2410 High School Graduation Requirements

  • High School Graduation Requirements
    The board will establish graduation requirements, which at a minimum satisfy those established by the State Board of Education.  The board will approve additional graduation requirements as recommended by the superintendent or designee.  Graduation requirements in effect when a student first enrolls in high school will remain in effect until that student graduates. The board will award a regular high school diploma to every student enrolled in the district who meets the requirements established by the district.  Only one diploma will be awarded with no distinctions being made between the various programs of instruction that may be pursued.

    Each student must meet the following requirements to graduate from high school:  (1) complete the credit requirements specified in the procedure accompanying this policy; (2) demonstrate career and college readiness by completing a high school and beyond plan; and (3) meet the requirements of at least one graduation pathway option described in the procedure accompanying this policy.

    Cross References:   
    Policy 2418         Waiver of High School Graduation Credits
    Policy 3110         Qualifications of Attendance and Placement
    Policy 3241         Classroom Management, Discipline and Corrective Action
    Policy 3520         Student Fees, Fines and Charges

    Legal References:
    RCW 28A.155.045  Certificate of individual achievement
    RCW 28A.230.090  High school graduation requirements or equivalencies – High school and beyond plans - Career and college ready graduation requirements and waivers - Reevaluation of graduation requirements – Language requirements – Credit for courses taken before attending high school – Postsecondary credit equivalencies
    RCW 28A.230.097  Career and technical high school course equivalencies
    RCW 28A.230.120  High school diplomas – Issuance – Option to receive final transcripts – Notice
    RCW 28A.655.250 Graduation pathway options
    RCW 28A.655.260 Graduation pathway options-Review and monitoring-participation data
    RCW 28A.230.122  International baccalaureate diplomas
    RCW 28A.600.300-400  Running Start program – Definition
    RCW 28A.635.060  Defacing or injuring school property – Liability of pupil, parent or guardian – Withholding grades, diploma, or transcripts – Suspension and restitution – Voluntary work program as alternative – Rights protected

    WAC 180-51  High school graduation requirements
    WAC 392-121-182  Alternative learning experience requirements
    WAC 392-169  Special service programs – Running Start program
    WAC 392-348  Secondary education

    WAC 392-410  Courses of study and equivalencies

    WAC 392-410-350  Seal of Biliteracy
    WAC 392-415-070  Mandatory high school transcript contents - Items - Timelines

    Management Resources:
    Policy News, April 1999  Variations complicate college credit equivalencies
    Policy News, Dec. 2000  2004 High School Graduation Requirements Adopted
    Policy News, February 2004  High School Graduation Requirements
    Policy News, October 2004  Graduation Requirements: High School and Beyond Plans
    Policy News, August 2007  Graduation Requirements Modified by Legislature
    Policy & Legal News  Dec. 2014; Oct. 2015 

    ADOPTED: 10/28/1999
    REVISED: 6/22/00; 12/14/00; 3/22/01; 3/27/03; 5/27/04; 12/16/04; 6/20/06; 3/22/07; 4/26/07; 10/25/07; 4/23/09; 6/23/09; 7/22/10; 1/26/12; 6/27/12; 12/19/13; 10/23/14; 3/26/15; 12/17/15; 12/12/19, 3/28/2024

    Procedure No. 2410P High School Graduation Requirements


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


    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 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 must be transcribed with a non-numerical grade of “pass.” The non-numerical grade will not be included in the student's high school grade point average calculation. High school credit earned prior to high school and transcribed with a non-numerical grade will apply to fulfilling high school graduation requirements.

    A student and the student's parent or guardian must inform the school before the end of the 11th grade if they do not want credit for the course(s) taken before attending high school, or if they want to request that credit  be transcribed with a non-numerical grade. 

    Awarding of High School Credits

    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:

    1. Earning a passing grade according to the district’s grading policy;
    2. 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
    3. 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 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 within fifteen school days of the initial decision.

