The St. Johns County School District actively seeks to locate exceptional students and maintains information on those students screened and identified as “exceptional.” The term “exceptional student” includes, but is not limited to, the following:
- students with autism spectrum disorder
- students who are deaf or hard of hearing
- prekindergarten children who developmentally delayed
- students who are dual-sensory impaired
- student with emotional or behavioral disabilities
- students who are gifted
- students who are homebound or hospitalized
- students with intellectual disabilities
- students with orthopedic impairment
- students with other health impairment
- students with specific learning disabilities, including dyslexia, dysgraphia, and dyscalculia
- students with speech and/or language impairments
- students with traumatic brain injury
- students who are visually impaired
If you suspect your child has a disability or is gifted, contact your child’s school. The school will gather information which may include the student’s social, emotional, physical, psychological, academic and communication behaviors and abilities. Information is collected through screening instruments, checklists, teachers’ observations, standardized test, and from such individuals as parent/legal guardians, teachers, psychologists, audiologist, social workers, physicians, other professional personnel, and the student. Students are screened for vision, hearing, speech, language, and academic achievement early in the process of identifying a suspected disability. If a student is recommended for further testing, the parent/legal guardian will be asked to provide written consent prior to the evaluation.
Eligibility for Exceptional Student Education (ESE) Services
All students having difficulty meeting promotional requirements shall be monitored carefully by the Multi-Tiered System of Supports (MTSS) Intervention Team or its equivalent. Eligibility for Exceptional Student Education may be considered upon completion of appropriate interventions and activities. State law requires that students who struggle with reading, math, language, or behavior that interferes with learning must have been on an intervention plan for a reasonable amount of time prior to beginning the referral process for Exceptional Student Education. St. Johns County has defined the reasonable length of time as a minimum of 45 school days for most students.
Exceptions do apply in extreme/emergency situations, and when sensory impairments exist. Evaluation must be completed within 60 calendar days after receipt of parent/legal guardian consent for evaluation (exempting school holidays). Eligibility for Exceptional Student Education is determined by the staffing committee in accordance with current eligibility criteria as defined in the Exceptional Student Education Policies and Procedures (SP&P) located on the Florida Department of Education website.
ESE Program Placement for Students with Disabilities
Individual Education Plan (IEP) teams determine the appropriate ESE program placement for ESE students based on their individual needs. School administrators use this information to determine classroom(s) and teacher(s) to which the student will be assigned. Specially designed instruction will be provided by an ESE teacher or other service provider in the Least Restrictive Environment (LRE) as determined by the IEP team. In most cases, this will be in the regular education classroom with non-disabled peers, but some ESE students may require instruction in a separate environment for a portion of the day. A continuum of services is provided throughout the district.
School Assignment for Students with Disabilities
All students new to the district should enroll at their home zoned school. An IEP team will review the current IEP to determine if the services can be provided at the home zoned school. If the services required cannot be provided at the home zoned school, the school’s Local Education Agency (LEA) representative will contact the District ESE department to determine which school with the services that the student may need will require the shortest time spent on the bus. The LEA will also contact this school to facilitate an IEP meeng to discuss the appropriate placement.
For students who have been receiving services in the district, but an IEP team has determined that the level and intensity of services required can no longer be provided at the home zoned school, the LEA will work with ESE district staff to review the current placement and services being provided. The district staff will provide input to the IEP team about possible instruction/interventions that may be implemented to determine whether the student’s needs can continue to be met in the home zoned school. Conversely, district staff may indicate that the resources at the current/home zoned school appear to have been exhausted. The LEA at the student’s current/home zoned school will contact the District ESE department to determine which school with the services that the student may need will require the shortest time spent on the bus. The LEA will then contact this school to schedule an IEP meeting to discuss appropriate placement. Decisions on student placement, i.e., the ESE services that a student needs, are made by the IEP team. Decisions regarding the location of that placement are the responsibility of the district/school administrators and their designees.
