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1 See the NYCDOE Academic Policy intranet page maintained by the Office of Academic Policy and Systems and consult the HS, MS, and ES academic policy guides for the most current information. Contact your network academic policy point with any questions related to this content. 0

2 What are you most eager to discuss today? CDOS & SACC Common Core Regents Local Diplomas Credit recovery Blended/online learning Appeal of a Regents exam Evaluating transcripts/transfer students Extensions and interdisciplinary courses Internships, college courses, offsite courses PE LOTE ESL Credits Participation in graduation Advisory 1

3 List of Diploma and Commencement Credential Options Diplomas: Advanced Regents diploma Regents diploma Local diploma (Safety Net for students with disabilities) Commencement Credentials: Career Development and Occupation Studies (CDOS) Commencement Credential Skills and Achievement Commencement Credential No longer available: Local diploma for students who do not qualify for the Safety Net The IEP diploma 2

4 Diploma Options Diploma Eligible Students Course Requirements Exam Requirements Regents Diploma All students 44 credits 5 Regents exams with scores of 65+ Advanced Regents Diploma Local Diploma All students 44 credits, including 6 credits in a language other than English Only students with disabilities* 8 Regents exams and the NYC LOTE exam with scores of credits 5 Regents exams with scores of 55+, passed RCTs, or compensatory option** * The local diploma safety net option is also available to students with 504 plans specifying safety net eligibility and students declassified while in grades 8-12 whose last IEPs specified 3 Safety Net eligibility ** See slide 9 for details

5 Regents & Advanced Regents Diploma: Required Course Credits Subject Area Regents Diploma Advanced Regents Diploma English 8 credits 8 credits Social Studies 4 Global, 2 US History, 1 Participation in Government, 1 Economics 8 credits 8 credits Mathematics 6 credits 6 credits Science Minimum 2 in Life Science and 2 in Physical Science 6 credits 6 credits Languages Other Than English 2 credits 6 credits The Arts 2 credits 2 credits Health 1 credit 1 credit Physical Education (every year) 4 credits 4 credits Electives 7 credits 3 credits TOTAL: 44 credits 44 credits 4

6 Local Diplomas Same course credit requirements as the Regents diploma (44 credits) Eligible students with may earn a local diploma through lower exam scores or alternative exams Available only in the following cases: o Safety Net Eligible Students o Students with IEPs o Students with disabilities who were declassified in grades 8 12, whose last IEP specified Safety Net eligibility o Students with 504 plans specifying Safety Net eligibility o Through Appeals o Appeal to graduate with a low score (62-64) o ELL Appeal Process 5

7 Safety Net: Exam Requirements Students may pass the 5 required Regents exams with scores of 55 or higher Students who entered grade 9 prior to September 2011 may also pass Regents Competency Tests (RCTs) in place of any failed Regents exams o Students must attempt each of the 5 required exams at least once Compensatory score option: students may graduate with up to 2 low scores of if they meet certain criteria* Effective October 31, See 8EC1-FEA1EDF55409/0/Acpolicylocalcompensatory.pdf 6

8 Safety Net Expansion: Compensatory Score Option The student must score 55 or higher on the English Regents and any math Regents. The student may graduate with a score of on the Global History, U.S. History, or science Regents exams, provided that each score of is compensated by a score of 65+ on any of the other five required exams. The student must have passed the course associated with the Regents. The student must have satisfactory attendance during the school year in which (s)he received the score, as defined by the school. The student may not combine RCTs with the compensatory option. 7

9 Safety Net Expansion: Compensatory Score Option Example #1 A student has received the following exam scores: English Regents 55 Integrated Algebra Regents 55 English and math must be 55 or higher Global History Regents 45 U.S. History Regents 55 Living Environment Regents 65 Student qualifies for the local diploma: The 45 in Global History is compensated by the 65 in Living Environment. All other exams have scores of 55 or higher. 8

