Transition Planning and the CDOS Credential Presented By: Matthew Jurgens LI RSE-TASC: Transition Specialist Suffolk County

Transition Planning and the CDOS Credential Agenda Inclusion Activity: What is the Point of School? FAPE Transition Assessment Overview The CDOS Learning Standards Diploma and Credential Options for Students with Disabilities Brief Overview of CDOS Credential L.I. Regional Special Education Technical Assistance Support Center

Inclusion Activity Quotation Reflection What is the point of school? L.I. Regional Special Education Technical Assistance Support Center

The Purpose of FAPE The IDEA Statement on the purpose for Free Appropriate Public Education (FAPE): 20 U.S.C. 1400(d) “The purposes of this chapter are to ensure that all children with disabilities have available to them a free, appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living.” L.I. Regional Special Education Technical Assistance Support Center

Our Visions Align… “The mission of the __________ School District is to develop each child's full potential in a nurturing and supportive student-centered environment that will promote a foundation for lifelong learning.” Within the culturally and ethnically diverse community that is ___________, the public schools occupy a unique position. It is our responsibility, in partnership with parents and the community, to enable every student to reach high levels of individual academic achievement, to acquire the sophisticated skills necessary for life and work, and to become informed, concerned citizens of a rapidly changing, interdependent society. L.I. Regional Special Education Technical Assistance Support Center

Our Visions Align… The __________ School District’s mission is to educate all students to their fullest potential by providing opportunities for learning that are challenging and effective. The education will enable all students to master the knowledgeable skills, strategies, and attitudes necessary to become responsible citizens. “The mission of the _________ School District is to empower and inspire all students to apply the knowledge, skills and attitudes necessary to be creative problem solvers, to achieve personal success, and to contribute responsibly in a diverse and dynamic world.” L.I. Regional Special Education Technical Assistance Support Center

What is Transition Assessment? The ongoing process of collecting data on the individual’s needs, preferences, and interests as they relate to the demands of current and future working, educational, living, and personal and social environments. Education “Learn” Handout 1 Employment “Earn” Independent Living “Live” Assessment data serve as the common thread in the transition process. Forms the basis for defining goals and services to be included in the IEP. (CEC-DCDT, 1997) L.I. Regional Special Education Technical Assistance Support Center 7

Ongoing Assessment High School S C A N S & CDOS 21st Century Skills Living Independently With Support Learning College/University Trade School Adult Education Earning Professional/Technical Entry Level Supported employment High School Career Cluster Selection, Advanced Academic Skills Related Work Experience 21st Century Skills S C A N S & CDOS Middle School Career Exploration Academic Foundations Job Shadowing & Mentoring Elementary School Career Awareness & Self-awareness L.I. Regional Special Education Technical Assistance Support Center 8

Career Development and Occupational Studies (CDOS): Career Exploration Applied Academics Soft Skill Development Technical Skill Development Career Development and Occupational Studies (CDOS): A Progression of Learning Standards Progression of standards for all kids These standards can be explicitly instructed and/or embedded within regular lesson plans and curriculum. L.I. Regional Special Education Technical Assistance Support Center 9

The CDOS Learning Standards Part of NY STATE Learning Standards For ALL students – Have been around since inception of NYS Learning Standards Should be integrated into instruction in ALL classes 3 Levels (elementary, intermediate, commencement) L.I. Regional Special Education Technical Assistance Support Center

School and Community Based, as appropriate Instruction in CDOS School and Community Based, as appropriate 1. Career Development 2. Integrated Learning 3a. Universal Foundation Skills 3b. Career Majors CDOS learning standards are available at: http://www.p12.nysed.gov/cte/cdlearn/documents/cdoslea.pdf L.I. Regional Special Education Technical Assistance Support Center

knowledge application Questions students should be able to answer 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 L.I. Regional Special Education Technical Assistance Support Center

Career Development and Occupational Studies Thinking Skills Can Read Can Write Perform Math Functions Listens Effectively Speaks Clearly Technology Can Think Creatively Uses Decision Making Skills Thinking Leads to Problem Solving Knows How to Learn Applies Knowledge to New Situations Basic Skills Selects /Applies Technology Maintains Equipment Designs and Creates To Meet Needs Teaches Others Serves Clients Exercises Leadership Negotiates/Communicates Works as a Member of a Team Works with Diversity Interpersonal Skills Systems Improves & Designs Systems Monitors & Corrects Performances Understands How Systems Perform Related to Goals, Resources and Organizational Function Career Development and Occupational Studies Standard 3A Universal Foundation Skills Managing Resources Managing Information Personal Qualities Understands how to use: Materials Facilities Time Money Human Resources Networking Demonstrates: Responsibility Ability to Plan Ability to Take Independent Action Integrity/Honesty Self-determination and ability to self-evaluate knowledge, skills and abilities Acquires and Evaluates Information Organizes/Maintains Information Interprets/Communicates Information Uses Computers to Enter, Modify, Retrieve and Store Data L.I. Regional Special Education Technical Assistance Support Center

3 Levels of CDOS Elementary Intermediate Commencement Handout 2 Career Development Demonstrate an awareness of their interests aptitudes and abilities Know the value of work Explore preference for working with people, information and/or things Demonstrate an understanding of the relationship among personal interests, skills and abilities and career research Understand the relationship of personal choices to future career decisions Complete the development of a career plan that would permit eventual entry into a career option Analyze skills and abilities required in a career option and relate them to their own skills and abilities L.I. Regional Special Education Technical Assistance Support Center

