Coursework for a Diploma

The Inclusive Access to a Diploma: Reimagining Proficiency for Students with Disabilities initiative provides resources for various content areas. Click on the content areas below to explore example courses and the coursework requirements for graduating with a diploma based on the state minimum requirements. The courses and content for this initiative were adopted or adapted from the curriculum frameworks, state standards, and access guidance documents adopted by the California State Board of Education. Tools and resources offered by this initiative give content-specific tools and strategies districts, schools, and IEP teams can use when incorporating viable alternative means of expression into coursework assessment practices.

Browse Sample Courses by Content Area

The course tiles below illustrate the overall set of courses students with disabilities need to earn a diploma based on the state minimum requirements. As an important note, even with this initiative’s focus on the state minimum requirements, these courses are highly transferable to other graduation requirements students might pursue such as those for admission to the University of California or California State University systems (known as A-G requirements). The courses and content defined below are designed to provide examples to the California educational community of ways to meet coursework requirements through alternative means of expression. Local education agencies should carefully consider the strategies of this initiative based on their own locally adopted graduation policies.

Note that resource availability varies by content area as this site aims to collect feedback from the California educational community. We seek to confirm whether the initiative’s strategies, materials, and tools are clear, useful, and effective in helping students, especially students with disabilities, demonstrate their knowledge to earn a diploma in California.

Click on the populated tiles to explore the sample courses with viable alternative means of expression. Gray tiles symbolize required courses and content areas yet to be completed.

Courses and Big Ideas with an asterisk (*) have sample alternative means of expression.

Publish Dates:

  • Mathematics: August 2024 through October 2024
  • Science: October 2024 through December 2024
  • History Social-Science: November 2024 through January 2025
  • Visual and Performing Arts: November 2024 through January 2025
  • English (ELA/ELD): mid-November 2024 through mid-January 2025
  • Physical Education: January 2025 through February 2025

Practice Briefs for Practioners

In addition to needed courses, the documents below provide content-specific guidance on ways to integrate alternative means of expression into this content area.

Click the link below to download this document. Click the “comment” and the “thumb up / thumb down” buttons above to leave feedback upon completion of your review.

Practice Brief: Cultivating Student Agency

This document focuses on cultivating student agency in mathematics instruction and promoting alternative means of expression for increased accessibility and empowerment. It highlights the importance of educators being aware of their own biases and accommodating diverse student preferences, as well as implementing effective equitable teaching practices. By embracing student agency and celebrating their choices, classrooms can create inclusive learning environments that benefit all students and contribute to a more equitable educational experience.

Practice Brief: Cultivating Student Agency

This document provides strategies for educators to promote multiple ways of expressing understanding and fostering inclusive learning environments in mathematics courses.

Click the link below to download this document. Click the “comment” and the “thumb up / thumb down” buttons above to leave feedback upon completion of your review.

Practice Brief: Measuring Alternative Means of Expression

This document discusses the importance of implementing alternative means of expression in assessing students with disabilities in Algebra I or Mathematics I. Traditional assessment methods like quizzes and tests may not capture the full range of student learning and can create inequities within the classroom. The document suggests using proficiency rubrics that provide clear success criteria and allow for a wide array of means through which students can demonstrate their understanding, promoting inclusivity and supporting successful transitions to college and career environments.

Practice Brief: Measuring Alternative Means of Expression

The document discusses the implementation of proficiency rubrics as a means of incorporating alternative forms of expression to support students with disabilities in achieving credit towards graduation.

Click the link below to download this document. Click the “comment” and the “thumb up / thumb down” buttons above to leave feedback upon completion of your review.

Practice Brief: Utilizing Big Ideas for Algebra 1 and Integrated Mathematics 1

The document discusses the utilization of Big Ideas in Algebra I and Mathematics I courses to support student engagement and provide alternative means of expression, particularly for students with disabilities. It highlights the importance of organizing math content around Big Ideas, Content Connections, Drivers of Investigation, and Standards for Mathematical Practice. By focusing on these key elements, educators can create cohesive learning experiences that promote mathematical proficiency while accommodating individual student strengths and needs.

