1. Transition Planning and the CDOS Credential
Presented By:
Matthew Jurgens
LI RSE-TASC:
Transition Specialist
Suffolk County

2. Transition Planning and the CDOS Credential Agenda
Inclusion Activity: What is the Point of School?
FAPE
Transition Assessment Overview
The CDOS Learning Standards
Diploma and Credential Options for Students with Disabilities
Brief Overview of CDOS Credential
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3. Inclusion Activity Quotation Reflection
What is the point of school?
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4. The Purpose of FAPE
The IDEA Statement on the purpose for Free Appropriate Public Education (FAPE):
20 U.S.C (d) “The purposes of this chapter are to ensure that all children with disabilities have available to them a free, appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living.”
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5. Our Visions Align…
“The mission of the __________ School District is to develop each child's full potential in a nurturing and supportive student-centered environment that will promote a foundation for lifelong learning.”
Within the culturally and ethnically diverse community that is ___________, the public schools occupy a unique position. It is our responsibility, in partnership with parents and the community, to enable every student to reach high levels of individual academic achievement, to acquire the sophisticated skills necessary for life and work, and to become informed, concerned citizens of a rapidly changing, interdependent society.
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6. Our Visions Align…
The __________ School District’s mission is to educate all students to their fullest potential by providing opportunities for learning that are challenging and effective. The education will enable all students to master the knowledgeable skills, strategies, and attitudes necessary to become responsible citizens.
“The mission of the _________ School District is to empower and inspire all students to apply the knowledge, skills and attitudes necessary to be creative problem solvers, to achieve personal success, and to contribute responsibly in a diverse and dynamic world.”
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7. What is Transition Assessment?
The ongoing process of collecting data on the individual’s needs, preferences, and interests as they relate to the demands of current and future working, educational, living, and personal and social environments.
Education
“Learn”
Handout 1
Employment
“Earn”
Independent
Living
“Live”
Assessment data serve as the common thread in the transition process.
Forms the basis for defining goals and services to be included in the IEP.
(CEC-DCDT, 1997)
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8. Ongoing Assessment High School S C A N S & CDOS 21st Century Skills
Living
Independently
With Support
Learning
College/University
Trade School
Adult Education
Earning
Professional/Technical
Entry Level
Supported employment
High School
Career Cluster Selection,
Advanced Academic Skills
Related Work Experience
21st Century Skills
S C A N S & CDOS
Middle School
Career Exploration
Academic Foundations
Job Shadowing & Mentoring
Elementary School
Career Awareness & Self-awareness
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9. Career Development and Occupational Studies (CDOS):
Career Exploration
Applied Academics
Soft Skill Development
Technical Skill Development
Career Development and Occupational Studies (CDOS):
A Progression of Learning Standards
Progression of standards for all kids
These standards can be explicitly instructed and/or embedded within regular lesson plans and curriculum.
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10. The CDOS Learning Standards
Part of NY STATE Learning Standards
For ALL students – Have been around since inception of NYS Learning Standards
Should be integrated into instruction in ALL classes
3 Levels (elementary, intermediate, commencement)
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11. School and Community Based, as appropriate
Instruction in CDOS
School and Community Based, as appropriate
1. Career Development
2. Integrated Learning
3a. Universal Foundation Skills
3b. Career Majors
CDOS learning standards are available at:
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12. knowledge application Questions students should be able to answer
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
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13. Career Development and Occupational Studies
Thinking Skills
Can Read
Can Write
Perform Math Functions
Listens Effectively
Speaks Clearly
Technology
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
Managing Resources
Managing Information
Personal Qualities
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
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14. 3 Levels of CDOS Elementary Intermediate Commencement
Handout 2
Career Development
Demonstrate an awareness of their interests aptitudes and abilities
Know the value of work
Explore preference for working with people, information and/or things
Demonstrate an understanding of the relationship among personal interests, skills and abilities and career research
Understand the relationship of personal choices to future career decisions
Complete the development of a career plan that would permit eventual entry into a career option
Analyze skills and abilities required in a career option and relate them to their own skills and abilities
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15. 21st Century Skills in Action
Life and Career
Flexibility and adaptability
Initiative and self-direction
Social and cross-cultural skills
Productivity and accountability
Leadership and responsibility
Innovation
Learning and
Critical thinking and problem solving
Creativity and innovation
Communication
Collaboration
Digital Literacy
Information literacy
Media literacy
Information, Communication and Technology skills
Core Subjects
English, reading, language arts
Math and economics
Arts, Science History etc.
