Waivers
PREPARED FOR THE MARCH 2020 BOARD MEETING
Information and Action
The State Board of Education and Office of Superintendent of Public
Instruction administer waivers from the minimum requirements of the
program of basic education. The State Board of Education sets rules on
these waiver programs, including the 180-day waivers that OSPI
administers. In general, waivers can be divided into waivers of graduation
requirements that are administered by SBE and waivers of time
requirements that are administered by OSPI.
SBE administers waivers from credit-based graduation requirements and
waivers to temporarily delay implementation of the 24-credit graduation
requirements in WAC 180-51-068.
As of January 1 2019, OSPI administers 180-day waivers for emergency
school or district closures, professional development, parent-teacher
conferencing, and four-day school weeks for the purposes of economy and
efficiency. SBE retains rule-making authority on these waiver programs.
OSPI is required to annually update the Board and the Legislature on its
administration of waivers from the 180-day requirement.
Materials included in packet:
• Annual waiver update from OSPI to SBE
• Memo on Issaquah School District renewal request for waiver from
credit-based graduation requirements
128
o Copy of Issaquah waiver application and resolution (additional
materials)
• Memo on temporary waiver from 24-credit graduation requirements
for Green River College
• Application, resolution, and addendum from Green River College
Business Items:
• Approval of Temporary Waiver from WAC 180-51-068 for Green River
College for the Class of 2019 and 2020
• Approval of Waiver from Credit-Based Graduation Requirements for
Issaquah School District for the 2020-21, 2021-22, 2022-23, and 2023-
24 School Years
129
REPORT TO THE LEGISLATURE
School Waiver Applications for
the 2018-19 School Year
2020
Authorizing Legislation: RCW 28A.300.760
Dierk Meierbachtol
Chief Legal Officer, Legal Affairs Division
Prepared by:
• Evan Gaffey, Director
[email protected] | 360-725-6333
• Kim Beaulieu, Administrative Assistant
kim.beaul[email protected]a.us | 360-725-6130
130
Page | 2
TABLE OF CONTENTS
Executive Summary .............................................................................................................................................................. 3
Introduction ............................................................................................................................................................................ 4
2018–19 School Year ........................................................................................................................................................... 4
School District Applications .............................................................................................................................................. 4
Table 1: School District Applications ............................................................................................................................. 5
Conclusion & Next Steps ................................................................................................................................................... 6
Legal Notice ............................................................................................................................................................................ 7
131
Page | 3
EXECUTIVE SUMMARY
In 2018, Substitute House Bill 2824 shifted responsibility of certain school waiver
applications from the State Board of Education (SBE) to the Office of Superintendent of
Public Instruction (OSPI).
Consistent with this authority, OSPI is required to report annually to SBE and the House
and Senate Education Committees regarding waiver applications received for the prior
school year under RCWs 28A.150.222, 28A.150.290, 28A.230.015, and 28A.300.750.
As part of the basic education requirements in Washington state, each school district must
make a minimum of 180 school days available to students each school year. OSPI may
grant certain waivers from this basic education program requirement to a school district in
order for the district to implement a local plan to provide all students an effective
education system designed to enhance the educational program for each student (RCW
28A.300.750). Waiver examples include parent-teacher conference days, professional
development days, student transition day, and alternative calendars for specific schools.
Waivers may also be granted from the requirement for a 180-day school year to a limited
number of districts meeting certain enrollment criteria that propose to operate schools on
a flexible calendar for purposes of economy and efficiency (RCW 28A.150.222).
School districts can also apply for waivers from the 180-school day requirement due to
unforeseen natural events, mechanical failures, and/or actions or inactions by one or more
persons, including negligence and threats (RCW 28A.150.290).
132
Page | 4
INTRODUCTION
Waivers may be granted to school districts for:
• Parent-teacher conference days.
• Implementing a local plan to provide for all students an effective education system
designed to improve student achievement by enhancing the educational program
for all students in the district or for individual schools in the district.
• A limited number of districts meeting certain enrollment criteria that propose to
operate schools on a flexible calendar for purposes of economy and efficiency.
• Unforeseen conditions or actions (“emergency waivers”).
• The ability to waive access to career and technical courses from the course content
provisions of RCW 28A.230.010(2)
2018–19 School Year
During the 2018–19 school year, OSPI was authorized under state law to process
emergency waiver applications submitted by school districts experiencing unforeseen
conditions or actions.