10 Safety Net Expansion: Compensatory Score Option Example #2 A student has received the following exam scores: English Regents 55 Integrated Algebra Regents 70 Global History Regents 45 U.S. History Regents 52 Living Environment Regents 65 English and math must be 55 or higher Student qualifies for the local diploma: The 45 in Global History is compensated by the 65 in Living Environment. The 52 in U.S. History is compensated by the 70 in Integrated Algebra. All other exams have scores of 55 or higher. 9

11 Local Diplomas Through Appeals Appeal to Graduate with a Score of on Regents Examinations Appeal to Graduate with a Score of on ELA Regents Examination Eligible Students All students that meet the criteria listed. First time ELL students that arrived in the US at grades 9 12 in the year and beyond that meet the additional criteria listed. Type of Diploma One successful appeal Regents ELA ELL appeal only local diploma diploma ELL ELA appeal and score of Two successful appeals local diploma appeal local diploma Process Online process s Request should be made in ATS using the RQSA screen Test Score Requirements on up to two of the required Regents exams Offline manual process Request form and all supporting documents must be submitted to superintendent on an ELA Regents Note Students who appeal to graduate with one successful appeal can still receive a Regents diploma. 10

12 Local Diplomas Through Appeals: Low Score NYSED allows a student who has met very specific eligibility requirements to appeal one or two low Regents scores (62-64) to earn a diploma. More than one successful appeal leads to a local diploma. Students can appeal low scores on up to two exams. The student must have: o Taken the exam(s) under appeal at least two times o Scored within three points of a 65 on the exam(s) under appeal and 65 or above on the other Regents exams required for graduation o Attained at least a 65 course average in the subject area of the exam under appeal o Maintained an attendance rate of at least 95 percent for the school year during which the student last took the required Regents Exam under appeal o Provided evidence of academic intervention services in the subject area under appeal o Been recommended by his or her teacher or department chairperson for the appeal See Appeals to Graduate with a Score of on a Regents Examination. 11

13 Local Diplomas Through Appeals: ELL Appeal NYSED allows ELL students who has met very specific eligibility requirements to appeal a low score (55-61) on ELA Regents exam. The student must have: o Taken the exam(s) under appeal at least two times o Scored within three points of a 65 on the exam(s) under appeal and 65 or above on the other Regents exams required for graduation o Attained at least a 65 course average in the subject area of the exam under appeal o Maintained an attendance rate of at least 95 percent for the school year during which the student last took the required Regents Exam under appeal o Provided evidence of academic intervention services in the subject area under appeal o Been recommended by his or her teacher or department chairperson for the appeal o The student must be a current ELL student or ELL student at time of ELA Regents administration; and o The student must have enrolled in any United States school for the first time in grade 9 12 during the school year or thereafter. See Appeals to Graduate with a Score of on a Regents Examination. 12

14 Commencement Credentials for Students with IEPs In addition to the diploma options described thus far, students with IEPs may also earn alternative credentials. These credentials are not equivalent to a high school diploma but provide students with the opportunity to demonstrate their achievement of the career development and occupational studies learning standards. There are two commencement credentials: Career Development and Occupational Studies (CDOS) Commencement Credential Skills and Achievement Commencement Credential These credentials are an alternative to the IEP diploma; the last IEP diplomas were issued in June

15 Career Development and Occupational Studies (CDOS) Commencement Credential This credential recognizes student mastery of the career development and occupational studies (CDOS) learning standards and the completion of a career preparation program. The credential is designed to provide students with IEPs with structured, rigorous opportunities to develop the skills required to succeed in work after high school. Eligible Students: This credential is available to students with IEPs who participate in standard assessments. 14

16 Career Development and Occupational Studies (CDOS) Commencement Credential Requirements: o Students must complete four 54-hour units (or 216 hours) of work-based learning, career and technical education courses, or other career planning activities, including at least 54 hours of work-based learning. o Students must complete and annually review a career plan. o The school must complete a work skills employability profile detailing the student s mastery of the CDOS learning standards. This credential may be awarded as a student s sole exiting credential from high school, or it may be awarded as an endorsement to a local, Regents, or Advanced Regents diploma for students with IEPs. o Students who earn this credential without earning a high school diploma are entitled to continue attending school to pursue a diploma through the school year they turn

