Overview
The “state-defined alternate diploma” was introduced in the 2015 reauthorization of the Elementary and Secondary Education Act (ESEA), known as the Every Student Succeeds Act (ESSA). This diploma is intended only for students with the most significant cognitive disabilities who participate in a state’s alternate assessment based on alternate academic achievement standards (AA-AAAS).
Federal Requirements
The state-defined alternate diploma must meet specific requirements outlined in ESSA, including that it must be:
- Standards based
- Aligned with state requirements for the regular high school diploma
- Obtained within the time period for which the state ensures the availability of a free appropriate public education (FAPE)
As a result, to have a “state-defined alternate diploma” that meets ESSA requirements, a state needs to ensure that any graduation policy, course, or exit exam requirements for the alternate diploma be standards based, aligned with State requirements for a regular diploma, obtained within the FAPE period, and be defined by the State. Each of these requirements was described in more detail by Thurlow, Test, Lazarus, Klare, and Fowler (2016).
Benefits of a State-Defined Alternate Diploma
Several benefits of establishing a state-defined alternate diploma have been identified. For example, this diploma option provides students with the most significant cognitive disabilities the opportunity to earn a diploma that shows they have completed a rigorous standards-based program of study. It also potentially provides them access to post-secondary education and employment opportunities that previously might have been denied to them.
Benefits to states have also been identified. ESSA explicitly allows for students earning a state-defined alternate diploma to be counted in the Adjusted Cohort Graduation Rate (ACGR). In 2015, ACGR became a required part of states’ Title I accountability systems.
ESSA also made clear that other equivalents of diplomas (e.g., general equivalency diploma, certificate of completion, certificate of attendance, and other similar “lesser credentials”) would not count toward the calculation of the ACGR. States have had a history of establishing these types of other diploma “equivalents” (see Johnson, Thurlow, Qian, & Anderson, 2019), yet few have targeted these other diplomas specifically for students with the most significant cognitive disabilities.
At the same time that ESSA allows state-defined alternate diplomas, it restricts the state-level participation of students in the AA-AAAS to 1.0% of the number of total tested students in a content area (e.g., reading/language arts, mathematics, science; see Thurlow & Lazarus, 2017). Data from 2015-16 indicated that more than 80% of states exceeded the 1.0% threshold (Thurlow & Wu, 2018). Those states exceeding the threshold are required to apply for a waiver, and are also subject to consequences for exceeding the threshold (Rooney, 2019). Because the state-defined alternate diploma option is intended for students who participate in the AA-AAAS, this threshold has implications for the number of students who would qualify for the state-defined alternate diploma option.
When ESSA introduced the “state-defined alternate diploma” option in 2015, 24 states offered diploma options specifically for students with disabilities, and additional states had multiple diploma and certificate options (e.g., completion, attendance, career and technical education) available for all students (Achieve & NCEO, 2016). In draft regulations, the U.S. Department of Education (2016) indicated that its review of state diploma options showed that no states had a state-defined alternate diploma that met the requirements outlined in ESSA for this diploma.
Purpose of Report
It has now been three years since the state-defined alternate diploma was first allowed. There have been numerous discussions held with states about the pros and cons of developing a state-defined alternate diploma (Thurlow, Lazarus, & Gallo, 2017; Thurlow, Lazarus, & Strunk, 2017; Thurlow, Lazarus, & Test 2016), but until now, there has been no systematic documentation of which states are implementing or planning to implement a state-defined alternate diploma. The purpose of this report is to do just that—to document the status of state-defined alternate diplomas in states in 2018-19.
Top of Page | Table of Contents
Method
From mid-January 2019 to mid-February 2019, we searched state department of education websites for information on state-defined alternate diplomas. Due to the variation in terminology, close attention was paid to discerning the difference between state-defined alternate diplomas and other alternatives for current and former students (e.g., high school equivalency credentials).
We documented information available on states’ websites, and compiled all relevant documents. Based on these, we categorized states as either having or not having evidence of implementing (or planning to implement) state-defined alternate diplomas.
We crafted a verification process that would minimally burden state education professionals. We drafted two versions of e-mail notes, one for the states for which we found no evidence of state-defined alternate diploma availability, and one for states for which we located information about state-defined alternate diploma initiatives (see Appendix A). We sent the e-mails to state special education directors, essentially asking (a) whether the state had a state-defined alternate diploma; and (b) if the state had or was developing an alternate diploma, whether the links we located (and listed) were the most complete and relevant information available on the state’s website. The verification window was initially 10 days, but was extended by a few days to permit clarification of states’ responses when needed. The time period was February 15 through February 28, 2019. Out of the 50 states and one state entity (Washington, DC), 44 states responded, indicating a response rate of 86%. Verification responses were received from all states for which we had found evidence of a state-defined alternate diploma.
State respondents predominantly confirmed our initial findings about whether they either had or did not have a state-defined alternate diploma. One state indicated that, even though we found information on an alternate diploma on its website, it was no longer pursuing the development of a state-defined alternate diploma. Another state indicated that, despite having virtually no information on its website, it was in fact in the early stages of implementing a state-defined alternate diploma. States with state-defined alternate diplomas affirmed the webpages that we listed were indeed the correct and complete sources of information currently available. The additional state with a state-defined alternate diploma about which we had no initial information also provided documents describing its alternate diploma.
