ESHB 2224 – FAQ High School & Beyond Plan
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ESHB 2224 – FAQ High School & Beyond Plan


Q: What is the High School and Beyond Plan?
A: The High School and Beyond Plan is a state graduation requirement. Each student must have a High School and Beyond Plan (HSBP) to guide the student’s high school experience and prepare the student for postsecondary education or training and career (ESHB 2224, Chapter 31, Laws of 2017). Students start their plan in seventh or eighth grade and then continue to revise them throughout high school to accommodate changing interests or educational and career goals.

Q: What is the purpose of the High School and Beyond Plan?
A: The High School and Beyond Plan may provide students with the opportunity to explore their own skills and interests and discover potential career and educational options. This personalized plan helps to connect career interests with courses and courses with career pathways or college majors. The plan helps students identify the steps needed to reach postsecondary goals. Students should be encouraged to take ownership over their high school experience and choose coursework and activities that are relevant to their goals. The High School and Beyond Plan also provides a means of tracking requirements for graduation from high school and entry into postsecondary programs and careers.

Q: Who is responsible for determining if a student has met the graduation requirement of a High School and Beyond Plan?
A: Whether a student's plan meets applicable requirements is determined at the district level (RCW 28A.230.090). A student's high school transcript must contain a notation as to whether the student met the High School and Beyond Plan requirement.

Q: What are the elements of a High School and Beyond Plan?
A: A law passed in 2017 (ESHB 2224, Chapter 31, Laws of 2017) that specifies elements that all High School and Beyond Plans must contain. The required elements include the following:

  • an identification of career goals, aided by a skills and interest assessment;
  • an identification of educational goals;
  • a four-year plan for course-taking that fulfills state and local graduation requirements and aligns with the student's career and educational goals;
  • and by the end of twelfth grade, a current resume or activity log that provides a written compilation of the student's education, any work experience, and any community service and how the school district recognized the community service.

In addition the High School and Beyond Plan must also:

  • be revised as necessary for changing interests, goals, and needs of the student.
  • include a personalized pathway course plan that aligns with graduation requirements and post-high school plans.
  • identify available interventions and academic support, courses, or both, that enable students who have not met the high school graduation assessment standards to do so.
  • be advised for an 8th grade student who has not learned a Level 3 on middle school state assessment in math, the student must take a math course in both 9th and 10th grades.
  • for a student who takes a career and technical education (CTE) course that has been determined to be equivalent to an academic core course (a CTE course equivalency), include a record of a certificate of CTE course completion. The academic course is recorded on the students transcript and the record that the student completed a CTE course is part of the High School and Beyond Plan.
  • for students subject to the 24-Credit Graduation Requirements (the Class of 2019 and beyond, or, for districts that have a waiver to delay implementation, the Class of 2020 or 2021 and beyond), guide a student’s Personalized Pathway Requirement. A Personalized Pathway is a locally determined body of coursework that is deemed necessary to attain the post-secondary career or educational goals chosen by the student. Within the 24-credit graduation requirement framework, the Personalized Pathway Requirements are three flexible credits that a chosen by student that help prepare the student for specific education or career goals.

Q: When does the High School and Beyond Plan begin?
A: A High School and Beyond Plan must be initiated for each student during the seventh or eighth grade. In preparation for that initiation, each student must first be administered a career interest and skills inventory.

Q: What tools or resources are available for the required career interest inventory?
A: No-cost career interest inventory tools include:

  • Just as was the case before this bill passed, there may be one cut-score for 10th grade ”on track to career- and college-ready” and another cut-score that represents the high school graduation standard.
  • Career One Stop, https://www.careeronestop.org/, and Occupational Outlook Handbook, https://www.bls.gov/ooh/, US Department of Labor

Q: Can the High School and Beyond Plan take the place of the Student Learning Plan in 8TH grade?
A: The implementation of the Student Learning Plan and the High School and Beyond Plan is locally determined. They may be separate plans or they may be combined, as long as the state-required elements of both plans are included in the combined plan, including the requirement to notify parents or guardians, and including any local required elements.

