1. CTE Coursework and the CDOS Learning Standards
New York State Education Department P-12 Office of Special Education P-12 Office of Career and Technical Education(CTE)
This Credential documents the CTE coursework and work based learning experiences that prepares students with disabilities for entry level employment
The CTE coursework and work experiences need to be meaningful to the student and connect with their future career goals

2. Options to Earn the Credential
Complete a Career Plan
Demonstrate achievement of the commencement level CDOS learning standards
Successfully completes 216 hours of participation in
CTE coursework and/or work-based learning experiences
at least 54 hours must be in work-based learning experiences
Has a completed Employability Profile
Option 2
Meets the requirements for one of the nationally recognized work readiness credentials, including but not limited to:
National Work Readiness Credential;
National Career Readiness Certificate-(ACT) WorkKeys;
SkillsUSA Work Force Ready Employability Assessment; and
Comprehensive Adult Student Assessment Systems Workforce Skills Certification System
The New York State CDOS Commencement Credential is a credential recognized by the New York State Board of Regents as a certificate that the student has the knowledge and skills for entry level employment. There are two options available for students to earn this credential.
Option 1:
The district must have evidence that the student has developed a commencement level Career Plan that includes documentation of the student’s self-identified career interests; career-related strengths and needs; career goals; and career and technical coursework and work-based learning experiences that the student plans to engage in to achieve those goals; and
The student has demonstrated achievement of the commencement level CDOS learning standards in the areas of career development; integrated learning; and universal foundation skills; and
The student has successfully completed at least 216 hours of career and technical education coursework and/or work-based learning experiences (of which at least 54 hours must be in work-based learning experiences); and
The student has at least one completed employability profile that documents attainment of each of the commencement level CDOS learning standards; and as appropriate, work experiences, attainment of technical knowledge and work-related skills, performance on industry-based assessments and other work-related and academic achievements.
The components for Option 1 will be described in further detail in upcoming slides.
Option 2:
In lieu of requirements for completion of a career plan; the work-based learning and coursework requirements; and the employability profile, a student may earn this credential if he or she has earned a national work readiness credential. A work readiness credential provides certification that an individual has the knowledge, skills, and abilities necessary for entry-level work.
There are 4 commonly used national work readiness credentials:
The National Work Readiness Credential is endorsed by the New York State Department of Labor.
The National Career Readiness Certificate is commonly known as WorkKeys.
SkillsUSA Work Force Ready Employability Assessment. It is often used in New York State CTE programs.
The Comprehensive Adult Student Assessment Systems Workforce Skills Certification System is specifically designed for English Language Learners and individuals with disabilities.
Each of the national credentials measures slightly different skills and requires students to pass an assessment. Several districts in New York State offer one or more of these national credentials.

3. CDOS Learning Standards
1. Career Development:
knowledgeable about the world of work,
explore career options, and
relate personal skills, abilities and aptitudes to future career decisions
2. Integrated Learning:
academic knowledge and skills applied in the workplace and other settings
3a. Universal Foundation Skills:
foundation skills and competencies essential for success in the workplace
3b. Career Majors:
career specific technical knowledge/skills
The CDOS learning standards are part of the learning standards that have been in place in New York State and they are supposed to have been integrated throughout all curricular content areas K-12 so that all students benefit from working to achieve them.
To earn this credential, the school must have documentation that the student demonstrated achievement of commencement level knowledge and skills relating to the CDOS Learning Standards in the area of:
Career Development;
Integrated Learning; and
the Universal Foundation Skills.
The learning standards in the area of career development focus on knowledge about the world of work and exploration of career options. Students relate personal skills, abilities and aptitudes to future career decisions.
In the area of integrated learning, the focus is on the application of academic skills in the workplace and other settings.
Learning standards 3a, universal foundations skills, focus on those “soft skills” or competencies that are essential for successful employment. They include, but are not limited to basic academic skills; thinking skills; problem solving skills; ability to work independently and in a team; ability to take direction; time management; and ability to use resources to obtain information.
Demonstration of learning standards 3b, career majors, is not required for award of the New York State CDOS Commencement Credential. However, all students should be encouraged to evolve their work readiness skills beyond the minimum requirements. Many do participate in Career and Technical Education (CTE) sequences in which career-specific technical skills are developed.

