Appendix D

Requirements for Students with Disabilities

Alabama

Alaska

Arizona “Far From”: Meet IEP Criteria

Yes – the class of 2014-15 must earn passing scores on all three content areas of AIMS High School – Writing, Reading, and Mathematics. These exams are first administered in grade 10, and then students can retest in each grade after that. [Requirements are changing for class of 2017 and beyond; students in those classes will be taking new exams that will be incorporated as a percentage of course grades.

There are three alternative routes available to all students:

·   College Entrance Exam Reciprocity – student may earn 420 or higher on the Writing, Critical Reading, and Mathematics tests of the SAT, or 16 or higher on Combined English/Writing, Reading, and Mathematics on the ACT.

·   Other State Reciprocity – student who transfer from out-of-state can be exempt from the AIMS graduation requirement if the student has successfully passed a statewide assessment on state-adopted standards that are substantially equivalent to the Arizona standards.

·   Augmentation Option – the school district can augment the score on each section of the AIMS of a student who failed to achieve a passing score on a section; specific calculation rules are used to determine the number of additional points a student can be given. The augmentation points are added to the student’s highest achieved score on each section of the AIMS that the student did not pass.

See: http://www.azed.gov/wp-content/uploads/2014/01/aims-hs-graduation-overview_
revised-aug-2013.pdf  p.1-2

In addition, Arizona has a “Grand Canyon Diploma” that “provides the opportunity [for students] to advance through high school at their own pace…” It is a “performance-based diploma. To earn this diploma, students have to meet college and career qualification scores in all core content during the first 2-3 years of high school. Students who do this are exempt from the minimum course of study requirements.

See: http://www.azed.gov/hsgraduation/

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:

·         Take and pass AIMS with or without accommodations;

·         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);

·         For students with significant cognitive disabilities, the State includes an alternate assessment (AIMS-A) that is based on alternate achievement standards;

·         Pass the test using the augmentation option [Note – the augmentation option is available to both students with and without disabilities – see below]

[see “Graduation and Students with Disabilities: A Guide for Public Education Agencies”]

The student with an IEP does not have to pass the AIMS tests – the IEP team can decide that only participation is needed; in addition, it appears that AIMS-A is also accepted as evidence. All the other options available to students without disabilities are available to students with disabilities.

See: http://www.azed.gov/special-education/files/2013/05/graduation-and-students-with-disabilities-peas2.pdf  p.5

Arkansas

California “Far From”: Exemption

Need to pass the CAHSEE: * Beginning in 2005–06, all students must pass the California High School Exit Examination prior to graduation, in addition to meeting course requirements.

See: http://www.cde.ca.gov/ci/gs/hs/hsgrfaq.asp

9. Does the IEP or 504 plan need to document whether or not the student is exempt from passing the CAHSEE? The Individuals with Disabilities Education Act (IDEA) and the Elementary and Secondary Education Act (ESEA) require that the IEP and Section 504 plan address how the student will participate in statewide assessments. If a student with disabilities will not be taking the CAHSEE this year, that should be noted in the IEP or Section 504 plan and should state that the student will meet the CAHSEE requirement through the exemption.

10. What are the three pathways that students with an IEP or Section 504 plan can meet the CAHSEE requirement? Exemption for Eligible Students with Disabilities - California High School Exit Examination (CAHSEE) (CA Dept of Education).

Pass the CAHSEE - if a student scores 350 or higher on the mathematics and/or English-language arts (ELA) portion of the CAHSEE with accommodations but without use of modifications. Request a local waiver - if the student scores 350 or higher on the mathematics and/or ELA portion of the CAHSEE with the use of modifications. More information about the students with disabilities - CAHSEE local waiver can be found on the CDE CAHSEE Test Variations, Accommodations and Modifications Web page.

Exemption - The student has a current and valid IEP or Section 504 plan that indicates the student is scheduled to receive a high school diploma, has satisfied or will satisfy all other state and local graduation requirements on or after July 1, 2009. Students using this means of meeting the CAHSEE requirement shall take the CAHSEE in grade ten for the purpose of meeting the federal requirements under the Elementary and Secondary Education Act. The exemption from meeting the CAHSEE requirement will be in effect until June 30, 2015, unless the State Board of Education extends the implementation of the alternative means assessment one additional year.

11. May local educational agencies require students with disabilities to take CAHSEE beyond grade ten until they pass or score at least 350 with modifications and qualify for a waiver? No, the student’s right to an exemption is state law and LEAs do not have authority to impose the requirement locally. However, as discussed above, a student should be encouraged to continue to take the CAHSEE with appropriate instructional support as addressed in a revised individual education program (IEP) or Section 504 plan.

12. Is there any required notification to the parent, local board of education, State Board of Education or California Department of Education (CDE) regarding which students are eligible for the exemption? California Education Code Section 60852.3 does not require that parents, local boards of education, the SBE, or the CDE be notified regarding which students are eligible for the exemption. Eligibility is determined by the individual education program or Section 504 plan team of which the parent is a member. Local educational agencies may develop their own forms for internal purposes. Parent notification with regard to this exemption should be treated like any other issue affecting eligibility for special education.

13. Must students with disabilities take the CAHSEE in grade ten? All grade ten students must participate in the CAHSEE to satisfy Adequate Yearly Progress (AYP) requirements. The exemption from passing the CAHSEE for purposes of receiving a diploma of graduation does not affect the requirement of taking the CAHSEE in grade ten.

See: http://www.cde.ca.gov/ta/tg/hs/cahseefaqexempt.asp

Colorado

Connecticut “Close To”: Other Assessment

State Developed Final Examinations: Algebra I, Geometry, and Biological/Life Science, English Language Arts 2, American History

See: http://www.sde.ct.gov/sde/lib/sde/pdf/pressroom/TheConnecticutPlan.pdf  p. 10-11

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 accommodations that modify the curriculum, instructional delivery, and 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. The Committee supports the current policy that the percentage of students requiring such accommodations should not exceed one percent of a school’s student population.

See: http://www.sde.ct.gov/sde/lib/sde/pdf/pressroom/TheConnecticutPlan.pdf  p. 4-5

Delaware

District of Columbia

Florida “Far From”: Exemption

For students entering Grade 9 from 2011-12 to Present, they must pass Grade 10 FCAT 2.0 Reading and Algebra 1 EoC Assessment in order to graduate. Students may retake assessments and there is also a concordant and comparative scores option where a student can graduate by receiving an equivalent score on ACT or SAT and a score on a comparative Algebra 1 EoC assessment on the Postsecondary Education Readiness Test (PERT).

See: http://www.fldoe.org/core/fileparse.php/7764/urlt/0084238-fcatpass.pdf  p.1-2

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; however, 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.

See: http://www.fldoe.org/core/fileparse.php/7764/urlt/0084238-fcatpass.pdf  p. 2

Georgia “Close To”: Waiver

Students seeking a Georgia high school diploma, who entered high school prior to July 2011, must pass the Georgia High School Graduation Tests (GHSGT) in four content areas as well as the Georgia High School Writing Test. As a result of amendments to State Board of Education rule in April 2011, the cohort of students who enrolled in high school from Fall 2008 through June 2011 must demonstrate their proficiency in the four GHSGT content areas by either passing each of the GHSGTs or by passing one of the two equivalent End of Course Tests in each corresponding content area. These students are also required to take and pass the Georgia High School Writing Test (GHSWT) to be eligible for a diploma.

See:

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

Hardship Waiver A Hardship Waiver is defined in rule as the situation in which the student did not have a reasonable opportunity to pass a particular section of the high school graduation assessment due to a substantial hardship beyond the student’s control.

See:

http://archives.gadoe.org/DMGetDocument.aspx/Final%20General%20Guidance%20for%20Rule
%20Waivers%20and%20Variances%20of%20High%20School%20Graduation%20Assessments
%20Vers1.pdf?p=6CC6799F8C1371F6792D06C2AE784022A18E37C43254EAFFAF755C6959
D831C7&Type=D   p.7

Disability Waiver

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. When creating a waiver request, applicants must discuss how their specific situation and facts meet the requirements for a disability waiver. Applicants may consider addressing some or all of the following supporting details and suggestions that are applicable to their specific case. This list is not exhaustive or conclusive.

