Diploma - Personalized Learning Requirements - Oregon Department of Education

News

Calendar

Home > Grade Level > High School > Oregon Diploma > Diploma - Personalized Learning Requirements

Personalized Learning Requirements

In designing the Oregon Diploma, the State Board of Education remains committed to preparing each student for successful transitions to his or her next steps. Personalized learning, learning beyond the classroom and connections to the adult world are critical for preparing each student, whatever path they take after graduation, for the vast challenges and opportunities of the 21st century.

The following requirements personalize the diploma for each student and help students plan for their post-high school education and career goals:

Education Plan and Profile

Students develop a plan and profile to guide their learning and document progress toward their personal, career, and post-high school goals.

Career-Related Learning Experiences

Students participate in experiences that connect classroom learning with real life experiences in the workplace, community, and/or school relevant to their education plan.

Extended Application

Students apply and extend their knowledge in new and complex situations related to the student’s personal and/or career interests and post-high school goals through critical thinking, problem solving, or inquiry in real world contexts.

*Career-Related Learning Standards

Students demonstrate knowledge and skills in personal management, problem solving, communication, teamwork, employment foundations and career development.

(*CRLS will merge with the Essential Skills beginning in 2012)

Related Resources

CRLS - Essential Skills Merger 09/08/2008 (54.48 KB)
Based on recommendations by the Essential Skills Task Force the Career-Related Learning Standards (CRLS) and Essential Skills were merged into one set of skills. This document provides an analysis of the overlap between the CRLS and Essential Skills.
Credit for Proficiency Task Force
To ensure successful implementation of the new diploma requirements the Board engaged stakeholders and practitioners by convening implementation task forces. The Credit for Proficiency Task Force addressed proficiency issues, examined models, and recommended criteria and guidelines to ensure that rules are applied consistently across the state and allow for credit to be earned through multiple pathways and assessments.
Business/Education Partnership Self-Evaluation
Changing Systems to Personalize Learning: Introduction to Personalized Learning Workshops
Guiding Principles for Business and School Partnerships
School Business Partnerships
School-Family-Community Partnerships Team
Northwest Regional Education Laboratory (NWREL)
Student Engagement

Related Topics

Comprehensive Guidance and Counseling
Each school district in Oregon is expected to have a comprehensive guidance and counseling program (CGC) in place to support students' transitions throughout school, achievement of the diploma requirements, and preparation for post-high school next steps. Comprehensive guidance and counseling is an integral part of the school support system that advances high quality learning opportunities. Comprehensive guidance and counseling programs promote successful transitions by providing opportunities for each student to acquire and master critical academic, career, personal/social, and community involvement skills. These skills enable each student to learn, to work, to interact with others, and to contribute.