High School Graduation Requirements

FILE: IHE-A

The total number of credits required for graduation from Clay County High School is 26 for the 2014 school year, 25 for the 2015 school year, and 24 for each school year thereafter.

Eighteen core units, which constitute a common body of general learning necessary for a student to function effectively in society, four Professional or Skilled Pathway credits, and two electives must be completed by all students as follows:

Chart V Adolescent (9-12) Graduation Requirements (Effective 2011-12)

These graduation requirements are effective for all students enrolled in school year 2011-12 and thereafter. Courses needed for graduation require mastery of approved 21st century or next generation content standards and objectives. Students who do not demonstrate mastery of the content standards and objectives shall be provided extra help and extra time through scaffolded learning and support.

Professional Pathway (4 Credits)

Science - 4th credit from the list of approved science courses2

Foreign Language - 2 credits in one language

1 additional credit required. It is recommended that all professional pathway students complete at least one AP® course with corresponding examination.

Skilled Pathway (4 Credits)5

4 additional credits required for completion of the students’ selected concentration (ISTP)

1 Because of the progression of the standards within courses, the intent is that students take English courses annually in sequence. English 12 College and Career Ready must be offered annually and will be counted as an English 12 credit. Students in the professional pathway and college-bound students in the skilled pathway who are borderline in terms of meeting the college and career ready benchmark, according to multiple data as indicated by the placement guidance form, may choose to take, or may be required to take, the English 12 CR course during the 12th grade year. Consideration will be given to English Language Arts performance on previous assessments and successful completion of previous English courses to allow students who do not meet the college and career benchmarks to have appropriate English 12 course options. Students who take the English 12 CR course will take an end-of-course assessment to provide timely feedback on their readiness for college entry level course work. The end of course assessment will align with the WV HEPC Series 21 Freshman Readiness Assessment and Placement Standards and the results will be considered during student placement into credit-bearing college English courses with ACT and SAT taking precedence. English 12 CR will count toward eligibility for PROMISE scholarships and is accepted by NCAA. Students opting to take a higher level English course are exempt from taking English 12 CR.

2. Students in both professional and skilled pathways will take mathematics annually in grades 9-12. The recommended course sequence, which may include college courses, AP® courses, IB courses, or virtual school courses, for students in the professional pathway is Algebra I or Math I, Geometry, Algebra II, Trigonometry, and Pre-Calculus. The recommended course sequence in the skilled pathway is Algebra I or Math I, Geometry, Conceptual Mathematics, and Transition Mathematics for Seniors or Algebra II. Students enrolled in Math I will continue through high school with the Next Generation Content Standards and Objectives sequence options and will not have the option of returning to the 21st Century Content Standards and Objectives course sequence beginning with Algebra. Transtion Mathematics for Seniors must be offered annually and will be counted as a mathematics credit. Students in the professional pathway and college bound students in the skilled pathway, who do not achieve the state assessment college and career Readiness Benchmark (CCRB) for mathematics, may be required to take the Transition Mathematics for Seniors course their twelfth grade year. Consideration will be given to mathematics performance on previous assessments and completion of mathematics courses to allow students who do not meet the CCRB to have other mathematics course options. Students who take the Transition Mathematics for Seniors course will take an end-of-course assessment to provide timely feedback on their readiness for college and career. The end-of-course examination will align with the WVHEPC’s Series 21 Freshmen Readiness Assessment and Placement Standards and the results will be considered for placement into a credit-bearing college mathematics course.

Because of the extreme importance of mastery of the Algebra I or Math I content standards and objectives (CSOs), students who need additional time to master Algebra I CSOs or the Math I CSOs may be identified at the local level using a data-based decision making process. Students who need additional time for Algebra I CSO and Math I CSO mastery should complete the recommended math course sequence at a pace that is consistent with their ability levels. Research indicates the best option for scheduling additional time is to do so within the same year. Counties continuing with the scheduling sequence that begins with Algebra I may continue to place students who need extra time into two separate math courses to master Algebra course content and grant students up to two math credits toward graduation upon successful course completion. Because the combination of a Math I course and a Math I Lab are designed to ensure mastery of the content represented by one high school mathematics course, Math I, counties may grant one mathematics credit toward graduation and one elective credit for the lab experience. It is further required that students be enrolled in at least one math course each year in high school.

