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Regular Session, 2014
HOUSE BILL NO. 993
BY REPRESENTATIVE SCHRODER AND SENATOR CLAI TOR
EDUCATION/SPECIAL: Provides relative to requirements for pupil progression,
graduation, and issuance of diplomas for students with exceptionalities
AN ACT1
To amend and reenact R.S. 17:183.2(B)(1) and (C), 183.3(B)(3) and (D)(1)(a) and (b)(i) and2
(ii), and 2925(A)(2) and to enact R.S. 17:183.3(D)(1)(b)(iii)(dd) and (E), relative to3
high school career options for students with exceptionalities; to provide relative to4
requirements for Individual Graduation Plans, pupil progression, and graduation; to5
provide with respect to criteria for pursuing a career major curriculum; to provide for6
the issuance of a high school diploma; to provide for the calculation of school7
performance scores with respect to certain students with exceptionalities; to require8
the state Department of Education to track the performance of students with9
exceptionalities and to develop and implement a monitoring and corrective action10
system for school systems with high rates of students with exceptionalities11
performing below expected levels; and to provide for related matters.12
Be it enacted by the Legislature of Louisiana:13
Section 1. R.S. 17:183.2(B)(1) and (C), 183.3(B)(3) and (D)(1)(a) and (b)(i) and (ii),14
and 2925(A)(2) are hereby amended and reenacted and R.S. 17:183.3(D)(1)(b)(iii)(dd) and15
(E) are hereby enacted to read as follows:16
§183.2. Career option description17
* * *18
B.(1)(a) By the end of the eighth grade, each student shall develop, with the19
input of his family, and for a student with an exceptionality, as defined in R.S.20 HLS 14RS-1042 ENGROSSED
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17:1942(B), except a gifted or talented student, the Individualized Education1
Program team, a Five Year Individual Graduation Plan. Such a plan shall include a2
sequence of courses which is consistent with the student's stated goals for one year3
after graduation. Each student's Five Year Individual Graduation Plan shall be4
reviewed annually thereafter by the student, parents, and school advisor, and5
Individualized Education Program team, if applicable, and revised as needed.6
(b) If an Individualized Education Program team determines that the student7
is not required to meet state or local established performance standards on any8
assessment for purposes of graduation, the team shall:9
(i) Identify rigorous educational goals for the student.10
(ii) Include diagnostic information, appropriate monitoring and intervention,11
and other evaluation strategies.12
(iii) Include an intensive instructional program.13
(iv) Provide innovative methods to promote the student's advancement14
including flexible scheduling, alternate learning environments, online instruction,15
and other interventions that are proven to accelerate the learning process and have16
been scientifically validated to improve learning and cognitive ability.17
(v) Identify a course of study that promotes college or workforce readiness,18
or both, career placement and advancement, and transition from high school to19
postsecondary education or work placement.20
(c)(i) The calculation of school performance scores pursuant to the school21
and district accountability system shall include the percentage of students with22
exceptionalities whose Individualized Education Program teams determine are not23
required to meet the state-established benchmarks on the required state assessments24
for grade promotion compared to the total student population. The calculation shall25
provide for the assignment of points for every student who achieves his26
Individualized Education Program goals and objectives necessary for grade27
promotion and graduation.28 HLS 14RS-1042 ENGROSSED
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(ii) A diploma issued to a student with exceptionalities based on achieving1
his Individualized Education Program goals and objectives shall count equally and2
be assigned the same number of points in the school performance score calculation3
for high schools as are assigned for a student with a regular diploma.4
(d)(i) A student with an exceptionality who is on grade level and has met5
state-established performance standards on the required state assessments shall have6
promotion and graduation requirements that maintain his performance on grade level7
expectations as demonstrated by performance on the required state assessments.8
However, under extenuating circumstances, a student's Individualized Education9
Program team may determine that a student who has previously met state-established10
benchmarks on the required state assessments shall not be required to meet state-11
established performance levels as conditions for promotion or graduation. If an12
Individualized Education Program team determines that state-established13
requirements for academic proficiency on the required state assessments are no14
longer a condition for promotion or graduation for a student, the team shall:15