Q: When is a Student Learning Plan required and what are the elements of the Student Learning Plan?
A: Student Learning Plans are “required for 8th grade students who were not successful on any or all of the content areas of the state assessments during the previous year or and who may not be on track to graduate due to credit deficiencies or absences.” (RCW 28A.655.061).

The 8th grade Student Learning Plan are specified in RCW 28A.655.06 and include:

  • the student’s results on the state assessment
  • if the student is in the transitional bilingual program, the score on his or her Washington language proficiency test II
  • any credit deficiencies
  • the student’s attendance rates over the previous two years.
  • the student’s progress toward meeting state and local graduation requirements.
  • the courses, competencies, and other steps needed to be taken by the student to meet state academic standards and stay on track for graduation.
  • remediation strategies and alternative education options available to students, including informing students of the option to continue to receive instructional services after grade twelve or until the age of twenty-one.
  • the alternative assessment options available to students to meet graduation requirements.
  • available programs offered through skill centers or community and technical colleges, including the college high school diploma options under RCW 28B.50.535.

In addition, school districts must notify students and their parents or guardians about the information in the Student Learning Plan. To the extent possible, the plan should be translated into the primary language of the family.

Q: Can the High School and Beyond Plan take the place of the Student Learning Plan in 8TH grade?
A: The provisions of ESSB 2224 (Chapter 31, Laws of 2017) concerning the High School and Beyond Plan are effective immediately, implemented for the 2017-2018 school year.

Q: What is the process for creating, revising, and completing a High School and Beyond Plan?
A: School districts are responsible for creating processes and procedures for students to develop, revise and complete individualized High School and Beyond Plans that meet requirements. School districts may also establish additional, local requirements for High School and Beyond Plan that serve the needs and interests of the district's students and for other specified purposes.

Q: Will the High School and Beyond Plan change when the graduation requirements change for the Class of 2019’s 24-credit requirements?
A: The 24-credit graduation requirements (WAC 180-51-068) which take effect for the Class of 2019 (for districts that do not have a waiver to delay implementation by up to two years) places a greater emphasis on the role of the High School and Beyond Plan in student course selection. The plan will guide a student’s choice for the third credit of math and third credit of science, with parent/guardian approval (RCW 28A.230.090), and the development of a Personalized Pathway. Personalized Pathways are based on the career and educational goals articulated in a student’s High School and Beyond Plan. The Personalized Pathway Requirements are classes selected that will help a student develop skills or meet requirements associated with a student’s postsecondary goals.

Q: How does the High School and Beyond Plan connect with the state assessments?
A: New requirements for academic interventions and supports was established by ESHB 2224 (Chapter 31, Laws of 2017). School districts must provide students who have not earned a Certificate of Academic Achievement (CAA) before the beginning of eleventh grade with the opportunity to access interventions and academic supports, courses, or both, designed to the enable students to meet the high school graduation standard. The interventions, supports, or courses must be rigorous and consistent with the student's educational and career goals identified in his or her High School and Beyond Plan, and may include Career and Technical Education equivalencies in English Language Arts or mathematics. In addition, school districts must update the High School and Beyond Plan for each student who has not earned a level 3 or 4 score on the middle school mathematics assessment by the ninth grade. The purpose of this update is to ensure that the student takes a mathematics course in the ninth and tenth grades. These courses may include Career and Technical Education equivalencies in mathematics.

Q: For students who have not earned a certificate of academic achievement (CAA) by the 11th grade, who implements interventions, supports, or course selection consistent with student’s educational and career goals as identified in the student’s High School and Beyond Plan?
A: Local school districts have decision-making authority for implementation of interventions, supports and the High School and Beyond Plan. Best practices utilize school counselors and teachers in an advisory program or designated class for developing and completing student High School and Beyond Plans.

