Graduation Policies for Students with Disabilities Who Participate in States’ General Assessments

Synthesis Report 98

N ATIONAL C E N T E R O N EDUCATIONAL OUTCOMES

In collaboration with: Council of Chief State School Officers (CCSSO) National Association of State Directors of Special Education (NASDSE) Supported by: U.S. Office of Special Education Programs Synthesis Report 98

Graduation Policies for Students with Disabilities Who Participate in States’ General Assessments

Martha L. Thurlow, Debra A. Albus, and Sheryl S. Lazarus

July 2015

Thurlow, M. L., Albus, D. A., & Lazarus, S. S. (2015). Graduation policies for students with disabilities who participate in states’ general assessments (Synthesis Report 98). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. NATIONAL C E N T E R O N EDUCATIONAL OUTCOMES

The Center is supported through a Cooperative Agreement (#H326G110002) with the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education. The Center is affiliated with the Institute on Community Integration at the College of Education and Human Develop- ment, University of Minnesota. The contents of this report were developed under the Cooperative Agreement from the U.S. Department of Education, but does not necessarily represent the policy or opinions of the U.S. Department of Education or Offices within it. Readers should not assume endorsement by the federal government.

Project Officer: David Egnor

NCEO Core Staff Martha L. Thurlow, Director Michael L. Moore Deb A. Albus Rachel F. Quenemoen Laurene L. Christensen Christopher Rogers Linda Goldstone Vitaliy Shyyan Sheryl S. Lazarus Yi-Chen Wu Kristi K. Liu

National Center on Educational Outcomes University of Minnesota • 207 Pattee Hall 150 Pillsbury Dr. SE • Minneapolis, MN 55455 Phone 612/626-1530 • Fax 612/624-0879 http://www.nceo.info

The University of Minnesota shall provide equal access to and opportunity in its programs, facilities, and employment without regard to race, color, creed, religion, national origin, gender, age, marital status, disability, public assistance status, veteran status, sexual orientation, gender identity, or gender expression.

This document is available in alternative formats upon request. Acknowledgments

Special thanks are extended to Miong Vang, formerly with the National Center on Educational Outcomes, for her contributions to the collection of web-based information on graduation requirements.

This report is based on our findings from carefully searching state websites for information on graduation requirements for those students who participate in states’ general assessments. Although we verified the information with states, in some cases, our interpretation of the written policies that ap- peared on websites were different from those of the states.

Executive Summary

Graduation requirements and diploma options for students with disabilities who participate in the general assessment has been a topic of interest for many years. The recent push for all students, including those with disabilities, to leave school ready for college and career has heightened the importance of understanding what states are requiring of students with disabilities to earn a regular diploma. This investigation explored states’ 2014-15 requirements for those students with disabilities who participate in the general assessment to earn a regular diploma, and compared the requirements held for them to the requirements held for their peers. We examined both the course requirements and, in those states that had them, the exit assessment requirements.

Overall, we found that only 14 states held the same graduation requirements for their students with disabilities and their peers. Nine of these states had only course requirements for graduation with a regular diploma and five of them had both course requirements and exit assessment requirements. When looking at course requirements only, 30 of the 51 states had requirements for their students with disabilities that were not the same as those for their peers. When looking at exit assessment requirements only, 19 of the 27 states held less rigorous requirements for their students with disabilities compared to their peers.

Continued attention needs to be given to the graduation requirements for all students, but particularly those students with disabilities who participate in states’ general assessments. This attention also must address meeting their instructional needs, and providing appropriate access and accommodations.

Table of Contents

Acknowledgments...... iii Executive Summary...... v Overview...... 1 Method...... 3 Results...... 6 Course Requirements to Earn a Regular Diploma for Students with Disabilities Compared to Their Peers Without Disabilities (Research Question 1)...... 6 Course Requirements When Different for Students with Disabilities Compared to Their Peers without Disabilities (Research Question 2)...... 9 Assessment Requirements to Earn a Regular Diploma for Students with Disabilities Compared to Their Peers Without Disabilities (Research Question 3)...... 13 Exit Assessment Requirements When Different for Students with Disabilities Compared to Their Peers without Disabilities (Research Question 4)...... 16 Discussion...... 19 References...... 21 Appendix A: State Resources on Graduation Requirements...... 27 Appendix B: Alabama Graduation Requirements for Students Earning a Regular Diploma...... 45 Appendix C: State Course Requirements for Graduation with a Regular Diploma...... 47 Appendix D: State Exit Assessments Requirements for Graduation with a Regular Diploma...... 95 Overview

Graduation from high school with a regular diploma has been given increased attention as states focus on ensuring that their students are college and career ready when they leave school with a diploma. Graduation from high school with a regular or advanced diploma is viewed as the path to post-high school success (e.g., Achieve, 2013; Alliance for Excellent Education, 2009; Cortiella, 2013; Hall, 2007). Considerable attention has been paid to documenting the high school requirements in current state policies (e.g., Education Commission of the States, 2006, 2012) and recommending what high school requirements should ensure college and career readiness (e.g., Achieve, 2004, 2015).

Previous research has documented the considerable variability that existed in states’ graduation requirements and diploma options for those students with disabilities who participate in their states’ general assessments of English language arts and mathematics (Guy, Shin, Lee, & Thurlow, 1999; Johnson & Thurlow, 2003; Johnson, Thurlow, & Schuelka, 2012; Johnson, Thurlow, & Stout, 2007; Thurlow, Cormier, & Vang, 2009 ). This report extends and updates previous research on graduation policies for students with disabilities who participate in states’ general assessments.

Examination of the ways in which students who participate in their states’ general assessments qualify to earn a regular diploma is important, in part, because of the federal reliance on the adjusted cohort graduation rate (ACGR) as a measure of states’ success in ensuring that all students are college- and career-ready when they leave high school with a regular or advanced diploma. The ACGR is defined as the number of students who graduate in four years with a regular high school diploma divided by the number of students who entered high school four years earlier (adjusted for transfers, émigrés, and those who died). This rate is quite different from other rates (Urban Institute, 2014), including the one-year rate that many states used in the past, and the exiting rate used by the Office of Special Education Programs (OSEP).

OSEP requires that states report a Leaver Rate (IDEA Section 618), which for graduation with a regular diploma involves dividing the number of students with disabilities ages 14 and older earning a regular high school diploma by the number of students with disabilities ages 14 and older leaving school either by earning a diploma, a certificate, or other document, or by dropping out (adjusted for those students who had reached maximum age and those who had died). For this Leaver Rate, a regular diploma is defined as the same diploma available to all students.

Regardless of the measure used, graduation rates for students with disabilities historically have lagged behind those for students without disabilities. For example, in 2010, the U.S. Department of Education estimated that the graduation rate for students receiving special education services was about 50%, compared to a national graduation rate of 75% (Stillwell, Sable, & Plotts, 2011).

NCEO 1 These data were based on still another calculation method—the averaged freshman graduation rate (AFGR). AFGR is used by the National Center for Education Statistics to estimate, without having individual student data, the proportion of high school freshmen who graduate with a regular diploma four years after starting ninth grade (Balfanz, Bridgeland, Bruce, & Fox, 2013).

The ACGR data, which are based on individual student data files, nevertheless are quite discour- aging for students with disabilities who receive special education services. For example, for the 2010-11 school year, ACGR for students with disabilities ranged from 23% (Mississippi and Nevada) to 84% (South Dakota), and gaps between all students and students with disabilities were as high as a 52-percentage point difference (Cortiella, 2013). For 2011-12, the ACGR for students with disabilities ranged from 24% (Nevada) to 81% (Montana); the gaps between all students and students with disabilities were as high as 43% in 2011-12 (Stetser & Stillwell, 2014). These data were based on all students with disabilities who received special education services, including those students with significant cognitive disabilities. Previous research has documented the considerable variability in states’ policies about whether students with significant cognitive disabilities can earn a regular diploma and the criteria that they must meet to do so (Thurlow, Albus, Lazarus, & Vang, 2015).

The National Center on Educational Outcomes (NCEO) has conducted several surveys of states to learn more about diploma options, graduation requirements, and exit exams for youth with disabilities (Johnson, Thurlow, & Schuelka, 2012; Thurlow, Cormier, & Vang, 2009). Surveys can provide a picture of the ways in which students can earn a regular diploma. Still, survey data are sometimes difficult to interpret, so there is a need for the analysis of states’ written policies on graduation requirements. States’ written policies provide documentation of current policies and practices for students with disabilities who participate in their states’ general assessments. This view is particularly important to obtain because of the increasing emphasis on college and career readiness for all students, including those with disabilities.

The purpose of this analysis of states’ graduation policies for students with disabilities who participate in the general assessment was to address four questions:

1. Are the course requirements to earn a regular diploma different for students with disabilities compared to their peers without disabilities?

2. What are the course requirements for students with disabilities when they are different from those of their peers without disabilities?

3. Are the assessment requirements to earn a regular diploma different for students with disabilities compared to their peers without disabilities?

2 NCEO 4. What are the assessment requirements for students with disabilities when they are different from those of their peers without disabilities?

Method

Four NCEO staff members searched state department of education websites for information on graduation requirements for students with disabilities who participate in the general state assessment. We specifically looked for information on: (a) course requirements, and (b) assessment requirements.

Prior to starting our search of websites and our analysis of findings, we identified the specific documents that counted as a regular diploma in each of the 50 states and the District of Co- lumbia. These included only those diplomas that counted for the Adjusted Cohort Graduation Rate. In other words, they included what states considered to be their regular diploma as well as any “advanced” diplomas that the states provided to students meeting the criteria for them. This is consistent with the federal definition of a “regular high school diploma” used by the U.S. Department of Education:

The standard high school diploma awarded to students in a state that is fully aligned with the state’s academic content standards and does not include a high school equivalency credential, certificate of attendance, or any alternative award. The term also includes a “high diploma” that is awarded to students who complete requirements above and beyond what is required for a regular diploma (34 C.F.R. §200.19(b)(1)(iv))

The names of the diplomas that counted as “regular” for each of the 50 states are presented in Table 1.

Table 1. Names of Regular Diplomas

State Names of Diplomas Counted as “Regular” Diplomas Alabama Alabama High School Diploma; Alabama High School Diploma with Advanced Aca- demic Endorsement (First Choice) Alaska High School Diploma Arizona High School Diploma Arkansas High School Diploma California Standard High School Diploma Colorado High School Diploma Connecticut High School Diploma Delaware High School Diploma Florida Standard Diploma Georgia High School Diploma; High School Diploma with Seal

NCEO 3 Table 1. Names of Regular Diplomas (continued)

State Names of Diplomas Counted as “Regular” Diplomas Hawaii High School Diploma Idaho High School Diploma Illinois High School Diploma Indiana Core 40 Diploma; General Diploma Iowa High School Diploma Kansas High School Diploma Kentucky Regular High School Diploma Louisiana College and Career; Career Maine Regular High School Diploma Maryland High School Diploma Massachusetts High School Diploma Certificate of Mastery; Certificate of Mastery with Distinction Michigan High School Diploma Minnesota High School Diploma Mississippi Regular High School Diploma Missouri Regular High School Diploma Montana Regular High School Diploma Nebraska High School Diploma Nevada Standard High School Diploma; Advanced High School Diploma New Hampshire Regular High School Diploma New Jersey State-endorsed High School Diploma New Mexico New Mexico Diploma of Excellence New York Regents Diploma; Regents Diploma with Advanced Designation; Local Diploma North Carolina Standard Diploma North Dakota North Dakota High School Diploma Ohio High School Diploma; Diploma with Honors Oklahoma Standard Diploma Standard; Diploma with Certificate of Distinction Oregon1 Oregon Diploma; Oregon Modified Diploma Pennsylvania High School Diploma Rhode Island Rhode Island High School Diploma South Carolina State High School Diploma; State High School Diploma with Academic Honors Award South Dakota Regular High School Diploma (Standard Diploma) Tennessee Standard High School Diploma Texas High School Diploma (Minimum, Recommended, Distinguished Achievement) Utah High School Diploma Vermont High School Diploma Virginia Standard Diploma; Advanced Studies Diploma Washington High School Diploma

4 NCEO Table 1. Names of Regular Diplomas (continued)

State Names of Diplomas Counted as “Regular” Diplomas West Virginia High School Diploma Wisconsin High School Diploma Wyoming High School Diploma 1 Oregon counts the Modified Diploma for its calculation of ACGR, starting in 2014-15 (see Oregon Department of Education, 2015).

Using the diplomas listed in Table 1 as the starting point, information was gathered from states’ websites on the course and assessment criteria associated with earning those diplomas.

After all information had been collected, we compared the requirements for students with disabilities to those for students without disabilities. We did this by examining the language related to students with disabilities and determining whether they were the same or different from those for their peers. This document analysis was specifically focused on students with IEPs who participated in the general assessment. If the language applied only to students with disabilities who participated in the alternate assessment based on alternate achievement standards (AA-AAS), it was not included in this analysis.

When the requirements for students with disabilities were determined to be different from those for their peers without disabilities, we judged the extent of the difference. We identified the difference as being close to or far from the requirements for students without disabilities, using the following definitions:

Close to – the general requirements are similar, but some limitations or adjustments can be made. For example, although the same number of credits may be required, the specific courses needed to earn those credits may be different for students with disabilities. Or, another test may be used that is at a lower grade level than the assessments used for peers.

Far from – authority for the requirements to graduate are turned over to the IEP team. For example, the IEP team may decide the specific requirements that the students must meet, or the IEP team may just decide that a student can be exempt from the requirements held for students without disabilities.

Following the documentation of information from states’ websites, we summarized what we found, including the source websites and documents (see Appendix A). An example of a completed form for one state is provided in Appendix B. After the information was compiled, each state director of special education was sent the form for his or her state to use for verification of our findings. The verification procedure took place from November, 2014 to January, 2015. Overall, 33 of the 51 states and District of Columbia responded to the verification requests, for a response rate of 64.7%.

NCEO 5 During the verification process, we often received information about policies that we were not able to find on states’ websites. In these and other cases, state personnel provided to us their understanding of the policy. We accepted only information that could be documented via written products or the states’ websites.

Results

Results are presented here by the four research questions.

Course Requirements to Earn a Regular Diploma for Students with Disabilities Compared to Their Peers Without Disabilities (Research Question 1)

Table 2 shows the comparison rating assigned to each state’s course requirements for students with disabilities compared to their peers: Same, Close To, or Far From. The information collected from state websites on course requirements for students with disabilities and their peers is provided in Appendix C. Overall, with Close To and Far From both reflecting requirements that were different for students with disabilities compared to those of their peers, a total of 30 states had different requirements for students with disabilities compared to their peers without disabilities, and 21 states had exactly the same requirements. Of the states with different requirements, eight states had course requirements for students with disabilities that were judged to be Close To those for their peers and 22 had course requirements for students with disabilities that were Far From those for their peers.

Table 2. Comparison Rating of States’ Course Requirements

State Same Close To Far From Alabama* X Alaska X Arizona X Arkansas* X California X Colorado X Connecticut X Delaware X District of Columbia X Florida X Georgia* X Hawaii X Idaho* X Illinois X Indiana X

6 NCEO Table 2. Comparison Rating of States’ Course Requirements (continued) State Same Close To Far From Iowa X Kansas X Kentucky* X Louisiana X Maine* X Maryland X Massachusetts X Michigan X Minnesota X Mississippi X Missouri X Montana X Nebraska X Nevada X New Hampshire* X New Jersey X New Mexico X New York* X North Carolina X North Dakota X Ohio X Oklahoma X Oregon X Pennsylvania X Rhode Island X South Carolina X South Dakota X Tennessee* X Texas X Utah X Vermont* X Virginia X Washington X West Virginia X Wisconsin X Wyoming X Total 21 8 22 * During verification, the state indicated that its course requirements were the same for students with disabilities as for students without disabilities. NCEO 7 The 21 states in which the course requirements were the same for students with disabilities as for their peers without disabilities clearly confirmed this expectation, as shown in the following examples:

Mississippi: Students who began 9th grade in 2003-2004 and each year thereafter must pass all required Subject Area Tests in U.S. History, English II, Biology I, and Algebra I. (Mississippi Department of Education, 2012, Code 3803)

Oklahoma: The Achieving Classroom Excellence (ACE) law states that: Beginning with students entering the ninth grade in the 2008-2009 school year, every student shall demonstrate mastery of the state academic content standards in the following subject areas in order to graduate from a public high school with a standard diploma…. Once your child has completed coursework in the above listed subjects, an EOI is administered…. (Oklahoma State Department of Education, 2013)

Oregon: Districts may award credit for proficiency as an option described by the OAR below, adopted by the State Board of Education January 23, 2003. Credit Options (581- 022-1131) (1) A school district shall grant credit for work satisfactorily completed in any district school, including an alternative education program as defined in ORS 336.615 and ORS 336.625, provided the method for accruing credit is described in the student’s personal education plan and the student either: (a) Successfully completes classroom or equivalent work (e.g., required and elective courses, supervised independent study, career-related learning experiences, project based learning) in a course of at least 130 clock hours in accordance with OAR 581-022-0102; (b) Successfully completes a unit of credit where performance-based criteria acceptable to the school district are identified; or (c) Demonstrates competency or mastery of subject as defined by the school district by any one or more of the following as approved by the district: (A) Successfully passes an appropriate exam; (B) Provides sample of work or other evidence which demonstrates equivalent knowledge or skill; and (C) Provides documentation of prior learning activities or experiences (e.g., certification of training, letters, diplomas, awards, etc.) or; (d) Successfully completes a combination of the requirements set out in subsections (1) (a-c) of this section.” (Oregon State Board of Education, 2012, p.1)

8 NCEO Course Requirements When Different for Students with Disabilities Compared to Their Peers without Disabilities (Research Question 2)

We examined the nature of the course requirements in those states that had different course requirements for students with disabilities compared to their peers without disabilities. We report the nature of these differences here by examining first those states that had course requirements that were Close To and then those states that had course requirements that were Far From for students with disabilities compared to their peers without disabilities.

Close To. Table 3 shows the Close To states and the nature of their approaches to course requirements. The states with course requirements for students with disabilities that were close to those for the course requirements held for their peers most often involved the state defining the alternative courses or the ways in which courses could be adjusted for students with disabilities (N=5). Less often, the student’s district defined the coursework criteria (N=3).

Table 3. Course Requirements for Students with Disabilities in States Where Requirements Were Rated as Close To Those for Their Peers

State Defines Alternative District Defines Alternative State Coursework Coursework Alabama X Georgia X Kentucky X Montana X New Jersey X New York X Tennessee X Virginia X Total 5 3

Examples of the requirements for students with disabilities in states that indicated the state defined the alternative coursework include the following:

Alabama: Students with disabilities have specific alternative courses that can be taken to meet the course requirements (e.g., English Essential 9, 10, 11, 12 or AAS English 9, 10, 11, 12 for English 9, 10, 11, 12; Algebraic Essentials A & B and Geometry Es- sentials A & B or AAS Mathematics 9, 10, 11, 12 for Algebra, Geometry, and Algebra II with Trig or Alg II or equivalent). (Alabama State Department of Education, n.d.)

Georgia: Students with Disabilities who earn credit in Mathematics I or GPS Algebra and the associated mathematics support course, and mathematics II or GPS Geometry and the associated mathematics support course, may upon determination through the

NCEO 9 Individualized Education Program Team meet mathematics diploma requirements by completing Mathematics III or GPS Advanced Algebra for a total of 3 mathematics core credits. Successful completion of 3 core units of mathematics may not meet the mathematics admission requirements for entrance into a University System or Georgia Institution or other post-secondary institution without additional coursework. (Georgia Department of Education, 2011, p. 4)

An example of the requirements for students with disabilities in states that indicated that the district could define the alternative coursework is the following:

New Jersey: Through the IEP process and pursuant to N.J.A.C. 6A:14-4.11, district boards of education may specify alternate requirements for a State-endorsed diploma for individual students with disabilities as defined in N.J.A.C. 6A:14-1.3. (New Jersey Department of Education, n.d., p. 34)

Far From. Table 4 shows the Far From states and the nature of their course requirements. Al- though completion of IEP requirements was most frequent in these states, six of them included language or guidance about the rigor of the IEP-defined requirements. In contrast, 14 states simply required the completion of IEP requirements without language or guidance about the rigor of the IEP-defined requirements. Three states indicated that the IEP could allow for the student to be exempted from the course requirements to receive a regular diploma.

Table 4. Course Requirements for Students with Disabilities in States Where Requirements Were Rated as Far From Those for Their Peers

Complete Allowance for Requirements in IEP Complete Requirements Exemption from Course State (with Rigor) in IEP (without Rigor) Requirements Arizona X Arkansas X Connecticut X Idaho X Illinois X Iowa X Maine X Michigan X Minnesota X Missouri X Nebraska X Nevada1 X New Hampshire X New Mexico X

10 NCEO Table 4. Course Requirements for Students with Disabilities in States Where Requirements Were Rated as Far From Those for Their Peers (continued)

Complete Allowance for Requirements in IEP Complete Requirements Exemption from Course State (with Rigor) in IEP (without Rigor) Requirements North Dakota X Ohio X Pennsylvania X South Dakota X Texas X Utah X Vermont X Wisconsin X Total 5 14 3 1 Nevada, although in the Complete Requirements of IEP (Without Rigor) column, did cite other state and district investigations addressing rigor of IEP decisions about placement and credit decisions. Nevertheless, it does not have guidance or language about rigor.

Examples of statements about requirements for students with disabilities in states that indicated that the IEP determined the requirements to be completed, with guidance about rigor, include the following:

Connecticut: Students with a mild or moderate learning disability, who receive the additional support of an Individual Education Plan (IEP), are expected to meet the graduation requirements as stated in this plan. The Planning and Placement Team (PPT) must work closely with the mentor/advisor of the Student Success Plan for each special education student to ensure that every student meets the middle and high school expectations described. There may be some modifications in the curriculum or in the assessment environment for this student, but the basic expectations are the same as for non-special education students. (Connecticut Department of Education, n.d., p. 4)

New Mexico: Departures from the standard program of study for students receiving special education services and supports shall be considered in the order of the options listed in Subparagraph (b) of Paragraph (13) of Subsection J of 6.29.1.9 NMAC. [These options, which must be submitted in a prior written notice of proposed action, include: standard program of study; and a career readiness alternative program of study; plus an option for student in the AA-AAS.] Any modified program of study may depart from a standard program of study only so far as is necessary to meet an individual student’s educational needs as determined by the IEP Team. Districts and charter schools are obligated to meet the requirements IDEA to provide students with IEPs on any one of the three programs of study, and access to the general curriculum in the least restrictive

NCEO 11 environment. When an alternative program of study is developed, a building administrator or designee who has knowledge about the student shall be a member of the IEP team. (New Mexico Public Education Department, 2014, p. 22)

Examples of statements about requirements for students with disabilities in states that indicated that the IEP determined the requirements to be completed, without guidance about rigor include the following:

Arkansas: For a student with disabilities, fulfillment of the requirements set forth in the student’s IEP constitutes the basis for graduation from high school. (Arkansas Depart- ment of Education, 2009, p. 20)

Minnesota: For some students, the IEP team may decide that attainment of individualized objectives is a more appropriate determining factor, with respect to receipt of a high school diploma, than is attainment of required examinations or other requirements. The IEP team, because of its unique knowledge of and work with the student, is best suited to make this determination. The student’s parent must consent to the proposed change of placement prior to exiting the student. (Minnesota Department of Education, n.d.)

Nebraska: Consider graduation requirements and IEP annual goals: Neither Rule 51 nor IDEA includes a requirement that an IEP contain specifically identified graduation criteria or a graduation plan; however, it is recognized that many districts document the graduation requirements in the student’s IEP. Deciding to document discussions about the student’s graduation plans either in the IEP or in IEP meeting notes may assist the IEP Team with documenting meaningful opportunities the parent was offered during the development, review, or revision of their child’s IEP. State law—not the IDEA—dictates the substantive standards for graduation. 92 NAC Rule 10-003.05 provides graduation requirements for each NE high school from grades nine through twelve. Additionally, Neb. Rev. Stat. §79-729 states that the graduation requirements prescribed in the statute do not apply to high school students whose individualized education plans prescribe a different course of instruction. Therefore, the IEP Team is responsible for determining the student’s course of instruction; considering the district’s graduation requirements and the student’s progress on meeting annual goals. (Nebraska Department of Education, n.d.)

An example of a statement about requirements for students with disabilities in states that indicated that the IEP could allow for exemption from course requirements to earn a regular diploma includes the following:

Ohio: The consent should also acknowledge that 1) one consequence of not completing the Ohio core curriculum is ineligibility to enroll in most state universities without further coursework and 2) the student must complete the alternative curriculum established by

12 NCEO the school that includes at a minimum the curriculum required in ORC §3313.603(B). …Students who earn a high school diploma under the Opt-Out provision will be prohibited from attending most state universities in Ohio without further coursework. … The Opt-Out was designed to be temporary and yet provide some students with a period of transition to the more rigorous curriculum requirements of the Ohio core. Some students may not feel adequately prepared for the more rigorous requirements; specifically four units of mathematics that must include Algebra II or its equivalent and a unit of advanced science in addition to a unit of physical science and a unit of life science. Other students may feel that their career or college goals might not require the more rigorous curriculum of the Ohio core. …Four cohorts of entering ninth graders will be eligible to pursue the Opt-Out provision. Unless the provision is extended by legislative action, it will end with students who enter ninth grade for the first time on or after July 1, 2014. (Ohio Department of Education, 2012, pp. 1-2)

Assessment Requirements to Earn a Regular Diploma for Students with Disabilities Compared to Their Peers Without Disabilities (Research Question 3)

Not all states require that students take an exit assessment to receive a regular diploma. Table 5 shows those states with an assessment requirement for graduation with a regular diploma from high school.

Table 5. States with Exit Assessment Requirements for a Regular Diploma in 2014-15

Arizona Maryland North Carolina California Massachusetts Ohio Connecticut Minnesota Oklahoma Florida Mississippi Oregon Georgia Missouri Pennsylvania Hawaii Nevada Tennessee Idaho New Jersey Texas Indiana New Mexico Virginia Louisiana New York Washington Note: Some states that had exit exams in the past no longer were using them for 2014-15. For example, the exit exam was eliminated as a graduation requirement to receive a South Carolina High School Diploma beginning with the graduating class of 2015 (South Carolina Department of Education, n.d., p. 1).

Table 6 shows the comparison rating assigned to each state’s exit assessment requirements for students with disabilities compared to their peers: Same, Close To, or Far From. The information collected for exit assessment requirements for students with disabilities and their peers is provided in Appendix D. Overall, with Close To and Far From both reflecting assessment requirements that were different for students with disabilities compared to those of their peers, a total of 19 states had different exit assessment requirements for students with disabilities compared to their peers without disabilities, and 8 states had exactly the same requirements. Of the states with different requirements, 10 had exit assessment requirements for students with disabilities that

NCEO 13 were judged to be Close To those for their peers, and 9 states had exit assessment requirements for students with disabilities that were Far From those for their peers.

Table 6. Comparison Rating of States’ Exit Assessment Requirements

State Same Close To Far From Alabama Alaska Arizona X Arkansas California X Colorado Connecticut X Delaware District of Columbia Florida X Georgia* X Hawaii X Idaho* X Illinois Indiana X Iowa Kansas Kentucky Louisiana* X Maine Maryland X Massachusetts X Michigan Minnesota X Mississippi* X Missouri X Montana Nebraska Nevada X New Hampshire New Jersey X New Mexico X New York* X North Carolina X North Dakota

14 NCEO Table 6. Comparison Rating of States’ Exit Assessment Requirements (continued)

State Same Close To Far From Ohio X Oklahoma X Oregon X Pennsylvania* X Rhode Island South Carolina South Dakota Tennessee* X Texas X Utah Vermont Virginia X Washington X West Virginia Wisconsin Wyoming Total 8 10 9 Note: Shaded states do not have exit assessment requirements. * During verification, the states indicated that its exit assessment requirements were the same for students with disabilities as for students without disabilities.

The eight states in which the exit assessment requirements were the same for students with disabilities as for their peers without disabilities clearly confirmed this expectation, as shown in the following examples:

Hawaii: The High School Diploma shall be issued to students who have met all graduation requirements by demonstrating proficiency in the Hawaii Content and Performance Standards and General Learner Outcomes in the required courses. (Hawaii Department of Education, n.d., p. 5)

Maryland: …and he or she must take and pass the Maryland High School Assessments as appropriate to the date of entry into grade 9 or satisfy the HSA graduation requirement by achieving the required combined score or successfully complete the Bridge Plan for Academic Validation (see section on High School Assessments). (Maryland Department of Education, 2013, p. 2)

NCEO 15 Nevada: In addition to earning 22.5 credits students, must pass the Nevada High School Proficiency Exam (HSPE) in reading, math, and writing. Beginning with the class of 2010, students must also pass the HSPE in science. (Nevada Department of Education, n.d., p. 1)

Exit Assessment Requirements When Different for Students with Disabilities Compared to Their Peers without Disabilities (Research Question 4)

We examined the nature of the exit assessment requirements in those states that had different exit assessment requirements for students with disabilities compared to their peers without disabilities. We report the nature of these differences here by examining first those states that had exit assessment requirements that were Close To and then those states that had exit assessment requirements that were Far From for students with disabilities compared to their peers without disabilities.

Close To. Table 7 shows the Close To states and the nature of their approaches to exit assessment requirements. The most common approaches that states used are included in this table: Other Assessment, Meet Local Criteria, and Waiver.

Table 7. Exit Assessment Requirements for Students with Disabilities in States (N = 10) Where Requirements Were Rates as Close To Those for Their Peers

State Other Assessment Meet Local Criteria Waiver Connecticut X Georgia X Idaho X Louisiana X Mississippi X New Jersey X New York X Oregon X Tennessee X Washington X Total 8 1 1

The states with exit assessment requirements for students with disabilities that were close to those for the exit assessment requirements held for their peers most often involved requiring that the student participate in a different assessment (N=8). In only one state each did the state allow for the student to meet local criteria or for the student to have a waiver from the exit assessment requirement.

16 NCEO Examples of the requirements for students with disabilities in states that indicated another assessment could be used to meet the requirement to earn a regular diploma are the following:

Connecticut: If a student has been identified as having serious learning or other disabilities that significantly impact the student’s ability to meet standard graduation expectations, as indicated in the IEP, then he or she may receive specific…assessments required for graduation. For example, the goal score on the Modified CAPT Assessment is the requirement parallel to the student’s making goal on the standard CAPT. (Connecticut Department of Education, n.d., pp. 4-5)

Tennessee: Students with disabilities must participate in the state End of Course (EOC) assessment. These students must receive appropriate support and accommodations with the goal of mastering course content and passing the EOC assessment. However, a student on an active IEP whose disability interferes with performance on the EOC assessment may demonstrate mastery of core knowledge and skills for that course through the approved alternative performance based assessment. (Tennessee Department of Education, n.d.)

Idaho referred to a local process for those students who did not attain a proficient score on the state assessment:

Idaho: A student who does not attain at least a proficient score prior to graduation may appeal to the school district or LEA, and will be given an opportunity to demonstrate proficiency of the content standards through some other locally established plan. School districts or LEAs shall adopt an alternate plan and provide notice of that plan to all students who have not achieved a proficient or advanced score on the Grade 10 Idaho Standards Achievement Test by the fall semester of the student’s junior year. All locally established alternate plans used to demonstrate proficiency shall be forwarded to the State Board of Education for review and information….Before entering an alternate measure, the student must be: 1. Enrolled in a special education program and have an Individual Education plan (IEP)…. (Idaho Department of Education, 2014, p. 13)

Georgia’s Disability Waiver was considered to be Close To because it focuses on a section of the assessment and because specific documentation is required to have the Waiver approved:

Georgia: Disability Waiver is defined in rule as a student disability that is directly related to his or her ability to pass a particular section of the high school graduation assessment….The written recommendation must be supported by documentation that lists the skills and knowledge set forth in the GPS [Georgia Performance Standards] and how the student has demonstrated equivalent mastery of these skills and standards through

NCEO 17 specific class work and performance on other academic achievement assessments…. (Georgia Department of Education, 2010, p. 7)

Far From. Table 8 shows the Far From states and the nature of their approaches to exit assessment requirements. The most common approaches that states used are included in this table: Meet IEP Criteria (N = 4) and Exemption (N = 5).

Table 8. Exit Assessment Requirements for Students with Disabilities in States (N = 10) Where Requirements Were Rated as Far From Those for Their Peers

State Meet IEP Criteria Exemption Arizona X California X Florida X Minnesota X Missouri X Ohio X Oklahoma X Pennsylvania X Texas1 X Total 4 5 1 State allowed either Meet IEP Criteria or Exemption, but was entered into the farther away column of Exemp- tion.

Examples of the statements about exit assessment requirements in states that indicated a student could meet IEP-defined criteria were the following:

Arizona: The IEP team can identify the expectation for AIMS and graduation. As an example, the IEP may indicate that to graduate with a high school diploma, the student must: ….Participate in AIMS, but not be required to pass in order to meet graduation requirements (this is presumed if the IEP is silent about the passing of the tests)…. (Arizona Department of Education, 2013, p. 5)

Pennsylvania: ….children with disabilities who take the PSSA or the local test, but who cannot perform at the proficient level or better due to their disabilities, can still graduate and receive a regular high school diploma if they have met their IEP goals. (Pennsylvania Department of Education, 2013, p. 39)

Examples of the statements about exit assessment requirements in states that indicated a student could be exempted from the exit assessment requirements were the following:

Florida: Students with disabilities who are working toward a standard high school diploma are expected to participate in the FCAT 2.0 and Florida EOC Assessments; how-

18 NCEO ever, legislation provides for a waiver of the FCAT 2.0 or Algebra 1 EOC Assessment as a requirement for graduating with a standard high school diploma for students with disabilities whose abilities cannot be accurately measured by the statewide assessments. (Florida Department of Education, 2014, p. 2)

Ohio: Four cohorts of entering ninth graders will be eligible to pursue the Opt-Out provision. Unless the provision is extended by legislative action, it will end with students who enter ninth grade for the first time on or after July 1, 2014. (Ohio Department of Education, 2012)

Texas: A student can also graduate and receive a regular high school diploma under the minimum high school program outlined in TAC Chapter 74, upon completing the minimum curriculum and credit requirements for students in general education and participating in required assessments. For these students the ARD committee must determine whether passing the assessment is a requirement for graduation. (Texas Education Agency, 2010, p. 1)

In those states that had the same exit assessment requirements for students with disabilities and their peers (N=8), five of them (Hawaii, Indiana, Maryland, Massachusetts, North Carolina) also had the same course requirements for students with disabilities and their peers.

Discussion

This investigation of the 2014-15 graduation requirements for students with disabilities who participate in states’ general assessments confirmed previous studies that have shown considerable variability in states’ approaches. This is the case for both course requirements for graduation, and in those states that have them, exit assessments for graduation. We found that in terms of course requirements, the majority of states (N=30) had different, less rigorous, requirements for students with disabilities compared to the requirements for their peers. Further, most of these states had requirements identified by us as being “far from” the course requirements for their peers (N=22). Less than half of the states and DC (N=21) had the same course requirements for students with disabilities and their peers.

In the 27 states that had exit assessment requirements for graduation, most (N=19) had different, less rigorous, requirements for students with disabilities compared to the requirements for their peers. Ten states had requirements that we identified as being “close to” and nine states had requirements that we identified as being “far from” the exit assessment requirements for students without disabilities.

NCEO 19 Overall, only five of the 27 states with both course and assessment requirements (Hawaii, In- diana, Maryland, Massachusetts, North Carolina) had the same requirements for students with and without disabilities, and only nine of the 22 states with course requirements only (Alaska, Colorado, Delaware, District of Columbia, Kansas, Rhode Island, South Carolina, West Virginia, Wyoming) had the same requirements for students with and without disabilities. Thus, of the 51 states (which includes DC), 14 states had the same requirements for students with disabilities and students without disabilities to graduate from high school with a regular diploma.

There is clear evidence that the graduation rates of students with disabilities continues to lag behind the rates for their peers. This has been documented using the OSEP Leaver Rate (Cortiella, 2013), the NCES average freshman graduation rate–AFGR (Stillwell, Sable, & Plotts, 2011) and the Adjusted Cohort Graduation Rate–ACGR (Cortiella, 2013; DePaoli, Fox, Ingram, Maushard, Bridgeland, & Balfanz, 2015). At the same time, the push for college and career readiness in students who leave high school with a regular diploma is resulting in increased requirements for graduation for most students (Achieve, 2014, 2015), and more recently a recommendation for the same for students with disabilities (see Thurlow & Johnson, 2013) so that the diplomas they earned are just as meaningful as those earned by their peers. Ensuring appropriate access to instruction and assessments is an essential part of having the same rigorous requirements for students with disabilities as for other students (Thurlow & Johnson, 2013). The information reported here does not address the extent to which this access is provided nor whether states with different requirements differ in the access to instruction and assessments that is provided to students with disabilities.

Continued attention needs to be given to the graduation requirements for students with disabilities. This is perhaps more important now than ever before because of the need for students with disabilities to have the college and career readiness skills to be successful after leaving high school with their diplomas.

