Implementing the North Carolina Occupational Course of Study

Implementing the North Carolina Occupational Course of Study

Dr. Nellie P. AspelDr. Nellie P. Aspel

Gail Bettis, M.Ed. Gail Bettis, M.Ed.

Events Surrounding the N.C. Occupational Course of Study North Carolina ABCs Accountability Program North Carolina ABCs Accountability Program

including promotion standardsincluding promotion standards CTE raising standards resulting in less “hands-on” CTE raising standards resulting in less “hands-on”

courses offered by high schoolscourses offered by high schools Lack of widespread CBT for studentsLack of widespread CBT for students Continuing drop-out issue for students being served Continuing drop-out issue for students being served

in special education programsin special education programs Adoption of the TASSEL model by the state of Adoption of the TASSEL model by the state of

Alabama and adoption of TASSEL within the state Alabama and adoption of TASSEL within the state of North Carolina by multiple school systems.of North Carolina by multiple school systems.

Pathways to a North Carolina High DiplomaPathways to a North Carolina High Diploma

Career Course of StudyCollege Tech Prep Course of StudyCollege/University Prep Course of StudyOccupational Course of Study (8-2000)

Handout: Pathways to a High School Diploma

North Carolina High School Exit Documents

High School Diploma High School Diploma Certificate of AchievementCertificate of Achievement Graduation CertificateGraduation Certificate

Alignment

NC Standard Course NC Standard Course of Studyof Study

School-To-Work School-To-Work Opportunities Act Opportunities Act (JobReady)(JobReady)

SCANS SkillsSCANS Skills Elements of Work Elements of Work

EthicEthic Career EducationCareer Education

Assumptions Vocational assessment is important to career decision-making.Vocational assessment is important to career decision-making. Experiential hands-on learning is an important need for students for Experiential hands-on learning is an important need for students for

with disabilities. with disabilities. Self-Determination is vital to successful transition planning and the Self-Determination is vital to successful transition planning and the

obtainment of competitive employment. obtainment of competitive employment. The application of functional academics to work settings is important The application of functional academics to work settings is important

to future career success. to future career success. Interagency cooperation is needed for successful career development. Interagency cooperation is needed for successful career development. Students should spend increasing amounts of time in the community Students should spend increasing amounts of time in the community

as they approach graduation.as they approach graduation. Students who have paid work experience prior to graduation are more Students who have paid work experience prior to graduation are more

likely to obtain paid employment after graduation. likely to obtain paid employment after graduation.

What are the benefits of the OCS? Meets all transition requirements of IDEAMeets all transition requirements of IDEA Provides functional curriculum matched to post-Provides functional curriculum matched to post-

school goal of employmentschool goal of employment Provides opportunity to obtain a high school Provides opportunity to obtain a high school

diplomadiploma Provides multiple vocational training options and Provides multiple vocational training options and

paid competitive employment. paid competitive employment. Decreases drop-out rate and behavior problemsDecreases drop-out rate and behavior problems Emphasizes self-determinationEmphasizes self-determination

The OCS Can Prevent Many Problems Typically Faced by Special Education Graduates

UnemploymentUnemployment EmploymentEmployment

UnderemploymentUnderemployment Employment Matched with Employment Matched with Career GoalsCareer Goals

Dependent Living Dependent Living ArrangementsArrangements

Independent Living Independent Living

No Post-Secondary No Post-Secondary Education Education

Post-Secondary Learning Post-Secondary Learning Opportunities Opportunities

Limited recreational Limited recreational Opportunities Opportunities

Integrated Leisure and Integrated Leisure and RecreationRecreation

Discrimination and StigmaDiscrimination and Stigma Community AcceptanceCommunity Acceptance

The Occupational Course of Study is NOT: An appropriate curriculum for ALL students who An appropriate curriculum for ALL students who

can not obtain a high school diploma through one can not obtain a high school diploma through one of the other courses of studyof the other courses of study

A program designed to remove certain students A program designed to remove certain students from the accountability standardsfrom the accountability standards

An inflexible course of study that can not be An inflexible course of study that can not be modified to serve a wide range of students with modified to serve a wide range of students with varying abilitiesvarying abilities

A “classroom - textbook” driven course of studyA “classroom - textbook” driven course of study

Which students should consider the OCS? Students who are being served in the Exceptional Students who are being served in the Exceptional

Children’s program Children’s program Students who have a post-school outcome goal for Students who have a post-school outcome goal for

employment after graduationemployment after graduation Students whose post-school needs are not being Students whose post-school needs are not being

met by the NC Standard Course of Study and who met by the NC Standard Course of Study and who wish to pursue a course of study that provides wish to pursue a course of study that provides functional academics and hands-on vocational functional academics and hands-on vocational training.training.

