10/23/2014

Graduation Plan

Leslie Ray
April Brantley

What can we
do to help!!???
54% of ABSS EC
students
dropped out
in the 9th grade!

Dropping Out and Why?!

• Many of our students were continually failing
Algebra I (Math I) and English I as Freshman
• After multiple times in the same course students
begin the thoughts of dropping out
• WHY GP?- Our GOAL is that the graduation plan
will help with ensuring students are properly
placed before entering in the 9th grade to help
improve our EC student drop out rate!

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MS/HS Transition Meetings

• Each 8th grade student is required to have
a transition meeting during the spring prior
to entering high school.
- Held at the high school
- Includes regular education teacher from both
high school and middle school
- Graduation Plan is completed at this time

Purpose of Graduation plan

• The purpose of the Graduation Plan is to work as an IEP
team during the transition meeting to determine the
student’s course selection for their high school career.
Based on data presented, student, teacher and parent
input the team will determine what courses are the best
choices and what interventions will be needed in order to
ensure success. This is a guide that will give specific
instructions on how to properly complete all components
of the Graduation Plan.

Components of Graduation Plan

• Cover Sheet
• Actual Plan
• Student Worksheet

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Purpose of Student Information

Sheet

This is a basic sheet to complete that will give the

information needed in order to complete the Graduation
Plan appropriately. It includes all areas- attendance,
behavior, assessments, grades and interventions, etc.
This is updated annually with IEP.

ABSS EC Graduation Plan

Student Information Sheet – Step 1
Student Name: ______________________________________ DOB: _____________________
Year Entering High School: _________________

*Please fill out the information below for the transition meeting from 8th – 9th grade. Update information below annually as needed.

Student Information

Post-Secondary Goal Attendance Behavior (ISS, OSS, FBA/BIP) Extra Curricular Social Interaction (with
(4 year college, Community (Attach additional information if Activities/Strengths, peers, teachers, etc.)
College, training school, work, needed) Interests, & Motivators
military)

CORE Reading Assessment Results (Instructional Level listed)

San Diego Quick Assessment Reading Comp Vocabulary Additional Notes

Additional Reading Information

Lexile Score Qualitative Reading Universal Screener Current ELA class Additional Notes
Inventory (grade level & instructional) performance

Math Assessment Results

SMI (Quantile Scores) Brigance Data Universal Screener Current Math class Additional Notes
(grade level & instructional) performance

Current Academic Interventions and Levels

Reading Math Writing Additional Notes

Purpose of Graduation Plan Sheet

This sheet is designed to help plan out a
student’s entire academic career while in high
school. The team is to use the cover sheet data
and input from team members to choose the
courses based on selected course of study that
are best suited for that student to ensure
success and graduation.

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ABSS EC Graduation Plan for Freshman Entering 2014-2015

Course Sequencing – Step 2
Student Name: ______________________________________ DOB: _____________________

*Use sequencing guides below to determine courses for each area. List chosen courses in boxes below based on anticipated year for completion.
th
Freshman Sophomore Junior Senior 5 Year (if needed)
English (4 credits)

Math (4 credits)

Science (3 credits)

Social Studies (4 credits)

Health/PE (1 credit)

