Minimum High School Graduation Requirements
Frequently Asked Questions
2020
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Table of Contents
Click on any item in the T.O.C. to go straight there in the document:
Table of Contents ......................................................................................................................................................... 3
Acronyms Used in this Document:............................................................................................................................... 6
Section 1: Definitions ................................................................................................................................................... 7
Q: What are the minimum high school graduation requirements? ........................................................................ 7
Q: What is Early Graduation?................................................................................................................................... 7
Q: What are essential workplace ethics? ................................................................................................................ 7
Q: What are graduation qualifiers? ......................................................................................................................... 8
Q: Do students who entered high school prior to the beginning of the 2019-2020 school year need to meet
graduation qualifiers to graduate? .......................................................................................................................... 9
Q: What are graduation prerequisites? ................................................................................................................... 9
Q: Do students who entered high school prior to the beginning of the 2020-2021 school year need to meet
graduation prerequisites to graduate? .................................................................................................................. 10
Q: What is an Individual Education Plan? .............................................................................................................. 10
Section 2: Individual Learning Plans .......................................................................................................................... 11
Q: What is an Individual Learning Plan? ................................................................................................................ 11
Q: What happened to Career Cruising? ................................................................................................................. 11
Q: What are the minimum requirements for the ILP? .......................................................................................... 11
Q: Why is there so much flexibility? ...................................................................................................................... 11
Q: What does an effective Individual Learning Plan entail? How do we know if our process is effective?.......... 12
Section 3: Minimum High School Graduation Requirements for Students Entering High School in 2018-2019 and
Prior ............................................................................................................................................................................ 13
Q: Have the minimum high school graduation requirements changed for students entering on or before the
first day of the 2018-2019 school year? ................................................................................................................ 13
Q: What are the minimum high school graduation requirements for students who entered high school on or
before the first day of the 2018-2019 school year? .............................................................................................. 13
Q: When do graduation qualifiers become effective? .......................................................................................... 13
Q: When do graduation prerequisites become effective? .................................................................................... 13
Section 4: Minimum High School Graduation Requirements for Students Entering High School in 2019-2020 and
2020-2021 and After .................................................................................................................................................. 14
General Questions ................................................................................................................................................. 14
Q: What are the new graduation requirements? .................................................................................................. 14
Q: Where can I find the most current information? .............................................................................................. 15
Q: The qualifiers state that students can satisfy a pre-college curriculum as established by the CPE. What is a
pre-college curriculum? ......................................................................................................................................... 15
Q: What college exams will be acceptable for graduation qualifiers? .................................................................. 15
Q: Can schools offer online or virtual courses that meet minimum graduation requirements? .......................... 16
Q: What does summative mean and how are they different from EOC exams? .................................................. 16
Q: Which summative exams must a student pass to graduate? ........................................................................... 16
Q: Can a career and technical education (CTE) teacher teach a mathematics, science or social studies course?
................................................................................................................................................................................ 16
Q: What are foundational courses? ....................................................................................................................... 17
Q: What are personalized courses? ....................................................................................................................... 17
Q : 704 KAR 3:305 states that the 3rd and 4th years of English and mathematics can be personalized. Is this
really the case? ...................................................................................................................................................... 18
Q: How do we know what standards should be covered in a required course? ................................................... 18
Q: Will there be documents available detailing the standards that must be covered during personalized course
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options for the different content areas? ............................................................................................................... 18
Q: For students who do not meet the college readiness benchmarks for English, reading and/or mathematics,
what courses qualify as transitional or intervention courses? .............................................................................. 18
Q: What is the relationship between transition readiness and minimum graduation requirements?................. 18
Q: The Transition Readiness “buckets” are hard for me to understand, particularly in the area of Academic
Readiness. Can you help clarify the final bullet of the Transition Readiness Chart? ............................................ 19
Q: In terms of Transition Readiness, does meeting a particular score on the Science portion of the ACT or any
of the Kentucky Council on Postsecondary Education (CPE) indicators count towards bucket #1 identified
above? .................................................................................................................................................................... 19
Q: Where can I find a list of certifications that allow a teacher to teach a certain course? ................................. 19
Q: Why do some districts have different graduation requirements than the minimum graduation requirements
listed on the KDE website? .................................................................................................................................... 19
Q: Do private schools need to follow the state’s minimum graduation requirements? ...................................... 19
Q: The minimum graduation requirements state that students must show demonstrated performance-based
competency in technology. What are those requirements? ................................................................................. 19
Q: Are students required to have 120 hours of seat time in order to receive credit for a course? ..................... 19
Q: Do foundational courses such as English I, II, Algebra 1 and/or Geometry need to be taken in sequence or
can they be taken out of order? ............................................................................................................................ 20
English .................................................................................................................................................................... 21
Mathematics .......................................................................................................................................................... 21
Q: Can any mathematics course be used as 3rd and 4th year mathematics courses? ......................................... 21
Q: Can we use Financial Literacy as a 3rd or 4th year mathematics course? ....................................................... 22
Q: Can transition courses count as mathematics requirements? ......................................................................... 22
Q: If high school level courses, such as Algebra I, Geometry or Algebra II are taken in middle school or through
Virtual High School, will a high school credit be given and will the course be accepted toward graduation? ..... 22
Science ................................................................................................................................................................... 23
Q: Which science courses meet minimum graduation requirements? ................................................................. 23
Q: Is there a sequence that schools could offer that would provide access to all the.......................................... 23
Social Studies ......................................................................................................................................................... 23
Q: How should districts configure the credit bearing social studies course offerings? ........................................ 24
Q: What must be included in the three credits required for social studies? ........................................................ 24
Physical Education/Health Education .................................................................................................................... 24
Q: Must CPR be taught in PE or Health? ................................................................................................................ 24
Q: Can JROTC count as the .5 Health credit requirement? ................................................................................... 24
Q: Can marching band count as the .5 PE credit requirement? ............................................................................ 25
Q: Can students who participate in sports have the option of counting that as their .5 PE credit requirement?
