The Student Services is the first stop to learn about Technical Center for Career and Adult Education and the career programs offered at the school. The Student Services/TCCAE Office works with individuals on career choices, registration, academic advising, counseling concerns, and personal issues.
Information is provided about TCCAE’s programs through informational materials, school tours, classroom visits, and discussions with the Outreach Coordinator, Career Specialist, and instructors. Occupational Outlook Information books are also available to provide more information on job markets, pay scales and any limitations imposed by working conditions.
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The Occupational Outlook Handbook tells you the training and education needed, average earnings, expected job prospects, job descriptions and expectations for a wide variety of jobs. You can also find job search tips, information about the job market in each state, and more.
As job leads become available through employers, the information about the position is posted hardcopy format to applicable program instructors for students. Current students and graduates can access this information at our TCCAE locations. In addition, instructors often contact recent graduates with potential employment information.
Federal and state legislation requires the provision of accommodations for students with disabilities as identified on the secondary student’s Individual Educational Plan (IEP) or 504 plan or postsecondary student’s accommodations’ plan to meet individual needs and ensure equal access. Postsecondary students with disabilities must self-identify, present documentation, request accommodations if needed, and develop a plan with their counselor and/or instructors. Accommodations received in postsecondary education may differ from those received in secondary education. Accommodations change the way the student is instructed. Students with disabilities may need accommodations in such areas as instructional methods and materials, assignments and assessments, time demands and schedules, learning environment, assistive technology and special communication systems. Documentation of the accommodations requested and provided should be maintained in a confidential file.
In addition to accommodations, some secondary students with disabilities (students with an IEP served in Exceptional Student Education (ESE)) will need modifications to meet their needs. Modifications change the outcomes or what the student is expected to learn, e.g., modifying the curriculum of a secondary career and technical education course. Note: postsecondary curriculum and regulated secondary programs cannot be modified.
Some secondary students with disabilities (ESE) may need additional time (i.e., longer than the regular school year), to master the student performance standards associated with a regular Occupational Completion Point (OCP) or a Modified Occupational Completion Point (MOCP). If needed, a student may enroll in the same career and technical course more than once. Documentation should be included in the IEP that clearly indicates that it is anticipated that the student may need an additional year to complete an OCP/MOCP. The student should work on different competencies and new applications of competencies each year toward completion of the OCP/MOCP. After achieving the competencies identified for the year, the student earns credit for the course. It is important to ensure that credits earned by students are reported accurately. The district’s information system must be designed to accept multiple credits for the same course number for eligible students with disabilities.