HIGH SCHOOL
PROCEDURES
GUIDE
2014-2015
DPS High School Procedures Guide
Page 1
(Updated 6/16/2014)
INTRODUCTION
The 2014-2015 High School Procedures Guide contains information on issues that arise in DPS high schools. It covers
everything from credit, grades, and course requirements to administrative practices and academic programs. It can be used
to assist in making site-based decisions regarding these issues.
TABLE OF CONTENTS
GRADUATION REQUIREMENTS ............................................................................................................................................ 4
Board Policy IKF ................................................................................................................................................................. 4
General Course of Study or Combined General Course of Study ................................................................................ 8
DPS High School Graduation Requirements Class of 2011 & Beyond ......................................................................................... 9
Work Experience and Study or Designated Course of Study ........................................................................................ 10
Diploma Policy/Graduation Requirements: Staff Responsibilities .............................................................................. 13
CERTIFICATE OF ATTENDANCE FORM .............................................................................................................................. 14
Special Considerations for Students with Disabilities ....................................................................................................... 15
STUDENT CONDUCT AND DISCIPLINE PROCEDURES ................................................................................................... 16
CLARIFICATION OF CURRICULUM ISSUES ......................................................................................................................... 17
GRADE LEVEL ASSIGNMENT AND GRADING PROCEDURES........................................................................................ 21
Grade Level Assignment Procedure ................................................................................................................................. 21
Grading Procedures ........................................................................................................................................................... 23
Denver Public School Grading System ............................................................................................................................ 24
Procedures for the Computations of Grade Point Average and .................................................................................... 25
Determination of Rank in Class ........................................................................................................................................ 25
Procedure for the Determination of Valedictorian/Salutatorian Designation and Class Rank: ................................ 26
ATTENDANCE WITHDRAWAL PROCEDURES & BEST PRACTICES.............................................................................. 27
Withdrawal Grades Given for Dropping Courses .......................................................................................................... 29
Withdrawal Codes and Implications ................................................................................................................................ 30
Exempt School Leave Code ............................................................................................................................................... 32
Procedure for Repeated Courses ...................................................................................................................................... 35
WAIVERS, EXEMPTIONS, RELEASE PERMISSIONS .......................................................................................................... 36
Waiver of Specific Course Required for Graduation ..................................................................................................... 36
Exemption of Total Number of Hours Required For Graduation ................................................................................ 37
Release of Eight-Semester Requirement or ..................................................................................................................... 38
Two Semester Attendance Requirement .......................................................................................................................... 38
Overload Schedule Permission .......................................................................................................................................... 39
Criteria Governing Athletic Exemption........................................................................................................................... 40
WAIVER REQUEST FORM ................................................................................................................................................... 41
NCAA Information for Student Athletes ..................................................................................................................................... 42
NCAA: New Information/Forms for the Class of 2016 .................................................................................................. 43
DPS High School Procedures Guide
Page 2
(Updated 6/16/2014)
COURSE CODE MANAGMENT............................................................................................................................................... 48
New Course Proposal Submission Process ...................................................................................................................... 48
TRANSCRIPT AND CREDIT EVALUATION ......................................................................................................................... 48
GUIDELINES FOR AWARDING CREDIT FOR SCHOOL EXPERIENCES OUTSIDE OF DPS ......................................... 49
............................................................................................................................................................................................. 50
Credit Approval Request Form ........................................................................................................................................ 50
Instructional Superintendent_____________________________________________________............................................... 50
FOREIGN STUDENT PROCEDURES ...................................................................................................................................... 51
Transcript and Credit Evaluation for Foreign Students ................................................................................................ 51
Procedure for Obtaining Immigration Form I-20 and F-1 VISA .................................................................................. 52
to Attend Denver Public Schools Revised: May, 2014 .................................................................................................... 52
HIGHER EDUCATION ADMISSIONS REQUIREMENTS ..................................................................................................... 56
ACADEMIC PROGRAMS ......................................................................................................................................................... 57
Advanced Placement (College Board) .............................................................................................................................. 57
Advanced Credit Classes-Honors and AP .......................................................................................................................... 58
Regarding Honors and AP Credit .................................................................................................................................... 59
College First Student Procedures ....................................................................................................................................... 60
Guidance for Advising College First Students ................................................................................................................ 61
STUDY ABROAD OPPORTUNITIES ....................................................................................................................................... 66
INDEPENDENT STUDY............................................................................................................................................................ 67
Independent Study Form ................................................................................................................................................. 68
WORK EXPERIENCE CREDIT................................................................................................................................................. 69
CAREER CONNECTION EXPERIENCE (CCE) CREDIT ....................................................................................................... 70
SUPPLEMENTAL PROGRAM .................................................................................................................................................. 73
HOME BOUND SERVICES ....................................................................................................................................................... 74
Alternative Placement Services Program ...................................................................................................................... 74
Home Based Education Program (Home Schooling) ...................................................................................................... 75
Use of Attendance Records for Credit Evaluation Purposes ..................................................................................... 76
Procedures for Enrolling Students in a Home Based Education Program ................................................................... 77
(Home Schooling) ............................................................................................................................................................... 77
Procedure for Enrolling Students Returning from Home Based Education ............................................................ 78
Homeschool Transcripts .................................................................................................................................................... 79
ENGAGEMENT CENTER, INTENSIVE PATHWAY, MULTIPLE PATHWAY, PERSONALIZED PATHWAY, AND
CREDIT/UNIT RECOVERY ................................................................................................................................................. 80
DPS High School Procedures Guide
Page 3
(Updated 6/16/2014)
GRADUATION REQUIREMENTS
Board Policy IKF
Note: These requirements begin with the graduating class of 2011.
The high school diploma awarded by Denver Public Schools represents a high standard of quality in curriculum content,
instruction, and student learning, and should be maintained as a document that reflects substantial effort by the student
and the school district in preparation for the world of work or higher education.
THE PERSONAL EDUCATION PLAN
Each student who enters a Denver Public Schools high school will develop an ICAP (formerly P.E.P). This plan will set
his/her intended course of study as he/she begins his/her journey toward graduation. The student and an academic
adviser (this may be a teacher, counselor, dean administrator, or other professional school staff member) will review and
amend the ICAP (formerly P.E.P) each semester, prior to the development of a new class schedule (for students
attending the 8th grade in Denver Public Schools, the ICAP (formerly P.E.P) will be initiated during the spring semester of
the 8th grade year). Schools may opt for an "advisement" class to provide for the ICAP (formerly P.E.P) This process will
not only provide clear information and a focus on the future for the student, but also bring a new purpose to the
important articulation between middle school and high school staff members.
The course requirements stated are definitive. An individual school may not impose course requirements beyond those
stated as a condition of graduation from high school, unless permission is granted by the Chief Academic Officer.
A high school principal may waive a given requirement if, in the principal's judgment, it is determined to be in the best
educational interest of the student or if required in order to provide each student with disabilities a Free Appropriate
Public Education (FAPE). Refer to page 37 for the three appropriate circumstances where a waiver may be granted.
Please note that the Instructional Superintendent for a given school must give the final authorization for the waiving of
credit.
A high school diploma from Denver Public Schools certifies that a student has fulfilled all graduation requirements in one
of five course areas. A personalized education plan is required for each course area:





General Course of Study
Achieving Personal Excellence (APEX)
Combined General Program
Work Experience and Study
Designated Course of Study
The Combined General Course of Study, Work Experience and Study, and the Designated Course of Study options are
available only to students with identified special education needs or to students whose Individualized Education Program
necessitates one of these courses of study. A student's course of study is not reflected in a differentiated diploma, but
rather in the student's transcript. Every student’s diploma will state, "This diploma is reflective of the student's course of
study as recorded on an official transcript."
REQUIRED UNITS OF STUDY
General Course of Study
Twenty-four (24) units of study (240 semester hours) shall be required in grades 9, 10, 11, and 12 for students to
graduate from high school and receive a high school diploma. The content area requirements are listed below.
DPS High School Procedures Guide
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(Updated 6/16/2014)
1. Language Arts
A minimum of forty semester hours (4 units) shall be earned including ten semester hours (1 unit) of Introduction to
Literature and Composition 1 & 2 (9th Grade), ten semester hours (1 unit) of American Literature 1 & 2 (10th Grade), ten
semester hours (1 unit) of upper division writing academic elective or World Literature 1&2, and ten semester hours (1
unit) of other upper division language arts credit. Note that ELA 2 Reading/Reading or an ELD Seminar, taken for an
entire year, can meet this upper division language arts requirement
2. Social Studies
Thirty semester hours (3 units) shall be earned: ten semester hours (1 unit) in U.S. History, five semester hours (.5 units)
in Civics, and fifteen semester hours (1.5 units) of other Social Studies credit are required.
3. Science
Thirty semester hours (3 units) shall be earned: Students will be required to complete 30 semester hours of science
credit, 20 semester hours (2 units) must come from Earth Science, Biology, Chemistry, or Physics.
4. Mathematics
Forty semester hours (4 units) shall be earned. Ten semester hours (1 unit) of Algebra I or its integrated equivalent (9th
Grade), ten semester hours (1 unit) of Geometry or its integrated equivalent (10th Grade), ten semester hours (1 unit) of
Algebra II or its integrated equivalent, and ten semester hours (1 unit) of upper-level math from an approved course list
are required. Exception: the high school Algebra I requirement will be waived for a student who successfully completes
one year of algebra in middle school. However, such students will still be required to complete forty semester hours (4
units) of mathematics in high school, including ten semester hours (1 unit) of Geometry and 10 semester hours of
Algebra II (1 unit5.
5. Physical Education/Dance, Citywide Marching Band, ROTC, or DPS Athletics
Ten semester hours (1 unit) of Physical Education or Dance shall be earned or an equivalent shall exempt the student
from this requirement. Equivalents shall include: Citywide Marching Band, ROTC, DPS Athletics.
Athletic sports that are sanctioned by the Denver Public Schools Board of Education and meet the criteria below may
exempt a student from the physical education graduation requirement. No grade or credit will be given for athletic
participation and such exemptions will not reduce the total number of hours required to earn a diploma. Both semesters
of the physical education requirement may be exempted by athletic participation.
Criteria governing physical education exemptions:
a. The student must maintain academic eligibility for the entire season.
b. One full sport season is required to exempt a student from five semester hours (5 units) of P.E.
requirement.
c. A student must be a high school freshman, sophomore, or junior to qualify for the exemption. Seniors
who have not yet met the physical education requirement are not allowed to take this exemption and
must enroll in a physical education course.
d. The waiver must be requested in the same semester that the sport is played. (Rationale: this aligns the
criteria of the Board policy and with the guidelines provided on the Criteria for Athletic Exemption form
that is located within the High School Procedures Guide. Provides clarification.)
e. Two full sports seasons would need to be completed in order to meet the exemption requirement for 10
credit hours.
6. Fine Arts or CTE
Ten semester hours (1 unit) shall be earned in Art, Music, Drama or Career and Technical Education.
7. Academic Electives
DPS High School Procedures Guide
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(Updated 6/16/2014)
Ten semester hours (1 unit) shall be earned from an approved academic electives list.
8. Electives
Student must earn 70 semester hours of electives, of which 20 semester hours may be community service and service
learning.
9. Community Service and Service Learning
Within the 240 semester hours (24 units) required for a diploma, a minimum of 220 semester hours (22 units) shall be
earned in classroom-based instruction. Students may, therefore, earn and apply a maximum of twenty semester hours (2
units) of community service and/or service learning experience, approved by the school, toward graduation
requirements. These experiences may include, but are not limited to, field or service experiences, work experiences,
volunteering with community organizations, and internships.
General Course of Study Additional Information
At least four years (eight semesters) of attendance is required for students to complete grades 9, 10, 11, and 12 with the
exception of:

Students with a 3.0 GPA who have completed all core curriculum/elective requirements and 240 credit hours (24
units) and all required assessments may graduate in seven semesters.

Students with a 3.5 GPA who have completed all core curriculum/elective requirements and 240 credit hours (24
units) and all required assessments may graduate in six semesters.

Students with an Individual Education Program who are working towards a general course of study may earn up
to 40 semester hours (4 units) in Special Education modified classes in only one core subject area. In addition,
they may earn up to twenty semester hours (2 units) of Special Education modified credit in world language
classes.
Achieving Personal Excellence (APEX) Requirements Course of Study
Provided that the high school has approval by the Superintendent or his/her designee, students will be awarded an
College First diploma if they meet all of the requirements in one through five in the general course of study, earn 35
hours of elective credit, and meet the requirements to earn an Associate of Arts (A.A.), Associate of Science (A.S.), or
Associate of Applied Science (A.A.S.) Degree from a community college or a certificate in Career and Technical Education.
Combined General Course of Study
The combined General Course of Study requirements are the same as those for the General Course of Study, except that
students with an Individual Education Program may earn up to 140 semester hours (14 units) in Special Education
modified courses in the core subject areas and world language classes.
Work Experience and Study
Two hundred and forty semester hours (24 units) will be required in grades 9, 10, 11, and 12, and/or through the first
semester in which the student's twenty-first (21st) birthday falls, from courses approved by the school principal and
determined by the staffing team. Transcripts will reflect differences in program content. The content areas and work
study requirements are listed below. Numbers of units are stated as minimums:
1. Language Arts 3.0 Units
2. Social Studies 2.0 Units
DPS High School Procedures Guide
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(Updated 6/16/2014)
3. Science 1.0 Unit
4. Mathematics 2.0 Units
5. Physical Education/ Dance, Citywide Marching Band, or ROTC 1.0 Unit (unless otherwise specified by IEP)
6. Electives
1.0 Unit in vocations and/or Transition Classes - Required
8.0 Unit s (may include work experience)
7. Work Experience and Study 6.0 Units of work experience earned in Special Education -coordinated work experience.
Vocations/Transitions course must be taken and passed as a prerequisite or in conjunction with work experience/study:
Designated Course of Study Requirements
The designated course of study will act as a substitute for the curriculum/content standard approved by the Board of
Education. In making determinations for earning a diploma, assessment instruments will be selected and administered so
as to best ensure that when an assessment is administered to a student with impaired sensory, manual, or speaking
skills, the test results accurately reflect the student's aptitude or achievement level rather than reflecting the student's
impaired sensory, manual, or speaking skills.
1. Students with severe and profound disabling conditions that interfere with their ability to meet the requirements for
either of the above courses of study and have satisfied the requirements of an Individualized Education Program shall
graduate with a high school diploma.
2. Students may attend school in grades 9, 10, 11, and 12, and/or through the semester in which the student's twentyfirst (21st) birthday falls, as determined by the IEP.
Transfer Students
A transfer student from outside Denver Public Schools must meet the requirements to receive a diploma. All graduation
requirements must be met prior to graduation, including attendance in Denver Public Schools for at least two semesters,
with a minimum of 50 semester hours (5 units) of credit earned.
Certificate of Attendance
Students who attend school regularly but do not meet the course of study requirements in any of the three courses of
study areas may be awarded a Certificate of Attendance.
CROSS REF.:
IHCDA, Post-Secondary Options/Concurrent Enrollment
IHDB, Adult High School/GED Programs
IKE, Promotion, Retention, and Acceleration of Students
Portions adopted April 22, 1977, September 17, 1981, April 7, 1994, and June 1995
Revised:
November 19, 2009
October 15, 2009
August 21, 2008
May 19, 2005
December 1996
May 1997
May 1999
May 2000
DPS High School Procedures Guide
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(Updated 6/16/2014)
HIGH SCHOOL GRADUATION REQUIREMENTS
General Course of Study or Combined General Course of Study
The high school diploma awarded by Denver Public Schools represents a high standard of quality in curriculum content, instruction, and student learning, and should
be maintained as a document that reflects substantial effort by the student and the school district in preparation for the world of work or higher education.
Two hundred forty semester hours (24 units) shall be required for students to graduate from high school and receive a high
school diploma. Transcripts shall reflect differences in program content. For the Combined General diploma, students with an
IEP may earn up to 140 semester hours in Special Education courses in any subject area. The content area requirements are
listed below:
General Course of Study Diploma Requirements
Course
1. Language Arts – Forty semester hours (4 units) shall be earned including ten semester hours (1 unit) of
Introduction to Literature and Composition 1 & 2, ten semester hours (1 unit) of American Literature 1 &
2, ten semester hours (1 unit) World Literature, or upper division writing and. ten semester hours (1 unit)
another upper division Language Arts course.
2. Mathematics – Forty semester hours (4 units) shall be earned including. ten semester hours (1 unit) of
Algebra I or its integrated equivalent, ten semester hours (1 unit) of Geometry or its integrated equivalent
, ten semesters hours (1 unit) of Algebra II or its integrated equivalent, and ten semester hours (1 unit) of
higher level mathematics.
3. Science – Thirty semester hours (3 units) shall be earned: of which20 semester hours (2 units) must
come from Earth Science, Biology, Chemistry or Physics.
4. Social Studies – Thirty semester hours (3 units) shall be earned including ten semester hours (1 unit) of
U.S. History, five semester hours (.5 unit) of Civics and fifteen semester hours (1.5 units) of other social
studies credit.
5. Physical Education/Dance, Citywide Marching Band, ROTC, or DPS Athletics – Ten semester hours (1
unit) shall be earned or exempted for athletic participation.
6. Fine Arts or CTE –Ten semester hours (1 unit) shall be earned in Music, Art, Drama or Career and
Technical Education.
7. Academic Electives – Ten semester hours (1 unit)
Semester
Hours
Required
Credits
Carnegie
Units
Required
Units
40
4.0
40
4.0
30
3.0
30
3.0
10
1.0
10
1.0
10
1.0
70
7.0
240
24.0
8. Electives – Eighty semester hours (8 units) shall be earned: 10 Academic Electives and 70 Other
Electives. See below for further details about the split between Academic and Other Electives.
Other Electives – Within the 240 semester hours (24 units) required for graduation, 70 semester hours (7
units) are available for electives. An extensive elective program is offered in the core curriculum subjects.
Additionally, students may choose electives in art, business/marketing, consumer and family studies,
foreign language, industrial technology, music, physical education/dance, or special offerings.
Additional Notes: Community-based experience – Within the 240 semester hours (24 units) required for
a diploma, a minimum of 220 semester hours (22 units) shall be earned in classroom-based instruction.
Students may, therefore, earn and apply a maximum of 20 semester hours (2 units) of community-based
experience toward graduation requirements. These experiences may include, but are not limited to, field
or service experiences, work experiences, and internships.
Additional Electives Note: If a student’s learning plan includes community-based experiences, the
elective requirements shall be met as: 20 semester hours of Academic Electives, 50 of Other Electives,
and 20 of community-based experience.
Total
DPS High School Procedures Guide
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(Updated 6/16/2014)
DPS High School Graduation Requirements
Class of 2011 & Beyond
General Information:
High School credits may not be earned in middle school. Example: A student, who completes Algebra 1 in middle school,
still must take 4 years of math in high school.
However, students can begin to earn high school credit the summer following the successful completion of 8th grade,
as they are considered 9th graders the business day after 8th grade commencement.
Additional Information Regarding Requirements:
A student may register for 70 credit hours, (35 credits per semester) during the regular school year. The limit may be
increased to 80 credits, 5 additional credits per semester, with special permission from the principal, as per the Overload
Schedule Permission found on page 43.
Graduation Exercises:
To participate in commencement exercises with their class, students must complete the equivalent of 240 semester
hours and also complete all required classes by the end of their senior year.
Transfer Students:
A transfer student from outside Denver Public Schools must meet the requirements to receive a diploma from Denver
Public Schools. All graduation requirements must be met prior to graduation, including attendance in Denver Public
Schools for at least two semesters, with a minimum of 50 semester hours (5 units) of credit earned.
Valedictorian/Salutatorian
The average of all eight semesters is used to determine each school’s valedictorian/salutatorian. Students must be
enrolled in their school of attendance for a minimum of three (3) years and achieve the highest grade point average in
their graduating class in order to qualify and be the class valedictorian/salutatorian.
Summer Graduation State Reporting Information:
Colorado Department of Education does not distinguish between spring and summer graduates. For reporting purposes,
a student who graduates by June 30 will be reported as a current year graduate. If the student graduates after July 1,
he/she will be reported as the next year graduate. Therefore, in order to count in the current year graduation numbers,
students will need to graduate before the July 1 IC roll.
District-required Assessments
Students must take the district assessments for the grade level in which they are enrolled.
For accelerated students only: student should receive the district assessment for the level at which they are being
instructed. Contact Glen Sirakavit ([email protected]) if you have additional questions.
Grade Level Classification of Students
60 semester hours
Sophomore
120 semester hours
Junior
170 semester hours
Senior
240 semester hours
Award Diploma
Students are eligible for a DPS diploma at 240 credits. To be considered a senior the student must have a minimum of
170 credit hours. Students can earn up to 70 credits in any given year by taking a full schedule of classes. Thus, if a student
falls behind on credits in their freshmen, sophomore, or junior year they could still graduate on time by successfully
completing 70 or more credit hours their senior year.
DPS High School Procedures Guide
Page 9
(Updated 6/16/2014)
HIGH SCHOOL GRADUATION REQUIREMENTS
Work Experience and Study or Designated Course of Study
The high school diploma awarded by the Denver Public Schools represents a high standard of quality in curriculum content, instruction, and student
learning, and should be maintained as a document that reflects substantial effort by the students and the school district in preparation for the world
of work or higher education.
Two hundred forty semester hours (24 units) will be required in grades 9, 10, 11, and 12, and/or through the first semester after the
st
student’s twenty-first (21 ) birthday, from courses approved by the school principal and determined by the staffing team. Transcripts
will reflect differences in program content. The content area and work study requirements are as listed below:
Course of Study Requirements
General
For non-disabled students
Anywhere from 0-40
credits may be earned in
one core subject area.
Anything above 40
credits in one or more
core subject area(s) will
result in a Combined
General Degree. Up to
20 credits may be
earned in Special
Education courses under
the World Language
subject area.
Required Semester
Hours
Content Area
Combined General
Up to 140 semester
hours may be earned in
Special Education
courses in any of the
core subject areas,
including World
Language.
Required Semester
Hours
Work Experience & Study
Up to 220 semester hours may be
earned in Special Education courses
in any subject area. World Language
is not required.
Required Courses
Required
Semester
Hours
Language Arts:
Intro to Literature & Composition I& II
10 Hours
10 Hours
American Literature I & II
10 Hours
10 Hours
Upper level writing or World Literature
Course
10 Hours
10 Hours
Other Language Arts Courses
10 Hours
10 Hours
Total:
Mathematics:
40 Hours
40 Hours
Algebra I or its integrated equivalent
10 Hours
10 Hours
Geometry or its integrated equivalent
10 Hours
10 Hours
Algebra II or its integrated equivalent
10 Hours
10 Hours
Other higher-level Math courses
10 Hours
10 Hours
Total:
40 Hours
40 Hours
DPS High School Procedures Guide
Page 10
Any Language Arts
courses
30 Hours
30 Hours
Any Mathematics
courses
20 Hours
20 Hours
(Updated 6/16/2014)
Social Studies:
U. S. History I & II
10 Hours
10 Hours
Civics
5 Hours
5 Hours
Any Social Studies
Other Social Studies Courses
15 Hours
15 Hours
Total:
Science:
30 Hours
30 Hours
20 Hours from Earth Science, Biology,
Chemistry or Physics
20 Hours
20 Hours
Other Science
10 Hours
10 Hours
Total:
Physical Education/ROTC:
30 Hours
30 Hours
Physical Education/Dance, Citywide
Marching Band, ROTC, or DPS
Athletics
10 Hours
10 Hours
Total:
Fine Arts or CTE
Fine Arts ( Music, Art, Drama) or CTE
10 Hours
10 Hours
10 Hours
10 Hours
Total:
Academic Electives:
10 Hours
10 Hours
10 Hours
10 Hours
10 hours
10 Hours
None required
None required
None required
70 Hours
70 Hours
Career Ready/
Vocation(required)
Others Academic electives
Total:
World Languages:
Encouraged (20 Hours)
20 Hours
courses
20 Hours
Any Science course
totaling 10 Hours
10 Hours
10 Hours
Any Physical
Education/ROTC
course unless
specified by the IEP
10 Hours
10 Hours
None required
None required
Total:
Electives:
Elective Credit
(20 Hours may be earned through
Community Service and Service
Learning )
Total:
Work Experience and Study:
Total:
Total:
DPS High School Procedures Guide
Any other elective
totaling 80 hours.
(determined by
WES courses taken)
70 Hours
70 Hours
None Required
0 Hours
240 Hours
None Required
0 Hours
240 Hours
Page 11
10 Hours
80 hours
90 Hours
60 Hours
--
60 Hours
60 Hours
240 Hours
(Updated 6/16/2014)
Students with Disabilities:
The following Course of Study areas may be used to earn a Denver Public Schools diploma:
 Students with disabilities who meet the requirements of a General Course of Study shall receive a Denver Public
Schools Diploma.
 Students with disabilities who meet the requirements of the Combined General Course of Study shall receive a
Denver Public Schools Diploma.
 Students with disabilities who meet the requirements of a Work Experience and Study Program shall receive a
Denver Public Schools Diploma.
 Students with severe and profound disabling conditions that interfere with their ability to meet the requirements
for either of the above courses of study and have satisfied the requirement of a Designated Course of Study shall
receive a Denver Public Schools Diploma.
Contact the student’s counselor or special education teacher for definitive Course of Study requirements. The course of
study completed by the student will be reflected on the student’s official transcript.
Certificate of Attendance:
Students who attend school regularly but do not meet the course of study requirements in any of the three Course of
Study areas may be awarded a Certificate of Attendance (see form on next page).
General Information:
In the high schools, individual programs are established for students. It shall be the joint responsibility of the school,
student, and parent to give careful attention to the educational and career goals of the student.
Declared Area of Focus:
Every student, during the first semester of his/her junior year, will declare an “area of focus.” The student will need to
engage in at least 1.0 unit of study, beyond the graduation requirement, of a particular content area (but not necessarily
beyond the required 240 semester hours), and develop a portfolio of his/her learning that demonstrates both depth and
academic understanding and communicates his/her intended application of this understanding in life beyond high school.
* The IEP Team is responsible for determining the appropriate course of study for students with disabilities. The IEP Team
has the ability to waive the World Language requirement for students with disabilities when appropriate.
Contact Student Services at (720) 423-3437 for more information.
DPS High School Procedures Guide
Page 12
(Updated 6/16/2014)
Diploma Policy/Graduation Requirements: Staff Responsibilities
On December 5, 1996, the Denver Public Schools’ Board of Education adopted a policy whereby the general diploma
became the single graduation document awarded to all students who complete their prescribed educational program.
Principals were sent notification of this policy on January 6, 1997, and updates to the policy have been sent as the
graduation requirements have changed. The following information outlines procedures and delegated responsibilities.
Important To Note:
 Regardless of disability, all students meeting course of study requirements and graduating in June 1997 and
thereafter will receive the general diploma. Special educators have been instructed to direct questions
and/or exceptions to the Special Education Partner assigned to each building.
 The student’s expected course of study will be determined by the staffing team and documented in Encore
beginning in the ninth grade.
 Students whose course of study is either Work Experience and Study or Designated Course of Study, or
students receiving special education or modified instruction for 60% or more of their day will not be
included in class rank.
Records Clerk’s Instructions:
 Prior to 1997, the department prefix for special education courses was blank. A set of content area labels
was provided, by your school support specialist. The labels read as follows:
PRIOR TO 1ST SEM 96-7 ANY COURSE
WITHOUT A DEPARTMENT PREFIX
INDICATED, THE DEPARTMENT IS
SPECIAL EDUCATION S/E




