Narrative: c. 1. C.

Ohio’s career–technical education (CTE) programs will serve all learners in a fair and equitable way, including those who are members of special populations. Ohio does not differentiate between the degrees, diplomas, or credentials earned by learners with an identified disability and those earned by learners without an identified disability. Moreover, at the secondary level there is no distinction made regarding technical assessments or academic achievement tests administered to learners with disabilities unless at the secondary level such distinction is specifically mandated within a student’s Individualized Education Program (IEP). Through a system whereby performance measures, learner outcomes and provider accountability are the “same for all” (unless at the secondary level mandated by an IEP), Ohio will make every effort to assure that members of special populations are provided the necessary support and services needed for success in both academic and career–technical coursework.

The state will require all sub–recipients to describe, as part of their local plans, how special populations learners of all categories will have equitable access to and participate in approved career–technical programs at all levels and meet or exceed state adjusted levels of performance and prepare for further learning and high–skill, high–wage or high–demand occupations. Local recipients will be required to identify barriers to participation for members of special populations and how they will take appropriate steps to eliminate them. Services to be used by local recipients to enable special population learners to meet or exceed state adjusted levels of performance may include, but are not limited to: • Specialized support services as required by an IEP; • “Support for learner success” and implementing common reforms that identify the way students best learn in career–technical programs and provide appropriate interventions to help all students in career–technical programs achieve at a high level; • Career information and assessment; • Limited English proficiency support services; • Services designed to facilitate the effective transition from secondary to postsecondary programs; and • Educator professional development activities.

In addition, the state will use disaggregated data analysis to assist state and local leaders to make informed decisions on programs and policies designed to accommodate the identified needs of special populations. This information will be available through the Ohio Departments of Education and Higher Education websites.

The state also will support the use of career assessment for identifying needed services, facilitating appropriate placement and enhancing transition from secondary to postsecondary programming. As part of the state accountability system, if sub–recipients fail to meet at least 90 percent of an agreed upon performance level for any Perkins Act performance indicator, they will be required to develop and implement an improvement plan with special consideration to performance gaps of special population groups.