Information about Alternative Routes in Alaska

Table 1 provides an overview of the alternative routes that are available in Alaska. Alaska has two alternative routes—one for all students, and one only for students with disabilities. For both all students and students with disabilities, the student is the one to request the alternative route. The approving body is the local school board for all students, and the IEP or 504 team for students with disabilities. For the Waiver, students do not need to first take the HSGQE. For the Modified or NonStandard HSGQE, students must first take the regular HSGQE before requesting the Modified or Nonstandard HSGQE.

Table 1.Target Group, Requesting Parties, and Approval Body for Alternative Routes

Name	Target Group	Who Requests	Who Decides
Waiver from HSGQE	All Students	Student	Local school board
Modified High School Graduation Qualifying Exam (HSGQE) for Non-standard HSGQEa	Students with Disabilities	Student	IEP or 504 Team

^a The Modified HSGQE and Nonstandard HSGQW were counted as a single alternative routes, although they possibly could be separated. Table 2 shows information on the specific criteria for students to participate in an alternative route. The waiver for all students covers a variety of unique situations (e.g., late arrival in state, parent death). The Modified or Nonstandard HSGQE requires that the students has not passed a portion of the HSGQE.

Table 2. Specific Criteria of Alternative Routes to Standard Diploma

Name	Specific Criteria
Waiver	The student arrives within the final two semesters of his or her intended year of graduation; parent dies within the last semester of the student’s intended year of graduation; a serious or sudden illness, or a physical injury, prevents the student from taking the exam in the final semester of his or her intended year of graduation; a disability arises too late in the student’s high school career to develop a meaning full and valid assessment; a student has passed a competency exam in another state that assesses the same content areas, and is a high school exit exam.
Modified HSGQE or Nonstandard HSGQEa	A student with a disability who does not pass a portion of the exam may take the Modified HSGQE if the student requires modifications in the addition to the accommodations already provided. A students with a disability who does not pass a portion of the exam may take the Nonstandard HSGQW if the student meets three requirements: (a) is working at or near grade level, (b) has taken but is not proficient on the HSQGE, and (c) has a documented history of being unable to demonstrate proficiency on a standardized assessment because of one or more conditions.

Note: The alternative route available only to students with disabilities is in bold. ^a The Modified HSGQE and Nonstandard HSGQW were counted as a single alternative routes, although they possibly could be separated.

Each of the alternative routes in Alaska is described in more detail here.

Waiver from HSGQE

Students may request an application for a waiver from the HSGQE for several reasons. Depending on the reason, there are different requirements that the student must follow and submit with the request.

During the process of approval, the student who applied for a waiver must continue to take the HSGQE until the local school board approves of the waiver. The school board must notify the student by registered mail whether the application was approved or denied. The school board must also provide a copy of its decision to grant or deny a waiver to the Commissioner of Education and Early Development. If the waiver is denied, then the student may appeal the denial to the Commissioner of Education and Early Development. The appeal must be postmarked no later than 30 days following the student’s receipt of the school board’s decision to deny.

Arriving Late into Alaska Public School System. The student must submit documentation from the school in Alaska where the student is currently enrolled, including the enrollment date. The document must verify the date of the student’s physical presence in Alaska prior to enrollment in any of the school options in the state. The submitted documentation must also include the out-of-state school district that the student is transferring from, including their enrollment date, and exit date.

Rare and Unusual Circumstances. This includes death of a parent, where the parent must have died in the last semester of the student’s senior year (must provide documentation with date of death); serious and sudden illness or injury to which prevented the student from taking the HSGQE. A documented disability from the student’s IEP team; a district or system error in which a documentation will verify that the mailed test materials were not received, or lost. If the student is unable to participate due to a disability, the student must submit an approved copy of the Request for Permission (student must have taken either the modified or nonstandard HSGQE before applying for the waiver). If the student passed another state’s competency exam, the out-of-state school in which the student transferred from, must transmit directly to the regional school board which will include the student’s transcripts demonstrating that the student has passed all parts/subtest of an out-of-state exam. The student may also get advice from Education and Early Development to take an alternate assessment.

Modified or Nonstandard HSGQE

Modified HSGQE. The IEP or 504 team indicates the student needs an alternative assessment program for the HSGQE on the student’s plan. The team completes the Modified HSGQE application and submits it to the Department of Education and Early Development. If the application is denied, the team may appeal the decision to the Commissioner of Education and Early Development.

Nonstandard HSGQE. The IEP or 504 team indicates the student needs an alternative assessment program for the HSGQE on the student’s plan. The team completes the application for the nonstandard test and submits it for approval by the Department of Education and Early Development. If the Department of Education and Early Development denies approval, the team may appeal the decision to the Commissioner of Education and Early Development. In addition to the application, the student must have one or more of the following document conditions:

• The student has a severe emotional or behavioral impairment or a pervasive development or other disability that causes the student to be unable to concentrate on the HSGQE, even with accommodations or appropriate modifications;
• The student cannot cope with the demands of a prolonged test because of multiple physical disabilities, severe health-related disabilities, or a neurological disorder;
• The student has a significant motor or communication disability that causes the student to need more time than is reasonable or available for testing, even with extended time.

World Wide Web Resources

Content	Web Address
Earning a High School Diploma	http://www.eed.state.ak.us/tls/assessment/HSGQE/GuidetoHSdiploma2008.pdf

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C

California

The California High School Exit Examination (CAHSEE) was a requirement starting with the class of 2006 to receive a Standard High School Diploma. The CAHSEE has two parts, English- Language Arts and Mathematics. Both parts contain multiple choice questions, with the addition of an essay for the English-Language Arts portion.

In 2004, the California legislature (Senate bill 964-Burton) required the Superintendent of Public Instruction to develop and the State Board of Education to approve and provide alternatives to students with disabilities. The alternative was also a waiver, which allowed students with an IEP or 504 plan to take the CAHSEE with a modification.

In 2007, Senate Bill 267 required all local educational agencies to grant a high school diploma to each student with disabilities who was scheduled to graduate from high school in 2007, and has not passed the CAHSEE.

In 2008, California Education Code Section 60851(c) allowed local school district governing boards to waive the requirement to pass the CAHSEE for students with disabilities who test with a modification score of 350 or above. This waiver only applied to the class of 2008. Apart from this, the student must have an active IEP or 504 plan that indicates the student was scheduled to graduate with the class of 2008 and the student had taken one or both portions of the CAHSEE with one or more modifications and received a passing score.

Information about Alternative Routes in California

One alternative route is available in California. It is designated for students with disabilities (see Table 1). This alternative route does not require that students first take the regular CAHSEE.

Table 1. Target Group, Requesting Parties, and Approval Body for Alternative Routes

Name	Target Group	Who Requests	Who Decides
Waiver	Students with Disabilities	No Information Found	Local school districts

Table 2 provides information on the specific criteria for participation in the waiver in California. This information indicates that the student may either have an IEP or a 504 plan.

Table 2. Specific Criteria of Alternative Routes to Standard Diploma

Name	Specific Criteria
Waiver	The student must have an IEP or 504 plan that indicates the student was scheduled to graduate.

Note: The alternative route available only to students with disabilities is in bold.

The waiver alternative route in California is described in more detail here.

Waiver

In addition to the student having an IEP or 504 plan indicating the student was scheduled to graduate with their respective class, the student must have also taken one or both portions of the CAHSEE with one or more modifications and received the equivalent of a passing score (350 or above).

World Wide Web Resources

Content	Web Address
Waiver	http://www.cde.ca.gov/ta/tg/hs/08waiverltr.asp

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F

Florida

As part of Florida’s graduation requirement to receive a Standard Diploma, students must take the Florida Comprehensive Assessment Test (FCAT). The FCAT measures student performance on benchmarks in reading, writing, mathematics, and science from the Sunshine State Standards (SSS). It is a part of Florida’s overall plan to increase student achievement by implementing higher standards.

The FCAT was first administered to sophomores in 1998. It has undergone a variety of changes since the first administration, including adding writing (2000) and science (2003), In 2005, multiple-choice items were added and the named changed to FCAT Writing+. Students who have not passed the Grade 10 FCAT have up to five opportunities to pass it before graduation. Students may retest on the reading or mathematics section of the FCAT or both sections, in the fall and spring of their junior and senior years. Students who have not successfully passed the Grade 10 FCAT prior to their expected graduation may retake the FCAT as many times as they want until they pass it.

Information about Alternative Routes in Florida

Table 1 provides an overview of the three alternative routes in Florida. Two of the routes are for all students and one route is only for students with disabilities. One of the routes for all students, the GED Exit Option Model Program, does not require that students first take the regular FCAT. The other two routes, one for all students and one only for students with disabilities, require that the student first take the FCAT.

