Middle School Academic Policy Guide Updated August 29, 2024 1
Office of Academic Policy & Systems August 2024 Edition
Middle School
Academic Policy Guide
Middle School Academic Policy Guide Updated August 29, 2024 2
TABLE OF CONTENTS .................................................................................................................................................... 2
I. KEY SHIFTS FROM PREVIOUS YEARS – UPDATED AUGUST 2024 .......................................................................... 4
II. ACADEMIC REQUIREMENTS ................................................................................................................................. 5
A. Program Requirements ............................................................................................................................... 5
1. Grade 6 – Updated August 2024 ....................................................................................................................... 6
2. Grades 7 and 8 – Updated August 2024............................................................................................................ 7
3. Career and Technical Education (CTE)............................................................................................................... 8
4. World Languages – Updated August 2024 ........................................................................................................ 8
5. Physical Education ........................................................................................................................................... 10
6. Health Education - Updated August 2024 ....................................................................................................... 11
7. Arts Education – Updated August 2024 .......................................................................................................... 12
8. Academic Intervention Services (AIS) – Updated August 2024....................................................................... 13
9. Response to Intervention (Rtl) ........................................................................................................................ 14
B. Assessments .............................................................................................................................................. 15
1. New York State Tests in English, Math, and Science – Updated August 2024 ................................................ 15
2. Checkpoint A (formerly Second Language Proficiency-SLP) Exam– Updated August 2024 ............................ 16
3. Regents and World Language Exams – Updated August 2024 ....................................................................... 17
C. New Students and Grade Placement ........................................................................................................ 18
1. Translations ..................................................................................................................................................... 19
D. Promotion and Grade Level....................................................................................................................... 19
E. Students Participating in Moving Up Ceremonies .................................................................................... 20
III. COURSE POLICIES AND PROCEDURES ................................................................................................................. 21
A. Grade 8 Course Acceleration – Updated August 2024 .............................................................................. 21
1. Option 1: Accelerated Courses at Middle Schools .......................................................................................... 22
2. Option 2: High School Courses ........................................................................................................................ 24
B. Interdisciplinary and Multi-Grade Courses ............................................................................................... 24
1. Courses Addressing Two Subject Areas........................................................................................................... 24
2. Courses with Multiple Grade Levels ................................................................................................................ 25
C. Honors Courses ......................................................................................................................................... 25
IV. POLICIES FOR SPECIAL POPULATIONS ................................................................................................................ 26
A. English Language Learners (ELLs) .............................................................................................................. 26
1. New York State Identification Test for English Language Learners (NYSITELL) ............................................... 27
2. New York State English as a Second Language Achievement Test (NYSESLAT) .............................................. 27
B. Students with Disabilities .......................................................................................................................... 27
1. New York State Alternate Assessment (NYSAA).............................................................................................. 28
C. Testing Accommodations for English Language Learners and Students with Disabilities – Updated
August 2024 ............................................................................................................................................................ 29
Middle School Academic Policy Guide Updated August 29, 2024 3
D. Medically Necessary and Hospital Instruction – Updated August 2024 ................................................... 30
E. Home Schooling ......................................................................................................................................... 31
F. Students in and Returning from Court-Ordered Settings ......................................................................... 31
G. Children of Active-Duty Military Personnel – Added August 2024 ........................................................... 32
V. PROGRAMMING AND SYSTEMS POLICIES .......................................................................................................... 32
A. Term Models ............................................................................................................................................. 32
B. Scheduling in STARS .................................................................................................................................. 33
1. Course Codes – Updated August 2024 ............................................................................................................ 33
2. Course titles ..................................................................................................................................................... 34
3. Section Properties – Updated August 2024 .................................................................................................... 35
4. Push-in/Pull-out Instruction ............................................................................................................................ 35
VI. GRADING POLICIES AND PROCEDURES .............................................................................................................. 36
A. Grading Policies ......................................................................................................................................... 36
B. Course Marks and Report Cards ................................................................................................................ 37
1. Course Marks ................................................................................................................................................... 38
2. Report Cards .................................................................................................................................................... 39
3. Competency-Based Learning ........................................................................................................................... 40
C. Transcript Updates – Updated August 2024 ............................................................................................. 40
D. Calculation of Grade Point Average (GPA) and Rank ................................................................................ 41
VII. ATTENDANCE, DISCHARGE, AND OPERATIONAL PROCEDURES ......................................................................... 41
A. School Calendar ......................................................................................................................................... 41
B. Daily Session Time and Student Schedules ............................................................................................... 41
C. Attendance, Discharge, and Strategies for the Reduction of Chronic Absenteeism ................................. 43
D. Student Records Retention and Transfer .................................................................................................. 44
1. Changes to Student Records ........................................................................................................................... 45
VIII. APPENDICES ........................................................................................................................................................ 47
A. Unit of Study Programming Estimates ...................................................................................................... 47
B. Course and Exam Marks Table .................................................................................................................. 49
C. Impact of COVID-19 – Updated August 2024 ............................................................................................ 52
Middle School Academic Policy Guide Updated August 29, 2024 4
The following updates and clarifications have been added to this guide for the 2024-25 school year. These policies
are also addressed in their corresponding sections of this guide.
Academic Intervention Services (AIS)
• Students scoring at or below the 16th percentile on the school’s universal screening assessment’s
benchmark will require intensive intervention in accordance with the school’s multi-tiered system of
supports (MTSS)/Response to Intervention (RtI) model.
Arts Education
• Schools must use the new course codes in STARS to program students for music, dance, and theater
courses.
• Schools with grades 6–12 must accurately identify performing groups in STARS using the “performing
group” section property to identify courses that meet the definition of performing group. For additional
guidance, refer to the STARS Programming Related to Class Size wiki.
Science
• Schools must use the new Science Investigation Tracker in STARS Classroom to track the completion of
science Investigations for grades 3–8 as described on the Science Investigations wiki.
• Grade 8 acceleration
o Schools must align their commencement-level Biology courses and Earth & Space Science courses,
including accelerated middle school science courses, to the 2016 NYSSLS. See the Transition to
NYSSLS (2016) and New Science Regents Exams for the limited scenarios in which students may be
programmed for Living Environment or Earth Science courses in 2024-25.
o St
udents’ science lab grades must reflect successful completion of the 1,200 required laboratory
minutes and the three required NYSED Investigations for courses aligned to the 2016 NYSSLS.
World Languages
• New middle school accelerated course codes are available for schools offering a sequence of these world
language courses in STARS custom report 6.59: Arabic, Japanese, Korean, Russian.
• Third-party/vendor world language exams must be captured on the NYCDOE transcript.
• Starting in 2024-25, middle school students who take NYSED-approved third/party vendor exams and earn
a score that meets at least the Checkpoint A proficiency score can also be used to award high school
credit.
Financial Education
• Middle schools must use the STARS Admin section property to indicate when students receive instruction
in financial education topics.
Children of Active-Duty Military Personnel
• This guide now contains important information about identifying children of active-duty military
personnel and recording their status in ATS. See the Policies for Special Populations s
ection of this guide
for more information.
Middle School Academic Policy Guide Updated August 29, 2024 5
The New York State Education Department (NYSED) Commissioner’s Regulations, New York City Department of
Education (NYCDOE) Chancellor’s Regulations, and supplementary academic policy resources p
rovide guidance on
policies pertaining to students in middle school grades, including program requirements, assessments, grading,
and promotion.
Middle schools also serving elementary and/or high school grades should refer to the Elementary a
nd High School
Academic Policy Guides for information applicable to these grade levels.
For academic policy and systems questions, schools can refer to the academic policy a
nd academic systems
resources webpages, or contact their OPE Lead.
The STARS suite of applications is the NYCDOE’s official record of students’ programs, grades, and
progress toward completing academic requirements.
1
STARS reflects academic information for all
NYCDOE public school students in grades K–12. STARS data also reflects schools’ alignment to the
New York State and New York City academic policies described in this guide. All middle schools
must use STARS to enter information about the instruction and supports students are receiving
throughout the school day; to reflect student-teacher-subject relationships; and to enter student
grades. To ensure that STARS data accurately captures students’ academic programs and
outcomes, middle schools must follow the procedures outlined in the Middle School Course Code
Directory and on the STARS wiki. STARS is managed by the NYCDOE's Office of Academic Policy
and Systems. See the section of this guide on scheduling in STARS and visit the STARS wiki for
more information.
A. Program Requirements
NYSED’s Part 100.4 defines the minimum program requirements for students in middle school grades, including
required units of study for grades 7 and 8. Part 100.1 defines a unit of study as 180 minutes per week throughout
the school year, which is the equivalent of 108 hours of instruction per year.
2
A unit of study is based on the
amount of instructional time the student receives from a NYCDOE subject-certified teacher in a course aligned to
NYSED learning standards
.
In 2020, NYSED amended the definition of a unit of study to allow alternative means of instruction, such as online
components, to count toward the 108 hours per unit.
“Unit of study means at least 180 minutes of instruction per week throughout the school year, or the equivalent.
Equivalent shall mean at least 180 minutes of instructional time per week for instruction delivered in a traditional
face to face model or through alternative instructional experiences, including but not limited to through digital
technology or blended learning, that represents standards-based learning under the guidance and direction of an
appropriately certified teacher. Instructional experiences shall include, but not be limited to: meaningful and
frequent interaction with an appropriately certified teacher; academic and other supports designed to meet the
needs of the individual student and instructional content that reflects consistent academic expectations as in-
1
The STARS Suite includes three platforms across grades K–12: STARS Classroom, STARS Client, and STARS Admin.
2
Most middle schools use an annual term model. These schools maintain a consistent schedule throughout the entire school year and
award final grades at the end of the year, in June. See the section of this guide on term models for more information.
Middle School Academic Policy Guide Updated August 29, 2024 6
person instruction. Any alternative instructional experience must include meaningful feedback on-student
assignments and methods of tracking student engagement.”
The sections below outline the program requirements for grades 6–8. These represent the minimum academic
program that a public middle school in New York State must provide. Schools may exceed the requirements and
offer supplementary experiences, including advisory, service-learning opportunities, and other youth
development courses that will enhance students’ educational experiences and prepare them for the rigor of high
school coursework.
It is the policy of the NYCDOE to maintain a safe and supportive learning and educational environment that is free
of harassment, intimidation, and/or bullying and free of discrimination because of actual or perceived race, color,
creed, ethnicity, national origin, citizenship/immigration status, religion, gender, gender identity, gender
expression, sexual orientation, disability, or weight.
See the Guidelines on Gender Inclusion
for help implementing gender-inclusive curricula, programs, activities, and
practices that are consistent with this policy and with the NYCDOE’s commitment to equity and access. Schools
must be mindful that inappropriate gender segregation may result in isolating students, hindering diversity,
and/or perpetuating gender stereotypes.
1. Grade 6 – Updated August 2024
Schools must provide students in grade 6 instruction aligned to NYSED intermediate-level learning standards in
specific departments. Principals may determine the distribution of time among these subject areas based on their
academic program and student needs, with the exception of
physical education and health education, and, where
student need is established, bilingual education and/or English as a New Language (ENL) instruction.
Schools must provide instruction to all students in the following departments:
• English language arts (ELA), including reading, writing, listening, and speaking
• Social studies, including the geography and history of the Eastern Hemisphere from pre-history through
the 1300s
• Mathematics
• Science (inclusive of the NYSED Investigations) and technology
o Schools must use the new Science Investigation Tracker in STARS Classroom to track the completion
of science Investigations for grades 3–8. For details, refer to the Science Investigations wiki
.
• World Languages
• Physical education (PE), as described in Part 135.4
• Health education, as described in Part 135.3
• Arts education, including dance, music, theater, and visual arts
• Career development and occupational studies
3
• Where student need is established, bilingual education and/or English as a New Language (ENL)
instruction, as described in Part 154.
4
3
Middle schools often integrate the intermediate level career development and occupational studies (CDOS) learning standards into
English language arts, social studies, and other departments.
4
Courses previously referred to as English as a Second Language (ESL) are now referred to as English as a New Language (ENL). English as a
New Language (ENL) courses that meet ELA standards may count toward students’ ELA instructional requirements. See Part 154
and the
Policy and Reference Guide for MLs/ELLs for middle school ENL requirements.
Middle School Academic Policy Guide Updated August 29, 2024 7
2. Grades 7 and 8 – Updated August 2024
In grades 7 and 8, schools must provide students with academic programs that enable them to complete specific
units of study in required departments by the end of grade 8. In most cases, instructional time delivered in these
departments prior to grade 7 may not count toward the required units of study.
5
The table below uses units of study to define the requirements.
Grade 7 & 8 Subjects Total required time
(1 unit = equivalent of 108
hours)
Additional Information
English language arts 2 units One unit in grade 7 and one unit in grade 8
Social studies 2 units One unit in grade 7 and one unit in grade 8
Math 2 units One unit in grade 7 and one unit in grade 8
Science 2 units One unit in grade 7 and one unit in grade 8
Inclusive of the NYSED Investigations, which must be
entered in the new Science Investigations Tracker in
STARS Classroom. Refer to the Science Investigations wiki
for details.
Career and Technology
Education
6
1.75 units
One and three quarter units total, across grades 7 and 8
CTE instruction initiated in grades 5 and/or 6 and taught
by CTE certified instructors may fulfill this requirement.
World Languages 1 unit One unit total, in any years prior to the end of grade 8
7
Physical education 1 unit One half unit (90 minutes per week) in grade 7 and
One half unit (90 minutes per week) in grade 8
Health education 0.5 units One half unit total, across grades 7 and 8
Health instruction provided in grade 6 may fulfill this
requirement.
Arts education 0.5 unit in two different
disciplines, for a total of 1 unit
One unit total, across grades 7 and 8
Library and information
skills
One period per week in grades 7
and 8, or the equivalent
8
None
Career development and
occupational studies
School-determined None
5
As an exception, the health, technology, and home and career skills requirements may be delivered prior to grade 7.
6
Schools unable to hire teachers certified in technology education and/or home and career skills (FACS) may meet this requirement
through any Career and Technology Education (CTE) course. See the CTE section
below for additional information.
7
All students are required to complete two units of study prior to the end of grade 9. One of these units must be completed prior to the
end of grade 8.
8
It is recommended that library and information skills be taught by library media specialists and classroom teachers to ensure coordination
and integration of library instruction with classroom instruction.
Middle School Academic Policy Guide Updated August 29, 2024 8
3. Career and Technical Education (CTE)
Middle schools are required to provide 1.75 units of Career and Technical Education. Schools may offer
standalone courses to address CTE learning standards, or they may integrate CTE learning standards into other
courses. Since the 2019–20 school year, all middle school students may fulfill the 1.75 units requirement by taking
courses in any of the following CTE disciplines, provided that an appropriately certified CTE teacher instructs the
course.
9
Schools may incorporate the learning standards of these disciplines into other courses.
• Agriculture
• Business and Marketing
• Computer Science
• Family and Consumer Science/Home and Career Skills (FACS)
• Health Science
• Technology Education
• Trade and Technical Subjects
See NYSED’s website for middle-level content modules
in each of the seven CTE subject areas.
4. World Languages – Updated August 2024
The Board of Regents adopted the revised New York State Learning Standards for Languages
Other Than English (LOTE)/World Languages on Monday, March 15, 2021. The first school year of
required implementation of the new standards in grade 7 began in September 2023. For more
information on the changes, implementation timeline, and proficiency ranges aligned to the
World Language Checkpoints, see the World Languages Standards and Guidelines and the
Administrator’s Reference Guide.
Instruction in World Languages may begin as early as kindergarten and must begin no later than the beginning of
grade 8, such that all students receive two full units of study by the end of grade 9. Courses in World Languages
provided as part of a home language arts (HLA) program satisfy the World Languages requirement.
10
Note that
schools with bilingual programs are required to offer one unit of study (180 minutes per week) of HLA courses.
Middle schools are expected to design their World Languages programs to culminate in Checkpoint A exams,
formerly known as Second Language Proficiency (SLP) exams. These exams afford students the opportunity to
earn high school credits toward graduation and continue to the next level of study. In some schools, students take
the NYCDOE World Language Checkpoint A (formerly SLP) exam, if offered in the students’ language of
instruction. In cases where the NYCDOE does not offer the exam, students may take a third-party/vendor World
Language Checkpoint A exam.
