Draft%20of%202410P%20High%20School%20Graduation%20Requirements.pdf

Parent document: Regular Board Meeting-02-12-2024.pdf

Text

Book Board Policy
Section 2000 - Instruction
Title Draft of High School Graduation Requirements
Code 2410P
Status
Adopted May 28, 1991
Last Revised January 5, 2024
Prior Revised Dates 3.93; 12.03; 3.04; 4.04; 4.04; 6.06; 4.08; 8.10; 01.12; 01.13; 10.14; 06.16; 02.18;
11.20.18; 10.19; 05.01.2020; 01.21.2021; 08.16.2021; 11.30.2022; 11.13.2023;
HIGH SCHOOL GRADUATION REQUIREMENTS
I. Publication of Graduation Requirements

II.

Prior to 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 graduation requirements in effect for that student (those in effect when the student
enrolled in ninth grade). Graduation requirements may also be included in the student handbook.

Credit Requirements

Period of Eligibility to Earn Credits
Generally, credit towards high school graduation will be earned in grades nine through twelve. However, unless
requested otherwise by the student and the student’s family, the district will award high school credit towards
fulfilling graduation 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 level has been determined by the district to be similar or equivalent to
a course taught at the high school level.
Students who have taken and successfully completed high school courses under the above circumstances shall not
be required to take an additional mastery/competency examination or perform any other additional assignment to
receive credit.

At the request of the student and the student’s parent or guardian, high school credit earned before high school may
be transcribed with a non-numerical grade, such as “pass” or “credit.” A nonnumerical grade will not be included in
the student’s high school grade point average calculations. High school credit earned prior to high school and
transcribed with a non-numerical grade will apply to fulfilling high school graduation requirements.

Before the end of eleventh grade, a student and the student’s parent or guardian must inform the school if they do
not want credit for the course or courses taken before attending high school or if they want the credit to be
transcribed with a non-numerical grade.

Awarding of High School Credit
The district will 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. Earning a passing grade according to the district’s grading policy;

B. Demonstrating proficiency or mastery of content standards as determined by the district (the district will
establish a process for determining proficiency or mastery for credit-bearing courses of study); or


C. Successfully completing an established number of hours of planned instructional activities to be determined
by the district.

Credits from Other Programs

The principal or designee is responsible for determining which credits will be recognized by the district for students
enrolling from another state-approved learning program (public school, approved private school, or home school), or
from out-of-state or out-of-country. The district will accept credits from another Washington public school or
accredited state private school or accredited out-of-state public or private school to the extent the credit matches a
district graduation requirement, or may be counted as an elective credit. The district will evaluate credits from
unaccredited programs or home schools as described below for home school students. Decisions of the principal or
designee may be appealed to the superintendent or designee within fifteen school days of the initial decision.

Total Number of Credits Required

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To ensure that students have an opportunity to partake in a broad variety of academic, occupational, cultural, and
recreational courses in order to enhance their quality of life in high school and in the future, students in the
graduating class of 2022 and beyond will be required to earn additional credits above the 24 required by the State
Board of Education.

Subject and Credit Requirements for Graduation
The following are the subject and credit requirements that a student must meet to graduate. With the exception of
dual credit courses, at least one (1) course must be completed for each required credit below. Students seeking
mastery-based can demonstrate mastery in any of the following subject areas and use mastery-based credit for
awarding credit or for credit recovery purposes.
A. Four credits in English: A student may earn English Language Arts credit if a student meets standard:
1. In a state-aligned English course;
2. A student may recover credit by demonstrating mastery in the following ways:
a. Ona state assessment in English Language Arts (.5 credit).
b. On an end-of-course exam from a failed or incomplete English Language Arts course from the
equivalent English course where an end-of-course exam is available (.5 credit).
c. Meeting standard on an approved state alternative that meets the graduation requirement (.5
credit).
d. On a passing score on the English Language Arts section of the General Education Development
(GED) test as determined by the State Board of Education (.5 credit).
i. Additionally, .5 credit may be awarded to a student for successfully completing a course
in preparation for taking the English Language Arts section of the GED.

3. Successful completion of next higher-level course: Credit may be awarded for a .5 trimester course
when the student successfully completes the next higher-level .5 trimester course in a sequence that
includes a natural progression of the state learning standards from the previous course. State or
locally determined learning standards will be used as the guide when making decisions regarding what
courses should qualify.


