RESOLUTION
R06--
MEMBERS OF THE D.C. BOARD OF EDUCATION PRESENT THE FOLLOWING RESOLUTION REGARDING
ADOPTING EMERGENCY AND PROPOSED RULEMAKING TO AMEND CHAPTER 22 OF THE BOARD RULES ON GRADES, PROMOTION AND
GRADUATION REQUIREMENTS
WHEREAS, the D.C. Board of Education adopted a policy to
require the Superintendent to recommend for Board adoption promotion
standards and graduation requirements that will ensure that all District
of Columbia students meet the highest expectations for knowledge and
skills at each grade level and affirmed its commitment to ensuring that
the children of the District of Columbia are competitive regionally and
nationally;
WHEREAS, the Board of Education adopted a new
standards-based curricula requiring policy amendments and rulemaking to
support the successful implementation of three key initiatives of the
Master Education Plan namely: raising high school graduation
requirements; establishing middle school course requirements and
establishing a more strategic promotion and retention policy;
WHEREAS, the standards-based curricula set the learning
expectations for students at each grade level and serves as indicators
of the responsibility that all DCPS personnel, parents and community
partners have in preparing students for success;
WHEREAS, the promotion and retention policies are
designed to reinforce implementation of the standards and to assist
students in completing a pre-kindergarten through twelfth grade
continuum with specific expectations for each grade;
WHEREAS, Superintendent Clifford B. Jamey recommends that
the Board adopt the attached proposed rulemaking amending the current
rulemaking on grades, promotion and graduation requirements;
BE IT RESOLVED, the District of Columbia Board of
Education adopts the Superintendent's recommendations amending the
current rulemaking on grades, promotion and graduation requirements.
May , 2006
Date Adopted
Attest
DISTRICT OF COLUMBIA BOARD OF EDUCATION
NOTICE OF EMERGENCY AND PROPOSED RULEMAKING
The District of Columbia Board of Education
("Board"), pursuant to the authority generally set forth in
D.C. Code, 2001 Edition, Section 38-101, and specifically provided in
D.C. Code, 2001 Edition, Section 38-102(c) (relating to establishment of
guidelines and goals for academic achievement), hereby gives notice of
emergency and proposed rulemaking action taken by the Board at its
meeting held on , 2006, to amend Chapter 22 of the
Board Rules, Title 5 of the D.C. Municipal Regulations regarding Grades,
Promotion and Graduation.
This amendment, if enacted, will effect the following
actions: 1.) Amend the promotion and retention policy to contain
standard-based criteria for the promotion of students in grades
pre-kindergarten through 12rgy' grade; 2.) Establish a criteria to
identify students at risk of not meeting or exceeding subject or
grade-level standards; and 3.) Raise the graduation requirements to
ensure that all students master the core academic subjects.
Emergency rulemaking is necessary because the
implementation process for the promotion and retention policy and the
graduation requirements, including professional and curriculum
development, must begin immediately to ensure that all District of
Columbia students receive full benefit beginning in school year 2006 -
2007.
The emergency rulemaking took effect following approval
by the Board at its meeting of . The emergency
rulemaking shall expire within 120 days of , or upon
publication of a Notice of Final Rulemaking in the D. C. Register,
whichever occurs first.
The Board also gives notice of its intent to take final
rulemaking action to adopt the proposed rulemaking in not less than
thirty (30) days from the publication of this notice in the D.C.
Register.
Amend Section 2200.1 and 2200.2 as follows:
2200 GRADES AND STUDENT PROGRESS REPORTS
2200.1 The grading system of the D.C.
Public Schools shall be designed to report fairly and
accurately student progress and student achievements in relation to placement.
provide clear and consistent criteria for
determining promotion and retention of students for appropriate
placement.
2200.2 All policies shall be established and implemented
by the Superintendent of Schools The role of the teacher in grading, the content of grade and
progress reports, requirements for
substantiation of grades, timing of reports and grades, and other
requirements and procedures to be followed by teachers and school
officials in the grading process shall be established and implemented by the Superintendent of Schools, in
accordance with the rules of the Board of Education.
