Introduction to the Alternate Diploma
The introduction of the Alternate Diploma offers a new graduation pathway specifically designed for students with significant cognitive disabilities. Presented by Lori Chesnut at Counselor Fest, this initiative is rooted in several legislative acts, including the Individuals with Disabilities Education Act (IDEA), the Every Student Succeeds Act (ESSA), and Oklahoma's House Bill 1041. The Alternate Diploma aims to ensure that students who follow alternate academic achievement standards receive recognition for their educational accomplishments.
Why Implement an Alternate Diploma?
The need for an Alternate Diploma arises from the necessity to provide a Free Appropriate Public Education (FAPE) to all students with disabilities. According to IDEA, FAPE is a fundamental right, ensuring educational access for students from age 3 until the end of the school year in which they turn 22. The obligation to provide FAPE ends when students meet specific criteria, such as earning a standard high school diploma, losing eligibility for special education, or when consent for services is revoked.
Legislative Framework
The ESSA and Oklahoma HB 1041 play crucial roles in defining the Alternate Diploma. ESSA recognizes the need for a state-defined alternate diploma for students with significant cognitive disabilities. This diploma is standards-based, aligned with state requirements for a regular high school diploma, and obtained within the same period as FAPE availability. House Bill 1041 further supports this by amending existing statutes to create a graduation pathway for students participating in the Oklahoma Alternate Assessment Program (OAAP).
Differences Between Regular and Alternate Diplomas
While the Alternate Diploma is standards-based and aligned with state requirements, it differs from a regular diploma. It does not terminate FAPE for students with an Individual Education Program (IEP). The Alternate Diploma requires completion of specific competencies based on alternate achievement standards in various subjects, totaling 23 credits. Unlike a regular diploma, it allows for core substitutions and career readiness electives.
Graduation Pathways and Criteria
The majority of students with disabilities will still graduate with a standard diploma. However, those qualifying for the OAAP and meeting specific criteria can pursue the Alternate Diploma. This pathway is not determined by standardized tests like the ACT/SAT but by coursework aligned to alternate standards. IEP teams play a critical role in assessing eligibility for the OAAP and determining appropriate coursework.
Post-Graduation Opportunities
Upon earning an Alternate Diploma, students can continue their education through Extended Transition Programs until age 22. These programs focus on enhancing functional and academic skills for post-school activities. The decision to continue enrollment after earning the diploma is made by the IEP team, considering the student's post-secondary plans and goals.
Conclusion
The Alternate Diploma represents a significant step forward in recognizing the achievements of students with significant cognitive disabilities. By aligning educational opportunities with legislative mandates, it ensures that these students receive the support and recognition they deserve. For more information, please follow this link.