21st Century interdisciplinary themes
The brain filters out 99% of what is coming its way (Wolfe, 2010).
Need to make information relevant.
Our students benefit from experiential learning as much as possible, building on prior knowledge, giving students context for how they will use the information outside of school, emphasizes concepts over individual facts (21st Century and Common Core).
Wolfe’s Book: “The Brain Compatible Classroom: A Teacher’s Guide.”
Why did you select this workshop?
How would you or will you (hopefully not!) feel about being here if you could not see how the information fits in with your job?
How easy is it to pay attention to information that you cannot find a use for?
- Discuss with a partner at your table
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16. L.I. Regional Special Education Technical Assistance Support Center
Handout 3
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17. High School Exiting CREDENTIALS
DIPLOMAS
High School Exiting CREDENTIALS
(beginning )
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
55-64 pass option (low pass option)
RCTs for cohorts prior to September 2011
Compensatory Option – effective 10/31/12
NYS Career Development and Occupational Studies (CDOS) Commencement Credential
Only for Students with Disabilities
To supplement diploma, or
As exiting credential for students unable to earn a HS diploma
Documents preparation
for entry-level employment
Student Exit
College and Career Ready
High School Equivalency
Skills and Achievement
Commencement Credential
NYSAA eligible & assessed
Accompanied by new model of Student Exit Summary
GED Test
To change in Jan. 2014
McGraw Hill to provide
Test Assessing Secondary Completion (TASC)
Notify “near passer” students of need to complete current GED exam by 2014
Handout 4
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18. NYS CDOS Commencement Credential
No IEP Diplomas issues after June 30, 2013.
Credential, not a diploma
Recognition of student’s preparation for entry-level employment
Students must still be provided with opportunities to earn a Regents or local high school diploma
Meaningful access to participate and progress in the general curriculum
Supplement to a Local or Regents Diploma OR
Exiting credential
For a student with a disability who is unable to earn a regular diploma and is not taught/assessed on NYSAA.
With exiting credential, parent must receive written notice that the student is still eligible for a free appropriate public education (FAPE) until he/she earns a Regents or local high school diploma or until the end of the school year in which the student turns age 21.
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19. NYS CDOS Commencement Credential Targeted Use of IDEA Grant Funds*
Principal’s Discretion
The principal, in consultation with relevant staff, to award the certificate if the student has demonstrated, in other ways, they have met the requirements of the credential.
Prior to July 1, 2015 for all students with disabilities
For transfer students (permanently)
Targeted Use of IDEA Grant Funds*
A school district that awards this credential to more than 20 percent of the students with disabilities in the cohort, where it is not a supplement to a HS diploma, shall be required to use a portion of its Part B IDEA grant funds for targeted activities to ensure that students with disabilities have appropriate access to participate and progress in the general education curriculum necessary to earn a regular high school diploma.
*Case by Case Basis
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20. RIGOR Documentation Requirements
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 (WBL)
(at least 54 of the 216 hours must be WBL)
Handout 5
Documentation Requirements
Commencement Level Career Plan
Employability Profile
RIGOR
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21. Concluding Thought…
“Our goal is to get more students with disabilities employed, not to make them non-disabled.”
Turn and talk with a partner to reflect on the quotation. What does this mean to you personally and/or in your practice?
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22. Resources
National Secondary Transition Technical Assistance Center (NSTTAC): Assessment.final.pdf
New York State Work-Based Learning Manual:
New York State Career Plan:
The Partnership for 21st Century Skills:
Career Development and Occupational Studies Learning Standards:
Career Development and Occupational Studies Commencement Credential: htm
Career Development and Occupational Studies Sample Lessons:
New York State CareerZone:
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23. Thank You! Long Island RSE-TASC Transition Specialists 631-218-4197
Cathy Pantelides
Nassau Transition Specialist
Matthew Jurgens Suffolk Transition Specialist
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