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Shelby County Schools Exceptional Children 2014 - 2015 School Year

This document outlines the graduation requirements and focused plan of study for exceptional students in the Shelby County Schools for the 2014-2015 school year. It includes information on assessments, high school exit options, and course differences between a regular diploma and a regular diploma with the modified credit option.

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Shelby County Schools Exceptional Children 2014 - 2015 School Year

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  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 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. Assessments shall be given to provide data to document interests, preferences, strengths, and desires of career goals. 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) states:“As 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 countAllowable Coursefor elective focus or generalElective Focus graduation requirementsFailed 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 “Tutorial”Any course “Comp” or “Comprehensive”Any 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. 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 Readinessis 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.

  16. Contact Information and ReferencesReferences Shelby County Schools Department of Exceptional Children Vickie Puff, Transition Consulting Teacher Puffvp@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 D’Angelo

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