B. Three credits in mathematics:
1. The three mathematics credits must include Algebra I, Geometry, and a third credit of high school
mathematics that aligns with the student’s interests and high school and beyond plan.
2. A student who prior to ninth grade successfully completes one or more high school level math courses
with a passing grade may use those credits to meet his or her graduation requirement.
3. A student who prior to ninth grade successfully completes one or more high school level math courses
with a passing grade and opts to receive no high school credit may do one of the following:

Repeat the course or courses for credit in high school; or

Earn three credits of high school mathematics in different math subjects than those completed
before high school. The student must take Algebra I and Geometry but the student does not
need to repeat courses if the student already took the courses at a high school level.

4. A student may recover math credit by demonstrating mastery in the following ways:

a.
b.

On a state assessment in the equivalent math subject (.5 credit).
On an end-of-course exam from a failed or incomplete math course from the equivalent math
course where an end-of-course exam is available (.5 credit).

. Meeting standard on an approved state alternative that meets the graduation requirement (.5

credit).

. On a passing score on the math section of the General Education Development (GED) test as

determined by the State Board of Education (.5 credit).
i. Additionally, .5 credit may be awarded to a student for successfully completing a course
in preparation for taking the mathematics section of the GED.

5. A student may substitute a computer science course aligned to state computer science
learning standards as an alternative to a third year of mathematics so long as:

1.

2.

3.
4.

Before substituting the mathematics course, the counselor provides the student and
the student's parent/guardian with written notification of postsecondary consequences
due to the substitution;

The student, the student's parent or guardian, and the school principal or counselor
agree to the substitution;

The substitution aligns with the student's high school and beyond plan; and

The student has not already substituted a computer science course for a third-year
science course.

6. Successful completion of next higher-level course: Credit may be awarded for a .5 trimester course
when the student successfully completes the next higher-level .5 trimester course in a sequence that
includes a natural progression of the state learning standards from the previous course. State or
locally determined learning standards will be used as the guide when making decisions regarding what
courses should qualify.

C. Three credits in science:

1. Two science credits must be in laboratory science.

2. A student may choose the content of the third science credit based on his or her interests and his or
her high school and beyond plan, with agreement of the student’s parent or guardian. If the parent or
guardian is unavailable or does not indicate a preference for a specific course, the school counselor or
principal may provide agreement.

3. A student may recover science credit by demonstrating mastery in the following ways:

a.
b.

On a state assessment in Science (.5 credit).
On an end-of-course exam from a failed or incomplete science course from the equivalent
science course where an end-of-course exam is available (.5 credit).

. Meeting standard on an approved state alternative that meets the graduation requirement (.5

credit).

. On a passing score on the science section of the General Education Development (GED) test as

determined by the State Board of Education (.5 credit).
i. Additionally, .5 credit may be awarded to a student for successfully completing course in
preparation for taking the science section of the GED.

4. A student may substitute a computer science course aligned to state computer science learning
standards as an alternative to a third year of science so long as:

1.

2.

3.

Before substituting the mathematics course, the counselor provides the student and the
student's parent or guardian with written notification of postsecondary consequences due to
the substitution;

The student, the student's parent or guardian, and the school principal or counselor agree to
the substitution;

The substitution aligns with the student's high school and beyond plan; and

4. The student has not already substituted a computer science course for a third-year

mathematics course.

5. Successful completion of next higher-level course: Credit may be awarded for a .5 trimester course
when the student successfully completes the next higher-level .5 trimester course in a sequence that


includes a natural progression of the state learning standards from the previous course. State or
locally determined learning standards will be used as the guide when making decisions regarding what
courses should qualify.

D. Three credits in Social Studies:
. One credit must be in United States history or Advanced Placement US History;
. One-half credit must be Modern Global Economics or Advanced Placement Government and Politics;
. One-half credit must be in Civics or Advanced Placement Government and Politics;
. One credit must be in a World History or Advanced Placement World History;
. A student must receive Washington State history and government instruction.
. A student may recover social studies credit by demonstrating mastery in the following ways:
a. On an end-of-course exam from a failed or incomplete social studies course from the
equivalent social studies course where an end-of-course exam is available (.5 credit).
b. Meeting standard on an approved state alternative that meets the graduation requirement (.5
credit).
c. On a passing score on the social studies section of the General Education Development (GED)
test as determined by the State Board of Education (.5 credit).

