24-Credit Career- and College-Ready Diploma/ High School & Beyond Plan Linda Drake, Director of Career- and College-Readiness Initiatives June, 2017

Graduation Quotes (or could be) It is said that your life flashes before your eyes just before you die. That is true, it’s called Life. The trouble with having an open mind, of course, is that people will insist on coming along and trying to put things in it. The pen is mightier than the sword if the sword is very short, and the pen is very sharp. --Terry Pratchet

Possible Assessment Requirement 10th grade test starting in 2019. Delays science requirement until 2021. Appeals process for students in the graduating classes of 2014 to 2019 who did not past the language arts exams or the math exam. Students who do not pass the state assessment will be able to take a locally determined class with a locally determined assessment. The locally determined assessment will be certified by OSPI. Bridge to College courses are acceptable as this alternative. Eliminates Collections of Evidence. Dual credit courses that earn college credit in math and English are alternatives.

Meaning of a Washington High School Diploma RCW 28A.150.200 (2) The legislature defines the program of basic education under this chapter as that which is necessary to provide the opportunity to develop the knowledge and skills necessary to meet the state- established high school graduation requirements that are intended to allow students to have the opportunity to graduate with a meaningful diploma that prepares them for postsecondary education, gainful employment, and citizenship. RCW 28A.230.090 The purpose of a high school diploma is to declare that a student is ready for success in postsecondary education, gainful employment, and citizenship, and is equipped with the skills to be a lifelong learner.

Timeline of the Development of Graduation Requirements 2006 The Legislature directed the State Board of Education to revise the definition of the high school diploma 2008 The SBE approved a 24-credit framework “Core-24” 2009 The Legislature directed a phased-in approach to the 24-credit requirements, subject to approval and funding by the Legislature 2013 The Legislature approved funding to support implementing the 24-credit requirements ($97million, carried forward) 2014 The SBE approved a revised 24-credit framework and the Legislature approved implementing it

Phase-in From Class of 1985 to Class of 2012, 19 credits were required for graduation. Phase in of 24-credit graduation requirements include: Starting with Class of: Graduation Requirement Change 2013 One additional math credit, increase in total credits to 20. 2016 One additional English credit, and .5 credits of social studies. 2019 One additional lab science credit, three Personalized Pathway Requirements (or one arts and two world language credits), and increase in total credits to 24.

Career- and College-Ready Diploma Key Content Knowledge Key terms and terminology Factual Information Linking ideas Organizing concepts Key Cognitive Strategies Hypothesize/strategize Identify/collect Organize/construct Analyze/evaluate Monitor/confirm Key Learning Skills & Techniques Time management Study skills Goal setting Self-awareness Persistence Collaborative learning Student ownership of learning Technology proficiency Retention of factual information Key Transition Knowledge & Skills Postsecondary program selection Admissions and financial aid requirements Career Pathways Affording college Postsecondary culture Role and identity issues Agency © 2011 David T. Conley Standards and assessments Instruction and credits High school and beyond plan 24 Credit Career- and College Ready Diploma

Standards and Assessments Instruction and Credits High School and Beyond Plan High School Diploma Washington Learning Standards High school tests in English, math and science 17 core subject area requirements 7 flexible credits 4 Year Course-Taking Plan Education and Career Goals Plan for after High School

High School & Beyond Plan Best Practices Elements Personalized Pathway Requirement based on these elements Identify education goals Identify career goals with an interest assessment Four-year plan aligns with student’s career and educational goals Identify assessments needed for HS and postsecondary Each student’s plan Starts by 8th grade Uses career interest inventory Revisited each year Review student progress/transcript Involves parents A high-Quality High School and Beyond Plan is the expectation for each student. The Personalized Pathway, based on the HSBP is where each student needs to have a plan that starts in middle school and is revisited each year. The basics include: -Identifying education goals -Identifying career goals with an interest assessment -Making a Four-year plan aligns with student’s career and educational goals -Identifying assessments needed for HS and postsecondary As a best practice Middle School counselors need to make sure their students are educated about their requirements before high school counselors go over to their schools. Elementary counselor should also incorporate age-appropriate career & college exploration. The High School & Beyond Plan is a non-credit graduation requirement for all students. The High School and Beyond Plan revolves around three questions: Who am I? What can I become? How do I become that? Culmination of a multi-year process to help students think about how to get the most out of high school and about their postsecondary plans. Students create their own individual "personalized pathway" through high school and revise their plan annually to accommodate changing interests or goals. Being purposeful about selection of courses to align with interest is what is important for each student’s individual personalized pathway.

Possible 2017 High School and Beyond Plan Legislation Initiated by 7th or 8th Grade Career interest and skills inventory Must be updated to address high school assessment results and students’ changing interests, goals and needs Encourages Involvement of parents/guardians All high school and beyond plans must, at a minimum, include the following elements: (A) Identification of career goals, aided by a skills and interest assessment; (B) Identification of educational goals; (C) A four-year plan for course-taking that fulfills state and local graduation requirements and aligns with the student's career15and educational goals; and (D) By the end of the twelfth grade, a current resume or activity log that provides a written compilation of the student's education, any work experience, and any community service and how the school district has recognized the community service pursuant to RCW 28A.320.193.21.