................................................................................................................................................................................ 25
Technology ............................................................................................................................................................. 25
Q: Does a Computer Science course have to be offered to satisfy the technology component of the graduation
requirements? ........................................................................................................................................................ 25
Q: Are there technology standards that must be addressed to meet the technology component of the
minimum graduation requirements (demonstrated performance-based ............................................................ 25
Q: If a Computer Science class is offered, does it have to count as an elective? .................................................. 26
Career Studies Q: When will the career studies standards be released? ............................................................. 26
Financial Literacy.................................................................................................................................................... 26
World Languages.................................................................................................................................................... 27
Visual and Performing Arts .................................................................................................................................... 27
Q: Do students have to take a History and Appreciation of Visual and Performing Arts (HAVPA) survey course in
order to graduate? ................................................................................................................................................. 27
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Q: Can students receive visual and performing arts credit through another content area course such as social
studies or world language? .................................................................................................................................... 27
Q: Can Introduction to Media Arts Course (code 480901) count for the Visual and Performing Arts
requirement? ......................................................................................................................................................... 28
Section 5: Early Graduation ....................................................................................................................................... 29
Q: What are the minimum requirements for early graduation? ........................................................................... 29
Q: Can a student who goes beyond three years, after June 30, be an early graduate? ....................................... 29
Q: How is funding affected by early graduation versus graduating early? ........................................................... 29
Q: What if a 3rd-year student meets all minimum graduation requirements, passes all EOC exam benchmarks
and ACT benchmarks, but one? ............................................................................................................................. 30
Q: Could a student who doesn’t pass an ACT benchmark use his or her qualifying Kentucky Online Testing
(KYOTE) benchmark instead and still qualify for the Early Graduation Scholarship? ........................................... 30
Q: How are EOC exams ordered? .......................................................................................................................... 30
Q: Will summative exams replace EOC exams for early graduates? ..................................................................... 30
Q: Which summative exams must a student pass to graduate? ........................................................................... 31
Section 6: Substituting Courses ................................................................................................................................. 32
Section 7: Performance-Based Credit (PBC) .............................................................................................................. 34
Q: How is a course being taken for performance-based credit set up in Infinite Campus?.................................. 34
Q: Can districts offer PBC? ..................................................................................................................................... 34
Section 8: District-Awarded Diploma ......................................................................................................................... 36
Q: What does the regulation mean by “A student who satisfactorily completes the .......................................... 36
Q: When is the last day I can report a student graduating for a diploma with his/her graduating class? ........... 36
Section 9: Special Recognition ................................................................................................................................... 37
Q: What are the limitations for recognizing students? ......................................................................................... 37
Section 10: Students with Disabilities ........................................................................................................................ 38
Q: Are students with disabilities required to meet the minimum high school graduation requirements?.......... 38
Q: Does the new requirements change how the Admissions and Release Committee (ARC) addresses
graduation requirements? ..................................................................................................................................... 38
Q: Are students with disabilities required to be assessed through the state assessment? .................................. 38
Q: Do students with disabilities have to pass the civics exam in order to graduate? ........................................... 39
Q: Do the changes to the graduation requirements impact the alternate assessment? ...................................... 39
Appendix .................................................................................................................................................................... 41
Further information is available on the following topics: ..................................................................................... 41
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Acronyms Used in this Document:
AP
Advanced Placement
CAI
Cambridge Advanced International
CPE
Council on Postsecondary Education
CTE
career and technical education
EG
early graduation/early graduate
EOC
end-of-course exams
HAVPA
History and Appreciation of the Visual and Performing Arts
JROTC
Junior Reserves Officers’ Training Corps
IB
International Baccalaureate
IDEA
Individuals with Disabilities Education Act
IEP
Individual Education Plan
ILP
Individual Learning Plan
KAS
Kentucky Academic Standards
KBE
Kentucky Board of Education
KDE
Kentucky Department of Education
PE
physical education
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Section 1: Definitions
Q: What are the minimum high school graduation requirements?
A: The minimum high school graduation requirements can be found on the Minimum High
School Graduation Requirements webpage.
Q: What is Early Graduation?
Early Graduation is a deliberate pathway for students in grades 9-11 who wish to move on
when ready, receive a diploma from their district and be eligible for acceptance into Kentucky
public universities and nonprofit independent colleges and universities. The pathway provides a
financial scholarship, known as the Early Graduation Certificate, to support this action. Students
participating in the pathway must meet the requirements set forth by 704 KAR 3:305, including
those listed below. Students must:
● Notify the school principal within the first 30 days of the school year in which
they intend to graduate.
● Enter the Early Graduation pathway prior to October 1 of the year in which they intend
to graduate early.
● Graduate in three years or less. Students exceeding three years do not qualify for the
incentives identified with Early Graduation.
● Take the state-administered college readiness exam and meet the college readiness
exam benchmarks as set by the Council on Postsecondary Education in 13 KAR2:020for
placement in credit-bearing courses without the need for remediation. This exam is
currently the ACT.
● Take and score proficient on all required end-of-course (EOCs) assessments. To meet
this requirement, the Kentucky Department of Education (KDE) will provide EOCs for
those students participating in the Early Graduation pathway during the 2018-2019and
2019-2020 school year.
● Take and score proficient or greater on all required summative assessments beginning in
the 2020-2021 school year and thereafter.
*For more information about Early Graduation, please review Section 5 of this document
and/or the EG Guidance Document.
Q: What are essential workplace ethics?
A: Essential workplace ethics are characteristics critical to success in the workplace.
Implementation of essential workplace ethics instructional programs must begin in the 2019-
2020 school year. KRS 158.1413 states that each student in elementary, middle and high school
shall receive essential workplace instruction. By January 2019, each school district must
collaborate with its local workforce investment board, in conjunction with local economic
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development organizations from its state regional sector, and other economic, workforce or
industry organizations the workforce investment board deems necessary to establish
workplace ethics indicators for middle and high school students aligned with the essential
workplace ethics characteristics listed in KRS 158.1413.
Local districts must design and adopt a diploma seal, certificate, card or other identifiable
symbol to award students deemed as having minimally demonstrated attainment of the local
board’s essential workplace ethics indicators. Local districts are responsible for implementing
the requirements of this program and must report biannually to KDE.
Q: What are graduation qualifiers?
A: Graduation qualifiers can be found on the New Graduation Requirements chart and below.
All students who enter high school as freshmen at the beginning of the 2019-2020 school year
and thereafter will be responsible for meeting one of eight graduation qualifiers in order to
graduate from high school. Those qualifiers include:
1. Pre-college curriculum as established by the Council on Postsecondary Education in 13
KAR 2:020; OR
2. Benchmark score in one section of a college admissions or placement examination as
established by the Council on Postsecondary Education (CPE) in 13 KAR 2:020;OR
3. Three postsecondary credit hours or more of a KDE-approved dual credit course with
a grade of C or higher; OR
4. One course and corresponding assessment meeting the following criteria:
• Advanced placement (AP) with a score of three or higher; or
• Cambridge Advanced International (CAI) with a score at or above benchmark; or
• International Baccalaureate (IB) with a score of five or higher; OR
5. Industry certification as approved by the Kentucky Workforce Innovation Board; OR
6. Four credits from valid courses within a single KDE-approvedcareer pathway; OR
7. Complete two years of a KDE-approved or Kentucky Labor Cabinet-approved pre-
apprenticeship or apprenticeship; OR
8. A KDE-approved process to verify 500 hours of exceptional work experience, or
alternative requirements as prescribed in a student’s Individual Education Program
(IEP).
Districts shall report individual student data regarding the completion of each graduation
qualifier to KDE, which may be included in public reporting.
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Q: Do students who entered high school prior to the beginning of the 2019-2020 school year
need to meet graduation qualifiers to graduate?
A: No. Graduation qualifiers begin for students entering high school in the 2019-2020 school
year and thereafter. Students who entered high school before 2019-2020 are required to meet
previous minimum high school graduation requirements. For more information, see Section 4
of this document.
Q: What are graduation prerequisites?
A: Graduation prerequisites are the requirements that will demonstrate basic competence in
reading and mathematics. Graduation prerequisites can be found on the New Graduation
Requirements chart and below. All students who enter high school as freshmen at the
beginning of the 2020-2021 school year, and thereafter, will be responsible for demonstrating
basic competency in reading and mathematics in one of three ways before graduation.
1. The student’s 10th grade state-required assessments meeting the minimum criteria in
reading and mathematics:
• The minimum criteria shall include earning a KDE-approved scale score in the
Apprentice student performance level of the state-required assessments approved
by the Kentucky Board of Education (KBE) as passing.
