2. Implementing Statewide Policies to Meet the Needs of All Students: North Carolina's Occupational Course of Study National Secondary Transition State Planning Institute Charlotte, North Carolina May 3, 2007 Nellie P. Aspel, Ed.D. Cleveland County Schools Freda M. Lee, M.A.Ed. Exceptional Children Division North Carolina Department of Public Instruction

3. Climate for Change Systems Change Transition Grant (1992 – 1997) Systems Change Transition Grant (1992 – 1997) operated between DPI and VR Statewide training- 9,000+ stakeholders Statewide training- 9,000+ stakeholders 8 Pilot TA Sites- TASSEL program was developed by one site and shared 8 Pilot TA Sites- TASSEL program was developed by one site and shared Piloted Employment Training Specialists Piloted Employment Training Specialists Position (VR) Parent training Parent training N.C. State Transition Manual N.C. State Transition Manual Statewide Celebration Conference Statewide Celebration Conference Mini Grants ($1,000) to establish interagency Mini Grants ($1,000) to establish interagency transition teams NCDPI

4. Climate for Change ABCs Accountability Program ABCs Accountability Program 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 modified version 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 modified version of the TASSEL model by the state of Alabama and adoption of TASSEL within the state of North Carolina by multiple school systems. Good collaboration with state and local VR Good collaboration with state and local VR

5. The Development of the OCS ABCs-(High Stakes Accountability Program),1996 ABCs-(High Stakes Accountability Program),1996 SBE Ad Hoc Diploma Committee,1999 SBE Ad Hoc Diploma Committee,1999 SBE Concept Approval 1999 SBE Concept Approval 1999 Curriculum Writing Teams, 1999- 2001 Curriculum Writing Teams, 1999- 2001 Reviewed by internal and external content experts Reviewed by internal and external content experts Revision Revision Reviewed at school system level by teachers Statewide Regional Transition Input Meetings Curriculum Revision Informational Presentation to SBE 4/2000 SBE Approval 5/2000 of first 11 courses Approval of science courses 2001 Social Studies Pending

6. No Child Left Behind and the Occupational Course of Study Development of EOC performance assessments to meet federal testing guidelines (Reading, Math and Science) Development of EOC performance assessments to meet federal testing guidelines (Reading, Math and Science) Curriculum framework meets NCLB compliance in regards to students counting as graduates Curriculum framework meets NCLB compliance in regards to students counting as graduates All OCS teachers must meet NCLB “highly qualified” standards for high school content area teachers All OCS teachers must meet NCLB “highly qualified” standards for high school content area teachers

7. The Occupational Course of Study … Is a transition-focused curriculum framework that includes extensive career preparation Is a transition-focused curriculum framework that includes extensive career preparation Promotes community inclusion Promotes community inclusion Teaches self-determination Teaches self-determination Is appropriate for a small group of students with disabilities Is appropriate for a small group of students with disabilities

8. 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

9. Core Course of Study Beginning in 2007 - 2008 4 units of English 4 units of English 4 units of mathematics 4 units of mathematics 3 units of science 3 units of science 3 units of social studies 3 units of social studies 2 units of a second language 2 units of a second language 1 unit of health/physical education 1 unit of health/physical education Endorsement of at least four units in one of the following areas: Career-Technical Education, Arts Education, JROTC, Advanced Placement/IB, Second Language or other. Endorsement of at least four units in one of the following areas: Career-Technical Education, Arts Education, JROTC, Advanced Placement/IB, Second Language or other. Other graduation requirements include passing five end-of-course tests (Algebra I, English I, US History, Civics and Economics and Biology) and successfully completing a graduation project in addition to local graduation requirements. Other graduation requirements include passing five end-of-course tests (Algebra I, English I, US History, Civics and Economics and Biology) and successfully completing a graduation project in addition to local graduation requirements.

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

11. Alignment NC Standard Course of Study (including CTE Course Blueprints) NC Standard Course of Study (including CTE Course Blueprints) 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

12. 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.

