HIGH SCHOOL PROCEDURES GUIDE...

DPS High School Procedures Guide (Updated 9/1/2016)

HIGH SCHOOL

PROCEDURES

GUIDE

2016-2017


INTRODUCTION

The 2016-2017 High School Procedures Guide contains information on issues that arise in DPS high schools. It covers everything from credit, grades, and course requirements to administrative practices and academic programs. It can be used to assist in making site-based decisions regarding these issues.

TABLE OF CONTENTS GRADUATION REQUIREMENTS ...................................................................................................................................... 4

Board Policy IKF ............................................................................................................................................................. 4

General Course of Study or Combined General Course of Study ............................................................................. 10

DPS High School Graduation Requirements Class of 2011 & Beyond ................................................................................. 11

Work Experience and Study or Designated Course of Study .................................................................................... 12

Diploma Policy/Graduation Requirements: Staff Responsibilities .......................................................................... 15

CERTIFICATE OF ATTENDANCE FORM ........................................................................................................................ 16

Special Considerations for Students with Disabilities ................................................................................................... 17

STUDENT CONDUCT AND DISCIPLINE PROCEDURES ............................................................................................. 18

CLARIFICATION OF CURRICULUM ISSUES ................................................................................................................... 19

GRADE LEVEL ASSIGNMENT AND GRADING PROCEDURES.................................................................................. 25

Grade Level Assignment Procedure ............................................................................................................................. 25

Grading Procedures ....................................................................................................................................................... 27

Denver Public School Grading System ........................................................................................................................ 28

High School Score Group .............................................................................................................................................. 29

Grade Book Roll Deadline 16/17 School Year ............................................................................................................. 30

Grade Changes ............................................................................................................................................................... 31

Instructions for Running Grades Report ..................................................................................................................... 32

Procedures for the Computations of Grade Point Average and ................................................................................ 33

Determination of Rank in Class .................................................................................................................................... 33

Procedure for the Determination of Valedictorian/Salutatorian Designation and Class Rank: ............................ 34

ATTENDANCE WITHDRAWAL PROCEDURES & BEST PRACTICES ........................................................................ 35

Withdrawal Grades Given for Dropping Courses ...................................................................................................... 37

Withdrawal Codes and Implications ............................................................................................................................ 38

Exempt School Leave Code ........................................................................................................................................... 40

Procedure for Repeated Courses .................................................................................................................................. 44

Course Substitution Waivers, Exemptions, Release Permissions .......................................................................................... 45

Course Substitution Waiver .......................................................................................................................................... 47

PE Waiver ....................................................................................................................................................................... 48

Exemption of Total Number of Hours Required For Graduation ............................................................................ 49

Release of Eight-Semester Requirement or ................................................................................................................. 50

Two Semester Attendance Requirement ...................................................................................................................... 50

WAIVER REQUEST FORM ............................................................................................................................................... 51


NCAA Information for Student Athletes ............................................................................................................................... 52

NCAA: New Information/Forms for the Class of 2016 .............................................................................................. 53

COURSE CODE MANAGMENT ......................................................................................................................................... 58

New Course Proposal Submission Process .................................................................................................................. 58

TRANSCRIPT AND CREDIT EVALUATION ................................................................................................................... 59

University of Colorado Denver Pre-Collegiate Program............................................................................................ 59

Assessment and Transcription of College-Level Courses Taken Outside of DPS .................................................... 59

GUIDELINES FOR AWARDING CREDIT FOR SCHOOL EXPERIENCES OUTSIDE OF DPS ................................... 61

Credit Approval Request Form .................................................................................................................................... 62

FOREIGN STUDENT PROCEDURES ................................................................................................................................ 63

Transcript and Credit Evaluation for Credit Earned Abroad .................................................................................. 63

Procedure for Obtaining Immigration Form I-20 and F-1 VISA .............................................................................. 64

to Attend Denver Public Schools Revised: May, 2014 ................................................................................................ 64

HIGHER EDUCATION ADMISSIONS REQUIREMENTS ............................................................................................... 68

ACADEMIC PROGRAMS ................................................................................................................................................... 69

Advanced Placement (College Board) .......................................................................................................................... 69

Advanced Credit Classes-Honors and AP ...................................................................................................................... 70

Regarding Honors and AP Credit ................................................................................................................................ 71

ASCENT Program Student Procedures ......................................................................................................................... 72

Guidance for Advising ASCENT Program Students .................................................................................................. 73

STUDY ABROAD OPPORTUNITIES ................................................................................................................................. 78

INDEPENDENT STUDY...................................................................................................................................................... 79

Independent Study Form ............................................................................................................................................. 80

WORK EXPERIENCE CREDIT ........................................................................................................................................... 81

SUPPLEMENTAL PROGRAM ............................................................................................................................................ 85

HOME BOUND SERVICES ................................................................................................................................................. 86

Alternative Placement Services Program .................................................................................................................. 86

Home Based Education Program (Home Schooling) .................................................................................................. 88

Use of Attendance Records for Credit Evaluation Purposes ................................................................................. 89

Procedures for Enrolling Students in a Home Based Education Program ............................................................... 90

(Home Schooling) ........................................................................................................................................................... 90

Procedure for Enrolling Students Returning from Home Based Education ........................................................ 91

Homeschool Transcripts ................................................................................................................................................ 92

ENGAGEMENT CENTER, INTENSIVE PATHWAY, MULTIPLE PATHWAY, PERSONALIZED PATHWAY, AND

CREDIT/UNIT RECOVERY ........................................................................................................................................... 93


GRADUATION REQUIREMENTS

Board Policy IKF Note: These requirements begin with the graduating class of 2011. The high school diploma awarded by Denver Public Schools represents a high standard of quality in curriculum content, instruction, and student learning, and should be maintained as a document that reflects substantial effort by the student and the school district in preparation for the world of work or higher education.

THE PERSONAL EDUCATION PLAN

Each student who enters a Denver Public Schools high school will develop an ICAP (formerly P.E.P). This plan will set his/her intended course of study as he/she begins his/her journey toward graduation. The student and an academic adviser (this may be a teacher, counselor, dean administrator, or other professional school staff member) will review and amend the ICAP (formerly P.E.P) each semester, prior to the development of a new class schedule (for students attending the 8th grade in Denver Public Schools, the ICAP (formerly P.E.P) will be initiated during the spring semester of the 8th grade year). Schools may opt for an "advisement" class to provide for the ICAP (formerly P.E.P) This process will not only provide clear information and a focus on the future for the student, but also bring a new purpose to the important articulation between middle school and high school staff members.

The course requirements stated are definitive. An individual school may not impose course requirements beyond those stated as a condition of graduation from high school, unless permission is granted by the Chief Academic Officer.

A high school principal may waive a given requirement if, in the principal's judgment, it is determined to be in the best educational interest of the student or if required in order to provide each student with disabilities a Free Appropriate Public Education (FAPE). Refer to page 37 for the three appropriate circumstances where a waiver may be granted. Please note that the Instructional Superintendent for a given school must give the final authorization for the waiving of credit.

A high school diploma from Denver Public Schools certifies that a student has fulfilled all graduation requirements in one of five course areas. A personalized education plan is required for each course area:

General Course of Study

Combined General Program

Work Experience and Study

Designated Course of Study

The Combined General Course of Study, Work Experience and Study, and the Designated Course of Study options are available only to students with identified special education needs or to students whose Individualized Education Program necessitates one of these courses of study. A student's course of study is not reflected in a differentiated diploma, but rather in the student's transcript. Every student’s diploma will state, "This diploma is reflective of the student's course of study as recorded on an official transcript."

These requirements are for students graduating in the class of 2020 or earlier. Students in the graduating class for 2021 and beyond will adhere to the updated graduation requirements adopted this year. Details of the updated policy IKF can be found on the DPS Board of Education website.

http://board.dpsk12.org/


http://www.boarddocs.com/co/dpsk12/Board.nsf/Public


REQUIRED UNITS OF STUDY

General Course of Study

Twenty-four (24) units of study (240 semester hours) shall be required in grades 9, 10, 11, and 12 for students to graduate from high school and receive a high school diploma. The content area requirements are listed below.

1. Language Arts A minimum of forty semester hours (4 units) shall be earned, including ten semester hours (1 unit) of English 1 S1 & S2 (9th Grade), ten semester hours (1 unit) of English 2 S1 & S2 (10th Grade), twenty semester hours (2 units) of other English credit. Note that ELD Seminar, taken for an entire year, can meet this other English requirement to a maximum of ten semester hours (1 unit). Refer to pages 20-22 for a current list of English credit bearing courses.

2. Social Studies- Thirty semester hours (3 units) shall be earned: ten semester hours (1 unit) in U.S. History, African American History, or Hispanic American History, five semester hours (.5 units) in Civics, and fifteen semester hours (1.5 units) of other Social Studies credit are required.

3. Science Thirty semester hours (3 units) shall be earned: Students will be required to complete 30 semester hours of science credit, 20 semester hours (2 units) must come from the lab sciences: Earth Science, Biology, Chemistry, or Physics.

4. Mathematics Forty semester hours (4 units) shall be earned. Ten semester hours (1 unit) of Algebra I or its integrated equivalent (9th

Grade), ten semester hours (1 unit) of Geometry or its integrated equivalent (10th Grade), ten semester hours (1 unit) of

Algebra II or its integrated equivalent, and ten semester hours (1 unit) of upper-level math from an approved course list

are required. Exceptions: the high school Algebra I requirement will be waived for a student who successfully completes

one year of algebra in middle school. However, such students will still be required to complete forty semester hours (4

units) of mathematics in high school, including ten semester hours (1 unit) of Geometry and 10 semester hours of

Algebra II (1 unit). In addition, students who complete both the Algebra 1 and Geometry requirements in middle school will

still need to complete forty semester hours (4 units) of mathematics in high school, including ten semester hours (1 unit) of

Algebra II.

5. Physical Education/Dance, Citywide Marching Band, ROTC, or DPS Athletics Ten semester hours (1 unit) of Physical Education or Dance shall be earned or an equivalent shall exempt the student from this requirement. Equivalents shall include: Citywide Marching Band, ROTC, and DPS Athletics.

Athletic sports that are sanctioned by the Denver Public Schools Board of Education and meet the criteria below may exempt a student from the physical education graduation requirement. No grade or credit will be given for athletic participation and such exemptions will not reduce the total number of hours required to earn a diploma. Both semesters of the physical education requirement may be exempted by athletic participation.

Criteria governing physical education exemptions:

a. The student must maintain academic eligibility for the entire season. b. One full sport season is required to exempt a student from five semester hours (5 units) of P.E.

requirement. c. A student must be a high school freshman, sophomore, or junior to qualify for the exemption. Seniors

who have not yet met the physical education requirement are not allowed to take this exemption and must enroll in a physical education course.

d. The waiver must be requested in the same semester that the sport is played. (Rationale: this aligns the


criteria of the Board policy and with the guidelines provided on the Criteria for Athletic Exemption form that is located within the High School Procedures Guide. Provides clarification.)

e. Two full sports seasons would need to be completed in order to meet the exemption requirement for 10 credit hours.

6. Fine Arts or CTE Ten semester hours (1 unit) shall be earned in Performing Arts, Visual Arts, or Career & Technical Education (CTE). CTE classes are offered as part of the DPS CareerConnect program; enrolling in a CTE class often qualifies students for DPS CareerConnect opportunities outside of the classroom, such as work-based learning (job shadows, mentoring, and internships) and college initiatives (visits, summer programs, preferential admissions, etc.).

7. Academic Electives

Ten semester hours (1 unit) shall be earned from an approved academic electives list.

8. Electives Student must earn 70 semester hours of electives, of which 20 semester hours may be community service and service learning.

9. English Language Development District guidance:

All English Learners should be placed in an ELD class before being considered for an ACT prep course. ELD and ACT experts agree that until they are proficient in English, it is more beneficial for EL students to increase their language proficiency than it is to begin test preparation for the ACT.

All English Leaners should be placed in an ELD class before being considered for a Language Arts Lab course. The ELD course will better prepare ELs to be successful with Academic Language in all content areas until they are proficient in English.

Acceptable Formats for Secondary Dedicated English Language Development All English learners should receive both Integrated ELD and Dedicated ELD. Dedicated ELD is a daily 45 minute course

required for ELLs who have not yet been re-designated (usually ACCESS levels 1-5). Below are options for scheduling

Dedicated ELD. Please see the CLARIFICATION OF CURRICULUM ISSUES section for a description of Dedicated and

Integrated ELD.

Dedicated ELD Scheduled Course

This is a separate period of time scheduled for ELD. Ideally students are leveled by language proficiency. At the very

least, Level 1-2 students are grouped together, and Levels 3-5 students are grouped together. Teachers use an evidence-

based curriculum specifically developed for English Language Development. The current district adoption is Edge

(Grades 9-12) from Hampton Brown/National Geographic.

Double Block Dedicated ELD for ELS with ACCESS Levels 1-2

Schools are encouraged to double block a Dedicated ELD course for ACCESS Level 1-2 ELs. Students receive two

dedicated ELD courses instead of taking one Dedicated ELD block and one language arts course. Teachers use an

evidence-based curriculum specifically developed for English Language Development. The current district high school

adoption is Edge from Hampton Brown/National Geographic (ELD). For 11th and 12th graders – Additional review of the

student’s transcript and individual graduation credit needs should be taken into consideration when determining if a

double block is the best option.

Double Block: Language Arts with Integrated ELD Block and Dedicated ELD Block


English Learners are placed in a double block of Language Arts and ELD. The whole class consists of English Learners. This

allows the teacher to shelter instruction in language arts specifically for ELs and their language level, as well as use half

of the double block for explicit language instruction. Teachers use both a Common Core aligned language arts curriculum

and an evidence-based curriculum specifically developed for English Language Development.

PILOT: Co-Teaching in a Language Arts Block with Integrated and Dedicated ELD for ELs with ACCESS Levels 3-5

In 2016-2017 school year, DPS will continue to pilot a new structure for high school students based on the work of

Richard A. Villa in A Guide to Co-Teaching: New Lessons and Strategies to Facilitate Student Learning. The class is a mix of

ELs and non-ELs. Two teachers co-teach a language arts class while embedding ELD strategies. Teachers in the pilot are

required to attend four district professional development days from August through February. There will also be

optional after school courses from January through May. Teachers use a Common Core aligned language arts curriculum.

The current district high school adoption is Springboard. This pilot is for EL students with ACCESS levels 3-5.

Notes: Dedicated ELD courses at ACCESS Levels 3-5 can count towards taken for an entire year, can meet the upper

division language arts requirement. ELD courses do not count towards the first three years of English credit.

10. Community Service and Service Learning Within the 240 semester hours (24 units) required for a diploma, a minimum of 220 semester hours (22 units) shall be earned in classroom-based instruction. Students may, therefore, earn and apply a maximum of twenty semester hours (2 units) of community service and/or service learning experience, approved by the school, toward graduation requirements. These experiences may include, but are not limited to, field or service experiences, work experiences, volunteering with community organizations, and internships.

General Course of Study Additional Information

At least four years (eight semesters) of attendance is required for students to complete grades 9, 10, 11, and 12 with the exception of:

Students with a 3.0 GPA who have completed all core curriculum/elective requirements and 240 credit hours (24 units) and all required assessments may graduate in seven semesters.

Students with a 3.5 GPA who have completed all core curriculum/elective requirements and 240 credit hours (24 units) and all required assessments may graduate in six semesters.

Students with an Individual Education Program who are working towards a general course of study may earn up to 40 semester hours (4 units) in Special Education modified classes in only one core subject area. In addition, they may earn up to twenty semester hours (2 units) of Special Education modified credit in world language classes.

Combined General Course of Study

The combined General Course of Study requirements are the same as those for the General Course of Study, except that students with an Individual Education Program may earn up to 140 semester hours (14 units) in Special Education modified courses in the core subject areas and world language classes.

Work Experience and Study

Two hundred and forty semester hours (24 units) will be required in grades 9, 10, 11, and 12, and/or through the first semester in which the student's twenty-first (21st) birthday falls, from courses approved by the school principal and determined by the staffing team. Transcripts will reflect differences in program content. The content areas and work


study requirements are listed below. Numbers of units are stated as minimums:

1. English 3.0 Units

2. Social Studies 2.0 Units

3. Science 1.0 Unit

4. Mathematics 2.0 Units

5. Physical Education/ Dance, Citywide Marching Band, or ROTC 1.0 Unit (unless otherwise specified by IEP)

6. Electives 1.0 Unit in vocations and/or Transition Classes – Required 8.0 Units (may include work experience)

7. Work Experience and Study 6.0 Units of work experience earned in Special Education -coordinated work experience. Vocations/Transitions course must be taken and passed as a prerequisite or in conjunction with work experience/study:

Designated Course of Study Requirements

The designated course of study will act as a substitute for the curriculum/content standard approved by the Board of Education. In making determinations for earning a diploma, assessment instruments will be selected and administered so as to best ensure that when an assessment is administered to a student with impaired sensory, manual, or speaking skills, the test results accurately reflect the student's aptitude or achievement level rather than reflecting the student's impaired sensory, manual, or speaking skills.

1. Students with severe and profound disabling conditions that interfere with their ability to meet the requirements for either of the above courses of study and have satisfied the requirements of an Individualized Education Program shall graduate with a high school diploma.

2. Students may attend school in grades 9, 10, 11, and 12, and/or through the semester in which the student's twenty-first (21st) birthday falls, as determined by the IEP.

Transfer Students A transfer student from outside Denver Public Schools must meet the requirements to receive a diploma. All graduation requirements must be met prior to graduation, including attendance in Denver Public Schools for at least two semesters, with a minimum of 50 semester hours (5 units) of credit earned. With IS approval, one semester can be waived.

Certificate of Attendance Students who attend school regularly but do not meet the course of study requirements in any of the three courses of study areas may be awarded a Certificate of Attendance.

CROSS REF.: IHCDA, Post-Secondary Options/Concurrent Enrollment IHDB, Adult High School/GED Programs IKE, Promotion, Retention, and Acceleration of Students Portions adopted April 22, 1977, September 17, 1981, April 7, 1994, and June 1995 Revised: November 19, 2009 October 15, 2009 August 21, 2008 May 19, 2005 December 1996 May 1997 May 1999


May 2000


HIGH SCHOOL GRADUATION REQUIREMENTS

General Course of Study or Combined General Course of Study The high school diploma awarded by Denver Public Schools represents a high standard of quality in curriculum content, instruction, and student learning, and should

be maintained as a document that reflects substantial effort by the student and the school district in preparation for the world of work or higher education.

Two hundred forty semester hours (24 units) shall be required for students to graduate from high school and receive a high school diploma. Transcripts shall reflect differences in program content. For the Combined General diploma, students with an IEP may earn up to 140 semester hours in Special Education courses in any subject area. The content area requirements are listed below:

General Course of Study Diploma Requirements

Semester

Hours

Required

Carnegie

Units

Required

Course Credits Units

1. Language Arts – A minimum of forty semester hours (4 units) shall be earned, including ten semester hours (1 unit) of English 1 S1 & S2 (9th Grade), ten semester hours (1 unit) of English 2 S1 & S2 (10th Grade), twenty semester hours (2 units) of other English credit. Note that ELD Seminar, taken for an entire year, can meet this other English requirement to a maximum of ten semester hours (1 unit). Refer to pages 20-22 for a current list of English credit bearing courses.

40 4.0

2. Mathematics – Forty semester hours (4 units) shall be earned including. ten semester hours (1 unit) of Algebra I or its

integrated equivalent, ten semester hours (1 unit) of Geometry or its integrated equivalent , ten semesters hours (1

unit) of Algebra II or its integrated equivalent, and ten semester hours (1 unit) of higher level mathematics.

40 4.0

3. Science – Thirty semester hours (3 units) shall be earned: Students will be required to complete 30 semester hours of science credit, 20 semester hours (2 units) must come from the lab sciences: Earth Science, Biology, Chemistry, or Physics.

30 3.0

4. Social Studies – Thirty semester hours (3 units) shall be earned including ten semester hours (1 unit) of U.S. History,

five semester hours (.5 unit) of Civics and fifteen semester hours (1.5 units) of other social studies credit.

30 3.0

5. Physical Education/Dance, Citywide Marching Band, ROTC, or DPS Athletics – Ten semester hours (1 unit) shall be

earned or exempted for athletic participation.

10 1.0

6. Fine Arts or CTE –Ten semester hours (1 unit) shall be earned in Music, Art, Drama or Career and Technical Education

(CTE)

10 1.0

7. Academic Electives – Ten semester hours (1 unit) 10 1.0

8. Electives – Eighty semester hours (8 units) shall be earned: 10 Academic Electives and 70 Other Electives. See below

for further details about the split between Academic and Other Electives.

Other Electives – Within the 240 semester hours (24 units) required for graduation, 70 semester hours (7 units) are

available for electives. An extensive elective program is offered in the core curriculum subjects. Additionally, students

may choose electives in art, business/marketing, consumer and family studies, foreign language, industrial technology,

music, physical education/dance, or special offerings.

70 7.0

Additional Notes: Community-based experience – Within the 240 semester hours (24 units) required for a diploma, a

minimum of 220 semester hours (22 units) shall be earned in classroom-based instruction. Students may, therefore,

earn and apply a maximum of 20 semester hours (2 units) of community-based experience toward graduation

requirements. These experiences may include, but are not limited to, field or service experiences, work experiences,

and internships.

Additional Electives Note: If a student’s learning plan includes community-based experiences, the elective

requirements shall be met as: 20 semester hours of Academic Electives, 50 of Other Electives, and 20 of community-

based experience.

Total 240 24.0


DPS High School Graduation Requirements Class of 2011 & Beyond

General Information: High School credits may not be earned in middle school. Example: A student, who completes Algebra 1 in middle school, still must take 4 years of math in high school.

However, students can begin to earn high school credit the summer following the successful completion of 8th grade, as they are considered 9th graders the business day after 8th grade commencement.

Additional Information Regarding Requirements: A student may register for 70 credit hours, (35 credits per semester) during the regular school year. The limit may be increased to 80 credits, 5 additional credits per semester, with special permission from the principal, as per the Overload Schedule Permission found on page 43.

Graduation Exercises: To participate in commencement exercises with their class, students must complete the equivalent of 240 semester hours and also complete all required classes by the end of their senior year.

Transfer Students: A transfer student from outside Denver Public Schools must meet the requirements to receive a diploma from Denver Public Schools. All graduation requirements must be met prior to graduation, including attendance in Denver Public Schools for at least two semesters, with a minimum of 50 semester hours (5 units) of credit earned.

Valedictorian/Salutatorian The average of all eight semesters is used to determine each school’s valedictorian/salutatorian. Students must be enrolled in their school of attendance for a minimum of three (3) years and achieve the highest grade point average in their graduating class in order to qualify and be the class valedictorian/salutatorian.

Summer Graduation State Reporting Information:

Colorado Department of Education does not distinguish between spring and summer graduates. For reporting purposes, a student who graduates by June 30 will be reported as a current year graduate. If the student graduates after July 1, he/she will be reported as the next year graduate. Therefore, in order to count in the current year graduation numbers, students will need to graduate before the July 1 IC roll.

District-required Assessments

Students must take the district assessments for the grade level in which they are enrolled.

