Getting Started with Blended and Online Learning

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Table of Contents Introduction Welcome…………………………………………………………………………………..……..…......... 4 What is blended learning? .............................................................................. 5 What is iLearnNYC? ......................................................................................... 5

I. Planning an Effective Program………………….………………………………….……….. 6 How will my school begin?............................................................................... 6

A. Vision and Goals…………………………………………………………..…..………….. 6 a. Leadership………………………………………………………………..….…….………. 7 b. Process & Protocol…………………………………………………………….……….. 7 c. iLearnNYC Committee………………………………………………………….……… 8 d. Target Population……………………………………………………………………….. 9 e. Teacher Selection………………………………………………………………………… 9 f. Instructional Models……………………………………………………….………….. 10 g. School Readiness/Infrastructure………………………………………….......... 13

1.1Bandwidth……………………………………………………………......... 13 1.2Tech Support……………………………………………………..…………. 13

II. Scheduling and Programming……………………………………………...…….………… 14 How should I plan?........................................................................................... 15

a. Select Content…………………………………………………….….……………………… 15 b. Purchase Licenses………………………………………………….………….…………… 15 c. Admin Console (Programming)………………………………………………………. 15

d. Scheduling……………………………………………………………………………………… 15 III. Setting up for Success………………………………………….……………..………………. 16 How can I ensure success?............................................................................... 16

a. Getting Started for Teachers………………………….…………………….………… 16 b. Getting Started for Students………………………….………………………………. 18 c. Communication with Parents………………………….……….…………………….. 18

IV. Frequently Asked Questions (FAQs)………………………….………………………….19

a. iLearnNYC Courses……………………………………………….…….…….…. ………..19 b. Blended and Online Learning Policy…………………….…………..……………. 20

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V. Appendices

A - Classifying K-12 Blended Learning B- School Readiness Checklist C- Explanation of NYC Approved Vendors D- List of NYC Approved Vendors E- Scheduling Checklist F- Famis Purchasing Guide G- iLearnNYC Case Studies H-Blended Learning in Action I- Student Agreement J- Sample Letter for Parents K- Sample Parent Notice of Intervention L -Sample School Brochure M- High School Academic Reference Guide N- Middle School Academic Policy Reference Guide

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Welcome to iLearnNYC!

Blended Learning Getting Started Guide

Blended learning was first introduced in 2010 with 41 schools and has quickly grown to over 250 participating schools in 2014. Through lessons learned and support from Implementation Managers, iLearnNYC schools developed effective practices and strategies that worked in their buildings. This “Getting Started Guide” is a collection of promising practices, implementation strategies and resources to guide you in planning a blended learning culture in your school. This guide provides tips and highlights the programs, procedures and protocols that you may find helpful for a successful program. Our work will continue to grow and evolve as schools begin to incorporate blended and online learning into their school day. This “Getting Started Guide” will be updated regularly as we scale. Our current work has also been documented in an iNacol publication: A Roadmap for Implementation of Blended Learning: A Case Study of iLearnNYC Lab Schools which can be found here.

Introduction

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What is Blended Learning? Blended Learning, as defined by Horn and Staker, is “a formal education program in which a student learns at least in part through online learning, with some element of student control over time, place, path, and/or pace, at least in part in a supervised brick-and-mortar location away from home, and the modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience” (Horn and Staker, 2013).

What is ilearnNYC?

iLearnNYC schools are a community of schools that are implementing online and blended learning to expand current school boundaries that limit how and when a student can learn. iLearnNYC empowers teachers, administrators, students and parents with digital resources, including online content, real-time data on student work, and a suite of robust educational tools. Students in iLearnNYC classes can get access to courses not currently offered in their school such as Advanced Placement, world languages, and credit recovery providing there is a certified teacher in the content area. The boundary of the school day can be expanded so students can complete their coursework anytime, anywhere from any computer with internet access. This helps students learn all the time—not just when they are at school.

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A. Vision and Goals It is important to think about how iLearnNYC will impact your school and the purpose for the program. iLearnNYC’s goal should fit into your school’s broader goal but also should be clearly defined. Some sample iLearnNYC goals are listed below:

To implement 100% percent of our courses with a blended learning component.

To have 50% of teachers recording lessons that allows students to watch content online before coming to class.

To offer online classes to students who are deficient in credits.

To provide additional online opportunities for students to succeed.

Through observations and interactions with iLearnNYC schools, the following items/elements must be carefully considered when planning to ensure that your vision and goals are being met.

a) Leadership b) Process & Protocol c) iLearnNYC School Committee d) Target Population e) Teacher Selection f) Instructional Models g) School Readiness

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a. Leadership To build an effective blended learning program, strong and consistent leadership must support implementation of vision and goals. A coordinated, intentional and systemic professional development plan based on stated goals needs to be adopted in order for blended learning to become part of the fabric of the school. School leaders should meet with teachers and be transparent about their expectations, both in the physical classroom and in the online environment.

Leaders and teachers should have conversations about the blended model they will implement along with:

● Budget ● Schedule ● Training ● Compensation

b. Process & Protocol

Having a process as to selecting students and enrolling them in the correct course is imperative.

Who will review the students’ record to determine courses needed?

Who will enroll the students in the iLearnNYC system?

Will there be an orientation process for the student and family?

What is the passing score or mastery based level for online learning?

How many times will you allow the student to retake the online assessment before providing intervention?

Will the teachers of record be given time to grade and review student work? Will this be during the school day or per session?

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c. iLearnNYC School Committee An important factor in the success of any blended learning program is having a team of key players who immerse themselves in this work and are responsible for the successful implementation. This team should meet regularly to discuss successes and challenges and continually evaluate the program.

The iLearnNYC school committee should consist of a coordinator, programmer, curriculum specialist, an instructional coach, teacher of record, teachers, technician, and a guidance counselor. Creating a team to handle the workflow of iLearnNYC is not enough. This team should be meeting regularly, reflecting on the program, creating goals and making changes as necessary.

Below are some key roles and responsibilities for a successful iLearnNYC program:

Role Responsibilities

iLearnNYC Coordinator Manages and monitors the program’s success and has the power to make decisions for change when needed; turnkey Professional Development; liaison between iLearnNYC program and school

Programmer Manages enrollments and creates iLearnNYC courses Curriculum Specialist Reviews content and supports teachers in selecting the

appropriate content for target population Instructional Coach Provides guidance for teachers using blended learning

(classroom management, monitoring progress, etc.) Teacher of Record (TOR) Content certified teacher that is responsible for monitoring

student progress in a timely fashion and awards credit. Teacher May facilitate the course in a lab setting but a content certified

teacher is still required for monitoring progress. Technician Maintains equipment and submits helpdesk tickets when

needed. Guidance Counselor (Highly recommended for high school)

Key person to identify and recommend students for online coursework; also can make recommendations as to student readiness for virtual environment

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d. Target Population Identifying your target population is very important to the success of your program. Your vision and goals for this program should help you identify the population of students that this iLearnNYC will serve.

Here are some ideas of what the program can assist with:

● Providing Credit Accumulation ● Sharing Instruction across multiple schools ● Infusing technology into the traditional face to face (F2F) classroom

for differentiated instruction and improved engagement ● Supporting Students with Interrupted Education ● Advanced Placement Courses ● Foreign Languages

e. Teacher Selection One of the most important things to consider when planning for blended learning is choosing the right teachers for this work. This is a crucial element of having success in this program. While each school may have their own idea of what qualities they are looking for in blended learning teachers, some of the most common are:

● Interested in blended and online learning ● Comfortable instructing with technology ● Strong time management ● Willing to communicate and facilitate beyond the face to face classroom ● Willing to use online data to inform instruction and assignments ● Flexible and open to new ideas ● Online learning experience preferred

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f. Instructional Models Schools should define which instructional model they would like to follow. Most schools have multiple models implemented. There are four emerging models that are identified to be successful within blended learning as defined by Clayton Christensen Institute researchers. These four models are: Rotation, Flex, A La Carte, and Enriched Virtual which are described below. To see the full report, which discusses blended learning and these models further, see Appendix A.

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Rotation

Flex Model

Rotation model- a program in which within a given

course or subject (e.g., math), students rotate on a

fixed schedule or at the teacher’s discretion

between learning modalities, at least one of which

is online learning. Other modalities might include

activities such as small-group or full-class

instruction, group projects, individual tutoring, and

pencil and paper assignments.

Flex model- a program in which content and

instruction are delivered primarily by the Internet,

students move on an individually customized , fluid

schedule among learning modalities, and the

teacher-of-record or other adults provide face-to-

face support on a flexible and adaptive as needed

basis through activities such as small group

instruction, group projects , and individual

tutoring. Some of the implementations have

substantial face to face support, and others have

minimal ( e.g., some flex models may have face-to-

face certified teachers who supplement the online

learning on a daily basis, whereas others may

provide face-to-face enrichment; others may have

different staffing combinations; these are useful

modifiers to describe a particular Flex Model.)

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A La Carte Model

Enriched Virtual

http://www.christenseninstitute.org/blended-learning-model-definitions

A La Carte- A program in which students take

one or more courses entirely online with an

online teacher of record and at the same

time continue to have brick-and –mortar

educational experiences . Students may take

the online courses either on the brick-and-

mortar campus or off site. This differs from

full-time online learning and the Enriched

Virtual model because it is not a whole –

school experience.

Enriched-Virtual model- a whole-school

experience in which within each course (e.g.,

math), students divide their time between

attending a brick-and-mortar campus and

learning remotely using online delivery of

content and instruction. Many Enriched –

Virtual model differs from the Flipped

Classroom because in Enriched-Virtual

programs, students seldom attend the brick-

and-mortar campus every weekday. It differs

from the A La Carte model because it is a

full-school experience, not a course-by

course model.

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g. School Readiness

Planning for infrastructure is an integral piece of the preparation process for your school’s implementation. Once you have your front end team identified, the next step is to make sure you have the infrastructure and systems in place to ensure that the program runs smoothly from a technical perspective. This includes:

● classroom allocation ● computer labs ● laptops carts ● headphones ● any other hardware you plan to utilize ● electrical and wireless capacity for your building

o Co-located schools need to consider total bandwidth usage as a building, not just a school.

o A plan for daily heavy usage times amongst schools is key to uninterrupted student experiences in the online aspect.

See Appendix B School Readiness Checklist to view the checklist to help you prepare your school’s infrastructure.

1.1 Bandwidth

Bandwidth is the amount of data traveling from one point to another within a given time period. Many of our vendors are interactive and require higher bandwidth. To get a better idea of your school’s usage as well as specifics as to the average daily highs and lows, check on the Bandwidth Utilization Tool: https://pcis.nycenet.edu/bandwidth2.php

1.2 Tech Support

While having a full time tech person on staff is highly recommended, you can also hire a CUNY Technician. They are an affordable means for schools on a tight budget. By hiring a part time CUNY Tech, schools can still have technical support for their blended learning program which is integral to the success of the program.

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New educational models such as blended learning and online learning options require the review of existing teaching and learning policies and potentially the revising of existing policies, or the creation of new ones to foster innovation. Examples of policies that may need to be addressed but are not limited to: length of time that a student has to complete the required courses, scheduling availability of courses, mastery based level, procedures in enrolling and un-enrolling students and support.

The following questions are items to consider before programming any iLearnNYC courses. They will assist you in identifying needs and support the blended learning and online learning in your school.

1. Who is your target student population?

2. What vendor content and licensing structure best meets the needs of this population?

3. What courses from the iLearnNYC catalogs are you considering?

4. Will these courses be a part of the daily schedule for teachers and students or will they be offered during afterschool hours and require per session?

5. Who are the selected teachers who will:

a. Serve as assigned licensed subject area teachers of record (TOR)?

b. Manage the program?

II. Scheduling and Programming

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a. Select Content iLearnNYC has a catalog of vendors that offer online and blended learning content. Prior to purchasing, the iLearnNYC school committee should preview and demo vendors to ensure that they are aligned with the school’s vision and goals. See Appendices C and D for more information on NYC approved vendor content.

b. Purchase Licenses

All iLearnNYC licenses must be purchased through FAMIS. If you need assistance with this process, please see Appendix F for the complete Famis Purchasing guide.

c. Admin Console (Programming) Once you purchase your licenses through FAMIS, teachers and students must be programmed. Specifically, iLearnNYC has a web based program called the Admin Console, wherein programming of students for online content happens. To do this successfully, schools must send their programmers, administrators and an alternative administrative person to be trained on this program. (Programmers will need to attend Admin Console training)

d. Scheduling Before students can be programmed for iLearnNYC, decisions have to be made regarding the scheduling of students. See Appendix E for a checklist of things to think about.

Tips from the field

● Do not begin programming until your school rosters are set. In most cases, once you program students, licenses are burned.

● If you encounter any issues with your FAMIS purchase, reach out to your network liaison.

● Our helpdesk operators are trained in using the Administrative Console. They should be your first point of contact when issues arise. Phone: 718-935-3075

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iLearnNYC’s online and blended model meets the needs of most of our students, but it requires a high level of independence and self-awareness. iLearnNYC students who consistently work in their online courses and produce a steady flow of valid, completed assignments are almost guaranteed to pass their courses.

Some students are still growing to become self-reliant learners. For these students, online learning may not provide an effective path and students who are unable to meet the requirements of their online learning courses should consider an alternative that can be discussed with the guidance counselor. It is recommended that students participate in an orientation session before delving into the content.

a. Getting Started for Teachers

While there is not one formula for supporting a blended learning teacher, we have seen some best practices wherein teachers are set up for success. In order to begin this innovative practice, teachers need to have an understanding of common definitions of blended learning and be aware of a variety of blended learning models and resources. They also need to have a good understanding of how to use the vendor the school has selected for the upcoming school year.

School leaders are in the unique position to allow teachers opportunities to attend professional development workshops, both provided by iLearnNYC and through outside partners and companies. This is crucial, not only for teachers to be able to use online content and learning management systems, but also for them to identify colleagues outside your school with whom to collaborate. It is a best practice to set clear expectations for blended learning teachers and help them understand that lessons in a blended learning class may look differently than in a traditional brick and mortar classroom. It is important that school leaders sit down with their teachers and be transparent about their expectations, both in the physical classroom and in the online learning environment.

III. Setting up for Success

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Below are some examples of guidelines to implement in your classroom:

● Provide clear expectations for students with specific assignments and due dates. ● Actively monitor student progress using data reports. ● Provide students who fall 15% behind any course a progress warning, as well as an

opportunity to catch up with the support of teacher and/or guidance counselor. ● Provide students who fall 25% behind any course the opportunity to meet face to

face with teacher or guidance counselor to evaluate options and provide interventions.

● Proctoring of Tests should occur. ● Ensure that students who fail a quiz or test more than twice provide evidence of

their work. ● Provide timely feedback to students. It is best to have online office hours.

(Example: You check your email between 5 pm - 8 pm and answer all emails at that time.)

Two resources that you may find helpful when thinking about the selection of teachers can be found in Appendices G and H. They are case studies from iLearnNYC schools and Blended Learning in Action.

Tips from the field

● Send your teacher to iLearnNYC and specific vendor professional development. ● Seek out and provide opportunities for ongoing professional development around

the topic of Blended Learning

b. Getting Started for Students

When planning for blended learning, it is important to consider how you set clear expectations in both the face to face and in the online portion of your class. We suggest spending the first few days to provide in-depth orientation and provide continual reinforcement of expectations. See Appendix I for a complete student agreement.

c. Communication with Parents

Parents often do not know what their children are doing in school on a daily basis, let alone comprehend what the differences might be between blended and online learning and traditional classroom learning. Having a set of documents and/or other informational materials is essential to get parental buy-in but and have them become advocates for an innovative way that their children are learning.

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How do you plan to communicate to with parents about iLearnNYC and the blended learning program in your school? While every school has their own way of making parents aware of what is happening in their schools, it is important to think about using various ways to let parents know about your blended learning program. Here are a few options:

Individual School Crafted Letter Some schools like to send a more personalized letter to parents which explains a bit more about the program. See Appendix J for a sample parent letter.

Parent Intervention Letter Sometimes it becomes necessary to send parents notifications when students are struggling to meet deadlines or standards of learning in your course. See Appendix K for a sample intervention letter.

Sample School Brochure

Some schools have created brochures for their iLearnNYC program, which are not only shared with parents, but are available to any visitors to the school, and come in handy at middle school and high school fairs. See Appendix L for a sample school brochure.

Tips from the Field

● Be sure to communicate with Parents in a variety of ways; i.e. phone calls, email, social media and letters sent directly to homes.

● Put an agenda item on your PTO meetings so that parents and the community at large are aware of what is happening in iLearnNYC.

● Determine your school’s grading policy ● Principals are responsible for knowing and enforcing academic policies. To

reference the see Appendix M High School Academic Policy Reference Guide and Appendix N Middle School Academic Policy Reference Guide.

● Build a strong relationship with the policy person at your network. ● If you have any questions that have to do with grading and promotion, go to your

network policy liaison about which the license a teacher needs to teach or grade online courses, go to your network liaison.

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When and how do I purchase licenses for my school? You will be able to purchase licenses through FAMIS starting on August 29th. A communication will go out with the codes and the steps to do this once it is available (although the process will be the same as any purchase you make for your school). Are licenses for students, teachers, or both? Licenses are for students and are what give them access to any one vendor’s content (so for example if a student needs access to Compass they will need 1 Compass license, if they need access to the iLearnNYC platform they will need 1 iLearnNYC platform license.) Teachers do not require a license to access the system. You can add an unlimited number of teachers to each iLearnNYC course you create without burning a license. How can I give my teachers access to their course? Your school Programmer (i.e. whoever attended Admin Console Training) has access to the Admin Console, the system where courses are created. In order for you (the teacher) or your students to have access and be able to login to www.ilearnnyc.net, your programmer will first need to create the course. How are iLearnNYC courses created? Courses are created in a system called the Admin Console. This system has a simple 4 step process in which you name a course, add teachers, enroll students, add vendor content (Aventa, Discovery etc.) and click finalize. This then sends the information to the iLearnNYC platform, and allows teachers and students to login at www.ilearnnyc.net and access the course.

Frequently Asked Questions (FAQ)

ILearnNYC Courses

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The purpose of this FAQ document is to assist NYCDOE high schools in understanding and effectively implementing policies regarding blended and online courses. This FAQ document supplements existing resources on graduation requirements and policies for awarding high school course credit. Refer to the High School Academic Policy Reference Guide for additional information.

Blended and online courses are among the many delivery mechanisms for high school courses. Other delivery mechanisms include internships and service-learning. For support implementing alternative course delivery mechanisms, contact your network’s academic policy point.

Click the links below to find answers in the following areas: Definitions

Policies

Teachers of Blended and Online Courses

Awarding Credit for Blended and Online Courses

Implementation Considerations

Resources

Frequently Asked Questions (FAQ)

Blended and Online Courses Learning Policy

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DEFINITIONS 1. What is the definition of a credit-bearing course?

According to New York State Commissioner’s Regulations, all credit-bearing courses must:

address high school commencement-level standards

meet instructional time requirements (minimum of 180 minutes per week throughout the semester/school year, or the equivalent of 54 hours per credit),

be taught by a teacher with a New York State secondary certification in the course’s subject area.

2. What are commencement-level learning standards?

The New York State Education Department has commencement-level learning standards in the following subject areas:

English language arts

Social studies

Mathematics

Science

Technology

The arts (including visual arts, music, dance and theatre)

Languages other than English

Physical education

Health

Family and consumer sciences

Career development and occupational studies

See the New York State Education Department's website for specific standards in each subject area.

The following delivery mechanisms are permitted in addition to traditional classroom courses:

Blended/online learning

Internships

Service-learning

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Refer to the information throughout this document for specific requirements for blended and online courses. For additional information about credit-bearing internships and service-learning courses, see the Off-Site Courses FAQ.

3. What course components can be included in the 180 minutes per week (54 hours per credit) of required instruction?

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, or the equivalent of 54 hours per credit, including:

online learning experiences; and/or

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 New York State commencement-level learning standards as a component of a course.

For courses incorporating online and/or off-site components, schools should maintain documentation that courses provide students with the opportunity for 180 minutes per week of instruction, or the equivalent of 54 hours per credit. Schools may use and adapt the Unit of Study Evaluation Form.

Provided they meet the criteria for credit-bearing courses outlined above, the following delivery mechanisms are permitted in addition to traditional classroom courses:

Blended/online learning

Internships

Service-learning Refer to the information throughout this document for specific requirements for blended and online courses. For additional information about credit-bearing internships and service-learning courses, see the Off-Site Courses FAQ.

4. What is the definition of a blended or online course?

The New York State Education Department defines blended and online courses as follows:

Blended course: 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 internet-connected media

Online course: 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.

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POLICIES 5. What are the New York State requirements for blended and online courses?

Credit-bearing blended and online courses must fulfill the following criteria:

The course must align with the applicable New York State commencement-level learning standards for the subject area and provide documentation of student mastery of the learning outcomes for the course.

Instruction must be provided by or under the direction and/or supervision of a subject certified teacher (i.e., a teacher who holds a New York State teaching certificate in the subject area in which instruction is provided) from the NYCDOE.

The course must include regular and substantive interaction between the student and the teacher providing direction and/or supervision, which may occur in person or virtually.

The instruction must satisfy the unit of study and credit requirements for instructional time (i.e.,180 minutes per week throughout the school year or the equivalent of 54 hours per credit).

The course must provide for documentation of student 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.

Teachers of Blended and Online Courses 6. Who can teach blended and online courses? What are the responsibilities of the teacher overseeing a blended or online course?

A subject-certified NYCDOE teacher must provide or supervise the instruction of a blended or online course; see question 5. The subject-certified teacher is responsible for overseeing the course syllabus, providing students with opportunities for regular and substantive interaction, monitoring student progress, and awarding course grades.

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7. Many online courses provide their own instruction, tutoring, assessment, or other academic support. Do courses with these features require supervision by a subject-certified NYCDOE teacher?

Yes. All blended and online courses must be overseen by a subject-certified NYCDOE teacher. While vendors may offer a variety of academic services for students in blended or online courses, vendor- provided instruction and support do not replace the subject-certified teacher. The subject-certified NYCDOE teacher is ultimately responsible for overseeing the course syllabus, providing students with regular and substantive interaction, monitoring student progress, and awarding course grades.

8. What constitutes “regular and substantive interaction” between the subject-certified teacher and the student? Certified teachers supervising online instruction should frequently interact with, observe, and measure their students’ progression through course content and provide meaningful feedback on student work.

This interaction need not be face-to-face, but can occur in person and/or virtually through various media. There are no specific requirements regarding the frequency with which regular and substantive interaction should occur. As in any course, interaction should be sufficiently frequent as to allow many opportunities for students to receive meaningful feedback on their progress. A teacher certified in the subject area should also be consistently available to provide instructional support. In designing mechanisms for teacher-student interaction, schools should follow

NYCDOE guidelines regarding the use of social media.

9. Can the regular and substantive interaction between the subject-certified teacher and the student occur virtually? Yes. See question 8.

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10. What options are available for schools to implement blended and online courses when they do not have a subject-certified teacher in the course subject area? A subject-certified NYCDOE teacher employed at another NYCDOE school can oversee the instruction of a blended or online course. Networks and iLearnNYC can support schools in facilitating these partnerships with other schools. Courses overseen by NYCDOE teachers at other school buildings must provide opportunities for regular and substantive teacher-student interaction as described in question 8. For support in recording such teaching arrangements in STARS, schools may contact their network’s Data/Applications Specialist.

11. Who should supervise students who are participating in blended or online course components in a computer lab when the subject-certified teacher is not present?

A teacher or administrator at the school may perform non-teaching duties such as supervising students in a computer lab and managing equipment and access to technology. This teacher or administrator does not need to be the subject-certified teacher overseeing the course as described in questions 6 through 8, but he or she cannot replace the subject-certified teacher.

Awarding Credit for Blended and Online Courses

12. Which components of blended and online courses may be included in the 180 minutes per week (54 hours per credit) of required instruction? How much time should be spent on each component? Course components completed virtually and/or off-site may be included in the required 180 minutes per week (54 hours per credit) of required instruction. For example, in a 1-credit blended course, the required 54 hours of instructional time might be distributed among traditional classroom instruction, online course modules completed by students outside of school, in-class assessments, and other course activities. There are no specific requirements regarding the proportion of instructional time devoted to various course components.

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Schools should ensure that students have access to the necessary tools, technology, and support during all components of the course. Additionally, schools should establish protocols for monitoring student attendance for all off-site course activities; see question 23.

13. Can students participate in blended or online courses from home or other off-site locations?

Yes. Students can participate in blended and online courses remotely, provided that such courses fulfill the requirements outlined in question 5 and throughout this document. Course components completed remotely may be included in the 180 minutes per week (54 hours per credit) of required instruction. Schools should establish protocols for documenting the amount of time per week that students complete course components remotely; see question 23. Schools should ensure that students have access to the tools and technology required to participate in courses remotely. As in any course, schools should thoughtfully consider the extent to which various course components constitute instruction or homework. 14. Do students need to pass the Regents exam to earn credit for a blended or online course?

If the blended or online course culminates in a Regents exam required for graduation, students must pass the exam at the end of the course in order to receive credit. For courses which are part of a sequence, this requirement applies for terminal courses corresponding to the last semester (18 weeks) of instruction in the sequence. The following are illustrative examples of the Regents exam requirement for online courses which are part of sequences: ● A four-credit, four-semester, online global history course sequence

culminates in the Global History Regents exam, an exam required for graduation. Students must pass the Global History Regents exam in order to receive credit for the fourth semester of this online course sequence. The Regents exam does not affect students’ ability to earn credit for the first, second, or third semesters of the sequence.

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● A two-credit, online Algebra 2/Trigonometry course culminates in the Algebra 2/Trigonometry Regents exam. For students who have already passed a math Regents exam, the Algebra2/Trigonometry exam is not required for graduation. Therefore, students taking this course do not need to pass the Regents exam at the end of the blended/online course in order to receive credit. Nonetheless, the Regents exam may be factored into the final course grade as outlined in the course grading policy.

● A student who failed the second semester of a U.S. History course but passed the U.S. History Regents exam is repeating the failed course online. Since this student already passed the required Regents exam, he or she does not need to retake it in order to receive credit for the online course.

In all scenarios, the extent to which the Regents exam factors in the final course grade should be clearly outlined in the grading policy. For additional information on incorporating Regents exam scores into course grades, see question 16. For additional information on Regents exams and credit recovery, see the Credit Recovery FAQ.

15. How should student learning be assessed in blended and online courses?

The subject-certified teacher overseeing the blended or online course should design or select assessments which align with the standards and learning outcomes outlined in the syllabus. As in other courses, assessments may include projects, exams, portfolios, and other measures of student mastery. 16. How should blended and online courses be graded?

As in any course, schools may establish grading policies at the school, department, grade, or course level. Determinations of passing or failing should be based on student mastery of the learning standards and competencies addressed in the course. Grading policies should be documented prior to the commencement of a course and be clear to students, families, and staff. In any course, the extent to which the Regents exam factors into final course grades should be specified in the grading policy. The Regents exam should be weighted no more than 33% of the terminal courseleading to the exam. For additional information on grading policies, see this document.

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17. How do laboratory requirements apply for blended and online science courses?

For science courses designed to culminate in a Regents exam, students must also successfully complete an additional required hands-on (not virtual) laboratory component of 1,200 minutes with satisfactory documented lab reports. The lab may not be credit-bearing. This policy applies to all science courses designed to culminate in a Regents exam, including blended/online courses. All other high school science courses must incorporate laboratory activities. Schools offering blended or online science courses designed to culminate in a Regents exam should arrange for students to complete the 1,200-minute, hands-on laboratory component in addition to the completing the blended or online course. In any science course, schools can arrange for students to complete the laboratory component at off-site laboratory facilities if necessary. Contact your network’s academic policy point for additional support.

18. Do online programs or vendors need to be approved for use in credit-bearing courses? For credit recovery programs, school must use NYCDOE-approved programs from this list. For additional information on credit recovery, see the Credit Recovery FAQ.

For blended and online courses offered as a part of a school’s academic program (i.e., not for credit recovery), program approval is not required. Schools should ensure that all online programs used in credit-bearing courses align with commencement-level standards and are implemented according to the policies outlined in question 5 and throughout this document. 19. How should a school determine whether an online course provided by a vendor aligns with high school commencement-level standards? The subject-certified teacher overseeing the course should examine the curriculum and assessments of the online course to ensure that the content aligns with commencement-level standards. The alignment of the course components to commencement-level standards should be clearly outlined in the syllabus, scope and sequence, curriculum map, or similar documentation.

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The teacher may adapt or supplement the course content as needed to ensure that the course adequately addresses the learning standards. Schools should maintain systems and structures, such as accreditation committees, for regularly evaluating all new and existing courses, including blended and online courses; see question 21.

20. Where can schools find examples of blended and online learning models?

Schools may contact their networks or the iLearnNYC for more information about the implementation of blended and online learning models in NYCDOE schools. The International Association for K-12 Online Learning (iNACOL) provides additional information, including resources on Promising Practices in Online Learning.

21. What documentation should schools maintain while designing and evaluating blended and online courses? Schools should maintain systems and structures, such as accreditation committees, for regularly evaluating all new and existing courses, including blended and online courses. Schools may use and adapt the Accreditation Committee Course Proposal/Review Form and Unit of Study Evaluation Form provided here to document the alignment of blended and online courses to the policies described above, including the required 180 minutes per week (54 hours per credit) of instruction.

22. Can a student receive credit for independently participating in an online program initiated by the

student’s family?

The principal may evaluate work completed through independent educational activities and award transfer credit if the work is consistent with New York State commencement-level learning standards and is of comparable scope and quality to that which would have been done in the school awarding the credit.

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IMPLEMENTATION CONSIDERATIONS

23. How should schools monitor attendance for blended and online courses?

Beginning in the 2012-13 school year, schools adopting learning models that include off-site and/or virtual components during the school day must:

● Establish protocols for teachers to document student attendance during off-site and/or virtual coursework.

● Record student attendance in ATS. When a student is present at an off-site location, schools enter reason code 72 in ATS in CIND for daily or AM or PM attendance or in PACH for period attendance, as appropriate.

● Document the school’s protocols for tracking and documenting student

attendance at off-site and/or virtual locations in the school’s Attendance Plan (as part of the Consolidated Plan).

24. How many students can a teacher oversee in a blended or online course?

The contractual class size limits that apply to traditional courses also apply to blended and online courses. The subject-certified teacher of a blended or online course should oversee the instruction of no more than 34 students per class, subject to the exceptions set forth in the collective bargaining agreement. This includes students overseen by the teacher who are participating in the course from other locations. For example, a certified NYCDOE teacher oversees a blended/online course where 20 students participate in the class in-person and 10 students participate virtually. The total class size for the course is 30 students, which is within the 34-student limit.

25. What considerations apply regarding the cost of blended and online courses?

Schools must pay for any costs associated with credit-bearing instruction or programs, including blended and online courses. As in any other course, the school must provide students with the needed materials to complete the course, including computer hardware and student access to the internet.

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26. How should schools determine student readiness to participate in blended and online courses?

In determining whether to approve a student to participate in a course, the principal should consider whether that particular student would benefit from such a program and could successfully perform the required tasks of a particular online course. For example, schools may wish to consider the extent to which the students in the program have developed the necessary skills and knowledge regarding time management, the use of technology, and internet safety.

27. What considerations apply for the participation of students with disabilities in blended and online courses? Students with disabilities should have full access to blended and online learning experiences to the maximum extent appropriate. The school’s IEP team should ensure that all relevant sections of the student’s IEP (e.g., transition activities and goals, annual goals) reflect such participation and include the necessary goals and supports to be provided in order to maximize the student’s success. Please note that the student’s IEP recommendations, including related services and transportation, must continue to be implemented. 28. How should blended and online courses be coded in STARS?

Blended and online courses should be coded in the same way as traditional classroom courses. Beginning with the 2012-13 school year, school should use new STARS standardized course codes for all courses. For support, schools may contact their network’s Data/Applications Specialist.

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May 2012

Classifying K–12 Blended learningBy Heather Staker and Michael B. Horn

VISIT WWW.INNOSIGHTINSTITUTE.ORG TO ADD YOUR PROFILEVISIT WWW.INNOSIGHTINSTITUTE.ORG TO ADD YOUR PROFILE

introduCtion

the growth of online learning in the K–12 sector is occurring both remotely through virtual schools and on campuses through blended learning. In emerging fields, definitions are important because they create a shared language that enables people to talk about the

new phenomena. The following blended-learning taxonomy and definitions expand upon and refine our previous work in helping to create a shared language for the K–12 blended-learning sector.

In our report titled, “The rise of K–12 blended learning,” we observed that there were six main blended-learning models emerging in the sector from the perspective of the student. This paper introduces a number of changes to that taxonomy based on feedback from the field and the need to update the research to keep pace with new innovations that are occurring in blended learning. Most importantly, the paper eliminates two of the six blended-learning models—Face-to-Face Driver and Online Lab—because they appear to duplicate other models and make the categorization scheme too rigid to accommodate the diversity of blended-learning models in practice. By moving from six to four overarching models, we have created more breathing room in the definitions. We hope these new models will better describe the majority of programs so that nearly all blended-learning programs will fit comfortably within one of the four. Appendix

A  explains the differences between the new four-model taxonomy and the old six-model taxonomy in greater detail.

Two design principles governed the process of updating and expanding upon the blended-learning definitions:

1. Develop flexible definitions so that they can still be useful even as the field

continues to innovate. The definitions are intentionally broad and open, rather than specific. They set forth basic patterns that are emerging, but avoid setting tight parameters about how a model “has to be.”

2. Exclude normative qualifiers. This principle is a holdover from the last report. Some blended programs are high in quality and some are not. Some use dynamic content, whereas others have more static content. Some are more expensive than the traditional schooling model; others are less costly. The definitions in this taxonomy leave out such appraisals. Just as a hybrid car can be either efficient or a clunker and still be a hybrid car, blended learning can be both good and bad.

In defining blended learning and identifying its emerging models, we looked at examples of over 80 programs in the K–12 sector. 1 In addition, in November 2011 roughly 100 educators met during a pre-conference at the International Association for K–12 Online Learning’s (iNACOL) Virtual School Symposium2 and critiqued the taxonomy.3

The taxonomy in Figure 1 depicts a preliminary categorization scheme for the blended-learning landscape as it currently exists based upon an analysis of programs that either are preparing to launch or are already in existence. It is important to note that many school operators have implemented more than one blended-learning model for their students. Accordingly, the models represent particular programs within a school, not a typology for whole-school design.

Figure 1. Blended-learning taxonomy

BLENDED LEARNING

1Rotationmodel

2Flex

model

3Self-Blend

model

4Enriched-

Virtualmodel

Online learningBrick-and-mortar

Station-Rotation model

Lab-Rotation model

Flipped-Classroom model

Individual-Rotation model

Later sections of this paper define each of the elements in Figure 1 and provide examples. As stated in the first report, we continue to believe that these categories will evolve and expand. We invite others to contribute to this research by offering improvements and additions.

definition of Blended learning

In 2011 Innosight Institute suggested a preliminary definition of blended learning. This paper introduces a slightly refined definition to incorporate feedback from the field. Figure 2 depicts the revised definition.

Figure 2. Definition of blended learning

The first component of the definition—online delivery of content and instruction with some element of student control over time, place, path, and/or pace—incorporates language from Evergreen Education Group’s and iNACOL’s definitions of online learning. They define online learning as education where content and instruction are delivered primarily over the Internet.4 The term online learning is used interchangeably with virtual learning, cyberlearning, and e-learning. We included the phrase “with some element of student control over time, place, path, and/or pace” to distinguish blended learning from technology-rich instruction (see the definition of technology-rich instruction and the text box on page 6).

The second component of the definition specifies that the learning must be “supervised” and take place “away from home.” This is to distinguish it from students learning full-time online at a brick-and-mortar location such as a coffee shop, public library, or home. Someone associated with the brick-and-mortar setting provides the supervision, rather than a parent or other adult who is associated primarily with the student.

Blended learning is…

a formal education program in which a student

learns at least in part through online delivery of

content and instruction with some element of

student control over time, place, path, and/or pace

and

at least in part at a supervised brick-and-mortar

location away from home.

Figure 3 provides an annotated view of the definition to show the changes from the original definition we proposed in 2011.

Figure 3. Annotated definition of blended learning

Blended learning is…

a formal education program in which a student

learns at least in part through online delivery of

content and instruction with some element of

student control over time, place, path, and/or pace

and

at least in part at a supervised brick-and-mortar

location away from home.

“content and instruction” added to distinguish online learning from using only Internet tools

Switched the online delivery part before the brick-and-mortar part for emphasis

“formal education program” added to distinguish blended learning from informal online learning, such as students playing educational video games on their own

One common feature of blended learning is that when a course takes place partly online and partly through other modalities, the various modalities are usually connected. In other words, what the students learn online informs what they learn face-to-face, and vice versa. Furthermore, if students have control over their pace, this control often extends to the entire subject that is blended, not only to the online-learning portion of the coursework. Some researchers believe this connection between modalities within a course or subject is fundamental to blended learning and should be included in the definition itself. We believe that there are strong reasons for its inclusion as well and note it here as an optional addendum.

The definition is from a student’s perspective. Even if the school itself is not offering online or blended courses, students may still experience blended learning if they are engaged in a formal online learning program on their own while also attending a brick-and-mortar school. They are participating in the combination of both experiences, regardless of whether they initiated the convergence or their school did.

The language in the blended-learning definition is intended to distinguish the definition from other common forms of learning that many confuse with blended learning. The confusion arises

because certain education practices—such as traditional instruction, technology-rich instruction, informal online learning, and full-time virtual learning—share some features of blended learning but differ in key ways that exclude them from fitting precisely in the category. Figure 4 depicts where these practices fit in relation to online and blended learning. The text following this figure provides definitions of each of the highlighted education practices.

Figure 4. Blended learning in relation to other education practices*

BLENDED LEARNING

1Rotationmodel

2Flex

model

3Self-Blend

model

4Enriched-

Virtualmodel

Online learningBrick-and-mortar

Station-Rotation model

Lab-Rotation model

Flipped-Classroom model

Individual-Rotation model

Informalonline learning

Full-timeonline learning

Traditionalinstruction

Technology-richinstruction

The following are suggested definitions for traditional instruction and technology-rich instruction. These practices are not in and of themselves forms of blended learning, but they can

* The education practices highlighted in Figure 4 are neither mutually exclusive nor collectively exhaustive. For example, students attending a brick-and-mortar school could be part of a program that has both traditional and technology-rich elements. Furthermore, their program could center on an entirely different education practice, such as project-based learning, which this figure does not include, as project-based learning could occur in all four of these categories. The intent of Figure 4 is to situate blended learning among a few other education practices for the purpose of differentiation.

combine with online learning to create a blended-learning experience for students. For example, students could rotate between online learning and traditional instruction, or they could attend a technology-rich classroom for certain subjects and take online courses for others.

• Traditional instruction – a structured education program that focuses on face-to-face teacher-centered instruction, including teacher-led discussion and teacher knowledge imparted to students.5 Students are matched by age, and possibly also ability. Instructional materials are based on textbooks, lectures, and individual written assignments. All students in the classroom generally receive a single, unified curriculum. Subjects are often individual and independent instead of integrated and interdisciplinary, particularly in secondary school.6

• Technology-rich instruction – a structured education program that shares the features of traditional instruction, but also has digital enhancements such as electronic whiteboards, broad access to Internet devices, document cameras, digital textbooks, Internet tools,* and online lesson plans. The Internet, however, does not deliver the content and instruction, or if it does, the student still lacks control of time, place, path, and/or pace.

* Internet tools are software applications and programs available on the Internet that provide students with digital functionality but do not deliver online instruction and content. For example, a student may use an Internet tool like Google Docs for document creation or Edmodo for social networking. These tools help accomplish a task, but do not provide instruction and content as an online course does.

One critical part of the definition of blended learning is that it involves “some element of student control of time, place, path, and/or pace.” Digital Learning Now! describes each dimension:

• time: Learning is no longer restricted to the school day or the school year.

• Place: Learning is no longer restricted to the walls of the classroom.

• Path: Learning is no longer restricted to the pedagogy used by the teacher. Interactive and adaptive software allows students to learn [in a method that is customized to their needs].

• Pace: Learning is no longer restricted to the pace of an entire classroom of students.

Source: “Roadmap for Reform,” http://digitallearningnow.com/wp-content/uploads/2011/10/Roadmap-for-Reform-.pdf

The following are suggested definitions for two types of online learning that are distinct from blended learning. Like blended learning, these practices use the Internet to deliver content and instruction and allow students some element of control of time, place, path, and/or pace. But they fall outside the scope of blended learning in significant ways.

• Informal online learning – any time a student uses technology to learn outside of a structured education program. For example, students could play educational video games or watch online lectures on their own outside of any recognized school program.

• Full-time online learning – a structured education program in which content and instruction are delivered over the Internet and the students do not attend a supervised brick-and-mortar location away from home, except on a very limited basis in some cases, such as for proctored exams, wet labs, or social events.7

four models of Blended learning

The diagram in Figure 5 depicts four models of blended learning that categorize the majority of blended-learning programs emerging across the K–12 sector today. See Appendix A for the rationale behind eliminating two of the six models from our previous report, titled “The rise of K–12 blended learning.”

Figure 5. Blended-learning models

BLENDED LEARNING

1Rotationmodel

2Flex

model

3Self-Blend

model

4Enriched-

Virtualmodel

Online learningBrick-and-mortar

Station-Rotation model

Lab-Rotation model

Flipped-Classroom model

Individual-Rotation model

The following are definitions of the models and sub-models from Figure 5, as well as an example of each model.

1. Rotation model – a program in which within a given course or subject (e.g., math), students rotate on a fixed schedule or at the teacher’s discretion between learning modalities, at least one of which is online learning. Other modalities might include activities such as small-group or full-class instruction, group projects, individual tutoring, and pencil-and-paper assignments.

a. Station Rotation – a Rotation-model implementation in which within a given course or subject (e.g., math), students rotate on a fixed schedule or at the teacher’s discretion among classroom-based learning modalities. The rotation includes at least one station for online learning. Other stations might include activities such as small-group or full-class instruction, group projects, individual tutoring, and pencil-and-paper assignments. Some implementations involve the entire class

alternating among activities together, whereas others divide the class into small-group or one-by-one rotations. The Station-Rotation model differs from the Individual-Rotation model because students rotate through all of the stations, not only those on their custom schedules.

Example: The KIPP LA Empower Academy equips each kindergarten classroom with 15 computers. Throughout the day the teacher rotates students among online learning, small-group instruction, and individual assignments.8 Figure 6 depicts one of KIPP Empower Academy’s station rotations (the rotations differ somewhat based on subject; this figure illustrates one example).

figure 6. Station-Rotation model, KIPP LA Empower AcademyFigure 6 Station-Rotation model, KIPP LA Empower Academy

Offline learningOnline learning Teacher Paraprofessional

Teacher-ledinstruction

Online instruction

Collaborative activities and

stations

b. Lab Rotation – a Rotation-model implementation in which within a given course or subject (e.g., math), students rotate on a fixed schedule or at the teacher’s discretion among locations on the brick-and-mortar campus. At least one of these spaces is a learning lab for predominantly online learning, while the additional classroom(s) house other learning modalities. The Lab-Rotation model differs from the Station-Rotation model because students rotate among locations on the campus instead of staying in one classroom for the blended course or subject.

Example: At Rocketship Education, students rotate out of their classrooms to a learning lab for two hours each day to further their instruction in math and reading through online learning.9 Figure 7 illustrates this rotation.

Figure 7. Lab-Rotation model, Rocketship EducationFigure 7 Lab-Rotation model, Rocketship Education

Direct instructionmath/science

Direct instructionliteracy/social studies

Direct instructionliteracy/social studies

Learning labreading/math

Offline learningOnline learning Teacher Paraprofessional

c. Flipped Classroom – a Rotation-model implementation in which within a given course or subject (e.g., math), students rotate on a fixed schedule between face-to-face teacher-guided practice (or projects) on campus during the standard school day and online delivery of content and instruction of the same subject from a remote location (often home) after school. The primary delivery of content and instruction is online, which differentiates a Flipped Classroom from students who are merely doing homework practice online at night. The Flipped-Classroom model accords with the idea that blended learning includes some element of student control over time, place, path, and/or pace because the model allows students to choose the location where they receive content

and instruction online and to control the pace at which they move through the online elements.

Example: At Stillwater Area Public Schools along the St. Croix River in Minnesota, students in grades 4–6 math classes use Internet-connected devices after school at the location of their choice to watch 10- to 15-minute asynchronous instruction videos and complete comprehension questions on Moodle. At school they practice and apply their learning with a face-to-face teacher.10 Figure 8 illustrates a Flipped-Classroom rotation.

Figure 8. Flipped-Classroom model, Stillwater Area Public Schools

Offline learningOnline learning Teacher

Practice and projects

School Home

Online instructionand content

Figure 8 Flipped-Classroom model, Stillwater Area Public Schools

d. Individual Rotation – a Rotation-model implementation in which within a given course or subject (e.g., math), students rotate on an individually customized, fixed schedule among learning modalities, at least one of which is online learning.An algorithm or teacher(s) sets individual student schedules. The Individual-Rotation model differs from the other Rotation models because students do not necessarily rotate to each available station or modality.

Example: Carpe Diem Collegiate High School and Middle School assigns each student a specific schedule that rotates them between online learning in the learning center and offline learning. Each rotation lasts 35 minutes.11 Figure 9

illustrates the Carpe Diem model.

Figure 9. Individual-Rotation model, Carpe Diem Collegiate High School and Middle School

Central learning lab

Figure 9 Individual-Rotation model, Carpe Diem Collegiate High School and Middle School

Intervention5:1

Seminar12:1

Group projects

Personal trainer

Direct instruction

15:1

273 students

Offline learningOnline learning Teacher Paraprofessional

2. Flex model – a program in which content and instruction are delivered primarily by the Internet, students move on an individually customized, fluid schedule among learning modalities, and the teacher-of-record is on-site. The teacher-of-record or other adults provide face-to-face support on a flexible and adaptive as-needed basis through activities such as small-group instruction, group projects, and individual tutoring. Some implementations have substantial face-to-face support, while others have minimal support. For example, some flex models may have face-to-face certified teachers who supplement the online learning on a daily basis, whereas others may provide little face-to-

face enrichment. Still others may have different staffing combinations. These variations are useful modifiers to describe a particular Flex model.

