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GRADUATION OPTIONS FOR STUDENTS WITH DISABILITIES

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GRADUATION OPTIONS FOR STUDENTS WITH DISABILITIES Annie Margaret Harris, Coordinator Office of Special Education Division of Technical Assistance – PowerPoint PPT presentation

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Title: GRADUATION OPTIONS FOR STUDENTS WITH DISABILITIES


1
GRADUATION OPTIONS FOR STUDENTS WITH DISABILITIES
  • Annie Margaret Harris, Coordinator
  • Office of Special Education
  • Division of Technical Assistance

2
Graduation Options
  • There are currently several different
  • graduation options available for high
  • school students in our State
  • Standard High School Diploma
  • Career Pathway Option
  • Traditional Option
  • District Option
  • MS Occupational Diploma
  • Certificate of Completion

3
Graduation Options
  • The decision regarding a students
  • graduation options must be
  • discussed and made by age 14, or
  • prior to entering the ninth grade.

4
Graduation Options
  • The IEP Committee must ensure that each
  • graduation option is fully explained
  • to the parent and, as appropriate, the student
    to provide the necessary information needed to
    make informed decisions regarding the students
    graduation option.
  • This will be documented on the students IEP on
    page W-5 under the Graduation Options section.

5
Graduation Options
  • Districts are strongly encouraged to
  • develop procedures to document that
  • students with disabilities and their
    parents have been informed of the graduation
    options and the minimum requirements of each
    option.
  • This in addition to the information that is
    currently included and documented on the IEP
    form.

6
Standard High School Diploma
  • The requirements for a Standard High School
    Diploma are based on Carnegie Units. The Carnegie
    Units are divided into various categories
    including English, mathematics, science, social
    studies and other electives.
  • See Graduations Requirements Appendix A-2
  • A-3, Standard 20

7
Subject Area Tests
  • Along with the additional Carnegie Unit
    requirements set in 2000, the Department of
    Education approved the requirement for State-wide
    standard examinations. All students must pass
    four different subject area exams in order to
    graduate. The subject areas include English II,
    covering writing and conventions, Algebra I,
    Biology I and U.S. History from 1877.

8
Additional Requirements
  • Additional courses may be required by individual
    school districts based on the local school
    district policy approved by the local school
    board. District school boards have the right to
    add, but not subtract, graduation requirements.

9
MS High School Graduation Pathways
  • There are three (3) different Standard
  • High School Diploma options
  • 1. Traditional Option
  • 2. District Option
  • 3. Career Pathway Option

10
Career Pathway Option
  • On March 17, 2010, Governor Haley
  • Barbour signed into law Senate Bill
  • 2389, an Act to amend Section 37-16-
  • 17, MS Code of 1972, to provide
  • certain conditions for high school
  • career option programs and career
  • track curricula for students not wishing
  • to pursue a baccalaureate degree.

11
Career Pathway Option
  • The Career Pathway Option shall consist
  • of challenging academic courses and
  • modern career-technical studies. The
  • goal for students pursuing the Career
  • Pathway Option is to graduate from high
  • school with a Standard High School
  • Diploma and credit toward a community
  • college certification in a career-technical
  • field

12
Career Pathway Option MS Code 37-16-17
  • 9th graders beginning 2010-2011 may
  • choose a Career Pathway Option as
  • their graduation option.

13
SUBJECT-AREA TESTS
  • The Subject-Area Testing Program (SATP) consists
    of four academic end-of-course tests (Algebra I,
    Biology I, English II, and U.S. History from
    1877. A passing score in each of the four
    subject-area tests is required for a Standard
    High school Diploma (i.e. Traditional Option,
    Career Pathway Option, and the District Option).

14
Individual Career and Academic Plan (iCAP)
  • Each student in MS schools must have an
  • Individual Career and Academic Plan (iCAP)
  • that is personalized to meet each learners
  • educational and career goals. Students
  • who choose the Career Pathway Option
  • must complete four career and technical
  • education Units and two-and-one-half
  • elective Units specified in the students
  • iCAP.

15
Individual Career Academic Plan (iCAP)
  • The iCAP is a students guide that helps him/her
    establish
  • and achieve career and academic goals for success
    after
  • high school. It provides mentoring and guidance
    to assist
  • the student in career pathway planning, helps
    identify
  • correct career pathway options, supports changes
  • to meet student needs and ambitions which enable
  • student to transition into a profession or
    postsecondary
  • educational major.

