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7 results on '"Oertle, Kathleen M."'

1. Illinois Programs of Study Guide: 2009

Author

Illinois University, Office of Community College Research and Leadership, Taylor, Jason L., Kirby, Catherine L., Bragg, Debra D., Oertle, Kathleen M., Jankowski, Natasha A., and Khan, Sadya S.

Abstract

This guide begins with background information useful to understanding Illinois' framework for implementation and evaluation of Programs of Study. It starts with a visual depiction of the relationships between activity at the federal, state and local levels that evolved to the creation of Illinois' Career Cluster Model. This Model, which is based on the States' Career Clusters Initiative, is also discussed, along with a visual depiction of the relationship between the 16 career clusters, the 79 career pathways, and numerous Programs of Study. An example of this relationship is provided using the Health Science cluster since this cluster is one of the first tapped for statewide implementation in Illinois. Following the introduction, it presents the six guiding principles for implementation and evaluation of Programs of Study. Each principle has its own section with the following information: (1) The guiding principle statement: A brief, straightforward statement of the principle; (2) A principle overview: The what, why and how of implementation relevant to the principle; (3) An "In Practice" example: A promising practice in Illinois pertaining to the principle; (4) An "In Perkins IV" statement: Legislative language that is aligned with the principle; (5) "Design Elements at a Glance": Design elements associated with the principle; (6) Tools and Resources: Selected tools and resources for implementing the principle; and (7) Appendices: A copy of one selected tool or resource, reprinted with permission of the publisher or author. The concluding section of this guide, titled Moving Forward, presents some activities planned for Illinois' journey with Programs of Study. Appended are: (1) Principle One: Leadership, Organization, and Support; (2) Principle Two: Access, Equity, and Opportunity; (3) Principle Three: Alignment and Transition; (4) Principle Four: Enhanced Curriculum and Instruction; (5) Principle Five: Professional Preparation and Development; and (6): Principle Six: Program Improvement and Accountability. (This publication was prepared pursuant to a grant from the Illinois State Board of Education and the Illinois Community College Board and is funded 100% through the federal Carl D. Perkins Career and Technical Education Improvement Act of 2006.)

Published
2009

2. Illinois' Career Cluster Model

Author

Illinois University, Office of Community College Research and Leadership, Jankowski, Natasha A., Kirby, Catherine L., Bragg, Debra D., Taylor, Jason L., and Oertle, Kathleen M.

Abstract

This booklet provides information to multiple stakeholders on the implementation of career clusters in Illinois. The booklet is an extension of the previous edition titled "An Introduction to Illinois CTE Programs of Study" (2008), and provides a resource for partners to understand Illinois' Career Cluster Model as its own adaptation of the States Career Cluster Framework. It is intended for individuals familiar with career clusters and programs of study and those beginning to learn about them. The booklet is divided into seven sections: (1) Perkins IV: main themes of the Carl D. Perkins Career and Technical Education Improvement Act of 2006; (2) Key Concepts: terms, definitions and benefits of the career cluster approach, to help partners become familiar with the States Career Cluster framework; (3) Career Cluster Framework: graphic representation of the essential knowledge and skills, the 5 career and technical education areas at the secondary level, the 16 career clusters, and the 79 career pathways; (4) Illinois' Career Cluster Model: visual example of the Health Science cluster and how different elements of the States Career Cluster Framework fit together in Illinois; (5) Implementation: information useful to preparing partners to implement programs of study, including the six guiding principles and partner roles in the process; (6) Acronyms: list for reference and ease of communication between multiple partners on programs, initiatives, and organizations; and (7) Resources: links to tools, research, and national organizations related to Perkins IV, career development, career clusters, and other information specific to Illinois. (Contains a list of resources and acronyms.)

Published
2009

4. An Exploratory Study of Special Education Teacher Perceptions on Age of Majority, Guardianship, and Alternative Options for Adult Decision-Making Support.

Author

Walters, Charles B., Oertle, Kathleen M., and Plotner, Anthony J.

Subjects
*SPECIAL education, *SOCIAL support, *PATIENT decision making, *EFFECT sizes (Statistics), *COLLEGE teacher attitudes, *SURVEYS, *T-test (Statistics), *COMPARATIVE studies, *TEACHERS, *GUARDIAN & ward, *DESCRIPTIVE statistics, *STATISTICAL sampling, *DATA analysis software, UNITED States. Individuals with Disabilities Education Act
Abstract

There is a growing body of research that indicates special education professionals have a role in the pursuit of undue and overbroad guardianship for young adults with disabilities. This role may involve explicit recommendations or utilizing school district resources to support parental petitions for guardianship. Far more often, their role may simply be complying with federal, state, and local policy that does not provide clear guidance on mechanisms or processes for purposefully and constructively addressing supports students may need as they approach legal adulthood. In this article, the authors detail a multistate, survey-based study that explored primary and secondary special education teacher perceptions of issues related to age of majority, guardianship, and less restrictive alternatives for adult decision-making support for students with Individualized Education Programs (IEPs). A significant finding of the study indicates a gap between what special education teachers think should happen in this domain of practice and that which actually happens in reality. Findings of the study are provided and discussed alongside limitations and implications for future research. [ABSTRACT FROM AUTHOR]

Published
2022

7. Differences in Service Delivery Between Transition VR Counselors and General VR Counselors.

Author

Plotner, Anthony J., Trach, John S., Oertle, Kathleen M., and Fleming, Allison R.

Subjects
ANALYSIS of variance, COUNSELING, MEDICAL care, PEOPLE with disabilities, QUESTIONNAIRES, VOCATIONAL rehabilitation, CONTINUING education units
Abstract

Rehabilitation counselors are critical service providers for young adults with disabilities transitioning from high school to adult environments. However, the investigation of whether rehabilitation counselors in the state–federal vocational rehabilitation (VR) program are providing maximum services deserves more attention. Current literature suggests that there have been high levels of variability in how counselors in the state VR system are providing services to transition-age youth. In this study, we examined the relationship between primary job role (i.e., transition-focused or general caseload) and the counselors’ perceptions of the importance of, frequency of, and preparation for providing a set of transition activities. The results indicated that there were significant differences between groups in their ratings of the importance, their preparedness for, and the frequency of with which they engaged in the transition activities. The most notable between-group differences related to the frequency of engagement. Implications for counselor training and service provisions are discussed. [ABSTRACT FROM PUBLISHER]

Published
2014
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