1. Supporting the NYS Exiting Credentials for Transition-Aged Students 1 Letah Graff and Candy Tavernier, Transition Specialists Capital District/North Country Regional Special Education Technical Assistance and Support Center Charles Miskovsky, Senior Coordinator of Transition The Arc of Rensselaer County www.tinyurl.com/transition123

2. Become effective with 2013-2014 school year No IEP diploma is available on or after July 1, 2013. Skills and Achievement Commencement Credential Career Development and Occupational Studies (CDOS) Commencement Credential 1. Skills and Achievement Commencement Credential and 2. Career Development and Occupational Studies (CDOS) Commencement Credential 2

3. Who Is Eligible To Take The New York State Alternate Assessment? Students who: Have severe cognitive disability… and require highly specialized educational program… and require educational support systems… 3 NYSAA Students exit with a SKILLS AND ACHIEVMENT COMMENCEMENT CREDENTIAL

4. Definition Students With Severe Disabilities Students –with limited cognitive abilities combined with behavioral and/or physical limitations –who require highly specialized education, social, psychological and medical services in order to maximize their full potential for self-fulfillment and meaningful participation in society. –who may experience significant speech, language, and/or perceptual-cognitive impairments –who may have challenging behaviors that interfere with learning and socialization opportunities –may also have extremely fragile physiological conditions and may require personal care, physical/verbal supports and assistive technology devices. HAS NOT CHANGED!! Intellectually Disabled, Multiply Disabled, Autism, Traumatic Brain Injury, Deaf/Blind

5. What is the Purpose of the SKILLS CREDENTIAL? Emphasize curriculum and instruction related to CDOS Learning Standards Promote learning and work-based experiences to support functional, basic academic and career skills Provide documentation of a student’s strengths, independence and level of skill achievement Improve post-secondary outcomes for students with disabilities 5

6. What Is The Student Exit Summary for Students Obtaining a Skills Credential? A Document that must be completed before they exit school that : Describes student’s strength and interests, achievements and accomplishments Indicates student’s academic skills as measured by NYSAA Indicates student’s level of achievement and independence for CDOS Learning Standards 6

7. NYS Career Development and Occupational Studies (CDOS) Commencement Credential Certificate, 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 Certificate, 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 7

8. Supplement to a Local or Regents Diploma (students with disabilities only) 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, whichever comes first NYS Career Development and Occupational Studies (CDOS) Commencement Credential 8

9. Instruction, Coursework and Work-based Learning Meaningful access to participate and progress in general education curriculum (opportunities to earn a HS diploma) CDOS Learning Standards Equivalent of 2 units of study in CTE and/or WBL (at least 54 of the 216 hours must be WBL) Documentation Requirements Commencement Level Career PlanEmployability Profile NYS CDOS Credential – Option #1

10. Documentation: The Career Plan 1.Student Developed 2.Annually reviewed, and as appropriate revised 3.Ensure active engagement in career exploration Includes but not limited to:  Student-identified career interests  Career related strengths and needs  Career goals  Career and technical coursework and work- based learning experiences 10

11. www.p12.nysed.gov/cte/careerplan 11

12. http://www.careerzone.ny.gov CAREER ZONE 12

13. Developing the Career Plan 13 How can Agencies support schools to complete the Career Plan? – Interest Inventories – Transition Assessments – Work Based Learning Assessments – Person Centered Transition Planning – OTHER IDEAS

14. 1. Assessments MECA Career Zone Interest inventories And multiple other options www.nssttac.org 2. Person Centered Planning A Framework for Planning 9 th and 10 th grade and new students. Develop rapport with student and family. RARC – Partners with schools and agencies. Serves approximately 300 students Start Well

15. Job-site Assessment D eveloped by the Northeast ARC Collaborative Special thanks to Gretchen Lesson D eveloped by the Northeast ARC Collaborative Special thanks to Gretchen Lesson

16. Developing the Career Plan 16 Questions about the Career Plan

17. CDOS Instruction and Skills Career Development and Occupational Studies Part of NY STATE Learning Standards Not just a special education initiative– for ALL students Should be integrated into instruction in ALL CLASSES 3 Levels (elementary, intermediate, commencement) 17

18. 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 18 CDOS learning standards http://www.p12.nysed.gov/cte/cdlearn/documents/cdoslea.pdf http://www.p12.nysed.gov/cte/cdlearn/documents/cdoslea.pdf CDOS Standard 1 CDOS Standard 2 CDOS Standard 3A

