Graduation Requirements and Assessment Pathways

Assessment participation is one part of a student’s educational program, not a substitute for planning instruction, coursework, transition services, and graduation. Teachers should connect each assessment decision to the student’s IEP, course of study, and postsecondary goals while using current Alabama graduation requirements.

• [34 CFR §300.320(a)(6), participation in assessments](https://sites.ed.gov/idea/regs/b/d/300.320)

• [34 CFR §300.320(b), transition services](https://sites.ed.gov/idea/regs/b/d/300.320)

• [34 CFR §300.102(a)(3), graduation with a regular high school diploma](https://sites.ed.gov/idea/regs/b/b/300.102)

• Alabama Administrative Code, Chapter 290-8-9; current Alabama graduation requirements

Review the student’s current course of study, IEP goals, graduation plan, and any required statewide assessments together. Explain to the family how the student’s instruction and assessment choices relate to future opportunities. Do not assume that taking ACAP Alternate alone establishes a diploma outcome; confirm the current requirements for the student’s cohort, coursework, credits, and credential with the school counselor and LEA staff.

As the student approaches secondary school, use age-appropriate transition assessment information to develop measurable postsecondary goals and appropriate transition services in the IEP. Review the plan as interests and support needs develop. When the IEP Team considers a change in assessment participation or instructional standards, discuss its implications for the course of study and document the individualized reasoning.

IDEA distinguishes graduation with a regular high school diploma from other exit circumstances for purposes of eligibility for FAPE. Do not tell a family that any certificate or credential automatically has the same effect as a regular diploma. Coordinate exit decisions, required notices, and the summary of performance with the LEA’s transition and graduation staff.

• Check current Alabama graduation rules and the student’s cohort requirements.

• Coordinate with the school counselor, IEP Team, and family.

• Align assessment decisions with instruction, course planning, and transition goals.

• Revisit the plan when the student’s needs or course of study change.

• Treating an alternate-assessment decision as an automatic diploma determination

• Waiting until the final year of school to discuss coursework and transition implications

• Relying on an outdated graduation handout or an assumed credit pathway

ALSDE Graduation Requirements  https://www.alabamaachieves.org/graduation-requirements/  and SES Assessment resources] https://www.alabamaachieves.org/special-education/assessment/  Verify current cohort-specific requirements before publishing additional pathway detail.