Practice Brief: Utilizing Big Ideas for Algebra 1 and Integrated Mathematics 1

This document discusses the utilization of Big Ideas in Algebra I and Mathematics I courses to support students' engagement and understanding for students with disabilities.

Click the link below to download this document. Click the “comment” and the “thumb up / thumb down” buttons above to leave feedback upon completion of your review.

Practice Brief: The Standards for Mathematical Practice

This document discusses the importance of embedding alternative means of expression within mathematical instruction to support the implementation of the Standards for Mathematical Practice (SMPs). It emphasizes that providing students with flexibility in how they demonstrate their understanding through different assessment mediums promotes inclusivity and reduces stigma around individualized education program-defined supports. By integrating the SMPs with mathematical content standards, educators can create a more inclusive learning environment that values each student’s unique abilities and fosters a deeper appreciation and understanding of mathematics.

Practice Brief: The Standards for Mathematical Practice and Alternative Means of Expression

This document discusses how alternative means of expression in math instruction support the Standards for Mathematical Practice and promote inclusivity.

Practice Briefs for Practioners

In addition to needed courses, the documents below provide content-specific guidance on ways to integrate alternative means of expression into this content area.

Click the link below to download this document. Click the “comment” and the “thumb up / thumb down” buttons above to leave feedback upon completion of your review.

Practice Brief: Designing Phenomenon

This practice brief outlines a phenomena-driven, three-dimensional approach to science education based on the Next Generation Science Standards (NGSS), emphasizing the integration of science and engineering practices, disciplinary core ideas, and crosscutting concepts to enhance student learning and assessment. It highlights the importance of selecting relevant phenomena for investigation, fostering an inclusive educational experience that accommodates diverse learning styles and needs while promoting critical thinking and real-world applications.

Practice Brief: NGSS Designing Phenomenon

This practice brief outlines a phenomena-driven, three-dimensional approach to science education based on the Next Generation Science Standards (NGSS)

Click the link below to download this document. Click the “comment” and the “thumb up / thumb down” buttons above to leave feedback upon completion of your review.

Practice Brief: Providing Alternative Means of Expression for Student Success in NGSS

The document discusses the importance of providing alternative means of expression for students to demonstrate proficiency with California’s Next Generation Science Standards (CA NGSS). It emphasizes how these alternate means of expression, such as verbal responses, pictorial/visual forms, multimedia responses, and assistive technology responses, can enhance student access to learning and support the application of Science and Engineering Practices (SEPs) outlined in CA NGSS. By offering various assessment mediums that align with SEPs like asking questions, developing models, planning investigations, analyzing data, using mathematics/computational thinking, constructing explanations/designing solutions, engaging in argument from evidence, and obtaining/communicating information; alternative means of expression help create inclusive science learning environments where diverse student needs are incorporated.

Practice Brief: NGSS Providing Alternative Means of Expression for Student Success

The document discusses the importance of providing alternative means of expression for students, particularly those with disabilities, in order to support their proficiency with California's Next Generation Science Standards (CA NGSS) and further establishes how alternative means of expression complement the integration of Science and Engineering Practices.

Click the link below to download this document. Click the “comment” and the “thumb up / thumb down” buttons above to leave feedback upon completion of your review.

Practice Brief: NGSS All Standards for All Students

This document emphasizes the importance of implementing district policies and instructional methods that support alternative means of expression in Next Generation Science Standards (NGSS), particularly for students with disabilities. By providing flexibility and choice, districts can create inclusive learning environments and foster student independence and create deep connections to NGSS-aligned instruction and assessment recommendations. The document also highlights the need for clear course models and assessment boundaries to ensure accessibility for students with disabilities while staying aligned to the learning requirements to each course big idea needed for proficiency.

 

Practice Brief: NGSS All Standards for All Students

The document highlights the importance of implementing district policies and instructional methods that support alternative means of expression in Next Generation Science Standards (NGSS) for students with disabilities. The brief emphasizes how NGSS naturally embeds flexibility, choice, and inclusive learning environments.