Electives

Curriculum Assistance
Total credits by year
Cumulative credits
earned

Possible Math Sequences for Freshman Entering 2014-2015

The guiding mission of the North Carolina State Board of Education is that every public student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st
century. Therefore, the NC State Board of Education approved two courses of study in September 2008: Future-Ready Core and Future-Ready Occupational Course of Study (OCS). SBE policy HSP-N-004
To graduate meeting Future-Ready Core Requirements and Math Rigor Indicator Status:
 All students must take and pass 4 math courses Math I, Math II and Math III; PLUS a fourth mathematics course to be aligned with the students’ after-high-school plans is
required for graduation. The CTE courses that meet the 4th math requirement for a non UNC system school are listed below the chart on pg. 2.
 Students seeking to complete the minimum application requirements for entrance to the UNC system must successfully complete four mathematics courses, which include
a mathematics course with Math III as a pre-requisite. Calculus and Calculus Honors do not satisfy UNC system minimum math requirements.
 Elective courses are available to prepare students as needed to meet required courses for graduation.
 If a student is demonstrating unusual difficulty in mastering mathematics concepts, a school may determine based on evidence provided that a student could take
alternative math courses in order to meet graduation requirements. Pgs. 3 - 4
 It is highly recommended that students take at least one math course per year.
 Course sequences may not be offered at all ABSS high schools each semester. Please contact your school to determine specific course offerings.
Denotes final course that must be completed in order to meet math requirements for graduation
Course 1 Course 2 Course 3 Course 4 Course 5 Course 6 Course 7 Course 8
AFM 24002
Sequence A

Foundations of Foundations of
Foundations of Math I
Introductory Math I Math II Math II Math III Math III Discrete Mathematics
(Elective)
Math 20202 21032 (Elective) 22012 (Elective) 23012 24012
20502
20512 20522
CTE Course 4th Math
AFM 24002

Foundations of Foundations of Math

Sequence B

Foundations of Discrete
Math I Math II Math II III Mathematics
Math I Math III
21032 (Elective) 22012 (Elective) 24012
(Elective) 23012
20512 20522
20502 CTE Course 4th
Math
Math II Math III AFM 24002
AP Statistics 25117
22012 23012
Discrete Mathematics
Sequence C

24012
Math I
Discrete Mathematics
21032 Math II Honors Math III Honors Calculus Honors
Honors
22015 23015 25005
24015
Pre-Calculus Honors
24035
Sequence D

Math II Honors Math III Honors Pre-Calculus Honors Calculus Honors Calculus AP-AB This sequence assumes that a Math I credit
AP Statistics 25117
22015 23015 24035 25005 25017 was earned in middle school.
Sequence E

This sequence assumes

Math II Honors Math III Honors Pre-Calculus (H) Calculus Honors Calculus AP-AB Calculus AP – BC that a Math I credit
AP Statistics 25117
22015 23015 24035 25005 25017 25027 was earned in middle
school.

Single CTE courses and Pairs of CTE

courses that are acceptable for the 4th math
(non UNC schools)
Pre-requisites and other information
1 Accounting I
2 Accounting II *Pre-requisite of Accounting I
3 Principles of Business & Finance
4 Carpentry I *Pre-requisite of Core & Sustainable Construction
5 Drafting I
6 Drafting II (Eng or Arch) *Pre-requisite of Drafting I
7 AP Computer Science
8 Interior Design I
9 Interior Design II *Pre-requisite of Interior Design I

Culinary Arts & Hospitality II *(Offered at CTEC. Pre-requisites of Intro to Cul Arts & Cul I. Cul 2 is 2 credits.)
10
11 Computer Programming I *(Offered at CTEC.)
12 Computer Programming II *(Offered at CTEC. Pre-requisite of Computer Programming I.)
13 PLTW Introduction to Engineering Design *(Offered at CTEC. Honors level course.)

PLTW Principles of Engineering

14 *(Offered at CTEC. Pre-requisite of PLTW Intro to Eng Design. Honors level course.)
15 Personal Finance & Entrepreneurship I
Intro to Culinary Arts & Hospitality &
*(Offered at CTEC.)
16 Culinary I
17 Electrical Trades I & Electrical Trades II *(Offered at EAH. Pre-requisite of Core & Sustainable Construction.)
18 Carpentry II & Carpentry III *Pre-requisite of Core & Sustainable Construction & Carpentry I

*These pairs yield one math credit.

