Technical Assistance Paper Statewide Assessment for Students with Disabilities
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1 Pam Stewart Commissioner of Education DPS: Date: March 20, 2015 Technical Assistance Paper Statewide Assessment for Students with Disabilities Summary: The purpose of this technical assistance paper is to provide technical assistance regarding the revisions of Rule 6A , Florida Administrative Code, Statewide Assessment for Students with Disabilities. Students with disabilities must participate in statewide standardized assessments. A student participating in the Florida Alternate Assessment must have this participation determined by the student s individual educational plan (IEP) team and with parent consent. Students with disabilities may need allowable accommodations to participate in the statewide standardized assessments. IEP teams may need to recommend extraordinary exemption or an exemption for a student with medical complexity from participation in a statewide standardized assessment. Contact: Status: X Leanne Grillot Program Specialist Leanne.Grillot@fldoe.org Revises and replaces existing Technical Assistance Paper: , Statewide Assessment for Students with Disabilities Issued by the Florida Department of Education Division of Public Schools Bureau of Exceptional Education and Student Services W. Gaines Street Tallahassee, FL , Florida Department of Education. All Rights Reserved.
2 Table of Contents A. Student Participation in the Statewide Assessment Program... 1 A-1. What are the major changes in Rule 6A , Florida Administrative Code (F.A.C.), Statewide Assessment for Students with Disabilities?... 1 A-2. Who participates in the statewide standardized assessment program?... 1 A-3. Are students who are enrolled in private schools or in home education programs required to participate in the statewide standardized assessment program?... 1 A-4. What are the requirements for participation in the Florida Alternate Assessment?... 1 B. Accommodations... 2 B-1. Who is allowed to have accommodations on the statewide standardized assessment program?... 2 B-2. What are allowable accommodations?... 2 B-3. What are unique accommodations?... 3 B-4. What is the procedure for requesting unique accommodations?... 3 B-5. If the parents of a student enrolled in private school or in home school programs elect to have their child participate in the statewide standardized assessment program, are accommodations available?... 3 C. Extraordinary Exemption... 3 C-1. Who may be eligible for an extraordinary exemption from participation in the statewide standardized assessment due to circumstances or conditions?... 3 C-2. Who determines whether a student with a disability may be eligible for an extraordinary exemption from participation in the statewide standardized assessment due to circumstances or conditions?... 4 C-3. What is the process for submission of an extraordinary exemption from participation in a statewide standardized assessment to the commissioner of education?... 4 C-4. How often must a request for extraordinary exemption be submitted?... 5 C-5. How is the student s progress assessed if the commissioner grants the exemption?... 5 C-6. What is available if a parent disagrees with the IEP team s recommendation regarding the request for an extraordinary exemption?... 5 C-7. What is available if a parent disagrees with the commissioner of education s denial of an extraordinary exemption?... 6 D. Exemption for Students With Medical Complexity... 6 D-1. Who may be eligible for an exemption from participation in the statewide standardized assessment because of the student's medical complexity?... 6 D-2. Who determines whether a student with medical complexity may be eligible for an exemption from participation in the statewide standardized assessment?... 6 ii
3 D-3. What exemption options are available for students with medical complexity?... 6 D-4. What are the superintendent reporting requirements for the one-year exemption granted to students with medical complexity?... 7 D-5. For the student with medical complexity, who determines which exemption option from participation in the statewide standardized assessment is chosen?... 7 D-6. What is the process for submission of documents for a medical complexity exemption from participation in a statewide standardized assessment to the commissioner of education?... 7 Appendix A... 8 Appendix B: Checklist for Course and Assessment Participation Appendix C: Checklist for Extraordinary Exemption Request Sample Form Appendix D: Checklist for Medically Complex Exemption Request Sample Form iii
4 A. Student Participation in the Statewide Assessment Program A-1. What are the major changes in Rule 6A , Florida Administrative Code (F.A.C.), Statewide Assessment for Students with Disabilities? This rule was revised by the State Board of Education on two occasions during A summary of revisions made includes the following: Remove the requirement for unique accommodation approval by the commissioner of education to receive large print materials. Add definitions for statewide standardized assessments, circumstance, condition, medical complexity and parent. Update language permitting an individual educational plan (IEP) team to submit a request to a school district superintendent so that a student may receive an extraordinary exemption or exemption for students with medical complexity from participation in a statewide standardized assessment. Stipulate requirements for documentation that must be submitted to the commissioner of education when an IEP team recommends an extraordinary exemption or exemption for a student with medical complexity. Establish requirements for the action the department must take upon receipt of a request for an extraordinary exemption or exemption for a student with medical complexity. The rule is provided in this document