Presentation on theme: "Implementing the North Carolina Occupational Course of Study"— Presentation transcript:
1Implementing the North Carolina Occupational Course of Study Dr. Nellie P. AspelGail 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.
2Events Surrounding the N.C. Occupational Course of Study North Carolina ABCs Accountability Program including promotion standardsCTE raising standards resulting in less “hands-on” courses offered by high schoolsLack of widespread CBT for studentsContinuing drop-out issue for students being served in special education programsAdoption of the TASSEL model by the state of Alabama and adoption of TASSEL within the state of North Carolina by multiple school systems.
3Pathways to a North Carolina High Diploma Career Course of StudyCollege Tech Prep Course of StudyCollege/University Prep Course of StudyOccupational 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
4North Carolina High School Exit Documents High School DiplomaCertificate of AchievementGraduation Certificate
5Alignment NC Standard Course of Study School-To-Work Opportunities Act (JobReady)SCANS SkillsElements of Work EthicCareer EducationAspects of Industry:Planning, Management, Finances, Technology, Technical/Production, Labor and Community, Health and Safety, Environmental Issues.SCANS: Secretary’s Commission on Achieving Necessary SkillsResources: Identifies, organizes, plans and allocates resourcesInterpersonal Skills: works with othersInformation: Acquires and uses informationSystems: Understands complex inner relationshipsTechnology: Works with a variety of technology.
6AssumptionsVocational 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.
7What are the benefits of the OCS? Meets all transition requirements of IDEAProvides functional curriculum matched to post-school goal of employmentProvides opportunity to obtain a high school diplomaProvides multiple vocational training options and paid competitive employment.Decreases drop-out rate and behavior problemsEmphasizes self-determination
8The OCS Can Prevent Many Problems Typically Faced by Special Education GraduatesUnemploymentEmploymentUnderemploymentEmployment Matched with Career GoalsDependent Living ArrangementsIndependent LivingNo Post-Secondary EducationPost-Secondary Learning OpportunitiesLimited recreational OpportunitiesIntegrated Leisure and RecreationDiscrimination and StigmaCommunity Acceptance
9The 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 studyA program designed to remove certain students from the accountability standardsAn inflexible course of study that can not be modified to serve a wide range of students with varying abilitiesA “classroom - textbook” driven course of study
10Which students should consider the OCS? Students who are being served in the Exceptional Children’s programStudents who have a post-school outcome goal for employment after graduationStudents 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.
11Participation in the OCS is: Not based on a specific population, disability or labelNot appropriate for a student who is simply “struggling” in the SCS and who may not get a high school diplomaNot “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 degreeNot based solely on the preferences of the student and his or her familyAn IEP decision NOT an administrative decisionNot going away!!!
12IEP Team Considerations When Making Placement Decisions Regarding the OCS Previous success with accommodations, modifications and supplemental aids and services in the standard course of studyMatch between student abilities and the various pathways to a high school diplomaDesires of the parent and studentStudent post-school goals in the transition domainsLearning style of the studentRecommendations of former teachersDrop-out riskSound: See you do the right thing and everything works out for the best.Handout: OCS Recommendation Form
13Main Components of the OCS Functional Academic CurriculumSchool-based learning activitiesCareer Technical EducationWork-based learning activitiesCompetitive EmploymentComputer ProficiencySelf-DeterminationStudent and parent involvementCareer Portfolio
14Occupational Course of Study Curriculum Framework English: Occupational English I-II-III-IVMath: Occupational Math I-II-IIIScience: Life Skills Science I-IISocial Studies: Government/US History and Self-Advocacy/Problem-solvingOccupational Preparation I-II-III-IVCareer/Technical – 4 credits (recommended in same career pathway)Health/PE (1 credit)Arts – not required but recommendedElectives – local decision
15Additional OCS Requirements 300 school-based vocational training hours240 work-based vocational training hours360 competitive employment hoursCareer PortfolioCompletion of IEP ObjectivesComputer Proficiency as specified in the IEP
17Occupational Math: Competencies ComputationFinancial ManagementTimeMeasurementIndependent LivingTechnologySound: It was my understanding that there would be no math.
18Life Skills Science I and II Safety Measures and ProceduresSimple First AidObtaining Medical TreatmentHealthful Living and Good NutritionRelationship IssuesBasic Human Anatomy and GeneticsHuman ReproductionLife Science (plants, and animals)Environmental SciencePhysical Science (tools, simple machines, energy, and physical properties)
19Social Studies I (SBE Approval Pending) Background, functions, and roles of local, state and federal governmentLocal, state, national and international geographyEconomic skillsExpression of personal rights in relationships to local, state, and federal employment laws.Basic US HistoryYouth Rights and Responsibilities: A Handbook for North Carolina’s Youth (NC Department of Administration Youth Advocacy and Involvement Office)(919)
20Social Studies II – Self-Determination (SBE Approval Pending) Self-AwarenessAwareness of DisabilitySelf-ConceptCommunication SkillsAssertivenessProblem-Solving SkillsRelaxation Skills
21Occupational 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 PortfolioThe Occupational Preparation courses form the core of the OCS and lead to one of the major requirements for graduation – 360 hours of competitive employment.
