doe_progress report changes

8/14/2019 DOE_progress Report Changes

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January 29, 2010

Dear Colleagues,

Since 2007, when our accountability system was introduced, student achievement has increased significantly. One of thereasons for these gains is the hard work principals and teachers have taken on to thoughtfully integrate the use of data intotheir instructional planning and practice. But our accountability tools arent perfect. Each year, we have made adjustments inresponse to feedback from principals and teachers, which helped our tools better capture schools' contributions to studentlearning.

When I took on leadership of our school accountability work this summer, Chancellor Klein asked me to talk with educators iour schools to identify ways to further strengthen our accountability system. I'm writing to share with you some of what Ilearned, and to invite you to participate in an ongoing conversation about strengthening the way we measure schools andsupport teacher and student learning.

BUILDING RICHER ASSESSMENTS

The most powerful accountability lies in the tasks we ask students to do. As a high school teacher, I learned that students ware asked to defend arguments, solve complex problems, perform real experiments, and do other meaningful work in theclassroom are better positioned to graduate ready to perform the tasks required by college and the workplace.

To prepare our students for success after high school, we need to take every opportunity to ask students to perform higherorder tasks. One important opportunity is the state tests New York students take each year. Those exams set the bar for whstudents are expected to know and be able to do in every grade -- defining a common set of expectations for students acrosthe state.

Last fall, New York joined 48 other states in signing on to the Common Core State Standards Initiative, an effort to define nehigh learning standards and ultimately to design a new kind of assessment. We support New York State's commitment, madexplicit in the Race to the Top plan, to adopt higher learning standards and more rigorous assessments.

This isnt about more tests. As President Obama said this past November, "It's about being smarter about our assessments.It's about measuring not only whether our kids can master the basics, but whether they can solve challenging tasks, do theyhave the skills like critical thinking and teamwork and entrepreneurship." In support of this goal, President Obama hasdedicated $350 million in stimulus funds to support development of new assessments by groups of states.

Moving from our current system to a set of richer assessments will take several years. While much of the work will happen athe state and national levels, here in New York City, some of our schools are already teaching and assessing higher orderskills (for examples of performance tasks used in other districts and countries, click here and here). For next year, workingwith the Gates Foundation and others, we will introduce new opportunities to design and pilot this kind of performance task apart of the Periodic Assessment program. The innovation and experience present in our schools position New York City to ba national model in this area; strengthening the assessments we use will be a clear priority moving forward.

INCREASING RIGOR AND STABILITY OF EVALUATION

In the short term, we will adjust our metrics to be more stable and precise. In the long term, we will broaden the set ofperformance data we use to evaluate schools.

Progress Reports

For the Progress Reports that come out this fall, we are proposing a number of changes. Highlight the progress of different groups of special education students. For elementary and middle schools, adopt a growth percentile model for calculating student progress. Under this model,

we will compare each students growth to that of other students who started at the same level, controlling for the startingscore of each student. This model, which is similar to one already in use in Colorado and which New York State isconsidering implementing for the annual State Report Cards, is less influenced by changes in the state tests and takesinto account the fact that students learn at different paces.
http://www.corestandards.org/http://usny.nysed.gov/rttt/NYSRacetotheTopSummary.pdfhttp://usny.nysed.gov/rttt/NYSRacetotheTopSummary.pdfhttp://www.whitehouse.gov/the-press-office/remarks-president-strengthening-americas-education-systemhttp://schools.nycenet.edu/DAAR/Performance%20Task%20--%20The%20Straw%20and%20the%20Juice%20Box.pdfhttp://www2.ed.gov/programs/racetothetop-assessment/bios/darling-hammond-presentation.ppt#649,19,High%20School%20Biology%20Exam,%20Victoria,%20Australiahttp://schools.nyc.gov/NR/rdonlyres/C10D8DED-687A-4B04-9F4A-F2A13B376E22/0/GrowthPercentilesPrimer012910.ppthttp://schools.nyc.gov/NR/rdonlyres/C10D8DED-687A-4B04-9F4A-F2A13B376E22/0/GrowthPercentilesPrimer012910.ppthttp://www2.ed.gov/programs/racetothetop-assessment/bios/darling-hammond-presentation.ppt#649,19,High%20School%20Biology%20Exam,%20Victoria,%20Australiahttp://schools.nycenet.edu/DAAR/Performance%20Task%20--%20The%20Straw%20and%20the%20Juice%20Box.pdfhttp://www.whitehouse.gov/the-press-office/remarks-president-strengthening-americas-education-systemhttp://usny.nysed.gov/rttt/NYSRacetotheTopSummary.pdfhttp://www.corestandards.org/


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We are committed to defining targets in advance when possible. This year, New York State has been clear that the Grad3-8 English Language Arts and Math tests will be more difficult than in the past. Because of these changes in test timingcontent, and difficulty, it's not possible to define cut scores required to earn each Progress Report grade in advance. Sothis year for elementary and middle school Progress Reports, we are proposing to set the distribution of grades, as we din the first year -- giving 25% of schools As, 30% Bs, 30% Cs, 10% Ds, and 5% Fs.

For high schools, raise the bar by slightly increasing the minimum score required to earn each grade in line with thepattern of growth we've seen over the past three years.

Publish a summary of each school's Progress Report designed specifically for families in order to make sure the progresreport is an accessible tool for families as they partner with schools in supporting their students' growth.

To review a detailed description of proposed changes to the elementary and middle school Progress Reports, click here; forhigh school, click here; a list of feedback sessions is here.

Over the next few years, we will work with you to broaden the set of information we use to evaluate schools. For example,next year, we will begin exploring new metrics for the elementary and middle school Progress Reports that will come out in f2011 that measure how well students perform in their classes, similar to the credit accumulation measures currently in placefor high schools. At the high school level, we will begin piloting college readiness metrics, measuring how well each schoolprepares its students for postsecondary success.

As you know, Progress Reports are one of many ways we measure our schools and we are working to strengthen otherindicators and controls for the data we use to measure performance.

Quality Reviews: This year's Quality Review rubric was revised to increase the focus on instruction, teacher effectivenes

and how well each principal uses resources to create meaningful learning experiences. School Survey: This year's School Survey, which begins next month, will have an increased focus on two critical

indicators of school quality: how well schools create opportunities for teacher collaboration and how well schools preparestudents for postsecondary success.

Credits: We are clarifying practices for awarding course credit. To help you ensure students have demonstrated masteryof content and skills before receiving course credit, you can read answers to frequently asked questions about the state'regulations on awarding high school credit. You can also access new guidelines from Deputy Chancellor SantiagoTaveras that clarify practices on topics including credit recovery, annualized and semester-based programming, credit-bexamination, and remedial courses. For more information, you can participate in a webinar or [email protected].

Regents Scoring: Beginning this summer, we will randomly audit Regents scoring at 10% of high schools.

BUILDING CAPACITY THROUGH TEACHER TEAMS

The third theme that emerged from my conversations with educators is that powerful learning happens for both teachers andstudents when teachers hold themselves and each other accountable for their students' learning, and are empowered to mathe decisions that impact their work with students.

As a principal, I learned that one of the strongest mechanisms for adult learning is team work. In the 2007-08 school year,each school created an inquiry team. Since then, as a result of intensive efforts by network teams, central staff, and principamore teachers have formed teams, and the number of educators engaged in this work has grown dramatically, from 10,235 December 2008 to 43,154, or 57% of teachers in the city.

Student data is valuable when teachers use it to support their work with students. Beginning next school year, we will provida tool that principals and teachers can use to enter and share the data they gather in the classroom, and combine it with theother data they have about their students in ARIS.

Over the next few months, I encourage you to share your reactions to these adjustments through the feedback sessions or bsending me an e-mail at [email protected]. My team takes feedback seriously--for example, we heard loud and cleathat pulling teachers out of school for so long to score exams is disruptive to classroom work. To address this, we cut back ttime teachers will spend on scoring this year by a third.

Thank you for the hard work you do each day to create learning opportunities for teachers and students. I am confident thatthese adjustments to the accountability tools will support and strengthen that work.

