Student Progression Plan
Search Progression Plan:
Exceptional Student Education
Placement of a student into an exceptional student education (ESE) program must comply with procedures established in the Exceptional Student Education Policies and Procedures (SP&P) document.
- A student will not be placed in an ESE program unless the student meets approved criteria and is properly determined eligible by a staffing committee.
- The Individual Education Plan (IEP) document will be used by the IEP team in making appropriate placement decisions based on the identified student service needs. The IEP team consists of the parent or guardian, general education teacher(s), special education provider(s), school psychologist or other specialist, LEA representative, and when appropriate, the student.
The general education setting is the first consideration when determining placement for students with disabilities (SWD). To the maximum extent appropriate, core instruction should be delivered in the general education classroom to SWD.
The district will make available a Free Appropriate Public Education (FAPE) to each SWD through the end of the school year in which the student turns 22 provided he/she is starting the school year as a student aged 21 or younger and has not graduated with a standard diploma (SP&P).
The purpose for implementing instructional and/or assessment accommodations is to enable SWD, receiving services in accordance with his/her IEP or 504 plans, to demonstrate course content mastery and assist the teacher in measuring the degree of mastery. Accommodations will vary depending upon the student's need. The need for instructional and/or test accommodations will be noted on the student's IEP or 504 plans. Accommodations do not alter course content or expectations for achievement of grade level state standards.
A specialized report card is given for students in grades K-5 who are provided instruction through NGSSS/FS Access Points. The general education report cards are utilized for all other SWD.
Grades reflect the student’s academic progress based on the NGSSS/FS with the use of accommodations for the grade level/courses in which the student is enrolled. For students with significant cognitive disabilities, grades reflect the student’s academic progress on the NGSSS/FS Access Points.
SWD participate in the state and district assessments. The IEP team determines the appropriate accommodations and the extent of participation, which must be documented on the IEP. Accommodations in the administration of state and district assessments are allowable as specified in the test administration manuals (Rule 6A-1.0943, F.A.C.).
The decision that a student with a significant cognitive disability will participate in the Florida Standards Alternate Assessment (FSAA) as defined in state board rule is made by the IEP team and recorded on the IEP. Parental consent procedures for participation in the Florida Standards Alternate Assessment must be followed (Rule 6A-6.0331(10), F.A.C.). The Exceptional Student Education Policies and Procedures (SP&P) provides additional guidance on the participation of students with disabilities in state and district assessments.
A student with a disability for whom the individual education plan (IEP) team determines that the statewide, standardized assessments cannot accurately measure the student’s abilities, taking into consideration all allowable accommodations, shall have assessment results waived for the purpose of receiving a course grade and a standard high school diploma. According to Florida statute, a waiver of the statewide, standardized assessment results by the IEP Team must be approved by the parents and is subject to verification for appropriateness by an independent reviewer selected by the parents. (F.S. 1008.22, F.S. 1003.572)
Grade Level Placement
The district general education promotion requirements apply to SWD. If a student does not meet the promotion requirements, the School Placement Committee determines the grade level placement. The committee includes the principal and/or assistant principal, school counselors, and teachers, with input from the ELL committee and the IEP team, when applicable.
Extended School Year for SWD
The IEP team determines Extended School Year (ESY) services for SWD in accordance with a Free Appropriate Public Education (FAPE).
Additional Graduation Options for SWD
SWD Instructed through Access Points and Alternately Assessed
SWD who entered grade 9 before the 2014-2015 school year with an IEP, as of June 30, 2014, containing a statement of intent to receive a special diploma may remain on a special diploma (option 1 or 2). Once the initial diploma option has been chosen prior to the student’s 14th birthday, the decision must be reviewed annually by the IEP Team.
Beginning in the 2014-2015 school year, SWD entering grade 9 may attain a standard diploma and earn standard diploma designations by meeting the requirements in Florida Statutes. A student may change from a special diploma to a standard diploma; however, once that determination has been made, the student may not revert to a special diploma. (Rule 6A-1.09963, F.A.C.)
