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California’s New Alternative Pathway to a High School Diploma for Students with Significant Cognitive Disabilities

https://bit.ly/CAIncludesAltPathway

New California

Alternative Pathway to a High School

Diploma for Students with Significant Cognitive Disabilities

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Stephanie Coleman

scoleman@scoe.net

SCOE Coordinator

Kristin Wright

kwright@scoe.net

SCOE Ex. Director

https://bit.ly/CAIncludesAltPathway

FB: CA Includes

@CAIncludes

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Accessibility Features

Closed Captioning (CC)
Audio Amplification
Visual Supports
Multi-modal instruction
Culturally Responsive Instruction
Universally Designed Content and Activities
Social Emotional Core Competencies

These features are embedded throughout today’s session to increase accessibility of the material for all participants. Please don’t hesitate to ask for additional accommodations, if needed.

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Toolkit Resources

LEA and Family Guide to the CA Alt Pathway to a HS Diploma for Students with Significant Cognitive Disabilities

Quick Reference: Pathways to a Diploma for Students with Disabilities

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Who’s in the room?

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Q&A

Using the provided sticky notes, please record questions you have come up as we present. You can place them in the ‘parking lot’ and we will answer them toward the end of the presentation.

You can also use the virtual parking lot to post questions.

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Lead a visualization activity (audio will play automatically when in present mode):

Imagine a vibrant, inclusive high school campus in sunny California. The entrance is adorned with a welcoming sign that reads "Everyone is Welcome" In this scene:

You see students of diverse backgrounds entering confidently through the gates, backpacks carrying what they need to succeed. Some use wheelchairs, while others have visual aids or communication devices. They wear graduation caps, symbolizing their aspirations.

At the center of the image stands a giant, radiant high school diploma that soars into the sky. It represents the ultimate goal. It's not just a piece of paper; it's a beacon of achievement.

Surrounding the diploma are icons and symbols of various careers and vocations - a stethoscope for healthcare, a toolbox for trades, a laptop for technology, and more. These symbols represent the skills students acquire during their education, preparing them for meaningful careers.

In the background, you see an active and bustling community. There's a farmers' market, a park with children playing, and adults engaged in diverse activities, showcasing how these graduates are integrated into and contributing to their communities.

In the foreground, you see students, families, and teachers gathered around a table, discussing Individualized Education Plans (IEPs). They have papers, charts, and laptops, symbolizing their collective effort to create clear plans to support each student in achieving their diploma.

This image encapsulates the vision of each and every student in California entering high school with the knowledge that they have the opportunity to earn a high school diploma, exit with valuable skills, and participate meaningfully in their communities, all achieved through collaboration and support.

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Presume Competence

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Welcoming/Inclusion Ritual

Go back in time and reflect on your own high school experience and what graduating meant to you and your family.

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CONSIDER FOR A MOMENT

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In groups of 2-3, spend 3 minutes discussing your thoughts.

Merry Go Round (PD)

Activity type promotes: Sociocentrism, Collaboration, Immediacy, Dynamic Attn Span, Turn-taking

Description:

Quick sharing of responses to a question/prompt by individuals in small groups. To share personal responses in a short time period without recording on paper. Student centered discussion that moves quickly and all group members contribute.

How To: Facilitator Prompt in Green

Teacher poses a question: What are your thoughts about what this kind of world would be like?
Students in groups of 3-6 take turns sharing a thought or reaction; Responses should be in 1-5 words, keeping the rotation quick and thoughts concise. Before we begin, I want to explain our activity. We will be sharing our thoughts on what we just imagined. You will be sharing your thoughts in 1-5 words, so please be concise and respectful of your group members by making sure everyone will have an opportunity to share. While standing in a circle, one person will begin by sharing, they will then determine if the rotation will go to the left or the right. Each person will quickly share their thoughts, and it will rotate to the next person. You will continue sharing until I call time. Any questions before we begin?
Discussion and responses continue until the time is up.

Thank you all for sharing with one another. Do I have 3 people who would like to share something that impacted them from what they heard during the merry-go-round?

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A High School Diploma Helps Eliminate Barriers to Employment

Mythbusting

Myth: Students with Extensive Support Needs (ESN) don’t need a diploma, a certificate of completion is adequate.

Truth: 90% of employers prefer to hire youth with a diploma, and 66% of jobs require a diploma

Myth: Students with ESN don’t need a diploma because they will only be able to find work as volunteers and supported vocational environments that do not require a diploma.

Truth: While many students with ESN may go on to have supported employment, assuming a diploma isn’t a necessary goal limits access to later employment opportunities the student could have otherwise been eligible for.

Diplomas shield against poverty and unemployment
More likely to have stable employment and higher wages which lead to better health outcomes
Low skilled jobs are most susceptible to automation, diploma provides opportunity for higher skilled jobs

Researchers Newman, Wagner, Cameto and Knokey 2009 have concluded that the stigma of having a disability is so strong that approximately 60% of students who have hidden disabilities indicated that they did not have a disability the year after they exited high school. This makes it very difficult to track post-secondary outcomes for students with disabilities.

A high school diploma is not just a ticket to post-secondary education; it is also a shield against unemployment and poverty. Statistics consistently show that individuals with a high school diploma are more likely to find stable employment, earn higher wages, and enjoy better health outcomes.

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A High School Diploma Helps Eliminate Barriers to Employment and Post-Secondary Education

Diploma is a Ticket!

90% of employers prefer to hire youth with a diploma

66% of jobs require a diploma

Every student with a disability should have an opportunity to earn a high school diploma that allows them to pursue any postsecondary college, training, or employment options they choose.

Lack of a Diploma Should Not be a Barrier!

Diplomas shield against poverty and unemployment
More likely to have stable employment and higher wages which lead to better health outcomes
Low skilled jobs are most susceptible to automation, diploma provides opportunity for higher skilled jobs

Researchers Newman, Wagner, Cameto and Knokey 2009 have concluded that the stigma of having a disability is so strong that approximately 60% of students who have hidden disabilities indicated that they did not have a disability the year after they exited high school. This makes it very difficult to track post-secondary outcomes for students with disabilities.

A high school diploma is not just a ticket to post-secondary education; it is also a shield against unemployment and poverty. Statistics consistently show that individuals with a high school diploma are more likely to find stable employment, earn higher wages, and enjoy better health outcomes.

