GRADUATION OPTIONS FOR STUDENTS WITH DISABILITIES Annie Margaret Harris, Coordinator Office of Special Education Division of Technical Assistance 2011-2012

GRADUATION OPTIONS FOR STUDENTS WITH DISABILITIES

Annie Margaret Harris, Coordinator

Office of Special Education

Division of Technical Assistance

2011-2012 Mississippi Department of EducationOffice of Instructional Enhancement and Internal Operations/Office of Special Education

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Graduation Options

There are currently several different

graduation options available for high

school students in our State:• Standard High School Diploma

• Career Pathway Option

• Traditional Option

• District Option

• MS Occupational Diploma• Certificate of Completion


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Graduation Options

The decision regarding a student’s graduation options must be discussed and made by age 14, or prior to entering the ninth grade.

Spring 2010 Mississippi Department of EducationOffice of Instructional Enhancement and Internal Operations/Office of Special Education

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Graduation Options

• The IEP Committee must ensure that each graduation option is fully explained to the parent and, as appropriate, the

student to provide the necessary information needed to make informed decisions regarding the student’s graduation option.

• This will be documented on the student’s IEP on page W-5 under the Graduation Options section.


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Graduation Options

• Districts are strongly encouraged to develop procedures to document thatstudents with disabilities and their parents have been informed of the graduation options and the minimum requirements of each option.

• This in addition to the information that is currently included and documented on the IEP form.


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Standard High School Diploma

The requirements for a Standard High School Diploma are based on Carnegie Units. The Carnegie Units are divided into various categories including English, mathematics, science, social studies and other electives.

*See Graduations Requirements Appendix A-2 &

A-3, Standard 20


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Subject Area Tests

Along with the additional Carnegie Unit requirements set in 2000, the Department of Education approved the requirement for State-wide standard examinations. All students must pass four different subject area exams in order to graduate. The subject areas include English II, covering writing and conventions, Algebra I, Biology I and U.S. History from 1877.


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Additional Requirements

Additional courses may be required by individual school districts based on the local school district policy approved by the local school board. District school boards have the right to add, but not subtract, graduation requirements.


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MS High School Graduation Pathways

There are three (3) different Standard

High School Diploma options:

1. Traditional Option

2. District Option

3. Career Pathway Option


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Career Pathway Option

On March 17, 2010, Governor Haley

Barbour signed into law Senate Bill

2389, an Act to amend Section 37-16-

17, MS Code of 1972, to provide

certain conditions for high school

career option programs and career

track curricula for students not wishing

to pursue a baccalaureate degree.


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Career Pathway Option

The Career Pathway Option shall consist of challenging academic courses and modern career-technical studies. The goal for students pursuing the Career Pathway Option is to graduate from high school with a Standard High School Diploma and credit toward a community college certification in a career-technicalfield…


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Career Pathway OptionMS Code 37-16-17

9th graders beginning 2010-2011 may

choose a Career Pathway Option as

their graduation option.


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SUBJECT-AREA TESTS

The Subject-Area Testing Program (SATP) consists of four academic end-of-course tests (Algebra I, Biology I, English II, and U.S. History from 1877. A passing score in each of the four subject-area tests is required for a Standard High school Diploma (i.e. Traditional Option, Career Pathway Option, and the District Option).


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Individual Career and Academic Plan (iCAP)

Each student in MS schools must have an

Individual Career and Academic Plan (iCAP)

that is personalized to meet each learner’s

educational and career goals. Students

who choose the Career Pathway Option

must complete four career and technical

education Units and two-and-one-half

elective Units specified in the student’s

iCAP.


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Individual Career & Academic Plan (iCAP)

The iCAP is a student’s guide that helps him/her establish and achieve career and academic goals for success afterhigh school. It provides mentoring and guidance to assist the student in career pathway planning, helps identify correct career pathway options, supports changesto meet student needs and ambitions which enable student to transition into a profession or postsecondary educational major.


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Why Pathways To Success?

• Assist students in selecting their appropriate graduation pathway

• Increase attendance rates, high school GPA, and scores on Statewide tests in secondary schools

• Increase enrollment in dual-credit courses• Achieve higher rates of postsecondary (PS)

enrollment and completion• Decrease remediation at the PS level• Produce higher skilled employees in the workforce


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Mississippi Occupational Diploma Requirements - Standard 20.5

• In accordance with MS Code 37-16-11(2), the State Board of Education has approved criteria for an occupational diploma for students with disabilities.

• The Mississippi Occupational Diploma (MOD) provides an option for students with disabilities that emphasizes high expectations in both academics and work experiences that will

assist students in acquiring and maintaining the necessary competencies and skills needed to secure and retain competitive employment.

• The primary postgraduate goal for these students is competitive employment.


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Decision Regarding Participation

The decision regarding participation in the MOD will be made by the student’s Individualized Education Program (IEP) Committee, which must include a school counselor.


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Remember

The MOD is not a standard high schooldiploma and will not be accepted at a four (4) year university. It may in some limited cases be accepted at some community colleges in some areas for some vocational programs.


