Diploma Decisions for Students with Disabilities. What Parents Need to Know

Transcription

1 Dipoma Decisions for Students with Disabiities What Parents Need to Know Forida Department of Education Bureau of Exceptiona Education and Student Services Revised 2005

2 This is one of many pubications avaiabe through the Bureau of Exceptiona Education and Student Services, Forida Department of Education, designed to assist schoo districts, state agencies which support educationa programs, and parents in the provision of specia programs. For additiona information on this pubication, or for a ist of avaiabe pubications, contact the Cearinghouse Information Center, Room 628 Turington Bdg., Taahassee, Forida teephone: (850) FAX: (850) Suncom: emai: [email protected] website:

3 Dipoma Decisions for Students with Disabiities What Parents Need to Know Forida Department of Education Bureau of Exceptiona Education and Student Services Revised 2005

4 This product was deveoped by the Accommodations and Modifications for Students with Disabiities Project through the Learning Systems Institute, Forida State University, funded by the State of Forida, Department of Education, Bureau of Exceptiona Education and Student Services, through federa assistance under the Individuas with Disabiities Education Act (IDEA), Part B. Forida Department of Education Bureau of Exceptiona Education and Student Services Bambi Lockman, Chief Evy Friend, Administrator, ESE Program Deveopment and Services Lezie Cine, Supervisor, ESE Program Deveopment and Services Copyright State of Forida Department of State 1999, 2004, 2005 Authorization for reproduction is hereby granted to the State System of Pubic Education consistent with Section (1), Forida Statutes. No authorization is granted for distribution or reproduction outside the State System of Pubic Education without prior approva in writing.

5 Dipoma Decisions for Students with Disabiities What Parents Need to Know by Marty Beech Jan McKay Learning Systems Institute Forida State University Sara Pankaskie Department of Exceptiona and Physica Education University of Centra Forida

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7 Tabe of Contents Page About This Guide What Is the Purpose of This Guide?... 1 How Is This Guide Organized?... 1 How to Use This Guide... 2 Terms Used in This Guide... 2 Part 1: Dipoma Options in Forida Schoos Standard Dipoma Options... 3 Graduation Requirements for a Standard Dipoma... 4 Course Credit Requirements and Cassroom Accommodations... 5 Grade Point Average Requirement... 6 Assessment Requirements and Test Accommodations... 6 Extended Time for Meeting Graduation Requirements... 7 Specia Dipoma Options... 7 Who May Earn a Specia Dipoma?... 8 Graduation Requirements for Specia Dipoma Option Graduation Requirements for Specia Dipoma Option Certificates of Competion Earning a Dipoma by Passing the GED Tests Dipoma Options and Desired Post-Schoo Outcomes Empoyment Miitary Service Postsecondary Education Technica Centers Community Coeges State Universities in Forida Private Coeges and Universities and Pubic Universities in Other States Adut Day Training and Supported Empoyment Weighing the Pros and Cons of Dipoma Options v

8 Part 2: Choosing the Right Dipoma Tabe of Contents (Continued) Page Choosing a Dipoma An Overview Choosing a Dipoma and Panning the Course of Study Choosing between Specia Dipoma Option 1 and Option Strategies for Making the Best Dipoma Choice Reviewing Dipoma and Coursework Decisions Annuay Part 3: Panning for Graduation Year by Year Things to Consider in Eighth Grade Making the First Forma Statement about Dipoma Choice Deveoping a Pan for High Schoo Deveoping Sef-Determination Skis Exporing a Variety of Career Options Deveoping Schoo Surviva Skis Panning for Graduation in the High Schoo Years Part 4: A Note about the Future Staying Informed of Changes Panning for the Future Appendices Appendix A: Graduation Requirements for a Standard Dipoma Appendix B: Accommodations and Modifications Appendix C: The Sunshine State Standards for Specia Dipoma Appendix D: Acquiring a Dipoma by Passing the Tests of Genera Educationa Deveopment (GED Tests) Appendix E: Sampe Rating Scaes for Choosing between Dipoma Options Appendix F: Resources References vi

9 Dipoma Decisions for Students with Disabiities About This Guide What Is the Purpose of This Guide? This guide is designed for you, parents of students with disabiities. It provides information about types of dipomas avaiabe through the Forida pubic schoo system. Knowing about these options wi hep you make sure that the educationa program your chid participates in wi ead to an appropriate dipoma. The dipoma wi hep your chid achieve his or her goas for ife after high schoo. It s good to begin thinking about graduation options when your chid is in eementary schoo. The eementary schoo program ays the foundation for future years. By the end of midde schoo, you and your chid wi be asked to make more definite pans about dipoma choices. This is not a decision you wi have to make on your own. You wi be assisted throughout this process by schoo and district staff through the deveopment of the individua educationa pan (IEP). The dipoma choice is reviewed each year at your chid s IEP meeting. The type of dipoma that your chid is working toward may be changed. How Is This Guide Organized? This guide is organized into five sections to hep you understand the steps aong the path to graduation. Each section is briefy described beow. Part 1. Dipoma Options in Forida Schoos Part 1 describes high schoo dipoma options avaiabe through the Forida pubic schoo system. The requirements for each option are expained. This section aso addresses choices for students with disabiities who do not meet requirements for a dipoma. The pros and cons of each option are discussed. Part 2. Choosing the Right Dipoma Part 2 expains how to choose the best dipoma option for your chid. In this section, you wi earn about the roe you and your son or daughter pay as members of the transition IEP team. You wi find out how your input heps shape the choice of dipoma. Part 3. Panning for Graduation Year by Year Part 3 describes the steps to take each year, starting in the eighth grade, to ensure that your chid earns the dipoma that best meets his or her needs. 1

10 Dipoma Decisions for Students with Disabiities Part 4. A Note about the Future Part 4 describes how you can keep informed of changes regarding dipoma options and graduation requirements. Appendices The appendices contain additiona information to hep expand your knowedge and understanding of some of the topics discussed in the guide. How to Use This Guide This guide may be used in severa different ways. Reading the guide from beginning to end provides detaied information about dipoma options and graduation requirements. For a quick overview, you can read the charts that summarize the important points in each section. You may aso use the tabe of contents to ocate specific topics you want to know more about. Terms Used in This Guide It s important to become famiiar with the vocabuary used in Forida concerning dipomas and graduation requirements. These terms are printed in bod type the first time they appear in the guide. Expanations for these terms are provided in the content. Knowing these terms wi hep you participate more effectivey in transition IEP meetings. You wi better understand what is discussed. You wi aso be abe to use this information to make dipoma decisions. About This Guide 2

11 Dipoma Decisions for Students with Disabiities Part 1: Dipoma Options in Forida Schoos To make sure your chid graduates from high schoo, it s important to pan for the type of dipoma he or she wi earn. You wi need to hep monitor your son or daughter s progress toward that goa and assist schoo personne in making changes in the educationa program when needed. Forida offers a students options regarding the type of program eading to a high schoo dipoma. In this guide, you wi earn how students with disabiities may pursue a standard dipoma (a reguar dipoma) or a specia dipoma. Choices for students with disabiities who don t earn a dipoma in high schoo wi aso be discussed. In this section you wi earn about Standard Dipoma Options Specia Dipoma Options (Option 1 and Option 2) Certificates of Competion Earning a Dipoma by Passing the GED Tests Dipoma Options and Desired Post-Schoo Outcomes Weighing the Pros and Cons of Dipoma Options. Standard Dipoma Options The standard dipoma is the type of high schoo dipoma earned by most students who graduate from Forida high schoos. A students, incuding students with disabiities, are entited to try to earn a standard dipoma. To do so, they must meet the graduation requirements set by the State of Forida and the oca schoo districts. Beginning in the schoo year, students may choose from three different options for earning a standard dipoma: a traditiona, four-year 24-credit program a three-year, 18-credit coege preparatory program a three-year, 18-credit career preparatory program. Students shoud seect the dipoma option that best prepares them for education and career goas after high schoo. Students and their parents must receive information regarding 3

12 Dipoma Decisions for Students with Disabiities graduation options at the beginning of every schoo year between grades six and nine. They shoud make an initia seection during the student s eighth grade year, prior to the beginning of the student s first year of high schoo. The traditiona 24-credit program is the best choice for most students. It usuay takes four years to compete. The coege preparatory program and the career preparatory program are acceerated programs that can be competed in three years. Students who seect a three-year program shoud have the abiity and desire to pursue an acceerated program. These students shoud have a cear vision of their future goas and be mature enough to succeed upon graduation. (TAP No. FY , Forida Department of Education, Bureau of Schoo Improvement, September 2004). Graduation Requirements for a Standard Dipoma The Forida Legisature sets the genera requirements for a programs eading to a standard dipoma. This ensures that a students are abe to perform at a high eve when they graduate from high schoo. The genera requirements are described in the chart beow. (See Appendix A: Graduation Requirements for a Standard Dipoma on page 35 for a detaied ist of the requirements.) State Graduation Requirements for Earning a Standard Dipoma Traditiona 24-Credit Program Three-Year, 18-Credit Programs compete at east 24 academic credits compete 18 academic credits in in specified course work specified course work earn a cumuative 2.0 grade point earn a cumuative 3.0 grade point average (GPA) on a 4.0 scae average (GPA) on a 4.0 scae earn passing scores on the Grade 10 earn passing scores on the Grade 10 Forida Comprehensive Assessment Forida Comprehensive Assessment Test (FCAT) Test (FCAT) Schoo districts may set additiona requirements for the 24-credit program. They cannot change the requirements for the three-year graduation programs. For exampe, the State requires at east 24 credit hours of course work for earning a standard dipoma through the traditiona program. However, in some schoo districts, students are required to earn as many as 32 credit hours for a traditiona standard dipoma. Check with your chid s teachers, guidance counseor, or oca schoo district office to find out if your district has additiona requirements for the traditiona program. Course Credit Requirements and Cassroom Accommodations The State requires students to earn a specific number of credit hours in certain courses for a standard dipoma. For exampe, a students working toward a standard dipoma must earn four credits in Engish and three credits in mathematics, incuding Agebra I or its equivaent. For credit towards a standard dipoma, the requirements for basic education 4

