supporting the nys exiting credentials for transition-aged students 1 letah graff and candy...
TRANSCRIPT
Supporting the NYS Exiting Credentialsfor Transition-Aged Students
1
Letah Graff and Candy Tavernier, Transition SpecialistsCapital District/North Country Regional Special Education
Technical Assistance and Support Center
Charles Miskovsky, Senior Coordinator of Transition
The Arc of Rensselaer County
www.tinyurl.com/transition123
• Become effective with 2013-2014 school year
• No IEP diploma is available on or after July 1, 2013
1. Skills and Achievement Commencement Credentialand
2. Career Development and Occupational Studies (CDOS) Commencement Credential
2
Who Is Eligible To Take TheNew York State Alternate Assessment?
Students who:• Have severe cognitive disability… and• require highly specialized educational
program…and
• require educational support systems…3
NYSAA Students exit with a
SKILLS AND ACHIEVMENT COMMENCEMENT CREDENTIAL
Definition
Students With Severe DisabilitiesStudents
– with limited cognitive abilities combined with behavioral and/or physical limitations
– who require highly specialized education, social, psychological and medical services in order to maximize their full potential for self-fulfillment and meaningful participation in society.
– who may experience significant speech, language, and/or perceptual-cognitive impairments
– who may have challenging behaviors that interfere with learning and socialization opportunities
– may also have extremely fragile physiological conditions and may require personal care, physical/verbal supports and assistive technology devices.
HAS NOT CHANGED!!
Intellectually Disabled, Multiply Disabled, Autism, Traumatic Brain Injury, Deaf/Blind
What is the Purpose of the SKILLS CREDENTIAL?
• Emphasize curriculum and instruction related to CDOS Learning Standards
• Promote learning and work-based experiences to support functional, basic academic and career skills
• Provide documentation of a student’s strengths, independence and level of skill achievement
• Improve post-secondary outcomes for students with disabilities
5
What Is The Student Exit Summary for Students Obtaining a Skills Credential?
A Document that must be completed before they exit school that:
• Describes student’s strength and interests, achievements and accomplishments
• Indicates student’s academic skills as measured by
NYSAA
• Indicates student’s level of achievement and independence for CDOS Learning Standards 6
NYS Career Development and Occupational Studies (CDOS) Commencement Credential
• Certificate, not a diploma
• Recognition of student’s preparation for entry-level employment
• Students must still be provided with opportunities to earn a Regents or local high school diploma
– Meaningful access to participate and progress in the general curriculum
7
• Supplement to a Local or Regents Diploma
(students with disabilities only)
OR• Exiting credential
For a student with a disability who is unable to earn a regular diploma and is not taught/assessed on NYSAAWith exiting credential, parent must receive written notice that the student is still eligible for a free appropriate public education (FAPE) until he/she earns a Regents or local high school diploma or until the end of the school year in which the student turns age 21, whichever comes first
NYS Career Development and Occupational Studies (CDOS) Commencement Credential
8
Instruction, Coursework and Work-based Learning
Meaningful access to participate and progress in general education curriculum
(opportunities to earn a HS diploma)
CDOS Learning Standards
Equivalent of 2 units of study in CTE and/or WBL(at least 54 of the 216 hours must be WBL)
Documentation Requirements
Commencement Level Career Plan
Employability Profile
NYS CDOS Credential – Option #1
Documentation: The Career Plan1. Student Developed
2. Annually reviewed, and as appropriate revised
3. Ensure active engagement in career exploration
Includes but not limited to:Student-identified career interestsCareer related strengths and needsCareer goalsCareer and technical coursework and work-
based learning experiences 10
Developing the Career Plan
13
How can Agencies support schools to complete the Career Plan?