as Appendix A. A-2. Who participates in the statewide standardized assessment program? In accordance with section (3)(c), Florida Statutes (F.S.), all students enrolled in public schools are required to participate in the statewide standardized assessment program. A-3. Are students who are enrolled in private schools or in home education programs required to participate in the statewide standardized assessment program? No. However, school districts must have a plan for including students enrolled in private schools through the McKay Scholarship program or students who are served through home education, if the parent chooses to have his/her child participate in the statewide standardized assessment program. A-4. What are the requirements for participation in the Florida Alternate Assessment? The decision for a student with a disability to participate in the statewide alternate assessment is made by the IEP team and recorded on the IEP. The following criteria must be met: The student has a significant cognitive disability. 1
5 Even with appropriate and allowable instructional accommodations, assistive technology or accessible instructional materials, the student requires modifications, as defined in Rule 6A (1)(z), F.A.C., to the grade-level general state content standards pursuant to Rule 6A , F.A.C. The student requires direct instruction in academic areas of English language arts, mathematics, social studies and science based on access points in order to acquire, generalize and transfer skills across settings. The parent must sign consent in accordance with Rule 6A (10), F.A.C. To assist IEP teams in making course and assessment determination, please see the checklist in Appendix B. B. Accommodations B-1. Who is allowed to have accommodations on the statewide standardized assessment program? Accommodations are authorized for any student who has been determined eligible as a student with a disability and has a current IEP or has a plan developed under Section 504 of the Rehabilitation Act. The accommodations must be identified on the student s IEP or Section 504 plan and must be based on current instructional accommodations and accessible instructional materials used regularly by the student in the classroom. B-2. What are allowable accommodations? Rule 6A (4)(a), F.A.C., states that appropriate and allowable accommodations for statewide standardized assessments are prescribed in current statewide standardized assessment test administration manuals published by the Florida Department of Education (FDOE). Accommodations are changes or adjustments to standard testing procedures or materials that enable a student with a disability to participate in state or district assessments. Accommodations that negate the validity of a statewide standardized assessment are not allowable. The use of allowable statewide assessment accommodations are based on current instructional accommodations and the accessible instructional materials that are used regularly by the student in the classroom. In accordance with s (3)(c)3.b., F.S., and 6A (3)(h)4., F.A.C., if a student with a disability is provided with accommodations in the classroom that are not allowed as accommodations for statewide standardized assessments, the school district must inform the parent in writing and provide the parent with information regarding the impact on the student s ability to meet expected performance levels. A parent must provide signed consent for a student to receive classroom instructional accommodations that would not be available or permitted on a statewide standardized assessment and acknowledge in writing that he or she understands the implications of such instructional accommodations. 2
6 B-3. What are unique accommodations? Unique accommodations are specialized accommodations that require changes or alterations to available test materials or established test administration guidelines. In order to be used during testing, a unique accommodation must be an allowable accommodation that does not negate the validity of the assessment, must be documented in the student s IEP or Section 504 plan and must be requested and approved by the FDOE. Paper-based test materials (regular print, large print, braille, one-item-per-page) are not considered unique accommodations and may be provided to eligible students, if indicated. B-4. What is the procedure for requesting unique accommodations? On an annual basis, the department communicates with district assessment coordinators regarding the process to submit unique accommodations. The need for any unique accommodations not included in the FDOE statewide standardized assessment test administration manuals must be submitted to the commissioner of education for approval. Written requests for unique accommodations must be submitted on the Unique Accommodation Request Form. Requests should be reviewed by the district assessment coordinator and the district exceptional student education director before submission to FDOE. B-5. If the parents of a student enrolled in private school or in home school programs elect to have their child participate in the statewide standardized assessment program, are accommodations available? Yes. Students with disabilities who are in private school or in home school programs and who require accommodations in order to participate in the statewide standardized assessment program must receive accommodations identified in paragraphs (4)(a) and (4)(c) of Rule 6A , F.A.C. In order to receive accommodations, the following information must be provided to the school district: Evidence that the student has been found eligible as a student with a disability as defined by s (3)(a), F.S., or is an eligible student with a disability with a plan developed in accordance with Section 504 of the Rehabilitation Act; and A statement that the requested accommodations are regularly used for instruction with the student. C. Extraordinary Exemption C-1. Who may be eligible for an extraordinary exemption from participation in the statewide standardized assessment due to circumstances or conditions? Section , F.S., establishes two determinations that guide the IEP team in making a determination of a need for an extraordinary exemption of statewide standardized assessments for a student with a disability. 3
