Graduation Requirements

These are the current graduation requirements to earn a diploma through the Oak Harbor School District as directed in Board Policy 2410p.

School Board Policy Link

HIGH SCHOOL GRADUATION REQUIREMENTS

Publication of Graduation Requirements

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:
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.

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:

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

Class of:	2020	2021	2022	Class of 2023 and beyond
Entering 9^th grade after July 1 of:	2016	2017	2018	2019
English	4	4	4	4
Mathematics	3	3	3	3
Science	3	3	3	3
Social Studies	3	3	3	3
Arts	2	2	2	2
Health and Fitness	2	2	2	2
Career and Tech Ed	1	1	1	1
World Language	2	2	2	2
Electives	4	4	6.5	8
Total Required Credits:	24	24	26.5	28

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.

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:
  1. On a state assessment in English Language Arts (.5 credit).
  2. 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).
  3. Meeting standard on an approved state alternative that meets the graduation requirement (.5 credit).
  4. 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).
    1. 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.

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.

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:
  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 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:
  1. On a state assessment in the equivalent math subject (.5 credit).
  2. 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).
  3. Meeting standard on an approved state alternative that meets the graduation requirement (.5 credit).
  4. 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).
    1. Additionally, .5 credit may be awarded to a student for successfully completing a course in preparation for taking the mathematics section of the GED.

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. 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;
2. The student, the student's parent or guardian, and the school principal or counselor agree to the substitution;
3. 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 science course.

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.

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:
  1. On a state assessment in Science (.5 credit).
  2. 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).
  3. Meeting standard on an approved state alternative that meets the graduation requirement (.5 credit).
  4. 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).
    1. Additionally, .5 credit may be awarded to a student for successfully completing course in preparation for taking the science section of the GED.

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. 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;
2. The student, the student's parent or guardian, and the school principal or counselor agree to the substitution;
3. 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.

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.

Three credits in Social Studies:
1. One credit must be in United States history or Advanced Placement US History;
2. One-half credit must be Modern Global Economics or Advanced Placement Government and Politics;
3. One-half credit must be in Civics or Advanced Placement Government and Politics;
4. One credit must be in a World History or Advanced Placement World History;
5. A student must receive Washington State history and government instruction.
6. A student may recover social studies credit by demonstrating mastery in the following ways:
  1. 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).
  2. Meeting standard on an approved state alternative that meets the graduation requirement (.5 credit).
  3. 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).

Two credits in the arts: One of the two arts credits may be replaced with a Personalized Pathway Requirement.
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:
  1. 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).
  2. Meeting standard on an approved state alternative that meets the graduation requirement (.5 credit).
  3. 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).
    1. Additionally, .5 credit may be awarded to a student for successfully completing a course in preparation for taking a world language proficiency test.
  4. 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.
One-half credit in health.
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
2. District-Approved Fitness Plan/Portfolio(where available)
3. Physical disability
4. Employment
5. Religious belief
6. Participation in directed athletics (up to one credit total)
7. Earning credit in Military Science (NJROTC)
8. Other good cause
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.

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:

The name of the program or planned learning experience;
The length of time for which approval is desired;
The objective(s) of the program;
The learning goals and related state learning requirements of the program experience;
A description of how credits will be determined in accord with WAC 180-51-050(1);
A description of how student performance will be assessed;
The qualifications of instructional personnel; and
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:

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.
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.
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.
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:

The school will supervise the work program.
The work experience will specifically relate to the student’s school program.
The work experience will represent growth in the student, and the type of work will have definite educational value.
The work experience will provide a varied job experience.
The career placement counselor will supplement the work experience with an adequate program of guidance, placement, follow-up, and coordination between job and school.
The work experience may be a planned part of the credit given for a school subject (e.g., sales training class).
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).
The employer will legally employ the student who must have passed his or her sixteenth birthday.
The employer will file a report of the student's work record with the school, indicating the student made satisfactory progress on the job.
The regular state apprenticeship program and school cooperatively develop the student’s training, which meets graduation requirements standards.
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:

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.
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.
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:

MIL Form 115 or an equivalent form provided by the National Guard will be completed and filed with the school district; and
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.
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:

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.
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.
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.