After the verification process was complete, we performed a quick review of the websites of states indicating they had a state-defined alternate diploma at the end of March. This enabled us to access additional information in order to provide full descriptions of states with state-defined alternate diplomas. Table 1 provides a list of steps we followed for our data collection.
Table 1. Data Collection Steps
|
Top of Page | Table of Contents
Results
Eight states provided documentation on their websites about their state-defined alternate diplomas. One of these states (New Hampshire) posted only a legal document that indicated districts could implement alternate diplomas.
States with State-Defined Alternate Diplomas
The eight states for which we found website information about state-defined alternate diplomas, and that confirmed their work in developing state-defined alternate diplomas, included: Arkansas, Louisiana, Mississippi, Nevada, New Hampshire, Tennessee, Utah, and West Virginia (see Figure 1). The states varied considerably in the publicly-available information on their high school graduation systems, including their alternate diplomas. Some websites highlighted the state legislation and regulations pertaining to the development of alternate diplomas. Some provided summaries of official meetings at which an alternate diploma was discussed. Some provided presentation slides describing this new diploma program. As noted, one state, New Hampshire, had limited information on its website.
Figure 1. States with State-Defined Alternate Diplomas
Names of Alternate Diplomas
Most of the eight states with state-defined alternate diplomas described their graduation system as awarding two diplomas: the standard diploma (also referred to as a regular or traditional diploma and an alternate diploma.) Several states identified the state-defined alternate diploma as simply the “alternate diploma” while others used similar terms, such as “alternate pathway to graduation” (see Table 2 for details). Two states used the term “alternative” rather than “alternate” in their names for the state-defined alternate diploma.
Table 2. Diploma Names
| State | Alternate Diploma | Regular Diploma |
|---|---|---|
| Arkansas | Alternate Pathway to Graduationa | Core/General Pathwaya |
| Louisiana | Alternative Pathway to a Diploma (for students with disabilities) | TOPS University Diploma and Jump Start Career Diplomab |
| Mississippi | Alternate Diploma | Traditional Diploma |
| Nevada | Alternative Diploma | Standard Diploma |
| Tennessee | Alternate Academic Diploma (AAD) | Regular Diploma |
| Utah | Alternate Diploma | Regular/Traditional Diploma |
| West Virginia | Alternate Diploma | Regular/Standard Diploma |
Note. New Hampshire is not included in this table because this information was not provided on the state website.
a Arkansas indicated that both the Core/General Pathway and the Alternate Pathway are pathways to one diploma, with different (but aligned) graduation requirements.
b Louisiana has two separate regular diplomas, with different requirements. See Appendix C for detailed information.
Eligibility Guidelines
All states indicated students who were already determined by Individualized Education Program (IEP) teams to be eligible for taking the AA-AAAS can also pursue state-defined alternate diplomas. Additional criteria states identified for students to be eligible to pursue alternate diplomas are summarized in Figure 2. Six states indicated that to be eligible for the state-defined alternate diploma, the student had to be participating in the AA-AAAS. Four states indicated that students also needed to complete academic credits required in those states. Several states also had other criteria. For example, one state specified that students must also have demonstrated progress on their IEPs, as determined by IEP teams. Another state indicated that students needed to demonstrate appropriate attendance and conduct as a condition of being permitted to pursue a state-defined alternate diploma. Two states did not have information about any eligibility guidelines beyond being eligible to take the state’s AA-AAAS. See Appendix B for the state-by-state eligibility information.
Figure 2. Eligibility Requirements
Note. New Hampshire and West Virginia are included in “none” because they did not provide this information on their state websites.
Implementation Timelines
States differed in the timing of implementing their state-defined alternate diplomas. We identified the graduating class first able to earn a state-defined alternate diploma in each state (see Table 3). Louisiana reported that it began awarding a state-defined alternate diploma in 2018. Two states indicated that they will award their first state-defined alternate diplomas at the end of the 2018-19 school year; one state will award with the class of 2020, and two states with the class of 2022.
Table 3. Graduating Class First Eligible for Alternate Diploma
| State | Alternate Diploma | Graduating Class |
|---|---|---|
| Arkansas | Alternate Pathway to Graduation | 2020 |
| Louisiana | Alternative Pathway to a Diploma | 2018 |
| Mississippi | Alternate Diploma | 2022 |
| Nevada | Alternative Diploma | 2022 |
| Tennessee | Alternate Academic Diploma (AAD) | 2019 |
| Utah | Alternate Diploma | 2019 |
| West Virginia | Alternate Diploma | 2021 |
Note. New Hampshire did not provide this information on its state website.