13. What Are the Benefits of the Occupational Course of Study ? Meets requirements of IDEA and NCLB Meets requirements of IDEA and NCLB Provides applied academic curriculum matched to post-school goal of employment Provides applied academic curriculum matched to post-school goal of employment Provides opportunity to obtain a standard high school diploma Provides opportunity to obtain a standard 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

14. What are some of the possible characteristics of students for whom the OCS might be appropriate? Severe deficits in reading and math and possibly other areas (e.g. communication skills). Severe deficits in reading and math and possibly other areas (e.g. communication skills). Below average social skills and/or immaturity. Below average social skills and/or immaturity. Lack of experience in making decisions, setting goals, and self- advocacy. Lack of experience in making decisions, setting goals, and self- advocacy. Learning style that require a “do it to learn it” instructional approach. Learning style that require a “do it to learn it” instructional approach. Difficulty in generalization of skills or in making connections between what is learned in class and present and future goals. Difficulty in generalization of skills or in making connections between what is learned in class and present and future goals. A history of behavioral, attitudinal or attendance issues. A history of behavioral, attitudinal or attendance issues. May have disabilities in addition to cognitive disabilities (e.g. visual, hearing, physical, emotional, medical). May have disabilities in addition to cognitive disabilities (e.g. visual, hearing, physical, emotional, medical).

15. IEP Team Considerations When When Assisting Student with Course of Study Selection  Desires of the student and parent  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  Student’s post-school goals in the transition domains  Learning style of the student  Recommendations of former teachers  Drop-out risk

16. Main Components of the OCS Student and parent Student and parentinvolvement Self-Determination Self-Determination Applied Academic Curriculum Applied Academic Curriculum School-Based learning activities School-Based learning activities Career Technical Education Career Technical Education Community Work-Based learning activities Community Work-Based learning activities Competitive Employment Competitive Employment Computer Proficiency Career Portfolio

17. 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 – Number varies by local LEA Electives – Number varies by local LEA

18. 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

19. Occupational English: Competencies Functional Reading Functional Reading Written Language Written Language Expressive Communication Expressive Communication Receptive Communication Receptive Communication Media and Technology Media and Technology

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

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

22. Social Studies I - US History/Economics/Civics Background, functions, and roles of the federal government Background, functions, and roles of the federal government Background, functions, and roles of the state government Background, functions, and roles of the state government Local, states, national and international geography Local, states, national and international geography Economic skills Economic skills Background, functions and roles of local governments and agencies Expression of personal rights in relationships to local, state, and federal employment laws

23. Social Studies II – Self-Determination 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

24. Occupational Preparation Requirements Occupational Preparation I (1 credit) Occupational Preparation I (1 credit) Occupational Preparation II (2 credits) Occupational Preparation II (2 credits) Occupational Preparation III (2 credits) Occupational Preparation III (2 credits) Occupational Preparation IV (1 credit) Occupational Preparation IV (1 credit) School-Based Training (300 hours) School-Based Training (300 hours) Work-Based Training (240 hours) Work-Based Training (240 hours) Competitive Employment (360 hours) Competitive Employment (360 hours) Career Placement Portfolio Career Placement Portfolio

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

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

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

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

29. 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

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

31. 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

32. 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 Volunteer Experiences Community Service Projects/Volunteerism

33. 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.

34. 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.

35. Career Portfolio Personal Contact Information Personal Contact Information Relevant Educational Information Relevant 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/Tax Information Vocational Assessments Note: Students decide what is shared with employers.

36. 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 student’s needs (e.g. assistive technology) Computer proficiency should match a student’s 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.

37. Innovations School-Based Enterprises (Scented Soaps, Herbal Lotions, Gourmet Meat Rubs, Coffee Shops, Jewelry, Bus Rentals, Automobile Detailing, Heritage Crafts, Print Shops, Shopping and Errand Service, etc.) School-Based Enterprises (Scented Soaps, Herbal Lotions, Gourmet Meat Rubs, Coffee Shops, Jewelry, Bus Rentals, Automobile Detailing, Heritage Crafts, Print Shops, Shopping and Errand Service, etc.) School-Business Partnerships (Hospitals to Resorts) School-Business Partnerships (Hospitals to Resorts) Employability Bowl Employability Bowl Career Portfolio Presentation Panels Career Portfolio Presentation Panels Acting for Advocacy Peer Leader Teams Acting for Advocacy Peer Leader Teams Community Service (Habitat for Humanity) Community Service (Habitat for Humanity)

38. Challenges and Opportunities for Growth Parent and Business Awareness Parent and Business Awareness Teacher/administrator training Teacher/administrator training Accountability issues Accountability issues Appropriate CTE courses Appropriate CTE courses Fiscal resources Fiscal resources Interagency collaboration Interagency collaboration Transportation issues Transportation issues Solid Job Matches Solid Job Matches Post-secondary education options Post-secondary education options

39. Questions?