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Implementing the North Carolina Occupational Course of Study Dr. Nellie P. Aspel Gail Bettis, M.Ed.

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Presentation on theme: "Implementing the North Carolina Occupational Course of Study Dr. Nellie P. Aspel Gail Bettis, M.Ed."— Presentation transcript:

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2 Implementing the North Carolina Occupational Course of Study Dr. Nellie P. Aspel Gail Bettis, M.Ed.

3 Events Surrounding the N.C. Occupational Course of Study North Carolina ABCs Accountability Program including promotion standards North Carolina ABCs Accountability Program including promotion standards CTE raising standards resulting in less hands-on courses offered by high schools CTE raising standards resulting in less hands-on courses offered by high schools Lack of widespread CBT for students Lack of widespread CBT for students Continuing drop-out issue for students being served in special education programs 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. Adoption of the TASSEL model by the state of Alabama and adoption of TASSEL within the state of North Carolina by multiple school systems.

4 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

5 North Carolina High School Exit Documents High School Diploma High School Diploma Certificate of Achievement Certificate of Achievement Graduation Certificate Graduation Certificate

6 Alignment NC Standard Course of Study NC Standard Course of Study School-To-Work Opportunities Act (JobReady) School-To-Work Opportunities Act (JobReady) SCANS Skills SCANS Skills Elements of Work Ethic Elements of Work Ethic Career Education Career Education

7 Assumptions Vocational assessment is important to career decision-making. Vocational assessment is important to career decision-making. Experiential hands-on learning is an important need for students for with disabilities. 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. 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. The application of functional academics to work settings is important to future career success. Interagency cooperation is needed for successful career development. Interagency cooperation is needed for successful career development. Students should spend increasing amounts of time in the community as they approach graduation. 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. Students who have paid work experience prior to graduation are more likely to obtain paid employment after graduation.

8 What are the benefits of the OCS? Meets all transition requirements of IDEA Meets all transition requirements of IDEA Provides functional curriculum matched to post- school goal of employment Provides functional curriculum matched to post- school goal of employment Provides opportunity to obtain a high school diploma Provides opportunity to obtain a high school diploma Provides multiple vocational training options and paid competitive employment. Provides multiple vocational training options and paid competitive employment. Decreases drop-out rate and behavior problems Decreases drop-out rate and behavior problems Emphasizes self-determination Emphasizes self-determination

9 The OCS Can Prevent Many Problems Typically Faced by Special Education Graduates UnemploymentEmployment Underemployment Employment Matched with Career Goals Dependent Living Arrangements Independent Living No Post-Secondary Education Post-Secondary Learning Opportunities Limited recreational Opportunities Integrated Leisure and Recreation Discrimination and Stigma Community Acceptance

10 The Occupational Course of Study is NOT: An appropriate curriculum for ALL students who can not obtain a high school diploma through one of the other courses of study 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 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 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 A classroom - textbook driven course of study

11 Which students should consider the OCS? Students who are being served in the Exceptional Childrens program Students who are being served in the Exceptional Childrens program Students who have a post-school outcome goal for employment after graduation 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. 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.

12 Participation in the OCS is: Not based on a specific population, disability or label 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 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 8 th grade EOG. Not automatic for a student who has failed the 8 th 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 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 Not based solely on the preferences of the student and his or her family An IEP decision NOT an administrative decision An IEP decision NOT an administrative decision Not going away!!! Not going away!!!

13 IEP Team Considerations When Making Placement Decisions Regarding the OCS Previous success with accommodations, modifications and supplemental aids and services in the standard course of study 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 Match between student abilities and the various pathways to a high school diploma Desires of the parent and student Desires of the parent and student Student post-school goals in the transition domains Learning style of the student Recommendations of former teachers Drop-out risk Handout: OCS Recommendation Form

14 Main Components of the OCS Functional Academic Curriculum Functional Academic Curriculum School-based learning activities School-based learning activities Career Technical Education Career Technical Education Work-based learning activities Work-based learning activities Competitive Employment Competitive Employment Computer Proficiency Computer Proficiency Self-Determination Student and parent involvement Career Portfolio

15 Occupational Course of Study Curriculum Framework English: Occupational English I-II-III-IV English: Occupational English I-II-III-IV Math: Occupational Math I-II-III Math: Occupational Math I-II-III Science: Life Skills Science I-II Science: Life Skills Science I-II Social Studies: Government/US History and Self- Advocacy/Problem-solving Social Studies: Government/US History and Self- Advocacy/Problem-solving Occupational Preparation I-II-III-IV Occupational Preparation I-II-III-IV Career/Technical – 4 credits (recommended in same career pathway) Career/Technical – 4 credits (recommended in same career pathway) Health/PE (1 credit) Health/PE (1 credit) Arts – not required but recommended Arts – not required but recommended Electives – local decision Electives – local decision