Shael

Shael SuranskyChief Accountability Officer, New York City Department of Education
http://schools.nyc.gov/NR/rdonlyres/20030E3E-8A23-461F-9714-68BF22CC0173/0/ProposedChangestoEMSProgressReports012910.pdfhttp://schools.nyc.gov/NR/rdonlyres/20030E3E-8A23-461F-9714-68BF22CC0173/0/ProposedChangestoEMSProgressReports012910.pdfhttp://schools.nyc.gov/NR/rdonlyres/BD235F58-9862-409B-AFAD-1870E7E411E6/0/ProposedChangestoHSProgressReports012910.pdfhttp://schools.nyc.gov/NR/rdonlyres/BD235F58-9862-409B-AFAD-1870E7E411E6/0/ProposedChangestoHSProgressReports012910.pdfhttp://schools.nycenet.edu/DAAR/Progress%20Report%20Feedback%20Sessions%20012810.pdfhttp://schools.nycenet.edu/DAAR/Progress%20Report%20Feedback%20Sessions%20012810.pdfhttp://schools.nyc.gov/NR/rdonlyres/07D7184E-3CCE-4DFF-BB81-B85D3F300075/73602/0910QRRubricFINAL090909.pdfhttp://www.nycboe.net/AdminOrg/Offices/TeachingLearning/Jan_2010_FAQ_on_NYSED_Regs_on_Awarding_Credit.pdfhttp://www.nycboe.net/AdminOrg/Offices/TeachingLearning/Jan_2010_Memo_on_Course_Credit.pdfhttp://www.learningtimes.net/teachingwebcastshttp://schools.nycenet.edu/DAAR/Progress%20Report%20Feedback%20Sessions%20012810.pdfhttp://schools.nycenet.edu/DAAR/Progress%20Report%20Feedback%20Sessions%20012810.pdfhttp://www.learningtimes.net/teachingwebcastshttp://www.nycboe.net/AdminOrg/Offices/TeachingLearning/Jan_2010_Memo_on_Course_Credit.pdfhttp://www.nycboe.net/AdminOrg/Offices/TeachingLearning/Jan_2010_FAQ_on_NYSED_Regs_on_Awarding_Credit.pdfhttp://schools.nyc.gov/NR/rdonlyres/07D7184E-3CCE-4DFF-BB81-B85D3F300075/73602/0910QRRubricFINAL090909.pdfhttp://schools.nycenet.edu/DAAR/Progress%20Report%20Feedback%20Sessions%20012810.pdfhttp://schools.nyc.gov/NR/rdonlyres/BD235F58-9862-409B-AFAD-1870E7E411E6/0/ProposedChangestoHSProgressReports012910.pdfhttp://schools.nyc.gov/NR/rdonlyres/20030E3E-8A23-461F-9714-68BF22CC0173/0/ProposedChangestoEMSProgressReports012910.pdf


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Proposed Changes to Elementary and Middle School Progress Reports

Last Updated: January 29, 2010

This document describes changes proposed for the 2009-10 Progress Reports, and includes answers to frequently asked

questions about the changes. To ask questions about or give feedback on the proposals, attend a feedback session or email

[email protected].

Proposed Changes

Progress Report

Component2008-09 Measure

Proposed Change

for 2009-10

Reasons for

Proposed Change

1. StudentProgress

(60 points)

Four measures each for English

Language Arts (ELA) and

Math:

Percentage of studentsmaking one year of

progress

Percentage of students inthe schools lowest third

making one year ofprogress

Average change inproficiency for Level 1/2

students

Average change inproficiency for Level 3/4

students.

Replace the existing Student

Progress measures with the

following two new progress

measures each for ELA and

Math:

Median growth percentile Median growth percentile

for students in the schools

lowest third.

For more information about

growth percentiles, see this

Powerpoint presentation.

Note: sharing of progress for

students who transfer schools

will be eliminated (in previous

years, progress for transfer

students has been shared

60%/40% between the sending

and receiving schools; this is no

longer necessary now that the

State tests have been moved to

the end of the year).

Growth percentiles control for

each students starting

proficiency. This ensures the

most accurate growth

comparison for students, and

therefore schools, across the

City.

Growth percentiles willimprove the year-to-year

stability of the student progress

measurement.

New York State has publicly

stated its interest in exploring

the use of growth percentiles as

a basis for the growth model it

intends to adopt in the next

several years. If New York

State were to move in this

direction, State and City

accountability could move into

closer alignment.

2. StudentProgress

adjustment

factor

All students with IEPs receive

an adjustment of 0.2 of a

proficiency rating in the

determination of progress.

The adjustment factor for

Special Education students will

be based on their program

recommendation:

Self-Contained/CTT 0.25adjustment

SETTS 0.10 adjustment.In addition, Title I Free Lunch

students will receive a progress

adjustment factor of 0.10.

The Progress Report will now

set specific targets for students

with disabilities and

differentiate their performance

and progress by level of need.

The goal is to improve

outcomes for students with

disabilities by rewarding the

schools who successfully meet

their needs.

Analysis also suggests unique

challenges for Title I Free

Lunch students so the progress

measurement will be

differentiated for these students

as well.

3. Additionalcredit

Exemplary progress (0.5

change in proficiency) in ELA

and Math for the following sub-

groups (up to 1.5 points each):

Percentage of students at

proficiency in ELA and Math

for the following sub-groups:

Self-Contained/CTT

For the first time, the Progress

Report is setting explicit

performance targets for Special

Education students. Special
http://schools.nycenet.edu/DAAR/Progress%20Report%20Feedback%20Sessions%20012810.pdfhttp://schools.nyc.gov/nr/rdonlyres/C10D8DED-687A-4B04-9F4A-F2A13B376E22/0/GrowthPercentilesPrimer012910.ppthttp://schools.nyc.gov/nr/rdonlyres/C10D8DED-687A-4B04-9F4A-F2A13B376E22/0/GrowthPercentilesPrimer012910.ppthttp://schools.nycenet.edu/DAAR/Progress%20Report%20Feedback%20Sessions%20012810.pdfhttp://schools.nyc.gov/nr/rdonlyres/C10D8DED-687A-4B04-9F4A-F2A13B376E22/0/GrowthPercentilesPrimer012910.ppt


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NYC DEPARTMENT OF EDUCATION 2

Progress Report


Proposed Change

for 2009-10

Reasons for

Proposed Change

English Language Learners Special Education Students Black students in the

lowest third Citywide

Hispanic students in thelowest third Citywide

Other students in thelowest third Citywide.

Students (up to 2 points)

SETTS Students (up to 1point).

Percentage of students in the

75th

growth percentile in ELA

and Math for the following sub-

groups:

Self-Contained/CTTStudents (up to 2 points)

SETTS Students (up to 1point)

English Language Learners(up to 1 point)

Students in the lowest thirdCitywide (up to 1 point).

Education students under-

perform General Education

students in the City in ELA and

Math proficiency. The goal is

to close that gap over time by

rewarding schools that

demonstrate the kind of

progress necessary with these

students to bring them to

proficiency.

4. Middle schoolpeer index

The middle school peer index is

an average of the 4th

grade

proficiency in ELA and Math

for all students on the schools

register.

Add an additional component

to the middle school peer index

so that the new formula is:

Average 4th grade studentproficiency in ELA and

Math minus two times the

percentage of Special

Education students at the

school.

The percentage of Special

Education students helps to

further establish the level of

challenge faced by each middle

school and therefore should be

reflected in the peer index; the

inclusion of Special Education

in the middle school peer index

will provide an additional

degree of precision to the peer

groups.

5. Peer groups Peer groups for each schoolwere the same in 2007-08 and

2008-09.

Update the peer index for eachschool based on student

proficiency/ demographics in

2009-10 and update peer

groups.

Ensure an up-to-date peercomparison.

6. Peer and Cityhorizons

Peer and City horizons for each

school were the same in 2007-

08 and 2008-09.

Update peer and City horizons

based on historical school

performance results from 2006-

07, 2007-08, and 2008-09.

