PROPOSED RULES
Preproposal statement of inquiry was filed as WSR 00-11-171.
Title of Rule: Chapter 180-51 WAC, proposed new sections, proposed amendments to sections, and proposed repeal of sections (see sections below).
Purpose: To make necessary changes to the existing state minimum high school graduation requirements.
Statutory Authority for Adoption: RCW 28A.230.090.
Summary: Proposed new sections WAC 180-51-001, 180-51-003 and 180-51-061; proposed amendments to WAC 180-51-005, 180-51-025, 180-51-035, 180-51-040, 180-51-045, 180-51-050, 180-51-060, 180-51-085, 180-51-100, 180-51-110 and 180-51-115; and proposed repealing of WAC 180-51-010, 180-51-055, 180-51-065, 180-51-070, and 180-51-080.
Reasons Supporting Proposal: Aforementioned proposed changes align state minimum graduation requirements with education reform.
Name of Agency Personnel Responsible for Drafting, Implementation and Enforcement: Larry Davis, State Board of Education, Olympia, (360) 753-6715.
Name of Proponent: State Board of Education.
Rule is not necessitated by federal law, federal or state court decision.
Explanation of Rule, its Purpose, and Anticipated Effects: Proposed new sections, amendments and repeal of sections to chapter 180-51 WAC to bring current state minimum high school graduation requirements in alignment with education reform.
Proposal Changes the Following Existing Rules: Proposed new sections WAC 180-51-001, 180-51-003 and 180-51-061; proposed amendments to WAC 180-51-005, 180-51-025, 180-51-035, 180-51-040, 180-51-045, 180-51-050, 180-51-060, 180-51-085, 180-51-100, 180-51-110 and 180-51-115; and proposed repeal of WAC 180-51-010, 180-51-055, 180-51-065, 180-51-070, and 180-51-080.
No small business economic impact statement has been prepared under chapter 19.85 RCW.
RCW 34.05.328 does not apply to this rule adoption.
Hearing Location: Lake Washington School District, 16250 N.E. 74th Street, Redmond, WA 97039, on August 23, 2000, at 8:30 a.m.
Assistance for Persons with Disabilities: Contact Laura Moore by August 3, 2000, TDD (360) 664-3631, or (360) 753-6715.
Submit Written Comments to: Rules Coordinator, State Board of Education, P.O. Box 47206, Olympia, WA 98504-7206, fax (360) 586-2357, by August 3, 2000.
Date of Intended Adoption: August 25, 2000.
July 18, 2000
Larry Davis
Executive Director
OTS-4202.2
NEW SECTION
WAC 180-51-001
Education reform vision.
(1) The shift from a time and credit based system of education to a standards and performance-based education system will require a multiyear transition. In the long-term, the state board believes that certain ways of thinking about time need to shift and/or be eliminated in order to support the on-going implementation of school reform. The board's long-term vision of a performance-based education system includes:
(a) No references to grade levels or linking a student's educational progress to a particular age. Instead, learning is viewed in terms of developmental progress, academically and vocationally, so that while the curriculum may be sequential the student moves through it at her or his developmental pace, regardless of age;
(b) An understanding that in the absence of other important information, a student's grade point average and/or performance on the Washington assessment of student learning do not provide a complete picture of the student's abilities and accomplishments;
(c) An understanding that our concept of school needs to expand and take into account that education and learning are about connected learning experiences, which can and do occur inside and outside the physical boundaries of a school building; and
(d) An understanding that students do not all learn in the same way (there are multiple learning styles), that teachers do not all instruct in the same way (there are multiple teaching styles and strategies), and these facts suggest that it should be possible to assess students' performance and achievement in multiple ways while maintaining common, high expectations and standards for learning.
(2) Long-term, as the performance-based education system continues to evolve, the state board of education believes that there should be an on-going review of assessment administration issues. The state board believes it is worth envisioning a time when state assessments are not administered at a particular grade level. Instead, during one or more assessment windows annually, students are allowed to take the appropriate norm-referenced or criterion-referenced state assessment upon the collective determination by the student, the student's parent(s), teacher(s), and counselor that the student is developmentally ready to take the assessment.
[]
(1) The state board of education is responsible for establishing minimum high school graduation requirements that appropriately balance:
(a) State-wide public expectations for all graduating students;
(b) High, meaningful, and fair requirements every student can meet;
(c) The unique characteristics of and differing resources among the two hundred ninety-six school districts and over three hundred high schools in Washington; and
(d) Recognition that some students' educational plans may not include college or may include application for admission to a postsecondary institution one year or more after being granted a high school diploma.