·      The student has or had an active Individualized Education Plan (IEP) during the time for which the waiver is requested.

·      The student’s disability makes him or her incapable of passing a section of the high school graduation assessment, even with the provision of all allowable accommodations.

·      The student’s disability and its impact on the student’s achievement must be documented in the IEP over time.

·      The student’s disability is directly related to the subject in which the student was unsuccessful.

·      The inclusion of verified and documented evidence from test, diagnostics, or evaluations conducted by credentialed individuals in the field related to the disability.

·      The student was improperly diagnosed or was not assigned to the correct courses according to the defined graduation requirements.

·      Documented participation in Express after unsuccessful attempts if applicable to the subject of area of your request. Online ExPreSS, offered by the Georgia Department of Education (GaDOE) for high school students and certificate of attendance recipients who were unsuccessful on or who have not yet taken the English Language Arts, Mathematics, Science and/or Social Studies Georgia High School Graduation Tests (GHSGT), are self-paced online courses.

·      Obtaining a written recommendation from a teacher(s) in each subject area in which the applicant has not achieved a passing score on the high school graduation assessment. The written recommendation should be agreed to by the principal of the student’s school. The written recommendation must be supported by documentation that lists the skills and knowledge set forth in the GPS and how the student has demonstrated equivalent mastery of these skills and standards through specific class work and performance on other academic achievement assessments.

·      The student should document successful completion of a career pathway sequence, The student should also document successful completion of a career internship, based on a career/transition assessment, which includes work-based learning opportunities in a variety of supervised situations or successful integrated

See: http://archives.gadoe.org/DMGetDocument.aspx/Final%20General%20Guidance%20for%20Rule%20Waivers
%20and%20Variances%20of%20High%20School%20Graduation%20Assessments%20Vers1.pdf?p=6CC6799F8C
1371F6792D06C2AE784022A18E37C43254EAFFAF755C6959D831C7&Type=D  p.6-7

Hawaii Same as for All Students

Algebra I, Geometry and Algebra II or the equivalent. Must meet standard on Algebra II End of Course Exam.
(In lieu of the Algebra II EOC, students may also take the ACT (cut score: 22) or SAT math (cut score: 510).)

See:

http://www.hawaiipublicschools.org/TeachingAndLearning/StudentLearning/GraduationRequirements/
Pages/Graduation-Requirements-to-2015.aspx

And

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)

See: http://www.hawaiipublicschools.org/TeachingAndLearning/StudentLearning/GraduationRequirements/
Pages/Graduation-Requirements-to-2015.aspx

[Same]

Idaho “Close To”: Meet Local Criteria

ISAT – Pass the ISAT with a score of Proficient or Advanced in Reading, Math and Language Usage. Students who have scored proficient or above in 9^th grade ISAT will count towards passing the ISAT as a graduation requirement.

Also

College Entrance Exam- Take either the ACT, SAT, or COMPASS exam before the end of the student’s 11^th grade beginning with students for School Year 2014-15. Students who miss the college entrance exam in 11^th grade because they moved to Idaho from out-of-state, were homeschooled, or had a medical issue, could take the state funded make-up exam in the Fall of their 12^th grade.
See:https://www.sde.idaho.gov/site/hs_grad_requirements/docs/Grad%20minimum%20Requirements.pdf   p.2

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: (4-2-08)

i. Enrolled in a special education program and have an Individual Education Plan (IEP); or (3-20-04)

ii. Enrolled in an Limited English Proficient (LEP) program for three (3) academic years or less; or (3-20-04)

See: http://www.sde.idaho.gov/site/publicComments/docs/IDAPA%2008.02.03.104,%20.105%20-%20Graduatio
n%20Requirements%20-%20ISAT%20for%20the%20purpose%20of%20graduation.pdf  p.4

Illinois

Indiana Same as for All Students

IC 20-32-4-9 Sec.9 this section applies to a student who receives a score on the graduation examination that is in the twenty-fifth percentile or lower when the student takes the graduation examination for the first time. Except as provided in section 10 of this chapter, the student’s parent and the student’s counselor (or another staff member who assists students in course selection) shall meet to discuss the student’s progress. Following the meeting, the student’s parents shall determine whether the student will achieve greater education benefits by: (1) continuing in the Core 40 curriculum; or (2) completing the general curriculum.

See: http://www.doe.in.gov/sites/default/files/curriculum/scopt-outprocess1.pdf  p.2

AND

The following conditions may trigger a discussion about opting-out of Core 40: …

3) The student receives a score on the graduation examination that is in the twenty-fifth percentile or lower when the student takes the graduation examination for the first time.

See: http://www.doe.in.gov/sites/default/files/curriculum/scopt-outprocess1.pdf  p.1

Indiana has two alternative ways of earning a diploma: eligible for evidence-based waiver if: (1) completes remediation opportunities with 95% attendance; (2) takes graduation exam at least once each school year; (3) gets a minimum “C” average in required courses; (4) teacher signs off

Eligible for work readiness waiver if: 1) completes remediation opportunities with 95% attendance; (2) takes graduation exam at least once each school year; (3) gets a minimum “C” average in required courses; (4) completes the career academic sequence; a workforce readiness assessment; and at least one career exploration internship, cooperative education, or a workforce credential.

See: http://www.doe.in.gov/sites/default/files/curriculum/diplomamatrix2.pdf

[Same]

Iowa

Kansas

Kentucky

Louisiana “Close To”: Other Assessment

To earn a standard high school diploma, students must earn a score of Fair or above on three End-of-Course tests, including one in each category – Algebra I or Geometry, English II or English III, and Biology or U.S. History. Students who earn a score of Needs Improvement must receive 30 hours of remediation in the course and are eligible to retake the test at the next administration.

See: http://www.louisianabelieves.com/assessment/end-of-course-tests

Students with disabilities who have passed two End-of-Course tests may be eligible for a waiver of the third exam required for graduation. Also, students eligible for LAA 2 may choose to take the LAA 2 tests to meet graduation requirements if they do not pass the End-Of-Course tests.

See: http://www.louisianabelieves.com/assessment/end-of-course-tests

A brief synopsis of Louisiana H.B. 1015

Requires a student's Individualized Education Program (IEP) team to determine promotion to the next grade for a student with a disability who fails to meet the achievement level required for promotion on a statewide test, provided the student meets certain criteria established by the IEP team related to performance on the student's IEP goals and objectives. If an IEP team determines the student is not required to meet state or local performance standards on an assessment otherwise required for promotion, requires the IEP team to take specified actions related to goal-setting and instruction, including identifying a course of study that promotes college and/or workforce readiness, career placement and advancement, and transition from high school to postsecondary education or work placement. Provides that an alternative pathway to promotion determination by an IEP team applies only if in the school year prior to each grade level in which the student would otherwise need to demonstrate certain proficiency levels to advance to the next grade level, the student has not otherwise met the state and local requirements for promotion or has not otherwise met state-established benchmarks on the required state assessments. Amends career option provisions to permit a student's IEP team to determine an alternative pathway to graduation for a student only if the student, for any two of the last three school years, or for a high school student, the two most recent administrations of any state assessments required for graduation, has not otherwise met state-established benchmarks on required state assessments.  Clarifies that high school promotion determinations for a student with an exceptionality are made by the student's IEP team. Requires a student's IEP team to be involved in the development of a student's individual graduation plan. Requires certain actions by the IEP team relative to the individual graduation plan by the end of a student's 8th grade and 10th grade years. Repeals provision that required school counselor and/or other person designated by school principal to be responsible for completing each 8th grader's five-year individual graduation plan. Requires an IEP team to take specified actions if it determines that state-established benchmarks on the required state assessments are no longer a condition for promotion or graduation for a student, including establishing minimum performance requirements in the student's IEP relevant to promotion or graduation requirements, and providing the student and parent with information on how requirements that vary from standard expectations may impact future educational and career options. Requires that students with exceptionalities be afforded the same opportunities to pursue a high school diploma and to exit with all course credits, honors, and financial awards as other students. Provides a student with an exceptionality is not guaranteed a diploma and must meet either the standard requirements or those established by his/her IEP team to be awarded a diploma. Requires that a student with an exceptionality who meets certain eligibility criteria and who completes the requirements of his/her IEP (including any assessment required for graduation deemed appropriate by the IEP team), be issued a high school diploma. Provides that if an IEP team determines a student is not required to meet state or local performance standards on an assessment for graduation, the student must complete IEP program goals and either be employed in an integrated, inclusive work environment, demonstrate mastery of specific employability skills and self-help skills that indicate that he does not require direct and continuous educational support from the school district, or have access to services not within the legal responsibility of public education or employment or education options for which the student has been prepared by the academic program. 

