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Course of Study

If this is a Transition IEP, the course of study statement must be completed at the top of the page.

Transition Information Given

HEA 1194 now requires that we document that information was provided to the parent regarding:  the types of diplomas that are available, the course requirements for each of these diplomas, the student’s academic progress toward their chosen diploma option (including information regarding whether they will achieve this goal in a timely fashion), and the type of academic/vocational/technical preparation required to achieve the student’s post-secondary vocational goal.  There is a new textbox in IIEP that needs to be completed by the TOR for the student’s annual case conference.  

6th and 7th grade

For 6th and 7th grade students who are transition age, please use the following statements to complete the text box:

Diploma Track students:

Xxx will have the opportunity to pursue a Core 40 Diploma or Core 40 Academic or Technical Honors diploma in high school.  Information regarding each of these diploma options will be presented at his/her 8th grade annual case conference, and a transition activity will be assigned so that Xxx can gather information regarding his/her career/employment choice.

Certificate Track students:

Xxx will be pursuing a Certificate of Completion in high school.  Information regarding the Certificate track course descriptions and the requirements for a certificate will be presented at his/her 8th grade annual case conference, and pre-vocational/vocational activities will be developed to enable him/her to increase his/her level of employability.  After high school, Xxx will have the opportunity to participate in the Young Adult Services program through the school year of his/her 22nd birthday.  

8th grade

8th grade teachers should give these forms at the student’s annual case conference and review this information with parents.

Use the following statements to complete the LRE textbox:

Diploma Track students:

Xxx has the opportunity to pursue a Core 40 Diploma or Core 40 Academic or Technical Honors diploma in high school.  The Core 40 is generally the diploma required for entrance into a college or university program.  Please note that opting out of a Core 40 diploma to pursue a General Diploma is not an available option for high school students until the end of his/her 10th grade year.  (Course requirements for the Core 40 diplomas were handed out on  XX/XX/XX.)   Based on the most recent transition assessment, Xxx is interested in pursuing a career and/or employment in xxxx.  As such, a transition activity has been assigned so that Xxx can gather information regarding this career/employment choice.

Certificate Track students:

Xxx will be pursuing a Certificate of Completion in high school.  Course requirements for a Certificate include courses designed to teach practical skills in:  Reading, Math, Science, Social Studies, Vocational Training, and Independent Living.  Xxx will participate in a Careers class and Job Shadowing opportunities during his/her freshman and sophomore years.  Xxx will then have the opportunity to participate in a ½ day job training program during each semester of his/her junior and senior years.  After high school, Xxx will have the opportunity to participate in the Young Adult Services program through the school year of his/her 22nd birthday.  Based on the most recent transition assessment, Xxx is interested in pursuing employment in xxxx.   Xxx will have the opportunity to receive job training through SBCSC’s INTERN program to develop his/her job skills.

Life Skills students:

Xxx will be pursuing a Certificate of Completion in high school.  His/Her courses are designed to teach functional skills in:  Reading, Math, Science, Social Studies, Vocational Training, and Independent Living.  Xxx will participate in pre-vocational/vocational opportunities throughout high school.  Xxx may then have the opportunity to participate in a ½ day job training program during each semester of his/her junior and senior years.  After high school, Xxx will have the opportunity to participate in the Young Adult Services program, which will include continued vocational training opportunities, through the school year of his/her 22nd birthday.  Based on the most recent transition assessment, Xxx is interested in pursuing employment in xxxx (if applicable).  Xxx may have the opportunity to receive job training through SBCSC’s INTERN program to develop his/her job skills.

High School

High School teachers should give these forms at the student’s annual case conference and review this information with parents.

High School teachers are further expected to communicate with the parent each grading quarter regarding the student’s progress toward the selected diploma. The following report must be sent home quarterly. Log each of these communications in Parent Contacts after completing the form, and then use that information to complete the LRE textbox requirements.

Use the following statements to complete the LRE textbox:

Diploma Track students:

Xxx is pursuing a (Core 40, Core 40 Honors, General Diploma).  He/She has earned___  out of ___ credits attempted.  His/Her current courses and grades are as follows: ______________  The courses he/she will need to retake to graduate in a timely manner are as follows:  ____________________.  He/She is required to take and pass the _________________ state mandated assessment, and has achieved the following scores:____________.  Since he/she has not yet passed the state mandated assessments he/she will need to retake the _________assessment on ____________ (date). He/She is (or is not) on track to graduate in __________ (year).

Certificate Track students:

Xxx is pursuing a Certificate of Completion.  He/She has earned _____ out of _____ credits attempted.  His/Her current courses and grades are as follows:_________________________ He/She has participated in the following vocational experience opportunities:________________________ (Careers, Job Shadowing, Project Search, or INTERN.).  He/She has made the following progress on his/her IEP goals:  ____________________________  The parents were supplied information regarding post secondary support opportunities (BDDS, Voc Rehab) via the BDDS and Voc Rehab facts sheets on _______ (date).

Life Skills students:

Xxx is pursuing a Certificate of Completion in the Life Skills program.  His/Her courses are designed to teach functional skills in:  Reading, Math, Science, Social Studies, Vocational Training, and Independent Living.  He/She has participated in the following pre-Vocational/Vocational experience opportunities:________________________ (Careers, Job Shadowing, Project Search, or INTERN.).  A summary of the progress he/she has made on his/her IEP goals is as follows:  ____________________________.  The parents were supplied information regarding post secondary support opportunities (BDDS, Voc Rehab) via the BDDS and Voc Rehab facts sheets on _______ (date).  Parents were also informed that, after high school, Xxx will have the opportunity to participate in the Young Adult Services program through the school year of his/her 22nd birthday.

Education Setting

Educational Setting

If services for the remainder of the current school year are different from services in the coming year, the IIEP system will automatically display Service Minutes based only on the current year. You should check to be sure the LRE category is accurate. If the IEP spans two school years, select the LRE category that will describe the current school year.

LRE

Preschool:

Preschool LREIf the student is in preschool, then the total minutes of the day will not be correct, but don't worry about it, because it will not print on the final IEP.

LRE Category

LRE OptionsYou can then select the LRE Category from the list.

Make sure the category reflects the amount of time in the general education setting.

You should check to be sure the LRE category is accurate. If the IEP spans two school years, select the LRE category that will describe the current school year.


The following three narratives are very important, and have been the cause of many IEPs being sent back from the state as being noncompliant.


Additional Descriptors of LRE

Harmful Effects

Reasons for Placement

General Considerations

General Considerations

Program Information

schools

Educating School

Non public schools

Non public schools

Additional Information

You can add any other information (such as BEST placement) in the Additional Information box.

Other Program Information