RE-1 VALLEY HIGH SCHOOL GRADUATION ENDORSEMENTS

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1 RE-1 VALLEY HIGH SCHOOL GRADUATION ENDORSEMENTS Developed/Revised by the District RtI Committee December 2012 Open to additional revision based on January 15, 2013 meeting. In order to meet the needs of all RE-1 Valley students, the District RtI Committee proposes the following plan to recognize student achievement and to define an RE-1 Valley Diploma. The plan includes the Basic Academic Standards Endorsement (BASE), the minimum requirements necessary to graduate from RE-1 as defined by Policy IKF, IKF(b), and IKF-R; the Career Ready Endorsement requires students to be proficient in skills related to entry level positions in the world of work; the Pre-Collegiate Endorsement requirements prepare students to attend most trade/vocational schools and junior colleges; the Postsecondary and Workforce Ready (PWR) Collegiate Endorsement requirements meet the Colorado s Postsecondary and Workforce Readiness (PWR) High School Diploma Endorsement Criteria thus meeting current and future Higher Education Admission Requirements (HEAR). Basic Academic Standards Endorsement (BASE) All students receive this endorsement based on completing the RE-1 graduation requirements outlined in Policy IKF, IKF(b), and IKF-R. The requirements include the following total credit hours. Specific courses related to endorsements are listed on the Re-1 Valley Pathways to Graduation Table. See page 12. English: Math: Science: Social Studies: Health: PE: ICAP: Electives: Total: 4.0 credits 4.0 credits 3.0 credits 3.0 credits.5 credits 1.5 credits 1.0 credits 12.0 credits 29.0 Total Credits Additionally, students will need to demonstrate Mastery of 21 st Century Skills as defined by the Colorado State Board of Education by spring Career Ready Endorsement This endorsement shall not be required to graduate from RE-1 Valley. The Career Ready Endorsement is evidence that the student has demonstrated proficiency in the BASE graduation requirements and has demonstrated proficiency in academic and work skills required by most employers for entry level positions. This endorsement must be applied for through Building Graduation Committees and approved by the student s IEP team and/or Building RtI Committee; SPED Director and/or Assistant Superintendent. See Career Ready Endorsement Requirements pages 10 and 11. Page 1 of 12

2 Pre-Collegiate Endorsement This endorsement shall not be required to graduate from RE-1 Valley. This endorsement is evidence the student has demonstrated proficiency in required state standards and is remediation free in math, reading, and writing. This endorsement does not guarantee admittance to any institutions, but does guarantee the student is ready for credit bearing course work at trade/vocational schools, junior colleges and four-year colleges/universities. Post Secondary and Work Force Ready (PWR) Collegiate Endorsement This endorsement shall not be required to graduate from RE-1 Valley. This endorsement is evidence that the student has completed a rigorous college/university preparatory curriculum including all criteria for Colorado s Postsecondary and Workforce Readiness (PWR) High School Diploma Endorsement Criteria listed below. Systems will be in place by the district to address concerns about the requirements in the case of classes not being offered. None of these criteria will require students to pay for college credit. All information from here to the bottom of page 10 taken directly from Colorado Postsecondary and Workforce Rediness (PWR) High School Diploma Endorsement Criteria document revised January 3, The PWR endorsement rewards high school graduates for excellence by guaranteeing that the student meets: "minimum academic qualifications for admission to, and to be eligible, subject to additional institutional review of other admission and placement qualifications, for placement into credit-bearing courses at all open, modified open, or moderately selective public institutions of higher education in Colorado ; as well as priority consideration for admission into Colorado s selective and highly selective institutions. Until now, the higher education admissions policy has relied on national assessment scores or seat-time to estimate the likelihood of student success beyond high school. Yet experience and growing research suggests students are more likely to transition and complete postsecondary credentials by multiple pathways. It signifies a student has thoughtfully planned for post-high school life, and is academically prepared for creditbearing 100-level postsecondary coursework without the need for remediation. A PWR endorsed diploma also means the student possesses the abilities and skills demanded in a rapidly changing, 21 st century workplace or postsecondary education environment (i.e., critical thinking and problem solving, information literacy, collaboration, self-direction, and invention skills). Each of the desired attributes are categorized into four areas, referred to as, readiness indicators which each need to be satisfied once during high school through a number of ways. The PWR endorsed diploma readiness indicators are as follows: READINESS INDICATOR 1 STUDENT IS COLLEGE READY IN MATH AND ENGLISH LANGUAGE ARTS READINESS INDICATOR 2 STUDENT COMPLETES ICAP READINESS INDICATOR 3 STUDENT DEMONSTRATES 21 ST CENTURY SKILLS READINESS INDICATOR 4 STUDENT DEMONSTRATES MASTERY OF ACADEMIC CONTENT IN THREE CONTENT AREAS Beginning in school year , a pilot program began in order to inform statewide implementation and improve the criteria and evaluate the outcomes and experiences of participating students, districts, and institutions of higher education. In May 2013, the State Board of Education and the Colorado Commission on Higher Education will consider adopting the set of criteria. Statewide implementation will follow as soon as possible. Page 2 of 12

