new graduation and secondary transition requirements- … © 2014, florida department of education....

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© 2014, Florida Department of Education. All Rights Reserved.

New Graduation and Secondary Transition Requirements- What Parents Need to Know!

April 7, 2015

http://www.fldoe.org/

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Data Review


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Florida’s Students with Disabilities

Intellectual Disability

7% Other Health Impaired 8%

Autism Spectrum Disorder

9%

Specific Learning Disability

38%

Emotional/ Behavioral Disability

5%

Language Impairment

12%

Speech Impairment

13%

Other 8%

Source: EIAS Survey 2, Fall 2014


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SWD as Percent of Total Population

12.0%

12.5%

13.0%

13.5%

14.0%

14.5%

2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14

14.4% 14.3%

14.1%

13.7%

13.2%

12.9% 12.9%


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Regular Class Placement

0%

10%

20%

30%

40%

50%

60%

70%

80%

2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14

53.0%

59.0% 62.0%

64.3% 67.4%

69.2% 67.8%

70.7% 71.3%


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Seven Largest States

Percent of Students with Disabilities in Regular Class Placement

2012-13

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

52.6% 53.1%

57.5% 60.2% 61.5% 62.1%

66.3% 69.3%


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Class • The ideal situation is for all

children to be educated together

• The classroom your child sits in does NOT dictate the type of courses they take

• Children in a general education classroom may be enrolled in access courses and children in a separate environment may be enrolled in general education courses

• If a separate classroom environment is suggested for your child be sure you understand why

Course • For students now in the 9th grade

and below there are only two course choices for core subjects, general education courses and access courses

• Both are based on the same standards, but the level of complexity is very different

• Only students on access points can take access courses

• Access points are only for students with a significant cognitive disability and parental consent is required


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Benefits of Inclusive Education (From PBS Parents) • Families’ visions of a typical life for their children

can come true

• Children develop a positive understanding of themselves and friendships

• Children learn important academic skills

• All children learn by being together

http://www.pbs.org/parents/education/learning-disabilities/inclusive-education/the-benefits-of-inclusive-education/















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Standard Diploma Graduation Rates

59.20% 59.28% 58.80% 59.80% 62.69%

65.48% 69.02%

70.56%

74.47% 75.58% 76.13%

37.43% 38.10% 38.63% 38.96% 35.58%

37.30% 40.05%

44.37% 47.71%

52.33% 55.06%

40.77% 41.64% 39.31% 39.93%

45.17%

49.83% 52.72%

54.26% 52.46%

57.88% 59.90%

0%

10%

20%

30%

40%

50%

60%

70%

80%

2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14

Federal Uniform-All Students Federal Uniform-SWD Standard Diploma-SWD


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Graduates with Disabilities

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

Standard Diploma Standard - Waiver Standard - SAT/ACT Special Diploma

44%

17%

8%

31%

43%

22%

4%

31%

44%

20%

5%

31%

44%

24%

6%

26%

42%

27%

6%

24%

2009-10 2010-11 2011-12 2012-13 2013-14Due to rounding, totals may not equal 100.


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Number of Students Earning Special Diploma

Year Number of Students

2008-09 5,536

2009-10 5,227

2010-11 5,545

2011-12 5,066

2012-13 4,749

2013-14 4,229


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Florida Dropout Rate 2004-05 through 2012-13


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EDFacts Dropout Rate- SWD

21.1%

20.3%

19.2%

18.0%

18.5%

19.0%

19.5%

20.0%

20.5%

21.0%

21.5%

2011-12 2012-13 2013-14


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Dropout Rate Calculations

• Florida dropout rate • 400 students, 10 drop out = 10/400 = 2.5%

• State rate for 2012-13 was 3.8%

• EDFacts dropout rate • 400 students, 100 exit, 10 exiters drop out = 10/100=10%




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Post-school Outcomes for SWD (Performance)

Source: Florida Education and Training Placement Information Program (FETPIP)

0

10

20

30

40

50

60

2008-09 2009-10 2010-11 2011-12 2012-13

Higher Education

Higher Education orCompetitively Employed

Employed or ContinuingEducation


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Post-school Outcomes for 2012-13 Graduates

Fall 2013 Findings

0%

10%

20%

30%

40%

50%

60%

70%

Employed Employed Full Time Continuing Education Receiving Public Assistance

47%

12%

63%

16%

44%

14%

45%

26%

16%

11%

4%

39%

All- Standard Diploma SWD Standard Diploma Special Diploma


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2014 Legislative Changes


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Special Diploma Section 1003.438, Florida Statutes (F.S.)

• Repealed as of July 1, 2015

• Students who began 9th grade in 2013-14 or earlier and whose IEPs already documented special diploma may continue to work toward a special diploma

• Students who began 9th grade in 2014-15 or later MAY NOT work toward a special diploma


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What does this mean for my child?

• Your child now has the opportunity to earn a standard diploma, even if he or she has a significant cognitive disability

• It does not mean your child will be placed in general education courses without support


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A New Transition Statute S. 1003.5716, F.S.

Much of this new statute language was already required by other laws and rules, but there were some changes made.


