This document provides information about Washington State's high school completion requirements and Shoreline Community College's high school completion program. It outlines the state requirements in subject areas, additional state requirements including a culminating project and passing the state proficiency exam. It also discusses options for students 21 and older to earn a diploma by obtaining an associate's degree. The document guides students through evaluating previous coursework, determining remaining requirements, including deficiencies in an academic plan to complete them, and notes students have a choice whether to finish a high school diploma.
To be considered college ready, students must complete the A-G Requirements. This presentation includes required and suggested high school coursework for students to be ready for college.
Rising to Your Highest Potential: The A-G RequirementsRebecca Joseph
I presented this to 350 juniors at the Ramon C. Cortines School of Visual and Performing Arts High School in LAUSD. They must still voluntarily complete the A-G requirements required for admissions to the UCs and CSUs. This presentation demonstrates the importance of not only completing these requirements but also in rising to their highest potential in this prime year of high school.
To be considered college ready, students must complete the A-G Requirements. This presentation includes required and suggested high school coursework for students to be ready for college.
Rising to Your Highest Potential: The A-G RequirementsRebecca Joseph
I presented this to 350 juniors at the Ramon C. Cortines School of Visual and Performing Arts High School in LAUSD. They must still voluntarily complete the A-G requirements required for admissions to the UCs and CSUs. This presentation demonstrates the importance of not only completing these requirements but also in rising to their highest potential in this prime year of high school.
DRMS High School Registration Presentation 2012 Paul Cancellieri
The slides presented by Durant Road Middle School's Guidance Department as part of an evening High School Registration Information Session for parents.
Studying in the UK presentation slides at British Council Education Fair 2010
Date: Saturday 9 October 2010
Time: 10 a.m. to 5 p.m
Venue: Traders Hotel (Myanmar Ballroom)
DRMS High School Registration Presentation 2012 Paul Cancellieri
The slides presented by Durant Road Middle School's Guidance Department as part of an evening High School Registration Information Session for parents.
Studying in the UK presentation slides at British Council Education Fair 2010
Date: Saturday 9 October 2010
Time: 10 a.m. to 5 p.m
Venue: Traders Hotel (Myanmar Ballroom)
The Structure:
• Accountability*
• Assessment
• Graduation Plans
The Intent:
The goals:
• the development of a more
diverse workforce
• sending students to the
postsecondary level more
prepared
• The understanding is that each
student’s path to the workforce
is unique
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2. Washington State’s HS
Requirements:
Subject Areas (measured in “Carnegie Units”):
Language Arts (3)
Mathematics (3)
Occupational Education (1)
U.S. History (1)
Washington State History (1/2 )*
Contemporary Issues (1)
General Science (1)
Lab Science (1)
Fine Arts (1)
Health & Fitness (2)
Electives (5.5) ** *waived if the equivalent of 10th grade
was finished before coming to Shoreline
**6.0 if WA State History is waived
3. Additional State Requirements:
Three additional requirements were
implemented in 2008.
These requirements are mandatory for any
student who began the equivalent of 9th grade
in the academic year 2004-05 or later.
4. Additional State Requirements:
1. “Culminating Project” –
Students will demonstrate essential skills
through
reading, writing, speaking, production, and/or
performance.
At Shoreline CC, students may meet this
requirement by completing either English
102, CMST 101, or CMST 220. (Note: This class
may not also be used toward the 20 unit requirement.)
5. Additional State Requirements:
2. “High School-Plus” Educational Plan
Students will provide information outlining how
they plan to meet their high school graduation
requirements and how they will spend their first
year out of high school.
The “High School-Plus” plan is included in your
packet. Ideally this should be completed early in
your studies toward the high school diploma. It
must be completed and submitted to the HS
Programs Office before your graduation can be
approved.
6. Shoreline Community College
High School Completion Program
“High School Plus” Plan
State Requirement: “Each student shall have an education plan for their high school experience, providing
information outlining how s/he plans to meet his/her high school graduation requirements, and including
what s/he expects to do the year following graduation.”
This “High School-Plus Plan” asks that you think about your future and how you will make the most of your
high school education. You are encouraged to complete this plan early in your studies as part of Shoreline’s
High School Completion Program, and then continue to revise and update it throughout your time here to
accommodate your changing interests and/or goals. Your plan must be submitted to the High School
Programs Office before a high school diploma can be issued.
The above stated requirement may be met by either option described below.
Option 1:
Please attach a written or typed essay of 2-5 pages in which you discuss your high school education and
plans for the future. We encourage you to include the following elements in your plan:
What led to your decision to pursue the completion of your high school diploma through Shoreline
Community College’s High School Completion Program?
Your personal story – what experiences, interests, and goals have shaped who you are now and
who you want to become in the future?
Your learning style
Your goals for high school – what will your high school years look like, including classes taken,
extracurricular activities, sports, work, etc.?
Your goals for immediately after completing your high school diploma – do your goals for high
school prepare you for what you hope to do after graduation? How?