Table 1. Target Group, Requesting Parties, and Approval Body for Alternative Routes

Name	Target Group	Who Requests	Who Decides
GED Exit Option Model Program	All students	Student	Local School District
Concordant Scores	All students	Student	Department of Education
FCAT Waiver	Students with Disabilities	Parent or legal guardian with student, and IEP team	IEP team

Table 2 shows information on the specific criteria for students to participate in an alternative route. The two routes available to all students each allow the student to use a different test score for the FCAT. The alternative route available to students with disabilities is a waiver based on an IEP team decision.

Name	Specific Criteria
Concordant Scores	Any student who attempts to pass the FCAT at least three times without earning a passing score may use scores from an ACT or SAT.
GED Exit Option Model Program	Any student who is at leaste 18 years old and who has not earned a standard diploma may earn a State of Florida diploma by passing the Tests of General Educational Development (GED).
FCAT Waiver	The student's IEP team may decide whether the FCAT accurately measures the student's ability to master the FCAT.  The student needs to first attempt the FCAT at least twice, and meet all other graduation requirements.

Note: The alternative route available only to students with disabilities is in bold.

Each of the alternative routes in Florida is described in more detail here.

Concordant Scores

Florida implemented the concordant scores alternative route in 2003-2004. It is an alternative route available to all students. A senior can graduate with a standard diploma by receiving a score comparable to the FCAT passing score. A student who uses this alternative route must take the FCAT a total of three times without earning a passing score in order to use scores from the ACT or SAT. Students who are new to the public school system starting in their 12th grade, do not need to meet this requirement.

The passing score for reading when taking the FCAT is 1926; the student must receive a score of 410 on the SAT or a 15 on the ACT to be considered comparable. For mathematics, the passing score when taking the FCAT is 1889; the student must receive a score of 370 on the SAT or 15 on the ACT.

GED Exit Option Model Program

Students who have not received a passing FCAT score can earn a State of Florida diploma by passing the GED test. This alternative route is only offered in some school districts. This alternative route is included here because it does not exclude students who are still in school, and thus is an alternative route available to students in school.

FCAT Waiver

An FCAT Waiver may be granted if the IEP team determines that the FCAT does not accurately measure a student’s ability, even with accommodations. This option is only available to students who are in their senior year and pursuing the traditional 24-credit standard program.

In addition that, the student must have attempted to take the test twice, and there must be documentation that the student has mastered the Sunshine State Standards test on the FCAT.

World Wide Web Resources

Content	Web Address
High School Diploma Options for Students with Disabilities	http://fldoe.org/ese/pdf/hs_options_ese.pdf
Course Code Directory System Guide	http://www.fldoe.org/articulation/CCD/files/0708/GradRequ07_08.pdf
FCAT Graduation Requirements (Concordant Scores)	http://fcat.fldoe.org/pdf/fcatpass.pdf
Diploma Decisions for Students with Disabilities, What Parents Need to Know	http://fcat.fldoe.org/pdf/fcatpass.pdf

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G

Georgia

All students must take the Georgia High School Writing Test (GHSWT) and the Georgia High School Graduation Tests (GHSGT) to receive a High School Diploma. The GHSWT is first administered to students in the fall of their eleventh-grade year. The GHSGT is first adminis-tered to students in the spring of their eleventh-grade year in areas of English/language arts, mathematics, science, and social studies.

There is no limit to the number of times a student may retake the graduation assessments until he or she meets the passing criteria. Upon meeting these criteria, students who have met all other graduation requirements are eligible to receive a high school diploma.

Information about Alternative Routes in Georgia

An overview of the two alternative routes in Georgia is shown in Table 1. Georgia offers to all students a Hardship Waiver and a Variance. For students with disabilities, the state offers an IEP Waiver. It is the responsibility of the student or the student’s parent or legal guardian to initiate a waiver or a variance. The variance does not require that students first take the regular GHSGT, while the other two alternative routes do require the student to have first taken the GHSGT.

Table 1. Target Group, Requesting Parties, and Approval Body for Alternative Routes

Name	Target Group	Who Requests	Who Decides
Waiver - Hardship	All students	Student or parent/legal guardian	State board of Education
Variance	All students	Student or parent/legal guardian	State board of Education
Waiver - IEP	Students with disabilities	Student or parent/legal guardian	State board of Education

The process of the alternative routes begins with the student, or the student’s parent or legal guardian, submitting a request in writing to the local superintendent of schools of the system that the student attends or attended. Initial information that needs to be included in addition to the specified criteria is:

a. Specific facts that would justify the waiver or variance.

b. The reason why the variance or waiver requested would serve the purpose of the underlying requirement. The reasons must be in accordance with the purposes of the waiver or variance.

c. Written permission for the Georgia Department of Educational staff to receive all records that pertain to the request.

Table 2 shows the specific criteria for students to participate in an alternative route in Georgia.

Table 2. Specific Criteria of Alternative Routes to Standard Diploma

Name	Specific Criteria
Waiver–Hardship	The student has not had a reasonable opportunity to pass a section of the GHSGT or GHSWT due to a substantial hardship beyond the student’s control.
Variance	The student must pass at least three sections of the GHSGT and GHSWT. The student may pass either three sections of the GHSGT, or two sections of the GHSGT plus the GHSWT. The student must also have an attendance record of 90%, excluding excused absences while enrolled in grades 9-12. The student’s scale score falls within one standard error of measurement for passing the relevant section of the GHSGT or GHSWT, using the student’s highest score over multiple administration; the student has successfully passed each related End-of-Course Test, where applicable, for the sections of the GHSGT in which the variance is sought.
Waiver – IEP	The student’s disability makes him/her incapable of passing a section of GHSGT or GHSWT, even with the provision of all allowable accommodations.

Note: The alternative route available only to students with disabilities is in bold.

Each of the alternative routes in Georgia is described in more detail here.

Waiver – Hardship

Substantial hardships may include a significant, unique and demonstrable economic, technological, legal, or other type of deprivation. The student must still adequately demonstrate with a record of coursework and earned credits that the student possesses the knowledge required to pass the GHSGT and/or GHSWT.

Variance

Students who request a variance must first have attempted, a minimum of four times, the relevant sections of the GHSGT or GHSWT. Students must also provide documentation of having received remediation in the sections for which the variance is being sought.

Waiver–IEP

While the student’s disability will not preclude him/her from taking the assessments, the disability and its impact on the student’s achievement must be documented in the student’s individual education plan (IEP) over time. Just like the Hardship Waiver, the student’s record of coursework and earned credits should adequately demonstrate that the student possesses the knowledge required to pass the GHSGT and/or GHSWT.

World Wide Web Resources

Content	Web Address
Waivers and Variances of high School Graduation Assessments Guidelines	http://www.doe.k12.ga.us/DMGetDocument.aspx/Waivers%20Variance%20Guidelines.pdf?p=6CC6799F8C1371F6CCE12CA193F128E65 9E405913281A7D3002972D0BE3FBC41&Type=D
Diploma Options	http://public.doe.k12.ga.us/documents/curriculum
Transition Manual for Students with Disabilities (Diploma Options page 30)	http://www.doe.k12.ga.us/DMGetDocument.aspx/specialed_transition_ manual.pdf?p=4BE1EECF99CD364EA5554055463F1FBB77B0B70FE CF5942E12E123FE4810FFF5B440E78DF74A7BADF823002584844BB 6&Type=D

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I

Idaho

Passing the Idaho Standards Achievement Test (ISAT) is required to receive a regular high school diploma. The test measures a student’s competency in reading, language usage, mathematics, and science. The ISAT was first administered as a requirement for high school graduation in 2002. The ISAT is administered every fall and spring; schools may also choose to give it in winter.

Students use a computer to take this test. Computer administration allows the test to immedi-ately adjust to the performance of each student and provides information quickly to the teacher and student.

Information about the Alternative Routes in Idaho

Two alternative routes are available in Idaho – both routes are designated for students with dis-abilities (see Table 1). Students who are eligible for special education services must have an Individualized Graduation Plan. The plan must include at least one evaluation measure in the core academic areas. If the student is not demonstrating proficiency on the ISAT and it appears the student may not be able to demonstrate proficiency, then another evaluation mechanism must be identified and agreed upon. The alternative routes in Idaho do not require that the student first take the regular ISAT.

Table 1. Target Groups, Requesting Parties, and Approval Body for Alternative Routes

Name	Target Group	Who Requests	Who Decides
Comparable Graduation Requirements	Students with IEP	IEP Team	IEP Team and Principal
Graduation Criteria Established by IEP Team	Students with IEP	IEP Team	IEP Team and Principal

Table 2 presents information on the specific criteria for each of the laternative routes available to students with disabilities

Table 2. Specific Criteria of Alternative Routes to Standard Diploma

Name	Specific Criteria
Comparable Graduation Requirements	Student is one with an IEP and an Individualized Graduation Plan (which is developed for all students with IEPs in grade 8). Annual reviews of the plan determined that the student will meet comparable graduation requirements.
Graduation Criteria Established by IEP Team	Student is one with an IEP and an Individualized Graduation Plan (which is developed for all students with IEPs in grade 8). Annual reviews of the plan determined that the student will meet alternate requirements developed through the IEP process.

