1. An Overview of NY State Graduation Options Presentation by: Regional Special Education Technical Assistance Support Centers Capital District /North Country Letah Graff, Transition Specialists Pathways to Graduation WWW.TINYURL.COM/TRANSITION123

2. High School Exiting CREDENTIALS 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 1.55-64 pass option (low pass option) 2.RCTs for cohorts prior to September 2011 3.Compensatory Option – effective 10/31/12 * May score between 45-54 on one or more of the required exams (excluding English and Math) if they compensate with score(s) of 65 or higher on other exams and meet attendance and course requirements * English and math scores must be > 55 Skills and Achievement Commencement Credential Begin 2013-2014 school year NYSAA eligible & assessed Attended 12 years excluding K, or end of year attains 21 years of age CDOS learning standards Accompanied by new model of Student Exit Summary High School DIPLOMA High School Equivalency GED Test To change in Jan. 2014 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 NYS Career Development and Occupational Studies (CDOS) Commencement Credential Beginning 7/1/13 - Only for Students with Disabilities 1) To supplement diploma, or 2) as exiting credential for students unable to earn a HS diploma Documents preparation for entry-level employment Must provide opportunities to earn regular HS diploma and access to participate and progress in the general curriculum Develop and annually review career plan to ensure active engagement in career exploration Evidence of commencement level knowledge and skills (CDOS learning standards) 2 units of study in CTE coursework and/or WBL experiences with a minimum of 54 hrs. documented school supervised WBL experiences Employability profile(s) May award based on nationally-recognized work-readiness credential requirements June 2013

3. NEW YORK DIPLOMA OPTIONS 1.Regents Diplomas 2.Local Diploma (for students with disabilities) 3.High School Equivalency Diploma “TASC”

4. Regent’s Diploma 1.22 high school credits in specific subjects + electives AND 2.Score of 65 or better* on required Regents Exams a)Regents Diploma (regular & honors) – 5 exams b)Regents Diploma with Advanced Designation – 8 exams (regular or honors) *Unless identified with a disability

5. Regents Appeal Process Students (all students) seeking to appeal must meet following criteria: Taken the Regents exam and failed twice; Have a score three points of the 65 passing score; Evidence student has taken advantage of academic help in the subject area of the exam; An attendance rate of 95 percent Course average in the subject that meets or exceeds the required passing grade by the school; and Recommended for an exemption to graduation requirement by teacher or Department chairperson in the subject of the exam http://www.p12.nysed.gov/part100/pages/1005.html#regpasscore (appeal process) http://www.p12.nysed.gov/part100/pages/1005.html#regpasscore http://www.p12.nysed.gov/ciai/gradreq/appeal-form.pdf (appeal form) http://www.p12.nysed.gov/ciai/gradreq/appeal-form.pdf

6. Local Diploma Options for Students with Disabilities

7. Local Diploma Low Pass Option 5 Required Regents exams with a score of 55 or better Math ELA Science Global History and Geography US History 7 Only for students with disabilities (with an IEP or 504 Plan)

8. Local Diploma Regents Competency Exams –Students must have entered 9 th grade prior to Sept 2011 –Passing score on RCT if student does not get a 55 or better on the Regents exams 8 Only for students with disabilities with an IEP or 504 Plan This option is not be available for students who entered high school Sept. 2011 or later

9. Local Diploma Compensatory Safety Net Option May score 45-54 on one of the required exams (not ELA or Math) if they compensate with a score 65 or higher on another required exam, AND: –Must meet school attendance requirements –Must pass class –Math and ELA are still required to be at least 55. –Cannot be used in conjunction with RCTs –1 to 1 exchange Only for students with disabilities with an IEP or 504 Plan

10. Compensatory Safety Net Option Retroactive to the 2005 cohort –Student must be school age and re-enroll if they have already exited Can be an option for 504 students and declassified students (8 th grade or later) based on recommendation of the committee

11. Required Regents ExamScoreRationale Comprehensive English 55 Student earned a score of at least 55 on both the English and mathematics exams. Student’s score of 68 on U.S. History exam compensates for his score of 46 on Global History exam. Student may use the compensatory option to graduate with a local diploma. Mathematics 62 Global History & Geography 46 Science 64 U.S. History & Government68 COMPENSATORY SAFETY NET OPTION EXAMPLES