Example: At San Francisco Flex Academy, the online-learning provider K12, Inc. delivers the curriculum and instruction, while face-to-face teachers use a data dashboard to offer targeted interventions and supplementation throughout the day for core courses. The teachers-of-record for the core courses are the face-to-face teachers. (Many of the elective courses have online K12, Inc. teachers who serve as the teachers-of-record instead of the face-to-face teachers. These elective courses are part of the Self-Blend model, which the next section of this paper discusses.)12 Figure 10 illustrates the San Francisco Flex Academy model.

Figure 10. Flex model, San Francisco Flex AcademyFigure 10 Flex model, San Francisco Flex Public School

Breakout room5:1

Breakoutroom12:1

Science labCollaboration

rooms

Breakout room12:1

Study and collaborative space

Social area

250 students

Offline learningOnline learning Teacher Paraprofessional

3. Self-Blend model – describes a scenario in which students choose to take one or more courses entirely online to supplement their traditional courses and the teacher-of-record is the online teacher. Students may take the online courses either on the brick-and-mortar campus or off-site. This differs from full-time online learning and the Enriched-Virtual model (see the next definition) because it is not a whole-school experience. Students self-blend some individual online courses and take other courses at a brick-and-mortar campus with face-to-face teachers.

Example: Quakertown Community School District (QCSD) in Pennsylvania offers students in grades 6–12 the option of taking one or more online courses. All students complete a cyber orientation course prior to enrollment. Courses are asynchronous and students can work on them any time during the day. QCSD has created “cyber lounges” where students can work on their online courses at school, but they are also free to complete the courses remotely if they prefer. The teachers-of-record for the courses are the online teachers, most of whom also teach face-to-face courses for QCSD.13 Figure 11 illustrates the QCSD model.

Figure 11. Self-Blend model, Quakertown Community School DistrictFigure 11 Self-Blend model, Quakertown Community School District

Online teacherHomeCyber lounge

School

Offline learningOnline learning Teacher

4. Enriched-Virtual model – a whole-school experience in which within each course (e.g., math), students divide their time between attending a brick-and-mortar campus and learning remotely using online delivery of content and instruction. Many Enriched-Virtual programs began as full-time online schools and then developed blended programs to provide students with brick-and-mortar school experiences. The Enriched-Virtual model differs from the Flipped Classroom because in Enriched-Virtual programs, students seldom attend the brick-and-mortar campus every weekday. It differs from the Self-Blend model because it is a whole-school experience, not a course-by-course model.

Example: At the Albuquerque eCADEMY, students in grades 8–12 meet face-to-face with teachers for their first course meeting at a brick-and mortar location. They can complete the rest of their coursework remotely, if they prefer, as long as they maintain at least a “C” grade point average in the program.14 Figure 12 illustrates eCADEMY’s Enriched-Virtual model.

Figure 12. Enriched-Virtual model, Albuquerque eCADEMYFigure 12 Enriched-Virtual model, Albuquerque eCADEMY

Face-to-face supplementation

SchoolHome

Online instructionand content

Offline learningOnline learning Teacher

appendix a: notes about how this taxonomy differs from the taxonomy in “the rise of K–12 blended learning,” January 2011

This paper revises the preliminary blended-learning taxonomy that we introduced in “The rise of K–12 blended learning,” published in January 2011, and its follow-on report, “The rise of K–12 blended learning: Profiles of emerging models,” published in May 2011. Its most notable change is the condensing of the six blended-learning models to four. Numerous education experts provided feedback to help us arrive at the four models. The following is a discussion of some of the rationale behind the changes.

First, we eliminated the Face-to-Face Driver model because it was not substantively different from the Flex and Rotation models, except that the students in Face-to-Face-Driver programs often engaged with online content for shorter bursts of time. We also eliminated the Online-Lab model. It was the same as the Self-Blend model, except that it described students who took courses on campus, whereas the Self-Blend described students who took courses off campus. This distinction did not work because too often students did a little of both. We combined the two in Self-Blend to encompass any time students take an online course—either on-site or off-site—to supplement their face-to-face courses.

Second, we changed the definition of the Flex model to allow it to encompass some elements of the excised Online-Lab model. The old definitions of Flex and Online Lab tried to distinguish the two by specifying that Online-Lab implementations involved less face-to-face support for students. That distinction was problematic because the dividing line between the two was hard to pinpoint. The new Flex definition is broader and allows for both types of staffing models. Some implementations have substantial face-to-face support, and others have significantly less. The broader Flex definition makes clear, however, that in all Flex programs the teacher-of-record is on-site, even if that teacher provides little face-to-face enrichment of the online coursework.

Third, we subdivided the Rotation model into four common implementations. The other models will likely develop subcategories also as they mature and researchers deepen their understanding of the phenomena.

Fourth, we changed the name of the Online-Driver model because it was easily confused with aspects of the other models or with full-time virtual learning. Instead, we suggested the newly named “Enriched-Virtual” model, which we think has a more precise and specific definition than did the Online-Driver model.

notes

1 Many organizations have submitted profiles of their blended-learning program(s) to Innosight Institute’s database at http://www.innosightinstitute.org/media-room/publications/blended-learning/. We invite school operators and others with an eye on blended-learning programs not profiled in our report to add their profiles to this set of case studies, which will in turn appear on our website.

2 iNACOL hosts the Virtual School Symposium each year. The 2011 pre-conference session that included a review of the blended-learning taxonomy was titled, “Blended/Hybrid Learning 101: From Inception to Implementation.”

3 Special thanks also to suggestions from numerous other experts, including leaders from the Alliance for Excellent Education, California Learning Resource Network, Charter School Growth Fund, Education Elements, Evergreen Education Group, Foundation for Excellence in Education, Getting Smart, iNACOL, Plato, and Public Impact.

4 See John Watson and Steven Kalmon, “Keeping pace with K–12 online learning: A review of state-level policy and practice,” 2005, Learning Point Associates, http://www.learningpt.org/pdfs/tech/Keeping_Pace2.pdf; and iNACOL, “The Online Learning Definitions Project,” October 2011, http://www.inacol.org/research/docs/iNACOL_DefinitionsProject.pdf.

5 Martha Elaine Needham, “Comparison of standardized test scores from traditional classrooms and those using problem-based learning,” Dissertation presented to the University of Missouri-Kansas City, 2010, https://mospace.umsystem.edu/xmlui/bitstream/handle/10355/9609/NeedhamComStaTesSco.pdf?sequence=1, accessed April 9, 2012.

6 Wikipedia, “Traditional Education,” http://en.wikipedia.org/wiki/Traditional_education, accessed Apr 9, 2012.7 iNACOL does not provide a definition of full-time virtual learning. It does, however, reference Evergreen Education

Group’s useful definition of a full-time online program: “Full-time online schools, also called cyberschools, work with students who are enrolled primarily (often only) in the online school. Cyberschools typically are responsible for their students’ scores on state assessments required by No Child Left Behind, which is the primary way in which student outcomes, and school performance, are measured. In some states most full-time online schools are charter schools.” See John Watson, Amy Murin, Lauren Vashaw, Butch Gemin, and Chris Rapp, “Keeping pace with K–12 online learning: A review of state-level policy and practice,” Evergreen Education Group, 2010, http://www.kpk12.com/cms/wp-content/uploads/KeepingPaceK12_2010.pdf.

8 A profile of KIPP Empower Academy is available at “Kipp LA,” Innosight Institute, http://www.innosightinstitute.org/blended-learning-2/blprofiles-innosight/kipp-la/.

9 A profile of Rocketship Education is available at “Rocketship Education,” Innosight Institute, http://www.innosightinstitute.org/blended-learning-2/blprofiles-innosight/rocketship-education/.

10 A profile of this district is available at “Stillwater Area Public Schools,” Innosight Institute, http://www.innosightinstitute.org/blended-learning-2/blprofiles-innosight/stillwater-area-public-schools/.

11 A profile of Carpe Diem is available at “Carpe Diem Collegiate High School and Middle School (CDCHS),” Innosight Institute, http://www.innosightinstitute.org/blended-learning-2/blprofiles-innosight/carpe-diem-collegiate- high-school-and-middle-school-cdchs/.

12 A profile of the San Francisco Flex Academy is available at “Flex Public Schools: San Francisco Flex Academy in partnership with K12, Inc.,” Innosight Institute, http://www.innosightinstitute.org/blended-learning-2/blprofiles-innosight/flex-public-schools/.

13 A profile of QCSD is available at “Quakertown Community School District: Infinity Cyber Academy,” Innosight Institute, http://www.innosightinstitute.org/blended-learning-2/blprofiles-usersubmissions/quakertown-community-school-district-2/.

14 A profile of the eCADEMY is available at “eCADEMY,” Innosight Institute, http://www.innosightinstitute.org/blended-learning-2/blprofiles-innosight/ecademy/.

about innosight institute

Innosight Institute, founded in May 2007, is a 501(c)(3) not-for-profit think tank whose mission is to apply Harvard Business School Professor Clayton Christensen’s theories of disruptive innovation to develop and promote solutions to the most vexing problems in the social sector.

about the authors

HEATHER CLAYTON STAKER is a Senior Research Fellow for the Education Practice at Innosight Institute. Staker graduated magna cum laude from Harvard College and received an MBA, with distinction, from Harvard Business School. She has experience as a strategy consultant for McKinsey & Company and as a member of the California State Board of Education.

MICHAEL B. HORN is co-founder and Executive Director of Education of Innosight Institute, a non-profit think tank devoted to applying the theories of disruptive innovation to problems in the social sector. Tech&Learning magazine named Horn to its list of the 100 most important people in the creation and advancement of the use of technology in education.

Copyright © 2012 by Innosight Institute, Inc.All rights reserved.

www.innosightinstitute.org

Appendix B: School Readiness Checklist

Appendix B: School Readiness Checklist

Classroom(s)* dedicated to iLearn: __________________________________ How many dedicated laptops: _______________ Do you have a school technician? _________________________________ If Yes, is the tech full or part-time? ____________________________________________ If no, do you need information about CUNY techs? _____________________ Equipment Maintenance Plan: ● Where are laptops stored and charged?__________________________ ● Is there a plan for sharing and distributing laptops ________________ ● Does School Tech know system requirements for iLearn? __________ ● How often will computers be updated? __________________________ ● Who is responsible for updates? ______________________________ *meaning they are always available for iLearn classes

iLearnNYC 2014-2015

Items in FAMIS Vendor Per User/Course Catalog

Per User/Course Per User/SemesterTransferrable

license*

Learning Environment (D2L .5) xAventa CR x

Learning Environment (D2L) xAventa Reg x

FLVS xDiscovery x

Gale Cengage xNBC Learn x

Learning Environment (D2L) xAventa CR xAventa Reg x

FLVS xDiscovery x

Gale Cengage xNBC Learn x

Achieve 3000 xApex Learning x x

Aries xCarnegie x

Compass (non AP) x xCompass (AP) x x

Edgenuity xConspiracy Code x

Pearson Write to Learn xPearson Math XL x

K12 Middlebury Powerspeak x*Transferrable licenses are not attached to a particular student. Once Student A is complete you can remove Student A and enroll Student B.

Combo Package (CR and Standard+)

Standard+ (Plus) Package

Credit Recovery Package

À la Carte Vendor Licenses (Pass Through)

Building schools around the needs, strengths and motivations of individual students

iLea

rnN

YC ©

201

3

l V

end

or

Op

tio

ns

Online and blended learning platform that hosts vendor content; provides user progress & allows for

authoring of online content. Students generate a username and password then with single sign-on, are able to access all their online courses.

Sta

nd

ard

Pa

ck

ag

e

Aventa Catalog of select middle and high school core content courses, Advanced Placement® and elective courses. +

Discovery A collection of more than 150,000 learning lessons and resources

Gale Online reference resources for students

Pearson

FLVS

Catalog of select Advanced Placement®, foreign language, social studies NBC Learn

Features a collection of over 10,000 video resources, primary source

documents, images and text resources for all curriculum areas

A L

a C

art

e /

Pa

ss

-Th

rou

gh

Wiki Link: http://ilearnnyc.wikispaces.com

iLearn Environment: http://www.ilearnnyc.net

iLearn Learning Environment Administrative Console

The ‘School Manager’ of the learning environment. School programmers

use the Admin Console to manage course creation, class enrollments,

license allocation and reports.

Achieve3000

Apex Learning

Aries

Carnegie

Compass (non AP catalog)

Compass (AP catalog)

Edgenuity

NCS Pearson/Write to Learn

Pearson Education/Math XL

Powerspeak

Appendix E: Scheduling Checklist

Appendix E: Scheduling Checklist

Course title:

Credit Bearing Non-Credit Bearing

Course Retake/Recovery Credit Accumulation

Blended Full Online

Targeted Courses Targeted Students

Regular School Day Regular School Day

iLearn content to be used as core course content or supplemental resource

Extended Day (per session budgeted)

Assigned accredited subject area Teacher of Record (TOR) to monitor and grade student work

Assigned accredited subject area Teacher of Record (TOR) to monitor and grade student work

Assigned additional teacher(s) Assigned additional facilitator/teacher to monitor daily progress and attendance

Scheduling Operational Checklist:

Classroom Computer Lab

Laptop Cart/Number of Devices: ___

Weekly Usage & Rotational Availability:

1-2 Days 3- 4 days Everyday

Appendix G- iLearnNYC Case Studies

Case Studies Packet

CaCase Studiesse StudCase

Case Studies

2

iLearnNYC - Blended Learning Case Studies

As part of iLearnNYC, teachers across all five boroughs are implementing blended learning to best meet

the needs of their students. To capture and share different ways teachers are implementing these new

classroom models, we trekked out to all corners of the city to watch iLearnNYC teachers in action. From

these observations, we’ve generated case studies that highlight different practices, classroom

management solutions, and tips from teachers we visited. You will also find classroom schematics in

the case studies to help you imagine what a blended classroom might look like. We hope these case

studies provide teachers and school leaders with narrative examples of how NYC teachers are

organically working through their implementation of blended learning with the support of iLearnNYC1.

Blended learning case studies:

1. Model 1………………………………………..3

2. Model 2.……………………………………….6

3. Model 3…..……………………………………10

4. Model 4……………………………............12

5. Model 5 ………………………….…..……….15

6. Model 6………………………………………..17

1 Please note that the models highlighted have not been evaluated for their effectiveness and should be considered as narratives. The iLearnNYC program team does not endorse any single model of blended learning because the causal impacts of different models of blended learning on student achievement are not available.

3

Blended Learning Model 1

School type:

High school

200 students

Transfer school

Daily class structure:

Students rotate daily through groups

Small group instruction

Small group discussion

Independent online work

Class size 15

Tips from teachers:

Use time while students are working independently online to do small group instruction and discussions

Project daily seat assignments on the board to speed up station work

The classroom setting:

Mr. R teaches US History, Government and Economics to an over-age/under-credit student population

at a transfer school. Because attendance varies daily, challenges arise in his classroom, such as setting

up group projects and whole-group instruction. Mr. R has found that some students are self-motivated

and can rapidly accumulate credits, while others struggle to find the motivation to attend school

regularly. Additionally, some students are many grade-levels below in literacy skills and struggle to

understand the material. To manage these challenges, Mr. R uses blended learning technologies to

allow for students to control the pace and pathways of their learning.

A typical day in this model: Many students in the transfer environment routinely struggle with on-grade level content, but they

must master certain concepts to pass Regents Exams and meet graduation requirements. To prepare

students for Regents, Mr. R has set up a model of blended learning where students choose or are

placed, based on pace and mastery, into four tables or groups. Two groups work on Regents-based

content, while another works on skills, and a fourth engages in small group discussion around a topic

Mr. R presents. Unless students are missing skills that were taught early in the school year, they can

choose what days they will visit the skills group and the discussion group. If students are missing certain

key skills, Mr. R will assign them the time at the skills group. If students are not missing skills and they

have completed the required number of either the skills or content group, they can choose a group

based on what they still need. This allows students to decide when during the week they want to focus

Discussion Group

Skills Group

SMART board

Online Group 1 Online

Group 2

4

on what. If students are assigned to a group, their name is written on a schematic of the class and

projected on the SMART board, showing them where to sit.

Design Your Own (DYO) content:

Mr. R has the two groups who focus on Regents’-based content work which he has created and

embedded in the iLearnNYC platform. Students sign in to the iLearnNYC platform and complete graphic

organizers, quizzes, essays, etc. based on the content they view. Mr. R has added history-based graphic

novel excerpts, videos, images, and articles to drive the lessons and to make the content more engaging.

The course is designed thematically, organizing content based on reoccurring themes in US history.

Students are required to complete two units of their choice out of a total of five for their first credit, and

then two more for their second credit. Each unit is scaffolded backwards from most recent events to

oldest, showing patterns. Mr. R has found that choice prompts engagement because students are not

being forced to study a theme they have no interest in. Students work independently, but Mr. R is

available in the room if they need additional assistance.

Build in skills:

Beyond teaching Regents-based content knowledge Mr. R needs to teach his students the skills they will

need to succeed on Regents and more broadly in school. Mr. R has one group in his class who works on

these skills. He typically begins the class with a mini-lesson with this group and then allows them to

work alone or together on the concept he just taught. For example, a mini-lesson may teach students

how to write topic sentences, and then students work on an assignment that uses the skills they learned

on topic sentences.

Adding in-class discussions:

While Mr. R is teaching this mini-lesson, he has another table set up to work as a discussion group. He

provides them with the article or information they need to read, and guided questions to think about.

By the time Mr. R is done with his mini-lesson, the discussion group is done with their reading and they

are ready for him to lead the discussion. Students can choose to participate in either the skill or

discussion groups, or they are placed in the groups based on their overall progress in the course. And, if

students are too far behind in content, then they are told that they won’t do discussion that week.

Group and independent projects:

Mr. R also aligns skill-based mini-lessons with independent or group projects. Once a student or group

of students completes a series of mini-lessons, they receive a project that uses and has them apply the

skills they learned in these mini-lessons or workshops. While group projects work when students are

clustered in their progress, it can become difficult to implement when students get far behind or ahead

of their peers. Because of this, the projects are often completed independently. Students’ projects are

based on the themes that they chose and tailored for their specific skill levels.

5

Challenges with DYO content:

On Mondays and/or Fridays, Mr. R has all students focus on the online content and he is available to

answer questions as they arise. If students are too far behind or ahead, they may not be able to ask

their peers for help with their work because they’re on a different topic. This can lead to more

questions being fielded by Mr. R and longer wait times for students. Some online content provided by

vendors provide hints to students who are stuck on a question or concept, but Mr. R, who has built his

own content, doesn’t have the technology or programming skills needed to add such a feature. But, he

believes that the content he creates on his own is more closely aligned to his teaching goals, and he

wants and enjoys this level of ownership over his work.

Lessons learned:

When Mr. R first attempted this rotation method of blended learning, students would often complete all

of the online work and fall behind on the skills and discussions, or they would do all of the skills and

discussions and not the online work. To mediate this issue, Mr. R is tweaking his system so students are

sometimes placed in groups based on their pace and learning pathway to ensure they complete all of

their work. Mr. R uses the iLearnNYC platform to track student progress. Unfortunately, due to access

and motivation, few students access content or complete work at home at Mr. R’s school. Those

students who do access content outside of class time tend to be the highly skilled students. Mr. R also

added the discussion rotation to his blended course this year because he felt like students were missing

out on skills they can only gain through verbal interactions with peers and adults, such as higher-order

thinking, forming opinions, and reasoning.

Wrap-up:

Mr. R feels his model is working well for his students struggling with chronic absenteeism. He also feels

like he can better reach students’ at their highly varied skill levels. With this model of blended learning,

students can work at their own pace and are not hampered by the pace or skill level of their peers. Mr.

R is still working to improve his model and often collaborates with other teachers at his school. As he

gains more experience and learns more about what works for his students, a highly effective model of

blended learning will emerge.

6

Blended Learning Model 2

School type:

High school

3,700 students

Special Ed

Daily class structure:

Do now

Whole-group introduction

Independent online work

Whole-group wrap-up

Class size 15

Tips from teachers:

Enact a "45 degree rule" during whole-group instruction

Use the conditional release function in the iLearnNYC platform to provide differentiated assignments

The classroom setting: Mr. D teaches Global History to a small group of students with a variety of learning challenges in a very

large, diverse high school. His class is a mix of learning disabled, emotional disturbance, and ELL

students, allowing for a low teacher to student ratio, 15:1, with an additional one or two

paraprofessionals. Mr. D uses blended learning to better meet the needs of all of his students.

A typical day in the model: A characteristic class for Mr. D begins when students pick up laptops from a cart set up outside the

classroom. Students sign in to the iLearnNYC platform when they sit down at their desks, arranged in

groups. There is a "do now" listed on the board, for example, “List 3 causes of imperialism.” Mr. D

instructs students to complete the do now as they enter the room. After students spend 3-5 minutes

working on the do now alone, Mr. D leads the students through a discussion of the do now and then

segues into a preview of the online work to come. In the imperialism example, Mr. D had students share

and critique each other’s ideas about causes of imperialism, and then he projected an image on the

board of a political map reflecting imperialism. He used the map to show students examples of what

they would be working on, independently, for the day.

7

Classroom management: When Mr. D leads this introduction he asks students to close their laptops “45 degrees” to ensure

students are actively listening. Students are to close their laptops to only 45 degrees; closed just enough

so students can’t see their screens but not enough to put the laptops to sleep. He said he picked up this

trick at a PD where the instructor was having a hard time getting teachers to pay attention (many were

checking their e-mail or using social networking sites).

What it looks like: Once students have completed the “do now” and Mr. D has finished his introduction, he instructs

students to begin working independently online. Students clearly know the drill and are already signed

in to the iLearnNYC platform (they did this as soon as they sat down), making the transition from whole-

group discussion to independent work smooth and quick. Students watch a 5-7 minute video embedded

in the iLearnNYC platform which Mr. D has recorded himself. Students wear headphones and move at

their own pace through the videos. As they watch and listen to the video, they are periodically

instructed to pause and answer questions on a study sheet he has printed out for each student. If

students get stuck or have a question, Mr. D is able to work with students one-on-one or a

paraprofessional is available to help the student work through re-reading the question or re-listening to

a section in the video.

Improving differentiation: Once students are done with the study sheet, they take a formative, short, multiple-choice quiz in the

iLearnNYC platform that checks students’ understanding of the day’s lesson. Depending on how

students do on these quizzes, they are conditionally released one of two homework assignments. Those

students who score low on the quiz are assigned homework that reinforces the day’s lesson. Those

students who score high on the quiz are assigned homework that allows them to go deeper into the

topic. This conditional release functionality is available in the iLearnNYC platform.

In the future, Mr. D hopes to use the conditional release feature to further differentiate assignments for

students. He plans on using the survey function in the iLearnNYC platform to gauge student interests

and create something like a Sternberg Thinking/Learning Styles Inventory2. Once he has a better

understanding of student interests and learning styles, he can release assignments to them based on

these profile characteristics. For example, students who are visual learners will be assigned homework

or lessons that are personalized to support visual learning. Students in Mr. D’s class also take

summative unit tests online. Mr. D allows students two submissions. After the first attempt, students

are given feedback on their mistakes and Mr. D personalizes notes and feedback to help students

improve their understanding. Using this feedback, students can submit a second test that has similar

questions to the first.

2Sternberg, R. J. (1997). Thinking styles. Cambridge, U.K.: Cambridge University Press.

8

Dealing with self-pacing: During a typical class period, students may be behind the pace of the rest of the class as they are

catching up on a different day’s lesson. Mr. D checks in with these students at the beginning of the class

and instructs them to begin their work while the rest of the class completes the do now and listens to

the day’s introduction. Even though students may be on different assignments, they are seamlessly able

to complete their work because all of the instructions and content are online. Mr. D explained that this

feature of blended learning (self-pacing and access) has benefited his students because if they are

absent or truant, they can easily make up assignments, at home or on their own during class time,

without holding up other students or being lost in the current content. Whatever work remains for

students, Mr. D reminds them to complete it at home or to work on it the next day in class.

Access at home: While many students can access assignments from home, Mr. D explained that approximately 30% of his

students do not have access to a computer and/or Internet at home. While there are public libraries

open, they often only allow students to access the Internet for 30 minute sessions. Since Flushing High

School also runs a night school program, YABC (Young Adult Borough Center), there is no time or space

in the daily schedule to open up a computer lab for blended learning students. Mr. D has applied for

grants to help provide his students with home computers but he has not been able to secure one yet.

He hopes to continue working with Computers 4 Kids3 to help his students get access to computers at

home.

DYO Content: Mr. D uses Jing, a screen capture program, to record screencasts of PowerPoints he creates for each

day’s lesson, and he posts them using Vimeo. He tries to use Universal Design for Learning principles

when creating his own video content because he teaches a unique student group. It usually takes Mr. D

three hours to create a complete homegrown lesson (PowerPoint and video, worksheet, quiz, and two

homework assignments) and upload it to the iLearnNYC platform. However, Mr. D expects he will be

able to use this content year after year with minor tweaks, so he feels the initial investment of time it

takes to create the content is worthwhile. He creates his own online content because he feels that the

vendor content from Compass and Apex is too advanced for his special education student population.

Even when video content is presented and diagrams are used to help explain topics, the vocabulary used

is above the reading-level of his students. If vendors offer reading-level appropriate material, it is for

content his students do not need to learn. So even if Mr. D finds reading-level appropriate materials,

the content does not match the curriculum he has to teach to prepare his students for the Global

History Regents.

3 http://www.comp4kids.org/

9

Wrap-up: Mr. D has generally enjoyed moving to a blended model, but is struggling to make better use of the in-

class time he has with students. He has tried online class discussions, but feels that they do not require

the same interactivity or build the same skills as in-class debates or collaborative group work. But since

his students are often moving at different paces, he has to get creative when assigning paired or group

work. Mr. D often employs the “think, pair, share” discussion strategy to encourage student-to-student

in-class interactions. Students are paired together based on their pace and progress. At the end of a

unit, Mr. D also takes the opportunity to build in additional projects and assignments. Since students

are moving at different paces, those students who are ahead are given assignments that allow them to

go deeper into a topic, while those students who are behind are given time to make up work and get

reinforcement on concepts. As Mr. D continues to explore different ways to build in group discussions

and collaborative assignments, he feels he will create an even more dynamic and personalized learning

environment for his special education students.

10

Blended Learning Model 3

School type:

Middle school

250 students

Daily class structure:

Do now

Every other day independent online work/

Every other day small group instruction

Whole-group wrap-up

Class size 24

Tips from teachers:

Place the most self-directed students in seats where laptops are not immediately visible to the teacher

Use online content every other day to keep students motivated and excited to learn online

Set a complete-by-date to assist students with self-pacing

The classroom setting: Ms. L teaches World Language courses at a diverse NYC middle school. She faces many of the challenges

often seen in middle school environments: students acting out, students not completing work, and

students struggling with on-grade level content. Ms. L uses blended learning in her course to enable

differentiated and personalized instruction and to allow students to work at their own pace. Through

blended learning she is better able to manage the challenges of her middle school students.

A typical day in the model: Students spend 18 weeks in Ms. L’s blended classroom, rotating every other day between online content

provided by Middlebury Powerspeak, group or whole-class instruction, and group projects. Ms. L

explained that she only uses the online content every other day because her students struggle to be self-

motivated and self-pace. During a typical online work day, students will work independently through

Powerspeak while Ms. L answers individual student questions, or pulls small groups for personalized

instruction.

SMART board

Room to walk behind desks

Ro

om

to

wal

k b

ehin

d d

esks

Ro

om

to

wal

k b

ehin

d d

esks

Self-directed students

Self-directed students

11

Setting a complete-by-date: Ms. L originally allowed students to move through content, completely self-paced, but found that her

middle school students struggled to self-regulate their learning. If a goal was not set for students, they

would not feel an urgency to complete the work and they would routinely be off task. The complete-by-

date allows students to self-pace within a framework and establishes norms or goals for how long it

should take to complete an assignment. Students who complete their work above pace are rewarded

and they can earn extra credit by completing assignments set up in the iLearnNYC platform. For

example, Ms. L creates assignments around video clips of telenovelas that students are motivated to get

to because they get pulled into the storylines and drama.

The complete-by-date also allows Ms. L to do whole-group instruction because all students are starting a

new topic or unit at the same time. While many blended teachers struggle to fit in group projects, Ms. L

uses the end or beginning of units to build in these assignments. Since she sets complete-by-dates for

each unit, she can be sure all students have mastered the skills they need to work together and

complete group work.

Wrap-up: Using blended learning, Ms. L has been able to personalize the learning experience and teach students

how to self-regulate their learning. As she continues to build her extra credit assignments, tweak the

whole-group instruction, and focus on small group instruction, she will continue to improve her model

of blended learning.

Variations on the model: Mr. S also uses Middlebury Powerspeak every other day with his high school students (class size 30)

and Spanish. At his school, they tried teaching multiple languages in one class, but found it too difficult

to manage. During a typical class, Mr. S uses data from the program to assign students to different

tables. Like Ms. L, he has found that most students require external motivation to move at an

appropriate pace. Students who are working at a similar pace are placed together at work stations.

During whole-group instruction Mr. S tries to teach ahead and introduce students to new material. If

students are too far ahead, he re-teaches them the lessons they have already completed to reinforce

the concepts. He said it has been hard to teach ahead at times because he has to ensure he covers

certain vocabulary words Powerspeak includes in their lessons. He said as he becomes more familiar

with all of the content, he will be able to better align his lessons.

Checking for understanding: Mr. S also does call-and-response with small groups, where he asks them questions in Spanish to ensure

students are processing what they are learning online. Because students can move at their own pace,

some students are skipping content that is not graded or moderated in the program. Mr. R is able to

make sure students are getting all of the necessary content by checking for understanding in small group

settings and he can reinforce concepts where needed. For exams, Mr. S insists his students use paper

and pencil in the classroom because he does not want students using notes, other students, or online

resources to answer questions.

12

Blended Learning Model 4

School type:

6-10 school (adding 11th and 12th over two years)

480 students

Daily class structure:

Students rotate daily through small group discussion or independent work

Class size 34

Tips from teachers:

Be ok with changing your teacher role to become a guide on the side

Trust your students to build self-directed learning skills

The classroom setting:

Ms. T teaches middle school science to a diverse student population in a growing 6-10 school that will

add 11th and 12th grade over the next two years. Ms. T uses blended learning to improve engagement,

to incorporate project-based learning, to enhance high-order thinking, and to move away from the

traditional teacher paradigm of sage on the stage.

A typical day in the model: Class begins as students line up outside the class and Ms. T calls the names of eight students who will be

working in a small group with her for the class period. Those students, the Elite Eight, come in and sit at

a table at the front of the class, next to a SMART board with a "do now" projected. Ms. T gets the

student discussion flowing by asking additional guiding questions as students work through the do now.

After five minutes are up, Ms. T leads a discussion around the do now. Students in the small group then

participate in a Socratic discussion where Ms. T pushes students’ critical thinking skills and guides them

to deeper understanding of science topics.

The remaining students fill in to four tables and sign in to the iLearnNYC platform. The previous class had

left the laptops out and on, so the students are able to quickly sign in. Once logged into the iLearnNYC

platform students choose from a list of tasks they must complete during the week. Tasks include

interactive lessons, modeling assignments, and web quests, where students search the internet for data

to complete an assignment. Students are working independently or in pairs, depending on the

assignment and their preferred learning style.

Discussion Group

SMART board

Task Groups

13

Students working on the tasks are able to ask Ms. T for assistance by raising their hands but, many

students ask each other for help first. Students seem to know the routine and work collaboratively on

their assignments. Students move at their own pace throughout the period, requiring only occasional

reminders to stay on task. A few students find games to play online and are distracted by the vast

access to content on the web. For one student, Ms. T has found that he struggles in class to complete

work, but he often accesses content at night and he completes his work at home. When assigning

online homework, Ms. T makes sure she gives students a few days to complete the assignment because

some of her students must find computers and Internet access outside of their homes. Fortunately, Ms.

T’s school offers computer lab hours so those students with access issues are able to stay after school if

necessary. By utilizing blended learning to give students access to anywhere learning opportunities, Ms.

T has found that students who struggle to complete work in a brick and mortar school environment,

may have more success outside of class time.

Building in skills and project-based learning:

Ms. T has structured her class into units which last 3-6 weeks. In a typical four-week unit, students will

spend two weeks building skills and content knowledge and two weeks completing a project-based

learning experience. The length of the projects and the length of the content and skill building range

depending on the unit. Ms. T introduces the project and the rubric she will use to grade students at the

beginning of each unit, so students have a clear understanding of how the content knowledge and skills

they will learn relate to the project.

During the two weeks students are learning skills and content knowledge, Ms. T has set up four-day

cycles. Each day, a new group of students rotates into the discussion group table so that after four days,

every student in the class has been to this table. Depending on the assignment, Ms. T will build

heterogeneous or homogeneous groups based on past performance and behavior. As discussed above,

students at the discussion table usually complete a do now and a group assignment while the rest of the

class works on the assigned tasks at their own pace. In a typical two-week unit, students must complete

tasks that bolster the skills and content understanding they will need to do the unit project. The tasks

are created to intentionally improve differentiation or student choice.

Once the skills and content are covered, using the online content and discussion rotation, students

move on to the project-based learning assignment. Students use web-based tools to complete their

projects, building a range of computer skills.

Classroom management:

Ms. T uses wall charts to track student progress on tasks. She thinks visually representing progress in a

public space provides external motivation for students. Students also like getting stars to put next to

their names, even in middle school. By trusting students to self-regulate their learning and providing

scaffolded assignments students can complete on their own, Ms. T has seen a decrease in student

behavior issues. While this may seem counterintuitive, giving students more responsibility for their

learning has led to better overall behavior in Ms. T’s classroom.

14

Wrap-up:

Moving to this model of blended learning has not been a short or simple process for Ms. T. She gives

credit to her mentor for supporting her work and helping her build a blended model where project-

based learning meets online learning. As Ms. T continues to learn and grow from the experiences she

has in the classroom, her model of blended learning will only improve and stand out as a new way of

increasing student engagement and personalizing learning to meet the needs of all students.

15

Blended Learning Model 5

School type:

High school

5,000+ students

Daily class structure:

Students watch online videos at home and complete worksheets or labs in class

Class size 34

Tips from teachers:

Use in-class time for students to work together through practice problems and labs

Use out-of-class time to prepare students for in-class work

Turn to the flipped model to decrease cheating on homework

The classroom setting:

Mr. F teaches 9th grade Regents Physics to an advanced group of students in a large high school. Mr. F

uses blended learning to ease freshmen into rigorous coursework, to cut down on cheating on

homework assignments, and to use in-class time more effectively.

A typical day in the model: For the flipped classroom, class begins the night before as students watch online video lectures that

present material they need to know for the next day’s lesson. Mr. F uses a variety of online resources to

build a catalogue of videos that align with his lessons. Students can access the videos from their

Smartphones or computers. Students suggested that viewing content in this manner was natural and

familiar for them, even though it did take some time to get used to the different online teachers

presenting the videos. Mr. F can view student logs through the learning platform to ensure students

viewed the content.

When students arrive in class the next day, an online “do now” is projected on a screen that tests their

understanding of the previous day’s lesson. After ten minutes, Mr. F moves the class to begin either a

physics lab or an online worksheet, which students complete in pairs or in groups. Students are given

until midnight the day the work is assigned to complete their assignments. If they do not finish their

work in class, they can complete it from home. Access to high speed internet is not an issue for Mr. F’s

students and most of them regularly complete assignments at home.

In brick and mortar school

Outside of school

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For most assignments in Mr. F’s class, the problems are the same but the numerical values are different.

This forces students to discuss how they do problems, not just the answers they come up with. If

students get stuck, Mr. F is there to help guide them. In the past, Mr. F felt that students would often

cheat on practice or homework problems. By having students complete this work in class, he can

directly observe their learning. He also finds that he can better help struggling students and ensure

students are not cheating.

Building in labs:

In the past, Mr. F also found that completing physics labs during one class block was difficult because of

time constraints. Reviewing content, setting up the lab, and completing the lab was too much to fit into

one block. Using the flipped model, students view videos and prepare for the lab outside of class,

allowing for more time in class to complete the labs.

Changing the teacher role:

Initially, it was hard for Mr. F to change his role from being the deliverer of content, to the expert

assistant. However, Mr. F has found that he is better able to assist struggling students in the flipped

model because he can see them practicing in the classroom, observing any missteps as they happen. In

a traditional classroom, there are often fewer opportunities to correct student work in real-time. So,

instead of a student completing an entire set of practice problems incorrectly, or worse, cheating on

assignments, Mr. F can see their mistakes and correct them as they practice.

Wrap-up:

Although Mr. F has been teaching physics for many years, when his school decided to move physics

ahead in the science sequence to be offered for freshmen, he knew he had to find a better way to

instruct students. He admits that his model is a work-in-progress but as he continues to tweak his

flipped model of blended learning, his course and instructional practices will only improve.

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Blended Learning Model 6

School type:

High school

5,000+ students

Daily class structure:

Students complete almost all of their work online

Students take a quiz in school once a week

Class size 35

Tips from teachers:

Use discussion boards to present student work, raising the level of peer pressure to present high quality work

Use a points-based system to encourage groups to post work in discussion forums

Start with “soft” discussions around topics students are passionate and interested in so students get acquainted with the forums

The classroom setting:

Ms. S teaches AP Microeconomics and AP Macroeconomics to an advanced group of students in a large

high school. Ms. S uses blended learning to offer AP Macroeconomics to a volunteer group of students

who are also taking AP Microeconomics. At the beginning of the class, Ms. S had students “volunteer”

to participate in this extra AP course. Those students who volunteered for the course were at both ends

of the achievement spectrum; some were top achievers and others were bottom achievers. As most of

these students are graduating seniors, Ms. S explained that bottom achievers likely opted for the extra

AP class because they had been shut out of other APs and they wanted more college credit. At the same

time, the top achievers likely joined because they are always eager to take on additional challenges and

they also wanted to add another AP course. Regardless of student prior performance level, Ms. S has

found this model offers new opportunities for student discussion and engagement outside of the brick

and mortar classroom.

A typical day in model: For Ms. S’s model, class takes place almost entirely online. Students watch video lectures, complete

reading assignments, discussions, and quizzes all in the iLearnNYC platform. Ms. S uses the platform to

post all of the necessary course content, which she mostly creates herself, though some content is

pulled from online resources. Ms. S finds that students prefer online video content to other less

engaging media. There is also a question library that Ms. S finds useful.

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Ms. S monitors student progress remotely and engages with students online through discussion forums,

e-mails, and direct feedback on assignments in the iLearnNYC platform. While the direct feedback on

assignments has allowed Ms. S the chance to give detailed feedback to each student, it has also

increased the amount of time she spends grading work, compared to her other courses. On the other

hand, Ms. S finds the prep work to be less time-consuming for this type of course.

On Fridays, Ms. S has students come to her classroom to take a short quiz on the week’s assignments. If

students are in her AP Microeconomics course, she allows them to take the quiz during that block.

Other students must find time to take the quiz during the day. Ms. S finds this weekly in-person quiz

makes the course feel more “real” and provides motivation for students to stay on-pace with the work.

Building in discussions:

Ms. S finds the discussions to be the most useful aspect of her course and she runs one discussion each

week. Students are asked a series of questions which they answer in groups. Each group has their own

forum where they post their work for each other to review. The leader of the group for that week is

tasked with consolidating the best answers from their group and posting those answers to the broader

whole-class discussion. The group leader gets an additional ten points if they post their group’s answers

on time. If they are late, the next person “in line” in the group can “steal” their points by posting their

version of the group’s answers. The points can be stolen by the remaining group according to their “line

order” and how many days have elapsed. This point stealing system encourages students to make

timely contributions to the discussion forums and adds a gaming element to discussions.

Ms. S finds that the quality of student work is higher when students know their peers are looking at their

work. Since all of the students are seniors in the course, Ms. S thinks this element of peer review

encourages higher quality work, compared to a course where students can become lazy as the end of

their senior year approaches and many are already accepted to college. Ms. S also used the strategy of

acclimating students to online forums by starting with “soft” discussions. By first presenting topics that

students were passionate about, Ms. S has found students are more apt to participate in future

discussions.

Wrap-up:

The types of discussions and student interactions enabled by this model have been different for the two

AP Economics courses Ms. S teaches. For example, students in the blended course have to compose

their arguments in writing and students who are shy, introverted, or not likely to raise their hand in

class, can feel more confident voicing their opinions and commenting. She finds that her students in the

blended model are learning important time management skills and they are improving their

communication skills through online discussions, more so than students in her other courses. As more

college students take online courses, Ms. S thinks introducing students to this type of learning will

become even more important for college success. Ms. S plans to continue to improve her course,

offering a new way for her students to gain online learning and college readiness skills.

Appendix H: Blended Learning in Action

What Does it Look Like Online?

First Week of School F2F Teacher First Week of School – Online Teacher

Teachers usually spend some time setting up and decorating their classrooms by hanging up posters, arranging furniture putting pictures on their desks, etc.

An online teacher should also spend some time setting up his or her classroom. This just might look a little bit different. Online teachers can set up an announcement page or a series of announcement pages introducing themselves and their content to their students. This might include pictures of themselves and/or their families and some marketing of the course. What should students expect to learn? Why will this be important to them?

Teachers usually cover the class rules and expectations some time in the first week, whether these are determined by the teacher, the students, or some combination of both.

Online teachers should also cover rules and expectations. These should address grading and late policies, academic integrity, and behavior specific to the online environment. Students should know proper Internet etiquette, known as “Netiquette.” Here is some helpful information/resources on Netiquette:

Edutopia: http://www.edutopia.org/netiquette-guidelines.

Study Guides and Strategies: http://www.studygs.net/netiquette.htm.

Yale University: http://www.library.yale.edu/training/netiquette/.

University of Kansas: http://ntpd.pharm.ku.edu/nontrad/Netiquette/.

Common Sense Media: http://www.commonsensemedia.org/educators

Teachers may have the students engage in ice-breaker activities to get to know one another to establish a positive classroom climate and prepare students for collaborative work assignments.

This should also be done in the online classroom. Online teachers can do live or synchronous ice-breakers virtually with students using collaboration tools or can use the discussion area to have students get to know one another in an asynchronous environment. Examples of Online Ice-breakers:

Two Lies and A Truth. Ask participants to list three interesting things about themselves. (I own two iguanas; I once shook hands with Tom Cruise; and I love to waterski.) Two must be lies and one must be true. Other participants must vote to determine which interesting thing is the truth. The participant with the most incorrect votes wins. Alternatively participants could be

2

put into small groups and find out through teamwork what the truths and lies are. Another alternative game is three truths and a lie.

Miscomm-puter-unication. Ask the participants to share their most embarrassing mishap using a computer. Share your own experience, for example, replying to the wrong person in an email. This will loosen them up and cause a few to chuckle before embarking on a whole new way of thinking…using technology instead of paper and pen.

Six degrees of separation. Ask each participant to find out how he/she is linked to another participant through 5 others because they have some kind of connection. The solutions needs to be posted and should look like this: me > Jeffrey > Donna > Patricia > Hans > Sherry with an explanation of the connections. In finding the answers, participants have to interact and ask a lot of questions to each other. It may easily take a week. A shorter variation of this exercise may be to ask participants to find one other person they have some kind of connection with. (a participant they did not know before).

What’s on your reading list? Ask participants to make a picture o f some of the books they have recently read or are currently reading. By sharing the books you are reading you tell something about yourself.

The teacher can also ask students a few questions about themselves and ask them to post the answers. It is important to ask students to respond to the posts of at least 2-3 other students to promote interactivity.

Some times a teacher will implement some type of diagnostic assessment to help them determine what knowledge and skills the students have coming in to their class.

Several of the online content vendors provide diagnostic assessments. In addition, teachers can create their own assessments in the iLearnNYC platform. Teachers should think about how they will use this data. Will they use it to assign content? Group students? How will this data assist in personalizing the education of this student?

The first week of school a teacher often distributes textbooks and other materials to students.

Some of the online content providers do have supplemental materials. Will these be used in class or assigned to students to take home? The teachers should make sure that students have the required materials and explain the procedures for using them.

Teachers might provide students an overview of their textbook or create a textbook scavenger hunt.

It is important to orient your students to the online course as well. Where will they find content? How do

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they submit assignments? Where will they go to find discussions? What is the best way to navigate through the course? It is important that the teacher becomes familiar with the content by reviewing the course.

Some teachers send home an introductory letter to parents the first week of school and may gather contact information or other relevant student data.

It is important for online teachers to also think about parent engagement. Teachers should think about how they will introduce themselves to students, how to provide an explanation of the online course, and how they will communicate with parents throughout the student’s course experience. It may also be helpful to provide parents with tips and strategies for supporting their children if they are working on their online course from home. Parents should be aware of the number of the Help Desk in case students have difficulty working from home.

Teachers might post important notes, points, rules, due dates etc. in their rooms for quick student reference.

This can be done in the online classroom as well. You can use the announcement page and calendar in the learning platform. It is also helpful to create a “Frequently Asked Questions” document and post it in the discussion area.

Daily/Weekly Activities F2F Teacher Daily/Weekly Activities – Online Teacher

Teachers typically take attendance daily in their classes. An online teacher needs to “take attendance” too. Even

if they do not see their students on a daily basis or they

do not all access the course at the same time or from

the same place, the teacher needs to monitor whether

they are “showing up.” When was the last time they

logged in? When was the last time they submitted an

assignment? How much time are they spending in the

course doing their work? If students are not “coming to

class” or seem to be “arriving late,” the online teacher

will need to take action which might include

conferencing with the student, parent, guidance

counselor, and/or a school administrator. It may also

involve working with the student to develop a learning

plan with specific, achievable goals.

