The Oregon Administrative Rules provide that school districts shall award a diploma to students upon fulfillment of all state and local district credit competency, and attendance requirements. The standards also allow the granting of an alternative document identifying acquired minimum competencies to students having met some, but not all graduation requirements. All members of a graduation class, whether they receive a standard diploma or an alternative document, are allowed to participate in commencement exercises and receive the appropriate document in that ceremony.

The Scappoose School District awards the following diplomas and certificates:

• Standard Diploma

• Modified Diploma

• Extended Diploma

• Alternative Certificate

(Scappoose School Board Policy IKF and IKF-AR)

Who may earn the following Diplomas?

The Oregon Diploma

• All Students who have demonstrated the ability to meet the full set of academic content standards may earn the Oregon Diploma. Students must meet Essential Skills and Personalized Learning requirements; complete the Education Plan and Profile, Extended Applications and Career Related Learning experiences and standards.

Modified Diploma

• Students who have demonstrated the inability to meet the full set of academic content standards even with reasonable accommodations but who fulfill all state requirements and all applicable local school district requirements as described in district school board policies or public charter school requirements as described in school policies:

  • Have a documented history of an inability to maintain grade level achievement due to significant learning and instructional barriers inherent in the student; or

  • A documented history of a medical condition that creates a barrier to achievement.

NOTE: Failure to meet the requirements for an Oregon Diploma does not automatically make the student eligible for a Modified Diploma. Students must meet the full set of eligibility criteria listed above in order to receive a modified diploma.

Extended Diploma

Students who have demonstrated the inability to meet the full set of academic content standards for a high school diploma with reasonable modifications and accommodations:

• Have a documented history of an inability to maintain grade level achievement due to significant learning and instructional barriers; or

• Have a documented history of a medical condition that creates a barrier to achievement; and

• Have a serious illness or injury that occurs after grade eight, that changes the student’s ability to participate in grade level activities and that results in the student participating in alternate assessments.

• Participate in an alternate assessment beginning no later than grade six and lasting for two or more assessment cycles; or

• participating in alternate assessments.

*Only Special Education Students may earn an Extended Diploma

Alternative Certificate

• A student who does not satisfy the requirements for a high school diploma, a modified diploma or an extended diploma may earn an alternative certificate.

• Student must meet requirements established by the board of the school district.

• The alternative certificate is not a default track for students who can and should earn a standard diploma. There must be a clear plan developed for each student at the beginning of the 9th grade or date of transfer.

• The Student:

  • Will complete transition goals and/or age out at age 21 · Has significantly extended curriculum (focus on life skills).

• Is not on a standard diploma track as agreed upon by the IEP team. Is meeting specified goals of required learning/credit achievement outlined in the Individualized Education Plan.

Where this may lead?

• Preparation for programs supported by social services.

• Workforce opportunities that do not require a Modified or standard high school diploma Possibility of additional vocational training or enrollment in a community college if entrance requirements are met.

Scappoose High School provides the following course work toward the Alternative Certificate:

• Community

• Functional Math

• Functional Living Skills

• Work Experience

• Life Skills Health

• Electives

• Functional Reading

• Core Academics (as appropriate)

• Transition services

IDENTIFICATION PROCESS

Modified Diploma/Extended Diploma/Alternative Certificates

A school team, including the parent(s) or guardian of the student, will be responsible to decide if a student will work toward obtaining a regular diploma, modified diploma, extended diploma or alternative certificate. Modified diploma, extended diploma or alternative certificates are not default graduation options.

Step 1: NOTIFICATION OF OPTIONS

• All families will be provided information about diploma and certificate options beginning in the spring of the 5^th grade year and each year thereafter as part of registration materials.

• Middle and High School websites will contain information on diploma and certificate options.

• Registration materials such as education planning guides will include information on diploma and certificate options.

Step 2: REFERRAL

• If a student is on an IEP or 504 plan, the consideration for a Modified diploma, Extended diploma or Alternative Certificate must be made at the time of developing the plan (if at the end of the 6^thgrade year or later) or at the time of re-evaluation.

• If a student is not on an IEP or 504 Plan, but an educator or parent/guardian believes the student meets the criteria to be considered for a Modified diploma, Extended diploma or Alternative Certificate, a referral form may be submitted to the Student Services Director to initiate the gathering of information and the creation of a decision making team.

Step 3: IDENTIFYING A SCHOOL DECISION-MAKING TEAM

• The Decision-Making Team for a student on an IEP is the IEP team.

• The Decision-Making Team for a student on a 504 Plan is the 504 Team.

• The Decision-Making Team for a general education student must include the parent(s) or guardian. The team should also include any educator familiar with the relevant educational record of the student and may include general education teachers, counselors and administrators.

