Diploma Revision Proposals for the Class of 2024 High ... M… · 11 Process and Development of High School and Beyond Plan 13 Diploma Pathway Options 14 Summary 14 State Assessment

Diploma Revision Proposals for the Class of 2024

High School StaffVs

John Axtell

Comments may be submitted to board members and / or to marywalkerschooldistrict.org

(John’s personal website) where all comments will be posted (anonymously if desired).

IntroductionTo comply with changes in the law our District’s policy concerning diploma requirements must be updated. The following document is submitted to all stakeholders for consideration by John Axtell. All stakeholders, students, parents, community members, staff and interested others are invited to submit written comments.

The following key issues are addressed: A) number of credits required for diploma, B) course offerings, addition of a HSBP Course requirement, C) percent grade required to obtain credit, D) promotion requirements, local test requirements, andE) Pathways (especially CTE).

Note: The state considers requirements for a diploma and graduation as interchangeably. In practice diploma requirements and graduation requirements are different. In this document we refer to diploma requirements except when quoting from state documents where they refer to “graduation” requirements. While in most cases the distinction is not important in some it is. it is suggested that a separate policy be developed dealing with graduation.

Policy and Procedure actually ends on page 18, rest is discussion.

http://marywalkerschooldistrict.org

Index3 Introduction to 2410 and 2410P3 Rational4 Opening discussion4 Local Board Opportunities4 This Proposal Is Predicated on the Following Principles 5 Summary of Key changes6 High School Diploma Requirements Policy8 High School Diploma Requirements Procedure 8 Publication of Requirements8 Credit Requirements 8. Subject Areas for Class of 20248 Awarding of High School Credit8 Under Supervision of Staff9 for Students Below 9th Grade9 Transfer, Dual and Running Start Credits10 Experiential, Self Directed and Alternative Experiences10 Career and Technical Work-Based Learning10 National Guard Training10 Home School Credit11 High School and Beyond Plan11 Development of High School and Beyond Plan11 Process and Development of High School and Beyond Plan13 Diploma Pathway Options14 Summary 14 State Assessment. - Smarter Balance, WA-AIM15 Dual Credit15 AB/IB/ Cambridge15 Advanced Placement16 International Baccalaureate16 Cambridge International16 SAT / ACT16 Transition Course17 Combination17 ASVB

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17 CTE Sequence 18 Students with an IEP18 Seal of Biliteracy19 Table of Credit Requirements 202420 Notes20 English, Math, Science, Social Science, Arts, Physical Education,21 Mentoring, Career and Technical Education21 World Language, Personalized Pathway Requirement21 HSBP Course, Electives, Total Credits22 Comments22 English, Math,23 Science, Social Science, Arts23 World Language, Personalized Pathway Requirement 23 Physical Education 24 Mentoring, Career and Technical Education, HSBP Course25 Electives, Total Credits 27 Withholding of a Diploma28 HSBP Draft Course Description 30 District School Director’s Responsibilities


INTRODUCTION TO POLICY 2410, 2410P AND HSBP COURSE RCW 28A.150.230: “Each common school district board of directors shall be vested with

the final responsibility for the setting of policies ensuring quality in the content and extent of its educational program and that such program provide students with the opportunity to achieve those skills which are generally recognized as requisite to learning.

Establish performance criteria and an evaluation process for… all programs constituting a part of such district's curriculum.

Determine the final assignment of staff, certificated or classified, according to board enumerated classroom and program needs and data,…”

[Note: it is the board’s responsibility, not administrators or teachers, who are responsible for the quality of the educational opportunities offered, the assignment of staff (often relegated to administrators) and establishing performance criteria of staff and programs.

Those skills which are generally recognized as requisite to learning are cognitive abilities, behavior, attitude and physical abilities — not content.]

WSSDA - school board standards: The standards encourage boards to focus on student achievement as their primary responsibility.

RATIONAL FOR 2410 POLICY AND PROCEDURE REVISION

Needs / Objectives: to revise diploma requirements for the 2020 high school freshman to incorporate the following goals:1. Provide the greatest flexibility legally allowed and financially viable in meeting credit

requirements in support of the HSBP. 2. Change the credit requirements to the minimum required by law in a way that such

credits can reasonably be earned in 4 years when we are funded for 5 periods a day and students are only required to attend 5 periods.

3. Provide opportunities for students to earn credits independently, including activities not conducted on site or supervised by staff.

4. Offer multiple pathways as advisable and financially feasible.

5. Maximize course offerings, sequence and content including using courses listed in the state course code book, available on the internet and other available resources with an emphasis on focusing on skills requisite to learning including cognitive abilities, independent learning skills, and content facilitating success in high school, life and gatekeeper tests.

6. Combat the advantages caused by the racial and socioeconomic discrimination and disparities created by bonds and levies.

7. Motivate students to be prepared to achieve their goals compatible with those of society.


http://app.leg.wa.gov/RCW/default.aspx?cite=28A.150.230

Opening Discussion: Changing diploma requirements is a major undertaking. All stakeholders - including students, parents, community members and staff - are welcome to send their written opinions concerning the proposed policy to:

a. board members with copies to administrators or staff as desired and / or b. marywalkerschooldistrict.org (all comments / suggestions will be posted on the

website, anonymously if desired). If interest is shown an online discussion group may be formed.

Recognizing that there are multiple and divergent competencies that students may wish to master that are necessary for success in their pathway and that there are many ways in which to master those competencies the legislature has authorized:

a. multiple pathways to meet the state mandated test required for a diploma, in effect allowing local school boards to determine minimal academic standards by providing locally administered methods of assessment thus offering students multiple ways to not have to pass state mandated tests,

b. allowing credits for experiences and knowledge gained off of school grounds with or without the supervision or participation of district staff

thereby allowing school boards great flexibility in enabling a student to earn a diploma. The board has the opportunity, and one might think the obligation, to minimize unreasonable or correctable obstacles preventing students from learning the way they learn best to become prepared for life while ensuring certain basic cognitive, academic and behavioral standards are achieved.The local board:

1. is empowered to focus on processes and cognitive development which not only enables the student to achieve the state’s academic objectives but enables the student to become an independent learner and determine what values to accept.

2. has the ability to require a student to read at grade level, read critically and demonstrate knowledge on standardized nationally accepted gatekeeper tests approved by the board, to grant course credits and establish meaningful diploma requirements. and

3. may require certain academic and behavioral standards to be met prior to promoting a student from one grade to the next.

This proposal is predicated on the following principles: 1. Required courses should focus on mastering cognitive abilities, study techniques,

critical thinking and other skills / processes requisite for learning enabling students to do very well on nationally normed standardized gatekeeper tests.

2. Content is secondary to process but should be mastered at 80% to pass. Content should be presented to the student’s zone of proximal development which supports mastery learning and be consistent with the Individualized Personal Pathway, an integral part of the High School and Beyond Plan.

3. Acquiring fundamental math and language arts competencies should be mastered by the end of 7th grade. If not mastered they must be remediated prior to, or upon, entering high school.


4. By redesigning the Language Arts and Math high school core courses to align with student abilities and content of gatekeeper tests students will have an opportunity to improve scores on gatekeeper tests and prepare them to succeed in high school, college and beyond.

5. As permitted by recent legislation schooling, including the mastery of fundamental cognitive, behavioral and academic skills, shall be designed to meet the needs of the student. and

6. Consistent with the goals of the HSBP it is critical that students be provided the maximum allowable electives encouraging them to pursue their personal and career interests which then may make academic coursework meaningful.

