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REF-6157.1 Course of Study for Students Eligible for Alternate Assessment

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Graduation Requirements: Considerations for Students with Disabilities

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Graduation Requirements: Considerations for Students with Disabilities

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California State Graduation Requirements: Considerations for Students with Disabilities 04-01-25.pdf

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Poway Unified School District shared their process to getting the Alternative Pathway to a Diploma implemented!

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Alternative Pathway to a High School Diploma: How we have incorporated this new pathway in PUSD SIP 2025

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Graduation Requirements: Considerations for Students with Disabilities (Spanish)

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Graduation Requirements: Considerations for Students with Disabilities (Spanish)

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Overview of CA Diploma Requirements: Considerations for Sw/D

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Overview of CA Diploma Requirements: Considerations for Sw/D

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California State Graduation Requirements: Considerations for Students with Disabilities 04-01-25.pdf

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Standards & Essential Understandings Alignment

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Standards & Essential Understandings Alignment

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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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Requisitos de Graduación del Estado de California: Consideraciones para Estudiantes con Discapacidades

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Requisitos de Graduación del Estado de California: Consideraciones para Estudiantes con Discapacidades

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SPANISH- California State Graduation Requirements_ Considerations for Students with Disabilities 05-27-25 Spanish

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51225.31 Alternative Pathway Ed Code Language

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51225.31 Alternative Pathway Ed Code Language

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Read Section 51225.31 - Exemption of individuals with exceptional needs for graduation, Cal. Ed. Code § 51225.31, see flags on bad law, and search Casetext's comprehensive legal database

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CDE CA State Minimum HS Diploma Requirements

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CDE CA State Minimum HS Diploma Requirements

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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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CA Includes: Alternative Pathway to a HS Diploma Toolkit

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CA Includes: Alternative Pathway to a HS Diploma Toolkit

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Presentation: Overview of the Alt Pathway @ UCD Mind Summer Institute

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Presentation: Overview of the Alt Pathway @ UCD Mind Summer Institute

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

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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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Sample Policy: CSBA Differential Standards

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Sample Policy: CSBA Differential Standards

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CSBA Differential Standards Sample Policy with Comments

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CSBA Differential Standards Sample Policy with Comments

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LEA Guide to the Alt Pathway: CA Includes

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LEA Guide to the Alt Pathway: CA Includes

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Family Guide to the Alt Pathway (Eng): CA Includes

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Family Guide to the Alt Pathway (Eng): CA Includes

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Alt Pathway Info Flyer for Families-7.27.24

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Family Guide to the Alt Pathway (Spanish): CA Includes

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Family Guide to the Alt Pathway (Spanish): CA Includes

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SPA_Alt Pathway Info Flyer for Families_7.27.24

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Think of the learning map model as a common road map. The learning map model illustrates the connections among the knowledge, skills, and understandings necessary to meet academic content standards. Although students may share a common destination, they often begin their journeys from different points on the map. The learning map model helps parents and educators guide students to success by showing them where a student is now, where the student has been, and where the student is going.

The basis of all DLM assessments, the learning map model was developed by teams of researchers through extensive review and synthesis of research literature. It undergoes continual review and refinement by experts in academic content, special education, and cognition.

Points on a Map

The learning map model shows individual concepts and skills in points called nodes. Good instruction, however, requires more than simply teaching individual facts or skills. Effective teachers need to understand how knowledge and skills are connected. That is why the learning map model also includes many connections among its nodes -- to show different ways students reach the same goals.

As of April 2016, the English language arts portion of the learning map model has 2,089 nodes, with 5,045 connections. The mathematics portion of the learning map model contains 2,399 nodes and 5,200 connections. There are 150 foundational nodes associated with both subject areas. The DLM consortium is developing a new portion of the learning map model for science.

Students who take DLM assessments are instructed and assessed on Essential Elements. Essential Elements are grade-specific expectations about what students with the most significant cognitive disabilities should know and be able to do. The Essential Elements relate to college and career readiness standards for students in the general population.

Every Essential Element has linkage levels, which are small collections of nodes. Unlike traditional assessments, DLM testlets measure achievement with the help of linkage levels.

Each Target linkage level aligns most closely with the knowledge, skills, and understandings described by the corresponding Essential Element. The Target level is the standard linkage level for assessment. In English language arts and mathematics, students who have not yet reached the Target may instead be assessed at a linkage level that precedes the Target. These additional linkage levels are, in order of least to most complex, Initial Precursor, Distal Precursor, and Proximal Precursor. Students who master the Target may test at a Successor linkage level.

