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  • Slide 1
  • www.engageNY.org Graduation Requirements in New York State
  • Slide 2
  • www.engageNY.org Content AreaRegents DiplomaRegents Diploma w/Advanced Designation Mathematics33 English44 Science33 Social Studies44 Health0.5 Arts11 Languages Other Than English (LOTE) 11 Physical Education22 Sequence Courses/Electives3.5 Total Credits22 Regents Exams Score of 65 or above for general education students and 55 or above for SwD 5 (1 Math, 1 ELA, 1 Science, 2 SS) 7, 8 or 9 (At least 2 Math, 1 ELA, at least 2 Sciences, 2 SS) An Honors Designation is applicable for students earning an average of 90 on all required exams The current safety net for students with disabilities. An additional compensatory option safety net is being considered. Must pass a locally developed second language proficiency exam to earn credit Current NYS Requirements 2 DRAFT
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  • www.engageNY.org Cohort Graduates Under Current NYS Requirements 3 CohortRegents Diploma with Advanced Designation Regents Diploma Local Diploma IEP Diploma 200768,38080,689 16,110 2,922 200669,39474,866 20,805 3,390 200567,48270,593 23,429 3,728 DRAFT
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  • www.engageNY.org College Remediation Rates Is the Current Model Meeting Our Expectations? 4 45% of students in Associate Degree programs who take 3+ remedial courses do not continue their college education DRAFT
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  • www.engageNY.org Current Credential Types 5 Credential Type: Local Diploma Available to: Students with a Disabilities Credits: 22 Assessments: (Score of 55-64 on one or more) 5 ELA; Math; Science; Global History and Geography; US History and Government The current safety net for SWDs. An additional compensatory option safety net is being considered Students entering Grade 9 prior to 2011 may pass the RCT in lieu of passing a Regents Exam in that subject The local diploma option for general education students was phased out over 5 years. Students in the 2007 cohort (class of 2011), for example, had to pass 4 exams with a 65 and 1 with a 55-64 whereas students in the 2008 cohort (class of 2012) had to pass all exams at 65 or above. Credential Type: Local Diploma Through Appeals Process Available to: All Students Credits: 22 Assessments: (Score of 65 or above on three; Score of 62- 64 for which an appeal is granted) 5 ELA; Math; Science; Global History and Geography; US History and Government DRAFT
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  • www.engageNY.org Local Diploma Raising the Level of Rigor While the Local Diploma remains available for Students with Disabilities, it has been phased out over 5 cohorts for General Education Students The local diploma is only available to general education students through an appeals process wherein a student must score a 65 or above on three assessments and score a 62-64 on the assessments for which they seek an appeal Students with a disability entering Grade 9 prior to 2011 who pass the RCT in lieu of passing a Regents Exam in that subject will earn a local diploma 5 Graduation Requirements CohortNumber of Regents Exams with Scores at 65 or Above 20052 or more 20063 or more 20074 or more 20085 or more DRAFT
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  • www.engageNY.org Current Credential Types 7 Credential Type: CTE Technical Endorsement Available to: All Students Requirements: Regents Diploma Requirements OR Regents Diploma with Advanced Designation AND Complete a CTE Approved Program and Pass an Associated Technical Assessment Credential Type: Regents with Advanced Designation Mastery in Science or Mathematics Available to: All Students entering Grade 9 in 2009 and beyond Requirements: Regents with Advanced Designation Requirements AND Score of an 85 on three Commencement Level Regents Exams in Mathematics AND/OR three Commencement Level Regents Exams in Science DRAFT
  • Slide 8
  • www.engageNY.org Current Credential Types 8 Credential Type: Individualized Education Program (IEP) Diploma Available to: Students with Disabilities exiting school prior to June 30, 2013 Student must have attended school or received a substantially equivalent education elsewhere for at least 12 years, excluding Kindergarten, OR completed the school year in which he/she has attained the age of 21. Requirements: Credits are not specified Assessments are not specified Determined by the students achievement of the educational goals based upon the appropriate level of learning standards as outlined in the students Individualized Education Program (IEP) The IEP diploma is not considered a regular high school diploma. Students who earn an IEP diploma may continue in school until the end of the school year in which they turn 21 or until they earn a regular high school diploma (whichever occurs first) DRAFT
  • Slide 9
