At a Glance:
The Reading Muhlenberg Career and Technology Center (RMCTC) has developed specialized career and technical programs to support students with low-incidence disabilities who require tailored instruction. These students benefit from programming that bridges traditional life skills and technical education, ensuring they receive meaningful career-focused experiences.
Challenge:
While many students with disabilities and Individualized Education Programs (IEPs) succeed in traditional Career and Technical Education (CTE) programs, some students with intellectual disabilities or other complex support needs require additional instructional strategies.
Ensuring that students are placed in CTE programs that align with their strengths, interests, and support needs is critical. When students with disabilities are placed in programs that do not accommodate their learning profiles, it can lead to frustration for both students and educators. However, when instructional approaches are customized to their abilities, students can thrive in hands-on learning environments that focus on career readiness and independent living skills.
Solution:
Under the leadership of Administrative Director Eric Kahler, RMCTC developed two innovative self-contained CTE programs to support this population. These programs, Institutional Food Services and Building Trades, focus on:
- Delivering a functional skills curriculum within specialized instructional settings.
- Emphasizing individualized goals through task-based learning, rather than using traditional CTE task lists or standardized skills assessments.
- Providing structured career experiences in a supportive environment.
- Building strategic partnerships with districts and school boards to ensure alignment with Pennsylvania Department of Education (PDE) guidelines.
Implementation Steps:
- Develop Self-Contained Programs:
- Create programming within existing Classifications of Instructional Programs (CIP) codes by adding dedicated sections for students with IEPs to approved programs in Food Service and Building Trades.
- Align curriculum with functional skills and real-world tasks, ensuring accessibility while maintaining career-readiness outcomes.
- Secure Qualified Instructors:
- Recruit instructors with both industry experience and a commitment to supporting students with disabilities.
- Example: A food services instructor with restaurant ownership experience who obtained CTE certification through PDE.
- Example: A building trades instructor with a maintenance background and experience working with diverse learners.
- Provide ongoing professional development to ensure instructors have the skills needed to support students effectively.
- Gain Stakeholder Support
- Engage school districts, administrators, and school boards to advocate for the program’s value.
- Demonstrate how specialized instructional settings improve student outcomes and career readiness.
- Celebrate student progress and program successes to sustain engagement.
- Design Functional Curriculum:
- Set individualized, achievable goals based on student strengths and career interests.
- Integrate industry-recognized certifications, such as OSHA, to provide tangible career credentials.
- Develop task lists tailored to vocational skills in each program area.
Impact:
Student Outcomes:
- Students are earning certifications such as OSHA, developing functional skills, and preparing for employment.
- While some students participate in NOCTI assessments, the primary focus remains on individualized skill development and career readiness.
Teacher Growth:
Instructors report personal and professional growth from working in these environments.
- Instructors report professional growth and increased job satisfaction from working in these specialized programs.
Student Engagement:
- Students demonstrate pride in their work and enthusiasm for attending school, leading to increased motivation and participation.
Lessons Learned:
- Belief in Student Potential: Ensuring equitable access to CTE requires a commitment to high expectations for all students.
- Adaptability: Programs should be flexible, prioritizing student goals over rigid standardized metrics.
- Support Structures: Strong support networks for instructors and collaboration with stakeholders are essential for program success.
Conclusion:
By integrating best practices from both K-12 and CTE education, RMCTC has created transformative opportunities for students with disabilities. These programs foster meaningful skill development, enhance student engagement, and prepare students for career success while addressing their individual needs.
Contact
Eric Kahler, Administrative Director
ekahler@rmctc.org
Website: www.rmctc.org