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Barrington High School Graduation Requirements Policy Class of 2023 and Beyond
The Rhode Island Department of Education (RIDE) has developed a Diploma System that
affects all public high school students.
To meet the needs of a diverse and unique student population, Barrington Public Schools (BPS)
has developed a diploma system that builds upon the Rhode Island Model. Upon successful
completion of the criteria outlined in this policy, students will achieve a Rhode Island Diploma,
which may include a Commissioner’s Seal for high achievement on state assessments, a Seal
of Bilingual Literacy for demonstrated performance in English and one other language, and/or
an Experiential Pathway endorsement in up to two areas.
Transcript Requirements
Commencing with the graduating class of 2021, Local Education Agencies (LEAs) shall include
designation notation for Commissioner's Seal, Seal of Bilingual Literacy, and/or Pathway
endorsement on permanent high school transcripts and diplomas of all students who meet
Rhode Island Council of Secondary and Elementary Education-defined criteria.
Rhode Island Diploma Requirements
To achieve a Rhode Island Diploma, students must earn 23 academic credits or combination
of credits and Pathway criteria outlined below. As a part of the successful completion of these
credits, students must also demonstrate proficiency in six core academic areas (English,
Mathematics, Science, Social Studies, Technology, World Languages***, and the Arts) through
measures including standards-based portfolio review, state assessments, common proficiency
tasks, and common performance-based tasks that incorporate applied learning skills. To help
individual students attain proficiency, an Individual Learning Plan (ILP) must be created to
provide the framework to identify a student’s goals and the actions used to achieve the
necessary skills for success.
The specific requirements that students must meet in order to graduate with a Rhode
Island Diploma are as follows:
● Traditional Diploma: Successful completion of a minimum of 23 academic credits.
● Diploma with One Experiential Pathway Endorsement: Successful completion of a
minimum of 22 academic credits, an internship or similar experience connected to the
student’s Pathway, and an application project connected to their Pathway that
demonstrates mastery of related skills. Three of the student’s courses must link to the
Pathway, beyond core requirements. The application project may be the Senior Project.
● Diploma with Two Experiential Pathway Endorsements: Successful completion of a
minimum of 21 academic credits, two internships or similar experiences connected to the
student’s Pathway, and two application projects connected to their Pathway that
demonstrate mastery of related skills. A minimum of three and a maximum of six of their
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courses must link to the Pathway, beyond core requirements. One application project
may be the Senior Project.
● Approved Transition Experiential Pathway: Successful completion of a minimum of
21 academic credits with proficiency and measures as outlined in the student’s Individual
Education Program (IEP) along with the requirements for the specific Pathway(s). This
Pathway may be selected no later than Spring of Sophomore year for students requiring
significant modifications, and must be agreed upon by the IEP team, including families,
and students. This Pathway will not be awarded for circumstances other than approval
through the IEP process. Students in the Transition Experiential Pathway will complete a
transition plan, including a career and/or life experience and aligned application project.
In addition, all students in each of the Diploma options must show
● Demonstration of proficiency in six “core academic areas” (English, Mathematics,
Science, Social Studies, Technology, World Languages***, and the Arts)
● Successful completion of the performance-based graduation requirements:
○ One proficiency task or portfolio per six core subject courses per year that
assess the 9-12 grade level standards
○ Senior Project
○ Successful completion of an Individual Learning Plan (ILP)
○ Participation on the state assessment for sophomore and junior years
○ Financial Literacy Demonstration
Students who are below proficient on the school based proficiencies or state assessment may
be placed on a progress plan and receive interventions and supports to meet the required level
of proficiency. families of students not meeting the assessment scores and proficiency on
school based assessments will be notified and will meet with the school counselor and the
student(s) to develop the progress plan. families of students who are placed on graduation
proficiency progress plans will be notified of progress by the Response to Intervention or
Special Education Case Manager at each marking period.
Course(s)
*Required Courses Outlined in Program of Studies
Credit(s)
English
4.0
3
Mathematics
3 Credits must be in core mathematics courses and
1 credit may be in an approved math full-year elective
High School Courses taken while enrolled in Middle School
(Geometry Honors and Algebra II Honors and above are eligible
for high school credit)
4.0
World Language***
Beginning with Class of 2024
***Level 1 Language Classes achieving proficiency at the middle
school receive 1 high school credit
*IEP Teams may waive this requirement
2.0*
Science
3.0
Social Studies
3.0
Technology
0.5
Arts
0.5
Physical Education/Health
*Seniors who are dual-enrolled in college courses may waive the
PE/Health .5 requirement in their senior year
2.0
Electives
**if completing an approved pathway or enrolled in
an approved transition program, elective credits may be reduced
accordingly
**Year-long participation on School Committee or School
Improvement Team can be counted as a Civics Credit
4.0
Senior Project
Must Meet Proficiency
Financial Literacy
* .5 course, or online course, or assess out
Must Meet Proficiency*
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Total Credits
23.0
**22.0 or **21.0
Students must earn 23 academic credits* and meet above course requirements *Or number of
credits outlined along with successful completion of all requirements for an Experiential Pathway
or Transition Experiential Pathway.