4. 1. Career Planning
CDOS Learning Standard 1 (Career Planning) involves a student’s exploration of career options as related to his/her own skills, preferences and interests. As a result of that exploration and self-knowledge, students begin making career decisions. Career planning should begin in elementary school and continue through adulthood. As student’s learn more about themselves and their options, career plans are expected to change. Individuals typically have multiple careers over the course of their lifetime.
Documentation of student progress through the development of a career plan which includes the preparation leading up to the career plan finalization. These should align with the student’s annual goals in the IEP and updated annually.

5. 2. Integrated Learning
Application of academic knowledge and skills in the workplace and other settings. Students:
Research, interpret, analyze and evaluate information; and
Use essential academic concepts, facts, and procedures in work and personal settings.
CDOS Learning Standard 2 (Integrated Learning) is the application of academic skills and knowledge across a variety of settings. Students learn to research, interpret and analyze information and use the academic concepts, facts and procedures they have learned in real world settings.
Integrated learning answers the question that students often ask “Why do I need to learn this?” It is using real world situations to apply the concepts that are learned in the classroom.
Examples of integrated learning include drafting a budget, reading directions from a technical manual to complete a task in a work based learning experience and using measurement skills in a construction site work experience or classroom project.

6. Career Development and Occupational Studies
Thinking Skills
Technology
Can Read
Can Write
Perform Math Functions
Listens Effectively
Speaks Clearly
Can Think Creatively
Uses Decision Making
Skills
Thinking Leads to
Problem Solving
Knows How to Learn
Applies Knowledge to
New Situations
Basic
Skills
Selects /Applies
Technology
Maintains
Equipment
Designs and Creates
To Meet Needs
Teaches Others
Serves Clients
Exercises Leadership
Negotiates/Communicates
Works as a Member of a Team
Works with Diversity
Interpersonal Skills
Systems
Improves & Designs Systems
Monitors & Corrects Performances
Understands How Systems Perform
Related to Goals, Resources and
Organizational Function
Career Development and Occupational Studies
Standard 3A
Universal Foundation Skills
CDOS Learning Standard 3a, The Universal Foundation Skills, are those soft skills that employers have identified as being necessary for success in the workplace.
Students are rated on these skills in the employability profile.
These include, but are not limited to, the following.
Basic Skills include reading, writing, listening, speaking, arithmetical and performing mathematical functions.
Thinking Skills refer to the ability to problem solve, make decisions, and apply knowledge to new and unfamiliar situations.
Personal Qualities include the ability to self-manage, plan, organize, and take independent action.
Interpersonal Skills are those related to teamwork and cooperation in large and small groups in family, social and work situations.
Technology refers to the ability to design and create things from available resources for the purpose of satisfying personal and societal needs and wants.
Managing Information is the ability to access and use information obtained from a variety of sources.
Managing Resources includes applying financial and human resources to successfully carry out a planned activity; and
Systems is the ability to understand and work within a system or organization.
Managing Resources
Personal Qualities
Managing Information
Understands
how to use:
Materials
Facilities
Time
Money
Human Resources
Networking
Demonstrates:
Responsibility
Ability to Plan
Ability to Take Independent Action
Integrity/Honesty
Self-determination and ability to
self-evaluate knowledge, skills and
abilities
Acquires and Evaluates
Information
Organizes/Maintains Information
Interprets/Communicates Information
Uses Computers to Enter, Modify,
Retrieve and Store Data

7. 3b. Career Majors (Optional for this Credential)
Career specific technical knowledge and skills:
Business/Information Systems;
Health Services;
Engineering/Technologies;
Human and Public Services;
Natural and Agricultural Sciences; and
Arts/Humanities.
CDOS Learning Standard 3b, which is optional for this credential, includes the technical skills and knowledge students are expected to acquire in a specific career major. Career Majors are organized in the following content areas:
Business/Information Systems
Health Occupations;
Engineering/Technologies;
Human and Public Services;
Natural and Agricultural Sciences; and
Arts/Humanities.
CDOS learning standard 3b Career Majors are only met in Approved CTE Programs of Study.