7 A student with a disability who has a circumstance, defined according to s , F.S., may be eligible for an extraordinary exemption from participation in the statewide assessment. Circumstance is defined as a situation in which accommodations allowable on a statewide standardized assessment are not offered to a student during the current year s assessment administration due to technological limitations in the testing administration program that lead to results that reflect the student s impaired sensory, manual or speaking skills rather than the student s achievement of the benchmarks assessed by a statewide standardized assessment. A student with a disability who has a condition may be eligible for an extraordinary exemption from participation in the statewide standardized assessment. A condition is defined according to s , F.S., to mean an impairment, whether recently acquired or longstanding, that affects a student s ability to communicate in modes deemed acceptable for statewide standardized assessments, even if appropriate accommodations are provided. The impairment creates a situation in which the results of administration of a statewide standardized assessment would reflect the student s impaired sensory, manual or speaking skills rather than the student s achievement of the benchmarks assessed by the statewide standardized assessment. A learning, emotional, behavioral or significant cognitive disability or the receipt of services through the homebound or hospitalized program in accordance with Rule 6A , F.A.C., is not, in and of itself, an adequate criterion for granting an extraordinary exemption. Note: It is important that all students are included in the accountability process. Students who are exempt due to extraordinary circumstances or conditions are counted as nonparticipants in the accountability process. C-2. Who determines whether a student with a disability may be eligible for an extraordinary exemption from participation in the statewide standardized assessment due to circumstances or conditions? An IEP team, which must include the parent, may determine if the student is eligible for an extraordinary exemption. The IEP team must then submit all documents required to the district school superintendent. C-3. What is the process for submission of an extraordinary exemption from participation in a statewide standardized assessment to the commissioner of education? An IEP team, which includes the parent, submits to the district school superintendent a written request for an extraordinary exemption at any time during the school year, but no later than 60 days before the first day of the administration window of the statewide standardized assessment for which the request is made. The request must include: 4
8 A written description of the student s disabilities, including a specific description of the student s impaired sensory, manual or speaking skills; Written documentation of the most recent evaluation data; Written documentation, if available, of the most recent administration of statewide standardized assessments; Written description of the effect of the circumstance or condition, as defined in s , F.S., on the student s participation in statewide standardized assessments and on the student s achievement; Written evidence that the student had the opportunity to learn the skills being tested; Written evidence that the student had been provided appropriate instructional accommodations; Written evidence as to whether the student has had the opportunity to be assessed using the instructional accommodations on the student s IEP that are allowable in the administration of a statewide standardized assessment; Written evidence of the circumstance or condition as defined in subsection (1) of Rule 6A , F.A.C.; and The name, address and phone number of the student s parent. Based on the IEP team s recommendation, the school district superintendent shall recommend to the commissioner of education whether an extraordinary exemption for a given assessment administration window be granted or denied. The school district s recommendation and accompanying documentation must be sent to the Florida Department of Education, Office of the Commissioner, 325 West Gaines Street, Tallahassee, Florida, The commissioner shall verify the information documented, make a determination and notify the parent and the district school superintendent in writing within 30 calendar days after the receipt of the request whether the exemption has been granted or denied. C-4. How often must a request for extraordinary exemption be submitted? A request for the determination of an extraordinary exemption must be submitted annually and approved by the commissioner. If the commissioner denies the exemption, the notification must state the reasons for the denial. C-5. How is the student s progress assessed if the commissioner grants the exemption? A student s progress must be assessed in accordance with the goals established in the student s IEP. C-6. What is available if a parent disagrees with the IEP team s recommendation regarding the request for an extraordinary exemption? When a parent disagrees with the IEP team s recommendation, the dispute resolution methods as described in Rule 6A , F.A.C., shall be made available to the parent. 5
