§183.2. Career option description
A. To prepare students for choosing a career option at the high school level, in grades
six through eight, schools shall incorporate activities which expose students to career and
technical and academic fields of study. Such activities may include field trips, guest
speakers, community services, and other activities designed to introduce students to
occupations in demand in Louisiana. At least six activities shall be conducted at each grade
level during each school year.
B.
(1)If the student, for any two of the three most recent school years, or for a student
in high school, the two most recent administrations of any state-established assessments
required for graduation, has not otherwise met state-established benchmarks on required state
assessments, the
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§183.2. Career option description
A. To prepare students for choosing a career option at the high school level, in grades
six through eight, schools shall incorporate activities which expose students to career and
technical and academic fields of study. Such activities may include field trips, guest
speakers, community services, and other activities designed to introduce students to
occupations in demand in Louisiana. At least six activities shall be conducted at each grade
level during each school year.
B.(1) If the student, for any two of the three most recent school years, or for a student
in high school, the two most recent administrations of any state-established assessments
required for graduation, has not otherwise met state-established benchmarks on required state
assessments, the student's Individualized Education Program team, with the written approval
of the student's parent or legal guardian, shall have the option of determining an alternative
pathway to graduation for the student.
(2) If an Individualized Education Program team determines that state-established
benchmarks on the required state assessments are no longer a condition for promotion or
graduation for a student, the team shall:
(a) Within thirty days of the student entering the course or grade level, establish
minimum performance requirements in the student's Individualized Education Program
relevant to promotion or graduation requirements, including but not limited to end-of-course
assessments, that shall be incorporated for awarding course credits. The state board shall
make available a list of multiple appropriate assessments and guidance for use in establishing
minimum score requirements on the assessments that an Individualized Education Program
team may, but shall not be required to, use for this purpose. The Individualized Education
Program 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.
(b) 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) 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. A student with an exceptionality is not guaranteed a diploma and shall meet
either the standard requirements or those established by his Individualized Education
Program team to be awarded a diploma as provided in R.S. 17:183.3(E).
C. Throughout high school, each student shall pursue the curriculum required for his
chosen major by his school and approved by the State Board of Elementary and Secondary
Education or, for a student with an exceptionality as defined in R.S. 17:1942, except a
student identified as gifted or talented and who has no other exceptionality, who meets the
eligibility criteria as provided in Paragraph (B)(1) of this Section, as determined by the
student's Individualized Education Program team, if applicable, and approved in writing by
the student's parent or legal guardian.
D. Students shall, with the written approval of a parent or legal guardian, be able to
change from one major to another at the end of any school semester.
Acts 1997, No. 1124, §1; Acts 2001, No. 191, §1, eff. May 31, 2001; Acts 2009, No.
246, §1, eff. July 1, 2009; Acts 2009, No. 298, §1, eff. July 1, 2009; Acts 2014, No. 643, §1;
Acts 2014, No. 833, §§1, 2; Acts 2017, No. 97, §1; Acts 2021, No. 458, §1, eff. June 23,
2021.