2410P Procedure - High School Graduation Requirements

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:

1. 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 

2. 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.

The district will award high school credit for successful completion of a specified course of study. A student successfully completes a specified course of study by doing one of the following:

1. Earning a passing grade according to the district’s grading policy; 

2. 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 

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

1. Four credits in English. 

2. Three credits in mathematics. 

1. The three mathematics credits must include Algebra I or integrated mathematics I, Geometry or integrated mathematics II, 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 that is automatically transcribed on the student’s high school transcript or a student who demonstrates mastery or competency in high school math subjects and has received credit for them may use those credits to meet their 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 for that course or those courses or a student who demonstrated mastery or competency in those subjects but did not receive high school credits may do one of the following:
   1. Repeat the course or courses for credit in high school; or 
   2. Earn three credits of high school mathematics in different math subjects than those completed before high school. The student must take Algebra I or integrated mathematics I, and Geometry or integrated mathematics II in high school if the student did not complete those courses at a high school level prior to high school. However, the student does not need to repeat courses if the student already took the courses at a high school level. 

1. Two science credits must be in laboratory science.
2. A student may choose the content of the third science credit based on their interests and their 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. 

1. One social studies credit must be in United States history.
2. One-half social studies credit must be in contemporary world history, world geography, and world problems. Courses in economics, sociology, civics, political science, international relations, or related courses with emphasis on contemporary world problems may be accepted as equivalencies. 
3. One-half social studies credit must be in civics.
4. One social studies credit must be in an elective course or courses.
5. Although a student does not receive credit for such a course, a student must complete a Washington State history and government course. 

1. “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.
2. “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. 

6. Two credits in the arts. One of the two arts credits may be replaced with a personalized pathway requirement. 

9. 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 remain unchanged, and the student will need to earn an additional elective credit. 

1. Class of 2022, 2023, and 2024: 4 elective credits
2. Class of 2025: 8 elective credits
3. Class of 2026 and beyond: 10 elective credits

1. The name of the program or planned learning experience;

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

3. The objective(s) of the program or planned learning experience;

4. The state learning goals and related essential academic learning requirements are part of the program or planned learning experience;

5. A description of how credits will be determined in accord with WAC 180-51-050(1);

6. The content outline of the program and/or major learning activities and instructional materials to be used;

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

8. The qualifications of instructional personnel;

9. The plans for evaluation of the program; and

10. How and by whom the student will be supervised.

1. Contact the college they are interested in attending and arrange to take the ASSET or COMPASS placement test. The test is offered at various times and results are often available the following day. Minimum scores in reading and writing are required. 

2. 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 be enrolled in courses at the high school, even when the community college they attend is not in session. 

3. Obtain a Running Start authorization form from the college or their high school counselor. The counselor will sign the form after the student completes their portion. A parent signature is required if the student is under 18 years old. 

4. Take the authorization form to the college and register for classes. Once the classes are completed, the college will notify the high school and credits will be added to the student’s transcript.

1. The school will supervise the work program. 

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

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

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

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

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

7. The district may grant one credit for not less than 180 hours for instructional work-based learning experience and not less than 360 hours of cooperative work-based learning experience related to a student’s school program. 

8. The employer will legally employ the student, who must have passed their sixteenth birthday. 

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

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

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

1. Military (MIL) Form 115 or an equivalent form provided by the National Guard will be completed and filed with the district. 

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

3. 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.

1. To gain credit for a course of study, a student will provide the following:

   1. A journal that reflects the actual work completed during a home-study course of study;
   2. Exhibits 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. 

2. To gain credit for a course of study, a student must demonstrate minimum proficiency 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. 

3. 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.

1. High school assessment results and junior year course-taking; 

2. A student’s changing interests, goals, and needs, including identifications of the graduation pathway options the student intends to complete to meet their educational and career goals; and 

3. Available interventions, academic supports, and courses that will enable the student to meet high school graduation requirements and graduation pathway requirements.

1. Identification of career goals, aided by a skills and interest assessment 

2. Identification of educational goals 

3. Identification of dual credit programs and the opportunities they create for students, including eligibility for automatic enrollment in advanced classes under RCW 28A.320.195, career and technical education programs, Running Start programs, AP courses, International Baccalaureate programs, and college in the high school programs

4. Information about the College Bound Scholarship program established in chapter 28B.118 RCW

5. A four-year plan for course taking that does the following:

   1. Includes information about options for satisfying state and local graduation requirements
   2. Satisfies state and local graduation requirements
   3. Aligns with the student’s secondary and postsecondary goals, which can include education, training, and career
   4. Identifies course sequences to inform academic acceleration, as described in RCW 28A.320.195, that include dual credit courses or programs and are aligned with the student’s goals

   5. Includes information about the College Bound Scholarship program

6. 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:

   1. Documentation necessary for completing financial aid applications, including at minimum the free application for federal student aid (FAFSA) or the Washington application for state financial aid (WASFA)
   2. Application timelines and submission deadlines
   3. The importance of submitting applications early
   4. Information specific to students who have been in foster care
   5. Information specific to students who are, or are at risk of being, homeless
   6. Information specific to students whose family member or guardians will be required to provide financial and tax information necessary to complete the application
   7. Opportunities to participate in sessions that assist students—and when necessary, their family members or guardians—fill out financial aid applications.
   8. Information provided on the Washington student achievement council website concerning each of the state and federal financial aid applications in this subsection

   9. Information on College Bound scholarship application and eligibility

7. 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.

1. Earning high school credit with a grade of C+ or higher in each term in the following Advanced Placement, International Baccalaureate, or Cambridge international courses in English language arts and mathematics.

   1. English language arts courses:
      1. AP courses: English literature and composition, macroeconomics, microeconomics, psychology, United States history, world history, United States government and politics, or comparative government and politics.
      2. International Baccalaureate courses: individuals and societies courses or English language and literature courses.
      3. Cambridge advanced or advanced subsidiary courses: English language, literature and English, English general paper, psychology, history, sociology global perspectives and research, or law.
   2. Mathematics courses:
      1. AP courses: statistics, computer science A, computer science principles, or calculus.
      2. International Baccalaureate courses: any International Baccalaureate mathematics course.

      3. Cambridge advanced or advanced subsidiary courses: any Cambridge advanced or advanced subsidiary mathematics course.

2. 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.
   2. Score a four or higher on International Baccalaureate exams in one of the English language arts and one of the mathematics courses identified above.
   3. Score an E or higher on Cambridge international exams in one of the English language arts and one of the mathematics courses identified above.

1. 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.

2. 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 the following:
   1. Attainable alternate classwork or individualized activities substituted for standard requirements;
   2. A statement of waiver for any waived standard graduation requirements; or

   3. 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.

3. The student will, in cooperation with their parent or guardian and the IEP team, determine the following:
   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.

4. 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.

1. 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

2. Demonstrate proficiency in one or more world language. For the purposes of this section, “world language” is defined as a language other than English, including American Sign Language, Latin, Native American, or other indigenous languages or dialects. Proficiency may be demonstrated by:
   1. Passing a foreign language Advanced Placement exam with a score of 3 or higher;
   2. Passing an International Baccalaureate exam with a score of 4 or higher;
   3. Demonstrating intermediate-mid level or higher proficiency on the American Council on Teaching of Foreign Languages (ACTFL) guidelines using assessments approved by OSPI for competency-based credits, and demonstrating proficiency using reading assessments approved by OSPI (when developed);
   4. Qualifying for four competency-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.

1. 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.

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

3. Students who participate will use good taste in their choice of accessories for their attire.

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

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