As students continue to show

more progress each year, it is

important that the Progress

Report benchmarks (i.e.,

horizons) reflect all of the

historical student achievement

information that is available.

7. Grades andCut Scores

Cut scores corresponding to

each letter grade were

announced in the fall prior to

the 2008-09 Progress Report

release.

We are proposing to set the

distribution of grades on the

elementary and middle school

Progress Reports, as we did in

the first year giving 25% of

schools As, 30% Bs, 30% Cs,

10% Ds, and 5% Fs.

Any school in the top quartile

in terms of absolute student

performance in the City (i.e.,

Because of changes in the

timing, content, and difficulty

of the grades 3-8 ELA and

math tests, its not possible to

define fair and meaningful cut

scores in advance. So, for this

year for elementary and middle

school Progress Reports, we are

proposing to set the distribution

of grades on the elementary and

middle school Progress


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Progress Report


Proposed Change

for 2009-10

Reasons for

Proposed Change

average of the percentage of

students proficient in ELA and

Math) cannot receive a grade

lower than a C. Schools for

which this provision applies

will be given a score equal to

the lowest C score in the City.

Reports, as we did in the first

year -- giving 25% of schools

As, 30% Bs, 30% Cs, 10% Ds,

and 5% Fs. In future years

without changes to the tests, we

will continue to define cut

scores in advance.

* There are no changes planned for the School Environment or Student Performance sections of the Progress Report.

Frequently Asked Questions

1. What score do I need to receive on the Elementary/Middle School Progress Report to receive an A?

Cut scores corresponding to each letter grade are yet to be determined. New York State has publicly announced on

several occasions that the State tests this spring will be more rigorous and re-scaled. It is not known how this willtranslate into student performance or progress on the State tests. Therefore, this year and any subsequent year in which

the State re-scales the tests, we will set the distribution of grades on the elementary and middle school Progress Reports

ahead of time. This ensures that the cut scores are not set in a way that are too high or too low for schools. In 2009-10,

the top 25% of schools on the Progress Report will receive an A. The cut score corresponding to an A will be announced

when the Progress Reports are released in the fall.

2. Will I have a new peer group this year?

Yes. Peer groups will be updated to reflect the most recent demographics of the school.

Each Elementary and K-8 schools peer index will be updated using the following weighted average formula (the same

formula that has been in place since 2007-08).

Peer index =

30% * % of Special Education Students +

30% * % of Title I Free Lunch Students +

30% * % of Black/Hispanic Students +

10% * % of English Language Learners

Schools will once again be grouped with the 40 schools with the closest peer index (the 20 schools with a peer index

right above it and the 20 schools with a peer index right below it). Note: K-8 schools only have 30 schools in their peer

group.

For Middle schools, there is a slightly revised method to calculate a schools peer index. The formula incorporates the

percentage of Special Education students at the school and would be:

Peer index =

Average 4th grade ELA and Math proficiency

2 * % of Special Education Students

3. Are the point values for each category changing?

No. The point values for each category will remain the same.

School Environment (15 points)

Student Performance (25 points)

Student Progress (60 points)


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4. What is a growth percentile?

Growth percentiles are a method of measuring student progress. Specifically, a students growth percentile indicates the

percentage of students, starting at the same place, that the students growth exceeded. Growth percentiles are assigned at

the student-level (as are proficiency ratings). So, when a student takes the State test, he receives a Scaled Score (e.g.,

650) and a Performance Level (e.g., Level 3). In the past, Scaled Scores were converted to Proficiency Ratings whichthen fed the Student Progress measures. Now, one additional step will be taken to convert the students progress to a

growth percentile based not only on his score this year, but also on his score last year. A 50th percentile outcome means

that a student made more growth than 50% of the students who started at the same place.

5. How will I know at which growth percentile each student performs?

When the ELA and Math State tests results come back toward the end of the school year, ATS will show the Scaled

Score, Proficiency Rating, and growth percentile for each student. At the same time, a series of tables will be posted

online that show the conversion from Scaled Score to Proficiency Rating to growth percentile for each grade level and

subject. Note: growth percentiles are unique to grade level and subject.

6. Why growth percentiles?

There are three primary reasons for adopting growth percentiles for the Student Progress measures:

Growth percentiles control for each students starting proficiency. So, the progress of a student who starts at aproficiency rating of 3.5, for example, will only be compared to the progress of other students who also start at a

proficiency rating of 3.5. This ensures the most accurate growth comparison for students, and therefore schools,

across the City

Growth percentiles will improve the year-to-year stability of the student progress measurement on the ProgressReport because they adapt to each students starting level of proficiency each year

Growth percentiles have been adopted in several States, including Colorado and Massachusetts. Colorados growthmodel has been formally approved by the U.S. Department of Education, and New York State has publicly stated its

interest in exploring the Colorado model as a basis for the growth model it intends to adopt in the next several years.

If New York State were to move in this direction, State and City accountability could move into closer alignment.

7. How is progress measured for students who are held back?

Progress on the same grade level exam is not the same as progress on consecutive grade level exams. As such, students

who are held back are excluded from the Student Progress measures, though the most recent test score is considered in

the Student Performance measures.

8. So what should I do differently now that the Progress Report is measuring student growth differently?

Nothing. The goal is still to maximize the amount of progress each student makes on the ELA and Math State tests.

Schools are rewarded for making the most progress possible with their students.

9. Why are Self-Contained and CTT students being grouped together for purposes of the progress adjustment andthe additional credit measures?

This policy is intended to promote movement of students with disabilities to less restrictive environments and ensure

continued access to the General Education curriculum .

10. Is there a progress adjustment for students who have IEPs, but only receive Related Services?

No. Our analysis shows that, when controlling for starting proficiency, students with Related Services make on average

the same amount of progress as General Education students. As such, there is no progress adjustment for these students.

11. When will a students Special Education program recommendation be determined? What happens if a studentsprogram recommendation changes throughout the year?

Each students program status will be based on his/her Special Education classification as of the end of the year. That

program status will be used to classify that student for purposes of the 2009-10 Progress Report. To continue to

encourage schools to move students to more inclusionary settings, students will retain their program status until the end

of their elementary or middle school tenure.

12. Does one year of progress still apply?


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The notion of one year of progress still holds in that students who are more proficient this year than last year made one

year of progress. However, there is no longer a separate measure on the Progress Report that evaluates whether or not a

student made one year of progress. Instead, growth percentiles will be adopted which control for differences in the

likelihood that students make one year of progress based on their starting proficiency.

13. Why are there no longer separate Student Progress measures for students at proficiency and students not yet atproficiency?

Growth percentiles control for each students starting proficiency. As such, there is no longer a need to separately

measure progress for these two groups of students.

14. What should I do if I have a question about or want to give feedback on the proposed changes?

Attend a feedback session or email [email protected]. If you would like to attend a feedback sessions,

please RSVP to [email protected] specifying which session you will attend. Feedback sessions include:

Queens 45-18 Court Square, Long Island City, Room 252 February 8th 3:30pm-5:30pm

Brooklyn 131 Livingston Street, Room 304 February 11th 3:30pm-5:30pm

Staten Island Building A at the Petrides Complex, Room 317 February 24th 3:30pm-5:30pm

Manhattan 333 7th Ave., 8th Floor Large Conference Room February 26th 3:30pm-5:30pm

Bronx One Fordham Plaza, Room 853 March 4th 3:30pm-5:30pm15. When will the changes be finalized?

Final changes based on feedback will be announced in March.

16. Will I receive a Progress Report Modeler as I have in the past?

After the changes are finalized, each school will receive a Progress Report Modeler that includes updated peer and city

horizons and reflects all of the finalized changes to the metrics. Please note that while this Modeler will allow you to

simulate a score, it will not be able to simulate a grade because the cut scores have not yet been set.


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Proposed Changes to High School Progress Reports

Last Updated: January 29, 2010

This document describes changes proposed for the 2009-10 Progress Reports, and includes answers to frequently asked

questions about the changes. To ask questions about or give feedback on the proposals, attend a feedback session or email

[email protected].