13 Dipoma Decisions for Students with Disabiities (reguar academic) courses cannot be changed. Students with disabiities are expected to earn the same things as nondisabed students. However, modifications can be made to requirements for career education (vocationa) courses, as appropriate. (See Appendix B: Accommodations and Modifications on page 37.) Some courses may be too advanced for your son or daughter. If so, your chid may be abe to use Leve I basic education courses to meet graduation requirements for required courses. Leve I courses are fundamenta courses that target ower skis. However, the use of Leve I courses must be approved in writing by the principa, the guidance counseor, and the parent. Leve I courses cannot be used to meet the requirement for Agebra I or its approved equivaent courses. To graduate with a standard dipoma, students must aso earn a specific number of eective credits. There are many choices of eective courses. Students may take basic education and career education courses for eective credits. Most ESE courses and a remedia and compensatory courses may ony be used for eective credits. These courses are used to suppement reguar courses or to deveop needed skis. The ESE vocationa courses for students with disabiities may be used to meet the 1/2 credit practica arts graduation requirement. Keep in mind that students with disabiities may be provided accommodations in basic education courses, career education courses, and tests. Accommodations may change the way a student is taught or tested. They do not change what the student is expected to earn. Exampes of Cassroom Accommodations for Students with Disabiities using adapted i nstruct i ona toos, such as a ca cu ator w i th en arged numbers ad j ust i ng t i me demands and schedu es, such as a ow i ng more t i me to finish assignments and courses mak i ng changes i n the earn i ng env i ronment, such as prov idi ng a work stat i on su i ted to a whee cha ir mak i ng changes to c assroom assignments or tests, such as read i ng sc i ence test quest i ons out oud The Individuas with Disabiities Education Act (IDEA) and Forida aws require that students with disabiities be provided accommodations, if necessary. Students who quaify as students with disabiities under Section 504 of the Rehabiitation Act of 1973 are aso eigibe for accommodations, if needed. The transition IEP team or the 504 pan team determines which, if any, accommodations your chid needs. This information is recorded on the student s IEP or 504 pan. Information about your chid s accommodations must be Accommodations and Modifications on page 37 for more information.) 5

14 Dipoma Decisions for Students with Disabiities Grade Point Average Requirement To earn a traditiona 24-credit standard dipoma, students must earn a cumuative 2.0 grade point average (GPA) on a 4.0 scae for courses they have taken in high schoo. The cumuative GPA is the overa average of fina grades received in courses. If a student receives a fina grade of D or F for a course, the course may be repeated, according to state and district poicies. Ony the higher grade earned wi count towards the cumuative GPA. Check with your schoo board district office for information regarding oca grade forgiveness poicies. Assessment Requirements and Test Accommodations Students, incuding those with disabiities, must take the Forida Comprehensive Assessment Test (FCAT). The FCAT measures student achievement of a number of the Sunshine State Standards, which identify the knowedge and skis students are expected to earn. The FCAT tests reading, writing, mathematics, and science. It is given in grades three through eeven. Students must earn passing scores on the Grade 10 FCAT to earn a standard dipoma. Accommodations may be provided for the FCAT and for other State or district tests if a student with disabiities needs them. For exampe, a student with visua impairments may need to use a arge print or Braie version of the test. A student with motor impairments who can t write independenty may dictate the answers to a test proctor instead of writing them. Necessary accommodations are identified by the student s IEP team or 504 pan team. Each student s IEP or 504 pan must incude a statement of the testing accommodations the student requires, if any. Accommodations used with the FCAT shoud be simiar to those the student uses in the cassroom. Some accommodations used in the cassroom are not aowed on the FCAT, because they change what the test measures. For exampe, students are not aowed to use cacuators for basic computation on the FCAT mathematics in grades 3 through 6. If your chid is provided an accommodation in the cassroom that is not aowed on the FCAT, you must be tod about possibe consequences of aowing the student to use that accommodation in the cassroom. Such an accommodation can ony be used in the cassroom with your written consent. (See Appendix B: Accommodations and Modifications on page 37 for more information.) If students do not pass the Grade 10 FCAT, they may retake the test during reguary schedued testing times in the eeventh and twefth grades. Students who fai the FCAT wi receive remediation to hep them earn the necessary skis. They may aso take specia courses to hep them earn the skis tested on the FCAT. The IEP team shoud identify ways to hep the student pass the FCAT. For certain students with disabiities who have IEPs, a waiver may be considered for the FCAT requirement. A waiver can be granted if the IEP team determines that the FCAT does not accuratey measure a student s abiity, even with aowabe accommodations. The student must have attempted the FCAT at east twice, for exampe, once during tenth grade and once during eeventh grade. The IEP team 6

15 Dipoma Decisions for Students with Disabiities must document that the student has mastered the Sunshine State Standards tested on the FCAT. The student must aso have the required credits and cumuative GPA for graduation. Ony students who are seniors pursuing the traditiona 24-credit standard dipoma program are eigibe for an FCAT waiver. The decision regarding a waiver cannot be made before the twefth grade. Any student who has not achieved a passing score on the FCAT must receive intensive remediation. To hep evauate the effectiveness of the remediation and make sure that each student has had every opportunity to pass the FCAT, the student must participate in the March administration of the FCAT during his or her senior year. Extended Time for Meeting Graduation Requirements Students with disabiities who have not earned a standard dipoma may stay in schoo unti they are 22 years od. This aso appies to students with disabiities who have been awarded a specia dipoma, certificate of competion, or specia certificate of competion before age 22. The district must continue to offer services unti the student is 22 years od or unti the student earns a standard dipoma, whichever comes first. This poicy is incuded in the Individuas with Disabiities Education Act. Districts provide educationa services in different ways for students who stay in schoo unti age 22. Services and supports may be provided at the high schoo or at an off-campus ocation. Educationa programs may aso focus on preparing students for empoyment and adut ife. The transition IEP team decides on the best pacement for the student based on individua needs. Ask your oca ESE or adut education office about opportunities avaiabe in your district. Specia Dipoma Options Specia dipomas are avaiabe to students with disabiities who are not abe to meet the requirements for a standard dipoma. The State of Forida provides genera guideines for specia dipoma options. More specific requirements are set by each schoo district. Two specia dipoma options are avaiabe for students with disabiities. A schoo districts in Forida must offer specia dipoma option 1. They may choose to offer specia dipoma option 2. Most Forida schoo districts currenty offer specia dipoma option 2. Check with your oca schoo district ESE office to determine if option 2 is avaiabe in your district. 7

16 Dipoma Decisions for Students with Disabiities Who May Earn a Specia Dipoma? Specia dipomas are avaiabe to certain students with disabiities who have been propery identified as specific earning disabed emotionay handicapped educabe mentay handicapped trainabe mentay handicapped deaf or hard-of-hearing physicay impaired anguage impaired profoundy handicapped (profoundy mentay handicapped, dua sensory impaired, autistic, or severey emotionay disturbed). Students who are identified soey as visuay impaired or speech impaired are not eigibe for a specia dipoma. To be eigibe, they must aso have another identified disabiity. Graduation Requirements for Specia Dipoma Option 1 For specia dipoma option 1, students must earn the required number of course credits specified by the oca schoo board. The course credits may be earned by taking ESE courses and/or basic education or career education casses. Option 1 Students must aso master the Sunshine State Standards for Specia Dipoma. These standards refect modified, yet chaenging expectations for students with disabiities who are working significanty beow grade eve. A student with disabiities is expected to master each standard at a eve of functioning that is appropriate to the individua student. The transition IEP team wi determine the eve of functioning for each standard for your son or daughter. The Sunshine State Standards for Specia Dipoma have benchmarks at three eves of functioning. Independent Leve: Students are abe to perform the skis for each benchmark on their own. Supported Leve: Students require ongoing use of prompting or supervision in order to perform the skis for each benchmark. Participatory Leve: Students require extensive persona assistance to be abe to participate in activities of daiy iving. (See Appendix C: The Sunshine State Standards for Specia Dipoma on page 41 for additiona information.) 8

17 Dipoma Decisions for Students with Disabiities State Graduation Requirements for Specia Dipoma Option 1 To graduate w i th spec ia dip oma opt i on 1, a student must earn the m ini mum number of course cred i ts spec i fied by the distr i ct schoo board (Cred i ts may be earned i n basic educat i on, career educat i on, or except i ona student educat i on c asses.) master the Sunsh i ne State Standards for Spec ia Dip oma. Graduation Requirements for Specia Dipoma Option 2 Requirements for specia dipoma option 2 are based on mastery of a set of competencies identified for each individua student in a graduation training pan. The competencies are reated to empoyment and access to the community. The State graduation requirements for specia dipoma option 2 are isted in the box beow. These requirements are not based on course credits or mastery of the Sunshine State Standards for Specia Dipoma. However, some schoo districts may require certain course credits for graduation under option 2. Option 2 State Graduation Requirements for Specia Dipoma Option 2 To graduate with specia dipoma option 2, a student must be successfuy empoyed fu-time in the community for a minimum period of one semester, earning at east minimum wage achieve a annua goas and short-term objectives reated to empoyment and community competencies identified on the transition IEP demonstrate mastery of empoyment and community competencies specified in his or her graduation training pan. For option 2, the State requires a student to be successfuy empoyed fu-time, at or above minimum wage, for at east one semester. However, a schoo district may require a student to be empoyed for a onger period of time to ensure success. The specific goas, objectives, and competencies required for each individua student are panned by the transition IEP team. Additiona requirements may be identified by the oca schoo district. 9