21st Century Skills in Action Life and Career Flexibility and adaptability Initiative and self-direction Social and cross-cultural skills Productivity and accountability Leadership and responsibility Innovation Learning and Critical thinking and problem solving Creativity and innovation Communication Collaboration Digital Literacy Information literacy Media literacy Information, Communication and Technology skills Core Subjects English, reading, language arts Math and economics Arts, Science History etc. 21st Century interdisciplinary themes The brain filters out 99% of what is coming its way (Wolfe, 2010). Need to make information relevant. Our students benefit from experiential learning as much as possible, building on prior knowledge, giving students context for how they will use the information outside of school, emphasizes concepts over individual facts (21st Century and Common Core). Wolfe’s Book: “The Brain Compatible Classroom: A Teacher’s Guide.” Why did you select this workshop? How would you or will you (hopefully not!) feel about being here if you could not see how the information fits in with your job? How easy is it to pay attention to information that you cannot find a use for? - Discuss with a partner at your table www.p21.org L.I. Regional Special Education Technical Assistance Support Center

L.I. Regional Special Education Technical Assistance Support Center Handout 3 L.I. Regional Special Education Technical Assistance Support Center

High School Exiting CREDENTIALS DIPLOMAS High School Exiting CREDENTIALS (beginning 2013-2014) NYS Options: Regents - 65 Pass on 5 Regents Exams (ELA, Math, Sci., US History, Global History) * Regents diploma with advanced designation * Regents diploma with technical endorsement Local - via Safety Net for SWD 55-64 pass option (low pass option) RCTs for cohorts prior to September 2011 Compensatory Option – effective 10/31/12 NYS Career Development and Occupational Studies (CDOS) Commencement Credential Only for Students with Disabilities To supplement diploma, or As exiting credential for students unable to earn a HS diploma Documents preparation for entry-level employment Student Exit College and Career Ready High School Equivalency Skills and Achievement Commencement Credential NYSAA eligible & assessed Accompanied by new model of Student Exit Summary GED Test To change in Jan. 2014 McGraw Hill to provide Test Assessing Secondary Completion (TASC) Notify “near passer” students of need to complete current GED exam by 2014 Handout 4 L.I. Regional Special Education Technical Assistance Support Center

NYS CDOS Commencement Credential No IEP Diplomas issues after June 30, 2013. Credential, 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 Supplement to a Local or Regents Diploma OR Exiting credential For a student with a disability who is unable to earn a regular diploma and is not taught/assessed on NYSAA. With 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. L.I. Regional Special Education Technical Assistance Support Center

NYS CDOS Commencement Credential Targeted Use of IDEA Grant Funds* Principal’s Discretion The principal, in consultation with relevant staff, to award the certificate if the student has demonstrated, in other ways, they have met the requirements of the credential. Prior to July 1, 2015 for all students with disabilities For transfer students (permanently) Targeted Use of IDEA Grant Funds* A school district that awards this credential to more than 20 percent of the students with disabilities in the cohort, where it is not a supplement to a HS diploma, shall be required to use a portion of its Part B IDEA grant funds for targeted activities to ensure that students with disabilities have appropriate access to participate and progress in the general education curriculum necessary to earn a regular high school diploma. *Case by Case Basis L.I. Regional Special Education Technical Assistance Support Center

RIGOR Documentation Requirements Instruction, Coursework and Work-based Learning Meaningful access to participate/progress in gen ed curriculum (opportunities to earn a HS diploma) CDOS Learning Standards Equivalent of 2 units of study in CTE Coursework and/or Work-based Learning (WBL) (at least 54 of the 216 hours must be WBL) Handout 5 Documentation Requirements Commencement Level Career Plan Employability Profile RIGOR L.I. Regional Special Education Technical Assistance Support Center

Concluding Thought… “Our goal is to get more students with disabilities employed, not to make them non-disabled.” Turn and talk with a partner to reflect on the quotation. What does this mean to you personally and/or in your practice? L.I. Regional Special Education Technical Assistance Support Center

Resources National Secondary Transition Technical Assistance Center (NSTTAC): http://nsttac.org/sites/default/files/assets/pdf/pdf/ebps/PredictorSelf- Assessment.final.pdf New York State Work-Based Learning Manual: http://www.p12.nysed.gov/cte/wbl/ New York State Career Plan: http://www.p12.nysed.gov/cte/careerplan/ The Partnership for 21st Century Skills: www.p21.org Career Development and Occupational Studies Learning Standards: http://www.p12.nysed.gov/cte/cdlearn/documents/cdoslea.pdf Career Development and Occupational Studies Commencement Credential: http://www.p12.nysed.gov/specialed/publications/CDOScredential-memo- 613.htm Career Development and Occupational Studies Sample Lessons: http://www.p12.nysed.gov/cte/cdlearn/cdosresourceguide.html New York State CareerZone: http://www.careerzone.ny.gov L.I. Regional Special Education Technical Assistance Support Center

Thank You! Long Island RSE-TASC Transition Specialists 631-218-4197 www.esboces.org/page/89 Cathy Pantelides Nassau Transition Specialist cpanteli@esboces.org Matthew Jurgens Suffolk Transition Specialist mjurgens@esboces.org L.I. Regional Special Education Technical Assistance Support Center