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State-Defined Alternate Diplomas: Implementation and Considerations

This presentation explores the implementation of state-defined alternate diplomas for students with significant cognitive disabilities, including the requirements, pathways, and accountability impact. The speakers discuss the advantages, challenges, and instructional implications of developing these alternative diplomas.

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State-Defined Alternate Diplomas: Implementation and Considerations

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  1. State-Defined Alternate Diplomas: Implementation and Considerations Sheryl Lazarus&Martha Thurlow(NCEO) Jamie Wong (Louisiana Department of Education) Kristin Wright (California Department of Education)

  2. OSEP Disclaimer 2019 OSEP Leadership Conference DISCLAIMER: The contents of this presentation were developed by the presenters for the 2019 OSEP Leadership Conference. However, these contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. (Authority: 20 U.S.C. 1221e-3 and 3474)

  3. States with Alternate Diplomas ND WA MT VT MN ME WI SD OR ID WY MI NY NH IA NE PA MA CT IL IN OH RI NV UT CO WV KS MO NJ KY VA CA DE NC TN OK MD AR AZ NM SC MS AL TX LA GA AK FL HI

  4. Alternate Diploma Names

  5. ESSA Language on State-Defined Alternate Diplomas • Definition of “state-defined alternate diploma” included in Sec. 8101. Definitions • Specifically designated for students with the most significant cognitive disabilities assessed using the alternate assessment aligned to alternate academic achievement standards

  6. ESSA Language, cont. The state-defined alternate diploma must meet three requirements: • Standards-based • Aligned with the State requirements for the regular high school diploma • Obtained within the same period for which the State ensures the availability of a free appropriate public education under section 612(a)(1) of the Individuals with Disabilities Education Act (20 U.S.C. 1412(a)(1)

  7. ESSA Language, cont. • PLUS, the state-defined alternate diploma must meet the implied condition of being state defined!

  8. Implementation Timelines

  9. Exit Exam Requirements

  10. Pathways to a Louisiana High School DiplomaStudents with Disabilities Jamie Wong

  11. Graduation Pathways for High School Students There are two primary graduation pathways that students in Louisiana can choose to follow.

  12. Pathways for Students who take the Alternate Assessment Students who meet the alternate assessment participation criteria require extensive modification to their curriculum and their assessment is aligned with the Louisiana Connectors for students with significant cognitive disabilities. During the 2014-2015 school year Louisiana developed an aligned pathway to a Louisiana high school diploma for students with significant cognitive disabilities to ensure that every student who entered a Louisiana high school had an opportunity to pursue a diploma.

  13. Pathways for Students who take the Alternate Assessment Students who take the alternate assessment can earn a Louisiana high school diploma through the Jump Start pathway by meeting an aligned set of expectations that are tailored to their unique needs.

  14. Accountability Impact The Every Student Succeeds Act established an alternate diploma option which provided Louisiana an opportunity to revise the accountability system and reward the accomplishments of students with significant disabilities who successfully complete their course of study. From Louisiana Policy Bulletin 111 Louisiana School, District, and State Accountability System: “Students assessed using the LAA 1 or LEAP connect shall be included in the graduation rate for the year in which they graduated or the year in which they exited after at least four years in high school with no subsequent re-enrollment by October 1 of the following academic year. Students who are not exited will be counted in the year that they reach the age of 22.”

  15. California Kristin Wright

  16. Discussion Questions • What are the advantages and challenges of developing a state-defined alternate diploma for students who participate in alternate assessments? • What are the instructional implications, if any, of developing a state-defined alternate diploma?

  17. OSEP Disclaimer 2019 OSEP Leadership Conference DISCLAIMER: The contents of this presentation were developed by the presenters for the 2019 OSEP Leadership Conference. However, these contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. (Authority: 20 U.S.C. 1221e-3 and 3474)

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