一本道app

I. Publication of Graduation Requirements

Prior to registering in high school and each year thereafter, each student and their parent/guardian 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.

 

II. Credit Requirements

Period of Eligibility to Earn Credits
Generally, credit towards high school graduation will be earned in Grades 9 through 12. However, unless requested otherwise by the student and the student鈥檚 parent/guardian, 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鈥檚 parent/guardian, high school credit earned before high school may be transcribed with a nonnumerical grade, such as 鈥減ass鈥� or 鈥渃redit.鈥� A nonnumerical grade will not be included in the student鈥檚 high school grade point average calculations. High school credit earned prior to high school and transcribed with a nonnumerical grade will apply to fulfilling high school graduation requirements.

Before the end of 11^th grade, a student and the student鈥檚 parent/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 nonnumerical 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鈥檚 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. (See policy 2416)

 

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 an out-of-state or out-of-country program. The district will accept credits from another Washington state 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鈥攐r the credits may be counted as elective credits. 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 15 school days of the initial decision.

 

Subject and Credit Requirements for Graduation
The following are the subject and credit requirements that a student must meet to graduate for the Class of 2021 and beyond (entering ninth grade after July 1, 2017):

 

English	4.0
Mathematics	3.0
Science	3.0
Social Studies	3.0
Arts	2.0
Physical Education	1.5
Health	0.5
Career and Technical Education	1.5
World Language	2.0
Electives	9.5
Total Required Credits:	30.0

 

The following courses are approved for satisfying the subject area requirements as established by the State Board of Education and shall be required of each candidate for graduation:

A. English: 4.0 credits are required, including English 101, English 201 and other courses in English.

B. Math: 3.0 credits are required, including Algebra 1, Geometry and Algebra 2. The Algebra 2 requirement may be met by another third-year math course that is based on student interest and High School and Beyond Plan, including parent/guardian signature.

C. Science: 3.0 credits are required including two years of lab sciences, with the recommended sequence of 1.0 credit in Biology, 1.0 credit in Chemistry and 1.0 credit in Physics. Credits may be met by other science courses, based on High School and Beyond Plan, including parent/guardian signature.

D. Social Studies: 3.0 credits are required, including 1.0 credit in Contemporary World History, 1.0 credit in U.S. History, 0.5 credit in Civics and 0.5 credit in a social studies elective.

E. Arts: 2.0 credits are required in music, art or drama. One credit may be a Personalized Pathway Requirement.

F. Health and Fitness: 2.0 credits are required, including 0.5 credit in Health and 1.5 credits in physical education.

G. Career and Technical Education: 1.5 credits are required, from STEM, Business and Marketing, Family and Consumer Science, Skilled and Technical, Health Science or Agricultural Science courses, including 0.5 credit from required Tech Literacy course.

H. World Language: 2.0 credits are required, satisfying two consecutive years in the same language. Both credits may be a Personalized Pathway Requirement.

I. Electives: 9.5 credits are required.

J. Washington State History [non-credit]

Total number of credits required: 听30.0

 

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 of Association or the American Red Cross or be nationally recognized based on the most current national guidelines for CPR. The instruction must include the 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.

 

Transfer Students

When a student transfers from another high school, the student may be permitted to graduate with a lesser number of credits provided that minimum state course and credit requirements are satisfied, and the student successfully passes a full schedule of classes during their 12th year of school.

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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. The district will evaluate these credits from unaccredited programs or home schools as described in policy 2416 Credit Granted for Learning Experiences Conducted Outside of School.

 

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 objective(s) of the program.

B. The teaching component(s) of the program, including where and when teaching activities will be conducted by school district certificated staff.

C. A schedule of the duration of the program, including beginning and ending dates within the school year.

D. A description of how student performance will be supervised, evaluated, and recorded by the certificated staff or by qualified school district employees under the direct supervision of the certificated staff.

E. A description of how student performance will be assessed.

F. The qualifications of instructional personnel; and

G. The plans for evaluation of the program.

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Two-for-One Policy for Career and Technical Education (CTE) Courses

The 鈥渢wo-for-one鈥� policy rule, WAC 180-51-068 (8)(c), permits a student who takes a non- CTE course that is equivalent to a CTE course to satisfy two graduation requirements with one credit. Earning the one credit will meet a CTE requirement and the non- CTE subject requirement, hence, 鈥渢wo-for-one.鈥澨� The total number of credits required for graduation remains unchanged, and the student will need to earn an additional elective credit. The purpose of this policy is to create flexibility for students to choose more elective courses or to address other graduation requirements.

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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. Rising juniors, those who have completed their sophomore year and have yet to begin their junior year, may enroll for up to ten quarter credits, or the semester equivalent, during the summer academic term.

Students earn college credit, which is also converted and applied to their high school transcript.