    Total Number of Credits Required

    Class of:

    2021 and Beyond

    Entering 9th grade after July 1 of:

    2017 and beyond







    Social Studies




    Health and Fitness


    Career and Tech Ed


    World Language




    Total Required Credits:


    May include Personalized Pathway Courses

    Subject Area Requirements and Approved Courses for Classes of 2021 and Beyond
    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:

    1. English:  Four (4) credits required in English 9, 10, 11, and 12.
    2. Math:  Three (3) credits are required in Algebra I, Geometry, and a 3rd Credit Math Course Approved by District and Aligned to HSPB.
    3. Science:  Three (3) credits are required in Physical Science, biology, and a 3rd credit Science course approved through the district course development process and aligned to.
    4. Social Studies:  Three (3) credits are required in World History (1.0), United States History (1.0), Civics (0.5 standalone), and Social Studies Elective (0.5)].
    5. Arts:  Two (2) credits are required (may include Personalized Pathway (1.0)).
    6. World Language:  Two (2) credits are required (may include Personalized Pathway (2.0)).  
    7. Health and Fitness*:  Two (2) credits are required in Health (0.5) and Physical Education (1.5).
    8. Career and Technical Education:  One (1) credit is required
    9. Electives:  Four (4) credits are required.
    10. Washington State History (non credit
                   Total number of credits:  24

    *[Per Chapter 28A.231 RCW, cardiopulmonary resuscitation (CPR) must be taught 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 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.

    **[Per Chapter 180-51-210 WAC, an approved elective computer science course that is aligned to state learning standards set by OSPI and approved by the district’s school board, can be used to fulfill the core graduation requirement of a 3rd credit math or 3rd credit science, which can be laboratory science.  The following requirements must be met.  First, prior to substitution, the school counselor provides the student and student’s parent or guardian with written notification of the consequences of the substitution on postsecondary opportunities.  Second, the student, the student's parent or guardian, and the school counselor or principal agree to the substitution.  Last, the substitution is aligned with the student’s high school and beyond plan.]

    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 to the district course development process prior to the experience, will be at no additional cost to the district, and will include at least the following information:

    A.  The name of the program or planned learning experience;
    B.  The length of time for which approval is desired;
    C.  The objective(s) of the program or planned learning experience;
    D.  The state learning goals and related essential academic learning requirements that are part of the program or planned learning experience;
    E.  A description of how credits will be determined in accord with WAC 180-51-050(1);
    F.  The content outline of the program and/or major learning activities and instructional materials to be used;
    G.  A description of how student performance will be assessed;
    H.  The qualifications of instructional personnel;
    I.    The plans for evaluation of program; and
    J.    How and by whom the student will be supervised.

    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:

    1. Contact the college they are interested in attending and arrange to take the required placement exams. Minimum scores in reading and writing are required.
    2. 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 be enrolled in courses at the high school, even when the community college they attend is not in session.
    3. Obtain a Running Start authorization form from the college or their high school counselor. The counselor will sign the form after the student completes their portion.  A parent signature is required if the student is under 18 years old.
    4. Take the authorization form to the college and register for classes.  Once the classes are completed, the college will notify the high school and credits will be added to the student’s transcript.

    Credit for Career and Technical Internships and Work-Based Learning

    The district regards internships and work experience as a part of the educational program of students as part of the secondary school curriculum.  The district may grant credit for work experience based upon the following factors:

    A.  The school or designee will supervise the internship or work program.
    B.  The internship or work experience will specifically related to the student’s school program.
    C.  The internship or work experience will represent growth in the student, and the type of work will have definite educational value.
    D.  The internship or work experience will provide a varied job experience.
    E.   The career placement counselor will supplement the internship or work experience with an adequate program of guidance, placement, follow-up and coordination between job and school.
    F.   The internship or work experience may be a planned part of the credit given for a school subject (e.g., sales training class).
    G.   The employer may legally employ a student, who has passed their sixteenth birthday.
    I.    A training site or employer will file a report of the student’s performance with the school, indicating the student met the standards established for the internship experience or made satisfactory progress on the job.
    J.    For work based learning, the regular state apprenticeship program and school cooperatively develop the student’s training, which meets graduation requirements standards.
    K.  For work based learning, the program standards and procedures align with the state career and technical work based learning standards.
    L.   Internships and work based learning opportunities require approval through the district’s course approval process prior to implementation.