Proposed Changes

Progress Report


Proposed Change

for 2009-10

Reasons for

Proposed Change

1. Graduationweights for

Special

Education

Students in the

Weighted

Diploma Rate

measures

All students with IEPs receive

double the graduation weight

for graduating with a Local

Diploma or higher.

All Self-Contained/CTT

Students receive triple the

graduation weight for

graduating with a Local

Diploma or higher; SETTS

Students will continue to

receive double the graduation

weight for graduating with aLocal Diploma or higher.

Graduation rates for Self-

Contained and CTT students

are very low. Increasing the

weight for Self-Contained and

CTT students will reward

schools that demonstrate the

kind of progress necessary to

help these students graduate.

2. Additionalcredit

Percentage of students who

earn 11+ credits among the

following sub-groups (2 points

each):

Special Education Students English Language Learners Hispanic Students in the

Lowest Third Citywide

Black Students in theLowest Third Citywide

Other Students in theLowest Third Citywide.


Lowest Third Citywide who (2

points each):

Score 75 or higher on theMath Regents

Score 75 or higher on theELA Regents

Graduate with a RegentsDiploma.

Percentage of students who

graduate with a Local or

Regents Diploma for the

following sub-groups (3 points

each):

Self-Contained/CTTStudents

SETTS Students English Language Learners Students in the lowest third

Citywide.


Lowest Third Citywide who (2

points each):

Score 75 or higher on theMath Regents

Score 75 or higher on theELA Regents.

The primary focus of the

additional credit measures is

now on graduation, specifically

for groups of students that have

historically graduated at lower

rates than the City overall.

Improving the graduation

outcomes for Special Education

students, English Language

Learners, and students in the

lowest third Citywide is critical

to improving life outcomes forthese students. Schools that are

successful in helping these

students graduate will receive

additional credit on the high

school Progress Report.

3. Creditmeasures in

Student

Progress

section

Includes all students in years 1,

2, and 3 of high school.

Exclude New York State

Alternate Assessment students

from the credit measures (note:

these students will also be

removed from the Average

Completion Rate for

Remaining Regents metric).

Alternate Assessment students

are typically on a non-credit-

bearing schedule.

4. Peer groups Peer groups for each schoolwere the same in 2007-08 and

Update the peer index for each

school based on student

Ensure an up-to-date peer

comparison on the Progress
mailto:[email protected]:[email protected]:[email protected]


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Progress Report


Proposed Change

for 2009-10

Reasons for

Proposed Change

2008-09. proficiency/ demographics in

2009-10 and update peer

groups.

Report.

5. Peer and Cityhorizons

Peer and City horizons for each

school were the same in 2007-

08 and 2008-09.

Update peer and City horizons

based on historical school

performance results from 2006-

07, 2007-08, and 2008-09.

As students continue to show

more progress each year, it is

important that the Progress

Report benchmarks (i.e.,

horizons) reflect all of the

historical student achievement

information that is available.

6. ProgressReport Grades

and Cut Scores

For 2008-09, the high school

cut scores were:

A70 B54 C44 D36.

For 2009-10, the high school

cut scores will be:

A70 B60 C51 D44.

Schools continue to achieve

better outcomes each year, and

it is important to raise the cut

scores to account for this

growth.

For schools who have achieved

lower Progress Report grades

in the past, it is important to

accelerate the growth of their

students so that they can attain

the desired level of success in

high school.

* There are no changes planned for the School Environment section of the Progress Report.

Frequently Asked Questions1. Why are the cut scores for each letter grade increasing again this year?

The cut score for schools to receive an A will remain at 70 (the same score required to receive an A in 2008-09). Cut

scores to get a B, C, or D have increased for two reasons:

Schools continue to achieve better outcomes each year, and it is important to raise the cut scores to account for thisgrowth

For schools who have achieved lower Progress Report grades in the past, it is important to accelerate the growth oftheir students so that they can attain the desired level of success in high school

2. Will I have a new peer group this year?

Yes. Peer groups will be updated to reflect the most recent demographics of the school.

Each high schools peer index will be updated using the following weighted average formula (the same formula that has

been in place since 2007-08).

Peer index =

Average 8th grade ELA and Math proficiency

2 * % of Special Education students

% of over-age (on entry) students

Schools will once again be grouped with the 40 schools with the closest peer index (the 20 schools with a peer index

right above it and the 20 schools with a peer index right below it).


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3. Are the point values for each category changing?

No. The point values for each category will remain the same.

School Environment (15 points)

Student Performance (25 points) Student Progress (60 points)

4. Why are Self-Contained and CTT students being grouped together for purposes of the additional creditmeasures?

This policy is intended to promote movement of students with disabilities to less restrictive environments and ensure

continued access to the General Education curriculum .

5. When will a students Special Education program recommendation be determined? What happens if a studentsprogram recommendation changes throughout the year?

Each students program status will be based on his/her Special Education classification as of the end of the year. That

program status will be used to classify that student for purposes of the 2009-10 Progress Report. To continue to

encourage schools to move students to more inclusionary settings, students will retain their program status until the end

of their high school tenure.

6. What should I do if I have a question about or want to give feedback on the proposed changes?

Attend a feedback session or email [email protected]. If you would like to attend one of the feedback

sessions, please RSVP to [email protected] specifying which session you would like to attend.

BronxOne Fordham Plaza, Room 853February 9th3:30pm-5:30pm

Manhattan333 7th Ave., 8th Floor Large Conference RoomFebruary 12th3:30pm-5:30pm

Brooklyn131 Livingston Street, Room 304February 25th3:30pm-5:30pm

Staten IslandBuilding A at the Petrides Complex, Room 317March 1st3:30pm-5:30pm

Queens28-11 Queens Plaza North, Room 510March 2nd3:30-5:30pm

7. When will the changes be finalized?Final changes based on feedback will be announced in March.

8. Will I receive a Progress Report Modeler as I have in the past?

After the changes are finalized, each school will receive a Progress Report Modeler that includes updated peer and city

horizons and reflects all of the finalized changes to the metrics.


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Frequently Asked Questions (FAQ)High School Course Credit

1

The purpose of this FAQ document is to assist schools in understanding New York State EducationDepartment (NYSED) Commissioners Regulations and policies regarding the awarding of high school

credit, in order to support principals, school administrators and guidance counselors in makingappropriate decisions regarding the awarding of credit to high school students. This document wasprepared by the New York City Department of Education (NYCDOE) with advice from NYSED to reflectNew York State Commissioners Regulations as they apply to NYCDOE policies (e.g. the use of 44credits) as of January 2010, and will be updated periodically as necessary.

To view New York State Commissioners Part 100 Regulations for diploma requirements, please visithttp://www.emsc.nysed.gov/part100/opener.html.

To view a complete list of credit requirements needed for high school graduation, please visithttp://schools.nyc.gov/RulesPolicies/GraduationRequirements/default.htm.

Please note that New York State Education Commissioners Regulations require 22 units of credit inspecific subject areas to satisfy high-school graduation requirements, where one unit of credit amounts to

successful completion of at least 180 minutes of study and mastery in a subject area throughout theschool year. In New York City, 44 semester credits are used to calculate credits towards graduationbecause many New York City schools use a semester-based schedule. For the readers clarification, thisdocument will indicate both the number of New York City (NYC) and New York State (NYS) units of credit.

Please click on the links below to find answers to questions related to credit accumulation in each of thefollowing areas. If you have additional questions, please call 212-374-0210 or [email protected] assistance.

Credit Completion/Credit Recovery/Make-Up Course CreditIndependent StudyTransfer CreditExtra-Curricular ActivitiesStudy Outside of SchoolIn-School StudyAccelerated CoursesCareer and Technical Education (CTE) CoursesSummer School CoursesCredit-by-Examination

English Language LearnersThe NYCDOE and the NYSED expect English Language Learners to access the same curriculum and thesame credits as English proficient students, acknowledging that English Language Learners are requiredto receive academic language development support (English as a second language - ESL), accessibleinstruction in content area courses (both in English and in the students native language), extendedinstructional time (Academic Intervention Services - AIS), and additional instructional (after school,summer school programs, etc.) and assessment accommodations. Please seePart 154of

Commissioners Regulations related to English Language Learners for more information.