18 Dipoma Decisions for Students with Disabiities Certificates of Competion With carefu panning and monitoring of progress, the majority of students with disabiities wi be abe to earn a dipoma. However, some students may compete the required high schoo courses but fai to meet a of the other graduation requirements. Students who are unabe to meet a graduation requirements may receive a certificate of competion. A certificate of competion is not a dipoma. It certifies that a student attended high schoo but did not meet a graduation requirements. Three types of certificates of competion are avaiabe. The reguar certificate of competion is avaiabe to any student who passes the required courses in high schoo but doesn t achieve the required GPA and did not pass the Grade 10 FCAT. Students must be in the traditiona, four-year 24-credit graduation program to receive a reguar certificate of competion. Students with disabiities who are eigibe for a reguar certificate of competion may aso choose to graduate under specia dipoma option 1. The certificate of competion Coege Pacement Test eigibe is avaiabe to any student who meets a of the requirements for graduation except passing the Grade 10 FCAT. This credentia gives the student expanded options for postsecondary education and empoyment after high schoo. A student who receives this certificate of competion is aowed to take the Coege Pacement Test and be admitted to either remedia or credit courses at a Forida community coege, depending on the test score achieved. Any student with a disabiity staffed into an exceptiona student education program who has eft high schoo without earning a standard dipoma or its equivaent may return to high schoo to further his or her education unti age 22. The student may work towards earning a standard dipoma, or its equivaent, or a certificate of competion Coege Pacement Test eigibe. The specia certificate of competion is avaiabe to students with disabiities who don t meet a graduation requirements for a specia dipoma. It certifies that the student passed the required ESE courses in high schoo, but faied to master a of the Sunshine State Standards for Specia Dipoma. Earning a Dipoma by Passing the GED Tests Students who have not earned a standard dipoma in high schoo may earn one in another way. Students may earn a State of Forida dipoma by passing the Tests of Genera Educationa Deveopment (GED Tests). Casses to prepare for the GED Tests are frequenty offered through oca adut education programs. In many schoo districts, the GED Exit Option Mode is avaiabe for high schoo students who are at risk of not graduating with their peer group. These programs are usuay provided 10

19 Dipoma Decisions for Students with Disabiities by oca high schoos and require students to be enroed in high schoo courses whie preparing for the GED Tests. Students who earn passing scores on the FCAT and the GED Tests are awarded a standard high schoo dipoma. Students who pass ony the GED Tests are awarded a State of Forida dipoma. The GED Tests consist of separate tests in five subject areas: Language Arts Reading, Language Arts Writing, Socia Studies, Science, and Mathematics. The tests are written on a ninth-grade reading eve. Students are required to determine content errors in written text on the Language Arts Writing test. They must aso write an essay. The mathematics test measures probem-soving skis in arithmetic, agebra, and geometry. In Forida, the GED Tests are avaiabe in Engish and Spanish. Specia editions of the tests are avaiabe in arge print and Braie and on audiocassette. Students with disabiities may receive appropriate accommodations when taking the GED Tests. Students must be at east 18 years od to take the GED Tests, uness they are enroed in the GED Exit Option Mode program. (See Appendix D: Acquiring a Dipoma by Passing the Tests of Genera Educationa Deveopment [GED Tests] on page 43 for more information.) Dipoma Options and Desired Post-Schoo Outcomes When making dipoma decisions, it s important to think about your chid s desired postschoo outcomes. What does he or she want to do after high schoo? Where and how does your son or daughter pan to ive or be empoyed? How wi he or she spend eisure time and engage in socia reationships three to five years after eaving schoo? Panning for desired post-schoo outcomes wi guide the transition IEP team when seecting the type of dipoma that the student wi need to meet these goas. The type of dipoma or certificate of competion wi have a direct impact on what doors are open to your son or daughter after high schoo. This section addresses the requirements for some of the post-schoo outcomes that your son or daughter may wish to pursue, incuding empoyment miitary service postsecondary education. As you read this section, be aware that there are often exceptions that can be made to genera poicies. You wi need to find out specific requirements for empoyment, the miitary, and postsecondary programs in your community. You can ask your chid s ESE teachers or guidance counseor for hep. You can ca miitary recruiters or admission offices of schoos yoursef. It is important to get answers to your questions before making any fina decisions regarding the dipoma your chid wi earn. Empoyment If your son or daughter pans to get a job right after eaving high schoo, you shoud 11

20 Dipoma Decisions for Students with Disabiities consider the foowing: A types of dipomas can ead to permanent empoyment. Successfu competion of a high schoo program is an important achievement. High schoo transcripts ist the courses and grades and whether or not the student was eigibe for graduation. Students working on specia dipoma option 2 are empoyed as part of their graduation training pan. They may be abe to stay in the same job when they graduate. Certificates of competion are not dipomas and are not thought of as dipomas by empoyers. Many students with certificates of competion are abe to get jobs. However, the type of empoyment may be imited to unskied jobs and opportunities for advancement may be restricted. Miitary Service The requirements for each branch of the miitary (Army, Navy, Marines, Air Force, Coast Guard) are a itte different. In genera, you shoud know the foowing: Acceptance into the miitary is based heaviy on the score the student makes on the Armed Services Vocationa Aptitude Battery (ASVAB). The miitary requires a high schoo dipoma for admission. A standard dipoma is preferred. A State of Forida dipoma earned by passing the GED Tests may be accepted. However, a student may be required to meet additiona requirements such as a particuar score on the ASVAB. Specia dipomas may or may not be accepted for entrance into the miitary. When considering the miitary, aways check with your oca recruiters for up-to-date information. Admission standards may vary depending on the need for recruits. In addition, individua capabiities of the appicant may be taken into account. Postsecondary Education If your chid woud ike to continue his or her education after high schoo, there are many choices to consider. Your chid may consider programs offered at technica centers, community coeges, or four-year coeges. Your chid s interests, abiities, and earning goas shoud guide this process. Genera requirements for admission to postsecondary education programs are described beow. You shoud aso check with the individua schoo to determine oca requirements and identify avaiabe programs. Many postsecondary schoos provide specia services for students with disabiities. Contact a representative regarding your chid s specia needs. This person can answer your questions and assist your son or daughter in many ways. Students with disabiities in postsecondary educationa programs are egay entited to accommodations. Student needs are considered on an individua basis. In specia cases, a student with a disabiity may be eigibe for substitutions for certain admission requirements. 12

21 Dipoma Decisions for Students with Disabiities Technica Centers Technica centers prepare adut students for various trades and occupations. For exampe, students may earn pumbing or computer technoogy. Technica centers may be pubic or private. The State of Forida sets minimum admissions requirements for pubic technica centers. Students wishing to attend a technica center shoud know these facts. Students may or may not need a standard dipoma for admission. It depends on the technica center and the particuar program. Students with a specia dipoma or certificate of competion are eigibe for admission to career certificate programs at pubic technica centers. These programs offer vocationa training with no coege credit. Other programs may require a standard dipoma or a State of Forida dipoma earned by passing the GED Tests. Students may be required to take tests to measure basic skis for certain career education programs. Community Coeges Community coeges offer programs eading to two-year degrees. They may aso offer career education programs. The State sets the minimum admission requirements for community coeges. For programs eading to two-year degrees, the foowing requirements usuay appy. Students with standard dipomas are eigibe for acceptance into community coeges. Students with State of Forida dipomas earned by passing the GED Tests are aso accepted. Students with a certificate of competion Coege Pacement Test eigibe are aowed to take the Coege Pacement Test and be admitted to remedia or credit courses at state community coeges, as appropriate. Students with specia dipomas or reguar certificates of competion are not eigibe for admission to degree programs in community coeges. However, students may be aowed to earn up to 12 credit hours as nondegree-seeking students whie working to pass the GED Tests. For career education programs in community coeges, the foowing requirements usuay appy: Depending on the particuar program, students may or may not need a standard dipoma for admission. Students with a specia dipoma or reguar certificate of competion are eigibe for admission to career certificate programs. These programs offer vocationa training with no coege credit. Career education programs with coege credit usuay have the same admission requirements as other two-year degrees. Students may be required to take tests to measure basic skis for certain career education programs. 13

22 Dipoma Decisions for Students with Disabiities State Universities in Forida Is your son or daughter hoping to attend a four-year state university foowing high schoo? Four-year universities generay have higher admission requirements than community coeges. Standard dipomas or State of Forida dipomas earned by passing the GED Tests are usuay required for admission. High schoo course work for standard dipoma must meet both standard dipoma and minimum state university admission requirements. Additiona entrance requirements incude certain grade point averages and scores on coege entrance exams such as the Schoastic Aptitude Test (SAT) and the American Coege Test (ACT). Accommodations are aowed on these exams for students with disabiities. State universities may aso require students to submit written essays or portfoios of their work with their appications for admission. Private Coeges and Universities and Pubic Universities in Other States Private coeges and universities in Forida and out-of-state institutions are not governed by the same requirements as state universities. Contact the admissions office at each coege or university for information regarding specific admission requirements for that institution. Adut Day Training and Supported Empoyment Students with severe cognitive disabiities may need speciaized training programs after high schoo. Adut day training is a service provided through an adut training center. These centers are ocated in the community and have structured activities that hep prepare individuas to work at a fu time job. Adut day training may aso incude activities that hep peope improve or maintain daiy iving skis and communication skis, participate in music and art therapy, and engage in socia activities. Supported Empoyment is a service that heps peope with disabiities continue to deveop the skis necessary to get and keep a job. It can incude heping peope identify the types of work they woud ike to do, heping them get a job, and providing on-the-job training. Each person in the program has a supported empoyment coach or an empoyment consutant who heps the individua identify a job best suited to his or her skis and interests. Coaches continue to work with individuas on the job as ong as support and supervision are needed. 14

