12.0 OCCUPATIONAL COURSE OF STUDY (OCS)
12.1 OCS PROFILE
The OCS is a state-mandated course of study that must be offered as a potential diploma tract
by every school district. The OCS is one of four courses of study by which a student in Guilford
County can earn a high school diploma. The other courses of study are Career Prep, College
Tech Prep and College University Prep. The state has provided guidelines as to course content
and requirements for the OCS. The Q & A below contains frequently asked questions. Refer to
the school’s copy of the Guilford County School’s OCS Program Guide for additional
information, procedures, and forms.
Q: What differentiates the OCS from the other courses of study?
A: Unlike the other three courses of study, the OCS is not a “classroom – textbook” course of
study. Rather, the curriculum is functional and “hands-on,” with the focus being employment in
the competitive work force.
The OCS curriculum does not follow the general course of study with mandated passing scores
for the end-of-course standardized tests. Rather, each OCS student has a required
individualized career portfolio. This portfolio contains documentation of the required course
credits as well as documentation of the required work hours to show that this OCS student has
met the requirements for a diploma based on the Occupational Course of Study.
These requirements in each student’s portfolio MUST include documentation for:
 300 hours of school-based training,
 240 hours of community-based training, and
 360 hours of competitive paid employment.
Teachers should modify the OCS curriculum to meet a student’s individual needs.
Q: What differentiates the OCS accountability standards, or testing, from the other three
courses of study?
A: OCS students are required to take the NC EXTEND 2 assessments for the following OCS
courses: English I, English II (writing), Math I, and Science I and II. (There is one science
assessment that encompasses both science courses.) Teacher-made tests and assignments
are used to determine the mastery level of the curriculum in the other required OCS courses. In
addition, the OCS does NOT require:
 The Computer Skills Test, but goals and objectives for basic computer skills
must be addressed in the student’s IEP every year. SEE IEP attachment form:
“Computer Proficiency Planning Guide”.
Best Practice: Students should take the computer skills competency test in the 8th grade to
establish a baseline for IEP goals and objectives in computer skills.
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12.2
STUDENTS APPROPRIATE FOR THE OCS
Q: How does the school determine which students are eligible to participate in the OCS?
A: An OCS candidate must be a student who has been identified with special needs and
placed in special education. Eligibility for participation in the OCS is determined by the IEP
team, which includes the student and parents, a regular education teacher, an OCS teacher,
and the LEA.
If a middle school IEP team is considering the appropriateness of the OCS, the school’s EC
Program Administrator must serve as the LEA. BEST PRACTICE is for an OCS teacher from
the student’s future high school to attend the meeting.
If the high school IEP team is considering the appropriateness of the OCS, BEST PRACTICE is
for the school’s EC Program Administrator to serve as the LEA. The EC Program Administrator
is to review the OCS Recommendation Form prior to the IEP meeting.
REMEMBER: A student should be considered for participation in the OCS only if the IEP team
determines that the North Carolina Standard Course of Study is inappropriate for the student,
even with the use of modifications, adaptations, and supplemental aids and services.
The school’s EC Program Administrator must be informed and track all OCS students on
a “System Level Summary” form.
Q: Is there a student profile for the OCS?
A: Typically, the OCS student is a special education student who has been unsuccessful
academically and whose post-school needs are not being met by the NC Standard Course of
Study. The OCS student plans a post-school outcome of an independent job in the regular,
competitive workforce with regular wages – not a post-secondary education degree and not
sheltered workshops.
Q: Which children with disabilities should be enrolled in the OCS?
A: Participation in the OCS is not based on the student’s label or type of disability. The IEP
team MUST base its decision solely on the needs and preferences of the student and on the
appropriateness of the OCS curriculum for this student.
Q: Is the OCS appropriate for every special education student who cannot earn a
diploma?
A: No. The OCS is NOT appropriate for all special education students who cannot earn a high
school diploma through the other courses of study. The OCS is a course of study that provides
functional academics and hands-on vocational training.
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12.3
PARTICIPATION IN THE OCS
Q: When should the IEP team consider a student for OCS?
A: The IEP team should make that determination at the end of 8th grade so that the student
starts his/ her 9th grade year in the OCS. However, qualified students may enter the OCS
curriculum at any point during their high school years provided that they can meet the
requirements before aging out of special education services.
BEST PRACTICE: Special education teachers and counselors need to begin informing parents
about the four courses of study as early as the 6th grade.
Q: How should the amount of time for the OCS be indicated on the IEP?
