1. 24-Credit Career- and College-Ready Diploma/ High School & Beyond Plan
Linda Drake, Director of Career- and College-Readiness Initiatives
June, 2017

2. Graduation Quotes (or could be)
It is said that your life flashes before your eyes just before you die. That is true, it’s called Life.
The trouble with having an open mind, of course, is that people will insist on coming along and trying to put things in it.
The pen is mightier than the sword if the sword is very short, and the pen is very sharp.
--Terry Pratchet

3. Possible Assessment Requirement
10th grade test starting in 2019.
Delays science requirement until 2021.
Appeals process for students in the graduating classes of 2014 to who did not past the language arts exams or the math exam.
Students who do not pass the state assessment will be able to take a locally determined class with a locally determined assessment. The locally determined assessment will be certified by OSPI. Bridge to College courses are acceptable as this alternative.
Eliminates Collections of Evidence.
Dual credit courses that earn college credit in math and English are alternatives.

4. Meaning of a Washington High School Diploma
RCW 28A
(2) The legislature defines the program of basic education under this chapter as that which is necessary to provide the opportunity to develop the knowledge and skills necessary to meet the state- established high school graduation requirements that are intended to allow students to have the opportunity to graduate with a meaningful diploma that prepares them for postsecondary education, gainful employment, and citizenship.
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.

5. Timeline of the Development of 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

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.

9. 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

10. Standards and Assessments Instruction and Credits
High School and Beyond Plan
High School Diploma
Washington Learning Standards
High school tests in English, math and science
17 core subject area requirements
7 flexible credits
4 Year Course-Taking Plan
Education and Career Goals
Plan for after High School

11. High School & Beyond Plan Best Practices
Elements
Personalized Pathway Requirement based on these elements
Identify education goals
Identify career goals with an interest assessment
Four-year plan aligns with student’s career and educational goals
Identify assessments needed for HS and postsecondary
Each student’s plan
Starts by 8th grade
Uses career interest inventory
Revisited each year
Review student
progress/transcript
Involves parents
A high-Quality High School and Beyond Plan is the expectation for each student.
The Personalized Pathway, based on the HSBP is where each student needs to have a plan that starts in middle school and is revisited each year. The basics include:
-Identifying education goals
-Identifying career goals with an interest assessment
-Making a Four-year plan aligns with student’s career and educational goals
-Identifying assessments needed for HS and postsecondary
As a best practice Middle School counselors need to make sure their students are educated about their requirements before high school counselors go over to their schools. Elementary counselor should also incorporate age-appropriate career & college exploration.
The High School & Beyond Plan is a non-credit graduation requirement for all students.
The High School and Beyond Plan revolves around three questions:
Who am I?
What can I become?
How do I become that?
Culmination of a multi-year process to help students think about how to get the most out of high school and about their postsecondary plans.
Students create their own individual "personalized pathway" through high school and revise their plan annually to accommodate changing interests or goals. Being purposeful about selection of courses to align with interest is what is important for each student’s individual personalized pathway.

12. Possible 2017 High School and Beyond Plan Legislation
Initiated by 7th or 8th Grade
Career interest and skills inventory
Must be updated to address high school assessment results and students’ changing interests, goals and needs
Encourages Involvement of parents/guardians
All high school and beyond plans must, at a minimum, include the following elements:
(A) Identification of career goals, aided by a skills and interest assessment;
(B) Identification of educational goals;
(C) A four-year plan for course-taking that fulfills state and local graduation requirements and aligns with the student's career15and educational goals; and
(D) 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 pursuant to RCW 28A

13. 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)

14. Personalized Pathway Implementation is about the “Plan”
How does my career interest connect with the courses I am taking or plan to take?
How do the courses I am taking or plan to take connect with my career pathway or college major?
What are the steps I need to take to reach my postsecondary plan successfully?
Who will I work with about my Personalized Pathway Requirement, that is based on my High School & Beyond Plan?
What is my timeline for making a decision about my Personalized Pathway?
 What if I change my mind along the way? Who will I talk with about revising my Personalized Pathway and HSBP?
Definition of Personalize Pathway
Locally determined coursework identified in student’s High School & Beyond Plan that is needed for postsecondary career or educational goals chosen by student based on interest and career goals
Courses chosen by student that are included in a student’s personalized pathway and prepare students to meet specific postsecondary or educational goals
Created in collaboration between student, parent/guardian, and school staff
Students specify 3 credits in their High School & Beyond Plan that meet graduation requirements and postsecondary plans (from the additional art and 2 world language) or choose to include 3 other courses, along with 4 electives and 17 core courses to complete their 24 credits needed for the Career- and College-Ready Diploma for Class of 2019 and beyond
How does your district deliver the High School and Beyond Plan and the Personalized Pathway Requirement?
Do your students earn high school credit for an advisory class?

15. 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
Has your district adopted a policy for waiving credits for individual students based on unusual circumstances?
Note: the waiver for fitness/physical education has not changed

16. 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
Each district over 2,000 students must recognize at least one state CTE course equivalency. Which one(s) are recognized at your district?

17. Flexibility in the definition of a credit
Credit earned by demonstration of knowledge and skills acquired through a more flexible approach than scheduled classroom instruction.
Should be based on standards
Most commonly awarded for
World language
Meeting standard on a statewide assessment
More than one credit should not be awarded for one class
Competency-Based Crediting Handbook Based%20Crediting%20Handbook%20July% pdf
Does your district award competency-based credit?

18. 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
Does your district offer high school credit for classes taught in middle school? Are there additional courses that would make sense to offer for high school credit?

19. 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
Has your district changed the high school schedule? Is your district considering it?

20. 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.

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

22. What schools can do to foster readiness for all students.
Create a “college” going culture to foster career readiness for all students—kindergarten through high school.
Offer a college and career readiness guidance curriculum
Give necessary supports within credit policies
Teach students how to align coursework with interest and future goals
Keep students “on track” and provide yearly transcript analysis
Encourage dual credit and accelerated opportunities
Provide rigorous and engaging instruction
Provide remedial courses and credit retrieval options
Provide career connected learning opportunities
Here are some basic elements schools can use to do foster college and career readiness for their students.
Creating a college going culture involves distributive leadership by school district leaders, principals, school counselors, and teachers. A college-prep curriculum and a career-prep curriculum can be developed for students individually with their Personalized Pathway requirement based on the High School & Beyond Plan, through Career Guidance WA resources. A Career-prep curriculum often includes Career & Technical Education courses that fit student interests, where students need to have a college-ready diploma to avoid remedial classes for their next step, if they attend a technical or community college. Fostering changes in school culture means building in supports for students that could include educational opportunities in a daily advisory class, after school mentoring, or career center presentations. These are a few ways schools are changing student aspiration patterns for college enrollment.
Helping students make intentional decisions about the courses they choose means schools have procedures in the registration process that prevent students making disjointed decisions about their course choices.
Keeping students “on track” means that an advisor or most likely a school counselor is checking in and meeting with students regularly to look at their transcript. We are fortunate in our state to have the High School & Beyond Plan where parent input and signature in needed for the Personalized Pathway Requirement.
Opportunities for dual credit such a AP, IB programs or Running Start, College in the High School or Tech Prep courses offer students the opportunity to earn college credit while in High School.
Lastly, teachers need to encourage rigor and provide engaging instruction to help students flourish in their learning and believe they can succeed in postsecondary, no matter what their demographic, zip code, ethnicity, or socio-economic status.
4/9/2019

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