Joseph E. Fisher, Assistant Commissioner Division of Special Education

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New HIGH School Diploma Requirements Impact on
Students with Disabilities

• Joseph E. Fisher, Assistant Commissioner
  Division of Special Education
• Branson Townsend, Executive Director Secondary
  Education
• Division of Accountability, Teaching Learning

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TN Public Chapter 273

• Requires that every public school student shall
  take a series of three (3) examinationsas a
  strategy for assessing student readiness to enter
  and succeed in postsecondary training
• One assessment in the 8th grade, one in the 10th
  grade and one in the 11th grade
• Purpose is to assist in developing interventions
  for the purpose of increasing graduation rate and
  improving student preparation for postsecondary
  achievement

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TN Public Chapter 273

• ACT battery of exams
• 8th grade..EXPLORE (accommodations listed in
  IEP)
• 10th gradePLAN (pre-ACT test) (accommodations
  listed in IEP)
• 11th grade..ACT (2 options for
  accommodationsState or ACT)

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Focused Plan of Study

• During the second semester of 8th grade, all
  students along with their parents, school
  counselors and administrator will jointly prepare
  an initial 4, 5, or 6 year plan of study.
• www.collegefortn.org
• www.kuder.com

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Focused Plan of Study

• By the end of the 10th grade, the same team will
  focus the plan to ensure the completion of the
  program of study and a smooth transition to
  postsecondary study and/or to work.
• The plan will be reviewed annually by the student
  and the advisor/guidance counselor, and revised
  based on changes in the students interest and
  career goals.

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Focused Plan of Study

• High School and middle grades faculty will
  collaborate in planning curriculum and the
  transition between middle grades and high school.
• Work-based learning (WBL) will be available to
  all students including SWD. One of the capstone
  experiences listed in the regulations.
• Students will have access to a system of
  structured WBL experiences that allow them to
  apply classroom theories to practical problems
  and explore career options at the work site.

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Regular Diploma

• Ready Core Curriculum
• English 4 units
• Mathematics 4 units
• Science 3 units
• Social Studies 3 units
• Health, Physical Fitness Wellness
• 1.5 units
• Personal Finance.5 units
• To earn a regular high school diploma, students
  must earn the prescribed 22 credit minimum have
  a satisfactory attendance and discipline record.

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Elective Focus

• Students will complete an elective focus of no
  less than 3 credits.
• The elective focus may be in CTE, Science Math,
  Humanities, Fine Arts, AP/IB, or other areas
  approved by the LEA.

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Transition Certificate

• A Transition Certificate may be awarded to SWD
  who, at the end of the 4th year of high school,
  have failed to earn a regular diploma (22 units
  of credit) but have satisfactorily completed an
  IEP, and have satisfactory records of attendance
  and conduct.
• SWD may continue to work towards the high school
  diploma through the end of the school year in
  which they turn twenty-two years old.

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IEP Certificate

• An IEP certificate will be awarded to SWD who
  have (1) satisfactorily completed an IEP, (2)
  successfully completed a portfolio, and (3) have
  satisfactory records of attendance and conduct.
• PLEASE NOTE This replaces the old Special
  Education Diploma

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Graduation Requirements

• Students with qualifying disabilities as
  documented in the IEP shall be required to
  achieve at least Algebra I and Geometry (or
  equivalent).
• The required number of credits in math will be
  achieved through increased instructional time,
  appropriate methodologies, accommodations and
  other differentiated instruction as determined by
  the IEP team

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Math Requirements SWD Option

• Must be enrolled in a math course each year of
  high school
• 9th Grade Algebra 1 A
• 10th Grade Algebra 1 B End of Course Test
• 11th Grade Geometry A
• 12th Grade Geometry B End of Course Test

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Algebra I A I BGeometry A B

• An appropriately endorsed SPED teacher who has
  demonstrated HQ status in Math may serve as the
  teacher of record and award credit to SPED
  students (only).
• In this setting, use the following course codes
• Algebra I A 31025
• Algebra I B 31026
• Geometry A 31085
• Geometry B 31086

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Graduation Requirements

• Students with qualifying disabilities as
  documented in the IEP shall be required to
  achieve at least Biology I and two other lab
  science credits.
• The required number of credits in science will be
  achieved through increased instructional time,
  appropriate methodologies, and accommodations and
  other differentiated instruction, as determined
  by the IEP team

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Science RequirementsSWD Option

• Note Only one Lab Course is needed if Biology A
  and B are taken for credit
• 10th Grade Biology 1 A
• 11th Grade Biology 1 B End of Course Test

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• 9th Grade Physical Science focuses on
  concepts, tends to have less terminology
  and includes math applications.
• Other options providing an adequate foundation
  for taking Biology include
• Environmental Science, Earth Science, or
  Agriscience

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Biology I A Biology I B

• An appropriately endorsed SPED teacher who has
  demonstrated HQ status in science may serve as
  the teacher of record and award credit to SPED
  students (only).
• In this setting, use the following course codes
• Biology I A 32105
• Biology I B 32106

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English RequirementsSWD Option

• An appropriately endorsed SPED teacher who has
  demonstrated HQ status in English may serve as
  the teacher of record and award credit to SPED
  students (only).
• In this setting, use the following course codes
• English 9 30015
• English 10 30025
• English 11 30035
• English 12 30055

