1. High School & Beyond Plan/ 24-Credit Career- and College-Ready Diploma
Linda Drake, Director of Career- and College-Readiness Initiatives
June, 2018

2. Introduction—Washington High School Diploma

3. Meaning of a Washington High School Diploma
RCW 28A
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.

4. Washington High School Diploma
Three requirements for graduation:
Credit graduation requirements
Assessment graduation requirements
High School and Beyond Plan
Washington High School Diploma
Credit Requirements
Assessment Requirements
High School and Beyond Plan

5. 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

6. Credit Graduation Requirements and Phase-In of Implementation

7. Timeline of the Development of Credit 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

9. Personalized Pathway Requirements (PPR)
Locally determined coursework identified in the HSBP that is needed for meaningful postsecondary career or education goals chosen by the student based on interest and career goals.
Individual for each student, intentionally chosen by the student to meet graduation requirements and help prepare for specific postsecondary or educational goals.
Chosen in collaboration with parents/guardians, counselor, advisor, or teacher.
Students specify 3 credits—an additional art and 2 world language or chose up to 3 other courses, which along with 4 electives and 17 core courses, completes the 24-credit diploma.

10. Phase-in
Class of 1985 to Class of 2012: 19 total credits required for graduation.
Class of 2013 to Class of 2018: 20 credits required for graduation.
Starting with Class of:
Graduation Requirement Change
2013
One additional math credit.
Increase in total credits to 20.
2016
One additional English credit.
One half additional social studies credits.
2019
One additional lab science credit.
Three Personalized Pathway Requirements (or one arts and two world language credits).
Increase in total credits to 24.

11. Phase in of Flexible and Core Credit Requirements

12. Flexibility within the 24-Credit Graduation Requirement Framework
Two credit waiver for individual students for “unusual circumstances”
Districts may provide additional flexibility in meeting the requirement through:
High school credit offered in middle school
Competency-based credit and flexibility in the definition of a credit
Career and Technical Education course equivalencies
Changing their bell schedule

13. Flexibility in Meeting Credit Graduation Requirements for Students in an Individualized Education Program
WAC —Procedures for Granting High School Graduation Credits for Student with Special Educational Needs
“No student shall be denied the opportunity to earn a high school diploma solely because of limitations on the student's ability…Special accommodations for individual students, or in lieu thereof, exemption from any requirement in this chapter, if such requirement impedes the student's progress toward graduation and there is a direct relationship between the failure to meet the requirement and the student's limitation.”

14. Districts with Waiver to Delay Implementing New Graduation Requirements Until the Class of 2021.

15. Discussion: Graduation Requirements What challenges is your school or district having in implementing the 24-credit graduation requirements? What changes or new approaches is your school or district taking to help address the 24-credit graduation requirements?

16. Assessment Graduation Requirements

17. Assessment Graduation Requirements
OSPI’s State Testing Webpage:

18. Assessment Graduation Alternatives
OSPI Graduation Pathways Matrix:
Use the link at the bottom of the Graduation Alternatives webpage:

19. High School and Beyond Plan

20. High School and Beyond Plan
Who am I?
What problems would I like to solve?
What can I become?
How do I get there?
Students work with school counselors and advisors to create their individual plan, their “personalized pathway,” and revise it annually to accommodate changing interests or postsecondary goals. Postsecondary pathways may include 4-year colleges or universities, 2-year community or technical colleges, apprenticeship programs, industry certificate programs, military training or going directly to a job for on-the-job training.

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)

22. Required Elements of the High School and Beyond Plan
Initiation in the 7th or 8th Grade.
Identification of career goals, aided by a skills and career interest inventory assessment.
Identification of educational goals.
Four-year plan for course-taking plan that fulfills state and local graduation requirements and aligns with the student's career and educational goals and individualized Personalized Pathway for student in Class of 2019 and beyond.
Resume or activity log by end of 12th grade.
For students who have not met standard on a state assessment, interventions and academic support, courses, or both, that enable students to meet the high school graduation requirements, must be a part of this plan.

23. Required Elements of the High School and Beyond Plan, Continued
The plan must be updated to reflect assessment results, student progress, changing student interest, goals, or needs.
Must include information about:
Dual credit programs (AP, IB, Cambridge, Running Start, College in the High School, CTE Dual Credit [Tech Prep]).
College Bound Scholarship Program.
Districts are encouraged to involve parents and guardians in developing and updating the plan, and the plan must be provided to the parents and guardians in their native language if the language is one of the two most common non-English languages spoken in the district.
Must include Certificates of Completion for students who complete CTE courses that have core academic course equivalencies.

24. Resources: AWSP 24-Credit Video Workshop - Scott Seaman
24 Credit Implementation FAQ
State Board of Education graduation requirements webpage

25. Discussion: High School and Beyond Plan How is the High School and Beyond Plan implemented at your school or district? What changes or new approaches is your school or district taking to the High School and Beyond Plan?

26. High School and Beyond Plans and Transition Planning
A student’s smooth transition to adult life
State Graduation Requirement:
High School and Beyond Plan
Federal Requirement:
Individualized Education Program (IEP) transition planning

27. High School and Beyond Plans and Transition Planning
All students are required to have a High School and Beyond Plan (HSBP).
Transition planning should align with and support the student’s HSBP.
Some aspects of transition planning are elements of a high quality HSBP that all students would benefit from.

28. Glenna/Tania/Scott
Students who miss 10% or more of their school days, for any reason, are considered chronically absent. Year-over-year, the gap between absences of total students and students with disabilities has remained steady. (Of note, the same pattern holds in every ESD, within a few tenths of a percentage)

29. Comparison of the HSBP and IEP
Starts in 7th/8th grade ( years old)
Interest inventory
Career and Education Goals
Four year course plan
State assessment information
Interventions and academic supports
Parent/Guardian involvement
Activity log/Resume
IEP:
IEP in effect when student turns 16 year old
Age appropriate transition assessment
Education/training, employment, and independent living goals
Course of study
State assessment information and participation decision
Special education services, accommodations, modifications, and supplementary aides and services
Parent/Guardian participation
Summary of Academic Achievement and Functional Performance
Coordination of services with adult agencies

30. Flexibility in the 24-Credit Graduation Requirements Framework

31. 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
Note: the waiver for fitness/physical education has not changed

32. 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

33. Flexibility in the definition of a credit
Credit earned by demonstration of knowledge and skills acquired through a more flexible approach than classroom instruction during a class period.
Should be based on standards, either state learning standards or local standards.
Most commonly awarded for World language or meeting standard on a statewide assessment
Credit for advisory (.25 or .5 per year)
More than one credit should not be awarded for one class
Competency-Based Crediting Handbook Based%20Crediting%20Handbook%20July% pdf

34. High School Courses Taught in Middle School
RCW 28A (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

35. 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

36. 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.

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