For accelerated students only: student should receive the district assessment for the level at which they are being

instructed. Contact Glen Sirakavit ([email protected]) if you have additional questions.

Grade Level Classification of Students

60 semester hours 120 semester hours 180 semester hours 240 semester hours

Sophomore Junior Senior Award Diploma

Students are eligible for a DPS diploma at 240 credits. To be considered a senior the student must have a minimum of 170 credit hours. Students can earn up to 70 credits in any given year by taking a full schedule of classes. Thus, if a student falls behind on credits in their freshmen, sophomore, or junior year they could still graduate on time by successfully completing 70 or more credit hours their senior year.

mailto:[email protected]


HIGH SCHOOL GRADUATION REQUIREMENTS

Work Experience and Study or Designated Course of Study

The high school diploma awarded by the Denver Public Schools represents a high standard of quality in curriculum content, instruction, and student learning, and should be maintained as a document that reflects substantial effort by the students and the school district in preparation for the world

of work or higher education.

Two hundred forty semester hours (24 units) will be required in grades 9, 10, 11, and 12, and/or through the first semester after the student’s twenty-first (21st) birthday, from courses approved by the school principal and determined by the staffing team. Transcripts

will reflect differences in program content. The content area and work study requirements are as listed below:

Course of Study Requirements

For non-disabled students

General

Anywhere from 0-40

credits may be earned in

one core subject area.

Anything above 40

credits in one or more

core subject area(s) will

result in a Combined

General Degree. Up to

20 credits may be

earned in Special

Education courses under

the World Language

subject area.

Combined General

Up to 140 semester

hours may be earned in

Special Education

courses in any of the

core subject areas,

including World

Language.

Work Experience & Study

Up to 220 semester hours may be

earned in Special Education courses

in any subject area. World Language

is not required.

Content Area Required Semester

Hours

Required Semester

Hours

Required Courses Required

Semester

Hours

Language Arts:

English 1 S1 & S2

English 2 S1 & S2

Other English Courses

Other English Courses

10 Hours

10 Hours

10 Hours

10 Hours

10 Hours

10 Hours

10 Hours

10 Hours

Any Language Arts

courses

30 Hours

Total: 40 Hours 40 Hours 30 Hours

Mathematics:

Algebra I or its integrated equivalent

Geometry or its integrated equivalent

Algebra II or its integrated equivalent

Other higher-level Math courses

10 Hours

10 Hours

10 Hours

10 Hours

10 Hours

10 Hours

10 Hours

10 Hours

Any Mathematics

courses

20 Hours


Social Studies:


U. S. History, African American

History, or Hispanic American History

S1 & S2

Civics

Other Social Studies Courses

10 Hours

5 Hours

15 Hours

10 Hours

5 Hours

15 Hours

Any Social Studies

courses

20 Hours


Science:

20 Hours from Earth Science, Biology,

Chemistry or Physics

Other Science

20 Hours

10 Hours

20 Hours

10 Hours

Any Science course

totaling 10 Hours 10 Hours


Physical Education/ROTC:

Physical Education/Dance, Citywide

Marching Band, ROTC, or DPS

Athletics

10 Hours 10 Hours Any Physical

Education/ROTC

course unless

specified by the IEP

10 Hours


Fine Arts or CTE

Fine Arts ( Performing Arts or Visual

Arts) or CTE

10 Hours 10 Hours None required

Total: 10 Hours 10 Hours

Academic Electives:

Others Academic electives 10 Hours 10 Hours None required

Total: 10 hours 10 Hours

World Languages:

Encouraged (20 Hours) None required None required None required

Total:

Electives:

Elective Credit

(20 Hours may be earned through

Community Service and Service

Learning )

70 Hours 70 Hours Career Ready/

Vocation(required)

Any other elective

totaling 80 hours.

(determined by

WES courses taken)

10 Hours

80 hours


Work Experience and Study:

None Required None Required 60 Hours 60 Hours


Total: 240 Hours 240 Hours -- 240 Hours


Students with Disabilities: The following Course of Study areas may be used to earn a Denver Public Schools diploma:

Students with disabilities who meet the requirements of a General Course of Study shall receive a Denver Public Schools Diploma.

Students with disabilities who meet the requirements of the Combined General Course of Study shall receive a Denver Public Schools Diploma.

Students with disabilities who meet the requirements of a Work Experience and Study Program shall receive a Denver Public Schools Diploma.

Students with severe and profound disabling conditions that interfere with their ability to meet the requirements for either of the above courses of study and have satisfied the requirement of a Designated Course of Study shall receive a Denver Public Schools Diploma.

Contact the student’s counselor or special education teacher for definitive Course of Study requirements. The course of study completed by the student will be reflected on the student’s official transcript.

Certificate of Attendance: Students who attend school regularly but do not meet the course of study requirements in any of the three Course of Study areas may be awarded a Certificate of Attendance (see form on next page).

General Information: In the high schools, individual programs are established for students. It shall be the joint responsibility of the school, student, and parent to give careful attention to the educational and career goals of the student.

Declared Area of Focus: Every student, during the first semester of his/her junior year, will declare an “area of focus.” The student will need to engage in at least 1.0 unit of study, beyond the graduation requirement, of a particular content area (but not necessarily beyond the required 240 semester hours), and develop a portfolio of his/her learning that demonstrates both depth and academic understanding and communicates his/her intended application of this understanding in life beyond high school.

* The IEP Team is responsible for determining the appropriate course of study for students with disabilities. The IEP Team

has the ability to waive the World Language requirement for students with disabilities when appropriate.

Contact Student Services at (720) 423-3437 for more information.


Diploma Policy/Graduation Requirements: Staff Responsibilities On December 5, 1996, the Denver Public Schools’ Board of Education adopted a policy whereby the general diploma became the single graduation document awarded to all students who complete their prescribed educational program. Principals were sent notification of this policy on January 6, 1997, and updates to the policy have been sent as the graduation requirements have changed. The following information outlines procedures and delegated responsibilities. Important To Note:

Regardless of disability, all students meeting course of study requirements and graduating in June 1997 and thereafter will receive the general diploma. Special educators have been instructed to direct questions and/or exceptions to the Special Education Partner assigned to each building.

The student’s expected course of study will be determined by the staffing team and documented in Encore beginning in the ninth grade.

Students whose course of study is either Work Experience and Study or Designated Course of Study, or students receiving special education or modified instruction for 60% or more of their day will not be included in class rank.

Records Clerk’s Instructions:

Prior to 1997, the department prefix for special education courses was blank. A set of content area labels was provided, by your school support specialist. The labels read as follows:

PRIOR TO 1ST SEM 96-7 ANY COURSE WITHOUT A DEPARTMENT PREFIX INDICATED, THE DEPARTMENT IS SPECIAL EDUCATION S/E

All official transcripts with a course reflecting a blank department prefix will need to have one of these labels placed on the back. This label must be placed on the lower left side of the middle section just above the line for the section titled ENTRIES, TRANSFERS AND WITHDRAWALS.

Contact your school support specialist if additional labels are needed.

If requests are received to forward transcripts bearing the blank department prefix, be sure to attach the “prior to 1st semester 96-7” label before sending.

The records clerk, using information provided by the staffing chairperson, will stamp final transcripts to indicate the particular course of study as either:

General Course of Study Combined General Course of Study Work Experience and Study Designated Course of Study

Note: Students who have not met all graduation requirements will not be eligible to participate in the school’s graduation ceremony.


CERTIFICATE OF ATTENDANCE FORM

A Certificate of Attendance can be awarded when a student does not meet the graduation requirements in any course of

study but has attended high school on a regular basis. Guidelines for issuing this certificate are below:

1. Regular attendance is defined at the school level, and the principal must provide approval to issue this certificate.

2. Input your school’s name, the dates of attendance, and the specific student receiving the certificate. 3. The approving principal’s signature must appear on the certificate. 4. A copy should be scanned into the student’s cumulative file.

Below is a copy of the form:


Special Considerations for Students with Disabilities

Who is Responsible?

High School Principal or Designee, in conjunction with the Director of Special Education or designee Forms:

Individualized Education Plan (IEP)

Guideline and Considerations:

For certain students with disabilities, the IEP team may determine to waive the requirements for 2 units of Science. Students that are granted the waiver will be eligible for the General or the Combined General Course of Study designation on their transcript.

In order to qualify for the waiver, there must be documented evidence that renders a student with disabilities unable to meet the stated requirements for one or both of these classes. They will receive a Free and Appropriate Public Education (FAPE) without meeting the Board established graduation requirements. The staffing team must convene to determine if the student’s disabling condition provides a significant barrier to graduation and a significant barrier to attaining identified post-secondary goals. Staffing teams must consider the student’s disabling condition and identify post -secondary goals in considering alternate courses. There is significant research that indicates that students with disabilities who have been involved in vocational training in high school have better success attaining post-secondary goals. It is recommend that these science courses be replaced with a minimum of 10 hours of vocations (maximum of 30) or a minimum of 10 hours (maximum of 30 hours) of Work Experience and Study.

Process:

An IEP meeting is held to determine whether the student’s condition supports a waiver. The student and the parents must be invited to attend the meeting. If they are unable to attend,

documentation should be made of the methods used to seek their participation. The team at the IEP meeting must include personnel with knowledge of the student’s current level

of educational functioning. If formal evaluations have been conducted to assist the team in making determinations, personnel

qualified to interpret the results of the testing must be in attendance. The Director of Special Education or a designee must attend the meeting.

The IEP team documents the grounds for the waiver in the IEP.

Recommendations are made for alternate classes and documented under the Course of Study section in the IEP.


STUDENT CONDUCT AND DISCIPLINE PROCEDURES

Board Policy JKR

The student conduct and discipline procedures found in the link above are for the implementation of School Board Policy JK - Student Discipline. These procedures are designed to be consistent with the general purpose and principles outlined in Policy JK, as well as consistent with federal and state statutes and local ordinances. The following topics are included: Section One: School Discipline Administration

Section Two: Interventions and Consequences

Section Three: Disciplinary Offenses & Consequences

Section Four: Disruptive Students in the Classroom

Section Five: Suspension and Expulsion Prevention

Section Six: Suspensions and Expulsions

Section Seven: Annual Review and Discipline Committees

EFFECTIVE DATE

October 1, 1996

Adopted September 19, 1996

Revised: August 21, 2008

Revised: October 15, 2009

Revised: September 15, 2011



CLARIFICATION OF CURRICULUM ISSUES

Mathematics The Algebra units in Connected Mathematics provide students with multiple opportunities to engage in the Algebra 1

standards and to develop algebraic reasoning and understanding through rich problems. These experiences have the

potential to prepare students to begin their study of high school mathematics in Geometry S1 or S1 honors, or Geometry

Integrated S1 or S1 honors. To provide consistency in granting Algebra credit for 8th grade students district-wide, eighth-

grade teachers will use the DPS Eighth-grade Algebra 1 placement test as the primary indicator to recommend

placement into Geometry or Algebra 1. These recommendations will be in IC and should be used to create

students’ schedules.

Explanation on credit for students entering high school as of 2007:

Because students cannot receive high school credit for courses taken in middle school, it should be noted that middle

school students who do earn the Algebra credit in middle school will not receive 10 hours of high school credit. However,

it will be recognized that the first-year Algebra requirement has been fulfilled. These students will be required to

complete an additional 40 semester hours of math (10 of which must be Geometry and 10 of which must be second-year

Algebra or their integrated equivalents). The total number of hours required to graduate for graduating classes of 2011 and

beyond have increased to 240.

Acceptable courses for the fourth year of math:

Accounting, Algebraic Principles of Marketing, AP Computer Science, CTE Accounting Financial Algebra, Pre-Calculus,

Pre-Calculus Honors, Probability and Statistics (or approved, AP, IB, CU Succeed, or concurrent enrollment courses.)

Social Studies As of fall 2007:

One year of United States History is required for graduation.

One semester of African American History, Hispanic American History, Native American History or any other type of American History course may be substituted for one semester of United States History.

One semester of Civics is required for graduation.

Three semesters of social studies electives are required for graduation. Science As of fall 2007, thirty semester hours (3units) shall be earned including twenty semester hours (2 units) of Earth Science, Biology, Chemistry or Physics. Language Arts


As of fall 2016, four (4) years of English are required. This includes English 1 S1 & S2, English S1 & S2, and Other English credit bearing courses as required courses for graduation. There are no course substitutions for English 1 or English 2 Acceptable courses for upper division writing: African American Lit S1 & S2, African American Lit Honors S1 & S2, British

Lit & Comp S1 & S2, British Lit & Comp Honors S1 & S2, College Prep Lit & Comp S1 & S2, Contemporary Lit S1 & S2,

Creative Writing S1 & S2, Creative Writing 2 Honors, English 3 S1 & S2, English 4 S1 & S2, Hispanic American Lit S1 & S2,

Hispanic American Lit Honors S1 & S2, Honors Thesis S1 & S2, Native American Lit, Queer Literature, Women‘s Literature

S1 & S2, Women’s Literature Honors S1 & S2, or approved, AP, IB, CU Succeed, or concurrent enrollment courses.

Drama, Competitive Speech, Newspaper, and Yearbook courses do not receive English Language Arts credit. These courses qualify for Fine Arts or elective credit only. Students taking English as a foreign language in a non-native English speaking country will not receive Language Arts credit. However, elective credit may be awarded. English language learners are expected to meet the same graduation requirements as other district students. Academic Electives Acceptable Academic Electives: additional courses in English, mathematics, natural/physical sciences and social sciences, world languages, art, music, journalism, drama, computer science, honors, Advanced Placement, International Baccalaureate courses, and CTE courses. English Learners – Integrated and Dedicated English Language Development (ELD) All English learners should receive both Integrated ELD and Dedicated ELD.

1. Integrated ELD (Sheltered Instruction or Content Supported Instruction) a. Integrated ELD encompasses the content-specific academic language taught all day and in all subjects.

Content is the primary objective and language supports the content. b. This is already an expectation of DPS teachers as a result of the emphasis of CLOs in the Framework for

Effective Teaching. c. Synonyms: Sheltered Instruction, Embedded ELD, Discipline-specific and Academic Language Expansion

(DALE) 2. Dedicated ELD

a. This time is dedicated to explicit instruction in how the English language works and the forms/structures of English (i.e. morphology, vocabulary, syntax, conventions, functions, registers). In Dedicated ELD, language is the primary objective and content is secondary.

b. The purpose of this document is to provide clarity and guidance regarding Dedicated ELD. c. Synonyms: Designated ELD, Systematic ELD, Focused Language Study (FLS)

Integrated ELD Overview

This element calls for the development and expansion of discipline-specific and academic English across the day by all

teachers and integrated into all subjects. The language learning that occurs during a student’s experience with the

different content areas (i.e., social studies/ history, science, math, English language arts) is especially valuable for ELLs

because it extends and stretches their language development in new and various directions. It also deepens a student’s

understanding of how language can be used for diverse purposes and in different ways.


Dedicated ELD Overview

Dedicated ELD is a daily 45 minute course required for ELLs who have not yet been re-designated (ACCESS levels 1-5).

This time is dedicated to instruction in how the English language works and the forms/structures of English (morphology,

vocabulary, syntax, conventions, functions, registers) that ELLs need to participate in academic discourse as well as

conversational language. In ELD, language is the main objective and content is secondary. English learners should be

grouped by language proficiency level during ELD, and should be heterogeneously grouped throughout the rest of the

school day.

Students with Disabilities The Individuals with Disabilities Education Act 2004 requires the IEP team to design instruction and related services that will allow a student with disabilities to access the general education curriculum and provide the skills/training necessary for them to achieve their post-secondary outcomes. In order to meet the legal requirements of the individual education plan, it is the responsibility of the IEP team, based on appropriate assessment and consultation with the student and the parent, to determine the courses a student with disabilities will take in order to meet the graduation requirements. Special Education courses should be designed to meet the unique and individual needs of students with disabilities. The courses must be rigorous and gauged to help students with disabilities make progress towards mastering the goals and objectives of their IEP. Graduation Requirement Equivalents

Additional Courses that Meet Graduation Requirements

Department Course # Course Name Graduation Credit Additional Requirements Met

01 – English 1224 Hispanic American Lit S1 LA: English Meets additional English credit requirements

1225 African American Lit S1 LA: English Meets additional English credit requirements

1226 Native American Literature LA: English Meets additional English credit requirements

1228 Hispanic American Lit S2 LA: English Meets additional English credit requirements

1229 Hispanic Amer Lit Honors S1 LA: English Meets additional English credit requirements

1230 African American Lit S2 LA: English Meets additional English credit requirements

1239 Hispanic Amer Lit Honors S2 LA: English Meets additional English credit requirements

1242 African American Lit Honors S1 LA: English Meets additional English credit requirements

1243 African American Lit Honors S2 LA: English Meets additional English credit requirements

1250 College Prep Lit & Comp S1 LA: English Meets additional English credit requirements

1305 Contemporary Literature S1 LA: English Meets additional English credit requirements

1310 Contemporary Literature S2 LA: English Meets additional English credit requirements

1320 Creative Writing S1 LA: English Meets additional English credit requirements

1325 Creative Writing S2 LA: English Meets additional English credit requirements

1328 Creative Writing II Honors S1 LA: English Meets additional English credit requirements

1329 Creative Writing II Honors S2 LA: English Meets additional English credit requirements

1332 Queer Literature LA: English Meets additional English credit requirements

1353 College Prep Lit & Comp S2 LA: English Meets additional English credit requirements

1382 English 3 S1 LA: English Meets additional English credit requirements



1384 English 3 Honors S1 LA: English Meets additional English credit requirements






1410 British Lit & Comp S1 LA: English Meets additional English credit requirements

1415 British Lit & Comp S2 LA: English Meets additional English credit requirements

1430 British Lit & Comp Honors S1 LA: English Meets additional English credit requirements

1435 British Lit & Comp Honors S2 LA: English Meets additional English credit requirements

1495 AP Eng Literature S1 LA: English Meets additional English credit requirements

1496 AP Eng Literature S2 LA: English Meets additional English credit requirements

1497 AP Eng Language S1 LA: English Meets additional English credit requirements

1498 AP Eng Language S2 LA: English Meets additional English credit requirements

1583 Honors Thesis S1 LA: English Meets additional English credit requirements

1584 Honors Thesis S2 LA: English Meets additional English credit requirements

1590 Women's Literature S1 LA: English Meets additional English credit requirements

1599 CU Succeed/Ext Stud LangArt S1 LA: English Meets additional English credit requirements

1602 Women's Literature S2 LA: English Meets additional English credit requirements

1603 CU Succeed/Ext Stud LangArt S2 LA: English Meets additional English credit requirements

1610 Women's Literature Honors S1 LA: English Meets additional English credit requirements

1611 Women's Literature Honors S2 LA: English Meets additional English credit requirements

1834 CE- CCR 094 Studio 121 LA: English Meets additional English credit requirements

1838 CCR 092 PREP LA: English Meets additional English credit requirements

1849 CE- CCR 092 College Comp LA: English Meets additional English credit requirements

1878 CE- LIT 205 Ethnic Literature LA: English Meets additional English credit requirements

1879 CE- ENG 121 English Comp LA: English Meets additional English credit requirements

1880 CE- ENG 122 English Comp LA: English Meets additional English credit requirements

1881 CE- LIT 115 Intro to Lit LA: English Meets additional English credit requirements

1923 CE- ENG English Other LA: English Meets additional English credit requirements

3587 CU Succeed/Ext Stud COMM 1011 LA: English Meets additional English credit requirements

3588 CU Succeed/Ext Stud ENGL 1020 LA: English Meets additional English credit requirements



5173 CE- ENG 131 Technical Writing LA: English Meets additional English credit requirements

7902 IB English 1-HL S1 LA: English Meets additional English credit requirements




04 – Math 1837 MAT 055 PREP MTH: Mathematics fulfills 4th year math requirement

1840 MAT 121 PREP MTH: Mathematics fulfills 4th year math requirement

1841 MAT 123 PREP MTH: Mathematics fulfills 4th year math requirement

1882 CE- MAT 120 Math for Lib Arts MTH: Mathematics fulfills 4th year math requirement

1883 CE- MAT 121 College Algebra MTH: Mathematics fulfills 4th year math requirement


1884 CE- MAT 123 Finite Mathematics MTH: Mathematics fulfills 4th year math requirement

1885 CE- MAT 135 Intro to Statistic MTH: Mathematics fulfills fourth year math requirement

1887 CE- MAT 201 Calculus 1 MTH: Mathematics fulfills 4th year math requirement

1892 CE- MAT 122 College Trig MTH: Mathematics fulfills 4th year math requirement

1925 CE- MAT Mathematics Other MTH: Mathematics fulfills 4th year math requirement

5000 CTE Accounting S1 MTH: Mathematics fulfills 4th year math requirement

5005 CTE Accounting S2 MTH: Mathematics fulfills 4th year math requirement

3593 CU Succeed/Ext Stud MATH 1070 MTH: Mathematics fulfills 4th year math requirement




4220 MAT 050 Quantitative Lit MTH: Mathematics fulfills 4th year math requirement

4242 Adv Alg/Trig for Comp Prog 1 MTH: Mathematics fulfills 4th year math requirement

4310 AP Computer Science 1 MTH: Mathematics fulfills 4th year math requirement

4312 AP Computer Science 2 MTH: Mathematics fulfills 4th year math requirement

4318 Financial Algebra S1 MTH: Mathematics fulfills 4th year math requirement

4319 Financial Algebra S2 MTH: Mathematics fulfills 4th year math requirement

4320 AlgbrcPrncplsMrktng S1 MTH: Mathematics fulfills 4th year math requirement

4321 AlgbrcPrncplsMrktng S2 MTH: Mathematics fulfills 4th year math requirement

4340 Probability/Statistics S1 MTH: Mathematics fulfills 4th year math requirement

4341 Probability/Statistics S2 MTH: Mathematics fulfills 4th year math requirement

4351 PreCalculus Integrated S1 MTH: Mathematics

fulfills 4th year math requirement

4352 PreCalculus Integrated S2 MTH: Mathematics


4359 PreCalc Integrated Honors S1 MTH: Mathematics


4361 PreCalc Integrated Honors S2 MTH: Mathematics


4364 AP Statistics S1 MTH: Mathematics


4366 AP Statistics S2 MTH: Mathematics


4368 CU Succeed/Ext Stud Math S1 MTH: Mathematics


4370 CU Succeed/Ext Stud Math S2 MTH: Mathematics


4391 AP Calculus AB S1 MTH: Mathematics


4392 AP Calculus AB S2 MTH: Mathematics


4393 AP Calculus BC S1 MTH: Mathematics


4394 AP Calculus BC S2 MTH: Mathematics


4400 Pre-Calculus S1 MTH: Mathematics


4402 Pre-Calculus S2 MTH: Mathematics


4404 Pre-Calculus Honors S1 MTH: Mathematics


4406 Pre-Calculus Honors S2 MTH: Mathematics


4455 CE- MAT 050 Quantitative Lit MTH: Mathematics


4456 CE- MAT 055 Algebraic Literacy MTH: Mathematics


4464 CE- MAT 108 Technical Math MTH: Mathematics


7988 IB Trigonometry-HL MTH: Mathematics



7989 IB Trigonometry-SL MTH: Mathematics


7994 IB MS Trig MTH: Mathematics


8000 IB Calculus 1-HL S1 MTH: Mathematics


8001 IB Calculus 1-SL S1 MTH: Mathematics


8003 IB Calculus 1-HL S2 MTH: Mathematics


8004 IB Calculus 1-SL S2 MTH: Mathematics


8006 IB MS Math Analysis S1 MTH: Mathematics


8007 IB MS Math Analysis S2 MTH: Mathematics


8138 IB Math Studies 1 S1 MTH: Mathematics








8142 IB Mathematics SL 1 S1 MTH: Mathematics








8146 IB Mathematics HL 1 S1 MTH: Mathematics








8150 IB Further Math HL 1 S1 MTH: Mathematics









GRADE LEVEL ASSIGNMENT AND GRADING PROCEDURES

Grade Level Assignment Procedure To ensure adequate student achievement and motivation of progress toward graduation, Denver Public Schools has developed a Grade Level Assignment Procedure for all 9th through 12th grade students.

