Transition to High School

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Transition to High School

• April 2009

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Meeting Purpose . . .

• Determine appropriate schedules for students
• Determine appropriate and
• accurate IEPs

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NC Diploma Pathways

• Future Ready Core
• (Previously Career Prep, College Tech Prep,
  College/University Prep, Dual)
• Occupational Course of Study
• Intranet gt Resources gt Documents gt Exceptional
  Children gt OCS Manual
• http//documents.cms.k12.nc.us/dsweb/View/Collecti
  on-3109

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NC Diploma Pathways
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OCS Overview
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OCS Statement of understanding

• Parent signature on the "Statement of
  Understanding" is required for students enrolled
  in Occupational Course of Study.
• The signature should be obtained at the
  transition IEP meeting and faxed into EasyFAX.

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Differences

• Language Arts is English
• Social Studies is History
• Courses are taught as 4x4 and/or A-B day
• Students have 8 courses per year

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Writing the Transition IEP

• Avoid significantly increasing or decreasing
  service delivery time
• Study Skills is recommended for students with low
  grades or test scores
• Do not add accommodations that the student has
  not needed and used at the middle school level

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Classes Activities Tab

• Address Core Classes
• English, Math, Science and History
• Participating or Participating w/Accommodations
• Regular or Co-Taught Classes
• PE/Health required for ninth grade
• Address Electives as "Other and CTE
• In the comment section, write "Other refers to
  elective classes"
• Not Participating
• ECS, OCS, or EC classes
• Also for all classes that are not applicable

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Accommodations Tab

• Choose accommodations carefully, with decisions
  based on current data
• High school is a good time to decrease
  accommodations to help the student become a more
  independent learner
• Accommodations are meant to level the playing
  field, not provide advantages over a general
  education student

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NC Testing Tab

• EXTEND2 in high school is only for students
  following the Occupational Course of Study (OCS)
  pathway
• Address VoCats testing in the Career Technical
  Education Testing section, just in case they take
  the test
• EXTEND1 is only for students following the
  Extended Content Standards

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Service Delivery Tab

• Time based on Anticipated Service Delivery form.
  (Contact valerie.morgan_at_cms.k12.nc.us or the
  receiving school to get any school forms you
  need)
• Location Regular Ed., Special Ed. or Reg/Spec
• LRE Statement Clearly define the classes

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Service Delivery Time

• For High School scheduling use the following
  protocol
• Each class period equal 90 Sessions per School
  Year
• Each Session equals 90 minutes
• Co-Taught Classes are in the REGULAR setting
  not Regular/Special
• Consultative equals (minimum) 1 session per week
  _at_ 30 minutes/session

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Service Delivery Time
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Service Delivery Time
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Service Delivery Time
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Options for Students Being Served at a Separate
Level(not in self-contained programs)

• Follow Future Ready Core diploma pathway at home
  high school
• Follow OCS diploma pathway at home school (OCS
  not available at Northwest School of the Arts,
  Berry Academy, Marie G. Davis Military Magnet,
  and Harding University)
• Change of placement procedures should be followed
  if a self-contained program may be appropriate

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Students Served in Self-Contained Settings

• Students will transition into the same type of
  self-contained program, unless an IEP team
  changes the setting
• AU, SAC, SBS, HI, and OI

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Remember ....

• Participations Tab Service Delivery Tab
  Placement LRE Statement
• Transition IEP meetings must be held within the
  last 30 days of school (May 11, 2009)
• Send a conference letter to student, if
  appropriate.

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• Meet With High School EC Representatives

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• This PowerPoint and supporting documents are
  available in the Exceptional Children folder on
  docushare, in the End-of-Year Transition
  subfolder.
• For additional information contact
• Val Morgan 980-343-2679 or valerie.morgan_at_cms.k12.
  nc.us