Teachers often have to work hard to try to motivate

their students to be successful in a class.

Online teachers will have to work to motivate their

students too. Some students may find the subject

matter engaging or find the self-paced environment

and/or the technology engaging, but many students will

need support and motivation just like they do in the

face to face classroom. Online teachers can use course

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email to connect and communicate with students. They

can use the announcement pages and content

development tools to engage students with current

events or design contests for student participation.

Teachers can help students set and monitor goals using

the calendar and grade-book tools. They can provide

feedback and answer questions promptly. They can

create digital “Walls of Fame” highlighting quality work

examples and recognizing students for their hard work.

Teachers may utilize cooperative learning in their

classrooms.

Online teachers can utilize cooperative learning in their

classrooms as well. Lessons can be designed to require

interdependence and individual accountability.

Students can be asked to work together synchronously

or asynchronously using a variety of technical tools

including discussion areas, online collaborative

workspaces, and synchronous web and video

conferencing software.

Teachers often use discussion to engage students and

content on a deeper level in their classrooms.

Online teachers can use discussion in their classrooms

as well. The iLearnNYC platform provides a discussion

area. Teachers can start and facilitate discussions with

their classes. They can also have students create and

facilitate discussions. Discussions can also take place

synchronously using the iLearnNYC platform’s

collaboration software.

A teacher might want to deliver a lecture or invite in a

guest speaker.

In an online course, this can be delivered synchronously

utilizing collaboration software. It can also be recorded

(audio or video) and posted in the course.

Class debates are often used to engage students in

developing and supporting arguments.

Debates can be run asynchronously in the online

discussion area. Synchronous debates can also be held

using the collaboration tool in the iLearnNYC platform.

Teachers may want to create different centers for

students to rotate through different activities.

This can be done synchronously in the iLearnNYC

platform collaboration software which allows an

instructor to set up online breakout rooms. It can also

be done asynchronously in the iLearnNYC platform by

creating student groups and establishing different

learning paths.

Teachers may use a variety of strategies to differentiate

instruction in the face to face classroom.

The online classroom allows for differentiation in a

number of ways. Students can be assigned specific

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learning paths utilizing grouping and conditional release

tools. The teacher can program the iLearnNYC platform

to redirect students to content within the course if they

do not achieve a certain score.

Teachers might use different types of pre-reading

strategies prior to having students start a new unit or

chapter in their textbook.

These types of activities are also helpful in an online

class. Online teachers can conduct unit or module kick

off sessions, asking questions to stimulate prior

knowledge, make connections, and establish a purpose

for reading. Images can be used to have students make

predictions about what they will read or learn. The

teacher can pull our key words and create a virtual

Word Wall. Pre-reading or survey activities can be

designed for online units.

Teachers will answer student questions, usually when

they raise their hands or come up to the teacher before

or after class.

Online instructors will answer student questions in a

variety of ways. Students may send questions in emails

or chats or post questions in the discussion area the

online instructor will answer in writing. If the online

class is using the iLearnNYC platform tool, the software

allows students to virtually raise their hands and

teachers can call on the students to hear and respond

to their questions.

Teachers typically spend time outside of class assessing

student work.

Online teachers will also asses student work. Work

submitted in the Dropbox or online assessment area

can be returned with specific feedback and assignments

can be set to allow for multiple submissions so that

students can learn from their instructor’s specific

feedback and revise and resubmit their assignment,

thereby achieving the required level of mastery.

Student work and the corresponding feedback are

retained in the system so there are no lost papers.

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A DAY IN THE LIFE OF A BLENDED LEARNING TEACHER SAMPLE SCHEDULE 1

Context: This is a subject area certified teacher who meets face to face with students on a

daily basis and has daily computer access.

Monday

In Class Outside of Class

Teacher conducts 3-5 minute goal setting sessions with students in which he/she discusses student progress including strengths and challenges. The conference should address the goals from the previous week. Were these goals met? If not, what might the student do differently? What supports might the teacher put in place? Goals should be set for the current week.

Students are working at their own pace independently in their respective courses before and/or after their conference.

Teacher answers questions on an as-needed basis.

Teacher responds to student emails.

Teacher assesses student work submissions.

Teacher moderates class discussion area.

Teacher plans for mini-lessons.

Students work online remotely as needed.

Tuesday

In Class Outside of Class

Teacher reviews student work and progress.

Teacher pulls students individually and/or in small groups for personalized mini lessons which might include re-teaching concepts some students are struggling to master, reinforcing content, or enriching content for accelerating students. Teacher may use or define other resources as needed.

Students are working at their own pace independently in their respective courses before and/or after their mini-lesson.

Teacher answers questions on an as-needed basis.

Teacher responds to student emails.

Teacher assesses student work submissions.

Teacher moderates class discussion area.

Teacher plans for whole class activity.

Students work online remotely as needed.

Wednesday

In Class Outside of Class

Teacher facilitates a whole class activity such as a science lab, simulation, or cooperative activity which will support student mastery of standards and/or competencies. Since students are working at their own pace,

Teacher responds to student emails.

Teacher assesses student work submissions.

Teacher posts a follow-up to the class activity in the discussion area and monitors and/or facilitates this discussion.

7

the activity may be one that does not require pre-requisite knowledge, the teacher may select an activity based upon content everyone has completed, or the teacher may ask students to read something or to complete a particular lesson the day before in preparation for the activity.]

Teacher plans for mini-lessons.

Students work online remotely as needed.

Thursday

In Class Outside of Class

Teacher reviews student work and progress.

Teacher pulls students individually and/or in small groups for personalized mini lessons which might include re-teaching concepts some students are struggling to master, reinforcing content, or enriching content for accelerating students. Teacher may use or define other resources as needed.

Students are working at their own pace independently in their respective courses before and/or after their mini-lesson.

Teacher answers questions on an as-needed basis.

Teacher responds to student emails.

Teacher assesses student work submissions and identifies exemplars.

Teacher moderates class discussion area.

Students work online remotely as needed.

Friday

In Class Outside of Class

For the first 15 minutes of class, the teacher has students share quality exemplars of their work using a Smartboard, projector, or paper copies. [It is helpful to select assignments that allow for choice and multiple, higher-level responses. This is a great way to recognize students for their hard work and to help all students understand the level of rigor and quality expected.]

For the remainder of the class period, the teacher monitors students as they work, answers questions, and conferences with students regarding the quality of their work.

Students engage in peer review of their work utilizing rubrics.

Students continue to work in their courses at their own pace independently.

Teacher crafts announcement page and adds calendar items for the upcoming week.

Teacher responds to students emails and monitors the discussion area.

Teacher assesses student work submissions.

8

A Day in the Life of a Blended Learning TeacherSample Schedule 2

Context: This is a subject area certified teacher who meets face to face with students on a

daily basis and has consistent computer access.

Monday

In Class Outside of Class

Teacher conducts a whole group module kick-off lesson by pulling images from the module and asking students questions about them trying to stimulate curiosity and activate prior knowledge.

The teacher then identifies key words and has students define/pronounce them in preparation for reading the module.

The teacher connects the content to the lives of the students in some way, i.e. discussion, posing a scenario, developing analogies, etc.

The teacher introduces an online note-taking strategy.

The teacher then asks specific questions to establish a purpose for reading and lets students begin working in the module practicing the note-taking strategy independently with remaining time.

The teacher moves around the room, supervising students and answering questions.

Teacher responds to student emails.

Teacher assesses student work submissions.

Teacher moderates class discussion area.

Teacher plans for mini-lessons.

Students work online remotely as needed.

Tuesday

In Class Outside of Class

Teacher reviews student work and progress.

Teacher pulls students individually and/or in small groups for personalized mini lessons which might include re-teaching concepts some students are struggling to master, reinforcing content, or enriching content for accelerating students. Teacher may use or define other resources as needed.

Students are working at their own pace independently in their respective courses before and/or after their mini-lesson.

Teacher answers questions on an as-needed basis.

Teacher responds to student emails.

Teacher assesses student work submissions.

Teacher moderates class discussion area.

Teacher plans for whole class activity.

Students work online remotely as needed.

9

Wednesday

In Class Outside of Class

Teacher meets individually with collaborative work teams and facilitates their analysis of their progress and collaboration skills. The teacher provides additional support and resources as necessary.

Teacher responds to student emails.

Teacher assesses student work submissions.

Teacher posts general notes on the collaborative work project based upon team meetings.

Teacher plans for mini-lessons.

Students work online remotely as needed.

Thursday

In Class Outside of Class

Teacher reviews student work and progress.

Teacher pulls students individually and/or in small groups for personalized mini lessons which might include re-teaching concepts some students are struggling to master, reinforcing content, or enriching content for accelerating students. Teacher may use or define other resources as needed.

Students are working at their own pace independently in their respective courses before and/or after their mini-lesson.

Teacher answers questions on an as-needed basis.

Teacher responds to student emails.

Teacher assesses student work submissions and identifies exemplars.

Teacher moderates class discussion area.

Students work online remotely as needed.

Friday

In Class Outside of Class

The students participate in a live webinar using the platform collaboration tool with experts in the field of study. There is a presentation followed by the opportunity for questions and answers with the experts and a follow up discussion with students from a different school participating in the webinar.

Teacher crafts announcement page and adds calendar items for the upcoming week.

Teacher responds to students emails and monitors the discussion area.

The teacher posts a follow up discussion question in the discussion area based on the day’s webinar.

The teacher uses student progress and assessment data to group students for customized learning paths the following week.

10

A Day in the Life of a Blended Learning Teacher Sample Schedule 3

Context: This is a situation in which there are several students taking a variety of different

courses in one learning lab with a course facilitator who supervises the learning lab and an

in-field subject area certified teacher facilitating the course (either from a different location

or at a different time as a part of their teaching load). There will be multiple certified in-field

subject area teachers, however, the work of one is represented in the sample schedule

Monday

Learning Lab Facilitator Certified In-Field Subject Area Teacher

Facilitator takes attendance and assists students in logging in to their courses and setting up any required equipment or technology.

The facilitator meets with students to review goals from the previous week and establish goals for the current week. The facilitator provides supports and resources as necessary to support students in meeting their goals.

The facilitator reaches out to the subject area teacher via email regarding any student issues/questions.

Teacher monitors student progress: who has logged in? How long did they spend working on assignments? Did they submit an assignment, post in the discussion area? Ask questions?

Teacher responds to student emails.

Teacher assesses student work submissions.

Teacher moderates class discussion area.

The teacher emails the facilitator critical student information for face-to-face follow up.

Tuesday

Learning Lab Facilitator Certified In-Field Subject Area Teacher

Facilitator takes attendance and assists students in logging in to their courses and setting up any required equipment or technology.

The facilitator checks email from the subject area teachers and follows up with students as needed.

The facilitator roams, monitoring students work, redirecting students, and answering non subject area specific questions.

The facilitator reaches out to the subject area teacher via email regarding any student issues/questions.

Teacher responds to student emails.

Teacher assesses student work submissions.

Teacher moderates class discussion area.

Teacher reaches out to specific students via email and/or phone to prompt them to complete assignments and revise work.

Teacher plans for mini-lessons.

The teacher emails the facilitator critical student information for face-to-face follow up.

Wednesday

11

Learning Lab Facilitator Certified In-Field Subject Area Teacher

Facilitator takes attendance and assists students in logging in to their courses and setting up any required equipment or technology.

The facilitator holds a brief whole-class session on a specific technique used to take notes from an online course and then monitors students as they apply the new skill in their respective courses.

The facilitator reaches out to the subject area teacher via email regarding any student issues/questions.

Teacher responds to student emails.

Teacher assesses student work submissions.

Teacher moderates class discussion area.

Teacher reaches out to specific students via email and/or phone to prompt them to complete assignments and revise work.

Teacher plans for mini-lessons.

Thursday

Learning Lab Facilitator Certified In-Field Subject Area Teacher

Facilitator takes attendance and assists students in logging in to their courses and setting up any required equipment or technology.

The facilitator checks email from the subject area teachers and follows up with students as needed.

The facilitator roams, monitoring students work, redirecting students, and answering non subject area specific questions.

The facilitator reaches out to the subject area teacher via email regarding any student issues/questions.

Teacher responds to student emails.

Teacher assesses student work submissions and identifies exemplars.

Teacher posts exemplars on digital wall of fame.

Teacher moderates class discussion area.

Teacher holds synchronous tutoring sessions with students utilizing the collaboration tool.

Friday

Learning Lab Facilitator Certified In-Field Subject Area Teacher

Facilitator takes attendance and assists students in logging in to their courses and setting up any required equipment or technology.

The facilitator holds a brief whole-class session on a file management.

The facilitator roams, monitoring students work, redirecting students, and answering non subject area specific questions.

The facilitator reaches out to the subject area teacher via email regarding any student issues/questions.

Teacher crafts announcement page and adds calendar items for the upcoming week.

Teacher responds to students emails and monitors the discussion area.

The teacher emails the facilitator critical student information for face-to-face follow up.

The teacher uses student progress and assessment data to group students for customized learning paths the following week.

12

A Day in the Life of a Blended Learning Teacher Sample Schedule 4

Context: This is a subject area certified teacher who meets face to face with students on a

daily basis and has computer access 2-3 days a week.

Monday

In Class Outside of Class

Teacher begins with a question or problem.

Students create a list of what they currently know about the question or problem, and what they need to know about the current issue or problem. (This can be done independently, in small groups, or as a whole class) Debrief.

Arrange for student access to the lab.

Review the initial know and need to know logs and begin to identify appropriate supports/assignments for students.

Tuesday

In Class (Computer Lab) Outside of Class

Teacher redistributes the know/need to know logs.

Students log on to use digital resources to address their need to know lists.

Teacher assigns work and provides support as necessary.

Teacher responds to student emails.

Teacher assesses student work submissions.

Teacher posts homework assignment related to the question or problem.

Students work online remotely as needed.

Wednesday

In Class Outside of Class

Teacher facilitates the debriefing of the homework activity related to the question or problem.

The teacher introduces an addition to the problem which the class then discusses.

Students revise and submit their know/need to know logs.

Teacher responds to student emails.

Teacher assesses student work submissions.

Review the revised know and need to know logs and begin to identify appropriate supports/assignments for students.

Post a discussion question related to the revised problem.

Students work online remotely as needed.

Thursday

In Class Outside of Class

Teacher redistributes the know/need to know logs.

Students log on to use digital resources to address their need to know lists.

Teacher assigns work and provides support as necessary.

Teacher responds to student emails.

Teacher assesses student work submissions and identifies exemplars.

Teacher moderates class discussion area.

Students work online remotely as needed.

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Friday

In Class Outside of Class

The students participate in a live webinar using the platform collaboration tool with experts in the field of study. There is a presentation followed by the opportunity for questions and answers with the experts and a follow up discussion with students from a different school participating in the webinar.

Teacher crafts announcement page and adds calendar items for the upcoming week.

Teacher responds to students emails and monitors the discussion area.

The teacher posts a follow up discussion question in the discussion area based on the day’s webinar.

The teacher uses student progress and assessment data to group students for customized learning paths the following week.

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A Day in the Life of a Blended Learning Teacher Sample Schedule 5

Context: This is a subject area certified teacher who facilitates an online course and does

not meet regularly (or at all) in the same physical location as the students.

Monday

Set up the course announcement page for the week with a current event challenge and any new course announcements.

Publish the names of students who excelled in their work in some way on the student “wall of Fame.”

Check “attendance” and submissions from the previous week and target specific students for follow up.

Send out the weekly email update to students.

Respond to student emails.

Assess student work submissions.

Begin sending individual emails to students to recognize their accomplishments or remind them of work that is due.

Students work online remotely.

Tuesday

Teacher responds to student emails.

Teacher assesses student work submissions.

Post an online discussion.

Hold virtual office hours via Collaborate.

Students work online remotely.

Wednesday

Teacher responds to student emails.

Teacher assesses student work submissions.

Review discussion area and post appropriate comments and questions to encourage students and deepen thinking.

Teacher schedules individual and small group tutoring sessions with students.

Students work online remotely.

Thursday

Teacher responds to student emails.

Teacher assesses student work submissions and identifies exemplars.

Teacher moderates class discussion area.

Teacher holds individual and group tutoring sessions using Collaborate.

Teacher send parent emails and makes parent phone calls as needed.

Students work online remotely.

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Friday

Teacher crafts announcement page and adds calendar items for the upcoming week.

Teacher responds to students emails and monitors the discussion area.

Teacher assesses student work submissions.

Teacher holds a parent info session via Collaborate.

The teacher uses student progress and assessment data to group students for customized learning paths the following week.

Teacher posts student exemplars on Wall of Fame”

Students work online remotely.

Appendix I -Student Agreement

Appendix I -Student Agreement

Date

Student Name

Student Agreement

My Course Goals

I will complete my online course by

the indicated end date of

with a passing grade of or higher.

I will view the student orientation videos on academic integrity, how to navigate the online learning program, uploading coursework and attachments.

I will participate in discussion based assessments as part of each course.

I will be responsible for asking any questions regarding plagiarism or cheating if I am unsure of the policy.

I will take notes, complete and submit all necessary written work.

I will participate in regular Collaborate sessions. Collaborate sessions require me to meet with my teacher and other classmates synchronously (at the same time) online.

I understand that I will take proctored exams when asked to do so.

I understand that for each online course there are a minimum number of assignments that must be completed each week. Failure to submit the minimum number of assignments on a weekly basis will result in my removal from the course and may result in a failing grade being assigned to my academic transcript

Student signature ________________________________________

(name of course)

(Date when you need to complete all course assignments)

(Your target grade for the course)

Appendix J –Sample Letter for Parents

Appendix J- Sample Letter for Parents

[DATE]

To the parents of [SCHOOL NAME],

I am proud to announce that we will offer our high school students a digital curriculum through iLearnNYC. Our school will be utilizing curriculum from ______________. This online program provides a comprehensive, multimedia approach to instruction built to

address diverse student needs.

iLearnNYC is a program that is enabling schools to implement online and blended learning to expand current school boundaries that limit how and when a student can learn. iLearnNYC empowers teachers, administrators, students and parents with digital resources, including online content, real-time data on student work, and a suite of robust educational tools. Students in iLearnNYC classes can get access to courses not currently offered in their school such as Advanced Placement, world languages, and credit recovery providing there is a certified teacher in the content area. The boundary of the school day can be expanded so students can complete their coursework anytime, anywhere from any computer with internet access. This helps students learn all the

time—not just when they are at school.

Your child is enrolled in a ___________________________ course to

________________________________________.

Regards,

[NAME]

[TITLE]

Appendix K–Sample Parent Notice of Intervention

Parent Notice of Intervention

Date: MM/DD/YY

Dear Parent Name,

I am writing to inform you about your student’s progress in Course Title.

Student is not making satisfactory progress in this course. Currently your student has # overdue activities and the

grade to date is X%. I have met with your student to discuss progress and review the assigned due dates. Your

student has been given the opportunity to complete the overdue activities and regain tracking for on-time course

completion.

If your student fails to complete the assignments by DATE, I will need to contact the student intervention team for

placement on a Student Learning Contract.

If you would like to discuss your student’s progress in further detail, my contact information is below.

Your Coach Report Email

I would like to take this opportunity to draw attention to the weekly coach report, which is emailed to you every

Sunday so you can keep track of your student’s progress. This report provides summary information for each course

your student is enrolled in.

Example Coach Report

Thank you for your continued support. Together we can help your student meet the learning objectives and

successfully complete the course.

Sincerely,

Teacher Name

Email: email@email.edu

Phone: (123)456-7890

My office hours are 3:00 pm - 4:00 pm Monday through Friday.

Online courses offered for the summer session. Each

student may be enrolled in 3 or more online courses at one time. If you complete all 3 courses, you will be granted 3 credits at the end of the summer. You

will be assigned time during school to work on the courses, but will also need to spend extra time

outside of class to complete all of the

material.

ONLINEB L E N D E D L E A R N I N G

Course OfferingsOnline courses are available in English, Sciences, Social Studies,

the Arts and more.Page 2

Policies and Procedures The Basics & Expectations for the Blended Learning Program at Rupert B.

Thomas.Page 3

ExpectationsHere you’ll find the rules and regulations of

the computer lab. Page 4

Resources Look here for instructor hours, counselor schedules, and important

dates.Page 5

Logging on This page has brief instructions for entering the Apex environment. Keep your login

and course info here as well.Page 6

O N L I N E L E A R N I N G A T F L U S H I N G H I G H S C H O O LThis brochure is your guide to online courses and blended learning.

If you received this guide, you have been enrolled in the online and blended learning program for the summer. You may be a student seeking an opportunity to accelerate

through the required course material to earn those final credits needed for graduation. Or you may be the type of person who works best individually and at the computer. Perhaps a traditional classroom setting is not the best environment for you. With online courses, you

can progress at your own pace, taking as much — or as little — time as necessary to master the material. Direct online instruction incorporates multimedia — in the form of

images, audio, video, animations, and interactive elements — along with instructional text to provide you with multiple representations of concepts while addressing your learning style.

These online courses are offered to assist you in getting the credits you need to move

beyond high school. You will be enrolled in a classroom period twice a week for

the summer, but able to complete 3 or more full-credit courses. This is called a Blended Learning program because you

will be receiving most of your content online, but you will have direct access to

teachers in each subject area who will assist you as you complete your coursework.

Use this brochure to guide you, but ask your teachers for any assistance!

Summer Session 35-01 Union Street

Flushing, NY 11354

Magdalen Radovich, Principal, IA

C O U R S E S A N D

COURSE OFFERINGS

The Arts

Art Appreciat ion

Music Appreciat ion

Engl ish

Engl ish E lect ive Semester 1

Engl ish E lect ive Semester 2

Engl ish Grade 9 Semester 1

Engl ish Grade 9 Semester 2

Engl ish Grade 10 Semester 1

Engl ish Grade 10 Semester 2

Engl ish Grade 11 Semester 1

Engl ish Grade 11 Semester 2

Engl ish Grade 12 Semester 1

Engl ish Grade 12 Semester 2

Sciences

Earth Science Semester 1

Earth Science Semester 2

Liv ing Envi ronment Semester 1

Liv ing Envi ronment Semester 2

Science Elect ive Semester 1

Science Elect ive Semester 2

Heal th

Foreign Language

Spanish 1 Semester 1

Spanish 1 Semester 2

Social Studies

Economics

Global History Grade 9 Semester 1

Global History Grade 9 Semester 2

Global History Grade 10 Semester 1

Global History Grade 10 Semester 2

Government

US History Semester 1

US History Semester 2

Mathematics

Algebra 1 Semester 1

Algebra 1 Semester 2

Algebra 1 Semester 3

Algebra 1 Semester 4

Geometry Semester 1

Geometry Semester 2

Geometry Semester 3

Geometry Semester 4

Online courses are offered to assist you in getting the credits you need to move beyond high school. You will be enrolled in a classroom period twice a week for the summer, but able to complete multiple full-credit courses. Each student may be enrolled in three or more online courses at one time.

ALL APEX CLASSES ARE HELD MONDAY & WEDNESDAY OR TUESDAY & THURSDAY.THERE ARE NO APEX CLASSES ON FRIDAYS DURING THE SUMMER.

POLICIES AND PROCEDURES

Al l Blended Learning courses are administered both onl ine and in the classroom. M o s t o n l i n e c o n t e n t i s o f f e r e d t h r o u g h A P E X O n l i n e L e a r n i n g .

Attendance: Students must attend all scheduled class days in order to attain the necessary seat time to receive credit.

Course Work: The online portion of each class will take approximately 54 hours. In addition, you will have written assignments to complete (see below). Any work that is not completed in class must be done outside of class time.

Exams: All exams and quizzes will be administered in class.

Equipment: Each student must provide his or her own set of headphones for the online courses.

Grading Policy: You will earn 1 credit for each online class you pass. Your grade will be based on a combination of attendance, behavior, completion of online assignments, written study guides, quizzes and exams. The passing rate for quizzes and tests is 65% for each. If you receive less than 65 on your first attempt at a quiz, you will have the option to reset the quiz/test yourself and take it again. If you fail on the second try, you will have to ask your teacher to reset it for your third and final attempt. At this time your teacher may instruct you to complete a related study sheet and to go back and review the material. If you fail a quiz/test for a third time, that is the grade that stands. Your final grade for the course will be dependent on completing ALL parts of the course.

Written Assignments: There is a written assignment for each unit in every class.  You must complete this written assignment and hand it in to the computer lab teacher as soon as you complete it.  Your teacher will enter your grade in the grade book. All written assignments must be completed with no exceptions. If you are uncertain about your course requirements, ask your instructor.

Portfolios: Be sure to keep all printed assignments in your portfolio in chronological order. Write your name on all paperwork. If your name isn’t written on the assigned work, you might not receive credit. Keep your portfolio neat and organized.

Reports: For each course you are enrolled in, you may check your status by clicking on the “Reports” button. This will show you the assignments you have completed such as quizzes, tests, practices and journals. You can also view all the units to be completed for that specific course. Please see your instructor if you have trouble viewing your reports.

On this page you’ll find

• Basic Rules for the Online &

Blended Learning Program

• Student Portfolios

• Requirements for earning credit

• Grading Policy

EXPECTATIONS

R u l e s a n d E x p e c t a t i o n s i n t h e C o m p u t e r L a b

● No food, drinks including water, gum, or candy should be anywhere near the lab.

● Always check your computer at the beginning of class for problems and damage.

● Report all instances of damage immediately to a teacher.

● Do not install personal software onto computers.

● Treat all technology with respect and care. It is expensive and hard to replace.

● Any equipment lent at the beginning of a course must be returned at the end.

● The use of all equipment is for the strict purpose of academic coursework.

● The equipment may NOT be used for any commercial or inappropriate purposes.

● Do not use school computers to send or receive personal email.

● Be considerate of others using the network, and use appropriate language.

● Let your best judgement and common sense be your guide.

● If you think it’s the wrong thing to do, it probably is. So don’t do it.

● Do not hack or otherwise modify the computers or in how they function (this is considered a crime under state and federal law).

● Do not listen to music or watch videos without teacher approval, or that does not directly pertain to the course.

On this page you’ll find

• Behavioral Expectation for the Lab

• Consequences for Misconduct

Consequences for Misuse of EquipmentTechnology is a great tool in education and we want all students to be able

to enjoy it. We also want to keep it functioning for everyone’s benefit. This is only possible through your cooperation.

Any damage or theft will place a fee on the school’s Debt List for that

student. Students mistreating their technology privilege may lose temporary or permanent access to the computer and equipment on top of

disciplinary measures issued by the teacher and administration. If students

lose access permanently and they’re in a computer-based course, they will

have their schedule changed.

IF YOU HAVE ANY QUESTIONS ABOUT ANYTHING WITH YOUR CLASSES, BE SURE TO ASK EARLY SO YOU ARE CLEAR ABOUT WHAT IS EXPECTED.

RESOURCES

SUMMER SESSION

2 0 1 2 S C H E D U L E

R e g u l a r C l a s s e s J u l y 9 - A u g u s t 1 5

R e g e n t s E x a m sA u g u s t 1 6 a n d 1 7

At Flushing High School, there are many resources available to you as a student in the Blended Learning Program. For assistance with subject content, use the table below to find the teacher for that course. For assistance with your schedule and transcript, speak to a DOE guidance counselor.

T E AC H E R S C H E D U L E & LA B H O U R ST E AC H E R S C H E D U L E & LA B H O U R ST E AC H E R S C H E D U L E & LA B H O U R ST E AC H E R S C H E D U L E & LA B H O U R S

T E AC H E R C L A S S RO O M O F F I C E H O U R S T E AC H I N G P E R I O D S / L A B H O U R S

Ms. CRUZ 258 FRIDAY 1st & 3rd PERIODS

MONDAY-THURSDAY 1st & 3rd PERIODS

Ms. KRAMER 301

FRIDAY 1st & 3rd PERIODS

MONDAY-THURSDAY 1st & 3rd PERIODSMr. McELROY 246 MON-THURS 2nd PERIOD

+FRIDAY 1st, 2nd & 3rd

MONDAY-THURSDAY 1st & 3rd PERIODS

Mr. PETTY 255

MON-THURS 2nd PERIOD +

FRIDAY 1st, 2nd & 3rd

MONDAY-THURSDAY 1st & 3rd PERIODS

Mr. CARDENAS 246 MON-FRI 1st PERIODNo Lab Hours

Mr. MITTEN 246 MON-FRI 3rd PERIODNo Lab Hours

ONLINE COURSESONLINE COURSES

S U B J E C T A R E A S U P E R V I S I N G I N S T R U C T O R S

the ARTS Mr. PETTY

FOREIGN LANGUAGE Ms. CRUZ

SOCIAL STUDIES Mr. McELROY

ENGLISH Mr. MITTEN

SCIENCES Ms. KRAMER

MATHEMATICS Mr. CARDENAS

G U I DA N C E C O U N S E L O R S A R E AVA I L A B L E T O H E L P YO U U N D E R S TA N D YO U R S C H E D U L E , T R A N S C R I P T O R G R A D UAT I O N R E Q U I R E M E N T S ,

M O N DAY T H RO U G H F R I DAY F RO M 8 a m T O 1 p m .

LOGGING ON

O n l i n e L e a r n i n g

I n d i v i d u a l C o u r s e L i s tU s e t h i s p a g e t o r e c o r d y o u r l o g i n a n d c o u r s e i n f o r m a t i o n .

Student Name: ______________________________________ OSIS Number: ___________________________

Contact Number: ____________________________ Email Address: ____________________________________

Apex Username: _____________________________ Password_________________________________________

On l i ne Cou rses Th i s Semes te r Apex Log in : i l ea rnnyc .ne t

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

You must log into Apex through the New York City Department of Education website, iLearnnyc.net. This will pass you through to the Apex website.

Before you begin your coursework, watch the orientation video at tinyurl.com/studentorientationvideo.

A T F L U S H I N G H I G H S C H O O L

O N L I N E A N D B L E N D E D L E A R N I N G

SUMMER SESSIONFlushing High School Magdalen Radovich, Principal, IA35-01 Union StreetFlushing, NY 11354

P L A C E L A B E L H E R E

High School Academic Policy

Reference Guide (Updated April 2014)

Office of Academic Policy & Systems

Letter of Introduction

Dear Colleagues,

This High School Academic Policy Reference Guide was originally published in February 2012 as a resource for schools. In response to feedback from principals and other stakeholders, it consolidated the many regulations governing programming, graduation requirements, exam administration, and student data from the City and State into one reference guide. Since then, the guide has been updated several times to include new guidance and regulations relevant to day-to-day school operations and programming. The table of contents for this edition indicates which sections have been updated or added since the January 2013 edition.

As a principal, I became intimately familiar with this guide during my last years at the High School of Telecommunication Arts and Technology. Each day, our school community was focused on delivering strong instruction and engaging curricula that met or exceeded State standards. But when questions came up about exactly what those requirements were, or the appropriate ways to track student progress, I found that referring to this guide allowed me to quickly find the answers I needed so that I could focus my energy on teaching and learning.

Our goal with this edition remains the same: to align systems and reporting with policies and regulations, and to provide a one-stop tool that distills regulations and guidance into plain language. Schools should continue to use this guide as a resource as they program students, maintain student records, and ensure that students are provided with the opportunities they are entitled to in order to graduate ready for college and careers in the 21st century.

As you engage in this work, our network and central staff are here to support you. If you have questions about individual students or courses—particularly policies related to current seniors—please reach out to your network academic policy point person. As you plan for the 2014–15 school year and beyond, please refer to this guide and share it with guidance staff and other key members of your school community. The most current digital version of this guide is available on the Department of Education’s Academic Policy Intranet page, which also includes links to other policy and systems guidance.

We hope you will find this resource as useful as I did as a principal. As always, thank you for the incredible work you do to ensure our students’ success.

Phil Weinberg

Deputy Chancellor for Teaching and Learning

Table of Contents

I. GRADUATION REQUIREMENTS ....................................................................................................................................... 1

Required Credits ..................................................................................................................................................... 1 A. Exams ..................................................................................................................................................................... 5 B.

Regents Exams—updated April 2014 ........................................................................................................... 5 1. Regents Competency Tests (RCTs) ............................................................................................................... 6 2. New York State Approved Alternatives to Regents Exams .......................................................................... 7 3. Regents Exam Waivers ................................................................................................................................. 7 4. Appeal of Regents Exam Score to Earn a Diploma—updated April 2014 .................................................... 7 5. New York State Alternate Assessment (NYSAA)—added April 2014 ........................................................... 7 6. New York State Identification Test for English Language Learners (NYSITELL)—added April 2014 ............. 8 7. New York State English as a Second Language Achievement Test (NYSESLAT)—added April 2014 ............ 8 8. Testing Accommodations for English Language Learners—updated April 2014 ......................................... 8 9.

Testing Accommodations for Students with Disabilities—updated April 2014 ............................................ 9 10. Diploma Options—updated April 2014 .................................................................................................................. 9 C. Commencement Credentials For Students With Disabilities—updated April 2014............................................. 11 D. Diploma Endorsements—updated April 2014 ..................................................................................................... 12 E. City University of New York (CUNY) Admissions Requirements—updated April 2014 ........................................ 14 F.

CUNY Four-Year Colleges ........................................................................................................................... 14 1. CUNY Community Colleges ........................................................................................................................ 14 2.

Policies and Procedures ....................................................................................................................................... 15 G. Grade Level and Promotion Requirements ................................................................................................ 15 1. Graduation Cohort Policy ........................................................................................................................... 15 2. Certifying Students for Graduation—updated April 2014 .......................................................................... 16 3. Student Participation in Commencement Ceremonies—updated April 2014 ........................................... 18 4. Early or Late Graduation ............................................................................................................................ 18 5. Transition Services for Students with Disabilities ...................................................................................... 18 6.

II. COURSE CREDIT POLICIES AND PROCEDURES ...............................................................................................................18

Definitions ............................................................................................................................................................ 19 A. Non-Credit Bearing Courses ................................................................................................................................. 20 B. Additional/Fractional Credit ................................................................................................................................. 21 C. Interdisciplinary Courses ...................................................................................................................................... 22 D. Transfer Credit—updated April 2014 ................................................................................................................... 22 E.

Grade and Cohort Placement of Transfer Students ................................................................................... 24 1. Middle School Accelerated Course Credit—updated April 2014 ......................................................................... 24 F. Credit by Examination .......................................................................................................................................... 26 G. Awarding High School Credit for College Courses ............................................................................................... 26 H.

Independent Study ............................................................................................................................................... 27 I. Make-Up Credit and Credit Recovery .................................................................................................................. 27 J.

III. PROGRAMMING POLICIES AND PROCEDURES .............................................................................................................29

School Calendar, Daily Session Time, and Attendance—updated April 2014 ...................................................... 29 A. School Calendar .......................................................................................................................................... 29 1. Daily Session Time and Student Schedules ................................................................................................ 30 2. Attendance ................................................................................................................................................. 31 3.

Scheduling in STARS—added April 2014 .............................................................................................................. 33 B. STARS Action Items—added April 2014 ............................................................................................................... 33 C. Term Models ........................................................................................................................................................ 34 D.

Additional Programming Options ............................................................................................................... 34 1. Program Models ................................................................................................................................................... 35 E.

Annualized Learning ................................................................................................................................... 35 1. Mastery-Based Learning............................................................................................................................. 36 2.

English Language Learners (ELLs)—added April 2014 .......................................................................................... 36 F. Students with Disabilities—added April 2014 ...................................................................................................... 38 G. Student Records Retention and Transfer—updated April 2014 .......................................................................... 38 H.

Home and Hospital Instruction—updated April 2014 .......................................................................................... 39 I.

IV. GRADING POLICIES AND PROCEDURES .......................................................................................................................40

Incorporating Regents Exams into Final Course Grades ...................................................................................... 41 A. Course Marks and Report Cards—updated April 2014 ........................................................................................ 41 B. Transcript Updates ............................................................................................................................................... 42 C. Calculation of Grade Point Average (GPA) and Rank—updated April 2014 ......................................................... 42 D.

V. APPENDICES.................................................................................................................................................................44

Credit Awarded for Sequences Required for Graduation .................................................................................... 44 A. Summary of Diploma options .............................................................................................................................. 45 B. NYSED-Approved Alternative Exams for Meeting Diploma Requirements .......................................................... 46 C. Appeal of a Regents Exam Score to Earn a Diploma ............................................................................................ 47 D. Summary of NYCDOE High School Promotion Requirements .............................................................................. 48 E. NYCDOE Credential, Diploma, and Endorsement Codes ..................................................................................... 49 F. Accreditation Committee Course Proposal/Review Form (Illustrative Sample) .................................................. 51 G. Unit of Study Evaluation Form (Illustrative Sample) ............................................................................................ 53 H.

Transfer Credit Equivalency Form (Illustrative Example) ..................................................................................... 54 I. Transcript Update Form (Illustrative Example) .................................................................................................... 55 J. Transfer Student Entry Checklist (Illustrative Example) ....................................................................................... 56 K. Course Make-Up Form (Illustrative Example) ...................................................................................................... 57 L. Offsite Coursework Agreement Form .................................................................................................................. 59 M. Calendar Change Requests................................................................................................................................... 60 N. Course and Exam Marks Tables ........................................................................................................................... 61 O.

High School Academic Policy Reference Guide—Updated April 23, 2014 1

I. GRADUATION REQUIREMENTS

New York State Commissioner’s Regulations define requirements for earning a New York State high school diploma. To meet diploma requirements, students must earn course credits and pass Regents examinations. Detailed information about course and exam requirements, diploma options, and policies and procedures regarding graduation are provided below.

To support college and career readiness, schools may communicate more rigorous academic expectations than those defined by New York State graduation requirements; however, schools may not withhold diplomas from students who have completed the minimum New York State graduation requirements.

STARS is the New York City Department of Education’s (NYCDOE) official record of students’ programs, course outcomes, and progress toward completing course and exam requirements. STARS is used for all students in grades K–12 in NYCDOE public schools. STARS data also reflects schools’ alignment to the New York State and New York City academic policies described in this Reference Guide. To ensure that STARS data accurately captures students’ academic programs and outcomes, schools should follow the guidelines described in the High School Course Code Directory. STARS is managed by the NYCDOE's Office of Academic Policy & Systems. See Scheduling in STARS and STARS Action Items for more information.

REQUIRED CREDITS A.

According to The New York State Education Department’s (NYSED) Commissioner’s Part 100 Regulations, high school students must earn and accumulate required units of credit in specific subjects. In each high school, students must be provided with the opportunity to take the credit-bearing courses aligned to NY State learning standards in grades 9–12 and, when appropriate, in grade 8, which will satisfy the requirements for a Regents high school diploma. Schools may exceed the requirements described below and offer supplementary experiences that, while not required, may enhance students’ college and career readiness and provide them with valuable learning experiences.

A unit of study, which may or may not be credit bearing, is defined as at least 180 minutes of instruction per week throughout the school year. To accumulate a credit, students must receive 54 hours of instruction and demonstrate mastery of the learning outcomes set forth in a New York State-developed or locally-developed syllabus for a given high school subject. All credit-bearing courses must address high school commencement level standards,1 meet instructional time requirements (180 minutes per week throughout the semester/school year, which is 54 hours per semester or the equivalent), and be taught by a teacher with a New York State secondary certification in the course’s subject area.2

Please note that New York State Commissioner’s Regulations Part 100.5 requires students to earn at least 22 units of credit. New York City public schools calculate credits towards graduation using a semester-based model, in which the State’s requirement of 22 units of credit equates to 44 credits. Throughout this guide, the New York City, semester-based credit model will be used.

If you have questions about whether a student is on track to meet graduation requirements, please contact your network’s academic policy point prior to making a program change.

1 NYSED has commencement-level learning standards in the following subject areas: English language arts; social studies; mathematics,

science, and technology; the arts (including visual arts, music, dance and theater); Languages Other Than English; health, physical education, family and consumer sciences; and career development and occupational studies. Commencement-level State learning standards and State assessments reflect the knowledge, skills, and understandings all students are expected to know and be able to do upon receiving a high school diploma. 2 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 in the subject.

High School Academic Policy Reference Guide—Updated April 23, 2014 2

Subject-specific requirements for the Regents diploma are outlined below and summarized in appendix A. These credit requirements also apply to the local diploma. For the Advanced Regents diploma, 44 total credits are required;

however, these include a total of 6 credits in Languages Other Than English (LOTE) and 3 elective credits.3

Subject Area Required Number

of Credits

Additional Information

English (ELA) 8 credits There is no specific New York State-defined sequence for English courses. Schools should define core sequences aligned to commencement-level NYSED English language arts standards.

4

Social Studies

8 credits There are course-specific requirements for each of the 8 core credits:

4 global studies credits;

2 US history credits;

1 participation in government credit; and

1 economics credit

Mathematics 6 credits The traditional math sequence is Algebra I/Integrated Algebra, Geometry, and Algebra II/Trigonometry. NYSED allows math courses designed to culminate in a Regents to extend up to 4 credits. No more than a total of 4 credits may be awarded for high school level coursework in any of the following subjects: Algebra I/Integrated Algebra, Geometry, Algebra II/Trigonometry (i.e., students must earn at least two commencement-level credits other than Algebra).

5 High school technology education courses may be used to fulfill the remaining

2 credits in mathematics OR science, but not both.

Science

6 credits Students must earn a minimum of 2 credits in life science AND 2 credits in physical science.6

NYSED allows science courses that end in a Regents exam to extend up to 4 credits. No more than a total of 4 credits may be awarded for high school level coursework in any of the following subject areas: living environment, earth science, chemistry, and physics. High school technology education courses may be used to fulfill the remaining 2 credits in science OR mathematics, but not both. All science courses must incorporate lab activities. For science courses designed to culminate in a Regents, students must also successfully complete an additional required hands-on (not virtual) laboratory component of 1,200 minutes with satisfactory documented lab reports. The lab may not be credit-bearing. Labs that correspond to science courses designed to culminate in a Regents exam should be recorded on student transcripts, with a clear indication of whether the student successfully completed the laboratory requirement (e.g., P or F to indicate pass or fail, or the equivalent per the school’s grading policy). Labs must be indicated in STARS using the appropriate code (“L” in the seventh character).

3 While students at NYSED-approved consortium schools may fulfill exam requirements using portfolio assessments in place of Regents

exams in math, science, and social studies, these students must complete all course credit distribution requirements described in this document to earn a diploma. 4

English as a Second Language (ESL) courses that address commencement-level ELA standards in addition to ESL standards may bear core English or elective English credit. Typically, a school awards 1 core English and up to 2 elective English credits for Beginner English Language Learners (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); and 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. See also the English Language Learner Policy Brief. Other adaptations of this model are possible; contact your network’s academic policy point for assistance. 5 If a school offers math courses that address standards from two areas in the traditional math sequence (e.g., some Algebra I/Integrated

Algebra and some Geometry), the course syllabi, codes, names, and credits must explicitly reflect both areas. 6

Some courses may be designed as either life or physical science courses, depending on the learning standards they address (e.g., Environmental Science). If the course is being used to fulfill the life or physical science requirement, a school should clearly name and code the course as either life or physical based on the learning standards the course addresses.

High School Academic Policy Reference Guide—Updated April 23, 2014 3

Languages Other Than English (LOTE)

2 credits (6 for Advanced Regents)

Course credits are typically completed in one language, but may be completed in two languages.

7

A student with a disability may be exempted from meeting the LOTE requirement if and only if his or her IEP indicates that the requirement is not appropriate due to a disability that adversely affects his or her ability to learn a language. In this case, the student need not earn credits in LOTE but must still meet the 44 credit graduation requirement through credits earned in other subject areas.

The Arts 2 credits Arts courses may include any of the following: dance, music, theater, and/or visual arts. Arts courses can be theoretical (e.g., art history) and/or applied (e.g., ceramics). A student may obtain 2 credits in the arts (dance, music, theater, and/or visual arts) by participating in a school’s major performing groups, including band, chorus, orchestra, dance, or theater groups.

8

Health 1 credit NYCDOE policy specifies that high schools must include sexual health education as part of the required comprehensive health education course. It is strongly recommended that health instruction take place in grade 9 or 10.

9

Physical Education

10

(continued on the next page)

4 credits11

All students must take physical education (PE) every year they are in high school.

Taking more than one PE course in a term is allowed, but may not be used to complete core requirements early (i.e., students may not “accelerate” or “bank” PE credits).

There are no waivers or exemptions from PE requirements. Students with chronic or temporary medical conditions or disabilities must still participate in physical education. If a student has a medical certificate of limitation, it must indicate the area of the PE program in which the pupil may participate.

o Students with temporary medical conditions receive PE as part of the school’s regular PE program with appropriate modifications adapted to accommodate their temporary condition. If the school cannot safely accommodate the student in the general PE class, or if the student is temporarily restricted from all physical activity, the school should provide the student with an instructional program of alternative activities aligned to PE learning standards under the direct supervision of a certified PE teacher.

o Students with chronic medical conditions or disabilities documented by a Section 504 plan or IEP must still participate in physical education through an adaptive physical education (APE) program as indicated on their IEPs or 504 plans. An APE program consists of developmental activities, games, sports, and rhythms suited to the interests, capacities, and limitations of the student; it counts as the student’s PE requirement. APE must also be taught by a certified PE teacher.

(continued on the next page)

7

Students may be awarded up to 10 credits in LOTE for documented residence and school attendance in an other-than-English-speaking environment; see the LOTE FAQ and Transfer Credit for more information. 8

In exceptional situations, students may obtain two credits in the arts by participating in an advanced out-of-school activity. Credit for such participation shall be awarded upon recommendation by the student’s visual arts, music, dance, or theater teacher, shall be approved by the principal, and shall be consistent with the goals and objectives of the school’s visual art, music, dance and/or theater program. A student may receive two credits for participation in the activity if participation is equivalent to one year of study, or one credit for an activity equivalent to one semester of study. 9

Some schools may choose to offer their health curriculum during advisory. Schools exercising this option must ensure that the health curriculum meets the relevant standards and instructional time requirements for a one-credit course and must code the course as a health course in STARS. See the Office of School Wellness for more information. 10

See New York State Commissioner’s Part 135, the PE FAQ, and High School Physical Education requirements. 11

All students must earn 4 credits in PE, including students who transfer from non-NYCDOE schools.