Amend Section 2201.1, 2201.2, 2201.3, 2201.4, 2201.5,
2201.6, 2201.7 & 2201.8 as follows:
5-2201 PROMOTION
2201.1 For the purposes of this section,
promotion shall be defined as the advancement of a student from
one level to a higher level and the advancement of a student from the
elementary program to the secondary program. vertical movement of students to higher grade levels
and /or graduation, where appropriate, in accordance with Board of
Education policy.
2001.2 All promotions shall be based upon the
satisfactory completion of required course work and satisfactory
achievement of competency at the required skill level.
(a) Promotion of each student is made on the basis of
academic achievement with established learning standards for each grade
level and/or documented evidence in meeting or exceeding these
standards.
(b) Special provisions are made for English Language
Learners for promotion and students with disabilities under the
Individuals with Disabilities in Education Act (IDEA) who are making
substantial progress in meeting their academic goal to meet grade level
standards.
2201.3 Promotions shall be made by the principal
or other person in charge of the school or program upon certification that the-
student-meets all requirements promotion.
The Principal of each school shall be responsible for the
promotion, retention, and/or placement of all students in accordance
with the guidelines contained in §§§§ 2201.5; 2201.6; 2201.7 &
2201.8, except for students in special education whose placement must be
determined in accordance with the Individuals with Disabilities Act
(IDEA).
Promotion, retention, and placement of students must be
documented along with implemented intervention plans. This documentation
should include but not be limited to the following:
a. Academic achievement information including performance
as specified by grade level learning standards and progress toward
meeting objectives set forth in approved IEPs.
b. Medical, social, maturational level, and school
attendance information.
c. Test results including, but not limited to,
achievement, psychological, cognitive abilities and teacher-made tests.
2201.4 Promotions
shall generally be made at the end of each school semester
the school year. Special promotions may be made at any time
with the written approval of the Assistant Superintendent whose
jurisdiction encompasses the student's attending school and the
documented assessment conducted and certified by the Chief Academic
Officer. written approval of the Assistant Superintendent
whose jurisdiction encompasses the school which the student attends.
2201.5 A student who fails to meet the
requirements for promotion shall be retained at the student's present
level.
(a) Students who do not meet the promotion standards will
be retained at critical grade level junctures. Critical grade level
junctures shall include:
1.) Elementary grades 3 and 5;
2.) Middle school level grade 8; and
3.) High school level grade 10.
(b) A student cannot be retained more than once during
his enrollment in the District of Columbia Public Schools unless there
is a comprehensive review by multiple school personnel and approval from
the Assistant Superintendent whose jurisdiction encompasses the school
the student attends.
(c) Principals are responsible for effectively
implementing the comprehensive review process as follows:
1.) Notifiying parents that they should contact the
school about concerns related to their child's academic progress.
2.) Notifying parents that a teacher considers a student
at-risk of not meeting the subject or grade level standards and
referring the student to the Student Support Team for academic review.
3.) Working with parents and students to resolve any
problems when a student has been identified as at-risk of not meeting or
exceeding subject or grade-level standards.
4.) If the problem persists and the student remains
at-risk for retention, additional options will be considered.
5.) Parents will be engaged in the consideration of
additional intervention strategies and will be informed, in writing, of
any decisions that result.
(d) Retention will be considered for a student when all
other interventions have been unsuccessful and the student has not made
sufficient academic progress during the course of a school year.
(e) Formal, written notices must be sent to parents of
students who remain at-risk. Principals have the final authority for all
first time promotion/retention decisions.
(f) During the period from February through June, schools
must maintain written records of _contacts with parents who were sent
formal, written notices, to apprise them of their child's progress.
(g) Any student who is retained, or remains at-risk even
though the student was promoted, will be provided with additional
safety-net supports, including tutoring during the subsequent school
year.
(h) If a student does not meet all requirements for
promotion, but moves on to middle or high school because s/he has been
previously retained, the principal must submit a brief report to the
receiving school. Students in this situation will be enrolled in a
transition program in the receiving school.
(i) Retention decisions will be made only after careful
and systematic review of documentation of interventions over time and
with teacher recommendations in accordance with Board of Education
policy.