20 NCEO References

Alabama State Department of Education. (n.d.). Alabama high school diploma substitute courses for students with disabilities. Retrieved from: http://alex.state.al.us/ccrs/sites/alex.state.al.us. ccrs/files/Substitute%20Courses%20for%20Students%20with%20Disabilities%20(SES%20 Feb.%2011...).docx

Achieve. (2004). Ready or not: Creating a high school diploma that counts. Washington, DC: Achieve. Retrieved from: http://www.achieve.org/ReadyorNot

Achieve. (2013). State college- and career-ready high school graduation requirements. Washing- ton, DC: Achieve. Retrieved from: www.achieve.org/files/CCR-Diploma-Grad-Reqs-Table11-13. pdf

Achieve. (2015). Closing the expectations gap: 2014 annual report on the alignment of state K-12 policies and practice with the demands of college and careers. Washington, DC: Achieve. Retrieved from: http://www.achieve.org/files/Achieve-ClosingExpectGap2014%20Feb5.pdf

Alliance for Excellent Education. (2009). Every student counts: The role of federal policy in improving graduation rate accountability (Policy Brief). Washington, DC: Author.

Arizona Department of Education. (2014). State of Arizona Department of Education: Gradu- ation, dropout & persistence rate technical manual. Retrieved from: http://www.azed.gov/ accountability/files/2014/11/grad-do-persistence-rate-tech-manual-nov26.pdf

Arizona Department of Education. (2013). Graduation and students with disabilities: A guide for parents. Retrieved from: http://www.azed.gov/special-education/files/2013/05/graduation- and-students-with-disabilities-parents4.pdf

Arkansas Department of Education. (2009). Arkansas Department of Education rules for governing standards for accreditation of Arkansas public schools and school districts §14.04. Retrieved from: http://www.arkansased.org/public/userfiles/Legal/Legal-Current%20Rules/ ade_282_standards_0709_current.pdf

Balfanz, R., Bridgeland, J., Bruce, M., & Fox, J. H. (2013). Building a grad nation: Progress and challenge in ending the high school dropout epidemic – 2013 annual update. Washington, DC: Civic Enterprises, the Everyone Graduates Center at Johns Hopkins University School of Education, America’s Promise Alliance, and the Alliance for Excellent Education.

Connecticut Department of Education (n.d.). The Connecticut plan: Academic and personal success for every middle and high school student. Retrieved from: http://www.sde.ct.gov/sde/ lib/sde/pdf/pressroom/TheConnecticutPlan.pdf

NCEO 21 Cortiella, C. (2013). Diplomas at risk: A critical look at the graduation rate of students with learning disabilities. New York: National Center for Learning Disabilities. Retrieved from: www.ncld.org/images/content/files/diplomas-at-risk/DiplomasatRisk.pdf

DePaoli, J. L., Fox, J. H., Ingram, E. S., Maushard, M., Bridgeland, J. M., & Balfanz, R. (2015). Building a grad nation: Progress and challenge in ending the high school dropout epidemic. Baltimore, MD: Johns Hopkins University, Civic Enterprises, Everyone Graduates Center.

Education Commission of the States (ECS). (2006). 50-state view of high school graduation requirements in mathematics and science. Denver, CO: ECS. Retrieved from: http://www.ecs. org/clearinghouse/68/74/6874.pdf

Education Commission of the States (ECS). (2012). 50-state mathematics requirements for the standard high school diploma. Denver, CO: ECS. Retrieved from: http://www.ecs.org/clearinghouse/01/01/28/10128.pdf

Florida Department of Education. (2014). FCAT, FCAT 2.0, EOC, graduation requirements for Florida’s statewide assessments. Retrieved from: http://www.fldoe.org/core/fileparse.php/7764/ urlt/0084238-fcatpass.pdf

Georgia Department of Education. (2011). State Code: IHF(6): 160-4-2-.48 High school graduation requirements for students enrolling in the ninth grade for the first time in the 2008-09 school year and subsequent years. Retrieved from: https://www.gadoe.org/External-Affairs- and-Policy/State-Board-of-Education/SBOE%20Rules/160-4-2-.48.pdf

Georgia Department of Education. (2010). General guidance for state board of education rule 160-1-3.09 waivers and variances of high school graduation assessments. Retrieved from: http://archives.gadoe.org/DMGetDocument.aspx/Final%20General%20Guidance%20for%20 Rule%20Waivers%20and%20Variances%20of%20High%20School%20Graduation%20As- sessments%20Vers1.pdf?p=6CC6799F8C1371F6792D06C2AE784022A18E37C43254EAFF AF755C6959D831C7&Type=D

Guy, B., Shin, H., Lee, S. Y., & Thurlow, M.L. (1999). State graduation requirements for students with and without disabilities (Technical Report 24). Minneapolis: University of Minnesota, National Center on Educational Outcomes.

Hall, D. (2007). Graduation matters: Improving accountability for high school graduation. Washington, DC: Education Trust.

Hawaii Department of Education. (n.d.). Graduation requirements to 2015. Retrieved from: http://www.hawaiipublicschools.org/TeachingAndLearning/StudentLearning/GraduationRe- quirements/Pages/Graduation-Requirements-to-2015.aspx

22 NCEO Idaho Department of Education. (2003). Idaho Administrative Code IDAPA 08.02.03, state board of education, Rules governing through thoroughness, Section 105, part 06. Retrieved from: http://adminrules.idaho.gov/rules/2013/08/0203.pdf

Johnson, D. R., & Thurlow, M. L. (2003). A national study on graduation requirements and diploma options for youth with disabilities (Technical Report 36). Minneapolis: University of Minnesota, National Center on Educational Outcomes.

Johnson, D. R., Thurlow, M. L., & Stout, K. E. (2007). Revisiting graduation requirements and diploma options for youth with disabilities: A national study (Technical Report 49). Minneapolis: University of Minnesota, National Center on Educational Outcomes.

Johnson, D. R., Thurlow, M. L., & Schuelka, M. J. (2012). Diploma options, graduation requirements, and exit exams for youth with disabilities: 2011 national study (Technical Report 62). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.

Maryland Department of Education.(2013). High school graduation requirements questions and answers. Retrieved from: http://hsaexam.org/img/HS_Grad_Q_A.pdf

Minnesota Department of Education. (n.d.) Q&A: High school graduation, diplomas, and aging out of special education services for students with disabilities, Questions 7 and 8. Retrieved from: http://education.state.mn.us/MDE/SchSup/ComplAssist/QA/GradTransTransf/046628

Mississippi Department of Education. (2012). Assessments required for graduation. Code 3803, number 5. Retrieved from: http://www.mde.k12.ms.us/mississippi-board-of-education/board- of-education-policy-manual/policy-3800-graduation-requirements/policy-3803-assessments- required-for-graduation

New Hampshire State Board of Education. (2014). Minimum standards for public school approval § ED 1109. Retrieved from: http://education.nh.gov/legislation/documents/ed3062014- min-stands.pdf

Nebraska Department of Education. (n.d.). Topic: IEP team considerations-graduation related topics. Retrieved from: http://www.education.ne.gov/SPED/bobbing/Graduation%20Consid- erations.pdf

Nevada Department of Education. (n.d.). Five things you need to know about high school graduation requirements in Nevada. Retrieved from: http://www.doe.nv.gov/search. aspx?q=graduation%20requirements&t=site

NCEO 23 New Jersey Department of Education. (n.d.) Subchapter 5. Implementation of graduation requirements: 6A:8-5.2: Graduation requirements, part C. Retrieved from: http://www.state.nj.us/ education/code/current/title6a/chap8.pdf

New Mexico Public Education Department. (2014 rev., 2007). Santa Fe Public Schools Policies and procedures for the provision of special education services for students with disabilities and gifted students, Revised code May, 2014, Chapter 5.1, J (13)(h)(i). Retrieved from: http://www. sfps.info/documentcenter/view/11182

Ohio Department of Education (2012). Ohio core opt-out provisions faq. Retrieved from: http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/New-Learning- Standards/The-Ohio-Core-Opt-Out/Core-Opt-Out-FAQs.pdf.aspx

Oklahoma Department of Education. (n.d.). Achieving classroom excellence act (ACE). Retrieved from:http://www.ok.gov/sde/achieving-classroom-excellence-act-ace

Oklahoma State Department of Education. (2013). ACE Graduation Requirements. Retrieved from: http://www.ok.gov/sde/newsblog/2013-04-12/ace-graduation-requirements

Oregon Department of Education. (2015). ‘Updated’ frequently asked questions for Oregon diploma options, 2014. Retrieved from www.ode.state.or.us, as a pdf (moddipfaq-final).

Oregon State Board of Education. (2012, January). OAR 581-022-1134: Modified Diploma. Retrieved from: http://www.ode.state.or.us/gradelevel/hs/transition/moddipoar012012.doc

Pennsylvania Department of Education. (2013). Transition planning for youth with disabilities from the child welfare system to adulthood: A guide for youth. Retrieved from: http://www.jlc. org/sites/default/files/topic_related_docs/Transition%20Planning%20for%20Youth%20with%20 Disabilities%20-%20A%20Guide%20for%20Youth%20-%20October%202013.pdf

South Carolina Department of Education. (n.d.). Act 155 FAQs. Retrieved from http://ed.sc.gov/ agency/lpa/documents/FAQs-Act155.pdf

South Dakota Department of Education. (1989). ARSD § 24. Retrieved from: http://legis.sd.gov/ Rules/DisplayRule.aspx?Rule=24:05:27:12

South Dakota Department of Education. (2010). Guidance policy: Applying graduation requirements to students with disabilities. Retrieved from: http://doe.sd.gov/octe/documents/Gradu- ationQandAFinal.pdf

Stetser, M. C., & Stillwell, R. (2014). Public high school four-year on-time graduation rates and event dropout rates: School years 2010-11 and 2011-12: First look (NCES 2014-391).

24 NCEO Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics.

Stillwell, R., Sable, J., & Plotts, C. (2011). Public school graduates and dropouts from the Common Core of Data: School Year 2008–09 (NCES 2011-312). U.S. Department of Educa- tion. Washington, DC: National Center for Education Statistics. Retrieved from: http://nces. ed.gov/pubsearch

Tennessee Department of Education. (n.d.). TCAP assessments for students with disabilities. Retrieved from: http://www.tennessee.gov/education/assessment/alt_assessment.shtml

Texas Education Agency. (2010). Graduation requirements for students with disabilities frequently asked questions. Retrieved from: http://www.tea.state.tx.us/WorkArea/DownloadAsset. aspx?id=2147497565

Thurlow, M. L., Albus, D. L., Lazarus, S. S., & Vang, M. (2015). Graduation policies for students with significant cognitive disabilities who participate in states’ AA-AAS (Synthesis Report 97). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.

Thurlow, M. L., Cormier, D. C., & Vang, M. (2009). Alternative routes to earning a standard high school diploma. Exceptionality, 17(3), 135-149.

Thurlow, M. L., & Johnson, D. R. (2013). Graduation requirements for students with disabilities: Ensuring meaningful diplomas for all students. Washington, DC: Achieve.

Urban Institute. (2014). High school graduation, completion, and dropout (GCD) indicators: A primer and catalog. Washington, DC: Education Policy Center: The Urban Institute.

NCEO 25 26 NCEO Appendix A

State Resources on Graduation Requirements

Alabama http://www.aasfaaonline.org/docs/FOCUS/requirements.html [basic requirements] http://alabamaschoolconnection.org/2013/04/18/the-new-alabama-high-school-diploma/ [change in diplomas and requirements for 9th graders in 2015-16] http://blog.al.com/wire//print.html?entry=/2013/11/state_education_board_discards.html [dropping of Alabama High School Graduation Exam] http://alex.state.al.us/ccrs/sites/alex.state.al.us.ccrs/files/Substitute%20Courses%20for%20 Students%20with%20Disabilities%20(SES%20Feb.%2011...).docx

Alaska https://education.alaska.gov/faq.html#A8 [basic requirements] http://diplomaguide.com/articles/Earning_Your_High_School_Diploma_-_Alaska.html [basic requirements, plus indication of options for students with disabilities] http://education.alaska.gov/news/releases/2014/retroactive_diploma.pdf [repeal of High School Graduation Qualifying Examination requirement]

Arizona http://www.azed.gov/hsgraduation/ [Course and Testing Requirements] http://www.azed.gov/wp-content/uploads/2014/01/aims-hs-graduation-overview_revised- aug-2013.pdf [Testing Requirements] http://www.azed.gov/wp-content/uploads/2014/06/new-assessment-transition-table-060414. pdf [Transition from AIMS to New Tests for Graduation] http://www.azed.gov/wp-content/uploads/2013/04/aims-reciprocity-act-sat.pdf [Alternatives to AIMS] http://www.azed.gov/special-education/graduation/ [General page for special education graduation requirements] http://www.azed.gov/special-education/files/2013/05/graduation-and-students-with-disabilities-peas2.pdf [Special education graduation information for public agencies] http://www.azed.gov/special-education/files/2013/05/graduation-and-students-with-disabilities-parents4.pdf [Special education graduation information for parents]

Arkansas http://www.arkansased.org/divisions/learning-services/curriculum-and-instruction/smartcore-core [Smart Core/Core Web page]

NCEO 27 https://arksped.k12.ar.us/.../PWN%20Proposed%20Graduation%2010-14.doc [Form to indicate graduation with a regular diploma means no more special education services] http://www.arkansased.org/public/userfiles/Learning_Services/Curriculum%20and%20In- struction/Smartcore%20Core/smartcore_waiver_2014_080713.pdf [Waiver from Smart Core – to Core – Form] http://www.arkansased.org/public/userfiles/Legal/Legal-Current%20Rules/ade_282_stan- dards_0709_current.pdf [Rules governing standards for accreditation of schools includes graduation requirements – see 14.04.2]

California http://www.cde.ca.gov/ci/gs/hs/cefhsgradreq.asp http://www.cde.ca.gov/ci/gs/hs/hsgrtable.asp http://www.cde.ca.gov/ci/gs/hs/hsgrfaq.asp http://www.cde.ca.gov/ci/gs/hs/algebrafaq.asp http://www.cde.ca.gov/re/lr/wr/specialedauthority.asp http://www.cde.ca.gov/ta/tg/hs/cahseefaqexempt.asp http://www.cde.ca.gov/ta/tg/hs/cahseefaqexempt.asp#q10 http://www.cde.ca.gov/pd/ca/pe/physeducfaqs.asp http://www.cde.ca.gov/sp/se/fp/algebra1.asp

Colorado http://www.cde.state.co.us/postsecondary/graduationguidelines http://www.cde.state.co.us/sites/default/files/documents/secondaryinitiatives/downloads/ad- optedgraduationguidelines2013.pdf http://www.cde.state.co.us/postsecondary/graduation-guidelines http://www.cde.state.co.us/communications/graduation-guidelines-timeline http://www.cde.state.co.us/communications/graduation-guidelines-faq

Connecticut http://www.sde.ct.gov/sde/lib/sde/pdf/backtoschool/student_learning_goals_objectives_hand- book.pdf http://sdeportal.ct.gov/Cedar/Files/Pdf/Reports/cohortgraddocumentation.pdf http://www.sde.ct.gov/sde/LIB/sde/pdf/board/careerpathways.pdf http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/perf_stand_comp.pdf http://www.sde.ct.gov/sde/lib/sde/pdf/pressroom/TheConnecticutPlan.pdf

Delaware http://regulations.delaware.gov/AdminCode/title14/500/505.shtml#TopOfPage

28 NCEO http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/charterschools/CTE505gradu- ationrequirements.pdf http://www.doe.k12.de.us/news/2006/0615.shtml http://www.queuenews.com/NewslettersOct06/DE_Oct06.html#_Education_News

District of Columbia http://dcps.dc.gov/DCPS/College+and+Careers/High+School+Planning/ Graduation+Requirements http://dcps.dc.gov/DCPS/In+the+Classroom/Special+Education/Plan+for+the+Future/Is+My +Child+On+Track+to+Graduate%3F

Florida http://flaglerlive.com/wp-content/uploads/2012-2013-Florida-Federal-Graduation-Rate-Re- port.pdf http://www.fldoe.org/core/fileparse.php/7764/urlt/0084238-fcatpass.pdf http://www.fldoe.org/academics/graduation-requirements/index.stml http://www.leg.state.fl.us/Statutes/index.cfm?App_mode=Display_Statut http://www.leg.state.fl.us/Statutes/index.cfm?App_mode=Display_Statute&Search_ String=&URL=1000-1099/1002/Sections/1002.3105.html http://project10.info/files/SenateBill420102011.ppt http://www.project10.info/files/TransitionGuide07292013.rtf http://www.leg.state.fl.us/Statutes/index.cfm?App_mode=Display_Statute&Search_ String=&URL=1000-1099/1002/Sections/1002.3105.html

Georgia http://www.gadoe.org/External-Affairs-and-Policy/State-Board-of-Education/SBOE%20 Rules/160-1-3-.09.pdf http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Accountability/Documents/ Cohort%20Graduation%20Rate%20Calculators%2001.29.15.xls http://archives.gadoe.org/DMGetDocument.aspx/Final%20General%20Guidance%20for%20 Rule%20Waivers%20and%20Variances%20of%20High%20School%20Graduation%20As- sessments%20Vers1.pdf?p=6CC6799F8C1371F6792D06C2AE784022A18E37C43254EAFF AF755C6959D831C7&Type=D http://www.gadoe.org/External-Affairs-and-Policy/communications/Documents/Four- year%20Adjusted%20Cohort%20High%20School%20Graduation%20Rate%20FAQ.docx http://www.gadoe.org/External-Affairs-and-Policy/State-Board-of-Education/SBOE%20 Rules/160-4-2-.30.pdf https://www.gadoe.org/External-Affairs-and-Policy/State-Board-of-Education/SBOE%20 Rules/160-4-2-.48.pdf

NCEO 29 http://www.gadoe.org/curriculum-instruction-and-assessment/assessment/Pages/default.aspx

Hawaii http://www.hawaiipublicschools.org/TeachingAndLearning/StudentLearning/GraduationRe- quirements/Pages/Graduation-Requirements-2016-and-beyond.aspx http://www.hawaiipublicschools.org/TeachingAndLearning/StudentLearning/GraduationRe- quirements/Pages/home.aspx http://www.hawaiipublicschools.org/TeachingAndLearning/StudentLearning/GraduationRe- quirements/Pages/Graduation-Requirements-to-2015.aspx

Idaho https://www2.ed.gov/admins/lead/account/stateplans03/idcsa.doc http://adminrules.idaho.gov/rules/2013/08/0203.pdf https://www.sde.idaho.gov/site/hs_grad_requirements/docs/Grad%20minimum%20Require- ments.pdf http://www.icdd.idaho.gov/pdf/Publications/Graduation%20Guidance%209-22-11.pdf http://www.sde.idaho.gov/site/hs_grad_requirements/faq.htm http://www.sde.idaho.gov/site/hs_grad_requirements/ http://www.sde.idaho.gov/specialeducation/docs/Manual/Chapter7.pdf

Illinois http://www.isbe.net/news/pdf/grad_require.pdf http://www.isbe.net/sis/ppt/adj-cohort-grad-rate-pres20120419.pdf

Indiana http://www.doe.in.gov/sites/default/files/curriculum/classof2011general1.pdf http://www.doe.in.gov/sites/default/files/curriculum/diplomamatrix2.pdf http://www.doe.in.gov/sites/default/files/curriculum/scopt-outprocess1.pdf http://www.doe.in.gov/ccr/indianas-diploma-requirements

Iowa https://www.educateiowa.gov/graduation-requirements https://www.educateiowa.gov/sites/files/ed/documents/2014Chapter12Matrix2014-08-14.pdf https://www.legis.iowa.gov/docs/ACO/rule/281.12.3.pdf https://www.legis.iowa.gov/DOCS/ACO/IC/LINC/2013.Section.256.7.pdf https://www.educateiowa.gov/sites/files/ed/documents/Iowa%20High%20School%20Gradua- tion%20Rates%20-%20The%20NGA%20Adjusted%20Rates%20Calculation.pdf https://www.educateiowa.gov/sites/files/ed/documents/Iowa%20High%20School%20Gradua- tion%20Rates%20-%20The%20NGA%20Adjusted%20Rates%20Calculation.pdf

30 NCEO Kansas http://www.ksde.org/Portals/0/TLA/Graduation%20and%20School%20Choice/Gradua- tion%20and%20Dropout/Kansas%20Graduation%20Requirements%20Fact%20Sheet%20 2014-2015.pdf http://www.ksde.org/Portals/0/TLA/Graduation%20and%20School%20Choice/Gradua- tion%20and%20Dropout/KansasGraduationDropoutInformationHandbook.pdf

Kentucky http://education.ky.gov/curriculum/pages/gradrequirements.aspx http://www.prichardcommittee.org/wp-content/uploads/2012/09/2012-Special-Needs-KSU- Chapter.pdf http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CCkQFj AA&url=http%3A%2F%2Feducation.ky.gov%2Fspecialed%2FEL%2FDocuments%2FE LL_PreCollege_Curriculum_and_Foreign_Language.doc&ei=NpMZVICiF6Xn8AG-5IHw CQ&usg=AFQjCNHXi6SfMuAMUhtAefASXbJajFvXVg&sig2=z32quasaKeKOyv-IvwE-- Q&bvm=bv.75558745,d.b2U http://education.ky.gov/educational/AL/Documents/305.doc http://education.ky.gov/educational/CCadv/ilp/Documents/KY_AlternativeCompletion_2013- 14F2F-WEBPPT%5BJune%202013%5D.pdf http://education.ky.gov/school/eap/Documents/FAQ%20-%20Alternative%20Education%20 Programs.pdf http://education.ky.gov/curriculum/wlang/Documents/Language%20Competencies.pdf http://education.ky.gov/curriculum/wlang/Documents/2013%20Kentucky%20Standard%20 for%20World%20Language%20Proficiency%208.16.2013.pdf http://education.ky.gov/AA/Reports/Documents/COHORT%20FAQ%202014.pdf http://education.ky.gov/AA/Reports/Documents/CohortFormula.pdf

Louisiana https://www.louisianabelieves.com/docs/default-source/special-school-district/policy---pupil- progression-plan-2012-2013-%28current%29.pdf?sfvrsn=4 http://www.louisianabelieves.com/academics/graduation-requirements http://www.louisianabelieves.com/docs/default-source/counselor-toolbox-resources/community-service-diploma-endorsement-guidelines.pdf?sfvrsn=2 http://www.louisianabelieves.com/docs/default-source/counselor-toolbox-resources/community-service-diploma-endorsement-categories-with-descriptions-and-examples-of-non-profits. pdf?sfvrsn=0 http://www.louisianabelieves.com/docs/default-source/counselor-toolbox-resources/community-service-diploma-endorsement-student-documentation-form.pdf?sfvrsn=0

NCEO 31 http://www.louisianabelieves.com/docs/default-source/counselor-toolbox-resources/community-service-diploma-endorsement-tracking-form.pdf?sfvrsn=0 http://www.osfa.louisiana.gov/MainSitePDFs/Course_Code_List_for_TOPS.pdf http://www.louisianabelieves.com/docs/default-source/counselor-toolbox-resources/a-tops- core-curriculum-2018.pdf?sfvrsn=0 http://www.louisianabelieves.com/docs/counselor-toolbox-resources/individual-graduation- plan-sample.pdf?sfvrsn=8 http://www.louisianabelieves.com/resources/classroom-support-toolbox/counselor-support- toolbox/counselor-toolbox-library http://www.louisianabelieves.com/accountability/school-performance-scores http://www.louisianabelieves.com/assessment/alternate-assessments http://www.louisianabelieves.com/assessment/end-of-course-tests http://www.louisianabelieves.com/assessment/annual-assessments http://www.advocacyinstitute.org/resources/CLE-AI-HB1015_analysis_June2014.pdf http://jpschools.org/wp-content/uploads/2015/02/2014-15-Revised-PPP-Final.pdf

Maine http://www.maine.gov/doe/plan/education_evolving/cpa3.html http://www.maine.gov/doe/proficiency/standards/policystandardsbasedIEPgoals.pdf http://www.maine.gov/doe/proficiency/policy/msmasamplepolicyIKF-2013.doc http://www.maine.gov/education/disruption/law.html

Maryland http://hsaexam.org/img/HS_Grad_Req.pdf http://www.marylandpublicschools.org/NR/rdonlyres/EDA7F17C-52FD-48E7-99B6- 9126DCB53CB8/35115/MD_HighSchoolGradCourseReq_byCounty_03012013_.pdf http://hsaexam.org/img/HS_Grad_Q_A.pdf http://marylandpublicschools.org/stateboard/boardagenda/04222014/Tab_G_13A.03.02_ GraduationRequirementsPublicHighSchools.pdf

Massachusetts http://www.marylandpublicschools.org/NR/rdonlyres/DAABC0E6-50B8-455B-BDD0- E052F6068841/35526/sumatt14.pdf http://www.marylandpublicschools.org/MSDE/programs/esea_flex/docs/WaiverRequest_Us- eSameAssessment_StudentsEachGradeLevel_030714.pdf http://www.marylandpublicschools.org/MSDE/programs/esea_flex/docs/WaiverRequest_Us- eSameAssessment_StudentsEachGradeLevel_030714.pdf http://www.marylandpublicschools.org/MSDE/testing/hsg_qa/index.html http://www.doe.mass.edu/mcas/graduation.html

32 NCEO http://www.doe.mass.edu/as/pathways/ http://www.doe.mass.edu/lawsregs/603cmr30.html?section=03 http://www.doe.mass.edu/ccr/epp/qa.html http://www.doe.mass.edu/mcasappeals/ https://malegislature.gov/Laws/SessionLaws/Acts/2012/Chapter108 www.doe.mass.edu/mcas/alt/resources.html http://www.doe.mass.edu/mcas/participation/?section=all www.doe.mass.edu/ccr/epp/ http://www.doe.mass.edu/lawsregs/603cmr30.html?section=03

Michigan http://www.michigan.gov/documents/mde/faq7_178599_7.pdf http://www.michigan.gov/documents/mde/faq7_178599_7.pdf http://www.michigan.gov/documents/mde/faq1_178592_7.pdf http://www.michigan.gov/documents/mde/faq4_178596_7.pdf http://www.michigan.gov/documents/mde/Parent_12.20.06_181524_7.pdf http://www.michigan.gov/documents/mde/NewMMCPE9-5-2007_213954_7.pdf http://www.michigan.gov/documents/mde/New_MMC_one_pager_11.15.06_183755_7.pdf http://www.michigan.gov/documents/mde/Summary_of_Changes_to_State_Model_IEP_ Form_332702_7.pdf http://www.michigan.gov/documents/mde/Complete_MMC_FAQ_August_2014_467323_7. pdf http://www.michigan.gov/documents/mde/MDE_EDP_10-2-09_296459_7.pdf http://www.michigan.gov/documents/mde/PC_updates_for_website_final_467492_7.pdf http://www.michigan.gov/documents/mde/PC_Guide_Final_5_12_09_277958_7.pdf http://www.michigan.gov/documents/mde/PC_FAQs_5_12_09_277981_7.pdf http://www.michigan.gov/documents/cepi/Understanding_Michigans_Cohort_Grad-Drop_ Rates_465743_7.pdf

Minnesota http://education.state.mn.us/MDE/StuSuc/GradReq/ http://education.state.mn.us/MDE/SchSup/DataSubLogin/GRR/ http://education.state.mn.us/mdeprod/idcplg?IdcService=GET_FILE&dDocName=052427& RevisionSelectionMethod=latestReleased&Rendition=primary http://education.state.mn.us/MDE/SchSup/TestAdmin/MNTests/ http://education.state.mn.us/MDE/SchSup/ComplAssist/QA/GradTransTransf/046628

Mississippi http://gearupms.org/docs/GraduationRequirements.pdf

NCEO 33 http://www.mde.k12.ms.us/student-assessment/student-assessment-satp2/graduation-options http://www.mde.k12.ms.us/mississippi-board-of-education/board-of-education-policy-manual/policy-3800-graduation-requirements/policy-3804-additional-assessment-options-for- meeting-end-of-course-subject-area-test-graduation-requirements http://www.mde.k12.ms.us/mississippi-board-of-education/board-of-education-policy-manual/policy-3800-graduation-requirements/policy-3803-assessments-required-for-graduation https://districtaccess.mde.k12.ms.us/studentassessment/Public%20Access/SATP2%20Stu- dent%20-%20Parent%20Resources/Graduation-Options-Quick-Reference-Chart.pdf https://districtaccess.mde.k12.ms.us/studentassessment/Public%20Access/Forms/AllItems. aspx?RootFolder=%252Fstudentassessment%252FPublic%20Access%252FSATP2%20 Student%20-%20Parent%20Resources&FolderCTID=0x0120008C41041A907A304BA8 9A4587F88962BC&View=%7B5FB78E06-9076-48F4-9A3B-C02F433B41D0%7D https://districtaccess.mde.k12.ms.us/studentassessment/Public%20Access/SATP2%20Stu- dent%20-%20Parent%20Resources/National-Certification-Info-Paper.pdf https://districtaccess.mde.k12.ms.us/studentassessment/Public%20Access/Special_Popula- tions/English%20Learners/Guidelines%20for%20English%20Language%20Learners%20 %28January%202011%29.pdf http://www.mde.k12.ms.us/student-assessment/student-assessment-special-populations/ student-assessment-satp2-aa https://districtaccess.mde.k12.ms.us/studentassessment/Public%20Access/Special_Popu- lations/Subject%20Area%20Alternative%20Assessment%20%28SAAA%29/State%20 Board%20Policy%207610%20-%20Subject%20Area%20Testing%20Program%20Ap- peals%20Process.pdf https://districtaccess.mde.k12.ms.us/studentassessment/Public%20Access/Special_Popula- tions/Subject%20Area%20Alternative%20Assessment%20%28SAAA%29/Subject%20 Area%20Alternative%20Assessment%20Manual%20%28SAAA%29,%20August%202014. pdf https://districtaccess.mde.k12.ms.us/studentassessment/Public%20Access/Special_Popula- tions/Subject%20Area%20Alternative%20Assessment%20%28SAAA%29/Testing%20Stu- dents%20with%20Disabilities%20Regulations%20%28Revised%208-17-2012%29.pdf

Missouri http://dese.mo.gov/sites/default/files/Graduation_Handbook_2010.pdf http://dese.mo.gov/college-career-readiness/assessment/end-course

Montana http://opi.mt.gov/pdf/speced/Guides/GradesGradDipl.pdf http://opi.mt.gov/pdf/SpecED/transi/GradFlyer.pdf

34 NCEO http://opi.mt.gov/GetAnswers/questions/130/What+is+required+for+grades+k-12+in+monta na%3B+subjects+activities%3F http://opi.mt.gov/PDF/gradmatters/Frequently-Asked-Questions-FINAL.pdf http://opi.mt.gov/PDF/Measurement/HomeSchoolPacket.pdf http://www.mtrules.org/gateway/ruleno.asp?RN=10.55.905

Nebraska http://www.education.ne.gov/APAC/Documents/CurrentEvents/GraduationRequirements.pdf http://www.education.ne.gov/sped/bobbing/Graduation%20Considerations.pdf http://www.education.ne.gov/assessment/pdfs/SAA_13_Update_Final.pdf http://www.education.ne.gov/nssrs/docs/Guidance_for_Graduation_Cohort_3_0_0.pdf http://www.education.ne.gov/Legal/webrulespdf/CLEAN15_2012.pdf http://www.education.ne.gov/Legal/webrulespdf/RULE10_PLEDGE_2012.pdf

Nevada http://www.doe.nv.gov/NDE_Offices/APAC/Resources/Nevada_State_Requirements_for_ Graduation/ http://www.doe.nv.gov/search.aspx?q=graduation%20requirements&t=site http://www.doe.nv.gov/NDE_Offices/Special_Education/Programs/Special_Education/Re- sources/Additional_Resources/Coursework,_Credits,_Promotions,_and_Graduation_Ceremo- nies_for_Students_with_Disabilities/ http://www.doe.nv.gov/NDE_Offices/Special_Education/Programs/Special_Education/Re- sources/Additional_Resources/IEP_Guidelines/

New Hampshire http://www.education.nh.gov/instruction/special_ed/documents/nh_rules_amendment_ may_2014.pdf http://www.education.nh.gov/program/school_approval/approval_faq.htm#instruction http://www.education.nh.gov/legislation/documents/ed3062014-min-stands.pdf http://www.gencourt.state.nh.us/rsa/html/XV/193-C/193-C-3.htm http://www.education.nh.gov/instruction/curriculum/arts/documents/handbook.pdf http://www.education.nh.gov/standards/documents/high-school-competency.pdf

New Jersey http://www.state.nj.us/education/news/2009/0220req.htm http://www.state.nj.us/education/assessment/hs/sra/ http://www.state.nj.us/education/assessment/hs/sra/expectations2.pdf http://www.state.nj.us/education/assessment/hs/sra/0909update.pdf http://www.state.nj.us/education/assessment/hs/sra/epp/050712eppmemo.pdf

NCEO 35 http://www.state.nj.us/education/assessment/hs/sra/epp/guidance.pdf http://www.state.nj.us/education/assessment/hs/sra/epp/core.doc http://www.state.nj.us/education/assessment/hs/sra/tapp.pdf http://www.state.nj.us/education/aps/cccs/ss/regs.htm http://www.state.nj.us/education/aps/cccs/chpe/regs.htm http://www.state.nj.us/education/aps/cccs/wl/regs.htm http://www.state.nj.us/education/assessment/hs/hspa/ http://www.state.nj.us/education/assessment/hs/njbct.shtml http://www.state.nj.us/education/assessment/hs/hspt/ http://www.state.nj.us/education/assessment/hs/sra/man.pdf

New Mexico http://ped.state.nm.us/ped/Graduation_index.html http://ped.state.nm.us/ped/GradDocs/requirement/Graduation%20Checklist%20Print%20 2015%20JO.pdf http://ped.state.nm.us/ped/GradDocs/requirement/NMSA%2022.13.1.1%20Graudation%20 Requirements.pdf http://ped.state.nm.us/ped/GradDocs/requirement/NMSA%2022-2C-4.pdf http://ped.state.nm.us/ped/GradDocs/requirement/Graduation%20Assessment%20Require- ments%2001162014.pdf http://ped.state.nm.us/ped/GradDocs/requirement/Graduation%20Assessment%20Require- ments%20Transfers%2001142014.pdf http://ped.state.nm.us/ped/GradDocs/guidance/Graduation%20Course%20Requirements%20 20012%20-%202017.pdf http://swmcdn.com/site_0450/NEREC_PathwaystoDiploma_050813.pdf http://ped.state.nm.us/ped/Graduation_FAQ.html http://www.nmlegis.gov/sessions/08%20Regular/final/SB0460.pdf

New York http://www.p12.nysed.gov/specialed/diploma-credentials.html http://www.p12.nysed.gov/ciai/gradreq/intro.html http://www.p12.nysed.gov/specialed/publications/safetynet-compensatoryoption.html http://www.p12.nysed.gov/specialed/publications/safetynet-qa.htm http://www.p12.nysed.gov/specialed/gradrequirements/CDOS-QA-1113.htm http://www.p12.nysed.gov/specialed/gradrequirements/CDOS-QA-Aug14.pdf http://www.p12.nysed.gov/ciai/gradreq/2009GradReqDetails.html http://www.p12.nysed.gov/ciai/gradreq/GradReq3columnStyle7_1.pdf http://www.p12.nysed.gov/specialed/publications/localdiplomaoptions-may2011.pdf http://www.p12.nysed.gov/ciai/gradreq/appeal-form.pdf

36 NCEO North Carolina http://www.ncpublicschools.org/docs/curriculum/home/graduationrequirements.pdf http://www.ncpublicschools.org/docs/accountability/testing/eoc/creditrecovfaq.pdf http://www.ncpublicschools.org/accountability/testing/eoc/ http://sbepolicy.dpi.state.nc.us/policies/GCS-C-021.asp?pri=01&cat=C&pol=021&acr=GCS

North Dakota http://www.dpi.state.nd.us/speced1/laws/policy/1005paper.pdf http://www.nd.gov/docr/juvenile/Education/Student%20Services/School%20Pro- grams/2010-11%20School%20Catalog.pdf