3. Physical Science and Biology or Conceptual Biology shall be taken in consecutive order. However, conceptual credits may not be accepted by four-year higher education institutions for admission. Any lab-based science course above Biology and listed in Policy 2520.35 including science courses will meet the requirements for the third and fourth science credits.

4. Students shall take the high school social studies courses in the listed sequence to ensure maximum understanding of the material to be covered and alignment of the content and State Assessment. World Studies, United States Studies, Contempory Contemporary Studies and Civics for the Next Generation shall be taken in consecutive order. When substituting AP® courses students should take AP® World History and AP® US History courses in place of two of their required courses. Students may substitute AP® European History or AP® Human Geography as a third required course in grades 9-11. The senior course, Civics for the Next Generation, has been written to deliver rich academic content within relevant context for students entering the world of work, college and citizenship; therefore, the only acceptable substitute for this course is AP® Government and Politics.

5. The four credits taken by career/technical concentrators must be consistent with those identified for WVDE approved career/technical programs of study. Each career/technical concentration in a school shall obtain and maintain an appropriate industry-recognized accreditation/certification, when one is available, and shall provide students the opportunity to obtain an industry recognized credential as part of the instructional program. For the Skilled Pathway other than career/technical education areas, schools must identify and have local board approval for each of their locally designed concentrations. The concentrations must have four sequenced courses aligned with a postsecondary career option.

Students in Skilled Pathway concentrations that complete state approved career/technical courses that reflect creative and innovative arts content may substitute these courses for The Arts credit required for graduation. Students who elect to substitute one of the listed CTE courses for the required art credit must enroll in an additional CTE course applicable to their selected CTE concentration.

The following courses are approved for substitution:

1851 - Fundamentals of Illustration

1857 - Fundamentals of Graphic Design

1861 - Advanced Illustration

1859 - Advanced Graphic Design

1982 - Ornamental Metalwork

1431 - Digital Imagining I

1727 - Drafting Techniques

0213 - Floriculture

1. Any approved AP® or IB course may substitute for a content related graduation requirement. Of the four required AP® courses to be offered annually, one must be in each of the four core areas of mathematics, English Language Arts, science, and social studies. Students taking AP® courses are strongly encouraged to take the corresponding AP® examinations All AP® courses must have a syllabus approved by the College Board.

2. Transition Mathematics for Seniors must be offered annually based on results of the State’s college readiness benchmark assessment. English 12 CR must be offered annually for seniors based on the provided placement guidance document.

3. Schools which do not currently have the number of certified physical education teachers or required physical setting may develop alternate programs that will enable current staff and physical settings to be used to meet the physical education requirements. The alternate programs shall be submitted to the WVDE and the Healthy Lifestyle Council for approval.

5.6.b. Grade 9-12 Attendance. The following rules shall govern student attendance in grades 9-12.

5.6.b.1. Attendance for the full school day for all four years during grades 9-12 is important so that students obtain the full benefit from the educational programs offered in the schools of West Virginia. Therefore, all students shall be scheduled in the defined high school curriculum, college courses, career/technical programs or virtual school courses for the full instructional day for all four years.

5.6.b.2. The Clay County Board of Education shall develop and implement a policy which shall be approved by the WVBE that defines the compelling circumstances under which students may attend school for fewer than four full years and/or may be scheduled for courses for less than the full instructional day.

5.6.c. Programs of Study. The programs of study identified in Charts I-VI must be available to and be taken by all students as noted in the charts.

5.6.c.1. A student who transfers into a West Virginia school that has higher graduation requirements may not be able to complete these requirements. In such cases, the student's credits shall be evaluated to determine if one or more county and/or state requirements will be waived by the county or state superintendent.

5.6.c.2. If a student has been enrolled continuously in grades 9-12, the student shall be expected to meet the graduation requirements that were in effect when he/she entered 9th grade (with the exception of the science requirement altered with the revision on May 2011).

5.6.c.3. If a student has enrolled after dropping out of school, the requirements that a student must meet depend upon the length of time he or she has been out of school. If the student has been out of school less than one year, he/she would be expected to complete the graduation requirements that were in effect when he/she entered grade 9 for the first time. If the student has been out of school one year or more, he/she would be expected to complete the graduation requirements in effect upon re-enrollment.