In an effort to reduce the amount of inaccurate data processed for state reporting, it is imperative that all high schools adhere to the implementation of the grade-level assignment procedure that has been adopted by the DPS school board, Policy IKE.

Grade retention or acceleration may increase the likelihood that students will succeed in meeting challenging academic expectations at the next grade level. Retention provides a second opportunity to master skills, while acceleration increases the likelihood that academic expectations will be challenging.

Grade retention or acceleration of students will depend on several factors including all of the following: 1. Academic skills 2. Maturity 3. Satisfactory completion of assigned work 4. Likely success in completing the academic work at the next grade level Grade retention or acceleration will be based on the best interests of the student and his/her educational success. Grade levels will be determined based on credits earned as defined below: 1. In order to be classified as a 9th grader, less than 60 credit hours have been successfully completed. 2. In order to be classified as a 10th grader, students will need to have successfully completed 60 credit hours. 3. In order to be classified as an 11th grader, students will need to have successfully completed 120 credit hours. 4. In order to be classified as a 12th grader, students will need to have successfully completed 180 credit hours. 5. Students must have 240 credit hours to graduate. While students generally attempt to complete 60 credit hours per year, a student may attempt more or less than this number of credit hours consistent with the DPS High School Graduation Requirements (Class of 2011 & Beyond) A mid-year grade level adjustment is only for students who have been retained as a result of a grade-level change during

the New Year (July) roll.

These students are eligible for a mid-year grade adjustment when they meet both criteria below:

1. Reach the credit hour requirements for the grade-level.

2. Have attended school for the amount of time that corresponds with the grade level.

For example:

A sophomore has to successfully complete 60 credit hours and be in their 2nd year of school, a junior has to

successfully complete 120 credit hours and be in their 3rd year of school, a senior has to successfully complete

180 credit hours and be in their 4th year of school.


Testing Grade for state-mandated assessments: CMAS, CO SAT, PSAT10

For the purposes of determining testing grade for the state-mandated summative assessments of CMAS, CO SAT

and PSAT10, grade-level changes must be adjusted in Infinite Campus NO LATER THAN April 1, 2017. Please visit

the ARE website at www.dpsare.com for additional information regarding these state assessments. Contact

Kelly Gilmore ([email protected]) if you have additional questions.

State-mandated Assessments for English Learners: ACCESS Grades 9-12: All Designated English Learners Contact [email protected] if you have additional questions. State-mandated Assessments for new English Learners: W-APT Grades 9-12: All new English Learners Contact [email protected] if you have additional questions. Expectations for communication with parents about the transition to grade level assignment based on credits:

1) Parents must be notified if their current 12th grade student is in danger of not completing 240 credits by May and is, therefore, in danger of not graduating with their class.

2) Parents must be notified if their current 10th or 11th grade students are not successfully completing the

minimum amount of credits each year to stay on track for graduation with their peers. 3) Schools must notify all parents that grade level status will be adjusted during the school year based on

the amount of credits successfully completed by each student, rather than the number of years the student has been in high school.

http://www.dpsare.com/





Grading Procedures

The primary purposes of student grades in DPS are to:

1. Communicate the achievement status of students to appropriate and interested parties (e.g., students,

parents, and school and district administration)

2. Serve as the basis for awarding credit in secondary schools 3. Identify students for program placement (e.g., intervention or acceleration programs) 4. Secondary grading practices should support awarding accurate grades based primarily on the achievement

of academic standards. Grading practices should be consistent across the district.

Components of a Grade:

Grades assigned in secondary schools will be comprised of two components: Product and Process. The Product component is academic performance that reflects evidence of achievement of the

standards/big ideas. Products are summative measures of achievement taken when skill or unit mastery is expected.

The Process component reflects the intentional academic behaviors that support the 21st Century Skills and Readiness Competencies: invention, collaboration, critical thinking and reasoning, self-direction, and information literacy that leads to or supports the product. Process evidence cannot include classroom behavior, attendance, non-academic participation, or extra credit.

Each school will determine the relative weights of Product and Process such that the Product component comprises 75%-90% of the grade and the Process component comprises the remaining 10%-25%.

Scores within Product and Process grades should be combined in a manner that does not distort achievement. Aggregation methods are guided by the highest achievement levels of the standards/big ideas using

multiple sources of data over time.

Grades include scores that evidence expected mastery of a skill, standard, or big idea; they should not

include formative evidence of learning along the way to expected mastery.

Grades do not include scores and practices that disproportionally or artificially reward or penalize

students (e.g., zeros, extra credit, late work policies).

Grading Scale:

Traditional DPS secondary schools use an A, B, C, D, F grading system. These grades are defined as follows: A: The student demonstrates thorough knowledge and mastery of skills that allows him/her to function

independently above their current educational level.

B: The student demonstrates mastery of knowledge and skills that allows him/her to function

independently at their current educational level.

C: The student demonstrates basic knowledge and skills usage but cannot operate independently on

concepts and skills related to his/her educational level. The student requires remediation and

assistance to complete tasks without significant errors.

D: The student demonstrates significant lack of skills and knowledge and is unable to complete basic skills or

knowledge sets without significant remediation.

F: Lack of evidence and/or unsatisfactory work performance on assessment and evaluations of student

work.

*Any deviation from this procedure will require approval from the Instructional Superintendent.


Denver Public School Grading System

Description

Value on a 4- point scale

Value on a 5.2

point scale

Percent

Based

Letter

Grade

The student demonstrates thorough knowledge and mastery of skills that allows him/her to function independently above their current educational level.

The student demonstrates a comprehensive

understanding of all relevant information relevant to the topic at level.

The student demonstrates comprehension and understanding of knowledge and skills above his/her grade level.

The student can perform skills or processes independently without any significant errors.

4.0

5.2

93-100

A

3.67

4.77

90-92

A-

The student demonstrates mastery of knowledge and skills that allow them to function independently on all major concepts and skills related to their educational level.

The student demonstrates a comprehensive

understanding of all information relevant to the topic at level.

The student can perform skills or processes independently without any significant errors.

3.33

4.33

87-89

B+

3.0

3.9

83-86

B

2.67

3.47

80-82

B-

The student demonstrates basic knowledge and skills usage but cannot operate independently on concepts and skills related to his/her educational level. Requires remediation and assistance to complete tasks without significant errors.

The student has an incomplete knowledge of the

topic and/or misconceptions about some information.

The student requires assistance and coaching to complete tasks without errors.

2.33

3.0

77-79

C+

2.0

2.6

73-76

C

1.67

2.17

70-72

C-

The student demonstrates some skills and knowledge, but requires remediation to complete basic skills or knowledge sets.

The student can demonstrate some knowledge in content area, but displays misconceptions about some information.

Student can complete skill set, but requires significant coaching and assistance.

1.0

1.3

60-69

D

Lack of evidence and/or unsatisfactory performance on assessment and evaluations of student work.

0

0

0-59

F


High School Score Group

Grade Usage Impact on GPA

Credit Awarded

Notes

A-D Passing grades earned in a course

Positive Yes

A-Ds are awarded when a student passes a class

A-Ds indicate a student successfully completed a course

F Failing grade earned in a course

Negative No The student has shown insufficient

evidence of proficiency on the course

standards.

Student should repeat the entire

course through semester recovery.

Grades changed from an F to passing need IS course in order to earn credit

P Passing grade earned in a course

Neutral Yes

Should not be awarded for core classes (an example of appropriate usage would be for Advisement or Student Assistant)

Ps indicate a student successfully completed a course

I Unit/missed work recovery

Negative No Student is eligible for semester recovery

based on teacher recommendation.

Specific understanding/contract with

completion date between teacher and

student of what is expected to

successfully pass the class.

I’s must be updated before grades roll. If

they are not updated prior to grades

rolling, a grade change from needs to be

submitted.

Student has one term to demonstrate mastery and earn credit before the grade is changed to an F.

WF Dropped course after 1/3 of the term

Negative No Used when a student drops a class after attending 33% or more of a class during a term (i.e., after six weeks of a semester long class)


AU Audit Score Neutral No Audit Score

Non-credit bearing indicator on transcripts that has no impact on GPA.

Students come in too late in the semester to earn credit, but are given a schedule for attendance purposes

Examples of use: Students coming out of treatment/detention facilities, refugees, and severe absences due to illness.

Grade Book Roll Deadline 16/17 School Year

Term Structure Term 1 Deadline Term 2 Deadline Term 3 Deadline Term 4 Deadline

Semester Friday January 13th Monday June 19th

Trimester Monday November 21st Monday March 6th Monday June 19th

Quarter Monday November 7th Friday January 27th Friday March 24th Monday June 19th

Hexter No later than 1 week after the end of each hexter

Steps for rolling grade books:

1. Remind teachers at least two weeks prior to deadline that final grading tasks should be posted in Infinite

Campus.

2. Once teachers have notified school administration that grades have been entered, schools must run

Grades Report in Infinite Campus (see instructions below)

3. When no students have missing final grades, as indicated by the Grades Report, schools may then

request a grade book roll from DoTS on or before the deadline.

NOTE: If a teacher updates the final grading task after grades have rolled to transcripts, the changes will not

be reflected on the transcript. In this case, a grade change request must be requested. Re-rolling grades only

impacts final grading tasks that were previously blank.


Grade Changes

General Information

A grade change request can be made for the following reasons:

Student completed extra work to earn a higher grade

Student was given an I and the opportunity to complete missed work (I/A-D)

Student did not complete required work (I/F)

Teacher entered a grade in error

Grade book calculation error

The form located at the link below should be utilized to change A-D grades and incomplete grades (where there was

work in progress). All grade changes require approval from the school principal. F grade changes require approval from

the Instructional Superintendent (IS) as well as the school principal.

Students are eligible for a grade change until the end of the next term in which they received the original grade (i.e. if an

‘I’ was received in S1 of 16/17, the student has until the end of S2 in 16/17 to make up the grade). Teachers may put in

place a shorter recovery period if appropriate. If the student and teacher have an agreement in place to complete

missed work due to illness, extenuating circumstances, etc., an ‘I’ must be given as the final grade.

https://docs.google.com/a/dpsk12.net/forms/d/e/1FAIpQLSew9nFOplkHI2ZvDBOOebspH9WADykVzHfZ0knzamOSlu9Ui

Q/viewform?c=0&w=1

https://docs.google.com/a/dpsk12.net/forms/d/e/1FAIpQLSew9nFOplkHI2ZvDBOOebspH9WADykVzHfZ0knzamOSlu9UiQ/viewform?c=0&w=1

https://docs.google.com/a/dpsk12.net/forms/d/e/1FAIpQLSew9nFOplkHI2ZvDBOOebspH9WADykVzHfZ0knzamOSlu9UiQ/viewform?c=0&w=1


Instructions for Running Grades Report

1. IC Index Grading & Standards Reports Grades Report 2. Select identifying information you wish to pull


Procedures for the Computations of Grade Point Average and Determination of Rank in Class

Grade Point Average:

Grade point average is an interpretation of the pupil's achievement in terms of the marks received in the course taken. It does not take into consideration the varying nature of courses ranging from academic to non -academic nor does it show the relative difficulty of courses within any particular department. An exception to the later point is that the marks in accelerated courses, advanced placement courses, and Level 3 or above of a foreign language shall carry weighted grade point value. Based on the recommendation of the principal, if a student is taking a class at a college/university, the grade point value he/she receives in the class will be equivalent to that of an AP class.

The Criteria for Computation of Grade Point Average:

Marks for courses in grades 9, 10, 11, and 12 are used to compute the pupil's grade point average. Marks for all subjects for which credit is given, whether pass or fail, are to be used in computing the grade point

average. Study Hall and Assistantships are to be given 2.5 credits each, and whether pass or fail, will not be computed in the grade point average. Both courses should be coded as “non-academic” in the course file set.

• Courses offered on a "satisfactory/fail" basis are not included in computing the grade point average unless they are failed.

• If a pupil takes a course which she/he previously failed, both the failing mark and the mark received the second time the course is taken will be used to compute the cumulative grade point average.

• If a student repeats a previous passed course, for any reason, the course will roll into elective credit. • Marks of pupils who transfer into the Denver Public High Schools from North Central or any other comparable

accrediting agencies are considered on the same basis as those of pupils who have been enrolled in the Denver Public Schools for their entire high school career.

• Marks for summer school courses taken in grades 9 through 12 will be included in computing the grade point average.

Grade Point Value for Computation of Grade Point Average:

Grade

Grade Point Value

Regular and

Modified Classes & AP courses

without exam

Grade Point Value

Honors, AP (upon exam

completion), and

College/University Classes*

A 4.0 5.2

A- 3.67 4.77

B+ 3.33 4.33

B 3.0 3.9

B- 2.67 3.47

C+ 2.33 3.0

C 2.0 2.6

C- 1.67 2.17

D 1.0 1.3


F 0.0 0.0

W/F 0.0 0.0

Computation of grade point average is determined in the following manner:

Multiply each point value by the number of semester hours earned or attempted at the point value to obtain

total point value for each grade.

Add total semester hours earned or attempted in courses counted toward the grade point average.

Add the total point values earned.

Divide the sum of the total point value by the sum of semester hours earned or attempted in courses counting

toward the grade point average.

Procedure for the Determination of Valedictorian/Salutatorian Designation and Class Rank:

The "weighted" grade point average will be used to determine each school's valedictorian and salutatorian.

The average of all eight semesters must be used to determine each school's valedictorian/salutatorian (no exceptions). Adjustments to grade point averages because of the Advanced Placement (AP) Testing Policy must be completed before determining the final grade point average. The re-calculation of grade point average for students affected by the AP Test Policy may impact the valedictorian/salutatorian designation and top ten lists.

• Students who choose to graduate early, before completing eight semesters, must be ranked in the class with

which they entered. They do not become a part of the graduating class that completed eight semesters. Students must be enrolled in their school of attendance for a minimum of three years and achieve the highest grade point average in their graduating class in order to qualify and be the class valedictorian. This also applies to students transferring from the International Baccalaureate Program to other high schools. This policy has been in effect since the beginning of the school year in 1989-1990. Assistant Principals, Counselors, and Records Secretaries must adhere to this policy.


ATTENDANCE WITHDRAWAL PROCEDURES & BEST PRACTICES

Truant students under age 17: A truant student under the age of 17 is one who has been absent from school without

permission for 4 or more days in a given month or 10 or more cumulative days.

1. If the parent/guardian continues to reside at a known address, and the student accumulates unexcused

absences, the student is truant.

2. The student cannot be dropped simply due to nonattendance for truancy before due diligence occurs (see

below). This includes students identified as runaways.

3. Counseling, attendance contracts, on-going communication with parents, use of specialized services staff,

referral to community resources, and filing a truancy petition if the child is 16 or younger are examples of

interventions that should be used.

Procedures for Withdrawing Students Under the Age of 17 (Due Diligence):

1. Document home visits and phone calls to all numbers on registration and emergency cards in IC. Documentation

should include a minimum of three phone calls and one mandatory home visit. Talk to neighbors/landlords and

friends of the students when possible.

2. Send a registered letter to the last known address or deliver in person during the home visit (document receipt)

requesting the parent/guardian to contact the school regarding the students absences. The letter should state

that it appears the school is unable to meet the educational need of the student due to nonattendance. Do not

use terms of “dropping or withdrawing” in the letter.

3. Place a copy of the letter in the student’s cumulative file.

4. If the above steps occur and there is still no ability to contact a guardian of the student, withdraw the student

using an end code of “06” (ECE – 6) or an end code of “40” (7-12). This will also start the re-engagement efforts

for this student by using that code 40. Use current date as date of withdrawal – a withdrawal is not retroactive

to the last day of attendance.

Truant students ages 17 and over (Due Diligence):

1. A truant student ages 17 and over is one who has been absent without excuse for 20 or more consecutive

days. If it is determined that the absences are due to truancy, the student may be dropped or withdrawn (Board

Policy, JE-R).

2. Follow Due Diligence described above to re-engage the student in school.

3. Withdraw the student in accordance with Board Policy, JE-R.

4. Keep a list of all students ages 17 and over who are withdrawn.

Administrative Transfers and other Special Circumstances:

1. Any transfer from one school program to another school program within Denver Public Schools requires an

administrative transfer, even if the student is leaving a traditional school for a non-traditional school. Schools

should not withdraw a student until placement in the receiving school is confirmed. The receiving school is

responsible for picking them up and changing the enrollment status in IC.


2. DO NOT WITHDRAW students who are receiving services from Gilliam or any other detention center, or students

who have been expelled or are awaiting an expulsion hearing. Student Services will alert the affected schools.

3. Best Practice: Wait for confirmation from school programs out of district or out of state before withdrawing

student if guardian has identified that they will be transferring. At minimal, a phone confirmation is ideal.

4. Students receiving special education services may require the IEP team to consider addressing truancy as a

behavior issue that would be addressed as part of the IEP where appropriate.

**NOTE: Students with special needs (an IEP) follow the same due diligence outlined above, and school should ensure

that the student’s Special Education Case Manager is involved in the process.

**For students with special needs (an IEP) age 17 or older who have 20 consecutive absences, the school may

withdraw the student. The student is no longer legally compelled to attend school. Best practice suggests the school

conduct due diligence (as listed above) and if they are able to contact the family, inform them the student is being

withdrawn but is welcome back should he/she wish to receive services in the future. Again, case managers should be

involved in this process.

POTENTIAL SCENARIOS:

Scenario 1: The school finds the student. The student begins attending. No further action.

Scenario 2: The school finds the student and he/she has enrolled somewhere else. The school verifies the other

enrollment and withdraws the student with appropriate note in IC.

Scenario 3: The school finds the student but the student is simply refusing to attend school. The school tries to connect

the student to an alternative placement and may contact the Transition Liaison for the area to assist. If none of this

works, the school files truancy on the student and keeps the student enrolled until the hearing. (Student may be

referred to truancy court while the school continues other interventions. The hearing may be vacated if the student

comes into compliance with the law.)

Scenario 3A: The school finds the student but the student is simply refusing to attend school AND will turn 17 during the

current school year, before the summer. The school has contacted the Transition Liaison and attempted to connect the

student with an alternative placement but the student still refuses to attend. The school can withdraw the student.

Student will be coded as a drop out (code 40).

Scenario 4: The school cannot find the student. The school may withdraw the student using the 06 code (ECE -6) or 40 code (7-12). Student is considered a dropout unless student can be located and adequate documentation is received.


Withdrawal Grades Given for Dropping Courses

Who is Responsible?

High School Principal or Designee

Forms:

Determined by school

Guidelines and Considerations:

If course is required for graduation, parent and school official must sign off on school form.

Process for Dropping Courses:

1. Student may drop a class the first two weeks of the semester. If the course is required for graduation, an administrator or counselor at the school must provide an approval signature.

2. Students who want to drop a course during the third through sixth week (the first third of semester) must get permission from the administrator at the school. No record of the course should be made on the report card or on the student’s permanent record.

3. When, by request of the student or parent, a student drops a course after completing the first third of the course, the first six (6) weeks in an 18-week semester, and before the end of the semester, a mark of “WF” must be recorded and reflected on the student’s transcript. Counselors must notify the Records Secretary to make the necessary changes on the transcript.

4. Students who withdraw from the high school and move after the first one-third of the semester will receive a “WF” and no credit on their transcript, if they have not satisfied all the requirements of the course.

Please note: if a student withdraws from school prior to the end of the semester and does not re-enroll that same semester, the transcript must reflect the student's attendance and withdrawal grade for the said semester.

New Students Enrolling:

High School credit shall not be awarded after the first six (6) weeks in an 18-week semester period unless student has transfer grades from sending school, or the building principal determines otherwise.


Withdrawal Codes and Implications Using withdrawal codes improperly can have drastic negative effects on students, schools, and the district as a whole.

Graduation, on-track to graduate, and dropout rates (which directly coincide with a school’s SPF) are tracked through

these codes and are reported to the state annually. CDE reconciles the DPS codes against their internal database and

has DPS adjust codes accordingly. This means, for example, if DPS has a student coded as transferring to a public school

in another Colorado school district (code 13), the state has no record of the student attending in another district, and

adequate documentation was not gathered by DPS, CDE will instruct DPS to change the code from a transfer to a drop

out.

Withdrawal codes are also instrumental in tracking student re-engagement efforts. If a school does not accurately

represent drop outs, the Office of Post-Secondary Readiness is unable to identify and reach out to these students for

engagement efforts.

The most frequently misused codes are below:

05

Transfer to a school located in a different country

Note: Annotate the country where the student is intending to move in the comments section. The Out

of Country Withdrawal form or foreign exchange documentation is required. The Out of Country

Withdrawal form should be used when a conversation has been had with the parent on where the

student is moving, and must be signed by the school Principal or Assistant Principal. The form can be

found on the Student Submissions End of Year website. Once adequate documentation is received,

please note this in the enrollment tab in IC.

11

Transfer to a public school in the same school district.

Note: The student will automatically be withdrawn with this code in IC when the student enrolls at a

different DPS school. This code should not be inputted by the sending school. If a guardian shows up to

withdraw a student, the sending school should provide necessary records, but leave the student

enrolled.

13

Transfer to a public school in a different Colorado school district.

Note: Annotate the school district and school where the student is intending to enroll in the comments

section. You must follow up with the receiving school to gather adequate documentation, the

Confirmation of Enrollment and Attendance form. This form can be found on the Student Submissions

End of Year website. Please note that a request for records is not considered adequate documentation

because it does not confirm that the student actually attended. Once adequate documentation is

received, please note this in the enrollment tab in IC.

14 Transfer to a school located in a different state

Note: Annotate the state, school district, and school where the student is intending to enroll in the

comments section. If the student is moving to a school within the country, you must follow up with the


receiving school to gather adequate documentation, the Confirmation of Enrollment and Attendance

form. The form can be found on the Student Submissions End of Year website. Please note that a

request for records is not considered adequate documentation because it does not confirm that the

student actually attended. Once adequate documentation is received, please note this in the

enrollment tab in IC.

15

Transfer to a non-public school.

Note: Annotate the state and private school where the student is intending to enroll in the comments

section. You must follow up with the receiving school to gather adequate documentation, the

Confirmation of Enrollment and Attendance form. This form can be found on the Student Submissions

End of Year website. Please note that a Request for Records is not considered adequate documentation

because it does not confirm that the student actually attended. Once adequate documentation is

received, please note this in the enrollment tab in IC.

16

Transfer to home-based education (home schooling).

Note: Adequate documentation consists of a signed parent’s letter or the Homeschooling form through

Student Services. Without the adequate documentation, the 16 will turn into a 40.

