Mississippi Occupational Diploma Valecia Davis, Coordinator, Office of Special Education

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 tosecure and retain competitive employment. The primary postgraduate goal for these students is competitive employment Office of Instructional Enhancement and Internal Operations/Office of Special Education 2

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 Office of Instructional Enhancement and Internal Operations/Office of Special Education 3

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

Students 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 Office of Instructional Enhancement and Internal Operations/Office of Special Education 5

Willingness to work hard Willingness to accept constructive criticism Respect for authority Good attendance and punctuality Good hygiene and grooming skills Office of Instructional Enhancement and Internal Operations/Office of Special Education 6

Both No Child Left Behind (NCLB) and the Individuals with Disabilities Education Act (IDEA) set high academic standards for students’ achievement; thus, students should participate in the general education curriculum to the maximum extent appropriate for each student. IEP Committee decisions must focus on the educational placement of each student in the Least Restrictive Environment (LRE) Office of Instructional Enhancement and Internal Operations/Office of Special Education 7

Functional life skills Functional academic skills Social skills Self-help/Independent living skills Communication skills Job-specific skills Office of Instructional Enhancement and Internal Operations/Office of Special Education 8

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 Any combination of general education, vocational, and/or special education courses Office of Instructional Enhancement and Internal Operations/Office of Special Education 9

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) Office of Instructional Enhancement and Internal Operations/Office of Special Education 10

Successful completion of a two (2) year career/technical (vocational) program OR By the end of the senior year, 540 hours of successful, paid employment Office of Instructional Enhancement and Internal Operations/Office of Special Education 11

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

Teachers can utilize a variety of methods. Teachers have the flexibility to select the method by which they are most comfortable. Student involvement is very important Office of Instructional Enhancement and Internal Operations/Office of Special Education 13

Always check previous years’ portfolios to determine if any objectives were not mastered. Objectives may be repeated over several years, and may be 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 Office of Instructional Enhancement and Internal Operations/Office of Special Education 14

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

Completion: The occupational portfolio must reflect 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 Office of Instructional Enhancement and Internal Operations/Office of Special Education 16

Prior to the student’s exit, 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 exit by the principal or a designee Office of Instructional Enhancement and Internal Operations/Office of Special Education 17

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 Office of Instructional Enhancement and Internal Operations/Office of Special Education 18

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 Office of Instructional Enhancement and Internal Operations/Office of Special Education 19

Student Responsibilities: Assist in the 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 exit, present the portfolio at the exit IEP Committee meeting as a replacement for the exit interview Office of Instructional Enhancement and Internal Operations/Office of Special Education 20

10 th Grade: On-Campus Job Shadowing 11 th Grade: Community-Based Work Training OR 12 th Grade: By the end of 12 th grade completion of 540 Hours Paid Work Experience in lieu of Completion of a two-year Career/Technical (Vocational) Program Office of Instructional Enhancement and Internal Operations/Office of Special Education 21

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 Office of Instructional Enhancement and Internal Operations/Office of Special Education 22

Identify possible training sites Local school Neighboring schools Other school sites Central Office Print shop Transportation shop Office of Instructional Enhancement and Internal Operations/Office of Special Education 23

Identify possible training areas in the local school: School office Classroom Library Counselor’s office On-campus day care Building maintenance Janitorial services Grounds maintenance Office of Instructional Enhancement and Internal Operations/Office of Special Education 24

Identify possible training areas in the local school: Sports team Band Gym Cafeteria Bookroom School store Science lab Art program Bus maintenance Office of Instructional Enhancement and Internal Operations/Office of Special Education 25

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” Office of Instructional Enhancement and Internal Operations/Office of Special Education 26

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 student 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 Office of Instructional Enhancement and Internal Operations/Office of Special Education 27

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 Office of Instructional Enhancement and Internal Operations/Office of Special Education 28

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 Office of Instructional Enhancement and Internal Operations/Office of Special Education 29

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 Office of Instructional Enhancement and Internal Operations/Office of Special Education 30

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

Utilize guest speakers to provide instruction on community-based work. Possible topics include: Recreation and Leisure Gardening Cooking Sports Cake Decorating Office of Instructional Enhancement and Internal Operations/Office of Special Education 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 Office of Instructional Enhancement and Internal Operations/Office of Special Education 33

Students attend a related study class as part of the cooperative education program. Related study provides contact with the cooperative education teacher/coordinator for the purpose of refining work skills/habits/behaviors, advocacy training, overview of employment laws/guidelines, work situational problem-solving, and contact with local business-related individuals Office of Instructional Enhancement and Internal Operations/Office of Special Education 34

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 Office of Instructional Enhancement and Internal Operations/Office of Special Education 35

Valecia Davis Desma McElveen Tanya Bradley Office of Special Education Division of Technical Assistance (601) Office of Instructional Enhancement and Internal Operations/Office of Special Education 36