(2) In order to facilitate the transition, encourage local innovation, and realize the vision under WAC 180-51-001, it is the intent of the state board of education to enact changes to the current state minimum graduation requirements, standardized transcript, and course of study and equivalency provisions to:
(a) Align the state-wide minimum high school graduation requirements with the goal of the basic education act under RCW 28A.150.210 and the mission of the common school system under WAC 180-40-210;
(b) Allow districts the optional discretion to define and award high school credit based on demonstrated performance that is not tied to a state minimum number of hours of instruction or instructional activities;
(c) Assure that all the essential academic learning requirements developed under RCW 28A.655.060 (3)(a) and 28A.655.070(2) are taught in the high school curriculum;
(d) Assure that students are aware of the connection between their education and possible career opportunities as referenced in RCW 28A.150.210(4) and WAC 180-57-090;
(e) Assure that students are provided the opportunity to effectively prepare for the secondary Washington assessment of student learning and earn the certificate of mastery required under RCW 28A.655.060 (3)(c), recognizing that the certificate of mastery represents demonstrated foundation knowledge and skills that are important toward, but no sufficient for, high school graduation; and
(f) Provide greater guidance to school districts in regard to the state board's obligation under RCW 28A.305.130(8) to "...Prepare such outline of study for the common schools as the board shall deem necessary ..."
(3) It is the state board's view that the creative development and application of integrated curriculum within existing resources will significantly facilitate the implementation of the graduation requirements under WAC 180-51-061. The board strongly encourages districts to:
(a) Implement curriculum that includes courses that incorporate the best applied, theoretical, academic or vocational features as authorized under RCW 28A.230.010;
(b) Emphasize the integration of academic and vocational education in educational pathways as required under RCW 28A.655.060 (3)(c); and
(c) Consider using the model curriculum integrating vocational and academic education developed by the superintendent of public instruction under RCW 28A.300.235.
[]
(1) The authority for this chapter is RCW 28A.230.090 which authorizes and requires the state board of education to establish high school graduation requirements or equivalencies for students.
(2) The purpose of this chapter is to establish high school graduation requirements, including policies and procedures for equivalencies, for students who commence the ninth grade or the equivalent of a four-year high school program subsequent to July 1, 2004. Graduation requirements and policies and procedures for equivalencies for students who commence the ninth grade or the equivalent of a four-year high school program prior to July 1, 2004, are codified in WAC 180-51-060 and shall remain in effect for such students pursuant to WAC 180-51-035.
(3) Nothing in this section or WAC 180-51-061 shall prevent a district from implementing any or all of the requirements under WAC 180-51-061 prior to the requirements formally becoming state graduation requirements after July 1, 2004.
[Statutory Authority: RCW 28A.230.090 and 28A.230.100. 93-04-115, § 180-51-005, filed 2/3/93, effective 3/6/93. Statutory Authority: 1990 c 33. 90-17-009, § 180-51-005, filed 8/6/90, effective 9/6/90. Statutory Authority: RCW 28A.05.062. 86-20-053 (Order 11-86), § 180-51-005, filed 9/29/86. Statutory Authority: Chapter 28A.05 RCW. 84-11-049 (Order 7-84), § 180-51-005, filed 5/17/84.]
The content of courses and the determination of
which courses satisfy particular subject area requirements and
whether a particular course may satisfy more than one subject
area requirement ((for different students)) shall be determined
locally in accordance with ((rules)) written policies adopted by
boards of directors of districts: Provided, That if a foreign
language graduation requirement is established, credits earned in
American sign language shall count toward the completion of the
requirement.
[Statutory Authority: RCW 28A.230.090 and 28A.230.100. 93-04-115, § 180-51-025, filed 2/3/93, effective 3/6/93. Statutory Authority: RCW 28A.05.060. 89-12-061 (Order 10-89), § 180-51-025, filed 6/6/89. Statutory Authority: Chapter 28A.05 RCW. 84-11-049 (Order 7-84), § 180-51-025, filed 5/17/84.]
((Pursuant to RCW 28A.230.090, any
student who has completed high school courses before attending
high school shall, upon the request of the student and his or her
parent or guardian, be given high school credit which shall apply
toward fulfilling high school graduation requirements if:
(1) The academic level of the course exceeds the requirements for seventh and eighth grade classes and is equivalent to or exceeds the requirements for courses in grades nine through twelve; or
(2) The student successfully completes a regular grade seven or eight course or a supplemented course which has been determined by the district board of directors to be the equivalent of a course offered at a district high school and the course instructor is certificated to teach the course in grades nine through twelve in accordance with WAC 180-16-221 through 180-16-224.
A student who has taken a course consistent with subsection (1) or (2) of this section shall not be required to satisfy any additional requirements to receive high school credit for the course.
The provisions of this section shall also apply to any student enrolled in grades nine through twelve on or after April 11, 1990.)) See RCW 28A.230.090(4).
[Statutory Authority: RCW 28A.230.090 and 28A.230.100. 93-04-115, § 180-51-030, filed 2/3/93, effective 3/6/93; 91-01-066, § 180-51-030, filed 12/14/90, effective 1/14/91. Statutory Authority: Chapter 28A.05 RCW. 84-11-049 (Order 7-84), § 180-51-030, filed 5/17/84.]