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Most jobs available to youth who lack a diploma

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Existing Diploma Pathways Defined in CA Ed Code 51225.3

Courses	State	CTE Pathway	A-G Courses
English	3	3	4
Math	2	2	3
Science	2	2	2
Social Science	3	2	2
Visual Perform. Art	1	---	1
Foreign Language		---	2
Career Tech. Ed.		2	1
PE	2	2	---
Total	13	13	15
		Plus Local Graduation Requirements

Some student groups have already been granted statutory exemption from local requirements that go beyond state minimum course requirements for graduation. They include:

✦Foster Youth ✦Members of Military Families ✦Homeless Youth

✦English Language Learner ✦Adjudicated Youth ✦Alternative Ed. Participant

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Lots of options for diverse student groups
Acknowledge student groups with unique circumstances
Listed groups at the bottom are an example
Chart shows the various pathways that exist

Prior to 2022, various pathways were established to ensure that a diverse range of students had the opportunity to earn a high school diploma, acknowledging their unique circumstances and needs. The chart above outlines the existing pathways, as well as the addition of the Alternative Pathway to a High School Diploma for Students with Significant Cognitive Disabilities (51225.31). These various pathways were created to recognize the unique challenges and backgrounds of students, ensuring that they were not excluded from the opportunity to earn a high school diploma. It was a commitment to equity and inclusivity in education. The addition of 51225.31 extends that commitment to one of California’s most marginalized student groups.

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Three Things�

Something surprising
Something you already knew
Something you agree/disagree with

As we discuss the next slides, take a moment to jot some notes down on the following three things: something that surprises you, something that you already knew, and something you either agree or disagree with. We will have an opportunity to share them in a bit. You can write these on a piece of paper, or create a note on your phone, whichever you prefer.

Culturally Responsive: Field Dependence, Subjectivity, Written, Individual, Prompted

Description: Three Things, a During-Reading/Presentation Strategy, helps students focus in on the important details needed for learning. The teacher provides students with three prompts before reading a text/presenting. This provides the scaffolding needed to navigate text and content. In addition, it can target Tier 2 and Tier 3 vocabulary words intentionally through the Three Thing prompts. After reading the text and finding Three Things, the class discusses using a Discussion Protocol. * The Three Things can vary depending on the lesson objectives, such as a connection, something surprising, something they knew already, something they agree or disagree with, a question, a confusion, etc.

How To:

The teacher provides the students with the three prompts, questions, or themes they will be searching for while reading. (These could be written on the board, given on a worksheet, or provided digitally)
Students work independently to read, search, and highlight facts, ideas, and details that support the Three Things.
After a certain amount of time, students share their Three Things using a Discussion Protocol, such as Silent Appointment (page 64) or Think-Pair-Share (page 67) or Put Your Two Cents In (page 63) or Give One Get One (page 90)
Finally, the teacher ends with an Involuntary Responding Protocol such as Somebody Who, Pick-a-Stick, Roll ‘Em or Wheel of Names to hold students accountable and to shift to individualism.

https://hechingerreport.org/high-schools-fail-provide-legally-required-education-students-disabilities/

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Unveiling the Past: Historical Insights into High School Educational Outcomes for Students with Significant Cognitive Disabilities

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Recent Reports and Court Rulings

Supreme Court Ruling: Endrew F. v Douglas County School District Re-1 12/17
D.R. v. Redondo Beach Unified School District (9th Cir. 2022)

Reinforcing that ALL Students Have a Right to Learn Academic Standards at Grade-Level with Peers Regardless of Academic Level/Performance

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Recent reports, case law, and a Supreme Court ruling highlight the critical importance of ensuring that every student has access to academic standards.
This reflects the fundamental right to equitable education and the need to address achievement gaps for all students, regardless of their background or location.
Closing these gaps requires setting high standards, providing resources, and fostering equal opportunities for all.

Recent reports, case law, and a Supreme Court ruling highlight the critical importance of ensuring that every student has access to academic standards. This reflects the fundamental right to equitable education and the need to address achievement gaps for all students, regardless of their background or location. Closing these gaps requires setting high standards, providing resources, and fostering equal opportunities for all.

Source Documents:

https://content.acsa.org/ninth-circuit-clarifies-how-to-analyze-academic-benefit-for-least-restrictive-environment-purposes-under-the-idea/#:~:text=decision%20in%20D.R.-,v.,academic%20benefit%20in%20that%20placement.

https://sites.ed.gov/idea/questions-and-answers-qa-on-u-s-supreme-court-case-decision-endrew-f-v-douglas-county-school-district-re-1/

https://hechingerreport.org/high-schools-fail-provide-legally-required-education-students-disabilities/

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Important Questions for Consideration:

Are all students granted the opportunity to learn grade-level academic standards?
Are teachers adequately trained in the elements of universal design and MTSS/Tiered Support?
Are teachers in multi-grade separate settings set up for success to teach grade-level standards across multiple grade-levels of students in their classrooms?
Was the most inclusive environment considered, and has the district/school properly analyzed how the student is receiving academic benefit?

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Unveiling the Past: Historical Insights into High School Educational Outcomes for Students with Significant Cognitive Disabilities

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�Recent Reports and Court Rulings Reinforce that ALL Students Have a Right to Learn Academic Standards at Grade-Level with Peers Regardless of Academic Level/Performance�

Important Questions for Consideration:

Are all students granted the opportunity to learn grade-level academic standards?
Are teachers adequately trained in the elements of universal design and MTSS/Tiered Support?
Are teachers in multi-grade separate settings set up for success to teach grade-level standards across multiple grade-levels of students in their classrooms?
Was the most inclusive environment considered, and has the district/school properly analyzed how the student is receiving academic benefit?

Supreme Court Ruling: Endrew F. v Douglas County School District Re-1 12/17

D.R. v. Redondo Beach Unified School District (9th Cir. 2022)

Recent reports, case law, and a Supreme Court ruling highlight the critical importance of ensuring that every student has access to academic standards.
This reflects the fundamental right to equitable education and the need to address achievement gaps for all students, regardless of their background or location.
Closing these gaps requires setting high standards, providing resources, and fostering equal opportunities for all.

Recent reports, case law, and a Supreme Court ruling highlight the critical importance of ensuring that every student has access to academic standards. This reflects the fundamental right to equitable education and the need to address achievement gaps for all students, regardless of their background or location. Closing these gaps requires setting high standards, providing resources, and fostering equal opportunities for all.