19

Transfer to State Facility on grounds school

Note: This code should only be used for approved facilities determined by the state. For an approved

list of facilities, please visit the Student Submissions End of Year website. Annotate the facility where

the student is transferring to in the comments section of the enrollment tab. You must follow up with

the facility to gather adequate documentation, the Confirmation of Enrollment and Attendance form.

This form can be found on the Student Submissions End of Year website. Please note that a Request for

Records is not considered adequate documentation because it does not confirm that the student

actually attended. Once adequate documentation is received, please note this in the enrollment tab in

IC.

25

Extended absence.

Note: Please see: Attendance Withdrawal Procedures and Best Practices

Use this code when a student is “expected” to return during the same school year to the same school in

the same grade. If the student does not return, the 25 will turn into a 40.

40

Dropped out.

Note: Please see: Attendance Withdrawal Procedures and Best Practices

Only use this code for students in grades 7-13 that cannot be tracked after all resources have been

utilized to find the student.

45

Discontinued School 6 weeks but returned

Note: Use this code when a student drops-out of school for 6 weeks but returns to the same

school in the same year

GED Transfer – Student exits to participate in a GED preparation program not


70

administered by the district.

Note: Use this code when a student transfers to GED program in another district. By collecting

adequate documentation, proof of passing GED, this can increase your school’s completer numbers.

Please refer to the Data Dictionary on the Student Submissions website for more information about enrollment codes,

adequate documentation, and helpful hints.

Exempt School Leave Code There is a population of students in our schools who are unable to come to school regularly due to appropriate

considerations. For this specific population, the exempt absence code can be used to indicate those students who are

not able (or expected) to come to school, but who are still receiving academic services and for which the school should

not receive negative attendance. **Please note this is not for students who are unable to receive some academic

intervention and/or service.

Parameters: o Population – used only for students who are absent for appropriate reasons, but who do not have

medical documentation or do not meet the requirements for homebound (i.e. mothers who just gave birth and have completed their 4 weeks, but have 2 more weeks to be with their baby).

Appropriate reasons:

chronic, documented medical reasons

pregnancy

other situations that may be appealed to the Instructional Superintendent/Executive Director

Does not apply to:

Students with IEPs

Behavioral issues o This code is not to be used for 1 day absences, but rather for pattern of absences. A decision is then

made and an application completed to put the student on this type of program.

Body of Evidence/Program Requirements o Student receives at minimum 1 teacher contact per subject area and 2 contacts from site coordinator

per week. Contact is defined as:

Email with response (i.e. teacher email student and the student responds)

Face to face at school, student’s home or other public location

Phone call (i.e. teacher calls student and has a conversation regarding their work. A message is not sufficient)

o Teachers determine what students are working on while they are out. o Teachers assign weekly assignments. Students must complete and turn in work demonstrating their

proficiency. o Teacher and site coordinators will assign work based on the pacing and content covered in the regular

classroom. The assignments can be adjusted based on the student’s unique circumstances for each week.

Monitoring: o Site coordinator keeps a log of teacher and site coordinator contacts.


o Assignments are compiled weekly and communicated to student via site coordinator. Assignments may be used to monitor progress towards larger work products (i.e. Edgenuity

progress) Assignments must be accessible for students (i.e. if they do not have a computer/internet

access, Edgenuity cannot be used) All policies with regard to the use of Edgenuity (i.e. 80% mastery and proctored exams, must still

be followed. District staff can proctor testing off-site if necessary).

Central Office Support o Program Application must be completed and signed off by the appropriate Instructional

Superintendent/Executive Director prior to the exempt absence code being used.


Exempt School Leave Code Application

Office of Post-Secondary Readiness

To be submitted for approval to the Network Instructional Superintendent or Executive Director.

Please note, this code cannot be used unless approval has been received.

Name: _____ Student ID #: Birthdate:

Grade: ___________

Parent(s)/Guardian:

Address: City: State: Zip:

Home Phone: Father’s Work Phone: Mother’s Work Phone:

Student Address: City: State: Zip:

Primary Language of Student: Other Language(s): Parent: ___________

Site Coordinator at School: School:

Individual completing this form:

Proposed Date to begin using code: ________________________________________________________

Anticipated end date for code: ____________________________________________________________

Does this student have an Individual Education Plan (IEP?) Y N

If yes, this code cannot be used for the student.

Please explain the student background and situation that necessitates the use of this code.

What is the plan for support for the student? Please be specific to include specific individuals, regular times of contact

and method (in person, email, phone) in which the student and school site coordinators and teachers are expected to

communicate with each other. Please reference the High School Procedures Guide for specific guidelines.

What courses will the student be working on while they are out of school? Please list the course and appropriate

teacher who will be providing contact. Please ensure teachers understand their responsibilities.


Signatures:

Teachers:

I understand I will be providing work and contact with ______________ for the period of time they are out. I will need

to coordinate with the site coordinator in order to ensure the student receives the support necessary to continue to

progress.

__________________________ __________________________

__________________________ __________________________

__________________________ __________________________

Legal Guardians:

I have discussed the opportunity available to my student via the Exempt School Leave Code. I approve of the plan in

place:

__________________________ __________________________

Student:

I am aware of the plan in place to support me while I am out of school. I understand and agree to my responsibilities

outlined above.

__________________________ __________________________

Reviewed Denied _

Instructional Superintendent/Executive Director Date

Duration Dates: Anticipated beginning Date: Anticipated ending Date:


Procedure for Repeated Courses (NOT CREDIT RECOVERY)

While the majority of courses may only be taken once to earn named graduation requirement credit, some courses may be taken more than once. In the case of repeated courses:

1. If a student receives an F in a course and the student repeats that course, the F will not be removed from the official transcript and will continue to be factored into the student‘s GPA.

2. If a student repeats a previously passed course, for any reason, the duplicate credit earned, will be considered elective credit.

For instance Algebra 1 S1 will only be given Algebra credit once, but if a student should, for any reason, take an equivalent class a second time, then that course will be considered elective credit.


Course Substitution Waivers, Exemptions, Release Permissions

Any waiver granted by an Instructional Superintendent does not exempt a student from fulfilling the 240 credit graduation

requirement. Students must still complete the required amount of credits in each subject area (40 Math, 40 English, 10

USH, 5 Civics, 15 SS, 30 Science, and 10 Fine Arts/CTE).

Scheduling errors and/or missing transfer transcripts do not exempt a student from completely fulfilling district graduation

requirements.

Item Description Notes

Course Substitution Waiver Course substitution waivers may be granted in circumstances where the student has completed the required credits in each subject area, but has not met the named requirements.

A Course Substitution Waiver does not exempt a student from fulfilling the individual graduation requirements for each subject area (i.e. if Algebra 1 is waived, student must still complete 40 credits total in Mathematics)

Example of when a Course Substitution Waiver form is required:

Course Replacement

o A student has completed 30 total credits in Science (6

individual courses), but has not met the 20 Science Lab credit requirement (form/permission required)

o Course replacement is not applicable in any subject area other than Science (i.e. excess Social Studies credits cannot be applied to the U.S. History or Civics requirement; excess Algebra 1 credits cannot be applied to any credit bucket other than Academic Electives)

Example of when a Course Substitution Waiver form is not required:

Forward Course Progression

o A student begins their freshman year in Algebra 2 (i.e. skipping Algebra I and Geometry). Once Algebra 2 is completed, the student would then be required to complete 30 upper-level Math (no form/permission required)

o If a student maintains forward course progression (i.e. begins in or skips to a higher-level course) lower level courses do not need to be completed


PE Waiver A PE waiver may be granted in grades 9 through 11 if the student maintains eligibility throughout the season and plays a district-approved varsity sport (form/permission required)

PE waivers cannot be granted in senior year

PE waivers from other districts are non-transferable

Exempted credits must be made up in other subject areas

PE Waivers must be entered onto the transcript using code 06054

Exemption of Total Credits Used when a student transfers in from a quarter/trimester system and is short in a single named requirement by fewer than 2.5 credits due to the time of year the student transferred

Should only be used in senior year and only if the student is at risk of not graduating

Release Permissions Allows students who have the required GPA to graduate early

Students must still meet graduation requirements


Course Substitution Waiver

Who is Responsible?

High School Principal and Instructional Superintendent

Forms:

See form below Guidelines and Considerations: See table on preceding page

A Course Substitution Waiver does not exempt a student from fulfilling the individual graduation requirements

for each subject area (i.e. if Algebra 1 is waived, student must still complete 40 credits total in Mathematics)

Process:

A waiver form must be filled out and approved by the Instructional Superintendent

1. Student and/or counselor petitions for the waiver 2. Counselor documents parental agreement

3. A copy of all documentation should be placed in the student’s cumulative file , including the signature of the

principal and Instructional Superintendent 4. Ensure the waiver is kept on record at the school

5. When sending a copy of the official transcript to a post-secondary institution, transfer school, or youth

facility, attach a copy of the waiver information


PE Waiver

Who is Responsible?

Counselor and Athletic Director

Forms:

See below


Athletic sports that are sanctioned by Denver Public Schools’ Board of Education and meet the

criteria below may exempt a student from the physical education graduation requirement. No grade

or credit will be given for athletic participation and such exemptions will not reduce the number of

hours required to earn a diploma. Both semesters of the physical education requirement may be

exempted by athletic participation.

Student must maintain academic eligibility for the entire season

One full sport season played at DPS is required to exempt a student from five semester hours of PE; two full sport seasons played is required to exempt from ten semester hours

of PE

Exempted hours must be made up in other subject areas

Student must be a high school freshman, sophomore, or junior

Waiver must be requested in the same semester the sport is played

Seniors who have not yet met the physical education requirements are not allowed to

take this exemption and must enroll in a physical education course(s)

Cheerleading is not a sanctioned sport by the DPS Board of Education and therefore does

not qualify for an exemption

Participation in Citywide Marching Band or ROTC may be used for exemption

Process:

1. Student makes a request for exemption to the counselor or athletic director.

2. Athletic director verifies student eligibility for the exemption.

3. Appropriate parties sign the athletic exemption form and form is filed in student’s cumulative record .

4. Transcript staff records course 06054 PE Exempt on student’s transcript.


Exemption of Total Number of Hours Required For Graduation

Who is Responsible?

High School Principal and Instructional Superintendent

Forms: See form below


Instances when an exemption is appropriate are:

When a student transfers from another high school in their senior year a student may, with principal approval, be permitted to graduate with a lesser number of credits provided that the minimum named DPS graduation requirements are satisfied.

For example: If a student transfers into a semester system from a quarter or trimester system and is missing a portion of credit (i.e. 2.5 or 1.7 credits)

When a student has earned a B or higher in the course with lesser credits. This exemption is not appropriate for students who did not have a strong grasp in the subject area.

When a student is in their senior year and there is not sufficient time to make up the missing credits; this exemption is not intended for freshmen, sophomores, or juniors, nor is it intended to make blanket exemptions for credit. Its purpose is to allow students to graduate who are short fewer than 2.5 credits in a few classes

Process:

1. Student and/or counselor petition for an exemption 2. Counselor documents parental agreement

4. A copy of all documentation should be placed in the student’s cumulative file , including the form below

with the Instructional Superintendent’s signature


Release of Eight-Semester Requirement or Two Semester Attendance Requirement

Who is Responsible?


Forms:

Official transcript Senior contracts Letters of petition from parents, student, others


The two instances when a waiver of this policy may be appropriate are:

When a student has completed all coursework and the required hours for graduation in a Denver Public High

School but has not yet met the following requirements: Students with a 3.0 GPA who have completed all core curriculum/elective requirements and 240

semester hours (24 units) may graduate in seven semesters. Students with a 3.5 GPA who have completed all core curriculum/elective requirements and 240

semester hours (24 units) may graduate in six semesters.

When a student has transferred from another district to Denver Public Schools and the Denver Public High School has accepted all of the hours earned for credit toward graduation, a release of the two semester residency requirement may be appropriate.

There are programs available beyond the required hours for graduation within Denver Public Schools which “add value” to the student’s education. However, if it is in the best educational interest of the student, a release may be granted. Factors which impact this decision may include: students who need to work, early enrollment in college, have child care needs, or have transferred to Denver Public Schools from another state or school district, etc.

When a student transfers into Denver Public Schools, it’s possible to recommend that the sending school district accepts Denver Public Schools’ credit and issues the diploma. Students should be allowed to participate in Denver Public Schools graduation and receive the diploma from the sending school.

Process:

1. Student and/or parent should petition for the release through a letter which details the request

and the justification. 2. Copy of all documentation should be placed in the student’s cumulative file , including the signature of

the principal and Instructional Superintendent.


Denver Public Schools

WAIVER REQUEST FORM Date: __________________________

Student Name: _________________________________________ Student ID: _____________________

Grade: 9 10 11 12 School Year: ___________________________________

Basis for Waiver Request:

_________ Athletic exemption from physical education (name of sport): _______________________________

________Season/Year of participation

_________ Exemption of total number of hours required for high school graduation

_________ Waiver of specific course required for high school graduation (student must meet 240 credits to graduate)

_________ Release of 8 semester or 2 semester attendance requirement

________ Overload schedule permission

Course added in place of: _____________________________________________________________________

Rationale for Waiver: ________________________________________________________________________

__________________________________________________________________________________________

Required Signatures:

Student: ______________________________________________________ Date: ____________________

Principal: _____________________________________________________ Date: ____________________

Instructional Superintendent: _____________________________________ Date: ____________________

*One sport/season per form **One form must be completed for each waiver classification ***If waiver is given for a specific course it must be documented in the students’ transcript ****This form must be on file in the student’s permanent record. Records Clerk must record course number 6054, PE Exempt, on the student’s transcript upon receipt of this form

Required Signatures for PE Exemption:

Athletic Director: _______________________________________________ Date: ____________________

Principal: _____________________________________________________ Date: ____________________

Counselor: ____________________________________________________ Date: ____________________


NCAA Information for Student Athletes

A student considering a Division I school for an athletic scholarship is required to meet the following Core classes:

Must complete the following 16 Core classes: - 4 years of English - 3 years of math (Algebra 1 or higher) - 2 years of natural or physical science (including one year of a lab science) - 1 extra year of English, math, or natural or physical science - 2 years of social science - 4 years of extra core courses from any category above or foreign language, comparative religion or

philosophy

Earn a minimum grade-point average of (2.0) in Core courses

Earn an SAT combined score or ACT sum score that matches your core-course GPA on the DI sliding scale

A student/athlete considering a Division II school for an athletic scholarship is required to meet the following Core classes:

Must complete these 16 Core classes: - 3 years of English - 2 years of math (Algebra 1 or higher) - 2 years of natural or physical science (including one year of a lab science) - 3 extra years of English, math, or natural or physical science - 2 years of social science - 4 years of extra core courses from any of the above or foreign language, comparative religion or philosophy

Earn a minimum grade-point average of 2.0 or better in CORE courses

Earn a combined SAT score of 820 or a combined ACT sum score of 68.

Additional information can be found at the NCAA Eligibility Center at: www.eligibilitycenter.org.

http://www.eligibilitycenter.org/


NCAA: New Information/Forms for the Class of 2016

A student considering a Division I school for an athletic scholarship is required to meet the following CORE classes:

Complete 16 NCAA core courses

Minimum Core course GPA will increase from 2.0 to 2.3

10 of the 16 Core requirements must be completed prior to start of senior year

7 of the 10 Core courses must be from English, Math, and Science

Grades earned in the 10 Core classes are “locked in” for the purpose of calculating the final Core course GPA

Any retakes of the first 10 Core courses must be completed prior to senior year

Earn an SAT combined score or ACT sum scores that matches your core-course on the DI sliding scale.

NEW SAT/ACT SLIDING SCALE RULE:

Examples to the changes for the new sliding scale requirement for Division I students in the Class of 2016 and beyond:

Currently: 2.00 Core course GPA + 1010 SAT or 86 ACT = Full Qualifier

2016: 2.00 Core course GPA + 1020 SAT or 86 ACT = Academic Redshirt**

Currently: 2.50 Core course GPA + 820 SAT or 68 ACT = Full Qualifier

2016: 2.50 Core course GPA + 1000 SAT or 85 ACT = Full Qualifier

** Academic Redshirt designation applies to Division I incoming college freshmen in 2016 and beyond who do not meet the new 2.50 Core course GPA requirement, but have a Core course GPA above 2.00 and have met the SAT/ACT sliding scale requirements. An Academic Redshirt may still receive a scholarship and practice with his/her team, but may NOT participate in game competition as a college freshman.

Use the forms on the next page to help a student select appropriate DPS courses that meet NCAA CORE course

requirements.


NAME ___________________________________________ PHONE ________________ ADDRESS ________________________________________

NCAA CORE COURSES

(16 Core Classes – Division I) ENGLISH (4 Years) GRADE POINTS X UNITS = QUALITY POINTS ___________________________ _______ _______ .5 ________________ ___________________________ _______ _______ .5 ________________ ___________________________ _______ _______ .5 ________________ ___________________________ _______ _______ .5 ________________ ___________________________ _______ _______ .5 ________________ ___________________________ _______ _______ .5 ________________ ___________________________ _______ _______ .5 ________________ ___________________________ _______ _______ .5 ________________ MATH COURSES (3 Years) (Courses at the level of Algebra 1 or above) ___________________________ _______ _______ .5 ________________ ___________________________ _______ _______ .5 ________________ ___________________________ _______ _______ .5 ________________ ___________________________ _______ _______ .5 ________________ ___________________________ _______ _______ .5 ________________ ___________________________ _______ _______ .5 ________________ NATURAL & PHYSICAL SCIENCE COURSES (2 Years, including 1 lab course) ___________________________ _______ _______ .5 ________________ ___________________________ _______ _______ .5 ________________ ___________________________ _______ _______ .5 ________________ ___________________________ _______ _______ .5 ________________ ADDITIONAL COURSES (1 Year of English, Math, Natural or Physical Science) ___________________________ _______ _______ .5 ________________ ___________________________ _______ _______ .5 ________________


GRADE POINTS X UNITS = QUALITY POINTS SOCIAL SCIENCE COURSES (2 Years) ___________________________ _______ _______ .5 ________________ ___________________________ _______ _______ .5 ________________ ___________________________ _______ _______ .5 ________________ ___________________________ _______ _______ .5 ________________ ADDITIONAL CORE SUBJECTS (4 Years) ___________________________ _______ _______ .5 ________________ ___________________________ _______ _______ .5 ________________ ___________________________ _______ _______ .5 ________________ ___________________________ _______ _______ .5 ________________ ___________________________ _______ _______ .5 ________________ ___________________________ _______ _______ .5 ________________ ___________________________ _______ _______ .5 ________________ ___________________________ _______ _______ .5 ________________ TOTAL QUALITY POINTS ______________ CLEARINGHOUSE FORM _________ TOTAL COURSE UNITS ________________ SOCIAL SECURITY NO. ___________ NCAA CORE COURSE GPA _____________ PIN Number ______________________ ACT Score ____________________________ Weighted GPA ____________________ SAT Score ____________________________ Unweighted GPA __________________


NAME ___________________________________________ PHONE ________________ ADDRESS ________________________________________

NCAA CORE COURSES (16 Core Classes – Division II)

ENGLISH (3 Years) GRADE POINTS X UNITS = QUALITY POINTS ___________________________ _______ _______ .5 ________________ ___________________________ _______ _______ .5 ________________ ___________________________ _______ _______ .5 ________________ ___________________________ _______ _______ .5 ________________ ___________________________ _______ _______ .5 ________________ ___________________________ _______ _______ .5 ________________ MATH COURSES (2 Years) (Courses at the level of Algebra 1 or above) ___________________________ _______ _______ .5 ________________ ___________________________ _______ _______ .5 ________________ ___________________________ _______ _______ .5 ________________ ___________________________ _______ _______ .5 ________________ NATURAL & PHYSICAL SCIENCE COURSES (2 Years, including 1 lab course) ___________________________ _______ _______ .5 ________________ ___________________________ _______ _______ .5 ________________ ___________________________ _______ _______ .5 ________________ ___________________________ _______ _______ .5 ________________ ADDITIONAL COURSES (3 Years of English, Math, Natural or Physical Science) ___________________________ _______ _______ .5 ________________ ___________________________ _______ _______ .5 ________________ ___________________________ _______ _______ .5 ________________ ___________________________ _______ _______ .5 ________________ ___________________________ _______ _______ .5 ________________ ___________________________ _______ _______ .5 ________________


GRADE POINTS X UNITS = QUALITY POINTS SOCIAL SCIENCE COURSES (2 Years) ___________________________ _______ _______ .5 ________________ ___________________________ _______ _______ .5 ________________ ___________________________ _______ _______ .5 ________________ ___________________________ _______ _______ .5 ________________ ADDITIONAL CORE SUBJECTS (4 Years from any of the above or World Language) ___________________________ _______ _______ .5 ________________ ___________________________ _______ _______ .5 ________________ ___________________________ _______ _______ .5 ________________ ___________________________ _______ _______ .5 ________________ ___________________________ _______ _______ .5 ________________ ___________________________ _______ _______ .5 ________________ ___________________________ _______ _______ .5 ________________ ___________________________ _______ _______ .5 ________________ TOTAL QUALITY POINTS ______________ CLEARINGHOUSE FORM _________ TOTAL COURSE UNITS ________________ SOCIAL SECURITY NO. ___________ NCAA CORE COURSE GPA _____________ PIN Number ______________________ ACT Score ____________________________ Weighted GPA ____________________ SAT Score ____________________________ Unweighted GPA __________________


COURSE CODE MANAGMENT New Course Proposal Submission Process The Course Code Management webpage contains details and instructions on how to request a new course, change an existing course, or reactivate/inactivate existing courses.

Open Request Window/Deadline: The course request tool opens on September 1st of each year and closes on November

1st of the same year. All approved course requests submitted during the open request window will be added, effective

in following school year’s course catalog.

All requests for new courses or changes to existing courses in the district course master file should follow this process outlined on the Transcript and Course Code Management Support Webpage: http://transcriptsupport.dpsk12.org/course-code-management-2/

**Note Courses submitted outside this process will not be added until the next open course request window.

If you have any questions, please email [email protected]

http://transcriptsupport.dpsk12.org/course-code-management-2/

http://transcriptsupport.dpsk12.org/course-code-management-2/



TRANSCRIPT AND CREDIT EVALUATION

University of Colorado Denver Pre-Collegiate Program

Credit earned through this program is awarded based on seat time and can only earn Academic Elective credit.

Coursework is unweighted. Coursework is to be entered as a single entity using course code 09950 Pre-Collegiate

Course Work listed under Transfer School Name #4023 Pre-Collegiate In-State. Grades have the option of being

averaged or awarded on a pass/fail basis.

1 course = 5 hours a week (courses are 2 or 5 weeks long). Juniors can take an additional English class that is 10 hours a

week.

Example:

a) 2-Week Program (maximum of 5 Academic Elective credits)

4 courses = 20 hours x 2 = 40 hours = 2.5 credits (+ English class = + 20 hours = 5 credits)

b) 5-week Program (maximum of 10 Academic Elective credits)

4 courses = 20 hours x 5 = 7 credits (+ English class = + 50 hours = 10 credits)

Assessment and Transcription of College-Level Courses Taken Outside of DPS

A. Concurrent Enrollment Classes Taken Through Another School District

i. Individual courses can earn a maximum of 5 high school credits.

ii. Coursework will be listed on the DPS transcript as College Level XXX with the corresponding credit type (i.e.