Students may meet the graduation requirements through one of the following options: the access course specified for each required core course, higher level ESE courses in the same content area, or general education core academic courses. (F.S. 1003.4282(1) (9), F.S. 1002.3105(5))
- Eligible CTE courses identified in the Florida Course Code Directory may substitute for the following:
- Access English IV;
- one (1) mathematics credit, with the exception of Access Algebra 1A, Access Algebra 1B and Access Geometry;
- one (1) science credit, with the exception of Access Biology; and
- one (1) social studies credit, with the exception of Access United States History.
SWD Academic and Employment Option
SWD for whom the IEP Team has determined that mastery of both academic and employment competencies is the most appropriate way for the student to demonstrate his or her skills must meet the following:
- A student must meet all the graduation requirements specified in F.S. 1003.4282 or F.S. 1002.3105(5). Eligible CTE courses identified in the Florida Course Code Directory may substitute for the following:
- English IV;
- one (1) mathematics credit, with the exception of Algebra and Geometry;
- one (1) science credit, with the exception of Biology; and
- one (1) social studies credit with the exception of United States History.
Special Provisions for SWD
Deferral of Receipt of a Standard Diploma
SWD who meet the standard high school diploma requirements and the criteria specified in F.S.1002.4282(3)(c) may defer the receipt of the diploma and continue to receive services.
- The decision to accept or defer the standard high school diploma must be made during the school year in which the student is expected to meet all requirements for a standard high school diploma. The decision must be noted on the IEP and the parent or guardian, or the student over the age of eighteen (18) for whom rights have transferred in accordance with Rule 6A-6.03311(8), F.A.C., must sign a separate document stating the decision.
- The IEP Team must review the benefits of deferring the standard high school diploma, including continuation of educational and related services.
- School districts must inform the parent and the student, in writing by January 30 of the year in which the student is expected to meet graduation requirements, that failure to defer receipt of a standard high school diploma after all requirements are met releases the school district from the obligation to provide a Free Appropriate Public Education (FAPE). This communication must state that the deadline for acceptance or deferral of the diploma is May 15 of the year in which the student is expected to meet graduation requirements, and that failure to attend a graduation ceremony does not constitute a deferral. In accordance with Rule 6A-6.0328(1), F.A.C., a student with a disability who receives a certificate of completion may continue to receive FAPE until their 22nd birthday, or, at the discretion of the school district, until the end of the school semester or year in which the student turns twenty-two (22). (F.S. 1001.02(1), F.S. 1003.4282, F.S. 1008.22)
Certificate of Completion
A Certificate of Completion will be awarded to SWD who earn the required eighteen (18) or twenty-four (24) credits required for graduation, but who do not achieve the required grade point average or who do not pass required assessments unless:
504 Educational Plans
Provisions for Qualified Students, Section 504 of the Rehabilitation Act of 1973
- Section 504 of the Rehabilitation Act of 1973 is a federal civil rights statute prohibiting discrimination based on disability in any program or activity receiving federal financial assistance. Section 504 guarantees the right to full participation and access to a free appropriate public education (FAPE).
- The district is committed to identifying, evaluating, and providing a free appropriate public education (FAPE) to students within its jurisdiction who are disabled within the definition of Section 504 regardless of the nature or severity of their disabilities. Recognizing and acknowledging that students may be disabled and eligible for services under Section 504 even though they do not qualify for or require special education and/or related services pursuant the IDEA.
- If a student has a physical or mental impairment that significantly limits the student's learning but does not require specially designed instruction to benefit educationally, the student will be eligible for reasonable, but more than standard, accommodations and/or modifications of the regular classroom or curriculum to have the same access to an education as students without disabilities. Such accommodations and/or modifications will be provided pursuant to a Section 504 Accommodation Plan. Additional information is available in the District Implementation Guide for Section 504 available through FLDOE.org or by using this link: Implementation Guide for Section 504.