– Interest Inventories– Transition Assessments– Work Based Learning Assessments– Person Centered Transition Planning– OTHER IDEAS
Job-siteAssessment
Employability Profile
Name: Assessment site and location: Job title: Site contact & title: Assessment dates: Total Hours: Employment Specialist:
Rating Scale: 0. Cannot complete task 1. Needs hands on instruction to complete task 2. Needs verbal prompts throughout the task to complete 3. Needs verbal prompts, but performs independently once started 4. Performs accurately without coaching (meets employer standards) Not observed
Job Task/Work Skill Rating Comments 1. 2. 3. 4. 5. 6. Attendance 7. Job Knowledge 8. Responsibility 9. Organization of Work Materials 10. Time Management 11. Quality of Work 12. Response to Supervision 13. Teamwork 14. Interpersonal Skills 15. Level of Independence 16 .Initiative 17. Flexibility 18. Stability 19. Work Ethic/Professionalism 20. Courtesy
Based on the results of this situational assessment: 1. Does the student wish to pursue employment in this area? Yes No Unsure 2. Would you recommend that the student pursue this type of job? Yes No a. If yes, what supportive services and/or accommodations would you recommend:
Job coaching Skill training Travel training Work behavior training Social skill training Employer/co-worker training and support Accommodations: b. If no, identify the factors or issues that render this type of work inappropriate: c. What additional supports or training could benefit:
Developed by the Northeast ARC Collaborative
Special thanks to Gretchen Lesson
CDOS Instruction and Skills
Career Development and
Occupational Studies
• Part of NY STATE Learning Standards
• Not just a special education initiative– for ALL students
• Should be integrated into instruction in ALL CLASSES
• 3 Levels (elementary, intermediate, commencement)
17
CAREER DEVELOPMENT
Self-knowledge Who am I?
Career exploration Where am I going?
Career Plan How do I get there?
knowledge
INTEGRATED LEARNING
What am I learning?
Why am I learning it?
How can I use it?application
UNIVERSAL FOUNDATION SKILLS
(SCANS)
What do I need to know?
What skills are
important for me?
skills
Questions students
should be able to answer
18CDOS learning standards http://www.p12.nysed.gov/cte/cdlearn/documents/cdoslea.pdf
CDOS Standard 1
CDOS Standard 2
CDOS Standard 3A
Analyze skills and abilities required in a career and
relate to own skills and abilities
1. Career Development: Commencement Level
STANDARD
Students will be knowledgeable about the
world of work, explore careers and relate personal
skills, aptitudes, and abilities to future career decisions.
Complete Career Plan to permit entry into career of interest
Develop resumes, letters of application
Research a job including job requirements
Design a plan containing steps to attain goal
Analyze job skills and relate to your skills
Performance IndicatorsThis is evident when students
2. Integrated Learning: Commencement Level
STANDARD
Students will demonstrate how academic knowledge and
skills are applied in the workplace and other settings.
Performance Indicators
Use academic skills/knowledge in an occupational context
Demonstrate application of skills in school learning, work
and personal lives
Read job descriptions to identify application of
academic and technical skills and job outlook
Use effective skills in a simulated job interview
Complete an internship and do presentation on
skills required
Exam
ples
from
CD
OS
Stan
dard
s
This is evident when students
Personal Qualities
Selects /Applies Technology Maintains Equipment Designs and Creates To Meet Needs
TechnologyThinking Skills
Can Think Creatively
Uses Decision Making
Skills Thinking Leads to Problem Solving Knows How to
Learn Applies Knowledge
to New Situations
Systems
Improves & Designs Systems Monitors & Corrects Performances Understands How Systems Perform Related to Goals, Resources and Organizational Function
Demonstrates: Responsibility Ability to Plan Ability to Take Independent
Action Integrity/Honesty Self-determination and ability to self-evaluate knowledge, skills and abilities
BasicSkills
Can Read Can Write Perform Math
Functions Listens Effectively Speaks Clearly
CDOSStandard 3A
Universal Foundation Skills
Managing Resources
Understands how to use: Materials Facilities Time Money Human Resources Networking
Acquires and Evaluates Information Organizes/Maintains Information Interprets/Communicates Information Uses Computers to Enter, Modify, Retrieve and Store Data
Managing Information
Teaches Others Serves Clients Exercises Leadership Negotiates/Communicates Works as a Member of a
Team Works with Diversity
Interpersonal Skills
20
Supporting CDOS Learning Standards
21
Look at the CDOS Learning Standards Examples
Brain Storm and Shout Out….
1. Take 60 seconds to brain storm your ideas
about how you can help students to meet
the CDOS Standards?
2. Turn to a colleague and combine your ideas.
3. Shout Out - What are your ideas and
off the wall thoughts about how you can
help students to meet the CDOS Standards?