Note: The alternative routes available only to students with disabilities are in bold.

Each of the alternative routes in Idaho is described in more detail here.

Comparable Graduation Requirements

In addition to the student’s IEP, the student must also have an Individualized Graduation Plan. The IEP team uses a chart to determine which methods can be used to demonstrate a student’s proficiency on the standards. The chart includes the type of method, the description, scoring and what the student needs to score or grade as proficient.

Graduation Criteria Established by IEP Team

When the IEP team addresses completion of the student’s secondary program by adapting regular graduation requirements, these needs to be:

• Adapting the course content, course objectives, instructional strategies, grading, assessments; or
• Identifying alternative methods for demonstrating competence.

World Wide Web Resources

Content	Web Address
Students with Disabilities Graduation Decision Guidance (page 6)	http://www.sde.idaho.gov/specialeducation/docs/Features/GraduationGuidance.pdf

Indiana

Diplomas were first withheld from students who did not pass the exam in 1999–2000. Initially, there were two levels of achievement on the graduation exam: "pass" and "did not pass." Beginning in 2004, there were three levels: "pass+," "pass," and "did not pass."

Starting with the fall of 2006, students who were entering high school were encouraged to complete the Core 40, and beginning with students who enter in high school in the fall of 2007 (graduating class of 2011), the completion of the Core 40 became a graduation requirement. Students were still able to take the General Diploma route through an opt-out process, although the General Diploma is not a standard diploma.

The decision to make the Core 40 the standard route to graduation was because in 2005, more than half of Indiana’s high school graduates earned the Core 40 diploma.

Information about Alternative Routes in Indiana

Two alternative routes have been created in Indiana, both of which are available to all students (see Table 1). Students are required to first take the regular assessment before requesting to participate in either of the alternative routes.

Table 1. Target Group, Requesting Parties, and Approval Body for Alternative Routes

Name	Target Group	Who Requests	Who Decides
Evidence-based Waiver	All students	Student or parent/legal guardian	State Board of Education
Work-Readiness Waiver	All students	Student or parent/legal guardian	State Board of Education

Table 2 provides information on the specific criteria for participation in the waivers available in Indiana. This information indicates that although these options are available to all students, they have specific requirements and approval processes.

Table 2. Specific Criteria of Alternative Routes to Standard Diploma

Name	Specific Criteria
Evidence-based Waiver	Student must obtain written recommendation from a teacher of the sub-ject area in which the student has not yet received a passing score. The written recommendation must be approved by the principal of the student’s school and be supported by documentation that the student has attained the academic standards in the subject area based on either classroom work, or tests other than the graduation exam or classroom work.
Work-readiness Waiver	Student must complete the course and credit requirements for a general diploma, maintain a least a "C" average, maintain school attendance at 95%, and take the graduation exam in each subject area in which the stu-dent did not achieve a passing score at least one time every school year after the school year in which the student first takes the graduation exam.

The waivers available as alternative routes in Indiana are described in more detail here.

Evidence-based Waiver

In addition to having to take the exam each year in the subject area where the student did not first pass, the student must also satisfy all state and local graduation requirements, maintain a "C" average or equivalent, complete remediation opportunities provided by the student’s school, and maintain a 95% attendance rate (with excused absences not counting).

Work-readiness Waiver

Similar to the Evidence-based Waiver, the student must take the exam each year at least once, complete remediation opportunities, maintain school attendance, a "C" average and satisfy local and state graduation requirements. In addition to this, the student must complete course and credit requirements for a general di-ploma (using the opt-out waiver), including the career academic sequence; a workforce readiness assessment, and at least one career exploration internship or cooperative education or workforce credential recommended by the student’s school.

World Wide Web Resources

Content	Web Address
Waiver Rule	http://www.doe.in.gov/dps/teacherprep/testing/WaiverRule.html
GQE Requirements	http://www.doe.in.gov/istep/gqe/ (Click on Meeting the GQE Require-ments)
Core40 FAQ	http://www.doe.in.gov/core40/docs/faq.pdf

Waiver

The student must include evidence that the student participated in remediation and how the disability or disabilities impacted the student’s inability to pass the assessment. In addition to this, the Waiver is only available to graduating seniors or students who have previously left school who have a disability.

World Wide Web Resources

Content	Web Address
GEE Waiver	http://www.doe.state.la.us/Lde/eia/2592.html
High School Graduation Requirements	http://www.doe.state.la.us/lde/uploads/7516.pdf

Information about Alternative Routes in Maryland

Five options exist as alternatives to passing the four HSAs in Maryland. Some are designated for all students, while others are only for students with disabilities (see Table 1). First, there are three testing substitutions that students can pursue in place of the HSA: Advanced Placement or International Baccalaureate tests (considered one option), the Modified HSA (which is available only to students with disabilities who meet specific participation criteria), and the Modified-HSA Plus Option. The two other options are: (a) Combined-Score Option, and (b) Bridge Plan for Academic Validation. Students do not have to take the HSAs before they can pursue three of the alternative routes (all except the Modified-HSA Plus Option and Bridge Plan for Academic Validation). For the other two (Combined Score Option, Bridge Plan for Academic Validation), they must have first taken the HSA.

Table 1.Target Group, Requesting Parties, and Approval Body for Alternative Routes

Name	Target Group	Who Requests	Who Decides
Advanced Placement (AP) or International Baccalaureate (IB)	All students	Student	Department of Education
Combined-Score Option	All students	Student	Department of Education
Bridge Plan for Academic Validation	All students	Student	Local school
Modified-HSA	Students with disabilities	Student	IEP team
Modified-HSA Plus Option	Students with disabilities	Student	Department of Education

Table 2 provides the specific criteria used for students to be able to pursue each alternative route in Maryland.

Table 2. Specific Criteria of Alternative Routes to Standard Diploma

Name	Specific Criteria
Advanced Placement (AP) or International Baccalaureate (IB)	Student must earn a score that has been approved by the Maryland State Department of Education for the substitute assessment that is taken. The student does not need to fail the HSA first.
Combined-Score Option	Student must earn a combined score of 1602 on the four HSA tests, even if each test individually was not passed (412 on algebra/data analysis; 396 on English; 400 on biology; and 394 on government). The nature of this option suggests that the student has not passed at least one HSA.
Bridge Plan for Academic Validation	Student must complete assigned project in each targeted content area in which an HSA test was not passed (including the Modified-HSAs), after taking the test two times.
Modified-HSA	Student must earn a passing score on the Modified-High School Assessments. This assessment may only be taken by students with disabilities who have IEPs who meet specific participation criteria. The student does not need to fail the HSA first.
Modified-HSA Plus Option	Student must earn a required score on the Modified-High School Assessments. This option is available to students with disabilities who have IEPs who may not meet the criteria for participation in the Modified-HSA, but who have failed the HSA the first time it was taken.

Note: Those alternative routes available only to students with disabilities are in bold.

Each of Maryland’s alternative routes is described in more detail here.

Advanced Placement (AP) or International Baccalaureate (IB)

Any student may take either an advanced placement test or an International Baccalaureate test that is in an HSA test content area. If the student receives a score that has been approved by the Maryland Department of Education as passing, the AP or IB score can substitute as a passing score on the relevant HSA. This option is open to any student.

Combined Score Option

This is an option for students who take the HSA tests, but do not pass one or more of them. The student does not have to retake any test if the total score obtained by adding all the earned scores together is 1602 points. Any student who takes the four HSA tests and earns at least this total score is considered to have met the assessment requirement.

Bridge Plan for Academic Validation

The Bridge Plan option was introduced in the 2008-2009 school year, after successful pilot testing in summer 2008. Before participating in this option, students must have failed the HSA or Mod-HSA two times (or did not achieve a total of 1602 points on the HSAs). This option consists of students completing an independent project in the content areas (and covering comparable content) in which they did not pass the HSA or Mod-HSA. The Maryland Department of Education indicated that these independent projects are ones that can be completed under the guidance of a teacher over several days or weeks, and involve about 8-12 hours of independent student time.

Modified-HSA

The Modified-HSA was introduced in spring 2008 as an alternate assessment based on modified achievement standards (AA-MAS) for the high school level. The Modified-HSA has tests in the same areas as the HSA (English, algebra/data analysis, biology, government). It is an assessment that was developed for students with disabilities. The tests comply with federal guidelines for AA-MAS, which include being based on grade-level content standards, but with achievement standards that reflect less difficulty than those for the regular grade-level achievement standards assessments (HSAs), and for school accountability purposes, allowing only up to 2% of the total population of students (about 20% of students with disabilities) to be counted as proficient on the assessment. Find more information to describe this option and the guidelines for participation.