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*For students that are covered under N.C.G.S 115C-81(b) and are exempt from the Algebra 1 requirement per the IEP team due to a severe learning disability in mathematics,
the following courses meet graduation requirements. Due to the fact that these courses are not offered every year, the sequence may be adjusted.
Course 1 Course 2 Course 3 Course 4
Sequence

Foundations of Math I
Introductory Math 20202 Fundamental Math I 20100 Fundamental Math II 20110
F

20502

To graduate meeting Substitution of Future-Ready Core Requirements without Math Rigor Indicators:
 If a student is demonstrating unusual difficulty in mastering mathematics concepts, a school may determine based on evidence provided that a student could take two
alternative math courses in addition to the minimum requirements of passing Math I (Algebra 1) & Math II (Geometry) in order to meet graduation requirements.
 All students must take and pass 4 math courses. Sequence options (G – K) are provided in the chart below.
 It is highly recommended that students take at least one math course per year. Some students, depending upon their performance and/or interest, may elect to take
additional courses. Students and parents should discuss their future plans with the teachers and counselors at the high school
 Course Sequences are not offered at all Alamance-Burlington High Schools based on enrollment. Please contact your school to determine specific offerings.
 CTE Courses (option K) may be substituted for the alternative math courses. Students must pass the paired courses and any prerequisites in order to fulfill the
requirements. Completion of the paired courses will yield two math credits.
Denotes final course that must be completed in order to meet math substitution requirements for graduation.
Course 1 Course 2 Course 3 Course 4 Course 5 Course 6
Foundations of
Sequence

Foundations of Math I Foundations of Math III

Introductory Math Math I Math II Math II
(Elective) (Elective)
G

20202 21032 (Elective) 22012

20502 20522
20512

Foundations of
Sequence

Foundations of Math I
Math I Math II Math II
(Elective)
H

21032 (Elective) 22012

20502
20512
Sequence

Foundations of Math I
Math I Math II Alternate Math I Alternate Math II
(Elective)
I

21032 22012 20402 2041

20502
Sequence

Math I Math II Alternate Math I Alternate Math II

J

21032 22012 20402 2041

Sequence

CTE Math Substitution CTE Math Substitution Note: Prerequisites for the CTE Pairings do not count as
Math I 21032 Math II 22012
K

Course I Course II one of the Math Substitution credit courses.

Pairs of CTE courses that may substitute as application based mathematics courses.

Pairs of CTE courses that may substitute as

Math Courses Pre-requisites and other information
1 Accounting I & II
Drafting I & Drafting II (Architecture or
2 Engineering)
3 Computer Programming I & II *(Offered at CTEC.)
*(Entrepreneurship I has 3 choices of pre-requisites: Personal Finance, Principles
Principles of Business & Finance and of Business & Finance or Marketing. In order to take these two substitution
Entrepreneurship I courses in the same semester, one of the other 2 pre-requisites for
4 Entrepreneurships I must be met.)
*(Entrepreneurship I has 3 choices of pre-requisites: Personal Finance, Principles
of Business & Finance or Marketing. In order to take these two substitution
Personal Finance & Entrepreneurship I
courses in the same semester, one of the other 2 pre-requisites for
5 Entrepreneurships I must be met.)
6 Interior Design I & II
7 Carpentry II & III *(Pre-requisite Core & Sustainable Construction & Carpentry I)
*(Offered at CTEC. Culinary Arts & Hospitality I has a pre-requisite of Intro to
Culinary Arts & Hospitality I and II
Culinary Arts & Hospitality. Culinary Arts II is a 2 credit course.)
8
9 Intro to Culinary Arts & Culinary Arts I *(Offered at CTEC.)
PLTW Intro to Engineering Design and PLTW
*(Offered at CTEC.)
10 Principles of Engineering
*(Offered at EAH. Electrical Trades I has a pre-requisite of Core & Sustainable
Electrical Trades I & II
11 Construction)

To graduate meeting Future-Ready Occupational Course of Study (OCS) Requirements:

 All students must take and pass 3 math courses.
 All OCS math courses may be taught virtual or face-to-face with an HQ teacher.