Summary of Key Changes 1. Because the law only requires students from 8 to 16 to attend school for a maximum of

five fifty minute periods a day the proposal decreases our current practice of requiring 28 credits to 24, and proposes raising the current credits required by our current policy from 20 to 24.

2. Recognizing that success in each grade depends on having certain basic skills and that establishing a pattern of meeting expectations instead of failing to do so is a critical pattern to establish, the grade needed to earn a credit is raised from 60% to 80%.

3. Recognizing the great disparity between what a small rural district and a district in a large city is able to offer students make, and fully support, participation in resources outside our district including NEWTech, open courses offered internationally by colleges, and Running Start an integral part of our course offerings.

4. Enables the district to offer, for high school credit, any of the courses listed in the state approved course code book or otherwise defined within the policy such as credit classes, independent study or small group courses that are conducted on or off campus and lead by staff, those providing related services or others who may not be certificated or paid by the district.

5. Recognizing that being designated a freshman, sophomore or other class standing is not related to age or attendance but demonstrated competency and that junior and senior standing are critical to participating in Running Start the policy sets, by grade, standards for promotion in high school.

6. Contemplates new, board approved, locally administered nationally recognized standardized tests in multiple areas including interest and skills inventories, personality profiles, and in reading and math with locally determined cut off scores. and

7. Recognizing that a student’s course selection is, by law, directed by the High School and Beyond Plan the required 4 CTE credits currently, by practice, not policy, is reduced to one CTE credit that can be fully met by the new High School and Beyond Plan course that includes, but is not limited to: a. skills which are generally recognized as requisite to learning including, but not

limited to, cognitive and basic math and language arts skills (9th grade level or higher),

b. vocational, ability, achievement and personality evaluation and exploration, c. critical thinking, study and test taking skills, andd. creating self motivated independent learners.


Policy: 2410 Section: 2000 - Instruction

High School Diploma Requirements

The board hereby establishes diploma requirements set forth in Policy 2410P meeting the minimum requirements of the State Board of Education and Mary Walker School Board.

Only one diploma will be awarded with no distinctions being made between the various programs of instruction that may be pursued.

Diploma requirements apply to students initially enrolled in 2020 (the class of 2024 and valid for 10 years for those entering the 9th grade in 2020). Requirements may be changed at any time by board action but such action may not impede student’s progress or ability to meet diploma requirements but may facilitate student success in meeting diploma requirements.

The board will award a high school diploma to every student enrolled in the district who meets the requirements established by the district in Policy 2410P as follows: (1) complete the credit and non-credit requirements specified; (2) complete a high school and beyond plan which shall include a signed statement

requesting to graduate;(3) meet the requirements of at least one diploma pathway or earn a Certificate of

Individual Achievement; and(4) pass a college, apprentice or other appropriate placement exam that indicates the

student is capable of successfully entering the next pathway activity consistent with the student’s HSBP established in the 8th grade or modified thereafter with the approval of the student’s academic advisor and parent.

A student who has met all diploma requirements may not graduate until the application to graduate is completed and signed by the student, and if determined appropriate by an administrator, the student’s parents. Upon being signed by a district administrator the student may then be awarded a high school diploma. The diploma shall have the high school seal and be signed by those individuals as the student directs / chooses (which shall be stated on the application for graduation) as follows: One staff member (teacher, para-pro, administrator or other staff), one board member, one parent or significant other individual of the student’s choice.

Cross References: 2418 - Waiver of High School Graduation Credits 3520 - Student Fees, Fines, or Charges

3241 - Student Discipline 3110 - Qualification of Attendance and Placement


Legal References: Laws of 2019, ch. 252, 201 Graduation pathway options for the graduating class of 2020 and subsequent classes RCW 28A.155.045 Certificate of individual achievement

RCW 28A.230.090 High school graduation requirements or equivalencies — Reevaluation of graduation requirements — Review and authorization of proposed changes — Credit for courses taken before attending high school — Postsecondary credit equivalencies RCW 28A.230.097 Career and technical high school course equivalencies RCW 28A.230.120 High school diplomas — Issuance — Option to receive final transcripts — Notice RCW 28A.230.122 International baccalaureate diplomas RCW 28A.600.300-400 Running start program - Definition

RCW 28A.635.060 Defacing or injuring school property — Liability of pupil, parent or guardian — Withholding grades, diploma, or transcripts — Suspension and restitution —Voluntary work program as alternative — Rights protected WAC 180-51 High school graduation requirements WAC 392-121-182 Alternative learning experience requirements WAC 392-169 Special service programs - Running start program WAC 392-348 Secondary education

WAC 392-410 Courses of study and equivalencies WAC 392-410-350 Seal of Biliteracy WAC 392-415-070 Mandatory high school transcript contents

Management Resources: 2018 - May Issue 2017 - October Policy Issue

2015 - October Policy Issue 2014 - December Issue 2013 - September Issue 2012 - April Issue 2011 - October Issue 2010 - June Issue 2009 - April Issue 2009 - February Issue

Policy News, August 2007 Graduation Requirements Modified by Legislature Policy News, October 2004 Graduation Requirements: High School and Beyond Plans Policy News, February 2004 High School Graduation Requirements Policy News, December 2000 2004 High School Graduation Requirements Adopted Policy News, April 1999 Variations Complicate College Credit Equivalencies

Adoption Date: Classification: Essential Revised Dates: 12.00; 02.04; 10.04; 12.04; 08.07; 02.09; 04.09; 06.10; 10.11; 06.12; 09.13; 12.14; 04.15; 10.17; 05.18; 07.19


Policy: 2410P Section: 2000 - Instruction

Procedure - High School Diploma Requirements

I. PUBLICATION OF DIPLOMA REQUIREMENTS Upon registering in high school and each year thereafter, each student and his or her parents or guardians will be provided with a copy of the diploma requirements in effect for that student (those in effect when the student enrolled in ninth grade or as modified by action of the board to facilitate student success) and the student’s progress in meeting such requirements. Diploma requirements may also be included in the high school student handbook. However if included in the student handbook the requirements for all registered students must be included (covering, as a minimum, four years).

II. CREDIT REQUIREMENTS

Subject Area Requirements and Approved Courses for Class of 2024 Any courses listed in the state course code book current for the year in which a course will be taken and courses or demonstrated competencies identified elsewhere in this policy may be used to meet diploma credit requirements.Specific courses or demonstrated competencies approved must be consistent with the High School and Beyond Plan initiated in the 7th grade or for transfer students entering 8th grade or above completed by the end of their 1st quarter. Student’s courses should reflect the student’s interest, abilities and long term goals. Students should not be forced into a one size fits all program nor limited by local options.

Awarding of High School Credit

For work done under the direct supervision of district staff or related services providers The district may award high school credit for successful completion of a specified unit of study. A student successfully completes a specified unit of study by doing one of the following:

a. Demonstrating competency in a course conducted by the district on an end of course test of 80% or better or receive a “Pass” “grade” in courses using a Pass / Fail determination of competency. or

b. Demonstrating proficiency or mastery as determined by the district in a manner consistent with the way competency was demonstrated in a course conducted by the district if a comparable course exists; AND

c. For math and language arts credits passing the end of course non credit requirements / test(s) if any.

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To students below the 9th grade Unless requested otherwise by the student and the student's family, the district will award high school credit towards fulfilling diploma requirements to a student who has completed high school courses while in seventh or eighth grade if one of the following applies:

a. The course was taken with high school students, and the student successfully passed the same course requirements and examinations as the high school students enrolled in the class; or

b. The course taught at the middle school has been determined by the district to be similar or equivalent to a course taught at the high school level; or

c. The course was taken independently and evidence of content and appropriate competency is provided. Such courses may be online and may be facilitated by tutors or mentors.