16 Additional OCS Requirements 300 school-based vocational training hours 300 school-based vocational training hours 240 work-based vocational training hours 240 work-based vocational training hours 360 competitive employment hours 360 competitive employment hours Career Portfolio Career Portfolio Completion of IEP Objectives Completion of IEP Objectives Computer Proficiency as specified in the IEP Computer Proficiency as specified in the IEP

17 Occupational English: Competencies Functional Reading Written Language Expressive Communication Receptive Communication Media and Technology Handout: OCS Curriculum Framework

18 Occupational Math: Competencies Computation Financial Management Time Measurement Independent Living Technology

19 Life Skills Science I and II Safety Measures and Procedures Simple First Aid Obtaining Medical Treatment Healthful Living and Good Nutrition Relationship Issues Basic Human Anatomy and Genetics Human Reproduction Life Science (plants, and animals) Environmental Science Physical Science (tools, simple machines, energy, and physical properties)

20 Social Studies I (SBE Approval Pending) 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

21 Social Studies II – Self-Determination (SBE Approval Pending) Self-Awareness Self-Awareness Awareness of Disability Awareness of Disability Self-Concept Self-Concept Communication Skills Communication Skills Assertiveness Assertiveness Problem-Solving Skills Problem-Solving Skills Relaxation Skills

22 Occupational Preparation Requirements 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

23 Competency Goal 1: Self-Determination Self-Awareness Understanding evaluations and assessments Career Planning Forms of Communication Laws and Disability Rights Labor Unions Agency Services Transition Planning

24 Competency Goal 2: Career Development Career Benefits Occupational Information Career Pathway Choice Vocational Assessment School-Based Vocational Training Work-Based Vocational Training

25 Competency Goal 3: Job Seeking Skills Job Search Areas and Strategies Obtaining and Completing Job Applications Interviewing Strategies Employment-Related Information Career Placement Portfolio

26 Competency Goal 4: Work Behaviors, Habits and Skills in Personal Management Work Ethic Personal Hygiene and Grooming Transportation and Mobility Personal Management Work Behaviors, Habits, and Skills Payroll and Fringe Benefits

27 Competency 5: Work Behaviors, Habits, and Skills in Job Performance Common workplace rules Safety Issues Environmental Issues Quality and Quantity of Work Physical Demands Job Performance Issues Technology

28 Competency Goal 6: Interpersonal Relationship Skills Social Amenities, Social Routines, Conversational Topics, and Language Conflict Situations Cultural Diversity Supervisor Interactions Natural Supports Customer Service Skills Formal and Informal Organizational Systems Teamwork

29 Competency Goal 7: Completion of 360 Hours of Competitive Employment (OP IV Only) 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.

30 School-Based Training Activities (300 hours) Vocational Assessment Activities School-Based Enterprises Student-Operated Small Businesses On-Campus Jobs Vocational Organizations and Job Clubs Leadership in School- Sponsored Community Service Projects (e.g. Blood Mobile, Food Drive) Job Fairs Mock Interviews by Local Employers

31 Work-Based Training Activities (240 hours) 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 Part-Time Employment Legitimate Volunteer Experiences Community Service Projects/Volunteerism

32 Competitive Employment (360 Hours) 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.

33 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 21 st 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

34 Career Portfolio Personal Information Personal Information Educational Information Educational Information Employment Information Employment Information References References Resume Resume CTE Courses CTE Courses Extracurricular and Community Participation Extracurricular and Community Participation On-Campus and Off- Campus Training Competitive Employment Work Evaluation Summaries Medical Information Financial Information Occupational Assessments Handout: Career Portfolio Format

35 Computer Proficiency The IEP Team must determine the level of computer proficiency appropriate for each student enrolled in the OCS. 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. 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 students needs (e.g. assistive technology) Computer proficiency should match a students needs (e.g. assistive technology) The IEP Team should have a standard procedure for this process. The IEP Team should have a standard procedure for this process. Documentation should reflect student progress toward their individualized computer proficiency requirements. Documentation should reflect student progress toward their individualized computer proficiency requirements. Handout: Computer Proficiency Planning Form

36 What do you need to get the job done? 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 Polices and procedures for various aspects of the program Parent and student involvement Interagency collaboration Materials and equipment Business and community support

37 Questions?


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