All official transcripts with a course reflecting a blank department prefix will need to have one of these
labels placed on the back. This label must be placed on the lower left side of the middle section just above
the line for the section titled ENTRIES, TRANSFERS AND WITHDRAWALS.
Contact your school support specialist if additional labels are needed.
If requests are received to forward transcripts bearing the blank department prefix, be sure to attach the
“prior to 1st semester 96-7” label before sending.
The records clerk, using information provided by the staffing chairperson, will stamp final transcripts to
indicate the particular course of study as either:





General Course of Study
APEX (Achieving Personal Excellence)
Combined General Course of Study
Work Experience and Study
Designated Course of Study
Note: Students who have not met all graduation requirements will not be eligible to participate in the school’s
graduation ceremony.
DPS High School Procedures Guide
Page 13
(Updated 6/16/2014)
CERTIFICATE OF ATTENDANCE FORM
A Certificate of Attendance can be awarded when a student does not meet the graduation requirements in any course of
study but has attended high school on a regular basis. Guidelines for issuing this certificate are below:
1. Regular attendance is defined at the school level, and the principal must provide approval to issue this
certificate.
2. Input your school’s name, the dates of attendance, and the specific student receiving the certificate.
3. The approving principal’s signature must appear on the certificate.
4. A copy should be scanned into the student’s cumulative file.
Below is a copy of the form:
DPS High School Procedures Guide
Page 14
(Updated 6/16/2014)
Special Considerations for Students with Disabilities
Who is Responsible?
 High School Principal or Designee, in conjunction with the Director of Special Education or designee
Forms:
 Individualized Education Plan (IEP)
Guideline and Considerations:
For certain students with disabilities, the IEP team may determine to waive the requirements for 2 units of Science.
Students that are granted the waiver will be eligible for the General or the Combined General Course of Study designation
on their transcript.
In order to qualify for the waiver, there must be documented evidence that renders a student with disabilities
unable to meet the stated requirements for one or both of these classes. They will receive a Free and Appropriate
Public Education (FAPE) without meeting the Board established graduation requirements. The staffing team must
convene to determine if the student’s disabling condition provides a significant barrier to graduation and a
significant barrier to attaining identified post-secondary goals. Staffing teams must consider the student’s
disabling condition and identify post-secondary goals in considering alternate courses. There is significant research
that indicates that students with disabilities who have been involved in vocational training in high school have
better success attaining post-secondary goals. It is recommend that these science courses be replaced with a
minimum of 10 hours of vocations (maximum of 30) or a minimum of 10 hours (maximum of 30 hours) of Work
Experience and Study.
Process:

An IEP meeting is held to determine whether the student’s condition supports a waiver.
 The student and the parents must be invited to attend the meeting. If they are unable to attend,
documentation should be made of the methods used to seek their participation.
 The team at the IEP meeting must include personnel with knowledge of the student’s current level
of educational functioning.
 If formal evaluations have been conducted to assist the team in making determinations, personnel
qualified to interpret the results of the testing must be in attendance.
 The Director of Special Education or a designee must attend the meeting.


The IEP team documents the grounds for the waiver in the IEP.
Recommendations are made for alternate classes and documented under the Course of Study section in
the IEP.
DPS High School Procedures Guide
Page 15
(Updated 6/16/2014)
STUDENT CONDUCT AND DISCIPLINE PROCEDURES
Board Policy JKR
The student conduct and discipline procedures found in the link above are for the implementation of School Board Policy
JK - Student Discipline. These procedures are designed to be consistent with the general purpose and principles outlined
in Policy JK, as well as consistent with federal and state statutes and local ordinances. The following topics are included:
Section One: School Discipline Administration
Section Two: Interventions and Consequences
Section Three: Disciplinary Offenses & Consequences
Section Four: Disruptive Students in the Classroom
Section Five: Suspension and Expulsion Prevention
Section Six: Suspensions and Expulsions
Section Seven: Annual Review and Discipline Committees
EFFECTIVE DATE
October 1, 1996
Adopted September 19, 1996
Revised: August 21, 2008
Revised: October 15, 2009
Revised: September 15, 2011
DPS High School Procedures Guide
Page 16
(Updated 6/16/2014)
CLARIFICATION OF CURRICULUM ISSUES
Mathematics
The Algebra units in Connected Mathematics provide students with multiple opportunities to learn important algebraic
ideas and to develop algebraic reasoning and understanding through rich problems. These experiences have the potential
to prepare students to begin their study of high school mathematics in Geometry S1 or S1 honors, or Geometry
Integrated S1 or S1 honors. To provide consistency in granting Algebra credit for 8th grade students district-wide, teachers
will use the DPS interim tests as one indicator of student mastery of Algebra. Administering these tests will thus replace
high school mathematics department’s entrance exams.
The decision to grant first-year Algebra credit in middle school is made by the 8th grade math teacher and should be
based on a combination of the following indicators at the end of the 8th grade school year:





Proficient test scores on 8th grade interims 2 & 3
Successful completion of all CMP Algebra units
Demonstrated proficiency of Algebra Big Ideas (see Indicators of Progress)
Work habits and interest in advancing in mathematics
Teacher recommendation
Students earning Algebra credit in 8th grade will enroll in a Geometry S1 or Honors S1 or Geometry Integrated S1 or
Honors S1 class in 9th grade.
Explanation on credit for students entering high school as of 2007:
Because students cannot receive high school credit for courses taken in middle school, it should be noted that middle
school students who do earn the Algebra credit in middle school will not receive 10 hours of high school credit. However,
it will be recognized that the first-year Algebra requirement has been fulfilled. These students will be required to
complete an additional 40 semester hours of math (10 of which must be Geometry and 10 of which must be second-year
Algebra or their integrated equivalents). The total number of hours required to graduate for graduating classes of 2011 and
beyond have increased to 240.
Acceptable courses for the fourth year of math:
Probability and Statistics, Pre-Calculus or Pre-Calculus Integrated, Advanced Placement Statistics, Advanced Placement
Calculus AB or BC, Advanced Placement Computer Science, Algebra Principles in Marketing*, Applied Mathematics,
Accounting*, or Mathematics of Personal Financial Literacy or a Post-secondary Mathematics course at the level of
college Algebra or higher (MAT090 and MAT099)Concurrent Enrollment
*CTE courses or special education courses that fulfill the 4th year math requirement.
Social Studies
As of fall 2007:
 One year of United States History is required for graduation.
 One semester of African American History, Hispanic American History, Native American History or any other
type of American History course may be substituted for one semester of United States History.
 One semester of Civics is required for graduation.
 Three semesters of social studies electives are required for graduation.
DPS High School Procedures Guide
Page 17
(Updated 6/16/2014)
Science
As of fall 2007, thirty semester hours (3units) shall be earned including twenty semester hours (2 units) of Earth Science,
Biology, Chemistry or Physics.
Language Arts
As of fall 2007, four (4) years of English are required. This includes Introduction to Literature and Composition S1 & S2,
American Literature S1 & S2, and Upper Division Writing or World Literature as required courses for graduation. There
are no course substitutions for American Literature.
Acceptable courses for upper division writing: African American Lit S1 & S2, African American Lit Honors S1 & S2, British
Lit & Comp S1 & S2, British Lit & Comp Honors S1 & S2, College Prep Lit & Comp S1 & S2, Contemporary Lit S1 & S2,
Creative Writing S1 & S2, ENG090, Hispanic American Lit S1 & S2, Hispanic American Lit Honors S1 & S2, Honors Thesis S1
& S2, Technical Writing, Women‘s Literature, World Literature & Comp S1 & S2, World Lit & Comp Honors S1 & S2, or
approved concurrent enrollment courses.
Drama, Competitive Speech, Newspaper, and Yearbook courses do not receive English Language Arts credit. These
courses qualify for Fine Arts or elective credit only.
Students taking English as a foreign language in a non-native English speaking country will not receive Language Arts
credit. However, elective credit may be awarded.
English language learners are expected to meet the same graduation requirements as other district students. In this
regard, note the following:
In math, science, and social studies, native language instruction (ELA-S) and sheltered English (ELA-E) courses
may substitute for the same courses taught in English since the contents of these courses are parallel. That is,
the content area knowledge and skills to be acquired in the English, Spanish, and sheltered English versions of a
course are the same. This does not apply to language arts courses.
Academic Electives
Acceptable Academic Electives: additional courses in English, mathematics, natural/physical sciences and social sciences,
world languages, art, music, journalism, drama, computer science, honors, Advanced Placement, International
Baccalaureate courses, and CTE courses.
Students with Disabilities
The Individuals with Disabilities Education Act 2004 requires the IEP team to design instruction and related services that
will allow a student with disabilities to access the general education curriculum and provide the skills/training necessary
for them to achieve their post-secondary outcomes. In order to meet the legal requirements of the individual education
plan, it is the responsibility of the IEP team, based on appropriate assessment and consultation with the student and the
parent, to determine the courses a student with disabilities will take in order to meet the graduation requirements.
Special Education courses should be designed to meet the unique and individual needs of students with disabilities. The
courses must be rigorous and gauged to help students with disabilities make progress towards mastering the goals and
objectives of their IEP.
DPS High School Procedures Guide
Page 18
(Updated 6/16/2014)
Graduation Requirement Equivalents
Several courses in the DPS curriculum may count toward graduation requirements in more than one credit area or may
meet upper-level requirements. Alternate credit requirements are not coded in IC and courses are not typically labeled
as upper level. The following table lists these courses:
Courses that Meet Additional Graduation Requirements
Department
Course #
Course Name
Graduation Credit
Additional Requirements Met
01 - English
01224
Hispanic American Lit S1
LA - English
meets upper level writing requirement
01225
African American Lit S1
LA - English
01228
Hispanic American Lit S2
LA - English
01229
Hispanic Amer Lit Honors S1
LA - English
meets upper level writing
requirement
meets upper level writing
requirement
meets upper level writing requirement
01230
African American Lit S2
LA - English
01239
Hispanic Amer Lit Honors S2
LA - English
01242
African American Lit Honors S1
LA - English
01243
African American Lit Honors S2
LA - English
01250
College Prep Lit & Comp S1
LA - English
01305
Contemporary Literature S1
LA - English
01310
Contemporary Literature S2
LA - English
01315
World Literature & Comp S1
LA - English
01316
World Lit & Comp Honors S1
LA - English
01317
World Literature & Comp S2
LA - English
01318
World Lit & Comp Honors S2
LA - English
01320
Creative Writing S1
LA - English
meets upper level writing
requirement
meets upper level writing
requirement
meets upper level writing
requirement
meets upper level writing
requirement
meets upper level writing
requirement
meets upper level writing requirement
01325
Creative Writing S2
LA - English
meets upper level writing requirement
01328
Creative Writing II Honors S1
LA - English
meets upper level writing requirement
01329
Creative Writing II Honors S2
LA - English
meets upper level writing requirement
01330
Technical Writing S1
LA - English
meets upper level writing requirement
01331
Technical Writing S2
LA - English
meets upper level writing requirement
01353
College Prep Lit & Comp S2
LA - English
01410
British Lit & Comp S1
LA - English
meets upper level writing
requirement
meets upper level writing requirement
01415
British Lit & Comp S2
LA - English
meets upper level writing requirement
01430
British Lit & Comp Honors S1
LA - English
meets upper level writing requirement
01435
British Lit & Comp Honors S2
LA - English
meets upper level writing requirement
01485
Journalism S1
LA - English
01490
Journalism S2
LA - English
01495
AP Eng Literature S1
LA - English
meets upper level writing
requirement
meets upper level writing
requirement
meets upper level writing
requirement
(Updated 6/16/2014)
DPS High School Procedures Guide
Page 19
meets upper level writing
requirement
meets upper level writing requirement
meets upper level writing
requirement
meets upper level writing
requirement
meets upper level writing
requirement
meets upper level writing requirement
06 - Business Education
04 - Math
01496
AP Eng Literature S2
LA - English
01497
AP Eng Language S1
LA - English
01498
AP Eng Language S2
LA - English
01583
Honors Thesis S1
LA - English
meets upper level writing
requirement
meets upper level writing
requirement
meets upper level writing
requirement
meets upper level writing requirement
01584
Honors Thesis S2
LA - English
meets upper level writing requirement
01590
Women's Literature
LA - English
01599
CU Succeed Language Arts S1
LA - English
meets upper level writing
requirement
meets upper level writing requirement
01603
CU Succeed Language Arts S2
LA - English
meets upper level writing requirement
02576
ACP CTE Math Financial Alg S1
AE - Academic Elective
fulfills 4th year math requirement
02577
ACP CTE Math Financial Alg S2
AE - Academic Elective
fulfills 4th year math requirement
04320
Algebraic Principles Marketing S1
ALG - Algebra
fulfills 4th year math requirement
04321
Algebraic Principles Marketing S2
ALG - Algebra
fulfills 4th year math requirement
05000
ACP CTE Accounting S1
AE - Academic Elective
fulfills 4th year math requirement
05005
ACP CTE Accounting S2
AE - Academic Elective
fulfills 4th year math requirement
04242
Adv Alg/Trig for Comp Prog 1
MTH - Mathematics
fulfills fourth year math requirement
04340
Probability/Statistics S1
MTH - Mathematics
fulfills 4th year math requirement
04341
Probability/Statistics S2
MTH - Mathematics
fulfills 4th year math requirement
04351
PreCalculus Integrated S1
MTH - Mathematics
fulfills 4th year math requirement
04352
PreCalculus Integrated S2
MTH - Mathematics
fulfills 4th year math requirement
04359
PreCalc Integrated Honors S1
MTH - Mathematics
fulfills 4th year math requirement
04361
PreCalc Integrated Honors S2
MTH - Mathematics
fulfills 4th year math requirement
04364
AP Statistics S1
MTH - Mathematics
fulfills 4th year math requirement
04366
AP Statistics S2
MTH - Mathematics
fulfills 4th year math requirement
04368
CU Succeed Math S1
MTH - Mathematics
fulfills 4th year math requirement
04370
CU Succeed Math S2
MTH - Mathematics
fulfills 4th year math requirement
04391
AP Calculus AB S1
MTH - Mathematics
fulfills 4th year math requirement
04392
AP Calculus AB S2
MTH - Mathematics
fulfills 4th year math requirement
04393
AP Calculus BC S1
MTH - Mathematics
fulfills 4th year math requirement
04394
AP Calculus BC S2
MTH - Mathematics
fulfills 4th year math requirement
04400
Pre-Calculus S1
MTH - Mathematics
fulfills 4th year math requirement
04402
Pre-Calculus S2
MTH - Mathematics
fulfills 4th year math requirement
04404
Pre-Calculus Honors S1
MTH - Mathematics
fulfills 4th year math requirement
04406
Pre-Calculus Honors S2
MTH - Mathematics
fulfills 4th year math requirement
There are several courses that double as Fine Arts and Physical Education credit. Please refer to the course description column within the master
code file on the Transcript and Course Code Support Webpage: http://transcriptsupport.dpsk12.org/course-code-management-2/
DPS High School Procedures Guide
Page 20
(Updated 6/16/2014)
GRADE LEVEL ASSIGNMENT AND GRADING PROCEDURES
Grade Level Assignment Procedure
To ensure adequate student achievement and motivation of progress toward graduation, Denver Public Schools has
developed a Grade Level Assignment Procedure for all 9th through 12 th grade students.
In an effort to reduce the amount of inaccurate data processed for state reporting, it is imperative that all high
schools adhere to the implementation of the grade-level assignment procedure that has been adopted by the DPS
school board, Policy IKE.
Grade retention or acceleration may increase the likelihood that students will succeed in meeting challenging academic
expectations at the next grade level. Retention provides a second opportunity to master skills, while acceleration
increases the likelihood that academic expectations will be challenging.
Grade retention or acceleration of students will depend on several factors including all of the following:
1. Academic skills
2. Maturity
3. Satisfactory completion of assigned work
4. Likely success in completing the academic work at the next grade level
Grade retention or acceleration will be based on the best interests of the student and his/her educational success.
Grade levels will be determined based on credits earned as defined below:
1. In order to be classified as a 9th grader, less than 60 credit hours have been successfully completed.
2. In order to be classified as a 10th grader, students will need to have successfully completed 60 credit hours.
3. In order to be classified as an 11 th grader, students will need to have successfully completed 120 credit hours.
4. In order to be classified as a 12th grader, students will need to have successfully completed 170 credit hours.
5. Students must have 240 credit hours to graduate.
While students generally attempt to complete 60 credit hours per year, a student may attempt more or less than this
number of credit hours consistent with the general considerations above.
A mid-year grade level adjustment is only for students who have been retained as a result of a grade-level change during
the New Year (July) roll.
These students are eligible for a mid-year grade adjustment when they meet both criteria below:
1. Reach the credit hour requirements for the grade-level.
2. Have attended school for the amount of time that corresponds with the grade level.
DPS High School Procedures Guide
Page 21
(Updated 6/16/2014)
For example:
A sophomore has to successfully complete 60 credit hours and be in their 2nd year of school, a junior has to
successfully complete 120 credit hours and be in their 3rd year of school, a senior has to successfully complete
170 credit hours and be in their 4th year of school.
State-mandated Assessments (CMAS/PARCC): ELA/Literacy
Grades 9-11: Students must take the state assessment for the grade in which they are enrolled as of March 1, 2015.
The assessment taken during the Performance Based Assessment (PBA) portion must match the assessment taken
during the End of Year (EOY) portion. For example, a student who takes the 10th grade PBA assessment must also take
the 10th grade EOY assessment. Please visit the ARE website at testing.dpsk12.org and click on CMAS/PARCC for
additional information.
Grade 12: No state assessment at this grade level for this content
State-mandated Assessments (CMAS/PARCC): Math
Grades 9-12: Students in these grades will have assessment options based on the course in which s/he is enrolled.
th
 9 grade students must take one of the following state math assessments: Algebra I, Integrated I, Geometry,
Integrated II
th
 10 grade students must take one of the following state math assessments: Algebra I, Integrated I, Geometry,
Integrated II, Algebra II, Integrated III
th
 11 grade students must take one of the following state math assessments: Geometry, Integrated II, Algebra II,
Integrated III
th
 12 grade students must take one of the following state math assessments: Algebra II, Integrated III
Please visit the ARE website at testing.dpsk12.org and click on CMAS/PARCC for additional information on Math
Assessment Options.
State-mandated Assessments (CMAS): Science and Social Studies
Grades 9-11: No state assessment at this grade level for this content
Grade 12: Students enrolled in 12th grade as of November 1, 2014 must take the 12th grade CMAS Science and Social
Studies assessment.
Contact Kelly Gilmore ([email protected]) if you have additional questions.
Expectations for communication with parents about the transition to grade level assignment based on credits:
1)
Parents must be notified if their current 12th grade student is in danger of not completing 240 credits by May and
is, therefore, in danger of not graduating with their class.
2)
Parents must be notified if their current 10th or 11th grade students are not successfully completing the
minimum amount of credits each year to stay on track for graduation with their peers.
3)
Schools must notify all parents that grade level status will be adjusted during the school year based on
the amount of credits successfully completed by each student, rather than the number of years the
student has been in high school.
DPS High School Procedures Guide
Page 22
(Updated 6/16/2014)
Grading Procedures
The primary purposes of student grades in DPS are to:
1. Communicate the achievement status of students to appropriate and interested parties (e.g., students,
parents, and school and district administration)
2. Serve as the basis for awarding credit in secondary schools
3. Identify students for program placement (e.g., intervention or acceleration programs)
4. Secondary grading practices should support awarding accurate grades based primarily on the achievement
of academic standards. Grading practices should be consistent across the district.
Components of a Grade:

Grades assigned in secondary schools will be comprised of two components: Product and Process.
 The Product component is academic performance that reflects evidence of achievement of the
standards/big ideas. Products are summative measures of achievement taken when skill or unit mastery is
expected.
 The Process component reflects the intentional academic behaviors that support the 21st Century Skills
and Readiness Competencies: invention, collaboration, critical thinking and reasoning, self-direction, and
information literacy that leads to or supports the product. Process evidence cannot include classroom
behavior, attendance, non-academic participation, or extra credit.
 Each school will determine the relative weights of Product and Process such that the Product component
comprises 75%-90% of the grade and the Process component comprises the remaining 10%-25%.

Scores within Product and Process grades should be combined in a manner that does not distort achievement.
 Aggregation methods are guided by the highest achievement levels of the standards/big ideas using
multiple sources of data over time.
 Grades include scores that evidence expected mastery of a skill, standard, or big idea; they should not
include formative evidence of learning along the way to expected mastery.
 Grades do not include scores and practices that disproportionally or artificially reward or penalize
students (e.g., zeros, extra credit, late work policies).
Grading Scale:
Traditional DPS secondary schools use an A, B, C, D, F grading system. These grades are defined as follows:
A:
The student demonstrates thorough knowledge and mastery of skills that allows him/her to function
independently above their current educational level.
B:
The student demonstrates mastery of knowledge and skills that allows him/her to function
independently at their current educational level.
C:
The student demonstrates basic knowledge and skills usage but cannot operate independently on
concepts and skills related to his/her educational level. The student requires remediation and
assistance to complete tasks without significant errors.
D:
The student demonstrates significant lack of skills and knowledge and is unable to complete basic skills or
knowledge sets without significant remediation.
F:
Lack of evidence and/or unsatisfactory work performance on assessment and evaluations of student
work.
*Any deviation from this procedure will require approval from the Instructional Superintendent.
DPS High School Procedures Guide
Page 23
(Updated 6/16/2014)
Denver Public School Grading System
Description
The student demonstrates thorough knowledge and mastery of
skills that allows him/her to function independently above their
current educational level.

The student demonstrates a comprehensive
understanding of all relevant information relevant to
the topic at level.
The student demonstrates comprehension and
understanding of knowledge and skills above
his/her grade level.
The student can perform skills or
processes independently without any
significant errors.


The student demonstrates mastery of knowledge and skills that
allow them to function independently on all major concepts
and skills related to their educational level.

The student demonstrates a comprehensive
understanding of all information relevant to the topic
at level.
The student can perform skills or
processes independently without any
significant errors.

The student demonstrates basic knowledge and skills usage but
cannot operate independently on concepts and skills related to
his/her educational level. Requires remediation and assistance
to complete tasks without significant errors.

The student has an incomplete knowledge of the
topic and/or misconceptions about some
information.
The student requires assistance and coaching to
complete tasks without errors.

Value on
a 5.2
point scale
Percent
Based
Letter
Grade
4.0
5.2
93-100
A
3.67
4.77
90-92
A-
3.33
4.33
87-89
B+
3.0
3.9
83-86
B
2.67
3.47
80-82
B-
2.33
3.0
77-79
C+
2.0
2.6
73-76
C
1.67
2.17
70-72
C-
1.0
1.3
60-69
D
0
0
0-59
F
Value on a 4point scale
The student demonstrates some skills and knowledge, but
requires remediation to complete basic skills or knowledge sets.


The student can demonstrate some knowledge in
content area, but displays misconceptions about
some information.
Student can complete skill set, but requires
significant coaching and assistance.
Lack of evidence and/or unsatisfactory performance on
assessment and evaluations of student work.
DPS High School Procedures Guide
Page 24
(Updated 6/16/2014)
Procedures for the Computations of Grade Point Average and
Determination of Rank in Class
Grade Point Average:
Grade point average is an interpretation of the pupil's achievement in terms of the marks received in the course taken. It
does not take into consideration the varying nature of courses ranging from academic to non -academic nor does it show
the relative difficulty of courses within any particular department. An exception to the later point is that the marks in
accelerated courses, advanced placement courses, and Level 3 or above of a foreign language shall carry weighted grade
point value. Based on the recommendation of the principal, if a student is taking a class at a college/university, the
grade point value he/she receives in the class will be equivalent to that of an AP class.
The Criteria for Computation of Grade Point Average:


•
•
•
•
•
Marks for courses in grades 9, 10, 11, and 12 are used to compute the pupil's grade point average.
Marks for all subjects for which credit is given, whether pass or fail, are to be used in computing the grade point
average. Study Hall and Assistantships are to be given 2.5 credits each, and whether pass or fail, will not be
computed in the grade point average. Both courses should be coded as “non-academic” in the course file set.
Courses offered on a "satisfactory/fail" basis are not included in computing the grade point average unless they
are failed.
If a pupil takes a course which she/he previously failed, both the failing mark and the mark received the second
time the course is taken will be used to compute the grade point average.
If a pupil repeats a course which she/he previously passed in which she/he received credit, she/he will receive
only the initial credit and the two marks will be averaged together for a single mark to be used in computing the
grade point average. The Records Secretary must remove the credit of the repeated course. Therefore, the
student only receives credit one time and the two marks are averaged together by the student information
system (currently Infinite Campus).
Marks of pupils who transfer into the Denver Public High Schools from North Central or any other comparable
accrediting agencies are considered on the same basis as those of pupils who have been enrolled in the Denver
Public Schools for their entire high school career.
Marks for summer school courses taken in grades 9 through 12 will be included in computing the grade point
average.
Grade Point Value for Computation of Grade Point Average:
Grade
A
AB+
B
BC+
C
CD
F
W/F
DPS High School Procedures Guide
Grade Point Value
Regular and
Modified Classes & AP courses
without exam
Grade Point Value
Honors, AP (upon exam
completion), and
College/University Classes*
4.0
3.67
3.33
3.0
2.67
2.33
2.0
1.67
1.0
0.0
0.0
5.2
4.77
4.33
3.9
3.47
3.0
2.6
2.17
1.3
0.0
0.0
Page 25
(Updated 6/16/2014)
Computation of grade point average is determined in the following manner:




Multiply each point value by the number of semester hours earned or attempted at the point value to obtain
total point value for each grade.
Add total semester hours earned or attempted in courses counted toward the grade point average.
Add the total point values earned.
Divide the sum of the total point value by the sum of semester hours earned or attempted in courses counting
toward the grade point average.
Procedure for the Determination of Valedictorian/Salutatorian Designation and Class Rank:

The "weighted" grade point average will be used to determine each school's valedictorian and salutatorian.

