APPENDIX A
WV STANDARD DIPLOMA REQUIREMENTS
Chart V (C)
Graduation Requirements Adolescent (9-12)
These graduation requirements are effective for students entering grade 9 in the school year 2005-2006 and thereafter. Courses needed for graduation
require mastery of approved content standards and objectives. Students who do not demonstrate mastery of the content standards and objectives shall
be provided extra help and extra time through intervention strategies.
CORE REQUIREMENTS (18 Credits)
Reading and English Language Arts
English 9, 10, 11, 12
4 credits
Mathematics1 4 credits
(3 credits required for entry pathway students
entering 9th grade in 2005-2006) (4 credits
required for all entering 9th grade students in
2006-2007)
Social Studies 4 credits
United States to 1900
World Studies to 1900
Twentieth and Twenty-First Centuries
Civics/Government
Physical Education
Health
Science 2 3 credits
CATS 9, and
Two courses above the CATS 9 level
1 credit
1 credit
The Arts 1 credit
CAREER MAJOR COURSES (3 Credits)
Professional Pathway
Skilled Pathway
Mathematics - 4 credits (at least
3 of the 4 credits must be Algebra
I and above.)
Mathematics – 4 credits (at least
3 of the 4 credits must be
Algebra I and above.)
Science--4th credit (which must
be above CATS 9)
Concentration3 credits3
Foreign Language-2 credits in one language
Entry Pathway
Mathematics – 3 credits (For
students entering 9th grade in
2005-2006, three (3) math
credits are required with at
least 2 of the 3 credits being
Algebra I and above.)
Mathematics – 4 credits (For
students entering 9th grade in
2006-2007, four (4) math
credits are required with at
least 2 of the 4 credits being
Algebra I and above.)
ConcentrationB3-4 credits3
ELECTIVES (3 Credits)
The remaining graduation requirements are to be electives.
CAREER DEVELOPMENT
Prior to students selecting career majors, opportunities for career decision-making must be provided in
grades 9-10.
WORK-BASED LEARNING
All students must participate in a work-based learning experience at some time in grades 9-12. If credit
is granted for these experiences, content standards and objectives will be developed and approved at
the local level. (See Section 6.4.4.)
APPENDIX B
INVITED TASK FORCE MEMBERS
TASK FORCE MEMBERS
Dr. Lynn Boyer
Executive Director
WVDE, Office of Special
Education
Donna Burge-Tetrick
Coordinator, Standards and
Assessment
WVDE
Brenda Cavendish
Counselor
Ben Franklin Career Center
Gary Daniels
Youth Director
Grover Duling
Principal
Ralph Green
Supervisor, Industrial and
Technical Ed
WVDE
JR Helmick
Career and Technical Instructor
Tucker County High School
Dr. Stanley Hopkins
Assistant Superintendent
Frank Kirkland
Representative
Bill Linville
Principal
Griffithsville Elementary School
Sheila Mann
Special Education Practitioner
Wyoming County Career &
Technical Center
Norma Miller
Consultant
WVDE
Cookie Miller
Counselor
South Charleston High School
Janice Moore
Work-based Learning Coordinator
Wetzel County Board Office
John Riffe
Principal
WV Division of Rehabilitation
Services
Karen Ruddle
Coordinator
WVDE
Debra Stollings
Special Education Teacher
Ben Franklin Career Center
LuAnn Summers
Rehabilitation Program Specialist
WV Division of Rehabilitation
Services
Kathy Walker
Special Education Coordinator
RESA IV
Terry Wallace
Director
Melody Waybright
Parent Representative
Jamey Wimer
Special Education Teacher
Pendleton County High School
Kathy D’Antoni
Representative
Communty and Technical
College
Region 1
Workforce Investment Board
South Branch Career &
Technical College
WVDE, Division of Technical
and Adult Education Services
WV Department of Health and
Human Resources
PRT Vocational Technical
Center
Harrison County Parent
Educator Resource Center
APPENDIX C
STATE MODELS
CAREER PREPARATION FOR STUDENTS WITH DISABILITIES
PROGRAM MODELS
Alabama issues the Alabama Occupational Diploma program for students with disabilities. This program
has been in effect approximately 8 years. There are three pathways to reaching the cooperative education
phase that require one or more Career and Technical Education courses prior the students participating in
cooperative education in the 12th grade. They have developed a comprehensive manual that includes
detailed information on how to implement their Community-Based Work Training program with step-by-step
instructions on what to do and how to do it and the forms necessary to maintain the required documentation.
