Procedures:
Diploma or Certificate?
When should the decision be made?
The assumption is that all SBCSC students will work toward mastery of state standards and receive a high school diploma. However, some students require extensive, repeated, individualized instruction and substantial support that is not of a temporary or transient nature to achieve measurable gains in grade and age-appropriate curriculum. These students may requires substantially adapted materials and individualized methods of accessing information in alternative ways to acquire, maintain, generalize and demonstrate and transfer skills across multiple settings.
If curriculum modifications are needed over an extensive period of time and become a necessary support for the student's success, it may be apporpriate for the case conference to consider placing the student on a certificate track.
The recommendation of the school as to whether the student will be working towards a diploma or a certificate must be well documented. This is not a decision that should be taken lightly, and will have life long effects. It can be a very emotional discussion with parents, and should be handled with tact and compassion.
At age 14 (typically eighth grade), or earlier if determined by the case conference committee, a decision shall be made at the annual case conference as to whether the student will earn credits toward a high school diploma or work toward a Certificate of Completion.
Use the Course of Study Worksheet to gather data in making this decision
Gather data over at least 3 years, preferable more
Parents must consistently be fully informed where student achievement is falling below grade level
Conduct a staffing with a support team member, guidance counselor, general ed teachers, building administrator, related services to discuss accommodations, strategies
A high school senior who has been working towards a diploma for four years cannot be changed to certificate at the end of the school year to allow the student to participate in graduation ceremonies.
Students on a diploma track are expected to follow state requirements and participate in all general education grade level curriculum with approved accommodations. Students in grades 3-8 will take ILEARN. High School students are required to take End of Course Assessments at least once a year until English 10 and Algebra are passed. Students who are placed on a Certificate Track will be assessed with the Indiana Alternate Assessment (IAM).
It is helpful to have an actual high school textbook for parents and students to understand the challenging level of the work required in diploma track courses. The following grade level samples may be downloaded to demonstrate the workload for typical diploma track students.
Sample ECA questions
Sample algebra problems for Algebra 1 classes
Testing-ILEARN or Alternate Assessment?
Criteria for Determining Participation in Alternative Assessment
The case conference committee (CCC) determines, based on the criteria provided and the student's individual and unique needs, whether a student with a disability will be assessed on academic achievement standards, on modified academic achievement standards or on alternate academic achievement standards.
There are 3 designations/ categories for the decision to place a student in the alternative assessment:
Modified Academic Achievement Standards
When modified academic achievement assessments are provided by a state, the SEA must establish and ensure implementation of clear and appropriate guidelines for Case Conference Committees to use in determining which students are eligible to be assessed based on modified academic achievement standards. 34 CFR 200.1(a)(2).
If the CCC determines that a student will be assessed on modified achievement standards, the CCC report must describe the reasons it is not appropriate for the student to take ISTEP+ and include information in support of each of the criteria below. The committee must be informed that the decision to participate in an alternate assessment does not preclude a student from attempting to complete the graduation requirements. However, demonstrating proficiency on the modified assessment alone is insufficient evidence for graduation.
Academic Competence
The SEA must establish and ensure implementation of clear and appropriate guidelines for Case Conference Committees to apply in determining when a child's significant cognitive disability justifies assessment based on alternate achievement standards. 34 CFR 200. 6(a)(2)(iii)(A)(1)
If the CCC determines that a student will be assessed on alternate achievement standards, the CCC report must describe the reasons it is not appropriate for the student to participate in the general assessment or the modified assessment and include information in support of each of the criteria below. The committee must be informed that the decision to participate in an alternate assessment means that goals describing grade-level proficiency typical of students who intend to receive a high school diploma will not be included in the student's individual education program.
Independent Functioning
The SEA must establish and ensure implementation of clear and appropriate guidelines for Case Conference Committees to apply in determining when a child's significant cognitive disability justifies assessment based on alternate achievement standards. 34 CFR 200. 6(a)(2)(iii)(A)(1)
If the CCC determines that a student will be assessed on alternate achievement standards, the CCC report must describe the reasons it is not appropriate for the student to participate in the general assessment or the modified assessment and include information in support of each of the criteria below. The committee must be informed that the decision to participate in an alternate assessment means that goals describing grade-level proficiency typical of students who intend to receive a high school diploma will not be included in the student's individual education program.
Criteria
Modified Academic Achievement Standards
Academic Competence
Independent Functioning
Presence of a Disability
The student receives special education services due to the presence of a disability. There must be evidence that the disability has prevented the student from achieving proficiency as measured by previous ISTEP+ attempts or through other assessments that validly document grade-level academic achievement.
