Berrien Countys Seal of Employability Berrien County by
Berrien County’s Seal of Employability
Berrien County by the #s
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?
• “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
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?
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.
Professional Learning Community • Non-Diploma track classrooms within the county • 2012 -2013 school year • Continue to meet 4 half days per school year.
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.
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
Curriculum • Academics (built on standards) 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 • 5 levels for each Competency Level 0 Unable , even with help Level 1 (Bronze Seal) Can meet basics with assistance Level 2 (Silver Seal) Can meet basics independently Level 3 (Gold Seal) Level 4 (Gold Seal) Can meet expectations Above expectations independently
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
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
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
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
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 • https: //lce. cec. sped. org/ • https: //sites. google. com/a/berrienresa. org/berrien-county-cert-ofemployability/
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
Work Habits: • School/Work, Organization, Readiness, Attitude, Self-Advocacy
Three levels for our Seal • Seal level calculators
• LEA/RESA contract
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
The Beginning… • We can’t turn into our old model of being “complete” it will be ever changing • https: //drive. google. com/drive/folders/0 B 6 ykgl. Fto 4 wkclh 4 amw 4 UGF 5 Qm 8 Craig Kuhn craig. Kuhn@berrienresa. org
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