Education

Administration

Rule 705: Secondary School Completion and Diplomas

Effective Date: 08/07/2026

Admin. Code Reference: R277-705

Rule Type: Current Rule

NOTICE OF SUBSTANTIVE CHANGE

TYPE OF FILING: Amendment

Filing ID: 58067

Rule or section number:

R277-705

1. Agency Information

Title catchline:

Education, Administration

Building:

Board of Education

Street address:

250 E 500 S

City, state:

Salt Lake City, UT

Mailing address:

PO Box 144200

City, state and zip:

Salt Lake City, UT 84114-4200

2. Contact Persons

Name:

Phone:

Email:

Elisse Newey

801-538-7500

Elisse.newey@schools.utah.gov

Please address questions regarding information on this notice to the persons listed above.

3. General Information

A. Rule or section catchline:

R277-705. Secondary School Completion and Diplomas

B. Purpose of the new rule or reason for the change:

The amendments are due to the passage of HB 502 during the 2026 General Session.

C. Summary of the new rule or change:

The amendments establish statewide test-out options for core classes.

The amendments recognize test-out as a required statewide pathway for earning credit, require Local Education Agencies (LEAs) to award credit based on successful completion of a test-out option, clarify the relationship between test-out options and locally determined demonstrated competency, and align transcript and grading provisions with statutory requirements.

In addition, the amendments remove the oversight "Category 3".

4. Legislative Action Information

A. Are any changes in this filing

because of state legislative action?

Changes are because of legislative action.

B. If yes, any bill number and

session:

HB 502 (2026 General Session)

5. Fiscal Information

Provide an estimate and written explanation of the aggregate anticipated cost or savings to:

A. State budget:

This rule change is not expected to have fiscal impact on state government revenues or expenditures.

The rule changes are due to the passage of HB 502 (2026). The Utah State Board of Education (USBE) believes that any fiscal impacts were captured in the fiscal note to HB 502 (2026).

B. Local governments:

This rule change is not expected to have fiscal impacts on local governments' revenues or expenditures.

The rule changes are due to the passage of HB 502 (2026).

The USBE believes that any fiscal impacts were captured in the fiscal note to HB 502 (2026).

C. Small businesses ("small business" means a business employing 1-49 persons):

This rule change is not expected to have fiscal impact on small businesses' revenues or expenditures.

This only applies to the USBE and LEAs.

D. Non-small businesses ("non-small business" means a business employing 50 or more persons):

There are no non-small businesses in the industry in question, Elementary and Secondary Schools (North American Industry Classification System (NAICS) 611110). Because there are no non-small businesses, they do not account for any service delivery for Elementary and Secondary Schools. Therefore, non-small businesses are not expected to receive increased or decreased revenues per year. This proposed rule change is not expected to have any fiscal impact on non-small businesses' revenues or expenditures because there are no applicable non-small businesses, and it does not require any expenditures of, or generate revenue for non-small businesses.

E. Persons other than small businesses, non-small businesses, state, or local government entities ("person" means any individual, partnership, corporation, association, governmental entity, or public or private organization of any character other than an agency):

This rule change is not expected to have fiscal impact on revenues or expenditures for persons other than small businesses, businesses, or local government entities.

The rule changes are due to the passage of HB502 (2026).

The USBE believes that any fiscal impacts were captured in the fiscal note to HB 502 (2026).

F. Compliance costs for affected persons:

There are no compliance costs for affected persons.

The rule changes are due to the passage of HB 502 (2026).

The USBE believes that any fiscal impacts were captured in the fiscal note to HB 502 (2026).

6. Regulatory Impact Summary Table

Enter the cost or savings in the relevant cell. If there is no cost or savings, enter, "$0." If a cost or savings is inestimable, enter, "inestimable."

Fiscal Cost

FY2027

FY2028

FY2029

FY2030

FY2031

State Budget

Local Governments

Small Businesses

Non-Small Businesses

Other Persons

Total Fiscal Cost

Fiscal Benefits

FY2027

FY2028

FY2029

FY2030

FY2031

State Budget

Local Governments

Small Businesses

Non-Small Businesses

Other Persons

Total Fiscal Benefits

Net Fiscal Benefits

7. Regulatory Impact Analysis Approval

The State Superintendent of the Utah State Board of Education, Molly Hart, has reviewed and approved this regulatory impact analysis.

8. Family Impact Information

A. The agency has considered this rule's impact on family health, stability, and formation:

☒

9. Citation Information

Provide citations to the statutory authority for the rule. If there is also a federal requirement for the rule, provide a citation to that requirement:

Utah Constitution, Article X, Section 3

Subsection 53E-3-501(1)(b)

Subsection 53E-3-401(4)

11. Public Notice Information

The public may submit written or oral comments to the agency identified in box 1.