Ohio http://oh.portal.airast.org/oh_alt/faqs http://education.ohio.gov/Topics/Testing/Ohio-s-State-Tests/Ohio%E2%80%99s-Alternate- Assessment-for-Students-with-Sign http://education.ohio.gov/Topics/Testing/Ohio-s-State-Tests/End-of-Course-Exams http://education.ohio.gov/Topics/What-s-Happening-with-Ohio-s-Graduation-Requiremen http://education.ohio.gov/Topics/Testing/Ohio-Graduation-Test-OGT http://education.ohio.gov/Topics/Ohio-s-New-Learning-Standards/Ohios-New-Learning- Standards/The-Ohio-Core-Opt-Out http://education.ohio.gov/Topics/Special-Education/Ohio-Core-and-Students-with-Disabili- ties http://education.ohio.gov/Topics/Testing/Ohio-Graduation-Test-OGT/Ohio-Graduation-Tests- FAQs http://education.ohio.gov/Topics/What-s-Happening-with-Ohio-s-Graduation-Requiremen/ Graduation-Requirements-2014-2017 http://education.ohio.gov/Topics/What-s-Happening-with-Ohio-s-Graduation-Requiremen/ Graduation-Requirements-2014-2017/Alternative-Pathway-for-Diploma http://education.ohio.gov/Topics/What-s-Happening-with-Ohio-s-Graduation-Requiremen/ Graduation-Requirements-2014-2017/Criteria-for-Diploma-with-Honors http://education.ohio.gov/Topics/What-s-Happening-with-Ohio-s-Graduation-Requiremen/ Graduation-Requirements-2014-2017/Electives-Requirement-for-Graduation http://education.ohio.gov/Topics/What-s-Happening-with-Ohio-s-Graduation-Requiremen/ Latest-Updates-on-Graduation-Requirements/Graduation-Requirements-Frequently-Asked- Questions Alternate Achievement Standards for Students with the Most Significant Cognitive Disabili- ties Non-regulatory guidance http://education.ohio.gov/getattachment/Topics/Testing/Next-Generation-Assessments/ Ohio%E2%80%99s-Alternate-Assessment-for-Students-with-Sign/altguidance-1.pdf.aspx

NCEO 37 What it takes to earn a Ohio diploma – Checklist http://education.ohio.gov/getattachment/Topics/What-s-Happening-with-Ohio-s-Graduation- Requiremen/Graduation-Requirements-2014-2017/Graduation-Checklist-2014.pdf.aspx AASCD Fact Sheet http://oh.portal.airast.org/oh_alt/wp-content/uploads/2014/09/ SP15AASCD_Fact_Sheet.pdf AASCD FAQ for Families http://oh.portal.airast.org/oh_alt/wp-content/uploads/2014/09/ SP15AASCD_Family_FAQ2.pdf Participation Criteria http://oh.portal.airast.org/oh_alt/wp-content/uploads/2014/09/AASCD- ParticipationCriteriaFinal082514.pdf PowerPoint Presentation on the Ohio Academic Content Standards – Extended http://education.ohio.gov/getattachment/Topics/Special-Education/Students-with-Disabilities/Students- With-Disabilities-(1)/Extended-Standards-PowerPoint_Web.ppt.aspx Criteria for Alternative Pathway to Graduation http://education.ohio.gov/getattachment/ Topics/What-s-Happening-with-Ohio-s-Graduation-Requiremen/Graduation-Require- ments-2014-2017/Alternative-Pathway-for-Diploma/Criteria-for-Alternate-Pathway-to-Grad- uation.pdf.aspx FAQ for Alternative Pathway for Diploma http://education.ohio.gov/getattachment/ Topics/What-s-Happening-with-Ohio-s-Graduation-Requiremen/Graduation-Require- ments-2014-2017/Alternative-Pathway-for-Diploma/The-Case-for-Martin.pdf.aspx Alternative Pathway to Graduation: Roles and timeline http://education.ohio.gov/getattachment/Topics/What-s-Happening-with-Ohio-s-Graduation-Requiremen/Graduation-Require- ments-2014-2017/Alternative-Pathway-for-Diploma/Board-Roles-and-Timelines.pdf.aspx The Case for Martin: An Alternative Pathway to Graduation Sample http://education.ohio. gov/getattachment/Topics/What-s-Happening-with-Ohio-s-Graduation-Requiremen/Gradu- ation-Requirements-2014-2017/Alternative-Pathway-for-Diploma/The-Case-for-Martin.pdf. aspx Comparison of Diplomas with Honors Criteria http://education.ohio.gov/getattachment/ Topics/What-s-Happening-with-Ohio-s-Graduation-Requiremen/Graduation-Require- ments-2014-2017/Criteria-for-Diploma-with-Honors/Diploma-with-Honors-Comparison- Chart-4-1-11.pdf.aspx A Guide to the Ohio Graduation Tests for Students and Families http://education.ohio.gov/ getattachment/Topics/Testing/Ohio-Graduation-Test-OGT/2011-Family-Guide.pdf.aspx Ohio Core Opt-Out Provisions FAQ http://education.ohio.gov/getattachment/Topics/Aca- demic-Content-Standards/New-Learning-Standards/The-Ohio-Core-Opt-Out/Core-Opt-Out- FAQs.pdf.aspx 2012-2013 Four Year Five Year Graduation Rate Measures https://education.ohio.gov/getattachment/Topics/Data/Report-Card/2012-2013-Technical-Documentation-Graduation- Rate-Measure.pdf.aspx

38 NCEO Oklahoma http://www.ok.gov/sde/assessment-home http://ok.gov/sde/newsblog/2013-04-12/ace-graduation-requirements http://www.ok.gov/sde/achieving-classroom-excellence-act-ace OSDE Form 12 Criteria Checklist http://ok.gov/sde/sites/ok.gov.sde/files/OSDE%20 Form%2012%20Assessment%20Criteria%20Checklist.pdf OAAP Portfolio Administration Manual http://www.pearsonaccess.com/cs/Satellite?blobcol= urlblob&blobheader=application%2Fforce-download&blobheadername1=Content-Dispositio n&blobheadername2=Content-Transfer-Encoding&blobheadervalue1=attachment%3B+filen ame%3D%222013-2014+OAAP+Portfolio+Administration+Manual.pdf%22&blobheaderva lue2=binary&blobkey=id&blobtable=BinaryData&blobwhere=1255055959927&ssbinary=tr ue FAQ Regarding Students with Disabilities and the OAAP Portfolio Assessment http://ok.gov/ sde/sites/ok.gov.sde/files/documents/files/OAAP%20FAQ%202013-2014.pdf ACE EoC Project and ELL Testing Accommodation Update Memo http://ok.gov/sde/sites/ ok.gov.sde/files/ACE-Memo1-27-12.pdf EoC project Options for Meeting ACE Graduation Testing requirements http://www.ok.gov/ sde/sites/ok.gov.sde/files/documents/files/Website%20End%20of%20Course%20Project%20 Options.pdf Earning Skills for SUCCESS Brochure http://www.ok.gov/sde/sites/ok.gov.sde/files/documents/files/SUCCESS%20brochure%202014-15.pdf High School graduation checklist http://www.ok.gov/sde/sites/ok.gov.sde/files/documents/ files/SUCCESS_HS_GRAD_Parent%20Checklist%202014-15.pdf Ace Guidance Memo http://ok.gov/sde/sites/ok.gov.sde/files/ACE-Guidance.pdf ACE FAQ EoC Projects http://ok.gov/sde/sites/ok.gov.sde/files/ACE-EOC-ProjectsFAQ.pdf ACE Flowchart for Students with Disabilties http://ok.gov/sde/sites/ok.gov.sde/files/ACE- Flowchart.pdf http://ok.gov/sde/sites/ok.gov.sde/files/SB-Jan12-7bAltTest.pdf

Oregon http://www.ode.state.or.us/search/page/?id=1681 http://www.ode.state.or.us/search/results/?id=27 http://www.morrow.k12.or.us/sites/morrow.k12.or.us/files/File/policies/alternativecer- toar012012.pdf http://www.ode.state.or.us/wma/teachlearn/diploma/diploma-qa.pdf http://www.ode.state.or.us/wma/teachlearn/testing/resources/es_overview_eng.pdf http://www.morrow.k12.or.us/sites/morrow.k12.or.us/files/File/policies/extdipoar012012.pdf http://www.ode.state.or.us/gradelevel/hs/transition/moddipfaq-final.pdf http://www.ode.state.or.us/gradelevel/hs/transition/moddipoar012012.doc

NCEO 39 Pennsylvania http://www.pdesas.org/module/assessment/About.aspx http://www.pdesas.org/module/assessment/Keystone.aspx http://study.com/pennsylvania_high_school_diploma.html https://www.drnpa.org/wp-content/uploads/2012/10/graduation-requirements-for-children- with-disabilities.pdf PA High School graduation Requirements: LEA Guide to Proposed Changes http://static. pdesas.org/Content/Documents/PA_HS_Graduation_Requirements_LEA_Guide_to_Pro- posed_Changes.pdf PA HS Graduation Requirements: Parents’ guide to Proposed Changes http://static.pdesas. org/Content/Documents/PA_HS_Graduation_Requirements_Parents_Guide_to_Proposed_ Changes.pdf Keystone Project Based Assessments FAQ http://static.pdesas.org/Content/Documents/Key- stone%20Project%20FAQ.pdf Keystone Project Based Assessment System FAQ http://static.pdesas.org/Content/Docu- ments/Keystone_Project_FAQ_4-28-11.pdf Information for Parents or Guardians PA Keystone Exams http://static.pdesas.org/Content/ Documents/Keystone_Exams_Parent_Overview-12-3-2013.pdf Keystone Accommodations Guidelines http://static.pdesas.org/Content/Documents/2014%20 PSSA%20and%20Keystone%20Accommodations%20Guidelines.pdf Accommodations Guidelines for ELL http://static.pdesas.org/Content/Documents/Accommo- dations%20for%20ELL%2001.13.11.pdf Diploma Project Toolkit Handbook http://www.education.state.pa.us/portal/server.pt/gateway/PTARGS_0_2_1379902_0_0_18/Diploma%2520Project%2520Toolkit%2520PDE. docx&sa=U&ei=4KkxVOqxKJKwyATc74LwAQ&ved=0CA0QFjAHOBQ&client=internal- uds-cse&usg=AFQjCNErbRtVU19VDIoSpGGbaH_u1PI_bA Transition planning for youth with disabilities from the child welfare system to adulthood: A guide for youth. http://www.jlc.org/sites/default/files/topic_related_docs/Transition%20Planning%20for%20 Youth%20with%20Disabilities%20-%20A%20Guide%20for%20Youth%20-%20Octo- ber%202013.pdf http://static.pdesas.org/Content/Documents/PDE_PSFactSheet.pdf

Rhode Island http://www.ritap.org/iep/professional-development http://ride.ri.gov/Portals/0/Uploads/Documents/Diploma-System/Guidance_ltr_7-15-13.pdf http://ride.ri.gov/Portals/0/Uploads/Documents/Instruction-and-Assessment-World-Class- Standards/Assessment/RIAA/Guidance_for_IEP_Teams-RIAA_and_NCSC_2014-15.pdf

40 NCEO http://ride.ri.gov/Portals/0/Uploads/Documents/Diploma-System/Website-PPT-Diploma- System.pdf https://www.google.com/url?q=https://www.ride.ri.gov/Portals/0/Uploads/Documents/Diplo- ma-System/Planning_for_NECAP_Release_2013/3_Communications/C16_RI-HS-Diploma- System-Requirements.pptx&sa=U&ei=3OkqVICwNcThuQS9sYH4CA&ved=0CAsQFjAF& client=internal-uds-cse&usg=AFQjCNHe2J4H-EEMsjhHEYQr9GCa5YTiPw http://www.ride.ri.gov/Portals/0/Uploads/Documents/Diploma-System/NECAP-clarifica- tion-101912.pdf http://www.ride.ri.gov/StudentsFamilies/RIPublicSchools/DiplomaSystem.aspx

South Carolina http://ed.sc.gov/agency/programs-services/124/ http://ed.sc.gov/agency/programs-services/172/ https://ed.sc.gov/agency/lpa/HSAPEliminationInformation.cfm - HSAP Elimination (class of 2015) http://ed.sc.gov/agency/programs-services/172/AccommodationsandCustomizedForms.cfm http://ed.sc.gov/agency/programs-services/48/index.cfm http://ed.sc.gov/agency/programs-services/48/SC-AltSampleTasks.cfm - performance task http://ed.sc.gov/agency/programs-services/48/SC-AltExtendedStandards.cfm - extended standards for SC-Alt http://ed.sc.gov/agency/programs-services/124/documents/2013version43-234.pdf http://ed.sc.gov/agency/programs-services/48/documents/SC-AltParticGuidanceForIEPteams. pdf http://ed.sc.gov/agency/programs-services/48/documents/PartiGuideAltAssessRev021510.pdf http://ed.sc.gov/agency/programs-services/48/documents/Career_and_College_Readiness.pdf http://ed.sc.gov/agency/programs-services/173/documents/ParentGuideNov12.pdf http://ed.sc.gov/agency/lpa/documents/FAQs-Act155.pdf

South Dakota http://doe.sd.gov/oats/EOC.aspx http://doe.sd.gov/oats/AltAssessment.aspx http://doe.sd.gov/octe/gradrequirements.aspx http://doe.sd.gov/oats/documents/FAQ_EOC.pdf http://doe.sd.gov/oats/documents/EOCflowch.pdf http://doe.sd.gov/oats/documents/dsaPrntGd.pdf http://doe.sd.gov/octe/documents/FAQs.pdf http://doe.sd.gov/octe/documents/GradRequirements.pdf http://doe.sd.gov/octe/documents/GraduationQandAFinal.pdf https://doe.sd.gov/oess/documents/sped_transition_GraduationQA.pdf

NCEO 41 Tennessee http://www.tn.gov/education/assessment/high_school.shtml http://www.tn.gov/education/assessment/alt_assessment.shtml http://www.tn.gov/education/instruction/graduation.shtml http://www.tn.gov/education/assessment/el_assessments.shtml http://www.tn.gov/education/assessment/doc/AltPBA_ppt.pdf http://www.tn.gov/education/student_support/special_ed/3210gradrequirements_000.ppt http://www.tn.gov/sbe/2008Januarypdfs/IV%20N%20High%20School%20Transition%20 Policy%20&%20Rule.pdf

Texas http://www.tea.state.tx.us/index2.aspx?id=5324 http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074f.html - Graduation requirements for students entering grade 9 2011-12 http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074g.html - Graduation requirements for students entering grade 9 in 2012-13 and thereafter http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074b.html - Foundation High School Pro- gram Graduation Requirements, Adopted January 2014 http://www.tea.state.tx.us/index2.aspx?id=2147484563 http://www.tea.state.tx.us/index2.aspx?id=25769806149 http://www.tea.state.tx.us/student.assessment/special-ed/staaralt/ http://www.tea.state.tx.us/WorkArea/linkit.aspx?LinkIdentifier=id&ItemID=2147489483&lib ID=2147489482 http://www.tea.state.tx.us/WorkArea/linkit.aspx?LinkIdentifier=id&ItemID=25769809336&li bID=25769809338 http://www.tea.state.tx.us/WorkArea/linkit.aspx?LinkIdentifier=id&ItemID=25769809836&li bID=25769809849 http://www.tea.state.tx.us/WorkArea/linkit.aspx?LinkIdentifier=id&ItemID=25769810175&li bID=25769810188 http://www.tea.state.tx.us/WorkArea/linkit.aspx?LinkIdentifier=id&ItemID=25769810175&li bID=25769810188 http://www.tea.state.tx.us/WorkArea/linkit.aspx?LinkIdentifier=id&ItemID=25769810226&li bID=25769810239 http://www.tea.state.tx.us/WorkArea/DownloadAsset.aspx?id=2147497565 http://tea.texas.gov/WorkArea/linkit.aspx?LinkIdentifier=id&ItemID=25769804283&lib ID=25769804283

42 NCEO Utah http://www.schools.utah.gov/CURR/gradinfo/Home/High-School-Requirements-by-Year. aspx http://www.schools.utah.gov/CURR/gradinfo/Diplomas.aspx http://www.schools.utah.gov/CURR/gradinfo/Demonstrated-Competency/Assessments.aspx http://www.schools.utah.gov/CURR/gradinfo/Demonstrated-Competency/Policy.aspx http://www.schools.utah.gov/CURR/gradinfo/Home/High-School-Requirements-by-Year/ FoundationAppliedorAdvancedCourses-092613.aspx http://www.rules.utah.gov/publicat/code/r277/r277-700.htm

Vermont http://education.vermont.gov/pbgr - Proficiency-based graduation requirements http://education.vermont.gov/documents/EDU-FinalEQS_AsAdopted.pdf http://education.vermont.gov/documents/EDU-EQS_Intoduction.pdf http://education.vermont.gov/documents/EDU-EQS_Annotated.pdf

Virginia http://www.doe.virginia.gov/instruction/graduation/index.shtml http://www.doe.virginia.gov/instruction/graduation/standard.shtml http://www.doe.virginia.gov/instruction/graduation/advanced_studies.shtml http://www.doe.virginia.gov/instruction/graduation/modified_standard.shtml http://www.doe.virginia.gov/instruction/graduation/credit_accommodations.shtml http://www.doe.virginia.gov/instruction/graduation/other_diploma.shtml http://www.doe.virginia.gov/instruction/graduation/faq.shtml http://www.doe.virginia.gov/testing/alternative_assessments/vaap_va_alt_assessment_prog/ index.shtml http://www.doe.virginia.gov/testing/alternative_assessments/vsep_va_substitute_eval_prog/ index.shtml http://www.doe.virginia.gov/testing/alternative_assessments/vmast_va_mod_achievement_ stds_test/index.shtml http://www.doe.virginia.gov/administrators/superintendents_memos/2014/253-14.shtml http://www.doe.virginia.gov/administrators/superintendents_memos/2013/105-13a.pdf http://www.doe.virginia.gov/instruction/graduation/credit_accommodations/guidelines_stan- dard_diploma_credit_accommodations_for_students_with_disabilities_faq.pdf Washington http://sbe.wa.gov/GradRequirements/ClassOf2014.php#.VEe4NhZPJCM – 2014 Graduation Requirements http://www.k12.wa.us/GraduationRequirements/default.aspx

NCEO 43 http://www.k12.wa.us/GraduationRequirements/Requirement-Credits.aspx http://www.k12.wa.us/assessment/GraduationAlternatives/default.aspx http://www.k12.wa.us/assessment/Portfolio/default.aspx http://www.k12.wa.us/assessment/StateTesting/#3 http://www.k12.wa.us/GraduationRequirements/Requirement-CulminatingProject.aspx http://www.k12.wa.us/GraduationRequirements/Requirement-HighSchoolBeyond.aspx http://www.k12.wa.us/assessment/GraduationAlternatives/pubdocs/IEPTeamGuidanceforSe- lectingCIAOptions.pdf http://www.k12.wa.us/assessment/GraduationAlternatives/CollectionofEvidence.aspx http://www.k12.wa.us/assessment/GraduationAlternatives/HSPE-MSP-COEBasic.aspx http://www.k12.wa.us/assessment/GraduationAlternatives/OffGradeLevelAssessment.aspx http://www.k12.wa.us/assessment/GraduationAlternatives/LDA.aspx http://www.k12.wa.us/assessment/GraduationAlternatives/AwarenessLevel.aspx http://www.k12.wa.us/assessment/GraduationAlternatives/SpecialCircumstances.aspx http://www.k12.wa.us/assessment/WaiverAppeals/AppealingHSAssessment.aspx

West Virginia http://wvde.state.wv.us/riseup/graduationRequirements.php http://wvde.state.wv.us/riseup/resources.php http://wvde.state.wv.us/tasc/ http://wvde.state.wv.us/oaa/pdf/ParticipationGuidelines.pdf http://wvde.state.wv.us/osp/Policy2419September2014.pdf

Wisconsin http://graduation.dpi.wi.gov/grad_paths http://docs.legis.wisconsin.gov/statutes/statutes/118/33/1 http://sped.dpi.wi.gov/sped_bul10-08 http://graduation.dpi.wi.gov/files/forms/pdf/podfm-pprc-grad.pdf http://alternativeed.dpi.wi.gov/files/alternativeed/pdf/alted_qa.pdf http://alternativeed.dpi.wi.gov/alted_gedo2 http://alternativeed.dpi.wi.gov/files/alternativeed/pdf/HSCompletionCredential- Type031904_2.pdf http://lbstat.dpi.wi.gov/files/lbstat/ppt/alternative_ed.ppt

Wyoming http://edu.wyoming.gov/in-the-classroom/ http://edu.wyoming.gov/beyond-the-classroom/college-career/scholarships/hathaway/requirements/

44 NCEO Regular Assessment Students Graduation Policies - 46 Appendix B Appendix B Alabama Graduation Requirements for Students Earning a Regular Diploma Alabama Graduation Requirements for Students Earning a Regular Diploma

Please verify that the following answers we found for your state are correct. If edits are needed, please do so and add a link to documentation. Thank you!

1. Name(s) of regular diplomas: Alabama High School Diploma Alabama High School Diploma with Advanced Academic Endorsement (First Choice)

2. Are Course Requirements the same for students with disabilities as for other students? No, Students with disabilities have specific alternative courses that can be taken to meet the course requirements (e.g., English Essential 9, 10, 11, 12 or AAS English 9, 10, 11, 12 for English 9, 10, 11, 12; Algebraic Essentials A & B and Geometry Essentials A & B or AAS Mathematics 9, 10, 11, 12 for Algebra I, Geometry, and Algebra II with Trig or Alg II or equivalent))

3. Does your state have test requirements to earn a regular diploma? No

4. Are exam requirements the same for students with disabilities as for other students? Not applicable

5. Does your state have an alternate route/appeals process? No

If the correct answer to question 5 is YES and your state has test requirements to earn a regular diploma, please check Question 6 for accuracy.

6. Are the Same Alternative Ways/Appeals for Exams Available to Students With and Without Disabilities?

NCEO 45 46 NCEO Appendix C

State Course Requirements for Graduation with a Regular Diploma

NCEO 47 Fulfilled the AIMS and s%20(SES%20Feb.%2011...) ssments required for graduation (i.e., graduation for required ssments ., English Essential 9, 10, 11, 12 or ., English Essential for Requirements for withStudents Disabilities p.1 duation with a Regular Diploma

of the following requirements to requirements following the who have met one of are students Graduates school, study for high of a course Completed school diploma: receive a high and AIMS asse school Passed all three high OR without augmentation. or with writing) and reading, mathematics, (IEP), Individual Education Plan an Completed Students with disabilities have specific alternative courses that can be taken be taken that can courses specific alternative have disabilities Students with (e.g requirements course the meet to A & 9, 10, 11, 12; Algebraic Essentials AAS English 9, 10, 11, 12 for AAS Mathematics 9, 10, 11, 12 for A & B or Essentials B and Geometry equivalent)) or II Alg or Trig with II Algebra and Geometry, I, Algebra See: http://alex.state.al.us/ccrs/sites/alex.state.al.us.ccrs/files/Substitute%20Cour ses%20for%20Students%20with%20Disabilitie .docx [Same] ‐ 1 C Appendix C ications are verified by qualified qualified by verified are ications ); Social Studies (4 credits): Grade Grade credits): (4 ); Social Studies /FOCUS/requirements.html /FOCUS/requirements.html State Course Requirements for Gra State Course stricts may require more), as more), require may stricts s): Biology(1), Physical Science(1), Physical Science(1), s): Biology(1), arning_Your_High_School_Diploma_- General Requirements http://www.aasfaaonline.org/docs may be modified using a Personal Curriculum) Curriculum) a Personal using may be modified – 4 credits arts Language history) ½ credit in Alaska (must include – 3 credits Social studies Math – 2 credits – 2 credits Science – 1 credit Education Health/Physical credits English – 4 Math – (Alg 4 credits I, Geometry, Alg II course;and additional Alg II – 3 credits Science Science Elective(1), Science Elective(1 Economics(1/2), History(1), World U.S. History(1), 9(1), Health Education(1), Physical Courses: Additional Government(1/2); Additional Applications(1/2), Computer Arts(1/2), Fine Education(1/2), Electives(5 ½) academic advanced the for listed are requirements additional Specific for math, the listed courses; of (e.g., advanced courses endorsement life or additional science, for included, with trigonometry algebra advanced same two credits in must include courses, for additional science; physical foreign language). can Applications Noted that Computer waived be if computer literacy, appl and introductory skills, keyboarding other electives) then used for (1/2 credit staff high school See: follows:      See: http://diplomaguide.com/articles/E   Alabama “Close To”: State Defines Alternative Coursework Coursework Alternative Defines State To”: “Close Alabama English 12(1); and English 11(1), 10(1), English ELA: English 9(1), and Math Elective(1), Algebra I(1), Geometry(1), (4 credits): Mathematics (4 credit Science Math Elective(1); All Students Same as for Alaska di (and credits earn 21 Student must _Alaska.html Coursework Alternative for Rigor for IEP Requirements on No Language From”: “Far Arizona follows: as credits, 22 earn must Student 

48 NCEO p.20 lfillment of the requirements set forth set theof requirements lfillment p.4-5 with disabilities, the Individualized the Individualized with disabilities, ndards_0709_current.pdf ndards_0709_current.pdf Awarded the Grand Canyon Diploma. Diploma. Canyon Grand Awarded the ies-parents4.pdf ies-parents4.pdf and http://www.azed.gov/special-education/files/2013/05/graduation-and- http://www.arkansased.org/public/userfiles/Legal/Legal-

[Same] Education Program (IEP) serves as the student’s ‘graduation plan’ (14.04.1) (14.04.1) plan’ ‘graduation the student’s as serves (IEP) Program Education fu with disabilities, student a and “…For school” from high for graduation basis the IEP constitutes in the student’s (14.04.2). See: requirement specified in their IEP. OR Fulfilled all requirements for a Grand Grand a for requirements all Fulfilled OR IEP. their in specified requirement Diploma, Canyon See: students-with-disabilit students policy say “For Statements in Current%20Rules/ade_282_sta

‐ 2 C omics) Three years of social social years of omics) Three http://www.azed.gov/hsgraduation/ http://www.azed.gov/hsgraduation/ http://www.arkansased.org/public/userfiles/Legal/Legal- ½ government, ½ economics) economics) ½ government, ½ fourth math for of specifics with a range course, college comparable unit) of or Principles physics biology/chemistry, applied biology, chemistry, I and II or PIC Physics) Technology History) American History/Geography, district. school at the local and counseling History/Geography, World History, (American – 3 credits Social studies – 1 credit CTE/Fine Art credits Electives – 7 9, 10, 11, 12 – grades English – 4 units Alg II complete or or 12 and 11 in grade course Math – 4 units (math science, from physical with lab experience – 3 units Natural Science World Civics/American Government, or (Civics – 3 units Social studies unit – ½ Oral Communications – ½ unit Physical Education Safety – ½ unit Health and Fine Art – ½ unit guidance through established with specifics – 6 units, CAREER FOCUS science (including U.S. history and geography; world history, culture, and and geography; world U.S. history (including science of semester and one government; of American one semester geography;    See: Coursework for Alternative IEP Requirements on Rigor for From”: No Language “Far Arkansas follows as in the SMART CORE curriculum, credits earn 22 Student must is obtained): a waiver (unless          about cautions (with requested be can CORE SMART the from waiver A (16 curriculum CORE is then in the The student entry into postsecondary). units). See: Current%20Rules/ade_282_standards_0709_current.pdf And http://www.arkansased.org/public/userfiles/Learning_Services/Curriculum %20and%20Instruction/Smartcore%20Core/smartcore_waiver_2014_0807 13.pdf Students as for All California Same fulfill state and district must students diploma, high school a To receive requirements course State-mandated graduation requirements. graduation follow: (the state minimums) Algebra (including mathematics years of Two years of English. Three geography; and history U.S. (including science I)Three years of social of American semester one geography; culture, and history, world of econ semester and one government;

NCEO 49

‐ 3 C ment if, after all support services services ment if, after all support t (20 U.S.C. Sec. 1400 et seq.), or or seq.), et 1400 Sec. U.S.C. (20 t that of completion a course in a waiver of any provision of this provision of waiver of any a ucation agency, as defined in Section in as defined agency, ucation e of their disability, may request a request may disability, their of e ehabilitation Act of 1973 (29 U.S.C. Act of 1973 (29 U.S.C. ehabilitation quirement for earning a standard high standard a earning for quirement Section 56101, a district, Special Education Special Education a district, Section 56101, Education Code http://www.cde.ca.gov/ci/gs/hs/hsgrtable.asp http://www.cde.ca.gov/ci/gs/hs/hsgrtable.asp http://www.cde.ca.gov/ci/gs/hs/algebrafaq.asp http://www.cde.ca.gov/re/lr/wr/specialedauthority.asp http://www.cde.ca.gov/re/lr/wr/specialedauthority.asp : Local Plan Area (SELPA), county office, or public education agency may agency education office, or public Local Plan Area (SELPA), county for requirement I Algebra the of waiver a grant to board the request submit a Specific The would needs. district exceptional with individuals Waiver to the State Board of Education.willEach be waiver considered on however, waiver, a for request a submitting Before basis. case-by-case a SELPA must ensure that all county office or the district, are informed students/parents/guardians is a re to graduation Algebra I prior economics) Two years of science (including biology and physical and physical biology (including science of Two years economics) or One year of foreign language education years of physical science)Two arts. performing and visual See: And waivers is: education for special The legal authority local education special Any district, (a) Section 56101: Code Education plan area, office, county or public ed a to earn I in order Algebra with disabilities have to complete Do students diploma? high school Yes, students with disabilities have to all state and local graduation meet local Your requirement. graduation state a is I Algebra requirements. with students Some courses. math additional require may district school natur to the specific due disabilities, Pursuant to 56500, may request the board to grant to board the request may 56500, if the waiver is to pursuant that provision adopted or regulations code of the pupil's implementation and to the content beneficial or necessary any right provided abrogate not and does education program individualized the under guardians or parents and their needs exceptional with individuals Education Ac Disabilities with Individuals or county plan area, local special education of a district, to the compliance U.S.C. Sec. (20 Education Act with Disabilities Individuals office with the R the of 504 Section seq.), et 1400 thereto. relating regulations federal and Sec. 794), to pursuant request any part, in or whole in grant, may board The (b) failure to do so would hinder that the facts indicate when (a) subdivision or program education individualized of the pupil's implementation office county or area, local plan education a district, special by compliance or for children education a free, appropriate for with federal mandates youth with disabilities. See Algebrarequire graduationI waiver theof pass the course cannot provided, the student have been See:

50 NCEO

[Same] Students with a mild or moderate learning disability, who receive the the who receive disability, learning a mild or moderate Students with to Plan (IEP), are expected Education of an Individual support additional and The Planning st ated in this plan. as requirements graduation the meet of the with the mentor/advisor closely work Team (PPT) must Placement that to ensure student education special Student Success Plan for each described. expectations school high and meets the middle every student assessment the same as for are expectations There may be some the basic in the or curriculum the but modifications in student, for this environment students. education non-special See: http://www.sde.ct.gov/sde/lib/sde/pdf/pressroom/TheConnecticutPlan.pdf [Same] ‐ 4 C ] . Waiver Office Each local school district’s board school district’s Each local 4) credits in order to graduate to graduate in order 4) credits th the Graduation Class of 2015 of 2015 Class the Graduation th when student when such has successfully develop its own high school graduation graduation school develop its own high sework criteria are provided. are provided. criteria sework http://www.cde.ca.gov/sp/se/fp/algebra1.asp http://www.cde.ca.gov/sp/se/fp/algebra1.asp of education retains the authority to requirements graduation school high local those as long so requirements, or competencies core or basic standards any minimum meet or exceed skills on based of Education State Board by the Colorado identified skills after graduation. successful need to be will students See: http://www.sos.state.co.us/CCR/GenerateRulePdf.do?ruleVersionId=2989 school diploma. Students/parents/guardians must also understand that the also understand must Students/parents/guardians school diploma. high a of denial the is course I Algebra an in enrolling not of consequences the from is available process on the waiver Information school diploma. California of Education's Department (CDE) See: Students Same as for All Colorado defined has met the locally who a student is A “graduate” 2.01 (10) diploma. highschool a for requirements And http://www.cde.state.co.us/postsecondary/graduation-guidelines by the listed demonstrations meet one of the competency Students must demonstrations competency based only assessment state. For 2014-15, cour - no specific are provided coursework Alternative for for IEP Requirements on Rigor Has Language “Far From”: Connecticut Science, 1: Cluster 9-12) (Grades Requirements School High - 11 Credit Total (STEM) and Mathematics Engineering Technology, x, 1 I Algebra Curricula Model Credits Mathematics: 8 Requirement: C (2) x 1 Probability & Statistics or II Algebra x, 1 Geometry See: http://www.sde.ct.gov/sde/lib/sde/pdf/pressroom/TheConnecticutPlan.pdf Students as for All Same Delaware below: see Diplomas and Requirements Graduation School High 505 wi Beginning Requirements Credit 3.0 (Freshman Class of 2011-2012) of 2011-2012) Class (Freshman be student shall school of 2015, a public class 3.1 For the graduating a State of Delaware Diploma granted minimum of twenty four (2 a completed in credits four (4) Arts, English Language credits in (4) four including: credits in Social three (3) Science, in credits three (3) Mathematics, in physical credit (1) one Language, World in a Studies, two (2) credits

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‐ 5 C edit World language requirement by requirement language World edit guage requirement shall be waived. be shall requirement guage education, one half (1/2) credit in health education, three (3) credits in a credits three (3) education, credit in health half (1/2) one education, elective courses. half (3 ½) credits in and one Pathway, and three Career work that includes course mathematics complete shall 3.1.1 The student Geometry, of requirements traditional the of equivalent the than less no Algebra II courses. Algebra I and shall Standards to the State Science related 3.1.2 Scientific investigations requirements. course science three all in included be each credit load a shall maintain the student year the senior 3.1.3 During that could be a majority of credits at least the student that earns semester the during earned shall be in Mathematics A credit taken that semester. year. senior course school high regular include shall year credits 3.1.3.1 Senior of both. 8.0, or a combination in available the options offerings, Language: 3.2 World cr may fulfill the two (2) 3.2.1 Students either: the same in credits Language World of two (2) a minimum 3.2.1.1 Earning or, language level on a proficiency higher or Novice-high 3.2.1.2 Demonstrating English, except proficiency, of language assessment nationally recognized and receptive of oral or signed expressive in the skill areas as that of proficiency writing, the levels uses and reading communication, Language, Foreign Teaching of for the Council identified by the American of Education. Department for use by the Delaware or as approved out- an school from high public in a Delaware 3.2.2 Any student enrolling and including between school high Delaware or nonpublic school of-state of the 12th grade 30th year and September the 11th grade of 1st October be shall school from a previous credit Language (1) World year with one is language the unless language that in credit second the earn to required one shall earn the student case, school. In such the enrolling not offered at pursue or credits (2) a total of two for language in an additional credit (1) language. credit of the original second earn the in 8.0 to available options out- an school from high public in a Delaware 3.2.3 Any student enrolling and including between school high Delaware or nonpublic school of-state of the 12th grade 30th year and September the 11th grade of 1st October one least at earn to required be shall credits, Language World no with year further, the Provided to graduation. credit prior Language World (1) still be shall section in this outlined credits (24) total minimum twenty-four 7.1. to pursuant requirements credit other any or met, 3.2.4 Any student out- school an enrolling in a public Delaware from high 1st or after October on school high Delaware or nonpublic school of-state Lan World of the 12th grade year,

52 NCEO

‐ 6 C ol year, at the end of the first, ent and student’s advisor to discuss advisor to discuss ent and student’s needed, as well as the student’s as the student’s as well needed, credit requirements pursuant to 7.1. to pursuant requirements credit the entry requirements for his or her her or his for requirements entry the student's parent(s) guardian(s) or parent(s) guardian(s) student's s as stated in the SSP; and s as stated Provided further, the minimum twenty-four (24) total credits outlined in this outlined credits (24) total twenty-four the minimum Provided further, still be met, or any other shall section with one schools public Delaware between 3.2.5 Any student transferring earn to required be shall school previous a from credit Language World (1) at the is not offered the language unless credit in that language the second in options available shall pursue In such case, the student school. enrolling one or earn students original language of the credit second 8.0 to earn the credits…. (2) a total of two for language in an additional credit (1) Experience the School (Personalizing Planning 5.0 Student Success Advisement) Through have a Student shall student twelfth grade 5.1 Every eighth through Success Plan (SSP) developed by the student, the student's advisor, and with For a student relative or caregiver. guardian(s) parent(s), the student's Plan the Student Success Program (IEP) Education an Individualized also(SSP) shall the other aspects of the transition incorporate plan 925 Code Admin. DE 14 by required an establish shall school and charter district school 5.2 Each local Plans which includes Success Student for developing process advisement guardian(s) parent(s), and advisor, the student’s the student’s the student, include: shall process caregiver. The advisement or relative career and on academic based for the student goals 5.2.1 Setting learning skills required identifying and interests and postsecondary the student’s secondary aligned to of study program goals; Plan Success in the Student progress student 5.2.2 Actively monitoring with the stud held conferences through on an ongoing goals toward life planning career and progress educational period; least once in each marking at a minimum, and, basis of the Student Success Plan by update review and 5.2.3 Annual the the student's advisor, student, of alignment to assure as appropriate and others relative caregiver by the end of goals life toward planning career and progress educational year; each school of failing a course is in danger services if a student support 5.2.4 Providing completing or is not on track toward post-secondary goal (CTE) Education and Technical Career for the guidelines 5.2.5 Following and Technical State Plan for Career in the of study outlined programs Education; second at the end of first and transcript student’s each 5.2.6 Reviewing scho 2014-15 in the year, and beginning on track is student if the to determine of high school year and third second criteria: on the following based to graduate

