Vallejo City USD
Instruction
Board Policy
6000f
High School Graduation Standards
The Board of Trustees believes that all students are capable of meeting rigorous graduation
standards and that meeting such standards will provide them with many options for successful lives. The Board of Trustees expects that students will be provided with the opportunities, support and guidance needed for them to achieve the District’s graduation standards.
Beginning with the Class of 2009, students in the Vallejo City Unified School District are expected to meet standards for graduation that will prepare them to attend higher education, enter the
workforce, or pursue technical training. Students shall be granted diplomas of graduation from high school after meeting the District’s standards for graduation and passing the California High School Exit Exam.
The District’s Standards for High School Graduation are that a student successfully pass the following courses and earn a minimum of 230 total credits:
40 credits of English
30 credits of History/Social Studies including Modern World History, US History, and Government/Economics
30 credits of Math including Algebra 1 and 2 and Geometry 20 credits in Science lab courses
20 credits of PE unless the student has been exempted pursuant to State law or is required to take additional units of PE pursuant to State law
20 credits in one Language Other than English 10 credits in Visual of Performing Arts
10 credits in College Prep Elective Courses
50 additional credits in any of the areas above or other electives
The Board of Trustees adopts the following alternative means for the completion of prescribed courses:
a. The Summer Semester Program b. Adult School
c. Independent Study d. Continuation School
e. Credit earned at a post secondary institution f. Credit for Approved Alternative Courses
g. District-offered before and after school programs h. Credit Recovery Program
The Board of Trustees establishes the following goals for meeting the District’s graduation
standards: 50 percent of students in the Class of 2009, 60 percent of students in the Class of 2010, 70 percent of students in the Class of 2011, and 80 percent of students in the Class of 2012 with equitable representation of all subgroups. No less than once each year, the Superintendent shall provide the Board with data for each graduating class and the junior class for the District and for each high school for all students and students disaggregated by subgroup. Based on the data, the Superintendent shall recommend changes in the goals as needed.
Phase-in of Graduation Standards
Classes of 2009 and 2010: The Board of Trustees recognizes that all of the students in the graduating Classes of 2009 and 2010 have not had sufficient opportunities in previous years of schooling to meet grade level standards. Therefore, the following options are provided for earning a diploma for these classes.
Subject Area Graduation Standards*
(Recommended)
Individualized Alternatives to Required
Courses for Graduation
Minimum Requirements For the Classes
of 2009 and 2010 only (Not
recommended)
English 40 credits – 4 years
1. English 9 2. English 10 3. English 11
4. English 12 or English elective
No change from
Recommended Graduation Standards
No change from Recommended Graduation Standards
History/Social Science
30 credits – 3 years 1. World History 2. U.S. History
3. American Government
and Economics
No change from
Recommended Graduation Standards
No change from Recommended Graduation Standards LOTE
(Language other than English)
20 credits – 2 years (3 years recommended)
1. 2 years of any ONE
language
2 years
1. LOTE or
2. Computer Science or
3. Applied Arts or
4. Visual Performing Arts (satisfies VPA
requirement below)
10 credits – 1 year of LOTE or VPA
Mathematics 30 credits – 3 years 1. Algebra 1
2. Geometry
3. Algebra 2
3 years
1. Algebra 1 (required for all)
2. Alternative to
Geometry: Algebra 2, Mathematics with Modeling, or Business Math
3. Alternative for 3rd year: another math course identified above or Problem Solving
20 credits – 2 years
1. Algebra 1 2. Any other
math course
Physical Education
20 credits – 2 years unless the student has been exempted pursuant to State Law or is required to take additional units of PE pursuant to State law
No change from
Recommended Graduation Standards
No change from Recommended Graduation Standards
Science 20 credits – 2 years: one life and one physical lab science (3 years recommended)
1. Biology, Biotechnology, or Biology II and
2. Chemistry or Physics or Physics and
Technology
2 years
1. Biology or Biotechnology 2. Any other science
course
20 credits – 2 years any science courses
Visual Performing
Arts
10 credits – 1 year 1. Music or
2. Drama or
3. Art
No change from
Recommended Graduation Standards
10 credits – 1 year of LOTE or VPA
Electives 60 credits
10 credits must be recognized by the UC/CSU system (10 credits of American
Government/Economics may be used to fulfill this
requirement) + 50 credits of any course that is not used to meet the above requirements
Additional credits to meet 230 credit requirement
Additional credits to meet 230 credit requirement
Total 230 credits 230 credits 230 credits
*These standards are based on UC/CSU’s a-g requirements for application to attend UC/CSU. UC/CSU require a grade of C- or better in each required course for consideration for admission. VCUSD requires a grade of D- or better in each required course for the course to count toward meeting high school graduation requirements.