Participation in the OCS is: Not based on a specific population, disability or labelNot based on a specific population, disability or label Not appropriate for a student who is simply “struggling” in Not appropriate for a student who is simply “struggling” in

the SCS and who may not get a high school diploma the SCS and who may not get a high school diploma Not “automatic” for a student who has failed the 8Not “automatic” for a student who has failed the 8thth grade grade

EOG. EOG. Not a pathway consideration for a student who wishes to Not a pathway consideration for a student who wishes to

enter the military or pursue a two-year or four-year enter the military or pursue a two-year or four-year college/university degree college/university degree

Not based solely on the preferences of the student and his Not based solely on the preferences of the student and his or her family or her family

An IEP decision NOT an administrative decisionAn IEP decision NOT an administrative decision Not going away!!!Not going away!!!

IEP Team Considerations When Making Placement Decisions Regarding the OCS Previous success with Previous success with

accommodations, accommodations, modifications and modifications and supplemental aids and supplemental aids and services in the standard services in the standard course of studycourse of study

Match between student Match between student abilities and the various abilities and the various pathways to a high school pathways to a high school diplomadiploma

Desires of the parent and Desires of the parent and student student

Student post-school goals Student post-school goals in the transition domains in the transition domains

Learning style of the Learning style of the student student

Recommendations of Recommendations of former teachers former teachers

Drop-out risk Drop-out risk

Handout: OCS Recommendation Form

Main Components of the OCS

Functional Academic Functional Academic Curriculum Curriculum

School-based learning School-based learning activitiesactivities

Career Technical Career Technical Education Education

Work-based learning Work-based learning activitiesactivities

Competitive EmploymentCompetitive Employment Computer Proficiency Computer Proficiency

Self-DeterminationSelf-Determination Student and parent Student and parent

involvementinvolvement Career PortfolioCareer Portfolio

Occupational Course of Study

Curriculum Framework English: Occupational English I-II-III-IVEnglish: Occupational English I-II-III-IV Math: Occupational Math I-II-IIIMath: Occupational Math I-II-III Science: Life Skills Science I-IIScience: Life Skills Science I-II Social Studies: Government/US History and Self-Social Studies: Government/US History and Self-

Advocacy/Problem-solvingAdvocacy/Problem-solving Occupational Preparation I-II-III-IV Occupational Preparation I-II-III-IV Career/Technical – 4 credits (recommended in same Career/Technical – 4 credits (recommended in same

career pathway)career pathway) Health/PE (1 credit)Health/PE (1 credit) Arts – not required but recommendedArts – not required but recommended Electives – local decisionElectives – local decision

Additional OCS Requirements

300 school-based vocational training hours300 school-based vocational training hours 240 work-based vocational training hours 240 work-based vocational training hours 360 competitive employment hours 360 competitive employment hours Career PortfolioCareer Portfolio Completion of IEP ObjectivesCompletion of IEP Objectives Computer Proficiency as specified in the Computer Proficiency as specified in the

IEPIEP

Occupational English: Competencies Functional Reading Written Language Expressive

Communication Receptive

Communication Media and

Technology

Handout: OCS Curriculum Framework

Occupational Math: Competencies

ComputationComputation Financial ManagementFinancial Management Time Time MeasurementMeasurement Independent LivingIndependent Living TechnologyTechnology

Life Skills Science I and II

Safety Measures and Procedures

Simple First Aid Obtaining Medical

Treatment Healthful Living and

Good Nutrition Relationship Issues Basic Human Anatomy

and Genetics

Human Reproduction Life Science (plants,

and animals) Environmental

Science Physical Science

(tools, simple machines, energy, and physical properties)

Social Studies I(SBE Approval Pending)

Background, functions, and roles of local, state and federal government

Local, state, national and international geography

Economic skills Expression of personal

rights in relationships to local, state, and federal employment laws.

Basic US History

Social Studies II – Self-Determination(SBE Approval Pending) Self-AwarenessSelf-Awareness Awareness of Awareness of

DisabilityDisability Self-ConceptSelf-Concept Communication SkillsCommunication Skills AssertivenessAssertiveness Problem-Solving Problem-Solving

SkillsSkills

Relaxation SkillsRelaxation Skills

Occupational Preparation Requirements Occupational Preparation I (1 credit) Occupational Preparation II (2 credits) Occupational Preparation III (2 credits) Occupational Preparation IV (1 credit) School-Based Training (300 hours) Work-Based Training (240 hours) Competitive Employment (360 hours) Career Placement Portfolio

Competency Goal 1: Self-Determination

Self-Awareness Understanding evaluations

and assessments Career Planning Forms of Communication Laws and Disability

Rights Labor Unions

Agency Services Transition Planning

Competency Goal 2: Career Development

Career Benefits Occupational Information Career Pathway Choice Vocational Assessment School-Based Vocational