The average of all eight semesters must be used to determine each school's valedictorian/salutatorian (no
exceptions). Adjustments to grade point averages because of the Advanced Placement (AP) Testing Policy must be
completed before determining the final grade point average. The re-calculation of grade point average for
students affected by the AP Test Policy may impact the valedictorian/salutatorian designation and top ten lists.
•
Students who choose to graduate early, before completing eight semesters, must be ranked in the class with
which they entered. They do not become a part of the graduating class that completed eight semesters.
Students must be enrolled in their school of attendance for a minimum of three years and achieve the highest grade
point average in their graduating class in order to qualify and be the class valedictorian. This also applies to students
transferring from the International Baccalaureate Program to other high schools. This policy has been in effect since the
beginning of the school year in 1989-1990.
Assistant Principals, Counselors, and Records Secretaries must adhere to this policy.
DPS High School Procedures Guide
Page 26
(Updated 6/16/2014)
ATTENDANCE WITHDRAWAL PROCEDURES & BEST PRACTICES
Truant Students Under the Age of 17:
1. A truant student under the age of 17 is one who has been absent from school without permission for 4 or more
days in a given month or 10 or more cumulative days.
2. If the parent/guardian continues to reside at a known address, and the student accumulates unexcused
absences, the student is truant.
3. The student cannot be dropped simply due to nonattendance for truancy before due diligence occurs (see
below). This includes students identified as runaways.
4. Counseling, attendance contracts, on-going communication with parents, use of specialized services staff,
referral to community resources, and filing a truancy petition if the child is 16 or younger are examples of
interventions that should be used.
Procedures for Withdrawing Students Under the Age of 17 (Due Diligence):
1. Document home visits and phone calls to all numbers on registration and emergency cards in IC. Documentation
should include a minimum of three phone calls and one mandatory home visit. Talk to neighbors/landlords and
friends of the students when possible.
2. Send a registered letter to the last known address or deliver in person during the home visit (document receipt)
requesting the parent/guardian to contact the school regarding the student’s absences. The letter should state
that it appears the school is unable to meet the educational need of the student due to nonattendance. Do not
use terms of “dropping or withdrawing” in the letter.
3. Place a copy of the letter in the student’s cum file.
4. If the above steps occur and there is still no ability to contact a guardian of the student, withdraw the student
using an end code 25 (absence of more than 10 days). Use current date as date of withdrawal – a withdrawal is
not retroactive to the last day of attendance.
Truant Students Ages 17 and Over (Due Diligence):
1. A truant student age 17 and over is one who has been absent without excuse for 20 or more consecutive days. If
it is determined that the absences are due to truancy, the student may be dropped or withdrawn (Board Policy,
JE-R).
2. Follow due diligence described above to re-engage the student in school.
3. Withdraw the student in accordance with Board Policy, JE-R.
4. Keep a list of all students ages 17 and over who are withdrawn.
Administrative Transfers and other Special Circumstances:
1. Any transfer from one school program to another school program within Denver Public Schools requires an
administrative transfer, even if the student is leaving a traditional school for a non-traditional school. Schools
should not withdraw a student until placement in the receiving school is confirmed. A student should also not be
withdrawn if there are credits pending through the next grade book roll The receiving school is responsible for
picking them up and changing the enrollment status in IC.
2. DO NOT WITHDRAW students who are receiving services from Gilliam or any other detention center, or students
who have been expelled or are awaiting an expulsion hearing. Student Services will alert the affected schools.
3. Best Practice: Wait for confirmation from school programs out of district or out of state before withdrawing
student if guardian has identified that they will be transferring. At a minimum, a phone confirmation should be
received.
DPS High School Procedures Guide
Page 27
(Updated 6/16/2014)
4. Students receiving special education services may require the IEP team to consider addressing truancy as a
behavioral issue to be addressed as a part of the IEP where appropriate.
**NOTE: Students with special needs (an IEP) follow the same due diligence outlined above, and the school should
ensure that the student’s Special Education Case Manager is involved in the process.
**For students with special needs (an IEP) age 17 or older who have 20 consecutive absences, the school may withdraw
the student. The student is no longer legally compelled to attend school. Best practice suggests the school conduct due
diligence (as listed above). If able to contact the family, the school should inform them the student is being withdrawn
but is welcome back should he/she wish to receive services in the future. Again, case managers should be involved in
this process.
Potential Scenarios:
Scenario 1: The school finds the student. The student begins attending. No further action.
Scenario 2: The school finds the student, and he/she has enrolled somewhere else. The school verifies the other
enrollment and withdraws the student with appropriate notes in IC.
Scenario 3: The school finds the student, but the student is simply refusing to attend school. The school tries to connect
the student with an alternative placement and may contact the Transition Liaison or Colorado Youth for a Change to
assist. If none of this works, the school files truancy on the student and keeps the student enrolled until the hearing.
Student may be referred to truancy court while the school continues other interventions. The hearing may be vacated if
the student comes into compliance with the law.
Scenario 3A: The school finds the student, but the student is simply refusing to attend school AND will turn 17 during
the current school year before the summer. The school has contacted the Transition Liaison and/or Colorado Youth for a
Change and attempted to connect the student with an alternative placement, but the student still refuses to attend. The
school can withdraw the student. Student will be coded as a dropout (code 40).
Scenario 4: The school cannot find the student. The school may withdraw the student using the 25 end code (absence
for more than 10 days), which will eventually be counted as a drop out.
Two additional documents are available for reference to assist with attendance and compliance issues:
1. Attendance Intervention Guide – There have been numerous studies on attendance policies and practices with a
focus on pulling students into school rather than pushing them out through punitive measures for nonattendance. Recommendations include: reexamining building level policies and practices with an eye toward
school engagement and attendance, considering unintended consequences, stopping occasionally to reassess,
and replacing push-out policies with pull-in policies.
2. Attendance Policy & Compliance Handbook 2012-2013 – The information contained in this document assists
school staff with legal compliance issues in relation to truancy reporting, DPS Policy, and State Law regarding
student attendance. The Colorado School Attendance Law of 1963 [Title 22, Article 33, Part 1] as well as Denver
Public Schools Policy JE, Student Attendance, and Policy JE-R, Student Attendance Procedures, govern and direct
the attendance policy and procedures within this document.
DPS High School Procedures Guide
Page 28
(Updated 6/16/2014)
Withdrawal Grades Given for Dropping Courses
Who is Responsible?
High School Principal or Designee
Forms:
Determined by school
Guidelines and Considerations:
If course is required for graduation, parent and school official must sign off on school form.
Process for Dropping Courses:
1. Student may drop a class the first two weeks of the semester. If the course is required for graduation, an
administrator or counselor at the school must provide an approval signature.
2. Students who want to drop a course during the third through sixth week (the first third of semester) must get
permission from the administrator at the school. No record of the course should be made on the report card
or on the student’s permanent record.
3. When, by request of the student or parent, a student drops a course after completing the first third of the
course, the first six (6) weeks in an 18-week semester, and before the end of the semester, a mark of “WF”
must be recorded and reflected on the student’s transcript. Counselors must notify the Records Secretary to
make the necessary changes on the transcript.
4. Students who withdraw from the high school and move after the first one-third of the semester will receive a
“WF” and no credit on their transcript, if they have not satisfied all the requirements of the course.
Please note: if a student withdraws from school prior to the end of the semester and does not re-enroll that
same semester, the transcript must reflect the student's attendance and withdrawal grade for the said
semester.
New Students Enrolling:
High School credit shall not be awarded after the first six (6) weeks in an 18-week semester period unless student has
transfer grades from sending school, or the building principal determines otherwise.
DPS High School Procedures Guide
Page 29
(Updated 6/16/2014)
Withdrawal Codes and Implications
Using withdrawal codes improperly can have drastic negative effects on students, schools, and the district as a whole.
Graduation, on-track to graduate, and dropout rates (which directly coincide with a school’s SPF) are tracked through
these codes and are reported to the state annually. CDE reconciles the DPS codes against their internal database and
has DPS adjust codes accordingly. This means, for example, if DPS has a student coded as transferring to a public school
in another Colorado school district (code 13), the state has no record of the student attending in another district, and
adequate documentation was not gathered by DPS, CDE will instruct DPS to change the code from a transfer to a drop
out.
Withdrawal codes are also instrumental in tracking student re-engagement efforts. If a school does not accurately
represent drop outs, the Office of Post-Secondary Readiness is unable to identify and reach out to these students for
engagement efforts.
The most frequently misused codes are below:
Transfer to a public school in the same school district.
11
Note: The student will automatically be withdrawn with this code in IC when the student enrolls at a
different DPS school. This code should not be inputted by the sending school. If a guardian shows up to
withdraw a student, the sending school should provide necessary records, but leave the student enrolled.
Transfer to a public school in a different Colorado school district.
13
Note: Annotate the school district and school where the student is intending to enroll in the comments
section. You must follow up with the receiving school to gather adequate documentation, the
Confirmation of Enrollment and Attendance form. This form can be found on the Student Submissions
End of Year website. Please note that a request for records is not considered adequate documentation
because it does not confirm that the student actually attended. Once adequate documentation is
received, please note this in the enrollment tab in IC.
Transfer to a school located in a different state/country.
14
Note: Annotate the state, school district, and school where the student is intending to enroll in the
comments section. If the student is moving to a school within the country, you must follow up with the
receiving school to gather adequate documentation, the Confirmation of Enrollment and Attendance
form. If the student is moving to a different country, written confirmation or foreign exchange
documentation is required. The forms can be found on the Student Submissions End of Year website.
Please note that a request for records is not considered adequate documentation because it does not
confirm that the student actually attended. Once adequate documentation is received, please note this in
the enrollment tab in IC.
Transfer to a non-public school.
15
Note: Annotate the state and private school where the student is intending to enroll in the comments
section. You must follow up with the receiving school to gather adequate documentation, the
Confirmation of Enrollment and Attendance form. This form can be found on the Student Submissions
DPS High School Procedures Guide
Page 30
(Updated 6/16/2014)
End of Year website. Please note that a Request for Records is not considered adequate documentation
because it does not confirm that the student actually attended. Once adequate documentation is
received, please note this in the enrollment tab in IC.
Transfer to home-based education (home schooling).
16
Note: Adequate documentation consists of a signed parent’s letter or the Homeschooling form through
Student Services. Without the adequate documentation, the 16 will turn into a 40.
Transfer to State Facility ongrounds school
19
Note: This code should only be used for approved facilities determined by the state. For an approved list
of facilities, please visit the Student Submissions End of Year website. Annotate the facility where the
student is transferring to in the comments section of the enrollment tab. You must follow up with the
facility to gather adequate documentation, the Confirmation of Enrollment and Attendance form. This
form can be found on the Student Submissions End of Year website. Please note that a Request for
Records is not considered adequate documentation because it does not confirm that the student actually
attended. Once adequate documentation is received, please note this in the enrollment tab in IC.
Extended absence.
25
Note: Please see: Attendance Withdrawal Procedures and Best Practices
Use this code when a student is “expected” to return during the same school year to the same school in
the same grade. If the student does not return, the 25 will turn into a 40.
Dropped out.
40
Note: Please see: Attendance Withdrawal Procedures and Best Practices
Only use this code for students in grades 7-13 that cannot be tracked after all resources have been utilized
to find the student.
Discontinued School 6 weeks but returned
45
Note: Use this code when a student drops-out of school for 6 weeks but returns to the same
school in the same year
70
GED Transfer – Student exits to participate in a GED preparation program not
administered by the district.
Note: Use this code when a student transfers to GED program in another district. By collecting adequate
documentation, proof of passing GED, this can increase your school’s completer numbers.
Please refer to the Data Dictionary on the Student Submissions website for more information about enrollment codes,
adequate documentation, and helpful hints.
DPS High School Procedures Guide
Page 31
(Updated 6/16/2014)
Exempt School Leave Code
There is a population of students in our schools who are unable to come to school regularly due to appropriate
considerations. For this specific population, the exempt absence code can be used to indicate those students who are
not able (or expected) to come to school, but who are still receiving academic services and for which the school should
not receive negative attendance. **Please note this is not for students who are unable to receive some academic
intervention and/or service.
 Parameters:
o Population – used only for students who are absent for appropriate reasons, but who do not have
medical documentation or do not meet the requirements for homebound (i.e. mothers who just gave
birth and have completed their 4 weeks, but have 2 more weeks to be with their baby).
 Appropriate reasons:
 chronic, documented medical reasons
 pregnancy
 other situations that may be appealed to the Instructional Superintendent/Executive
Director
 Does not apply to:
 Students with IEPs
 Behavioral issues
o This code is not to be used for 1 day absences, but rather for pattern of absences. A decision is then
made and an application completed to put the student on this type of program.

Body of Evidence/Program Requirements
o Student receives at minimum 1 teacher contact per subject area and 2 contacts from site coordinator
per week.
 Contact is defined as:
 Email with response (i.e. teacher email student and the student responds)
 Face to face at school, student’s home or other public location
 Phone call (i.e. teacher calls student and has a conversation regarding their work. A
message is not sufficient)
o Teachers determine what students are working on while they are out.
o Teachers assign weekly assignments. Students must complete and turn in work demonstrating their
proficiency.
o Teacher and site coordinators will assign work based on the pacing and content covered in the regular
classroom. The assignments can be adjusted based on the student’s unique circumstances for each
week.

Monitoring:
o Site coordinator keeps a log of teacher and site coordinator contacts.
o Assignments are compiled weekly and communicated to student via site coordinator.
 Assignments may be used to monitor progress towards larger work products (i.e. Apex progress)
 Assignments must be accessible for students (i.e. if they do not have a computer/internet
access, Apex cannot be used)
 All policies with regard to the use of Apex (i.e. 80% mastery and proctored exams, must still be
followed. District staff can proctor testing off-site if necessary).
Central Office Support
o Program Application must be completed and signed off by the appropriate Instructional
Superintendent/Executive Director prior to the exempt absence code being used.

DPS High School Procedures Guide
Page 32
(Updated 6/16/2014)
Exempt School Leave Code Application
Office of Post-Secondary Readiness
To be submitted for approval to the Network Instructional Superintendent or Executive Director.
Please note, this code cannot be used unless approval has been received.
Name:
Grade:
_____ Student ID #:
Birthdate:
___________
Parent(s)/Guardian:
Address:
Home Phone:
City:
Father’s Work Phone:
Student Address:
Primary Language of Student:
State:
Zip:
Mother’s Work Phone:
City:
State:
Other Language(s):
Site Coordinator at School:
Zip:
Parent: ___________
School:
Individual completing this form:
Proposed Date to begin using code: ________________________________________________________
Anticipated end date for code:____________________________________________________________
Does this student have an Individual Education Plan (IEP?) Y N
If yes, this code cannot be used for the student.
Please explain the student background and situation that necessitates the use of this code.
What is the plan for support for the student? Please be specific to include specific individuals, regular times of contact
and method (in person, email, phone) in which the student and school site coordinators and teachers are expected to
communicate with each other. Please reference the High School Procedures Guide for specific guidelines.
What courses will the student be working on while they are out of school? Please list the course and appropriate
teacher who will be providing contact. Please ensure teachers understand their responsibilities.
DPS High School Procedures Guide
Page 33
(Updated 6/16/2014)
Signatures:
Teachers:
I understand I will be providing work and contact with ______________ for the period of time they are out. I will need
to coordinate with the site coordinator in order to ensure the student receives the support necessary to continue to
progress.
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
Legal Guardians:
I have discussed the opportunity available to my student via the Exempt School Leave Code. I approve of the plan in
place:
__________________________
__________________________
Student:
I am aware of the plan in place to support me while I am out of school. I understand and agree to my responsibilities
outlined above.
__________________________
 Reviewed
__________________________
 Denied
_
Instructional Superintendent/Executive Director
Duration Dates:
Anticipated beginning Date:
DPS High School Procedures Guide
Date
Anticipated ending Date:
Page 34
(Updated 6/16/2014)
Procedure for Repeated Courses
(NOT CREDIT RECOVERY)
While the majority of courses may only be taken once to earn named graduation requirement credit, some courses
may be taken more than once. The maximum number of semesters a course may be taken is indicated on the official
syllabus distributed through the Post- Secondary Readiness Department. Contact the Post- Secondary Readiness
Department with any questions.
In the case of repeated courses:
1. If a student receives an F in a course and the student repeats that course, the F will not be removed from the
official transcript and will continue to be factored into the student‘s GPA.
2. If a student repeats a previously passed course, for any reason, credit will be given in a manner that balances the
content of the course with the best interest of the student. The most appropriate course of action is to roll into
elective credit.
For instance Algebra 1 S1 will only be given Algebra credit once, but if a student should, for any reason, take an
equivalent class a second time, then that course could be given elective credit.
This form may be used as a communication tool, when informing a student and parent about the repeated course policy.
The form may be duplicated and used as documentation, then placed in the student‘s cumulative file.
Denver Public Schools
Notification of Repeated Course
Date of Notification
Policy regarding repeated courses:
 The first grade earned will not be removed from the transcript or be replaced by any subsequent
grades.

If a course is repeated, the student information system will average all grades.
Student Name
Student ID #
Student Signature
Parent Signature
Counselor Signature
Explain the circumstance of the repeated course
DPS High School Procedures Guide
Page 35
(Updated 6/16/2014)
WAIVERS, EXEMPTIONS, RELEASE PERMISSIONS
Waiver of Specific Course Required for Graduation
Who is Responsible?
High School Principal and Instructional Superintendent
Forms:
See form below
Guidelines and Considerations:
The three instances when a waiver may be appropriate are:



When a student has completed the required hours for graduation in a Denver Public High School
but has not met the named graduation requirements.
When a student has transferred from another district to Denver Public Schools and the Denver
Public High School hasaccepted all of the hours earned for credit toward named graduation
requirements.
When a student with disabilities has completed all his course work for graduation
while in placement in an eligible facility.
Process:
1. Student and/or counselor petitions for the waiver
2. Counselor documents parental agreement
3. A copy of all documentation should be placed in the student’s cumulative file, including the signature of the
principal or authorizing administrator.
4. Ensure the waiver is entered in IC in the transcript entry screen.
5. When sending a copy of the official transcript to a post-secondary institution, transfer school, or youth
facility, attach a copy of the waiver information.
6. A waiver form must be filled out and approved by the Instructional Superintendent
Tracking:
1.
On the transcript entry screen, enter the following information:
SY
GR
Transfer School Name
Course #
Course Name
Credit Name
Waiver
Term
Total Terms
Score
Credit ATT
Credit ERN
Comments
DPS High School Procedures Guide
Enter the school year in which the credit value is being waived for
Enter the grade in which the credit value is being waived for
Select your school from the drop-down menu
Use the course code for the course that is being waived from the Master Course Catalog
This field will auto-populate
This field will auto-populate
Select from either 01, 02, or 03 depending on the circumstance
Select the term that the credit value is being waived for
Select the total terms for the school year in which the credit value is being waived for
Select N/A (with no numeric value associated) from the drop-down menu
Enter 0
Enter 0
Credit approved by Last Name, First Name (principal’s name)
Page 36
(Updated 6/16/2014)
Exemption of Total Number of Hours Required For Graduation
Who is Responsible?
High School Principal and Instructional Superintendent
Forms:
See form below
Guidelines and Considerations:
Instances when an exemption may be appropriate are:
 When a student transfers from another high school a student may, with principal approval, be
permitted to graduate with a lesser number of credits provided that the minimum named DPS
graduation requirements are satisfied.
 For Example: If a student transfers into a semester system from a quarter or trimester
system and is missing a portion of credit i.e. 2.5 or 1.7 credits
 Medical leaves that result in less than 2.5 credit disparity from successful completion of all
graduation requirements by the end of the last term of his/her senior year.
Process:
1.
2.
3.
4.
Student and/or counselor petition for an exemption
Counselor documents parent agreement
Ensure the waiver is entered in IC in the transcript entry screen.
A copy of all documentation should be placed in the student’s cumulative file, including the form below
with the Instructional Superintendent’s signature
Tracking:
1. Indicate the exemption on the student’s transcripts using transcript use only course codes:
09920
09921
09922
09923
2.
English
Social Studies
Mathematics
Science
09924
09925
09926
09927
Academic Elective
Physical Education
Fine Arts
Elective
On the transcript entry screen, enter the following information:
SY
GR
Transfer School Name
Course #
Course Name
Credit Name
Waiver
Term
Total Terms
Score
Credit ATT
Credit ERN
Comments
DPS High School Procedures Guide
Enter the school year in which the credit value is being
waived for (i.e. the student is now a
th
senior, and is missing 2.5 credits of ILC from their 9 grade year—use the year in which they
were a freshmen)
Enter the grade in which the credit value is being waived for (see example above)
Select your school from the drop-down menu
Use the appropriate generic course code from the table above
This field will auto-populate
This field will auto-populate
Select 04—Waiver for credit amount less than 3.3
Select the term that the credit value is being waived for
Select the total terms for the school year in which the credit value is being waived for
Select N/A (with no numeric value associated) from the drop-down menu
Enter 0
Enter 0
Credit approved by Last Name, First Name (principal’s name)
Page 37
(Updated 6/16/2014)
Release of Eight-Semester Requirement or
Two Semester Attendance Requirement
Who is Responsible?
High School Principal or Designee
Forms:



Official transcript
Senior contracts
Letters of petition from parents, student, others
Guidelines and Considerations:
The two instances when a waiver of this policy may be appropriate are:

When a student has completed all coursework and the required hours for graduation in a Denver Public
High
School but has not yet met the following requirements:
 Students with a 3.0 GPA who have completed all core curriculum/elective requirements and 240
semester hours (24 units) may graduate in seven semesters.
 Students with a 3.5 GPA who have completed all core curriculum/elective requirements and 240
semester hours (24 units) may graduate in six semesters.