A student shall have the right to graduate in accordance with the standards in effect for the school of graduation for any year since such student commenced the ninth grade or the equivalent of a four-year high school program unless more than ten years has passed since such entry. In such case, the student shall have the right to graduate in accordance with the standards in effect for the school of graduation for any year within the last ten years. All subsequent amendments to this chapter and all subsequent local standards shall apply prospectively to the students who enter the ninth grade or begin the equivalent of a four-year high school program subsequent to the amendments.
[Statutory Authority: Chapter 28A.05 RCW. 84-11-049 (Order 7-84), § 180-51-035, filed 5/17/84.]
Each high school shall keep on file for student and public
inspection a copy of the state board of education rules and
((regulations)) guidelines regarding high school graduation
requirements and procedures for equivalencies applicable for the
school year, including the preceding ten years. Any locally
adopted high school graduation requirements and procedures for
equivalencies shall also be kept on file with such state
requirements. Copies of state requirements by year also shall be
kept on file in the office of ((superintendent of public
instruction)) the state board of education.
[Statutory Authority: Chapter 28A.05 RCW. 84-11-049 (Order 7-84), § 180-51-040, filed 5/17/84.]
Commencing with the beginning of the ninth grade, or the equivalent of a four-year high school program, and each year thereafter, each high school shall provide each student and his or her parents or guardians with a copy of the high school graduation requirements applicable to each student and a progress report at the close of each school year thereafter of each individual student's progress toward meeting those requirements. If a student is not making normal progress toward such requirements, the high school shall notify the student and parents or guardians of alternative education experiences, including summer school opportunities available in the community, if any, or in close proximity.
[Statutory Authority: Chapter 28A.05 RCW. 84-11-049 (Order 7-84), § 180-51-045, filed 5/17/84.]
As used in this chapter the term "high school credit" shall mean:
(1) Grades nine through twelve or the equivalent of a
four-year high school program((s.)), and grades seven and eight
under the provisions of RCW 28A.230.090 (4) and (5):
(a) One hundred fifty hours of planned instructional activities approved by the district and aligned with one or more of the state learning goals and related essential academic learning requirements; or
(b) Satisfactory demonstration, as determined by written school district policy, by a student of clearly identified competencies or performance indicators that are not tied to a state minimum number of hours of instruction or instructional activities for a specific course, class, or program and which competencies or performance indicators are aligned with one or more of the student learning goals and related essential academic learning requirements and, as appropriate, with student competencies identified in secondary vocational-technical education programs meeting approval standards adopted by the superintendent of public instruction.
(2) College and university course work. At the college or university level, five quarter or three semester hours shall equal 1.0 high school credit: Provided, That for the purpose of this subsection, "college and university course work" means course work that generally is designated 100 level or above by the college or university.
(3) Community college high school completion program - Diploma awarded by community college. Five quarter or three semester hours of community college high school completion course work shall equal 1.0 high school credit: Provided, That for purposes of awarding equivalency credit under this subsection, college and university high school completion course work includes course work that is designated below the 100 level by the college and the course work is developmental education at grade levels nine through twelve or the equivalent of a four-year high school program.
(4) Community college high school completion program - Diploma awarded by school district. A minimum of .5 and a maximum of 1.0 high school credit may be awarded for every five quarter or three semester hours of community college high school completion course work: Provided, That for purposes of awarding equivalency credit under this subsection, college and university high school completion course work includes course work that is designated below the 100 level by the college and the course work is developmental education at grade levels nine through twelve or the equivalent of a four-year high school program.
(5) Each high school district board of directors shall adopt a written policy for determining the awarding of equivalency credit authorized under subsection (4) of this section. The policy shall apply uniformly to all high schools in the district.
(6) Each high school district board of directors shall adopt a written policy that shall apply uniformly to all high schools in the district regarding the recognition and acceptance of credits earned: In other high schools in the district; in other high schools in other districts; in state board of education approved private schools; and in homeschool settings.
(7) A student must first obtain a written release from their school district to enroll in a high school completion program under subsection (3) of this section if the student has not reached age eighteen or whose class has not graduated.
[Statutory Authority: RCW 28A.230.090. 99-10-093, § 180-51-050, filed 5/4/99, effective 6/4/99. Statutory Authority: RCW 28A.230.090 and 28A.305.130. 97-08-020, § 180-51-050, filed 3/25/97, effective 4/25/97; 96-09-027, § 180-51-050, filed 4/9/96, effective 5/10/96. Statutory Authority: RCW 28A.230.090, 28A.305.130 and 1994 c 222. 95-16-063, § 180-51-050, filed 7/27/95, effective 8/27/95. Statutory Authority: RCW 28A.230.090(1) and 28A.305.130 (8) and (9). 94-13-017, § 180-51-050, filed 6/3/94, effective 7/4/94. Statutory Authority: RCW 28A.230.090. 94-03-100 (Order 1-94), § 180-51-050, filed 1/19/94, effective 9/1/94. Statutory Authority: RCW 28A.05.060. 85-12-041 (Order 12-85), § 180-51-050, filed 6/5/85. Statutory Authority: Chapter 28A.05 RCW. 84-11-049 (Order 7-84), § 180-51-050, filed 5/17/84.]