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‐ 7 C the middle school in conjunction in conjunction the middle school rict and charter school boards may school boards rict and charter high school the student has earned at has earned student school the high following activities, the districts and activities, the districts following high school the student has earned at has earned student school the high credits and four (4) other course course other (4) and four credits nts for graduation above the minimum nts for graduation hool boards shall establish policies hool boards shall establish policies as defined in 14 Del.C. §§8901A and Del.C. §§8901A in 14 as defined ent with 5.2.6.1, 5.2.6.2 and 5.2.6.3 5.2.6.1, 5.2.6.2 and 5.2.6.3 ent with (12) course credits; and 5.2.6.1 At the end of the first year of least four (4) core course credits and two (2) other course credits for a total credits course two (2) other credits and core course (4) least four of six (6) course credits; CODE 5 ADMINISTRATIVE DELAWARE TITLE 14 EDUCATION has the student of high school year 5.2.6.2 At the end of second course core eight (8) at least earned credits of twelve for a total 5.2.6.3 At the end of the third year of credits for course seven (7) other and credits (11) core course least eleven credits. course a total of eighteen (18) on Program (IEP), Education with an Individualized student 5.2.6.4 For a consist shall be track to graduate IEP Team…. the student’s by determined otherwise unless Pathway 6.0 Career sc charter and districts Local school of Career and approval development, content, the purpose, concerning Pathways…. Dist Requirements Credit Additional 7.0 requireme credit additional establish Department….. the by required credits of number Graduation Toward High School Credit for Awarding 8.0 Options credit to award areauthorized boards school charter and 8.1 District activities, on the condition for the following graduation school toward high standards. content applicable state any that the activities incorporate anyBefore credit of the awarding for for the activity have adopted a policy approving shall boards school charter for of credit for the award conditions specific any and establishing credit the activity. Such be to applicable shall each policy within school the school. high charter or each district two or college, community an accredited at or through taken 8.1.1 Courses four year college. service community 8.1.2 Voluntary 8902A. which the community and school in the work experience 8.1.3 Supervised of the individual interest career special or objectives meets the educational student. study. 8.1.4 Independent by the be delivered may courses These courses. learning 8.1.5 Distance or by video. time, online in real learner to the teacher 8.1.6 High school taken while courses in the and school the middle between district agreement articulated an with in to a high school shallalso transfer Such credit high school(s). district school or to a charter district another

54 NCEO

[Same] ‐ 8 C room/Special+Education/Plan+for+t edits of the 24.0 required credits credits required 24.0 the of edits or a demonstration of competency of competency a demonstration or US History (4.0 credits), World World credits), (4.0 History US rements for graduation, including including for graduation, rements CTE courses and college-level courses); courses); college-level and CTE courses 8.1.7 Course credit transferred from another high school. school. high another from transferred credit 8.1.7 Course as classes, school evening or summer through earned credit 8.1.8 Course a member of the military service or as H. Groves Adult part of the James High School. being in the subject certified taught by a teacher programs 8.1.9 Tutoring taught. of the state or instrumentalities by agencies awarded credit 8.1.10 Course A to students. services provide educational which schools other than public the and given, grades to the student, provided the program of description of instruction hours of clock number ge Students Columbia Same as for All District of first for the who enroll in 9th grade students DCPS diploma, a To receive (or credits earn 24.0 thereafter must and Year 2007-2008 time in School English (3.5 credits, (0.5 credits), Electives follows :Art as Units) Carnegie Mathematics— (1.5 credits), Physical Education Health and (4.0 credits) including AlgebraII,Level I, and Algebra Geometry, Math Upper (4.0 2 Lab Sciences, Biology, Science—including credits), Music (0.5 Credits), I History World Studies-including Social credits), (4.0 Science) and 1 Other & II, DC History, US Government, aduation+Requirements And with the opportunity provide students effort to every The IEP team makes a student high school, from To graduate DCPS diploma. to earn a regular requi necessary all complete must he+Future/Is+My+Child+On+Track+to+Graduate%3F All Students Florida Same as for must be provided to the school district or charter school prior to receipt of prior school charter or to the school district must be provided credit… See: http://regulations.delaware.gov/AdminCode/title14/500/505.shtml#TopOfPa At least 2.0 cr credits); (2.0 Language “College the approved on that appear courses through must be earned list (AP, IB, Prep” Level or Career Service. of Community 100 hours See: http://dcps.dc.gov/DCPS/College+and+Careers/High+School+Planning/Gr good a having coursework, required on grades passing receiving participating and service hours community completing record, attendance in any final testing. See: http://dcps.dc.gov/DCPS/In+the+Class

NCEO 55

[Same] ‐ 9 C p.1-2 ; work-related internships 1008.44 ility shall, theility in collaboration with ting; advanced-content instruction; instruction; ting; advanced-content .—Beginning with studentsentering and ndex.cfm?App_mode=Display_Statute& ndex.cfm?App_mode=Display_Statute& . Additional ACCEL options may include, but may include, ACCEL options . Additional 1003.492 Four options to receive standard diploma: diploma: to receive standard Four options program (1) 24-credit but must 2 courses, ELA; 4 math (may substitute 24 credits: 4 All students: equally other 2 and biology (inc. science 3 Geometry); & I Algebra take and speech arts, 1 fine or performing studies; 3 social courses; rigorous take at (must 8 electives education; physical 1 arts; practical debate or will least one course online) which Career education cour ses can be used and course education in both the career credit to earn student allow graduation. school high for required courses Enhance Learning to Curriculum Challenging Academically (2) 18-credit (ACCEL) See: http://www.leg.state.fl.us/Statutes/i Search_String=&URL=1000-1099/1002/Sections/1002.3105.html whole- ACCEL options: must offer the following At a minimum, each school virtual acceleration; subject-matter promotion; and midyear grade Acceleration and the Credit subjects; grade level higher in instruction s. 1003.4295 Program under and engineering, technology, science, to, enriched are not limited flexible grouping; programs; enrichment coursework; mathematics instruction; self-paced classes; combined courses; academic advanced compac curriculum or apprenticeships; curriculum. and telescoping (IB) curriculum Bacculaureate (3) International (AICE) curriculum Education Certificate of International (4) Advanced See: http://www.leg.state.fl.us/Statutes/i p.1 Search_String=&URL=1000-1099/1002/Sections/1002.3105.html And (11) STUDENTS WITH DISABILITIES to a student applies year, this subsection school 2014-2015 9 in the grade with a disability. the student with a disab of (a) A parent process planning the transition during team (IEP) plan individual education to graduate for the student an intent declare to s. 1003.5716, pursuant a certificate or diploma high school a standard with either school from high satisfy the standard not a disability who does A student with of completion. be shall section this to pursuant requirements diploma school high of completion. a certificate awarded rigorous industry certifications that are articulated to college credit and credit to college that articulated are certifications industry rigorous to ss. approved pursuant

56 NCEO

‐ 10 C ation must be verified by the IEP ation must be for the number of hours per week week per of hours number for the s and abilities that meet the criteria that meet the criteria s and abilities ternships, community service, and service, community ternships, that documents a student’s mastery mastery a student’s documents that an, for the equivalent of 1 semester, semester, 1 of equivalent the for an, oyment competencies, industry industry competencies, oyment and must identify the following: must identify the following: and student’s individual education plan: education plan: individual student’s (b) The following options, in addition to the other options specified in this in specified in addition to the other options following options, (b) The diploma school the standard high may be used to satisfy section, the in specified as requirements, 1. For a student with a disability for whom the IEP team has determined the IEP team has determined with a disability for whom 1. For a student of measure the most appropriate is Alternate Assessment that the Florida skills: the student’s industry assessments, substitutions, of course a. A combination points completion occupational or options, other acceleration certifications, skill unique student’s the to appropriate rule. State Board of Education by established evidence quantifiable of portfolio A b. by State metrics established through rigorous standards of academic but is not limited to, include, rule. A portfolio may Board of Education in of work experience, documentation credit. postsecondary the IEP team has determined with a disability for whom 2. For a student is the most competencies and employment of academic that mastery skills: her his or to demonstrate way for a student appropriate graduation school of the minimum high completion a. Documented of rules by prescribed credits course of number the including requirements, the State Board of Education. objectives short-term and goals of all annual achievement b. Documented and certifications, industry competencies, and employment for academic plan. transition in the student’s specified points completion occupational verified must be by theThe IEP documentation team. employment successful c. Documented pl transition student’s in the specified of requirements the with compliance in wage minimum a of payment and Act. Standards Labor the federal Fair competencies, and employment of the academic mastery d. Documented in the specified points completion occupational and certifications, industry The document plan. transition student’s must be plan transition The teacher. team, the employer, and and employer parent, teacher, by the student, signed and developed in employment before placement empl and academic (I) The expected points; completion and occupational certifications, of the mastery certifying and determining for (II) The criteria competencies; be worked number of hours to minimum the and (III) The work schedule and per week; district. by the school provided to be of the supervision (IV) A description

NCEO 57 licy/State-Board-of- a University System of Georgia a University System of Georgia completing Mathematics III or GPS completing Mathematics ed Education Program Team meet ed Education Program thematics core credits. Successful credits. Successful core thematics ternal-Affairs-and-Po https://www.gadoe.org/Ex

Students with Disabilities who earn credit in Mathematics I or GPS Algebra I or GPS Algebra in Mathematics who earn credit Disabilities Students with Mathematics II or GPS and course, support mathematics and the associated course, may upon support mathematics the associated and Geometry through the Individualiz determination by requirements diploma mathematics Advanced Algebra for of a3 total ma not meet the mathematics of mathematics may units 3 core of completion into entrance for requirements admission coursework. additional without institution other post-secondary institution or See: Education/SBOE%20Rules/160-4-2-.48.pdf ‐ 11 C p.7 parent and is subject to verification is subject parent and ed work-study, internship, or pre work-study, ed specified instruction and services. and services. instruction specified ndex.cfm?App_mode=Display_Statute& andardized assessment requirements by requirements assessment andardized AREAS OF STUDY. 3. Any change to the high school graduation option specified in the specified option to the high school graduation 3. Any change student’s IEP must be by approved the Search_String=&URL=1000-1099/1002/Sections/1002.3105.html Coursework Alternative Defines State To”: “Close Georgia (iii) Required Units 4 Arts* (I) English/Language (II) Mathematics* 4** (III) Science*4 The 4th sciencemeet both the unit may be used to requirement elective and science (IV) Social 3 Studies* (V) CTAE and/or 3 Fine Arts and/or Language/Latin Modern (VI) and Health Physical Education* 1 (VII) Electives 4 TOTAL UNITS (MINIMUM) 23 Courses Core and/or Courses *Required for appropriateness by an independent reviewer by the parent as selected by an independent for appropriateness 1003.572. in s. provided diploma high school meets the standard who with a disability (c) A student high standard a of receipt the defer may section this in requirements if the student: school diploma education, special plan that prescribes education individual 1. Has an age 21; services through services, or related transition planning, transition and pursuant to s. instruction credit college in accelerated 2. Is enrolled credit, a that lead to college courses certification industry 1007.27, to satisfy the Scholar necessary courses school program, high collegiate structur a or requirements, designation program. apprenticeship and of completion a certificate who receives with a disability (d) A student education, special plan that prescribes education individual has an years 21 services through or related services, transition planning, transition of age may continue to the receive st of the statewide, (e) Any waiver be must to s. 1008.22(3)(c), team, pursuant plan education the individual by verification for appropriateness to is subject approved by the parent and in s. for as provided by the parent selected reviewer an independent 1003.572. See: http://www.leg.state.fl.us/Statutes/i

58 NCEO

[Same] ‐ 12 C licy/State-Board-of- 1 credit (note 8) (note 1 credit 6 credits May be counted toward 1.0 1.0 toward May be counted 3 credits 3 credits elective credit elective credit 2 credits 2 credits 0.5 credit 24 credits 0.5 credit 0.5 credit HIGH SCHOOL DIPLOMA DIPLOMA HIGH SCHOOL 4 credits 3 credits 4 credits 4 credits ternal-Affairs-and-Po https://www.gadoe.org/Ex English (note 1) 2) (note Social Studies (note 3) Mathematics 4) (note Science one of the specified in credits Two of study: programs language) (same Language World (note 5) 6) Fine Arts (note Education and Technical Career (note 7) (P.E.) Physical Education Health Plan Personal Transition Subject Area) Electives (Any Senior Project TOTAL: CREDITS CREDITS ** Students entering ninth grade in 2008-2009, 2009-2010, and 2010-2011 2010-2011 and 2009-2010, in 2008-2009, grade ninth ** Students entering II or GPS Algebra I and Mathematics in Mathematics credit only, who earn courses. mathematics core with 2 additional along and GPS Geometry, See: Education/SBOE%20Rules/160-4-2-.48.pdf Hawaii Same as for All Students course of 2016, the minimum class with the graduating Effective 2012-13 are: diploma graduation school high a receive to requirements credit and Notes: English Language credit), Arts 1 (1 Language English shall include English credit). (0.5 Writing and Expository credit) Arts 2 (1 (0.5 credit) and of Hawaii History Modern include shall Social Studies (0.5 credit). a Democracy in Participation

NCEO 59 y student prior to the end of eighth to the end of y student prior ample, a teacher may use different may use a teacher ample, rict or State graduation requirement requirement graduation State or rict ned by the IEP team and are deemed by the IEP deemed team and are ned te graduation requirements. Further: Further: requirements. graduation te irements on the student’s behalf. behalf. student’s on the irements equirements must specifically address address specifically must equirements ogram (IEP) Team Requirements ogram (IEP) Team Requirements

a. Graduation Requirements with Accommodations. Accommodations to Accommodations Accommodations. with Requirements Graduation a. determiare requirements graduation IEP. in the student’s stated shall be Adaptations with Requirements Graduation b. A. Individualized Education Pr Education A. Individualized Graduation Regarding requirements local and state all the student will me et whether 1. Determine date. graduation and anticipated from high school to graduate to be eligible Approved Parent with the in collaboration of study course 2. Develop the ever for required Plan Learning Student may and annually will be reviewed Plan The Student Learning (8th) grade. be revised at any time. review (9th) grade, ninth student’s end of the no later than the 3. Beginning to the changes study, identify and make of course the student’s annually and requirements graduation meet to student the for needed study of course of society. member become a contributing made to the district’s adaptations and any accommodations 4. Document requ graduation regular State’s and for the student to comple necessary r to graduation 1) Accommodations program. secondary the student’s of completion and level of rigor to the district the same will maintain 2) Accommodations ex For requirements. graduation State student’s the assessing for methods or alternate strategies instructional rigorous. equally are that skills of acquisition to any dist made 3) Accommodations ‐ 13 C Education Fitness Lifetime (0.5 as determined by the school district) district) by the school determined as mbers in the study of one language. of one language. study in the mbers ics, American government) 5 credits ics, American government) _grad_requirements/docs/Grad%20mini p.1 Math shall include Algebra 1 (1.0 credit), Geometry (1.0 credit) or e.g. two- e.g. or Geometry (1.0 credit) 1 (1.0 credit), Algebra Math shall include sequence. course Core Common integrated year Electives Science (1.0 credit) and Laboratory Biology include shall Science (2.0 credits). be taken in must Credits Language. World a single in credits Two nu course consecutive with sequence Dance. Drama or discipline: Visual Arts, Music, a Fine Arts in credits Two discipline. need to be in a single do not Credits of study pathway program career single to be in a need credits Two sequence. Physical 1005 PEP courses: Required credit). Elective (0.5 Physical Education Basic and credit) See: http://www.hawaiipublicschools.org/TeachingAndLearning/StudentLearning /GraduationRequirements/Pages/Graduation-Requirements-to-2015.aspx coursework Alternative for Rigor for IEP Requirements on Has Language From”: Idaho “Far credits): 15 elective credits; core of instruction (29 46 credits credits 9 1 credit)- credits, Speech 8 (English Arts Language credits – 6 Algebra 1 and standards) Geometry (including Mathematics 6 credits (4 lab) Science econom Social (US Studies history, 2 language) or foreign fine arts humanities, (interdisciplinary Humanities credits Health 1 credit courses (Elective credits 17 Electives See: https://www.sde.idaho.gov/site/hs mum%20Requirements.pdf

60 NCEO for ation/docs/Manual/Chapter7.pdf of a vocational and technical course and technical of a vocational Code, all students, except students students except all students, Code, this Part, as a prerequisite to to prerequisite this Part, as a adaptations include changes made to made changes include adaptations scuss with the parents the effect of the effect with the parents scuss er the 9th grade and subject to the subject and er the 9th grade is determined by an individualized gor required in the district or State or in the district required gor tional and technical course and its course and and technical tional the School Code [105 ILCS 5/27-22.05], [105 ILCS 5/27-22.05], Code the School the school district makes available available makes district the school of the grades 9 through 12 may adopt a 12 may 9 through of the grades ate graduation requirement shall be stated shall requirement ate graduation parent or guardian first requests the substitution and the substitution first requests or guardian parent p.12 p.12 http://www.isbe.net/news/pdf/grad_require.pdf http://www.sde.idaho.gov/specialeduc

education program, must successfully complete certain courses, depending depending courses, certain complete successfully must program, education year in which they ent school upon the of 1.445 Section in provided exceptions a must provide Such policies requirement. or graduation for a high school of both the voca description complete Pursuant to Section 27-22 of the School Pursuant to Section 27-22 study with disabilities whose course of diploma. school receiving a high Substitute Course Required Section 1.445 a) Pursuant to Section of 27-22.05 with any in districts school boards policy for providing a course substitution by the substituted that will be replaced course to the required relationship set must meet the requirements that may be substituted Courses course. this of 1.440(d) Section and Code School the of 27-22.05 Section in forth Part. substitution a course be enrolled in of 18 shall under the age student b) No thatunless student's that writing on forms approves it in temporary the student's in maintained shall be Such requests requests. such Records Student School Illinois the of 4 Section with accordance in record 10/4]. ILCS [105 Act See: graduation requirements. Examples of requirements. graduation the level of rigor. that alter standard or grading objectives, content, course St or district any of Adaptations 3) FAPE. and education diploma adaptations on regular See: Long-term consequences for the student shall be considered when when considered shall be the student for consequences Long-term Further: requirements. to graduation made are adaptations address specifically shall requirements to graduation 1) Adaptations program. secondary the student’s of completion 2) Adaptations may alterlevel the of ri di IEP. The team shall on the student’s p.111-112 ternative Coursework ternative ‐ 14 C IEP Requirements for Al for Requirements IEP lfillment of other state graduation lfillment of other state graduation e students to “substitute” a related related to “substitute” a students e one year of which must be offered as as be offered must year of which one the history Unitedthe of the States and ng-intensive content is provided in a is provided content ng-intensive least one year must be the history of must be the history least one year ourse for a graduation requirement if requirement ourse for a graduation which must be Algebra 1 and one of one 1 and must be Algebra which guage arts requirement. The writing The writing arts requirement. guage an English language arts course and may be counted toward meeting one toward meeting be counted may course and arts an English language lan English year of the four-year the fu toward be counted may courses if writi when applicable, requirements, arts; language English than other area subject of one mathematics, of years 3 • content; geometry include must which science; of years 2 • at which of studies, social of years 2 • of a combination the United States or and government; American following: the of any from chosen year 1 • art; o music; o and Language; Sign American include shall which language, foreign o education. vocational o the in provided flexibility the change not did law the in changes 2005 The education technical in vocational and enrolled for students Code School allows thes 27-22.05 Section courses. c education technical and vocational the content of required of 50 percent “at least addresses that course also law The substituted.” is it which for requirement graduation or course such a policy allowing adopt of education that the board requires Illinois “Far From”: No Language on Rigor for for Rigor on Language No From”: “Far Illinois Diploma Core 40 in the 2008-09 a ninth-grader as school high who enters Any student of minimum number following have taken the will beyond and school year high school: during courses arts; language of years 4 • courses, writing-intensive of years 2 •

NCEO 61 tivities specified in the individual’s red/vnews/stories/4a8b1534597fd/S requirements as individuals without as individuals requirements 20Manual%20January%2015%20201

Document clearly what the criteria will be for the eligible individual to individual to eligible for the will be criteria what the clearly Document are criteria Possible graduate. the same on meeting Graduation based disabilities of a as completion well as goals specified on meeting based Graduation credits of graduation stated number ac and courses completion of Satisfactory IEP. See: http://www.iowaideainfo.org/vimages/sha [Same] pecial%20Education%20Procedures% 3%20final.pdf p.177 ‐ 15 C history, 1 credit US Government) 4 Government) US credit 1 history, s/curriculum/classof2011general1.pd nning with the students in the 2010- in the students with the nning and three years of social science. science. of social three years and rent or guardian must request the must request or guardian rent using forms developed by the district. by the district. developed forms using the requirements for high school for high school the requirements stricts and accredited nonpublic schools schools nonpublic and accredited stricts /graduation-requirements http://www.isbe.net/news/pdf/grad_require.pdf p.1 http://www.isbe.net/news/pdf/grad_require.pdf https://www.educateiowa.gov credits credits credits credits credits 4 course) credits 4 – science) earth/space or science physical be must English/Language Arts (must include literature, composition, speech) 8 speech) composition, literature, include (must Arts English/Language math any credits 2 I; Math Integrated or I Algebra credits (2 Mathematics one least at but course science any credits 2 I; Biology credits (2 Science US credits 2 (including Studies Social Core 40 Core 40 Physical Education 2 credits credits 2 Physical Education credits 2 Wellness Health and credits 6 Pathway Courses Career and College 5 credits Courses Flex Credit substitutions, and that a student’s pa and that a student’s substitutions, it in writing, approve and substitution graduation a 40 Core of completion made Assembly General Indiana The school entered high with those who beginning for all students requirement parents for provision an opt-out includes in the fall of 2007. The legislation benefit from the a greater receive could their students who determine Diploma. General See: All Students Indiana Same as for for process opt-out an is there 40)—though Core the (i.e., credits 40 40 Core the of opt-out to students f Coursework for Alternative Rigor for IEP Requirements on No Language From”: Iowa“Far begi that, states 256.7(26) Code Iowa 2011 school year graduating class, school di in students for graduation three years of arts, language English and of four years shall include science, three years of mathematics, are locally determined. units credits or graduation Any additional See: All Students as for Same Kansas Electives 6 credits See: http://www.doe.in.gov/sites/default/file

62 NCEO p.2 a required course if the alternative course required a l grade-level content standards. standards. content l grade-level ional/AL/Documents/305.doc, http://education.ky.gov/educat a functional, integrated, applied, interdisciplinary, occupational, occupational, interdisciplinary, applied, integrated, a functional, level course for higher or technical, course provides rigorous content and addresses the same applicable same applicable the content and addresses rigorous provides course grade-level on based be shall These 4:060. KAR 703 of components breadth, narrower be modified to allow for a and may standards content of the genera complexity depth, or

(2) substitute may education of board local a disabilities, with students For [Same] See: ‐ 16 C The building administrator may may administrator The building p.1 a II. An integrated, applied, readiness benchmarks for English for English benchmarks readiness ansas%20Graduation%20Requireme nglish I, II, III, and IV) to include the ng algebraic and geometric concepts concepts geometric and algebraic ng concepts of economics and geography geography and of economics concepts only upon completion of at leastonly the for mathematics and include the the and include mathematics for Graduation%20and%20School%20Choi States government, including the content contained in the Kentucky core academic standards for English for English standards academic core in the Kentucky contained content following: the with comply and arts language and a If (b) and school; high of year each taken be shall arts Language (a) not meet the college does student Postsecondary on by the Council established arts as and language and English an take shall student the 2:020, KAR 13 in Education to is monitored intervention, which course or transitional arts language school; high exiting befor e needs, address remediation Algebr and I, Algebra Geometry, (a) a prepares course that or technical occupational, interdisciplinary, literature, communication, and grammar. and grammar. literature, communication, waive up to one unit of this requirement if the administrator determines determines if the administrator unit of this requirement up to one waive subject. another by taking that a pupil can profit more United history; States United as least one unit at shall include which and concepts science and space a laboratory course Constitution of theUnited States;Constitution of include safety, first aid, or physiology safety, first aid, or physiology include by a local board of selected studi es similar other and forensics, education writing, reading, shall include which arts, of English language Four units history; world include shall which government, and history of units Three earth and biological, physical, shall include which science, units of Three mathematics, includi units of Three and which may health include which shall education, One unit of physical theatre, dance, art, music, which may include One unit of fine arts, courses elective of units Six Each local board of education must have a written policy specifying that specifying a written policy must have of education board Each local are eligible for graduation students ce/Graduation%20and%20Dropout/K nts%20Fact%20Sheet%202014-2015.pdf Coursework Alternative Defines “Close To”: District Kentucky 22 Credits total: (E credits (4) four - arts Language (1) the in contained content the include to credits (3) three - studies Social (2) studies; social for standards academic core Kentucky the in contained content the include to credits (3) three - Mathematics (3) standardsKentucky academic core following requirements: requirements: following minimum See: http://www.ksde.org/Portals/0/TLA/       

NCEO 63

[Same] ‐ 17 C lent as determined by the district by the district as determined lent if the course meets the content the content meets if the course technical, or higher level course for course level or higher technical, science; (5) Health - one-half (1/2) one-half - Health (5) science; ntucky core academic standards for standards academic ntucky core than Algebra I, Geometry, or Algebra than ademic standards, incorporated by incorporated standards, ademic re academic standards for arts and for arts standards re academic andards-based learning experiences experiences learning andards-based ional/AL/Documents/305.doc andards-based learning experiences - experiences learning andards-based course provides rigorous content and content rigorous provides course ned in the Kentucky core academic academic core Kentucky the in ned the Council on Postsecondary on Postsecondary the Council ude the content contained in the in the contained content ude the http://education.ky.gov/educat standards in the Kentucky core ac standards KAR3:303; reference704 in equiva its or course mathematics A (b) for readiness to ensure high school each year of taken shall be workforce; the or education postsecondary other course mathematics Any (c) and elective; an as counted be shall II for benchmarks readiness college the meet not does student a If (d) by as established mathematics mathematics a take shall student the 2:020, KAR 13 in Education to address is monitored intervention, which course or transitional school; high exiting before needs, remediation student for a career path based on the student's individual learning plan learning on the student's individual path based for a career student II or Algebra I, Geometry, for a traditional Algebra may be substituted basis individual student on an course (4) Science - three (3) credits that shall incorporate lab-based scientific scientific lab-based incorporate shall that credits (3) three - Science (4) and incl experiences investigation standards for academic Kentucky core contai the content to include credit to credit (1/2) one-half - education Physical (6) health; for standards in the Ke the content contained include education; physical arts another (or arts performing and visual of appreciation and History (7) the include to credit (1) one - content) this incorporates which course co in the Kentucky contained content on the based course arts specialized a standards-based or humanities plan; learning individual student’s st interest career and Academic (8) st (4) four including credits (7) seven individual learning student’s on the based career interest or in an academic and plan; technology. in competency performance-based Demonstrated (9) maysubstituteeducationof integrated,an localA board Section (1) 3. occupational, interdisciplinary, applied, if the alternative course a required 4:060. KAR 703 of components applicable same the addresses See: Louisiana Same as for All Students All Students as for Louisiana Same

64 NCEO of learning results in of learning through separate or integrated study or integrated separate through th the approval of the commissioner, th the approval of commissioner, the goals and objectives of their and objectives the goals ent standards of the system ent standards http://www.maine.gov/education/disruption/law.html

within the career and technical school curriculum. curriculum. school technical within the career and See: individualized education plans, may be awarded a high school diploma. diploma. school a high awarded may be education plans, individualized may, wi students and technical Career and the studies social the 2nd-year math and science, satisfy the 2nd-year 2 of subsection fine arts requirements Children with disabilities, as defined in section 7001, subsection 1-A, who 1-A, subsection in section 7001, defined as with disabilities, Children meet the cont successfully secondary to all applicable requirements other diploma addition to any by as specified students, school ‐ 18 C 4 4 4 .5 1.5 Basic - 3 3 24 24 concentration) 8 (6 credits in career area of area career in credits (6 8 s established by the Board: 1. Board: the by established s uter skills according to the school uter skills according 2014, 2015, 2016 OR 2017 2014, 2017 OR 2016 2015, studies and history, including one including one history, and studies College and Career Diploma Diploma Career and College nment – 2 credits; 4.Science, credits; 2 – nment A REQUIREMENTS FOR STUDENTS FOR REQUIREMENTS A – ______credit(s); 5. [Senior5.______credit(s);– portfolio, erequisites, and requirements of the and requirements erequisites, ments, the student must meet the the student ments, 3 4 4 2 LA Core 4 4 Core LA 24 24 nglish/language arts – 4 credits; credits; 4 – arts nglish/language udy, e.g., World History] – ______– ______udy, e.g., History] World http://www.louisianabelieves.com/academics/graduation- : these credits, 12 ½ (twelve and one-half) must be those specified by the by specified those be must one-half) and (twelve ½ 12 credits, these State of Maine. They are:1.E 3.Social credits; 2 – 2.Mathematics gover and history year of American laboratoryofoneyear 5.Fine studyyears; 2 including–least arts,at – 6.Health credit; 1 – drama or forensics music, art, include may which credit. 1 – education 7.Physical and credit; 1/2 performance. and proficiency, literacy, computer for unit’s standards following credit additional requirement additional ______– Science 2. credit(s); additional ______– Math St of Area [Other 3. credit(s); Study] of Area [Other 4. credit(s); local specific other or experience “capstone” exhibition, senior credit(s)]. ______– requirement pr satisfaction of course interest, graduation. upon to enter field that he/she plans Area Subject English Math Phy Ed Health Science Studies Social Lang Foreign Arts 1 - Electives credits Total See requirements Coursework for Alternative Rigor for IEP Requirements on No Language From”: Maine “Far IKF: Code: I.DIPLOM NEPN/NSBA OF CLASSES THE IN GRADUATING or 2016, 2015, 2014, of Classes in t he anticipate graduating Students who be to order in requirements minimum following the meet must 2017 diploma. school a high awarded Of a total of credits. complete ______must successfully A. The student comp demonstrate must student The B. to the State requireC. In addition his/her on based student the by be selected may credits remaining The D.

NCEO 65

[Same] ‐ 19 C e science, physical physical e science, s:1 credit, Fine Arts, Physical y/policy/msmasamplepolicyIKF- credits that include the following: the following: include that credits nt and student service learning service learning nt and student satisfactorily completeatotal of OMAR 13A.03.02.10 Alternatives to Alternatives 13A.03.02.10 OMAR must include laboratory experience in experience laboratory must include World History, Local, State, and Local, History, World shall be enrolled in a Maryland public in a Maryland be enrolled shall ully completing a State-approved a State-approved ully completing credit, Technology Education, 1 credit, credit, Technology of study, a written request and a a written request of study, arning, and any local school system system school and any local arning, ich these courses are evaluated? evaluated? are courses ich these earth science, lif mg/HS_Grad_Req.pdf p.2 http://www.maine.gov/doe/proficienc http://hsaexam.org/i local superintendent of schools if this program is included toward the toward is included if this program of schools superintendent local and diploma; a of issuance transcript is submitted to the local superintendent requesting a requesting superintendent transcript is submitted to the local (C Diploma. School High Maryland Requirement Other Enrollment) 4-Year 1/2 Health, 1/2 credit, Education, Sign credits of American or 2 of foreign language credits Other 2 in 3 credits ed and technology of advanced 2 credits or Language successf by credits 4 Or electives must in an elective. Students credit and 1 program & technology career service-le attendance, also meet 2/27/2013 Updated requirements. requirements have been met; and A written request by the student and and student the by request written A and met; been have requirements the local superintendent by approved to and made is or guardian parent and schools; of ______community service hours.] hours.] service community ______of the first year At the conclusion All Maryland High School Assessme by the approved college is first year of for the program The student’s See: o Can high school credits be earned in ways other than going to school going to school other than in ways earned credits be school Can high by a credit accepted for be courses Can online days/year? regular during by wh Is there a criterion school? school and have earned a minimum of 21 minimum a earned have school and credits, 4 English & 1 Analysis, 1 in Geometry, Algebra/Data 1 in 3 credits: Mathematics credit. mathematics additional that 2 Biology, in 1 credits 3 Science areas: any or all of the following science. 3 credits: US History, Social Studies: Government. National See: E. [OPTIONAL: The student must also E. [OPTIONAL: The student 2013.doc Students Same as for All Maryland a student a diploma, To be awarded by attending requirements graduation school complete high student Can a other or technical vocational, approved or college accredited an program? school postsecondary through Diploma High School a Maryland may receive Yes. A student when: program admission in the early college acceptance o o

66 NCEO

‐ 20 C p.3-12 p.3-12 ifies that “Consistent with local with that “Consistent ifies Can Credit. for Earning ovisions student is required. For online is required. For student line Courses. An online course is An online course line Courses. courses align with state content content with state align courses .03.02.08B requires students in a in students requires .03.02.08B lity of the online courses offered by offered lity of the online courses s developed an approval process for for approval process an developed s in MVS online courses requires requires courses in MVS online ment-approved online course shall ment-approved used for supplemental instruction. instruction. used for supplemental credit may be given…for Department- ations address disparities between disparities address ations conducted online with the teacher and and the teacher with online conducted http://www.marylandpublicschools.org/NR/rdonlyres/EDA7F17C- a course provided through the Internet and other technologies in which other technologies Internet and the provided through a course is of the instruction 80% or more separatedstudent by distancetime or orwhich two-way both and in teacher and between the communication spec 13A.03.02.05D(1) COMAR courses, policy school system and procedure, toward minimum to be applied If credit is courses. approved online the…Depart requirements, graduation the local school system.” by be provided of Education ha The State Department This system. school a local by that are administered courses online the qua ensure approval process helps such that ensures and schools our public online A list of MSDE-approved goals. core learning and standards at MVLO website on the and available periodically updated is courses http://www.mdk12online.org. Pr Other 13A.03.02.05 COMAR See Yes. online? Diploma High School earn a Maryland a student a has program (MVLO) Opportunity Learning Virtual Maryland The No. is that (MVS) School Virtual Mary land school project, state-run virtual bymanaged MSDE. MVS is primarily online by solely completing school diploma earn a high cannot Students of The majority online. diploma a high school does not offer MVS courses. their to supplement courses two online or take one served students Enrollment school program. traditional local school system approval. See: For students currently enrolled in a Maryland public school, credit can only public a Maryland in enrolled currently For students COMAR See courses. online MSDE-approved for awarded be On and Correspondence 13A.03.02.05D. 52FD-48E7-99B6- 9126DCB53CB8/35115/MD_HighSchoolGradCourseReq_byCounty_0301 2013_.pdf http://hsaexam.org/img/HS_Grad_Q_A.pdf And with for students credit requirements graduation are the What disabilities who are placed in non-public schools? local school to of a memo the subject was this question to The answer dated Dr. Grasmick Superintendent, from Former superintendents in Students for Requirements Graduation regarding 2005 14, November State regul Placements. Non-Public local school system graduation requirements and those of non-public of non-public those and requirements system graduation school local 13A COMAR schools. education special

NCEO 67 ho have completed 2 years of high of high 2 years completed ho have tion except for students with an Individualized Education Education an Individualized with for students except tion

Program (IEP) and for transfer students w students transfer for and (IEP) Program school. [Same] No modifica No ‐ 21 C p.2 of 1993, state law, G.L. c. 69, § of 1993, ved private special education education special ved private nts in high school will continue to continue school will nts in high nsecutive year that the history and year that nsecutive ol systems can work with the non- work with the can ol systems as identified in COMAR 13A.03.02- COMAR in identified as xception to the graduation requirement xception to the graduation requirement grade 9 or satisfy the HSA graduation the HSA graduation satisfy 9 or grade ion requirements. The curricular The curricular ion requirements. he service learning requirement, and he and requirement, learning he service e, must meet the Competency e, must meet the Competency http://www.marylandpublicschools.org/NR/rdonlyres/EDA7F17C- http://www.doe.mass.edu/mcas/graduation.html public school to agree on a curricular program that meets the instructional the instructional that meets curricular program a to agree on school public generally specified content the normal of the andneeds student addresses graduat school system’s in the local of number the requisite fewer than include can these students for program but no fewer requirements, system graduation school local in the credits minimum of 21 credits than the state t meet also must student The .04A. as Assessments High School the Maryland pass take and must or she appropriate to the date of entry into or successfully score combined the required by achieving requirement High on section (see Validation Academic for Plan Bridge the complete School Assessments). See: a high school to earn seeking who are all students that 1D, requires in educational expense educated at public students diploma, including and unappro and approved collaboratives the stat and outside within schools graduation local all meeting to addition in standard, (CD) Determination On July 2, 2012, an e requirements. earlier 2009 or an of in the class were originally who students expired for and Elementary of Board the 2011 May In criteria. certain meet and class science social to delay the history and Education voted Secondary co for a CD until the third requirement of the class is administe red. At least through assessment science social stude graders), eighth year's (this 2018 take tests MCAS the to CD meet requirement. CD Any to changes the a later time. at will be determined requirement See: non-public special education school to meet the graduation requirements requirements the graduation school to meet education special non-public so. ways to do are alternative system. There local school of the placing with an opportunity systems sc hool local provides 13A.03.02.11 COMAR to fulfill students of or groups for individuals ways to develop “alternative Local scho requirements.” graduation 52FD-48E7-99B6- 9126DCB53CB8/35115/MD_HighSchoolGradCourseReq_byCounty_0301 2013_.pdf http://hsaexam.org/img/HS_Grad_Q_A.pdf Students for All Same as Massachusetts Law Reform Education Massachusetts The coursework for Alternative IEP Requirements on Rigor for Language From”: Has Michigan “Far 2016) of class for (18 credits 16 Requires

