Vermont Case Study Learning Project

Welcome to the Vermont Agency of Education case study learning project. The goal of these case studies is to provide exemplars of the inter-relationship between a student’s personalized learning plan (PLP), IEP transition plan and the student’s pathway to meeting proficiency based graduation requirements (PBGRs). We are fortunate to have had these developed by Lee Ann Jung, a nationally recognized expert on personalization, disability and proficiency based learning. Through these case studies, you will see examples of how our fictional Happy Valley High School executed the requirements of Act 77, the VT Education Quality Standards, and IDEA. These case scenarios provide potential models that can be adapted to fit each school’s particular context. These models are not new requirements but rather tangible exemplars of how these plans might be developed to support rather than duplicate each other. Additionally this resource showcases a strategy for making PBGRs accessible for students with disabilities. If you have questions about this project please contact John Spinney.

Alex is a 19-year-old junior who is focused on having a successful career in the automotive industry. He is eligible for special education as a young person who experiences some dysregulation in his emotional and behavioral states. Alex also experiences a moderate hearing loss. Learn more about Alex’s story and his pathway to graduation. You will see his PLP and his IEP transition plan as well as how he accesses the PBGRs.

Allison is an 18-year-old junior who has an interest in a career in early childhood development and education. Allison is eligible for special education as a person who experiences a specific learning disability which creates difficulty for her in reading comprehension and written expression. Learn more about Allison’s story and her pathway to graduation. You will see her PLP and his IEP transition plan as well as how she accesses the PBGRs.

Jamarreo is an easily motivated, detail oriented 17-year-old student who experiences Autism. He is currently receiving general and special education services in classroom and community settings to improve his vocational, academic, and social skills. Jamarreo currently is working 15 hours a week at an office supply store. Learn more about Jamarreo’s story and his pathway to graduation. You will see his PLP and his IEP transition plan as well as how he accesses the PBGRs.

Jodi is a 17-year-old girl with a strong work ethic. She qualifies for special education as a person who experiences a mild cognitive disability. Jodi loves working in the retail environment and has expressed a strong desire to be employed in one after graduation as well. Learn more about Jodi’s story and her pathway to graduation. You will see her PLP and his IEP transition plan as well as how she accesses the PBGRs.

Kevin is a friendly, outgoing, 18 year old young man who loves to be around others. Kevin is eligible for special education as a person who experiences physical and intellectual disabilities. Kevin has quadriplegic cerebral palsy with spasticity, utilizes ankle and foot orthoses (AFOs) during stander use, and a left hand elbow immobilizer. Kevin experiences generalized tonic-clonic seizures, which are well, but not completely, controlled with a combination of medications. Kevin is primarily fed via gastrostomy tube because of aspiration risk. Kevin can verbally express yes/no and one word utterances are intelligible to familiar audiences. He has used a GoTalk 2 successfully in the classroom and a picture communication system travels with him between school and home. Learn more about Kevin’s story and his pathway to graduation. You will see his PLP and his IEP transition plan as well as how he accesses the PBGRs.

Paulo is an athletic, bilingual student with an admirable work ethic. Paulo is eligible for special education as a person who experiences autism and a mild cognitive disability. A first generation Brazilian American, Paulo lives with his parents, his older brother, and his younger sister. Paulo’s primary mode of communication is through gestures, adaptive signs, and vocalizations to indicate what he wants and needs. Paulo’s family has supported the development of his strong independent living skills set. Paulo has been job shadowing at a local grocery store. Learn more about Paulo’s story and his pathway to graduation. You will see his PLP and his IEP transition plan as well as how he accesses the PBGRs.

This memo contains guidance for educators when they have a student who is on an IEP and would like to access the high school completion program.

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Secretary Daniel M. French
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Montpelier, VT 05620-2501

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