16
Why Pathways To Success?
  • Assist students in selecting their appropriate
    graduation pathway
  • Increase attendance rates, high school GPA, and
    scores on Statewide tests in secondary schools
  • Increase enrollment in dual-credit courses
  • Achieve higher rates of postsecondary (PS)
    enrollment and completion
  • Decrease remediation at the PS level
  • Produce higher skilled employees in the workforce

17
Mississippi Occupational Diploma Requirements -
Standard 20.5
  • In accordance with MS Code 37-16-11(2), the
    State Board of Education has approved criteria
    for an occupational diploma for students with
    disabilities.
  • The Mississippi Occupational Diploma (MOD)
    provides an option for students with
    disabilities that emphasizes high expectations
    in both academics and work experiences that will
    assist students in acquiring and maintaining the
    necessary competencies and skills needed to
    secure and retain competitive employment.
  • The primary postgraduate goal for these
    students is competitive employment.

18
Decision Regarding Participation
  • The decision regarding participation in the MOD
    will be made by the students Individualized
    Education Program (IEP) Committee, which must
    include a school counselor.

19
Remember
  • The MOD is not a standard high school
  • diploma and will not be accepted at a four
  • (4) year university. It may in some limited
  • cases be accepted at some community
  • colleges in some areas for some
  • vocational programs.

20
MOD Requirements
  • Students must earn a minimum of twenty-one (21)
    course credits by successfully completing
    selected courses from the general education
    curriculum, vocational education programs, MOD
    portfolio objectives or any combination of these
    courses, and complete an occupational diploma
    portfolio containing a collection of evidence of
    the students knowledge, skills and abilities as
    agreed upon by the students IEP Committee.

21
Role of IEP Committee
  • The MOD may be implemented in any Least
    Restrictive Environment deemed appropriate by the
    IEP Committee.
  • Prior to graduation, an exit IEP Committee
    meeting must be held to evaluate the
  • accomplishment of the goals and objectives in
    the IEP and the completion of all requirements
    for the MOD.

22
Role of IEP Committee
  • There must be a Transition Plan in place that is
    tied to the MOD and other post-secondary goals.

23
Employability Skills
  • Willingness to work hard
  • Willingness to accept constructive criticism
  • Respect for authority
  • Good attendance and punctuality
  • Good hygiene and grooming skills

24
Academic Standards
  • Both No Child Left Behind (NCLB) and the
    Individuals with Disabilities Education Act
    (IDEA) set high academic standards for
    students achievement thus, students should
    participate in the general education curriculum
    to the maximum extent appropriate for each
    student.
  • IEP Committee decisions must focus on the
    educational placement of each student in the
    Least Restrictive Environment (LRE).

25
MS Occupational Diploma (MOD)
  • Functional life skills
  • Functional academic skills
  • Social skills
  • Self-help/Independent living skills
  • Communication skills
  • Job-specific skills
  • Employability skills

26
MOD Optional Course Credits
  • Employment English I Life Skills Science I
  • Employment English II Life Skills Science II
  • Employment English III Life Skills Science
    III
  • Applied Employment English IV Applied Life
    Skills Science IV
  • (On the Job) (On the Job)
  • Job Skills Math I Career Preparation I
  • Job Skills Math II
    Career Preparation II
  • Job Skills Math III Career
    Preparation III
  • Applied Job Skills Math IV
    Applied Career Preparation IV
  • (On the Job), (On the Job),
  • OR
  • Any combination of general education, vocational,
    and/or special education courses

27
MOD Graduation Option Required Course Credits
  • Completion of a two-year Career/Technical
  • (Vocational) Program
  • OR
  • 10th Grade School-Based Work Assessment
    (30 Hours)
  • 11th Grade Community-Based Work Training
    (30 Hours)
  • For students not pursuing the Two-Year
  • Career/Technical Vocational Program

28
Career/Technical Requirements
  • Successful completion of a two (2) year
  • career/technical (vocational) program
  • OR
  • By the end of the senior year, 540 hours of
    successful, paid employment

29
MOD Enrollment
  • Enrollment
  • The MOD option is initiated at the time the
  • student enters the 9th grade however, a
  • student can enter the MOD program at
  • any time during their high school career.

30
Portfolio Documentation
  • Teachers can utilize a variety of methods.
  • Teachers have the flexibility to
    select the method with which they are most
    comfortable.
  • Student involvement is very important.

