§ 20-2-327 - Recognition of advanced proficiency/honors courses; counseling and development of individual graduation plans
O.C.G.A. 20-2-327 (2010)
20-2-327. Recognition of advanced proficiency/honors courses; counseling and development of individual graduation plans
(a) Student performance at the advanced proficiency/honors level on any assessments required for purposes of high school graduation shall be recognized as:
(1) Meeting postsecondary entrance test requirements, and
(2) Qualifying students to enroll in credit-bearing postsecondary course work in accordance with policies and requirements established by the State Board of Education, the Board of Regents of the University System of Georgia, and the State Board of Technical and Adult Education.
(b) Secondary and postsecondary credit shall be awarded immediately upon successful completion of any articulated or dual enrollment course in accordance with policies and requirements established by the State Board of Education, the Board of Regents of the University System of Georgia, and the State Board of Technical and Adult Education.
(c) Beginning with the 2010-2011 school year, students in the sixth, seventh, and eighth grades shall be provided counseling, advisement, career awareness, career interest inventories, and information to assist them in evaluating their academic skills and career interests. Before the end of the second semester of the eighth grade, students shall develop an individual graduation plan in consultation with their parents, guardians, or individuals appointed by the parents or guardians to serve as their designee. High school students shall be provided guidance, advisement, and counseling annually that will enable them to successfully complete their individual graduation plans, preparing them for a seamless transition to postsecondary study, further training, or employment. An individual graduation plan shall:
(1) Include rigorous academic core subjects and focused course work in mathematics and science or in humanities, fine arts, and foreign language or sequenced career pathway course work;
(2) Incorporate provisions of a student's Individualized Education Program (IEP), where applicable;
(3) Align educational and broad career goals and a student's course of study;
(4) Be based on the student's selected academic and career focus area as approved by the student's parent or guardian;
(5) Include experience based, career oriented learning experiences which may include, but not be limited to, internships, apprenticeships, mentoring, co-op education, and service learning;
(6) Include opportunities for postsecondary studies through articulation, dual enrollment, and joint enrollment;
(7) Be flexible to allow change in the course of study but be sufficiently structured to meet graduation requirements and qualify the student for admission to postsecondary education; and
(8) Be approved by the student and the student's parent or guardian with guidance from the student's school counselor or teacher adviser.
An individual graduation plan shall be reviewed annually, and revised, if appropriate, upon approval by the student and the student's parent or guardian with guidance from the student's school counselor or teacher adviser. An individual graduation plan may be changed at any time throughout a student's high school career upon approval by the student and the student's parent or guardian with guidance from the student's school counselor or teacher adviser.