Credit Recovery Procedures

Student eligibility

• Any high school student, regardless of grade level, is eligible for credit recovery.

• Students who have received between 50-59% in a course will be targeted for recovery of credit in that course.

• If a student has received <55% student performance should be considered.

You Make the Call

If student received low scores in all assignments, further analysis of student performance will be considered (e.g., are there issues with reading ability? Does the student need accommodated materials? Is remediation indicated? Is diagnostic testing indicated?)

Monitoring Credits and Identifying students

• You have a list of students who have already been identified.

• This grant only allows you to serve those ELL students that are on your list.

• This grant does not preclude you from serving additional non-ELL students if that is your site’s decision.

Outside of the grant the following procedures are used:

• When a counselor is on site, this task is generally part of their duties. • When there is no counselor, or as a matter of practice

with the counselor, this would be an appropriate task for secondary teachers during data analytic collaboration time (no more than two times per month to allow for site and district data topics to be analyzed).• Note: When common assessments have been developed that tell

us what the student has mastered the task of determining recovery assignments will more reliable.

Monitoring Credits and Identifying students

Delivery of Sessions

• Before school

• After school

• During school (if that works in your case)

• Other suggestions?

S Term Institute

• Site-based Credit Recovery Institute during S Term

• The creation of an institute at each site during two weeks of S Term where credit recovery is needed.

• Students work on one course at a time, but may recover more than one course if time allows and assignments are completed.

• Multiple content area teachers would be involved in the institute.• This helps students get back on track. • May provide them with the motivation they need for

the following year.

Consistency in Tasks

• When a student fails to earn credit in a course, the teacher may complete the Credit Recovery Form that shows what assignments/tasks need to be completed to recover the credit in that course in order to receive at least a grade of C. • The form will also include additional tasks to

perform to receive a grade higher than a C (to encourage student performance).

• Completion of the Credit Recovery Form will be monitored by the teacher responsible for the SLP and supervised by the site administrator.

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When the Teacher isn’t available

• For credit recovery in courses that do not have a completed Credit Recovery Form: • Convene a team of content area teachers, IED, SPED

and ELL department representatives, counselor, site administrator(s), Curriculum Director, and community member to develop a menu of projects, performance based tasks, and assignments that will allow students to show concept understanding in the course content. Recommend 10-20 menu items in tiered levels of rigor to provide students with a choice.

• Menu items must be aligned with Alaska State Standards and PSGLEs (when available), and the course curriculum map (when developed).

• The menu and the system require students to get at least a C to recover the credit.

Descriptive Assignments in PowerSchool

• Site administrators will convey to staff the importance of writing descriptive class assignments in PowerSchool that show alignment to Alaska State Standards and PSGLEs (when available), and the course curriculum map (when developed). This will greatly assist in the determination of credit recovery tasks.