Presentation is loading. Please wait.

Presentation is loading. Please wait.

Deana Holinka, MA, CRC, Administrative Coordinator,

Similar presentations

Presentation on theme: "Deana Holinka, MA, CRC, Administrative Coordinator,"— Presentation transcript:

1 Graduation Requirements and Post High School Planning for Students with an IEP
Deana Holinka, MA, CRC, Administrative Coordinator, Office of Special Education Dr. Jane Lawson, Director, Office of Special Education Timothy Healey, Associate Superintendent, Student Learning and Accountability

2 Learning Objectives Participants will:
Understand the diploma options and graduation requirements that are currently in place for high school students Understand the requirements for the Standard Diploma with Credit Accommodations Understand IEP team considerations when discussing post high school plans and developing schedules Give participants a moment to review the objectives and write down their own questions. Presenter: Take a minute and write down a question that you have now. At the end of this morning’s session, if you still have those questions, we will take time to answer them.

3 Graduation Requirement Determination
Students are assigned their graduation requirements according to the year they entered 9th grade for the first time There are currently three different sets of requirements for students: Entering 9th grade through Entering 9th grade in or Entering 9th grade in and beyond Give participants a moment to read the slide. Provide them with copy of the graduation requirements and have them turn to the requirements that apply to their student (son/daughter). Presenter: “Remember – requirements are based on the year that your child FIRST entered 9th grade.”

4 Students Entering 9th Grade through 2010-2011
Available Diplomas Standard* - 22 Credits *Students with an IEP or 504 plan, who meet eligibility criteria, may pursue a Standard Diploma with Credit Accommodations Advanced Studies – 24 Credits Modified Standard – 20 Credits Special – Students meet the requirements of their IEP Review the requirements briefly. Explain the difference between Standard unit of credit and verified credits that participants will see on the graduation requirements in the hand-out. Presenter: “We will discuss the Standard Diploma with Credit Accommodations in a moment.”

5 Students Entering 9th Grade in 2011-2012 or 2012-2013
Available Diplomas Standard* - 22 Credits *Students with an IEP or 504 plan, who meet eligibility criteria, may pursue a Standard Diploma with Credit Accommodations Advanced Studies – 26 Credits Modified Standard – 20 Credits Special - Students meet the requirements of their IEP Students pursuing the Standard or Advanced Diploma must now take and pass the Economics and Personal Finance course Presenter – Notice the changes to the graduation requirements highlighted in BLUE here. Advanced Diploma requirements increased by 2 credits (One is the new Economics course, the other is an elective). Standard and Advanced Diploma now require that students complete Economics and Personal Finance Course.

6 Students Entering 9th Grade 2013-2014 and beyond
Available Diplomas Standard* - 22 Credits * Students with an IEP or 504 plan, who meet eligibility criteria, may pursue a Standard Diploma with Credit Accommodations Advanced Studies – 26 Credits Special - Students meet the requirements of their IEP Students pursuing the Standard or Advanced Diploma must take and pass the Economics and Personal Finance course Students pursuing the Standard or Advanced Diploma must take one virtual course for credit or non-credit Students pursuing the Standard Diploma must pass a state approved CTE Credentialing examination Presenter – Notice the changes to the graduation requirements highlighted in BLUE here. Let’s take a look at the next few slides…. Virtual Course – Will be embedded into the Economics and Personal Finance course. CTE Credential – For CTE sequences without a credentialing exam, student will complete the Workplace Readiness Skills assessment – will be discussed later.

7 Virtual Course Requirement
Students who enter the 9th grade for the first time in and beyond: Must successfully complete one virtual course, which may be noncredit-bearing, to graduate with a Standard or Advanced Studies Diploma; Students will meet this requirement when they are enrolled in the Economics and Personal Finance course. Graduation requirement states that students must have a “virtual experience.” This is imbedded in the Economics and Personal Finance course, which is already a graduation requirement. Of course, if a student also completes a course through the Virtual HS program, that will also meet this requirement.