(aa) Determine appropriate individualized assessments to measure student16
proficiency on academic competencies and establish minimum score requirements.17
(bb) Provide the student and his parent or legal guardian with information18
related to how requirements that vary from standard expectations may impact future19
educational and career options.20
(cc) Provide reasons for the extenuating circumstances as to why the student21
is not required to meet state-established benchmarks on the required state22
assessments. Extenuating circumstances shall include but are not limited to23
significant mental or medical changes, regressive conditions, and family structure.24
(ii) The state Department of Education, to the extent possible, shall track the25
performance of students with exceptionalities across school systems and, in26
collaboration with the Special Education Advisory Panel, establish indicators to27
identify school systems with disproportionately high rates of students with28
exceptionalities performing below expected levels and declines in performance29 HLS 14RS-1042 ENGROSSED
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across subgroups of students with exceptionalities. The department, to the extent1
possible, shall develop and implement a monitoring and corrective action system to2
address school systems identified as having high rates of students with3
exceptionalities performing below expected levels.4
(iii) Students with exceptionalities shall be afforded the same opportunities5
to pursue a high school diploma and to exit with all course credits, honors, and6
financial awards as other students. A student with exceptionalities is not guaranteed7
a diploma and shall meet either the standard requirements or those established by his8
Individualized Education Program team to be awarded a diploma.9
* * *10
C. Throughout high school, each student shall pursue the rigorous11
curriculum required for his chosen major by his school as approved by the State12
Board of Elementary and Secondary Education or, for a student with an13
exceptionality, the rigorous requirements established for graduation by the14
Individualized Education Program team.15
* * *16
§183.3. Career major; description; curriculum and graduation requirements17
* * *18
B.19
* * *20
(3) The questions included in any end-of-course examination administered21
to students pursuing a career major program and curriculum as provided in this22
Section, the passage of which is required for high school graduation, shall be23
constructed in a manner that reflects course design and content and the method of24
instruction employed for the course.25
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D.(1) A student who seeks to pursue a career major curriculum must shall27
meet one of the following conditions:28 HLS 14RS-1042 ENGROSSED
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(a) The student has fulfilled all of the requirements established by the State1
Board of Elementary and Secondary Education and the city, parish, or other local2
public school board where the student is enrolled or the Individualized Education3
Program team, if applicable, for promotion to the ninth grade.4
(b)(i) The student is at least fifteen years of age, or will attain the age of5
fifteen during the next school year, scored at least at the approaching basic level on6
either the English/Language Arts or Mathematics component of the eighth grade7
Louisiana Educational Assessment Program test, and meets the objective criteria8
established by the pupil progression plan of the city, parish, or other local public9
school system where the student is enrolled or the requirements for promotion10
established by the Individualized Education Program team, if applicable, to enter the11
ninth grade for the purpose of pursuing a career major curriculum.12
(ii) Prior to entering the ninth grade, such student must the student shall13
complete a summer remediation program in the subject area of any component of the14
eighth grade Louisiana Educational Assessment Program test on which the student15
scored at the unsatisfactory level, as established by the State Board of Elementary16
and Secondary Education or complete the summer remediation requirements for17
promotion established by the Individualized Education Program team, if applicable.18
Any such student who fails to satisfactorily complete a summer remediation program19
shall be required to complete any approved developmental course or courses, for20
credit, as may be deemed necessary to ensure that the student is prepared to21
undertake the coursework required for his chosen career major.22
(iii) The State Board of Elementary and Secondary Education shall certify23
that the pupil progression plan established by each city, parish, or other local public24
school system that promotes a student to the ninth grade pursuant to this25
Subparagraph contains the following requirements:26
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(dd) Provides for pupil progression determinations for a student with an1
