Acton-Agua Dulce committee reviews CSBA-recommended differential graduation policy for students with disabilities

Chair Sam Black called the Policy & Management Subcommittee to order and introduced a discussion of proposed Policy 6.1.4 on differential graduation and competency standards for students with disabilities.

HR director presented the CSBA-recommended language and said, "The new policy came out February of this year from CSBA." The policy clarifies that a student with a disability who meets specified IEP criteria and assessment conditions may be exempted from district-adopted coursework requirements that exceed statewide course requirements (Education Code 51225.3 as cited). Exempted students would still receive a diploma and be eligible for graduation ceremonies if the IEP team—including parents or guardians—determines the student completed the high school experience.

Board members expressed concerns about misuse and unintended consequences. Sam Black said the policy "is not intended to be a means of exempting students who may not get the highest scores in order to present the illusion" of higher school grades. Members asked how exemptions would affect transfers from charter schools lacking PE or other courses and whether exemptions might reduce access to services that continue through age 22.

The HR director said the item will be presented by Dr. Chamberlain at the next education subcommittee meeting and then go forward for a first reading. Members requested that staff provide a plain-English explanation of how exemptions interact with post-22 services and any potential funding implications before the board considers ratification.

Context: The proposal derives from the California School Boards Association (CSBA) recommended language and references state course requirements; the committee did not take formal action during the meeting.