(1) The minimum subject areas and credits therein shall be:
| SUBJECT | CREDIT |
||
| English | 3 | ||
| Mathematics | 2 | ||
| Science* | 2 | ||
| Social Studies | 2 1/2 | ||
| United States History and Government |
(1) | ||
| Washington State History and Government |
(1/2)** | ||
| Contemporary World History, Geography, and Problems |
(1)** | ||
| Occupational Education*** | 1 | ||
| Physical Education | 2 | ||
| Restricted Elective | **** | 1 | |
| *At least one credit of the two science credits shall be in a laboratory science. | |||
| **See WAC 180-51-075 for equivalencies. | |||
| ***"Occupational education" means credits resulting from a series of learning experiences designed to assist the student to acquire and demonstrate competency of skills under student learning goal three, student learning goal four, and the vocational-technical education program approval standards adopted by the superintendent of public instruction and which skills are required for success in current and emerging occupations. | |||
| ****This one credit requirement must be selected from
(( |
|||
| Electives | 5 1/2 | ||
| Total | 19 | ||
(3) In accordance with WAC 180-51-035, this section shall expire on June 30, 2014, for those students who begin the equivalent of a four-year high school program prior to July 1, 2004.
[Statutory Authority: RCW 28A.05.062 and 28A.05.064. 88-01-109 (Order 18-87), § 180-51-060, filed 12/22/87. Statutory Authority: RCW 28A.05.060. 85-12-041 (Order 12-85), § 180-51-060, filed 6/5/85. Statutory Authority: Chapter 28A.05 RCW. 84-11-049 (Order 7-84), § 180-51-060, filed 5/17/84.]
OPTION AThe state-wide minimum subject areas and credits required for high school graduation, beginning July 1, 2004, for students who enter the ninth grade or begin the equivalent of a four-year high school program, shall be:
| Essential Core Requirements | |||
| Subject | Essential Content1 | Minimum State Credits2 | Assessment Includes |
| English • Reading • Writing • Communications |
The Essential Academic Learning Requirements through benchmark three, plus content that is determined by the district to be beyond benchmark three level content | 3 | Secondary WASL3 (beginning 2008) |
| Mathematics | The Essential Academic Learning Requirements through benchmark three, plus content that is determined by the district to be beyond benchmark three level content | 2 | Secondary WASL3 (beginning 2008) |
| Science • Physical • Life • Earth |
The Essential Academic Learning Requirements
through benchmark three, plus content that is
determined by the district to be beyond
benchmark three level content
|
2 | Secondary WASL3 (beginning 2010) |
| Core Requirements | |||
| Social Studies • Civics • History • Geography |
The Essential Academic Learning Requirements
through benchmark three, plus content that is
determined by the district to be beyond
benchmark three level content U.S. history and government, Washington state
history and government, and including study of
the U.S. and Washington state Constitutions4 Contemporary world history, geography, and problems5 |
2.5 | Locally Determined Assessment Until State Assessments Become Available and Are Required |
| Health and Fitness6 | The Essential Academic Learning Requirements through benchmark three, plus content that is determined by the district to be beyond benchmark three level content | 2 | Locally Determined Assessment Until State Assessments Become Available and Are Required |
| Arts | The Essential Academic Learning Requirements
through benchmark three, plus content that is
determined by the district to be beyond
benchmark three level content May be satisfied in the visual or performing arts |
1 | Locally Determined Assessment Until State Assessments Become Available and Are Required |
| Occupational Education7 "Occupational education" means credits resulting from a series of learning experiences designed to assist the student to acquire and demonstrate competency of skills under student learning goal three, student learning goal four, and the vocational-technical education program approval standards adopted by the superintendent of public instruction, and which skills are required for success in current and emerging occupations. | "General work skills": Student competencies aligned with learning goals three and four and the program approval standards adopted by the superintendent of public instruction for exploratory or preparatory vocational-technical education courses. | 1 | Locally Determined Assessment |
| Electives8 | Must be linked to one or more of the subjects listed in the state learning goals and related essential academic learning requirements, taken in an area of study under WAC 180-50-115(4) or 180-50-117(4), and tied to the student's high school + plan. | 5.5 | Locally Determined Assessment |
| TOTAL | 19 | ||
| Noncredit Requirements | |||
| Culminating Project | See footnote #9. | Locally Determined Assessment | |
| High School + Education Plan | See footnote #10. | Locally Determined Assessment | |
| 1 | The essential content in the subject areas for which EALRs have been developed should also include the appropriate integration of EALRs from the other subject areas. |
| 2 | See WAC 180-51-050 for definition of high school credit. |
| 3 | See WAC 180-51-063 for effective date. |
| 4 | The study of Washington state history and government is encouraged to include information on the culture, history, and government of the American Indian people who were the first inhabitants of the state. The study of the U.S. and Washington state Constitutions shall not be waived, but may be fulfilled through an alternative learning experience approved by the school principal pursuant to written district policy. Secondary school students who have completed and passed a state history and government course of study in another state may have the Washington state history and government requirement waived by their principal. For purposes of the Washington state history and government requirement only, the term "secondary school students" shall mean a student who is in one of the grades seven through twelve. |
| 5 | Courses in economics, sociology, civics, political science, international relations, or related courses with emphasis on current problems may be accepted as equivalencies. |