9 C-7. What is available if a parent disagrees with the commissioner of education s denial of an extraordinary exemption? In accordance with the provisions of s , F.S., when a parent disagrees with the commissioner of education s denial of an extraordinary exemption, the parent may request an expedited due process hearing. If requested, FDOE must inform the parent of any free or low-cost legal services and must arrange the hearing with the Division of Administrative Hearings. This hearing must begin within 20 school days following receipt of the request, and the administrative law judge must make a determination within 10 school days after the completed hearing. D. Exemption for Students With Medical Complexity D-1. Who may be eligible for an exemption from participation in the statewide standardized assessment because of the student s medical complexity? Section (9), F.S., establishes criteria to guide the IEP team in making a determination about a student with a disability who has the need for an exemption of statewide standardized assessments because of the student s medical complexity. Medical complexity is defined to mean a child who, based upon medical documentation from a physician licensed under chapter 458 or chapter 459, F.S., is medically fragile and needs intensive care due to 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. Note: It is important that all students are included in the accountability process. Students who are exempt due to the determination of medical complexity are counted as nonparticipants in the accountability process. D-2. Who determines whether a student with medical complexity may be eligible for an exemption from participation in the statewide standardized assessment? An IEP team, which must include the parent, may determine the student with medical complexity is eligible for an exemption. D-3. What exemption options are available for students with medical complexity? There are multiple exemption options for students with medical complexity: a one-year exemption granted by the superintendent, or a one-, two-, three-year or permanent exemption approved by the commissioner of education. 6
10 D-4. What are the superintendent reporting requirements for the one-year exemption granted to students with medical complexity? In accordance with s (9)(b)1., F.S., the school district s superintendent must report annually to the district s school board and the commissioner of education the number of students who are identified as a child with medical complexity who are not participating in the assessment program. D-5. For the student with medical complexity, who determines which exemption option from participation in the statewide standardized assessment is chosen? The parent may choose the exemption option for the student with medical complexity. The IEP team must then submit all required documents to the district school superintendent. D-6. What is the process for submission of documents for a medical complexity exemption from participation in a statewide standardized assessment to the commissioner of education? An IEP team submits the appropriate documents to the school district s superintendent, who then submits a written request to the commissioner of education for a medical complexity exemption at any time during the school year, but no later than 30 days before the first day of the administration window of the statewide standardized assessment for which the request is made. The request must include: The student s name, grade level and statewide standardized assessment for which the exemption request is made; The name, address and phone number of the student s parent; Documentation of parental consent for the exemption; Documentation of the superintendent s approval of the exemption; Documentation that the IEP team considered and determined that the student meets the definition of medical complexity as defined in s (9), F.S.; and Medical documentation of the student s condition as determined by a physician licensed in accordance with chapter 458 or chapter 459, F.S. Based on the receipt of the request, documentation and recommendation, the commissioner of education shall verify the information documented, make a determination and notify the parent and the school district s superintendent in writing within 20 calendar days after the receipt of the request whether the exemption has been granted or denied. The school district s recommendation and accompanying documentation must be sent to the Florida Department of Education, Office of the Commissioner, 325 West Gaines Street, Tallahassee, Florida,
11 Appendix A 6A Statewide Assessment for Students with Disabilities. (1) Definitions. For the purposes of this rule, the following definitions apply: (a) Statewide standardized assessments shall have the same meaning as defined in Section (3), Florida Statutes (F.S.). (b) Circumstance shall have the same meaning as defined in Section , F.S. (c) Condition shall have the same meaning as defined in Section , F.S. (d) Medical complexity shall have the same meaning as defined in Section (9), F.S. (e) Parent shall have the same meaning as defined in Rule 6A ,(1)(bb), Florida Administrative Code (F.A.C.). (2) The Department of Education shall assure the participation of students with disabilities to include those students with disabilities as defined by Section (3)(a), F.S., or students with disabilities who have been determined eligible and have a plan developed in accordance with Section 504 of the Rehabilitation Act in the statewide standardized assessment program and provide technical assistance to school districts in the implementation of the requirements of this rule including appropriate accommodations for students participating in the statewide standardized assessment program as required by Sections (3)(c), and (5), F.S. (3) All students with disabilities will participate in the statewide standardized assessment program based on state standards, pursuant to Rule 6A , F.A.C., without accommodations unless the individual educational plan (IEP) team, or the team that