• Students who do not meet the minimum criteria on one or both assessments may
retake the reading and/or mathematics assessments twice annually in the 11th and
12th grades of high school enrollment.
• The student’s first completion of the assessments in 10th grade shall contribute to
the school’s accountability rating; OR
2. The student’s 8th grade state-required assessment rating of proficient or higher
for reading or mathematics or both reading and mathematics, if applicable; OR
3. A student collection of evidence to include the following:
a. The student’s Individual Learning Plan (ILP) that includes student transcript;
b. If applicable, the student’s Individual Education Plan (IEP), that includes
evidence that the student has received specially designed instruction and
related services in reading and mathematics;
c. Performance on the required state assessments;
d. Appropriate interventions, targeted to the student’s needs, provided to the
student to ensure support was provided toward meeting the requirements
outlined in this administrative regulation;
e. Student work demonstrating the students’ competency in reading and/or
mathematics, as applicable; and
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f. The student’s postsecondary plans.
The process shall require the principal to submit the collection of student evidence to the
superintendent or designee for review and approval, or for public charter schools, principals
shall submit the collection of student evidence to the commissioner of education or designee.
Q: Do students who entered high school prior to the beginning of the 2020-2021 school year
need to meet graduation prerequisites to graduate?
A: No.
Q: What is an Individual Education Plan?
A: An Individual Education Plan (IEP) is a written statement for a student with a disability that is
developed, reviewed and revised in accordance with 707 KAR 1:002.
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Section 2: Individual Learning Plans
Q: What is an Individual Learning Plan?
A: The Individual Learning Plan (ILP) is a student-directed, multi-year, dynamic tool that maps
academic plans, personal/social growth and career development activities while considering
the student’s unique, self-defined interests, needs and goals for the attainment of
postsecondary success.
ILP implementation supports district and school goals such as completion of the program of
study for the student’s chosen career and technical education (CTE) pathway, increasing
student attendance and engagement, and increasing high school graduation rates.
The ILP is required for ALL students beginning in 6th grade and can be thought of as both an
instrument and a process to engage students in planning, while simultaneously deepening their
understanding of the relevance of course selections and learning opportunities (in and out of
school) aligned with their career interests, postsecondary education/training and attainment of
career and life goals. As an instrument, an ILP provides a place to organize and record progress
related to academic, personal/social and career development information. As a process, it
encourages students to set realistic goals based on individual interests and strengths, while
identifying actions necessary to achieve those goals. The ILP process promotes relevant
communication between students, school staff, parents and other influential adults. The ILP
process also supports school and district improvement efforts to be responsive to students’
interests and needs.
Q: What happened to Career Cruising?
A: The Career Cruising software contract ended in June 2018.
Q: What are the minimum requirements for the ILP?
A: All students in grades 6-12 are required to participate in their district’s ILP program in order
to meet the district’s requirements. All districts minimally must meet the requirements
indicated in the ILP self-implementation rubric. As a reminder, the rubric contains the
minimum requirements for helping students reach their post-secondary plans.
Q: Why is there so much flexibility?
A: Local school districts have the flexibility to design an ILP program or process to best meet
the needs of its students. With a well-designed program/process, districts and schools have an
opportunity to offer a robust advising system to enable all students in grades 6 to 12 learn
about and plan for postsecondary goals.
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Q: What does an effective Individual Learning Plan entail? How do we know if our process is
effective?
A: Section 2(2) of the minimum requirements for high school graduation regulation, 704 KAR
3:305, states that each district should have an ILP team that includes students, parents and
school staff in order to properly evaluate an ILP. Districts should seek feedback from these
stakeholders annually to ensure their processes hold value and engage their students. School
districts also should use the self-implementation rubric to ensure they have a high quality ILP
that meets the requirements in 704 KAR 3:305.
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Section 3: Minimum High School Graduation
Requirements for Students Entering High School in
2018-2019 and Prior
Q: Have the minimum high school graduation requirements changed for students entering on
or before the first day of the 2018-2019 school year?
A: No.
Q: What are the minimum high school graduation requirements for students who entered
high school on or before the first day of the 2018-2019 school year?
A: See the first row of this chart: Graduation Requirements Freshmen Classes 2018-2019
through 2020-2021 Chart
Q: Are course standards documents still available for the minimum high school graduation
requirements for students entering on or before the first day of the 2018-2019 school year?
A: Yes. Course standards documents are available on the Course Standards webpage. Courses
that are no longer a part of the new graduation requirements will continue to appear on this
page until most students who entered high school on or before the first day of the 2018-
2019 academic year graduate.
Q: When do graduation qualifiers become effective?
A: All students who enter high school as freshmen at the beginning of the 2019-2020 school
year, and thereafter, will be responsible for meeting at least one graduation qualifier in order to
graduate from high school.
Q: When do graduation prerequisites become effective?
A: All students who enter high school as freshmen at the beginning of the 2020-2021 school
year, and thereafter, will be responsible for meeting graduation prerequisites in order to
graduate from high school.
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Section 4: Minimum High School Graduation
Requirements for Students Entering High School in
2019-2020 and 2020-2021 and After
General Questions
Q: Is there an easy way to see the different requirements for freshmen entering high school
in 2019-2020 vs. 2020-2021?
A: Yes. A side-by-side document can be accessed here showing the minimum graduation
requirements for students entering the 2019-2020 school year along with the minimum
graduation requirements for students entering the 2020-2021 school year.
Q: What are the new graduation requirements?
A: The new graduation requirements can be found in the New Graduation Requirements chart.
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Q: Where can I find the most current information?
A: The Graduation Requirements Freshmen Classes 2018-2019 through 2020-2021 Chart
provides guidance that offers you a simplified way of understanding the minimum graduation
requirements for students entering high school in and before 2018-2019, during and after
2019-2020, and during and after the 2020-2021 school year.
Q: The qualifiers state that students can satisfy a pre-college curriculum as established by the
CPE. What is a pre-college curriculum?
A: Section 1 (13 a & b) of KAR 2:020 specifies the requirements of a pre-college curriculum.
Q: What college exams will be acceptable for graduation qualifiers?
A: Any exam set by the Council on Postsecondary Education (CPE) is acceptable for graduation
qualifiers. Detailed information is available for review in this chart. Please be aware that this
requirement is different for the early graduation program, as the ACT is the only qualifying
exam permissible for the early graduation pathway.
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Q: Can schools offer online or virtual courses that meet minimum graduation requirements?
A: Yes. A student’s enrollment should be captured in Infinite Campus via the course setup.
Students taking courses online should be enrolled in a course with a state course code that
corresponds to the content of the online course they are taking (for example, Algebra 1 should
be coded 270304 Algebra 1). The teaching method should be set to either 10-Digital Learning
Provider or 14-Credit Recovery-Digital Learning Provider. Per the Digital Learning Guidelines,
courses provided by digital learning providers should cover the standards aligned to the course.
Any standards not covered by the digital learning provider should be supplemented by an on-
site classroom teacher.
Q: What does summative mean and how are they different from EOC exams?
A: Summative assessments evaluate students’ learning and academic achievement at the
conclusion of a defined period or span. Summative exams may include content from multiple
courses/school years (e.g. English I and II) while end-of-course (EOC) exams focus on individual
courses only (e.g. English II). State-required testing at high school will include summative
assessments in reading, writing, mathematics, social studies and science. These tests will cover
the following content:
English I & II
Science
Algebra 1 & Geometry
Social Studies
Q: Which summative exams must a student pass to graduate?