Students who have taken and successfully completed high school courses under the above circumstances shall also meet any additional non credit requirements / test(s) to have the credits earned to be counted toward a diploma requirement.

For Transfer CreditsThe district may accept credits from an accredited private school, college or other entity offering educational experiences as appropriate (such as universities, technical schools or artistic organizations). Decisions of the principal or designee may be appealed to the superintendent within fifteen school days of the initial decision and, if needed, the board within 15 days of the superintendent’s decision.

Dual CreditsDual credits may be earned at any time from approved institutions offering post secondary opportunities while enrolled in the high school. All costs associated with such credits are the student’s responsibility. If a requested dual credit is rejected the decision may be appealed to the superintendent and if requested the board.

Running Start CreditsStudents who have earned 6 high school credits will be considered a Sophomore, those who have earned 12 credits a Junior and those who have earned 18 credits a senior. Students who have achieved junior or senior status may participate in the Running Start program earning dual credits at participating institutions. A student who has completed the senior year but has not earned all the credits required to receive a diploma may continue in the Running Start program but courses are restricted to classes that are required for a diploma. (See Running Start Q&A available on Internet.)Grades granted by a college may be adjusted upward when being used as a high school credit.


For Experiential, Self Directed Learning and Alternative Learning Experiences

The district may grant credit for planned learning experiences (including volunteer or paid experiences):a) primarily conducted away from the facilities owned, operated, or supervised by the

district including summer programs. orb) not supervised by district staff or certificated individual, orc) that are part of the District’s Alternative Learning Program, ord) Open Courses offered by a college over the web if prior approval is granted and grading

options agreed upon, ore) any combination of the above.Consistent with applicable guidelines.Great latitude shall be given when granting credit for nontraditional learning experiences such as an ALE or home-based course, on line courses, community service, volunteer or work experiences or competency gained in such organizations as, but not limited to, the Boy Scouts, YM/WCA, search and rescue, 4H, Red Cross, FFA, directed sporting, survival, physical and social development opportunities including organized physical education / sports activities and teams or clubs (such as robotics or coding). For Career and Technical Work-Based LearningThe district regards work experience as a part of the educational program of students as part of the secondary school curriculum rather than just a device to relieve a staffing shortage. The district may grant credit for work experience coordinated by staff following appropriate laws, rules and regulations.

For National Guard High School Career Training - awarded in accordance with the section on Experiential and Self Directed Learning or Transfer Credits.

For Home School Credit To be awarded credit for a course of study or experiential learning experience taken as a home school student, a student will provide one, or a combination of, the following:

1. A journal that reflects the actual work completed during a home-study course;2. Exhibit(s) of any specific projects completed (e.g., compositions, video of

performances, research papers, art and/or shop projects);3. Information concerning the textbook(s) used, course syllabus, material

actually covered, and tests completed,4. Nationally recognized test results,5. Any other performance-based exhibits of specific course-related

accomplishments. It is to the advantage of a home school student who anticipates the district will be requested to award credit for home school experiences and accomplishments to discuss their plans prior to taking the home school course with a representative of the district to enable the student to provide appropriate documentation when requesting credit.


If there is disagreement as to appropriate documentation required the decision may be appealed to the superintendent and if desired the school board in a timely manner prior to, or after, initiating course work.An administrator shall conduct a full review of the student’s evidence of the home school experience and award appropriate credits and grades (including Pass / Fail option). Appropriate non credit tests shall be required as appropriate consistent with such requirements that are required of other students earning credits. If the parent or student disagrees with the administrative decision concerning credit(s) and or grade(s) a written appeal to the board may be made.

III. HIGH SCHOOL AND BEYOND PLAN REQUIREMENT

Each student must have a completed High School and Beyond Plan (HSBP) that was initiated no later than the 8th grade or for transfer students their first quarter in which they enrolled in the district approved by an administrator during the student’s last semester prior to completing diploma requirements. The HSBP plan must conform to the following standards.

Develop a High School and Beyond Plan (HSBP) The HSBP is intended to provide students with annual career and college exploration and preparation activities that address the guiding questions of “Who am I?”, “What can I become?”, and “How do I become that?”. Students work with school staff and their family to create their own personalized plan that begins no later than 8th grade, is revised throughout high school, and results in a plan for next steps following high school graduation. Established in RCW 28A.230.090, the HSBP must include the following components, at a minimum:

1. Identification of career goals, aided by the completion of appropriate nationally recognized skills and interest assessments taken in the 8th grade, updated as needed and no later than during the 10th grade,

2. Identification of specific educational goals and the path needed to attain them, 3. A course taking plan that fulfills state and local diploma and state diploma

requirements and aligns with the student’s career and educational goals, 4. A résumé or activity log documenting activities beginning in the 7th grade, and5. Evidence that the student has received information on state and federal financial aid

programs that help pay for college

HSBP Process and Development The following includes the required components that must be included and outlines important processes and timelines that must be followed when developing a HSBP. 1. The HSBP must be started in 7th or 8th grade with a career and skill interest inventory.

a. The results of the career assessment should be used to establish initial career goals and inform 9th grade course taking for the transition to high school.

b. 7th and 8th grade students must also be informed of the College Bound Scholarship (CBS) per Chapter 28B.118 RCW. In the case of a staff member believing a student can qualify for the CBS but the student’s parent or guardian, after repeated attempts


to have the enrollment form completed the parent or guardian does not complete the CBS form an administrator is directed to sign the form and inform the appropriate state agency as required by law. The HSBP must include evidence that the student has received information about the College Bound Scholarship (CBS).

c. In order that all students in the district who are not enrolled in our school may qualify for the College Bound Scholarship the district will make every effort reasonably possible by mail, phone and Internet to have parents of home school and those residents attending private schools to complete the application on behalf of the student. If unsuccessful a district representative may sign the application, properly notifying state authorities of such action as defined by law.

2. Parents and guardians are invited to participate in the processes of developing and updating the HSBP. The HSBP must be provided to the student’s parents or guardians in their native language if that language is one of the two most frequently spoken non-English languages of students in the district.

3. The HSBP must be updated at the end of 10th grade to: a. reflect academic progress toward diploma requirements (via a transcript review), b. incorporate the results of the statewide assessments in ELA and Math1, and c. inform 11th grade course taking, per RCW 28A.230.090. Student’s score reports on the 10th grade statewide assessments in English language arts (ELA) and math are not a required component of the HSBP; however, the student’s course plans within the HSBP must be updated to reflect their performance on these tests and their assessment scores must inform student’s Junior year course selections.

4. For students with an Individualized Education Program (IEP) Transition Plan (required to be started during the year during in which they will turn 16), a. their HSBP must be developed and updated in alignment with their high school to

post-high school transition plan. Per RCW 28A.230.090, the HSBP must be updated in a similar manner and with similar school personnel as for all other students.

b. Students with an IEP Transition Plan may use these plans in support of, but not as a replacement for, their HSBP.

5. The HSBP must include identification of available dual credit, Skill Center and career & technical education programs, including eligibility for automatic enrollment in advanced classes under RCW 28A.320.195, as aligned with a student’s post-high school goals.The term “dual credit” refers to general education and career and technical education courses that provide students with the potential to earn high school and college credit (100 level or above) for the same course.

7. The HSBP must include evidence that the student has received information on state and federal financial aid programs that help pay for college, which includes: a. Documentation for completing a FAFSA or WASFA, b. Application timelines and submission deadlines, c. The importance of submitting these applications early, d. Specific financial aid information for students who have been in foster care or who

are, or at risk of being, homeless,e. Information about how to receive assistance with completing applications, and f. Reference to the WSAC website for more information and resources.