31
Monitoring Portfolio Objectives
  • Always check previous years portfolios to
    determine if any objectives were not mastered.
  • Objectives may be repeated over several years,
    and may be repeated in more than one subject area
    and/or grade.
  • All objectives in bold print from all four
    years must be mastered or a passing grade must be
    earned from the general education class that
    coincides with the MOD course in order to earn an
    Occupational Diploma.

32
MOD Objectives
  • There is no single source for all objectives.
  • Teaching materials can include books, Internet
    and teacher-made items.
  • Binders or files can be organized by
    objectives.
  • Note Only one item of evidence is
    required and the one item can cover
    several objectives.

33
MOD Portfolio
  • Completion
  • The occupational portfolio must reflect
    satisfactory performance in meeting both the
    academic and work-training curriculum
    requirements.
  • Core objectives must be mastered with a minimum
    of 70 accuracy.
  • Evidence of the level of acquisition must be
    included in the portfolio for all content
    standards.

34
MOD Portfolio
  • Prior to graduation, an exit IEP Committee
    meeting must be held to evaluate accomplishment
    of the goals and objectives on the IEP and the
    completion of all requirements for the MOD.
  • At this meeting, the student will present the
    completed MOD Portfolio for review by the IEP
    Committee.
  • The final MOD Portfolio will be reviewed and
    approved prior to graduation by the principal or
    a designee.

35
Role of IEP Committee
  • Review the portfolio at the annual IEP meeting
    or more frequently as needed.
  • Include all content standards not attained at
    the passing rate in the IEP revision as goals and
    benchmarks to be re-taught.
  • Ensure student repeats the course if the core
    content standards are not mastered.

36
MOD Portfolio
  • Instructing Teachers Responsibilities
  • Gather evidence to document attainment of
    portfolio content standards in the subject area.
    A single item of evidence may be used to document
    more than one content standard and in more than
    one core curriculum course.
  • Ensure that the portfolio is documented by the
    end of each grading period.
  • Report progress toward attainment of the
    content standards to parents at the end of each
    grading period.
  • Provide a copy of the progress to the teacher
    responsible for maintaining the IEP.

37
MOD Portfolio
  • Student Responsibilities
  • Assist in the management of his/her portfolio.
  • Review items of evidence each grading period
    and select the best product for display in
    his/her portfolio.
  • Prior to graduation, present the portfolio at
    the exit IEP Committee meeting as a replacement
    for the exit interview.

38
Remember
  • There must be a Transition Plan directly
  • tied to the students post-secondary goals
  • for life after high school.

39
MOD Work Component
  • 10th Grade On-Campus Job Shadowing
  • 11th Grade Community-Based Work Training
  • OR
  • 12th Grade By the end of 12th grade completion
    of 540 hours Paid Work Experience
  • in lieu of completion of a two-year
  • Career/Technical (Vocational) Program

40
10th Grade On-Campus Job Shadowing
  • Students must have successful experiences and
    acceptable work performance evaluations in three
    to six school-based work experiences six to
    eight job shadowing experiences or a combination
    of the above for a minimum of 30 hours.
  • NOTE This requirement may be waived in lieu of
    a minimum of 30 hours of other community-based
    training experiences if agreed upon by the
    students IEP Committee. The substituted work
    experience must be documented and noted in the
    students portfolio.

41
10th Grade On-Campus Job Shadowing Steps in
Preparing for School-Based Work Assessment
  • Identify possible training sites
  • Local school
  • Neighboring schools
  • Other school sites
  • Central office
  • Print shop
  • Transportation shop

42
10th Grade On-Campus Job Shadowing Steps in
Preparing for School-Based Work Assessment
  • Identify possible training areas in the local
  • school
  • School office
  • Classroom
  • Library
  • Counselors office
  • On-campus day care
  • Building maintenance
  • Janitorial services
  • Grounds maintenance

43
10th Grade On-Campus Job Shadowing Steps in
Preparing for School-Based Work Assessment
  • Identify possible training areas in the local
  • school
  • Sports team
  • Band
  • Gym
  • Cafeteria
  • Bookroom
  • School store
  • Science lab
  • Art program
  • Bus maintenance

44
11th Grade Community-Based Work Training
  • Students must have successful experience and
    work performance evaluations in two to four
    community-based work training experiences with a
    minimum total of 30 hours.
  • NOTE This requirement may be waived if the
    student successfully completes a planned sequence
    of courses from a career/technical (vocational)
    education course of study in his/her chosen
    career/technical education field that designates
    the student as a program completer.