(j) Each school site will be responsible for keeping
records to address systematic intervention programs for students.
(k) Prescribed interventions will be designed to address
lack of growth toward the attainment of standards, with documentation
starting at kindergarten and reviewed at the critical grade level
junctures as described in 2201.5 (a).
2201.6 Promotion of students in
elementary and middle grades elementary school, grades one and above,
shall be as follows:
(a) Any students who achieves at the "basic" level
in reading and mathematics, as measured by the Stanford 9 exam, shall be
automatically eligible for promotion;
(b) Any student who scores within ninety percent (90%) of the
"basic," level on the Stanford 9 exam in reading and
mathematics shall be eligible for promotion with classroom evidence
documenting "basic" level performance. Examples of classroom
evidence include, but are not limited to, performance on criterion
referenced or teacher-made tests, the successful completion of
supplemental assignments, or satisfactory grades;
(c) Any students who scores below "basic" on the Stanford 9 exam in
reading and mathematics and does not meet the ninety percent (90%)
criteria set out in paragraph (b) of this subsection, but does score within seventy five
percent (75%) of the "basic" level in reading and mathematics
on the Stanford 9 exam, shall be eligible for promotion following his or
her successful completion of summer school and classroom evidence of
"basic" level performance;
(d) Except as specified in subsection (e) or (f) below,
or in accordance with exceptions granted on a case by case basis, any
student who scores below seventy five percent (75%) of "basic" in reading and mathematics on the
Stanford 9 exam shall be required to attend summer school
and shall-not be eligible for promotion;
(a) Pre-Kindergarten through second grade shall
1.) receive a proficient or exemplary mark in
reading/language arts;
2.) receive a proficient or exemplary mark in
mathematics;
3.) receive a passing score on DIBELS; and
4.) meet the goals of the Individual Education Plan or
learning plan where applicable.
(b) Third through fifth grade shall
1.) receive a proficient or exemplary mark in
reading/language arts;
2.) receive a proficient or exemplary mark in
mathematics;
3.) receive a proficient or exemplary mark in science;
4.) score proficient or exemplary on the DC CAS; and
5.) meet the goals of the Individual Education Plan or
learning plan where applicable.
(c) Students who do not meet or exceed
grade level standards will be required to attend a summer tutorial or
intersession program.
(d) Students who do not meet or exceed
grade level standards after participation in required tutorial sessions will be
required to participate in an after school tutoring program.
(e) Any non- or limited-English speaking student or disabled
student who is meeting the goals of his or her Individual Education Plan
or learning plan shall be eligible for promotion; and Special provisions can be made for English Language
Learners and students with disabilities who demonstrate significant
progress towards meeting grade level standards for promotion.
(f) Any student who will turn thirteen (13) during the next
school year shall be eligible for promotion from elementary school with
transitional support provided at the middle school level. Students who have been retained once at any grade
level and are not meeting the requirements for promotion,
where appropriate, must be referred to the Student Support Team, where
an appropriate plan will be developed or an alternative placement
recommended.
2201.7 Promotion of students in middle
school shall be as follows:
(a) Any student who successfully completes the four (4) major
subjects of English, mathematics, science, and social studies shall
be eligible for promotion.
(b) Any eighth (8th) grade student who scores below ninety
percent (90%) of the "basic" level in reading and mathematics
on the Stanford 9 exam shall be required to attend summer school each
year until his or her successful completion of the District Secondary
Level Proficiency Exam (DSLPE) or attainment of the "basic"
level in reading and mathematics on the Standord 9;
(c) Any non- or limited-English speaking student or disabled
student who is meeting the goals of his or her Individual Education Plan
or learning plan shall be eligible for promotion; and
(d) Any student who will turn sixteen (16) during the next
school year:
(1) Shall be eligible for promotion from the eighth (8th)
grade with transitional support provided at the high school level;
and
(2) Shall be required to attend summer school each year
until he or she passes the DSPLE or scores at the "basic"
level in reading and mathematics on the Stanford 9 exam.