Students with DisabilitiesThe NYCDOE and the NYSED expect students with disabilities to have the supports and services neededfor such students to have access to the same curriculum and the same credits as general educationstudents. Access means such students are provided with the special education programs and services(specially designed instruction) needed to address their individual needs, which could include extendedinstructional time, instructional materials in alternate formats, behavioral supports, accommodations andother supplementary supports and services, provided in accordance with their Individualized EducationPrograms (IEP), to ensure that students with disabilities can successfully master course outcomes.
http://www.emsc.nysed.gov/part100/opener.htmlhttp://www.emsc.nysed.gov/part100/opener.htmlhttp://schools.nyc.gov/RulesPolicies/GraduationRequirements/default.htmhttp://schools.nyc.gov/RulesPolicies/GraduationRequirements/default.htmmailto:[email protected]:[email protected]://www.emsc.nysed.gov/biling/bilinged/NEWCRPT.154.htmlhttp://www.emsc.nysed.gov/biling/bilinged/NEWCRPT.154.htmlhttp://www.emsc.nysed.gov/biling/bilinged/NEWCRPT.154.htmlhttp://www.emsc.nysed.gov/biling/bilinged/NEWCRPT.154.htmlmailto:[email protected]://schools.nyc.gov/RulesPolicies/GraduationRequirements/default.htmhttp://www.emsc.nysed.gov/part100/opener.html


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Credit Completion/Credit Recovery/Make-Up Course Credit

In October 2009, the New York State Board of Regents approved a policy regarding making-up course

credit for students who have had the opportunity to complete a course but failed to demonstrate masteryof the intended course outcomes. Regulations are being drafted to implement the policy, which includesprovisions for a school-based panel that approves make-up programs to address course completiondeficiencies and implementation of the make-up program by a school-based teacher in the subject-matterarea. To view the policy, please visit:http://www.regents.nysed.gov/meetings/2009Meetings/October2009/1009emsca5.htm. We will updatethis FAQ document to include questions and answers that address the policy after the implementingregulations take effect.

Independent Study

The New York State Education Department is currently considering a policy regarding independent study,including provisions on student and course eligibility. To view the draft NYSED proposal submitted to theBoard of Regents, please visit:

http://www.regents.nysed.gov/meetings/2009Meetings/April2009/0409emscd2.htm. Once the Regentsadopt a policy on this subject, we will update this FAQ document to include questions and answers thataddress the new policy.

Transfer Credit

1. How is credit awarded for students who transfer to a New York City high school from aregistered public or nonpublic high school in New York City or New York State?The principal must grant transfer credit for all credits previously awarded by any registered NY Statehigh school (public or non-public) (100.5[d][5]).

2. How is credit awarded for students who transfer to a New York City high school from anotherschool outside New York State but within the United States?

For work done at other educational and cultural institutions, including non-registered high schools,and for work done through independent study, the decision as to whether or not to award transfercredit shall be based on whether the record indicates that the work is consistent with New York Statecommencement-level learning standards and is of comparable scope and quality to that which wouldhave been done in the school awarding the credit. This decision is to be made by the principal, afterconsultation with relevant faculty. The principal shall evaluate the transcript or other records of atransfer student enrolling in a New York City high school. Based on the student's transcript or otherrecords, the principal may award transfer credit towards a high school diploma.

Schools should develop a well-defined procedure for timely evaluation of transcripts, includingexamining official documents for authenticity; interviewing the student and their parent or guardianand, when possible, appropriate officials from the students prior school or school district to obtainclarification on curriculum, instructional time, grading policies, etc.; ensuring that transfer credit is

updated on the students official transcript; and informing the student and his/her parent or guardianof how transfer credit has been awarded.

3. How is credit awarded for students who transfer from another school outside the UnitedStates?See Question 2 above. The principal shall evaluate the transcript or other records of a transferstudent enrolling in a New York City high school. Based on the student's transcript or other records,the principal shall award the appropriate units of transfer credit towards a high school diploma.Schools are responsible for ensuring that transcripts in a language other than English are translatedeffectively such that transfer credit can be awarded appropriately. Schools may use school- orcommunity-based translators, or may contact the NYCDOE Department of Translation Services or the
http://www.regents.nysed.gov/meetings/2009Meetings/October2009/1009emsca5.htmhttp://www.regents.nysed.gov/meetings/2009Meetings/October2009/1009emsca5.htmhttp://www.regents.nysed.gov/meetings/2009Meetings/April2009/0409emscd2.htmhttp://www.regents.nysed.gov/meetings/2009Meetings/April2009/0409emscd2.htmhttp://www.regents.nysed.gov/meetings/2009Meetings/April2009/0409emscd2.htmhttp://www.regents.nysed.gov/meetings/2009Meetings/October2009/1009emsca5.htm


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students home country Embassy or Consulate for assistance. It is not appropriate for the familymembers or students to complete the translation. To support schools in understanding the transcripts

from students home countries, schools may refer toEvaluating Foreign Transcripts:The A-Z Manual.

In addition, schools may award units of credit for documented residence and school attendance in another-thanEnglish-speaking environment, provided that the experience occurs at age 11 or older andthat the residence resulted in direct contact with that environment and its people. No more than ten(10) NYC (five [5] NYS) units of Languages Other Than English (LOTE) credit may be awarded forschool attendance and residence in an other-than-English-speaking environment, regardless of thelength of the experience.

Schools should develop a well-defined procedure for timely evaluation of transcripts, includingexamining official documents for authenticity; interviewing the student and their parent or guardianand, when possible, appropriate officials from the students prior school or school district to obtainclarification on curriculum, instructional time, grading policies, etc.; ensuring that transfer credit is

updated on the students official transcript; and informing the student and his/her parent or guardianof how transfer credit has been awarded.

4. How is credit awarded to students who have been home schooled and then transfer to a NYChigh school?See Question 2 above. The principal of the school determines the appropriate placement of thestudent, as with any other transfer student. When a home-schooled student transfers to a school, theprincipal can award credit on the basis of assessment or evidence from the home-school instructor(s)that the student has successfully completed previous coursework.

5. Are there exemptions from assessment requirements for transfer students?Yes. According to New York State Commissioners Regulations, students who enter a New YorkState registered high school for the first time in grade 12 (excluding students who have been homeschooled and who have been enrolled in a registered or non-registered public or nonpublic NYS highschool) may be exempt from the requirement for the Regents examinations in science and GlobalHistory and Geography usually taken before the date of the students entry. Students who enter aregistered NYS high school in grade 11 in the 2002-03 school year and thereafter may be exemptedfrom the Regents in Global History and Geography (100.5[d][5][iii]); to receive a NYS high schooldiploma, however, these students must take and pass the Regents examinations in English,mathematics, United States History and Government and science, or approved alternatives such asAdvanced Placement, International Baccalaureate, and SAT II examinations.

Students are required to earn credit in Languages Other Than English (LOTE). Such credit may beearned without taking the corresponding Regents examination if students have documented schoolattendance and residence in an other-than-English-speaking environment, provided that theexperience occurred at age 11 or older and that the residence resulted in direct contact with thatenvironment and its people. For example, if a student is a native speaker of Spanish by virtue of

documented school attendance and residence in Puerto Rico through age 13, this student may beawarded Regents credit in Spanish without necessarily having to pass the Spanish Regentsexamination. However, if a student wishes to attain a Regents Diploma with Advanced Designation,he/she must pass the Comprehensive Regents Examination in French, German, Hebrew, Italian,Latin, or Spanish, or approved alternative assessment, when any of those languages are used tofulfill diploma requirements.