A. Comments will be accepted until:

07/31/2026

12. Effective Date Information

This rule change MAY become effective on:

(NOTE: This is the date the agency anticipates making the filing effective. It is NOT the effective date)

08/07/2026

13. Agency Authorization Information

Agency head or

designee and title:

Elisse Newey, Deputy Superintendent of Policy

Date:

06/16/2026

R277. Education, Administration.

R277-705. Secondary School Completion and Diplomas.

R277-705-1. Authority[,] and Purpose[, and Oversight Category].

(1) This rule is authorized by:

(a) Utah Constitution Article X, Section 3, which vests general control and supervision of public education in the Board;

(b) Subsections 53E-3-501(1)(b) and (c), which direct the Board to make rules regarding competency levels, graduation requirements, curriculum, and instruction requirements; and

(c) Subsection 53E-3-401(4), which allows the Board to make rules to execute the Board's duties and responsibilities under the Utah Constitution and state law.

(2) The purpose of this rule is to:

(a) provide consistent definitions;

(b) provide alternative methods for a student to earn credit and alternate methods for schools to award credit;

(d) provide rules for a student to receive an alternative to a traditional diploma if appropriate criteria are met.

[(3) This Rule R277-705 is categorized as Category 3 as described in Section 53E-3-501.]

R277-705-2. Definitions.

(1) "Alternate Diploma" means a diploma issued in accordance with Section R277-705-5.

(2)(a) "Comparable course" means a course that fulfills the same graduation credit requirements as a course for which a student seeks to improve a grade.

(b) "Comparable course" does not include a course a student completes through the packet method.

(3) "Core class" means a course in English language arts, mathematics, science, or social studies, or another course required for high

school graduation as described in Section 53E-4-204.

[(3)](4) Credit recovery" means the same as "replacement credit."

[(4)](5) "Demonstrated competence" means subject mastery as determined by LEA standards and review. LEA review may include such

methods and documentation as: tests, interviews, peer evaluations, writing samples, reports, or portfolios.

[(5)](6) "Diploma" means an official document awarded by an LEA consistent with state and LEA graduation requirements and the

provisions of this rule.

[(6)](7) "FAPE" means a free appropriate public education, which includes special education and related services that are provided at

public expense, under public supervision and direction, and without charge in accordance with Board rule and the IDEA and Section 504 of the Rehabilitation Act of 1973.

[(7)](8) "Grade replacement" means credit a student earns by retaking a teacher-led course for a letter grade to improve a previous grade,

which:

(a) may raise the student's grade point average if the new grade is higher; and

(b) replaces the lower grade on the student's transcript.

[(8)](9) "Original credit" means credit a student earns through the successful completion of a course for the first time.

[(9)](10) "Packet" means a collection of instructional materials and assessments used to receive credit through the packet method.

[(10)](11) "Packet method" means an educational approach where:

(a) a high school student receives a collection of instructional materials from an institution, organization, or LEA;

(b) the high school student works through the materials independently with minimal or no direct instruction from a teacher; and

[(11)](12) "Replacement credit" means a pass-fail credit a student earns for a course the student did not pass or complete, which:

(a) does not affect the student's grade point average; and

(b) allows the student to fulfill high school graduation requirements.

[(12)](13)(a) "Secondary school" means grades 7-12 in whatever kind of school the grade levels exist.

(b) Grade 6 may be considered a secondary grade for some purposes.

[(13)](14) "Section 504 plan" means a written statement of related aids and services for a student with a qualifying disability that is

developed, reviewed, and revised in accordance with Section 504 of the Rehabilitation Act of 1973.

[(14)](15)(a) "Special purpose school" means a school designated by a regional accrediting agency, adopted by the Board.

(b) "Special purpose school" includes a school:

(i) that serves a specific population such as a student with a disability, youth in care, or a school with a specific curricular emphasis; and

(ii) with curricula designed to serve specific populations that may be modified from a traditional program.

[(15)](16) "Student with the most significant cognitive disability" or "SWMSCD" is determined by a comprehensive understanding of a

whole student, including review of educational considerations and data obtained through the IEP process, including whether a student:

(a) requires intensive, repeated, modified, and direct individualized instruction and requires substantial supports to learn, maintain, and generalize skills in the student's grade and age-appropriate curriculum;

(b) has special education eligibility documentation indicating the disability significantly impacts intellectual functioning and adaptive behavior which means typically functioning at least two and a half or more standard deviations below the mean;

(c) demonstrates cognitive functioning and adaptive behavior in home, school, and community environments, which are significantly below age expectations, even with program modifications, adaptations, and accommodations;

(d) has a severe and complex cognitive disability, which limits the student from meaningful participation in the standard academic core curriculum or achievement of the academic content standards established at grade level, without substantial support, modifications, adaptations, and accommodations;

(e) has a course of study that addresses the significant impact in adaptive behavior skills;

(f) may be eligible to participate in alternate assessments; and

(g) has a disability, which increases the need for dependence on others for many, if not all, daily living needs, and is expected to require extensive ongoing support through adulthood.