3 READINESS INDICATOR 1 STUDENT IS COLLEGE READY IN MATH AND ENLGISH LANGUAGE ARTS To earn a PWR endorsed diploma, a student must satisfy the existing Higher Education Admissions Requirements (HEAR) (which are currently under review) or proxies, meet an institutions Admissions Index; and demonstrate they do not require remediation, by testing above existing approved cut scores in mathematics and literacy. The following two steps indicate how a student can meet this requirement: 1. Satisfy current HEAR requirements (currently under review) or HEAR proxies, the Admissions Index and existing remedial education cut scores by: a. Receive a passing grade in seventeen academic units/credits of coursework in English, Mathematics, Natural Science, Social Science and Foreign Language, and 2. Demonstrate they do not require remediation in higher education credit-bearing classes for math and literacy based on any one of the following benchmarks: a. Approved ACT cut-scores (writing 18, reading 17 and math 19) b. Approved SAT cut-scores (writing 440, reading 430, and math 470) c. Placement assessments: including Accuplacer, COMPASS (not yet approved by CCHE) d. Successful completion of college level courses via Concurrent Enrollment e. Completion of necessary remedial courses f. Approved State Summative/National Consortia Assessment cut-scores*; or g. ACT/SAT writing test score* * The state summative/national assessment scores, ACT writing test have not been adopted by the Colorado Commission on Higher Education and therefore not part of the state s existing state-wide remedial education policy but will be considered as we review and revise the policy. READINESS INDICATOR 2 STUDENT COMPLETES INDIVIDUAL CAREER AND ACADEMIC PLAN (ICAP) A student must have evidence that they have created and maintained an updated career and academic plan (ICAP) to earn an endorsement. This step is essential to encourage students to establish a goal, create an intentional course plan for high school, explore careers and put the necessary steps in place to prepare for postsecondary success. Based on existing district policies and practices, each local district will determine if a student has maintained and eventually completed an ICAP successfully. Students demonstrate they are on track to successfully complete their Individual Career and Academic Plan (ICAP) as established by SB and the State Board of Education Rules* for Administering ICAPs, including: Career and College Interest Inventories Career Plan and Goals Work Experience Academic Progress (including remediation and concurrent enrollment) Intentional Course Plan Extracurricular, Contextual and Service Learning College Exploration and Applications Progress in Financial Literacy and College Finances Page 3 of 12

4 READINESS INDICATOR 3 DEMONSTRATE 21 st CENTURY SKILLS At least a student must demonstrate his/her aptitude in the five 21 st century skill areas in order to receive a PWR endorsed diploma. The skills include: 1. Information Literacy (e.g. Find and Use Information & Information Technology) 2. Invention (e.g. Creativity and Innovation) 3. Collaboration (e.g. Communication) 4. Critical Thinking (e.g. Problem Solving, & Global and Cultural Awareness) 5. Self-Direction (e.g. Personal Responsibility, Civic Responsibility, Work Ethic) These five skills and behaviors are embedded in the new Colorado Academic Standards and include the skills listed in the statewide PWR definition. In order to meet this benchmark a student must demonstrate all five skills at least once during high school through academic coursework and evidenced by high quality extracurricular activities, as described below. High school academic achievement, as evidenced from one or more of the following indicators: Demonstrates mastery of skills through classroom coursework, based on district-certified valid and reliable measurements Qualifying State summative assessment results Honors, scholarships, achievements or awards aligned with student s Career and Academic Plan Other indicators to be determined by the Colorado Workforce Development Council, Other indicators as certified by districts Student demonstrates skills and leadership qualities by actively engaging in a total of four extracurricular activities (though not required, preference is for student to participate in at least one activity every year the student is enrolled in the high school offering the endorsement): School-based: Student participates in one or more school activities, evidenced by a completed evaluation, based on a common rubric, by a supervisor/coach/advisor or other evidence of exemplary participation, or Business or Employment: Student is employed or completes an internship or externship (minimum 3-months), evidenced by a completed evaluation, based on a common rubric, by a supervisor, or Volunteer Activities: Student completes a service-learning project (minimum 30 hours), as evidenced by a completed evaluation, based on a common rubric, by a supervisor. Given the limitations of existing assessments to truly capture or evaluate these soft skills, the state intends to provide technical assistance to districts by leveraging exemplary approaches underway across the state and identifying leading national tactics. In addition, technical assistance will also include voluntary rubrics, samples, and contentspecific exemplars. The goal is to build supports and structures for accurately measuring these skills based on a student s body of evidence, by utilizing valid and reliable instruments. and methods Page 4 of 12

