1342.12 Companion

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1342.12 Companion
July 12, 2017 Page 102
Academic Planning
E4 S8d p 35
A student with an IEP is afforded equal access to, and participation in, the general education secondary
school program. Students with any type of disability will be scheduled and expected to participate in
the general education curriculum and classroom to the maximum extent possible. The Special Education
CSC may prescribe alternative or pull-out educational services and/or programs as appropriate and must
take into consideration each student's unique educational needs. Students with an IEP may qualify for
graduation by meeting the requirements of the standard or honors diploma. Additionally:
1. The Special Education CSC may identify, on a case-by-case basis, those students with disabilities
(e.g., mild to moderate, moderate/severe, severe/profound) who necessitate a specific course
requirement be satisfied through enrollment in a regular course and/or modified course which
may be taught/co-taught by a regular education and/or special education teacher. A modified
course must align with and follow the course content and curriculum standards of the regular
course and be educationally appropriate.
2. Students with significant disabilities who have an IEP (e.g., moderate/severe and
severe/profound and receive the majority of their educational experience focusing on
functional/community/life skills development) may earn the standard diploma based upon an
IEP graduation plan course of study prescribed by the Special Education CSC rather than the
general education graduation requirements for the standard or honors diploma. In this
instance, the CSC develops and documents an IEP graduation plan that must include:
a. Identification of annual goals;
b. Identification of specific courses to be taken throughout the student's secondary
experience;
c. Credit and GPA requirements; and
d. Required progress toward mastery of specific goals.
These students are not required to seek an exception of the requirements for the standard
diploma. Students with an IEP are eligible for educational services through the age of 21,
inclusive; terminating at 21 years and 12 months or at the conclusion of the school year in which
the student is enrolled, whichever comes first.
3. In rare situations students with disabilities whose educational history and needs may require an
alternative path to graduation may be considered for an IEP graduation plan. Consultation with
the district ISS: special education is necessary before this option is considered.
Grading
Special education is a service that has been specifically designed to ensure student success as such all
grading options available for general education students apply to students receiving special education
services. If the student is unsuccessful with the current educational placement, the CSC meets to
determine if the services and accommodations are being consistently implemented or if modifications to
the IEP are required.
Transition Services
The primary goal of planning transition services is preparation for meaningful employment and a
satisfying quality of life. Effective transition planning involves the collaboration of students, families,
educators (including counselors), related service personnel, employers, and other community members,