Transcript Implementing the Occupational Course of Study

Implementing the North Carolina
Occupational Course of Study
Dr. Nellie P. Aspel
Gail Bettis, M.Ed.
Events Surrounding the N.C.
Occupational Course of Study
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North Carolina ABCs Accountability Program
including promotion standards
CTE raising standards resulting in less “hands-on”
courses offered by high schools
Lack of widespread CBT for students
Continuing drop-out issue for students being
served in special education programs
Adoption of the TASSEL model by the state of
Alabama and adoption of TASSEL within the state
of North Carolina by multiple school systems.
Pathways to a North Carolina
High Diploma
Career Course of Study
College Tech Prep Course of Study
College/University Prep Course of Study
Occupational Course of Study (8-2000)
Handout: Pathways to a High School Diploma
North Carolina High School Exit
Documents
 High
School Diploma
 Certificate of Achievement
 Graduation Certificate
Alignment
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NC Standard Course
of Study
School-To-Work
Opportunities Act
(JobReady)
SCANS Skills
Elements of Work
Ethic
Career Education
Assumptions
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Vocational assessment is important to career decision-making.
Experiential hands-on learning is an important need for students for
with disabilities.
Self-Determination is vital to successful transition planning and the
obtainment of competitive employment.
The application of functional academics to work settings is important
to future career success.
Interagency cooperation is needed for successful career development.
Students should spend increasing amounts of time in the community as
they approach graduation.
Students who have paid work experience prior to graduation are more
likely to obtain paid employment after graduation.
What are the benefits of the
OCS?
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Meets all transition requirements of IDEA
Provides functional curriculum matched to postschool goal of employment
Provides opportunity to obtain a high school
diploma
Provides multiple vocational training options and
paid competitive employment.
Decreases drop-out rate and behavior problems
Emphasizes self-determination
The OCS Can Prevent Many Problems Typically
Faced by Special Education Graduates
Unemployment
Employment
Underemployment
Employment Matched with
Career Goals
Dependent Living
Arrangements
No Post-Secondary
Education
Independent Living
Limited recreational
Opportunities
Discrimination and Stigma
Integrated Leisure and
Recreation
Community Acceptance
Post-Secondary Learning
Opportunities
The Occupational Course of
Study is NOT:
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An appropriate curriculum for ALL students who
can not obtain a high school diploma through one
of the other courses of study
A program designed to remove certain students
from the accountability standards
An inflexible course of study that can not be
modified to serve a wide range of students with
varying abilities
A “classroom - textbook” driven course of study
Which students should consider
the OCS?
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Students who are being served in the Exceptional
Children’s program
Students who have a post-school outcome goal for
employment after graduation
Students whose post-school needs are not being
met by the NC Standard Course of Study and who
wish to pursue a course of study that provides
functional academics and hands-on vocational
training.
Participation in the OCS is:
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Not based on a specific population, disability or label
Not appropriate for a student who is simply “struggling” in
the SCS and who may not get a high school diploma
Not “automatic” for a student who has failed the 8th grade
EOG.
Not a pathway consideration for a student who wishes to
enter the military or pursue a two-year or four-year
college/university degree
Not based solely on the preferences of the student and his
or her family
An IEP decision NOT an administrative decision
Not going away!!!
IEP Team Considerations When Making
Placement Decisions Regarding the OCS
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Previous success with
accommodations,
modifications and
supplemental aids and
services in the standard
course of study
Match between student
abilities and the various
pathways to a high school
diploma
Desires of the parent and
student
Handout: OCS Recommendation Form
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Student post-school goals
in the transition domains
Learning style of the
student
Recommendations of
former teachers
Drop-out risk
Main Components of the OCS
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Functional Academic
Curriculum
School-based learning
activities
Career Technical
Education
Work-based learning
activities
Competitive Employment
Computer Proficiency
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Self-Determination
Student and parent
involvement
Career Portfolio
Occupational Course of Study
Curriculum Framework
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English: Occupational English I-II-III-IV
Math: Occupational Math I-II-III
Science: Life Skills Science I-II
Social Studies: Government/US History and SelfAdvocacy/Problem-solving
Occupational Preparation I-II-III-IV
Career/Technical – 4 credits (recommended in
same career pathway)
Health/PE (1 credit)
Arts – not required but recommended
Electives – local decision
Additional OCS Requirements
300 school-based vocational training hours
 240 work-based vocational training hours
 360 competitive employment hours
 Career Portfolio
 Completion of IEP Objectives
 Computer Proficiency as specified in the
IEP
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Occupational English:
Competencies
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Functional Reading
Written Language
Expressive
Communication
Receptive
Communication
Media and Technology
Handout: OCS Curriculum Framework
Occupational Math:
Competencies
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Computation
Financial Management
Time
Measurement
Independent Living
Technology
Life Skills Science I and II
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Safety Measures and
Procedures
Simple First Aid
Obtaining Medical
Treatment
Healthful Living and
Good Nutrition
Relationship Issues
Basic Human Anatomy
and Genetics
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Human Reproduction
Life Science (plants,
and animals)
Environmental
Science
Physical Science
(tools, simple
machines, energy, and
physical properties)
Social Studies I
(SBE Approval Pending)
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Background, functions,
and roles of local, state
and federal government
Local, state, national and
international geography
Economic skills
Expression of personal
rights in relationships to
local, state, and federal
employment laws.