For the list of current World Language Checkpoint A (formerly SLP) exams that correspond to instruction in
NYCDOE middle schools, see the MS World Language and Third Party Vendor Exams on the
Middle School
Accelerated Courses and Exams wiki. The NYCDOE and third-party/vendor World Language Checkpoint A
(formerly SLP) exams that may be used to earn high school credit as of September 2024 are listed below.
9
NYSED approved an extension for CTE teachers who are certified in grades 7–12 to teach grades 5 and 6 by taking additional coursework.
See NYSED’s memo
for more information.
10
Home language arts (HLA) is formerly known as native language arts (NLA). See the Policy and Reference Guide for MLs/ELLs for more
information.
Middle School Academic Policy Guide Updated August 29, 2024 9
NYCDOE World Language Checkpoint A Exams:
• Chinese (NYCDOE-FLACS)
• French (NYCDOE-FLACS)
• Italian (NYCDOE-FLACS)
• Latin (NYCDOE)
• Spanish (NYCDOE)
Third-party/Vendor World Language Checkpoint A Exams:
• Arabic (offered by AAPL, Avant STAMP, or NEWL)
• Japanese (offered by AAPL or Avant STAMP)
• Korean (offered by AAPL, Avant STAMP, or NEWL)
• Russian (offered by AAPL, Avant STAMP, or NEWL)
These World Language Checkpoint A (formerly SLP) exams assess proficiency of World Language
Checkpoint A
learning standards and can be used to award high school credit and validate students’ learning experiences when
taken after completing an accelerated World Language course in grade 8.
Common middle school World Languages models are:
• Two years of study in World Languages in any elementary or middle school grades, culminating in the
Checkpoint A (formerly SLP) exam by the end of grade 8. Students who successfully complete these
courses and pass the associated exam receive two high school course credits upon transfer into high
school.
• One year of accelerated World Languages study in grade 8, culminating in the Checkpoint A (formerly SLP)
exam at the end of grade 8. Students who successfully complete the course and pass the associated exam
receive two high school course credits. Schools using this model should code these courses using the
accelerated middle school World Languages course codes on the
Middle School Accelerated Courses and
Exams wiki.
NYCDOE Comprehensive World Language (Checkpoint B) exams are aligned to Checkpoint B learning standards
and designed to be completed after a full course of study (meaning, three units of study/six credits). If a school
determines that students have acquired the proficiency necessary to be successful on the World Language
Comprehensive exam, the school can request to administer that exam. However, successfully completing the
World Language Comprehensive (Checkpoint B) exam in middle school could affect programming decisions for
these students. Schools should contact their
OPE Lead to request approval to offer a World Language
Comprehensive exam in grade 8.
New middle school accelerated course codes are available in STARS custom report 6.59 for
schools offering a sequence of these languages courses: Arabic, Japanese, Korean, Russian.
Students may use third-party/vendor World Language Checkpoint A (formerly SLP) exams in these
languages to earn high school credit.
Starting in 2024-25, eligible middle school students taking world language course sequences
specified in the STARS wiki will have high school credits and exams automatically transferred to
their high school transcripts when they are properly scheduled and take corresponding third-
party/vendor exams listed in the Middle School Accelerated Courses and Regents wiki.
See the World Languages guidance for information on these policies, and for guidance on how to program World
Languages courses in STARS.
Middle School Academic Policy Guide Updated August 29, 2024 10
5. Physical Education
Part 135.4 defines the minimum requirements for physical education (PE) for students in middle school grades.
Schools must provide students in grades 6–8 with an instructional physical education (PE) program, aligned to
NYSED learning standards and the NYC Grades 6-12 PE Scope and Sequence for at least 90 minutes per week
throughout the year, every term in middle school.
11
PE courses must be taught by a certified, licensed PE teacher.
Only teacher-led instructional time may count toward PE. Schools may not count time spent dressing or traveling
to an off-site facility toward the PE instructional time requirement.
a. Summary of PE Time and Frequency Requirements
Grade Level Which PE policies apply? Minimum required time Minimum required
frequency
Grade 6
In a K–6, K–8, K–12 school
Elementary school policies
for grades 4–6
120 minutes per week
No less than 3 times per
week, every term
Grade 6
In a 6–8 or 6–12 school
Middle school policies for
grades 7–8
90 minutes per week Every term
Grades 7–8 Middle school policies for
grades 7–8
90 minutes per week Every term
PE programs must be designed to meet NYSED learning standards
for physical education. PE courses must be
taught by a certified, licensed PE teacher. Class size must follow the UFT contract and class size law. For additional
information and guidance about providing students with PE, please refer to Physical Education and the PE FAQ.
As in all other courses, students’ grades in PE must be based primarily on their content area knowledge and skills,
and not on non-competency measures. Schools may not factor attendance into students’ grades or grade
students predominantly on participation or preparedness. See the section of this guide on grading policies
and the
Grading Policy Toolkit for more details.
NYCDOE sports and physical education programs, including physical education classes and school teams, are
educational opportunities. Participation in these activities is integral to developing a student’s fitness and health,
self-esteem, and general well-being. Transgender and gender expansive students must be given the same
opportunities to participate in physical education as all other students.
Schools must follow the Guidelines to Support Transgender and Gender Expansive Students when
programming students for physical education and provide access to facilities such as locker rooms
and restrooms consistent with the student’s gender identity asserted at the school. Schools also
may not separate students by gender for physical education classes or activities except for
contact sports as outlined in the Guidelines on Gender Inclusion.
11
The traditional PE scheduling model set by Part 135.4 is known as the “3/2 model,” in which students are scheduled for three days per
week in one semester and two days per week in the other semester, or for a comparable time when the school uses a different term
model. See the
PE guidance document for more information on scheduling and term models.
Middle School Academic Policy Guide Updated August 29, 2024 11
NYC FITNESSGRAM is the City’s annual health-related fitness assessment. Schools use NYC FITNESSGRAM
assessments to help students identify the importance of healthy fitness zones, set goals, and create long- and
short-term fitness plans. Schools may not use performance on this assessment to determine students’ grades.
There are no waivers or exemptions from PE requirements in middle school. Students with chronic or temporary
medical conditions or disabilities must participate in physical education. Students with temporary medical
conditions must provide the school with a medical certificate of limitation provided by a physician, physician
assistant or nurse practitioner that indicates the area of the PE program in which the pupil may participate.
Students with chronic medical conditions or disabilities documented by a Section 504 Plan or Individualized
Education Program (IEP) must participate in PE in the least restrictive environment, as indicated on their 504 Plans
or IEPs, which could include an Adapted Physical Education
(APE) program if necessary. APE is specially designed
physical education instruction suited to the interests, capabilities, and limitations of students with disabilities who
may not safely or successfully engage in the activities of the general physical education program without
adaptations. APE instruction must be captured in STARS. APE must be taught by a NYCDOE certified PE teacher
and counts toward the student’s PE requirement. Please see the
Adapted Physical Education FAQ and Special
Education Standard Operating Procedures Manual for additional information about APE.
6. Health Education - Updated August 2024
Part 135.3 defines the minimum requirements for health education instruction, which includes required annual
lessons on HIV and AIDS in each grade. Schools must provide all middle school students with one half-unit (the
equivalent of 54 hours) comprehensive health education course that includes sexual health education and mental
health education. The course must be aligned to
NYSED's health learning standards and must be taught by a
certified health education teacher. The NYCDOE strongly recommends that this course takes place during grades 6
or 7, so that students are adequately prepared to make healthy and informed choices throughout middle school.
Comprehensive health education emphasizes skill development around multiple dimensions of health, including
social, emotional, mental, and physical health. It also includes these essential content areas: nutrition and physical
activity; alcohol, tobacco, and other drug-use prevention (including heroin and opioids); sexual health (including
HIV prevention); safety and injury prevention; violence prevention (including child sexual abuse prevention); and
other required health areas. The NYCDOE offers free health education training
, curricula, and instructional
resources for educators Citywide. For more information, see NYSED’s guidance, information, and resources for
health education, the National Health Education Standards, and the New York City 6-8 Health Education Scope
and Sequence, or contact the Office of School Wellness Programs.
The required sexual health education lessons provide students with medically accurate information and skills to
avoid risky behaviors. Parents/guardians may opt out of lessons related to methods of HIV and sexually
transmitted infection (STI) prevention and pregnancy prevention, other than abstinence. The NYCDOE provides
schools with a sexual health education notification letter
from the Chancellor to distribute to parents/guardians
prior to sexual health education instruction.
In addition to the half-unit of comprehensive health education, schools must provide HIV and AIDS education to
every student, every year. The NYCDOE requires schools to provide the following lessons, using the
Growing Up
and Staying Safe: New York City K-12 HIV Education Curriculum, which is available through WeTeachNYC:
• Five lessons per year for all students in grade 6
• Six lessons per year for all students in grades 7 and 8
Middle School Academic Policy Guide Updated August 29, 2024 12
Schools must send each parent/guardian a notification letter, signed by the principal, prior to their child receiving
HIV lessons. Parents/guardians may opt their student out of only the specific HIV and AIDS lessons that include
methods of HIV and STI prevention. Lessons regarding abstinence that do not include other methods of
prevention do not qualify for this exemption. For detailed guidance on providing standards-based health
education, review the
NYC Health Education Frequently Asked Questions.
For more information on academic policies and STARS programming for physical and health education courses,
schools should contact their OPE Lead
. For more guidance on implementing health education instructional
programs, contact the Office of School Wellness Programs. See also the section of this guide on section properties
in STARS.
7. Arts Education – Updated August 2024
Part 100.4 defines the minimum program requirements for students in middle school grades, which includes
instruction in the arts. In addition to NYSED’s learning standards, schools should align their arts coursework to the
NYC Blueprints in the Arts (Dance, Music, Theater, Visual Arts) as the New York City Public Schools (NYCPS)
foundational curricular framework.
NYSED recommends that students in grade 6 spend 10% of their time weekly in dance, music, theater, and visual
arts, with certified arts teachers or arts partners using curricula that align to NYSED learning standards in the arts
.
Schools must provide students in grades 7 and/or 8 with two half-units of arts instruction (54 hours each), taught
by a NYCDOE subject-certified arts teacher. As New York City Public Schools offer instruction in all four art forms
(dance, music, theater, and visual arts), schools can provide two half units of arts instruction, in any two of the
four arts disciplines (visual arts, music, dance, and/or theater), totaling one unit of instruction (108 hours). Schools
may choose to complete the requirement in either grade, or across both grades. For example:
Sample Programming Models Meeting the Minimum Requirements Equivalent to 108 hours
Option A
Students may take a semester (54 hours) of music in grade 7 and a semester (54
hours) of dance in grade 8.
Option B Students may take a full year of arts in either grade 7 or grade 8, covering both
visual arts (54 hours) and music (54 hours).
Option C Students may take arts courses consistently throughout middle school:
● Students may take theater twice per week throughout grade 7, for a total
of 54 hours; and
● Students may take dance twice per week throughout grade 8, for a total of
54 hours.
Extended day arts instruction may only count towards the arts requirements in grade 7 and/or 8 if taught by a
NYCDOE subject-certified teacher and aligns to NYSED learning standards in the arts
.
Beginning 2024-25, new course codes are available for music, dance, and theater. Schedule these
courses for 2024–25 and beyond as applicable.
For music, a student may meet the required half unit of study by participating in a school’s music performance
ensemble(s), e.g., chorus; concert, jazz, or modern band; or orchestra, provided that such participation is
consistent with the goals and objectives for the school’s music program for grades 7 and 8.
Middle School Academic Policy Guide Updated August 29, 2024 13
Starting 2024-25, to support implementation of the class size law, schools with grades 6–12 must
accurately identify performing groups in STARS using the “performing group” section property to
identify courses that are meet the definition of performing group. For additional guidance, refer
to the STARS Programming Related to Class Size wiki.
See the Scheduling in STARS section in this guide for information on how to program arts instruction in STARS.
8. Academic Intervention Services (AIS) – Updated August 2024
Part 100.2(ee) of NYSED general school requirements sets the purposes and requirements of Academic
Intervention Services (AIS) for New York State public schools. AIS is defined in Part 101.1(g) as “additional
instruction which supplements the instruction provided in the general curriculum and assists students in meeting
the State learning standards … and/or student support services which may include guidance, counseling,
attendance, and study skills which are needed to support improved academic performance.”
NYSED mandates AIS for students with and without disabilities who are not meeting learning standards in English
Language Arts, mathematics, social studies, and science, as well as English Language Learners (ELLs) who are not
meeting or in danger of not meeting annual Part 154
performance standards. NYSED has approved amendments
to Part 100.2 that delineate a two-step process for identifying students who are eligible for AIS. In grades 3–8,
principals must provide AIS to students who demonstrate need, as follows:
• First, schools must identify all students, including students with disabilities and ELLs, who scored below
the NYSED-designated performance level on one or more of the NYSED assessments in ELA or math.
Students who score below the median scale score between level 2 and level 3 are preliminarily eligible for
AIS.
12
• Then, using additional assessments, schools may make local determinations about which students will
most benefit from AIS. Schools must apply the same assessments uniformly across any given grade and in
each content area.
• In July 2023, NYSED approved an emergency action that allows schools to identify students in grades 3-8
for AIS services based solely on district-developed procedures when students’ State assessment results
are not available prior to the start of the school year. As a result, NYCDOE schools must use a universal
screening assessment as the first step in identifying students at risk of not meeting NYSED’s learning
standards in English Language Arts and mathematics. Schools may use a student’s results from either the
beginning-of-year (BOY) screeners or the end-of-year (EOY) screener from the previous school year to
begin this identification process (see Periodic Assessment
for academic screening administration dates).
o Students who score below the universal screening assessment’s benchmark may require tier 2
services, and students who score at or below the 16th percentile will require intensive intervention
in accordance with the school’s multi-tiered system of supports (MTSS)/Response to Intervention
(RtI) model.
o Once students are identified based upon these cut points, teachers will utilize informal diagnostic
data to validate whether a student requires AIS.
Qualified staff in the area of concern must provide services. Appropriate pedagogues include:
• Teachers licensed in the subject area where the student is not meeting performance standards
• Special education teachers
• Licensed reading teachers
12
This procedure may also include diagnostic screening for vision, hearing, and physical disabilities.
Middle School Academic Policy Guide Updated August 29, 2024 14
NYSED also mandates student support services when attendance, social/emotional or study skill problems affect a
student’s ability to meet performance standards. A range of staff can provide mandated student support services,
including licensed guidance counselors, at-risk counselors (meaning, SAPIS), members of the school attendance
team and non-academic staff who contribute to students’ academic success.
For AIS services in a student’s identified area of need, schools must provide instruction supplementary to what is
occurring in the classroom. This additional instruction cannot occur during classes required by NYSED academic
policy. Scheduling options can include extra periods during the school day, before- and after-school programs,
weekend tutorials programs and summer school. Computer-based distance learning is also suitable.
Along with choosing specific content of additional instruction, schools may choose to differentiate the intensity of
AIS by changing the length and/or frequency of sessions, as well as the group size. Regular progress monitoring
must be part of the AIS program and intervention providers must keep records of interventions used and student
academic growth.
Schools must provide written notification to the parents or guardians of students who have been identified to
receive AIS; notification must be provided in writing, in English and in the preferred language or mode of
communication of the parent, where appropriate. The notification must inform the family of the services the
student will receive, the reason the student needs such services, and the consequences of not achieving expected
performance levels. The school must also notify parents or guardians when it terminates AIS for a student.
Schools do not need parent permission to start or to end AIS.
While the student is receiving AIS, the school must maintain ongoing communication to parents or guardians
regarding their child’s AIS program, including:
• Quarterly reports on the student’s academic progress in response to the intervention services
• At least once per semester, an opportunity to consult with the student's regular classroom teacher(s) and
the school staff providing AIS for their child
• Information on ways to work with their child to improve achievement, monitor their progress, and work
Schools must track academic interventions in STARS in alignment with current STARS programming guidance
.
