Minimum credits required for graduation and/or promotion are 6.5 (per year).

Policy Concerning
Graduation Requirements
and
Basic Skills Requirements for Graduation

The Connecticut Technical School System (CTSS) is committed to providing quality academic and technical programs. Students must graduate from CTSS with strong academic and technical backgrounds in order to be successful in the workplace, take advantage of post-secondary educational opportunities, or secure advanced apprenticeship training. Therefore, CTSS has developed a challenging program of study for each technical and academic program. Each program of study meets or exceeds state-mandated graduation requirements and prepares students to demonstrate the knowledge and skills they require as reflected in the Common Core of Learning .

Derived from the Common Core of Learning from Reconceptualizing Connecticut's High Schools: A Blueprint for Change, the CTSS High School graduate will be expected to attain the skill knowledge and skill expectation by content area:

English Language Arts : Demonstrate proficiency, confidence, and fluency in reading, writing, listening, speaking, and viewing; the graduate will explore and respond to classical and contemporary texts from many cultures and historical periods.

Mathematics : Apply a range of numerical, algebraic, geometric, and statistical concepts and skills to formulate, analyze and solve real world problems.

Science : Demonstrate knowledge of the basic concepts of, and interrelationship among biology, chemistry, physics, earth (including ecology) and space sciences, and will be able to apply scientific skills, processes and methods of inquiry to the real world.

Social Studies : Demonstrate knowledge of history, civics and government, geography and economics, the social sciences, and humanities, including one year of U.S. history and one half year in civics/government.

Technology Education : Demonstrate knowledge about the nature, power, influence and effects of technology and be able to design and develop products, systems and environments to solve problems.

Health, Wellness and Physical Fitness : Understand and develop behaviors that promote life-long health and wellness, and will recognize the importance of and participate in physical activities and learning designed to maintain and enhance healthy life styles.

Learning Resources and Information Technology : Use information and technology effectively and be able to apply related strategies to acquire basic skills and content knowledge.

Technology Trade : Demonstrate the set of skills and competencies required to enter the workforce, be accepted in apprenticeships or pursue post-secondary studies.

Basic Skills Requirement for Graduation
District Performance Standards
Beginning with Class of 2006

Language Arts

Performance Standard
Students will demonstrate the ability to read a piece of literature and respond critically in writing; read and interpret information; and write using standard English conventions.

Options
Students have multiple opportunities over the course of their sophomore, junior and senior year to demonstrate their performance relative to the Language Arts performance standard. Students satisfy the district performance standards for the basic skills inlanguage arts if they have:

Achieved a score in either band three (Proficient), four (Goal) or five (Advanced) on a related section of the Connecticut Academic Performance Test - Writing Across the Disciplines and/or Reading Across the Discipline; or

Achieved a score at the 50 th percentile or higher on a related section of the Preliminary Scholastic Assessment Test/National Merit Scholarship Qualifying Test or the Scholastic Assessment Test (PSAT/NMSQT/SAT) - verbal and writing skills; or

Passed the required English 10 or English 11 or English 12 course with a 70 or higher; or passed an English 10 or English 11 or English 12 course final exam with a 70 or higher; or completed an independent study project in English with a 70 or higher.

Mathematics

Performance Standard
Students shall demonstrate the ability to solve multiple step mathematical problems that require demonstration of basic math operations including fractions, decimals and percentages and the use of algebraic equations; and explain in writing how they arrived at each answer.

Options
Students have multiple opportunities over the course of their sophomore, junior and senior year to complete the mathematics performance standard. Students satisfy the district performance standards for basic skills in mathematics if they have:

Achieved a score in either band three (Proficient), four (Goal) or five (Advanced) on the Connecticut Academic Performance Test in Mathematics; or

Achieved a score at the 50 th percentile or higher on the mathematics section of the Preliminary Scholastic Assessment Test/National Merit Scholarship Qualifying Test or the Scholastic Assessment Test (PSAT/NMSQT/SAT), or

Passed Algebra II, Geometry, Pre-Calculus, Calculus, AP Calculus, Statistics, Honors Statistics, AP Statistics or Mathematics of Small Business with a 70 or higher; or passed a final exam in these mathematics courses with a 70 or higher; or completed an independent study project in mathematics with a 70 or higher.

Science

Performance Standard
Students shall demonstrate the ability to use scientific inquiry skills to explore world life problems using the content of biology, physics, chemistry and earth science; evaluate the information for validity and reliability; and use that information to support a position on a contemporary scientific issue.

Options
Students have multiple opportunities over the course of their sophomore, junior and senior year to complete the performance standard. Students satisfy the district performance standards for basic skills in science if they have:

Achieved a score in either band three (Proficient), four (Goal) or five (Advanced) on the Connecticut Academic Performance Test in science, or

Passed Biology, Chemistry, Physics, Physical Science or Honors Physics or AP Physics course with a 70 or higher, or passed a final exam in these courses with a 70 or higher, or completed an independent study project in science with a 70 or higher.

Technology

Performance Standard
Students shall demonstrate the set of skills and competencies required to enter the field, be accepted in apprenticeships or pursue post-secondary technical studies as evidenced by their trade portfolio.

Options
Students have multiple opportunities over the course of their junior and senior year to complete a trade portfolio. The trade portfolio includes a skill checklist and competency assessment list and accomplishments.

Options if Requirements Are Not Met by Date of Graduation

Seniors who are not eligible for graduation with their class due to a failure to meet the district graduation requirements in one or more subjects as described above, may select one of the following options:

Make arrangements for and successfully complete an independent study project to meet the performance standard to be completed no later than the third marking period of their senior year; or

Enroll in summer school and pass the requirement; or

Return in September as a fifth year student.

Transfers and Special Cases

Transfers
If a student transfers into the Connecticut Technical School System (CTSS) after completing at least three years in a high school in another district, they may be exempt from the CTSS performance standards requirement for graduation.

Special Cases
Performance standards apply to all students requiring special education. The Planning and Placement Team (PPT) may adapt the standard of performance and/or the graduation expectation, by indicating such accommodation in the Individualized Education Plan (IEP).

A student whose primary language is not English may be exempted from the district's performance requirement in one or more standards based on federal and state legislation. The need for the exemption must be directly attributable to the language limitations of the student as indicated on the Bilingual Individual Education Program (BIEP) of the English Language Learners (ELL). A plan of action that includes classroom and language support interventions must be outlined in the student's BIEP.