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Welcome to the ESE Graduation & Transition Page
Transition Roadmap
Transition services are a coordinated set of services that help students prepare for post-school activities, such as going to college or working, getting services from adult agencies, living independently and participating in community activities. This Transition Roadmap provided by Project 10 gives families information to support students as they become adults. Click here to view this helpful document.

Florida students entering grade nine may choose from these options to earn a standard diploma. They are:
  • 24-credit program
  • 18-credit, Academically Challenging Curriculum to Enhance Learning (ACCEL) option
Florida's public high school graduation requirements are specified in the following sections of Florida Statute:
Students with a disability entering 9th grade in the 2014-2015 school year and thereafter may not work toward a special diploma. They must choose one of the standard diploma options. Students in grade 10-12 during the 2014-2015 school year who have been working toward a special diploma can change and work toward a standard diploma. However, once the student makes the change to standard diploma, the student cannot go back to special diploma. If a student's IEP is dated June 20, 2014 or earlier and states the student's intent to receive a special diploma, the student may still earn a special diploma as long as all requirements are met.
In addition to the options listed above, here are the standard diploma options available for students with disabilities:

(a) A parent of the student with a disability shall, in collaboration with the individual education plan (IEP) team during the transition planning process pursuant to s. 1003.5716, declare an intent for the student to graduate from high school with either a standard high school diploma or a certificate of completion. A student with a disability who does not satisfy the standard high school diploma requirements pursuant to this section shall be awarded a certificate of completion.
(b) The following options, in addition to the other options specified in this section, may be used to satisfy the standard high school diploma requirements, as specified in the student’s individual education plan:
1. For a student with a disability for whom the IEP team has determined that the Florida Alternate Assessment is the most appropriate measure of the student’s skills:
a. A combination of course substitutions, assessments, industry certifications, other acceleration options, or occupational completion points appropriate to the student’s unique skills and abilities that meet the criteria established by State Board of Education rule.
b. A portfolio of quantifiable evidence that documents a student’s mastery of academic standards through rigorous metrics established by State Board of Education rule. A portfolio may include, but is not limited to, documentation of work experience, internships, community service, and postsecondary credit.
2. For a student with a disability for whom the IEP team has determined that mastery of academic and employment competencies is the most appropriate way for a student to demonstrate his or her skills:
a. Documented completion of the minimum high school graduation requirements, including the number of course credits prescribed by rules of the State Board of Education.
b. Documented achievement of all annual goals and short-term objectives for academic and employment competencies, industry certifications, and occupational completion points specified in the student’s transition plan. The documentation must be verified by the IEP team.
c. Documented successful employment for the number of hours per week specified in the student’s transition plan, for the equivalent of 1 semester, and payment of a minimum wage in compliance with the requirements of the federal Fair Labor Standards Act.
d. Documented mastery of the academic and employment competencies, industry certifications, and occupational completion points specified in the student’s transition plan. The documentation must be verified by the IEP team, the employer, and the teacher. The transition plan must be developed and signed by the student, parent, teacher, and employer before placement in employment and must identify the following:
(I) The expected academic and employment competencies, industry certifications, and occupational completion points;
(II) The criteria for determining and certifying mastery of the competencies;
(III) The work schedule and the minimum number of hours to be worked per week; and
(IV) A description of the supervision to be provided by the school district.
3. Any change to the high school graduation option specified in the student’s IEP must be approved by the parent and is subject to verification for appropriateness by an independent reviewer selected by the parent as provided in s. 1003.572.

Helpful Links
·        Project 10- Transition Education Network
·        Transition Planning for Students with Disabilities: A Guide for Families
·        The 411 on Health Insurance for Young Adults aged 18-30 in Florida
·        Transition Resource for Families
·        Legal Guide for New Adults in Florida

Supporting Agencies 
·         Vocational Rehabilitation (VR) is a federal-state program that works with people who have physical or mental disabilities to prepare for, gain, or retain employment. VR is committed to helping people with disabilities find meaningful careers. Some of the services they provide include:
o   Vocational evaluation and Planning
o   Career Counseling and Guidance
o   Transition and Education after High School
o   Job-Site Assessment and Accommodations
o   Job Placement
o   Job Coaching
o   On-the-job Training
o   Supported Employment
o   Assistive Technology and Devices
Contact: Robin Ruddy, 305-289-6174 www.rehabworks.org
·         Agency for Persons with Disabilities. APD works in partnership with local     communities to support people with developmental disabilities in living, learning, and working in their community. The agency serves people with Spina Bifida, Autism, Cerebral Palsy, Prader-Willi Syndrome, Down Syndrome, and Intellectual Disabilities. The services are provided through waiver programs. You must apply through APD for these services, and there is a wait list so you should apply early. http://apd.myflorida.com
·         Keys Konnections is the agency in Monroe County that provides support coordination for persons on the Medicaid Waiver program. Contact, Beth Coats 305-295-6266
·         Monroe County Association for ReMARCable Citizens (MARC) provides support for persons with developmental disabilities across Monroe County. Services include housing, training, supported living, adult day training, medical services, community inclusion, and respite care. Contact Joell Bradbary 305-294-9526 www.marchouse.org 
·         TIES (Transition to Independence, Employment, and Success. Monroe County School District. The TIES program serves students ages 18-22 who continue to need support and instruction in developing “real world” skills such as employment and independent living. Students are provided community-based job training and coaching to acquire skills required for employment. The program is located on Sigsbee Naval Base. Contact: Ruth Holland 305-292-7178.  http://tiesprogram.wordpress.comTIES school page 
·         Florida Keys Community College, the Office for Students with Disabilities (OSD).  The OSD assists students with disabilities in all aspects of college life to ensure his/her educational experience is a successful one.  Students must self identify and provide current documentation of their disability.  Accommodations and support services provided include: note takers, extended time, tutors, interpreters, equipment loan, and assistance in admissions and registration.  Contact, Karla Malsheimer 305-809-3292 www.fkcc.edu/
 
 
 
 
Last Updated: 7/11/16
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