23 Dipoma Decisions for Students with Disabiities Weighing the Pros and Cons of Dipoma Options Earning a standard dipoma offers students the most choices foowing high schoo. The charts on next three pages summarize information about dipomas and certificates of competion. You can use these charts to hep you make decisions by comparing the pros and cons the various choices. the of Puses and Minuses of Standard Dipoma Options Option What It Certifies Puses and Minuses Standard Certifies that the student has + Recognized by empoyers Dipoma: Traditiona 24-Credit met the state and district requirements for a 24-credit standard dipoma (course Standard Program work, FCAT scores, and grade point average) + Accepted by technica centers, community coeges, and four-year coeges if high schoo course work meets minimum admission requirements + Recognized by miitary recruiters + Students with disabiities may be eigibe for FCAT waiver. Standard Certifies that the student has + Recognized by empoyers Dipoma: Three-Year, 18-credit Coege Preparatory Program met the state and district requirements for an 18-credit coege preparatory standard dipoma (course work, FCAT scores, and grade point average) + May be accepted by technica centers, community coeges, and four-year coeges if high schoo course work meets minimum admission requirements + Recognized by miitary recruiters if age requirements are met Students with disabiities are not eigibe for FCAT waiver. Standard Certifies that the student has + Recognized by empoyers Dipoma: met the state and district + May be accepted by technica centers, Three-Year, requirements for an 18-credit community coeges, and four-year coeges 18-Credit career preparatory standard if high schoo course work meets minimum Career dipoma (course work, FCAT admission requirements Preparatory scores, and grade point + Recognized by miitary recruiters if age Program average) requirements are met Students with disabiities are not eigibe for FCAT waiver. 15

24 Dipoma Decisions for Students with Disabiities Puses and Minuses of Specia Dipoma Options Option What It Certifies Puses and Minuses Specia Dipoma Option 1 Specia Dipoma Option 2 Certifies mastery of the Sunshine State Standards for Specia Dipoma and competion of district course requirements Certifies mastery of empoyment and community competencies + Is a high schoo dipoma + Recognized by empoyers + Student may continue to work toward a standard dipoma. Not accepted by four-year coeges Not usuay accepted by community coeges (may aow provisiona enroment or enroment in career certificate programs) May not be accepted by technica centers May not be accepted by the miitary + Is a high schoo dipoma + Student may continue empoyment after graduation. + Student may continue to work toward a standard dipoma. Not avaiabe in some schoo districts Not accepted by four-year coeges Not usuay accepted by community coeges (may aow provisiona enroment or enroment in career certificate programs) May not be accepted by technica centers May not be accepted by the miitary Dipoma Options in Forida Schoos 16

25 Dipoma Decisions for Students with Disabiities Puses and Minuses of Certificate of Competion Options Option What It Certifies Puses and Minuses Certificate of Competion Certificate of Competion Coege Pacement Test Eigibe Specia Certificate of Competion Certifies that the student passed the required courses in high schoo but faied to pass the Grade 10 FCAT and achieve the required grade point average Certifies that the student met a graduation requirements except passing the Grade 10 FCAT Certifies that the student passed the required ESE courses, but faied to master a of the Sunshine State Standards for Specia Dipoma + Student may continue to work toward a standard dipoma. Not a high schoo dipoma Not accepted by four-year coeges Not accepted by community coeges (may aow provisiona enroment or enroment in career certificate programs) May not be accepted by technica centers Not accepted by the miitary Not recognized by empoyers + Student may take the Coege Pacement Test and be admitted to remedia or credit courses at a state community coege, as appropriate. + Student may continue to work toward a standard dipoma. Not a high schoo dipoma Not accepted by four-year coeges May not be accepted by technica centers Not accepted by the miitary Not recognized by empoyers + Student may continue to work toward a standard dipoma. Not a high schoo dipoma Not accepted by four-year coeges Not accepted by community coeges (may aow provisiona enroment) May not be accepted by technica centers Not accepted by the miitary Not recognized by empoyers 17

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27 Dipoma Decisions for Students with Disabiities Part 2: Choosing the Right Dipoma In this section you wi earn about choosing a dipoma that wi suit your chid s abiities, interests, and post-graduation pans. The foowing topics are addressed: Choosing a Dipoma An Overview Strategies for Making the Best Dipoma Choice Reviewing Dipoma and Coursework Decisions Annuay Choosing a Dipoma An Overview The path to choosing a dipoma actuay starts in eementary schoo. It s wise to get information about dipoma options during the eementary schoo years. Ask your chid s ESE teacher or the schoo guidance counseor how the educationa program, curricuum, and services your chid receives during the eementary years may affect dipoma decisions made in midde and high schoo. Near the end of midde schoo, you and your chid wi have an opportunity to pan the courses for high schoo. You wi make your first forma decision about the type of dipoma your son or daughter pans to earn. Choosing a Dipoma and Panning the Course of Study The decision whether to work toward a standard dipoma or a specia dipoma must first be addressed at the transition IEP meeting conducted during your chid s eighth grade year or the year your chid turns age 14, whichever comes first. Your son or daughter must be invited to participate in this and each transition IEP meeting in the years to come. At this meeting, the transition IEP team, which incudes you and your chid, works together to decide whether a standard or specia dipoma is the best choice for your chid. The team aso pans the appropriate course of study, which may incude basic education courses, career education courses, and ESE courses. The team identifies any specia accommodations and modifications needed to hep your son or daughter participate fuy in the educationa program. A decisions are documented on the transition IEP. This information guides your chid s educationa program as he or she enters high schoo. 19

28 Dipoma Decisions for Students with Disabiities Choosing between Specia Dipoma Option 1 and Option 2 If the transition IEP team agrees on a specia dipoma, the team may seect option 1 or 2, if option 2 is offered in your schoo district. The choice between the two types of specia dipomas is often not made unti the ninth or tenth grade. By that time your chid shoud have a cearer picture of what he or she woud ike to do foowing graduation and may be od enough to be empoyed. If the transition IEP team decides on specia dipoma option 2, the team creates an individuaized graduation training pan for your chid. This pan states exacty what your chid must earn and do in terms of his or her empoyment and community competencies to earn the dipoma. Strategies for Making the Best Dipoma Choice The key to making the best dipoma choice is to match your chid s strengths and ong-term goas with the dipoma option. The dipoma is usefu when it meets the needs of your son or daughter. The foowing strategies can be used to hep insure a good match between the student and the dipoma choice: 1. Review a avaiabe information regarding the student s progress. Create a reaistic picture of your chid s abiities, interests, and ikey post-schoo goas. Some vauabe sources of information incude schoo records such as cassroom tests, standardized tests, teacher observations, work sampes, career assessments prior IEPs and transition IEPs teacher reports input from you and your son or daughter, incuding his or her goas for further education, empoyment, and adut iving. The transition IEP team members wi need to answer a number of questions, such as the foowing: How has the student performed in the educationa program up to now? How has the student performed in reguar education casses? What do the student s recent test scores indicate? What does the student want to do and have the capabiity to do after high schoo? Which dipoma wi hep the student achieve these desired post-schoo goas? 2. Make sure you and your chid participate activey in the process. 20

29 Dipoma Decisions for Students with Disabiities You and your son or daughter pay important roes in the transition IEP team. You can provide usefu information that educators may not have access to. Some of the steps to take to prepare for and participate activey in the meeting are described beow. Things to Do before Each Transition IEP Meeting Ask the schoo to provide updated information regarding your chid s progress in schoo topics that wi be addressed at the meeting what decisions wi be made what services wi be documented on the transition IEP. Tak with your chid to identify persona interests and feeings regarding the educationa program and desired post-schoo outcomes. Hep your son or daughter earn about possibe educationa and career opportunities. Make notes of things to share at the meeting or questions you woud ike to have answered. Encourage your chid to do the same. Participating in the Transition IEP Meeting Share your views regarding future earning goas for your chid and encourage your chid to share his or her views. Be prepared to discuss desired post-schoo outcomes. (Where and how does your chid want to ive and be empoyed? What kind of further education wi be needed? How wi he or she spend eisure time and engage in socia reationships three to five years after high schoo?) This information wi hep the team to think about which dipoma is needed to achieve these post-schoo goas. Carefuy review your chid s schoo records and previous IEPs or transition IEPs with the other team members. This wi hep determine what has aready been accompished and what is needed in the future to enabe your chid to attain his or her desired post-schoo goas. Ask questions to carify information you do not understand. 3. If the dipoma decision is uncear, use rating scaes, questionnaires, or other instruments to hep focus team input. Sometimes the dipoma choice is obvious to the members of the transition IEP team. In 21