68 NCEO 20.06_181524_7.pdf nce• Modification restrictions are are restrictions Modification nce• for students who are more difficult more who are for students modifications to credit requirements to credit requirements modifications uage arts• Science• World languages• languages• World Science• arts• uage in Michigan must have an Individualized have an Individualized must in Michigan outlining education plan appropriate the s/mde/Parent_12. udents by ensuring that the personal by ensuring udents legal guardian to request a personal guardian to request legal p.8

Q: Are special education students required to complete the Michigan Merit Michigan the complete to required students education special Are Q: students education general are students A: Special Education Curriculum? in, the for success to, and support be given access first, and by law, must when more achieve and learn all students curriculum. Studies show general students All courses. low-level than rather curriculum challenging a take they services education receiving special details that (IEP) Program Education In success. student for support and accommodations, modifications, or a parent allows addition, the law Merit Michigan some of the the student that modifies for curriculum requirements. Curriculum See: https://www.michigan.gov/document There are no Not Allowed: Modifications an with students for apply may (exceptions areas following the in allowed lang students):English IEP or transfer experie learning Online Civics/Government• to protect the futures of st intended to shy schools door for conv enient escape is not used as a option curriculum access to the MMC away from providing to reach and teach. See: http://www.michigan.gov/documents/mde/PC_Guide_Final_5_12_09_27795 8_7.pdf ‐ 22 C rict or public school academy that school academy rict orpublic for class of 2016 and after) for class content expectations guidelines or its: English Language Arts 9, Arts its: English Language for the subject area by the subject for the test out of any state-required out of any state-required test language arts, mathematics, science science arts, mathematics, language the MMC waive the state’s physical state’s physical the MMC waive a student has an approved personal personal an approved a student has & HEALTH: 1 Credit & HEALTH: 1 Credit p.11 p.11 p.2 English Language Arts 10, English Language Arts 11, English Language English Language 11, Arts English Language 10, Arts English Language Arts 12, – Credits high school 3 year of in final course math-related Credit – 1 Civics and Economics EXPERIENCE 2 Credits - (world lang (world - Credits 2 EXPERIENCE (beginning with students entering 3rd grade in 2006.) Formal coursework coursework Formal 2006.) in grade 3rd entering students with (beginning Or credits); (2 K-12 grades in experience learning equivalent an OR and career formal approved of a department completion and credit) and performing visual, or an additional program education technical credit) (1 credit arts applied or math one II, Algebra I, Algebra Geometry, Credits: 4 MATHEMATICS credit science SCIENCE: oneadditional Biology, ChemistryPhysics, or in both .5 credits U.S. History & Geography, & Geography, History World PHYSICAL EDUCATION Cred 4 ARTS LANGUAGE ENGLISH LEARNING ONLINE ARTS APPLIE D and PERFORMING VISUAL, ENGLISH THAN OTHER LANGUAGE K-12 grades in experience learning equivalent an OR 9-12; grades In (1 grades in experience learning equivalent an or coursework Formal 1) a qualifying score, as determined by the department, on the on by the department, determined score, as 1) a qualifying or selected developed assessments department or or department school the by determined as score, a qualifying earns 2) the student or more assessments on one academy, school or public district dist by the school selected or developed in the proficiency measure a student’s that apply to the credit.      6_183755_7.pdf take to required student a Can Q: 014_467323_7.pdf education or health credit requirement for any reason? for any reason? health credit requirement or education MCL Curriculum Merit The Michigan conditions. A: Yes, under certain and education one physical to substitute a student allows 380.1278b, extra English health credit to acquire if credits, language or world curriculum. addition, In may students graduation credit if the student earns: credit if the student earns: graduation See: http://www.michigan.gov/documents/mde/Complete_MMC_FAQ_August_2     See: mde/New_MMC_one_pager_11.15.0 http://www.michigan.gov/documents/

NCEO 69 consent to the proposed change of change to the proposed consent take the examinations required or or required take the examinations a student with disability to receive team, including the parent(s), is parent(s), the including team, ves, transition goals, objectives, and objectives, goals, transition ves,

diploma based on attainment of IEP objectives, and who should make this make who should of IEP objectives, and on attainment diploma based IEP student’s The Answer: decision? accommodations, placement, in part, with determining appropriate charged, objecti services, goals, modifications, Question 8: When is it appropriate for appropriate it is When 8: Question also the IEP team determinations, these In making for that student. services is able to student the whether considers or with in Minnesota, graduation for necessary fulfill all of the requirements the IEP team that may decide stude nts, some For without modification. determining a more appropriate is objectives attainment of individualized factor, of a than high diploma, is with school to attainment receipt respect of its of because team, IEP The ments. other require or examinations required this make suited to is best student, work with the of and knowledge unique must parent student’s The determination. placement to exiting prior the student. See: up/ComplAssist/QA/GradTransTransf http://education.state.mn.us/MDE/SchS /046628 ‐ 23 C ction 120B.024. 120B.024. ction s_5_12_09_277981_7 ation (CTE) credit as part of the of part as credit (CTE) ation t: Satisfactorily complete the state complete the t: Satisfactorily urse of study that equips them with urse of study esota Statutes, se year of study or mastering the the mastering or study of year se may fulfill a general credit science the the MMC integrity and of the ogy credit. In addition, students in the In addition, students credit. ogy aduating class of 2015 and beyond and beyond class of 2015 aduating eet the requirements of the personal eet the requirements Credits Students complete the Students Credits ademic standards or local academic local academic or standards ademic ents/mde/PC_FAQ ng algebra, geometry, statistics and statistics and geometry, ng algebra, including U.S. history, geography, history, geography, U.S. including graduating class of 2015 and beyond must complete a chemistry, a chemistry, must complete beyond of 2015 and class graduating Educ Technical and Career or physics, standards the meet must credit CTE (The requirement. 3-credit credit.) physics or chemistry the underlying and economics. world history citizenship, and government probability sufficient to satisfy the standards. Students in the graduating in the graduating Students to satisfy the standards. sufficient probability or its credit II an algebra must complete and beyond of 2015 class partequivalent of the In 3-credit addition as requirement. to the high gr students in the credits, school end of eighth grade. the I credit by an algebra complete must also 3½ credits of social studies, studies, social of credits 3½ in the arts, 1 credit 3 credits of science, including a biol including of science, 3 credits 4 credits of language arts arts language of credits 4 includi of mathematics, 3 credits requirement. A CTE course may fulfill a general science, mathematics, or or mathematics, may fulfill a science, A CTE course general requirement. 7 elective cour credits. An agriculture Satisfactorily all complete state ac graduation Meet apply. not do standards state where standards Course requirements. assessment co by taking a core standards academic in postsecondary they need for success and skills the knowledge your life. In order to graduate, civic work, and skilled highly education, state the minimum include at least must coursework school high child’s to a student is equivalent credit A course requirements. credit course academic an completing successfully as by matter, determined thesubject local school district. follows: credits as course minimum of 21.5 complete a Students must The personal curriculum should be designed to lead to a diploma, to lead designed be should curriculum The personal the individual for practicable is MMC as of the as much incorporating of the rigor maintaining while student fail to m a student diploma. Should will be the student and void, null PC will be considered the curriculum, to of the MMC in order requirements standard all for meeting responsible diploma. a receive See: https://www.michigan.gov/docum .pdf p.13 Coursework Alternative on Rigor for IEP Requirements No Language “Far From”: Minnesota of requirements kinds three to complete required are students Minnesota Students mus by the time they graduate. under Minn course credit requirements

70 NCEO

[Same] ‐ 24 C ll entering eighth graders, at least graders, eighth entering ll cs Technology I and II, Electives, courses that can be taken which which that can be taken courses thematics units may be inthematics units Drafting , AP Calculus AB, AP CalculusAP BC, AB, Calculus AP, developmental mathematics course developmental required: Comprehensive Health(.5) Health(.5) Comprehensive required: as specified below, unless their unless below, specified as d AP Statistics. Effective with the cal school board as authorized under under authorized as board school cal graders of 2008-2009, Pre-Algebra Pre-Algebra of 2008-2009, graders and Physical Education (.5), (.5), EducationPhysical and ken out of these requirements of out of these requirements ken 1-2012 and later) will be required to will be required and later) 1-2012 ometry, Algebra II, Advanced Algebra, aduation beyond the minimum required required the minimum beyond aduation atics courses must be higher than than higher be must courses atics http://education.state.mn.us/MDE/StuSuc/GradReq/ or Family and Individual Health(.5) Individual and Family or .5 or Discovery Computer 1 rquired: unit, 1 Technology, & Business Applications, and .5 Computer Keyboarding of the 2 completion or course 500.000 any approved The Arts, 1 unit, Graphi Computer course sequence for 5 units. English, 4 units, English II required, required, II English units, 4 English, required, I Algebra units 4 Math required, 1 Biology units, 4 Science, U.S. (1), History World are: subjects Required units, 4 Studies, Social Economics(.5), Government(.5), U.S. Geography(.5), History(1), Studies(.5). Mississippi Health & Physical Education, 1 unit, may not be included in the four mathematics courses required for required courses four mathematics in the may not be included general 5½ the in included be may courses these however, graduation; from taking prohibited are Students graduation. for required electives completing after successfully level math lower or any other Pre-Algebra Algebra I. One of the four required ma Drafting I & II. for sequence 2-course the if the student completes a for 2007-2008 year school Beginning mathem two of the four required eighth Algebra I. Effective with the completes a student may not be taken after to Algebra and Transition Algebra I. The allowable mathematics are higher than Algebra I are: Ge Calculus Pre-Calculus, Trigonometry, an Statistics, Mathematics, Discrete 2 Compensatory Mathematics and any and Mathematics 2 Compensatory by the state. See: units Carnegie 24 of minimum a have out of Appendix A-3 to opt the student requests parent/guardian ta Any student who is requirements. as requirements the graduation to complete will be required Appendix A-3 additional establish may district A-2. The local school in Appendix specified by the lo approved local requirements MS Code 37-16-7. arts credit requirement. School districts may require additional course course additional may require School districts requirement. credit arts gr for requirements other or credits All Students Mississippi Same as for opts parent/guardian unless below specified units Carnegie 24 Minimum ninth entering all thereafter, and 2008-2009 year school Beginning out. 201 year school of (seniors graders

NCEO 71

‐ 25 C ; Forestry I & II; Horticulture I & II; & I Horticulture ; II; & I Forestry d Technology Applications I & II. d Technology Applications bra, Transition to Algebra, and amework. Interscholastic athletic athletic Interscholastic amework. riscience, Concepts of Agriscience, of Agriscience, Concepts riscience, ting the AEST 3-course sequence:ting ional requirements specified in the in the specified requirements ional 2008-2009, Geometry may be taken taken may be Geometry 2008-2009, Plants, or Science of Agricultural of Agricultural or Science Plants, u-dent who enters after the sophomore the sophomore after who enters u-dent Business and Technology Framework Framework Technology and Business GraduationRequirements.pdf http://gearupms.org/docs/ eighth graders of 2004-2005, Pre-Alge 2004-2005, of graders eighth unit credit. for Carnegie the eighth grade Algebra I, may be taken in Effective with the eighth graders of credit. for Carnegie unit grade in the eighth Science of Agricultural Plants,of Animals, Agricultural Science or Science of Agricultural Environment. Two may units be in the following I & Agriscience sequence: the 2-course student completes if the courses II & & I I Health Aquaculture Allied II; II; an II; & I Science Polymer and Plastics may be earned by compleTwo units Agricultural of Science in unit one Agriscience; of Concepts in unit one of Agricultural Science Animals or Entrepreneurship. and Agribusiness in unit one and Environment; unit one graders, eight entering all for 2008-2009 year school Beginning physical lab-based The allowable science. physical must be a lab-based science courses are Physical Science, Chemistry I, Chemistry II, AP Chemistry, Physics I, Physics II, AP Physics B, AP Physics C – C – Mechanics. and AP Physics and Magnetism, Electricity st transfer state by an out-of-state State and or Mississippi Studies in lieu of Mississippi stand year can took a State/Local Government If the transferLocal Government. student any credit, then unit Carnegie did not award in a grade level that course An out-of-state accepted. may be course studies other ½ unit social after any whothestudent other transfers junior may ½ substitute year course. studies social unit or Family Individual Health and toof meet Health Comprehensive the unit in Health. for ½ Carnegie requirement graduation in one unit if the student earns courses in lieu of the required accepted the in listed any of the courses vocational). and (academic activities, band, athletic in interscholastic from participation be received instruct the meet they if ROTC and Physical Education Fr Fitness through by the sanctioned must be unit credit for Carnegie activities used Activities Association. School High Mississippi 3 One unit may be in Introduction to Ag be in Introduction 3 One unit may other any in course Government State/Local a for earned credit The 4 in lieu Science I may be accepted in Allied Health I/Health earned 5 Credit is Applications and Computer Keyboarding in proficiency 6 Evidence of may education physical in year) school each one to (up units Carnegie 7 See: p.1-2 p.1-2 Coursework for Alternative Requirements Rigor for IEP on Language No From”: Missouri “Far

72 NCEO e grades and have e grades and disabilities who meet the goals and and who meet the goals disabilities credit transcripted in accordance with in accordance credit transcripted r IEPs will receiv t/files/Graduation_Handbook_2010.pdf t/files/Graduation_Handbook_2010.pdf ed by the evaluation procedures and procedures ed by the evaluation anner as students who complete the complete who students as anner http://dese.mo.gov/sites/defaul

courses without modification. The fact that the courses were modified maybe modified were The fact that the courses modification. without courses with Students 4. transcript. the on noted measur of their IEPs, as objectives criteria specified in the IEPs, will have the state definition of units of credit. See: 2. Students with disabilities will receive grades and have credit transcripted credit transcripted have and will receive grades 2. Students with disabilities they complete the same when other students all as manner in the same regular complete who disabilities with Students 3. students. other as courses in thei as indicated courses modified m in the same transcripted credit p.16-17 p.16-17 ‐ 26 C regular college classes for part of for part classes college regular itions and limitations.) Dual Credititions limitations.) and gh school courses gh school courses are taught on the the leave students which high school edit with caution. The embedded The embedded edit with caution. ed Through Electronic Media …. Media Electronic Through ed Requires 24credits: cr, 4 Arts, Communication Social 3 credits, Studies, Math, 3 credits, 3 credits, Science, 1 credit, Fine arts, Practical Arts, 1 credit, Phy Ed, 1 credit, .5 credit, Health Education of .5 be OR electives, of credits 7 with credit .5 be (can Finance Personal Practical of .5 be can OR credits, elective 7.5 witih credit studies social the personal to combine on how [3 options credits) 7.5 elective Arts credit with finance in] Deliver Virtual Education--Courses Credit for Off-Campus Instruction for off- credit school earn high may students circumstances, some Under the of description a for E Appendix (See experiences. learning campus conditions and limitations.) both may earn Students Courses and College for High School Credit Dual some under coursework credit for some college and high school (1) types: two into fall arrangements such Generally, circumstances. hi advanced in which arrangements by a instructors as adjunct designated by teachers campus high school students school high which in arrangements (2) and university; or college attend and campus school leave the high and conditions the of description a for E Appendix (See day. school the 1/07 3341-53 DESE 9 limitations.) students circumstances, some Under Instruction Off-Campus for Credit (See experiences. learning off-campus for credit school high earn may of the cond Appendix E for a description school may earn both high Students Courses and College for High School circumstances. some under coursework credit for some and college in arrangements (1) types: two into fall arrangements such Generally, high school taught on the are courses school high advanced which or by a college instructors adjunct as designated by teachers campus in arrangements (2) and university; the of for part classes college regular and attend campus high school and conditions the of description a for E Appendix (See day. school limitations.) competencies to embed may choose districts Credit School Embedded for both to students credit award and class into another subject from one to need School districts the other subject. and content the embedded cr issue of embedded the approach

NCEO 73

‐ 27 C ation Center at University of ation Center ous in expectations. The district The district ous in expectations. must involvemust administrators and hat the embedded content is closely is closely content hat the embedded ered and the competencies ered course ontent areas. The collaboration must collaboration The areas. ontent be permitted to waive one unit of unit waive one permitted to be ourse competencies must notify DESE. nce-Based Graduation Educators and and Educators Graduation nce-Based d be closely linked. For example, For example, closely linked. d be ed credit must notify DESE. The he expected level of performance would performance he expected level of st be one in which the student has has one in which the student st be credit based on 10 DESE 3341-53 1/07 3341-53 DESE 10 on based credit Waiver of Required Academic Academic Required of Waiver the plan to determine student student the plan to determine subject and the other subject shoul subject the other and subject a natural seems class trades building credit in a mathematics embedding into a family finance content and consumer fit. Embedding personal link. is an appropriate class science school credit, granting for method alternative an involves this Because choosing to offer embedd districts t assurances include notification must The embedded will be taught. that content in which to the subject aligned and Standards to the Missouri Show-Me closely also align must content and be rigor Expectations, Level Grade competency student for determining a plan include must also assurances for student mastery level of well the acceptable credit as in the embedded their with collaborate should Centers Career of credit. Area the awarding into career is embedded core curriculum as districts school sending collaboration That classes. education of the affected c teachers classroom of the development also include kit the Embedded Credit Tool wish to consult may Districts competency. Educ Career the Missouri by developed career credit in embedding for processes for detailed Central Missouri (http://missouricareereducation.org/) classes. education Credit Competency-Based upon cred it to students high school may award School districts course. particular a for of the competencies of mastery demonstration award wishing to School districts demonstration of a mastery of the c that t must assure School districts has mast that a student demonstrate for the class. may receive credit Studies Program of and Technical a Career Completing for Students Credit education may policy permitofLocal one of a waiver unit board of social or science, mathematics, arts, (communication credit academic and technical career complete a three-unit who students for studies) program technical and career The three-unit of studies. program education career-related to specific leading program a planned must constitute any not three simply of credit.competencies, units subject The academic mu granted waiver is the in which technical education and in the career instruction received substantial agricultural- a three-unit completing example, students For program. to be permitted might program a health-sciences or program education three-unit a completing students science; of unit one waive electricity/electronics program might Alternative, Performa mathematics.

74 NCEO hat are waived must be identified on must be identified hat are waived provide for a waiver of the district the district for a waiver of provide

15. May requirements for granting a diploma be waived for students with be waived for students a diploma for granting 15. May requirements shall school district Each disabilities? established learner outcomes in order to accommodate the needs of special special of the needs to accommodate in order outcomes learner established t outcomes Learner students. education the IEP. student’s ‐ 28 C rtificate except rtificate Missouri teacher ce teacher Missouri ents. Any school district interested interested district school Any ents. entional high school instruction and school instruction entional high ry provides an opportunity for high an opportunity provides ry to teacher) (resource monitor a as s. The content teacher must outline teacher must s. The content ed to the stat e standard for the to the stat e standard for ed ore, take some courses under special special under courses take some ore, of boards Local ative settings. -based graduation standards as an standards graduation -based The State Board of Education has Education of Board State The t/files/Graduation_Handbook_2010.pdf t/files/Graduation_Handbook_2010.pdf entary and Secondary Education to Education entary and Secondary the instructors hold valid teaching valid teaching hold the instructors ’s requirements for graduation shall for graduation ’s requirements that enable all students to meet the students that enable all udents will obtain the knowledge, obtain the knowledge, will udents on requirements for school districts that wishto that districts school for on requirements ontent and performance standards standards ontent and performance http://dese.mo.gov/sites/defaul a specified number of units number a specified completing that others have recognized ensure that st may not credit in to success essential are considered that skills and competencies the job. on studies or postsecondary of Elem the Department authorized graduati waive the standard requirem alternative to the credit-based and Improvement the School contact should in this alternative a such in developing guidance and Section for information Accreditation recove Credit Recovery Credit system. to course a fail otherwise would who 9-12) (grades students school of the clas the requirements complete credit for the receive to in order must correct the student the deficiencies acts teacher credit recovery The class. Since coursework. they work to complete the required as students the areas, in a variety of subject working may be class in the students hold any valid teacher may supervising p.5-11 Coursework Alternative Defines District To”: “Close Montana REQUIREMENTS GRADUATION 10.55.905 district school a minimum, a As (1) study of 20 units a total include standards. and performance content following the standards, performance and content the meet to order In (2) to graduate: students for all 20 units required be part of the shall 13 units develop and implement performance implement develop and a substitute certificate, early childhood certificate, or non-degree vocational vocational certificate, or non-degree childhood certificate, early a substitute 1/07 3341-53 DESE 11 certificate. for Alternative Arrangements Credit school day all the within the regular schedule cannot Some students theref wish to take and, they courses education community evening Hour,” “Zero as such arrangements Other programs. summer-school or youth, at-risk for centers programs, in conv to succeed are unable students in altern programs secondary pursue high by policy, recognize may, education classes if: 1) for such credit school c course the 2) certificates; to by the staff of school local high determined and reviewed have been the 3) and courses; school high corresponding to equivalent be equat time is reasonably instructional of credit. of granting units for purposes Unit Carnegie See:

NCEO 75 e levels. Waiver requests shall Waiver requests e levels. ive specific course requirements based requirements course ive specific http://opi.mt.gov/pdf/speced/Guides/GradesGradDipl.pdf

The school district is permitted to wa to is permitted district The school p.6 on individual student needs and performanc needs student on individual of the to age, maturity, interest, and aspirations with respect be considered guardians. or parents with the student’s and shall be in consultation student for waivers considering policy when district The IEP team must follow local students with disabilities. See: ‐ 29 C stated in the education program. program. education stated in the high school in which the student which the student in high school respect to age, maturity, interest, respect se work include correspondence and and correspondence work include se provided that the course meets the meets course the that provided requirements, which are aligned with aligned which are requirements, ons/130/What+is+required+for+grades ng courses, adult education, summer summer adult education, courses, ng ontana high school accredited by the by accredited high school ontana ubjects+activities%3F (a) A unit of credit is defined as the equivalent of at least 225 minutes minutes 225 least at of equivalent the as defined is credit of unit A (a) one year. for per week the toward counted be may classes between time of Passage (b) time. class toward day but shall not be counted school standard (a) 4 units of English language arts; arts; language English of units 4 (a) mathematics; of units 2 (b) studies; social of units 2 (c) (d) 2 units of science; years; two for year each unit 1/2 with enhancement, health of unit 1 (e) arts; of unit 1 (f) education. technical vocational/ of unit 1 (g) (2) A student who is unable to attend class for the required amount of time of amount required the for class attend to unable is who student A (2) with the a course, of completion partial for credit fractional may be given permission. local administrator’s requirements course specific waive may authority governing Each (3) Waiver levels. performance needs and student based on individual with considered also be shall requests board of public education shall be accepted by all Montana high schools. schools. by all Montana high shall be accepted education board of public students trustees, of board local the of policies the with accordance In (4) less than four years enrollment. with school from high may be graduated CREDIT SCHOOL HIGH 10.55.906 for credit of units 20 of minimum a require shall school high A (1) for begiven shall credit of unit A units. grade ninth including graduation, satisfactorya full-unit course. completion of with the be in consultation shall and of the students and aspirations guardians. or parents be may student a trustees, district school the of permission the With (4) shorter period of time completed in a satisfactorily given credit for a course and, required normally than or longer assessment and curriculum district’s standards performance and content the cour acceptable possible of Examples learni distance courses, extension current to challenges and courses designed school, work study, specially with local board consistent be must program Any acceptable courses. policy. with taken credit of units such accept shall school high Montana Any (a) Montana the approval of accredited official transcript. the student’s on appear which and then enrolled was See: http://opi.mt.gov/GetAnswers/questi (3) Units of credit earned in any M any in earned credit of Units (3) +k-12+in+montana%3B+s

76 NCEO ds for graduation. graduation. ds for tion requirements for each NE high for each tion requirements ng/Graduation%20Considerations.pd ng/Graduation%20Considerations.pd ent’s graduation plans either in the either plans ent’s graduation however, it is recognized that many however, it is recognized ents prescribed in the statute do not do statute the in prescribed ents ruction; considering the district’s the considering ruction; ent’s progress on meeting annual meeting annual on progress ent’s State law--not the IDEA--dictates the the IDEA--dictates State law--not substantive standar substantive 92 NAC Rule 10-003.05 provides 10-003.05 Rule NAC 92 IEP contain specifically identified specifically IEP contain is responsible for determining the determining for is responsible nsidering the district’s graduation graduation the district’s nsidering aduation requirements in the student’s IEP. Deciding IEP. Deciding student’s in the requirements aduation p.1

p.1 92 NAC Rule 10-003.05 provides gradua provides 10-003.05 Rule NAC 92 §79- Stat. Rev. Neb. Additionally, twelve. through nine grades from school requirem the graduation that 729 states prescribe plans education individualized whose students school apply to high a different of course instruction. Therefore, the IEP Team for is responsible of inst course student’s the determining the stud and requirements graduation goals. See: http://www.education.ne.gov/sped/bobbi State law--not the IDEA--dictates the the IDEA--dictates State law--not requirements and the student’s progress on meeting annual goals. goals. on meeting annual progress and the student’s requirements See: http://www.education.ne.gov/sped/bobbi student’s course of instruction; co instruction; of course student’s f And nor 51 Rule Neither goals: annual IEP and requirements graduation Consider that an a requirement IDEA includes plan; graduation a or criteria graduation the gr document districts the stud about discussions to document the IEP Team with documenting IEP or in may assist meeting notes the development, during offered parent was the opportunities meaningful IEP. child's of their revision review, or for graduation. standards substantive through nine grades from school high for each NE requirements graduation graduation the that states §79-729 Stat. Rev. Neb. Additionally, twelve. students apply to high school not do the statute in prescribed requirements of a different course prescribe plans education individualized whose IEP Team the Therefore, instruction. f ‐ 30 C 003.05). By 003.05). ‐ if the course eet the highest level of rigor eet the highest science with course content that content course with science uments/CurrentEvents/Graduation l of rigor of the standards specified specified standards l of rigor the ool systems accept the academic the academic accept ool systems ours of mathematics with course course with mathematics of ours middle grades course grades middle history, and economic concepts. concepts. and economic history, aders enrolled during the current current the during enrolled aders ed specific graduation requirements requirements graduation ed specific verbal communication, literature, communication, verbal t that includes civics/government, civics/government, t that includes the appendices of Chapter 10. This This of Chapter 10. the appendices anguage arts and 30 credit hours each of 30 credit hours each arts and anguage he state standards set forth in the he state standards 15 School Year, districts are to adopt and implement graduation graduation implement to adopt and are districts School Year, 15 ‐ 11 school year. school 11 Nebraska “Far From”: No Language on Rigor for IEP Requirements for Alternative Coursework Coursework for Alternative IEP Requirements on Rigor for From”: No Language “Far Nebraska adopt Education of Board State The l of hours credit 40 include that 10 Rule (See studies/history social and science, mathematics, 2014 the Requirements.pdf from require shall school high Each Requirements. Graduation 003.05 for graduation, for credit hours at least 200 twelve through nine grades of curriculum. The number core 80 percent shall be from the at least which of the number than be less may for a course given hours credit above the up to 25 percent be increased may units and instructional units. of instructional number and adopt shall districts school year, school 2014-15 the By 003.05A that m requirements graduation implement in t as specified the standards but not limited to the following: including, this Chapter, of appendices with course Arts of Language Forty credit hours Arts. 003.05A1 Language composition, that includes content writing. and reading and technical skills, research credit h Thirty 003.05A2 Mathematics. and probability data analysis, geometric, algebraic, that includes content concepts. Thirty003.05A3 credit of Science. hours with concepts science and physical earth/space, biological, includes experience. laboratory and skills inquiry science corresponding social of hours credit Thirty Studies/History. Social 003.05A4 conten with course studies/history world United States and geography, to credit school high allowing policy a adopt may systems School 003.05B in a enrolled to students be awarded high offered in the to a course are equivalent and requirements content school. sch NAC 18, As required in 92 003.05C to students and issue diplomas Schools at Interim Program earned credit met the requirements have who Schools from Interim Program transferring Local ...004.04C school. high accredited own their from graduation for Options for Providing High School Courses. See: http://www.education.ne.gov/APAC/Doc in the state standards set forth in in the state standards with eighth gr will begin requirement 2010 ‐ requirements that meet the highest leve that meet the highest requirements

NCEO 77 participating in general or special special or in general participating districts use to determine what kind of credit will what kind determine use to districts

Course Credit Credit Course in participation for credit at all to give any refuse district 1. Can a school special education classes? 2. What criteria do school with disabilities be given for students education classes? classes? education ‐ 31 C based curriculum or courses as courses or based curriculum urses, as defined in Section 002.11, in Section as defined urses, instructional unit requirements of requirements unit instructional oom at the same time if the courses time if the courses at the same oom file in the Performance school. ebrulespdf/RULE10_PLEDGE_2012. Section 004.04B if they have written they a if 004.04B Section eed one course in each of four subject each of four subject in one course eed that generates 10 instructional units in instructional generates 10 that anation of the subjects included, and included, of the subjects anation nces, expected student performance performance expected student nces, he written description is approved by is approved written description he course(s) under Section 004.04B, but 004.04B, Section under course(s) Education has adopted content content adopted has Education 004.04C1 High schools may meet the meet may schools High 004.04C1 co integrated through 004.04B Section course of the curriculum or file locally a description has on if the school a list of the goals, an expl including fields in subject to appropriate units instructional for allocating the rationale 004.04B. Section a in courses two for units instructional count may schools High 004.04C2 field taught in the same classr subject or projects do independent students all wherein individualized are primarily 2) and 1 Art 2, and 1 Accounting 4, and 3 Spanish (Examples: practice. performance use may Schools 004.04C3 in of any subjects an option in place goals, the includes which or course the curricula of description experie instructional representative for allocating rationale and the of the goals, for accomplishment course. T units for the instructional and is on of education the local board to equivalent students for opportunities learning provides based curriculum the those through or greater than for determining 002.12 in Section may take less than the time required instructional units. courses two for year each counted be may units Instructional 004.04C4 not to exc taught in alternating years verifying schedules provided 004.04B, Section in listed as fields, As an example, a system. on file in the school kept are courses alternating a course that alternates high school 10 generated II in the current year, with a course that Language World 20 may count year, I the previous Language units in World instructional not shall district school of a board A school year. units each instructional in any subject offering course secondary biennial alternating an establish of Board State the which for area R.R.S.. 79-760.01 and 79-704(2) section to pursuant standards See: http://www.education.ne.gov/Legal/w pdf 15 p.4, Coursework Alternative for Rigor for IEP Requirements on No Language From”: “Far Nevada credits. 22.5 Requires (1) Government American (1) History American ArtsHumanities& (1) (.5) Computers* (4) Arts Language English

78 NCEO ion of earning a regular grade, if grade, a regular ion of earning e they are provided notice of the provided notice e they are sponse to the student's individual individual to the student's sponse students enrolled in regular courses courses enrolled in regular students that the grading standards are not are standards that the grading e only permitted if the student's IEP IEP student's the if permitted only e l curriculum so that general education education general so that l curriculum can the application of criteria vary of criteria can the application tion] has developed grading standards grading has developed tion] sabled also do not receive credit). do also sabled 34 CFR 300.347(a)(2)). Further, IEPs Further, 300.347(a)(2)). CFR 34 successful completion (i.e., "grading") "grading") (i.e., completion successful ndicate situations where coursework where coursework ndicate situations to school? Even if the criteria are Even if the criteria are to school? s for students with disabilities who disabilities with s for students special education program for students for students education program special he authority to establish course and grade course to establish he authority he equivalent." (NAC 389.040). Neither Neither 389.040). (NAC equivalent." he k of individualized, nondiscriminatory k of individualized, nondiscriminatory

established at the school district level, district the school at established 3. Can the criteria vary from school vary from 3. Can the criteria desired. Furthermore, when needed, LD needed, when Furthermore, desired. decision-making. In order to avoid acting in a discriminatory manner, school manner, in a discriminatory to avoid acting In order decision-making. criteria used and rationale the educational be able to articulate must districts to from school consistently be applied must and criteria credit, for awarding a student's as part of no credit for may be taken school. Classes upon based graded be may and (IEP), program educational individualized IDELR 25 Runkel, 3 to (Letter IEP. student's particular the in outlined criteria a (e.g., IEP student's a of part as credit no for taken be may class A 387). are not di who students where course be should attention disabilities, wi th for students of courses In the design to the genera content given to aligning students' reflect to appropriate whenever awarded will be credit to general on access focus regulations The IDEA accomplishments. example, For areas. key several in disabilities with students for curriculum needs "the child's that meet goals annual IEPs must include measurable to be involved in and child to enable the disability that result from the child's ( curriculum." general the in progress ar curriculum the general in participate re in scheme a different committee adopts investigation 1991 a in analysis following the offered OCR needs. to i of grades the coding concerning with a in conjunction modified was has t with disabilities: The district ques [in and the district requirements, that must be classes, in regular enrolled who are students, for handicapped coded a grade versus grade a regular to receive for the student met in order Evidence shows education. as special becaus students against LD discriminatory and have opt the requirements course/grade from school to school? to school? from school which is of credit "an amount of credit" as "unit define State regulations at containing of a course completion successful to a pupil for his awarded or t of instruction hours least 120 school at the local established are coursework credit for and awarding level, within the framewor district and supplementary services, related education, the special must describe in the general progress "to be involved and for the student services aids and 300.347(a)(3)). CFR (34 curriculum" s the issues of grades or credits; credits; or grades of IDEA norSection issues addresse504 specifically the s determining for standards therefore, Generally, different grading system different grading Generally, ‐ 32 C Appendix A for specific district credit credit district A for specific Appendix APAC/Resources/Nevada_State_Req on of adding to the credit requirements requirements adding to the credit on of including Algebra I and Geometry or I and Geometry Algebra including equivalent integrated courses equivalent courses integrated Geography or History and World American History, a. Four credits of English English credits of Four a. mathematics, credits of Four b. c. Three credits of science, including two laboratory classes classes two laboratory including of science, credits Three c. American Government, including studies, of social credits Three d. Health (.5) (.5) Health (3) Mathematics (2) Education Physical Science (2) with local districts GPA need to check in 7th or 8th grade taken *can be elective and are graduation for needed credits remaining AND The area. content identified per not therefore 2007-2008 the in beginning students, grade 9th 389.018, NRS per As 2. enroll in the following: thereafter, must class each and school year uirements_for_Graduation/ Each district in Nevada has the opti has in Nevada Each district in below options link district the (see requirements). See: http://www.doe.nv.gov/NDE_Offices/

NCEO 79 had adopted a system had adopted ial_Education/Programs/Special_E al," "basic," "regular," or "honors" or "honors" al," "basic," "regular," ol district that ol district es/Coursework,_Credits,_Promotion ation/documents/ed3062014-min- asic" and "special education" classes classes education" and "special asic" provide them the opportunity to earn them the opportunity provide p.36 http://www.education.nh.gov/legisl

for assigning lower or different grade weights to special education courses, courses, education to special weights grade or different lower for assigning East (North system district's the to related factors several analyzed OCR 298): IDELR 24 District, School Independent (TX) an IEP process through individually determined was classes credit for the "b academic awarding equivalent to the academic credit given for "regular" classes in the same the in classes "regular" credit given for the academic equivalent to matter subject the classes quantity of material between are provided course modifications, to the maximum extent possible to meet possible maximum extent the to modifications, course are provided to in order needs, their individual 971) IDELR 18 Dist. Sch. Pub. (TN) (Metropolitan grades." regular • whether a student's placement in "speci in placement student's a whether • not for reason educational legitimate a articulate could district the whether • • whether there were significant differences in methods of instruction and instruction of methods in differences significant were there whether • In a 1995 investigation regarding a scho regarding In a 1995 investigation • whether all students with disabilities were placed in "basic" and "special "special and "basic" in placed were disabilities with students all whether • were placed in with disabilities st udents some or whether classes, education" classes. "honors" or "regular" See: http://www.doe.nv.gov/NDE_Offices/Spec In each high school, the minimum yearly course load for a student shall be shall be for a student course load yearly school, the minimum In each high exceptmaymodifiedbe that credits,4thisof requirement for: theequivalent been has (IEP) program education individualized an with Students (1) early whom for Students (2) 1109; Ed with accordance in developed Those (3) or below; (t) in provided as approved been has graduation school by local provided as circumstances unusual or in special individuals board policy. See: ducation/Resources/Additional_Resourc s,_and_Graduation_Ceremonies_for_Students_with_Disabilities/ p.2-3 stands.pdf, ‐ 33 C gebra, mathematical modeling, mathematical gebra, Health education ½ credit, ½ credit, Health education Arts education ½ credit, credit, ½ technologies communications Information and credits, 4 English al that encompasses Mathematics statistics and probability, complex applications of measurement, applied of measurement, complex applications probability, statistics and data statistics and and interpretation, presentation graphical geometry, 3 credits, analysis 1 credit, sciences Physical credit, 1 sciences Biological US and 1 credit, NH history ½ credit, US and NH government/civics ½ credit finance personal including Economics, credit, ½ or geography global studies, history, World New Hampshire “Far From”: No Language on Rigor for IEP Requirements for Alternative Coursework Coursework for Alternative for IEP Requirements on Rigor No Language “Far From”: NewHampshire diploma, school high a regular of 20 credits for a minimum be There shall 20 than more of requirement a set has board school local the unless credit the local in which case diploma, school high regular for a credits shall apply. … requirement Credit(s) Areas Content by Competencies Graduation Required

