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This is a forced copy of the SMUSD Course of Study

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Create a new spreadsheet and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Sheets to edit Excel files. Free from Google.

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A New Pathway to a High School Diploma - Laws, Regulations, & Policies (CA Dept of Education)

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A New Pathway to a High School Diploma for Students with Disabilities.

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This tool aligns the California State Standards, Essential Understandings and the Dynamic Learning Maps to assist educators in aligning the standards.

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Find Content Standards and their related Aligned Essential Element Standards

Content standards were designed to encourage the highest achievement of every student, by defining the knowledge, concepts, and skills that students should acquire at each grade level.

This application contains the California content standards for Math and English Language Arts (ELA) as well as the related Aligned Essential Elements Standards. The application is designed so educators can quickly find, search, and sort relevant standards across Math and ELA as well as the related aligned standards to aid in instructional planning and assessment.
Search Related Aligned ELA Standards Search Related Aligned Math Standards

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Content standards were designed to encourage the highest achievement of every student, by defining the knowledge, concepts, and skills that students should acquire at each grade level. This application contains the California content standards for Math and English Language Arts (ELA) as well as the related Aligned Essential Elements Standards.

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Math Aligned Standards (DRAFT) Mt. Diablo SELPA

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Math Aligned Standards (DRAFT) Mt. Diablo SELPA

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Alt. Path Standards, DLM and Activities: Math .xlsx

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CTE Aligned Standards (Mt. Diablo SELPA Resource)

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CTE Aligned Standards (Mt. Diablo SELPA Resource)

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CDE Alternate Assessment IEP Team Guidance

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CDE Alternate Assessment IEP Team Guidance

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This web page is intended to help guide the IEP teams in determining whether the CAAs and the Alternate ELPAC are the most appropriate assessments for an individual student with the most significant cognitive disabilities. IEP teams must consider a student's individual characteristics when determining whether a student with a disability should participate in general statewide assessments, with or without accessibility resources, with or without domain exemptions for ELPAC, or participate in the alternate assessments. IEP teams should use the Alternate Assessment Decision Confirmation Worksheet (PDF) to determine whether a student is eligible to participate in the CAAs or the Alternate ELPAC. The participation criteria presented in the Alternate Assessment Decision Confirmation Worksheet are adapted from resources provided by the National Center on Educational Outcomes, an organization that focuses on the inclusion of students with disabilities, English learners, and English learners with disabilities in instruction and assessments. To participate in the CAAs or the Alternate ELPAC, if applicable, students must meet all the criteria in parts A, B, and C outlined in the worksheet. Once a student is determined to be eligible for an alternate assessment, the student will take the alternate assessment for all standardized state assessments, including the CAAs for ELA, mathematics, and science, or the Alternate ELPAC, if applicable.

The learning characteristics of students with significant cognitive disabilities represent a broad range, and assignment to alternate assessments is based on the students' unique cognitive disability, not the category of a student's disability. The IEP team should first determine whether the student has a significant cognitive disability before selecting an alternate assessment that provides student access to state assessments, promotes participation, and elicits the student's best performance. With respect to students identified with a specific learning disability, the IEP team determination that the student has been identified with a specific learning disability rules out the consideration of the student being identified as cognitively impaired.

In addition, as part of the IEP process, parents must be clearly informed that their child's achievement is being measured against alternate achievement standards and of "how participation in such assessments may delay or otherwise affect the student from completing the requirements for a regular high school diploma" ( Code of Federal Regulations, Title 34, [34 CFR] Section 300.160 [d][1]). A student with the most significant cognitive disabilities who takes an alternate assessment is not precluded from attempting to complete the requirements for a regular student diploma (34 CFR Section 300.160 [d][2]). California Education Code Section 51225.31 was amended in 2022 to recognize a new pathway to a high school diploma for students with disabilities who take the alternate assessment and who complete state standards aligned coursework pursuant to their IEP. Details about this pathway to a diploma may be found at: A New Pathway to a High School Diploma.

Description of the CAAs and Alternate ELPAC

CAAs for ELA and mathematics were developed by the California Department of Education (CDE) to ensure that all students are able to participate in assessments that are a measure of what they know and can do in relation to the grade-level California Common Core State Standards (CA CCSS). In addition, the CAAs for ELA and mathematics are aligned with grade-level content and are part of a curriculum and assessment cycle, which is accomplished through a linkage between the CA CCSS and their respective Core Content Connectors. These assessments are delivered via computer, allowing for flexibility in administration (e.g., a student may respond to administrator-presented item stimuli rather than to the item stimuli on the computer). A trained test examiner familiar with the student (e.g., the student's teacher) facilitates the administration in a one-on-one setting, presenting items via computer, paper, or manipulatives, as appropriate for the student. Items are administered to the student over the course of one or more testing sessions, as needed for the student to complete a content-area assessment. The CAAs for ELA and mathematics use a staged approach, meaning that each student receives items that have been determined to be at an appropriate level of challenge. Embedded-routing tests help determine the items a student receives.