The district will provide general information about the Running Start program to students in grades ten, eleven, and twelve and the parents and guardians of those students. The information will include information about the opportunity to enroll in the program through online courses available at community and technical colleges and other state institutions of higher education, enrollment opportunities during the summer academic term and the college high school diploma options under RCW 28B.50.535.

In order to enroll in the Running Start program, students need to do the following:

A. Pick up a Running Start information packet in your Counseling or Career Center and attend the Running Start information session for Bellingham Technical College or Whatcom Community College. Running Start is available to juniors and seniors.

B. Apply for admission. Depending on the institution, you may need to take a placement test to ensure you have the academic foundation for success. You are able to apply on-line or in person.

C. Meet with your high school counselor to ensure Running Start is an appropriate choice and that your course choices will contribute to on-time graduation. You will obtain a Running Start authorization form.

D. Meet with the Running Start advisor/counselor at the institution you wish to attend and register for classes. Once you register for classes, you will need to pay for the associated Running Start fees (see their website or Running Start packet).

E. Attend the Running Start orientation session prior to beginning classes.

 

Credit for Career and Technical Work-Based Learning

The district regards work experience as a part of the educational program of students听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鈥檚 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 Career and Technical Education (CTE) credit for not less than one 180 hours for instructional work-based learning experience and not less than 360 hours of cooperative work-based learning experience related to a student鈥檚 school program.

H. The employer will legally employ the student who must be at least sixteen years old.

I. The employer will file a report of the student鈥檚 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鈥檚 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 on a high school campus or in a 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. A 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:

A. Students who have not yet received a high school diploma and are eligible to be in the 9^th, 10^th, 11^th or 12^th grade may participate in the high school in the college program.

B. 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.

C. 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 district.

B. 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 MIL Form 115 or an 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-Based Instruction Credit

Guidelines for granting high school credit for home-based instruction are as follows:

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

1. 1. 1. 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. Or, to gain credit for a course of study, a student may 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. 1. 1. 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.

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III. High School and Beyond Plan Requirement

Each student must have a high school and beyond plan to guide the student鈥檚 high school experience and inform course taking that is aligned with the student鈥檚 goals for education or training and career after high school.

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 10^th grade. 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.

For 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, courses or both, designed to enable students to meet all high school graduation requirements. The parents/guardians shall be notified about these opportunities as included in the student鈥檚 high school and beyond plan, preferably through a student-led conference that includes the parents/guardians, at least 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/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 students鈥� parents/guardians in a language the student and students鈥� parents/guardians understand and in accordance with the district鈥檚 language access policy and procedures, which may require language assistance for students and parents/guardians with limited English proficiency.

The district will annually provide students in Grades 8 through 12 and their parents/

guardians with comprehensive information about the graduation pathway options offered by the district. The district will begin to provide this information beginning in seventh grade. The district will provide this information in accordance with the district鈥檚 language access policy and procedures.

The district may partner with student-serving, community-based organizations that support career and college exploration and preparation for postsecondary and career pathways. Partnerships may include high school and beyond plan coordination and planning, data sharing agreements and safe and secure access to individual student鈥檚 high school and beyond plans.

 

Components of the High School and Beyond Plan

All high school and beyond plans must, at a minimum, include the following elements:

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

B. Identification of secondary and postsecondary education and training goals

C. An academic plan for course taking that:

1. 1. 1. 1. Informs students about course options for satisfying state and local graduation requirements.
         2. Satisfies state and local graduation requirements.
         3. Aligns with the student鈥檚 secondary goals, which can include education, training and career preparation.
         4. Identifies available advanced course sequences per the district鈥檚 academic acceleration policy, which include dual credit courses or other programs aligned with the student鈥檚 postsecondary goals.
         5. Informs students about the potential impact of their course selections on postsecondary opportunities.
         6. Identifies available career and technical education equivalency courses that can satisfy core subject area graduation requirements under RCW 28A.230.097.
         7. If applicable, identifies career and technical education and work-based learning opportunities that can lead to technical college certifications and apprenticeships; and
         8. If applicable, identifies opportunities for credit recovery and acceleration, including partial and mastery-based credit accrual to eliminate barriers for on-time grade level progression and gradation per RCW 28A.320.192.

D. 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. 1. 1. 1. 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.
         2. The documentation necessary for completing state and federal financial aid applications; application timelines and submission deadlines; and importance of submitting applications early.
         3. 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.
         4. Opportunities to participate in advising days and seminars that assist students and, when necessary, their parent/guardian, with filling out financial aid applications in accordance with RCW 28A.300.815; and
         5. A sample financial aid letter and a link to the financial aid calculator created in RCW 28B.77.280.

E. By the end of the 12^th 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

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鈥檚 high school and beyond plan.

The district will provide annual notice, in a way that conforms with policy 4218 Language Access Plan to students in Grades 8 through 12 and their parent/guardian with comprehensive information about the graduation pathway options offered by the district.