80 NCEO

‐ 34 C ucational program, or state, to state, or program, ucational quivalent of 6 elective courses, elective courses, quivalent of 6 l high school’s required graduation required graduation school’s l high local graduation requirements will requirements local graduation anscripts of students who transfer who transfer of students anscripts and without disabilities, who have who have without disabilities, and pal shall approve such requests if approve such requests shall pal hese additional competencies required required competencies hese additional s who achieve and demonstrate all and demonstrate who achieve s into a secondary school from another ed another school from into a secondary meeting toward experiences previous educational determine competencies. graduation graduation particular shall waive a of education commissioner school high a award to board local the permit shall and requirement The principal shall evaluate the tr shall evaluate The principal board, the school from the local of a written request receipt Upon Physical education 1 credit, credit, 1 Physical education 6 credits, Open electives credits Totals 20 306-3. outlined in Table as the credits equivalent of of achievement demonstrate shall also students 306-3, outlined in Table the e through competencies additional career and technical education courses, or extended learning learning or extended courses, education and technical career T of their choosing. opportunities the prepare should and interests with student align should for graduation college. tions into careers and transi for successful student from competencies of graduation and demonstration achievement any graduation meeting toward content area in one earned work course content area. in another competencies to those student school diploma 20 credits. in at least encompassed as competencies graduation the high through offered for all courses assessments competency school. with to all students, school diploma their loca demonstrated and achieved pertaining policies adopt shall board school local A (ad) competencies. shall require Such policies students. for individual to early graduation with Consistent the age of 18. under for students involvement parental princi school the high local policy, state and determines that all he/she or educational to the career is related early graduation be met and that of all Upon demonstration the request. of the student making plans credits, and approval of appropriate awarding competencies, graduation school a high shall be awarded the student principal, by the high school diploma. o o align with the shall competencies graduation of number and The rigor as with credits aligned competencies In addition to the graduation relative to counting adopt a policy shall board The local school high a regular award shall school high of each board The local school have in place that a high school require shall board The local school high a regular award shall school high of each board The local school      

NCEO 81 , p.34 p.34 , IEP, in accordance with N.J.A.C. with IEP, in accordance specified alternate requirements for for requirements alternate specified N.J.A.C. 6A:14-4.11, district district 6A:14-4.11, N.J.A.C. bilities as defined in N.J.A.C.in 6A:14- defined as bilities nate requirements for a State-endorsed for a State-endorsed requirements nate ll specifically address any alternate address any alternate ll specifically for procedures and implement ll develop http://www.nj.gov/education/code/current/title6a/chap8.pdf

6A:14-4.11. 6A:14-4.11. sha of education boards 2. District IEP. in an determined individually graduation See: requirements for graduation in a student’s in a for graduation requirements the met has student a whether assessing 1.3. sha of education boards 1. District diploma for individual students with disa students individual diploma for Through the IEP process and pursuant to pursuant and process the IEP Through may specify alter boards of education ‐ 35 C grade class) grade class) th century careers (effective with with (effective careers century st d to thetoState d BoardEducationof ation/documents/ed3062014-min- s as the public schools. Table 306- Table schools. as the public s school_approval/approval_faq.htm#i he control of the student similar to control of the student similar he 9th grade class); and an additional additional an and class); grade 9th schools previously attended by the attended previously schools y, environmental science or science y, environmental http://www.education.nh.gov/legisl diploma to a student if the commissioner determines that:(1) Such Such that:(1) determines the if commissioner student a to diploma and student; the of interests best the in is action physical education; education; physical particular a to schedule not able was and 12 grade state during or requirement; graduation in a., b., or c. described the conditions attendance; school limits which illness debilitating a has student The in participation which precludes disability a physical has The student of from out district school Hampshire moved into a New The student exists: circumstances the following At least one of beyond t exists d. Another condition See: stands.pdf p.33-37 Hampshire New in schools private high attending of students Parents to not required are schools high that private/nonpublic be aware should requirement graduation meet the same nstruction Coursework Alternative District Defines To”: “Close NewJersey standards 12 to 9 to grade aligned credits -- 20 Literacy Arts Language 2008-2009 the with (effective content I algebra including credits 15 -- Math grade 9th 2010-2011 the with (effective content geometry class), grade 9th I and geometry algebra math that builds upon third year of and a class), 21 and college for students and prepares 2 in the New Hampshire Code of Administrative Rules Part Ed 306, Ed Part Rules Administrative of Code Hampshire New the in 2 20 and the subjects lists Approval, Public School for Minimum Standards boards school Local graduation. high school for public required credits the to determine requirements, additional to establish have authority for credit, or accept to and students, transfer placement of incoming to accept,decline work completed at a may waive of Education The Commissioner student. transferring upon 306.27(u) Ed in described as requirement graduation particular Parents may board. school local from the receipt of a written request boar school of a local a decision appeal at the local level. procedures appeal after exhausting See: http://www.education.nh.gov/program/ the 2012-2013 9th grade class) class) 9th grade the 2012-2013 2008- the with (effective biology laboratory including credits 15 -- Science chemistr class); grade 9th 2009 2010-2011 the with (effective physics 9 2012-2013 the with (effective science lab/inquiry-based o o o  

82 NCEO prior writtenprior of study in the order of the options of the options of study in the order C_PathwaystoDiploma_050813.pdf plus an option for student in the AA- for student option plus an ument the reasons for doing so. Any for doing ument the reasons udent’s needs. Graduation plans must must plans Graduation needs. udent’s Paragraph (13) of Subsection J of J Subsection of (13) Paragraph to support a smooth and effective and effective a smooth to support hooses a graduation option other than the option other a graduation hooses , include: standard program of study; and a career career a and study; of program standard include: , The IEP additional team The will whether evaluations, also determine . http://swmcdn.com/site_0450/NERE

AAS.] Any modified program of study may depart from a standard program of program a standard of study may depart from AAS.] Any modified program educational student's an individual to meet necessary far as is study only so readiness alternative program of study; of program alternative readiness notice of proposed action notice of proposed 6.29.1.9 NMAC. [These options, which must be submitted in a which must be submitted [These options, 6.29.1.9 NMAC. The IEP team must consider the program the program The IEP team must consider p.21 special receiving of study for students program from the standard Departures the of the order in considered shall be supports services and education of (b) Subparagraph in listed options listed in the rule. If IEP team c and doc team must justify the standard, only as far program from the standard can depart of study modified program st to meet the individual as necessary IEP and at all points grade with the 8th IEPs beginning be a part of all thereafter necessary are documents or reports, to post-secondary transition See: ‐ 36 C Coursework Has Language on Rigor for IEP Requirements for Alternative Alternative for Requirements IEP for Rigor on Language Has Coursework , pp.1-2 , pp.1-2 overing how each include the introduction of the the introduction include nment and economics, and .5 unit and nment and economics, strumental in disc /guidance/Graduation%20Course%2 rrent curriculum standards via the via standards curriculum rrent lvement of teachers, counselors and and counselors lvement of teachers, on. The personalized plans would set would plans on. The personalized y is administered to students who to students y is administered ng United States history and geography, and geography, United States history ng nancial, economic, business and business economic, nancial, http://www.state.nj.us/education/news/2009/0220req.htm Social Studies -- 15 credits including histories and integrated civics, and integrated histories including credits -- 15 Social Studies content global and geography, economics, fi in -- 2.5 credits Economics Review Special the replace to Assessment School High Alternative currentl which (SRA), Assessment of cu proficiency demonstrate cannot a phase-in includes also pr oposal The assessment. statewide 11th grade middle from to follow students plans learning student of personalized graduati high school school through career and academic personal, on their based for students goals learning the invo would include and interests, parents. “Personalized learning plans will be in an holds she or he careers and subjects what and in best child learns to will expose a student plans Davy. “These Commissioner said interest,” counselors and teachers parents, engage and actively new opportunities on based are requirements The graduation making.” decision in education Steering Redesign School High Jersey New the from recommendations Committee. Transformation Secondary the department’s Committee and See: Obtained for Alternative Must Be Approval “Far From”: NewMexico Coursework of 2015 & 2016: G-Classes & 2012–2013 F-2011–2012 include: to units 24 English units 4 • 2) algebra than > or = unit (one math units 4 • w/lab) (2 science units 3 • includi science, social units 3.5 • and gover and geography history world history Mexico New education physical unit 1 • English than other language or readiness workplace cluster, career unit 1 • electives units 7.5 • credit, dual Placement, Advanced be honors, units must One of the above or distance learning. See: http://ped.state.nm.us/ped/GradDocs 0Requirements%2020012%20-%202017.pdf entrepreneurial literacy (effective with the 2010-2011 9th grade class) class) grade 9th 2010-2011 the with (effective literacy entrepreneurial also requirements graduation The updated

NCEO 83 an alternative program of study is of program an alternative req/GradReq3columnStyle7_1.pdf and access to the general curriculum curriculum to the general and access . Districts and charter schools are schools . and charter Districts IDEA to provide students with IEPs on with IDEA to provide students (IEP). Students must receive LOTE LOTE receive must Students (IEP). http://www.sfps.info/documentcenter/view/11182 http://www.p12.nysed.gov/ciai/grad

in the least restrictive environment. When in the least restrictive about knowledge has who or designee a building administrator developed, theofIEPteam. Mexico shall (New member aPublic thebe student 22). p. 2014, Department, Education See: any one of the three of study, programs needs as determined by the IEP Team determined as needs to meet the requirements obligated one for requirement the from excused be may disability a with Students (d) in the if so indicated than English] other LOTE [langauges unit of credit in Individualized Education Program of 2 units complete 8 and of Grade beginning later than the no instruction 9. study by the end of grade See: p.2 ‐ 37 C h.(d) Students with a disability may be may disability a with Students h.(d) unit in American History and 1/2 unit and 1/2 unit American History unit in ogram (IEP). Students must receive receive must Students (IEP). ogram http://www.p12.nysed.gov/ciai/gradreq/2009GradReqDetails.html New York “Close To”: State Defines Alternative Coursework Coursework Alternative “Close To”: State Defines NewYork diploma diploma/Local Regents cr, 4 arts: language English cr, 4(a) Studies Social cr, 3(b) Mathematics Science 3(b)cr, Health .5 cr, cr, 1 Arts The cr, 1(d) English Than Other Languages Physical 2 cr, Education Electives 3.5 cr. 22.(a) Required Credits Total 1 credits required, including Four Economics. and each in Participation Government a in either technology in standards learning the meet may Students (b) combining course an integrated or through education in technology course science. …A commencement-level and/or mathematics with technology unit of credit in as the third may be used education in technology course not bot but or mathematics, science LOTE if so indicated of credit in one unit for the requirement from excused in the Individualized Pr Education 2 8 and complete of Grade the beginning no later than LOTE instruction by the end of grade 9. units of study See: North Carolina Same as for All Students

84 NCEO American with Disabilities Act that with Disabilities Act American stricts is an option, not a mandate or an option, stricts is in either IDEA 2004, Section 504 of 504 Section 2004, IDEA either in e allowed, policies should be applied applied should be policies e allowed, disabilities?

would prohibit a district from waiving or modifying coursework requirements requirements modifying coursework waiving or a district from prohibit would for di the choice students, for identified on the be identified that are waived must requirements Learner requirement. ar IEP. If modifications student’s 3. Can coursework requirements for granting a diploma be waived for be waived a diploma granting for requirements 3. Can coursework students with restrictions no there are Yes. Although the and 1973, of Act Rehabilitation the consistently to all eligible students. [Same] ‐ 38 C Recommended: at least 1 least at Recommended: 22 credits Occupational Occupational 4 and/or in an arts discipline by local requirement decision English – 4 4 – English Science –2 Not required 6 total Prep: Occupational OCS Prep Elective credits/completion of IEP objectives/Career Portfolio required Social Studies – 2 Math – 3 – Math diploma. diploma. rriculum/home/graduationrequirem one 4 21 credits 3 minimum for admission to UNC system 1 6 total from CTE, 2 electives languages Arts, World of one from electives 4 CTE, JROTC, Arts, Any other subject 4 Content Area Area Content English Core Future-Ready Math Science Future-Ready Social Studies Languages World but 2 Not required 3 Health and Physical Education other Electives or requirements Career/Technical Education Arts Has two courses of study leading to of study leading two courses Has ents.pdf Requirements from Coursework for Exemption Allowance “Far From”: North Dakota 4 – Arts Language English Math – 3 – 3 Science Social Studies – 3 ½ health ½ phy ed and – 1 or Physical Education Career and Fine Arts, or Native American Languages, Language, Foreign – 3 Education Technical 5 - Electives See: http://www.ncpublicschools.org/docs/cu

NCEO 85 Students who earn a high a earn who Students to use the opt-out provision for the for provision to use the opt-out with a disability who enters ninth with a disability and 2) the student must complete the must complete student 2) the and ted on the student’s IEP. The IEP on the student’s ted ng the goals on the student’s standards- student’s on the ng the goals p. 1 ORC §3313.603(B). … ORC §3313.603(B). http://education.ohio.gov/Topics/Special-Education/Ohio-Core-and- http://www.dpi.state.nd.us/speced1/laws/policy/1005paper.pdf, p. 6 http://www.dpi.state.nd.us/speced1/laws/policy/1005paper.pdf, a disability who enters the ninth grade on or after July 1, 2010 may decide 2010 may decide 1, July or after on ninth grade who enters the a disability will complete or she he goals post-secondary the student’s on that based in needed are accommodations If coursework. Core Ohio required the be indica they should courses, these in the described options education using consider team also may the in meeting to assist the student coursework the Core about information the in noted be should coursework Core requirements. course the on of Study” “Course under section transition planning postsecondary IEP. student’s post-secondary the student’s that based on may decide to July 1, 2010 of 20 units that curriculum the high school she will complete he or goals in ORC outlined Curriculum as to the Ohio Core prior in place was transition postsecondary be noted in the This should (B). 3313.603 IEP. of Study” on the student’s “Course under section planning the IEP plan, transition team may decide student a for coursework Core required grade on or after July 1, 2010, and before July 1, 2014. The student would The student July 1, 2014. and before July 1, 2010, after on or grade or post- for employment to meet the goals needed courses complete This plan on the IEP. her transition on his or indicated education secondary under section planning transition in the postsecondary be noted should IEP. of Study” on the student’s “Course

postsecondary in his or her identified goals student’s the Based on with process an IEP team for a student planning As a part of the transition prior who enters the ninth grade An IEP team with a disability for a student  The IEP team may decide that a student with a disability will meet graduation will meet graduation with a disability a student The IEP team may decide that meeti successfully by requirements based IEP, as permitted by section ORC §3313.61(A)(1). This option is This option §3313.61(A)(1). ORC section based IEP, as permitted by should This cognitive disabilities. with significant for students only intended of the student’s section planning transition postsecondary be noted in the IEP. See: school diploma under the Opt-Out provision will be prohibited from attending attending from prohibited be will provision Opt-Out the under diploma school See: Students-with-Disabilities, And not of consequence one 1) that acknowledge also should consent The state to enroll in most is ineligibility curriculum the Ohio core completing universities without further coursework at a minimum includes by the school that established alternative curriculum in required curriculum the   ‐ 39 C , p. 7 , p. 1 chment/Topics/What-s-Happening- http://education.ohio.gov/getatta See: http://www.nd.gov/docr/juvenile/Education/Student%20Services/School%2 0Programs/2010-11%20School%20Catalog.pdf Requirements Coursework from Exemption for Allowance Ohio “Far From”: State Minimum: units – 4 Arts English Language Health - .5 unit – 4 units Mathematics - .5 unit Physical education – 3 units Science – 3 units Social students units Electives - 5 literacy financial and Economics Fine Arts See: with-Ohio-s-Graduation-Requiremen/Graduation-Requirements-2014- 2017/Graduation-Checklist-2014.pdf.aspx

86 NCEO … The Opt-Out nth graders will be Unless the provision is extended by is extended Unless the provision of mathematics that must include must include of mathematics that http://education.ohio.gov/getattachment/Topics/Academic-Content-

[Same] most state universities in Ohiocoursework. without further with a period students to be temporary and yet provide some designed was core. Ohio the of requirements curriculum rigorous more the to transition of rigorous more the for prepared adequately feel not may students Some units four specifically requirements; a to addition in science advanced of unit a and equivalent its or II Algebra feel may Other students a unit of life science. and unit of physical science rigorous more the require not might goals college or career their that the Ohio core. …Four cohorts of curriculum ni of entering Standards/New-Learning-Standards/The-Ohio-Core-Opt-Out/Core-Opt-Out- FAQs.pdf.aspx [Same] eligible the to pursue Opt-Out provision. the first grade for who enter ninth it will end with students action, legislative p.1-2) 2012, of Education, (Ohio Department time on or after July 1, 2014. See: ‐ 40 C cies selected from any courses listed any courses from selected cies Oklahoma Same as for All Students All Students as for Oklahoma Same curriculum for high school ready College preparatory/work graduation English – 4 units – 3 Units Mathematics – 3 units Science Laboratory – 3 units Skills and Citizenship History – 2 Units Technology or Computer Language Non-English or Foreign Fine Arts – 1 Speech Unit or Elective – 6 Units 1 or additional set unit of competen , p. 1 S_GRAD_Parent%20Checklist%202014-15.pdf All Students as for Oregon Same units – 4 Arts English Language – 3 units Mathematics – 3 units Science previously Literacy PersonalFinancial Curriculum) Core for needed is this if (Unclear Requirements Testing College prep) option from (opt-out Core curriculum – 4 units Arts Language – 3 units Mathematics – 3 units Science – 3 units Social Studies units The Arts – 2 units Electives – 2 See: http://www.ok.gov/sde/sites/ok.gov.sde/files/documents/files/SUCCESS_H

NCEO 87 TIES ENTITLED TO GRADUATE GRADUATE TIES ENTITLED TO

ARE CHILDRENWITH DISABILI WITH A REGULAR HIGH SCHOOL DIPLOMA? DIPLOMA? SCHOOL HIGH A REGULAR WITH special is receiving in Pennsylvania who with a disability Yes. A child ‐ 41 C d of Education January 23, 2003. 23, 2003. January of Education d ion of the requirements set out in out set requirements the of ion for work satisfactorily completed in the by following the as approved ” (Oregon State Board of Education, State Board of Education, ” (Oregon dependent study, career-related study, dependent an appropriate exam; appropriate an http://www.ode.state.or.us/search/page/?id=1681 subsections (1) (a-c) of this section. (a-c) (1) subsections 2012, p.1) See: http://www.ode.state.or.us/gradelevel/hs/transition/moddipoar012012.doc (B) Provides sample of work or other evidence which demonstrates which demonstrates evidence other or of work sample (B) Provides and skill; or knowledge equivalent activitiesprior learning of or experiences documentation Provides (C) etc.) or; awards, letters, diplomas, of training, (e.g., certification a combinat completes (d) Successfully Social Sciences – 3 units – 3 units Social Sciences – 1 unit Physical Education Health – 1 unit – 3 units Education & Technical Career The Arts, Language, Second units 6 – Electives on credit based the option to earn have – students for Proficiency Credit proficiency. demonstrated Testing Essential Skills Requirements Learning Personalized available Modified Diploma See: And /hs/transition/moddipfaq-final.pdf http://www.ode.state.or.us/gradelevel the by described as an option proficiency for credit award may Districts OAR below, adopted by the State Boar Coursework Alternative for for IEP Requirements on Rigor No Language “Far From”: Pennsylvania complete must students in Pennsylvania, school diploma To earn a high and a final project as undertake as well subjects, specific in 120 credits Credit Options (581-022-1131) (581-022-1131) Options Credit credit shall grant district (1) A school defined as program education an alternative school, including any district accruing for method the provided 336.625, ORS and 336.615 ORS in plan and the student’s education personal in the is described credit either: student required (e.g., work equivalent or classroom completes Successfully (a) in supervised courses, and elective 130 least of at course a in based learning) project experiences, learning with OAR 581-022-0102; accordance in hours clock where performance-based a unit of credit completes (b) Successfully or are identified; district to the school acceptable criteria by the defined of subject as ery mast or competency (c) Demonstrates of by any one or more school district district: passes (A) Successfully

88 NCEO https://www.drnpa.org/wp-content/uploads/2012/10/graduation- :

education services is entitled to graduate with a regular high school diploma school high with a regular entitled to graduate services is education regular a as requirements graduation same the completes she (1) if has that the child the child’s IEP Team determines or (2) child education Pennsylvania necessary for graduation. the IEP goals to extent satisfied as is attendance” of “certificates disabilities with children not award does other states. some done in See requirements-for-children-with-disabilities.pdf [Same] [Same] ‐ 42 C ments as set by the Pennsylvania ments as st complete a state-required state-required a complete st a level of proficiency on the state on the of proficiency a level project's initialproject's development to its 20 courses (at a minimum) minimum) a (at courses 20 http://education-portal.com/pennsylvania_high_school_diploma.html : comprehensive course assessments) assessments) course comprehensive science, social studies, the Arts and technology) the Arts and technology) studies, social science, and/or portfolios (exhibitions, assessments 2 performance of Completion Exhibition or Senior Project, Portfolio math, Arts, Language (English areas in 6 core proficiency Demonstrated English Science studies Social Mathematics education physical Health and Arts and humanities Successful completion of   as such requirements or ations expect additional include may Districts requirements, coursework additional service learning. or community assessments See: http://www.ride.ri.gov/StudentsFamilies/RIPublicSchools/DiplomaSystem.a pass keystone exams. Detailed require Detailed exams. keystone pass Students All Island Same as for Rhode  spx Students All for as Same Carolina South units – 4 Arts English Language Department of Education are outlined below. below. outlined of Education are Department Hours Credit in the credit hours at least 120 must accumulate Students in Pennsylvania diploma: high school a to earn subjects following       at least in subjects five approved courses choose also must Individuals home economics, science, computer education, business art, like music, or vocational language foreign arts, industrial education, consumer education. Culminating Project mu students secondary Pennsylvania can their final year. Students end of by the project senior or culminating year and typically in their sophomore project on the working begin usually the a mentor from with collaborate completion. submit a written must students can begin, Before work on the project the before approve the project must who to their faculty mentor, proposal to for students opportunity as an serves project move on. The can student abilities to go their interests. It also tests showcase their talents and curriculum high school conventional is taught in a what beyond See 

NCEO 89 , upon raduationQA.pdf Chapter 74 Chapter team to modify specific units of of units specific modify to team d Geometry (or equivalent), Biology I Biology equivalent), (or Geometry d s/sped_transition_G p.2, items e and g. p.2, items e and required assessments. For these these For assessments. required https://doe.sd.gov/oess/document

A student can also graduate and receive a regular high school diploma under under school diploma high a regular receive and graduate also can student A TAC in outlined program high school the minimum students the ARD committee must determine whether passing the whether must determine ARD committee the students graduation. for requirement a is assessment minimum credit the by completing graduate can Additionally, a student minimum the completing education, general in students for requirements h Dakota State Special Education State Special Sout h Dakota Requirements: Graduation Amending 24:05:27:12, ARSD allowsRules the IEP include may Amendments requirements. graduation the toward credits and/or substitutions made to modifications extent of the nature and the individual student; of the needs accommodate IEP. in the documented be must any amendments See: p.2 be shall IEP the in documented as disabilities qualifying with Students an I Algebra least at achieve to required credits. lab science and two other achieved be will science and math in credits of number required The - time, appropriate increased but not limited to, as, such strategies through the IEP team. by determined as and accommodations methodologies, See: dfs/IV%20N%20High%20School%20Tra http://www.tn.gov/sbe/2008Januaryp nsition%20Policy%20&%20Rule.pdf in students for requirements credit and curriculum minimum the completing in and participating education general ‐ 43 C p.3 p.3 ents/GradRequirements.pdf http://ed.sc.gov/agency/programs-services/124/ http://doe.sd.gov/octe/docum http://www.tn.gov/education/instruction/graduation.shtml English language arts – 4 credits arts English language – 3 credits Mathematics – 2 credits Science – 2.5 credits Social studies its and system enterprise on the free with emphasis Economics, credit benefits - .5 – 1 credit elective Academic Mathematics – 4 units Mathematics – 3 units Science – 1 unit Constitution and US History unit - .5 Economics US Government - .5 unit unit – 1 course(s) studies social Other 1 unit ROTC 0 – Junior or Physical Education 1 unit – keyboarding) (including science Computer unit – 1 education and technology career or language Foreign units Electives – 7 See: Coursework Alternative for for IEP Requirements on Rigor No Language “Far From”: South Dakota units – 4 Arts English Language – 3 units Mathematics – 3 units Lab Science Social Studies – 3 units Service or Experience Capstone Education, & Technical Career Approved ~1 unit - Language World Learning, or units Fine Arts – 1 - .5 unit or Economics Personal Finance - .5 unit Physical Education - 1 unit Integration Health Health or See: Coursework Alternative Defines State “Close To”: Tennessee Math – 4 credits English -4 credits -3 credits Science – 3 credits Social Studies credits – 1.5 Wellness and Physical Education - .5 credit Personal Finance credits – 2 Language Foreign credit Fine Arts – 1 – 3 credits Elective Focus See: Coursework for Alternative Rigor for IEP Requirements on No Language “Far From”: Texas credits): (22 School Program Minimum High

90 NCEO ents of the IEP, including one of the ents of the IEP, including full-time including employability skills, meets age eligibility requirements and and requirements eligibility age meets at/code/r277/r277-700.htm possible as determined by the ARD determined as possible DownloadAsset.aspx?id=2147497565 DownloadAsset.aspx?id=2147497565 http://www.rules.utah.gov/public signature; and and signature; as graduation, for high school expected and rigor maintain the integrity the Board. by determined

curriculum requirements to the extent the to requirements curriculum p.1 may have programs education special with disabilities served by G. Students meet to IEPs individual through requirements graduation to made changes and nature the document shall IEP student's A needs. educational unique made to or exemptions substitutions and extent of modifications with disabilities. a student accommodate lists of approved courses boards' may review LEA and USOE H. The Board for compliance with this rule. to students individual for modified be may requirements Graduation I. modifications: such when success to student route an appropriate achieve 1. SEOP or both; with the student's IEP or are consistent 2. the parent's/guardian's file and include in the student's are maintained 3. See: Part G for exemption language. committee, and completing the requirem the completing and committee, following conditions outlined in the IEP: (a) and full-time employment from support direct without to maintain employment self-help skills sufficient of (b) demonstration the school district, to or (c) access or retaining employment, to obtaining related skills of public responsibility within the legal options not or educational employment been part of the IEP. as has prepared the student which for education may also graduate services education special Finally, a student receiving committee the ARD upon school diploma high regular a and receive no longer the student that determining IEP. the in specified requirements the completed has See: http://www.tea.state.tx.us/WorkArea/ ‐ 44 C kit.aspx?LinkIdentifier=id&ItemID=2 [As of October 4, 2014. Updated version at Updated [As of October 4, 2014. http://www.schools.utah.gov/CURR/gradinfo/Home/High-School- Physical education – 1 credit credit – 1 Physical education Speech - .5 credit credit Fine Arts – 1 Elective – 6.5 credits ELA – 4 credits Math – 4 credits credits 4 – Science – 3.5 credits Social studies credit - .5 Economics – 2 credits than English other Languages credit – 1 Physical Education Speech - .5 credit credit Fine Arts – 1 5769809836&libID=25769809849 Requirements Coursework from Exemption for Allowance From”: “Far Utah ELA – 4 credits Math – 3 credits credits 3 – Science – 3 credits Social Studies – 3 credits coursework Directed credits – 2 Physical Education credits Electives – 6 added to the be may courses supplemental and Applied, advanced criteria. procedure and the following list using appropriate Science Mathematics, Arts, Language the USOE, using approved by and the local school board by Determined following criteria. significant with a arts of language within the field/discipline are (i) courses principles, arts content, to language aligned portion of instruction skills; and and knowledge, the of to student understanding that leads instruction provide (ii) courses and arts; of language disposition nature and arts; of language skills and concepts the fundamental apply (iii) courses and and content; appropriate developmentally provide (iv) courses and speaking, listening, writing, in reading, skills develop (v) courses presentation. See: Requirements-by-Year.aspx Recommended High School Program (26 credits): credits): Program (26 School High Recommended Elective – 5.5 credits See: http://www.tea.state.tx.us/WorkArea/lin

NCEO 91 ilitation Act, the student shall meet the ilitation Act, the student shall meet t.gov/documents/EDU- p.10 p.10 http://education.vermon

same graduation requirements as non-disabled peers in an accommodated accommodated an in peers non-disabled as requirements graduation same in each documented will be modifications These manner. and/or modified Plan. Learning Personalized student’s See: For students eligible for special education services under IDEA or protected protected IDEA or under services education special eligible for For students of the federal Rehab by Section 504 FinalEQS_AsAdopted.pdf ‐ 45 C dge (including the concepts of life the concepts (including dge but not limited to teacher- or student- not limited to teacher- but ces (including numbers, operations, and operations, numbers, (including ces ng and the use of technology). the use of technology). ng and t.gov/documents/EDU- t.gov/documents/EDU- t.gov/documents/EDU- d of Education. Each school shall enable shall enable Each school d of Education. p.8 p.10 p.7 http://education.vermon http://education.vermon http://education.vermon nt information (e.g., 3.5 credits differe for slightly shows web address same coursework)] Directed coursework for Alternative Requirements Rigor for IEP on Language Has From”: Vermont “Far and delivered the written shall ensure board union Each supervisory the standards with is aligned union within their supervisory curriculum approved by the State Boar FinalEQS_AsAdopted.pdf graduation setting for responsible is school board Each secondary rules. these with accordance in requirements See: FinalEQS_AsAdopted.pdf learning to experience the opportunity provide students must Schools not limited to career but including pathways, flexible and multiple through service learning, work-based education, virtual learning, and technical the under must occur Learning early college. and enrollment dual learning, expectations educator. Learning licensed an appropriately of supervision and standards. expectations with state must be aligned by presenting proficiency to demonstrate be allowed Students must multiple types ofincluding evidence, FinalEQS_AsAdopted.pdf Coursework Alternative Defines To”: State Virginia “Close students to engage annually in rigorous, relevant and comprehensive comprehensive relevant and in rigorous, annually to engage students in proficiency allows them to demonstrate that opportunities learning and speaking reading, thinking, language, critical a. literacy (including listening, and writing); practi content and b. mathematical by the end of grade 10); geometry of algebra and the concepts knowle content and inquiry scientific c. and engineering space sciences earth and physical sciences, sciences, design); economics, of civics, concepts the (including d. global citizenship history); and studies cultural world language, geography, in 16 V.S.A. §131; as defined education and health e. physical education and arts); and performing visual, media f. artistic expression (including creativity, collaboration, communication, (including skills g. transferable solvi innovation,problem inquiry, one-half with one and 9-12 grades in students shall provide school …Each thereof. equivalent the or education years of physical See: projects. and exhibitions performances, portfolios, assessments, designed See:

92 NCEO d of Education for earning verified earning of Education for d alternate pathways and flexibility, and flexibility, pathways alternate r locally awarded verified credits verified credits awarded r locally

students receiving accommodations must earn the 22 standard credits and credits standard must earn the 22 accommodations receiving students contrast, In Diploma. Standard a with graduate to required credits verified six Modified the for required are credits verified 0 and credits standard 20 only Standard Diploma. See: http://www.doe.virginia.gov/instruction/graduation/credit_accommodations/gu credits credits credits verified earning for tests on scores cut •Adjusted technical and career through experiences learning work-based of •Allowance (CTE) courses education … provide accommodations credit While Credit accommodations provide alternatives for students with disabilities in with disabilities for students alternatives provide accommodations Credit a with graduate to required credits verified and standard the earning Standard Diploma. include: may disabilities with for students accommodations Credit requirements credit standard the meet to courses •Alternative fo requirements the to •Modifications Boar the by approved tests •Additional idelines_standard_diploma_credit_accommodations_for_students_with_disa bilities_faq.pdf p.1 [Same] [Same] ‐ 46 C eup/graduationRequirements.php http://www.doe.virginia.gov/instruction/graduation/standard.shtml http://www.k12.wa.us/GraduationRequirements/Requirement- http://wvde.state.wv.us/ris English – 4 English – 4 – Mathematics 3 – 3 Science Laboratory History & Social Sciences – 3 Health & Physical Education – 2 2 – Education & Technical Fine Arts or Career Language, Foreign – 1 Finance Personal and Economics Electives – 4 See: Students All Same as for Washington 3 English- Math – 3 lab) – 1 (without Science lab) – 1 (with Science – 2.5 studies Social – 1 Education Occupational – 2 Fitness Health and Arts – 1 Electives – 5.5 Project Culminating See: Credits.aspx West Virginia Same as for All Students – 4 Arts Language – 4 Social Studies – Mathematics 4 – 3 Science – 4 Concentration Career – 3 Core General Electives – 2 See:

NCEO 93 Part I question 1. What is a is What 1. question I Part education program and demonstrated demonstrated education program and v/sped_bul10-08 http://sped.dpi.wi.go proficiency equivalent to earning required credits, or or credits, required earning to equivalent proficiency IEP. student’s

or credits, required all Earned an alternative in Participated in the specified program the Successfully completed See: regular high school diploma? school high regular [Same]    ‐ 47 C ments for Wyoming to reveal text. Wyoming to reveal ments for the right to augment these requirements requirements these augment to right the s of Mathematics; Mathematics; of s http://docs.legis.wisconsin.gov/statutes/statutes/118/33/1 http://edu.wyoming.gov/in-the-classroom/ Wisconsin “Far From”: No Language on Rigor for IEP Requirements for Alternative Coursework Coursework Alternative on Rigor for IEP Requirements No Language “Far From”: Wisconsin credits English – 4 – 3 credits Social Studies – Mathematics 3 – 3 Science – 1.5 Physical Education - .5 Health Education – 8.5 courses other fine arts, and languages, foreign education, Vocational credits See: (1) Statute 118.33 Students Same All for as Wyoming of English; years school (4) - Four school year - Three (3) science; of years school (3) Three - history, American including studies, social school years of - Three (3) institutions; and systems and economic Government of the constitution on the principles examination an passing - Successfully state of Wyoming. the States and of the United has Note that local school district require graduation the are What Choose to fit their needs. See:

94 NCEO Appendix D

State Exit Assessments Requirements for Graduation with a Regular Diploma

NCEO 95 . All the other available options to equired to pass in order to meet to order in pass to equired p.5 Requirementswith for StudentsDisabilities http://www.azed.gov/special-education/files/2013/05/graduation-and- umed if the IEP is silent about the about if the IEP is silent umed pres is (this requirements graduation of the tests); passing achievement based on alternate is that (AIMS-A) alternate assessment standards; – see disabilities with and without to both students option is available below] Disabilities: A Guide for Public with and Students [see “Graduation Agencies”] Education AIMS with or without accommodations; pass Take and Participate in AIMS, but not be r an the State includes cognitive with significant disabilities, For students augmentation [Note – the option the augmentation test using Pass the

The IEP team can identify the expectation for AIMS and graduation. As an for AIMS and graduation. the expectation The IEP team can identify example, the IEP may indicate that high diploma,with school to graduate a must: the student students-with-disabilities-peas2.pdf students without disabilities are available to students with disabilities. with disabilities. to students are available disabilities without students See: The student with an IEP does not have to pass the AIMS tests – IEP have with an IEP does not The student that addition, it appears in needed; is that only participation team can decide evidence as accepted also is AIMS-A     ‐ 1 D Appendix D p.1-2 p.1-2 transfer transfer from can be out-of-state strict can augment the score on on score the augment can strict udent who failed to achieve a passing on requirement if the student has has student the if requirement on State Exit Assessments Requirements for Graduation with a Regular Diploma General Requirements http://www.azed.gov/hsgraduation/ http://www.azed.gov/wp-content/uploads/2014/01/aims-hs- exempt from the AIMS graduati on state-adopted assessment a statewide passed successfully standards. Arizona the to equivalent substantially are that standards of the AIMS a st each section the to determine calculation used rules are specific a section; score on be given. The augmentation a student can points of additional number score on each achieved to the student’s highest added points are did not pass. the student AIMS that of the section on the Writing, Critical Reading, and Mathematics tests of the SAT, or Mathematics tests and Reading, on the Writing, Critical and Mathematics Reading, English/Writing, on Combined 16 or higher on the ACT. school di Option – the Augmentation may earn 420 or higher – student Exam Reciprocity Entrance College – student who Other State Reciprocity  There are three alternative routes available to all students: to all students: available routes alternative There are three   Alabama Alaska Arizona “Far From”: Meet IEP Criteria content on all three scores must earn passing of 2014-15 Yes – the class These Mathematics. and – Writing, Reading, of AIMS High School areas in retest can and then students 10, grade in first administered exams are and 2017 of class for changing are [Requirements that. after grade each be exams that will will taking new be classes in those beyond; students grades. of course as a percentage incorporated graduation-overview_revised-aug-2013.pdf the “provides that Diploma” Canyon a “Grand has In addition, Arizona school at their own through high advance to [for students] opportunity students this diploma, To earn diploma. a “performance-based pace…” It is content core all in scores qualification career and college meet to have do this are exempt Students who school. high the first 2-3 years of during requirements. study of course minimum the from See: Arkansas From”: Exemption “Far California See:

