January 2011
DRAFT DOCUMENT
Assessment and Diploma Decisions
Assessment Decisions
IEP Team assessment decisions during the elementary and
middle school years impact the choice of diploma, especially for
those students whose disabilities have required extended learning
opportunities and, at least, moderate instructional modifications.
Parents and staff must understand that choosing the Alternate
Performance Task Assessment (APTA) during elementary and
middle school limits student access to the general curriculum
using the WV Content Standards and Objectives (WV CSOs),
including the opportunity for assessment through the West
Virginia Educational Standards Test 2 (WESTEST 2). Once the IEP
team determines that the student will work toward the WV
Alternate Academic Achievement Standards (AAAS) and APTA will
be used for the state assessment, the modified diploma is the
only option. See IEP Assessment Decisions on page 3 of this
document for assistance in guiding this important IEP team
discussion. Parents are integral to this discussion and decision.
If the IEP team observes that the student pursuing WV CSOs is
not able to achieve the standards even with significant
instructional modifications and extended learning opportunities,
then the decision may be made that the student will earn a
modified diploma while continuing to pursue the general course
curriculum and WESTEST2. Significant instructional modifications
may mean adjustments to the WV CSOs, a separate class setting,
and an increasing need of significant support for learning.
Recommended IEP Team Procedures for
Students of Transition Age
Transition planning is required for all IEPs beginning when the
student will be age 16. Decisions about assessment and diplomas
are part of this transition planning process as are additional
considerations. The IEP team not only discusses skills needed at
the next grade level, but must consider the post secondary goals
for the student. This transition requirement helps the IEP team
determine if the IEP annual goals for the student and specified
transition activities will assist the student in achieving the post
secondary goals for maximum independence. These decisions
typically occur during the 8th grade with the transition to high
school.
Based upon review of the data and transition services plan, the
IEP team must carefully consider the following questions to
determine the type of diploma:
1.
2.
High School Diploma Options
Students begin to make decisions for high school and the future
during 8th grade when the first phase of the Individual Student
Transition Plan (ISTP) is developed. At this same time the
Individualized Education Program (IEP) team makes the decision
regarding a Standard or Modified Diploma. To make an informed
decision, the IEP team must know and understand the interests
and preferences of the student. Post school goals for living,
learning, and work are primary considerations for making diploma
decisions because there may be strict entry requirements for
various post school programs.
Policy 2510 states that an eligible student with disabilities who
has been determined by an IEP team to be unable even with
extended learning opportunities and significant instructional
modifications to meet state and county standard graduation
requirements may receive a modified diploma. The modified
diploma is formal documentation and recognition that an eligible
student has met the modified diploma requirements specified on
the student’s IEP. Students whose IEP specifies that they take the
alternate assessment will earn a modified diploma. Note, not all
students earning a modified diploma must take the alternate
assessment.
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3.
Is the student capable of attaining the WV CSOs with minor
accommodations
(pre-teach,
re-teach,
co-teaching,
differentiated instruction, instructional technology, etc.)?

If yes, the student is eligible for a standard diploma

If no, proceed to the next question
Is the student capable of attaining the WV CSOs with
extended learning opportunities and significant instructional
modifications (specialized instructional strategies, specially
designed instruction, separate class setting, pre-teach, reteach, repeated course taking, etc.)?

If yes, the student is eligible for a standard diploma

If no, proceed to the next question
Does the student have significant impairment of cognitive
abilities and adaptive skills that may require instruction using
the WV AAAS?

If yes, the student is eligible for a modified diploma

If no, the IEP team may determine the need for a
modified diploma if extended learning opportunities and
significant instructional modifications will not provide the
student with the curriculum to pursue post secondary
goals identified in the IEP within a reasonable time, OR
reconsider Question 2 and revise the IEP to meet the
needs of the student.
References:

WVDE Policy 2419: Regulations for the Education of
Students with Exceptionalities and The West Virginia
Procedures Manual for the Education of Students with
Exceptionalities

Policy 2510: Assuring Quality of Education: Regulations
for Education Programs
Note: “Modified standards” identified in WVDE Policy 2510,
Section 5.6.10 is not currently applicable.

