APPENDIX A

WV STANDARD DIPLOMA REQUIREMENTS

Chart V (C)Graduation Requirements Adolescent (9-12)

These graduation requirements are effective for students entering grade 9 in the school year 2005-2006 and thereafter. Courses needed for graduation require mastery of approved content standards and objectives. Students who do not demonstrate mastery of the content standards and objectives shall be provided extra help and extra time through intervention strategies.

ELECTIVES (3 Credits)

The remaining graduation requirements are to be electives.

CORE REQUIREMENTS (18 Credits)

Reading and English Language Arts 4 creditsEnglish 9, 10, 11, 12 Mathematics1 4 credits (3 credits required for entry pathway students entering 9th grade in 2005-2006) (4 credits required for all entering 9th grade students in 2006-2007)

Science 2 3 creditsCATS 9, andTwo courses above the CATS 9 level

Social Studies 4 creditsUnited States to 1900World Studies to 1900Twentieth and Twenty-First CenturiesCivics/Government

Physical Education 1 credit

Health 1 credit

The Arts 1 credit

CAREER MAJOR COURSES (3 Credits)

Professional Pathway Skilled Pathway Entry Pathway

Mathematics - 4 credits (at least 3 of the 4 credits must be Algebra I and above.)

Science--4th credit (which must be above CATS 9)

Foreign Language-- 2 credits in one language

Mathematics – 4 credits (at least 3 of the 4 credits must be Algebra I and above.)

Concentration3 credits3

Mathematics – 3 credits (For students entering 9th grade in 2005-2006, three (3) math credits are required with at least 2 of the 3 credits being Algebra I and above.)Mathematics – 4 credits (For students entering 9th grade in 2006-2007, four (4) math credits are required with at least 2 of the 4 credits being Algebra I and above.)

ConcentrationB3-4 credits3

CAREER DEVELOPMENT

Prior to students selecting career majors, opportunities for career decision-making must be provided in grades 9-10.

WORK-BASED LEARNING

All students must participate in a work-based learning experience at some time in grades 9-12. If credit is granted for these experiences, content standards and objectives will be developed and approved at the local level. (See Section 6.4.4.)

APPENDIX B

INVITED TASK FORCE MEMBERS

TASK FORCE MEMBERS

Dr. Lynn Boyer Executive Director WVDE, Office of Special Education

Donna Burge-Tetrick Coordinator, Standards and Assessment WVDE

Brenda Cavendish Counselor Ben Franklin Career Center

Gary Daniels Youth Director Region 1 Workforce Investment Board

Grover Duling Principal South Branch Career & Technical College

Ralph Green Supervisor, Industrial and Technical Ed WVDE

JR Helmick Career and Technical Instructor Tucker County High School

Dr. Stanley Hopkins Assistant Superintendent WVDE, Division of Technical and Adult Education Services

Frank Kirkland Representative WV Department of Health and Human Resources

Bill Linville Principal Griffithsville Elementary School

Sheila Mann Special Education Practitioner Wyoming County Career & Technical Center

Norma Miller Consultant WVDE

Cookie Miller Counselor South Charleston High School

Janice Moore Work-based Learning Coordinator Wetzel County Board Office

John Riffe Principal WV Division of Rehabilitation Services

Karen Ruddle Coordinator WVDE

Debra Stollings Special Education Teacher Ben Franklin Career Center

LuAnn Summers Rehabilitation Program Specialist WV Division of Rehabilitation Services

Kathy Walker Special Education Coordinator RESA IV

Terry Wallace Director PRT Vocational Technical Center

Melody Waybright Parent Representative Harrison County Parent Educator Resource Center

Jamey Wimer Special Education Teacher Pendleton County High School

Kathy D’Antoni Representative Communty and Technical College

APPENDIX C

STATE MODELS

CAREER PREPARATION FOR STUDENTS WITH DISABILITIESPROGRAM MODELS

Alabama issues the Alabama Occupational Diploma program for students with disabilities. This program has been in effect approximately 8 years. There are three pathways to reaching the cooperative education phase that require one or more Career and Technical Education courses prior the students participating in cooperative education in the 12th grade. They have developed a comprehensive manual that includes detailed information on how to implement their Community-Based Work Training program with step-by-step instructions on what to do and how to do it and the forms necessary to maintain the required documentation.