High School Academic Policy Reference Guide—Updated April 23, 2014 4

PE (continued from previous page)

PE (continued from previous page)

Single exception to completing PE requirement: a student who completes all diploma requirements in fewer than 8 semesters is not required to continue enrollment in high school for the sole purpose of meeting PE requirements.

PE requirements may be met in the following ways:

3:2 “flip” model or comparable time each semester: students receive PE instruction 3 or 2 periods per week every semester (one semester for 3 periods per week, the other for 2 periods per week), or for a comparable time each semester if the school is organized in other patterns,

12 where each semester is worth 0.5 credits, for a total of

4 credits; OR

5x/week model (special allowance from NYSED for NYCDOE schools): Students receive PE instruction 5 days per week (minimum of 180 minutes per week) for 7 semesters, where each semester is worth 0.58 credits, for a total of 4.06 credits.

13

Students in grades 10–12 may also receive PE credit for participation in an extra-class athletic program

14 that addresses PE learning standards and meets the instructional time

requirements per semester, if the students have demonstrated acceptable levels of physical fitness, skills, and knowledge of the PE learning standards.

Electives 7 credits (3 for Advanced Regents)

Credit-bearing elective courses must map to high school learning standards and meet instructional time requirements.

15

TOTAL: 44 credits

Schools schedule courses and record final course grades and credits through STARS Admin. A standardized citywide STARS course code directory is in effect beginning with courses active in the 2012–2013 school year; schools do not need to change any courses offered prior to the 2012–13 school year. See Scheduling in STARS for more information.

Specific action items in STARS support schools in ensuring that students are scheduled for all required courses.

Schools may exceed the requirements described below and offer supplementary experiences such as advisory, service-learning or work-based learning opportunities, and other youth development courses that, while not required, may enhance students’ college and career readiness and provide them with valuable learning experiences.

12 For schools implementing the 3:2 flip model or a comparable time each semester, the minimum instructional time is 27 hours per

semester, or 90 minutes per week. Schools organized in trimesters, quarters, or other models may need to adapt these models to ensure that students meet the PE requirement. See Guide to Programming and Awarding Credit in Trimester and Cycle Models. 13

The awarding of 0.58 credits for PE courses using this model is intended to ensure that students take PE for 7 semesters in order to meet the PE requirement. 14

Extra-class athletic programs are defined as PSAL sport teams and school-based before- and after-school fitness programs, including intramurals and club sports that meet PE standards and instructional time requirements. These activities must be coached or instructed by a licensed NYCDOE PE teacher. Teachers with qualifications and experience to instruct the activity, who are licensed in other areas and have first aid and CPR training, may also be assigned. Before and after school fitness programs and clubs may be instructed by non-certified personnel provided they have appropriate experience, are approved by the school administration, and are directly supervised by the school’s PE staff. Per Chancellor’s Regulation A-601, clubs must have a licensed NYCDOE pedagogue advisor present during activities. 15

For example, an advisory course may be offered for elective course credit if it meets these requirements. NYSED has commencement-level learning standards in the following subject areas: English language arts; social studies; mathematics, science, and technology; the arts (including visual arts, music, dance and theater); Languages Other Than English; health, physical education, family and consumer sciences; and career development and occupational studies.

High School Academic Policy Reference Guide—Updated April 23, 2014 5

EXAMS B.

In addition to fulfilling course credit requirements, student must pass exams in certain subject areas to meet diploma requirements. See the Transition to the Common Core Regents FAQ and the Regents Examinations FAQ for more information.

In July 2010, New York State adopted the Common Core learning standards. NYCDOE public schools have been working to align instruction and assessments to these new, more rigorous standards. A timeline of the Common Core Standards rollout as well as sample test questions, test guides, frequently asked questions, and resources for parents and families are also available from NYSED on www.EngageNY.com. See also Assessment and the Common Core via the public NYCDOE website’s Common Core Library.

Regents Exams—updated April 2014 1.

Students must pass Regents exams in English language arts (ELA), global history and geography, US history and government, mathematics, and science to meet diploma requirements. Regents exam score requirements depend on the type of diploma awarded. Additional or alternative exams may be used in certain circumstances; see Diploma Options.

Starting with the 2013–2014 school year, Regents exams in ELA and mathematics (Algebra I, Geometry, and Algebra II) are transitioning to align to the Common Core.

Any student who, in the 2013–2014 school year or thereafter, regardless of grade of enrollment, begins his or her first commencement-level math course culminating in a Regents Exam in June 2014 or later must take the Common Core Regents exam in math that corresponds to that course, as available, and be provided with Common Core instruction. Most typically, this first course will be Algebra I (Common Core). For the June 2014, August 2014, and January 2015 administrations only, students receiving Algebra I (Common Core) instruction may, at local discretion, take the Regents exam in Integrated Algebra in addition to the Regents exam in Algebra I (Common Core). The higher of the two scores may be used for local transcript purposes and accountability results. In addition, such students may meet the mathematics exam requirement for graduation by passing either of these exams.

All students first entering grade 9 in the 2013–2014 school year or thereafter must be provided with a high school English course of study aligned to the Common Core and pass the new Regents exam in ELA (Common Core), which is designed to be administered at the end of Grade 11, to meet graduation requirements. For June and August 2014 administrations only, students enrolled in Common Core English courses may, at local discretion, take the Comprehensive exam in English in addition to the ELA (Common Core) exam. The higher of the two scores may be used for local transcript purposes and for accountability results.

See the Transition to the Common Core Regents FAQ for more information. Passing scores, alternative scores for students with disabilities, and college readiness indicators for the new Common Core-aligned exams will be determined by the New York State Board of Regents after June 2014.

During the transition, high schools are encouraged to focus on increasing the rigor of their courses. Please refer to the graduation requirements cards for recommendations for additional courses and exams students should take to prepare for college and careers.

All students who have enrolled in a course of study leading to a Regents exam have the right to be admitted to that exam. Students may not be barred from an exam for disciplinary reasons or because their achievement or attendance in the course is considered unsatisfactory. See page 9 of the School Administrator’s Manual for Secondary Level Examinations.

High School Academic Policy Reference Guide—Updated April 23, 2014 6

Subject Area Regents Exams

English Language Arts (ELA)

English language arts (Common Core)—first admin. 2013–14 Comprehensive exam in English—last admin. June 2016

Math Algebra I (Common Core)—first admin. 2013–14

Geometry (Common Core)—first admin. June 2015

Algebra II (Common Core)—first admin. June 2016

Integrated Algebra—last admin. Jan 2015 Geometry—last admin. Jan 2016 Algebra 2/Trigonometry—last admin. Jan 2017 Mathematics A—last admin. Jan. 2009 Mathematics B—last admin. June 2010

Social Studies Global History and Geography US History and Government

Science16

Life Sciences: Living Environment

Physical Sciences: Chemistry Earth Science Physics

Regents-like NYCDOE LOTE exams

17

Available at all schools offering these courses: Available at hub sites:

French German Hebrew Italian Latin Spanish

Albanian Arabic Bengali Chinese–Simple Chinese–Traditional Greek Haitian Creole Hindi Japanese

Korean Polish Punjabi Russian Urdu Vietnamese

Regents Competency Tests (RCTs) 2.

RCTs are State assessments available to eligible students who entered grade 9 prior to September 2011.18 Through the local diploma Safety Net provision, eligible students with disabilities may fulfill the exam requirement for the local diploma using RCTs if they are unable to pass the corresponding Regents exam with the needed score. Students may pass all Regents, all RCTs, or a combination of both. However, if a student is using an RCT score towards the fulfillment of the local diploma requirement, he or she must have taken each of the five required Regents exams at least once.19 More information on how RCTs can be used to support eligible students in meeting local diploma requirements can be found in the table on Diploma Options.

Students who entered grade 9 prior to September 2011 and meet one of the following criteria may take RCTs:

Students with Individualized Education Programs (IEPs);

Students with Section 504 plans (504 plans) that specify Safety Net eligibility; or

Students with disabilities who were declassified while in grades 8–12 but whose last IEP specified Safety Net eligibility.

16

All science courses that culminate in a Regents exam must be accompanied by a non-credit bearing laboratory. See Required Credits. 17

Regents exams in Languages Other Than English (LOTE) are no longer offered by NYSED. NYCDOE offers Regents-like exams in the former Regents languages as well as in additional lower incidence languages. See NYC LOTE exams and the LOTE FAQ. 18

See Diploma Options. The RCT option may not be combined with the compensatory score option. 19

Students may take the Regents and RCTs in any order (i.e., a student may take the Regents exam and then the RCT, or vice versa). Students must pass both the Reading and Writing RCTs and take the English Regents exam if using the RCTs to fulfill the English exam requirement. For more information on RCT administration, refer to page 4 of the School Administrator’s Manual.

High School Academic Policy Reference Guide—Updated April 23, 2014 7

RCTs are offered in the following subject areas: math, science, global studies, Unites States history and government, reading, and writing. Students must pass both the reading and writing RCTs and take the English Regents exam if using the RCTs to fulfill the English exam requirement.

New York State Approved Alternatives to Regents Exams 3.

NYSED allows students to meet exam requirements for a diploma by attaining certain scores on other exams, including Advanced Placement exams and SAT II exams. Students earning an Advanced Regents diploma and/or a diploma with an Honors designation may use up to two NYSED-approved alternative exams towards the diploma. See appendix C for a list of NYSED-approved alternatives to Regents exams.

A score earned on a NYSED-approved alternative exam that is being used to fulfill an exam requirement for a diploma must be recorded in ATS on the EVER screen. Once the score is recorded in ATS, schools have the option to display the equivalent Regents exam on the STARS transcript through a transcript update. The Regents exam that the NYSED-approved alternative is replacing must be recorded using a mark of “WX.” See the Course and Exam Marks Tables. For students pursuing a diploma with Honors, the NYSED-approved alternative assessment 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.

Regents Exam Waivers 4.

Per New York State Commissioner’s Regulations Part 100.5(d)(5), students who enter a New York State registered high school for the first time in grade 11 or 12 (excluding students who have been home-schooled and students who have been enrolled in a registered or non-registered public or non-public New York State high school) may be exempted from certain Regents exam requirements.

Students who meet the criteria above and transfer in grade 11 may be exempted from the Regents exam in Global History and Geography.

Students who meet the criteria above and transfer in grade 12 may be exempted from the Regents exams in science and in Global History and Geography, which are usually taken before the date of the student’s entry.

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. See the Course and Exam Marks Tables. 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.

Appeal of Regents Exam Score to Earn a Diploma—updated April 2014 5.

NYSED allows a student who has met specific eligibility requirements to appeal one or two Regents scores to earn a diploma. See appendix D for the eligibility requirements and process for submitting an appeal. Regents exams approved by the superintendent for use in an appeal to earn a diploma must be documented in STARS through a transcript update with an exam mark of “WG.” See the Course and Exam Marks Tables.

Starting in April of 2013-14, schools will be required to enter requests for appeals through ATS using the RQSA function. See Appeals to Graduate with a Score of 62-64 on a Regents Examination and the ATS Wiki.

New York State Alternate Assessment (NYSAA)—added April 2014 6.

The NYSAA is a datafolio-based assessment for students with severe cognitive disabilities who are unable to

participate in general education assessments only.20 NYSAA measures ability by collecting both baseline and final data points in a datafolio. Beginning in 2013–2014, NYSAA is aligned to Common Core Standards in ELA and math.

20 NYSED defines this as “students who have limited cognitive abilities combined with behavioral and/or physical limitations and who

require highly-specialized education and/or social, psychological, and medical services in order to maximize their full potential for useful and meaningful participation in society and for self-fulfillment. See section 100.1 (2.)(iv.). There is no one disability that automatically qualifies a student to participate in NYSAA.

High School Academic Policy Reference Guide—Updated April 23, 2014 8

Student eligibility for NYSAA is determined on a case-by-case basis,21 and is documented on an Individualized Education Program (IEP) in the Special Education Student Information System (SESIS). The student’s IEP must clearly state why the student cannot participate in the general assessment program and the rationale for NYSAA eligibility.

NYSAA-eligible students are assessed according to their chronological age and against grade level standards set by NYSED;22 in high school they are testing in ELA, math, science, and social studies.

Please see the Alternate Assessment FAQ and Assessment Memorandum #3 for more information on NYSAA policies and procedures. See also Students with Disabilities.

New York State Identification Test for English Language Learners (NYSITELL)—added April 2014 7.

The NYSITELL is used to initially identify English Language Learners (ELLs).23 A new entrant whose Home Language Identification Survey indicates languages other than English spoken in the home takes the NYSITELL to determine if he or she is eligible for bilingual and/or English as a Second Language (ESL) services.24 Based on NYSITELL results, the student is placed into one of four levels (beginning, intermediate, proficient, or advanced), and this determines the number of hours of services received. More information is available in the NYSED’s Guide to the 2013 NYSITELL, the NYCDOE’s Assessment Memorandum #2, and the NYCDOE’s NYSITELL Scanning Handbook.

New York State English as a Second Language Achievement Test (NYSESLAT)—added April 2014 8.

All ELLs take the NYSESLAT every year to determine how well they are learning English as part of the required annual assessment and tracking of ELLs’ English proficiency. The NYSESLAT assesses students’ speaking, listening, reading, and writing skills using grade bands.

The NYSESLAT has the following four performance levels, which indicate how well students have mastered English language skills:

Beginning: students are at the beginning level in the four skill areas; their English skills are minimal.

Intermediate: students have better English skills than students at the basic level; however, their skills are often not well developed and they make significant errors in the four skill areas.

Proficient: students function fluently in listening, reading, writing, and speaking; their skills are equal to those of native English speakers at their appropriate grade level. These students have attained the skills necessary to participate in an English-speaking classroom.

Advanced: students are able to use skills at a higher level than intermediate students. Although their knowledge and use of English is at a more advanced level, mistakes are made, usually involving more subtle use of language and more difficult levels of vocabulary and grammar.

Students continue to receive ELL services until their scores on the NYSESLAT show that they have learned English well enough to discontinue these supports. More information is available in the NYSED’s Guide to the 2013 NYSESLAT and the 2013 School Administrator’s Manual.

Testing Accommodations for English Language Learners—updated April 2014 9.

English Language Learners (ELLs) are expected to fulfill all course and exam requirements described in section I to earn a diploma. Per New York State Commissioner’s Regulations Part 154, ELLs are entitled to certain services and supports in order to meet all diploma requirements.

21

Students with disabilities who have Individualized Education Programs (IEPs) may participate in a variety of assessment programs, depending on their needs and as specified on their IEPs. The Committee on Special Education (CSE) or IEP team determines eligibility. 22

Students eligible for NYSAA must be assessed on the grade-appropriate content that is consistent with the student’s chronological age. See the age ranges for 2013-2014 to determine chronological ages and corresponding grade levels. 23

Effective February 1, 2014, the NYSITELL replaced the Language Assessment Battery-Revised (LAB-R) as the approved means of initially identifying ELLs in New York State. 24

Please refer to the ELL Identification and Placement Policy Brief for additional information on these policies.

High School Academic Policy Reference Guide—Updated April 23, 2014 9

Content area Regents exams are offered in languages other than English. Currently, Algebra I/Integrated Algebra, Global History and Geography, US History and Government, Living Environment, and Earth Science are available in Chinese (Traditional), Haitian Creole, Korean, Russian, and Spanish.

All ELLs must pass the English Language Arts Regents exam in English.

Testing accommodations for ELLs may include:

Time extension;

Separate location;

Third reading of the listening section for the Comprehensive English Regents exam;

Use of bilingual dictionaries and glossaries;

Simultaneous use of English and alternative language editions—all responses must be recorded in only one of the two editions;

Oral translation for lower-incidence languages; and/or

Writing responses in the native language.

Schools may also provide the testing accommodations listed above to former ELLs who were identified as English language proficient based on their scores on one of the two most recent administrations of the New York State English as a Second Language Achievement Test (NYSESLAT).25 See also the Testing Accommodations FAQ.

Testing Accommodations for Students with Disabilities—updated April 2014 10.

Principals must ensure that students with disabilities receive the testing accommodations specified in their IEPs or 504 plans that are permissible on State examinations. Students who have been declassified must be provided the permissible testing accommodations documented in the declassification IEP. Principals must also ensure that only the accommodations specified in each student’s IEP, 504 plan, or declassification IEP are provided to the student.

Information concerning the administration of State examinations to students with disabilities can be found in the publication Test Access & Accommodations for Students with Disabilities, Policy and Tools to Guide Decision-Making and Implementation; any accommodation listed in this publication may be authorized for students with disabilities in their IEP, 504 plan, or declassification IEP. See also the Testing Accommodations FAQ.

DIPLOMA OPTIONS—updated April 2014 C.

Students may pursue one of three high school diploma options—the Regents, Advanced Regents, or local diploma. All students should be encouraged to meet the requirements for the most rigorous option possible. The chart below outlines student eligibility and specific requirements by diploma type.

Diploma Type

Student Eligibility Requirements

Regents

All students Earn 44 required credits; and

Score 65 or above on 5 required Regents exams:26

English, global history and geography, US history and government, science (any science), and mathematics (any mathematics)

27

25

Per the testing manuals, ELL accommodations may not be provided to former ELLs who were identified as English language proficient prior to the 2009 NYSESLAT administration. 26

Students may also use approved alternatives to Regents exams; see appendix B. 27

Schools in the New York Performance Standards Consortium who use portfolio assessments received a waiver from NYSED permitting them to award diplomas to students who have passed the English Regents exam and Performance Based Assessments in math, science, and social studies. Students in these schools do not need to take Regents exams in math, science, global history and geography, or US history and government.

High School Academic Policy Reference Guide—Updated April 23, 2014 10

Diploma Type

Student Eligibility Requirements

Advanced Regents

All students Earn 44 required credits, including at least 6 Languages Other Than English (LOTE) credits and 3 elective credits; and

Meet all exam requirements for a Regents diploma (see above) AND score 65 or above on additional exams in the following areas: o Science: one life science and one physical science exam o Mathematics: one or two additional exams

28

o Languages Other Than English (LOTE)29

exam

For students completing an approved sequence in CTE or the Arts: o Minimum two LOTE credits instead of six are required o The LOTE exam is not required

Local – Safety Net provision

30

Students with Individualized Education Plans (IEPs)

Students with Section 504 plans that specify Safety Net eligibility

Students with disabilities declassified while in grades 8–12 whose last IEP specified Safety Net eligibility

The local diploma for general education students is no longer available, except for students who entered grade 9 in 2007 or prior

41

Earn 44 required credits; and

Score 55 or above on five required Regents exams; AND/OR o For eligible students entering grade 9 prior to September 2011

only: pass any of the following Regents Competency Tests (RCTs): Reading, Writing, Mathematics, Science, US history and government, and Global studies. Students may pass all Regents, all RCTs, or a combination of both. However, if a student is using an RCT to fulfill the local diploma exam requirement, he or she must have attempted all five Regents exams at least once.

31

o As of October 31, 2012, any student eligible for Safety Net may earn a combination of Regents exam scores that fulfill the compensatory score option:

Students must score 55 or higher on the English Regents exam and a math Regents exam.

Students may graduate with one or two scores of 45–54 on the required Regents exams in science and/or social studies, provided that:

Each score of 45–54 is compensated by a score of 65 or higher on another required Regents exam;

The student has passed the course corresponding to the Regents exam in which he or she scored a 45–54;

The student is not using RCTs to fulfill exam requirements; and

The student has a satisfactory attendance rate, as defined by the school.

28

Students may fulfill this requirement using one of the exam combinations listed here. 29

Regents exams in Languages Other Than English (LOTE) are no longer offered by NYSED. Regents-like NYC LOTE exams may be used to fulfill the requirement for the Advanced Regents diploma. See NYC LOTE exams and the LOTE FAQ. 30

For these students, the requirements were to earn 44 credits and certain scores on the five required Regents exams: English, Global History and Geography, US History and Government, any science Regents, and any math Regents. The score requirements were defined according to student’s ninth grade year of entry: for 2007, score 65 or above on four of five required Regents exams and 55 or above on remaining exam; for 2006, score 65 or above on three of five required Regents exams and 55 or above on two remaining exams; for 2005, score 65 or above on two of five required Regents exams and 55 or above on three remaining exams; and, prior to 2005, score 55 or above on five required Regents exams. 31

Students must pass both the Reading and Writing RCTs and take the English Regents exam at least once if using the RCTs to fulfill the English exam requirement.

High School Academic Policy Reference Guide—Updated April 23, 2014 11

COMMENCEMENT CREDENTIALS FOR STUDENTS WITH DISABILITIES—updated April 2014 D.

In addition to the diploma options above, students with IEPs may also earn commencement credentials, which are not equivalent to a high school diploma but provide students with the opportunity to demonstrate their achievement of commencement level Career Development and Occupational Studies (CDOS) learning standards. These credentials replace the IEP diploma; the last IEP diplomas were issued in June 2013.

A student with a disability must be provided with appropriate opportunities to earn an Advanced Regents, Regents or local high school diploma, including providing a student with meaningful access to participate and progress in the general curriculum to assist the student to meet the State’s learning standards. All students, including students with disabilities, must be provided with opportunities to stay on track to a Regents, Advanced Regents, or local diploma throughout high school and should be encouraged to earn these credentials as endorsements to a high school diploma rather than as the sole exiting credential wherever possible. At no point should a decision be made that a student stops working toward a regular high school diploma in order to concentrate on earning this credential.

Students who earn these credentials without earning a high school diploma must receive written assurance of their eligibility to pursue a diploma through the school year in which they turn 21.

Commencement Credential Type Student Eligibility Requirements

Career Development and Occupational Studies (CDOS) Commencement Credential

The CDOS may be awarded to students with disabilities who participate in standard assessments as an endorsement to an Advanced, Regents, or local diploma, or as the student’s sole exiting credential from high school.

Starting on July 1, 2013: Students with IEPs who participate in standard assessments.

Complete four 54-hour units (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, which may include:

o Supervised internships and work-based learning (54 or more hours);

o Courses that are part of an approved CTE sequence;

o Job shadowing; o Service-learning; o School-based enterprise; o Advisory focused on career planning;

Activities that already contribute toward the instructional time requirements for existing courses may not be double-counted toward the CDOS requirement.

Complete and annually review a career plan; and

Complete a work skills employability profile detailing the student’s mastery of the CDOS learning standards.

High School Academic Policy Reference Guide—Updated April 23, 2014 12

Commencement Credential Type Student Eligibility Requirements

Skills and Achievement Commencement Credential

Starting on July 1, 2013: Students with severe disabilities who are eligible to take the New York State Alternate Assessment (NYSAA):

Upon reaching the end of the school year in which the student turns 21; or

Upon application of the student or his or her parent/guardian at the completion of at least 12 years of schooling, excluding kindergarten.

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:

Achievement against the Career Development and Occupational Students (CDOS) learning standards;

Level of academic achievement and independence as measured by NYSAA;

Skills, strengths interests; and

As appropriate, other achievement sand accomplishments.

Schools should use the exit summary and directions provided by NYSED.

DIPLOMA ENDORSEMENTS—updated April 2014 E.

Students may obtain one or more designations or endorsements to certain diploma types as follows:

Designation or Endorsement

Eligible Diplomas Eligible Students Criteria

Honors Regents

Advanced Regents

All students

Meet requirements for a Regents or Advanced Regents diploma

Achieve 90+ average of all required Regents exams for the diploma the student is earning

32

Career and Technical Education (CTE)

Advanced Regents

Regents

Local

Students enrolled in New York State-approved CTE programs

Meet requirements for a local, Regents, or Advanced Regents diploma o For the Advanced Regents diploma only:

A minimum of 2 LOTE course credits instead of 6 are required.

The NYC LOTE exam is not required. AND

Earn course credits in New York State-approved CTE sequence (number of credits varies by sequence; minimum of 6);

Earn 1 course credit in Career and Financial Management (CFM), in addition to CTE credits outlined above;

Pass the CTE technical assessment that corresponds to the New York State-approved sequence in which the student earns credits; and

Complete Work-Based Learning (WBL) requirement (in addition to CTE and CFM credits outlined above)

32

For students pursuing a diploma with Honors and using a NYSED-approved alternative assessment and/or a waiver, as appropriate in accordance with Commissioner’s Regulations, the alternative exam and/or exam waiver 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.

High School Academic Policy Reference Guide—Updated April 23, 2014 13

Designation or Endorsement

Eligible Diplomas Eligible Students Criteria

Chancellor’s Arts Endorsed Diploma

33

Advanced Regents

Regents

Local

All students

Meet requirements for a local, Regents, or Advanced Regents diploma o For the Advanced Regents diploma only:

A minimum of 2 LOTE course credits instead of 6 credits are required.

34

The LOTE Regents or NYC Regents-like LOTE exam is not required.

AND

Earn 10 credits in a single art form (dance, theater, music, or visual arts), which may include those required to meet the 44 credit requirement; and

Pass the NYCDOE assessment in that art form.35

Mastery in Math Advanced Regents All students Meet requirements for an Advanced Regents diploma

Achieve a score of 85 or higher on each of the three required math Regents exams (Algebra I/Integrated Algebra, Geometry, and Algebra II/Trigonometry)

Mastery in Science Advanced Regents All students Meet requirements for an Advanced Regents diploma

Achieve a score of 85 or higher on any three science Regents exams. (Note that while two science Regents exams are required for the Advanced Regents diploma, three are required for the Mastery in Science endorsement.)

Career Development and Occupational Studies (CDOS) Endorsement

For students with Disabilities ONLY:

Advanced Regents

Regents

Local

Students with disabilities who participate in standard assessments

Complete four 54-hour units (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, which may include: o Supervised internships and work-based learning

(54 or more hours); o Courses that are part of an approved CTE

sequence; o Job shadowing; o Service-learning; o School-based enterprise; o Advisory focused on career planning;

Activities that already contribute toward the instructional time requirements for existing courses may not be double-counted toward the CDOS requirement.

Complete and annually review a career plan; and

Complete a work skills employability profile detailing the student’s mastery of the CDOS learning standards.

33

Students may earn a Certificate of Arts Achievement by completing a 6-credit arts sequence in dance or visual arts and passing the NYCDOE assessment in that art form. The Certificate of Arts Achievement is not a NYSED or NYCDOE diploma endorsement. 34

Students completing six credits of LOTE to fulfill the Advanced Regents diploma requirement only need to earn nine Arts credits in a single art form to meet the credit requirements for the Chancellor’s arts endorsed diploma. 35

See Arts Education about ordering arts assessments for eligible students.

High School Academic Policy Reference Guide—Updated April 23, 2014 14

In addition, schools may award local “Merit” and “Citizenship” endorsements in accordance with school-based policies. Schools utilizing these local endorsement options should clearly document their policies for awarding such endorsements and communicate them to students and families.

CITY UNIVERSITY OF NEW YORK (CUNY) ADMISSIONS REQUIREMENTS—updated April 2014 F.

CUNY Four-Year Colleges 1.

Candidates for freshman admission to a bachelor's degree program must show proficiency in reading, writing and math to be admitted, based on the criteria outlined below. See the CUNY website for exact details.

Reading and Writing:36

o English Regents exam score of 75 or higher;

o SAT Critical Reading score of 480 or higher;

o ACT English score of 20 or higher;

o CUNY Assessment Test (CAT): Reading Test score of 70 or higher and Writing Test score of 56 or higher;37 or

o Have already completed a Bachelor’s degree from an accredited program.

Mathematics:

o Mathematics Regents exam score of 80 or higher (Integrated Algebra, Geometry, or Algebra 2/Trigonometry) AND successful completion of Algebra 2/Trigonometry or a higher-level course;

o SAT Math score differs from college to college, with a minimum score of 500;38

o ACT Math score of 2139 or higher;

o CUNY Assessment Test (CAT) in Math score differs from college to college, with a minimum score of 35 on Math 1 and 40 on Math 2;40 or

o Have already completed a Bachelor’s degree from an accredited program.

o Note that most colleges require all new students to take the CUNY Assessment Test (CAT) in Mathematics (Math 3) for placement into college level math courses, even if they meet one of the criteria listed above.

CUNY Community Colleges 2.

Candidates for freshman admission to an associate program do not have to demonstrate skills proficiency as outlined above to be admitted. However, entering students who are not proficient based on these criteria will be required to take the CUNY assessment test to determine if they require remedial coursework to build their skills in any areas in which they have not met the proficiency requirement. See the CUNY website for specific up-to-date information and frequently asked questions about admissions and remediation.

Students who are in need of remedial coursework usually cannot begin a full program of college-level work in an associate program until they have completed remedial courses and demonstrated proficiency in reading, writing, and math. Remedial courses do not bear credit towards a degree and tuition is charged for these courses. Students are strongly advised to demonstrate proficiency before admission to CUNY to avoid remediation.

36 ESL students do not need to demonstrate CUNY Admissions levels in reading and writing prior to admission and have two years to do

so upon admission. Students who qualify for the SEEK program do not need to demonstrate the required skill levels prior to admission and have one year to do so in reading and writing and two years to do so in math upon admission. 37

For information on the CAT and how to prepare, see CAT FAQs via the CUNY website. 38

The minimum score for Community Colleges is 480. See the CUNY website for specific SAT math standards. 39

Minimum score for Community Colleges is 20. 40

Minimum score for Community Colleges is 35 on Math 1 and 40 on Math 2. See the CUNY website for specific SAT math standards. For information on the CAT and how to prepare, see CAT FAQs via the CUNY website.

High School Academic Policy Reference Guide—Updated April 23, 2014 15

POLICIES AND PROCEDURES G.

Below are policies and procedures relevant to high school graduation requirements.

Grade Level and Promotion Requirements 1.

To support students in staying on track to graduate, Chancellor’s Regulation A-501 specifies promotion standards for high school students. These requirements are outlined in appendix D. Students will be promoted to the next grade in ATS if they meet the standards stated in the promotion regulation.

Student grade levels for each school year are set in the prior spring and summer based on student outcomes in June and August, in accordance with the student promotion policy. While grade level placements must be indicated in ATS for operational and accountability purposes, schools may choose how to communicate such placements to students. Depending on the culture and instructional model of a school, it may be appropriate to communicate student progress toward graduation to students and families in other ways. For example, some transfer schools may follow an “un-graded” approach, where students track progress based on credits earned and exams passed, but do not associate with particular grade levels.

For more information about student grade levels and cohort placement, and related accountability implications, see the Graduation Accountability FAQ.

Graduation Cohort Policy 2.

Students’ graduation accountability for New York State reporting purposes and the New York City Progress Report is determined by three factors:

Cohort year;

Accountability status (“report status”); and

Accountable DBN (“grad cohort DBN”).

These variables are displayed in the ATS HEOY function and are determined as follows:

a. Cohort year

Cohort year corresponds to a student’s ninth grade entry year. Students are assigned a cohort letter based on their grade level at the end of their first year of enrollment at a NYCDOE high school. For transfer students, cohort year represents the first year of enrollment at any high school in the world. In addition to informing graduation accountability, cohort year allows schools to understand the graduation requirements that apply based on students’ ninth grade entry years (see section I).

As an exception, students with disabilities who are eligible for the New York State Alternate Assessment (NYSAA) at non-District 75 high schools or in District 75 inclusion programs are assigned cohorts on their ninth grade entry year or their seventeenth birthday year, whichever comes first. All other NYSAA-eligible students in District 75 programs are assigned cohorts based on their seventeenth birthday year. See the Graduation Accountability FAQ for more information on cohort assignments for NYSAA-eligible students. See also the Alternate Assessment FAQ.

Cohort year is locked at the end of a student’s first year of NYC DOE high school based on his or her grade level in ATS. Beyond this timeframe, schools may request a change to a student’s cohort using the UGNO command in ATS for the following reasons:

o The student’s cohort does not accurately reflect his or her ninth grade entry year due to error (e.g., the student was assigned to an incorrect grade level at the end of the school year).

o The student is a transfer student whose cohort was locked prior to the receipt of adequate academic records to make a grade level determination, recognizing the guidelines provided in Chancellor’s Regulation A-101.

o The student is an English Language Learner who fulfills the criteria below. In this case, the school may make a one-time request to move the student to the cohort corresponding to the year prior to

High School Academic Policy Reference Guide—Updated April 23, 2014 16

his or her ninth grade entry year, provided that:

The student has never had such a request granted before;

The student was newly arrived to the United States in his or her first year of high school and placed directly into ninth grade;

The student is in exactly his or her second year of enrollment in high school;

The student is an English Language Learner and has a low level of literacy in his or her native language; AND

The school has determined, before the end of the second year of enrollment, that the proper grade level of the student is still ninth grade.

o UGNO requests must be accompanied by an explanation in the comment field. Note that students may not be assigned to cohorts whose four year graduation rate has already been reported to New York State and on the Progress Report (i.e., “closed cohorts”). See the Graduation Accountability FAQ for more information.

b. Accountability Status (“Report Status”)

A student’s report status—“accountable” or “non-accountable”—indicates whether the student is included in graduation rate calculations. Accountable students include those who are active in the NYC DOE, have dropped out, or have graduated. Non-accountable students are those who were discharged with a cohort-removing code41 and students who were never enrolled in a diploma-granting high school. For additional guidance on cohort removing discharges, see the Graduation Accountability FAQ and Transfer, Discharge, and Graduation Code Guidelines. Report status locks in ATS on June 30th of a student’s fourth year of high school.

c. Accountable DBN (“Grad Cohort DBN”)

The grad cohort DBN is the last diploma-granting school where the student was enrolled for one day or more; this school is accountable for the student’s graduation for the Progress Report and State accountability purposes.

If a transfer occurs between NYC DOE schools, it changes the grad cohort DBN if both of the following are true:

o The new school is a regular diploma-granting high school; AND

o The effective date of the transfer is before June 30th of the fourth year of high school. Like report status, grad cohort DBN locks on June 30th of the fourth year for the New York City Progress Report six-year graduation rate. However, transfers between accountable schools occurring before June 30th of a student’s fifth year will result in changes to the cohort DBN for New York State’s five-year graduation rate.

For the purposes of calculating the six-year graduation rate, accountability status and accountable DBN are determined outside of ATS. For additional information on how the six-year graduation rate is calculated, including how accountability is determined for students who enroll in transfer schools and YABC programs, see the Graduation Accountability FAQ.

Certifying Students for Graduation—updated April 2014 3.

Schools should have clearly defined procedures for regularly tracking student progress towards meeting diploma requirements beginning in grade 9 to ensure that students have opportunities to take the courses and exams needed to meet the most rigorous diploma option possible.

Certifying high school seniors for graduation is one of the most important procedures performed by high schools. In certifying a student for graduation, the principal is attesting that the student has completed all requirements for

41

The cohort-removing discharge codes are 8, 10, 11, 15, 20, and 25. Students discharged with codes 8, 10, or 11 with documentation or reason code of “X” remain accountable. See the Transfer, Discharge, and Graduation Code Guidelines for information on updating these codes.

High School Academic Policy Reference Guide—Updated April 23, 2014 17

graduation and should receive the designated high school diploma from the school. Every high school must have clearly defined procedures for certifying students for graduation. Schools may consult Certifying Seniors for Graduation: An Overview for High School Personnel for support in developing or refining school-based certification processes.

The Transfer, Discharge, and Graduation Code Guidelines outline the appropriate diploma code for each diploma type. Each diploma type has a reason code where schools can indicate diploma designations and endorsements as applicable. A summary of graduation codes is included in appendix E. This guide also contains information about how to discharge students and re-enroll students returning to school to pursue a higher level diploma.

Principals and their designated staff must still review all graduating students’ transcripts for completion of all specific requirements, and the principal remains responsible for certifying students as graduates.

a. Graduation Safeguard in ATS (GRDT)

ATS uses data from STARS and ATS to flag students who may not meet the requirements of the diploma associated with the discharge codes entered for a student. When appropriate, schools have the ability to override these flags to indicate reasons why a data discrepancy exists. See the ATS Wiki for additional guidance.

b. Students Returning from Non-Diploma Granting Programs:

High schools are responsible for awarding diplomas to students previously enrolled in their high school who completed diploma requirements while enrolled at a non-diploma granting institution, such as a Young Adult Borough Center (YABC), a District 79 involuntary program, or a District 75 non-diploma granting program such as home instruction or hospital instruction. In these instances, the guidance counselors and other school staff from the non-diploma granting institution and the student’s high school are encouraged to collaborate to ensure a smooth transition and graduation certification process for each student. Specific roles and responsibilities for graduating the student are outlined below.

The non-diploma granting institution in which the student is enrolled is responsible for:

o “Pre-certifying” the student, i.e., reviewing the student’s transcript to ensure that the student has met all credit and exam requirements for the relevant diploma and that these are reflected in STARS; and

o Returning the student to his or her previous high school with the “January/June/August Graduate” indicator using the HSRE screen in ATS.42

The student’s previous NYCDOE high school is responsible for:

o Certifying the student for graduation;

o Entering the student as a graduate in ATS using the appropriate diploma code; and

o Awarding the student a high school diploma from the school.

The responsibilities of the previous high school outlined above apply regardless of the length of time the student has been enrolled at the non-diploma granting institution. In most cases, the previous high school is accountable for the graduate for New York State and Federal accountability and NYCDOE Progress Report accountability purposes.43

In cases where a student has no prior enrollment in a NYCDOE high school or a student previously attended a NYCDOE high school that has since closed, the non-diploma granting institution should follow the steps outlined above. Beginning in the 2012–13 school year, the HSRE screen in ATS automatically transfers the student to a central location (02M972), which will work with designated partner high schools to certify the student for graduation and make arrangements to award the student a diploma.

42 In the case of home and hospital instruction, students in shared instruction must be ended in ATS by the home or hospital program

using the SIGS screen. 43

The previous high school is accountable for the graduate if they were the last diploma-granting school before June 30 of the student’s fourth year of high school.

High School Academic Policy Reference Guide—Updated April 23, 2014 18

Student Participation in Commencement Ceremonies—updated April 2014 4.

Per NYCDOE policy, middle and high school students must meet promotion/graduation requirements to participate in their school’s moving up or graduation ceremony. In addition, 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. For additional information about commencement ceremonies, see Preparing for Graduation and Exclusion from Proms or Graduation Ceremonies. Note that students with disabilities who earn commencement credentials in lieu of Regents diplomas are equally entitled to participate in graduation ceremonies with their peers; schools may not exclude these students from walking in their ceremonies because they earned these credentials.

Early or Late Graduation 5.

Any student who has not yet received a high school diploma is entitled to a free public education through the end of the school year in which he or she turns 21, according to New York State Education Law, Section 3202.

A student who meets graduation requirements in fewer than four years may be awarded a diploma at the end of the semester in which all requirements are completed. The student does not need to remain in school for the sole purpose of completing remaining PE requirements if he or she is graduating early.

Schools cannot require students who have met graduation requirements in fewer than four years to remain enrolled; however, students have the right to remain enrolled if they wish to do so through the end of their fourth year of high school (or shorter period for students who enter a New York City high school after ninth grade) or until the end of the school year in which they turn 17 years old.

A student who meets graduation requirements in more than four years may be awarded a diploma upon completing graduation requirements. If a student in the fifth or sixth year of high school completes the requirements mid-year, the school can discharge the student as a graduate and does not need to wait until the normal graduation periods in January, June, or August. Schools cannot require students who have met graduation requirements in more than four years to remain enrolled through the end of the year.

Transition Services for Students with Disabilities 6.

Our goal is to prepare all students for postsecondary college and career readiness, and to exit high school with the highest diploma option available. High expectations, rigorous instruction, access to effective teaching practices, and quality Individualized Education Programs (IEPs), with deliberately planned transition services help to ensure that each student with a disability is on A Shared Path to Success. New York State Commissioner’s Regulations specify requirements for determining and documenting postsecondary transition plans for students with disabilities, beginning not later than the first IEP to be in effect when the student is age 15, and updated annually. Transition services are formalized plans documented in each student’s Individual Education Plan (IEP) for continuing education, vocational training, employment, adult services, independent living and/or community participation, and tailored to student needs, abilities and interests. Specific requirements include:

A statement of the student’s needs, taking into account the student’s strengths, preferences and interests, as they relate to transition from school to post-school activities;

Appropriate measurable postsecondary goals relating to education, training, employment and, where appropriate, independent living skills;

A statement of the transition service needs of the student, including activities to facilitate movement from school to post-school activities, such as instruction, related services, community experiences, the development of employment and other post-school adult living objectives, etc.; and

A statement of the responsibilities of the school district and, when applicable, participating agencies for the provision of such services and activities that promote movement from school to post-school opportunities, or both, before the student leaves the school setting.

High School Academic Policy Reference Guide—Updated April 23, 2014 19

Schools must also provide a summary prior to school exit for students whose eligibility for special education services terminates due to graduation from secondary school with a regular diploma or due to turning 21 years of age.

Career Development and Occupational Studies (CDOS) Commencement CredentialStudents who earn a as the sole Skills and Achievement Commencement Credential, exiting credential, or a must receive written assurance that they

continue to be eligible to attend school and work toward the receipt of diplomas through the school year in which they turn 21.

Understanding Transition ServicesFor more information on transition planning and services, see Transition from and School to Post School for Students with Disabilities.

II. COURSE CREDIT POLICIES AND PROCEDURES

DEFINITIONS A.

All credit-bearing courses must address high school commencement level standards, meet instructional time requirements (minimum of 180 minutes per week throughout the semester/school year, or the equivalent), and be taught by a teacher with a New York State secondary certification in the course subject area.44

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, or the equivalent, including:

o Online learning experiences; and/or

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 New York State commencement-level learning standards as a component of a course.

The principal must evaluate all course components (including those that occur virtually and/or non-virtually inside and/or outside the classroom and school day) and attest that the course provides students with the opportunity for at least 180 minutes of instruction per week, or the equivalent. A sample template for documenting this evaluation is included in appendix F.

Provided they meet the criteria for credit-bearing courses outlined above, the following delivery mechanisms are permitted in addition to traditional classroom courses.

a. Blended/online learning

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 Internet-connected 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. Online classes must be identified in STARS using the section properties screen. Blended and online learning may occur if the following conditions are met:

The course aligns with the applicable New York State commencement-level learning standards for the subject area and provides documentation of student mastery of the learning outcomes for the course;

Instruction is provided by or under the direction and/or supervision of a subject certified teacher (meaning a teacher who holds a New York State teaching certificate in the subject area in which instruction is provided) from the NYCDOE;

o The subject-certified NYCDOE teacher is responsible for overseeing the course syllabus, monitoring student progress, and awarding course grades. While online learning programs may offer a variety of academic services for students in blended or online courses, vendor-provided instruction and

44

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 in the subject.

High School Academic Policy Reference Guide—Updated April 23, 2014 20

support do not replace instruction and oversight provided by the subject-certified teacher.

The course includes regular and substantive interaction between the student and the teacher providing direction and/or supervision, which may occur in person or virtually;

Instruction satisfies the unit of study and credit requirements for instructional time (i.e., 180 minutes per week throughout the school year or the equivalent) as per the definition above;

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.

For additional guidance on implementing blended and online courses, see the Blended and Online Courses FAQ.

b. Internships and Service-Learning

Internships provide students the opportunity to connect knowledge and skills learned in the classroom to structured, authentic work environments outside the classroom. Internships are often used to help students develop career skills and competencies, which they can transport to the workplace or postsecondary educational experiences. Service-learning is a teaching and learning strategy that integrates meaningful community service with classroom curriculum, allowing students to connect academic studies with real-life solutions to strengthen communities. Internships and service-learning courses which bear course credit must:

Align to New York State commencement-level standards;

Include a classroom/seminar/workshop component in addition to learning time spent in an educational internship;

o Schools may determine the structure and content of the classroom/seminar/workshop component, including the instructional time provided. There is no required minimum for the amount of time spent in the classroom/seminar/workshop component; this component should provide sufficient time for meaningful teacher-student interaction.

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; and

Be overseen by a subject-certified teacher,45 in collaboration with a supervisor at the student’s internship site.

o The subject-certified teacher overseeing the internship course is responsible for overseeing the syllabus, monitoring and assessing student progress, overseeing the classroom/seminar/workshop component, and awarding the course grade. Teachers do not need to accompany students to off-site course components, but should work closely with individuals at the site to monitor student performance and the alignment of off-site activities to the expectations defined in syllabus.

Internships that are part of New York State-approved CTE sequences or work-based learning programs have specific requirements. For additional guidance on implementing internships and service-learning courses, see the Off-Site Courses FAQ on the academic policy intranet page.

Schools should maintain systems and structures (e.g., an accreditation committee) for regularly reviewing course offerings, including existing courses and new course proposals, course sequences, and course credit values. Sample templates for the accreditation committee are included in appendix F; these may be adapted to meet individual school needs in alignment with their established systems and structures.

NON-CREDIT BEARING COURSES B.

Per NYSED policy, students may not be awarded credit for the following:

45

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 in the subject.

High School Academic Policy Reference Guide—Updated April 23, 2014 21

Science Laboratory: A school may include lab within a science course as long as the course meets seat time requirements for both the course and the lab (at least 180 minutes per week or the equivalent for the science course and 1,200 minutes for the lab). Credit may not be awarded for the lab itself and the 1,200 minutes of lab work must be in addition to, not included in, the 180 minutes per week or equivalent of the science course.

Academic Intervention Services (AIS), Special Education Teacher Support Services (SETSS) (previously called “Resource Room”), or Related Services: These services may be provided as stand-alone periods or integrated into general classroom instruction, depending on the needs of the student and as specified in the IEP, as appropriate. While the services may not be credit-bearing, they may be integrated into other credit-bearing courses as appropriate.

Courses that address middle school learning standards: Schools may not award credit for courses that do not meet commencement-level standards. For example, students may not receive credit for a course aligned to pre-algebra standards designed to prepare students for a high school algebra course.

Courses that repeat standards for which students have already received credit: Schools may not award credit for the same course content multiple times. For example, students may not earn credit for US history and for a corresponding Regents preparation course. See Additional Programming Options for guidance on ways to support students who need additional time to master course content.

ADDITIONAL/FRACTIONAL CREDIT C.