A: On the Dec 4 (3 of 4), at “Section B Anticipated Frequency and Location,” indicate the OCS
classes for the entire school year, either for the 4X4 block schedule or for the six-period year
long schedule.
FOR EXAMPLE: On the block schedule, the OCS student may receive 5 out of 8 blocks in the
OCS Room (location) or on the six-period year long schedule, 20 times a week for 55 minutes in
the OCS Room (location).
REMEMBER: The number of EC courses indicated on the IEP matches the courses that the
student is taking for that year. Career Training may or may not be counted as EC direct service,
depending on where the student is taking Career Training. For example, Career Training in the
9th grade would be considered EC direct service because the student would be working on
school-based hours. Career Training in the 12th grade would not be considered EC direct
service because the student is out working in the community with non-disabled peers. Finally,
Career Training in the 10th and 11th grades could either be considered EC direct service or not
direct service depending on where the course is taking place. The EC courses on the student’s
IEP must match the student’s schedule for the school year.
Q: How does the IEP team initially determine the appropriateness of the OCS for certain
special education students?
A: The IEP team must document on the “Occupational Course of Study Recommendation
Form” findings that the NC Standard Course of Study is NOT appropriate for this student’s postschool needs. In considering the appropriateness of the OCS, the IEP team must consider all
factors relevant to the student’s education, including academic ability, level of functioning,
emotional and behavioral issues, and adaptive and organizational skills. SEE the “Occupational
Course of Study Recommendation Form”.
A verification should be made on the “Occupational Course of Study Recommendation Form”
that the student has a history of significant problems of being successful in the NC Standard
Course of Study, even with modifications and accommodations. This verification should also
show that the OCS is in alignment with the student’s post-secondary plans. SEE the
“Occupational Course of Study Recommendation Form”. The parents/ guardians and the
student must also agree to the appropriateness of the OCS.
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Q: Is there a required Guilford County form that must be completed before an IEP team
can consider the appropriateness of the OCS for a student?
A: Yes. The “Occupational Course of Study Recommendation Form” must be completed by
the student’s case manager with verification information before the IEP team meets to consider
the appropriateness of OCS.
Q: What happens if the school’s administration places a student in the OCS without a
determination of appropriateness from the IEP team?
A: Schools that schedule a student in the OCS without an IEP team determination may face
legal liability by violating that student’s civil rights. Teachers should immediately contact their
PA or the Compliance Officer if a student has been placed in the OCS without an IEP team
determination.
Q: Where does the IEP indicate a student is following the OCS?
A: On the DEC 4(2a)/ Transition, in the box that relates to Course of Study, check
“Occupational.”
Q: What areas should be addressed in an IEP for the OCS?
A: The following areas should be addressed with IEP goals and objectives that are functional
and life-skill oriented: reading, math, writing, vocational, independent living, computer
proficiency. For computer proficiency goals, SEE IEP attachment form: “Computer Proficiency
Planning Guide”.
Q: Is there a specific sequence of OCS courses for students to follow?
A: Yes. Students should follow the “OCS Course Development Plan” for either the 4X4 block
schedule or the 6 period day schedule.
12.4
PROCESS FOR DETERMINING APPROPRIATENESS OF THE OCS
Q: Is there a specific process to follow when determining the appropriateness of the
OCS for a student?
A: Yes. Follow the outlined procedure indicated below.
1) The case manager must complete the “Occupational Course of Study Recommendation
Form”. In filling out this form, case managers should:
 Review the student’s entire cumulative record; and
 Consult with student, parents, regular education teachers, and EC teachers.
Completing this form does not pre-determine appropriateness for the OCS; rather,
information on this form is necessary data for the IEP team to consider in making its
determination. Case managers should take time and care in completing this form so that
the IEP team has the necessary data and understanding to make a decision.
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2) Schedule the IEP team meeting using the required DEC forms and indicate on the
“Invitation” that the IEP team will discuss the appropriateness of the OCS for this student.
For 8th grade recommendations the school’s PA must serve as LEA for the meeting and in
high school meetings it is best practice that the school’s PA serve as LEA for the meeting.
3) If the IEP team determines that the OCS curriculum is appropriate for this student, the IEP
team should indicate that determination on the IEP in the following ways:
 Check “Occupational” on the DEC 4 (2a) / Transition; and
 Indicate the level of service on the “Continuum of Alternative Placements on the DEC 4 (4
of 4; and
 Indicate on the Dec 4 (3 of 4), at “Section B Anticipated Frequency and Location,” the level
of special education services for the OCS.
FOR EXAMPLE:
a) Block schedule: EC services 5 out of 8 blocks -- OCS room (location) or
b) Six-period schedule: EC services 20 X a week for 55 minutes – OCS room (location).