New Jersey Department of Education sent information on teacher licensing requirements for supervising students in work-based education programs. WV has a certification program for DCT (Diversified Cooperative Training) teachers but New Jersey’s curriculum looks very good and might provide the basis for up-grading the WV requirements.

New York sent information on how they staff their Community Based Work Program. This will be good information for us as we develop the model for our program.

Fairfax County Public Schools, Virginia also offers a combination of CTE and Community-Based Learning programs, but their CTE component consists of two courses - “Office Technology and Procedures” (OTP) for students interested in that field of work and “Work Awareness and Transition” (WAT) for all others. The WAT program closely parallels WV’s SPOKES program.

Rockingham County Public Schools, Virginia operated a program that allows SWD to explore CTE programs. This is similar to exploration programs that WV CTE centers have used but RCPS has developed a detailed report that provides excellent documentation for IEP meetings.

Wyoming County Career and Technical Center, West Virginia uses a variety of aptitude and achievement tests and inventories as assessment instruments for SWD and then provides direct and indirect services to SWD and content area teachers to ensure the success of SWD in CTE.

Grant Wood Area Education Agency, Cedar Rapids, Iowa offers a program called Super Seniors for 12th grade students with disabilities. Staff help students identify interests, skills and career goals then work with them to develop career plans. Students start with multiple short-term job shadowing experiences. They can then take high or community college courses that are related to the students’ identified interests or participate in 4 to 12 week internships.

Buffalo Public Schools, New York has developed 20 career programs for SWD, with a CTE teacher and a special education teacher co-teaching each one.

North Carolina has developed an Occupational Course of study that is a transition-focused curriculum framework that includes extensive career preparation, promotes community inclusion, teaches self-determination and is targeted toward some SWD. It requires no exit exam. NC has identified four pathways to a diploma: Career Course of Study, College Tech Prep Course of Study, College/University Prep Course of Study, Occupational Course of Study.

APPENDIX D

TARGET POPULATION

Target Population

2003 – 2004 Student Population(Source: WVDE-OSE Website)

Target Population Student Enrollment Percent of Total EnrollmentAll Students 280,561All Students Grades 11 and 12 36,122 7.77%All Students with Disabilities 50,697 18.07%Estimated Students with Disabilities Grades 11 and 12 3,939 7.77%

Area of Disability

Per

cent

-Tot

al

Stu

dent

E

nrol

lmen

t

Tota

l of A

ll S

tude

nt

Enr

ollm

ent

Per

cent

of A

ll (5

0,69

7)

Stu

dent

s w

ith

Dis

abili

ties

Tota

l of A

ll S

tude

nts

with

D

isab

ilitie

s

Est

imat

ed

SW

D G

rade

s 11

and

12

(7.7

7%) %-Total

Estimated Target

Population WE

STE

ST

Rea

ding

-P

erce

nt

Pro

ficie

nt b

y D

isab

ility

WE

STE

ST

Mat

h-P

erce

nt

Pro

ficie

nt b

y D

isab

ility

Autism 0.19% 533 1.2% 608 47 50%-24 59% 55%Behavior Disorder 0.77% 2,160 4.3% 2,180 169 50%-85 43% 32%Blind and Partially Sighted 0.10% 281 0.6% 304 24 30%-7 71% 56%

Deaf-Blind 0.01% 28 0.04% 20 2 10%-0 82% 73%Deaf and Hard of Hearing 0.17% 477 0.9% 456 35 30%-11 38% 36%

Mental Impairment-All 3.24% 9,090 17.8% 9,024 701 20% 18%

Mental Impairment-Mild 15.4% 7,807 607 80%-486

Mental Impairment-Moderate

1.8% 913 71 60%-43

Mental Impairment-Severe

0.4% 203 16 0.5%-0

Mental Impairment-Profound

0.2% 101 8 0.5%-0

Orthopedic Impairment 0.07% 196 0.4% 203 16 40%-6 56% 46%

Specific Learning Disability 6.37% 17,872 33.4% 16,933 1,316 60%-790 30% 33%

Other Health Impairment 1.29% 3,619 8.0% 4,056 315 50%-158 39% 31%

Traumatic Brain Injury 0.04% 112 0.3% 152 12 30%-4 42% 34%

Total 3,339

Possible target for Other Career Prep Options 1,611

Target Population

Senior Exit Survey 2004 – Students with Disabilities

Type of Diploma Percent Total Grades 11 and 12Standard 82% 2,738Modified 12% 401No Response 6% 200Total estimate of standard diploma 2,838

