President's Report
Greetings, and welcome to another school year. I hope you
had a relaxing and enjoyable summer. Also, that your school
year has started out as a productive and successful one. At
the October general meeting, 31 members attended and the new
board members began their duties. As I take over the
presidency from Steve Czech, I want to thank him for the
past two years of outstanding leadership. During his term we
saw change and growth in how we operate as an organization.
The development of our web page and the use of electronic
communications with our members were major accomplishments.
I hope that these areas will continue to evolve and will be
utilized more. A listing for job openings is being discussed
as an addition to the web page. In September, Steve helped
MnACTE add a web site that can be accessed by going to
http://www.avaonline.org/about/states/index.cfm
This leads me to address the goals that I have set for
this year. One big goal is having a successful Statewide
Conference. It is set for March 6 & 7, 2003, and it
looks like the committee has planned yet another GREAT
conference. Look elsewhere in the ECHO for information and
registration. In addition to the biannual conference, we
want to sponsor regional networking/training meetings that
will enable our members to become better informed on what is
happening around the state. The idea is to get coordinators
together to not only receive information, but to give us
feedback on ways MnACTE/SNP can better represent them. This
brings me to the need for developing a single database of
individuals from across the state that would like to be
included and/or be members of MnACTE/SNP. The last major
goal is to continue working with CFL regarding our programs
and ways to ensure positive improvements for the special
needs students we serve. Part of this is the Work Focus
Group on which a number of members serve. We will also
continue working with MnACTE on legislative issues and a
possible MnACTE statewide conference for all the divisions.
In closing, I look forward to serving this organization of
Special Needs Personnel, and will try to work with the
members to promote a positive image for all of us who work
with students with special needs. I wish all of you holiday
greetings and I look forward to seeing and visiting with you
at the conference in March.
 Submitted
by:
Robert W. Lindgren
Work Experience Coordinator
Area High School
401 Huntsinger Avenue
Park Rapids, MN 56470
218-237-6479 &endash; office
218-237-6401 &endash; fax
rlindgren@parkrapids.k12.mn.us
Statewide Comprehensive Conference
Check your mail for "MAKING CONNECTIONS" the MnACTE/SNP
statewide comprehensive conference! The registration form is
now out. We will hear about diversity from Tou Ger Xiong who
will have us listening, laughing and learning. We will hear
from Sisters Michelle Meyers and Kay O'Neil on the topic of
life being too short to not have a good time. Many of your
colleagues will share practical information about
interagency connections, the Individual Interagency
Intervention Plan (IIIP), gang and violence prevention,
stress and more. The conference will be held at the Earle
Brown Heritage Center in Brooklyn Center on Thursday, March
6th and Friday March 7th. We are limited to 150 attendees so
get your registration in early! If you have not received a
registration form, you can get one by accessing the
MnACTE/SNP web site at http://www.mnactesnp.org.
 Submitted
by:
Paula Krippner
Rosemount Apple Valley Eagan District #196
Rosemount, MN
Networking Opportunity
Join other work experience coordinators as we meet on
January 28, 2003 at 3:00 p.m. at Eisenhower Community Center
in Hopkins. This is a chance for us to get together to
discuss issues, share ideas and support each other.
Eisenhower Community Center is located on Highway 7, west of
169. Questions? Contact Colleen at colleen_hagger@hopkins.k12.mn.us
 Submitted
by:
Colleen Hagger
Hopkins Public Schools
Minnetonka, MN
Community Organization Supports Students with
Special Needs
The Optimist Club of Richfield, Minnesota has had a
longstanding relationship with students in the Richfield
area, and specifically with student with special needs in
the work experience programs at Richfield High School and
the Transition Plus Program at Lincoln Hill Center. The
Richfield Optimist Club is one of over twenty clubs
throughout the state of Minnesota. Members of Optimist Clubs
International provide service and activities to students all
over the world. Members believe that "optimism is a way of
life." Their motto is that, as community leaders, they are
"friends of youth." The Richfield Optimist Club has
demonstrated this in many ways.