Spanish 101 would be reflected as College Level World Language with Academic Elective credit).

iii. Coursework will receive a weighted grade.

iv. Coursework will be listed under the high school it was taken through.

v. Coursework is not eligible for SPF consideration.

B. College Courses Taken Independently


ii. Coursework will be listed on the DPS transcript as College Level XXX (i.e. Spanish 101 would be reflected as

College Level World Language with Academic Elective credit).

iii. Coursework will receive a weighted grade.

iv. Coursework will be listed under the post-secondary institution it was taken through.



C. Developmental Education Classes Taken Through Another School District


ii. Coursework will be listed on the DPS transcript as Intervention Math/Reading.

iii. Coursework will not receive a weighted grade.

iv. Coursework will be listed under the high school it was taken through.


D. Developmental Education Classes Taken Independently


ii. Coursework will be listed on the DPS transcript as Intervention Math/Reading

iii. Coursework will not receive a weighted grade.

iv. Coursework will be listed under the post-secondary institution it was taken through.


The remainder of this section is currently under review. If you have any questions at this time, please email

[email protected]



GUIDELINES FOR AWARDING CREDIT FOR SCHOOL EXPERIENCES OUTSIDE OF DPS

(Schools, Agencies, Hospitals, Detention Facilities, Health Treatment Centers and Community Education Programs)

I. Schools with Known Accreditation

The Denver Public Schools generally accepts credit from schools that are accredited through the North Central Association of Colleges and Schools or those accredited through an accrediting body approved by the Colorado Department of Education. http://www.cde.state.co.us/cdeprof/Licensure_institutions.asp

II. Schools with Unknown Accreditation

Schools with unknown accreditation should be evaluated as thoroughly as possible by building level administrators to determine if the courses taken meet the standards of Denver Public Schools in regard to content, instructional quality, amount of class time and instructor credentials. It is the responsibility of the parent and student to provide all necessary information in order for the best decision to be made.

III. Community Agencies and Community Education Organizations

Credit that is offered by community agencies and community educational organizations must be pre-approved through the Instructional Superintendent or designee prior to being taken and awarded (see form on following page). Coursework should be pre-approved, and the Credit Approval Request form should be submitted to the area’s Superintendent Department for final approval after the coursework is complete. After approval, the course/credit can be manually entered on the student’s transcript.

EVALUATING CREDIT HOURS FOR EXPERIENCES OUTSIDE OF THE DENVER PUBLIC SCHOOLS

(Schools, Agencies, Hospitals, Detention Facilities, Health Treatment Centers, Community Education Programs)

Clock Hours Converted to Semester Credit Hours

Clock Hours Semester Credit Hours Clock Hours Semester Credit Hours

0-14 0.0 77-83 5.5

14-20 1.0 84-90 6.0

21-27 1.5 91-97 6.5

28-34 2.0 98-104 7.0

35-41 2.5 105-111 7.5

42-48 3.0 112-118 8.0

49-55 3.5 119-125 8.5

56-62 4.0 126-132 9.0

63-69 4.5 133-139 9.5

70-76 5.0 140-146 10.0

http://www.cde.state.co.us/cdeprof/Licensure_institutions.asp


Credit Approval Request Form

Offered by community agencies/community educational organizations outside of the Denver Public Schools

COURSE INFORMATION

Organization ______________________________________________________________________________________

Course Name _______________________________________________ Course Number ______________________

Credit Area ________________________________________________ Credits _____________________________

Approval Period: From _______________________________________ To _______________________________

Course Duration: From _______________________________________ To _______________________________

STUDENT INFORMATION

Student Name_______________________________________________ Student ID# _________________________

School ________________________________________ Contact Person __________________________________

Fulfilled ___ instructional hours

Met course outcomes

Satisfactory completion of checklist

Other (please list)

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________ _____________________________________________ __________________________________ Certified Instructor Principal

DENVER PUBLIC SCHOOLS CREDIT EVALUATION Date ________________________________________

Approved

Not approved for following reason(s):

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Credit Area ______________________________________ Course/Credit ____________________________________

Credit Area ______________________________________ Course/Credit __________________________________

Instructional Superintendent ________________________________________________________


FOREIGN STUDENT PROCEDURES Transcript and Credit Evaluation for Credit Earned Abroad

Any transfer student from outside of the United States will have their transcript evaluated and processed by TCCMS. This also

applies to transcripts from student exchange programs where DPS students travel abroad. Transfer students who have been

continuously enrolled in school will be considered freshman during the fall semester in which they turned 14 years of age.

The following rules apply to credits earned abroad:

A maximum of 80 credits can be earned

Grades will be translated to their U.S. equivalent

Unless explicitly noted on the transcript, with an attached syllabus or course description, the following credit cannot be

earned abroad:

i) United States History

ii) United States Civics

iii) American Lit & Composition

For students studying in countries where English is not an official language (with the exception of international schools

where English instruction is primarily used), Language Arts credit cannot be earned abroad

Official academic records must be submitted to TCCMS in order for credit to be awarded

Scheduling Guidelines

In addition to any required ELA classes, students coming from countries where English is not an official language should

be scheduled in Intro to Lit & Composition as their first language arts class, followed by American Lit & Comp, World

Lit/Writing, and an elective language arts class (40 Language Arts credits must be earned in total)

Any student coming from abroad should be scheduled in U.S. History as their first social studies class, followed by Civics

Generally speaking, students coming from abroad will be on track in math, science, social studies (with the exception of

U.S. History and Civics), and electives

For students planning on studying abroad in a student exchange program in a country where English is not an official

language, the student should be double blocked in Language Arts in either the 10th or 11th grade

ELA coursework can only earn Language Arts credit towards the 4th year of English and to a maximum of 10 credits

The later a student enters high school in the U.S. from abroad, the greater the likelihood they will be on a 5- or 6 year

graduation path (especially if English language proficiency is low)


Procedure for Obtaining Immigration Form I-20 and F-1 VISA to Attend Denver Public Schools Revised: May, 2014

1. The student must reside with an adult (host family) during the entire time that he/she is enrolled in the Denver Public Schools. The student must be able to prove to the U.S. Consular Officer that he/she wishes to enter the United States temporarily and solely for the purpose of study and that the student has a permanent residence in a foreign country that he/she has no intention of abandoning. 2. The student must provide a transcript of his/her most recent academic record. Please note that if the transcript is not in English, an English translation must be attached. The student must have grades that are above average and there must be at least one year of English. 3. The student must write a letter of application in English requesting to be admitted to the Denver Public Schools. The letter should include the number of years the student has studied English, the reason the student wishes to study in the Denver Public School District, and an explanation of how the student‘s presence in the Denver Public School District will enhance the education of Denver students. 4. The student must provide a copy of his/her birth certificate or passport, immunization records and evidence of medical insurance that will be valid in Denver. 5. The student‘s family must reimburse the Denver Public Schools in advance for the full unsubsidized per capita cost of providing an education for a year ($7,682.00) or a semester ($3,841.00). Tuition payment must be made in the form of certified or cashier‘s check payable to Denver Public Schools or a wire transfer with the cost of the transfer included in the payment. Tuition must be paid before the I-20 can be issued. Should a student not be able to obtain a visa or not attend for some other reason, the tuition will be refunded in full (The I-20 form should be returned prior to the refund.) 6. The adult sponsor must provide proof of residence and complete an Affidavit of Support (Form I-134). This form is available on the Office of Choice & Enrollment Services (OCES) website. Supporting evidence is required including: A. Statement from an officer of the bank or other financial institution in which you have deposits giving the following details regarding your account:

1. Date account opened. 2. Total amount deposited for the past year. 3. Present balance.

B. Statement from your employer on business stationary, providing: 1. Date and nature of employment. 2. Salary paid. 3. Whether position is temporary or permanent.

C. If self-employed: 1. Copy of last income tax return filed or 2. Report of commercial rating concern.

When the sponsor has all of the above-mentioned items, he/she should call OCES (720) 423-2134 to arrange for an appointment. If all documents are in order, tuition is paid, and the student & sponsor qualify, an Immigration Form I-20 will be issued. 1. Students 18 years and older are not eligible to participate. Students who have already graduated from the equivalent of Grade 12 in their country shall not be admitted. Students entering 12th grade as seniors are not eligible to participate in the Foreign Exchange Program. 2. No students in grades K-9 may be issued I-20‘s under the current INS Law.


3. A high school student may be issued an I-20 to attend a public Secondary School for no more than twelve months. 4. The sponsor should send Form I-20 and supporting documents to the student who should then take these documents to the embassy to request a Student Visa (F-1) 5. Denver Public Schools does not issue the Form I-20 to foreign student exchange groups or travel agencies. Such programs are approved by the U.S. Immigration and Naturalization Service (INS), and the students obtain J-1 Visas. Students who enter the United States to attend a private or commercial language school would need to apply for a new I-20 and meet the District and INS requirements if wishing to transfer to Denver Public Schools or another public school district. 6. The student must be proficient in English and will not be assigned to ESOL or bilingual classes. Should a student need tutoring because of limited proficiency in English, or for any other reason, it will be the responsibility of the exchange organization, the private sponsor, or the student‘s family to provide said tutoring. He/she may be withdrawn from Denver Public Schools if the student‘s knowledge of English is insufficient for academic progress. 7. INS expects a person who enters the United States via a B-2 Visitor-for-Pleasure Visa to be a tourist. A person on a B-2 Visitor-for-Pleasure Visa who enrolls in school has no assurance that INS will extend the stay or transfer the status from B-2 Visitor-for-Pleasure to F-1 Student, unless he/she can explain INS‘s satisfaction why he/she did not apply for F-1 status before entering the United States. A student must meet all requirements, including payment of tuition, prior to issuance of an I-20. 8. Upon arrival in Denver, the student is expected to report to the school of assignment as soon as possible to present his/her visa or passport and I-20 to the principal or the principal‘s designee. This should be done as soon as possible. OCES will forward a student profile with grades transcripts, immunization records, etc. when the student is applying to the school. 9. If a student’s grades, attendance, or behavior is deemed to be unsatisfactory by the school, a student may be withdrawn and the U.S. Department of Justice and the INS will be advised immediately. Denver Public Schools has a strict policy concerning student conduct and discipline. 10. The student must read page 2 of Form I-20 carefully. A copy should be made and kept in a safe place. OCES strongly advises that the student NOT leave the country, however if the student plans to leave the U.S. temporarily, such as to return home during winter break, the student must schedule a time to meet with the Designated School Official (DSO) in the Office of Choice and Enrollment Services (OCES) the Form I-20 can be signed. The DSO must sign this form prior to leaving the country. Failure to comply with these regulations will result in the loss of student status and subject the student to deportation or denial of admission back into the United States. 11. Approved exchange programs are those designated by the United States Information Agency. Foreign exchange students admitted as part of an approved program are considered wards of the families with whom they reside. The sponsor, host family and/or local program representative must maintain personal contact with the school, must be available and willing to meet with school personnel when problems or circumstances require and must assume full and final responsibility for resolving problems including the early return of the student if personal, family or school difficulties cannot be resolved.


12. The student must have average or above average grades in school from their country of origin. The district will not provide non-immigrant foreign students with admission to special education programs, English as a Second Language programs, bilingual programs, English Language Acquisition programs, or post-secondary option programs 13. Students are expected to take five classes per term, including one language arts or English class and one American history or government class and are expected to maintain passing grades in all classes. 14. The eligibility requirements of the Colorado High School Activities Association will be followed. Accordingly, foreign students sponsored by an approved exchange organization may participate in organized sports, while those sponsored by a private sponsor may not. 15. After an initial seat offer with an OCES representative to determine capacity for foreign exchange students, the school will receive a student information packet the following:

Student profile

Copy of passport

Transcripts

Immunization records

Student health records

Secondary Level English Proficiency (optional)

Letter of recommendation (optional)

Student personal statement

Host family information ( if available) After review the school will select the foreign exchange student & OCES will communicate that acceptance back to the agency.

Application for F-1 VISA Many times a foreign student will have family members or family friends that live in Colorado (Denver), with whom they can live with for a school year. When this occurs, the family members or family friend becomes the ―host family. Privately sponsored foreign exchange students may be enrolled if an adult resident of the district has been given temporary guardianship and the student lives in the home of that guardian and if the student meets all legal requirements for a student visa. After the student has expressed an interest to the prospective host family with regard s to attending a Denver Public School, the host contacts OCES for information. An Affidavit of Support (Form I-134) can be downloaded by the potential host or they can request one from the OCES representative. This Affidavit of Support (Form I-134) details everything that must be done in order for the student to be accepted in Denver Public Schools. Once the host parent has gathered all of the necessary documentation, they will make an appointment with OCES to bring in their materials. The host parent must personally deliver this information. The most important piece that is involved with the application for an F-1 Visa is the payment of tuition. The tuition amount is set annually by the Board of Education and can vary each year.


When the host brings in all of the required information and the tuition, the OCES will need to briefly review the materials and make a receipt of the tuition payment. They student’s family may also wire the tuition payment to the DPS Disbursement Office & pay the cost of the transmission. Contact OCES to get instructions for wiring tuition payments At this point the Designated School Official will review the information and determine acceptance. If the school does not accept the student, OCES will contact the host family to inform them of the decision. Arrangements will be made to refund the tuition to the host family or the student. NOTE: The same procedure would apply if for any reason the student were not granted a visa by the embassy. If the school accepts the student, OCES will advise the host family of the decision. Additionally, OCES’s DSO will enter the student‘s information the database for the Department of Homeland Security and an I-20 will be generated. After the I-20 form is completed & signed by OCES’s DSO, the host parent must return to the OCES office to pick them up. For additional information please refer to Denver Public Schools’ Board of Education Policy JFABB & JFABB-R.

Foreign Student Admissions The OCES facilitates the admission of foreign exchange students to the Denver Public Schools. Foreign students wishing to be admitted to Denver Public Schools can do so in one of the following two ways: both must be processed through the OCES.

Application for J-1 VISA The student, while still in their home country, must contact an organization that places foreign students in the Denver Public School District. A Local Coordinator (LC) from the organization works with the OCES to submit all of the required documentation. The LC is the person who interviews and completes applications for all potential host families. The LC needs to provide OCES with three pieces of documentation:

1. Affidavit of Support (Form I-134) 2. Student Application 3. High School Acceptance/Permission Form

Ideally, these materials should be mailed or hand delivered to OCES. This will allow for clean, legible copies. Faxing sometimes distorts the images and makes paperwork very difficult to read. Therefore, it is not recommended that the information be faxed. Due to the confidential nature of the information scanning & emailing this information may put it at risk. OCES will review the materials submitted then forward the application packet to the school for acceptance. OCES will notify the LC of the acceptance or denial.


HIGHER EDUCATION ADMISSIONS REQUIREMENTS

In 2003, the Colorado Commission on Higher Education adopted the Higher Education Admission Requirements which are entry requirements for students planning to attend any of Colorado’s public four-year colleges or universities. The requirements go into effect in two phases: Phase 1 for students graduating in 2008 and 2009, and Phase 2 for students graduating in 2010 and beyond. Private colleges and universities set their own admission standards, so students should contact those institutions directly for information regarding their enrollment policies. Additionally, public two-year colleges have open enrollment policies, meaning that students applying to these schools do not need to meet the following admissions requirements.

Students planning to attend a four-year college or university in Colorado will need to complete the following classes in order to fulfill the Higher Education Admission Requirements. In addition to the Higher Education Admission Requirements, students must also meet the Admission Eligibility Index.

Meeting the Higher Education Admissions Requirements does not guarantee admission to a four-year public institution. Colleges and universities may have additional requirements.

*CCHE, CDE, and School Districts are developing standards for alternative demonstration of proficiency to be accepted in lieu of course completion. For course guidelines see paragraph 4.01 of the Admissions Standards Policy (http://highered.colorado.gov/Publications/Policies/Current/i-partf.pdf). **Two units of ESL English may count for HEAR requirements when combined with two units of successfully completed college preparatory English. ***College-preparatory ESL mathematics/science courses that include content and academic rigor/level comparable to other acceptable courses may satisfy HEAR requirements. ****Acceptable Academic Electives include additional courses in English, mathematics, natural/physical sciences and social sciences, foreign languages, art, music, journalism, drama, computer science, honors, Advanced Placement, International Baccalaureate courses, and appropriate CTE courses.

The Colorado Commission on Higher Education does not review individual high school courses to determine whether or not they meet Colorado’s Higher Education Admissions Requirements. Because local school districts in Colorado oversee their high school curricula and colleges and universities establish their own entrance requirements, it is their discretion to determine what coursework meets the Higher Education Admission Requirements.

Students should contact the counseling office at their school for specific course advice.

Other Resources and answers to Frequently Asked Questions can be found at:

http://highered.colorado.gov/academics/admissions/coursecompletion.html

Academic Area* 2010+ Graduates

English** 4 years

Mathematics (Must include Algebra I, Geometry, Algebra II or equivalents)***

4 years

Natural/Physical Sciences (two units must be lab-based)*** 3 years

Social Sciences (at least one unit of U.S. or world history) 3 years

Foreign Language 1 year

Academic Electives**** 2years

http://highered.colorado.gov/academics/admissions/IndexScore/default.asp

http://highered.colorado.gov/Publications/Policies/Current/i-partf.pdf


ACADEMIC PROGRAMS

Advanced Placement (College Board)

DPS Board Policy: IHCD

A student may qualify for the College Board Advanced Placement program (college-level courses) in high school under the following conditions.*

The student shall have:

1. Demonstrated superior achievement in accelerated or other appropriate preparatory classes which prepared him to take college-level courses in grades 11 and 12

2. Been recommended by his teacher and counselor 3. Take the AP exam in order to get (honors) credit for the class

Cooperative planning by parents, students and counselors is essential for appropriate program selection.

*Any of the above entrance criteria may be waived at the discretion of the principal if placement is deemed in the best educational interest of the student.

Current practice codified 1993 Adopted: date of manual adoption Revised: June 1998


Advanced Credit Classes-Honors and AP

DPS Board Policy: IHCDB

Instructional-Delivery Criteria that Provide s Necessary Course Rigor

• Coursework must include at least one major research paper/project per semester.

• Coursework must include intensive reading and writing in the content area.

• Instruction must include the use of higher-order thinking skills during question and discussion periods.

• A significant amount of rigorous homework, beyond that of a regular class, must be required.

• Instructional materials selected for use must reflect the challenging nature of the course.

• Level of instruction must reach greater depths of understanding, including self-directed learning, and

establish higher expectations of the student.

AP classes only:

• AP courses must focus on preparing students for the required AP exam.

• AP teachers must attend an AP workshop, lead an AP workshop, or read AP exams at least once every three

years. Monitoring will occur at the high schools and must be reported to your instructional superintendent

each year by September 1.

• The rigor of an AP class must be comparable to college-level class work.

Entrance Criteria for Honors (Accelerated) Classes

• Each school must develop procedures for recruiting and encouraging student participation in accelerated

and Advanced Placement classes.

• Teacher and counselor recommendation.

• Successful completion of prerequisite classes, as noted on the course syllabus.

• A grade of "C" or better to continue in second semester of the same class.

• Above-average reading level.

*Any of the above entrance criteria may be waived at the discretion of the principal if placement is deemed in the

best educational interest of the student.

Cooperative planning by parents, students, and counselors is essential to satisfactory program selection.

Adopted: Date of Manual Adoption Revised: June 1998 Printed from the Board of Education Policy Book


Regarding Honors and AP Credit

As a point of clarification, any student who transfers into your school from an n on-DPS school can only receive Honors

credit if the following conditions are met:

The non-DPS transcript must designate “H” credit in order that Denver Public Schools may award weighted credit. Documentation from the sending school must indicate that a class is in fact weighted for accelerated credit.

*Principal has the discretion to award Honors credit.

Students not taking the AP exam and not completing both semesters of the course will not receive

weighted credit for the AP class. Regular credit will be given in cases where the AP exam is not taken.

Students who do not take the AP exam must have their transcripts to reflect the “unweighted” grades. The

student information system (currently Infinite Campus) will reflect the adjusted grade point average.


ASCENT Program Student Procedures

Once students have been accepted into the ASCENT Program and identified by the Office of College and Career Readiness, they will need to be coded correctly in Infinite Campus (IC) throughout their ASCENT Program year. This coding is important to attribute appropriate graduation and dropout rates, as well as ensure that the student is awarded a diploma accurately. During the spring of the students’ senior year (the year prior to their enrollment in the ASCENT Program): 1. The Office of College and Career Readiness will inform all high schools of students’ status in ASCENT Program. 2. Home high schools should print the students’ diplomas but retain them at the school for the year. 3. Updates will be sent to the schools as necessary (as students may drop from the ASCENT Program during the summer

months or early in the school year). 4. The “graduation” flag must be removed from the IC profiles of all ASCENT Program students. 5. The “retention” flag must be marked in the IC profiles of all ASCENT Program students. 6. ASCENT Program students must not be end-dated with a graduation code. During the summer between the ASCENT Program students’ senior year and their college year: 1. During the July roll, all ASCENT Program students will roll into the 12th grade at their home school. 2. After the roll, the ASCENT Program school will have to contact the home school to end-date the student’s enrollment

with a code of 11, as of the first day of July. 3. The ASCENT Program school should enroll the student in the IC “ASCENT” school code using the entry code “11”. 4. Every ASCENT Program student will need a schedule in IC, with one class period identified for each college course. Schedules will be entered by the ASCENT Program Manager. When a student successfully completes the ASCENT Program year OR withdraws from ASCENT Program prior to completion: 1. The ASCENT Program Manager will provide enter all grades into the student’s transcript (if the student has been in

ASCENT Program long enough to accumulate grades). 2. The ASCENT Program Manager will contact the student’s home school to let them know the student is ready to graduate. 3. The ASCENT school will withdraw the student using the code “11”. 4. The home school will enroll the student using the code “11”. 5. The home school will graduate the student by withdrawing him or her using the code “90” and marking the “graduation”

flag in the student’s IC file. 6. The home school will provide the student with the diploma that was printed during his or her senior year. Important things to remember: 1. If students are not coded correctly and in a timely fashion by ASCENT Program and their home school, they may appear

as dropouts on the home school’s record. 2. Provision of high school and college transcripts, proof of attendance, and proof of tuition payment are required for

funding during the annual October Count. Students must also achieve a grade of C or higher to receive college credit. a. If a student drops out of the ASCENT Program after the October Count but before earning a grade for the course (of

a C or higher), s/he will not be funded through the Count. 3. An ASCENT Program student should never be coded as a dropout! Regardless of when they leave ASCENT Program, they

should always be transferred to the home school with a code of 11 and graduated out of the home school with a code of 90.


Guidance for Advising ASCENT Program Students

The ASCENT Program is state legislation that allows students to remain in high school for a 5th year to get a “jump start”

on their Associate’s Degree, Bachelor’s Degree, or a certificate program.

Requirements

Students must meet all DPS graduation requirements by the end of their senior year.

Students must have completed 12 transcripted college credit hours prior to the end of their senior year

(remedial courses do not count toward those 12 credit hours).

Students must be “College Ready” according to their choice of studies.

