Page 45 - Adult-Student-Pupil-Progression-Plan-2017-2018-v2

Refer to State Board of Education Rule 6A-6.09022 for more information on the extension of
services for ELLs, State Board of Education Rule 6A-6.0903(2) for the requirements for exiting ELLs
from ESOL Programs, and State Board of Education Rule 6A-6.09031 for post reclassification of
ELLs.

Exceptional Student Education (ESE)

Pursuant to School Board Policy 5.725 and State Board of Education Rule 6A-6.03028, Individual
Education Plans (IEPs) for students with disabilities enrolled in an Exceptional Student
Education (ESE) Program must specify the specially designed instruction and related services
that are necessary to meet each student’s unique needs. Refer to School Board Policy 5.725,
the Exceptional Student Education Policies and Procedures (SP&P) and Florida Statutes §§
1003.57, 1003.571, and 1003.5715.

All students must be given access to the general curriculum, as is appropriate, in relation to
their unique needs and abilities and as delineated on each student's IEP. For the majority of
these students, the General Education standards should be the basis of their curriculum. For
some students, modified standards and/or benchmarks may be more appropriate. The
Language Arts Florida Standards (LAFS) and Mathematics Florida Standards (MAFS) include
Access Points for students with significant cognitive disabilities. The Next Generation Sunshine
State Standards (NGSSS) include Access Points in the content area of science and social studies.
These Access Points are expectations for students with significant cognitive disabilities to access
the General Education curriculum. Access Points reflect the core intent of the standards with
reduced levels of complexity. (Refer to State Board of Education Rule 6A-1.09414 for course
descriptions).

As approriate, the IEP must enable the parent(s) and student to be involved in determining how
the student will be involved/progress in the General Education curriculum, and how the student
will participate in appropriate activities. The IEP shall also address how each of the student’s
other educational needs (that result from the student’s disability) will be met. [State Board of
Education Rule 6A-6.03028(3)(h)2]

10
11
The IEP may specify whether accommodations /modifications are necessary in the areas of
curriculum, instruction, and assessment provided that the accommodations/modifications do

10 Accommodations are changes that can be made to the way students learn and how they are tested. They describe changes in
format, response, setting, timing, or scheduling that do not alter the curriculum or test in any significant way. Accommodations
include changes made to the environment and/or teacher behavior, which supports a student’s learning, such as teaching
methods and materials, classroom assignments and tests, learning environment, strategies, time demands, and schedules.
11 Modifications to basic courses shall not include modifications to the curriculum frameworks or student performance
standards. Modifications to basic or vocational courses may include: increased or decreased instructional time; varied use of
methodology; special communications systems (which may be used by the teacher or the student); classroom or district test
administration procedures; and other evaluation procedures (which may be modified, as specified in State Board of Education

SDPBC Student Progression Plan 2017-2018 Page 44