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Regulation 43-235�Employability Credential for Students with Disabilities

Employability Credential is a state-recognized credential which demonstrates a student has completed requirements indicating the student has developed skills and knowledge to prepare him or her for postsecondary employment and/or education as well as, community-based living, as appropriate.

Four Overarching Requirements

Completion of coursework-24 units
360 hours Work-Based Learning
Work Readiness Assessment- results must demonstrate student is ready for competitive employment
Career Portfolio with Multi-media presentation

*LEA Policies & Procedures-Program Implementation

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Eligibility

Guidance for IEP Teams

Cannot be determined prior to end of 8^th grade
Not based on reading level, battery of assessments & data (Appendix A)
May be determined by the IEP Team during the lifetime of the student’s high school career

Cross-walking Guidance Document

Transfer Diploma to Credential

Diploma credit earned, may cross-walk to similar Essentials Course Content
Failed course: no grades or credit will crosswalk

LEA Policies & Procedures as to seat time or credit recovery

Transfer Credential to Diploma

All Essentials course units will be electives
Diploma credit bearing will transfer

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Coursework

24 earned units in course of study aligned to SC College-and Career-Ready Standards

4 units ELA, 4 units Math (new)
2 units Science (Biology; Earth & Space Science OR Physical Science)
2 units Social Studies (US History & Constitution & Government)-no EOCEP required for accountability
4 units Employability Education (focus on soft skills and career development)
1 unit PE/Health or equivalent (band or ROTC)
1 unit Technology
6 Electives-can be general education

*Teach the “big ideas”

*Note: End-of Course Examination Program (EOCEP)-Biology, ELA II, Algebra I

*Up to IEP Team as to percentage of score toward final grade, if any (unless earning Diploma Credit Bearing Course, then 20% rule applies)

*No change in course codes; course descriptions & certifications are online in SCDE SC Satchel;

course names added/descriptions changed-Ex. Essentials of Math I: Practical Geometry & Statistics

*A general education teacher can teach the content of the Employability Education and Essentials courses given the appropriate certification as indicated in SC Satchel

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Portfolio

Portfolio Essentials: Best Practice artifacts to include per grade level

Student Career Portfolio

Tailored per the student as evidence of behavior and career-oriented skills
Include “showcase” samples of work as accomplishments
Students develop self-determination skills

Problem Solving, Goal setting, self-awareness, self advocacy, self-evaluation; self-reflection, critical thinking =independence

Teachers: Provide a model and guide instruction
Time management, Organization, Provide on-going feedback
May assess with rubric or allow student to assess
Binder and Electronic versions
Include in EdPlan SC
Every student should have access to a copy of Portfolio upon leaving

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Work-Based/Learning Experience

A Guide to Work Experiences aligns with CTE;

Work-Based Learning Implementation Guidelines.

Students must complete a combined 360 hours of work-based learning or training during their high school career (Reg. 43-235)

Introductory Career Awareness Activities (25% of 360 hours)-Work-Based Training

Transition Assessments, Preference inventories, Strengths-based assessments, reflective activities, SCOIS, if 16 may participate in SCVRD (if a consumer) Job Readiness Centers

Career Exploration Activities (25% of 360 hours)-Work-Based Learning (WBL) Captured in PowerSchool)

Structured Field Study, Mentoring, Service learning, Job shadowing

Work-Based Learning Placement (50% of 360 hours) (WBL Captured in PowerSchool)

School-based enterprise, Internships, Apprenticeships, Co-op

*Utilizing the South Carolina Work-Based Learning Training Agreement/Evaluation Plan

*Documentation: WBL in PowerSchool and recommended to include number/description of WBL/T Hours-Employability Credential Checklist-EdPlan SC or Enrich (Students may transfer)

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Vocational Rehabilitation

What role does Vocational Rehabilitation (VR) play?

South Carolina High School Employability Credential

Guidance for Work-Based Learning/Training & Vocational Rehabilitation

Work-Based Learning (WBL) experiences are school-coordinated workplace experiences
VR may serve as a liaison to those school-coordinated work experiences, if the student earning the Employability Credential is a VR consumer
If student is a consumer for VR and is at least 16 years old, the student may participate in Work-Based Training (WBT) experiences at SC VR Job Readiness Centers for up to 90 Hours (Career Awareness)
VR may partner with the coordinating school as a liaison to WBL experiences which may result

in WBL hours earned via Career Exploration Activities and WBL Placement toward the

Employability Credential (VR not responsible for completing/signing off the

WBL Training Agreement/Evaluation Form).