8. Each year for students not on track to complete diploma requirements, their HSBP must also identify interventions and academic supports and courses, or both, that are available to help them fulfill high school diploma requirements as defined in RCW 28A.230.090. Possible courses may include career and technical education equivalencies in ELA or math adapted pursuant to RCW 28A.230.097.

9. For students not earning a score of 3 or 4 on the math statewide assessment in 8th grade, as identified in RCW 28A.655.070 the HSBP must be updated to ensure that the student takes a math course in both 9th and 10th grades. The math courses may include career and technical education equivalencies per RCW 28A.230.097.

10. For students not earning a score of 3 or 4 on the ELA or science statewide assessments in middle school, the district will inform students of supports and courses that will address their learning needs.

11. Students in 8th grade who need to complete a Student Learning Plan (SLP) before high school may use their SLP in support of, but not as a replacement for, their HSBP.

[Question for discussion: Should the board, as a matter of policy require that a component of the HSBP must offer or make accommodations:1. if the student’s goal is to drop out at the earliest point possible.2. to accommodate / integrate with a home school program.3. maximize the potential of off campus experiences such as NEWTech, Running Start.4. make specific adjustments for those anticipating participating in Running Start and

planning to utilize the College Bound Scholarship.5. to accommodate / integrate an independent study program preparing a student to:

a. attain a score on the math and language arts placement tests for the community college by the end of the sophomore year for those anticipating Running start.

b. by the end of their sophomore year be prepared to succeed on the PSAT/NMSQT in the beginning of their junior year if wishing to qualify for a scholarship, and

c. by the end of the junior year for those anticipating utilizing the College Bound Scholarship or who plan on post high school educational experiences to succeed in the appropriate pathway gatekeeper tests including taking the SAT or other pathway appropriate test. ]

IV. DIPLOMA PATHWAY OPTIONS The diploma pathway should be chosen as part of the HSBP developed no later than the 8th grade. A student may choose to pursue one or more of the pathway options described below to demonstrate career and college readiness as long as the option chosen is in alignment with the student's High School and Beyond Plan. The cost of taking the Statewide High School Assessment is the responsibility of the district. All costs associated with completing other pathway options are not the responsibility of the district. As scholarships may be available students in need should discuss their situation with a member of the administrative team.


The State Board of Education may change the details of each option from time to time. However such changes will not impede the student’s progress towards graduation. The option chosen as part of the HSBP plan upon enrollment in the 9th grade can be changed as needed with the approval of the student’s advisor and, if the student is under, 18 a parent. A student may choose when applying to receive a diploma meeting either: a) those pathway requirements in effect when the student enrolls in the 9th grade or b) those pathway requirements in effect at the time the student applies to graduate in accordance with applicable law.

SUMAMRY1. State Assessment: Meet or exceed the graduation scores in the Smarter Balanced

Assessments (SBA) in English language arts (ELA) and mathematics or in WA-AIM (Washington Access to Instruction & Measurement).

2. Dual Credit: Earn at least one high school credit in ELA and at least one high school credit in math in dual credit courses (Running Start, College in the High School, and/or Career and Technical Education dual credit courses).

3. AP/IB/Cambridge: For both ELA and math, earn a 3 or higher on certain Advanced Placement (AP) exams or a 4 or higher on certain International Baccalaureate (IB) exams or an E on certain Cambridge International exams, or pass the course with at least a C+.

4. SAT/ACT: Meet or exceed the graduation scores set by the State Board of Education in the math and ELA portions of the SAT or ACT.

5. Transition Course: Pass a transition course in ELA and math (for example, a Bridge to College course) which allows a student to place directly into a credit-bearing college level course.

6. Combination: Meet any combination of at least one ELA and one math option of those options listed in 1-5.

7. ASVAB: Meet standard on the ASVAB (Armed Services Vocational Aptitude Battery) by scoring at least the minimum established by the military for eligibility to serve in a branch of the armed services.*

8. CTE Sequence: Complete a sequence of Career and Technical Education (CTE) courses.*

*Note: Students who pursue these pathways (ASVAB or CTE) do not need to meet English and math requirements separately. English and math content are embedded in both pathways—and a student who meets either the ASVAB standard or the CTE pathway requirements has met the diploma pathway requirement.

Details of Pathways State Assessment Smarter Balanced AssessmentTo meet this graduation pathway option, students need to earn at least the diploma score on the high school English Language Arts (ELA) and math Smarter Balanced Assessment of:


https://www.sbe.wa.gov/our-work/graduation-requirements/graduation-pathway-options/asvab

• Score on ELA—2548• Score on math—2595

WA-AIM If determined to be appropriate by their Individualized Education Program (IEP) team, students with an IEP may meet this graduation pathway option with the WA-AIM state assessment. The diploma scores identified by the State Board of Education for the WA-AIM are:

• Score on ELA—104 • Score on math—103

Students with an IEP should contact their team leader to receive updated information.Dual Credit Dual credit courses that qualify for this pathway are courses that earn one high school credit in English and one in math, and that allow students to earn college credit at the 100 level or higher (the college course number must be 100 or higher). Dual credit programs include:

• College in the High School• Running Start• Career and Technical Education (CTE) Dual Credit

Students do not have to pay fees or claim college credit to meet this pathway, but they must meet the state or local program criteria or articulation agreement requirements. For CTE dual credit courses to meet this pathway requirement, the course must have a state or local course equivalency to meet high school subject area diploma requirements in English or math.AP/IB/Cambridge To meet this diploma pathway option, the student must pass specified courses with a C+ (2.3) grade or higher in AP, IB, or Cambridge International course; or pass the associated assessment at a specified level. Students must pass at least one course or exam in English language arts and one course or exam in math.Advanced PlacementThe AP courses that meet this option in English language arts are:

• English Language and Composition• English Literature and Composition• Macroeconomics• Microeconomics• Psychology• United States History• World History• United States Government and Politics• Comparative Government and Politics

The AP courses that meet this option in math are:• Statistics• Computer Science A• Computer Science Principles• Calculus

Students must earn a C+ (2.3) grade or higher each term in one of these courses, or score a 3 or higher on the AP exam associated with these courses.


International Baccalaureate (IB) The IB courses that meet this option in English language arts are:

• Courses in English Language and Literature• Courses in Individuals and Societies

Any IB course in mathematics would meet this option for math. Students must earn a C+ (2.3) grade or higher each term in one of these courses, or score a 4 or higher on the exam associated with these courses.Cambridge International Cambridge International courses that meet this option in English language arts are Cambridge Advanced or Cambridge Advanced Subsidiary courses in:

• Individuals and Societies• English language• Literature and English• English General Paper• Psychology• History• Sociology• Global Perspectives and Research• Law

Cambridge International courses that meet this option in math are any of the Cambridge Advanced or Cambridge Advanced Subsidiary courses in math or further math. Students must earn a C+ (2.3), or higher each term in one of these courses, or score an E (the minimum passing score in Cambridge exams) or higher on the exam associated with these courses.