A: Students can achieve one or a combination of prerequisites in reading and math. See new
minimum graduation requirements chart and look under prerequisites for more information.
Q: Can a career and technical education (CTE) teacher teach a mathematics, science or social
studies course?
A: CTE teachers may teach a mathematics, science or social studies course if they are team
teaching the course with a certified content teacher (certifications for courses can be checked
in the Searchable State Course Code Database).
Interdisciplinary career and technical/core academic courses require that a teacher certified in
the content area and a CTE teacher certified in the respective career and technical area work
together in planning, teaching and evaluating student learning to ensure all aspects of the
Kentucky Academic Standards (KAS) for the specific academic course is addressed. The Utilizing
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Interdisciplinary Courses in Compliance with Highly Qualified Teacher Policies document can be
accessed for additional information.
Q: What are foundational courses?
A: Foundational courses consist of 10 courses that all Kentucky students must take to graduate
from high school.
Foundational courses include the following:
● English: English 1 and II which consist of the KAS for English 1 and English II;
● Social Studies: two credits that contain the KAS for this content area;
● Mathematics: Algebra 1 and Geometry which consists of the KAS for Algebra 1and
Geometry;
● Science: two credits that incorporate lab-based scientific investigation experiences and
include the content contained in the KAS for this area;
● Health: 1/2 credit to include the content contained in the KAS for this content area;
● Physical Education: 1/2 credit to include the content contained in the KAS for
this content area; and
● Visual and Performing Arts: one credit that includes the KAS for this content area or a
standards-based specialized arts course.
Q: What are personalized courses?
A: Personalized courses are a minimum of 12 courses every Kentucky student must take based
on his or her ILP and individual needs. Personalized courses include the following:
● English: (two additional credits) Together or separately, these additional credits
must contain the additional required KAS for Reading and Writing that are beyond
those previously addressed in English 1 and English 2 and are aligned to the
student’s ILP;
● Mathematics: (two additional credits) Together or separately, these two additional
mathematics credits must contain the KAS for Mathematics not covered in the
foundational courses and must be aligned to the student’s ILP.
● Science: (one additional credit) This additional credit must contain the KAS for Science
that are beyond those previously addressed in the foundational courses and must be
aligned to the student’s ILP;
● Social Studies: (one additional credit) This credit must contain the KAS for Social Studies
that are beyond those previously addressed in the foundational courses and must be
aligned to the student’s ILP;
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● Technology: Students must demonstrate performance-based competency for
technology. More information can be found in the “Technology” section below about
this requirement; and
● Other: Students must take six credits, including four standards-based learning
experiences in an academic or career interest aligned to the student’s ILP.
Q : 704 KAR 3:305 states that the 3rd and 4th years of English and mathematics can be
personalized. Is this really the case?
A: Schools have the flexibility to offer 3rd and 4th year English and mathematics that meet the
needs of students and incorporate the remaining required KAS of that content. The content for
the credit must be taught by a teacher certified in the corresponding content area.
Q: How do we know what standards should be covered in a required course?
A: Course standards documents are available for all required courses on the Course Standards
webpage. All courses must contain the Kentucky Academic Standards.
Q: Will there be documents available detailing the standards that must be covered during
personalized course options for the different content areas?
A: Yes. Documents will be available on the Course Standards webpage in summer 2019 that
detail the KAS required through a combination of foundational and personalized course options
for the different content areas.
Q: For students who do not meet the college readiness benchmarks for English, reading
and/or mathematics, what courses qualify as transitional or intervention courses?
A: Districts and schools have the autonomy to develop and offer intervention courses to meet
the needs of their students.
Q: What is the relationship between transition readiness and minimum graduation
requirements?
A: Graduation and transition readiness are separate. The new graduation requirements will
help move students toward being Transition Ready. To be included in the Transition Readiness
Indicator for accountability, a student does need to be a graduate (i.e. assigned a G-Code in
Infinite Campus). However, a student does not have to be Transition Ready to graduate (unless
being transition ready is a district requirement).
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Q: The Transition Readiness “buckets” are hard for me to understand, particularly in the area of
Academic Readiness. Can you help clarify the final bullet of the Transition Readiness Chart?
A: For transition readiness, students need ONE approved college admissions or placement
exam, dual credit course, AP, IB or CAI exam in EACH area or bucket as seen below.
Bucket 1
Bucket 2
Quantitative reasoning; or
Natural sciences
Written or oral communication; or
Visual and performing arts; or
Humanities; or
Social and Behavior Sciences
*PLEASE NOTE: For flexibility, students can demonstrate with a combination of measures to
meet the buckets. For example, a student could meet the ACT math benchmark (quantitative
reasoning) and earn a B in a dual credit English course (written/oral communication).
Q: In terms of Transition Readiness, does meeting a particular score on the Science portion of the
ACT or any of the Kentucky Council on Postsecondary Education (CPE) indicators count towards
bucket #1 identified above?
A: No. CPE does not identify science benchmarks for any of the acceptable college readiness
indicators.
Q: Where can I find a list of certifications that allow a teacher to teach a certain course?
A: The certifications that allow a teacher to teach a certain course can be found in the details
box for each course listed in the Searchable State Course Code Database.
Q: Why do some districts have different graduation requirements than the minimum
graduation requirements listed on the KDE website?
A: The state sets minimum graduation requirements, but districts may include any
requirements over and above the minimum requirements the state has set.
Q: Do private schools need to follow the state’s minimum graduation requirements?
A: No. However, students wishing to be admitted to a public postsecondary institution in
Kentucky are still required to meet the same pre-college standards as public school students.
Therefore, students must be afforded the opportunity to complete the required pre-college
curriculum as established in 13 KAR 2:020.
Q: The minimum graduation requirements state that students must show demonstrated
performance-based competency in technology. What are those requirements?
A: A district may create its own competency requirements based on the KAS for Technology.
Q: Are students required to have 120 hours of seat time in order to receive credit for a
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course?
A: According to 704 KAR 3:305, Section 5 (1), a board of education may award credit toward
high school graduation for satisfactory demonstration of learning based on content standards
described in the Kentucky Academic Standards and a rigorous performance standards policy
established by the board of education. A school shall establish performance descriptors and
evaluation procedures to determine if the content and performance standards have been met.
Additional information can be found in the KDE Performance-Based Credit Guidance Document.
Q: Do foundational courses such as English I, II, Algebra 1 and/or Geometry need to be taken
in sequence or can they be taken out of order?
A: While courses are recommended to be taken in a specific order to optimize student learning
and outcomes, a student who does not pass one of these courses may move on to the next
course while completing the course he or she did not pass. If the local school district has a
policy pertaining to the sequencing of courses, then this policy must be followed.
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English
Q: Can students receive one of their required English credits for taking the English or
reading transitional course?
A: Students who do not meet benchmarks in reading (20) or English (18) on their ACT may take
a transitional course or intervention before they graduate. The English or reading transitional
course may be embedded into an English course or courses. However, a transitional course in
English or reading does NOT satisfy the English credit for graduation. It is important to
remember that this transitional intervention should be measured and monitored to address the
student’s needs around college readiness in reading and likewise in English.