45
11th Grade Community-Based Work Training
  • Community-based job shadowing and work training
    are designed to provide opportunities for a
    student to learn appropriate work habits and to
    determine the things they like or dislike about
    the jobs experienced, rather than being designed
    to train a student for a specific job.
  • Each student will visit various businesses in
    the community to observe work being performed,
    talk to employees, and actually perform work
    under direct supervision.
  • NOTE This is in lieu of the two-year
    Career/Technical (Vocational) Program.

46
11th Grade Community-Based Work
Training Developing Community-Based Work
Training Sites
  • Review existing labor market
  • Develop a list of potential employers to
    contact
  • Contact local business groups in the community
  • (e.g., Rotary, Kiwanis, Chamber of Commerce)
  • Retain employer contact information
  • NOTE This is in lieu of the two-year Career/
  • Technical (Vocational) Program.

47
11th Grade Community-Based Work Training
Developing Community-Based Work Training Sites
  • Locate individual employers who may have
  • appropriate training sites.
  • Visit business sites and meet with employers.
  • Discuss the employer options for participation.
  • Allow students to visit and/or job shadow.
  • Volunteer as a classroom speaker.
  • Serve as a training site.

48
11th Grade Community-Based Work
Training Developing Community-Based Work
Training Sites
  • Make followup arrangements.
  • Send a thank-you letter to each employer
    contacted.
  • Complete the Community-Based Work
    Training Business Agreement when a
    business agrees to participate.

49
11th Grade Community-Based Work
Training Developing Community-Based Work
Training Sites
  • Plan transportation arrangements.
  • Develop a schedule including all
  • community-based work training
  • sites and participating students.

50
11th Grade Community-Based Work
Training Developing Community-Based Work
Training Sites
  • Utilize guest speakers to provide instruction on
    community-based work. Possible topics include
  • Recreation and Leisure
  • Gardening
  • Cooking
  • Sports
  • Cake Decorating

51
11th Grade Community-Based Work Training
Developing Community-Based Work Training Sites
  • Recreation and Leisure
  • Fishing
  • Playing video games
  • Dancing
  • Ceramics
  • Sports
  • Other hobbies

52
12th Grade 2-year Vocational Completer
  • Cooperative career/technical education may be
    substituted not to exceed one credit in each of
    the non-elective subject areas of English, math,
    science, and social studies.

53
12th Grade 2-year Vocational Completer
  • Students attend a related study class as part of
    the cooperative education program. Related study
    provides contact with the cooperative education
    teacher/coordinator for the purpose of refining
    work skills/habits/behaviors, advocacy training,
    overview of employment laws/guidelines, work
    situational problem-solving, and contact with
    local business-related individuals.

54
540 Hours Paid Work Experience
  • Documented evidence of a minimum of 540 hours
    of successful paid employment
  • The school cannot guarantee a job placement
  • Some schools use Ability Work.
  • Release time may be given for students
  • to participate in work experiences for
  • credit

55
Group Activity
  • Each participant was asked to bring a minimum
  • of 4 MOD Portfolios, at least one for each grade
  • listed 9th, 10th, 11th, and 12th. Working in
    groups
  • of not less than five (5), review the portfolio
  • documentation to ensure the students meet all
  • State MOD requirements. Note any
  • documentation omissions (i.e., course codes,
  • dates, signatures, etc.).

56
Certificate
  • A Certificate certifies that the student has
    satisfactorily completed an individualized course
    of study as specified on his/her Individualized
    Education Program (IEP).

57
Certificate
  • Students who graduate with a Certificate can
    participate in graduation ceremonies along with
    their non-disabled peers.

58
Certificate
  • A Certificate is not a high school diploma and
    students with a Certificate may not qualify for
    admission to post-secondary educational
    institutions (colleges and/or universities).

59
Certificate of Completion FAPE
  • A free and appropriate public education (FAPE)
    continues to be available to such students
    through age 20 who have exited the school system
    with a Certificate of Completion.

60
Contact Information
  • ANNIE MARGARET HARRIS
  • MARobinson_at_mde.k12.ms.us
  • DESMA MCELVEEN
  • dmcelveen_at_mde.k12.ms.us
  • TANYA BRADLEY
  • tbradley_at_mde.k12.ms.us
  • OFFICE OF SPECIAL EDUCATION 601-359-3498
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