COURSES OF STUDY: EDUCATION/ TRAINING

EXAMPLES (all examples)

11.2a & 3a: This example reflects courses of study that support the postsecondary education/training and employment goals of “upon completion of high school, John will enroll at Ocean County Community College” and “John will be employed in an on-campus part-time job while in college.”
Example:
The box on the IEP is checked showing that the student will engage in the North Carolina standard College Preparatory courses of study during the next 4 years of high school:

  • These courses of study meet I-13 standards for Item #6 for the following reason:
    • John plans to attend a community college to complete courses for an associate’s degree after he graduates high school.
    • John’s high school coursework throughout high school will need to prepare him for admissions to the community college and so should include college preparatory work and the requirements for the diploma that will allow him admissions to the community college.

11.2b & 3b: Nonexample:
The IEP lists John’s courses for the current year:

  1. English II (1 Credit)
  2. Algebra (1 Credit)
  3. Physical Science (1 Credit)
  4. Government (1 Credit)
  5. Theatre Arts II (1 Credit)
  • These courses of study do not meet I-13 standards for Item #6 for the following reasons:
    • The IEP does not indicate the series of courses that constitute the course of study, throughout the four years of high school, which will help him meet his post-secondary goal.

11.2c & 3c: This example reflects courses of study that support the post-secondary education/training and employment goal of “Allison will obtain a degree from a liberal arts university with a major in child development” and “Allison will have a career in the field of early childhood education.”
Example:
For Allison’s upcoming 12th grade year the courses listed include Psychology (semester), English 12 (year), Algebra II (year), Band (year), Phys Ed. (semester), Cooperative Work Experience (semester), Advanced Biology (year), Child Development (semester), Resource Room (year)

  • These courses of study meet I-13 standards for Item #6 for the following reasons:
    • The courses listed are relevant to the student’s postsecondary goals.
    • Courses listed reflect the student’s current (12th grade) to anticipated exit (12th grade) years.

11.2d & 3d: Nonexample:

  1. Occupational English I, II, III, IV (4 Credits)
  2. Occupational Mathematics I, II, III (3 Credits)
  3. Life Skills Science I, II (2 Credits)
  4. Social Studies I (Government/US History), II (Self-advocacy/Problem solving) (2 Credits)
  5. Computer proficiency as specified in IEP
  6. Health and Physical Education (1 Credit)
  7. Career Technical Education (4 Credit)
  8. Occupational Preparation (6 Credit)
  • These courses of study do not meet I-13 standards for Item #6 for the following reason:
    • These courses do not reflect adequate courses of study to meet Allison’s postsecondary goal of graduating from a four-year liberal arts university.

11.2e &3e: This example reflects courses of study that support the postsecondary education/training and employment goals of “upon graduation from high school, Jamarreo will successfully complete welding courses at Central Piedmont Community College to attain the Entry Level Welding Certificate” and “Jamarreo will be self-employed as a welder”.
Example:
Courses are listed identifying what Jamarreo will take each year of high school. These courses are:

  1. English I, II, III, IV (4 Credits)
  2. Mathematics I, II, III (Algebra I, Geometry, Algebra II OR Algebra I, Technical Math I & II, OR Integrated Mathematics I, II,& III) (3 Credits)
  3. Science (A physical science course, Biology, Earth/Environmental Science) (3 Credits)
  4. Social Studies (Government/Economics, US History, World Studies) (3 Credits)
  5. Demonstration of proficiency in state testing of computer skills
  6. Health and Physical Education (1 Credit)
  7. Career/Technical (4 Credits)
  8. Electives (2 Credits)
  • These courses of study meet I-13 standards for Item #6 for the following reason:
    • Jamarreo’s post-secondary goal is to take courses at Central Piedmont Community College so that he can attain a welding certificate and be employed as a welder; therefore, it would be appropriate for him to take courses that are designed for students that want to attain a technical degree.

11.2f & 3f: Nonexample:
The IEP list the following courses as Jamarreo’s course of study:

  1. Functional Reading (1 Credit)
  2. Problem Solving in the Workplace (1 Credit)
  3. Functional Math (1 Credit)
  • These courses of study do not meet I-13 standards for Item #6 for the following reasons:
    • The courses listed are not courses that will help Jamarreo meet his post-secondary goal of completing the coursework for a welding certificate at a technical college and full-time employment. Instead, these courses would be more appropriate for a student whose goal is to live independently.
    • The courses do not reflect multi-year coursework that will help Jamarreo meet his post-secondary goals.

