DIPLOMA AN OPTION FOR STUDENTS WITH SIGNIFICANT COGNITIVE ABILITIES
October 24, 2022
Under federal regulations and corresponding state law, obtaining a high school diploma after a student meets local high school graduation requirements ends a student’s rights to continued IEP’s and offers of FAPE. 34 CFR 300.102, CA. Educ. Code Section 51225.3. For the longest time, California students with significant cognitive disabilities were not afforded the right to earn a diploma and instead IEP teams offered only certificate of completions. Ca. Educ. Code 56390. A Certificate of Completion required the student to meet IEP goals and complete school district approved courses of study. Ca. Educ. Code 51225.3 (defines requirements for certificate of completion courses of study). A student ages out of the IEP process at the age of 22. Ca. Educ. Section 56026.
Concerns that a high school diploma rather than a Certificate of Completion opened pathways for more opportunities and life enhancements for students with cognitive disabilities, a California Workgroup was established to consider alternatives to Certificates of Completion.
See https://www.cde.ca.gov/sp/se/ac/altpathwayslegreport.asp. California Education Code 33080 states, “Each child is a unique person, with unique needs, and the purpose of the education system of this state is to enable each child to develop to his/her/their full potential.”
“In the spirit of the IDEA, and equality of opportunity for students with disabilities, the recommendations developed by the Alt Pathways Workgroup attempt to identify existing barriers to earning a high school diploma for students with disabilities and explore the opportunity to develop a pathway for students with significant cognitive disabilities to also obtain a high school diploma (based on the state’s alternate achievement standards). Historically, this latter group of students has received a high school certificate of completion in lieu of a high school diploma, which has proven challenging when attempting to gain competitive integrated employment and access to postsecondary opportunities because the certificate of completion is not formally or widely recognized within the business communities or institutes of higher education”.
The workgroup looked at California Education Code to consider how to develop alternative pathways. The workgroup provided guidance through 2 reports. https://www.scoe.net/divisions/ed_services/workgroup_reports
Critical in these reports:
- An IEP template: The IEP template can help establish the expectation that every student can earn a high school diploma and communicate that expectation to families/guardians and teachers. The IEP team plays a substantial role in planning each student's pathway to a diploma. The workgroup recommends the California State Legislature revise California Education Code Sections 56043(g) and 56345(a)(8) to adjust the required age for postsecondary transition planning from 16 to 14. Require IEP teams to begin formal post-secondary planning including setting measurable post-school outcome measures no later than at the first IEP meeting following the student’s 14th birthday .
- Established in California Education Code 51225.31 that Students with school district governing boards must establish alternative prescribed courses of study, including outside of school supervised work experiences, that allow Students with significant cognitive impairment to earn credits toward the alternative pathways high school diploma. Note, this diploma does not constitute a change of placement like a standard high school diploma and would allow the student to continue to remain IEP eligible even after earning the diploma.
Students with disabilities who IEP teams might consider for Alternative Pathway High School Diplomas:
- IEP eligible Students who take the CAA: The CAAs are based on the California Alternate Achievement Standards which were developed specifically for students with significant cognitive disabilities to be able to access the same California State Standards as their peers without disabilities, just in a modified format.
- This generalized group of students, who receive special education and related services, likely need a moderate level or more specialized support through individualized academic instruction and accommodations to meet grade-level standard expectations. They might require both specialized academic instruction or small group instruction, or additional time to master the content standards of a specific grade-level or course.
- This generalized group of students represent the majority of students with disabilities, who receive special education and related services that will allow them to access and meet the same grade-level academic standards and expectations and complete the same course requirements (state and local) for graduation as their non- disabled peers.
Not every student with an IEP will require this Alternative Pathway. Many IEP students are able to complete local high school graduation requirements and earn a traditional high school diploma and this is especially true when LLG attorneys attend your IEP meetings to help your IEP team take advantage of the legally required supports and services.
Students awarded a Section 51225.31 diploma must be permitted to participate in graduation ceremonies and activities with similar age peers but such participation does not end their right to a FAPE. Also, this new diploma does not exit the student from his/her IEP.