There is empirical evidence of a significant cognitive disability that precludes the acquisition of achievement standards necessary to obtain a high school diploma. However, there is evidence that the student could achieve academic competence at a basic level.
There is empirical evidence of a severe disability that precludes the acquisition of Indiana Academic Standards and a high school diploma.
Intensity of Instruction
The student is able to meaningfully access curriculum for the grade in which the student is enrolled. However, the student's case conference committee agrees that, even with appropriate instruction and services designed to meet the students' individual needs, the student is not likely to achieve grade-level proficiency within the same time frame as other students.
Even when provided access to a differentiated general education curriculum, the student is unable to derive reasonable educational benefit without significant individualized modifications to content and performance expectations.
Even with extensive, intensive, pervasive, frequent, and individualized instruction in all settings, the student is unable to acquire, maintain, generalize, and apply academic skills across environments.
Curricular Outcomes
The student is expected to earn a high school diploma prior to exiting high school, either by eventually demonstrating proficiency on the GQE or through the appeals process. Therefore the goals listed in the student's case conference committee report include content standards for the grade in which the student is enrolled.
The goals and objectives listed in this student's IEP focus on progress on academic skills that are prerequisites to the grade in which the student is enrolled. The student aspires to obtain skills necessary for entry level employment.
The goals and objectives listed in this student's IEP focus on progress within functional achievement indicators and extensions to the Indiana Academic Standards. The student strives to achieve the most basic self-help and communication skills and is seeking opportunities throughout the day to accomplish very individual goals.
Exclusions
The CCC's determination that the student will be assessed on modified achievement standards cannot be based on factors such as:
Excessive or extensive absences.
Social, cultural or economic differences.
The mere identification of a disability.
A specific special education placement or service.
Concern for AYP calculations.
The Indiana Department of Education will utilize these criteria when reviewing or monitoring student education records for the purpose of determining eligibility to be assessed on modified achievement standards and including modified assessment data in federal and state accountability determinations.
The CCC's determination that the student will be assessed on alternate achievement standards cannot be based on factors such as:
Excessive or extensive absences.
Social, cultural or economic differences.
The mere existence of an IEP or identification in a specific disability category.
A specific special education placement or services.
Emotional, behavioral or physical challenges.
Anticipated scores on ISTEP+.
Concern for AYP calculations.
The Indiana Department of Education will utilize these criteria when reviewing or monitoring student education records for the purpose of determining eligibility to be assessed on alternate achievement standards and including alternate assessment data in federal and state accountability determinations.
The CCC's determination that the student will be assessed on alternate achievement standards cannot be based on factors such as:
Excessive or extensive absences.
Social, cultural or economic differences.
The mere existence of an IEP or identification in a specific disability category.
A specific special education placement or services.
Emotional, behavioral or physical challenges.
Anticipated scores on ISTEP+.
Concern for AYP calculations.
The Indiana Department of Education will utilize these criteria when reviewing or monitoring student education records for the purpose of determining eligibility to be assessed on alternate achievement standards and including alternate assessment data in federal and state accountability determinations.
Determining High School Course of Study
Students working toward a general education diploma need to follow all state requirements and take all required courses. Students need to take and pass the End of Course Assessments (ECA) for English 10 and Algebra. They must also take an End of Course Assessment for Biology.
In order to complete high school in a 4-year period, a student must earn an average of ten (10) credits during each school year in the appropriate courses. Specific requirements for earning a high school diploma are included in the Course Description Book. Assist parents and students in making realistic, achievable goals. High school special education diploma track courses DO NOT count towards a CORE 40 Diploma.
Testing
How many years has the student participated in statewide assessments? ISTEP/NWEA
What are the student’s scores in relation to the expected standard?
Academic History
What grades has the student earned in general education classes?
What grades has the student earned in special education classes?
What is the student’s reading level?
What curriculum has been the student’s course of study? General Education? Special Education?
What is the grade level of the academic standards that the student is working on?
Has the student experienced success in the general education setting?
Consider the high school course descriptions in relation to the needs of the student.
Review the Graduation Requirements worksheet.
Compare the proposed certificate course of study with the diploma track course of study.
Attendance
What is the student’s history of attendance?
Is attendance and/or tardies an issue for the student?
Behavior
What is the student’s history of suspensions? Office referrals?
Does the student have a FBA/BIP?
How does the student do in less structured settings?
Outcomes
What does the student want to do upon completion of high school?