Awarding additional course credit, including fractional course credit values, is not permitted in the following circumstances:

For additional instructional time: Schools may not award additional credit for increasing a course’s instructional time above 180 minutes per week while addressing the same learning standards.46

For additional rigor: Schools may not award additional credit for increasing the rigor of a course (e.g., an Honors course). However, schools can choose to weight more rigorous courses more heavily in a student’s GPA; see Calculation of GPA.

For minimal additional time and additional learning standards added to a course: For example, students in an English class that meets for 220 minutes per week (44 minutes per day) for one semester are eligible to receive one credit in English, not one credit in English and 0.2 elective credits for the eight additional minutes of instruction and content per day.

Above and beyond the total number of credits in a course sequence as outlined in NYSED Regulations: For example, a student may not earn more than a total of four credits in the high school Global Studies sequence.

Awarding additional/fractional credit is appropriate in the following circumstances:

Dividing a year-long course sequence into a trimester- or quarter-based program: For example, awarding 0.25 credits each quarter for a total of one credit at the end of the year for a one-credit course.

Accelerating or extending a course up to the total number of credits in the core sequence: For example, a school may award 1.5 credits per semester for a course that meets for 70 minutes per day, four days per week (280 minutes per week), for a total of six credits at the end of four semesters. Likewise, a school may award 0.67 credits per semester for a course that meets for 120 minutes per week, for a total of two credits at the end of three semesters.

Physical Education courses: Schools should generally award either 0.5 or 0.58 credits for PE courses, depending on the school’s PE program model; see Required Courses.

Courses providing fewer than 180 minutes per week, including elective courses: For example, a health course which provides 90 minutes of instruction per week over two semesters may be worth 0.5 credits

46

As an exception, NYSED allows students to earn up to 4 credits in any math or science course that culminates in a Regents examination. In this case, the course syllabi should be designed to address an extended sequence.

High School Academic Policy Reference Guide—Updated April 23, 2014 22

per semester. Similarly, an elective music class addressing high school level music standards that meets for 90 minutes per week may be awarded 0.5 elective credits.

Intra- and Inter-disciplinary courses: The use of fractional credit can provide schools with flexibility to combine different areas of course content within and across subjects, organizing content and time in innovative ways to support student engagement and learning. A school may design an integrated course that awards credit in two different topics within a discipline or across disciplines, in increments of 90 minutes of instruction per week for 0.5 credits for a semester.47 For example, an English class that meets for 270 minutes per week for one semester and integrates an additional poetry unit throughout the semester may be worth one English credit and 0.5 additional poetry (elective English) credits. See Interdisciplinary Courses for information and examples of where fractional credit may be awarded.

INTERDISCIPLINARY COURSES D.

Interdisciplinary programming combines learning standards from two different content areas in a single course. An interdisciplinary course must be taught by a teacher certified in at least one of the subjects. Interdisciplinary courses may be awarded credit in the following ways:

Interdisciplinary Courses That Fulfill Two Distribution Requirements: An interdisciplinary course that meets for 180 minutes per week or the equivalent throughout one semester can count for 1 credit, and successful completion of the course may be used to meet the distribution requirements in more than one subject area. In this case, students must still earn 44 total credits to meet diploma requirements. Alternatively, an interdisciplinary course that meets for 180 minutes per week or the equivalent throughout one semester could be worth 0.5 credits in one subject area and 0.5 credits in the other.

Interdisciplinary Courses That Meet For Extended Time: An interdisciplinary course that meets for additional time and addresses the learning standards in two disciplines may be awarded credit in both subject areas in increments of 0.5, e.g., a semester-long interdisciplinary art history course that meets daily for 55 minutes, where the syllabus includes history content through the lens of Art, may be awarded one credit in social studies and 0.5 credits in art, as long as the relevant learning standards are addressed. See discussion of fractional credits for intra-disciplinary integrated courses in Additional/Fractional Credit.

Integrated CTE Courses: An integrated course that is part of a State-approved CTE program that meets for 180 minutes per week throughout the semester and addresses the relevant learning standards in a required subject area plus industry-defined content in the CTE program area can count for one credit in the required subject area, and may also meet distribution requirements for the requisite course in the school’s State-approved CTE program.

In some cases, students enrolled in an interdisciplinary course may need to earn credit in different subject areas to stay on track to graduate. For example, some students in an interdisciplinary humanities course (which meets for 180 minutes per week or the equivalent throughout the semester and addresses both English and Social Studies learning standards) may need to earn one credit in English, while others may need to earn one credit in Social Studies. Schools are permitted to award credits to students as needed, in accordance with the interdisciplinary policies outlined above. For information about how to code interdisciplinary courses and implement this option in STARS, please contact your network’s data/applications specialist.

TRANSFER CREDIT—updated April 2014 E.

Per New York State Commissioner’s Regulations, the principal, in consultation with relevant faculty, is responsible for evaluating transcripts and awarding transfer credits for students enrolling in a New York City high school.

Schools should maintain procedures for the timely request and evaluation of transcripts from previous institutions to ensure that students are programmed for needed courses and exams. A sample transfer credit equivalency form,

47

Schools operating on a trimester model may offer fractional credit in increments of 0.3 credits per trimester for no less than a total of 16.2 hours (972 minutes) per trimester where the school plans to offer the course over at least two trimesters.

High School Academic Policy Reference Guide—Updated April 23, 2014 23

sample transcript update form, and sample checklist for supporting transfer students are included in the appendices. Refer to the Transfer Credit FAQ for additional information on supporting transfer students.

For students transferring from another public school in New York State:48 the principal shall evaluate the transcript or other records of a transfer student enrolling in a New York State high school. The principal shall grant transfer credit for all credit awarded by any New York State registered public or nonpublic high schools.

For students transferring from non-registered New York State schools, schools outside New York State, schools outside the United States,49 and home schools:

o 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 transfer credits towards a high school diploma. The decision to award transfer credit shall be based on whether the transcript and other records indicate that the work is consistent with New York State commencement learning standards and is of comparable scope and quality to that which would have been done in the school awarding the credit.

o Schools are responsible for ensuring that transcripts in a language other than English are translated effectively so that transfer credit can be awarded appropriately.48

o Schools may award Languages Other Than English (LOTE) credit for documented residence and school attendance in an other-than-English-speaking environment, provided that the experience occurs at age 11 or older and that the residence resulted in direct contact with that environment and its people. No more than 10 LOTE may be awarded for school attendance and residence in an other-than-English-speaking environment, regardless of the length of the experience. Students age 11 may receive up to 6 credits, students age 12 may receive up to 8 credits and students age 13 or above may receive up to 10 credits. In determining the number of credits to be awarded, the school should consider both the student’s prior academic record and future academic experience.

For students who completed coursework at other educational or cultural institutions (i.e., study abroad programs, college courses, etc.): Principals may award transfer credit for work completed through study abroad courses or other educational or cultural institutions. The decision of whether to award transfer credit for work done at educational or cultural institutions other than New York State-registered high schools shall be based on whether the transcript and other records indicate that the work is consistent with New York State commencement learning standards and is of comparable scope and quality to that which would have been done in the school awarding the credit.

For students returning from court-ordered settings:50

o Passages Academy: Students who are detained following an arrest attend school at one of the sites of Passages Academy, a District 79 program. Passages staff enter information into STARS about the credits students have successfully completed while at Passages. If a student has successfully completed a semester at Passages, the student’s prior school must accept the credits awarded by Passages for this work. Students returning to a school during the same semester should be returned to their prior program, unless they have already received course credit for the work successfully completed in Passages.

o The Office of Children and Family Services (OCFS) Programs and OCFS Contact Agencies: When a student returns to a NYCDOE school from the custody of an OCFS program or OCFS contact agency,

48

Students from NYSED-approved consortium schools who have passed PBATs in place of Regents exams in math, science, or social studies may use these PBATs to fulfill Regents exam requirements upon transfer to a non-consortium school. 49

Schools may contact the NYCDOE Translation and Interpretation Unit or the student’s home country embassy or consulate for assistance. It is not appropriate for the student or student’s family members to complete the translation. To support schools in understanding the transcripts from students’ home countries, schools may refer to Evaluating Foreign Transcripts: The A–Z Manual. 50

This information is a result of the JG v. Mills settlement. For additional guidance on supporting students returning from court-ordered settings, refer to the JG Guide and JG Checklists.

High School Academic Policy Reference Guide—Updated April 23, 2014 24

staff must follow specific steps to support these students, as per the JG guide.

o For more information on these protocols, see the JG Guide and JG Checklist.

Students entering a New York State high school for the first time in grade 11 or 12 are exempt from certain Regents examination requirements; see Regents Exam Waivers.

All transfer credits must be reflected in STARS, using the transfer course codes as specified 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. Transfer credits are reflected on transcripts with a “W” in the third character and a grade of “CR.” Schools should use the transcript update function in STARS to award transfer credits.

For students who transfer between NYCDOE schools or programs (e.g., from a high school to a YABC), the STARS course codes used to capture the previous school’s academic sequence may not align with those used by the receiving school.51 The receiving school should program students for the course(s) which best cover the remaining learning standards in a sequence, even if the code does not perfectly align with the previous school’s coding scheme. In such instances, the receiving school should maintain documentation that justifies the student’s program placement, such as diagnostic assessment results or syllabi for the courses the student has previously completed. Schools receiving students back from other high schools or programs (e.g., from a YABC to the home school) should accept a variety of course coding schemes as long as the program can document that the course(s) taken cover the required learning standards and number of credits to complete the sequence.

Grade and Cohort Placement of Transfer Students 1.

Students transferring to a NYCDOE high school from a non-NYCDOE school are assigned an initial grade level by the Office of Student Enrollment. For most students, this grade level is based on the first year the student entered grade 9 at any school in the world. Based on the grade level entered into the system, students are assigned a provisional cohort.

Upon receiving a transfer student, high schools should carefully evaluate transcripts and other academic records and award high school transfer course and exam credits, according to the guidelines in the section on Transfer Credit. This evaluation should be conducted in a timely manner to ensure that the student is programmed for needed courses. Upon evaluating the transcript and awarding transfer credit, a school may change the grade level to meet student needs, as appropriate:

When the grade level is changed by the end of the first school year in which the student has enrolled, ATS automatically reassigns the student to the corresponding cohort; or

Once the student’s first year of NYCDOE high school ends, the student’s cohort becomes permanent, regardless of any subsequent grade changes. If the student’s cohort does not match the first time that the student entered high school (or equivalent) anywhere in the world, the school should request a cohort change using the “UGNO” function in ATS.

See Graduation Cohort Policy for more information.

MIDDLE SCHOOL ACCELERATED COURSE CREDIT—updated April 2014 F.

Per New York State Commissioner’s Regulations Part 100.4(d), students in grade 8 shall have the opportunity to take high school courses in mathematics and in at least one of the following areas: science, Languages Other Than English, social Studies, English, art, music, or CTE. It is the responsibility of the middle school principal to determine which courses to offer for high school credit, and to determine which students have demonstrated readiness to pursue such courses. For all accelerated courses—particularly those that typically require multiple years of study and/or are usually completed in grades 11 or 12—the middle school principal should consider the student’s academic readiness

51

For example, two schools might cover the same Integrated Algebra learning standards over a different number of terms; therefore, students’ transcripts may reflect different STARS course codes for the same content.

High School Academic Policy Reference Guide—Updated April 23, 2014 25

for the course, as well as take steps to ensure that the student is able to continue advanced study in that subject area in high school. There is no limit on the number of accelerated course credits a grade 8 student may earn.

High schools must accept all accelerated high school credits a student earned in middle school. High school principals receiving incoming freshman who have earned high school credits through acceleration should provide opportunities for such students to continue advancing their study in the disciplines in which they have accelerated. If a high school receives a student who has earned accelerated course credit in math or science, e.g., Integrated Algebra or Living Environment, but needs additional support to meet college and career readiness standards, the school may consider the following:

For students who have earned credit in Integrated Algebra but need additional support, program the student for an extended geometry sequence (e.g., 1.5 or 2 years) which reinforces algebra skills through the lens of geometry in the first semester.

Program the student for additional instruction in the accelerated math or science course in accordance with Commissioner’s Regulations Part 100.5, for a total of up to 4 credits in the subject (including the accelerated course credit). In this case, the school should use diagnostic assessments and other data to determine the students’ learning needs and program the student for a course designed to meet these needs.

A high school that receives an incoming freshman may choose to exclude the middle school accelerated course mark from the calculation of the GPA and may choose to record the middle school accelerated mark as “CR” instead of including the alpha-numeric final grade, as defined in the school’s grading policy. For more information, please contact your network’s data/applications specialist.

High school credit is awarded for an accelerated course in the following ways:

The student passes the course and the associated New York State proficiency or Regents exam, when available. The course credit will automatically appear on the student’s high school transcript if these conditions are met. Per New York State Commissioner’s Regulations, the credit must be accepted as a transfer credit by the high school.

o A grade 8 student who receives a score of 65 or above on the Regents exam but does not pass the corresponding accelerated course will have fulfilled an assessment requirement towards a Regents diploma, but the student does not receive high school course credit.

The middle school student attends classes in a high school with high school students and passes the course on the same basis as the high school students. The high school awards transfer credit for the course.

In cases where no appropriate state assessment is available in the discipline in which the student is accelerating,52 the student passes a course in the middle school that has been approved for high school credit by the Community Superintendent (or designee) of the district(s) where the middle school and high school are located. The high school awards transfer credit for the course.

o Schools planning to offer middle school accelerated courses that do not culminate in a State exam for the 2014–2015 school year should email academicpolicy@schools.nyc.gov, copying their network academic policy point. Schools will receive additional instructions on the process for obtaining final approval. To document alignment to high school learning standards, schools should include the following items in their email:

Course syllabus, curriculum map, scope and sequence, or equivalent;

List of key texts;

Major assessments;

An explanation of the grading policy; and

An explanation of any pre-requisites.

52

Approval is required for all accelerated middle school courses in subjects without associated Regents or SLP exams, such as advanced elective courses aligned to high school learning standards.

High School Academic Policy Reference Guide—Updated April 23, 2014 26

Per Commissioner’s Regulations Part 100.4(d), acceleration for diploma credit is generally limited to grade 8 students only.

Students may not earn high school diploma credit as a result of successful course completion prior to grade 8 in any subject except Languages Other Than English (LOTE). Students who successfully complete two years of LOTE courses and pass a New York State or locally-developed Second Language Proficiency exam may be granted two high school course credits in any grade prior to grade 9.

In any subject area other than LOTE, if a student in a grade earlier than grade 8 receives a score of 65 or above on the Regents exam after completing a course of study, he or she will have fulfilled an assessment requirement towards a Regents diploma, but is not eligible to receive high school course credit.

The NYCDOE obtained a waiver for students who were in grade 7 in 2009–10 or prior. These students may receive high school course credit if they passed both the accelerated course and corresponding Regents exam. The waiver does not extend to students in grades 7 in the 2010–11 school year and beyond, and it does not extend to any students in grade 6.

See the Middle School Academic Policy Reference Guide for more information on acceleration and requirements in middle school.

CREDIT BY EXAMINATION G.

Students may earn up to a total of 13 credits without completing units of study if they score 85 or above on the corresponding Regents exams and meet all of the following criteria:

The student has not previously taken and failed the course for which he or she is attempting to earn credit-by-examination;

Based on the student’s past academic performance, the high school superintendent or his or her designee (which may include the high school principal) determines that the student will benefit academically by exercising this alternative;

The principal determines that the student successfully completed an oral examination or special project demonstrating proficiency of the subject matter developed in the course but not measured by the relevant exams; and

The student attends school, or receives substantially equivalent instruction elsewhere, in accordance with New York State education law; and

Students attempting to earn credit-by-examination in science still must meet the 1,200 minute laboratory requirement with satisfactory documented laboratory reports.

Students may earn up to two credits per exam subject through credit-by-examination.

Note that Regents exams in languages other than English (LOTE) are no longer offered by NYSED. The NYC LOTE exam may not be used to earn credit by exam per NYSED’s LOTE FAQ. Students must fulfill LOTE course credit requirements.

AWARDING HIGH SCHOOL CREDIT FOR COLLEGE COURSES H.

Advanced courses that convey credit toward a high school diploma and also convey higher education credit may be made available through arrangements with higher education institutions (e.g., Early College programs). However, a school may not impose any charge or fee on students for any required instruction or program leading to a high school diploma. In instances where high school credit and higher education credit are awarded, the high school must determine the appropriate credit value for the course in accordance with New York State Commissioner’s Regulations.

A high school principal may choose to award high school transfer credit for college courses students have completed independently in accordance with the transfer credit policies outlined above.

For additional information, see the College Courses FAQ.

High School Academic Policy Reference Guide—Updated April 23, 2014 27

INDEPENDENT STUDY I.

New York State Commissioner’s Regulations permit the use of independent study for elective courses. No more than six elective credits towards a Regents diploma may be awarded for independent study. Students in independent study must be approved by a school-based panel consisting of, at a minimum, the principal, a teacher in the subject area for which independent study credit is sought, and a guidance director or other administrator. The panel must approve the student’s participation based on the following criteria: the student has demonstrated readiness in the subject area in which he or she is undertaking independent study and is on track to graduate (i.e., has accumulated the appropriate credits and passing Regents exam scores).

An independent study must be academically rigorous, align to New York State commencement-level learning standards as outlined in a syllabus, and be of comparable scope and quality to a regular course. An independent study must be overseen by a teacher knowledgeable and experienced in the subject area of the independent study. The principal, after consultation with relevant faculty, shall award credit to the student for successful completion of the independent study and demonstrated mastery of the learning outcomes for the subject.

Please note that there are alternative mechanisms for students to complete coursework in a personalized way, including the use of blended and online learning and credit recovery, as appropriate.

MAKE-UP CREDIT AND CREDIT RECOVERY J.

It is important that students who fail a course have the opportunity to make up the course to get back on track. Students can make up credit by repeating the entire course during the school year or summer school, or through targeted credit recovery. Please note that there are many delivery mechanisms for completing courses; please see Course Credit Policies and Procedures for more information.

Courses repeated or taken for the first time during summer school must provide a minimum of 45 hours of instruction for the student to be eligible to earn one credit and 90 hours of instruction for the student to be eligible to earn two credits (compared to 54 or 108 hours, respectively, during the school year).53

Grades previously recorded for the course the student is making up should not be changed, whether the student is making up credit by repeating the course or through targeted credit recovery. Instead, the school should create a new course code (with an “R” in the seventh character” as indicated in the course code deck) and the student should receive a grade (and credit, as appropriate) in the semester the course or targeted credit recovery was completed.

When students are making up credit through targeted credit recovery during the school year or summer, certain policies apply, as outlined below. Note: the policies below do not apply if a student is repeating a course during the summer or school year, and only apply to students participating in targeted credit recovery.

Eligible students can make up credit through credit recovery: targeted, intensive instruction in the student’s identified deficiency areas of a course. To award credit through targeted credit recovery, schools must meet the following requirements, in alignment with New York State Commissioner’s Regulations:

The program must align with applicable New York State commencement-level learning standards; address student course deficiencies; and ensure that students receive equivalent, intensive instruction in the applicable subject area under the direction or supervision of a teacher certified in the subject area in which the student is making up credit.

A teacher may oversee and instruct a group of students with different course deficiencies making up credit in the same subject. As with all targeted credit recovery programs, in this scenario the teacher must be certified in the subject area and the classroom component and assignments must be differentiated based on students’ individual course deficiencies and credit recovery plans.

53

See the Summer School Handbook. When a student repeats a course during PM school during the school year, the course should be 54 hours. When a student repeats a course during PM school that occurs over the summer, the course should be 45 hours. Students may also participate in targeted credit recovery during PM school.

High School Academic Policy Reference Guide—Updated April 23, 2014 28

A school-based panel, which must include the principal, a teacher certified in the subject area for which the student needs to 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.54

Effective for NYCDOE targeted credit recovery programs beginning on or after July 1, 2012, the following policies apply to students earning credit through targeted credit recovery:

Only students who have attended at least two-thirds of the class time of the original failed course are eligible to earn credit through targeted credit recovery.

Students may earn no more than a total of three core academic credits through targeted credit recovery throughout high school.

o Core academic credits include credits required for graduation in English, social studies, mathematics, and science.

o Students who have earned any number of credits through targeted credit recovery programs beginning prior to July 1, 2012, may use those credits to meet graduation requirements, and may earn no more than three additional credits through targeted credit recovery beginning on or after July 1, 2012.

Students can only earn credit through targeted credit recovery during the semester or summer immediately following the one in which they failed the original course. After that period, students can only earn make-up credit by repeating the course during the school year or summer, as outlined above.

o For courses failed in the spring (beginning with spring 2012), students can earn credit through targeted credit recovery during the following summer or fall.

o For course failed during the fall (beginning with fall 2012), students can earn credit through targeted credit recovery during the following spring or summer.

The school-based panel must consult with the teacher of the course the student originally failed (if the teacher still teaches at the school) regarding:

o Whether the student should repeat the course or earn credit through targeted credit recovery, in accordance with the policies above; and

o If the panel determines that the student should participate in targeted credit recovery:

The scope and content of the targeted learning plan for the student; and

How the original failing course grade will be reconciled with targeted credit recovery grade in accordance with the school or course’s grading policy. The new grade must be recorded in a new course code in the semester and school year in which the student completes the targeted credit recovery. Use “R” in the seventh character of the course code.

For students who entered grade 9 in the 2011–12 school year or later, the policies above apply without exception. For students who entered grades 10–12 in 2011–12, schools should program students according to these policies. If there are exceptional cases where some students who were in grades 10–12 in 2011–12 require a waiver from these requirements, schools should contact their network’s academic policy point.

Schools using targeted credit recovery must also meet the following requirements for targeted credit recovery programs:

The school-based panel must document their decisions using the template in appendix J. (Schools may adapt this form as long as it includes documentation of each of the elements listed above. Schools do not

54

For courses that are part of a sequence, the Regents exam requirement applies for credit recovery courses corresponding to the last semester (or 18 weeks) before the Regents exam. For example, students must pass the Regents exam to receive credit through credit recovery for the last semester of four-semester global sequence.

High School Academic Policy Reference Guide—Updated April 23, 2014 29

need to complete the form for students who are ineligible for targeted credit recovery (e.g., students with low attendance.)

If using online targeted credit recovery, schools must use NYCDOE-approved programs, in addition to following the State and City targeted credit recovery policies outlined above. Schools currently using other online credit recovery programs that meet the above requirements may use them through June 2015. In order to use these programs, schools must apply for NYCDOE approval by submitting this form.

o For credit recovery offered in the fall of 2014, applications must be received by June 15, 2014.

o For credit recovery offered in the spring of 2015, applications must be received by October 1, 2014. Applications will be approved, conditionally approved, or denied within 30 business days. For conditional approvals, additional requested information should be submitted by November 15, 2014, and a final decision will be shared with the school by November 30, 2014.

Like offline targeted credit recovery programs, students must receive equivalent, intensive instruction in the applicable subject under the direction or supervision of a subject-certified NYCDOE teacher.

For additional guidance on implementing targeted credit recovery, see the Credit Recovery FAQ. For alternative options for programming students who may need additional support mastering course content, see Additional Programming Options.

III. PROGRAMMING POLICIES AND PROCEDURES

Providing students with schedules that account for prior coursework and credits earned and put them on the path to rigorous diploma options is a critical responsibility of high schools. All NYCDOE public middle and high schools are required to have accurate student and teacher academic programs reflected in STARS. The accuracy of these data should be maintained throughout the school year. Maintaining accurate student and teacher schedules in STARS reduces data requests from central offices to schools.

SCHOOL CALENDAR, DAILY SESSION TIME, AND ATTENDANCE—updated April 2014 A.

A school’s calendar, daily session time, and student attendance procedures are important components of ensuring that students are provided with the instructional time needed to remain on track toward completing an academic program that prepares them for college and careers.

School Calendar 1.

Each year, the school year calendar is centrally designed to meet the NYSED requirement of a minimum number of

180 State aidable days in all schools.55 The school year calendar, including Chancellor’s conference days for professional development, is pre-determined to ensure that schools do not fall below the minimum number of “aidable” days. According to NYSED:

Aidable days must be between September and June.

Aidable days include the first and last days of school, Regents examination days, two Chancellor’s conference days for staff development (Election Day and Anniversary Day), and two parent teacher conferences.

Classes or activities scheduled on Saturdays, Sundays, and legal holidays do not count towards the 180 aidable days.

To avoid the risk of a reduction in State Aid, and to limit the impact on bus scheduling and other services, schools may not open late, dismiss early, or close without prior approval through a calendar change request.

55

See NYSED’s Attendance Memo.

High School Academic Policy Reference Guide—Updated April 23, 2014 30

Daily Session Time and Student Schedules 2.

Per Title IV, Article 65, Part I and Commissioner’s Regulations part 175.5, the minimum length of the school day for grades 7–12 is 5.5 hours per day (27.5 hours per week), exclusive of lunch and extended time,56 and inclusive of time spent by students in actual instructional or supervised study activities. This time may include off-site educational experiences overseen by the school (e.g. courses taken at a college, internships, etc.). For more information on alternative course delivery mechanisms, see Course Credit Policies and Procedures.57

Students on track for graduation often reach their senior year needing only a few required courses or already having met minimum diploma requirements. Regardless, schools should schedule all students in their first four years of high school for 5.5 hours of instructional or supervised study activities. Schools may use a variety of options to support students in pursuing more rigorous diploma options and strengthening their college and career readiness, including:

Extended core courses (e.g., a fourth year of math or science), Advanced Placement courses, college-preparatory courses, or elective courses;

Off-site internships, overseen by a teacher or administrator in the school, which align with learning standards;

Courses at a college in partnership with the high school;

Seminars or independent studies where students can research a topic of interest to them; and

Advisory activities to support students in planning for college and careers.

For guidance on awarding credit for these learning experiences, see Course Credit Policies and Procedures.

Students above compulsory age (i.e., those who have completed the school year in which they turn 17) have the right to attend a full-time high school or high school program through the end of the school year in which they turn 21. For students who are above compulsory age and have completed four years of high school (i.e., are in their fifth year of high school or beyond), schools have the following options:

Schools are encouraged to program students with a full schedule to complete their academic program and earn a diploma, recognizing the options above for supporting college and career readiness.

Based on their academic and personal needs, schools may program individual students for shortened schedules to complete their academic program and earn a diploma. In this case, schools should ensure that students are scheduled, at a minimum, for courses and exams needed to put them on track to graduate. All students should be provided opportunities to complete an academic program that adequately prepares them for their college and career goals.

Schools may refer to the graduation requirements cards for recommendations on the courses and exams students should take to prepare for college and careers. For additional resources for students and families on preparing for postsecondary pathways, see the College Planning Handbook and Planning for Success: Supporting Transitions through High School to College and Career.

A school’s schedule is determined by the principal in alignment with contractual obligations. Changes to the schedule that deviate from the traditional eight-period day require a vote via the school-based option (SBO) process.58 See the Programming FAQ for additional guidance.

56

Under the UFT contract, schools have an additional 150 minutes per week for tutoring, small group instruction, or test preparation for struggling students with a student-teacher ratio of no greater than 10:1 (or 5:1 for self-contained special education students). The standard configuration for this extended time is 37.5 minutes after school Monday–Thursday. Schools may request alternatives to this standard configuration; for more information, see the Session Time Memo. If the change also includes a shortened session, the school must also request a calendar change. Note that sections C and E require prior authorization from the NYCDOE and NYSED. 57

See also question 11 of NYSED’s Attendance Memo. 58

An SBO is the process whereby a Principal and his or her UFT chapter leaders agree to propose to the UFT represented school staff deviations from certain requirements of the UFT teachers’ contract. First, the principal and UFT chapter leader must reach agreement on the SBO proposal. Next, the UFT chapter leader must arrange for a vote and notify all UFT staff members. The proposal must be approved by 55% of the staff who vote, and the SBO must specify which provisions of the contract will be altered.

High School Academic Policy Reference Guide—Updated April 23, 2014 31

The STARS action item, “Daily Instructional Time,” indicates that a school has at least one student in grades 7–12 scheduled for fewer than 5.5 hours of instruction per day. To ensure that daily instructional time is accurately reflected in STARS, schools should address the following:

The bell schedule defined in STARS should accurately reflect the school’s schedule.

All empty periods in students’ schedules should accurately reflect the student’s program.

o All students attending school full-time should be scheduled for instruction, lunch, or supervised study activities for all periods within the school day.

o For students attending school part-time, blank periods should indicate periods where the student is not programmed for instruction and therefore not expected to attend school, in accordance with the policies outlined in this section.

Students’ lunch periods should be accurately reflected in STARS. All students should be provided the opportunity for a daily lunch period; schools should not use lunch periods to deliver instruction or conduct required academic activities or services.59

See also Scheduling in STARS.

Attendance 3.

Attendance refers to both the data collection and reporting of how many students are in school each day and the practices necessary to increase the number of students in school each day.

Implementing procedures for monitoring student attendance and intervening on patterns of absences is important for ensuring that students receive sufficient time for instruction and academic support. Common reasons for student absences are often the same reasons students may not achieve academically.

Per Chancellor’s Regulation A-210, principals are responsible for the planning, implementation, and supervision of the school attendance program, which describes both the school’s record-keeping practices and efforts to monitor and intervene on patterns of absences and encourage good attendance, including:

Assigning an attendance coordinator (a pedagogue or administrator) to oversee attendance services;60

Submitting an annual attendance plan that delineates the school’s attendance program on or before October 31st (as part of the consolidated plan);

Having an attendance committee comprised of, but not limited to, teachers, administrators, members of the pupil personnel team, members of the academic teams, and parents and students, to review and approve the attendance plan; and

Ensuring the timely and effective tracking, follow-up, and support for all absent students, including contacting parents to determine the cause of a student’s unexplained absence and tracking all outreach and intervention efforts in the ILOG system on ATS.

All family trips that result in missed instructional time, including family vacations, count as absences on the student’s record in ATS. Students may be discharged only in the case of a permanent move and only in accordance with all other requirements in the Transfer, Discharge, and Graduation Code Guidelines.

Schools offering courses with off-site components, such as internships and service-learning courses, must:

Establish protocols for teachers to document student attendance during off-site and/or virtual coursework;

Record student attendance in ATS. When a student is present at an off-site location, schools enter reason code “72” in ATS in CIND for daily or AM or PM attendance or in PACH for period attendance, as appropriate; and

59

For students who elect to take additional elective courses or extracurricular activities in place of a lunch period, schools should obtain consent from the student’s parent or guardian. 60

This person coordinates the schools’ attendance plan in addition to scanning attendance.

High School Academic Policy Reference Guide—Updated April 23, 2014 32

Document the school’s protocols for tracking and documenting student attendance at off-site and/or virtual locations in the school’s Attendance Plan (as part of the Consolidated Plan).

For more information about internships and service-learning courses, see the Off-Site Courses FAQ.

Per New York State’s Attendance Memo, schools must take attendance on all days assessments are administered; these days count toward the required 180 days of instruction.

For students with disabilities who participate in the New York State Alternate Assessment (NYSAA) and therefore do not take the standard assessments, instruction must be provided during the days that other children are being assessed. Instruction must be provided regardless of which special education services the student receives or the setting in which the student's special education program is provided. The instruction may be provided by such individuals as a general education teacher, special education teacher or teacher assistant.

Grade 7–12 schools may request to treat Regents exam administration days as non-attendance days for both middle and high school students if the exam administration disrupts normal instruction, if approved by the SBO process.61

o If middle school students take local final examinations during the Regents examination period in January or the Regents examination period in June, in a block-time format similar to the format for Regents examinations; i.e., exams are scheduled for both the morning and the afternoon, then minimum length of school day requirements may be waived on such days. Such days will count toward the 180 required days of instruction and attendance for the grades taking the tests need not be taken. However, schools are encouraged to program students during this time for academic activities.

Schools administering their own final assessments in place of or in addition to Regents exams (e.g., portfolio reviews or final exams for courses not culminating in Regents exams) may also treat Regents exam days as non-attendance days in the following circumstances:

o The final assessments administered during these days must be major required assessments that count toward students’ final course grades for the term. Schools may not implement non-attendance days for practice exams, course makeup or review sessions, or assessments that could be readily incorporated into classroom instructional time.

o The assessment(s) must be administered during the Regents exam administration periods.

o The assessment(s) must be scheduled for both the morning and the afternoon.

o The assessment(s) must require significant school space and/or staff as to prohibit administration on a traditional instructional day.

o The non-attendance day must be reflected in ATS.

To indicate a non-attendance day in ATS, schools should use the Regents Exam Schedule Screen (ERES) in ATS, entering a “Y” under the exam administration date. For dates marked with a “Y,” ATS will not generate generated rosters or Period Attendance Daily Attendancerosters (SPAT sheets). The day, for PAR purposes, will be recorded as non-instructional for the entire school.

A student who has a 90% attendance rate (approximately 20 days of absence), or the equivalent of about two days each month missed, is considered “chronically absent.” Schools should develop plans for targeting these students and improving their attendance rates. School attendance plans should describe the procedures schools use to take and record attendance, prevent excessive absences, alert families to absences, and intervene when students begin missing too many days of school and performance is suffering.

61 An SBO is the process whereby a Principal and his or her UFT chapter leaders agree to propose to the UFT represented school staff

deviations from certain requirements of the UFT teachers’ contract. First, the principal and UFT chapter leader must reach agreement on the SBO proposal. Next, the UFT chapter leader must arrange for a vote and notify all UFT staff members. The proposal must be approved by 55% of the staff who vote, and the SBO must specify which provisions of the contract will be altered.

High School Academic Policy Reference Guide—Updated April 23, 2014 33

Students who miss 20 or more days per year are identified using the “chronic absentee indicator” (“CHRONIC ABS”) in ATS and can then be matched to specific interventions (“INTV”) to help prevent further patterns of absence. Schools can also track if these students’ attendance rates are improving. For more information, see Attendance, Chronic Absenteeism, and Teaching & Learning, How to ... Talk about Chronic Absenteeism and Attendance Rates, and the Principals’ Portal section on attendance.

SCHEDULING IN STARS—added April 2014 B.

A school’s academic program is operationalized through its master schedule. The master schedule encompasses the locations and meeting times of all courses a school currently offers. Each course has the following six basic attributes that can be used in creating both student and teacher schedules:

Course code;

Section number;

Period;

Rotation (i.e., number of days per week the course meets);

Location; and

Teacher(s) of record (i.e., the subject-certified teacher responsible for designing the syllabus, providing instruction, monitoring student progress, and awarding grades).

Once a master schedule is created and finalized, students can be scheduled for their courses.

Each school indicates the courses it currently offers by designating active course codes. These course codes provide important information about the subject, level, and instructional model for student schedules, report cards, transcripts, and other accountability systems. Codes may have up to eight characters. The use of a standardized code deck allows users within and outside the school community to understand what the course codes signify.

Prior to building the term's master schedule, schools should review their course offerings and active codes for the given year/term and ensure the courses will again be available.

Schools must use the section properties function62 to identify additional teachers and special class attributes for courses and sections defined on the master schedule. This function includes other attributes like a secondary teacher, the language of instruction, the special education model,63 the ELL model (English as a Second Language, Dual Language, or Transitional Bilingual Education), whether the course is online or iLearn, and other applicable properties.

STARS ACTION ITEMS—added April 2014 C.

STARS action items are notifications that appear on the STARS Admin homepage. Actions items are designed to support schools in ensuring that STARS data accurately reflect schools’ academic programming practices by drawing attention to data quality issues and/or school practices that may not be consistent with academic policies.

Schools should use action items to conduct regular, proactive checks of their STARS data and alignment to academic policies. When an Action Item notification appears, users can make changes to data directly in STARS Admin.

STARS Admin users can view action items and a summary of the methodology, policy and steps to resolving these items on the STARS Admin “action items” screen.

On the STARS Admin homepage, users can navigate to the “action items page” by pressing the action

items icon ( ) found under the STARS Admin logo or the summary found next to “announcements.”

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This function is found under the “Master Schedule” sub-menu of the “School Scheduling” drop-down on STARS Admin. 63

Special education models include the following: Teacher Support Services (Direct); Teacher Support Services–Indirect; Integrated Co-Teacher; 12:1; 15:1; 12:1:1; 8:1:1; and 12:1:4. For dropdown two, choices include: Teacher Support Services–Indirect; Hearing Ed Services; Speech/Language Therapy; Occupational Therapy; Orientation and Mobility Services; School Health Services; and Vision Education Services.

High School Academic Policy Reference Guide—Updated April 23, 2014 34

Any updates to data are reflected in STARS the next day.

Currently, high schools may see any of the following action items:

Missing departmental courses on master schedule: The school's master schedule is missing a subject specific core course code such as math, English, science, social studies, physical education, the arts, or foreign language (LOTE).

High school student(s) not scheduled for subject areas in which they need credits required for graduation: The school has at least one high school student at not scheduled for a subject area in which the student needs to accumulate credits towards graduation.

Daily instructional time: The school has at least one student in grades 7–12 scheduled for fewer than 5.5 hours of instruction per day.

Teacher reference: The school has at least one teacher nickname on the master schedule not matched to a teacher reference.

TERM MODELS D.

Schools designate courses as following a term model, where “term” is defined as the length of time before a teacher awards a final grade. Term model options include:

Year-long (~36 weeks of instruction)

Semester-based (~18 weeks of instruction)

Trimester-based (~12 weeks of instruction)

Cycle-based (~9 weeks of instruction)

In STARS, schools must specify a term model; however, term models may be designated at the course level as well. (For example, a school that generally follows a year-long model might choose to offer semester-based arts and health courses.) Schools may adjust the number of weeks of instruction per term in STARS, as long as they have designated enough instructional days to meet State school day and individual course instructional time requirements.

Additional Programming Options 1.

Schools may consider alternative options in designing academic programs and individual courses for students who may need additional support, including:

Designing a course that incorporates alternative mechanisms for delivering course content and skills, such as blended/online learning, internships/service-learning, or project-based learning; see Course Credit Policies and Procedures.

Using “selectives,” i.e., designing a suite of different course offerings that address similar standards, content, or skills, through different lenses (e.g., creating a thematic, chronological, and/or regional-based approach to global history, or an interdisciplinary approach, e.g., global economics). Such offerings enable schools to provide flexibility to students who may need to repeat a failed course, but for whom repeating the same course in the exact same way would not likely lead to success.

Considering how frequently a course should meet and how long each period should be (e.g., a course could be scheduled for a total of 70 hours to give students more time to master content). Note: additional credit should not be awarded for additional instructional time with minimal additional learning standards; see Additional/Fractional Credit.

Designing a course’s scope and sequence to account for different rates of student learning, enabling students to move on when they have mastered course content but also allowing additional time for students who may need it.64

o For example, a school may design a two-credit US history sequence that lasts a maximum of three semesters. As documented in the syllabus, students are expected to master the US history learning

64

All course codes should accurately reflect the length of the course sequence and the position of the course within the sequence.

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standards by the end of the second semester, at which time they receive a final grade for the US history course. Students who require additional time to master the learning standards remain enrolled in the course for a third semester, during which time they receive additional instruction which builds upon their learning from the first two semesters. During the third semester, students are awarded a final grade and course credit when they master the learning standards, at which time they are moved out of the course.

o Mastering course learning standards during a longer period of time than the traditional course length does not merit additional course credit.65 In the above example, all students receive two credits for mastering the US history learning standards and passing the course, regardless of whether they complete the course in two or three semesters. (Note that all students must receive a minimum of 54 hours of instruction per credit.)

o In STARS, schools may designate course durations of up to two years. Students who fail to master the learning standards by the end of a course’s pre-defined duration may be eligible for credit recovery options in accordance with NYSED and NYCDOE policies. See Make-Up Credit and Credit Recovery.

As part of the grading policy, building in frequent ways for students to make-up missed assignments or instruction prior to the end of the marking period and prior to awarding the final course grade, including the use of 37.5 minutes.

Considering all of the supplemental aides and services available in order to ensure access to the curriculum for students with disabilities. In addition, schools should consider the quality of implementation of the IEP, including alignment of services to student need. Students should always receive services in the “least restrictive environment” that is appropriate for them and may receive different services for different content areas depending on their needs and strengths.

o When creating courses in STARS, schools may not indicate a special education model in the course code and/or course name. Schools should indicate the special education model at the section level using the section properties screen in STARS.

Considering adopting an annualized or mastery-based learning model that tracks student progress toward and mastery of specific competencies, as outlined in Annualized Programming and Mastery-Based Programming.

PROGRAM MODELS E.

Schools typically program students using either an individual or block scheduling model.

Individual scheduling: In this model, students are scheduled based on individual needs and requirements. As a result, each student’s schedule is unique. Courses may be scheduled as a daily uniform program or on a rotation cycle.

Block scheduling: In this model, students are organized into groups and each group follows the same schedule. Block scheduling allows for longer periods and normally requires courses to meet on a rotation.

In addition to individual and block scheduling, schools may choose to adopt different instructional approaches to which student and teacher schedules align. Some of these approaches are described below. Refer to the High School Programming FAQ for additional information on designing school schedules and teacher programs.

Annualized Learning 1.

An annualized instructional approach is one where a course’s syllabus, scope and sequence, lesson plans, assessments, and grading policy reflect a 36-week learning cycle (typically with the same teacher and students). A

65

As an exception, students may receive additional credit for completing extended math and science courses designed to culminate in a Regents exam. In these subjects, students may receive three credits for a four-semester (162-hour) course and four credits for a four-semester (216-hour) course.

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school may be instructionally annualized, but choose to document course grades and credit on the transcript more than once a year. As such, schools that offer annualized learning may choose any term model available in STARS (year-long, semester, trimester, or cycle). Adopting an annualized instructional approach does not mean that a school must adopt a year-long term model in STARS.

A school that offers an annualized program and uses a semester, trimester, or cycle term model may update grades and credits documented earlier in the year based on a student’s performance later in the school year, in accordance with the school’s grading policy.

If students in a semester-based course (e.g., a course that reflects an 18-week learning cycle) fail the course in the first semester, they may not receive credit for that course in the second semester as part of credit earned in a second-semester course. In this situation, the school should maintain a semester-based program and follow the policies outlined in Make-Up Credit and Credit Recovery. Moving forward, the school could choose to design an annualized program with a syllabus that demonstrates academic standards spiraled throughout a year-long learning cycle and a grading policy that reflects that cycle.

Schools awarding credit for instructionally annualized programs using semester, trimester, or cycle term models may divide the credit value among each term accordingly. See the Guide to Programming and Awarding Credit in Trimester and Cycle Models for more information.

Mastery-Based Learning 2.

Mastery-based learning is an approach based on the principle that students can advance to the next course upon demonstrating mastery of course outcomes. Student progress and performance are measured based on specific pre-determined competencies and skills, and data are used to provide timely, differentiated support based on students’ individual learning needs.

In a mastery-based learning system, teachers:

Identify specific standards and competencies on which students must demonstrate proficiency;

Align curriculum, scope and sequence, lesson plans, student assessments, and grading policies to the identified standards and competencies;

Define qualitative, descriptive criteria that indicate how a student can demonstrate proficiency or progress toward proficiency on each standard and competency; and

Provide students with regular, specific feedback on their progress toward meeting each identified standard and competency (note: feedback is typically not averaged, but tracked individually).

Implementing mastery-based learning requires long-term planning and strong support from the school community, including teachers, administrators, students, and families. Schools considering adopting a mastery-based system should contact their network for support. For additional guidance on programming students in mastery-based learning models, see the Overview of Mastery Based Learning.

There are many additional options schools may consider in designing their academic programs and individual courses, particularly to support students who may need more time to master course content. See Additional Programming Options for more information.

ENGLISH LANGUAGE LEARNERS (ELLs)—added April 2014 F.

Policies regarding English Language Learners (ELLs) are defined in New York State Commissioner’s Regulations part 154. Students are identified as ELLs based on the results of the Home Language Identification Survey (HLIS) and, if appropriate, their English proficiency level on the New York State Identification Test for ELLs (NYSITELL). See Assessment Memorandum #2 for NYSITELL administration procedures. For additional information on ELL identification and placement, including Students with Interrupted Education (SIFE), see the ELL Policy Brief.

Once a student has been identified as an ELL, parent choice drives program placement. ELL parents view an orientation video in their language of choice, which describes the NYCDOE’s three program options: Dual Language (DL), Transitional Bilingual Education (TBE), and English as a Second Language (ESL), described further below. All parents are entitled to choose among these three options, regardless of whether their child’s current school has their

High School Academic Policy Reference Guide—Updated April 23, 2014 37

program of choice immediately available. The NYCDOE’s website offers parents a variety of resources, as well as sharing the ELL Parent Information Case (EPIC) with parent coordinators and school-based staff to inform parents of ELLs about their rights.

There are three ELL program models66 designed to support students in achieving English proficiency and/or bilingualism:

English as a Second Language (ESL): freestanding ESL programs are offered in all NYCDOE schools. Classes are taught in English and emphasize English acquisition. English may be the only common language among students in the program, who may speak different native languages. Some schools may offer dedicated ESL classes, while others may infuse ESL strategies into subject area classes taught in English. ESL classes must be taught by certified ESL teachers, regardless of whether the instructional model is co-teaching or self-contained.

Dual Language (DL): designed to continue developing ELLs’ native language fluency as well as English language proficiency. DL programs provide instruction in two languages: English and a second, foreign language. The goal of DL programs is to support students in becoming fully bilingual. The amount of time spent learning in each language varies by program. Schools may offer a one-way immersion option or a two-way immersion option. The one-way immersion option supports native language maintenance for ELLs and former ELLs who speak the same language. The two-way immersion option supports ELLs in developing English proficiency and English-speaking students in learning a second language.

Transitional Bilingual Education (TBE): designed to help ELLs transition to classes taught in English. This program model promotes English proficiency by providing English Language Arts, native language arts, and subject classes in both the student’s native language and in English. As students develop English proficiency, instruction in English increases and instruction in the native language gradually decreases. Students exit TBE programs when they reach proficiency.