develops the plan required under Section 504 of the Rehabilitation Act, determines and documents that the student requires allowable accommodations during instruction and for participation in a statewide standardized assessment. (4) Provision of accommodations for students with disabilities participating in the statewide standardized assessment program. (a) Each school board shall utilize appropriate and allowable accommodations for statewide standardized assessments within the limits prescribed herein and current statewide standardized assessment test administration manuals published by the Florida Department of Education Bureau of K-12 Student Assessment, and Bureau of Exceptional Education and Student Services. Copies of the manuals are available by contacting the Department of Education, 325 West Gaines Street, Tallahassee, Florida Accommodations are defined as adjustments to the presentation of the statewide standardized assessment questions, methods of recording examinee responses to the questions, scheduling for the administration of a statewide standardized assessment to include amount of time for administration, settings for administration of a statewide standardized assessment, and the use of assistive technology or devices to facilitate the student s participation in a statewide standardized assessment. Accommodations that negate the validity of a statewide standardized assessment are not allowable. Within the limits specified in this rule, allowable statewide standardized assessment accommodations are based on current instructional accommodations and accessible instructional materials used by the student in the classroom. (b) The accommodations described in paragraph (4)(a) of this rule are authorized for any student who has been determined to be an eligible student with a disability pursuant to Section (3)(a), F.S. and Rule 6A , F.A.C., and has a current IEP, or who has been determined to be a student with a disability with a plan developed in accordance with Section 504 of the Rehabilitation Act. The accommodations must be identified on the student s IEP or 8
12 the plan developed under Section 504 of the Rehabilitation Act. (c) The need for any unique accommodations for use on a statewide standardized assessment must be submitted to the Department of Education for approval by the Commissioner of Education. In order to be approved, a unique accommodation must be allowable for use on a statewide standardized assessment and must be used by the student during classroom instruction and for assessments and described as such on the student s IEP or plan developed in accordance with Section 504 of the Rehabilitation Act. (d) District personnel are required to implement the accommodations in a manner that ensures that the test responses are the independent work of the student. Personnel are prohibited from assisting a student in determining how the student will respond or directing or leading the student to a particular response. In no case shall the accommodations authorized herein be interpreted or construed as an authorization to provide a student with assistance in determining the answer to any test item. (e) Students with disabilities who are not currently enrolled in public schools or receiving services through public school programs and require accommodations in order to participate in the statewide standardized assessment program must have access to accommodations identified in paragraphs (4)(a) and (4)(c) of this rule if the following information is provided: 1. Evidence that the student has been found eligible as a student with a disability as defined by Section (3)(a), F.S., or is an eligible student with a disability with a plan developed in accordance with Section 504 of the Rehabilitation Act; and, 2. Documentation that the requested accommodations are regularly used for instruction. (5) Participation in the Florida Alternate Assessment. The decision that a student with a significant cognitive disability will participate in the Florida Alternate Assessment as defined in Section (3)(c), F.S., is made by the IEP team and recorded on the IEP. The provisions with regard to parental consent for participation in the Florida Alternate Assessment in accordance with Rule 6A (10), F.A.C., must be followed. The following criteria must be met: (a) Even with appropriate and allowable instructional accommodations, assistive technology, or accessible instructional materials, the student requires modifications, as defined in Rule 6A (1)(z), to the grade-level general state content standards pursuant to Rule 6A , F.A.C; and (b) The student requires direct instruction in the academics areas of English language arts, math, social studies and science based on access points, pursuant to Rule 6A , F.A.C., in order to acquire, generalize, and transfer skills across settings. (6) Extraordinary exemption. Pursuant to Section , F.S., upon approval of the Commissioner, a student with a disability is eligible for an extraordinary exemption from participation in statewide standardized assessments as defined in subsection (1) of this rule. (a) An IEP team may determine that a student with a disability is prevented by a circumstance or condition as defined in subsection (1) of this rule, from physically demonstrating the mastery of skills that have been acquired and are measured by a statewide standardized assessment and may recommend that an extraordinary exemption from the administration of a statewide assessment be granted. A learning, emotional, behavioral, or significant cognitive disability or the receipt of services through the homebound or hospitalized program in accordance with Rule 6A , F.A.C., is not, in and of itself, an adequate criterion for the granting of an extraordinary exemption. (b) The IEP team, which must include the parent, may submit to the district school 9