8. Questions students should be able to answer
knowledge
application
CAREER
DEVELOPMENT
Self-knowledge
Who am I?
Career exploration
Where am I going?
Career Plan
How do I get there?
INTEGRATED
LEARNING
What am I learning?
Why am I learning it?
How can I use it?
UNIVERSAL
FOUNDATION SKILLS
(SCANS)
What do I need to know?
What skills are
important for me?
Students should be explicitly instructed in the CDOS Commencement Level Standards in the areas Career Development, Integrated Learning and the Universal Foundation Skills. Such instruction should be provided through multiple experiences across a variety of settings. It is important to incorporate the questions on this graphic into instruction as students should be able to answer these questions. Such questions make learning relevant and are directly related to the CDOS standards. Each of these questions is also directly tied to sections of the Career Plan.
Career Development (Standard 1) is connected to the KNOWLEDGE part of Career Plan. Questions students focus on in this area include:
Who Am I?
Where Am I going?; and
How do I get there?
Integrated Learning and the Universal Foundation Skills (Standards 2 and 3) are connected to the SKILLS APPLICATION part of Career Plan. Questions related to Integrated Learning include:
What am I learning?
Why am I learning it?
How will I use it?
The Universal Foundation Skills, often referred to as the “soft skills” are necessary for success in any setting. Students should have a good sense of their own basic academic skills as well as the other Universal Foundation Skills, including but not limited to problem solving, interpersonal skills and time management skills. Students should be able to answer the questions:
What do I need to know?; and
What skills are important to me?.
Questions
students
should be able
to answer
skills

9. A Deeper Look at CDOS Standard 1: Career Development
Students will be knowledgeable about the world of work, explore career options, and relate personal skills, aptitudes, and abilities to future career decisions
CDOS Learning Standard 1 Career Development
Student led activities that raise their awareness of how they will fit into the world of work
Career exploration activities could include career research projects
Students take an honest look at their strengths and weaknesses that help in career decisions (i.e. a student wants to work in a hospital helping people however the sight and smell of human blood and body fluids makes them queasy. Realistically the student should not pursue a career as a nursing assistant ) However this student might work in the hospital kitchen and prepare meals and deliver them to patients.
Students develop their Career Plan to help guide them in the training they will need in a chosen career pathway

10. Performance Indicators
1. Key Ideas
Performance Indicators
This page is a screen shot of one of several related to the commencement level CDOS standards.
The Standard itself is in the black box at the top of the page.
For each standard there is a key idea (as identified by a number).
The key ideas are broken down further by performance indicators (as identified by bullets) and again by sample tasks (as identified by triangles).
Now lets look at how we break down this learning standard
Sample Tasks

11. Career Development Key Idea #1
Students will learn about the changing nature of the workplace, the value of work to society, and the connection of work to the achievement of personal goals
CDOS Standard 1 Career Development Key idea #1
Each learning standard has a key idea that summarizes the CDOS learning standard
The key idea begins to unpack the learning standard, in this case allows students to see their role in the workplace
The student learns about the changing nature of the workplace, the value of work to society and the connection of work to the achievement of personal goals
With the use of online tools such as Career Zone, students start to realistically look at what their strengths are and how they can use their aptitudes and abilities in a desired career pathway. Career Zone allows students to research the educational training necessary to succeed in a chosen career pathway.

12. Standard 1 Performance Indicators
Students complete the development of a career plan that would permit eventual entry into a career option of their choosing
Apply decision-making skills in the selection of a career option of strong personal interest
Analyze skills and abilities required in a career option and relate them to their own skills and abilities
These are the performance indicators under key idea #1
The student might meet this standard through the completion of their career plan which is required for those earning the CDOS Commencement Credential through option 1
Students are encouraged to take a realistic view of their personal skills and abilities and how they can be used in a career option they are interested in pursuing. They may see that their initial career choice does not match their aptitudes and abilities but may pursue a career within that specific career pathway.
Students look at what post-secondary training programs offer advanced study in the chosen career option.
Example: A student may love working with animals and choose a career as a Veterinary Technician. After researching the post-secondary training needed for that career choice, the student makes a decision pursue a career as a veterinary assistant with a local veterinary clinic.