Policy 2340: West Virginia Measures of Academic
Progress Program and WV Guidelines for Participation in
State Assessments
Policies may be accessed at http://wvde.state.wv.us/policies/
DRAFT DOCUMENT
Frequently Asked Questions
Question: Can a student earning a modified diploma participate in the high school graduation
ceremony?
Answer: Yes. It is recommended that the student only participate in the graduation ceremony during
the final year of school.
Question: What are possible post secondary educational and employment opportunities for a student
who earns a modified diploma?
Answer: Students who earn a modified diploma have a wide range of abilities. Some students should
work with agencies to continue to build academic skills in preparation for the world of work in order to
gain jobs with higher wages while some go directly into the workforce. Others may need support for
independent living and be able only to work or volunteer for short periods of time in a supervised setting.
School staff helps students identify their post secondary goals, but also explore labor market conditions
and guide students to achieve their goals. Most students and their parents benefit from linkages with
adult agencies that can bridge the gap between school and the adult world. Specialized programs at
colleges and universities are emerging for students with cognitive and adaptive skills needs.
Question: Does the United States Military accept students who have earned a modified diploma?
Answer: An applicant who possesses a local or state-issued diploma on the basis of an attendance
credential (non-standard diploma) is not to be considered a Tier I high school graduate in the Navy,
Army and Marine Corps. Over 90% of enlistees are Tier I which greatly reduces the chances of
enlistment in these branches. It is also important to note that ALL branches of the military require a
minimum score of 50 on the Armed Forces Qualifying Test. Note: Eligibility requirements may change
due to the needs of the United States Department of Defense, so students and their parents should
check with recruiters to determine if a modified diploma is currently being accepted.
Question: Can a student with a modified diploma be accepted into a college?
Answer: Most four year universities do not accept a modified diploma. A limited number of remedial
level community college courses are available to students with a modified diploma; however, they are
not applicable towards the completion of a degree. Most colleges and universities have minimal score
requirements for the SAT or ACT.
Question: Are students who receive a modified diploma eligible for federal or state financial aid at a
post secondary institution?
Answer: Students who receive a modified diploma are not currently eligible for federal financial
aid. Limited state and private financial aid and scholarships may be available on an individual basis.
Question: Can a student working toward a modified diploma continue public education to age 21?
Answer: Any student with an IEP remains entitled to a Free Appropriate Public Education (FAPE)
through the age of 21 until the student graduates with a standard high school diploma or reaches age
21. A student earning a modified diploma may exit prior to age 21 if the IEP team and adult agency
develop an appropriate adult plan.
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DRAFT DOCUMENT
IEP ASSESSMENT DECISIONS
The decision to place a student on Alternate Performance Task Assessment (APTA) is NOT based solely on any one of the following factors: excessive absences;
lack of instruction; sensory, physical, emotional or learning disabilities; formal assessment of cognitive ability; or social, cultural, linguistic or economic differences.
Significant physical and motor disabilities should not influence the assessment decision. Implications of the assessment decision must be carefully explained to the
parent and student, if appropriate. Note: A student moved from the general curriculum (Content Standards and Objectives) and assessment (WESTEST2) to
alternate standards and assessment (APTA) will face major challenges if the team later wishes to reverse the decision.
Instructions: IEP team members read and discuss statements in each row to determine which statement best describes the characteristics of
the student by checking the small box at the appropriate side of the chart. Statements are designed to be complex and generate discussion.
After all rows have been reviewed, the team discusses the student characteristics from a global perspective and makes a determination for
assessment based on all factors.
Student Characteristics
The student demonstrates varied levels of cognitive abilities (verbal,
perceptual, memory, processing, and reasoning) and adaptive skills
(communication, self-care, home living, social skills, community use, selfdirection, health and safety, functional academics, leisure, work).
The student demonstrates the need for a wide range of services (indirect,
direct, and/or related) with various levels of intensity and modifications to
access and progress in the standard curriculum.
The student demonstrates significant impairment of cognitive abilities (verbal,
perceptual, memory, processing, and reasoning) and adaptive skills
(communication, self-care, home living, social skills, community use, selfdirection, health and safety, functional academics, leisure, work).
The student demonstrates comprehensive and pervasive needs for a wide
range of services and requires significant modifications to the extent that an
alternate curriculum for skills development is required.
The student may or may not need close adult supervision.
The student generally requires intense adult supervision.
Present levels indicate that the student is working toward core content
academic areas in the CSOs with or without supports (pre-teach, re-teach,
co-teaching, differentiated instruction).
With or without extended learning opportunities and significant instructional
modifications, the student is capable of attaining the WV CSOs.
The student is instructed and takes tests in large and small group settings
with or without allowable accommodations.
Transition services focus or will likely focus on postsecondary opportunities
that will lead to college, technical training or employment and will most
likely conclude by 18.
The student has participated in the WESTEST for 2 or more years.
(Do not mark if NA)
The student is able to acquire, maintain and generalize age appropriate
concepts via research based instructional approaches.
Student is recommended to take the
West Virginia Educational Standards Test (WESTEST2).
Present levels indicate that the student is working toward Alternate Academic
Achievement Standards (extended standards).
The student requires a markedly modified curriculum with a focus on basic or
functional academics.
The student requires close or continuous adult assistance during instruction
and test situations.
Transition services focus or will focus on postsecondary opportunities such as
activities of daily living, adult services and/or long term supported
employment and will most likely conclude by age 21.
The student has participated in the APTA for 2 or more years.
(Do not mark if NA)
The student requires a large number of repetitive trials or opportunities to
demonstrate skills and significant support for learning and concept
maintenance across all environments.
Student is recommended to take the
WV Alternate Performance Task Assessment (APTA).
This companion document is intended for use with Assessment and Diploma Decisions, Exceptional News Brief January 2011.
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