Transcript Slide 1

Transition
Assessment
Transition
Needs
Present Level
of Performance
Transition
Transition
Planning
Course of
Study
PostSecondary
Goals
Coordinated
Set of
Activities
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High School Exiting
CREDENTIALS
High School DIPLOMA
(beginning 2013-2014)
NYS Options:
NYS Career Development and
Occupational Studies (CDOS)
Commencement Credential
Regents - 65 Pass on 5 Regents Exams
(ELA, Math, Sci., US History, Global History)
* Regents diploma with advanced designation
* Regents diploma with technical endorsement
Local - via Safety Net for SWD
1.
2.
3.
Only for Students with Disabilities
1)
2)
55-64 pass option (low pass option)
RCTs for cohorts prior to September 2011
Compensatory Option – effective 10/31/12
Student Exit
To supplement diploma, or
As exiting credential for students
unable to earn a HS diploma
Documents preparation
for entry-level employment
College and Career Ready
High School Equivalency
GED Test
To change in Jan. 2014
• McGraw Hill to provide
Test Assessing Secondary Completion
(TASC)
• Notify “near passer” students of need to
complete current GED exam by 2014
Skills and Achievement
Commencement Credential
• NYSAA eligible & assessed
• Accompanied by new model of
Student Exit Summary
Instruction, Coursework and Work-based Learning
Meaningful access to participate/progress in gen ed
curriculum (opportunities to earn a HS diploma)
CDOS Learning Standards
Equivalent of 2 units of study in CTE Coursework
and/or Work-based Learning
(at least 54 of the 216 hours must be WBL)
Documentation Requirements
Commencement Level Career Plan
Employability Profile
CAREER
DEVELOPMENT
knowledge
Self-knowledge
Who am I?
Career exploration
Where am I going?
Career Plan
How do I get there?
INTEGRATED
LEARNING
What am I learning?
Why am I learning it?
How can I use it?
application
UNIVERSAL
FOUNDATION SKILLS
(SCANS)
What do I need to know?
What skills are
important for me?
skills
Questions
students
should be able
to answer
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Thinking Skills
Basic
Skills
Can Read
Can Write
Perform Math Functions
Listens Effectively
Speaks Clearly
Can Think Creatively
Uses Decision Making
Skills
Thinking Leads to
Problem Solving
Knows How to Learn
Applies Knowledge to
New Situations
Technology
Selects /Applies
Technology
Maintains
Equipment
Designs and Creates
To Meet Needs
Interpersonal Skills
Teaches Others
Serves Clients
Exercises Leadership
Negotiates/Communicates
Works as a Member of a Team
Works with Diversity
Career Development and
Occupational Studies
Standard 3A
Universal Foundation Skills
Managing Resources
Managing
Information
Acquires
and Evaluates
Information
Organizes/Maintains Information
Interprets/Communicates Information
Uses Computers to Enter, Modify,
Retrieve and Store Data
Understands
how to use:
Materials
Facilities
Time
Money
Human Resources
Networking
Systems
Improves & Designs Systems
Monitors & Corrects Performances
Understands How Systems Perform
Related to Goals, Resources and
Organizational Function
Personal Qualities
Demonstrates:
Responsibility
Ability to Plan
Ability to Take Independent Action
Integrity/Honesty
Self-determination and ability to
self-evaluate knowledge, skills and
abilities
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Career and Technical Education - CTE
Coursework and Work-Based Learning
Student will successfully complete not
less than the equivalent of *two units of
study in; CTE instruction/Work-Based
Learning Experiences (WBLE)
Minimum of 54 hours of documented
Registered or Non Registered WorkBased Learning Experiences – WBLE
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Could do all 216 hours in WBLE
Could do 108 hours in WBLE & 108 hours in CTE
Could do 300 hours in WBLE & 300 hours in CTE
MUST DO Two (2) Units of Study with at least 54hrs
in WBLE
* one unit of study equals 108 hours
I unit of study 108 hours
2 units of study 216 hours
CTE instruction
its of162hrs
study
216hrsI
WBL experiences
+ 54hrs
Two units of study
216hrs
Every School District MUST have the ability to provide
Work-based learning experiences!
Work Based Learning Coordinator
• All registered work based learning programs
must be under the supervision of a NYS
certified work based learning coordinator.
• It is highly recommended that all work based
learning activities that place students out into the
business community, whether registered or not,
be under the supervision of a NYS certified
work based learning coordinator for the safety
and protection of the student and employer
http://eservices.nysed.gov/teach/certhelp/getExtensions.do?baseInd=N&certType=85&certSu
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bjectLevel=864&hidDescId=0&crcId=33&WIN_TYPE=null
Registered Work-Based Learning Programs
Career Exploration
Internship Program
(CEIP)
• School-business partnership initiative
• Non-paid, on-site, career exploration
experiences
• Elective credit
Cooperative CTE
Work Experience
Program (CO-OP)
• 150 to 600 hours paid or unpaid skill specific
experience,
• Supported by related in-school instruction in
specific CTE discipline & supervised by school
• Can award credit
General Education
Work Experience
Program(GEWEP)
• Career awareness program for students age 16
and above; 150 to 600 hours paid, schoolsupervised work experience
• Supported by related in-school instruction in
specific CTE discipline & provides elective
credit
Work Experience and
Career Exploration
* Paid experiences
Program
(WECEP)
• Similar in design and operation as the General
Education Work Experience Program, but for atrisk students age 14-15
• Provided by local district for elective credit
Handout
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http://www.p12.nysed.gov/cte/wbl/home.html
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Nonregistered Work Based Learning Options
Community Based
Work Programs
Job Shadowing
Community
Service
Service Learning
Senior Projects
School-based
Enterprise
• Students with disabilities work in the community
• Helps students identify career interests, assess their skills
and training needs
• Develop employment skills and work habits
• Observation of work environment
• Exposure to jobs and careers
• Participate in volunteer experiences to learn responsibility
• Learn about community and needs of others
• Integrated classroom learning with service activities
• Real life application of academic knowledge to real life
community needs
• Research a topic or career interest in a specific career
pathway
• Guide the student in learning about the college preparation
and skills training needed to be successful in that pathway
• Business enterprise exists within the school to provide
services for students and/or staff
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CDOS Credential
Transition
Needs
connects to
Career Plan
Present Level
of Performance
connects to
Student Exit
Summary
Transition
Assessment
connects to
Employability
Profile
Transition
Transition
Planning
Course of
Study
connects to
CDOS Instr.,
CCLS,
CTE
Coursework,
WBL
Postsecondary
Goals
connects to
Career Plan
Coordinated
Set of
Activities
connects to
CTE
Work-based
Learning
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