See: http://jpschools.org/wp-content/uploads/2015/02/2014-15-Revised-PPP-Final.pdf  p.32-34

Maine

Maryland Same as for All Students

Algebra/Data Analysis, English 10, and Biology, Students who entered grade 9 in the fall of 2005 and later (COMAR 13A.03.02.09) must obtain either a passing score on Algebra/Data Analysis, English 10, and Biology or obtain an overall combined score of 1208 or 1602 (see below). Students who meet specific criteria may use the Bridge Plan for Academic Validation to meet the passing requirement. See http://hsaexam.org/img/HS_Grad_Q_A.pdf  p.8 and see questions 20 and 21 (pages 10-11) for further information.

Government Students entering 9th grade in the 2012-13, 2011-12, 2010-11, or 2009-2010 school years do not need to pass the Government HSA for graduation, but may use it if they pursue a combined score to satisfy this requirement. These students have two options: 1) Students MAY achieve a combined score of 1602 for English, Algebra/Data Analysis, Biology, and Government. OR 2) Students MAY achieve a combined score of 1208 for English, Algebra/Data Analysis, and Biology.

Students entering 9th grade in school year 2013-14 and beyond MUST either pass the Government HSA or include the Government HSA score to meet a combined score of 1602.

See: http://hsaexam.org/img/HS_Grad_Q_A.pdf  p.8

And

…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).

See: http://hsaexam.org/img/HS_Grad_Q_A.pdf p.2

[Same]

Massachusetts Same as for All Students

Students must either earn a scaled score of at least 240 on the grade 10 MCAS ELA and Mathematics tests, or earn a scaled score between 220 and 238 on these tests and fulfill the requirements of an Educational Proficiency Plan (EPP). Students must also earn a scaled score of at least 220 on one of the high school MCAS Science and Technology/Engineering (STE) tests: Biology, Chemistry, Introductory Physics, or Technology/Engineering.

And

MCAS Performance Appeals Process: In addition to the standard MCAS tests, retests, and alternate assessment, students may earn a CD through the MCAS Performance Appeals process. The Board established this process in 2002 for students who have been unable to demonstrate the required performance level on MCAS tests to show through their coursework that they have the knowledge and skills to meet or exceed the passing standard. When granted, a performance appeal is not a waiver of CD requirements, but an optional means of earning the CD. If school and district officials believe that there is compelling evidence that a student has demonstrated the attainment of the state's learning standards through coursework, the superintendent may submit a performance appeal to the Commissioner on behalf of the student. Before a performance appeal will be considered, evidence must be presented to show that the student meets performance appeal eligibility guidelines. The Commissioner has the authority to waive one or more of the eligibility requirements if there are extenuating circumstances such as serious illness or other hardship. In these cases, the superintendent must submit a written justification for a waiver of eligibility requirements.

See: http://www.doe.mass.edu/mcas/graduation.html

Alternatives for students with disabilities (indicated below) were considered to be the same as those for their peers:

Students with disabilities who are unable to participate in standard MCAS tests, even with accommodations, can earn a CD through the MCAS Alternate Assessment (MCAS-Alt), which provides an opportunity for students to demonstrate their academic knowledge and skills through a collection of work samples (portfolio).

See: http://www.doe.mass.edu/mcas/graduation.html

A small number of students with disabilities are able to meet the CD requirement in one or more of the required subject areas through participation in MCAS-Alt. In order to earn a CD through participation in MCAS-Alt, a student must submit a portfolio that demonstrates knowledge and skills at grade-level expectations for a student in grade 10;

demonstrates evidence of the student’s thinking and problem-solving skills; and demonstrates accurate and independent performance on the work samples that address all required learning standards and strands in the subject being assessed, as described on pages 22–29 of the 2015 Educator’s Manual for MCAS-Alt, available at www.doe.mass.edu/mcas/alt/resources.html.

See: http://www.doe.mass.edu/mcas/participation/?section=all, document titled “Requirements for the Participation of Students with Disabilities in MCAS (2014-2015 Update)”

Students who earn a score of Needs Improvement in ELA and Mathematics must also fulfill the requirements of an Educational 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/.

See 2015 Educator’s Manual for MCAS-Alt, p. 23 at http://www.doe.mass.edu/mcas/alt/resources.html.

(5) Educational Proficiency Plans for each required content area shall include, at a minimum:

(a) A review of a student's strengths and weaknesses in the content area.

(b) The courses the student will be required to take and successfully complete in grades 11 and 12 that will move the student toward proficiency on the grade 10 curriculum framework standards as well as on grade 11 and 12 standards in English language arts or grade 11 and 12 grade span standards or Algebra II standards in mathematics.

(c) A description of the assessments the school will administer on at least an annual basis to determine whether the student is making progress toward proficiency, or has become proficient on the grade 10 standards. These assessments must include MCAS tests or other tests identified by the Department of Elementary and Secondary Education for this purpose.

See: http://www.doe.mass.edu/lawsregs/603cmr30.html?section=03, #5.

[Same]

Michigan

Minnesota “Far From” : Meet IEP Criteria

There are additional options available for students to meet their graduation assessment requirement in reading, mathematics and writing, based on the new 2013 legislation; students may take the ACT, ACT plus Writing, Compass, WorkKeys, or ASVAB. Student may also meet their graduation assessment requirement with a score on a district-determined equivalent assessment.

See:  http://education.state.mn.us/MDE/SchSup/DataSubLogin/GRR/

Graduation Assessments: In order to be eligible for a diploma from a Minnesota public high school, all students must fulfill graduation assessment requirements in writing, reading, and mathematics. Based on the revisions to Minnesota Statutes, section 120B.30, the graduation assessment requirements have changed. There are different routes to meeting graduation assessment requirements, depending on what year students were first enrolled in grade 8.

And

Grade 12 student in School Year 2014–2015 (first enrolled in grade 8 in 2010–2011) 

•Meet or have met graduation assessment requirements through GRAD in writing, reading, and mathematics by: achieving proficiency on high school standards-based accountability assessments; passing GRAD retests (Minnesota Alternate Assessment: Writing can still be administered to students who need an alternate assessment to meet the requirements for writing); and/or meeting GRAD alternate routes [GRAD alternate routes for this group of students refers to, individual passing score, ELL exemption, and pass other state (reciprocity)].  OR  

•Take or have taken ACT/WorkKeys/Compass/Armed Services Vocational Aptitude Battery (ASVAB) to meet requirements in writing, reading, and/or mathematics.   OR   

•Have or receive a score on equivalent assessment (district determined) to meet requirements in writing, reading, and/or mathematics.

Note: 2013–2014 was the last administration year of the MCA-Modified assessments. As a result of U.S. Department of Education regulations that require states to discontinue alternate assessments based on modified achievement standards, MCA-Modified will no longer be offered in spring of 2015 or thereafter.

Mathematics Alternate Pathway (Code 0006): This code is assigned to students who did not pass the Mathematics MCA or two subsequent Mathematics GRAD retests (or three Mathematics GRAD retests, if the student did not participate in the initial Mathematics MCA), and who participated in the following activities: Completed with a passing grade all state and local coursework and credits required for graduation by the school board granting the students their diploma. Participated in the initial administration of the Mathematics MCA and in at least two GRAD retests (Students who did not participate in the initial MCA administration will need to participate in three retests or until they pass a retest.) This is available to students through the graduating class of 2014.

