Getting the diploma

New York eases graduation requirements for students with disabilities

Parent rally outside the state education building for more diploma options. (Courtesy Betty Pilnik)

In a significant change to New York’s graduation requirements, students with disabilities will soon be able to earn an alternative diploma without passing any of the state’s exit exams.

Instead, the state will allow them to replace a minimum score on the Regents exams with a work-readiness credential, which they can earn through work experience and vocational classes or by passing an exam that assesses entry-level work skills.

Supporters, including parents who lobbied for the rule change, say it is a reasonable way to prevent students with disabilities from missing out on a diploma because of low test scores. But critics have argued the policy would lower the state’s graduation standards.

On Monday, when the state Board of Regents approved the change as an “emergency measure,” state officials tried to preempt any suggestion that the change would water down the standards.

“We’re not saying that they have to do less. We’re saying that the standards are the same and the requirements are the same,” said Angelica Infante-Green, a deputy education commissioner, during the Regents’ monthly meeting. “What we’re talking about is, if you have a disability that precludes you from actually passing the exam, or demonstrating what you know with the current exams, this is the mechanism to do it.”

A Regents committee voted in favor of the rule Monday after it was added to their meeting agenda without prior notice or public comment — prompting an outcry from at least one education advocacy group. If the full board signs off Tuesday, the change will go into effect immediately, enabling students to graduate under the new requirements as early as next month.

The state currently grants different types of high-school diploma. A traditional “Regents” diploma requires students to pass four Regents exams. An alternative “local” diploma is available to certain students — including those with disabilities, who are still learning English, or who have struggled academically — who pass two exams or meet other requirements.

Students with disabilities only need a score of 55 (or 52, on appeal) on their math and English exams rather than the usual 65 to earn a local diploma. Under the new policy, they will not need to achieve any minimum score.

Instead, superintendents will review students’ work to check that it reflects appropriate knowledge of the material, students must pass their classes and participate in the exams. They will also have to earn a work-readiness credential called the Career Development and Occupational Studies Commencement Credential, or CDOS.

The credential, created in 2013 for students with disabilities, is meant to certify that students are ready for employment. There are two ways to earn it: One option allows students to complete 216 hours of vocational coursework and participate in job shadowing. The other lets students take an approved work-readiness exam, some of which have been criticized for lacking rigor.

It is unclear how many students would benefit from this new option. (Last year, only 418 students with disabilities took advantage of a “superintendent’s review” option allowing them to earn a local diploma by passing just the math and English Regents exams.) State officials have not estimated how many students may benefit from the new option but said they do not expect it to be a large number.

The policy is designed to help students like Lauren Elie and Brandon Pilnik, whose mothers were among the parents lobbying the state for years to change the graduation rules. After Monday’s vote, they burst into applause.

Brandon and Lauren, who are dating and each have a disability, are both one Regents exam shy of a diploma. Lauren, who missed the qualifying score on her English exam by one point, is working with kindergarteners as a teacher’s aide; Brandon is a musician who plays at a senior rehab center. Both have had to take internships instead of full-time jobs because they lack diplomas, their parents said.

“I was very excited, beyond excited,” said Betty Pilnik, Brandon’s mother, who has been fighting for the policy change for more than two years. “Anyone who knows Brandon knows that he deserves this.”

Ashley Grant, an attorney at Advocates for Children, said some of her organization’s clients have completed their required high-school courses but struggled to pass the exit exams. She said it was encouraging that the state is creating a route to graduation that bypasses the exams — which she does not consider to be the same as easing requirements.

“Simply removing the barrier of Regents exams doesn’t mean standards are being lowered,” she said.

But some proponents of strong state standards took the opposite view. Stephen Sigmund, executive director of the advocacy group High Achievement New York, who criticized the last-minute addition of the measure to the Regents’ agenda, noted that the latest graduation change comes just a year after the state created the “superintendents’ review” graduation option.

“The Regents shouldn’t make significant policy changes with an 11th hour and 59th minute addition to the agenda,” he said in a statement. “Removing another graduation requirement, demonstrating a minimum score on ELA and Math Regents exams, so soon after the last change is the wrong direction.”

The state will expected public comments on the new policy through Feb. 12. After that, the Regents are expected to vote on a permanent rule change in March.

Alex Zimmerman contributed reporting.