New Jersey Department of Education sent information on teacher licensing requirements for supervising
students in work-based education programs. WV has a certification program for DCT (Diversified
Cooperative Training) teachers but New Jersey’s curriculum looks very good and might provide the basis for
up-grading the WV requirements.
New York sent information on how they staff their Community Based Work Program. This will be good
information for us as we develop the model for our program.
Fairfax County Public Schools, Virginia also offers a combination of CTE and Community-Based
Learning programs, but their CTE component consists of two courses - “Office Technology and Procedures”
(OTP) for students interested in that field of work and “Work Awareness and Transition” (WAT) for all others.
The WAT program closely parallels WV’s SPOKES program.
Rockingham County Public Schools, Virginia operated a program that allows SWD to explore CTE
programs. This is similar to exploration programs that WV CTE centers have used but RCPS has developed
a detailed report that provides excellent documentation for IEP meetings.
Wyoming County Career and Technical Center, West Virginia uses a variety of aptitude and
achievement tests and inventories as assessment instruments for SWD and then provides direct and indirect
services to SWD and content area teachers to ensure the success of SWD in CTE.
Grant Wood Area Education Agency, Cedar Rapids, Iowa offers a program called Super Seniors for 12th
grade students with disabilities. Staff help students identify interests, skills and career goals then work with
them to develop career plans. Students start with multiple short-term job shadowing experiences. They can
then take high or community college courses that are related to the students’ identified interests or
participate in 4 to 12 week internships.
Buffalo Public Schools, New York has developed 20 career programs for SWD, with a CTE teacher and a
special education teacher co-teaching each one.
North Carolina has developed an Occupational Course of study that is a transition-focused curriculum
framework that includes extensive career preparation, promotes community inclusion, teaches selfdetermination and is targeted toward some SWD. It requires no exit exam. NC has identified four pathways
to a diploma: Career Course of Study, College Tech Prep Course of Study, College/University Prep Course
of Study, Occupational Course of Study.
APPENDIX D
TARGET POPULATION
Target Population
2003 – 2004 Student Population
(Source: WVDE-OSE Website)
Percent of Total Enrollment
WESTEST
Math-Percent
Proficient by
Disability
%-Total
Estimated
Target
Population
7.77%
18.07%
7.77%
WESTEST
ReadingPercent
Proficient by
Disability
Estimated
SWD Grades
11 and 12
(7.77%)
Student Enrollment
280,561
36,122
50,697
3,939
Total of All
Students with
Disabilities
Percent of All
(50,697)
Students with
Disabilities
Total of All
Student
Enrollment
Area of Disability
Percent-Total
Student
Enrollment
Target Population
All Students
All Students Grades 11 and 12
All Students with Disabilities
Estimated Students with Disabilities Grades 11 and 12
Autism
0.19%
533
1.2%
608
47
50%-24
59%
55%
Behavior Disorder
Blind and Partially
Sighted
Deaf-Blind
Deaf and Hard of
Hearing
Mental
Impairment-All
Mental
Impairment-Mild
Mental
ImpairmentModerate
Mental
ImpairmentSevere
Mental
ImpairmentProfound
Orthopedic
Impairment
Specific Learning
Disability
Other Health
Impairment
Traumatic Brain
Injury
Total
0.77%
2,160
4.3%
2,180
169
50%-85
43%
32%
0.10%
281
0.6%
304
24
30%-7
71%
56%
0.01%
28
0.04%
20
2
10%-0
82%
73%
0.17%
477
0.9%
456
35
30%-11
38%
36%
3.24%
9,090
17.8%
9,024
701
20%
18%
15.4%
7,807
607
80%-486
1.8%
913
71
60%-43
0.4%
203
16
0.5%-0
0.2%
101
8
0.5%-0
0.07%
196
0.4%
203
16
40%-6
56%
46%
6.37%
17,872
33.4%
16,933
1,316
60%-790
30%
33%
1.29%
3,619
8.0%
4,056
315
50%-158
39%
31%
0.04%
112
0.3%
152
12
30%-4
42%
34%
Possible target for Other Career Prep Options
3,339
1,611
Target Population
Senior Exit Survey 2004 – Students with Disabilities
Type of Diploma
Standard
Modified
No Response
Total estimate of standard diploma
Percent
82%
12%
6%
Career Pathway
Entry
38%
Skilled
34%
Professional
22%
No pathway selected
6%
Total estimate of Entry and Skilled Pathways
Completed Courses in CTE Concentration Area
Yes
59%
No
41%
Student Plans to Continue His/Her Education
Yes
71%
No
29%
Minimal estimate to benefit from Career Prep while in High School
Type of Education Planning to Pursue
College (4 year)
43%
Career-Technical Education/Vocational Program
22%
Community Technical College (2 Year)
16%
Adult Education
5%
Apprenticeship/On-the-Job Training
12%
Total estimate that would benefit from Career Prep in High School
Reasons for Not Continuing with Education (Top 3 choices)
Have a job
47%
Need to Work
30%
Unsure of my plans
22%
Minimum number of students who might benefit from Career Prep
Possible target for Other Career Prep Options
Total Grades 11 and 12
2,738
401
200
2,838
1,269
1,135
735
200
2,536
1,970
1,369
2,371
968
968
1,436
735
534
167
401
1670
1,569
1,001
735
1569
1925
Bottom Line:
Approximately 1,750 students with disabilities in grades 11 and 12 may
benefit from Career Prep Options that are different from those currently
identified.