See: http://education.state.mn.us/MDE/SchSup/TestAdmin/MNTests/

Pass at Individual Rate (Code: 0001): This code is entered when the Individualized Education Program (IEP) or 504 plan team sets an individual passing score on a GRAD, MCA-Modified or MTAS test for the subject. The code can be entered as soon as the IEP or 504 plan team makes its decision.

See: http://education.state.mn.us/MDE/SchSup/DataSubLogin/GRR/

Note: 2013–2014 was the last administration year of the MCA-Modified assessments. As a result of U.S. Department of Education regulations that require states to discontinue alternate assessments based on modified achievement standards, MCA-Modified will no longer be offered in spring of 2015 or thereafter.

See: http://education.state.mn.us/MDE/SchSup/TestAdmin/MNTests/

Mississippi “Close To”: Other Assessment

DESCRIPTOR TERM: Assessments Required for Graduation CODE: 3803 ADOPTION DATE: July 15, 1988 REVISION: September 15, 2000, July 18, 2003, February 20, 2004, May 18, 2012 Academic end-of-course tests were phased in during the 2001-2002 school year to replace the (FLE) as a requirement for graduation.

1. Students who began 9th grade PRIOR to 1999-2000 must pass the Functional Literacy Examination (FLE).

2. Students who began 9th grade in school year 1999-2000 must pass the Functional Literacy Examination (FLE) plus the Subject Area Test in U.S. History.

3. Students who began 9th grade in school year 2000-2001 must pass the mathematics section of the FLE plus the Subject Area Tests in U.S. History and English II.

4. Students who began 9th grade in 2001-2002 must pass the mathematics section of the FLE plus the Subject Area Tests in U.S. History, English II, and Biology I.

5. Students who began 9th grade in 2002-2003 must pass the Subject Area Tests in U.S. History, English II, Biology I and Algebra I. 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.

See: 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   p.1

Descriptor Term: Additional Assessments Options for Meeting End-of-Course Subject Area Test Graduation Requirements Code: 3804 Adoption Date: July 15, 1988 Revision: September 15, 2000, July 18, 2003, February 20, 2004, May 18, 2012, January, 2014 State Board Policy 3803, Assessments Required for Graduation, outlines the end-of-course subject area test graduation requirements. State Board Policy 3804 provides approved options for students to meet these high school end-of-course subject area test graduation requirements through approved alternate measures. State Board Policy 3804 applies to past, current, and future Mississippi students. While it is possible that a student will meet one of the options below before taking the subject area test, this policy states that a student is eligible to use any of these options once he or she has failed to pass any required end-of-course subject area test two times. Specifically, students may meet the graduation requirement outlined in State Board Policy 3803 by attaining any one of the measures outlined below for each of the subject area tests listed.

1. Algebra I

a. Obtain a score of 17 or higher on the Math subject subscore of the ACT.

b. Earn a C or higher in an entry level, credit-bearing dual enrollment/dual credit /college credit course with a MAT prefix.

c. Obtain an ASVAB AFQT score of 36 plus one of the following:

1) Earn a CPAS (Career Planning and Assessment System) score that meets the

attainment level assigned by Federal Perkins requirements.

2) Earn an approved Industry Certification as specified in the Career Pathway’s Assessment Blueprint and outlined in Appendix A-5 in the current edition of the Mississippi Public

School Accountability Standards.

d. Obtain the Silver Level on the ACT WorkKeys plus one of the following:

1) Earn a CPAS (Career Planning and Assessment System) score that meets the attainment level assigned by Federal Perkins requirements.

2) Earn an approved Industry Certification as specified in the Career Pathway’s Assessment Blueprint and in Appendix A-5 in the current edition of the Mississippi Public School Accountability Standards.

2. Biology I

a. Obtain a score of 17 or higher on the Science subject subscore of the ACT.

b. Earn a C or higher in an entry level, credit-bearing dual enrollment / dual credit / college credit course with a BIO prefix.

 c. Obtain an ASVAB AFQT score of 36 plus one of the following:

1) Earn a CPAS (Career Planning and Assessment System) score that meets the attainment level assigned by Federal Perkins requirements.

2) Earn an approved Industry Certification as specified in the Career Pathway’s Assessment Blueprint and in Appendix A-5 in the current edition of the Mississippi Public School Accountability Standards.

d. Obtain the Silver Level on the ACT WorkKeys plus one of the following:

1) Earn a CPAS (Career Planning and Assessment System) score that meets the attainment level assigned by Federal Perkins requirements.

2) Earn an approved Industry Certification as specified in the Career Pathway’s Assessment

Blueprint and in Appendix A-5 in the current edition of the Mississippi Public School Accountability Standards.

3. English II

a. Obtain a score of 17 or higher on the English subject subscore of the ACT.

b. Earn a C or higher in an entry level, credit-bearing dual enrollment / dual credit / college credit course with an ENG prefix.

c. Obtain an ASVAB AFQT score of 36 plus one of the following:

1) Earn a CPAS (Career Planning and Assessment System) score that meets the attainment level assigned by Federal Perkins requirements.

2) Earn an approved Industry Certification as specified in the Career Pathway’s Assessment Blueprint and in Appendix A-5 in the current edition of the Mississippi Public School Accountability Standards.

d. Obtain the Silver Level on the ACT WorkKeys plus one of the following:

1) Earn a CPAS (Career Planning and Assessment System) score that meets the attainment level assigned by Federal Perkins requirements.

2) Earn an approved Industry Certification as specified in the Career Pathway’s Assessment Blueprint and in Appendix A-5 in the current edition of the Mississippi Public School Accountability Standards.

4. U.S. History Policy

a. Obtain a score of 17 or higher on the reading subject subscore of the ACT.

b. Earn a C or higher in an entry level credit-bearing dual enrollment / dual credit / college credit course with a HIS prefix

c. Obtain an ASVAB AFQT score of 36 plus one of the following:

1) Earn a CPAS (Career Planning and Assessment System) score that meets the attainment level assigned by Federal Perkins requirements.

2) Earn an approved Industry Certification as specified in the Career Pathway’s Assessment Blueprint and in Appendix A-5 in the current edition of the Mississippi Public School Accountability Standards.

d. Obtain the Silver Level on the ACT WorkKeys plus one of the following:

1) Earn a CPAS (Career Planning and Assessment System) score that meets the attainment level assigned by Federal Perkins requirements.

2) Earn an approved Industry Certification as specified in the Career Pathway’s Assessment Blueprint and in Appendix A-5 in the current edition of the Mississippi Public School Accountability Standards. Source: MS Code 37-17-6 and 37-16-7 (Adopted 01/2014)

See: 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

p.1-2

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

·    The student or parent may request an appeal to be initiated by a teacher, or a teacher may initiate an appeal. The teacher may deny a request from a student or parent if, in the teacher’s professional opinion, there is no basis for the appeal. The student’s teacher for the specific subject area course or a course in the same content at a higher level must be the teacher involved in the appeal process. To initiate an appeal the teacher must confirm the student has met the testing criteria outlined above and then submit a portfolio of student work that demonstrates the student’s mastery of the course content accompanied by a letter of recommendation to the principal of the student’s school.

·    This portfolio will consist of documentation that supports student mastery at the expectation defined by the curriculum framework and will be submitted in accordance with the requirements for the Alternative Assessment for Subject Area Tests, a process available only to students with an IEP. The composition of the evidence portfolio must address the course-specific framework competencies and objectives for the relevant subject area test.

·    The teacher must sign the Ethics in Data Collection Form for the Appeal for an Alternative Assessment as a Substitute Evaluation to accompany the portfolio. The teacher’s letter of recommendation, the portfolio, and the Ethics in Data Collection Form must be reviewed and agreed to as accurate by the school principal and district superintendent. If the portfolio State Board Policy is found not to substantiate the appeal, the appeal may be denied by the principal and/or district superintendent. If the principal and superintendent support the appeal, they must also sign the Ethics in Data Collection Form.