Practice Briefs for Practioners

In addition to needed courses, the documents below provide content-specific guidance on ways to integrate alternative means of expression into this content area.

Click the link below to download this document. Click the “comment” and the “thumb up / thumb down” buttons above to leave feedback upon completion of your review.

Practice Brief: Practice Brief: Guidance to History and Social Science Educators on Identifying Big Ideas in HSS Courses

The document offers guidance to History and Social Science educators on identifying significant themes in their courses and establishing alternative means of expression for students, especially those with disabilities. It emphasizes the importance of a thematic teaching approach that promotes conceptual understanding and flexible assessment models, allowing students to engage deeply with historical content. Additionally, it highlights the role of performance tasks and primary source analysis as effective methods for students to demonstrate their learning and critical thinking skills.

Practice Brief: Guidance to History and Social Science Educators on Identifying Big Ideas in HSS Courses

The document provides guidance for History and Social Science educators on identifying key themes and implementing alternative means of expression to enhance learning, particularly for students with disabilities, through a thematic teaching approach and flexible assessment models.

Click the link below to download this document. Click the “comment” and the “thumb up / thumb down” buttons above to leave feedback upon completion of your review.

Practice Brief: History and Social Science Disciplinary Literacy for Students with Disabilities

The document highlights the significance of disciplinary literacy in History and Social Science (HSS) for students with disabilities, advocating for an inquiry-based instructional approach that fosters critical thinking and engagement. It emphasizes the necessity of providing alternative means of expression in assessments to accommodate diverse learning needs while ensuring all students can demonstrate their understanding effectively. Additionally, it underscores the importance of collaboration between general education teachers and education specialists to create inclusive learning environments that support the unique strengths and challenges of students with disabilities.

Practice Brief: History and Social Science Disciplinary Literacy for Students with Disabilities

The document discusses the importance of disciplinary literacy in History and Social Science education for students with disabilities.

Practice Briefs for Practioners

In addition to needed courses, the documents below provide content-specific guidance on ways to integrate alternative means of expression into this content area.

Click the link below to download this document. Click the “comment” and the “thumb up / thumb down” buttons above to leave feedback upon completion of your review.

Practice Brief: The Role of English Language Development Standards in Amplifying Language and Literacy

The document discusses the challenges faced by multilingual learners (ML) with disabilities in accessing inclusive instruction and developing English language proficiency while learning grade-level content. It emphasizes the importance of integrating California English Language Development (ELD) Standards into teaching practices to support these students through alternative means of expression, ensuring they can demonstrate their understanding effectively. Additionally, it highlights the need for teachers to provide tailored support based on students’ proficiency levels and to create engaging, collaborative learning environments that foster both language and content knowledge development.

Practice Brief: The Role of English Language Development Standards in Amplifying Language and Literacy

Click the link below to download this document. Click the “comment” and the “thumb up / thumb down” buttons above to leave feedback upon completion of your review.

Practice Brief: Defining Alternative Means of Expression for English Language Arts/English Language Development-Based Content

The document emphasizes the importance of providing alternative means of expression in English Language Arts (ELA) and English Language Development (ELD) to create inclusive, culturally, and linguistically responsive learning environments for students, particularly those with disabilities. It advocates for diverse assessment methods that allow students to demonstrate their understanding through various mediums, such as verbal responses, visual arts, multimedia projects, and performance-based assessments, thereby honoring their cultural backgrounds and individual strengths. By integrating these practices into education, teachers can enhance student engagement, motivation, and achievement while ensuring equitable access to learning opportunities.

Practice Brief: Defining Alternative Means of Expression for English Language Arts/English Language Development-Based Content

Click the link below to download this document. Click the “comment” and the “thumb up / thumb down” buttons above to leave feedback upon completion of your review.

ELA/ELD Guidance Document: Big Ideas and Standards Alignment

The document provides guidance for California educators on the English Language Arts/English Language Development (ELA/ELD) Big Ideas and their alignment with standards for grades nine and ten.

