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OCS/Transition/Graduation Requirements

Graduation Requirements

Occupational Course of Study (OCS)
The Occupational Course of Study (OCS) is one of the pathways to earn a high school diploma. The OCS curriculum prepares students to be competent and dependable employees, as well as, independent and responsible adults. The curriculum focuses on the development of functional academic skills and hands-on vocational training with the ultimate outcome of transitioning the student from high school into competitive employment. The vast majority of students with disabilities will complete the Future Ready Core Course of Study with the use of accommodations, modifications, supplemental aids and services as needed. The Occupational Course of Study is a modified standard course of study.

Transition
Coordinator: Jimmie Welch

DCS Exceptional Children's Transition Committee consists of various staff and community members.

Purpose: To act as a clearing house to provide transition services to our students on an individualized basis.

Transition services means a coordinated set of activities for a child with a disability that 1) Is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child's movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment),continuing and adult education, adult services, independent living, or community participation; 2) Is based on the individual child's needs, taking into account the child's strengths, preferences and interests; and includes-- Instruction, Related Services, Community Experiences, The development of employment and other post-school adult living objectives; and  If appropriate, acquisition of daily living skills and functional vocational evaluation.

By age 14, (or earlier if appropriate) a student's post-secondary goals must be addressed in the IEP. These post-secondary goals must be measurable and based on age appropriate assessments. The goals must address what the student would like to achieve after high school and must take into account the student's strengths, preferences and interests.

Post-secondary goals must address the following:
Education (Training) - On-the -job training, 4 year university, community college, GED, certificate programs. compensatory education, habilitative programs

  • Employment (Paid) competitive, supported, piece-rate and (Unpaid) volunteer or in a training capacity
  • Independent Living (Where appropriate) adult living, daily living, financial management, transportation, etc.

Additionally, a student's educational plan, the courses needed to reach their post-secondary goals must be addressed.

By age 16, (or earlier if appropriate) transition services (activities) that will reasonably enable the student to meet their post-secondary goals must be addressed. School personnel, the student, parents and outside agencies (where appropriate) should all be involved in providing these services. All services (activities) need to be reviewed and refined each school year based on accomplished activities, projected future needs, and changes in student preferences and interests.

Outside agencies are often key players in a student's long range plans. It is important to have outside agencies participate in the transition process early on with parental consent, (or consent of a student who has reached the age of majority) outside agency representatives may be invited to participate in the IEP process. Since the IEP team is now looking at what the student needs after high school, the team may need to expand to include representatives of agencies that may be supporting the student following high school.

IDEA Regulations 20 U.S.C. §1400 et seq.