12. Required Regents ExamScore Rationale Comprehensive English 61 Student earned a score of at least 55 on both the English and mathematics exams. Student’s score of 78 on the Science exam can compensate for either his score of 49 on the Global History exam or his score of 52 on the U.S. History exam, but not both. Student may not use the compensatory option to graduate with a local diploma. Mathematics 59 Global History & Geography 47 Science 78 U.S. History & Government52

13. High School Equivalency Diploma

14. TASC Accommodations Training Copyright © 2013 by CTB/McGraw-Hill LLC. This publication or portions thereof may not be reproduced and distributed. The TASC logo and Test Assessing Secondary Completion are trademarks of McGraw-Hill Education. All other brands and product names found in this publication are the property of their respective owners and are not associated with the publisher of this publication.

15. Agenda Test accommodations overview Types of Accommodations –Allowable resources –Spanish version –Alternate formats –Special testing accommodations How to execute accommodations during testing –CBT –PBT 15

16. Accommodations and Resources Overview CTB/McGraw-Hill supports the intent of the ADA Amendments Act of 2008 and is committed to supporting access to the TASC for individuals with disabilities To this end, the TASC design includes accessible formats and allowable resources that are available to all examinees In addition, examinees with documented need may apply for special testing accommodations 16

17. Types of Supports Examinees have access to three types of support during TASC testing: –Allowable resources: No formal approval is required for the use of these resources In some cases a prior notification form must be filled out and provided to the testing center at the time of scheduling so that the testing center can accommodate the request –Special Testing Accommodations: The examinee must request the use of these accommodations and formal approval from the CTB/McGraw-Hill TASC Accommodations Administrator is required prior to test administration Special testing accommodations are intended to account for the effects of a person’s disability on assessment results 17

18. Types of Supports (continued) –Alternate Formats: TASC is available in English and Spanish in alternate formats including Braille and large print editions To receive alternate formats, the examinee must provide prior notification to the testing center A Prior Notification Form is available for download on the TASC website at www.TASCtest.comwww.TASCtest.com 18

19. Subject Areas TASC assesses five subject areas: –Language Arts: Reading –Language Arts: Writing –Mathematics –Science –Social Studies 19

20. Allowable Resources

21. Allowable resources : − Tools, procedures, and materials that an examinee may use to support test taking − Allowable resources include items such as earplugs, magnifying glasses, or seat cushions − No formal approval is required for the use of allowable resources − In some cases a notification form must be filled out and provided to the testing center prior to testing so that the testing center can prepare to support the request − A summary of allowable resources and the Prior Notification Form are available for download on the TASC website at www.TASCtest.comwww.TASCtest.com − TASC Examinees should submit the Prior Notification Form to the Test Coordinator at the TASC Testing Center at the time they schedule or register for testing 21

22. Test Formats Three TASC forms are available each year in English and Spanish in CBT and PBT –Forms A, B and C Alternate formats: –Large print –Braille (2 forms only each in English and Spanish) –Audio Large print and Braille require prior notification Audio requires prior approval 22

23. Allowable tools, procedures, and materials Tool/MaterialPaper-Based Test (PBT)Computer-Based Test (CBT) Blank Place Markers Scratch paper, which is provided by the testing center as part of the standard TASC administration, may be used as a place-marker tool on the PBT. Prior notification is not required. Mark for Later Review is a navigation feature that is part of the standard CBT administration. Prior notification is not required. Cushion The TASC examinee may bring a seat cushion. Prior notification is not required. The examinee is required to bring the cushion. The TASC examinee may bring a seat cushion. Prior notification is not required. The examinee is required to bring the cushion. HighlighterHighlighters are not permitted on the PBT. No markings may be made on the PBT because the same test booklets are used for multiple examinees. A highlighter tool is available as part of standard CBT administration. Prior notification is not required. 23