(a) Students in grades six (6) through eight (8) must
complete the following to be eligible for promotion:
1.) three courses in English Language Arts;
2.) three
courses in mathematics;
3.) three courses in science; and
4.) three
courses in social studies.
(b) In addition to the requirements in 2201.7 § (a)
students in grades six (6) through eight (8) must also:
1.) score proficient or above on the DC CAS;
2.) meet the goals of the Individual Education Plan or
the learning plan where applicable; and
3.) meet the requirements of the system's attendance
policy.
(c) Students who are 16 years of age or who are two or
more years older than the average age student in a particular grade
level will be placed in an educational setting with age appropriate
peers.
2201.8 Promotion of students in high
school grades nine (9) through eleven (11) shall be as follows:
(a) Students in ninth (9th) grade (lower division) must
meet or exceed grade level standards as demonstrated on end-of-course
exams to earn one Carnegie Unit requirement for the following courses:
1.) English I
2.) Algebra II
3.) World History I
4.) Science
5.) Health/Physical Education
(b) Any student who earns five (5) six (6) Carnegie
Units, including units in ninth (9th) grade English, D.C. history and
government, and health and physical education, shall be eligible to be
promoted from the ninth (9th) to the tenth (10th) grade. In addition to
the requirements in §2203.2 (c) students in ninth (9th) grade must also
meet the goals of the Individual Education Plan or the learning plan,
where applicable.
(c) Students in tenth (10th) grade (lower division) must
meet or exceed grade level standards as demonstrated on end-of-course
exams to earn one Carnegie Unit for:
1.) English II
2.) Geometry or higher level mathematics course
3.) World
History II
4.) Science
5.) Health/Physical Education
(d) Any student who earns ten (10) twelve 12 Carnegie Units,
including tenth (10th th) grade English, shall be eligible to be
promoted from the tenth (10th th) to the eleventh
(11th th) grade; In
addition to the requirements in §2203.2 (e) students in the tenth
(10th) grade:
(1) must score proficient or above on the DC CAS;
(2) must earn a Certificate of Initial Mastery to move to
the upper division - grades 11 and 12; and
(3) must meet the goals of the Individual Education Plan
or the learning plan, where applicable.
(e) Students in the eleventh (11th) grade (upper
division) must meet or exceed grade level standards as demonstrated on
end-of-course exams to earn one Carnegie Unit for:
(1) English III
(2) Algebra II or higher level mathematics course
(3) U.S. History
(4) Science course
(f) Any student who earns fifteen (15) eighteen (18)
Carnegie Units, including eleventh (11th th) grade English, shall be
eligible to be promoted from the eleventh (11th th) to the twelfth (12th
th) grade; and . In addition to the requirements in
§2203.2 (h) students in the eleventh 11th grade must meet the goals of the Individual Education Plan or the
learning plan where applicable.
(g) Students in grade 12 (upper division) must meet or
exceed grade level standards as demonstrated on end-of-course exams to
earn one Carnegie Unit for:
1.) English IV
2.) Pre-calculus or other mathematics course
3.) U. S.
Government and D.C. History
4.) Science
5.) Two (2) to four (4) other courses for a total of six
(6) to (8) eight Carnegie Units to graduate
(dh) Any non or limited
English Language Learners speaking student or
disabled student who is meeting the goals of his or her Individual
Education Plan or learning plan is eligible for promotion from one grade
to the next.
Delete and Reserve Sections 2201.9 and 2201.10
2201.9 If the student is retained,
despite the intervention measures referenced in Section 2201.8, or if no intervention measures are taken,
and the student has not already undergone assessment and evaluation
for special education services under the provisions of Chapter 30 of this
title, then the student may be referred for assessment and evaluation
under Chapter 30.
Reserved.
2201.10 If the student is retained, despite the intervention
measures referenced in §2201.8, or, if no intervention measures are
taken, and the student has not already undergone assessment and
evaluation for special education services under the provisions of Chapter 30, then the student
shall be referred for assessment and evaluation under Chapter 30.
Reserved.
Amend 2202.1, 2202.6 and 2202.7 as follows:
2202.