Career PathwayEntry 38% 1,269Skilled 34% 1,135Professional 22% 735No pathway selected 6% 200Total estimate of Entry and Skilled Pathways 2,536

Completed Courses in CTE Concentration AreaYes 59% 1,970No 41% 1,369

Student Plans to Continue His/Her EducationYes 71% 2,371No 29% 968Minimal estimate to benefit from Career Prep while in High School 968

Type of Education Planning to PursueCollege (4 year) 43% 1,436Career-Technical Education/Vocational Program 22% 735Community Technical College (2 Year) 16% 534Adult Education 5% 167Apprenticeship/On-the-Job Training 12% 401Total estimate that would benefit from Career Prep in High School 1670

Reasons for Not Continuing with Education (Top 3 choices)Have a job 47% 1,569Need to Work 30% 1,001Unsure of my plans 22% 735Minimum number of students who might benefit from Career Prep 1569

Possible target for Other Career Prep Options 1925

Bottom Line:

Approximately 1,750 students with disabilities in grades 11 and 12 maybenefit from Career Prep Options that are different from those currentlyidentified.

APPENDIX E

D.O.L. TRAINING CONTINUUM

www.bls.gov

U.S. Department

of Labor Education

or Training

Categories*

Short-termOn-Job-Training

Moderate-termOn-Job-Training

Long-termOn-Job-Training

Post-secondaryvocational

award

AssociateDegree

Bachelor’s Degree

+

WVDEEducational

Offerings

JobCoaching

EntryPathway – Career &TechnicalEducation

SkilledPathway

ProfessionalPathway

*The chart does not include the “Work Experience” in a Related Occupation” category. It combines the Bachelor’s, Bachelor’s or Higher Degree plus Work Experience, Master’s Doctoral, and First Professional Degrees categories into “Bachelor’s Degree +.

THE OCCUPATIONAL TRAINING AND EDUCATION CONTINUUM

Dr. Steven L. PaineState Superintendent of Schools

Dr. Stanley E. HopkinsAssistant State Superintendent of SchoolsDivision of Technical and Adult Education Services

Skip Navigation Links

   

U.S. Department of LaborBureau of Labor Statistics

Occupational Employment, Training, and Earnings

www.bls.gov Search | A-Z Index  BLS Home | Programs & Surveys | Get Detailed Statistics | Glossary | What's New | Find It! In DOL

Postsecondary-education or Training Category Report

Below are occupations 1 through 10 of the 93 occupations for which the typical postsecondary-education or training category is POSTSECONDARY-EDUCATION OR TRAINING BELOW THE BACHELOR'S, sorted by Total employment in 2004.(Re-sort this report)

Detailed information about the quartile rankings is available at quartile ranking definitions and data ranges. Files containing this data are available for download at ftp://ftp.bls.gov/pub/special.requests/ep/optddata/

Occupation

Totalemployment

(000's)

2004-2014changein total

employment

2004self-

employedPercent

2004-2014average annual

job openings(000's) Percent

2004Medianannual

earnings(Dollars)

Median annual

earningsquartile*

Postsecondary-education or training category

Educationalattainment

cluster

Percent of workers aged 25 to 44, by educational attainment

2004 2014Number(000's) Percent

Due togrowth

and totalreplacement

needs

Due togrowthand net

replacementneeds

Part-timeworkersquartile*

Unemployedworkersquartile*

HighSchoolOr less

SomeCollege

Bachelor's degree or higher

Registered nurses 2,394 3,096 703 29.4 0.7 229 120 H VL 52,330 VH Associate's degree SC/C 1.7 40.1 58.2 Nursing aides, orderlies, and attendants 1,455 1,781 325 22.3 1.9 307 52 H H 20,980 L Postsecondary

vocational award HS/SC 60.7 32.8 6.6

Automotive service technicians and mechanics

803 929 126 15.7 15.0 93 34 VL L 32,450 H Postsecondary vocational award HS/SC 65.5 31.0 3.5