Modified-HSA Plus Option

The Modified-HSA Plus Option was introduced in summer 2008. The tests are the same as for the Modified-HSA, but the students eligible for the option includes those who do not meet the participation guidelines for the Modified-HSA, as long as they are students with disabilities. The student who uses this option must first have taken the regular HSA test and failed it. There is no indication that students who select this option must first participate in intervention or assistance programs (such as online courses for the HSA content are that was not passed), as they must do to retake the HSA.

World Wide Web Resources

Content	Web Address
Diploma Routes	http://www.marylandpublicschools.org/nr/rdonlyres/b057da27-3ffb-40f998b8-7ead2535f779/17088/parents_guide_08_eng.pdf

Information about Alternative Routes in Massachusetts

Three options exist as alternatives to passing the four MCAS tests in Massachusetts (see Table 1). Two of these are called Performance Reviews: (a) MCAS Performance Review–Cohort Review, and (b) MCAS Performance Review–Portfolio Appeal. Both of these alternative routes are available to all students. The third option is the MCAS–Alternate Assessment. It is an alternate assessment based on grade-level achievement standards that is available only to students with disabilities. Students do not have to first take the MCAS before they can pursue the MCAS–Alternate Assessment. They do have first take the MCAS to pursue either of the Performance Reviews; there are up to five MCAS retesting opportunities for these students.

Table 1.Target Group, Requesting Parties, and Approval Body for Alternative Routes

Name	Target Group	Who Requests	Who Decides
MCAS Performance Appeal – Cohort Appeal	All students	District Superintendent, on behalf of student	Performance Appeals Board, with members appointed by the Commissioner of Education
MCAS Performance Appeal – Portfolio Appeal	All students	District Superintendent, on behalf of student	Performance Appeals Board, with members appointed by the Commissioner of Education
MCAS – Alternate Assessment	Students with disabilities	District Superintendent, on behalf of student	Performance Appeals Board, with members appointed by the Commissioner of Education

Table 2 provides information on the specific criteria for participation in each of the three alternative routes available in Massachusetts. This information demonstrates the differences between the routes and the process involved in students gaining access to them.

Table 2. Specific Criteria of Alternative Routes to Standard Diploma

Name	Specific Criteria
MCAS Performance Ap-	The grades of the student who did not pass the MCAS and the stu
peal – Cohort Appeal	dent’s MCAS scores are compared to those of other students (ones who scored between 220 and 228, which is the minimum passing standard) on the MCAS and who were enrolled in the same sequence of courses in the content area for which an appeal was filed. Some adjustments are made for students with disabilities – different score that had to be attained on the MCAS before an appeal can be filed, and allowing for other evidence to be submitted. Students must meet specific criteria before filing an appeal – failed the MCAS test, attendance rate, and participation in academic support.
MCAS Performance Ap-	For cases where a cohort cannot be used for comparison, a portfolio is
peal – Portfolio Appeal	prepared of the student’s work in the content area for which the appeal is filed. The portfolio must confirm to specific criteria (e.g., include a table of contents and specific numbers and types of evidence depending on the content area). Similar to the Cohort Appeal, students with disabilities have different MCAS score criteria, and may submit additional evidence for the appeal. Students must meet specific criteria before filing an appeal – failed the MCAS test, attendance rate, and participation in academic support.
MCAS – Alternate	Student who meets the participation criteria for the MCAS-Alternate
Assessment	participates in the MCAS-Alternate based on grade-level achievement standards. In addition, a student who participated in the MCAS-Alternate may file an appeal if he or she participated in the MCAS-Alt in the content area at least two times.

Note: The alternative route available only to students with disabilities is in bold.

Each of the alternative routes in Massachusetts is described in more detail here.

MCAS Performance Appeal – Cohort Appeal

The grades of the student who did not pass the MCAS (but attained a score of at least 216) and the student’s MCAS scores are compared to those of at least 6 other students (ones who scored between 220 and 228, which is the minimum passing standard) on the MCAS and who were enrolled in the same sequence of courses in the content area for which an appeal was filed. For students with disabilities, the score of 216 need not have been attained before an appeal is filed; further, additional documentation identified by the IEP team to indicate the student’s knowledge and skills may be included in the appeal. For the Cohort Appeal, the student must fail the MCAS before filing an appeal (3 times for ELA or math; 1 time for STE). The student also must have an attendance rate of 95% during the school year of the appeal, and must have participated in school sponsored tutoring or other academic support services in the content area for which the appeal is filed.

MCAS Performance Appeal – Portfolio Appeal

For cases where a cohort cannot be used for comparison (e.g., fewer than 6 students taking the same courses), a portfolio is prepared of the student’s work (cumulative and current) in the content area for which the appeal is filed. The portfolio must confirm to specific criteria (e.g., include a table of contents and specific numbers and types of evidence depending on the content area). For the Portfolio Appeal, the student must fail the MCAS before filing an appeal (3 times for ELA or math; 1 time for STE). The student also must have an attendance rate of 95% during the school year of the appeal, and must have participated in school sponsored tutoring or other academic support services in the content area for which the appeal is filed.

MCAS – Alternate Assessment

Students who are eligible to participate in the MCAS–Alternate Assessment are eligible for the Competency Determination if they are in the MCAS–Alternate is judged against grade-level achievement standards. MCAS–Alt students are also eligible to file an appeal, if they have participated in the MCAS–Alt at least two times.

World Wide Web Resources

Content	Web Address
Laws and Regulations	http://www.doe.mass.edu/lawsregs/603cmr30.html?section=05
MCAS Appeals	http://www.doe.mass/edu/mcasappeals/filing/guidelines.pdf

 

Minnesota

The Minnesota Graduation-Required Assessments for Diploma (GRAD) are designed to mea-sure reading, writing, and mathematics, with the goal of students being on track to the essential skills and knowledge needed for graduation. Beginning in 2006-2007 (for 9th graders), the tests have been administered across grades, with retesting opportunities in subsequent grades. GRAD Written Composition is administered in grade 9, Reading in grade 10, and Mathematics in grade 11. The graduating class of 2010 is the first class held to the GRAD, which replaced the Basic Standards Tests (BSTs)—the previous tests used as a graduation requirement. Retesting opportunities for each content area are available in years following the grade in which each is administered.

In addition to passing the GRAD, students must earn 21.5 course credits. For the state graduation requirements, these must include 4 credits of language arts, 3 credits of mathematics, 1 credit of arts, 3 credits of science, and 3.5 credits of social studies. The other 7 credits are considered elective, unless local graduation requirements designate specific classes.

Information about Alternative Routes in Massachusetts

One alternative route is available in Minnesota. It is available only to students with disabilities, which includes students with either an Individualized Education Program (IEP) or a 504 accommodation plan (see Table 1). The alternative route involves the team (either IEP or 504) establishing an appropriate passing standard for the student. As suggested by the nature of this alternative, students do not have to first take the GRAD before pursuing the alternative route. However, the student’s team must conduct a formal review to establish the "appropriate" pass-ing standard.

Table 1. Target Group, Requesting Parties, and Approval Body for Alternative Routes

Name	Target Group	Who Requests	Who Decides
Team Established Passing standard	Students with disabilities	IEP or 504 Team	IEP or 504 Team

Table 2 presents the specific criteria used to be able to pursue the alternative route in Minnesota.

Table 2. Specific Criteria of Alternative Routes to Standard Diploma

Name	Specific Criteria
Team Established Passing Standard	No specific guidelines or criteria were presented for when it is appropriate for the IEP or 504 Plan team to suggest that an alternative to the regular passing standards for the GRAD is needed. When the team does establish a different passing standard, the student receives a designation of “Pass Individual.”

Note: The alternative route available only to students with disabilities is in bold.

The Team Established Passing Standard alternative route in Minnesota is described in more detail here.

Team Established Passing Standard

No details were found about recommended procedures for which students might need an team established passing standards, nor how the alternative standard might be set.

World Wide Web Resources

Content	Web Address
GRAD	http://education.state.mn.us/mde/Accountability_Programs/Assessment_ and_Testing /Assessments/GRAD/General_Information/index.html
Graduation Requirements	http://education.state.mn.us/mdeprod/idcplg?IdcService=GET_FILE&dD ocName=001070&RevisionSelectionMethod=latestReleased&Rendition =primary
IEP-504 Route	http://education.state.mn.us/MDE/Accountability_Programs/Assessment_and_Testing/Assessments/GRAD/General_Information/index.html

 

Mississippi

The Mississippi SubjectArea Testing Program includes four subject area tests:Algebra I, Biology I, U.S. History (from 1877), and English II. These tests replace the Functional Literacy Exam (FLE), which was the previous requirement for graduation. All four subject area tests were first required of entering 9th graders in 2002-2003 (graduating class of 2005-2006).