When a student has transferred from another district to Denver Public Schools and the Denver Public
High School has accepted all of the hours earned for credit toward graduation, a release of the two
semester residency requirement may be appropriate.
There are programs available beyond the required hours for graduation within Denver Public Schools which
“add value” to the student’s education. However, if it is in the best educational interest of the student, a
release may be granted. Factors which impact this decision may include: students who need to work, early
enrollment in college, have child care needs, or have transferred to Denver Public Schools from another
state or school district, etc.
When a student transfers into Denver Public Schools, it’s possible to recommend that the sending school
district accepts Denver Public Schools’ credit and issues the diploma. Students should be allowed to
participate in Denver Public Schools graduation and receive the diploma from the sending school.
Process:
1. Student and/or parent should petition for the release through a letter which details the request
and the justification.
2. Copy of all documentation should be placed in the student’s cumulative file, including the signature of
the principal and Instructional Superintendent.
DPS High School Procedures Guide
Page 38
(Updated 6/16/2014)
Overload Schedule Permission
Who is Responsible?
High School Principal or Designee
Forms:
See form below
Guidelines and Considerations:
An overload is defined as any number of hours over 40 hours per semester. All coursework taken by the
student should be considered including and not limited to Denver Public Schools' Distance Learning and online courses;
EGTC courses; CEC courses; night school; correspondence courses; Concurrent Enrollment, et al.
On an individual basis, the Instructional Superintendent will grant permission for a student to take more than forty
hours of credit per semester.
Process:
1.
2.
3.
4.
5.
6.
Student and counselor determine need
Counselor prepares justification
Counselor documents parental agreement
Counselor attaches permission form to the transcript
Counselor gives paperwork to principal
Principal submits paperwork to the area superintendent for consideration
DPS High School Procedures Guide
Page 39
(Updated 6/16/2014)
Criteria Governing Athletic Exemption
Who is Responsible?
Counselor, Athletic Director
Forms:
Determined by school (see following page for example)
Guidelines and Considerations:
Athletic sports that are sanctioned by Denver Public Schools’ Board of Education and meet the
criteria below may exempt a student from the physical education graduation requirement. No grade
or credit will be given for athletic participation and such exemptions will not reduce the number of
hours required to earn a diploma. Both semesters of the physical education requirement may be
exempted by athletic participation.
 Student must maintain academic eligibility for the entire season
 One full sport season played at DPS is required to exempt a student from five semester
hours, two full sport seasons played is required to exempt from ten semester hours.
 Student must be a high school freshman, sophomore, or junior
 Waiver must be requested in the same semester the sport is played
 Seniors who have not yet met the physical education requirements are not allowed to
take this exemption and must enroll in a physical education course(s)
 Cheerleading is not a sanctioned sport by the DPS Board of Education and therefore does
not qualify for an exemption
 Participation in Citywide Marching Band or ROTC may be used for exemption
Process:
1. Student makes a request for exemption to the counselor or athletic director.
2. Athletic director verifies student eligibility for the exemption.
3. Appropriate parties sign the athletic exemption form and form is filed in student’s cumulative record.
4. Records secretary records course 06054 PE Exempt on student’s transcript.
(An NA score with no weight attached will prevent the course from impacting the students overall GPA. For
questions, please contact Transcript Support.)
DPS High School Procedures Guide
Page 40
(Updated 6/16/2014)
Denver Public Schools
WAIVER REQUEST FORM
Date: __________________________
Student Name:_________________________________________ Student ID: _____________________
Grade: 9 10 11 12
School Year: __________________________________
Basis for Waiver Request:
_________ Athletic exemption from physical education (name of sport): _______________________________
 ________Season/Year of participation
_________ Exemption of total number of hours required for high school graduation
_________ Waiver of specific course required for high school graduation (student must meet 240 credits to graduate)
_________ Release of 8 semester or 2 semester attendance requirement
________ Overload schedule permission
Course added in place of: _____________________________________________________________________
(If applicable)
Rationale for Waiver: ________________________________________________________________________
__________________________________________________________________________________________
Required Signatures:
Student: ______________________________________________________
Date: ____________________
Principal: _____________________________________________________
Date: ____________________
Instructional Superintendent: _____________________________________
Date: ____________________
*One sport/season per form
**One form must be completed for each waiver classification
***If waiver is given for a specific course it must be documented in the students’ transcript
****This form must be on file in the student’s permanent record. Records Clerk must record course number 6054, PE Exempt, on the student’s
transcript upon receipt of this form
Required Signatures for PE Exemption:
Athletic Director: _______________________________________________
Date: ____________________
Principal: _____________________________________________________
Date: ____________________
Counselor: ____________________________________________________
Date: ____________________
DPS High School Procedures Guide
Page 41
(Updated 6/16/2014)
NCAA Information for Student Athletes
A student considering a Division I school for an athletic scholarship is required to meet the following Core classes:

Must complete the following 16 Core classes:
- 4 years of English
- 3 years of math (Algebra 1 or higher)
- 2 years of natural or physical science (including one year of a lab science)
- 1 extra year of English, math, or natural or physical science
- 2 years of social science
- 4 years of extra core courses from any category above or foreign language

Earn a minimum grade-point average of (2.5) in Core courses

Earn a combined SAT score of 820 or combined ACT score of 68
A student/athlete considering a Division II school for an athletic scholarship is required to meet the following Core
classes:

Must complete these 16 Core classes:
- 3 years of English
- 2 years of math (Algebra 1 or higher)
- 2 years of natural or physical science (including one year of a lab science)
- 3 extra years of English, math, or natural or physical science
- 2 years of social science
- 4 years of extra core courses from any of the above or foreign language

Earn a minimum grade-point average of 2.0 or better in CORE courses

Earn a combined SAT score of 820 or a combined ACT sum score of 68.
Additional information can be found at the NCAA Eligibility Center at: www.eligibilitycenter.org.
DPS High School Procedures Guide
Page 42
(Updated 6/16/2014)
NCAA: New Information/Forms for the Class of 2016
A student considering a Division I school for an athletic scholarship is required to meet the following CORE classes:





Minimum Core course GPA will increase from 2.0 to 2.3
10 of the 16 Core requirements must be completed prior to start of senior year
7 of the 10 Core courses must be from English, Math, and Science
Grades earned in the 10 Core classes are “locked in” for the purpose of calculating the final Core course GPA.
Any retakes of the first 10 Core courses must be completed prior to senior year.
NEW SAT/ACT SLIDING SCALE RULE:
Examples to the changes for the new sliding scale requirement for Division I students in the Class of 2016 and beyond:




Currently:
2016:
Currently:
2016:
2.00 Core course GPA + 1010 SAT or 86 ACT = Full Qualifier
2.00 Core course GPA + 1020 SAT or 86 ACT = Academic Redshirt**
2.50 Core course GPA + 820 SAT or 68 ACT = Full Qualifier
2.50 Core course GPA + 1000 SAT or 85 ACT = Full Qualifier
** Academic Redshirt designation applies to Division I incoming college freshmen in 2016 and beyond who do not meet the
new 2.50 Core course GPA requirement, but have a Core course GPA above 2.00 and have met the SAT/ACT sliding scale
requirements. An Academic Redshirt may still receive a scholarship and practice with his/her team, but may NOT participate
in game competition as a college freshman.
Use the forms on the next page to help a student select appropriate DPS courses that meet NCAA CORE course
requirements.
DPS High School Procedures Guide
Page 43
(Updated 6/16/2014)
NAME ___________________________________________
PHONE ________________
ADDRESS ________________________________________
NCAA CORE COURSES
(16 Core Classes – Division I)
ENGLISH (4 Years)
___________________________
GRADE POINTS
X UNITS = QUALITY POINTS
_______
_______
.5
________________
___________________________
_______
_______
.5
________________
___________________________
_______
_______
.5
________________
___________________________
_______
_______
.5
________________
___________________________
_______
_______
.5
________________
___________________________
_______
_______
.5
________________
___________________________
_______
_______
.5
________________
___________________________
_______
_______
.5
________________
MATH COURSES (3 Years) (Courses at the level of Algebra 1 or above)
___________________________
_______
_______
.5
________________
___________________________
_______
_______
.5
________________
___________________________
_______
_______
.5
________________
___________________________
_______
_______
.5
________________
___________________________
_______
_______
.5
________________
___________________________
_______
_______
.5
________________
NATURAL & PHYSICAL SCIENCE COURSES (2 Years, including 1 lab course)
___________________________
_______
_______
.5
________________
___________________________
_______
_______
.5
________________
___________________________
_______
_______
.5
________________
___________________________
_______
_______
.5
________________
ADDITIONAL COURSES (1 Year of English, Math, Natural or Physical Science)
___________________________
_______
_______
.5
________________
___________________________
.5
________________
DPS High School Procedures Guide
_______
_______
Page 44
(Updated 6/16/2014)
GRADE POINTS
X UNITS = QUALITY POINTS
SOCIAL SCIENCE COURSES (2 Years)
___________________________
_______
_______
.5
________________
___________________________
_______
_______
.5
________________
___________________________
_______
_______
.5
________________
___________________________
_______
_______
.5
________________
ADDITIONAL CORE SUBJECTS (4 Years)
___________________________
_______
_______
.5
________________
___________________________
_______
_______
.5
________________
___________________________
_______
_______
.5
________________
___________________________
_______
_______
.5
________________
___________________________
_______
_______
.5
________________
___________________________
_______
_______
.5
________________
___________________________
_______
_______
.5
________________
___________________________
_______
_______
.5
________________
TOTAL QUALITY POINTS ______________
CLEARINGHOUSE FORM _________
TOTAL COURSE UNITS ________________
SOCIAL SECURITY NO. ___________
NCAA CORE COURSE GPA _____________
PIN Number ______________________
ACT Score ____________________________
Weighted GPA ____________________
SAT Score ____________________________
Unweighted GPA __________________
DPS High School Procedures Guide
Page 45
(Updated 6/16/2014)
NAME ___________________________________________
PHONE ________________
ADDRESS ________________________________________
NCAA CORE COURSES
(16 Core Classes – Division II)
ENGLISH (3 Years)
___________________________
GRADE POINTS
X UNITS = QUALITY POINTS
_______
_______
.5
________________
___________________________
_______
_______
.5
________________
___________________________
_______
_______
.5
________________
___________________________
_______
_______
.5
________________
___________________________
_______
_______
.5
________________
___________________________
_______
_______
.5
________________
MATH COURSES (2 Years) (Courses at the level of Algebra 1 or above)
___________________________
_______
_______
.5
________________
___________________________
_______
_______
.5
________________
___________________________
_______
_______
.5
________________
___________________________
_______
_______
.5
________________
NATURAL & PHYSICAL SCIENCE COURSES (2 Years, including 1 lab course)
___________________________
_______
_______
.5
________________
___________________________
_______
_______
.5
________________
___________________________
_______
_______
.5
________________
___________________________
_______
_______
.5
________________
ADDITIONAL COURSES (3 Years of English, Math, Natural or Physical Science)
___________________________
_______
_______
.5
________________
___________________________
_______
_______
.5
________________
___________________________
_______
_______
.5
________________
___________________________
_______
_______
.5
________________
___________________________
_______
_______
.5
________________
___________________________
_______
_______
.5
________________
DPS High School Procedures Guide
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(Updated 6/16/2014)
GRADE POINTS
X UNITS = QUALITY POINTS
SOCIAL SCIENCE COURSES (2 Years)
___________________________
_______
_______
.5
________________
___________________________
_______
_______
.5
________________
___________________________
_______
_______
.5
________________
___________________________
_______
_______
.5
________________
ADDITIONAL CORE SUBJECTS (4 Years from any of the above or World Language)
___________________________
_______
_______
.5
________________
___________________________
_______
_______
.5
________________
___________________________
_______
_______
.5
________________
___________________________
_______
_______
.5
________________
___________________________
_______
_______
.5
________________
___________________________
_______
_______
.5
________________
___________________________
_______
_______
.5
________________
___________________________
_______
_______
.5
________________
TOTAL QUALITY POINTS ______________
CLEARINGHOUSE FORM _________
TOTAL COURSE UNITS ________________
SOCIAL SECURITY NO. ___________
NCAA CORE COURSE GPA _____________
PIN Number ______________________
ACT Score ____________________________
Weighted GPA ____________________
SAT Score ____________________________
Unweighted GPA __________________
DPS High School Procedures Guide
Page 47
(Updated 6/16/2014)
COURSE CODE MANAGMENT
New Course Proposal Submission Process
The Course Code Management webpage contains details and instructions on how to request a new course, change an existing
course, or reactivate/inactivate existing courses.
Open Request Window/Deadline : The course request tool opens on September 1st of each yea and closes on December
1st of the same year. All approved course requests submitted during the open request window will be added, effective
in following school year’s course catalog.
All requests for new courses or changes to existing courses in the district course master file should follow this process outlined
on the Transcript and Course Code Management Support Webpage: http://transcriptsupport.dpsk12.org/course-codemanagement-2/
**Note Courses submitted outside this process will not be added until the next open course request window.
If you have any questions, please email [email protected].
TRANSCRIPT AND CREDIT EVALUATION
All information regarding transcript and credit evaluation is now located in the Transcript Operations Manual found on the
Transcript Support website at: http://transcriptsupport.dpsk12.org/interactive-info-source/transcript-manual/
The manual contains important guidelines and best practices for transcript entry and editing and suggestions for dealing with
difficult transcript situations. If you have any questions, please email [email protected] or call 720-423-1357.
PRE-ACT TESTING
There is no district-level guidance other than that all DPS schools (not charters) should provide their 10th graders with a
practice ACT test. Contact [email protected] if you have additional questions.
DPS High School Procedures Guide
Page 48
(Updated 6/16/2014)
GUIDELINES FOR AWARDING CREDIT FOR SCHOOL EXPERIENCES OUTSIDE OF DPS
(Schools, Agencies, Hospitals, Detention Facilities, Health Treatment Centers and Community Education Programs)
I. Schools with Known Accreditation
The Denver Public Schools generally accepts credit from schools that are accredited through the North Central Association of
Colleges and Schools or those accredited through an accrediting body approved by the Colorado Department of Education.
http://www.cde.state.co.us/cdeprof/Licensure_institutions.asp
II. Schools with Unknown Accreditation
Schools with unknown accreditation should be evaluated as thoroughly as possible by building level administrators to
determine if the courses taken meet the standards of Denver Public Schools in regard to content, instructional quality, amount
of class time and instructor credentials. It is the responsibility of the parent and student to provide all necessary information in
order for the best decision to be made.
III. Community Agencies and Community Education Organizations
Credit that is offered by community agencies and community educational organizations must be pre-approved through the
Instructional Superintendent or designee prior to being taken and awarded (see form on following page). Coursework should
be pre-approved, and the Credit Approval Request form should be submitted to the area’s Superintendent Department for
final approval after the coursework is complete. After approval, the course/credit can be manually entered on the student’s
transcript.
EVALUATING CREDIT HOURS FOR EXPERIENCES OUTSIDE OF THE DENVER PUBLIC SCHOOLS
(Schools, Agencies, Hospitals, Detention Facilities, Health Treatment Centers, Community Education Programs)
Clock Hours Converted to Semester Credit Hours
Clock Hours
0-14
14-20
21-27
28-34
35-41
42-48
49-55
56-62
63-69
70-76
DPS High School Procedures Guide
Semester Credit Hours
0.0
1.0
1.5
2.0
2.5
3.0
3.5
4.0
4.5
5.0
Clock Hours
77-83
84-90
91-97
98-104
105-111
112-118
119-125
126-132
133-139
140-146
Page 49
Semester Credit Hours
5.5
6.0
6.5
7.0
7.5
8.0
8.5
9.0
9.5
10.0
(Updated 6/16/2014)
Credit Approval Request Form
Offered by community agencies/community educational organizations outside of the Denver Public Schools
COURSE INFORMATION
Organization ______________________________________________________________________________________
Course Name _______________________________________________
Course Number ______________________
Credit Area ________________________________________________
Credits _____________________________
Approval Period: From _______________________________________
To _______________________________
Course Duration: From _______________________________________
To _______________________________
STUDENT INFORMATION
Student Name_______________________________________________
School ________________________________________
Student ID# _________________________
Contact Person __________________________________
Fulfilled ___ instructional hours
Met course outcomes
Satisfactory completion of checklist
Other (please list)
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
_____________________________________________
Certified Instructor
__________________________________
Prinicpal
DENVER PUBLIC SCHOOLS CREDIT EVALUATION
Date ________________________________________
Approved
Not approved for following reason(s):
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Credit Area ______________________________________
Credit Area ______________________________________
Course/Credit ____________________________________
Course/Credit __________________________________
Instructional Superintendent_____________________________________________________
DPS High School Procedures Guide
Page 50
(Updated 6/16/2014)
FOREIGN STUDENT PROCEDURES
Transcript and Credit Evaluation for Foreign Students
The following procedures create a framework to enable schools to interpret foreign transcripts with the students’ best
interests in mind. Please reach out to Transcript Support, at [email protected], for additional questions.
Certifying Official Transcripts:
Normally a signature and a seal should be present on a transcript. However, in the case of foreign transcripts one or the other
will suffice. If neither is present, discretion should be used in determining whether or not the document is official. If the
transcript appears to be from an official source, it is acceptable to consider it official.
Translation Services:
The Communications Office (http://communications.dpsk12.org/translation.html) provides free translation services for the
following languages: Amharic, Arabic, Burmese, Cantonese, English, French, Karen, Khmer, Mandarin, Nepali, Russian, Spanish,
Somali, Tigrigna, and Vietnamese. Several resources can be used to translate transcripts received in other language such as
foreign language teachers, parents, students, and websites.
Determining DPS Course Equivalents:
The Master Course Catalog – is a comprehensive list of DPS courses which can be used in transcript entry.
An excel version of this catalog can be found on the TCCMS Webpage: http://transcriptsupport.dpsk12.org/course-codemanagement-2/
Guidelines for Awarding Credit:
 If a course shows non-elective (math, science, or social studies) credit on the transferring transcript, a minimum of 5 credits
should be given with a maximum of 10 credits possible over the course of a year (usually broken into two semesters of 5
credits each).
 If a course shows elective credit (fine arts, technology, or physical education) on the transferring transcript, a minimum of
2.5 credits should be given with a maximum of 5 credits possible over the course of a year (usually broken into two semesters
of 2.5 credits each).
 Any Civics course from a foreign country should be awarded social studies credit. The student will need to take Civics within
the United States to receive Civics credit.
 Any language arts course taken in a non-English speaking country should be awarded credit based on the student’s English
language proficiency. In cases where a student tests at an ACCESS level of 1 to 2.9, Academic Elective credit will be given.
ACCESS scores of 3-5 may receive English credit for language arts courses. ACCESS scores must appear on the transfer
transcript for review.
 Any foreign language taken in a foreign country should be awarded the appropriate credit (as long as DPS offers courses in
that foreign language.) However, elective credit may be awarded Academic elective credit should be awarded for foreign
language courses that DPS does not offer.
 Students taking English as a foreign language in a non-native English speaking country will not receive Language Arts credit.
Determining Scores: Foreign grades/courses must be entered as pass/fail to minimize inaccuracy and confusion in translating
foreign scores into DPS grades.
Web Based Resources: www.foreigncredits.com –The site maintains a database of 160 languages, translating and evaluating
foreign academic credentials into the United States equivalency, accepted by USCIS and ISBE.
http://www.classbase.com/Countries/Armenia/Education-System –This site also contains a country database where US grade
equivalents and education system information can be found.
DPS High School Procedures Guide
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(Updated 6/16/2014)
Procedure for Obtaining Immigration Form I-20 and F-1 VISA
to Attend Denver Public Schools Revised: May, 2014
1. The student must reside with an adult (host family) during the entire time that he/she is enrolled in the Denver Public
Schools. The student must be able to prove to the U.S. Consular Officer that he/she wishes to enter the United States
temporarily and solely for the purpose of study and that the student has a permanent residence in a foreign country that
he/she has no intention of abandoning.
2. The student must provide a transcript of his/her most recent academic record. Please note that if the transcript is not
in English, an English translation must be attached. The student must have grades that are above average and there
must be at least one year of English.
3. The student must write a letter of application in English requesting to be admitted to the Denver Public Schools. The
letter should include the number of years the student has studied English, the reason the student wishes to study in the
Denver Public School District, and an explanation of how the student‘s presence in the Denver Public School District will
enhance the education of Denver students.
4. The student must provide a copy of his/her birth certificate or passport, immunization records and evidence of
medical insurance that will be valid in Denver.
5. The student‘s family must reimburse the Denver Public Schools in advance for the full unsubsidized per capita cost of
providing an education for a year ($7,399.00) or a semester ($3,700.00). Tuition payment must be made in the form of
certified or cashier‘s check payable to Denver Public Schools or a wire transfer with the cost of the transfer included in
the payment. Tuition must be paid before the I-20 can be issued. Should a student not be able to obtain a visa or not
attend for some other reason, the tuition will be refunded in full (The I-20 form should be returned prior to the refund.)
6. The adult sponsor must provide proof of residence and complete an Affidavit of Support (Form I-134). This form is
available on the Office of Choice & Enrollment Services (OCES) website. Supporting evidence is required including:
A. Statement from an officer of the bank or other financial institution in which you have deposits giving the
following details regarding your account:
1. Date account opened.
2. Total amount deposited for the past year.
3. Present balance.
B. Statement from your employer on business stationary, providing:
1. Date and nature of employment.
2. Salary paid.
3. Whether position is temporary or permanent.
C. If self-employed:
1. Copy of last income tax return filed or
2. Report of commercial rating concern.
When the sponsor has all of the above-mentioned items, he/she should call OCES (720) 423-2134 to arrange for an
appointment. If all documents are in order, tuition is paid, and the student & sponsor qualify, an Immigration Form I-20
will be issued.
1. No student shall be admitted who has already graduated from the equivalent of Grade 12.
2. No students in grades K-8 may be issued I-20‘s under the current INS Law.
3. A high school student may be issued an I-20 to attend a public Secondary School for no more than twelve
DPS High School Procedures Guide
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(Updated 6/16/2014)
months.
4. The sponsor should send Form I-20 and supporting documents to the student who should then take these
documents to the embassy to request a Student Visa (F-1)
5. Denver Public Schools does not issue the Form I-20 to foreign student exchange groups or travel agencies.
Such programs are approved by the U.S. Immigration and Naturalization Service (INS), and the students obtain
J-1 Visas. Students who enter the United States to attend a private or commercial language school would
need to apply for a new I-20 and meet the District and INS requirements if wishing to transfer to Denver Public
Schools or another public school district.
6. The student must be proficient in English and will not be assigned to ESOL or bilingual classes. Should a
student need tutoring because of limited proficiency in English, or for any other reason, it will be the
responsibility of the exchange organization, the private sponsor, or the student‘s family to provide said tutoring.
He/she may be withdrawn from Denver Public Schools if the student‘s knowledge of English is insufficient for
academic progress.
7. INS expects a person who enters the United States via a B-2 Visitor-for-Pleasure Visa to be a tourist. A person
on a B-2 Visitor-for-Pleasure Visa who enrolls in school has no assurance that INS will extend the stay or transfer
the status from B-2 Visitor-for-Pleasure to F-1 Student, unless he/she can explain INS‘s satisfaction why he/she
did not apply for F-1 status before entering the United States. A student must meet all requirements, including
payment of tuition, prior to issuance of an I-20.
8. Upon arrival in Denver, the student is expected to report to the school of assignment as soon as possible to
present his/her visa or passport and I-20 to the principal or the principal‘s designee. This should be done as
soon as possible. OCES will forward a student profile with grades transcripts, immunization records, etc. when
the student is applying to the school.
9. If a student’s grades, attendance, or behavior is deemed to be unsatisfactory by the school, a student may be
withdrawn and the U.S. Department of Justice and the INS will be advised immediately. Denver Public Schools
has a strict policy concerning student conduct and discipline.
10. The student must read page 2 of Form I-20 carefully. A copy should be made and kept in a safe place. OCES
strongly advises that the student NOT leave the country, however if the student plans to leave the U.S.
temporarily, such as to return home during winter break, the student must schedule a time to meet with the
Designated School Official (DSO) in the Office of Choice and Enrollment Services (OCES) the Form I-20 can be
signed. The DSO must sign this form prior to leaving the country. Failure to comply with these regulations will
result in the loss of student status and subject the student to deportation or denial of admission back into the
United States.
11. Approved exchange programs are those designated by the United States Information Agency. Foreign
exchange students admitted as part of an approved program are considered wards of the families with whom
they reside. The sponsor, host family and/or local program representative must maintain personal contact with
the school, must be available and willing to meet with school personnel when problems or circumstances
require and must assume full and final responsibility for resolving problems including the early return of the
student if personal, family or school difficulties cannot be resolved.
12. The student must have average or above average grades in school from their country of origin. The district
will not provide non-immigrant foreign students with admission to special education programs, English as a
Second Language programs, bilingual programs, English Language Acquisition programs, or post-secondary
option programs
DPS High School Procedures Guide
Page 53
(Updated 6/16/2014)
13. Students are expected to take five classes per term, including one language arts or English class and one
American history or government class and are expected to maintain passing grades in all classes.
14. The eligibility requirements of the Colorado High School Activities Association will be followed. Accordingly,
foreign students sponsored by an approved exchange organization may participate in organized sports, while
those sponsored by a private sponsor may not.
15. After an initial seat offer with an OCES representative to determine capacity for foreign exchange students,
the school will receive a student information packet the following:
 Student profile
 Copy of passport
 Transcripts
 Immunization records
 Student health records
 Secondary Level English Proficiency (optional)
 Letter of recommendation (optional)
 Student personal statement
 Host family information ( if available)
After review the school will select the foreign exchange student & OCES will communicate that acceptance back
to the agency.
Application for F-1 VISA
Many times a foreign student will have family members or family friends that live in Colorado (Denver), with whom they
can live with for a school year. When this occurs, the family members or family friend becomes the ―host family.
Privately sponsored foreign exchange students may be enrolled if an adult resident of the district has been given
temporary guardianship and the student lives in the home of that guardian and if the student meets all legal
requirements for a student visa.
After the student has expressed an interest to the prospective host family with regard s to attending a Denver Public
School, the host contacts OCES for information.
An Affidavit of Support (Form I-134) can be downloaded by the potential host or they can request one from the OCES
representative. This Affidavit of Support (Form I-134) details everything that must be done in order for the student to be
accepted in Denver Public Schools.
Once the host parent has gathered all of the necessary documentation, they will make an appointment with OCES to
bring in their materials. The host parent must personally deliver this information.
The most important piece that is involved with the application for an F-1 Visa is the payment of tuition. The tuition
amount is set annually by the Board of Education and can vary each year.
When the host brings in all of the required information and the tuition, the OCES will need to briefly review the
materials and make a receipt of the tuition payment. They student’s family may also wire the tuition payment to the
DPS Disbursement Office & pay the cost of the transmission. Contact OCES to get instructions for wiring tuition
payments
At this point the Designated School Official will review the information and determine acceptance.
If the school does not accept the student, OCES will contact the host family to inform them of the decision.
DPS High School Procedures Guide
Page 54
(Updated 6/16/2014)
Arrangements will be made to refund the tuition to the host family or the student.
NOTE: The same procedure would apply if for any reason the student were not granted a visa by the embassy.
If the school accepts the student, OCES will advise the host family of the decision. Additionally, OCES’s DSO will enter the
student‘s information the database for the Department of Homeland Security and an I-20 will be generated.
After the I-20 form is completed & signed by OCES’s DSO, the host parent must return to the OCES office to pick them
up.
For additional information please refer to Denver Public Schools’ Board of Education Policy JFABB & JFABB-R.
Foreign Student Admissions
The OCES facilitates the admission of foreign exchange students to the Denver Public Schools. Foreign students wishing
to be admitted to Denver Public Schools can do so in one of the following two ways: both must be processed through
the OCES.
Application for J-1 VISA
The student, while still in their home country, must contact an organization that places foreign students in the Denver
Public School District. A Local Coordinator (LC) from the organization works with the OCES to submit all of the required
documentation. The LC is the person who interviews and completes applications for all potential host families.
The LC needs to provide OCES with three pieces of documentation:
1. Affidavit of Support (Form I-134)
2. Student Application
3. High School Acceptance/Permission Form
Ideally, these materials should be mailed or hand delivered to OCES. This will allow for clean, legible copies.
Faxing sometimes distorts the images and makes paperwork very difficult to read. Therefore, it is not recommended
that the information be faxed. Due to the confidential nature of the information scanning & emailing this information
may put it at risk.
OCES will review the materials submitted then forward the application packet to the school for acceptance.
OCES will notify the LC of the acceptance or denial.
DPS High School Procedures Guide
Page 55
(Updated 6/16/2014)
HIGHER EDUCATION ADMISSIONS REQUIREMENTS
In 2003, the Colorado Commission on Higher Education adopted the Higher Education Admission Requirements which are
entry requirements for students planning to attend any of Colorado’s public four-year colleges or universities. The
requirements go into effect in two phases: Phase 1 for students graduating in 2008 and 2009, and Phase 2 for students
graduating in 2010 and beyond. Private colleges and universities set their own admission standards, so students should
contact those institutions directly for information regarding their enrollment policies. Public two-year colleges have open
enrollment policies, so students applying to these schools may not need to meet the following admissions requirements.
Students planning to attend a four-year college or university in Colorado will need to complete the following classes in order
to fulfill the Higher Education Admission Requirements. In addition to the Higher Education Admission Requirements, students
must also meet the Admission Eligibility Index. Refer to the Index Score Calculator at:
http://highered.colorado.gov/Academics/Admissions/IndexScore/default.asp.
Academic Area*
2010+ Graduates
English**
4 years
Mathematics (Must include Algebra I, Geometry, Algebra II or
equivalents)***
4 years
Natural/Physical Sciences (two units must be lab-based)***
3 years
Social Sciences (at least one unit of U.S. or world history)
3 years
Foreign Language
1 year
Academic Electives****
2years
*CCHE, CDE, and School Districts are developing standards for alternative demonstration of proficiency to be accepted in lieu of course
completion. For course guidelines see paragraph 4.01 of the Admissions Standards Policy
(http://highered.colorado.gov/Publications/Policies/Current/i-partf.pdf).
**Two units of ESL English may count for HEAR requirements when combined with two units of successfully completed college
preparatory English.
***College-preparatory ESL mathematics/science courses that include content and academic rigor/level comparable to other acceptable
courses may satisfy HEAR requirements.
****Acceptable Academic Electives include additional courses in English, mathematics, natural/physical sciences and social sciences,
foreign languages, art, music, journalism, drama, computer science, honors, Advanced Placement, International Baccalaureate courses,
and appropriate CTE courses.
Meeting the Higher Education Admissions Requirements does not guarantee admission to a four-year public institution.
Colleges and universities may have additional requirements.
Students should contact the counseling office at their school for specific course advice.
Other Resources and answers to Frequently Asked Questions can be found at:
http://highered.colorado.gov/Academics/Admissions/faq.html.
DPS High School Procedures Guide
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(Updated 6/16/2014)
ACADEMIC PROGRAMS
Advanced Placement (College Board)
DPS Board Policy: IHCD
A student may qualify for the College Board Advanced Placement program (college-level courses) in high school under
the following conditions.*
The student shall have:
1. Demonstrated superior achievement in accelerated or other appropriate preparatory classes which prepared him to
take college-level courses in grades 11 and 12
2. Been recommended by his teacher and counselor
3. Take the AP exam in order to get (honors) credit for the class
Cooperative planning by parents, students and counselors is essential for appropriate program selection.
*Any of the above entrance criteria may be waived at the discretion of the principal if placement is deemed in the best
educational interest of the student.
Current practice codified 1993
Adopted: date of manual adoption
Revised: June 1998
DPS High School Procedures Guide
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(Updated 6/16/2014)
Advanced Credit Classes-Honors and AP
DPS Board Policy: IHCDB
Instructional-Delivery Criteria that Provide s Necessary Course Rigor
•
•
•
•
•
•
Coursework must include at least one major research paper/project per semester.
Coursework must include intensive reading and writing in the content area.
Instruction must include the use of higher-order thinking skills during question and discussion periods.
A significant amount of rigorous homework, beyond that of a regular class, must be required.
Instructional materials selected for use must reflect the challenging nature of the course.
Level of instruction must reach greater depths of understanding, including self-directed learning, and
establish higher expectations of the student.
AP classes only:
•
•
•
AP courses must focus on preparing students for the required AP exam.
AP teachers must attend an AP workshop, lead an AP workshop, or read AP exams at least once every three
years. Monitoring will occur at the high schools and must be reported to your instructional superintendent
each year by September 1.
The rigor of an AP class must be comparable to college-level class work.
Entrance Criteria for Honors (Accelerated) Classes
•
•
•
•
•
Each school must develop procedures for recruiting and encouraging student participation in accelerated
and Advanced Placement classes.
Teacher and counselor recommendation.
Successful completion of prerequisite classes, as noted on the course syllabus.
A grade of "C" or better to continue in second semester of the same class.
Above-average reading level.
*Any of the above entrance criteria may be waived at the discretion of the principal if placement is deemed in the
best educational interest of the student.
Cooperative planning by parents, students, and counselors is essential to satisfactory program selection.
Adopted: Date of Manual Adoption
Revised: June 1998
Printed from the Board of Education Policy Book
DPS High School Procedures Guide
Page 58
(Updated 6/16/2014)
Regarding Honors and AP Credit
As a point of clarification, any student who transfers into your school from an non-DPS school can only receive Honors
credit if the following conditions are met:

