through alternate academic diploma modified course requirements approved by the State Board. A student who earns an alternate academic diploma shall continue to be eligible for special education services under IDEA until the student receives a regular high school diploma or through the school year in which the student turns twenty - two (22).
Alternate Academic Diploma Course Requirements On January 26, 2018, the State Board of Education approved the addition of the alternate academic diploma within High School Policy 2.103. In order to meet the 22 credit requirement, students pursuing the alternate academic diploma (AAD) may be enrolled in their courses using the AAD course codes ...
through alternate academic diploma modified course requirements approved by the State Board. A student who earns an alternate academic diploma shall continue to be eligible for special education services under IDEA until the student receives a regular high school diploma or through the school year in which the student turns twenty-two (22).
Alternate Academic Diploma On January 26, 2018, the State Board of Education approved the addition of the alternate academic diploma (AAD) within . high school policy 2.103. This new diploma will count toward the district graduation rate and will be implemented beginning in the 2018-19 school year. 1. What is the alternate academic diploma?
In order to meet the 22 credit requirement, students pursuing the alternate academic diploma (AAD) may be enrolled in their courses using the AAD course codes and taught according to the AAD course requirements.
Its purpose is to assist the educator in choosing appropriate assessments to identify a student’s reading strengths and needs (i.e., e.g., basic reading, reading fluency, and reading comprehension) and ultimately inform aligned instruction and intervention in the big ideas of reading.
This new diploma will count toward the district graduation rate and will be implemented beginning in the 2018-19 school year.
The course requirements, based on the Tennessee Academic Standards, outline the expectations for a student working toward the AAD. There will be specific course codes for each of the AAD course requirements available in August 2018 for schools to track a student’s progress towards completing the required 22 credits.
Yes, the AAD will count toward the school/district graduation rate as long as it is earned within the extended cohort timeframe of four years plus one summer . A student may continue to work toward, and earn, a diploma outside this timeframe; however, it will not be included in the graduation rate once it exceeds the allotted cohort time.
Yes, a teacher may have both the regular content course code and an alternate academic course code listed for the same time of day. The alternate academic course requirements are directly aligned to Tennessee Academic Standards, and therefore, this would not alter the instruction beyond the differentiation, accommodations, and modifications already required to meet the needs of the students.
No. The uniform grading policy specifically relates to the regular education diploma, HOPE scholarship, and traditional college admission. Therefore, it does not apply to the special education diplomas, including the alternate academic diploma. When determining the grading policy for the alternate academic diploma courses, the district should refer to their local grading policy for guidance and determine a single, district-wide plan for grading in these courses.
Yes, earning an AAD does not end, or terminate, the student’s right to special education services as outlined in the Individuals with Disabilities Education Act (IDEA). The student may continue to receive services through the end of the school year in which they turn 22 years old.
All students should be engaging in rigorous, meaningful academic instruction daily in order to become critical thinkers and problem solvers. Critical thinking and problem solving strategies are essential for continued learning of new skills including, learning a job, accessing technology, requesting help, participating in social activities, learning independent living skills, accessing books and media related to hobbies, contacting friends and family, self-advocacy, managing money, and making daily decisions.
Alternate Academic Diploma Requirements 1 not be able to earn the regular diploma, 2 have an active Individualized Education Plan, 3 have a significant cognitive disability, and 4 participate in the alternate assessment.
As is true of all students with an IEP, students may continue in the public school through 21 years of age or until they receive a regular diploma. The AAD is not considered a “regular diploma”; therefore, a student may continue his or her schooling, even after earning the AAD. The students can also work on the alternate academic diploma until they earn it, or until they age out of school. Many schools are implementing a two-part plan aligned to the opportunities available to students without disabilities. For example, the first four years of high school are academically focused and support students in earning the AAD. The remaining years, through age 21, are focused on supporting students in achieving the occupational diploma. By following this plan, students are able to leave the public schools with both the AAD and the occupational diploma, providing more opportunities for postsecondary success.
This is an Individualized Education Program (IEP) team decision that should be made based upon multiple sources of data to include the student’s present level of educational performance (PLEP), progress monitoring reports, and evaluation/eligibility documentation and should only include a very small percentage ( e.g., 1–2 percent) of the overall student population.
Yes; IEP teams are responsible for determining how students participate in the assessment system for accountability. Students may participate in the EOC assessments with or without accommodations or may participate in the alternate assessment if they meet the participation guidelines. If a student is scheduled with a comprehensive course code, the student must still be scheduled with the appropriate code in order to ensure the student is included in the data pull for the applicable assessment. As a reminder, the assessments for accountability are Algebra I, Biology, and English II. The IEP team must determine how the student will participate in those assessments and the student's schedule should include the applicable course codes.
No; the endorsements are generally the same across subject areas but vary by grade level. Moreover, the same teacher can teach these courses in a self-contained, special education environment. However, the schedule of a student with a disability should mirror that of a non-disabled peer, and districts should be intentional in ensuring that time is devoted to the content/subject-specific areas in a student’s schedule each day. Concerted effort should also be made to include the student in general education classes where he/she can be successful.
Yes; a teacher who holds a general education pre-K en dorsement only may teach this class; however, he/she will need to apply for a waiver and pursue an applicable special education pre-K endorsement. The Tennessee Department of Education’s office of educator licensing will provide additional information regarding this process and its timeline for completion. All questions should be directed to