    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 school district; and
    B.  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.
    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 School Credit

    Guidelines for granting high school credit for home schooling are as follows:

    1. To gain credit for a course of study, a student will provide the following:
      1. A record that reflects the actual work completed during a home study course of study;
      2. Exhibit(s) of 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 accomomplishments.
    2. To gain credit for a course of study, a student will 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.
    3. 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.


    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 goals for education or training and career after high school.

    The high school and beyond plan process begins in sixth grade. 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 tenth grades. A sequence of Algebra, Geometry, and third credit math approved by the district and aligned to the High School and Beyond Plan are required.

    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 or legal guardians shall be notified about these opportunities as included in the student’s high school and beyond plan, preferably through a student-led conference that includes the parents or legal 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 and legal 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’ parents or legal guardians in a language the student and students’ parents or legal guardians understand and in accordance with the district’s language access policy and procedures, which may require language assistance for students and parents or legal guardians with limited English proficiency.

    The district will annually provide students in grades eight through twelve and their parents or legal guardians with comprehensive information about the graduation pathway options offered by the district. The district will begin to provide this information beginning in sixth grade. The district will provide this information in accordance with the district’s 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’s high school and beyond plans.  

    Components of the High School and Beyond Plan

    1. Identification of career goals and interests, aided by a skills and interest assessment; 
    2. Identification of secondary and post-secondary education and training goals;
    3. An academic plan for course taking that:
      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’s secondary goals, which can include education, training, and career preparation;
      4. Identifies available advanced course sequences per the District’s academic acceleration policy, that include dual credit courses or other programs and are aligned with the student’s 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;
    4. 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. 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 parents or legal guardians, 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; and
    5. 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, extracurricular activities, and any community service including how the district has recognized the community service.


    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.

    The district will provide annual notice, in a way that conforms with Board Policy 4218 – Language Access to students in grades eight through twelve and their parents or legal guardians 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:

    1. Gender;
    2. Students who are the subject of a dependency proceeding pursuant to chapter 13.34 RCW;
    3. Students who are experiencing homelessness as defined in *RCW 28A.300.542 (4); and
    4. Multilingual/English learners

    If the results of the analysis required under the statute show disproportionate participation and completion rates by student groups, then 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 in English language arts and mathematics.

     A dual credit course is a course in which a student qualifies for college and high school credit upon successfully completing the course. 

    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 and International Baccalaureate Programs

    A student may demonstrate career and college readiness by earning high school credit, with a C+ grade, or receiving a three or higher on the AP exam, or equivalent, in AP, international baccalaureate, or Cambridge international courses in English language arts and mathematics; or receiving a four or higher on international baccalaureate exams.

    For English language arts, successfully completing one high school credit in any of the following courses with a grade of C+ or higher in each term: Advanced Placement (AP) English Language Composition, AP English Literature and Composition, AP Macroeconomics, AP Microeconomics, AP Psychology, AP World History, AP US History, AP United States Government and Politics, or AP Comparative Government and Politics; any of the International Baccalaureate (IB) Individuals and Societies courses or IB English Language and Literature Courses; or earn an E in any of the following Cambridge Advanced or Cambridge Advanced Subsidiary courses: English Language, Literature and English, English General Paper, Psychology, History, Sociology, Global Perspectives and Research, or Law.

    For mathematics, successfully completing any of the following courses meets the standard: AP statistics, AP computer science, AP computer science principals, AP calculus, and any of the international baccalaureate mathematics courses.

