UFT Guidance Chapter

Academic Policy Presentation May 21, 2014

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• See the NYCDOE Academic Policy intranet page maintained by the Office of Academic Policy and Systems and consult the High School Academic Policy Reference Guide for the most current information.

• Contact your network academic policy point with any questions related to this content.

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New credential options for

students with disabilities

Common Core Regents

Safety Net options Credit recovery

Blended/online learning

Appeal of a Regents exam

Evaluating transcripts/transfer

students

Extensions and interdisciplinary

courses

Internships, college courses, offsite

courses PE LOTE ESL Credits

Participation in graduation

Certifying Students for Graduation

Middle School Acceleration

Advisory

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What are you most eager to discuss today?

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Diplomas:

• Advanced Regents diploma

• Regents diploma

• Local diploma (Safety Net for students with disabilities)

Alternative Credentials available to students with disabilities:

• Career Development and Occupation Studies (CDOS) Commencement Credential

• Skills and Achievement Commencement Credential

No longer available:

• Local diploma for students without IEPs

• IEP diploma

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List of Diploma and Credential Options

New

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* The local diploma safety net option is also available to students with 504 plans specifying safety net eligibility and students declassified while in grades 8-12 whose last IEP specified Safety Net eligibility ** See slide 9 for details

Diploma Eligible Students Course Requirements Exam Requirements

Regents Diploma All students 44 credits 5 Regents exams with scores of 65+

Advanced Regents Diploma

All students 44 credits, including 6 credits in a language other than English

8 Regents exams and the NYC LOTE exam with scores of 65+

Local Diploma Only students with disabilities*

44 credits 5 Regents exams with scores of 55+, passed RCTs, or compensatory option**

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Diploma Options

New

Exam Requirements: Regents Diploma

Pass five required Regents exams with scores of 65 or higher:

English Regents exam

• Regents Exam in ELA (Common Core)*

• Comprehensive exam in English

Any math Regents exam:

• Algebra I (Common Core)*

• Algebra 1/Integrated Algebra

• Geometry

• Algebra 2/Trigonometry

Global History Regents exam

U.S. History Regents exam

Any science Regents exam:

• Living Environment

• Earth Science

• Chemistry

• Physics

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* Students who entered grade 9 in 2013–2014 or thereafter must pass the Common Core aligned ELA Regents

exam. Students who began studying high school math (typically Algebra) in 2013–2014 or thereafter must pass the Common Core-aligned math Regents exam(s). For June and August 2014 only, students may fulfill exam requirements with either the Common Core or non-Common Core ELA and math Regents exams. See the Common Core Regents FAQ for more information.

Exam Requirements: Advanced Regents Diploma

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Pass nine required Regents exams with scores of 65 or higher:

English Regents exam

• Regents Exam in ELA (Common Core)*

• Comprehensive exam in English

Three math Regents exams:

• Algebra I (Common Core)*

• Algebra 1/Integrated Algebra

• Geometry

• Algebra 2/Trigonometry

Global History Regents exam

U.S. History Regents exam

Two science Regents exams:

• Living Environment, and any one of the following:

• Earth Science

• Chemistry

• Physics

Language Other Than English (LOTE) exam

* Students who entered grade 9 in 2013–2014 or thereafter must pass the Common Core aligned ELA Regents

exam. Students who began studying high school math (typically Algebra) in 2013–2014 or thereafter must pass the Common Core-aligned math Regents exam(s). For June and August 2014 only, students may fulfill exam requirements with either the Common Core or non-Common Core ELA and math Regents exams. See the Common Core Regents FAQ for more information.

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Regents & Advanced Regents Diploma:

Required Course Credits

Subject Area Regents Diploma Advanced Regents Diploma

English 8 credits 8 credits

Social Studies 4 Global, 2 US History, 1 Participation in

Government, 1 Economics

8 credits 8 credits

Mathematics 6 credits 6 credits

Science

Minimum 2 in Life Science and 2 in Physical Science

6 credits 6 credits

Languages Other Than English 2 credits 6 credits

The Arts 2 credits 2 credits

Health 1 credit 1 credit

Physical Education (every year) 4 credits 4 credits

Electives 7 credits 3 credits

TOTAL: 44 credits 44 credits

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• Same course credit requirements as the Regents diploma (44 credits)

• Eligible students with disabilities may earn a local diploma through lower exam scores or alternative exams

• Available only to the following students:

o Students with IEPs

o Students with disabilities who were declassified in grades 8‒12, whose last IEP specified Safety Net eligibility

o Students with 504 plans specifying Safety Net eligibility

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Local Diploma: Safety Net

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• Students may pass the 5 required Regents exams with scores of 55 or higher

• Students who entered grade 9 prior to September 2011 may also pass Regents Competency Tests (RCTs) in place of any failed Regents exams

o Students must attempt each of the 5 required exams at least once

• Compensatory score option: students may graduate with up to 2 low scores of 45‒54 if they meet certain criteria*

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Safety Net: Exam Requirements

New

Effective October 31, 2012. See http://intranet.nycboe.net/NR/rdonlyres/C0B11537-73E9-44AA-8EC1-FEA1EDF55409/0/Acpolicylocalcompensatory.pdf

Safety Net Expansion:

Compensatory Score Option

• The student must score 55 or higher on the English Regents and any math Regents.