The Richfield Optimists sponsor or financially support
community wide youth events throughout the year including
hockey, cook outs, Little League and "Take a Child Fishing
Day." Their dedication to supporting students with special
needs with their vocational development has been
outstanding. There are several ways the club does this.
Perhaps the most exciting for students is the 15 year
tradition of honoring "Students of the Quarter." Each
quarter, two students from each location (Richfield High
School and Lincoln Hills Center) are selected by their work
experience coordinators for excellence in job seeking or job
performance. Students may apply only if they have completed
all work in their class and are earning at least a "B", are
currently working or are actively seeking employment, and
have received a positive evaluation from their employer.
They must also complete a written essay entitled, Why I
Deserve the Student of the Quarter, Award. The students
chosen receive a cash award at one of the weekly Optimist
Club breakfast meetings. Besides receiving a complimentary
breakfast, they also get the opportunity to be honored by
community members and they may also choose to give a short
speech.
Another way the Optimist Club supports our students is by
providing a post-secondary education scholarship to one or
two students each year. These substantial scholarships give
students, who might not qualify for other scholarships, an
opportunity to continue on with their education. Students
must apply for these scholarships in essay form and Optimist
Club members select the winner(s).
A final way that Optimist Club members support our
students is through their volunteer work directly with our
students. Several Optimist members are also on the Richfield
Work Advisory Committee, which supports and advises both
vocational programs at Richfield High School and Lincoln
Hills. John Hamilton, an Optimist Club member and a member
of Richfield's Work Advisory Committee, stated that members
of the Optimist Club, "provide an opportunity to work with
those students who may not have a chance to work with
another group of adults in the community." Volunteer
activities include being a classroom guest speaker,
interviewing students for mock interview competitions and
visiting students in various vocational programs.
Members of the Optimist Club at Richfield have been
wonderful mentors and supporters of both students with
special needs as well as the staff members who serve them.
This community partnership is an excellent example of an
educational and business partnership that could be modeled
around the state. For further information, please contact
Patricia Larson @ 612-798-6367 or LuAnn Tauer @
612-798-6305.
Submitted by:
Patricia Larson
Richfield Schools
Richfield, MN
Work Opportunity Tax Credit
Have you heard about the Work Opportunity Tax Credit
(WOTC)? It is designed to help individuals from certain
target groups secure employment by providing a federal
income tax credit incentive to employers who hire them. WOTC
only covers new hires and requires the completion of two
forms that are processed through the Department of Economic
Security. Employers can receive an income tax credit of 40%
of an employee's first $6,000 in wages ($2,400). The
employee must have worked a minimum of 400 hours for the
employer to qualify for the tax credit. Nonprofits and
government agencies do not qualify. There are eight (8) ways
for a person to qualify for the tax credit. The two most
common qualifiers for our students would be:
- Vocational Rehabilitation client with a written plan
from a State or Veterans Administration Counselor within
the past 24 months.
- SSI recipient who has received SSI benefits within 60
days prior to the date of hire.
For forms and more information go to the following
website: http://www.mnwfc.org/wotc
 Submitted
by:
Steve Czech
Anoka-Hennepin District #11
Coon Rapids, MN
Urgent: Contact Your Legislators
It is more important than ever that you take action to
maintain Career and Technical Education (C&TE) Funding.
With our poor economy and huge budget deficits, cuts are
looming. We again face the loss of set-aside money for state
C&TE programs, and it appears President Bush is eyeing
Perkins funding.
Please use the following information to act on behalf of
C&TE. Also, share it with your colleagues and friends
outside the framework of C&TE.
State
This year the state legislature will again decide whether
or not to provide direct funding to C& TE. The past two
years, school districts have had the right to levy for
C& TE funding. The levy expires annually and must be
reinstated by the legislature. Please contact your
representative and senator and ask that they support
reinstating the levy. A total of around 11 million dollars
throughout the state has been levied for each of the past
two years. Our students depend on the programs this money
supports. You can find contact information for your state
representative and senator at the following links:
http://www.house.leg.state.mn.us/hinfo/hmem.htm
http://www.senate.leg.state.mn.us/members/index.htm
Federal
President Bush is considering the elimination of Carl
Perkins money and shifting its funding toward Pell Grants.
