LAC 28:XCVII.405. Requirements for Graduation

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 student’s 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 student’s needs that result from the student’s 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 student’s disability, including the student’s 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 student’s 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.