• The student may graduate with a score of 45-54 on the Global History, U.S. History, or science Regents exams, provided that each score of 45-54 is compensated by a score of 65+ on any of the other five required exams.

• The student must have passed the course associated with the Regents.

• The student must have satisfactory attendance during the school year in which (s)he received the 45-54 score, as defined by the school.

• The student may not combine RCTs with the compensatory option.

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Safety Net Expansion:

Compensatory Score Option Example #1

A student has received the following exam scores:

Student qualifies for the local diploma:

• The 45 in Global History is compensated by the 65 in Living Environment.

• All other exams have scores of 55 or higher.

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English Regents 55

Integrated Algebra Regents 55

Global History Regents 45

U.S. History Regents 55

Living Environment Regents 65

English and math must be 55 or higher

Safety Net Expansion:

Compensatory Score Option Example #2

A student has received the following exam scores:

Student qualifies for the local diploma:

• The 45 in Global History is compensated by the 65 in Living Environment.

• The 52 in U.S. History is compensated by the 70 in Integrated Algebra.

• All other exams have scores of 55 or higher.

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English Regents 55

Integrated Algebra Regents 70

Global History Regents 45

U.S. History Regents 52

Living Environment Regents 65

English and math must be 55 or higher

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Commencement Credentials for Students with IEPs

In addition to the diploma options described thus far, students with IEPs may also earn alternative credentials. These credentials are not equivalent to a high school diploma but provide students with the opportunity to demonstrate their achievement of the career development and occupational studies learning standards. There are two commencement credentials:

• Career Development and Occupational Studies (CDOS) Commencement Credential

• Skills and Achievement Commencement Credential

These credentials are an alternative to the IEP diploma; the last IEP diplomas were issued in June 2013.

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Career Development and Occupational Studies (CDOS)

Commencement Credential

This credential recognizes student mastery of the career development and occupational studies (CDOS) learning standards and the completion of a career preparation program. The credential is designed to provide students with IEPs with structured, rigorous opportunities to develop the skills required to succeed in work after high school.

Eligible Students: This credential is available to students with IEPs who participate in standard assessments.

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Career Development and Occupational Studies

(CDOS) Commencement Credential

• Requirements:

o Students must complete four 54-hour units (or 216 hours) of work-based learning, career and technical education courses, or other career planning activities, including at least 54 hours of work-based learning.

o Students must complete and annually review a career plan.

o The school must complete a work skills employability profile detailing the student’s mastery of the CDOS learning standards.

• This credential may be awarded as a student’s sole exiting credential from high school, or it may be awarded as an endorsement to a local, Regents, or Advanced Regents diploma for students with IEPs.

o Students who earn this credential without earning a high school diploma are entitled to continue attending school to pursue a diploma through the school year they turn 21.

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Career Development and Occupational Studies

(CDOS) Commencement Credential

• Examples of courses that may fulfill the 4 unit (216 hour) requirement:

o Supervised internships and work-based learning (54 or more hours)

o Courses that are part of an approved CTE sequence

o Job shadowing

o Service-learning

o School-based enterprise

o Advisory focused on career planning

• Flexibility: Through June 2015, schools may award this credential to students who have not met the 4-unit, 216-hour requirement, provided that the school principal, in consultation with relevant faculty, has determined that the student has otherwise demonstrated knowledge and skills relating to the commencement level CDOS learning standards.

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Career Development and Occupational Studies

(CDOS) Commencement Credential

The CDOS commencement credential is not equivalent to a high school diploma and does not guarantee qualification for employment where a high school diploma is required.

Rather, this credential provides opportunities for students to develop and demonstrate mastery of the skills that may help them succeed in work experiences after high school.

Students should be provided with opportunities to stay on track to a Regents, Advanced Regents, and local diploma throughout high school and should be encouraged to earn this credential as an endorsement to a high school diploma.

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Skills and Achievement Commencement Credential

This credential recognizes student academic achievement as measured by the New York State Alternate Assessment (NYSAA). Alternate Assessments are used to evaluate the performance of students with severe cognitive disabilities who are unable to participate in general education assessments, even with testing accommodations.

Eligible Students: This credential is available to students with IEPs who participate in alternate assessment (NYSAA) and have attended school for at least 12 years (through age 21).

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Skills and Achievement Commencement Credential

• Requirements:

The credential must be issued together with a summary of the student’s academic achievement and functional performance and must include documentation of the student’s:

o Achievement against the Career Development and Occupational Studies (CDOS) learning standards

o Level of academic achievement and independence as measured by NYSAA

o Skills, strengths, interests

o As appropriate, other achievements and accomplishments

• The credential must be accompanied by a written assurance that the student continues to be eligible to attend school through the school year in which he or she turns 21.