NURWNHE

E. Two credits in the arts: One of the two arts credits may be replaced with a Personalized Pathway
Requirement.

F. Two credits in world languages or Personalized Pathway Requirements. “Personalized pathway requirement”
means up to three credits chosen by a student that are included in a student’s personalized pathway and
prepare the student to meet specific post-secondary career or educational goals.

1. “Personalized pathway” is 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.

2. A student may recover world language credit by demonstrating mastery in the following ways:

a. On an end-of-course exam from a failed or incomplete world language course from the
equivalent world language course where an end-of-course exam is available (.5 credit).

b. Meeting standard on an approved state alternative that meets the graduation requirement (.5
credit).

c. On a passing score for a world language proficiency test as determined by the State Board of
Education on the equivalent world language course (.5 credit).

i. Additionally, .5 credit may be awarded to a student for successfully completing a course
in preparation for taking a world language proficiency test.

d. Tribes are the sole determiner of language proficiency for Tribal languages.

3. A student may obtain foreign language credit for passing a state-approved test (2409P).

4. Successful completion of next higher-level course: Credit may be awarded for a .5 trimester course
when the student successfully completes the next higher-level .5 trimester course in a sequence that
includes a natural progression of the state learning standards from the previous course. State or
locally determined learning standards will be used as the guide when making decisions regarding what
courses should qualify.

G. One-half credit in health.

H. One and one-half credit in physical education. Students may waive .5 credit of physical education per year
by meeting one of the following criteria:
1. OSPI- Developed fitness assessment: .5 Concepts of Health and Fitness, .5 Fitness Planning
. District-Approved Fitness Plan/Portfolio(where available)
. Physical disability
Employment
. Religious belief
. Participation in directed athletics (up to one credit total)
. Earning credit in Military Science (NJROTC)
. Other good cause

ONAURWN

I. One credit in Career and Technical Education.

1. A career and technical education credit is a credit resulting from a course in a career and technical
education program or an occupational education credit.

2. A student who earns credit through a career and technical education course determined by the district
or by the office of the superintendent of public instruction to be equivalent to a noncareer and
technical education core course will not be required to pass a course in the noncareer and technical
education subject to earn a credit in that subject. The student earns one credit while meeting two
graduation requirements, a career and technical education requirement and the noncareer and


technical education subject requirement. The total number of credits required for graduation remains
unchanged, and the student will need to earn an additional elective credit.

Students Released from an Institutional Education Facility

For students from institutional education facilities, the district will award one (1) credit each for achieving a passing
score as defined by the State Board of Education on the following sections of the General Education Development
(GED) exam: English Langage Arts, Mathematics, Science, and Social Studies.

For all courses outlined above (A-I), the high school will periodically review disaggregated student data regarding
subgroups of students receiving mastery-based credit for disproportionality and take actions to ensure access to
mastery-based credit opportunities.

A. Elective credits.
1. Classes of 2020 and 2021 4 elective credits
2. Class of 2022 6.5 elective credits
3. Class of 2023 and beyond 8 elective credits
4. Students will earn .25 credits per year in Advisory for the purpose of developing their High School and
Beyond Plan, Social Emotional Learning and other needs of the school community.

Per Chapter 28A.231 RCW, each school district must offer instruction in cardiopulmonary resuscitation (CPR) in at
least one health class required for graduation. The CPR instruction must have been developed by the American Heart
Association or the American Red Cross or be nationally recognized based on the most current national guidelines for
CPR. The instruction must include use of automated external defibrillators (AED) which may be taught by video. The
district may provide the CPR instruction directly or arrange it through community-based providers such as the local
fire department. Students are not required to earn CPR certification for successful completion of the instruction.

Alternative Programs
The district may grant credit toward graduation requirements for planned learning experiences primarily conducted
away from the facilities owned, operated, or supervised by the district.

A proposal for approval of out-of-school learning activities will be submitted prior to the experience, will be at no
additional cost to the district, and will include at least the following information:
A. The name of the program or planned learning experience;

B. The length of time for which approval is desired;

C. The objective(s) of the program;

D. The learning goals and related state learning requirements of the program experience;
E. A description of how credits will be determined in accord with WAC 180-51-050(1);

F. A description of how student performance will be assessed;

G. The qualifications of instructional personnel; and

H. The plans for evaluation of the program.

The district will keep a list of approved programs on file in the superintendent's office. The superintendent or
designee will communicate the reasons for approval or disapproval to those making the request.