What does the student need?
Does the student need functional skills to prepare for independent living as an adult?
Check writing? Budgeting? Daily Living Skills?
Does the student need job training preparation?
Graduation
Students who are on a certificate track participate in HS graduation with everyone else.
General education students who do not pass the GQE or end of the course assessments may apply for a waiver also participate in graduation. There is no distinction made at graduation.
The folder that students receive at graduation looks like everyone else.
Certificate of Completion
A Certificate of Completion is an option for all special education students. Students who are working toward a Certificate of Completion participate in graduation ceremonies with their general education peers. No distinction is made between a diploma and certificate at the ceremonies.
Four years of course work has been developed within the special education department for students to achieve this certificate. Courses focus on those skills needed for independent living.
Vocational programs are available for students beginning in their freshman year. Students participate in a variety of job shadowing/training experiences while building a resume of employable job skills.
Students working towards a certificate of completion do not take the GQE or end of the course assessments, but will be assessed on ISTAR by their teacher of record.
Students who have not earned a regular high school diploma may continue their education in the Young Adult Services (YAS) Program or other adult education programs through the school year in which the student turns age twenty-two (22).
Graduation Requirements
Special education students who are not working toward a high school diploma may receive a Certificate of Completion upon graduation from high school (IC 20-35-4-11). The intent of the Certificate of Completion is to award a document to a special education student who completes the public education program as prescribed in their IEP.
Students are awarded this Certificate as a part of the high school graduation ceremony. No distinction is made between students receiving a diploma versus those receiving a certificate. Students may fully participate in graduation activities.
South Bend Community School Corporation does not have specific established academic criteria for students to receive a Certificate of Completion. Each special education student's Certificate of Completion graduation requirements must be prescribed in his/her IEP.
Students working toward a Certificate of Completion should demonstrate:
achievement of the goals and objectives included in their latest IEP
40 credits earned
While we use the word credit for the requirements everyone must understand that credits earned for certificate track classes do not count as credits towards a high school diploma.
Certificate credits could include a combination of both certificate track and diploma track courses. Accommodations such as the pass/fail grading option for diploma track courses will allow the credit to be counted toward the 40 credits required for a Certificate.
Participation in INTERN or work experience.
It is strongly recommended that students participate in the intensive INTERN (1/2 day) program for a full year thus earning 6 credits. Students can also earn credits for Work Experience (paid) depending on the number of hours worked.
A student who has been working towards a diploma for four years cannot be changed to certificate at the end of the last year of high school to allow the student to participate in graduation ceremonies.
These requirements and expectations must be made clear to the student and their parents at each annual case conference. Parent, guardian or student (if 18) will sign an agreement that Terry and Christi will develop.
Goals and objectives are documented in the Quarterly/Trimester Progress Reports. To this end, it is recommended that each student working toward a Certificate of Completion have specific graduation requirements in their IEP beginning in their freshman year and continuing through their senior year
Students changing from a diploma to certificate track during high school may need to have their credit requirements adjusted to reflect their new status. For example, the decision is made at the 8th grade conference that the student will work towards a diploma but it is later determined by the case conference committee that this is not an appropriate option for the student. The required number of credits may be pro-rated, i.e. a student placed on the certificate track at the end of his freshman year will be required to have 30 credits, etc.
Certificate of Completion "Waiver"
As with students pursuing a diploma, students pursuing a certificate can apply for a "waiver" if they do not meet all the requirements set forth in their IEP.
The "waiver" process necessitates the completion of a Certificate Waiver Request Form submitted to the Teacher of Record (TOR) by the student or the parent specifying which requirement should be "waived" and the justification for the waiver.
The Teacher of Record then consults with a school administrator and makes a recommendation to the case conference committee. The case conference committee then convenes to approve or deny the "waiver" request.
