Florida provides specially designed instruction (special education) and related
or hospitalized (13% of the students with disabilities served).
325 W. GAINES STREET • SUITE 1514 • TALLAHASSEE, FL 32399-0400 • (850) 201-7400 • www.fldoe.org
Disabilities Education Act (IDEA), the overwhelming majority of students with disabilities must
be expected to demonstrate mastery of the Sunshine State Standards, participate in the Florida
Comprehensive Assessment Test (FCAT), and graduate with a standard diploma. In order to
achieve this expectation, students with disabilities must be provided with access to the general
curriculum, the necessary specially designed instruction and related services, and appropriate test
accommodations.
By Executive Order #02-108, Governor Bush created the Blue Ribbon Task Force on
Accommodations and Access for Students with Disabilities (BRTF) and charged it to:
“…make recommendations regarding expanded accommodations for FCAT test-takers….
Recommendations for reasonable testing accommodations shall be designed to allow the
fullest participation of students with disabilities based on research-based practices in
assessment, and shall not jeopardize the validity, reliability, or security of the FCAT.”
“…consider the high school credentials and access to post-secondary education available to
students with disabilities….Recommendations shall also be provided on the high school
credentials and access to post-secondary education that are available for students with
“…if the Florida Board determines that statutory changes are required, …these changes be
The BRTF met for a total of 16 days and the Chairperson, Jan Rouse, presented the report to the
Florida Board of Education at its December 10, 2002, meeting. (Copies of the report and the
presentation to the Board are available at www.myfloridaeducation.com/blueribbon/.) The
BRTF’s report made a total of 54 recommendations in the following eight areas:
January 27, 2003
Page Three
Following the presentation to the Board, I directed staff to prioritize our activities to implement
the recommendations of the BRTF to ensure that expanded test accommodations are available to
students with disabilities for the March 2003 administration.
At the January 21, 2003, meeting of the State Board of Education (formerly the Florida Board of
Education), information regarding DOE’s action plan was presented. (Copies of the Board
agenda item and handouts will be available at http://www.flboe.org/news/pr_01_14_03.asp.)
Listed below is a more detailed summary of our actions to date listed within the category of
recommendations made by the BRTF.
FCAT Administration, Test Development, and Other Assessment Options
Refined DOE’s review of the FCAT test items for visually impaired students to include an
educator with visually impairments. Items determined to be inappropriate for visually
impaired students will be excluded from the Braille version of the FCAT.
Continued the inclusion of teachers of students with disabilities in the review of draft FCAT
test items.
Continued the use of the principles of universal design in the development of FCAT test
items.
Exploring the use of web-based assessment for FCAT through pilot programs beginning in
2003-04.
Access and Accommodations
Expanded the FCAT accommodations to be available with the March 2003 administration
(also presented to the SBE on January 21, 2003).
Conducting regional trainings for district assessment coordinators and directors of
exceptional student education.
Disseminating information on the expanded accommodations and procedures for requesting
unique accommodations and waivers from the grade 10 graduation test requirement.
Producing for distribution a video on expanded accommodations and procedures for
requesting unique accommodations and waivers from the grade 10 graduation test
requirement
Continuing the review of the number and extent of accommodations provided to students
with disabilities on the FCAT and providing such information to districts.
Reporting of FCAT Results and Accountability
Continued reporting the performance of students with disabilities on the FCAT without
“flagging” those scores.
Continued monitoring of districts, through the Bureau of Instructional Support and
Community Services’ Quality Assurance/Continuous Monitoring process, on the
participation rate of students with disabilities in the FCAT, changes in segregated
placements, and dropout rates.
January 27, 2003
Page Four
Disseminating information for parents and teachers of students with disabilities on diploma
options, their requirements, and test accommodations.
Continued the provision of detailed reports to parents and school districts on students’
performance on FCAT.
Access to Post-Secondary Education
Emphasizing the need for effective transition across agencies for students with disabilities.
Completed an agreement between Vocational Rehabilitation and Exceptional Student
Education regarding transition activities and services for students with disabilities.
Emphasizing in technical assistance materials the federal requirement that students with
disabilities who do not graduate with a standard diploma may remain in public school
through the year they turn 21 or graduate with a standard diploma, whichever occurs first.
Educational Support, Technology and Research
Provided $4.5 million new federal funds to school districts for the provision of remediation
to grade 12 students with disabilities who have not passed one or both portions of the FCAT
and are scheduled to graduate with a standard diploma.
The DOE will continue to move forward with implementation of other recommendations such
as:
Exemptions from Graduation Test Requirements and Other Appeals Process
Disseminating information on procedures for appeals on decisions made regarding
accommodations, unique waivers, or exemptions from the grade 10 gradation test.
Reporting of FCAT Results and Accountability
Revising the reporting of the performance of students with disabilities to conform to the new
requirements of NCLB including the establishment of Adequate Yearly progress (AYP).
Access to Post-Secondary Education
Reviewing the differences between the accommodations available to students with
disabilities in post-secondary programs and those allowed on the FCAT.
Establishing a policy for the transfer of assistive technology when the student transfers from
one agency to another.
Examining the current guidelines used by community colleges and universities for post-
secondary evaluations for students with disabilities.
Reviewing the eligibility criteria for post-secondary scholarship programs.
January 27, 2003
Page Five
The BRTF made some recommendations that required statutory revisions in order to implement.
Therefore, my 2003 Legislative Agenda, approved by the State Board of Education at its January
21, 2003, meeting, includes:
Implementing alternate assessments for students with disabilities when the grade 10
graduation test is not an accurate assessment of the student’s abilities, even with appropriate
test accommodations.
Expanding graduation options for students with disabilities that lead to a standard diploma.
Changing the name of the “certificate of completion” to more accurately reflect the students’
achievement in high school.
Including the federal requirement regarding the right of students with disabilities to remain in
public school through the year they turn 21 or graduate with a standard diploma, whichever
occurs first.
The BRTF also made a few recommendations that are inconsistent with current statutes, State
Board of Education rules, or with the Governor’s A+ plan (e.g., revise a State Board of
Education rule to allow students with cognitive or other learning deficits to be eligible for
consideration for exemption from the grade 10 graduation test; until such rule revisions, interpret
learning disabilities to be a type of physical disability thereby making such students in the Class
of 2003 eligible for an exemption from the grade 10 graduation test). The Department is not
implementing such recommendations as they are inconsistent with our state’s initiatives for
highest student achievement and with the requirements of No Child Left Behind.
We will continue to provide you with information regarding our progress in implementing these
recommendations. Your partnership and collaboration are essential as we improve the quality of
services provided to students with disabilities and their access to post-secondary programs.
JH/sgg
