6146

Instruction

Graduation Requirements

Definition and Broad Guidelines

Graduation from our public school implies (1) that students have satisfactorily completed the prescribed courses of study for the several grade levels in accordance with their respective abilities to achieve, (2) that they have satisfactorily passed any examinations and satisfactorily demonstrated the district's performance standards, assessed in part by the statewide mastery examinations, established by the faculty and approved by the Board of Education, and (3) that they have fulfilled the legally mandated number and distribution of credits.

The Principal shall submit to the Board of Education through the Superintendent his/her detailed requirements and standards to agree with the goals of our district as adopted by the Board of Education. It is expected that the faculty will apply measures of achievement to provide evidence that each student has progressed far enough toward program goals and requirements to warrant graduation according to the terms of paragraph #1 above.

The Board of Education, in recognition of its responsibility for the education of all students in the district, including those who do not successfully complete the assessment criteria listed above, and those who drop out of school, shall make available to all the school district's students a course of study or alternative programming for meeting standards that will enable them to acquire a high school or vocational school diploma.

The Board of Education shall award a high school diploma to any World War II veteran or veteran of the Korean Hostilities or Vietnam Era veteran requesting such diploma who left high school for military service as defined in the statutes and did not receive a diploma as a consequence of such service.

The Board of Education may grant students high school credit for successful completion of coursework earned from an accredited institution of higher learning taken either during the school year or summer months.

Graduation Criteria

Commencing with classes graduating in 2027, and each graduating class thereafter, the Board of Education adheres to the State requirement permitting any high school student to be granted a diploma upon satisfactorily completing a minimum of twenty-five credits, including no fewer than:

• Nine credits in the humanities, including civics and the arts;
• Nine credits in science, technology, engineering and mathematics;
• One credit in physical education and wellness;
• One credit in health and safety education;
• One credit in world languages;
• One-half credit in personal financial management and financial literacy (applied to humanities or as an elective credit)

(The Board of Education may adopt in its graduation policy, the requirement of a one-credit mastery-based diploma assessment for students to graduate or be granted a diploma.)

A student shall be excused from the physical education requirement upon presentation of a certificate from a physician or advanced practice registered nurse indicating that participation in physical education is medically contradicted because of the student's physical condition. An elective may fulfill the credit for physical education.

Student Support and Remedial Services

Beginning with the graduating class of 2023, the Board of Education will provide adequate student support and remedial services for students beginning in grade seven. Such student support and remedial services shall provide alternate means for a student to complete any of the high school graduation requirements, previously listed if such student is unable to satisfactorily complete any of the required courses or exams. Such student support and remedial services shall include, but not be limited to, (1) allowing students to retake courses in summer school or through an online course; (2) allowing students to enroll in a class offered at a constituent unit of the state system of higher education, allowing students who received a failing score, as determined by the Commissioner of Education, on an end of the school year exam to take an alternate form of the exam; and (4) allowing those students whose individualized education plans state that such students are eligible for an alternate assessment to demonstrate competency on any of the five core courses through success on such alternate assessment.

The Board of Education shall grant a student credit towards meeting high school graduation requirements for (1) completing a world-language course provided by a non-profit organization and (2) passing a subject area proficiency test identified and approved by the Commissioner of Education. Up to four credits for a private non-profit world language course shall be granted if the student achieves a passing grade on a test prescribed by the Commissioner of Education. In other subject areas, credit shall be granted, based upon successful passage of the subject area proficiency tests prescribed or identified and approved by the Commissioner of Education,* regardless of the number of hours spent by the student in a public school classroom learning the subject matter. (optional)

The fulfillment of the mandated one-credit foreign language requirement can include the successful completion of a world language course in grades six, seven, or eight, an online course successfully completed, or the successful completion of a course offered privately through a nonprofit provider, provided such student achieves a passing grade on an examination prescribed by the Commissioner and such credits do not exceed four.

*The Commissioner, per statute, must prescribe or identify and approve the examinations within available appropriations.

All credits earned toward meeting any of the graduation requirements through the successful completion of online courses must fulfill the requirements established in policy #6172.6, "Virtual/On-line Courses."