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• Unit of study: at least 180 minutes of instruction per week throughout the school year, or the equivalent of 54 hrs. per semester (108 hrs. per year) of instruction.

• Unit of credit: earned by the mastery of the learning outcomes set forth in a New York State-developed or locally-developed syllabus for a given high school subject, after a student has had the opportunity to complete a unit of study in the given subject matter area.

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Definitions

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• All credit-bearing courses must:

o Address high school NY State commencement-level standards

o Meet instructional time requirements (minimum of 180 minutes per week throughout the semester/school year, or the equivalent of 54 hours per credit)

o Be taught by a teacher with a New York State certification in the course’s subject area*

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Definitions, continued …

* Through NYSED’s incidental teaching provision, there are specific instances where a teacher may teach

one period per day in a subject area outside their certification area, provided that they teach within the same student population as their license area and have demonstrated subject matter competency.

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English as a Second Language (ESL) courses that address commencement-level ELA standards in addition to ESL standards may bear core English or elective English credit.

• Typically, a school awards:

o 1 core English and up to 2 elective English credits for Beginner ELLs (programmed for 540 minutes per week of ESL);

o 1 core English and 1 elective English credit for Intermediate ELLs (360 minutes per week of ESL);

o 1 elective English credit for Advanced ELLs (180 minutes per week of ESL), who also must be programmed for 1 non-ESL core English credit, in accordance with Part 154 Regulations.

ESL Credits

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• All students must take PE every year in high school.

• Taking more than 1 PE course in a term is allowed, but may not be used to complete requirement early.

• All students must earn 4 credits in PE, including students who transfer from non-NYCDOE schools.

• Students with either chronic or temporary medical conditions or disabilities must still participate in PE through a modified or adaptive PE model.

• Single exception: a student who completes all diploma requirements in fewer than 8 semesters (graduating early) is not required to continue enrollment in high school for the sole purpose of meeting PE requirement

• Students in grades 10‒12 may also receive PE credit for participation in an extra-curricular athletic program that addresses PE learning standards and meets the instructional time requirement per semester

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PE Requirements

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PE Models

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Schools should choose the model that works for them and use it consistently!

Schools must be aware of the prior PE program of students transferring from other schools and ensure that all students, including transfer students, have the

needed PE credits before graduating.

• 3:2 “flip” model

o Students alternately receive physical education instruction two or three periods per week every semester

o Minimum of 90 minutes per week

o Each semester is worth 0.5 credits, for a total of four 4 credits

• 5x/week model (special allowance for NYCDOE high schools only)

o Students receive physical education instruction 5 days per week for 7 semesters

o Minimum of 180 minutes per week

o Each semester is worth 0.58 credits, for a total of 4.06 credits

The 0.58 credits should not be rounded (i.e. do not put 0.6)

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• Schools can award credit for advisory if the course addresses commencement level academic standards and meets for at least 180 mins./wk. (54 hrs. per credit)

o Can be used for Career Development Occupational Studies (CDOS) standards or Family and Consumer Science standards or Academic standards

o Course must have a syllabus that maps to these standards

• The advisory course should be taught by a teacher licensed in the subject area of the standards addressed, for ex:

o As a course within teachers’ standard programs (e.g., alternating with a 0.5-credit elective, PE, or other courses in students’ schedules)

o As small group instruction (up to 10 students) during teachers’ professional activity periods

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Advisory

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• Credit recovery is targeted, intensive instruction in a student’s identified course deficiency areas and is intended for students who have already attended most of the course and learned most of the content but need more time and instruction to master the content.

• Repeating a course is not considered credit recovery.

o Courses repeated during summer school must provide a minimum of 45 hours of instruction for the student to be eligible to earn 1 credit.

o Courses repeated during the school year must provide the same instructional time as any other credit-bearing course taken during the school year, i.e. 54 hrs. for 1 credit.

• Credit Recovery courses are coded in STARS using an “R” as the 7th character.

o Credit Recovery courses should mirror the original course that students previously failed, e.g. if the students enrolled in the Credit Recovery course failed Integrated Algebra (MEN11), the Credit Recovery course should be coded MEN11QR.

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Credit Recovery

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• A targeted credit recovery program must:

o Align with applicable NY State commencement-level learning standards;

o Address student course deficiencies

o Be directed or supervised by a teacher certified in the subject area in which the student is making up credit

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Credit Recovery: New York State Policy

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• A school-based panel, which must include the principal, a teacher certified in the subject area for which the student must make up credit, and a guidance director or other administrator must approve a student’s participation in a make-up credit program.