If a parent’s choice is not currently available in the school, the school must inform the parent, provide them with the following two options, and maintain a record of their response. Parents may:

Keep their child enrolled at the current school in an available program (ESL or bilingual, if available)—if the parent chooses this option, the school should immediately place the child in that program and begin serving him/her; or

Transfer their child to a different school where the parent’s choice is currently available. To do so, schools should contact the Office of English Language Learners on behalf of the parent to coordinate the transfer with the Office of Student Enrollment. While the school awaits the transfer, the student should temporarily be placed in an ESL program in the school until the transfer is completed.

All schools are required to provide all levels of mandated ESL (beginning, intermediate, and advanced) regardless of the other ELL program models offered at the school or the current number of ELLs enrolled at the school.

Schools may not refuse admission to zoned students or students assigned by the NYCDOE’s Enrollment Office based on their ELL status or program needs.

Schools are required to form bilingual programs in grades K–8 when there are 15 or more ELLs with the same language in one grade or in two contiguous grades, for whom parents/guardians chose a bilingual program placement. This threshold is the minimum requirement under the law but by no means limits schools that choose to open programs with fewer students. For example, when parents request bilingual programs in a small school, the school can pool resources and staffing with other schools (e.g., campus schools and neighboring schools) in order to provide wider access to programs.

For all ELL programs, the number of ESL, Native Language Arts, and English Language Arts instructional units provided is based on English proficiency and all units must be standards-based. See the Language Allocation Policy Handbook for ELL Programs.

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The program model used by a course must be specified in STARS using the section properties feature.

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STUDENTS WITH DISABILITIES—added April 2014 G.

The NYCDOE’s special education reform initiative, referred to as A Shared Path to Success, seeks to ensure that all students with Individualized Education Programs (IEPs) are provided with the greatest possible access to the least restrictive environment appropriate to their needs.

Students with IEPs, should, regardless of their disabilities:

Have access to a rigorous academic curriculum that sets high academic standards, enabling them to fully realize their potential and graduate prepared for independent living, college, and careers;

Be taught in their least restrictive environment, and, as often as possible, alongside students without disabilities;

Receive special education services that are targeted to their needs and provide the appropriate level of support throughout the school day; and

Be able to attend their zoned schools or the school of their choice, while still receiving the supports they need to succeed.

All students and families must feel welcome at every school. As part of A Shared Path to Success, schools must convene a School Implementation Team (SIT), which may overlap with the Pupil Personnel Team (PPT) or other school teams, and must include at minimum one administrator, one special educator, and one general educator. The SIT is the liaison between the school and the network for topics related to the implementation of the special education reform. For more information, please see the Guidelines for Continued Implementation of A Shared Path to Success.

Schools should review each new student’s IEP upon entry. If a child’s IEP recommends programs or services that the school he or she is entering does not currently have, the school should first make it clear to the parents and student that they are committed to providing the programs and services that are recommended on the IEP, beginning on the student’s first day that school. Network Special Education Coaches will work the school to determine how to align resources to meet the recommendations on the IEP.

For questions related to programming for students with disabilities, please contact your network Special Education Achievement Coach.

For other policies related to students with disabilities, see the sections on Testing Accommodations, NYSAA, Commencement Credentials, Transition Services for Students with Disabilities, and Scheduling in STARS.

STUDENT RECORDS RETENTION AND TRANSFER—updated April 2014 H.

Maintaining up-to-date, accurate student records is an important part of ensuring that students are programmed for the correct courses and exams, and receive the services they need. High schools are responsible for obtaining and maintaining relevant records electronically and in students’ cumulative files. See the guidance provided in the Student Records Maintenance and Requests FAQ and Chancellor’s Regulation A-820. To ensure that school records requests are directed appropriately, school principals should identify staff members responsible for managing student records requests. This individual may be identified in the USIN ATS screen.

Students’ cumulative files should be transferred to high schools as follows:

For students transitioning from NYCDOE middle schools to NYCDOE high schools, middle schools are responsible for transferring students’ cumulative files to students’ receiving high schools each spring once high school placement decisions have been finalized. Middle schools use the PLNT (general education) and PSPE (special education) reports in ATS to access students’ high school DBNs, and distribute students’ cumulative files accordingly. The PLNT and PSPE reports should be included with the records as a cover sheet. High schools can use the RQSA screen in ATS to request missing records as needed.

For students enrolling from non-NYCDOE schools, high schools are responsible for confirming students’ prior schools and contacting the schools to request copies of students’ cumulative files in a timely manner in order to provide students with appropriate academic programs. See Transfer Credit for more information on supporting transfer students.

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NYCDOE’s data systems automatically transfer the following information to high schools:

ATS: biographical information, attendance data, health/immunization records, promotion data, disciplinary history, exam scores, and transportation eligibility

STARS: permanent records/transcripts

SESIS: Individualized Education Programs (IEPs)67

The Student Records Maintenance and Requests FAQ details what kinds of student records schools are responsible for providing to parents and students. Former students who wish to obtain copies of their academic records should submit a written request to the school they last attended, accompanied by valid proof of ID. If the student’s school is no longer open, the student should request his or her records from the designated transcript maintenance school. Students are advised to contact their borough high school superintendent’s office for assistance locating their transcript maintenance school or obtaining their records. See the DOE website for additional information. Reasonable methods must be used to identify and authenticate the identity of parents, students, school officials, and any other parties to whom personally identifiable information from education records is disclosed. When a request comes from a former student who resides out of the New York area, schools must still attempt to authenticate the identity of the requestor.

A federal immigration initiative known as Deferred Action for Childhood Arrivals allows undocumented young people who were brought to the United States as children and who meet certain criteria to be considered for work authorization and relief from deportation. Candidates must provide documentation that they meet eligibility criteria; school records are a possible form of documentation, among other documents the City made be able to provide. Former students seeking records to document eligibility for consideration of deferred action should follow the procedures for transcript and records requests outlined above.

In accordance with the Family Educational Rights and Privacy Act (FERPA), confidential student information is not available to everyone. This law protects the privacy of student information. Please see the Student Records Maintenance and Requests FAQ, question 12, for more information.

HOME AND HOSPITAL INSTRUCTION—updated April 2014 I.

New York City’s District 75 Home and Hospital Instruction programs provide services to students who, for documented health or medical reasons, cannot attend school in person. These students may be entitled to receive instruction in their homes or in the hospital for varying lengths of time, depending on need and approval from the Department of Health and Mental Hygiene (DOHMH). Chancellor’s Regulation A-170 outlines home instruction policies and the Home and Hospital Instruction Overview, the Home and Hospital Communication Protocol, and the ATS Updates Guide provide policy implementation guidance. The following policies apply to students on home or hospital instruction:

Home instruction does not include students who are “home-schooled” by their parents. Please see the Home Schooling page for information.

All public school students on home or hospital instruction must be affiliated with a NYCDOE public school (their “DOE affiliate school”). Students on home or hospital instruction will appear concurrently on both their affiliate school register and on their home or hospital register. See the ATS Updates for Home and Hospital Instruction for additional guidance on accessing and updating student records in STARS and ATS.

The affiliate school and home or hospital staff should collaborate on the design of the academic plan for each student while on home or hospital instruction, taking into account the student’s academic program and prioritized courses needed to stay on track for graduation. The nature and extent of this collaboration may vary depending on individual student circumstances and the duration of the student’s enrollment in home or hospital instruction.

To facilitate collaboration between the home and hospital staff and affiliate school staff, students on home or hospital instruction should have shared instruction in ATS and STARS. Specific roles and

67

It is not necessary to transfer a paper copy of the IEP.

High School Academic Policy Reference Guide—Updated April 23, 2014 40

responsibilities of both the home and hospital instruction staff and affiliate school staff are outlined in the Overview of Home and Hospital Instruction. Instructions for designating students for shared instruction in ATS and STARS beginning in January 2013 are outlined in ATS Systems Updates for Home and Hospital Instruction.

All students on home or hospital instruction must receive instruction that corresponds to courses required for graduation as needed, including core classes in math, science, social studies, and English as well as languages other than English, PE, health, art and electives.

Please note that home and hospital instruction programs are not intended to provide students with a full instructional program. Rather, the goal is to ensure students remain on track to meet all academic requirements while they are home or hospital-bound, so they are able to transition back to school without significant disruption to achieving academic requirements and goals.

Students in grades 7–12 receive 10 hours of instruction per week, to the extent possible, given the individual student’s condition.

Students on home or hospital instruction are expected to receive instruction in PE, which takes their medical condition into consideration. PE content is expected to be included in the coursework provided by the student’s school to home or hospital instruction teachers. The coursework provided should be mindful of the student’s medical condition, and be designed to meet NYSED commencement level PE standards.

To facilitate collaboration between the home and hospital staff and affiliate school staff, students on home or hospital instruction should have shared instruction in ATS and STARS. Specific roles and responsibilities of both the home and hospital instruction staff and affiliate school staff are outlined in the Home and Hospital Instruction Overview. Instructions for designating students for shared instruction in ATS and STARS beginning in January 2013 are outlined in ATS Systems Updates for Home and Hospital

Instruction.

Students on home and hospital instruction who do not already receive special education services may be referred for an initial evaluation, if appropriate. NYCDOE affiliate schools are responsible for the initial evaluation, and subsequent IEP meetings and evaluations. For students who do not have a DOE affiliate school (e.g. private/parochial school students), the Committee on Special Education (CSE) affiliated with the student’s borough of residence is responsible for conducting the initial evaluation.

For information on student eligibility for home instruction, the process for referring a student to home or hospital instruction, and approval for a student to go on home instruction, see Chancellor’s Regulation A-170.

When a student is admitted to a partner hospital, instructors from the NYCDOE hospital instruction program meet with the student informally. The student is entered onto the hospital instruction’s register in ATS on his or her third day in the hospital. However, attendance is retroactive to the student’s first day in the hospital.

IV. GRADING POLICIES AND PROCEDURES

Determinations of passing or failing should be based on student mastery of the learning standards and competencies addressed in the course. Schools may not maintain quotas of students passing or failing courses. Student performance may result in passing grades for all students in a course, if all students demonstrate mastery of the learning standards addressed. However, a grading policy may not state that, by definition, all students must pass.

Schools may establish grading policies at the school, department, grade, or course level. Grading policies should be documented prior to the commencement of a course and clearly communicated to students, families, and staff. Schools should have clearly defined procedures to ensure that students’ final course grades are entered in STARS in a timely manner, up to four weeks after the end of the marking period.

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INCORPORATING REGENTS EXAMS INTO FINAL COURSE GRADES A.

For students who complete a course of study culminating in a Regents exam, the Regents exam may not be the only reason a student passes or fails a course, per the NYSED School Administrator’s Manual. As a part of a grading policy, Regents scores may be included in the calculation of a final course grade only if the score is:

Weighted no more than 33 percent of the terminal course leading to the exam; and

Calculated into the course grade as a component of the weighted average.68

Schools may not add points to the total grade because the student passed the Regents exam. For examples of acceptable ways to incorporate the Regents exam into a grading policy and calculate the weighted average, see Weighting Regents Exams in Grading Policies.

COURSE MARKS AND REPORT CARDS—updated April 2014 B.

Schools determine the number of marking periods to include within a year, semester, trimester, or cycle, depending on the model they use. The last marking period in the “term” (e.g., year, semester, trimester, or quarter, depending on the school’s model) is where final course grades for that term are recorded.69 Schools determine these calculations according to their grading policies.

Schools must enter all final course grades in STARS. Report cards can be generated in STARS for each marking period, and must be distributed to students and families at least twice per “term”—one student progress report and one report indicating the student’s final grades for the term. Schools may use the standard NYCDOE report card and/or school-developed materials to provide students and families with more information about their progress and performance. See Report Cards for information about translations.

Schools may choose to use one or more grading scale models, based on their grading policies.70 The principal, in consultation with the School Leadership Team (SLT), may determine whether grading policies are set at the school, department, grade, or course level. Each course mark has a citywide pass/fail equivalent (and, for alpha grades, a default numeric equivalent which is used in the calculation of GPA), whereby a passing grade equates to earning credit in the course. In some cases, a school may choose to change the numeric equivalent in accordance with its grading policy.71 For a list of grading scales and available marks for each, see appendix M.

The following policies apply to specific course marks:

Incompletes: Schools may award a grade of Incomplete (“NX”) if a student has a documented, extreme extenuating circumstance that prevents him/her from completing the course in its established timeframe (e.g., surgery, death in the family). A student who receives an incomplete must successfully complete remaining course requirements by the end of the semester following the termination of the course in order to receive a final grade and credit, as applicable. “NX” does not have a pass/fail or a numeric equivalent.

New or Recently Admitted Students: Students who enroll in a course after it has started may have missed assignments or assessments needed to generate a complete course grade for a given marking period. These students may be given a grade of “NL” in STARS to indicate this circumstance. NL does not have a pass/fail or numeric equivalent. Students who receive a grade of NL must successfully complete

68

Schools using grading systems not based on weighted averages should ensure that the Regents exam mathematically accounts for no more than 33% of the final grade. For example, in a grading system where the final grade is based on a total of 300 points, no more than 100 points should be derived from the Regents exam outcome. 69

For additional information on generating final grades in STARS, see Grades and Exams. 70

While schools are not restricted to using specific grading scales for certain types of courses, schools should consider students’ academic needs and postsecondary goals in selecting grading scales. For example, a numeric or alpha grade may convey needed information about students’ mastery for particular postsecondary options. While schools may define their grading policies at the school, department, or course-level, schools are encouraged to adopt a consistent mark form across courses. 71

For assistance, schools may contact their network’s data/applications specialist.

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remaining course requirements by the end of the semester following the termination of the course in order to receive a final grade and credit, as applicable.

No Show: A grade of “NS” is given to a student who fails to attend a course and does not participate in any of the work from which a grade can be derived. NS has a pass/fail equivalent of fail and a default numeric equivalent of 45.72

STARS Classroom, together with STARS Admin, comprises the STARS suite of course scheduling and grade management software applications used by the NYCDOE. STARS Classroom is an internet-based application that automates the collection of course marks for teachers. Teachers can use this system to view class rosters, access student data, and enter course marks which will appear on STARS generated student report cards. In the future, STARS Classroom will include more functions to further support existing school needs. For more information, please see the guide to STARS Classroom teacher grade entry in grades 6–12 and Using My Assessments in STARS Classroom.

TRANSCRIPT UPDATES C.

Schools must maintain procedures for keeping student transcripts up to date to ensure that students are programmed for needed courses to support accurate tracking of student progress towards meeting diploma requirements. All transcript updates must be completed in accordance with the policies listed below and supported by back-up documentation. A sample template for documenting transcript updates is included in appendix H. Reasons for making transcript updates are as follows:

Adding a new grade:

o Transfer credits, in accordance with the policies outlined in the section on Transfer Credit;

o Credit-by-examination, in accordance with the policies outlined in the section on Credit by Examination; or

o Participation in PSAL or other school-based or out-of-school team or club for PE course credit, in accordance with the policies outlined in Required Credits.

Changing an existing grade (beginning in the 2012–13 school year, transcript updates to change an existing grade from a prior school year will include additional system restrictions to reflect the reason for the transcript update):

o Annualization update, in accordance with the policies outlined in the section on Annualization;

o Teacher error calculating student’s final grade, in accordance with the course’s grading policy;

o Principal override, in accordance with CSA and UFT contracts. A teacher must be notified in writing of any principal override of his or her final course grades; or

o Updating a grade of Incomplete (NX) or Recent Admit (NL) to a final grade, per the policies outlined in Student Records Retention and Transfer.

Adding an examination outcome:

o NYSED-approved alternative assessments (see appendix B);

o Regents exam waiver, in accordance with NYSED policy (see Regents Exam Waivers);

o Regents exam score a student completed at a non-NYCDOE school in New York State; or

o Performance-Based Assessment (PBAT) for schools in the New York State Standards Consortium.

CALCULATION OF GRADE POINT AVERAGE (GPA) AND RANK—updated April 2014 D.

Schools may determine which courses taken at their school to include in the calculation of student GPA. In addition, schools may use STARS to assign additional weight to Honors, Advanced Placement, International Baccalaureate, and college courses.

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Schools that use numeric grading scales that extend below 45 should consider altering the NS numeric equivalent to align with the numeric scale they use.

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Schools may determine whether to establish school-based policies for class rankings and determinations of a valedictorian and salutatorian. Schools should have clear, documented policies in these areas that take into consideration which students are eligible to be ranked, which courses count in the ranking, how courses are weighted, and how the final rank will be calculated. In STARS, when calculating the rank, schools can determine which students are included in the denominator by creating a custom group and excluding or including students based on their ranking policy.

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V. APPENDICES

CREDIT AWARDED FOR SEQUENCES REQUIRED FOR GRADUATION A.

73 Schools may accelerate or extend the timeframe for completing a sequence (except for physical education) depending on the school’s

schedule and student needs. Acceleration and extension do not affect the credits earned or the instructional time required for a sequence, except as described below. 74

Students at Performance Standards Consortium schools must pass the English Regents exam and Performance Based Assessment Tasks (PBATs) in English, social studies, math, and science. 75

NYSED allows math courses designed to culminate in a Regents to extend to up to four credits. No more than a total of four credits may be awarded for high school level coursework in any of the following subjects: Algebra I/Integrated Algebra, Geometry, Algebra II/Trigonometry (i.e., students must earn at least two commencement-level credits other than Algebra). 76

Additional exams and/or credits are required for an Advanced Regents diploma. 77

NYSED allows science courses that end in a Regents exam to extend to up to four credits. No more than a total of four credits may be awarded for high school level coursework in any of the following subjects: Living Environment, Earth Science, Chemistry, and Physics. 78

All students must take Physical Education (PE) every year they are in high school. Taking more than one PE course in a term is allowed, but may not be used to complete core requirements early.

Subject Area Traditional Timeframe73

Credits Awarded

Minimum Time Required Regents Exam74

English 8 semesters 8 credits 432 hrs. English and Language Arts (Common Core) or Comprehensive English

Social Studies 8 credits distributed as follows:

Global Studies 4 semesters 4 credits 216 hrs. Global History and Geography

US History 2 semesters 2 credits 108 hrs. US History and Government

Participation in Government 1 semester 1 credit 54 hrs. N/A

Economics 1 semester 1 credit 54 hrs. N/A

Mathematics75 6 credits distributed as follows (traditional sequence):

Algebra I/Integrated Algebra 2 semesters 2 credits 108 hrs. One of the following Regents:76

Algebra I (Common Core) or Algebra I/Integrated Algebra

Geometry (Common Core) or Geometry

Algebra II (Common Core) or Algebra 2/Trigonometry

Geometry 2 semesters 2 credits 108 hrs.

Algebra II / Trigonometry 2 semesters 2 credits 108 hrs.

Science77 6 credits distributed as follows:

Life Science (Living Environment or other life science)

2 semesters 2 credits 108 hrs. One of the following Regents:90, 76

Living environment

Chemistry

Earth science

Physics

Physical Science (Chemistry, Earth Science, Physics, or other physical science)

2 semesters 2 credits 108 hrs.

Any additional science (from those listed above or other science course)

2 semesters 2 credits 108 hrs.

Language Other than English (LOTE) 2 semesters 2 credits76 108 hrs. None required for graduation76

The Arts 2 semesters 2 credits 108 hrs. N/A

Physical Education78

8 semesters (0.5 credit each)

OR

4 credits

OR

3:2 “flip” or comparable time each semester (27 hours)

OR N/A 7 semesters

(0.58 credit

each)

4.06

credits

5x/week (minimum of 180

minutes per week)

Health 1 semester 1 credit 54 hrs. N/A

Electives 7 semesters 7 credits 378 hrs. N/A

High School Academic Policy Reference Guide—Updated April 23, 2014 45

SUMMARY OF DIPLOMA OPTIONS B.

For the most current information, please see the graduation requirement cards.

Diploma Eligible Students Course Requirements Exam Requirements

Regents diploma

All students 44 credits 5 Regents exams with scores of 65+

Advanced Regents diploma

All students 44 credits, including 6 credits in a language other than English

8 Regents exams and the NYC LOTE exam with scores of 65+

Local diploma Students with disabilities (Safety net)

44 credits 5 Regents exams with scores of 55+, passing scores using RCTs, or using the compensatory option

High School Academic Policy Reference Guide—Updated April 23, 2014 46

NYSED-APPROVED ALTERNATIVE EXAMS FOR MEETING DIPLOMA REQUIREMENTS C.

The test score(s) indicated below are the minimum acceptable score(s) that can be substituted for a Regents Exam score of 65 for all students who have completed the course of study for that subject. Note: Students earning an Advanced Regents diploma and/or a diploma with an Honors designation may use up to two NYSED-approved alternative exams towards the diploma.79

Alternative Exam Minimum Score

ENGLISH Advanced International Certificate of Education (AICE) English Examination E Advanced Placement Language and Composition Examination 3 Advanced Placement Literature and Composition Examination 3 International Baccalaureate English A1 Standard Level Examination 4 International Baccalaureate English A1 Higher Level Examination 3

GLOBAL HISTORY AND GEOGRAPHY

Advanced Placement World History 3 UNITED STATES HISTORY AND GOVERNMENT

Advanced Placement United States History 3 SAT II United States History - In addition to achieving the established score, students must complete a multi-source, in-depth research project that demonstrates the ability to use primary and secondary sources.

560

INTEGRATED ALGEBRA

Advanced International Certificate of Education (AICE) Mathematics Examination E Advanced Placement Calculus AB Examination 3 Advanced Placement Calculus BC Examination 3 International Baccalaureate Mathematics Studies Standard Level Examination 4 International Baccalaureate Mathematics Methods Standard Level Examination 4 International Baccalaureate Mathematics Higher Level Examination 3 International General Certificate of Secondary Education (IGCSE) A SAT Subject Test in Mathematics Level 1 470 SAT Subject Test in Mathematics Level 2 510

GEOMETRY AND ALGEBRA 2/TRIGONOMETRY

Advanced Placement Calculus AB Examination 3 Advanced Placement Calculus BC Examination 3 SAT II Mathematics Level IIC 550

SCIENCE - In addition to earning the score below, students must complete 1,200 minutes of hands-on lab work with satisfactory lab reports.

Advanced Placement Biology 3 SAT Subject Test in Biology E/M 520 SAT Subject Test in Chemistry 540 SAT Subject Test in Physics 530

79

For students pursuing a diploma with Honors, the NYSED-approved alternative assessment 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.

High School Academic Policy Reference Guide—Updated April 23, 2014 47

APPEAL OF A REGENTS EXAM SCORE TO EARN A DIPLOMA D.

The New York State Education Department allows a student who has met specific eligibility requirements to appeal one or two Regents scores to earn a diploma.

To be eligible to appeal a Regents score to earn a diploma, a student must meet all of the criteria listed below. The student must have:

Taken the exam(s) under appeal at least two times previously;

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;

Attained at least a 65 course average in the subject area of the exam under appeal;

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;

Provided evidence of academic intervention services in the subject area under appeal; and

Been recommended by his or her teacher or department chairperson for the appeal.

According to information from NYSED, a student who meets the criteria above and scores 65 or above on four required Regents Exams and a score of 62–64 on one required Regents Exam may appeal to earn a Regents diploma, and a student who scores 65 or above on three required Regents Exams and 62–64 on two Regents Exams may appeal to earn a local diploma.

An appeal may be initiated by a student, a student’s parent/guardian, or teacher. The school principal must convene a committee comprised of three teachers (not to include the student's teacher in the subject area of the Regents Exam under appeal) and two school administrators, including the principal. The standing committee must review the appeal and make a recommendation to the high school superintendent for approval.

Starting in April of 2013-14, schools will be required to enter requests for appeals through ATS using the RQSA function. See Appeals to Graduate with a Score of 62-64 on a Regents Examination and the ATS Wiki.

High School Academic Policy Reference Guide—Updated April 23, 2014 48

SUMMARY OF NYCDOE HIGH SCHOOL PROMOTION REQUIREMENTS E.

The chart below outlines the promotion requirements for students in grades 9–12.

Grade Level

Coursework/Exams Minimum Credits

9 Successful completion of standards in academic subject areas

8 credits

10 Successful completion of standards in academic subject areas 20 credits, including 4 in English and/or ESL and 4 in Social Studies

11 Successful completion of standards in academic subject areas

30 credits

12 Successful completion of standards in academic subject areas

Passing score on 5 Regents exams (English, Global history, US history,

Math, and Science)

44 credits in required subject areas

Through the Promotion in Doubt (PID) process, schools formally notify families, in writing, that their child is at risk of not meeting promotion standards and being retained in the same grade for the upcoming school year. This mid-year notification, which occurs in January and February, enables schools and families to plan for the needed supports and interventions to help students achieve promotion standards by June.

High school students who do not meet promotion requirements in June have the opportunity to attend summer school and be promoted in August if promotion standards are met at that time.

High School Academic Policy Reference Guide—Updated April 23, 2014 49

NYCDOE CREDENTIAL, DIPLOMA, AND ENDORSEMENT CODES F.

The following is excerpted from the Transfer, Discharge, and Graduation Guidelines.

CREDENTIAL CODES

CODE DESCRIPTION USAGE

30 Received High School Equivalency Diploma (GED)

This code is used when a student is to be discharged from the DOE after being granted a High School Equivalency Diploma (GED) following completion of a District 79 DOE GED preparation program. Only certain District 79 programs may enter a Code 30 discharge. Any school that wishes to update the status of a previously discharged student who has been granted a GED should use the PDSC screen to record the Code 30.

64 Career Development and Occupational Studies (CDOS) Commencement Credential For students with IEPs who participate in standard assessments only.

For eligible students with disabilities who meet criteria described here. The credential is not equivalent to a New York State high school diploma. The credential may be awarded any time after the student has attended school for at least 12 years, excluding kindergarten, or received a substantially equivalent education elsewhere; or at the end of the school year in which a student attains the age of 21. This credential may also be awarded as an endorsement to a high school diploma (use code 20). For students less than 21 years old, the credential must be provided with a written assurance that the student continues to be eligible to attend school until the student has earned a regular high school diploma or until the end of the school year in which the student turns age 21, whichever occurs first.

65

Skills and Achievement Commencement Credential For students with IEPs who participate in New York State Alternate Assessment (NYSAA) only.

For eligible students with disabilities who meet criteria described here. The credential is not equivalent to a New York State high school diploma. The credential may be awarded any time after the student has attended school for at least 12 years, excluding kindergarten, or received a substantially equivalent education elsewhere; or at the end of the school year in which a student attains the age of 21. For students less than 21 years old, the credential must be provided with a written assurance that the student continues to be eligible to attend school until the student has earned a regular high school diploma or until the end of the school year in which the student turns age 21, whichever occurs first.

DIPLOMA GRANTING CODES

CODE DESCRIPTION USAGE

26 Local Diploma This is available to students who first entered grade 9 in 2007 or earlier and for all students with disabilities who meet the eligibility requirements, via the safety net provision:

Student has an Individualized Education Program (IEP),

Student has a 504 plan specifying Safety Net eligibility, or

Student with a disability was declassified in grades 8 through 12, and his or her last IEP specifies Safety Net eligibility.

For information on student eligibility and documentation requirements for the safety net, please visit Grad Requirements.

27 High School Regents Diploma

Student has earned 44 credits in required subject areas and passed five required Regents exams.

28 Received High School Regents Endorsed Diploma with Honors

Student has earned 44 credits in required subject areas, passed five required Regents exams, and earned an average score of 90 or higher on these Regents exams. Upon entering this graduation code in ATS schools may select from a “Discharge Reason” menu one of the following Diploma distinctions:

Regents Diploma with Honors with approved Arts sequence acknowledgement (5-unit Arts sequence)

Regents Diploma with Honors with Career and Technical Education (CTE) endorsement

If a selection from the “Discharge Reason” menu is not made, the designation will remain as “High School Regents Diploma with Honors.”

High School Academic Policy Reference Guide—Updated April 23, 2014 50

47 Received High School Advanced Regents Diploma

This code is used when a student has been granted an advanced Regents Diploma according to NY State Commissioner’s Regulations. Upon entering this graduation code in ATS schools may select from a “Discharge Reason” menu one of the following Diploma distinctions:

Advanced Regents Diploma with approved Arts sequence acknowledgement (5-unit Arts sequence)

Advanced Regents Diploma with Career and Technical Education (CTE) endorsement

If a selection from the “Discharge Reason” menu is not made the designation will remain as “Advanced High School Regents Diploma.”

62 Received High School Advanced Regents Diploma with Honors

This code is used when a student has been granted an Advanced Regents Diploma and has achieved an average of 90% on the required Regents exams. Upon entering this graduation code in ATS schools may select from a “Discharge Reason” menu one of the following Diploma distinctions:

Advanced Regents Diploma with Honors with approved Arts sequence acknowledgement (5-unit Arts sequence)

Advanced Regents Diploma with Honors with Career and Technical Education (CTE) endorsement.

If a selection from the “Discharge Reason” menu is not made the designation will remain as “Advanced High School Regents Diploma with Honors.”

DIPLOMA ENDORSEMENT CODES Upon entering a graduation code in the GRDT (or DISC) screen in ATS, schools may indicate from a “diploma type” for students how have earned endorsements.

CODE ENDORSEMENT ELGIBIBLE DIPLOMA CODES

01 02 03

Arts CTE CTE and arts

26, 27, 28, 47, 62

05 06 07 08 09 10 11 12 13 14 15 16

Math Science Math and science Arts and science Arts and math Arts, science, and math CTE and science CTE and math CTE, science, and math CTE, arts, and science CTE, arts, and math CTE, arts, math and science

47 and 62 only

20 CDOS credential as an endorsement to a diploma

26, 27, 28, 47, 62

High School Academic Policy Reference Guide—Updated April 23, 2014 51

ACCREDITATION COMMITTEE COURSE PROPOSAL/REVIEW FORM (ILLUSTRATIVE G.

SAMPLE)

TO BE COMPLETED PRIOR TO COMMITTEE MEETING: PART 1a. Background Information (check one)

□ New course proposal

□ Review of existing course Department: Proposed Course Title: This course is designed to be (select one): CORE ELECTIVE

□ Learning standards addressed:

□ Instructional time:

□ Proposed amount of credit:

□ Course culminates in a Regents exam: YES NO Proposed By (Name/Title): To be Taught By:

□ License Area: PART 1b. TO BE COMPLETED BY ACCREDITATION COMMITTEE: Meeting Date: / / Documentation Presented Required

□ Completed Proposal Form (Part 1a) □ Completed responses to questions (Part 1b)

At least 1 document from the 3 listed below:

□ Scope & Sequence □ Syllabus □ Curriculum Map

Supplemental materials:

□ List of Resources / Core Texts □ Assessments to be Used □ Grading Policy

□ Sample Lesson Plan(s) □ Lab Assignments (if applicable)*

□

* Science courses culminating in a Regents exam must include 1,200 minutes of required labs Proposal Approved (select one): YES NO CONDITIONAL APPROVAL

□ If CONDITIONAL, list requirements for next meeting:

□ If NO, provide an explanation:

□ Next meeting date: Attendance (name/title/signature/date)

Name Title Signature Date

Page 1 of 2

High School Academic Policy Reference Guide—Updated April 23, 2014 52

Part 1b. Respond to all questions below. You may attach responses on a separate page if additional space is required. Provide a description of the course (including prerequisites, if applicable, and target student audience)

What are the goals/objectives of the course?

What learning standards are addressed, and what is the scope and sequence of learning standards, concepts, skills, and understandings?

What assessments are used throughout the course to demonstrate progress and mastery of learning standards addressed?

Page 2 of 2

High School Academic Policy Reference Guide—Updated April 23, 2014 53

UNIT OF STUDY EVALUATION FORM (ILLUSTRATIVE SAMPLE) H.

TO BE COMPLETED BY PRINCIPAL (with support from school staff):

Course Type (check one)

□ Blended/Online Learning

o Name of Program:

□ Service Learning (on-site/off-site)

o Name of site:

□ Internship (off-site)

o Name of site:

Department:

Course Title:

This course is (select one): CORE ELECTIVE

□ Learning standards addressed: (attach course syllabus, curriculum map, or scope & sequence)

□ TOTAL instructional time:

o Classroom component:

o Virtual component (if applicable):

o Outside-school component (if applicable):

□ Proposed amount of credit:

□ Course culminates in a Regents exam (select one): YES NO

To be Taught By:

□ License Area:

Name of Site Supervisor (for Internship/Service Learning):

ACCREDITATION COMMITTEE APPROVAL (attach completed Accreditation Committee form & all relevant documents)

□ YES

□ NO

I have evaluated all course components (including those that occur virtually and/or non-virtually inside and/or outside the classroom and school day) and attest that this course provides students with the opportunity for at least 180 minutes of instruction per week, or the equivalent.

Name of Principal

Signature

Date

High School Academic Policy Reference Guide—Updated April 23, 2014 54

TRANSFER CREDIT EQUIVALENCY FORM (ILLUSTRATIVE EXAMPLE) I.

Date: / /

Student Name:

Student ID #:

Completed by: (Name/Title of staff member completing the form)

Information from Student’s Previous School To be Completed by NYCDOE Receiving School

Term/

Year

Dept./

Subject

Course

Code

(if avail.)

Course

Name

Core or

Elective

Amount

of Credit

Term/

Year

Dept./

Subject

Equiv.

Course

Code

Equiv.

Course

Name

Core or

Elective

Amount

of Credit

Name/

Title of

Subject

Area

Approver

Supporting Documentation Provided:

□ Official transcript from previous school

□ English translation of foreign transcript (if applicable)

□ Other:

Guidance Counselor Signature: Date: / /

Authorizer Name/Title:

Authorizer Signature*: Date: / /

(Principal/AP/Dept. Chair)

High School Academic Policy Reference Guide – Updated April 22, 2014 55

TRANSCRIPT UPDATE FORM (ILLUSTRATIVE EXAMPLE) J.

Date: / / Student Name: _______________________ Student ID #: ________________________ Requester Name: _______________________ Requester Title: _______________________ Attach the corresponding supporting documentation listed for each transcript update reason below.

Reason for Transcript Update (select one): Supporting Documentation (for file):

□ Add Transfer Credit(s)

□ School within the USA (public/private/parochial)

□ Home school

□ School outside the USA

□ Documented residence and school attendance in an “other-than-English-speaking” environment (for Languages Other Than English credit only)

□ Alternative education site

□ College or university course

□ Non-NYCDOE program

□ Official transcript from student’s previous school/institution

□ Documentation of transfer credit equivalency

□ English translation of foreign transcript (if applicable)

□ Record of student residency and school attendance (if applicable)

□ Credit-by-Examination □ Student’s exam cover sheet

□ Completed project

□ Grade Change

□ Annualization update

□ Grade calculation error

□ Change of Incomplete

□ Change of Recent Admit

□ Principal change in accordance with contract

□ Grading policy

□ Grade book (if applicable)

□ Rationale for grade change (attach documentation)

□ Participation in PSAL or other school-based or out-of-school team or club for PE course credit, in accordance with New York State PE Regulations

□ Contract signed by student, coach, athletic director and principal

□ Student log of practice hours and roster signed by coach and athletic director

□ Exam Update

□ 11th or 12th grade new admit waiver for Global History & Geography Regents

□ 12th grade new admit waiver for science Regents

□ Score completed at a non-DOE school in NY State

□ NY State-approved alternative exam

□ Performance-Based Assessment (Consortium schools)

□ Record of student matriculation from non-NY State school in:

□ 11th or 12th grade for Global History & Geography

□ 12th grade for Science

□ Student’s exam cover sheet (Regents)

□ Student’s exam score report (NY State-approved alternative)

□ PBAT cover sheet

Term Year Course Code Course Title Original Grade (if applicable)

New Grade

Explanation (Please provide a detailed explanation for this update):

Teacher Signature: ________________________________ Date: _______________________

Guidance Counselor Signature: _______________________ Date: _______________________

Principal / AP Signature: _____________________________ Date: _______________________

Optional

Student Signature: _________________________________ Date: _______________________

For Office Use Only Date Entered in STARS:

Entered By (Name/Title):

High School Academic Policy Reference Guide – Updated April 22, 2014 56

TRANSFER STUDENT ENTRY CHECKLIST (ILLUSTRATIVE EXAMPLE) K.

Student Name: _______________________ Date: / /___ Student ID #: ________________________ Checklist completed by: (Name/Title of staff member)

Action Date

□ Student provided a full academic program based on grade level and/or preliminary review of records

Collect documentation

□ Student transcript

□ Other academic records

□ Completed assessments or projects

□ Student report cards

□ Course materials: curricula, syllabi, etc.

□ Special education documentation: __ IEP __ 504 __ Other: ___________________

□ Record of enrollment (for students without academic records)

□ Other: ________________________________________________________________________________

Request additional documentation (as needed)

□ Additional documents requested from ___________________________________

□ Documents requested: ______________________________________

□ Date of outreach: ________________Date documents received: ____________________

Prepare documentation for evaluation (as needed)

□ For documents requiring translation: Date translation requested: ________ Translator (DOE, other): ___________ Date completed: ________

Interview student and/or parent (as needed to clarify transcript and gather additional information) People interviewed: _________________________________________________________________________ Name of interviewer: ___________________________________________________ Date: _______________ Addition information collected (attach): ________________________________________________________

Evaluate all documentation and award credits

□ Complete and attach transfer credit equivalency form

□ Complete and attach transcript update form

□ Enter all transfer credits in STARS

Award LOTE credit for school attendance in a non-English speaking country (if applicable)

□ Student has documented residence and school attendance in an other-than-English-speaking environment at age 11 or older (attach documentation)

□ Age 11: award up to 6 LOTE credits

□ Age 12: award up to 8 LOTE credits

□ Age 13 or above: award up to 10 LOTE credits

Determine eligibility for exam waivers (if applicable)

□ Entered NYS school for the first time in grade 11; waive Global History & Geography Regents

□ Entered NYS school for the first time in grade 12; waive Global History & Geography and science Regents

□ Waiver documented on STARS transcript (attach transcript update form)

Plan for completion of graduation requirements

□ Student is deficient in the following courses and/or exams:

□ Courses: __________________________________________________________

□ Exams: ___________________________________________________________

□ Plan for making up deficiencies (attach)

□ Student’s program should be adjusted based on results of transcript evaluation

□ Courses to be added: ________________________________________________________________

□ Courses to be dropped: ______________________________________________________________

□ Date program changed: _______________

□ Student should be placed in a different grade level based on promotion standards

□ Old grade level: _____ New grade level: ______ Date grade changed in ATS: _______

Inform student and parents of the results of the evaluation

□ Date of communication ___________________ Details of communication (attach)

High School Academic Policy Reference Guide – Updated April 22, 2014 57

COURSE MAKE-UP FORM (ILLUSTRATIVE EXAMPLE) L.

School-Based Panel Meeting Date: ____/ _ /

Student Name: _______________________________ Student ID:

Original Course Information

Course Code/Name: Name of Instructor:

Term/Year Taken: Final Course Grade:

Student Attendance in Course: # Credits Earned Through Credit Recovery (to date):

*For courses culminating in a Regents ONLY: Did student pass Regents Exam in corresponding subject area? YES NO

Exam Grade: Is the Regents Exam required for graduation? YES NO

Rationale for Student Participation in Make-Up:

□ Missing or Failed Assignments:

□ Missing or Failed Projects:

□ Failed Exams:

□ Other:

Make-Up Options (select one):

□ Repeat entire course during school year

□ Repeat entire course in summer school

□ Credit Recovery: receive intensive instruction in the deficiency area(s) of the course with the scope and rigor of the required work based upon the area(s) of deficiency

Evidence that Credit Recovery Learning Plan is comparable in scope and rigor to original course:

Explain how Credit Recovery grade will be reconciled with original course grade:

□ Does the make-up option include the use of blended or online learning? YES NO

□ If YES, what online program is used?

□ If YES, the make-up option

□ Is comparable in scope and quality to regular classroom instruction

□ Provides for documentation of satisfactory student achievement

□ Includes regular and substantive interaction between the student and the subject-certified teacher providing direction and/or supervision pursuant to Section 100.5(d) (8).

Rationale and Evidence to Support Selection of Make-Up Option:

Name/License Area of Pedagogue Supervising or Teaching Make-Up:

Page 1 of 2

High School Academic Policy Reference Guide – Updated April 22, 2014 58

TO BE COMPLETED BY PANEL:

Documentation Presented:

□ Completed Course Make-Up Form

□ Individualized Learning Plan

□ Make-Up Contract

(to be signed by student, supervisor, parent/guardian)

□ Tool(s) for assessing student mastery of learning standards

□ Description of online study

□ Original course grading policy

Proposal Approved (select one): YES NO CONDITIONAL APPROVAL

□ If CONDITIONAL, list requirements for next meeting:

□ If NO, provide an explanation:

□ Next meeting date:

Attendance (name/title/signature/date)

Name Title Signature Date

TO BE COMPLETED IF CREDIT RECOVERY SELECTED

Please fill out the following once student completes credit recovery:

Term/Year Taken: ___________/ _________________

Final Original Course Grade:

Credit Recovery Grade (reconciled with credit recovery):

If the Regents in corresponding subject area is required for graduation:

Date of Exam:

Exam Grade:

Name of Instructor/Supervisor:

License Area:

Documentation indicating successful completion of credit recovery (attach or paste below)

Page 2 of 2

Page 2 of 2

High School Academic Policy Reference Guide – Updated April 22, 2014 59

OFFSITE COURSEWORK AGREEMENT FORM M.

Student Information:

Student Name:

School:

Student Emergency Contact: Emergency Contact Telephone:

Offsite Course Provider Information:

Coursework Provider’s Name:___________________________

Primary Contact:

Address:

Telephone: Email:

Course Schedule:

Start Date: End Date:

Days/Hours:

Parent Consent

I understand that my child’s participation in the off-site coursework is voluntary. I hereby give my permission for my child to attend, and travel to and from, the off-site coursework site set forth above. I understand that there will be no DOE supervision of my child at the coursework provider’s site. I understand that the coursework provider’s staff are not subject to the DOE’s security policies and that the DOE has no control over the staff or anyone else that may be present at the site.

I understand that my child will be provided a Metrocard in order to travel to and from the coursework site. I understand that my child is responsible for traveling to and from the coursework by him or herself, and that no one from the DOE will chaperone my child to and from the site.

Parent signature Date

----------------------------------------------------------------------------------------------------------------------------- -----------------------------------------

Student Agreement

I, , agree to:

1. Arrive at the off-site coursework site on or before the start time every day I am scheduled to attend.

2. If I must be absent, contact the off-site instructor prior to my scheduled start time.

3. Demonstrate honesty, punctuality, positive attitude, proper dress and a willingness to learn.

4. Participate in the coursework and complete all assignments.

5. Ask my instructor if I am unclear about any of my assignments.

6. Talk to my [guidance counselor] and my coursework instructor about any problems.

7. Follow all of the coursework provider’s rules and regulations.

8. Accept the rules and regulations set forth by the school and the Department of Education for off-site coursework.

9. To behave responsibly and follow my school’s disciplinary code at all times while at the site.

Student signature Date

High School Academic Policy Reference Guide – Updated April 22, 2014 60

CALENDAR CHANGE REQUESTS N.

Each year, the school year calendar is designed centrally to meet the NYSED requirement of a minimum number of 180 State

“aidable” days in all schools, per NYSED's Attendance Memo. The school year calendar, including Chancellor’s conference days for professional development, is pre-determined centrally to ensure that schools do not fall below the minimum number of aidable days. To avoid the risk of a reduction in State aid, and to limit the impact on bus scheduling and other services, schools may not open late, dismiss early, or close without prior approval through a calendar change request. Schools must obtain staff and PTA approval through SBO

80 and PTA votes, respectively, prior to submitting a request. Schools submit

requests at least six weeks prior to the first requested date change,81

and must provide a minimum of four weeks’ notice of the calendar change to parents, once approval has been granted.

The Student Attendance Calendar published each year provides instructions for schools on reporting student attendance consistent with the central school year calendar. It sets the designated parent-teacher conference days, details instructions for coding shortened days already scheduled in the calendar, and describes the process for coding Regents exam days. Schools should consult the Student Attendance Calendar if they are considering a calendar change request. Calendar change requests must be made in the circumstances outlined below, and must be approved annually. Schools that have approval to implement any of the alternative schedules below from prior years must resubmit a calendar change request each school year.

Professional development (e.g. any day(s) when school is in session for fewer than 5.5 hours, for grades 7-12, exclusive of lunch and extended time, to enable additional professional development on that day)

o Schools may request up to three shortened sessions per semester for staff development (e.g. days that fall below the State minimum of a 5.5 hour school day), provided all of the following conditions are met:

The weekly minimum instructional time requirement of 27.5 hours per week, exclusive of lunch and extended time, must still be fulfilled.

The school must have SBO approval.

When a shortened session is scheduled during a 4 day week (for instance, when the week includes a holiday), grades 7-12 must still be in session for 22 hours of instruction over that week, exclusive of lunch and of the extra session of 37.5 minutes for targeted students.

o Requests that exceed three shortened sessions per semester (e.g. weekly, biweekly or monthly shortened sessions) must adhere to the components outlined above for shortened sessions, and must be submitted in the spring for implementation in the next school year. These requests must also be approved by the NY State Education Department; the NYCDOE central office submits such requests to the NY State Education Department for review.

Full Professional Development Days (e.g. switching an instructional day with a professional development day): Requests for non-instructional days are reviewed based on the number of available aidable days, which vary each school year. In order to minimize the potential impact to State aid that would result from schools falling below the minimum number of instructional days, principals are encouraged to utilize early dismissals.

Changing afternoon parent teacher conference dates: A calendar change request is required to reschedule the citywide afternoon conference date.

o Single-session schools may not re-schedule afternoon conference dates.

o Multi-session schools with more than one grade level should select one of the set citywide dates.

o Central approval is not required for the following: with SBO approval, schools may change evening conference dates, schedule afternoon and evening conferences on the citywide afternoon date, and (for multi-level schools, e.g. K–8, 6–12) select one of the citywide afternoon conference dates.