In addition to passing the tests, students must earn Carnegie units in the subject areas. Students may retake a test three times each year until a passing score is earned. Students with disabilities who do not earn a regular high school diploma may earn an Occupational Diploma. This is done by completing certain coursework requirements and also submitting a portfolio of work. The courses and portfolio evidence must cover the areas of employment English, job skills math, life skills science, and career preparation (social studies). The IEP team meets for an exit meeting to evaluate whether IEP goals and objectives were met and the completion of all requirements for the Mississippi Occupational Diploma. The final portfolio is reviewed and approved by the principal prior to graduation

Information about Alternative Routes in Mississippi

One alternative route is available in Mississippi (see Table 1). This alternative route is avail-able to all students; no unique alternative route is designated only for students with disabilities. Information on the Subject Area Testing Program Appeals Process indicates that an appeal may be filed by a student, parent, or district personnel when there is reason to believe that the student has mastered the subject area curriculum, but the student was unable to demonstrate mastery of the Subject Area Test. It also indicates that the students must take the test on two separate administrations. Thus, students do have to fail the Subject Area Test before they can be considered eligible to pursue the appeals process.

Table 1. Target Group, Requesting Parties, and Approval Body for Alternative Routes

Name	Target Group	Who Requests	Who Decides
Substitute Evaluation Process	All students	Student, Parent, or District Personnel	State Appeals Substitute Evaluation Committee

 

Table 2 provides information on the specific criteria for participation in the Substitute Evaluation Process in Mississippi. This information indicates that students who passed a course, and therefore earned the Carnegie unit, but failed the subject area test and students who failed a subject area test during a retest may appeal for a Substitute Evaluation Process.

Table 2. Specific Criteria of Alternative Routes to Standard Diploma

Name

Specific Criteria

Substitute Evaluation Process

Students who did not pass the Subject Area Test two times, but who have mastered the subject area curriculum are eligible to submit an appeal to substitute a portfolio of evidence. The appeal is made to the district, which if viewed as having merit, moves to the state level. When the State Appeals Substitute Evaluation Committee determines that sub-mitted evidence indicates that the student has demonstrated mastery, then a passing score is substituted for the failing score. When an appeal is denied, or if the evidence review indicates that the student has not demonstrated mastery, then the student must continue to participate in the testing. In addition, the district is then held responsible for the cost of the Substitute Evaluation review process (in contrast to the case when the student’s evidence is determined to show mastery, where the state bears the cost of the substitute evaluation).

The single alternative route in Mississippi is described in more detail here.

Substitute Evaluation Process

Students who are thought to have mastered the subject area curriculum, but who have not been able to pass the Subject Area Test on two separate administrations may submit an appeal first to the district. This appeal is submitted by either the student or the student’s parents. The district then submits the appeal to the state, where a "determination of merit" is made to deny or grant the request. If the request is granted, then evidence is submitted that shows the student has demonstrated mastery of the subject area curriculum. The evidence is reviewed by the State Appeals Substitute Evaluation Committee. If this committee determines that the student has demonstrated mastery, then a passing score is substituted for the failing score.

When an appeal is denied, or if the evidence review indicates that the student has not demonstrated mastery, then the student must continue to participate in the testing. In addition, the district is then held responsible for the cost of the substitute evaluation review process (in contrast to the case when the student’s evidence is determined to show mastery, where the state bears the cost of the substitute evaluation).

The evidence that is submitted must include a written statement with supporting evidence that the student mastered the subject area curriculum and the reasons that the student will be successful with a substitute evaluation. The specific evidenced that is submitted must include: (a) nine-week grades from report card, (b) letter from the student’s teachers that describes the student’s work habits, class participation, homework assignments, class projects, and attendance record, and (c) portfolio of work completed by the student and tests that demonstrate the student’s own work and knowledge of the subject area curriculum.

World Wide Web Resources

Content	Web Address
Occupational Diploma	http://www.mde.k12.ms.us/Special_education/pdfs/occupat_diploma.pdf
Appeals	http://www.mde.k12.us/acad/OSA/appeal.pdf

Information about Alternative Routes in New Jersey

Two alternative routes are available to students in New Jersey (see Table 1). One of these is for all students (Special Review Assessment) and one is only available to students with disabilities who are on Individualized Education Programs (IEP Exempt). Students who participate in the Special Review Assessment do have to fail HSPA before they can pursue that alternative route (and, in fact, must continue to take the HSPA in the content area that was failed). Students who are considered IEP Exempt do not have to fail HSPA before they can pursue that alternative route (however, because the HSPA is the high school assessment for NCLB, they are required to participate in the assessment at least once, unless they are participants in the alternate assessment based on alternate achievement standards—the Alternate Proficiency Assessment (APA).

Table 1.Target Group, Requesting Parties, and Approval Body for Alternative Routes

Name	Target Group	Who Requests	Who Decides
Special Review Assessment	All students	District SRA Coordinator	District superintendent and high school principal verify that performance met or exceeded graduation requirement proficiency level; county superintendent reviews for compliance.
IEP Exempt	Students with disabilities	IEP Team	IEP Team

Table 2 provides information on the specific criteria for participation in the special review assessment and the IEP exempt alternative routes in New Jersey.

Table 2. Specific Criteria of Alternative Routes to Standard Diploma

Name	Specific Criteria
Special Review Assessment	When a student does not pass one or more of the sections of the HSPA during grade 11, the school arranges for the students to take special SRA instruction, which is targeted to the area failed. The student is required to attend the special instruction to proceed in the SRA process. The student then must pass two Performance Assessment Tasks (PATs) for each cluster in the failed content area.
IEP Exempt	The Individualized Education Program (IEP) team determines that that the student has not been instructed in all the knowledge and skills tested in the content area by HSPA, due to the nature or severity of the student’s disability. The team then exempts the student from the HSPA, either one or all areas tested. However, the student must take each HSPA test at least once for ESEA accountability purposes. The exempted student receives the standard high school diploma.

Note: The alternative route available only to students with disabilities is in bold.

Each of the alternative routes in New Jersey is described in more detail here.

Special Review Assessment

For students who do not pass one or more of the HSPA content area tests in the spring of the student’s 11^th grade year, the school starts the process for the Special Review Assessment. Specifically, the school provides targeted instruction (for the content area that was failed), and the student is required to participate in this targeted instruction. The instruction is provided at specific times (which can be during a weekday, at night, or on a Saturday). The state requires that the school personnel involved in the instruction (designed and created) be content teachers. The student must take the fall administration of the HSPA content area for which instruction was received. If, at this point, the student still has not passed the test, then the students must begin the SRA process. This involves passing two Performance Assessment Tasks (PATs) for each cluster in the content area.

The SRA tasks correspond to the HSPA, and are in the form of printed tasks that are distributed to the district test coordinators by the New Jersey Department of Education. The PATs are scored by two or three readers using a rubric.

IEP Exempt

For students with disabilities who have Individualized Education Programs (IEPs), the IEP team can decide that the student should be exempt from passing one or more of the content areas in the HSPA as a graduation requirement. In this case, the IEP team determines that the student has not been instructed in all the knowledge and skills that the HSPA covers, with the assumption that the lack of instruction is due to the nature or severity of the student’s disability. Despite exemption from the HSPA requirement to earn a standard high school diploma, the student must take the HSPA for ESEA accountability purposes.

World Wide Web Resources

Content	Web Address
High School Proficiency Assessment Parent Guide	http://www.state.nj.us/education/assessment/hs/hspa_guide_english.pdf
Special Review Assessment	http://www.state.nj.us/education/assessment/hs/sra2
Alternative Approaches	http://www.state.nj.us/education/assessment/hs/sra/expectations.pdf

 

New Mexico

The New Mexico High School Competency Exam (NMHSCE) is administered in grade 10, and is required for students to earn a standard diploma. In addition to passing the exam, students who were in grade 9 in 2009-2010 must also earn 4 units in English, 4 units in math (with 1 unit equal to, or higher than, Algebra 2), 3 units in science, 3 ½ units in social science, 1 unit in physical education, 1 unit in career cluster course or workplace readiness or language other than English, and 7 ½ elective courses. The NMHSCE covers language arts, reading, math, science, writing, and social studies.

In addition to the high school diploma, students with Individualized Education Programs (IEPs) may earn a certificate. This indicates that the student is on track to graduate, but still has transition or academic needs that need to be addressed by the school and by adult service providers. The certificate enables the student to participate in graduation activities, yet continue in school. A follow-up action plan must be developed for students who receive a certificate. The state is clear that any student with an IEP who earns a standard diploma is no longer eligible to receive special education services.