[Note: If you have taken a class in which you were asked to complete an assignment which addressed this
same or a similar topic, you may be able to submit that assignment as your “High School and Beyond Plan”.
Such a substitution will require the permission of Shoreline’s Director of High School Completion Program.
Please consult your advisor for more information.]
Option 2:
A. Choose and complete a minimum of 5 of the following activities related to your high
school education and/or your future academic and work/career path.
___Attend and participate in CEO 101 (for students in the CEO program only)
Quarter taken:________ Grade earned:_____ Instructor______________
___Make an appointment and meet with a Shoreline advisor or counselor to
discuss your future plans.
Date Completed:______ Advisor/Counselor Name:__________________
___Attend a workshop related to your college major, transfer planning, or career
exploration.
Date Attended:______ Title of Workshop:__________________________
Presented by:________________________________________________
7. Additional State Requirements:
3. Successfully Pass The State High School
Proficiency Exam (HSPE) Or An Approved
Alternative To This Test
The statewide High School Proficiency Exam (HSPE)
assesses students for 10th grade competencies.
Successfully passing will be an indication that an
individual student has mastered a minimum set of
reading, writing and math skills by graduation.
International students in Shoreline’s HSC program are
allowed to take the SAT or the ACT test as an alternative
to the HSPE. Minimum acceptable scores are:
SAT: ACT:
Reading: 350 Reading: 13
Writing: 380 Plus Writing: 15
Math: TBD* Math: TBD*
8. The New 21 Year-Old Policy:
“An individual, twenty-one years or older, who enrolls in
a community or technical college for the purpose of
obtaining an associate degree and who satisfactorily
completes an associate degree, including an associate
of arts degree, associate of science degree, associate of
technology degree, or associate in applied science
degree, shall be awarded a diploma from the college
upon written request from the student.”
As of 2009, any community college student
who is at least 21 years old and has not
graduated from high school may be awarded a
high school diploma upon earning an
Associate’s degree.
9. What Do I Have? What Do I
Need?
In most cases, it is helpful to have an
evaluation completed of your previous high
school-level coursework (grade 9+), so that
those courses can be applied toward the
graduation requirements.
1. Gather your official high school/jr. high school
transcripts;
2. Request a professional evaluation from an
evaluation service.
3. Bring the professional evaluation to the HS
Programs Office at SCC, attached to Credit
Evaluation Request Form.
10.
11. Evaluation Of Previous
Coursework
Complete the “Credit Evaluation Request”
form in your packet and the professional
evaluation report and give it to the HS
Programs Office.
The HS Programs Office will contact you to set
up an appointment to discuss what
requirements have already been met and what
requirements are still needed.
12. Shoreline Community College
International High School Completion Program
Credit Evaluation
Student Name: Sample Student
Student ID # : 965-XX-XXXX
Progress Toward High School Completion:
STATE UNITS UNITS # SCC credits
REQUIREMENTS MET NEEDED needed
Language Arts (3) 1.0 2.0 10.0
Mathematics (2) 1.5 0.5 3.0
Occupational Ed (1) 1.0 0 0
U.S. History (1) 1.0 0 0
WA State History (.5) Waived 0 0
Contemporary 1.0 0 0
Issues (1)
General Science (1) 1.0 0 0
Lab Science (1) 0.5 0.5 3.0
Fine Arts (1) 1.0 0 0
Health & Fitness (2) 1.0 1.0 5.0
Electives (5.5)+.5=6 7.5 0 0
HS-Plus Plan required
Culminating Project required
SAT - verbal required
TOTAL (19)
Evaluated by:______________________________ Date:_______
Notes/Comments: Includes 2 years of study in Taiwan as well as one year
of study at Yellville-Summit HS in Arkansas.
13. Now I Know What I Need; How Do
I Finish These Requirements?
One unit of high school work may be made
up by taking one 5-credit class at
Shoreline.
(e.g.needed: 1 unit of Language Arts: Take
English 101- 5 credits)
Use the pages in the packet to determine which
SCC classes can be used to meet the high school
requirements.
14. Include HS Deficiencies In Your
Academic Plan
Your advisor will include any missing high
school requirements in your academic plan.
Example:
Needed: 2 units of Language Arts
1 lab science
Take: English 101, English 102
Physics 110
15. Academic Plan
Courses needed for high
school completion may also be
used towards your Associate’s
degree.
16.
17. Academic Plan
English 101, English 102 may be used for your
Associate’s degree and high school diploma
18. Academic Plan
Physics 110 may also be used for your
Associate’s degree and high school diploma
19. Do I Have To Finish My HS
Diploma?
It is your choice! You are not required by SCC
to finish the HS diploma.
Students who intend to transfer to a university
may find that the university requires a HS
diploma, even if the student has earned an AA
degree.
It’simportant to contact the university you would
like to transfer to ask about whether or not they
require students to have earned a high school
diploma in order to gain admission.