At least annually, the district will examine data on student groups participating in and completing each graduation pathway option that the district offers. At a minimum, the data on graduation pathway participation and completion will be disaggregated by the student groups described in RCW 28A.300.042 (1) and (3) and by:

A. Gender

B. Students who are the subject of a dependency proceeding pursuant to chapter 34 RCW.

C. Students who are experiencing homelessness as defined in RCW 300.542(4); and

D. Multilingual/English learners.

If the results of the analysis required under the statute show disproportionate participation and completion rates by student groups, the school district will identify reasons for the observed disproportionality and implement strategies as appropriate to ensure the graduation pathway options are equitably available to all students in the school 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.

鈥淒ual credit course鈥� 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 start, college in the high school and career and technical education dual credit courses.

Before course scheduling or course registration for the next school term, the district will provide the following information to students in grades nine through twelve and their parents: information about each available dual credit program and any financial assistance available to reduce dual credit course and exam costs for students and their families. The information will be provided by email and other communication methods. To the extent feasible, the information will be translated into the primary language of each parent or legal guardian.

 

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.

Advanced Placement (AP) Courses and International Baccalaureate (IB) Programs

A student may demonstrate career and college readiness by earning high school credit with a C+ grade or higher in each term of eligible Advanced Placement (AP), International Baccalaureate (IB) or Cambridge International courses in English language arts and mathematics; or by receiving a three or higher on the AP exam or a four or higher on IB exams.

For English language arts, eligible courses include AP English Language and Composition, AP English Literature and Composition, AP Macroeconomics, AP Microeconomics, AP Psychology, AP United States History, AP World History, AP United States Government and Politics, AP Comparative Government and Politics, AP European History, AP Human Geography, AP African American Studies, AP Seminar, AP Research, IB individual and societies courses and IB English language and literature courses.

For mathematics, eligible courses include AP Statistics, AP Computer Science A, AP Computer Science Principles, AP Precalculus, AP Calculus and any of the IB mathematics and computer science courses.

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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 and the English language arts SAT, ACT or ACT with Writing.

 

Performance-based Learning Experience

Students may complete a performance-based learning experience through which the student demonstrates knowledge and skills in a real-world context, providing evidence that the student meets or exceeds state learning standards in English language arts and mathematics. The performance-based learning experience may take a variety of forms, such as a project, practicum, work-related experience, community service or cultural activity and may result in a variety of products that can be evaluated, such as a performance, presentation, portfolio, report, film or exhibit. The performance-based learning experience must conform to the graduation proficiency targets and associated rubrics established by the State Board of Education.

 

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 (ASVAB)

A student may demonstrate career and college readiness by meeting standard in the armed services vocational aptitude battery.

 

Career and Technical Education (CTE) 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鈥檚 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.

 

Graduation Requirement Credit Waivers and Alternates

The principal, working with the superintendent or designee, is responsible for evaluating educational experiences of individual students and recommending graduation to the superintendent when a student has not met established credit requirements.

 

Students who meet the criteria described below and as documented in the requisite High School Waiver form may have the requirements waived or may be exempt. In all cases where a credit requirement is waived, the student must select another course to fulfill the total number of credits required for graduation.

 

Art Credit Requirement Alternative

Students may elect to pursue one credit in an area other than art if the choice is based on postsecondary career or educational goals identified in the personalized pathway of the student鈥檚 high school and beyond plan. Students must still earn full credit in the alternate course.

To use this option, the student鈥檚 parent/guardian must agree that the credit in an area other than art is more appropriate because it better serves the student鈥檚 career or educational goals. The student, the parent/guardian and a high school representative must discuss the student鈥檚 personalized pathway and complete the HS Credit Requirement Waiver and Alternates Form (2410F-1).

 

Health and Fitness Credit Requirements Waivers

The 一本道app commits to developing students who are healthy and active individuals.听The goal of physical education is to develop physically literate individuals who have the knowledge, skills and confidence to enjoy a lifetime of healthful physical activity.听Students develop the physical literacy 鈥� knowledge, skills and confidence 鈥� they need to grow into healthy and active individuals in physical education classes. The State of Washington requires 2.0 credits of health and fitness for high school graduation.

The principal may waive 0.5 credits of Health upon the student鈥檚 completion of district-developed assessment or successful completion of course learning modules.

Students may be excused from physical education pursuant to RCW 28A.230.050.听Students who demonstrate competency and complete the physical education waiver process may have this graduation requirement waived.

The principal may waive up to 1.5 credits upon documentation of 240 hours (80 hours for each 0.5 credit) in accordance with RCW 28A.230.050. Complete the HS Credit Requirement Waiver and Alternates Form (2410F-1) and HS Physical Education Waiver Activity Log (2410F-2).