CAA for Science was developed by the CDE to ensure that all students are able to participate in assessments that are a measure of what they know and can do in relation to the grade-level California Next Generation Science Standards (CA NGSS). In addition, the CAA for Science is aligned with grade-level content and is part of a curriculum and assessment cycle, which is accomplished through a linkage between the CA NGSS and their associated Core Content Connectors. Test examiners administer the online CAA for Science to students in a one-on-one setting. Eligible students will be administered four embedded performance tasks. Three performance tasks will be operational, and one performance task will be field tested for future use on the assessment. Each performance task will assess two Science Connectors and consists of ten items-five items per Science Connector. Each performance task will assess one of the three science domains (i.e., Earth and Space Sciences, Life Sciences, and Physical Sciences). The performance tasks should be administered soon after the student has received instruction in the content areas. All items on a performance task may be individualized on the basis of the student's IEP. As with other standardized assessments, the CAA for Science should be administered to each student in a consistent manner, according to the directions provided, and with variations only as specified in each student's IEP. However, to maximize engagement for all students, the CAA for Science offers some additional options for individualization in specific orienting activities and test questions. Through individualization, test examiners can use materials that the student is most comfortable using to access the science concept. Individualization does not change the standard being assessed.

Alternate ELPAC were developed by the CDE to ensure that all students are able to participate in assessments that measure the English language proficiency of students with the most significant cognitive disabilities. It is aligned with the 2012 California English Language Development (ELD) Standards via the ELD Connectors, which are reduced in depth, breadth, and complexity, for this population. Both the Initial Alternate and Summative Alternate ELPAC are delivered online in a one-on-one setting. The student interacts with a trained test examiner, who is familiar with the student's preferred communication style, collects and records the responses. The Alternate ELPAC is untimed; test items will be administered to the student over the course of one or more testing sessions, as needed, for the student to complete the English language proficiency assessment. The Alternate ELPAC is linear (i.e., not adaptive) and assesses a student's proficiency in English by allowing for a range of receptive (listening and reading) skills and expressive (speaking and writing) skills while using their preferred modes of communication, including assistive devices, gestures, and accessibility resources used in daily instruction. The Alternate ELPAC adopted a multitiered accessibility resources model so that the assessment will measure language proficiency, not technology ability.

Questions:

California Assessment of Student Progress and Performance Office | caaspp@cde.ca.gov

English Language Proficiency and Spanish Assessments Office | elpac@cde.ca.gov

Last Reviewed: Wednesday, August 30, 2023

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Guidelines for individualized education program (IEP) teams regarding participation in the California Alternate Assessments and the Alternate English Language Proficiency Assessments for California.

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Alt Assessment Decision Confirmation Worksheet (CDE)

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Alt Assessment Decision Confirmation Worksheet (CDE)

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One LEA's journey in shifting their course of study and curriculum.

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2022-2023 SDUHSD Alternate Pathways and Curriculum Presentation 11-14-22 (1).pdf

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Sample Graduation Requirements Review (Poway)

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Sample Graduation Requirements Review (Poway)

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Algebra I

To meet the requirements of the algebra 1 waiver, students must be on a regular high school diploma track and meet all the high school diploma course requirements stipulated by the governing board of the local educational agency, except for algebra I (or its equivalent).

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The purpose of a waiver is to provide flexibility in a school district or county office of education without undermining the basic intent of the law.

Specific waivers are granted under the authority given to the State Board of Education (SBE) in various specific California Education Code (EC) sections and are generally more limited in scope. The specific authority most commonly used is EC Section 56101 for students with disabilities . In addition to school districts and county office governing boards, Special Education Local Plan Areas (SELPA's), and some charter schools may request this waiver for students with disabilities.

This type of waiver is expressly authorized as part of a specific statute. Check the EC sections immediately preceding or following the particular section you wish to waive for the specific authority EC Section. It usually does not require community involvement (public hearing) and may require consultation with a relevant union, council or committee. Examples of specific waiver authorities are found in the Schoolsite Councils EC Section 65001 and Instructional Time Penalty EC Section 46206.

EC sections 33050-33053 permit the SBE to waive most, but not all, EC sections or the California Code of Regulations Title 5 (5CCR). This is known as the general waiver authority; it is not program specific. In the absence of specific waiver authority for the subject you need, this is the appropriate course to take.

Charter School:

A charter school may directly submit only federal waivers of the Carl D. Perkins Act and a specific waiver of Instructional Time Penalties. A charter school that is a local educational agency (LEA) for special education purposes may submit a specific waiver under the special education waiver authority. Charter schools must have their chartering district submit all other waiver requests for the charter school.

Specific Waiver Request Data Elements Required Attachments for Specific Waivers
Frequently Asked Questions Other Resources

Specific Waiver Request Data Elements

Before you apply for an online waiver, you will need to have the following data elements as the request must be completed in one sitting. Information cannot be saved or return to finish at a later date.

Below is a list of required data fields and instructions by section. You will need this information before you begin the process of applying for an online waiver.

