• High School and Beyond Plan

    The High School and Beyond Plan is a graduation requirement for every student. It's a tool for students, parents, and teachers to guide students through high school and think about their future. Plans are personalized and designed to help students set, visualize, and work to achieve goals.

    Requirements

    The following are the requirements in statute and rule related to the High School and Beyond Plan.  Decisions about whether a student has met the requirements for the High School and Beyond Plan are made locally perRCW 28A.230.080.

    With the passage of ESHB 2224, beginning with 2017-2018 school year, the High School & Beyond Plan has the following requirements:

    • Initiation in the 7th or 8th Grade.
    • Identification of career goals, aided by a skills and career interest inventory assessment.
    • Identification of educational goals.
    • Four-year plan for course-taking plan that fulfills state and local graduation requirements and aligns with the student's career and educational goals and individualized Personalized Pathway for student in Class of 2019 and beyond.
    • Resume or activity log by end of 12th grade.
    • For students who have not met standard on a state assessment, interventions and academic support, courses, or both, that enable students to meet the high school graduation requirements, must be a part of this plan.
    • The plan must be updated to reflect assessment results, student progress, changing student interest, goals, or needs.

    Additional requirements include:

    The High School and Beyond Plan should be used by students when making course-taking decisions for theirpersonalized pathway requirements (PPR) and their third credits of math and science.

    Districts are encouraged to involve parents and guardians in the developing and updating of the High School and Beyond Plan.

    The High School and Beyond Plan was first required by the State Board of Education in 2009. Prior to the passage of ESHB 2224, rules specified that the plan guide a student’s high school experience and include plans for postsecondary activities, that students work with school staff and, if possible, parents or guardians to develop the plan, and that the plan must be updated to reflect changes in students’ interests and goals.

    High-Quality High School and Beyond Plans and Processes

    The following is guidance for components of a high quality High School and Beyond Plan. Components listed inbold are required by law.

    Plan Components

    • Identify a career goal
      • Determine interests and skills
        • Interest inventory and skills assessment, by the 7th or 8th grade: who am I? What do I want to be? What skills do I have and where do I want/need to develop?
    • Identify educational and career goals
      • Research on career goal and what it takes to get there
        • Professional/technical program options, 2-year degree options, 4-year degree options, on the job training, apprenticeships, military, other postsecondary education and training
      • Research on postsecondary program to achieve career goal
        • Identify program requirements: courses, exams, extracurriculars
        • Identify financial aid options
      • Determine right fit of postsecondary program to reach career goal
        • Identify supports and services available in high school and postsecondary
        • Identify on-the-job training options
        • Identify career connected learning opportunities
    • Determine four-year plan for coursework
      • Consider graduation requirements—including both credit and non-credit requirements
      • Consider postsecondary program admission requirements
      • Consider opportunities for dual credit
    • Identify list of exams
      • Exams for high school graduation
      • Exams for postsecondary program admission (SAT, ACT, etc.)
      • Exams for postsecondary program placement (Accuplacer or institution-specific placement exams; ASVAB for the military)
    • For students who have not yet met high school graduation standards, identify available interventions, academic supports, and courses designed for students to meet standards
    • Participate in career connected learning opportunity (e.g. work-based learning, job shadow, internship) to develop employability skills, such as self-advocacy, reliability, time management, teamwork, and communication skills
    • Participate in postsecondary program experience (e.g. site visit, virtual tour, meet with representative)
    • Complete postsecondary program applications
      • Program admission applications
      • Financial aid applications
    • Complete career related documents
      • Resume or activity log (by the end of the 12th grade)
      • Job application
    • Identify personal goals
    • Participate in volunteer service
    • Develop practical skills for life after high school
      • Create a budget

    Process Components

    • Begin plan by at least 8th grade
    • Parent engagement tailored to family and community needs (e.g. language, cultural competency, timing)
    • Frequent revision, treat the plan as a living document
    • Connect with student information system
    • Use customizable tools and resources
    • Utilize a consistent, frequent delivery model, such as a mentorship, advisory, or counselor delivery structure
    • Connect students with resources through partnerships with civic organizations and community groups (e.g. tutoring, college admission support)
    • Assess knowledge (e.g. know about financial literacy at the beginning and the end of the HSBP process)
    • Student presentation of plan to parent or guardian
    • Coordination and integration with student IEP transition plans