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Rule Number:160-4-2-.48
High School Graduation Requirements for Students Enrolling in the Ninth Grade for the First Time in the 2008-09 School Year and Subsequent Years   Print Rule
 

HIGH SCHOOL GRADUATION REQUIREMENTS FOR STUDENTS ENROLLING IN THE NINTH GRADE FOR THE FIRST TIME IN THE 2008-09 SCHOOL YEAR AND SUBSEQUENT YEARS.


(1) PURPOSE
. This rule specifies programs of study that shall be offered by local boards of education for students enrolling in the ninth grade for the first time in the 2008-2009 School Year and for subsequent years.


(2) DEFINITIONS.


(a) Career, Technical and Agricultural Education (CTAE) Pathways – Three elective units in a coherent sequence that includes rigorous content aligned with industry-related standards leading to college and work readiness in a focused area of student interest.


(b) Core Courses - courses identified as “c” or “r” in Rule 160-4-2-.03 List of State-Funded K-8 Subjects and 9-12 Courses.


(c) Elective Courses – any courses identified as “e” in Rule 160-4-2-.03 List of State-Funded K-8 Subjects and 9-12 Courses that a student may select beyond the core requirements to fulfill the unit requirements for graduation.


(d) Required courses - specific courses identified as “r” in Rule 160-4-2-.03 List of State-Funded K-8 Subjects and 9-12 Courses that each student in a program of study shall pass to graduate from high school.


(e) Secondary School Credential - a document awarded to students at the completion of the high school experience.


1. High School Diploma - the document awarded to students certifying that they have satisfied attendance requirements, unit requirements and the state assessment requirements as referenced in Rule 160-3-1-.07 Testing Programs - Student Assessment.


2. High School Certificate - the document awarded to pupils who do not complete all of the criteria for a diploma or who have not passed the state assessment requirements as referenced in Rule 160-3-1-07 Testing Programs – Student Assessment, but who have earned 23 units.


3. Special Education Diploma - the document awarded to students with disabilities assigned to a special education program who have not met the state assessment requirements referenced in Rule 160-3-1-.07 Testing Programs - Student Assessment or who have not completed all of the requirements for a high school diploma but who have nevertheless completed their Individualized Education Programs (IEP). 

 

(f) Significant Cognitive Disabilities – students with significant intellectual disabilities or intellectual disabilities concurrent with motor, sensory or emotional/behavioral disabilities who require substantial adaptations and support to access the general curriculum and require additional instruction focused on relevant life skills and participate in the Georgia Alternate Assessment (GAA). 

 

(g) Unit – one unit of credit awarded for a minimum of 150 clock hours of instruction or 135 hours of instruction in an approved block schedule. 

 

(h) Unit, Summer School – one unit of credit awarded for a minimum of 120 clock hours of instruction. 

 

(3) REQUIREMENTS. 

 

(a) Local boards of education shall provide secondary school curriculum and instructional and support services that reflect the high school graduation and state assessment requirements and assist all students in developing their unique potential to function in society.

 

(b) Local boards of education shall require that


1. Students who enroll from another state meet the graduation requirements for the graduating class they enter and the state assessment requirements as referenced in Rule 160-3-1-.07 Testing Programs - Student Assessment.


2. Students who enroll in the ninth grade for the first time in the 2008-2009 school year and withdraw shall meet the graduation requirements specified in this rule and the assessment requirements specified in Rule 160-3-1-.07 Testing Programs - Student Assessment. 

 

3. UNITS OF CREDIT. 

 

(i) All state-supported high schools shall make available to all students the required areas of study. 

 

(ii) A course shall count only once for satisfying any unit of credit requirement for graduation. See the following chart.