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Transition Requirements

• Begin transition planning before attaining age 14, including: • Discussion of postsecondary goals must include career goals

• The student’s need for instruction in self-determination and self-advocacy must be considered • The goal is that your child – as much as possible - will conduct their

own IEP meetings

• Diploma designations will be discussed in an IEP meeting and you will choose whether or not you want your child to work toward one • Scholar and Merit designations are additions to the standard

diploma, they are not types of diplomas


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Transition Requirements • Beginning no later than the IEP in effect when

student attains age 16 (or younger, if appropriate) • A statement of intent to pursue a standard high school

diploma and Scholar or Merit designation, as determined by you

• A statement of intent to receive a standard diploma before age 22 and how the student will meet requirements

• Inclusion of outcomes and additional benefits expected by you and the IEP team at time of graduation

• A statement of measurable postsecondary goals and career goals


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Transition Requirements

• If there are changes to postsecondary or career goals included in an IEP, you must approve the changes

• If you do not attend the meeting the IEP will be sent home and will include contact information in case you do not approve

• If you do not approve discuss it with the rest of the IEP team, including your child

• If you still do not approve you can choose an independent reviewer to help decide if the change is appropriate


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High School Graduation Requirements

S. 1003.4282 (11), F.S.

• The majority of students with disabilities will continue to earn a standard diploma by meeting the same course requirements as all other students

• Remember - last year, 59.9% of students with disabilities earned a standard diploma this way


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Rule 6A-1.09963, Florida Administrative Code

• The statute required a rule, which became effective December 23, 2014

• Describes two high school graduation options available only to students with disabilities


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Standard Diploma via Access Courses

• Must meet the same 24 course requirements as all students, but will use access courses • Access Algebra 1 instead of Algebra 1, etc.

• Other ESE courses and core courses may be used in certain circumstances


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• May substitute a Career and Technical Education (CTE) course with content related for access English IV, one access math, one access science and one access social studies • Not access Algebra, Geometry, Biology or US History

• DOE approves “content related”

• CTE courses may be modified


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• Must take the Florida Alternate Assessment in reading, math and science until replaced by a new general assessment and end-of-course exams • Must score 4 or above or have results waived

• If results waived, demonstrate achievement via a portfolio (best practice - collect portfolio artifacts for all students)

NOTE: There has been no change in who can take access courses and the alternate assessment. Students must have a significant cognitive disability and

you must consent.


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Standard Diploma via Academic and Employment-based Courses • Must meet the same 24 course requirements as all

students

• Must earn at least one-half credit in an employment-based course • Must be paid employment at or above a minimum wage

• Documented achievement of components on employment transition plan, which you will sign • This plan includes the work schedule and minimum hours per

week, academic and employment competencies the student will develop and the criteria for evaluating, industry certifications, if any, and the supervision the school district will provide


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Standard Diploma via Academic and Employment-based Courses • May substitute a CTE course with content related

for English IV, one math, science and one social studies • Not Algebra, Geometry, Biology or US History

• DOE approves “content related”

• May get a waiver of statewide standardized test results


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Your Students are Ready! • Students who started 9th grade in 2014-15

were either on access points or taking general education courses in middle school

• They were successful in being promoted to high school

• They want and deserve the opportunity to earn a standard diploma!


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• Students can be active learners when they have: • Instructional supports that invite their engagement

• Instructional accommodations that change materials and procedure, but not the standards

• Assistive technology that ensures access to the standards and the curriculum

Students with Disabilities as 21st Century Learners


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“With practice, training, and above all, method, we manage to increase our attention, our memory, our judgment and literally to become more intelligent than we were before.”

Alfred Binet, inventor of IQ test


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Deferring Receipt of Standard Diploma

• Allowed by the statute

• Processes described in the rule


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Deferring the Diploma

• Receipt of diploma may be deferred under certain conditions • IEP prescribes special education, transition planning,

transition services or related services through age 21; and

• Is enrolled in accelerated college credit, industry certification courses that lead to college credit, a collegiate high school, courses necessary for Scholar designation, or structured work-study, internship or pre-apprenticeship program


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Why? When? How?

• The right to a free appropriate public education (FAPE) ends when a student gets a standard diploma • This is ok for most students as they will move on to college,

employment, etc.

• Students who, in the past, would have received a special diploma and remained in school for more services must now defer receipt of the standard diploma to receive the same services

• You must sign a document telling the school district that your child will defer by May 15 of the year in which he or she meets all graduation requirements


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Why? When? How?

• Not going to the graduation ceremony is not deferring

• If your child does not defer there is no going back to get FAPE

• Your child can request their high school diploma at any time after they defer • It is expected they will request the diploma when they

complete the program they deferred to attend


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Workforce Innovation and Opportunity Act (WIOA)

• Replaces Workforce Investment Act (WIA)

• Requires Vocational Rehabilitation(VR) to spend a large portion of their funds on pre-employment services for transition age students


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Employment First

• Interagency Agreement

• Legislation

• Florida Abilities Work Web Portal and Help Desk


new graduation and secondary transition requirements- … © 2014, florida department of education....

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