30 Dipoma Decisions for Students with Disabiities other situations, the decision may not be so cear. Transition IEP teams may use rating scaes, questionnaires, and other instruments to hep team members review critica factors that affect the dipoma choice. These instruments are not meant to provide the fina answer, but they often hep to point the way. (See Appendix E: Sampe Rating Scaes for Choosing between Dipoma Options beginning on page 45.) 4. Choose a standard dipoma when in doubt. When you make the dipoma decision the first time, it is important to aim high. Give the student every opportunity to achieve his or her best. The transition IEP team shoud seect the traditiona 24-credit standard dipoma if it is not cear which dipoma is most appropriate. Then, during the ninth and tenth grades, teachers and parents can keep a cose watch on the student s progress. They shoud consider the foowing questions: Is the student attending schoo reguary and trying hard? Is he or she receiving appropriate accommodations and assistance in schoo? Is the student having a ot of probems or faiing? If the answer to a of these questions is yes, the IEP team may need to consider a specia dipoma. 5. When deciding between specia dipoma options 1 and 2, consider your chid s post-schoo goas and whether he or she woud benefit from fu-time empoyment. For students who function we in the schoo environment, specia dipoma option 1 may be the best choice. Option 1 is academicay based. However, it aso provides opportunities for students to earn and practice rea-word empoyment and community surviva skis. Consider specia dipoma option 2 if your chid is not interested in the schoo program and pans to go to work right after graduation. With specia dipoma option 2, students are paced in fu-time jobs whie sti in schoo. Students often continue in these jobs when they graduate. When considering option 2, think about how your chid wi get to and from a job each day. Ask your chid s ESE teachers about transportation services avaiabe in your district. Reviewing Dipoma and Coursework Decisions Annuay Dipoma choices may be revisited at any time and must aways be reviewed at annua transition IEP meetings throughout the high schoo years. Your son or daughter s needs, interests, abiities, and desired post-schoo outcomes may change over time. Decisions regarding the type of dipoma, course of study, and accommodations must be reviewed annuay at the transition IEP meeting. The transition IEP team makes changes as needed. 22

31 Dipoma Decisions for Students with Disabiities The dipoma choice is reviewed annuay at the transition IEP meeting, and the IEP team may change the type of dipoma if needed. However, a change of dipomas ate in a student s high schoo career may require additiona time in schoo in either reguar session or summer schoo. It s important that you and your son or daughter understand this eary in the process. Each schoo district must deveop ways students can seect and move between the standard dipoma options, between standard or specia dipomas, and between the specia dipoma options. Genera requirements for moving between dipoma options are described on the next page. 23

32 Dipoma Decisions for Students with Disabiities Requirements for Moving Between Dipoma Options* Moving Between Standard Dipoma Options A student may change graduation programs during the first three years of high schoo, in accordance with schoo district poicy. A student who fais to compete the requirements for a three-year, 18-credit program must switch to the traditiona 24-credit program. Specia dipomas and certificates of competion are not avaiabe for the three-year programs. Moving from Standard to Specia Dipoma A student may switch from a standard dipoma to specia dipoma option 1 and receive credit toward a specia dipoma for passing basic education courses. A student who changes from standard dipoma to specia dipoma option 2 must sti master a empoyment and community competencies specified in the student s graduation training pan, regardess of the number and type of credits previousy earned. Moving from Specia Dipoma (Option 1 or Option 2) to Standard Dipoma Students may switch from specia dipoma option 1 or 2 to a standard dipoma and receive eective credit toward a standard dipoma for passing ESE courses. Eight and one-haf eective credits are incuded in graduation requirements for a standard dipoma earned through the traditiona 24-credit program. Eective credits are incuded in graduation requirements for a standard dipoma earned through the three-year, 18-credit Coege Preparatory Program or Career Preparatory Program. Moving between Specia Dipoma Options 1 and 2 Students in specia dipoma option 2 are earning credits for ESE courses reated to their empoyment and community competencies. If they wish to change to option 1, these credits may be appied toward the requirements for option 1. If a student has been pursuing option 1 and wishes to change to option 2, a graduation training pan wi be deveoped. The student must master a empoyment and community competencies, regardess of the number and type of credits previousy earned. *Information about specia dipomas is adapted from Let s Try Another Way: Impementing Specia Dipoma Option 2 (pp. 8-10), Forida Department of Education, 1995, Taahassee, FL: Author. Adapted with permission. Choosing the Right Dipoma 24

33 Dipoma Decisions for Students with Disabiities Part 3: Panning for Graduation Year by Year In order to reach the desired goa graduation, your chid needs to make choices and pans starting in eighth grade and continuing through the high schoo years. Things to Consider in Eighth Grade As your chid competes his or her ast year of midde schoo, there are a number of important things to consider. They are described in detai in this section, which addresses the foowing topics: Making the First Forma Statement about Dipoma Choice Deveoping a Pan for High Schoo Deveoping Sef-Determination Skis Exporing a Variety of Career Options Deveoping Schoo Surviva Skis. Making the First Forma Statement about Dipoma Choice Your chid makes his or her first forma statement about dipoma choice and course of study at the transition IEP meeting in the eighth grade or the year he or she turns age 14, whichever comes first. The transition IEP team heps your chid pan his or her course of study. The course of study identifies the specific courses your chid needs to take in high schoo to earn a dipoma. Your son or daughter pays an active roe in seecting the dipoma. Your chid shoud express his or her interests and desires regarding preferred post-schoo goas and dipoma. The dipoma choice and course of study wi be reviewed annuay and may be changed. (See Reviewing Dipoma and Coursework Decisions Annuay beginning on page 23 for additiona information.) Deveoping a Pan for High Schoo Eighth graders shoud begin to pan the high schoo courses and other experiences they wi need to reach their post-schoo goas. Some districts provide panning guides or foders that support this process. If not, you and your chid may want to keep a panning foder or portfoio at home. The panning foder may incude a summary of your chid s ikes and disikes, strongest and weakest areas in schoo, and ways he or she earns best. It may contain a statement of 25

34 Dipoma Decisions for Students with Disabiities desired post-schoo outcomes. It may aso ist the courses he or she wi take in high schoo. The dipoma and courses shoud refect your chid s capabiities and post-schoo goas. Forida echoices is an onine education and career panning system avaiabe at A guide entited Simpy Careers! Heping Students with Disabiities Effectivey Pan Their Futures through Comprehensive Career Deveopment may be ordered from the Forida Department of Education Cearinghouse Information Center. See Appendix F: Resources on page 49 for additiona information about these resources. Deveoping Sef-Determination Skis Students with disabiities shoud earn how to appy sef-determination skis throughout midde and high schoo. Sef-determination invoves taking contro and making decisions that affect one s ife. Transition IEP meetings provide an idea environment for your chid to practice sef-determination skis. He or she must pay an active roe in choosing post-schoo goas, making choices about the dipoma, and panning a course of study. Your son or daughter s schoo may offer specia training in sef-determination skis. Many ESE courses provide opportunities for teachers to assist students in deveoping these skis. Sef-determination training heps students know their strengths and understand their rights. It aso heps them become active participants in panning their futures. Dare to Dream Revised: A Guide to Panning Your Future is a pubication designed to hep students deveop sef-determination skis. This document is avaiabe from the Forida Department of Education Cearinghouse Information Center. See Appendix F: Resources on page 49 for ordering information. Exporing a Variety of Career Options When your chid considers desired post-schoo outcomes, it is hepfu for him or her to know about a variety of careers. Ideay, a students shoud have an exporatory career education course before they eave eighth grade. Students aso benefit from competing career assessment activities. If these opportunities aren t avaiabe through your schoo district, consider joining with other parents to persuade the principa or district staff that this is very important for a students. Sometimes taking an exporatory career education course is not possibe. However, you can find other ways for your son or daughter to expore careers. For exampe, you and your chid might take the foowing steps: use sef-scoring career, job interest, or aptitude inventories from the 26

35 Dipoma Decisions for Students with Disabiities pubic ibrary visit paces where different kinds of jobs are being performed do vounteer work together in the community participate in job fairs in other schoos or in the community visit a vocationa or career counseor ask your schoo guidance counseor to hep ocate additiona information about careers. When gathering information about particuar jobs and careers, ask questions and get the information you need. The main things to find out are isted beow. What does a person in a job ike this reay do? What kind of training is required to do this job? What basic skis (such as reading, writing, and mathematics) are required for this job? Is this job something my son or daughter seems interested in, might ike to do, and woud be abe to do? The more your chid earns about potentia jobs and careers, the more abe he or she wi be to make appropriate pans for graduation and beyond. Deveoping Schoo Surviva Skis Schoo surviva skis hep students maximize their abiity to earn independenty in midde and high schoo. Students shoud begin deveoping schoo surviva skis in midde schoo and continue to appy these skis in the high schoo years. Schoo surviva skis hep students earn how to study take notes get more from ectures compete assignments take tests get organized manage time set goas speak up for themseves foow written and unwritten rues. These skis may be taught in a separate cass such as Learning Strategies or incuded as part of ESE, career education, or basic education casses. Programs in schoo surviva skis may aso be avaiabe through private tutors. Panning for Graduation in the High Schoo Years During the high schoo years there are specific steps to take aong the road to graduation. 27