Must be college ready as determined by ACT/SAT subject scores, B or higher in junior level Math and English courses and/or the passing of developmental education courses.

Career and Technical Education (CTE) students can participate in ASCENT Program based on entry

qualifications for the CTE program. Check with participating colleges for requirements.

District Funding

Last year, the state budgeted $1.7 million for the ASCENT Program statewide. As ASCENT Program grows in

popularity, there will always be more students than available funds.

Students in the ASCENT Program only have tuition paid upfront by the district. Books and fees are the responsibility of the student. However, eligible students are able to apply for assistance with books and fees using the financial hardship process.

All eligible students will be placed in a lottery if the district does not have enough funds to cover all ASCENT Program students.

Advising Students

Students should begin the advising process in the 9th grade. As students work on their ICAP (Individual Career

and Academic Plans) they need to identify their career and post-secondary goals, as well as how they will

attain these goals. Any Concurrent Enrollment course work should be based on the students’ career and post-

secondary goals.

Students that are awarded full Pell grant eligibility and earn scholarship awards can still consider

participating in ASCENT Program since many students spend more than four years pursuing their college

degree.

If there is any uncertainty as to whether the student should sign up for the ASCENT Program, it is advised that

the student submit the “Intent to Participate” form due in December of senior year. Students and schools can

inform the Office of College and Career Readiness if an individual decides not to participate in ASCENT

Program during his/her senior year. It is not possible to add a student to the ASCENT Program after the

department notifies the state as to who intends to participate.

Always encourage students to proceed through the regular college planning process (i.e. completing FAFSA if

eligible, applying to scholarships and colleges, etc.) as there is never a final word on funding from year to

year until late June. It’s okay to hold a diploma, and not mark graduated in IC, all the way through December.

If a student chooses not to participate in ASCENT Program, they can be marked as “graduated” in August

and given their diploma.

If a student does not meet graduation requirements by the end of their senior year, they can enroll as a

“regular” 5th year DPS student and be eligible to take up to 9 hours of college credit.

ASCENT Program is the only legislated 5th-year program allowed for school districts at this time.


Concurrent Enrollment and ASCENT Program FAQ’s

General

Q: What is Concurrent Enrollment?

A: “Concurrent Enrollment” means a student is simultaneously enrolled in a local education provider, like a Denver

Public Schools high school, and in an institute of higher education or career and technical college. The secondary (high

school) institution makes these opportunities available to students by partnering with institutions of higher

education (ex: Community College of Denver, Community College of Aurora & University of Colorado Denver).

Q: What is the ASCENT Program (Accelerating students through Concurrent Enrollment)?

A: ASCENT Program is a 5th year program for high school students. Students will remain high school students in their

5th year, but take all college courses at an approved institution. Students qualify for ASCENT Program by completing

12 credits of college level coursework prior to their 5th year (re medial course s do not count) and being college ready

as determined for their chosen course of studies.

Q: How is the ASCENT Program different from Concurrent Enrollment?

A: ASCENT Program is for students participating in a 5th year program. The ASCENT Program is for seniors that have

fulfilled all local school district graduation requirements at the end of four years, and have completed or are

scheduled to complete 12 credit hours of transcripted post-secondary course work. Eligible ASCENT Program

students can take a 5th year of post- secondary classes through Denver Public Schools. Concurrent Enrollment is for

most high school students. It is an opportunity to take college classes while still in high school.

Q: When can students take a college class?

A: Depending on the college partner students may enroll in college course work in the 9th grade, if they are college

ready. College Ready is determined by the college assessment tests or ACT scores. 9th grade students may be ineligible

for concurrent enrollment depending on the college partner.

Q: What if a student wants to take a concurrent enrollment class, but the student does not meet the enrollment criteria?

A: The student must be college ready. A student needs to take a college placement test to see if a college level class

would be appropriate. A counselor can recommend a student for such courses as CU Succeeds or Career and Technical

course work, which may not require college placement scores.

Q: What are the student benefits of taking Concurrent Enrollment classes?

A: The benefits of Concurrent Enrollment classes: students can earn college credit for FREE and students can get a head

start on their career paths. The course s are challenging and rewarding.

Q: What is the GPA requirement for Students to take ASCENT Program/Concurrent Enrollment classes?

A: Students nee d to have a 2.75 to be eligible for classes.

Q: Can students take Concurrent Enrollment Classes from multiple institutions?


A: Yes, students can take different classes from different institutions.

Q: From what institutions can students take concurrent enrollment classes?

A: Most students take classes from either:

1. Local Community College s (Community College of Denver, Community College of Aurora or Re d Rocks

Community College )

2. CU Succeeds through the University of Colorado Denver (these classes are taught a t the high school)

3. Emily Griffith Technical College or Pickens Technical College

*Students can take classes through other institutions, but DPS will only pa y up to the community college rate. The

student must pay the portion of tuition that is above and beyond the community college rate.

Q: Can students use CLEP (College-Level Examination Program) for ASCENT Program and Concurrent Enrollment credits? Do they receive high school credit for CL EP?

A: Students can use CLEP for ASCENT eligibility and Concurrent Enrollment if it is transcripted o n a college transcript.

It is the student’s responsibility to get the CLEP credits transcripted on a college transcript and to send that transcript

to a Denver Public Schools employee as proof of completion.

Q: Do students that earn Concurrent Enrollment Credit receive honors credit towards cumulative GPA?

A: Concurrent enrollment credits are counted towards GPA like an honors credit (with the exception of

developmental education courses).

Q: What is the difference between AP classes and Concurrent Enrollment?

A: AP classes are offered through the high school curriculum. To earn college credit for an AP class, students need to

earn a minimum of a 3 on their AP exam and have their AP score sent directly to their college or university. AP classes

are free of charge regardless of final grade. A Concurrent Enrollment class is a college course. If a student passed a

concurrent enrollment course with a C or better, they will earn college credit. Concurrent Enrollment is paid for by the

district.


Q: What is the Accuplacer, and where can students take the Accuplacer?

A: The Accuplacer is an assessment use d to determine a student's academic placement and college readiness.

Students do not pay for the Accuplacer testify they taking the test for the first time. Students can take the Accuplacer

test at their home high school or at the community college.

Q: What is required for students to be eligible for fast track?

A: Fast Track no longer exists in the same way that it did before. Under the current CE system, if a student wants to be

full-time at a post-secondary institution (the old Fast Track) before they have completed their senior year in high

school, the only requirement is that the student must have completed all graduation requirements.

Funding

Q: Are books and fees included in the funding for these programs?

A: The legislation declares that funding for books and fees is not included; however, a school may choose to assist a

student with books and fees. If the school is not able to help with financial assistance, contact the Office of College

and Career Readiness.

Q: What amount of tuition will students be eligible for?

A: If a student goes somewhere other than the local community college, the d is t r ic t would only pay tu i t ion

at the loca l community co l lege tu i t ion rate . In these cases, students will be asked to pay the difference

in tuition.

Q: How will funding be determined when there are unlimited requests for ASCENT Program participation but limited dollars?

A: Funding will be up to school districts. However, the timeline and prerequisites will limit requests. The ASCENT

Program Advisory board determines what each school district will receive then the schools allocate according to

their own methodology.

Eligibility

Q: Are students who take remedial courses eligible for ASCENT Program?

A: Eligible Seniors may take remedial courses, but that coursework does not qualify as part of the 12 cred it hours of

college coursework required for ASCENT Program eligibility.

Q: Do Advanced Placement courses count as college credit for ASCENT Program eligibility?

A: AP scores can be used for ASCENT Program eligibility but must be awarded by a college and placed on the college

transcript.


Q: Will out of state college courses count for the 12 hours?

A: No, only Colorado institutions are eligible.

Q: If there is a grade that is pass/fail but counts as a college credit, would it count?

A: It would depend on the specific higher education institution policy.

Q: Is there a transition period for students so that they don’t necessarily have to have 12 credits to participate in the ASCENT Program?

A: No. The legislation is clear about the 12 credit hour requirement. However, the CEAB (Concurrent Enrollment

Advisory Board) can make recommendations if needed.

Agreements

Q: Are there separate agreements for Concurrent Enrollment and ASCENT Program?

A: Yes.

Q: If high school teachers are teaching college courses, can students take ASCENT Program at the school?

A: It would have to be part of the agreement.

Q: In the agreement form, is there a disclosure so that information can be released to the high school and the parent?

A: When students enroll in a college course, they are treated the same as any other college student. This means the

student is solely responsible for releasing information to the high school and their pa rents.

Q: Could you send students to a two-year or four-year institution?

A: Yes, as long as it’s in the cooperative agreement.

District Concerns

Q: Once students have met graduation requirements, they must graduate. How will this affect ASCENT Program?

A: With ASCENT Program, students have to meet the ASCENT Program requirements before they are counted as a high

school graduate, and they cannot be awarded a district diplo ma until that time.

Q: What will be the impact of graduation for AYP (Average Yearly Progress)?

A: The department will work with the Concurrent Enrollment Advisory Board to ensure, to the extent practicable, that

districts are not adversely affected when reporting for the ASCENT Program students.


STUDY ABROAD OPPORTUNITIES

Students and families are responsible for all arrangements for study abroad opportunities.

Students may enroll as full-time students in Denver Online High School while studying abroad and continue taking the

DPS classes they need in order to stay on track to graduate or graduate on time. Credits for travel, service learning, and

other cultural and life experiences may be eligible for elective credits with proper documentation. For more information

go to http://online.dpsk12.org/

Students who choose to remain in their home high school must gain approval by the high school principal or designee

before participating in a study abroad program. In order for students to receive credit for educational experiences

abroad, they must bring an official transcript from the foreign school to his/her home high school. The official transcript

must reflect courses taken at the school abroad and the achievement level for each course. Students cannot obtain

English credit abroad unless it is in a country where English is the official language. Civics credit and US History credit will

also not be awarded. Students may also take online classes through Denver Online High School (DOHS) while studying

and traveling abroad. The cost per semester class is $200 per student per class and requires advanced payment. For

more information go to http://online.dpsk12.org/

http://online.dpsk12.org/



INDEPENDENT STUDY

Who is Responsible?


Forms:

Official form/contract to be designed by the school

School consent if classes are with Denver Online High School

Applicable contracts if classes are correspondence


Independent study is only recommended for junior and senior students. A student is to earn no more than 20 credit

hours of independent study, including correspondence coursework, toward the completion of graduation

requirements. A certified teacher/certified instructor must be assigned to monitor the independent study at a time

other than when the teacher is teaching a class. Applications for independent study should occur by the school‘s

official add deadline date. Independent study is only recommended in rare cases. It is best used for irresolvable

conflicts, courses not offered in the school’s schedule, student hardship, and, occasionally, enrichment. Advanced

placement and accelerated (Honors) courses cannot be taken as independent study. Students are also encouraged

to consider taking online supplemental classes with the district’s Denver Online High School (DOHS). These

supplemental classes cost $100 per student, per semester class and require advanced payment by the parent or

student before enrollment. For more information go to http://online.dpsk12.org/

Process:

1. Designate one person to handle approval of all independent studies 2. Determine if independent study is warranted 3. Conduct an interview with the student, teacher, principal/designee, and counselor. 4. Document student progress 5. Indicate on schedule as an –Alt 1 or –Alt 2 class. Course should be scheduled as the course being taken. 6. Indicate course/credit on transcript 7. Place copy of all documentation, including the signature of the principal or authorizing administrator, in the student‘s cumulative folder.


Independent Study Form

School _ Student Name__ St. ID #__ Counselor

Parent/Guardian Signature Phone

Course Title and Number Hours Currently

Date Study begins and ends through

List specific course objective for which the student will be accountable. (Attach additional sheet if necessary.)

Outline the schedule of student/teacher certified instruction meetings (must be at least once per week)

Describe in detail the evaluation process for progress and final grade.

I attest that this Independent Study does meet the approved Denver Public Schools curriculum requirements for the course named above. Teacher ____________________________________________________________________________

I have read and understand the course requirements and schedule

Student ___________________________________________Date______________________________ Parent/Guardian ________________________________________________________________________ (Approve) (Deny) this request for Independent Study. Principal _____________________________________________ Date____________________________

LIST THE REASON(S) FOR THE REQUEST ON THE BACK


WORK EXPERIENCE CREDIT

Students may earn up to 5 credits per semester and no more than 20 credits during high school through paid

employment, unpaid or paid internships/work experiences or volunteer work. Students must obtain permission from

their school counselor or principal prior to earning credit for hours worked. Specific requirements must be met in order

for a student to earn credit, including:

- Completion of Work Study Agreement signed by student, parent, employer and school staff

- Completion of required number of hours for credit (see chart below)

- Submission of documentation verifying number of hours worked (pay stubs, timesheets, volunteer service

hour records, etc.)

- Completion of performance evaluation

- Oversight by DPS staff

It is critical that correct course codes are used when scheduling students for work experience credit. Please adhere to the

credit chart below.

WORK EXPERIENCE CREDIT CHART

General Ed- Work not associated with CTE

course/pathway

Course Codes 07376 & 07377

General Ed- Work associated with CTE

CareerConnect course/pathway

Course Codes

08670 & 08672

Students with IEPs

Course Codes 19093, 019094, 19097, 19102, 07383, 07384

CEC Executive Internship

Course Codes

09390 To be used by CEC Early College ONLY

Work Hours

Semester Credit hours

Work Hours


Work Hours


Work Hours


90 2.5 100 5.0 45 2.5 100 10.0

180 5.0 90 5.0

Students with an IEP who are working towards a Work Experience Study (WES) Course of Study may exceed the 5 hour

credit limit per semester, as they are required to earn a minimum of 60 credit hours total of work experience and study

credit.

Students scheduled for executive internship courses are eligible to earn up to 10 internship credits per semester and


will be calculated for partial minutes if work hours are less than 100.

Work Experience Credit may be earned in the summer if either of the following conditions applies:

Student has a disability and is supervised or provided oversight by a certified teacher. A maximum of ten (10) hours credit may be awarded.

Student applies to and is accepted into the CTE – CCE course or Summer CareerLaunch Program. A maximum of five (5) hours credit may be awarded.


CORRESPONDENCE SCHOOL CREDIT

Who is Responsible?

The parent/guardian is responsible for initiating request for admission to (enrolling in) correspondence school. The parent/guardian is responsible for any costs of the correspondence school including tuition, fees, textbook, and material costs, and any related tutoring costs.

Forms: Appropriate documentation from an approved correspondence school.


Denver Public Schools generally accepts credit from schools that are accredited through the North Central Association of

Colleges and Schools (NCA), or those accredited through an accrediting body approved by the Colorado Department of

Education. The following correspondence schools have been approved for credit acceptance.

A maximum of fifteen (15) hours of credit may be accepted from an approved correspondence school during a student's high school career.

Correspondence courses taken must have a parallel version offered in the approved curriculum of the Denver Public Schools.

Students are encouraged to take available DPS approved classes with the district’s Denver Online High School (DOHS). These supplemental classes cost $100 per student, per semester class and require advanced payment by the parent or student before enrollment. For more information go to http://online.dpsk12.org/

Process:

1. The parent, student, the student's counselor, and school principal or designee should work cooperatively in this process and meet prior to a student enrolling in a course from an approved correspondence school. 2. Once school approval is secured, the student can enroll in the agreed-upon course. 3. Graduating seniors must have written documentation of a passing grade by the senior checkout date. 4. The parent/guardian and student are responsible for any costs of the correspondence or supplemental course including tuition, fees, textbook and material costs, and any related tutoring costs. 5. After the student's successful completion of the course, supporting documentation should be submitted to the school. The student will then receive the appropriate credit for the course. The administration of any examination from the mentioned institutions is not the responsibility of the high school counselor.


Program Address Accreditation

Denver Online High School http://online.dpsk12.org/ NCA

American Schools of Correspondence

2200 E. 170 Street Lansing, Illinois 60438 (708) 418-2800

NCA

Brigham Young University High School Independent Study Program

206 HCEB Provo, Utah 84602 (801) 378-2868

Northwest Association of Schools and Colleges

University of Nebraska- Lincoln Independent Study High School



Accelerated Schools

2160 South Cook Denver, CO 80210 (303) 758-2003 6830 South Yosemite Ct. Englewood, CO 80112 (303) 771-7771

NCA

Sylvan Learning Centers 2223 S. Monaco Pkwy. Denver, CO 80222 (303) 300-2522

NCA (some centers are not accredited, see NCA website)


SUPPLEMENTAL PROGRAM

Denver Online High School (DOHS) courses for 9th, 10th, 11th, and 12th grade students are interactive and taught by highly

qualified DPS teachers. Classes are available on a quarterly basis and are self-paced within the quarter.

Signing up is easy! Simply email or call the DOHS counselor with the following student information:

Students‘ full name

Student‘s school ID number

Student‘s grade level

Student‘s home phone and/or cell phone

Student‘s email address

Student‘s chosen or needed course(s)

1. We accept enrollments from school counselors or administrators and parents. We encourage students to go through their assigned counselor to enroll in any online courses.

2. Students should be assigned a mentor or supervisor who will assume responsibility for keeping track of student progress, arranging for appropriate interventions and staying in touch with the assigned online instructor.

3. The assigned school contact person and the student will receive confirmation email once the student is signed up and ready to go.

4. All grading is entered through IC for seamless transcript updates. 5. The cost per semester class is $200 per class and requires advanced payment by the parent, student or school. 6. We highly recommend that students have a reliable workspace at home and are provided computer access and

scheduled time during the school day, such as a free period or study hall class, to work in their supplemental course.

DOHS Contact Information:

• Web - dpsonline.org

• Email - [email protected]

• Phone - 720-424-8281

See your Professional School Counselor for more information about Online Learning.


HOME BOUND SERVICES

Alternative Placement Services Program

The Alternative Placement Services Program (APS) is designed to meet the needs of students who will be out of school

for an extended period of period of time. Alternative Placement Services Program instruction primarily addresses the

student’s needs in the core subject areas: language arts, mathematics, social studies, and some of the general science

classes. However, the subjects for special education students will primarily be based on IEP goals and objectives, and the

determination of eligibility for a special education student is made by the school’s IEP Team. Elective classes and classes

that require lab work generally are not provided in the Alternative Placement Services setting. Students receiving

Alternative Placement services continue to be the responsibility of the school of registration from which the application

has been submitted. The student will remain actively enrolled in the school the school the student is currently enrolled

in during the period of approved Alternative Placement services. The school of registration is responsible for

administering district and state required assessments. Alternative Placement Services Program teachers and service

providers work with individual students at their home, a public library, or may work with small groups of students at

school sites (with administrative approval). When services are provided in the home the student’s parent or guardian

must make arrangements for an adult, age 21 or older, to be present during Alternative Placement Services Program

sessions.

I. Eligibility for General Education Students:

1. The determination as to whether homebound services are warranted is a decision that is made by the student’s

Section 504 Team. The multidisciplinary team consists of the parent(s) a school nurse, school mental health professional,

the student’s teacher(s), and a school administrator. In making this determination, full consideration will be given to any

written recommendation received from the treating primary care physician.

2. The student must be enrolled in Denver Public Schools (DPS). Place of residence will be taken into consideration if the

student began the school year as a Denver resident but now and resides outside of Denver County.

3. An identified impairment must prevent the student from attending school.

4. It is highly recommended that the parent(s) of the student submit the primary care physician’s recommendation for

homebound services to the team to make an informed decision. The recommendation should include the following

elements:

A diagnosis of the impairment An explanation detailing the reasons why the primary care physician is of the opinion that the medical condition

prevents the student from physically attending school; If applicable, a statement regarding any medical barriers that the student may face with completing assignments

at home; and An opinion as to the estimated amount of time the student will be unable to physically attend school.

5. DPS reserves the right to request an updated medical statement when necessary. This information may be needed to

determine whether homebound services need to be extended beyond the initially approved length of time. DPS may

also choose to conduct additional educational assessments to assist with the determination.


6. In the event that DPS staff determines additional information is needed from the treating primary care physician in

order to make a decision regarding the request for homebound services, school team members may ask for parental

consent for release of confidential information to permit them to contact the treating medical professional to obtain

more information regarding the medical statement.

7. A recommendation for homebound services by a treating primary care physician does not guarantee homebound

placement.

For further questions regarding Alternative Placement Services please contact Cassandra Stacks, APS Coordinator:

Cassandra Stacks M.Ed. Alternative Placement Services Coordinator Division of Student Services 1860 Lincoln Street, 9th Floor Denver, CO 80203 Office: 720-423-2024


Home Based Education Program (Home Schooling)

Who is Responsible?

Parents are responsible for annual notification to the school district of students under the age of seventeen who are

participating in a home-based educational program, as specified in CRS 22-33-104.5. Parents assume responsibility for all

aspects of the educational program, as defined below.

Parents of high school age students are encouraged to contact Denver Online High School to discuss online curriculum

options that may support their homeschool decision. Home School Students enroll with DOHS as part-time students.

Completed courses are added to the student’s DPS transcript. For more information go to http://online.dpsk12.org/

Forms:

Notification of intent to home school is made to the Division of Student Services, Office of Student Records, and

fourteen days prior to the establishment of said program. The Office of Student Records reviews each notification to

determine eligibility to continue in home schooling. This office then notifies the schools.

The principal should review home school notifications.


Students are entitled to participate in home-based educational programs under the guidelines of Colorado State Law 22-

33-104.5. Major points in the law include:

1. One hundred seventy-two (172) days of instruction per school year averaging four hours of instructional contact daily.

2. Annual notification to the school district by the parents of students age 7 - 16. 3. Books, materials, and curriculum, as well as the required testing or evaluation s are the responsibility of the parents;

the district does not provide these to home school families. 4. Nationally standardized testing/evaluation of students in grades 3, 5, 7, 9, and 11 as defined by law. 5. Students scoring at 13% or below, or determined not to be making satisfactory progress by an evaluator will be

required by the school district to attend a public, independent, or parochial school until the next testing period, except that no action shall be taken until the child is given the opportunity to be retested using an alternate version of the same test or a different nationally standardized achievement test.

6. Parent must maintain records relating to home schooling, including immunization, testing, and attendance. 7. A program consisting of, but not limited to communication skills of reading, writing, speaking, mathematics, history,

civics, literature, science and regular courses of instruction in the Constitution of the United States. 8. Students returning to a public school may be tested for placement purposes. 9. Parents may opt to have the student enrolled part time in a public school. 10. The school district shall accept the transcripts from the non-public home-based educational program for any such

child; except that the school district may reject such transcripts if the school district administers testing to such child and the testing does not verify the accuracy of such transcripts. (22-33-104.5, 4). Information on the homeschool sequential program of instruction may be requested to assist with transcript evaluation. Attendance records, testing and evaluation results may be requested to assist with transcript evaluation.



HOME-BASED EDUCATION PROGRAM (HOME SCHOOLING)

Process (cont.)

Use of Attendance Records for Credit Evaluation Purposes

Status of Home School Time Amount of time spent in home-school instruction

Home School Attendance Records should reflect

Full time home school student, one full school year

Minimum of 172 days of instruction averaging 4 instructional contact hours per day.

Minimum of 172 days of instruction averaging 4 instructional contact hours per day.

Full time home school student, less than one full school year

Remainder of school year averaging 4 instructional contact hours per day.

172 days minus number of days enrolled in public/parochial school, averaging 4 instructional contact hours per day.

Simultaneous enrollment in home school and public/parochial school.