    A student may demonstrate career and college readiness by meeting the requirement of A or B below in the AP, international baccalaureate, and Cambridge international courses in English language arts or mathematics that the state board of education designates as eligible to be used to meet this standard:

    1. Earning high school credit with a grade of C+ or higher in each term in the eligible AP, international baccalaureate, and Cambridge international courses in English language arts or mathematics course; or
    2. Earning at least the minimum score of three on advanced placement exams, four on standard-level and higher-level international baccalaureate exams, or scores of E€ or higher on A and AS level Cambridge international exams for the corresponding courses.

    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.

    Performance-based Learning Experience

    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

    A student may demonstrate career and college readiness by meeting standard on the Armed Forces Qualification Test (AFQT) portion of the Armed Services Vocational Aptitude Battery (ASVAB) 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. The State Board of Education (SBE) will post eligibility scores at least annually by September 1st.  Each student may choose to meet either the posted minimum score the year the student takes the ASVAB or the score posted by the SBE on a later date prior to the student turning twenty-one years of age.

    The school must inform students taking the ASVAB about the minimum eligibility score required by each branch of the military as well as information about eligibility requirements for specific military and non-military occupations they have an aptitude for. The SBE will maintain a web page with information about military occupation requirements and minimum eligibility scores required by each branch of the military.

    The school must inform students regarding the ways in which their scores and personal information might be shared, per the agreement between the school and the United States Department of Defense. Each student must be given prior written notice of the option to decide whether the school can release the student’s ASVAB scores to military recruiters for contact. A school administrator, teacher, or counselor must also explain and offer this option to students on the day of the test.

    This pathway does not require students to meet the physical or other requirements for military enlistment, require enlistment, or require students to release their scores to the military for purposes of recruitment.

    Satisfying this pathway does not require students to meet the separate English and mathematics graduation pathway requirements.

    Career and Technical Education Courses

    A student may demonstrate career and college readiness by completing the curriculum requirements of a Core Plus program relevant to the student's postsecondary goals outlined in the student's high school and beyond plan as defined in WAC 180-51-220 in aerospace, maritime, health care, information technology, or construction and manufacturing; or complete a sequence of at least two high school credits in career and technical education (CTE) courses that meet the following criteria:

    The sequence is comprised of courses that are technically intensive and rigorous in a progression relevant to the student's postsecondary goals outlined in the student's high school and beyond plan as defined in WAC 180-51-220.  Courses to satisfy this pathway must be comprised of either:

    1. courses within the same career and technical program area, or
    2. a local sequence of courses within more than one career and technical program area if
      1. Approved through the district’s established course approval process and
      2. Approved through the district's Career and Technical Education Advisory Committee as established under RCW 28A.150.500. The district must annually report approved local sequences for the prior school year to the Office of the Superintendent of Public Instruction.
        1. Each sequence of career and technical education courses must be comprised of courses that meet the minimum criteria identified in RCW 28A.700.030.  Specifically, the courses must:
        2. Either: 
          1. lead to a certificate or credential that is state or nationally recognized by trades, industries, or other professional associations as necessary for employment or advancement in that field; or 
          2. allow students to earn dual credit for high school and college through College in the High School, Advanced Placement, or CTE Dual Credit.
        3. be comprised of a sequenced progression of multiple courses that are technically intensive and rigorous; and
    3. lead to postsecondary education, state or nationally approved apprenticeships, or workforce entry in a related field. 
    4. Satisfying the CTE pathway does not require a student to take a course that is part of a career and technical education preparatory program that is approved under RCW 28A.700.030 nor does satisfying this pathway require students to meet the separate English and mathematics graduation pathway requirements. 
      (iv) A course that is used to meet graduation pathway requirements may also be used to meet credit subject area requirements if approved through the district’s established course approval process.  This may include career and technical education courses approved for partial or full credit per RCW 28A.700.070. 


    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.

