OCS Students

Occupational Course Of Study:

The Future Ready Core Occupational Course of Study (FRC-OCS) is one of two courses of study a student with disabilities may complete to graduate with a high school diploma in North Carolina. The FRC-OCS is intended to meet the educational and career development needs of a small group of students with disabilities who require a variety of substantive instructional supports and accommodations throughout the school day to access and make progress towards grade level standards. Most students with disabilities will participate in and complete the Future Ready Core Standard Course of Study (FRC-SCOS) with the use of accommodations and supplemental aids and services as identified in the student’s IEP. The FRC-OCS is intended for students whose primary goal is to go directly into employment or to attend a postsecondary education program resulting in a licensure or credential upon graduation from high school. 

Specially Designed Instruction:

●  Curriculum: NC Standard Course of Study

●  Courses aligned with common core classes

●  Curriculum that focuses on the needs of a small group of students needing a modified curriculum targeting post-school employment and independent living

●  Course of study does not prepare students for admission to a community college degree program or a four-year university 

●  150 On-Campus work hours

●  225 Community-Based Vocational Training hours

●  225 Competitive Paid Employment hours

●  Completion of Career Portfolio

Graduation Requirements:

Occupational Course of Study (22 credits): Students entering Grade 9 in 2020-2021:

Students following the Occupational Course of Study must pass the following 22 credits plus any local requirements:

Four English credits that shall be: 

Three Mathematics credits that shall be: 

Two Science credits that shall be: 

Two Social Studies credits that shall be: 

One Health and Physical Education credit 

Six Occupational Preparation Education credits:

which shall be Occupational Preparation I, II, III, and IV (i.e, completion of 150 hours of school-based training with work activities and experiences that align with student’s post-school goals, 225 hours of community-based training, and 225 hours of paid employment or 225 hours of unpaid vocational training, unpaid internship, paid employment at community rehabilitation facilities, and volunteer and/or community services hours.

Four Career/Technical Education Elective credits

A Career Portfolio

Completion of the student’s IEP objectives




Characteristics of Students on the OCS Pathway

 

The OCS Pathway is intended for students who function significantly below age and grade level expectations. The primary characteristics include a documented history that the student requires at least three of the following:

 

•        Intensive, explicit instruction throughout the school day and on a daily basis in order to address significant deficits
          in reading and math

•        Multiple and varied strategies to address significant deficits in language processing and/or communication

•        Direct instruction and repeated practice to address significant deficits in adaptive behavior skills (age-appropriate
          behaviors necessary to live independently and to function safely and appropriately in daily life), with at least one
          deficit noted within the following areas: social/interpersonal, self-care, home-living, use of community resources,
          self-direction, functional academics, work, leisure, safety  and communication)

•        Multiple repetitions and opportunities for hands on instruction to address significant deficits in attention & short-
          term memory 

Students may also require the following:

 

•        Direct instruction in self-determination (such as decision making, goal setting, and self-advocacy)

•        Repetition and hands on instruction for skill development beyond that of typically developing peers

•        Explicit instruction to generalize skills taught across settings 

•        Explicit and/or applied instruction to make relevant connections with classroom instruction  

•        Accommodations for additional disabilities presenting in conjunction with a cognitive disability