8 Career and Technical Education Credential
Students who enter the 9th grade for the first time in and beyond: Must earn a career and technical education (CTE) credential that has been approved by the Board of Education to graduate with a Standard Diploma. Students will meet this requirement by taking the Workplace Readiness Skills for the Commonwealth assessment when they are enrolled in the Economics and Personal Finance course during the regularly scheduled school day. Students will have other opportunities to take credentialing exams after completing a sequence of CTE courses. Students will have opportunities to complete this through ASVAB testing. Workplace Readiness Assessment: Web-based assessment consisting of 100 multiple choice items Covers skills in 3 domains identified by employers across Virginia as critical to work place success: Personal Qualities and People Skills Professional Knowledge and Skills Technology Knowledge and Skills Standard of Mastery: 75% May be administered with any CTE course Available Accommodations for WRS Assessment: Untimed version of the 60 minute test Text-to-speech version (with headphones) Read-aloud version administered by an aide or test proctor Extended timing may be necessary More than one reader may be required if several students in a class require this accommodation Test item enlargement on the computer monitor Other CTE Courses – Examples: state exams for CTE sequences like cosmetology, auto tech, welding, etc.. ASVAB = Armed Services Vocational Aptitude Battery The ASVAB is offered to high school and post-secondary students as part of the ASVAB Career Exploration Program. The program provides tools to help students learn more about career exploration and planning, in both the civilian and military worlds of work. The ASVAB Career Exploration Program is free of charge to participating schools.

9 Standard Diploma with Credit Accommodations
Credit accommodations provide alternatives for eligible students with IEPs or 504 Plans to earn the standard and verified credits required to graduate with a Standard Diploma. These accommodations may be provided for eligible students, in any of these three ways: Substitute Assessment/VMAST Locally Awarded Verified Credits Instruction/Coursework Offerings This is not an alternative diploma type, it is an alternative “path” for eligible students to earn the same standard diploma.

10 Eligibility for Standard Diploma with Credit Accommodations
Student must have a current IEP or 504 plan with standards-based content goals Student has a disability that precludes him or her from achieving and progressing commensurate with grade level expectations, but is learning on grade level content Student needs significant instructional supports to access grade level SOL content and to show progress Based on multiple objective measures of past performance, students might not be expected to achieve the required standard and verified units of credit within the standard time frame This is an IEP team decision and there is an IEP eligibility form that needs to be completed at the IEP meeting. According to VDOE, this decision cannot be made until the end of 8th grade; however, based on bullet #4, it may be difficult for an IEP team to make this determination prior to the end of 10th grade, depending on the number of SOLs a student has attempted.

11 Substitute Assessments and VMAST
The Board of Education has approved substitute tests that students may take to earn verified credits toward graduation. This accommodation also permits use of VMAST (Virginia Modified Achievement Standards Test) for verified credit in Algebra I and End-of-Course Reading beginning in school year. Examples of substitute tests include SAT subtests, ACT subtests, some AP and IB exams, etc. I have included a link to these substitute assessments at the end.

12 Locally Awarded Verified Credits
Eligible students (as indicated in their IEP/504 plans) may now earn Locally Awarded Verified Credits in the areas of English Reading, English Writing, and Mathematics in addition to Science and Social Studies. Students may earn all six (6) verified credits through the local award process if credit accommodations are used for the Reading, Writing and Math verified units of credit (PWCS Regulation 662-4C). Added Reading, Writing, and Math. Science and Social Studies have been available subject areas.

13 To be eligible to earn locally awarded verified credits, a student must:
Pass the high school course, Score within a range on any administration of the Standards of Learning test after taking the test at least twice, and Demonstrate achievement in the academic content. NOTE: Students working toward the Modified Standard Diploma are NOT eligible for Locally Awarded Verified Credits. Presenter: There is also an attendance requirement to earn a Locally Awarded Verified Credit….Student cannot have more than 10 unexcused absences.

14 Instruction/Course Offerings
Eligible students may enroll in the Personal Finance Course (3120) that will be augmented to include the 21 Work Readiness Skills (WRS). This course will meet the graduation requirement for Economics and Personal Finance. This will also satisfy the graduation requirement for the CTE credential through the completion of the Workplace Readiness Skills Assessment. Additionally, this course will soon include a virtual experience, a third graduation requirement.

