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Paula B. Wilkins & Kenneth Simington January 28, 2014

Credit for Demonstrated Mastery (CDM): Policy Overview & Conversation WS/FCS Board of Education Meeting. Paula B. Wilkins & Kenneth Simington January 28, 2014. Credit by Demonstrated Mastery (CDM). Approved by SBE on 12/2012 and updated on 12/5/2013 (State BOE Policy GCS-M-001.13)

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Paula B. Wilkins & Kenneth Simington January 28, 2014

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  1. Credit for Demonstrated Mastery (CDM): Policy Overview & Conversation WS/FCS Board of Education Meeting Paula B. Wilkins & Kenneth Simington January 28, 2014

  2. Credit by Demonstrated Mastery (CDM) • Approved by SBE on 12/2012 and updated on 12/5/2013 (State BOE Policy GCS-M-001.13) • “Credit by Demonstrated Mastery is the process by which LEAs shall, based upon a body-of-evidence, award a student credit in a particular course without requiring the student to complete classroom instruction for a certain amount of seat time.

  3. What is CDM?  • CDM offers NC students the opportunity to personalize and accelerate their learning by earning course credit through a demonstration of mastery of course material without sitting through the course; students show mastery via assessment & artifact(s) • Students receive a pass/fail grade - Does NOT impact GPA

  4. Overview of CDM • “Mastery” is defined as a student’s command of course material at a level that demonstrates a deep understanding of the content standards and application of knowledge. • Beginning with the 2014-15 school year, to inform student placement for the 2015-16 school year, Credit by Demonstrated Mastery shall be available for allNC students in grades, 9-12 for high school courses and in grades 6-8 for high school courses offered in middle school (Math I, Math II, E/E) . • LEAs may choose to make CDM available for students in grades 6-8 for middle grades content.

  5. CDM & Multi-phase Assessment • This multi-phase assessment process builds a body-of-evidence that allows a committee to determine if the student has a deep understanding of the standards for the course or subject area, as defined by the North Carolina Standard Course of Study, thereby earning credit for the course without experiencing it in the school setting.

  6. CDM Process (District establishes CDM Policy) • Student applies for CDM—LEA sets timeline for applying for CDM • Assessment Phase #1: standard examination exam (94% or higher) • EOC - testing windows defined by state • Non EOC – assessment developed by WS/FCS • Assessment Phase #2: artifacts scored by CDM review team (district- based or school based—LEA decision) • requires the student to apply knowledge and skills relevant to the content standards. LEAs may require additional requirements, such as performance tasks. • CDM Committee Reviews documentation and makes decision • Parents/Students are communicated about decision

  7. Appeals Process • Appeal Process available only to students that reach phase #2 • Developed by the District • Allows for opportunity for family to appeal committee decision regarding earning CDM • Policy should be provided to families prior to starting CDM process • Appeals should occur within 10 days of receiving notification of unsuccessful attempt • A subset of CDM review teams will review and finalize appeal decision within 10 days of submission • Decisions of the Appeals teams are final • Note: EOG/EOC scores are not appealable

  8. Unsuccessful Candidates Phase #1: → No retesting; Student may not try again → No transcript record of failed attempts →May not affect grades (GPA) Phase #2: → Timeline/Process for appeal…committee makes decision based on information

  9. What courses are included in CDM? • All standard level high school courses included unless on exemption list. Does NOT include: • Honors, AP or IB • CTE (work-based learning courses, those with clinical setting) • CTE Advanced Studies courses • ELL courses • Healthful Living required courses • Sequential courses: next course in sequence

  10. Role of District in CDM Process Create Master Timeline/Guidelines → Include district specialists to create guidelines/expectations for courses → Develop CDM review teams → Help facilitate appeals process

  11. Role of School in CDM Process • Counselors— • Serve on CDM team - student application begins with counseling session • Facilitate scheduling of replacement courses • Principal--Serve on CDM team – required to sign off on final decision form • Teachers— Content experts selected to serve on CDM review teams to evaluate student artifacts

  12. Role of School in CDM Process (cont.) General School Role— Serve as point of contact for Appeals Process → Parent/Guardian may appeal in writing within ten days of decision → Panel will review appeals within twenty days of recommendation and collect any additional data requested by the panel → Final recommendations will be made within 10 days of Appeals Review.

  13. Proposed Timeline for 2014-2015 Spring Timeline: This timeline is for students attempting to earn CDM during the spring 2015 semester for courses scheduled in the fall 2015. Late January/Early February: Develop local processes and practices to implement CDM and communicate with schools Mid-February: Share CDM opportunities with students and families and accept applications. Have student/family discussions and advisement. Application deadline: Feb. 17 February 19-March 5: Implement Phase 1 Assessment of the CDM process - official DPI testing window for EOC courses (Math I, Biology, English II) By March 10: Report results to students/families.

  14. Proposed Timeline 2014-2015 (Cont.) Remainder of March: Schedule Phase 2 artifact work for students who achieve the required standard on the assessment. April 7-11: WS/FCS conducts district–level artifact review. Content specialists meet to review artifacts and determine results. Results shared with schools by April 21. By April 28: Provide results to students/families and discuss course schedule changes. Begin a ten-calendar-day window for submission of appeals. First week of May: Conduct appeals reviews. Second week of May: Finalize appeal decisions and share results by May 12.

  15. Long-term Considerations Long Term Considerations (page 8 of toolkit) → all pathways for advanced learning through grade 12 should be considered → GPA and quality points – will NOT be earned, only credit → Athletics – not recommended for collegiate athletes → Diploma Endorsements – implications for requirements of NC Academic Scholars Endorsement and others

  16. State Support Structures • Overview of DPI CDM Toolkit: • FAQ for Schools • FAQ for Students • Long Term Considerations • Process Flow Chart • Decision Form, Application • Student Record Form • Wiki with Implementation Guide http://cdm.ncdpi.wikispaces.net/Home

  17. Questions/Concerns?

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