Source: http://richland.k12.la.us/caps/Statutes/170183-2.htm
Timestamp: 2018-03-19 06:43:03
Document Index: 793293775

Matched Legal Cases: ['§ 1', '§ 1', '§ 1', '§ 1', '§ 1', '§ 1']

17:183.2
17:183.2 Career option description
A. To prepare students for choosing a career option at the high school level, in grades six through eight, schools shall incorporate activities which expose students to career and technical and academic fields of study. Such activities may include field trips, guest speakers, community services, and other activities designed to introduce students to occupations in demand in Louisiana. At least six activities shall be conducted at each grade level during each school year.
B. (1) If the student, for any two of the three most recent school years, or for a student in high school, the two most recent administrations of any state-established assessments required for graduation, has not otherwise met state-established benchmarks on required state assessments, the student’s Individualized Education Program team shall have the option of determining an alternative pathway to graduation for the student.
(2) If an Individualized Education Program team determines that state-established benchmarks on the required state assessments are no longer a condition for promotion or graduation for a student, the team shall:
(a) Within thirty days of the student entering the course or grade level, establish minimum performance requirements in the student’s Individualized Education Plan relevant to promotion or graduation requirements, including but not limited to end-of-course assessments, and shall be incorporated for awarding course credits. The state board shall make available a list of multiple appropriate assessments and guidance for use in establishing minimum score requirements on the assessments that an Individualized Education Program team may, but shall not be required to, use for this purpose. The Individualized Education Program team shall consider establishing minimum performance requirements for annual academic and functional goals designed to meet the student’s needs that result from the student’s disability and that will enable the student to be involved in and make progress in the general education curriculum, and to meet other educational needs of the student that result from the student’s disability, including the student’s postsecondary goals related to training, education, employment, and, where appropriate, independent living skills.
(b) Provide the student and his parent or legal guardian with information related to how requirements that vary from standard expectations may impact future educational and career options.
(3) Students with exceptionalities shall be afforded the same opportunities to pursue a high school diploma and to exit with all course credits, honors, and financial awards as other students. A student with an exceptionality is not guaranteed a diploma and shall meet either the standard requirements or those established by his Individualized Education Program team to be awarded a diploma as provided in R.S. 17:183.3(E).
C. Throughout high school, each student shall pursue the curriculum required for his chosen major by his school and approved by the State Board of Elementary and Secondary Education or, for a student with an exceptionality as defined in R.S. 17:1942(B), except a student identified as gifted or talented and who has no other exceptionality, who meets the eligibility criteria as provided in Subparagraph (B)(1)(a) of this Section, as determined by the student’s Individualized Education Program team, if applicable.
D. Students shall be able to change from one major to another at the end of any school semester.
Added by Acts 1997, No. 1124, § 1. Amended by Acts 2001, No. 191, § 1, eff. May 31, 2001; Acts 2009, No. 246, § 1, eff. July 1, 2009; Acts 2009, No. 298, § 1, eff. July 1, 2009; Acts 2014, No. 643, § 1; Acts 2014, No. 833, § 1.