Competency+4

Competency 4: Identifying a Course of Study
Summary: For each post secondary expectation (PSE) of every student, the educator will lead the IEP team to comprehensively consider, agree upon, and record an **//individualized//** course of study that projects to the student's targeted graduation date and outlines the courses, activities, services, supports, and linkages that will be necessary to prepare for each PSE in living, learning, and working;.


 * Guiding Questions**
 * Have we established learning progressions that extend beyond high school?
 * Have we established and documented multi-year progressions that will prepare the student to pursue her/his post secondary expectations (PSE)?
 * Have we included courses, activities, and linkages?

1. Establish at least 3 long term learning goals in living learning and working - each area 2. Look at the connections between what comes before and after related short term goals ( annual goals as well as multi year projections of courses, activities, supports, activities and linkages) that the student will need to accomplish the long term goal. 3. Identify and distinguish between Activities, services, supports, and linkages. Follow this link for an expanded explanation (Iowa DE) 4. Use information about the student's learning characteristics, current knowledge and skill levels, and complexity of support needs to select appropriate instructional and experiential strategies and activities.
 * Skill 1: Creating learning progressions for each PSE in living, learning, and working.**
 * Strategies:** there are four general steps to establish learning progressions:
 * Activities represent events or tasks the student needs to pursue a PSE, but for which the student does not need specialized instruction.
 * Linkages with other agencies as IVRS (Iowa Vocational rehabilitation Services) also are activities.
 * Activities that need specialized instruction should become goals.
 * Activities that need supports or services should be listed on page F and may be listed in the course of study.

5. The more intense the need for services, the earlier detailed preparation should start and the more people with specialized knowledge should be involved. Learning progressions that are common to most people do not need to be recreated.


 * Specific Questions:**
 * What requirements does this student need to meet to graduate?
 * What is this student's current status with regard to these requirements: Example: At the end of the first semester of his sophomore year Shelley has earned 18.25 of the required 44 credits. it is anticipated that she will earn an additional 5 credits this semester.
 * What is the target graduation date?
 * What are the courses and activities needed to pursue the post secondary expectations and graduate by the target graduation date? Example

Learning Progressions by Brian Gong I Have A Plan Iowa: College Planning Timeline I Have A Plan Expanded definitions for Activities, Services, Linkages
 * Resources:**

Summary: There are basically seven steps to using the consensus process: 1. define Consensus and explain the consensus reaching process 2. Agree on the issue to be decided 3. Explore the issue 4. Develop guiding principles for the decision 5. Solicit a proposal 6. Refine the proposal 7. Ask for a show of consensus (Bowerman, et al., 2010, pp.30-32).
 * Skill 2: Deciding by consensus - Create a consensus model of decision-making.**

Resources:

Summary:
 * Skill 3: Revising/Refining the Course of Study over time using Formative Assessment:**
 * Strategies:**
 * With student involvement, gather evidence about current and desired performance in skills, knowledge, and dispositions required to achieve PSE (post secondary expectations).
 * With student involvement, identify the learning that is needed to close the gap between current and desired accomplishments.
 * With student involvement, identify most advantageous courses and other educational experiences that will help the student achieve that learning.


 * Post secondary Expectation (PSE) and Course of Study Planning Tool**


 * Characteristics of PSE for

Student: || Living PSE: || Learning PSE: || Working PSE: || and accomplishments needed to pursue PSE in area:
 * General Knowledge, Skills,

Specific knowledge, skills, and accomplishments needed to pursue PSE ||  ||   ||   ||
 * Courses, Activites, Services, Linkages needed ||  ||   ||   ||
 * Courses, Activites, Services, Linkages needed ||  ||   ||   ||

PSE and Course of Study Planning Tool Link:
 * Resources:**