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Shelby County Schools Exceptional Children 2014 - 2015 School Year

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Shelby County Schools Exceptional Children 2014 - 2015 School Year Graduation Requirements and Transcript Review for Exceptional Students December 2, 2014 – PowerPoint PPT presentation

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Title: Shelby County Schools Exceptional Children 2014 - 2015 School Year


1
Shelby County SchoolsExceptional Children 2014
- 2015 School Year
  • Graduation Requirements and Transcript Review
  • for Exceptional Students
  • December 2, 2014

2
Focused Plan of Study
  • Assessments shall be given to provide data to
    document interests, preferences, strengths, and
    desires of career goals.
  • During the second semester of 8th grade, all
    students along with their parents, school
    counselor, and case manager will jointly prepare
    at a minimum an initial 4 year Focused Plan of
    Study. The IEP Transition Plan and Focused Plan
    of Study should mirror each other.

http//www. collegefortn.org www.kuder.com http//
tcids.tbr.edu http//www.nsttac.org http//
www.yourfreecareertest.com
  • By the end of the 10th grade the same team
    will focus the plan to ensure the completion of
    the program of study and a smooth transition to
    post-secondary education or career.

3
Tennessee Code Annotated 49-6-6001 (b)
statesAs a strategy for assessing student
readiness to enter and succeed in post-secondary
training, every public school student shall take
a series of three (3) examinations, one (1)
administered at grade eight (8), one (1)
administered at grade ten (10), and one (1) at
grade eleven (11). These assessments shall be
approved by the commissioner of education and
provide teachers with diagnostic information to
assist in developing interventions for the
purpose of increasing high school graduation
rates and improving student preparation for
post-secondary achievement.
4
High School Exit Options for Students with
Disabilities
  • Regular High School Diploma
  • Student will be able to meet admission standards
    to a four year university program.
  • Regular High School Diploma
  • With Modified Credit Option for students with
    disabilities
  • Student will be able to meet admission
    requirements to a two year community college or
    technical school program.
  • Special Education Diploma
  • Awarded to students 1. Who have not completed
    the course requirements for a the regular diploma

  • 2. Who are assessed using the TCAP Alternate
    Portfolio Assessment as determined by the IEP
    team.

5
Regular High School Diploma
  • Students must meet the READY CORE requirements
    for graduation with the vision that all students
    will be held to high expectations. Students with
    disabilities (SWD) who plan to enter a full
    university program must earn the prescribed 22
    credit minimum, and have satisfactory records of
    attendance and conduct.
  • English 4 units
  • Mathematics 4 units
  • Science 3 units
  • Social Studies 3 units
  • Health, PE Wellness 1.5 units
  • Personal Finance .5 unit
  • Foreign Language 2 units
  • Fine Arts 1 unit
  • Elective focus 3
    units

6
Special Education Diploma
  • A special education diploma may be awarded at
    the end of their fourth year of high school to
    students with disabilities who have
  • (1) not met the requirements for a high school
    diploma
  • (2) have satisfactorily completed an
    individualized education program
  • (3) have satisfactory records of attendance and
    conduct. Students who obtain the special
    education diploma may continue to work towards
    the high school diploma through the end of the
    school year in which they turn twenty-two years
    old.

7
Regular High School Diploma
Modified Credit Option for SWD
SWD are encouraged to take as many inclusion and
upper level courses so they may reasonably meet
their post secondary education and career
aspirations. All options are based on the needs
of the individual student.
Four Math Credits Algebra 1A Algebra 1B
Unified Geometry IA Unified Geometry IB or
PLUS Classes Semesters 1 and 2
Three Science Credits Biology A and B or PLUS
Classes Semesters 1 and 2 Plus one more science
lab course (Physical Science)
Some students with qualifying disabilities as
documented in their IEP may take courses that
allow an extra time option to complete course
objectives.
Please remember that these math or science
credits will count towards receiving a regular
high school diploma and will enable a SWD to gain
admission to a community college, technical
school, vocational program or gain
employment. If the student plans to attend a
four year university then the student must take
all courses necessary to gain admission to the
program. (PLUS Inclusion Option gives extra time
to complete course requirements but may enable
the student to earn the required credits for
admission to a four year university program) Use
of these options shall be documented in the
course of study by grade level and the Measurable
Post Secondary Goals found in the IEP transition
plan and in the minutes of the IEP meeting.
The required number of credits in math (4),
Science (3) will be achieved through increased
instructional time, appropriate teaching
methodologies, research based intervention
programs, accommodations, and other
differentiated instruction as determined by the
IEP team.
8
What are the course differences between a Regular
Diploma and a Regular Diploma with the Modified
Credit Option?
  • The Diploma is the same but the SWD will not
    have the courses needed to meet admission
    requirements to a four year university program.
    The difference will be seen on the student
    transcript of courses.
  • Courses not required under modified credit option
  • (Only applies to SWD)
  • Algebra II
  • Chemistry or Physics
  • What classes may be waived
  • (Applies to all students)
  • Two Foreign Language courses
  • One Fine Arts course

9
Regular High School Diploma
  • COURSES THAT REQUIRE END OF COURSE EXAMS (EOC)

Biology I - AYP Physics Chemistry
English I English II AYP English III
Algebra I AYP Algebra II Geometry
US History
EOC exams are averaged into the semester grade at
25
10
Alternate Performance Based Assessment (APBA)
  • Key Requirements Students with disabilities
    (SWD) must participate in the state End of Course
    (EOC) assessment.
  • SWD must receive support and accommodations with
    the goal of mastering course content and passing
    the EOC assessment. However, a student on an
    active IEP whose disability interferes with
    performance on the EOC assessment may demonstrate
    mastery of core knowledge and skills for that
    course through the approved alternative
    performance based assessment.
  • The IEP team must determine if the disability is
    likely to have an adverse effect on performance
    on the EOC assessment. Discussion of the
    potential need for the alternative performance
    based assessment may take place at the annual IEP
    meeting and be appropriately documented.
  • In the event the student fails to earn a passing
    grade for the course, the alternative performance
    based rubric will be used to assess the level of
    mastery of the course content. The regular
    education teacher and the Special Education
    Co-teacher may work together to determine the
    mastery level of the student. The final APBA
    Rubric score will replace the EOC score on the
    student report card.
  • Results of the performance based assessment will
    not improve Adequate Yearly Progress calculations
    for the school, but will count toward graduation
    rate. Students with disabilities who
    successfully participate in this process may meet
    course requirements leading to a regular high
    school diploma.