| 6 | The fitness portion of the requirement shall be met by course work in fitness education. The content of fitness courses shall be determined locally pursuant to WAC 180-51-025. Suggested fitness course outlines shall be developed by the office of the superintendent of public instruction. Students may be excused from the physical portion of the fitness requirement pursuant to RCW 28A.230.050. Such excused students shall be required to substitute equivalency credits in accordance with policies of boards of directors of districts, including demonstration of the knowledge portion of the fitness requirement. "Directed athletics" shall be interpreted to include community-based organized athletics. |
| 7 | "Occupational education" means credits resulting from a series of learning experiences designed to assist the student to acquire and demonstrate competency of skills under student learning goal three, student learning goal four, and the vocational-technical education program approval standards adopted by the superintendent of public instruction and which skills are required for success in current and emerging occupations. |
| 8 | Study in a world language other than English or study in a world culture may satisfy any or all of the required electives. |
| 9 | Each student shall complete a culminating project. The project shall require the student to: Draw upon their knowledge and skills in the essential core and core requirement subjects; and demonstrate their learning competencies, preparations, special skills, and knowledge acquired during their high school experience. The culminating project shall include an interactive demonstration of the student meeting the standards for one or more of the subjects in the state learning goals. Students are strongly encouraged to complete the culminating project as part of an education pathway that must be offered by the school pursuant to RCW 28A.655.060 (3)(c). Districts shall adopt a written policy to implement the culminating project requirement in its high schools, including assessment criteria for the culminating project that shall be developed at the local level. The written district policy shall establish foundation criteria that shall apply uniformly to all district high schools. The written policy shall address how students will be supervised, and by whom, if the culminating project requires or involves activities in the community. Nothing in this section shall prohibit a school or district from integrating subjects, or integrating academic and vocational instruction, or both, to support culminating projects. |
| 10 | Each student shall have an education plan for their high school experience, including what they expect to do the year following graduation. |
[]
OPTION BThe state-wide minimum subject areas and credits required for high school graduation, beginning July 1, 2004, for students who enter the ninth grade or begin the equivalent of a four-year high school program, shall be:
| Essential Core Requirements | |||
| Subject | Essential Content1 | Minimum State Credits2 | Assessment Includes |
| English • Reading • Writing • Communications |
The Essential Academic Learning Requirements through benchmark three, plus content that is determined by the district to be beyond benchmark three level content | 3 | Secondary WASL3 (beginning 2008) |
| Mathematics | The Essential Academic Learning Requirements through benchmark three, plus content that is determined by the district to be beyond benchmark three level content | 3 | Secondary WASL3 (beginning 2008) |
| Science • Physical • Life • Earth |
The Essential Academic Learning Requirements
through benchmark three, plus content that is
determined by the district to be beyond
benchmark three level content
|
3 | Secondary WASL3 (beginning 2010) |
| Core Requirements | |||
| Social Studies • Civics • History • Geography |
The Essential Academic Learning Requirements
through benchmark three, plus content that is
determined by the district to be beyond
benchmark three level content U.S. history and government, Washington state
history and government, and including study of
the U.S. and Washington state Constitutions4 Contemporary world history, geography, and problems5 |
3 | Locally Determined Assessment Until State Assessments Become Available and Are Required |
| Health and Fitness6 | The Essential Academic Learning Requirements through benchmark three, plus content that is determined by the district to be beyond benchmark three level content | 2 | Locally Determined Assessment Until State Assessments Become Available and Are Required |
| Arts | The Essential Academic Learning Requirements
through benchmark three, plus content that is
determined by the district to be beyond
benchmark three level content May be satisfied in the visual or performing arts |
1 | Locally Determined Assessment Until State Assessments Become Available and Are Required |
| Occupational Education7 "Occupational education" means credits resulting from a series of learning experiences designed to assist the student to acquire and demonstrate competency of skills under student learning goal three, student learning goal four, and the vocational-technical education program approval standards adopted by the superintendent of public instruction, and which skills are required for success in current and emerging occupations. | "General work skills": Student competencies aligned with learning goals three and four and the program approval standards adopted by the superintendent of public instruction for exploratory or preparatory vocational-technical education courses. | 2 | Locally Determined Assessment |
| Electives8 | Must be linked to one or more of the subjects listed in the state learning goals and related essential academic learning requirements, taken in an area of study under WAC 180-50-115(4) or 180-50-117(4), and tied to the student's high school + plan. | 2 | Locally Determined Assessment |
| TOTAL | 19 | ||
| Noncredit Requirements | |||
| Culminating Project | See footnote #9. | Locally Determined Assessment | |
| High School + Education Plan | See footnote #10. | Locally Determined Assessment | |
| 1 | The essential content in the subject areas for which EALRs have been developed should also include the appropriate integration of EALRs from the other subject areas. |