13. Standard 1 Sample Tasks
Reevaluate long-range personal goals and match them to a career option
Prepare a personal balance sheet showing an inventory of acquired skills, qualities and experiences needed for successful employment in a career option
Prepare a research paper that contains:
Details of specific jobs within the career option
The education and/or training level and qualifications necessary for entry-level career sustaining employment
These are the first three sample tasks listed under this performance indicator.
Sample tasks point to evidence that the student has met the standard. It is not necessary for the student to complete all of the sample tasks to demonstrate attainment of the standard.
It is important to document the tasks or activities that the student has completed
Sample tasks are just that (samples), there may be many ways a student could demonstrate attainment of an specific standard.
Students should be encouraged to be flexible in choosing a career option and be assured that their skills and abilities match the qualifications necessary for success.
Students goals need to be realistic and attainable

14. The Department has developed a chart for school districts to document evidence of attainment of the CDOS learning standards. The use of this exact form is optional but assists the Special Education Team in making decisions regarding the students annual review and development of annual goals.
This form will assist districts in maintaining documentation of a student’s attainment of the commencement level CDOS learning standards as demonstrated in coursework and work-based learning experiences in which the student participated over the course of high school.
Column one includes the specific Performance Indicators for each of the CDOS learning standards. Examples of evidence of a student’s attainment of the skills, knowledge, and/or abilities for each Performance Indicator are included in the Sample Tasks section of the CDOS standards.
For each grade level, districts may note how the student demonstrated attainment of each of the commencement level CDOS learning standards. Examples may include development of the career plan in 9th grade; researching and reporting or presenting on an occupation of their choice in 10th grade; developing a resume on CareerZone and participating in mock job interviews in 11th grade; and completing a senior project in which a power point on a specific career was presented in 12th grade.
The website for the CDOS learning standards, which includes the Key Ideas, Performance Indicators and Sample Tasks, is noted on this chart and also in the resources section at the end of this presentation.

15. Courses of Study and Work-Based Learning Experiences
Meaningful access to the general curriculum
appropriate opportunities to earn a regular diploma
Equivalent of 2 units of study (216 hours of participation) in:
career and technical education (CTE) coursework and/or
work-based learning experiences (at least 54 of the 216 hours)
School districts must provide all students with disabilities with appropriate opportunities to earn a Regents or local high school diploma. As we indicated earlier, we expect most students with disabilities will graduate with the New York State CDOS Commencement Credential as a supplement to their regular high school diplomas. Therefore, all students must have meaningful access to participate and progress in the general curriculum and should never be “tracked” toward this credential in a way that diminishes the student’s opportunity to earn a regular diploma.
Students with disabilities earning a Regents diploma can also earn this credential although it is not a Regents requirement.
In order to earn the New York State CDOS Credential through Option 1, students must successfully complete the equivalent of two units of study (or 216 hours) of career and technical education coursework and/or work-based learning. The 216 hours must include at least 54 hours of work-based learning experiences. Options for work-based learning are described in the Work Based Learning manual and in existing Department guidance. 15

16. CTE Coursework - LEA
Grade 9 – 12 career and technical courses at the district level
CTE credit – must be taught by CTE instructor
Course offerings are in the following content areas
Agricultural
Business and Marketing
Family and Consumer Sciences
Technology Education
CTE coursework at the local education agency or the component school districts is delivered in grades 9-12.
For students to earn CTE credit/units of study, these courses must be delivered by a certified CTE instructor. For example:
A horticulture course taught by a certified Ag teacher
A computer applications course taught by a certified Business teacher
A food and nutrition course taught by a certified FACS teacher
A technical drawing course taught by a certified Technology Education teacher
Course offerings fall under these content areas
Agricultural Education
Business and Marketing Education
Family and Consumer Sciences Education
Technology Education
Note:
A Photography or Graphic Arts course taught by a certified Art teacher DOES NOT count as a CTE course.

