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Oregon Policies and Programs Related to K-12 Standards


  • The Oregon Educational Act for the 21st Century established the state's K-12 standards. ORS §329.045 declares that the state's "rigorous academic content standards shall reflect the knowledge and skills necessary for achieving the Certificate of Initial Mastery (CIM), the Certificate of Initial Mastery subject area endorsements, the Certificate of Advanced Mastery (CAM) and diplomas."
    • Academic Content Standards define what students are expected to know and be able to do in English, mathematics, science, history, geography, civics, economics, the arts and a second language (ORS § 329.045).
    • Performance Standards define how well students must perform on classroom assessments and state assessments leading to the Certificate of Initial Mastery. The standards are composed of two elements: the Number, type and minimum scores required on classroom assessments; and the Minimum scores required on state assessments (www.ode.state.or.us/search/results/?id=223, retrieved, 2004).
  • Oregon Revised Statute (ORS) § 329.465 requires the State Board of Education to adopt academic content standards and requirements for the Certificate of Initial Mastery and for Certificate of Initial Mastery subject area endorsements. The Certificate of Initial Mastery and the Certificate of Initial Mastery subject area endorsements are based on a series of performance-based assessments and content assessments benchmarked to mastery levels. The assessment methods include work samples and tests, but do not include portfolios (as a result of HB 2744). The State Board of Education is also required to establish a certificate for students who, with additional services and accommodations, do not meet the standards for the Certificate of Initial Mastery. Students are not required to participate in any of the CIM certificates. The State Board of Education revised Oregon's system of standards at grades 3, 5, 8, and grade 10 benchmarks (CIM and CAM) to align with NCLB and college entry. Districts must now provide students with the option to earn Certificate of Initial Mastery (CIM) in English, math and science and Certificate of Initial Mastery endorsements (if they have already earned a CIM) in the following: history, geography, economics and civics; physical education; health; the arts; and second languages.
  • According to ORS § 329.475, after the State Board of Education adopts standards and rules for the Certificate of Advanced Mastery, each school district is required to institute programs that allow students to qualify for a Certificate of Advanced Mastery with career endorsements that prepare students for post-secondary academic pursuits and professional technical careers. School districts can implement the programs in a public education institution such as a public school, education service district, community college, public professional technical school or institution of higher education, or any combination thereof, that enrolls the student and meets the requirements of the State Board of Education. The programs must provide a combination of work-related learning experiences and study in accordance with ORS § 329.855. The program must include a comprehensive educational component that meets rigorous academic standards. Oregon statute requires that all courses necessary for a Certificate of Advanced Mastery be available to all students. The State Board of Education is required to adopt a framework for the Certificate of Advanced Mastery programs and timelines for implementation of the programs for the school districts to follow as resources become available to the school districts. The Department of Education can provide technical assistance to assist school districts in the implementation of the Certificate of Advanced Mastery programs. In establishing the requirements for Certificates of Advanced Mastery with career endorsements, the State Board of Education must adopt rules that facilitate movement among the endorsements and shall encourage public school choice and mobility so as to enhance a student's opportunities for a full range of educational experiences. The public education institution will be reimbursed for the student's tuition by the district in which the student resides pursuant to ORS § 339.115 and rules of the State Board of Education, in an amount not to exceed the student's tuition or the amount the district receives for the student from state funds, whichever is less. A school district cannot receive state funds for the student in an amount that exceeds the student's tuition. Any adult who wishes to pursue an endorsement, or any student having earned the Certificate of Advanced Mastery or a diploma or who has attained 19 years of age and who wishes to continue a program, can do so by paying tuition. "Public education institution" does not include a public school to which a student has transferred under ORS § 329.485.
  • Under Oregon House Bill 2744, passed in 2003, school districts are not required to award students with Certificate of Advanced Mastery (CAM) prior to September 1, 2008; however, they are expected to demonstrate continued progress toward development and implementation of the CAM prior to statewide implementation.
  • Oregon Revised Statute (ORS) § 329.447 requires that in addition to CIM, CAM, and a diploma, districts must offer career endorsements, "which are focus areas that identify a high quality career related course of study which informs students about future choices and simultaneously prepares them for further education, lifelong learning and employment."
  • Under Oregon Administrative Rules (OAR) 581-022-1120 - 1130, the State Board of Education established the requirement that all Oregon high school students must develop an education plan and build an education profile as part of high school graduation. The education plan establishes a student's education, career and life goals, and the learning and activities necessary to achieve these goals. The education profile documents the student's progress and achievement of standards, graduation requirements and other personal accomplishments and goals that are identified in the student's education plan.
  • Oregon Senate Bill 919 established the Proficiency-Based Admission Standards System (PASS), the OUS means of admitting students based on demonstrated proficiencies. When the State Board of Higher Education directed the development of the Proficiency-based Admission Standards System (PASS) in July 1993, PASS was expected to become the primary admission policy when K-12 reform and OUS alignment made that feasible. The purpose of PASS is to clarify and define the relationship between the standards-based reform agenda for K-12, including CIM and CAM, and college admission. PASS defines the knowledge and skills necessary for success in higher education and includes academic standards and criteria for six content areas defined at the K-12 level: English, math, science, social science, second language, and visual and performing arts. Full implementation of PASS is expected by 2005. Although PASS is strongly recommended, it is not a requirement for OUS admission.
CIM/CAM/DIPLOMA/PASS Requirements Cross Reference Chart 2003-04

