Presentation is loading. Please wait.

Presentation is loading. Please wait.

Mississippi Occupational Diploma Annie Margaret Harris, Coordinator Division of Technical Assistance.

Similar presentations


Presentation on theme: "Mississippi Occupational Diploma Annie Margaret Harris, Coordinator Division of Technical Assistance."— Presentation transcript:

1 Mississippi Occupational Diploma Annie Margaret Harris, Coordinator Division of Technical Assistance

2 In accordance with MS Code (2), the State Board of Education has approved criteria for an occupational diploma for students with disabilities. The Mississippi Occupational Diploma (MOD) provides an option for students with disabilities that emphasizes high expectations in both academics and work experiences that will assist students in acquiring and maintaining the necessary competencies and skills needed to secure and retain competitive employment. The primary postgraduate goal for these students is competitive employment. May 2012 Office of Instructional Enhancement and Internal Operations/Office of Special Education 2

3 The decision regarding participation in the MOD will be made by the student’s Individualized Education Program (IEP) Committee, which must include a school counselor. May 2012 Office of Instructional Enhancement and Internal Operations/Office of Special Education 3

4 The MOD may be implemented in any Least Restrictive Environment deemed appropriate by the IEP Committee. Prior to graduation, an exit IEP Committee must be held to evaluate accomplishment of the goals and objectives in the IEP and the completion of all requirements for the MOD. May 2012 Office of Instructional Enhancement and Internal Operations/Office of Special Education 4

5 Must earn a minimum of twenty-one (21) course credits by successfully completing selected courses from the general education curriculum, vocational education programs, special education curriculum or any combination of these courses and complete an occupational diploma portfolio containing a collection of evidence of the student’s knowledge, skills and abilities as agreed upon by the student’s IEP Committee. May 2012 Office of Instructional Enhancement and Internal Operations/Office of Special Education 5

6 Enrollment: The MOD option is initiated at the time the student enters the 9 th grade; however, a student can enter the MOD program at any time during their school career. May 2012 Office of Instructional Enhancement and Internal Operations/Office of Special Education 6

7 Employment English I Life Skills Science I Employment English II Life Skills Science II Employment English III Life Skills Science III Applied Employment English IV Applied Life Skills Science IV (On the Job) Job Skills Math I Career Preparation I Job Skills Math II Career Preparation II Job Skills Math III Career Preparation III Applied Job Skills Math IV Applied Career Preparation IV (On the Job), or (On the Job), OR Any combination of general education, vocational, and/or special education courses May 2012 Office of Instructional Enhancement and Internal Operations/Office of Special Education 7

8 Completion of a two-year Career/Technical (Vocational) Program OR 10 th Grade School-Based Work Assessment (30 Hours)* 11 th Grade Community-Based Work Training (30 Hours)* *For students not pursuing the Two Year Career/Technical (Vocational Program) May 2012 Office of Instructional Enhancement and Internal Operations/Office of Special Education 8

9 Successful completion of a two (2) year career/technical (vocational) program OR 540 hours of successful, paid employment by the end of the senior year May 2012 Office of Instructional Enhancement and Internal Operations/Office of Special Education 9

10 May 2012 Office of Instructional Enhancement and Internal Operations/Office of Special Education 10

11 May 2012 Office of Instructional Enhancement and Internal Operations/Office of Special Education 11

12 May 2012 Office of Instructional Enhancement and Internal Operations/Office of Special Education 12

13 May 2012 Office of Instructional Enhancement and Internal Operations/Office of Special Education 13

14 May 2012 Office of Instructional Enhancement and Internal Operations/Office of Special Education 14

15 May 2012 Office of Instructional Enhancement and Internal Operations/Office of Special Education 15

16 May 2012 Office of Instructional Enhancement and Internal Operations/Office of Special Education 16

17 Always check previous years’ portfolios to determine if any objectives were not mastered. Objectives may be repeated over several years, repeated in more than one subject area and/or grade. All objectives in bold print from all four years must be mastered or a passing grade must be earned from the general education class that coincides with the MOD course in order to earn an Occupational Diploma. May 2012 Office of Instructional Enhancement and Internal Operations/Office of Special Education 17

18 There is no single source for all objectives. Teaching materials can include books, internet and teacher-made items. Binders or files can be organized by objectives. Note: Only one item of evidence is required and the one item can cover several objectives. May 2012 Office of Instructional Enhancement and Internal Operations/Office of Special Education 18

19 Completion: Occupational portfolio that reflects satisfactory performance in meeting both the academic and work- training curriculum requirements. Core objectives must be mastered with a minimum of 70% accuracy. Evidence of the level of acquisition must be included in the portfolio for all content standards. May 2012 Office of Instructional Enhancement and Internal Operations/Office of Special Education 19

20 Prior to graduation, an exit IEP Committee meeting must be held to evaluate accomplishment of the goals and objectives on the IEP and the completion of all requirements for the MOD. At this meeting, the student will present the completed MOD Portfolio for review by the IEP Committee. The final MOD Portfolio will be reviewed and approved prior to graduation by the principal or a designee. May 2012 Office of Instructional Enhancement and Internal Operations/Office of Special Education 20

21 Review the portfolio at the annual IEP meeting, or more frequently as needed. Include all content standards not attained at the passing rate in the IEP revision as goals and benchmarks to be re-taught. Ensure student repeats the course if the core content standards are not mastered. May 2012 Office of Instructional Enhancement and Internal Operations/Office of Special Education 21