Mathematics
Q: Algebra 2 is no longer required, so do these standards still need to be taught?
A: Although a course titled Algebra 2 is no longer a requirement, there are additional standards
not aligned to Algebra 1 or Geometry courses still required for all students. These remaining
required standards must be taught during the 3rd course, the 4th course or through a
combination of 3rd/4th courses. For guidance regarding the required KAS for Mathematics,
consult the High School Mathematics Matrix Standards by Course for 2019-2020 document.
This document illustrates the standards covered in Algebra 1 and Geometry and the additional
standards which then would need to be covered in the 3rd and/or 4th courses.
Schools now have flexibility as to how 3rd/4th courses will address those required standards.
Schools can continue to offer Algebra 2 courses to cover those remaining required standards;
however, Algebra 2 is no longer the only path for students to follow that will cover those
standards. At the local level, educators may choose to develop a crosswalk that shows how all
standards will be met through their specific courses. Also, note that districts can choose to go
beyond the minimum high school graduation requirements, such as requiring Algebra 2 for all
students, if they choose to do so.
Q: Can any mathematics course be used as 3rd and 4th year mathematics courses?
A: Any high school mathematics course outside of the two foundational courses (Algebra 1 and
Geometry), can be used as a personalized 3rd or 4th year course provided that the remaining
required KAS for Mathematics are completely addressed during the 3rd year course, the 4th
year course or through the combination of the 3rd/4th year courses. For guidance regarding the
specific KAS for Mathematics that need to be addressed, see this High School Mathematics
Matrix, which shows the standards by course for 2019-2020.
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Keep in mind that how schools/districts cover those remaining required standards will be a
local decision. Schools/districts may continue to teach those standards within an Algebra 2
course, but since that may look different around the state based upon the local decisions made,
those standards may be listed as “additional required standards” as opposed to being labeled
under a specific course heading such as Algebra 2.
Q: Can we use Financial Literacy as a 3rd or 4th year mathematics course?
A: Any mathematics course outside of the two foundational courses (Algebra 1 and Geometry),
can be used as a personalized 3rd or 4th year course provided that the remaining required KAS
for Mathematics are completely addressed during the 3rd year course, the 4th year course, or
through the combination of the 3rd/4th year courses. For guidance regarding the specific KAS
for Mathematics that need to be addressed, see this High School Mathematics Matrix, which
shows the standards by course for 2019-2020.
See the Financial Literacy section for more information on this topic.
Q: Can transition courses count as mathematics requirements?
A: Students who do not meet the benchmark in mathematics (19) on their ACT may take a
transitional course or intervention before they graduate. The mathematics transitional course
does NOT satisfy the mathematics credit for graduation. Furthermore, it is important to
remember this transitional intervention should be measured and monitored to address
students’ needs around college readiness in relation to mathematics.
Q: If high school level courses, such as Algebra I, Geometry or Algebra II are taken in middle
school or through Virtual High School, will a high school credit be given and will the course be
accepted toward graduation?
A: According to KRS 159.622, each school district shall accept credit toward graduation for high
school coursework taken by students in grade five, six, seven or eight, if the content of the
course is high school equivalent and if the student attains performance levels expected of high
school students in that district as determined by achieving a score of "3" or higher on a College
Board Advanced Placement examination or a grade of "B" or better in a high school equivalent
or a Kentucky Virtual High School course.
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Science
Q: The state assessment for accountability in science occurs in grade 11, which would be the
third year of high school. How can we personalize a third credit in science while still ensuring
students have had meaningful learning experiences around all of the KAS?
A: Third year courses can be personalized to meet the needs of students based on their
individual learning plans. These personalized 3rd year science courses must ensure that
students have access to all remaining KAS for this subject that are not associated with the
identified foundational courses. These remaining KAS should be embedded within the
curriculum so all students are prepared for the state-required assessments.
Q: Which science courses meet minimum graduation requirements?
A: 704 KAR 3:305 states that students have 3 credits (2 of which incorporate lab-based
scientific investigation experiences) and include the content contained in the Kentucky
Academic Standards for Science. Several possible sequences are available. When determining
what courses a school/district requires for graduation, it is important to ensure that all
students have access to and are taught all Kentucky Academic Standards for Science.
Q: Is there a sequence that schools could offer that would provide access to all the
Kentucky Academic Standards for Science?
A: Yes, there are several offerings that schools could give that provide access to all the
Kentucky Academic Standards for Science: v. 1.3 updated 10/30/19 22 1. Biology, Chemistry,
Physics, and Earth/Space (note: this is a four-course offering) 2. Biology, Introduction to
Chemistry and Physics, and Earth/Space 3. Biology with Earth/Space, Chemistry with
Earth/Space, and Physics with Earth/Space 4. Integrated Science I, Integrated Science II, and
Integrated Science III 5. Conceptual Science I, Conceptual Science II, and Conceptual Science III
While the first three offerings may be in any sequence, Integrated Science and Conceptual
Science should be provided in the order given to ensure students have the proper background
knowledge to be successful at the next level of the sequence. In addition, it is not
recommended that schools offer an Integrated Science or Conceptual Science course with
traditional science courses.
Social Studies
Q: The state assessment for accountability in social studies occurs in grade 11, which would be
the third year of high school. How can we personalize a third credit in social studies while still
ensuring students have had meaningful learning experiences around all of the KAS?
A: Third year courses can be personalized to meet the needs of students based on their
individual learning plans. These personalized 3rd year social studies courses must ensure that
students have access to the KAS for this subject. The KAS for Social Studies should be
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embedded within the curriculum so all students are prepared for the state-required
assessments.
Q: How should districts configure the credit bearing social studies course offerings?
A: Districts and schools can arrange the essential high school social studies content within the
three-credit requirement to best meet the needs of their students. A local board of education
may substitute an integrated, applied, interdisciplinary, or higher-level course for a required
course if the alternative course provides rigorous content and addresses the same academic
expectations.
Q: What must be included in the three credits required for social studies?
A: The reference to the three-credit requirement refers to this statement: three credits for social
studies are required for high school graduation. These credits must incorporate the inquiry
practices of questioning, investigating, using evidence and communicating conclusions and the
four social studies disciplines of civics, economics, geography and history and the standards
therein. Districts and schools can arrange the essential content within the three-credit
requirement to best meet their need. Course codes aligned to standards have been provided to
meet a traditional approach as well as an integrated approach. Both the traditional approach and
the integrated approach allow for students to cover all adopted KAS during the course sequence.
Physical Education/Health Education
Q: Can Junior Reserves Officers’ Training Corps (JROTC) count as the .5 P.E. credit
requirement?
A: Per KRS 156.160, JROTC courses can count as a P.E. course.
Q: Must CPR be taught in PE or Health?
A: Yes. Cardiopulmonary Resuscitation Training Required for High School Students Every public
high school shall provide cardiopulmonary resuscitation training to students as part of the health
course or the physical education course that is required for high school graduation or the Junior
Reserve Officers Training Corps course that meets the physical education requirement. The
training shall: (a) Be based on the American Heart Association's Guidelines for CPR and Emergency
Cardiovascular Care or other nationally recognized, evidenced based guidelines; (b) Incorporate
psychomotor skills training to support cognitive learning; and (c) Make students aware of the
purpose of an automated external defibrillator and its ease and safety of use. The training does
not have to be provided by a certified instructor or result in students being certified in
cardiopulmonary resuscitation.