Training Work-Based Vocational

Training

Competency Goal 3: Job Seeking Skills

Job Search Areas and Strategies

Obtaining and Completing Job Applications

Interviewing Strategies Employment-Related

Information Career Placement

Portfolio

Competency Goal 4: Work Behaviors, Habits and Skills in Personal Management

Work Ethic Personal Hygiene and Grooming Transportation and Mobility Personal Management Work Behaviors, Habits, and Skills Payroll and Fringe Benefits

Competency 5: Work Behaviors, Habits, and Skills in Job Performance

Common workplace rules Safety Issues Environmental Issues Quality and Quantity of

Work Physical Demands Job Performance Issues Technology

Competency Goal 6: Interpersonal Relationship Skills

Social Amenities, Social Routines, Conversational Topics, and Language

Conflict Situations Cultural Diversity Supervisor Interactions Natural Supports Customer Service Skills

Formal and Informal Organizational Systems

Teamwork

Competency Goal 7: Completion of 360 Hours of Competitive Employment (OP IV Only)

Obtains and maintains a competitive employment position in an integrated community setting at or above minimum wage (with or without supported employment) in chosen career pathway.

Synthesizes and applies all skill areas learned in previous Occupational Preparation courses to obtain and maintain competitive employment.

“Sheltered Employment” is not competitive employment.

School-Based Training Activities (300 hours) Vocational Assessment

Activities School-Based Enterprises Student-Operated Small

Businesses On-Campus Jobs Vocational Organizations

and Job Clubs Leadership in School-

Sponsored Community Service Projects (e.g. Blood Mobile, Food Drive)

Job Fairs Mock Interviews by Local

Employers

Work-Based Training Activities (240 hours) Community-Based Training

(enclaves, mobile work crews)

Situational Assessment Paid and Non-Paid

Internships (WIA or CTE) Job Shadowing Apprenticeships Co-Op programs Industry Tours Interviews of Local

Employers

Part-Time Employment Legitimate Volunteer

Experiences Community Service

Projects/Volunteerism

Competitive Employment(360 Hours)

Successfully obtains and maintains a competitive employment position in an integrated community setting at or above minimum wage (with or without supported employment) in chosen career pathway.

Synthesizes and applies all skill areas learned through the OCS to obtain and maintain competitive employment.

Serves as an “Exit Exam.”

What Happens When A Student Does Not Complete The Competitive Employment Hours?

Option 1: The student may exit school with a Certificate of Achievement and transcript. The student shall be allowed by the LEA to participate in graduation exercises. If the student later secures employment that meets the specified criteria established in the “High School Exit Agreement” and completes 360 hours of successful employment, he/she could then be granted a North Carolina diploma.

Option 2: The student may choose not to exit high school and, instead, return in the fall to complete his/her competitive employment requirement, with the assistance of school personnel. This option is available to students who have not yet reached their 21st birthday. The student must be enrolled in school and have an Individualized Education Program (IEP) that addresses seeking and securing competitive employment as part of the transition component. If the student successfully completes the 360 hours of competitive employment, he/she would then receive a North Carolina Diploma.

Handout: Statement of Understanding – Certificate of Achievement

Career Portfolio

Personal InformationPersonal Information Educational InformationEducational Information Employment InformationEmployment Information ReferencesReferences ResumeResume CTE CoursesCTE Courses Extracurricular and Extracurricular and

Community ParticipationCommunity Participation

On-Campus and Off-On-Campus and Off-Campus TrainingCampus Training

Competitive Employment Competitive Employment Work Evaluation Work Evaluation

SummariesSummaries Medical InformationMedical Information Financial InformationFinancial Information Occupational AssessmentsOccupational Assessments

Handout: Career Portfolio Format

Computer Proficiency The IEP Team must determine the level of computer proficiency The IEP Team must determine the level of computer proficiency

appropriate for each student enrolled in the OCS.appropriate for each student enrolled in the OCS. The standard for computer proficiency should be set as high as is The standard for computer proficiency should be set as high as is

reasonable for a student based on ability and post-school goals. reasonable for a student based on ability and post-school goals. Computer proficiency should match a student’s needs (e.g. Computer proficiency should match a student’s needs (e.g.

assistive technology)assistive technology) The IEP Team should have a “standard” procedure for this The IEP Team should have a “standard” procedure for this

process.process. Documentation should reflect student progress toward their Documentation should reflect student progress toward their

individualized computer proficiency requirements. individualized computer proficiency requirements.

Handout: Computer Proficiency Planning Form

What do you need to get the job done? Administrative support Access to reliable

transportation Space to establish an

SBE or operate a student operated business

Sufficient staff to deliver the curriculum, oversee vocational training sites and do job development

Polices and procedures for various aspects of the program

Parent and student involvement

Interagency collaboration

Materials and equipment

Business and community support

Questions?