SAT/ACT To meet this pathway, students need to earn at least the graduation score established by the State Board of Education on the SAT and ACT. The available options and the required scores (as of the date this policy was revised) are listed below. Pathway Option SAT with Essay SAT Score ACT with Writing ACT (no Writing)) Math 430 430 16 16English Language Arts 410 N/A 14 N/A

Transition Course For the purposes of diploma pathway options, transition courses are English and math courses that, based on their final grade, allow students to place directly into credit-bearing college level courses (courses with college course numbers of 100 or above), as based on policies and criteria of school districts and applicable institutions of higher education. A student who takes high school courses which has an element (the final grade) that qualifies a student to enroll in a college level course numbered 100 or above in math and language arts thereby meets this pathway requirement. Note the combination pathway option below. [This is significant as the dual pathway option requires that a student actually complete a college level course.]Bridge to College courses are transition courses. Other courses may qualify based on local placement agreements between districts and higher education entities. Transition courses


must earn high school graduation requirements in English and math. Students interested in this pathway option must consult with an advisor.Combination Students may use different pathway options to meet the requirements for English and math. For example, a student may meet the English graduation pathway option using the state assessment, and the math graduation pathway option using a transition course. The graduation pathway options that may be used in combination are:

• Smarter Balanced Assessment• WA-AIM• Dual Credit• Advanced Placement (AP)• International Baccalaureate (IB)• Cambridge• SAT• ACT• Transition Courses

ASVAB To meet the ASVAB diploma pathway option, students must meet the minimum score on the Armed Forces Qualification Test (AFQT) to be eligible to serve in a branch of the armed services at the time the student takes the test. The AFQT is a component of the ASVAB (not a separate test). Satisfying this diploma pathway option meets requirements in both English and math. Students may choose to meet either the minimum score the year a student takes the ASVAB or the score established by any branch of the military posted on a later date prior to the student turning 21 years of age.To meet the diploma pathway option, the student must take the ASVAB while in high school. CTE Sequence A student may meet this diploma pathway option by completing a sequence of CTE courses, which align with the student’s High School and Beyond Plan. Satisfying this diploma pathway option meets requirements in both English and math. A course that is used as part of a CTE sequence may also be used to meet subject area diploma requirements in CTE or in other subject areas through CTE course equivalencies.To meet this pathway students may either:

• Complete a Core Plus program in • Aerospace• Maritime• Healthcare• Information Technology• Construction• Manufacturing; or

• Complete a 2-credit sequence of courses that meet the following minimum criteria:


https://www.sbe.wa.gov/our-work/graduation-requirements/graduation-pathway-options/asvab

• Lead to a state or nationally recognized certificate or credential, or allow students to earn dual credit through CTE Dual Credit, Advanced Placement, or other agreement or program.

• Be comprised of a sequenced progression of multiple courses that are technically intensive and rigorous.

• Lead to workforce entry, a state or nationally approved apprenticeship, or postsecondary education in a related field.

• The sequence of courses may be in a single CTE program area, or in more than one program area.

If the sequence of courses is in more than one program area, it must be approved by:• A local school board or designee, or a local district CTE advisory committee, and• By OSPI through an expedited approval process, whereby the sequence would be

deemed approved if the district does not receive a response from OSPI within 45 calendar days.

• OSPI must provide a written explanation if the sequence is not approved.• Once approved, a local sequence may be implemented by other districts upon

notifying OSPI (further approval by OSPI is not necessary). V. STUDENT'S WITH AN INDIVIDUALIZED EDUCATION PROGRAM (IEP) A student's IEP team must determine whether the diploma pathway options described above are appropriate for the student. If the IEP team determines that those options are not appropriate, then the student must earn a Certificate of Individual Achievement to receive a diploma. A Certificate of Individual Achievement may be earned by using multiple measures to demonstrate skills and abilities commensurate with the student’s IEP.A student who has qualified for special education status may, upon the recommendation of the parent(s), appropriate review team selected by an appropriate administrator whose appointment will be approved by the board prior to a review, after a comprehensive review and upon the recommendation of all those involved the board may wave all current credit and non credit diploma requirements and a diploma shall be awarded.

VI. SEAL OF BILITERACY To be awarded the Washington Seal of Biliteracy, graduating high school students must meet the following criteria:1. Demonstrate proficiency in English by:

a. meeting statewide minimum diploma requirements in English as established by the Washington State Board of Education and

b. meeting state standards on the reading and writing or English language arts assessment; and

2. Demonstrate proficiency in one or more world language. For purposes of this section, "world language" is defined as a language other than English, including American Sign Language, Latin, and Native American or other indigenous languages or dialects. Proficiency may be demonstrated by an AP test score of 3 or higher, or International Baccalaureate of 4 or higher in an appropriate language test.

The Seal of Biliteracy is noted on the transcript.


Diploma Credit Requirements 2024

Current State minimum

3 4 English 1

2 2 Mathematics 2

Integrated Math 1 or Algebra 1

Integrated Math 2 or Geometry

1 1 Restricted Mathematics Elective

2 3 Science 3

2 Lab science

1 Restricted Science Elective

2.5 3 Social Studies 4

1 US History and Government

1 Contemporary World History, Geography, and Problems

0.5 0.5 credits of Civics

0.5 0.5 credits of social studies elective

Washington State History

1 2 (1) Arts 5

1.5 1.5 Physical Fitness / directed athletics 6

0.5 0.5 Health

Mentoring 7

1 1 Career & Tech. Ed. - HSBP course 8

2 (3) World Language or Personalized Pathway 9

5.5 5 Electives 10

20 24 Total Credits 11 (80% or higher required for credit)


1. ENGLISH: • To receive the second semester 9th grade English credit the student must

score at the 80% or higher on the PSAT 8/9 language arts section using the 9th grade norms. The credit can be earned at any time but not granted until the required PSAT 8/9 score is met. A student may not be promoted until this is met. Transfer students entering in any grade must pass the same test as 9th grade students are required to pass in order to be promoted to the next grade. However a “provisional promotion” may be granted.

• To receive the second semester of each English credit the student must have demonstrated, on a nationally recognized standardized test, that the student is reading at, or above grade level. A student may not be promoted from one grade to the next until this is met. However a “provisional promotion” may be granted.

• To receive the English .5 credit requirement earned in the first semester of the senior year the student must take the community college placement test and meet the Language Arts cutoff score for the student’s pathway. The credit may be earned at any time but not granted until the test is passed.

2. MATH: • To receive a second semester math credit the student must score at the 80%

or higher on the PSAT 8/9 math section using the 9th grade norms. The credit can be earned at any time but not granted until the required PSAT 8/9 score is met. A student may not be promoted until this is met. Transfer students entering in any grade must pass the same test as 9th grade students are required to pass in order to be promoted to the next grade. However a “provisional promotion” may be granted.

• The 3rd credit of math is chosen by the student, based on the student's interest and HSBP.

3. SCIENCE:• The 3rd credit of science is chosen by the student, based on the student's interest,

High School and Beyond Plan, and approved by the parent or guardian, or if the parent or guardian is unavailable or does not indicate a preference, the school counselor or principal.

4. SOCIAL SCIENCE: • Washington State history may be granted a high school credit if taken in high school,

middle school or an independent study course. This diploma requirement may be met by completing such a course as a non credit diploma requirement completed at a 7th or 8th grade level. The Washington State history requirement may, by law, be waived.

5. ARTS: 1.0 credit of Art can be used as part of the student’s Individualized Personal Pathway if consistent with the student’s HSBP.

6. PHYSICAL EDUCATION: students must be offered the opportunity to earn the required credits in a manner that in no way involves competitive activities among students. Such courses shall be designed to encourage the student to set personal goals to be achieved consistent with the student’s HSBP and mutually supportive activities.


7. MENTORING: Credit for mentoring may be granted as an elective earning a credit appropriate to the mentoring syllabus and it may be worth considering more than .25 credit a year. Thus while a 4 year student may earn 1 full credit a student transferring in as a Senior may only earn .25 credit. A mentoring credit is not required for a diploma but evidence of mentoring appropriately while enrolled as a student is a non credit diploma requirement.