17. CTE Programs of Study Agricultural education
A grade 9-12 approved program in career and technical education
CTE studies are organized in the following content areas:
Agricultural education
Business and Marketing education
Family and Consumer Sciences education
Health Occupations education
Technology education
Trade and Technical education
For purposes of this credential, CTE Programs of study means courses completed in grades 9-12, at the BOCES/CTE Center and/or a local educational agency. These may include courses approved by the local Board of Education and/or those approved by the New York State Education Department.
CTE programs of study are 3 or more credits made from CTE courses within the same CTE career pathway content area, a minimum of 5 credits are required in Technology Education.
CTE programs of study are organized in New York in the following content areas:
Agricultural education
Business and Marketing education
Family and Consumer Sciences education
Health Occupations education
Technology education
Trade and Technical education
CTE programs of study must be taught by a certified CTE teacher who is certified in the appropriate CTE content area for example:
-Teacher certified in Ag to teach agriculture related program
-Teacher certified in Cosmetology and holds a current NYS cosmetology license to teach a cosmetology program
-Teacher certified in Culinary Arts or FACS to teach a culinary program

18. Connection to Individualized Education Program (IEP) Transition Plan
Career Plan
Measurable Post-Secondary and Annual Goals
Work Based Learning
Transition Activities
Instruction and Courses of Study
CDOS Learning Standards
CTE Coursework
There is a direct correlation between IEP development for transition planning and the components of the CDOS Credential.
Transition programs and services in the student’s IEP should be designed to incrementally prepare the student with a disability to achieve his or her post-secondary goals.
The student’s career plan must be considered in developing the student’s IEP.
The student’s career interests and strengths as documented in his or her career plan inform the development of the student’s post-secondary goals, which for students age 15 and older must be documented in the student’s IEP
Students must have annual goals that move the student to his or her post-secondary goals. The CSE should consider the CDOS learning standards in identifying relevant annual goals.
Transition activities the student needs to facilitate his or her movement from school to post-school activities, including instruction, related services, community experiences, the development of employment and other post-school adult living objectives (such as work-based learning activities) and, when appropriate, acquisition of daily living skills and functional vocational evaluation must also be documented in the student’s IEP.
Instruction in the CDOS learning standards and completion of CTE coursework and work-based learning experiences required will be documented as relevant transition activities in the student’s IEP. 18 18

19. Darnell Career Plan Work-Based Learning Experiences Course of Study
Marketing Communications
Career Plan
Oral report about products or services to be marketed
Developed written samples for marketing product or service
Utilized computer software programs often used in marketing
Evidence of CDOS Learning Standards
Academic courses required for a regular diploma
CTE course in Business and Marketing (e.g., Computer Applications)
Course of Study
Job Shadow with local marketing firm
Produce advertisement for school newspaper
Participate in a Career Exploration Internship Program (CEIP)
Work-Based Learning Experiences
Acquisition of academic skills
Develop school-to-
work plan to include activities
toward attainment of a career
goal
Research possible career
options within chosen
pathway
Let’s look at how the portfolio for four different students might evolve, leading each student to exit school with this credential.
Darnell is a student with a learning disability. He has a career interest in marketing. He created a career portfolio on CareerZone which helped him determine his career goals and establish a plan to meet those goals. His guidance counselor and his resource room teacher met with him each year to review and guide him through a career plan.
To demonstrate having met some of the commencement level CDOS learning standards, Darnell successfully conducted an oral presentation about products or services to be marketed; developed written samples for marketing products or services; utilized computer software programs often used in marketing; and developed a five page research paper on specific types of jobs available in the field of marketing. He also developed a resume and cover letter; researched and did an oral presentation on the job, including the wage options; and he interviewed an individual currently in that career. Documentation of these projects and assignments were placed in his portfolio.
Darnell participated in a one year CTE course, Computer Applications (Business and Marketing content area). He also completed 120 hours in three work-based learning experiences, one in job shadowing, one for advertising in the school newspaper and one in a career exploration internship program. He has exceeded the minimum requirement of 216 hours in CTE coursework and work based learning hours and qualifies for the CDOS Credential.
Darnell earned this credential in addition to his local diploma.
Local diploma and
NYS CDOS
Commencement Credential 19 19