Running Start

The Running Start program allows high school juniors and seniors to attend community college classes (100 level or
above) for part or all of their schedule. Students must be of junior standing or above to be eligible for the program.
Students earn college credit, which is also converted and applied to their high school transcript.

In order to enroll in the Running Start program, students need to do the following:
A. Check with their high school counselor to determine the options for demonstrating college-level placement
through assessments or courses taken. Minimum scores in reading and writing are required.

B. Speak with their counselor to assess credits needed for graduation, then decide which courses they would like
to take at the college. Note that part-time Running Start students will need to coordinate college classes so
that they do not interfere with their high school classes. Full-time Running Start students will not generally be
enrolled in courses at the high school, even when the community college they attend is not in session. A
student enrolled full-time at a college may use .2 FTE to enroll at the high school for the purpose of accessing
college courses. Students are permitted to enroll in a combined annual average of 1.2 FTE between high


school and college.

C. Obtain a Running Start verification form from the college or their high school counselor. Verify with a
counselor course decisions and coverage of tuition for selected courses. A parent signature is required if the
student is under 18 years old.

D. Work with school counselor to ensure transmission of the verification form to the college prior to established
deadlines.

Credit for Career and Technical Work-Based Learning
The 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 based upon the following factors:

A. The school will supervise the work program.

B. The work experience will specifically relate to the student’s school program.

C. The work experience will represent growth in the student, and the type of work will have definite educational
value.

D. The work experience will provide a varied job experience.

E. The career placement counselor will supplement the work experience with an adequate program of guidance,
placement, follow-up, and coordination between job and school.

F. The work experience may be a planned part of the credit given for a school subject (e.g., sales training
class).

G. The district may grant one credit for not less than one hundred eighty hours for instructional work-based
learning experience and not less than three hundred sixty hours of cooperative work-based learning
experience related to a student’s school program. Alternatively, the district may grant credit on a
mastery/competency basis as provided under WAC 150-51-050(1)(b).

H. The employer will legally employ the student who must have passed his or her sixteenth birthday.

I. The employer will file a report of the student's work record with the school, indicating the student made
satisfactory progress on the job.

J. The regular state apprenticeship program and school cooperatively develop the student’s training, which
meets graduation requirements standards.

K. The program standards and procedures align with the state career and technical work-based learning
standards.

College in the High School

The college in the high school program is a dual credit program located in the high school environment in which a
high school student may earn both college credit and high school credit by achieving a passing grade in a college-
level course. The college in the high school program will be governed by a local contract which will include
qualifications for students to enroll in the program.

Additionally, applicable information regarding students in the program includes the following:

1. Students who have not yet received a high school diploma, and are eligible to be in the ninth, tenth,
eleventh, or twelfth grades may participate in the high school in the college program.

2. Students will receive credit for the courses they complete. If a student completes a course for which there is
not a comparable course with the district, then an administrator will determine how many credits the student
will receive for the course. Such a determination shall be issued in writing by an administrator prior to the
student beginning the course.

3. Students may be required to pay a tuition fee to receive college credit for a course. Students will not be
required to pay a tuition fee for high school credit.

National Guard High School Career Training
The district may grant credit for National Guard high school career training in lieu of either required or elective high
school credits. Approval by the district will be obtained prior to a student's participation in a National Guard training
program as follows:
A. MIL Form 115 or an equivalent form provided by the National Guard will be completed and filed with the
school district; and


B. The number of credits toward high school graduation to be granted will be calculated, agreed upon by the
student, and an authorized representative of the school district, and such agreement noted on MIL Form 115
or such equivalent form.

C. The district may grant credit toward high school graduation upon certification by a National Guard training
unit commander that the student has met all program requirements.

Home School Credit
Guidelines for granting high school credit for homeschooling are as follows:
A. To gain credit for a course of study, a student will provide:
1. A journal that reflects the actual work completed during a home-study course of study;
2. Exhibit(s) of any specific projects completed (e.g., themes, research papers, art and/or shop
projects); or
3. Any such other performance-based exhibits of specific course-related accomplishments.

B. To gain credit for a course of study, a student must demonstrate proficiency at a minimum of 80 percent of
the objectives of the course. Such testing will be available as an ancillary service of the district if it is
regularly available to all students. If not, the parent may engage district-approved personnel to conduct such
an assessment at a cost determined by such personnel.

C. Credit is granted for the following approved schools:
1. Community colleges, vocational-technical institutes, four-year colleges and universities, and approved
private schools in the state of Washington, and
2. Other schools or institutions that are approved by the district after evaluation for a particular course
offering.