24. Tool/MaterialPaper-Based Test (PBT)Computer-Based Test (CBT) Colored Scratch Paper Scratch paper is provided during testing by the testing center as part of standard test administration. All scratch paper is collected and destroyed at the conclusion of testing. Examinees may request lined paper or graph paper. Prior notification is not required. Scratch paper is provided during testing by the testing center as part of standard test administration. All scratch paper is collected and destroyed at the conclusion of testing. Examinees may request lined paper or graph paper. Prior notification is not required. Eraser Each TASC examinee is permitted to bring, or will be provided with, sharpened number 2 pencils and an eraser as part of standard test administration. Prior notification is not required. A digital eraser is available as part of standard CBT administration. Prior notification is not required. Option Eliminator Scratch paper, which is provided by the testing center as part of the standard TASC administration, may serve as an option eliminator on the PBT. Prior notification is not required. An option eliminator is available as part of standard CBT administration. Prior notification is not required. 24

25. Tool/MaterialPaper-Based Test (PBT)Computer-Based Test (CBT) Blocking Ruler Scratch paper, which is provided by the testing center as part of the standard TASC administration, may be used in lieu of a blocking ruler on the PBT. Prior notification is not required. In the TASC CBT, a blocking ruler is available as part of standard administration. Prior notification is not required. Formula Sheet TASC examinees will be provided access to a formula sheet as part of standard test administration where applicable. Prior notification is not required. A formula sheet is available as part of standard CBT administration conditions where applicable. Prior notification is not required. Colored OverlaysAn examinee may use tinted clear plastic overlays over pages in the test booklet. Prior notification is not required. The examinee is required to bring the overlays. The CBT has configurable settings for background color, font color and font size. Prior notification is required. The administrator must change system settings to support the examinee’s request. 25

26. Tool/MaterialPaper-Based Test (PBT)Computer-Based Test (CBT) Noise Reduction The examinee may use earplugs to reduce background noise. The examinee will need to provide his or her own such device and make it available to the Examiner for inspection prior to testing. Prior notification is not required. The examinee is required to bring the device and earplugs. In the CBT, an auditory calming tool is available. Earphones must be requested from the test center in advance. Prior notification is required. The administrator must change system settings to support the examinee’s request. Magnifying Device An examinee may use handheld magnifiers, eyeglass-mounted magnifiers, freestanding magnifiers, or magnifying overlays, to enlarge text and graphics. Prior notification is not required. The examinee is required to bring the device. A digital magnifying glass is available in the CBT. Prior notification is required. The administrator must change system settings to support the examinee’s request. Straightedge The TASC examinee may use scratch paper provided by the test center to aid in spatial orientation and reading. Prior notification is not required. A masking ruler tool is available in the CBT. Prior notification is required. The administrator must change system settings to support the examinee’s request. MagnificationA large ‐ print edition (PBT) is available upon request. Prior notification is required. Large font is available on the CBT. Prior notification is required. The administrator must change system settings to support the examinee’s request. 26

27. CBT Allowable Resources For computer-based features that are available as allowable resources, the Test Coordinator may need to change system settings in order to provide for the system functionality that will enable examinee use The examinee should provide prior notification to the testing center for those features to be made available 27

28. Special Testing Accommodations

29. Special testing accommodations : − Only provided to examinees with appropriate documentation diagnosing their disability or disorder and supporting the need for the recommended accommodation –An examinee may only receive a special testing accommodation if he or she has submitted a TASC Special Testing Accommodations Request Form to be formally approved by a CTB/McGraw-Hill TASC Accommodations Administrator –The request form must contain accommodations recommendations from a physician, psychiatrist, or other appropriately licensed professional In these cases, examinees may only receive the accommodation(s) that have been specifically approved 29

30. Accommodations Process Test Coordinators and examinees will receive notification from TASC Accommodations Administrators as to the specific accommodations approved Examiners will receive instructions from the Test Coordinator as to which accommodations to provide to a particular examinee 30

31. Special Testing Accommodations: Alternate Presentations Accommodation Category Accommodation Details PBTCBTDescription Alternate Presentation Audio CD of Subject- area Tests YES An audio CD presentation of TASC Math, Science, Social Studies, Reading and Writing is available in English and Spanish. A CD player is required and should be provided by the test center. DVD of Signed Version of Test Instructions YES A DVD of signed instructions in American Sign Language is available to examinees. A DVD player and appropriate viewing device is required. A DVD player should be provided by the test center. Screen Reader (CBT) YESThe TASC CBT has screen reader functionality. The examinee activates the reader by positioning the cursor on the text and clicking. 31