Mapping a Turnaround

This is what the State Board of Education hopes to order Adams 14 to do

PHOTO: Hyoung Chang/The Denver Post
Javier Abrego, superintendent of Adams 14 School District on April 17, 2018.

In Colorado’s first-ever attempt to give away management of a school district, state officials Thursday provided a preview of what the final order requiring Adams 14 to give up district management could include.

The State Board of Education is expected to approve its final directives to the district later this month.

Thursday, after expressing a lack of trust in district officials who pleaded their case, the state board asked the Attorney General’s office for advice and help in drafting a final order detailing how the district is to cede authority, and in what areas.

Colorado has never ordered an external organization to take over full management of an entire district.

Among details discussed Thursday, Adams 14 will be required to hire an external manager for at least four years. The district will have 90 days to finalize a contract with an external manager. If it doesn’t, or if the contract doesn’t meet the state’s guidelines, the state may pull the district’s accreditation, which would trigger dissolution of Adams 14.

State board chair Angelika Schroeder said no one wants to have to resort to that measure.

But districts should know, the state board does have “a few more tools in our toolbox,” she said.

In addition, if they get legal clearance, state board members would like to explicitly require the district:

  • To give up hiring and firing authority, at least for at-will employees who are administrators, but not teachers, to the external manager.
    When State Board member Steve Durham questioned the Adams 14 school board President Connie Quintana about this point on Wednesday, she made it clear she was not interested in giving up this authority.
  • To give up instructional, curricular, and teacher training decisions to the external manager.
  • To allow the new external manager to decide if there is value in continuing the existing work with nonprofit Beyond Textbooks.
    District officials have proposed they continue this work and are expanding Beyond Textbooks resources to more schools this year. The state review panel also suggested keeping the Beyond Textbooks partnership, mostly to give teachers continuity instead of switching strategies again.
  • To require Adams 14 to seek an outside manager that uses research-based strategies and has experience working in that role and with similar students.
  • To task the external manager with helping the district improve community engagement.
  • To be more open about their progress.
    The state board wants to be able to keep track of how things are going. State board member Rebecca McClellan said she would like the state board and the department’s progress monitor to be able to do unannounced site visits. Board member Jane Goff asked for brief weekly reports.
  • To allow the external manager to decide if the high school requires additional management or other support.
  • To allow state education officials, and/or the state board, to review the final contract between the district and its selected manager, to review for compliance with the final order.

Facing the potential for losing near total control over his district, Superintendent Javier Abrego Thursday afternoon thanked the state board for “honoring our request.”

The district had accepted the recommendation of external management and brought forward its own proposal — but with the district retaining more authority.

Asked about the ways in which the state board went above and beyond the district’s proposal, such as giving the outside manager the authority to hire and fire administrative staff, Abrego did not seem concerned.

“That has not been determined yet,” he said. “That will all be negotiated.”

The state board asked that the final order include clear instructions about next steps if the district failed to comply with the state’s order.

Changing fortune

Late votes deliver a narrow win for Jeffco school bond measure

PHOTO: Denver Post file
Fourth-graders Kintan Surghani, left, and Rachel Anderson laugh out the school bus window at Mitchell Elementary School in Golden.

Voters in Jefferson County narrowly approved a $567 million bond request that will allow the school district to improve its buildings.

Jeffco Measure 5B, the bond request, initially appeared to have failed, even as voters supported Measure 5A, a $33 million mill levy override, a type of local property tax increase, by a comfortable margin. But as late votes continued to be counted between Election Day and today, the gap narrowed — and then the tally flipped.

With all ballots counted — including overseas and military ballots and ballots from voters who had to resolve signature problems — the bond measure had 50.3 percent of the vote and a comfortable 1,500 vote margin.

In 2016, Jeffco voters turned down both a mill levy override and a bond request. Current Superintendent Jason Glass, who was hired after the ballot failure, made efforts in the last year to engage community members who don’t have children in the district on the importance of school funding. This year’s bond request was even larger than the $535 million ask that voters rejected two years ago.

“We are incredibly thankful to our voters and the entire Jeffco community for supporting our schools,” Glass said in a statement. “The 5A and 5B funding will dramatically impact the learning environment for all of our students. Starting this year, we will be able to better serve our students, who in turn will better serve our communities and the world.”

The money will be used to add new classrooms and equip them, improve security at school buildings, and add career and technical education facilities.