III. High School and Beyond Plan Requirement

A. Plan Development
Beginning by the seventh grade, each student will be administered a career interest and skills inventory,
which is intended to inform eighth grade course scheduling and the development of an initial high school and
beyond plan.

No later than eighth grade, each student must have begun development of a high school and beyond plan
that includes a proposed plan for first-year high school courses aligned with graduation requirements and
secondary and postsecondary goals.

By ninth grade, each student who has not earned a score of level 3 or 4 on the middle school mathematics
assessment identified in RCW 28A.655.070 must have the high school and beyond plan updated to ensure the
student takes a mathematics course in both the ninth and tenth grades. These courses may include career
and technical education equivalencies in mathematics adopted pursuant to 28A.230.097 and district policy.

With staff support, students must update their high school and beyond plan annually, at a minimum, to
review academic progress and inform future course taking. The high school and beyond plan must be updated
in 10th grade to reflect high school assessment results in RCW 28A.655.061, ensure student access to
advanced course options per the district's academic acceleration policy, assess progress toward identified
goals, and revised as necessary for changing interests, goals, and needs.

Students who have not met the standard on state assessments or who are behind in completion of credits or
graduation pathway options will be given the opportunity to access interventions and academic supports, and
courses to enable students to meet all high school graduation requirements. The parents or legal guardians
shall be notified about these opportunities as included in the student's high school and beyond plan annually
until the student is on track to graduate.

For students with an individualized education program, the high school and beyond plan must be developed
and updated in alignment with their school to postschool transition plan. The high school and beyond plan
must be developed and updated in a similar manner and with similar school personnel as for all other
students.

The district will involve parents and legal guardians to the greatest extent feasible in the process of
developing and updating the high school and beyond plan. The plan will be provided to the student and
student's legal guardians in a language the student and student's parents or legal guardians understand and
in accordance with the district's language access policy and procedures, which may require language
assistance for students and parents or legal guardians with limited English proficiency.


The district will annually provide students in grades eight through twelve and their parents or legal guardians
with comprehensive information about the graduation pathway options offered by the district. The district will
provide this information in accordance with the district's language access policy and procedures.

Components of the High School and Beyond Plan

1. Identification of career goals and interests, aided by a skills and interest assessment;
2. Identification of secondary and postsecondary education and training goals;
3. An academic plan for course taking that:

a.

b.
c

Informs students about course options for satisfying state and local graduation
requirements;

Satisfies state and local graduation requirements

Aligns with the student's secondary goals, which can include education, training,
and career preparation;

. Identifies available advanced course sequences per the district's academic

acceleration policy, that include dual credit courses or other programs and are
aligned with the student's postsecondary goals;

. Informs students about the potential impact of their course selections on

postsecondary opportunities;

. Identifies available career and technical education equivalency courses that can

satisfy core subject area graduation requirements under RCW 28A.230.097;

. Identifies career and technical education and work-based learning opportunities

that can lead to technical college certifications and apprenticeships; and

. If applicable, identifies opportunities for credit recovery and acceleration to

eliminate barriers for on-time grade level progression and graduation per RCW
28A.320.192;

4. Evidence that the student has received the following information on federal and state financial
aid programs that help pay for the costs of a postsecondary program:

a.

b.

€,

The college bound scholarship program established in chapter 28B.118.RCW, the
Washington college grant created in RCW 28B.92.200, and other scholarship
opportunities;

The documentation necessary for completing state and federal financial aid
applications; application timelines and submission deadlines; and importance of
submitting application early;

. Information specific to students who are or have been the subject of a

dependency proceeding pursuant to chapter 13.34 RCW, who are or are at risk
of being homeless, and whose family member or legal guardian will be required
to provide financial and tax information necessary to complete applications;

. Opportunities to participate in advising days and seminars that assist students

and, when necessary, their parents or legal guardians, with filling out financial
aid applications in accordance with RCW 28A.300.815; and

A sample financial aid letter and a link to the financial aid calculator created in
RCW 28B.77.280; and

5. 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, extracurricular activities, and
any community service including how the district has recognized the community service.

IV. Graduation Pathway Options (https://www.sbe.wa.gov/our-work/graduation-pathway-options)
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 district will provide annual notice, in a way that confirms with Board policy 4218 Language Access to students in
grades eight through twelve and their parents or legal guardians with comprehensive information about the
graduation pathway options offered by the district.