| 2 | See WAC 180-51-050 for definition of high school credit. |
| 3 | See WAC 180-51-063 for effective date. |
| 4 | The study of Washington state history and government is encouraged to include information on the culture, history, and government of the American Indian people who were the first inhabitants of the state. The study of the U.S. and Washington state Constitutions shall not be waived, but may be fulfilled through an alternative learning experience approved by the school principal pursuant to written district policy. Secondary school students who have completed and passed a state history and government course of study in another state may have the Washington state history and government requirement waived by their principal. For purposes of the Washington state history and government requirement only, the term "secondary school students" shall mean a student who is in one of the grades seven through twelve. |
| 5 | Courses in economics, sociology, civics, political science, international relations, or related courses with emphasis on current problems may be accepted as equivalencies. |
| 6 | The fitness portion of the requirement shall be met by course work in fitness education. The content of fitness courses shall be determined locally pursuant to WAC 180-51-025. Suggested fitness course outlines shall be developed by the office of the superintendent of public instruction. Students may be excused from the physical portion of the fitness requirement pursuant to RCW 28A.230.050. Such excused students shall be required to substitute equivalency credits in accordance with policies of boards of directors of districts, including demonstration of the knowledge portion of the fitness requirement. "Directed athletics" shall be interpreted to include community-based organized athletics. |
| 7 | "Occupational education" means credits resulting from a series of learning experiences designed to assist the student to acquire and demonstrate competency of skills under student learning goal three, student learning goal four, and the vocational-technical education program approval standards adopted by the superintendent of public instruction and which skills are required for success in current and emerging occupations. |
| 8 | Study in a world language other than English or study in a world culture may satisfy any or all of the required electives. |
| 9 | Each student shall complete a culminating project. The project shall require the student to: Draw upon their knowledge and skills in the essential core and core requirement subjects; and demonstrate their learning competencies, preparations, special skills, and knowledge acquired during their high school experience. The culminating project shall include an interactive demonstration of the student meeting the standards for one or more of the subjects in the state learning goals. Students are strongly encouraged to complete the culminating project as part of an education pathway that must be offered by the school pursuant to RCW 28A.655.060 (3)(c). Districts shall adopt a written policy to implement the culminating project requirement in its high schools, including assessment criteria for the culminating project that shall be developed at the local level. The written district policy shall establish foundation criteria that shall apply uniformly to all district high schools. The written policy shall address how students will be supervised, and by whom, if the culminating project requires or involves activities in the community. Nothing in this section shall prohibit a school or district from integrating subjects, or integrating academic and vocational instruction, or both, to support culminating projects. |
| 10 | Each student shall have an education plan for their high school experience, including what they expect to do the year following graduation. |
[]
OPTION CThe state-wide minimum subject areas and credits required for high school graduation, beginning July 1, 2004, for students who enter the ninth grade or begin the equivalent of a four-year high school program, shall be:
| Essential Core Requirements | |||
| Subject | Essential Content1 | Minimum State Credits2 | Assessment Includes |
| English • Reading • Writing • Communications |
The Essential Academic Learning Requirements through benchmark three, plus content that is determined by the district to be beyond benchmark three level content | 3 | Secondary WASL3 (beginning 2008) |
| Mathematics | The Essential Academic Learning Requirements through benchmark three, plus content that is determined by the district to be beyond benchmark three level content | 3 | Secondary WASL3 (beginning 2008) |
| Science • Physical • Life • Earth |
The Essential Academic Learning Requirements
through benchmark three, plus content that is
determined by the district to be beyond
benchmark three level content
|
3 | Secondary WASL3 (beginning 2010) |
| Core Requirements | |||
| Social Studies • Civics • History • Geography |
The Essential Academic Learning Requirements
through benchmark three, plus content that is
determined by the district to be beyond
benchmark three level content U.S. history and government, Washington state
history and government, and including study of
the U.S. and Washington state Constitutions4 Contemporary world history, geography, and problems5 |
4 | Locally Determined Assessment Until State Assessments Become Available and Are Required |
| Health and Fitness6 | The Essential Academic Learning Requirements
through benchmark three, plus content that is
determined by the district to be beyond
benchmark three level content
|
2 | Locally Determined Assessment Until State Assessments Become Available and Are Required |
| Arts | The Essential Academic Learning Requirements
through benchmark three, plus content that is
determined by the district to be beyond
benchmark three level content May be satisfied in the visual or performing arts |
1 | Locally Determined Assessment Until State Assessments Become Available and Are Required |