17 Career Development and Occupational Studies (CDOS) Commencement Credential Flexibility: Through June 2015, schools may award this credential to students who have not met the 4-unit, 216-hour requirement, provided that the school principal, in consultation with relevant faculty, has determined that the student has otherwise demonstrated knowledge and skills relating to the commencement level CDOS learning standards. The CDOS commencement credential is not equivalent to a high school diploma and does not guarantee qualification for employment where a high school diploma is required. 16

18 Skills and Achievement Commencement Credential This credential recognizes student academic achievement as measured by the New York State Alternate Assessment (NYSAA). Alternate Assessments are used to evaluate the performance of students with severe cognitive disabilities who are unable to participate in general education assessments, even with testing accommodations. Eligible Students: This credential is available to students with IEPs who participate in alternate assessment (NYSAA) and have attended school for at least 12 years (through age 21). 17

19 Skills and Achievement Commencement Credential Requirements: The credential must be issued together with a summary of the student s academic achievement and functional performance and must include documentation of the student s: o Achievement against the Career Development and Occupational Studies (CDOS) learning standards o Level of academic achievement and independence as measured by NYSAA o Skills, strengths, interests o As appropriate, other achievements and accomplishments The credential must be accompanied by a written assurance that the student continues to be eligible to attend school through the school year in which he or she turns

20 Definitions Unit of study: at least 180 minutes of instruction per week throughout the school year, or the equivalent of 54 hrs. per semester (108 hrs. per year) of instruction. Unit of credit: earned by the mastery of the learning outcomes set forth in a New York State-developed or locally-developed syllabus for a given high school subject, after a student has had the opportunity to complete a unit of study in the given subject matter area. 19

21 Definitions, continued All credit-bearing courses must: o Address high school NY State commencement-level standards o Meet instructional time requirements (minimum of 180 minutes per week throughout the semester/school year, or the equivalent of 54 hours per credit) o Be taught by a teacher with a New York State certification in the course s subject area* * Through NYSED s incidental teaching provision, there are specific instances where a teacher may teach one period per day in a subject area outside their certification area, provided that they teach within the same student population as their license area and have demonstrated subject matter competency. 20

22 ESL Credits English as a Second Language (ESL) courses that address commencementlevel ELA standards in addition to ESL standards may bear core English or elective English credit. Typically, a school awards: o o o 1 core English and up to 2 elective English credits for Beginner ELLs (programmed for 540 minutes per week of ESL); 1 core English and 1 elective English credit for Intermediate ELLs (360 minutes per week of ESL); 1 elective English credit for Advanced ELLs (180 minutes per week of ESL), who also must be programmed for 1 non-esl core English credit, in accordance with Part 154 Regulations. 21

23 PE Requirements All students must take PE every year in high school. Taking more than 1 PE course in a term is allowed, but may not be used to complete requirement early. All students must earn 4 credits in PE, including students who transfer from non- NYCDOE schools. Students with either chronic or temporary medical conditions or disabilities must still participate in PE through a modified or adaptive PE model. Note: a student who completes all diploma requirements in fewer than 8 semesters (graduating early) is not required to continue enrollment in high school for the sole purpose of meeting PE requirement Students in grades may also receive PE credit for participation in an extracurricular athletic program that addresses PE learning standards and meets the instructional time requirement per semester 22

24 PE Models: Semester Schedule 3:2 flip model o Students alternately receive physical education instruction two or three periods per week every semester o Minimum of 90 minutes per week o Each semester is worth 0.5 credits, for a total of four 4 credits 5x/week model (special allowance for NYCDOE high schools only) o Students receive physical education instruction 5 days per week for 7 semesters o Minimum of 180 minutes per week o Each semester is worth 0.58 credits, for a total of 4.06 credits The 0.58 credits should not be rounded (i.e. do not put 0.6) 23 23