He believes Perkins dollars are going to post secondary
schools anyway, and this would help boost a program that is
in need of greater resources (robbing Peter to pay Paul).
The president does not appear to understand or acknowledge
that secondary schools are allocated 40% of Perkins dollars.
This money is used to work with students in C&TE
programs. We need to do what we can to maintain this
funding. Please contact your representative and senators in
Washington and express your concern. You can find their
contact information at the following links:
United
States Senators
United
States Representatives
Submitted by:
Steve Czech
Anoka-Hennepin District #11
Coon Rapids, MN
Work-Based Learning License Endorsement Training
Opportunity
December 17, 2002
The Metro ECSU is excited to announce an additional
distance-learning training opportunity beginning January
2003 for agencies interested in committing staff and
resources to complete the Teacher Coordinator of Work-Based
Learning License Endorsement.
The training includes 10 credits (5 two-credit courses)
that will be provided in collaboration with Bemidji State
University. The first course will be completed winter/spring
2003. The second and third course completed summer 2003, and
the fourth and fifth courses completed fall 2003 and winter
2004. The courses include IT 5930 Student Organizations in
Industrial/Career and Technical Education, IT 5930 Career
Development Theory and Practice, IT 5850
Foundations/Philosophy of Career and Technical Education, IT
5888 Work/Occupational Assessment of Learning, and IT 5889
Coordination Techniques of Occupational Education.
Descriptions of each course include:
IT 5930 Student Organizations in Industrial/Career and
Technical Education
Designed to acquaint the student with the issues of
planning and implementation of student organizations.
Additional topics include student organization at the
secondary and post-secondary level and their relationship to
state and federal policy and legislation.
IT 5850 Foundations/Philosophy of Career and Technical
Education
This course is a study of the history, philosophy, and
practices of career and technical education. It includes a
survey of curriculum characteristics, certification
requirements, professional organizations, and career
options.
IT 5930 Career Development Theory and Practice
This course is designed to acquaint professionals with
the various phases of career development and to develop an
understanding of the principles, methods and procedures that
can enhance the occupational assessment with school
systems.
IT 5889 Coordination Techniques of Occupational
Education
This course involves the role of the teacher-coordinators
in the design and implementation of internships and other
cooperative experimental learning methods.
IT 5888 Work/Occupational Assessment of
Learning
This course involves an investigation into the use of
informal and formal techniques used in the design and
implementation of occupational assessment with school
systems.
There are 15 slots available. Priority will be given to
districts who are not currently committing resources and
staff for on-line or on-campus work-based learning licensure
endorsement through the ECSU. The Metro ECSU will contribute
75% of tuition costs plus fees. The employing agency will
support the participant with the remaining 25% of tuition
plus costs for books. During the 2002-2003 academic year,
Bemidji State University charges $190 per graduate credit.
The license requires the completion of 10 graduate credits
which represents a total tuition cost of $1,900. The ECSU's
75% share of tuition would be $1,425 plus fees. The 25%
share of the school district is projected to be $475 plus
any costs for books. It should be noted that tuition could
increase after August 2003 if Bemidji State University
increases its rates for tuition for the 2003-2004 academic
year.
Interested applicants must complete and return the
registration form to Deb Johnson no later than January 17,
2003. The form can be faxed or mailed. Applicants must agree
to complete the entire Teacher Coordinator of Work-Based
Learning License course sequence, and agencies must agree to
support the participant with tuition and book costs.