| Occupational Education7 "Occupational education" means credits resulting from a series of learning experiences designed to assist the student to acquire and demonstrate competency of skills under student learning goal three, student learning goal four, and the vocational-technical education program approval standards adopted by the superintendent of public instruction, and which skills are required for success in current and emerging occupations. | "General work skills": Student competencies aligned with learning goals three and four and the program approval standards adopted by the superintendent of public instruction for exploratory or preparatory vocational-technical education courses. | 1 | Locally Determined Assessment |
| TOTAL | 19 | ||
| Student Plan and Culminating Project | See footnote #6. | Local Option6 | Locally Determined Assessment |
| 1 | The essential content in the subject areas for which EALRs have been developed should also include the appropriate integration of EALRs from the other subject areas. |
| 2 | See WAC 180-51-050 for definition of high school credit. |
| 3 | See WAC 180-51-063 for effective date. |
| 4 | The study of Washington state history and government is encouraged to include information on the culture, history, and government of the American Indian people who were the first inhabitants of the state. The study of the U.S. and Washington state Constitutions shall not be waived, but may be fulfilled through an alternative learning experience approved by the school principal pursuant to written district policy. Secondary school students who have completed and passed a state history and government course of study in another state may have the Washington state history and government requirement waived by their principal. For purposes of the Washington state history and government requirement only, the term "secondary school students" shall mean a student who is in one of the grades seven through twelve. |
| 5 | Courses in economics, sociology, civics, political science, international relations, or related courses with emphasis on current problems may be accepted as equivalencies. |
| 6 | The fitness portion of the requirement shall be met by course work in fitness education. The content of fitness courses shall be determined locally pursuant to WAC 180-51-025. Suggested fitness course outlines shall be developed by the office of the superintendent of public instruction. Students may be excused from the physical portion of the fitness requirement pursuant to RCW 28A.230.050. Such excused students shall be required to substitute equivalency credits in accordance with policies of boards of directors of districts, including demonstration of the knowledge portion of the fitness requirement. "Directed athletics" shall be interpreted to include community-based organized athletics. |
| 7 | "Occupational education" means credits resulting from a series of learning experiences designed to assist the student to acquire and demonstrate competency of skills under student learning goal three, student learning goal four, and the vocational-technical education program approval standards adopted by the superintendent of public instruction and which skills are required for success in current and emerging occupations. |
| 8 | Study in a world language other than English or study in a world culture may satisfy any or all of the required electives. |
| 9 | Each student shall complete a culminating project. The project shall require the student to: Draw upon their knowledge and skills in the essential core and core requirement subjects; and demonstrate their learning competencies, preparations, special skills, and knowledge acquired during their high school experience. The culminating project shall include an interactive demonstration of the student meeting the standards for one or more of the subjects in the state learning goals. Students are strongly encouraged to complete the culminating project as part of an education pathway that must be offered by the school pursuant to RCW 28A.655.060 (3)(c). Districts shall adopt a written policy to implement the culminating project requirement in its high schools, including assessment criteria for the culminating project that shall be developed at the local level. The written district policy shall establish foundation criteria that shall apply uniformly to all district high schools. The written policy shall address how students will be supervised, and by whom, if the culminating project requires or involves activities in the community. Nothing in this section shall prohibit a school or district from integrating subjects, or integrating academic and vocational instruction, or both, to support culminating projects. |
[]
(1)
The ((two credit physical education)) fitness requirement shall
be met by course work in ((physical)) fitness education. The
content of courses shall be determined locally pursuant to WAC 180-51-025. Suggested fitness course outlines and student
outcomes shall be developed by the office of the superintendent
of public instruction. Students ((shall)) may be excused from
physical education pursuant to RCW 28A.230.050. Such excused
students shall be required to substitute equivalency credits in
accordance with policies of boards of directors of districts.
(2) In accordance with WAC 180-51-035, this section shall expire on June 30, 2014, for those students who begin the equivalent of a four-year high school program prior to July 1, 2004.
[Statutory Authority: RCW 28A.230.100. 92-08-078, § 180-51-085, filed 3/31/92, effective 5/1/92; 91-11-018, § 180-51-085, filed 5/6/91, effective 6/6/91. Statutory Authority: 1990 c 33. 90-17-009, § 180-51-085, filed 8/6/90, effective 9/6/90. Statutory Authority: RCW 28A.05.060. 85-12-041 (Order 12-85), § 180-51-085, filed 6/5/85. Statutory Authority: Chapter 28A.05 RCW. 84-11-049 (Order 7-84), § 180-51-085, filed 5/17/84.]
Annual exemptions to the definition of an
annualized high school credit may be granted upon the request of
a public or approved private school which offers evidence that
delineates content, time, or competency assessments which are
substantially equivalent to the definition stated in WAC 180-51-050. The waiver process shall be administered by ((the
superintendent of public instruction)) state board of education
staff. School districts shall have the right to appeal decisions
of the ((superintendent of public instruction)) state board staff
to the state board of education. The ((superintendent of public
instruction)) state board staff shall present to the state board
of education an annual report on the waivers granted.