• To receive credit, the student must successfully complete the make-up credit program and demonstrate mastery of the learning outcomes for the subject, including passing the Regents exam, if the Regents exam is required for graduation

o Applies to credit recovery for the semester immediately preceding the required Regents exam

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Credit Recovery: New York State Policy, cont’d …

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Effective for NYCDOE targeted credit recovery programs beginning on or after July 1, 2012, several new policies apply to students earning credit through targeted credit recovery:

• Students must have attended 2/3 of the original course to be eligible for credit recovery

• Students may earn no more than 3 core credits through credit recovery (starting July 1, 2012, and thereafter)

o Core credits include English, math, social studies, and science credits required for graduation

• Students must complete targeted credit recovery in the semester or summer following the failed course

o For ex, students may complete credit recovery for a course failed in fall 2012 in either spring or summer 2013.

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Credit Recovery: NYC DOE Policies

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• In designing students’ individual learning plans, the school-based panel should consult with the original teacher if he or she is still at the school

• Grading policies:

o The original course grade should not be changed.

o Credit recovery should be scheduled and recorded as a new grade in the term in which the student completed it.

o This grade should be a reconciliation of the failed grade and credit recovery work.

• The school-based panel should document students’ participation in credit recovery using the form provided

• Schools must select from a list of approved vendors

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Credit Recovery: NYC DOE Policies, cont’d …

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• A teacher may oversee and instruct a group of students with different course deficiencies making up credit in the same subject.

• Because credit recovery is designed to target specific deficiency areas, there is no minimum instructional time requirement. Credit recovery programs should provide sufficient time for students to demonstrate mastery of individual deficiency areas.

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Credit Recovery: Addressing Individual Deficiency Areas

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New York State regulations allow students to complete extended math and science courses, earning up to 4 credits in any course designed to culminate in a Regents exam.

This flexibility can be used in several ways to support students who are struggling to master course content:

• Longer course sequences with built-in interventions

• Course extensions targeted to specific student needs

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Extended Course Sequences in Math and Science

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Based on a diagnostic math assessment, a school designs a 4-semester Integrated Algebra course for a targeted group of students:

• The course syllabus maps the algebra learning standards to a 2-year learning cycle, and the additional instructional time throughout the year is used to reinforce pre-requisite skills in which students are deficient.

• Students take the Integrated Algebra Regents at the end of the fourth semester.

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Extensions, example 1

Extended Integrated Algebra Course (2 years/4 credits)

Traditional Integrated Algebra Course (1 year/2 credits)

with additional support

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• Students are programmed for a 2-semester, 2-credit Earth Science course with the goal of mastering the learning standards and passing the course and Regents exam by June.

• Students who need additional time to master the learning standards are enrolled in a 3rd term of Earth Science. The school has a plan in place to provide these students with additional learning experiences to target their deficiency areas.

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Extensions, example 2

Traditional Earth Science Course (1 year/2 credits)

Earth Science Extension (1 semester/1 credit)

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Math and science extensions can help students who have passed a pre-requisite course, but who require extra support to be successful in the next course in a sequence.

• A group of students coming from a middle school already passed the Integrated Algebra course and Regents exam with low scores around 65.

• Upon diagnosing the students’ math proficiency, the school programs the students for an extended geometry sequence which will allow students to complete geometry in 3 semesters, building in critical algebra skills as needed.

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Extensions, example 3

Geometry (3 semesters/3 credits)

additional support

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This option should not be used to allow students to repeat courses and receive additional credits:

• A school programs all students for a 2-semester Living Environment sequence which addresses all the learning standards with the goal of preparing students for the Regents in June.

• It is not acceptable for students who pass the course but fail the Regents exam to repeat the same Living Environment course in the fall and receive a 3rd credit.

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Extensions, non-example

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Interdisciplinary Courses That Fulfill Two Distribution

Requirements

Example:

A semester-long interdisciplinary Art History course that meets for 180 mins./wk. and addresses Art and Social Studies learning standards

• 1 credit and fulfills distribution requirements in both Art and Social Studies

Interdisciplinary Courses That Meet For Extended

Time

Example:

A semester-long interdisciplinary Art History course meets daily for 55 minutes (275 mins./wk.) and addresses Art and Social Studies learning standards

• 1 credit in Social Studies and 0.5 credits in Art as long as the relevant learning standards are addressed

Integrated

CTE Courses

Example:

As part of an approved CTE program, an approved integrated course meets for 180 minutes/wk. throughout the semester and addresses the relevant learning standards in a core subject area plus industry-defined content in the CTE program area

• 1 credit in the core subject area, and may also meet distribution requirements for the requisite course in the school’s State approved CTE program

Interdisciplinary Programming

Interdisciplinary programming combines learning standards from two different content areas in a single course through collaboration between the relevant content-area teachers:

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• Learning experiences that take place outside the traditional classroom and school day may be considered as inclusive of the 180 minutes of instruction per week throughout the school year (54 hrs. per credit), including:

o Online learning experiences

o Learning experiences that take place inside and/or outside the classroom or school building in non-virtual settings, such as structured work experiences designed to address NY State commencement-level learning standards

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Instructional Time

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• A blended course is defined as instruction in a specific subject consisting of teacher-to-student, student-to-student and/or student-to-content interactions that occur through a combination of classroom-based and digital and/or Internet-connected media.