9. Response to Intervention (Rtl)
RtI focuses on direct services, supports, and interventions for students at risk. Multi-tiered system of supports
(MTSS) is a systematic approach that addresses the conditions for creating successful and sustainable system
change while also supporting students and staff. For students identified for RtI services by a school-wide universal
screening assessment, evidence-based instruction, intervention driven by diagnostic assessment, and progress
monitoring are provided in increasing levels of intensity needed.
While both AIS and RtI have academic recovery as their goals, the RtI structure seeks to increase the accuracy of
referrals to special education services by helping to determine whether learning delays are a result of inadequate
instruction or learning disability. It also seeks to ensure that all students have access to high quality, effective,
evidence-based instruction and differentiated supports.
New York State requires that all schools provide RtI for students in grade in K–4; New York City extends the
mandate to the fifth grade. Although RtI is not a formal requirement in the middle school grades, schools may
choose to embed RtI/MTSS structures into their AIS programs in order to ensure that academic intervention leads
to academic recovery and that students are properly identified for special education referral accurately and where
warranted.
Middle School Academic Policy Guide Updated August 29, 2024 15
Schools must track academic interventions in STARS in alignment with current STARS programming guidance.
B. Assessments
Students in middle school grades take standardized assessments administered by NYSED in accordance with
Federal and State regulations, as outlined below. In addition, schools administer classroom-level assessments
throughout the year. Some middle school students take language assessments, like the Checkpoint A (formerly
Second Language Proficiency-SLP) or Comprehensive World Language (Checkpoint B) exams, which demonstrate
knowledge of high-school level content. In addition, students in grades 8 or 9 who wish to apply to New York
City’s specialized high schools must take the Specialized High School Admissions Test (SHSAT). See the Assessment
page for more information.
1. New York State Tests in English, Math, and Science – Updated August
2024
In accordance with Federal and State regulations, students in grades 3–8 in New York participate in NYSED’s ELA
and math tests each year. Students in grade 8 also participate in the NYSED science test.
Schools administer NYSED ELA and math tests to students according to their grade level. Students with disabilities
(those with Individualized Education Programs or Section 504 Plans) and English Language Learners (ELLs) may be
eligible to receive testing accommodations on these assessments.
13
Schools must base the decision to provide
testing accommodations on a student’s individual needs, and the accommodations must directly address the
student’s documented diagnosis, disability, or language need. See the section on testing accommodations
for
more information.
The following students may be exempt from some or all of these tests:
• Students who participate alternate assessments, such as the New York State Alternate Assessment
(NYSAA), rather than standard State tests.
• Recently-arrived ELLs, including students from Puerto Rico, who have attended school in the United States
for less than one year, as of April 1 of the year in which the NYSED ELA exam is administered, may be
eligible for one, and only one, exemption from the administration of NYSED ELA Exam in grades 3–8.
o In lieu of the NYSED ELA Exam, schools may administer the New York State English as a Second
Language Achievement Test (NYSESLAT) to exempted students for participation purposes only. All
other ELLs must participate in both the NYSED ELA Exam and the NYSESLAT. See the Policy and
Reference Guide for MLs/ELLs for more information.
• Students in accelerated math courses who take high school-level Regents exams as their culminating
assessments:
o In an effort to reduce the number of standardized tests students take, students in grades 6 through
8 in high school math courses where a Regents exam is the culminating assessment are exempt from
the NYSED math test for their grade level. Schools must not administer the grade-level test to these
students unless their parents request it. This policy applies through 2024-25, in alignment with this
memo from NYSED
.
o As described in Regents Exams, schools may not bar students from taking a Regents exam for
disciplinary reasons or because their achievement in a subject is considered unsatisfactory.
13
NYSED and NYCDOE refer to English Language Learners (ELLs) as Multilingual Learners/English Language Learners (MLs/ELLs) except in
instances referring to state and federal policy.
Middle School Academic Policy Guide Updated August 29, 2024 16
• Students in accelerated science courses who take high school-level Regents exams as their culminating
assessments:
o Students in grade 7 or 8 in high school science courses where a Regents exam is the culminating
assessment are exempt from the intermediate-level science test. Schools must not administer the
grade-level test to these students unless their parents request it. This policy applies through 2024-
25, in alignment with this memo from NYSED
.
• The grade 8 intermediate-level science test should be administered to students in the grade in
which they will have completed all of the material in the Intermediate-Level Science Core
Curriculum, Grades 5–8. In some cases, students in grade 7 who will have completed, by the
end of the school year, all of the material in the Intermediate-Level Science Core Curriculum,
Grades 5–8 and are being considered for placement in an accelerated high school level science
course when they are in grade 8 may take the intermediate-level science exam. Grade 7
students who take the grade 8 intermediate-level science test will not be permitted to take the
test again in grade 8. Therefore, caution is advised in administering the test to grade 7
students. Grade 7 students who score below the State-designated level of performance on the
exam will be required to have academic intervention services the following year. See the
NYS
Grade 8 Science Administrator’s Manual for more information.
o As described in Regents Exams, schools may not bar students from taking a Regents exam for
disciplinary reasons or because their achievement in a subject is considered unsatisfactory.
Impact on accountability: Regents exams taken in lieu of regular 7th or 8th grade Math or Science
are included as substitutes in all accountability reports including the NY State School Report Card,
State Accountability Statuses, and NYC DOE School Quality Reports. All of these use conversion
charts to determine which Regents scores count as which level in the regular exam metrics (e.g.
percent proficient or performance index). The most recent conversion charts, used in 2019, can
be found on page 263 of the SIRS Manual and pages 35-40 of the School Quality Reports Educator
Guide. Exams in future years are likely to use similar tables.
2. Checkpoint A (formerly Second Language Proficiency-SLP) Exam–
Updated August 2024
The Board of Regents adopted the revised New York State Learning Standards for Languages
Other Than English (LOTE)/World Languages on Monday, March 15, 2021. For more information
on the changes, implementation timeline, and proficiency ranges aligned to the Checkpoints, see
the NYS World Languages Standards and Guidelines.
The Checkpoint A (formerly SLP) exams are designed to assess student proficiency of the Checkpoint A learning
standards for World Languages.
14
According to Part 100.2 (d) of the NYSED general school requirements, schools
may offer students World Languages instruction prior to grade 8 but no later than the beginning of grade 8 so that
students are provided at least two units of study (108 hours) by the end of grade 9. The NYCDOE currently offers
Checkpoint A (formerly SLP) exams in Chinese (Simplified), French, Italian, Latin, and Spanish to middle schools
that instruct students in these languages. In some cases, students receiving instruction in Arabic, Japanese,
14
The first locally developed Checkpoint A assessments based on the revised standards, as well as the assessment frameworks provided by
NYSED, will be administered in June 2025.
Middle School Academic Policy Guide Updated August 29, 2024 17
Korean, and Russian will need to take vendor Checkpoint A exams as described in the World Languages section of
this guide. Students enrolled in courses in these languages must be offered the opportunity to take the exam. This
culturally responsive practice is a requirement that will allow students to receive high school credit; schools
offering the Checkpoint A (formerly SLP) exam may not refuse the exam option to any eligible student.
See the World Languages section of this guide for details of the world languages offered to middle school students
in NYCDOE schools. See the World Languages Requirements guidance document for additional information on
middle school World Languages program options and how to indicate this on the middle school transcript.
3. Regents and World Language Exams – Updated August 2024
NYSED Regents exams assess a student’s proficiency of NYSED commencement-level (high school) learning
standards in a subject area. All students enrolled in the course of study leading to a Regents exam have the right
to take that exam. Schools may not bar students from taking a Regents exam for disciplinary reasons or because
their achievement in a subject is considered unsatisfactory.
15
Beginning in June 2025, NYSED will administer new Regents exams aligned to the 2016 NYS P-12
Science Learning Standards (NYSSLS). The new Regents exams in Earth & Space Science and
Biology will be written tests consisting of multiple-choice and constructed-response questions.
There will no longer be a Performance Test (Earth Science) or Laboratory Activities for Part D
(Living Environment). Instead, authentic, hands-on scientific and engineering experiences, called
Investigations, will be part of the assessment strategy for high school science. See the Transition
to NYSSLS (2016) and New Science Regents Exams for details.
Regents exams (as well as World Language Comprehensive Checkpoint B exams) are designed to be culminating
exams for high school courses; the NYCDOE recommends that middle schools only register students for a Regents
exam after completing an accelerated unit of study in that subject area. The following additional eligibility criteria
apply:
• To qualify to take a Regents exam in any of the sciences, a student must successfully complete 1,200
minutes of hands-on or virtual
16
lab experiences, including the three required NYSED Investigations for
the course.
o The Investigations may be counted within the 1,200-minute lab requirement. A maximum number
of minutes to be counted for each Investigation is provided in the teacher directions. Investigations
are designed to be embedded into instruction and can be offered any time within the course, prior
to the Regents exam.
o Students in NYCDOE grade 8 accelerated courses must be scheduled for these lab experiences
during the school year (see the section on Grade 8 Course Acceleration and the
middle school
course code directory for details on how to schedule students for the required labs).
Students’ science lab grades must reflect successful completion of the 1,200 required laboratory
minutes and the three required NYSED Investigations for courses aligned to the 2016 NYSSLS. See
the section on Grade 8 Course Acceleration for details.
15
See this guidance on School Administrator's Manual for Secondary Level Examinations.
16
As of September 2022, NYSED amended Part 100.5(b) to allow the 1,200-minute requirement to be met through a combination of hands-
on and simulated laboratory experiences; virtual lab experiences to meet this requirement were not permissible prior to COVID-19. For
more information, see New York State’s FAQ Related to Virtual Laboratory Experiences and the 1,200-minute Laboratory Requirement.
Middle School Academic Policy Guide Updated August 29, 2024 18
• Schools wishing to administer the World Language (Checkpoint B) exam or the OHM BOCES World
Language Checkpoint B exams in middle school, should refer to the World Languages
guidance document
or contact their OPE Lead for support.
Students who attempt Regents exams in middle school may use those scores towards high school exam
requirements. See the section of this guide on Grade 8 Course Acceleration
for information about how students in
grade 8 can earn high school credit.
Since the 2019–20 school year, all Regents exam scores (passing and failing) appear on students’ middle and high
school transcripts. Parents have the option to remove numeric exam scores when the student has a Regents
waiver (‘WA’) or approved appeal (‘WG’) in the same exam subject. Students’ NYCDOE transcripts can be printed
so that only the highest Regents exam score on a given test is displayed. This can be used for college application
purposes.
NYSED previously implemented the Special Appeal to account for the lingering impact of COVID-
19 on teaching and learning. This option provided flexibility to students who took Regents exams
in the 2021-22 and 2022-23 school years in meeting the assessment requirements for any
diploma type. This flexibility does not apply to Regents exams taken in January 2024 and beyond.
See Appeals to Graduate with Low Scores on Regents Examinations for more details.
C. New Students and Grade Placement
Chancellor’s Regulation A-101 outlines the admission, readmission, and transfer policies for all NYCDOE students.
Students entering a NYCDOE middle school for the first time after having attended school outside New York City
public schools are placed in a grade level based on the available education records from the student’s previous
school at the time of enrollment. If there are no educational records, the student will be placed according to
calendar year of birth. If the principal deems that another grade level placement would be more instructionally
appropriate, they must submit a grade change request to the superintendent using the RQSA-GRC
function in ATS
and provide evidence to justify any recommendation. The superintendent will make the final decision concerning
the appropriate grade level for the student.
The following procedures apply to student grade placement:
• If a student enrolls in a NYCDOE school with insufficient or no prior educational records, like students
newly arrived in the United States, they will be registered provisionally based on age. The school must
provide the student with a provisional academic program from the first day of enrollment. Within the first
two weeks of enrollment, the principal must evaluate the instructional appropriateness of the grade
placement based on available records, diagnostic assessments, and conversations with both the student
and their family.
• If a student is discharged from a NYCDOE school and returns within the same academic year, the student
will be placed based on consideration of the student’s grade placement at their previous NYC school and
the available educational records from the student’s last school that are presented at the time of
enrollment. If no records are available, the student will be placed in the same grade level as when they
were discharged in that academic year.
• If a student is discharged from the NYCDOE and returns to the NYCDOE in a subsequent academic year,
the student will be placed in a grade level the same way as a student enrolling at a NYCDOE school for the
first time.
Middle School Academic Policy Guide Updated August 29, 2024 19
• If a student transfers between NYCDOE schools within an academic year, the student’s grade placement
does not change.
See the section of this guide on Promotion and Grade Level
for additional information.
Please note that schools must communicate with families in their preferred language about the rationale for any
adjustments to the students' programs. In addition, schools must remain mindful of the social and emotional
impact of grade level adjustments and ensure that students have access to the necessary supports throughout the
transition, which can include determining students’ eligibility for language and/or special education services.
NYCDOE middle schools receiving students from other districts should not record grades or assessment outcomes
from the student’s previous school in STARS. However, schools should maintain clear policies regarding the extent
to which previous academic outcomes factor into final course grades, if at all.
For example, if a student transfers to a NYCDOE school for the first time in the spring of grade 8, the school may
choose to incorporate the student’s report card grades from the fall semester into the student’s final course
grades. Alternatively, the school may choose to base the student’s final grade only on the work completed by the
student at the NYCDOE school in the spring semester. See the Grading Policy section of this guide, the
Grading
Policy Toolkit, and the Transfer Student Toolkit for more information.
In rare cases, transfer students may have completed high-school-level courses at a previous middle school. In this
case, the middle school should place the student into a grade level according to the policies described above,
considering opportunities for advanced or accelerated courses where available. The middle school should not
award transfer credit for high school courses taken in middle school. However, the student’s subsequent high
school may choose to award transfer credit for these courses in alignment with the policies described in the
Transfer Credit section of the High School Academic Policy Guide
.
1. Translations
Schools are responsible for ensuring that transcripts or other key records written in a language other than English
are translated effectively so that students can be programmed and served appropriately. Schools may use school-
or community-based translators or the student’s home country Embassy or Consulate for assistance. When
working with a translation vendor, schools should use the portion of the budget earmarked for translation
services.
Schools should never use the student or the student’s family to complete the translation and may not charge
them for the cost of translation. Additionally, the NYCDOE’s Office of Language Access
does not translate student-
specific documents.
D. Promotion and Grade Level
Promotion is the process by which teachers determine if students are ready for and have demonstrated
proficiency in the content and skills to be successful in the next grade level. The NYCDOE’s student promotion
policy, defined in Chancellor’s Regulation A-501
, ensures that students have the supports they need to build a
strong foundation in math and literacy before entering the next grade level.
In accordance with A-501, schools establish promotion benchmarks, or academic standards, which students must
meet in order to advance to the next grade level at the end of the school year. Throughout the year, teachers and
principals regularly review students’ academic performance and identify students who, even with additional
support and interventions, may be at risk of not meeting the promotion benchmarks for their grade level. Each
student’s academic progress is assessed holistically, using multiple measures, such as NYSED test scores, course
Middle School Academic Policy Guide Updated August 29, 2024 20
grades, writing samples, projects, assignments, and other performance-based student work. While NYSED test
scores may be considered, they may not be the determining factor in assessing a student’s readiness for the next
grade.
Students are held to different promotion benchmarks based on their grade level and, if applicable, their English
language learner (ELL) status and/or the criteria specified on their Individualized Education Programs (IEPs). The
following groups of students are not held to the promotion standards outlined in A-501
:
• Students in pre-kindergarten;
• ELLs in grades 3‒7 who have been enrolled in a United States school system (USSS) for less than two
years;
• ELLs in grade 8 who have been enrolled in a USSS for less than one year; and
• Students with IEPs who participate in alternate assessments, such as the New York State Alternate
Assessment (NYSAA), rather than standard State assessments.
The promotion process includes multiple steps throughout the year, described in greater detail in the Promotion
Implementation Guide:
At the beginning of the school year, schools define the promotion benchmarks students must meet in order to be
ready for the next grade level and establish the multiple measures they will use to assess students’ progress
toward the promotion benchmarks at each grade level.
• In the fall, schools hold parent-teacher conferences and send report cards home to provide early notice to
families of how students are progressing.