13 superintendent a written request for an extraordinary exemption at any time during the school year, but no later than sixty (60) calendar days before the first day of the administration window of the statewide standardized assessment for which the request is made. A request must include all of the following information: 1. A written description of the student s disabilities, including a specific description of the student s impaired sensory, manual or speaking skills; 2. Written documentation of the most recent evaluation data; 3. Written documentation, if available, of the most recent administration of statewide standardized assessments; 4. A written description of the circumstance s or condition s, as defined in subsection (1) of this rule, effect on the student s participation in statewide standardized assessments; and 5. Written evidence that the student has had the opportunity to learn the skills being tested; 6. Written evidence that the student has been provided appropriate instructional accommodations; 7. Written evidence as to whether the student has had the opportunity to be assessed using the instructional accommodations on the student s IEP which are allowable in the administration of a statewide standardized assessment; 8. Written evidence of the circumstance or condition as defined in subsection (1) of this rule; and 9. The name, address and phone number of the student s parent. (c) Based on the documentation provided by the student s IEP team, the school district superintendent shall recommend to the Commissioner of Education whether an extraordinary exemption from participation in a given statewide assessment administration be granted or denied. The school district s recommendation and accompanying documentation must be sent to the Florida Department of Education, Office of the Commissioner, 325 West Gaines Street, Tallahassee, Florida (d) If the parent disagrees with the IEP team s recommendation, the dispute resolution methods as described in Rule 6A , F.A.C., shall be made available to the parent. (e) Upon receipt of the request, documentation, and recommendation, the Commissioner shall verify the information documented, make a determination, and notify the parent and the district school superintendent in writing within thirty (30) calendar days after the receipt of the request whether the exemption has been granted or denied. In order for an extraordinary exemption to be granted by the Commissioner, all required documentation must be submitted and must provide sufficient evidence that the identified circumstance or condition prevents the student from physically demonstrating the mastery of skills that have been acquired and are measured by the statewide standardized assessment. If the Commissioner denies the exemption, the notification must state the reasons for the denial. (f) If the Commissioner grants the exemption, the student s progress must be assessed in accordance with the goals established in the student s IEP. (7) Exemption options for students with medical complexity. A student with medical complexity as defined in Section (9), F.S., may be exempt from participating in statewide, standardized assessments to include the Florida Alternate Assessment. If the parent consents in writing, and the student s IEP team determines that the student should not be assessed based on medical documentation that confirms that the student meets the criteria of medical complexity, the parent may select one of the following assessment exemption options: (a) A one-year exemption approved by the district superintendent as described in Section 10
14 (9), F.S. For all students approved by the district superintendent for a one year exemption, the following information must be reported to the Commissioner of Education beginning June 1, 2015, and each June 1 thereafter: 1. The total number of students for whom a one-year exemption has been granted by the superintendent; and 2. For each student receiving an exemption, the student s name, grade level and the specific statewide standardized assessment(s) from which the student was exempted. (b) A one-, two-, or three-year or permanent exemption approved by the Commissioner of Education as described in Section (9), F.S. In order for the Commissioner to consider such an exemption, the following information must be submitted by the district superintendent to the Commissioner of Education no later than thirty (30) calendar days before the first day of the administration window of the statewide standardized assessment for which the request is made: 1. The student s name, grade level and the statewide standardized assessment for which the exemption request is made; 2. The name, address and phone number of the student s parent; 3. Documentation of parental consent for the exemption; 4. Documentation of the superintendent s approval of the exemption; 5. Documentation that the IEP team considered and determined that the student meets the definition of medically complex as defined in Section (9), F.S.; and 6. Medical documentation of the student s condition as determined by a physician licensed in accordance with chapter 458 or chapter 459, F.S. (8) Upon receipt of the request, documentation and recommendation, the Commissioner shall verify the information documented, make a determination, and notify the parent and the district school superintendent in writing within twenty (20) calendar days after the receipt of the request whether the exemption has been granted or denied. Rulemaking Authority (1), (2)(n), , , , (3), (9), and (11) FS. Law Implemented , (5), , , (3) and (9) FS. History New , Amended , Formerly 6A-1.943, Amended , , , , and