APPENDIX E
D.O.L. TRAINING CONTINUUM
www.bls.gov
THE OCCUPATIONAL TRAINING AND EDUCATION CONTINUUM
U.S.
Department
of Labor
Education
or
Training
Categories*
Short-term
On-JobTraining
WVDE
Educational
Offerings
Job
Coaching
Moderate-term
On-JobTraining
Long-term
On-JobTraining
Postsecondary
vocational
award
Associate
Degree
Bachelor’s
Degree
+
Entry
Pathway –
Career &
Technical
Education
Skilled
Pathway
Professional
Pathway
*The chart does not include the “Work Experience” in a Related Occupation” category. It combines the
Bachelor’s, Bachelor’s or Higher Degree plus Work Experience, Master’s Doctoral, and First Professional Degrees
categories into “Bachelor’s Degree +.
Dr. Steven L. Paine
State Superintendent of Schools
Dr. Stanley E. Hopkins
Assistant State Superintendent of Schools
Division of Technical and Adult Education Services
Skip
Navigation
Links
U.S. Department of Labor
Bureau of Labor Statistics
Occupational Employment, Training, and Earnings
www.bls.gov
Search | A-Z Index
BLS Home | Programs & Surveys | Get Detailed Statistics | Glossary | What's New | Find It! In DOL
Postsecondary-education or Training Category Report
Below are occupations 1 through 10 of the 93 occupations for which the typical postsecondary-education or
training category is POSTSECONDARY-EDUCATION OR TRAINING BELOW THE BACHELOR'S, sorted
by Total employment in 2004.(Re-sort this report)
Detailed information about the quartile rankings is available at quartile ranking definitions and data
ranges. Files containing this data are available for download at
ftp://ftp.bls.gov/pub/special.requests/ep/optddata/
Total
employment
(000's)
Occupation
2004
2014
2004-2014
change
in total
employment
2004-2014
average annual
job openings
(000's)
Number
(000's)
Percent
2004
selfemployed
Percent
Percent of workers aged 25 to 44, by
educational attainment
Percent
Due to
growth
and total
replacement
needs
Due to
growth
and net
replacement
needs
Parttime
workers
quartile*
Unemployed
workers
quartile*
2004
Median
annual
earnings
(Dollars)
Median
annual
earnings
quartile*
Postsecondary-education
or training category
Educational
attainment
cluster
High
School
Or less
Some
College
Bachelor's
degree or higher
Registered nurses
2,394 3,096
703
29.4
0.7
229
120
H
VL
52,330
VH
Associate's degree
SC/C
1.7
40.1
58.2
Nursing aides,
orderlies, and
attendants
1,455 1,781
325
22.3
1.9
307
52
H
H
20,980
L
Postsecondary
vocational award
HS/SC
60.7
32.8
6.6
Automotive service
technicians and
mechanics
803
929
126
15.7
15.0
93
34
VL
L
32,450
H
Postsecondary
vocational award
HS/SC
65.5
31.0
3.5
Licensed practical and
licensed vocational
nurses
726
850
124
17.1
0.6
84
28
H
VL
33,970
H
Postsecondary
vocational award
HS/SC
22.8
70.9
6.3
Hairdressers,
hairstylists, and
cosmetologists
610
708
98
16.1
44.0
59
22
VH
VL
19,800
VL
Postsecondary
vocational award
HS/SC
53.2
42.7
4.1
Computer support
specialists
518
638
119
23.0
0.9
87
18
L
H
40,430
H
Associate's degree
SC/C
16.5
42.4
41.1
Preschool teachers,
except special
education
431
573
143
33.1
1.4
77
19
H
VL
20,980
L
Postsecondary
vocational award
HS/SC/C
21.0
31.0
48.0
Medical secretaries
373
436
63
17.0
1.1
55
13
H
L
26,540
L
Postsecondary
vocational award
HS/SC
36.1
46.4
17.5
Real estate sales
agents
348
400
51
14.7
60.0
41
12
L
VL
35,670
H
Postsecondary
vocational award
HS/SC/C
21.8
35.1
43.1
Legal secretaries