8. CAREER and TECHNICAL EDUCATION: • A required 1 credit CTE course, the HSBP taught by non CTE certificated staff, taken

in the 9th grade or earlier forms the foundation for success in high school.• The HSBP course is designed to be taken by top 8th and all 9th grade students

earning 1 high school credit per course. • If a student does not wish to participate in the HSBP course the student’s parent

may sign a choice statement which clearly identifies, in detail, the purpose of the course and its importance to success in high school and beyond experiences which excuses the student from the HSBP course. The student is then free to take any CTE course.

• A student whose parent has signed the HSBP course waiver must make arrangements to complete the HSBP. The district will make every effort to enroll the student in the College Bound Program if it appears the student may qualify.

• If space is available, and upon the recommendation of a teacher, the HSBP course may be taken by transferring sophomores, juniors or seniors however they are not required to do so.

• A sophomore, junior, or senior may repeat the HSBP course even if previously granted credit(s) for this course with the focus on the PSAT / NMSQT, the SAT and / or the placement test of any post secondary experience consistent with the student’s HSBP such as the placement exam for the community college

9. World Language or Personalized Pathway Requirement (PPR): (both credits may be PPR).

• 1.0 or 2.0 credits of World Language can be used as part of the student’s Personalized Pathway. A required art credit may, if identified in the student’s HSBP, be converted to a PPR credit.

10. ELECTIVES: If one considers that the 3 Personal Pathway credits can be tailored to the student’s pathway that gives a total of 8 electives. Since the 3rd math credit and 3rd science credit can be chosen by the student as a restricted elective that puts electives to 10. Considering the extensive course offerings, including independent study and courses offered by others in English, math and science students are able to focus on their personal objectives.

11. TOTAL CREDITS:Whereas the legislature intends a high school experience to be crafted in a manner consistent with the student’s High School and Beyond Plan any course consistent with the description in the state course book or as outlined in this procedure may be


accepted for high school credit regardless of where or how it was taken and is not required to be “taught” by aa certificated teacher. If carefully designed the HSBP results in a student having the opportunity to become an independent learner, well-prepared to acquire the resources desired for the student’s chosen lifestyle and be an informed participant in a Republic.

COMMENTS ENGLISH COMMENT: The issue of how to hold student’s accountable for meeting grade appropriate reading skills prior to being promoted and a minimum level of math competency at the end of 9th grade or for students transferring into the school as soon as feasible must be addressed. Consideration should be given to have the 9th grade English course concentrate on technical writing. In written communication there is a two step process:

a. put concepts in writing, and b. improve understanding by making the writing grammatically correct.

The PSAT 8/9 tests the grammatical knowledge of the student and the student’s critical reading ability needed for success in any trade or life as it is basically testing the student’s mastery of the skills expected of a competent 8th grade student. (The test has norms for 6th - 9th graders). Curricula should integrate with Khan Academy and other resources to enable students to become independent learners.Spelling and vocabulary goals should be established by grade level and tested appropriately.A course in the 10th grade designed to prepare the student to excel on the PSAT in the 11th grade should be offered. A course in the 11th grade designed to prepare the student to excel on the SAT at the end of the 11th grade should be offered.MATH COMMENT:a. The district should offer Integrated Math 1 in 9th grade and design the curriculum to

enable all students to achieve a high score on the PSAT 8/9 math section by the end of the 2nd semester of 9th grade and the PSAT taken in the 10th grade if appropriate for the student’s pathway.

b. The district should offer Integrated Math 2 in 10th grade and design the curriculum to enable all students to achieve a high score on the PSAT / NMSQT math section taken in November of the 11th grade.

c. An 11th grade course targeted to achieve a high score on the SAT math section or other gatekeeper test should be offered, at least as an independent study course.

d. The district should consider offering a course equivalent to AP Statistics in 11th grade and design the curriculum to enable all students enrolled in the course to achieve a high score on the AP Statistics test.

e. Curricula should be integrated, as appropriate, with Khan Academy’s targeted practice for the college board sequence of tests and the AP Statistics test.


f. It is important that, for students who intend to continue their education past high school that if only one additional math course is planned after completing two math courses the 3rd math course should be taken in their 12th grade year - not in the 11th!

[Consider having two math “sections” in each math course (even in the same room) - one for students who are on path and one for those who are not. No reason to abuse students or hold students back because of classmates.]SCIENCE COMMENT:Significant thought should be given as to the 3rd science credit. For example if a student wants to do an AP exam in Environmental science the lab course might be an Environmental Science Lab. Computer science principles is also a good AP choice. The treatment of AP courses by the colleges the student is considering applying to should be carefully evaluated.

SOCIAL SCIENCE COMMENT:a. A good AP test to take would be one that would address the U.S. Government and

Politics or U.S. History tests. Psychology is also a good AP choice. b. Planning electives is important when creating the Individualized Personal Pathway as is

checking to see if the college the student is considering applying to accepts the particular AP test as meeting a core requirement, an elective or not at all.

ARTS COMMENT: Consideration should be given to making choir a .25 credit per year requirement as most students have a voice and participating in music activities has shown to have the ability to improve academics and social skills. Choir can be integrated into any class.

WORLD LANGUAGE / PERSONAL PATHWAY COMMENT:a. Personalized Pathway Requirement courses lead to a specific post-high school

career or educational outcome chosen by students based on their interests and HSBP which may include Career and Technical Education and are intended to provide a focus for the student’s learning.

b. If both credits are used for a World Language one of the 2 art credits may be used as a PPR credit. (???)

c. The flexibility of these 3.0 credits (1 from art) is intended to allow for a personalized focus for the student’s learning.

d. Consideration should be given to switching from offering Spanish to sign language. Consideration could also be given to find someone local who speaks fluent Spanish, not a teacher, to mentor students in Spanish.

PHYSICAL EDUCATION COMMENT:a. Participation in an extracurricular sports program is no longer automatically granted

a PE credit. b. It is intended that the 1.5 PE credit be earned in programs specifically designed to

use physical activities that address cognitive issues (such as SPARK), should foster support among students - not competition and should include enabling the student to pursue a personal health / PE plan consistent with the HSBP plan. It is not intended that the required credit be granted for participation in competitive sports


but in activities that specifically are included in a comprehensive health / physical education plan. (A discussion of this concept is needed.)

c. Consideration should be given to spreading PE over 4 years as a morning segment as half a period of strenuous exercise can make a great deal of difference academically for the day. There are certainly benefits to after school sports but research does not show the physical activity will directly impact academic or behavioral performance earlier in the school day. Participation in competitive sports, art, music and dance have all shown an ability to improve academics.

MENTORING COMMENT: a. Mentoring is a critical part of the high school experience and should generate credit. However

making it a credit requirement creates an unnecessary impediment to receiving a diploma. b. In this proposal mentoring is made a non credit diploma requirement. Credit for mentoring may

be granted as an elective and it may be worth considering more than .25 credit a year. c. Consideration should be given to incorporating mentoring in the HSBP course. However a

certain amount of credit for mentoring should be available throughout the high school career every quarter even if previously earned as part of the HSBP course.

