during the presentation, if you have questions, please them to:

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

Parker.teed@k12.wa.us

24-Credit Graduation Requirements Implementation Workshop

Linda Drake, Director of Career- and College-Ready Initiatives

Agenda9:00-9:05 Role Call and Instructions for K-20 Participants—Linda Drake, SBE9:05-9:15 Welcome—Ben Rarick, SBE; Dixie Grunenfelder, OSPI; Jennifer Kindle, Seleh SD and AWSP9:15-9:45 Overview of Requirements and Flexibility within the 24-Credit Graduation Requirement Framework—Linda Drake, SBE9:45-9:55 Identify Additional Key Questions or Topics—Small Group Discussion9:55-10:05 Break10:05-10:40 Key Questions and Topics: Answers and Discussion—Linda Drake, SBE; Dixie Grunenfelder, OSPI; Ben Rarick, SBE; and Jennifer Kindle, Selah SD and AWSP10:40-11:10 Learning from Each Other: Solutions, Experiences, Innovations, Good Practices—Small Group Discussion11:10-11:30 Report Out and Closing Thoughts—Ben Rarick, SBE facilitates

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Who is Here Today?

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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

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.

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

2008 2009 2010 2011 2012 2013

51 51 51 50 5047

6771

12th grade math credit accumulation and 2-year college math remediation

2-yr 12-grade

Perc

enta

ge

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 2019, as of November.

• 16 districts submitted for both.

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Challenges1. 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

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Topics to Discuss

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Flexibility in the 24-Credit Framework

For StudentsElectives 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 CreditTime removed from the definition of a credit

Competency-based crediting

Definition of a Laboratory Science

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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

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. http://www.wssda.org/Services/PolicyandLegal/FeaturedPolicies.aspx

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.

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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.230.050. 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 180-51-067 and WAC 180-51-068)

• “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.230.090).

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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 180-51-068)

Intentionality in high school course-taking

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High School and Beyond Plan Career Guidance Washington (

http://www.k12.wa.us/SecondaryEducation/CareerCollegeReadiness/)

WSIPC My School Data (http://www.wsipc.org/products/my-school-data/)• No cost to districts, whether WSIPC

members or not

SBE High School and Beyond Plan webpage (http://www.sbe.wa.gov/HSBeyondPlan.php#.Vkz9mTbTlD8)

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Course Equivalency State and locally identified Career and Technical Education Course

Equivalencies (http://www.k12.wa.us/CareerTechEd/Clusters/CourseEquivalencies/CTEStatewideCourseEquivalencies.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

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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 180-51-050 to eliminate the time-based

definition of high school credit.

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WAC 180-51-050 (1) Grades nine through twelve or the equivalent of a four-year high

school program, or as otherwise provided in RCW 28A.230.090(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).

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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.230.090)

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

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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 180-51-068).

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Website: www.SBE.wa.gov Blog: washingtonSBE.wordpress.comFacebook: www.facebook.com/washingtonSBE Twitter: @wa_SBE Email: sbe@k12.wa.usPhone: 360-725-6025Web updates: bit.ly/SBEupdates