22Competency Goal 1: Self-Determination Self-AwarenessUnderstanding evaluations and assessmentsCareer PlanningForms of CommunicationLaws and Disability RightsLabor UnionsAgency ServicesTransition PlanningSound: 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-confidenceUnderstands why assessment is important – areas to be assessed – applies informationParticipates in career planning – understands concepts (post-school goals, vision, compromise, interagency team, CDP, pathways)Communication techniquesUnderstands laws and legislations – civil rightsIdentifies adult servicesDevelops action for personal goal
23Competency Goal 2: Career Development Career BenefitsOccupational InformationCareer Pathway ChoiceVocational AssessmentSchool-Based Vocational TrainingWork-Based Vocational TrainingSound: I don’t like my job and I don’t think I’m going to go anymore.Terms related to the OCS vocational training optionsAdvantages/disadvantages of careersHow to find career informationUnderstands things to consider when making a career choiceHow and why to make a job changeStates career choice (reason, requirements, potential)School-based learning activitiesWork-based learning activities
24Competency Goal 3: Job Seeking Skills Job Search Areas and StrategiesObtaining and Completing Job ApplicationsInterviewing StrategiesEmployment-Related InformationCareer Placement PortfolioSound: Show me the money
25Competency Goal 4: Work Behaviors, Habits and Skills in Personal Management Work EthicPersonal Hygiene and GroomingTransportation and MobilityPersonal Management Work Behaviors, Habits, and SkillsPayroll and Fringe BenefitsWork ethic (work personality, rewards, contributions to society, expectations of the world of work)Personal hygiene and appearanceTransportation (options, how to access, safety, etiquette, budgeting, choices)Payroll and fringe benefitsBehaviors (physical navigation, accepting feedback, request for help, resolution of conflicts, avoidance of maladaptive behavior, good attendance, punctuality, completing work, initiative, flexibility, adaptation to change)
26Competency 5: Work Behaviors, Habits, and Skills in Job Performance Common workplace rulesSafety IssuesEnvironmental IssuesQuality and Quantity of WorkPhysical DemandsJob Performance IssuesTechnologySound: 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 workPhysical 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)
27Competency Goal 6: Interpersonal Relationship Skills Social Amenities, Social Routines, Conversational Topics, and LanguageConflict SituationsCultural DiversitySupervisor InteractionsNatural SupportsCustomer Service SkillsFormal and Informal Organizational SystemsTeamworkSound: 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.
29School-Based Training Activities (300 hours) Vocational Assessment ActivitiesSchool-Based EnterprisesStudent-Operated Small BusinessesOn-Campus JobsVocational Organizations and Job ClubsLeadership in School-Sponsored Community Service Projects (e.g. Blood Mobile, Food Drive)Job FairsMock Interviews by Local Employers
30Work-Based Training Activities (240 hours) Community-Based Training (enclaves, mobile work crews)Situational AssessmentPaid and Non-Paid Internships (WIA or CTE)Job ShadowingApprenticeshipsCo-Op programsIndustry ToursInterviews of Local EmployersPart-Time EmploymentLegitimate Volunteer ExperiencesCommunity Service Projects/VolunteerismSound: Hi-ho, hi-ho, it’s off to work we go.The community will become the classroom.
31Competitive 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.”
32What 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 criteriaestablished in the “High School Exit Agreement” and completes 360 hours ofsuccessful 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 fallto complete his/her competitive employment requirement, with the assistanceof school personnel. This option is available to students who have not yetreached their 21st birthday. The student must be enrolled in school and havean Individualized Education Program (IEP) that addresses seeking and securingcompetitive employment as part of the transition component. If the studentsuccessfully completes the 360 hours of competitive employment, he/she wouldthen receive a North Carolina Diploma.Handout: Statement of Understanding – Certificate of Achievement
33Career Portfolio Personal Information Educational Information Employment InformationReferencesResumeCTE CoursesExtracurricular and Community ParticipationOn-Campus and Off-Campus TrainingCompetitive EmploymentWork Evaluation SummariesMedical InformationFinancial InformationOccupational AssessmentsSound: He don’t know me very well, do he?Handout: Career Portfolio Format
34Computer ProficiencyThe 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 IIMaking a certain score on the 8th grade computer skills testComputer ApplicationsObjectives in the OCS curriculumTech-Works CurriculumHandout: Computer Proficiency Planning Form
35What do you need to get the job done? Administrative supportAccess to reliable transportationSpace to establish an SBE or operate a student operated businessSufficient staff to deliver the curriculum, oversee vocational training sites and do job developmentPolices and procedures for various aspects of the programParent and student involvementInteragency collaborationMaterials and equipmentBusiness and community support