Course 1 Course 2 Course 3

OCS Blended Learning (VPS)
Sequence L

OCS Blended Learning Algebra I (Math I)

Introduction to Math OCS Financial Management
Fall Part 1- A 92230
92200 92220
Spring Part 1 - B 92240

English Sequence
Possible English Sequences for Freshman Entering 2014-2015
Course 1 Course 2 Course 3 Course 4 Course 5 Course 6 Course 7
Sequence A Literacy Academy English I English II A English II English III A English III English IV
(elective) (elective) (elective)
Sequence B English I English II English III English IV

Sequence C English I Honors English II English III Honors or AP English IV Honors or AP

Honors

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Science Sequence
Possible Science Sequences for Freshman Entering 2014-2015
 All students must take and pass 3 science courses - Earth/Environmental, Biology, and a Physical Science.
 Course sequences may not be offered at all ABSS high schools each semester. Please contact your school to determine specific course offerings.
Denotes final course that must be completed in order to meet science requirements for graduation.

Course 1 Course 2 Course 3 Course 4 Course 5 Course 6

Life Science Physical Science
Sequence

Earth/Environmental Biology I
Techniques
A

(Elective) Chemistry I
Sequence

Earth/Environmental Biology I Physical Science

Science Elective
B

Chemistry I

Earth/Environmental
Sequence

Biology I Honors Chemistry I Honors Honors Science Elective

C

AP Environmental

Biology II Honors AP Biology AP Environmental

Sequence

Earth/Environmental Chemistry II Honors AP Chemistry

Biology I Honors Chemistry I Honors
D

Honors AP Physics or another

Biology II Honors course listed under
AP Environmental Course 5
Chemistry II Honors

Biology II Honors AP Biology AP Physics or another

Sequence

Chemistry I Honors AP science listed under

E

Earth/Environmental Chemistry II Honors AP Chemistry

Biology I Honors Course 5
Honors
Science Elective AP Environmental

Social Studies Sequence

Possible Social Studies Sequences for Freshman Entering 2014-2015

th
Students who entered 9 grade in 2012-2013 and later (four required courses)
 There are no pre-requisites in social studies. These are suggested sequences, but other routes are possible.
 Turning Points Honors is recommended for students who wish to take AP US History and have not had an AP course before. This course provides
practice in reading, writing, and critical analysis at the AP level in the context of American History.
 AP US History fulfills the American I and II requirement. Students are still required to take 4 social studies courses; so an elective such as Turning Points,
AP Psychology, 1960’s Era, or AP US Government is required.

Course 1 Course 2 Course 3 Course 4

Sequence A World History Civics and Economics American History I American History II
Sequence B
World History Honors Civics and Economics Honors American History I Honors American History II Honors

Sequence C
World History Honors Civics and Economics Honors Turning Points Honors US History AP

Sequence D
World History Honors/AP Civics and Economics Honors US History AP Social Studies Elective

Social Studies elective may be taken before or after American History AP.

Student Schedule Worksheet

To show the course selected for that next year

and to divide up year long courses. This sheet
should be updated annually based on the
Graduation Plan, cover sheet data and
transcripts.

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Schedule Worksheet
ABSS EC Graduation Plan
Student Schedule Worksheet – Step 3
Student Name: ______________________________________ DOB: _____________________
Year Entering High School: _________________

Select level for upcoming year Course of Study

Freshman Future Ready Core
Sophomore Occupational Course of Study
Junior Extended Content Standards
Senior

Courses determined using course sequencing

Use this table if student will have any year long courses. Use this table if student will not have any year long courses.

1. Fall - 2. Spring - 1.

3. Fall - 4. Spring - 2.

5. 3.

6. 4.

7. 5.

8. 6.

Notes: 7.

8.

Additional elective courses in order of preference:

1. 2.

3. 4.

Schedule Worksheet

• This sheet should be given three different

places
– Copy with the rest of the graduation plan
behind the IEP
– Copy to case manager
– Copy given to guidance counselors for
scheduling at the high school.

Graduation Plan for

CLP and OCS students

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Centrally Located Programs

ABSS EC Graduation Plan
Student Information Sheet – Step 1
(MU/AU Self-Contained)
Student Name: ______________________________________ DOB: _____________________
Year Entering High School: _________________

*Please fill out the information below for the transition meeting from 8th – 9th grade. Update information below annually as needed.