[Statutory Authority: RCW 28A.230.090 and 28A.230.100. 93-04-115, § 180-51-100, filed 2/3/93, effective 3/6/93. Statutory Authority: 1990 c 33. 90-17-009, § 180-51-100, filed 8/6/90, effective 9/6/90. Statutory Authority: RCW 28A.05.060. 85-12-041 (Order 12-85), § 180-51-100, filed 6/5/85. Statutory Authority: Chapter 28A.05 RCW. 84-11-049 (Order 7-84), § 180-51-100, filed 5/17/84.]
Pursuant to the provisions of RCW 28A.205.030 and chapter 392-184 WAC, the provisions of this chapter are modified in order to provide for the exemptions required by RCW 28A.205.030 for former education center students.
[Statutory Authority: RCW 28A.410.010. 94-03-103 (Order 4-94), § 180-51-105, filed 1/19/94, effective 2/19/94. Statutory Authority: 1990 c 33. 90-17-009, § 180-51-105, filed 8/6/90, effective 9/6/90. Statutory Authority: Chapter 28A.05 RCW. 84-11-049 (Order 7-84), § 180-51-105, filed 5/17/84.]
The board of directors
of a district offering a high school diploma shall adopt
((rules)) written policies providing for the granting of high
school graduation credit for alternative learning experiences,
nonhigh school courses, work experience, and challenges. High
school credits may be given for, but not limited to, the
following:
(1) Planned learning experiences conducted away from the school under the supervision or with the approval of the school and linked to one or more of the subjects listed in the state learning goals and related essential academic learning requirements;
(2) Work experience on the basis that four hundred five hours of work experience equals one credit;
(3) National guard high school career training;
(4) Postsecondary courses in accredited colleges and universities. In the case of courses taken under the statutory running start option under RCW 28A.600.300 through 28A.600.400, the district shall award high school credit pursuant to RCW 28A.230.090(6);
(5) Courses in accredited or approved
((vocational-))technical ((institutes)) colleges;
(6) Correspondence courses from accredited colleges and
universities or schools approved by the National University
((Extension)) Education Association or the ((National Home
Study)) Distance Education and Training Council;
(7) Electronically mediated courses meeting standards which shall be adopted by written policy by the school district, or standards adopted by the Northwest Association of Schools and Colleges, or the Distance Education and Training Council, or the Commission for International and Trans-regional Accreditation;
(8) Other courses offered by any school or institution if specifically approved for credit by the district; and
(((8))) (9) Credit based on competency testing, in lieu of
enrollment or taking specific courses, may be granted by the
district.
[Statutory Authority: RCW 28A.05.060. 85-12-041 (Order 12-85), § 180-51-110, filed 6/5/85. Statutory Authority: Chapter 28A.05 RCW. 84-11-049 (Order 7-84), § 180-51-110, filed 5/17/84.]
(1) No student shall be denied the opportunity to earn a high
school diploma solely because of limitations on the student's
ability. The board of directors of districts granting high
school diplomas shall ((develop rules)) adopt written policies,
including procedures, for meeting the unique limitations of each
student. Such procedures may provide for:
(((1))) (a) The extension of time the student remains in
school up to and including the school year in which such student
reaches twenty-one years of age;
(((2))) (b) A special education program in accordance with
chapter 28A.155 RCW if the student is eligible; and
(((3))) (c) Special accommodations for individual students,
or in lieu thereof, exemption from any requirement in this
chapter, if such requirement impedes the student's progress
toward graduation and there is a direct relationship between the
failure to meet the requirement and the student's limitation.
(2) Unless otherwise prohibited by federal or state special education laws, such procedures may not provide for exemption from the certificate of mastery graduation requirement under RCW 28A.655.060 (3)(c).
[Statutory Authority: 1990 c 33. 90-17-009, § 180-51-115, filed 8/6/90, effective 9/6/90. Statutory Authority: Chapter 28A.05 RCW. 84-11-049 (Order 7-84), § 180-51-115, filed 5/17/84.]
OPTION A The following sections of the Washington Administrative Code are repealed:
| WAC 180-51-010 | Purpose. |
| WAC 180-51-055 | Minimum credits for high school graduation. |
| WAC 180-51-065 | Sequential requirement for English, mathematics, and science -- Exception for transfer students from without the state, for students who fail a required course, and special accommodations. |
| WAC 180-51-070 | Laboratory science requirement. |
| WAC 180-51-080 | Occupational education requirement. |
The following sections of the Washington Administrative Code are repealed:
| WAC 180-51-010 | Purpose. |
| WAC 180-51-055 | Minimum credits for high school graduation. |
| WAC 180-51-070 | Laboratory science requirement. |
| WAC 180-51-080 | Occupational education requirement. |