Source Documents:

https://content.acsa.org/ninth-circuit-clarifies-how-to-analyze-academic-benefit-for-least-restrictive-environment-purposes-under-the-idea/#:~:text=decision%20in%20D.R.-,v.,academic%20benefit%20in%20that%20placement.

https://sites.ed.gov/idea/questions-and-answers-qa-on-u-s-supreme-court-case-decision-endrew-f-v-douglas-county-school-district-re-1/

https://hechingerreport.org/high-schools-fail-provide-legally-required-education-students-disabilities/

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Researched Benefits of Post-Secondary Experience for Students with Significant Cognitive Disabilities

National research has shown that youth with intellectual disabilities (ID) who have had a postsecondary (PSE) experience are 26 times more likely to be successfully employed upon completing vocational rehabilitation services and earn a 73 percent higher weekly wage than their peers without a PSE experience. California Department of Rehabilitation responded to this compelling data by allocating funding for College to Career (C2C) programs.
Students enrolled in C2C programs are passing classes, earning industry certifications and going to work.
They are provided personal counseling / support, accommodations and sometimes, intensive reading instruction.
They have a high rate of persistence in the community college system.

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ESSA includes provisions that will help to ensure success for students and schools. Below are just a few. The law:

Advances equity by upholding critical protections for America's disadvantaged and high-need students.
Requires—for the first time—that all students in the United States be taught to high academic standards that will prepare them to succeed in college and careers.
Ensures that vital information is provided to educators, families, students, and communities through annual statewide assessments that measure students' progress toward those high standards.
Helps to support and grow local innovations—including evidence-based and place-based interventions developed by local leaders and educators.
Sustains and expands this administration's historic investments in increasing access to high-quality preschool.
Maintains an expectation that there will be accountability and action to effect positive change in our lowest-performing schools, where groups of students are not making progress, and where graduation rates are low over extended periods of time.

Every Student Succeeds Act (ESSA) Provision Highlights for ALL Learners

After a comprehensive analysis of the available data, it is abundantly evident that possessing a high school diploma holds paramount significance for all students. The benefits derived from this educational milestone extend far beyond the classroom, encompassing various aspects of personal, social, and economic well-being. These advantages include increased earning potential, expanded career opportunities, improved job security, enhanced critical thinking skills, and a stronger foundation for lifelong learning. Moreover, a high school diploma serves as a vital gateway to higher education, enabling individuals to pursue advanced degrees and specialized fields of study. In light of these compelling findings, it is clear that fostering high school graduation rates should remain a top priority in education policy, as it paves the way for brighter futures and a more prosperous society. ESSA was not directly developed ensure access to a high school diploma, its overall goal is to improve the quality of education and opportunities available to all students, which indirectly contributes to higher graduation rates and better educational outcomes.

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Every Student Succeeds Act (ESSA)

California is utilizing the provision under ESSA that allows states to offer a pathway to graduation for students with significant cognitive disabilities using alternate achievement standards.

This state-defined alternate diploma pathway must meet three requirements:

Standards-based
Aligned with the State requirements for the regular high school diploma
Obtained within the same period for which the State ensures the availability of a free appropriate public education under section 612(a)(1) of the Individuals with Disabilities Education Act (20 U.S.C. 1412(a)(1)

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Impetus of the Alt Pathway

Budget Act of 2020, Senate Bill 74 established a workgroup (2020-2021)

Responsibilities

Identifying what other states had developed, or were in the process of developing.
Make recommendations for what California’s Alt Pathway should include.

Outcomes

Workgroup recommended the creation of an Alternative Pathway for Students with Significant Cognitive Disabilities that aligned with current alternative pathways already in place in California.
Workgroup recommendations became the impetus for Education Code 51255.31

Workgroup Convening

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Historical Context: Establishment of a Workgroup

The Alternate Pathways to a High School Diploma (Alt Pathways) Workgroup was established in California as authorized by the Budget Act of 2020, Senate Bill 74. It operated from December 2020 to July 2021 with the purpose of making recommendations to various educational bodies in the state, including the California State Legislature, State Board of Education, Department of Education, and Department of Finance. The primary focus was on examining and creating pathways to a high school diploma for students with disabilities, especially those with significant cognitive disabilities.

The workgroup's motivation stemmed from the fact that students with disabilities, as identified through California's accountability system, had the lowest high school graduation rates compared to other student groups. The legislation charged the workgroup with several key tasks:

Studying existing and developing new pathways for students with disabilities to access the core curriculum required for a high school diploma.
Creating an alternate diploma aligned with the state's alternate achievement standards for students with significant cognitive disabilities, in compliance with federal law.

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The California State Budget Act of 2020 allocated federal IDEA funds for the purpose of convening a workgroup to examine and propose alternate pathways to a high school diploma for students with disabilities. The legislation specifically charged the Alt Pathways Workgroup with studying existing and developing new alternate pathways for students with disabilities to access the core curriculum in order to satisfy the requirements for a high school diploma; developing an alternate diploma aligned to the state’s alternate achievement standards for students with significant cognitive disabilities, consistent with federal law; and other related matters necessary to meet the purpose set forth in this provision.

As reported in the workgroup report, multiple pathways are currently available as alternative pathways to a high school diploma for various student groups. LEAs may utilize already established pathways to support students with disabilities who do not have significant cognitive disabilities by providing “[e]quitable access across all California local educational agencies (LEAs) to an existing diploma-pathway option that only requires meeting the minimum state standards for graduation and not additional local requirements. This allowance should be determined on an individual student basis with the IEP team expectation always starting with how a student can meet all state and local requirements for graduation. This opportunity would allow for the IEP team to carefully determine that the student would benefit from only meeting state (and not local) minimum graduation requirements, and to essentially waive local requirements for graduation.”

More detailed information on the complete report can be found at the link below.

Source: https://www.scoe.net/media/2tla0rk5/ca_alternative_pathways_workgroup_report.pdf

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Historical Context Cont.

The workgroup aimed to ensure that all students with disabilities, including students with significant cognitive disabilities, have the opportunity to earn a high school diploma.

The workgroup emphasized the principles of the Individuals with Disabilities Education Act (IDEA), which call for equal opportunities for students with disabilities to earn a high school diploma and pursue postsecondary education or employment. Historically, students with significant cognitive disabilities receive a high school certificate of completion instead of a diploma, which limited access to postsecondary opportunities and competitive employment.