Fill out each section below

Date Guardianship Information given/obtained

Post Secondary Goals (ACC – Compensatory Ed/ABLE Program, OE

Enterprise, Star Point, Vocational Interest, Self-Advocacy)
Attendance Data

Related Service Information

Behavior Information

Medical Information/ Personal Needs (medication, feeding,

diapering, etc)
Mobility and Transitioning

Vision/ Hearing Needs

Assistive Technology Needs

Extend 1 Scores

Current Academic Interventions and Levels (include assessments)

Electives (amount of support needed, classes attended in the past

and level of success)
Extra Curricular Activities/ Strengths, Interests and Motivators

Social Interaction/ Communication Issues (with peers, teachers,

etc; include any augmentative communication needs)

Extended Content Standards for

ABSSCLP EC
scheduling
Graduation Plan for Freshman Entering CLP 2014-2015
Student Name ____________________________________ DOB _______________
Course Sequencing – Step 2
Student Name: ______________________________________ DOB: _____________________

 English, Math, Science and Social Studies will occur as listed in the chart below.
 Independent Living can occur each year based on individual student needs. On-Campus/Community-Based Training will be completed for this course.
 Electives – please fill out anticipated courses. A modified CTE Blueprint must be completed for each course.
th
Freshman Sophomore Junior Senior 5 Year
(as needed)
English (4 credits) EC EXT ENG/LA I EC EXT ENG/LA II EC EXT ENG/LA III EC EXT ENG/LA IV

Math (4 credits) EC EXT MATH I EC EXT MATH II EC EXT MATH III EC EXT MATH IV

Science (3 credits) EC EXT SCI I EC EXT SCI II EC EXT SCI III EC EXT SCI IV
( EARTH/ENVI SCI) (LIFE SCIENCE) (PHYSICAL SCIENCE)
Social Studies (4 credits) EC EXT SOC STUD I EC EXT SOC STUD II EC EXT SOC STUD III EC EXT SOC STUD IV
(Civics & Governance) (American History I) (American History II)
Independent Living (4 credits) INDEPENDENT LIVING INDEPENDENT LIVING INDEPENDENT LIVING INDEPENDENT LIVING

PE

Electives
* Use class description list to make
these selections

Total credits by year

Cumulative credits earned

Notes:

Occupational Course of Study ABSS EC Graduation Plan for Freshman Entering OCS 2014-2015
Course Sequencing – Step 2
Student Name: ______________________________________ DOB: _____________________

 English, Math, Science and Social Studies will occur as listed in the chart below.
 Occupational Prep will occur each year. On-Campus/Community-Based Training will be completed for these courses.
 Electives – please fill out anticipated courses.
th
Freshman Sophomore Junior Senior 5 Year (as needed)
English (4 credits) Blended Learning (VPS) Blended Learning (VPS) OCS OCS English III OCS English IV
OCS English I English II
Math (3 credits) Blended Learning (VPS) Blended Learning (VPS) Blended Learning (VPS)
OCS Introduction to Math Fall - OCS Algebra I (Math I) OCS Financial
Part A Management
Spring - OCS Algebra I (Math I)
Part B
Yearlong course. Must pass both to
receive credit.
Science (2 credits) Blended Learning (VPS) Blended Learning (VPS)
OCS Applied Science OCS Biology
Social Studies (2 credits) Blended Learning (VPS) Blended Learning (VPS)
OCS American History I OCS American History II
Occupational Prep (6credits) OCS Prep 1 Fall - OCS Prep 2a Fall - OCS Prep 3a OCS Prep 4
Spring - OCS Prep 2b Spring - OCS Prep 3b
Health/PE (1 credit) Health/ PE
Electives (at least 4 CTE) List options: List options: List options: List options:
* Use class description list to make
these selections
* For CTE courses - IEP team
should complete a modified
Blueprint for each course.
Curriculum Assistance
Total credits by year
Cumulative credits earned

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Graduation Plan Procedures Guide

EC Graduation Plan Guide
The purpose of the EC Graduation Plan is to work as an IEP team during the transition meeting
to determine the students course selection for their high school career. Based on data
presented, student, teacher and parent input the team will determine what courses are the best
choices and what interventions will be needed in order to ensure success. This is a guide that
will give specific instructions on how to properly complete all components of the EC Graduation
Plan.