15 Eligible students may also receive credit for each part of a two-part course as a credit accommodation. For example, an eligible student could now receive 2 credits for Algebra I-Part I and Algebra I-Part II. PWCS is also considering adding a Part I/Part II option for Geometry for the school year. Remember – Part I of these courses will remain electives for students until they have been found eligible for the Standard Diploma with Credit Accommodations.

16 Academic and Post-Secondary Planning
In high school, academic and post-secondary planning go hand in hand. Presenter: Students have to take certain courses for graduation – we have just taken a look at these requirements. Students should also choose electives based on interests and skills identified in the transition plan and take the level of academics required to achieve their post-secondary goals. Beginning at age 14 (or earlier, if appropriate) the transition plan is a required part of the IEP. Transition Planning, however, is more than simply completing the required pages of the IEP – it also includes course planning, matching interests and abilities to post-secondary goals, and providing the supports/guidance to assist students

17 Electives Electives allow an opportunity for students to explore possible vocational interests and find areas of strength. The IEP team and the Transition Specialist work together with the student (and family as appropriate) to review student vocational interests, skills, and needs Interests, skills and needs are used to establish post-secondary goals and develop an effective transition plan with the student. Provide Examples: Auto mechanic/Auto Tech Cooking/Culinary Arts or Nutrition and Wellness Acting/Drama or chorus Architects/AutoCad

18 Special Education Electives
Electives may also provide an opportunity for special education services: Compensatory Skills (Levels I-IV) Learning Strategies (I and II) Social Skills (I and II) EMPLOY (Levels I-V) The need for these services are determined by the IEP Team. For questions about the appropriateness of specific courses for your child, speak with your child’s counselor, department chair, and/or case manager.

19 Compensatory Skills and Learning Strategies
Provide remediation based on student’s specific areas of need identified through eligibility and the IEP process. Utilize research-based instructional strategies. Provide support for academic tasks. Direct instruction on IEP goals. Opportunity for homework assistance, test re-takes, class work assistance, organizational skills

20 Social Skills Direct instruction in IEP goals related to social skills
Incorporates Skillstreaming curriculum Focus is on communication skills, positive relationships, and decision-making skills Skillstreaming is a direct instruction model that involves role play, feedback and generalization.

21 EMPLOY Career education series available through a combination of classroom and community settings at the high school level Five levels: I and II = Classroom setting Focus is on work-readiness skills III and IV = Community-Based Internship Two credit unpaid internship at a community employment site V = Work-study Student receives credit for paid employment EMPLOY can also meet the CTE requirement and/or sequential electives.

22 Collaboration is the KEY
To ensure successful post-secondary outcomes we need collaboration and communication between: Student and parents IEP case manager Guidance Counselor Transition Specialist This may not be an all-inclusive list, however it is a basic start. For example, some students may need to stay in school through age 21 to complete the requirements of their diploma or to take advantage of FAPE. Remember, parent participation is KEY – if you have a concern, it is important that you communicate with the case manager too. Case Managers in high school may not always teach your child and/or see them everyday. So reach out to them, if needed. Student – As students get older, their participation is vital when discussing transition plans, post-secondary goals. They should be knowledgeable of their IEP as age of majority approaches and so that they can self-advocate. Case Manager – Should be your first point of contact for the teachers and you (parents) in the school. They facilitate problem-solving and assist students with self-advocacy. Ensure implantation of the IEP. Guidance Counselor – Assists with understanding diploma requirements and creation of the student’s schedule. They can also be resource for post-secondary education information and/or scholarships. They may not attend the IEP meeting, but they help to facilitate yearly schedules and the student’s academic plan. Transition Specialist – Available at every high school.

23 Resources VDOE Credit Accommodations
Substitute Tests VDOE Career and Technical Education Workplace Readiness Skills Assessment Have copies of the 15th Annual Transition Fair Flyer available as a hand-out

24 Questions? Refer back to Learning Objectives slide – Does anyone still have any unanswered questions that need to be addressed?

Download ppt "Deana Holinka, MA, CRC, Administrative Coordinator,"

Similar presentations

Ads by Google