Course of Study

Mandatory Alert: HB 1892 Model Parent Notice...Student Rights and Responsibilities in Dual Enrollment

This new notification must be provided at IEP meeting prior to Grade 11 or 12 for all students with disabilities who may be eligible for Dual Enrollment Courses; It must be signed by all parties and maintained in VA IEP as evidence that it was shared.

Compliant with § 22.1-215.3, IDEA, ADA, and best advising practices.

Course of Study: Making Learning Matter

The age-old question…
“Why do I have to take this course?”

For many students, especially students with disabilities, this question reflects a deeper issue: they do not yet see how today’s learning connects to tomorrow’s life. When students cannot envision their future, their engagement, effort, and persistence often decline. This is not a motivation problem—it is a relevance problem.

The Course of Study is how we solve that.

Defined as a coordinated, multi-year plan of coursework and experiences aligned to a student’s postsecondary goals, the Course of Study bridges the gap between where a student is now and where they want to go.

Through intentional planning, the IEP team:

• Uses the student’s Academic and Career Plan (ACP) as a foundation

• Reviews and updates it annually to reflect the student’s evolving strengths, preferences, interests, and needs (SPIN)

• Aligns coursework, credentials, and experiences to measurable postsecondary goals (employment, education, training, and independent living)

• Identifies both academic and extracurricular opportunities that build real-world skills and engagement

When students are actively involved in selecting their courses and experiences—and when those selections clearly connect to their future—they are more likely to:

• Understand the purpose of their learning

• Take ownership of their education

• Engage meaningfully in school and their community

Did You Know?

The Course of Study is more than classes—it includes extracurricular and nonacademic experiences that are essential to student development.

Under the Individuals with Disabilities Education Act:

• Schools must ensure students with disabilities have equal access to extracurricular and nonacademic activities

• These opportunities must be supported through supplementary aids and services when needed

• The IEP team is responsible for determining appropriate activities and documenting them in the IEP

Federal regulations (34 CFR §300.107 and §300.117) clarify that these activities may include, but are not limited to:

• Athletics and sports

• Clubs and special interest groups

• School newspaper or media

• Band, chorus, and performing arts

• Counseling and health services

• Recreation and leisure activities

• Even daily experiences such as meals and recess

These are not “extras”—they are critical components of a student’s Course of Study and play a key role in building:

• Social skills

• Self-determination

• Career awareness

• A sense of belonging within the school community

Bottom Line

A strong Course of Study answers the student’s question before they even ask it:

“This is why it matters. This is how it connects to your future.”

When we make that connection clear, we don’t just improve compliance—we improve postsecondary outcomes.

Simplifying the Course of Study: Let's Break it Down! 

A course of study is a linear outline of all the courses a student will take during high school. It should include:

1. Core academic courses required for graduation- Upload ACP from Counseling.

2. Electives or career-related courses that align with the student’s postsecondary goals.

3. Activities, Sports, and Clubs related to given PSG that are open to ALL students

The course of study must reflect the student’s graduation pathway:

• Standard Diploma: Follows traditional graduation requirements with specified credit totals in core and elective areas.

• Advanced Studies Diploma: Includes more rigorous academic requirements, typically for college-bound students.

• Applied Studies Diploma: Designed for students with significant disabilities who demonstrate progress by completing annual IEP goals.

Steps in Creating a "Course of Study" for the Transition IEP

1️⃣  Review the Student’s Postsecondary Goals: 

What are the goals for employment, education, training, and independent living after high school?

2️⃣  Collaborate with the Counseling Department

      Ensure ACP Aligns with Graduation Requirements and Measurable Postsecondary Goals

• For Standard and Advanced Studies Diplomas, include all courses needed to meet credit requirements. If student might be eligible for Dual Enrollment courses, present and record evidence that the Model Parent Notice was reviewed.

• For Applied Studies Diplomas, reference the Applied Studies Curriculum for recommended focus areas. All students on this diploma track should be connected with an agency.

• Explore courses that match the student’s strengths, interests, and career goals, such as CTE, Art, Music, ROTC, and PE courses, work-based learning opportunities, and internships.

3️⃣ Write 1-3 sentences in how the students Course of Study supports the MPG and note the ACP is uploaded and attached to the consented IEP.

4️⃣ Upload ACP to consented IEP as an external attachment.

ACP-Sample Course of Study: VSOL/Applied Studies Diploma Track

1️⃣ For a student on an Applied Studies Course of Study, start by using this template....

Functional Academic: Math, English/Language, Arts, Listening and Speaking Skills

Domestic Domain: Grooming/Hygiene, Personal Safety, Life Skills

Community Domain: Social Behavior, Community Resources, Recreation and Leisure, Communication Skills

Vocational/Employment Domain: Career Exploration, Work-Related Training, Future Living, and Employment.

2️⃣ Then identify the class structure, inclusive classes, and activities based on that individual student that supports the PSG being reviewed.

Quicklinks: Supports for the Applied Studies Track Course of Study:

VDOE Website for Applied Studies Diploma Track

VDOE Applied Studies Curriculum Map (plus it offers great activities!)

🚨 Special Considerations for the Applied Studies Diploma

The Applied Studies Diploma is unique because it does not have specific course credit requirements. Instead:

• Students are required to meet the annual goals outlined in their IEP.

• The Applied Studies Curriculum developed by VDOE provides recommendations for instructional areas, including:

  • Career and Technical Education (CTE): Focused on career readiness.

  • Independent Living Skills: Preparing students for daily life.

  • Community Engagement: Developing social and workplace skills.

Sample Course of Study: Standard/Advanced Diploma Track

Each MPG should state the specialty classes, clubs, and activities recommended for the student to be engaged in based on the individual PSG and a statement of its relevance to the measurable postsecondary goal. This can speak to the academy pathway and associated clubs or specific classes.