CAREER and TECHNICAL EDUCATION COMMENT:a. A high school diploma requiring 4 credits of CTE is educationally unsound and limits

students choices which is contrary to the fundamental direction the legislature and State Board of Education have set. Our objective must be to enable the student to design a curricula that meets the parent’s and student’s objectives. A forced concentration in CTE classes is simply untenable.

b. A required 1 credit CTE course, the HSBP course which may be taught by non CTE certificated staff, taken in the 9th grade, is justifiable and forms the foundation for success in high school.

c. There are two categories of CTE courses one of which is an Exploratory Course - A course that includes application of academic learning standards in the context of preparing for living, learning, and working; foundational and occupational skills based on current industry standards; exploration of career options within the career cluster; and leadership and employability skills. The HSBP course is such an exploratory course.

d. The cost benefit ratios of facilities and equipment needed to offer a quality hands on CTE course can be prohibitive, especially if few students are involved. Those students whose High School and Beyond Plan indicates that CTE courses would be beneficial may best be served by attending part-time or full-time at NEWTek, the Spokane skills center. As we already provide bus transportation to that facility on a regular basis having more students participate in those programs will not increase transportation costs but will provide them many opportunities unavailable locally. (Funding for such transportation should be reviewed.)

HSBP COURSE COMMENT:The course would be taught by a team composed of the superintendent, high school principal, school psychologist, 8th grade lead teacher, 9th grade advisor, upcoming 9th grade advisor, and para-pros.


ELECTIVES COMMENT: Student eligibility for a two credit waiver is determined by local district policy. The 2-credit waiver is part of the 24-credit diploma requirements (WAC 180-51-068 and WAC 180-51-210), and is available to eligible individual students whose state graduation requirements are the 24-credit requirements (WAC 180-51-068 and WAC 180-51-210). Student circumstances that districts could identify as considerations for the waiver could include homelessness, limited English proficiency, medical conditions, disabilities, inability to retake classes or enroll in remedial classes free of charge, or any other individual student circumstance that directly compromises a student’s ability to learn.

TOTAL CREDITS COMMENT:There are many reasons to reduce the number of required credits for a diploma to the minimum possible that meets the state’s credit requirements for a diploma, ensures that a student is an independent learner, well-prepared to acquire the resources desired for the student’s chosen lifestyle and be an informed participant in a Republic.

1. Foundational to considering the total credits required for a diploma it must first be recognized that schooling essentially conscripts a child to a minimum of eight years, and typically 12 years, of slavery in which the child has few, if any, opportunities to fulfill their own interests and desires while being in a system designed to ensure students fail. Because of the options of independent study, distance learning, competency credits and credits for activities / experiences not conducted by certificated staff and / or conducted off site the local school board has the power to make these years as meaningful as laws, resources and finances enable.

2. Raising the number of credits from 19 to 28 has not statically improved test scores on relevant standardized and gatekeeper tests. It is illogical to expect requiring more credits will improve the competency of students in a district in which educational pedagogy is unsound. Last year district scores went down 10 percentage points - a remarkable achievement. Schooling has simply focused on the wrong thing! More bad schooling will simply not improve results, as our district’s performance has demonstrated for more than 14 years.

3. By requiring a final grade demonstrating competency of a minimum of 80% on a course or learning experience content provides evidence of mastery of key course concepts and, for foundational courses, a reasonable expectation that a student is capable of success in future courses. The 80% requirement for a specific student could be adjusted if a parent petitions the board and the board concurs.

4. By not promoting a student to sophomore, junior or senior status unless the appropriate credits (6, 12, and 18 respectively) have been earned and appropriate reading, math and standardized test(s) have been passed (PSAT 8/9) causes the focus to be centered on accomplishing what is expected of a student prior to allowing the student to proceed. Ways for a student to obtain mastery needed to obtain a score of 80% as independent learners should be provided either while in the course or thereafter.

5. Promoting a student who wishes to participate in Running Start to junior status without being prepared to be successful in college level coursework is not in the best


interest of the student nor does it speak well of our district! [Note: by the time a student reaches Junior status the state has invested a minimum of $160,000.]Typically a student qualified for the College Bound Scholarship may not benefit from participating in Running Start. However being prepared to be successful (earning “A”s) in Running Start may be very important for students who do not qualify for the College Bound Scholarship but who wish to obtain post high school college credits in a transfer or trades program. Those who:

a. qualify for the scholarship but wish to pursue a course of study which may take more than 4 years of college work.

b. want to reduce their college load upon entering college after high school, c. though receiving a full academic scholarship may need to reduce course work to

allow time for employment to pay for associated college expenses may also benefit from participating in Running Start part or full time.The district should consider ways to support students whose HSBP indicate they may wish to participate in Running Start qualify for admission to college level courses by the end of their sophomore year. A 1 credit high school independent or group study course is funded for any full time Running Start student interested in obtaining help and should be offered. Extracurricular activities supporting academic success in Running Start or other similar programs could be offered.

6. Serious consideration should be given as to how the district can facilitate part and full time participation in NEWTech courses throughout all four years.

7. Resources to enable students to become independent learners should be made available to students. Resources may include coordinated related services for all students, not just those designated special education.

8. Parents and children have choices when it comes to home schooling, attending a public school, going to a private school or a different district for opportunities. If led by the board our district has the opportunity to provide unique educational experiences that may attract not only residents of our district but residents of other districts to chose our high school.

9. What percentage of our feeder schools choose our high school instead of Deer Park, Valley, Chewelah, other districts, or home schooling? The Internet enables our board to significantly improve our marketing program, not just to our local community but to a much larger audience! Could changes make our high school a magnet school?

10. If you are a student and you compare our current 28 credits to Deer Park’s 24 credits which one would you choose (assuming you believe a credit takes a certain amount of work and time and you are prepared for the rigor of the classes at Deer Park)?

11. Without approval from OSPI the district is able to grant credit in core subjects in which the course is provided remotely over the Internet and in some cases is free of charge. Because of the technology available to us we are now able to offer opportunities previously unavailable to our students cost-effectively.

12. The proposed credit requirements including awarding competency credit for accomplishments not led by certificated teachers or conducted on site lays the foundation for the board to consider awarding high school credit for many various unique and valuable activities.


Students can be in attendance while not on school property and not under the direct supervision of staff. This greatly expands the district’s opportunity to enable students to earn credit for participating and achieving accomplishments in such activities as survival training, volunteer tutoring and coaching (which will look good on resumes required in the HSBP and college application) including participating in individual and team sport / physical education activities.

13. A significant emphasis is placed on the High School and Beyond Plan which contains a student’s Individualized Personal Pathway. There are many different courses that a student may choose from, if the district so allows. In all of the required core subjects multiple independent study courses are available which can be used to fulfill core credit requirements.

14. The goal in the district’s course offerings should be to increase the academic gap on standardized tests that focus on math and language arts between students preparing for a four year college program and those preparing for an AA degree in the trades or for a certificate program.

15. The addition of certain noncredit requirements prior to being granted credits requiring the student to demonstrate minimum grade appropriate reading and math skills will help to ensure students have an opportunity to succeed in subsequent courses and have mastered fundamental skills essential for post secondary life.

16. The board has the authority to completely change the approach used to address the needs of special education, gifted and talented students as well as other students making the opportunities offered students superior to educational options offered by other districts.This policy only briefly addresses the needs of special needs students as pertaining to earning a diploma. It is suggested that a review of our policies covering special needs students and program effectiveness might prove worthy of consideration.

The board, not the parents, teachers or administrators is the entity that determines how money and resources will be allocated, what workshops to consider offering locally, how to get the local and extended community involved and the expectations of what should be offered students over 12 years of their lives as well as the results expected from students, teachers and administrators.If we offer little and expect little our students and community will end up with little! History has clearly proven if you expect nothing you will probably get what you expect.