• In January and February, schools designate students who may be at risk of not meeting promotion
benchmarks for their grade level and send written notice (via promotion in doubt letters) to their families.
• In the spring, schools hold parent-teacher conferences and send home report cards to keep families and
students aware of their progress and anticipated promotion decision.
• In June, schools make promotion decisions, which they communicate in writing to families.
• In July, students who were not promoted attend summer school.
• In August, schools make final promotional decisions for students in grades 3–8 who were not promoted in
June. Families receive written notice of the final promotion decision. Families may appeal these decisions,
in writing, and the superintendent makes the final determination.
See the Promotion Implementation Guide and Promotion Policy and Process
for information on how to
implement the promotion process throughout the school year. For information on how promotion criteria should
be determined, applied and evaluated for students with disabilities, refer to the Special Education Office’s
promotion page.
In grades 3–8, grade level is determined by the promotion decision entered in ATS. Schools may use RQSA–GRC or
RQSA-PAT to appeal promotion decisions and request grade level changes. Schools must submit grade change
requests to the superintendent for review; the superintendent makes a final determination. The NYCDOE does
not recognize skipping grades as a promotion option.
E. Students Participating in Moving Up Ceremonies
Middle school students must meet promotion benchmarks to participate in their school’s moving up ceremonies.
Schools must clearly communicate these expectations to students and families.
A school may prohibit a student who is already on suspension at the time of the moving up activities from
attending when they pose a real threat of violence or disruption to the event, but the exclusion must be
Middle School Academic Policy Guide Updated August 29, 2024 21
proportionate to the infraction committed. Schools may also bar a student with particularly egregious conduct
from a moving up ceremony, as long as the school has previously advised the student and family in writing.
17
A. Grade 8 Course Acceleration – Updated August 2024
Per Part 100.4(d), students in grade 8 have the opportunity to earn high school credits in various departments,
including English, social studies, mathematics, science, world languages, art, music, and career technical
education (CTE). Students in grades 6 and 7 are not eligible to earn high school credit through accelerated
courses, except in World Languages.
18
Most students in grade 8 must pass English, social studies, math, and science courses to be promoted to grade 9,
in accordance with NYCDOE promotion policy.
19
Schools must carefully consider the impact that accelerated
courses may have on students’ ability to be successful in grade 8, prepare for high school, and be promoted to
grade 9. Students who take an accelerated course as their only grade 8 core course must pass the accelerated
course to fulfill promotion requirements.
Middle school principals are responsible for determining which courses to offer for high school credit and
e
ngaging with students and families to identify students with an interest in the subject matter and demonstrated
proficiency in similar courses. All students, including students with disabilities and English language learners
(ELLs), should be considered for accelerated courses. For all accelerated courses, particularly those that typically
require multiple years of study and/or are usually completed in grades 11 or 12, principals should consider
students’ academic readiness for the course. Additionally, before scheduling students for accelerated courses,
principals have the responsibility to consider students’ future high school programming options. Schools should
notify students and families of programming needs and how this may inform high school application decisions.
There is no limit to the number of accelerated course credits a student may earn in grade 8, provided all
accelerated courses must meet instructional time requirements to bear credit (which is 108 hours of instructional
time over the course, during grade 8). The following caveats also apply:
• Physical education (PE)
o Middle school students may not accelerate PE credits for high school. See the PE FAQ
fo
r more
information.
• S
cience
o All accelerated science courses offered to middle school students in 2024-25 and beyond must align
to the 2016 New York State Science Learning Standards (NYSSLS). Schools must not offer accelerated
science courses in Living Environment or Earth Science in 2024-25. Instead, middle school students
in accelerated science courses must be programmed for Biology or Earth & Space Sciences, both of
17
See this guidance on Exclusion from Graduation Ceremonies.
18
See the World Languages section of this guide and the World Languages guidance document for additional information on middle school
World Language program options.
19
In rare circumstances, students in grade 8 may be subject to different promotion criteria. ELLs with a status as a student with
interrupted/inconsistent formal education (SIFE), ELLs who have been enrolled in a United States School System (USSS) for at least one year
but fewer than four years, and students who participate in alternate assessments are held to different promotion criteria. See the
Promotion Guide f
or more information about promotion criteria for students in grade 8.
Middle School Academic Policy Guide Updated August 29, 2024 22
which align to the 2016 NYSSLS. Refer to the Transition to NYSSLS (2016) and New Science Regents
Exams for more information.
o To qualify to take a Regents exam in any of the sciences, a student must successfully complete the
equivalent of 1,200 minutes of hands-on or virtual laboratory experiences, inclusive of the required
NYSED Investigations, in addition to completing the science course. See the Regents Exams
section
for more information.
o The lab component of the course may not be credit-bearing and must be provided in addition to the
54 hours required for each science credit. Labs must be indicated separately in STARS using the
appropriate code (‘AL’ in the sixth and seventh character) as described in the
Middle School Course
Code Directory. Schools can provide the 1,200 minutes of hands-on or virtual lab experiences in a
single term or across multiple terms.
Starting in 2024-25, students’ science lab grades must reflect successful completion of the 1,200
required laboratory minutes and the three required NYSED Investigations for courses aligned to
the 2016 NYSSLS. For example, a student’s final science lab grade of ‘P’ (pass), or the equivalent
per the school’s grading policy, means the student successfully completed the allotted labs and
required Investigations in that subject for that term.
The two ways for grade 8 students to earn two credits for high school-level courses are detailed below. High
schools may not refuse to accept accelerated course credits or schedule students to repeat credits that have been
appropriately awarded in alignment with NYCDOE and NYSED policies.
1. Option 1: Accelerated Courses at Middle Schools
In traditional grade 8 acceleration, students take an accelerated course in middle school aligned to high school-
level standards, culminating in a Regents, World Languages Checkpoint A (formerly SLP), or Comprehensive World
Language exam in June or August, immediately following the course. These students earn credit after passing both
the course and the assessment.
For option 1, grade 8 accelerated courses in middle school must:
• Provide students the opportunity for the equivalent of 54 hours of instruction per credit (108 hours of
instruction per two credits all year, since most middle schools use an annual term model);
• Address high school (commencement-level) learning standards; and
• Be taught by an NYCDOE teacher certified in the subject area.
Students in grades 6 and 7 are not eligible to earn high school credit through accelerated courses, except in World
Languages.
In order to earn high school credit for the course, grade 8 students must pass the accelerated course and earn a
specific minimum score on the culminating Regents, World Languages Checkpoint A (formerly SLP), or
Comprehensive World Language Checkpoint B exam.
20
The minimum score that a student needs to earn to
receive high school credit after passing the accelerated course depends on the type of exam and if the student has
an IEP.
20
Schools must reach out to their OPE Lead if they wish to offer an accelerated course in a subject that does not culminate in a Regents
exam.
Middle School Academic Policy Guide Updated August 29, 2024 23
Since school year 2018-19:
• Grade 8 students without IEPs must score 65 or higher on the culminating Regents exam in June or August
immediately following the course.
• Grade 8 students with IEPs must score a 55 or higher on the culminating Regents exam in June or August
immediately following the course.
21
• In 2021-22 and 2022-23, any grade 8 student who scored 50-64 on the culminating Regents exam in June
or August immediately following the course received accelerated course credit if approved for a
Special
Appeal. See Appeals to Graduate with Low Scores on Regents Examinations for more details on the
eligibility criteria.
For accelerated courses culminating in the Checkpoint A (formerly SLP) or Comprehensive World
Language Checkpoint B exam, grade 8 students with and without IEPs must pass the accelerated
course and score 65 or higher on the associated exam.
Schools must program accelerated courses in STARS using the accelerated course codes and exams described on
the STARS wiki
; schools cannot modify these course codes in any way. This ensures that the equivalent high school
courses and credits appear on the high school transcript, provided the student passes both the accelerated course
and Regents exam in the appropriate timeframe.
Since school year 2019–20, all Regents and Comprehensive World Language exam scores (passing
and failing) appear on students’ middle and high school transcripts. For more information about
students who have failing Regents exams and do not want their score to be displayed on a
transcript, see the guidance on Transcript Updates.
After passing a full year of accelerated study (meaning 108 hours) aligned to high school learning standards and
the associated Regents or Comprehensive World Language exam, a student earns two high school course credits
and can use the passing score toward exam requirements for graduation. Students who successfully complete the
Checkpoint A (formerly SLP) exam as their culminating exam will earn two high school credits but cannot use this
exam toward exam requirements for graduation. See the Checkpoint A (formerly SLP)
exam section of this guide
for specific exams.
Starting in 2024-25, eligible middle school students taking world language course sequences
specified in the STARS wiki will have high school credits and exams automatically transferred to
their high school transcripts when they are properly scheduled and take corresponding third-
party/vendor exams listed in the Middle School Accelerated Courses and Regents wiki.
High school credit may not be awarded in the following circumstances:
• A student passes the accelerated course but does not earn the required minimum score on the
culminating Regents exam in June or August, immediately following the end of the course. Even if the
21
This change applies only to current and future grade 8 students who are enrolled in an accelerated course. High schools may not
retroactively award high school credit to students with IEPs who previously passed a grade 8 accelerated course but earned 55-64 on the
culminating Regents exam prior to school year 2018-19.
Middle School Academic Policy Guide Updated August 29, 2024 24
student passes the Regents exam in the following year, the student will not receive high school credit.
Schools cannot retroactively award high school credit for Regents-aligned grade 8 accelerated courses.
22
• A student earns the required minimum score on the Regents, Comprehensive World Language, or
Checkpoint A (formerly SLP) exam but does not pass the accelerated course(s). The Regents and
Comprehensive World Language exam scores will appear on the student’s high school transcript, but they
will not receive high school course credit.
2. Option 2: High School Courses
For option 2, an individual grade 8 student in a school that does not offer a grade 8 accelerated course (as
described in option 1) may attend a course at a high school and earn credit on the same basis as the high school
students in that course. Participation in high school courses as a grade 8 student should be on a student-level
basis; this option is only meant for students who have demonstrated their ability to participate in high school
course work and be successful in a high school setting.
23
These students will have high school course codes and
credits on their high school transcripts. Evidence of the course will not appear on the student’s middle school
transcript.
In this scenario, the high school uses the shared instruction (SHIN
) function in ATS to enroll the student. The high
school then schedules the student using the high school course code and awards grades in STARS.
Since school year 2019–20, all Regents and Comprehensive World Language exam scores (passing
and failing) appear on students’ middle and high school transcripts. For more information about
students who have failing Regents exams and do not want their score to be displayed on a
transcript, see the guidance on Transcript Updates.
B. Interdisciplinary and Multi-Grade Courses
The section below provides policy guidance on the implementation of interdisciplinary and mixed-grade courses.
Recording interdisciplinary and mixed-grade courses appropriately in STARS ensures accurate data for student
promotion, teacher evaluation, and accountability.
1. Courses Addressing Two Subject Areas
Interdisciplinary programming combines learning standards from two different content areas in a single course.
For example, a school may offer a humanities course that integrates both English and social studies standards. The
following policies apply to middle school interdisciplinary courses:
• The course must be overseen by a NYCDOE teacher certified in at least one of the two subject areas
addressed in the course, provided that the teacher instructs the student population defined by the license
area and has demonstrated subject matter competency in both subjects.
• In grades 7 and 8, the interdisciplinary course must align with both of the grade level
program
requirements. For example, an eighth-grade humanities course covering English and social studies
learning standards must provide the equivalent of 360 minutes of instruction per week (216 hours per
year) in order to satisfy the requirements for one unit of study in each subject area.
22
The one exception is for a World Language course. A student may retake a World Languages Checkpoint A (formerly SLP) exam at any
point until high school graduation even after having passed a Checkpoint B exam to receive credit for a first year World Language course as
long as that credit is not duplicative.
23
Grade 8 students who participate in an accelerated course, comprised of grade 8 students, at a high school must meet the requirements
listed in Option 1. For support in scheduling these students in STARS, schools should contact their OPE Lead
.
Middle School Academic Policy Guide Updated August 29, 2024 25
Schools must reflect both subject areas in STARS and award grades accordingly. Schools have two options for
scheduling students and awarding grades for interdisciplinary courses:
• Use the interdisciplinary mechanism to schedule students for a ‘ZJ’ coded course linked to two other
subject area course codes. For example, students may be scheduled for a ‘ZJ’ course titled “Humanities,”
which is linked to the core English and social studies course codes. Marking period grades should be
awarded in the ‘ZJ’ interdisciplinary course. Final grades should be awarded in the subject area course
codes upon expansion of the interdisciplinary course at the end of the term. See the STARS wiki
and this
interdisciplinary guidance document for more information.
• If the course meets for a double period, schools should schedule students for the two courses separately,
using the same teacher for both courses. For example, for a humanities course, students should be
scheduled for English during the first period and social studies during the second period. The teacher
should award grades for both courses. The grading policy must clearly indicate whether students receive
the same grade for both subject areas or whether they are graded separately.
2. Courses with Multiple Grade Levels
Schools may offer mixed-grade courses in a single subject area in order to meet students’ academic needs. For
example, a math course may group sixth and seventh grade students with similar math proficiency. The following
policies apply to mixed-grade middle school courses:
• A NYCDOE subject-certified teacher whose license area includes the grade levels of all students enrolled in
the course must instruct the course.
• Students must take the New York State tests
corresponding to their grade levels. For example, sixth-grade
students in a mixed sixth- and seventh-grade math course must take the sixth-grade math test. Seventh
grade students in the same course must take the seventh-grade math test.
• In grades 7 and 8, the course must align with unit of study requirements described in the section on
program requirements
.
• The school must use the interdisciplinary table in STARS to schedule students for a ‘ZJ’ coded course
linked to the course for both grade levels. For example, in a mixed sixth- and seventh-grade math course,
the school must schedule students for a ‘ZJ’ course linked to the core sixth-grade and seventh-grade math
course codes. The subject-certified teacher assigned to the course will assign marking period grades in the
‘ZJ’ course and final grades in the grade-level-specific core math course code corresponding to students’
individual grade levels. See the STARS wiki
for more information about this table.
C. Honors Courses
Schools may offer advanced or honors courses to provide opportunities for students to engage with more
rigorous learning standards
in a subject area, expand the scope of the learning standards addressed in core
courses, and/or prepare for course acceleration in grade 8.
24
Schools have discretion in how they offer honors courses, provided the criteria and expectations for honors
courses are clearly documented and communicated to students, teachers, and families. Schools may not use
NYSED test scores
as the sole, primary, or major factor in determining which students take honors courses.
Schools may incorporate report card grades, school-based assessment scores, teacher recommendations, and
other measures into their selection criteria.
24
Gifted & Talented (G&T) programs are offered within district elementary schools, beginning in kindergarten and ending in the school's
terminal grade. Therefore, most middle schools do not have G&T programs.
Middle School Academic Policy Guide Updated August 29, 2024 26
Students in honors courses are still required to take the NYSED standardized assessments corresponding to their
grade levels; see the section on NYSED tests fo
r more information. Additionally, students in honors courses are
held to the same promotion standards described in Chancellor’s Regulation A-501 and in the Promotion and
Grade Level section of this guide.
Schools must schedule honors courses in STARS according to the standards in the Middle School Course Code
Directory (use an ‘H’ in the sixth character). Schools must code honors courses to indicate the grade level of the
students taking the course, even if the standards addressed in the course exceed grade-level standards. For
example, a grade 7 honors English course that also addresses grade 8 standards must be coded with a ‘7’ in the
fifth character to represent that the students are in seventh grade (EENM7H).
A. English Language Learners (ELLs)
Policies regarding English Language Learners (ELLs) are defined in NYS Commissioner's Regulation (CR) Part 154.
25
Students are identified as ELLs based on the results of the New York State Identification Test for ELLs (NYSITELL).
For additional information on ELL identification and placement, including Students with Interrupted/Inconsistent
Formal Education (SIFE), see the Policy and Reference Guide for MLs/ELLs.
Once a student has been identified as an ELL, parent selection of an ELL program drives program placement.