[(16)](17) "Supplemental education provider" means a private school or educational service provider:

(a) that may or may not be accredited; and

(b) that provides courses or services similar to public school courses or classes.

[(17)](18)(a) "Transcript" means an official document or record generated by one or several schools which includes:

(i) the courses in which a secondary student was enrolled;

(ii) grades and units of credit earned; and

(iii) citizenship and attendance records.

(b) A transcript is one part of a student's permanent record or cumulative file that may include:

(i) birth certificate

(ii) immunization records; and

(iii) other information as determined by the school in possession of the record.

[(18)](19) "Unit of credit" means credit awarded for a course taken:

(a) consistent with this rule;

(b) upon LEA authorization; or

(d) For grades 9 through 12, one unit of credit is at least 83 class hours in an attendance-validated program in lieu of a requirement of days,

consistent with Subsection 53F-2-102(5)(c)(i)(B). Special Purpose Schools may implement alternative instructional delivery models to meet state

requirements for credit issuance.

R277-705-3. Required LEA Policy Explaining Student Credit.

(1)(a) An LEA governing board shall establish a policy, in an open meeting, explaining the process and standards for acceptance and reciprocity of credits earned by a student in accordance with state law.

(b) An LEA policy described in Subsection (1)(a) shall include specific and adequate notice to a student and a parent of all policy requirements and limitations.

(2)(a) An LEA shall accept credits and grades awarded to a student from a school or a provider accredited by an accrediting entity adopted by the Board.

(b) An LEA policy may establish reasonable timelines and may require adequate and timely documentation of authenticity for credits and grades submitted.

(3) An LEA policy shall provide various methods for a student to earn credit from a non-accredited source, course work, or education provider including:

(a) satisfaction of coursework by demonstrated competency, as evaluated at the LEA level;

(b) assessment as proctored and determined at the school or school level;

(d) satisfaction of electronic or correspondence coursework, as approved at the LEA level.

(4) An LEA may require documentation of compliance with Section 53G-6-204 before reviewing a student's home school or competency work, assessment, or materials.

(5) An LEA policy for participation in extracurricular activities, awards, recognitions, and enhanced diplomas may be determined locally consistent with the law and this rule.

(6) An LEA has the final decision-making authority for the awarding of credit and grades from a non-accredited source consistent with state law, due process, and this rule.

(7) An LEA may award a grade for original credit through the packet method if:

(a) the packet adheres to the following criteria:

(i) it fully covers the course standards;

(ii) it includes adequate opportunities for practice and application;

(iii) it includes a variety of assessments; and

(iv) it is consistent with Section 53E-3-501; and

(b) the LEA approves the packet for use as an instructional material in accordance with:

(i) Subsection 53G-4-402(27) for a district school; or

(ii) Section 53G-5-404 for a charter school; or

(c) the Board recommends the packet after going through the state instructional materials process described in Title 53E, Chapter 4, Part 4, State Instructional Materials.

(8) Packets for original credit are not "Demonstrated Competence" as defined in Subsection R277-705-2(2).

(9) An LEA may not use the packet method, or classify a packet as original credit, to improve a previous course grade of a high school student as described in Subsection (9).

(10) A high school student may improve a grade through grade replacement by:

(a) repeating a course one or more times; or

(b) enrolling in and completing a comparable course that is teacher-led.

(11) The Board shall:

(a) ensure that packets that come to the Board for review adhere to the following criteria:

(i) the packet fully covers the course standards;

(ii) the packet contains adequate opportunities for practice and application;

(iii) the packet includes a variety of assessments; and

(iv) is consistent with Section 53E-3-501; and

(b) maintain a comprehensive list of Board approved packets in the Board 's Recommended Instructional Materials System on the Board's website; and

(c) report annually to the Education Interim Committee the number of students in each LEA who receive academic credit through the packet method.

(12) An LEA shall:

(a) assign a distinct course name and number for credit earned through the packet method to easily identify the use of the packet method on a student transcript; and

(b) track and record the number of packets an LEA uses to award original credit or replacement credit each school year.

(13) Subsection R277-705-3(11)(b), regarding a report on the packet method, is repealed July 1, 2028.