Q: Can JROTC count as the .5 Health credit requirement?
A: JROTC may not count as a Health credit if it does not adequately address the KAS for Health
Education. JROTC may count as a Health credit if all KAS for Health Education are addressed.
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Q: Can marching band count as the .5 PE credit requirement?
A: In order for a district to determine if a course can be substituted for a high school graduation
requirement, 704 KAR 3:305 specifies that a local board of education can examine the
possibility of substituting an integrated, applied, interdisciplinary, occupational, technical or
higher level course for a required course if the alternative course provides rigorous content
aligned to the KAS for Physical Education and addresses the same applicable components of
703 KAR 4:060. In order to award performance-based credit, the district must have a
performance-based policy in place. Whether a specific course or experience may be
substituted for a required physical education course depends on the content contained within
this course or experience. For example, marching band only may be substituted for a required
physical education course if all standards found in the KAS for Physical Education are
addressed and the teacher holds the appropriate certification to teach a physical education
course. Additionally, districts must define how they will assess the standards and related
performance descriptors.
Q: Can students who participate in sports have the option of counting that as their .5 PE credit
requirement?
A: In order to award performance-based credit, the district must have a performance-based policy
in place. Whether a specific course or experience may be substituted for a required physical
education course depends on the content contained within this course or experience. For
example, sports participation only may be substituted for a required physical education course if
all standards found in the KAS for Physical Education are addressed and the teacher holds the
appropriate certification to teach a physical education course. Additionally, districts must define
how they will assess the standards and related performance descriptors. For additional clarity,
please consult Section 7 of 704 KAR 3:305 , the Minimum high school graduation requirements
regulation.
Technology
Q: How do students demonstrate performance-based competency in technology?
A: There are multiple ways this requirement can be satisfied including, but not limited to,
embedding the technology standards in other courses or offering a stand-alone technology
course that covers all the technology standards.
Q: Does a Computer Science course have to be offered to satisfy the technology component
of the graduation requirements?
A: No. Computer Science is not a minimum high school graduation requirement.
Q: Are there technology standards that must be addressed to meet the technology
component of the minimum graduation requirements (demonstrated performance-based
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competency in technology)?
A: Kentucky officially recognized technology academic standards in 2008. The technology
standards are broad and should lead students toward competencies that highlight learning with
technology. These competencies include digital literacy skills demonstrating the responsible use
of appropriate technology to communicate, solve problems, access, manage, integrate,
evaluate and create information to improve learning in all subject areas. The KAS for
Technology, based on the International Society for Technology in Education Student Standards,
provide a framework for integrating technology into all content areas and reflect the basic
digital skills required for each student to be competitive in the global economy.
For students to attain the required technology competencies, it is essential they have access to
technology during the school day at all grade levels. Instruction should provide opportunities
for students to gain and demonstrate technology skills that build throughout their K-12
educational experiences.
Q: If a Computer Science class is offered, does it have to count as an elective?
A: Based on course standards and the teacher of record, a Computer Science course CAN
qualify as an elective science course or as a 3rd or 4th mathematics personalized course if the
KAS for those content areas are met. Many Computer Science courses fit in career pathways as
well. If these classes are part of the pathway and not used as a personalized science or
mathematics class, they would be considered electives.
Career Studies
Q: When will the career studies standards be released?
A: Vocational studies standards will remain in place until the new KAS for Career Studies are
released for implementation in 2020-2021.
Financial Literacy
Q: How can students meet the 2020-2021 requirement for financial literacy?
A: Schools may choose to offer different options, depending on a student’s ILP.
● Students choosing a Business or Family and Consumer Science pathway may take a
course such as:
○ Money Skills – 201010
○ Personal Finance – 060170
● Students may take one of the following courses as a math credit:
○ Money Skills for Mathematics – 201011
○ Personal Finance (Mathematics Credit) – 080719
● Districts may partner with postsecondary institutions to offer a dual credit or articulated
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credit.
● Schools may develop a program, or combination of course offerings in a variety of
instructional formats (e.g., modules, online learning).
● Schools also may choose to implement the standards systematically by section
through academic advising or enrichment sessions.
Financial Literacy Resources
World Languages
Q: Are world languages included in the minimum graduation requirements?
A: No. World languages have never been part of the minimum graduation requirements as
described in 704 KAR 3:305. Pre-college curriculum as specified by the CPE requires two units of
a world language or competency equivalent. World languages also may be included as part of a
student’s required personalized credits. Local boards of education may include a world
language requirement as part of local graduation requirements.
Visual and Performing Arts
Q: Does an art/music/theater/dance class count as the high school graduation requirement?
A: A visual and performing arts course that shows continuity with the student’s ILP and includes the
standards contained in the KAS for Visual and Performing Arts may count for the visual and
performing arts credit. A visual and/or performing arts course that shows continuity with the
student’s ILP and includes the standards contained in the Kentucky Academic Standards for a
specialized art form also may count for the visual and performing arts credit. Recall that the ILP is
iterative and can be updated at any point in the student’s high school career.
Q: Do students have to take a History and Appreciation of Visual and Performing Arts
(HAVPA) survey course in order to graduate?
A: HAVPA is one option for the visual and performing arts requirement. Students also may
receive credit through the completion of an arts course that covers the KAS for Visual and
Performing Arts and is based on the student’s ILP.
Q: Can students receive visual and performing arts credit through another content area
course such as social studies or world language?
A: No. The minimum high school requirements 704 KAR 3:305 allows for a credit to be earned in
the visual and performing arts through the completion of a HAVPA course or a standards-based
arts course that is based on a student’s ILP.
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Q: Can Introduction to Media Arts Course (code 480901) count for the Visual and Performing
Arts requirement?
A: A visual and/or performing arts course that shows continuity with the student’s Individual
Learning Plan and includes the standards contained in the KAS for Visual and Performing Arts may
count for the visual and performing arts credit.
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Section 5: Early Graduation
Q: What are the minimum requirements for early graduation?
A: Currently, all early graduation students minimally must meet benchmarks on the college
readiness exam, currently ACT (English 18), Mathematics (19), Reading (20) and achieve
proficiency on four EOC exams (Algebra II, Biology, English II and U.S. History).
EOC exams will continue to be offered for early graduates in the 2019-2020 school year. KDE is
currently working on a transition plan for future early graduates. After the 2019-2020 school
year, the shift would require early graduates to score proficient on state-required summative
assessments required by the Kentucky Board of Education (KBE), as established in 703 KAR
5:200. Early graduates also will have to meet ACT benchmarks established by the CPE, as
established in 13 KAR 2:020.
It is important to remember 704 KAR 3:305 also states that a student who has indicated an
intent to graduate early may participate in the student’s state administration of the college
readiness exam prior to the junior year, if needed.
Q: Must early graduate students meet all minimum high school graduation requirements?
A: No. After passing ACT benchmarks and EOC exams (during or prior to the 2019-2020 school
year), or state-required summative assessment benchmarks (during or after the 2020-2021
school year), the student may graduate early.
Q: Can a student who goes beyond three years, after June 30, be an early graduate?
A: While district policy may allow students who have passed all minimum high school
graduation requirements to graduate after June 30 of their 3rd year, these students would not
qualify for the Early Graduation Certificate nor the Early Graduation Scholarship.