Information about Alternative Routes in New Mexico

Two alternative routes are available in New Mexico. These are only available to students with disabilities (see Table 1). New Mexico also has what it calls a Standard Pathway, which does not alter the requirement to pass the high school competency exam. The Standard Pathway was not considered to be an alternative route because the student must pass all sections of the graduation exam as well as meet other standard graduation requirements. The Career Readiness Pathway and the Ability Pathway are alternative routes. For the Career Readiness Pathway, students must first take the regular NMHSCE. For the Ability Pathway, students must first take either the NMHSCE or the alternate assessment.

Table 1. Target Group, Requesting Parties, and Approval Body for Alternative Routes

Name	Target Group	Who Requests	Who Decides
Career Readiness Pathway	Student with disabilities	IEP Team	Building Administrator (responsible for integrity of process)
Ability Pathway	Students with disabilities	IEP Team	Building Administrator (responsible for integrity of process)

 

Table 2 provides information on the specific criteria for participation in the two alternative pathways in New Mexico. This information indicates that the student is required to have an IEP to participate in these alternative routes.

Table 2. Specific Criteria of Alternative Routes to Standard Diploma

Name	Specific Criteria
Career Readiness Pathway	Students must take the NMHSCE, achieving a level of proficiency determined by the IEP team. In addition, students meet the Career Readiness Standards, as defined by the IEP team.
Ability Pathway	Students take either the NMHSCE or the NM Alternate Assessment, earning a proficiency level determined by the IEP team. In addition, students complete a program of study designed to lead to meaningful employment. The IEP team individualizes the ability pathway for each student’s needs.

Note: The alternative route available only to students with disabilities is in bold.

The New Mexico Public Education Department indicates that it is expected no more that 10-15 percent of graduating students will graduate through the Career Pathway, and that no more than 1-3 percent of graduating students will graduate through the Ability Pathway. In fact, if a school exceeds the maximum recommended percentage, it must submit a waiver for all affected students to the Department’s Special Education Bureau. For both alternative pathways, the IEP team is instructed to consider the standard pathway first. IEP teams cannot change a senior’s designated pathway after the 20th school calendar day.

Each of the alternative routes in New Mexico is described in more detail here.

Career Pathway

The Career Readiness Pathway allows the IEP team to determine the level of proficiency for passing the NMHSCE, which the student must take. In addition the student follows the NM Career Readiness Standards, with benchmarks as defined by the IEP team. The student must meet the minimum number of credits required by the district for graduation, earning them through standard or alternative courses. The IEP documents the mastery of the standards and benchmarks.

Ability Pathway

The Ability Pathway is designed for a specific group of students—those with severe cognitive or physical disabilities, or students with severe mental health challenges. These students follow a program of study that the IEP has indicated will lead to “meaningful employment,” and that consists mainly of goals and objectives related to functional life and community skills. For each student, the IEP team designates the goals, objectives, and benchmarks that will provide the most appropriate program for the student. Students on the Ability Pathway must take either the NMHSCE or the NM Alternate Assessment.

World Wide Web Resources

Content	Web Address
New Mexico High School Competency Exam	http://www.ped.state.nm.us/AssessmentAccountability/AssessmentEvaluation/NMHSCE/index.html
Alternative Pathways	http://state.nm.us/seo/transition/tam.pathways.to.diploma.pdf

Information about Alternative Routes in New York

Three alternative routes are available in the state of New York (see Table 1). One route, which is available to all students, is called the Appeals Process. The other two routes, the Regents Competency Test Safety Net and the Low Pass Option, are available only to student with disabilities. Both the Appeals Process and the Low Pass Option require that the student first take the Regents Exams. Students do not have to first take the Regents Exams before they take the Regents Competency Test.

Table 1.Target Group, Requesting Parties, and Approval Body for Alternative Routes

Name	Target Group	Who Requests	Who Decides
Appeals Process	All students	Student, parent, or teacher	Appeal Committee
Regents Competency Test Safety Net	Students with disabilities	IEP Team or Section 504 Multidisciplinary Team	Building Administrator
Low Pass Option	Students with disabilities	Information not found	Information not found

Table 2 provides information on the specific criteria for participation in the Appeals Process, the Regents Competency Test Safety Net, and the Low Pass Option.

Table 2. Specific Criteria of Alternative Routes to Standard Diploma

Name	Specific Criteria
Appeals Process	Student must earn a score within 3 points of the 65 required to pass an exam before submitting an appeal, as well as meet other criteria (including attempting the exam 2 times). The principal forms a committee that reviews the appeal.
Regents Competency Test Safety Net	Student may be either on an active IEP or 504 Accommodation Plan, or be a student who was declassified while in grades 8-12. Instead of taking the Regents Exams, the student takes the Regents Competency Exam. Specific requirements for documentation vary by whether the student is on an IEP or 504 Accommodation Plan, or has been declassified.
Low Pass Option	Student satisfies the conditions of this alternative route by earning scores between 55 and 64 on the Regents Exams.

Note: The alternative routes available only to students with disabilities are in bold.

Each of the alternative routes in New York is described in more detail here.

Appeals Process

The Appeals process is a request to graduate with a lower score on a Regents Examination. The appeal must be submitted for each examination by the student or the student’s parent/guardian or teacher. It is submitted to the school principal. A student can submit only up to two appeals requests. The student must have taken the Regents exam two times before an appeal can be submitted, and must have scored within 3 points of the 65 required for passing. In addition, the student must have participated in the academic help provided by the school for the subject, have an attendance rate of 95 percent, and have a course average in the subject that meets or exceeds the required passing grade by the school. The Appeal Committee reviews the appeal to determine whether the student has demonstrated the knowledge and skills in the state learning standards. The Committee includes the school principal (as chair), three teachers (not to include the teacher of the student making the appeal), and one additional administrator. The Appeal Committee may decide to also interview the student, the student’s teacher, or the Department chairperson who recommended the appeal. All appeals are to be reviewed within 5 days of submission. The school superintendent may interview the student, and is the one who signs off on the appeal. Students who successfully complete the Appeals Process receive a local diploma.

Regents Competency Test Safety Net

Students with disabilities have the option of taking the Regents Competency Test instead of the Regents Exams. This test covers reading, mathematics, science, social studies, and writing content, and is not linked necessarily to Regents coursework. This option is available only up to the grade 9 class entering prior to September 2010. Students do not have to first take and fail Regents Exams. Students who qualify to participate in this alternative route are (a) students with disabilities identified through a Committee on Special Education (CSE), (b) students with disabilities identified through a Section 504 Multidisciplinary Team, and (c) students with disabilities who have been declassified in grades 8-12. Documentation is required for the latter two groups; for those on 504 plans, the determination that the student will participate in the Regents Competency Test must be documented on the student’s Accommodation Plan created by the Multidisciplinary Team. For those who have been declassified, there must be documentation by the CSE on the student’s IEP. For students currently in special education with active IEPs, the safety net does not have to be indicated on the student’s IEP. Students who take and pass the Regents Competency Test earn a local diploma.

Low Pass Option

This alternative route is for students with disabilities who take the Regents Exams but do not earn the required score of 65. By scoring between 55 and 64 on the Regents Exams, the student with a disability earns a local diploma.

World Wide Web Resources

Content	Web Address
Regents Exams	http://www.regents.nysed.gov/meetings/2005Meetings/ June2005/0605bra5.htm
Low Pass Option	http://www.emsc.nysed.gov/irts/beds/2008/instructions/instructions-fall2008-District-Summary-Final.pdf http://www.emse.nysed.gov/sar/appeal05-06.pdf
Diploma Requirements	http://emsc.nysed.gov/nyc/homeless/DiplomaRequirements.html
Regents Competency Test Safety Net	http://vesid.nysed.gov/specialed/publications/policy/55-64pass.htm

North Carolina

North Carolina has two assessments that are part of its high school graduation requirements: end-of-course exams and a test of computer skills. The end-of-course exams are administered in grades 9-12 and the general test administration consists of a multiple choice exam format with or without accommodations. The computer skills test is first administered in grade 8 and is required for graduation. This test was first administered to students who entered grade 8 in 1998, which was the graduating class of 2001. The computer skills test is in its third edition; it was first administered to students entering grade 8 in the 2005-2006 school year. End-of course examinations first came into effect for the graduating class of 1982 in North Carolina. Currently, North Carolina requires end-of-course exams in the following content areas: Algebra I, Geometry, Algebra II, Physical Science, Biology, Chemistry, Physics, English I, Civics and Economics, and U.S. History. North Carolina only has one diploma option, although students can opt to choose from three tracks—career preparation, college tech preparation, and college/university preparation. North Carolina also offers a certificate of achievement for students who satisfy all state and local graduation requirements, but fail to pass all competency tests. These students are also given a transcript and permitted to participate in graduation activities.