Proposed Certificate 4 year Course Plan
9th Grade
1st Semester
English/Reading/Writing
Math 1
Health
Interpersonal Skills (Self Awareness)
Career Awareness/Career Exploration
Elective
2nd Semester
English/Reading/Writing
Math 2
Health
Interpersonal Skills (Self-Confidence)
Career Awareness/Career Exploration
Elective
10th Grade
English/Reading/Writing
Math 3
Parenting/Child Development
Interpersonal Skills (Driver Education)
Career Planning/Training 1
Elective
English/Reading/Writing
Math 4
Parenting/Child Development
Interpersonal Skills (Personal Growth)
Career Planning/Training 2
Elective
11th Grade
English/Reading/Writing
Math 5
US History/Government
INTERN/Work Experience/Elective
INTERN/Work Experience/Elective
INTERN/Work Experience/Elective
English/Reading/Writing
Math 6
US History/Government
INTERN/Work Experience/Elective
INTERN/Work Experience/Elective
INTERN/Work Experience/Elective
12th Grade
English/Reading/Writing
Math 7
Current Problems/Street Law
INTERN/Work Experience/Elective
INTERN/Work Experience/Elective
INTERN/Work Experience/Elective
English/Reading/Writing
Math 8
Current Problems/Street Law
INTERN/Work Experience/Elective
INTERN/Work Experience/Elective
INTERN/Work Experience/Elective
Vocational Information
Every student who will be participating in any job training experience MUST have vocational goals and objectives as a part of his/her IEP.
If a high school student is going to be enrolled in Career Awareness/Exploration or Career Preparation/Training the Job Shadowing/Training Agreement must be completed, including parent signature, at the Annual Case Conference. The completed form MUST be attached to all copies of the IEP.
Students enrolled in the INTERN program must complete the INTERN Application which includes the Student Training Agreement. Students do not select a job training site but rather select the type of job training experience they are seeking.
The parents must sign the Student Training Agreement. The completed form MUST be attached to all copies of the IEP. Immediately following the case conference, a copy of the full IEP is to be sent to the INTERN Coordinator by email or via school mail.
If a student is seeking work experience credit, the Work Experience Agreement must be completed. It is necessary to have this signed agreement to receive credit and/or release time from school. The completed form MUST be attached to all copies of the IEP.
Students participating in Community-based training as a part of their IEP must have the Permission for Community Training completed at the Annual Case Conference. The completed form MUST be attached to all copies of the IEP. Every student who will be participating in Community-based training MUST have goals and objectives addressing their needs for the Community-based training experience.
Vocational Activities: Descriptions and Examples
Job Shadowing provides opportunities for students to learn about jobs in the community. The length of job shadowing is usually from one to five hours at any one shadowing site. Students are accompanied/supported by school staff for job shadowing experiences. Students may receive job shadowing opportunities as part of the Career Awareness/Job Shadowing class and may be in the 9th grade or above. The Job Shadowing/Training Agreement form must be completed and attached to the student’s IEP.
Job Training (short term) is unpaid training in a community setting. The type and duration of job training experiences vary with student needs, interests, and abilities, and are driven by the IEP. Job training opportunities for students are usually a short term experience of a grading period or less in length. Typically, students may receive job training as part of their Career Preparation class and may be in the 10th grade or above. The Job Shadowing/Training Agreement form must be completed and attached to the student’s IEP.
INTERN (maximum job training available) is unpaid job training in the community. It is usually the last step in training students prior to seeking paid employment. Students enrolled in INTERN job training spend half a day away from school training at a job site. INTERN students typically work directly with community business partners with additional support provided by INTERN teachers and Employment Specialists. Business partner mentors play a valuable role in the training process. INTERN students must be able to function without the amount of support typically available in the school setting. Participation in INTERN must be discussed, agreed upon and included in the student’s most current IEP. The completed application must be attached to the student’s IEP. The IEP must have vocational goals and objectives. A copy of the application and full IEP must be forwarded via school mail to the INTERN Coordinator.
Paid Work Experience is employment in the community. Students in Work Experience may or may not need support services from Special Education. Any student with release time from school for Work Experience must have vocational goals as part of their IEP. Students may earn from 1 to 3 credits of Work Experience per semester. All work experiences should be driven by the vocational goals and objectives from the student’s most recent IEP. Students participating in Work Experience are typically in the 11th grade and above.
Career & Technical Educational courses are general ed curriculum courses such as Building Trades, Welding, etc. Check with your guidance department for the complete listing of course titles and descriptions. Students enrolled in general education Career & Technical classes generally receive minimal support services from Special Education and are working toward a high school diploma.
Teachers of Record need to document their student’s Job Shadowing, Job Training, INTERN, and Work Experiences. A chronological log of those experiences should be kept in the student’s working folder so that a resume can be developed for each student.
Elective Consideration:
ROTC is a good elective for students. PE is NOT a good elective for students with more challenging behaviors or those who do not function well in unstructured settings.
Remember: Any courses may be taken on a pass/fail basis for students who are not working towards a diploma.
Students not working towards a diploma do not participate in ISTEP or end of the course assessments but will be assessed with Indiana's Alternate Assessment. Goals and objectives must be functional.