Licensed practical and licensed vocational nurses

726 850 124 17.1 0.6 84 28 H VL 33,970 H Postsecondary vocational award HS/SC 22.8 70.9 6.3

Hairdressers, hairstylists, and cosmetologists

610 708 98 16.1 44.0 59 22 VH VL 19,800 VL Postsecondary vocational award HS/SC 53.2 42.7 4.1

Computer support specialists 518 638 119 23.0 0.9 87 18 L H 40,430 H Associate's degree SC/C 16.5 42.4 41.1

Preschool teachers, except special education

431 573 143 33.1 1.4 77 19 H VL 20,980 L Postsecondary vocational award HS/SC/C 21.0 31.0 48.0

Medical secretaries 373 436 63 17.0 1.1 55 13 H L 26,540 L Postsecondary vocational award HS/SC 36.1 46.4 17.5

Real estate sales agents 348 400 51 14.7 60.0 41 12 L VL 35,670 H Postsecondary

vocational award HS/SC/C 21.8 35.1 43.1

Legal secretaries 272 319 47 17.4 1.2 41 10 H L 36,720 H Postsecondary vocational award HS/SC 36.1 46.4 17.5

* VH = Very High;  H = High;  L = Low;  VL = Very Low;  n.a. = not available

The education clusters are presented in the following categories: HS=High school occupations, HS/SC=High school/Some college occupations, SC=Some college occupations, HS/SC/C=High school/Some college/College occupations, SC/C=Some college/college occupations, and C=College occupations. For information about the methodology, see methodological note at the end of table I-1 in Occupational Projections and Training Data, 2004-05 edition, available at http://www.bls.gov/emp/optd/home.htm

Re-sort this report by:     

Home | Postsecondary-education or Training Category Search | Occupation Search | About the Numbers | Related Information

 

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Fax: (202) 691-5745Employment Projections questions: EP-Info@bls.gov

Technical (web) questions: webmaster@bls.govOther comments: feedback@bls.gov

APPENDIX F

WORKKEYS STANDARDS FOR WV CTE CONCENTRATIONSAND READING/MATH SKILLS

www.act.org/workkeys/assess

Workkeys Standards for WV CTE Concentrations

Number Concentration Reading Math0110 Power, Structural and Technical Systems 4 40120 Business Systems 4 50130 Agriscience and Agricultural Production Systems 4 40180 Forestry 4 40210 Plant Systems (Horticulture) 4 40220 Animal Systems 4 40230 Food Products and Processing Systems 4 40240 Fish and Wildlife Management 4 40250 Parks and Recreation 4 40260 Environmental Service Systems 4 50420 Marketing Management 5 40510 Diversified Cooperative Training (DCT) 4 40700 Dental Assisting 4 40710 Health Occupations Science Technology 4 40730 Medical Assisting 4 41000 Child Development Specialist 4 41010 Food Production and Services 4 41200 Lodging Management 4 41410 Finance/Accounting 5 51420 Administrative Support 4 41430 Business Management 5 41440 Microsoft Office User Specialist 5 41450 E-Business Publishing 5 41600 Air Conditioning/Refrigeration Technology 5 51610 Aries Technologies 5 41620 Automotive Technology 5 51640 Cisco Networking Academies 5 51670 Collision Repair Technology 5 41680 Communications Technology 5 41700 Computer Systems and Operational Support 5 41710 Computer System Maintenance Option I 5 41715 Computer System Maintenance Option II 5 4

Number Concentration Reading Math1720 Conventional/Computer Aided Drafting 5 51730 Cosmetology 5 41740 Diesel Equipment Technology 5 51760 Electrical Technology 5 51780 Electronics Technology 5 51800 Facilities Maintenance 4 41810 Forest Technology 4 41820 General Building Construction 4 41830 Graphic Communications 4 41850 Graphic Design 4 41870 Industrial Equipment Maintenance 4 41900 Machine Tool Technology 4 51910 Masonry 4 41920 Materials Distribution 4 41930 Oracle Internet Academy 4 51950 Quantity Foods Occupations 4 41960 Power Equipment Systems 5 41980 Welding Technology 4 42010 Aviation Maintenance 4 52030 Computer Integrated Manufacturing 4 52040 Criminal Justice 4 42050 Culinary Arts 4 42060 Electromechanical Technology 4 52070 Environmental Technology 4 52110 Metal Technology 4 42120 Millwork and Cabinetmaking 4 42140 Plumbing 4 42160 Timber Industries 4 42200 Emergency and Fire Management Services 4 42210 Agricultural and Industrial Mechanics 4 4