Specific Waiver Request Online Application Sections

Section 1: District Information

Only school district governing boards, county boards of education and county offices of education are eligible to request specific waivers from the State Board of Education (SBE). For Special Education specific waivers only, a SELPA or charter school that is a LEA for special education purposes may also request the waiver. Nonpublic schools or agencies may not apply; a district or SELPA must sponsor them. A charter school may also request a specific waiver of Instructional Time Penalties.

The information in this section will be used to identify the LEA CD CODE (7 digit). This code number identifies the county and the district or county office of education (not the school) and is populated from the California School Directory.

Section 2: Waiver Information

Information in this section will be used to determine the type of waiver requested, as well as provide the LEA the opportunity to describe the circumstances that brought the request and what a waiver will accomplish. Depending on the waiver type requested, additional data fields not shown below may be required.

Section 3: Approvals/Review

Specific waivers require the local board to approve the waiver request before the SBE can consider it. Depending on the type of waiver, an advisory committee, schoolsite council, or other parent and common groups participation in the development of the waiver request may also be required.

Section 4: Bargaining Unit

Although union support is not a required condition for SBE approval of specific waivers, some waivers do require union participation. If you are not sure please check the EC authority and section for what you are waiving, or contact the Waiver Office for clarification.

Section 5: Attachments

This section allows the LEA to submit any required or additional materials and other data provided as attachments to support the waiver request.

Provide the contact name and recipient of the Approval or Denial notice. List the name of the person who is most knowledgeable about this waiver request, which may be the person completing the form. California Department of Education (CDE) staff frequently must call or e-mail for additional information and questions about the waiver contents.

Required Attachments for Specific Waivers

Some waivers have attachments that must be added to the online waiver application.

60119 Audit Finding

Following is a list of required attachments:

Copy of audit finding.

Response to audit finding.

Copy of your board resolution for the audited year, if any.

Copy of this year's resolution and proof of public hearing with posted date and location to prove a "legally compliant hearing" has been held.

Completed List of Instructional Material FAQ

Local educational agencies must resolve their EC 60119 findings through their county offices of education.

Algebra I

To meet the requirements of the algebra 1 waiver, students must be on a regular high school diploma track and meet all the high school diploma course requirements stipulated by the governing board of the local educational agency, except for algebra I (or its equivalent).

All students may be included on the same waiver request when requesting a waiver of multiple students. List students to be included on the waiver without overtly identifying them (use an identifying number instead), and for each student, provide all of the information below:

For each student included in the waiver request, attach a valid, current individualized education program (IEP). Highlight the areas of mathematics deficiencies and how the student's needs in mathematics were addressed.

Copy of the transcript for each student.

Highlight any current and previous attempts at algebra and pre-algebra classes on the transcript.

Highlight which assessment the district has used at the high school level for the student: California Assessment of Student Performance and Progress (CAASPP).

Instructional Time Penalty for Districts, County Offices of Education, and Charter Schools

Following is a list of additional documentation to be attached with the waiver request:

Copy of the audit finding and local educational agency response

Bell schedules for the two years in which additional days and/or minutes will be offered, bell schedules should be submitted for each type of day offered (minimum days, days of partial instruction, finals days, etc.).

School calendars for the two years in which additional days and/or minutes will be offered, calendars should indicate days of partial instruction, special schedules (minimum days, days of partial instruction, finals days, etc.)

Calculation of instructional minute totals, daily and annually, including the state minimum by grade(s) and the 1982-83 requirements (if applicable) for the district/school for the two years of waiver make-up.

Explain:

Why shortage occurred (what was not done or done by the school(s) to cause the shortage)

Grade level(s) affected by the shortage

Number of minutes or days short for affected grade level(s)

Instructional Time Waiver Instructions
Resource Specialist

When requesting a specific waiver request for Resource Specialist Caseload the following should be included:

These documents are to be completed by the Resource Specialist (PDF) and Administrator (PDF) attached to the online waiver request.

Please provide bargaining unit information with this waiver request. Name of bargaining unit, date consulted, position on waiver: neutral, support, or oppose. If they oppose, please specify why.

Special Education Nonpublic, Nonsectarian School/Agency (NPS/NPA)

Additional documentation is required when submitting a Special Education NPS/NPA Child Specific waiver request. The following documents are required:

NPS Supplemental Form (DOCX; Updated 16-Feb-2021)

A copy of the student's individualized education program, with signatures, in which the team determined placement at the uncertified private/NPS as the offer of a free appropriate public education

If applicable, a copy of the due process hearing order

A copy of the 15-day placement report completed by the LEA. (A copy of the report template is located on the CDE NPS/A Out-of-State Placement website.)

Copies of the student's assessment reports

Information about the how the District reviewed the uncertified private/NPS program, and interviews with the proposed placement staff. The District may review the school virtually in some way due to the pandemic. Typically, this would have been a site visit.

Board agenda item that placed the student at the NPS

If this is a renewal application, the same documents are required and must be updated to reflect updated dates. Additionally, the LEA must have met all of the conditions set with the original waiver application. This includes the following:

At least two on-site visits to the NPS during the period of the approved waiver. These on-site visits may be virtual if the LEA has a policy in effect which prohibits travel to the school site due to COVID related travel restrictions.

