credit for proficiency taskforce oregon department of education february 5, 2008 engagement,...
DESCRIPTION
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 PrinciplesTRANSCRIPT
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Credit for Proficiency TaskforceOregon Department of EducationFebruary 5, 2008
Engagement, Achievement & Transition Oregon Diploma–Getting Students Ready
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State Board GoalEach student demonstrates the knowledge and skills necessary to transition successfully to his or her next steps - advanced learning, work, and citizenship.
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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
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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
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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
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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
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Diploma Implementation
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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
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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
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Charter – Credit for Proficiency Taskforce Purpose Assumptions Outcomes/Deliverables Scope & Timeline Issues & Questions
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Purpose of Meeting
Create understanding of Oregon’s current work with credit for proficiency.
Identify issues and concerns
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Purpose of MeetingStatus of Current Work – Issues &
Concerns Existing Policy Current Oregon Administrative Rules
(OAR) Implementation efforts Issues & concerns in developing credit
for proficiency
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Relationship between time-based and proficiency-based systems?
Awarding of credit?
State Board of Education
Issue 2001-2002
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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
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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?
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Perspectives of 7 National Thought
Leaders
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Existing Policy – Credit for Proficiency (CfP)Districts may award credit based on proficiency
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Purposes of the CfP Policy Provide flexibility to districts
and schools Create additional options for
students Empower local decision-making
and creativity
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Definition of Proficiency Sufficient evidence Demonstrated knowledge
and skills Meet or exceed defined
levels of performance
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Existing Oregon Administrative Rules
(OAR’s)
Credit Options (581-022-1131)
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2004 Pilot Sites Albany School District Canby Gresham-Barlow Hood River Scio Southridge High School
(Beaverton)
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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?
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Implementation of Credit for ProficiencySchool District Panel Gresham-Barlow Beaverton Scappoose Redmond
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Preparation for Next Meeting
March 6, 2008Salem, OR
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Task Force Website
http://www.ode.state.or.us/teachlearn/real
Nuts and bolts information regarding task force implementation work
Communications
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Get Ready Oregon! Website
http://www.getreadyoregon.org/
Public awareness campaign for parents and students
Communications