimes it can be difficult to create a learning environment that is as inclusive as you’d like it to be.

Discover what Special Education teacher Jeremy Ault has to share about the ways in which educators can approach ableism by formatting your instruction, and shifting both your and your student’s mindsets in a short video in the post on the aka Teacher blog.

Hosted by PBS Wisconsin Education, and created with and for Wisconsin educators, the aka Teacher blog offers a space for exploring the many hats educators today wear, and the topics that aren’t covered in teacher preparation programs.
Blog posts include videos featuring educators around the state, and resources you can share with learners and use to continue your own learning.

In these lessons, you will learn about the numerous pieces of legislation that impact students with disabilities, including Perkins V. You will also learn strategies to support students with disabilities in secondary CTE through appropriate CTE program placement.

Career Connections is a powerful career resource for any student! Young professionals tell us about their jobs and take us behind the scenes to show us what they do every day. Learn about Ohio’s in-demand jobs, and what it takes to get there. Funding From BEMC (Broadcast Educational Media Commission)In partnership with Ohio Department of Education and Ohio Means Jobs

This course is designed to prepare you for a successful student teaching experience. Some of the major themes and activities are: analysis of yourself as a teacher and as a learner, subject knowledge, adolescent development, student learning styles, lesson planning, assessment strategies, classroom management techniques and differentiated instruction. The course requires significant personal involvement and time. You will observe high school classes, begin to pursue a more active role in the classroom in the latter part of the semester, do reflective writings on what you see and think (journal), design and teach a mini-lesson, design a major curriculum unit and engage in our classroom discussions and activities.

This lesson plan is designed to enhance understanding and awareness of essential soft skills and employability skills for success in the workplace. Students will create a cover letter for a job they want and incorporate their strengths and weaknesses into their letter.

This lesson plan is designed to enhance understanding and awareness of essential soft skills and employability skills for success in the workplace.

This resource offers ongoing professional development, resources, and further programming around the converging fields of arts education and special education. Includes reseources for educators and parents, webinars, professional papers and an extensive bibliography of journal articles on arts education and special education.

All students need support to find their pathways to a fulfilling and successful life after high school. No matter what their abilities are, students need access to high-quality education and should graduate prepared for the best future that awaits them. In addition to core academics, students need to develop the attitudes, skills, and knowledge to be prepared for their futures.

Students who are receiving Special Education services deserve no less than their general education peers, and may require additional support along the way.

Whether it is considered part of IEP transition planning or broader college and career readiness initiatives, future planning for students in Special Education must be student-centered, giving them a voice in the process.

With the purpose of assisting Wisconsin middle and high school students to better understand the various aspects of Academic and Career Planning, CESA 10 has reached out to past graduates. Young professionals will share information about their chosen occupation, as well as career-related experiences during high school that were beneficial in discovering their own ACP journey.

Across the country, educators are beginning to expand RTI to secondary schools. Middle, junior, and high schools are very different places from elementary schools and, in fact, different from each other. Whether or not your school is presently implementing RTI, you will want to be prepared to ask and answer key questions regarding the opportunities RTI presents in high school settings.

Literacy, Reading, Math, SPED Specialists may upload this template to modify and use as a daily schedule and lesson plan guide when working with multiple groups across sites.

Literacy Specialists, Reading Specialists, SPED, Educators and administrators may use this template to collect data. This is a spread sheet that may be used K-8. This tool allows teams to collect and share data in a document that is easy to use, pull up and look at when working in collaboration with teams that include specialists, administrators, educators and parents working to close gaps for struggling learners. While created for reading interventions it may be used for all interventions in multiple academic settings.

This article by Shaun Heasley in Disability Scoop highlights a career portal known as the Neurodiversity Career Connector which debuted April 2022. It’s intended to connect neurodivergent job seekers with openings at companies that have neurodiversity hiring programs in place.

Our goal is for our students to become proficient readers and writers who display agency and independence. This interactive hyperdoc training module, about UDL and Reading Workshop, is designed to help educators develop an ever-growing toolkit of strategies that will remove barriers to learning and create options for how instruction is presented, how students express their ideas, and how we can engage students in their learning.

The purpose of the Individualized Education Program (IEP) is to decide on the educational placement for an individual student. For a secondary student with a disability, one option for vocational skill training is enrolling in a career and technical education (CTE) program at a Career and Technical Center (CTC) or high school. There, secondary students with disabilities can pursue employment and continued education or training as a goal after high school. To make certain that a CTE program is the appropriate choice, the student, the student's family, and the rest of the IEP team should ensure that the student's interests, strengths, and needs are aligned with the available CTE programs. All IEP team members should be aware of the information regarding special education and CTE programs.

Join Brian Kenney, TIG Southern Regional Coordinator, and Stacy Duffy, CESA 2 Transition & Identification Specialist, as they discuss transition practices and interview educators, agency members, and community members to gather insights on programs and projects they are implementing within their districts.

Secondary CTE has long been a viable pathway for developing the skills of students with disabilities (SWD) and preparing them for the future. Changes in Perkins V and an increasing emphasis on college and career readiness for all students are bringing the needs of SWD to the forefront of the CTE conversation.

In 2019, ACTE joined Penn State University’s Workforce Education program and the National Technical Assistance Center on Transition (NTACT) to host a five-part webinar series that took a deep dive into programs, practices and partnerships among CTE and special education practitioners that support SWD in CTE. You can view this series for free at CTE Learn. Click on the CTE Learn link on this page and follow the registration information to access the webinars.

Work Makes the World Go Round is an original song written and performed by George Dennehy in collaboration with the Virginia Department for Aging and Rehabilitative Services, The VR Workforce Studio Podcast and Wilson Workforce and Rehabilitation Center Foundation’s Partners in Podcasting.

Social Emotional Learning in Virtual classroom focuses on integrating three main routines to support SEL in a virtual classroom The three routines are check-in, community building, and mindfulness.  The Collaborative for Academic, Social, and Emotional Learning (CASEL) defines social-emotional learning (SEL) as “an integral part of education and human development. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.”