Student Participation on District / Statewide Assessments and Graduation Information
GRADUATION
Each principal shall inform all students and their parents or guardians annually at a minimum of the following:
- Maryland's graduation requirements;
- The student's progress on fulfilling the credit, Maryland High School Assessment, service, and applicable IEP requirements for graduation;
- The results of each Maryland High School Assessment taken by the student;
- A plan for appropriate assistance, if applicable; and
- The Department's schedule for Maryland School Assessment and Maryland High School Assessment administration. [COMAR 13A.03.02.12C]
Maryland High School Certificate of Program Completion
This certificate shall be awarded only to students with disabilities who cannot meet the requirements for a diploma but who meet the following standards:
-
The student is enrolled in an education program for at least 4 years beyond grade 8 or its age equivalent, and is determined by an IEP team, with the agreement of the parents of the student with disabilities, to have developed appropriate skills for the individual to enter the world of work, act responsibly as a citizen, and enjoy a fulfilling life, including but not limited to:
- Gainful employment;
- Work activity centers;
- Sheltered workshops; and
- Supported employment; or
- The student has been enrolled in an education program for 4 years beyond grade 8 or its age equivalent and will have reached age 21 by the end of the student's current school year. [COMAR 13A.03.02.09D]
The decision to award a student with disabilities a Maryland High School Certificate of Program Completion will not be made until after the beginning of the student's last year in high school unless the student is participating in the alternative Maryland School Assessment Program (Alt- MSA). [COMAR 13A.03.02.09D(3)]
Upon completion of a secondary school program, the student with a disability will receive an “Exit Document” to accompany the Maryland High School Diploma or the Maryland High School Certificate of Program Completion that describes the student's skills. [COMAR 13A.03.02.09D(2)]
Enrollment
The student shall satisfactorily complete 4 years of approved study beyond the eighth grade unless the student has satisfied the requirements for:
- Early admission to college; or
- An approved vocational, technical, or postsecondary program as specified in COMAR 13A.03.02.10. [COMAR 13A.03.02.03]
Service Learning
Students shall complete one of the following:
- 75 hours of student service that includes preparation, action, and reflection components and that, at the discretion of the local school system, may begin during the middle grades; or
- A locally designed program in student service that has been approved by the State Superintendent of Schools. [COMAR 13A.03.02.06]
Credit
To be awarded a diploma, a student shall be enrolled in a Maryland public school system and shall have earned a minimum of 21 credits that include the following specified core credits:
- English—four credits of organized instruction in listening and speaking, reading and literature, and written composition and use of language;
- Fine arts—one credit in visual arts, music, theater, or dance, or a combination of these;
- Mathematics—three credits, including one with instruction in algebra/data analysis and one with instruction in geometry;
- Physical education—one-half credit;
- Health education—one-half credit;
- Science—three credits of which one shall be in biology and two from the earth, life, or physical sciences, or all of the above, in which laboratory experiences are an integral component;
- Social studies—three credits including one credit in United States history, one credit in world history, and one credit in local, State, and national government;
- Technology education—one credit that includes the application of knowledge, tools, and skills to solve practical problems and extend human capabilities; and
- Earn 5 credits from one of the following options:
- Option 1- Credits 2 Foreign Language Credits and 3 Elective Credits
- Option 2- Credits 2 American Sign Language Credits and 3 Elective Credits
- Option 3- Credits 2 Advanced Technology Education Credits and 3 Elective
- Option 4-Credits 4 State Approved Career and Technology Program Credits and 1 Elective Credit
[COMAR 13A.03.02.04]
In addition to earning credits during the regular school day and year, credits may be earned, at the discretion of the local school system, through the following means:
- Summer School
- Evening School
- Correspondence and Online Courses
- Tutoring
- Work Study Programs, Job Entry Training Programs, or Experience Outside the School
- College Courses
- Independent Study/Internship
- Credit through Examination
- A student who receives credit for algebra/data analysis, biology, English, or government through the options listed above shall take the requisite Maryland High School Assessment during its next regular administration.
[COMAR 13A.03.02.05]
Assessment
Student shall take the end of course HSAs and satisfy one of the following:
• Achieve a passing score, as established by the State Board of Education, on each of the four Maryland HSA: algebra/data analysis (412), biology (400), English (396), and government (394);
• Achieve a combined passing score of 1602. This combined-score option allows the student to offset lower performance on one test with higher performance on another;
• Achieve a score as established by the Department on Department-approved comparable assessments for algebra/data analysis, biology, English, and government, aligned with the Maryland HSAs such as Advanced Placement examinations, SAT I, SAT II, and International Baccalaureate examinations; or
• Achieve a passing score on the four assessments by a combination of COMAR 13A.03.02.09B(3)(a)–(c).
• If the student is unable to meet the requirements, listed above, then satisfactorily complete the requirements of the Bridge Plan for Academic Validation.