 

 

(iii) AREAS OF STUDY    
    Units Required 
(I) English/Language Arts*   4
(II) Mathematics*   4
(III) Science*   4
The 4th science unit may be used to meet both the science
and elective requirements
(IV)  Social Studies*   3
(V)   CTAE and/or Modern
Language/Latin and/or  
Fine Arts
  3
(VI)  Health and Physical Education*   1
(VII)  Electives   4
     
TOTAL UNITS (MINIMUM)   23
     

*Required Courses and/or Core Courses

 

4. COURSE CREDIT. (i) Unit credit shall be awarded only for courses that include concepts and skills based on the Georgia Performance Standards (GPS) for grades 9-12 or those approved by the State Board of Education. Unit credit may be awarded for courses offered in the middle grades that meet 9-12 GPS requirements. The Individualized Education Program (IEP) shall specify whether core courses taken as part of an IEP shall receive core unit credit.


(ii) No course credit may be awarded for courses in which instruction is based on the GPS for grades K-8.


(iii) Completion of diploma requirements does not necessarily qualify students for the HOPE Scholarship Program.


5. AREAS OF STUDY. 

 

(i) Courses that shall earn unit credit are listed in Rule 160-4-2-.03 List of State-funded K-8 Subjects and 9-12 Courses. 

 

(ii) Any student may select any course listed in the course listing rule. The one exception to this provision is where the letter "r" appears with course names. These courses are required. They must be successfully completed and cannot be substituted with any other course. Any course identified as "c" is a core course and may be selected to count as one of the core unit requirements. A course identified as "e" is an elective course that may be selected beyond the core requirements to fulfill the unit requirements.



(I) English Language Arts: Four units of credit in English language arts shall be required of all students. A full unit of credit in American Literature/Composition and a full unit of credit in Ninth-Grade Literature and Composition shall be required. All courses that may satisfy the remaining units of credit are identified with a "c." The Writing, Conventions, and Listening, Speaking, and Viewing strands of the Georgia Performance Standards shall be taught in sequence in grades 9-12. Literature modules may be taught in any sequence in grades 10-12.

 

(II.) Mathematics: Four units of credit in mathematics shall be required of all students, including Mathematics 1 or its equivalent, Mathematics 2 or its equivalent, and Mathematics 3 or its equivalent. Additional units needed to complete four credits in mathematics must be chosen from the list of GPS/AP/IB designated courses.

 

I. Students with disabilities who take and pass Mathematics 1 in conjunction with a mathematics support class and Mathematics 2 in conjunction with a mathematics support class upon determination through the Individualized Education Plan process may meet diploma requirements by completing Mathematics 3 or its equivalent for a total of 3 math credits. Completion of 3 units of math may not meet mathematics admission requirements for entrance into a University System of Georgia institution or other post-secondary institution without additional coursework. 

 

(III) Science: Four units of credit in science shall be required of all students, including one full unit of Biology; one unit of either Physical Science or Physics; one unit of either Chemistry, Earth Systems, Environmental Science or an AP/IB course; and one additional science unit. The fourth science unit may be used to meet both the science and elective requirements. Any AP/IB science course may be substituted for the appropriate courses listed above.

 

(IV) Social Sciences: Three units of credit shall be required in social studies. One unit of credit shall be required in United States History. One unit of credit shall be required in World History. One-half unit of American Government/Civics shall be required. One-half unit of Economics shall be required. 

 

(V) CTAE/Modern Language/Latin/Fine Arts: A total of three units of credit shall be required from the following areas: CTAE and/or Modern Language/Latin and/or Fine Arts. Students are encouraged to select courses in a focused area of interest. 

 

I. Career, Technical and Agricultural Education (CTAE) Pathways: Students may earn three units of credit in a coherent sequence of CTAE courses through a self-selected pathway leading to college readiness and a career readiness certificate endorsed by related industries.

 

II. Modern Language/Latin: All students are encouraged to earn two units of credit in the same modern language/Latin. Students planning to enter or transfer into a University System of Georgia institution or other post-secondary institution must take two units of the same modern language/Latin. Georgia Department of Technical and Adult Education (DTAE) institutions (Technical College System of Georgia) do not require modern language/Latin for admissions. 

 

A. Students whose native language is not English may be considered to have met the foreign language expectation by exercising the credit in lieu of enrollment option if they are proficient in their native language. A formal examination is not necessary if other evidence of proficiency is available. 