We hope your district will consider participating in this
training which provides work-based learning coordinators the
expertise to develop transition services and work-based
learning experiences for youth with disabilities.
|
Workplace Ethics: Implications for Students with
Special Needs
In the spring and summer of 2002, I completed the
requirements for my Master's in Education at the University
of Minnesota by completing a project on workplace ethics as
it relates to work experience coordinators and the students
that they serve. This study was a descriptive,
non-experimental, quantitative survey of licensed work
experience coordinators currently working with high school
and transition-aged (18-22 years old) youth across the state
of Minnesota. Data was collected over a 20-day period from
May 30, 2002 through June 20, 2002. One hundred
questionnaires developed by the author were mailed to work
experience coordinators located throughout the state of
Minnesota, 49 were returned and 42 were used in the study.
The questionnaire requested demographic information and used
rating scales and checklists to gather information.
The purpose of this study, then, was twofold: to
determine if work experience coordinators in Minnesota teach
workplace ethics to students with special needs, and, what
is the prevalence of student dishonesty in work-study
situations. First, I investigated the frequency and
effectiveness of instruction, as well as resources used.
Then, from the employment side, I sought specifics when
dishonesty was cited as the reason for dismissal, and, what
workplace factors, as perceived by coordinators, foster or
deter student dishonesty.
An alarming percent (88%) of coordinators reported that
at least one of their students had been fired for dishonesty
in the workplace. This would suggest that there is a great
need to improve the efficacy of skills taught in the
classroom as well as improving placements and successful
employment in the workplace. A large number of coordinators
also requested a specific written follow-up to the
questionnaire, indicating their avid interest in this
subject.
Work experience coordinators were mixed in their use of
specific workplace ethics curricula. Although over three out
of every four coordinators taught a specific unit in this
area, only 59% rated their curriculum as either effective
(53%) or very effective (6%). This would suggest room for
improvement. The amount of time spent teaching this unit was
also mixed; however, the majority (38%) spent at least ten
or more hours each school year. Coordinators mentioned using
a variety of methods to teach this unit; scenarios and
videos were listed as the most frequently used. Curricula
specifically for students with special needs were limited in
scope; several coordinators stated that they developed their
own materials to address this issue.
The majority of reasons students were fired from their
jobs for dishonesty were, in my opinion, quite serious:
stealing money or merchandise, stealing time,(returning late
from breaks or time card fraud) and lying directly to the
employer. More interesting, perhaps, are the environmental
factors suggested by coordinators that might affect why the
student was fired for being dishonest in the first place..
There was a wide variation in answers among coordinators
including 23 responses in the "other" category. These will
be outlined below. The most frequent factors listed by work
experience coordinators that may influence student
dishonesty included negative peer influence (45%), easy
access to food or merchandise (31%), and lack of direct
supervision by manager (29%). Less frequent reasons given
included working for an inexperienced manager (14%), low pay
(14%), a lack of security measures (cameras, alarms, etc.),
(10%), and poor financial accountability (cash register
balances, etc.) (10%).
When given the opportunity to choose the "other" category
to respond, work experience coordinators gave over 20
reasons that contribute to student dishonesty in the
workplace. These could be grouped into four areas: making
poor personal choices, negative family and home influences,
result of the student's disability, and a personal lack of
morals.
Lack of moral integrity/poor choices/poor home
environment was rated the highest by coordinators, even
though it wasn't even a choice listed on the survey
A proactive theft prevention program in the workplace is
critical to insure the success of students with disabilities
in work-study settings. When placing students in work-study
programs, work experience coordinators should specifically
choose employers that meet the following criteria:
- The employer stresses the importance of ethics, both
personal and corporate, during the interview and
orientation process.
- The employer explains the consequences for theft and
dishonesty, namely being fired or prosecuted for the
crime, and then follows through when such an occurrence
happens.
- The employer utilizes the most up-to-date methods to
prevent and detect employee theft and dishonesty.
- The employer strives to create a positive work
environment: competitive wages, opportunities for
advanced training and promotion, and competent, fair
managers.
- The employer provides avenues for the employee to
express concerns regarding ethics concerns and education;
specifically, to improve communication through the use of
anonymous tip lines, unions, and other resources.
- The employer has an established mission
statement/code of ethics that all employees, from
entry-level workers to the CEO are expected to
follow.
- The employer provides personal ethics training.
