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Pathways to a Diploma for Students with Disabilities

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NMUSD Alternate Pathway to Diploma Comparison Sheet

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NMUSD Alternate Pathway to Diploma Comparison Sheet.docx

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This Padlet has a wealth of local agencies and opportunities for students on the Alternative Pathway to a Diploma.

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Sample Course Equivalence and Course Descriptions

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Graduation Requirements and Paths for Students with IEPs

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Sample Course of Study

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Alt Pathway to Diploma Questions + Requests (Sonoma County SELPA & Charter SELPA)

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State Minimum High School Graduation 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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Alternate Assessment Participation Decision-Making Tool for California

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California Alternate Assessments for ELA and Math

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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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Alternative Pathway to a Diploma

Overview

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Charter SELPA CEO Council - Alternative Pathway to Diploma 11/14/2025

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Newport-Mesa Alternative Pathway Presentation w/Embedded Resources

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2026-27 Alternate Pathway Diploma Course of Study

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Counselors- Alt Pathway CoP - 4/20/26

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Certificate/Alternative Pathway/Diploma Graphic

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Los Angeles County Office of Education

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Alternative Pathway to a Diploma Final.pptx

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Diploma Pathway for Students who Qualify for the California Alternate Assessment

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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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Tools and Stories from the Field: How to

Navigate the New Frontier ofthe Alt

Pathway| Home Base

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

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Core Connectors

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California Alternate Assessments for ELA and Math - California Assessment of Student Performance and Progress (CAASPP) System (CA Dept of Education)

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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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Unique/ Everway Curriculum

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Everway: Unlocking potential, helping individuals to thrive | Everway

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Break down barriers to learning and work with our advanced technology. Unlock the full potential of every mind.

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Undivided Resources Article

Core Content Connectors and Essential Understandings were created for children who are using Alternate Assessments and need a modified curriculum. This group of students makes up 1% of the student population. As Dr. Solone explains, "Core Content Connectors connect you from the Essential Understanding to the Common Core standard as a bridge."

Even though CCCs were created for a specific set of children who need more intensive support, their classmates can also benefit from learning complicated subjects in smaller, bite-sized pieces.

CCCs and EUs can be found on Element Cards, along with other valuable information, which teachers can use to gain a better understanding of the standards themselves and build more effective lesson plans for all of the students in their class.

These cards contain:

1. The state standard
For example, the second-grade state standard 2.OA.1 reads: "Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem."

2. Essential Understandings
Quenemoen calls them "doorways to learning." An EU will detail the entry-level knowledge that a student will need to know before anything else. For example, the Essential Understanding for 2.OA.1 is: "Add and subtract within 20."

3. Core Content Connectors, which break the standard down into smaller, more accessible parts.

For example, the CCCs for 2.OA.1 are:
Represent the addition of two sets when shown the + symbol.
Solve word problems within 20.
Solve word problems within 100.
Solve one- or two-step addition and subtraction problems, and add and subtract within 100, using objects, drawings, pictures.
Use pictures, drawings, or objects to represent the steps of a problem.

4. Strategies and supports that the teacher can use to promote learning.

For example, the Element Card for this standard suggests using pictures and manipulatives (small objects, like blocks) to teach the lesson.

CCCs break down the standards so that children who need more support can learn the same content as their peers.

CCCs are an excellent tool for kids to learn content at their current grade level and work alongside their classmates. For example, suppose Alma is struggling with finding the perimeter of a rectangle. In that case, Quenemoen says, "the Essential Understandings will open the door, and then you look at the CCCs to see what components might help her move toward a more in-depth understanding."

Quenemoen explains it like this:

What is the first piece of knowledge that Alma will need to be successful? In this case, the Essential Understanding is "What is a rectangle?"

Then, she can work through each Core Content Connector, starting with "How many sides does a rectangle have?"

Finally, Alma can use hands-on materials to measure each side of the rectangle and add up the total units.

While she may not be using a formula to solve the problem, she understands the basic concept of how to determine perimeter.

Quenemoen also reminds us, "The long-term goal is for her to move as close to the grade-level understanding as possible. In other words, you don't stop when one skill is mastered. Move on within the constraints of time and priorities."

Dr. Solone adds that if a child is struggling to meet a grade-level standard, it's important to look over the CCCs and EUs first, as they "illustrate the most necessary knowledge and skills that students need to learn to get to the standard." She suggests only moving to lower-grade standards if the Essential Understanding is still too high-level for the student.
CCCs can be taught with the same or similar materials other children are using.
Because CCCs only detail what is being taught, there is a lot of flexibility in how they are taught and what materials are used. Quenemoen tells us that the materials children with disabilities use should be "no different than necessary." Using Element Cards can help teachers create lesson plans that focus on the same content for students with diverse needs, strengths, and interests by thinking through what materials will be most beneficial to individual students and the class as a whole.

Dr. Solone explains, "If you're looking at the Essential Understanding, which is really the target goal, then they might have different physical content. They might have different learning objectives within that content," but the student is "still attending the lesson, just like all their peers."