Monthly consultations and liaison reports with the NPS to monitor and review services and student's progress.

Monthly contact with the student and the educational rights holder to discuss progress and address any concerns.

At a minimum of every four months, schedule IEP meetings to review program data, student progress, and determine any necessary changes in the student's academic and/or therapeutic program.

The CDE requires all these documents be on file, in order to process a renewal application. A waiver submitted without the required documents cannot be processed by CDE and will not move forward to the State Board of Education until complete. State Board of Education meetings are bi-monthly.

Please contact the Special Education Division if you have any questions regarding submitting a NPS waiver or conditions documents at SEDINFO@cde.ca.gov.

Summer School Meal

Summer meal waivers must be received by the CDE Waiver Office no later than 60 days prior to the last regular meeting of the State Board of Education (SBE) and before the commencement of the summer school session for which the waiver is sought.

Other Resources

Frequently Asked Questions
Answers to the questions most commonly asked related to the Waiver Request System for waivers to the State Board of Education.

Education Code Strike-Out Language
Samples of Education Code strike-out language for some Specific Waivers.

Waiver Policy
Waiver Policies approved by the State Board of Education.

Waiver Request System
Link to submit an online waiver.
Return to Main Waiver Page
Last Reviewed: Tuesday, February 7, 2023

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The purpose of a waiver is to provide flexibility in a school district or county office of education without undermining the basic intent of the law. Specific waivers are granted under the authority given to the State Board of Education (SBE) in various specific California Education Code (EC) sections and are generally more limited in scope.

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Preparing Students for the Pathway to the Alternative Diploma by CA COP on Secondary Transition

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Preparing Students for the Pathway to the Alternative Diploma by CA COP on Secondary Transition

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CA COP High School Diploma Presentation  2 6 23 edit

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View Regulation 6146.4: Differential Graduation And Competency Standards For Students With Disabilities

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Differential Standards in Classroom Grading

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Auditing Criteria for Alternative Pathways 

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Auditing Criteria for Alternative Pathways 

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CDE Prioritized Connectors to Common Core

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CDE Prioritized Connectors to Common Core

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Program Overview

The California Alternate Assessments (CAAs) for ELA and mathematics are part of the California Assessment of Student Performance and Progress (CAASPP) System. The purpose of the CAAs is to measure what students know and can do. These measures help identify and address gaps in knowledge or skills early so students can receive the support they need.

The CAAs are aligned with alternate achievement standards-called the Core Content Connectors-and linked to the Common Core State Standards (CCSS) for ELA and mathematics.

The following links provide additional information about the program:

CAASPP - CalEdFacts web page provides a more detailed overview of the tests.

Assessment System Chart webpage lists the tests of the California Assessment System by subject, content, test name, test type, student participant groups, grade levels, and testing window timeframe.

California Assessment Timeline (PDF) California Assessment Timeline shows the test windows for each assessment throughout the year.

Resources and Communication Material
Talking to Parents About the CAA (PPTX; 15MB) Resources for Communicating with Parents CAA for ELA/Math Fact Sheet (PDF) Guidance for individualized education program (IEP) teams Alternate Assessment Decision Confirmation Worksheet (PDF) Accessibility Resources Prioritized ELA Connectors and Essential Understandings: Reading (DOC) Prioritized ELA Connectors and Essential Understandings: Writing (DOC) Prioritized Mathematics Connectors and Essential Understandings (DOC)
Test Administration
Test Administration Coordination Site Student Accessibility Resources Talking to Educators About the CAA (PPTX; 35MB)
Scores and Results Reporting
CAASPP Student Score Report Options
Test Results for California's Assessments Website - For directions on how to view results, go to Quick Reference Guides.

Laws, Regulations, and Requirements
California Education Code Section 60640 Federal Listening/Speaking Waiver (PDF) CAASPP Regulations The 1.0 Percent Threshold on Alternate Assessments
Technical Documents
CAA Blueprint for ELA (DOC) CAA Blueprint for Mathematics, revised November 2016 (DOC)
Questions: California Assessment of Student Performance and Progress Office | CalAlt@cde.ca.gov | 916-445-8765

Last Reviewed: Tuesday, October 10, 2023

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California Alternate Assessments for ELA and Math

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California's statewide alternate assessments for English language arts/literacy (ELA) and mathematics for students with the most significant cognitive disabilities.

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SEACO Core Content Guide ($149) & Training (free)

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SEACO Core Content Guide ($149) & Training (free)

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The guide replaces the original SEACO Core Content Access Guide. Focused on students with the most significant disabilities, this new version is intended to help educators more easily navigate and align goals and strategies to the current State Standards.