The administration shall develop and implement administrative regulations that provide the criteria, process and timeline for identifying students in the Classes of 2009 and 2010, who by their junior year, are not on course to meet the District’s graduation standards and for planning an individual program with them and with their parents/guardians for them to meet the alternative course/s or minimum requirements for graduation.
Classes of 2011 and Beyond: The Classes of 2011 and beyond shall meet the District’s graduation standards through either the required course of study or alternative courses for the required course of study as shown below:
Subject Area Graduation Standards*
(Recommended)
Individualized Alternatives to Required Courses for
Graduation
English 40 credits – 4 years
1. English 9 2. English 10 3. English 11
4. English 12 or English elective
No change from Recommended Graduation Standards
History/Social Science
30 credits – 3 years 1.World History 2.U.S. History
3.American Gov. and Economics
No change from Recommended Graduation Standards
LOTE (Language other than English)
20 credits – 2 years (3 years recommended)
1.2 years of any ONE language
2 years
1. LOTE or
2. Computer Science or
3. Applied Arts or
4. Visual Performing Arts (satisfies VPA
requirement below)
Mathematics 30 credits – 3 years
1.Algebra 1
2.Geometry
3.Algebra 2
3 years
1. Algebra 1 (required for all)
2. Alternative to
Geometry: Algebra 2, Mathematics with Modeling, or Business Math
3. Alternative for 3rd year: another math course identified above or Problem Solving Physical
Education
20 credits – 2 years unless the student has been exempted pursuant to State Law or is required to take additional units of PE pursuant to State law
No change from Recommended Graduation Standards
Science 20 credits – 2 years: one life and one
physical lab science (3 years recommended)
1.Biology, Biotechnology, or Biology 2 and
2.Chemistry or Physics or Physics and Technology
2 years
1. Biology or Biotechnology 2. Any other science
course
Performing Arts
1.Music or 2.Drama or 3.Art
Graduation Standards
Electives 60 credits
10 credits must be recognized by the UC/CSU system (10 credits of American Government/Economics may be used to fulfill this requirement) + 50 credits of any course that is not used to meet the above requirements
Additional credits to meet 230 credit requirement
Total 230 credits 230 credits
*These standards are based on UC/CSU’s a-g requirements for application to attend UC/CSU. UC/CSU require a grade of C- or better in each required course for consideration for admission. VCUSD requires a grade of D- or better in each required course for the course to count toward meeting high school graduation requirements.
The administration shall develop and implement administrative regulations that provide the criteria, process and timeline for identifying students in the Class of 2011 and beyond who, by their junior year, are not meeting graduation standards and for planning an individual program with them and with their guardians/parents for them to take one or more of the alternative courses to meet the graduation standards.
Certification of Completion of High School
The Board of Trustees authorizes the following certifications of high school completion:
• Graduation Diplomas for all who meet the District’s Graduation Standards
and pass the California High School Exit Exam
• Certificates of Completion for all who meet the District’s Graduation
Standards but who do not meet the requirement to pass the California High School Education Exam
• Certificates of Completion for special education students who have been
certified for Alternative High School Graduation through the IEP process
• Honorary Diplomas for foreign exchange students.
Students who have earned a Certificate of Completion at the time of high school commencement ceremonies shall be given a Graduation Diploma if they submit an official record of passing the California High School Exit Exam after the commencement ceremonies.
Student and Parent Notification
The administration shall provide parents/guardians, students and the public with timely information about the District’s graduation standards, the alternative means for completing the course of study and the types of certifications provided at the successful completion of twelfth grade.