272
319
47
17.4
1.2
41
10
H
L
36,720
H
Postsecondary
vocational award
HS/SC
36.1
46.4
17.5
* VH = Very High; H = High; L = Low; VL = Very Low; n.a. = not available
The education clusters are presented in the following categories: HS=High school occupations, HS/SC=High school/Some college occupations, SC=Some college
occupations, HS/SC/C=High school/Some college/College occupations, SC/C=Some college/college occupations, and C=College occupations. For information about the
methodology, see methodological note at the end of table I-1 in Occupational Projections and Training Data, 2004-05 edition, available at
http://www.bls.gov/emp/optd/home.htm
Next 10
Re-sort this report by:
Percent change in total employment, 2004-2014
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Washington, DC 20212-0001
URL: http://www.bls.gov/EMP
Phone: (202) 691-5700
Fax: (202) 691-5745
Employment Projections questions: EP-Info@bls.gov
Technical (web) questions: webmaster@bls.gov
Other comments: feedback@bls.gov
APPENDIX F
WORKKEYS STANDARDS FOR WV CTE CONCENTRATIONS
AND READING/MATH SKILLS
www.act.org/workkeys/assess
Workkeys Standards for WV CTE Concentrations
Number
Concentration
Reading
Math
0110
Power, Structural and Technical Systems
4
4
0120
Business Systems
4
5
0130
Agriscience and Agricultural Production Systems
4
4
0180
Forestry
4
4
0210
Plant Systems (Horticulture)
4
4
0220
Animal Systems
4
4
0230
Food Products and Processing Systems
4
4
0240
Fish and Wildlife Management
4
4
0250
Parks and Recreation
4
4
0260
Environmental Service Systems
4
5
0420
Marketing Management
5
4
0510
Diversified Cooperative Training (DCT)
4
4
0700
Dental Assisting
4
4
0710
Health Occupations Science Technology
4
4
0730
Medical Assisting
4
4
1000
Child Development Specialist
4
4
1010
Food Production and Services
4
4
1200
Lodging Management
4
4
1410
Finance/Accounting
5
5
1420
Administrative Support
4
4
1430
Business Management
5
4
1440
Microsoft Office User Specialist
5
4
1450
E-Business Publishing
5
4
1600
Air Conditioning/Refrigeration Technology
5
5
1610
Aries Technologies
5
4
1620
Automotive Technology
5
5
1640
Cisco Networking Academies
5
5
1670
Collision Repair Technology
5
4
1680
Communications Technology
5
4
1700
Computer Systems and Operational Support
5
4
1710
Computer System Maintenance Option I
5
4
1715
Computer System Maintenance Option II
5
4
Number
Concentration
Reading
Math
1720
Conventional/Computer Aided Drafting
5
5
1730
Cosmetology
5
4
1740
Diesel Equipment Technology
5
5
1760
Electrical Technology
5
5
1780
Electronics Technology
5
5
1800
Facilities Maintenance
4
4
1810
Forest Technology
4
4
1820
General Building Construction
4
4
1830
Graphic Communications
4
4
1850
Graphic Design
4
4
1870
Industrial Equipment Maintenance
4
4
1900
Machine Tool Technology
4
5
1910
Masonry
4
4
1920
Materials Distribution
4
4
1930
Oracle Internet Academy
4
5
1950
Quantity Foods Occupations
4
4
1960
Power Equipment Systems
5
4
1980
Welding Technology
4
4
2010
Aviation Maintenance
4
5
2030
Computer Integrated Manufacturing
4
5
2040
Criminal Justice
4
4
2050
Culinary Arts
4
4
2060
Electromechanical Technology
4
5
2070
Environmental Technology
4
5
2110
Metal Technology
4
4
2120
Millwork and Cabinetmaking
4
4
2140
Plumbing
4
4
2160
Timber Industries
4
4
2200
Emergency and Fire Management Services
4
4
2210
Agricultural and Industrial Mechanics
4