96 NCEO ructional how the student cations. Request a local waiver - if - waiver local a Request cations. s or score at least 350 with ? Exemption for Eligible Students ? Exemption for Eligible Students ified regarding which students are students which regarding ified the parent, local board of education, the parent, local board of education, for the exemption? California Education for the Education exemption? California Board of Education extends the extends Board of Education is determined by the individual education education by the individual is determined hool Exit Examination (CAHSEE) (CA hool Exit Examination (CAHSEE) Elementary and Secondary Education Secondary Elementary and nia Department ofDepartment Education (CDE) nia LA) portion of the CAHSEE with portion LA) he student will meet the CAHSEE take the CAHSEE with appropriate inst with appropriate take the CAHSEE s - CAHSEE local waiver can be found on the CDE can CAHSEE local waiver s -

Act. The exemption from meeting the CAHSEE requirement will be in effectinbe CAHSEEwillrequirement Act.meeting The exemption the from the State 2015, unless 30, until June implementation of the alternative year. assessment one means additional take to disabilities with students require agencies educational local May 11. gradeCAHSEE ten until beyond they pas an to right student’s the No, waiver? a for qualify and modifications to impose the LEAs do not have authority state law and exemption is be should student a above, discussed as However, locally. requirement encouraged to continue Califor Education or State Board of eligible are students which regarding the federal requirements under the under requirements federalthe or (IEP) program education in a revised individual addressed as support plan. Section 504 to notification required any there Is 12. of boards local parents, that require not does 60852.3 Section Code education, the SBE, or the CDE be not eligible for the exemption. Eligibility eligible for the will participate in statewide assessments. If a student with disabilities will not If a student with disabilities will not assessments. in statewide will participate be taking the CAHSEE this year, that be noted in the IEP or should Section t should state that 504 plan and exemption. the through requirement IEP or Section 504 with an that students the three pathways 10. What are requirement CAHSEE the meet can plan High Sc California - with Disabilities Dept of Education). on the mathematics 350 or higher - if a student scores Pass the CAHSEE and/or English-language arts (E without use but of modifi accommodations of portion ELA and/or mathematics on the higher or scores 350 the student the CAHSEE with use of modifications. More information about the students with disabilitie Accommodations Web page. CAHSEE Test Variations, and Modifications plan that valid IEP 504 or Section a current and has Exemption - The student has to receive a high school diploma, is scheduled student indicates the or on requirements graduation local and state other all satisfy will or satisfied CAHSEE the meeting of means this using Students after July 1, 2009. meeting of in grade ten for the purpose CAHSEE the take shall requirement 9. Does the IEP or 504 plan need to document whether or not the student is the student or not whether need to document the IEP or 504 plan 9. Does with Disabilities passing the CAHSEE? The Individuals exempt from Education Act (IDEA) Education Act and and the Secondary Elementary Sectio n 504 plan address and IEP the that require (ESEA) ‐ 2 D nning in 2005–06, all students must in 2005–06, all students nning http://www.cde.ca.gov/ci/gs/hs/hsgrfaq.asp Need to pass the CAHSEE: * Begi in Exit Examination to graduation, prior High School pass the California requirements. course meeting to addition See:

NCEO 97 to satisfy Adequate Yearlysatisfyto Adequate ption from passing the CAHSEE for ption from passing the php/7764/urlt/0084238-fcatpass.pdf php/7764/urlt/0084238-fcatpass.pdf requirement parallel to the student’s student’s the to parallel requirement p. ressroom/TheConnecticutPlan.pdf disabilities whose abilities cannot be disabilities whose a student disability that is directly student disability a s requiring such accommodations accommodations such requiring s the to meet student’s ability standard is exemption should be treated like any be treated like should is exemption ility for special education. participate in the CAHSEE http://www.fldoe.org/core/fileparse. http://www.cde.ca.gov/ta/tg/hs/cahseefaqexempt.asp

graduation expectations, as indicated inthe IEP, receive indicated as then he or she may expectations, graduation delivery, instructional curriculum, modify the that accommodations specific on score goal the example, For graduation. for required assessments and theCAPT Modified Assessment the is of the high school section ability to pass a particular or her related to his must applicants request, waiver a creating When assessment. graduation a for requirements the meet facts and situation specific their how discuss If a student has been identified as having serious learning or other other or learning serious as having identified If a student has been impact significantly that disabilities the current Committee supports CAPT. The on the standard goal making of student policy that the percentage Disability Waiver in rule as is defined Disability Waiver should not exceed one percent of a school’s student population. population. student of a school’s one percent not exceed should See: http://www.sde.ct.gov/sde/lib/sde/pdf/p other issue affecting eligib assessments. by the statewide accurately measured See: program or Section 504 plan team of which the parent is a member. Local member. is a of which the parent team plan Section 504 or program internal purposes. own forms for may develop their agencies educational to th Parent notification with regard 13. Must students with disabilities take the CAHSEE in grade ten? All ten students must exem The requirements. (AYP) Progress affect the not does of graduation a diploma of receiving purposes ten. grade in CAHSEE the taking of requirement See: 4-5 school high toward a standard working who are disabilities Students with EOC Florida 2.0 and FCAT in the to participate expected diploma are of the FCAT 2.0 or a waiver for provides however, legislation Assessments; standard a with graduating for requirement a as Assessment EOC 1 Algebra with students for diploma high school p. 2 ‐ 3 D ressroom/TheConnecticutPlan.pdf ressroom/TheConnecticutPlan.pdf option where a student can graduate student can a where option http://www.fldoe.org/core/fileparse.php/7764/urlt/0084238- Colorado Colorado Other Assessment To”: “Close Connecticut and Algebra I, Geometry, Final Examinations: State Developed History Arts 2, American English Language Biological/Life Science, See: http://www.sde.ct.gov/sde/lib/sde/pdf/p p. 10-11 Delaware District of Columbia From”: Exemption Florida “Far they must pass from 9 to Present, Grade 2011-12 entering For students to in order 1 EoC Assessment and Algebra 2.0 Reading 10 FCAT Grade is also a there and Students may retake assessments graduate. scores and comparative concordant a on score a and SAT or ACT on score equivalent an receiving by Education on the Postsecondary Algebra 1 EoC assessment comparative Readiness Test (PERT). See: p.1-2 fcatpass.pdf Waiver To”: “Close Georgia school high entered diploma, who high school a Georgia seeking Students Tests Graduation High School the Georgia must pass to July 2011, prior Writing School High the Georgia as well as content areas in four (GHSGT) April rule in to State Board of Education of amendments Test. As a result 2008 from Fall in high school enrolled who of students 2011, the cohort

98 NCEO 20General%20Guida ul completion of a careerul pathway after unsuccessful attempts if our request. Online ExPreSS, offered ExPreSS, Online request. our ider addressing some or all of the of some or all ider addressing ument.aspx/Final% eorgia High School Graduation Tests not exhaustive or conclusive. exhaustive or conclusive. not sequence, The student should also document successful completion of a of completion successful document also should student The sequence, which assessment, a career/transition based on internship, career of supervised in a variety opportunities learning work-based includes integrated successful or situations be documented in thebe IEP documented over time. unsuccessful. was student in the field related to individuals by credentialed conducted or evaluations the disability. requirements. graduation defined the to according courses applicable to the subject of area of y of the subject to applicable for high school (GaDOE) of Education Department by the Georgia were unsuccessful who recipients attendance certificate of and students Arts, Mathematics, English Language not yet taken the on or who have Studies G Social and/or Science courses. online self-paced are (GHSGT), score on the high a passing has not achieved the applicant which area in be should recommendation The written assessment. school graduation written The school. the student’s of to by the principal agreed that lists the skills documentation by supported must be recommendation has the GPS and how student set forth in and knowledge through standards and skills these of mastery equivalent demonstrated achievement other academic on work and performance class specific assessments. during the time for which the waiver is requested. requested. is waiver the which for time the during of all even with the provision assessment, of the high school graduation allowable accommodations. in which the to the subject related disability is directly The student’s diagnostics, from test, evidence of verified and documented The inclusion correct the to assigned not or was diagnosed improperly was The student Express in participation Documented each subject in a teacher(s) from a written recommendation Obtaining successf should document The student Plan (IEP) Education active Individualized an or had has The student section of passing a incapable or her him disability makes The student’s must achievement the student’s its impact on disability and The student’s

See: http://archives.gadoe.org/DMGetDoc following supporting details and suggestions that are applicable to their to applicable that are suggestions and details supporting following is list This case. specific disability waiver. Applicants may cons nce%20for%20Rule%20Waivers%20and%20Variances%20of%20High%20 School%20Graduation%20Assessments%20Vers1.pdf?p=6CC6799F8C137          ‐ 4 D of the GHSGTs or by passing one of or by passing of the GHSGTs p.7 the two equivalent End of Course Tests in each corresponding content content corresponding each in Tests Course of End equivalent two the High Georgia the pass and take to required also are students These area. for a diploma. to be eligible Test (GHSWT) Writing School See: http://www.gadoe.org/curriculum-instruction-and- through June 2011 must demonstrate their proficiency in the four GHSGT in the four GHSGT proficiency their demonstrate 2011 must June through by eithercontent areas passing each assessment/assessment/Pages/default.aspx in as the situation in rule defined Waiver is A Hardship Hardship Waiver to pass a opportunity a reasonable did not have the student which due to a assessment of the high school graduation section particular control. the student’s beyond hardship substantial See: http://archives.gadoe.org/DMGetDocument.aspx/Final%20General%20Gui dance%20for%20Rule%20Waivers%20and%20Variances%20of%20High %20School%20Graduation%20Assessments%20Vers1.pdf?p=6CC6799F 8C1371F6792D06C2AE784022A18E37C43254EAFFAF755C6959D831C 7&Type=D

NCEO 99 standards through some standards locally other through licComments/docs/IDAPA%2008.02.03.10 udents who have not achieved a proficient proficient a achieved have not who udents p.4 ose%20of%20graduation.pdf p.6-7 p.6-7

A student who does not attain at least a proficient score prior to graduation to graduation prior score not attain at least a proficient does A student who to given an opportunity LEA,or and will be district school the to appeal may of the content proficiency demonstrate established plan. School districts or LEAs shall adopt an alternate plan and plan an alternate or adopt shall School districts LEAs plan. established provide notice of that plan to all st Test by Achievement 10 Idaho the Grade Standards score on or advanced alternate established year. All locally junior of the student’s the fall semester to the State Board be forwarded shall proficiency demonstrate used to plans information. and review of Education for measure, the must student be: (4-2-08) an alternate Before entering Individual Education and have an program education a special i. Enrolled in Plan (IEP); or (3-20-04) (3) for three (LEP) program Proficient an Limited English ii. Enrolled in (3-20-04) or less; years or academic See: http://www.sde.idaho.gov/site/pub 1F6792D06C2AE784022A18E37C43254EAFFAF755C6959D831C7&Type= D [Same] 4,%20.105%20-%20Graduation%20Requirements%20- %20ISAT%20for%20the%20purp [Same] ‐ 5 D have or proficient scored above See: rtment of Education, n.d., p.5) of Education, rtment grade beginning with students for with students beginning grade th _grad_requirements/docs/Grad%20mini grade. grade. th p.2 grade ISAT will count towards passing the ISAT as a graduation as a graduation the ISAT passing towards will count grade ISAT grade because they moved to Idaho from out-of-state, were were out-of-state, from to Idaho they moved because grade th th homeschooled, or had a medical issue, could take the state funded make- funded state take the could issue, or had a medical homeschooled, up exam in the Fall of their 12 School Year 2014-15. Students who miss the college entrance exam in exam entrance college the who miss Students 2014-15. School Year 11 See: http://www.hawaiipublicschools.org/TeachingAndLearning/StudentLearning in 9 Hawaii Same as for All Students standard meet Must equivalent. the or II Algebra and Geometry I, Algebra Exam. II End of Course on Algebra may also take the ACT (cut score: (In lieu of the Algebra II EOC, students 510).) score: SAT math (cut 22) or See: http://www.hawaiipublicschools.org/TeachingAndLearning/StudentLearning /GraduationRequirements/Pages/Graduation-Requirements-to-2015.aspx And all met who have to students shall be issued Diploma School The High Hawaii the in proficiency demonstrating by requirements graduation in Outcomes Learner General Standards and Performance and Content Depa (Hawaii courses. required the /GraduationRequirements/Pages/Graduation-Requirements-to-2015.aspx Idaho “Close To”: Meet Local Criteria in Reading, ISAT – Pass the with a score of Proficient or Advanced Students who Usage. Math and Language mum%20Requirements.pdf Illinois All Students Indiana Same as for score a who receives to a student applies section Sec.9 this IC 20-32-4-9 or lower percentile the twenty-fifth that is in examination on the graduation the first time. examination for graduation the takes the student when requirement. requirement. Also College Entrance Exam- Take either or SAT, ACT, the exam COMPASS 11 of the student’s before the end https://www.sde.idaho.gov/site/hs

100 NCEO assessment/end-of-course-tests am required for graduation. Also, students students Also, graduation. for required am s the End-Of-Course tests. tests. s the End-Of-Course http://www.louisianabelieves.com/

A brief synopsis of Louisiana H.B. 1015 H.B. 1015 of Louisiana A brief synopsis to team (IEP) Program Education Individualized student's a Requires who fails with a disability a student for grade promotion to the next determine test, statewide a on promotion for required level achievement the meet to eligible for LAA 2 may chooseeligible for LAA to take the LAA 2 tests to meet graduation not do pas they if requirements See: Students with disabilities who have passed two End-of-Course tests may be may tests two End-of-Course who have passed disabilities Students with ex third the of waiver a for eligible ‐ 6 D assessment/end-of-course-tests ff member who assists students in students assists who ff member Needs Improvement receive must Needs Improvement nimum “C” average in required required in average “C” nimum ault/files/curriculum/scopt- ault/files/curriculum/scopt- iles/curriculum/diplomamatrix2.pdf if: (1) completes remediation opportunities with opportunities remediation if: (1) completes p.2 p.1 http://www.doe.in.gov/sites/def http://www.louisianabelieves.com/ http://www.doe.in.gov/sites/def course selection) shall meet to discuss the student’s progress. Following Following progress. student’s the to discuss shall meet selection) course the meeting, theparentsstudent student’s whetherdetermine shall will the the Core 40 in continuing benefits by: (1) education greater achieve curriculum. general the completing (2) or curriculum; See: school each at least once exam takes graduation (2) 95% attendance; teacher (4) courses; required in average “C” minimum a gets (3) year; off signs remediation Eligiblereadiness for work waiv er if: 1) completes exam at least graduation takes (2) with 95% attendance; opportunities once school each year; (3) gets a mi workforce a sequence; academic career the completes (4) courses; internship, exploration career at least one and assessment; readiness credential. workforce a education, or cooperative See: http://www.doe.in.gov/sites/default/f Except as provided in section 10 of this chapter, the student’s parent and the student’s parent chapter, 10 of this in section Except as provided sta (or another counselor the student’s outprocess1.pdf AND of Core opting-out about trigger a discussion may conditions The following 40: … is in that the examination score on graduation a receives student 3) The the graduation takes the student when lower the twenty-fifth percentile or the first time. examination for See: outprocess1.pdf eligible for a diploma: alternative ways of earning two Indiana has waiver evidence-based Iowa Kansas Kentucky Assessment Other Louisiana “Close To”: a score of earn must students school diploma, high To earn a standard category one in each tests, including on three End-of-Course above Fair or – Algebra I or Geometry, English II or III, and Biology or U.S. a score of Students who earn History. 30 hours of remediation in the course and are eligible to retake the test at the test to retake are eligible and the course in of remediation 30 hours the next administration. See:

NCEO 101 otherwise required for promotion, promotion, for required otherwise rks on required state assessments. assessments. state required on rks and parent with information on how information with and parent ts required for graduation, has not not has graduation, for required ts his/her by established ents or those d state assessments. Amends career career Amends d state assessments. 's IEP team. Requires a student's IEP student's a Requires team. IEP 's udent has not otherwise met the state has not udent IEP team to determine an alternative an alternative IEP team to determine iteria established by the IEP team established iteria to promotion determination by an IEP determination to promotion state-established benchmarks on the on benchmarks state-established required to meet state or local or state meet to required hool counselor and/or other person other and/or counselor hool

performance standards on an standards assessment performance and goal-setting to related actions take to specified team IEP the requires college a course of study that promotes identifying including instruction, and and advancement, placement career readiness, workforce and/or or work placement. postsecondaryto education school high from transition pathway that an alternative Provides grade level in which the each to year prior only if in the school team applies levels to proficiency certain to demonstrate otherwise need would student the st to the next grade level, advance state- met otherwise not has or promotion for requirements local and require the on benchmarks established the last the student, for any two of if student only for a pathway to graduation recent the two most student, a high school for years, or three school assessmen of any state administrations related to performance on the student's IEP goals and objectives. If objectives. an IEP goals and IEP student's the on related to performance is not student the team determines a student's to permit option provisions benchma state-established otherwise met an for a student with determinations promotion school high that Clarifies by the student are made exceptionality IEPteamwithbeto an diploma.a thatstudent a Requires awarded the completes who criteria and certain eligibility exceptionality who meets for required assessment any (including IEP his/her of requirements school by the IEP team), be issued a high appropriate deemed graduation provided the student meets certain cr meets certain the student provided individual graduation of a student's team to be involved in the development individual the to relative team IEP the by actions certain Requires plan. years. grade 10th and grade of a student's8th by the end plan graduation sc required that provision Repeals 8th completing each for to be responsible principal school by designated take to team IEP an Requires plan. graduation individual five-year grader's specified if it determines actions that or promotion for condition a longer no are assessments state required performance minimum establishing including a student, for graduation graduation or promotion to relevant IEP student's the in requirements student the providing and requirements, future impact may expectations standard from vary that requirements with exceptionalities s that students Require options. career and educational to and diploma school high a pursue to opportunities same the afforded be students. other awards as and financial honors, exit with all course credits, and a diploma is not guaranteed exceptionality with an a student Provides requirem standard the either meet must ‐ 7 D

102 NCEO determines a student is not required to required not is student a determines r which the student has been prepared prepared has been student r which the http://jpschools.org/wp-content/uploads/2015/02/2014-15-Revised-

[Same] meet state or local performance standards on an assessment for graduation, assessment for graduation, on an standards local performance meet state or an in be employed and either goals IEP program must complete the student of specific mastery environment, demonstrate work inclusive integrated, require not does he that indicate that skills self-help and skills employability or have district, from the school support educational and continuous direct or education public of responsibility legal the within not services to access fo options or education employment program. by the academic See: diploma. Provides that if an IEP that if an team diploma. Provides PPP-Final.pdf p.32-34 ‐ 8 D p.8 p.8 and see questions 20 and 20 questions see and p.8 English, Algebra/Data Analysis, English, Algebra/Data Analysis, hey pursue a combined score to satisfy combined hey pursue a p.2http://hsaexam.org/img/HS_Grad_Q_A.pdf http://hsaexam.org/img/HS_Grad_Q_A.pdf : this requirement. These students have two options: 1) Students MAY MAY Students 1) options: two have students These requirement. this of 1602 for score a combined achieve score a combined MAY achieve Students OR 2) Biology, and Government. of 1208 Algebra/Data for English, Biology. Analysis, and MUST and beyond year 2013-14 in school 9th grade Students entering the Government HSA score to HSA or include the Government either pass of 1602. score meet a combined See Maine Students Same as for All Maryland entered Biology, Students who and 10, Analysis, English Algebra/Data obtain must 13A.03.02.09) fall of 2005 and later (COMAR 9 in the grade Biology 10, and Analysis, English Algebra/Data score on either a passing Students (see below). score of 1208 or 1602 combined overall or obtain an Validation Academic Bridge Plan for may use the criteria specific who meet meettothe passing Seerequirement. http://hsaexam.org/img/HS_Grad_Q_A.pdf information. for further 10-11) 21 (pages 2010- 2011-12, in the 2012-13, 9th grade Students entering Government HSA Government the to pass years do not need school 11, or 2009-2010 but may use it if t for graduation, And School High the Maryland and pass or she must take …and he satisfy the to the date of entry into grade 9 or as appropriate Assessments scoreor combined required the achieving by requirement graduation HSA Validation (see Academic the Bridge Plan for complete successfully Assessments). School High on section See: Students for All Same as Massachusetts

NCEO 103

[Same] ‐ 9 D were considered earn a scaled score of at least thinking and problem-solving skills; skills; problem-solving and thinking In addition to the MCAS standard dge and skills to meet or exceed the skills and dge the eligibility requirements if there are there if requirements eligibility the ans of earning the CD. If school and of earning the CD. If school ans state's learning standards through through standards state's learning which provides an opportunity for opportunity an which provides he requirements of an Educational Educational an of requirements he e appeal eligibility guidelines.Commissioner has The http://www.doe.mass.edu/mcas/graduation.html http://www.doe.mass.edu/mcas/graduation.html http://www.doe.mass.edu/mcas/graduation.html to be the same as those for their peers: for their peers: as those to be the same MCAS in standard to participate who are unable disabilities Students with the MCAS a CD through can earn accommodations, tests, even with Alternate Assessment (MCAS-Alt), a skills through and knowledge academic their to demonstrate students (portfolio). work samples of collection See: Students must either earn a scaled score of at least 240 on the grade 10 of at least 240 on the grade score either earn a scaled Students must 220 score between a scaled or earn tests, MCAS ELA and Mathematics fulfill t and tests on these and 238 Proficiency Plan (EPP). Students must also MCAS Science and Technology/Engineering the high school of 220 on one Biology, Chemistry,(STE) tests: Introductory Physics, or Technology/Engineering. And Process: MCAS Performance Appeals earn a CD through may students assessment, and alternate tests, retests, this established The Board process. Appeals the MCAS Performance the demonstrate to unable have been who for students in 2002 process their through show to tests MCAS on level performance required coursework that they have the knowle is not a waiver of appeal a performance When granted, standard. passing me optional an but requirements, CD has that a student evidence there iscompelling believe that officials district the attainmentdemonstrated of the to the appeal a performance may submit the superintendent coursework, on behalf of the student.Commissioner Before a performance appeal will that the student to show evidence must be presented be considered, meets performanc with disabilit ies (indicated below) students Alternatives for A small number of students with disabilities are able to meet the CD through areas subject required the of more or one in requirement in participation to earn a CD through MCAS-Alt. In order in participation knowledge that demonstrates submit a portfolio must MCAS-Alt, a student 10; grade for a student in expectations at grade-level and skills demonstrates evidence of the student’s work on the performance and independent accurate and demonstrates the authority to waive one or more of extenuating circumstances such as serious illness or other hardship. In other hardship. or illness serious such as circumstances extenuating for a must justification submit a written the superintendent cases, these waivereligibilityrequirements. of See:

104 NCEO ill no longer be offered in spring of spring be offered in ill no longer tment of Education regulations that of Education regulations tment ternate assessments based on modified on modified based ternate assessments 2013–2014 was the last administration year of the MCA-Modified of the MCA-Modified year last administration the was 2013–2014 http://education.state.mn.us/MDE/SchSup/DataSubLogin/GRR/ http://education.state.mn.us/MDE/SchSup/TestAdmin/MNTests/

Pass at Individual Rate (Code: 0001): This code is entered when the when the entered code is This Rate (Code: 0001): Pass at Individual an individual sets team (IEP) or 504 plan Education Program Individualized The or MTAS test for the subject. MCA-Modified score on a GRAD, passing its team makes as the IEP or 504 plan soon as entered be can code decision. See: assessments. As a result of U.S. Depar assessments. Note: al discontinue to states require standards, w MCA-Modified achievement thereafter. 2015 or See: ‐ 10 D , #5. shall 2015 successfully successfully in ELA and . . There are different routes to different routes There are may also meet may their also graduation tests or other tests identified by identified tests other tests or ning standards and strands in the strands and standards ning ion of Studentsion with Disabilities in reading, and mathematics. Based on on Based and mathematics. reading, for each required content area content required for each , available at Needs Improvement Needs he requirements of an Educational Educational an of requirements he . : http://education.state.mn.us/MDE/SchSup/DataSubLogin/GRR/ , document , document http://www.doe.mass.edu/mcas/participation/?section=all http://www.doe.mass.edu/lawsregs/603cmr30.html?section=03 : 2015 Educator’s Manual for MCAS-Alt, p. for 23 MCAS-Alt, at 2015 Manual Educator’s Mathematics must also fulfill t must also Mathematics Proficiency Plan (EPP) in order to be eligible for a diploma. Additional information on EPPs is available on the Department’s website at www.doe.mass.edu/ccr/epp/ (a) A review of a student's strengths and weaknesses in the content area. area. in the content weaknesses and strengths of a student's (a) A review and take to required be will student the courses The (b) include, at a minimum include, 12 that will move in grades 11 and the student toward proficiency complete 11 grade well as on as framework standards 10 curriculum on the grade span and 12 grade or grade 11 arts language in English standards and 12 Algebra II standards in mathematics. or standards at least the school will administer on of the assessments (c) A description progress is making whether student the to determine basis an annual standards. 10 on the grade proficient become or has toward proficiency, MCAS include must These assessments for this purpose. Education of Elementary and Secondary the Department See samples that address all required lear required all address that samples of the 22–29 pages on as described assessed, being subject See: Participat the for “Requirements titled MCAS Update)” (2014-2015 of score Students earn a who See http://www.doe.mass.edu/mcas/alt/resources.html Plans Proficiency (5) Educational Michigan : Meet IEP Criteria “Far From” Minnesota meet their graduation to for students available options There are additional on writing, based mathematics and reading, in requirement assessment Writing, may take the ACT, ACT plus students legislation; the new 2013 Student ASVAB. or WorkKeys, Compass, equivalent district-determined a on score a with requirement assessment assessment. See: diploma from a eligible for a to be In order Assessments: Graduation fulfill graduation must all students school, high public Minnesota writing, in requirements assessment the graduation 120B.30, section to Minnesota Statutes, the revisions changed. have requirements assessment Educator’s Manual for MCAS-Alt Educator’s www.doe.mass.edu/mcas/alt/resources.html

NCEO 105 Appeals Process: The Appeal for an Alternative Assessment as a as for an Alternative Assessment The Appeal Process: Appeals one within scored a student has not begin until Substitute Evaluation may area subject cut score on the same of the passing point scale score (i.e., initial test, first retest, test on any three separate occasions content in participated and has or any other combination) retest, second

II. Appeal for an Alternative Assessmentas a Substitute Evaluation  ‐ 11 D ELL exemption, to meet the requirements for requirements the meet to will no longer be offered in spring spring be offered in will no longer tment of Education regulations that of Education regulations tment assessment (district determined) to determined) (district assessment achieving proficiency on high school on high proficiency achieving 2012 Academic end-of-course tests tests end-of-course 2012 Academic irements, depending on what year depending irements, Mathematics GRAD retests, if the retests, Mathematics GRAD Required for Graduation CODE: 3803 CODE: Graduation for Required ssments; passing GRAD retests retests ssments; passing GRAD Writing can still be administered to still be administered Writing can hematics MCA or two subsequent subsequent two or MCA hematics ndividual ndividual passing score, ternate assessments based on modified on modified based ternate assessments reading, and/or mathematics. mathematics. and/or reading, 2013–2014 was the last administration year of the MCA-Modified of the MCA-Modified year last administration the was 2013–2014 http://education.state.mn.us/MDE/SchSup/TestAdmin/MNTests/ and pass other state (reciprocity)]. OR OR state (reciprocity)]. other and pass Vocational Services ACT/WorkKeys/Compass/Armed taken have or •Take requi rements in writing, reading, and/or meet to (ASVAB) Battery Aptitude mathematics. OR equivalent on score a receive or •Have writing, in requirements meet Note: As a result of U.S. Depar assessments. al discontinue to states require achievement standards, MCA-Modified of 2015 or thereafter. to code is assigned This 0006): Alternate Pathway (Code Mathematics the Mat did not pass who students three (or GRAD retests Mathematics who and MCA), in the initial Mathematics participate did not student all grade with a passing activities: Completed the following in participated the by graduation for required credits and coursework local and state initial in the diploma. Participated their the students granting school board retests two GRAD least at and in of the Mathematics MCA administration will need in the MCA administration did not participate initial who (Students to This is available pass a retest.) or until they in three retests to participate 2014. of class the graduating through students See: writing); and/or meeting GRAD alternate routes [GRAD alternate routes for routes [GRAD alternate routes alternate GRAD meeting and/or writing); to, i refers of students this group meeting graduation assessment requ assessment graduation meeting Assessment Other To”: Mississippi “Close TERM: Assessments DESCRIPTOR students were first enrolled in grade 8. in grade were first enrolled students And 8 in in grade enrolled (first Year 2014–2015 in School 12 student Grade 2010–2011) in GRAD through requirements assessment graduation met have or •Meet writing, and reading, mathematics by: standards-based accountability asse (Minnesota Alternate Assessment: assessment need an alternate who students July 2000, September 15, 1988 REVISION: DATE: July 15, ADOPTION 20,May18, 18, 2003,2004, February as the (FLE) school year to replace the 2001-2002 in during were phased graduation. for requirement a

106 NCEO her for the specific subject area her subject for the specific also sign, to the sign, Office of also Student hattheallofAppealrequirements for iculum, the student must continue must continue the student iculum, titute Evaluation to accompany the titute Evaluation to accompany for the Alternative Assessment for the Alternative Assessment for lio must address the course-specific course-specific the address lio must iculum, a passing score will be iculum, remediation designed to assist students in passing the appropriate subject subject appropriate the in passing students to assist designed remediation area test. must be the at a higher level content course in the same or a course To initiate an appeal the teacher process. in the appeal involved teacher and outlined above criteria testing has met the the student must confirm the student’s that demonstrates work a portfolio of student then submit by a letter of recommendation accompanied content of the course mastery school. of the student’s to the principal or a teacher may initiate an appeal. The teacher may deny a request from request a deny may teacher The appeal. an initiate may teacher a or there is no opinion, professional if, in the teacher’s or parent a student The student’s teac appeal. for the basis submitted and will be framework by the curriculum defined the expectation requirements the with accordance in Subject Area Tests, a process available only to students with an IEP. The with an IEP. only to students available a process Tests, Subject Area portfo of the evidence composition test. area subject the relevant for objectives and competencies framework the the portfolio, and letter of recommendation, teacher’s portfolio. The as to agreed and reviewed be must Form Collection Data in Ethics If the portfolio superintendent. and district principal accurate by the school PolicyState not Board is to found substantiate the the may appeal, appeal If the principal and superintendent. and/or district by the principal be denied Data the Ethics in sign appeal, they must also the support superintendent Collection Form. met. The Evaluation have been as a Substitute Assessment an Alternative the including will submitstudent portfolio the test coordinator district Form, Data Collection the Ethics in and letter of recommendation teacher’s must test coordinator the district which to the student is anticipated that the year by March 30 in Assessment (a). criterion meeting the student’s any time following at or graduate an Alternative Assessment as a Subs Assessment an Alternative and verify t the appeal will then review demonstrated mastery of the curr substituted for a failing score on the standard statewide subject area test, area subject statewide standard on the a failing score for substituted the cost associated Education will bear of Department Mississippi the and with the review. has demonstrated mastery of the curr mastery has demonstrated

teacher, a by initiated be to appeal an request may parent or student The at mastery student that supports of documentation will consist This portfolio for for the Appeal Form Collection Ethics in Data the must sign The teacher test coordinator the district the superintendent, by If the appeal is approved has that the student portfolio determine of the of the review If the results student that the portfolio do not determine of the of the review If the results       ‐ 12 D outlines the end-of-course subject subject the end-of-course outlines plus the Subject Area U.S. the Test Subject in plus p.1 History, EnglishHistory, II, Biology I, and story, English II, Biology I and Algebra I. Students http://www.mde.k12.ms.us/mississippi-board-of-education/board-of- a. Obtain a score of 17 or higher on the Math subject subscore of the subscore Math subject on the higher a. Obtain a score of 17 or ACT. dual entry level, credit-bearing in an higher b. Earn a C or prefix. MAT with a credit course /college credit enrollment/dual ASVAB AFQTc.plus Obtain an one of the following: score of 36 Algebra I. See: who began 9th grade in 2003-2004 and each year thereafter must pass all must each year thereafter and in 2003-2004 9th grade who began U.S. in Tests Area Subject required 1. Students who began 9th grade PRIOR to 1999-2000 must pass the must pass to 1999-2000 PRIOR grade 9th 1. Students who began Examination (FLE). Literacy Functional the pass must year 1999-2000 in school grade 9th 2. Students who began Examination (FLE) Literacy Functional History. the pass must year 2000-2001 in school grade 9th 3. Students who began U.S. History Tests in Subject Area FLE plus the of the section mathematics II. and English pass the must in 2001-2002 grade 9th 4. Students who began U.S. Tests in FLE plus Subject Area of the the section mathematics History, English II, and Biology I. Subject the pass must in 2002-2003 grade 9th 5. Students who began Area Tests in U.S. Hi raduation-requirements/policy-3803- education-policy-manual/policy-3800-g assessments-required-for-graduation Meeting End-of- for Options Assessments Additional Term: Descriptor Adoption 3804 Code: Requirements Graduation Test Area Subject Course 1988Date: Revision: July September 15, 18, 15, 2003, 2000, July 3803, 2014 State Board Policy 2012, January, 2004, May 18, February 20, Graduation, for Required Assessments 3804 provides State Board Policy requirements. graduation test area end-of-course school to meet these high students for approved options alternate approved through requirements graduation test area subject and future current, to past, 3804 applies measures. State Board Policy of the will meet one it is possible While that a student students. Mississippi that a policy states test, this area the subject before taking below options failed to has or she he of these options once to use any is eligible student two times. Specifically, area test subject end-of-course required any pass Stateinoutlined Board r equirement meet the graduation may students attainingPolicy one 3803of the any by measures each outlined below for listed. area tests of the subject 1. Algebra I

NCEO 107 ssment/Public%20Access/ gram%20Appeals%20Process.pdf gram%20Appeals%20Process.pdf s, the teacher again initiate an may results in the student’s again scoring again in the student’s results rea%20Alternative%20Assessment%20% e.k12.ms.us/studentasse participating in subsequent standard statewide assessment assessment statewide standard subsequent in participating of the the review with associated the costs In this case, administrations. the appeal. that submitted by the school district borne portfolio will be Evaluation is as a Substitute Assessment If the Appeal for an Alternative standard subsequent in participate to continues student the and denied administration assessment statewide any following appeal, another request may parent or student a or appeal, that retest opportunity subsequent within one scale score point of the passing cut score. of the passing cut score. scale score point within one

See: https://districtaccess.md Special_Populations/Subject%20A 28SAAA%29/State%20Board%20Policy%207610%20- %20Subject%20Area%20Testing%20Pro p.1-2 ‐ 13 D 1) Earn a CPAS (Career Planning and Assessment System) score System) score and Assessment (Career Planning CPAS 1) Earn a that meets the requirements. Perkins Federal by assigned level attainment in the Career Certification as specified Industry approved 2) Earn an A-5 in the in Appendix outlined and Blueprint Pathway’s Assessment Public of the Mississippi edition current Standards. School Accountability System) score and Assessment (Career Planning CPAS 1) Earn a by Federal Perkins attainment level assigned that meets the requirements. in the Career Certification as specified Industry approved 2) Earn an in the current in Appendix A-5 and Blueprint Pathway’s Assessment Standards. Accountability School Public edition of the Mississippi System) score and Assessment (Career Planning CPAS 1) Earn a by Federal Perkins attainment level assigned that meets the requirements. in the Career Certification as specified Industry approved 2) Earn an in the current in Appendix A-5 and Blueprint Pathway’s Assessment Standards. Accountability School Public edition of the Mississippi System) score and Assessment (Career Planning CPAS 1) Earn a by Federal Perkins attainment level assigned that meets the requirements. in the Career Certification as specified Industry approved 2) Earn an Assessment Pathway’s the Mississippi edition of in Appendix A-5 the current and Blueprint Standards.Public Accountability School d. Obtain the Silverone of the Level the plus ACT on WorkKeys following: of the subscore subject Science on the higher a. Obtain a score of 17 or ACT. / enrollment dual entry level, credit-bearing in an higher b. Earn a C or BIO prefix. with a course credit dual credit / college ASVAB AFQT c.plus Obtain an one of the following: score of 36 d. Obtain the Silverone of the Level the plus ACT on WorkKeys following: the of subscore subject English on the higher a. Obtain a score of 17 or ACT. / enrollment dual entry level, credit-bearing in an higher b. Earn a C or ENG prefix. with an course credit dual credit / college ASVAB AFQTc.plus Obtain an one of the following: score of 36 2. Biology I 3. English II

