Credit for Proficiency Taskforce Oregon Department of Education February 5, 2008 Engagement, Achievement & Transition Oregon Diploma–Getting Students Ready

State Board Goal Each 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 Transcript This schematic illustrates the components of the Oregon Diploma ( ) CREDIT REQUIREMENTS English - 4 credits * Physical Ed. – 1 credit *  1 Credit  1 CreditHealth – 1 credit *  1 Credit Math – 3 credits * Arts, CTE, or Second  1 Credit Language – 3 credits *  1 Credit Science – 3 credits *  1 Credit Electives – 6 credits *  1 Credit Social Sciences – 3 credits *  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 credits Oregon Department of Education *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

SubjectCurrent Credits 2007 Graduating Class of 2010 (10 th Graders in ) Graduating Class of 2012 (8 th Graders in ) Graduating Class of 2014 (6 th Graders in ) English/Language Arts Mathematics all at Algebra I level and above Science22 3 – scientific inquiry 3 Social Sciences3333 Physical Education1111 Health1111 CTE/Second language/Art Electives Total Credits22 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 Meeting Status 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

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 ( )

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

Issues & Concerns of Taskforce Members Group 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 Proficiency School District Panel Gresham-Barlow Beaverton Scappoose Redmond

Preparation for Next Meeting March 6, 2008 Salem, OR

Task Force Website Nuts and bolts information regarding task force implementation work Communications

Get Ready Oregon! Website Public awareness campaign for parents and students Communications