4
APPENDIX G
CLOSING THE ACHIEVMENT GAP EXCERPTS
APPENDIX H
SENIOR EXIT SURVEY EXCERPTS
Senior Exit Survey Excerpts
Planning to Continue Education (Students)
Yes
No
No Response
67.8%
30.7%
1.6%
Type of Education (Students)
College (4 Year)
Career & Technical Education/Vocational Training
Community & Technical College (2 Year)
Adult Education
Apprenticeship/On-the-job Training
31.0%
30.7%
18.7%
2.0%
17.5%
Reasons for Not Continuing Education
Have a job
Need to work
Getting married
Too expensive
Unsure of my plans
Joining the military
Poor grades/not ready
Need a break from school
Not needed for my job
Supervised day activities
Other
Students
27.4%
48.5%
9.8%
9.5%
33.3%
9.2%
4.5%
20.8%
6.8%
6.0%
8.9%
Parents
22.1%
33.1%
4.3%
9.2%
39.9%
6.1%
8.0%
14.1%
6.1%
9.8%
17.8%
Completed Required Courses in Technical
Concentration Area (Students)
Yes
No
Other
No Response
40.5%
50.0%
1.7%
7.8%
Earned Credential for Career and technical
Concentration Area (Students)
Yes
No
Other
No Response
25.8%
57.8%
2.7%
13.6%
Senior Exit Survey Excerpts
Diploma (Parents)
Standard
Modified
Other
No Response
80.2%
12.25
0.4%
7.1%
Career Pathway (Students)
Entry
Skilled
Professional
No Pathway Selected
36.0%
35.6%
22.2%
6.2%
Career Cluster (Students)
Business/Marketing
Engineering/Technical
Fine Arts/Humanities
Health Services
Human Services
Science/Natural Resources
No Response
10.0%
39.9%
10.3%
10.4%
18.0%
4.0%
7.4%
APPENDIX I
ONE YEAR FOLLOW-UP SURVEY EXCERPTS
One Year Follow-Up Survey Excerpts
Reasons for not working or going to school/other program
Unable to work because of disability
Unable to afford school or training
Need to help family at home
Do not know what I want to do
Do not need to work/parents support me
Unable to find work
Unable to get into a school/training program
None
No Response
Other
19.1%
0.9%
3.6%
10.9%
2.7%
20.0%
1.8%
0.9%
10.9%
29.1%
Note: Respondents could make more than one selection.
Percentage = responses per item / total # of respondents
Work/School: I am currently
Attending College (4 Year)
Attending Career & Technical Education/Vocational Training Program
Attending Community & Technical College (2 Year)
Taking Adult Education Classes
Receiving training through Apprenticeship/On-the-job Training
Working full time (40 or more hours/week)
Working part time (less than 40 hours/week)
In the military
Seeking employment / Looking for work
Attending a day training program
Not working or going to school
Other
No Response
12.8%
7.2%
4.6%
0.6%
1.7%
30.7%
22.3%
0.9%
6.4%
0.9%
18.3%
10.1%
1.2%
Health/Insurance Available
Yes
No
Other
No Response
26.1%
60.3%
1.6%
12.0%
APPENDIX J
SPOKES PROGRAM AND 21ST CENTURY SKILLS
www.21stcenturyskills.org
SPOKES
Goal Setting – Learners will utilize the steps and mechanics of goal setting
guidelines to write either short term or long tern personal and/or job related
goals. At the end of this module the learners will be able to transfer goal-setting
skills to other situations. They will also be able to write an action plan aimed at
achieving their goals.
Self-Esteem – Learners will be introduced to techniques for building self-esteem
and practice these techniques to help improve their self-esteem and enhance their
work performance. Participants will perform real-world exercises that will
incrementally build self-esteem and help them recognize and avoid self-destructive
behavior.