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MOD Requirements

Students must earn a minimum of twenty-one (21) course credits by successfully completing selected courses from the general education curriculum, vocational education programs, MOD portfolio objectives or any combination of these courses, and complete an occupational diploma portfolio containing a collection of evidence of the student’s knowledge, skills and abilities as agreed upon by the student’s IEP Committee.


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Role of IEP Committee

• The MOD may be implemented in any Least Restrictive Environment deemed appropriate by the IEP Committee.

• Prior to graduation, an exit IEP Committee meeting must be held to evaluate theaccomplishment of the goals and objectives in the IEP and the completion of all requirements for the MOD.


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There must be a Transition Plan in place that is tied to the MOD and other post-secondary goals.


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Employability Skills

• Willingness to work hard

• Willingness to accept constructive criticism

• Respect for authority

• Good attendance and punctuality

• Good hygiene and grooming skills


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Academic Standards

• Both No Child Left Behind (NCLB) and the Individuals with Disabilities Education Act (IDEA) set high academic standards for

students’ achievement; thus, students should participate in the general

education curriculum to the maximum extent appropriate for each student.

• IEP Committee decisions must focus on the educational placement of each student in the Least Restrictive

Environment (LRE).


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MS Occupational Diploma(MOD)

• Functional life skills

• Functional academic skills

• Social skills

• Self-help/Independent living skills

• Communication skills

• Job-specific skills

• Employability skills


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MOD Optional Course Credits

Employment English I Life Skills Science IEmployment English II Life Skills Science IIEmployment English III Life Skills Science IIIApplied Employment English IV Applied Life Skills Science IV(On the Job) (On the Job)Job Skills Math I Career Preparation IJob Skills Math II Career Preparation IIJob Skills Math III Career Preparation IIIApplied Job Skills Math IV Applied Career Preparation IV(On the Job), (On the Job),

OR

Any combination of general education, vocational, and/or special education courses


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MOD Graduation Option Required Course Credits

Completion of a two-year Career/Technical(Vocational) Program

OR10th Grade School-Based Work Assessment

(30 Hours)*11th Grade Community-Based Work Training

(30 Hours)*

*For students not pursuing the Two-YearCareer/Technical Vocational Program


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Career/Technical Requirements

Successful completion of a two (2) year

career/technical (vocational) program

OR

By the end of the senior year, 540 hours of successful, paid employment


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MOD Enrollment

Enrollment:

The MOD option is initiated at the time the

student enters the 9th grade; however, a

student can enter the MOD program at

any time during their high school career.


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Portfolio Documentation

• Teachers can utilize a variety of methods.

• Teachers have the flexibility to select the method with which they are most comfortable.

• Student involvement is very important.


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Monitoring Portfolio Objectives

• Always check previous years’ portfolios to determine if any objectives were not mastered.

• Objectives may be repeated over several years, and may be repeated in more than one subject area and/or grade.

• All objectives in bold print from all four years must be mastered or a passing grade must be earned from the general education class that coincides with the MOD course in order to earn an Occupational Diploma.


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MOD Objectives

• There is no single source for all objectives.

• Teaching materials can include books, Internet and teacher-made items.

• Binders or files can be organized by objectives.

Note: Only one item of evidence is required and the one item can

cover several objectives.


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MOD Portfolio

Completion:

• The occupational portfolio must reflect satisfactory performance in meeting both the academic and work-training curriculum requirements.

• Core objectives must be mastered with a minimum of 70% accuracy.

• Evidence of the level of acquisition must be included in the portfolio for all content standards.


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MOD Portfolio

• Prior to graduation, an exit IEP Committee meeting must be held to evaluate accomplishment of the goals and objectives on the IEP and the completion of all requirements for the MOD.

• At this meeting, the student will present the completed MOD Portfolio for review by the IEP Committee.

• The final MOD Portfolio will be reviewed and approved prior to graduation by the principal or a designee.


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• Review the portfolio at the annual IEP meeting or more frequently as needed.

• Include all content standards not attained at the passing rate in the IEP revision as goals and benchmarks to be re-taught.

• Ensure student repeats the course if the core content standards are not mastered.


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MOD Portfolio

Instructing Teacher’s Responsibilities:

• Gather evidence to document attainment of portfolio content standards in the subject area. A single item of evidence may be used to document more than one content standard and in more than one core curriculum course.

• Ensure that the portfolio is documented by the end of each grading period.

• Report progress toward attainment of the content standards to parents at the end of each grading period.

• Provide a copy of the progress to the teacher responsible for maintaining the IEP.


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MOD Portfolio

Student Responsibilities:• Assist in the management of his/her

portfolio.• Review items of evidence each grading

period and select the best product for display in his/her portfolio.

• Prior to graduation, present the portfolio at the exit IEP Committee meeting as a replacement for the exit interview.


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Remember

There must be a Transition Plan directly tied to the student’s post-secondary goalsfor life after high school.


