1 / 23

Transition Planning and the CDOS Credential

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

preston-raymond
Download Presentation

Transition Planning and the CDOS Credential

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

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

  2. Transition Planning and the CDOS CredentialAgenda • 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

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

  4. 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

  5. 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

  6. 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

  7. What is Transition Assessment? 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 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.

  8. Ongoing Assessment Living Independently With Support Learning College/University Trade School Adult Education Earning Professional/Technical Entry Level Supported employment 0 0 0 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

  9. Career Development and Occupational Studies (CDOS): A Progression of Learning Standards L.I. Regional Special Education Technical Assistance Support Center

  10. 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

  11. Instruction in CDOS School and Community Based, as appropriate • 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

  12. CAREER DEVELOPMENT Self-knowledge Who am I? Career exploration Where am I going? Career Plan How do I get there? INTEGRATED LEARNING What am I learning? Why am I learning it? How can I use it? knowledge 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

  13. 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 Interpersonal Skills Career Development and Occupational Studies Standard 3A Universal Foundation Skills Systems • Improves & Designs Systems • Monitors & Corrects Performances • Understands How Systems Perform • Related to Goals, Resources and • Organizational Function • Teaches Others • Serves Clients • Exercises Leadership • Negotiates/Communicates • Works as a Member of a Team • Works with Diversity Managing Resources Personal Qualities Managing Information • 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

  14. 3 Levels of CDOS Handout 2 L.I. Regional Special Education Technical Assistance Support Center

  15. 21st Century Skills in Action www.p21.org L.I. Regional Special Education Technical Assistance Support Center

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

  17. High School Exiting CREDENTIALS (beginning 2013-2014) High School DIPLOMAS 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 • Skills and Achievement • Commencement Credential • NYSAA eligible & assessed • Accompanied by new model of Student Exit Summary • 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 Student Exit College and Career Ready • 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 High School Equivalency Handout 4 L.I. Regional Special Education Technical Assistance Support Center

  18. 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

  19. NYS CDOS Commencement Credential 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 haveappropriate 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

  20. Handout 5 RIGOR L.I. Regional Special Education Technical Assistance Support Center

  21. Concluding Thought… “Our goal is to get more students with disabilities employed, not to make them non-disabled.” L.I. Regional Special Education Technical Assistance Support Center

  22. 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

  23. Thank You! Long Island RSE-TASC Transition Specialists 631-218-4197 www.esboces.org/page/89 Cathy Pantelides Nassau Transition Specialistcpanteli@esboces.org Matthew JurgensSuffolk Transition Specialistmjurgens@esboces.org L.I. Regional Special Education Technical Assistance Support Center

More Related