Legal References:
EDUCATION CODE
Sections 51220-51246
Sections 56390-56392 and 60852.4
Vallejo City USD
Instruction
Administrative Regulation
6000f
High School Graduation Standards
Guiding Principles
The guiding principles used for the development and implementation of the Administrative Regulation for the District’s High School Graduation Standards are:
• Expect that all students will meet the more rigorous
Graduation standards
• Provide support classes and other interventions to help students be
successful in meeting the more rigorous Graduation standards
• Monitor student progress regularly and review students’ grades and credit
summaries at the end of the first semester of 10th grade
• Use District criteria to identify students who have not been successful in one
or more areas by the second semester of 10th grade
• Review student progress toward meeting graduation standards with students
who are in danger of not graduating and their parents/guardians and discuss alternative options
• Communicate expectations for students and communicate and counsel with
students and parents frequently
• Establish expectation that staff at the District and school levels from K to 12
are responsible for student success
• Provide regular reports by District, school and subgroup on progress in
meeting the Graduation Standards
Criteria for Identifying Students for Consideration for Revised Graduation Plans
The criteria for identifying students who are not on track for meeting the recommended higher graduation standards and the alternative actions by grade are:
Grade and Semester Criteria Action
9th grade students at the end of the first semester
9th grade students at the end of the second semester
Failed first semester Algebra I or English 9
Failed second semester Algebra I or English 9
Placement in Algebra Support and/or English 9 Support or Language!*; after school support
Summer Semester referral, after school support
10 grade students at the end of the first semester
Have not passed first semester of Algebra I
Placement in Algebra Support* and/or referral to after school program
10th grade students at the end of the second semester
More than 30 credits deficient (<80 credits) in graduation requirement courses or below 2.0 GPA
AND
Unlikely to take advantage of other alternative means
Review and possibly revise graduation plan and use other means considered with student and parent input
11th grade students at the end of the first semester
11th grade students at the end of the second semester
More than 20 credits deficient (<90 credits) in graduation requirement courses s or below 2.0 GPA
AND
Unlikely to take advantage of other alternative means More than 10 credits deficient (<160 credits) in graduation requirement courses or below 2.0 GPA
AND
Unlikely to take advantage of other alternative means
Review and possibly revise graduation plan and use other means considered with student and parent input
Review and possibly revise graduation plan and use other means considered with student and parent input
ANY TIME TRANSFER STUDENT
From alternative program or from out of district
Develop graduation plan and use other means considered with student and parent input *if scheduling allows
Process
Each high school principal is responsible for developing and implementing with his or her staff a process that provides for the following with responsibilities and timelines clearly delineated for each:
1. Identifies students who are at risk of not graduating 2. Provides interventions early
3. Continues to monitor student progress
4. Reviews progress toward graduation and makes recommendation where needed for Individualized Alternatives
5. Contacts parent to review recommendation
6. Makes any needed changes to a student’s program
7. Collects and provides for review and analysis student data (overall, by class and by subgroup) regarding the meeting of Graduation Standards, the Use of Individualized Alternatives, and, in for the Classes of 2009 and 2010 only, the use of the Minimum Requirements
The District administration will review and approve each school’s proposed process using the Guiding Principles enumerated at the beginning of the Administrative Regulation
An example of a detailed process is:
What Who When Evidence
Continue to communicate to entire school community that all students begin high school with the goal of meeting the recommended higher graduation requirements
All staff Multiple venues/times Staff meetings PD trainings Course Catalog
Develop a system for periodic review of student progress by teachers Principal with counselors and teachers with support from AAA
By Fall 2008 Structure, process, and goals to monitor student progress that allow for more
individualized student advising Identify students who are on
track for meeting the higher graduation requirements using the District criteria* and communicate to students and parents
Counselors and site
administrators
After each semester beginning January 2008
Lists of student names
Student graduation plans
Provide on-track students with enrichment courses and other growth opportunities with post-high school counseling
Counselors and site
administrators
After each semester beginning January 2008
Lists of student names
Student graduation plans
Identify students who are not on track for meeting the higher graduation requirements using the District criteria
Counselors and site
administrators
After each semester beginning January 2008
Lists of student names
Student graduation plans
Provide support classes and other means of intervention (after school programs, summer semester, credit recovery, etc.) for students who are not on track for meeting higher graduation requirements.
Ensure appropriate placement of students
Counselors and site
administrators
After each semester Lists of students who are not on track and actions taken to support
Develop appropriate graduation plans for all 10th grade students (Class of 2010 and beyond) and all 11th grade students (Class of 2009) with
Counselors and site
administrators
End of the first semester of the 10th grade year (Class of 2010 and beyond) End of the first
Student graduation plans
input from students and parents/guardians
semester of the 11th grade year (Class of 2009)
Review site’s student data to ensure equitable results and maximum number of students are meeting the higher
graduation requirements
Principal or designee and school site leadership team
After each semester beginning January 2008
Site data showing numbers and percentages of students who are meeting the higher graduation
requirements by subgroup Present data and findings to
District
Principal After each semester beginning June/July 2008
Presentation with summary of data, analysis, and next steps