Statewide High School Assessment

A student may demonstrate career and college readiness by meeting or exceeding the graduation standard
established by the State Board of Education on the statewide high school assessments in English language arts and
mathematics.

Dual Credit Courses
A student may demonstrate career and college readiness by completing and qualifying for college credit in dual
credit courses.

“Dual credit course” means a course in which a student is eligible for both high school credit and college credit at the
level of 100 or higher upon successfully completing the course. Examples of such courses include running starts,
college in the high school courses, and career and technical education dual credit courses.

High School Transition Courses

A student may demonstrate career and college readiness by earning high school credit in a high school transition
course in English language arts and mathematics. A high school transition course is a course offered in high school
where successful completion by a high school student ensures the student college-level placement at participating
institutions of higher education as defined in RCW 28B.10.016. High school transition courses must satisfy core or
elective credit graduation requirements established by the State Board of Education.

AP Courses
A student may demonstrate career and college readiness by:
A. Earning high school credit with a grade of C+ or higher in each term in the eligible advanced
placement courses, in English language arts, or mathematics.
1. English language arts courses:
i. AP courses: English Literature and Composition, English Language and Composition, United
States History, World History, or United States Government and Politics.

2. Mathematics courses:
i. AP courses: Statistics, Computer Science A, Computer Science Principles, or Calculus AB or
Calculus BC.

B. Achieving the following scores on the following exams:
1. Score a three or higher on AP exams in one of the English language arts and one of the mathematics
courses identified above.

SAT or ACT Scores
A student may demonstrate career and college readiness by meeting or exceeding the scores established by the
state board of education for the mathematics portion and the reading, English, or writing portion of the SAT or ACT.

Combination of Options
A student may demonstrate career and college readiness by meeting any combination of at least one English
language arts option and at least one mathematics option described above.

Armed Services Vocational Aptitude Battery

A student may demonstrate career and college readiness by meeting standard in the 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 at the time the student takes the assessment. Eligibility scores will be posted on the State Board of
Education annually.

Career and Technical Education Courses

A student may demonstrate career and college readiness by completing a sequence of career and technical education
courses that are relevant to a student’s postsecondary pathway that meet either the curriculum requirements of core
plus programs for aerospace, maritime, health care, information technology, or construction and manufacturing; or
that meet the minimum criteria identified in WAC 180-51-230(h) and RCW 28A.700.030.


Expedited Appeal Process for Waiving Student Assessment Requirements

For the graduating classes of 2014, 2015, 2016, 2017, 2018, 2019, and 2020[A2], an expedited appeal process for
waiving specific requirements in RCW 28A.655.061 pertaining to the certificate of academic achievement and the
certificate of individual achievement is available for eligible students who have not met the state standard on the
English language arts statewide student assessment, the mathematics high school statewide student assessment, or
both. The student or the student’s parent, guardian, or principal may initiate an appeal with the district and the
district has the authority to determine which appeals to submit to the Office of Superintendent of Public Instruction
for review and approval.

A student in the class of 2014, 2015, 2016, or 2017 is eligible for the expedited appeal process if he or she has met
all other graduation requirements established by the state and district.

A student in the class of 2018 is eligible for the expedited appeal process if he or she has met all other graduation
requirements established by the state and district and has attempted at least one alternative assessment option as
established in RCW 28A.655.065.[A3]

This expedited appeal process will no longer be available after August 31, 2022.[A4]

Community Service Requirement
Each student must complete a minimum of five (5) hours of community service for each year that they attend high
school in the Oak Harbor School District.

V. International Baccalaureate Programme Diploma
A student who fulfills the requirements for an International Baccalaureate Programme diploma is considered to have
satisfied at least one of the graduation pathway options and the minimum state requirements for graduation from
high school, but the district may require the student to complete additional local graduation requirements.

VI. Students with an Individualized Education Program (IEP)
A student’s IEP team must determine whether the graduation pathway options described above are appropriate for
the student, expiring with the class of 2021. If the IEP team determines that those options are not appropriate, then
the student must earn a certificate of individual achievement to graduate. A certificate of individual achievement
may be earned by using multiple measures to demonstrate skills and abilities commensurate with the student's IEP.

The following process will be followed to help a student with an IEP graduate:

A. By the age of 14, the student will participate with the IEP Team (including a special education teacher,
general education teacher, parents, student, and other school personnel and agency representatives who will
assist the student in achieving the goals of the IEP) in a discussion of transition service needs that focuses on
the student’s course of study.