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West Virginia Support for Alternate Academic Achievement Standards

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West Virginia Support for Alternate Academic Achievement Standards

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Students with Significant Cognitive Disabilities

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Poway High School Alt Pathways Co-Teaching Presentation (SIP)

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Poway High School Alt Pathways Co-Teaching Presentation (SIP)

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High School Poway Alt Pathways CoTeaching

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Poway Middle School Alt Pathways Co-Teaching Presentation (SIP)

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Poway Middle School Alt Pathways Co-Teaching Presentation (SIP)

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Middle School Poway Alt Pathways CoTeaching

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National Center on Educational Outcomes State by State Comparison

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National Center on Educational Outcomes State by State Comparison

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Graduation Requirements for Students with Disabilities

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National Center on Educational Outcomes (Graduation Requirements)

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National Center on Educational Outcomes (Graduation Requirements)

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Graduation requirements are defined by states or districts. Graduation from high school with a regular diploma is an indicator of the extent to which education is preparing students to meet the needs of a global economy. Since the 1980s, states and districts have increased their graduation requireme…

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Students with Significant Cognitive Disabilities

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Beginning in the 1986-87 school year, California Education Code (EC) Section 51225.3 has specified a minimum set of courses to meet state requirements to graduate from high school and receive a diploma. The governing boards of local education agencies (LEAs) have the authority to supplement the state minimum requirements at the local level.

EC Section 51225.3 states that all pupils receiving a diploma of graduation from a California high school must have completed all of the following courses, while in grades nine to twelve, inclusive:

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. For the purpose of satisfying the minimum course requirement, a course in American Sign Language shall be deemed a course in foreign language

Two courses in physical education, unless the pupil has been exempted pursuant to the provisions of EC Section 51241

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). Other coursework adopted by the local governing board of the LEA.

The local governing board of the LEA with the active involvement of parents, administrators, teachers, and pupils, shall adopt alternative means for pupils to complete the prescribed course of study, which may include:

Practical demonstration of skills and competencies

Supervised work experience or other outside school experience

Career technical education classes offered in high schools

Courses offered by regional occupational centers or programs

Interdisciplinary study

Independent study

Credit earned at a postsecondary institution

Requirements for graduation and specified alternative modes for completing the prescribed course of study shall be made available to pupils, parents, and the public.

Beginning January 1, 2010, students in foster care who transfer to a new school while in grades eleven or twelve may be able to graduate from high school without meeting the local graduation requirements that exceed the state minimum course requirements. In these cases, the district would need to conclude that the student would not reasonably be able to complete the additional local graduation requirements during the student's remaining time in high school. See the California Department of Education Foster Youth Resources webpage for additional information.

High School Graduation Frequently Asked Questions
Frequently asked questions regarding high school graduation requirements.

Courses Required for California Public University
The University of California and the California State University systems have established a uniform minimum set of courses required for admission as a freshman.

The entire California Education Code may be found in the California Law library.

Questions: High School Innovations and Initiatives Office | HSIIO@cde.ca.gov | 916-319-0893

Last Reviewed: Monday, October 30, 2023

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State Minimum High School Graduation Requirements

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Minimum set of courses required for high school graduation.

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October 2008

Section 504 and Title II - Section 504 of the Rehabilitation Act of 1973 (Section 504) prohibits discrimination on the basis of disability in programs or activities receiving Federal financial assistance. Title II of the Americans With Disabilities Act of 1990 (Title II) prohibits discrimination on the basis of disability by public entities, including public elementary and secondary school systems, regardless of receipt of Federal financial assistance. The Office for Civil Rights (OCR) in the United States Department of Education (Department) has enforcement responsibilities under both of these laws. As part of their disability nondiscrimination mandates, Section 504 and Title II require local education agencies (LEAs) to provide a free appropriate public education (FAPE) to qualified individuals with disabilities in their jurisdiction. See 34 C.F.R. § 104.33 and 28 C.F.R. § 35.103(a).

Section 504 and Title II do not have specific provisions addressing report cards or transcripts. The regulations implementing Section 504 and Title II make clear that in general, Section 504 and Title II prohibit recipients and public entities from treating persons differently on the basis of disability in the provision of aid, benefits, or services. However, recipients and public entities may provide a different aid, benefit, or service to persons with disabilities where necessary to provide an aid, benefit, or service that is as effective as that provided to others. See 34 C.F.R. § 104.4(b)(1)(i)-(iv) and 28 C.F.R. § 35.130(b)(1)(i)-(iv). Among the aid, benefits, and services provided to students and parents are report cards and transcripts. Section 504 and Title II do not contain specific confidentiality requirements, but do prohibit different treatment on the basis of disability. This generally would prohibit unnecessary disclosures of disability status to third parties.

Other federal laws are also relevant.

- Through the Office of Special Education and Rehabilitative Services (OSERS), the Department of Education administers the Individuals with Disabilities Education Act ( IDEA), which provides funds to states to assist in making a free appropriate public education (FAPE) available to eligible children with disabilities. IDEA requirements apply to state education agencies (SEAs), school districts, and other public agencies that serve IDEA-eligible children.

