The high school graduation pathway that will be used by an individual student is regularly discussed during the development and modification of the student’s high school and beyond plan (HSBP). Highline schools begin discussion of the HSBP, and graduation pathways, in middle school, and students and families in grades 8-12 are provided with comprehensive information about the pathway options offered in Highline.
Available graduation pathways are:
- State Assessments: Meeting or exceeding the graduation standard established by the state board of education under RCW 28A.305.130 on the statewide high school assessments in English language arts and mathematics.
- Dual Credit Courses: Completing and qualifying for college credit in dual credit courses in English language arts and mathematics. A "dual credit course" means a course in which a student qualifies for college and high school credit in English language arts or mathematics upon successfully completing the course.
- High School Transition Courses: Earning high school credit in a high school transition course, such as Bridge to College, in English language arts and mathematics. A "high school transition course" is an English language arts or mathematics course offered in high school where successful completion by the student ensures the student college-level placement at a participating institution of higher education. High school transition courses must satisfy core or elective credit graduation requirements established by the state board of education. A student's successful completion of a high school transition course does not entitle the student to be admitted to an institution of higher education.
- Advanced Coursework: Earning high school credit, with a B 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 any of the following courses meets the standard: AP English language and composition literature, macroeconomics, microeconomics, psychology, United States history, world history, United States government and politics, or comparative government and politics; or any of the international baccalaureate individuals and societies courses. For mathematics, successfully completing any of the following courses meets the standard: statistics, computer science, computer science principles, or calculus; or any of the international baccalaureate mathematics courses.
- SAT or ACT Exams: Meet or exceed 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: The performance-based pathway includes the following components:
- Proposal created by the student, or a learning contract for a performance-based pathway opportunity developed by a school or the district,
- Student Learning experience,
- Product created by the student based on the learning experience that must demonstrate that the student has met learning standards in English Language Arts or math, and
- Evaluation of the student product, performed locally, involving at least one teacher endorsed in the relevant subject area(s) using state-developed proficiency targets and associated rubrics.
- Combination: Successfully completing at least one English language arts option and at least one mathematics option established in sections 1-5, above.
- ASVAB: Meet standard in the Armed Services Vocational Aptitude Battery Test.
- Career & Technical Education Courses: Complete a sequence of career and technical education courses that are relevant to a student's postsecondary pathway, including those leading to workforce entry, state or nationally approved apprenticeships, or postsecondary education, and that meet either:the curriculum requirements of core plus programs for aerospace, maritime, health care, information technology, or construction and manufacturing; or the minimum criteria identified in RCW 28A.700.030. Students are not required to enroll in a preparatory course that is approved under RCW 10 28A.700.030 to meet this pathway.*
*Note: Students who pursue the ASVAB or CTE pathway do not need to meet English and math requirements separately. English and math content are embedded in both pathways—and a student who meets either the ASVAB standard or the CTE pathway requirements has met the graduation pathway requirement.
Additional information about the performance-based pathway:
Approving Student Proposals/Learning Contract
A student proposal for a performance-based pathway is created by the student with an advisor's help. The district or individual schools may also develop and facilitate performance-based pathway opportunities; for example, a school may work with a local employer to provide student internships that serve as a performance-based learning experience. A student may opt to sign a learning contract to meet the graduation pathway requirement through an opportunity created by a school or the district. Both student proposals and student learning contracts must include:
- A list of the learning standards in English language arts (ELA) and/or math that will be addressed. The list must include state required performance-based pathway learning standards and must comply with state guidance on identification of learning standards for performance-based pathways.
- A description of the student learning experience, including relevant safety measures to ensure student safety. Safety measures to be considered may include:
- Work-based learning rules (WAC 392-410-315)
- Industry safety standards
- Youth employment regulations
- District risk-management practices
- A description of the product the student will create based on the learning experience.
- A brief statement by the student identifying how the learning experience aligns with the student’s goals as described in the student’s High School and Beyond Plan.
- Identification of people who will assist with the performance-based pathway including at minimum:
- A performance-based pathway advisor who will monitor the student’s progress in completing the performance-based pathway, help ensure alignment of the pathway with the student’s High School and Beyond Plan goals, and advise the student as needed. The advisor may be a teacher, counselor, administrator, certificated or non-certificated staff, or an external partner approved by the district or school to work with students.
- Evaluator(s) who will determine if the student’s product meets proficiency targets in the ELA or math learning standards identified in the proposal or learning contract. The evaluators must include at least one certificated teacher (or teacher with other applicable qualifications, as permitted by the Professional Educator Standards Board) endorsed in the relevant subject area (ELA and/or math).
Approval of student proposals and learning contracts:
Student proposals will be approved by an educator or panel of educators, including teachers, counselor, or administrators, identified by a high school principal or the Superintendent. Performance-based learning contract opportunities (developed by the school or district) will be approved by the school principal or Superintendent. The student proposal or the learning contract opportunity will be approved if it is found that:
1. The student learning experience and resulting product will provide the student adequate opportunity to demonstrate knowledge and skills that address the learning standards identified in the proposal.
2. The student learning experience complies with district policies that address student safety and district risk management, including parent/guardian approval if appropriate.
Assessing Student Products
Whether a student meets the graduation pathway requirement through a performance-based pathway option is a local decision made by the evaluator(s) based on the student’s demonstration of meeting ELA and/or math standards identified in the student proposal or the learning contract.
The evaluation may be performed by a single evaluator or a panel of evaluators and may be a collaboration between schools or between multiple districts. External partners may participate as evaluators, provided that the evaluation involves at least one certificated teacher endorsed in the relevant subject area or areas (or teacher with other applicable qualifications, as permitted by the Professional Educator Standards Board).
The evaluation must use state evaluation tools, including rubrics and proficiency targets.
Highline School District 401
Adopted by the Superintendent: June 2020 (formerly Procedure 2400 P1)
Revised by the Superintendent: June 2024