The class must exist currently as an honors course offered in Denver Public Schools. Honors credit may not
be awarded for classes that are not offered by DPS as Honors classes.

The non-DPS transcript must designate “H” credit in order that Denver Public Schools may award weighted
credit. Documentation from the sending school must indicate that a class is in fact weighted for accelerated
credit.
*Principal has the discretion to award Honors credit.

Students not taking the AP exam and not completing both semesters of the course will not receive
weighted credit for the AP class. Regular credit will be given in cases where the AP exam is not taken.

Students who do not take the AP exam must have their transcripts to reflect the “unweighted” grades. The
student information system (currently Infinite Campus) will reflect the adjusted grade point average.
DPS High School Procedures Guide
Page 59
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College First Student Procedures
Once students have been accepted into the College First (formerly ASCENT) program and identified by the Post-Secondary
Pathways Office, they will need to be coded correctly in Infinite Campus (IC) throughout their College First year. This coding is
important to attribute appropriate graduation and dropout rates, as well as ensure that the student is awarded a diploma
accurately.
During the spring of the students’ senior year (the year prior to their enrollment in College First):
1. Post-Secondary Pathways will inform all high schools of students’ status in College First.
2. Home high schools should print the students’ diplomas but retain them at the school for the year.
3. Updates will be sent to the schools as necessary (as students may drop the College First program during the summer
months or early in the school year).
4. The “graduation” flag must be removed from the IC profiles of all College First students.
5. The “retention” flag must be marked in the IC profiles of all College First students.
6. College First students must not be end-dated with a graduation code.
During the summer between the College First students’ senior year and their college year:
1. During the July roll, all College First students will roll into the 12th grade at their home school.
2. After the roll, the College First school will have to contact the home school to end-date the student’s enrollment with a
code of 11, as of the first day of July.
3. The College First school should enroll the student in the IC “ASCENT” school code using the entry code “11”.
4. Every College First student will need a schedule in IC, with one class period identified for each college course.
When a student successfully completes the College First year OR withdraws from College First prior to completion:
1. The College First Counselor will enter all grades into the student’s transcript (if the student has been in College First long
enough to accumulate grades).
2. The College First Counselor will contact the student’s home school to let them know the student is ready to graduate.
3. The ASCENT school will withdraw the student using the code “11”.
4. The home school will enroll the student using the code “11”.
5. The home school will graduate the student by withdrawing him or her using the code “90” and marking the “graduation”
flag in the student’s IC file.
6. The home school will provide the student with the diploma that was printed during his or her senior year.
Important things to remember:
1. If students are not coded correctly and in a timely fashion by College First and their home school, they may appear as
dropouts on the home school’s record.
2. Provision of high school and college transcripts, proof of attendance, and proof of tuition payment are required for
funding during the annual October Count. Students must also achieve a grade of C or higher to receive college credit.
a. If a student drops out of College First after the October Count but before earning a grade for the course (of a C or
higher), s/he will not be funded through the Count.
3. A College First student should never be coded as a dropout! Regardless of when they leave College First, they should
always be transferred to the home school with a code of 11 and graduated out of the home school with a code of 90.
DPS High School Procedures Guide
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Guidance for Advising College First Students
College First is state legislation that allows students to remain in high school for a 5th year to get a “jump start” on their
Associate’s Degree, Bachelor’s Degree, or a certificate program.
Requirements
 Students must meet all DPS graduation requirements by the end of their senior year.
 Students must have completed 12 transcripted college credit hours prior to the end of their senior year
(remedial courses do not count toward those 12 credit hours).
 Students must be “College Ready” in their pathway.

For an Associate Degree program, they must meet or exceed minimum ACT scores of ACT Subject Scores =
Math 19, English 18, Reading 17 and/or Accuplacer scores = Elementary Algebra 85, Sentence Skills 95 and
Reading Comprehension 80

Career and Technical Education (CTE) students can participate in College First based on entry
qualifications for the CTE program. Check with participating colleges for requirements.
District Funding
 Last year, the state budgeted $1.7 million for College First statewide. As College First grows in popularity,
there will always be more students than available funds.
 Students in College First only have tuition paid by the district. Books and fees are the responsibility of the
student.
 All eligible students will be placed in a lottery if the district does not have enough funds to cover all College
First students.
Advising Students
 Students should begin the advising process in the 9th grade. As students work on their Personal Education
Plans (PEP’s) they need to identify their career and post-secondary goals, as well as how they will attain these
goals. Any Concurrent Enrollment course work should be based on the students’ career and post-secondary
goals.
 Students that earn scholarship awards covering the entire cost of their college might consider participating in
College First since many students spend more than four years pursuing their college degree.
 If there is any uncertainty as to whether the student should sign up for College First, it is advised that the
student submit the “Intent to Participate” form due in August. Students and schools can inform the PostSecondary Pathways department if an individual decides not to participate in College First during his/her
senior year. It is not possible to add a student to the College First program after the department notifies the
state as to who intends to participate.
 Always encourage students to proceed through the regular college planning process, as there is never a final
word on funding from year to year, until late June. It’s okay to hold a diploma, and not mark graduated in IC,
all the way through December. If a student chooses not to participate in College First, they can be marked as
“graduated” in August and given their diploma.
 If a student does not meet graduation requirements by the end of their senior year, they can enroll as a
“regular” 5th year DPS student and be eligible to take up to 9 hours of college credit.
College First is the only legislated 5th-year program allowed for school districts at this time.
DPS High School Procedures Guide
Page 61
(Updated 6/16/2014)
Concurrent Enrollment and College First FAQ’s
General
Q: What is Concurrent Enrollment?
A: “Concurrent Enrollment” means a student is simultaneously enrolled in a local education provider and in an institute
of higher education or career and technical courses. The secondary (high school) institution will make these
opportunities available to students by partnering with institutions of higher education (ex: Community College of
Denver, Community College of Aurora & University of Colorado Denver).
Q: What is College First (Accelerating students through Concurrent Enrollment)?
A: College First is a 5th year program for high school students. Students will remain high school students in their 5th
year but take all college courses at an approved institution. Students qualify for College First by completing 12 credits
of college level coursework prior to their 5th year (re medial course s do not count).
*For more detailed information on concurrent enrollment and College First visit:
http://www.cde.state.co.us/postsecondary/ce_districtresources
Q: How is the College First program different from Concurrent Enrollment?
A: College First is for students participating in a 5th year program. The College First program is for seniors that have
fulfilled all local school district graduation requirements at the end of four years, and have completed or are
scheduled to complete 12 credit hours of transcripted post-secondary course work. Eligible College First students
can take a 5th year of post- secondary classes through Denver Public Schools. Concurrent Enrollment is for most high
school students. It is an opportunity to take college classes while still in high school.
Q: When can students take a college class?
A: Students may enroll in college course work in the 10 th grade, if they are college ready. College Ready is determined
by the Accuplacer, a college assessment test. 9th grade students are ineligible for concurrent enrollment. 10 th grade
students are limited to 6 college credit courses during the year. 11 th and 12th grade students are limited to 12 college
credits per year.
Q: What if a student wants to take a concurrent enrollment class, but the student does not meet the enrollment
criteria?
A: The student must be college ready. A student needs to take the Accuplacer to see if a college level class would be
appropriate. A counselor can recommend a student for such courses as CU Succeeds or Career and Technical course
work, which may not require Accuplacer
Q: What are the student benefits of taking Concurrent Enrollment classes?
A: The benefits of Concurrent Enrollment classes: students can earn college credit for FREE! Students can get a head
start on their career paths. The course s are challenging and rewarding.
Q: What is the GPA requirement for Students to take College First/Concurrent Enrollment classes?
A: Students nee d to have a 2.0 to be eligible for classes.
Q: What time of the year should students enroll students for College First/ Concurrent Enrollment classes?
DPS High School Procedures Guide
Page 62
(Updated 6/16/2014)
A: CU Succeeds can be done during high school registration (because the classes are taught a t the high school
campus). Community College courses should be done in the spring for fall semester and in the fall for spring
semester. It is a good idea to advertise and recruit students for these potential opportunities. Deadline s will be sent
out from the Post-Secondary Readiness off ice. The earlier you s tart the better.
Q: Can students take Concurrent Enrollment Classes from multiple institutions?
A: Yes, students can take different classes from different institutions.
Q: From what institutions can students take concurrent enrollment classes?
A: Most students take classes from either:
1. Local Community College s (Community College of Denver, Community College of Aurora or Re d Rocks
Community College )
2. CU Succeeds through the University of Colorado Denver (these classes are taught a t the high school)
3. Emily Griffith Technical College
*Students can take classes through other institutions, but DPS will only pa y up to the community college rate. The
student must pay the total tuition and be reimbursed up to the community college rate after they pass the class.
Q: Can students use CLEP (College-Level Examination Program) for College First and Concurrent Enrollment credits?
Do they receive high school credit for CL EP?
A: Students can use CLEP for College First, Concurrent Enrollment and high school credit if it is transcripted o n a
college transcript. It is the student’s responsibility to get the CLEP credits transcripted on a college transcript and pre
sent that transcript to a Denver Public Schools employee as proof of completion.
Q: Do students that earn Concurrent Enrollment Credit receive honors credit towards cumulative GPA?
A: Concurrent enrollment credits are counted towards GPA like an honors credit.
Q: Are we required to implement an College First program? Concurrent Enrollment?
A: Districts are only required to follow the College First guideline s if the student chooses to participate in a 5th year
Concurrent Enrollment program after 2012. The district goal is to increase concurrent enrollment by 3.5% yearly.
Q: What is the difference between AP classes and Concurrent Enrollment?
A: AP classes are offered through the high school curriculum. To earn college credit for an AP class, students need to
earn a minimum of a 3 on their AP exam and have their AP score sent directly to their college or university in order to
be transcripted. AP classes are free of charge regardless of final grade. A Concurrent Enrollment class is a college
course. By passing a Concurrent Enrollment course you will earn college credit. Concurrent Enrollment is paid for by
the district, but if a student doe s not pass the class or receives a D in the course the student must pay for the course.
Q: What’s the realistic date for full implementation of the College First program?
A: Fall 2010 will be the first group eligible. Moving forward, seniors must turn in their intent to participate by end
of August to be eligible.
DPS High School Procedures Guide
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(Updated 6/16/2014)
Q: What is the Accuplacer, and where can students take the Accuplacer?
A: The Accuplacer is an assessment use d to determine a student's academic placement and college readiness.
Students do not pay for the Accuplacer testify they are participating in concurrent enrollment. Students can take the
Accuplacer test at their home high school or at the community college.
Q: What is required for students to be eligible for fast track?
A: Fast Track no longer exists in the same way that it did before. Under the current CE system, if a student wants to be
full-time at a post-secondary institution (the old Fast Track) before they have completed their senior year in high
school, the only requirement is that the student must have completed all graduation requirements.
Q: Can you mix and match PSEO and Concurrent Enrollment or do you have to do one or the other?
A: Districts have the option to use pieces of both programs until 2010, but there would have to be two different
MOU’s in place. In 2012, districts will have to use concurrent enrollment until PSEO goes away. DPS has moved to
Concurrent Enrollment as of the fall of 2010. Students and Parents can use the enclosed waiver form for programs
such as Fast Track, etc.
Funding
Q: Are books and fees included in the funding for these programs?
A: The legislation declares that funding for books and fees is not included; however, a school may choose to assist a
student with books and fees. If the school is not able to help with financial assistance, contact the post-secondary
readiness office.
Q: What amount of tuition will students be eligible for?
A: If a student goes somewhere other than the local community college, the student would only be eligible for
the amount of tuition at the local community college tuition rate. In these cases, students will be asked to pay
tuition cost up front and then be reimbursed up to the community college rate.
Q: How will funding be determined when there are unlimited requests for College First participation but limited
dollars?
A: Funding will be up to school districts. However, the timeline and prerequisites will limit requests. The College
First Advisory board determines what each school district will receive then the schools allocate according to their
own methodology.
Eligibility
Q: Are students who take remedial courses eligible for College First?
A: Eligible Seniors may take remedial courses, but that coursework does not qualify as part of the 12 cred it hours of
college coursework required for College First eligibility. DPS will allow one remedial English or Math 090 each
semester during senior year. DPS will not pay for 030 and 060 remedial; however, the individual high school may
choose to pay for this course work.
Q: Do Advanced Placement courses count as college credit for College First eligibility?
A: AP scores can be used for College First eligibility but must be awarded by a college and placed on the college
transcript.
DPS High School Procedures Guide
Page 64
(Updated 6/16/2014)
Q: Will out of state college courses count for the 12 hours?
A: No, only Colorado institutions are eligible.
Q: If there is a grade that is pass/fail but counts as a college credit, would it count?
A: It would depend on the specific higher education institution policy.
Q: Is there a transition period for students so that they don’t necessarily have to have 12 credits to participate in the
College First?
A: No. The legislation is clear about the 12 credit hour requirement. However, the CEAB (Concurrent Enrollment
Advisory Board) can make recommendations if needed.
Agreements
Q: Are there separate agreements for Concurrent Enrollment and College First?
A: Yes.
Q: If high school teachers are teaching college courses, can students take College First at the school?
A: It would have to be part of the agreement.
Q: In the agreement form, is there a disclosure so that information can be released to the high school and the
parent?
A: When students enroll in a college course, they are treated the same as any other college student. This means the
student is solely responsible for releasing information to the high school and their pa rents.
Q: Could you send students to a two-year or four-year institution?
A: Yes, as long as it’s in the cooperative agreement.
District Concerns
Q: Once students have met graduation requirements, they must graduate. How will this affect College First?
A: With College First, students have to meet the College First requirements before they are counted as a high school
graduate, and they cannot be awarded a district diplo ma until that time.
Q: What will be the impact of graduation for AYP (Average Yearly Progress)?
A: The department will work with the Concurrent Enrollment Advisory Board to ensure, to the extent practicable, that
districts are not adversely affected when reporting for the College First students.
DPS High School Procedures Guide
Page 65
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STUDY ABROAD OPPORTUNITIES
Students and families are responsible for all arrangements for study abroad opportunities.
Students may enroll as full-time students in Denver Online High School while studying abroad and continue taking the
DPS classes they need in order to stay on track to graduate or graduate on time. Credits for travel, service learning, and
other cultural and life experiences may be eligible for elective credits with proper documentation. For more information
go to http://online.dpsk12.org/
Students who choose to remain in their home high school must gain approval by the high school principal or designee
before participating in a study abroad program. In order for students to receive credit for educational experiences
abroad, they must bring an official transcript from the foreign school to his/her home high school. The official transcript
must reflect courses taken at the school abroad and the achievement level for each course. Students and parents should
be aware that any grades received abroad will only be documented on their DPS transcript on a Pass/Fail basis. Students
cannot obtain English credit abroad unless it is in a country where English is the official language. Civics credit and US
History credit will also not be awarded. Students may also take online classes through Denver Online High School (DOHS)
while studying and traveling abroad. The cost per semester class is $100 per student per class and requires advanced
payment. For more information go to http://online.dpsk12.org/
DPS High School Procedures Guide
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(Updated 6/16/2014)
INDEPENDENT STUDY
Who is Responsible?
High School Principal or Designee
Forms:



Official form/contract to be designed by the school
School consent if classes are with Denver Online High School
Applicable contracts if classes are correspondence
Guidelines and Considerations:
Independent study is only recommended for junior and senior students. A student is to earn no more than 20 credit
hours of independent study, including correspondence coursework, toward the completion of graduation
requirements. A certified teacher/certified instructor must be assigned to monitor the independent study at a time
other than when the teacher is teaching a class. Applications for independent study should occur by the school‘s
official add deadline date. Independent study is only recommended in rare cases. It is best used for irresolvable
conflicts, courses not offered in the school’s schedule, student hardship, and, occasionally, enrichment. Advanced
placement and accelerated (Honors) courses cannot be taken as independent study. Students are also encouraged
to consider taking online supplemental classes with the district’s Denver Online High School (DOHS). These
supplemental classes cost $100 per student, per semester class and require advanced payment by the parent or
student before enrollment. For more information go to http://online.dpsk12.org/
Process:
1. Designate one person to handle approval of all independent studies
2. Determine if independent study is warranted
3. Conduct an interview with the student, teacher, principal/designee, and counselor.
4. Document student progress
5. Indicate on schedule as an –Alt 1 or –Alt 2 class
6. Indicate course/credit on transcript
7. Place copy of all documentation, including the signature of the principal or authorizing administrator, in the
student‘s cumulative folder.
DPS High School Procedures Guide
Page 67
(Updated 6/16/2014)
Independent Study Form
School _
Student Name__
St. ID #__
Counselor
Parent/Guardian Signature
Phone
Course Title and Number
Hours Currently
Date Study begins and ends
through
List specific course objective for which the student will be accountable. (Attach additional sheet if
necessary.)
Outline the schedule of student/teacher certified instruction meetings (must be at least once per week)
Describe in detail the evaluation process for progress and final grade.
I attest that this Independent Study does meet the approved Denver Public Schools curriculum
requirements for the course named above.
Teacher ____________________________________________________________________________
I have read and understand the course requirements and schedule
Student ___________________________________________ Date
_______________________________
Parent/Guardian
________________________________________________________________________
(approve) (deny) this request for Independent Study.
Principal _____________________________________________ Date
____________________________
LIST THE REASON(S) FOR THE REQUEST ON THE BACK
DPS High School Procedures Guide
Page 68
(Updated 6/16/2014)
WORK EXPERIENCE CREDIT
Students may earn up to 5 credits per semester and no more than 20 credits during high school. Students must obtain
permission from their school counselor or principal prior to completing the work. Specific requirements must be met in
order for a student to earn credit, including number of hours worked, alignment with education expectations, and work
supervision by district staff. The number of credits earned is dependent on the number of hours worked.
The types of work experiences include:




Volunteer Work
Internship
Unpaid Work Experience
Paid Work Experience
Students with an IEP who are working towards a Work Experience Course of Study may exceed the 5 hour credit limit
per semester, as they are required to earn a minimum of 60 credit hours total of work experience and study credit.
Work Experience Credit may be earned in the summer if either of the following conditions applies:
 Student has a disability and is supervised by a certified teacher. A maximum of ten (10) hours credit may be
awarded.
 Student applies to and is accepted into the CTE – CCE course. A maximum of five (5) hours credit may be
awarded.
EVALUATING CREDIT HOURS FOR EXPERIENCES OUTSIDE OF THE DENVER PUBLIC SCHOOLS
General Ed- PAID
Work
Semester
Hours
Credit
hours
54
1.0
81
1.5
108
2.0
135
2.5
162
3.0
189
3.5
216
4.0
243
4.5
270
5.0
DPS High School Procedures Guide
General Ed- UNPAID
Work Hours
Semester
Credit
hours
36
1.0
54
1.5
72
2.0
90
2.5
108
3.0
126
3.5
144
4.0
162
4.5
180
5.0
Page 69
Students with IEPs
Work Hours
Semester
Credit
hours
18
1.0
27
1.5
36
2.0
45
2.5
54
3.0
63
3.5
72
4.0
81
4.5
90
5.0
(Updated 6/16/2014)
CAREER CONNECTION EXPERIENCE (CCE) CREDIT
CCE provides high school students (16 years and older; commonly juniors and seniors only) with the opportunity to gain
“real world” experiences which connect their educational course selections to their career interests.
CCE Credit Description
Paid Experience Unpaid Experience Summer Experience
Paid/Unpaid
Paid
Unpaid
Paid/Unpaid
Program Length
Variable
Variable
Variable
Hour/Credit Ratio
54/1
36/1
54/1 or 36/1
5
5
Max. Credits Per Semester 5
Prerequisites and/or
CTE Class
CTE Class
CTE Class
Concurrent Course Work
AVID Class
AVID Class
AVID Class
Students receive one credit for every 36 hours of experience in the unpaid option or one credit for every 54 hours of
experience in the paid option. Students may receive up to five credits per semester for up to four semesters, and
cannot exceed 20 credits.
If the student is in a paid experience, s/he is required to have 270 hours per semester to receive the maximum CCE
credits. Paid interns will earn one hour of credit for every 54 hours worked, up to five credits per semester. This is an
average of 15 hours per week for an 18-week semester.
If the student is in an unpaid experience, s/he is required to have 180 hours per semester to receive the maximum CCE
credits. Unpaid interns will need to have an average of 10 hours per week for an 18-week semester. Students may
receive a maximum of 5 credits for a summer internship. There is a separate application for summer CCE.
If a student’s work hours are reduced, it is important to reflect an equitable credit compilation that doesn’t penalize the
student for the shortfall – if the reduced hours are the responsibility of the employer and not the student’s
performance. For example, a student enters the program expecting to earn 5 credits toward graduation based on
successful performance but only gets 3 credits. Depending on whether or not the student is responsible (the employer
cut their hours or the business failed to compensate for an economic downturn, as opposed to the student failing to
complete their required duties) then the data entered would be as follows:
Student is NOT responsible
Correct Entry to Avoid Penalizing Student
Grade received: Not a factor
GPA Weight: 3
in this decision
Student IS responsible
Attempted Credit: 3
Correct Entry to Penalize Student
Grade received: Not a factor
GPA Weight: 5
in this decision
DPS High School Procedures Guide
Earned Credit: 3
Earned Credit: 3
Page 70
Attempted Credit: 5
(Updated 6/16/2014)
CORRESPONDENCE SCHOOL CREDIT
Who is Responsible?
The parent/guardian is responsible for initiating request for admission to (enrolling in) correspondence school.
The parent/guardian is responsible for any costs of the correspondence school including tuition, fees, textbook,
and material costs, and any related tutoring costs.
Forms:
Appropriate documentation from an approved correspondence school.
Guidelines and Considerations:
Denver Public Schools generally accepts credit from schools that are accredited through the North Central Association of
Colleges and Schools (NCA), or those accredited through an accrediting body approved by the Colorado Department of
Education. The following correspondence schools have been approved for credit acceptance.