(14) Beginning in the 2027-2028 school year, in accordance with Section 53E-4-209, an LEA shall offer and administer statewide test-out

options for core classes.

(15) An LEA shall award credit to a student who demonstrates proficiency through a statewide test-out option for a core class established

under Section 53E-4-209.

(16) An LEA shall record credit earned through a statewide test-out option for a core class on a student's transcript in accordance with

Board rules.

(17) A statewide test-out option for a core class established under Section 53E-4-209 is distinct from locally determined demonstrated

competence under Subsection R277-705-2(4).

(18) An LEA may not substitute a locally developed assessment for a statewide test-out option required under Section 53E-4-209.

R277-705-4. Diplomas and Certificates of Completion.

(1) An LEA shall award diplomas and certificates of completion.

(2) An LEA shall establish criteria for a student to earn a certificate of completion that may be awarded to a student who:

(a) has completed the student's senior year;

(b) is exiting or aging out of the school system; and

(3) A student with a disability served by a special education program shall satisfy high school completion or graduation criteria, consistent with state and federal law and the student's IEP.

(4) An LEA may award a student a certificate of completion consistent with state and federal law and the student's IEP or Section 504 plan.

(5) An LEA may not enroll a student with the intent to award a diploma or a certificate of completion once the student has earned a high school equivalence.

R277-705-5. Alternate Diploma.

(1) An LEA may award an alternate diploma to a student with the most significant cognitive disability if:

(a) the student accesses grade-level Core standards through the Essential Elements;

(b) the student's IEP team makes graduation substitutions in the same content area, from a list of alternative courses approved by the Superintendent; and

(2) An alternate diploma issued in accordance with Subsection (1) may not indicate that the recipient is a student with a disability.

(3) Notwithstanding the award of an alternate diploma, an LEA may still be obligated to provide FAPE to an eligible student in accordance with the IDEA.

(4)(a) The Superintendent shall provide a list of alternative courses that may be considered for student with cognitive disabilities working to receive an alternate diploma.

(b) An LEA may submit courses to the Superintendent to be considered for possible inclusion on the list required by Subsection (4)(a).

(c) The Superintendent shall annually update the list of alternative courses required under Subsection (4)(a) following review of LEA recommendations made under Subsection (4)(b).

R277-705-6. Career Development Credentials.

(1) An LEA may award a career development credential to a student with an IEP or Section 504 plan:

(a) who meets the requirements of a career focused work experience before leaving school; and

(b) consistent with:

(i) state and federal law; and

(ii) the student's IEP or Section 504 plan.

(2) Before receiving a career development credential, a student shall:

(a) earn the following credits in core content:

(i) English Language Arts (3.0);

(ii) Mathematics (2.0);

(iii) Science (1.0); and

(iv) Social Studies (1.0);

(b) complete 120 hours of community based work experience, to include:

(i) 40 hours of paid employment; or

(ii) documentation of completion of intake with a vocal rehabilitation counselor or the Department of Workforce Services;

(i) disability awareness;

(ii) accommodations;

(iii) self-advocacy training;

(iv) career exploration; and

(v) workplace soft skills;

(d) receive .5 credits in a CTE Work Based Learning internship, including accommodations or modifications as appropriate and allowed by industry standards; and

(e) verify concentration in a CTE pathway in the student's area of interest.

R277-705-7. Adult Education Students.

(1) An adult education student is eligible only for an adult education secondary diploma.

(2) An adult education diploma may not be upgraded or changed to a traditional, high school-specific diploma.

(3) A school district shall establish a policy:

(a) allowing or disallowing adult education student participation in graduation activities or ceremonies; and

(b) establishing timelines and criteria for satisfying adult education graduation and diploma requirements.

R277-705-8. Student Rights and Responsibilities Related to Graduation, Transcripts, and Receipt of Diplomas.

(1) An LEA shall supervise the granting of credit and awarding of diplomas, but may delegate the responsibility to schools within the LEA.

(2) An LEA may determine criteria for a student's participation in graduation activities, honors, and exercises, independent of a student's receipt of a diploma or certificate of completion.

(3) A diploma, a certificate, credits, or an unofficial transcript may not be withheld from a student for nonpayment of school fees.

(4)(a) An LEA shall establish a consistent timeline for all students for completion of graduation requirements.

(b) A timeline described in Subsection (4)(a) shall be consistent with state law and this rule.

(5) An LEA's graduation requirements may not apply retroactively.

KEY: adult education, high school credits, graduation requirements

Date of Last Change: [March 1,] 2026

Notice of Continuation: November 15, 2022

Authorizing, and Implemented or Interpreted Law: Art X Sec 3; 53E-3-501(1)(b); 53E-3-401(4)

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