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Graduation Pathways

With Graduation Pathways, students are able to individualize their graduation requirements to align to their postsecondary goal of Enrollment, Employment, or Enlistment leading to service. No longer must all students fit into the same academic mold, but rather, they can choose the high school options that best meet their postsecondary needs and aspirations.

Students must complete the course requirements of one of  the following:

  • Core 40 designation
  • Academic Honors designation
  • Technical Honors designation
  • General designation

Grad Pathway Requirement 1: High School Diploma

Demonstrations of employability skills include experiences that enable students to apply essential academic, technical, and professional skills and find engagement and relevancy in their academic careers. Through a Project-based, Service-based, or Work-based learning experience, students must demonstrate the Department of Workforce Development’s Employability Skills Benchmarks (or similar character development benchmarks).

Project-Based Learning Experience
Project-based learning allows students to gain  knowledge and skills by working for an extended period of time to investigate  and respond to an authentic, engaging and complex question, problem, or  challenge. The project is framed by a meaningful problem to solve or a question  to answer, at the appropriate level of challenge. Students engage in a  rigorous, extended process of asking questions, finding resources, and applying  information. Students often make their project work public by explaining,  displaying and/or presenting it to people beyond the classroom.

Service-Based Learning Experience

Service-based learning integrates meaningful service  to enrich and apply academic knowledge, teach civic and personal responsibility  (and other employability skills), and strengthen communities. SBL can be  classified by three core indicators: 1. Integrating academic study with service  experience; 2. Reflecting larger social, economic, and societal issues; and 3.  Collaborative efforts between students, schools, and community partners.

Work-Based Learning Experience

Work-based learning (WBL) is a strategy to reinforce  academic, technical, and social skills learned in the classroom through  collaborative activities with employer partners. Work-based learning  experiences allow students to apply classroom theories to practical problems,  to explore career options, and pursue personal and professional goals.
WBL includes activities that occur in workplaces and  involve an employer assigning a student meaningful job tasks to develop his or  her skills, knowledge, and readiness for work. It supports entry or advancement  in any particular career field and can serve as the culminating course or event  in a student’s chosen career pathway. Through WBL, students have the  opportunity to apply the concepts, skills, and dispositions learned in previous  coursework in real world business or industry settings.

Students must complete at least one of the following  options:

Honors Diploma

ACT

SAT

ASVAB
To meet  this Postsecondary-ready Competency for the Graduation Pathways, a student must  earn at least a minimum AFQT score to qualify for placement into one of the  branches of the US military, which is currently set at the score of 31.

State - and  Industry-recognized Credential or Certification

The State  Board of Education defines industry-recognized credentials as those credentials  developed or supported by business and industry to verify student mastery of  technical skills and competencies in an occupational area that aligns with  Indiana’s economic sectors. They are approved by Indiana’s Department of  Workforce Development.

Federally-recognized  Apprenticeship
Per the Indiana General Assembly, any apprenticeship program must be registered under the federal National Apprenticeship Act (29 U.S.C. 50 et seq.) or another federal apprenticeship program administered by the United States Department of Labor.

Career-Technical  Education Concentrator 

A CTE concentrator is defined by the state of Indiana as a “student who completes at least 2 non-duplicate advanced CTE courses” along with any required prerequisites. The 2024 graduating cohort is the last cohort that can use Perkins V pathways. All students must use a Next Level Program of Study sequence beginning with the 2025 cohort. Students must complete their concentrator sequence with a C average to qualify as a CTE concentrator for Graduation Pathways.

AP/IB/Dual  Credit/Cambridge International courses or CLEP Exams click this subtitle to show the  info & link(s)

Locally Created Pathway

Locally Created Pathways (LCPs) are locally determined competencies and/or assessments beyond the current Postsecondary-Ready Competencies (PRCs) that demonstrate a student has the necessary knowledge and skills to be successful after high school.

The LCP application process is currently undergoing review. Updates will be shared here when available.

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