School District Applications
A total of 152 emergency waiver applications were submitted to OSPI due to unforeseen
circumstances or actions. The following is a breakdown of applications received:
• 141 school districts experienced unforeseen and heavy snowfall, making travel to
and from school hazardous;
• Five school districts lost power due to severe weather conditions, creating cold and
unsafe conditions in the school;
• Two school districts experienced both heavy snowfall and a loss of power, making
travel hazardous and creating unsafe conditions in the school;
• One school district experienced both flooded roads and a loss of power, making
travel hazardous and creating unsafe conditions in the school;
• One school district experienced a fire after school had been dismissed, creating
unsafe and inoperable conditions in the school;
• One district had no water due to a line break in the main water supply, creating
unsafe conditions at the school; and
• One district closed for one day after receiving a credible threat of violence prior to
the start of school, rendering the school unsafe.
133
Page | 5
Criteria for Meeting Waiver Approval
OSPI approved all 152 emergency waiver applications received for the 2018–19 school
year. No applications were denied.
The school districts that were approved due to unforeseen snow fall or icy conditions,
which made travel to and from school hazardous, fell within the winter storm State of
Emergency issued by Governor Inslee.
All remaining emergency waiver applications met the criteria due to unforeseen natural
events (fire, flood, and windstorm), and an unforeseen action (threat of violence), and an
unforeseen mechanical failure (water supply break). These conditions rendered the schools
unsafe and/or inoperable.
Table 1: School District Applications
Reason for Waiver
Number of District
Applications Received
Total Number of Days
Waived
Snow – Unsafe Travel 141
338
Loss of Power 5 6
Snow & Loss of Power 2 6
Flood & Loss of Power 1 2
Fire 1 3
Water Supply Break 1 1
Threat of Violence 1 1
Source: School Apportionment and Financial Resources, February 3, 2020.
134
Page | 6
CONCLUSION & NEXT STEPS
During the current 2019–20 school year, OSPI has continued to receive and process
applications for emergency waivers. In addition, OSPI is now authorized to process school
district waiver applications for parent-teacher conferences days, local plans to enhance
educational programs, flexible calendars for purposes of economy and efficiency, and
exempting CTE courses from course content requirements. Online applications for several
of these waivers are posted on OSPI’s web site at https://www.k12.wa.us/about-
ospi/about-school-districts/180-day-school-year-waivers.
Following the end of the current school year, OSPI will report information regarding all
waiver applications submitted to OSPI for the 2019–20 school year.
135
Page | 7
LEGAL NOTICE
Please make sure permission has been received to use all elements of this publication (images, charts,
text, etc.) that are not created by OSPI staff, grantees, or contractors. This permission should be
displayed as an attribution statement in the manner specified by the copyright holder. It should be
made clear that the element is one of the “except where otherwise noted” exceptions to the OSPI open
license. For additional information, please visit the OSPI Interactive Copyright and Licensing Guide
.
OSPI provides equal access to all programs and services without discrimination based on sex, race,
creed, religion, color, national origin, age, honorably discharged veteran or military status, sexual
orientation including gender expression or identity, the presence of any sensory, mental, or physical
disability, or the use of a trained dog guide or service animal by a person with a disability. Questions
and complaints of alleged discrimination should be directed to the Equity and Civil Rights Director at
360-725-6162 or P.O. Box 47200 Olympia, WA 98504-7200.
Download this material in PDF at OSPI Reports to the Legislature
webpage. This material is available
in alternative format upon request. Contact the Resource Center at 888-595-3276, TTY 360-664-
3631. Please refer to this document number for quicker service: xx-xxxx.
Except where otherwise noted, this work by the Office of Superintendent of Public
Instruction is licensed under a Creative Commons Attribution License.
Chris Reykdal | State Superintendent
Office of Superintendent of Public Instruction
Old Capitol Building | P.O. Box 47200
Olympia, WA 98504-7200
136
WASHINGTON STATE BOARD OF EDUCATION
MEMO ON RENEWAL WAIVER FROM CREDIT-BASED GRADUATION
REQUIREMENTS
PREPARED FOR THE MARCH 2020 BOARD MEETING
Policy Considerations
Does the application for waiver from credit-based graduation requirements provide the
information and documentation required for approval?
Overview of the Waiver Request
Issaquah School District requests a renewal of its waiver from credit-based graduation
requirements for four years (2020-2024) for Gibson Ek High School.
Does the application for a waiver of credit-based graduation requirements by Issaquah School
District for Gibson Ek High School provide the information and documentation required by WAC
180-18-055?
Does the district demonstrate in its application that the proposed non-credit based graduation
requirements will meet minimum college admission standards?
Background: Credit-Based High School Graduation Requirements Waiver
In April 1999, the SBE adopted WAC 180-18-055, titled “Alternative high school graduation
requirements.” The rule authorizes the granting of a waiver by the Board that would enable
students to earn a diploma by a demonstration of competencies in core subjects meeting state
standards, in place of earning the credits required by Chapter 180-51 WAC (High school
graduation requirements).
In filing the adopted rule, WSR 99-10-094, the Board stated that the purpose was to provide
school districts and high schools a waiver option from credit-based graduation requirements to
support performance-based education.
