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
  • 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 performancereflective of state, local, or national criteria
**e.g., state content standards and essential skills, industry-based knowledge and skills, other national or international standards
  • 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.
  • Standards – What students are expected to know and be able to do. (e.g., state content standards and essential skills, industry-based knowledge and skills, other national or international standards)
  • Proficiency – Defined levels of achievement based on state, local, national, or international criteria. (e.g. state scoring guides, classroom scoring rubrics, national or industry-based criteria)
  • Assessment Evidence –Quantity and quality of student work which demonstrates proficiency or mastery of identified standards.( e.g., tests, work samples, projects, daily assignments)

OAR 581-022-1131 Credit Options -- Discussion Draft Only
  • 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.
  • Sample Process–(Specific handouts and/or forms as currently utilized in various districts are available upon request.)

  • 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)
  • 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 toappropriate 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)
  • 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: AssessEvidence of Student Performance to the Standards(Documentation including student reflection and application assessed toappropriate 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 10/11/2018- 1 -