In addition,  the ACP must be attached and stated as such in the IEP. Upload the ACP to the finalized IEP.  If you do not, all courses must be stated in the IEP to be compliant. 

SAMPIE-Postsecondary Goal: .. will be a certified nurse assistant.
Course of Study: 

• 9th Grade: English 9, Algebra I, Environmental Science, World History I, H/PE 9, Career Exploration Elective- Success 101, ____________.

• 10th Grade: English 10, Geometry, Earth Science, World History II, H/PE 10 Driver's Ed, Academy Pathway Elective by name-INTRODUCTION TO HEALTH AND MEDICAL SCIENCES (8302), ___________.

• 11th Grade: English 11, Algebra II (might be AFDA), Biology, VA US History, Economics, Personal Finance, Academy Pathway Elective by name-MEDICAL TERMINOLOGY (8383), _________________.

• 12th Grade: English 12, Pre-Calculus (Algebra II or AFDA), Chemistry, Government, Academy Pathway Elective by name-PRINCIPLES OF BIOMEDICAL SCIENCES (8379), _______________.

• Suggested Clubs- Student Organization HOSA- Health Occupation Student Organization- Sponsor: Ms. May

*If student is participating or might participate in Dual Enrollment Courses, include that the the "Parent Model Notice was shared."

**If the student is on an Advance Diploma track: adjust "Course of Study" to match the guidelines set by VDOE.

***Level of class (Honors, AP, Dual Enrollment), specialty classes available in each school, and Foreign Language classes can also be considered. 

By framing the course of study as a collaborative, goal-driven roadmap, students can see relevance and rigor leading to successful postsecondary outcomes.

🚨 Alert, All of this information should already bevdone for you! 

Look in your Clever Portal for the Xello App or see the counselor on file and ask for the Academic Career Plan. This plan can be uploaded as an external document and added to the finalized IEP. If this is uploaded properly, you can write, " See Academic Career Plan Attached," in addition to any special information that satisfies each goal. No career academic plan is necessary. For more information, see your program advisor or Counseling Coordinator.

The Course of Study is a map for the IEP team to follow to ensure the student is able to take advantage of the courses and activities afforded to all students.

Diploma Requirements for HCS can be found in the HCS High School Course Offering Guide!

Electives and Academy Pathways Courses : Click on the AOH  link and identify the student’s academy and then pathway. The continuum of courses offered are located under the pathway sequences. Additional suggested courses are also listed. All of the information below can be found on the academy pathway page for each academy and pathway.

Example: BHS: GHSA: Diagnostics Pathway:

10th: INTRODUCTION TO HEALTH AND MEDICAL SCIENCES (8302)

11th: MEDICAL TERMINOLOGY (8383)

12th: PRINCIPLES OF BIOMEDICAL SCIENCES (8379)

Suggested Courses include:

Medical Specialty

Certifications possible:

AHA CPR with AED

AHA First Aid

National Clinical Medical Assistant (MA)

Certified Nursing Assistant (CNA)

Small Animal Science and Technology NOCTI (NHREC)

Dental NOCTI (NHREC)

 A Note on the Academies of Hampton 

Please find the Rising 9th Grade  Supporting Document for Course of Study here that is shared with Middle School Counselors

The AoH is aligned with Career Clusters/Pathways/ Careers as the core determinant in identifying the "Course of Study" for all students.

Career Clusters help students investigate careers and design their courses of study to advance their career goals. For this reason, Virginia has adopted the nationally accepted structure of career clusters, career pathways, and sample career specialties or occupations. A Career Cluster is a grouping of occupations and broad industries based on commonalities. Sixteen career clusters provide an organizing tool for schools, small learning communities, academies, and magnet schools. Within each career cluster, multiple career pathways represent a common set of skills and knowledge, both academic and technical, necessary to pursue a full range of career opportunities within that pathway – ranging from entry-level to management, including technical and professional career specialties. Based on the skill sets taught, electives are aligned with one or more career clusters and career pathways.

My Next Move Support for Career Clusters

How is the Course of Study Similar to the ACP?

The Academic and Career Plan (ACP) developed by the counseling department shares many similarities with the "Course of Study". 

Both:

• Align with the student’s long-term career and education goals.

• Outline a sequence of courses to achieve those goals.

• Include electives and specialized programs to match the student’s interests and strengths.

• Is outlined in Clever through the Xello App.

Additional Support for Course of Study and Hampton City Schools Processes:

HCS Graduation Requirements

Advance Diploma

Standard Diploma

Applied Studies-Handout to share with Parents

Credit Accommodations  

Dual Enrollment (Earn college credit while still in high school)- Model Parent Notice

High-Quality Work Based Learning (real-life work experiences, paid or unpaid, that can be applied to academic and technical skills to develop employability skills) 

Start on Success (SOS-Pre-ETs: BHS Only)

Education for Employment (All HS)

NHREC:

Governor’s School for Science and Technology- Applications due in the 10th grade for 11th and 12th-grade classes.

Center for Autism-K12 education centered on best practices for students with Autism. Referral from Public School Required.

Career and Technical Education- Applications are due in the 10th grade for 11th and 12th-grade classes- Vocational classes to complement academic classes in academy school.

Newport Academy- K12 education for students with ED based on best practices. Referrals through school divisions only.

Center for Apprenticeship and Adult Training- 18+ vocational training for ALL students.

Youth Workforce Center-Comprehensive vocational programs that add additional support such as out-of-school youth classes to remove barriers to employment, GED training, and paid work experiences. Works alongside the CAAT at NHREC. The program works with SWD, Foster, Justice Connected, low-income, etc. to remove barriers to employment and offer an opportunity for all students to be successful.