5 READINESS INDICATOR 4 ACADEMIC CRITERIA: STUDENT IS PROFICIENT IN AT LEAST THREE OF THE SEVEN FOLLOWING SUBJECTS READING, WRITING, AND COMMUNICATING Student must successfully complete four high school courses and: Earn overall 3.0 GPA or better in at least four courses Coursework should address all three areas: reading, intensive writing, and communicating May also include qualifying CTE course(s), and At least one course must be taken during the student s 12th grade. In addition to coursework, student also must either meet one of the performance benchmark listed below or earn college credit in this subject area. Performance Indicators: students must meet only one of the following benchmarks Advanced (or equivalent) score on State Summative assessment in Writing if administered in the 11 th grade AP score of 3, 4, or 5 in any of the following areas: AP English Language or English Literature IB English test scores of 4, 5, 6, or 7 ACT English composite score of 25 or above SAT Critical Reading score of 597 or above Advanced scores on future qualifying assessments Other demonstrations of mastery or excellence e.g. constitutional scholars program, winning a debate tournament, etc. Either Introductory Writing Course or Intermediate Writing course, (including, but not limited to the GTPathways courses as identified by GT-CO1, GT-CO2, or GT-CO3) Page 5 of 12

6 MATHEMATICS Student must successfully complete four high school courses and Earn overall 3.0 GPA or better in at least four courses Coursework must include at least one course beyond Algebra II/Integrated Math III May also include qualifying CTE course(s), and At least one course must be taken during the student s 12th grade. In addition to coursework, student also must either meet one of the performance benchmark listed below or earn college credit in this subject area. Performance Indicators: students must meet only one of the following benchmarks Advanced (or equivalent) score on State Summative assessment in Mathematics if administered in the 11 th grade AP score of 3, 4 or 5 in any of the following areas: AP Calculus AB, Calculus BC, AP Physics, or Statistics IB Math test scores of 4, 5, 6, or 7 ACT Mathematics score of 22 (ready for college algebra) or above SAT Math score of 600 or above Advanced scores on future qualifying assessments Remember, for math and English a student needs to complete the coursework plus meet either a performance benchmark or earn college credit for the subject to count toward the total of three subjects a student must show excellence in to satisfy the endorsement criteria. However, students have more flexibility to demonstrate excellence in the remaining five content areas by allowing students to select the best way for him/her to show excellence from any of the three categories (high school courses, performance benchmarks, or college credit) to meet a total of three subject areas. May include, but not limited to the gtpathways courses as identified by GT-MA1. SOCIAL AND BEHAVIORAL SCIENCES Student must meet one evidence point from any of the following three categories High school courses by: Earn overall 3.0 GPA or better in at least four courses Coursework must include US and World history and one course in the social or behavioral sciences, and May also include qualifying CTE course(s) Page 6 of 12

7 Performance Indicators: students must meet only one of the following benchmarks Advanced (or equivalent) score on State Summative assessment in Social Studies if administered in the 11 th grade AP score of 3, 4 or 5 in any of the following areas: AP Comp Government & Politics, U.S. Government & Politics, Human Geography, U.S. History, World History European History, Macroeconomics, Microeconomics, or Psychology IB Social Science test scores of 4, 5, 6, or 7 Other nationally-recognized assessment scores Advanced scores on future qualifying assessments May include, but not limited to the gtpathways courses as identified by GT-MA1, History identified by GT-HI1, or Social and Behavioral Sciences, identified by GT-SS1, GT-SS2, or GT-SS3. NATURAL AND PHYSICAL SCIENCES Student must meet one evidence point from any of the following three categories High school courses by: Earn overall 3.0 GPA or better in at least biology, chemistry, and physics Courses must be lab-based May also include qualifying CTE course(s) Performance Indicators: students must meet only one of the following benchmarks Advanced (or equivalent) score on State Summative assessment in Science if administered in the 11 th grade AP score of 3, 4 or 5 in any of the following areas: AP Biology, Physics B, Physics C, Chemistry, Environmental Science, or Computer Science A IB Science test scores of 4, 5, 6, or 7 ACT Science score of 24 or above Advanced scores on future qualifying assessments Must be a Natural and Physical Science course with required laboratory, including, but not limited to the gtpathways courses as identified by GT-SC1. ARTS AND HUMANITIES Student must meet one evidence point from any of the following three categories High school courses by: Earn overall 3.0 GPA in three courses Courses must be from one single area of focus from the arts of humanities (e.g. theater, music, fine arts, etc.), and May also include qualifying CTE course(s) Page 7 of 12