• An online course is defined as instruction in a specific subject consisting of teacher-to-student, student-to-student and/or student-to-content interactions that occur solely through digital and/or Internet-connected media.

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Blended/Online Learning: State Definitions

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Blended and online learning may occur if :

• The course aligns with the applicable NY State commencement-level learning standards for the subject area

• Instruction is provided by a subject certified teacher from the NYCDOE

• The course includes regular and substantive interaction between the student and the teacher (may occur in person or virtually)

• Instruction satisfies the unit of study and credit requirements for instructional time (i.e.,180 mins/wk throughout the school year or equiv.)

• The student demonstrates mastery of the learning outcomes for the subject, including passing the Regents exam and/or other assessment in the subject if required for earning a diploma

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Blended/Online Learning: Implementation

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• Internships that bear credit should:

o Align to commencement-level standards

o Include a classroom/seminar/workshop component in addition to learning time spent in an educational internship

o Have a syllabus that clearly outlines the standards addressed, how student learning is assessed, and expectations for students in both the classroom and internship components of the course

o Be overseen by a subject-certified teacher, in collaboration with a supervisor at the student’s internship site

• Paid internships can bear credit provided they meet the criteria above

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Internships

Internships that are part of New York State-approved CTE sequences or work-based learning programs have specific requirements; see http://www.p12.nysed.gov/cte/wbl/home.html

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• A variety of partnerships between colleges and high schools provide students the opportunity to enroll in college courses.

• Schools may award high school credit for courses taken at colleges/universities if the course aligns to New York State commencement-level learning standards (as documented in the course syllabus) and the work completed by the student is of comparable scope and rigor to that which would have been completed at the high school awarding the credit.

College Courses

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• The credit value awarded in STARS should reflect the NYCDOE credit system and the scope and rigor of the course.

o For example, a 3-credit college English course taken daily over the course of the semester might be worth 1 high school credit.

• A college course may meet for fewer than 54 hours. In this case, it is acceptable for the high school to award high school credit (e.g., 0.5 or 1 high school credits) for the college course, provided the course is of comparable scope and rigor to that which would have been completed at the high school.

College Courses, continued …

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Offsite Coursework Agreement

These courses must have a syllabus that clearly outlines the learning standards addressed, how student learning is assessed, and expectations for students in both the classroom and the work components of the course. The course should include a classroom based component in addition to time spent at the work site. See the Off-Site Courses FAQ for more information.

Schools must establish contracts in which students and parents sign off on the expectations for student attendance, travel, and security at offsite learning experiences. See the Sample Forms on the academic policy intranet page for an offsite learning agreement form schools can use for this purpose.

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• As indicated in NYS Commissioner’s Regulation Part 100.5, the principal, in consultation with relevant faculty, is responsible for the evaluation of transcripts and the awarding of credit for students enrolling in a New York City high school.

• Schools should maintain well-defined procedures for the timely evaluation of transcripts, including the roles and responsibilities of staff members involved.

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Responsibilities for Evaluating Transcripts

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For students from any registered New York State (NYS) school (public or private), such as:

• Another NYCDOE school • A YABC • A charter school in NYC • A parochial school in NYC • A public NYS school outside of NYC • A court-ordered placement at a registered NY State school

The principal shall grant transfer credit for all credit awarded by any New York State registered public or nonpublic high schools.

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Students from Other New York State Schools

See NYS Commissioner’s Regulations, 100.5(d)(5).

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For students transferring from:

• Non-registered New York state schools

• Schools outside New York state

• Schools outside the United States

The principal shall evaluate the transcript or other records of a transfer student enrolling in a New York State high school. Based on the student's transcript or other records, the principal shall award the appropriate units of transfer credit towards a high school diploma.

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Students from Non-Registered NYS Schools or Schools

Outside NYS

See NYS Commissioner’s Regulations, 100.5(d)(5)(i).

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The decision as to whether or not to award transfer credit for work done at educational institutions other than NY State high schools shall be based on whether the transcript and other records indicate that the work is consistent with NY State commencement learning standards and is of comparable scope and quality to that which would have been done in the school awarding the credit.

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The Decision to Award Credit

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• To confirm the content and rigor of completed coursework, schools may want to utilize the following to supplement the transcript:

o Examination of student’s course materials, such as notebooks, projects, assessments, or portfolios

o Evaluation of student’s skills via a diagnostic assessment of content mastery

o Consultation with content experts to map courses to New York State standards

o Consultation with the former school’s principal, guidance counselor, or other relevant staff

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The Decision to Award Credit, cont’d …

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• See FAQ about awarding transfer credit

• See the Manual for Evaluating Foreign Transcripts

o When using this manual it is important to keep in mind that several school systems and grading policies might exist within each country, as in the United States, and that the scales might be reversed or that there may be a difference in passing score.

• The Translation Office is another resource.

o Aims to improve the way the NYC DOE communicates and engages with limited-English proficient parents and provides New York City public schools and offices with an internal resource for accessing written translation, on-site interpretation, and over-the-phone interpretation services.

