National Secondary Transition State Planning Institute Charlotte, North Carolina May 3, 2007

1. Implementing Statewide Policies to Meet the Needs of AllStudents:North Carolina's Occupational Course of Study National Secondary Transition State Planning Institute Charlotte, North Carolina May 3, 2007 Nellie P. Aspel, Ed.D. Cleveland County Schools Freda M. Lee, M.A.Ed. Exceptional Children Division North Carolina Department of Public Instruction

2. Climate for Change • Systems Change Transition Grant (1992 – 1997) operated between DPI and VR • Statewide training- 9,000+ stakeholders • 8 Pilot TA Sites- TASSEL program was developed by one site and shared • Piloted Employment Training Specialists Position (VR) • Parent training • N.C. State Transition Manual • Statewide Celebration Conference • Mini Grants ($1,000) to establish interagency transition teams NCDPI

3. Climate for Change • ABCs Accountability Program • CTE raising standards, resulting in less “hands-on” courses offered by high schools • Lack of widespread CBT for students • Continuing drop-out issue for students being served in special education programs • Adoption of modified version of the TASSEL model by the state of Alabama and adoption of TASSEL within the state of North Carolina by multiple school systems. • Good collaboration with state and local VR

4. ABCs-(High Stakes Accountability Program),1996 SBE Ad Hoc Diploma Committee,1999 SBE Concept Approval 1999 Curriculum Writing Teams, 1999- 2001 Reviewed by internal and external content experts Revision Reviewed at school system level by teachers Statewide Regional Transition Input Meetings Curriculum Revision Informational Presentation to SBE 4/2000 SBE Approval 5/2000 of first 11 courses Approval of science courses 2001 Social Studies Pending The Development of the OCS

5. No Child Left Behindand the Occupational Course of Study • Development of EOC performance assessments to meet federal testing guidelines (Reading, Math and Science) • Curriculum framework meets NCLB compliance in regards to students counting as graduates • All OCS teachers must meet NCLB “highly qualified” standards for high school content area teachers

6. The Occupational Course of Study … • Is a transition-focused curriculum framework that includes extensive career preparation • Promotes community inclusion • Teaches self-determination • Is appropriate for a small group of students with disabilities

7. Pathways to a North Carolina High Diploma • Career Course of Study • College Tech Prep Course of Study • College/University Prep Course of Study • Occupational Course of Study

8. Core Course of Study Beginning in 2007 - 2008 • 4 units of English • 4 units of mathematics • 3 units of science • 3 units of social studies • 2 units of a second language • 1 unit of health/physical education • Endorsement of at least four units in one of the following areas: Career-Technical Education, Arts Education, JROTC, Advanced Placement/IB, Second Language or other. • Other graduation requirements include passing five end-of-course tests (Algebra I, English I, US History, Civics and Economics and Biology) and successfully completing a graduation project in addition to local graduation requirements.

9. North Carolina High School Exit Documents • High School Diploma • Certificate of Achievement • Graduation Certificate

10. Alignment • NC Standard Course of Study (including CTE Course Blueprints) • School-To-Work Opportunities Act (JobReady) • SCANS Skills • Elements of Work Ethic • Career Education

11. Assumptions • Vocational assessment is important to career decision-making. • Experiential hands-on learning is an important need for students for with disabilities. • Self-Determination is vital to successful transition planning and the obtainment of competitive employment. • The application of functional academics to work settings is important to future career success. • Interagency cooperation is needed for successful career development. • Students should spend increasing amounts of time in the community as they approach graduation. • Students who have paid work experience prior to graduation are more likely to obtain paid employment after graduation.

12. What Are the Benefits of the Occupational Course of Study? • Meets requirements of IDEA and NCLB • Provides applied academic curriculum matched to post-school goal of employment • Provides opportunity to obtain a standard high school diploma • Provides multiple vocational training options and paid competitive employment. • Decreases drop-out rate and behavior problems • Emphasizes self-determination

13. What are some of the possiblecharacteristics of students for whom the OCS might be appropriate? • Severe deficits in reading and math and possibly other areas (e.g. communication skills). • Below average social skills and/or immaturity. • Lack of experience in making decisions, setting goals, and self-advocacy. • Learning style that require a “do it to learn it” instructional approach. • Difficulty in generalization of skills or in making connections between what is learned in class and present and future goals. • A history of behavioral, attitudinal or attendance issues. • May have disabilities in addition to cognitive disabilities (e.g. visual, hearing, physical, emotional, medical).