6. Can transfer credit be awarded for independent study?See Question 2 above. The principal, after consultation with relevant faculty, may award transfercredit for work done at other educational and cultural institutions and for work done throughindependent study. The decision as to whether or not to award transfer credit for work done at
http://www.ocmboces.org/tfiles/folder732/Evaluating%20TEXT%20(2).pdfhttp://www.ocmboces.org/tfiles/folder732/Evaluating%20TEXT%20(2).pdfhttp://www.ocmboces.org/tfiles/folder732/Evaluating%20TEXT%20(2).pdfhttp://www.ocmboces.org/tfiles/folder732/Evaluating%20TEXT%20(2).pdf


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educational institutions other than New York State registered high schools shall be based on whetherthe record indicates 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 schoolawarding the credit.

Extra-Curricular Activities

7. Can students earn credit for participating in extra-curricular activities?In general, extra-curricular activities are not credit-bearing. They may not be used to fulfill Regentsdiploma requirements nor may they be used as independent study credit. However, there areexceptions for sports team and arts activities participation. For information on these exceptions,please see the answers to questions 8 and 9, respectively.

8. Can participation on a sports team fulfill a physical education credit requirement?

In general, schools are encouraged to provide time for students to fulfill the physical educationrequirements in addition to providing opportunities to participate in athletic teams. However, studentsin grades 10-12 who have demonstrated acceptable levels of physical fitness, skills, and knowledgeof physical education activities as determined by the principal and physical education teacher, mayreceive physical education course credit for participation in an extra class or after-school athleticprogram if such program meets the equivalent of the instructional time requirements per semester(135.4[c][2][ii]). This option may not be exercised in two consecutive semesters since a student musthave been enrolled in and passed his/her physical education course in a previous semester to meetthe eligibility requirement. These instructional time requirements for physical education include eithera minimum of 90 minutes per week not less than three times per week in one semester and not lessthan two times per week in the other semester for a total of eight semesters, or daily physicaleducation classes for a minimum of 180 minutes per week for a total of seven semesters. If youwould like support in scheduling, please e-mail Fitness&[email protected].

9. Can participation in arts/music activities fulfill an arts credit requirement?A student may obtain two (2) NYC (one NYS) unit(s) of credit in visual arts and/or music, dance ortheatre by participating in a school's major performing groups, including band, chorus, orchestra,dance or theatre group. In exceptional situations, students may obtain two (2) NYC (one NYS)credit(s) in visual arts and/or music, dance or theatre towards the fulfi llment of the arts creditrequirement by participating in an advanced out-of-school art or music activity; in this case, credit forsuch participation shall be upon recommendation by the student's visual arts, music, dance or theatreteacher, shall be approved by the appropriate department chairperson and by the school principal,and shall be consistent with the goals and objectives of the school's visual arts, music, dance, and/ortheatre program (8 NYCRR,100.5[d][2][i][b]).

Study Outside of School

10. How should credit be awarded for college-level courses?Advanced courses which convey credit towards a high school diploma and also convey highereducation credit may be made available through arrangements with higher education institutions.However, a public school district shall not impose any charge or fee on students for any requiredinstruction or program leading to a high school diploma (100.2[q]).

Advanced Placement courses may be used for high school credit and, upon successful completion ofthe Advanced Placement examination(s), these courses may in some circumstances be used ascollege credit, according to the policy of the college or university in which the student enrolls following
mailto:Fitness&[email protected]:Fitness&[email protected]


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high school graduation. In certain cases where a college or university and a high school have agreedupon terms, college courses may be used to obtain high school credit as well as college credit.

11. Can students earn credit for study abroad courses?The principal shall evaluate the course work, including the syllabus, instructional time, assessments,and assign the appropriate credits towards a Regents diploma after such student has passed therequired Regents examinations upon return to his or her home school. Study abroad courses may beawarded credit towards the fulfillment of Regents diploma requirements as appropriate (100.5[f][2]).In addition, schools may award up toten (10) NYC (five [5] NYS) Languages Other Than English(LOTE) credits for documented school attendance and residence in an other-than-English-speakingenvironment, provided that the experience occurs at age 11 or older and that the residence resultedin direct contact with that environment and its people.

12. Can students earn credit for completing online courses?Online instruction can be a part of a course of study as long as the minimum required instruction time

of 180 minutes per week (or the equivalent) is provided by a certified teacher. Online (digital)resources used in an environment overseen by a teacher certified in the subject area for which creditwill be awarded, may provide valuable tools for academic instruction and student support in thecontext of credit-bearing courses. (Also see information on Credit Completion/Credit Recovery/Make-Up Course Credit).

In-School Study

13. Can Academic Intervention Services (AIS) be credit-bearing?Academic Intervention Services are not credit-bearing. However, when students are in courses withextended time where AIS are being provided, they should receive credit for the course in the samemanner as students who are in the course who do not require AIS.

14. How many credits should be awarded for interdisciplinary courses?For an interdisciplinary course that meets for 180 minutes per week or the equivalent throughout onesemester, students may earn one NYC (1/2 NYS) credit, but successful completion of the course maybe used to meet the distribution requirements in more than one subject area.

15. Can students with disabilities receive credit for certain types of related services?No, students with disabilities may not receive credit for any related services.

Accelerated Courses

16. Under what conditions can students receive high-school credit for accelerated courses taken

in grade 8?According to Commissioners Regulations, students shall have the opportunity to take high schoolcourses in grades 9 through 12 and, when appropriate, in grade eight. Grade eight students shallhave the opportunity to take high school courses in mathematics and at least one of the followingareas: English, social studies, languages other than English, art, music, career and technicaleducation subjects, or science. The superintendent shall determine whether a student hasdemonstrated readiness in each subject in which he/she asks to begin high school courses in theeighth grade leading to a diploma. In order to be eligible for high school credit, such acceleratedcourses must meet New York State Education Department course requirements for instructional time,teacher certification, and addressing the relevant learning standards. If the course meets these


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Credit-by-Examination

25. Can students earn credit if they pass a Regents examination but have not taken thecorresponding course?According to Commissioners Regulations, a unit of credit is earned by the mastery of the learningoutcomes set forth in a New York State-developed or locally developed syllabus for a given highschool subject, after a student has had the opportunity to complete a unit of study in the given subjectmatter area. However, students may earn a maximum of thirteen (13) NYC (6 NYS) credits towardsa high school diploma without having taken the corresponding course if all of the following criteria aremet:

Based on the students past academic performance, the Superintendent or his/her designeehas determined that the student will benefit academically by exercising this opportunity;

The student obtains a score of 85 or above on the examination;

The principal determines that the student has successfully completed an oral examination orspecial project demonstrating proficiency of the subject matter normally developed in thecourse but not measured by the relevant examinations; and

The student attends school, or receives substantially equivalent instruction elsewhere, inaccordance with sections 3204 and 3205 of the Education Law (100.5[d][1]).

Please note that in order to qualify to take a Regents examination in any of the sciences a studentmust complete 1,200 minutes of actual hands-on (not simulated) laboratory experience withsatisfactory documented laboratory reports in addition to the required classroom instructionassociated with earning a unit of credit (100.5[b][7][iv][d]). Thus, students attempting to earn credit inscience through the credit-by-examination provision still must meet laboratory requirements.

26. Can students use the credit-by-examination provision to earn credit for courses they

previously failed or failed to complete?Through the credit-by-examination provision in the Commissioner's Regulations, students may earnup to thirteen (13) NYC (6 1/2 NYS) credits without completing the units of study. The credit-by-examination provision is not intended for students who have previously failed or failed to complete thecourse for which they are attempting to earn credit through credit-by-examination. Rather, studentswho previously failed or failed to complete a course can make up the course during summer school orthrough other make up programs. (Also see information on Credit Completion/Credit Recovery/Make-Up Course Credit above).

Regents examination results can be used as a factor in a students final course grade, in accordancewith a schools stated grading policy; however, a student who has completed the course of study andpassed the corresponding Regents examination does not earn course credit unless he/she alsopasses the course.

27. How many credits may a student earn through the credit-by-examination provision?Students may earn up to thirteen (13) NYC (6 1/2 NYS) credits through the credit-by-examinationprovision. Such credits may be used towards the fulfillment of subject-specific graduationrequirements for either a Regents diploma or a Regents diploma with an advanced designation, aslong as the requirements of the credit-by-examination provision are met (100.5[d][1]).