exceptionality, as defined in R.S. 17:1942(B), except a gifted or talented student, to2
be made by the Individualized Education Program teams.3
* * *4
E.(1) A student with an exceptionality, as defined in R.S. 17:1942(B), except5
a gifted or talented student, who successfully completes the requirements of his6
Individualized Education Program, including performance on any assessment7
required for graduation determined appropriate by their Individualized Education8
Program team, shall be issued a high school diploma. The student's Individualized9
Education Program team shall determine if the student is required to meet state or10
local established performance standards on any assessment for purposes of11
graduation.12
(2) If a student's Individualized Education Program team determines that the13
student is not required to meet state or local performance standards on any14
assessment for purposes of graduation, the student shall be required to successfully15
complete Individualized Education Program goals and requirements and shall meet16
at least one of the following conditions, consistent with the Individualized Education17
Program:18
(a) Employment in integrated, inclusive work environments, based on the19
student's abilities and local employment opportunities, in addition to sufficient20
self-help skills to enable the student to maintain employment without direct and21
continuous educational support from the school district.22
(b) Demonstrated mastery of specific employability skills and self-help skills23
that do not require direct and continuous educational support from the school district.24
(c) Access to services that are not within the legal responsibility of public25
education or employment or education options for which the student has been26
prepared by the academic program.27
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§2925. Individual graduation plans1
A.2
* * *3
(2) Each student, with the assistance of his parent or other legal guardian and4
school guidance personnel, shall be allowed to choose the high school curriculum5
framework and related graduation requirements that best meets his postsecondary6
goals. Each student's individual graduation plan Individual Graduation Plan shall7
include the recommended sequence of courses for successful completion of his8
chosen major that aligns with postsecondary education, training, and the workforce9
and shall be reviewed annually and updated or revised as needed. For a student with10
an exceptionality, as defined in R.S. 17:1942(B), except a gifted or talented student,11
the high school curriculum framework and related graduation requirements shall be12
determined by the Individualized Education Program team.13
* * *14
DIGEST
The digest printed below was prepared by House Legislative Services. It constitutes no part
of the legislative instrument. The keyword, one-liner, abstract, and digest do not constitute
part of the law or proof or indicia of legislative intent. [R.S. 1:13(B) and 24:177(E)]
Schroder HB No. 993
Abstract: Provides relative to high school career options for students with exceptionalities
(except gifted and talented students) including requirements for Individual
Graduation Plans, pupil progression, and graduation and for the issuance of a high
school diploma to such students.
Present law relative to the high school career option program, provides for an academic
major (college prep. courses) and a career major (academic courses and modern vocational
studies). Requires the State Board of Elementary and Secondary Education (BESE) to
develop and adopt requirements for career major programs offered by school boards and to
issue a career diploma to students who successfully complete such requirements. Requires
students in a career major program to complete an academic core of courses and a career and
technical sequence of courses and specifies course requirements. Requires a student seeking
to pursue a career major curriculum to meet one of the following conditions:
(1)Has fulfilled all requirements established by BESE and the local public school board
for promotion to 9th grade.
(2)Is at least 15 or will turn 15 during the upcoming school year and has scored at least
approaching basic on certain LEAP tests and meets criteria established by the local
school system's pupil progression plan to enter the 9th grade to pursue a career major
curriculum. Such student must also complete a summer remediation program in the HLS 14RS-1042 ENGROSSED
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subject area of any LEAP test component on which he scored at the unsatisfactory
level. A student who fails to satisfactorily complete summer remediation must
complete developmental courses (for credit) necessary to be prepared to undertake
the course work required for his chosen career major.
Requires BESE to certify that the pupil progression plan of each local school system that
promotes a student who did not meet 8th grade LEAP standards to the 9th grade contains
specified requirements.