IDEA does not have specific provisions on student report cards or transcripts, but does require that the individualized education program (IEP) for a child with a disability include a description of how the child's progress toward meeting the annual goals set forth in his or her IEP will be measured and when periodic reports on the child's progress toward meeting the annual goals will be provided (such as through the use of quarterly or other periodic reports, concurrent with the issuance of report cards). 20 U.S.C. § 1414(d)(1)(A)(i)(III); 34 C.F.R. § 300.320(a)(3). These periodic progress reports may be separate from, or included as part of, the regular report cards of students with disabilities with an IEP. In general, the nondiscrimination principles of Section 504 and Title II would apply to report cards with or without such progress reports.

- The Department's Family Policy Compliance Office implements and enforces the Family Educational Rights and Privacy Act ( FERPA). FERPA protects the privacy interests of parents and students with regard to education records, and generally prohibits a policy or practice of disclosing personally identifiable information from education records without consent unless it is subject to a specific exception.

Disclosures of personally identifiable student information, including disability status, are subject to the protections of FERPA and IDEA. Generally, these statutes require consent prior to disclosures of personally identifiable information contained in education records unless a specific exception applies. See 34 C.F.R. §§ 99.30 - 99.31 of the FERPA regulations and 34 C.F.R. § 300.622 of the IDEA regulations. Both student report cards and student transcripts are considered "education records" under FERPA and IDEA.

While the primary focus of the following questions and answers are the requirements under Section 504 and Title II of the ADA, to the extent that IDEA applies, this law is briefly discussed as well.

Yes. Report cards are provided to parents to indicate their child's progress or level of achievement in specific classes, course content, or curriculum. Consistent with this purpose, it would be permissible under Section 504 and Title II for a report card to indicate that a student is receiving special education or related services, as long as the report card informs parents about their child's progress or level of achievement in specific classes, course content, or curriculum. For instance, a report card for a student with a disability may refer to an IEP or a plan for providing services under Section 504 in order to report on the student's progress on the specific goals in the IEP or plan developed under Section 504.

However, the mere designation that a student has an IEP or is receiving a related service, without any meaningful explanation of the student's progress, such as a grade or other evaluative standard established by an LEA and/or SEA, would be inconsistent with IDEA's periodic reporting requirements, as well as with Section 504 and Title II. Under Section 504 and Title II, in general, the LEA must provide students with disabilities report cards that are as informative and effective as the report cards provided for students without disabilities. See 34 C.F.R. § 104.4(b)(1)(i)-(iv) and 28 C.F.R. § 35.130(b)(1)(i)-(iv). Without more meaningful information, a report card that indicates only special education status provides the student with a disability with a benefit or service that is different from and not as informative and effective as the benefit or service that is provided through the report card for students without disabilities.

In general, yes. LEAs frequently distinguish between general education curriculum classes and other types of programs and classes, such as advanced placement, honors, or remedial classes. Making similar distinctions on report cards would be consistent with the general requirements of Section 504 and Title II that individuals with disabilities may not unnecessarily be treated differently than individuals without disabilities.

See 34 C.F.R. § 104.4(b)(1)(i)-(iv) and 28 C.F.R. § 35.130(b)(1)(i)-(iv). Under Section 504 and Title II, in order to properly reflect the progress of a student with a disability in a modified or alternate education curriculum, an LEA may distinguish between special education programs and
services provided under a modified or alternate education curriculum and regular education classes under the general education curriculum on the student's report card. For instance, where a student's IEP calls for a modified tenth grade literature curriculum to be provided through the special education program, it would be appropriate for the report card to indicate that the student's progress was measured based on the modified education curriculum. This distinction also may be achieved by using an asterisk or other symbol meant to reference the modified or alternate education curriculum as long as the statements on the report card, including the asterisks, symbols or other coding, provide an explanation of the student's progress that is as informative and effective as the explanation provided for students without disabilities.

Yes. Accommodations are generally understood to include aids or adjustments that are part of an IEP or plan developed under Section 504 and that enable the student with a disability to learn and demonstrate what the student knows. In general, accommodations do not affect course content or curriculum. Examples may include sign language interpreters in the classroom, the provision of materials in alternate formats, or extra time on tests. Accordingly, to the extent that the use of notations, asterisks, symbols, or other coding on a report card to indicate that a student with a disability received accommodations is part of the information given to parents about their child's progress or level of achievement in specific classes, course content, curriculum, the IEP, or the plan under Section 504, it is permissible under Section 504 and Title II.

Yes. Nothing in Section 504 or Title II requires that LEAs use any particular format or method to provide information to parents about their child's progress or level of achievement in specific classes, course content, curriculum, IEP, or plan under Section 504. As explained above, under Section 504 and Title II, the LEA must provide students with disabilities report cards that are as informative and effective as the report cards provided to students without disabilities. As noted above, there are also IDEA-specific provisions that require periodic reporting.