High School and Beyond Plan Requirement

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

High school and beyond plans must be initiated for students during the seventh or eighth grade to guide their high school experience and prepare them for postsecondary education or training and their careers. In preparation for initiating a high school and beyond plan, each student must first be administered a career interest and skills inventory that will help inform the student’s ninth grade course taking and initial identification of his or her education and career goals.

The district encourages parents and guardians to be involved in the process of developing and updating students’ high school and beyond plans.

The high school and beyond plan will be developed and updated periodically through the advisory programs in grades 7-12 to address the following:

High school assessment results and junior year course-taking;
A student’s changing interests, goals, and needs, including identifications of the graduation pathway options the student intends to complete to meet his or her educational and career goals; and
Available interventions, academic supports, and courses that will enable the student to meet high school graduation requirements and graduation pathway requirements.

For students with an individualized education program (IEP), the high school and beyond plan must be developed and updated in alignment with their IEP, but in a similar manner and with similar school personnel as for all other students.

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

Identification of career goals, aided by a skills and interest assessment;
Identification of educational goals;
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, and College in the High School programs;
Information about the College Bound scholarship program established in Chapter 28B.118 RCW;
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; and
5. Includes information about the College Bound scholarship program; and
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 post-secondary program;
  1. Information about the documentation necessary for completing the applications; application timelines and submission deadlines; the importance of submitting applications early; information specific to students who are or have been in foster care; information specific to students who are, or are at risk of, being homeless; information specific to students whose family member or guardian will be required to provide financial and tax information necessary to complete the application; and
  2. Opportunities to participate in sessions that assist students and, when necessary, their family members or guardians, fill out financial aid applications.
Evidence that the student has received the following information on federal and state financial aid programs that help pay for the costs of a post-secondary 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; and
9. Information on college-bound scholarship application and eligibility; and
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.

Students who have not earned a score of level three or four on the middle school math state assessment must include in their plan taking math courses in ninth and tenth grade.

For students who have not earned a level three or four on their middle school English language arts exam or their middle school science exam, the district will inform them of supports and courses that will address their learning needs and be considered in their course-taking plans.

For students meeting graduation requirements, their high school and beyond plans should be used to guide their choices of what their third credit of high school math and science will be.

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.

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 doing either A or B below:

Earning high school credit with a grade of C+ or higher in each term in the following advanced placement, in English language arts and mathematics.
1. English language arts courses:
  1. AP courses: English literature and composition, English Language and Composition, United States history, world history, or United States government and politics.
2. Mathematics courses:
  1. AP courses: statistics, computer science A, computer science principles, or calculus.
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.

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.

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:

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.
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.
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.
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.

Seal of Biliteracy

To be awarded the Washington Seal of Biliteracy, graduating high school students must meet the following criteria:

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
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:
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 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.

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.

Withholding of a Diploma

The district may withhold a student's diploma until the student pays for any school property the student has lost or willfully damaged. Upon payment for damages, or the equivalency through voluntary work, the district will release the diploma. When the damages or fines do not exceed $100, the student or his/her parents will have the right to an appeal using the same process as used for short-term suspension as defined in Policy 3241, Classroom Management, Corrective Actions, or Discipline. When damages are in excess of $100, the appeal process for long-term suspension as defined in Policy 3241, Classroom Management, Corrective Actions or Discipline, will apply. The district may, in its discretion, choose to offer in-school suspension in these circumstances.

In the event that the district has imposed other forms of corrective action for violations of school rules, the district may deny the student’s participation in graduation ceremonies. Such exclusion from graduation ceremonies is regarded as a school suspension. In such instances, the district will grant the diploma.