11
  • Description of PLUS courses
  • Must be taught by a HQ endorsed Math, Science or
    English Teacher.
  • Recommended for low performing regular education
    students who perform at the Basic or Below
    Basic on previous TCAP or EOC assessments.
  • PLUS courses are block scheduled, two periods a
    day for one semester, for one credit.
  • PLUS Semester One courses are for elective
    credit and may be used to build an elective focus
    group in College Readiness.
  • PLUS Semester Two courses award the core credit
    and will show on the transcript as Algebra I,
    Algebra II, Unified Geometry, Biology I, English
    I, English II
  • Students must finish both semesters within one
    school year.
  • Recommended for students with disabilities who
    require accommodations, additional support, and
    have disability related to the academic deficits
    of the student as documented in their IEP.
  • Special education students may receive additional
    inclusion support from a special education
    teacher.
  • Students with disabilities may use PLUS
    Semester One and Two Courses to meet the modified
    four math and three Science requirements for
    graduation.

12
  • Description of A/B Courses
  • Must be taught by a HQ endorsed Math, Science or
    English teacher with the additional support of a
    special education co-teacher.
  • An appropriately endorsed special education
    teacher may be the teacher of record.
  • A/B Courses are designed for special education
    students only and is considered a self-contained
    class.
  • Recommended for students with disabilities who
    are performing at Below basic levels on
    previous TCAP or EOC assessments or whose
    disability impacts their academic progress as
    documented in the IEP.
  • A/B courses are scheduled for a full year, one
    period per day for one credit.
  • A Courses receive elective credit and may be
    used to build an elective focus group in college
    readiness.
  • B Courses award the core credit and will show
    on the transcript as
  • Algebra I, Algebra II, Unified Geometry, Biology
    I,
  • Students with disabilities may use the A/B
    courses to meet the modified four math and three
    Science requirements for graduation.

13
HQ Algebra IEndorsement Information
  • Must pass Praxis Exam
  • Middle School Mathematics
  • 0069 or 5069
  • or
  • Mathematics Content Knowledge
  • 0061 or 5061
  • and
  • Must attend state approved training

14
Courses that do not count Allowable
Coursefor elective focus or general Elective
Focus graduation requirements Failed
courses ROTC Level I and II may
substitute for Duplicate courses
Lifetime Wellness and PERemedial CoursesContent
Reading ROTC Level I, II and III may
substitute Reading Plus for US Gov.
and Personal FinanceReading, College and Career
ReadinessAcademic Advisory ROTC may be
used as a focus group andACT Prep Courses
for course substitutionStudy HallLearning
LabAny course TutorialAny course Comp or
ComprehensiveAny course Trans or
Transition
Allowable Course WaiversStudent may
waive the Foreign Language and Fine Arts
requirement if they do not plan to attend a four
year university program. The three course
credits must move down to an elective focus group
to enhance, expand or begin a new focus group.
  
15
(No Transcript)
16
Elective Focus minimum of three credit hours in
a focus group Humanities- English, Language
Arts, Foreign Language and Social Studies. Any
combination of three credits from any of the
four areas will meet requirements. Fine Arts- any
combination of three credit hours from a broad
offering of courses in music, dance, theater,
etc. Science Math- any combination of the two
areas beyond posted core requirements. Plus S1
or A courses in Math or Science may be used in
this group.  AP/IB- can be any combination of
AP/IB and can overlap with core
requirements. Dual Enrollment- can be any
combination of DE and can overlap with core
requirements. CTE- includes three credit hours
in one Program of Studies not a random collection
of CTE courses. See the SCS CTAE Website for a
list of PoS. ROTC -may be used both as an
Elective Focus and substituting for core
requirements. PE- Courses identified by HPELW-
All course beyond core requirements (see pages
47-48 in 2012-13 Student Guide) PLUS Diagnostic
Medicine, Health Science Education, Sports
Management Marketing, Anatomy Physiology,
Human Growth Development, Exercise Science,
Recreation Fitness Leadership. College
Readiness- Any three Plus S1 classes and/or A
classes and also includes Service Learning.
Career Readiness is designed to focus on
building capacity for matriculation to college
or career plan- This focus includes any a
combination of three Coop Work/Learning, CTE
courses and the following on-line courses
Accounting I, Accounting II, Computer
Technology, Computing Application, Keyboarding,
Computer Literacy, Computer Programming, Visual
Basic. Net Programming, Web Design I, Web Design
II.
17
Contact Information and ReferencesReference
s
  • Shelby County Schools
  • Department of Exceptional Children
  • Vickie Puff, Transition Consulting Teacher
  • Puffvp_at_scsk12.org 416-1312 901-230-8128
  • TN State Board of Education High School Policy -
    2.103 Revised 07/27/2012
  • SBE High School Transition Policy FAQ -
    Revised March 1, 2013
  • My favorite quote Be a student of change.
    It is the only thing that will remain constant.
    Anthony DAngelo
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