Yes. Assigning grades (i.e., achievement or "letter" grades) for a child with a disability based on the student's grade level (i.e., year-in-school) standards would not be inconsistent with Section 504 or Title II. Generally, Section 504 and Title II would require that students with and without disabilities in the same regular education classes in the general education curriculum be graded using the same standards. That is, if an LEA assigns grades to nondisabled students participating in regulareducation classes using grade level standards to reflect progress in the general education curriculum, then theLEAwould also use those standards to assign grades to students with disabilities in those same classes. See 34 C.F.R. § 104.4(b)(1)(i)-(iv) and 28 C.F.R. § 35.130(b)(1)(i)-(iv). Nothing in Section 504 or Title II prohibits SEAs and LEAs from deciding how to establish standards to reflect the progress or level of achievement of students with disabilities who are taught using different course content or a modified or alternate education curriculum. To the extent that a student with a disability is not participating in regular education classes, but is receiving modified course content or is being taught under a modified or alternate curriculum, it would be up to the SEA and/or the LEA to determine the standards to be used to measure the student's progress or level of achievement.

No. A student's transcript generally is intended to inform postsecondary institutions or prospective employers of a student's academic credentials and achievements. Information that a student has a disability, or has received special education or related services due to having a disability, does not constitute information about the student's academic credentials and achievements. Under Section 504 and Title II, recipients and public entities may not provide different or separate aid, benefits, or services to individuals with disabilities, or to any class of individuals with disabilities, unless such action is necessary to provide those individuals with aid, benefits, or services that are as effective as those provided to others. See 34 C.F.R. § 104.4(b)(1)(i)-(iv) and 28 C.F.R. § 35.130(b)(1)(i)-(iv). Notations that are used exclusively to identify a student as having a disability or identify education programs for students with disabilities unnecessarily provide these students with different educational benefits or services. Identifying programs as being only for students with disabilities also would be viewed as disclosure of disability status of enrollees and constitutes different treatment on the basis of disability. Therefore, it would be a violation of Section 504 and Title II for a student's transcript to indicate that a student has received special education or a related service or that the student has a disability.

In addition, prohibiting such preadmission and preemployment disclosures is consistent with the Section 504 regulatory requirements that, in general, postsecondary institutions may not make preadmission inquiries as to whether an applicant for admission has a disability prior to admission, 34 C.F.R. § 104.42(b)(4), nor may employers conduct preemployment medical examinations or make preemployment inquiries as to whether an applicant for employment has a disability prior to an offer of employment, 34 C.F.R. § 104.14.

In general, yes. While a transcript may not disclose that a student has a disability or has received special education or related services due to having 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 credentials and achievements. Transcript notations concerning enrollment in different classes, course content, or curriculum by students with disabilities would be consistent with similar transcript designations for classes such as advanced placement, honors, and basic and remedial instruction, which are provided for both students with and without disabilities, and thus would not violate Section 504 or Title II. This distinction may also be achieved by using an asterisk or other symbol meant to reference the modified or alternate education curriculum. These notations, asterisks, or other symbols indicating a modified or alternate education curriculum are permissible when they do not specifically disclose that a student has a disability, are not used for the purpose of identifying programs for students with disabilities, and are consistent with the purpose of a student transcript.

In general, no. Because the use of accommodations generally does not reflect a student's academic credentials and achievement, but does identify the student as having a disability, it would be a violation of Section 504 and Title II for a student's transcript to indicate that the student received accommodations in any classes. For example, a notation indicating the use of Braille materials is not related to whether that student mastered all the tenth grade objectives for her literature class. The only purpose of such a notation is to identify that student as having a visual impairment. Because accommodations are generally understood to include aids and adjustments to enable a student with a disability to learn and demonstrate knowledge, this notation could identify the student as having a disability and therefore constitute different treatment on the basis of disability.

A transcript for a student with a disability may indicate receipt of a certificate of attendance or a similar document, rather than a regular diploma, under certain circumstances. These circumstances are where this does not disclose that a student has received special education or related services, does not otherwise specifically disclose that a student has a disability (for example, because certificates of attendance are available to both students with disabilities and students without disabilities), is not used for the purpose of identifying programs for students with disabilities, and is consistent with the purpose of a student transcript -- to inform postsecondary institutions and prospective employers of a student's academic credentials and achievements.

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civil rights; disabilities; special education; elementary secondary education; high schools; disabled student services; family educational rights and privacy (ferpa); americans with disabilities act; academic adjustments

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Questions and Answers on Report Cards and Transcripts For Students with Disabilities Attending Public Elementary and Secondary Schools

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This letter provides State education agencies and local education agencies with information regarding disclosure of disability on report cards and transcripts for students with disabilities attending public elementary and secondary schools. Dated October 17, 2008.

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Alt Pathways Course Codes in Aeries (LACOE)

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Alt Pathways Course Codes in Aeries (LACOE)

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1. Q. During the stay-at-home order due to the coronavirus and the shift to distance learning, must local educational agencies (LEAs) continue to implement their Mathematics Placement Policy pursuant to Education Code (EC) Section 51224.7?

A. The Mathematics Placement Act of 2015 , set forth in EC Section 51224.7, requires that governing boards or bodies of LEAs that serve pupils entering grade nine have a mathematics placement policy in place, with specified elements, for pupils entering grade nine.