Parents/guardians of ELLs are invited to a parent orientation, where they view an orientation video in their
preferred languages, which describes the NYCDOE’s three program options: Dual Language Bilingual Education
(DLBE), Transitional Bilingual Education (TBE), and English as a New Language (ENL) only, described further in the
Policy and Reference Guide for MLs/ELLs
. All parents/guardians are entitled to choose among these three options,
regardless of whether their child’s current school has their program of choice. The NYCDOE’s website provides a
variety of resources for ELLs and families.
Schools may not refuse admission to zoned students or students assigned by the NYCDOE’s Office of Student
E
nrollment based on their ELL status or program needs.
Schools are required to form bilingual programs in grades K–8 when there are 15 or more ELLs with the same
language in one grade or in two contiguous grades, for whom parents/guardians chose a bilingual program
placement. This threshold is the minimum requirement under NYS Commissioner's Regulation (CR) Part 154, as
amended by the ASPIRA Consent Decree, but by no means limits schools that choose to open programs with
fewer students. For example, when parents/guardians request bilingual programs in a small school, the school can
pool resources and staffing with other schools (for example, campus schools and neighboring schools) in order to
provide wider access to programs.
For all ELL programs, the number of ENL, bilingual content area, and Home Language Arts units provided is based
on English language proficiency and all units must be standards-based. See the
Policy and Reference Guide for
MLs/ELLs for more information.
25
NYSED and NYCDOE refer to English Language Learners (ELLs) as Multilingual Learners/English Language Learners (MLs/ELLs) except in
instances referring to state and federal policy.
Middle School Academic Policy Guide Updated August 29, 2024 27
1. New York State Identification Test for English Language Learners
(NYSITELL)
The New York State Identification Test for English Language Learners (NYSITELL) is used to initially identify English
Language Learners (ELLs). New entrants with Home Language Identification Survey indicating a language other
than English spoken in the home, and who may have English language acquisition needs, take the NYSITELL to
determine if they are eligible for bilingual and English as a New Language (ENL) services. Based on NYSITELL
results, students are categorized into one of five English language proficiency levels:
• Entering
• Emerging
• Transitioning
• Expanding
• Commanding
A student’s English language proficiency level determines the number of service hours they receive. More
information is available on NYSED's website. See the Policy and Reference Guide for MLs/ELLs
for more
information on ELL services.
2. New York State English as a Second Language Achievement Test
(NYSESLAT)
All ELLs take the New York State English as a Second Language Achievement Test (NYSESLAT) every year to
determine how well they are learning English and to determine continued eligibility for ELL services as part of the
required annual assessment. The NYSESLAT assesses students’ speaking, listening, reading, and writing skills. For
more information regarding NYSESLAT administration, see the
Policy and Reference Guide for MLs/ELLs.
B. Students with Disabilities
Students with disabilities should, regardless of their disability:
• Have access to a rigorous academic curriculum that sets high academic standards, enabling them to fully
realize their potential and prepare for independent living, college, and careers.
• To the greatest extent appropriate, be taught and participate in activities with other students with and
without disabilities.
• Receive special education services that are targeted to their needs and provide the appropriate level of
support throughout the school day.
• To the greatest extent possible, be able to attend their zoned schools or the school of their choice, while
still receiving the special education services and supports required.
It is the responsibility of each school to ensure that students with disabilities and their families feel welcome. The
School Implementation Team (SIT)
facilitates the strategic planning to ensure that every school appropriately and
adequately serves all students. The SIT works with other school teams but does not usurp the function of the
school-based IEP team.
Students with disabilities who do not require special education services but need health services and/or education
accommodations in order to attend school or participate in regular school activities may be eligible for a Section
504 Plan. To determine student eligibility for a Section 504 Plan, a student’s parent or guardian and physician
must complete and submit school health forms
to the school. The school’s Section 504 team reviews the student’s
Middle School Academic Policy Guide Updated August 29, 2024 28
records and the physician’s statement to determine accommodations the student is eligible to receive. There are
two types of accommodations:
• Health accommodations, which include administration of medication (for example, asthma and diabetes
medication) and medically prescribed non-medication treatment (for example, G-Tube feeding).
• Educational accommodations, which include testing accommodations (for example, extended time and
separate testing location), classroom accommodations (for example, assistive technology), and other
academic supports and services.
If approved by the Section 504 team, these accommodations must be provided to the student.
Schools should review each new student’s IEP or Section 504 Plan upon entry. If a student’s IEP or Section 504
Plan recommends programs or services that the school has not previously provided, the school should first make
it clear to the parents and student that they are committed to providing the programs and services that are
recommended on the IEP or Section 504 Plan, beginning on the student’s first day at that school. For questions
related to programming for students with IEPs, schools should contact their Administrator of Special Education
(ASE). For questions related to Section 504 Plans, see the Office of School Health’s guidance and
Chancellor’s
Regulation A-710. For other policies related to students with disabilities, see the sections on testing
accommodations, NYSAA, and scheduling in STARS.
A student’s status as a student with a disability, and any information related to their disability, is
private information. Schools should ensure that any student records and report cards that may be
shared with a third party do not reveal a student as having a disability. For example, schools
should not list courses titled as “SETSS” on a transcript.
1. New York State Alternate Assessment (NYSAA)
In accordance with Federal and State regulations, students in grades 3‒8 in New York participate in NYSED ELA
and math tests each year. Students in grades 5 and 8 participate in NYSED science tests.
26
NYSAA is an alternate
assessment to measure progress and performance in ELA, math, and science for students with severe cognitive
disabilities who are unable to participate in standard assessments, even with testing accommodations.
Annually, IEP teams determine the eligibility of students with disabilities who have Individualized Education
Programs (IEPs) to participate in standard or alternate assessments. The IEP team determines this eligibility on a
case-by-case basis.
27
Students who are eligible for alternate assessments “have limited cognitive abilities combined with behavioral
and/or physical limitations and who require highly specialized education and/or social, psychological, and medical
services in order to maximize their full potential for useful and meaningful participation in society and for self-
fulfillment.”
28
Eligibility for participation in alternative assessments is not determined by disability classification.
IEP teams should carefully consider this decision, as participating in alternate assessments rather than standard
State assessments has long-term implications for students and their families. In high school, students who
participate in alternate assessments in lieu of Regents exams for one or more subjects are not eligible to earn an
NYS high school diplomas; they instead earn the Skills and Achievement commencement credential
.
26
NYSED no longer administers the science test to grade 4. Beginning in Spring 2024, students in grades 5 and 8 will take the science exam.
27
See NYSED’s Eligibility and Participation Criteria - NYSAA
28
See section 100.1 (2.)(iv.)
Middle School Academic Policy Guide Updated August 29, 2024 29
Students who participate in NYSAA are expected to achieve alternate learning standards. These alternate
standards are reduced in scope and complexity. They are intended to enable students to access NYSED learning
standards but focus more closely on supporting students for post-secondary life (for example, vocational and life
skills).
Schools administer the NYSAA to students according to their chronological age and against grade-level standards
set by NYSED.
29
The ELA, math, and science NYSAA exams are computer-delivered adaptive assessments. These
measures of achievement:
• Provide eligible students with an alternative way to demonstrate their knowledge and skills.
• Measure students’ progress towards achieving academic goals.
• Support teachers and specialists in adapting instructional strategies and supports.
• Are used by schools as part of their usual classroom assessment practices.
The IEP team documents a student’s participation in alternate assessments in the IEP. The student’s IEP must
clearly state why the student cannot participate in standard State assessments and the rationale for participating
in alternate assessments. IEP teams must inform families at every IEP meeting, using the parent notification of
participation in NYSAA letter, that their child will participate in alternate assessments and if they participate in
NYSAA for one or more subjects in high school, they will not be able to meet the requirements for an NYS high
school diploma.
See the Alternate Assessment (NYSAA)
guidance document for more information on NYSAA policies and
procedures.
C. Testing Accommodations for English Language Learners and Students with
Disabilities – Updated August 2024
Testing accommodations remove barriers to the test-taking process so that students with disabilities and English
Language Learners can demonstrate their knowledge and skills.
30
Testing accommodations do not reduce
expectations for learning and are neither intended nor permitted to:
• Change the skills or content being measured or invalidate the results.
• Provide an unfair advantage.
• Substitute for knowledge or abilities that the student has not attained.
The following students may be eligible for testing accommodations:
• Students with disabilities who have IEPs or Section 504 Plans, including:
o Students who have been declassified and have accommodations specified on their “Declassification
from Special Education Services” document
31
continue to receive those accommodations until
29
Students eligible for NYSAA must be assessed on the grade-appropriate content that is consistent with the student’s chronological age.
See the birthdate ranges for students participating in NYSAA
to determine chronological ages and corresponding grade levels.
30
See NYSED’s Testing Accommodations for Students with Disabilities and NYSED’s Testing Accommodations for English Language Learners.
31
Accommodations for students who have been declassified are considered at the time of declassification and entered on the
declassification plan. Unlike declassification services, testing accommodations can be provided for more than one year or until the testing
accommodations are revised or eliminated. Schools should revisit declassified students’ testing accommodations annually to ensure that
the accommodations listed on the declassification plan still meet the student’s changing needs, especially considering the different types of
assessments conducted as students progress through the grades. If a change in student need or type of assessment has occurred, a 504
team should convene to create a 504 with the appropriate accommodations for the student.
Middle School Academic Policy Guide Updated August 29, 2024 30
receiving a diploma or aging out at the end of the school year in which the student turns 21 years
old.
32
o Students who demonstrate disabilities 30 days or fewer before the administration of a State or
district-wide assessment may receive certain testing accommodations if authorized by the principal.
For example, a student who breaks their arm days before an exam may be approved for a scribe.
Such decisions are made by the principal and must be carefully documented with the Borough
Assessment Implementation Director (BAID) and the NYSED Office of State Assessment.
• ELLs and former ELLs for two years after exiting ELL status
Decisions to provide accommodations, as well as the specific accommodations themselves, are made on an
individual basis and are reflective of individual student needs. Examples of testing accommodations include:
• Flexible test schedules or timing, including extended time and breaks
• Flexible test settings and locations, including smaller group size
• Method of presentation, including test format (such as large print, braille, audio or digital versions of the
test)
• Method of test response, including transcription, scribe, or alternative language edition
• Bilingual dictionaries and/or glossaries
that provide direct one-to-one translations of words
At the beginning of the school year, schools should determine which testing accommodations benefit individual
ELLs and former ELLs so that students become familiar with their specific testing accommodations. ELLs are
entitled to using those accommodations for most assessments, including those that are teacher-made and State-
mandated. For a comprehensive list of ELL accommodations, please refer to NYSED’s website and this
Student
Testing FAQ. For students with disabilities, the IEP or Section 504 team should determine the testing
accommodations required for each student at each annual IEP or 504 meeting. Such testing accommodations as
recommended on the IEP or 504 plan must be provided for teacher-created, district and State-mandated
assessments.
D. Medically Necessary and Hospital Instruction – Updated August 2024
Medically necessary instruction (MNI) and hospital instruction programs provide educational services for students
who are unable to attend school due to orthopedic, non-orthopedic/medical, or psychiatric reasons. MNI and
hospital instruction programs are interim programs that provide academic services to limit the educational effects
of a long-term absence. Effective July 1, 2023, middle and high school students in MNI and hospital programs
must receive a minimum of 15 instructional hours per week, to the extent possible given the student’s condition.
Students maintain their affiliation their NYCDOE school, or “affiliate school,” while on MNI or hospital instruction.
Students receive MNI or hospital instruction via shared instruction, in which the MNI or hospital program
collaborates with the affiliate school to oversee the student’s instructional program. This relationship ensures
continuity of instruction and helps the student maintain a strong connection to the New York City school they will
return to after medically necessary or hospital instruction has ended.
To facilitate collaboration between the affiliate school and the MNI program, all schools must
designate an MNI point person in myGalaxy at the start of each school year.
32
For the 2024-25 school year only (subject to revision thereafter): A student ages out of special education eligibility at the end of the
school year (June 30th) in which they turn 22. A student who turns 22 from July 1st to August 31st may receive any recommended ESY
special education programs and/ or related services over the summer but is ineligible for services starting September 1 of the calendar
year.
Middle School Academic Policy Guide Updated August 29, 2024 31
Refer to Medically Necessary Instruction and Hospital Instruction: Academic Policy Guidance for Schools and
Programs for additional information about the collaboration between the affiliate school and the MNI or hospital
program.
For information on student eligibility and how to submit a request for MNI, see Medically Necessary Instruction.
E. Home Schooling
Families who opt for home schooling should understand that home schooling is governed by a separate set of
NYSED policies. Students who are instructed at home may not participate in the instructional programs of the
NYCDOE; students either receive home school instruction or receive instruction from an NYCDOE school. Home
schooled students are not issued report cards or academic transcripts. For more information, see the
Office of
Home Schooling website and the NYSED FAQ on home schooling.
F. Students in and Returning from Court-Ordered Settings
Students who are or have been involved with the court systems are entitled to specific rights related to their
education:
• The right to enroll or re-enroll in school in a timely manner
• The right to continue to receive appropriate special education services, where an IEP is in place
• The right to receive assistance from the NYCDOE in obtaining records. For assistance obtaining records,
schools should email reenrollmentsupport@schools.nyc.gov
.
• Students returning from court-ordered settings are not required to provide release letters from the
custodial agency before re-enrolling or returning to a prior school.
Students in court-ordered settings refers to:
• Students in the custody of Administration of Children’s Services (ACS):
o When students underage 18
33
are detained in New York City following an arrest, they are under the
supervision of the Administration for Children’s Services, Division of Youth and Family Justice (DYFJ).
o These students attend a NYCDOE school at one of the sites of Passages Academy (79X695), a
program operated by District 79. ATS will indicate that the student is on Passages Academy’s
register.
o Students who are adjudicated in Family Court and require a non-secure or limited secure placement
are in the custody of ACS DYFJ. These students are considered to be in “placement.” Most of these
students remain in New York City and attend Passages Academy.
o When a student in Passages Academy is released back to the community, the student is transferred
back to the register of their prior school.
• Students in an Office of Children and Family Services (OCFS) placement:
o Some students are placed by the Family Court or Supreme Court in the custody of OCFS, or
OCFS/ACS-contracted facilities (for example, Children’s Village, Greenburgh-Graham, etc.) and
receive educational programming from a non-DOE entity.
o These students are discharged from Passages (79X695) with a discharge code ‘10.’ Upon the end of
their court-ordered involvement, students are required to appear at a Family Welcome Center to re-
enroll in a DOE school.
33
New York’s Raise the Age (RTA) legislation changed the age that a child can be prosecuted as an adult to 18 years of age in criminal cases
in New York State. Prior to RTA, 16- and 17-year-olds were prosecuted as adults.
Middle School Academic Policy Guide Updated August 29, 2024 32
o Students who return to the DOE from an OCFS or other setting have the right to return to the school
in which they were enrolled before entering placement.
o Some students with IEPs who are placed in a school outside of the DOE may receive a new IEP while
in custody. Those students, upon re-enrollment in a NYC public school, must be provided a
comparable services plan pending development of a new DOE IEP.
See the Transfer Student Toolkit
f
or information about how to support a student’s transition back to their
NYCDOE home school.
G. Children of Active-Duty Military Personnel – Added August 2024
Adopted into New York State law in 2014, the Interstate Compact on Educational Opportunity for Military
Children is a nationwide agreement aimed at minimizing educational disruptions for children of active-duty
military personnel due to frequent relocations and parental deployments. The compact mandates schools to offer
increased flexibility in educational and graduation requirements for eligible students.
Eligibility for the compact is determined by the active military status of the student’s parent or legal guardian.
Schools are required to identify students whose parent or legal guardian has active-duty status by distributing
this
form annually and documenting the student’s eligibility in ATS. The form is also available in NYCSA for parents to
complete. Schools must request official military orders to verify the active-duty status of the student's parent or
legal guardian. If the student resides with a legal guardian who is not the military member, the guardian should
provide proof of guardianship or a family care plan to establish eligibility under the compact.
The STARS suite of applications is the NYCDOE’s official record of students’ programs, grades, and progress
toward completing academic requirements. STARS Classroom, STARS Admin, and STARS Client c
omprise the
STARS suite of course scheduling and grade management applications used by the NYCDOE. STARS Classroom is a
web-based application compatible on most browsers that automates the collection of course marks for teachers.