8 Performance Indicators: students must meet only one of the following benchmarks AP score of 3, 4 or 5 in any of the following areas: AP Art History, Music Theory, or Studio Art IB course test scores of 4, 5, 6, or 7 Advanced scores on future qualifying assessments Nationally recognized adjudication criteria and artifacts to certify a student s body of evidence. Rubrics and artifacts that show evidence of mastery or above mastery of the evidence outcomes in the high school standards. Other external events or performances, or Portfolio of achievements (mastery includes outside experience), coaching, state choir/band, reflections, qualifying certifications Must be Arts and Humanities, including but not limited to GT-AH1, GT-AH2, or GT-AH3. WORLD LANGUAGES Student must meet one evidence point from any of the following three categories High school courses by: Earn overall 3.0 GPA in at least three sequential units Courses must be from one single world language area (with increasing rigor) Performance Indicators: students must meet only one of the following benchmarks Successful passage of qualifying AP world courses delivered in the foreign language, Latin, Spanish Language, Spanish Literature test scores of 3, 4 or 5 IB test scores in language specific courses of 4, 5, 6, or 7 Student considered at least Intermediate-Mid level on national language assessments CLEP cut scores Advanced scores on future qualifying assessments Must include, but is not limited to the gtpathway courses as identified by GT-AH, and Course must be Intermediate/200 level or above. CAREER AND TECHNICAL EDUCATION Student must meet one evidence point from any of the following three categories High school courses by: Earn overall 3.0 GPA in at least three years (or equivalent) of coursework in Career and Technical education Two courses must be from a single area of focus. Courses must be from one single world language area (with increasing rigor) Page 8 of 12

9 Performance Indicators: students must meet only one of the following benchmarks Advanced score (or equivalent) on state end-of-program summative assessments AP score of 3, 4 or 5 in relevant AP coursework (e.g. Environmental Science, Economics, others to be determined) IB test scores of 4, 5, 6, or 7 Career Diploma Focus area CTE certifications Career Ready Colorado Certificate - Advanced scores on future qualifying assessments Nationally recognized adjudication criteria and artifacts to certify a student s body of evidence Rubrics and artifacts that show evidence of mastery or above mastery of the evidence outcomes in the high school standards Other external events or performance events, or Portfolio of achievements (mastery includes outside experience), competitions, industry experiences, reflections, qualifying certifications Must be transferable postsecondary CTE course credit. Page 9 of 12

10 Career Ready Endorsement Requirements A Career Ready Endorsement meets the needs of students who have required documentation that they are at-risk. It provides a pathway to work force readiness at entry level positions, focusing on work force ready academic and soft skills. Pre-collegiate Endorsement status may be earned with additional time and supports on an individual basis. This endorsement meets the needs of at-risk students as well as students who have an active IEP requiring an alternative/modified curriculum. These course alternatives must directly align with the student's IEP or RTI plan including transition goals as well as the student s Individual Career and Academic Plan (ICAP). Approval of this pathway by the Building RTI/IEP Team/Graduation Committee, Building Principal, and either the Director of Special Education or Assistant Superintendant is required. Students on this pathway will not be ranked according to GPA. Additionally, Students must pass the ACT WorkKeys assessment with at least a silver level (scores at least a level four in each of the three core areas and has the necessary foundational skills for 65 percent of the jobs in the WorkKeys database). This database includes over 16,000 jobs all directly tied to and categorized within the U.S. Department of Labor's 16 job categories. a. WorkKeys will be administered during the fall semester of the student's 11th grade year with a follow-up administration in the spring of the same year. i. If student is proficient at any administration, student will continue to focus on specific skill development related to targeted postsecondary employment goals and continue to work to obtain 27/29 credits ii. If student is not proficient (below silver level), student will continue to utilize ACE and the KeyTrain curriculum to work on the specific/deficient areas. Criteria for RE 1 VALLEY Career Ready Endorsement In order for RE-1 Valley students to follow the Career Ready Graduation Pathway, ALL of the following criteria must be met: Students with Disabilities At Risk Students with Interventions Active IEP If CLEARLY the pathway better prepares the student and is stated in the student s IEP as part of their post secondary goals and transition plan Active RTI at Layer 3 Consideration after the sophomore year If CLEARLY the pathway better prepares the student and is supported in the student s ICAP and RTI plan Is recommended by the Building RTI Is recommended by the IEP Team Team Is approved by Building Administrator Is approved by Building Administrator Is approved by Director of Special Services Is approved by Assistant Superintendent Page 10 of 12

