Berrien County’s Seal of Employability

Berrien County by the #s

Why are we here? Are schools preparing students to belong and succeed in their community? Is the community prepared to support students in their community once they leave school? How do you know?

“People with disabilities have the right to choose a path toward education and employment. However, while freedom of choice is given, the right to work is earned. Earning the right to work is dependent upon the student’s preparation.” Simon, Stephen, ADA Quarterly, Fall 1998

The Driving Question Past/where we came from Programming driven by diagnoses A Certification of Completion for students not receiving diplomas (Completion of What?) Outcome-Based Curriculum designed in the 1980’s for a center-based program for young adults (16-26) with mild cognitive impairments More county programming since 2000 in local high schools for MICI students Few employment opportunities for students beyond completion The Question: Can we program toward employability?

The Beginning: Where our work group started: County-wide meeting that identified 3 levels of student completions. Diploma Certificate of Completion Aging out/Complex learners Not built in a vacuum, but with teachers steering where we went. Complete buy-in Turnover has already happened, and it will be coming…..proven that staff can pick it up and begin where previous staff took off.

Professional Learning Community Non-Diploma track classrooms within the county 2012-2013 school year Continue to meet 4 half days per school year.

What is a Seal of Employability A Seal of Employability (SOE) represents an alternative pathway for high school special education students who, even with a Personal Curriculum, supplementary aids and services, modifications and/or accommodations and special education programming, are unable to meet the Michigan requirements for a high school diploma.

Framework built on three Driving Questions What do students need to know and be able to do? Curriculum How will we know where they are? Assessment How will we get them there? Instruction

Curriculum Academics (built on standards) 5 levels for each Competency Science Social Studies Reading, Writing, Math Life , Social, Employment SOE Earth SOE Economics Real-world applications Life-Centered Education (CEC) SOE Life SOE Civics Integrated, functional Pre-vocational and vocational SOE Physical SOE US History In stand-alone courses Work-Based Experiences SOE Health SOE World History Community-Based Activities Level 0 Level 1 (Bronze Seal) Level 2 (Silver Seal) Level 3 (Gold Seal) Level 4 (Gold Seal) Unable , even with help Can meet basics with assistance Can meet basics independently Can meet expectations independently Above expectations

Life-Centered Education (CEC) Web-based set of transition assessments and instructional resources Three Areas of Focus: Daily Living Skills Self-Determination/Interpersonal Skills Employment Skills Learning objectives based on Dynamic Learning Maps Competency Rating Scales Assessments Knowledge Battery Performance Battery

Work-Based Learning Job Shadow (Visitor) Volunteer Work-Based Learning (Non-CTE, paid and unpaid) Work-Based Learning (CTE, paid/unpaid) In-District/In-School Placement Minor Employee with a work permit Safe Schools

Assessment Measuring levels of competency with scales, reported with levels 1-5 Various formats Traditional assessments Observation of activities, experiences, discussions Work-based experiences Student interviews, questions Projects, presentations Life-Centered Education Knowledge Battery, Performance Battery Work Habits Rubric Academic Assessments

Assessment – The Value of Competency Not focusing on traditional grades, but what students know More than just “know” but “demonstration/evidence” Consistent monitoring/expectations throughout county. Helped not only with teaching students, but monitoring and proving growth Students now know why they have a competency level and what they need to do to move up. Students AND teachers monitor growth, set goals, keep track of progress

Instruction All functionally based in all activities Math and Reading are incorporated into all subject areas Links within our rubric with instructional examples and embedded within the LCE Helps with the development of IEP goals https://lce.cec.sped.org/ https://sites.google.com/a/berrienresa.org/berrien-county-cert-of- employability/

Work-Habits Rubric Goals for students: (Independence, Competence, Employability) Work-Habits are assessed frequently Self-Assessment Peer-Assessment (possibly) Teacher, Supervisor Assessment Goals set, progress monitored

Work Habits: School/Work, Organization, Readiness, Attitude, Self-Advocacy

Three levels for our Seal Seal level calculators

LEA/RESA contract

Early Summary of Value of SOE This gives a concrete frame-work and consistency within Berrien County. Gives data on why students should be finished or continue with schooling. Programs in LEAs, this gives admin an understanding/direction of what should be happening (isn’t a “babysitter” program) Relating this to IEP goals/objectives. Progress tracking and student tracking (knowing) Transition planning

The Beginning… We can’t turn into our old model of being “complete” it will be ever changing https://drive.google.com/drive/folders/0B6ykglFto4wkclh4amw4UGF5 Qm8 Craig Kuhn craig.Kuhn@berrienresa.org