[COMAR 13A.03.02.09B(3)]
Local Requirements
Each local school system shall be permitted to develop alternative ways for individual or groups of students to fulfill graduation requirements. An alternative plan may include a waiver of the fourth year enrollment requirement if all credit, assessments, and student service requirements are met and if the local superintendent of schools or designee determines that the waiver is in the best interest of the student. [COMAR 13A.03.02.11] Additional State graduation requirements can be found at www.marylandpublicschools.org
PLAN FOR PARTICIPATION IN ASSESSMENT TO BE ADMINISTERED DURING THE TERM OF THE CURRENT IEP
Additional Local School System Graduation Requirements
Identify any additional local school system graduation requirements, if applicable.
NOTE:
A list of additional local school system graduation requirements may be attached to the closed IEP document. If you are attaching a document to the paper copy of the IEP, summarize what is being attached and maintain a copy of that attachment with the paper copy of the IEP within the student’s record.
Graduation Requirements Explained to Parents
Indicate:
YES – if you explained the graduation requirements to the parent
NO – if you did not explain the graduation requirements to the parent.
Pursuing a high School Diploma or Certificate of program Completion
Indicate whether the student is pursuing a:
• Maryland High School Diploma; or
• Maryland High School Certificate of Program Completion
NOTE:
The decision to award a student with disabilities a Maryland High School Certificate of Program Completion will not be made until after the beginning of the student's last year in high school unless the student is participating in the Alternate Maryland School Assessment Program (Alt-MSA).
[COMAR 13A.03.02.09D(3)]
Identification of Graduation Plan
Beginning with the 2008-2009 school year, each student officially identified as a ninth grade student for the first time is to determine how many years (4, 5, or 6 years) he or she anticipates remaining in high school in order to complete all requirements for graduation, including passage of high school assessment options, in order to obtain a Maryland High School Diploma. Once a student identifies his or her graduation plan, the student will be identified in that graduation plan year (4, 5, or 6 years). The originally identified assignment of the graduation plan year cannot be changed.
For example, if a student officially enters ninth grade for the first time in the 2008-2009 school year, selects a 5 year plan for completion of all requirements for a Maryland High School Diploma (graduation plan year 2012-2013), the student will be assigned as a member of the class of students to graduate in 2013.
However, on an annual basis, the student may reconsider his or her plan for graduation and revise the number of years the student anticipates completing all requirements for a Maryland High School Diploma. Although the student may have originally selected a 5-year graduation plan (graduation 2013) he or she may decide he or she may need a 6-year graduation plan (graduation 2014). The annually selected plan for graduation will be in effect, yet the student will remain in the originally assigned graduation plan year for data purposes for determining the percentage of students graduating with a Maryland of High School Diploma in any given academic year.
The U. S. Department of Education, under NCLB, is proposing a uniform definition for “graduation rate” consistent with the National Governors Association (NGA). The proposed regulation would be defined as the number of students who graduate in a given year within the standard number of years with a regular high school diploma divided by number of students who entered high school four years earlier. (adjusting for transfers in and out).
Participation and Performance on District/Statewide Assessments
All students must be included to the fullest extent possible in all statewide assessment programs and their assessment results are a part of Maryland’s accountability system. MSDE requires all students to participate in statewide assessment programs unless documented as described in the “Maryland Accommodations Manual.” The Maryland participationrequirement is supported by federal legislation requiring the participation of students with disabilities in standards-based instruction and assessment initiatives. Two key federal acts governing student participation in assessments include the No Student Left Behind Act of 2001 (NCLB) and the Individuals with Disabilities Education Improvement Act of 2004 (IDEA). For specific information relative to each assessment, please refer to the “Maryland Accommodations Manual,” February, 2008.
The Maryland Assessments include the following, as applicable to the student:
• MSA
• HSA
• Mod-HSA
• Bridge Plan for Academic Validation
• Alt-MSA
• MMSR, Kindergarten Assessment
• ELPT
NOTE: It is best practice for a student’s IEP team to use the Mod-HSA IEP Team Decision-Making Process Eligibility Tool as a safeguard to ensure appropriate identification of students with disabilities for participation in the Alt-MSA or Mod-HSA. This completed tool must be maintained in the student’s cumulative school record, to verify student eligibility to participate in the Mod-MSA, Alt-MSA, or Mod-HSA [Maryland Accommodations Manual, June 2012].
Student Participation in Statewide Assessment
Indicate YES or NO to all applicable Statewide assessments, in which the student will participate, including applicable content areas.
NOTE:
MSDE requires all students to participate in the MSA.. The Maryland Accommodations Manual, June 2012 delineates special exemption conditions for:
• English Language Learners (ELL) who are in their first year of enrollment in a U.S. school may substitute their test results on the ELPT for the Reading MSA rather than sitting for the MSA Reading test itself. Such students must still participate in the MSA Mathematics and MSA Science tests.
• Special Medical Exemption Conditions for students when they cannot take the assessment during the entire testing window, including the make–up dates, because of a significant medical emergency. A significant medical emergency is a significant health impairment that renders the student incapable of participating in ANY academic activities.