25 PE Models: Credit Values by Schedule 24

26 Advisory Schools can award credit for advisory if the course addresses commencement level academic standards and meets for at least 180 mins./wk. (54 hrs. per credit) o o Can be used for Career Development Occupational Studies (CDOS) standards or Family and Consumer Science standards or Academic standards Course must have a syllabus that maps to these standards The advisory course should be taught by a teacher licensed in the subject area of the standards addressed, for ex: o As a course within teachers standard programs (e.g., alternating with a 0.5- credit elective, PE, or other courses in students schedules) o As small group instruction (up to 10 students) during teachers professional activity periods 25

27 Credit Recovery Credit recovery is targeted, intensive instruction in a student s identified course deficiency areas and is intended for students who have already attended most of the course and learned most of the content but need more time and instruction to master the content. Repeating a course is not considered credit recovery. o o Courses repeated during summer school must provide a minimum of 45 hours of instruction for the student to be eligible to earn 1 credit. Courses repeated during the school year must provide the same instructional time as any other credit-bearing course taken during the school year, i.e. 54 hrs. for 1 credit. Credit Recovery courses are coded in STARS using an R as the 7 th character. o Credit Recovery courses should mirror the original course that students previously failed, e.g. if the students enrolled in the Credit Recovery course failed Integrated Algebra (MEN11), the Credit Recovery course should be coded MEN11QR. 26

28 Credit Recovery: New York State Policy A targeted credit recovery program must: o Align with applicable NY State commencement-level learning standards; o Address student course deficiencies o Be directed or supervised by a teacher certified in the subject area in which the student is making up credit 27

29 Credit Recovery: New York State Policy, cont d A school-based panel, which must include the principal, a teacher certified in the subject area for which the student must make up credit, and a guidance director or other administrator must approve a student s participation in a make-up credit program. To receive credit, the student must successfully complete the make-up credit program and demonstrate mastery of the learning outcomes for the subject, including passing the Regents exam, if the Regents exam is required for graduation o Applies to credit recovery for the semester immediately preceding the required Regents exam 28

30 Credit Recovery: NYC DOE Policies Effective for NYCDOE targeted credit recovery programs beginning on or after July 1, 2012, several new policies apply to students earning credit through targeted credit recovery: Students must have attended 2/3 of the original course to be eligible for credit recovery Students may earn no more than 3 core credits through credit recovery (starting July 1, 2012, and thereafter) o Core credits include English, math, social studies, and science credits required for graduation Students must complete targeted credit recovery in the semester or summer following the failed course o For ex, students may complete credit recovery for a course failed in fall 2012 in either spring or summer

31 Credit Recovery: NYC DOE Policies, cont d In designing students individual learning plans, the school-based panel should consult with the original teacher if he or she is still at the school Grading policies: o o o The original course grade should not be changed. Credit recovery should be scheduled and recorded as a new grade in the term in which the student completed it. This grade should be a reconciliation of the failed grade and credit recovery work. The school-based panel should document students participation in credit recovery using the form provided Schools must select from a list of approved vendors 30

32 Credit Recovery: Addressing Individual Deficiency Areas A teacher may oversee and instruct a group of students with different course deficiencies making up credit in the same subject. Because credit recovery is designed to target specific deficiency areas, there is no minimum instructional time requirement. Credit recovery programs should provide sufficient time for students to demonstrate mastery of individual deficiency areas. 31

33 Extended Course Sequences in Math and Science New York State regulations allow students to complete extended math and science courses, earning up to 4 credits in any course designed to culminate in a Regents exam. This flexibility can be used in several ways to support students who are struggling to master course content: Longer course sequences with built-in interventions Course extensions targeted to specific student needs 32

34 Extensions, example 1 Based on a diagnostic math assessment, a school designs a 4-semester Integrated Algebra course for a targeted group of students: The course syllabus maps the algebra learning standards to a 2-year learning cycle, and the additional instructional time throughout the year is used to reinforce pre-requisite skills in which students are deficient. Students take the Integrated Algebra Regents at the end of the fourth semester. Traditional Integrated Algebra Course (1 year/2 credits) Extended Integrated Algebra Course (2 years/4 credits) with additional support 33