Student Success Plans

The Board shall create a student success plan for each enrolled student, beginning in grade six. Such plan shall include a student's career and academic choices in grades six through twelve. Beginning in grade six, such student success plan shall provide evidence of career exploration in each grade including, but not limited to, careers in manufacturing. The Board shall utilize the Department of Education's issued and revised guidance regarding changes to such student success plans. In creating student success plans, consideration shall be given to career and academic choices in computer science, science, technology, engineering, and mathematics.

Student success plans shall be created, if possible, in collaboration with each student and the student's parent/guardian and shall, to the extent it does not conflict with the career choices of the student or his/her parent/guardian, include an academic plan that is in compliance with the Board's Challenging Curriculum Policy

Eligible Credits

Per statute (C.G.S. 221a(f)) the determination of eligible credits is at the discretion of the Board of Education, provided the primary focus of the curriculum of eligible credits corresponds directly to the subject matter of the specified course requirements. The Board may permit a student to graduate during a period of expulsion if the Board determines the student has satisfactorily completed the necessary credits. The graduation requirements shall apply to any student requiring special education except when the Planning and Placement Team (PPT) determines the requirement not to be appropriate.

A credit shall consist of not less than the equivalent of a forty-minute class period for each school day of a school year except for a credit or part of a credit toward high school graduation earned (1) at an institution accredited by the Board of Regents for Higher Education or State Board of Education or regionally accredited, (2) through on-line course work or (3) through a demonstration of mastery based on competency and performance standards, in accordance with guidelines adopted by the State Board of Education.

Only courses taken in grades nine through twelve, and that are in accordance with the state-wide subject matter content standards, adopted by the State Board of Education shall satisfy the graduation requirements, except that the Board may grant a student credit toward meeting the high school graduation requirements upon the successful demonstration of mastery of the subject matter content described in this and the Mastery-Based Learning sections, achieved through educational experiences and opportunities that provided flexible and multiple pathways to learning, including cross-curricular graduation requirements, career and technical education, virtual learning, work-based learning, service learning, dual enrollment and early college, courses taken in middle school, internships and student designed independent studies, provided such demonstration of mastery is in accordance with such state-wide content standards; toward meeting a specified course requirement upon successful completion in grade seven or eight of a course that corresponds directly to the subject matter of a specified course requirement in grades nine through twelve.

Academic Advancement Program

The State Board of Education will issue an Academic Advancement Program Certificate to any student successfully completing such program. The Academic Advancement Program Certificate shall be considered in the same manner as a high school diploma to determine the eligibility of a student for enrollment at a Connecticut public institution of higher education.

The Board of Education shall permit a student to graduate from high school upon successfully completing the above-described academic advancement program.

Connecticut Seal of Biliteracy

Commencing with the graduating class of 2018, and for each graduating class thereafter, the Board of Education, utilizing criteria established by the State Board of Education, may/shall affix the "Connecticut State Seal of Biliteracy" to a diploma awarded to a student who has achieved a high level of proficiency in English and one or more foreign languages. "Foreign language" means a world language other than English and includes American Sign Language and any other language spoken by a federally recognized Native American tribe. The Board of Education shall include on such student's transcript a designation that the student received the "Connecticut Seal of Biliteracy."

Pipeline for Connecticut's Future Program (optional)

The Board of Education may establish a Pipeline for Connecticut's Future Program. Under the program, the Board shall partner with one or more local businesses to offer on-site training and course credit to District students.

The above exceptions to earning credits, other than grades 9 through 12, are discretionary, not mandated. A board of education may allow, as above an unlimited number of credits to be earned prior to high school or at a higher institution of learning. A board could also place limits on the number to be so earned or, as at present, require all credits needed for high school graduation to be earned in grades 9-12 inclusive.

In addition, the earning of credits, as described in world language and in other subject areas, through the passage of tests prescribed, identified, and approved by the Commissioner is discretionary, not mandated.

*The Commissioner, per statute, must prescribe or identify and approve the examinations within available appropriations.

Award of High School Diplomas

Students who complete all graduation requirements shall receive a diploma at the June commencement. Individuals also may satisfy graduation requirements by the satisfactory completion of the following:

1. Successful completion of a summer course or summer courses comparable (as determined by the Principal) to the subject(s) in which the student was deficient.