·    If the appeal is approved by the superintendent, the district test coordinator will then review the appeal and verify that all requirements of the Appeal for an Alternative Assessment as a Substitute Evaluation have been met. The district test coordinator will submit the student portfolio including the teacher’s letter of recommendation and the Ethics in Data Collection Form, which the district test coordinator must also sign, to the Office of Student Assessment by March 30 in the year that the student is anticipated to graduate or at any time following the student’s meeting criterion (a).

·    If the results of the review of the portfolio determine that the student has demonstrated mastery of the curriculum, a passing score will be substituted for a failing score on the standard statewide subject area test, and the Mississippi Department of Education will bear the cost associated with the review.

·    If the results of the review of the portfolio do not determine that the student has demonstrated mastery of the curriculum, the student must continue participating in subsequent standard statewide assessment administrations. In this case, the costs associated with the review of the portfolio will be borne by the school district that submitted the appeal.

If the Appeal for an Alternative Assessment as a Substitute Evaluation is denied and the student continues to participate in subsequent standard statewide assessment administrations, the teacher may again initiate an appeal, or a student or parent may request another appeal, following any subsequent retest opportunity that results in the student’s again scoring within one scale score point of the passing cut score.

See: https://districtaccess.mde.k12.ms.us/studentassessment/Public%20Access/Special_Populations/Subject
%20Area%20Alternative%20Assessment%20%28SAAA%29/State%20Board%20Policy%207610%20-%20Subject
%20Area%20Testing%20Program%20Appeals%20Process.pdf  p.1-2

Missouri “Far From” : Exemption

Graduation Requirements Contained in Section 170.011, RSMo

To be eligible for graduation from high school, a student must satisfactorily pass a test or tests on the provisions and principles of the U.S. and Missouri constitutions and in American history and institutions at some time(s) during grades 7-12. The design, content and passing criteria for the test(s) are at the discretion of local school districts.

Students must also pass the course or courses designated as containing the required instruction in the institutions, branches and functions of federal, state and local government and in the electoral processes.

Designation of Courses Containing Required Content

Typically, content such as the functions of federal, state and local government and the electoral processes fits within the general scope of courses such as citizenship or civics, government, and current affairs or contemporary issues. One or a combination of those classes should be considered first. Other courses may be designated, but the required content must be clearly identifiable.

School districts may not designate courses as meeting this requirement that are required to be taken for graduation or for the College Preparatory Studies Certificate. For example, districts may not designate American history as the only course in which the required content is taught. To devote an entire semester of a one-unit American history course to governmental functions and the electoral process would reduce the time available for American history instruction to only one semester. Such a course could not be counted as a full unit toward meeting the Missouri School Improvement Program curriculum standards or for any other program or purpose requiring a full unit of American history.

See: http://dese.mo.gov/sites/default/files/Graduation_Handbook_2010.pdf  p.25-26

1.     Any specific graduation requirement may be waived for a disabled student if recommended by the student’s IEP Committee.

See: http://dese.mo.gov/sites/default/files/Graduation_Handbook_2010.pdf  p.11

Montana

Nebraska

Nevada Same as for All Students

High School Proficiency Subjects passing scores:

Reading (300)

Mathematics (300)

Writing (7)

Science (300)  ...

See: http://www.doe.nv.gov/NDE_Offices/APAC/Resources/Nevada_State_Requirements_for_Graduation/  p.1

AND

3. 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.

a. The reading portion of the HSPE is composed of multiple-choice questions that demonstrate the student’s depth of knowledge (cognitive domains). Students demonstrate reading proficiency by responding to question based on skills pertaining to:

1. Comprehension, interpretation, and evaluation of authors, cultures and times in literary text;

2. Comprehension, interpretation, and evaluation for specific purposes in expository text.

b. The math portion of the HSPE is composed of multiple-choice questions that demonstrate the student’s depth of knowledge (cognitive domains). Students demonstrate math proficiency by responding to questions based on skills pertaining to:

1. Numbers and operations;

2. Algebra and functions;

3. Geometry and measurement;

4. Data analysis; and

5. Probability and statistics.

c. The writing portion of the HSPE is a performance based test requiring students to demonstrate writing proficiency by responding in writing to two prompts: one narrative or descriptive and one persuasive or expository. Students demonstrate proficiency in writing based on the Nevada holistic rubric.

d. The science portion of the HSPE is composed of multiple-choice questions that demonstrate the student’s depth of knowledge (cognitive domains). Students demonstrate science proficiency by responding to questions based on skills pertaining to:

1. Physical science;

2. Life science;

3. Earth/space science; and

4. The nature of science.

4. If a student achieves a passing score on any portion of the HSPE, he or she does not have to retake that portion. Currently, students have multiple opportunities to retake the assessment.

5. Students will need to complete 2 semesters or earn 5 units of credit to be promoted to grade 10, they will need to have completed 4 semesters or earn 11 units of credit to be promoted to 11th grade, and complete 6 semesters or earn 17 units of credit to be promoted to grade 12.

See: http://www.doe.nv.gov/search.aspx?q=graduation%20requirements&t=site  p.1-2

[Same]

New Hampshire

New Jersey “Close To”: Other Assessment

The High School Proficiency Assessment is used to determine student achievement in reading, writing, and mathematics as specified in the New Jersey Core Curriculum Content Standards. First-time eleventh grade students who fail the HSPA in March of their junior year will have an opportunity to retest in October and March of their senior year.

See:  http://www.state.nj.us/education/assessment/hs/hspa/  p.1

The New Jersey Biology Competency Test (NJBCT) is a state test given to students to measure whether they have gained the knowledge and skills identified in the Biology section of the Science Core Curriculum Content Standards (CCCS). The CCCS adopted by the State Board of Education, identify what students should know and be able to do at the end of various benchmark years. In May 2008, all New Jersey public high school students enrolled in a requisite Biology course were required to participate in the End of Course Biology Test, which replaced HSPA Science. In 2010, the End of Course Biology test was renamed New Jersey Biology Competency Test (NJBCT). For the NJBCT, all New Jersey public high school students, regardless of grade level, who are enrolled in a Biology course or content equivalent during the school year must take the test, regardless of prior testing exposure and experience.

See: http://www.state.nj.us/education/assessment/hs/njbct.shtm

p.1

The Alternative High School Assessment (AHSA) is a student’s alternative means of meeting the state graduation assessment requirement through one or more of the following:

·    demonstrating proficiency on the AHSA PATs,

·    matching or exceeding the Just Proficient Mean or Cluster Points, and/or

having an AHSA appeal approved.  (p.2)

AHSA test items are called Performance Assessment Tasks (PATs).

◦ PATs are open-ended items with multiple parts.

◦ A Reading PAT usually has three separate and distinct open-ended parts while a Math PAT typically has four to five open-ended parts.

◦ The assessment vendor, Measurement, Inc., scores student responses holistically and a passing score is based on the responses to all the parts of the PAT.

◦ Each window will have six LAL PATs and ten Math PATs. The PATs differ from one administration window to the next. (p.10)

AHSA APPEALS May 19, 2014 through May 30, 2014

 The second AHSA administration scores will be posted on MI’s website on May 23, 2014, and the 2014 March HSPA All Sections Roster will be posted May 16, 2014. AHSA appeals for students not yet demonstrating proficiency on the Language Arts Literacy (LAL) or Mathematics state assessments may be submitted from May 19, 2014 through May 30, 2014.

◦ These appeals should be for students who can demonstrate proficiency through two graded work samples as well as performance on the HSPA/AHSA assessments. It is important to note that work samples must clearly demonstrate a level of proficiency at a minimum equal to that required by the High School Proficiency Assessment (HSPA) and/or AHSA.

◦ The 2014 March HSPA Cycle I Reports will be posted May 30, 2014.