11a.2g, 3g, 4g-4i: This example reflects courses of study that support Rolanda’s postsecondary goals for education/training (1 goal), employment (1 goal), and independent living (3 goals).
Example:
Receives specially designed instruction with an alternate curriculum, including instruction focused on self-care and communication skills and linked to the state standard course of study (SCS) in Language Arts, Math, and Science.

  • These courses of study meet I-13 standards for Item #6 for the following reasons:
    • Rolanda is a medically fragile student with significant cognitive and physical disabilities whose curriculum must be modified
    • The curriculum described is relevant to her postsecondary goals
    • The curriculum described includes opportunities to access the standard course of study through alternative methods

11a.2h, 3h, 4j: Nonexample:
The box is checked on the IEP indicating that the student is completing the coursework for a standard diploma.

  • These courses of study do not meet I-13 standards for Item #6 for the following reasons:
    • While it would be adequate to check a box to describe the courses of study, the standard diploma option without any explanation of accommodations, modifications, or alternative paths would be inappropriate based on our knowledge of Rolanda’s strengths and needs and her postsecondary goals.

11a.2i & 3i: This example reflects courses of study that support the postsecondary education/ training and employment goals of “Jodi will enroll in courses at Gaston Community College” and “upon graduation from high school, Jodi will attain a part-time position in a community retail environment independently.”
Example:
The box on the IEP is checked showing that the student will engage in the North Carolina Occupational Course of Study:

  1. Occupational English I, II, III, IV (4 Credits)
  2. Occupational Mathematics I, II, III (3 Credits)
  3. Life Skills Science I, II (2 Credits)
  4. Social Studies I (Government/US History), II (Self-advocacy/Problem solving) (2 Credits)
  5. Computer proficiency as specified in IEP
  6. Health and Physical Education (1 Credit)
  7. Career Technical Education (4 Credit)
  8. Occupational Preparation (6 Credit)
  9. Includes completion of 300 hours of school-based training, 240 hours of community-based training, and 360 hours of paid employment
  10. Elective credits/completion of IEP objectives/Career portfolio
  • These courses of study meet I-13 standards for Item #6 for the following reason:
    • Jodi is a student with cognitive disabilities who has an IEP and is receiving special education services at her local high school. She participates in the North Carolina Occupational Course of Study which is a course of study for students with disabilities who have an Individualized Education Program. Since her ultimate goal is to obtain gainful employment and be able to continue to take courses (non-degree) at the local community college after she graduates high school and her academic ability is aligned with the occupational coursework the occupational course of study is most appropriate for Jodi.

11.2j & 3j: Nonexample:
The box on the IEP is checked showing that the student will engage in the North Carolina College Tech Prep Course of Study:

  1. English I, II, III, IV (4 Credits)
  2. Mathematics I, II, III (Algebra I, Geometry, Algebra II OR Algebra I, Technical Math I&II, OR Integrated Mathematics I, II,&III) (3 Credits)
  3. Science (A physical science course, Biology, Earth/Environmental Science) (3 Credits)
  4. Social Studies (Government/Economics, US History, World Studies) (3 Credits)
  5. Demonstration of proficiency in state testing of computer skills
  6. Health and Physical Education (1 Credit)
  7. Career/Technical (4 Credits)
  8. Electives (2 Credits)
  • These courses of study does not meet I-13 standards for Item #6 for the following reason:
    • The IEP indicates that Jodi will participate in the North Carolina College Tech Prep Course of Study; however, the College Tech Prep Course of Study was designed for students that would like to pursue a degree at a community or technical college. Therefore, the College Tech Prep Course of Study would not be appropriate for Jodi whose post-secondary goal is to work part-time in the retail environment and take non-degree focused courses after graduating from high school.

11.2k & 3k: This example reflects courses of study that support the postsecondary education/training and employment goals of “Alex will take a business math course at Kings College” and “after finishing high school Alex will increase his work hours in the business department of a local office supply store, contacting XYZ Adult Agency for employment support services.”
Example:

  1. Work Study
  2. Business Math
  3. Community Living
  • These courses of study meet I-13 standards for Item #6 for the following reasons:
    • The courses listed are for Alex’s current and anticipated exit year (same year)
    • The courses listed support Alex’s postsecondary goals

11.2l & 3l: Nonexample:
Alex attends the self-contained classroom for students with developmental disabilities who are older than 18.

  • This example does not meet I-13 standards for Item #6 for the following reason:
    • Noting the student’s setting does not indicate information about the curriculum and its relevance to the student’s postsecondary goals.