State-Defined Alternate Diploma Requirements
Course and credit requirements. The total numbers of credits required to earn the state-defined alternate diplomas was the same or nearly identical to the numbers required for the standard diplomas in the seven states with available information (see Table 4). Across the states, credits ranged between 22 and 24 for the standard diplomas, and between 22 and 25 credits for the alternate diplomas. One state’s (West Virginia) website indicated that 16 credits were required for the alternate diploma. We calculated the number of credits based on the posted information for this state, and the low total was due to the absence of specific numbers of credits for some content areas.
Another state, Louisiana, required a different number of credits for the alternate diploma than for its standard diplomas. The career diploma required 23 credits, and the university diploma required 24 credits. The alternate diploma had a range of required credits—with a minimum requirement of 21 credits and a maximum of 25 required credits, based on academic coursework decisions approved by the IEP team. See Appendix C for state-by-state details on credit requirements for all content areas.
Table 4. Total Credit Requirements for Alternate and Standard Diplomas
| State | Alternate Diploma | Standard Diploma |
|---|---|---|
| Arkansas | 22.0 | 22.0 |
| Louisiana | 21.0 to 25.0 | 23.0 or 24.0a |
| Mississippi | 24.0 | 24.0 |
| Nevada | 23.0 | 23.0 |
| Tennessee | 22.0 | 22.0 |
| Utah | 24.0 | 24.0 |
| West Virginia | 16.0b | 24.0 |
Note. New Hampshire did not provide this information on its state website.
a Louisiana had a standard diploma option called “Career” that required 23.0 credits, and a “University” option that required 24.0 credits.
b West Virginia’s posted information for the alternate diploma did not list the required number of credits for some content areas.
Table 5 presents the minimum required credits for the state-defined alternate diploma and the standard diploma for English, math, science, and social studies. As shown in the table, three states required the same number of credits for the standard and alternate diplomas in these four academic content areas, while four states had one or more differences in academic credits for the two types of diplomas. In all cases, when there were differences in these content areas, the required numbers of credits were lower for the alternate diplomas than for the standard diplomas. Appendix C includes details on requirements for these content areas, as well as for other areas that states include in their diploma requirements (e.g., physical education, art, financial literacy).
Table 5. Comparison of Credit Requirements for Alternate and Standard Diplomas
| State | English | Math | Science | Social Studies | Electives |
|---|---|---|---|---|---|
| Arkansas | Same | Same | Same | Same | Missing info |
| Louisiana | Same | Same | Uniquea | Uniquea | Different |
| Mississippi | Same | Same | Different | Different | Different |
| Nevada | Same | Different | Different | Different | Same |
| Tennessee | Same | Same | Same | Same | Missing info |
| Utah | Same | Same | Same | Same | Same |
| West Virginia | Same | Different | Same | Same | Missing info |
Note. New Hampshire did not provide this information on its state website.
a In Louisiana, the number of credits in science and social studies for the alternate diploma is less than for the university diploma, but the same as for the career diploma.
Exit exam requirements. Three states—Louisiana, Mississippi, and Nevada—indicated that students seeking standard diplomas were required to complete academic assessments as a criterion for graduation. Table 6 shows the exit exam requirements for students earning alternate diplomas and standard diplomas. All three states required participation in AA-AAAS. One of the three states, Louisiana, indicated that students must earn a score of ‘meets standards’ or ‘exceeds standards’ on the AA-AAAS to earn the alternate diploma. Two other states did not explicitly indicate having alternate assessment score requirements. One additional state, Tennessee, indicated that students’ participation in end-of-course exams counted for a relatively small proportion of overall course grades for those seeking alternate diplomas; accordingly, students seeking alternate diplomas would not necessarily need to participate in end-of-course exams if other requirements (e.g., course requirements) were met to a sufficient extent.
Table 6. Exit Exam Requirements for Alternate Diplomas and Standard Diplomas
| State | Alternate Diploma | Standard Diploma |
|---|---|---|
| Louisiana | Alternate assessment in ELA and math, score of “meets standards” or “exceeds standards,” or growth portfolio | End-of-course exams in Algebra or Geometry, English II or English III, and Biology or US History;
ACT in English, math, reading, science; and ‘may additionally take the WorkKeys assessment’ |
| Mississippi | Mississippi Academic Assessment Program-Alternate in Algebra, English, & Biology | End-of-course exams in Algebra I, Biology I, English II, and U.S. History;
ACT English and ACT Math or ACT WorkKeys or SAT equivalency subscores |
| Nevada | Nevada Alternate Assessment | End-of-course exams in math (4 tests) and ELA (2 tests);
CCRa: ACT in English, math, reading, science, written essay |
a In Nevada, the information about general diploma exit exams included the term “CCR,” or “College- and Career-Ready.”
Available Resources
Table 7 lists the types of state-defined alternate diploma resources available on state websites. Two types of resources were found. All states’ websites included resources describing the availability of, and requirements for, the state-defined alternate diploma. These included resources such as brief overviews, slide decks, and frequently asked questions (FAQs). In addition, three states included a link to resources to help teachers implement the state-defined alternate diploma. For one state (Mississippi), this document was generic and designed to “aid in providing quality classroom instruction for all students, including general education students and students with disabilities who receive instruction in general education settings.” See Appendix D for links to each state’s state-defined alternate diploma resources.