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MEMO

To: High School Principals and Assistant Principals, High School Superintendents, and Network LeadersFrom: Santiago Taveras, I.A. Deputy Chancellor, Division of Teaching and LearningRe: Clarification of Awarding Course Credit

Date: 01.29.2010

A key goal of the DOE is to raise standards for all students and ensure they are ready to pursuepostsecondary opportunities. Consistent withNew York State Commissioners Regulations, high schoolprincipals, in collaboration with their staff, design instructional programs that meet their students needs. Tothat end, the awarding of course credit remains one of high school principals primary responsibilities, as itrepresents a key component of ensuring that all students have demonstrated mastery of course content andskills, and are prepared to pursue the next level of work. Thus, it is important that principals understandCommissioners Regulations on awarding course credit.

This memo outlines several common programming approaches, clarifies practices regarding awardingcourse credit

1(including examples), offers guidance on course coding, and highlights additional resources

available to support you and your staff. Along with a newFAQ documentclarifying Commissioners

Regulations, please review the information below regarding: Credit recovery/makeup courses;

Annualized and semester-based programming;

Credit-by-examination;

Fractional course credit;

Interdisciplinary programming; and

Remedial courses.

Principals are responsible for making determinations regarding the awarding of course credit, and should usetheir professional judgment to make decisions in the best interest of students and in alignment withCommissioners Regulations. The Department will closely track schools awarding of credit, and work withschools to rectify practice as needed. For Progress Report accountability, the policies addressed in theFAQdocumentand the clarification of practices outlined below should be considered effective for SY2009-10.

This information should not impact individual students who are on track to graduate in June 2010. If you havequestions about individual students or courses, please call 212-374-0210 or [email protected] support.

I. Programming Approaches and Awarding Course Credit

The following framework is designed to support you and your staff in making instructional and programmaticdecisions that facilitate alignment of the academic program, demonstrate that alignment, and document it ina way that is clear to staff, students, and families.

Alig

nment Schedule(instructional time allocated for a course, how a course is coded in STARS)

Syllabus(an outline of learning standards addressed in a course, its goals andobjectives, and scope and sequence)

Grading policy(how student grades are calculated, how passing is defined, andconnected to competencies described in the course syllabus)

Awarding of credit(the amount of credit the student receives for passing a course)

1New York State Education Commissioners Regulations require 22 units of credit satisfy high-school graduation requirements, where

one unit of credit amounts to successful completion of at least 180 minutes of study or the equivalent and mastery in a subject areathroughout the school year. In New York City, 44 semestercredits are used to calculate credits towards graduation. Throughout thismemo, credits refer to New York City semester credits.
http://www.emsc.nysed.gov/part100/pages/pt100index.htmlhttp://www.emsc.nysed.gov/part100/pages/pt100index.htmlhttp://www.emsc.nysed.gov/part100/pages/pt100index.htmlhttp://www.nycboe.net/AdminOrg/Offices/TeachingLearning/Jan_2010_FAQ_on_NYSED_Regs_on_Awarding_Credit.pdfhttp://www.nycboe.net/AdminOrg/Offices/TeachingLearning/Jan_2010_FAQ_on_NYSED_Regs_on_Awarding_Credit.pdfhttp://www.nycboe.net/AdminOrg/Offices/TeachingLearning/Jan_2010_FAQ_on_NYSED_Regs_on_Awarding_Credit.pdfhttp://www.nycboe.net/AdminOrg/Offices/TeachingLearning/Jan_2010_FAQ_on_NYSED_Regs_on_Awarding_Credit.pdfhttp://www.nycboe.net/AdminOrg/Offices/TeachingLearning/Jan_2010_FAQ_on_NYSED_Regs_on_Awarding_Credit.pdfhttp://www.nycboe.net/AdminOrg/Offices/TeachingLearning/Jan_2010_FAQ_on_NYSED_Regs_on_Awarding_Credit.pdfhttp://www.nycboe.net/AdminOrg/Offices/TeachingLearning/Jan_2010_FAQ_on_NYSED_Regs_on_Awarding_Credit.pdfmailto:[email protected]:[email protected]:[email protected]:[email protected]://www.nycboe.net/AdminOrg/Offices/TeachingLearning/Jan_2010_FAQ_on_NYSED_Regs_on_Awarding_Credit.pdfhttp://www.nycboe.net/AdminOrg/Offices/TeachingLearning/Jan_2010_FAQ_on_NYSED_Regs_on_Awarding_Credit.pdfhttp://www.nycboe.net/AdminOrg/Offices/TeachingLearning/Jan_2010_FAQ_on_NYSED_Regs_on_Awarding_Credit.pdfhttp://www.nycboe.net/AdminOrg/Offices/TeachingLearning/Jan_2010_FAQ_on_NYSED_Regs_on_Awarding_Credit.pdfhttp://www.emsc.nysed.gov/part100/pages/pt100index.html


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In reviewing the specific programmatic approaches outlined below, it is important to remember that awardingcourse credit is one component of an aligned instructional program.

i. Credit Recovery/Makeup CoursesCredit recovery or makeup courses give students the opportunity to earn credit for courses they previouslyfailed or failed to complete without necessarily having to retake a course in its entirety, and represent avaluable way of supporting students in staying on track to graduation. The Board of Regents recentlyapproved apolicy regarding makeup credit/credit recoverythat is anticipated to go before the Board ofRegents for adoption as regulation in SY2010-11. The policy is summarized below: School district officials may provide programs aligned with the Regents learning standards for students

who were previously enrolled in a course but failed to demonstrate mastery of intended course outcomes. A school-based panel, consisting of at least the principal, a teacher in the area for which the student must

make up credit, and a guidance director (or other administrator) must approve all programs for make-upcredit. In order to provide the appropriate make-up program, the panel must consider each studentsneeds and course completion deficiencies.

To receive credit, the student must receive equivalent, intensive instruction in the deficiency area(s) of thecourse by a teacher certified in the subject area, and demonstrate mastery of the initial deficiency area(s).If an end-of-course Regents exam is required for graduation, the student must also pass the Regentsexam to fulfill the graduation requirements and, to the extent determined by the school district, receivecourse credit.

ii. Annualized and Semester-Based ProgrammingAnnualized programming is designed as a ten-month learning program, where a courses syllabus, scope

and sequence, lesson plans, and assessments reflect a ten-month cycle (usually with the same teacher andstudents), while semester-based programming is designed as a five-month learning program, where acourses syllabus, scope and sequence, lesson plans, and assessments reflect a five -month cycle. Bothapproaches can be valuable, depending on the needs of the school. If students in a semester-based coursefail a course during 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 thissituation, schools should either have an annualized program planned at the outset of the school year witha syllabus that demonstrates that learning standards are spiraled throughout a ten-month learning cycleOR follow the States credit recovery policy to give the student the opportunity to make up the failedcourse. (See section i. on credit recovery above.)

iii. Credit-by-ExaminationAccording toCommissioners Regulations, students may earn up to thirteen (13) NYC (or 6.5 NY State)

course credits without completing units of study if they score 85 or above on the corresponding Regentsexams and if all of the following criteria have been met: Based on the students past academic performance, the High School Superintendent or his/her designee

(which may include the high school principal) determines that the student will benefit academically byexercising this alternative;

The principal determines that the student successfully completed an oral examination or special projectdemonstrating proficiency of the subject matter developed in the course but not measured by the relevantexams; and

The student attends school, or receives substantially equivalent instruction elsewhere, in accordance withNY State Education Law.

Please note that students attempting to earn credit in science through this provision still must meetlaboratory requirements. In order to qualify to take a Regents exam (through credit-by-examination or uponcompletion of the corresponding unit of study) in any of the sciences, a student must complete 1,200minutes of hands-on (not simulated) laboratory experience with satisfactory documented lab reports.