◦ AHSA Appeals results are e-mailed on a rolling basis and schools will be notified before their graduation ceremonies.  (p.27)

See: http://www.state.nj.us/education/assessment/hs/sra/tapp.pdf

p.2, 10, 27

In order to earn a New Jersey high school diploma a student must demonstrate proficiency in both mathematics and language arts literacy. A student may do this in the following ways:

• Achieving a score of 200 or above on the High School Proficiency Assessment (HSPA), or

• Alternative demonstration of proficiency in each content cluster by

o Passing the Alternative High School Assessment (AHSA)

o Meeting or exceeding the Just Proficient Means (JPM) on any administration of the HSPA

o Demonstrating alternative classroom work aligned to the content cluster.

See: http://www.state.nj.us/education/assessment/hs/sra/epp/core.doc

p.1

Special Education (SE) Students: SE students exempt from taking the HSPA [High School Proficiency Assessment] are not placed in the AHSA [Alternate High School Assessment] process. These students usually take the APA [Alternate Proficiency Assessment]. SE students exempt from passing one or both HSPA content areas, do not take the AHSA in those HSPA content areas that they are exempt from passing. SE students who do not pass one or both HSPA content areas and have not been exempt from passing, are eligible for the AHSA process. IEP team may exempt SE students from repeat HSPA testing.

See: http://www.state.nj.us/education/assessment/hs/sra/tapp.pdf

New Mexico Same as for All Students

M. Beginning with the 2010-2011 school year, a student shall not receive a New Mexico diploma of excellence if the student has not demonstrated competence in the subject areas of mathematics, reading and language arts, writing, social studies and science, including a section on the constitution of the United States and the constitution of New Mexico, based on a standards-based assessment or assessments or a portfolio of standards-based indicators established by the department by rule. The standards-based assessments required in Section 22-2C-4 NMSA 1978 may also serve as the assessment required for high school graduation. If a student exits from the school system at the end of grade twelve without having satisfied the requirements of this subsection, the student shall receive an appropriate state certificate indicating the number of credits earned and the grade completed. If within five years after a student exits from the school system the student satisfies the requirement of this subsection, the student may receive a New Mexico diploma of excellence. Any student satisfying the requirements of this subsection and completing all other requirements within five years of entering ninth grade, including a final summer session if completed by August 1, may be counted by the school system in which the student is enrolled as a high school graduate for the year in which all requirements are satisfied. 

See: http://ped.state.nm.us/ped/GradDocs/requirement/NMSA%2022.13.1.1%20Graudation
%20Requirements.pdf  p.3-4

This sheet outlines the possible methods a student may employ to demonstrate competency in all five (5) subject areas of reading, math, science, writing, and social studies. All possible assessments and their passing scores are listed.

Students must attempt the initial demonstration of competency before moving on to an ADC except in writing. For writing, achieving a cut score on a CCR indicator meets graduation requirements and the student does not need to take an additional assessment.

For reading, math, and science, students must take all available administrations of the HSGA before using an ADC. However, students may take an EoC after completing any high school level course and may bank a passing score to employ at a later date in case they do not pass the SBA in a subject area.  (p.2)

And

Please note that implementing the Algebra I EoC to fulfill the math assessment requirements negates the Algebra II waiver. Any student who uses the Algebra I EoC for graduation purposes must pass Algebra II to meet graduation course requirements. Students may retake an EoC a set number of times. For reading, math, and science courses, students may take an EoC twice. For social studies and writing EoCs, students may take an EoC three times. For example, students may take a Biology EoC twice, but if they do not pass, they may not retake another Biology EoC; they may take a Chemistry EoC (twice).  (p.3)

See: http://ped.state.nm.us/ped/GradDocs/requirement/Graduation%20Checklist%20Print
%202015%20JO.pdf   p. 2-3

The state had other adjustments for students transferring and what year they transferred as to what was required/or possibly waived.

See: http://ped.state.nm.us/ped/GradDocs/requirement/Graduation%20Assessment%20Requirements
%20Transfers%2001142014.pdf  p.1

[Same]

New York “Close To”: Other Assessment

Need to pass for Regents Diploma: English, Global History & Geography, US History & Government, Mathematics, Science.

For advanced designation Regents Diploma, also Languages Other Than English.

Students who successfully appeal two Regents Examinations scores within three points of the 65 passing score and who meet the other requirements of the appeals process specified in CR 100.5(d)(7) will earn a local diploma.

See: http://www.p12.nysed.gov/ciai/gradreq/gradreq3columnstyle01_10.pdf  p.1

Appeal of Regents Examination Score Option

School districts must provide unlimited opportunities for all students (students with and without disabilities) to retake required Regents examinations to improve their scores so that the student may graduate with a Regents diploma. A student with or without a disability who fails, after at least two attempts, to attain a score of 65 or above on a required Regents examination for graduation must be given an opportunity to appeal such score in accordance with the provisions of section 100.5(d)(7)(i) of the Regulations of the Commissioner of Education. No student may appeal his or her score on more than two of the five required Regents examinations. A student whose appeal is accepted for one required Regents examination, and who has attained a passing score of 65 or above on each of the four remaining required Regents examinations, earns a Regents diploma. A student whose appeal is accepted for two required Regents examinations, and who has attained a passing score of 65 or above on each of the three remaining required Regents examinations, earns a local diploma.

See: http://www.p12.nysed.gov/specialed/publications/localdiplomaoptions-may2011.pdf  p.2

Appeal Committee and Review

An appeal committee comprised of the school principal as chair, three teachers (not including the teacher of the student making the appeal), and one additional administrator will review the appeal to determine if the student has demonstrated the knowledge and skills required under the State Learning Standards. The appeal committee may, in its discretion, interview the student or the teacher or Department chairperson recommending the appeal. The appeal committee will review the appeal and rule on it within five days of submission. The school superintendent, or Chancellor in New York City or his/her designee, may also interview the student and will sign off on all appeals. The decision to grant or deny an appeal is made at the district level and is not subject to State Education Department (SED) approval.

See: http://www.p12.nysed.gov/ciai/gradreq/appeal-form.pdf   p.2

Assessment: 3 required Regents exams with a score of 65 or better and 2 Regents exams with a score of 62-64 for which an appeal is granted by the local district per Commissioner’s Regulation section 100.5(d)(7) as follows: 1 Math, 1 Science, ELA, Global History and Geography, US History and Government

See: http://www.p12.nysed.gov/specialed/diploma-credentials.html

See: Local Diploma (through Appeal) in table

For Students with Disabilities

Safety Net Regents Examination score of 55-64(m)

Compensatory Safety Net Regents Exam with a score of 45-54 (s)

Regents Competency Tests (n). 

(l) Students who successfully appeal two Regents examination scores within three points of the 65 passing score and who meet the other requirements of the appeals process specified in CR100.5(d)(7) will earn a local diploma.   (m) For students with disabilities who first enter grade 9 in September 2005 and thereafter, a score by the student of 55-64 may be considered as a passing score on any Regents Examination required for graduation with a local diploma.

(n) Students with disabilities entering grade 9 prior to 2011-12 who fail one or more Regents Examinations and who pass the corresponding Regents Competency Test (RCT) will receive a local diploma. This option may NOT be used in combination with the compensatory scoring option listed in footnote

(s) below

And

(s) For students with disabilities a score of 45-54 on a required Regents exam (except English and mathematics) can be compensated by a score of 65 or above on another required Regents exam. In all cases, students must achieve a score of 55 or above on ELA and math. In addition the student must pass the course in which the s/he earned a score of 45-54 and have satisfactory attendance. Students utilizing this option may NOT substitute any RCT examination for Regents examinations.

See: http://www.p12.nysed.gov/ciai/gradreq/gradreq3columnstyle01_10.pdf  p.2

North Carolina Same as for All Students

Use of End of Course Tests [Math I, Biology, English II]

4.4 Where available, EOG tests, EOC tests, and post- assessments must be used as an indicator of student mastery. The student’s base school schedules and administers EOC and EOG tests. These scores shall be included in the determination of the base school’s state and federal accountability reports. (p.3)

And

Repeating a course for credit shall be governed by the following definitions and parameters:

7.1 The term “repeating a course for credit” will be used to refer to a high school course repeated via any delivery method when the entire Standard Course of Study for that course is being taught to the student for a second time.