IEP Team Guidelines for Assessments
In the 2007 federal non-regulatory guidance for modified academic achievement standards, IEP teams must be provided with a clear explanation of the differences between the general grade-level assessments, and assessments based on Modified Academic Achievement Standards (Mod-MSA or Mod-HSA), and Alternate Achievement Standards (Alt-MSA). The charts below outlines the differences between the:
• Maryland School Assessments and High School Assessments (MSA/HSA);
• Modified Assessments (Mod-HSA); and
• Alternate Assessments (Alt-MSA).
The information in the charts supports the federal requirement and is a component of the federal guidance entitled, “IEP Team Guidelines for Modified Assessments.” In an effort to ensure that IEP teams are using the chart, please disseminate the chart to each school in your school system and stress the necessity of using this valuable resource to support assessment decisions that are made during the IEP team process.
Document Basis for Assessment Decision(s) (required)
Document the basis of the IEP team’s decision relative to the student’s participation in MSA, HSA, Mod-HSA, or Alt-MSA, as applicable.
A required text field for an IEP team to provide additional information to document the basis of the IEP team’s decision. If addressed properly, documentation will meet requirements of prior written notice (PWN), in accordance with 34 C.F.R. §300.503 and COMAR 13A.05.01.12, PWN includes:
• A description of the action proposed or refused;
• An explanation of why the public agency proposes or refuses to take the action;
• A description of the options the public agency considered and the reason the options were rejected;
• A description of each assessment procedure, test, record, or report the public agency uses as a basis for the
proposal or refusal;
• A description of any other factors relevant to the proposed or refused action;
• A list of sources a parent may contact to obtain assistance in understanding the provisions of IDEA; and
• If an action proposed by a public agency also requires parental consent, a public agency may provide notice at the same time it requests consent.
[20 U.S.C §1415; 34 C.F.R. §300.503; COMAR 13A.05.01.12]
To ensure that students with disabilities receive the appropriate provision of accommodations, IEP Teams, which includes the parent, must employ good decision making when determining accommodations for a student based on his/her instructional needs in the classroom and for assessments. Beginning with the Maryland IEP that will be in effect July 1, 2012, in Section 2 of the Instructional and Testing Accommodations page, the IEP Team must complete the Document Basis for Decision text field. The Document basis of the IEP Team’s decision is relative to the student’s participation in the MSA, HSA, Mod-HSA, or Alt-MSA, as applicable.
In addition, in Section 2, for accommodations noted with an asterisk, the IEP Team must complete the Provide specific description stating the type of accommodation and how the accommodation will be administered text field. This dialogue box is required for IEP Teams to specify the type of accommodation(s) that will be administered, and how the accommodation(s) will be administered (i.e., Visual Cues: Teacher will gesture to the student and/or point to assignments to support the student to stay on task when experiencing difficulty with attention or behavior). For information regarding the use of specific accommodations for online testing, the IEP Team must refer to Section 5 of the Maryland Accommodations Manual Issue, June 2012.
Complete for High School Seniors that may be Eligible for HSA Waiver
By April 1, the school principal shall consider whether to recommend to the local superintendent a waiver of the HSA graduation requirements that the student has not fulfilled if the senior may fail to graduate because:
(1) The student has taken none of the required HSAs; or
(2) The student has taken some or all of the HSAs and failed some or all of them, and
(a) The student has or will meet all other graduation requirements;
(b) The student has or will take all required HSAs before the graduation date; and
(c) If the student had an opportunity to participate in one or more interventions, or remediation opportunities, including the Bridge Plan, the student participated in them; and
(3) The student is prevented from meeting the HSA graduation requirements because:
(a) Of a decision made by the local school system about scheduling, course sequencing, test taking, or provision of interventions as required.
(b) The student experienced a special, extraordinary, or extenuating circumstance or combination of circumstances preceding the administration of the most recent HSA, such as a recent death in the immediate family, a serious or prolonged illness or pregnancy with medical complications, an accident causing serious injury, or a destructive house fire; or
(c) The student moved to the United States in the junior or senior year and the student is literate in the student's native language but not literate in English.
[COMAR 13A.03.02.09C and E]
If a student with a disability who is an high school senior may be eligible for an HSA waiver, the IEP team is to discuss the criteria of the waiver decision-making process for the student and indicate whether or not it supports an HSA waiver recommendation to the local superintendent.
Indicate:
• YES (If yes, specify date recommended); or
• NO
Student Performance on the Assessing comprehention and Communication in English State-to-State for English Language Learners
If applicable, indicate the date of the student’s participation in the ACCESS for ELLS. The score is the student's overall score as indicated on the student's score report.
The student’s performance as:
• Entering
• Emerging
• Developing
• Expanding
• Bridging
• Reaching
NOTE: If student took the W-APT it is suggested that the relevant information be documented in the Service for Students with Limited English Proficiency, document basis for decision text field, within the Special Considerations and Accommodations section of the IEP.
