Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Special Education topic
No spam. Unsubscribe anytime.
Bassett Unified staff outline new alternative diploma pathway for students with significant cognitive disabilities
Summary
District special-education staff presented a proposed local course alignment to implement CaliforniaAssembly Bill 181—an alternative pathway to a high school diploma for students with significant cognitive disabilities—highlighting changed credit requirements, eligibility rules and next steps for board adoption.
Bassett Unified School District special-education staff on Jan. 21 presented a planned local implementation of the state's new alternative pathway to graduation for students with significant cognitive disabilities, describing lower credit requirements, expanded eligibility through age 22 and classes aligned to the new law.
The presentation described how Assembly Bill 181 and Education Code 51225.31 create an alternative diploma option tied to the California Alternate Assessment (CAA). District staff said the alternative diploma requires about 130 credits focused on essential skills in English, math, science and social science, compared with the district's traditional 220-credit diploma.
Why it matters: the alternative diploma, staff said, can make students eligible for federal student aid (FAFSA) and for some postsecondary programs while preserving a student's continued eligibility for special-education services through age 22. Staff emphasized the diploma is not automatically A-G eligible for admission to University of California or California State University campuses.
District staff said the new pathway is intended for three student groups: students with significant cognitive disabilities who are eligible for the CAA; students with moderate support needs; and students who require only low levels of support. Staff said an individualized education program (IEP) team must deem the pathway appropriate before the student is placed on it.
Ms. Carrera, director of special education, summarized the district's proposed course labeling and next steps: essential-skills courses (ES) for students with mild impacts, foundational functional-skills courses (FS) for students eligible for the alternative diploma, and life-skills courses (LS) for the most significantly impacted students who typically continue through the district's adult-transition program. "A diploma is a ticket," Carrera said. "It provides opportunities for employment and postsecondary education." She added that while the alternative diploma makes FAFSA access possible, it does not meet A-G requirements.
Board members asked whether the alternative pathway still required, for example, three yearlong English courses; staff said the state language uses "three courses" but that districts are interpreting those as yearlong courses (English 9, 10 and 11, for instance) that can be aligned to functional or foundational coursework. Staff also described vocational and workability supports: students on the pathway may take CTE courses, join workability placements in district or community businesses, and receive aides or accommodations as required by their IEPs.
Next steps: staff said the board will be asked to adopt specific course descriptions and course-number alignments at a future meeting; the presentation was informational and no policy or adoption vote occurred on Jan. 21. If adopted, students who meet the statutory eligibility and IEP-team determination would be able to work toward the alternative diploma and remain eligible for special-education services through their 22nd birthday.
Ending: Staff posted course descriptions and a schedule of next review steps to the board packet. The district also flagged a job fair for adult-transition and related vocational services to help students on this pathway explore employment options.