Assertiveness- Learners will be introduced to the different types of normal
responses to situations in life, work and at home. They will be asked to distinguish
the three types of responses and practice being assertive in order to be treated
fairly in the workplace and at home.
Time Management – The goal of this module is to motivate learners to accomplish
the day-to-day tasks, using their time wisely, to achieve their long-range goals. At
the conclusion of this module, learners will understand time management and its
importance at home and on the job.
Money Management – Learners will be introduced to financial planning or money
management. They will learn what the financial planning process and what it can do
for them. They will be able to apply the process through activities. Most of all,
they will be able to take control of their finances, beginning immediately.
Bank On It – Learners will practice banking procedures such as making deposits,
reconciling a checkbook and be introduced to electronic banking activities such as
direct deposit.
Stress Management – Learners will discover what defines stress and some
techniques to manage and reduce it. They will learn the symptoms of stress and
some proven stress reducers.
Community Resources – This module will require learners to become familiar with
the resources available to them by having them to create their own personal
resource notebook listing sources for help in various areas.
Balancing Work and Family – Learners will consider the context of how the work
place is affected by family needs and how the family needs are affected by the
work place and explore some alternative approaches to balancing work and family.
Coping With Change/Decision-Making – Learners will examine both good and bad
aspects of change. The module encourages development of a positive attitude
towards change and realistic plans for dealing with the bad aspects of change.
Working Productively – This lesson will help learners obtain an accurate selfanalysis of the roles they naturally assume in a group and give them practice in
functioning in these roles in different situations. They will practice listening to
different points of view, exploring options that each member brings to the group
and then coming to consensus for the best solution.
Problem Solving – Learners will develop strategies for finding and diagnosing the
problem as well as setting goals to help them determine how s/he wants the
problem to be solved. They will practice finding an appropriate answer for the
situation, developing a WIN/WIN solution, and designing a plan of action.
Dealing with Difficult Situations – In this module, learners will explore both
verbal and non-verbal techniques and strategies to communicate with others when
dealing with difficult scenarios. They will practice responding to different
situations they may encounter in the workplace and be given suggestions for
appropriate responses.
Workplace Ethics – The do’s and don’ts of what is proper in the workplace will be
discussed as well as expectations of employers. Learners will be given scenarios to
determine what action should be taken in certain situation that demonstrate good
work ethics.
Managing Diversity – This module will assist learners in understanding and
describing the challenges of diversity in the workplace. They will learn how to
respond effectively with individuals, who are culturally different from themselves,
learn skills to overcome barriers, and learn how to capitalize on the differing
talents of others.
Listening for Understanding – This lesson will give learners several techniques to
learn, practice, and perfect listening skills. Improved listening skills will help the
learner understand someone’s motives without having to be a mind reader.
Improved listening skills will avoid many misunderstandings in the workplace as well
as at home.
Communicating with the Public/Customer Service – Most jobs, at some time or
another require employees to respond effectively to customer requests and needs.
It’s important to use good communication skills, such as listening, being attentive
to body language, and problem solving in dealing with the public. At the end of the
lesson, the learners will be able to recognize body language signals, deal with
customer dissatisfaction and understand good telephone skills.
Writing in the Workplace – Learners will be introduced to effective writing in the
workplace, the difference between personal and business writing and given practice
in the basic elements of good business writing.
Employee Rights – This module will give learners some basic information about
what is illegal discrimination and what is illegal harassment in the workplace. Also,
they will learn about the rights of the employers and what is not “illegal” in the
workplace.
Employment Tests – This module will explore some of the reasons employers test,
give learners some tips and strategies for taking employment tests and explain how
the tests such as WorkKeys® are used by employers.
Job Readiness – Learners will complete an application, create a resume, a cover
letter and practice interviewing in this module. At the end of this module, they will
have a master application, resume and sample cover letter to use in their job
search.
Computer Literacy – Learners will be given an overview of basic computer skills
including window applications, word processing and a basic spreadsheet. At the end
of this module, they will be able to demonstrate knowledge of basic computer
skills.
APPENDIX K
OTHER RESOURCES
Other Resources
www.dol.gov/odep
www.onestops.info
www.acteonline.org
www.uschamber.com
www.learningpt.org
www.ncset.org
www.nam.org/institute
www.ncwd-youth.info
www.disabiltiyinfo.gov
www.act.org
www.nasetalliance.org
www.21stcenturyskills.org