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Workgroup Recommendations

Creating a new high school alternate diploma-pathway exclusively for students with significant cognitive disabilities, that allows them the opportunity to meet state minimum graduation requirements using Alternate Achievement Standards allowable under federal ESSA guidelines.

Offering increased statewide guidance, training, and technical assistance to improve access for students with disabilities to existing traditional high school courses and pathways, with the expectation that most students will meet existing state and local graduation requirements.

The workgroup's overall aim was to ensure that students with disabilities have equal access to educational opportunities and the chance to earn a high school diploma that prepares them for postsecondary success.

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Which Students are Not Currently Receiving Diplomas in California?

Group 1: Students with significant cognitive disabilities who take the California Alternate Assessments (CAAs) throughout their education. These students who receive special education and related services, typically require extensive support, including direct individualized instruction and significant academic support to achieve measurable gains in their grade-level standards.

Group 2: This generalized group of students, who receive special education and related services, likely need a moderate level or more specialized support through individualized academic instruction and accommodations to meet grade-level standard expectations. They might require both specialized academic instruction or small group instruction, or additional time to master the content standards of a specific grade-level or course. They reported that some students in this group may struggle to master all of the required content in the traditional time allotted but might be able to achieve proficiency if allowed more time (For example, multiple semesters at a slower pace), and intensive support to fully access and learn the content. In such a scenario, these students may benefit from the opportunity to earn a high school diploma based on the state minimum requirements for graduation without having to meet additional local requirements.

CA Alternative Pathways to a High School Diploma Workgroup Report

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Two groups were identified in by the workgroup as not currently receiving diplomas in California.

Of the two groups, the workgroup made recommendations for California to create a new alternative pathway to a high school diploma for students with significant cognitive disabilities (group 1), as they required additional adjustments to current statute in order to access a diploma. This went on to become Education Code 51255.31

For group 2, “The workgroup noted that currently, there is nothing in existing statute that prohibits an IEP team from planning for and allowing a student with a disability to only be expected to meet minimum state requirements to earn a high school diploma.” As part of their recommendations the workgroup suggests, “a pathway to earning a high school diploma based solely on state minimum requirements for graduation: Some students with disabilities (see section 5.A.i student group 2), who receive special education and related services, have IEPs that require significant or specialized instructional support and the use of more than minimal accommodations to meet grade-level academic expectations. The workgroup believes some students in this generalized group would benefit from having additional time and support in the required courses necessary to meet the state requirements for graduation. For example, for the state required completion of Algebra, a student might benefit from dividing the content of one semester of Algebra into multiple semesters and receiving significant accommodations based on a student’s specific learning needs. The workgroup felt the need for this additional significant scaffolding for some students may make it difficult to complete local requirements in addition to state requirements, such as A–G requirements, currently required by more than 50 percent of California LEAs in California.”

https://www.scoe.net/media/2tla0rk5/ca_alternative_pathways_workgroup_report.pdf

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California Alternative Pathway to a High School Diploma for Students with Significant Cognitive Disabilities

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New California Education Code 51255.31

(a) (1) Notwithstanding any other law, a local educational agency shall exempt an individual with exceptional needs who satisfies the eligibility criteria described in subdivision (b) from all courses and other requirements adopted by the governing board or governing body of the local educational agency that are additional to the statewide course requirements specified in Section 51225.3 and shall award the pupil a diploma of graduation from high school, as described in Section 7801(23)(A)(ii)(I)(bb) of Title 20 of the United States Code.

(2) In accordance with Section 300.102(a)(3) of Title 34 of the Code of Federal Regulations, the award of a diploma of graduation from high school pursuant to this subdivision does not change a local educational agency’s obligation to provide a free appropriate public education until 22 years of age, or otherwise constitute a change in placement.

(b) An individual with exceptional needs, who entered ninth grade in the 2022–23 school year or later, shall be eligible for the exemption and award described in subdivision (a) if their individualized education program provides for all of the following:

(1) The pupil’s individualized education program team has deemed the pupil eligible to take the state alternate assessments as described in subdivision (k) of Section 60640.

(2) The pupil is required to complete state standards aligned coursework to meet the statewide course requirements specified in Section 51225.3.

(c) An individual with exceptional needs who meets the criteria for the alternative diploma pathway pursuant to this section shall be eligible to participate in any graduation ceremony and any school activity related to graduation with their grade-level peers with and without disabilities. Participation in graduation activities that are subject to this section shall not be construed as termination of the provision of free appropriate public education, consistent with Section 300.102(a)(3)(ii) of Title 34 of the Code of Federal Regulations, unless the individualized education program team, which includes the parent and pupil, as defined in Sections 300.320 and 300.321 of Title 34 of the Code of Federal Regulations, has determined the pupil has completed their high school experience.

(d) For purposes of this section, “local educational agency” includes a school district, county office of education, charter school, or state special school. (Amended by Stats. 2023, Ch. 194, Sec. 17. (SB 141) Effective September 13, 2023.)

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Summary of Education Code 51255.31

Students with exceptional needs, who entered ninth grade in the 2022–23 school year or later, attending a school district, county office of education, charter school, or state special school can graduate from high school through a newly defined diploma pathway by meeting the following criteria as referenced in the student’s individualized education program:

The student is eligible to take the California Alternate Assessment, and
The student is required to complete state standards-aligned coursework to meet minimum statewide course requirements for graduation.

LEAs must exempt students who meet the above criteria from all local coursework and other requirements that are in addition to statewide coursework requirements, as defined in EC 51225.31. For information on the statewide course requirements, please visit the CDE website: https://www.cde.ca.gov/ci/gs/hs/hsgrmin.asp. Additional information on Individualized Education Program (IEP) team guidance for participation in the California Alternate Assessment may also be found on the CDE website: https://www.cde.ca.gov/ta/tg/ca/caaiepteamrev.asp.

Through the completion of the statewide coursework requirements, the LEA must award the qualifying student a diploma of graduation from high school. Through this newly defined diploma pathway, the qualifying student may participate in any graduation ceremony and any school activity related to graduation in which a student of similar age would be eligible to participate. The award of the diploma of graduation via the alternative pathway under EC 51225.31 does not change or terminate an LEA’s obligation to provide a free appropriate public education (FAPE) to an eligible special education student. This is consistent with Section 7801(23)(A)(ii)(I)(bb) of Title 20 of the United States Code and Section 300.102(a)(3) of Title 34 of the Code of Federal Regulations.