  • www.engageNY.org Current Credential Types 9 Credential Type: Skills and Achievement Commencement Credential for Students with Severe Disabilities Available to: Effective July 1, 2013; Students with Severe Disabilities Student must have attended school or received a substantially equivalent education elsewhere for at least 12 years, excluding Kindergarten, OR completed the school year in which he/she has attained the age of 21. Requirements: Credits are not specified Assessment New York State Alternate Assessment (NYSAA) Issued with a summary of the students academic achievement and functional performance (federally required Student Exit Summary), including the students level of achievement and independence for each of the Career Development and Occupational Studies (CDOS) learning standards, academic skills, and the students strengths and interests DRAFT
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  • www.engageNY.org Possible Credential Type 10 Credential Type: Proposed Alternate Credential for Other Students with Disabilities Who Cannot Earn and Regular Diploma Available to: Students with Disabilities who cannot achieve a Regular Diploma because of his/her Disability* Student must have attended school or received a substantially equivalent education elsewhere for at least 12 years, excluding Kindergarten, OR completed the school year in which he/she has attained the age of 21. * This proposed credential may be issued to students with disabilities as a supplement to a regular diploma Proposed Requirements: Instruction: Completion of TBD number of hours of courses/activities related to career awareness, exploration and preparation Career Planning: Students must complete a Career Plan, with documentation of verification of completion Documentation: Issued together with a summary of the students academic achievement and functional performance (federally required Student Exit Summary), which may include documentation of achievement for each of the Career Development and Occupational Studies (CDOS) learning standards, academic skills, and the students strengths and interests DRAFT
  • Slide 11
  • www.engageNY.org Possible Change in Course Requirements 11 Social Studies Course Requirements: Proposed division of Global History and Geography into two units of study with two separate exams Available to: All Students, TBD Proposed Requirements: Commissioners regulations would be amended to require two units of study in Global History and Geography Proposed First Unit of Study: This course will provide students with foundational skills in Economics, Geography, World History, and Civics. This unit of study would culminate in an end-of-course exam (a Regents exam, pending availability of funding) Proposed Second Unit of Study: This course would build on the foundation to enable students to become critical thinkers and access content by examining cross-cultural themes and patterns during modern times. This second unit of study would culminate in a Regents exam that is required for graduation and reflects college- and career- readiness. DRAFT
  • Slide 12
  • www.engageNY.org CTE Assessment Review The Chancellors Panel on CTE Assessment Alignment 12 PARCC 1.Led by researchers at Cornell University, an expert advisory panel of 6-8 experts will be convened to support the review ~25 national CTE assessments 2.Review will include: a.Nomination of existing occupational assessment instruments; b.Recommendation of criteria and procedures for determining the suitability of nominated instruments ; c.Analysis of nominations against the criteria; d.Reaching consensus on a list of approved instruments and the explanations for the choices 3.At the conclusion of the review, the research team will provide recommendations to the Content Advisory Panel 4.Recommend next steps to the Board of Regents DRAFT
  • Slide 13
  • www.engageNY.org CTE Content Advisory Panel Recommendations on the Future of the Pathway 13 PARCC 1.Review the current standards, content areas, and clusters to determine if they are best aligned with college and career readiness preparation 2.Review the current CTE approval process to determine: a.Rigorous programs align programs with college and career readiness preparation b.Incentives for districts to seek approval c.Sustainability given staff size constraints and number of programs 3.Identify, develop, and clearly articulate CTE program options (including assessments) for grades 6-8 which prepare students for entry into a full CTE program in 9th grade; that allow for credit accumulation in grades 7 and 8; and that allow for acceleration for students in 8th grade 4.Develop a process and timeline for increasing integrated courses in specifically grades 9 and 10 and across grades 9-12 5.Recommend specific course sequences for specific strands 6.Develop a proposal that allows students to take industry-based assessments in the junior year of a CTE sequence, thereby allowing the senior y