Parents/legal guardians are invited to attend any meeting discussing school assignment. The admission and placement procedures for the enrollment of students into Exceptional Student Education (ESE) are documented in the Exceptional Student Education Policies and Procedures (SP&P) located on the Florida Department of Education website at http://www.fldoe.org/academics/exceptional-student-edu/monitoring/
Instructional Accommodations for Students with Disabilities
Accommodations are changes to the way a student with disabilities accesses the curriculum, demonstrates learning, or how he or she is tested. Accommodations do not change the content of the standards but may require a change of instructional methods, materials, assignments, time demands and schedules, learning environments, and special communication systems or assistive technologies. These accommodations must be identified and documented on the student’s IEP.
Most students with disabilities can achieve general state content standards pursuant to rule 6A-1.09401, F.A.C. Effective accommodations must be in place to support the involvement of students with disabilities in general education. Students with disabilities who are using general state content standards to attain a standard diploma will have to meet the same requirements as do regular education students. The student’s Individual Education Plan (IEP) will address his or her areas of academic need and accommodations to the general curriculum. Students with disabilities participate in the district’s K-12 Comprehensive Reading Plan and supplemental and intensive instructional supports as appropriate.
The general state content standards are the foundation of curriculum, instruction, and assessment for all Florida students. Students with significant cognitive disabilities utilize Points to access the general curriculum. Access Points consist of foundation skills that are clearly linked to the general education content. They reflect the essence or core intent of the standards that apply to all students in the same grade, but at reduced levels of complexity.
IEP Teams are responsible for determining whether students with disabilities will be instructed on B.E.S.T. Standards and assessed with the B.E.S.T. Standards Assessment (FAST)/End of Course (EOC) assessments or on Access Points and assessed with the B.E.S.T. Standards Alternate Assessment (FAA)/End of Course (EOC) assessments based on criteria outlined in Rule 6A-1.0943(5), Florida Administrative Code (F.A.C.) For more information regarding the decision-making process, see the section of this document on Statewide Assessment – Assessment of Students with Disabilities. Parents/legal guardians must sign consent for their student to receive instruction on Access Points and be assessed using the FAA.
Progress Monitoring of IEP Goals
All parents/legal guardians will be notified of their child’s achievement during the school year with at least the same frequency as that of a non-disabled peer enrolled in the same school. Progress toward IEP goals will be reported to the parent/legal guardian at the time designated on the IEP.
ESE Report Cards and Grading
A student’s placement in an Exceptional Student Education (ESE) program may not be designated on the report card due to FERPA (Family Education Rights and Privacy Act)
- Students with disabilities must receive a report regarding progress toward IEP goals and objectives along with the report card. The final report card for the year shall contain a statement indicating end-of-the-year status regarding grade level, acceptable or unacceptable behavior and attendance, and promotion or non-promotion.
- A student with a disability shall not be penalized with a lower grade for using accommodations.
- Students may not be discriminated against in grading because of their disability. Teachers may not unilaterally decide to use an individual grading system for students with disabilities.
- In very limited cases where the district report card would be ineffective in communicating progress of a student with a disability, an alternative to the district report card, approved by the Director of Exceptional Student Education, may be used.
Statewide Assessment – Assessment of Students with Disabilities
All students, including Exceptional Student Education (ESE) students must participate in the state’s assessment and accountability system. Students with disabilities who are following the general education program and pursing a standard diploma shall participate in the same state and district assessments as their general education peers, including the Florida Assessment of Student Thinking (FAST) and End of Course (EOC) assessments. If students with disabilities receive testing accommodations, the accommodations must be listed in the student’s Individual Education Plan (IEP) or 504 Plan and utilized regularly during classroom instruction and assessment. Allowed accommodations are listed in the procedure’s manual for each specific assessment.
Florida Statute 1008.22(3)(c)2 states that students with disabilities may be eligible for a waiver of statewide, standardized assessment results for the purpose of receiving a course grade and standard high school diploma. To be considered for a waiver, the following criteria must be met:
- The student must be identified as a student with a disability, as defined in 1007.02 F.S.: The term “student with disability” mean a student who is documented as having an intellectual disability, a hearing impairment, including deafness, a speech or language impairment, a visual impairment, including blindness, and emotional or behavioral disability, an orthopedic or other health impairment, an autism spectrum disorder, a traumatic brain injury, or specific learning disability, including but not limited to dyslexia, dyscalculia, or developmental aphasia.