3.5 average hours daily of home school instruction plus 45 minutes daily (average) of public/parochial school instruction.

3.5 average hours daily of home school instruction.














Procedures for Enrolling Students in a Home Based Education Program (Home Schooling)

The Office of Student Records receives notification of intent to home school from a parent.

A child who is participating in a nonpublic, home-based education program shall not be subject to compulsory

school attendance as provided in this article; except that any child who is habitually truant, as defined in section

22-33-107 (3), at any time during the last six months that the child attended school before proposed enrollment

in a nonpublic, home-based educational program may not be enrolled in the program unless the child’s parents

first submit a written description of the curricula to be used in the program along with the written notification

of establishment of the program required in paragraph (e) of subsection (2) of this section to the

superintendent of a school district within the state.

Once the notification is processed and it is established that the student is eligible to home school, the Office of

Student Records notifies the student’s resident school and forwards a copy of the notification to them.

After notifying the residence school, the Office of Student Records enrolls the student in DPS School Number

903.

In the case of a continuing student, if testing were required, the testing results must be reviewed in order to

determine the eligibility of the student. Testing results are reviewed by the Office of Social Emotional

Learning.

The home schooling notification should also be shared with the attendance office (secondary level) and

with the school’s social worker.

A student enrolled in a public school as well as home school may be counted in the pupil count, if eligible.

Such a student would be shown as active at the school of attendance and not enrolled in DPS School 903.

Parents are responsible for meeting the national standardized testing/evaluation requirement. Results may

be submitted to the Office of Student Records, or to a parochial or independent school. When results are not

submitted to the school district office, the parent/guardian is responsible for notifying the Office of Student

Records regarding the location of the test/evaluation results.

The local school should keep a folder/binder of all home school notification copies.


Procedure for Enrolling Students Returning from Home Based Education

Home-Based Education Programs are a legitimate alternative form of education available to a parent/guardian for children under their care and supervision. Denver Public Schools will use the following guidelines for enrolling students returning to Denver Public Schools from Home-Based Education.

1. Students entering elementary or middle school from a Home-Based Education Program must provide:

A copy of the written notification of intent to participate in Home-Based Education and the name of the district in which it was filed (22-33-104.5, 3.e).

The sequential program of instruction used for the education of the student (22-33-105.5, 2.a).

The attendance record and the results of a nationally standardized achievement test used to determine the educational progress of the student administered by a qualified person (licensed teacher, psychologist or a person with a graduate degree in education) (22-33-104.5, 3.f).

NOTE:

Denver Public Schools may test the student for placement in the appropriate grade level (22-33-104.5, 4). Failure to provide the above information will not affect enrollment, but may impact grade placement.

2. Students seeking the opportunity to take courses at the high school level but are not seeking a diploma must provide:

A copy of the written notification of intent to participate in Home-Based Education and the name of the district in which it was filed (22-33-104.5, 3.e).

The sequential program of instruction used for the education of the student (22-33-104.5, 2.a). The attendance record and the results of a nationally standardized achievement test used to determine the

educational progress of the student administered by a qualified person (licensed teacher, psychologist or a person with a graduate degree in education) (22-33-104.5, 3.f, g).

NOTE:

Denver Public Schools may test the student for placement purposes (22-33-104.5, 4). Denver Public Schools will provide GED information and opportunities for GED testing in Denver Public Schools.

3. Students returning from the Home-Based Education Program seeking academic credit and a diploma from Denver Public Schools must provide: A copy of the written notification of intent to participate in Home-Based Education and the name of the

district in which it was filed (22-33-104.5, 3.e).

The sequential program of instruction used for the education of the student (22-33-104.5, 2.a). The attendance record and the results of a nationally standardized achievement test person, (licensed teacher,

Psychologist or a person with a graduate degree in education) (22-33-104.5, 3.f, g).

A portfolio and/or other examples of student work ((22-33-104.5, 3.g).

NOTE:

Denver Public Schools may test the student, upon receipt of transcripts (or course documentation) from the Home-Based Education program to verify the accuracy of such transcripts (22-33-104.5, 4).

The student will not be eligible for Valedictorian/Salutatorian designation because Denver Public Schools requires an average of all eight semester’s grades to determine the designation and be enrolled in their school of attendance for a minimum of three (3) years

DPS board policy also states that a student must have a minimum of two semester’s residency in a Denver Public Schools high school to earn a diploma.

For additional information about interpretation and evaluation of a homeschool transcript please contact the transcript support team at: [email protected] Additional home school information/forms can be found at: http://denver.co.schoolwebpages.com/education/dept/dept.php?sectiondetailid=725


http://denver.co.schoolwebpages.com/education/dept/dept.php?sectiondetailid=725


Homeschool Transcripts

High school students transferring into DPS from a home school environment must meet all DPS graduation requirements.

Families considering home school are urged to consider enrolling their child in Denver Online High School or another

accredited online program. In order for course work to be considered for credit, families must provide adequate

documentation to the high school they are enrolling in, including but not limited to:

List of textbooks and materials used

Attendance records

Course syllabi

Grading rubrics

Transcripts

Body of evidence of coursework completion

If adequate documentation is not provided, no transfer credit will be awarded. High schools work with Transcript & Course

Code Management (TTCMS) to determine appropriate grade level placement, transfer credit, and coursework evaluation.

The school is strongly encouraged to have prospective students complete assessments (such as final exams, MAP testing, and

online assessments) in core subject areas in order to determine the appropriateness of both grade level placement and

transfer credit. It is within the school’s authority to place the student based on ability rather than age. If the student does not

complete the assessments to the school’s satisfaction, transfer credit will not be awarded in the respective subject areas.

DPS Transcript Details

If coursework was not completed through an accredited institution, grades will be awarded on a Pass/Fail basis

Coursework will be listed under Home School on the transcript

Students will receive a maximum of 5 credits per course

If an appropriate course match is not found, courses will be listed under “Homeschool Math”, “Homeschool Science”,

etc.

For questions, please contact Desirée Bennett, [email protected]



ENGAGEMENT CENTER, INTENSIVE PATHWAY, MULTIPLE PATHWAY, PERSONALIZED PATHWAY, AND CREDIT/UNIT RECOVERY

i. School Definitions:

Engagement Center (EC) – The EC engages students in a Post-Secondary Readiness educational pathway that leads to either graduation or a GED. Engagement centers will identify students who have dropped out or are off-track to graduate and engage these students in the program through a comprehensive intake process and provide an accelerated course of study using a competency-based curriculum. ECs are generally best for students who are 18, 19, or 20 and are within 100 credits of graduating. Students will remain in the EC until they graduate and earn a diploma. These centers offer credit recovery services, wrap around services, access to community services, pathway, college, and career counseling, and internship opportunities. ECs will act as a community resource in providing extended-day credit recovery to all DPS students. These centers will be open and provide credit recovery access throughout the day, at night, and on Saturdays. ECs accept students by application only. DPS has the following Engagement Centers: Respect Academy at Lincoln (EC) North Engagement Center (EC) Intensive Pathway Charters – Intensive Pathway charters offer a wide array of academic and affective supports for students who are at risk of dropping out of school. Each charter has its own mission, specialty services, and programming for students. All Intensive Pathway Charters engage students in a Post-Secondary Readiness educational pathway leading to graduation. These programs accept students by application only. Most Intensive Pathway charters grant diplomas. Intensive Pathway charters are held to the requirements set forth in their contract agreement with the district; therefore, these schools may not be required to follow some of the procedures set forth in their charter. DPS has the following Intensive Pathway Charters: Academy of Urban Learning (IP Charter) ACE Community Challenge (IP Charter) Colorado High School (IP Charter) Justice High School (IP Charter) Ridge View Academy (IP Charter) RiseUp (IP Charter) Intensive Pathway Schools (IPS) -Intensive Pathway Schools offer various supports to engage students who are off-track to graduate or are at risk of becoming off-track to graduate in a Post-Secondary Readiness educational pathway that leads to either a diploma or a GED. Each IPS is a diploma granting, comprehensive school offering credit recovery, wrap-around services, community services, pathway, college, and career counseling, and internship opportunities. The Intensive Pathway Schools specialize in a certain type of support for students, i.e., pregnant and parenting teens, behavior, distance learning, etc. These programs accept students by application only. DPS has the following Intensive Pathway Schools: Compassion Road (IPS) Emily Griffith High School (IPS) Excel Academy (IPS) Florence Crittenton (IPS) Gilliam (IPS) P.R.E.P. (IPS) Legacy (IPS) P.U.S.H. Academy (IPS) West Career Academy (IPS)


Multiple Pathway Center (MPC) – MPCs engage students who are off-track to graduate or are at risk of becoming off-track to graduate in a Post-Secondary Readiness educational pathway that leads to either graduation or a GED. These programs generally serve the “young and far” population of students: those that are 16, 17 or 18 and up to two years behind in credits. The MPC is a comprehensive school offering multiple, accelerated, competency-based pathways to students. These pathways include, but are not limited to, Diploma Plus, GED Plus, CTE, Concurrent Enrollment and AP. Each MPC is diploma granting and offers intensive academic, affective, and behavioral supports to students. MPCs also offer credit recovery, wrap-around services, community services, pathway, college, and career counseling, and internship opportunities. These programs accept students by application only. DPS has the following Multiple Pathway Centers: Contemporary Learning Academy (CLA) (MPC) Denver Center for 21st Century Learning (DC-21 at Wyman) (MPC) Summit Academy (MPC) Vista Academy (MPC) Personalized Pathways – Personalized Pathways are structured academic opportunities to help students achieve their goals for high school graduation and post-secondary-success. Each pathway is defined by its programming and is accessed by a student based on the student’s academic interest and unique needs. Personalized Pathways are district wide and engage all students. They include, but are not limited to, Science, Liberal Arts, International, Intensive, Arts, and Career and Technical Education (CTE). Each pathway provides tailored student support and pathway/college/career counseling. Intensive Pathways– One of several Personalized Pathways in the district, this pathway offers intensive academic and affective support to students who are at the highest risk of dropping out of school or off track to graduate. The Intensive Pathway is defined by the intensive support required for students engaged in this pathway to become post-secondary ready. Intensive Pathways lead students to a diploma or a GED and offer pathway, college, and career counseling. The following school models are considered Intensive Pathways: Intensive Pathway Schools (IPS), Multiple Pathway Centers (MPC), Engagement Centers (EC), and Intensive Pathway Charters. Credit Recovery and Unit Recovery which are recuperative and preventative programs available district-wide are also considered part of Intensive Pathways. ii. Procedures for Schools Countable Students and Intensive Pathway IC Registration - Countable students cannot be enrolled in any other school full-time. If a student is enrolled part-time or less than full-time, the student can be counted as part-time for October Count funding by an Intensive Pathway school. If the student is not enrolled in another school and enrolled full-time in the Intensive Pathway, he/she can be counted as a full time student. If a student is enrolled fulltime in another DPS school, and the student would like to engage in after-school or Saturday program at an Intensive Pathway school or program, the student will be secondarily enrolled in IC by the Intensive Pathway. All Gilliam students will be secondarily enrolled at Gilliam, the primary school will continue to be responsible for all state and other assessments. Gilliam will take attendance. These students’ attendance will not negatively impact the primary school’s attendance rate. Students enrolled in Gilliam October 1st may not be counted by another school. A primary school may not withdraw a Gilliam student unless the parent withdraws the student from the home school, or the student is expelled by the DPS Hearing Office and has been placed in another school. All students participating in any Intensive Pathway school or program must be registered officially in IC and complete appropriate DPS standard enrollment paperwork including the Free and Reduced Lunch (FRL) and ELA forms. All students will then be afforded the rights of all DPS students. This includes, but is not limited to, special education services, ELA services, lunch services, etc. All students will take the district and state tests required. Schools will take attendance and record behavior on all students. All Intensive Pathways will be held accountable for student achievement and growth through the district’s Alternative School Performance Framework (SPF) and state and federal accountability. Please see


the October Count Handbook to determine the time a student must be enrolled to count the student as full or part time. iii. Definitions for Edgenuity and its common uses: Advanced Placement (AP) – the placement of a high school student in college-level AP course(s) (in the traditional classroom or via Edgenuity), authorized by the College Board and taught by a certified AP teacher. Advanced Placement (AP) Exam Review – course(s), offered via Edgenuity, that allow students to prepare for the annual AP exam, based on former College Board AP exam(s)-offered by subject. Edgenuity – a standards-based, digital curriculum, developed/maintained by Edgenuity, that may be used to augment instruction for purposes of blended learning, and provide opportunities for students to engage in advanced placement, advanced placement exam review, credit recovery, original credit/acceleration, and course failure prevention. Blended Learning - combines live instruction and classroom interaction with elements of online delivery of educational content. Blended learning promotes differentiated instruction and adds some elements of student control over time, place, path, and/or pace. Credit Recovery (CR) – refers to a student enrolling in, passing, and receiving credit for a course that he/she previously attempted, but did not succeed in earning academic credit towards graduation. Credit recovery is standards based. Course Failure Prevention- is a real time intervention aimed at preventing course failure. Teachers will establish consistent checkpoints throughout the instructional term in which they will assess student progress and determine which students are in danger of failing the course. Students in danger of failing the course will be directed towards the appropriate standard, unit, topic, or skill recovery process on Edgenuity. Once the assigned unit, topic, standard or skill related assignment has been mastered, or completed, their current course grade should adjust accordingly. Staff will need to enroll all students in a “BL” (Blended Learning) version of the appropriate class, in Edgenuity. . Course Failure Prevention may be assigned, ONLY by the original teacher, and MUST be completed by the student. The student MUST demonstrate mastery for the unit(s), standards, concepts or skills he/she is failing to master. Course Prevention Failure is standards-based and MUST be completed during the same term of the original class. Mastery –the competency of a student, as compared to academic content standard(s). Online Learning - structured learning activities that utilize intranet/internet-based tools and resources as the delivery method for activities/assignments, communication, instruction, research, and assessments. Original Credit/Acceleration – course(s), offered via Edgenuity, in which students have an opportunity to complete, for the first time (contingent upon school use of Edgenuity). Staff will need to enroll all students in an “OC” (Original Credit) version of the appropriate class in Edgenuity. Semester Recovery- is a recovery intervention for students who received an incomplete, or “I” for a course taken during

the previous term. Semester Recovery will allow students who scored a 50-59%, the opportunity to recover only units,

topics, standards, or skills they failed to master, as opposed to recovering the entire course. This intervention should be

implemented during the first five weeks of the following term, with recovered grades communicated by the sixth week

of that term. All students who failed to complete the SR process, will then receive an “F” for the course, instead of an

“I”, or incomplete grade. Staff will enroll students into a “SR” version of the appropriate course in Edgenuity


iv. Overview of Edgenuity, Program Objective, and Goals: Overview of Edgenuity Edgenuity is a digital curriculum that provides engaging online and blended learning education solutions that propel success for every student, empower every teacher to deliver more effective instruction and enable schools to meet their academic goals. Edgenuity offers a range of core curriculum and credit recovery courses aligned to the rigor and high expectations of state, Common Core and iNACOL standards and designed to inspire life-long learning. Effective SY 2016-2017, DPS will use Edgenuity, primarily for Course Failure Prevention (CFP), Credit Recovery (CR) and Semester Recovery (SR) options in addition to Original Credit (OC) and Advanced Placement (AP) options as well. Edgenuity Program Objectives and Goals The purpose for implementing Edgenuity, district-wide, is to ensure consistency, as well as to meet the following objectives:

Help students get back on-track to graduate, by providing opportunities for students to recover credits/units and earn original credit.

Prepare students for annual AP exams and post-secondary readiness.

Increase student retention

Decrease dropout rates; and

Increase graduation rates District goals for SY 2016-2017, will focus on:

Ensuring students are on-track to graduate as follows: o 85% of freshman are on-track; o 90% of sophomores are on-track; o 95% of juniors are on-track; and o 100% of seniors are on-track

Decreasing the dropout rate by 1% from SY 2015-2016 baseline data; and

Increasing graduation rates by 10% from SY 2015-2016 baseline data. v. Procedures for Advanced Placement, Credit Recovery, Original Credit/Acceleration, and Unit Recovery using Edgenuity: Advanced Placement (AP) & Advanced Placement Exam Review Edgenuity AP curriculum (authorized by College Board) MUST be taught by a certified AP teacher (who completed a College Board authorized Advanced Placement Institute, and submitted/received approval from the College Board for both the course syllabus and audit). Edgenuity may be used to augment AP classroom instruction or to place high school students in college-level AP course(s). Following is a list of Edgenuity AP courses and AP Exam Review offerings.


In order to earn credit for AP course(s), via Edgenuity, students are REQUIRED to complete the course(s) with the same 80% mastery standards, as students enrolled in credit recovery, original credit/acceleration, and semester recovery, and course failure prevention. They are also required to take the annual AP exam(s), typically offered in May. Advanced Placement teachers, in the traditional classroom and via Edgenuity, are strongly encouraged to enroll AP students in the Edgenuity AP Exam Review(s). The Edgenuity AP Exam Reviews allow students to view former College Board AP exams, by subject, in preparation for the annual AP Exam(s). For Edgenuity AP Exam Review enrollments, contact your school’s Edgenuity Site Coordinator or the Edgenuity System Manager (contact information can be found at the end of this guide). For information pertaining specifically to Advanced Placement, refer to section” III-Academic Programs, A. Advanced Placement (College Board) – DPS Policy: IHCD* of the current High School Procedures Guide” and/or contact: Gary Cooper at 720.423.6807 (office), via e-mail at [email protected], or in person at CEC Middle College of Denver, 2650 Eliot Street, Room 215, Denver, CO 80211. Credit Recovery (CR) Credit Recovery (CR) provides students a second opportunity to recover an entire course, in either the traditional classroom or via Edgenuity, and earn credit for the course(s) previously failed. Credit recovery, through Edgenuity, is standards-based and requires a student to demonstrate competency in all the content standards for the course being recovered. For a list of credit recovery courses, offered through Edgenuity, that count towards DPS graduation requirements, please refer to the section titled “DPS Approved Edgenuity Courses/Pathways.” Credit recovery may be available to students anytime during the academic year, on Saturdays, after school, during the summer, etc. (contingent upon the school’s schedule, funding, and resource allocations—which vary by school). Credit recovery opportunities, via Edgenuity, are student paced and not limited to traditional school schedules. With the exception of district required proctored assessments such as unit and semester exams, Edgenuity credit recovery may be available to students 24 hours a day, seven days a week contingent students have access to a computer and internet connectivity. Students participating in Credit Recovery must be enrolled directly in the class they are recovering, within Infinite Campus. For more information about credit recovery opportunities, via Edgenuity, contact the Edgenuity Site Coordinator at your school. Schools may engage students in teacher led credit recovery. In circumstances where the recovery is teacher led, a student would be scheduled into a classroom section of the course. District approved mid-year, and final exams, in addition to teacher-created assessments that are imbedded in the curriculum, must be passed at a minimum of 80% in order for the student to earn credit for the course. Scheduling Credit Recovery In order to identify courses/sections in Infinite Campus that are solely given through Edgenuity, it is recommended that a 4 digit section number be used starting with 99--. The last two digits would represent the term and period respectively for the section of the course. For example, Algebra 1 Semester 1, offered during Semester 2, period 5, would have the section code of 9925. Another example is a Civics course offered during Semester 1, alt period (0), would have the course code 9910. ALL CREDIT RECOVERY STUDENTS MUST BE ENROLLED IN EDGENUITY COURSES THAT HAVE “CR” IN THE COURSE NAME. Original Credit/Acceleration Original Credit (OC)/Acceleration, via Edgenuity, provides an opportunity for students to earn credit for taking a course



for their first time. Original credit/acceleration is standards-based and requires a student to demonstrate competency in all the content standards for the course. For a list of original credit/acceleration courses, offered through Edgenuity, that count towards DPS graduation requirements, please refer to the section titled “DPS Approved Edgenuity Courses.” Blended Learning, Credit Recovery, and Semester Recovery classes cannot be used for original credit. Please be sure that when enrolling students into an original credit course in Edgenuity, they are placed in the courses that have “OC” in the course name. Original credit/acceleration is available to students anytime during the school year, on Saturdays, after school, during the summer, etc. (contingent upon the school’s schedule, funding, and resource allocations). Original credit/acceleration opportunities, via Edgenuity, are student paced and not limited to traditional school schedules. With the exception of district required proctored assessments including Unit Exams and Final Exam(s), original credit/acceleration may be available to students 24 hours a day, seven days a week contingent students have access to a computer and internet connectivity. Students participating in Original Credit must be enrolled directly in the class they are earning credit for, within Infinite Campus. For more information about original credit/acceleration opportunities, via Edgenuity, contact the Edgenuity Site Coordinator at your school. Scheduling Original Credit/Acceleration In order to identify courses/sections in Infinite Campus that are solely given through Edgenuity for Original Credit, it is recommended that a 4 digit section number be used starting with 88--. The last two digits would represent the term and period respectively for the section of the course. For example, Algebra 1 Semester 1, offered during Semester 2, period 5, would have the section code of 8825. Another example is a Civics course offered during Semester 1, alt period (0), would have the course code 8810. ALL CREDIT RECOVERY STUDENTS MUST BE ENROLLED IN EDGENUITY COURSES THAT HAVE “OC” IN THE COURSE NAME. Though a school may address credit recovery in the comments section on report cards, no mention of “Credit Recovery” and/or “Edgenuity” should ever be present on the student’s transcript.

Course pretesting in Edgenuity

When enabled, the pretesting feature changes the way that courses work by adding a pretest to the beginning of each lesson. The pretests have a passing threshold of 80%, so when the student successfully completes this pretest, the lesson activities can be skipped and the student will automatically be sent on to the next pretest. Students can go back at any time and review the skipped content, however, none of the scores earned will count towards the overall grade. These activities will appear as bypassed and in gray text. Also keep in mind that these activities cannot be accessed until the lesson quiz is passed. When students pass the pretest, that score counts towards the overall grade as a quiz score for that lesson.

When students do not meet the pre-test passing threshold, they will need to proceed through the lesson, completing each assignment in order. The students will be required to take the lesson quiz again in order to move forward in the course. All scored activities will now count towards the students overall grade.

Unlike prescriptive testing, pretesting can be turned on or off at any point, regardless of whether or not the student has started the course. Please note that a pretest uses one of the student’s assessment attempts, so users may wish to compensate by adding an additional retake attempt in the Fail Attempts Allowed section of the Edit Options page.

http://ecommunity.education2020.com/prescriptive-testing/


Weekly Eligibility To determine WEEKLY ELIGIBILITY, schools may choose one of following methods: Use Edgenuity generated reports to calculate % of work completed and time on task. This will ensure that work completed is equivalent to the % of coursework required per the course syllabus. Students with green scores are eligible, and students with yellow or red alerts indicate that your attention is needed and can also be an indicator that students are ineligible. Course Start and Target Dates Course start and target dates provide a way for students to see when they are falling behind in their courses and may not finish on time. This feature provides student access to a calendar that shows the assignments to be completed for the day in order to stay on pace. Each school must set a start date and a target date on the courses assigned so that students can monitor their own progress and become empowered to stay on pace, or perhaps move ahead, in their course work. Start and target dates are part of the student course edit options. Editing start and target dates is permission-based. If you do not have this permission, you can chat with your site coordinator about getting this access. Edgenuity teachers MUST use the Edgenuity start and target dates for each course, in order that weekly eligibility

indicators in the Edgenuity dashboard work appropriately.

