SB 726 — Individual Education Plan Requirements for Students with Disabilities

Florida Senate - 2021 CS for CS for SB 726 By the CommitteesCommittee on Appropriations;Education;

and Education;Senator Taddeo 581-02634-21 2021726c1 A bill to be entitled An act relating to individual education plan requirements for students with disabilities;

and Senator Taddeo 576-04424-21 2021726c2 A bill to be entitled An act relating to individual education plan requirements for students with disabilities;

revising the timeline for the development and implementation of an individual education plan (IEP) for transition services for a student with disabilities to atransition to postsecondary education and career opportunities;

revising the requirements for an IEP for the transitions to a postsecondary education andor career opportunities;

requiring certainthe informationparents of students with disabilities to beprovide provideda atwritten IEPnotice meetings;relating to the deferment of a standard high school diploma by a specified date;

revisingconforming whenprovisions ato certainchanges statementmade ofby intent must be included in the IEP;act;

providingrequiring requirementsthe forDepartment suchof statement;Education to conduct a review of specified services and programs;

requiring a specified party to provide a signed statement relating to the deferment of a standard high school diploma;

requiring the Department of Education, in conjunction with the Project 10:

Transition Education Network, to conduct a review of specified services and programs;

2421 Be It Enacted by the Legislature of the State of Florida:

2623 Section 1. Subsections (1) and (2) of section 1003.5716, Florida Statutes, are amended to read:

(1) To ensure quality planning for a successful transition of a student with a disability to postsecondary education and career opportunities, during the student’s 7thseventh grade yearyear, or when the student attains the age of 12, whichever occurs first, an IEP team shall begin the process of, and develop an IEP for, identifying the need for transition services before the student with a disability enters high school or attains the age of 14 years,years whichever occurs first, in order for his or her postsecondary goals and career goals to be identified.

The plan must be operational and in place to begin implementation on the first day of the student’s first year in high school or when he or she attains the age of 16 years.years, whichever occurs first.

1003.4282 with a Scholar designation unless the parent chooses a Merit designation;designation;.

and(c) The (c) Provisionprovision of the information to theparents student and hisstudents orabout her parent of the school district’s high school-level transition services,courses career and technicalvocational, education,career, and collegiate programs available to students with disabilities and how to access such programs.programs, including, but not limited to, school-based transition programs;

Information shall also be provided on school-based transition programs and programs and services available through the Florida’s Center for Students with Unique Abilities,Abilities thecollegiate, Floridacareer, Centers for Independent Living, the Division of Vocational Rehabilitation, the Agency for Persons with Disabilities, and thetechnical Divisioncourses; of Blind Services.

Referraland forms,programs links,and services provided to youth and technicaladults supportby contactsthe forDivision theseof servicesVocational mustRehabilitation, bethe providedAgency tofor studentsPersons with Disabilities, and parentsthe atDivision IEPof meetings.Blind Services.

(2) BeginningApplications notfor laterDivision thanof theVocational firstRehabilitation IEPservices toand beAgency infor effectPersons whenwith theDisabilities studentservices entersshall highbe school,provided attainsto theparents age of 14 16, or when younger if determined appropriate by the parent and thestudents IEPat team, whichever occurs first, the IEP mustmeetings. include the following statements that must be updated annually:

An IEP team must also discuss with parents restrictions on information sharing which come into effect without the appointment of guardianship upon a student with a disability turning 18 years of age;

and (d) Discussion of the process for a student with a disability who meets the requirements for a standard high school diploma to defer the receipt of such diploma pursuant to s.

1003.4282(10)(c).

The parent of such student must provide a notice in writing no later than May 15 of the year his or her student will graduate that he or she understands the process for deferment and whether his or her student will defer the receipt of such diploma.

(2) Beginning not later than the first IEP to be in effect when the student enters the first day of his or her first year in high school or attains the age of 16, whichever occurs first, or younger if determined appropriate by the parent and the IEP team, the IEP must include the following statements that must be updated annually:

1. The statement must document discussion of the process for a student with a disability who meets the requirements for a standard high school diploma to defer the receipt of such diploma pursuant to s.

1003.4282(10)(c).

2. For the IEP in effect at the beginning of the school year the student is expected to graduate, the statement must include a signed statement by the parent or guardian, or the student if the student has reached the age of majority and rights have transferred to the student, that he or she understands the process for deferment and identifying if the student will defer the receipt of his or her standard high school diploma.

Section 2. The Department of Education,Education inshall conjunctionconduct a review of existing transition services and programs for students with thedisabilities Projectto 10:establish uniform best practices for such programs to deliver appropriate employment, pre-employment, and independent living skills education to students enrolled in such transition programs.

Transition Education Network, shall conduct a review of existing transition services and programs for students with disabilities to establish uniform best practices for such programs to deliver appropriate employment, preemployment, and independent living skills education to students enrolled in such transition programs.