Student will successfully complete not less than the equivalent of 2 units of study in:
– Career and technical education course(s)
and/or– Work-based learning experiences
NYS Career Development and Occupational Studies (CDOS) Commencement Credential
Minimum of 54 hours of documented, school supervised WBLE
22
Registered Work-Based Learning Programs
* Paid experiences
• School-business partnership initiative• Non-paid, on-site, career exploration experiences• Elective credit
Career Exploration Internship
Program (CEIP)
• 150 to 600 hours paid or unpaid skill specific experience,
• Supported by related in-school instruction in specific CTE discipline & supervised by school
• Can award credit
Cooperative CTE Work Experience Program (CO-OP)
• Career awareness program for students age 16 and above; 150 to 600 hours paid, school-supervised work experience
• Supported by related in-school instruction in specific CTE discipline & provides elective credit
General Education Work Experience
Program(GEWEP)
• Similar in design and operation as the General Education Work Experience Program, but for at-risk students age 14-15
• Provided by local district for elective credit
Work Experience and Career Exploration Program (WECEP)
http://www.p12.nysed.gov/cte/wbl/home.html Memo June 2013 – Attachment 3
Other (Nonregistered) Work Based Learning Options• Students with disabilities work in the community• Helps students identify career interests, assess their skills
and training needs• Develop employment skills and work habits
Community Based Work Programs
• Observation of work environment• Exposure to jobs and careersJob Shadowing
• Participate in volunteer experiences to learn responsibility• Learn about community and needs of others
Community Service
• Integrated classroom learning with service activities• Real life application of academic knowledge to real life
community needsService Learning
• Research a topic or career interest in a specific career pathway
• Guide the student in learning about the college preparation and skills training needed to be successful in that pathway
Senior Projects
• Business enterprise exists within the school to provide services for students and/or staff
School-based Enterprise
24
CDOS Memo Attachment 3
25
CTE COURSEWORK
AND/ORWBL
Minimum hours WBL
# hours CTE course
# additional WBL
The minimum equals
54
+
216
The Employability Profile and Work Based Learning
Employability Profile
Teacher and Job Coach Evaluations
Situational Assessment
WBL Employer Evaluations
28
Documentation Requirements:Employability Profile Documents the Student’s
– Attainment of each of the CDOS standards
– Attainment of technical knowledge and work-related skills
– Work experiences
– Performance on industry-based assessments and other work-related academic achievements
27
Completed by designated staff and/or other individuals knowledgeable about the student; must be maintained in the student’s permanent record
Employability Profile
29
How can Agencies support schools to complete the Career Plan ?
Look at the employability Profile
Find 3 items that your program could address.
Provide 2 reasons that you can do it better than the school
Identify 1 person that you can follow up with on this idea.
CDOS Instruction andWBL Activities – Agency Perspective
Classroom Instruction (CDOS) Job Shadowing Tours- Business and Community Guest Speakers Senior Projects Career Fairs Internships Paid Employment Summer Employment World of Work Class College Next
RARC
Post Secondary Ed College
Degree and Certificate Programs Trade Schools Apprenticeships
Identified group of students earning diplomas Under represented in post secondary education Connected with local colleges/Trade Schools-
Improve retention Imagining College or Continuing Ed as an option Families not familiar with college entry process Can I afford it?
RARC
College Next- Today50 Students a Year Entering College
Campus Tours Attend a College Class Disability Resource Center- Apply, Visit and
Practice College Applications Assistance Financial Aid- visit, revisit and revisit again College Sponsored workshops at High Schools Student Guest Speaker
RARC
ACCEPTED!!! (but more to do…)
Placement TestClass SchedulesMore ToursPractice Using Assisted TechnologyLetters of Accommodations
RARC
Nationa
l Employability Skill
s Credentials
Skills USA
NWRC
WorkKeys (ACT)
Workforce Skills Certificate
Access to General Education Curriculum
Active engagementAccommodationInstructional MaterialsSpecially Designed InstructionHow curriculum is taughtInstructional Environment
CDOS Instruction
Career Development
Integrated LearningUniversal Foundations SkillsCareer Majors
CTE coursework
2 credits (216 hrs.) taught by CTE certified teacher
Grades 9-12
Locally approved or State approved
WBLE
Registered Programs (require WBL coordinator extension)
Other Options for students with disabilities
Employability Profile
CDOS
CREDENTIAL
OPTION #1
OPTION #2
Student’s Career Plan
and/or
This option must also include a minimum of 54 hrs. WBL