Science Essential Elements currently have three linkage levels. From least to most complex they are Initial, Precursor, and Target.

The graphic below is a mini-map. Mini-maps have been developed from the learning map model for each assessed Essential Element. They include the linkage levels used to assess the Essential Element and show pathways between the linkage levels.
Using Mini-Maps to Plan Instruction (pdf)
PDF containing information on how to use-mini maps to plan instruction
Keywords for search: mini map minimap

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Discover basis of all DLM assessments, the learning map model and see a sample DLM mini-map.

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Mathematics CC Essential Elements and Alt Achievement Descriptors       K-5

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Mathematics CC Essential Elements and Alt Achievement Descriptors       K-5

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Mathematics CC Essential Elements and Alt Achievement Descriptors

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ELA CC Essential Elements and Alt Achievement Descriptors K-5

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ELA CC Essential Elements and Alt Achievement Descriptors K-5

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ELA CC Essential Elements and Alt Achievement Descriptors

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Mathematics CC Essential Elements and Alt Achievement Descriptors 6-8

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Mathematics CC Essential Elements and Alt Achievement Descriptors 6-8

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Mathematics CC Essential Elements and Alt Achievement Descriptors K-5

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ELA CC Essential Elements and Alt Achievement Descriptors 6-8

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ELA CC Essential Elements and Alt Achievement Descriptors 6-8

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ELA CC Essential Elements and Alt Achievement Descriptors 6-8

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 Alt Pathway Standards, and Activities- Mt. Diablo USD

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 Alt Pathway Standards, and Activities- Mt. Diablo USD

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

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CTE Standards Mapping for Alt Pathway- Mt Diablo USD

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CTE Standards Mapping for Alt Pathway- Mt Diablo USD

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Support for Alternate Academic Achievement Standards- West Virginia

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Support for Alternate Academic Achievement Standards- West Virginia

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Grossmont Union HSD ESN Essentials Courses and Course Descriptions

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Grossmont Union HSD ESN Essentials Courses and Course Descriptions

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Essentials Course Descriptions FINAL COPY

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Grossmont Union HSD Course of Study Samples (Block and Traditional)

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Grossmont Union HSD Course of Study Samples (Block and Traditional)

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NCTM and CEC Position Statement on  Teaching Mathematics to Students with Disabilities

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NCTM and CEC Position Statement on  Teaching Mathematics to Students with Disabilities

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Davis Joint USD High School Diploma vs. Certificate of Completion, Math Requirements, EdCode

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Davis Joint USD High School Diploma vs. Certificate of Completion, Math Requirements, EdCode

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Davis USD High School Diploma vs. Certificate of Completion, Math Requirements, EdCode.xlsx

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Davis Joint USD Pathways and Outcomes of High School Resource Doc for Communication to Interest Holders

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Davis Joint USD Pathways and Outcomes of High School Resource Doc for Communication to Interest Holders

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DJUSD Pathways and Outcomes of High School Resource.pdf

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State SELPA Assoc. Forms Committee

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This is a forced copy of 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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Sample Graduation Requirement Review (Poway USD)

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Sample Graduation Requirement Review (Poway USD)

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Alt Pathway Course Codes in Aeries (LACOE)

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Alt Pathway Course Codes in Aeries (LACOE)

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Alt Pathway Course of Study Exit Criteria (LACOE)

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Alt Pathway Course of Study Exit Criteria (LACOE)

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LACOE Course of Study Exit Criteria.docx

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Alt Pathway and Curriculum Presentation (San Dieguito)

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Alt Pathway and Curriculum Presentation (San Dieguito)

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One LEA's journey to shift their courses 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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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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CDE Alternative Assessment IEP Team Guidance

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CDE Alternative 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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CDE Alternate Assessment Participation Decision-Making Tool for CA

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CDE Alternate Assessment Participation Decision-Making Tool for CA

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East Co. SELPA

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East Co. SELPA

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East Co. SELPA

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Sample Admin. Regulations High School Graduation Requirements (Grossmont Union HSD)

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Sample Admin. Regulations High School Graduation Requirements (Grossmont Union HSD)

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Grossmont Union HSD Graduation Board Policy Last Revised 4:2023

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ED Response to Report Card & Transcript Questions - Laws, Regulations, & Policies (CA Dept of Education)

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United States Department of Education clarifies issues regarding grade reporting for students with disabilities.