The decision of how a LEA is to implement its Mathematics Placement Policy is a local one. During this time of distance learning, each governing board or body of a LEA will need to determine what action(s), if any, to take regarding its Mathematics Placement Policy for mathematics course placement for the 2020-21 school year. As equity is at the heart of the Mathematics Placement Act, it is pertinent to note that each policy is required to have a checkpoint within the first month of the school year.

2. Q. When does the Algebra I requirement actually go into effect?
A. "Commencing with the 2003-04 school year" refers to the beginning of the school year. The requirement applies to the graduating class of the 2003-04 school year, which includes any students who graduate during the school year.

3. Q. Do special education students have to meet this requirement?
A. Special education students have to meet the Algebra I/Mathematics I graduation requirement. In order to earn a high school diploma, students in special education are required to pass a course or combination of courses based on all Algebra I or Mathematics I content standards. The Algebra I or Mathematics I content standards are the same for all students; however, some students in special education 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 required to pass coursework for Algebra I or Mathematics 1 coursework aligned to the state standards.

4. Q. Can a waiver be filed for special education students with regards to the Algebra I/Mathematics I graduation requirement?
A. 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 I/Mathematics I graduation requirement . However, the review and approval of these waivers will be stringent. For additional information, including the online waiver process, see the Specific Waiver Request web page and Waiver Process for the State Board of Education.

5. Q. Do students who graduate through an adult school program have to meet this requirement?
A. Students who graduate through an adult school program within a K-12 local educational agency must meet the same graduation requirements as any other graduate in the district as stated in EC Section 52504.

6. Q. Does "complete the course," mean "pass the course?"

A. Completing the course is the same as passing the course.

7. If a student passes Algebra I or Mathematics I prior to grade nine, is the Algebra I/Mathematics I graduation requirement met?
A. EC Section 51224.5(c) provides that the Algebra I/Mathematics I graduation requirement is met if a student, prior to enrollment in grade nine, completes a course in Algebra I or Mathematics I, or mathematics courses of equal or greater rigor, that is aligned to the content standards adopted by the SBE.

8. Q. Must students take two mathematics courses in grades nine through twelve?

A. Under EC Section 51225.3(a)(1)(B), students in grades 9 through 12 must take two unique mathematics courses regardless of whether they took Algebra I/Mathematics I prior to grade nine. A local board of education can establish specific mathematics courses, e.g., Mathematics I and Mathematics II, or Algebra I and Geometry, as graduation requirements.

If the time to complete a course is extended, such that only a portion of the standards are covered within a school year and the rest are completed during a second year, the student has only completed ONE course.

9. Q. Can "course" be interpreted to mean one semester of Mathematics I or Algebra I?
A. The requirement is that the course "meets or exceeds the rigor of Algebra I or Mathematics I that is aligned to the content standards adopted by the state board pursuant to Sections 60605.8 and 60605.11." The intent of the law is for students to complete a full course of Algebra I, Mathematics I, or a mathematics course of equal or greater rigor, as modeled in the Mathematics Framework for California Schools: Kindergarten Through Grade Twelve.

10. Q. If a student passes the first semester of a one-year Algebra I course and then changes to a two-year Algebra I course, will this meet the Algebra I/Mathematics I graduation requirement?
A. The Algebra I/Mathematics I graduation requirement is only met if a student has completed a full course in Algebra I or Mathematics I, or mathematics course of equal rigor, that is aligned to the content standards adopted by the state board pursuant to EC Sections 60605.8 and 60605.11. All standards of Algebra I or Mathematics I must be addressed in the course(s).

11. Q. If a student is in an integrated pathway (Mathematics I, Mathematics II, and Mathematics III), what course(s) fulfills the Algebra I graduation requirement?
A. The requirement is that the course "meets or exceeds the rigor of Algebra I or Mathematics I that is aligned to the content standards adopted by the state board pursuant to Sections 60605.8 and 60605.11".

12. Q. Can a Computer Science course count as a mathematics course for the graduation requirement?

A. UnderEC Section 51225.35, if the governing board of a school district requires more than two courses in mathematics for graduation, the governing board of the school district may award a pupil up to one mathematics course credit for successful completion of a "category C" approved computer science course. As used here, "category C" refers to the "A-G" admission requirements for the California State University and the University of California.

Questions: Professional Learning Support & Monitoring Office | plsmo@cde.ca.gov | 916-323-5847

Last Reviewed: Tuesday, July 11, 2023

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Algebra I/Mathematics I Graduation Requirements

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Frequently asked questions for Algebra I graduation requirements.

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Alt Pathways Course of Study Exit Criteria (LACOE)

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Alt Pathways Course of Study Exit Criteria (LACOE)

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LACOE Course of Study Exit Criteria.docx

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LACOE Proposed Course of Study (AB 181 &154)

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LACOE Proposed Course of Study (AB 181 &154)

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One LEA's journey in shifting their course of study and curriculum.

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2022-2023 SDUHSD Alternate Pathways and Curriculum Presentation 11-14-22 (1).pdf