1. Berrien County’s Seal of Employability

2. Berrien County by the #s

3. 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?

4. “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

5. 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?

6. 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.

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

8. 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.

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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
employability/

19. 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

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

22. Three levels for our Seal
Seal level calculators

23. LEA/RESA contract

24. 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

25. The Beginning…
We can’t turn into our old model of being “complete” it will be ever changing
Qm8
Craig Kuhn