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District reviews graduation requirements, new state performance pathway and sunset of some pandemic waivers
Summary
District staff reviewed Mukilteo School District graduation requirements, described competency and performance-based pathways, noted that some pandemic-era waivers have expired, and flagged a State Board initiative to revisit statewide graduation requirements.
Mukilteo School District staff briefed the board on May 27 about graduation requirements, pathways to a career-and-college-ready diploma, the district’s use of dual credit and competency options, and recent state-level changes to waivers and pathways.
District staff explained the three core components of graduation readiness: the High School and Beyond Plan (now beginning in grade 7 per state guidance), course-credit and subject requirements (24 credits in the district), and the graduation pathway options that demonstrate readiness for postsecondary or career work. Staff noted dual-credit options (AP, Running Start, college-in-high-school partnerships), equivalency credits and CTE sequences that satisfy pathway requirements.
Staff also outlined policy and legislative history affecting pathways. House Bill 1599 (cited by staff) expanded graduation-pathway options in 2019–2020 to include CTE sequences, dual credit, AP results, ASVAB scores and college-credit options. A pandemic-era emergency waiver authorized broader waivers for 2020–2024 but that emergency authority has been reduced for the class of 2024; staff said the broad graduation-pathway waiver has been sunset and only the district’s individual-circumstance waiver (board policy 2418 or similar) remains to permit limited credit waivers at school discretion.
A new state option—recently added by statute and piloted locally—allows a performance-based pathway: students can demonstrate competency through a performance, portfolio or other demonstration meeting state rubrics rather than a single standardized test. The district piloted that performance pathway with about 20 students at the comprehensive high schools this spring and staff said they will report results as the pilot concludes.
District staff also described ongoing improvements to MTSS (multi-tiered system of supports), competency-based credit options (including Big Picture’s portfolio model) and a planned migration from the current High School and Beyond platform to SchoolLinks statewide beginning next year.
Why it matters: Changes to pathway rules, waivers and new performance pathways affect how students meet graduation standards and how schools track and support at-risk students. The sunset of emergency waivers and the addition of a performance pathway both change available options for students who are behind in credits or who do not meet traditional assessment thresholds.
Context and next steps: Staff asked board members to follow the State Board of Education’s “Future Ready” task force work, which is examining broader updates to graduation requirements and could yield legislative changes. Staff said they will return with data from the performance-pathway pilot and with proposed procedures for expanded competency-based credit practices.
Ending: Board members asked about local monitoring and interventions; staff described a systematic process of counselor/principal review and credit-tracking beginning in middle school. The district will continue the pilot and provide updates to the board as data become available.
