6A-1.09961. Graduation Requirements for Certain Students with Disabilities  


Effective on Monday, May 19, 2008
  • 1Each school board shall, pursuant to Section 81003.438, F.S., 10prescribe special requirements for graduation for students who have been properly identified as educable mentally handicapped, trainable mentally handicapped, hearing impaired, specific learning disabled, emotionally handicapped, profoundly handicapped, physically impaired, or language impaired. The school board shall make provision for each student to use basic, vocational, and exceptional student education courses as appropriate for meeting graduation requirements. Any such student completing the special requirements shall be awarded a Special Diploma in the form prescribed by subsection 866A-1.0995(2), 87F.A.C.

    88(1) Special Diploma Options. School boards may award Special Diplomas based on two (2) options.

    103(a) One option shall include procedures for determining and certifying mastery of student performance standards for a special diploma for students who enter ninth grade in or before school year 1998-1999 as prescribed in subsections (3)-(11) of this rule; or higher levels of student performance standards for students with disabilities adopted by the district school board; and minimum number of course credits specified by the district school board. For students entering ninth grade in or after 1999-2000 mastery is determined as indicated in subsections (12)-(13) of this rule.

    191(b) The second option shall include procedures for determining and certifying mastery of demonstrated employment and community competencies in accordance with subsection (14) of this rule.

    217(2) Diploma procedures. Each school board shall develop procedures for ensuring that students may select and move between the Special Diploma options prescribed in subsection (1) of this rule, if both options are provided by the school district, and between courses of study leading to Standard or Special Diplomas, as appropriate.

    268(a) The individual educational plan (IEP) committee shall document whether the student is pursuing a course of study leading toward a Standard or Special Diploma on the IEP developed during the student’s eighth grade year, or the IEP developed during the school year of the student’s fourteenth birthday, whichever occurs first. This decision shall be reviewed annually.

    325(b) Nothing contained in this rule shall be construed to limit or restrict the right of student with a disability solely to a Special Diploma. The parents of each student eligible for a Special Diploma for students shall be notified through the IEP process of the options available under this rule.

    376(c) Special Diploma requirements shall be included in the district pupil progression plan adopted pursuant to Section 3931008.25, F.S.

    395(3) Educable mentally handicapped. Student performance standards for students identified as educable mentally handicapped shall include:

    411(a) Mastery of the following student performance standards at the levels of Reading, Level IV; Writing, Level V; Language, Level V; Mathematics, Level V; and Social and Personal, Level V as adopted by Rule 4456A-1.0941, 446F.A.C.; and

    448(b) Completion of the minimum number of course credits prescribed by the school board for students identified as educable mentally handicapped.

    469(4) Trainable mentally handicapped. Student performance standards for students identified as trainable mentally handicapped shall include:

    485(a) Mastery of the following student performance standards at the levels of Reading, Level III; Writing, Level IV; Language, Level III; Mathematics, Level III; and Social and Personal, Level III as adopted by Rule 5196A-1.0941, 520F.A.C.; and

    522(b) Completion of the minimum number of course credits prescribed by the school board for students identified as trainable mentally handicapped.

    543(5) Hearing impaired. Student performance standards for students identified as hearing impaired shall include:

    557(a) Mastery of the following student performance standards at the levels of Reading, Level V; Writing, Level V; Language, Level IV; Mathematics, Level V; and Social and Personal, Level V as adopted by Rule 5916A-1.0941, 592F.A.C.; and

    594(b) Completion of the minimum number of course credits prescribed by the school board for students identified as hearing impaired.

    614(6) Physically impaired. Student performance standards for students identified as physically impaired shall include:

    628(a) Mastery of the following student performance standards at the levels of Reading, Level V; Writing, Level V; Language, Level III; Mathematics, Level V; and Social and Personal, Level V as adopted by Rule 6626A-1.0941, 663F.A.C.; and

    665(b) Completion of the minimum number of course credits prescribed by the school board for students identified as physically impaired.