Special Education Considerations
Barrington Public Schools believes that all students who successfully complete established and
approved graduation requirements outlined in collaboration with school officials deserve a high
school diploma. Students who achieve modified proficiency standards applied to coursework
requirements and who are eligible for the alternate assessment or who require a Transition
Pathway including significant interventions and supports under federal law, state rules and
regulations, and as noted in the student’s Individualized Education Plan (IEP), may, at LEA
discretion, be awarded a diploma.
As such, to achieve a high school diploma, students working toward modified proficiency
standards may opt to enroll in an alternate Transition Pathway for graduation with
recommendations from school officials and approval from the IEP team, including families and
students in Spring of Sophomore Year again. The requirements for this individual Pathway will
be established with the High School Proficiency Based Graduation Team and other relevant
school professionals.
Students who successfully complete this transition pathway program in accordance with their
IEP will receive a high school diploma. The successful criteria for completing this program are
as follows:
● Successful completion of a minimum of 21 academic credits inclusive of transition
courses and pathway program as documented in the student’s ILP. Courses may include
internship, family and consumer science courses, daily life, career exploration, business
and finance courses, Science, Technology, Engineering, Arts, Mathematics (STEAM),
etc.
● Successful completion of Senior Project.
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● Successful completion of an Individual Learning Plan (ILP).
● Successful completion of transition courses and career/life experiences as documented
in the student’s ILP or individual transition plan.
● Successful completion of the requirements for a stackable work-readiness certificate
identified as a component of their transition plan.
● Participation on the state assessments in sophomore and junior year, or alternate
assessment in junior year.
● Demonstration of financial literacy.
● Special Education Notification A student who has an active Individual Education
Program (IEP), may be eligible for a Free and Appropriate Public Education (FAPE) until
the age of twenty-two.
Eligible students who meet these criteria may opt to participate in graduation ceremonies at the
end of their fourth year of high school, or during the year in which they turn twenty-two years of
age.
The IEP team will notify the high school principal prior to October of the school year in which the
student wishes to participate in graduation activities and ceremonies. Participation in graduation
activities and ceremonies under this policy will not affect a student’s right to receive FAPE, or to
receive a diploma in the event that the student should subsequently meet the graduation
requirements.
Courses Beyond Barrington High School
Students can meet the requirements set forth in this Section, inclusive of the content-area
course requirements, through courses within state-approved career and technical programs,
expanded learning opportunities, dual enrollment, concurrent enrollment, on-line learning,
experiential learning opportunities, and other non-traditional academic and career-readiness
learning experiences. See Barrington Policy on Dual and Concurrent Enrollment.
Experiential Pathways
Experiential Pathways are optional, comprehensive endorsements that students can share with
college admissions and/or career employers. These endorsements round out a student’s
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portfolio, demonstrating their passion and skills in real-world application of their strong content
skills, ability to communicate, collaborate, create, and think critically.
Pathway Endorsement Areas
Beginning with the class of 2021, students may earn a Pathway Endorsement in one or two of
the following: (1) The Arts (2) Business and Industry (3) Humanities and World Languages (4)
Public Service (5) STEM (6) Teaching.
This comprehensive set of endorsement areas reflects the current course cluster and pathway
work that is already underway in Rhode Island secondary schools and/or are reflective of
RIDE’s priorities (i.e. the Teaching Pathway Endorsement). A study of existing cohort-based
programs in Rhode Island schools has provided the information about current course cluster
and pathway work. The chosen endorsement areas allow for all existing cohort-based programs
in Rhode Island to be structured in such a way as to lead to a Pathway Endorsement in one or
two of the six Pathway Endorsement areas.
The Three Components of an Experiential Pathway Endorsement
Students are eligible to earn an Experiential Pathway Endorsement if they have successfully
completed three components: (1) academic study, (2) career and interest engagement, and (3)
application of skills. The criteria to fulfill each of the three components are outlined in the
Program of Studies commencing with the Class of 2021.
Career and Technical Education (CTE) Certificates
In addition to Experiential Pathways, Barrington High School continues to offer CTE certificates
in Pre-Engineering, Computer Sciences, and TV Production. Career preparation programs are
the most intense level of career and technical educational services available to secondary
students. Career preparation programs provide students with rigorous academic and technical
training and deep preparation for entry into postsecondary education, training programs, and/or
careers. Career preparation programs are distinguished from career awareness and career
exploration programs and activities by the depth and rigor of the education and technical
training provided, the number of contact hours and/or sequenced, non-duplicative courses that
focus on skill development in a single career-based or occupational area, and the opportunity to
earn industry-recognized credentials whenever applicable to the program, and/or postsecondary
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credits, and/or advanced standing in training programs or jobs. Students working toward a CTE
certificate must successfully complete a rigorous industry-approved assessment and/or job-
placement.