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Assistance with Foreign Transcripts

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• Students who enter a NY State-registered high school for the first time in grade 12 (excluding students who have been home-schooled and students who have been enrolled in a registered or non-registered public or non-public NY State high school) may be exempted from the Regents exams in science and in Global History and Geography, which are usually usually taken before the date of the student’s entry.

• Students who enter a registered New York State high school for the first time in grade 11 may be exempted from the Regents exam in Global History and Geography.

• If a student is utilizing this waiver to support the fulfillment of diploma requirements, the exam must be recorded on the student’s transcript with a “WA” as the exam mark.

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Exam Waivers for Transfer Students

Note: For students pursuing a diploma with Honors, the waived exams should not be included in the calculation to determine whether the student has achieved an average of 90 or above on his or her exams.

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• Transfer Course Grades should be entered as “CR”

• Course Codes must use the transfer code “W” in the third character.

• All transfer credits must be reflected in STARS. Transfer credits may be designated within the term and year in which the student completed each course or within the term and year immediately prior to the student’s enrollment in the NYCDOE school.

• See the STARS wiki page on Transfer Credits for exact codes and more information.

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Transfer Course Codes and Grades in STARS

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• Schools may award credits for documented residence and school attendance in an other-than-English-speaking country, provided that the experience occurs at age 11 or older and that the residence resulted in direct contact with the country’s environment and its people

• In determining the number of credits to be awarded, the school should consider both the student’s prior academic record and future academic experiences

• Students may receive 2 credits per year of instruction in the non-English speaking environment, starting from age 11

• Students may receive no more than 10 credits through this option

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Awarding LOTE Credit for School Attendance in Non-

English Speaking Countries

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• A student with a disability may be exempted from meeting the LOTE requirement only if his or her IEP indicates that the requirement is not appropriate due to a disability which adversely affects his or her ability to learn a language. If the student’s IEP specifies this exemption, the following LOTE requirements apply:

o For the Regents or local diploma, the student is exempt from the requirement of 2 LOTE credits. The student must still earn 44 total course credits and fulfill all other credit distribution and exam requirements for the Regents/local diploma.

o For the Advanced Regents diploma, the student is exempt from the requirements of 6 LOTE credits and the LOTE exam. The student must still earn 44 total course credits and fulfill all other credit distribution and exam requirements for the Advanced Regents diploma.

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LOTE Exemption for Students with Disabilities

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• Starting in 2013‒14, New York State is introducing new ELA and math Regents exams designed to assess student mastery of the Common Core Learning Standards

• These exams will be phased in over the next several years for specific groups of students based on when they begin their high school studies

• The administration of these exams begins on June 3, 2014, with Algebra I and English Language Arts

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Transition to Common Core Regents Exams

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For math, the Common Core exam requirement is based on the year in which the student begins studying high school level math:

This policy also applies to students who participate in accelerated 8th grade math courses.

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Common Core Regents Exams: Math

Year Student Began High School Math

Math Exam Requirement

2012‒13 or prior Pass at least one math Regents exam. This may be either the existing exam or the new Common Core exam.

2013‒14 Pass at least one Common Core math Regents exam. • Through January 2015, students must attempt the

Common Core exam but may pass the existing Integrated Algebra exam as a fallback. The better exam outcome will count toward graduation.

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Previous Exam Structure

Integrated Algebra

• Aligned to NY State 2005 Standards • 30 Multiple Choice Questions • 2-, 3-, and 4- Point Constructed Response Questions • Questions are aligned to a single content standard

Comprehensive English

• Aligned to NY State 2005 Standards • Contains a Speaking/Listening section • 25 Multiple Choice questions • 2 Short-response text-dependent essay questions • 1 Critical Lens essay–students can use any previously read

text to support their response

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Changes to the Regents Algebra Exam Algebra I

Format

• Multiple Choice Questions • 2-, 4-, and 6-Point Constructed Response Questions

o Questions may require support for mathematical reasoning or may have students question the reasoning of others

Content

• Focus on the major work of the course* • More questions requiring multiple steps to solve • Incorporation of both CC standards (content) and math practices

(process) • More items representing real-world scenarios • Many questions will align to more than one standard

o May align to a full cluster or domain

*PARCC Model Content Frameworks are used in selection and prioritization of standards represented on the assessment (PARCC: Partnership for Assessment of Readiness for College and Careers)

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Changes to the Regents English Exam English

Format

• Comprised of 3 parts: o Reading Comprehension – Students read 2-3 texts and answer

multiple choice questions o Writing from Sources – Students read 2-5 texts and write an

expository or argument essay using textual support o Text Analysis – Students read 1 text and write a response analyzing

the author’s purpose and techniques • No speaking/listening section

Content

• Measures grades 11 & 12 Reading, Writing, and Language standards o Prioritization of standards needed for college and career readiness

• Greater emphasis on using evidence from texts to answer questions • Use of authentic, high-quality informational and literary texts

o Increase in number of informational texts • All questions and prompts supported by texts

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For ELA, the Common Core exam requirement is based entirely on student cohort.