Specifically, teachers can use this system to view class rosters, access student data, and enter course marks which
will appear on STARS-generated student report cards.
Middle schools have a responsibility to program students towards the most rigorous coursework possible. All
NYCDOE middle schools must accurately reflect students’ academic schedules and coursework in STARS.
Maintaining accurate student and teacher schedules in STARS ensures schools, students, and families understand
how a student is progressing towards graduation. It also reduces data requests from central offices to schools.
A. Term Models
Schools must designate a term model in STARS. A term is defined as the length of a course with one syllabus and a
final grade and credit(s) earned. Schools may adjust the number of weeks of instruction per term in STARS, as long
as they have designated enough instructional days to meet State instructional day and aidable day requirements,
as well as individual course instructional time requirements. Individual courses may be shorter than the school’s
designated term model. However, schools cannot offer courses that span across multiple terms; courses must
begin and end within one term.
Schools may choose from one of four term models:
• Annual: about 36 weeks of instruction, in which students remain in a course the entire year and receive
final course marks in June. Most middle schools use an annual term model.
Middle School Academic Policy Guide Updated August 29, 2024 33
• Semester: about 18 weeks of instruction, in which the year is divided into two terms
• Trimester: about 12 weeks of instruction, in which the year is divided into three terms
• Cycle: about 9 weeks of instruction, in which the year is divided into four terms
Term model heavily influences course sequences, student programming and progress to graduation, and the
frequency of awarding credits. Schools should not modify the term model frequently and must never adjust the
term model during the school year.
B. Scheduling in STARS
A school’s academic program is operationalized through its master schedule. The master schedule contains key
information about current course offerings including the teacher of record and locations and meeting days. Each
course has the following attributes that can be used in creating both student and teacher schedules:
• Course code
• Section number
• Period
• Cycle (meaning, number of days per week the course meets)
• Capacity (the maximum number of students that can be scheduled in one section)
• Room number
• Teacher name
Once the master schedule is set up, schools can begin to program their students. Schools typically program
students using either an individual or block scheduling model, or some combination of the two methods, which
are described in brief here:
• Individual scheduling: Students are scheduled based on individual needs and requirements. As a result,
each student’s schedule is unique. Courses may be scheduled as a daily uniform program or on a rotation
cycle.
• Block scheduling: Students are grouped according to their needs, or by special program or grade level.
Each group follows the same schedule. In some cases, block scheduling may allow for longer periods and
normally requires courses to meet on a rotation.
In addition to individual and block scheduling, schools may choose to adopt different instructional approaches in
accordance with contractual requirements.
1. Course Codes – Updated August 2024
Schools indicate the courses they currently offer by designating active course codes. STARS course codes capture
information about the subject area, course content and its alignment to NYSED learning standards
, the position of
a course within a sequence, the instructional level, and delivery model. They are used for student schedules,
report cards, transcripts, and NYCDOE data and accountability purposes.
Schools must follow the coding practices detailed in the Middle School Course Code Directory to ensure that
course sequences can be interpreted by other NYCDOE schools and NYCDOE tools. The use of the standardized
codes outlined in the
Middle School Course Code Directory allows users within and outside the school community
to understand what the course codes signify. Many NYCDOE reports, tools, and data feeds use the rules
established in the
Middle School Course Code Directory to inform their business rules.
Middle School Academic Policy Guide Updated August 29, 2024 34
Middle school accelerated course codes must not contain additional characters after the required
accelerated codes.
Prior to building the term's master schedule, schools should review their course offerings and active codes for the
given year and term and ensure the courses will again be available. At this time, schools should also adjust course
codes for the current school year and beyond, as needed.
Beginning 2024-25, new course codes are available for music, dance, and theater. Schools should
review the new course codes in the Middle School Course Code Directory and STARS wiki. Schools
should schedule students for these courses in the 2024-25 school year and beyond as applicable.
Schools must not modify historical course codes, as this can result in the loss of important academic data. As
described in the Transcript Update
guidance, schools must not complete transcript updates in order to “clean up”
or delete and modify historical course codes to better align with the above policies and practices.
Course codes and other attributes like title and credits are set at the course level. The information
designated by the code applies to all students in the course and sections receiving that content.
Schools may not customize codes for individual sections or students who are sitting in the same
class. For support with course coding, schools may contact their OPE Lead.
2. Course titles
Schools also select the title of their courses. These titles appear on students’ transcripts and records, and they are
visible to those within and outside of the NYCDOE.
The New York City Department of Education is committed to maintaining a safe and supportive school
environment for all students free from harassment, intimidation, and/or bullying and free from discrimination on
account of actual or perceived race, color, creed, ethnicity, national origin, citizenship/immigration status,
religion, gender, gender identity, gender expression, sexual orientation, disability, or weight.
To support this district-wide commitment, schools should be mindful of what a course title reveals about
participating students. Specifically:
• Course titles may never indicate that a course is designed specifically for students with disabilities (for
example, courses may not be titled “English Special Ed”).
• Course titles should not identify the gender of students participating in those courses (for example, Girls
Health or Boys Choir).
See the Guidelines on Gender Inclusion
for help implementing gender-inclusive curricula, programs, activities, and
practices that are consistent with this policy and with the DOE’s commitment to equity and access. Schools must
be mindful that inappropriate gender segregation may result in isolating students, hindering diversity, and/or
perpetuating gender stereotypes.
The additional guidance applies:
• The titles of courses should be easy for an external reader to interpret. Information about the themes and
topics covered in required courses can hinder postsecondary institutions’ ability to understand a student’s
academic history. This information can be communicated with students and families through course
catalogs or other materials.
Middle School Academic Policy Guide Updated August 29, 2024 35
• Courses for which a standard code is not available are generally coded using ‘Q’ in the second character.
The titles of these courses should be descriptive so that the reader of the transcript can interpret them.
For example, the course “MQSM7H: Math Topics” does not provide any information about the content of
the course and whether it is high-school level, while “MQSM7H: Pre-Algebra” clearly describes the course
content.
3. Section Properties – Updated August 2024
Schools capture additional information about the delivery method and content of the course using section
properties. These fields further identify the unique properties of a course/section, including but not limited to:
• Whether the course integrates English as a New Language (ENL)
• The target language of instruction and percent of time in target language
• The special education model
• Whether the course integrates computer science subjects and is part of the Computer Science for All
initiative
• Whether the course integrates a meaningful lesson or unit of financial education, as described in the
Financial Education STARS wiki
• Whether the course is a performing group, as defined in the STARS Programming Related to Class Size wiki
• For health education, the number of HIV/AIDS lessons provided
• Whether the course uses a learning management system (LMS) such as iLearn or Google Classroom
In order to ensure students are receiving the instruction to which they are entitled, and to support accurate
reporting for compliance, schools must carefully complete the section properties in each year and term and
ensure they accurately reflect students’ experiences. For additional support, refer to the following STARS Wiki
pages: Computer Science, English Language Learners, Special Education Programming, Financial Education
, and
Section Properties.
4. Push-in/Pull-out Instruction
Push-in and pull-out instruction occur when a teacher other than the primary teacher(s) delivers targeted
instruction to a subgroup of students on a regular basis. Push-in and pull-out instruction can be used to meet a
variety of instructional needs including, but not limited to, intervention, enrichment, and services for English
language learners and students with disabilities.
Push-in and pull-out instruction must always be programmed in STARS to reflect the content delivered to
students. It must be scheduled to reflect the frequency with which the push-in or pull-out instruction occurs.
Push-in/pull-out instruction records identify the teacher, the minutes and meet times, the subject of the
instruction (using course codes), and any other important properties.
• In push-in instruction, an additional teacher instructs a student or subgroup of students within the
primary class. The STARS push-in record should match the subject being delivered in the primary class.
• In pull-out instruction, a student or subgroup of students leaves the primary class to receive instruction
from a second teacher.
Integrated co-teaching (ICT) is not considered push-in or pull-out instruction. Instead, this is indicated as a section
property.
See the STARS wiki for additional details and instructions for programming push-in and pull-out instruction
,
programming English Language Learners and special education programming.
Middle School Academic Policy Guide Updated August 29, 2024 36
A. Grading Policies
All elementary, middle, and high schools must have written grading policies that they review and update annually.
Well-documented grading policies facilitate discussion with students and families about academic growth and
support students and families in sharing ownership of their learning. School-based grading policies should be
developed in consultation with the school community and grounded in the needs of their students. Grading policy
documents may be organized in a variety of ways, depending on the extent to which schools’ grading policies are
standardized at the school, department, or course level.
Schools must share a physical or electronic copy of their grading policy with students and families
at the beginning of the school year. Schools should also share grading policies at open houses,
parent-teacher conferences, on the school website, and through other touchpoints with families.
Students and families have the right to request the grading policy at any point in time, per
the Student Bill of Rights and the Parents’ Bill of Rights. Schools must translate their grading
policies for families when needed.
All grading policies must explain, at a minimum, how grades are determined, the grading scales used, and the
timeline of when students receive grades. In addition, schools should have clearly defined procedures to ensure
that students’ final course grades are entered in STARS by the end of the term, and in some cases may be entered
up to 20 business days (or 4 weeks) after the end of the term for individual students who need additional time.
Schools have discretion in deciding which specific measures are factored into students’ grades. Schools must
make determinations of passing or failing based primarily on how well students demonstrate understanding of
the subject matter, concepts, content, and skills addressed in a course or subject. Even in courses like physical
education (PE), science labs, or electives, students must be graded based primarily on how well they have learned
the concepts and subjects being taught.
When students miss class time, teachers should give students reasonable chances to make up missed work before
final grades are entered in STARS.
Attendance may not be factored into a student’s grade. Attending school, participating in class,
and demonstrating understanding are all essential components of student learning, and school
communities must make every effort to ensure that students attend school, with a goal of every
student, every day. When students attend school consistently, they have the greatest opportunity
to make progress, receive support from their teachers, and demonstrate their learning. Students’
grades must reflect the extent to which they have met the learning outcomes for their courses.
All students, including students with disabilities and ELLs/MLs, should be working toward grade-level standards
and must receive grades based on competency of NYSED learning standards.
34
• ELLs/MLs: Grading policies should consider students’ English as a New Language (ENL) proficiency level
and should include opportunities for students to demonstrate competency of NYSED learning standards in
their native language.
34
See the United States Department of Education’s Dear Colleague Letter.
Middle School Academic Policy Guide Updated August 29, 2024 37
• Students with disabilities: All students, including students with disabilities, should be working toward
grade-level standards and should receive grades based on how well they comprehend the content and
skills addressed in a course or subject. An Individualized Education Program (IEP) describes specially
designed instruction and accommodations for an individual student that creates access to grade-level
standards and enables progress toward annual goals. Students’ receipt of accommodations may not
impact the grade that can be earned. Students with disabilities have the same opportunity to earn grades
as all other students.
o Schools issue report cards to provide feedback on students’ progress in the general education
curriculum and distribute progress reports to reflect the likelihood a student will meet or has
already met their annual goals. While progress reports are usually distributed at the same time as
report cards, they may not replace report cards for students with disabilities.
• Students with disabilities who participate in alternate assessments: Due to the severity of the students’
disabilities, schools modify the general education curriculum to provide students access and allow for
participation and progress. Modification changes the expectation of what skills students need to
demonstrate they have met the learning outcomes of the course. To accommodate different
expectations, a school’s grading policy should address how they grade students with disabilities who
participate in alternate assessment.
Schools must not use Regents exam scores as a factor in student grades.
For information on how to develop and implement strong grading policies that promote accurate, equitable, and
social-emotionally responsive grading, refer to the Grading Policy Toolkit
.
B. Course Marks and Report Cards
Schools determine the total number of marking periods to include within a year, semester, trimester, or cycle,
depending on the term model they use; see the section of this guide on term models and the overview of term
models guidance for more information. Schools must give at least two grades (marks) in each course per term and
enter them in STARS, to ensure that students have the opportunity to receive at least one interim and one final
mark in every course. The last marking period in the term (for example, year, semester, trimester, or quarter,
depending on the school’s model) is where final course grades for that term are recorded.
35
Schools should
clearly define procedures for calculating and entering final grades in STARS by the end of the term, and in some
cases may be entered up to 20 business days (or 4 weeks) after the end of the term for individual students who
need additional time.
36
Important Terms to Know
Grades are a reflection of students’ understanding and command of content, their progression through a course
or subject, and their competency of skills at a given point in time.
Grading policies outline when and how students receive feedback on their competency of content and skills.
Schools can address these elements in one or more document(s). Schools are not required to use a specific format
when drafting their grading policies. The purpose of a grading policy is to allow students, families, and teachers to
35
For additional information on generating final grades in STARS, see this page on the STARS wiki on Grades and Exams.
36
See the STARS wiki for more information on how to define terms and enter marking period grades.
Middle School Academic Policy Guide Updated August 29, 2024 38
have a mutual understanding of what specific grades mean. Schools may establish grading policies at the school,
department, grade, or course level, provided the school applies their grading policies equitably to all students.
Term is the length of a course with one teacher or set of teachers, one syllabus, and a final grade. Schools must
designate a school-wide term model in STARS before the start of the school year. A school’s designated term
model defines the maximum length of any course experience that it may offer. Individual courses may be shorter
than the school’s designated term model. Schools cannot offer courses that span across multiple terms; courses
must begin and end within one term. The term model a school uses heavily influences student programming.
Marking periods are intervals during a course when the teacher of record awards interim marks, which provide
status updates to students, families, and other stakeholders.
Report card grades are indications of students’ progress toward proficiency of the course’s learning standards at a
given point in time. These are grades that do not appear on the transcript. Report card grades may be standalone
or cumulative. They are also often called marking period grades.
Final grades (marks) are given at the end of the term, representing the work students completed over their
courses and should reflect the ultimate level of proficiency at the end of the course, as of that point in time. This
grade may also confer credit(s) when a course is credit-bearing. The teacher of record determines the final mark
in accordance with the school’s grading policies and the City and State’s academic policies.
1. Course Marks
All schools are required to enter both interim and final report card grades (course marks) into STARS for grade
levels K–12, regardless of the type of report card they choose to use. Schools should enter grades in accordance
with their school-level grading policies and in accordance with the Grading Policy Toolkit
. Schools are not required
to enter indicator marks or narratives if the school is not already using the STARS report card. The marks entered
in STARS must accurately match the marks awarded and communicated to students and families.
Schools must award grades in STARS using the NYCDOE grading scales in the Course and Exam Marks Tables to
ensure that measures of student progress are transparent and translatable across schools. Schools may choose to
award grades using one or multiple grading scales, provided the use of each scale is clearly explained in the
school’s grading policies. The principal, in consultation with the School Leadership Team (SLT), may determine
whether grading scales are set at the school, department, grade, or course level. Each course mark has a citywide
pass/fail equivalent, and most have a numeric equivalent used in the calculation of GPA.
The following policies apply to specific course marks:
• Course in Progress (‘NX’): Schools must award a grade of Course in Progress ('NX') if a student has a
documented, extreme extenuating circumstance that prevents them from completing the course in its
established timeframe (for example, surgery or a death in the family). 'NX' does not have a pass/fail or a
numeric equivalent. A student who receives a Course in Progress must successfully complete remaining
course requirements by the end of the term following the termination of the course in order to receive a
final passing grade and credit, as applicable. Schools must update the previously awarded ‘NX’ with the
final grade via transcript update.
• New or Recently Admitted Students (‘NL’): Schools must award a grade of ‘NL’ to students who enroll in a
course after it has started and may have missed assignments or assessments needed to generate a
complete course grade for the given marking period. These students may be given a grade of 'NL' in STARS
to indicate the student did not have the opportunity to demonstrate their understanding of the course
content. 'NL' does not have a pass/fail or numeric equivalent. Students who receive a grade of 'NL' must
Middle School Academic Policy Guide Updated August 29, 2024 39
successfully complete remaining course requirements by the end of the term following the termination of
the course in order to receive a final passing grade and credit, as applicable. Schools must update the
previously awarded ‘NL’ with the final grade via transcript update.
