1. During the presentation, if you have questions, please email them to:

2. 24-Credit Graduation Requirements Implementation Workshop
Linda Drake, Director of Career- and College-Ready Initiatives

3. Agenda 1:30-2:00 Open sign-in
2:00-2:05 Role Call and Instructions for K-20 Participants
2:05-2:20 Welcome
2:20-2:50 Overview of Requirements and Flexibility within the 24-Credit Graduation Requirement Framework
2:50-3:00 Identify Additional Key Questions or Topics--Small Group Discussion
3:00-3:10 Break
3:10-3:40 Key Questions and Topics: Answers and Discussion
3:40-4:10 Learning from Each Other: Solutions, Experiences, Innovations, Good Practices--Small Group Discussion
4:10-4:30 Report Out and Closing Thoughts

4. Who is Here Today?

5. Purpose of the Workshop
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

6. 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.

7. Graduation Course-Taking Requirements

8. 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

9. Possible Impact

10. Extensions to Implementing Requirements
22 districts submitted an extension to the requirements for the Class of 2016.
78 districts have submitted a postponement of the requirements for the Class of , as of November.
16 districts submitted for both.

13. Challenges Credit retrieval Staffing Facilities
Exploring changes to school schedule
Counseling, High School and Beyond Plan, Personalized Pathway Requirements
Communications plan for parents and students
Career and Technical Education course equivalencies
Unique district challenges

14. Topics to Discuss

15. Flexibility in the 24-Credit Framework
For Students
Electives and Personalized Pathway Requirements
Two Credit Waiver for Individual Students
2-For-One
CTE Course Equivalencies/
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

16. Personalized Pathway Requirement
(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

17. High School and Beyond Plan
Career Guidance Washington ( eerCollegeReadiness/)
WSIPC My School Data ( data/)
No cost to districts, whether WSIPC members or not (minimal one-time set up fee for non-WSIPC members)
SBE High School and Beyond Plan webpage ( z9mTbTlD8)

18. Course Equivalency
State and locally identified Career and Technical Education Course Equivalencies ( 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

19. 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

20. 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.

21. 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.

22. 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 )
“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 ).

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

24. Competency-based Credit
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.

25. WAC
(1) Grades nine through twelve or the equivalent of a four-year high school program, or as otherwise provided in RCW 28A (4):
(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).

26. High School Courses Taught in Middle School
(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 )

27. Staffing/Facilities Challenges
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. Question from Survey
1) How can we make sure our CTE programs remain strong when students have more core requirements? How can schools comply with the 24 credits and still offer CTE courses? Cross-crediting, equivalency training help needed in every district.
2) What, if any, courses/credits will the building principal have the “power” to waive?
3) What are the unintended consequences that the SBE and the Legislature thought of that will need to be addressed as a result of increasing the graduation credit requirement?
4) Discuss how to make personalized pathways meaningful. We already do have students discuss their pathway through the HSBP. How is this different?

29. During the presentation, if you have questions, please email them to:

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