A maximum of fifteen (15) hours of credit may be accepted from an approved correspondence school during a
student's high school career.
Correspondence courses taken must have a parallel version offered in the approved curriculum of the Denver
Public Schools.
Students are encouraged to take available DPS approved classes with the district’s Denver Online High School
(DOHS). These supplemental classes cost $100 per student, per semester class and require advanced payment
by the parent or student before enrollment. For more information go to http://online.dpsk12.org/
Process:
1. The parent, student, the student's counselor, and school principal or designee should work cooperatively in
this process and meet prior to a student enrolling in a course from an approved correspondence school.
2. Once school approval is secured, the student can enroll in the agreed-upon course.
3. Graduating seniors must have written documentation of a passing grade by the senior checkout date.
4. The parent/guardian and student are responsible for any costs of the correspondence or supplemental
course including tuition, fees, textbook and material costs, and any related tutoring costs.
5. After the student's successful completion of the course, supporting documentation should be submitted to
the school. The student will then receive the appropriate credit for the course. The administration of any
examination from the mentioned institutions is not the responsibility of the high school counselor.
DPS High School Procedures Guide
Page 71
(Updated 6/16/2014)
Program
Address
Accreditation
Denver Online High School
http://online.dpsk12.org/
NCA
American Schools of
Correspondence
2200 E. 170 Street Lansing,
Illinois 60438 (708) 418-2800
NCA
Brigham Young University
High School Independent
Study Program
206 HCEB Provo, Utah
84602
University of NebraskaLincoln Independent Study
High School
University of NebraskaLincoln Independent Study
High School
Northwest Association of
Schools and Colleges
(801) 378-2868
University of NebraskaLincoln Independent Study
High School
2160 South Cook Denver,
CO 80210 (303) 758-2003
Accelerated Schools
Sylvan Learning Centers
6830 South Yosemite Ct.
Englewood, CO 80112 (303)
771-7771
2223 S. Monaco Pkwy.
Denver, CO 80222
(303) 300-2522
DPS High School Procedures Guide
Page 72
NCA
NCA (some centers are not
accredited, see NCA website)
(Updated 6/16/2014)
SUPPLEMENTAL PROGRAM
Denver Online High School (DOHS) courses for 9th, 10th, 11th, and 12th grade students are interactive and taught by highly
qualified DPS teachers. Classes are available on a quarterly basis and are self-paced within the quarter.
Signing up is easy! Simply email or call the DOHS counselor with the following student information:






Students‘ full name
Student‘s school ID number
Student‘s grade level
Student‘s home phone and/or cell phone
Student‘s email address
Student‘s chosen or needed course(s)
1. We accept enrollments from school counselors or administrators and parents. We encourage students to go through
their assigned counselor to enroll in any online courses.
2. Students should be assigned a mentor or supervisor who will assume responsibility for keeping track of student
progress, arranging for appropriate interventions and staying in touch with the assigned online instructor.
3. The assigned school contact person and the student will receive confirmation email once the student is signed up
and ready to go.
4. All grading is entered through IC for seamless transcript updates.
5. The cost per semester class is $100 per class and requires advanced payment by the parent, student or school.
6. We highly recommend that students have a reliable workspace at home and are provided computer access and
scheduled time during the school day, such as a free period or study hall class, to work in their supplemental course.
DOHS Contact Information:
• Web - dpsonline.org
• Email - [email protected]
• Phone - 720-424-8281
See your Professional School Counselor for more information about Online Learning.
DPS High School Procedures Guide
Page 73
(Updated 6/16/2014)
HOME BOUND SERVICES
Alternative Placement Services Program
Denver Public School Students who experience medical, physical, and/or mental health issues that substantially impair
their ability to function successfully or safely as on-campus students may be eligible for Alternative Placement Services.
The Alternative Placement Program provides off-campus services based on necessity. For consideration an
application/referral is required for the type of leave requested i.e. medical, physical, and /or mental health. For more
information visit the Alternative Placement Services Webpage:
http://denver.co.schoolwebpages.com/education/dept/dept.php?sectiondetailid=705&&.
If the student does not meet the requirements necessary for alternative placement and whose attendance is impacted by
medical, physical, and/or mental health issues it’s recommended that school staff work with their related services
provider (i.e. school nurse, counselor, school psychologist, etc.). It’s suggested that the related service providers and
school faculty provide reasonable opportunity for the student to make-up missed school work; further resolution is at
the discretion of the school administration i.e. Instructional Superintendents, Principals, and Assistant Principals.
Please feel free to contact Diane Sweet, APS Specialist; at 720-423-1414 should you need additional information.
DPS High School Procedures Guide
Page 74
(Updated 6/16/2014)
Home Based Education Program (Home Schooling)
Who is Responsible?
Parents are responsible for annual notification to the school district of students under the age of seventeen who are
participating in a home-based educational program, as specified in CRS 22-33-104.5. Parents assume responsibility for all
aspects of the educational program, as defined below.
Parents of high school age students are encouraged to contact Denver Online High School to discuss online curriculum
options that may support their homeschool decision. Home School Students enroll with DOHS as part-time students.
Completed courses are added to the student’s DPS transcript. For more information go to http://online.dpsk12.org/
Forms:
Notification of intent to home school is made to the Division of Student Services, Office of Student Records, and
fourteen days prior to the establishment of said program. The Office of Student Records reviews each notification to
determine eligibility to continue in home schooling. This office then notifies the schools.
The principal should review home school notifications.
Guidelines and Considerations:
Students are entitled to participate in home-based educational programs under the guidelines of Colorado State Law 2233-104.5. Major points in the law include:
1. One hundred seventy-two (172) days of instruction per school year averaging four hours of instructional contact
daily.
2. Annual notification to the school district by the parents of students age 7 - 16.
3. Books, materials, and curriculum, as well as the required testing or evaluation s are the responsibility of the parents;
the district does not provide these to home school families.
4. Nationally standardized testing/evaluation of students in grades 3, 5, 7, 9, and 11 as defined by law.
5. Students scoring at 13% or below, or determined not to be making satisfactory progress by an evaluator will be
required by the school district to attend a public, independent, or parochial school until the next testing period,
except that no action shall be taken until the child is given the opportunity to be retested using an alternate version
of the same test or a different nationally standardized achievement test.
6. Parent must maintain records relating to home schooling, including immunization, testing, and attendance.
7. A program consisting of, but not limited to communication skills of reading, writing, speaking, mathematics, history,
civics, literature, science and regular courses of instruction in the Constitution of the United States.
8. Students returning to a public school may be tested for placement purposes.
9. Parents may opt to have the student enrolled part time in a public school.
10. The school district shall accept the transcripts from the non-public home-based educational program for any such
child; except that the school district may reject such transcripts if the school district administers testing to such child
and the testing does not verify the accuracy of such transcripts.(22-33-104.5, 4). Information on the home- school
sequential program of instruction may be requested to assist with transcript evaluation. Attendance records, testing
and evaluation results may be requested to assist with transcript evaluation.
DPS High School Procedures Guide
Page 75
(Updated 6/16/2014)
HOME-BASED EDUCATION PROGRAM (HOME SCHOOLING)
Process (cont.)
Use of Attendance Records for Credit Evaluation Purposes
Status of Home School Time
Full time home school student, one
full school year
Full time home school student, less
than one full school year
Simultaneous enrollment in home
school and public/parochial school.
DPS High School Procedures Guide
Amount of time spent in home-school
Home School Attendance Records
instruction
should reflect
Minimum of 172 days of instruction averaging Minimum of 172 days of instruction
4 instructional contact hours per day.
averaging 4 instructional contact hours
per day.
Remainder of school year averaging 4
172 days minus number of days
instructional contact hours per day.
enrolled in public/parochial school,
averaging 4 instructional contact hours
per day.
3.5 average hours daily of home school
3.5 average hours daily of home
instruction plus 45 minutes daily (average)
school instruction.
of public/parochial school instruction.
3.0 average hours daily of home school
3.0 average hours daily of home
instruction plus 90 minutes daily (average)
school instruction.
of public/parochial school instruction.
2.5 average hours daily of home school
2.5 average hours daily of home
instruction plus 135 minutes daily (average) school instruction.
of public/parochial school instruction.
2.0 average hours daily of home school
2.0 average hours daily of home
instruction plus 180 minutes daily (average) school instruction.
of public/parochial school instruction.
1.5 average hours daily of home school
1.5 average hours daily of home
instruction plus 225 minutes daily (average) school instruction.
of public/parochial school instruction.
1.0 average hours daily of home school
2.0 average hours daily of home
instruction plus 270 minutes daily (average) school instruction.
of public/parochial school instruction.
0.5 average hours daily of home school
0.5 average hours daily of home
instruction plus 315 minutes daily (average) school instruction.
of public/parochial school instruction.
Page 76
(Updated 6/16/2014)
Procedures for Enrolling Students in a Home Based Education Program
(Home Schooling)

The Office of Student Records receives notification of intent to home school from a parent.

A child who is participating in a nonpublic, home-based education program shall not be subject to compulsory
school attendance as provided in this article; except that any child who is habitually truant, as defined in section
22-33-107 (3), at any time during the last six months that the child attended school before proposed enrollment
in a nonpublic, home-based educational program may not be enrolled in the program unless the child’s parents
first submit a written description of the curricula to be used in the program along with the written notification
of establishment of the program required in paragraph (e) of subsection (2) of this section to the
superintendent of a school district within the state.

Once the notification is processed and it is established that the student is eligible to home school, the Office of
Student Records notifies the student’s resident school and forwards a copy of the notification to them.

After notifying the residence school, the Office of Student Records enrolls the student in DPS School Number
903.

In the case of a continuing student, if testing were required, the testing results must be reviewed in order to
determine the eligibility of the student. Testing results are reviewed by the Office of Social Emotional
Learning.

The home schooling notification should also be shared with the attendance office (secondary level) and
with the school’s social worker.

A student enrolled in a public school as well as home school may be counted in the pupil count, if eligible.
Such a student would be shown as active at the school of attendance and not enrolled in DPS School 903.

Parents are responsible for meeting the national standardized testing/evaluation requirement. Results may
be submitted to the Office of Student Records, or to a parochial or independent school. When results are not
submitted to the school district office, the parent/guardian is responsible for notifying the Office of Student
Records regarding the location of the test/evaluation results.

The local school should keep a folder/binder of all home school notification copies.
DPS High School Procedures Guide
Page 77
(Updated 6/16/2014)
Procedure for Enrolling Students Returning from Home Based Education
Home-Based Education Programs are a legitimate alternative form of education available to a parent/guardian for
children under their care and supervision. Denver Public Schools will use the following guidelines for enrolling students
returning to Denver Public Schools from Home-Based Education.
1. Students entering elementary or middle school from a Home-Based Education Program must provide:
 A copy of the written notification of intent to participate in Home-Based Education and the name of the district
in which it was filed (22-33-104.5,3.e).
 The sequential program of instruction used for the education of the student (22-33-105.5, 2.a).
 The attendance record and the results of a nationally standardized achievement test used to determine the
educational progress of the student administered by a qualified person (licensed teacher, psychologist or a
person with a graduate degree in education) (22-33-104.5,3.f).
NOTE:
Denver Public Schools may test the student for placement in the appropriate grade level (22-33-104.5, 4).
Failure to provide the above information will not affect enrollment, but may impact grade placement.
2. Students seeking the opportunity to take courses at the high school level but are not seeking a diploma must provide:
 A copy of the written notification of intent to participate in Home-Based Education and the name of the district
in which it was filed (22-33-104.5, 3.e).
 The sequential program of instruction used for the education of the student (22-33-104.5, 2.a).
 The attendance record and the results of a nationally standardized achievement test used to determine the
educational progress of the student administered by a qualified person (licensed teacher, psychologist or a
person with a graduate degree in education) (22-33-104.5,3.f,g).
NOTE:
 Denver Public Schools may test the student for placement purposes (22-33-104.5,4).
 Denver Public Schools will provide GED information and opportunities for GED testing in Denver Public
Schools.
3. Students returning from the Home-Based Education Program seeking academic credit and a diploma from Denver
Public Schools must provide:
 A copy of the written notification of intent to participate in Home-Based Education and the name of the
district in which it was filed (22-33-104.5,3.e).
The
sequential program of instruction used for the education of the student (22-33-104.5,2.a).

 The attendance record and the results of a nationally standardized achievement test person, (licensed teacher,
psychologist or a person with a graduate degree in education) (22-33-104.5,3.f,g).
 A portfolio and/or other examples of student work ((22-33-104.5,3.g).
NOTE:

Denver Public Schools may test the student, upon receipt of transcripts (or course documentation) from the
Home-Based Education program to verify the accuracy of such transcripts (22-33-104.5,4).
 The student will not be eligible for Valedictorian/Salutatorian designation because Denver Public Schools
requires an average of all eight semester’s grades to determine the designation and be enrolled in their
school of attendance for a minimum of three (3) years
 DPS board policy also states that a student must have a minimum of two semester’s residency in a Denver Public
Schools high school to earn a diploma.
For additional information about interpretation and evaluation of a homeschool transcript please contact the transcript
support team at: [email protected].
Additional home school information/forms can be found at:
http://denver.co.schoolwebpages.com/education/dept/dept.php?sectiondetailid=725
DPS High School Procedures Guide
Page 78
(Updated 6/16/2014)
Homeschool Transcripts
Q: Were any of the classes on the transcript taught by a highly qualified teacher in that specific subject area (must have
proof of qualifications)?
A: No  Transcript is not entered into IC and is used by counselor and principal to determine appropriate grade
placement. This may be done in conjunction with placement tests and any other feasible methods that determine
proficiency.
A: Yes.  Enter the classes onto the transcript as Pass/Fail, and the appropriate amount of credit based on the length of
the class.
Notes:


In a scenario where a student enrolls in a high school, after completing, for example, the 9th grade in a home
school setting, and the student is not awarded any credits based on the fact that they were not taught by a
highly qualified teacher, the principal has the option to waive the 60 freshmen credits, if he/she feels as though
the student is competent in all of the areas for which they received passing grades
If a student enrolls in a high school without any home school records, it is up to the principal to determine
placement
Questions? Please contact Transcript Support at 720.423.1357 or [email protected]
DPS High School Procedures Guide
Page 79
(Updated 6/16/2014)
ENGAGEMENT CENTER, INTENSIVE PATHWAY, MULTIPLE PATHWAY,
PERSONALIZED PATHWAY, AND CREDIT/UNIT RECOVERY
i. School Definitions:
Engagement Center (EC) – The EC engages students in a Post-Secondary Readiness educational pathway that leads to
either graduation or a GED. Engagement centers will identify students who have dropped out or are off-track to graduate
and engage these students in the program through a comprehensive intake process and provide an accelerated course of
study using a competency-based curriculum. ECs are generally best for students who are 18, 19, or 20 and are within 100
credits of graduating. Students will remain in the EC until they graduate and earn a diploma. These centers offer credit
recovery services, wrap around services, access to community services, pathway, college, and career counseling, and
internship opportunities. ECs will act as a community resource in providing extended-day credit recovery to all DPS
students. These centers will be open and provide credit recovery access throughout the day, at night, and on Saturdays.
ECs accept students by application only. DPS has the following Engagement Centers:




Respect Academy at Lincoln (EC)
North Engagement Center (EC)
P.U.S.H. Academy at Montbello (EC)
West Career Academy (EC)
Intensive Pathway Charters – Intensive Pathway charters offer a wide array of academic and affective supports for
students who are at risk of dropping out of school. Each charter has its own mission, specialty services, and programming
for students. All Intensive Pathway Charters engage students in a Post-Secondary Readiness educational pathway leading
to graduation. These programs accept students by application only. Most Intensive Pathway charters grant diplomas.
Intensive Pathway charters are held to the requirements set forth in their contract agreement with the district; therefore,
these schools may not be required to follow some of the procedures set forth in their charter. DPS has the following
Intensive Pathway Charters:





Academy of Urban Learning (IP Charter)
ACE Community Challenge (IP Charter)
Colorado High School (IP Charter)
Justice High School (IP Charter)
Ridge View Academy (IP Charter)
Intensive Pathway Schools (IPS) -Intensive Pathway Schools offer various supports to engage students who are off-track
to graduate or are at risk of becoming off-track to graduate in a Post-Secondary Readiness educational pathway that
leads to either a diploma or a GED. Each IPS is a diploma granting, comprehensive school offering credit recovery, wraparound services, community services, pathway, college, and career counseling, and internship opportunities. The
Intensive Pathway Schools specialize in a certain type of support for students, i.e., pregnant and parenting teens,
behavior, distance learning, etc. These programs accept students by application only. DPS has the following Intensive
Pathway Schools:






Compassion Road (IPS)
Emily Griffith High School (IPS)
Excel Academy (IPS)
Florence Crittenton (IPS)
Gilliam (IPS)
P.R.E.P. (IPS)
DPS High School Procedures Guide
Page 80
(Updated 6/01/2014)
Multiple Pathway Center (MPC) – MPCs engage students who are off-track to graduate or are at risk of becoming offtrack to graduate in a Post-Secondary Readiness educational pathway that leads to either graduation or a GED. These
programs generally serve the “young and far” population of students: those that are 16, 17 or 18 and up to two years
behind in credits. The MPC is a comprehensive school offering multiple, accelerated, competency-based pathways to
students. These pathways include, but are not limited to, Diploma Plus, GED Plus, CTE, Concurrent Enrollment and AP.
Each MPC is diploma granting and offers intensive academic, affective, and behavioral supports to students. MPCs also
offer credit recovery, wrap-around services, community services, pathway, college, and career counseling, and internship
opportunities. These programs accept students by application only. DPS has the following Multiple Pathway Centers:




Contemporary Learning Academy (CLA) (MPC)
Denver Center for 21st Century Learning (DC-21 at Wyman) (MPC)
Summit Academy (MPC)
Vista Academy (MPC)
Personalized Pathways – Personalized Pathways are structured academic opportunities to help students achieve their
goals for high school graduation and post-secondary-success. Each pathway is defined by its programming and is accessed
by a student based on the student’s academic interest and unique needs. Personalized Pathways are district wide and
engage all students. They include, but are not limited to, Science, Liberal Arts, International, Intensive, Arts, and Career
and Technical Education (CTE). Each pathway provides tailored student support and pathway/college/career counseling.
Intensive Pathways– One of several Personalized Pathways in the district, this pathway offers intensive academic and
affective support to students who are at the highest risk of dropping out of school or off track to graduate. The Intensive
Pathway is defined by the intensive support required for students engaged in this pathway to become post-secondary
ready. Intensive Pathways lead students to a diploma or a GED and offer pathway, college, and career counseling. The
following school models are considered Intensive Pathways: Intensive Pathway Schools (IPS), Multiple Pathway Centers
(MPC), Engagement Centers (EC), and Intensive Pathway Charters. Credit Recovery and Unit Recovery which are
recuperative and preventative programs available district-wide are also considered part of Intensive Pathways.
ii. 2013-2014 Procedures for Schools
Countable Students and Intensive Pathway IC Registration - Countable students cannot be enrolled in any other school
full-time. If a student is enrolled part-time or less than full-time, the student can be counted as part-time for October
Count funding by an Intensive Pathway school. If the student is not enrolled in another school and enrolled full-time in
the Intensive Pathway, he/she can be counted as a full time student. If a student is enrolled fulltime in another DPS
school, and the student would like to engage in after-school or Saturday program at an Intensive Pathway school or
program, the student will be secondarily enrolled in IC by the Intensive Pathway.
All Gilliam students will be secondarily enrolled at Gilliam, the primary school will continue to be responsible for all state
and other assessments. Gilliam will take attendance. These students’ attendance will not negatively impact the primary
school’s attendance rate. Students enrolled in Gilliam October 1st may not be counted by another school. A primary
school may not withdraw a Gilliam student unless the parent withdraws the student from the home school, or the
student is expelled by the DPS Hearing Office and has been placed in another school.
All students participating in any Intensive Pathway school or program must be registered officially in IC and complete
appropriate DPS standard enrollment paperwork including the Free and Reduced Lunch (FRL) and ELA forms. All students
will then be afforded the rights of all DPS students. This includes, but is not limited to, special education services, ELA
services, lunch services, etc. All students will take the district and state tests required. Schools will take attendance and
record behavior on all students. All Intensive Pathways will be held accountable for student achievement and growth
through the district’s Alternative School Performance Framework (SPF) and state and federal accountability. Please see
the October Count Handbook to determine the time a student must be enrolled to count the student as full or part time.
DPS High School Procedures Guide
Page 81
(Updated 6/01/2014)
iii. Definitions for APEX and its common uses:
Advanced Placement (AP) – the placement of a high school student in college-level (AP) course(s) (in the traditional
classroom or via APEX), authorized by the College Board and taught by a certified AP teacher.
Advanced Placement (AP) Exam Review – course(s), offered via Apex, that allow students to prepare for the annual AP
exam, based on former College Board AP exam(s)-offered by subject.
APEX – a standards-based, digital curriculum, developed/maintained by APEX Learning, that may be used to augment
instruction for purposes of blended learning, and provide opportunities for students to engage in advanced placement,
advanced placement exam review, credit recovery, original credit/acceleration, and unit recovery.
Blended Learning - combines live instruction and classroom interaction with elements of online delivery of educational
content. Blended learning promotes differentiated instruction and adds some elements of student control over time,
place, path, and/or pace.
Computer Scored Tests (CSTs) – refers to multiple choice summative assessments at the end of each unit within Apex.
Credit Recovery (CR) – refers to a student enrolling in, passing, and receiving credit for a course that he/she previously
attempted, but did not succeed in earning academic credit towards graduation. Credit recovery is standards based.
Mastery –the competency of a student, as compared to academic content standard(s).
Online Learning - structured learning activities that utilize intranet/internet-based tools and resources as the delivery
method for activities/assignments, communication, instruction, research, and assessments.
Original Credit/Acceleration – course(s), offered via APEX, in which students have an opportunity to complete, for the
first time (contingent upon school use of APEX).
Teacher Scored Tests (TSTs) – are higher order, written summative assessments at the end of each unit. TST scores
MUST be manually entered, by the teacher, into the APEX grade book. Timely manual entries support progress
monitoring, tracking, reporting for eligibility, and midterm/final grade calculations.
Unit Recovery (UR) – unit(s) may be assigned, ONLY by the original teacher, and MUST be completed by the student. The
student MUST demonstrate mastery for the unit(s) he/she previously failed. Unit recovery is standards based and MUST
be completed within ONE term following the original class.
iv. Historical Overview of APEX, Program Objectives and Goals, and DPS Administrative Contact Information:
Historical Overview of APEX
APEX Learning Course Tools Achieve is a digital curriculum that was developed by APEX learning staff, in collaboration
with an experienced team of experts, accredited by the Northwest Accreditation Commission. During SY 2008-09, DPS
sought Requests for Proposals (RFPs) to evaluate digital curriculum solutions. Following the review of RFPs and product
demonstrations, the DPS evaluation team recommended the district adopt APEX as its digital solution. DPS began using
Apex in SY 2009-10, primarily for credit recovery. Due to unlimited licensing capacity in SY 2014-2015, APEX may be used
to augment instruction through blended learning, and provide opportunities for students to engage in advanced
placement, advanced placement exam review, credit recovery, original credit/acceleration, and unit recovery.
APEX Program Objectives and Goals
The purpose for implementing APEX, district-wide, is to ensure consistency, as well as to meet the following objectives:
DPS High School Procedures Guide
Page 82
(Updated 6/01/2014)



Help students get back on-track to graduate, by providing opportunities for students to recover credits/units,
earn original credit, earn advanced placement credits, prepare for annual AP exams, and engage in postsecondary readiness;
Decrease dropout rates; and
Increase graduation rates
District goals for SY 2014-2015, will focus on:

Ensuring students are on-track to graduate as follows:
o 85% of freshman are on-track;
o 90% of sophomores are on-track;
o 95% of juniors are on-track; and
o 100% of seniors are on-track