Leigh Law Group is at the cutting edge of special education. If you bring one of our attorneys to your IEP or Section 504 plan meeting, you’ll never have to worry if your IEP eligible child isn’t getting the help they need in school. Visit us http://www.leighlawgroup.com
Starting from the 2025–2026 school year, Education Code Section 53008 mandates that all local educational agencies (LEAs) must evaluate students in kindergarten through second grade for potential reading challenges using approved screeners. These screeners aim to support students facing reading difficulties and do not substitute the requirements of federal or state laws for timely child find assessments to determine eligibility for special education under state or federal regulations. Students with existing eligibility under section 504 or an Individualized Education Program (IEP) have the choice to opt out of the screening assessments. Parents can also opt out if their child is undergoing evaluation for special education or a 504 plan. Our team has worked hard to advocate for families who need reading interventions and have been denied access to support and services. For more details, refer to the complete statute here: EDC 53008 #Education #ReadingDifficulties #StudentAssessment
Is your charter school or is the school district responsible for a denial of FAPE? The answer it depends on the MOU contract and also whether the charter is a school considered part of the school district or its own designated LEA. Why does this matter- don't be the family who went to due process and lost when they failed to name the correct agency! From the case: Students with disabilities and their families retain all rights under the IDEA when a student is attending a charter school, just as they would when attending traditional public schools. (34 C.F.R. § 300.209(a).) This also applies to online and virtual charter schools. (See Dear Colleague Letter, 68 IDELR 108 (OSERS/OSEP 2016.) Charter schools may not deny any student admission based upon a student's disability. (34 C.F.R. § 104.4(b)(1)(i); Ed. Code, § 47605.) All California charter schools are public schools; however, some are also designated local educational agencies, referred to as LEAs. (34 C.F.R § 300.7; 71 Fed. Reg. 46,548 (2006); Ed. Code, § 47641.) An LEA means a school district, a county office of education, a nonprofit charter school participating as a member of a special education local plan area, referred to as a SELPA, or a SELPA. (Ed. Code, § 56026.3.) Not all charter schools are LEAs. (Ed. Code, § 47641.) Rather, the law allows charter schools and their chartering agency to choose between two options: (1) the charter school may be a school within the chartering LEA for the purpose of special education; or (2) the charter school may become its own LEA and join a SELPA, receive special education funds, and take responsibility for providing students special education and related services. (Id.; Ed. Code, § 47641.) This is a critical distinction in disputes under the IDEA, as LEAs bear the responsibility for providing students a FAPE and the consequent liability for any failure to provide a FAPE in a due process hearing. When a charter school is designated a school of the LEA, the LEA is responsible for ensuring that attending students with disabilities receive a FAPE as required by the IDEA and California law. (Ed. Code, § 47641, subd. (a).) However, LEAs and charter schools are not precluded from entering into Memorandums of Understanding, referred to as MOUs, that grant charter schools more autonomy, responsibility, and funding to provide special education and related services. (“Enrollment of Students with Disabilities in Charter Schools,” California Department of Education Official Letter, December 27, 2017.)
A significant change regarding the eligibility criteria for students classified under the category of disability known as "emotional disturbance" is set to take place at the start of 2025. Currently, an Individualized Education Program (IEP) team evaluates eligibility based on thirteen classification categories, including Autism, Deafness, Learning disability, and Emotional disturbance, among others. The term "emotional disturbance" has faced criticism over the years for potentially stigmatizing children. In an effort to address this concern, Assembly Bill 2173 aimed to lessen the stigma associated with the label. However, despite this legislative action, the definition for determining eligibility remains unchanged. This adjustment is scheduled to come into effect at the beginning of the current year. As per the federal Individuals with Disabilities Education Act (IDEA) and relevant state laws such as the California Education Code and California Code of Regulations, the term "emotional disturbance" may also be referred to as "emotional disability" within the context of providing special education services. The change in terminology from "emotional disturbance" to "emotional disability" is intended to offer a more inclusive and less stigmatizing approach while maintaining the core eligibility criteria outlined in the regulations. This adjustment underscores the ongoing efforts to ensure that the language and terminology used in the special education sector evolve to reflect a more sensitive and inclusive understanding of students' diverse needs and challenges. #iep #specialeducation #californiaeducation #specialeducation
Section 504 covers qualified students with disabilities who attend schools receiving Federal financial assistance. To be protected under Section 504, a student must be determined to: (1) have a physical or mental impairment that substantially limits one or more major life activities; or (2) have a record of such an impairment; or (3) be regarded as having such an impairment. Section 504 requires that school districts provide a free appropriate public education (FAPE) to qualified students in their jurisdictions who have a physical or mental impairment that substantially limits one or more major life activities.