11.2m, 3m, & 4a: This example reflects courses of study that support Lissette’s postsecondary education/training, employment, and independent living goals.
Example:
Courses are listed identifying what Lissette will take each year of high school. These courses are:

  1. Functional Math I, II, III, IV (4 Credits)
  2. Functional Reading I, II, III, IV (4 Credits)
  3. Introduction to Cooking I, II, III, IV (4 Credits)
  4. Safety in the Community I, II, III, IV (4 Credits)
  5. Recreation Leisure I, II, III (3 Credits)
  6. Work Study Skills I, II, III, IV (4 Credits)
  • These courses of study meet I-13 standards for Item #6 for the following reason:
    • The coursework listed is appropriate for Lissette because her post-secondary goals include participation in the non-degree program for students with cognitive disabilities at the community college, part-time supported employment, and using public transportation independently; therefore, her coursework is intended to include courses that have a functional foundation in instruction and will allow her to meet her IEP objectives.

11.2n, 3n, & 4b: Nonexample:
The IEP lists the following courses as Lissette’s course of study:

  1. English I, II, III, IV (4 Credits)
  2. Mathematics (Algebra I, Algebra II, Geometry, and higher level math course) (4 Credits)
  3. Science (Physical Science, Biology, Earth/Environmental Science) (3 Credits)
  4. Social Studies (Civics and Economics, US History, World History) (3 Credits)
  5. Second Language (2 Credits)
  6. Computer skills (1 Credit)
  7. Health and Physical Education (1 Credit)
  8. Electives (3 Credits)
  • These courses of study do not meet I-13 standards for Item #6 for the following reasons:
    • The courses listed are not appropriate for Lissette because they will not help her meet her post-secondary goals of participating in life-skill & employment focused education program and traveling independently in the community. Instead, these courses are intended for a student that would like to pursue a 4-year degree from a community college or university.

11.2o, 3o, & 4c: This example reflects courses of study that support Jeremy’s postsecondary education/training, employment, and independent living goals.
Example:
Please note that in this example we are assuming that the IEP does not have a box to check the type of course of study. Instead, in this example the IEP team will have to list the courses that make up the course of study.
The IEP lists Jeremy’s courses for the next year:

  1. Career Exploration (1 Credit)
  2. Daily Living Skills II (1 Credit)
  3. Social Skills II (1 Credit)
  4. Functional Math II (1 Credit)
  5. Functional Reading II (1 Credit)
  6. Cooking II (1 Credit)
  • These courses of study meet I-13 standards for Item #6 for the following reasons:
    • The coursework listed is appropriate for Jeremy because his post-secondary goals are to participate in a center-based training program, earning wages in a part-time job in the community, and preparing his lunch; therefore, courses that will help Jeremy become more independent and meet his IEP objectives are most appropriate.
    • Because Jeremy is entering his final year of school, the courses for more than that year do not need to be listed

11.2p, 3p, & 4d: Nonexample:
The box on the IEP is checked showing that the student will engage in the North Carolina standard College Preparatory courses of study during the next 3 years of high school

  • These courses of study do not meet I-13 standards for Item #6 for the following reason:
    • The courses indicated are would not adequately prepare Jeremy for his postsecondary goals

11.2q, 3q, & 4e: This example reflects courses of study that support Paulo’s postsecondary education/training, employment, and independent living goals.
Example:

  1. Functional Math I, II, III, IV (4 Credits)
  2. Functional Reading I, II, III, IV (4 Credits)
  3. Occupational Skills I, II, III, IV (4 Credits)
  4. Recreation/Leisure I, II, III (3 Credits)
  5. Communication at the Workplace (1 Credit)
  6. Career Awareness (1 Credit)
  7. Career Preparation (1 Credit)
  • These courses of study meet I-13 standards for Item #6 for the following reasons:
    • This course of study is appropriate for Paulo to meet his post-secondary goals because it allows him to take recreation/leisure courses and also take functional courses that will help him meet his IEP objectives.

11.2r, 3r, & 4f: Nonexample:

  1. Functional Math (1 Credit)
  2. Functional Reading (1 Credit)
  3. Occupational Skills (1 Credit)
  4. PE (1 Credit)
  5. Career Awareness (1 Credit)
  • These courses of study do not meet I-13 standards for Item #6 for the following reason:
    • The courses listed only reflect one year of the 3 years Paulo has remaining in school.

11.2s, 3s, & 4k-m: This example reflects courses of study that support Kevin’s postsecondary goals for education/training (1.2s), employment (1.3s), and independent living (4.k-m).