Step 4: IDENTIFICATION PROCESS

• The school team shall decide that a student should work toward a modified diploma, extended diploma or alternative certificate no earlier than the end of the 6^th grade and no later than 2 years before the student’s anticipated exit from high school.

• The Decision-Making team will review relevant data, including:

• Transcript grades and attendance record;

  • Longitudinal data including statewide assessment benchmarks across multiple subjects;

  • If appropriate, the student’s current IEP indicating goals and objectives that do not meet minimum graduation requirements/expectations.

  • Evidence that the majority of the student’s course requirements has been or will be substantially revised/Extended resulting in Extended grades for the coursework completed.

  • Evidence that the student needs primary learning experiences designed to teach functional living and employment skills.

  • Participation in alternate assessments.

  • Other

• At this point a student may be in one of three categories:

• Meeting eligibility criteria

• Needs further consideration

• Not meeting eligibility criteria

• Meeting Eligibility Criteria

The student is eligible if documented history supports that the student has an inability to maintain grade level achievement due to significant learning, instructional and/or assessment barriers inherent in the student OR has a documented history of a medical condition that creates a barrier to achievement.

• Needs further Consideration

It may be determined that a decision should be delayed based on inconclusive evidence that a Modified diploma, Extended diploma or Alternative Certificate is in the best interest of the student. Further data will be collected and a future date will be set to make a determination.

• Not Meeting Eligibility Criteria

The student will not be considered eligible if the team reviews all available data and determines that the student does not meet the district’s criteria for a modified diploma, extended diploma or alternative certificate.

STEP 5: EDUCATION PLAN including MODIFICATIONS

Once a student has been found eligible for a modified diploma, extended diploma or alternative certificate, the student’s education plan must be written to indicate agreed on modifications.

• Modifications may include:

• Enrollment in courses specifically identified as extended.

• Enrollment in general education courses where coursework, assessments and grading practices are significantly extended.

The education plan including intended modifications must be shared with all teachers of the student.

• To receive a modified diploma, student must successfully complete at least 24 credits of required courses as defined by district policy and administrative rule. (IKF and IKF-AR)

STEP 6: ANNUAL REVIEW AND REVISION OPTIONS

After students working toward a modified diploma or extended diploma have completed the eighth grade, the decision-making team must review progress annually with the parent or guardian of the student as well as the student.

At anytime as is appropriate, the student’s school team may formally decide to revise a modified diploma or extended diploma decision. Revisions may include:

- Changing the student’s education plan to enable them to achieve a standard diploma;

- Adjusting necessary modifications to the current education plan;

- Changing the student’s education plan from a standard diploma or alternative certificate to a modified diploma or extended diploma if the documented history of the student has changed.

STAFF GUIDANCE FOR MODIFIED DIPLOMA OR EXTENDED DIPLOMAS

At the beginning of each semester, you will be provided with the names of students currently in your classes who are working towards a modified or extended diploma. Please be aware of the following guidelines for these students:

• Each student’s counselor (for non-IEP students) or case manager (for IEP students) will serve as his/her Modified or Extended diploma manager. Please contact the Modified or Extended diploma manager if you have any questions regarding a student.

• Modified diploma students are required to earn 24 credits to graduate. Extended diploma students are required to earn 12 credits to graduate. The modified or extended diploma manager will review other Scappoose School District graduation requirements to determine which, if any, the student will be expected to complete.

• Students working towards a Modified or Extended diploma may complete their studies in regular classrooms, in resource rooms, or in other alternative learning environments.

• The Modified or Extended diploma manager, IEP team and teachers shall consider student interests, work habits, attendance, skills, individual effort and post-high school plans (if known) when making decisions about:

  • The selection of appropriate courses necessary to earn required credits;

  • The modification of course content, curriculum and expectations; and

  • The evaluation of student performance.

• Students working towards a Modified or Extended diploma may receive modifications in course content, curriculum and performance expectations. Classroom teachers, with the agreement of the Modified or Extended diploma manager and/or the IEP team, shall determine appropriate work products to be completed and performance expectations to be met. Guidelines for classroom modifications can be found in the appendix on Extended diplomas.

• Students working towards a Modified or Extended diploma may receive a Pass/No Pass or letter grade. The Extended or Extended diploma manager, in consultation with the student, classroom teachers and the IEP team, will make this decision.

• IEP teams will determine what cut scores should be set for a student who will be working toward a modified diploma and will need modified essential skills using the following steps:

Step 1: complete a thorough file review

Step 2: compile the student’s scores on past statewide assessments

Step 3: Based on past scores, determine a reasonable target score. Document in the Present Level of Performance of the IEP.

Step 4: Remediate with the objective of meeting the target score

Step 5: If the student does not achieve within the assigned score, provide additional remedial instruction and have student test again.

Step 6: If after 3 tries, student has not achieved the target score, consider using a work sample as an alternative.