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MOD Work Component

10th Grade: On-Campus Job Shadowing

11th Grade: Community-Based Work Training

OR

12th Grade: By the end of 12th grade completion of 540 hours Paid Work Experience in lieu of completion of a two-year

Career/Technical (Vocational) Program


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10th Grade On-Campus Job Shadowing

Students must have successful experiences and acceptable work performance evaluations in three to six school-based work experiences; six to eight job shadowing experiences; or a combination of the above for a minimum of 30 hours.

NOTE: This requirement may be waived in lieu of a minimum of 30 hours of other community-based training experiences if agreed upon by the student’s IEP Committee. The substituted work experience must be documented and noted in the student’s portfolio.


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10th Grade On-Campus Job Shadowing:Steps in Preparing for School-Based

Work Assessment

Identify possible training sites• Local school• Neighboring schools

Other school sites

• Central office

• Print shop

• Transportation shop


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Work Assessment

Identify possible training areas in the local

school:• School office

• Classroom

• Library

• Counselor’s office

• On-campus day care

• Building maintenance

• Janitorial services

• Grounds maintenance


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Work Assessment

Identify possible training areas in the localschool:

• Sports team• Band • Gym• Cafeteria• Bookroom• School store• Science lab• Art program• Bus maintenance


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11th Grade Community-Based Work Training

Students must have successful experience and work performance evaluations in two to four community-based work training experiences with a minimum total of 30 hours.

NOTE: This requirement may be waived if the student successfully completes a planned sequence of courses from a career/technical (vocational) education course of study in his/her chosen career/technical education field that designates the student as a “program completer”.


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11th Grade Community-Based Work Training

Community-based job shadowing and work training are designed to provide opportunities for a student to learn appropriate work habits and to determine the things they like or dislike about the jobs experienced, rather than being designed to train a student for a specific job.

Each student will visit various businesses in the community to observe work being performed, talk to employees, and actually perform work under direct supervision.

NOTE: This is in lieu of the two-year Career/Technical (Vocational) Program.


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11th Grade Community-Based Work Training:Developing Community-Based Work Training Sites

• Review existing labor market

• Develop a list of potential employers to contact

• Contact local business groups in the community(e.g., Rotary, Kiwanis, Chamber of Commerce)

• Retain employer contact information

NOTE: This is in lieu of the two-year Career/ Technical (Vocational) Program.


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11th Grade Community-Based Work Training: Developing Community-Based Work Training Sites

Locate individual employers who may have appropriate training sites.

Visit business sites and meet with employers.

Discuss the employer options for participation.

• Allow students to visit and/or job shadow.• Volunteer as a classroom speaker.• Serve as a training site.


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• Make follow–up arrangements.

• Send a thank-you letter to each employer contacted.

• Complete the Community-Based Work Training Business Agreement when a

business agrees to participate.


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• Plan transportation arrangements.

• Develop a schedule including all community-based work training sites and participating students.


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Utilize guest speakers to provide instruction on community-based work. Possible topics include:

• Recreation and Leisure• Gardening • Cooking• Sports• Cake Decorating


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11th Grade Community-Based Work Training: Developing Community-Based Work Training Sites

Recreation and Leisure:

• Fishing

• Playing video games

• Dancing

• Ceramics

• Sports

• Other hobbies


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12th Grade: 2-year Vocational Completer

Cooperative career/technical education may be substituted not to exceed one credit in each of the non-elective subject areas of English, math, science, and social studies.


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12th Grade: 2-year Vocational Completer

Students attend a related study class as part of the cooperative education program. Related study provides contact with the cooperative education teacher/coordinator for the purpose of refining work skills/habits/behaviors, advocacy training, overview of employment laws/guidelines, work situational problem-solving, and contact with local business-related individuals.


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540 Hours Paid Work Experience

• Documented evidence of a minimum of 540 hours of successful paid employment

• The school cannot guarantee a job placement

• Some schools use Ability Work.

• Release time may be given for students

to participate in work experiences for

credit


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Group Activity

Each participant was asked to bring a minimum of 4 MOD Portfolios, at least one for each grade listed: 9th, 10th, 11th, and 12th. Working in groups of not less than five (5), review the portfolio documentation to ensure the students meet all State MOD requirements. Note any documentation omissions (i.e., course codes, dates, signatures, etc.).


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Certificate

A Certificate certifies that the student has satisfactorily completed an individualized course of study as specified on his/her Individualized Education Program (IEP).


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Certificate

Students who graduate with a Certificate can participate in graduation ceremonies along with their non-disabled peers.


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Certificate

A Certificate is not a high school diploma and students with a Certificate may not qualify for admission to post-secondary educational institutions (colleges and/or universities).


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Certificate of Completion & FAPE

A free and appropriate public education (FAPE) continues to be available to such students through age 20 who have exited the school system with a Certificate of Completion.


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Contact Information

ANNIE MARGARET HARRIS

[email protected]

DESMA MCELVEEN

[email protected]

TANYA BRADLEY

[email protected]

OFFICE OF SPECIAL EDUCATION601-359-3498


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Documents

GRADUATION OPTIONS FOR STUDENTS WITH DISABILITIES Annie Margaret Harris, Coordinator Office of Special Education Division of Technical Assistance 2011-2012