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Presented by
Sharon Baker
with
Lori Chesnut
and
Judi Goldston
Oklahoma Edge
Oklahoma State Department of EducationIndividual Career Academic Plans (ICAP) for ALL Students
What is ICAP?
An Individual Career Academic Plan is a multi-year
process that intentionally guides students as they explore
career, academic, and postsecondary opportunities.
Beginning with the family and student involvement in the
ICAP process and support from educators, students develop
the awareness, knowledge, and skills to create their own
meaningful pathways to be career and college ready.
Ability to Adapt to New Work Demands Is
Critical
Academic Skills
(reading,
writing, math,
science)
Career/Industry
Specialization
Employability Skills
(transferable skills)
Career/Industry Specialization
Academic Skills
(reading, writing, math,
science)
State Workforce Data
•Critical Occupations
–These occupations represent the most pressing needs
necessary for the Oklahoma’s continued growth and
economic prosperity.
Oklahoma Legislation HB 2155
B. 2. The ICAP system shall be implemented according to the following
schedule:
a. For the 2017-2018 school year, the Oklahoma State Department of
Education shall work with school districts, the Oklahoma State Regents
for Higher Education and the Oklahoma State Board of Career and
Technology Education to develop individual career academic planning
tools for students in grades six through twelve.
b. For the 2018-2019 school year, the Department shall incorporate the
ICAP as described in paragraph 1 of this subsection on a pilot program
basis, and
Oklahoma Legislation HB 2155 continued
c. For the 2019-2020 school year, and each school year thereafter,
school districts shall fully incorporate and put into operation the ICAP
as described in paragraph 1 of this subsection for all students entering
the ninth grade.
Nothing in this section shall be construed to prevent
a district from implementing the ICAP for students in
earlier grades.
Class of 2023
•2019-2020 school year
–For the students entering 9th grade, the ICAP process will be
required for graduation.
–Students may start the ICAP process in sixth grade and update it
every subsequent grade.
ICAPS Tools
OK Career Guide
OK College Start
New Skills For Youth (NSFY) Online Community Platform
OSDE ICAP ContactsDr. Cindy Koss, Deputy Superintendent Academic Affairs & Planning
405-522-6369
FB: Oklahoma ICAP
Twitter: @koss_cindy
Marissa Lightsey, Program Manager New Skills for Youth (NSFY)
405-522-4499
Twitter: @OK_ICAP
Twitter: @LightseyMarissa
Chelsea Hunt, NSFY Career Pathway Strategy Lead
405-521-3459
HB 2155◦SECTION 1 D
◦ ICAPs for students with disabilities, as defined in the Individuals with Disabilities Education Act (IDEA), P.L. No. 105-17, shall take into account and work in cooperation with the student’s individualized education program (IEP) or Section 504 Plan as defined by the Rehabilitation Act of 1973, P.L. No. 93-112.
College & Career Interest Surveys
Written Post-Secondary & Workforce Goals
Intentional Sequence of Courses
Academic Progress
Work Environment Experiences
ICAP PROCESS
Career-Interest Surveys
College-Interest Surveys
IEP TRANSITION
Assessment of skills & interests ◦ Education
◦ Employment
◦ Training
◦ Independent living skills (as appropriate)
ICAP PROCESS
Postsecondary
Workforce
IEP TRANSITION
Postsecondary◦ Training/education
◦ Employment
◦ Independent living skills (as appropriate)
◦ Community participation (as appropriate)
ICAP PROCESS
Intentional sequence of courses that reflect progress toward the postsecondary goal
IEP TRANSITION
Course of study, updated annually, to assist in achieving the postsecondary goal(s)
ICAP Process IEP
Courses taken All current courses & planned
Assessment scores Current assessment scores
Remediation Current remediation
Credit recovery Current credit recovery
Advanced Placement Current & future courses planned
International Baccalaureate Current programs
Concurrent enrollment credits Concurrent enrollment courses
Career Certificate(s) Recent career certificate(s)
Certification(s) Recent certifications(s)
Endorsements Recent endorsements
In-service learning
Work environment activities
School Work Study◦ Job readiness skills training
◦ Work experience at school
◦ Work experience in the community
◦ Bonus◦ Earn money
◦ Elective credit
Career and college interest surveys Interest Assessment, Skills Confidence Assessment, & Work Values Assessment
Written post-secondary and workforce goalsMy Ed Plan
Intentional sequence of coursesMy Ed Plan
Academic progressMy Ed PlanMy AssessmentsMy E-Portfolio
Work Environment ExperienceC2B- Related OpportunitiesMy E-Portfolio
◦ Me! Lessons for Teaching Self-Awareness & Self-Advocacy
◦ Me! Transition Bell Ringers
◦ Student-Directed Transition Planning Lesson Materials
◦ Whose Future Is It Anyway? 2nd Edition: A Student-Directed Transition Planning Process
◦ OU Zarrow Center
◦ Assessment
◦ Employment Goals
◦ Education Goals
◦ Personal Goals
◦ Self-Directed IEP
◦ Take Action – Teaching Goal Attainment
◦ OU Zarrow Center Choicemaker Curriculum