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Students are eligible if they entered 9th grade in 2022 or later and are eligible to take the CAA
LEAs are obligated under EdCode 51255.31 to provide students with a standards aligned pathway to a diploma

Students with exceptional needs, who entered ninth grade in the 2022–23 school year or later, attending a school district, county office of education, charter school, or state special school can graduate from high school through a newly defined diploma pathway by meeting the following criteria as referenced in the student’s individualized education program:

The student is eligible to take the California Alternate Assessment, and
The student is required to complete state standards-aligned coursework to meet minimum statewide course requirements for graduation.

https://www.cde.ca.gov/sp/se/lr/om082523.asp

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Existing Diploma Pathways Defined in Ed Code 51225.3

Courses	State	CTE Pathway	A-G Courses	Alt-Pathway
English	3	3	4	3
Math	2	2	3	2
Science	2	2	2	2
Social Science	3	2	2	3
Visual Perform. Art	1	---	1	1
Foreign Language		---	2
Career Tech. Ed.		2	1
PE	2	2	---	2
Total	13	13	15	13
		Plus Local Graduation Requirements

51225.31

Some student groups have already been granted statutory exemption from local requirements that go beyond state minimum course requirements for graduation.

Students with significant cognitive disabilities have now been granted this exemption and may earn a diploma under the new Alternative Pathway to a high school diploma.

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Prior to 2022 lots of pathways for diverse range of students
Last column reflects the new Alt Pathway that allows for students with SCD a path to earn a HS diploma
State requirements

Prior to 2022, various pathways were established to ensure that a diverse range of students had the opportunity to earn a high school diploma, acknowledging their unique circumstances and needs. The chart above outlines the existing pathways, as well as the addition of the Alternative Pathway to a High School Diploma for Students with Significant Cognitive Disabilities (51225.31). These various pathways were created to recognize the unique challenges and backgrounds of students, ensuring that they were not excluded from the opportunity to earn a high school diploma. It was a commitment to equity and inclusivity in education. The addition of 51225.31 extends that commitment to one of California’s most marginalized student groups.

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ESSA Flexibilities to Allow the use of Alternate Achievement Standards

4. A State may adopt alternate academic achievement standards and aligned alternate assessments for students with the most significant cognitive disabilities, as permitted under section 1111(b)(1)(E) of the ESEA.

Alternate academic achievement standards must be aligned with the State’s challenging academic content standards, promote access to the general education curriculum, and reflect professional judgment as to the highest possible standards achievable by such students. (ESEA sections 1111(b)(1)(E), 1111(b)(2)(D); 34 C.F.R. §§ 200.2(b)(3)(ii)(B)(2), 200.6(c)-(d)).

https://oese.ed.gov/files/2020/08/essa-flexibilities-document-for-publication.pdf

A Note on Modification…

ESSA requires that all students have access to the “State’s challenging academic content standards”. Therefore, the common core state standards are not to be modified.

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Alternative Pathway - Who is eligible?

(b) An individual with exceptional needs, who entered ninth grade in the 2022–23 school year or later, shall be eligible for the exemption and award described in subdivision (a) if their individualized education program provides for all of the following:

(1) The pupil’s individualized education program team has deemed the pupil eligible to take the state alternate assessments as described in subdivision (k) of Section 60640.

(2) The pupil is required to complete state standards aligned coursework to meet the statewide course requirements specified in Section 51225.3.

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Alternative Pathway Requirements Defined

…a local educational agency shall exempt an individual with exceptional needs who satisfies the eligibility criteria described in subdivision (b) from all courses and other requirements adopted by the governing board or governing body of the local educational agency that are additional to the statewide course requirements specified in Section 51225.3 and shall award the pupil a diploma of graduation from high school, as described in Section 7801(23)(A)(ii)(I)(bb) of Title 20 of the United States Code.

The alternative pathway provides a provision where students do not need to meet additional LEA adopted requirements for a diploma, such as A-G requirements, requiring students only meet CA State graduation requirements regardless of the LEAs’ policy.

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Alternative Pathway: FAPE Requirement

(2) In accordance with Section 300.102(a)(3) of Title 34 of the Code of Federal Regulations, the award of a diploma of graduation from high school pursuant to this subdivision does not change a local educational agency’s obligation to provide a free appropriate public education until 22 years of age, or otherwise constitute a change in placement.

The LEA is still responsible for FAPE until the student is 22 years of age. This is a course of study, and does not end student’s eligibility for services. Students can earn their diploma and continue to receive services through the LEA until 22 years of age, or until the IEP team determines they have met their individual educational goals.

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Alternative Pathway - Specific Course Requirements

https://www.cde.ca.gov/ci/gs/hs/hsgrmin.asp

Unless otherwise specified, each course shall have a duration of one school year:

Three courses in English
Two courses in mathematics, including one year of Algebra I (EC Section 51224.5)
Two courses in science, including biological and physical sciences
Three courses in social studies, including United States history and geography; world history, culture, and geography; a one-semester course in American government and civics, and a one-semester course in economics
One course in visual or performing arts, world language, or commencing with the 2012-13 school year, career technical education.
Two courses in physical education, unless the pupil has been exempted pursuant to the provisions of EC Section 51241

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Alternative Pathway - Specific Requirements

https://www.cde.ca.gov/ci/gs/hs/hsgrmin.asp

One semester of Ethnic Studies, commencing with pupils graduating in the 2029–30 school year (a course based on the model curriculum developed pursuant to Section 51226.7; an existing ethnic studies course; an ethnic studies course taught as part of a course that has been approved as meeting the A–G requirements; or a locally developed ethnic studies course approved by the governing board of the school district or charter school).

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Complete State Standards Aligned Courses

Develop strategies to align instructional goals with state standards

CA Common Core State Standards

Methodology- Universal Design for Learning, Inclusion in general education
Project-based Learning
Consult with General Education Teachers / Curriculum- Inclusion in general education classes.
Utilize CTE Career Readiness Standards
Adopt standards-based/aligned curriculum resources

CA Alt Assessment Tools

California Department of Education Resources
National Center and State Collaborative NCSC,

Prioritized English Language Arts CCCs

Dynamic Learning Maps

Essential Understanding

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Statute is in place. All students have a right to access the alt-pathway. It is the obligation of LEAs to provide access to standards aligned curriculum.
Aligns with belief that all students can learn at high levels
Multitude of ways for students to work towards standards aligned curriculum
Additional resources provided at the end of the slide deck

Access to a standards-aligned curriculum is not only a matter of educational policy but also a fundamental principle of ensuring that all students have the opportunity to receive a high-quality education and achieve their full potential. It is supported by research, educational best practices, and legal mandates aimed at promoting the success of every student. LEAs can develop strategies to align their instructional goals with state standards, and numerous tools are available to help practitioners identify essential strands within the common core curriculum to adapt them for each and every learner.