Information about Alternate Routes in North Carolina

One alternative route is available in North Carolina. It is designated for students with disabilities (see Table 1). Students need not first take the end of course and computer skills test to pursue the alternative route.

Table 1. Target Group, Requesting Parties, and Approval Body for Alternative Routes

Name	Target Group	Who Requests	Who Decides
North Carolina Checklist of Academic Standards	Students with Disabilities	IEP team	IEP team

 

Table 2 provides information on the specific criteria for participation in the North Carolina Checklist of Academic Standards. This information indicates that the student must have a documented IEP to participate in this alternative route.

Table 2. Specific Criteria of Alternative Routes to Standard Diploma

Name	Specific Criteria
North Carolina Checklist of Academic Standards	A student is to participate in this alternate assessment if his or her individualized education plan (IEP) team decides that it is appropriate. Only a very limited number of students will take the NCCLAS.

Note: The alternative route available only to students with disabilities is in bold.

The alternative route in North Carolina is described in more detail here.

North Carolina Checklist of Academic Standards

The North Carolina Checklist of Academic Standards (NCCLAS ) is based on grade-level content and grade-level achievement standards. Students are eligible to participate in this assessment option if they cannot participate in the standard administration of the regular test with or without accommodations. Examples provided were the newly blinded, students with recent traumatic brain injuries, and students with physical disabilities that prohibit the student from being able to manipulate materials required for test.

There are a number of corresponding tests for the NCCLAS, such as end-of-course exams in Algebra I, Algebra II, Geometry, English I, Civics & Economics, and U.S. History. Field tests for tests in Biology, Chemistry, Physical Science, and Physics were also conducted during the 2006-2007 school year. The process involves an assessor maintaining a student work folder over the course of the year and for a final student profile, an objective level scoring, a final goal level scoring and an online submission of scores to be completed at the end of the year. The final goal level scoring and the online submission of scores are done by two assessors, whereas the final student profile and the objective level scoring are completed by a single assessor.

World Wide Web Resources

Content	Web Address
Assessment of Students with Disabilities	http://www.ncpublicschools.org/accountability/policies/tswd/
North Carolina Testing Program Assessment Options	Elementary and Middle School: http://www.ncpublicschools.org/docs/accountability/policyoperations/nctpassessmentoptions.pdf High School: http://www.ncpublicschools.org/docs/accountability/policyoperations/nctphsassessmentoptions.pdf
North Carolina Checklist of Academic Standards	http://www.ncpublicschools.org/docs/accountability/policyoperations/assessingswdacctconf07.ppt
North Carolina Graduation Requirements	http://www.ncpublicschools.org/curriculum/graduation/

Information about Alternative Routes in Ohio

Two alternative routes are available in Ohio (see Table 1). One is designated for all students and the other is only for students with disabilities. The Alternative Pathway to Graduation, which is for all students, requires that the student first take the Ohio Graduation Test. The Exemption route does not require the student to first take the OGT.

Table 1.Target Group, Requesting Parties, and Approval Body for Alternative Routes

Name	Target Group	Who Requests	Who Decides
Alternative Pathway to Graduation	All Students	Students and school counselors	Principal and Superintendent
Exemption	Students with an IEP	IEP Team	IEP Team

Table 2 provides information on the specific criteria for participation in the alternative pathway to graduation and the exemption in Ohio. This information indicates that for the exemption, the students must have an IEP. However, this is not a requirement for participation in the alternative pathway to graduation.

Table 2. Specific Criteria of Alternative Routes to Standard Diploma

Name	Specific Criteria
Alternative Pathway to Graduation	The student may use this alternative route when he or she only failed one of the graduation tests by 10 points or less, as well as meeting a number of criteria described below.
Exemption	A student with an IEP may be exempted from taking and passing the OGT and still graduate with a standard high school diploma.

Note: The alternative route available only to students with disabilities is in bold.

The alternative routes in Ohio are described in more detail here.

Alternative Pathway to Graduation

The student must meet a number (7) of criteria in order to qualify for this alternative route. The most important component being that the student must have only failed one of the graduation tests by 10 points or less. The other criteria include a 97 percent attendance rate for every year over the past 4 years, no expulsions in the last four years, a grade point average of 2.5 (out of 4) in the subject area that the OGT was failed, completion of the curriculum in the OGT content area that was failed, the participation in intervention programs targeting the OGT content area failed, and a letter of recommendation from the teacher in the content area failed and the student’s high school principal.

Exemption

Division (L) of ORC §3313.61 allows a student with an IEP to be awarded a diploma without obtaining the required scores on the OGT, if his or her IEP team has exempted him or her from obtaining the required scores.

World Wide Web Resources

Content	Web Address
OGT	http://education.ohio.gov/GD/Templates/Pages/ODE/ ODEPrimary.aspx?Page=2&TopicID=9&TopicRelationID=216
Ohio Graduation Requirements	http://www.education.ohio.gov/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelationID=1702&ContentID=15291&Content=61683
Alternative Pahtway to Graduation	http://education.ohio.gov/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelationID=216&ContentID=23705&Content=65513
Exemption	http://education.ohio.gov/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=53403

Top of Appendix C

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T

Texas

The Texas Assessment of Knowledge and Skills (TAKS) came into effect in 2003, replacing the previous test called the Texas Assessment of Academic Skills (TAAS). Students in Texas are required to pass all their courses according to three high school programs (minimum, recommended, and distinguished achievement), as well as pass an exit-level TAKS in math, science, social studies, and English language arts, in order to receive their High School Diploma. These tests are based on the curriculum standards known as the Texas Essential Knowledge and Skills (TEKS). Students have five opportunities to take and pass the TAKS while in high school.

Interestingly, the TAKS will eventually be replaced by end-of-course assessments in Algebra I, Algebra II, geometry, biology, chemistry, physics, English I, English II, English III, world geography, world history, and United States history. These assessments will have implications for graduation for students in their freshman year of high school in 2011. The purpose of the end-of-course assessments at lower levels is to ensure readiness for advanced coursework, whereas the purpose of higher-level tests is to ensure college readiness.

Information about Alternative Routes in Texas

Two alternative routes are available in Texas. Both are designated for students with disabilities (see Table 1). Neither of these routes requires that the student first take the regular TAKS.

Table 1. Target Group, Requesting Parties, and Approval Body for Alternative Routes

Name	Target Group	Who Requests	Who Decides
Alternative Assessments for Exit-Level TAKS	Students entering the Texas educational system after January 1st of their senior year of high school	Student	School district
Admission, Review, Dismissal (ARD) Committee Exempt	Students with an IEP	IEP Team	ARD Committee

 

Table 2 provides information on the specific criteria for participation in the Alternative Assessments for Exit-Level TAKS and the ARD Exempt options.

Table 2. Specific Criteria of Alternative Routes to Standard Diploma

Name	Specific Criteria
Alternative Assessments for Exit-Level TAKS	Special case alternative route available to students who entered the Texas educational system after January 1st of their senior year of high school and may replace their Exit-Level TAKS requirement with a number of other assessments.
ARD Exempt	The Texas Admission, Review and Dismissal (ARD) committee determines that a student with a disability is exempted from taking the TAKS for reasons other than having failed the TAKS.

Note: The alternative route available only to students with disabilities is in bold.

The alternative routes in Texas are described in more detail here.

Alternative Assessments for Exit-Level TAKS

This alternative is only available to students entering public schools in Texas for the first time after January 1st of their senior year or after an absence of at least four years from any public school in the state. This option does lead to a standard diploma, but is clearly only applicable to a very limited number of students. To meet this requirement, the student must earn a state designated scores on the SAT verbal/critical reading test or ACT English test (for English language arts) or SAT mathematics test or ACT mathematics test (for mathematics), along with earn passing score on exit level science and social studies. The student is responsible for providing official scores to the school district. This rule became effective in 2006.

ARD Exempt

The student may be identified to participate in the modified or alternate TAKS assessments (TAKS-M & TAKS-Alt) and may or may not be required to pass the regular, modified, or alternate TAKS in order to meet graduation requirements, as determined by the Admission, Review and Dismissal (ARD) committee. Failing the TAKS is not a justification for changing a student’s IEP so that the student is Exempt from the Exit Level TAKS.