Table 7. Type of State Defined Alternate Diploma Resources Available in Each State
| State | Administrators | Teachers | Parents | Students |
|---|---|---|---|---|
| Arkansas | R | R | R | R |
| Louisiana | R | R | R | R |
| Mississippi | R | R, I | R | R |
| Nevada | R | R, I | R | R |
| New Hampshire | R | R | R | R |
| Tennessee | R | R | R | R |
| Utah | R | R | R | R |
| West Virginia | R | R, I | R | R |
R = Requirement Resources; I = Implementation Resources
Top of Page | Table of Contents
Discussion
Much has happened since a state-defined alternate diploma for students with the most significant cognitive disabilities was included as an option for states in ESSA in 2015. Since then, states have engaged in numerous discussions with each other (e.g., Thurlow, Lazarus, & Gallo, 2017; Thurlow, Lazarus, & Strunk, 2017; Thurlow, Lazarus, & Test, 2016), as well as with colleagues in their own states and with other stakeholders. Now, in 2019, eight states have either implemented, or are on the path to implementing, what they believe to be a state-defined alternate diploma.
The purpose of this report was to share information on which states have, or are planning to have, a state-defined alternate diploma and what they are requiring of students to earn one of these diplomas. We started this work by searching states’ websites to find any information that the state might have on this new type of diploma designated for students with the most significant cognitive disabilities. After a thorough website search, we verified our findings with the states.
We found the eight states that confirmed that they had a state-defined alternate diploma varied considerably in where they were in implementation as well as the extent to which information was available for stakeholders, including parents of students with the most significant cognitive disabilities. These states also varied in a number of other ways, including the terms they used to describe their state-defined alternate diploma, their eligibility requirements, the graduating class implementation date, and the course credit and exit exam requirements.
We also found the information made available publicly by states was not always as clear as it might be in conveying the purpose of the state-defined alternate assessment, who the alternate diploma was for, and the requirements for earning this diploma. In fact, some states had old (and inaccurate) information posted on their websites. This sometimes resulted in confusing information being presented. For example, in one state information indicating that students who earn a state-defined alternate diploma would not be included in the state’s Adjusted Cohort Graduation Rate was old and inaccurate for the current status of the state’s alternate diploma.
All but one of the eight states with a state-defined alternate diploma provided resources for the public, including educators and parents. These resources nearly always simply presented the requirements and policies of the state-defined alternate diploma; only rarely did they provide implementation resources that could help administrators and educators know how to implement it, or to help parents know how to make decisions for their own children with significant cognitive disabilities.
Despite the potential benefits for students of earning a state-defined alternate diploma, as well as for the state’s Title I accountability system, rarely were the pros and cons of developing this diploma discussed publicly. Looking forward, states that do develop this diploma may want to consider ways to assist in the decision about whether parents and their children should pursue this diploma. Further, they likely will want to make the information on the outcomes of the state-defined alternate diploma public; this might include reporting annually the number of students with the most significant cognitive disabilities pursuing the diploma, and eventually, the post-school outcomes of these students and whether they are consistent with the goals of IDEA 2004 and the Workforce Innovation Opportunity Act (see Thurlow, Nye-Lengerman, & Lazarus, 2019), those being postsecondary education or competitive integrated employment.
Top of Page | Table of Contents
References
Johnson, D. R., Thurlow, M. L., Qian, X., & Anderson, L. (2019). Diploma options, graduation requirements, and exit exams for youth with disabilities: 2017 national study (NCEO Report 409). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.
Rooney, P. (2019, March 28). Letter: Information regarding consequences for states not meeting the requirement to assess not more than 1.0 percent of students on the alternate assessment. Washington, DC.
Thurlow, M., & Lazarus, S. (2017, April). Strategies for meeting the 1% state-level cap on participation in the alternate assessment (NCEO Brief #12). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.
Thurlow, M., Lazarus, S., & Test, D. (2016, December). Should your state have an alternate diploma? Considerations and recommended steps. Federal Programs Meeting, Washington, DC.
Thurlow, M., Test, D., Lazarus, S., Klare, M., & Fowler, C. (2016). Considerations for developing state-defined alternate diplomas for students with significant cognitive disabilities. Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes; and Charlotte, NC: University of North Carolina Charlotte, National Technical Assistance Center on Transition.
Thurlow, M. & Wu, Y.-C. (2018). 2015-2016 APR snapshot #18: AA-AAS participation and performance. Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.
Thurlow, M. L., Lazarus, S. S., & Gallo, G. (2017, July). What states are doing that meet the 1% cap. OSEP Project Directors Conference.
Thurlow, M. L., Lazarus, S. S., & Strunk, K. (2017, October). State-defined alternate diplomas. National Association of State Directors of Special Education, Portland, OR.
Thurlow, M. L., Nye-Lengerman, K., & Lazarus, S. S. (2019). Suggestions for aligning alternate achievement standards with WIOA (NCEO Brief #16). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.