2. Honorable discharge from the United States Armed Forces after a minimum of ninety days of active service during World War II for individuals who withdrew from school to join the Armed Forces and for veterans of the Korean Hostilities and for veterans of the Vietnam Era. (optional)

3. Honorable discharge from the United States Armed Forces for individuals who left high school prior to graduation and did not receive a diploma as a consequence of such service. (optional)

4. Withdrawal from high school prior to graduation to work on a job that assisted the war effort during World War II, December 7, 1941 through December 31, 1946, not receiving a diploma as a consequence of such work and has been a resident of Connecticut for at least fifty (50) consecutive years. (optional)

(cf. 5121 - Examination/Grading/Rating
(cf. 6111 - School Calendar)
(cf. 6146.2 - Statewide Proficiency/Mastery Examinations)
(cf. 6172.6 - Virtual/On-line Courses)

Legal Reference: Connecticut General Statutes

10-5c Board examination series pilot program. Issuance of certificate (as amended by P.A. 13-247)

10-14n State-wide mastery examination. Conditions for reexamination. Limitation on use of test results. (as amended by Section 115 of PA 14-217)

10-16(l) Graduation exercises. (As amended by P.A. 96-108, An Act Concerning Student Use of Telecommunication Devices and the Establishment of Graduation Dates)

10-221a High school graduation requirements. (As amended by P.A. 00-124, An Act Concerning High School Diplomas and Veterans of World War II, P.A. 00-156, An Act Requiring A Civics Course for High School Graduation, P.A. 08-138, An Act Concerning High School Credit for Private World Language Courses and Other Subject Areas, P.A. 10-111, An Act Concerning Education Reform in Connecticut, P.A. 11-135, An Act Concerning Implementation Dates for Secondary School Reform, P.A. 13-57, An Act Concerning Honorary Diplomas for Vietnam Veterans, P.A. 13-122, An Act Concerning Minor Revisions to the Education Statutes, P.A. 13-247, Budget Implementer Bill and P.A. 15-237, An Act Concerning High School Graduation and P.A. 16-4(SS), section 310.), PA 17-42, An Act Concerning Revisions to the High School Graduation Requirements and PA 17-29, An Act Concerning Connecticut's Seal of Biliteracy and P.A. 19-58 An Act Promoting Careers in Manufacturing to Public School Students and P.A. 21-199 Section 4, An Act Concerning Various Revisions to the Education Statutes.)

10-233(a) Promotion and graduation policies. (as amended by P.A. 01-166)

P.A. 13-108 An Act Unleashing Innovation in Connecticut Schools.

P.A. 13-247 An Act Implementing Provisions of the State Budget.

P.A. 15-237 An Act Concerning High School Graduation.

P.A. 17-42 An Act Concerning Revisions to the High School Graduation Requirements

P.A 23-21 An Act Concerning Financial Literacy Instruction

Policy adopted:

P6146

Instruction

Graduation Requirements (Based on a Mastery-Based Learning)

A sample policy to consider for a district wanting to utilize a mastery-based (proficiency-based) learning system. This sample policy is based on a model promulgated by the Great Schools Partnership, with some modifications to reflect Connecticut statutes.

To ensure that all students graduate from our schools with the knowledge, skills, and work habits they will need in adult life, the __________ Public Schools has adopted a mastery-(proficiency) based system of teaching, learning, promotion, and graduation. Beginning with the __________ High School Class of 20__, all students will need to demonstrate achievement of all cross-curricular and content-area graduation standards before receiving a high school diploma. These new graduation requirements will ensure that each student provides evidence that they have achieved expected learning standards, and acquired the knowledge, skills, and work habits that will prepare them for postsecondary education and modern careers.

The District's standards-based diploma system also requires our schools and educators to provide the interventions, support systems, and personalized-learning pathways that each student needs to master the expected standards and graduate college, career and life ready.

Commencing with the graduating class of 2023 (beginning with the incoming class of 2019-2020) and for each graduating class thereafter, in order to graduate and be granted a diploma, students most satisfactorily complete a minimum of twenty-five (25) credits, including not fewer that (1) nine credits in the humanities, including civics and the arts; (2) nine credits in science, technology, engineering and mathematics; (3) one credit in physical education and wellness; (4) one credit in health and safety education; (5) one credit in world languages and (6) a one credit mastery-based diploma assessment.

