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

www.p12.nysed.gov/cte/careerplan11

http://www.careerzone.ny.gov

CAREER ZONE

12

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

Developing the Career Plan

16

Questions about the Career Plan

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

31

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