Example:
Receives specially designed instruction with an alternate curriculum, including instruction focused career development, functional academics, and community referenced skills that are linked to the state standard course of study in Language Arts, Math, and Science.

  • These courses of study meet I-13 standards for Item #6 for the following reasons:
    • Kevin is a student with significant cognitive and physical disabilities whose curriculum must be modified
    • The curriculum described is relevant to his postsecondary goals
    • The curriculum described includes opportunities to access the standard course of study through alternative methods

 

11.2t, 3t, 4n: Nonexample:
The box is checked on the IEP indicating that the student is completing the coursework for a standard diploma.

  • These courses of study do not meet I-13 standards for Item #6 for the following reasons:
    • While it would be adequate to check a box to describe the courses of study, the standard diploma option without any explanation of accommodations, modifications, or alternative paths would be inappropriate based on our knowledge of Kevin’s strengths and needs and his postsecondary goals.

 

11.5a: This example reflects courses of study that support the postsecondary education/training and employment goal of “Jason will obtain his undergraduate degree in history and education, to become a high school social studies teacher.”
Example:
The box on the IEP is checked showing that the student will engage in the North Carolina standard College Preparatory courses of study during the next 3 years of high school.

  • These courses of study meet I-13 standards for Item #6 for the following reasons:
    • Jason plans to attend a four-year college to complete courses for a bachelor’s degree after he graduates high school
    • Jason’s coursework throughout high school will need to prepare him for admissions to a college and so should include college preparatory work and the requirements for the diploma that will allow him admissions to the college

11.5b: Nonexample:
The IEP lists Jason’s courses for the current year:

  1. English II (1 Credit)
  2. Algebra (1 Credit)
  3. Physical Science (1 Credit)
  4. Government (1 Credit)
  5. Theatre Arts II (1 Credit)
  • These courses of study do not meet I-13 standards for Item #6 for the following reasons:
    • The IEP does not indicate the series of courses that constitute the course of study, throughout the four years of high school, which will help him meet his post-secondary goal.

11.5c: This example reflects courses of study that support the postsecondary education/training, employment, and independent living goal of “the summer after leaving high school Stephanie will independently ride the bus each work day to her job with Marriot Food Services, where she will participate in classes each year, as offered by her employer, to advance her industrial kitchen skills.”
Example:
Courses are listed identifying what Stephanie will take each year of high school. These courses are:

  1. Functional Math I, II, III, IV (4 Credits)
  2. Functional Reading I, II, III, IV (4 Credits)
  3. Introduction to Cooking I (1 Credit)
  4. Introduction to Service Employment (1 Credit)
  5. Safety in the Community I, II, III, IV (4 Credits)
  6. Recreation Leisure I, II, III (3 Credits)
  7. Employment Readiness (2 Credits)
  8. Work Study I & II (6 Credits)
  • These courses of study meet I-13 standards for Item #6 for the following reason:
    • The coursework listed is appropriate for Stephanie because it supports preparation for her post-secondary goal is focused on employment (job training in that employment) and independent navigation of the community.

11.5d: Nonexample:
The IEP lists the following courses as Stephanie’s courses of study:

  1. English I, II, III, IV (4 Credits)
  2. Mathematics (Algebra I, Algebra II, Geometry, and higher level math course) (4 Credits)
  3. Science (Physical Science, Biology, Earth/Environmental Science) (3 Credits)
  4. Social Studies (Civics and Economics, US History, World History) (3 Credits)
  5. Second Language (2 Credits)
  6. Computer skills (1 Credit)
  7. Health and Physical Education (1 Credit)
  8. Electives (3 Credits)
  • These courses of study do not meet I-13 standards for Item #6 for the following reason:
    • The courses listed are not appropriate for Stephanie because they will not help her meet her post-secondary goal of traveling independently to her food services job where she intends to advance her skills through employer provided training opportunities. Instead, these courses are intended for a student that would like to pursue postsecondary education at a college or university.

This document was produced under U.S. Department of Education, Office of Special Education Programs Grant No. H326J050004. Marlene Simon-Burroughs served as the project officer. The views expressed herein do not necessarily represent the positions or polices of the Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise mentioned in this publication is intended or should be inferred. This product is public domain. Authorization to reproduce it in whole or in part is granted. While permission to reprint this publication is not necessary, the citation should be: National Secondary Transition Technical Assistance Center (2007) Indicator 13 Training Materials, Charlotte, NC, NSTTAC.

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