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Course Codes

• Those responsible for school approval course
  codes need to carefully consult the correlation
  of course code document located on the school
  approval web site.
• http//state.tn.us/education/schapproval/course_co
  de_corr.shtml

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Inclusion

• SWD will be included in regular classes to the
  degree possible and with appropriate support and
  accommodations.
• Involves bringing support services to the student
  (rather than moving the student to the services)
• Support provided by Sped teacher/teacher
  assistant

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Inclusion

• Gen ed and sped teachers need to establish a
  rapport by establishing a comfortable
  relationship
• Discuss teaching styles
• How do each manage behavior
• Gen ed teacher should be part of the IEP process
  for students in room
• Sped teacher should not be treated as a teacher
  assistant

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Algebra I A I BGeometry A B

• An appropriately endorsed general education
  teacher who has demonstrated HQ status in Math
  may serve as the teacher of record and award
  credit to regular education special education
  students with support provided by a Sped
  teacher/teacher assistant in this inclusive
  setting
• In this setting, use the following course codes
• Algebra 1 A 31023
• Algebra 1 B 31024
• Geometry A 31083
• Geometry B 31084

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Biology I A Biology I B

• An appropriately endorsed general education
  teacher who has demonstrated HQ status in science
  may serve as the teacher of record and award
  credit to regular education and special education
  students with support provided by a Sped
  teacher/teacher assistant in this inclusive
  setting
• In this setting, use the following course codes
• Biology I A 32103
• Biology I B 32104

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2009 -10Gateway Diploma Requirement

• Gateway Math, Language Arts, Science
• For students entering high school 2008-09 and
  before not enrolled and have earned course credit
  in Algebra I, English II, and Biology I but still
  need to pass the Gateway test to meet their
  diploma requirement
• Interventions still required
• May retake this assessment as many times as
  necessary
• Moving to electronic administration of tests
• Quick Score Scale Score, Met/Not Met Diploma
  Requirement (Different from EOC) Individual
  Student Report (Different from EOC)

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2009 -10 End of Course ExamsSecondary
Assessments

• Will be factored into the teacher assigned
  student grade at a percentage during the semester
  in which the exam is given
• The weight of the end of course examination on
  the students semester average is as follows for
  entering 9th graders
• 2009 - 2010 school year 20
• 2010 - 2011 school year 20
• 2011 - 2012 school year and thereafter 25

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2009 -10 End of Course ExamsSecondary
Assessments

• New EOC assessments aligned to new curriculum
  standards
• New student achievement performance standards
  aligned with college and career readiness (below
  basic, basic, proficient, and advanced)
• New achievement performance measure
  (proficiency) aligned with new college and career
  readiness definition and mastery of new
  curriculum standards

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2009 -10 End of Course ExamsSecondary
Assessments

• AYP EOC Assessments (administered during set
  window)
• Algebra I, English II, Biology I (55 items,
  untimed)
• EOC Assessments (administered last 10 days of
  instruction)
• English I (55 items, timed)
• US History (unchanged)
• Future Assessments
• Algebra II Field Test Spring 2010 English
  III Field Test Spring 2011 Geometry,
  Chemistry, Physics

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2009 -10 End of Course ExamsSecondary
Assessments

• Entered 9th grade in or prior to 2008-09
• Passes class in 2009-10 (takes class for 1st
  timemore than likely will meet GWY diploma
  requirement)
• GWY Diploma requirement cut Not MET (EOC score
  was NOT high enough to meet GWY diploma
  requirement)
• Intervention NOW Two options
• Old GWY interventiontake Old GWY assessment
• Repeat Class interventiontake new EOC
  assessment

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Alternative Performance-Based Assessment

• Any student with an active IEP is eligible to
  apply the Alternative Performance-Based
  Assessment (APBA), if needed, in order to improve
  their grade in a course that has an EOC
  assessment. This applies to all students
  presently enrolled in high school regardless of
  their enrollment date.

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Alternative Performance-Based Assessment

• SWD must receive appropriate support and
  accommodations with the goal of mastering course
  content and passing the EOC assessment.
• The APBA is an allowable test accommodation
  approved by state board policy that is to be used
  only in limited circumstances to improve an EOC
  test score for SWD who may have an opportunity,
  based on year long performance in courses with
  EOC assessments, to pass the course.

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Alternative Performance-Based Assessment

•  
• With the potential to increase the number of SWD
  passing core courses required to earn a regular
  diploma, also comes the potential to increase
  graduation rates.
• For AYP purposes, all continuously enrolled 1st
  time test takers of the Algebra I, English II and
  11th grade writing assessments will be included
  in AYP. However, the results of the APBA for SWD
  will not be included in AYP calculations for the
  reading and math cells.

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Alternative Performance-Based Assessment

• The approved process allows SWD to demonstrate
  that they have met the essential skills of the
  course based on a rubric scoring system that
  includes these alternative performance-based
  methods of assessment
• routine classroom tests and/or assignments,
• projects,
• Oral response
• Written response
• Use of technology
• Other

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Education Web Page Links

• APBA
• http//www.state.tn.us/education/assessment/alt_EO
  C.shtml
• Frequently Asked Questions
• http//www.state.tn.us/education/tl/doc/HS_Trans_P
  olicy_FAQ.pdf
• Power Point Presentation
• http//www.state.tn.us/education/speced/index.shtm
  l