11 RE-1 Valley Career Ready Endorsement Application Section A: To be completed by student: Student: School ld: DOB: Name of Parent(s)/Guardian: Section B: Student Alternative Pathway to a Diploma: Per Valley RE-1 School Board approval (date) any student with a current IEP or Layer 3 RTI Plan may use KEY Train as a core replacement as aligned with the student's postsecondary goals and with approval from the school Principal, Director of Special Services and Assistant Superintendent. Section C: To be signed by student and student's parent/guardian: I understand that this agreement entitles me/my child to earn a high school diploma and Workforce Ready Endorsement through an alternative pathway in RE-1 Valley High Schools. I understand the following: 1. By choosing this pathway, any graduation course requirement may be supplanted by an alternative course option with the following provisions: a) The course alternative CLEARLY better prepares the student to achieve their stated IEP/RTI and postsecondary goals b) The course alternative is agreed upon by the IEP/RTI team c) The course alternative is approved by the Building Principal d) The course alternative is approved by the Director of Exceptional Student Services e) The course alternative is approved by the Assistant Superintendent 2. If a core academic credit (not an elective) is supplanted for this purpose, the student must also pass the Work Keys assessment with a minimum of a Silver Level of achievement in all measured areas (Reading, Math, Locating Information, Writing) 3. Students must still attain 27 or 29 total credits as outlined by RE-1 School Board Policy IKF, IKF(b), and IKF-R but may use the Work Keys assessment as verification of readiness for exit and postsecondary success 4. Students in this pathway may enroll in ACE and may opt to use OJT or OJE as a means to attain credits 5. By taking this Alternative Pathway IF I choose to go back to the "typical" pathway to a diploma, I understand that I will need to complete the courses supplanted below. Section D: Student Alternative Pathway Plan Course of Study: Student's Signature Date Parent/Guardian Signature Date Building Principal Signature Date Director of Special Services Date Assistant Superintendent Date Page 11 of 12

12 Content BASE RE-1 Valley Credits English 4 Math 4 Social Studies 3 Science 3 Electives 12 Endorsed Collegiate Diploma Minimum Graduation Requirements English I English II American Lit 4 th Year English-See Flow Chart CPM Math I CPM Math II CPM Math III 4 th Year Math-See Flow Chart World History/Geography American History American Gov t Integrated Sci I Biology 3 rd Year Science-See Flow Chart Guided Elective Requirements: Foreign Lang 2 credit RE-1 Valley Pathways to Graduation Table Endorsed Pre-Collegiate Diploma Minimum Graduation Requirements English I English II *American Lit RDG 090/099/Basic Comp CPM Math I CPM Math II * CPM Math III *Math 090/099 Pre-Req Rdg/Wrt (if not prof) English I English II *American Lit Pre-req Math CPM Math I CPM Math II * CPM Math III World History/Geography American History American Gov t Integrated Sci I Biology 3 rd Year Science-See Flow Chart Integrated Sci I Integrated Sci II (Applied Biology) Bio/Chem/Phys Guided Elective Requirements: Foreign Lang 2 credit Physical Education 1.5 *See Course Description Book for Class Selections Health.5 ICAP 1 TOTAL 29 Assessment Verification ACT composite score or SAT Accuplacer Meets NCAA Div I Requirements ACT composite scores or Accuplacer level or Work Keys CSAP (Partially Proficient or higher) NWEA (less than 10 RIT points below proficiency) Math Intervention & Reading Intervention required in place of electives if below proficiency status Senior year course requirements will be determined by ACT scores. Seniors are required to take 3 core content classes at a minimum Career Ready Diploma Minimum Graduation Requirements Key Train Reading for Information Key Train Locating Information Key Train Writing KEY Train Applied Math Level 1-6 MTH 030/060/090/099 equivalents World History/Geography or Applied American History or Applied American Gov t or Applied Integrated Sci I Integrated Sci II (Applied Biology) Sci Elect-Foods/Ag, etc Guided Elective Requirements: No Foreign Lang requirement Work Keys Math Intervention & Reading Intervention required in place of electives if below proficiency status Junior/Senior Year Requirements will be determined by Soph CSAP and JR ACT Work Key s; Accuplacer Page 12 of 12

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