20. John Career Plan Work-Based Learning Experiences Course of Study
Animal Sciences and Care
Career Plan
Developed powerpoint on responsibilities of veterinarian
Participated in mock interviews
Developed list of safety measures when working with animals
Evidence of CDOS Learning Standards
Academic courses required for a regular diploma
CTE course in Agriculture (e.g., Animal Care)
Course of Study
Job shadow with a veterinary technician
Participated in a community-based work program at a local animal shelter
Work-Based Learning Experiences
Acquisition of academic skills
Development of school-to-
work plan to include activities
toward attainment of a career
goal
Researched possible career
options within chosen
pathway
John is a student with Asperger Syndrome. His stated career interest is in animal care.
John developed his career plan with the direct assistance of his special education teacher.
To demonstrate having met some of the commencement level CDOS learning standards, John successfully:
created a power point about the responsibilities and tasks of a veterinarian; participated in mock job interviews; and developed a list of safety measures and training tips when working with animals. In this process, he identified and explored other fields of work related to animal care.
John completed one CTE course in Animal Sciences. He participated in 100 hours of work-based learning experiences in a community-based work program at the local animal shelter and completed 8 hours of job shadowing of a veterinary technician. He has met the minimum requirement of CTE hours/units of study and work based learning hours.
Because of factors related to John’s disability, he was not able to earn a regular high school diploma. At the end of the school year in which he turned age 21, he exited school with the New York State CDOS Commencement Credential.
In John’s last two years of high school, he developed an Individualized Plan for Employment (IPE) with an ACCES-VR counselor. Working after exiting school with ACCES-VR’s placement service, John obtained related employment as a dog and cat groomer at a local pet shop.
NYS CDOS
Commencement Credential 20 20

21. Carlos Career Plan Work-Based Learning Experiences Course of Study
Human Services
Career Plan
Developed a brochure on dietary guidelines for children
Participated in mock interviews
Developed list of safety measures when working with children
Evidence of CDOS Learning Standards
Academic courses required for a regular diploma
½ year CTE course in Child Growth and Development (Family and Consumer Sciences-FACS)
½ year CTE course in nutrition (FACS)
Course of Study
Job shadow with a day care dietician
Participated in a work based learning(WBL) experience at a local day care
Participated in a work based learning experience at a hospital dietary department
Work-Based Learning Experiences
Acquisition of academic skills
Development of school-to-
work plan to include activities
toward attainment of a career
goal
Researched possible career
options within chosen
pathway
Carlos is a student with learning disabilities. His stated career interest is in human services.
Carlos developed his career plan with the direct assistance of his special education teacher.
To demonstrate having met some of the commencement level CDOS learning standards, John successfully:
created a brochure on the dietary needs for children; participated in mock job interviews; and developed a list of safety measures when working with children. In this process, he identified and explored other fields of work related to child care.
Carlos completed a ½ year CTE course child growth and development (FACS content area) and a ½ year CTE course in nutrition (FACS content area). He participated in 120 hours of work-based learning experiences in a day care and hospital setting and completed 8 hours of job shadowing with a day care dietician which exceeds the minimum requirement of 216 hours for the awarding of the CDOS Credential.
Because of factors related to Carlo’s disability, he was not able to earn a regular high school diploma. At the end of the school year in which he turned age 21, he exited school with the New York State CDOS Commencement Credential.
In Carlos’s last two years of high school, he developed an Individualized Plan for Employment (IPE) with an ACCES-VR counselor. Working after exiting school with ACCES-VR’s placement service, Carlos obtained related employment as a dietary helper at a local hospital.
NYS CDOS
Commencement Credential 21 21

