Access Points - for Students with a "Most Significant Cognitive Disability"
What Does “Significant Cognitive Disability” Mean?
A significant cognitive disability is a lifelong condition that substantially limits intellectual functioning and adaptive behavior.
Students with significant cognitive disabilities typically have an IQ well below average and need intensive, individualized instruction and supports to learn everyday skills, communicate, and participate in school and community life.
Under the Individuals with Disabilities Education Act (IDEA) and Florida Administrative Code Rule 6A-1.0943, only students with the most extensive and pervasive needs—those who cannot be taught grade-level standards even with the full range of accommodations—are considered for Access Point instruction.
This decision is based on comprehensive evaluation data and careful IEP team review.
What Are Access Points?
Access Points are alternate academic standards within Florida’s B.E.S.T. (Benchmarks for Excellent Student Thinking) Standards.
They are specifically designed for a very small percentage of students with the most significant cognitive disabilities whose IEP team has determined that even with accommodations, the full grade-level standards are not appropriate.
Access Points are not accommodations to the general curriculum—they are a modification of the curriculum itself. They preserve the core intent of the grade-level standards but are written at reduced levels of complexity, focusing on the most essential content and skills needed for meaningful learning, independence, and future opportunities.
Eligibility: A Very Small Percentage of Students
Legal and Policy Framework
Under IDEA and Florida Administrative Code Rule 6A-1.0943, an Individual Education Plan (IEP) team can recommend Access Point instruction only for a student with a "most significant cognitive disability." This decision can only be made when data confirms that the student is not making progress on general education standards, even with the full range of appropriate accommodations.
Parents must provide informed consent, and the IEP must document how Access Point instruction will affect learning, assessment, and postsecondary options.
Students receiving Access Point instruction participate in the Florida Standards Alternate Assessment (FSAA) rather than the general statewide assessments.
The 1% Eligibility Rule
Federal law—including the Individuals with Disabilities Education Act (IDEA) and the Every Student Succeeds Act (ESSA)—sets the expectation that no more than 1% of all students statewide will participate in alternate academic achievement standards.
Florida Department of Education data confirm that only a small fraction of students with disabilities meet these criteria. Florida Department of Education – 1% Waiver (PDF)
Why This Matters for Your Child
For the very small group of students who qualify, Access Points and Essential Understandings provide:
A different curriculum pathway that connects to grade-level concepts but is modified and written at a level of complexity appropriate for students with significant cognitive disabilities.
Meaningful access to the general education curriculum while emphasizing functional academics and skills for daily living and independence.
An individualized plan for steady growth, supporting both immediate learning and long-term success.
Because Access Point instruction is a significant change in both curriculum and assessment, the IEP team—with the parent/guardian as an essential member—reviews comprehensive data and carefully considers how this decision will affect your child’s educational and post-school opportunities before finalizing the plan.
Learning Opportunities for Your Child Through Alternate Assessments
The U.S. Department of Education provides a booklet that explains the key goals of school improvement under the No Child Left Behind (NCLB) Act and the Individuals with Disabilities Education Act (IDEA).
It provides families with practical information to help ensure that children with significant cognitive disabilities can fully benefit from these educational opportunities. Click here to download your free copy
Click Here to Access the Technical Assistance Paper - provides technical assistance regarding revisions to Rule 6A-1.0943, Florida Administrative Code, Statewide Assessment for Students with Disabilities.
In accordance with Rule 6A-6.0331(10)(b), F.A.C., if the decision of the IEP team is that the student will participate in access courses and be assessed through the Florida Alternate Assessment, the parents/guardian of the student must give signed consent to have their child instructed in access points and their achievement measured based on alternate academic achievement standards. This decision must be documented on the Parent Consent Form – Instruction in the State Standards Access Points Curriculum and Florida Alternate Assessment Administration.
If the parent fails to respond after reasonable efforts by the school district to obtain consent, the school district may provide instruction in the state standards access points curriculum and administer the Florida Alternate Assessment. The IEP should include a statement of why the student cannot participate in the general assessment and why the alternate assessment is appropriate.