7.2 Students are permitted to repeat a course for credit when they have failed a course. Local boards of education may develop policies that define specific circumstances when students other than those who fail a course may repeat a course for credit.

7.3 Students repeating a course for credit shall receive a grade and take the associated End-of-Course (EOC) assessment. Those students who have already scored at Level 3, 4, or 5 on the associated EOC assessment may elect to either retake the EOC or use the previous passing EOC score as at least 20% of their final grade. If the student retakes the EOC, the higher of the two scores will be used in the calculation of the final grade.

7.4 Beginning with students entering the ninth grade in 2015-16, upon completion of the repeated course, the new course grade shall replace the previous grade for the course (p.4)

And

Students repeating a course for credit shall receive a grade and take the associated End-of-Course (EOC) assessment. Those students who have already scored at Level 3, 4, or 5 on the associated EOC assessment may elect to either retake the EOC or use the previous passing EOC score as at least 20% of their final grade. If the student retakes the EOC, the higher of the two scores will be used in the calculation of the final grade.(p.4)

And

8.4 Students shall demonstrate mastery through a multi-phase assessment, consisting of (1) a standard examination, which shall be the EOC/EOG where applicable, or a final exam developed locally and (2) an artifact which requires the student to apply knowledge and skills relevant to the content standards. LEAs may require additional requirements, such as performance tasks. This multi-phase assessment process builds a body-of-evidence that allows a committee to determine if the student has a deep understanding of the standards for the course or subject area, as defined by the North Carolina Standard Course of Study, thereby earning credit for the course without experiencing it in the school setting. (p.5)

See: http://www.ncpublicschools.org/docs/accountability/testing/eoc/creditrecovfaq.pdf  p.3-5

[Same]

North Dakota

Ohio “Far From”: Exemption

Students must pass all five parts of the Ohio Graduation Tests (OGT) in order to receive high school diplomas: Reading, Writing, Mathematics, Science and Social Studies

And

Alternative Ways

·   Pass four of the five tests and have missed passing the fifth test by no more than 10 scale score points;

·   Have had a 97 percent attendance rate each of the last four years and must not have had an expulsion in the last four years;

·   Have a grade point average of 2.5 out of 4.0 in the subject area missed and have completed the curriculum requirement in the subject area missed;

·   Have participated in any intervention programs offered by the school and must have had a 97 percent attendance rate in any program offered outside the normal school day or year, including those offered by someone other than the school;

·   Obtain letters of recommendation from each teacher in the subject area not yet passed and the high school principal.

See: http://education.ohio.gov/Topics/Testing/Ohio-Graduation-Test-OGT/Ohio-Graduation-Tests-FAQs

Curriculum Opt-Out for Math and Science starting with Class of 2014 – 2017 (this option allow students to earn a high school diploma but under the Opt-Out provision, it prohibits them from attending most state universities in Ohio without further coursework.  Exceptions to this are: Central State, Shawnee, State and Youngstown State Universities.  Might also have impact to enlisting in military).
To be considered, a signed written statement may be filed for a student who enters ninth grade on or after July 1, 2010 and before July 1, 2014, and has attended high school for two years. No specific written consent form is required; it could be provided by the district or developed by the student and parent, guardian or custodian.

See: http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/
New-Learning-Standards/ The-Ohio-Core-Opt-Out/Core-Opt-Out-FAQs.pdf.aspx  p.1

Students whose Individual Education Plan (IEP) excuses them from the consequence of having to pass the OGT [Ohio Graduation Test] may be awarded a diploma. However, federal law (Elementary and Secondary Education Act of 2002) requires every student to take the OGT or an alternate assessment.

See: http://education.ohio.gov/Topics/Testing/Ohio-Graduation-Test-OGT/Ohio-Graduation-Tests-FAQs

And

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.

See: http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/New-Learning-Standards/The-Ohio-Core-Opt-Out/Core-Opt-Out-FAQs.pdf.aspx

Oklahoma “Far From”: Meet IEP Criteria

Must demonstrate proficiency in four of seven subject areas to graduate by scoring a satisfactory or advanced on the End of Instruction (EOI).

(a)   Algebra I;
(b) English II; and
(c) Two of the following five:
(1) Algebra II,
(2) Biology I,
(3) English III,
(4) Geometry, and
(5) United States History.

See: http://ok.gov/sde/sites/ok.gov.sde/files/SB-Jan12-7bAltTest.pdf  p.2

Alternate Tests - There are also alternate tests for each subject area as well as approved projects that can be completed independently. 
End of Course Projects - Students who do not score Proficient or Advanced on one of the required EOI exams after the first attempt may use one or more End-of-Course Projects to meet this requirement. Some End of Course projects were approved by the State Board of Education on December 16, 2010. More projects will be developed and submitted for approval in the future.
Some students may have other special circumstances related to meeting the ACE Testing Requirements. Some examples of students with special circumstances include, but are not limited to, students who used proficiency based promotion to earn credit in one of the required courses, students who transferred to a public school from a private school or home school, or students with medical conditions that make testing difficult.  Students with special circumstances may be able to meet the ACE Testing Requirements through alternate tests or End-of-Course Projects instead of taking the EOI exams.  More information about students with special circumstances is available in the ACE Implementation Guide.

See: http://www.ok.gov/sde/achieving-classroom-excellence-act-ace

Students with an Individualized Education Program (IEP) may be able to meet the ACE Testing Requirements through modified assessments (OMAAP), portfolio assessments (OAAP), accommodations to the regular assessments (OCCT), or modified proficiency scores.  

See: http://www.ok.gov/sde/achieving-classroom-excellence-act-ace

And

Students who have an Individualized Education Program (IEP)

Mastery in required subject areas may be demonstrated through a modified proficiency score on the state assessment(s) as established by the IEP team. Any deviation from the standard conditions, accommodations, or proficiency score on the state assessment(s) must be established with the student’s IEP and denoted on the student’s ACE Demonstration of Mastery Cumulative Record.

See: http://ok.gov/sde/sites/ok.gov.sde/files/ACE-Flowchart.pdf

Oregon “Close To”: Other Assessment

Students first enrolled in Grade 9 in 2010-2011 or later, list these Essential Skills as graduation requirements:

1.   Read and comprehend a variety of text

2.   Write clearly and accurately

3.   Apply mathematics in a variety of settings

Student cohorts beyond 2013-14 may also be accountable for these additional Essential Skills

4.   Listen actively and speak clearly and coherently

5.   Think critically and analytically

6.   Use technology to learn, live, and work

7.   Demonstrate civic and community engagement

8.   Demonstrate global literacy

9.   Demonstrate personal management and teamwork skills

See:http://www.ode.state.or.us/wma/teachlearn/testing/resources/es_definitions_grad-requirements.pdf  p.1-3

Students prove that they have mastered these Essential Skills by earning at or above a cut score on one of the approved assessment options in their district (statewide assessment, Work Samples and other standardized assessments).

See:http://www.ode.state.or.us/wma/teachlearn/testing/resources/es_overview_eng.pdf  p. 1-2

All students who want to graduate with an Oregon Diploma must take and pass the required Essential Skills, however modifications are allowed for the Modified diploma if a student who is on an IEP or 504 Plan.  Students who are on an IEP or 504 Plan may receive a modified OAKS assessment if receiving a Modified Diploma.

See: http://www.ode.state.or.us/gradelevel/hs/transition/moddipfaq-final.pdf, See questions 51-52

Pennsylvania “Far From”: Meet IEP Criteria

For each core subject (see list on page 2), individual school districts will

decide whether they will administer a state-developed final exam (Keystone) or create their own local assessment.

If administering a Keystone Exam, each district will choose to include the exam score as at least 33% of a student’s course grade; or, to require proficiency on a Keystone Exam as a stand-alone graduation requirement, which allows the district discretion on how to weight the assessment in course grades. (p.1)

In an effort to move assessment closer to the point of instruction and reduce testing time, the Department of Education is developing Keystone Exams in 10 core academic subjects: Algebra I, Algebra II, Geometry, Biology, Chemistry, English Composition, Literature, Civics and Government, U.S. History, and World History. Keystone Exams can replace locally-developed final exams in these courses and will serve as the state’s high school-level measure for compliance under No Child Left Behind.