32. Accommodation Category Accommodation Details PBTCBTDescription Breaks Supervised BreaksYES Both the PBT and the CBT can be administered with supervised breaks. The CBT can be paused for up to 20 minutes to accommodate a break. Multiple SessionsYES The TASC PBT can be administered over multiple sessions. The coordinator will store the assessment in a locked cabinet between sessions. The examinee must be supervised during breaks. Special Testing Accommodations: Breaks 32

33. Accommodation Category Accommodation Details PBTCBTDescription Calculator Calculator Memory Function YES The memory function of a calculator can be used to support working memory. In these cases, it is expected that the examinee knows how to use this feature and has experience with this accommodation. Talking CalculatorYES An examinee with visual impairments or print disability may receive approval to use a talking calculator during testing. Special Testing Accommodations: Calculator 33

34. Accommodation Category Accommodation Details PBTCBTDescription Duration 1.25 Times Standard Testing Time YES Extended testing time is an accommodation that is provided at 1.25 (1 ¼) times the standard administration time. This duration is available only for the PBT. 1.50 Times Standard Testing Time YES Extended testing time is an accommodation that is provided at 1.5 (1 ½) times the standard administration time. This duration is available for both the PBT and the CBT. Twice the Standard Testing Time YES Extended testing time is an accommodation that is provided at 2.0 (2) times the standard administration time. This duration is available only for the PBT. Special Testing Accommodations: Duration 34

35. Accommodation Category Accommodation Details PBTCBTDescription Physical Support Preferential Seating Location YES Preferential seating refers to seating in a location that supports the examinee’s testing experience. Preferential seating may be free from distractions, have special lighting conditions, have extra desk space for large materials, (large-print or Braille materials), etc. Adaptive EquipmentYES Assistive technology (PBT only), pencil grips, etc. Adaptive FurnitureYES Adjustable height desks, cushioned furniture, wheel chair friendly desk, chairs with armrests, etc. Other Other physical support accommodations may be approved based on the examinee’s particular needs. Special Testing Accommodations: Physical Support 35

36. Accommodation Category Accommodation Details PBTCBTDescription Scribe Point or Dictate Answers YES A scribe may be provided for the PBT. The scribe must be qualified, have appropriate training, and follow specified guidelines. For the Writing TestYES Special Testing Accommodations: Scribe 36

37. Accommodation Category Accommodation Details PBTCBTDescription Technology Device Technology-assisted Writing YES Technology-assisted writing is an accommodation when the following features are disengaged: formatting, spell check, and grammar check. Assistive Technology Device YES Examinees may use personal assistive technology devices. However, all assessment content must be deleted from the device following testing. Special Testing Accommodations: Technology Device 37

38. Accommodation Category Accommodation Details PBTCBTDescription Separate Room YES An examinee may be tested in a separate location with a qualified examiner present. Special Testing Accommodations: Separate Room 38

39. Accommodation Category Accommodation Details PBTCBTDescription Small Group Setting YES An examinee may be tested in a small group setting with a qualified examiner present. Special Testing Accommodations: Small Group Setting 39

40. Accommodation Category Accommodation Details PBTCBTDescription Other To be described in the Request Form YES Accommodations not otherwise listed may be approved based on the Evaluator’s recommendation and the Examinee’s particular needs. Special arrangements may be required to support such accommodations and not all testing centers may be able to provide all approved accommodations. Special Testing Accommodations: Other 40

41. Special Testing Accommodations Request Form

42. Applying for Special Testing Accommodations To apply for Special Testing Accommodations for the TASC, the request form should be completed by the TASC Examinee (with the support of an Advocate, if desired) and by a licensed professional Evaluator The Examinee should deliver the completed form to the TASC Test Coordinator at the local testing site for processing and verification Once verified, the request form is to be submitted to CTB/McGraw-Hill’s TASC Accommodations Administrator for review and approval 42