Let's face it there are some special education administrators emboldened by their hired gun tax payor funded attorneys who get away with constantly muscling and bullying parents of children with IEP's rather than attempting to mediate, problem solve and work to identify solutions that help children, families and schools. The wait, don't tell and then game of I gotcha is so gross because it leaves families without any alternatives. So families are marched into lawsuits and that has a devastating affect on trust between parents and schools. That's why the Leigh Law Group attorneys exists-to give Parents the equal power to level that playing field. While the Education Code allows a school district to sue a parent of a child with disabilities do you know when they can do that? Let's consider a few examples: 1. IAES: A school district can sue a parent using the due process administrative trial like procedures to obtain an order seeking to remove a child to an IAES-interim alternative setting for up to 45 days. A local educational agency (LEA) may request an expedited due process hearing when it believes that maintaining the current placement of the child is substantially likely to result in injury to the child or to others. (20 U.S.C. § 1415(k)(3)(A); 34 C.F.R. § 300.532(a).) The hearing officer may return the child to the placement from which he was removed, or may order a change in placement to an appropriate IAES for not more than 45 school days if the hearing officer determines that maintaining the current placement of such child is substantially likely to result in injury to the child or to others. (20 U.S.C. § 1415(k)(3)(B)(i); 34 C.F.R. § 300.532(b)(2).) The expedited due process hearing must occur within 20 school days of the date the complaint requesting the hearing is filed and the hearing officer must make a determination within 10 school days after the hearing. (34 C.F.R. § 300.532(c)(2).) 2. And this is a biggie-when after the provision of special education services the parent either partially consents to an IEP or revokes consent to special education. Ca. Educ. Code Section 56346(f) and also see https://lnkd.in/gSfZEwYS. 3. A school district may after a manifestation hearing sue a family in an expedited due process hearing to have the child remove from school (they may seek an expulsion hearing) or they may also pursue due process to have the child's placement changed. Check out this CDE resource on disciplinary resources and federal guidance on manifestation hearings and discipline.
If you think that your child’s school district has violated special education law—including failing to provide your child with a free appropriate public education (“FAPE”), you can either file a due process complaint or a complaint with the California Department of Education (“CDE”). There are always ways a seasoned special education attorney can help with this process and moreover, can even provide you with services such as amicably settling your differences and avoid the below discussed time consuming and sometimes frustrating processes. A Leigh Law Group attorney retained can provide you with all the options that best obtains you and your family’s goal. This blog is not legal advice and does not constitute all the ways a family can resolve school disputes. How Due Process Works Parents may file a due process complaint with the Office of Administrative Hearings (“OAH”) if they believe that the school district is not providing their child with FAPE. Timing Matters Parents generally have two years from the date they knew about the underlying issue to file a due process complaint alleging issues during those years. Filing a due process complaint results in a due process hearing unless the parties settle before hearing starts. Generally, before the due process hearing, parents and school district representatives have the option to voluntarily mediate with an OAH Administrative Law Judge (“ALJ”) or during a resolution session. The goal of the meditation is to resolve the dispute before the due process hearing. If the parties do not reach a settlement agreement at the mediation, then the parties proceed to the due process hearing. At the due process hearing, an ALJ will review the evidence and determine whether the schools district provided your child with FAPE. After hearing evidence and reviewing written closing arguments from both sides, the ALJ will issue a decision stating whether there was a violation, and if there was, corrective actions the district must take. A due process hearing is similar to a trial with witnesses and documentary evidence. Either side may appeal by filing a civil action in federal district court if they are dissatisfied with the ALJ’s decision within 90 days from the date of the final administrative decision. How a California Department of Education Complaint Works Anyone may file a complaint with the CDE when they believe the school district has violated special education law. Timing Matters The CDE investigates the complaint to determine whether the school district violated special education law. The issues must be filed within 1 year of the violation or knowledge of the violation. The CDE acts as a neutral investigator; they do not advocate for either the parents or the school district. The CDE will issue a decision stating whether there was a violation of special education law. This process mostly covers failures