The Principal shall submit to the Board of Education through the Superintendent his/her detailed requirements and standards to agree with the goals of our schools as adopted by the Board of Education. It is expected that the faculty will apply measures of achievement to provide evidence that each student has progressed far enough toward school goals to warrant graduation.

Definitions

Competency-Based Learning refers to approaches used in which students advance upon demonstrated mastery. (Multiple terms have been used when discussing this approach, including proficiency-based, mastery-based, standards-based, outcomes-based and performance-based learning. Mastery-based learning is the term used in Connecticut) Students move ahead when they have demonstrated mastery of content, not when they have reached a certain birthday or completed the required hours in a classroom.

A Mastery-Based Learning Environment consists of state standards and district level-competencies that put the focus on students demonstrating what they know and are able to do through the compilation of a body of evidence. The competencies that all students are expected to meet are clearly articulated. The identified competencies must be drawn from, and align with, the various state-wide subject matter content standards adopted by the State Board of Education. The structure of the learning environment is based on locally-developed graduation competencies; content area graduation competencies; and unit-based student learning objectives. (Alternate: Mastery learning, an instructional strategy and educational philosophy, is a set of group-based, individualized, teaching and learning strategies based on the premise that students will achieve a high level of understanding in a given domain if they are given enough time.)

Mastery-Based Graduation Standards are when students earn credits toward graduation by demonstrating mastery of required knowledge and skills rather than by completing courses. Mastery is demonstrated within a traditional classroom setting or in other learning opportunities that are aligned with graduation standards.

Locally-Developed Graduation Competencies are standards created by the local district through research-based curricular concepts that focus instruction on the most foundational, enduring and leveraged concepts and skills within district-determined competencies.

Content Area Graduation Competencies are standards that focus instruction on the most foundational, enduring and leveraged concepts and skills within each content area. Attaining these competencies requires multiple years of learning as students engage with and deepen their capacity through age-appropriate goals. Students are expected to demonstrate achievement for each graduation competency in each required content area over time. (The SDE recommends five to eight graduation competencies in each content area.)

Unit-Based Student Learning Objectives derive from competencies. They are daily classroom learning expectations grouped by units of study or grade levels. They are defined statements of what a student needs to know or be able to do and facilitate the progression toward a complex critical knowledge base or skill.

A Personalized Learning System recognizes that students engage in different ways and in different places. Students benefit from individually paced, targeted learning task that start from where the student is, formatively assessing existing skills and knowledge, and addresses the student's needs and interests.

Blended Learning involves instruction that combines traditional face-to-face teaching with online and media-delivered instruction.

Carnegie Unit is a measure of the amount of time a student has studied a subject in class.

Dual enrollment is when students are concurrently earning college credits while enrolled in high school.

Communicating Graduation Requirements

To ensure that every student and family has the information and resources they need to appropriately plan and sequence the student's educational decisions, our schools, educators, and staff will clearly and consistently communicate prior to entering high school and throughout the student's educational career the graduation standards and diploma requirements that must be met to earn a high school diploma.

The Superintendent or his/her designee, through the High School Principal or other designee, shall be responsible for ensuring that accurate, up-to-date information concerning all graduation standards and diploma requirements are (1) readily available to all incoming students and their families in the spring preceding the start of each school year, and (2) published on the District and High School websites. A detailed guide to graduation standards, academic expectations, and diploma requirements will be disseminated to all incoming ninth-grade students at the time of course selection. This policy will also be referenced in each edition of the High School Student Handbook and on the District and High School websites.

As soon as it is practical and feasible, the Board expects the Superintendent or designee to inform all students and their families of any modifications made to the district's graduation requirements, which extends to all applicable changes in relevant state law, rules, or regulations.

The Board has approved the following schedule of minimum requirements for graduation, which encompasses minimum graduation requirements specified by the state and described in relevant laws, rules, and regulations. The Board is aware that current law and regulations are subject to change.

1. All students will demonstrate that they have achieved mastery in the content-area graduation standards based on Connecticut state requirements: (or through a demonstration of mastery based on competency and performance standards, in accordance with guidelines adopted by the State Board of Education, aligned with state content standards.)

a. English Language Arts

b. Mathematics

c. Social Studies

d. Science and Technology

e. Health Education and Physical Education

f. Visual and Performing Arts

g. World Languages

The __________ Public School's administration, faculty, and staff will apply the set of standards and performance indicators that are aligned with the content-area standards of the State of Connecticut.