Students must complete one unit of coursework, per week, per course. In courses whereby there are more than 18 units, the teacher must work with the student(s) to identify what needs to be accomplished on a weekly basis, in order to ensure that the coursework is completed within the semester. ***Best Practice: To ensure accurate eligibility, it is important that the teacher posts grades (obtained from Edgenuity) to Infinite Campus (IC) on a weekly basis. Student grades should be changed only if one of the following conditions is met:

1. A teacher has made a mistake and submits paperwork to the Athletic Director confirming their posted grade was inaccurate.

2. A student has an excused absence and makes up missed work, within the school approved guidelines for submission of that make up work.

For more information pertaining to athletic eligibility guidelines, please see your Athletic Director. Approved Edgenuity Courses

Course Name Course Code Course Name Course Code

Algebra 1 Semester 1 04225 Physical Science Semester 1 03680

Algebra 1 Semester 2 04230 Physical Science Semester 2 03685

Algebra 2 Semester 1 04240 Civics 02485

Algebra 2 Semester 2 04241 Economics 02575

Financial Algebra Semester 1 04318 Psychology Semester 1 02685

Financial Algebra Semester 2 04319 Psychology Semester 2 02690

Geometry Semester 1 04330 Geography Semester 1 02610

Geometry Semester 2 04331 Geography Semester 2 02615

Pre-calculus Semester 1 04400 US History Semester 1 02500

Pre-calculus Semester 2 04402 US History Semester 2 02755

Probability and Statistics Semester 1 04340 World History Semester 1 02750

Probability and Statistics Semester 2 04341 World History Semester 2 02755


Biology Semester 1 03560 English 1 Semester 1 01370

Biology Semester 2 03565 English 1 Semester 2 01371

Chemistry Semester 1 03585 English 2 Semester 1 01376

Chemistry Semester 2 03590 English 2 Semester 2 01377

Physics Semester 1 03690 English 3 Semester 1 01382

Physics Semester 2 03695 English 3 Semester 2 01383

Earth Science Semester 1 03622 English 4 Semester 1 01388

Earth Science Semester 2 03623 English 4 Semester 2 01389

Elective course list is still under review. Edgenuity Assessment Thresholds Assessment thresholds specify the minimum passing score for each type of assessment and assignment. Each quiz, unit assessment, course exam and all assignments must be passed at a minimum of 80%. Each student has two attempts to pass each quiz. If the quiz is not passed in the two attempts, the quiz must be reset by a staff member. Once the quiz has been reset, the student must re-take the entire quiz, aiming for a passing grade of 80% or higher. Edgenuity Course Options The following assessment options should be selected in each Edgenuity course:

Allow save/exit on quizzes

Allow save/exit on tests

Hide viewed questions on quizzes and tests

Allow eNotes on Quizzes

Allow eNotes on Tests

Allow eNotes on Exams

Allowed fail attempts 3

The pretesting option for CREDIT RECOVERY should be on with a pretest threshold of 80. If a student has an Individualized Education Plan (IEP), the course mastery level may be modified (consistent with modifications set forth in the student’s IEP). Modifications are determined by the IEP team and adjustments to course settings and instructional methodologies MUST be adhered to by the teacher of record. Each school should submit a request to the Manager of Intervention and Acceleration Tools, Christina Abeyta-Greene, to have modified courses built for students who maintain IEPs that indicate that modified and adjusted course settings are appropriate. In order to ensure appropriate enrollment of students with disabilities in Edgenuity classes, and that appropriate modifications are provided following enrollment, the Edgenuity Site Coordinator/Teacher is REQUIRED to review the IEP with the Special Education teacher. If your team needs support in determining placement and/or aligning modifications with the IEP, please contact the Special Education Partner assigned to your network, or you may also contact Gene Bamesberger, Associate Director for Special Education, at (720) 423.3891 (office), (303) 358.2871 (cell) or via e-mail at [email protected].

Infinite Campus Enrollments for Edgenuity Credit Recovery/Original Credit - Effective summer 2014, schools are required to enroll students (within Infinite Campus) directly into the course the student is recovering/earning credit for (see CR and OR scheduling above). . Also, by doing so, the highly qualified teacher (primary teacher) is not impacted by student growth. Schools are required to enter final grades within the IC grade book. If a student fails to complete the course, within the given term, the final grade field should be left blank, within IC. Students will be required to re-register for the class the following term in order to complete their Edgenuity coursework.



If a student successfully completes his/her Edgenuity class, during the respective term, the teacher should enter a final grade in IC. The grade entered in IC will automatically roll to transcript. Once the student has completed a course, the CR staff should keep a student folder storing the student’s Edgenuity generated progress report from the completed course, the Course Completion Form and the NCAA Edgenuity Approval. Each of the aforementioned should also be copied for the counselor’s records and for the student to maintain in their own personal records. Each school must keep the student folders of completed course documentation for three calendar years after the student graduates from high school. The following process outlines the ideal student progression through the CR intervention:

Credit Recovery (CR) Progression

Step Action Point Person/People

1 Students who are in need of CR, are identified and scheduled Counselors and

administrators

2 Communication to students, parents/guardians and school staff, indicating,

where, when and how often CR will take place and details surrounding how

important this intervention is and the impact it will have on the student

Counselors, Administrators,

or Site Coordinators

3 Teacher/Site Coordinator ensures that student is placed into the correct

course

Teacher, Site Coordinator

4 Discussion of program rules and expectations. Remind students of 80%

mastery base on all assessments and exams, as well as expectations around

eNotes, progress monitoring and reporting

Teacher, Site Coordinator

5 Orientation Video Teacher, Site Coordinator

6 Student begins to work in course

7 If a student has maxed out their assessment attempts, necessary

interventions/steps are taken

Teacher, Student

8 Once a student has completed a course, they conference with teacher who

will review Edgenuity reports and data to verify that the course has been

completed. Teacher/Site Coordinator will adjust the Google Spreadsheet

with completed course information. Course Completion Sheet is filled out

(one copy for teacher, one copy for student, one copy for counseling). Final

grade is reflected in IC, as well. We will also need to add the NCAA approved

letter to the students cume file.


In the event that a student would like to begin another Edgenuity course, during the same term, a final grade should be entered for the completed course, and the student should then be withdrawn from the course and enrolled in the next course. For support in scheduling, please contact your Instructional Superintendent and/or DOTS. Edgenuity Student Login/Username Naming Conventions - Student log in names should be the same as their google.net accounts. Passwords should be their eight digit birthday. Student Profiles within Edgenuity - Should be updated to contain the following information: Contact Tab:

o Student’s First Name, Middle Initial, Last Name; o Phone Number; and o E-mail Address of parent/guardian to be added to the Parent/guardian contact information

section.

Student Transfer Requests - If a student transfers from one school to another, the student’s Edgenuity information will follow the student through the Nightly Import process. The receiving school must wait until after midnight of the enrollment day for the students account to transfer. If after 24 hours, the student’s account has not been transferred to the new school, please contact your Network Liaison to assist with the process of getting all student data transferred over the new school. Student Orientations to Edgenuity Following the student’s preliminary meeting with the school counselor, and the proper scheduling of the student into the appropriate Edgenuity course via Infinite Campus, the student is required to meet with the school’s designated Edgenuity Site Coordinator, or CR teacher to enroll in Edgenuity course(s) and obtain confidential login credentials. Following enrollment, the student MUST undergo an orientation to Edgenuity. This may be conducted by the Edgenuity Site Coordinator, or the teacher of record. Student orientations MUST address the following:

Provide the student with detailed Edgenuity site access and login credentials and link to orientation .pdf files and videos;

Review student/classroom expectations and obtain signatures on the Acceptable Use of Technology Policy or the student contract;

Check computer/browser and software configurations;

Discuss the purpose of the student’s enrollment in Edgenuity and how the student can be successful;

Provide an overview of the Edgenuity operating environment and how to successfully navigate through the curriculum;

Review the Edgenuity course structure, with the student, and explain what the student must do to complete

Make the concept of progress and mastery of 80% or higher (for lesson quizzes, assignments, unit exams, and final exams) clear to the student;

Provide detailed information about how the student accesses help/support.

Under no circumstance may a student test out of Edgenuity courses. Student Seat Time/Attendance - Although seat time is not a factor, attendance is mandatory for all scheduled sessions, until the selected course is/courses are successfully completed. The student is expected to make up any missed course(s) in a timely manner. Regular attendance is essential to being successful in an advanced placement, credit recovery, original credit/acceleration, and unit recovery programs.

http://www.apexvs.com/


Unethical Academic Conduct – Academic conduct expectations MUST be clearly communicated to the student upon enrolling in an advanced placement, blended learning, credit recovery, original credit/acceleration, and/or course failure prevention programs via Edgenuity. Unethical academic conduct is considered to include, but is not limited to, the following:

Unauthorized student access to Edgenuity; and

Students fraudulently representing themselves as other students. All Prescriptive Pre-Tests, Unit Exams and Course Exams via Edgenuity, MUST be proctored by appropriate Advanced Placement, Credit Recovery, Original Credit/Acceleration, Course Failure Prevention Staff to discourage unethical academic conduct, further including, but not limited to:

Accessing web searches/web sites;

Copying test questions/answers for digital, electronic, and/or paper copy distribution; and

Engaging in peer discussions. The aforementioned unethical academic conduct WILL NOT BE TOLERATED and are considered violations of academic conduct. Instances of unethical academic conduct will be addressed by the school and may constitute grounds for disciplinary action, disenrollment from Edgenuity course(s), and/or suspension. All Edgenuity, Advanced Placement, Credit Recovery, Original Credit/Acceleration, Course Failure Prevention staffs are responsible for reporting irregularities, inconsistencies, and violations of academic conduct to:

1. The School’s Principal; 2. The School’s Assistant Principal, in the absence of the School Principal; and 3. The DPS Manager of Intervention and Acceleration tools.

Within 24 hours of receiving such reports, violations will be addressed. Student Course Completion Timelines - Students are encouraged to start advanced placement, original credit/acceleration, and/or credit recovery course(s), via Edgenuity, and finish them in the same term. If incomplete, at the end of the term, the student may continue his/her coursework the following term. The student has up to one calendar year, from his/her initial Edgenuity enrollment date (per course) to complete the curriculum. If the student does not complete the Edgenuity course within one calendar year, from his/her initial enrollment date in the Edgenuity course(s), the student’s blank grade would negate any record or attempt at the credited course, and he/she would be required to start the Edgenuity coursework over. Record Keeping - Student Edgenuity files MUST be maintained, by the school, for three calendar years after the student graduates high school. Following the three years, the school may dispose of confidential student records. Electronic Edgenuity records and the student file may be audited by the district and/or Colorado Department of Education during announced/unannounced visits. The student file MUST contain the following:

Documented grade changes, if any

Course Completion Form

Edgenuity generated progress report

NCAA Edgenuity approval letter

Staffing Credit Recovery – The Edgenuity Teacher of Record (in Edgenuity and Infinite Campus) must be highly qualified in the subject area. Credit recovery and original credit/acceleration courses MUST be staffed by the district approved Edgenuity Site Coordinator, a licensed teacher, or a NCLB qualified content specialist/teacher. At very minimum, students should be supported by content specialists in the subject area(s).


***Best Practice: The scheduler should use the highly qualified teacher and the Credit –Recovery Teacher/ Edgenuity Site Coordinator as primary and secondary teachers. It is possible for the Edgenuity Site Coordinator, responsible for managing Edgenuity records, enrolling students, providing technical support, etc., not be a highly qualified teacher. The Edgenuity Site Coordinator’s Responsibilities are as follows:

Creating and/or archiving staff accounts, student accounts, and classrooms;

Enrolling students/staff into Edgenuity classrooms;

Transferring incomplete courses from one school year to the next, contingent the student is within one year of the initial enrollment date;

Maintaining electronic/paper copies of Edgenuity records (for auditing purposes);

Providing technical support to Edgenuity teachers within the school; ***Best Practice: Site Coordinators must review monthly data reports, from Edgenuity, to monitor progress towards school level goals. The Edgenuity Teacher, at each school, is responsible for the following:

Becoming familiar with the Edgenuity curriculum;

Providing individual/group instruction for students to ensure understanding;

Meeting with students to help identify issues and help them get back-on track;

Monitoring/tracking student progress;

Course Failure Prevention Course Failure Prevention (CFP) is standards-based and requires students to demonstrate their competency in specific content standard(s) they did not previously demonstrate. CFP, thus, entails recovery for parts of a course. Teachers may utilize Edgenuity for CFP, or they may engage in teacher-led CFP utilizing the district curriculum and assessments. The completed unit grade(s) are used in the final grade calculation for the course. Course Failure Prevention grades may include: assigned offline activities, lesson quizzes, and unit tests. All assigned CFP scores MUST be averaged into the rest of the original course’s body of work. Teachers must weigh the recovered unit(s) the same as other units assigned in his/her course. If CFP is allowed by the teacher, following the original enrollment term, the teacher must issue the student an Incomplete for the course. Once the student completes the required unit recovery requisites, the teacher is required to submit a Change of Grade request to the Transcript Course Code Support Team, for processing. Best Practices: Edgenuity Based Interventions Course Failure Prevention, Semester Recovery and Credit Recovery have been identified as the most universal interventions aimed at keeping students on track and assisting them with course completion and credit accrual. The following outlines how each intervention can be implemented:


Edgenuity Interventions

School Year 2016-2017

Course Failure Prevention (CFP) - is a real time intervention aimed at preventing course failure. Teachers will establish

consistent checkpoints throughout the instructional term in which they will assess student progress and determine

which students are in danger of failing the course. Students in danger of failing the course will be directed towards the

appropriate standard, unit, topic, or skill recovery process on Edgenuity. Once the assigned unit, topic, standard or skill

related assignment has been mastered, or completed, their current course grade should adjust accordingly.

Example:

For CFP, you will place students in a Blended Learning (BL) course in Edgenuity.

Week 1 of Sem 1 Instruction

Week 2 Instruction

Week 3

Data analysis - Identification of who is behind or in danger of failing course Communicate to students, as well as parents/guardians that student will need to take part in CFP during the following week. CFP is scheduled during school, after school or on Saturdays.

Week 4

CFP is scheduled during school, after school or on Saturdays. Suggested Best Practice: After school Monday- Math After school Tuesday- English Language Arts After School Wednesday- Science After School Thursday- Social Studies

Week 5 Instruction

Week 6 Instruction

Week 7



Week 8


Week 9 Instruction

Week 10 Instruction

Week 11


Week 12


Semester Recovery (SR) - is a recovery intervention for students who received an incomplete, or “I” for a course taken

during the previous term. Semester Recovery will allow students who scored a 50-59%, the opportunity to recover only

units, topics, standards, or skills they failed to master, as opposed to recovering the entire course. This intervention

should be implemented during the first five weeks of the following term, with recovered grades communicated by the

sixth week of that term. All students who failed to complete the SR process, will then receive an “F” for the course,

instead of an “I”, or incomplete grade.


Example:

For Semester Recovery, you will put students in a SR course in Edgenuity

Week 1 of Semester/Term 2

Identify all students who have earned an incomplete grade or an “I” during the previous term (grades were between 50-59%) Communicate to parents/guardians that students have semester recovery. Identify teachers to support SR during specific weeks.

Week 2 Math Semester Recovery Monday- Friday

Week 3 English Language Arts Semester Recovery

Week 4 Social Studies Semester Recovery

Week 5 Science Semester Recovery

Week 6 All recovered grades communicated to counselors and “I” or incomplete grades are turned into a passing letter grade

Week 7

Week 8

Week 9

Week 10

Week 11

Week 12

Please note that while SR is taking place, the CFP process is as well. This supports a constant cycle of interventions aimed

at preventing course failure and the timely recovery of courses students failed to complete/pass.

Credit Recovery (CR) - is an option for students to recover an entire course. Students who have scored below a 50% in a

course taken during a previous term, students who need to recover a failed course taken more than one term prior and

students who transfer to DPS from another district and need to recover credits should take advantage of this

intervention. Students who are enrolled in CR will have one calendar year to complete the course. Credit Recovery

should take place during the school day, after school or on Saturdays.

For Credit Recovery, you will put students in a CR course in Edgenuity.

Examples of what the interventions could look like through semester one and two:

Semester 1

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Week 12

CR CR CR CR CR CR CR CR CR CR CR CR

CFP CFP


Semester 2

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Week 12

CR CR CR CR CR CR CR CR CR CR CR CR

CFP CFP

SR SR SR SR SR

vi. Edgenuity Technical Support & DPS Administrative Contact Information: For Edgenuity Technical Support, contact: Edgenuity Support Team (Monday – Friday) Telephone – Hours of Operation: 6:00AM to 8:00PM (MST) Office: 1.877.202.0338 ext. 3 -Or- Contact the Edgenuity Site Coordinator at your school (note that the following list is subject to change):


DENVER PUBLIC SCHOOL’S Edgenuity SITE COORDINATOR LIST

School Name OrgID Last Name First Name Edgenuity Site Coordinator E-mail

Phone

Abraham Lincoln High School

450 Gomez Andres [email protected] 720.423.5096

Abraham Lincoln High School

450 Halvorson Haidee [email protected] 720.423.6306

Bruce Randolph High School

463 Downing Janice [email protected] 720.424.1141

CEC Middle College of Denver

605 Aronson Sean [email protected] 720.423.6619


605 Karena Halco [email protected] 720.423.6666


605 Beck Polly [email protected] 720.423.6652

Colorado High School Charter

479 Callahan Clark [email protected] 303-892-8475

Compassion Road Academy

515 Graham Roy [email protected] 720.424.2227

Compassion Road Academy

515 Slater David [email protected] 720.415.2197

Contemporary Learning Academy (CLA)

682 Henderson Katie [email protected] 720.423.6936

Contemporary Learning Academy (CLA)

682 McLaughlin April [email protected] 720.423.6906

Creative Arts Academy at Kunsmiller

465 Irvine Marcelle [email protected] 720.423.4510

Creative Arts Academy at Kunsmiller

465 Shaheen Madiha [email protected] 720.424.0153

Denver Center for International Studies

466 Fitzgerald Tim [email protected] 720.423.5928


461 Petrova Elena [email protected] 720.423.9085


461 Tricarico John [email protected] 720.423.9047

Denver Center for 21st Century Learning at Wyman High School (DC21)

610 Velez Madeline [email protected] 720.424.2983



















Denver Online 484 Jones Ian [email protected] 720.424.8290

Denver Online 484 Wiebesick Jennifer [email protected] 720.424.8287

Denver School for the Arts

475 TBD

East High School 451 Chopin Scarlet [email protected] 720.423.8414

East High School 451 Maclin Jason [email protected] 720.423.8463

Emily Griffith High School

602 Walsh Carrie [email protected] 720.423.4935

Excel Academy 516 Swift Dwayne [email protected] 303.258.6402

Florence Crittenton School

473 Melosh Michael [email protected] 303.715.5664

Florence Crittenton School

473 Vincenti Joanna [email protected] 303.715.5653

George Washington High School

452 Tillson Matt [email protected] 720.423.8845

Gilliam School 673 Graham Roy [email protected] 720.424.2227

Gilliam School 673 Heale Scott [email protected] 303.291.8929

Hamilton Middle School

406 Sandoval Chris [email protected]

Henry World Middle School

418 Guzman Lydia [email protected]

Henry World Middle School

418 Porter Staci [email protected]

High Tech Early College

471 Chin Brandi [email protected] 720.424.2466

High Tech Early College

471 Petersen Janelle [email protected] 720.424.2524

Hill Campus of Arts & Sciences

Skrzypek Julie [email protected]

John F Kennedy High School

453 Escalante Ben [email protected] 720.423.4397

Manual High School 464 Mushrush Britni [email protected]

Martin Luther King Jr. Early College High School

469 Scales Jacquelyn [email protected] 720.424.0475

Merrill Middle School 412 McIntyre Brian [email protected]

Morey Middle School 413 Brovsky John [email protected]

Noel Community Arts 467 Brien Libby [email protected] 720.423.5844

North Engagement Center

507 Steele Teresa [email protected] 720.423.2709

North High School 455 Echevarria German [email protected] 720.423.2855

North High School 455 Steele Teresa [email protected] 720.423.2709

P.R.E.P. Academy High School

671 McKiernan Anita [email protected] 720.424.8452

P.U.S.H. Academy 509 Alexander Karen [email protected] 720.423.7200

P.U.S.H. Academy 509 Franklin Briana [email protected] 720.423.7239

P.U.S.H. Academy 509 Robertson Angela [email protected] 720.423.7200

Respect Academy 506 Wood Kyle [email protected]
































Edgenuity Liaisons Edgenuity Liaisons are in place to help schools effectively implement Edgenuity. Liaisons are highly trained in Edgenuity and are well versed in district expectations and requirements. Each network has a liaison assigned to them to assist with tasks such as:

Issues with student and educator usernames and Edgenuity profiles

Managing course options

Assisting with data reporting

Adjusting educator permissions

Edgenuity Training

Implementation of best practices

Program maintenance

Respect Academy 506 Vann Wauneta [email protected]

Rise Up Community High School

499 Ketzer Lucas [email protected] 716.807.5200

Rise Up Community High School

499 Ikegami Karen [email protected]

Skinner Middle School 416 TBD

South High School 456 Whittington Vernon [email protected] 720.423.6282

Strive Prep Academy-Excel

517 Berger Jillian [email protected]

Strive Prep Academy-SMART

513 TBD

Summit Academy 604 Gray William [email protected] 720.424.4205

Thomas Jefferson High School

457 Spivey Jill [email protected] 720.423.7086

Trevista at Horace Mann

189 Hepperly-Robertson

Leah [email protected]

720-423-9869

Vista Academy High School

609 Bates Pamela [email protected] 720.423.7687


609 Hernandez David (Jose) [email protected] 720-423-7683


609 Koenig Barbara [email protected] 720.423.7664

West Career Academy 508 Fenton Jennifer [email protected] 720.423.5391

West Career Academy 508 Harrington John [email protected] 303.916.4593

West Generations Academy

510 Cardasis Susan [email protected] 720.423.5504

West Leadership Academy

511 Haskell Siobhan [email protected] 720.423.5570


















The Edgenuity Network Liaison for your respective network:

6-12 & High Schools Denver Summit Schools Network & Charter Schools

Pathway Schools Network Wester Denver Network & Middle School Network

Jill Spivey Thomas Jefferson High School 3950 South Holly Street Room 32 Denver, CO 80237 [email protected] Office: 720.423.7086

Tim Fitzgerald Denver Center for International Studies at Montbello 574 West 6th Avenue Room 1SA Denver, CO 80204 [email protected] Office: 720.423.5928 Cell: 720.849.8211

Dwayne Swift Excel Academy (M, T) 1845 South Federal Boulevard Denver, CO Compassion Road Academy (W, R) 1000 Cherokee Street Denver, CO 80204 Cell: 303.548.7903

Dwayne Swift Excel Academy 1825 South Federal Boulevard Denver, CO [email protected] Cell: 303.579.7865

-or- Contact: Christina Abeyta-Greene Title: Manager of Intervention and Acceleration Tools E-mail: [email protected] Cell: (720) 456-597





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