VIII. WITHHOLDING OF A DIPLOMA

Upon request, each graduating student will receive a final transcript. Each student will be notified of this opportunity at least one month prior to the close of the school term.[ the following is illogical and needs a full discussion.]The district may withhold a student's diploma or transcript until the student pays for any school property the student has lost or willfully damaged. Upon payment for damages, or the equivalency through voluntary work, the district will release the diploma or transcript. When the damages or fines do not exceed $100, the student or his/her parents will have the right to an appeal using the same process as used for short-term suspension as


defined in Policy 3241, Student Discipline. When damages are in excess of $100, the appeal process for long-term suspension as defined in Policy 3241, Student Discipline, will apply. The district may, in its discretion, choose to offer in-school suspension in these circumstances.In the event that the district has imposed other forms of corrective action for violations of school rules, the district may deny the student's participation in graduation ceremonies. Such exclusion from graduation ceremonies is regarded as a school suspension. In such instances, the district will grant the diploma.

DRAFT COURSE DESCRIPTIONCourse Title: HSBP courseThis is for discussion purposes only.The cognitive competencies, attitudes, physical abilities and behaviors needed by society are homogeneous. The content skills needed by society, and the interests of students who will someday be workers are extremely diverse

• This 1 credit course is required of all 8th and 9th grade students (except ALE and special education students who would need the recommendation of the ALE administrator or IEP committee to participate). Successfully completing the course in the 8th and / or 9th grade earns 1 high school credit each time. The course is graded as a “Pass / Fail” and has no impact on GPA or at the student’s choice a graded course if appropriate. Or

• This 1 credit course is required of all 9th graders (except ALE and special education students who would need the recommendation of the ALE administrator or IEP committee to participate) and offered to 8th graders if space allows. Successfully completing the course in either, or both, the 8th or 9th grade earns 1 high school credit each time. The course is graded as a “Pass / Fail” and has no impact on GPA or at the student’s choice a graded course if appropriate.

• All students “required” to take this course will be given a letter addressed to the student and parent explaining the purpose of the course and a link to the syllabus. If a student does not wish to participate in the HSBP course the student’s parent may sign a choice statement. If the opt out form is signed by the parent the credit requirement may be met by participating successfully in any CTE course of the student’s choosing.

• Though not required the course is designed to be repeated resulting in a two year sequence (8th and 9th grade) addressing specific student deficiencies identified by evaluations conducted in the 7th or 8th grade or upon transferring into the district as a 9th grade student. Classes would be organized not by grade but by skills needed. Thus 8th and 9th graders would be in the same class improving the same skills doing high school remedial and grade level work.

The course is designed to:


a. By the fourth week enable students to independently initiate remediating cognitive processes, by the 8 th week to independently remediate academic skills and personal practices inhibiting progress.

b. Evaluate the academic and cognitive skills, learning styles, personality, behaviors, and career objectives to enable students to make a coherent plan to participate in high school learning experiences enabling them to acquire the skills and content knowledge needed to prepare them for their post high school goals.

c. Develop a comprehensive High School and Beyond Plan with a clear focus on researching the student’s innate abilities, career / vocational interests, aptitudes and skills complying with all segments of the HSBP as appropriate including developing a comprehensive college and beyond plan with an emphasis on post high school goals.. (See Requirements of HSBP in policy 2410P for details.)

d. Assist in developing foundational cognitive, physical and behavioral skills required for the remediation of skills needed to be successful in high school courses.

e. Remediate foundational skills needed to be successful in high school courses by addressing study, critical reading, critical thinking, and test taking skills.

f. Mentor students in remediating core academic skills needed for success in high school.

g. Offer multiple career exploration opportunities.h. Support the student in becoming an independent learner working individually and in

teams.i. Offer field trips to job sites and visits by employed individuals based on the results

of interest and abilities indicated on appropriate tests. Not all students would go on all field trips or participate in meetings with all guests. (Field trips may not be financially possible or conflict with other courses).

A upperclassperson may repeat this course. Credit will be determined to reflect the scope of the repeated course and may be earned as an independent study course. For example if desired the course of a upperclassperson may focus on the:

1. PSAT taken in the Fall of the sophomore year,2. PSAT / NMSQT (normally taken in October of the Junior year and is considered

for the National Merit Scholarship competition) and / or,3. SAT taken at the end of the 11th grade or beginning of 12th, or 4. placement test of the community college to be taken in May of their sophomore

year if applying to participate in the Running Start program. This course may be taken by transferring sophomores, juniors or seniors to satisfy the CTE course requirement but they are not required to do so. The justification to make it a required course, for 9th graders (if not successfully completed for credit in the 8th grade), are the following beliefs:

1. Students do not like to fail or be embarrassed,2. Students like to learn if they feel supported,3. There are certain fundamental skills essential to success in high school, post high

school education and life such as mastering cognitive abilities, study techniques, critical thinking and basic math, writing and reading skills.

4. Content is secondary and should be presented to the student’s zone of proximal development which supports mastery learning and is consistent with the


Individualized Personal Pathway. This course will teach the student how to identify the student’s own zone of proximal development.

5. The academic goals the board recently approved indicates that (not accounting for the impact of lost days due to the pandemic - a loss of 320 class hours) in September 2020 we can expect approximately: a. 60% of incoming 9th graders to not have math or reading skills needed for

success in the 9th grade. Enrollment is expected to be 33 students plus any from feeder schools.

b. 80% of incoming 8th graders to not have skills needed for success in the 8th grade. 46 are expected to enroll in 8th grade

It would appear obvious that based on the expected skill set of incoming 8th and 9th grade students participation in this course would appear critical if they are to succeed in high school.

District school directors' responsibilities. RCW 28A.150.230 (1) It is the intent and purpose of this section to guarantee that each common school

district board of directors, whether or not acting through its respective administrative staff, be held accountable for the proper operation of their district to the local community and its electorate. In accordance with the provisions of Title 28A RCW, as now or hereafter amended, each common school district board of directors shall be vested with the final responsibility for the setting of policies ensuring quality in the content and extent of its educational program and that such program provide students with the opportunity to achieve those skills which are generally recognized as requisite to learning.

(2) In conformance with the provisions of Title 28A RCW, as now or hereafter amended, it shall be the responsibility of each common school district board of directors to adopt policies to:(a) Establish performance criteria and an evaluation process for its superintendent,

classified staff, certificated personnel, including administrative staff, and for all programs constituting a part of such district's curriculum. Each district shall report annually to the superintendent of public instruction the following for each employee group listed in this subsection (2)(a): (i) Evaluation criteria and rubrics; (ii) a description of each rating; and (iii) the number of staff in each rating;

(b) Determine the final assignment of staff, certificated or classified, according to board enumerated classroom and program needs and data, based upon a plan to ensure that the assignment policy: (i) Supports the learning needs of all the students in the district; and (ii) gives specific attention to high-need schools and classrooms;

(c) Provide information to the local community and its electorate describing the school district's policies concerning hiring, assigning, terminating, and evaluating staff, including the criteria for evaluating teachers and principals;

(d) Determine the amount of instructional hours necessary for any student to acquire a quality education in such district, in not less than an amount otherwise required in RCW 28A.150.220, or rules of the state board of education;

(e) Determine the allocation of staff time, whether certificated or classified;



http://app.leg.wa.gov/RCW/default.aspx?cite=28A

http://app.leg.wa.gov/RCW/default.aspx?cite=28A


(f) Establish final curriculum standards consistent with law and rules of the superintendent of public instruction, relevant to the particular needs of district students or the unusual characteristics of the district, and ensuring a quality education for each student in the district; and

(g) Evaluate teaching materials, including text books, teaching aids, handouts, or other printed material, in public hearing upon complaint by parents, guardians or custodians of students who consider dissemination of such material to students objectionable.


Documents

Diploma Revision Proposals for the Class of 2024 High ... M… · 11 Process and Development of High School and Beyond Plan 13 Diploma Pathway Options 14 Summary 14 State Assessment