Q: How is funding affected by early graduation versus graduating early?
A: For Support Education Excellence in Kentucky (SEEK) funding purposes, students who
complete the early graduation pathway would appear in the Aggregate Average Daily
Attendance (AADA) the following year since SEEK base guarantee funding is based on prior year
attendance. As a result, the district will get half of the base per pupil guarantee set in the
budget for SEEK.
For students who graduate early without being a part of the early graduation pathway, the
district would not receive SEEK funding for subsequent years.
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Q: What if a 3rd-year student meets all minimum graduation requirements, passes all EOC
exam benchmarks and ACT benchmarks, but one?
A: There is currently only one state administration of the ACT. Students who do not meet an
ACT benchmark would need to retest on a national exam day (at their own expense) and meet
the benchmark not originally met in order to remain eligible for the Early Graduation Certificate
and Early Graduation Scholarship.
If a student misses all but one EOC benchmarks, there is an appeal opportunity for otherwise
exceptional students who experienced an extenuating circumstance during testing that could
have contributed to their less than typical performance. If the student meets that condition,
he/she can appeal to their superintendent for one retake of an EOC exam.
If students ultimately cannot pass that final benchmark but meet all other minimum high school
graduation requirements, districts may choose to allow them to graduate unless there is a
district policy that does not allow this. The student will not be eligible for the Early Graduation
Certificate nor the Early Graduation Scholarship, however.
Q: Could a student who doesn’t pass an ACT benchmark use his or her qualifying Kentucky
Online Testing (KYOTE) benchmark instead and still qualify for the Early Graduation
Scholarship?
A: No. 704 KAR 3:305 requires the use of the of a college readiness exam (i.e. ACT). KYOTE is a
college placement exam. The law states that early graduation students shall, “... meet the
college readiness exam benchmarks established by the Council on Postsecondary Education in
13 KAR 2:020 for placement in credit-bearing courses without the need for remediation.”
Therefore, the Kentucky Higher Education Assistance Authority (KHEAA) does not recognize
KYOTE scores and only uses ACT benchmarks as qualifying college readiness exam benchmarks.
Q: How are EOC exams ordered?
A: EOC exams are ordered by the district assessment coordinator (DAC). The DAC runs an Ad
Hoc order report in Infinite Campus, adds assessments needed and e-mails the report to
jennifer.larkins@education.ky.gov. Detailed directions for this process are located in the
Ordering Guidance Document on the EOC webpage of the KDE website.
Q: Will summative exams replace EOC exams for early graduates?
A: Yes. EOC exams are used by students to meet the current requirements of the Early
Graduate program and will be in place through the 2019-2020 school year. Beginning in the
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2020-2021 school year, early graduate students must pass benchmarks on state-required
assessments in reading, mathematics, science and social studies.
Q: Which summative exams must a student pass to graduate?
A: Students can achieve one or a combination of prerequisites in reading and math. See new
minimum graduation requirements chart and look under prerequisites for more information.
Q: What do school counselors absolutely need to be aware of in terms of early graduation?
A: All early graduate students must declare their intent to graduate early by October 1 of the
year they intend to graduate. This form must be completed by the student, his or her
parent/guardian, the principal and the superintendent.
All early graduates must have access to a robust advising program. The original intent of this
program was to help students matriculate to college earlier. As such, KDE must ensure early
graduate students are aware of all college admission requirements and they are given ample
opportunities to satisfy those requirements while in high school.
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Section 6: Substituting Courses
Q: Can a district substitute a course for a high school graduation requirement?
A: Yes. Substitution of a course is possible, but rigor should not be sacrificed. Section 6 of the
regulation states:
Section 6. (1) A local board of education may substitute an integrated, applied,
interdisciplinary, occupational, technical, or higher-level course for a required course if the
alternative course provides rigorous content. (2) For students with disabilities, a local board
of education may substitute a functional, integrated, applied, interdisciplinary, occupational,
technical, or higher-level course for a required course if the alternative course provides
rigorous content. These shall be based on grade-level content standards and may be
modified to allow for a narrower breadth, depth, or complexity of the general grade-level
content standards. [Section 6. (1) A student who satisfactorily completes the requirements of
this administrative regulation and additional requirements as may be imposed by a local
board of education or meets the requirements for early graduation as outlined in Section 9
of this administrative regulation shall be awarded a graduation diploma. (2) The local board
of education shall award the diploma.]
All classes used for substitution also must be based on grade-level content standards. How students
achieve or master those standards may be differentiated to personalize education for students with
IEPs.
Q: Can English 1 or 2 be substituted with a different course?
A: Beginning in the 2019-2020 school year, English 1 and 2 may be substituted, however, the
substituted course(s) must cover the KAS for Reading and Writing, grade 9-10 standards, for reading
literature, reading informational text, composition and language. The KAS for Reading and Writing
outlines the minimum content standards Kentucky students should learn in each grade-level English
course; specifically, the standards establish what students should know and be able to do at the
conclusion of a course. Thus, the standards address what is to be learned but do not address how
learning experiences are to be designed or what resources should be used.
Q: Can Algebra 1 or Geometry be substituted with a different course?
A: Algebra 1 and Geometry may be substituted, however, the substituted course(s) must cover the
KAS for Mathematics that have been tagged as Algebra 1 and Geometry in the High School
Mathematics Standards by Course document. The KAS for Mathematics outlines the minimum
content Kentucky students should learn.
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These standards are not a set of instructional or assessment tasks, rather statements of what
students should be able to do after instruction. Decisions on how best to help students meet these
program goals are left to local school districts and teachers. The KAS for Mathematics do not dictate
curriculum or teaching methods; learning opportunities and pathways will continue to vary across
schools and school systems and educators should make every effort to meet the needs of individual
students, based on their pedagogical and professional impressions and information.
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Section 7: Performance-Based Credit (PBC)
Q: How is a course being taken for performance-based credit set up in Infinite Campus?
A: For specific guidance on setting up PBC courses in Infinite Campus, consult the Virtual and
Performance Training Document.
Q: Can districts offer PBC?
A: A district must have a policy showing how PBC will be implemented and how credits will be
awarded. Schools should consider seeking approval from the local district prior to offering or
awarding PBC. Additional information specific to districts and schools should be considered as
follows:
Districts:
The local board of education must establish a policy for a PBC system that includes the
following:
● the conditions under which each high school may grant PBC and the
related performance descriptors and assessments;
● objective grading and reporting procedures;
● the KAS for the corresponding content area;
● the extent to which state-provided assessments will be used in the local PBC system;
● the ability for students to demonstrate proficiency and earn credit for learning acquired
outside of school or in prior learning;
● criteria to ensure internships, cooperative learning experiences and other learning
experiences in the school and community are designed to further student progress
toward his or her ILP, supervised by an instructor certified in that content area, aligned
with state and local content and performance standards, performance descriptors and
evaluation procedures to determine if the content and performance standards have
been met;
● standards-based course work that constitutes satisfactory demonstration of learning
in any high school course;
● standards-based course work that constitutes satisfactory demonstration of learning
in a course for which the student failed to earn credit when the course was taken
previously;
● standards-based portfolios, senior year or capstone projects;
● standards-based online or other technology mediated courses;
● standards-based dual credit or other equivalency courses; or
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● standards-based internship, cooperative learning experience or other supervised
experience in the school or the community.