It is important that school leaders understand appropriate use of the credit-by-examination provision. The credit-by-examination provision is not intended for students who previously failed or failed to

complete the course for which they are attempting to earn credit through credit-by-examination. Rather,these students may make up the course during summer school or through other makeup programs. (Seesection i. on credit recovery above.)
http://www.regents.nysed.gov/meetings/2009Meetings/October2009/1009emsca5.htmhttp://www.regents.nysed.gov/meetings/2009Meetings/October2009/1009emsca5.htmhttp://www.regents.nysed.gov/meetings/2009Meetings/October2009/1009emsca5.htmhttp://www.emsc.nysed.gov/part100/pages/1005.html#examCredithttp://www.emsc.nysed.gov/part100/pages/1005.html#examCredithttp://www.emsc.nysed.gov/part100/pages/1005.html#examCredithttp://www.emsc.nysed.gov/part100/pages/1005.html#examCredithttp://www.emsc.nysed.gov/part100/pages/1005.html#examCredithttp://www.regents.nysed.gov/meetings/2009Meetings/October2009/1009emsca5.htm


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Regents exam results can be used as a factor in a students final course grade, in accordance with aschools stated grading policy; however, a student who has completed the course of study and passed thecorresponding Regents exam does not automatically earn course credit unless he/she also passes thecourse.

iv. Fractional Course CreditFractional course credit is the practice of awarding credit above or below one credit for a semester-longcourse or two credits for a two-semester course. Awarding fractional course credit in the following ways isinconsistent with State Regulations and not permitted: For additional instructional time or additional rigor increasing minutes per week above the minimum

required by State Regulations (180 minutes per week) while addressing the same learning standards, orincreasing the rigor of a course alone (i.e. an Honors course).

Above and beyond the total number of credits in a course sequenceas outlined in State Regulations i.e.the Global Studies course sequence results in a total of four (4) credits, so the number of core coursecredits a student receives in Global Studies may not cumulatively exceed this amount. (Note: additionalelective courses in the content area may be appropriate at the discretion of the principal and subject tothe limitations of section vi.)

For additional time and additional learning standards added to a core course for elective credit in thesame subject area i.e. students in a math class that meets for 220 minutes per week (44 minutes perday) for one semester are eligible to receive one credit in math, not one credit in math and .2 electivecredits for the eight additional minutes of instruction per day. (See part v. below for information oninterdisciplinary programming.)

Awarding fractional credit is appropriate in the following circumstances: Physical Education courses (.5 credits) Dividing the traditional course sequence into a trimester- or quarter-based program (i.e. awarding .5

credits each quarter for a total of two credits at the end of the year for a two-credit sequence) Accelerating or extending a course up to the total number of credits in the core sequence, i.e. a course

that meets for 70 minutes per day, four days per week (280 minutes per week) for four semesters andawards 1.5 credits each semester for a total of six credits at the end of four semesters, or a course thatmeets for 120 minutes per week for three semesters and awards .67 credits each semester for a total oftwo credits at the end of three semesters

Stand-alone and interdisciplinary elective courses (See part v. below for information on interdisciplinaryprogramming.)

If you have questions about individual courses, please call 212-374-0210 or [email protected]

support.

v. Interdisciplinary ProgrammingInterdisciplinary programming combines learning standards from two different content areas in a singlecourse through collaboration between the relevant content-area teachers, and can be a valuable form ofinstruction. Courses that meet for 180 minutes per week for one semester may be awarded one credit, but can be

used to fulfill distribution requirements in more than one subject area, i.e. for a semester-longinterdisciplinary Art History course, students may be awarded one credit and fulfill distributionrequirements in both Art and Social Studies

Courses that meet for extended time and address learning standards from two different content areas in asingle course may be awarded credit in both content areas, i.e. for a semester-long interdisciplinary ArtHistory course that meets daily for 55 minutes, where the syllabus includes History content through thelens of Art, students may be awarded one credit in Social Studies and .5 credits in Art as long as therelevant learning standards are addressed

As part of an approved CTE program of study, an approved integrated course that meets for 180 minutesper week throughout the semester and addresses the relevant learning standards in a core subject areaplus industry-defined content in the CTE program area may be awarded one credit in the core subjectarea, and may also meet distribution requirements for the requisite course in the schools State approvedCTE program
mailto:[email protected]:[email protected]:[email protected]:[email protected]


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vi. Remedial CoursesRemedial courses support the learning of under-prepared students, and can be elective credit bearing whenthey address new high school learning standards throughout the course, while reinforcing content and skillswhere students may need additional support. However, it is not appropriate to award credit in the followingcircumstances: If the course only addresses middle school learning standards (as outlined in the syllabus) If the course addresses high school learning standards (as outlined in the syllabus), but the student has

already received credit for the learning standards addressed in the course i.e. if a student passes aGlobal Studies course but fails the Global Studies Regents exam and takes an exam preparation coursethat addresses the same learning standards as the Global Studies course for which the student previouslyreceived credit, he/she may not receive additional credit for the exam preparation course.

II. Course CodingThe following table is designed to support you in aligning course codes to accurately reflect the approachesdescribed above.

Type ofProgramming

STARS Course Coding

Credit Recovery/Makeup Courses

The DOE will enhance tracking of credit recovery courses in STARS in anticipation ofthe Board of Regents adoption of the makeup credit policy. Beginning in the Spring2010 semester, schools should record credit recovery courses in STARS as follows: When students attempt credit recovery, schools should indicate the credit recovery

course by adding XDHS to the end of the course code. (Example: ME31XDHS credit recovery for the first semester [of a three-semester sequence] of IntegratedAlgebra.)

Please note that beginning in SY2010-11, a credit recovery flag will be added toSTARS to facilitate additional tracking of credit recovery courses.

Annualized andSemester-BasedProgramming

For each course, schools can make the appropriate selection in the CourseDuration field (Year, Term, Trimester, Cycle) on the Course Add/Modifyscreen in STARS.

If a semester- or trimester-based course sequence is annualizedi.e. represents asingle ten-month learning programschools should set the Course Length field toYear forthe course in the relevant semesters or trimesters.

Credit-by-Examination

Schools can use XR as the third and fourth characters of the course code to indicateuse of the credit-by-examination provision. (Example: MEXR12 two credits inIntegrated Algebra using the credit-by-examination provision.)

InterdisciplinaryCourses

Schools can indicate such courses using the interdisciplinary course flag on theCourse Add/Modify screen in STARS.

III. Additional ResourcesThe following resources are available to support you and your staff: Webinars, which provide further illustrative examples and detail on aligning instructional programming and

awarding course credit, including information on course coding in STARS;

A newFAQ documentto support high schools in understandingNew York State CommissionersRegulationsand policies regarding the awarding of course credit; For additional questions, or to share comments or feedback, please call 212-374-0210 or email

[email protected].
http://www.learningtimes.net/teachingwebcastshttp://www.learningtimes.net/teachingwebcastshttp://www.nycboe.net/AdminOrg/Offices/TeachingLearning/Jan_2010_FAQ_on_NYSED_Regs_on_Awarding_Credit.pdfhttp://www.nycboe.net/AdminOrg/Offices/TeachingLearning/Jan_2010_FAQ_on_NYSED_Regs_on_Awarding_Credit.pdfhttp://www.nycboe.net/AdminOrg/Offices/TeachingLearning/Jan_2010_FAQ_on_NYSED_Regs_on_Awarding_Credit.pdfhttp://www.emsc.nysed.gov/part100/pages/pt100index.htmlhttp://www.emsc.nysed.gov/part100/pages/pt100index.htmlhttp://www.emsc.nysed.gov/part100/pages/pt100index.htmlhttp://www.emsc.nysed.gov/part100/pages/pt100index.htmlmailto:[email protected]:[email protected]://www.emsc.nysed.gov/part100/pages/pt100index.htmlhttp://www.emsc.nysed.gov/part100/pages/pt100index.htmlhttp://www.emsc.nysed.gov/part100/pages/pt100index.htmlhttp://www.nycboe.net/AdminOrg/Offices/TeachingLearning/Jan_2010_FAQ_on_NYSED_Regs_on_Awarding_Credit.pdfhttp://www.learningtimes.net/teachingwebcasts

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