Several studies suggested that this is the easiest and
best way to reduce minor theft, or pilfering. If
employees know it is wrong or is considered dishonest by
their supervisors, they are less inclined to engage in
these behaviors.
- The employer promotes a sense of pride and ownership
among its workers; they are recognized for their work
accomplishments, ethical behaviors and service to the
community.
- The work experience coordinator should maintain good
communication with each student's employer. Should any
ethical issues arise, the coordinator can assist the
student and the employer in resolving the situation.
The second part of the solution to workplace dishonesty
resides in the classroom. Work experience coordinators must
seek to find the best ways to teach workplace ethics
effectively so that their students will be successful as
young adults in the world of work.
Ethics should be taught at all grade levels but
specifically as it pertains to workplace dilemmas. Specific
recommendations for work experience coordinators are
suggested and include the following points:
- In the classroom, teach a workplace ethics as a
stand-alone unit, and/or, if possible, team-teach with a
social studies or history teacher focusing on the history
of moral decision-making.
- Insist upon excellent standards of student behavior
and responsibility in the classroom, emphasizing a high
level of responsibility regarding class attendance,
cooperation and completion of assignments.
- Reward and encourage good conduct and ethical
decisions in the classroom and in the workplace.
Establish classroom or school-wide programs such as
"Student of the Quarter," "Random Acts of Kindness" or
"Good Citizenship" awards.
- Be a good role model yourself to set a high standard
for your students. Discuss your personal ethical
motivations and how they result in positive actions. Be
on time to class, work hard, and discuss your own moral
dilemmas and how you have dealt with them.
- Utilize a variety of strategies to teach students
workplace ethics. These might include role-playing
activities, discussions using scenarios, case studies, or
ethical dilemmas, educational videos, guest speakers on
ethical issues, and self-reflection
- Continue to develop and search for more resources to
teach workplace ethics.
- Share curricula and teaching strategies with other
coordinators.
It is my hope that other researchers will continue this
work and expand on the ideas presented in this paper,
perhaps surveying employers and the students themselves. I
also hope that work experience coordinators across the state
might find this information useful as well. If you would
like me to e-mail you a copy of the entire paper, or if you
have more questions about the study, please e-mail me at
patricia.larson@richfield.k12.mn.us
 Submitted
by:
Patricia Larson
Richfield Schools
Richfield, MN
Paraprofessionals & New
Legislation
The No Child Left Behind Act has new requirements for
paraprofessionals who provide instructional support to
students in programs supported with Title I, Part A funds.
Paraprofessionals hired after January 8, 2002, must have 1)
completed two years of study at an institution of higher
education; 2) obtained an associate's (or higher) degree; or
3) met a rigorous standard of quality and be able to
demonstrate, through a formal State or local academic
assessment, knowledge of and the ability to assist in
instructing reading, writing, and mathematics (or as
appropriate, reading readiness, writing readiness and
mathematics readiness). Paraprofessionals hired on or before
January 8, 2002 and working in a program supported with
Title I funds must meet these requirements by January 8,
2006.
Each state has been charged with further
defining/clarifying each of the requirements as it relates
to the process and procedure the state is putting in place
to ensure compliance with the federal legislation.
It is a generally accepted assumption that when the
Individuals with Disabilities Education Act (IDEA) is
reauthorized, paraprofessionals working with students
receiving special education will be required to meet similar
standards. In anticipation of this, the State
Paraprofessional Consortium is recommending that paras/job
coaches request and keep certificates of attendance from
workshops, conferences, etc. they attend.
 Submitted
by:
Lezlie Ingvalson
Richfield Schools
Richfield, MN
Transition Programs Receive Grant
Money
The Richfield Transition Plus and Connections programs
were recently awarded $300.00 from the Richfield Public
Schools Dedication Fund to enhance the social skills of
students needed to obtain and maintain employment and other
adult life skills. The grant money will be used to
collaborate with The Learning Exchange, an agency that
provides community education to children and adults with
disabilities. Some examples of classes taught include:
Conversation How Tos, Fine Dining and Manners, Dating and
Relationships and Basic First Aid. Staff from the Learning
Exchange will come to Transition Plus and Connections and
teach the classes. Money from the grant will be used to fund
the teaching time and materials. The goals for students are
to improve their social skills that will be used through out
adult life and to establish a familiar relationship with
Learning Exchange staff so that they will enroll in
community education classes on their own in the future. The
first class was held December 10th and focused on
appropriate table manners and how to function in a fine
dining situation.