80 An SBO is the process whereby a Principal and his or her UFT chapter leaders agree to propose to the UFT represented school staff

deviations from certain requirements of the UFT teachers’ contract. First, the principal and UFT chapter leader must reach agreement on the SBO proposal. Next, the UFT chapter leader must arrange for a vote and notify all UFT staff members. The proposal must be approved by 55% of the staff who vote, and the SBO must specify which provisions of the contract will be altered. 81

In an emergency situation (e.g. severe flooding, power outage), if a principal believes there is a need to make a change to the regularly scheduled school day and had not previously requested a calendar change, he or she must make this request of the Superintendent, who will get authorization from the Chancellor or his designee.

High School Academic Policy Reference Guide – Updated April 22, 2014 61

COURSE AND EXAM MARKS TABLES O.

The table below outlines all available grade scales, and their associated marks, in STARS, along with their pass/fail equivalents and default numeric equivalents.

Course Mark

Description Default Numeric Equivalent

Pass/Fail Equivalent

1 International Baccalaureate scale N/A F

2-7 International Baccalaureate scale N/A P

10-64 Numeric course grades (1-100 scale) 10–64 F

65-100 Numeric course grades (1-100 scale) 65–100 P

P Pass N/A P

F Alpha course grades ( A-F scale) 55 F

D- Alpha course grades ( A-F scale) 60 F

D Alpha course grades ( A-F scale) 65 P

D+ Alpha course grades ( A-F scale) 68 P

C- Alpha course grades ( A-F scale) 73 P

C Alpha course grades ( A-F scale) 75 P

C+ Alpha course grades ( A-F scale) 78 P

B- Alpha course grades ( A-F scale) 83 P

B Alpha course grades ( A-F scale) 85 P

B+ Alpha course grades ( A-F scale) 88 P

A- Alpha course grades ( A-F scale) 93 P

A Alpha course grades ( A-F scale) 95 P

A+ Alpha course grades ( A-F scale) 98 P

E- Excellent - 93 P

E Excellent 95 P

E+ Excellent+ 98 P

G- Good- 83 P

G Good 85 P

G+ Good+ 88 P

S- Satisfactory - 73 P

S Satisfactory 75 P

S+ Satisfactory+ 78 P

N- Needs Improvement- 60 F

N Needs Improvement 65 P

N+ Needs Improvement+ 68 P

U Unsatisfactory 55 F

ME Mastery – Exceeds standards 95 P

MA Mastery – Above standards 85 P

MT Mastery – Meets standards 75 P

MP Mastery – Approaching standards 65 P

MB Mastery – Below standards 55 F

CR Credit N/A P

NC No Credit N/A F

NS No credit – No show 45 F

ND No credit –Fulfilled distribution requirement (for interdisciplinary courses, as applicable) N/A NULL

NU No credit –Audit N/A NULL

NX No credit –Incomplete N/A NULL

NL New/Recent Admit N/A NULL

NW No credit – Course Waived (used only for PE for early graduates) N/A P

High School Academic Policy Reference Guide – Updated April 22, 2014 62

Exam Mark

Applicable Exams Description Default Numeric Equivalent

Pass/Fail Equivalent

0-54 Regents

LOTE Regents-like exam

LOTE SLP

The numeric exam score the student received on the exam

1–54 F

55-100 Regents

LOTE Regents-like exam

LOTE SLP

The numeric exam score the student received on the exam

55–100 F or P, depending on student eligibility and diploma type

ABS82

Regents

LOTE Regents-like exam

LOTE SLP

Student was scheduled to take the exam but did not show up on test day

N/A F

INV89

Regents

LOTE Regents-like exam

LOTE SLP

Student cheated on the exam; or

Student became ill during the exam and was therefore unable to complete it

N/A F

MIS89

Regents

LOTE Regents-like exam

LOTE SLP

School/teacher mis-administered the exam

N/A N/A

WA Regents Student entered a NYCDOE school in 11

th or 12

th grade, as applicable:

11th or 12th grade: waive Global History & Geography

12th grade: waive Global History & Geography and/or Science

N/A P

P RCT Student passed RCT83

N/A P

F RCT Student failed RCT90

N/A F

WX NYSED-approved Regents Alternative

Student passed NYSED-approved Regents Alternative

N/A P

WG Regents Regents Appeal N/A P

P PBAT For Consortium Schools only. Corresponds to Consortium Rubric grades of Outstanding, Good, and Competent.

N/A P

F PBAT For Consortium Schools only. Corresponds to Consortium Rubric grade of Needs Revision.

N/A F

Note: Schools have the option of displaying only the highest Regents exam score on the transcripts of students who have taken Regents exams multiple times.

82

Beginning in the 2012–13 school year, marks of ABS, INV, and MIS will not appear on transcripts. All Regents exam marks are maintained in students’ STARS permanent records. 83

RCTs are available only to students with disabilities who entered grade 9 prior to September 2011.

Middle School Academic Policy

Reference Guide

Office of Academic Policy & Systems April 2014

Letter of Introduction

Dear Colleagues,

As part of our daily work to prepare our students for college and career, we are required to adhere to important policies that govern the design and implementation of students’ academic programs. These policies help ensure that all students have access to a robust program of academic experiences that prepare them for success in high school and beyond. This guide compiles relevant State and City policies, as well as links to related supplementary resources, into one reference tool.

I encourage you and your staff to refer to this guide as you develop your academic programs for the 2014-2015 school year. This guide, as well as additional resources on policies pertaining to academic requirements and programming, can be found on the academic policy resource page on the New York City Department of Education intranet. Please contact your network academic policy point person for additional guidance on any of the topics described in these resources.

As always, thank you for your hard work to offer our students a rich educational experience.

Sincerely, Phil Weinberg Deputy Chancellor for Teaching and Learning

Table of Contents

I. ACADEMIC REQUIREMENTS ...................................................................................................................................1

Required Units of Study ................................................................................................................................................ 1 A.1. Grade 6 ....................................................................................................................................................................... 1 2. Grades 7 and 8 ........................................................................................................................................................... 2

Languages Other Than English (LOTE) ........................................................................................................................... 4 B.

Physical Education ......................................................................................................................................................... 5 C.

The Arts ......................................................................................................................................................................... 6 D.

Assessments .................................................................................................................................................................. 6 E.1. New York State Tests in English, Math, and Science ................................................................................................. 6 2. Second Language Proficiency Exam (SLP) .................................................................................................................. 7 3. Regents Exams ........................................................................................................................................................... 7 4. New York State Alternate Assessment (NYSAA) ........................................................................................................ 8 5. New York State Identification Test for English Language Learners (NYSITELL) ......................................................... 8 6. New York State English as a Second Language Achievement Test (NYSESLAT) ......................................................... 9 7. Testing Accommodations ........................................................................................................................................... 9

Promotion ................................................................................................................................................................... 10 F.

II. PROGRAMMING POLICIES.................................................................................................................................... 10

Grade 7 and 8 Course Acceleration ............................................................................................................................. 10 A.

Interdisciplinary and Multi-Grade Courses ................................................................................................................. 11 B.1. Courses Addressing Two Subject Areas ................................................................................................................... 11 2. Courses with Multiple Grade Levels ........................................................................................................................ 12

Blended and Online Courses ....................................................................................................................................... 12 C.

Honors Courses ........................................................................................................................................................... 13 D.

Academic Intervention Services (AIS) ......................................................................................................................... 13 E.

School Calendar, Daily Session Time, and Attendance ............................................................................................... 14 F.1. School Calendar ....................................................................................................................................................... 14 2. Daily Session Time and Student Schedules .............................................................................................................. 14 3. Attendance Policies .................................................................................................................................................. 15 4. Expanded Learning Time .......................................................................................................................................... 17

Scheduling in STARS .................................................................................................................................................... 17 G.

STARS Action Items ..................................................................................................................................................... 18 H.

English Language Learners (ELLs) ................................................................................................................................ 18 I.

Students with Disabilities ............................................................................................................................................ 19 J.

Home and Hospital Instruction ................................................................................................................................... 20 K.

Students In Court-Ordered Settings ............................................................................................................................ 21 L.

Transfer Students and Grade Placement .................................................................................................................... 21 M.

III. GRADING POLICIES AND PROCEDURES ................................................................................................................. 22

Grading Policies ........................................................................................................................................................... 22 A.

Course Marks and Report Cards.................................................................................................................................. 23 B.

Transcript Updates ...................................................................................................................................................... 24 C.

IV. TRANSITION TO HIGH SCHOOL ............................................................................................................................. 24

High School Admissions............................................................................................................................................... 24 A.

Participation in Commencement Ceremonies ............................................................................................................ 25 B.

Discharging Students ................................................................................................................................................... 25 C.

Student Records Transfer ............................................................................................................................................ 26 D.

V. APPENDICES ........................................................................................................................................................ 27

Additional Resourses ................................................................................................................................................... 27 A.

Transcript Update Form .............................................................................................................................................. 28 B.

Calendar Change Requests .......................................................................................................................................... 29 C.

Course and Exam Marks Tables .................................................................................................................................. 31 D.

Unit of Study Programming Estimates ........................................................................................................................ 33 E.

Middle School Academic Policy Reference Guide – Updated April 1, 2014 1

I. ACADEMIC REQUIREMENTS

The New York State Commissioner’s Regulations, New York City Department of Education (NYCDOE) Chancellor’s Regulations, and supplementary academic policy resources provide guidance on policies pertaining to students in middle school grades, including program requirements, formative and summative assessments, grading, and promotion.

STARS is the NYCDOE’s official record of students’ programs, course outcomes, and progress toward completing academic requirements and is used for all students in grades K–12 in NYCDOE public schools. Data within STARS reflect a school’s alignment to the policies described throughout this guide. STARS is managed by the NYCDOE's Office of Academic Policy & Systems. See Scheduling in STARS and STARS Action Items for more information.

REQUIRED UNITS OF STUDY A.

New York State Commissioner’s Regulations part 100.4 defines the program requirements for students in middle school grades. Part 100.1 defines a unit of study as 180 minutes per week throughout the school year, which is the equivalent of 108 hours per year, or 54 hours per semester, of instruction. Throughout this document, a unit of study is based on the amount of instructional time the student receives from a New York State certified teacher1 in a course aligned to New York State learning standards. See also School Calendar, Daily Session Time, and Attendance and Scheduling in STARS. Specific action items in STARS support schools in ensuring that students are scheduled for all required courses.

Schools may exceed the requirements described below and offer supplementary experiences such as advisory, service- learning opportunities, and other youth development courses that, while not required, may enhance students’ college and career readiness and provide them with valuable life experiences.

1. Grade 6

In grade 6,2 students receive instruction aligned to New York State learning standards in specific subject areas. Principals determine the distribution of time among these subject areas based on their academic program and student needs, with the exception of physical education and health, both of which have more specific time requirements outlined by the New York State Education Department (NYSED) in part 135. Schools should provide instruction to all students in grade 6 in the following subjects:

Math, including arithmetic, science, and technology: instruction in these areas may be provided through distinct courses or integrated into a single interdisciplinary course, which must be scheduled in STARS using the interdisciplinary function (see Courses Addressing Two Subject Areas);

English language arts (ELA);

o English as a Second Language (ESL) courses (addressed in part 154) that meet ELA standards in addition to ESL standards may count toward students’ ELA instructional requirements. In grades K–8, schools are required to provide two ESL instructional units for both beginner and intermediate ELLs (each unit equals 180 minutes per week). Schools are required to provide one ESL instructional unit and one ELA instructional unit for Advanced ELLs. Other adaptations of this model are possible; contact your network’s academic policy point for assistance and see the English Language Learner (ELL) Policy Brief.

Social studies, including geography and United States history;

Languages Other Than English (LOTE):

o LOTE instruction may begin as early as kindergarten and no later than grade 8;

The Arts, which may include visual arts, music, dance, and/or theater;

1 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 in the subject. See incidental teaching. 2 These guidelines also apply to grade 5.

Middle School Academic Policy Reference Guide – Updated April 1, 2014 2

Career development and occupational studies;

Bilingual education and/or English as a Second Language (ESL), where student need is established (see English Language Learners (ELLs); and

Physical Education (PE) and health as described in Sections 135.3 and 135.4:

o Grade 6 students in an elementary school or in a K–8 school adhere to the grade 4–6 PE requirements. These students must receive PE no less than three times per week for a minimum of 120 minutes each week.

o Grade 6 students in a middle school must receive PE for a minimum of three periods per week in one semester and two periods in the other, using the 3:2 “flip” model, in alignment with the grade 7–12 requirements. Annualized schools may exceed the minimum requirements and program students for three or more periods per week throughout the year.

o Students must complete a 0.5-unit (54 hours) of comprehensive health education in total throughout grades 6–8. NYCDOE recommends that students receive the course in grade 6 or 7. The health education unit must include sexual health education. Students must also receive annual HIV/AIDS lessons from the NYCDOE’s HIV/AIDS curriculum.

2. Grades 7 and 8

In grades 7 and 8, middle schools must provide students with academic programs that enable them to complete specific units of study in required subject areas by the end of grade 8. A unit of study is defined as 180 minutes per week throughout the school year, which is the equivalent of 108 hours per year. In middle school, a unit of study must align to New York State intermediate learning standards (Common Core standards, where applicable) and be taught by a teacher certified in the subject area. In most cases, instructional time delivered in these subject areas during grade 6 or prior may not be counted toward the required units of study.3 Specific action items in STARS Admin help schools ensure that students are scheduled for required courses.

The table on the next two pages uses units of study to define the requirements; however, schools may find it helpful to consult the unit of study programming estimates in the appendix for examples of how schools can reach these unit-of-study requirements depending on period length and term model.

3 As an exception, the health, technology, and home and career skills requirements may be delivered prior to grade 7; see page 3 for

details.

Middle School Academic Policy Reference Guide – Updated April 1, 2014 3

Grade 7 & 8 Subjects

Grade 7 & 8 Requirements and Information

English Language Arts (ELA)4

2 units (108 hours per year for both grades 7 and 8)

Social Studies 2 units (108 hours per year for both grades 7 and 8)

Math 2 units (108 hours per year for both grades 7 and 8)

Science 2 units (108 hours per year for both grades 7 and 8)

Technology Education

1 unit (108 hours total)

Principals may determine the distribution of the 108 hours of required instruction. For example:

o Students may take a year of technology (108 hours) in either grade 7 or 8; or

o Students may take one semester of technology (54 hours) in both grades 7 and 8.

o Schools may also integrate the State learning standards for technology education into other courses provided that the courses are taught by teachers certified in technology.

Technology instruction provided in grades 5 and/or 6 by a certified technology teacher may fulfill this requirement.

Physical Education5

Every semester

Schools provide PE instruction using the 3:2 “flip” model. Students receive PE instruction for a minimum of three times per week in one semester and two times per week in the other semester throughout grades 7 and 8. The requirement is not met if PE is held two periods per week all year. For more detail, please see Physical Education.

o The amount of instructional time required is based on the length of the school’s periods. For example, in a school with 40-minute periods, students may receive 120 minutes per week of instruction in the first term and 80 minutes per week of instruction in the second term. If grade 6 is located in a middle school with grades 7 and 8, grade 6 must follow the 7–12 grade requirements.

Schools organized in other patterns may provide PE for a comparable time; contact your network’s academic policy point for guidance on implementing a model other than the 3:2 flip.

Health Education6

0.5 unit (54 hours total)

The required 0.5-unit (54 hours) of health may be delivered any time during grades 6 through 8; the NYCDOE strongly recommends providing the health course during grade 6 or 7; see section 135.3 and Middle School Health Education Requirements.

Sexual health education is a mandatory component of the required health course.

The NYCDOE HIV/AIDS Curriculum provides the five required lessons for grade 6 and six lessons each for grades 7 and 8.

4 Per part 100.4, ELA includes reading, writing, listening, and speaking “for purposes of information and understanding, literary response

and expression, critical analysis and evaluation, and social interaction, with attention given to comprehension, vocabulary, word study, spelling, grammar usage, and punctuation.” 5

See also Middle School Physical Education Requirements. 6 See also Middle School Health Requirements.

Middle School Academic Policy Reference Guide – Updated April 1, 2014 4

Grade 7 & 8 Subjects (continued)

Grade 7 and 8 Requirements and Information (continued)

The Arts 0.5 unit in two different arts disciplines, for a total of 1 unit (108 hours total)

Students must receive a half-unit of instruction (54 hours), from a teacher certified in the arts, in any two of the four arts disciplines (visual arts, music, dance, and/or theater). For more detail, see The Arts section.

Library and Information Skills

One period per week in grades 7 and 8, or the equivalent

Library and information skills should be taught by library media specialists and classroom teachers to ensure coordination and integration of library instruction with classroom instruction.

Languages Other Than English (LOTE)

Students must begin LOTE study no later than grade 8 (108 hours total)

LOTE instruction may begin in any grade from kindergarten to grade 8. Middle school LOTE instruction must align to Checkpoint A learning standards.

Middle schools may design their LOTE programs to culminate in the NYCDOE’s Second Language Proficiency exam (SLP). Students who pass middle school LOTE courses and the SLP may earn high school course credits. See the LOTE section for more information.

Home and Career Skills

0.75 unit (81 hours)

Home and career skills courses should align to intermediate-level learning standards in family and consumer sciences and/or career development and occupational studies. These learning standards may be delivered through standalone courses (e.g., advisory) or integrated into other academic courses, per part 100.4.

Instruction in home and career skills provided in grades 5 and/or 6 may fulfill this requirement.

Career Development and Occupational Studies

School determines the instructional time delivered

Schools may deliver the career development and occupational studies standards through standalone courses (e.g., advisory) or integrate them into other academic courses. Schools with standalone career development courses should code these courses as described in the Middle School Course Code Directory (i.e., “R” in the first character).

LANGUAGES OTHER THAN ENGLISH (LOTE) B.

Instruction in LOTE may begin as early as kindergarten and must begin no later than the beginning of grade 8. See the LOTE FAQ for more information. Courses in languages other than English provided as part of a native language arts program satisfy the LOTE requirement.

While not required, middle schools may design their LOTE programs to culminate in the SLP exam. This exam assesses proficiency of Checkpoint A learning standards and can be used to award accelerated high school credit. Common middle school LOTE models include the following:

Two years of study in LOTE in any grades prior to grade 9, culminating in the SLP exam. Students who successfully complete these courses and pass the SLP exam receive two high school course credits in STARS. Schools using this model should code the courses using the standard middle school LOTE course codes (e.g., FSNM8 for Spanish).

One year of accelerated LOTE study in grade 8, culminating in the SLP exam at the end of grade 8. Students who successfully complete the course and pass the SLP exam receive two high school course credits in STARS. Schools using this model should code thee courses using the accelerated middle school LOTE course codes (e.g., FSNM8A for accelerated Spanish).

Middle School Academic Policy Reference Guide – Updated April 1, 2014 5

In rare cases, students who have completed three full years of LOTE study by the end of grade 8 may take the NYCDOE LOTE Regents-like exam and receive two high school credits for passing the accelerated LOTE course (e.g., FSNM8A) and the LOTE exam in grade 8. See the LOTE FAQ.

PHYSICAL EDUCATION C.

NYS Commissioner’s Regulation 135.4 sets the requirements for student to participation in physical education (PE).

The PE requirements vary by grade level. For students in grades 6, the requirement depends on the grade configuration of the school:

Students in grades 7 and 8 always follow the middle school requirements, regardless of the grade configuration of the school:

Physical education periods are equivalent to that of other instructional classes in length. For example, in a school with 40-minute periods, students may receive 120 minutes per week of instruction in the first term and 80 minutes per week of instruction in the second term.

All middle school PE classes must be taught by a certified physical education teacher. The size of PE classes in middle school shall not exceed 50 students to one PE licensed teacher per the UFT contract. The size and nature of the facility are also an important consideration for providing a safe environment for quality instruction.

NYC FITNESSGRAM is the City’s annual health-related fitness assessment. Schools must complete this assessment for all eligible students each year as part of their PE class.

There are no waivers or exemptions from PE requirements. Students with chronic or temporary medical conditions or disabilities must still participate in physical education (see section 135.4 and Middle School Physical Education requirements). If a student has a medical certificate of limitation, it must indicate the area of the PE program in which the pupil may participate.

Students with temporary medical conditions receive PE as part of the school’s regular PE program with appropriate modifications adapted to accommodate their temporary condition. If the school cannot safely accommodate the student in the general PE class, or if the student is temporarily restricted from all physical activity, the school should provide the student with an instructional program of alternative activities aligned to PE learning standards under the direct supervision of a certified PE teacher.

Students with chronic medical conditions or disabilities documented by a Section 504 Plan or IEP must still participate in physical education through an adaptive physical education (APE) program as indicated on

• Follow the grade 4–6 requirements: PE meets 3 times per week for a total of at least 120 minutes per week for the entire year.

Grade 6 students, in a K–6 or K–8 school with other elementary grades

• Follow the grade 7–12 school requirements: PE follows the 3:2 "flip" model, meeting three periods per week for half of the year and two periods per week for the second half of the year (or vice versa). Schools may exceed this and hold PE three periods per week all year if on an annualized schedule. The requirement is not met if PE is held two periods per week all year.

Grade 6 students, in a 6–8 or 6–12 school

• Follow the high school grade 7–12 requirements: PE follows the 3:2 "flip" model, meeting three periods per week for half of the year and two periods per week for the second half of the year (or vice versa). Schools may exceed this and hold PE three periods per week all year if on an annualized schedule. The requirement is not met if PE is held two periods per week all year.

Grades 7 and 8 students, regardless of type of school

Middle School Academic Policy Reference Guide – Updated April 1, 2014 6

their IEPs or 504 Plans. An APE program consists of developmental activities, games, sports, and rhythms suited to the interests, capacities, and limitations of the student; it counts as the student’s PE requirement. APE must also be taught by a certified PE teacher.

All middle school PE teachers should incorporate health-related fitness education into their program in order to help students learn the importance of regular activity and how it benefits them. For more information on the standards, curricula, and free training for PE, see the Office of School Wellness Programs.

THE ARTS D.

In grade 6, the distribution and amount of time spent in the arts (visual arts, music, dance, and/or theater) may be determined by the school based on their academic program and student need. To ensure a balanced curriculum, NYSED recommends that students in grade 6 spend ten percent of their time weekly in dance, music, theatre, and visual arts, with certified arts teachers and curricula that adhere to the learning standards for arts education.

In grades 7 and 8, students must receive a half-unit of instruction (54 hours), taught by a certified teacher of the arts, in any two of the four arts disciplines (visual arts, music, dance, and/or theater). Schools may choose to complete the requirement in either grade, or across both grades. For example:

Students may take a semester (54 hours) of music in grade 7 and a semester (54 hours) of dance in grade 8.

Students may take a full year of arts in grade 8, covering both visual arts (54 hours) and music (54 hours).

Students may take arts courses consistently throughout middle school:

o Students may take theater twice per week throughout grade 7, for a total of 54 hours; and

o Students may take dance twice per week throughout grade 8, for a total of 54 hours.

Afterschool arts instruction can be counted toward this requirement only if it is taught by a certified arts teacher, aligned to the appropriate standards, and scheduled as arts instruction in STARS using the appropriate middle school course codes.

A student may meet the required half unit of study in music by participation in a school’s band, chorus, or orchestra, provided that such participation is consistent with the goals and objectives for the school’s music program for grades 7 and 8.

ASSESSMENTS E.

1. New York State Tests in English, Math, and Science

Each year, students in grades 3–8 in New York participate in State ELA and math tests. Students in grade 8 also participate in the State science test. In July 2010, New York State adopted the Common Core learning standards. NYCDOE public schools have been working to align instruction and assessments to these new, more rigorous standards. Beginning in the 2012–2013 school year, students in grades 3–8 took the first state ELA and math tests aligned to Common Core. See Assessment and the Common Core and New York State 3–8 Assessments and the Common Core via the public NYCDOE website’s Common Core Library.

A timeline of the Common Core Standards rollout as well as sample test questions, test guides, frequently asked questions, and resources for parents and families are also available from NYSED on www.EngageNY.com.

Schools administer New York State ELA and math tests to students according to their grade level. Students with disabilities (those with IEPs or 504 Plans) and ELLs may be eligible to receive testing accommodations. Schools must base the decision to provide testing accommodations on students’ individual needs, and the accommodations must directly address the student’s documented diagnosis, disability, or language need. See Testing Accommodations.

These groups of students are exempt from some or all of these tests:

Students who participate in the New York State Alternative Assessment (NYSAA);

Students in accelerated math courses, who are instead taking a math Regents exam;

o Per the NYCDOE’s implementation of a recent waiver regarding double testing, students in accelerated math courses that end in a Regents exam must not take the grade 7 or 8

Middle School Academic Policy Reference Guide – Updated April 1, 2014 7

Common Core math tests. These students are expected to take math Regents exam(s) as their culminating math assessment(s). See the double testing waiver guidance. In March 2014, schools had the opportunity to apply for a waiver to double-test in math in 2013-14.

Certain students in accelerated science courses (per the NYSED testing manual);

o School principals have the discretion to either require or waive the grade 8 science test for accelerated grade 8 students who did not take this test during the last school year but who will be taking a Regents exam in science at the end of this school year. For those accelerated students for whom the principal waives the grade 8 science test, the student’s achievement in science will be measured by the student’s performance on the Regents exam in science.

Schools may also administer the test to students in grade 7 who will have completed by the end of this school year all of the material in the Intermediate-Level Core Curriculum and are being considered for placement in an accelerated, high-school-level science course when they are in grade 8.

Principals have the discretion to include or exclude grade 7 students who meet these criteria. Schools can use the scores for these grade 7 students to help determine whether students should be placed in accelerated science courses. Students who take the test in grade 7 will not be permitted to take the test again in grade 8. Therefore, caution is advised in administering the test to grade 7 students.

ELLs, including students from Puerto Rico, who, as of April 1, 2014, (for school year 2013-2014), will have been attending school in the United States for the first time for less than one year.

o Recently arrived ELLs may be eligible for one, and only one, exemption from the administration of Common Core ELA tests in grades 3-8.

o Schools may administer the New York State English as a Second Language Achievement Test (NYSESLAT) in lieu of the 2014 Common Core ELA tests, for participation purposes only, to recently arrived ELLs who meet the criteria above. All other ELLs must participate in the 2014 Common Core ELA tests and the NYSESLAT.

2. Second Language Proficiency Exam (SLP)

Second Language Proficiency exams (SLPs) are designed to assess student mastery of the Checkpoint A learning standards for Languages Other Than English (LOTE). Middle schools may choose to administer the SLP exam to students as part of their LOTE programs. Students typically take the SLP in grade 7 or 8. The NYCDOE offers SLP exams in the following languages:

Spanish;

French;

Italian; and

Latin

Students who pass the SLP exam at the end of a middle school LOTE program may be eligible for high school course credits. See Languages Other Than English and the LOTE FAQ for additional information on middle school LOTE program options.

3. Regents Exams

Middle school students who complete a unit of study aligned to New York State high school learning standards are entitled to take the corresponding New York State Regents exam. In general, schools may administer Regents exams to students in grade 8 who have completed an accelerated unit of study as described in section 100.4(d). Students who receive a score of 65 or higher on a New York State Regents exam prior to grade 8 will have fulfilled an exam requirement towards a diploma, but they are not eligible to receive high school course credit.

Middle School Academic Policy Reference Guide – Updated April 1, 2014 8

All students who have completed the course of study leading to a Regents exam have the right to be admitted to that exam. Students may not be barred from an exam for disciplinary reasons or because their achievement in a subject is

considered unsatisfactory.7

Starting with the 2013–2014 school year, Regents exams in ELA and mathematics (Algebra I, Geometry, and Algebra II) are linked to the Common Core standards. All students beginning high school math study (i.e., Algebra) in 2013-14 are required to take the Common Core Algebra I Regents exam; see the Common Core Regents FAQ for more information.

In an effort to reduce the number of standardized tests that students take, the United States Department of Education has approved a waiver stating that seventh and eighth grade students who are in accelerated math courses are no longer required to take the Common Core State math tests described in section E.(1) above. As a result of the State waiver, schools must not administer the grade 7 or 8 Common Core math tests to students in accelerated math courses. They should administer the math Regents exam to these students as their culminating math assessment. Students will take one of the following exam combinations:

The Common Core Algebra I Regents exam, only;

The Common Core Algebra I Regents exam and the Integrated Algebra Regents exam (the better of the two exam outcomes counts toward students’ fulfillment of exam requirements); or

For students in geometry courses, the Geometry Regents exam.

In March 2014, schools had the opportunity to request approval to double-test students in 2013-14. See the double testing waiver guidance for additional information.

4. New York State Alternate Assessment (NYSAA)

The NYSAA is a datafolio-based assessment for students with severe cognitive disabilities who are unable to participate

in general education assessments only.8 NYSAA measures ability by collecting both baseline and final data points in a datafolio. Beginning in 2013–2014, NYSAA is aligned to Common Core Standards in ELA and math.

Student eligibility for NYSAA is determined on a case-by-case basis,9 and is documented on an Individualized Education Program (IEP) in the Special Education Student Information System (SESIS). The student’s IEP must clearly state why the student cannot participate in the general assessment program and the rationale for NYSAA eligibility.

NYSAA-eligible students are assessed according to their chronological age and against grade level standards set by NYSED. Students in in grades 5–8, must be assessed once per academic year in ELA and math. In grade 8, students also take the NYSAA in Science.10

Please see the Alternate Assessment FAQ and Assessment Memorandum #3 for more information on NYSAA policies and procedures. See also Students with Disabilities.

5. New York State Identification Test for English Language Learners (NYSITELL)

The NYSITELL is used to initially identify English Language Learners (ELLs).11 New entrants whose Home Language Identification Surveys indicate languages other than English spoken in the home take the NYSITELL to determine if they are eligible for of bilingual and/or English as a Second Language (ESL) services.12 Based on NYSITELL results, students are categorized into one of four levels (beginning, intermediate, proficient, or advanced), and this determines the

7 See page 9 of the School Administrator’s Manual for Secondary Level Examinations.

8 NYSED defines this as “students who have limited cognitive abilities combined with behavioral and/or physical limitations and who

require highly-specialized education and/or social, psychological, and medical services in order to maximize their full potential for useful and meaningful participation in society and for self-fulfillment. See section 100.1 (2.)(iv.). There is no one disability that automatically qualifies a student to participate in NYSAA. 9

Students with disabilities who have Individualized Education Programs (IEPs) may participate in a variety of assessment programs, depending on their needs and as specified on their IEPs. The Committee on Special Education (CSE) or IEP team determines eligibility. 10

Students eligible for NYSAA must be assessed on the grade-appropriate content that is consistent with the student’s chronological age. See the age ranges for 2013-2014 to determine chronological ages and corresponding grade levels. 11

Effective February 1, 2014, the NYSITELL replaced the Language Assessment Battery-Revised (LAB-R) as the approved means of initially identifying ELLs in New York State. 12

Please refer to the ELL Identification and Placement Policy Brief for additional information on these policies.

Middle School Academic Policy Reference Guide – Updated April 1, 2014 9

number of hours of services they receive. More information is available in the NYSED’s Guide to the 2013 NYSITELL, the NYCDOE’s Assessment Memorandum #2, and the NYCDOE’s NYSITELL Scanning Handbook. See also English Language Learners (ELLs).

6. New York State English as a Second Language Achievement Test (NYSESLAT)

All ELLs take the NYSESLAT every year to determine how well they are learning English as part of the required annual assessment and tracking of ELLs’ English proficiency. The NYSELAT assesses students’ speaking, listening, reading, and writing skills using grade bands. For middle school, test forms are organized by grades 5−6 and grades 7−8.

The NYSESLAT has the following four performance levels, which indicate how well students have mastered English language skills:

Beginning: students are at the beginning level in the four skill areas; their English skills are minimal.

Intermediate: students have better English skills than students at the basic level; however, their skills are often not well developed and they make significant errors in the four skill areas.

Proficient: students function fluently in listening, reading, writing, and speaking; their skills are equal to those of native English speakers at their appropriate grade level. These students have attained the skills necessary to participate in an English-speaking classroom.

Advanced: students are able to use skills at a higher level than intermediate students. Although their knowledge and use of English is at a more advanced level, mistakes are made, usually involving more subtle use of language and more difficult levels of vocabulary and grammar.

Students continue to receive ELL services until their scores on the NYSESLAT show that they have learned English well enough to discontinue these supports. More information is available in the NYSED’s Guide to the 2013 NYSESLAT and the 2013 School Administrator’s Manual.

7. Testing Accommodations

Testing accommodations are changes to test administration procedures intended to remove barriers or obstacles caused by a student’s disability or level of language acquisition without changing the skill or content that the test is measuring. Testing accommodations support students in demonstrating their skills, knowledge, and abilities without being negatively impacted by their disabilities or English proficiency status. Decisions to provide accommodations, as well as the specific accommodations themselves, are made on a case-by-case basis and are highly dependent upon individual student needs.

The following students may be eligible for testing accommodations:

Students with disabilities, including those with IEPs and Section 504 Plans;

ELLs and former ELLs;

o Former ELLs are eligible to receive these testing accommodations for only an additional two years after achieving proficiency on the NYSESLAT.

Occasionally, other students, in emergency situations and with special approval.

o Students who demonstrate disabilities 30 days or fewer before the administration of a State or district-wide assessment may receive certain testing accommodations if authorized by the principal. For example, a student who breaks his/her arm days before an exam may be approved for a scribe. Such decisions must be carefully documented to NYSED Office of State Assessment and the Borough Assessment Implementation Director (BAID).

Examples of testing accommodations include:

Flexible test schedules or time limit extensions;

Flexible test settings and special locations;

Method of presentation, test directions, and assistive technology; and

Method of test response, content, or physical support.

Please see the Testing Accommodations FAQ for more information.

Middle School Academic Policy Reference Guide – Updated April 1, 2014 10

PROMOTION F.

Promotion standards are under the purview of the NYCDOE. Chancellor’s Regulation A-501 outlines promotion standards for New York City public school students in grades K–12 as well as procedures for implementing the promotion policy.

II. PROGRAMMING POLICIES

GRADE 7 AND 8 COURSE ACCELERATION A.

Per New York State Commissioner’s Regulations part 100.4(d), students in grade 8 shall have the opportunity to accelerate through their academic scheduling by taking high school courses in mathematics and in at least one of the following areas: science, Languages Other Than English, social Studies, English, art, music, or CTE. It is the responsibility of the middle school principal to determine which courses to offer for high school credit, and to determine which students have demonstrated readiness to pursue such courses. For all accelerated courses—particularly those that typically require multiple years of study and/or are usually completed in grades 11 or 12—the middle school principal should consider the student’s academic readiness for the course, as well as take steps to ensure that the student is able to continue advanced study in that subject area in high school. There is no limit to the number of accelerated course credits a grade 8 student may earn.13

High school credit is awarded for an accelerated course in the following ways:

The student passes the course and the associated New York State proficiency or Regents exam, when available. The course credit will automatically appear on the student’s high school transcript if these conditions are met. Per New York State Commissioner’s Regulations, the credit must be accepted as a transfer credit by the high school.

o A grade 8 student who receives a score of 65 or above on the Regents exam but does not pass the corresponding accelerated course will have fulfilled an assessment requirement towards a Regents diploma, but the student will not receive high school course credit.

o Schools must use the standardized accelerated course code (“A” in the sixth character) and reflect this accurately in STARS for the course credit to transfer. Students must be scheduled for a full unit of study (108 hours) to receive high school credit.

The middle school student attends classes in a high school with high school students and passes the course on the same basis as the high school students. The Regents exam outcome is incorporated into students’ grades according to the high school’s grading policy. The student is enrolled in the course via shared instruction and the high school awards credit for the course in STARS using the high school course code.

In cases where no appropriate state assessment is available in the discipline in which the student is accelerating,14 the student passes a course in the middle school that has been approved by the NYCDOE. The high school awards transfer credit for the course.

o Schools planning to offer middle school accelerated courses that do not culminate in a State exam for the 2013–2014 school year should email academicpolicy@schools.nyc.gov, copying their network academic policy point. Schools will receive additional instructions on the process for obtaining final approval. To document alignment to high school learning standards, schools should include the following items in their email:

Course syllabus, curriculum map, scope and sequence, or equivalent;

List of key texts;

Major assessments;

13

Middle school students may not accelerate or “bank” PE credits for high school under any circumstances. 14

Approval is required for all accelerated middle school courses in subjects without associated Regents or SLP exams, such as advanced elective courses aligned to high school learning standards.

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An explanation of the grading policy; and

An explanation of any pre-requisites.

In any subject area other than LOTE, if a student in a grade earlier than grade 8 receives a score of 65 or above on the Regents exam after completing a course of study, she or he will have fulfilled an assessment requirement towards a Regents diploma, but is not eligible to receive high school course credit.

o The NYCDOE obtained a waiver for students who were in grade 7 in 2009–2010 or prior. These students may receive high school course credit if they passed both the accelerated course and corresponding Regents exam. The waiver did not extend to students in grade 6 or to current grade 7 students—only to those who were in grade 7 in 2009–2010 or prior.

All science courses that culminate in a Regents exam must be accompanied by a non-credit bearing laboratory. In order to take the corresponding Regents exam, students must successfully complete 1,200 minutes of laboratory experience with successful lab reports. Labs that correspond to science courses designed to culminate in a Regents exam should be recorded on student transcripts, with a clear indication of whether the student has successfully completed the laboratory requirement (i.e., “P” or “F” to indicate pass or fail).15 Students scheduled for accelerated science courses resulting in a Regents exam that meet the 1,200-minute lab component must be scheduled in STARS separately using the appropriate course code (“L” in the seventh character).

Students in accelerated courses incorrectly scheduled using high school course codes will trigger an action item in STARS to notify the school.

INTERDISCIPLINARY AND MULTI-GRADE COURSES B.

Recording interdisciplinary and mixed-grade courses in STARS as described above ensures accurate data for student promotion, teacher evaluation, and accountability. For support implementing these course models in STARS, contact your network’s data/applications specialist.

1. Courses Addressing Two Subject Areas

Schools may offer interdisciplinary courses addressing learning standards from two subject areas. For example, a school may offer a humanities course that integrates both English and social studies standards. The following policies apply to middle school interdisciplinary courses:

The course must be overseen by a NYCDOE teacher certified in at least one of the two subject areas addressed in the course, provided that the teacher instructs the student population defined by his or her license area and has demonstrated subject matter competency in both subjects.

In grades 7 and 8, the course must be aligned with the unit of study instructional time requirements described in the section on required units of study. For example, an eighth grade humanities course covering both English and social studies standards must provide 360 minutes of instruction per week (216 hours per year) in order to satisfy the requirements for one unit of study in each subject.

Both subject areas must be reflected in STARS, and grades must be awarded accordingly. Schools have two options for scheduling students and awarding grades for interdisciplinary courses:

o Use the interdisciplinary mechanism to schedule students for a “ZJ” coded course that is linked to two other subject area course codes. For example, students may be scheduled for a “ZJ” course titled “Humanities,” which is linked to the core English and social studies course codes. Marking period grades should be awarded in the “ZJ” interdisciplinary course. Final grades should be awarded in the subject area course codes upon expansion of the interdisciplinary course at the end of the term. See the STARS wiki for more information about this mechanism.

o If the course meets for a double period, schools should schedule students for the two courses separately, using the same teacher for both courses. For example, for a humanities course,

15

If a student passes the lab but fails to course and/or the exam, it is strongly recommended by NYSED that he or she retake the lab as well.

Middle School Academic Policy Reference Guide – Updated April 1, 2014 12

students should be scheduled for English during the first period and social studies during the second period. The teacher should award grades for both courses. The grading policy must clearly indicate whether students receive the same grade for both subject areas or are graded separately.

2. Courses with Multiple Grade Levels

Schools may offer mixed-grade courses in a single subject area in order to meet students’ academic needs. For example, a math course may group sixth and seventh grade students with similar math proficiency. The following policies apply to mixed-grade middle school courses:

The course must be overseen by a NYCDOE teacher certified in the subject, provided that the teacher instructs the student population defined by his or her license area.

Students must take the New York State assessment(s) corresponding to their grade levels. For example, sixth-grade students in a mixed sixth- and seventh-grade math course must take the sixth grade math test.

In grades 7 and 8, the course must align with unit of study instructional time requirements described in section 100.4.

The course must be coded in STARS to reflect students’ actual grade levels using the interdisciplinary mechanism in STARS.

o For example, in a mixed sixth- and seventh-grade math course, students should be scheduled for a “ZJ” course, which is linked to the core sixth-grade and seventh-grade math course codes. Marking periods are awarded in the “ZJ” course. Final grades must be awarded in the grade-level-specific core math course code corresponding to students’ individual grade levels. See the STARS wiki for more information about this mechanism.

Recording interdisciplinary and mixed-grade courses in STARS as described above ensures accurate data for student promotion, teacher evaluation, and accountability. For support implementing these course models in STARS, schools should contact their network data/applications specialist.

BLENDED AND ONLINE COURSES C.

Middle schools may incorporate blended and online learning experiences16 into their academic programs in alignment with the following policies:

The course aligns with the applicable New York State level learning standards for the subject area and provides documentation of student mastery of the learning outcomes for the course.

Instruction is provided by or under the direction and/or supervision of a subject certified teacher (meaning a teacher who holds a New York State teaching certificate in the subject area in which instruction is provided) from the NYCDOE.

o The subject-certified NYCDOE teacher is responsible for overseeing the course’s alignment to learning standards, monitoring student progress, and awarding course/subject grades. While online learning programs may offer a variety of academic services for students in blended or online courses, vendor-provided instruction and support do not replace instruction and oversight provided by the subject-certified teacher.

The course includes regular and substantive interaction between the student and the teacher providing direction and/or supervision, which may occur in person or virtually.

For grades 7 and 8, instruction satisfies the unit of study requirements for instructional time; see section 100.4.

Schools are encouraged to consider students’ academic readiness in designing online course offerings. Schools should ensure that students have access to the tools and technology required to participate in

16

Courses must be indicated as online using “section properties” in STARS Admin.

Middle School Academic Policy Reference Guide – Updated April 1, 2014 13

courses remotely. As in any course, schools should thoughtfully consider the extent to which various course components constitute instruction or homework.

For accelerated high school courses taken in grade 8, the policies described in Commissioner’s Regulations part 100.5 apply. To earn high school credit, students must demonstrate mastery of the outcomes defined in the course syllabus, including passing the associated Regents exam. More information on blended and online courses and how high school credit should be awarded for these courses is available in the Blended and Online Courses FAQ. See also Grade 7 and 8 Course Acceleration.

HONORS COURSES D.

Schools may offer advanced or “honors” courses, and must ensure that their criteria and expectations are clearly documented and communicated to students, teachers, and families at the school level. For example, schools may wish to offer honors courses and:

Allow students to self-select into these more rigorous courses after being informed of the expectations;

Require teacher permission or nomination to enroll; or

Set minimum academic standards that students must meet or exceed in order to enroll.

These courses provide opportunities for students to master more rigorous learning standards in a subject area, expand

the scope of the learning standards addressed in core courses, and/or prepare for course acceleration in grade 8.17

Regardless of the rigor of these courses, the promotion standards described in Chancellor’s Regulation A-501 still apply. Students in honors courses are required to take the New York State standardized assessments corresponding to their grade levels, regardless of mastery of more rigorous learning standards.

In STARS, schools use an “H” in the sixth character and/or the course title to designate honors courses. Note that honors courses should be coded to indicate the grade level of the students taking the course, even if the standards addressed in the course exceed grade-level standards.

o For example, a grade 7 honors English course that also addresses grade 8 standards must be coded with a “7” in the fifth character to represent that the students are in seventh grade, i.e., EENM7H. See the middle school code deck for more information.

ACADEMIC INTERVENTION SERVICES (AIS) E.

Commissioner’s Regulations part 100.2(ee) defines schools’ responsibility for providing Academic Intervention Services (AIS) to students at all grade levels. AIS is defined as “additional instruction which supplements the instruction provided in the general curriculum and assists students in meeting the State learning standards … and/or student support services which may include guidance, counseling, attendance, and study skills which are needed to support improved academic performance.” Note that AIS must also be made available to students with disabilities. In grades 3–8, principals must provide AIS as follows:

To all students who score below the State designated performance level on one or more of the State elementary assessments in ELA, math, or science;

To ELLs at risk of not achieving State learning standards in ELA, math, social studies, and/or science, through English or the student's native language;18 and

To all students who are determined to be at risk of not achieving State standards in ELA, math, social studies and/or science.19

17

Gifted & Talented (G&T) programs are offered within district elementary schools, beginning in kindergarten and ending in the school's terminal grade. Therefore, most middle schools do not have G&T programs. 18

This procedure may also include diagnostic screening for vision, hearing, and physical disabilities pursuant to article 19 of the Education Law, as well as screening for possible limited English proficiency or possible disability. See AIS FAQ via NYSED. 19

See the Field Memo describing AIS Requirements for 2013‒2014, which outlines the 2013 Grade 3–8 ELA and math scores below which districts should provide AIS to students.

Middle School Academic Policy Reference Guide – Updated April 1, 2014 14

See the Guidelines for Implementing AIS provided by NYSED for more information.

Parents or guardians of students who have been identified to receive AIS must be notified in writing by the principal in English and in the native language or mode of communication of the parent, where appropriate. The principal must inform the family of the services the student will receive, the reason the student needs such services, and the consequences of not achieving expected performance levels. Further, ongoing communication regarding the students’ AIS progress must include:

An opportunity to consult with the student's regular classroom teacher(s), and other professional staff providing academic intervention services, at least once per semester during the regular school year;

Reports on the student's progress at least once each quarter during the regular school year; and

Information on ways to work with the student to improve achievement, monitor his or her progress; and work with educators.

Likewise, when AIS ends, parents or guardians must also be notified.

SCHOOL CALENDAR, DAILY SESSION TIME, AND ATTENDANCE F.

A school’s calendar, daily session time, and student attendance procedures are important components of ensuring that students remain on track toward completing an academic program that prepares them for college and careers.

1. School Calendar

Each year, the school year calendar is centrally designed to meet the NYSED requirement of a minimum number of 180

State aidable days in all schools.20 The school year calendar, including Chancellor’s conference days for professional development, is pre-determined to ensure that schools do not fall below the minimum number of “aidable” days. According to NYSED:

Aidable days must be between September and June.