5.6.d. Individualized Student Transition Plan. Prior to the end of their 10th grade year, each student shall develop, after review of the student’s ACT PLAN results, and in consultation with her/his parent/guardian(s) and school counselor or advisor, the second phase of the ISTP. Each student in the skilled pathway shall select a high school concentration that will prepare the student for post-secondary education, and/or gainful employment. The ISTP may be amended and/or the concentration changed at the end of any semester.

5.6.d.1. Students may take one of the following in place of a course as listed in the applicable high school program of study: 1) a higher level course, 2) a more rigorous course, 3) a College Board AP® course, 4) an IB course, or 5) a college course. Parent/guardian approval must be evidenced by signature on the student’s ISTP.

5.6.d.1.A. A student, in consultation with his/her parent/guardian(s), may request to take a higher level or more rigorous course, The College Board’s AP® course, IB courses or college course in lieu of a required career concentration or recommended elective course as specified in the high school programs of studies document. Such requests should be approved by the county superintendent (or designee) and principal. The decision as to whether the substitute course will count as credit for the specified concentration or recommended elective requirement must be based on its applicability to the student's 5-year transition plan and post high school goals. Schools shall provide information regarding the availability of advanced courses to students and parents and strongly encourage students to take such courses based upon the results of the ACT PLAN, student interest and post-secondary goals.

5.6.d.1.B. The student and his/her parent/guardian(s) must be advised of the decision of the superintendent (or designee) and the impact of the substitute course on the student's preparation for college, other postsecondary education or employment in the student's concentration.

5.6.d.1.C. A notation must be made on the student's ISTP indicating that this process was followed and that the parent/guardian(s) and student clearly understand the impact of the course substitution.

5.6.d.2. The parent/guardian(s) and student each sign and receive a copy of the ISTP.

5.6.d.3. Other ISTP components may include the following:

5.6.d.3.A. Co-curricular activities;

5.6.d.3.B. Extracurricular activities.

5.6.d.4. Each graduate will be provided a form that assesses the effectiveness of his/her ISTP, and will be requested to complete and return the form at the end of the first year following graduation to the high school from which he/she graduated.

5.6.e. Experiential Learning. The county and school shall require experiential learning experiences for each student at some time in grade 9, 10, 11 or 12. Each county board of education shall:

5.6.e.1. establish a procedure for coordinating experiential learning;

5.6.e.2. establish criteria for selecting quality experiential learning and sites;

5.6.e.3. establish criteria and standards that students must meet to be eligible for experiential learning;

5.6.e.4. establish standards and objectives for the different types of experiential learning;

5.6.e.5. establish process and criteria for experiential learning that merits the awarding of credit;

5.6.e.6. provide staff development for coordinators, mentors and supervisors of experiential learning; and

5.6.e.7. establish linkages to enable school personnel and businesses to provide experiential learning opportunities to support and enhance programs of study and career development.

5.6.f. Graduation Requirements. The state graduation requirements total 24 credits. See Charts V (A) through V (D) for specific credits required for graduation.

5.6.f.1. The courses needed for graduation, indicated in Charts V (A) through V (D) require mastery of the WVBE and county board of education approved content standards and objectives. The level of mastery shall be determined in compliance with Policy 2515 and with W. Va. 126CSR44A through 126CSR44O, WVBE Policies 2520.1 through 2520.17, 21st Century Content Standards and Objectives for West Virginia Schools (hereinafter CSOs).

5.6.f.2. The Clay County Board of Education, if proposing to schedule class periods in a manner that results in fewer than 8100 minutes of instructional time allotted for a high school course credit, must obtain a waiver from the WVBE prior to implementing such a schedule. Courses approved through the West Virginia Virtual School approval process may be exempt from this requirement. Clay County Board of Education may, in order to accommodate transportation times for students being transported to a multi-county vocational facility, schedule courses for credit with fewer than 8100 minutes of instructional time provided the center documents student mastery of the content standards for those courses.

5.6.f.3. Clay County Board of Education has the authority to increase these requirements for schools. The county superintendent shall notify the WVDE of any changes in requirements beyond the state requirements.

5.6.f.4. Clay County Board of Education must ensure that students have access to at least four College Board AP® courses annually. All AP® courses must have a syllabus approved through the College Board. Effective 2012-13, all AP® course shall be taught by a teacher who has completed the required professional development (Section 7.5.c.8.). Access to AP® courses may also be met via West Virginia Virtual School AP® courses. WVBE Policy 2515 requires that grades earned in an AP® course be weighted.