15 Appendix B: Checklist for Course and Assessment Participation Student: Age: Date: Teacher: School: Individual educational plan (IEP) teams are responsible for determining whether students with disabilities will be assessed through administration of the general statewide standardized assessment or the Florida Alternate Assessment based on criteria outlined in Rule 6A (5), Florida Administrative Code (F.A.C.). The IEP team should consider the student s present level of educational performance in reference to the Next Generation Sunshine State Standards and Florida Standards. The IEP team should also be knowledgeable of guidelines and the use of appropriate testing accommodations. In order to facilitate informed and equitable decision making, IEP teams should answer each of the following questions when determining the appropriate assessment. Check all that apply. Questions to Guide the Decision-Making Process to Determine How a Student With Disabilities Will be Instructed and Participate in the Statewide Standardized Assessment Program 1. Does the student have a significant cognitive disability? YES NO 2. Even with appropriate and allowable instructional accommodations, assistive technology or accessible instructional materials, does the student require modifications, as defined in Rule 6A (1)(z), F.A.C., to the grade-level general state content standards pursuant to Rule 6A , F.A.C.? 3. Does the student require direct instruction in academic areas of English language arts, mathematics, social studies and science based on access points in order to acquire, generalize and transfer skills across settings? If the IEP team determines that all three of the questions accurately characterize a student s current educational situation, then the student should be enrolled in access courses and the Florida Alternate Assessment should be used to provide meaningful evaluation of the student s current academic achievement. If yes is not checked in all three areas, then the student should be instructed in the general education courses and participate in the general statewide standardized assessment with accommodations, as appropriate. In accordance with Rule 6A (10)(b), F.A.C., if the decision of the IEP team is that the student will participate in access courses and be assessed through the Florida Alternate Assessment, the parents of the student must give signed consent to have their child instructed in access points and their achievement measured based on alternate academic achievement standards. This decision must be documented on the Parent Consent Form Instruction in the State Standards Access Points Curriculum and Florida Alternate Assessment Administration, available at If the parent fails to respond after reasonable efforts by the school district to obtain consent, the 12
16 school district may provide instruction in the state standards access points curriculum and administer the Florida Alternate Assessment. The IEP should include a statement of why the student cannot participate in the general assessment and why the alternate assessment is appropriate. 13
17 Appendix C: Checklist for Extraordinary Exemption Request Sample Form District: School: Student: Student ID: Date of Birth: Grade: Assessment(s) for Exemption: The documentation attached is intended to address and support the request for: One-year extraordinary exemption for student due to circumstance or condition Information included: Individual educational plan to include documentation of the parent s participation in the team s decision to recommend to the superintendent that an extraordinary exemption be requested; A written description of the student s disabilities, including a specific description of the student s impaired sensory, manual or speaking skills; Written documentation of the most recent evaluation data; Written documentation, if available, of the most recent administration of statewide standardized assessments; Written description of the effect of the circumstance or condition, as defined in s , F.S., on the student s participation in statewide standardized assessments and on the student s achievement; Written evidence that the student had the opportunity to learn the skills being tested; Written evidence that the student had been provided appropriate instructional accommodations; Written evidence as to whether the student has had the opportunity to be assessed using the instructional accommodations on the student s individual educational plan which are allowable in the administration of a statewide standardized assessment; Written evidence of the circumstance or condition as defined in subsection (1) of Rule 6A , F.A.C.; and The name, address and phone number of the student s parent. Superintendent District Exceptional Student Education Director District Assessment Coordinator Date Date Date 14
18 Appendix D: Checklist for Medical Complexity Exemption Request Sample Form District: School: Student: Student ID: Date of Birth: Grade: Assessment(s) for Exemption: The documentation attached is intended to address and support the request for the commissioner s approval: One-year exemption for student determined medical complexity Two-year exemption for student determined medical complexity Three-year exemption for student determined medical complexity Permanent exemption for student determined medical complexity Information included: The student s name, grade level and statewide standardized assessment for which the exemption request is made; The name, address and phone number of the student s parent; Documentation of parental consent for the exemption; Documentation of the superintendent s approval of the exemption; Documentation that the individual educational plan team considered and determined that the student meets the definition of medical complexity as defined in section (9), F.S.; and Medical documentation of the student s condition as determined by a physician licensed in accordance with chapter 458 or chapter 459, F.S. Superintendent District Exceptional Student Education Director District Assessment Coordinator Date Date Date 15
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