High School & Beyond Plan http://www. k12. wa Career Guidance WA 30 lessons per grade for 6th – 12th HSBP Templates Program development resources Digital HSBP Available to all HS In student info system/mobile Pre-populates No cost to districts (minimal one-time set up fee for non-WSIPC members) http://www.wsipc.org/products/my-school-data/ http://www.k12.wa.us/SecondaryEducation/CareerCollegeReadiness/default.aspx

Personalized Pathway Implementation is about the “Plan” How does my career interest connect with the courses I am taking or plan to take? How do the courses I am taking or plan to take connect with my career pathway or college major? What are the steps I need to take to reach my postsecondary plan successfully?   Who will I work with about my Personalized Pathway Requirement, that is based on my High School & Beyond Plan? What is my timeline for making a decision about my Personalized Pathway?  What if I change my mind along the way? Who will I talk with about revising my Personalized Pathway and HSBP? Definition of Personalize Pathway Locally determined coursework identified in student’s High School & Beyond Plan that is needed for postsecondary career or educational goals chosen by student based on interest and career goals Courses chosen by student that are included in a student’s personalized pathway and prepare students to meet specific postsecondary or educational goals Created in collaboration between student, parent/guardian, and school staff Students specify 3 credits in their High School & Beyond Plan that meet graduation requirements and postsecondary plans (from the additional art and 2 world language) or choose to include 3 other courses, along with 4 electives and 17 core courses to complete their 24 credits needed for the Career- and College-Ready Diploma for Class of 2019 and beyond How does your district deliver the High School and Beyond Plan and the Personalized Pathway Requirement? Do your students earn high school credit for an advisory class?

Individual Student Credit Waivers Districts may waive up to two credits for “individual students based on unusual circumstances” Washington School Directors Association was directed to create a model policy for unusual circumstance Policy 2418 Has your district adopted a policy for waiving credits for individual students based on unusual circumstances? Note: the waiver for fitness/physical education has not changed

Course Equivalency and “Two for One” State and locally identified Career and Technical Education Course Equivalencies Permits students to meet two graduation requirements with one course— “Two for One” Particularly important for Skills Center students Twenty-one course equivalencies approved for the state in 2015 Each district over 2,000 students must recognize at least one state CTE course equivalency. Which one(s) are recognized at your district?

Flexibility in the definition of a credit Credit earned by demonstration of knowledge and skills acquired through a more flexible approach than scheduled classroom instruction. Should be based on standards Most commonly awarded for World language Meeting standard on a statewide assessment More than one credit should not be awarded for one class Competency-Based Crediting Handbook http://www.sbe.wa.gov/documents/GradRequirements/Competency- Based%20Crediting%20Handbook%20July%202016.pdf Does your district award competency-based credit?

High School Courses Taught in Middle School RCW 28A.230.090 (4) Must be the academic level of a high school course Must be based on high school learning standards Most often available for math and world language Could be offered for Washington State History Does your district offer high school credit for classes taught in middle school? Are there additional courses that would make sense to offer for high school credit?

Changing the High School Schedule Planning Cost More opportunities for students to earn credit within the regular school day Possibility of more electives that engage students Districts have gone through this transition and are willing to share their experience Has your district changed the high school schedule? Is your district considering it?

Possible Impact of Graduation Requirements Percentage of students who accumulated 3 or more credits of math or more, at a level of Algebra 2 or higher, by the end of the 12th grade, and the percentage of recent high school graduates who enrolled in community or technical colleges and needed to take remedial math.

Resources: AWSP 24-Credit Video Workshop - Scott Seaman http://www.awsp.org/Resources/24-credits/1.aspx 24 Credit Implementation FAQ http://www.sbe.wa.gov/documents/GradRequirements/GradFAQ062016.pdf State Board of Education graduation requirements webpage http://www.sbe.wa.gov/graduation.php#.V2wS9E2FObU

What schools can do to foster readiness for all students . Create a “college” going culture to foster career readiness for all students—kindergarten through high school. Offer a college and career readiness guidance curriculum Give necessary supports within credit policies Teach students how to align coursework with interest and future goals Keep students “on track” and provide yearly transcript analysis Encourage dual credit and accelerated opportunities Provide rigorous and engaging instruction Provide remedial courses and credit retrieval options Provide career connected learning opportunities Here are some basic elements schools can use to do foster college and career readiness for their students. Creating a college going culture involves distributive leadership by school district leaders, principals, school counselors, and teachers. A college-prep curriculum and a career-prep curriculum can be developed for students individually with their Personalized Pathway requirement based on the High School & Beyond Plan, through Career Guidance WA resources. A Career-prep curriculum often includes Career & Technical Education courses that fit student interests, where students need to have a college-ready diploma to avoid remedial classes for their next step, if they attend a technical or community college. Fostering changes in school culture means building in supports for students that could include educational opportunities in a daily advisory class, after school mentoring, or career center presentations. These are a few ways schools are changing student aspiration patterns for college enrollment. Helping students make intentional decisions about the courses they choose means schools have procedures in the registration process that prevent students making disjointed decisions about their course choices. Keeping students “on track” means that an advisor or most likely a school counselor is checking in and meeting with students regularly to look at their transcript. We are fortunate in our state to have the High School & Beyond Plan where parent input and signature in needed for the Personalized Pathway Requirement. Opportunities for dual credit such a AP, IB programs or Running Start, College in the High School or Tech Prep courses offer students the opportunity to earn college credit while in High School. Lastly, teachers need to encourage rigor and provide engaging instruction to help students flourish in their learning and believe they can succeed in postsecondary, no matter what their demographic, zip code, ethnicity, or socio-economic status. 11/14/2018

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