- The student must have an individual education plan (IEP)
- The student must have taken the statewide, standardized assessment with appropriate, allowable accommodations at least once.
- In accordance with 1008.22(3)(c)2 F.S., the IEP team must make a determination of whether a statewide, standardized assessment accurately measures the student’s abilities, taking into consideration all allowable accommodations or students with disabilities.
- The IEP team must meet to determine whether the statewide assessment results should be waived.
The Florida Alternate Assessment (FAA) is designed for students whose participation in the general statewide assessment is not appropriate, even with accommodations. The Florida Alternate Assessment measures student academic performance on the Florida Standards Access Points (FS-AP) in language, mathematics, and science. Access Points are written specifically for students with significant cognitive disabilities and reflect the essence or core intent of the standards that apply to all students in the same grade, but at reduced levels of complexity.
IEP Teams are responsible for determining whether students with disabilities will be assessed with the FAST or with the FAA based on criteria outlined in State Board Rule 6A-1.0943(5), Florida Administrative Code (F.A.C.) The IEP team should consider the student’s present level of educational performance in reference to the Florida standards. The IEP team should also be knowledgeable of FAST guidelines and the use of appropriate testing accommodations. Only students with the most significant cognitive disabilities are eligible to participate in the FAA. Most significant cognitive disability means a global cognitive impairment that adversely impacts multiple areas of functioning across many settings and is a result of a congenital, acquired, or traumatic brain injury or syndrome and is verified by either:
- A statistically significant below average global cognitive score that falls within the first percentile rank (i.e., standard, full-scale score of sixty-seven (67) or under); or
- In the extraordinary circumstance when a global, full-scale intelligent quotient score is unattainable, a school district-determined procedure has been approved by the Florida Department of Education.
If the IEP team determines that a student is eligible to participate in the FAA, the parent/legal guardian will be notified and provided information regarding the implications of this decision by receipt of Parental Consent Form: Instruction in State Standards Access Points Curriculum and Florida Alternate Assessment Administration.
Extraordinary Exemption from Statewide Assessments
A student with a disability who has a circumstance or condition that leads to results that reflect the student’s impaired sensory, manual, or speaking skills rather that the student’s achievement of the benchmarks assessed by a statewide standardized assessment may be allowed an extraordinary exemption from participating in the assessment per 1008.212 F.S. The IEP team, which must include the parent/legal guardian, determines if the student is eligible for an extraordinary exemption and submits documentation to the superintendent. The request for exemption must be approved by the SJCSD superintendent and the commissioner of education. A specific process and timeline must be followed as outlined in Rule 6A-1.0943(5) F.A.C.
Exemptions for Student with Medical Complexity
A student with a disability may be allowed an exemption from participation in statewide standardized assessments because of the student’s medical complexity per 1008.22(10) F.S. Medical complexity is defined to mean a student who is medically fragile and needs intensive care because of a condition such as a congenital or acquired multisystem disease; has a severe neurological or cognitive disorder with marked functional impairment; or is technology dependent for activities of daily living and lacks the capacity to perform on an assessment. The IEP team, which must include the parent/legal guardian, determines if the student is eligible for an extraordinary exemption and submits documentation to the superintendent. The request for exemption must be approved by the SJCSD superintendent and the commissioner of education.
Waivers
Students with disabilities who are working toward a standard high school diploma are expected to participate in the State and District assessments as well as meet other requirements set forth by State or District policy; however, legislation provides for waivers to be available to students with IEP’s if specific requirements are met.
Waiver of Statewide, Standardized Results for Students with Disabilities:
Section 1008.22(3)(d), F.S., states that a student with a disability, as defined in s. 1007.02 F.S., for whom the IEP team determines that the statewide, standardized assessments under this section cannot accurately measure the student’s abilities, taking into consideration all allowable accommodations, shall have assessment results waived for the purpose of receiving a course grade and a standard high school diploma.