35 Extensions, example 2 Students are programmed for a 2-semester, 2-credit Earth Science course with the goal of mastering the learning standards and passing the course and Regents exam by June. Students who need additional time to master the learning standards are enrolled in a 3 rd term of Earth Science. The school has a plan in place to provide these students with additional learning experiences to target their deficiency areas. Traditional Earth Science Course (1 year/2 credits) Earth Science Extension (1 semester/1 credit) 34

36 Extensions, example 3 Math and science extensions can help students who have passed a prerequisite course, but who require extra support to be successful in the next course in a sequence. A group of students coming from a middle school already passed the Integrated Algebra course and Regents exam with low scores around 65. Upon diagnosing the students math proficiency, the school programs the students for an extended geometry sequence which will allow students to complete geometry in 3 semesters, building in critical algebra skills as needed. Geometry (3 semesters/3 credits) additional support 35

37 Extensions, non-example This option should not be used to allow students to repeat courses and receive additional credits: A school programs all students for a 2-semester Living Environment sequence which addresses all the learning standards with the goal of preparing students for the Regents in June. It is not acceptable for students who pass the course but fail the Regents exam to repeat the same Living Environment course in the fall and receive a 3 rd credit. 36

38 Interdisciplinary Programming Interdisciplinary programming combines learning standards from two different content areas in a single course through collaboration between the relevant content-area teachers: Interdisciplinary Courses That Fulfill Two Distribution Requirements Example: Interdisciplinary Courses That Meet For Extended Time Example: Example: Integrated CTE Courses A semester-long interdisciplinary Art History course that meets for 180 mins./wk. and addresses Art and Social Studies learning standards 1 credit and fulfills distribution requirements in both Art and Social Studies A semester-long interdisciplinary Art History course meets daily for 55 minutes (275 mins./wk.) and addresses Art and Social Studies learning standards 1 credit in Social Studies and 0.5 credits in Art as long as the relevant learning standards are addressed As part of an approved CTE program, an approved integrated course meets for 180 minutes/wk. throughout the semester and addresses the relevant learning standards in a core subject area plus industry-defined content in the CTE program area 1 credit in the core subject area, and may also meet distribution requirements for the requisite 37 course in the school s State approved CTE program 37

39 Instructional Time Learning experiences that take place outside the traditional classroom and school day may be considered as inclusive of the 180 minutes of instruction per week throughout the school year (54 hrs. per credit), including: o Online learning experiences o Learning experiences that take place inside and/or outside the classroom or school building in non-virtual settings, such as structured work experiences designed to address NY State commencement-level learning standards 38

40 Blended/Online Learning: State Definitions A blended course is defined as instruction in a specific subject consisting of teacher-to-student, student-to-student and/or student-to-content interactions that occur through a combination of classroom-based and digital and/or Internetconnected media. An online course is defined as instruction in a specific subject consisting of teacher-to-student, student-to-student and/or student-to-content interactions that occur solely through digital and/or Internet-connected media. 39

41 Blended/Online Learning: Implementation Blended and online learning may occur if : The course aligns with the applicable NY State commencement-level learning standards for the subject area Instruction is provided by a subject certified teacher from the NYCDOE The course includes regular and substantive interaction between the student and the teacher (may occur in person or virtually) Instruction satisfies the unit of study and credit requirements for instructional time (i.e.,180 mins/wk throughout the school year or equiv.) The student demonstrates mastery of the learning outcomes for the subject, including passing the Regents exam and/or other assessment in the subject if required for earning a diploma 40

42 Internships Internships that bear credit should: o o o o Align to commencement-level standards Include a classroom/seminar/workshop component in addition to learning time spent in an educational internship Have a syllabus that clearly outlines the standards addressed, how student learning is assessed, and expectations for students in both the classroom and internship components of the course Be overseen by a subject-certified teacher, in collaboration with a supervisor at the student s internship site Paid internships can bear credit provided they meet the criteria above Internships that are part of New York State-approved CTE sequences or work-based learning programs have specific requirements; see 41