14. Desires of the student and parent Previous success with accommodations, modifications and supplemental aids and services in the standard course of study Match between student abilities and the various pathways to a high school diploma Student’s post-school goals in the transition domains Learning style of the student Recommendations of former teachers Drop-out risk IEP Team Considerations When When Assisting Student with Course of Study Selection

15. Student and parent involvement Self-Determination Applied Academic Curriculum School-Based learning activities Career Technical Education Community Work-Based learning activities Competitive Employment Computer Proficiency Career Portfolio Main Components of the OCS

16. Occupational Course of Study Curriculum Framework • English: Occupational English I-II-III-IV • Math: Occupational Math I-II-III • Science: Life Skills Science I-II • Social Studies: Government/US History and Self-Advocacy/Problem-Solving • Occupational Preparation I-II-III-IV • Career/Technical – 4 credits (recommended in same career pathway) • Health/PE (1 credit) • Arts – not required but recommended • Electives – Number varies by local LEA

17. Additional OCS Requirements • 300 school-based vocational training hours • 240 work-based vocational training hours • 360 competitive employment hours • Career Portfolio • Completion of IEP Objectives • Computer Proficiency as specified in the IEP

18. Occupational English: Competencies • Functional Reading • Written Language • Expressive Communication • Receptive Communication • Media and Technology

19. Occupational Math: Competencies • Computation • Financial Management • Time • Measurement • Independent Living • Technology

20. Safety Measures and Procedures Simple First Aid Obtaining Medical Treatment Healthful Living and Good Nutrition Relationship Issues Human Reproduction Basic Human Anatomy and Genetics Life Science (plants, and animals) Environmental Science Physical Science (tools, simple machines, energy, and physical properties) Life Skills Science I and II

21. Background, functions, and roles of the federal government Background, functions, and roles of the state government Local, states, national and international geography Economic skills Background, functions and roles of local governments and agencies Expression of personal rights in relationships to local, state, and federal employment laws Social Studies I - US History/Economics/Civics

22. Self-Awareness Awareness of Disability Self-Concept Communication Skills Assertiveness Problem-Solving Skills Relaxation Skills Social Studies II – Self-Determination

23. 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

24. Self-Awareness Understanding evaluations and assessments Career Planning Forms of Communication Laws and Disability Rights Labor Unions Agency Services Transition Planning Competency Goal 1: Self-Determination

25. Competency Goal 2: Career Development • Career Benefits • Occupational Information • Career Pathway Choice • Vocational Assessment • School-Based Vocational Training • Work-Based Vocational Training

26. Competency Goal 3: Job Seeking Skills • Job Search Areas and Strategies • Obtaining and Completing Job Applications • Interviewing Strategies • Employment-Related Information • Career Placement Portfolio

27. 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

28. 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

29. 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 6: Interpersonal Relationship Skills

30. 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 School-Based Training Activities (300 hours)

31. 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 Volunteer Experiences Community Service Projects/Volunteerism Work-Based Training Activities (240 hours)

32. Competitive Employment(360 Hours) • Successfully obtains and maintains a competitiveemployment position in an integratedcommunity setting at or aboveminimum 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.

33. 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.

34. Personal Contact Information Relevant Educational Information Employment Information References Resume CTE Courses Extracurricular and Community Participation On-Campus and Off-Campus Training Competitive Employment Work Evaluation Summaries Medical Information Financial/Tax Information Vocational Assessments Note: Students decide what is shared with employers. Career Portfolio

35. Computer Proficiency • The IEP Team must determine the level of computer proficiency appropriate for each student enrolled in the OCS. • The standard for computer proficiency should be set as high as is reasonable for a student based on ability and post-school goals. • Computer proficiency should match a student’s needs (e.g. assistive technology) • The IEP Team should have a “standard” procedure for this process. • Documentation should reflect student progress toward their individualized computer proficiency requirements.

36. Innovations • School-Based Enterprises (Scented Soaps, Herbal Lotions, Gourmet Meat Rubs, Coffee Shops, Jewelry, Bus Rentals, Automobile Detailing, Heritage Crafts, Print Shops, Shopping and Errand Service, etc.) • School-Business Partnerships (Hospitals to Resorts) • Employability Bowl • Career Portfolio Presentation Panels • Acting for Advocacy Peer Leader Teams • Community Service (Habitat for Humanity)

37. Challenges and Opportunities for Growth • Parent and Business Awareness • Teacher/administrator training • Accountability issues • Appropriate CTE courses • Fiscal resources • Interagency collaboration • Transportation issues • Solid Job Matches • Post-secondary education options

38. Questions?