 Submitted
by:
Lu Ann Tauer
Richfield Schools
Richfield, MN
National ACTE Convention Report
The 2002 National ACTE Convention and Career Tech Expo
was held December 12-15 at the Las Vegas Convention Center.
There were over 8,000 teachers, administrators, counselors,
policymakers, exhibitors and business leaders participating
in this comprehensive career and technical education
gathering. There were daily keynote speakers, division
sessions, general and special track sessions, as well as
exhibitor workshops. On Saturday, the Delegate Assembly took
place, with elected representatives from each state
discussing and making key decisions regarding ACTE's
policies. Throughout the convention, the Exhibit was open,
containing over 250 exhibitors showing off what is new in
products and services for career and technical
educators.
This year the convention was held in Las Vegas, Nevada.
As always, there were many sessions to choose from and the
exhibit area was comprehensive. Each day started with a
general session including keynote speakers and awards being
presented. Minnesota was well represented with award
nominations from Region III, and MN also had one national
winner, the "2003 ACTE-McDonald's Outstanding Career And
Technical Educator," Mary Eagon Jacquart, System Director
for Ed. Grant Programs at MnSCU.
Every year the attendee's from Minnesota gather Friday
evening for a meal and visiting, this year it was held at
the Hilton with well over 50 people taking part.
On Saturday evening the Assembly of Delegates took place.
I was one of six Minnesota delegates to attend. This is when
ACTE hears and decides on Bylaw Amendments and Policy
Resolutions. The proposed Bylaw changes were approved,
except "Article V.B-Board of Directors" which was sent back
to committee. All the Resolutions proposed were passed.
The sessions that I attended were mainly in the Special
Needs Division strand, and when possible I attended some
pertaining to the Reauthorization of The Perkins Act. The
opening session for Special Needs featured keynote speaker,
Gary Meers from the University of Nebraska, who provided
some thought provoking information in a humorous way. The
session was short due to a major Perkins session starting,
where we learned about what has been happening and trying to
layout possible timeline of when specifics may be known. We
were told that the letters, emails, phone calls, etc. have
made a difference, and we need to continue, not only with
our concerns, but also with examples of how Perkins has been
successful. We also received updated information on some
other key legislation that is up for reauthorization, and
the ACTE's "Key Issues for Reauthorization of the Perkins
Act" was presented. For more complete summaries of Perkins
discussions at ACTE's Convention, go to http://www.acteonline.org,
to the link titled "News Room", then "Frontpage News", and
more. There you will find the following links that cover
questions about Perkins funding very well &endash;
"Perkins the Hot Topic at ACTE's Convention" and "D'Amico
Links Skills Training With National Security Needs at ACTE
Convention."
The Special Needs sessions mainly dealt with best
practices in various levels and settings. I also attended
both business meetings for the Special Needs Division and
NAVESNP, as well as the joint Awards Luncheon. There seems
to be some discussion between the two groups toward looking
at common issues that can be addressed with one voice while
also doing some joint activities. It appears that a lot of
effort will be required before results are realized. Once
again, the ACTE Convention was well worth the effort to
attend, and the chance to network with others from across
the country is so beneficial. I invite you to think about
attending the 2003 ACTE Convention in Orlando,
Florida, December 11-14, 2003.
Submitted by:
Robert W. Lindgren
Work Experience Coordinator
Area High School
401 Huntsinger Avenue
Park Rapids, MN 56470
218-237-6479 &endash; office
218-237-6401 &endash; fax
rlindgren@parkrapids.k12.mn.us
|
4001
Stinson Blvd NE, Suite 402