World Wide Web Resources

Content	Web Address
Texas Graduation Requirements	ritter.tea.state.tx.us/student.assessment/resources/grad/2008-09_GradBro.pdf
TAKS Information	http://www.tea.state.tx.us/index3.aspx?id=948&menu_id3=793
Alternative Assessments for Exit-Level TAKS	http://ritter.tea.state.tx.us/student.assessment/faq/alt_exit_assess.pdf
Upcoming End-of-Course Assessments Information	http://www.tea.state.tx.us/index3.aspx?id=3302&menu_id3=793
ARD Exempt	http://ritter.tea.state.tx.us/.../special_education/testing_req/testing_guidelines_flowchart_a.pdf

Information about Alternative Routes in Virginia

One alternative route to a standard diploma is available in Virginia. It is designated for all students (see Table 1). Students are not required to first take the EOCs before pursuing the alternative route.

Table 1. Target Group, Requesting Parties, and Approval Body for Alternative Routes

Information about Alternative Routes in Washington

Nine alternative routes are available in Washington (see Table 1). Five alternative routes are available to all students, and four are available only to students with disabilities. Just three of the alternative routes require that the student first take the WASL–Collection of Evidence, AP and College Admission Test Scores, and Basic Performance on WASL.

Table 1.Target Group, Requesting Parties, and Approval Body for Alternative Routes

Name	Target Group	Who Requests	Who Decides
Collection of Evidence	All students	Student	Local school district
WASL/Grades Comparison	All students	School district staff member (e.g. Principal)	Office of Superintendent of Public Instruction
AP and College Admission Test Scores	All students	Student	School Official and Office of Superintendent of Public Instruction
Transfer Student Waiver	All students	Student or Parent	Office of Superintendent of Public Instruction
Special, Unavoidable Circumstance Appeals	All students	Student or Parent	Office of Superintendent of Public Instruction
Basic Performance on WASL	Students with disabilities	IEP Team	IEP Team
Pass WAAS-Developmentally Appropriate WASL (DAW)	Students with disabilities	IEP Team	IEP Team
Pass WAAS-Portfolio	Students with disabilities	Student or IEP Team	IEP Team
Locally Determined Assessments	Students with disabilities	Students and school counselors	Local school district

Table 2 provides information on the specific criteria for participation in the numerous alternative routes available in Washington.

Table 2. Specific Criteria of Alternative Routes to Standard Diploma

Name	Specific Criteria
Collection of Evidence	CAA Option in which a set of classroom work samples are reviewed by a panel of educators.
WASL/Grades Comparison	CAA Option in which a student’s grades in English and/or Mathematics are comparable to those of students who took the same courses and also passed the WASL.
AP and College Admission Test Scores	CAA Option in which a student demonstrates key skills represented in the WASL through Advanced Placement, SAT or ACT tests.
Transfer Student Waiver	Earned a passing score on another state’s high school exit exam or its ESEA high school exam.
Special, Unavoidable Circumstance Appeals	The appeals review board determines that the student is more likely than not to possess the skills and knowledge required to meet the state standard.
Basic Performance on WASL	CIA option in which the student earns a level 2 (basic) on the WASL in one or more qualifying subject areas.
Pass WAAS-Developmentally Appropriate WASL (DAW)	CIA option in which the student earns a level 3 (proficient) on lower grade level assessment, DAW.
Pass WAAS-Portfolio	CIA option in which the student earns a passing score on the alternate assessment portfolio, WAAS.
Locally Determined Assessments	The student earns a state approved cut score on a specified standardized measure of academic achievement.

The alternative routes available to students in Washington are described in more detail here.

Collection of Evidence

This is a CAA Option in which a student compiles a set of classroom work samples (with the help of a teacher) that is then reviewed by a panel of educators determining that student’s subject-specific classroom work samples show that the student has the skills that are tested on WASL. This option can be used in core content areas such as math, reading, and writing. There are specific guidelines for the collection of evidence outlined by the state. Students must take the WASL at least once to qualify for this option.

WASL/Grades Comparison

This is a CAA Option in which a student’s grades in English or Mathematics is comparable to those of students who took the same courses and also passed the WASL. Therefore, this option may be used to meet the math, reading, or writing standard. This option is only available to students in grade 12 and who have a cumulative grade point average of at least 3.2 across all their courses.

AP and College Admission Test Scores

This is a CAA Option in which a student demonstrates the key skills represented in the WASL by scoring 3 or higher on specified AP tests or earning state designated score on SAT or ACT. The scores on the SAT that must be met or exceeded are 470, 350, and 380, for mathematics, reading, and writing, respectively. The scores on the ACT that must be met or exceeded are 19, 13, and 15, for mathematics, reading, and writing, respectively. There are a number of AP tests that count toward this option, such as Calculus or Statistics for mathematics; English Literature and Composition, Macroeconomics, Microeconomics, Psychology, United States History, World History, United States Government and Politics, or Comparative Government and Politics, for reading; and English Language and Composition for writing.

The student pursuing this route must take the WASL at least once, regardless of whether he or she already took and met the standard on one of these other tests. Further, students may be reimbursed for these tests if they are to be used to demonstrate proficiency in one or more the content areas of the WASL.

Transfer Student Waiver

This option is available to students who have transferred from another state during their 11^th or 12^th grade year. These students are able to receive credit for having passed an exit exam in his or her previous state, thus exempting the student from having to take the WASL to graduate. The exit exam in the previous state must have been used for ESEA purposes for it to qualify under this option.

Special, Unavoidable Circumstance Appeals

The parent of a student or the student in 12^th grade can request an appeal to his or her performance on the WASL due to a special, unavoidable circumstance. The other reason to request this appeal is if a 12^th grade student has transferred to a public school from a private or home school setting and wants direct access to a state approved alternate assessment. The appeals review board determines that the student’s evidence indicates the student more likely than not possesses the skills and knowledge required to meet the state standard. This option is also used for students with disabilities considered to be at the Awareness level of cognitive development in 11^th or 12^th grade.

Basic Performance on WASL

This is a CIA option for a student with an IEP who earns a level 2 (basic) on the WASL in one or more qualifying subject areas. This option can be used by students in grade 10-12 and can be taken with or without accommodations. Further, this option is specified as being best suited for students at the Concrete Conceptual on Grade Level on the continuum of cognitive development.

Pass WAAS-Developmentally Appropriate WASL (DAW)

This is a CIA option for a student with an IEP who earns a level 3 (proficient) on the lower grade level assessment, DAW. This option can be used by students in grades 11 and 12, and can be taken with or without accommodations. Further, this option is specified as being best suited for students at the Concrete Conceptual on or below Grade Level on the continuum of cognitive development.

Pass WAAS-Portfolio

This is a CIA option for a student with an IEP who earns a passing score on the alternate assessment portfolio, WAAS. This option can be used by students in grades 10-12. Further, this option is specified as being best suited for students ranging from the Abstract Symbolic to the Pre-or Early-symbolic levels on the continuum of cognitive development.

Locally Determined Assessments

The student can meet the exit exam requirement by earning a state approved cut score on the Woodcock Johnson Achievement Test–III, the Kaufman Test of Educational Achievement, 2^nd ed., or the Wechsler Individual Achievement Test (2^nd ed.). This option can be used by students in grade 12 and is specified as being best suited for students at the Concrete Conceptual on or below Grade Level on the continuum of cognitive development.

World Wide Web Resources

Content	Web Address
Washington Assessment of Student Learning (WASL)	http://www.k12.wa.us/graduationrequirements/WASLInformation.aspx">
Certification of Academic Achievement (CAA) and Certificate of Individual Achievement (CIA)	http://www.k12.wa.us/graduationrequirements/CAA-CIA.aspx">
Collection of Evidence	http://www.k12.wa.us/assessment/CAAoptions/CollectionofEvidence.aspx">
WASL/Grades Comparison	http://www.k12.wa.us/assessment/CAAoptions/Comparison.aspx">
AP and College Admission Test Scores	http://www.k12.wa.us/assessment/CAAoptions/Equivalency.aspx">
Transfer Student Waiver	http://www.k12.wa.us/assessment/WaiverAppeals/TransferWaiver.aspx">
Special, Unavoidable Circumstance Appeals	http://www.k12.wa.us/assessment/WaiverAppeals/SpecialCircumstances.aspx">
High School Assessment Score Appeal	http://www.k12.wa.us/assessment/WaiverAppeals/AppealingHSAssessment.aspx">
Basic Performance on WASL	http://www.k12.wa.us/assessment/pubdocs/HSContinuumofDevandAssessOptions.pdf
Pass WAAS-Developmentally Appropriate WASL (DAW)	http://www.k12.wa.us/assessment/pubdocs/HSContinuumofDevandAssessOptions.pdf
Pass WAAS-Portfolio	http://www.k12.wa.us/assessment/pubdocs/PortfolioBrochure.pdf http://www.k12.wa.us/assessment/pubdocs/ChecklistforPortfolioCompletion.pdf
Locally Determined Assessments	http://www.k12.wa.us/assessment/AlternativeAssessment/pubdocs/AssessmentOptionsSpring2008.doc">