43. Request Form The request form has four sections: –Sections 1, 2, and 3 must be completed prior to the request being sent to the CTB/McGraw- Hill TASC Accommodations Administrator for review Sectionis completed by the… 1Examinee 2Evaluator (a licensed professional who can diagnose the Examinee’s disability and recommend appropriate accommodations) 3TASC Test Coordinator at the Examinee’s local TASC Testing Center 4CTB/McGraw-Hill TASC Accommodations Administrator 43

44. Steps to complete accommodations request 1.The Examinee completes Section 1 (with the support of an Advocate, if desired) 2.The Evaluator completes Section 2 and provides supporting documentation in the form of an Evaluation Report 3.The Examinee provides the request form to the TASC Test Coordinator at the local testing center 4.The TASC Test Coordinator and Examinee review Sections 1 and 2 for completeness 5.If Sections 1 and 2 are deemed complete, the TASC Test Coordinator completes Section 3 44

45. Steps (continued) 6.The Examinee sends the request form and supporting documentation, such as the Evaluation Report, to the CTB/McGraw-Hill TASC Accommodations Administrator for review 7.The TASC Accommodations Administrator reviews the request form, makes an approval decision, and mails the decision letter to the Examinee and local testing center 8.After the request form has been submitted to the TASC Accommodations Administrator, the Examinee can email TASC_Helpdesk@ctb.com or call 888-282-0589 between 7:30 a.m. and 8:00 p.m. Eastern time for questions about the status of a requestTASC_Helpdesk@ctb.com 45

46. Final thoughts…

47. Documentation The following additional important documents, available on the TASC website at www.TASCtest.com, will help the Examinee and Evaluator prepare the request form for submission:www.TASCtest.com –Overview of TASC Accommodations –TASC Allowable Resources and Prior Notification Form –TASC Special Testing Accommodations Descriptions –Examinee Guidelines for Requesting TASC Special Testing Accommodations –Evaluator Guidelines for Requesting TASC Special Testing Accommodations –TASC Special Testing Accommodations Approval Criteria 47

48. CURRENT NEW YORK STATE NON-DIPLOMA OPTIONS New York State Career Development and Occupational Studies Commencement Credential Skills & Achievement of Commencement Credential Effective as of July 1, 2013

49. Career Development & Occupational Studies Commencement Credential 49 Purpose is to document preparation for entry level employment after high school Effective as of July 1, 2013 Only for Students with Disabilities

50. 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 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, whichever comes first NYS Career Development and Occupational Studies (CDOS) Commencement Credential 50

51. 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 PlanEmployability Profile NYS CDOS Credential – Option #1

52. Ensuring Students have Opportunities to Graduate with a Regular Diploma ( Targeted use of IDEA grant funds) A school district that awards this credential to more than 20% of the students with disabilities in the cohort, where it is not a supplement to a HS diploma… State has authority to redirect 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. 52 Memo page 9

53. Career Plan 1. Student Developed 2. Annually reviewed, and as appropriate revised 3. Ensure active engagement in career exploration Includes but not limited to:  Student-identified career interests  Career related strengths and needs  Career goals  Career and technical coursework and work- based learning experiences 53

54. Not limited to career-related activities provided by the school, and may include activities that the student does outside of school School is not required to provide all the specific activities identified in the career plan but must, as appropriate, assist the student to develop their plan Preferences and interests from the career plan shall be considered in the development of the student’s IEP Maintained in the student’s permanent record. Career Plan 54

55. http://www.careerzone.ny.gov CAREERZONE 55

56. Career Development and Occupational Studies Learning Standards Part of NY STATE Learning Standards Not just a special education initiative– for ALL students Should be a central part of ALL CLASSROOMS 3 Levels (elementary, intermediate, commencement) CDOS learning standards are available at: http://www.p12.nysed.gov/cte/cdlearn/documents/cdoslea.pdf

57. Standard 1 CAREER DEVELOPMENT Self-knowledge Who am I? Career exploration Where am I going? Career Plan How do I get there? knowledge Standard 2 INTEGRATED LEARNING What am I learning? Why am I learning it? How can I use it? application Standard 3A UNIVERSAL FOUNDATION SKILLS (SCANS) What do I need to know? What skills are important for me? skills Questions students should be able to answer 57

