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North CarolinaOccupational Course of Study: Aligning
Career Preparation with State Standards
North CarolinaOccupational Course of Study: Aligning
Career Preparation with State Standards
Freda M. LeeFreda M. Lee
Exceptional Children DivisionExceptional Children Division
Curriculum and School Reform ServicesCurriculum and School Reform Services
North Carolina Department of PublicNorth Carolina Department of PublicInstructionInstruction
20052005
Climate for ChangeClimate for Change
Systems Change Transition Grant (1992 Systems Change Transition Grant (1992 –– 1997) 1997)operated between education and VRoperated between education and VR
Statewide training- 9,000+ stakeholdersStatewide training- 9,000+ stakeholders 8 Pilot TA Sites- TASSEL program was developed by one site8 Pilot TA Sites- TASSEL program was developed by one site
and sharedand shared Piloted Employment Training SpecialistsPiloted Employment Training Specialists
Position (VR)Position (VR) Parent trainingParent training N.C. State Transition ManualN.C. State Transition Manual Statewide Celebration ConferenceStatewide Celebration Conference Mini Grants ($1,000) to establish interagencyMini Grants ($1,000) to establish interagency
transition teamstransition teamsNCDPI
Climate for Change AABBCCs Accountability Programs Accountability Program CTE raising standards, resulting in lessCTE raising standards, resulting in less
““hands-onhands-on”” courses offered by high schools courses offered by high schools Lack of widespread CBT for studentsLack of widespread CBT for students Continuing drop-out issue for students beingContinuing drop-out issue for students being
served in special education programsserved in special education programs Adoption of modified version of the Adoption of modified version of the TASSELTASSEL
model by the state of Alabama and adoptionmodel by the state of Alabama and adoptionof of TASSELTASSEL within the state of North Carolina within the state of North Carolinaby multiple school systems.by multiple school systems.
Good collaboration with state and local VRGood collaboration with state and local VR
The Development of the OCS ABCs-(High StakesABCs-(High Stakes
AccountabilityAccountabilityProgram),1996Program),1996
SBE Ad Hoc DiplomaSBE Ad Hoc DiplomaCommittee,1999Committee,1999
SBE Concept ApprovalSBE Concept Approval19991999
Curriculum WritingCurriculum WritingTeams, 1999- 2001Teams, 1999- 2001
Reviewed by internalReviewed by internaland external contentand external contentexpertsexperts
RevisionRevision
Reviewed at schoolReviewed at schoolsystem level bysystem level byteachersteachers
Statewide RegionalStatewide RegionalTransition InputTransition InputMeetingsMeetings
Curriculum RevisionCurriculum Revision InformationalInformational
Presentation to SBEPresentation to SBE4/20004/2000
SBE Approval 5/2000 ofSBE Approval 5/2000 offirst 11 coursesfirst 11 courses
Approval of scienceApproval of sciencecourses 2001courses 2001
Social Studies PendingSocial Studies Pending
No Child Left Behindand the
Occupational Course of Study
Currently completing additional EOCCurrently completing additional EOCperformance assessments to meet federalperformance assessments to meet federaltesting guidelines ( science, social studies)testing guidelines ( science, social studies)
Curriculum framework meets NCLB Curriculum framework meets NCLBcompliance in regards to students countingcompliance in regards to students countingas graduatesas graduates
All OCS teachers must meet NCLB All OCS teachers must meet NCLB ““highlyhighlyqualifiedqualified”” standards for high school content standards for high school contentarea teachersarea teachers
The Occupational Course ofStudy … Is a transition-focused curriculumIs a transition-focused curriculum
framework that includes extensiveframework that includes extensivecareer preparationcareer preparation
Promotes community inclusionPromotes community inclusion
Teaches self-determinationTeaches self-determination
Is appropriate for a small group ofIs appropriate for a small group ofstudents with disabilitiesstudents with disabilities
Pathways to a NorthCarolina High DiplomaPathways to a NorthCarolina High Diploma
•Career Course of Study•College Tech Prep Course of Study•College/University Prep Course of Study•Occupational Course of Study
North Carolina High SchoolExit Documents
High School DiplomaHigh School Diploma
Certificate of AchievementCertificate of Achievement
Graduation CertificateGraduation Certificate
Alignment
NC StandardNC StandardCourse of StudyCourse of Study
School-To-WorkSchool-To-WorkOpportunities ActOpportunities Act(JobReady)(JobReady)
SCANS SkillsSCANS Skills Elements of WorkElements of Work
EthicEthic Career EducationCareer Education
Assumptions Vocational assessment is important to career decision-Vocational assessment is important to career decision-
making.making. Experiential hands-on learning is an important need forExperiential hands-on learning is an important need for
students for with disabilities.students for with disabilities. Self-Determination is vital to successful transitionSelf-Determination is vital to successful transition
planning and the obtainment of competitive employment.planning and the obtainment of competitive employment. The application of functional academics to work settingsThe application of functional academics to work settings
is important to future career success.is important to future career success. Interagency cooperation is needed for successful careerInteragency cooperation is needed for successful career
development.development. Students should spend increasing amounts of time in theStudents should spend increasing amounts of time in the
community as they approach graduation.community as they approach graduation. Students who have paid work experience prior toStudents who have paid work experience prior to
graduation are more likely to obtain paid employmentgraduation are more likely to obtain paid employmentafter graduationafter graduation..
What Are the Benefits of theOccupational Course of Study?