REQUIREMENTS CIM CAM DIPLOMA PASS
ENGLISH - READING CIM knowledge and skills test OR Juried Assessment OR PASS Standards B, C and D. CIM knowledge and skills test Language Arts - 3 credits PASS Teacher Verification (PTV) OR state tests OR national tests - depending on the specific PASS standard.
ENGLISH - SPEAKING 3 CIM speaking work samples OR PASS Standard F 3 CIM speaking work samples
ENGLISH - WRITING 3 CIM writing work samples AND CIM on-demand writing test OR juried assessment OR PASS Standard A 3 CIM writing work samples (may include CIM performance assessment)    
MATH - Knowledge & Skills CIM knowledge and skills test OR juried assessment OR PASS Standards B; C or D; and E CIM knowledge and skills test OR 2 CIM math problem-solving work samples (may include CIM performance assessment) Math - 2 credits PASS Teacher Verification (PTV) OR state test OR CIM problem-solving requirements OR national tests - depending on the specific PASS standard.
MATH - Problem-solving 2 CIM math problem-solving work samples AND CIM on-demand math problem-solving test OR juried assessment OR PASS Standard A CIM knowledge and skills test OR 2 CIM math problem-solving work samples (may include CIM performance assessment)
SCIENCE - Knowledge & Skills CIM knowledge skills test OR juried assessment OR PASS Standard A CIM knowledge and skills test OR CIM science inquiry work samples (2003-2004) Science - 2 credits PASS Teacher Verification (PVT) OR state tests OR CIM work samples OR national tests - depending on specific PASS standard
SCIENCE - Inquiry CIM science inquiry work samples (2003-2004) OR PASS Standard B CIM knowledge and skills test OR CIM science inquiry work samples (2003-2004)
+SOCIAL SCIENCE - Knowledge & Skills Not required for CIM Not Required for CAM Social Science - 3 credits PASS Teacher Verification (PTV) OR national tests - depending on specific PASS standard
+SOCIAL SCIENCE - Analysis Not required for CIM Not Required for CAM
+PHYSICAL EDUCATION


+THE ARTS


+SECOND LANGUAGE
Not required for CIM Not Required for CAM Physical Education - 1 credit; Health Education - 1 credit Not a PASS requirement
Not required for CIM Not Required for CAM Applied Arts, Fine Arts, or Second Language - 1 credit (in any one or a combination) PASS Teacher Verification (PTV)
Not required for CIM Not Required for CAM Specific national assessments for each PASS standard
EDUCATION PLAN AND PROFILE Not required for CIM Develop an education plan and build an education profile Develop an education plan and build an education profile (req. by 2006-07) Not required for PASS
COLLECTION OF EVIDENCE FOR EXTENDED APPLICATION Not required for CIM Demonstrate extended application through a collection of evidence Build a collection to demonstrate extended application (not a proficiency requirement) Not required for PASS
CAREER-RELATED LEARNING STANDARDS Not required for CIM Demonstrate career-related learning knowledge and skills (six career-related learning standards) Demonstrate the career-related knowledge and skills (six career-related learning standards) Not required for PASS
CAREER-RELATED LEARNING EXPERIENCES Not required for CIM Career-related learning experiences as outlined in the education plan Participate in career-related learning experiences as outlined in the education plan Not required for PASS
OTHER None None 9 elective credits (Districts may increase or decrease elective credits - total units not less than 22) Local district requirements None

