Credit for Proficiency
State Board of Education Discussion – January, 2009
In October, 2008, Credit for Proficiency Task Force Recommendations were presented
to the State Board of Education. In the course of ensuing discussion, Board members
requested additional information and clarity around specific definitions, required
elements, implementation processes, and policy options. The following is in response
to those requests.
Definitions & Terms
o Credit for Proficiency
Units or part units of required and elective graduation credit awarded to students who
demonstrate proficiency or mastery* of recognized standards.** Students may demonstrate
proficiency inside the traditional classroom, outside of the traditional classroom where
hours of instruction may vary, through documentation of prior learning, by appropriate
examination, or by any combination thereof.
*defined levels of performance reflective of state, local, or national criteria
**e.g., state content standards and essential skills, industry-based knowledge and
skills, other national or international standards
o Assessment Evidence (Sufficiency)
Quantity* and quality of documentation** which demonstrates student proficiency or mastery
of identified standards.
*Amount of student work which addresses range of criteria in specified standards,
within appropriate time frames, conditions, and methods
**e.g., tests, work samples, projects, daily assignments
Required Elements
The Task Force identified three elements for statewide implementation of Credit for Proficiency.
The following terms reflect the Board’s discussion and request for clarity.
o
Standards – What students are expected to know and be able to do.
o
Proficiency – Defined levels of achievement based on state, local, national, or
(e.g., state content
standards and essential skills, industry-based knowledge and skills, other national or
international standards)
international criteria. (e.g. state scoring guides, classroom scoring rubrics, national or
industry-based criteria)
o
Assessment Evidence – Quantity and quality of student work which demonstrates
proficiency or mastery of identified standards.( e.g., tests, work samples, projects, daily
assignments)
Oregon Department of Education
For State Board of Education Discussion
2/17/2016
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Credit for Proficiency
State Board of Education Discussion – January, 2009
OAR 581-022-1131 Credit Options -- Discussion Draft Only
o
This discussion draft incorporates the three required elements into the current Credit
Options rule.
(1) A school district or charter school shall grant credit towards the diploma or a
modified diploma for classroom or equivalent work satisfactorily completed,
provided the method for accruing required and elective credit is described in
the student’s personal education plan and the student either:
(a) Demonstrates proficiency or mastery of recognized standards (e.g., state
content standards and essential skills, industry-based or other national or
international standards), as identified by the school district through any
one or more of the following:
(A) Meeting proficiency criteria in class or out of class, where hours of
instruction may vary, including courses of 130 clock hours (e.g.,
required and elective courses, supervised independent study,
career-related learning experiences, project based learning),
or
(B) Successfully passing an appropriate exam designed to measure
proficiency or mastery of identified standards (knowledge and skills);
or
(C) Providing a collection of work or other assessment evidence which
demonstrates proficiency or mastery of identified standards
(knowledge and skills); or
(D) Providing documentation of prior learning activities or experiences
which demonstrates proficiency or mastery of identified standards
(knowledge and skills) (e.g., certification of training, letters, diplomas,
awards, etc.)
or;
(b) Successfully completes a combination of the requirements set out in
subsections (1)(a)(A-D) of this section.
Oregon Department of Education
For State Board of Education Discussion
2/17/2016
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Credit for Proficiency
State Board of Education Discussion – January, 2009
o
Sample Process – (Specific handouts and/or forms as currently utilized in
various districts are available upon request.)
o
In-class Credit for Proficiency Course Process
Step 1: Identify the Standards indicated by Course Description and NCES Coding
(e.g., 1711 Biology 1, 1001 English 9, 2721 US History)
Step 2: Practice the Standards in and out of class (Teachers utilize variety of
traditional and non-traditional methods, such as direct instruction, inquiry
labs, and project demonstrations, for formative assessment purposes)
Step 3: Demonstrate the Standards (Pre-identified components and rubrics developed
for use in demonstrations within appropriate time frames, conditions, and
methods)
Step 4: Ascertain Student Proficiency to Determine Course Grades (Student
performance to identified course standard criteria determines summative
grades for transcript)
o Out-of-class Credit for Proficiency Course Process
Step 1: Identify the Standards indicated by Course Description and NCES Coding
(e.g., 1711 Biology 1, 1001 English 9, 2721 US History)
Step 2: Practice the Standards out of class (Students participate in a variety of
traditional and non-traditional experiences, such as inquiry labs, career
related learning experiences, and specific work based projects)
Step 3: Demonstrate the Standards (Pre-identified documentation and other evidence
assessed to appropriate rubrics within identified time frames, conditions,
and methods)
Step 4: Ascertain Student Proficiency to Determine Course Grades (Student
performance to identified course standard criteria determines summative
grades for transcript)
o Prior Learning Credit for Proficiency Course Process
Step 1: Correlate Student Learning Experience and Evidence to Identifed
Standards as indicated by Course Description and NCES Coding (e.g.,
1711 Biology 1, 1001 English 9, 2721 US History)
Step 2: Assess Evidence of Student Performance to the Standards (Documentation
including student reflection and application assessed to appropriate rubrics)
Step 3: Ascertain Student Proficiency to Determine Course Grades (Student
performance to identified course standards determines summative grades
for transcript)
Oregon Department of Education
For State Board of Education Discussion
2/17/2016
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