Transition In North Carolina

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Transition In North Carolina

• Touch the Future,
• Light the Way An Update
• Presenter Freda M. Lee, Consultant
• Exceptional Children Division
• North Carolina Department of
• Public Instruction

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Transition Focused-Monitoring

• 12 LEAs Monitored
• Graduation Rate
• Dropout Rate,
• Student Achievement,
• Suspension
• Indicators 13 and 14
• Making progress

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Findings

• Students with disabilities enter high schools
  with very weak academic skills.
• A full continuum of special education services
  was not available or not utilized at some high
  schools.
• Placement decisions appear to have been made
  based on the course of study and not individual
  student needs.

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Improving Outcomes

• Literacy
• Early intervention
• Access to the general curriculum
• Higher expectations
• Improved transition planning
• Interagency collaboration

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Future-Ready Core

• All freshmen entering high school in fall 2009
  will participate in the required Core Course of
  Study.
• All students are strongly encouraged to develop a
  four-course concentration focused on student
  interests and post-secondary goals

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Future-Ready Core Course of Study

• 4 Credits of English
• 4 Credits of Mathematics
• 3 Credits of Social Studies World History, US
  History, Civics Economics
• 3 Credits of Science Biology, an
  Earth/Environmental Science, and a Physical
  Science

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Future-Ready Core Course of Study(Continued)

• (21 units)
• 1 Credit of Health/Physical Education
• 6 Electives Credits (required)
• 2 Credits from CTE, Arts or a Second Language
• 4 Credit Concentration (recommended)

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North CarolinaSCOS Revision

• Revised Blooms Taxonomy (RBT)
• Increased Rigor
• More Transparency
• 21st Century Skills
• -Soft Skills (collaboration, teamwork, etc.)
• -Technology
• -Global Understanding
• Better Alignment
• Promote Integration Across Curriculum

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2009SCOS Revisions

• English 10
• Mathematics K-12
• Science K-12
• Occupational Course of Study

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North CarolinaSCOS Revision

• Essential Standard
• Apply information from literary and
  informational texts in print and non-print
  formats to carry out adult-living tasks and
  activities
• Clarifying Objective
• Differentiate elements of print and non-print
  text in terms of their relevance for a specific
  issue
• Assessment Prototype
• In which part of the newspaper would you look to
  find an article related to the construction of a
  new park in your neighborhood?
• Advertisements
• National News
• Editorials
• Local News

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The Occupational Course of Study 2009-2010
Revision Four Major Areas
Social Studies and Occupational Prep Course
English
Math
Science
OCS SS I
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OCS Fundamentals of Algebra
OCS Applied Science
OCS English I
OCS SS II
OCSBiology I
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OccupationalPrep I-IV
OCS English II
OCS Algebra I
Social Studies and Occupational Prep Courses are
not currently being revised
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OCS Financial Management
OCS English III
KEY
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Aligned closely to the SCOS
OCS English IV
Exactly the same as the SCOS (both essential
standards and clarifying objectives) Note EOC
Tests different
Substantially different than SCOS
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Changes

• CURRENT
• Does not meet NCLB standards for accountability
• Requires EOC testing after completion of two
  science courses rather than one
• Limited alignment with SCOS at the high school
  level
• Large number of standards
• Focused on functional rather than academic skills

• NEW
• Compliance with NCLB
• Biology course that may be assessed by EOC test
• Financial Management class
• Algebra added to math sequence
• Limited number of Essential Standards
• Close alignment with SCOS (Algebra I, English,
  and Biology)
• More rigorous and focused on applied academics

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Next Steps

• Essential Standards Feedback
• Survey
• More Revisions
• SBE Approval (Summer 2009)
• Staff Development (2009-2010)
• Implement New Essential Standards (2010-2011)
• Develop EOC Tests (fieldtest)

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Other Items of Importance

• Summary of Performance Completion
• Competitive Employment-SBE Item
• Compliance with FLSA
• Communication with parents and students

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