36 Dipoma Decisions for Students with Disabiities Your son or daughter shoud continue to deveop and appy sef-determination and schoo surviva skis and expore career options. The dipoma choice made in eighth grade wi be reviewed annuay. Encourage your chid to track his or her progress towards graduation on a reguar basis. (See Onine Courses and Toos on page 51 in Appendix F: Resources. ) It s important that your chid keep track of his or progress toward graduation each year with hep from parents, teachers, counseors, or other schoo staff. The ist that foows can be used to keep track of progress toward graduation. Update the contents of the high schoo panning foder started in eighth grade. This shoud be done at the beginning and end of each year. Pan, revise, or document information, incuding courses taken each year empoyment and career-reated experiences extracurricuar activities community activities awards and specia recognition test resuts. Pass the required courses. Monitor the grade point average and credits earned towards graduation. Consider retaking courses with ow grades (D) to bring up the GPA. Districts have different poicies for retaking courses. The guidance counseor or teachers can provide more information about this process. If necessary, enro in summer schoo or other remediation opportunities avaiabe in your schoo district. The transition IEP team must address the services the student may need to hep make the transition to adut ife after high schoo. Panning for services begins with the transition IEP meeting hed during the year the chid turns 16, but it may occur earier if needed. These services may incude instruction community experiences deveopment of empoyment and other post-schoo adut iving skis reated services. The team may aso address the deveopment of daiy iving skis or arrange for a functiona vocationa evauation. The transition IEP team wi identify agencies that can provide services for your chid after high schoo. Personne from these service agencies wi be invited to attend the transition 28

37 Dipoma Decisions for Students with Disabiities IEP meeting. The transition IEP team wi hep you understand the steps you and your chid must take to receive agency services. The Transition Center at the University of Forida provides vauabe resources and services reated to high schoo education and transition to adut ife for students with disabiities. See Information, Resources, and Services in Appendix F: Resources on page 50 for additiona information. As your chid moves through high schoo, other necessary steps to graduation wi depend on the dipoma option your son or daughter is pursuing. The chart on the next page provides a summary of steps students shoud take in the ast two years of high schoo to earn each type of dipoma. 29

38 Dipoma Decisions for Students with Disabiities Steps to Graduation in the Last Two Years of High Schoo Dipoma Next-to-Last Year of Schoo Last Year of Schoo Standard Dipoma Specia Dipoma Option 1 Specia Dipoma Option 2 Retake the FCAT if needed Take the SAT or ACT if appying to coeges or universities Expore programs at technica centers, community coeges, and universities Begin the process of referra for agency assistance (This may occur at an earier time if needed.) Expore programs at technica centers, community coeges, adut education programs, and adut training programs Begin the process of referra for agency assistance (This may occur earier if needed.) Begin the process of referra for agency assistance (This may occur earier if needed.) Make a fina check of graduation credits and GPA Retake the FCAT if needed Retake the SAT or ACT if desired Visit technica centers, community coeges, or universities Appy for admission and financia aid to desired technica centers, community coeges, or universities Make pans for iving arrangements after graduation Consider summer empoyment for extra money in postsecondary schoo Foow up on agency referras Start job search Make a fina check of graduation requirements Make sure that a Sunshine State Standards for Specia Dipoma have been mastered Appy for admission to desired technica centers or start job search Make pans for iving arrangements after graduation Foow up on agency referras Get a job if you don t have one aready Keep a job, with good evauations Show mastery of empoyment and community competencies in graduation training pan Compete mastery of transition IEP goas reated to empoyment and community iving Make pans for iving arrangements after graduation Foow up on agency referras Panning for Graduation Year by Year 30

39 Dipoma Decisions for Students with Disabiities Part 4: A Note about the Future Staying Informed of Changes Change occurs in amost a areas of our ives. Education is no exception. It s important to stay informed of changes that are occurring regarding dipoma requirements. Discuss the changes with your chid s teachers or guidance counseor. It s a good idea to earn about changes in State testing programs and requirements. For exampe, the types of accommodations aowed on the FCAT were recenty expanded. You wi need to earn about changes in state aws that affect graduation requirements for students with disabiities. This information can be obtained from your chid s schoo. It wi aso be reported in the newspaper and on radio or teevision news. You may aso access the information onine through the Forida Department of Education web site ( See Resources Onine on page 50 in Appendix F: Resources for additiona information. Panning for the Future There are three things parents and students can do to pan for the future. 1. Use the information avaiabe now to make the best possibe choices. 2. Stay informed about changes so that when they take pace you wi be ready for them. 3. Let your voice be heard in your son or daughter s schoo about the educationa program and transition-reated issues. You now have information to use in deciding which path your chid shoud take toward graduation. The next step is to work with teachers, other famiy members, community members, and especiay your son or daughter to make sure he or she works toward a dipoma that wi ead to a productive and fufiing adut ife. 31

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41 Appendices Appendices Appendix A: Graduation Requirements for a Standard Dipoma Appendix B: Accommodations and Modifications Appendix C: The Sunshine State Standards for Specia Dipoma Appendix D: Acquiring a Dipoma by Passing the Tests of Genera Educationa Deveopment (GED Tests) Appendix E: Sampe Rating Scaes for Choosing between Dipoma Options Appendix F: Resources 33

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43 Appendices Appendix A Graduation Requirements for a Standard Dipoma Students in Forida s pubic high schoos must meet certain requirements to graduate with a standard dipoma. Beginning , they may choose one of three graduation options. Students shoud seect the program that best prepares them for their education or career goas for ife after high schoo. Check with your oca schoo district for detais. Requirements for Standard Dipoma Options* Courses Genera Requirements for High Coege Preparatory Career Preparatory Program Schoo Graduation (4-Year) Program (3-Year) (3-Year) Engish 4 credits with major concentration in 4 credits with major 4 credits with major composition and iterature concentration in composition concentration in composition and iterature and iterature Mathematics 3 credits one of which must be agebra I or its equivaent 3 credits at the agebra I eve or above from the ist of courses that quaify for state university admission 3 credits one of which must be agebra I or its equivaent Science 3 credits in natura science; two must 3 credits in natura science; 3 credits in natura science ; have a aboratory requirement two must have a aboratory two must have a aboratory requirement requirement Socia Studies 1 credit word history 1 credit American history 1/2 credit American government 3 credits (American history, word history, economics, American government) 3 credits (American history, word history, economics, American government) 1/2 credit economics Foreign Not required for high schoo graduation, 2 credits or demonstrated Not required Language but required for admission into state proficiency in same second universities anguage Practica Arts/ Performing Fine Arts 1 credit practica arts, career education, or exporatory career education or 1 credit performing fine arts or 1/2 credit in practica arts and 1/2 credit in performing fine arts Not required 3 credits in a singe vocationa/ career education program, or 3 credits in a singe career/ technica dua enroment program, or 5 credits in vocationa/career education courses (incuding 3 credits in one sequentia career education program) Life Management 1/2 credit Not required Not required Physica 1 credit incuding 1/2 credit of Not required Not required Education persona fitness and 1/2 credit of physica education eective Eectives 8 1/2 credits 3 credits 2 credits uness 5 credits in career/technica education TOTAL 24 credits 18 credits 18 credits State Earn passing scores on the Earn passing scores on the Earn passing scores on the Assessment Grade 10 FCAT Grade 10 FCAT Grade 10 FCAT Requirements Grade Point Earn a cumuative GPA of 2.0 on an Earn a cumuative GPA of 3.0 Earn a cumuative GPA of 3.0 Average (GPA) unweighted 4.0 scae on an unweighted 4.0 scae in on an unweighted 4.0 scae Requirements the required courses 35

44 Appendices A courses earned toward the coege preparatory program must satisfy admission requirements for the state university system. Six of the 18 credits must be in casses that are honors, dua enroment, advanced pacement, Internationa Baccaaurate, Advanced Internationa Certificate of Education, or specificay isted as rigorous by the Deparment of Education. Students must earn a weighted or unweighted grade that earns at east 3.0 points or its equivaent in each of the 18 required credits. In the career preparatory program, students must earn a wieghted or unweighted grade that earns at east 2.0 points or its equivaent in each of the 18 required credits. Students who choose either three-year program must have achieved at east an FCAT reading achievement eve 3, an FCAT mathematics achievement eve 3, and an FCAT writing score of 3 on the most recent assessments taken by the student. *Adapted from Forida Department of Education, Bureau of Exceptiona Education and Student Services. (2004). Forida s Guide to Pubic High Schoo Graduation. Taahassee, FL: Author. 36

45 Appendices Appendix B Accommodations and Modifications Students with disabiities may need accommodations and modifications to participate successfuy in basic education or career education courses in reguar cassrooms. Accommodations change the way students are taught and tested. Modifications change the expectations for what students earn. Cassroom Accommodations Cassroom accommodations do not change what students are expected to earn. Exampes of accommodations are isted beow. Cassroom Accommodations Area of Accommodation Teaching methods and materias Assignments and assessments Exampes Use hands-on activities Use PASS materias to suppement Engish I materias Use manipuatives to sove math probems Give student copies of ecture notes and overheads Use a checkist for each step of procedure Have science test read to student Learning environment Time demands and schedues Assistive technoogy Use a study carre for independent work Use adapted workstation for wheechair Aow additiona time to compete assignments Limit independent work sessions to 20 minutes Use specia communication devices Use a word processor with voice input The IEP team identifies the accommodations and modifications the student with a disabiity needs to participate in casses. The aids and services may incude assistive technoogy, specia materias and equipment, use of specia communication systems, and any services and supports that are needed. Accommodations are documented on the 504 pan for a student who quaifies for services under Section 37

