Credit for Proficiency TaskforceOregon Department of EducationFebruary 5, 2008

Engagement, Achievement & Transition Oregon Diploma–Getting Students Ready

State Board GoalEach student demonstrates the knowledge and skills necessary to transition successfully to his or her next steps - advanced learning, work, and citizenship.

Be flexible and student-centered; the student education plan and profile should guide student choices.

Allow—indeed encourage—students to meet diploma requirements at their own pace, whether that be faster or slower than traditionally scheduled course length.

Ensure that students will get the resources needed to meet the new, higher standards, whether that takes the form of after-school opportunities, tutoring, summer classes, or focused classes and ensure that additional funding is available to support these services.

Award credits on the basis of proficiency rather than seat time. This principle will take a few years to implement in practice but should be pursued assertively.

Diploma Guiding Principles

Provide students opportunities to demonstrate proficiency through multiple pathways and assessments.

Encourage students to excel beyond minimum standards and support them in that endeavor.

Phase-in changes at a rate that allows schools enough time to allow teachers to gain any additional skills that the new requirements may demand.

Continue work to align standards from grade to grade and from high school to post-secondary options.

Diploma Guiding Principles

Oregon Diploma Requirements

Credit Requirements 24 total credits minimum Standards-based May be met through a variety of

courses and experiences Credit for Proficiency ― Students

may earn credit by demonstrating proficiency based on content standards

High School TranscriptHigh School Transcript This schematic illustrates the components of the Oregon Diploma (2010-2014)

CREDIT REQUIREMENTS

English - 4 credits* Physical Ed. – 1 credit*

1 Credit 1 Credit 1 Credit 1 Credit Health – 1 credit*

1 Credit 1 Credit

Math – 3 credits* Arts, CTE, or Second 1 Credit Language – 3 credits* 1 Credit 1 Credit 1 Credit 1 Credit

1 CreditScience – 3 credits* 1 Credit Electives – 6

credits* 1 Credit 1 Credit 1 Credit 1 Credit

1 CreditSocial Sciences – 3 credits* 1 Credit 1 Credit 1 Credit 1 Credit 1 Credit 1 Credit

ESSENTIAL SKILLS Read and interpret a

variety of texts Write for a variety of

purposes Speak and present publicly Apply mathematics in a

variety of settings Use technology Think critically and

analytically Demonstrate civic and

community engagement Demonstrate global literacy

TOTAL: 24 creditsOregon Department of Education 10-16-07

*Aligned to content standards

Credit may be earned by demonstrating

proficiency

PERSONALIZED LEARNING

Education Plan & Profile

Extended Application

Career Related Learning Standards

Career-Related Learning Experiences

Diploma Implementation

Diploma Implementation Task Forces Implementation Advisory TF Essential Skills TF Standards and Assessment TF Credit for Proficiency TF Cost/Capacity TF

Transition Advisory Committee of the State Advisory Council for Special Education

Stakeholder-Input Process

Stakeholder Task Forces

Subject Current Credits 2007

Graduating Class of 2010

(10th Graders in 2007-08)

Graduating Class of 2012 (8th Graders in

2007-08)

Graduating Class of 2014 (6th Graders in

2007-08)

English/Language Arts 3 4 4 4

Mathematics 2 3 3 3 - all at Algebra I level and above

Science 2 2 3 – scientific inquiry 3

Social Sciences 3 3 3 3

Physical Education 1 1 1 1

Health 1 1 1 1

CTE/Second language/Art 1 1 3 3

Electives 9 9 6 6

Total Credits 22 24 24 24

Timeline and Phase-In

Charter – Credit for Proficiency Taskforce Purpose Assumptions Outcomes/Deliverables Scope & Timeline Issues & Questions

Purpose of Meeting

Create understanding of Oregon’s current work with credit for proficiency.

Identify issues and concerns

Purpose of MeetingStatus of Current Work – Issues &

Concerns Existing Policy Current Oregon Administrative Rules

(OAR) Implementation efforts Issues & concerns in developing credit

for proficiency

Relationship between time-based and proficiency-based systems?

Awarding of credit?

State Board of Education

Issue 2001-2002

Time & Proficiency How do we measure proficiency in time-

based, credit-based system? How can a proficiency-based system co-exist

with a time-based system? How can we convert proficiency into credits? How should we utilize time if students are

engaged in learning at their own level & rate of learning?

How do we create value for a proficiency-based system?

How do we design a proficiency-based system that does not diminish equity?

State Board Questions 2002

State Board Questions 2002 (cont.)

State Policy and Implementation How do schools operate a personalized

proficiency-based system? How do we do this in an environment of

constrained resources? What are the ‘make or break’ political

and communication challenges? What policies would help empower

schools to implement a personalized, proficiency-based system?

Perspectives of 7 National Thought

Leaders

Existing Policy – Credit for Proficiency (CfP)Districts may award credit based on proficiency

Purposes of the CfP Policy Provide flexibility to districts

and schools Create additional options for

students Empower local decision-making

and creativity

Definition of Proficiency Sufficient evidence Demonstrated knowledge

and skills Meet or exceed defined

levels of performance

Existing Oregon Administrative Rules

(OAR’s)

Credit Options (581-022-1131)

2004 Pilot Sites Albany School District Canby Gresham-Barlow Hood River Scio Southridge High School

(Beaverton)

Issues & Concerns of Taskforce MembersGroup Process Task #1:From the assigned readings and your personal experience with Credit for Proficiency, what are critical questions or issues that need to be addressed as we evaluate this concept in Oregon?

Implementation of Credit for ProficiencySchool District Panel Gresham-Barlow Beaverton Scappoose Redmond

Preparation for Next Meeting

March 6, 2008Salem, OR

Task Force Website

http://www.ode.state.or.us/teachlearn/real

Nuts and bolts information regarding task force implementation work

Communications

Get Ready Oregon! Website

http://www.getreadyoregon.org/

Public awareness campaign for parents and students

Communications