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24 states to identify alternative academic achievement standards
Using these to build an alt assessment
NCSC created the CCSS
CA not 1 of the 24 states but the CCSS have been blessed by the CDE to help educators provide students with standards aligned curriculum

The National Center and State Collaborative (NCSC) was a project led by five centers and 24 states, building an alternate assessment based on alternate academic achievement standards (AA-AAAS) for students with the most significant cognitive disabilities. The shared goal of the NCSC partners was to ensure that students with the most significant cognitive disabilities achieve increasingly higher academic outcomes and leave high school ready for post-secondary options. The goal of the NCSC partners has been carried forward through the Multi-State Alternate Assessment (MSAA). The wiki and the materials hosted here help educators accomplish the NCSC/MSAA goals by supporting instruction aligned to the Common Core State Standards (CCSS) as well as many other state content standards.

The SCHEMA for Common Core State Standards Resources

The graphic presents the relationships between Curriculum and Instructional Resources developed in the NCSC grant. Click on the name of a resource to access further information in the wiki. https://wiki.ncscpartners.org/index.php/Main_Page

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Core Content Connectors (CCCs) identify the most salient grade-level, core academic content in ELA and Mathematics found in both the Common Core State Standards. CCCs illustrate the necessary knowledge and skills in order to reach the learning targets within the CCSS, focus on the core content, knowledge and skills needed at each grade to promote success at the next, and identify priorities in each content area to guide the instruction for students in this population and for the alternate assessment.

CCCs in Mathematics:

Data Analysis, Probability, and Statistics 1

Data Analysis, Probability, and Statistics 2

Geometry

Measurement 1

Measurement 2

Numbers and Operations 1

Numbers and Operations 2

Numbers and Operations 3

Patterns, Relations, and Functions 1

Patterns, Relations, and Functions 2

Symbolic Expression 1

CCCs in English Language Arts:

Habits and Dispositions

Informational Writing

Literary Writing

Persuasive Writing

Reading Informational Text

Reading Literary Text

Reading at the Word Level

Writing Across All Types

Core Content Connectors (CCCs)

These slides are link resources that you can use to deeper you understanding to the CCSS.
One of many ways to give students access to standards aligned curriculum

https://wiki.ncscpartners.org/index.php/Core_Content_Connectors The National Center and State Collaborative (NCSC) was a project led by five centers and 24 states, building an alternate assessment based on alternate academic achievement standards (AA-AAAS) for students with the most significant cognitive disabilities. The shared goal of the NCSC partners was to ensure that students with the most significant cognitive disabilities achieve increasingly higher academic outcomes and leave high school ready for post-secondary options. The NCSC developed the Common Core Connectors (CCCs), the most salient grade-level, core academic content in ELA and Mathematics found in the CCSS. California was not one of the 24 states to participate in the adoption of the alternative assessment created by NCSC, and did not formally adopt the Common Core Connectors, but they can be useful as a tool for practitioners to use in helping to ensure that curriculum is aligned with grade-level standards in all settings.

This slides provides direct links to the CCCs as a resource to support practitioners.

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How to Create Course of Study

Students are eligible for free and appropriate public education until age 22 to allow for more time to learn both academic standards and functional skills.
Course title should align with diploma requirements.

Questions for the IEP Team to Consider:

Does the course of study reflect student interests, post-secondary goals?�When do we give the diploma?

Course	Grade 9	10	11	12	Post 1	2	3	4
English
Math
Science
Social Science
Elective
PE

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Sample Course of Study

EC 51225.3	9^th Grade	10^th Grade	11^th Grade	12^th Grade
3 - English Courses	English 9 with modifications	English 10 with modifications	English 11 with modifications	English 12 w/mods or GE Elective
2 Math incl. Algebra unless waived	CT or SAI IM1 Foundations	CT or SAI IM1 A/B (year 1 of a 2 year course)	CT or SAI IM1 C/D (year 2 of a 2 year course)	Fundamental Math 12 or Math for Life
2 Science Courses: incl. biology and physical science	CT Biology or Ag Bio	CT Phys Science or Ag Env. Science	Alt Science in Everyday Life or “elective”	Career Awareness & Exploration
3 - Social Studies Courses	Independent Living Skills I & Health	CT World History	CT US History	CT Government & Economics
1 - Elective from VPA, World Language and/or CTE	General Education Elective	General Education Elective	Independent Living Skills II	Vocational Skills or Job Shadow
EC Section 51241: (2) Courses in PE	Physical Education or APE	Physical Education or APE	Communication & Social Skills or GE Elective	Communication & Social Skills or GE Elective

This example highlights a course of study that utilizes existing courses already available and adapting them to meet the unique needs of students.

New courses would not be created in separate settings, and do not require new curriculum adoptions. This model utilizes staffing to co-teach or provide consultation with GE teachers to create participation support plans for individual student needs.

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Sample Course of Study

EC 51225.3	9^th Grade	10^th Grade	11^th Grade	12^th Grade
3 - English Courses	Fundamental English 9	Fundamental English 10	Fundamental English 11	Fundamental English 12 or “elective”
2 Math incl. Algebra unless waived	Math 1 or Algebra	Math 2	Fundamental Math 11 or Consumer Math	Fundamental Math 12 or Math for Life
2 Science Courses: incl. biology and physical science	Fundamental Biology	Fundamental Physical Science	Alt Science in Everyday Life or “elective”	Career Awareness & Exploration
3 - Social Studies Courses	Life Skills & Health	Geography/World History and Current Events HS	Alt US History	US Government & Economics or Elective
1 - Elective from VPA, World Language and/or CTE	General Education Elective	Independent Living Skills I	Independent Living Skills II	Vocational Skills or Job Shadow
EC Section 51241: (2) Courses in PE	Physical Education or APE	Physical Education or APE	Communication & Social Skills or “elective”	Communication & Social Skills or “elective”

This example highlights a course of study that utilizes existing SDI courses but also includes the possibility of creating of new SDI courses and curriculum to meet standards aligned requirement.