GRADUATION: GENERAL POLICY
2202.1 Each student, including students
receiving special education, who meets the following requirements shall
be eligible to receive a high school diploma:
(a) Satisfactory completion of the course work required
for the diploma, as set forth in § 2203.2;
(b) Beginning in School Year 2002-2003, achievement of the
"basic" level or higher in reading mathematics on the eleventh
(11th) grade Stanford 9 exam or passage of the District Secondary Level
Proficiency Exam (DSLPE); and
(c b) Enrollment and regular attendance in the D.C.
Public Schools for a minimum of eight (8) consecutive months prior to
graduation.
2202.6 If a student does not meet the
requirements set forth in § 2202.1(c a), the procedures in § 2202.7
through § 2202.9 shall apply.
2202.7 If the prior academic record of the student and
the course work and skill level achievement of the student during
enrollment in the D.C. Public Schools are satisfactory, the student may
be granted an exemption froth the requirement of § 2204-2.1(c)
(a) and (b), by the Assistant Superintendent whose jurisdiction encompasses the
school which the student attends, the principal or other person in
charge of the school or program in which the student is enrolled.
Amend 2203 as follows:
5-2203. GRADUATION: ACADEMIC REQUIREMENTS
2203.1 The following course work shall
be required in order to be certified as eligible to receive the high
school diploma:
(a) A total of twenty-three and one-half (23 1/2)
twenty-six (26) Carnegie units shall have been satisfactorily completed;
(b) The following Carnegie units in the corresponding
subjects shall be required:
Art 0.5 units;
Career/Vocational Education 1 unit;
D.C. History-Government 0.5 units;
Electives 4.5
units;
Foreign Languages 2 units;
Health & Physical Education 1.5 units;
Music 0.5 units
Science (including one year of lab science) 3 units;
U.S. History 1 unit;
U.S. Government 0.5 units;
World History 1 unit; and
World Geography 0.5 units;
(c) One and one-half (1 1/2) Carnegie units in health and
physical education shall not be required for the evening program high school
diploma;
(d) One hundred (100) hours of community service shall be
required for graduation; and
(e) The Mathematics requirement for graduation is three (3) Carnegie
units: For School Years 2003-2004, 2004-2005, 2005-2006, and 2006-2007 completion of
Elementary Algebra or its equivalent as a
portion of the Mathematic requirement is mandatory. For School Years
2007-2008 and subsequent years, the Mathematics requirement for
graduation shall incluce the requirement to complete one Carnegie unit
of Algebra 1 and/or higher level courses as part of the three Carnegie units
required for graduation. All students graduating by the end of the 2007-2008 School Year will be
required to Complete Algebra 1 and must enroll in the course no later than
grade 9.
| COURSES
|
UNITS
|
|
English
|
4.0
|
|
Mathematics
|
4.0
|
|
Science
|
4.0
|
|
Social Studies
|
4.0
|
|
Art
|
0.5
|
|
College and Career Preparation
|
2.0
|
|
Senior Composition/Project
|
0.5
|
|
Electives
|
2.5
|
|
Music
|
0.5
|
|
Physical Education/Health
|
2.0
|
|
World Language
|
2.0
|
(c) One hundred (100) hours of community service shall be
required for graduation.
(d) Special programs may require additional coursework
for graduation.
(e) Students must formally present their senior project.
(f) A Certificate of Attainment or Certificate of
Individualized Education will be awarded to special education students
whose disability affects their ability to complete any of the course
requirements for a standard diploma.
(g) All students who enroll from another state must meet
the graduation requirements for the graduating class they enter and the
state assessment requirements, regardless of the changes in requirements
affecting subsequent classes.
2203.2 The requirements for completing the
volunteer community service unit shall be established by the
Superintendent.
(a) Students who enrolled in 9th grade school year 2006®07
and thereafter may complete high school over a three, four, or five year
period, depending upon the time and support they need to complete
graduation requirements.
1.) An academically advanced student who has met all
requirements and cannot benefit significantly from a school's course
offerings or from dual enrollment in an area college, may complete high
school in as few as three years.
2.) A student who needs additional time to get in depth
understanding of the learning standards may choose to complete high
school in five years.
