 During the presentation, if you have questions, please them to:

24-Credit Graduation Requirements Implementation Workshop Linda Drake, Director of Career- and College-Ready Initiatives

Agenda 9:00-9:05 Role Call and Instructions for K-20 Participants—Linda Drake, SBE 9:05-9:15 Welcome—Ben Rarick, SBE; Dixie Grunenfelder, OSPI; Jennifer Kindle, Seleh SD and AWSP 9:15-9:45 Overview of Requirements and Flexibility within the 24-Credit Graduation Requirement Framework—Linda Drake, SBE 9:45-9:55 Identify Additional Key Questions or Topics—Small Group Discussion 9:55-10:05 Break 10:05-10:40 Key Questions and Topics: Answers and Discussion—Linda Drake, SBE; Dixie Grunenfelder, OSPI; Ben Rarick, SBE; and Jennifer Kindle, Selah SD and AWSP 10:40-11:10 Learning from Each Other: Solutions, Experiences, Innovations, Good Practices—Small Group Discussion 11:10-11:30 Report Out and Closing Thoughts—Ben Rarick, SBE facilitates

Who is Here Today? 4

Purpose of the Workshop 5  Share information  Answer questions Several opportunities to get questions addressed Questions will be compiled and a document with resources will be created and distributed to participants  Think about creative solutions

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 One additional English credit, and.5 credits of social studies One additional lab science credit, three Personalized Pathway Requirements (or one arts and two world language credits), and increase in total credits to 24.

Graduation Course-Taking Requirements

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 Standards and assessments Instruction and credits High school and beyond plan © 2011 David T. Conley 24 Credit Career- and College Ready Diploma

Possible Impact

Extensions to Implementing Requirements 22 districts submitted an extension to the requirements for the Class of districts have submitted a postponement of the requirements for the Class of 2019, as of November. 16 districts submitted for both.

11

Challenges 1.Credit retrieval 2.Staffing 3.Facilities 4.Exploring changes to school schedule 5.Counseling, High School and Beyond Plan, Personalized Pathway Requirements 6.Communications plan for parents and students 7.Career and Technical Education course equivalencies 8.Unique district challenges

Topics to Discuss 14

Flexibility in the 24-Credit Framework For Students Electives and Personalized Pathway Requirements Two Credit Waiver for Individual Students CTE Course Equivalencies/ 2-For-One For Districts Waiver to Delay Implementation Flexibility in the Definition of a Credit Time removed from the definition of a credit Competency-based crediting Definition of a Laboratory Science 15

Changing the High School Schedule Planning Cost More opportunities for students to earn credit Possibility of more electives that engage students Districts have gone through this transition and are willing to share their experience 16

Individual Student Credit Waivers E2SSB 6552 authorized districts to waive up to two credits for “individual students based on unusual circumstances” (Sec. 202). E2SSB 6552 directed Washington School Directors Association to create a model policy for unusual circumstance (Sec. 203), which has been done. 

WSSDA Model Policy Homelessness; A health condition resulting in an inability to attend class; Limited English proficiency; Disability, regardless of whether the student has an individualized education program or a plan under Section 504 of the federal Rehabilitation Act of 1973; Denial of an opportunity to retake classes or enroll in remedial classes free of charge during the first four years of high school; Transfer during the last two years of high school from a school with different graduation requirements. Other circumstances (e.g., emergency, natural disaster, trauma, personal or family crisis) that directly compromised a student’s ability to learn.

Waiver for Fitness/Physical Education “Two health and fitness credits (.5 credit health; 1.5 credits fitness). Students may be excused from the fitness requirement under RCW 28A Such excused students shall be required to demonstrate proficiency/competency in the knowledge portion of the fitness requirement, in accordance with written district policy.” (WAC and WAC )28A “All high schools of the state shall emphasize the work of physical education, and carry into effect all physical education requirements established by rule of the superintendent of public instruction: PROVIDED, That individual students may be excused from participating in physical education otherwise required under this section on account of physical disability, employment, or religious belief, or because of participation in directed athletics or military science and tactics or for other good cause.” (RCW 28A ). 19

Personalized Pathway Requirement 20  (b) "Personalized pathway" means a locally determined body of coursework identified in a student's high school and beyond plan that is deemed necessary to attain the post-secondary career or educational goals chosen by the student;  (c) "Personalized pathway requirements" means up to three course credits chosen by a student under subsections (6) and (8) of this section that are included in a student's personalized pathway and prepare the student to meet specific post-secondary career or educational goals. (WAC )  Intentionality in high school course-taking

High School and Beyond Plan 21  Career Guidance Washington ( eerCollegeReadiness/) eerCollegeReadiness/  WSIPC My School Data ( data/ ) data/ No cost to districts, whether WSIPC members or not  SBE High School and Beyond Plan webpage ( z9mTbTlD8 ) z9mTbTlD8

Course Equivalency 22  State and locally identified Career and Technical Education Course Equivalencies ( seEquivalencies.pdf) seEquivalencies.pdf  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

Competency-based Credit 23  Credit earned by students through demonstration of knowledge and skills and acquired through a more flexible approach to learning than scheduled classroom instruction. In 2009, the SBE and partners started exploring competency-based credit for world language. In 2010, WSSDA created a model policy for Credit for Competency/Proficiency (for world language, but could be adapted for other subjects). In 2011, the SBE amended WAC to eliminate the time-based definition of high school credit.

WAC  (1) Grades nine through twelve or the equivalent of a four-year high school program, or as otherwise provided in RCW 28A (4):28A  (a) Successful completion, as defined by written district policy, of courses taught to the state's essential academic learning requirements (learning standards). If there are no state-adopted learning standards for a subject, the local governing board, or its designee, shall determine learning standards for the successful completion of that subject; or  (b) Satisfactory demonstration by a student of proficiency/competency, as defined by written district policy, of the state's essential academic learning requirements (learning standards).

High School Courses Taught in Middle School 25  (4) If requested by the student and his or her family, a student who has completed high school courses before attending high school shall be given high school credit which shall be applied to fulfilling high school graduation requirements if:  (a) The course was taken with high school students, if the academic level of the course exceeds the requirements for seventh and eighth grade classes, and the student has successfully passed by completing the same course requirements and examinations as the high school students enrolled in the class; or  (b) The academic level of the course exceeds the requirements for seventh and eighth grade classes and the course would qualify for high school credit, because the course is similar or equivalent to a course offered at a high school in the district as determined by the school district board of directors.  (5) Students who have taken and successfully completed high school courses under the circumstances in subsection (4) of this section shall not be required to take an additional competency examination or perform any other additional assignment to receive credit. (RCW 28A )

Credit Retrieval 26  Summer School  Online courses  Competency-based crediting  Credit for High School and Beyond/Advisory  Other strategies?—share information with other districts

Staffing/Facilities Challenges 27  Definition of Laboratory Science:  (a) "Laboratory science" means any instruction that provides opportunities for students to interact directly with the material world, or with data drawn from the material world, using the tools, data collection techniques, models and theories of science. A laboratory science course meeting the requirement of subsection (3) of this section may include courses conducted in classroom facilities specially designed for laboratory science, or coursework in traditional classrooms, outdoor spaces, or other settings which accommodate elements of laboratory science as identified in this subsection; (WAC ).

28 Website: Blog:washingtonSBE.wordpress.com Facebook: Phone: Web updates:bit.ly/SBEupdates