To be considered for a waiver from the statewide, standardized assessment graduation requirement, the student must:
- Be identified as a student with a disability as defined in, s. 1007.02 F.S.;
- Have an Individual Education Plan (IEP); and
- Have taken the statewide, standardized assessment with appropriate allowable accommodations at least once.
In accordance with s. 1008.22(3)(d)2, F.S., the IEP team must make a determination of whether a statewide, standardized assessment accurately measures the student’s abilities, taking into consideration all allowable accommodations for students with disabilities.
The completed Statewide, Standardized Results Waiver for Students with Disabilities forms must be signed by the school principal, assistant principal, and IEP team (a meeting for waiver purposes must be held) and sent to the designated ESE Program Specialist. The forms can be found at:
https://inside.stjohns.k12.fl.us/ese/forms/fsa_fsaa_eoc_waiver_2-18-1/
Parent/Legal Guardian Notification of Non-Participation in Florida Assessment of Student Thinking (FAST)
The school must notify the student’s parents/legal guardians in writing that their child is not participating in the statewide assessment (FAST) and provide the parent/legal guardian with information regarding the expected proficiency levels in reading, writing, math, and science. The school is also responsible for administering an alternate assessment based on alternate achievement standards. The school must notify the student’s parent/legal guardian, in writing, that their child is not participating in the statewide assessment (FAST) and provide them with information regarding the expected proficiency levels in reading, writing, math, and science.
Parent/Legal Guardian Notification of Classroom Instructional Accommodations Not Allowed on Statewide Assessments
If a student is provided with instructional accommodations in the classroom that are not allowable as accommodations in the statewide assessment program, as described in the test manuals, the school must:
- Inform the parent/legal guardian in writing, and
- Obtain parent/guardian consent to utilize classroom accommodations not allowed on state-wide assessments, and
- Provide the parent/legal guardian with information regarding the impact on the student’s ability to meet expected proficiency levels in reading, writing and math. This notification is documented on the student’s individual education plan.
Promotion and Retention of Students with Disabilities
Students with disabilities who are following the general education program, take the Florida Assessment of Student Thinking (FAST) and End-of-Course (EOC) assessments, and are working toward a standard diploma, fall under the same guidelines for promotion as non-disabled students. For students who are following the Access Points for Students with Significant Cognitive Disabilities, the principal or designee will make the final determination regarding promotion or retention after considering input from the IEP team.
Extended School Year for ESE Students
Extended School Year is specially designed instruction and related services beyond the normal school year of the district. These services are provided to a student with a disability, who the IEP team determines needs these services in order to receive a free, appropriate public education (FAPE). ESY (Extended School Year) is available at no cost to the parent/legal guardian. Specific requirements and procedures must be followed. Refer to the Exceptional Student Education Policies and Procedures (SP&P) located on the Florida Department of Education website at http://beess.fcim.org/sppDistrictDoc.aspx
Hospital/Homebound
A homebound or hospitalized student is a student who has a medically diagnosed physical or psychiatric condition that is acute or catastrophic in nature, or a chronic illness or a repeated intermittent illness due to a persisting medical problem, which confines the student to home or hospital and restricts activities for an extended period of time. The medical diagnosis shall be made by a licensed physician who is qualified to assess the student’s physical or psychiatric condition.
Hospital/Homebound Eligibility Criteria
A student is eligible for specially designed instruction and related services as a student who is homebound or hospitalized if the following criteria are met:
- A licensed physician must certify that the student:
- Is expected to be absent from school due to a physical or psychiatric condition for at least 15 consecutive school days (or the equivalent on a block schedule), or due to a chronic condition for at least 15 school days (or the equivalent on a block schedule), which need not run consecutively.
- Is confined to home or hospital.
- Will be able to participate in and benefit from an instructional program.
- Is under medical care for illness or injury that is acute, catastrophic, or chronic in nature.
- The student can receive instructional services without endangering the health and safety of the instructor or other students with whom the instructor may come in contact.