19. Analyze skills and abilities required in a career and relate to own skills and abilities 1. Career Development: Commencement Level STANDARD Students will be knowledgeable about the world of work, explore careers and relate personal skills, aptitudes, and abilities to future career decisions. STANDARD Students will be knowledgeable about the world of work, explore careers and relate personal skills, aptitudes, and abilities to future career decisions. Complete Career Plan to permit entry into career of interest Develop resumes, letters of application Research a job including job requirements Design a plan containing steps to attain goal Analyze job skills and relate to your skills Performance Indicators This is evident when students 2. Integrated Learning: Commencement Level STANDARD Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings. Performance Indicators Use academic skills/knowledge in an occupational context Demonstrate application of skills in school learning, work and personal lives Read job descriptions to identify application of academic and technical skills and job outlook Use effective skills in a simulated job interview Complete an internship and do presentation on skills required This is evident when students

20. 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 CDOS 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 20

21. Supporting CDOS Learning Standards 21 Look at the CDOS Learning Standards Examples Brain Storm and Shout Out…. 1.Take 60 seconds to brain storm your ideas about how you can help students to meet the CDOS Standards? 2.Turn to a colleague and combine your ideas. 3.Shout Out - What are your ideas and off the wall thoughts about how you can help students to meet the CDOS Standards?

22. Student will successfully complete not less than the equivalent of 2 units of study in: –Career and technical education course(s) and/or –Work-based learning experiences NYS Career Development and Occupational Studies (CDOS) Commencement Credential Minimum of 54 hours of documented, school supervised WBLE 22

23. 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 14-15 Provided by local district for elective credit Work Experience and Career Exploration Program (WECEP) http:// www.p12.nysed.gov/cte/wbl/home.html Memo June 2013 – Attachment 3

24. Other (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 24 CDOS Memo Attachment 3

25. 25 CTE COURSEWORK AND/OR WBL Minimum hours WBL # hours CTE course # additional WBL The minimum equals 54 + 216

26. The Employability Profile and Work Based Learning Employability Profile Teacher and Job Coach Evaluations Situational Assessment WBL Employer Evaluations 28

27. Documentation Requirements: Employability Profile Documents the Student’s – Attainment of each of the CDOS standards – Attainment of technical knowledge and work-related skills – Work experiences – Performance on industry-based assessments and other work-related academic achievements 27 Completed by designated staff and/or other individuals knowledgeable about the student; must be maintained in the student’s permanent record

28. 31

29. Employability Profile 29 How can Agencies support schools to complete the Career Plan ? Look at the employability Profile Find 3 items that your program could address. Provide 2 reasons that you can do it better than the school Identify 1 person that you can follow up with on this idea.

30. CDOS Instruction and WBL Activities – Agency Perspective  Classroom Instruction (CDOS)  Job Shadowing  Tours- Business and Community  Guest Speakers  Senior Projects  Career Fairs  Internships  Paid Employment  Summer Employment  World of Work Class  College Next RARC

31. Post Secondary Ed  College  Degree and Certificate Programs  Trade Schools  Apprenticeships  Identified group of students earning diplomas  Under represented in post secondary education  Connected with local colleges/Trade Schools- Improve retention  Imagining College or Continuing Ed as an option  Families not familiar with college entry process  Can I afford it? RARC

32. College Next- Today 50 Students a Year Entering College  Campus Tours  Attend a College Class  Disability Resource Center- Apply, Visit and Practice  College Applications Assistance  Financial Aid- visit, revisit and revisit again  College Sponsored workshops at High Schools  Student Guest Speaker RARC

33. ACCEPTED!!! (but more to do…)  Placement Test  Class Schedules  More Tours  Practice Using Assisted Technology  Letters of Accommodations RARC

34. National Employability Skills Credentials Skills USANWRC WorkKeys (ACT) Workforce Skills Certificate Access to General Education Curriculum Active engagement Accommodation Instructional Materials Specially Designed Instruction How curriculum is taught Instructional Environment CDOS Instruction Career Development Integrated Learning Universal Foundations Skills Career Majors CTE coursework 2 credits (216 hrs.) taught by CTE certified teacher Grades 9-12 Locally approved or State approved WBLE Registered Programs (require WBL coordinator extension) Other Options for students with disabilities Employability Profile CDOSCREDENTIALCDOSCREDENTIAL OPTION #1 OPTION #2 Student’s Career Plan and/or This option must also include a minimum of 54 hrs. WBL