Student Information Sheet – Step 1

Purpose: This will be completed using current student data. This data will be utilized to
complete the EC Graduation Plan appropriately. The student information sheet should be
updated annually with the IEP.

Data to be completed:

 Basic student info – name, DOB and year entering high school
 Post Secondary Goals- Where and what does the student want to do after high
school?
o Consider all options- School (4 year, 2 year, and community college), work
force, military, etc.
 Behavior Data- include suspensions both in and out of school, attach discipline
report if needed.
 Extra Curricular Activities/ Strengths, Interests and Motivators- list all things the student is
involved in or interested in. List items the student is willing to work for as motivators for
possible BIP or just basic incentives
 Social Interaction- describe how the student interacts with peers and teachers
 Reading assessments:
o CORE reading assessment- fill out all areas based on the most current
assessment given to the student.
o Lexile score, QRI, Universal Screener data, Current ELA performance and
EOG/EOC scores. These are additional data points that are will be very
beneficial.
 Math Assessments:
o SMI (Quantile Scores) – please list all scores and dates given
o Brigance - list frustration and instruction level- give detail about areas of
strength and concern.
o Universal Screener data, Current Math class performance and EOG/EOC
scores. These are additional data points that are will be very beneficial.
 Current Academic Interventions- list all current interventions and current levels
 If necessary once in high school attach a transcript

Procedures continued…
Course Sequencing – Step 2

Purpose: This sheet is designed to help plan out a student’s high school academic. The IEP team
should use the student information sheet and input from team members to choose the
appropriate course of study and course sequencing.

How to Complete:

 With the IEP team have a discussion and select the course of study (Future Ready
Core, Occupational Course of Study or Extended Content Standards)
 Based on course of study, as a team use the appropriate EC Graduation Plan –
Sequencing document to make the proper course selections.
 For students following the Future Ready Core and OCS, please select the course
sequencing document based on the year the student will enter high school.
 For Future Ready Core, you will need to first look at the sequence charts for each
subject based on when the student will enter high school. Select a sequence the
student will follow for each subject area (English, Math, Science, and Social Studies).
Then once you have made those selections you will transfer that information into
the chart portion of the EC Graduation Plan document as indicated below.
 Begin with English and work your way down the chart for each subject.
o Use the data from the student information sheet to determine the sequence
in each content area that will best meet the student’s needs.
o All Curriculum Assistance courses earn elective credit.
o Be sure that IEP is written each year to match service time based on course
selection
 When choosing electives use the ABSS course guide
o Each student should have at least one elective their freshman year. Be sure
that the electives chosen will help them achieve the courses needed for
graduation.
o If a student plans to attend a 4 year university, check the foreign language
and math requirements carefully.
 Credits- A student can earn up to 32 credits during 4 years of high school. Per ABSS
policy, a student entering high school in 14/15 school year will be required to obtain
28 credits for graduation.

Procedures Continued…
Student Schedule Worksheet – Step 3

Purpose: This form will utilize the EC Graduation Plan – Course Sequencing information. It
documents the course selection for the upcoming school year.

How to complete:

 Select the school year for the upcoming school year.

 Select the course of study the student is following.
 Using the EC Graduation Plan sheet the team has completed and transfer the
courses for the selected year.

At the end of the meeting make a copy of the EC Graduation Plan and the student schedule
worksheet. Place the EC Graduation Plan on top and staple the student schedule worksheet
behind it. This should be given to the guidance department and high school EC teacher
immediately after the Transition meeting to ensure scheduling is completed appropriately.
All three pages should be placed with current IEP behind the minutes.

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Question and Answer

10
 EC Graduation Plan Guide  
The purpose of the EC Graduation Plan is to work as an IEP team during the transition meeting to 
determine the students course selection for their high school career.  Based on data presented, 
student, teacher and parent input the team will determine what courses are the best choices and 
what interventions will be needed in order to ensure success.  This is a guide that will give specific 
instructions on how to properly complete all components of the EC Graduation Plan. 
 
