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How deep is the implementation of the "Early Childhood Foundations" with early
childhood educators? What connections exist with K-12 educators? What dialogue
occurs between the two systems as children move to the next level?
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What is the level of implementation and effectiveness of the Certificate of
Initial Mastery (CIM), the Certificate of Initial Mastery subject area
endorsements, the Certificate of Advanced Mastery (CAM), and PASS? Do any
mid-course corrections need to be made between the programs? For example,
while Oregon requires districts to have mechanisms for tracking student
progress and for issuing Certificates of Initial Mastery, are there mechanisms
by which the state measures the fidelity of implementation? Some districts
may have rigorous programs in place to ensure that students meet all of the
requirements while others schools may meet state requirements but not require
students to fully meet the classroom work sample requirements. The same issue
may apply to the diploma and to PASS.
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While CIM and CAM are aligned with college standards, are they perceived as
stand-alone certificates without real purpose? Could tying these certificates
to PASS in a formal way be a tool to tangibly facilitate alignment?
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The State Board recently passed a policy to allow credit by proficiency. Could
this also be used as a tool to connect high school and college more directly
and to allow students to move through the system based on their performance
rather than age or year in school? How is this policy implemented at the
student level: how is it used in the college admission process?
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Is the Oregon graduation requirement that all students have an education plan
and profile that prepares them for postsecondary opportunities implemented and
getting the intended outcomes? How is the "collection of evidence" used in
the college admission process?
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How does the Oregon Workforce Investment Act Youth Opportunity System link to
K-12 standards and graduation requirements? Consider aligning this program
with CIM/CAM/PASS to create multiple pathways to postsecondary success and as
a way to balance high standards with varied choices and options for students.
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How are the PREP and OCCURS programs working? Are the systems connected to
the P-16 data system prototype? Should they be?
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Is there an institutional center for P-16 reform? If so, who "owns" these
joint efforts? How are people and systems working together to better align
P-16 standards? What is driving collaborative efforts? What are the
incentives for collaboration?
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As Oregon works towards a more complete P-16 system, more students may
attend multiple institutions during their high school and college careers.
There are differences among community college and OUS transcripts. Is it
desirable to develop standard transcripting practices or a common or aligned
transcript? A related issue is the need for unified transcripting for CIM and
CAM programs. Is it clear what will be transcribed from high school students'
CIM and CAM programs, which will then be provided to college campuses? How
will Oregon transcript advanced PASS standards, which could result in the
awarding of college-level credit?
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Given that there does not appear to be uniformity among Oregon's public
university placement testing process, or among Oregon's community college
placement testing process, are students admitted under one standard and
placed according to another? Are students aware of and prepared for the
placement testing process? Should Oregon consider allowing students to take
postsecondary placement tests in high school as a benchmarking opportunity?
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