to implement the IEP. If there was a violation, then the decision will include actions the school district must take to correct the violations. It is important to realize, however, that after you submit your evidence—usually in the form of a letter—to the CDE, your case is in the hands of the investigator. What is the difference between filing for due process and filing a complaint with the California Department of Education? A CDE complaint can resolve any alleged violations of federal and state special education laws relating to failure to implement the IEP reviewed by a state compliance investigator, starts with a state complaint outlining the issues and each side gets to speak to the investigator but does not get to see the other sides evidence generally. An attorney can help you file a complaint as well as give you guidance as to the legal violations and potential remedies. The statute of limitations is one year. A due process complaint focuses on violations of both procedural and substantive violations of FAPE. The due process complaint can take days if not months, is appealable to state or federal court, allows for a decision by an ALJ who hears organized evidence, witnesses and experts and the participant has a greater chance of being heard about the harms caused and why remedies should be awarded. There generally is a two-year statute of limitations. An attorney should be retained in these circumstances as the process is appealable by any side to federal court and there may be other civil issues implicated in these types of filings. If you believe the school district is not providing FAPE or violating your child’s special education rights, you should consider retaining an attorney and the Leigh Law Group attorneys are very experienced in the above processes, how to use them and when and if to use them strategically.
Students who receive special education services have an individualized education plan (“IEP”). IEPs are governed by a host of laws, law guidance, case law and state and federal special education laws. Of particular importance is the federal Individuals with Disabilities Education Act (IDEA). IEP’s are created for students who attend public school, which includes California charter schools, for the sole purpose of providing a Free and Appropriate Public Education (“FAPE)”. The IEP is the centerpiece of special education law. To be eligible for an IEP, a student has to: 1) Have one or more of the 13 enumerated legal conditions that are covered under IDEA and state education law, which includes learning disabilities like dyslexia and dysgraphia, dyscalculia and a host of others. 2) Need services in school as a result of that disability or disabilities to access their education and be provided a FAPE. IEP meetings are held with your child’s IEP team. At the first meeting, the IEP team will develop the IEP after discussing eligibility following a school psychologist’s assessment. Expect to discuss IEP goals designed to be met within a year, services designed to help your child meet the IEP goals modifications and accommodations and a variety of placements designed to meet your child’s needs. During subsequent IEP meetings, the team will discuss your child’s progress and goals, and revise the IEP accordingly. The first IEP meeting is held within 60 days after your child qualifies for special education. After that, IEP meetings occur annually. However, you can request an IEP at any time. An IEP must include: • A statement of the child's present levels of academic achievement and performance; • A description of how the child's progress toward meeting goals will be measured; • A statement of the special education and related services to be provided to the child; and • An explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class. The following people must attend an IEP meeting: • The parents. • Your child’s general education teacher(s) if your child is in any general education classes. • Your child’s special education teacher(s). • A school district representative in charge of providing resources to your child. • An evaluator (such as a psychologist or other specialist) who will presents the results of the psychoeducational evaluation of your child. • Any other school specialists (such as a behavior analyst). • Anyone else that you believe will help advocate for your child, including an attorney. In California, a parent has the right with the appropriate notice to audio record the IEP. Bringing an attorney to an IEP meeting ensures that your child receives the resources they need. The school district’s IEP team members do not always discuss all the options available to you legally, nor do they always agree with Parents about what is and is not FAPE or progress —so it is helpful to have someone who is familiar with the IEP process by your side who will look out for your child’s interests. An attorney will make sure that your child is receiving a free appropriate public education because Leigh Law Group attorneys know the IEP requirements and understand how to work with IEP teams with a focus on your child and your child’s needs . Remember, an IEP is a legal proceeding and more often than not, you will need an attorney to help you navigate the IEP. The Leigh Law Group has been representing parents in IEP meetings effectively and zealously for more than twenty years.
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