At the school-level, there must be a plan to show how district policy will be implemented.
Schools must document the evidence needed in their PBC plan. The content for the credit must
be taught by a teacher certified in the corresponding content area.
All schools must be able to offer evidence that students met all content standards.
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Section 8: District-Awarded Diploma
Q: What does the regulation mean by “A student who satisfactorily completes the
requirements of this administrative regulation …”?
A: A district may choose to grant any student a diploma once he or she achieves all minimum
high school graduation requirements. Districts also may choose to impose additional
requirements. Additionally, a district may choose to grant a diploma to any student flagged for
Intent to Graduate Early once they have achieved passing benchmark scores on their ACT and
EOC exams during or prior to the 2019-2020 school year. Districts may choose to grant a
diploma to any student flagged for Intent to Graduate Early once they have achieved passing
benchmarks on their ACT and state-required summative benchmarks during or after the 2020-
2021 school year.
Q: When is the last day I can report a student graduating for a diploma with his/her
graduating class?
A: June 30th is the date we are shooting for with kids who don’t need summer school. July 31st
is the absolute last day to report a summer graduate in order to get credit for him/her
graduating with his/her class.
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Section 9: Special Recognition
Q: What are the limitations for recognizing students?
A: There are no limitations. Students benefit from special recognition as a result of their diverse
accomplishments. However, the decision on whether to award special recognitions is made by
local districts.
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Section 10: Students with Disabilities
Q: Are students with disabilities required to meet the minimum high school graduation
requirements?
A: Yes. Any student working to earn a regular diploma must meet the minimum high school
graduation requirements.
Students eligible to receive special education services under the Individuals with Disabilities
Education Act (IDEA) are required to meet the graduation requirements as prescribed by 704
KAR 3:305.
However, the IDEA requirements for students with disabilities do not change with the proposed
graduation requirements. Students with disabilities are entitled to the services and supports as
prescribed in their Individual Education Programs (IEPs) as required under the IDEA.
Q: Does the new requirements change how the Admissions and Release Committee (ARC)
addresses graduation requirements?
A: No. The IEP is developed by the ARC to ensure the needs of the student are met to
successfully reach educational expectations and obtain a diploma. The ARC has the
responsibility to review a student’s IEP and his/her progress at least once a year but may meet
as often as necessary. This includes making determinations to best meet the established goals
of the IEP and graduation requirements.
Q: Are students with disabilities required to be assessed through the state assessment?
A: Yes. Federal regulation 34 CFR § 200.6, Inclusion of all Students, requires that a student with
a disability working on earning a diploma must be assessed with an assessment aligned with the
KAS for the grade in which the student is enrolled. As part of Kentucky’s assessment system,
districts and schools must provide appropriate accommodations for each student with a
disability; for example, the ability to use assistive technology consistent with nationally
recognized accessibility standards necessary to measure the academic achievement of the
student.
Q: Does the new regulation change transition services? How does the requirement for
transition services in the ILP correspond to the requirement for transition services in the IEP?
A: For students with disabilities, nothing in the new graduation requirements subverts the
rights of a student with an IEP, and this includes transition services outlined in 707 KAR 1:320.
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While every student must have an ILP that addresses transition requirements, students with
IEPs must have a statement of the transition service needs that includes postsecondary goals
based on age-appropriate transition assessments related to education, employment, training
and independent living skills. The statement of transition services always has been a
requirement of the IEP and this requirement has not changed. The IEP transition services
provisions take precedent over the ILP transition requirements for the student.
Q: Do students with disabilities have to pass the civics exam in order to graduate?
A: Yes. KRS 158.141 requires all students seeking to earn a diploma must pass his or her civics
exam. Local boards must prepare and approve a test. Students can take the test as many times
as necessary and must answer at least sixty percent (60%) of the questions correctly. If a
student passed a similar test within the previous five years, the student does not have to take
the civics test. Appropriate accommodations for testing as established by a student's IEP are
required by the IDEA and defined in KRS 158.281 or a Section 504 Plan as defined in KRS
156.027.
While the civics exam currently is in effect, KRS 158.1411 requires that beginning with the
entering 9th-grade class of the 2020-2021 school year, successful completion of one or more
courses or programs that meet the financial literacy standards will be a graduation requirement
for all students, including those students with disabilities pursuing early graduation per KRS
158.142. The KAS for Financial Literacy are tentatively expected to be implemented in the 2020-
2021 school year.
Q: Do the changes to the graduation requirements impact the alternate assessment?
A: No. The updated graduation requirements do not change the alternate assessment or who
participates in the alternate assessment. Students with the most significant cognitive
disabilities (i.e., less than 1 percent of the total student population statewide) for whom
traditional assessments would be an inappropriate measure of progress, may take Kentucky’s
Alternate Assessment Aligned with Alternate Academic Achievement Standards (AA-AAAS). The
AA-AAAS was developed to provide schools and programs with a valid and reliable means of
assessing the instruction provided. Kentucky’s AA-AAAS continues to meet federal
requirements outlined in the Every Student Succeeds Act (ESSA).
As a reminder, the ESSA requires that only students with the most significant cognitive
disabilities may take an AA-AAAS and limits the number of students that a state may assess
with an AA-AAAS to no more than 1 percent of all students in the grades assessed in a state.
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(U.S. Department of Education Policy Memo to States, Aug. 27, 2018). Whether a student
should participate in the AA-AAAS is a decision made by the student’s ARC.
Q: Do these minimum graduation requirements apply to those participating in the AA-AAAS?
A: No. KRS 156.160(1)(e) governs the eligibility for an alternative high school diploma for
students with disabilities whose IEP indicates that, in accordance with 20 U.S.C. sec.
1414(d)(1)(A):
1. the student cannot participate in the regular statewide assessment; and
2. an appropriate alternate assessment has been selected for the student based upon
a modified curriculum and an individualized course of study.
KRS 158.140 governs the classifications and awarding of diplomas:
(2) Upon successful completion of all state and local board requirements, the student
shall receive:
(a) A diploma indicating graduation from high school; or
(b) An alternative high school diploma if the student has a disability and has
completed modified curriculum and an individualized course of study pursuant to
requirements established by the Kentucky Board of Education in accordance with
KRS156.160.
Only students completing the corresponding modified curriculum and individualized course of
study, aligned to the KAS and participating in the AA-AAAS, are eligible to earn an alternative
high school diploma.
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Appendix
Further information is available on the following topics:
● Pre-college curriculum
● Benchmark scores
● Dual Credit courses
○ Academic Readiness Dual Credit Guidance
○ CTE Dual Credit Guidance
● AP, IB, Cambridge
○ Advanced Placement
○ International Baccalaureate
○ Cambridge Advanced International
● Industry Certification
● Career Pathways
● Apprenticeship
● Exceptional work experience KDE – Approved Alternate Process to Verify Exceptional
Work Experience (Coming Soon)
● Assessment requirements – The Office of Assessment and Accountability will
be preparing guidance that is coming soon!
● Student Portfolio guidance and guidance on submission of Charter school portfolios
to KDE (reading, mathematics, appropriate interventions, IEP) comingsoon!
● Minimum High School Graduation Requirements KDE WebPage
● Individual Learning Plan KDE webpage- *Kentucky’s definition for the ILP has
been adapted from the Massachusetts Department of Education.
