Parent – Student Night
Graduation
Requirements & Updates
Post Secondary Success
Agenda
Welcome-
Devine
Pledge of Allegiance
Purpose of Meeting- Chism
New Grad Requirements- Chism
Athletics & Academics- Holland
Class Sponsors- Holland- 7th;
Devine- 8th; Washnok- 9th; Soele10th; Crawford- 11th; Wenner- 12th.
Ag Program & Student LicensureDevine
Closing & Questions
Graduation Requirements
Each year has different requirements that
students must meet in order to graduate.
Be flexible because things seem to change
a lot.
State is tightening up on who will exit high
school with a diploma- students can no
longer just occupy a chair and graduate
with a diploma.
Be patient as we work through this
because it can be confusing.
Special situations may warrant PED
approval.
Cohort- What is it?
What is a Cohort?
“Cohort of” is the same as "Class of”
and refers to students who are
expected to graduate in four (4)
years. The following chart explains
how students are assigned to a
cohort.
New Cohort/Grade
Classification
Student Cohorts— For
testing, students are
classified based on the
number of years enrolled
in high school rather than
credits earned, coursework
completed, or other similar
criteria.
Terms such as “10th grader”
and “sophomore” are
substituted with “second
year high school student.”
The chart below lists
current and former terms.
Current Terms
Former Terms
First Year High
School Student
(HS1)
Grade 9
Freshman
Second Year
High School
Student (HS2)
Grade 10
Sophomore
Third Year High
School Student
(HS3)
Grade 11
Junior
Fourth Year
High School
Student (HS4)
Grade 12
Senior
Grade/Cohort Classifications
Why did NM Public Education Department rename
our grade classifications:
1.
For reporting purposes and to eliminate
confusion when our state reports to the federal
government.
2.
A student will remain with their cohort or “H”
group to identify their original graduation date
and their testing schedule.
3.
For example, if an H1 (9th grader) doesn’t
have sufficient credits to be classified as an H2
(10th grader), then the H2 (10th grader) still
has to test and take the SBA regardless of
classes or credits. Whatever your original
cohort does in testing, then you must conform
to that schedule.
Cohort Cont’d
Is Cohort reassignment allowed? Rule changes
by the U.S. Department of Education state that
we CANNOT reassign students to a later cohort
under any circumstances.
This includes:
Students with IEPs (even if granted longer than four years
by their IEP)
Incarcerated during high school
Pregnancy during high school
Medical emergency during high school
Hardship documented by the district
These students must be reported as non-graduates. LEAs
should make every reasonable effort to graduate
students with their cohort.
Who is a Graduate?
A graduate is the recipient of a STANDARD
(regular) high school diploma that is fully
aligned with the state's academic content
standards under 6.29.1.9(J)(13)(b)(i)
NMAC. They must also complete all the
requirements by August 1 of the cohort
year.
A "regular diploma" excludes GED
credentials and Certificates of Attendance.
Who is a non-Graduate?
Students with the following status cannot
be counted as graduates:
GED
Dropped out
Completer who didn't pass the exit exam
Cohorts of 2014-2016
24 units state required by NM
Hondo District requires health- .5 = Total of 24.5
4 units English
4 units math (one unit = or > than algebra 2)
3 units science (2 w/lab)
3.5 units social science, including United States history and
geography, world history and geography, and government and
economics, and .5 unit New Mexico history
1 unit physical education
.5 Health
1 unit career cluster, workplace readiness or language other than
English
7.5 units electives
One of the above units must be honors, Advanced Placement, dual
credit, or distance learning.
To graduate, a student must meet the cut score for high school
graduation assessment on 11th grade SBA.
Cohorts of 2017
24.5 or 25 units to include:
•
•
•
•
•
•
•
4 units English
4 units math (one unit = or > than algebra 2)
3 units science (2 w/lab)
3.5 units social science, including United States history and geography,
world history and geography and government and economics, and .5 unit
New Mexico history
1 unit physical education
1 unit career cluster, workplace readiness, or language other than English
.5 or 1 unit of health education* (may be taken in middle school)
7.5 units electives
One of the above units must be honors, Advanced Placement, dual credit,
or distance learning.
To graduate, a student must meet the cut score for high school graduation
assessment on 11th grade SBA.
* For students entering the eighth grade in the 2012–13 school year,
a course in health education is required.
Additional Grad Requirements
Class of 2014
The Class of 2014 and beyond must meet
proficiency in five areas: mathematics,
reading, science, writing, and social
studies by passing the SBA and/or end-ofcourse exams (EOC) in subjects for which
the SBA is not offered. Statute requires
demonstration of competency, but also
that students who are unable to
demonstrate competency have the
opportunity to demonstrate competency
through an alternative demonstration.
SBA/HSGA
10th Grade- Reading, Math- This
offers second year high school
students with their first opportunity
to pass the HSGA to graduate.
H3- 11th Grade- Reading, Math,
Science
H2-
H4-
12th Grade- Retakes
Grad Requirements
Reading and Math
For math and reading, students must
achieve a composite score of 73 (2273),
with neither individual score below the
nearing proficient performance level.
Students who have not met this
requirement through any combination of
math and reading assessments as H2, H3,
or H4 students can use the Alternate
Demonstration of Competency (ADC).
Math & Reading SBA
A student has three opportunities to pass the
math and reading HSGA—once in March of the
H2, once in March of the H3, and once in the fall
of H4. SBA scoring, verification, and reporting will
allow retake scores to be available to a H4
student prior to spring graduation.