Top of Page | Table of Contents
Appendix A
E-mail, Two versions
1) For states with no evidence of state-defined alternate diplomas:
Hi [Special Education Director’s name],
The National Center on Educational Outcomes (NCEO) is examining the status of your state with respect to the ESSA-allowed “state-defined alternate diplomas.” Please take a moment to reply to this e-mail to verify the information we found in our website search (highlighted in yellow for clarity). Please respond by February 25, 2019.
1. Our search of your state’s website indicated that [state name] does not have a state-defined alternate diploma. Is this a correct conclusion?
YES, you are correct that we do not have a state-defined alternate diploma.
NO – we do have a state-defined alternate diploma.
If you do, please provide the weblinks to the most current information about your state’s state-defined alternate diploma:
If you have any questions about our request, please e-mail Chris Rogers at roge0229@umn.edu or Martha Thurlow at thurl001@umn.edu
Thank you for taking the time to provide this information!
Martha Thurlow, Director, NCEO
Chris Rogers, Research Fellow, NCEO
2) For states with evidence of state-defined alternate diplomas:
Hi [Special Education Director’s name],
The National Center on Educational Outcomes (NCEO) is examining the status of your state with respect to the ESSA-allowed “state-defined alternate diploma.” Please take a moment to reply to this e-mail to verify the information we found in our website search (highlighted in yellow for clarity). Please respond by February 25, 2019.
1. Our search of your state’s website indicated that [state name] has a state-defined alternate diploma. Is this a correct conclusion?
YES, we have a state-defined alternate diploma
NO, we do not have a state-defined alternate diploma
We reached that conclusion based on information at the following weblink/s:
· [state education website link/s]
2. Is this information the most current information available on your state›s website?
YES, the weblink/s you listed are the most current information
NO, the weblink/s you listed are not the most current information
If not, please provide the weblinks to the most current information about your state’s state-defined alternate diploma:
If you have any questions about our request, please e-mail Chris Rogers at roge0229@umn.edu or Martha Thurlow at thurl001@umn.edu
Thank you for taking the time to provide this information!
Martha Thurlow, Director, NCEO
Chris Rogers, Research Fellow, NCEO
Top of Page | Table of Contents
Appendix B
Eligibility Guidelines
Arkansas
The alternate pathway to graduation … provides a meaningful diploma option for students with the most significant cognitive disabilities.
Arkansas Alternate Pathway to Graduation: Five Things Administrators Need to Know
Louisiana
The alternative pathway to a high school diploma is for … Students with disabilities that significantly impact cognitive functioning and/or adaptive behavior. . . . Students assessed on the alternate assessment are able to pursue an alternative pathway to a high school diploma.
Louisiana Special Education Guidance for High School Students
Mississippi
- All students are required to participate in the Mississippi Academic Assessment Program Alternate (MAAP-A) with a score TBD.
- Students who have met the criteria on their IEP for having a Significant Cognitive Disability (SCD) may participate in a program of study to earn the Alternate Diploma.
Nevada
Who is eligible to earn Nevada’s Alternative Diploma?
In order to earn the Nevada Alternate Diploma, a student must:
- Be a student with a disability;
- Participate in the Nevada Alternate Assessment;
- Earn the prescribed credit minimum for the student’s graduating cohort
Nevada Alternative Diploma Implementation Guidance
New Hampshire
“... may be appropriate for some students with significant cognitive disabilities”. . . “who participate in the ... alternate assessment”
Technical Advisory: Alternate Diploma
Tennessee
Who is eligible to earn the alternate academic diploma?
In order to earn the AAD, a student must have:
- participated in the high school alternate assessments;
- earned the prescribed 22 credit minimum;
- received special education services or supports and made satisfactory progress on an individualized education program (IEP);
- satisfactory records of attendance and conduct; and
- completed a transition assessment(s) that measures, at a minimum, postsecondary education and training, employment, independent living, and community involvement.
Frequently Asked Questions: Alternate Academic Diploma
Utah
The Alternate Diploma is a diploma that is allowable under the Every Student Succeeds Act (ESSA) issued in accordance with USBE Board Rule R277-705-5 for a student who is determined through the IEP process to be a student;
With a significant cognitive disability (SWSCD) as defined by R277-7-5-2(8);
Who meets the requirements for participation in Utah’s alternate assessments.
Frequently Asked Questions Regarding the Alternate Diploma
AND
the student meets all graduation requirements prior to exiting school …
West Virginia
Based upon the review of the data, the IEP Team must carefully consider the following questions:
1. Is the student capable of attaining the West Virginia College- and Career-Readiness Standards?
- If yes, the student is eligible for a standard diploma.
- If no, proceed to next question.
2. Is the student capable of attaining the West Virginia College- and Career-Readiness Standards with instructional modifications and accommodations (pre-teach, reteach, specialized instructional strategies, differentiated instruction, co-teaching, instructional technology, etc.)
- If yes, the student is eligible for a standard diploma.
- If no, proceed to next question.
3. Does the student have significant impairment of cognitive abilities and adaptive skills that may require instruction in the Alternate Academic Achievement Standards?
- If yes, the student is eligible for an alternate diploma.