    685(7) Language impaired. Student performance standards for students identified as language impaired shall include:

    699(a) Mastery of the following student performance standards at the levels of Reading, Level V; Writing, Level V; Language, Level III; Mathematics, Level V; and Social and Personal, Level VI as adopted by Rule 7336A-1.0941, 734F.A.C.; and

    736(b) Completion of the minimum number of course credits prescribed by the school board for students identified as language impaired.

    756(8) Emotionally handicapped. Student performance standards for students identified as emotionally handicapped shall include:

    770(a) Mastery of the following student performance standards at the levels of Reading, Level V; Writing, Level V; Language, Level V; Mathematics, Level V; and Social and Personal, Level IV as adopted by Rule 8046A-1.0941, 805F.A.C.; and

    807(b) Completion of the minimum number of course credits prescribed by the school board for students identified as emotionally handicapped.

    827(9) Specific learning disabilities. Student performance standards for students identified as specific learning disabled shall include:

    843(a) Mastery of the following student performance standards at the levels of Reading, Level V; Writing, Level V; Language, Level VI; Mathematics, Level V; and Social and Personal, Level V as adopted by Rule 8776A-1.0941, 878F.A.C.; and

    880(b) Completion of the minimum number of course credits prescribed by the school board for students identified as specific learning disabled.

    901(10) Profoundly handicapped. Student performance standards for students identified as profoundly handicapped.

    913(a) Students with profound handicaps shall include students identified as profoundly mentally handicapped, dual-sensory impaired, autistic, or severely emotionally disturbed as defined by Rule 9376A-6.03021, 938F.A.C., and

    940(b) The determination of the requirements for a Special Diploma for students identified as profoundly handicapped shall be consistent with the requirements for any other exceptional students identified in this rule and shall be specified in the student’s IEP.

    979(11) Eleventh grade student performance standards. For students defined in this rule, mastery of the eleventh grade, student performance standards, through successful completion of courses, as defined in subsection 10086A-1.0941(1), 1009F.A.C., shall be accepted in lieu of mastery of the student performance standards noted above for awarding of a special diploma.

    1030(12) Special diploma requirements. For students entering ninth grade in or after 1999-2000, special diploma requirements shall include:

    1048(a) Demonstration of proficiency at the independent, supported, or participatory level of each Sunshine State Standard for Special Diploma prescribed in paragraph 10706A-1.09401(1)(h), 1071F.A.C., as determined through the IEP process, and

    1079(b) Completion of the minimum number of course credits for a special diploma as prescribed by the school board.

    1098(13) Sunshine State Standards. For students with disabilities as defined in this rule, mastery of the Sunshine State Standards through successful completion of courses that meet graduation requirements for a standard diploma, specified in paragraphs 11336A-1.09401(1)(a)-1134(g), F.A.C., shall be accepted in lieu of Sunshine State Standards for Special Diploma noted in subsection (12) of this rule for awarding of a special diploma.

    1161(14) Employment and community competencies. Each school board’s requirements for demonstration of mastery of specified employment and community competencies shall ensure:

    1182(a) The student has achieved all the annual goals and short-term objectives which were specified on the IEP related to the employment and community competencies;

    1207(b) The student is employed in a community-based job, for the number of hours per week specified in the student’s training plan, for the equivalent of one (1) semester, and paid a minimum wage in compliance with the requirements of the Fair Labor Standards Act;

    1252(c) The student has mastered the employment and community competencies specified in a training plan. The training plan shall be developed and signed by the student, parent, teacher, and employer prior to placement in employment and shall identify the following:

    12921. The expected employment and community competencies;

    12992. The criteria for determining and certifying mastery of the competencies;

    13103. The work schedule and the minimum number of hours to be worked per week; and

    13264. A description of the supervision to be provided by school district staff.

    1339Rulemaking Authority 13411001.03(1), 13421003.438 FS. 1344Law Implemented 13461003.02(1)(a), 13471003.438 FS. 1349History–New 10-31-88, Amended 6-14-94, Formerly 6A-1.0996, Amended 10-11-99, Repromulgated 1-25-00, Formerly 13606-1.0996.