◦ Maintaining healthy relationships
◦ Work & study habits
◦ Planning & goal-setting
◦ Using community resources
◦ Daily living activities
◦ Budgeting & paying bills
◦ Computer literacy
◦Casey Life Skills
◦Self Help Skills
◦Work Habits
◦Task Related Skills
◦Quantity of Work
◦Quality of Work
◦ Work Attitudes
◦Relationship to Supervisor
◦Relationship to Peers
Identify potential areas of overlap/duplication
Include student’s with disabilities in all ICAP activities & processes
Develop a process to ensure collaboration with the IEP teacher of record
Include student’s with disabilities in all advisement/mentoring
Ensure that the documents compliment each other
Include ICAP in student’s confidential folder
Using one document for both purposes
Including confidential information in a student’s ICAP
Failing to include student’s with disabilities in all activities
Failing to provide student’s with disabilities with all career options
Failing to provide student’s with disabilities with staff accessibility
Expecting the student to complete twice as many interest inventories
IEPs & ICAP process compliment each other
Collaboration increases
Increase in student focus on careers and options
Opportunities for students with disabilities increase
Increase in student’s preparation for post-secondary
Project SEARCH™
CAREER EXPLORATION MODEL
FOR YOUNG ADULTS WITH DISABILITIES
Formed at Cincinnati Children’s Hospital Medical Center
Project SEARCH logo of dancing fairy
PROJECT SEARCH™ GOAL:
To achieve competitive employment for young adults
with disabilities
28
Project SEARCH logo of dancing fairy
Male working in kitchen frying chips Male working in ER stocking IV carts Male working in surgical serialization
EXPECTATIONS
Nine-month non-paid internship program
Program follows the Host School calendar and bell schedule
Participate in (3) 10-week career exploration experiences (rotations) at a Host Business
Total immersion in the workplace
Receive on-site and individualized instruction and support by program instructor, job coaches and business mentor
AM employability classroom instruction
PM classroom reflection and evaluation
Customized job searching assistance
Desire and ability to work independently and become employed!
Between 18 and 22 years old (age 24 for Tech Programs)
High School Senior or Post Secondary Technology Center Student
Meet eligibility requirements for Vocational Rehabilitation and School partner
Ability to take direction
Willingness to change behavior
Pass drug screen, background check, and immunizations
Have transportation or be willing to work toward independent transportation
Not a college bound student
Willing to participate in a non-paid internship program
Candidates submit a completed application.
Candidates must be eligible to receive vocational
rehabilitation services through DRS.
Candidates must be willing and able to work independently in
the community upon completion of the program.
Applications are reviewed for completion, relevance, and
eligibility. Candidates are interviewed by a
panel of partners
Parent interviews
Skills Assessment
SELECTION PROCESS
INTEGRIS Bass Baptist
Health Center
Enid Public Schools
Start date: August, 2010
Project SEARCH logo of dancing fairy
Embassy Suites by Hilton
-Norman
Norman Public
Schools
Starting August, 2015
Norman Reginal Health
System - HealthPlex
Moore Public Schools
Starting August, 2017
INTEGRIS Southwest
Medical Center
OKC Public Schools
Starting August, 2018
Post Secondary Programs
HIGH SCHOOL GRADUATES
Mercy Hospital OKC
Francis Tuttle Technology Center Start date: August, 2010
INTEGRIS Baptist Medical Center
Francis Tuttle Technology Center Start date: January, 2013
CAREER TECH STUDENTS
Renaissance Oklahoma City Convention Center Hotel
Metro Technology Centers Start date: February, 2011
INTEGRIS Canadian Valley Hospital
Canadian Valley Technology Center
Start date: August, 2014
Not the “Easiest” Jobs,
But “Complex and Systematic” Jobs
Project SEARCH logo of dancing fairy
Work Experiences
Food and Nutrition – Pediatrics – Patient Transport – Surgical Supply – Admitting - Women’s Center
Female serializing baby Isolettes
Female working in Central Supply filling supply orders
Female working kitchen as prep cook; making salads
Female serializing electric blood pressure machine
Work Experiences
Central Supply – Human Resources – Radiology – Rehab Therapy - Linens – Emergency Dept. – NICU
Female showing the stockroom she organized
Male transporting supplies to hospital departments on a large metal cart
Male working in hospital lab loading blood samples into machine
Male delivering supplies to nurse station
Female serializing outside of IV card
Program Implementation Contact Information
Renee SansomTransition Coordinator
Field Representative
Oklahoma Department of Rehabilitation Services
Judi GoldstonStatewide Coordinator
University of Oklahoma
National Center for Disability
Education & Training
[email protected] [email protected]
Project SEARCH logo of dancing fairy
DRS logo
University of Oklahoma Outreach logo
Sharon Baker
405-743-5596
Lori Chesnut
405-521-4802