B. As an outcome of the discussion, the IEP will include appropriate graduation requirements based on the
student’s individual needs and abilities consistent with the student’s transition plan. Modifications to the
district’s standard graduation requirements may include:

1. Attainable alternate classwork or individualized activities substituted for standard requirements; or
2. An extension of time for the student to remain in school to complete graduation requirements. The
student may remain in school up to and including the school year in which the student reaches

twenty-one years of age.

C. The student will, in cooperation with his or her parent or guardian and the IEP team, determine:
1. The projected date by which all graduation requirements will be met; and
2. The projected date and conditions under which the student will participate in the graduation ceremony.

D. The student will have an IEP that incorporates all issues and decisions from the above procedures. Any
decision that modifies the district's standard graduation requirements will be made through the IEP process.
Annually or as needed, the IEP will be reviewed or revised to accommodate the student’s progress and
development.

VII. Seal of Biliteracy
To be awarded the Washington Seal of Biliteracy, graduating high school students must meet the following criteria:
A. Demonstrate proficiency in English by (1) meeting statewide minimum graduation requirements in English as
established by the Washington State Board of Education and (2) meeting state standards on the reading and
writing or English language arts assessment; and

B. 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:


VIII.

IX.

IX.

. Passing a foreign language Advanced Placement exam with a score of 3 or higher;

. Passing an International Baccalaureate exam with a score of 4 or higher;

. Demonstrating intermediate-mid level or higher proficiency on the American Council on Teaching of
Foreign Languages (ACTFL) guidelines using assessments approved by OSPI for mastery-based
credits; and demonstrating proficiency using reading assessments approved by OSPI (when
developed);

4. Qualifying for four mastery-based credits by demonstrating proficiency in speaking, writing, and
reading the world language at intermediate-mid level or higher on the ACTFL proficiency guidelines
according to Policy 2409, Credit for Competency-Proficiency; or

5. Demonstrating proficiency in speaking, writing, and reading the world language through other national

or international assessments approved by OSPI. OSPI and the federally recognized Tribes in

Washington have a language proficiency system in place to determine tribal language proficiency with

students for the Seal of Biliteracy.

WNrF

Graduation Ceremonies

If students fulfill graduation requirements by the end of the last term of their senior year, they may participate in
graduation ceremonies. Each student will be awarded a diploma after satisfactorily completing local and state
requirements. 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.

Any student receiving services and an IEP who will continue to receive such services between the ages of 18 and 21
will be allowed to participate in the graduation ceremonies and activities after four years of high school attendance
with his or her age-appropriate peers and receive a certificate of attendance.

Any students who are members of a federally recognized tribe will be permitted to wear traditional tribal regalia or
objects of Native American cultural significance with or attached to their graduation gowns for the ceremony and
graduation events. Additionally, such students will not be required to wear a cap if it is not compatible with the
regalia they have chosen to wear.

Graduation ceremonies will be conducted in the following manner:

. Each participating student must participate in the graduation ceremony rehearsal. Each student who participates will

purchase or rent the proper cap and gown as designated by the school administration and the class advisor and
officers.

. Caps and gowns will be worn in the proper manner, as designated by the school administration and class advisor.

Exceptions will be made for tribal regalia as stated above.

. Each student who participates will cooperate with the class advisor and participate in all parts of the graduation

ceremonies.

. Failure to comply with the above requirements may forfeit a student's privilege to participate in the graduation

ceremonies.

Awarding Diplomas Posthumously
At the request of a parent, guardian, or custodian, the district may issue a high school diploma to a
deceased student if the student:

1. Was enrolled in a public school in the district at the time of death;

2. Was deemed on track to graduation before the time of death; and

3. Died after matriculating into high school.

The high school diploma will bear the inscription "honoris causa" and may not be issued before the
graduation date of the class in which the student was enrolled. The district is not required to award the
diploma at the same ceremony or event as other students. The district may retroactively issue high school
diplomas posthumously at its discretion.

Withholding of a Diploma

The district may withhold a student's diploma based on the student's damage to property in accordance with Board
Policy 3520 Student Fees, Fines, or Charges. Any student discipline will be in accordance with Board Policy 3241
Student Discipline. Student discipline may include denying the student's participation in graduation ceremonies as a
school suspension. In such instances, the district will grant the diploma.