22 Instructing Teacher’s Responsibilities: Gather evidence to document attainment of portfolio content standards in the subject area. A single item of evidence may be used to document more than one content standard and in more than one core curriculum course. Ensure that the portfolio is documented by the end of each grading period. Report progress toward attainment of the content standards to parents at the end of each grading period. Provide a copy of the progress to the teacher responsible for maintaining the IEP. May 2012 Office of Instructional Enhancement and Internal Operations/Office of Special Education 22

23 Student Responsibilities: Assist in management of his/her portfolio. Review items of evidence each grading period and select the best product for display in his/her portfolio. Prior to graduation, present the portfolio at the exit IEP Committee meeting as a replacement for the exit interview. May 2012 Office of Instructional Enhancement and Internal Operations/Office of Special Education 23

24 10 th Grade: On-Campus Job Shadowing 11 th Grade: Community-Based Work Training OR 12 th Grade: 540 Hours Paid Work Experience in lieu of Completion of a two-year Career/Technical (Vocational) Program May 2012 Office of Instructional Enhancement and Internal Operations/Office of Special Education 24

25 Students must have successful experiences and acceptable work performance evaluations in three to six school-based work experiences; six to eight job shadowing experiences; or a combination of the above for a minimum of 30 hours. NOTE: This requirement may be waived in lieu of a minimum of 30 hours of other community-based training experiences if agreed upon by the student’s IEP committee. The substituted work experience must be documented and noted in the student’s portfolio. May 2012 Office of Instructional Enhancement and Internal Operations/Office of Special Education 25

26 Students must have successful experience and work performance evaluations in two to four community-based work training experiences with a minimum total of 30 hours. NOTE: This requirement may be waived if the student successfully completes a planned sequence of courses from a career/technical (vocational) education course of study in his/her chosen career/technical education field that designates the student as a “program completer”. May 2012 Office of Instructional Enhancement and Internal Operations/Office of Special Education 26

27 Community-based job shadowing and work training are designed to provide opportunities for a student to learn appropriate work habits and to determine the things they like or dislike about the jobs experienced, rather than being designed to train a students for a specific job. Each student will visit various businesses in the community to observe work being performed, talk to employees, and actually perform work under direct supervision. NOTE: This is in lieu of the two-year Career/Technical (Vocational) Program. May 2012 Office of Instructional Enhancement and Internal Operations/Office of Special Education 27

28 Review existing labor market Develop a list of potential employers to contact Contact local business groups in the community (e.g., Rotary, Kiwanis, Chamber of Commerce) Retain employer contact information NOTE: This is in lieu of the two-year Career/ Technical (Vocational) Program. May 2012 Office of Instructional Enhancement and Internal Operations/Office of Special Education 28

29 Locate individual employers who may have appropriate training sites. Visit business sites and meet with employers. Discuss the employer options for participation. Allow students to visit and/or job shadow. Volunteer as a classroom speaker. Serve as a training site. May 2012 Office of Instructional Enhancement and Internal Operations/Office of Special Education 29

30 Make follow–up arrangements. Send a thank-you letter to each employer contacted. Complete the Community-Based Work Training Business Agreement when a business agrees to participate. May 2012 Office of Instructional Enhancement and Internal Operations/Office of Special Education 30

31 Plan transportation arrangements. Develop a schedule including all community-based work training sites and participating students. May 2012 Office of Instructional Enhancement and Internal Operations/Office of Special Education 31

32 Cooperative career/technical education may be substituted not to exceed one credit in each of the non-elective subject areas of English, math, science, and social studies. May 2012 Office of Instructional Enhancement and Internal Operations/Office of Special Education 32

33 Enrollment in the Career/Technical Cooperative Education Program by the end of the senior (exiting) year Documented evidence of a minimum of 540 hours of successful paid employment Release time may be given for students to participate in work experiences for credit May 2012 Office of Instructional Enhancement and Internal Operations/Office of Special Education 33

34 The MOD is a State law enacted by the MS State Legislature and MDE governs the process through the MS Public School Accountability Standards. The MOD is an appropriate, viable exiting option for some students with disabilities. The MOD is focused primarily on teaching employability skills and is based on an employability skills curriculum. May 2012 Office of Instructional Enhancement and Internal Operations/Office of Special Education 34

35 The MOD may not be accepted in lieu of a Standard High School Diploma. The MOD is not an academic program that will prepare students to be successful in a postsecondary academic program. The MOD is not a job-specific training program. May 2012 Office of Instructional Enhancement and Internal Operations/Office of Special Education 35

36 IEP Committees should continue to consider the MOD as a viable graduation option for students who do not have plans to attend college or enter military service after exiting from high school. IEP Committees should have frank conversations with parents, explaining that this option focuses on teaching May 2012 Office of Instructional Enhancement and Internal Operations/Office of Special Education 36

37 employability skills, not guaranteeing a job placement or entrance to community college or entrance to military service. IEP Committees should include a representative from the community college to participate in developing a student’s transition plan if the student desires or plans to attend community college. May 2012 Office of Instructional Enhancement and Internal Operations/Office of Special Education 37

38 Students with a postsecondary goal to attend community college or enter military service should be enrolled in one of the Career Pathways Diploma option or the Standard High School diploma option. May 2012 Office of Instructional Enhancement and Internal Operations/Office of Special Education 38

39 Annie Margaret Harris Desma McElveen Tanya Bradley Office of Special Education Division of Technical Assistance (601) May 2012 Office of Instructional Enhancement and Internal Operations/Office of Special Education 39


Download ppt "Mississippi Occupational Diploma Annie Margaret Harris, Coordinator Division of Technical Assistance."

Similar presentations


Ads by Google