Present law relative to Individual Graduation Plans, requires students by the end of the 8th
grade, to develop a plan to help explore educational and career possibilities and to make
appropriate decisions as part of an overall career plan. Permits students to choose the high
school curriculum framework and related graduation requirements that best meet their
postsecondary goals. Provides that each student's plan shall include the recommended
sequence of courses needed for successful completion of his chosen career major and shall
be reviewed annually and updated as needed. Requires that a student's plan be signed by the
student and his parent or other legal guardian.
Proposed law retains present law and provides for applicability of present law to students
with exceptionalities as defined in present law (R.S. 17:1942(B), except gifted and talented
students). Provides for determinations relative to pupil progression and graduation
requirements to be made by the student's Individualized Education Program (IEP) team.
Provides for involvement by the IEP team in the development and review of an Individual
Graduation Plan. Provides that 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. Specifies that such students are not guaranteed a diploma
and have to meet either the standard requirements or those established by his IEP team to
be awarded a diploma. Provides that a student who successfully completes his IEP
requirements shall be issued a high school diploma.
Proposed law requires that the school performance scores calculations include the percentage
of students with exceptionalities whose IEP teams determine are not required to meet the
state-established benchmarks on the required state assessments for grade promotion
compared to the total student population. Provides that a diploma issued to a student with
exceptionalities based on achieving his IEP goals and objectives shall count equally and be
assigned the same number of points in the school performance score calculation for high
schools as are assigned for a student with a regular diploma.
Provides that a student with exceptionalities who is on grade level and has met state-
established performance standards on the required state assessments shall have promotion
and graduation requirements that maintain his performance on grade level expectations as
demonstrated by performance on the required state assessments. Further provides that under
extenuating circumstances, a student's IEP team may determine that a student who has
previously met state-established benchmarks on the required state assessments shall not be
required to meet state-established performance levels as conditions for promotion or
graduation. Provides that if an IEP team determines that state-established requirements for
academic proficiency on the required state assessments are no longer a condition for
performance or graduation for a student, the team shall:
(1)Determine appropriate individualized assessments to measure student proficiency on
academic competencies and establish minimum score requirements.
(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. HLS 14RS-1042 ENGROSSED
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(3)Provide reasons for the extenuating circumstances as to why the student is not
required to meet state-established benchmarks on the required state assessments.
Extenuating circumstances shall include but are not limited to significant mental or
medical changes, regressive conditions, and family structure.
Proposed law requires the state Dept. of Education to track the performance of students with
exceptionalities across school systems and, in collaboration with the Special Education
Advisory Panel, establish indicators to identify school systems with disproportionately high
rates of students with exceptionalities performing below expected levels and declines in
performance across subgroups of students with exceptionalities. Further requires the
department to develop and implement a monitoring and corrective action system to address
school systems identified as having high rates of students with exceptionalities performing
below expected levels.
(Amends R.S. 17:183.2(B)(1) and (C), 183.3(B)(3) and (D)(1)(a) and (b)(i) and (ii), and
2925(A)(2); Adds R.S. 17:183.3(D)(1)(b)(iii)(dd) and (E))
Summary of Amendments Adopted by House
Committee Amendments Proposed by House Committee on Education to the original
bill.
1. Exempts gifted and talented students from proposed law applicability.
2. Requires that the school performance scores calculations include the percentage
of students with exceptionalities who are not required to meet the
state-established benchmarks for grade promotion. Provides that a diploma
issued to a student based on achieving his IEP goals and objectives shall count
equally and be assigned the same number of points in the school performance
score calculation for high schools as are assigned for a student with a regular
diploma.
3. Provides that if an IEP team determines that state-established requirements for
academic proficiency on the required state assessments are no longer a condition
for promotion or graduation for a student, the team shall take certain actions
including determining appropriate individualized assessments to measure student
proficiency on academic competencies and establishing minimum score
requirements.
4. Requires the state Dept. of Education to track the performance of students with
exceptionalities and establish indicators to identify and implement a monitoring
and corrective actions system for school systems with disproportionately high
rates of students with exceptionalities performing below expected levels.