Implementing the North Carolina Occupational Course of Study

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Implementing the North Carolina Occupational
Course of Study

• Dr. Nellie P. Aspel
• Gail Bettis, M.Ed.

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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.

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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
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North Carolina High School Exit Documents

• High School Diploma
• Certificate of Achievement
• Graduation Certificate

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Alignment

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

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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.

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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

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

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Which students should consider the OCS?

• Students who are being served in the Exceptional
  Childrens 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.

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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!!!

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IEP Team Considerations When Making Placement
Decisions Regarding the OCS

• 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

Handout OCS Recommendation Form
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Main Components of the OCS

• 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

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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

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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

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Occupational English Competencies

• Functional Reading
• Written Language
• Expressive Communication
• Receptive Communication
• Media and Technology

Handout OCS Curriculum Framework
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Occupational Math Competencies

• Computation
• Financial Management
• Time
• Measurement
• Independent Living
• Technology

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Life Skills Science I and II

• 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)

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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

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Social Studies II Self-Determination(SBE
Approval Pending)

• Self-Awareness
• Awareness of Disability
• Self-Concept
• Communication Skills
• Assertiveness
• Problem-Solving Skills

• Relaxation Skills

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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

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Competency Goal 1 Self-Determination

• Self-Awareness
• Understanding evaluations and assessments
• Career Planning
• Forms of Communication
• Laws and Disability Rights
• Labor Unions

• Agency Services
• Transition Planning

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Competency Goal 2 Career Development

• Career Benefits
• Occupational Information
• Career Pathway Choice
• Vocational Assessment
• School-Based Vocational Training
• Work-Based Vocational Training

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Competency Goal 3 Job Seeking Skills

• Job Search Areas and Strategies
• Obtaining and Completing Job Applications
• Interviewing Strategies
• Employment-Related Information
• Career Placement Portfolio

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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

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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

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Competency Goal 6 Interpersonal Relationship
Skills

• 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

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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.

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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 Community Service
  Projects (e.g. Blood Mobile, Food Drive)

• Job Fairs
• Mock Interviews by Local Employers

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Work-Based Training Activities
(240 hours)

• 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

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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.

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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
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Career Portfolio

• 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

Handout Career Portfolio Format
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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 students
  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
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What do you need to get the job done?

• 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

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Questions?