- The student is in kindergarten through twelfth grade and is enrolled in a public school prior to the referral for homebound or hospitalized services unless the student has been determined eligible as a student with a disability.
- The child is three through five years of age and has been determined eligible as a student with a disability.
- A parent/legal guardian or primary caregiver signs a parental agreement concerning homebound or hospitalized policies and parental cooperation.
Graduation Options for Students with Disabilities
Schools shall provide instruction to prepare students with disabilities to demonstrate proficiency in the skills and competencies necessary for successful grade-to-grade progression and high school graduation. Students with disabilities are not restricted or limited to a diploma option/graduation option. Students with disabilities shall be afforded the opportunity to meet all standard graduation requirements and earn a standard diploma. Decisions
regarding the student’s diploma option are made by the IEP team, which includes the parent/legal guardian and the student, using the student’s post-secondary education and career goals to guide the decision. See Graduation Programs for Students in General Education Programs for more information regarding diploma options available to all students, including students with disabilities.
The following two diploma options available only to students with disabilities:
- 24 Credit standard diploma with academic and employment requirements, available only to students with disabilities (Employment Transition Plan must be completed, (1003.4282(10)(2)(a- d), (F.S.)
- 24 credit standard diploma option available only to students with significant cognitive disabilities who take access courses and the Florida Standards Alternate Assessment, 1003.4282(10)(1)(a-b F.S.)
ESE Diploma Designation
Scholar Designation and Industry Scholar Designation are available to all students, including students with disabilities. For more information, please see Additional High School Completion Information.
Substituting Career and Technical Education (CTE) Courses
Students with disabilities who are following the high school graduation option outlined in s. 1003.4282(10)(b)1., F.S. may substitute secondary CTE courses for:
- English IV
- 1 math credit (not Geometry or Algebra 1)
- 1 Science credit (not Biology 1)
- 1 Social Studies credit (not U.S. History)
Deferral of Receipt of a Standard Diploma
Deferment is a Free and Appropriate Education (FAPE) related process for students with disabilities (SWD) who have active IEPs and are enrolled in public schools.
Deferment provides an additional period to support experiences and skill readiness for successful postsecondary outcomes. To be eligible for deferment, students must be on track to meet credit, grade point average (GPA), and testing requirements for a standard diploma.
Deferment services and programs should be specific, intentional, and aligned with students’ needs and their postsecondary goals. When discussing deferment, the IEP team should consider the Least Restrictive Environment (LRE). For many students with disabilities, deferment may be a more restrictive setting compared to entering directly into a postsecondary environment. Students wishing to defer receipt of their diploma must do so no later than May 15th of their senior year. Students with disabilities who earn a standard diploma without deferring are not eligible for further services from the school district.
Once a student has met the requirements to earn a Florida standard diploma as described in Section 1003.4282, F.S., a SWD with an IEP enrolled in a public school may have their IEP team determine eligibility to defer receipt of that diploma if they meet two conditions:
- They have an Individual Education Plan that prescribes special education, transition planning, transition services, or related services through age 21.
- They are enrolled in a structured work-study, internship, pre-apprenticeship, accelerated college credit instruction pursuant to s.1007.27. FS, industry certification courses that lead to college credit, an early college program, or courses necessary to satisfy the scholar designation requirements.
It is important to note that each of these programs has a different focus (academic, employment, or independent living); they vary in academic rigor, may take place in school, business, or community settings, and some require an application process including entrance criteria and timelines.
Students not enrolled in public school, such as those in home school or private school, do not fall under these provisions and are not eligible for FAPE and/or processes related to FAPE (including deferment).
Once a student takes receipt of their standard diploma and/or the LEA/district recognizes a student’s earned high school diploma from another entity (such as out-of-state, private, home school, etc.), the district is released from the obligation to provide FAPE to the student.
Deferment is a one-time opportunity and can end at the family’s or adult student’s request or upon the student’s 22nd birthday, whichever comes first. When a student wishes to end deferment, the IEP team must reconvene through a special review to terminate the deferment through the IEP process.