Louisiana Administrative Code › Title 28 - EDUCATION › Part XCVII - Bulletin 1530-Louisiana's IEP Handbook for Students with Exceptionalities › Chapter 4 - Alternative Pathways to Promotion and Graduation › Section XCVII-405 - Requirements for Graduation

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Beginning with the 2014-2015 school year, by the end of eighth grade, the IEP
				team of a student with a disability shall begin to develop an individual
				graduation plan pursuant to Bulletin 741 and the provisions of this
				Chapter.
B. Beginning with the
				2014-2015 school year, if a student with a disability has not met
				state-established benchmarks on state assessments for any two of the three most
				recent school years prior to high school, or for the two most recent
				administrations of any state-established assessments required for graduation,
				the IEP team may determine if the student is required to meet state or local
				established performance standards on any assessment for purposes of
				graduation.
C. Students with
				disabilities shall be afforded the same opportunities to pursue a standard
				diploma and to exit with all course credits, honors, and financial awards as
				other students. A student is not guaranteed a diploma and shall meet either the
				standard requirements for graduation or those established by his IEP team to be
				awarded a diploma.
D. Pursuant to
				the Elementary and Secondary Education Act (ESEA), the state academic content
				standards shall apply to all public schools and public school students in the
				state and include the same knowledge and skills expected of all students and
				the same level of achievement expected of all students, with the exception of
				students with the most significant cognitive disabilities who may access
				alternate academic achievement standards and achievement levels. Only diplomas
				earned by students who have pursued the regular academic state standards and
				who have earned all state-required Carnegie credits shall be considered regular
				diplomas in the state and district accountability system, pursuant to federal
				laws and regulations.
E. If an IEP
				team determines that state-established benchmarks on the required state
				assessments are no longer a condition for graduation for a student, it shall:
1. within 30 days of the start of the next
				school year or course, establish minimum performance requirements in the
				students IEP relevant to graduation requirements. The LDE shall make available
				a list of multiple appropriate assessments and guidance for use in establishing
				minimum score requirements on the assessments that an IEP team may, but shall
				not be required to, use for this purpose. The IEP team shall consider
				establishing minimum performance requirements for annual academic and
				functional goals designed to meet the students needs that result from the
				students 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 students disability, including the
				students postsecondary goals related to training, education, employment, and
				where appropriate, independent living skills;
2. 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. require the student to
				successfully complete IEP goals and requirements and to ensure that the student
				meets at least one of the following conditions, consistent with the IEP:
a. employment in integrated, inclusive work
				environments, based on the students abilities and local employment
				opportunities, in addition to sufficient self-help skills to enable the student
				to maintain employment without direct and continuous educational support from
				the school district;
b.
				demonstrated mastery of specific employability skills and self-help skills that
				indicate that he does not require direct and continuous educational support
				from the school district; or
c.
				access to services that are not within the legal responsibility of public
				education or employment or education options for which the student has been
				prepared by the academic program.