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ACSA Home Base Doc: Tools and Stories from the Field: How to Navigate the New Frontier of the Alt Pathway

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LEA Implementation Rubrics and Driver Diagram

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LEA Implementation Rubrics and Driver Diagram

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Alt Pathway Toolkit Rubrics and System Plans

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Poway USD Implementation of the Alt Pathway Presentation (from SIP Conference 2025)

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Poway USD Implementation of the Alt Pathway Presentation (from SIP Conference 2025)

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Alternative Pathway to a High School Diploma How we have incorporated this new pathway in PUSD SIP 2025 (1)

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Fremont Union HSD Alt Pathway Presentation

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Fremont Union HSD Alt Pathway Presentation

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Alt Pathway Playbook: El Dorado County SELPA

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Alt Pathway Playbook: El Dorado County SELPA

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Diploma Information Session - October 8, 2024

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LAUSD Board Presentation for Alt Pathway

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LAUSD Board Presentation for Alt Pathway

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November 6, 2024 - 3pm Special Education Committee

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LAUSD High School Diploma - Information Guide

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LAUSD High Level FAQ_ Diploma with Alternate Assessment Exemption

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Although this was developed for students who take the SBAC, ideas and resources can be used for students who take the alternate assessment.

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California Special Education Technical Assistance Network

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This is the California Special Education Technical Assistance Network Site for information and resources.

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CALPADS Data for Students with Disabilities for Credential Analysts.pptx

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CALPADS Update Flash #288 - California Longitudinal Pupil Achievement Data System (CALPADS) (CA Dept of Education)

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Important Uses of Fall 1 Data, 2024-25 School Rollover Code and Fall Validation Changes for Special Education, and Policy and Guidance Changes and Other Reminders.

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Using DBI to Improve Literacy Outcomes for Students with Intellectual and Developmental Disabilities

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Using DBI to Improve Literacy Outcomes for Students with Intellectual and Developmental Disabilities

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Recording: Using DBI to Improve Literacy Outcomes for Students with Intellectual and Developmental Disabilities | NCII

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How can data-based individualization (DBI) help educators to address the growing expectations for literacy outcomes for students with intellectual and developmental disabilities? In this webinar, Dr. Chris Lemons an NCII Advisor, Associate Professor of Special Education in the Graduate School of Education at Stanford University, and Co-Director of the Stanford Down Syndrome Research Center, will provide an overview of activities conducted through an Office of Special Education Programs model demonstration project.

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Leveraging Data-Based Individualization (DBI) to Design and Deliver Specially Designed Instruction (SDI)

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Leveraging Data-Based Individualization (DBI) to Design and Deliver Specially Designed Instruction (SDI)

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Are you an educator who is struggling to meet the individual needs of all your students? Are you an administrator or professional development provider looking to support teachers in meeting the individual needs of their students? Did you know there is a validated process that assists educators in using data to develop and implement specially designed instruction (SDI)? Join experts from the PROGRESS Center and National Center on Intensive Intervention (NCII) on April 27th from 4:00-5:00 pm ET to learn more. Presenters will model how practitioners can use data-based individualization (DBI) to develop and implement SDI for students with disabilities. A panel of special educators will share how using DBI improved the efficiency and effectiveness of their service delivery, communication with families, and collaboration with other educators.

At the end of this webinar, participants will be able to:

Define the requirements for SDI under the Individuals with Disabilities Education Act (IDEA) and the five steps in the DBI process.

Explain how the DBI process can support educators in the design and delivery of SDI.

Access PROGRESS Center and NCII resources to support educators' use of DBI to design and implement SDI.

View Recording

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Leveraging Data-Based Individualization (DBI) to Design and Deliver Specially Designed Instruction (SDI)

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In this webinar, experts from the PROGRESS Center and National Center on Intensive Intervention (NCII) will model how practitioners can use data-based individualization (DBI) to develop and implement SDI for students with disabilities. A panel of special educators will share how using DBI improved the efficiency and effectiveness of their service delivery, communication with families, and collaboration with other educators.

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Register for the 2026-27 CoP here: https://sdcoe.zoom.us/meeting/register/ThExDBujSuqO8hHa6RzmoQ#/registration

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Fact Sheet   The Least Restrictive Environment (LRE): COPPA

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Fact Sheet   The Least Restrictive Environment (LRE): COPPA