Each student has the capability of “banking”
scores, which means that a student’s highest
score on any given subject area will be saved or
“banked” and used to assess competency,
regardless of future performance in that subject
area.
Alternative Demonstration of Competency
(ADC)
For each subject area that has a related
college readiness/placement exam, a
student can demonstrate competency by
meeting the appropriate cut score in one
of the following: AP exam, ACT, SAT,
PSAT, AccuPlacer.
For math, students can demonstrate
competency by passing the appropriate
EOC exam in Algebra II. (2 attempts on
the EOC)
For reading, students can demonstrate
competency by passing the English 3 EOC
exam. (2 attempts on the EOC)
Grad Requirements
Science
Students have one opportunity to pass the
Science SBA as H3 students. Students
must participate in all available
administrations of the SBA before moving
on to the ADC. For science, students
must achieve a score of 38 on the New
Mexico SBA as an H3 student.
For science, students can demonstrate
competency by passing the EOC exam in
Biology or Chemistry. (2 attempts on the
EOC)
Grad Requirements
Social Studies
For
social studies, students must
pass the social studies EOC,
developed by New Mexico teachers.
For social studies, students can
demonstrate competency by passing
an appropriate U.S. History EOC
exam. (3 attempts on the EOC)
Grad Requirements
Writing
For
writing, students demonstrate
competency by passing the writing
EOC, developed by New Mexico
teachers.
For writing, students can
demonstrate competency by passing
the writing EOC, which can be taken
at the end of English 3. (3 attempts
on the EOC)
Components of ADC
Component 1 of ADC: An examination of
student scores from standardized college
and career-ready assessments: Advanced
Placement (AP) exams, ACT, PLAN, PSAT,
SAT, Accuplacer.
If a student’s college and career ready
assessment scores do not demonstrate
competence in the standards for which he
or she failed to meet SBA proficiency, then
Component Two of the ADC may be used.
Components of ADC
Component 2 of ADC: Includes EOC
examinations on the standards for which
they failed to meet the SBA cut score for
the class of 2013 and beyond.
Additionally, the PED will work with
districts to resolve unique circumstances
related to appeals, waivers, and other
extenuating circumstances falling outside
of the guidance provided here.
End of Course Exams
Applicable EOC courses:
Math -Algebra II
Reading/Writing - English 3
Science - Biology, Chemistry
Social Studies - U.S. History
Role of the School
Identify eligible students, discuss options
and assist them in selecting the best one.
Implement all requirements in accordance
with state and district policies.
Help students identify appropriate courses
and create a work plan.
Supervise, support, and monitor students;
seek assistance as needed.
Discuss results and next steps with
students, upgrade supports and systems
as necessary
The Role of the Student
At the center of the ADC process is the
student, and the student must remain at
the center of this effort.
In doing so, the ADC must be a studentdriven endeavor. The student has the
responsibility of ownership. Working with
his/her teachers and counselors, the
student needs to lead all aspects of
the work, from the planning stage to
reflecting on outcomes.
The Role of the Student
Although parents, teachers, and school
administrators can support the student’s
efforts, demonstrating competency must
be based on the student’s own work. By
understanding and taking ownership of
this responsibility, students can take full
advantage of the opportunity to
demonstrate what they know and can do
in a variety of ways. There is no cost to
the student.
The Role of Parents
Parents can and should be actively involved
in the student’s course of action, both in
assisting in decision making and
supporting their child’s effort. This does
not mean the parent does the work with
or for the student, but rather, offers
encouragement, monitors progress, and
demonstrates interest in outcomes the
student is pursuing.
How are students prepared for the ADC?
Students that are on the pathway for
needing the ADC should have an
educational plan/SAT in place. These
students should also receive the necessary
intervention courses/tutoring (which ever
the district offers) to help them
become/remain on track and successful.
Review of student progress should be
completed per grading period.
Achieving College Readiness benchmark scores on any of four content areas of the
ACT.
o English Composition (18)
o Social Sciences [Reading] (21)
o College Algebra [Mathematics] (22)
o Biology [Science] (24)
Achieving College Readiness benchmark scores on any of four content areas of the
Accuplacer.
o Reading (85)
o Writing (109)
o Elementary Algebra (117)
o College Mathematics (115)
Achieving a College Readiness benchmark score on any of six areas of study from an
authorized International Baccalaureate curriculum.
o Literature (Language A)(4)
o Language B(4)
o Individuals & Society(4)
o Experimental Science(4)
o Mathematics(4)
o Arts(4)
Achieving College Readiness benchmark scores on any of three content
areas of the PSAT.
o Reading (50)
o Mathematics (50)
o Writing (49)
Achieving College Readiness benchmark scores on any of three content
areas of the SAT.
o Reading (450)
o Mathematics (450)
o Writing (450)
Achieving College Readiness benchmark scores on any of four content
areas of the PLAN.
o English Composition (15)
o Social Sciences [Reading] (17)
o College Algebra [Mathematics] (19)
o Biology [Science] (21)
Achieving a “3”on an Advanced Placement (AP) exam (specific to subject
required subject).
WHY
In New Mexico, all students deserve the
opportunity to graduate from high school
prepared to participate successfully in careers
and college. Today, about 67% of new jobs
require at least some postsecondary education.
The American Diploma Project, sponsored
through Achieve, reports that students entering
the workforce directly after high school need the
same academic skill set as freshmen entering
college. This is consistent with New Mexico’s
adoption of Common Core of State Standards
which ultimately lead to career and college
readiness.