Basic US History
Social Studies II – Self-Determination
(SBE Approval Pending)
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Self-Awareness
Awareness of
Disability
Self-Concept
Communication Skills
Assertiveness
Problem-Solving
Skills
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Relaxation Skills
Occupational Preparation
Requirements
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Occupational Preparation I (1 credit)
Occupational Preparation II (2 credits)
Occupational Preparation III (2 credits)
Occupational Preparation IV (1 credit)
School-Based Training (300 hours)
Work-Based Training (240 hours)
Competitive Employment (360 hours)
Career Placement Portfolio
Competency Goal 1: Self-Determination
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Self-Awareness
Understanding evaluations
and assessments
Career Planning
Forms of Communication
Laws and Disability
Rights
Labor Unions
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Agency Services
Transition Planning
Competency Goal 2: Career Development
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Career Benefits
Occupational Information
Career Pathway Choice
Vocational Assessment
School-Based Vocational
Training
Work-Based Vocational
Training
Competency Goal 3: Job Seeking Skills
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Job Search Areas and
Strategies
Obtaining and Completing
Job Applications
Interviewing Strategies
Employment-Related
Information
Career Placement
Portfolio
Competency Goal 4: Work Behaviors, Habits
and Skills in Personal Management
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Work Ethic
Personal Hygiene and Grooming
Transportation and Mobility
Personal Management Work Behaviors, Habits, and Skills
Payroll and Fringe Benefits
Competency 5: Work Behaviors, Habits, and
Skills in Job Performance
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Common workplace rules
Safety Issues
Environmental Issues
Quality and Quantity of
Work
Physical Demands
Job Performance Issues
Technology
Competency Goal 6: Interpersonal
Relationship Skills
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Social Amenities, Social
Routines, Conversational
Topics, and Language
Conflict Situations
Cultural Diversity
Supervisor Interactions
Natural Supports
Customer Service Skills
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Formal and Informal
Organizational Systems
Teamwork
Competency Goal 7: Completion of 360 Hours of
Competitive Employment (OP IV Only)
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Obtains and maintains a competitive employment
position in an integrated community setting at or
above minimum wage (with or without supported
employment) in chosen career pathway.
Synthesizes and applies all skill areas learned in
previous Occupational Preparation courses to
obtain and maintain competitive employment.
“Sheltered Employment” is not competitive
employment.
School-Based Training Activities
(300 hours)
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Vocational Assessment
Activities
School-Based Enterprises
Student-Operated Small
Businesses
On-Campus Jobs
Vocational Organizations
and Job Clubs
Leadership in SchoolSponsored Community
Service Projects (e.g.
Blood Mobile, Food
Drive)
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Job Fairs
Mock Interviews by Local
Employers
Work-Based Training Activities
(240 hours)
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Community-Based
Training (enclaves, mobile
work crews)
Situational Assessment
Paid and Non-Paid
Internships (WIA or CTE)
Job Shadowing
Apprenticeships
Co-Op programs
Industry Tours
Interviews of Local
Employers
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Part-Time Employment
Legitimate Volunteer
Experiences
Community Service
Projects/Volunteerism
Competitive Employment
(360 Hours)
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Successfully obtains and maintains a competitive
employment position in an integrated community
setting at or above minimum wage (with or
without supported employment) in chosen career
pathway.
Synthesizes and applies all skill areas learned
through the OCS to obtain and maintain
competitive employment.
Serves as an “Exit Exam.”
What Happens When A Student Does Not Complete The
Competitive Employment Hours?
Option 1:
The student may exit school with a Certificate of Achievement and transcript.
The student shall be allowed by the LEA to participate in graduation exercises.
If the student later secures employment that meets the specified criteria
established in the “High School Exit Agreement” and completes 360 hours of
successful employment, he/she could then be granted a North Carolina diploma.
Option 2:
The student may choose not to exit high school and, instead, return in the fall
to complete his/her competitive employment requirement, with the assistance
of school personnel. This option is available to students who have not yet
reached their 21st birthday. The student must be enrolled in school and have
an Individualized Education Program (IEP) that addresses seeking and securing
competitive employment as part of the transition component. If the student
successfully completes the 360 hours of competitive employment, he/she would
then receive a North Carolina Diploma.
Handout: Statement of Understanding – Certificate of Achievement
Career Portfolio
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Personal Information
Educational Information
Employment Information
References
Resume
CTE Courses
Extracurricular and
Community Participation
Handout: Career Portfolio Format
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On-Campus and OffCampus Training
Competitive Employment
Work Evaluation
Summaries
Medical Information
Financial Information
Occupational Assessments
Computer Proficiency
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The IEP Team must determine the level of computer proficiency
appropriate for each student enrolled in the OCS.
The standard for computer proficiency should be set as high as is
reasonable for a student based on ability and post-school goals.
Computer proficiency should match a student’s needs (e.g.
assistive technology)
The IEP Team should have a “standard” procedure for this
process.
Documentation should reflect student progress toward their
individualized computer proficiency requirements.
Handout: Computer Proficiency Planning Form
What do you need to get the job
done?
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Administrative
support
Access to reliable
transportation
Space to establish an
SBE or operate a
student operated
business
Sufficient staff to
deliver the curriculum,
oversee vocational
training sites and do
job development
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Polices and procedures
for various aspects of
the program
Parent and student
involvement
Interagency
collaboration
Materials and
equipment
Business and
community support
Questions?