• Students should take the Keystone Exam when they complete the related coursework. Some students may begin taking Keystone Exams as early as grades 6, 7, or 8; for example, if they take Algebra I in middle school.

• Students may retake a Keystone Exam to raise their score; and, if a student has not achieved proficiency after 2 attempts, he/she can complete a project-based alternative to demonstrate his/her knowledge in the subject matter.

(p.2)

AndProficiency in each main subject as determined by:

State developed Keystone Exam Counting as at least 33% of Course Grade OR

Independently-validated Local Assessment OR

Keystone Exam as a Stand-alone Graduation Requirement OR

Advanced Placement (AP) or International Baccalaureate (IB) Exam

See: http://static.pdesas.org/Content/Documents/PDE_PSFactSheet.pdf

p.1-2

DO CHILDREN WITH DISABILITIES HAVE TO ACHIEVE A CERTAIN SCORE IN A STATE OR LOCAL ACHIEVEMENT TEST IN ORDER TO GRADUATE?

To graduate, Pennsylvania children are expected to score at the proficient level or better in reading, writing and mathematics in the PSSA, the PASA, or in a district-wide assessment that is aligned with the state’s academic standards. However, 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.

See: https://www.drnpa.org/wp-content/uploads/2012/10/graduation-requirements-for-children-with-disabilities.pdf  p.2

Rhode Island

South Carolina

South Dakota

Tennessee “Close To”: Other Assessment

High School End of Course examinations are given in English I, English II, English III, Algebra I, Algebra II, U.S. History, Biology I and Chemistry. The results of these examinations will be factored into the student’s grade at a percentage determined by the State Board of Education in accordance with T.C.A. §49-1-302 (2).
Students will not be required to pass any one examination, but instead students must achieve a passing score for the course in accordance with the State Board of Education’s uniform grading policy.

See: http://www.tn.gov/education/assessment/high_school.shtml

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.

See: http://www.tn.gov/education/assessment/alt_assessment.shtml

Texas “Far From”: Exemption

Students who were first enrolled in Grade 9 prior to the 2011-2012 school year or enrolled in Grade 10 or above in the 2011-2012 school year must fulfill testing requirements for graduation with the assessments required by the Texas Education Code (TEC), §39.023(c), as that section existed before amendment by Senate Bill (SB) 1031, 80th Texas Legislature, 2007. For purposes of this section, coursework necessary to graduate means all the coursework required under the student's graduation plan.

A student fulfilling testing requirements under subsection (c) of this section will be required to take only those sections of the exit level Texas Assessment of Knowledge and Skills (TAKS) that correspond to the subject areas formerly assessed by the exit level Texas Assessment of Academic Skills (TAAS) (reading, writing, and mathematics) for which the student has not yet met the passing standard.

(1) If a student has not yet met the passing standard on TAAS reading, the student will be administered only the reading multiple-choice items from the TAKS English language arts (ELA) test.

(2) If a student has not yet met the passing standard on TAAS writing, the student will be administered only the writing prompt and the revising and editing multiple-choice items from the TAKS ELA test.

(f) A student fulfilling testing requirements under subsection (d) of this section will be required to take only those sections of the exit level TAKS that correspond to the subject areas formerly assessed by the exit level TEAMS (reading and mathematics) for which the student has not yet met the passing standard. If a student has not yet met the passing standard on TAAS reading, the student will be administered only the reading multiple-choice items from the TAKS ELA test.

(g) Notwithstanding any of the requirements in subsections (a)-(f) of this section, students who pass all of the required exit level TAKS tests have fulfilled their testing requirements for graduation.

See: http://tea.texas.gov/WorkArea/linkit.aspx?LinkIdentifier=id&ItemID=25769804283&libID=25769804283  p.7

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.

See: http://texasstudentdatasystem.org/WorkArea/DownloadAsset.aspx?id=2147497565.  p.1

Utah

Vermont

Virginia Same as for All Students

Standards of Learning (SOL) end-of-course exams

As mentioned above, students may retake tests needed to earn verified units of credit for graduation. Students who score between 375-399 on a test are eligible for an expedited retake and may retake a test before the next scheduled test administration.

Students who after remediation fail a retake of history/social studies or science test, but achieve a score of 375 or better, may be awarded a verified credit by their local school board, following a review of their class work and/or demonstration of their mastery of the content of the course. Verified credits awarded in this manner are given at the discretion of local school boards and apply only toward a Standard Diploma. Ask your school counselor for more information about locally awarded verified credits.

And

The Board of Education has approved a number of tests that students may take to earn verified credits toward graduation. The Board also has approved a schedule of career and technical examinations for licensure or certification that may be substituted for SOL tests to earn student-selected verified units of credit. Tests for licensure or certification that require the demonstration of knowledge and skills beyond what is associated with a single course may result in the awarding of two units of verified credit. Your school counselor and career and technical education teacher can provide more information about these examinations.

See: http://www.doe.virginia.gov/instruction/graduation/faq.shtml

[Same].

Washington “Close To” : Other Assessment

High School Proficiency Exam:

   Reading

   Writing

One math End-of-Course – algebra 1/Integrated Math 1 or Geometry/Integrated Math 2

See: http://www.k12.wa.us/assessment/statetesting/

Most Washington state public high school students will fulfill the assessment portion of the graduation requirements by passing state exit exams. If students don’t pass on their first attempt, there are retake opportunities.

Some students, however, may need to demonstrate their skills in a different way. For these students, state-approved alternatives are available, called Certificate of Academic Achievement (CAA) options.

Collection of Evidence
The COE is an evaluation of a set of work samples prepared by the student in a classroom environment with instructional support from a teacher. Students must meet eligibility criteria and must attempt an exit exam at least once before attempting this CAA option.

GPA Comparison
A student’s grades in courses corresponding to specific content areas are compared with the grades of students who took the same courses and passed the exit exam. This option is available to students in their 12th-grade year who have an overall grade-point average of 3.2. Students must attempt an exit exam at least once before attempting this CAA option.

College Admission/AP/IB Tests
Students may use their math, reading and/or writing scores on the SAT reasoning test, ACT or ACT Plus Writing tests, specified Advanced Placement (AP) or International Baccalaureate (IB) examinations, or Smarter Balanced assessments (starting in 2015) to show they have key skills expected of high school graduates. They may also use scores from specified AP or IB exams to meet the science graduation assessment requirement, which starts with the Class of 2015. Students must attempt an exit exam at least once before attempting this CAA option.

Special, Unavoidable Circumstance Appeal (SUCA)  (All students)
This applies to students in their 12th grade year who have yet to meet standard on the High School Proficiency Exam, Exit Exam or a state-approved alternative, and experience a “special, unavoidable circumstance” that precludes their ability to access a state-approved assessment as a senior.

Out of State Transfer Waiver (All students)
This waiver is for students who transfer from another state in the 11th or 12th grade. The student may apply to receive a waiver of the assessment graduation requirement if the student has previously passed another state’s high school exit or accountability examination. The waiver does not grant the student a Certificate of Academic Achievement (CAA) or Certificate of Individual Achievement (CIA). These transfer students may also be eligible to receive access to the CAA Options via Direct Access.

See: http://www.k12.wa.us/assessment/GraduationAlternatives/

The test requirements are the same for students with and without disabilities to receive a regular diploma. However, students without disabilities may use Certificate of Individual Achievement.

• Collection of evidence

• GPA comparison

• College admission, AP/IB tests

Students with disabilities may use Certificate of Individual Achievement

• Basic on General Assessment/COE

• Off-grade level assessment

• Locally determined assessments

• Awareness Level Waiver

All students

• Out of state Transfer Waiver

• Special, unavoidable Circumstance Appeal

See: http://www.k12.wa.us/assessment/GraduationAlternatives/

West Virginia

Wisconsin

Wyoming