1. Implementing the North Carolina Occupational Course of Study
Dr. Nellie P. Aspel
Gail Bettis, M.Ed.
Most people have a choice when it comes to work. This has not been historically true for individuals with disabilities. Typically this population finds themselves unemployed, underemployed, or in a menial job at low wages and limited benefits. The new OCS is going to change that for special education graduates. We are standing on the horizon of an era where a large number of students with mild to moderate disabilities will graduate high school with a diploma, a work history, mastery of functional academics and a job. We are raising standards for students with disabilities in North Carolina.

2. Events Surrounding the N.C. Occupational Course of Study
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.

3. 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)
Sound: God High School. It’s all such a big deal with you. You take everything so seriously.
Handout – back of package.
Handout: Pathways to a High School Diploma

4. North Carolina High School Exit Documents
High School Diploma
Certificate of Achievement
Graduation Certificate

5. Alignment NC Standard Course of Study
School-To-Work Opportunities Act (JobReady)
SCANS Skills
Elements of Work Ethic
Career Education
Aspects of Industry:
Planning, Management, Finances, Technology, Technical/Production, Labor and Community, Health and Safety, Environmental Issues.
SCANS: Secretary’s Commission on Achieving Necessary Skills
Resources: Identifies, organizes, plans and allocates resources
Interpersonal Skills: works with others
Information: Acquires and uses information
Systems: Understands complex inner relationships
Technology: Works with a variety of technology.

6. Assumptions
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.

7. What are the benefits of the OCS?
Meets all transition requirements of IDEA
Provides functional curriculum matched to post-school 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

8. The OCS Can Prevent Many Problems Typically
Faced by Special Education Graduates
Unemployment
Employment
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

9. 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
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

10. Which students should consider the OCS?
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.

11. Participation in the OCS is:
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!!!

12. 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
Match between student abilities and the various pathways to a high school diploma
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
Sound: See you do the right thing and everything works out for the best.
Handout: OCS Recommendation Form

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

14. Occupational Course of Study Curriculum Framework
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 Self-Advocacy/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

15. 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

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

17. Occupational Math: Competencies
Computation
Financial Management
Time
Measurement
Independent Living
Technology
Sound: It was my understanding that there would be no math.

18. 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)

19. 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
Youth Rights and Responsibilities: A Handbook for North Carolina’s Youth (NC Department of Administration Youth Advocacy and Involvement Office)
(919)

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

21. 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
The Occupational Preparation courses form the core of the OCS and lead to one of the major requirements for graduation – 360 hours of competitive employment.

22. 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
Sound: Things are going to start happening to me now.
Understand abilities, interests, need for accommodations/modifications, positive qualities, apply this knowledge to everyday situations.
Self-confidence
Understands why assessment is important – areas to be assessed – applies information
Participates in career planning – understands concepts (post-school goals, vision, compromise, interagency team, CDP, pathways)
Communication techniques
Understands laws and legislations – civil rights
Identifies adult services
Develops action for personal goal

23. Competency Goal 2: Career Development
Career Benefits
Occupational Information
Career Pathway Choice
Vocational Assessment
School-Based Vocational Training
Work-Based Vocational Training
Sound: I don’t like my job and I don’t think I’m going to go anymore.
Terms related to the OCS vocational training options
Advantages/disadvantages of careers
How to find career information
Understands things to consider when making a career choice
How and why to make a job change
States career choice (reason, requirements, potential)
School-based learning activities
Work-based learning activities

24. Competency Goal 3: Job Seeking Skills
Job Search Areas and Strategies
Obtaining and Completing Job Applications
Interviewing Strategies
Employment-Related Information
Career Placement Portfolio
Sound: Show me the money

25. 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
Work ethic (work personality, rewards, contributions to society, expectations of the world of work)
Personal hygiene and appearance
Transportation (options, how to access, safety, etiquette, budgeting, choices)
Payroll and fringe benefits
Behaviors (physical navigation, accepting feedback, request for help, resolution of conflicts, avoidance of maladaptive behavior, good attendance, punctuality, completing work, initiative, flexibility, adaptation to change)

26. 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
Sound: I’ve got sponsibilities now. Sponsibilities? Yeah that means I’m not allowed to have any fun for the rest of my life.
Generic rules and procedures (importance)
Safety rules (safety equipment, drills, reports, warning signs, ability to follow rules)
EPA (purpose and responsibilities)
Environmental issues (poisons, cleaners, combustibles, trash, recycling, hazardous materials)
Quality and quantity of work
Physical demands (endurance, stamina, fine and gross motor, sensory discrimination, noise, temperature, alertness, materials, hazards)
Job Performance issues (time clock, timesheet, getting materials, organizing materials, arrival, departure, problem-solving)

27. 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
Sound: He does not work well with others.

28. “Sheltered Employment” is not competitive employment.
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.
Sound: Taking over the world is one thing. Finding good help now there’s the kicker.

29. 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

30. 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
Sound: Hi-ho, hi-ho, it’s off to work we go.
The community will become the classroom.

31. 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.”

32. 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

33. Career Portfolio Personal Information Educational Information
Employment Information
References
Resume
CTE Courses
Extracurricular and Community Participation
On-Campus and Off-Campus Training
Competitive Employment
Work Evaluation Summaries
Medical Information
Financial Information
Occupational Assessments
Sound: He don’t know me very well, do he?
Handout: Career Portfolio Format

34. Computer Proficiency
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.
Examples:
Should indicate general skills that the student is expected to master.
Taking Keyboarding I and/or II
Making a certain score on the 8th grade computer skills test
Computer Applications
Objectives in the OCS curriculum
Tech-Works Curriculum
Handout: Computer Proficiency Planning Form

35. 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

36. Questions?