Cross-referenced tables also exist for English, math, science, social sciences, the arts, second languages, and physical education (www.ode.state.or.us/teachlearn/certificates/cam/pdfs/SectionIIPhase1Jan28.pdf PDF Document, retrieved, 2004).
  • In 2002, the Joint Boards of Education mandated the integration of assessment expectations across CIM/CAM/PASS. This integration is intended to create concrete definitions for schools regarding four things: requirements for student achievement; connections between state assessments and college admissions; use of PASS data for state requirements; and the use of PASS collections for juried CIM assessments. It may also permit the use of PASS collections for CAM assessment. The Oregon Department of Education, in collaboration with PASS, offers reciprocal agreements for assessments of CIM, CAM and PASS requirements.
  • Oregon Administrative Rules (OARS) 581-022-1130 require all students to complete a minimum of 22 specified units and to complete a unit of "applied arts, fine arts or second language" to graduate from high school. In 2007, students must also "build a collection of evidence, or include evidence in existing collection(s), to demonstrate extended application…[and] career-related knowledge and skills in the following areas: personal management, problem solving, communication, teamwork, employment foundations, and career development…[and] must participate in career-related learning experiences outlined in the education plan." In December 2002, the State Board adopted a policy that gives school districts the option to grant graduation credits based on proficiency (demonstrated knowledge and skills). Guidelines are provided to assist school districts in developing local credit for proficiency policies and procedures on the ODE website. Local boards may set a proficiency standard for graduation with regard to the extended application and career related learning standards, but such a standard is not a statewide requirement (www.ode.state.or.us/search/results/?id=35, retrieved 2004).

    The Oregon Statewide Assessment (OSA) exists to determine students' achievement levels related to particular benchmarks and standards. Teachers, schools, and students also use assessment results to measure program effectiveness and to plan for instruction. Oregon administers two types of benchmark assessments: Knowledge and Skills, multiple choice assessments containing 50-75 test questions, and Performance Assessments, tasks that require students to complete several steps such as writing multi-session essays or solving complex math problems. Each benchmark assessment is connected to Oregon's content and performance standards. Each assessment is part of the overall progress towards the certificates of initial and advanced mastery (CIM and CAM). Ideally, the earlier grade assessments will provide "a map of student progress toward meeting CIM and CAM standards in high school" (www.ode.state.or.us//search/results/?id=169, Retrieved 2004).

    Under ORS § 329.485, students are assessed in English, math, science and social studies in grades 3, 5, 8 and 10. These assessments are criterion referenced and tied to state standards. Oregon does not require students to pass an exit exam to obtain a high school diploma.
  • Oregon Administrative Rules (OARS) 589-077-0200 establish Oregon's dual/concurrent enrollment programs.
  • Linking Assessment Data Directly to Entry Standards (LADDER PK-16) proposes a model for linking high school assessment data to college admissions and to subsequent class placement decisions at all seven universities that comprise the Oregon University System (OUS). This alignment of assessments represents the second stage in Oregon's process of building a PK-16 standards-based system. The first stage was accomplished through a grant from The Fund for the Improvement of Postsecondary Education (FIPSE), U.S. Department of Education, in 1994-97. The Proficiency-based Admission Standards System (PASS) developed college-entry standards and aligned them with PK-12 standards for high school completion. LADDER PK-16, which is the second stage, aligns high school assessment data with college admission. Assessment Moderation Panels comprised of high school teachers and college faculty in English, math, and science, ensure validity and comparability of high school ratings of student proficiency. Teams of higher education faculty and admissions officers then align these ratings as well as state and national assessment data on incoming applicants with class placement decisions ( www.ous.edu/pass/pk16/ladder/description.html External Link, retrieved 2004).

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