46 Appendices 504 of the Rehabiitation Act of Accommodations for Assessments Accommodations for assessments do not change what the test measures. They ony change the way the student takes the test. Determination of appropriate accommodations in assessments is based on the individua needs of each student. Students with disabiities may be provided accommodations for state tests such as the FCAT. The types of accommodations that are aowed on the FCAT are specified by the Forida Department of Education. Accommodations used with the FCAT shoud be simiar to those that the student uses in the cassroom. The transition IEP team or 504 pan team makes the decisions about necessary accommodations. Accommodations may aso be aowed for district, schoo, or cassroom assessments. The chart beow incudes exampes of possibe accommodations. Accommodations for Assessments* Type of Accommodation Exampes Presentation Responding Schedue Setting Assistive Technoogy Use Braie or arge print versions Use a bank card or too to focus attention on the questions Have the writing prompt, or mathematics or science questions read aoud or signed. Passages and questions on the reading test may not be read aoud or signed. Mark the answers directy on the test Te or sign answers to the test proctor Braie answers on separate paper Take the test in short time periods with breaks Use extra time in the testing session to compete the test Take a specific subtest at a specific time of day Take the test aone Take the test in a sma group Use adaptive furniture or specia ighting or acoustics Use adapted cacuators for compex computation in grades 7-10 Use technoogy for writing answers to extended response questions Use visua magnification or auditory ampifications 38

47 Appendices *Adapted from Forida Department of Education. (2004). Information for parents and teachers Panning FCAT accommodations for students with disabiities. Taahassee, FL: Author. Some students with disabiities may need a unique accommodation that is not isted in the FCAT manua. Unique accommodations usuay invove changes to the existing test materias, such as increasing the space between test items or pacing fewer items on a page. The Commissioner of Education must approve the use of a unique accommodation. Two pamphets are avaiabe from the Forida Department of Education to hep you earn more about accommodations and the FCAT. You can order them free of charge. Request Information for Parents FCAT Accommodations for Students with Disabiities and Information for Parents and Teachers Panning FCAT Accommodations for Students with Disabiities. See Appendix F: Resources on page 49 for ordering information. Participation in Testing The transition IEP team decides how a student with disabiities wi participate in state and districtwide testing programs. This decision shoud be guided by the performance of the student, consideration of the desired schoo or post-schoo outcomes, and the curricuum and instructiona goas for the student. The team shoud aso consider whether the student is working toward a standard dipoma or a specia dipoma. Students panning to seek a standard dipoma must take the FCAT. Students who have significant cognitive disabiities may require a modified or speciaized curricuum. These students are unabe to compete the required coursework and achieve the Sunshine State Standards. They are earning the Sunshine State Standards for Specia Dipoma skis. Instead of the FCAT, an aternate assessment is used to measure their progress. A student who takes an aternate assessment is working toward a specia dipoma. The IEP team determines which aternate assessment wi be used. Modification of Course Requirements There are specific guideines for modifying basic education and career education courses (changing the expectations for what students wi earn in a course). Basic education courses are academic courses, such as Engish I or word history. Career education courses are courses that prepare a student for a career he or she has seected, such as drafting or automotive mechanics. Modifications to Basic Education Courses 39

48 Appendices For students earning a standard dipoma, course requirements for basic education courses may not be modified. Students are expected to meet a the course requirements. If the requirements for a basic education course are modified in high schoo, the credit may not be used to meet graduation requirements for a standard dipoma. However, the credit can be used to meet graduation requirements for a specia dipoma. Modifications to Career Education Courses In contrast, career education programs and course requirements may be modified as ong as the changes are aimed at preparing the student for the job he or she has seected. Credit earned may be used to meet graduation requirements for a standard or a specia dipoma. For exampe, a student with disabiities may be interested in the career education program designed to train diese engine mechanics. However, the student may want to work as an assistant to the mechanic. The performance standards for the job of diese engine mechanic can be modified to quaify the student as a mechanic s assistant. These modifications shoud be documented through the transition IEP process. Exceptiona Student Education Courses ESE academic courses refect a modified curricuum. They have ower-eve requirements than basic education courses. In genera, these courses may not be used in pace of the reguar academic courses required for a standard dipoma. The ESE courses for vocationa education (career education) may be used to meet the practica arts requirement for the traditiona four-year, 24-credit standard dipoma. Other ESE courses may be taken for eective credits toward a standard dipoma. 40

49 Appendices Appendix C The Sunshine State Standards for Specia Dipoma* Most students with disabiities work toward a standard dipoma. They earn the knowedge and skis in the Sunshine State Standards. A sma number of students with more significant cognitive disabiities may earn the knowedge and skis in the Sunshine State Standards for Specia Dipoma. The Sunshine State Standards for Specia Dipoma are designed to prepare students for adut iving and empoyment after graduation. Mastery of the Sunshine State Standards for Specia Dipoma is required for specia dipoma option 1. The domains and strands of the Sunshine State Standards for Specia Dipoma are briefy described in the chart. Sunshine State Standards for Specia Dipoma Domains (Areas) Strands (Topics) Curricuum and Learning Environment Independent Functioning Socia and Emotiona Behavior Strand A: The Sunshine State Standards Addresses the student s progress toward achieving the reguar Sunshine State Standards with modifications Strand B: Functiona Academics Incudes functiona skis in the areas of reading, writing, istening, speaking, viewing, mathematics, and probem soving Strand C: Life Work Addresses workpace competencies reating to job preparation, task management, use of toos and technoogy, and empoyabiity skis Strand A: Persona Care Incudes the skis and knowedge associated with persona daiy iving and care, and accessing community resources Strand B: Sef-Management Incudes persona panning and decision making, as we as appropriate conduct in daiy iving and work roes Strand A: Working with Others Focuses on working in groups and deveoping interpersona reationships Communication Strand A: Communicating with Others Addresses the abiity to participate effectivey in initiating and responding to communication 41

50 Appendices For each strand, standards and benchmarks describe what students are expected to know and be abe to do. The Sunshine State Standards for Specia Dipoma have benchmarks at three eves of functioning. Independent Leve: Students are abe to perform the behaviors for each benchmark on their own. Supported Leve: Students require ongoing use of assistive aids, prompting, or supervision in order to perform the behaviors for each benchmark. Participatory Leve: Students require extensive assistance to be abe to participate in activities of daiy iving as indicated in the benchmarks. A student with disabiities is expected to master each standard at a eve of functioning that is appropriate for the individua student as determined by the transition IEP team. *Forida Department of Education, Bureau of Instructiona Support and Community Services. (1999). Sunshine State Standards for Specia Dipoma. Taahassee, FL: Author. Adapted with permission. 42

51 Appendices Appendix D Acquiring a Dipoma by Passing the Tests of Genera Educationa Deveopment (GED Tests) Students may obtain a State of Forida high schoo dipoma by passing the Tests of Genera Educationa Deveopment (GED Tests). Accommodations can be provided for the GED Tests for students with documented disabiities. Passing these tests enabes peope to demonstrate that they have the knowedge and skis usuay acquired through four years of high schoo. Severa ways that a student might work towards that goa are described beow. Students who eave high schoo without earning a standard dipoma (incuding students who earn a specia dipoma or certificate of competion) may earn a State of Forida high schoo dipoma by passing the GED Tests. Students may attend casses offered through adut education to prepare for the GED Tests. Students who eave high schoo without a standard dipoma, and who are at east 18 years of age, may be granted provisiona admission to a community coege. They may be aowed to take up to 12 credit hours as nondegreeseeking students provided they pass the GED Tests whie they are enroed. High schoo students who ack the required course credits or GPA to graduate may be eigibe to work towards earning a dipoma under the GED Exit Option Mode. These students may earn a standard dipoma from their oca high schoo by passing both the FCAT and the GED Tests. If they pass ony the GED Tests, they wi earn a State of Forida dipoma. Your schoo district may offer more options than the ones mentioned above. Ca your oca ESE or adut education contact person for further information about a the possibe graduation options avaiabe to your son or daughter. Pros and Cons of Earning a Dipoma by Passing the GED Tests A dipoma earned by passing the GED Tests is usuay accepted by empoyers, community coeges, four-year coeges, and technica schoos. It is recognized by miitary recruiters, as ong as the appicant meets other requirements. However, some branches of the miitary may imit the number of persons accepted with this type of dipoma. Keep in mind that the academic requirements of the GED Tests may be chaenging for some students. 43

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53 Appendices Appendix E Sampe Rating Scaes for Choosing between Dipoma Options This appendix contains sampes of two rating scaes that may be used to provide additiona information to the IEP team for making dipoma choices. The Student Profie for Choosing a Standard or Specia Dipoma Option on page 46 is an exampe of a too that may be used to assist the transition IEP team in deciding whether a student shoud pursue a standard dipoma or a specia dipoma. This form heps the team consider the student s eve of functioning in five key areas cognition, curricuum, socia/emotiona behavior, communication, and eve of independence. Note: From Student Profie for Standard/Specia Dipoma, Pam Beach County Schoo District, Exceptiona Student Education Department, 1996, West Pam Beach, FL: Author. Adapted with permission. Guideines for Choosing between Specia Dipoma Options 1 and 2 on page 47 is an exampe of a too that may hep the IEP team in deciding between specia dipoma option 1 and specia dipoma option 2. Note: From Guideines for Choosing between Specia Dipoma Options, Pam Beach County Schoo District, Exceptiona Student Education Department, 1996, West Pam Beach, FL: Author. Adapted with permission. 45