43 College Courses A variety of partnerships between colleges and high schools provide students the opportunity to enroll in college courses. Schools may award high school credit for courses taken at colleges/universities if the course aligns to New York State commencement-level learning standards (as documented in the course syllabus) and the work completed by the student is of comparable scope and rigor to that which would have been completed at the high school awarding the credit. 42

44 College Courses, continued The credit value awarded in STARS should reflect the NYCDOE credit system and the scope and rigor of the course. o For example, a 3-credit college English course taken daily over the course of the semester might be worth 1 high school credit. A college course may meet for fewer than 54 hours. In this case, it is acceptable for the high school to award high school credit (e.g., 0.5 or 1 high school credits) for the college course, provided the course is of comparable scope and rigor to that which would have been completed at the high school. 43

45 Offsite Coursework Agreement These courses must have a syllabus that clearly outlines the learning standards addressed, how student learning is assessed, and expectations for students in both the classroom and the work components of the course. The course should include a classroom based component in addition to time spent at the work site. See the Off-Site Courses FAQ for more information. Schools must establish contracts in which students and parents sign off on the expectations for student attendance, travel, and security at offsite learning experiences. See the Sample Forms on the academic policy intranet page for an offsite learning agreement form schools can use for this purpose. 44 Back

46 Responsibilities for Evaluating Transcripts As indicated in NYS Commissioner s Regulation Part 100.5, the principal, in consultation with relevant faculty, is responsible for the evaluation of transcripts and the awarding of credit for students enrolling in a New York City high school. Schools should maintain well-defined procedures for the timely evaluation of transcripts, including the roles and responsibilities of staff members involved. 45

47 Students from Other New York State Schools For students from any registered New York State (NYS) school (public or private), such as: Another NYCDOE school A YABC A charter school in NYC A parochial school in NYC A public NYS school outside of NYC A court-ordered placement at a registered NY State school The principal shall grant transfer credit for all credit awarded by any New York State registered public or nonpublic high schools. See NYS Commissioner s Regulations, 100.5(d)(5). 46

48 Students from Non-Registered NYS Schools or Schools Outside NYS For students transferring from: Non-registered New York state schools Schools outside New York state Schools outside the United States The principal shall evaluate the transcript or other records of a transfer student enrolling in a New York State high school. Based on the student's transcript or other records, the principal shall award the appropriate units of transfer credit towards a high school diploma. See NYS Commissioner s Regulations, 100.5(d)(5)(i). 47

49 The Decision to Award Credit The decision as to whether or not to award transfer credit for work done at educational institutions other than NY State high schools shall be based on whether the transcript and other records indicate that the work is consistent with NY State commencement learning standards and is of comparable scope and quality to that which would have been done in the school awarding the credit. 48

50 The Decision to Award Credit, cont d To confirm the content and rigor of completed coursework, schools may want to utilize the following to supplement the transcript: o Examination of student s course materials, such as notebooks, projects, assessments, or portfolios o Evaluation of student s skills via a diagnostic assessment of content mastery o Consultation with content experts to map courses to New York State standards o Consultation with the former school s principal, guidance counselor, or other relevant staff 49

51 Assistance with Foreign Transcripts See FAQ about awarding transfer credit See the Manual for Evaluating Foreign Transcripts o When using this manual it is important to keep in mind that several school systems and grading policies might exist within each country, as in the United States, and that the scales might be reversed or that there may be a difference in passing score. The Translation Office is another resource. o Aims to improve the way the NYC DOE communicates and engages with limited-english proficient parents and provides New York City public schools and offices with an internal resource for accessing written translation, onsite interpretation, and over-the-phone interpretation services. 50

52 Exam Waivers for Transfer Students Students who enter a NY State-registered high school for the first time in grade 12 (excluding students who have been home-schooled and students who have been enrolled in a registered or non-registered public or non-public NY State high school) may be exempted from the Regents exams in science and in Global History and Geography, which are usually usually taken before the date of the student s entry. Students who enter a registered New York State high school for the first time in grade 11 may be exempted from the Regents exam in Global History and Geography. If a student is utilizing this waiver to support the fulfillment of diploma requirements, the exam must be recorded on the student s transcript with a WA as the exam mark. Note: For students pursuing a diploma with Honors, the waived exams should not be included in the calculation to determine whether the student has achieved an average of 90 or above on his or her exams. 51