Q: What are examples of acceptable interventions and activities based on the High School and Beyond Plan for students who have not met standard on state assessments?
A: The High School and Beyond Plan must be updated to reflect high school assessments, review transcripts, and assess progress toward identified goals. The High School and Beyond Plan must be revised as necessary for changing interests, goals, and needs, and must identify available interventions and academic support, courses, or both, that enable students who have not met the high school graduation standard to do so. Priority for changing student schedules, providing mentoring, academic counseling are included in this work. Students should be provided guidance on assessment alternatives, if needed. High school transition courses, Senior Year Bridge to College courses and their associated assessments, are acceptable as alternatives to demonstrating that students have met the high school graduation standard. These interventions, supports, or specific courses must be rigorous and consistent with educational and career goals from the High School and Beyond Plan and may also include dual credit courses (AP,IB,CI, College in HS, Running Start and Tech Prep) or remedial courses.

Q: How are parents and guardian involved with the High School and Beyond Plan or process?
A: Each student shall have a high school and beyond plan to guide his or her high school experience, including plans for post-secondary education or training and career. School districts are encouraged to involve parents and guardians in the process and development and updating the High School and Beyond Plan. A best practice would be to update the plan at least once a year, with the involvement of the parents or guardians.

ESHB 2224 (2017): “School districts are encouraged to involve parents and guardians in the process of developing and updating the High School and Beyond Plan.”

E2SSB 6552 (2014): “The content of the third credit of mathematics and the content of the third credit of science must be chosen by the student based on the student’s interest and high school and beyond plan with agreement of the student’s parents or guardian or agreement of the school counselor or principal.

Q: What resources does the state provide for the High School and Beyond Plan development?
A: The Office of Superintendent of Public Instruction has resources about graduation requirements at http://www.k12.wa.us/GraduationRequirements/default.aspx. Career Guidance WA at http://www.k12.wa.us/SecondaryEducation/CareerCollegeReadiness/default.aspx has a series of guidance curriculum for grades 6-12 with templates and planning tools for developing a school-wide career and college readiness program. Templates for the High School and Beyond Plan are included.

Q: Is there a digital/electronic free resource for the High School & Beyond Plan?
A: A no or low-cost digital tool developed by WSIPC’s My School Data is available through school district student information systems. The electronic platform used the format in the OSPI Career Guidance WA High School and Beyond Plan template to provide career interest inventory, postsecondary choices, pre-populated 4-year course plan with state assessments, and captures activities, experiences, resume, and academic plans, with the ability to upload other documents. Parent access and school counselor tracking tools are also a part of this digital format. This digital plan can follow students who transfer to other middle and high schools in our state.

Q: How does the High School and Beyond Plan relate to a student's IEP transition plan?
A: ESHB 2224 (Chapter 31, Laws of 2017) states that each student must have a High School and Beyond Plan. By the age of 16, students receiving special education services with an Individualized Education Plan (IEP) must begin to develop a transition plan as part of their IEP. These plans include setting postsecondary goals for employment and education, developing a high school course of study and other activities for skills development to help students reach their goals. IEP teams are encouraged to incorporate other components of their local school or district’s High School and Beyond Plan that are appropriate for the student into the transition plan. A district or school may determine that a student’s transition plan is the High School and Beyond Plan, provided the plan meets the required elements of both the IEP transition plan and the required elements of the High School and Beyond Plan.

Q: How are Career and Technical Education (CTE) Equivalency credits accounted for in a student’s High School and Beyond Plan?
A: If a student has completed a CTE course for equivalency credit, the certificate of completion of the CTE course must be included in the student’s High School and Beyond Plan (RCW 28A.230.097). A CTE course equivalency is when a CTE course is recognized as equivalent to a core academic course. A student may earn a core academic credit and meet a core subject area graduation requirement and a CADR (College Academic Distribution Requirement, an admission requirement for state 4-year postsecondary institutions) upon completion of the class. The core academic credit is noted on the student transcript and the CTE course completion is included in the student’s High School and Beyond Plan.

Q: How is the High School and Beyond Plan verified? What documentation is required?
A: Local school districts determine how the High School and Beyond Plan is verified. High School and Beyond Plan must be noted on the student transcript as “Met” or “Not Met” under Additional State Requirements in the milestone section.

Q: Are the High School and Beyond Plan resources available in a variety of languages?
A: Updated templates and tools are in development for the High School and Beyond Plan.

 

 

 

  

   Updated 10/10/2017

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