108 NCEO

‐ 14 D Pathway’s Assessment Blueprint and in Appendix A-5 in the current in the current in Appendix A-5 and Blueprint Pathway’s Assessment Standards. Accountability School Public edition of the Mississippi 01/2014) (Adopted and 37-16-7 37-17-6 Source: MS Code http://www.mde.k12.ms.us/mississippi-board-of-education/board-of- 1) Earn a CPAS (Career Planning and Assessment System) score System) score and Assessment (Career Planning CPAS 1) Earn a by Federal Perkins attainment level assigned that meets the requirements. in the Career Certification as specified Industry approved 2) Earn an in the current in Appendix A-5 and Blueprint Pathway’s Assessment Standards. Accountability School Public edition of the Mississippi System) score and Assessment (Career Planning CPAS 1) Earn a by Federal Perkins attainment level assigned that meets the requirements. in the Career Certification as specified Industry approved 2) Earn an in the current in Appendix A-5 and Blueprint Pathway’s Assessment Standards. Accountability School Public edition of the Mississippi System) score and Assessment (Career Planning CPAS 1) Earn a by Federal Perkins attainment level assigned that meets the requirements. in the Career Certification as specified Industry approved 2) Earn an in the current in Appendix A-5 and Blueprint Pathway’s Assessment Standards. Accountability School Public edition of the Mississippi System) score and Assessment (Career Planning CPAS 1) Earn a by Federal Perkins attainment level assigned that meets the requirements. in the Career Certification as specified Industry approved 2) Earn an d. Obtain the Silverone of the Level the plus ACT on WorkKeys following: the of subscore subject reading on the higher a. Obtain a score of 17 or ACT. / enrollment dual entry level credit-bearing in an higher b. Earn a C or HIS prefix with a course credit dual credit / college ASVAB AFQTc.plus Obtain an one of the following: score of 36 d. Obtain the Silverone of the Level the plus ACT on WorkKeys following: 4. U.S. Policy History raduation-requirements/policy-3804- education-policy-manual/policy-3800-g additional-assessment-options-for-meeting-end-of-course-subject-area- test-graduation-requirements p.1-2 From” : Exemption Missouri “Far See:

NCEO 109 t/files/Graduation_Handbook_2010.pdf t/files/Graduation_Handbook_2010.pdf student if recommended by the student’s IEP Committee. the student’s by if recommended student http://dese.mo.gov/sites/defaul 1. disabled a for waived be may requirement graduation specific Any [Same]

p.11 p.11 See: ‐ 15 D in Section 170.011, RSMo RSMo Section 170.011, in APAC/Resources/Nevada_State_Requir t/files/Graduation_Handbook_2010.pdf t/files/Graduation_Handbook_2010.pdf districts may not designate American American may not designate districts itutions, branches and functions of of functions and branches itutions, h the required content is taught. To taught. is content required the h http://dese.mo.gov/sites/defaul

Graduation Requirements Contained Contained Requirements Graduation satisfactorily must a student school, high from for graduation To be eligible the U.S. and of principles and provisions tests on the pass a test or at some and institutions history American and in constitutions Missouri for the criteria and passing content The design, 7-12. grades time(s) during districts. of local school at the discretion test(s) are containing as designated courses or course the also pass Students must inst the in instruction required the processes. the electoral and in government and local federal, state Content Required Containing Courses of Designation and local of federal, state functions such as the Typically, content of scope fits within the general processes the electoral and government affairs or and current or civics, government, as citizenship such courses be should classes of those ination or a comb One issues. contemporary required the but designated, be may courses Other first. considered identifiable. be clearly must content requirement this meeting as co urses may not designate School districts Preparatory College the for or graduation for taken be to required are that Studies For Certificate. example, whic only course in the history as to of a one-unit course American history semester devote an entire time the reduce process would the electoral and functions governmental Such a to only one semester. instruction American history available for the Missouri toward meeting as a full unit not be counted could course or for any other standards curriculum Program School Improvement history. American of unit full a requiring purpose or program See: p.25-26 Montana Nebraska All Students Same as for Nevada scores: passing Subjects Proficiency High School Reading (300) (300) Mathematics Writing (7) Science (300) ... See: http://www.doe.nv.gov/NDE_Offices/ p.1 ements_for_Graduation/ AND

110 NCEO

‐ 16 D ers or earn 5 units ofers or credit to be composed of multiple-choiceof questions composed mposed of multiple-choiceof mposed questions a performancea testrequiring based tion. Currently, students have multiple have Currently, students tion. skills pertaining to: skills pertaining that demonstrate the student’s depth of knowledge (cognitive domains). (cognitive domains). knowledge of depth the student’s that demonstrate based question to responding by y proficienc reading Students demonstrate on skills pertaining to: and cultures of authors, and evaluation interpretation, 1. Comprehension, times in literary text; in purposes specific for and evaluation interpretation, 2. Comprehension, text. expository HSPE is cob. The math portion of the (cognitive domains). knowledge of depth the student’s that demonstrate on based questions to responding by proficiency math demonstrate Students to: pertaining skills operations; and 1. Numbers functions; 2. Algebra and and3. Geometry measurement; 4. Data analysis; and 5. Probability and statistics. c. The writing portion of the HSPE is to two writing in by responding writing proficiency to demonstrate students or expository. one persuasive and narrative or descriptive one prompts: holistic the Nevada on based in writing proficiency Students demonstrate rubric. d. The science portion of the HSPE is of multiple-choice composed (cognitive knowledge of depth student’s the demonstrate that questions to by responding proficiency science demonstrate Students domains). on based questions 1. Physical science; 2. Life science; and science; 3. Earth/space of science. 4. The nature 4. If a student achievesscore a passingon any portion of the HSPE, he or notshe have does to retake that por to retake the assessment. opportunities 2 semest 5. Students will need to complete earn or semesters 4 will need to have completed 10, they to grade promoted or complete 6 semesters grade, and to 11th 11 units of credit to be promoted 12. to grade promoted of credit to be units earn 17 3. In addition to earning 22.5 credits students, must pass the Nevada High Nevada the pass must students, credits 22.5 3. In addition to earning Exam (HSPE) in reading,School Proficiency math, and writing. Beginning with the class of 2010, students must also pass the HSPE in science. a. The reading portion of the HSPE is

NCEO 111

ment] are not placed in the AHSA ment] are not ocess. These students usually take usually students These ocess. sessment]. SE students exempt from SE students exempt from sessment]. HSPA content areas and have not been exempt http://www.state.nj.us/education/assessment/hs/sra/tapp.pdf from passing, are eligible for the AHSA process. IEP team may exempt SE AHSA process. the for are eligible from passing, testing. repeat HSPA from students See: Special Education (SE) Students: SE students exempt from taking the from taking exempt SE students Students: (SE) Education Special Assess HSPA [High School Proficiency [Alternate School High Assessment] pr the APA [Alternate As Proficiency the AHSA in those do not take content areas, or both HSPA one passing HSPA content areas that they are exempt from passing. SE students who do not pass one or both

‐ 17 D

p.1 the State Board of Education, graduation%20requirements&t=site graduation%20requirements&t=site the Core Content Science Curriculum http://www.state.nj.us/education/assessment/hs/hspa/ http://www.state.nj.us/education/assessment/hs/njbct.shtm PATs are open-ended items with multiple parts. parts. with multiple items PATs are open-ended open-ended distinct and PAT usually has three separate A Reading responses student Inc., scores Measurement, vendor, The assessment PATs. The PATs LAL PATs and ten Math six will have Each window

having an AHSA appeal approved. (p.2) (p.2) having an AHSA appeal approved. ◦ ◦ parts. Math PAT typically four to five open-ended has while a parts ◦ to all the parts on the responses score is based a passing and holistically of the PAT. ◦ to the next. (p.10) window administration differ from one PATs, AHSA the on proficiency demonstrating and/or Points, Mean or Cluster Proficient Just the or exceeding matching   Standards (CCCS). The CCCS adopted by The CCCS adopted Standards (CCCS). at the end of various be able to do and know should identify what students years. Inbenchmark May 2008, all high New students Jersey school public the End in participate to required were course Biology in a requisite enrolled replacedof Course Biology Test, which HSPA Science. In 2010, the End of Test Competency Jersey Biology New renamed test was Biology Course students, school public high Jersey all New For the NJBCT, (NJBCT). content course or in a Biology enrolled level, who are of grade regardless prior of regardless take the test, year must the school equivalent during experience. and testing exposure See: Tasks (PATs). Assessment Performance AHSA test items are called AHSA APPEALS May 19, 2014 through 30, See: http://www.doe.nv.gov/search.aspx?q= p.1-2 New Hampshire Assessment Other To”: “Close New Jersey student is used to determine Assessment Proficiency School The High in the New specified as writing, and mathematics in reading, achievement Content Jersey Core Curriculum eleventh First-time Standards. grade students who fail the HSPA in March of their junior year will have an year. senior of their March and to retest in October opportunity See: given to a state test is (NJBCT) Test Jersey Biology Competency The New skills and the knowledge they have gained whether to measure students of identified in the Biology section p.1 alternative student’s a is (AHSA) Assessment High School The Alternative one through requirement assessment graduation the state of meeting means or more of the following:

112 NCEO [Same]

‐ 18 D

nt to note that work samples rts will be posted May 30, 2014. 30, May posted be will rts es will be posted on MI’s website on website MI’s on posted be will es 4 NMSA 1978 may also serve as the as serve also may 1978 NMSA 4 ssessment/hs/sra/epp/core.doc aduation. If a student exits from the from exits student a If aduation. iciency in each content cluster by cluster content each in iciency http://www.state.nj.us/education/a http://www.state.nj.us/education/assessment/hs/sra/tapp.pdf o Passing the Alternative High School Assessment (AHSA) (AHSA) Assessment School High Alternative the Passing o any on (JPM) Means Proficient Just the exceeding or Meeting o HSPA administrationthe of content the to aligned work classroom alternative Demonstrating o cluster. AHSA Appeals results are e-mailed on a rolling basis and schools will schools and basis rolling a on e-mailed are results Appeals AHSA These appeals should be for students who can demonstrate proficiency proficiency demonstrate can who studentsfor be should appeals These The 2014 March HSPA Cycle I Repo I Cycle HSPA March 2014 The

◦ (p.27) ceremonies. graduation their before notified be ◦ the on performance as well as samples work graded two through isIt importa assessments. HSPA/AHSA must clearly demonstrate a level of proficiency at a minimum equal to equal minimum a at proficiency of level a demonstrate clearly must and/or (HSPA) Assessment Proficiency School High the by required that AHSA. ◦ • Achieving a score of 200 or above on the High School Proficiency Proficiency School High the on above or 200 of score a Achieving • Assessment (HSPA), or prof of demonstration Alternative • See: � The second AHSA administration scor administration AHSA second The � See: 27 10, p.2, must student a diploma school high Jersey New a earn to order In A literacy. arts language and mathematics both in proficiency demonstrate followingways: thisdomaythein student p.1 New Same as Mexico for All Students a receive not shall student a year, school 2010-2011 the with Beginning M. demonstrated not has student the if excellence of diploma Mexico New arts, language and reading mathematics, of areas subject the in competence of constitution the on including section a science, and studies social writing, standards- a on based Mexico, New of constitution the and States United the standards-based of portfolio a or assessments or assessment based standards-based The rule. by department the by established indicators 22-2C- Section in required assessments May 23, 2014, and the 2014 March HSPA All Sections Roster will be posted posted be will Roster Sections All HSPA March 2014 the and 2014, 23, May proficiency demonstrating yet not students for appeals AHSA 2014. 16, May may assessments state orMathematics (LAL) Literacy Arts Language the on 2014. 30, May through 2014 19, May from submitted be gr school high for required assessment the satisfied having without twelve grade of end the at system school appropriate an receive shall the student subsection, this of requirements grade the and earned credits of number the indicating certificate state

NCEO 113

‐ 19 D p.1 may take a Biology EoC twice, but if may take a Biology EoC twice, rements and the student does not does the student rements and Algebra II waiver. Any student who equirement/Graduation%20Checklist of this subsection, the student may the student of this subsection, /requirement/NMSA%2022.13.1.1%20G /requirement/Graduation%20Assessme cellence. Anycellence. student the satisfying p.3-4 p.3-4 p. 2-3 equired/or possibly waived.possibly equired/or

the student satisfies the requirement requirement the satisfies student the of ex Mexico diploma receive a New within requirements other all completing and subsection this of requirements if session a final summer grade, including ninth five years of entering the which system in by the school August 1, may be counted by completed for the year in which all school graduate a high is enrolled as student satisfied. are requirements See: http://ped.state.nm.us/ped/GradDocs completed. If within five years after a student exits from the school system the school exits from a student If within five years after completed. raudation%20Requirements.pdf employ to may a student methods the possible sheet outlines This math, of reading, areas in all five (5) subject competency demonstrate their and studies. assessments All and social possible writing, science, scores are listed. passing before of competency attempt the initial demonstration Students must on score a cut in writing. For writing, achieving moving on to an ADC except requi meetsgraduation indicator CCR a assessment. additional an take to need available take all must students math, and science, For reading, may students an ADC. However, before using of the HSGA administrations bank a and may level course school any high after completing take an EoC passing score to employ at a later date in case they do not pass the SBA in a area. (p.2) subject And Please note that implementing the Algebra I EoC to fulfill math the negates requirements assessment II to pass Algebra must purposes graduation I EoC for the Algebra uses set a EoC an retake may Students requirements. course graduation meet may take students courses, science math, and reading, of times. For number may take an students EoCs, writing and studies For social an EoC twice. students times. For example, EoC three they do not pass, may retake EoC; they Biology another may take a (p.3) (twice). EoC Chemistry See: http://ped.state.nm.us/ped/GradDocs/r %20Print%202015%20JO.pdf they year what and students transferring for other adjustments The state had to what as was r transferred See: http://ped.state.nm.us/ped/GradDocs nt%20Requirements%20Transfers%2001142014.pdf

114 NCEO p.2 d)(7) will earn a d)(7) ents exam. In all cases, students all cases, students ents exam. In ecified in CR100.5( score of 45-54 on a required Regents Regents required a on 45-54 of score dreq/gradreq3columnstyle01_10.pdf ill receive a local diploma. This option may NOT This option may ill receive a local diploma. local diploma. (m) For students with disabilities who first enter grade 9 in grade enter first who with disabilities students (m) For local diploma. may be of 55-64 by the student thereafter, a score and 2005 September for required Examination Regents score on any a passing as considered a local diploma. with graduation fail one 2011-12 who to 9 prior grade with disabilities entering (n) Students Regents pass the corresponding who and Examinations Regents more or Competency Test (RCT) w by a score compensated can be mathematics) English and exam (except Reg required another on above or 65 of ELA and math. In addition the or above on of 55 a score must achieve of 45-54 a score the s/he earned pass the course in which must student NOT this option may utilizing Students attendance. satisfactory and have examinations. for Regents RCT examination any substitute See: http://www.p12.nysed.gov/ciai/gra For with Students Disabilities of 55-64(m) Examination score Safety Net Regents (s) with a score of 45-54 Safety Net Exam Regents Compensatory (n). Tests Competency Regents scores examination Regents appeal two who successfully (l) Students the other who meet and score passing of the 65 points within three sp process appeals the of requirements in option listed scoring with the compensatory be used in combination footnote below (s) And a withstudents disabilities (s) For

‐ 20 D who meet the other requirements of requirements other the meet who req/gradreq3columnstyle01_10.pdf two required Regents examinations, examinations, Regents required two r one required Regents examination, examination, Regents required one r ions of section 100.5(d)(7)(i) of the the of 100.5(d)(7)(i) section of ions e of 65 or above on a required Regents Regents required a on above or 65 of e and skills required under the State the under required skills and he five required Regents examinations. A examinations. Regents required five he ducation Department (SED) approval. (SED) approval. Department ducation p.2 http://www.p12.nysed.gov/specialed/publications/localdiplomaoptions- http://www.p12.nysed.gov/ciai/grad p.2 http://www.p12.nysed.gov/ciai/gradreq/appeal-form.pdf examination for graduation must be given an opportunity to appeal such to appeal opportunity an must be given graduation examination for with the provis score in accordance his may appeal No student of Education. the Commissioner of Regulations t of two than score on more or her fo is accepted appeal whose student four the of on each 65 or above of score attained a passing and who has A diploma. Regents a earns examinations, Regents required remaining for is accepted appeal whose student of the three on each 65 or above of score attained a passing and who has diploma. local a earns examinations, Regents required remaining See: New York “Close To”: Other Assessment “Close To”: Other Assessment NewYork US History & Geography, Global English, Diploma: to pass for Regents Need Mathematics, Science. & Government, History Than Other also Languages Diploma, Regents designation For advanced English. within scores Examinations two Regents appeal successfully Students who score and the 65 passing of three points p.1 Option Score Examination Appeal of Regents for all students opportunities must provide unlimited School districts Regents required retake to disabilities) without and with (students with a may graduate that the student so to improve their scores examinations after at a disability who fails, with or without A student diploma. Regents to attain a scor least two attempts, may2011.pdf and Review Appeal Committee as chair, three of the school principal comprised committee An appeal and the appeal), student making teacher of the the including (not teachers if the student to determine the appeal will review administrator one additional the knowledge has demonstrated the appeals process specified in CR 100.5(d)(7) will earn a local diploma. a local diploma. earn will in CR 100.5(d)(7) specified process the appeals See: in its discretion, interview may, committee appeal The Learning Standards. the recommending chairperson Department or or the teacher the student on it within five and rule the appeal will review committee The appeal appeal. York New in or Chancellor The school superintendent, days of submission. off on and will sign the student may also interview designee, City or his/her district is made at the an appeal deny to grant or decision The all appeals. to State E subject level and is not See:

NCEO 115 [Same]

‐ 21 D other than those who fail a course than those other udent retakes the EOC, the higher of EOC, the higher retakes the udent of EOC, the higher retakes the udent http://www.p12.nysed.gov/specialed/diploma-credentials.html e: Local Diploma (through Appeal) in table in Appeal) (through Diploma e: Local Assessment: 3 required Regents exams with a score of 65 or better and 2 and better or 65 of score a with exams Regents required 3 Assessment: by the is granted an appeal which of 62-64 for score with a exams Regents follows: 1 as 100.5(d)(7) section Regulation per Commissioner’s local district and US History Geography, and ELA, Global History Math, 1 Science, Government See: Se North Carolina Same as for All Students Use of End Course Tests [Math I, Biology, English II] must be assessments and post- tests, tests, EOC EOG available, 4.4 Where school base The student’s mastery. of student indicator as an used be shall scores tests. These EOC and EOG administers and schedules and federal of state the base school’s determination in the included accountability reports. (p.3) And definitions by the following shall be governed for credit course a Repeating and parameters: a high to refer will be used credit” course for a “repeating 7.1 The term Standard the entire via any delivery method when repeated course school for a second taught to the student being is of Study for that course Course time. have when they credit to repeat a course for are permitted 7.2 Students that define policies may develop of education Local boards failed a course. students when circumstances specific for credit. a course may repeat take the a grade and credit shall receive a course for repeating 7.3 Students have who students Those (EOC) assessment. associated End-of-Course already at scored Level 3, 4, EOCmay associated or 5 assessment on the at score as EOC passing use the previous EOC or elect to either retake the least 20% of their If final grade. the st the two scores will be used in the calculation of final grade. 2015-16, upon in ninth grade the entering with students 7.4 Beginning the shall replace course, the course grade new the repeated of completion (p.4) for the course grade previous And the take grade and a shall receive credit a course for Students repeating have who students Those (EOC) assessment. associated End-of-Course already at scored Level 3, 4, EOCmay associated or 5 assessment on the at score as EOC passing use the previous EOC or elect to either retake the least 20% of their If final grade. the st the two scores will be used in the calculation of final grade.(p.4) And

116 NCEO ninth graders will be eligible to pursue the Opt-Out graders will be eligible to pursue the ninth http://education.ohio.gov/getattachment/Topics/Academic-Content- http://education.ohio.gov/Topics/Testing/Ohio-Graduation-Test- Students whose Individual Education Plan (IEP) excuses them from the them from Plan (IEP) excuses Education Individual Students whose be may Test] Graduation [Ohio OGT the pass to having of consequence and Secondary (Elementary federal law However, a diploma. awarded an or OGT the take to student every requires 2002) of Act Education alternate assessment. See: OGT/Ohio-Graduation-Tests-FAQs OGT/Ohio-Graduation-Tests-FAQs And Four cohorts of entering Standards/New-Learning-Standards/The-Ohio-Core-Opt-Out/Core-Opt- Out-FAQs.pdf.aspx provision. Unless the provision is extended by legislative action, it will end by legislative extended is the provision Unless provision. or after July 1, on the first time grade for ninth who enter with students 2014. See:

‐ 22 D and skills relevant to the content relevant and skills to this are: Central State,Central this Shawnee, are: to tending most state universities in Ohio state universities most tending the student has a deep understanding of understanding a deep has the student e Universities. Mightto have impact also http://education.ohio.gov/Topics/Testing/Ohio-Graduation-Test- p.3-5 p.3-5 more than 10 scale score points; score points; scale 10 more than in the last four years; had an expulsion must not have area subject the in requirement curriculum the completed have and missed; offered attendance rate in any program a 97 percent must have had offered by those day or year, including school the normal outside school; than the other someone school principal. and the high not yet passed the fifth test by no passing of the five tests and have missed Pass four four years and of the last rate each percent attendance a 97 Have had area missed out of 4.0 in the subject of 2.5 point average Have a grade and by the school offered programs in any intervention Have participated area the subject in teacher each from Obtain letters of recommendation      standards. LEAs may require additional requirements, such as performance performance as such requirements, additional require may LEAs standards. that a body-of-evidence process builds assessment multi-phase tasks. This allows to a determine committee if by the North defined as area, or subject for the course the standards credit for the course earning of Study, thereby Course Carolina Standard without it insetting. the experiencing school (p.5) See: http://www.ncpublicschools.org/docs/accountability/testing/eoc/creditrecovfa Exceptions coursework. without further Stat State and Youngstown enlisting in military). who statement written filed for a student may be signed a To be considered, 8.4 Students shall demonstrate mastery through a multi-phase assessment, assessment, a multi-phase through mastery shall demonstrate 8.4 Students be the EOC/EOG which shall examination, standard of (1) a consisting which an artifact (2) and locally exam developed or a final applicable, where knowledge apply to student the requires q.pdf Dakota North Ohio “Far From”: Exemption in (OGT) Tests Graduation pass all five parts of the Ohio Students must Writing, Mathematics, Reading, diplomas: high school to receive order Studies Social and Science And Alternative Ways OGT/Ohio-Graduation-Tests-FAQs – 2017 2014 of with Class starting and Science for Math Opt-Out Curriculum the Opt- but under school diploma to earn a high students (this allow option it prohibitsOut provision, them from at See:

NCEO 117 sential Skills,sential however modifications are allowed for http://www.ok.gov/sde/achieving-classroom-excellence-act-ace http://ok.gov/sde/sites/ok.gov.sde/files/ACE-Flowchart.pdf the Modified diploma if a student who is on an IEP or 504 Plan. Students is on an IEP or 504 Plan. Students diploma if a student who the Modified All students who want to graduate with an Oregon Diploma must take and take and Diploma must an Oregon with want to graduate who All students Es required the pass Students with an Individualized Education Program (IEP) may be able to Program (IEP) Education an Individualized Students with assessments modified through Requirements Testing ACE the meet (OMAAP), portfolio assessments (OAAP), to the regular accommodations scores. proficiency or modified (OCCT), assessments See: And (IEP) Education Program whoan Individualized have Students a through demonstrated be may areas subject required in Mastery by established as assessment(s) score on the state modified proficiency conditions, the IEP team. Any deviation from standard must be score the state assessment(s) on proficiency or accommodations, ACE student’s the IEP and denoted on with the student’s established Record. Cumulative of Mastery Demonstration See:

‐ 23 D p.2 the required courses, students who who students courses, required the e Projects the of instead taking EOI strict or developed by the student and and by the student or developed strict this requirement. Some End of Course of End Some requirement. this of seven subject areas to graduate by to graduate areas of seven subject on requirements: requirements: on p.1 (b) English II; and (c) Two of the following five: II, (1) Algebra I, (2) Biology (3) English III, and (4) Geometry, History. States United (5) http://education.ohio.gov/getattachment/Topics/Academic-Content- http://www.ok.gov/sde/achieving-classroom-excellence-act-ace http://ok.gov/sde/sites/ok.gov.sde/files/SB-Jan12-7bAltTest.pdf (a) Algebra I; 1. a variety of text comprehend and Read enters ninth grade on or after July 1, 2010 and before July 1, 2014, and has and has July 1, 2014, and before July 1, 2010 or after on enters ninth grade is form consent No written for two years. specific school attended high di the by provided be could it required; Standards/New-Learning-Standards/The-Ohio-Core-Opt-Out/Core-Opt-Out- FAQs.pdf.aspx Meet IEP Criteria “Far From”: Oklahoma proficiencyMust in four demonstrate well area as subject tests for each alternate also are - There Alternate Tests independently. completed can be that projects as approved or Advanced who do not score Proficient - Students Projects End of Course or one use may attempt first the after exams EOI required the of one on to meet Projects more End-of-Course Assessment Other To”: “Close Oregon list these Essential or later, 9 in 2010-2011 in Grade Students first enrolled Skills as graduati parent, guardian or custodian. or custodian. guardian parent, See: End of Instruction (EOI). or advanced on the a satisfactory scoring 16, by the State Board of Education on December approved were projects the in for approval submitted and developed will be projects 2010. More future. to meeting the related circumstances may have other special Some students special with students of examples Some Requirements. Testing ACE proficiency to, students who used are not limited but include, circumstances of one credit in to earn based promotion or home school, school or from a private school a public to transferred difficult. Students with testing that make medical conditions with students Requirements Testing ACE the meet to able be may circumstances special End-of-Cours alternate tests or through is circumstances with special students information about exams. More available ACE inImplementation the Guide. See: See:

118 NCEO 10/graduation- expected to score at the proficient evel/hs/transition/moddipfaq- the proficient level or better due to or better due level the proficient HIEVEMENT TEST IN ORDER TO TEST IN ORDER HIEVEMENT , See questions 51-52 51-52 questions See , https://www.drnpa.org/wp-content/uploads/2012/ http://www.ode.state.or.us/gradel DO CHILDREN WITH DISABILITIESDO CHILDREN WITH HAVE TO ACHIEVE A CERTAIN STATE OR LOCAL AC SCORE IN A GRADUATE? children are Pennsylvania To graduate, level or better in reading, writing in the PSSA, and mathematics PASA, with the state’s academic that assessment is aligned or in a district-wide standards. However, children with disabilities who take the PSSA or the local but test, whoat perform cannot school high receive a regular and still graduate can their disabilities, diploma have met if their they IEP goals. See: who are on an IEP or 504 Plan may receive a modified OAKS assessment Modified Diploma. if receiving a See: final.pdf p.2 requirements-for-children-with-disabilities.pdf

‐ 24 D U.S. , Biology , , Government . Geometry Civics and Civics raise their score; and, if a student raise their , these Essential Skills by earning at Skills by earning these Essential taking Keystone Exams as early as Exams as taking Keystone Algebra II , Literature , No Child LeftNo Behind Child p.1-3 p.1-3 . Keystone Exams can replace locally-developed locally-developed . Keystone Exams can replace English Composition p. 1-2 p. 1-2 , World History World , and http://www.ode.state.or.us/wma/teachlearn/testing/resources/es_overvie http://www.ode.state.or.us/wma/teachlearn/testing/resources/es_definiti 2. and accurately clearly Write 3. of settings in a variety Apply mathematics for these be accountable may also 2013-14 beyond Student cohorts Essential Skills additional 4. and coherently clearly and speak Listen actively 5. and analytically critically Think 6. to Use learn, technology live, and work 7. engagement community civic and Demonstrate 8. global literacy Demonstrate 9. skills teamwork and management personal Demonstrate • Students should take the Keystone Exam when they complete the related the complete they when Exam Keystone the take should Students • coursework. may begin Some students if they take I in 8; for middle school. 6, example, 7, or Algebra grades to Exam Keystone a retake may Students • a project- complete after 2 attempts,can proficiency he/she achieved has not matter. the subject in knowledge to demonstrate his/her based alternative (p.2) by: as determined in each main subject AndProficiency See: History school-level high as the state’s will serve and these courses final exams in under measure for compliance ons_grad-requirements.pdf that they have Students prove mastered w_eng.pdf IEP Criteria Meet “Far From”: Pennsylvania will districts school 2), individual list on page (see core subject For each final exam (Keystone) a state-developed they will administer whether decide assessment. own local or create their the to include will choose district Exam, each a Keystone If administering require to or, grade; course student’s a of 33% least at as score exam requirement, graduation stand-alone a as Exam Keystone a on proficiency in the assessment to weight on how discretion the district allows which (p.1) grades. course reduce and to the point of instruction In an effort to move assessment closer in Keystone Exams is developing of Education testing time, the Department Algebra I , subjects: academic 10 core or above a cut score on one of the in their on one options score approved assessment cut or above a standardized and other Work Samples assessment, (statewide district assessments). See: Chemistry

NCEO 119 , upon Chapter 74 kArea/DownloadAsset.aspx?id=214 required assessments. For these these For assessments. required essment/alt_assessment.shtml ormance based assessment. assessment. based ormance . p.1 http://www.tn.gov/education/ass A student can also graduate and receive a regular high school diploma school diploma high a regular and receive also graduate A student can outlined in TAC school program high the minimum under See: Students with disabilities must participate in the state End of Course (EOC) in the state End of Course participate must disabilities Students with and support appropriate receive must students These assessment. content and passing with the goal of mastering course accommodations IEP whose on an active student a However, the EOC assessment. with performancedisability interferes on the EOC assessment may through that course and skills for knowledge of core mastery demonstrate perf alternative approved the in students for requirements credit and curriculum minimum the completing in and participating education general passing the whether must determine ARD committee the students graduation. for requirement a is assessment See: http://texasstudentdatasystem.org/Wor 7497565

‐ 25 D e sections of the exit level TAKS that e sections of AKS) that correspond to the subject AKS) that correspond to the subject under subsection (c) of this section (c) of this section subsection under ading multiple-choice items from the items ading multiple-choice 80th Texas Legislature, 2007. For 2007. 80th Texas Legislature, any one examination, but instead but instead one examination, any level Texas Assessment of Academic level of Academic Texas Assessment ssessment/high_school.shtml national Baccalaureate (IB) Exam Baccalaureate national Local Assessment OR Assessment Local http://static.pdesas.org/Content/Documents/PDE_PSFactSheet.pdf http://www.tn.gov/education/a See: all the to graduate means necessary coursework of this section, purposes plan. graduation student's the under required coursework requirements testing fulfilling student A se ctions of the exit level Texas those only take to required be will (T Assessment of Knowledge and Skills exit the by assessed formerly areas has the student which for writing, and mathematics) (reading, Skills (TAAS) not yet met the standard. passing (1) If a student has not yet met the passing standard on TAAS reading, the only the re student will be administered TAKS English language arts (ELA) test. (2) If a student has not yet met the passing standard on TAAS writing, the and and the revising prompt only the writing administered will be student ELA test. the TAKS from items editing multiple-choice subsection (d) ofthis under ments require testing fulfilling student A (f) thos only take to required be will section State developed Keystone Exam Counting as at least 33% of Course Grade 33% of Course Grade as at least Exam Counting Keystone State developed OR Independently-validated OR Requirement Graduation Stand-alone a as Exam Keystone (AP) or Inter Placement Advanced p.1-2 Island Rhode Carolina South South Dakota Assessment Other “Close To”: Tennessee End of Course examinationsHigh School English I, II, are given in The I and Chemistry. English III, Algebra I, Algebra II, U.S. History, Biology grade at a into the student’s will be factored examinations results of these with of Education in accordance by the State Board determined percentage (2). T.C.A. §49-1-302 pass to required be not will Students Exemption “Far From”: Texas school to the 2011-2012 9 prior in Grade were first enrolled Students who must year school 2011-2012 the in above or 10 Grade in enrolled or year by required assessments the with graduation for requirements testing fulfill before existed that section as (TEC), §39.023(c), Code the Texas Education Senate Billamendment by (SB) 1031, students must achieve a passing score for the course in accordance with the in accordance for the course score achieve a passing must students policy. uniform grading Education’s State Board of See:

120 NCEO ploma. However, students without without However, students ploma. me for students with and without with and without for students me • Collection of evidence ofCollection• The test requirements are the sa the are requirements test The di receive a regular to disabilities use Certificate of Individual Achievement. may disabilities [Same].

‐ 26 D ents in subsections (a)-(f) of this (a)-(f) ents in subsections ly assessed by the exit level TEAMS ly assessed to earn student-selected verified units verified to earn student-selected verified credit. Your school counselor counselor Your school credit. verified he required exit level TAKS testsTAKS level exit required he have ) end-of-course exams exams ) end-of-course rements for graduation. for graduation. rements p.7 http://www.doe.virginia.gov/instruction/graduation/faq.shtml correspond to the subject areas former areas the subject to correspond not yet met the passing student has the which for mathematics) and (reading standard. If a student has not yet met thestandard passing on TAAS multiple-choice only the reading administered the student will be reading, items from the TAKS ELA test. requirem the of any Notwithstanding (g) section, students who pass all of t requi testing their fulfilled See: http://tea.texas.gov/WorkArea/linkit.a spx?LinkIdentifier=id&ItemID=25769804 283&libID=25769804283 Utah Vermont All StudentsVirginia Same as for Standards of Learning (SOL units to earn verified tests needed may retake above, students As mentioned a test are on 375-399 score between who Students of credit for graduation. before the next may retake a test and expedited retake eligible for an administration. test scheduled or studies fail a retake of history/social after remediation Students who a verified be awarded or better, may of 375 score a test, but achieve science work class their of review a following board, school local their by credit Verified the course. of the content of their mastery and/or demonstration school the discretion of local at given are in this manner awarded credits school Ask your Diploma. only toward a Standard apply boards and verified credits. awarded locally about more information for counselor And may of tests that students number a approved has The Board of Education approved has also The Board toward graduation. verified credits take to earn certification or licensure for examinations technical and career of a schedule SOL tests that may be substituted for of demonstration the require that ation certific for licensure or of credit. Tests may course with a single is associated what skills beyond and knowledge result in the awarding of two units of provide more information can teacher education technical and and career about these examinations. See: Assessment : Other To” “Close Washington ProficiencyHigh Exam: School Reading Writing

NCEO 121 http://www.k12.wa.us/assessment/GraduationAlternatives/ • GPA comparison tests AP/IB admission, College • Assessment/COE General on Basic • assessment level Off-grade • assessments determined Locally • Waiver Level Awareness • Waiver Transfer state of Out • Appeal Circumstance unavoidable Special, • Students with disabilities may use Cert ificate of Individual may disabilities Achievement Students with All students See:

‐ 27 D lfill the assessment lfill the assessment or (All students) oved assessment as a erage of 3.2. Students must attempt of 3.2. Students must erage 15) to show they have key skills has previously passed another state’s state’s another passed previously has s by passing state exit exams. If state passing s by hievement of (CAA) or hievement Certificate work samples prepared by the student the by prepared samples work Students must attempt must an exit Students exam at graduation assessment requirement, requirement, assessment graduation h grade year who have year yet to who meeth grade (All students) (All students) hievement (CAA) options. hievement (CAA) options. http://www.k12.wa.us/assessment/statetesting/ senior. senior. Waiver Out of State Transfer in a classroom environment with instructional support from a teacher. from a teacher. support with instructional environment in a classroom Students meet eligibility must criteria must attempt an exit exam at least and this CAA option. once before attempting GPA Comparison option. this CAA before attempting an exit exam at least once College Admission/AP/IB Tests specified from may also use scores They graduates. of high school expected AP or IB exams to meet the science of 2015. with the Class starts which attempting this CAA option. least before once (SUCA) Appeal Circumstance Special, Unavoidable Exam, Exit Exam or a state- Proficiency School the High on standard circumstance” unavoidable “special, a and experience approved alternative, state-appr to access a that precludes their ability not grant the does The waiver examination. or accountability exit high school Ac a Certificate of Academic student One math End-of-Course – algebraOne math 1/Integrated – End-of-Course 1 Math Most Washington state public high school students fu will The COEof evaluation a is set an of are areas content to specific corresponding in courses A student’s grades and same courses of students who took the the grades with compared 12th-grade in their to students available exam. This option is the exit passed av an overall grade-point have year who the SAT writing scores on and/or reading use their math, Students may Advanced tests, specified test, ACT or Plus Writing reasoning Smarter or (IB) examinations, Baccalaureate or International (AP) Placement (starting in 20 Balanced assessments their 12t in to students This applies or 12th state in the 11th from another who transfer for students This waiver is to receive a waiver of the assessment may apply The student grade. student the if requirement graduation Collection of Evidence Collection of Geometry/Integrated Math 2 Math Geometry/Integrated See: requirement graduation the of portion opportunities. first attempt, there are retake their pass on don’t students different in a their skills may need to demonstrate however, Some students, called are available, alternatives state-approved students, way. For these Ac Certificate of Academic

122 NCEO

‐ 28 D sfer students may also be eligible may also be students sfer http://www.k12.wa.us/assessment/GraduationAlternatives/ Individual Achievement (CIA). These tran Access. Direct via Options CAA the to access receive to See: West Virginia Wisconsin Wyoming

NCEO 123 124 NCEO NCEO is an affiliated center of the Institute on Community Integration