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I'm concerned that while there's some overlap, there's likely less overlap than assumed between standards in many CTE areas and the standards/rigor/complexity in all 8 content areas of the MLRs. Since I suspect that demonstrating proficiency at the intended level of rigor/complexity in 8 content areas plus GPs will be a huge challenge for many students, I'm concerned that either (a) students will ultimately be discouraged from using CTE opportunities because there's just too much for them to complete in 4 years, or (b) CTEs will gradually morph into something different and less meaningful than intended.

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Use to make comments aligned to specific text in the rule.
Chapter 134 Google Doc

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In Word format for download and review

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There does not seem to be a verb to help clarify: some, all, must, shall?

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Successful completion of freshman year of college

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Successful completion of freshman year of college

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Is there a time limit for successful completion of freshman year of college as a means for earning a diploma? For example, a student fails to earn his/her diploma then, three years later successfully completes the first year of college. Can that individual get their high school diploma or must it be in the first year out of high school?

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The review and evaluation of the collection of evidence may vary in both format and intensity from SAU to SAU but shall include time and support for students to collect, select, and reflect on their evidence against the success criteria and their growth in competency.

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The review and evaluation of the collection of evidence may vary in both format and intensity from SAU to SAU but shall include time and support for students to collect, select, and reflect on their evidence against the success criteria and their growth in competency.

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How does this change what people are currently doing?

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If you're not at the table, you're on the menu.

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C.	Teachers, certified in the content area, shall verify proficiency in a content area... 

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C.	Teachers, certified in the content area, shall verify proficiency in a content area... 

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What are the implications of this for internships, WL?

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MCLA - We welcome your comments on the DOE PBE Rule Making document.  Please post your questions -or comments regrading the rule making document

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MCLA - We welcome your comments on the DOE PBE Rule Making document.  Please post your questions -or comments regrading the rule making document

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New vocabulary:  fidelity, monitor, need support

Discussion:

--you must participate in the peer review (not pass)

--GPs based on growth, not proficiency (self-assess)

--required evidence of teacher and student-verified evidence

--complete a year satisfactorily in college, we can issue you a diploma, even if you didn't pass...

--prevalence of a teacher-verified piece.  Rigor, depth of complexity- teachers need to adhere to the criteria.  Rigor is commonly defined (p.5)

--teacher has to be certified- very specific certification.

--teacher verified high school level rigor.

--special ed (p.8, c. 4) a qualified group of people can say they are growing....reasonable growth?

--Certificate vs. Diploma- defined on (p.2) . Certificate means that a student has made progress towards the proficiency standards

--p. 13, c.2 we can accept students bring evidence from CTE schools....it doesn't mean we have to certify the evidence.

Our purpose is to identify ambiguity, not to clarify.

p.8, 3c.4 : districts will work with sending schools to evaluate the extent to which the transcripts meet the standard in the receiving school (Rae gave an example of World Language- student uses Rosetta Stone, transfers to a school with a teacher.)

If you lack a certified teacher, can you certify a student proficiency (ex. World Language)?