• No Show (‘NS’): Schools have discretion in using this mark, but it is recommended that the mark be used
sparingly if at all. An 'NS' has a pass/fail equivalent of fail and a numeric equivalent of 45. If schools
choose to use this mark, it should be reserved for the most egregious situations, where a student has
been given multiple chances to make up missed work and the school has made every effort to determine
whether a student has extenuating circumstances that are interfering with their education.
o Neither long-term absentees (LTA) nor students receiving hospital instruction or medically-necessary
instruction (MNI) should be assigned an ‘NS’ mark. See Medically Necessary and Hospital Instruction
guidance for information on how schools should collaborate with students receiving medically
necessary or hospital instruction. Schools who have students who are LTAs and have missed more
than 20 consecutive school days, must follow the
guidance on using ZLTA codes so that students are
not awarded marks.
See the Course and Exam Marks Tables in the appendix of this document for the full list of grading scales and
marks available for middle schools.
2. Report Cards
Report cards can be generated in STARS for each marking period and must be distributed to students and families
at least twice per term: one report indicating the student’s progress and one report indicating the student’s final
grades for the term. Schools may use the standard NYCDOE report card and/or school-developed materials to
provide students and families with more information about their progress and performance.
Schools can refer to
the
Student Report Cards InfoHub page for sample STARS report cards, including translations.
All schools are required to enter both interim and final report card grades into STARS for grade
levels K–12, regardless of the type of report card they choose to use. Schools should enter grades
in accordance with their school-level grading policies. The marks entered in STARS must
accurately reflect the marks awarded and communicated to students and families.
As a way to create a more inclusive and supportive environment for all students, schools should use gender-
neutral language in report cards and other student records that will remain with the student throughout their
academic career.
Examples of gender-neutral language include:
• Using the student’s name or the singular “they” instead of gendered pronouns like "he" or "she.”
• Avoiding gender stereotypes and focusing on the individual student's strengths and weaknesses.
• Using inclusive language that includes all genders, such as "children," “learner," or "student."
By using gender-neutral language, schools can help create a more inclusive and welcoming environment for all
students, regardless of their gender identity.
All school staff members and students must refer to students by their chosen names and pronouns, consistent
with the Guidelines to Support Transgender and Gender Expansive Students
.
Middle School Academic Policy Guide Updated August 29, 2024 40
3. Competency-Based Learning
Competency-based learning is a pedagogical approach where instruction, feedback, and assessment are organized
around the most important skills and knowledge in a course, called learning outcomes. Learning outcomes are
pre-determined competencies and skills in reference to standards. In a competency-based learning system,
students are given timely, differentiated supports based on evidence of their learning, as well as multiple
opportunities to demonstrate their proficiency. Implementing competency-based learning requires long-term
planning and strong support from the school community, including teachers, administrators, students, and
families. For additional guidance on programming students in schools that employ competency-based learning
models, see the Competency-Based Learning guidance document. Schools should contact their OPE Lead
for
direct support with academic policy and programming.
C. Transcript Updates – Updated August 2024
Schools must have procedures to keep student transcripts up to date to ensure that students are progressing
toward promotion requirements. Schools may complete a transcript update only in specific circumstances.
Schools must complete all transcript updates in accordance with the policies listed in the
Transcript Update
guidance document by completing the Transcript Update Form and providing any necessary supporting
documentation.
Middle schools may update a student’s final grade for the following reasons:
• Change an existing grade:
o Grade calculation/entry error, in accordance with the course’s grading policy
o Updating a grade of Course in Progress (‘NX’) or New/Recent Admit or Other (‘NL’) to a final grade,
per the policies outlined in Course Marks and Report Cards
o Principal override, in accordance with the UFT contract (a teacher must be notified in writing of any
principal override of final course grades)
• Parent Choice Policy
o Remove an exam due to parent request
o Add an exam that was previously removed due to parent request
• In rare cases, add an exam:
o Regents exams taken at a New York State school outside NYCDOE
o NYSED-approved alternatives to Regents exams
o Third-party/vendor World Languages exams listed in the
Middle School Accelerated Courses and
Regents wiki
o Successful special appeal to graduate with a low score on a Regents exam as outlined in the Appeal
to Graduate with a Low Score on Regents Exams guidance (‘WG’)
Schools must have a signed and completed Transcript Update Form with documentation that
supports the change being made before completing the transcript update. Schools cannot
perform transcript updates for reasons not specified on the form. They cannot use transcript
updates to add courses that were never scheduled and cannot use the transcript update process
to modify historical course codes or credit values for individual students. See the Transcript
Update guidance for additional information.
Middle School Academic Policy Guide Updated August 29, 2024 41
D. Calculation of Grade Point Average (GPA) and Rank
Schools may determine which courses taken at their school to include in the calculation of student GPA and
whether to establish school-based policies for class rankings. Schools are encouraged to consider factors such as
equity, motivation, and academic integrity when considering whether to specify an individual student’s rank to
move away from using grades as a means of comparative student recognition and instead celebrate all students.
In cases where class rank is necessary (e.g., to determine a student’s eligibility for extracurricular activities),
schools should consider designating students as being in the top 10% or top 25% for GPA outside of STARS
without assigning each student an individual number/rank in STARS. Schools should share clear, documented
policies with students and families that take into consideration which students are eligible to be ranked, which
courses count in the ranking, how courses are weighted, and how the final rank will be calculated. In STARS, when
calculating the rank, schools can determine which students are included in the denominator by creating a
custom
group and excluding or including students based on their ranking policy.
A. School Calendar
Each year, the school year calendar is centrally designed to meet the NYSED requirement of a minimum number
of 180 school days, and a minimum of 990 instructional hours for students in grades 7-12. Please see New York
State Education Commissioner’s Regulation 175.5 regarding State Aid. The NYCDOE School Year Calendar, which
includes Chancellor’s conference days for professional development and parent teacher conference times, is pre-
determined to ensure that schools do not fall below the minimum number of aidable days while adhering to
contractual requirements and observing key holidays. According to NYSED:
• Aidable days must be between September and June
• Classes or activities scheduled on Saturdays, Sundays, and legal holidays do not count towards the 180
aidable days
To avoid the risk of a reduction in State Aid, and to limit the impact on bus scheduling and other services, schools
may not deviate from the calendar except in limited circumstances. See the NYCDOE Calendar Change Requests
page for additional information and the link to the Calendar Change Request Application.
B. Daily Session Time and Student Schedules
Each year, the principal determines a school’s schedule in alignment with contractual obligations and NYSED
minimum instructional time requirements. Changes to the schedule that deviate from the traditional contractual
requirements require a vote via the School-Based Option (SBO) process.
The principal determines a school’s schedule in alignment with contractual rules and the above instructional time
requirements, described in the Session Time Memo. Once a school’s overarching session times and contractual
work day schedules are established in the Session Time Application, students must be programmed for all
instructional time in the STARS suite of applications. For middle and high schools, this includes updating the bell
schedule in the STARS client with accurate information to inform student programming.
In accordance with State policies around school funding and State Aid, schools must provide all students with a
minimum amount of instructional time per school year:
• In grades K–6 a minimum of 900 hours of instructional time, over at least 180 aidable days
Middle School Academic Policy Guide Updated August 29, 2024 42
• In grades 7–12 a minimum of 990 hours of instructional time, over at least 180 aidable days
These are experiences where students are:
• Receiving instruction from a teacher in an academic subject area
• Engaged in instructional experiences which are supervised by a qualified pedagogue
Instructional time does not include minutes where instruction and/or supervised study time is not provided to
students, such as lunch or recess. Schools must work to maximize student instructional time and prioritize time in
the classroom. This may include reducing minutes of passing time between periods and eliminating homeroom if
it is not operationally necessary.
In order to meet these requirements, NYCDOE schools must provide a total of 25 hours per week to students in
grades K–6 and 27.5 hours per week to students in grades 7–12 of supervised instructional time, exclusive of
lunch. This time may include supervised, instructional experiences overseen by teachers at the school that occur
off-site.
Schools must provide students the following minimum instructional time, summarized in the table below, over at
least 180 aidable days, as set forth in the NYCDOE’s School Calendar
:
Grade levels Hours per year Hours per week
Students in full day kindergarten and grades 1-6 900 hours/year 25 hours/week
Students in grades 7-12 900 hours/year 27.5 hours/week
Schools may choose to extend their school day beyond the required hours with the help of community-based
organizations/non-profits and special grant opportunities; however schools must deliver their mandated
instruction and services, including for English language learners
and the IEP-recommended program and related
services for students with disabilities, during the regular, mandated school day.
For middle and high school grade levels, the following applies:
• Regents testing and Regents rating days are considered aidable days by NYSED. Schools should carefully
consider if students would benefit from attending class and receiving instruction during these days. In
general, Regents Days should be instructional, unless it is necessary for schools to allow students to leave
the building to support proper exam administration.
• In 6–12 schools:
o Schools serving students in grades 6–12 may use the function CCLA
(release code 43) to release
students in affected grades if the exam administration will disrupt normal instruction. Approval is
not required, provided the school is releasing on the days of Regents exams only.
o Similarly, secondary schools may request the release of grades 6–8 during the Regents exam period
if middle school students take local final examinations, as described above.
• In K–12 schools: Schools serving students in grades K–12 must request approval in advance if they would
like to release students in affected grades during Regents exam administration. Schools must follow the
Calendar Change Request process
.
To avoid the risk of a reduction in State aid, and to limit the impact on bus scheduling and other services, schools may
not otherwise deviate from the published NYCDOE School Year Calendar without an approved calendar change request.
Middle School Academic Policy Guide Updated August 29, 2024 43
See the NYCDOE InfoHub for more information about the calendar change process, eligibility requirements, and dates
that are not permitted to change.
Note that days of special events, such as PSATs, field trips, promotion ceremonies, etc. are days of attendance;
impacted grades may not be released.
The following additional guidance on programming non-attending students applies:
• Schools must follow the guidance in Attendance, Discharge, and Strategies for the Reduction of Chronic
Absenteeism for any students who are not attending school.
• Schools should use official classes (via CMOD) to organize their register and attendance rosters, including
for students with long-term absences (LTAs). Monitor attendance for non-attending students who may be
marked present in error.
• Schools are responsible for ensuring that all students, including students who are absent for extended
periods of time, are provided with an academic program that moves them toward graduation and college
and career readiness. In the event that a student is absent for more than 20 consecutive school days the
school may:
o Add administrative block(s) to serve as a transition schedule, in which the student will meet with a
counselor, administrator, and/or other school staff members prior to their return to classes, with a
‘ZA’ in the first two characters. This 'ZA' functional course serves to indicate that the student needs
to see the guidance counselor or another administrator upon return.
o Partially or fully remove the student from the academic program for which they were previously
scheduled. The school should retain a copy of the academic program in the student’s cumulative
record to facilitate the process of recreating the program in STARS at a later date.
• If a student returns from an extended absence, the following must occur:
o On the same day the student returns, the school must develop a transition plan, which may include
discussing the student’s progress toward graduation and postsecondary goals, diagnosing the
student’s academic proficiency, informing the student’s teachers of the student’s current program,
and providing the student with information about school systems and structures. For any remaining
time in the school day, the school must provide the student with academic instruction in alignment
with their needs.
o By the following morning, the school must provide the student with a full academic program. To
create this program, the school should review and adjust the student’s most recent academic
program to ensure that it will support the student in progressing toward graduation and college and
career readiness. Where needed, the school should modify the program to provide opportunities for
academic intervention and recovery.
C. Attendance, Discharge, and Strategies for the Reduction of Chronic
Absenteeism
Attending school, participating in class, and demonstrating understanding are all essential components of student
learning and achieving success in school and in life. It is the collective responsibility of the New York City school
system to make every effort to remove barriers to attendance and to help every student attend and learn in
school every day.
To see the full 2024-25 attendance policy and related policies, refer to the Attendance InfoHub
.
Middle School Academic Policy Guide Updated August 29, 2024 44
D. Student Records Retention and Transfer
Maintaining up-to-date, accurate student records is an important part of ensuring that students are programmed
for the correct courses and exams and receiving the services they need. All schools are responsible for obtaining
and maintaining relevant records electronically and in students’ cumulative files. See the guidance provided in
Records Retention and Disposition Schedule for New York Local Government Records LGS-01, the Student Records
document and Chancellor’s Regulation A-820.
NYCDOE’s data systems automatically transfer the following information to the next NYCDOE school:
• ATS
: biographical information, attendance data, health/immunization records, promotion data,
disciplinary history, exam scores, and transportation eligibility
• STARS: students’ previous grades
• SESIS (Special Education Student Information System): IEP
37
Students’ cumulative files should be transferred as follows:
• For students transitioning from NYCDOE elementary schools to NYCDOE middle schools: elementary
schools are responsible for transferring students’ cumulative files to students’ receiving schools each
spring once school placement decisions have been finalized. Elementary schools use the PLNT
(general
education) and PSPE (special education) reports in ATS to access students’ middle school DBNs, and
distribute students’ cumulative files accordingly. The PLNT and PSPE reports should be included with the
records as a cover sheet. Middle schools can use the
RQSA screen in ATS to request missing records as
needed.
• For students enrolling from non-NYCDOE schools: schools are responsible for confirming students’ prior
schools and contacting the schools to request copies of students’ cumulative files in a timely manner in
order to provide students with appropriate academic programs. See New Students and Grade Placement
for more information on supporting transfer students.
• For NYCDOE students transferring to non-NYCDOE schools: only copies of the contents of the cumulative
folder should be sent to the admitting school. The original folder should be kept at the school indefinitely.
The Student Records
guidance details what kinds of student records schools are responsible for providing to
parents and students. Former students who wish to obtain copies of their academic records should submit a
written request to the school they last attended, accompanied by valid proof of ID.
In accordance with the Family Educational Rights and Privacy Act (FERPA), confidential student information is not
available to everyone. This law protects the privacy of student information. See the Student Records guidance and
the Data Privacy and Security Policies home page for more information.
Reasonable methods must be used to identify and authenticate the identity of parents, students, school officials,
and any other parties to whom personally identifiable information from education records is disclosed. When a
request comes from a former student who resides out of the New York area, schools must still attempt to confirm
the identity of the requestor.
It is vitally important that schools protect students from the unintended consequences of their private data falling
into the wrong hands. Schools should encrypt emails to external parties any time an email body or attachment
includes information about a student, such as when fulfilling a records request.
37
It is not necessary to transfer a paper copy of the IEP.
Middle School Academic Policy Guide Updated August 29, 2024 45
1. Changes to Student Records
The types of documentation required for records change requests differs depending on the type of record that a
parent/guardian or student is seeking to update. Parents and eligible students must submit their request in
writing and include the following information:
• the information that is claimed to be inaccurate, misleading, or in violation of the student’s privacy rights;
• the education records in which the parent/eligible student believes the information is contained;
• the basis for the claim (i.e., why they believe the information is inaccurate, misleading, etc.); and
• the parent/eligible student’s proposed change.
Schools must respond to the request, in writing, within 15 days of receiving it. See pages 11-13 of
Chancellor’s
Regulation A-820 for additional information about the amendment of records and appeals process.
Before updating a student’s electronic records, schools must receive the appropriate documentation from the
student or parent/guardian as described below.
• Request to correct a student’s date of birth: Any document accepted as a proof of age for enrollment (for
example, birth certificate or passport)
• Request to correct or change a student’s legal name on their permanent record: A court order, birth
certificate, or government ID reflecting the student’s legal name
• Request to correct or change a student’s chosen name: A signed
Name and Gender Change Request
Form. Students’ chosen names are recorded separately from their legal names in ATS and appear on
attendance rosters, report cards, and other important documents. See Preferred Student Name (Chosen
Name) for additional guidance.
• Request to change a student’s gender marker: A signed Name and Gender Change Request Form The
DOE does not include gender on student- and school-facing permanent records.
Students are able to change their gender marker and chosen name on their permanent education records without
legal documentation by submitting a signed Name and Gender Change Request Form
to their school, which must
be signed by their parent/guardian if the student is under 18 years of age. The form can be used by all students
(for example, transgender and gender expansive students, those who go by a shortened version of their name, or
those who have changed their name for social reasons).