58. ElementaryIntermediateCommencement 3 Levels of CDOS To be eligible for CDOS Credential 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 Career Development 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 Career Development 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 58

59. Student will successfully complete not less than the equivalent of 2 units of study (216 hours) 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 59

60. grade 9-12 course in career and technical education as defined in section 100.1(l ) Taught by a CTE instructor such as: Agricultural, Technology, Business and Marketing, Family and Consumer Sciences Approved by: 1. the local BOE Or 2. SED CTE Courses Under the supervision of the district May include: job shadowing, community service, volunteering, service learning, senior projects, school based enterprises Documented in the student’s trans cripts WBLE >54 hrs. Must also have Minimum requirement is 216 hours

61. 61 CTE COURSEWORK AND/OR WBL Minimum hours WBL # hours CTE course # additional WBL The minimum equals 54 + 216

62. NYS Work-Based Learning Programs Registered Programs State approved programs 4 different types of approved programs Requires WBL Coordinator Extension Other Options (nonregistered) Community Based Work Programs for students with disabilities Job Shadowing, Community Service, Service Learning, Senior Project, and School Based Enterprises Recommend WBL Coordinator Extension 62 http:// www.p12.nysed.gov/cte/wbl/home.html

63. 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 careers Job 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 needs Service 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 63 Memo Attachment 3

64. The Employability Profile and Work Based Learning Employability Profile Teacher and Job Coach Evaluations Situational Assessment WBL Employer Evaluations 28

65. Employability Profile Documents the Student’s – Attainment of each of the CDOS commencement level standards – Attainment of technical knowledge and work-related skills – Work experiences – Performance on industry-based assessments and other work-related academic achievements 65 Completed by designated staff and/or other individuals knowledgeable about the student and must be maintained in the student’s permanent record

66. Transition Transition Needs connect to Career Plan Post- secondary Goals connect to Career Plan Transition Activities connect to CTE Work-based Learning Course of Study connects to CDOS Instruction CTE Coursework WBL MEMO Attachment 6 33

67. Principal’s Discretion (For students graduating before June 2015) When making the determination as to whether the student meets the requirements of the NYS CDOS Commencement Credential the principal, in consultation with relevant faculty should consider the following: 1. Documentation that the student has engaged in career planning and exploration. Minimally, all students should, have a career plan; 2. Evidence that the student has attained each of the commencement level CDOS learning standards; 3. The extent to which the student has successfully completed instruction, courses of study and transition activities at the secondary level related to the student’s post-secondary employment goals; and 4. An evaluation of the student’s employability skills, as documented in the employability profile of the student. 67

68. Nationally Recognized Work Readiness Credentials 1.National Work Readiness Credential 2.National Career Readiness Credential-WorkKeys (ACT) 3.SkillsUSA Workforce Ready Employability Assessment 4.Comprehensive Adult Student Assessment Systems- Workforce Skills Certificate System MEMO Attachment 5 68

69. NYS Career Development and Occupational Studies (CDOS) Commencement Credential 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 Ensure Students are NOT “tracked” for CDOS 69

70. National Employability Skills Credentials Skills USANWRC WorkKey s (ACT) Workforce Skills Certificate Access to General Education Curriculum Active engagement Accommodatio n Instructional Materials Specially Designed Instruction How curriculum is taught Instructional Environment CDOS Instruction Career Development Integrated Learning Universal Foundations Skills Career 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 CDOSCREDENTIALCDOSCREDENTIAL OPTION #1 OPTION #2 Student’s Career Plan and/or This option must also include a minimum of 54 hrs. WBL

71. Skills and Achievement Commencement Credential

72. Skills Achievement Commencement Credential Students with severe disabilities Eligible for NYSAA (eligible and assessed) NOT A DIPLOMA Can be awarded after the student attends school for 12 years, excluding K

73. Skills and Achievement Commencement Credential Must be accompanied by documentation of: –Achievement against CDOS standards –Level of academic achievement and independence as measured by NYSAA –Skills, strengths, interests –As appropriate, other achievements & accomplishments

74. Requirement If a student exits with a CREDENTIAL and they are <21 years of age, must be provided with a WRITTEN assurance of FAPE until 21, graduates, or whichever comes first