Aidable days include the first and last days of school, Regents examination days, two Chancellor’s conference days for staff development (Election Day and Anniversary Day), and two parent teacher conferences.

Classes or activities scheduled on Saturdays, Sundays, and legal holidays do not count towards the 180 aidable days.

To avoid the risk of a reduction in State Aid, and to limit the impact on bus scheduling and other services, schools may not open late, dismiss early, or close without prior approval through a calendar change request.

2. Daily Session Time and Student Schedules

The minimum length of the school day for all students is described in Commissioner’s Regulations part 175.5.

Students in grades 1–6 must receive at least 5 hours of instruction per day (or the equivalent of 25 hours per week).

Students in grades 7–12 must receive 5.5 hours of instruction per day (or the equivalent of 27.5 hours per week).

The required instructional time includes all time spent by students in instructional or supervised study activities,

exclusive of lunch and extended time.21

20

See NYSED’s Attendance Memo. 21

Under the UFT contract, schools have an additional 150 minutes per week for tutoring, small group instruction, or test preparation for struggling students with a student-teacher ratio of no greater than 10:1 (or 5:1 for self-contained special education students). The standard configuration for this extended time is 37.5 minutes after school Monday through Thursday. Schools may request alternatives to this standard configuration; for more information, see the Session Time Memo. If the change also includes a shortened session, the school must also request a calendar change. See also 175.5 Regs. Note that sections C and E require prior authorization from the NYCDOE and NYSED.

Middle School Academic Policy Reference Guide – Updated April 1, 2014 15

While the majority of middle schools use an annualized schedule, schools may award final grades at other frequencies

throughout the year. STARS accommodates the following term models:22

Year-long or annualized (~36 weeks of instruction);

Semester-based (~18 weeks of instruction);

Trimester-based (~12 weeks of instruction); or

Cycle-based (~9 weeks of instruction).

Schools should carefully consider the academic goals of their students when designing an appropriate calendar and schedule for completing course requirements.

A school’s schedule is determined by the principal in alignment with contractual obligations. Changes to the schedule that deviate from the traditional eight-period day require a vote via the school-based option (SBO) process.23 See the Programming FAQ for additional guidance.

The STARS action item, “Daily Instructional Time,” indicates that a school has at least one student in grades 7–12 scheduled for fewer than 5.5 hours of instruction per day.

To ensure that daily instructional time is accurately reflected in STARS, schools should address the following:

The bell schedule defined in STARS should accurately reflect the school’s schedule.

Students’ lunch periods should be accurately reflected in STARS. All students should be provided the opportunity for a daily lunch period; schools should not use lunch periods to deliver instruction or conduct required academic activities or services.24

See also Scheduling in STARS.

3. Attendance Policies

Attendance refers to both the data collection and reporting of how many students are in school each day and the practices necessary to increase the number of students in school each day.

Implementing procedures for monitoring student attendance and intervening on patterns of absences is important for ensuring that students receive sufficient time for instruction and academic support. Common reasons for student absences are often the same reasons students may not achieve academically.

Per Chancellor’s Regulation A-210, principals are responsible for the planning, implementation, and supervision of the school attendance program, which describes both the school’s record-keeping practices and efforts to monitor and intervene on patterns of absences and encourage good attendance, including:

Assigning an attendance coordinator (a pedagogue or administrator) to oversee attendance services;25

Submitting an annual attendance plan that delineates the school’s attendance program on or before October 31st (as part of the consolidated plan);

Having an attendance committee comprised of, but not limited to, teachers, administrators, members of the pupil personnel team, members of the academic teams, and parents and students, to review and approve the attendance plan; and

22

“Term” is defined as the length of time before a teacher awards a final grade. 23

An SBO is the process whereby a Principal and his/her UFT chapter leaders agree to propose to the UFT represented school staff deviations from certain requirements of the UFT teachers’ contract. First, the principal and UFT chapter leader must reach agreement on the SBO proposal. Next, the UFT chapter leader must arrange for a vote and notify all UFT staff members. The proposal must be approved by 55% of the staff who vote, and the SBO must specify which provisions of the contract will be altered. 24

For students who elect to take additional elective courses or extracurricular activities in place of a lunch period, schools should obtain consent from the student’s parent or guardian. 25

This person coordinates the schools’ attendance plan in addition to scanning attendance.

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Ensuring the timely and effective tracking, follow-up, and support for all absent students, including contacting parents to determine the cause of a student’s unexplained absence and tracking all outreach and intervention efforts in the ILOG system on ATS.

All family trips that result in missed instructional time, including family vacations, count as absences on the student’s record in ATS. Students may be discharged only in the case of a permanent move and only in accordance with all other requirements in the Transfer, Discharge, and Graduation Code Guidelines.

Per New York State’s Attendance Memo, schools must take attendance on all days assessments are administered; these days count toward the required 180 days of instruction.

For students with disabilities who participate in the New York State Alternate Assessment (NYSAA) and therefore do not take the standard assessments, instruction must be provided during the days that other children are being assessed. Instruction must be provided regardless of which special education services the student receives or the setting in which the student's special education program is provided. The instruction may be provided by such individuals as a general education teacher, special education teacher or teacher assistant.

All Regents exam days and rating days count toward the required 180 days of instruction. If grades 7–12 are housed in the same building, schools may request to treat Regents exam administration days as non-attendance days for both middle and high school students if the exam administration disrupts normal instruction, if approved by the SBO process.26

o If middle school students take local final examinations during the Regents examination period in January or the Regents examination period in June, in a block-time format similar to the format for Regents examinations; i.e., exams are scheduled for both the morning and the afternoon, then minimum length of school day requirements may be waived on such days. Such days will count toward the 180 required days of instruction and attendance for the grades taking the tests need not be taken. However, schools are encouraged to program students during this time for academic activities.

Middle schools must record attendance for each period. These schools may choose to print period (or subject) attendance sheets in ATS and record attendance in ATS. Otherwise, the school maintains records of period attendance on site, according to procedures they define as part of the Consolidated Plan. A student cannot be marked absent for the day if the student has attended at least one instructional period. For this reason, schools that record period attendance in ATS can use REVA and RDSC to “reverse” absences recorded in daily attendance. For more information, please see How to … Take Daily and Period Attendance with FAQs.

A student who has a 90% attendance rate (approximately 20 days of absence), or the equivalent of about two days each month missed, is considered “chronically absent.” Schools should develop plans for targeting these students and improving their attendance rates. School attendance plans should describe the procedures schools use to take and record attendance, prevent excessive absences, alert families to absences, and intervene when students begin missing too many days of school and performance is suffering.

Students who miss 20 or more days per year are identified using the “chronic absentee indicator” (“CHRONIC ABS”) in ATS and can then be matched to specific interventions (“INTV”) to help prevent further patterns of absence. Keep in mind that a student with 90% attendance every year from kindergarten through grade 8 enters high school effectively having missed nearly a year of school. Schools can also track if these students’ attendance rates are improving.

For more information, see Attendance, Chronic Absenteeism, and Teaching & Learning, How to ... Talk about Chronic Absenteeism and Attendance Rates, and the Principals’ Portal section on attendance.

26

An SBO is the process whereby a Principal and his/her UFT chapter leaders agree to propose to the UFT represented school staff deviations from certain requirements of the UFT teachers’ contract. First, the principal and UFT chapter leader must reach agreement on the SBO proposal. Next, the UFT chapter leader must arrange for a vote and notify all UFT staff members. The proposal must be approved by 55% of the staff who vote, and the SBO must specify which provisions of the contract will be altered.

Middle School Academic Policy Reference Guide – Updated April 1, 2014 17

4. Expanded Learning Time

Many schools choose to extend their school day beyond the required hours (at minimum, 5 hours of instruction per day for grade 6 and 5.5 of instruction for grades 7 and 8). This can be done with the help of community-based organizations/non-profits and special grant opportunities. Creative scheduling and can greatly enhance learning and school culture for students and families.

In order for afterschool or extended time activities to count toward the unit of study requirements for middle school, they must be delivered under the supervision of a teacher who is NYS-certified in that particular content area, align to the appropriate learning standards, and be scheduled accurately in STARS.

New York State requires all Priority Schools to implement 200 hours of an expanded learning time (ELT) program as part of their Whole School Reform model. Expanded learning time is an increase in the length of the school day, week, or year that provides additional time for academic instruction, enrichment, and teacher collaboration, planning, and professional development.

More information on expanded learning time or extended day planning can be found via NYCDOE’s Principal Portal, by visiting The Department of Youth and Community Development’s page, and via NYSED.

SCHEDULING IN STARS G.

A school’s academic program is operationalized through its master schedule. The master schedule encompasses the locations and meeting times of all courses a school currently offers. Each course has the following six basic attributes that can be used in creating both student and teacher schedules:

Course code;

Section number;

Period;

Rotation (i.e., number of days per week the course meets);

Location; and

Teacher(s) of record (i.e., the subject-certified teacher responsible for designing the syllabus, providing instruction, monitoring student progress, and awarding grades).

Once a master schedule is created and finalized, students can be scheduled for their courses.

Each school indicates the courses it currently offers by designating active course codes. These course codes provide important information about the subject, level, and instructional model for student schedules, report cards, transcripts, and other accountability systems. Codes may have up to eight characters. The use of a standardized code deck allows users within and outside the school community to understand what the course codes signify.

Prior to building the term's master schedule, schools should review their course offerings and active codes for the given year/term and ensure the courses will again be available.

Schools must use the section properties function27 to identify additional teachers and special class attributes for courses and sections defined on the master schedule. This function includes other attributes like a secondary teacher, the language of instruction, the special education model,28 the ELL model (English as a Second Language, Dual Language, or Transitional Bilingual Education), whether the course is online or iLearn, and other applicable properties.

27

This function is found under the “Master Schedule” sub-menu of the “School Scheduling” drop-down on STARS Admin. 28

Special education models include the following: Teacher Support Services (Direct); Teacher Support Services–Indirect; Integrated Co-Teacher; 12:1; 15:1; 12:1:1; 8:1:1; and 12:1:4. For dropdown two, choices include: Teacher Support Services–Indirect; Hearing Ed Services; Speech/Language Therapy; Occupational Therapy; Orientation and Mobility Services; School Health Services; and Vision Education Services.

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STARS ACTION ITEMS H.

STARS action items are notifications that appear on the STARS Admin homepage. Actions items are designed to support schools in ensuring that STARS data accurately reflect schools’ academic programming practices by drawing attention to data quality issues and/or school practices that may not be consistent with academic policies.

Schools should use action items to conduct regular, proactive checks of their STARS data and alignment to academic policies. When an Action Item notification appears, users can make changes to data directly in STARS Admin.

STARS Admin users can view action items and a summary of the methodology, policy and steps to resolving these items on the STARS Admin “action items” screen.

On the STARS Admin homepage, users can navigate to the “action items page” by pressing the action

items icon ( ) found under the STARS Admin logo or the summary found next to “announcements.”

Any updates to data are reflected in STARS the next day.

Currently, middle schools may see any of the following action items:

Missing departmental courses on master schedule: The school's master schedule is missing a subject specific core course code such as math, English, science, social studies, physical education, the arts, or foreign language (LOTE).

Elementary and middle school student(s) not scheduled for core courses: The school has at least one student in grades K–8 not scheduled for a required course.

Elementary and middle school students schedule using high school course codes: The school has at least one student in grades PK–8 scheduled using a high school course code. Students in grade 8 who are taking accelerated courses should be scheduled using middle school accelerated course codes.

Daily instructional time: The school has at least one student in grades 7–12 scheduled for fewer than 5.5 hours of instruction per day.

Elementary and middle school students with core ELA/math course enrollment gaps: The school has at least one student in grades 3 to 8 who has an enrollment gap in a core English and/or core math course. These gaps refer to differences between a student’s period of enrollment at the school and enrollment in courses.

Teacher reference: The school has at least one teacher nickname on the master schedule not matched to a teacher reference.

ENGLISH LANGUAGE LEARNERS (ELLs) I.

Policies regarding English Language Learners (ELLs) are defined in New York State Commissioner’s Regulations part 154. Students are identified as ELLs based on the results of the Home Language Identification Survey (HLIS) and, if appropriate, their English proficiency level on the New York State Identification Test for ELLs (NYSITELL). See Assessment Memorandum #2 for NYSITELL administration procedures. For additional information on ELL identification and placement, including Students with Interrupted Education (SIFE), see the ELL Policy Brief.

Once a student has been identified as an ELL, parent choice drives program placement. ELL parents view an orientation video in their language of choice, which describes the NYCDOE’s three program options: Dual Language (DL), Transitional Bilingual Education (TBE), and English as a Second Language (ESL), described further below. All parents are entitled to choose among these three options, regardless of whether their child’s current school has their program of choice immediately available. The NYCDOE’s website offers parents a variety of resources, as well as sharing the ELL Parent Information Case (EPIC) with parent coordinators and school-based staff to inform parents of ELLs about their rights.

There are three ELL program models29 designed to support students in achieving English proficiency and/or bilingualism:

29

The program model used by a course must be specified in STARS using the “section properties” feature.

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English as a Second Language (ESL): freestanding ESL programs are offered in all NYCDOE schools. Classes are taught in English and emphasize English acquisition. English may be the only common language among students in the program, who may speak different native languages. Some schools may offer dedicated ESL classes, while others may infuse ESL strategies into subject area classes taught in English. ESL classes must be taught by certified ESL teachers, regardless of whether the instructional model is co-teaching or self-contained.

Dual Language (DL): designed to continue developing ELLs’ native language fluency as well as English language proficiency. DL programs provide instruction in two languages: English and a second, foreign language. The goal of DL programs is to support students in becoming fully bilingual. The amount of time spent learning in each language varies by program. Schools may offer a one-way immersion option or a two-way immersion option. The one-way immersion option supports native language maintenance for ELLs and former ELLs who speak the same language. The two-way immersion option supports ELLs in developing English proficiency and English-speaking students in learning a second language.

Transitional Bilingual Education (TBE): designed to help ELLs transition to classes taught in English. This program model promotes English proficiency by providing English Language Arts, native language arts, and subject classes in both the student’s native language and in English. As students develop English proficiency, instruction in English increases and instruction in the native language gradually decreases. Students exit TBE programs when they reach proficiency.

If a parent’s choice is not currently available in the school, the school must inform the parent, provide them with the following two options, and maintain a record of their response. Parents may:

Keep their child enrolled at the current school in an available program (ESL or bilingual, if available)—if the parent chooses this option, the school should immediately place the child in that program and begin serving him/her; or

Transfer their child to a different school where the parent’s choice is currently available. To do so, schools should contact the Office of English Language Learners on behalf of the parent to coordinate the transfer with the Office of Student Enrollment. While the school awaits the transfer, the student should temporarily be placed in an ESL program in the school until the transfer is completed.

All schools are required to provide all levels of mandated ESL (beginning, intermediate, and advanced) regardless of the other ELL program models offered at the school or the current number of ELLs enrolled at the school.

Schools may not refuse admission to zoned students or students assigned by the NYCDOE’s Enrollment Office based on their ELL status or program needs.

Schools are required to form bilingual programs in grades K–8 when there are 15 or more ELLs with the same language in one grade or in two contiguous grades, for whom parents/guardians chose a bilingual program placement. This threshold is the minimum requirement under the law but by no means limits schools that choose to open programs with fewer students. For example, when parents request bilingual programs in a small school, the school can pool resources and staffing with other schools (e.g., campus schools and neighboring schools) in order to provide wider access to programs.

For all ELL programs, the number of ESL, Native Language Arts, and English Language Arts instructional units provided is based on English proficiency and all units must be standards-based. See the Language Allocation Policy Handbook for ELL Programs.

STUDENTS WITH DISABILITIES J.

The NYCDOE’s special education reform initiative, referred to as A Shared Path to Success, seeks to ensure that all students with Individualized Education Programs (IEPs) are provided with the greatest possible access to the least restrictive environment appropriate to their needs.

Students with IEPs, should, regardless of their disability:

Have access to a rigorous academic curriculum that sets high academic standards, enabling them to fully realize their potential and graduate prepared for independent living, college, and careers;

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Be taught in their "least restrictive environment," and, as often as possible, alongside students without disabilities;

Receive special education services that are targeted to their needs and provide the appropriate level of support throughout the school day; and

Be able to attend their zoned schools or the school of their choice, while still receiving the supports they need to succeed.

All students and families must feel welcome at every school. As part of A Shared Path to Success, schools must convene a School Implementation Team (SIT), which may overlap with the Pupil Personnel Team (PPT) or other school teams, and must include at minimum one administrator, one special educator, and one general educator. The SIT is the liaison between the school and the network for topics related to the implementation of the special education reform. For more information, please see the Guidelines for Continued Implementation of A Shared Path to Success.

Schools should review each new student’s IEP upon entry. If a child’s IEP recommends programs or services that the school he or she is entering does not currently have, the school should first make it clear to the parents and student that they are committed to providing the programs and services that are recommended on the IEP, beginning on the student’s first day that school. Network Special Education Coaches will work the school to determine how to align resources to meet the recommendations on the IEP.

For questions related to programming for students with disabilities, please contact your network Special Education Achievement Coach.

For other policies related to students with disabilities, see the sections on High School Admissions, Testing Accommodations, NYSAA, and Scheduling in STARS.

HOME AND HOSPITAL INSTRUCTION K.

New York City’s District 75 Home and Hospital Instruction programs provide services to students who, for documented health or medical reasons, cannot attend school in person. These students may be entitled to receive instruction in their homes or in the hospital for varying lengths of time, depending on need and approval from the Department of Health and Mental Hygiene (DOHMH). Chancellor’s Regulation A-170 outlines home instruction policies and the Home and Hospital Instruction Overview, the Home and Hospital Communication Protocol, and the ATS Updates Guide provide policy implementation guidance. The following policies apply to students on home or hospital instruction:

Home instruction does not include students who are “home-schooled” by their parents. Please see the Home Schooling page for information.

All public school students on home or hospital instruction must be affiliated with a NYCDOE public school (their “DOE affiliate school”). Middle school students on home or hospital instruction during transition years (e.g. from grade 8 to grade 9), whose current NYCDOE affiliate school does not serve their subsequent grade, must participate in the regular high school application and enrollment process to receive a high school placement.

Students on home or hospital instruction will appear concurrently on both their affiliate school register and on their home or hospital register. See the ATS updates for home and hospital instruction for additional guidance on accessing and updating student records in STARS and ATS.

Students on home or hospital instruction are expected to meet the same standards as other students. Please note that home and hospital instruction programs are not intended to provide students with a full instructional program. Rather, the goal is to ensure students remain on track to meet all academic requirements while they are home or hospital-bound, so they are able to transition back to school without significant disruption to achieving academic requirements and goals.

Students in grades K–6 receive five hours of instruction per week and those in grades 7–12 receive 10 hours of instruction per week, to the extent possible, given the individual student’s condition.

Students on home or hospital instruction are expected to receive instruction in PE, which takes their medical condition into consideration. PE content is expected to be included in the coursework provided by the student’s school to home or hospital instruction teachers. The coursework provided should be mindful of the student’s medical condition, and be designed to meet NYSED commencement level PE standards.

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Students on home or hospital instruction participate in New York State standardized assessments. Instructions for administration of Regents exams and grade 3–8 NY State testing for home and hospital enrolled students can be found in the Home and Hospital Instruction Overview.

Students on home and hospital instruction who do not already receive special education services may be referred for an initial evaluation, if appropriate. NYCDOE affiliate schools are responsible for the initial evaluation, and subsequent IEP meetings and evaluations. For students who do not have a DOE affiliate school (e.g. private/parochial school students), the Committee on Special Education (CSE) affiliated with the student’s borough of residence is responsible for conducting the initial evaluation.

STUDENTS IN COURT-ORDERED SETTINGS L.

Per J.G. v. Mills, students who are or have been involved with the juvenile court systems are entitled to specific rights related to their educations:

The right to school in a timely manner;

The right to continue to receive appropriate special education services, where an IEP is in place; and

The right to receive assistance from the NYCDOE in transferring records and credits earned while in a court-ordered setting and re-enrolling in schools after leaving court-ordered settings. Additionally, the NYCDOE must provide appropriate special education and remedial services for eligible transitioning students.

In this case, students in court-ordered settings refers to:

Students who attend Passages Academy:30

o When students under age 16 are detained in New York City following an arrest, they are under the supervision of the Administration for Children’s Services, Division of Youth and Family Justice (DYFJ) while in detention. These students attend a NYCDOE school at one of the sites of Passages Academy, a program operated by District 79. ATS will indicate that the student has been transferred to Passages Academy (which is coded in ATS as 79X695).

o Under the Close to Home Initiative, some students may also remain under the supervision of DYFJ after they are adjudicated in Family Court. These students are considered to be in “placement.” If the student’s placement is in New York City, they will be enrolled in and attend Passages Academy.

Students in an Office of Children and Family Services (OCFS) Placement:

o Some students are placed by the Family Court or Supreme Court in the custody of OCFS or OCFS-contracted facilities (e.g., Children’s Village, Greenburgh-Graham, etc.). Students who are placed in the custody of OCFS or OCFS contact agencies are discharged from Passages (79X695) using a Discharge Code “10Y” (as long as the student is below compulsory school age).

See J.G. Best Practices Guide for information on these policies, including a checklist for middle school students.

TRANSFER STUDENTS AND GRADE PLACEMENT M.

Policies regarding the placement of transfer students are described in Chancellor’s Regulation A-101.

Students transferring to a NYCDOE school for the first time after having attended school outside the district are placed based on the available education records from the student’s previous school at the time of enrollment. If the principal deems that another grade placement would be more instructionally appropriate, he or she must consult the superintendent and provide evidence to justify any recommendation. The superintendent will make the final decision concerning the appropriate grade level for the student.

Students returning to a NYCDOE school:

30

Passages Academy is a program of D79.

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o If a student is discharged from the NYC public schools and returns within the same calendar year (on or before June 30th) the student will be placed based on consideration of the student’s grade placement at his or her previous NYC school and the available educational records from the student’s last school that are presented at the time of enrollment.

o If no records are available, the student will be placed in the same grade level as when he or she was discharged in that school year.

o If a student is discharged from the NYC public schools and returns to the NYC public schools in a subsequent school year, the student will be placed in the same way as a student enrolling at a NYCDOE school for the first time.

If a student transfers between NYCDOE schools within a school year, the student’s grade placement does not change.

NYCDOE middle schools receiving students from other districts should not record grades or assessment outcomes from the student’s previous school in STARS. However, schools should maintain clear policies regarding the extent to which previous academic outcomes factor into final course grades, if at all.

For example, if a student transfers to a NYCDOE school for the first time in the spring of grade 8, the school may choose to incorporate the student’s report card grades from the fall semester into the student’s final course grades. Alternatively, the school may choose to base the student’s final grade only on the work completed by the student at the NYCDOE school in the spring semester.

In rare cases, transfer students may have completed high-school-level courses at a previous middle school. In this case, the middle school should place the student according to the policies described above, considering opportunities for advanced or accelerated courses where available. The middle school should not award transfer credit for high school courses taken in middle school; however the student’s subsequent high school may choose to award transfer credit for these courses in alignment with the policies described in sections II.E and II.F of the High School Academic Policy Reference Guide.

III. GRADING POLICIES AND PROCEDURES

GRADING POLICIES A.

Clear grading policies ensure that student grades accurately capture meaningful data about student performance. The principal, in consultation with the School Leadership Team (SLT), may determine whether grading policies are set at the school, department, grade, or course level.

Schools should base their grading policies primarily on student mastery of the New York State learning standards addressed in the course and on student progress toward meeting those standards. Other elements of student performance, such as participation, effort, and attendance, can be included as long as they do not primarily determine the course grade. Schools must clearly define the role these factors play in grades.31

Schools should consider the following in designing their grading policies:

The breakdown of the weight of assessments, classwork, projects, homework, etc. in determining a student’s course grade;

How grades are calculated and on what scale (e.g., performance levels (1, 2, 3, or 4), numeric grades (1–100), or alpha grades); see Course and Exam Marks Tables and Course Marks and Report Cards;

The minimum grade a student must receive to pass a course;

Policies related to make-up assignments and missed work;

Who can change a student’s grade and when the grade can be contested;

How and when grades are reported to students and families;

The role of attendance and participation in determining the grade.

31

In physical education, students’ NYC FITNESSGRAM scores may not be used to determine their grades.

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Schools may not maintain quotas of students passing or failing courses. Student performance may result in passing grades for all students in a course if all students demonstrate mastery of the learning standards addressed, but a grading policy may not state that, by definition, all students must pass.

Grading policies should apply to all students in the school, including students with disabilities and ELLs:

For students with disabilities, the grading policy should consider the standards documented in the IEP or 504 plan.

For ELLs, the grading policy should consider the student’s English as a Second Language (ESL) proficiency level, and should include opportunities for students to demonstrate mastery in their native language.

Schools must document grading policies and make them transparent to staff, students, and families. The NYCDOE Student Bill of Rights and Parent Bill of Rights include the rights to know and be provided with written documentation of grading policies and to receive grades based on those policies. Schools that need to update their grading policies should do so during the fall. As part of the process, schools are encouraged to create time for teacher teams to review and discuss policies before they are shared with the school communities at parent teacher conferences or another time before first semester report cards are released.

COURSE MARKS AND REPORT CARDS B.

Schools determine the number of marking periods to include within a year, semester, trimester, or cycle, depending on the model they use. In STARS, report card grades entered in the final marking period of a term (e.g., year, semester, trimester, or quarter, depending on the school’s model); by default, these grades are recorded on a student’s

transcript.32 Schools should carefully consider the academic goals of their students when designing an appropriate schedule for awarding final grades. See School Calendar for more information. Schools must enter all final course grades in STARS.

Middle schools teachers use STARS classroom to enter student grades for the purposes of generating report cards. Report cards can be generated in STARS for each marking period, and must be distributed to students and families at least twice per term—one student progress report and one report indicating the student’s final grades for the term. Schools may use the standard NYCDOE report card and/or school-developed materials to provide students and families with more information about their progress and performance.

Each course mark has a citywide pass/fail equivalent (and, for alpha grades, a default numeric equivalent which is used in the calculation of GPA), whereby a passing grade equates to earning credit in the course. In some cases, a school

may choose to change the numeric equivalent in accordance with its grading policy.33 The following policies apply to specific course marks:

Incompletes: Schools may award a grade of Incomplete (“NX”) if a student has a documented, extreme extenuating circumstance that prevents him/her from completing the course in its established timeframe (e.g., surgery, death in the family). A student who receives an incomplete must successfully complete remaining course requirements by the end of the semester following the termination of the course in order to receive a final grade and credit, as applicable. NX does not have a pass/fail or a numeric equivalent.

New or Recently Admitted Students: Students who enroll in a course after it has started may have missed assignments or assessments needed to generate a complete course grade for a given marking period. These students may be given a grade of “NL” in STARS to indicate this circumstance. NL does not have a pass/fail or numeric equivalent. Students who receive a grade of NL must successfully complete remaining course requirements by the end of the semester following the termination of the course in order to receive a final grade and credit, as applicable.

32

More information on generating final grades in STARS can be found on the STARS wiki. 33

For assistance, schools may contact their network’s data/applications specialist.

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No Show: A grade of “NS” is given to a student who fails to attend a course and does not participate in any of the work from which a grade can be derived. NS has a pass/fail equivalent of fail and a default numeric equivalent of 45.34

For more information, see the Middle School Grading Memo, Course and Exam Marks Tables, and Student Report Cards.

TRANSCRIPT UPDATES C.

Schools must maintain procedures for keeping student transcripts up to date to ensure that they program students so that they progress toward meeting promotion and diploma requirements. Schools must complete all transcript updates in accordance with the policies listed below and support them with back-up documentation. See the sample transcript update form in the appendix. Reasons for making transcript updates that apply to middle schools are as follows:

Changing an existing grade. The following reasons apply to middle schools:

o Teacher error calculating student’s final grade, in accordance with the course’s grading policy;

o Principal override, in accordance with CSA and UFT contracts (a teacher must be notified in writing of any principal override of his/her final course grades); and

o Updating a grade of Incomplete (NX) or Recent Admit (NL) to a final grade.

In rare cases, adding an examination outcome:

o Regents exams taken at a New York State school outside NYCDOE

o NYSED-approved alternative assessments to Regents exams

IV. TRANSITION TO HIGH SCHOOL

HIGH SCHOOL ADMISSIONS A.

In New York City, students must apply to attend a public high school.35 Each fall, grade 8 students must submit an application listing up to 12 programs ranked in order of preference. Applicants are then matched to one of their ranked schools according to admissions priority, method, and available seats. See the 2013–2014 High School Admissions Memo for more information.

Several resources are available to help families explore these programs and learn more about High School Admissions.

The Introduction to the 2013–2014 Directory of NYC Public High Schools contains detailed information about the High School Admissions process, timeline, types of schools, and admissions priorities and methods.

The Directory also includes descriptions of all high school programs, organized by borough.

The School Search Tool can help families locate schools by neighborhood.

The 2013–2014 Specialized High Schools Student Handbook has information about admissions to the City’s specialized high schools.

Each year, the Office of Student Enrollment conducts workshops and fairs to help students and their parents learn about high school admissions.

Enrollment offices offer a range of services for students and families related to high school admissions.

New York City’s charter schools give families additional public school options. Read the Charter School Directory to learn more about charter high schools and how to apply.36

34 Schools that use numeric grading scales that extend below 45 should consider altering the NS numeric equivalent to align with the

numeric scale they use. 35

This process is managed by the Office of Student Enrollment. See also the Choices & Enrollment page. 36

Charter school admissions are managed individually by each school.

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Students with disabilities may apply to all programs listed in the 2013–2014 High School Directory, subject to the same admissions requirements as their peers. They may take the Specialized High Schools Admissions Test (SHSAT) and apply for all audition-based programs, including Fiorello H. LaGuardia High School of Music & Art and Performing Arts. Testing accommodations will be provided during the SHSAT administration, as outlined in the student’s IEP or 504 plan.

Every high school participating in high school admissions must admit and provide services for students with disabilities. Once a student is accepted to a high school, the school will implement the student’s Individualized Education Program (IEP) or 504 Plan. The IEP team at the school will welcome the student and family, and together will review the IEP to ensure that all of the student’s needs are met. In some cases, the IEP team may convene to refine the IEP to better meet student needs. High school students receiving Integrated Co-Teaching (ICT) or Special Class services do not necessarily attend classes as a cohort. Each student will have individualized services in accordance the IEP or 504 Plan, and may have combinations of these services for all or part of the day, as appropriate.

District 75 students transitioning to high school who are considering a community high school should work with their District 75 school to participate in High School Admissions. If a student’s IEP currently recommends a specialized District 75 program, the student will be notified of his or her high school placement in May or June by the District 75 Placement Office. See the Guide for Families of Students with Disabilities.

ELLs can receive a range of programs and supports to ensure that they receive the services necessary to excel in high school. The High School Directory indicates which of the ELL program models (Dual Language, English as a Second Language, or Transitional Bilingual Education) are currently offered in each high school, based on self-reported data. All high schools must issue the ELL Parent Survey and Program Selection Form at the parent orientation meeting. Parents will use this form to indicate their preferred ELL program, even if the high school does not currently offer it.37

PARTICIPATION IN COMMENCEMENT CEREMONIES B.

Middle school students may participate in their school’s commencement ceremonies (i.e., 8th grade moving-up ceremonies) only if they have met promotion requirements. Schools must clearly communicate these expectations to students and families.

A school may prohibit a student who is already on suspension at the time of the graduation or other commencement-related activities 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.38

DISCHARGING STUDENTS C.

The NYCDOE’s Transfer, Discharge, and Graduation Code Guidelines describe the procedures required to discharge students. They are updated each year to reflect current standards and to increase alignment with the New York State reporting requirements. School staff members must be properly trained to administer the transfer, discharge, and graduation processes for students. They must collect and store the appropriate documents to support the discharge. Schools may find it helpful to review changes in the guidelines that went into effect for the 2013–14 school year (summarized on page 3 of the guidelines) and common errors (summarized on page 9 of the guidelines).

Schools must create a system for collecting, recording, and storing documents related to discharges. Teachers must be encouraged to provide any information that they have received from the child or family about moves, new phone numbers, or addresses. In addition, a process must be established for collecting information about new residence addresses and evidence of a student’s enrollment in a new school. A standard discharge form with quick references to documentation needed for each discharge is available on the Principal’s Portal attendance page.

37

High schools must open up a Transition Bilingual Education or Dual Language program when there are 20 or more ELLs with the same native language in any single grade whose parent/guardian request the program; see the ELL Policy Brief for details. 38

See Exclusion for Proms or Graduation Ceremonies.

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STUDENT RECORDS TRANSFER D.

Maintaining up-to-date, accurate student records is an important part of ensuring that students are programmed for the correct courses and exams, and receive the services they need. Middle schools are responsible for obtaining and maintaining relevant records electronically and in students’ cumulative files. See the guidance provided in Records Retention and Disposition Schedule ED-1, Chancellor’s Regulation A-820, and the records requests and maintenance guidance document.

Students’ cumulative files should be transferred to high schools as follows:

For students transitioning from NYCDOE middle schools to NYCDOE high schools, middle schools are responsible for transferring students’ cumulative files to students’ receiving high schools each spring once high school placement decisions have been finalized. Middle schools use the PLNT (general education) and PSPE (special education) reports in ATS to access students’ high school DBNs, and distribute students’ cumulative files accordingly. The PLNT and PSPE reports should be included with the records as a cover sheet. High schools can use the RQSA screen in ATS to request missing records as needed.

For students enrolling from non-NYCDOE schools, high schools are responsible for confirming students’ prior schools and contacting the schools to request copies of students’ cumulative files in a timely manner in order to provide students with appropriate academic programs. See section II.E for more information on supporting transfer students.

NYCDOE’s data systems automatically transfer the following information to high schools:

ATS: biographical information, attendance data, health/immunization records, promotion data, disciplinary history, exam scores, and transportation eligibility;

STARS: permanent records/transcripts; and

SESIS (Special Education Student Information System): IEPs.39

39

It is not necessary to transfer a paper copy of the IEP.

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V. APPENDICES

ADDITIONAL RESOURSES A.

Documents and forms:

Alternate Assessment (NYSAA) FAQ

Expanded learning time guidance for Priority schools

Health and physical education quick reference sheets

Home and hospital instruction

o ATS systems updates for home and hospital instruction

o Home and hospital communication support

Languages other than English (LOTE) FAQ

Middle school course code directory

Middle school grading policy memo

Records requests and maintenance

Report cards

Section 504 accommodations FAQ

STARS wiki

Testing accommodations FAQ

Offices, Contacts, and NYCDOE intranet pages:

Academic Policy and Systems, Office of

Arts, Office of

English Language Learners, Office of

Enrollment, Office of

Network Contacts Search Tool

Students with Disabilities, Office of

School Wellness Programs, Office of

Safety and Youth Development, Office of

Translation and Interpretation Unit

Middle School Academic Policy Reference Guide – Updated April 1, 2014 28

TRANSCRIPT UPDATE FORM B.

Transcript Update Form (Illustrative Sample)

Date: Student Name: Student ID #:

Requester Name: Requester Title: Attach the corresponding supporting documentation listed for each transcript update reason below.

Reason for Transcript Update (select one): Supporting Documentation (for file):

□ Grade Change

□ Grade calculation error

□ Update of Incomplete (NX)

□ Update of Recent Admit (NL)

□ Principal Override (a teacher must be notified in writing of any principal override in accordance with CSA and UFT contracts)

□ Grading policy

□ Grade book (if applicable)

□ Rationale for grade change (attach documentation)

□ Adding Exam Score

□ Regents exam score a student completed at a non-DOE school in NY State

□ Student completed a NY State approved Regents exam alternative

□ Student’s exam cover sheet (Regents)

□ Student’s exam score report (NY State-approved alternative)

Term Year Course Code Course Title Original Grade (if applicable)

New Grade

Explanation (Please provide a detailed explanation for this update):

Teacher Signature: Date: _____________________

Guidance Counselor Signature: Date: _____________________

Principal / AP Signature: Date: _____________________

Optional Student Signature: Date: _____________________

For Office Use Only Date Entered in STARS:

Entered By (Name/Title):

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CALENDAR CHANGE REQUESTS C.

Each year, the school year calendar is designed centrally to meet the NYSED requirement of a minimum number of 180 State aidable days in all schools (see School Calendar). To avoid the risk of a reduction in State Aid, and to limit the impact on bus scheduling and other services, schools may not open late, dismiss early, or close without prior approval through a calendar change request. Schools must obtain staff and PTA approval through SBO40 and PTA votes, respectively, prior to submitting a request. Schools submit requests at least six weeks prior to the first requested date change41 and must provide a minimum of four weeks’ notice of the calendar change to parents, once approval has been granted.

The Student Attendance Calendar published each year provides instructions for schools on reporting student attendance consistent with the central school year calendar. It sets the designated parent-teacher conference days, details instructions for coding shortened days already scheduled in the calendar, and describes the process for coding Regents exam days. Schools should consult the Student Attendance Calendar if they are considering a calendar change request.

Calendar change requests must be made in the circumstances outlined below, and must be approved annually; schools that have approval to implement any of the alternative schedules below from prior years must resubmit a calendar change request each school year.

Professional development (e.g. any day(s) when school is in session for fewer than the required number of hours, exclusive of lunch and extended time, to enable additional professional development on that day):

o Schools may request up to three shortened sessions per semester for staff development (e.g. days that fall below the State minimum of a 5.5 hour school day), provided all of the following conditions are met:

The weekly minimum instructional time requirement of 27.5 hours per week, exclusive of lunch and extended time, must still be fulfilled;

The school must have SBO approval; and

When a shortened session is scheduled during a 4 day week (for instance, when the week includes a holiday), grades 7–12 must still be in session for 22 hours of instruction over that week, exclusive of lunch and of the extra session of 37.5 minutes for targeted students.

o Requests that exceed three shortened sessions per semester (e.g. weekly, biweekly or monthly shortened sessions) must adhere to the components outlined above for shortened sessions, and must be submitted in the spring for implementation in the next school year. These requests must also be submitted by the NYCDOE central office to NYSED for approval.

o Full professional development days (e.g. switching an instructional day with a professional development day): Requests for non-instructional days are reviewed based on the number of available aidable days, which vary each school year. In order to minimize the potential impact to State aid that would result from schools falling below the minimum number of instructional days, principals are encouraged to utilize early dismissals.

Changing afternoon parent teacher conference dates: a calendar change request is required to reschedule the citywide afternoon conference date.

o Single-session schools may not re-schedule afternoon conference dates.

o Multi-session schools with more than one grade level should select one of the set citywide

40

An SBO is the process whereby a principal and his/her UFT chapter leaders agree to propose to the UFT presented school staff deviations from certain requirements of the UFT teachers’ contract. First, the principal and UFT chapter leader must reach agreement on the SBO proposal. Next, the UFT chapter leader must arrange for a vote and notify all UFT staff members. The proposal must be approved by 55% of the staff who vote, and the SBO must specify which provision of the contract will be altered. 41

In an emergency situation (e.g. severe flooding, power outage), if a principal believes there is a ned to make a change to the regularly scheduled school day and had not previously requested a calendar change, she/he must make this request of the superintendent, who will get authorization from the Chancellor or her designee.

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dates.

o Central approval is not required for the following: with SBO approval, schools may change evening conference dates, schedule afternoon and evening conferences on the citywide afternoon date, and (for multi-level schools, e.g. K–8, 6–12) select one of the citywide afternoon conference dates.

Middle School Academic Policy Reference Guide – Updated April 1, 2014 31

COURSE AND EXAM MARKS TABLES D.

The table below outlines all available grade scales, and their associated marks in STARS, along with their pass/fail equivalents and default numeric equivalents. Since the 2012-2013 school year, schools have the option of displaying only the highest Regents exam score on the transcripts of students who have taken Regents exams multiple times.

Course Mark

Description Default Numeric Equivalent

Pass/Fail Equivalent

1 International Baccalaureate scale N/A F

2–7 International Baccalaureate scale N/A P

10–64 Numeric course grades (1–100 scale) 10–64 F

65–100 Numeric course grades (1–100 scale) 65–100 P

P Pass N/A P

F Alpha course grades (A–F scale) 55 F

D- Alpha course grades (A–F scale) 60 F

D Alpha course grades (A–F scale) 65 P

D+ Alpha course grades (A–F scale) 68 P

C- Alpha course grades (A–F scale) 73 P

C Alpha course grades (A–F scale) 75 P

C+ Alpha course grades (A–F scale) 78 P

B- Alpha course grades (A–F scale) 83 P

B Alpha course grades (A–F scale) 85 P

B+ Alpha course grades (A–F scale) 88 P

A- Alpha course grades (A–F scale) 93 P

A Alpha course grades (A–F scale) 95 P

A+ Alpha course grades (A–F scale) 98 P

E- Excellent - 93 P

E Excellent 95 P

E+ Excellent+ 98 P

G- Good- 83 P

G Good 85 P

G+ Good+ 88 P

S- Satisfactory - 73 P

S Satisfactory 75 P

S+ Satisfactory+ 78 P

N- Needs Improvement- 60 F

N Needs Improvement 65 P

N+ Needs Improvement+ 68 P

U Unsatisfactory 55 F

ME Mastery – Exceeds standards 95 P

MA Mastery – Above standards 85 P

MT Mastery – Meets standards 75 P

MP Mastery – Approaching standards 65 P

MB Mastery – Below standards 55 F

CR Credit N/A P

NC No Credit N/A F

NS No credit – No show 45 F

ND No credit – Fulfilled distribution requirement (for interdisciplinary high school courses, as applicable)

N/A NULL

NU No credit – Audit N/A NULL

NX No credit – Incomplete N/A NULL

NL New/Recent Admit N/A NULL

NW No credit – Course Waived (used only for PE for early graduates) N/A P

Middle School Academic Policy Reference Guide – Updated April 1, 2014 32

Exam Mark

Applicable Exams Description Default Numeric Equivalent

Pass/Fail Equivalent

0-54 Regents LOTE Regents-like exam LOTE SLP

The numeric exam score the student received on the exam

1–54 F

55-100 Regents LOTE Regents-like exam LOTE SLP

The numeric exam score the student received on the exam

55–100 F or P, depending on student eligibility and diploma type

ABS42 Regents LOTE Regents-like exam LOTE SLP

Student was scheduled to take the exam but did not show up on test day

N/A F

INV Regents LOTE Regents-like exam LOTE SLP

Student cheated on the exam; or

Student became ill during the exam and was therefore unable to complete it

N/A F

MIS Regents LOTE Regents-like exam LOTE SLP

School/teacher mis-administered the exam

N/A N/A

WA Regents Student entered a NYCDOE school in 11th or 12th grade, as applicable:

11th or 12th grade: waive Global History & Geography

12th grade: waive Global History & Geography and/or Science

N/A P

P RCT Student passed RCT43 N/A P

F RCT Student failed RCT N/A F

WX NYSED-approved Regents Alternative

Student passed NYSED-approved Regents Alternative

N/A P

WG Regents Regents Appeal N/A P

P PBAT For Consortium Schools only; Corresponds to Consortium Rubric grades of Outstanding, Good, and Competent.

N/A P

F PBAT For Consortium Schools only; Corresponds to Consortium Rubric grade of Needs Revision.

N/A F

42

Marks of ABS, INV, and MIS will not appear on transcripts. All Regents exam marks are maintained in the students’ STARS permanent records. 43

RCTs are available only to students with disabilities who entered grade 9 prior to September 2011.

Middle School Academic Policy Reference Guide – Updated April 1, 2014 33

UNIT OF STUDY PROGRAMMING ESTIMATES E.

A school’s daily schedule should be designed to allow sufficient time to meet instructional time requirements. For middle schools, this means meeting the unit of study requirements, which are defined in part 100.1 as 180 minutes per week of instruction throughout the school year, or 108 hours per year (54 hours per semester or per half unit). A unit of study is based on the amount of instructional time the student receives from a NY State certified teacher44 in a course aligned to NY State standards.

The required number of minutes of class time each day necessary to meet the unit of study requirements in a given year depends on:

The calendar: the number of instructional days in the year;

The term model: whether a school uses semesters, trimesters, or cycles;

The number of times a class meets per week and/or throughout the year if the schedule cycles;

The day of the week a class meets on and how many of that day occur in the calendar; and

The length of each class period.

The following page includes examples of minimum class times schools may use to earn one unit of study. The tables assume students are in class no fewer than 180 instructional days in the year.45

To use these tables, first look up the minimum “units of study” required for a particular subject elsewhere in this document. For example, we see in section A, part 2 of this document that schools are required to provide grade 7 and 8 students with 2 units (108 hours each, for a total of 216 hours) of math. Then, consult the tables below for combinations of period lengths and term models that will allow students to accumulate 216 hours.

44 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 in the subject. See “incidental teaching.” 45

The total number of actual days where students receive instruction will vary, so schools should be conservative in their estimates to be sure they will reach minimum unit of study requirements in any schedules they program for students. See the calendar for NYCDOE public schools published centrally on the NYCDOE page each year, which lists the number of instructional days.

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Time Accumulated Over One Semester (expressed in total hours, rounded to the nearest hour)

Days per every 5 class meets

Minutes per period class meets 1 day 2 days 3 days 4 days 5 days

40 12 24 36 48 60

45 14 27 41 54 68

50 15 30 45 60 75

60 18 36 54 72 90

90 27 54 81 108 135

Time Accumulated Over One Year (expressed in total hours, rounded to the nearest hour)

Days per every 5 class meets

Minutes per period class meets 1 day 2 days 3 days 4 days 5 days

40 24 48 72 96 120

45 27 54 81 108 135

50 30 60 90 120 150

60 36 72 108 144 180

90 54 108 162 216 270

Time Accumulated Over Two Years (expressed in total hours, rounded to the nearest hour)

Days per every 5 class meets

Minutes per period class meets 1 day 2 days 3 days 4 days 5 days

40 48 96 144 192 240

45 54 108 162 216 270

50 60 120 180 240 300

60 72 144 216 288 360

90 108 216 324 432 540