22. Jasmina Career Plan Work-Based Learning Experiences Course of Study
Construction
Career Plan
Developed powerpoint on potential job opportunities in the construction industry
Participated in mock interviews
Developed list of safety measures when working in the construction field
Evidence of CDOS Learning Standards
Academic courses required for a regular diploma
½ year CTE course in Technology Education(e.g. Design and Drawing for Production DDP)
½ year CTE course in construction (Tech Ed)
Course of Study
Job shadow with a business who manufactures sheds to sell to the community
Participated in a community-based work program building park benches at the local park
Work-Based Learning Experiences
Acquisition of academic skills
Development of school-to-
work plan to include activities
toward attainment of a career
goal
Researched possible career
options within chosen
pathway
Jasmina is a student with learning disabilities. Her stated career interest is in construction.
Jasmina developed her career plan with the direct assistance of her special education teacher.
To demonstrate having met some of the commencement level CDOS learning standards, Jasmina successfully:
created a power point about the career opportunities in the construction industry. She participated in mock job interviews; and developed a list of safety measures that are necessary in the construction industry. In this process, she identified and explored other fields of work related to construction.
Jasmina completed a ½ year CTE course(54 hours) in Design and Drawing for Production (Technology Education content area) and a ½ year CTE course(54 hours) in construction (Technology Education content area). She participated in 108 hours of work-based learning experiences in two different community-based work programs and shadowed a master carpenter who owns his own business. She has met the minimum requirement of 216 hours of CTE coursework which includes more than the minimum 54 hours of WBL.
Because of factors related to Jasmina’s disability, she was not able to earn a regular high school diploma. At the end of the school year in which she turned age 21, she exited school with the New York State CDOS Commencement Credential.
In Jasmina’s last two years of high school, she developed an Individualized Plan for Employment (IPE) with an ACCES-VR counselor. Working after exiting school with ACCES-VR’s placement service, Jasmina obtained related employment as carpenter’s assistant with a local construction business.
NYS CDOS
Commencement Credential 22 22

23. Resources
June 2013 Field Memorandum: NYS Career Development and Occupational Studies Commencement Credential
CDOS Learning Standards
Career Development and Occupational Studies (CDOS) Resource Guide Career Development and Occupational Studies (CDOS) Resource Guide with Core Curriculum
Career Development and Occupational Studies (CDOS) Question and Answers
New York State Work Based Learning Manual
Included here are resources that will assist school personnel in developing instructional programs and experiences to support student attainment of the New York State CDOS Commencement Credential.
The first is the June 2013 field memorandum on the New York State CDOS Commencement Credential. It includes regulatory requirements; a model employability profile; and a model career plan.
The next two focus on the CDOS Learning Standards. In addition to the standards themselves, these resources provide very practical information to assist in the instruction and implementation of the CDOS learning standards.
The Office of Special Education Policy posted a question and answer document to provide clarity of the many components of the CDOS Credential.
The next provides information on SED’s Work-Based Learning programs. On this site is SED’s recently updated guidance document on work-based learning programs and requirements. There is a section in this document on developing community work-based programs specifically for students with disabilities who, because of their disability, are unable to participate in the Department’s approved work-based learning programs.  

24. Additional Technical Assistance
Regional Special Education Technical Assistance Support Centers (RSE-TASC)
Special Education Policy (518)
Career and Technical Education (518)
This conference is part of a series of training provided by the Regional Special Education Technical Assistance Support Centers(RSE-TASC).
Additional technical assistance, guidance and training regarding the New York State CDOS Commencement Credential will continue to be provided by the RSE-TASC in the future.
You are encouraged to questions regarding the New York State CDOS Commencement Credential to Questions and answers are posted on the P-12: Office of Special Education Website.
Questions can also be directed to the Special Education Policy Unit at (518) Or Cheryl Winstel in the Career and Technical Education office.
It is now time to answer any questions you may have.

25. Today’s Presenter
Charlie Crumb, Western NY Field Team Associate, CTE TAC
Presenter, please fill in your information here.
There should be time for questions, if you are unable to answer them, refer them to the Special Education Policy office or CTE office stated on the previous slide.