    To receive an international baccalaureate diploma, a student must complete and pass all required diploma program courses, as scored at the local level; pass all internal assessments, as scored at the local level; successfully complete all required projects and products, as scored at the local level; and complete the final exams administered by the international baccalaureate organization in each of the required subjects.

    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. 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:

    1. 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 focus on the student’s course of study;
    2. 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;
      2. A statement of waiver for any waived standard graduation requirements; or
      3. 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. 
    3. 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.
    4. The student will have an IEP that incorporates all issues and decisions from the above procedures.  Any decisions 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 demonstrate proficiency in English by meeting the following requirements:

    1. Demonstrate proficiency in English by meeting statewide minimum graduation requirements in English for the student’s chosen pathway as established by the Washington State Board of Education;  under RCW 28A.655.250. If a student has shown enough English proficiency to graduate, then that is appropriate to prove English proficiency for the seal; and
    2. Demonstrate proficiency in one or more world language.  All world languages are suitable to assess for the Seal, including Classical languages (Latin, Sanskrit, Ancient Greek), American Sign Language, and Tribal, Indigenous and Native languages. However, computer science or programming languages do not count toward world language credits.   

    Proficiency must be established by achieving at least intermediate-mid proficiency on all test components aligned to the American Council on the Teaching of Foreign Languages (ACFTL) scale. Tests which are not aligned to the ACTFL scale must show equivalent proficiency.  Assessments must be national or international and approved by the Office of Superintendent of Public Instruction (OSPI).

    Current List of OSPI Approved Assessments



    ACTFL Assessment of Performance toward Proficiency in Languages (AAPPL)

    Language Testing International (ACTFL)

    ACTFL Latin Interpretive Reading Assessment (ALIRA)

    Language Testing International (ACTFL)

    Advanced Placement (AP) Testing

    College Board

    ALTA Language Testing

    ALTA Testing Service

    American Sign Language Proficiency Interview (ASLPI)

    Gallaudet University

    Cambridge International (CI) AS & A Level

    Cambridge Assessment International Education

    Custom Tests

    OSPI World Language in partnership with Avant Assessment and Extempore

    International Baccalaureate (IB) Testing

    International Baccalaureate (IB)

    National Examinations in World Languages (NEWL)

    American Councils for International Education

    Standards-based Measurement of Proficiency (STAMP) including 3S, 4S, WS, and Monolingual

    Avant Assessment

    Tribal Language Assessment

    Tribe or Band

    Writing Proficiency Test (WPT) & Oral Proficiency Interview (OPI) or Oral Proficiency on Computer (OPIc), including SOBL Tribe or Band Language Testing International (ACTFL)

    Language Testing International (ACTFL)

    Proficiency is established by meeting one of the criteria below:

    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 competency-based credits; and demonstrating proficiency
    4. Using reading assessments approved by OSPI (when developed);
    5. 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
    6. Demonstrating proficiency in speaking, writing and reading the world language through other national or international assessments approved by OSPI

    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 under 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.

    Graduation ceremonies will be conducted in the following manner:

    1. 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. 
    2. Caps and gowns will be worn in the proper manner, as designated by the school administration and class advisor.
    3. Students who participate will use good taste in their choice of accessories for their attire.
    4. Each student who participates will cooperate with the class advisor and participate in all parts of the graduation ceremonies.
    5. Failure to comply with the above requirements may forfeit a student's privilege to participate in the graduation ceremonies. 

    At the request of the parent, guardian, or custodian, the district may issue a high school diploma to a deceased student if the student:

    1. Was enrolled in a public school in the district at the time of death
    2. Was deemed on-track to graduation before the time of death; and
    3. 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.

     Refer to policy 3231 

    ADOPTED: 06/24/1999

    REVISED: 06/22/00; 12/14/00; 03/22/01; 02/24/05; 06/20/06; 03/22/06; 04/26/07; 04/23/09; 06/27/12; 12/19/13; 10/23/14; 12/17/15; 12/12/2019, 8/25/2022, 3/28/2024

2000 Policies