For example, if the class is working on the reading standard RI.K.2, all of the students can read the same book about butterflies during read-aloud time. As the class discusses the book, some children may be working on the state standard ("With prompting and support, identify the main topic and retell key details of a text") while others are still mastering the Essential Understanding ("Answer a simple question about the main topic of an informational text"). Most importantly, every student is involved and engaged together in the same lesson.
CCCs help promote inclusion: children can learn alongside their peers and be a part of their school community.
Quenemoen shared a story with us about a special education teacher named Mike. He worked for years toward the goal of children with disabilities spending more time in their general education classrooms. One of his students was a boy with autism who participated in his general education fourth-grade classroom while they learned the state capitals by singing a song. The boy remained reserved and spent most of his time on his own, and some of Mike's colleagues questioned whether the time he spent in the gen ed classroom was beneficial.

Then Mike saw the boy do something unexpected: he looked at a group of his peers on the playground and walked over to sit with them. As nonchalantly as possible, Mike wandered over and found that the group was singing the song about state capitals. The boy's first interaction with his peers happened because he and his classmates had learned that content together.

Quenemoen adds that Alma has also benefited from accessing the same classrooms, content, and material as her classmates. Alma was able to work with her typical peers from kindergarten through high school, and Quenemoen believes she was more independent as an adult as a result. She recently attended her twenty-fifth class reunion with her friends from school, and the band dedicated a song by Bon Jovi to her. (She's a big fan!) She danced with her friends as the crowd cheered, celebrating "twenty-five years of friendship that came from her being included in K-12."

Try a Kickstart

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Core Content Connectors and Essential Understandings

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When following the Common Core State Standards (CCSS), Core Content Connectors (CCC) and Essential Understandings (EU) can help bridge the gap for children with disabilities.

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Across California, inclusive college programs are opening doors to higher education experiences for students with intellectual and developmental disabilities. These programs are diverse in focus, emphasizing employment and career pathways, academics, independent living, and community inclusion.

At the heart of each program is the same goal: to build the skills, experiences, confidence, and knowledge needed to thrive as active, included, and engaged members of their communities.

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Across California, inclusive college programs are opening doors to higher education experiences for students with intellectual and developmental disabilities. These programs are diverse in focus, emphasizing employment and career pathways, academics, independent living, and community inclusion.

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The Disability Resources Department cultivates an accessible and inclusive community and is committed to creating an accessible and inclusive college experience for disabled students.

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WELCOME TO THE DISABILITY RESOURCES DEPARTMENT (DRD) | Disability Resources

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The Disability Resources Department cultivates an accessible and inclusive community and is committed to creating an accessible and inclusive college experience for disabled students. We collaborate with students to provide accommodations and services for their academic goals. We are dedicated to supporting disabled students and value their lived experiences and intersectional identities. Through collaboration and advocacy, we work with our campus communities to remove barriers, implement Universal Design for Learning principles, and fully realize the District’s mission and vision for an accessible, equitable, and inclusive college. We believe that universally accessible educational environments benefit all those at the college.

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The California Department of Rehabilitation (DOR) works in partnership with consumers and other stakeholders to provide services and advocacy resulting in employment, independent living, and equality for individuals with disabilities.

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Home Page - CA Department of Rehabilitation

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The California Department of Rehabilitation (DOR) is an employment and independent living resource for people with disabilities…

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North Bay Regional Center provides advocacy, services, support, and care coordination to children and adults diagnosed with intellectual and developmental disabilities and their families in Napa, Sonoma, and Solano counties.

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Welcome to North Bay Regional Center

Promoting Opportunities - Supporting Choices

About Us

North Bay Regional Center is one of 21 Regional Centers for persons with developmental disabilities in California. Started as a grass roots … Read More

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What services does NBRC provide? Department of Developmental Services - (Partial) List of Regional Center Services and … Read More

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As payor of last resort, NBRC partners and collaborates with community agencies to coordinate services that address support needs as these … Read More

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Many clients of North Bay Regional Center (NBRC) are in need of supports and services in order to live productive and satisfying lives in … Read More

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The NBRC Board Opportunity Fund is a worthwhile benefit that assists clients and families served by NBRC to experience a full range of support, activities and progress in their lives. Any and all donations are greatly appreciated.

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The Association of Regional Center Agencies (ARCA) represents the autonomous regional centers objective to support and advance the intent and mandate of the Lanterman Developmental Disabilities Services Act. To learn about important legislative updates and current initiatives.

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Disability Rights California is a nonprofit agency. They are the largest disability rights group in the nation. Federal law is established to protect and advocate for the rights of people with disabilities.  They are the protection and advocacy agency for California.

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Click below for information and tools related to health and safety for self-advocates, direct support professionals, and vendors or providers.