53 Transfer Course Codes and Grades in STARS Transfer Course Grades should be entered as CR Course Codes must use the transfer code W in the third character. All transfer credits must be reflected in STARS. Transfer credits may be designated within the term and year in which the student completed each course or within the term and year immediately prior to the student s enrollment in the NYCDOE school. See the STARS wiki page on Transfer Credits for exact codes and more information. 52

54 Awarding LOTE Credit for School Attendance in Non- English Speaking Countries Schools may award credits for documented residence and school attendance in an other-than-english-speaking country, provided that the experience occurs at age 11 or older and that the residence resulted in direct contact with the country s environment and its people In determining the number of credits to be awarded, the school should consider both the student s prior academic record and future academic experiences Students may receive 2 credits per year of instruction in the non-english speaking environment, starting from age 11 Students may receive no more than 10 credits through this option 53

55 LOTE Exemption for Students with Disabilities A student with a disability may be exempted from meeting the LOTE requirement only if his or her IEP indicates that the requirement is not appropriate due to a disability which adversely affects his or her ability to learn a language. If the student s IEP specifies this exemption, the following LOTE requirements apply: o o For the Regents or local diploma, the student is exempt from the requirement of 2 LOTE credits. The student must still earn 44 total course credits and fulfill all other credit distribution and exam requirements for the Regents/local diploma. For the Advanced Regents diploma, the student is exempt from the requirements of 6 LOTE credits and the LOTE exam. The student must still earn 44 total course credits and fulfill all other credit distribution and exam requirements for the Advanced Regents diploma. 54

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58 Phase-out Timeline The existing versions of these exams will be phased out in stages. Exam First Administration of CC Exam Last Administration of Existing Exam English Language Arts June 2014 June 2016 Algebra I June 2014 June 2015 Geometry June 2015 January 2016 Algebra II June 2016 January 2017 Schools must consider this timeline as they support students who need additional time to pass a required exam before it is phased out. If a student is still attempting to pass a pre-common Core Regents exam at the time of phase out, he or she will have no choice except to pass the Common Core equivalent to graduate. 57

59 Appeal of a Regents Exam NYSED allows a student who has met very specific eligibility requirements to appeal one or two Regents scores to earn a diploma. The student must have: o Taken the exam(s) under appeal at least two times o Scored within three points of a 65 on the exam(s) under appeal and 65 or above on the other Regents exams required for graduation o Attained at least a 65 course average in the subject area of the exam under appeal o Maintained an attendance rate of at least 95 percent for the school year during which the student last took the required Regents Exam under appeal o Provided evidence of academic intervention services in the subject area under appeal o Been recommended by his or her teacher or department chairperson for the appeal See Appeals to Graduate with a Score of on a Regents Examination. 58

60 Participation in Graduation High school students must meet graduation requirements to participate in their school s moving up or graduation ceremony. A student who is already on suspension at the time of the graduation or other commencement-related activities may be prohibited from attending when he or she poses a real threat of violence or disruption to the event; the exclusion must be proportionate to the infraction committed. It may also be possible to bar a student from a commencement ceremony when his or her conduct has been particularly egregious, and where the student has previously been advised in writing. Students with disabilities who earn commencement credentials in lieu of Regents diplomas are equally entitled to participate in graduation ceremonies with their peers. 59

61 Advisory Schools can award credit for advisory if the course addresses commencement level academic standards and meets for at least 180 minutes per week (or the equivalent of 54 hours per credit). Can be Career Development Occupational Studies (CDOS) standards or Family and Consumer Science standards or Academic standards Course must have a syllabus that maps to these standards The advisory course should be taught by a teacher licensed in the subject area of the standards addressed. This can occur in a variety of ways: As a course within teachers standard programs (e.g., alternating with a 0.5-credit elective, PE, or other courses in students schedules). As small group instruction (up to 10 students) during teachers professional activity periods. 60