Transcript Implementing the Occupational Course of Study

Implementing Statewide Policies to
Meet the Needs of All Students:
North Carolina's Occupational
Course of Study
National Secondary Transition State Planning Institute
Charlotte, North Carolina
May 3, 2007
Nellie P. Aspel, Ed.D.
Cleveland County Schools
Freda M. Lee, M.A.Ed.
Exceptional Children Division
North Carolina Department of Public Instruction
Climate for Change
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Systems Change Transition Grant (1992 – 1997)
operated between DPI and VR
Statewide training- 9,000+ stakeholders
8 Pilot TA Sites- TASSEL program was developed by one site
and shared
Piloted Employment Training Specialists
Position (VR)
Parent training
N.C. State Transition Manual
Statewide Celebration Conference
Mini Grants ($1,000) to establish interagency
transition teams
NCDPI
Climate for Change
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ABCs Accountability Program
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 modified version of the TASSEL
model by the state of Alabama and adoption
of TASSEL within the state of North Carolina
by multiple school systems.
Good collaboration with state and local VR
The Development of the OCS
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ABCs-(High Stakes
Accountability
Program),1996
SBE Ad Hoc Diploma
Committee,1999
SBE Concept Approval
1999
Curriculum Writing
Teams, 1999- 2001
Reviewed by internal
and external content
experts
Revision
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Reviewed at school
system level by
teachers
Statewide Regional
Transition Input
Meetings
Curriculum Revision
Informational
Presentation to SBE
4/2000
SBE Approval 5/2000 of
first 11 courses
Approval of science
courses 2001
Social Studies Pending
No Child Left Behind
and the
Occupational Course of Study
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Development of EOC performance
assessments to meet federal testing
guidelines (Reading, Math and Science)
Curriculum framework meets NCLB
compliance in regards to students counting
as graduates
All OCS teachers must meet NCLB “highly
qualified” standards for high school content
area teachers
The Occupational Course of
Study …
Is a transition-focused curriculum
framework that includes extensive
career preparation
 Promotes community inclusion
 Teaches self-determination
 Is appropriate for a small group of
students with disabilities
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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
Core Course of Study Beginning in 2007 - 2008
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4 units of English
4 units of mathematics
3 units of science
3 units of social studies
2 units of a second language
1 unit of health/physical education
Endorsement of at least four units in one of the
following areas: Career-Technical Education, Arts
Education, JROTC, Advanced Placement/IB, Second
Language or other.
Other graduation requirements include passing five
end-of-course tests (Algebra I, English I, US History,
Civics and Economics and Biology) and successfully
completing a graduation project in addition to local
graduation requirements.
North Carolina High School
Exit Documents
 High
School Diploma
 Certificate of Achievement
 Graduation Certificate
Alignment
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NC Standard
Course of Study
(including CTE
Course Blueprints)
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 decisionmaking.
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
Occupational Course of Study?
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Meets requirements of IDEA and NCLB
Provides applied academic curriculum
matched to post-school goal of employment
Provides opportunity to obtain a standard
high school diploma
Provides multiple vocational training options
and paid competitive employment.
Decreases drop-out rate and behavior
problems
Emphasizes self-determination
What are some of the possible
characteristics of students for whom the
OCS might be appropriate?
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Severe deficits in reading and math and possibly other areas (e.g.
communication skills).
Below average social skills and/or immaturity.
Lack of experience in making decisions, setting goals, and selfadvocacy.
Learning style that require a “do it to learn it” instructional approach.
Difficulty in generalization of skills or in making connections between
what is learned in class and present and future goals.
A history of behavioral, attitudinal or attendance issues.
May have disabilities in addition to cognitive disabilities (e.g. visual,
hearing, physical, emotional, medical).
IEP Team Considerations When
When Assisting Student with Course
of Study Selection
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Desires of the student and
parent
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
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Student’s 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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Student and parent
involvement
Self-Determination
Applied Academic Curriculum
School-Based learning
activities
Career Technical Education
Community Work-Based
learning activities
Competitive Employment
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Computer Proficiency
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 – Number varies by local LEA
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
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
Human Reproduction
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Basic Human Anatomy
and Genetics
Life Science (plants, and
animals)
Environmental Science
Physical Science (tools,
simple machines, energy,
and physical properties)
Social Studies I - US
History/Economics/Civics
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Background, functions,
and roles of the federal
government
Background, functions,
and roles of the state
government
Local, states, national and
international geography
Economic skills
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Background, functions
and roles of local
governments and agencies
Expression of personal
rights in relationships to
local, state, and federal
employment laws
Social Studies II – Self-Determination
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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
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
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.
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.
Career Portfolio
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Personal Contact Information
Relevant Educational
Information
Employment Information
References
Resume
CTE Courses
Extracurricular and
Community Participation
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On-Campus and Off-Campus
Training
Competitive Employment
Work Evaluation Summaries
Medical Information
Financial/Tax Information
Vocational Assessments
Note: Students decide what is
shared with employers.
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.
Innovations
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School-Based Enterprises (Scented Soaps, Herbal Lotions,
Gourmet Meat Rubs, Coffee Shops, Jewelry, Bus Rentals, Automobile
Detailing, Heritage Crafts, Print Shops, Shopping and Errand Service, etc.)
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School-Business Partnerships (Hospitals to
Resorts)
Employability Bowl
Career Portfolio Presentation Panels
Acting for Advocacy Peer Leader Teams
Community Service (Habitat for Humanity)
Challenges and
Opportunities for Growth
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Parent and Business Awareness
Teacher/administrator training
Accountability issues
Appropriate CTE courses
Fiscal resources
Interagency collaboration
Transportation issues
Solid Job Matches
Post-secondary education options
Questions?