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Common Core Regents Exams: English

Ninth Grade Entry Year

ELA Exam Requirement

2012‒13 or prior Pass either the existing English Regents exam or the Common Core ELA Regents exam.

2013‒14 Pass the Common Core ELA Regents exam

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Phase-out Timeline • The existing versions of these exams will be phased out in stages.

• Schools must consider this timeline as they support students who need additional time to pass a required exam before it is phased out. If a student is still attempting to pass a pre-Common Core Regents exam at the time of phase out, he or she will have no choice except to pass the Common Core equivalent to graduate.

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Exam First Administration of CC Exam Last Administration of Existing Exam

English Language Arts June 2014 June 2016

Algebra I June 2014 January 2015

Geometry June 2015 January 2016

Algebra II June 2016 January 2017

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• NYSED allows a student who has met very specific eligibility requirements to appeal one or two Regents scores to earn a diploma.

• The student must have:

o Taken the exam(s) under appeal at least two times

o Scored within three points of a 65 on the exam(s) under appeal and 65 or above on the other Regents exams required for graduation

o Attained at least a 65 course average in the subject area of the exam under appeal

o Maintained an attendance rate of at least 95 percent for the school year during which the student last took the required Regents Exam under appeal

o Provided evidence of academic intervention services in the subject area under appeal

o Been recommended by his or her teacher or department chairperson for the appeal

See Appeals to Graduate with a Score of 62-64 on a Regents Examination.

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Appeal of a Regents Exam

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• High school students must meet graduation requirements to participate in their school’s moving up or graduation ceremony.

• A student who is already on suspension at the time of the graduation or other commencement-related activities may be prohibited from attending when he or she poses a real threat of violence or disruption to the event; the exclusion must be proportionate to the infraction committed. It may also be possible to bar a student from a commencement ceremony when his or her conduct has been particularly egregious, and where the student has previously been advised in writing.

• Students with disabilities who earn commencement credentials in lieu of Regents diplomas are equally entitled to participate in graduation ceremonies with their peers.

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Participation in Graduation

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Advisory

Schools can award credit for advisory if the course addresses commencement level academic standards and meets for at least 180 minutes per week (or the equivalent of 54 hours per credit).

• Can be Career Development Occupational Studies (CDOS) standards or Family and Consumer Science standards or Academic standards

• Course must have a syllabus that maps to these standards

The advisory course should be taught by a teacher licensed in the subject area of the standards addressed. This can occur in a variety of ways:

• As a course within teachers’ standard programs (e.g., alternating with a 0.5-credit elective, PE, or other courses in students’ schedules).

• As “small group instruction” (up to 10 students) during teachers’ professional activity periods.

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Students in grade 8 have the opportunity to accelerate by taking high school courses in math and at least one of the following: science, LOTE, social studies, English, art, music, or CTE.

There is no limit to the number of accelerated course credits a grade 9 student may earn.

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Middle School Course Acceleration

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High school credit is awarded if:

• The student passes the course and the associated NYS proficiency or Regents exam when available. The course credit will automatically appear on the student’s HS transcript if these conditions are met. The credit must be accepted as a transfer credit by the HS.

o A grade 8 student who passes the Regents exam but does not pass the associated course will have fulfilled the assessment requirement towards a diploma but will not receive the HS credit.

o Schools must use the accelerated course codes (“A” in the sixth character) and schedule students for a full unit of study (108 hours) to receive HS credit.

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Middle School Course Acceleration

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High school credit is awarded if:

• The MS student attends classes in a HS with HS students and passes the course on the same bases as the other students. The Regents exam outcome is incorporated into the students’ grades according to the HS grading policy. The student is enrolled in the course via shared instruction and the HS awards credit for the course in STARS using the HS course code.

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Middle School Course Acceleration, continued

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High school credit is awarded if:

• In cases where no appropriate state assessment is available in the discipline in which the student is accelerating, the student passes a course in the middle school that has been approved by the NYCDOE. The high school awards transfer credit for the course. See the Middle School Academic Policy Reference Guide for more information.

• In any subject area other than LOTE, if a student in a grade earlier than grade 8 receives a score of 65 or above on the Regents exam after completing a course of study, she or he will have fulfilled an assessment requirement towards a Regents diploma, but is not eligible to receive high school course credit.

• All science courses that culminate in a Regents exam must be accompanied by a non-credit bearing laboratory. In order to take the corresponding Regents exam, students must successfully complete 1,200 minutes of labs. Labs that correspond to science courses designed to culminate in a Regents exam should be recorded on student transcripts, with a clear indication of whether the student has successfully completed the lab. If a student passes the lab but fails to course and/or the exam, it is strongly recommended that he or she retake the lab as well.

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Middle School Course Acceleration, continued

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Certifying high school seniors for graduation is one of the most serious and important procedures performed at the high school level.