Decreasing the dropout rate by 1% from SY 2013-2014 baseline data; and

Increasing graduation rates by 10% from SY 2013-2014 baseline data.
DPS Administrative Contact Information:
For more information regarding APEX, blended learning, advanced placement, advanced placement exam review, credit
recovery, original credit/acceleration, unit recovery, best practices, policies and procedures, and more contact:
Contact:
Title:
Address:
E-mail:
Office:
Cell:
Sharleen M. McFadden
APEX System Manager
John F. Kennedy High School, Room #217A
2855 South Lamar Street
Denver, CO 80227-3809
[email protected]
(720) 423-4301
(720) 425-9313
-orContact the APEX Site Coordinator at your school (note that the list on pages 83-86 is subject to change):
DPS High School Procedures Guide
Page 83
(Updated 6/01/2014)
OrgID
DENVER PUBLIC SCHOOL’S APEX SITE COORDINATOR LIST
School Name
Last Name
First
Apex Site Coordinator E-mail
Name
Phone
450
Abraham Lincoln High
School
Gomez
Andres
[email protected]
720.423.5096
463
Bruce Randolph High
School
CEC Middle College of
Denver
CEC Middle College of
Denver
Collegiate Prep Academy
@ Noel
Compassion Road
Academy
Compassion Road
Academy
Compassion Road
Academy
Contemporary Learning
Academy (CLA)
Creative Arts Academy at
Kunsmiller
Creative Arts Academy at
Kunsmiller
Denver Center for
International Studies at
Montbello
Denver Center for
International Studies
High School
Denver Center for
International Studies
High School
Denver Center for
International Studies
High School
Downing
Janice
[email protected]
720.424.1141
McMann
Katherine
[email protected]
720.423.6686
Tester
[email protected]
720.423.6619
Ceron
Janice
(Jan)
Barbara
Ewer-Scholl
Melissa
720.424.2208
Graham
Roy
[email protected]
[email protected]
Slater
David
[email protected]
720.424.2215
Henderson
Katie
[email protected]
720.423.6959
Dreezen
Erin
[email protected]
720.424.0142
Storgaard
Cadance
[email protected]
720.424.0153
Fitzgerald
Tim
[email protected]
720.423.5928
Petrova
Elena
[email protected]
TBD
Portillo
Jennifer
[email protected]
720.423.9006
Tricarico
John
[email protected]
720.423.9047
Denver Center for 21 Century Learning at
Wyman High School
Denver Online HS
Velez
Madeline
[email protected]
720.424.2983
Jones
Ian
Denver School for the
Arts
TBD
TBD
[email protected]
TBD
720.424.8290
475
451
East High School
Colter
Spencer
451
East High School
Ortiz
Mario
[email protected]
[email protected]
602
Emily Griffith High School
Walsh
Carrie
Carrie [email protected]
605
605
468
515
515
515
682
465
465
466
461
461
461
610
484
st
DPS High School Procedures Guide
Page 84
[email protected]
720.424.2227
TBD
(Updated 6/01/2014)
516
Excel Academy
Swift
Dwayne
[email protected]
303.258.6402
473
Florence Crittenton
Algiene
[email protected]
303.733.7686
473
Florence Crittenton
Melosh
Dr. A.
Shirley
Michael
[email protected]
303.715.5664
473
Florence Crittenton
Vincenti
Joanna
[email protected]
303.715.5653
452
Knickerbocke
r
Graham
Paul
[email protected]
720.423.8845
673
George Washington High
School
Gilliam School
Roy
720.424.2227
406
Hamilton Middle School
Hill
Michelle
418
Henry World School
Washburn
Jil
471
High Tech Early College
LaPier
Matthew
[email protected]
[email protected]
[email protected]
[email protected]
471
High Tech Early College
Medved
Daniel
[email protected]
720.424.2468
407
Weiss
Gregory
[email protected]
Echevarria
German
[email protected]
720.423.4340
Escalante
Ben
[email protected]
720.423.4397
464
Hill Middle School
Campus of Arts &
Sciences
John F Kennedy High
School
John F Kennedy High
School
Manual High School
Gravelle
Laura
[email protected]
720.423.6305
464
Manual High School
Halvorson
Haidee
[email protected]
720.423.6306
464
Manual High School
Mushrush
Britni
[email protected]
TBD
469
Madsen
Sebrinia
[email protected]
720.424.0450
Scales
Jacquelyn
[email protected]
720.424.0475
Strelec
Lindsay
[email protected]
TBD
412
Martin Luther King Jr.
Early College High School
Martin Luther King Jr.
Early College High School
Martin Luther King Jr.
Early College High School
Merrill Middle School
Nagel
Ann
413
Morey Middle School
Stromberg
Denise
413
Morey Middle School
Sweeney
Margaret
[email protected]
[email protected]
[email protected]
g
467
Noel Community Arts
School
Noel Community Arts
School
North High School
Maclin
Jason
[email protected]
720.423.5738
Shaheen
Madiha
[email protected]
720.423.5862
Larson
Matthew
[email protected]
720.423.2709
Larson
Matthew
[email protected]
720.423.2709
McKiernan
Anita
[email protected]
720.424.8452
509
North Engagement
Center
P.R.E.P. Academy High
School
P.U.S.H. Academy
Alexander
Karen
[email protected]
720.423.7200
509
P.U.S.H. Academy
Franklin
Briana
[email protected]
720.423.7239
509
P.U.S.H. Academy
Robertson
Angela
[email protected]
720.423.7200
506
Respect Academy @
Lincoln
Respect Academy @
Lincoln
Skinner Middle School
Beck
Adam
[email protected]
720.423.5215
Lanier
Wendy
[email protected]
720.423.5203
Meister
Joan
[email protected]
453
453
469
469
467
455
507
671
506
416
DPS High School Procedures Guide
Page 85
(Updated 6/01/2014)
456
South High School
Whittington
Vernon
[email protected]
TBD
485
Southwest Early College
TBD
TBD
TBD
TBD
604
Summit Academy
Grafe
Stewart
[email protected]
720.424.2443
604
Summit Academy
Vann
Wauneta
[email protected]
720.424.2446
457
Thomas Jefferson High
School
Trevista at Horace Mann
Spivey
Jill
[email protected]
720.423.7086
HepperlyRobertson
Koenig
Leah
720-423-9869
Barbara
[email protected]
[email protected]
Fenton
Jennifer
[email protected]
720.423.5391
189
609
508
Vista Academy High
School
West Career Academy
720.423.7664
508
West Career Academy
Harrington
John
[email protected]
303.916.4593
510
Cardasis
Susan
[email protected]
720.423.5578
458
West
GenerationAcademy High
School
West Legacy High School
Cardasis
Susan
[email protected]
720.423.5578
458
West Legacy High School
Walter
Daniel
(Dan)
[email protected]
720.423.5506
v. Procedures for Advanced Placement, Credit Recovery, Original Credit/Acceleration, and Unit Recovery using APEX:
Advanced Placement (AP)
APEX AP curriculum (authorized by College Board) MUST be taught by a certified AP teacher (who completed a College
Board authorized Advanced Placement Institute, and submitted/received approval from the College Board for both the
course syllabus and audit). APEX may also be used to augment AP classroom instruction in SY 2014-2015 (due to
negotiated unlimited seating capacity) or to place high school students in college-level AP course(s). Following is a list of
AP courses offered via APEX:
DPS AP Course Number & Course Name
Apex Pathway
Apex Course Name
01495 AP English Literature S1
Advanced Placement
AP English Literature and Composition Sem 1
01496 AP English Literature S2
Advanced Placement
AP English Literature and Composition Sem 2
01497 AP English Language S1
Advanced Placement
AP English Language & Composition (new) Sem 1
01498 AP English Language S2
Advanced Placement
AP English Language and Composition Sem 2
02552 AP US Government Politics
Advanced Placement
AP U.S. Government and Politics
02555 AP US History S1
Advanced Placement
AP U.S. History Sem 1
02695/02697 AP Psychology
Advanced Placement
AP Psychology
02810 AP Microeconomics
Advanced Placement
AP Microeconomics
02815 AP Macroeconimcs
Advanced Placement
AP Macroeconomics
03610 AP Biology S1
Advanced Placement
AP Biology Sem 1
DPS High School Procedures Guide
Page 86
(Updated 6/01/2014)
03611 AP Biology S2
Advanced Placement
AP Biology Sem 2
03614 AP Chemistry S1
Advanced Placement
AP Chemistry Sem 1
03615 AP Chemistry S2
Advanced Placement
AP Chemistry Sem 2
04364 AP Statistics S1
Advanced Placement
AP Statistics Sem 1
04366 AP Statistics S2
Advanced Placement
AP Statistics Sem 2
04391 AP Calculus AB S1
Advanced Placement
AP Calculus AB Sem 1
04392 AP Calculus AB S2
Advanced Placement
AP Calculus AB Sem 2
04784 AP Spanish Language S1
Advanced Placement
AP Spanish Language and Culture Sem 1
04785 AP Spanish Language S2
Advanced Placement
AP Spanish Language and Culture Sem 2
In order to earn credit for AP course(s), via APEX, students are REQUIRED to complete the course(s) with the same
80% mastery standards, as students enrolled in credit recovery, original credit/acceleration, and unit recovery. They
are also required to take the annual AP exam(s), typically offered in May. Advanced Placement teachers, in the
traditional classroom and via APEX, are strongly encouraged to enroll AP students in the APEX AP Exam Review(s). The
APEX AP Exam Reviews allow students to view former College Board AP exams, by subject, in preparation for the
annual AP Exam(s). Following is a list of AP Exam Review Offerings:
 AP Biology Exam Review
 AP Calculus AB Exam Review
 AP Chemistry Exam Review
 AP English Language and Composition Exam Review
 AP English Literature and Composition Exam Review
 AP Macroeconomics Exam Review
 AP Microeconomics Exam Review
 AP Psychology Exam Review
 AP Spanish Language and Culture Exam Review
 AP Statistics Exam Review
 AP US Government and Politics Exam Review
For APEX AP Exam Review enrollments, contact your school’s APEX Site Coordinator (based on the DPS APEX Site
Coordinator List provided on pages 83-86), or Sharleen M. McFadden, APEX System Manager, at 720.423.4301 (office),
720.425.9313 (cell), or via e-mail at: [email protected].
For information pertaining specifically to Advanced Placement, contact: Gary Cooper at 720.423.6807 (office), via email at [email protected], or in person at CEC Middle College of Denver, 2650 Eliot Street, Room 215, Denver,
CO 80211-4711.
Credit Recovery (CR)
Credit Recovery (CR) provides students a second opportunity to recover an entire course, in either the traditional
classroom or via APEX, and earn credit for the course(s) previously failed. Credit recovery, through APEX, is standardsbased and requires a student to demonstrate competency in all the content standards for the course being recovered.
For a list of credit recovery courses, offered through APEX, that count towards DPS graduation requirements, please
refer to the section titled “DPS Approved APEX Courses,” starting on page 89.
DPS High School Procedures Guide
Page 87
(Updated 6/01/2014)
Credit recovery may be available to students anytime during the academic year, on Saturdays, after school, during the
summer, etc. (contingent upon the school’s schedule, funding, and resource allocations—which vary by school).
Credit recovery opportunities, via APEX, are student paced and not limited to traditional school schedules. With the
exception of district required proctored assessments including Prescriptive Pre-Tests, Computer Scored Tests (CSTs),
Teacher Scored Tests (TSTs), and Final Exam(s), APEX credit recovery may be available to students 24 hours a day,
seven days a week contingent students have access to a computer and internet connectivity. For more information
about credit recovery opportunities, via APEX, contact the APEX Site Coordinator at your school.
Schools may engage students in teacher led credit recovery. In circumstances where the recovery is teacher led, a
student would be scheduled into a classroom section of the course. District approved mid-year, and final exams, in
addition to teacher-created assessments that are imbedded in the curriculum, must be passed at a minimum of 80% in
order for the student to earn credit for the course.
Original Credit/Acceleration
Original Credit (OC)/Acceleration, via APEX, provides an opportunity for students to earn credit for taking a course for
their first time. Original credit/acceleration is standards-based and requires a student to demonstrate competency in
all the content standards for the course. For a list of original credit/acceleration courses, offered through APEX, that
count towards DPS graduation requirements, please refer to the section titled “DPS Approved APEX Courses,”starting
on page 89. Prescriptive classes cannot be used for original credit.
Original credit/acceleration is available to students anytime during the school year, on Saturdays, after school, during
the summer, etc. (contingent upon the school’s schedule, funding, and resource allocations). Original
credit/acceleration opportunities, via APEX, are student paced and not limited to traditional school schedules. With
the exception of district required proctored assessments including Computer Scored Tests (CSTs), Teacher Scored
Tests (TSTs), and Final Exam(s), original credit/acceleration may be available to students 24 hours a day, seven days a
week contingent students have access to a computer and internet connectivity. For more information about original
credit/acceleration opportunities, via APEX, contact the APEX Site Coordinator at your school.
DPS Approved APEX Courses – The following four pathways are designed for appropriate student placement within
APEX courses:
1.
Foundations – designed to develop student’s skills and strategies in math, science, reading and writing.
Foundation I courses cover skills taught in grades 3-5 and Foundation II courses cover skills taught in grades 6-8.
Foundation courses are approved by DPS as academic elective credits.
***Best Practice: All non-student athletes who are significantly below grade level; and struggle with understanding
“Core Pathways” and “Literacy Advantage Pathways,” should be scheduled into “Foundations Pathways,” as
customized skill building academic elective(s). Be mindful that “Foundation Pathways” DO NOT count towards
student athlete’s unique 25 Carnegie units per semester.
2.
Literacy Advantage – designed to provide students, who are 2 or more grade levels behind in reading
proficiency, with extensive literacy support.
***Best Practice: All non-student athletes should be scheduled in “Literacy Advantage Pathways,” to enhance
reading, comprehension and vocabulary building skills. Be mindful that “Literacy Advantage Pathways” DO NOT
count towards student athlete’s unique 25 Carnegie units per semester.
3.
Core – subject area courses, designed for students at grade level and reading proficiency with scaffolding to
support student success.
DPS High School Procedures Guide
Page 88
(Updated 6/01/2014)
***Best Practice: All student athletes, competing in collegiate athletics, should be scheduled into “Core Pathway”
course(s), since “Foundation Pathways,” “Literacy Advantage Pathways,” and “Prescriptive Pathways” DO NOT count
towards their unique 25 Carnegie units per semester.
4.
Prescriptive – designed to identify standards the student has mastered, and prescribe an individualized study
plan, based on pre-test results, which direct the student to the specific content/material they have yet to master (the
number of offline activities and assessments will vary by course and student pre-test results).
***Best Practice: All non-student athletes who demonstrate proficiency in some of the course content standards are
encouraged to enroll in the prescriptive pathway. Be mindful that “Prescriptive Pathways” DO NOT count towards
student athlete’s unique 25 Carnegie units per semester and should NOT be used for Original Credit/Acceleration.
ONLY the following APEX courses are approved by DPS and count towards student’s graduation requirements:
DPS APPROVED APEX COURSES/PATHWAYS
DPS
COURSE
CODE
DPS COURSE TITLE
DPS CREDIT
TYPE
APEX LEARNING
PATHWAY
APEX LEARNING
COURSE TITLE
01305
Contemporary Lit S1 (Core)
APEX LEARNING, INC. ENGLISH CLASS LISTINGS
English
Core
English II Core (2013) Sem 1
01305
Contemporary Lit S1 (LA)
English
01305
Contemporary Lit S1
(Prescriptive/Core)
English
01310
Contemporary Lit S2 (Core)
01310
Literacy Advantage
English II Literacy Advantage Sem 1
Prescriptive
English II Prescriptive (2013) Sem 1
English
Core
English II Core (2013) Sem 2
Contemporary Lit S2 (LA)
English
Literacy Advantage
English II Literacy Advantage Sem 2
01310
Contemporary Lit S2
(Prescriptive/Core)
English
Prescriptive
English II Prescriptive Sem 2
01320
Creative Writing S1 (Core)
English
Core
Creative Writing – (Units 1-3)
Creative Writing S2 (Core)
English
Core
Creative Writing – (Units 4-6)
Core
English I Core (2013) Sem 1
Literacy Advantage
English I Literacy Advantage Sem 1
Prescriptive
English I Prescriptive Sem 1
Core
English I Core (2013) Sem 2
Literacy Advantage
English I Literacy Advantage Sem 2
Prescriptive
English I Prescriptive Sem 2
Core
English III Core (2013) Sem 1
Literacy Advantage
English III Literacy Advantage Sem 1
Prescriptive
English III Prescriptive Sem 1
Core
English III Core (2013) Sem 2
Literacy Advantage
English III Literacy Advantage Sem 2
01325
01356
Intro to Lit and Comp S1 (Core)
01356
Intro to Lit and Comp S1 (LA)
01356
Intro to Lit and Comp S1
(Prescriptive/Core)
01357
Intro to Lit and Comp S2 (Core)
01357
Intro to Lit and Comp S2 (LA)
01357
Intro to Lit and Comp S2
(Prescriptive/Core)
01400
American Lit & Comp S1 (Core)
01400
American Lit & Comp S1 (LA)
01400
American Lit & Comp S1
(Prescriptive/Core)
01405
American Lit & Comp S2 (Core)
01405
American Lit & Comp S2 (LA)
DPS High School Procedures Guide
Intro to Lit
and Comp
Intro to Lit
and Comp
Intro to Lit
and Comp
Intro to Lit
and Comp
Intro to Lit
and Comp
Intro to Lit
and Comp
American Lit
and Comp
American Lit
and Comp
American Lit
and Comp
American Lit
and Comp
American Lit
and Comp
Page 89
(Updated 6/01/2014)
01405
American Lit & Comp S2
(Prescriptive/Core)
American Lit
and Comp
English
01410
British Lit & Comp S1 (Core)
01410
British Lit & Comp S1
(Prescriptive/Core)
English
01415
British Lit & Comp S2 (Core)
English
01415
British Lit & Comp S2
(Prescriptive/Core)
English
02576
ACP CTE Financial Algebra (Core)
02577
ACP CTE Financial Algebra (Core)
Prescriptive
English III Prescriptive Sem 2
Core
English IV Core (2013) Sem 1
Prescriptive
English IV Prescriptive Sem 1
Core
English IV Core (2013) Sem 2
Prescriptive
English IV Core Prescriptive Sem 2
Core
Financial Literacy (Units 1-3)
Core
Financial Literacy (Units 4-6)
Foundations
English Foundations I
Foundations
English Foundations II
Intervention English
(Foundations I Grades 3-5 Skills)
Intervention English
(Foundations II Grades 6-8 Skills)
Academic
Elective
Academic
Elective
Academic
Elective
Academic
Elective
04225
Algebra I S1 (Core)
APEX LEARNING, INC. MATH CLASS LISTINGS
Algebra
Core
Algebra I Common Core Sem 1
04225
Algebra I S1 (Prescriptive/Core)
Algebra
Prescriptive
Algebra I Common Core Prescriptive Sem 1
04230
Algebra I S2 (Core)
Algebra
Core
Algebra I Common Core Sem 2
04230
Algebra 1 S2 (Prescriptive/Core)
Algebra
Prescriptive
Algebra I Common Core Prescriptive Sem 2
04240
Algebra Advanced 2 S1 (Core)
Algebra
Core
Algebra II Common Core Sem 1
04240
Algebra Advanced 2 S1
(Prescriptive/Core)
Algebra
Prescriptive
Algebra II Common Core Prescriptive Sem 1
04241
Algebra Advanced 2 S2 (Core)
Algebra
Core
Algebra II Common Core Sem 2
Algebra Advanced 2 S2
(Prescriptive/Core)
ACP CTE Math Financial Algebra
S1 (Core)
ACP CTE Math Financial Algebra
S2 (Core)
Algebra
Prescriptive
Algebra II Common Core Prescriptive Sem 2
Core
Mathematics of Personal Finance Sem 1
Core
Mathematics of Personal Finance Sem 2
04330
Geometry S1 (Core)
Geometry
Core
Geometry Common Core Sem 1
04330
Geometry S1 (Prescriptive/Core)
Geometry
Prescriptive
Geometry Common Core Prescriptive Sem 1
04331
Geometry S2 (Core)
Geometry
Core
Geometry Common Core Sem 2
Geometry S2 (Prescriptive/Core)
Geometry
Prescriptive
Geometry Common Core Prescriptive Sem 2
Probability/Statistics (Core)
Mathematics
Core
Probability and Statistics
Pre-Calculus S1 (Core)
Mathematics
Core
Precalculus Core Sem 1
Pre-Calculus S2 (Core)
Mathematics
Core
Precalculus Core Sem 2
Intervention Math (Foundations
I-Grades 3-5 Skills)
Intervention Math (Foundations
II-Grades 6-8 Skills)
Academic
Elective
Academic
Elective
Foundations
Math Foundations I
Foundations
Math Foundations II
03560
Biology S1 (Core)
APEX LEARNING, INC. SCIENCE CLASS LISTINGS
Science
Core
Biology Core Sem 1
03560
Biology S1 (LA)
Science
Literacy Advantage
Biology Literacy Advantage Sem 1
Biology S1 (Prescriptive/LA)
Science
Prescriptive
Biology Prescriptive Sem 1
03565
Biology S2 (Core)
Science
Core
Biology Core Sem 2
03565
Biology S2 (LA)
Science
Literacy Advantage
Biology Literacy Advantage Sem 2
03565
Biology S2 (Prescriptive/LA)
Science
Prescriptive
Advantage)
Biology Prescriptive Sem 2
04961
04961
04241
04318
04319
04331
04340
04400
04402
04962
04962
03560
DPS High School Procedures Guide
Page 90
(Updated 6/01/2014)
Chemistry S1 (Core)
Science
Core
Chemistry Core Sem 1
Chemistry S1 (LA)
Science
Literacy Advantage
Chemistry Literacy Advantage Sem 1
Chemistry S1 (Prescriptive/LA)
Science
Prescriptive
Chemistry Prescriptive Sem 1
03590
Chemistry S2 (Core)
Science
Core
Chemistry Core Sem 2
03590
Chemistry S2 (LA)
Science
Literacy Advantage
Chemistry Literacy Advantage Sem 2
03590
Chemistry S2 (Prescriptive/LA)
Science
Prescriptive
Chemistry Prescriptive Sem 2
03622
Earth Science S1 (Core)
Science
Core
Earth Science Core Sem 1
03623
Earth Science S2 (Core)
Science
Core
Earth Science Core Sem 2
Physical Science S1 (Core)
Science
Core
Physical Science Core Sem 1
03680
Physical Science S1 (LA)
Science
Literacy Advantage
Physical Science Literacy Advantage Sem 1
03680
Physical Science S1
(Prescriptive/LA)
Science
Prescriptive
Physical Science Prescriptive Sem 1
03685
Physical Science S2 (Core)
Science
Core
Physical Science Core Sem 2
Physical Science S2 (LA)
Science
Literacy Advantage
Physical Science Literacy Advantage Sem 2
Physical Science S2
(Prescriptive/LA)
Intervention Science
(Foundations)
Science
Prescriptive
Physical Science Prescriptive Sem 2
Foundations
Science Foundations
03585
03585
03585
03680
03685
03685
04963
Academic
Elective
02485
Civics (Core)
APEX LEARNING, INC. SOCIAL STUDIES CLASS LISTINGS
Civics
Core
U.S. Government and Politics Core
02485
Civics (LA)
Civics
Literacy Advantage
U.S. Government and Politics Literacy Advantage
02485
Civics (Prescriptive/Core)
Civics
Prescriptive
U.S. Government and Politics Prescriptive
US History S1 (Core)
US History
Core
U.S. History Since the Civil War Core Sem 1
02500
US History S1 (LA)
US History
Literacy Advantage
U.S. History Since the Civil War Literacy Advantage Sem 1
02500
US History S1
(Prescriptive/Core)
US History
Prescriptive
U.S. History Since the Civil War Prescriptive Sem 1
02505
US History S2 (Core)
US History
Core
U.S. History Since the Civil War Core Sem 2
02505
US History S2 (LA)
US History
Literacy Advantage
U.S. History Since the Civil War Literacy Advantage Sem 2
02505
US History S2
(Prescriptive/Core)
US History
Prescriptive
U.S. History Since the Civil War Prescriptive Sem 2
02575
Economics (Core)
Social Studies
Core
U.S. and Global Economics Core
Economics (Prescriptive/Core)
Social Studies
Prescriptive
U.S. and Global Economics Prescriptive
Geography S1 (Core)
Social Studies
Core
Geography and World Cultures Core (Units 1-4)
Geography S2 (Core)
Social Studies
Core
Geography and World Cultures Core (Units 5-7)
02750
World History S1 (Core)
Social Studies
Core
World History Core Sem 1
02750
World History S1
(Prescriptive/Core)
Social Studies
Prescriptive
World History Prescriptive Sem 1 (2012)
02755
World History S2 (Core)
Social Studies
Core
World History Core Sem 2
02755
World History S2
(Prescriptive/Core)
Social Studies
Prescriptive
World History Prescriptive Sem 2 (2012)
02500
02575
02610
02615
01851
Art Appreciation (Core)
03747
Health and Wellness (Core)
04650
French I S1 (Core)
04652
French I S2 (Core)
DPS High School Procedures Guide
APEX LEARNING, INC. ELECTIVE CLASSES
Fine Arts
Core
Art Appreciation
Academic
Elective
Academic
Elective
Academic
Core
Skills for Health Core
Core
French I Core Sem 1
Core
French I Core Sem 2
Page 91
(Updated 6/01/2014)
Elective
04655
French II S1 (Core)
04657
French II S2 (Core)
04760
Spanish I S1 (Core)
04762
Spanish I S2 (Core)
04765
Spanish II S1 (Core)
04767
Spanish II S2 (Core)
05835
Music Theory S1 (Core)
Academic
Elective
Academic
Elective
Academic
Elective
Academic
Elective
Academic
Elective
Academic
Elective
Fine Arts
Music Theory S2 (Core)
Fine Arts
05840
**06141
**Fitness for Life Course S1
**06142
**Fitness for Life Course S2
06170
Lifetime Activities S1 (Core)
06175
Lifetime Activities S2 (Core)
**
**
P.E./Military
Science
P.E./Military
Science
Core
French II Core Sem 1
Core
French II Core Sem 2
Core
Spanish I Core Sem 1
Core
Spanish I Core Sem 2
Core
Spanish II Core Sem 1
Core
Spanish II Core Sem 2
Core
Music Appreciation Sem 1
Core
Music Appreciation Sem 2
**Core
**Core
**Health Opportunities Through Physical Education (HOPE)
Sem 1
**Health Opportunities Through Physical Education (HOPE)
Sem 2
Core
Physical Education Core
Core
Physical Education Core
*For purposes of “Blended Learning” and “Unit Recovery”, all APEX courses/pathways may be used to augment
instruction during SY 2014-2015 (due to negotiated unlimited seating capacity for SY 2014-2015).
**To earn credit for 06141 and 06142 “Fitness for Life Courses,” students MUST complete a pre- and post-fitness
assessment, and submit weekly activity logs to the highly qualified physical education teacher at their school.APEX
Course Naming Conventions - MUST consist of the following (created in a one-line sequence):

The solution prefix, which consists of one of the following:
o AP-Advanced Placement;
o OC-Original Credit/Acceleration;
o BL-Blended Learning;
o SS-Summer School; or
o CR-Credit Recovery;
o UR-Unit Recovery

Hyphen (-)

DPS Course Number

DPS Course Name

S1 (Semester 1) or S2 (Semester 2)

(APEX Pathway)
Following is an example of the proper naming convention for a credit recovery Algebra I, semester 1 course:
CR-04225 Algebra I S1 (Core)
If a student has an Individualized Education Plan (IEP), the course mastery level may be modified (consistent with
modifications set forth in the IEP). Modifications are determined by the IEP team and adjustments to course settings
and instructional methodologies MUST be adhered to by the teacher of record. A separate course must be created for
each student and should include the following naming conventions (created in a one line sequence):

The solution prefix, which consists of one of the following:
o AP-Advanced Placement;
o OC-Original Credit/Accleration;
o BL-Blended Learning;
o SS-Summer School; or
o CR-Credit Recovery;
o UR-Unit Recovery

Hyphen (-)

1 (Prefix to DPS Course Number) in lieu of 0

DPS Course Number
DPS High School Procedures Guide
Page 92
(Updated 6/01/2014)