Approved 03/04/1999
Approved 06/17/1999
Approved 10/07/2004
Approved 05/04/2006
Approved 01/08/2009
Approved: 10/29/15
Approved: September 14, 2017
Revised December 05, 2019
Approved January 09, 2020
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Protocol for Graduation Requirements
Transfer Students
The transcripts of students who transfer from another school will be reviewed to determine
alignment of course, credit, assessment or other required criteria.
Physical Education
Under extenuating circumstances, the credit requirement for physical education may be waived
for medical reasons.
These graduation requirements are subject to ongoing review and revision and are in
accordance with School Committee policy and applicable state regulations.
Communication Process
All students and families will be notified of the high school graduation requirements in writing no
later than at the completion of their 8th grade year. In addition, communication of the graduation
requirements will occur during the high school course selection process and at family and
student transition to high school events and meetings.
Appeals Process
families and students who wish to appeal decisions related to the granting of a diploma will file a
request with the Proficiency-Based Graduation Requirements (PBGR) high school review team
consisting of the Principal, School Counseling Chair, Proficiency Based Coordinator,
Department Chair, and Director of Pupil Personnel Services.
After making a decision, the decision will be available for the Superintendent to review and
monitor.
The team will provide all evidence used to make the diploma decision. Evidence will be
maintained and tracked in the Student Information System by the School Counseling
Department and the Proficiency Based Graduation Coordinator.
The diploma review team will convene no later than seven school days after receiving a request
for a review.
The Superintendent is hereby directed to ensure the BPS diploma process grants diplomas in
those specific conditions described in this policy. It is the responsibility of BPS to store all
sources of evidence used to make diploma decisions and to make such evidence available as
part of student records, upon request in response to appeals, or as part of the diploma system
review process.
Appeals to decisions of the Diploma team may be made to the Superintendent of Schools. The
Superintendent will provide a written decision within seven days of receipt of an appeal.
Appeals to the decisions of the Superintendent of Schools may be directed to the BPS School
Committee. Appeals will be heard within seven days of receipt and a written decision will be
provided within seven days of the hearing.
Nothing in this appeals process prevents families from directly appealing to the Superintendent
or the Rhode Island Department of Education.
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Notification to Students, Families, and Community Members
6.3.7 Local educational agency notification to students, families, and community members of
the requirements for graduation
A. All notices in this Section must be provided in a format accessible to family and students.
1. LEAs shall provide full and effective notice of the state and local graduation
requirements to administrators, teachers, students, families, and members of the
community. Full and effective notice of the requirements for graduation and Council
designations must be provided to students and their families no later than October 1 in
the year in which said students enter the ninth grade (or at the time of enrollment into the
LEA), after which the local and state diploma system requirements shall not be altered
for the affected class. LEAs shall provide notice of the requirements to students enrolled
by the LEA in nonpublic schools or programs and to students attending school in juvenile
correction programs.
2. LEAs shall provide notification annually of the process by which families/guardians
can access their child’s individual learning plan, including information regarding their
child’s progress toward graduation and Council designation requirements.
3. In the event that a student is in jeopardy of not earning a diploma, the LEA must
maintain a record of multiple and timely individual notices to the student and his/her
family that include:
a. Clear notification of the student’s academic status; and,
b. The opportunity to meet and discuss the student’s academic program, support,
and planned interventions; and,
c. Regular updates of student performance and progress.
B. LEA failure to provide student and family notifications in the manner set forth in this Section
may be addressed through locally managed appeals processes but shall not be presumed to
result in the awarding of a diploma
Graduation Plan for Pathway Students
Expected Graduation Date
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Date Submitted
School Counselor
Advisor
STUDENT INFORMATION:
Name
School
ID #
DOB
Grade
PROGRESS TOWARD DIPLOMA REQUIREMENTS:
Credits
Progress
Credits
Progress
4.0 English
0.5 Technology
4.0 Math
0.5 Arts
3.0 Science
2.0 PE/Health
3.0 Social
Studies
3.0/4.0 Electives
2.0 World
Language
Other
Total Credits
Achieved
[# / XX]
11
State
Assessments
10
th
Gr. Score (if applicable)
11
th
Gr. Score
Math
Reading
Science
Performance
Assessments/Portfolio
Progress/ Completion
Senior Project
Financial Literacy
Evidence of Student Completion of Pathway:
Evidence
Documentation Name
Type of Evidence
3 Academic Courses
Career Engagement
Application of Skills
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Plan APPROVAL:
Student ______________________________________________
Counselor/PBGR ______________________________________________
Special Educator (if Applicable) ___________________________________
Date __________________________
Finalized plans must be uploaded into ILP on Naviance