(b). Students shall be considered eligible for graduation
upon completion of the requirements of § 2201.8 (g) as well as the
requirements of § 2203.1 (a) & (b).
2203.3 The Superintendent of Schools may
establish special courses of study which lead to the high school diploma (such as academic,
performing arts, science and mathematics, career or vocational
education, or other areas of concentration). The requirements for
completing the volunteer community service unit shall be established by
the Superintendent.
2203.4 Electives taken to fulfill the
requirements of this secion shall be required to be taken in courses
established by the Superintendent for each area
of certification in the area of concentration. The
Superintendent of Schools may establish special courses of study which
lead to the high school diploma (such as academic, performing arts,
science and mathematics, career or vocational education, or other areas
of concentration).
2203.5 Each student who satisfactorily
completes the requirements for a special course of study shall receive
appropriate recognition on the student's diploma. Electives taken to fulfill the requirements of this
section shall be required to be taken in courses established by the
Superintendent for each area of concentration in order to receive
certification in the area of concentration.
2203.6 A special education student who does not achieve a
diploma, as set forth in §2202 and this section, shall be eligible to receive one
(1) of the following upon completion of, termination, or exit from his
or her individualized special education program:
(a) Each student enrolled in a program of special education
who has worked toward completion of the graduation requirements but has
not, by age twenty-two (22), completed all of the course
requirements of § 2203.1, shall receive a a
Certificate of Attainment indicating courses/subject matter
completed;
(b) Each student enrolled in a program of special education
whose handicapping condition alone precludes the completion of any of
the course requirements of §2203.1
and whose handicapping condition alone makes it unreasonable to pursue a
diploma, shall be eligible to receive Individualized Education Program,
(c) The decision to pursue a program loading to a
Certificate of Individualized Education Program shall be made jointly by
the school, parent(s) and, where appropriate, the student. The decision can be made at any
time prior to but not later than the student's fifteenth (15th) birthday
and shall be attached in writing to the student's Individualized
Education Program (IEP). The decision shall be reviewed and, where
appropriate, modified at the annual IEP meeting; and
(d) The procedures set forth in §§ 2202.2 and 2202.3
shall be appropriately followed for certifying and issuing the
Certificate of Attainment and the Certificate of Individualized
Education Program. Each student who satisfactorily completes the
requirements for a special course of study shall receive appropriate
recognition on the student's diploma.
Add 2203.7
2203.7 A special education student who
does not achieve a diploma, as set forth in § 2202 and this section,
shall be eligible to receive one (1) of the following upon completion
of, termination, or exit from his or her individualized special
education program:
(a) Each student enrolled in a program of special
education who has worked toward completion of the graduation
requirements but has not, by age twenty-two (22), completed all of the
course requirements of § 2203.1, shall receive a Certificate of
Attainment indicating courses/subject matter completed;
(b) Each student enrolled in a program of special
education whose handicapping condition alone precludes the completion of
any of the course requirements of § 2203.1 and whose handicapping
condition alone makes it unreasonable to pursue a diploma, shall be
eligible to receive a Certificate of Individualized Education Program,
(c) The decision to pursue a program leading to a
Certificate of Individualized Education Program shall be made jointly by
the school, parent(s) and, where appropriate, the student. The decision
can be made at any time prior to but not later than the student's
fifteenth (15th) birthday and shall be attached in writing to the
student's Individualized Education Program (IEP). The decision shall be
reviewed and, where appropriate, modified at the annual IEP meeting; and
(d) The procedures set forth in §§ 2202.2 and 2202.3
shall be appropriately followed for certifying and issuing the
Certificate of Attainment and the Certificate of Individualized
Education Program.
Written comments on the emergency and proposed rulemaking
are invited from interested citizens. Such comments should be addressed
to Mr. Russell Smith, Executive Director, D.C. Board of Education, 825 North
Capitol Street, N.E., Washington, D.C. 20002. This rulemaking is
available on the District of Columbia Public Schools website at http://www.kl2.de.us/dcps/boe/boe_frame.html.
Copies of this rulemaking are available from the Office of
the Board of Education by calling (202) 442-4289.
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