APPENDIX G

CLOSING THE ACHIEVMENT GAP EXCERPTS

APPENDIX H

SENIOR EXIT SURVEY EXCERPTS

Senior Exit Survey Excerpts

Planning to Continue Education (Students)Yes 67.8%No 30.7%No Response 1.6%

Type of Education (Students)College (4 Year) 31.0%Career & Technical Education/Vocational Training 30.7%Community & Technical College (2 Year) 18.7%Adult Education 2.0%Apprenticeship/On-the-job Training 17.5%

Reasons for Not Continuing Education Students ParentsHave a job 27.4% 22.1%Need to work 48.5% 33.1%Getting married 9.8% 4.3%Too expensive 9.5% 9.2%Unsure of my plans 33.3% 39.9%Joining the military 9.2% 6.1%Poor grades/not ready 4.5% 8.0%Need a break from school 20.8% 14.1%Not needed for my job 6.8% 6.1%Supervised day activities 6.0% 9.8%Other 8.9% 17.8%

Completed Required Courses in Technical Concentration Area (Students)Yes 40.5%No 50.0%Other 1.7%No Response 7.8%

Earned Credential for Career and technical Concentration Area (Students)Yes 25.8%No 57.8%Other 2.7%No Response 13.6%

Senior Exit Survey Excerpts

Diploma (Parents)Standard 80.2%Modified 12.25Other 0.4%No Response 7.1%

Career Pathway (Students)Entry 36.0%Skilled 35.6%Professional 22.2%No Pathway Selected 6.2%

Career Cluster (Students)Business/Marketing 10.0%Engineering/Technical 39.9%Fine Arts/Humanities 10.3%Health Services 10.4%Human Services 18.0%Science/Natural Resources 4.0%No Response 7.4%

APPENDIX IONE YEAR FOLLOW-UP SURVEY EXCERPTS

One Year Follow-Up Survey Excerpts

Reasons for not working or going to school/other programUnable to work because of disability 19.1%Unable to afford school or training 0.9%Need to help family at home 3.6%Do not know what I want to do 10.9%Do not need to work/parents support me 2.7%Unable to find work 20.0%Unable to get into a school/training program 1.8%None 0.9%No Response 10.9%Other 29.1%Note: Respondents could make more than one selection.Percentage = responses per item / total # of respondents

Work/School: I am currentlyAttending College (4 Year) 12.8%Attending Career & Technical Education/Vocational Training Program 7.2%Attending Community & Technical College (2 Year) 4.6%Taking Adult Education Classes 0.6%Receiving training through Apprenticeship/On-the-job Training 1.7%Working full time (40 or more hours/week) 30.7%Working part time (less than 40 hours/week) 22.3%In the military 0.9%Seeking employment / Looking for work 6.4%Attending a day training program 0.9%Not working or going to school 18.3%Other 10.1%No Response 1.2%

Health/Insurance AvailableYes 26.1%No 60.3%Other 1.6%No Response 12.0%

APPENDIX J

SPOKES PROGRAM AND 21ST CENTURY SKILLS

www.21stcenturyskills.org

SPOKES Goal Setting – Learners will utilize the steps and mechanics of goal setting guidelines to write either short term or long tern personal and/or job related goals. At the end of this module the learners will be able to transfer goal-setting skills to other situations. They will also be able to write an action plan aimed at achieving their goals.

Self-Esteem – Learners will be introduced to techniques for building self-esteem and practice these techniques to help improve their self-esteem and enhance their work performance. Participants will perform real-world exercises that will incrementally build self-esteem and help them recognize and avoid self-destructive behavior.