This model utilizes staffing for providing instruction in all content areas to provide access to all CA diploma requirements.

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Sample Course of Study

EC 51225.3	9^th Grade	10^th Grade	11^th Grade	12^th Grade
3 - English Courses	Fundamental English 9	Fundamental English 10	Fundamental English 11	Fundamental English 12 or “elective”
2 Math incl. Algebra unless waived	CT or SAI IM1 Foundations	CT or SAI IM1 A/B (year 1 of a 2 year course)	CT or SAI IM1 C/D (year 2 of a 2 year course)	Fundamental Math 12 or Math for Life
2 Science Courses: incl. biology and physical science	CT Biology or Ag Bio	CT Phys Science or Ag Env. Science	Alt Science in Everyday Life or “elective”	Career Awareness & Exploration
3 - Social Studies Courses	Life Skills & Health	CT World History	Alt US History	CT Government & Economics
1 - Elective from VPA, World Language and/or CTE	General Education Elective	Independent Living Skills I	Independent Living Skills II	Vocational Skills or Job Shadow
EC Section 51241: (2) Courses in PE	Physical Education or APE	Physical Education or APE	Communication & Social Skills or “elective”	Communication & Social Skills or “elective”

This example highlights a hybrid course of study which utilizes current SDI courses already standards aligned, and existing GE courses with the support of co-teaching and/or modifications.

This model utilizes staffing for providing instruction in SDI courses, consulting with GE teachers in creation of participation support plans, and CoTeaching.

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Three Things�

Something surprising
Something you already knew
Something you agree/disagree with

Take 1 minute to wrap up your three things. We will be doing a merry-go-round at the end of the 1 minute.

We would like you to choose one of your three things to share. Gathering a group of 5-6 people near you, you will rapidly share out your one thing you would like to share. We will have 3 minutes for this activity, so each person will have 30 seconds or less to share. Please be aware of your time and respectful of your peers.

Culturally Responsive: Field Dependence, Subjectivity, Written, Individual, Prompted

Description: Three Things, a During-Reading/Presentation Strategy, helps students focus in on the important details needed for learning. The teacher provides students with three prompts before reading a text/presenting. This provides the scaffolding needed to navigate text and content. In addition, it can target Tier 2 and Tier 3 vocabulary words intentionally through the Three Thing prompts. After reading the text and finding Three Things, the class discusses using a Discussion Protocol. * The Three Things can vary depending on the lesson objectives, such as a connection, something surprising, something they knew already, something they agree or disagree with, a question, a confusion, etc.

How To:

The teacher provides the students with the three prompts, questions, or themes they will be searching for while reading. (These could be written on the board, given on a worksheet, or provided digitally)
Students work independently to read, search, and highlight facts, ideas, and details that support the Three Things.
After a certain amount of time, students share their Three Things using a Discussion Protocol, such as Silent Appointment (page 64) or Think-Pair-Share (page 67) or Put Your Two Cents In (page 63) or Give One Get One (page 90)
Finally, the teacher ends with an Involuntary Responding Protocol such as Somebody Who, Pick-a-Stick, Roll ‘Em or Wheel of Names to hold students accountable and to shift to individualism.

https://hechingerreport.org/high-schools-fail-provide-legally-required-education-students-disabilities/

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Algebra Requirement

Students with IEPs have to meet the Algebra I graduation requirement. In order to earn a high school diploma, students receiving special education services are required to pass a course or combination of courses based on Algebra I content standards.

The Algebra I content standards are the same for all students; however, some students receiving special education services may require accommodations or modifications to instruction. The individualized education program (IEP) team determines the type of instruction appropriate for each student. For students whose IEP team has determined they are pursuing an alternative diploma pathway as described in 51225.31, they are still required to pass coursework for Algebra I coursework aligned to the state standards.

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Algebra Waiver Explained

Under California Education Code (EC) Section 56101, the governing board of a district or county office of education or a Special Education Local Plan Area may request the State Board of Education (SBE) to grant a waiver for individual students from all or part of the Algebra graduation requirement.

There is a specific process in place which must be followed in order for students to access this waiver.

Questions:

Waiver Office waiver@cde.ca.gov

916-319-0824

https://www.cde.ca.gov/ci/gs/hs/algebrafaq.asp

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Aligning Systems

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Aligning School Systems

Adding this alternative pathway may require that the schools’ SIS and Master Schedules to be updated to reflect the new pathway requirements.

LEAs may consider how report cards and transcripts currently note that the student accessed a non-A-G or college bound curriculum, and use that to guide this new pathway process.

Course descriptions and course catalogues may need to be updated to reflect changes to meet the alt-pathway requirements including standards alignment and progression towards a high school diploma. (see resources for examples of best practice)

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Aligning School Systems

For now, any specialized academic courses that are offered to students on this pathway, will use the corresponding CALPADS course number.
LEAs have the flexibility to use a different title or designation for the courses, but must follow transcript guidelines https://www2.ed.gov/about/offices/list/ocr/letters/colleague-qa-20081017.html as to not disclose a student has a disability.
The full CALPADS Directory of Courses can be found at: https://www.cde.ca.gov/ds/sp/cl/systemdocs.asp
Course descriptions and course catalogues may need to be updated to reflect changes to meet the alt-pathway requirements including standards alignment and progression towards a high school diploma. (see resources for examples of best practice) �

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Exit Criteria & Tracking

LEAs will need to track each students’ progress towards meeting the alternative pathway to a diploma requirements.

In some instances, this may need to be done “manually” if the SIS is not set up to align to the specific alternative pathway diploma requirements.

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Exit Criteria & Tracking: Counselor Role

Secondary counselors, working with IEP teams, will be responsible for tracking progress towards the Alt Pathway, ensuring alignment with record keeping on the transcript, and communicating progress to the SIS.

Secondary counselors will need training from LEAs on coursework that meets the Alt Pathway requirements, including in both specialized settings as well as general education settings.

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Does the document signify:	High School Diploma	Transcript
The student has completed a specific course of study	Yes	Yes
The specific coursework a student completed?	No	Yes
Grades or Achievement Levels a student achieved?	No	Yes
The student has a disability or any exceptional learning needs?	No	No

The high school diploma document should be the same for all graduates.

Note the pathway in the transcript.

It documents the availability of FAPE to 22.