- If no, the IEP Team needs to reconsider Question 2 and revise the IEP to better meet the needs of the student.
Understanding Alternate Diplomas: What teachers, parents, and students need to know
Top of Page | Table of Contents
Appendix C
Credit Requirements for Alternate and Standard Diplomas
| State | Diploma | English | Math | Science | Social Studies |
Physical Education |
Health | Arts | Tech./ Computers |
Finances | Electives | Career Prep. | Other | TOTAL |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Arkansas | Alternate | 4.0 | 4.0 | 3.0 | 3.0 | 1.0 | 0.5 | M | M | 6.0 | 0.5g | 22.0 | ||
| Standard | 4.0 | 4.0 | 3.0 | 3.0 | 0.5 | 0.5 | 0.5 | M | M | 6.0 | 0.5g | 22.0 | ||
| Louisiana | Alternate | 4.0 | 4.0 | 2.0 | 2.0 | 2-4f | 7-9f | uniquef | ||||||
| Standard | 4.0 | 4.0 | 4 / 2b | 4 / 2b | Uc | Uc | 1 / 0b | 3 / 0b | 0 / 9b | 2 / 0h | uniqueb | |||
| Mississippi | Alternate | 4.0 | 4.0 | 2.0 | 2.0 | 0.5 | 0.5 | 1.0 | 4.0i | 24.0 | ||||
| Standard | 4.0 | 4.0 | 3.0 | 3.5 | 0.5 | 0.5 | 1.0 | 1.0 | 24.0 | |||||
| Nevada | Alternate | 4.0 | 3.0 | 2.0 | 2.0 | 2.0 | 0.5 | 1.0 | 0.5 | 23.0 | ||||
| Standard | 4.0 | 4.0 | 3.0 | 1.0 | 2.0 | 0.5 | 1.0 | 0.5 | Mk | 23.0 | ||||
| Tennessee | Alternate | 4.0 | 4.0 | 3.0 | 3.0 | M | M | 0.5 | M | M | 22.0 | |||
| Standard | 4.0 | 4.0 | 3.0 | 3.0 | Ud | Ud | 1.0 | 0.5 | 3.0 | 2.0l | 22.0 | |||
| Utah | Alternate | 4.0 | 3.0 | 3.0 | 3.0 | Ue | Ue | 1.5 | 0.5 | 0.5 | 5.5 | 1.0 | 24.0 | |
| Standard | 4.0 | 3.0 | 3.0 | 3.0 | Ue | Ue | 1.5 | 0.5 | 0.5 | 5.5 | 1.0 | Mm | 24.0 | |
| West Virginiaa | Alternate | 4.0 | 3.0 | 3.0 | 4.0 | 1.0 | 1.0 | M | 16.0n | |||||
| Standard | 4.0 | 4.0 | 3.0 | 4.0 | 1.0 | 1.0 | 1.0 | 6.0 | 24.0 |
Tech./Computers = Technology or Computer Science
Finances = Financial Literacy/Personal Finance
Career Prep. = Career Readiness or Preparation
M = missing information: in these content areas, states referred to courses, but not numbers of credits.
U = unique; these states counted credits uniquely for physical education and health, including which diploma/s required them.
Note. New Hampshire did not provide this information on its state website.
a The course credit information provided for West Virginia will be effective for students graduating in 2020 onward.
b In Louisiana, there were two diplomas: “University” and “Career”; the general pathway required 24.0 credits for the University diploma and 23.0 credits for the Career diploma.
c Louisiana combined Physical Education and Health into one requirement, totaling 2.0 credits, for the general diplomas (both types).
d Tennessee combined Physical Education and Wellness into one requirement, totaling 1.5 credits, for the general diploma.
e Utah combined Physical Education and Health into one requirement, totaling 2.0 credits, for both the alternate diploma and the general diploma.
f In Louisiana, there were two diplomas: “University” and “Career”; the Alternative Pathway required a range of 21.0 to 25.0 credits, depending on which type of diploma was being earned.
g Oral communication
h Foreign language
i Life skills development
k Foreign language, with no specific number of credits; further, it variously referred to demonstrated proficiency in speaking “not less than two languages” and completing a “world language course.”
l In Tennessee, the foreign language requirement for the general diploma “may be waived by the … district … to expand and enhance the elective focus.”
m Library media skills coursework is required, but the number of credits is not specified.
n West Virginia’s information on number of alternate diploma credits appeared incomplete.
