Occupational Credential/Employability Credential
Instructor:
Sharon Jacobs
Email:
sdjacobs@greenville.k12.sc.us
Room:
C106
Phone:
864-355-2516
Class Description: The curriculum for this course is based upon the South Carolina Employability Credential. Carnegie units are not given. Students will earn credit for the course, which is applied to the Employability Program Course of Study District Credential or South Carolina State Credential.
The Greenville County Occupational Diploma (GCOD) for self-contained students is designed to be a curriculum option for students with disabilities incorporating various academic and vocational standards. The curriculum is correlated with the requirements stated in the Individuals with Disabilities Act (IDEA) Public Law 105-17 and South Carolina Standards.
Due to the diversity of student learning styles, abilities, and needs, a variety of instructional strategies will be utilized and modifications and accommodations will be used as needed. The amount of time spent on any one unit will depend on the needs of the classroom. Peer tutors are a part of our classroom structure. They assist students academically and socially.
Classroom Expectations:
-I will be ready for class when the bell rings.
-I will show respect to others and their belongings
-I will complete my school work
-I will make a good effort when doing my school work
-I will follow my teacher's directions
Phone Policy: Students are permitted to bring cellphones to school. While in my classroom, students will keep their cellphones in their backpacks unless they are being used for instruction. If there are special circumstances, a student should ask the teacher for permission to have his/her phone.
Attendance/Tardies/Time out of Class:
The district policy on attendance and tardies will be followed. Students risk losing credit if they have more than 5 absences per semester. There will be consequences following the 8th tardy per semester
Assessment and Grading Policy:
The students who are assigned to this class have had psycho-education evaluations and have exhibited discrepancies between aptitude and achievement. Evaluation data, formal and informal assessments, and observations are used to develop annual IEPs with appropriate goals and objectives. An individual criterion for the mastery of each objective is included in the IEP as are methods by which mastery will be assessed. In addition to academic requirements, all students must also meet the attendance policy requirements of the district.
I will periodically assess the students formally and informally using the standard grading scale. My students will be graded on the work accomplished at their instructional level. Grades will be recorded in my grade book by subject area.
Students in my classroom will participate in state and district assessments as applicable..
Reporting to parents will be done at least quarterly through progress reports, report cards, narratives, and conferences. Goals and objectives on the IEP will be updated quarterly and the results of my students’ progress will be provided to their parent/guardian. Evaluations to measure progress will include curriculum-based assessments, teacher-made tests, standardized tests, and teacher observations paired with the recording of data. Portfolios of the students’ work will be maintained throughout their time in high school.
The grades for my students are not determined by their grade placement in comparison to typical students, but by their instructional level, effort, and achievement. Grades are given for ELA, Mathematics, Science, Social studies, and Career Preparation. The primary goal for each student is to complete the required course work, the work-training components, and the digital Portfolio for graduation.
Major Grades: 60% (Includes unit tests, formal papers, projects)
Minor Grades: 40% (quizzes, classwork, activity participation)
SC Grading Scale:
A (90-100)
B (80-89)
C (70-79)
D (60-69)
F (59 or Below)
Make-up Work Policy
Make-up work is defined as work not completed or turned in due to a student’s absence.
This policy is set by the district.
Students may be allowed to make up work due to absences that are excused, unexcused or related to discipline with no penalty within 5 days or a reasonable time according to GCSD board policy.
If a student misses work due to an absence, it is the student’s responsibility to coordinate time with the teacher within 5 days of return to make up the work. Any work not submitted within the 5 day makeup period will turn into “late work.”
Alternative assignments may be given for performance-based tasks that cannot be recreated in a make-up format.
If a student is present on the day a test, quiz or project due date is announced and then absent on the day of the test, quiz or project deadline, he/she must be prepared to take the test, quiz or turn in the project on the day he/she returns to school.
Field trips and participation in other extracurricular events (such as athletics) are considered attendance days. Work missed due to such events can be submitted electronically by midnight on the day that it is due. Items that cannot be submitted electronically should be submitted the following attendance day.
Students are encouraged to utilize the before and after school tutoring programs to complete make-up and late work in a proactive manner.
Late Work Policy
Teachers reserve the right to alter this policy based on extenuating circumstances. Extenuating circumstances should be discussed with the administration.
Late work is defined as work not completed/turned in on time even though the student attended the class.
Any assignment which is not turned in on time will be deducted 10 points off of the original grade earned for each school day the assignment is late up to five days.
After five days, the student will be assigned a 0 for the assignment.
Late work will not be accepted after the end of a grading period.
Students who have 504/IEP/ESOL accommodations specifically allowing for extra time may exceed the 5 day window to maintain compliance with their respective educational plan.
Dual Credit courses may have varying late work policies that are aligned with their parent university.
Students are encouraged to utilize the before and after school tutoring programs to complete make-up and late work in a proactive manner.
DISTRICT OCCUPATIONAL CREDENTIAL
The five Curriculum Components of the district Occupational Credential program are:
Occupational English – provides core english content and functional content necessary for achieving reading, writing, and language competency in the workplace and community life
Occupational Math – instruction in core math content along with functional math concepts designed to build math skills needed for successful employment and community skills
Occupational Science/Health – provides core science content and health care knowledge, self-care skills, personal social skills, and basic scientific concepts relevant to adult life
Occupational Social Studies – includes consumer responsibilities, geographical and governmental concepts, and application
of learned concepts in the community
Career Prep-provides opportunities for exploration, experiences, and job preparation and employment following high-school
The Greenville County Occupational Credential Requirements:
Occupational English …………….......... 4
Occupational Math …………………........ 4
Occupational Science/Health ………. 4
Occupational Social Studies ...............4
Occupational Career Preparation …4
Physical Education …………………........ 1
Electives ……………………………............. 3
Total Units ………………………............... 24
SOUTH CAROLINA EMPLOYABILITY CREDENTIAL
Please use this link to view the curriculum components for the South Carolina Employability Credential.
South Carolina Employability Credential Requirements:
English ……………........ 4
Math …………………..... 4
Science/Health ……… 2
Social Studies ........... 2
Career Preparation 4
Technology ................. 1
Physical Education.... 1
Electives …………......... 6
Total Units ……............ 24
In addition to academic requirements, all students must meet the attendance policy requirements of the District. The student must also meet the job training requirements for occupational certificate that he/she is working towards earning. The Greenville County Occupational Certificate/Credential (GCOC) options are designed for students with disabilities who, in the opinion of the IEP Team, are appropriate candidates. The GCOD option will provide for meaningful inclusion in the community and the workplace, thereby offering opportunities for increased independence, citizenship, and post-school employment.
The Portfolio
Each student completing the program must have an approved Occupational Portfolio. The Portfolio will contain evidence of the student’s knowledge and employment competencies. The Portfolio is a cumulative document developed during the time the student participates in the Occupational Diploma Program. It will be reviewed for completion during the exit IEP meeting of the student’s last year in school. An Occupational Diploma will be awarded only after approval of the student’s portfolio by his/her principal, indicating that content standards have been met. Approval means that items of evidence have been included in the student’s portfolio for all content standards. The Portfolio will be returned to the student upon graduation.