 Complete the “IX. IEP Addendum Team” on the DEC 4 (4 of 4) or follow BEST PRACTICE
and write a new IEP with new goals and objectives to reflect the OCS curriculum.
4) At the IEP team meeting, review and sign the “Statement of Understanding for Enrollment
in the OCS” form.
12.5
TRANSFER INTO THE OCS
Q: What should be done if a student transfers into the OCS from another course of
study?
A: The school’s principal has the authority to evaluate and honor the student’s previous course
credits in the general curriculum for OCS credit in English, math, science, social studies, and
electives. In addition, all students in the OCS are required to take the four Occupational
Preparation courses, including the 900 work hours.
12.6
THE OCS CURRICULUM
Q: What are the course requirements for a diploma based on the OCS in Guilford
County?
A: Occupational English – 4 courses
Occupational Math – 3 courses
Occupational Social Studies – 2 courses
Occupational Preparation – 4 courses (6 credits – 300 hrs. of school-based training, 240
hrs. of community-based training, and 360 hrs. of competitivepaid employment)
Occupational Science – 2 courses
Career/ Technical Education (regular education) – 4 courses
Health/ PE (regular education) – 1 course
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Q: Are there other requirements for a diploma based on the OCS in Guilford County?
A: Yes. Although, students in the OCS are not required to pass the eighth grade Computer
Proficiency Test, their IEPs must state goals and objectives to address computer proficiency.
SEE IEP attachment form: “Computer Proficiency Planning Guide”.
Other requirements include a Career Portfolio and evidence of completion of the student’s IEP
goals.
Q: What is the content of the OCS courses?
A: OCCUPATIONAL ENGLISH:
reading – vocabulary & comprehension
Writing – grammar, paragraph development, letters, & forms
communication – expressive & receptive
computer competency
OCCUPATIONAL MATH:
computations
financial management
time & measurement
effective use of calculators
OCCUPATIONAL PREPARATION:
job seeking skills
career development – exploration, shadowing, samplings, internships,
employment
development of work ethics & behaviors
interpersonal relationships
workplace safety
legal and disability rights legislation
OCCUPATIONAL SOCIAL STUDIES:
economics
government
citizenship/character education
consumer education
self-determination and self advocacy
self-awareness
interpersonal relationships
effective communication skills
problem solving skills
OCCUPATIONAL SCIENCE
healthy living and relationships
first aid
nutrition
human reproduction
plants, animals, and weather
environmental science
tools, simple machines, energy, and physical properties
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CAREER TRAINING:
 300 hrs. school-based training using simulated “enterprises,” PAES LAB, and on-campus
jobs
 240 hrs. community-based training/ Internship
 360 hrs. competitive-paid or supported employment
12.7
CAREER/ TECHNICAL EDUCATION AND THE OCS
Q: Can students who are participating in the OCS be enrolled in regular Career/
Technical Education (CTE) courses?
A: Yes. Students in the OCS must be enrolled in CTE courses. Four units of CTE courses are
required for a diploma based on the OCS.
BEST PRACTICE: The student’s case manager and the CTE teacher should collaborate and
review the CTE course blueprints to determine appropriate course content for each student.
REMEMBER: The IEP team has determined needed modification and/ or adaptations for EC
students to use in regular education courses.
Q: Is there a maximum number of OCS students who can be enrolled into a CTE course
per class period?
A: No. Students participating in the OCS (as well as other EC students) cannot be
discriminated against based on their disability. The law requires placement of EC students in
the least restrictive environment. However, enrolling a large number of EC students in one
class would not be recommended. The EC staff and Special Population Coordinators should
assist guidance counselors and administrators in scheduling students.
Q: How are modified CTE courses coded in SIMS?
A: The fifth digit of the course code is used to indicate the ACADEMIC LEVEL of a course.
Guilford County SIMS operators use a “0” as the fifth digit to indicate the non-standard
curriculum version of the course. The “0” is important because it shows that the course
content has been modified and the student is not required to take the VOCATS test for that
course. But the OCS student should, instead, take another form of assessment to
demonstrate mastery of the modified course content.
Q: How should the student’s case manager and/ or guidance counselor register the
EC student for the non-standard version of the CTE course?
A: Write a “N” for non-standard at the end of the course code when scheduling this student.
SIMS will convert the “N” to an “O.”