Assertiveness- Learners will be introduced to the different types of normal responses to situations in life, work and at home. They will be asked to distinguish the three types of responses and practice being assertive in order to be treated fairly in the workplace and at home.

Time Management – The goal of this module is to motivate learners to accomplish the day-to-day tasks, using their time wisely, to achieve their long-range goals. At the conclusion of this module, learners will understand time management and its importance at home and on the job.

Money Management – Learners will be introduced to financial planning or money management. They will learn what the financial planning process and what it can do for them. They will be able to apply the process through activities. Most of all, they will be able to take control of their finances, beginning immediately.

Bank On It – Learners will practice banking procedures such as making deposits, reconciling a checkbook and be introduced to electronic banking activities such as direct deposit.

Stress Management – Learners will discover what defines stress and some techniques to manage and reduce it. They will learn the symptoms of stress and some proven stress reducers.

Community Resources – This module will require learners to become familiar with the resources available to them by having them to create their own personal resource notebook listing sources for help in various areas.

Balancing Work and Family – Learners will consider the context of how the work place is affected by family needs and how the family needs are affected by the work place and explore some alternative approaches to balancing work and family.

Coping With Change/Decision-Making – Learners will examine both good and bad aspects of change. The module encourages development of a positive attitude towards change and realistic plans for dealing with the bad aspects of change.

Working Productively – This lesson will help learners obtain an accurate self-analysis of the roles they naturally assume in a group and give them practice in functioning in these roles in different situations. They will practice listening to different points of view, exploring options that each member brings to the group and then coming to consensus for the best solution.

Problem Solving – Learners will develop strategies for finding and diagnosing the problem as well as setting goals to help them determine how s/he wants the problem to be solved. They will practice finding an appropriate answer for the situation, developing a WIN/WIN solution, and designing a plan of action.

Dealing with Difficult Situations – In this module, learners will explore both verbal and non-verbal techniques and strategies to communicate with others when dealing with difficult scenarios. They will practice responding to different situations they may encounter in the workplace and be given suggestions for appropriate responses.

Workplace Ethics – The do’s and don’ts of what is proper in the workplace will be discussed as well as expectations of employers. Learners will be given scenarios to determine what action should be taken in certain situation that demonstrate good work ethics.

Managing Diversity – This module will assist learners in understanding and describing the challenges of diversity in the workplace. They will learn how to respond effectively with individuals, who are culturally different from themselves, learn skills to overcome barriers, and learn how to capitalize on the differing talents of others.

Listening for Understanding – This lesson will give learners several techniques to learn, practice, and perfect listening skills. Improved listening skills will help the learner understand someone’s motives without having to be a mind reader. Improved listening skills will avoid many misunderstandings in the workplace as well as at home.

Communicating with the Public/Customer Service – Most jobs, at some time or another require employees to respond effectively to customer requests and needs. It’s important to use good communication skills, such as listening, being attentive to body language, and problem solving in dealing with the public. At the end of the lesson, the learners will be able to

recognize body language signals, deal with customer dissatisfaction and understand good telephone skills.

Writing in the Workplace – Learners will be introduced to effective writing in the workplace, the difference between personal and business writing and given practice in the basic elements of good business writing.

Employee Rights – This module will give learners some basic information about what is illegal discrimination and what is illegal harassment in the workplace. Also, they will learn about the rights of the employers and what is not “illegal” in the workplace.

Employment Tests – This module will explore some of the reasons employers test, give learners some tips and strategies for taking employment tests and explain how the tests such as WorkKeys® are used by employers.

Job Readiness – Learners will complete an application, create a resume, a cover letter and practice interviewing in this module. At the end of this module, they will have a master application, resume and sample cover letter to use in their job search.

Computer Literacy – Learners will be given an overview of basic computer skills including window applications, word processing and a basic spreadsheet. At the end of this module, they will be able to demonstrate knowledge of basic computer skills.

APPENDIX K

OTHER RESOURCES

Other Resources

www.dol.gov/odep

www.onestops.info

www.acteonline.org

www.uschamber.com

www.learningpt.org

www.ncset.org

www.nam.org/institute

www.ncwd-youth.info

www.disabiltiyinfo.gov

www.act.org

www.nasetalliance.org

www.21stcenturyskills.org