• In certifying a senior for graduation, the principal is attesting that the student has completed all the New York State requirements for graduation and should receive a high school diploma from the school.

• To find the Senior Certification Guide and June timeline, visit our intranet page at http://intranet.nycboe.net/Accountability/APR/GradRequirements.htm.

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Certifying Students for Graduation

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1. Prepare a master list of all potential graduates or students requiring certification, divide them into groups as appropriate, and print each transcript for evaluation.

• You may use custom groups in STARS to create groups of students, e.g. by designated guidance counselor or advisor, by those with IEPs or without, by cohort or grade level, or by another method that serves the school’s purposes.

• Check if each student’s cohort is correct by running the RESI report in ATS and request any necessary changes using the UGNO screen

• Confirm that the number of diploma templates and seals match the number of potential graduates

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Steps

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2. Conduct a preliminary transcript review. • Use the diploma requirements worksheet and the graduation requirement

cards to help complete this process.

• Schools may wish to run the High School Credit and Exam Distribution Report or the Graduation Analysis Report (Custom report 1.67 in STARS) as a check to identify students who are dependent on course or exam requirements.

• Running these reports does NOT replace the need to carefully review each student’s transcript and certify that student has met the appropriate requirements for graduation based on his or her cohort year and individual record.

• If necessary, make any updates to the transcript for final course credits and exam grades not reflected.

• Identify any necessary override codes.

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Steps

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Using the HS Credit and Exam Distribution Report

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Using the HS Credit and Exam Distribution Report

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Using the HS Credit and Exam Distribution Report

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3. Generate lists of students whose graduations are dependent on coursework only or are dependent on exams.

• Note any students who will not graduate regardless of pending coursework and exams and will need to be scheduled for summer school, considered for credit recovery where appropriate, or programmed accordingly for coursework in the fall.

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Steps

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4. Begin certifying students as final grades become available.

• As teachers submit final grades according to the school’s schedule, start certifying students from the list of students whose graduations are dependent on coursework only.

• Use the list of graduation discharge codes and override codes to assist you.

• As exam grades become available, start certifying students from the list of students whose graduations are dependent on exams.

• Make sure transcripts are signed.

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Steps

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5. Generate a list of graduates.

• Inform the pupil accounting secretary or other appropriate person of the results of certification, including the discharge codes.

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Steps

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6. Complete and distribute letters notifying students and families that they did or did not graduate.

• Students who have not met all graduation requirements cannot participate in graduation ceremonies. Please see the additional information in the High School Academic Policy Reference Guide related to participation in graduation ceremonies.

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Steps

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7. Distribute diplomas.

• Remind all students that a high school diploma can only be issued once. The diploma can never be replaced, even if lost or stolen. We recommend that schools use a facsimile at the ceremony and distribute the actual diploma at a later time.

• Have each graduate sign a diploma receipt form (to be placed in the permanent record along with a copy of the diploma) in addition to signing the certification roster.

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Steps

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7. Distribute diplomas.

• Remind all students that a high school diploma can only be issued once. The diploma can never be replaced, even if lost or stolen. We recommend that schools use a facsimile at the ceremony and distribute the actual diploma at a later time.

• Have each graduate sign a diploma receipt form (to be placed in the permanent record along with a copy of the diploma) in addition to signing the certification roster.

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Steps

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As a reminder:

• Per NYCDOE policy, high school students must meet graduation requirements in order to participate in their school’s graduation ceremony, including passing the necessary Regents exams for graduation.

• Note that students with disabilities who earn commencement credentials in lieu of Regents diplomas are equally entitled to participate in graduation ceremonies with their peers; schools may not exclude these students from walking in their ceremonies because they earned these credentials.

• Students who are eligible for Advanced Regents Diplomas or endorsements but have not received all necessary exam scores by the date of graduation ceremonies should have an asterisk next to their names in their graduation ceremony programs. Students should receive a placeholder or copy, rather than an actual diploma, at their ceremony, until the final scores are received and the actual diploma can be properly awarded.

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Steps

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8. Consider programming needs for students who did not meet graduation requirements, including summer school and targeted credit recovery, as well as courses for the following year.

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Steps

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May–June: Prepare for certification

June 3; 17–20 (Regents exams): Enter final grades for all courses and exams as they are available. Non-diploma granting programs (YABCs, District 79 programs, and home and hospital instruction) should begin pre-certifying graduates and transferring them back to diploma-granting schools in HSRE and/or ending shared instruction, as applicable.

June 13: Deadline for submitting UGNO and UPCO requests for all outstanding cohort adjustments.

June 16: GRDT opens.

• Graduation data will be pulled from GRDT and posted to STARS transcripts on the following dates: June 20, June 25, and July 1.

June 26: Deadline for non-diploma-granting programs to pre-certify graduates and transfer them back to diploma-granting schools in HSRE.

June 30: Deadline for discharging graduates in GRDT.

A complete calendar of end-of-year deadlines is available here.

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Important Dates for June