See the NYCDOE Academic Policy intranet page maintained by the - - PowerPoint PPT Presentation

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• See the NYCDOE Academic Policy intranet page maintained by the Office
• f Academic Policy and Systems and consult the HS, MS, and ES academic

policy guides for the most current information.

• Contact your network academic policy point with any questions related

to this content.

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CDOS & SACC Common Core Regents Local Diplomas 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 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)

Commencement Credentials:

• Career Development and Occupation Studies (CDOS) Commencement Credential
• Skills and Achievement Commencement Credential

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List of Diploma and Commencement Credential Options

No longer available:

• Local diploma for students who do not qualify for the Safety Net
• The IEP diploma

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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 IEPs 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

• ther 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

• ption**

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Diploma Options

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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 may earn a local diploma through lower exam scores or

alternative exams

• Available only in the following cases:
• Safety Net Eligible Students
• Students with IEPs
• Students with disabilities who were declassified in grades 8‒12,

whose last IEP specified Safety Net eligibility

• Students with 504 plans specifying Safety Net eligibility
• Through Appeals
• Appeal to graduate with a low score (62-64)
• ELL Appeal Process

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Local Diplomas

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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

• Students must attempt each of the 5 required exams at least
• nce
• 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

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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Local Diplomas Through Appeals

Note – Students who appeal to graduate with one successful appeal can still receive a

Regents diploma.

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Appeal to Graduate with a Score of 62– 64 on Regents Examinations Appeal to Graduate with a Score of 55– 61 on ELA Regents Examination Eligible Students All students that meet the criteria listed. First time ELL students that arrived in the US at grades 9–12 in the year 2010–11 and beyond that meet the additional criteria listed. Type of Diploma  One successful appeal – Regents diploma  Two successful appeals – local diploma  ELA ELL appeal only – local diploma  ELL ELA appeal and score of 62–64 appeal – local diploma Process  Online process s– Request should be made in ATS using the RQSA screen  Offline manual process – Request form and all supporting documents must be submitted to superintendent. Test Score Requirements 62 –64 on up to two of the required Regents exams 55–61 on an ELA Regents

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• NYSED allows a student who has met very specific eligibility requirements to appeal
• ne or two low Regents scores (62-64) to earn a diploma. More than one successful

appeal leads to a local diploma. Students can appeal low scores on up to two exams.

• The student must have:
• Taken the exam(s) under appeal at least two times
• 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

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

• Provided evidence of academic intervention services in the subject area under

appeal

• 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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Local Diplomas Through Appeals: Low Score

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• NYSED allows ELL students who has met very specific eligibility requirements to appeal a

low score (55-61) on ELA Regents exam.

• The student must have:
• Taken the exam(s) under appeal at least two times
• Scored within three points of a 65 on the exam(s) under appeal and 65 or above on the
• ther Regents exams required for graduation
• Attained at least a 65 course average in the subject area of the exam under appeal
• 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

• Provided evidence of academic intervention services in the subject area under appeal
• Been recommended by his or her teacher or department chairperson for the appeal
• The student must be a current ELL student or ELL student at time of ELA Regents

administration; and

• The student must have enrolled in any United States school for the first time in grade 9–

12 during the school year 2010–11 or thereafter.

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

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Local Diplomas Through Appeals: ELL Appeal

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

• ccupational 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:
• 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.

• Students must complete and annually review a career plan.
• 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.

• 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

• 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.

• 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.

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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:

• Achievement against the Career Development and Occupational Studies

(CDOS) learning standards

• Level of academic achievement and independence as measured by NYSAA
• Skills, strengths, interests
• 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:
• Address high school NY State commencement-level standards
• Meet instructional time requirements (minimum of 180 minutes per

week throughout the semester/school year, or the equivalent of 54 hours per credit)

• 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

• ne 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:
• 1 core English and up to 2 elective English credits for Beginner ELLs

(programmed for 540 minutes per week of ESL);

• 1 core English and 1 elective English credit for Intermediate ELLs

(360 minutes per week of ESL);

• 1 elective English credit for Advanced ELLs (180 minutes per week
• f 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.

• Note: 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: Semester Schedule

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• 3:2 “flip” model
• Students alternately receive physical education instruction two or three

periods per week every semester

• Minimum of 90 minutes per week
• Each semester is worth 0.5 credits, for a total of four 4 credits
• 5x/week model (special allowance for NYCDOE high schools only)
• Students receive physical education instruction 5 days per week for 7

semesters

• Minimum of 180 minutes per week
• 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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PE Models: Credit Values by Schedule

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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)

• Can be used for 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, for ex:

• 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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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.
• Courses repeated during summer school must provide a minimum of 45 hours of

instruction for the student to be eligible to earn 1 credit.

• 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.
• 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:
• Align with applicable NY State commencement-level learning

standards;

• Address student course deficiencies
• 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

• utcomes for the subject, including passing the Regents exam, if

the Regents exam is required for graduation

• 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)

• 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

• 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:
• The original course grade should not be changed.
• Credit recovery should be scheduled and recorded as a new grade in the

term in which the student completed it.

• 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

back 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:

• Online learning experiences
• 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:
• Align to commencement-level standards
• Include a classroom/seminar/workshop component in addition to

learning time spent in an educational internship

• 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

• 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

• r 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.

• 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

• f 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:

• Examination of student’s course materials, such as notebooks,

projects, assessments, or portfolios

• Evaluation of student’s skills via a diagnostic assessment of content

mastery

• Consultation with content experts to map courses to New York State

standards

• Consultation with the former school’s principal, guidance counselor,
• r 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
• 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.
• 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

• r 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

• f 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:

• 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.

• 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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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 June 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
• ne or two Regents scores to earn a diploma.
• The student must have:
• Taken the exam(s) under appeal at least two times
• 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

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

• Provided evidence of academic intervention services in the subject area under

appeal

• 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. 58

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. 60