WAC 180-18-055(1) declares:
“The state board of education finds that current credit-based graduation requirements may be a
limitation upon the ability of high schools and districts to make the transition from a time and
credit-based education system to a standards and performance-based system with the least
137
WASHINGTON STATE BOARD OF EDUCATION
amount of difficulty. Therefore, the state board will provide districts and high schools the
opportunity to create and implement alternative graduation requirements.”
WAC 180-18-055 provides that a school district, or a high school with permission of the district’s
board of directors, or an approved private school, may apply to the SBE for a waiver of one or
more of the requirements of Chapter 180-51 WAC. The rule is unique among provisions of
Chapter 180-18 WAC in authorizing schools, as well as the districts that govern them, to apply
for a waiver of basic education requirements, as well as in extending the opportunity to private
schools. The SBE may grant the waiver for up to four school years.
The rule lists in detail the information that must be submitted to the SBE with the waiver
request. The application must include, for example:
• Specific standards for increased learning that the district or school plans to achieve;
• How the district or school plans to achieve the higher standards, including timelines for
implementation;
• How the district or school plans to determine whether the higher standards have been
met;
• Evidence that students, families, parents, and citizens were involved in developing the
plan; and,
• Evidence that the board of directors, teachers, administrators, and classified employees
are committed to working cooperatively in implementing the plan.
The applicant d
istrict or school must also provide documentation that the school is (or will be)
successful as demonstrated by such indicators as assessment results, graduation rates, college
admission rates, follow-up employment data, and student, parent, and public satisfaction and
confidence in the school, as evidenced by survey results.
WAC 180-18-055 allows for a waiver of the specific credits enumerated in WAC 180-51. It is not
a waiver of learning standards, including grade level expectations, nor is it a waiver of
instructional hours. In addition, students still are entitled to a curriculum that meets the
minimum requirements for admission to a public four-year college in Washington should they
choose that option in their high school and beyond plan (28A.600.160). Any school or district
granted a waiver under this section must report annually to the SBE on the progress and effects
of implementing the waiver.
Table 1 shows the state learning standards, required high school credits, and the College
Academic Distribution Requirements (CADRs) which are minimum requirements to be eligible
for admission to a state public baccalaureate institution, and although many schools have
additional requirements, the CADRs are generally consistent with minimum expectations for
college level work at most public and private colleges and universities. The table below is for
illustrative purposes. Content area learning standards are not waived under this waiver authority
but high school credit requirements in Chapter 180-51 WAC are waived. High Schools may
138
WASHINGTON STATE BOARD OF EDUCATION
need to show credit equivalencies for colleges and universities to recognize the CADR credit or
other admission requirements.
Content Area Learning
Standards
High School Graduation
Requirements
College Academic
Distribution Requirements
(CADRs)
The Arts
1-2 (depends on HSBP
choice)
1
Computer Science Optional
can meet Math or Sr. Year
Quantitative
English Language Arts 4 4
English Language Proficiency English Language Proficiency n/a
Mathematics 3 3 - Alg. 2
Science
3 for class of 2019
(districts with a waiver my
require only 2 credits for class
of 2019 and 2020)
3
Social Studies
3 (Including Civics and WA
State History)
3
Educational Technology
Must be offered, not required
for graduation
n/a
Health and Physical
Education
2 n/a
Integrated Environment and
Sustainability
May be addressed in Science
or other Subject
n/a
World Languages
0-2 (depends on HSBP
choice)
2
Financial Education
Must be offered, not required
for graduation
n/a
Career and Technical
Education
1 n/a
WAC 180-18-055 includes no specific criteria for evaluation of a request for a waiver of credit-
based graduation requirements. The rule does stipulate that the SBE may not grant the waiver
unless the district or school shows that the proposed non-credit based graduation requirements
meet minimum college core admission standards.
All of the schools that have received this waiver to date incorporate aspects of the “Big Picture
Learning” model. Big Picture Learning is a Providence, R.I.-based nonprofit, founded in 1995,
that supports the creation and operation of public schools that follow its model of personalized,
competency-based learning. There are over 70 Big Picture network schools in the U.S. and more
around the world.
139
WASHINGTON STATE BOARD OF EDUCATION
Current Request for Credit-Based High School Graduation Requirements Waiver
Issaquah School District has collaborated with Big Picture Learning through its regional network.
The school seeks to continue to use the Big Picture Learning competencies to offer educational
programming that they state is aligned to the learning standards.