DPS Course Name
S1 (Semester 1) or S2 (Semester 2)
(APEX Pathway)
Hyphen (-)
Modified
Student’s Last Name
Furthermore, the registrar should use the DPS course numbering conventions to reflect a modified course of study.
Following is an example of the proper naming convention for a modified credit recovery Algebra I, semester 1 course:
CR-14225 Algebra I S1 (Core) – Modified –McFadden.
In order to ensure appropriate enrollment of students with disabilities in APEX classes, and that appropriate
modifications are provided following enrollment, the APEX Site Coordinator/Teacher is REQUIRED to review the IEP
with the Special Education teacher. If your team needs support in determining placement and/or aligning
modifications with the IEP, please contact the Special Education Partner assigned to your network, or you may also
contact Gene Bamesberger, Associate Director for Special Education, at (720) 423.3891 (office), (303) 358.2871 (cell)
or via e-mail at [email protected].
Classroom Settings, within APEX- Classroom settings MUST be set as follows to ensure consistency throughout the district:
Course Settings within Apex
SECURITY SETTINGS:
Closed Book Assessments –All assessments, within APEX, must
be set for CLOSED-BOOK to prevent students from accessing
course content within APEX while completing an assessment.
Randomize Question Order – Randomization is REQUIRED to
ensure students take different assessments from their peers,
per each attempt.
Show Question Feedback – Informs a student as to whether
the submitted answer to a quiz question was (in)correct. If the
student responded with an incorrect answer, the correct
answer would be displayed. The recommended setting is to
remove this check mark.
Allow Answer Review – enables a student to review the
graded assessment. The recommended setting is to remove
this checkmark.
MASTERY-BASED LEARNING (MBL):
Level - DPS established a minimum mastery-based learning level of 80%, for
purposes of advanced placement, credit recovery, original
credit/acceleration, and unit recovery via APEX. Students MUST score a
minimum of 80% on each of the following:
o Lesson quizzes – in order that the student may progress from one
lesson to the next, within the APEX curriculum;
o Computer Scored Tests (CSTs)* per unit
o Teacher Scored Tests (TSTs)* per unit*
o Final Exam(s)* per course
*Each of the aforementioned type of assessments, marked with an asterisk,
are MANDATORY and MUST BE PROCTORED/UNLOCKED by the APEX Site
Coordinator, Teacher, or Mentor.
The ONLY exception to the minimum of 80% mastery-based learning is
whereby a student’s IEP clearly states otherwise. In such cases, the course
registrar should use the appropriate course number to reflect that the course
DPS High School Procedures Guide
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is a modified course of study.
Attempts - By default, students have two attempts to take lesson quizzes and
unit CSTs. Teachers have the ability to reset all assessments. Note: after the
third assessment, APEX begins to recycle the questions. Students may use
the first attempt as a pre-test measure, if they are proficient in the content,
they may progress to the next lesson. If a student earns a score of less than
80% on the initial attempt, the student is required to review the lesson/unit
curriculum, complete the “Study Guide” (and other assignments as
designated by the teacher) and then retake the lesson quizzes. If the student
fails to pass the lesson quizzes/CSTs following the second attempt, the
student must be taken off the computer and work with a teacher and/or
small peer group on the lesson/unit standards, before taking the lesson quiz
and/or summative unit assessment (CST) again.
By default, most courses only have one or two TST options available. If a
student earns less than 80% on a TST, the teacher may engage in
differentiation by:

Re-teaching the standards and having the student correct his/her
original submission for a grade change consideration; or requiring the
nd
student to complete the 2 TST (if offered).
 Determining the standard(s) involved; identifying another way for the
student to prove his/her mastery of the competency (via an assignment,
a project, a research paper, etc.); and developing a standards proficiency
rubric to determine the students proficiency.
Scheduling Practices – Schools may use Early Warning Data Systems, On Track to Graduate reports and/or segment
analysis, Unified Improvement Plans, Scholastic Reading Improvement Data, MAPS test scores, as well as other
methods to determine what courses will be offered, when they will be offered, what the capacity is per classroom,
how many students need the course, etc. Counselors and administrative teams may also convene meetings to
determine the students, teachers, classroom, and other resource needs.
Advanced Placement, Credit Recovery, Original Credit/Acceleration opportunities, and/or Unit Recovery via APEX,
may be offered to all high school grade levels during the traditional school day, after school, on Saturday(s), and/or
during summer school. Note: schools have the autonomy to schedule Apex courses (contingent upon APEX use,
classroom capacity, funding, resource allocations, etc.). As a result, APEX offerings vary by school.
***Best Practice:
o Effective summer 2014, schools are required to enroll students (within Infinite Campus) directly into the
course the student is recovering/earning credit for. The scheduler should check the “Credit Recovery Check
Box in IC”, in order that reports may be filtered for Apex credit recovery classes. Also, by doing so, the highly
qualified teacher (primary teacher) is not impacted by student growth. Beginning SY 2014-2015, schools will
be required to enter student’s CST, TST, and Final Exam scores in the IC grade book.
o If a student fails to complete the course, within the given term, NO GRADE is to be entered in IC. Students
will be required to re-register for the class the following term in order to complete their Apex coursework.
o If a student successfully completes his/her Apex class, during the respective term, the teacher should enter a
final grade in both Apex and IC. The grade entered in IC will automatically roll to transcript (thus there is no
longer a need to complete the “Credit Recovery Transfer Form” for manual entry of grades to the transcript).
In the event that a student would like to begin another Apex course, during the same term, a final grade
should be entered for the completed course, and the student should then be withdrawn from the course and
enrolled in the next course. For support in scheduling, please contact your Instructional Superintendent
and/or DOTS at 720.423.3888.
Summer school scheduling must be reported to DOTS by May 1st of each year. Summer school graduates, after June
DPS High School Procedures Guide
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30th, should be reported to the Apex System Manager by July 15th, 2015. The Apex System Manager will then
complile a list of graduates and submit it to the Transcript and Course Code Support Team for processing and
reporting to the Colorado Department of Education.
Staffing Credit Recovery – The APEX Teacher of Record (in APEX and Infinite Campus) must be highly qualified in the
subject area. Credit recovery and original credit/acceleration courses MUST be staffed by the district approved APEX
Site Coordinator, a licensed teacher, or a NCLB qualified content specialist/teacher. At very minimum, students
should be supported by content specialists in the subject area(s).
***Best Practice: The scheduler should use the highly qualified teacher, as the primary teacher, and the Credit –
Recovery Teacher/APEX Site Coordinator as the secondary teacher.
It is possible for the APEX Site Coordinator, responsible for managing APEX records, scheduling students, providing
technical support, etc., not to be a highly qualified teacher. However, student tracking, support, mentoring, and
progression MUST always be monitored by a certified teacher.
The APEX Site Coordinator’s Responsibilities are as follows:

Creating and/or archiving staff accounts, student accounts, and classrooms;

Enrolling students/staff into APEX classrooms;

Maintaining electronic/paper copies of APEX records (for auditing purposes);

Providing technical support to APEX teachers within the school;

Making recommendations for system enhancements and/or resource allocations; and

Monitoring credit recovery budget allocations, expenditures, and encumbrances on a monthly basis (in
conjunction with budgeting staff and school administration)
***Best Practice: Site Coordinators must review monthly data reports, from APEX, to monitor progress and make
changes, as appropriate, to meet school, network, and district goals.
The APEX Teacher, at each school, is responsible for the following:

Becoming familiar with the APEX curriculum;

Providing individual/group instruction for students to ensure understanding;

Meeting with students to help identify issues and help them get back-on track;

Monitoring/tracking student progress;

Grading offline activities, including the Teacher Scored Tests and Final Exam(s) as appropriate;

Documenting any manual grade changes in the APEX grade book (in the “I” field, located to the right of the
student’s name in the grade book) and maintaining supporting documentation in the student’s file;

Maintaining a student file of graded offline activities and all Teacher Scored Tests (TST’s); and

Calculating final grades and entering the same into the APEX grade book and into Infinite
Campus (IC)

Entering Computer Scored Test (CST) scores, Teacher Scored Test (TST) scores, final exam scores, and final
grades into Infinite Campus.
Note: Under NO CIRCUMSTANCE is a teacher able to use the “Test-Out” function, within APEX, to allow students to
challenge the lesson(s), unit(s), or course(s). Such practices constitute grounds for investigation, and potential
reassignment/termination.
APEX Course Needs/Identification - School counselor(s) should review the student’s transcripts, identify what
course(s) the student is lacking and initiate the “APEX Registration Form”. The primary purpose of this form is to
communicate to the student, school administration, the APEX Site Coordinator, and the teacher(s) of record of the
course(s) needed for recovery and/or original credit/acceleration. To be eligible for credit recovery, the student must
have previously taken and failed the course(s).
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APEX Registration Form
This form is to be used to register students for course(s) via APEX, for purposes of Credit Recovery (CR), Original
Credit/Acceleration, and Advanced Placement. In addition to this form, all DPS registration forms MUST also be followed. All
students MUST be scheduled and entered into Infinite Campus (IC), using their appropriate School Organization ID.
Student DPS ID Number
Student’s Last Name (Please Print)
Student’s First Name (Please Print)
Student’s Grade Level:
Gender:
Check the appropriate boxes below:
 12th Grade
 Female
 11th Grade
 Male
 10th Grade
 9th Grade
Ethnicity: (Optional)
 American Indian
Or Alaskan Native
 Asian Pacific
Islander
 Black or African
American
 Hispanic or Latino
 Pacific Islander
 White
 Other:_________
Special Needs:
 Yes  No
IEP On File
 Yes  No
Student Athlete:
 Yes  No
Other____________
 Yes  No
CREDIT RECOVERY: List The Courses The Student Previously Failed (Including: DPS Course Number, DPS Course
Name, And Anticipated Credit Recovery Start Date -For Each Class)
DPS Class (Course Number/Course Name)
Anticipated APEX Start Date
1.
2.
3.
ORIGINAL CREDIT (OC)/ACCELERATION AND/OR ADVANCED PLACEMENT: List Course Number/Course Name,
Check The Appropriate OC/AP Box, And List the Start/End Dates For Each Class. DPS Course Number/Course Name
Anticipated Start Date & End Date
1.
 OC
AP
2.
 OC
AP
SIGNATURES: The following signatures MUST be obtained, prior to the student enrolling in and completing Apex
Class Tools Achieve Digital Curriculum, for purposes of Credit Recovery (CR), Original Credit (OC)/Acceleration,
and/or Advanced Placement (AP).
Name And Title Of Person Initiating This Form, If Other Than The School Counselor (Please Print/Sign/Date)
Counselor’s Name (Please Print)
Counselor’s Signature
Date
APEX Site Coordinator’s Name (Please Print)
APEX Site Coordinator’s Signature
Date
Student’s Signature
Date
Parent’s/Guardian’s Name (Please Print)
Parent’s/Guardian’s Signature
Parent’s/Guardian’s Phone Number
Parent’s/Guardian’s E-mail Address
Teacher of Record’s Name (Please Print)
Teacher of Record’s Signature
DPS High School Procedures Guide
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Date
Date
(Updated 6/16/2014)
APEX Student Login/Username Naming Conventions - Student login/usernames for APEX must contain the following,
in sequence:

The DPS prefix (note, the letters DPS must be capitalized); and

The student’s six to seven digit student identification number (also known as the student’s lunch
code and/or network ID).
Following is an example of an appropriate student login/username: DPS123456
Student Profiles within APEX - Should be updated to contain the following information:

Contact Tab:
o Student’s First Name, Middle Initial, Last Name;
o Gender;
o Phone Number; and
o E-mail Address

Sign-In Tab:
o Appropriate Student Login/Username Naming Convention (e.g. DPS123456)

Preferences Tab:
o Language preferences (Spanish—for Math curriculum)
o Appropriate alert communication preferences, based on student preferences;

Coaches Tab:
o A list of e-mail addresses for student’s parents, guardians, athletic coaches, guidance
counselors, tutors/mentors, and/or others who are progress monitoring student activities
within APEX.

Enrollments Tab:
o A list of the Course(s) the student is actively enrolled in. (Note enrollments are possible using
the classrooms module.)
Student Orientations to APEX – Following the student’s preliminary meeting with the school counselor, and the
initiation of the “APEX Registration Form,” the student is required to meet with the school’s designated APEX Site
Coordinator to enroll in APEX course(s) and obtain confidential login credentials.
Following enrollment, the student MUST undergo an orientation to APEX. This may be conducted by the APEX Site
Coordinator, or the teacher of record. Student orientations MUST address the following:

Discuss the purpose of the student’s enrollment in APEX and how the student can be successful;

Review the APEX course plan, with the student, and explain what the student must do to complete each
course (if enrolled in more than one course);

Make the concept of progress and mastery of 80% or higher (for lesson quizzes, prescriptive pre-tests, unit
computer scored tests, unit teacher scored tests, and final exams) clear to the student;

Review student/classroom expectations and obtain signatures from students on the student contract (varies
by school);

Review/Obtain signatures on the Acceptable Use of Technology Policy;

Check computer/browser and software configurations;

Provide an overview of the Apex operating environment and how to successfully navigate through the
curriculum;

Provide the student with detailed http://www.apexvs.com site access and login credentials; and link to
orientation .pdf files and videos; and

Provide detailed information about how the student accesses help/support.
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Athletic Eligibility Guidelines - APEX course(s) within the Foundation, Literacy Advantage, and Prescriptive Pre-Test
Pathways DO NOT count as part of the 25 unique Carnegie units (credits). Students, who are competing in Division I
or Division II collegiate athletics, must be enrolled in a minimum of 25 unique Carnegie units (credits) each semester
(semester end dates must correlate to the date of the school for which the student is playing sports). Courses must
start and reach completion within the SAME term, in order for the credits to count towards the minimum 25 Carnegie
units per term. Courses that are not completed in the same term, and carry over into the next term, will be counted
as an Incomplete (I), which is equivalent to an F, unless: A student starts an additional course (over and above the 25
Carnegie units) and does not complete it prior to the end of the term. This additional course will not count as an F,
but also cannot be counted as part of the required 25 Carnegie units required for either term. Grades must be
posted in the term they are completed. Students may not have more than 1 F as a final term grade.
Summer school courses may only be used to make up F grades from the previous term, and cannot be used to make
up insufficient Carnegie units from the previous term. All summer school coursework must be completed and posted
by the deadline established by Colorado High School Activities Association (CHSAA) for summer school. Courses
started in the summer may not count towards the fall term for Carnegie units.
To determine WEEKLY ELIGIBILITY, schools may choose one of following methods:
1.
Use APEX generated reports to calculate % of work completed and time on task. This will ensure that work
completed is equivalent to the % of coursework required per the course syllabus. Students with green scores are
eligible, and students with yellow or red scores are ineligible.
***Best Practices:
 Apex teachers MUST use the Apex due dates within the grade book for each course, in order that weekly
eligibility indicators (green, yellow, and red) work appropriately.
 Counselors and coaches e-mail addresses MUST be entered within the “coaches” tab of the student’s
profile within APEX. This will ensure that they receive a weekly automated Student Progress Report from
APEX Learning, Inc.
2.
Students must complete one unit of coursework, per week, per course. In courses whereby there are more
than 18 units, the teacher must work with the student(s) to identify what needs to be accomplished on a weekly
basis, in order to ensure that the coursework is completed within the term.
***Best Practice:
To ensure accurate eligibility, it is important that the teacher posts grades (obtained from APEX) to Infinite Campus
(IC) on a weekly basis.
Student grades should be changed, only if one of the following conditions is met:
1. A teacher has made a mistake and submits paperwork to the Athletic Director confirming their
posted grade was inaccurate.
2. A student has an excused absence and makes up missed work, within the school approved guidelines
for submission of that make up work.
For more information pertaining to athletic eligibility guidelines, please see your Athletic Director.
Student Seat Time/Attendance - Although seat time is not a factor, attendance is mandatory for all scheduled
sessions, until the selected course is/courses are successfully completed. The student is expected to make up any
missed content in a timely manner. Regular attendance is essential to being successful in an advanced placement,
credit recovery, and/or original credit/acceleration programs.
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Student’s Apex Course Mastery -For Foundation, Literacy Advantage, Core, and Advanced Placement pathways
within APEX, students will earn full credit for the course(s) once a minimum of 80% mastery** is achived on the
following:
 Computer Scored Tests (CSTs);
 Teacher Scored Tests (TSTs); and
 Final Exam(s)
**Note: The only students exempted from this mastery standard are those students whose IEP calls for
modification(s).
For Prescriptive Pathways, within APEX, students will earn full credit for the course once a minimum of 80% mastery
is achieved on the following:

Each proctored unit prescriptive pre-test within the course(s);

Lesson quizzes; and

Proctored CSTs, TSTs, and Final Exams
Note: Prescribed/customized educational plans will be created for the students, based on the outcomes of the
completed/graded prescriptive pre-test. Prescribed/customized educational plans vary by course. UNDER NO
CIRCUMSTANCES, may students challenge/test out of the APEX Prescriptive Course. Rather, to earn credit, students
are required to complete the prescriptive educational plan for the course(s), which entail the completion of various
offline activities, lesson quizzes, unit summative assessments, and final exams.
NOTE: For original credit courses, students are required to complete the Apex course in it’s entirety. Prescriptive
pathways may NOT be used for original credit/acceleration.
Unethical Academic Conduct – Academic conduct expectations MUST be clearly communicated to the student upon
enrolling in an advanced placement, blended learning, credit recovery, original credit/acceleration, and/or unit
recovery programs via APEX. Students must sign the “Acceptable Use of Technology Policy,” which clearly states
students are not allowed to be on other websites, besides APEX if it’s not indicated for their course.
Unethical academic conduct is considered to include, but is not limited to, the following:
 Unauthorized student access to APEX;
 Students using other student’s logins; and
 Students fraudulently representing themselves as other students.
All Prescriptive Pre-Tests, Unit Computer Scored Tests (CSTs), Unit Teacher Scored Tests (TSTs), and Final Exam(s), via
APEX, MUST be proctored by appropriate Advanced Placement, Credit Recovery, Original Credit/Acceleration, Unit
Recovery Staff to discourage unethical academic conduct, further including, but not limited to:
 Accessing web searches/web sites;
 Copying test questions/answers for digital, electronic, and/or paper copy distribution; and
 Engaging in peer discussions.
The aforementioned unethical academic conduct WILL NOT BE TOLERATED and are considered violations of academic
conduct. Instances of unethical academic conduct will be addressed by the school and may constitute grounds for
disciplinary action, disenrollment from APEX course(s), and/or suspension.
All APEX, Advanced Placement, Credit Recovery, Original Credit/Acceleration, Unit Recovery staff are responsible for
reporting irregularities, inconsistencies, and violations of academic conduct to:
1. The School’s Principal;
2. The School’s Assistant Principal, in the absence of the School Principal; and
3. The DPS APEX System Manager, Sharleen M. McFadden, at 720.423.4301 (office), 720.425.9313 (cell), or via
e-mail at: [email protected].
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Within 24 hours of receiving such reports, violations will be addressed.
Student Transfer Requests - If a student transfers from one school to another, the receiving school must request that
the student’s work in APEX be transferred. To request a transfer, send an e-mail to the APEX System Manager, at
[email protected], and include the following in your request:

The first name, middle initial, and last name of the student;

The student’s Apex username (DPS Student ID Number);

The name of the student’s previous school and the name of the school the student is transferring to;

The semester/year the student engaged in APEX activities at his/her previous school;

The name of the course(s); and

The name of the APEX teacher the student will be working with at his/her new school.
Within 48 hours of receiving the transfer request, the APEX System Manager will complete the transfer and will
follow-up with an e-mail (to representatives both at the previous school, as well as at the new school) documenting
the transfer has been completed.
Student Course Completion Timelines - Students are encouraged to start advanced placement, original
credit/acceleration, and/or credit recovery course(s), via APEX, and finish them in the same term. If incomplete, at
the end of the term, the student may continue his/her coursework the following term. The student has up to one
calendar year, from his/her initial APEX enrollment date (per course) to complete the curriculum. If the student does
not complete the APEX course requirements, within one calendar year, from his/her initial enrollment date the
student’s blank grade would negate any record or attempt at the credited course, and he/she would be required to
start the Apex coursework over.
***Best Practice: Students who are enrolled in Credit Recovery but are failing a current core course must stop work
in APEX. The previously scheduled APEX class time should be used for students to engage in interventions for the
failing course to remain on track in that course. Once on-track with the core course(s), the student may continue
work in APEX.
FINAL GRADES (NEW):
Final grades for Apex courses are to be calculated by adding all earned scores for the CST’s, TST’s, and Final Exams
and dividing the total earned points by the total possible points (for the CST’s, TST’s, and Final Exams). Quizzes and
other activity scores are NOT to be included within the final grade calculation.
STUDENT TRANSCRIPTS:
In all cases whereby the student is earning credit for an entire course, the original course grade will stand and the
recovered and/or original course will be recorded as a new course, demonstrating first time/repeat attempts.
UNDER NO CIRCUMSTANCES will the original course or original grade be changed on the student’s transcript using
Credit Recovery. Rather, both the original grade and Credit Recovery grade will be included within the student’s
transcript. Both the original grade and the Credit recovery grade will also be used to calculate the student’s
cumulative grade. Though a school may address credit recovery in the comments section on report cards, no
mention of “Credit Recovery” and/or “APEX” should ever be present on the student’s transcript.
Transcripts should be audited by the registrar, after each term to ensure transcript recording accuracy.
Recommended audit dates should be completed as follows:

1st Semester of the School Year – by January 31st

2nd Semester of the School Year – by May 31st

Summer Semester of the School Year – by July 31st
o The accuracy audit MUST be reported to the principal, or his/her administrative designee,
following its completion.
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Record Keeping - Student APEX files MUST be maintained, by the school, for 4 years. Following 4 years, the
student’s file can be disposed of, in accordance with school/district disposal of confidential student records.
Electronic APEX records and the student file may be audited by the district and/or Colorado Department of
Education during announced/unannounced visits. The student file MUST contain the following:

Signed APEX Student Contract and/or “Acceptable Use of Technology Policy”;

Completed/Graded Offline Activities (such as assignments, essays, journals, labs, study guides, etc.);

All Completed/Graded Teacher Scored Tests (TSTs);

Documented differentiation/modifications; and

Documented grade changes, if any. Grade changes should also be documented inside of the APEX
grade book, by using the “i” icon to the right of the student’s name, providing the unit/lesson numbers, the
date of the change, and rationale for the same. Note: there is a 3,000 character limit for all grade
changes.
Technical Apex Support
For technical questions/support regarding APEX, contact:
APEX Learning Support (Monday – Friday)
Telephone – Hours of Operation: 6:00AM to 8:00PM (MST)
Online Chat Support (via APEX) – Hours of Operation: 8:00AM to 5:30PM (MST)
E-mail: [email protected]
-orFor technical questions, policy and procedures questions, professional developments training, and/or other APEX
related issues/needs, contact:
Sharleen M. McFadden, APEX System Manager for Denver Public Schools
Address: John F. Kennedy High School, Room #217A
2855 South Lamar Street
Denver, CO 80227-3809
E-mail: [email protected]
Office:
(720) 423-4301
Cell:
(720) 425-9313
Unit Recovery (UR)
Unit Recovery is standards-based and requires students demonstrate their competency in specific content
standard(s) for which they did not previously demonstrate. Unit recovery, thus, entails recovery for parts of a
course. Teachers may utilize APEX for Unit Recovery, or they may engage in teacher-led Unit Recovery utilizing the
district curriculum and assessments.
Unit recovery procedures follow all described advanced placement, credit recovery, and original credit/acceleration
procedures, with the exception of the curriculum. The original teacher has the ability (through unit recovery) to
exclude APEX content, making accessible only units/lessons that the student needs to recover. Unit Recovery
MUST be completed with the original teacher ONLY, within ONE term following the original class.
In all cases, the completed unit grade(s) are used in the final grade calculation for the course. Unit recovery grades
may include: assigned offline activities, lesson Quizzes, Unit Computer Scored Tests (CSTs), and Unit Teacher
Scored Tests (TSTs). All assigned unit recovery scores MUST be averaged into the rest of the original course’s body
of work. Teachers must weigh the recovered unit(s) the same as other units assigned in his/her course.
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If unit recovery is allowed by the teacher, after a course is already failed, the student has up to ONE term following
the original class to complete Unit Recovery and the registrar at the school must allow the teacher to change
his/her original grade for that student by completing the Unit Recovery Form on page 104.
Unit Recovery Transcript Recording – In these cases, the grade for each unit completed must be added to the
teacher’s grade book and averaged with the student’s previous course work, as weighted by the original failed
assignments/tests. Once the student has recovered a Unit, teachers must submit the “Unit Recovery Form” to their
administration. The form must identify specifically which standards the student did not originally master and
provide evidence of student work, showing mastery of the referenced standards. All documentation of grade
changes should be kept in the student’s cumulative record.
Transcripts for these students should be audited by the registrar after each term to ensure transcript accuracy,
consistent with transcript auditing procedures previously noted for advanced placement, credit recovery, and
original credit/acceleration. Though a school may address unit recovery in the comments section on report cards,
no mention of “Unit Recovery” or “APEX” should ever be present on a student’s transcript.
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APEX Unit Recovery Registration/Completion Form
This form is to be used to register students for Unit Recovery (UR) via Apex. In addition to this form, all DPS registration
forms MUST also be followed. All students MUST complete Unit Recovery (UR) with ONLY their original teacher, within
ONE term following the original class.
Student DPS ID Number
Student’s Last Name (Please Print)
Student’s First Name (Please Print)
DPS Course Number/Name
Teacher’s Last Name (Please Print)
Teacher’s First Name (Please Print)
Student’s Grade Level:
Gender:
Check the appropriate boxes below:
 12th Grade
 Female
 11th Grade
 Male
 10th Grade
 9th Grade
Ethnicity: (Optional)
 American Indian
Or Alaskan Native
 Asian Pacific
Islander
 Black or African
American
 Hispanic or Latino
 Pacific Islander
 White
 Other:__________
Special Needs:
 Yes  No
IEP On File
 Yes  No
Student Athlete:
 Yes  No
Other_____________
 Yes  No
UNIT RECOVERY: Identify the Standards and Unit(s) for Recovery (In APEX), as well as the Recovery %.
Standards
Recovery Units in APEX
Recovery %
1.
2.
3.
4.
5.
Unit Recovery Start Date
Unit Recovery Completion Date
Grade Change Date
Is this a grade change, following the preliminary posting of the term grade?
 Yes  No
SIGNATURES: The following signatures MUST be obtained to acknowledge registration/completion of Unit
Recovery requisites. Unit Recovery grades will be used in cal culating the student’s final grade for the
course.
Student’s Signature
Date
Teacher’s Signature
Date
Administrator’s Name (Please Print)
Administrator’s Signature
Date
Registrar’s Name (Please Print)
Registrar’s Signature
Date
If the grade change happens after the grade post for the term, the teacher MUST add the work and grade
change to his/her grade book, while the Registrar MUST also manually change the grade on the student’s
transcript.
DPS High School Procedures Guide
Page 103
(Updated 6/16/2014)