COURSES OF STUDY: INDEPENDENT LIVING

EXAMPLES (11.4g-i, 11.4j, 11.4a 11.4n)

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.

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.

 

11.5c: 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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