Top of Page | Table of Contents
Appendix D
State Resources
Arkansas
- Arkansas Alternate Pathway to Graduation Course Requirements and Standards:
- Arkansas Alternate Pathway to Graduation Informational Document:
- Commissioner’s Memo LS-19-069 (From 2-27-2019)
- ESSA High School Graduation Rate Non-regulatory Guidance
- Explanatory presentation
- Explanatory presentation recording
- Five Things Administrators Need to Know
- Five Things Parents Need to Know
- Five Things Teachers Need to Know
- Form for entering questions
- K-12 Course Code Chart for Special Education Classes
- NCEO Brief explaining the Every Student Succeeds Act (ESSA) requirements
- Q&A Document
- Students with Significant Cognitive Disabilities Definition
- Summer 2019 PD Schedule
Louisiana
http://www.louisianabelieves.com/courses/graduation-requirements
http://www.louisianabelieves.com/students-with-disabilities
https://www.louisianabelieves.com/students-with-disabilities/graduation-pathways-for-students-with-disabilities [This links to a table of resources for 833 and LAA1 (SDAD); See “training deck” for LAA1 details]
Louisiana Alternate Diploma Resources
Graduation Pathways for Students with Disabilities:
https://www.louisianabelieves.com/students-with-disabilities/graduation-pathways-for-students-with-disabilities
Pursue a standard high school diploma by meeting standard graduation requirements through alternate means. Students at the high school level who are assessed on Louisiana Alternate Assessment Level 1 (LAA 1) can pursue a diploma pathway by meeting alternate requirements. Resources are available, diploma, certain students with disabilities who have an IEP have alternative pathways to a diploma.
Students with Significant Cognitive Disabilities:
https://www.louisianabelieves.com/students-with-disabilities/students-with-significant-cognitive-disabilities
School Diploma for Students Assessed on an Alternate Assessment Graduation Requirements:
https://www.louisianabelieves.com/courses/graduation-requirements
Jump Start pathway to a diploma, certain students with disabilities will be eligible for alternate pathways to a diploma using the provisions of Act 833 (2014) or the due to their being assessed on LAA1, and thereafter) will take core academic classes to work towards a diploma.
2018 Teacher Leader Collaboration Materials:
https://www.louisianabelieves.com/resources/library/2018-teacher-leader-collaboration-materials
Academics:
https://www.louisianabelieves.com/resources/library/academics
Courses:
https://www.louisianabelieves.com/resources/library/courses
LA Implementation Guide: Alternative Pathways to a High School Diploma:
https://www.louisianabelieves.com/docs/default-source/academics/alternative-pathways-to-a-high-school-diploma-implementation-guide.pdf?sfvrsn=4
School System Support Library:
https://www.louisianabelieves.com/resources/library/school-system-support-library
Mississippi
Access for All Guide (Note: refers to alternate assessment but not alternate diplomas). This guide will aid in providing quality classroom instruction for all students, including general education students and students with disabilities who receive instruction in general education settings.
https://mdek12.org/sites/default/files/documents/OAE/OAE/2019-access-for-all-guide.pdf
Alternate Diploma Four Year Program of Study: https://www.mdek12.org/sites/default/files/Offices/MDE/OAE/OSE/Info-and-Publications/Alternate%20Diploma%20Four%20Year%20Program%20of%20Study.Final.pdf
Communication Toolkit for Parents and Educators: https://www.mdek12.org/OCGR/diploma
- Overview: Mississippi High School Diploma and Endorsement Options
- Frequently Asked Questions for Parents Regarding Diploma and Endorsement Options
- Sample Letter to Parents of Students in Grades 7-9
- Brief Videos About Traditional Diploma and Each Endorsement Option (Do not describe Alternate Diploma)
Mississippi Alternate Academic Achievement Standards:
English Language Arts: https://www.mdek12.org/sites/default/files/Offices/MDE/OAE/OSE/Info-and-Publications/alternatestandards-english-language-arts.pdf
English Language Arts Comparison Document:
https://www.mdek12.org/sites/default/files/Offices/MDE/OAE/OSE/Info-and-Publications/alternatestandards-ela-compdoc.pdf
Mathematics: https://www.mdek12.org/sites/default/files/Offices/MDE/OAE/OSE/Info-and-Publications/alternatestandards-math.pdf
Mathematics Comparison Document:
https://www.mdek12.org/sites/default/files/Offices/MDE/OAE/OSE/Info-and-Publications/alternatestandards-math-compdoc.pdf
Mississippi Extended Science Framework:
https://www.mdek12.org/sites/default/files/Offices/MDE/OAE/OSE/Info-and-Publications/MESF.pdf
Science K-8 and Biology:
https://www.mdek12.org/sites/default/files/Offices/MDE/OAE/OSE/Info-and-Publications/MS_AAAS_Science_5_25_18%20Final%20Copy.pdf
Career Readiness:
https://www.mdek12.org/sites/default/files/Offices/MDE/OAE/OSE/Info-and-Publications/MS_AAAS_Career%20Readiness%20I%20standards%20FINAL.pdf
