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Board reviews alternate pathway diploma, approves Unified Champion courses for inclusion and expansion
Summary
Staff presented a plan to implement an Alternate Pathway Diploma (13 courses, 130 credits) for students with extensive needs beginning 2026‑27 and proposed Unified Champion Schools programming (Unified PE, Unified Art, Unified Student Leadership) to promote inclusion. Trustees asked about eligibility, staffing credentials, and implementation at middle/high schools.
The board heard a presentation from Rob Nichols on two related initiatives: an Alternate Pathway Diploma for students with the most significant disabilities (required under Assembly Bill 181) and a district rollout of Special Olympics’ Unified Champion Schools programming.
Nichols said the Alternate Pathway Diploma will be structured as a 13‑course sequence and will allow students to earn the California Department of Education’s alternate diploma, which requires a minimum of 130 credits (as compared with 230 credits for a regular diploma). District materials said the alternate pathway will be offered beginning in the 2026‑27 school year to students in extensive‑needs classes; an individual student’s IEP team will determine whether the student follows the alternate pathway or receives a certificate of completion. The coursework is based on Unique Learning Systems and is intended to provide meaningful, standards‑aligned opportunities while preserving options for transition programs and adult services after age 18 or through age 22.
Nichols also outlined the district’s Unified Champion Schools plan, a Special Olympics framework to expand inclusive activities beyond athletics to unified art and unified student leadership. The program is slated to launch at Corona del Mar, Costa Mesa, Estancia and TeWinkle as pilot sites, with a TOSA (teacher on special assignment) to coordinate the effort across the four schools. Trustees asked about eligibility (students must be eligible for the California Alternate Assessment to participate in the alternate diploma), staffing credentials (extensive‑needs credentialed teachers can teach the courses without additional single‑subject credentials) and the plan for peer partners and recruitment for unified programs.
The board discussed course approvals (Unified PE, Unified Art, Unified Student Leadership) and implementation supports including teacher training, intentional enrollment of peer partners, and partnerships with Special Olympics. Trustees praised the program’s early results and asked staff to consider future expansion to additional secondary schools.
Next steps: staff will bring the proposed courses and implementation plans for board consideration in the relevant board item (B17) and proceed with pilot implementation in 2026‑27 if approved.
