High School and Beyond Plan
HSBP

 

High School and Beyond Plan

Staff Contact:
Linda Drake

The High School and Beyond Plan is a non-credit graduation requirement for every student. It's a tool for students, parents, and teachers to guide students through high school. Plans are personalized and designed to help students set, visualize, and work to achieve goals.

Requirements
High-Quality Plans
Additional Resources

Requirements

The following are the requirements in statute and rule related to the High School and Beyond Plan.

The High School and Beyond Plan was first required by the SBE in 2009 and must include a plan for the year after high school (Rules for classes entering in 2009-2012 or 2012-2015).

Beginning with classes entering ninth grade in 2015, the SBE rules, which also implement the 24-credit graduation requirements, require that the plan guide a student’s high school experience and include plans for postsecondary activities. The rules further require that students work with school staff and parents or guardians to develop the plan. The plan must also be updated to reflect changes in student interests and goals.

Decisions about whether a student has met the requirements for the High School and Beyond Plan are made locally per RCW 28A.230.080.

The plan must also include any certificates of course completions for CTE equivalency courses completed by a student.

The High School and Beyond Plan is also to be used by students when making course taking decisions for their personalized pathway requirements (PPR) and their third credits of math and science.

High-Quality High School and Beyond Plans and Processes

The following is guidance for additional components that may enhance the quality of the High School and Beyond Plan, but are not required in statute or rule.

A High School and Beyond Plan should include, at a minimum, a career goal, an educational goal, a four-year high school course plan, and identification of assessments necessary to achieve goals. High-quality plans may include the following additional elements and process components.

Plan Components

  • Identify a career goal
    • Determine interests and skills
      • Interest inventory: who am I? What do I want to be?
      • Skills assessment: what skills do I have and where do I want/need to develop?
  • Identify educational goals
    • Research on career goal and what it takes to get there
      • Professional/technical program options, 2-year degree options, 4-year degree options, on the job training, apprenticeships, military, other postsecondary education and training
    • Research on postsecondary program to achieve career goal
      • Identify program requirements: courses, exams, extracurriculars
      • Identify financial aid options
    • Determine right fit of postsecondary program to reach career goal
      • Identify supports and services available in high school and postsecondary
      • Identify on the job training options
  • Determine four-year plan for coursework
    • Consider graduation requirements—credit and non-credit
    • Consider postsecondary program admission requirements
    • Consider opportunities for dual credit
  • Identify list of exams
    • Exams for high school graduation (SBAC, HSPE, End of Course, exit exams)
    • Exams for postsecondary program admission (SAT, ACT, etc.)
    • Exams for postsecondary program placement (Accuplacer, etc.)
  • Participate in work-based learning opportunity (e.g. job shadow, internship) to develop self-advocacy and other employability skills
  • Participate in postsecondary program experience (e.g. site visit, virtual tour, meet with representative)
  • Complete postsecondary program applications
    • Program admission applications
    • Financial aid applications
  • Complete career related documents
    • Resume or activity log
    • Job application
  • Identify personal goals
  • Participate in volunteer service
  • Develop practical skills for life after high school
    • Create a budget

Process Components

  • Begin plan by at least 8th grade
  • Parent engagement tailored to family and community needs (e.g. language, cultural competency, timing)
  • Frequent revision, treat the plan as a living document
  • Connect with student information system
  • Use customizable tools and resources
  • Utilize a consistent, frequent delivery model, such as a mentorship, advisory, or counselor delivery structure
  • Connect students with resources through partnerships with civic organizations and community groups (e.g. tutoring, college admission support)
  • Assess knowledge (e.g. what know about financial literacy at the beginning and the end of the HSBP process)
  • Student presentation of plan to parent or guardian
  • Coordination and integration with student IEP transition plans

Additional resources

High School and Beyond Plan FAQ
Career Guidance Washington: OSPI
Career Bridge: Find the careers that best suit your strengths and interest (Washington Workforce Board)
Ready, Set, Grad: Washington Student Achievement Council
Check Out a College: State Board for Community and Technical Colleges
Graduation Requirements and the High School and Beyond Plan: Issaquah School District video