2. All students must satisfy graduation requirements utilizing personalized pathways through active engagement in mastery-based educational experiences in all the above content areas.

__________ High School graduates will demonstrate that they have achieved mastery in the cross-curricular standards:

a. A clear and effective communicator

b. A self-directed learner and collaborative worker

c. A creative and practical problem solver

d. A responsible citizen

e. An informed thinker

Alternate set of performance standards:

a. Effectively apply critical and creative thinking skills to solve relevant problems.

b. Actively read, analyze, evaluate, and synthesize informational and persuasive texts thinking skills to solve relevant problems.

c. Produce written materials that appropriately respond to the varying demands of audience, task, purpose, and discipline.

d. Create, interpret, and evaluate verbal and nonverbal presentations using a variety of tools/media in varied contexts for a variety of purposes.

e. Access and apply appropriate digital resources, media, and other technology in varied contexts for a variety of purposes.

f. Work collaboratively to solve problems and accomplish goals.

g. Make appropriate decisions in the areas of health, wellness and physical fitness.

h. Contribute positively to the community.

(Students to complete a service learning requirement under the supervision of a teacher during senior year. It is possible for a student to complete this requirement in another discipline and earlier than the senior year, but all projects will be evaluated by senior year social studies teachers. The purpose of this requirement is to build stronger partnerships with the community, explore career paths, promote active citizenship, and provide a real life experience for students. The service learning project will be scored using a uniform rubric.)

Students for items "a" through "g" above, through the various subject areas, will have designated assignments that measure their ability to meet each of the academic expectations. Performance requirements will be assessed twice yearly, at the end of the second and fourth quarters. To meet the graduation performance standard in each area, a student must score at or above the proficient level during their sophomore, junior and senior years.

3. All students will design, document and defend a culminating/capstone project that demonstrates their mastery of content and cross curricular graduation standards.

Alternate language: All students will complete a capstone project through which students will demonstrate their knowledge, skills, and work habits by conducting in-depth research, using technological applications, producing a high-quality exhibition of learning and presenting their research and findings to a review panel.

4. All students will complete and submit at least one application to a postsecondary educational institution, training program, or other certified learning experience, such as the military, that will provide them with continued opportunities for academic, career, and personal growth.

5. While most students will satisfy graduation requirements over the course of a four-year academic program, students may also satisfy the District's graduation requirements during a period of time that is either accelerated or lengthened, based on their distinct learning needs. All students are expected to develop a Student Success Plan with assistance from counselors, teachers, and/or administrators that allows them to master expected standards at the pace and with the support they need.

Multiple Pathways

The District's High School(s) will offer all students multiple learning options that allow students to demonstrate mastery of content and cross curricular standards, earn academic credit and satisfy graduation requirements. Students shall be encouraged to explore a broad range of personalized learning experiences.

To pursue personalized learning experiences, students must design a Student Success Plan that documents and defends how the experience satisfies both graduation requirements and expected cross curricular and content area standards.

Learning options may include, but are not limited to, the following:

a. Academic courses offered by the school in grades 9 through 12 inclusive that are in accordance with the state-wide subject matter content standards adopted by the State Board of Education
b. Grade 7 or 8 course completion that corresponds directly to the subject matter of a specified course requirement in grades 9 through 12
c. Cross-curricular graduation requirements
d. Work-based learning
e. Service learning
f. Dual enrollment and early college courses
g. Career and technical education
h. Online or blended learning options (virtual learning)
i. Alternative or at-risk programming
j. Internships, field work, or exchange experiences
k. Student designed independent studies or long-term projects

Transfer and Home School Students

For students who transfer to __________ High School from another state, country, school, program, or home-schooling situation, including educational programs that are not aligned with the District's High School's cross curricular and content area graduation standards, the Principal shall evaluate the value of the student's prior educational experiences and determine to what degree the student has met the school's graduation requirements.

After enrolling in the District, these students will need to satisfy all assessment, proficiency, and graduation requirements in the appropriate subject areas, as determined by the Principal or his/her designee. The Superintendent will ultimately determine whether these students are eligible to receive a diploma. Transfer and home-schooled students must have attended the District's High School for a minimum of two (2) years or four (4) semesters to be eligible for a diploma.