The district attests that this model meets or exceeds the state learning standards and offers
students the opportunity to meet the college academic distribution requirements (CADRs)
required for admission to the public four-year colleges in Washington. The school asserts that
they are monitoring the attainment of CADRs through a transcript that depicts the Big Picture
Learning Competencies. It posits that student learning towards the Big Picture Learning
Competencies is monitored and evaluated through assessment, student exhibitions of their
project-based learning, internships or other work experiences, and personal inventories of
student progress. The school plans to measure student progress on transcripts by indicating
which of the Big Picture Learning Competencies are “in progress,” have “met expectations,” or
“have exceeded expectations.” Instead of using grades or credits to track progress, the school is
using “met expectations” on Big Picture Learning competencies to monitor whether the students
comprehensively met the school’s requirements. The general idea is that this allows for
individualized education that is based on the student’s pace and learning interests rather than
on pre-packaged courses. The evidence that the district provided shows that it is considering
how the CADRs are satisfied by the students’ learning on the Big Picture Competencies and that
it monitors attainment of the competencies on transcripts in a similar way to how a district
would monitor credit accrual. For instance, the transcript crosswalks elements of each Big Picture
Learning competency to each of the CADRs. The school provided a Gibson Ek sample transcript
that assures that students who level up to grade 11 have reached math proficiency through
Algebra 2 and geometry, English proficiency, and have completed scientific inquiry including lab
science.
The crosswalk in the application demonstrates the district’s intentionality to offer CADRs. These
waivers, if approved, do not waive the Washington State Learning Standards and the district
provides assurance that its educational programming is aligned to the learning standards,
including Common Core State Standards and the Next Generation Science Standards.
Notable aspects of the Big Picture Learning model include the following:
• Use of the five Big Picture Learning competencies;
o Personal Qualities – “the goal is to be the best you can be - to demonstrate
respect, responsibility, organization, leadership, and to reflect on your abilities
and strive for improvement.”
o Communication – “the goal is to be a great communicator: to understand your
audience, to write, to read, to speak and listen well, to use technology and artistic
expression to communicate, and to be exposed to another language(s).”
140
WASHINGTON STATE BOARD OF EDUCATION
o Communication – “the goal is to think like a mathematician: to appreciate
relationships and patterns in numbers, to analyze uncertainty, to comprehend the
properties of shapes and graphs, and to study change over time.”
o Empirical reasoning – “the goal is to think like a scientist or engineer: to use
empirical evidence, numerical or qualitative data from your own or others’
observations, and logical processes to make decisions, evaluate hypotheses, and
develop informed conclusions. It need not reflect specific scientific content, but
may also incorporate ideas from a range of disciplines within the four major
branches of science: Mathematics/Logic (including Computer Science), Biological,
Physical, and/or Social Sciences.”
o Social Reasoning – “The goal is to think like a social scientist, historian, or
anthropologist and to apply an understanding of social and historical patterns to
thinking about current political, social, ethical, economic, and cultural issues.”
• Intentional use of internships and/or work experience;
• Individualized learning at the student’s pace and based on the student’s interests;
• Use of a mastery-based learning model that uses “met expectations” rather than
traditional grade points and credits and leveling up rather than traditional grade
promotion;
• Advisory, which is often mixed grade levels, with a focus on parent engagement;
• Focus on student-chosen projects and exhibitions; and
• Use of an array of assessment tools, including but not limited to state assessments.
Gibson Ek High School offers a program based on the following Big Picture Learning
Distinguishers that correspond to the SBE staff analysis of notable characteristics that are listed
above:
• Internships in the real world;
• One student-at-a-time personalization;
• Authentic assessments;
• School organization;
• Advisory structure;
• Small school culture;
• Leadership;
• Parent/family engagement;
• School college partnership and college preparation; and
• Professional development.
The school emphasizes the importance of career readiness in addition to college readiness and
places importance on internships and work opportunities for their students.
The district answered all the required questions and provided evidence that they have
considered how their educational programming aligns with the state learning standards and the
CADRs. The district has met the minimum requirements for the waiver application process and
submitted all required documentation.
141
WASHINGTON STATE BOARD OF EDUCATION
ISSAQUAH SCHOOL DISTRICT
Issaquah School District requests a waiver from credit-based graduation requirements for
Gibson Ek High School for the 2020-2021, 2021-2022, 2022-2023, and 2023-2024 school years.
The district states that the school’s proposed competencies, based on Big Picture Learning
competencies, are aligned to state learning standards and that the school will offer
programming that meets the CADRs.
The district provided information that describes the Big Picture Learning model. The prior
section of this memo summarizes key aspects of that model.
The district successfully submitted all required components of the application and responded to
all necessary questions. If approved, the approval letter will note that this waiver only applies to
credit graduation requirements.
Action
The Board will consider whether to approve the request for a waiver of credit-based graduation
requirements under WAC 180-18-055 presented in the application by Issaquah School District
for Gibson Ek High School.
If you have questions regarding this memo, please contact Parker Teed.
142