Meets all transition requirements of IDEA andMeets all transition requirements of IDEA andNCLBNCLB
Provides applied academic curriculumProvides applied academic curriculummatched to post-school goal of employmentmatched to post-school goal of employment
Provides opportunity to obtain a standardProvides opportunity to obtain a standardhigh school diplomahigh school diploma
Provides multiple vocational training optionsProvides multiple vocational training optionsand paid competitive employment.and paid competitive employment.
Decreases drop-out rate and behaviorDecreases drop-out rate and behaviorproblemsproblems
Emphasizes self-determinationEmphasizes self-determination
What are some of the possiblecharacteristics of students for whom theOCS might be appropriate?
Severe deficits in reading and math and possibly other areas (e.g.Severe deficits in reading and math and possibly other areas (e.g.communication skills).communication skills).
Below average social skills and/or immaturity.Below average social skills and/or immaturity. Lack of experience in making decisions, setting goals, and self-Lack of experience in making decisions, setting goals, and self-
advocacy.advocacy. Learning style that require a Learning style that require a ““do it to learn itdo it to learn it”” instructional approach. instructional approach. Difficulty in generalization of skills or in making connections betweenDifficulty in generalization of skills or in making connections between
what is learned in class and present and future goals.what is learned in class and present and future goals. A history of behavioral, attitudinal or attendance issues.A history of behavioral, attitudinal or attendance issues. May have disabilities in addition to cognitive disabilities (e.g. visual,May have disabilities in addition to cognitive disabilities (e.g. visual,
hearing, physical, emotional, medical).hearing, physical, emotional, medical).
IEP Team Considerations WhenWhen Assisting Student with Courseof Study Selection
Desires of the Desires of the studentstudent and andparentparent
Previous success withPrevious success withaccommodations,accommodations,modifications andmodifications andsupplemental aids andsupplemental aids andservices in the standardservices in the standardcourse of studycourse of study
Match between studentMatch between studentabilities and the variousabilities and the variouspathways to a high schoolpathways to a high schooldiplomadiploma
StudentStudent’’s post-school goalss post-school goalsin the transition domainsin the transition domains
Learning style of the studentLearning style of the student
Recommendations of formerRecommendations of formerteachersteachers
Drop-out riskDrop-out risk
Main Components of the OCS
StudentStudent and parent and parentinvolvementinvolvement
Self-DeterminationSelf-Determination Applied AcademicApplied Academic
CurriculumCurriculum School-Based learningSchool-Based learning
activitiesactivities Career Technical EducationCareer Technical Education Community Work-BasedCommunity Work-Based
learning activitieslearning activities Competitive EmploymentCompetitive Employment
Computer ProficiencyComputer Proficiency
Career PortfolioCareer Portfolio
Occupational Course of StudyCurriculum 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-IVOccupational Preparation I-II-III-IV Career/Technical Career/Technical –– 4 credits (recommended in same 4 credits (recommended in same
career pathway)career pathway) Health/PE (1 credit)Health/PE (1 credit) Arts Arts –– not required but recommended not required but recommended Electives Electives –– Number varies by local LEA Number varies by local LEA
Additional OCS Requirements
300 school-based vocational training hours300 school-based vocational training hours
240 work-based vocational training hours240 work-based vocational training hours
360 competitive employment hours360 competitive employment hours
Career PortfolioCareer Portfolio
Completion of IEP ObjectivesCompletion of IEP Objectives
Computer Proficiency as specified in the IEPComputer Proficiency as specified in the IEP
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 CommunityService Projects (e.g. BloodMobile, Food Drive)
Job Fairs
Mock Interviews by LocalEmployers
Work-Based Training Activities (240 hours) Community-Based Training
(enclaves, mobile workcrews)
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 VolunteerExperiences
Community ServiceProjects/Volunteerism
Competitive Employment(360 Hours)
Successfully obtains and maintains acompetitive employment position in anintegrated community setting at or aboveminimum wage (with or without supportedemployment) in chosen career pathway.
Synthesizes and applies all skill areaslearned through the OCS to obtain andmaintain competitive employment.
Career Portfolio
Personal Contact InformationPersonal Contact Information
Relevant EducationalRelevant EducationalInformationInformation
Employment InformationEmployment Information
ReferencesReferences
ResumeResume
CTE CoursesCTE Courses
Extracurricular andExtracurricular andCommunity ParticipationCommunity Participation
On-Campus and Off-CampusOn-Campus and Off-CampusTrainingTraining
Competitive EmploymentCompetitive Employment Work Evaluation SummariesWork Evaluation Summaries Medical InformationMedical Information Financial/Tax InformationFinancial/Tax Information Vocational AssessmentsVocational Assessments
Note: Students decide what isNote: Students decide what isshared with employers.shared with employers.
Computer Proficiency
The IEP Team must determine the level of computer proficiencyThe IEP Team must determine the level of computer proficiencyappropriate 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 isThe standard for computer proficiency should be set as high as isreasonable 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 studentComputer proficiency should match a student’’s needs (e.g. assistives needs (e.g. assistivetechnology)technology)
The IEP Team should have a The IEP Team should have a ““standardstandard”” procedure for this process. procedure for this process.
Documentation should reflect student progress toward theirDocumentation should reflect student progress toward theirindividualized computer proficiency requirements.individualized computer proficiency requirements.
Challenges and Opportunities for Growth Counseling of studentsCounseling of students
Teacher/administrator trainingTeacher/administrator training
Fiscal resourcesFiscal resources
Interagency collaborationInteragency collaboration
Transportation issuesTransportation issues
CommunicationCommunication
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