Placement is coordinated by the school, liability and certificate of coverage are the LEA’s responsibility

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Work Readiness Assessment

1) Receive an achievement level of 3 or higher on the state career-ready assessment administered to all 11^th graders based on their 9GR- (WIN) SC Career Ready Test OR

2) Pass State approved Certification or Industry Credential in student’s field of study via CTE

(CTE Course & Program Guide) (Must be a Completer for Career Ready Qualifier) OR

3) Criterion-referenced assessment of work skills

Utilizing the South Carolina Work-Based Learning Training Agreement/Evaluation Plan

40 hours in one location, aligned to IEP/ IGP & Course (Employability Education)

The South Carolina Work-Based Learning/Training Agreement/Evaluation Plan serves as the Rubric for accountability and the “Career Ready” Indicator; other rubrics to measure Employability Skills cannot be used as a career ready qualifier

*Options must meet Career Ready Qualifier within the 4-year Cohort, if 5^th year or longer, still meets Credential requirement, though not as a Career Ready Qualifier

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Writing IEPs

Parent/Employability Credential Acknowledgement-have signed annually

Employability Credential Reviews-PWNs

The LEA considered a continuum of program options to include diploma upon entering the Employability Credential. (SBER.43-235(C)(3)(d)) (PWN)

Be descriptive with the data in the PWN as to why diploma was considered/not accepted and why Employability Credential course of study was appropriate for student-annually

Addressing Modifications Section of IEP

If the student is in the Employability Credential Course of Study, modifications must be addressed in the Modifications section of the IEP. Use the following statement:

“The student participates in the State Employability Credential Program. Instruction in core reading and math aligns to the SC College-and Career-Ready Performance Expectations and are modified based on the student’s instructional level.”

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Employability Credential Reviews (cyclically)

Notice of Review-disseminated in summer

Policies & Procedures- Checklist

Program Mechanisms--reviewing two items

*The LEA has documentation of annual written notice (Parent/Employability Credential Acknowledgement Form) to the parent, guardian, or adult student that the Employability Credential is not a state high school diploma. (SBE R.43-235(C)(3)(c))

*The LEA considered a continuum of program options to include diploma upon entering the Employability Credential. (SBER.43-235(C)(3)(d))-PWN

Proportionality

Proportionality will be reviewed through Table 4 Exiting Data

No more than 15% of an LEA’s total number of exiting students with an IEP should include students earning the Employability Credential to be considered proportionate to all exiting students with an IEP. 16% and 17% will be considered disproportionate (approaching). If the LEA exhibits significant disproportionality of less than 2% or greater than 18% of exiting students with the Employability Credential relative to all exiting students with an IEP, this will trigger a request for a rationale if under 2% and a Data Analysis Review if greater than 18% or if rationale of under 2% doesn’t support data to inform practice.

OSES goal: 75% by 2030-Total percentage of students with IEPs exiting with Diploma and Employability Credential

*If LEA meets 75%, no significant disproportionality (even if less than 2% or greater than 18%)

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Employability Credential Issuance

Please view the brief module Employability Credential Issuance

Same Data Entry process as last school year (place with appropriate graduation year-2027 for next school year)
Must have a unique Postgraduate email included

Employability Credential Issuance Contact: Laura Cohran Office of Instructional Technology ldcohran@ed.sc.gov

Phone: 803-734-2211

*Students earning the Employability Credential

2022-348 students

2023-472 students

2024-501 students

2025-554 students

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Must Have Resource

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Employability Credential Support

Kim Watkins, Ed.D.

SC High School Employability Credential, Office of Special Education Services

kawatkins@ed.sc.gov Phone: 803-734-6028

Employability Credential Issuance

Laura Cohran Office of Instructional Technology ldcohran@ed.sc.gov

Phone: 803-734-2211

Transition Alliance of SC (TASC)

Partners for Program Implementation & Resources; oversees the Community of Practice; manages the Employability Credential Website

Email: transition@uscmed.sc.edu Phone: 803-563-8377