Implementing the North Carolina Occupational Course of Study

1. Implementing the North Carolina Occupational Course of Study Dr. Nellie P. Aspel Gail Bettis, M.Ed.

2. Events Surrounding the N.C. Occupational Course of Study • North Carolina ABCs Accountability Program including promotion standards • 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 the TASSEL model by the state of Alabama and adoption of TASSEL within the state of North Carolina by multiple school systems.

3. 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 (8-2000) Handout: Pathways to a High School Diploma

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

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

6. 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.

7. What are the benefits of the OCS? • Meets all transition requirements of IDEA • Provides functional curriculum matched to post-school goal of employment • Provides opportunity to obtain a high school diploma • Provides multiple vocational training options and paid competitive employment. • Decreases drop-out rate and behavior problems • Emphasizes self-determination

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

9. The Occupational Course of Study is NOT: • An appropriate curriculum for ALL students who can not obtain a high school diploma through one of the other courses of study • A program designed to remove certain students from the accountability standards • An inflexible course of study that can not be modified to serve a wide range of students with varying abilities • A “classroom - textbook” driven course of study

10. Which students should consider the OCS? • Students who are being served in the Exceptional Children’s program • Students who have a post-school outcome goal for employment after graduation • Students whose post-school needs are not being met by the NC Standard Course of Study and who wish to pursue a course of study that provides functional academics and hands-on vocational training.

11. Participation in the OCS is: • Not based on a specific population, disability or label • Not appropriate for a student who is simply “struggling” in the SCS and who may not get a high school diploma • Not “automatic” for a student who has failed the 8th grade EOG. • Not a pathway consideration for a student who wishes to enter the military or pursue a two-year or four-year college/university degree • Not based solely on the preferences of the student and his or her family • An IEP decision NOT an administrative decision • Not going away!!!

12. 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 Desires of the parent and student Student post-school goals in the transition domains Learning style of the student Recommendations of former teachers Drop-out risk IEP Team Considerations When Making Placement Decisions Regarding the OCS Handout: OCS Recommendation Form

13. Functional Academic Curriculum School-based learning activities Career Technical Education Work-based learning activities Competitive Employment Computer Proficiency Self-Determination Student and parent involvement Career Portfolio Main Components of the OCS

14. 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 – local decision

15. 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

16. Occupational English: Competencies • Functional Reading • Written Language • Expressive Communication • Receptive Communication • Media and Technology Handout: OCS Curriculum Framework

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

18. 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) Life Skills Science I and II

19. 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

20. Self-Awareness Awareness of Disability Self-Concept Communication Skills Assertiveness Problem-Solving Skills Relaxation Skills Social Studies II – Self-Determination(SBE Approval Pending)

21. 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

22. 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

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

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

25. 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

26. 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

27. 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

28. 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.

29. 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)

30. 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 Work-Based Training Activities (240 hours)

31. 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.”

32. 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

33. Personal Information 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 Information Occupational Assessments Career Portfolio Handout: Career Portfolio Format

34. 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. Handout: Computer Proficiency Planning Form

35. 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 What do you need to get the job done?

36. Questions?