EXAMPLE:
8023
8023N
80230
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course code to register for Computer Applications I
course code to register for non-standard version of
Computer Applications I
course code change made by SIMS
REMEMBER: Every EC student in Career/ Technical Education courses should not be
registered with an “N.” Only EC students in the OCS or EC students on a certificate tract,
such as separate Life Skills students, should be registered for the non-standard version of
the course. Course content cannot be modified for students following a standard course of
study.
Q: How are students taking the non-standard version of a CTE course assessed?
A: The case manager and the CTE teacher collaborate to determine how an OCS student
is to be assessed. Assessments may include: taking the VOCATS with modifications and
accommodations on the IEP, a modified format of the VOCATS, or an appropriate
alternative assessment such as a teacher-made test.
Q: Can an OCS student take a CTE course more than once and receive credit each
time?
A: Yes. A student may take a CTE course two times for credit each time. For example, a
student may take Computer Applications I twice with different goals and objectives on the
CTE blueprint and receive CTE credit each time.
12. 8 A DIPLOMA BASED ON THE OCS
Q: How does a diploma based on the OCS differ from the other two courses of study?
A: There is only ONE high school diploma in North Carolina, and the OCS is one pathway to
earn that diploma. However, a student with a diploma based on the OCS would not be
prepared to pursue a degree in a post-secondary educational setting or prepared to pursue a
career in the military. Students who graduate with a diploma through the OCS are held to the
same entrance requirements for colleges and the military as other students.
Q: How long does a student have to complete the OCS curriculum?
A: The OCS is a minimum four-year curriculum, but students have until age 21 to complete the
curriculum and earn a diploma.
Q: What exit criteria would be used to determine if a student has met all of the
requirements needed for graduation with a diploma?
A: The student must submit a completed Career Portfolio containing:
 Transcript documenting successful completion of the required courses and units of credit;
 Documentation logs of the hours completed in school-based and community-based
learning experiences;
 Submission of pay stubs documenting the completion of the required hours of paid
employment;
 Evaluations from employers/ supervisors of work performance at school-based,
community-based, and competitive-paid work experiences; and
 Completion of “Portfolio” packet.
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IMPORTANT: For the purpose of a state audit and compliance, schools MUST keep a copy of
the entire Career Portfolio with the student’s cumulative records upon graduation. The student
receives the original documents.
Q: Is the OCS student required to present their Career Portfolio?
A: Yes. The OCS student is required to present their Career Portfolio as a senior project
requirement before a group of panel of judges.
Q: What members should make up the Career Portfolio Review Committee at a school?
A: Committee members should include at least three of the following members: school’s
Assistant Principal, school’s Transition Facilitator, VR counselor, Special Populations
Coordinator, school Guidance Counselor, Job Coach, or Program Administrator.
Q: What happens if a student in the OCS does not meet all the requirements for a
diploma?
A: That student could receive a Certificate of Achievement and be allowed to participate in
graduation exercises if he/ she meets the following criteria:
 Successful completion of 22 course units in the OCS area ( 4 English courses.
3 math courses, 2 science courses, 2 social studies courses, 1 health and physical
education course, 4 Career/Technical Education electives and 4 Occupational Preparation
courses (6 course credits)) and
 Completion of 300 hours school-based training and 240 hours of community-based
training
 Completion of IEP requirements and
 Completion of the Career Portfolio
Q: What happens if a student passes all of the course requirements and earns all of the
in-school and community hours but does not complete the paid hours by the end of his/
her senior year?
A: The student may participate in graduation and receive a Certificate of Achievement and
continue to work on and document the paid hours. Documentation of paid work hours only
requires copies of pay stubs. Once the documentation of the 360 paid hours is complete, the
student may submit the documentation to the school for a diploma.
Q: Is there a time limit to submit the completed 360 work hours, in-school and
community hours, and/ or to complete the course work for a diploma based on the OCS?
A: Students must complete course work, in-school and community hours by age 21. Students
may continue working on their paid work hours past age 21and provide pay stubs to the school
to receive a diploma based on the OCS.
12.9
EXITING A STUDENT FROM THE OCS
Follow the DEC process, which includes developing a new IEP and documenting the IEP team’s
decision to exit the student from the OCS by indicating that choice on the DEC 4 (3 of 4) under
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“2. Comment.” Even though the school’s EC PA is not required to serve as the LEA, the EC PA
must be informed to complete a “System Level IEP Team Summary” form. BEST PRACTICE:
The school’s EC Program Administrator may serve as the LEA, since GCS procedures require
tracking OCS students on a “System Level IEP Team Summary” form. IEP teams need to be
careful when changing a student from the OCS pathway to one of the other diploma pathways
because many of the OCS course credits will only transfer as elective credit into one of the
other pathways. This may change the student’s expected date of graduation.
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