A student’s chosen name can be entered or changed in ATS if the parent/guardian—or the
student if they are 18 years of age or older—submits a signed Name and Gender Change Request
Form to the school. When the student’s chosen first name (‘CFN’) and/or chosen last name (‘CLN’)
is entered in ATS, the chosen name(s) will display on most student-, family-, and community-
facing materials produced by the DOE in addition to most DOE school-facing applications, such as
STARS. If a chosen name is not entered for a student, their legal name will continue to display. See
the Preferred Student Name (Chosen Name) wiki page for more information.
Schools must retain copies of this documentation in the student’s cumulative folder. The former name and/or
gender marker will be maintained in archived data to ensure that records will accurately reflect circumstances in
effect at the time each record was created, enable records to be cross-referenced, and maintain confidentiality.
For more information, see the NYCDOE’s Guidelines to Support Transgender and Gender Expansive Students and
the guidance on changing a student’s name and/or gender in ATS.
Middle School Academic Policy Guide Updated August 29, 2024 46
a. Records Other Than Permanent Records
No documentation is required to update a name or gender marker in records that are not part of a
student’s permanent file, such as guidance logs, moving up ceremony programs, sporting rosters, and
yearbooks. Schools must use the student’s chosen name and gender in all other records that are not
permanent records. For students participating in Public School Athletic League activities, they can update
their roster by speaking to their athletic director who will email lgbtq@schools.nyc.gov
for support in
making this change.
b. School ID Cards
A student’s school ID card is not a permanent record and a school must issue the ID in the name that
reflects the student’s chosen name. Student IDs must not have gender markers on them. See this
STARS
wiki page for step-by-step assistance on updating a student ID without a change in ATS.
Middle School Academic Policy Guide Updated August 29, 2024 47
A. Unit of Study Programming Estimates
Schools should design their daily schedule to allow sufficient time to meet unit of study requirements. For middle
schools, these benchmarks are defined in Part 100.1 a
s 180 minutes per week of instruction throughout the
school year, or 108 hours per year; more information is outlined in the section of this guide on program
requirements.
A unit of study is traditionally based on the amount of instructional time the student receives from a NYCDOE
subject-certified teacher in a course aligned to NYSED standards.
The number of minutes of instructional time each day necessary to meet the unit of study suggested benchmarks
in a given year depends on:
• The calendar: the number of instructional days in the year
• The term model: whether a school uses semesters, trimesters, or cycles
• The number of times a class meets per week and/or throughout the year if the schedule cycles
• The day of the week a class meets on and how many of that day occur in the calendar
• The length of each class period
The following tables include examples of minimum class times schools may use to earn one unit of study. The
tables assume students are in class no fewer than 180 instructional days in the year. The total number of actual
days where students receive instruction will vary, so schools should be conservative in their estimates to be sure
they will reach the minimum unit of study requirements in any schedules they program for students.
To use these tables, schools should first look up the minimum units of study required for a particular subject. For
example, as outlined in the section of this guide on required units of study, schools are required to provide grade
7 and 8 students with two units (108 hours each, for a total of 216 hours) of math. Use the following tables to
determine the combinations of period lengths and term models that will allow students to accumulate 216 hours.
Middle School Academic Policy Guide Updated August 29, 2024 48
Time Accumulated over One Semester
(expressed in total hours, rounded to the nearest hour; days per every 5 class meets)
Minutes per period class
meets
1 day 2 days 3 days 4 days 5 days
40 12 24 36 48 60
45 14 27 41 54 68
50 15 30 45 60 75
60 18 36 54 72 90
90 27 54 81 108 135
Time Accumulated over One Year
(expressed in total hours, rounded to the nearest hour; days per every 5 class
meets)
Minutes per period class
meets
1 day 2 days 3 days 4 days 5 days
40 24 48 72 96 120
45 27 54 81 108 135
50 30 60 90 120 150
60 36 72 108 144 180
90 54 108 162 216 270
Time Accumulated over Two Years
(expressed in total hours, rounded to the nearest hour; days per every 5 class
meets))
Minutes per period class
meets
1 day 2 days 3 days 4 days 5 days
40 48 96 144 192 240
45 54 108 162 216 270
50 60 120 180 240 300
60 72 144 216 288 360
90 108 216 324 432 540
Middle School Academic Policy Guide Updated August 29, 2024 49
B. Course and Exam Marks Table
The table below outlines all available grading scales, and their associated marks in STARS, along with their
pass/fail equivalents and numeric equivalents.
Note: The 1–4 (+/-) scale does not have numeric equivalents. Schools may not establish nor
communicate numeric equivalents for marks 1, 2, 3, or 4. Also, note that performance level 2 has
a fail equivalent. Schools that wish to award grades with numeric equivalents or have more
gradation between marks should use a different scale of marks.
Course Mark
Description
Numeric
Equivalent
Pass/Fail
Equivalent
IB2‒IB7
International Baccalaureate scale
N/A
P
IB1
International Baccalaureate scale
N/A
F
4 (+/-)
Performance level: excels in standards (1–4 scale)
N/A
P
3 (+/-)
Performance level: proficient (1–4 scale)
N/A
P
2 (+/-)
Performance level: below standards (1–4 scale)
N/A
F
1 (+/-)
Performance level: well below standards (1–4 scale)
N/A
F
100–65
Numeric course grades (10–100 scale)
38
65–100
P
64–10
Numeric course grades (10–100 scale)
10–64
F
A+
Alpha course grades (A–F scale)
98
P
A
Alpha course grades (A–F scale)
95
P
A-
Alpha course grades (A–F scale)
93
P
B+
Alpha course grades (A–F scale)
88
P
B
Alpha course grades (A–F scale)
85
P
B-
Alpha course grades (A–F scale)
83
P
C+
Alpha course grades (A–F scale)
78
P
C
Alpha course grades (A–F scale)
75
P
C-
Alpha course grades (A–F scale)
73
P
D+
Alpha course grades (A–F scale)
68
P
D
Alpha course grades (A–F scale)
65
P
D-
Alpha course grades (A–F scale)
60
F
F
Alpha course grades (A–F scale)/Fail (Pass or fail scale)
55
F
P
Pass (Pass or fail scale)
N/A
P
E+
Excellent+ (E–U scale)
98
P
E
Excellent (E–U scale)
95
P
E-
Excellent- (E–U scale)
93
P
G+
Good+ (E–U scale)
88
P
G
Good (E–U scale)
85
P
38
In order to avoid conflicting pass/fail equivalencies for marks of 1–4, schools using the numeric scale should round marks of less than 10
to either an ‘NC’ or a 10 or utilize the ‘NS’ mark where appropriate.
Middle School Academic Policy Guide Updated August 29, 2024 50
Course Mark
Description
Numeric
Equivalent
Pass/Fail
Equivalent
G-
Good- (E–U scale)
83
P
S+
Satisfactory (E–U scale)
78
P
S
Satisfactory (E–U scale)
75
P
S-
Satisfactory- (E–U scale)
73
P
N+
Needs Improvement+ (E–U scale)
68
P
N
Needs Improvement (E–U scale)
65
P
N-
Needs Improvement- (E–U scale)
60
F
U
Unsatisfactory (E–U scale)
55
F
CE
Exceeds standards (4-level competency scale)
100
P
CM
Meets standards (4-level competency scale)
85
P
CA
Approaching standards (4-level competency scale)
70
P
CN
Not yet meeting standards (4-level competency scale)
55
F
ME
Exceeds standards (Competency scale)
95
P
MA
Above standards (Competency scale)
85
P
MT
Meets standards (Competency scale)
75
P
MP
Approaching standards (Competency scale)
65
P
MB
Below standards (Competency scale)
55
F
CR
Credit
N/A
P
NC
No credit
N/A
F
NS
No credit–No show (additional policies apply)
45
F
ND
No credit–Fulfilled distribution requirement
N/A
NULL
NU
No credit–Audit
N/A
NULL
NX
No credit–Course in Progress
39
(additional policies apply)
N/A
NULL
NL
New/Recent Admit or Other
40
(additional policies apply)
N/A
NULL
39
During the transition to remote learning in March 2020, the description of ‘NX’ changed from ‘Incomplete’ to ‘Course in Progress’.
40
With the release of the 2020-21 Grading Policy, the description of ‘NL’ changed from ‘New/Recent Admit’ to ‘New/Recent Admit or
Other’.
Middle School Academic Policy Guide Updated August 29, 2024 51
Exam
41
Mark
Applicable Exams
Description
Default
Numeric
Equivalent
Pass/Fail
Equivalent
100‒
65
● Regents
● Comprehensive World Language
exam
● World Languages Checkpoint A
(formerly SLP)
The numeric exam score the
student received on the exam
100‒65 P
64‒0
● Regents
● Comprehensive World Language
exam
● World Languages Checkpoint A
(formerly SLP)
The numeric exam score the
student received on the exam
64‒0 F
ABS
42
● Regents
● Comprehensive World Language
exam
● World Languages Checkpoint A
(formerly SLP)
Student was scheduled to take
the exam but did not show up
on test day
N/A F
INV
58
● Regents
● Comprehensive World Language
exam
● World Languages Checkpoint A
(formerly SLP)
Student cheated on the exam;
or
Student became ill during the
exam and was therefore
unable to complete it
N/A F
MIS
58
● Regents
● Comprehensive World Language
exam
● World Languages Checkpoint A
(formerly SLP)
School/teacher
misadministered the exam
N/A N/A
WA
● Regents
Waived exam: Student
received a NYS Regents, World
Language, or NYSED-approved
alternative exam waiver.
N/A
P
41
Schools have the option of displaying only the highest Regents exam score on the transcripts of students who have taken Regents exams
multiple times.
42
Marks of ABS, INV, and MIS will not appear on transcripts. All Regents exam marks are maintained in the students’ STARS permanent
records.
Middle School Academic Policy Guide Updated August 29, 2024 52
Exam
41
Mark
Applicable Exams
Description
Default
Numeric
Equivalent
Pass/Fail
Equivalent
WX
NYSED-approved Regents Alternative
Student passed NYSED-
approved Regents Alternative
N/A
P
WG
Regents
Appealed exam
N/A
P
C. Impact of COVID-19 – Updated August 2024
During the COVID-19 pandemic, NYCDOE schools and students transitioned to remote and blended learning
models. During that time both NYSED and NYCDOE implemented policies to address the continued impact of
COVID on teaching and learning. Some of these policies and flexibilities have been expanded upon and continue
to exist while others are no longer in effect.
1. Program Requirement
a. Instructional Time Requirements
A unit of study was previously defined as 180 minutes per week throughout the school year, or the
equivalent of 108 hours per unit for middle school. In July 2020, NYSED updated the definition of a unit of
study to allow alternative means of instruction, such as online components, to count toward 108 hours
per unit.
From March 2020 to August 2020 (the end of the 2019-20 school year, including summer school), the New
York State Education Department (NYSED) waived the instructional time requirement for a student to
earn course credit, therefore schools were not required to provide the full 108 hours per unit.
During 2020-21, schools had to use 180 minutes per week (or 108 hours per unit) as a benchmark for
comparison when designing and delivering instruction aligned to the learning standards.
Since the 2021-22 school year, schools must once again provide 180 minutes per week (or 108 hours of
instruction per unit), but this instructional time may continue to include alternative instructional
experience.
b. Physical Education (PE)
In the 2020-21 school year, schools were not expected to meet the traditional frequency requirements
(times per week) for PE. Instead, schools were to use the traditional models as a benchmark for
comparison in designing schedules for the delivery of PE through blended and remote instruction.
In the 2021-22 school year, students returned for fully in-person learning experiences. As such, schools
provided physical education instruction based upon specific time and frequency requirements.
c. Academic Intervention Services Identification
Due to limited administration of State testing in the 2020-21 school year, NYSED amended section
100.2(ee)
of the Commissioner’s regulations to provide that schools may, but were not required to,
conduct the two-step identification process for grade 3-8 students during the 2021-2022 school year.
Those schools that did not utilize the two-step identification process made an identification based solely
on district-developed procedures applicable to all grade 3-8 students during the 2021-2022 school year.
Middle School Academic Policy Guide Updated August 29, 2024 53
2. Assessments
a. Assessments
In March 2020, NYSED suspended all elementary & intermediate level State testing for the remainder of
the 2019-20 school year. In March 2021, NYSED provided schools additional flexibility in the local in-
school scheduling of the Spring 2021 operational tests. For all state assessments, schools were not
expected to bring students into the building to participate in the tests if the students were receiving
entirely remote instruction during the testing windows. Schools could also administer the tests to
students over the full duration of the testing window to accommodate instructional schedules.
b. Regents and NYCDOE Comprehensive Examinations
The New York State Education Department (NYSED) cancelled the administration of Regents exams
scheduled for June 2020, August 2020, January 2021, August 2021, January 2022
, as well as most of the
June 2021 Regents administrations in response to the COVID-19 pandemic. In addition, NYSED postponed
the administration of the U.S. History and Government (Framework) Regents exam through January 2023.
NYSED provided guidelines for the issuance of Regents and World Language exam waivers so that
students were not adversely affected by the cancellation of these exams. These waivers represent a
passed exam (equivalent to a score of 65).
Middle school students who passed a commencement-level unit of study culminating in these exams (i.e.,
Regents, World Language exam, and NYSED-approved +1 exams) were exempted from the exam
requirements toward graduation and were eligible to receive high school credit.
Students who met specific eligibility criteria to receive these exam waivers could use them toward the
assessment requirement for diplomas, credentials, and endorsements. See the
Regents Exam Waivers
wiki for detailed information on the eligibility requirements for these waivers and how to reflect them on
student transcripts. This flexibility does not apply to Regents exams taken in January 2024 and beyond.
c. Appeals to Graduate with Low Scores on Regents Exams
NYSED approved an additional option for students to graduate using a lower score on a Regents exam: the
Special Appeal. This option provided flexibility to students taking Regents exams in the 2021-22 and 2022-
23 school years to meet the assessment requirements for any diploma type.
The Special Appeal is different from traditional low score appeals in that the student was not required to
take the exam under Special Appeal more than once or participate in academic assistance provided by the
school in the same subject of the Regents exam under appeal. Additionally, there was no limit to the
number of Special Appeals that could be applied to specific diploma types. See
Appeals to Graduate with
Low Scores on Regents Examinations for more details.
3. English Language Learners
a. NYSITELL
For school year 2020-21 only, NYSED announced expanded eligibility for NYSITELL and a Special
Administration of the NYSITELL for current ELLs unable to take the NYSESLAT due to the COVID-19
pandemic. This exception is no longer allowed.
Middle School Academic Policy Guide Updated August 29, 2024 54
4. Course Marks and Report Cards
a. Course Marks
During the 2019-20 and 2020-21 school years, the New York City Department of Education (NYCDOE)
issued grading policies in response to the academic, social, and emotional needs of students, families, and
educators. While most of these policies are no longer in effect, schools must be aware of the policies that
were in effect during those times, because they may have some carry-over effects, such as whether
grades may be included in ranking. See the Grading Policy for Remote Learning (2019-20) and the
Grading
Policy for Remote and Blended Learning Models (2020-21) for details.
b. Course in Progress (‘NX’)
At the end of the 2019-20 school year and during the 2020-21 school year, schools had to award a grade
of Course in Progress (‘NX’) to middle and high school students in place of failing marks or when there was
insufficient evidence to award a grade. A student who received a Course in Progress had to successfully
complete remaining course requirements by the dates expressed in the 2020-21 Grading Policy to receive
a re-calculated final grade. As a result, the initial ‘NX’ changed to a passing final grade if applicable. The
‘NX’ remained as the final mark for middle school students who did not complete the remaining course
requirements by the deadline.
5. Student Records Retention and Transfer
a. Sharing Student Records
When school buildings closed intermittently to reduce the spread of COVID-19, schools were encouraged
to share student records electronically as needed. The NYCDOE developed
Guidance for Sharing Student
Records with Families During Remote Learning for schools to continue sharing educational records in a
secure and confidential manner. This resource provides details on responding to student data requests
from families, former students, third parties, etc.