5.6.g. Additional courses not identified in Chart VI may be offered to afford students the opportunity to attain mastery of the content standards and objectives, to broaden and enrich their education, and to support academic and career development. Any elective offering must be based on WVBE approved content standards and objectives if available or based on written content standards and objectives that are approved by the county board of education.

5.6.h. Alternative Means to Earn High School Credit. Clay County Board of Education shall provide alternative means for students to earn high school credit as explained below;

5.6.h.1. Any student who successfully completes a high school level course (one meeting the high school approved content standards and objectives and taught by a content certified teacher) prior to grade 9 shall receive full credit for that course toward graduation requirements. The student's permanent record for grades 9-12 shall indicate completion of the courses. The grade for any course taken prior to grade 9 becomes part of the student's permanent record and is calculated in the student's grade point average (hereinafter GPA).

5.6.h.2. Clay County Board of Education shall adopt policies that allow students to earn credit for completion of college work. If these credits are to be used to meet graduation requirements, they must meet the requirements for a dual credit course. (See Section 13.29)

5.6.h.3. A county may develop tests for the purpose of moving students more quickly through the curriculum by “testing out.” See Section 13.2 for other methods of acceleration.

5.6.h.4. Clay County Board of Education shall adopt policies and programs that allow students to recover credit for failed high schools courses. Researched-based successful credit recovery programs require students to successfully demonstrate mastery of content rather than repeat an entire course.

5.6.h.5. All students will receive appropriate grades and/or credit for all work completed while attending school, regardless of the duration of their enrollment period.

5.6.i. High School Diploma. Clay County Board of Education shall award a high school diploma to every student who has completed the standard graduation requirements.

5.6.i.1. An eligible student with disabilities who has been determined by an IEP Team to be unable even with extended learning opportunities and significant instructional modifications to meet state and county standard graduation requirements may receive a modified diploma.

5.6.i.2. An institutional education program operated by the WVDE will transfer graduation credits to the county school district for the awarding of the high school diploma.

5.6.j. Beginning with school year 2008-2009, an eligible student with disabilities who meets the criteria for instruction based on modified standards may pursue either a standard or modified diploma. These decisions are specified on the student’s IEP.

5.6.k. High School Credential. Beginning with the graduating class of school year 2008-2009, the school system shall offer the following high school credentials for qualifying graduating students.

5.6.k.1. College Readiness Credential. -- Any student who scores at or above the college readiness benchmarks as defined by the West Virginia Higher Education Policy Commission, shall receive a college readiness credential.

5.6.k.2. Work Readiness Credential. -- Any student who completes an approved career/technical concentration and obtains a passing score on ACT Workkeys assessments shall receive a work readiness credential.

5.7. Adult Education. -- Adult education is designed to meet the education, employment and training, economic, civic, cultural, social, and recreational needs of adults in the community served by public schools. These programs are offered by county boards of education, community-based organizations or RESAs and are described in Chart VII. Chart VII identifies programs of study that provide lifelong learning opportunities for adults so that they may maintain, acquire, or enhance functional and/or technical literacy.

Alternative delivery systems for earning units of credit will include state approved summer schools only. Credit earned prior to the ninth grade, (except for Algebra I and Foreign Language) correspondence credits, and experimental program credits will not count toward graduation from Clay County High School.

All students shall be scheduled for a full instructional day for four years and shall be required to attend baccalaureate and commencement exercises as a condition of graduation.

Students transferring into Clay County high School from other state school systems or other West Virginia school districts shall have their credits evaluated to determine correspondence with Clay County requirements. In cases where students are unable to meet county or state requirements, an appeal or waiver may be made to the Clay County Board of Education (for transfer students from other states.)

If a student has been enrolled continuously for four years in grades 9-12 but has not accumulated the required number of units, the student shall be expected to meet the graduation requirements which were in effect when he/she entered grade nine. Since the student has attended four full years, he/she will not be required to attend the full day.

If a student re-enrolls within one year after dropping out of school, he/she will be expected to fulfill requirements which were in effect when he/she entered grade nine. Students re-enrolling after more than one year will be expected to complete current graduation requirements or appeal for waiver of current graduation requirements to the Clay County Board of Education.

Approved: June, 1985

Revised October, 1995

Revised August, 1997

Revised August, 1999

Revised February 2010

Revised April 15, 2014