Napa | Solano County Office

610 Airpark Rd.
Napa, CA 94558
Telephone (707) 256-1100
Fax (707) 256-1177
TDD (707) 257-0213

Emergency Response

(800) 884-1594 (evenings/weekends)

Early Start Warmline

(0-36 months)

Napa/Solano Counties (800) 646-3268
Sonoma County (707) 755-5113
(707) 591-0171 (Fax)

Intake Referral Coordinator

(707) 256-1180 / Intake@nbrc.net

Agency Email

Sonoma County Office

2351 Mendocino Avenue
Santa Rosa, CA 95403
Telephone (707) 569-2000
Fax (707) 542-9727
TDD (707) 525-1239

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North Bay Regional Center - Promoting Opportunities... Supporting Choices for People with Developmental Disabilities

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Promoting Opportunities... Supporting Choices for People with Developmental Disabilities

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Statewide CoP Padlet

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Community of Practice

December 18, 2025

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Community of Practice

February 5, 2026

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_Participant Copy_ Alt Pathway CoP - 2_5_2026.pdf

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Community of Practice

April 2, 2026

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_Participant Copy_ Alt Pathway CoP - 4_2_2026.pdf

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Community of Practice

May 7, 2026

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_Participant Copy_ of Alt Pathway CoP - 5_7_2026.pdf

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Community of Practice

June 4, 2026

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_Participant Copy_ Alt Pathway CoP - 6_4_2026.pdf

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Dynamic Learning Maps

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Alt. Path Standards and Activities: Math .xlsx

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Out with the Old, In with the New: Changes to the Alternative Diploma Pathway

09.25.2023

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In June 2022, Governor Newsom signed Assembly Bill 181 ("AB 181"). That bill added Section 51225.31 to the Education Code and established a new high school diploma pathway for students with significant cognitive disabilities who had taken or would take the California Alternative Assessments ("CAA") and would complete California's minimum coursework requirements for graduation. AB 181 also required local educational agencies ("LEAs") to exempt qualifying students from any additional diploma requirements that may have been required by their LEAs. On July 10, 2023, Governor Newsom signed Senate Bill 114 which enacted clarifying changes to this section, including revising the eligibility criteria for receipt of an alternative diploma.
So, what's new?

Eligibility for the alternative diploma now applies to students who entered 9th grade during the 2022-2023 school year, or later. This means that students who began high school as a 9th grader any time prior to the 2022-2023 school year are not eligible to receive the alternative diploma but may be awarded a regular high school diploma or a certificate of completion consistent with their LEA's graduation policies and state law minimum graduation coursework requirements. As such, and in most cases, students graduating at the end of the current 2023-2024 school year are not eligible for the alternative diploma.

Students are no longer required to take the CAA aligned to alternate achievement standards in 11th grade to be eligible for the alternative diploma. Instead, a student's IEP team must determine whether the student is eligible to take the CAA. While there is no definitive legal guidance on this issue, removing the requirement to take the CAA appears to maintain consistency with existing law by allowing IEP teams to make an individualized determination as to whether a student with a significant cognitive disability should participate in alternative assessments.

IEP teams no longer need to explicitly notify a student's parent or guardian of whether their child may be eligible for the alternative diploma prior to entering 10th grade. Although the recent amendments to Education Code Section 51225.31 removed notification requirements, LEA's should consider the benefits of providing parents with information about all diploma options as early as possible since issuance of a diploma, alternative diploma or certificate of completion comes with significant implications affecting a student's future and further impacts the type of IEP program to be developed, discussed and offered by a student's IEP team. Additionally, such a practice would also fulfill a longstanding legal principle that supports facilitating parent and student involvement in the IEP process.

What's still the same?
The alternative diploma still only applies to a narrow sub-group of students. In order to be eligible for an alternative diploma, a student must (as described in 20 U.S.C. § 7801(23)(A)(ii)(I)(bb)) have a significant cognitive disability and be on track to complete California's minimum coursework requirements for graduation. LEAs must also exempt qualifying students from any additional local diploma requirements.

It is important to remember that receipt of an alternative pathway diploma does not change a LEA's obligation to provide a free appropriate public education ("FAPE") to eligible students until they exit from special education due to reaching the maximum age of 22. It also does not constitute a change in placement like graduating with a regular high school diploma. Students earning an alternative diploma must also be permitted to participate in graduation ceremonies and graduation-related activities with peers.

As the alternative diploma is still relatively a new concept, we anticipate there will be additional information stemming from California court decisions, the Office of Administrative Hearings, and the California Department of Education as LEAs wade through this process.

Having decades of experience in working with LEAs on a variety of education matters, our Student Services and Disabilities Law Group is uniquely positioned to assist LEAs with these and other student services and special education law matters. If you have any questions, you are welcome to contact us.

This AALRR publication is intended for informational purposes only and should not be relied upon in reaching a conclusion in a particular area of law. Applicability of the legal principles discussed may differ substantially in individual situations. Receipt of this or any other AALRR publication does not create an attorney-client relationship. AALRR is not responsible for inadvertent errors that may occur in the publishing process.

© 2023 Atkinson, Andelson, Loya, Ruud & Romo

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Out with the Old, In with the New: Changes to the Alternative Diploma Pathway

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In June 2022, Governor Newsom signed Assembly Bill 181 ("AB 181"). That bill added Section 51225.31 to the Education Code and established a new high school diploma pathway for students with significant cognitive disabilities who had taken or would take the California Alternative Assessments ("CAA") and would complete California's minimum coursework requirements for graduation.

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Current Alternative Pathway to a Diploma Presentation