Students Receiving Special Education Services

Students who successfully meet the District's cross-curricular and content-area graduation standards, as specified in the goals and objectives of their Individualized Education Plans (IEP), will be awarded diplomas.

Delayed Awarding of Diplomas

If a student leaves high school to attend an accredited, degree-granting institution of higher education, the student may, upon satisfactory completion of the freshman year, be awarded a high school diploma, provided that the student has notified the Principal at the time of the early admission.

Extended Study

Students are eligible for extended years of study to complete the school's graduation requirements if they have not reached the age of 20. Students eligible for extended years of study may be referred to adult education or other programs and resources.

Academic Advancement Program

The Board of Education permits students in grades eleven and twelve to substitute (1) achievement of a passing score on an existing nationally recognized examination as determined, by the State Department of Education, or series of examinations approved by the State Board of Education, (2) a cumulative grade point average determined by the State Board of Education and (3) at least three letters of recommendation from school professionals (defined in 10-66dd), for the required high school graduation requirement. The State Board of Education will issue an Academic Advancement Program Certificate to any student successfully completing such program. The Academic Advancement Program Certificate shall be considered in the same manner as a high school diploma for purposes of determining eligibility of a student for enrollment at a Connecticut public institution of higher education.

The Board of Education shall permit a student to graduate from high school upon the successful completion of the above described academic advancement program.

Connecticut Seal of Biliteracy

Service Learning Project (optional)

Students must complete a Service Learning Requirement under the supervision of a teacher in the senior year. The purpose of this requirement is to build stronger partnerships with the community, explore career paths, promote active citizenship, and provide real life experiences for students. The Service Learning Project will be scored using a uniform rubric. It is possible for a student to complete this requirement in any discipline and earlier than the senior year. However, all projects will be evaluated by senior year social-studies teachers.

Participation in Graduation Ceremony

A student must complete all Board of Education requirements for a high school diploma to participate in graduation exercises.

Honorary Diplomas for Veterans (optional)

The Board of Education shall award a high school diploma to any person who (1) withdrew from high school prior to graduation to work in a job that assisted the war effort during World War II, December 7, 1941 to December 31, 1946, inclusive, (2) did not receive a diploma as a consequence of such work, and (3) has been a resident of the state for at least fifty (50) consecutive years.

(cf. 5123 - Promotion/Acceleration/Retention)
(cf. 5126 - Academic Recognition)
(cf. 6146.1 - Grading and Reporting System)
(cf. 6146.12 - Dual Enrollment and Early College)
(cf. 6146.13 - Multiple Pathways)

Legal Reference: Connecticut General Statutes

10-5 State high school diploma; "honors diploma." Payment of fees; exceptions. (as amended by PA 17-29)

10-5c Board examination series pilot program. Issuance of certificate (as amended by P.A. 13-247 and P.A. 15-215)

10-14n State-wide mastery examination. Conditions for reexamination. Limitation on use of test results. (as amended by Section 115 of PA 14-217)

10-16(l) Graduation exercises. (As amended by P.A. 96-108, An Act Concerning Student Use of Telecommunication Devices and the Establishment of Graduation Dates)

10-221a High school graduation requirements. (As amended by P.A. 00-124, An Act Concerning High School Diplomas and Veterans of World War II, P.A. 00-156, An Act Requiring A Civics Course for High School Graduation, P.A. 08-138, An Act Concerning High School Credit for Private World Language Courses and Other Subject Areas, P.A. 10-111, An Act Concerning Education Reform in Connecticut, P.A. 11-135, An Act Concerning Implementation Dates for Secondary School Reform, P.A. 13-57, An Act Concerning Honorary Diplomas for Vietnam Veterans, P.A. 13-122, An Act Concerning Minor Revisions to the Education Statutes P.A. 13-247, Budget Implementer Bill and P.A. 15-237, An Act Concerning High School Graduation, PA 17-42, An Act Concerning Revisions to the High School Graduation Requirements and PA 17-29, An Act Concerning Connecticut's Seal of Biliteracy.)

10-233(a) Promotion and graduation policies. (as amended by PA 01-166)

P.A. 13-108 An Act Unleashing Innovation in Connecticut Schools.

Mastery-Based Learning-Guidelines for Implementation, Connecticut State Department of Education, June 3, 2015.

Policy adopted: