Code: IKF

Readopted:  5/20/19

Adopted:  2/26/18

 

The Board will establish graduation requirements for the awarding of a high school diploma, a modified diploma, an extended diploma and an alternative certificate which meet or exceed state requirements.

A student may satisfy graduation requirements in less than four years.  The district will award a diploma to a student fulfilling graduation requirements in less than four years if consent is given by the student’s parent or guardian or by the student if the student is 18 years of age or older or emancipated.

If the district requires diploma requirements beyond the state requirements, the district shall grant a waiver for those requirements to any student who, at any time from grade 9 to 12, was:

1. A foster child[1];
2. Homeless;
3. A runaway;
4. A child in a military family covered by the Interstate Compact on Educational Opportunity for Military Children;
5. A child of a migrant worker; or
6. Enrolled in the Youth Corrections Education Program or the Juvenile Detention Education Program.

For any student identified above, the district shall accept any credits earned by the student in another district or public charter school, applying those credits toward the state requirements for a diploma if the credits satisfied those requirements in that other district or public charter school[2].

The district will ensure that students have onsite access to the appropriate resources to achieve a diploma, a modified diploma, an extended diploma or an alternative certificate at each high school.  The district will provide age-appropriate and developmentally appropriate literacy instruction to all students until graduation.

The district will allow English Language Learner (ELL) students to demonstrate proficiency in the Essential Skills of Apply Mathematics in a variety of settings, in the student’s language of origin for those ELL students who by the end of high school:

1. Are on track to meet all other graduation requirements; and
2. Are unable to demonstrate proficiency in the Essential Skills in English.

The district will allow ELL students to demonstrate proficiency in Essential Skills other than Apply Mathematics in a variety of settings, in the student’s language of origin for those ELL students who by the end of high school:

1. Are on track to meet all other graduation requirements;
2. Are unable to demonstrate proficiency in the Essential Skills in English;
3. Have been enrolled in a U.S. school for five years or less; and
4. Have demonstrated sufficient English language skills using the English Language Proficiency Assessment for the 21st Century (ELPA21)[3].

The district will develop procedures to provide assessment options as described in the Essential Skills and Local Performance Assessment Manual, in the ELL student’s language of origin for those ELL students who meet the criteria above, and will develop procedures to ensure that locally scored assessment options administered in an ELL student’s language of origin are scored by a qualified rater.

The district may not deny a student, who has the documented history of an inability to maintain grade level achievement due to significant learning and instructional barriers, or of a medical condition that creates a barrier to achievements, the opportunity to pursue a diploma with more stringent requirements than a modified diploma or an extended diploma for the sole reason the student has the documented history listed under the above modified or extended diploma requirements.

The district may award a modified diploma or an extended diploma to a student only upon the written consent of a student who is emancipated or has reached the age of 18 at the time the modified or extended diploma is awarded, or the student’s parent or guardian.  The district shall receive the written consent during the school year in which the modified diploma or the extended diploma is awarded.  A student who is emancipated or has reached the age of 18 at the time the modified diploma or the extended diploma is awarded may sign the consent.

A student shall have the opportunity to satisfy the requirements for a modified diploma, an extended diploma or an alternative certificate in either four years after starting the ninth grade, or until the student reaches the age of 21, if the student is entitled to a public education until the age of 21 under state or federal law.

A student may satisfy the requirements for a modified diploma, an extended diploma or an alternative certificate in less than four years but not less than three years.  In order to satisfy the requirements for a modified diploma, an extended diploma or an alternative certificate in less than four years, the student’s parent or guardian or a student who is emancipated or has reached the age of 18 must provide written consent which clearly states the parent, guardian or student is waiving the fourth year and/or years until the student reaches the age of 21.  A copy of the consent will be forwarded to the district superintendent who will annually report to the Superintendent of Public Instruction the number of such consents.

Beginning in grade five or after a documented history to qualify for an extended diploma has been established, the district will annually provide to the parents or guardians of the student, information about the availability and requirements of a modified diploma, an extended diploma and an alternative certificate.

A student who qualifies to receive or receives a modified diploma, an extended diploma or an alternative certificate shall have the option of participating in a high school graduation ceremony with the student’s class.

A student who receives an extended diploma or an alternative certificate shall have access to individually designed instructional hours, hours of transition services and hours of other services that equals at least the total number of instructional hours that is required to be provided to students who are attending a public high school, as determined by the individualized education program (IEP) team.

A student who qualifies to receive a modified diploma but has not yet been awarded the modified diploma shall continue to have access to individually designed instructional hours, hours of transition services and hours of other services that are designed to meet the unique needs of the student and when added together provide a total number of hours of instruction or services. 

The district will award to students with disabilities a document certifying successful completion of program requirements.  No document issued to students with disabilities educated in full or in part in a special education program shall indicate that the document is issued by such a program.  When a student who has an IEP completes high school, the district will give the student an individualized summary of performance.

Eligible students with disabilities are entitled to a Free Appropriate Public Education (FAPE) until the age of 21, even if they have earned a modified diploma, an extended diploma, an alternative certificate or completion of a General Education Development document.  The continuance of services for students with disabilities for a modified diploma, an extended diploma or an alternative certificate is contingent on the IEP team determining the student’s continued eligibility and special education services are needed.

Students and their parents will be notified by grade five of graduation and diploma requirements.

The district may not deny a diploma to a student who has opted-out of the statewide assessments if the student is able to satisfy all other requirements for the diploma.  Students who opt-out will need to meet the Essential Skills graduation requirement using another approved assessment option.

The district will issue a high school diploma, upon request and pursuant to Oregon law (ORS 332.114), to a person or a representative of a deceased person who served in the U.S. Armed Forces[4] and the person was discharged or released under honorable conditions.

The district shall establish conduct and discipline consequences for student-initiated test impropriety. “Student-initiated test impropriety” means student conduct that is inconsistent with the Test Administration Manual or accompanying guidance; or results in a score that is invalid.

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ORS 329.045
ORS 329.451
ORS 329.479
ORS 332.107
ORS 332.114
ORS 339.115
ORS 339.505
ORS 343.295

OAR 581-022-1910
OAR 581-022-2000
OAR 581-022-2010
OAR 581-022-2015
OAR 581-022-2020
OAR 581-022-2025
OAR 581-022-2030
OAR 581-022-2115
OAR 581-022-2122
OAR 581-022-2505

Test Administration Manual, published by the Oregon Department of Education (2017-18).

Essential Skills and Local Performance Assessment Manual, published by the Oregon Department of Education (January 22, 2018).

IKFA - Early Graduation

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^[1]As defined in ORS 30.297.

^[2]For a high school diploma awarded on or after January 1, 2018.

^[3]This criteria does not apply to students seeking a diploma in 2017-2018 or 2018-2019.

^[4]The policy applies to any person who:

1.  Served in the Armed Forces of the U.S. at any time during:

      a. World War I;

      b. World War II;

      c. The Korean Conflict; or

      d. The Vietnam War;

2.  Served in the Armed Forces of the U.S. and was physically present in:

      a. Operation Urgent Fury (Grenada);

      b. Operation Just Cause (Panama);

      c. Operation Desert Shield/Desert Storm (Persian Gulf War);

      d. Operation Restore Hope (Somalia);

      e. Operation Enduring Freedom (Afghanistan); or

      f.      Operation Iraqi Freedom (Iraq);

3.  Served in the Armed Forces of the U.S. in an area designated as a combat zone by the President of the U.S.

Code:   IKF/IKFA/IKH-AR

Readopted:  6/7/16

Adopted:  2/10/86

Orig. Code(s):  6000-2

Students are awarded credit for successful demonstration of proficiency in knowledge and skills that reflect college and career readiness. Proficiency is demonstrated through classroom work or documentation of learning experiences outside of school, or through a combination of these means. 

Required areas of study in obtaining the necessary credits for graduation are as listed below.  Fractional credits may be allowed.

1. English Language Arts (4 Credits)
2. Mathematics (3 Credits)

• All credits must be at Algebra I or equivalent and higher to qualify.

3.  Social Sciences (3 Credits)

• This will include history, civics, geography and economics.

4.  Science (3 Credits)

• All credits must be inquiry-based science; two (2) of which must be earned in lab science.

5.  Health Education (1 Credit)

6.  Physical Education (1 Credit)

7.  Applied Arts, Fine Arts, Career and Technical Education, World Language
     (3 Credits)  Two (2) credits must be earned in a world language unless otherwise
     specified in the Student’s Education Plan and 1 credit must be earned in the Arts
     or career/technical education as dictated by the Student’s Education Plan.

8.  Career Development (.5 Credit)

• One-half credit in career education shall be earned upon successful completion of all activities and career-related learning experiences enumerated by the school to assure that the student has:

i.  Developed an education plan and built an education profile;

ii.  Demonstrated extended application of academic learning in real
     world contexts;

iii.  Produced evidence of current performance in the following areas: 
      personal management, problem solving, communication, team work,
      employment foundations, and career development; and participated
      in career-related learning experiences as outlined in the student's
     education plan.

9.    Electives (5.5 Credits)

10.  Total: A total of 24 credits, 18.5 required, 5.5 elective.

Completion of one or more modified courses shall not prohibit a student from earning a regular diploma provided the modified units of credit are awarded only in the areas of physical education, career development, or electives.

Subject Area	Credits Required
English / Language Arts	4
Mathematics (Algebra I or higher)	3
Social Sciences	3
Science	3
Health	1
Physical Education	1
Career & Technical Education, Applied Arts Fine Arts, World Language	3
Career Development	.5
Electives	5 .5
Total	24

Each student in grades 7 through 12 shall develop an education plan and build an education profile with adult guidance.

The education plan shall:

Identify personal and career interests, tentative educational and career goals and post high school next steps (i.e. college, workforce, military, apprenticeship, other);

Set goals to prepare for transitions to next steps after high school;

Delineate a course of study that meets the interest and goals of the student which shall be monitored and updated as the student’s interests and goals change.  The course of study plan shall include appropriate coursework and learning experiences, career-related learning experiences and extended application opportunities.

2.    Education Profile

Through the education profile each student will monitor progress and achievement toward standards including Learning Targets, Essential Skills, extended application requirements, and other standards where appropriate (e.g. industry standards).  The profile will also provide a place to document progress towards individual goals and other personal accomplishments determined by the student or the school to be relevant to the student’s goals.  Progress and achievement as represented in the profile is to be reviewed at least annually.

In order to receive a diploma, students must demonstrate proficiency in the following Essential Skills:

• Read and comprehend a variety of text
• Write clearly and accurately
• Apply mathematics in a variety of settings

Various methods and multiple opportunities will be provided for students to demonstrate proficiency in Essential Skills.

Limited English Proficient students who have not had sufficient time in the U.S. to gain the English language skills necessary to demonstrate their academic content knowledge who are able to meet all other graduation requirements, including credit completion, have the following options in meeting the Essential Skills requirements:

• Eligible LEP students may demonstrate proficiency in applying Mathematics in their language of origin using statewide or local assessments as appropriate and available.
• Eligible LEP students may demonstrate proficiency in Reading, Writing, and any additional Essential Skills in their language of origin using statewide or local assessments as appropriate and available if:

-  The student has been in U.S. schools 5 years or less, and

-  The student receives at least a level 3 (Intermediate) on the English
    Language Proficiency Assessment (ELPA) by graduation.

All credit awarded by the Beaverton School District will be based upon evidence of proficiency in mastering the learning associated with each credit.  Most students will demonstrate the necessary proficiency and earn credit through courses taken as part of the regular school program.  However, students will have opportunities to earn credit outside such settings through the demonstration of proficiency.

Proficiency is defined as sufficient evidence of student-demonstrated knowledge and skills that meet or exceed defined levels of performance. The intent of offering credit for proficiency is to:

• Base the award of course credit on proficiency
• Provide more options for students
• Encourage student engagement in learning beyond the classroom in real-world contexts
• Personalize and bring increased relevance to a student's high school education

Refer to the Application Procedures for Prior Learning or Out of Class Learning for specific procedures and forms.

• Not more than six (6) total credits toward graduation requirements may be earned through Proficiency-Based Credit Award Options outside the regular school program unless otherwise stipulated in the student's Education Plan.
• Evidence of proficiency used for credit options outside the regular school program must be current. Current is defined as produced within the previous twelve (12) calendar months.
• Credits earned through the proficiency options outside the regular school program will earn a "Pass/Fail" grade.

1. Student completes the Prior Learning Application and the Collection of Evidence Form and submits it to the counseling office at his/her home school.
2. A building review committee will review the application using District agreements regarding the sufficiency of the proposed collection of proficiency evidence.  The student will be notified within 30 days if the application has been approved or denied.  If an application is denied, the specific reason(s) will be discussed with the student.  The committee may offer the student an opportunity to resubmit the application.  The site decision is final.
3. The student will prepare the collection of proficiency evidence according to criteria provided by the school and in compliance with the timeline provided.
4. The collection of proficiency evidence will be reviewed by a building committee that includes at least one teacher from the content area and at least one teacher who reviewed the initial application.  The committee will determine whether the evidence satisfies the proficiency criteria for the course to earn credit.  The determination of the committee will be recorded on an evaluation form that mirrors the proficiency criteria. A copy of this form will be kept on file at the school.  Another copy will be given to the student.  The site decision is final.

1. Student submits a proficiency-based credit application according to the school's timeline.  As part of the application, the student will complete the companion Learning Experience Plan detailing the learning, the proficiency standards, the criteria for a sufficient collection of evidence, and the amount of credit to be awarded.
2. A building review committee will review the application.  The student will be notified within 30 days if the application has been approved or denied.  If an application is denied, the specific reason(s) will be discussed with the student.  The committee may offer the student an opportunity to resubmit the application.  The site decision is final.
3. The student will prepare the collection of proficiency evidence according criteria detailed in the Learning Experience Plan and in compliance with the timeline provided.
4. The collection of proficiency evidence will be reviewed by a building committee that includes at least one teacher from the content area and at least one teacher who reviewed the initial application.  The committee will determine whether the evidence satisfies the proficiency criteria for the course to earn credit. The determination of the committee will be recorded on an evaluation form that mirrors the proficiency criteria. A copy of this form will be kept on file at the school.  Another copy will be given to the student.  The site decision is final.

1. Credits awarded to students transferring into a Beaverton high school by high
   schools accredited by the AdvancED or one of its regional affiliates will be accepted as if the credits had been awarded in the District.

a.   Credits awarded to enrolled BSD students from non-BSD accredited
      organizations will be accepted provided the student has received prior
      approval from his/her BSD high school. 

b.   A list of approved courses and associated credits will guide this process.

2.  Credits from community colleges and private and public colleges and universities
     accredited through the Northwest Commission on Colleges and Universities
     (NWCCU) or one of its regional affiliates will be accepted.

3.  Credit for courses at Portland Community College or any accredited college or
     university will be awarded according to the following table:

College Course Credit Hours	High School Credits
1 credit	1/4 credit
2-4 credits	1/2 credit
5-6 credits	1 credit
7-9 credits	1 1/2
10-12 credits	2 credits
13> credits	3 credits

 

 

 

 

4.  It is the responsibility of the student to be sure completion of college or university
     course work is properly reported to the school of enrollment for inclusion on
     his/her transcript.

5.  International transcripts will be evaluated according to the procedures detailed in
     the "High School Counselor's Manual for Evaluation of International/Foreign
     Students' Transcripts for High School Credit."

6.  For proficiency-based credit information, see “Proficiency-Based Credit” within this
     AR.

7.  For students currently enrolled in the Beaverton School District, no more than six
     (6) total credits toward graduation requirements may be awarded for transfer credit
     earned in non-BSD accredited programs.  Possible exceptions may be made for
     students on specialized graduation plans. 

8.  Students who leave a Beaverton high school and do not transfer to another high
     school or attend a District sponsored high school completion option but
     subsequently complete diploma requirements through other institutions as detailed
     in this section may be awarded a diploma by the high school where they were
     previously enrolled if the following conditions are met:

a.  The diploma requirements in effect when the student left are all satisfied

b.  No more than six (6) units of transfer credit are used to meet graduation
     requirements

c.  All necessary documentation is received by the high school counseling office.

d.  Graduates awarded diplomas through this process are not guaranteed
     participation in graduation activities and are not eligible for site-based
     honors related to commencement.

9. The District may use discretion when addressing a person who meets the following
     criteria and desires continued enrollment at the school or is seeking high school
     enrollment:

a.  Has attained 20 years of age or will attain 20 years of age during the
     school year, and

b.  Has not yet attained 21 years of age prior to the beginning of the current
     school year, and

c.  Is not eligible to receive special education services.

The school where the individual is seeking enrollment shall determine the best option for the individual and the school. If the school determines that enrollment is appropriate, guidelines detailed in this section will be followed in determining transfer credit.

1. Students may repeat courses for which they earned a D or below to address learning gaps or deficiencies and to assure a proficient level of readiness for future learning. 
2. If a higher grade is earned during the repeat of the course (or a semester of a year long course), then the original grade converts to an N (in the semester the course was originally taken) while the improved grade is noted for the semester in which the course was retaken.  If the same grade or a lower grade is earned, the original grade will remain and an N will be transcripted to indicate a repeated course.
3. Students may repeat courses at an outside accredited program or college to acquire the necessary learning.  Only original grades of “D” or “F” may be replaced in courses with the same content.

The District encourages students to perform at the highest academic levels.  Many middle school age students, though appropriately enrolled at the middle level, are ready and able to master high school curriculum.

If the student needs high school courses taken during middle school to be entered on the high school transcript in order to graduate early this option will be made available.  Such students who completed a high school course in mathematics or world languages that presented the same curriculum and proficiency demands as the high school course and was taught by a district teacher certified to teach the course at a high school will have the course entered on the student's high school transcript along with the letter grade awarded in middle school.

By granting credit, the District will reduce the established units of credit to be completed in grades 9 through 12 for high school graduation.

Middle school students who are not enrolled in a high school level course but believe they can demonstrate proficiency in a world language offered by the high school the student will be attending may be assessed to assure accurate program placement in high school.  If the student needs to satisfy a diploma requirement in this manner the student will utilize the credit for courses by evidence of proficiency process.

A modified diploma shall be awarded to students who have demonstrated the inability to meet the full set of academic content standards even with reasonable accommodations but who fulfill all requirements as described below.  In order for a student to be eligible for a modified diploma, the student must have one of the following:

• A documented history of an inability to maintain grade level achievement due to significant learning and instructional barriers inherent in the student.
• A documented history of a medical condition that creates a barrier to achievement.

Students currently engaged in the use of illegal drugs are not eligible for a modified diploma if the significant learning and instructional barriers are due to the use of illegal drugs.  Students currently engaged in the illegal use of alcohol are not eligible for a modified diploma if the significant learning and instructional barriers are due to the alcohol abuse, regardless of whether that student is disabled under Section 504 on the basis of alcoholism.  However, a modified diploma may be awarded to a student who is no longer engaging in illegal use of drugs or alcohol for one of the following. The student:

• Has successfully completed a supervised drug or alcohol rehabilitation program and is no longer engaged in the illegal use of drugs or alcohol
• Has been rehabilitated successfully and is no longer engaged in the illegal use of drugs or alcohol; or
• Is participating in a supervised rehabilitation program and is no longer engaging in the illegal use of drugs or alcohol.

Each school serving students in any grades 6 through 12 shall determine which school team shall decide if a student will work toward obtaining a regular diploma, modified diploma, extended diploma, or alternative certificate.  A student’s school team shall decide that a student should work toward a modified diploma no earlier than the end of the 6th grade and no later than 2 years before the student’s anticipated exit from high school.

1. The District and schools shall notify students and their parents of the availability of the modified diploma in the fifth grade and shall ensure that parents are involved in the decision to pursue a modified diploma for a student. After students working toward a modified diploma complete the 8th grade modified diploma information shall be reviewed annually with the parent of a student.
2. A student’s school team may formally decide to revise a modified diploma decision.  A student’s school team may decide that a student who was not previously working towards a modified diploma should work toward a modified diploma when a student is less than 2 years from anticipated exit from high school if the documented history of the student has changed and demonstrates an inability to maintain grade level achievement due to significant learning and instructional barriers inherent in the student or a medical condition that creates a barrier to achievement.

To receive a modified diploma, students must earn 24 units of credit, between grade 9 and the end of their high school career with at least 12 of those credits to include:

• English Language Arts (3 Credits)
• Mathematics (2 Credits)
• Social Sciences (2 Credits)
  -  Includes history, civics, geography and economics (including personal finance).
• Science (2 credits)
• Health Education (1 Credit)
• Physical Education )1 Credit)
• Career & Technical Educaiton, Fine Arts, World Language (1 credit)
  -  One (1) credit shall be earned in any one or combination.
• Electives (12 Credits)

These credits must be awarded to meet the needs of the individual student as specified in the education plan of the student with the expectations and standards aligned to the appropriate grade level academic content standards.  Students may earn units of credit through regular education with or without accommodations or modifications and through modified courses and have the option to earn credit through proficiency. The school shall inform the student and parent of the student if the courses in grades 9-12 have been modified for the student and the District shall provide transcripts which clearly identify modified courses that do not count toward the regular diploma but that do count toward a modified diploma.

Students shall have access to literacy instruction until the completion of school.

As is required for a regular diploma, each student shall develop an education plan, build an education profile, and demonstrate extended application of academic learning in real world contexts. Students seeking a modified diploma must meet the Essential Skills requirements, however the assessment options may be modified.  For students receiving special education and students on a 504 Plan, work samples and state tests may be modified consistent with the requirements of the student’s IEP or 504 Plan.  For students who are not on an IEP or a 504 Plan, work samples may be modified in a manner consistent with the modifications the student has received during classroom instruction, but modified state tests are not permitted.

Students receiving a modified diploma shall have the option of participating in the high school graduation ceremony with the members of their class receiving a regular high school diploma.

An extended diploma shall be awarded to students who have demonstrated the inability to meet the full set of academic content standards even with reasonable accommodations but who fulfill all requirements as described below.  In order for a student to be eligible for a modified diploma, the student must:

1. Have a documented history of an inability to maintain grade level achievement due to significant learning and instructional barriers or have a documented history of medical condition that creates a barrier to achievement.
2. Participate in an alternate assessment beginning no later than grade six and lasting for two or more assessment cycle; or have a serious illness or injury that occurs after grade eight, that changes the student’s ability to participate in grade level activities and that results in the student participating in alternate assessments.

Beginning in grade five (5), parents or guardians of students taking alternate assessments will be provided information concerning the availability of an extended diploma and the requirements for the extended diploma.  Each school serving students in any grades 6 through 12 shall determine which school team shall decide if a student will work toward obtaining a regular diploma, modified diploma, extended diploma, or alternative certificate.  A student who qualifies for an extended diploma will not be denied the opportunity to pursue a diploma with more stringent requirements for the sole reason that the student has the documented history.

To receive an extended diploma a student must earn 12 units of credit between grade 9 and the end of their high school career.  Of the 12 credits, no more than six credits may be earned in a self-contained special education classroom.  The required credits include:

• English Language Arts (2 Credits)
• Mathematics (2 Credits)
• Social Sciences (3 Credits)
  -  Includes history, civics, geography and economics (including personal finance).
• Science (2 Credits)
• Health Education (1 Credit)
• Physical Education (1 Credit)
• Art or World Language (1 Credit)

Students receiving an extended diploma shall have the option of participating in the high school graduation ceremony with the members of their class receiving a regular high school diploma.

The alternative certificate shall be awarded to students who do not meet the requirements of a regular or modified diploma but complete their individual plan, which will be based on the individual student's needs.  In combination with the individual student profile, the alternative certificate will provide a complete record of student achievement and accomplishment.

Students receiving an alternative certificate shall have the option of participating in the high school graduation ceremony with the members of their class receiving a regular high school diploma.

Most students will complete the requirements for a diploma in a four-year period.  However, it is beneficial for some students to satisfy these requirements in less than four years, and other students to have longer to earn a diploma.  The District will accommodate students desiring early graduation and those who require a longer period of time; not to exceed state limitations on age of high school attendance.

Accordingly, a student who wishes to take early graduation or delay graduation must initiate the request through the appropriate school counselor.  Early graduation means the completion of all requirements for graduation in less than four years.  Delayed graduation means the completion of all requirements for graduation in more than four years.  A personal conference to discuss the plan must be held among the counselor, the parent and the student and be reflected in the student's Education Plan.

The following factors should be considered in assessing the request:

• Student's present status and high school program;
• Student's age;
• Student's future plans and motivation;
• Parental desires;
• Outside institutions and resources available;
• Individual student's needs and goals;
• The need for the student to be able to continue or reenter future educational experiences smoothly;
• Other factors appropriate to the particular situation.

It is the responsibility of the counselor to recommend approval to the school administrator who will approve the plan.  The student and parent will be promptly notified.  Details regarding the responsibilities of both the school and the student will be included in the student's Education Plan.

During the time between the approval of the plan and actual graduation, the counselor and the student will maintain communication regarding the completion of the various credit requirements, subject matter courses and other requirements.  It is the responsibility of the student to notify the counselor regarding the completion of any out-of-school credits or course work or any change of plans.  The counselor's responsibilities include checking to see that all requirements are being met on time and that the proposed plan is being implemented.

Students participating in early graduation must have met all graduation requirements prior to graduation exercises.

A student on an IEP who plans to extend his/her program beyond the twelfth grade in order to meet requirements must include modifications in the IEP.  Eligible students with disabilities are entitled to a Free Appropriate Public Education ("FAPE") until the age of 21, even if they have earned a modified diploma or Alternative Certificate.  The continuance of services for students with modified diplomas and alternative certificates is contingent on the IEP team determining services needed.

The District will issue a high school diploma, upon request, to a person who served in the Armed Forces, did not graduate from high school because of military service, and meets all three of the following conditions:

1. Presents discharge papers (Form DD214) establishing details of service and discharge or release from service under honorable conditions,;
2. Resides within the Beaverton School District or resides in Oregon and attended a high school in the Beaverton School District, and;
3. Served in the Armed Forces of the United States at any time during World War I, World War II, The Korean Conflict, or The Vietnam War, or served and was physically present in Operation Urgent Fury (Grenada), Operation Just Cause (Panama), Operation Desert Shield/Desert Storm (the Persian Gulf War), Operation Restore Hope (Somalia), Operation Enduring Freedom (Afghanistan), or Operation Iraqi Freedom (Iraq), or served in the Armed Forces in an area designated as a combat zone by the President of the United States.

A representative of a deceased person who meets the requirements for the award of a diploma may make the request on behalf of the deceased person if the deceased person resided within the boundaries of the Beaverton School District at the time or death or was a resident of Oregon at the time of death and attended a high school in the Beaverton School District.

Formal graduation exercises shall be held only at the twelfth grade level.  No formal exercise shall be held when students are promoted from grades 5 or 8.  Each high school principal shall be responsible for submitting plans for this event to the appropriate regional administrator six weeks in advance of the date set.

The school shall not sponsor or conduct baccalaureate services but will cooperate with the local ministerial association, parents and students if a non-school sponsored service is held.

Except in extraordinary situations, each school will name a single valedictorian.  Each school will have the flexibility to tailor eligibility and criteria to the site, but criteria will include at minimum:  GPA, academic integrity, and rigorous course-taking.

Students who have not satisfied all graduation requirements by the District-identified last day for seniors shall not be eligible to participate in commencement exercises.  Exceptions will be made for students enrolled in District programs with timelines that extend beyond the regular school calendar.  In those instances, when graduation requirements are contingent upon successful completion of such a program, it must be verified in the week prior to commencement that program staff have every expectation that the student will be successful.

Students who do not complete graduation requirements in the time frame indicated in the student's Education Plan may participate in the next commencement held by the school after all graduation requirements are met.

Students in jeopardy of not meeting all graduation requirements and being ineligible for participation in graduation exercises shall be formally notified of this concern no later than the end of the second week of the last grading term of the year of their graduation.  The student will be provided explicit information on what is lacking to satisfy graduation requirements.

Attendance at formal commencement exercises is not compulsory.  However, all students should be encouraged to attend unless circumstances make this impossible.

Students who are working toward a modified diploma or alternate certificate may participate in graduation exercises at the end of their senior year or according to their individual plan.