Documents: Diploma & Transcript

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The high school diploma document should be the same for all graduates.
The pathway towards the diploma is the role of the transcript.

“While a transcript may not disclose that a student has received special education or a related service or has a disability, a transcript may indicate that a student took classes with a modified or alternate education curriculum. This is consistent with the transcript's purpose of informing postsecondary institutions and prospective employers of a student's academic achievements. Transcript notations concerning enrollment in different classes, course content, or curriculum by students with disabilities would be consistent with any similar transcript designation for classes, such as advanced placement, honors, or remedial instruction, in which students without disabilities are enrolled, and thus would not violate Section 504 or Title II. These notations about modified or alternative education curriculum are permissible because they do not disclose that a student has a disability, are not used exclusively to identify programs for students with disabilities and are consistent with the purpose of a student transcript”. Federal Clarification: Office of Civil Rights, 2006

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CALPADS Reporting- 2023-2024 Academic Year

Student Exit Category Code	Student Exit Category Name	School Completion Status	School Completion Status Name	First Academic Year Effective	Last Academic Year Effective
E230	Completer Exit	100	Graduated, Standard HS Diploma	1990-1991	NA
E230	Completer Exit	102	Pathway Diploma for Students with Disabilities	2022-2023	NA
E230	Completer Exit	120	Student with disabilities certificate of completion	1990-1991	NA

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Suggested Next Steps

Review board policy regarding graduation requirements
Examine expectations and challenges
Provide training for all teachers in the areas of inclusion, inclusive practices, and universal design for learning
Adopt standards-based curriculum for all educational settings
Provide training for all teachers to map the course of study for all students, including those included in the alternative pathway to a high school diploma
Ensure the integration of transition mandates in the planning process
Provide parents of incoming freshman and their IEP teams with information about this pathway so they can plan appropriately

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Transcending Compliance

embodies our commitment to the principles of inclusivity, equity, and the inherent value of every individual's unique journey towards educational attainment
is a testament to our belief in the boundless potential of every learner.
reflects our understanding that intelligence takes diverse forms
sends a message that we value every student's growth, progress, and achievements, no matter their starting point

The significance of the alternative pathway for students with significant cognitive disabilities transcends mere compliance with statutory requirements. It embodies our commitment to the principles of inclusivity, equity, and the inherent value of every individual's unique journey towards educational attainment.

For this small group of students, the alternative diploma represents more than just an official recognition of their efforts; it symbolizes their triumph over formidable challenges. It acknowledges the dedication and hard work of not only the students themselves but also the educators, families, and communities that have supported them on their educational path.

Beyond compliance, the alternative pathway is a testament to our belief in the boundless potential of every learner. It reflects our understanding that intelligence takes diverse forms and that each student's abilities deserve to be celebrated and nurtured. It sends a message that we value every student's growth, progress, and achievements, no matter their starting point.

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How will you move forward to ensure that we provide access to the Alt Pathway to transcend compliance?

Optimistic Close

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Q&A

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Stephanie Coleman

scoleman@scoe.net

SCOE Coordinator

Kristin Wright

kwright@scoe.net

SCOE Ex. Director

Please share your feedback with us so we can make any necessary adjustments to ensure we are meeting the needs of our attendees.

FB: CA Includes

@CAIncludes

https://bit.ly/CAIncludesFeedback

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Resources

Family Guide to the Alt Pathway to a HS Diploma for Students with Cognitive Disabilities

LEA Guide to the Alt Pathway to a HS Diploma for Students with Cognitive Disabilities

CAST (UDL)

https://www.cast.org/

F3 Law News Update

https://f3law.com/insights/newsflash/new-diploma-for-students-with-significant-cognitive-disabilities/

Supporting Inclusive Practices

https://www.sipinclusion.org/

SWIFT Education Center

https://swiftschools.org/

TIES Center

https://tiescenter.org/

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Resources - California Alternative Assessments

CAA Assessment Fact Sheet

https://www.cde.ca.gov/ta/tg/ca/documents/caaelafactsheet.pdf

CDE CAA information

https://www.cde.ca.gov/ta/tg/ca/altassessment.asp

Alternative Assessment IEP Team Guidance

https://www.cde.ca.gov/ta/tg/ca/caaiepteamrev.asp

IEP Teams Resource Sheet

https://www.cde.ca.gov/ta/tg/sa/documents/iepedresource.pdf

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Resources - CCSS Content Connectors

Link to CA Content Connectors in Reading, Writing and Math

https://www.cde.ca.gov/ta/tg/ca/altassessment.asp

Link to CA Content Connectors in Science

https://www.lbschools.net/Asset/Files/Research/State_Assessments/CAA-Science-Blueprints.pdf

State of WV Content Connectors

https://apps.sos.wv.gov/adlaw/csr/readfile.aspx?DocId=24512&Format=WORD

State of LA Content Connectors

https://www.louisianabelieves.com/resources/library/students-with-significant-cognitive-disabilities

Learning Maps: Essential Elements

chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://dynamiclearningmaps.org/sites/default/files/documents/ELA_EEs/DLM_Essential_Elements_ELA.pdf

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Resources What to Teach & More

NCSC Wiki Curriculum Resources: What to Teach

https://wiki.ncscpartners.org/index.php/Curriculum_Resources

Extended Content Standards - UD for Learning and Students with Significant Cognitive Disabilities (YouTube Video)

https://youtu.be/1dZD-8RpcvU

Aligning Instruction to grade Level Standards for Students with Significant Cognitive Disabilities (TCOE YouTube Video)

https://youtu.be/PFffTXe6e5s

Instruction of Grade-Aligned Content for Students with Cognitive Disabilities (PaTTANpod [S2E19] YouTube Video)

https://youtu.be/BopIW0AWQ6k

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Resources - Waiving Algebra

CDE Waiver Process

https://www.cde.ca.gov/re/lr/wr/index.asp

CDE Specific Waivers

https://www.cde.ca.gov/re/lr/wr/specificwaiver.asp

Waiver attachments for Algebra

https://www.cde.ca.gov/re/lr/wr/specificwaiver.asp#Algebra1

Waiver FAQs

https://www.cde.ca.gov/re/lr/wr/faq.asp

Waiver Request Login Page

https://www2.cde.ca.gov/waiverweb/logon.aspx

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Acknowledgements

Los Angeles County Office of Education

Mt. Diablo Unified School District

Transition Alliance

San Dieguito Union High School District

Supporting Inclusive Practices