ELA/ELD Guidance Document: Big Ideas and Standards Alignment

Click the link below to download this document. Click the “comment” and the “thumb up / thumb down” buttons above to leave feedback upon completion of your review.

Practice Brief: Selecting and Scaffolding Complex Texts

This practice brief emphasizes the importance of selecting and scaffolding complex texts to enhance student learning in alignment with California’s ELA/ELD Framework. It provides practical recommendations for teachers on how to choose diverse, engaging texts that cater to students’ interests and needs while incorporating alternative means of expression to support all learners, including those with disabilities. By understanding text complexity and employing effective strategies, educators can foster critical thinking, engagement, and comprehension among high school students.

Practice Brief: Selecting and Scaffolding Complex Texts

Click the link below to download this document. Click the “comment” and the “thumb up / thumb down” buttons above to leave feedback upon completion of your review.

Practice Brief: Identifying and Unpacking English Language Arts/English Language Development Big Ideas

This practice brief outlines the Inclusive Access to a Diploma initiative, which aims to provide students with disabilities in California alternative means of expression to demonstrate proficiency in English language arts/English language development (ELA/ELD) content. It details the process used by subject matter experts to identify and unpack Big Ideas that represent proficiency for grades nine and ten, emphasizing the importance of local control and collaboration among educators. The document also highlights the integration of ELA and ELD standards to create flexible performance tasks that allow for diverse assessment strategies tailored to individual student needs.

Practice Brief: Identifying and Unpacking English Language Arts/English Language Development Big Ideas

Practice Briefs for Practioners

In addition to needed courses, the documents below provide content-specific guidance on ways to integrate alternative means of expression into this content area.

Click the link below to download this document. Click the “comment” and the “thumb up / thumb down” buttons above to leave feedback upon completion of your review.

Practice Brief: Process Versus Product

The Practice Brief highlights the significance of process-based learning in visual arts education, particularly for students with disabilities, by focusing on the creative journey rather than just the final product. It outlines how this approach allows for diverse means of expression and accommodates individual strengths and needs, fostering inclusivity and critical thinking. Additionally, it advocates for a balanced integration of both process-oriented and product-oriented strategies to create supportive learning environments that promote genuine artistic engagement and personal growth.

Practice Brief: Process Versus Product

The document emphasizes the importance of process-based learning in visual arts education, particularly for students with disabilities, by prioritizing the creative journey over the final product and offering multiple means of expression.

Practice Briefs for Practioners

In addition to needed courses, the documents below provide content-specific guidance on ways to integrate alternative means of expression into this content area.

Click the link below to download this document. Click the “comment” and the “thumb up / thumb down” buttons above to leave feedback upon completion of your review.

Practice Brief: Assessing Movement Skills and Movement Knowledge

The document outlines effective assessment strategies for physical education that accommodate students with disabilities, emphasizing the importance of aligning instruction and assessment with established standards while providing alternative means of expression. It highlights the need for flexible assessment methods that consider individual student capabilities and the use of adaptive devices to ensure all students can demonstrate their movement skills and knowledge proficiently.

Practice Brief: Assessing Movement Skills and Movement Knowledge

The document provides guidance on assessing movement skills and knowledge in physical education for students with disabilities, emphasizing the importance of flexible, standards-aligned assessment methods that accommodate diverse student needs through alternative means of expression.

Click the link below to download this document. Click the “comment” and the “thumb up / thumb down” buttons above to leave feedback upon completion of your review.

Practice Brief: Unpacking Course Requirements for Physical Education

The document outlines the requirements and goals for high school physical education, emphasizing the importance of providing equitable access to quality experiences for all students, including those with disabilities. It highlights the need for proficiency in eight mandated content areas and the use of alternative means of expression to ensure that every student can meet graduation requirements while developing lifelong skills in physical activity.

Practice Brief: Unpacking Course Requirements for Physical Education

The document details the high school physical education requirements, emphasizing equitable access and proficiency in eight mandated content areas for all students, including those with disabilities, while promoting lifelong engagement in physical activity.