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Transition Planning Transition Needs Post- Secondary Goals Coordinated Set of Activities Course of Study Transition Assessment 33 Present Level of Performance.

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Presentation on theme: "Transition Planning Transition Needs Post- Secondary Goals Coordinated Set of Activities Course of Study Transition Assessment 33 Present Level of Performance."— Presentation transcript:

1 Transition Planning Transition Needs Post- Secondary Goals Coordinated Set of Activities Course of Study Transition Assessment 33 Present Level of Performance

2 Student Exit College and Career Ready NYS Options: Regents - 65 Pass on 5 Regents Exams (ELA, Math, Sci., US History, Global History) * Regents diploma with advanced designation * Regents diploma with technical endorsement Local - via Safety Net for SWD pass option (low pass option) 2.RCTs for cohorts prior to September Compensatory Option – effective 10/31/12 Skills and Achievement Commencement Credential NYSAA eligible & assessed Accompanied by new model of Student Exit Summary High School Exiting CREDENTIALS (beginning ) High School DIPLOMA High School Equivalency GED Test To change in Jan GED Test To change in Jan McGraw Hill to provide Test Assessing Secondary Completion (TASC) Notify “near passer” students of need to complete current GED exam by 2014 NYS Career Development and Occupational Studies (CDOS) Commencement Credential Only for Students with Disabilities 1)To supplement diploma, or 2)As exiting credential for students unable to earn a HS diploma Documents preparation for entry-level employment

3 Instruction, Coursework and Work-based Learning Meaningful access to participate/progress in gen ed curriculum (opportunities to earn a HS diploma) CDOS Learning Standards Equivalent of 2 units of study in CTE Coursework and/or Work-based Learning (at least 54 of the 216 hours must be WBL) Documentation Requirements Commencement Level Career PlanEmployability Profile

4 CAREER DEVELOPMENT Self-knowledge Who am I? Career exploration Where am I going? Career Plan How do I get there? knowledge INTEGRATED LEARNING What am I learning? Why am I learning it? How can I use it? application UNIVERSAL FOUNDATION SKILLS (SCANS) What do I need to know? What skills are important for me? skills Questions students should be able to answer 4

5 Personal Qualities  Selects /Applies Technology  Maintains Equipment  Designs and Creates To Meet Needs Technology Thinking Skills  Can Think Creatively  Uses Decision Making Skills  Thinking Leads to Problem Solving  Knows How to Learn  Applies Knowledge to New Situations Systems  Improves & Designs Systems  Monitors & Corrects Performances  Understands How Systems Perform Related to Goals, Resources and Organizational Function Demonstrates:  Responsibility  Ability to Plan  Ability to Take Independent Action  Integrity/Honesty  Self-determination and ability to self-evaluate knowledge, skills and abilities Basic Skills  Can Read  Can Write  Perform Math Functions  Listens Effectively  Speaks Clearly Career Development and Occupational Studies Standard 3A Universal Foundation Skills Managing Resources Understands how to use:  Materials  Facilities  Time  Money  Human Resources  Networking  Acquires and Evaluates Information  Organizes/Maintains Information  Interprets/Communicates Information  Uses Computers to Enter, Modify, Retrieve and Store Data Managing Information  Teaches Others  Serves Clients  Exercises Leadership  Negotiates/Communicates  Works as a Member of a Team  Works with Diversity Interpersonal Skills 5

6 Career and Technical Education - CTE Coursework and Work-Based Learning Student will successfully complete not less than the equivalent of *two units of study in; CTE instruction/Work-Based Learning Experiences (WBLE) Minimum of 54 hours of documented Registered or Non Registered Work- Based Learning Experiences – WBLE its of study 216hrsI CTE instruction 162hrs WBL experiences + 54hrs Two units of study 216hrs I unit of study 108 hours 2 units of study 216 hours Could do all 216 hours in WBLE Could do 108 hours in WBLE & 108 hours in CTE Could do 300 hours in WBLE & 300 hours in CTE MUST DO Two (2) Units of Study with at least 54hrs in WBLE * one unit of study equals 108 hours Every School District MUST have the ability to provide Work-based learning experiences !

7 Work Based Learning Coordinator All registered work based learning programs must be under the supervision of a NYS certified work based learning coordinator. It is highly recommended that all work based learning activities that place students out into the business community, whether registered or not, be under the supervision of a NYS certified work based learning coordinator for the safety and protection of the student and employer bjectLevel=864&hidDescId=0&crcId=33&WIN_TYPE=null 7

8 Registered Work-Based Learning Programs * Paid experiences School-business partnership initiative Non-paid, on-site, career exploration experiences Elective credit Career Exploration Internship Program (CEIP) 150 to 600 hours paid or unpaid skill specific experience, Supported by related in-school instruction in specific CTE discipline & supervised by school Can award credit Cooperative CTE Work Experience Program (CO-OP) Career awareness program for students age 16 and above; 150 to 600 hours paid, school- supervised work experience Supported by related in-school instruction in specific CTE discipline & provides elective credit General Education Work Experience Program(GEWEP) Similar in design and operation as the General Education Work Experience Program, but for at- risk students age Provided by local district for elective credit Work Experience and Career Exploration Program (WECEP) 8 Handout 11

9 Nonregistered Work Based Learning Options Students with disabilities work in the community Helps students identify career interests, assess their skills and training needs Develop employment skills and work habits Community Based Work Programs Observation of work environment Exposure to jobs and careers Job Shadowing Participate in volunteer experiences to learn responsibility Learn about community and needs of others Community Service Integrated classroom learning with service activities Real life application of academic knowledge to real life community needs Service Learning Research a topic or career interest in a specific career pathway Guide the student in learning about the college preparation and skills training needed to be successful in that pathway Senior Projects Business enterprise exists within the school to provide services for students and/or staff School-based Enterprise 9

10 Transition Planning Transition Needs connects to Career Plan Post- secondary Goals connects to Career Plan Coordinated Set of Activities connects to CTE Work-based Learning Course of Study connects to CDOS Instr., CCLS, CTE Coursework, WBL Transition Assessment connects to Employability Profile 33 CDOS Credential Present Level of Performance connects to Student Exit Summary


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