 

Math Third Credit Requirement Alternative

Students may elect to pursue a third math credit after Algebra 1 and Geometry that is not Algebra 2 or equivalent, based on a course of study identified in the student鈥檚 personalized pathway and high school and beyond plan.

For the principal to waive the 1.0 credit requirement of Algebra 2 or equivalent, the student鈥檚 parent/guardian must agree that an alternative math credit is more appropriate than Algebra 2 or equivalent credit because it better serves the student鈥檚 career goals. The student, the parent/guardian and a high school representative must discuss this and complete the HS Credit Requirement Waiver and Alternates Form (2410F-1). This form acknowledges they understand the Algebra 2 or equivalent requirement is a college entrance requirement and that they believe the other course selections are more appropriate given the student鈥檚 educational and career goals.

 

Technical Literacy Requirement Challenge

Students may choose to challenge the Technical Literacy graduation requirement. The HS Credit Requirement Waiver and Alternates Form (2410F-1) articulates the level of technical aptitude that approval requires. The challenge includes competency-based utilizing Microsoft Office Specialist exams, keyboarding proficiency and digital citizenship education.

 

Washington History and Government Requirement Waiver for Transfer Students

The Washington state history and government requirement may be waived by the principal for individual students who:

A. Have successfully completed a state history and government course of study in another state; or

B. Are in 11^th or 12^th grade and who have not completed a course of study in Washington’s history and state government because of previous residence outside the state or because emergency school closure, or other circumstance due to an emergency, prevented the student from having the opportunity to fulfill this requirement (WAC 180-51-068).

 

World Language Credit Requirement Alternative

Students may elect to pursue two credits in areas other than a world language if the choice is based on a career-oriented course of study identified in the personalized pathway of the student鈥檚 high school and beyond plan. Students must still earn both credits of their alternate courses.

To use this option, the student鈥檚 parent/guardian must agree that credit in another area is more appropriate than world language because it better serves the student鈥檚 career goals. A meeting must be held with the student, the parent/guardian and high school representative to discuss and complete the HS Credit Requirement Waiver and Alternates Form (2410F-1). is form acknowledges they understand that the world language requirement is a college entrance requirement, and they believe the other course selections are more appropriate given the student鈥檚 educational and career goals.

 

World Language Requirement Waiver for Transfer Students

Students may request to have the world language requirement waived by the principal if the student has transferred from a program where world languages were not required or offered, and the student does not have the ability to complete the full two-year requirement prior to the end of their senior year. Transfer students in this situation will be expected to complete as much of the world language requirement as is possible prior to graduating from Bellingham Public Schools.

 

V. Student with and Individualized Education Program (IEP)

A student鈥檚 IEP team should determine whether the graduation pathway options described above are appropriate for the student.

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鈥檚 course of study.

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

1. 1. 1. 1. Attainable alternate classwork or individualized activities substituted for standard requirements.
         2. An extension of time for the student to remain in school to complete graduation requirements. The student may remain in school until the student reaches 22 years of age.

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

1. 1. 1. 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鈥檚 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鈥檚 progress and development.

 

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VI. 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 English language arts graduation requirements for the student鈥檚 chosen English language arts graduation pathway as established by the Washington State Board of Education; and

B. Demonstrate proficiency in one or more world languages. For purposes of this section, 鈥渨orld language鈥� is defined as a language other than English, including American Sign Language, Latin and Native American or other Indigenous languages or dialects. The fact that a language is not written is not a barrier to receive the Seal of Biliteracy. Proficiency may be demonstrated by one of the following methods:

1. 1. 1. Passing a world language AP exam with a score of three or higher.
      2. Passing an IB exam with a score of four 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 mastery/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. 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.鈥�

VII. 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 before the school term closes. Each student participating in the graduation ceremony must wear the cap and gown designated by the school district.

Any student receiving services under an IEP who will continue to receive such services between the ages of 18 and 22 will be allowed to participate in the graduation ceremonies and activities after four years of high school attendance with their age-appropriate peers and receive a certificate of attendance.

The district will allow students who are members of a federally recognized tribe to wear traditional tribal regalia or objects of Native American cultural significance along with or attached to a gown at the graduation ceremony or related school event. Additionally, the district will not require such students to wear a cap if it is incompatible with the regalia or significant object they have chosen to wear. Otherwise, the district has discretion to determine the conduct for graduation ceremonies as described above.

 

VIII. 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:

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

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

C. 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.

 

IX. Withholding of Diploma

The district may withhold a student’s diploma based on the student鈥檚 damage to property in accordance with policy 3520 Student Fees, Fines or Charges.

Any student discipline will be in accordance with policy 3241 Student Discipline. Student discipline may include denying the student鈥檚 participation in graduation ceremonies. Such exclusion from graduation ceremonies is regarded as a school suspension. In such instances, the district will grant the diploma.