54 Appendices Student Profi e for Choosing a Standard or Specia Dipoma Option* Directions: 1. For each category, pace a check in the box that best describes the eve of functioning of the student. 2. Record the number of boxes checked in each eve. Add totas to fi nd A, B, and C as described beow. Category Leve 1 Leve 2 Leve 3 Leve 4 Leve 5 Leve 6 COGNITION (IQ) j Significanty beow average j We beow average j Sighty beow average j Low average j Average j Above average CURRICULUM j Very different curricuum j Modified curricuum, community-based instruction j Reguar curricuum taught in ESE setting j Reguar curricuum with support of ESE staff j Reguar curricuum at or near grade eve j Reguar curricuum at or above grade eve SOCIAL/ EMOTIONAL j Very poor persona adjustment and reationships; requires 1-1 assistance j Poor persona adjustment and reationships; requires assistance in most settings j Beow average persona adjustment and reationships; requires behaviora contract j Average persona adjustment and reationships j Good persona adjustment and reationships j Exceent persona adjustment and reationships COMMUNICATION j Uses gestures or vocaizations to communicate j Has difficuty understanding and communicating with most peope using speech, sign anguage, or communication device; no written communication j Has difficuty communicating with some peope using speech, sign anguage, or communication device; imited written communication j Limited ora, signed, or written communication j Expresses sef we using speech or sign anguage; needs some hep with written communication j Expresses sef we through speaking and writing INDEPENDENT FUNCTIONING j Requires fu-time persona assistant to care for persona needs and manage on-task behavior j Requires much hep with persona care; needs supervision to maintain acceptabe behaviors in most situations j Requires occasiona hep with persona care; needs prompting or supervision to stay on task; is reuctant to try new things j Takes care of some persona needs; reiabe and responsibe in famiiar situations; has some difficuty deaing with new situations j Takes care of most persona needs; generay reiabe and responsibe; hesitant to stand up for sef j Takes care of a persona needs; aways reiabe and responsibe; can advocate for sef Tota Tota Boxes Checked for Leve 1 = Tota Boxes Checked for Leve 2 = Tota Boxes Checked for Leve 3 = Tota Boxes Checked for Leve 4 = Tota Boxes Checked for Leve 5 = Tota Boxes Checked for Leve 6 = A = (Tota of Leves 1, 2, and 3) Specia dipoma shoud be considered if there are more boxes checked in A than B. B = (Tota of Leves 4, 5, and 6) Standard dipoma shoud be considered if there are more boxes checked in B than A. C = (Tota of Leve 3) Standard dipoma shoud be considered if most boxes checked are in Leve 3. Then monitor chid s progress carefuy. *(This decision must be made by the entire transition IEP team, not by one individua.) 46

55 Appendices Guideines for Choosing between Specia Dipoma Options 1 and 2 There are many things to consider when deciding which specia dipoma option your student shoud choose. Some of these are isted beow. Remember, there are no right or wrong answers. These are ony guideines, not the fina answer. Directions: 1. Pace a check in the box beside the statement in each row that best describes how you view your chid and his/her behavior. 2. Record the point vaue and then tota up the points from a the rows. 3. Use the point guideines at the bottom to assist you in making the decision. j A. j B. j C. j A. j B. j C. j A. j B. j C. j A. j B. j C. j A. j B. j C. j A. j B. j C. j A. j B. j C. j A. j B. j C. j A. j B. j C. STATEMENTS The student ikes schoowork (activities, materias, casses, homework, etc.). The student does not ike schoowork. The student refuses to do schoowork. The student enjoys being in schoo with his or her friends. The student does not enjoy being in schoo. The student resists going to schoo. The student is not ikey to drop out before graduating. The student is very ikey to drop out before graduating. The student has aready discussed wanting to drop out. The student has mastered most of the Sunshine State Standards for Specia Dipoma. The student has mastered some of the Sunshine State Standards for Specia Dipoma. The student has mastered few of the Sunshine State Standards for Specia Dipoma. The student has never worked and shows itte interest in empoyment. The student has some interest and experience in working. The student has good work potentia. The student wi probaby ive in a group or congregate setting after high schoo. The student wi probaby ive with parents after high schoo. The student wi probaby ive on his or her own after high schoo. The student has few community skis. The student gets around in the community fairy we. The student gets around in the community very we. The student has many behavior probems. The student has few behavior probems. The student has no behavior probems. The student behaves better in schoo than out of schoo. The student acts about the same whether in or out of schoo. The student behaves better out of schoo than in schoo (and woud probaby behave we in a work-type setting). POINTS A = 1 B = 2 C = 3 TOTAL POINTS = 9-17 = Specia Dipoma Option 1 may be the best choice for the student = Specia Dipoma Option 2 may be the best choice for the student. 47

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57 Appendices Appendix F Resources Forida Department of Education Pubications The foowing resources are avaiabe free of charge through the Forida Department of Education s Cearinghouse Information Center. To order these resources, contact the Cearinghouse by phone, mai, fax, or emai. Be sure to incude the accession number and the tite of the pubication when ordering. Visit the website to see a compete index of pubications. Some resources may be downoaded directy from the website. Cearinghouse Information Center 325 West Gaines Street, Suite 628 Taahassee, FL Teephone: (850) FAX: (850) emai: [email protected] website: Tite of Pubication Accommodations and Modifications: What Parents Need to Know. Revised (Request for a Spanish version.) Accommodations and Modifications for Students with Disabiities in Vocationa Education and Adut Genera Education Dare to Dream Revised: A Guide to Panning your Future Deveoping Quaity Individua Educationa Pans: A Guide for Instructiona Personne and Famiies. Revised A A The Forida Sunshine State Standards and Students with Disabiities: What Parents Need to Know (poster/brochure, rev. ed.). Revised For Parents of Forida s Students with Disabiities: An Introduction to Exceptiona Student Education (Request A for a Spanish version.) 49

58 Appendices The GED Exit Option Mode: Procedure Manua. Revised Information for Parents FCAT Accommodations for Students with Disabiities (brochure). Revised Information for Parents and Teachers Panning FCAT Accommodations for Students with Disabiities (pamphet). Revised Let s Try Another Way: A Guide to Impementing Specia Dipoma Option Program Options for Students with Disabiities: Vocationa Education and Adut Genera Education What Students and Famiies Need to Know Simpy Careers: Heping Students with Disabiities Effectivey Pan Their Futures Through Comprehensive Career Deveopment A Guide for Persons Invoved in Transition Panning Career Cruiser is a career panning resource avaiabe through the Forida Department of Education Products Cataog. Order by caing or writing to Bureau of Program Panning and Deveopment, Division of Workforce Deveopment, Forida Department of Education, Turington Buiding, Room 644, 325 West Gaines Street, Taahassee, FL Career Cruiser is aso avaiabe in a downoadabe pdf fie from the website: ( pubicat.htm). Resources Onine Information, Resources, and Services Forida Department of Education The website provides up-to-date information regarding a aspects of education in Forida, incuding testing and graduation requirements. Forida DOE Bureau of Instructiona Support and Community Services This section of the Forida DOE website provides information regarding resources and services avaiabe to Forida students with disabiities and their famiies and educators. 50

59 Appendices State of Forida Officia GED website This website provides information for students, parents, and educators regarding the Tests of Genera Educationa Deveopment (GED Tests) and reated resources. The Transition Center at University of Forida This website provides vauabe resources and services for educators, students, and famiies reated to high schoo education and transition to adut ife for students with disabiities. Teaching Resources for Forida Exceptiona Student Education http//: This website provides information and resources for parents and educators of students with disabiities regarding curricuum (genera and exceptiona student education), instructiona panning, instructiona materias, accommodations and modifications, and other topics. Forida Incusion Network This website provides information and services for educators, famiies, and community members to faciitate education of students with disabiities in incusive settings. Onine Courses and Toos 12th Grade Options This section of the Forida DOE website provides onine remedia resources for 12th graders working towards passing the FCAT and/or GED tests. FACTS This website provides Forida s pubic high schoo or coege students and their parents resources to track individua student progress towards graduation, schoarships, and meeting requirements for admission to state universities. FCAT Exporer This section of the DOE website provides practice and reinforcement activities for the Sunshine State Standards benchmarks addressed on the reading and math FCAT tests. Pubic schoo students, teachers, and administrators may access the FCAT Exporer free of charge. 51

60 Forida echoices This website provides an education and career panning system with information about careers and toos that enabe the student to create and maintain a personaized career-panning portfoio. Forida Virtua Schoo This website provides access to onine courses and instruction to Forida students in eighth grade and above through enroment in their oca schoo district. FCAT review study skis courses are aso avaiabe for eighth graders and high schoo students.

61 Appendices References Beech, M. (2003). The Sunshine State Standards and students with disabiities: What parents need to know. Taahassee, FL: Forida Department of Education and Forida Deveopmenta Disabiities Counci. Forida Department of Education. (2000). Deveoping quaity individua educationa pans: A guide for instructiona personne and famiies (rev. ed.). Taahassee, FL: Author. Forida Department of Education. (2004). FCAT accommodations for students with disabiities Information for parents. Taahassee, FL: Author. Forida Department of Education. (2004). Panning FCAT accommodations for students with disabiities Information for parents and teachers. Taahassee, FL: Author. Forida Department of Education, Bureau of Exceptiona Education and Student Services. (1995). Let s try another way: Impementing specia dipoma option 2. Taahassee, FL: Author. Forida Department of Education, Bureau of Exceptiona Education and Student Services. (2004). Forida s guide to pubic high schoo graduation. Taahassee, FL: Author. Forida Department of Education, Bureau of Instructiona Support and Community Services. (1999). Sunshine State Standards for Specia Dipoma. Taahassee, FL: Author. Forida Department of Education, Bureau of Schoo Improvement. (September, 2004). Technica assistance paper reated to academic advisement for midde and high schoo students (TAP No. FY ). Taahassee, FL: Author. Pam Beach County Schoo District, Exceptiona Student Education Department. (1996). Guideines for choosing between specia dipoma options. West Pam Beach, FL: Author. Pam Beach County Schoo District, Exceptiona Student Education Department. (1996). Student profie for standard/specia dipoma. West Pam Beach, FL: Author. 53

62 John Winn, Commissioner ESE # 10521