 

B. American Sign Language may be taken to fulfill the modern language requirements. 

 

III. Fine Arts: Electives may be selected from courses in fine arts. 

 

(VI) Health and Physical Education: One unit of credit in health and physical education is required. Students shall combine one-half or one-third units of credit of Health (17.011), Health and Personal Fitness (36.051), or Advanced Personal Fitness (36.061) to satisfy this requirement. Three (3) units of credit in JROTC (Junior Reserve Officer Training Corps) may be used to satisfy this requirement under the following conditions: 1) JROTC courses must include Comprehensive Health and Physical Education Rule requirements in rule 160-4-2-.12 and 2) the local Board of Education must approve the use of ROTC courses to satisfy the one required unit in health and physical education. 

 

6. REQUIRED PROCEDURES FOR AWARDING UNITS OF CREDIT. 

 

(i) A unit of credit for graduation shall be awarded to students only for successful completion of state-approved courses of study based on a minimum of 150 clock-hours of instruction provided during the regular school year, 135 clock-hours of instruction in an approved block schedule during the regular school year, or a minimum of 120 clock-hours of instruction in summer school. 

 

7. STUDENTS WITH SIGNIFICANT COGNITIVE DISABILITIES. 

 

(i) Students with significant cognitive disabilities may graduate and receive a regular high school diploma when the student’s IEP team determines that the student has:


(I) completed an integrated curriculum based on the GPS that includes instruction in Mathematics, English/Language Arts, Science and Social Studies as well as career preparation, self determination, independent living and personal care to equal a minimum of 23 units of instruction, and 

 

(II) participated in the GAA during middle school and high school and earned a proficient score on the high school GAA test, and

(III) reached the 22nd birthday OR has transitioned to an employment/education/training setting in which the supports needed are provided by an entity other than the local school system. 

 

8. LOCAL AUTHORITIES AND RESPONSIBILITIES. 

 

(i) Local boards of education shall provide instructional, support and delivery services. These services shall include, but are not limited to, the following.

 


(I) A continuous guidance component beginning with the eighth grade. The purposes of the guidance component are to familiarize students with graduation requirements, to help them identify the likely impact of individual career objectives on the program of studies they plan to follow and to provide annual advisement sessions to report progress and offer alternatives in meeting graduation requirements and career objectives. 

 

(II) Record keeping and reporting services that document student progress toward graduation and include information for the school, parents and students. 

 

(III) Diagnostic and continuous evaluation services that measure individual student progress in meeting competency expectations for graduation.

 

 (IV) Instructional programs, curriculum and course guides and remedial opportunities to assist each student in meeting graduation requirements.

 

 (V) Appropriate curriculum and assessment procedures for students who have been identified as having disabilities that prevent them from meeting the prescribed competency performance requirements. 

 

(4) This rule shall become effective on July 1, 2008. 

 

Georgia Department Of Education
Adopted Date:  7/21/2011
Effective Date:  8/11/2011

NOTE: The State of Georgia has moved the Georgia Code. This new environment no longer allows us to link directly to the Georgia Code. For example enter 20-02-0211 in the search window and the Georgia Code will appear.
Policy Code Description
IHF(6) Graduation Requirements - Entering Fall 2008-09 and thereafter
Georgia Code Description
O.C.G.A § 20-02-0131 Objectives and purposes of QBE program
O.C.G.A § 20-02-0140 SBOE to establish competencies and uniformly sequenced core curriculum
O.C.G.A § 20-02-0142 Prescribed courses; development/dissemination of instructional materials on effects of alcohol
O.C.G.A § 20-02-0150 Eligibility for enrollment
O.C.G.A § 20-02-0151 General and career education programs
O.C.G.A § 20-02-0154 Remedial education program
O.C.G.A § 20-02-0160 Determination of enrollment; determination of funding
O.C.G.A § 20-02-0161.1 Enrollment in post-secondary courses; academic credit; pso grant account
O.C.G.A § 20-02-0161.2 Youth Apprenticeship Program; policies, criteria, pilot projects
O.C.G.A § 20-02-0281 Assessment of effectiveness of educational programs
These references are not intended to be part of the rule itself, nor do they indicate the basis or authority for the board to enact this rule. Instead, they are provided as additional resources for those interested in the subject matter of the rule.
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