Student Information Sheet – Step 1  
   
Purpose: This will be completed using current student data.  This data will be utilized to complete 
the EC Graduation Plan appropriately.  The student information sheet should be updated annually 
with the IEP.  
 
Data to be completed:  
• Basic student info – name, DOB and year entering high school  
• Post Secondary Goals‐ Where and what does the student want to do after high school?   
o Consider all options‐ School (4 year, 2 year, and community college), work force, 
military, etc.  
• Behavior Data‐ include suspensions both in and out of school, attach discipline report if 
needed.  
• Extra Curricular Activities/ Strengths, Interests and Motivators‐ list all things the student is involved 
in or interested in.  List items the student is willing to work for as motivators for possible BIP or just 
basic incentives  
• Social Interaction‐ describe how the student interacts with peers and teachers   
• Reading assessments:    
o CORE reading assessment‐ fill out all areas based on the most current assessment 
given to the student.   
o Lexile score, QRI, Universal Screener data, Current ELA performance and EOG/EOC 
scores.  These are additional data points that are will be very beneficial.  
• Math Assessments: 
o SMI (Quantile Scores) – please list all scores and dates given 
o Brigance ‐ list frustration and instruction level‐ give detail about areas of strength 
and concern.  
o Universal Screener data, Current Math class performance and EOG/EOC scores.  
These are additional data points that are will be very beneficial.  
• Current Academic Interventions‐ list all current interventions and current levels  
• If necessary once in high school attach a transcript  

Course Sequencing – Step 2  
 
  
 
Purpose: This sheet is designed to help plan out a student’s high school academic.  The IEP team 
should use the student information sheet and input from team members to choose the appropriate 
course of study and course sequencing. 
  
 
How to Complete:  
• With the IEP team have a discussion and select the course of study (Future Ready Core, 
Occupational Course of Study or Extended Content Standards)  
• Based on course of study, as a team use the appropriate EC Graduation Plan – Sequencing 
document to make the proper course selections. 
• For students following the Future Ready Core and OCS, please select the course sequencing 
document based on the year the student will enter high school.  
• For Future Ready Core, you will need to first look at the sequence charts for each subject 
based on when the student will enter high school.  Select a sequence the student will follow 
for each subject area (English, Math, Science, and Social Studies).  Then once you have 
made those selections you will transfer that information into the chart portion of the EC 
Graduation Plan document as indicated below.  
• Begin with English and work your way down the chart for each subject.   
o Use the data from the student information sheet to determine the sequence in each 
content area that will best meet the student’s needs.  
o All Curriculum Assistance courses earn elective credit. 
o Be sure that IEP is written each year to match service time based on course selection  
• When choosing electives use the ABSS course guide 
o Each student should have at least one elective their freshman year. Be sure that the 
electives chosen will help them achieve the courses needed for graduation. 
o If a student plans to attend a 4 year university, check the foreign language and math 
requirements carefully.   
• Credits‐ A student can earn up to 32 credits during 4 years of high school.  Per ABSS policy, a 
student entering high school in 14/15 school year will be required to obtain 28 credits for 
graduation.  

 
Student Schedule Worksheet – Step 3 
 
Purpose: This form will utilize the EC Graduation Plan – Course Sequencing information.  It 
documents the course selection for the upcoming school year.      
 
How to complete:  
• Select the school year for the upcoming school year.   
• Select the course of study the student is following.  
• Using the EC Graduation Plan sheet the team has completed and transfer the courses for 
the selected year.     

At the end of the meeting make a copy of the EC Graduation Plan and the student schedule 
worksheet.  Place the EC Graduation Plan on top and staple the student schedule worksheet 
behind it.  This should be given to the guidance department and high school EC teacher 
immediately after the Transition meeting to ensure scheduling is completed appropriately.   
All three pages should be placed with current IEP behind the minutes.  

WORKING TOGTHER TO ACHIEVE STUDENT SUCCESS 2