Life Skills Development I:
https://www.mdek12.org/sites/default/files/Offices/MDE/OAE/OSE/Info-and-Publications/MS_AAAS_Life%20Skills%20Development%20I%20standards%20FINAL.pdf
Teacher Resource Guide – Alternate English Elements I & II:
https://www.mdek12.org/sites/default/files/Offices/MDE/OAE/OSE/Info-and-Publications/TRG.Final.ELA.Published.pdf
Teacher Resource Guide – Alternate Math Elements I & II:
https://www.mdek12.org/sites/default/files/Offices/MDE/OAE/OSE/Info-and-Publications/TRG.Final.2018%20Mathematics.Published.pdf
Teacher Resource Guide – Career Readiness I:
https://www.mdek12.org/sites/default/files/Offices/MDE/OAE/OSE/Info-and-Publications/TRG.Final.Career%20Readiness.Published.pdf
Teacher Resource Guide – Life Skills Development I:
https://www.mdek12.org/sites/default/files/Offices/MDE/OAE/OSE/Info-and-Publications/TRG.Life%20Skills%20DevelopmentI.Published.pdf
Requirements for the Alternate Diploma:
https://www.mdek12.org/sites/default/files/Offices/MDE/OAE/SEC/Diploma/Mississippi%20Diploma%20Options%20(Revised%208.23.18).pdf
Nevada
Page of guidance documents:
http://www.doe.nv.gov/Special_Education/Alternative_Diploma_Guidance_Documents/
NV Alternative Diploma Implementation Guide:
http://www.doe.nv.gov/uploadedFiles/nde.doe.nv.gov/content/Special_Education/Additional_Resources/AD_Legal.pdf
Alternate Diploma Computer Education and Technology Guidance:
http://www.doe.nv.gov/uploadedFiles/ndedoenvgov/content/Special_Education/ADComputerEdTechCreditsGuidance.pdf
Alternative Diploma Health Education Guidance:
http://www.doe.nv.gov/uploadedFiles/ndedoenvgov/content/Special_Education/ADHealthEducationGuidance.pdf
Alternative Diploma Physical, Earth, and Environmental Science Guidance:
http://www.doe.nv.gov/uploadedFiles/ndedoenvgov/content/Special_Education/ADScienceCredit%20Guidance.pdf
Alternative Diploma Social Studies Guidance:
http://www.doe.nv.gov/uploadedFiles/ndedoenvgov/content/Special_Education/ADSocialStudiesCreditsGuidance.pdf
English Language Arts NVACS Connectors Guidance:
http://www.doe.nv.gov/uploadedFiles/ndedoenvgov/content/Special_Education/ELANVACSConnectorStandards.pdf
Mathematics NVACS Connectors Guidance:
http://www.doe.nv.gov/uploadedFiles/ndedoenvgov/content/Special_Education/MathNVACSConnectorStandards.pdf
Science NVACS Connectors Guidance:
http://www.doe.nv.gov/uploadedFiles/ndedoenvgov/content/Special_Education/ScienceNVACSConnectorStandards.pdf
Tennessee
2017 memo about Alternate Assessment and ESSA. Says that taking the Alternate Assessment will NOT lead to a general high school diploma: https://www.tn.gov/content/dam/tn/education/special-education/memo/sped_memo_new_req_for_alt_assessments_per_essa.pdf
TN Alternate Academic Diploma Course Requirements:
https://www.tn.gov/education/student-support/special-education/special-education-tools-resources.html
TN Special Education Secondary Transition page (Has info about Alternate Diploma):
https://www.tn.gov/education/student-support/special-education/special-education-secondary-transition.html
TN State Board Policy (1/26/2018):
https://www.tn.gov/content/dam/tn/stateboardofeducation/documents/sbe_meeting_january_26_2018/1-26-18%20III%20C%20High%20School%20Policy%202.103%20Cover%20Sheet.pdf
Utah
Extended Core Standards For Students With Significant Cognitive Disabilities – Grades K-12: https://www.schools.utah.gov/file/869ea814-8f0e-448c-90cb-869fd5507018
Press release on diploma options – not necessarily for the 1% Alternate Diploma though:
https://www.schools.utah.gov/file/fd59096a-ed0b-47f2-b262-ee3a68b07ab2
Utah Administrative Code (R277-705-5. Alternate Diploma), which is policy information on Alternate Diplomas. It appears to leave the decision up to the districts.
https://rules.utah.gov/publicat/code/r277/r277-705.htm#T5
West Virginia
2018 New policies (includes alternate academic standards):
https://www.wvea.org/content/state-board-education-adopts-9-new-policies
All Things Alternate PowerPoint (on Alternate Standards, Assessment and Diploma):
https://wvde.us/wp-content/uploads/2018/03/all-things-alternate-PP-002-with-data.pptx
All Things Alternate PowerPoint – Part 2 (from the CASE Conference April 24-25, 2018):
https://wvde.us/wp-content/uploads/2018/05/CASE-Conference-2018-PP.pptx
Alternate Diplomas in West Virginia – PowerPoint:
https://wvde.us/wp-content/uploads/2018/03/Alternate-Diploma-Slides-for-RESA-Tour.pptx
ESSA in West Virginia:
http://www.lawv.net/Resources/Self-Help-Library/Education/Every-Student-Succeeds-Act-What-you-Need-to-Know
Graduation 20/20
https://wvde.us/special-education/initiatives/graduation-20-20/
Intellectual Disability – West Virginia Department of Education:
https://wvde.us/special-education/resources-sp-page/intellectual-disability/
Understanding Alternate Diplomas Brochure:
https://wvde.state.wv.us/osp/Graduation/alternatediploma_brochure.pdf