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Credit by Demonstrated

Mastery (CDM)

Informational Webinar

This presentation is available in the following documents:

Español/ Spanish French Arabic

Chapel Hill-Carrboro City Schools, Instructional Services Division

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Dr. Christy Stanley- Director of Secondary Humanities

(cstanley@chccs.k12.nc.us)

Mary Rogers Director of Secondary Math (mrogers@chccs.k12.nc.us)

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Overview of Webinar

• Welcome & Introductions
• What is CDM: Purpose, Intent, & Who?
• Credit by Demonstrated Mastery Overview & Data
• High School Course Sequencing
• All information is also provided on the district CDM website.
• Under Academics tab on homepage
• Slides and recording will be posted on this page

What is Credit by Demonstrated Mastery (CDM)?

CDM is the process [created by the STATE] by which a student may earn credit for any high school course [that is the next in a sequence] by demonstrating a deep understanding of the content; without course enrollment or seat time by taking a two phase assessment.

NCDPI CDM Procedural Guidelines (24-25)

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SBE Policy: GCS-M-001, December 2012/2013

Phase 1: Student examination demonstrating foundational knowledge, using an End of Course, Career and Technical Education, North Carolina Final Exam or other locally developed exam.

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Phase 2: A written assessment demonstrating application of knowledge . . . as the LEA [school district] warrants.

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Purpose, Intent, & Who Should Attempt CDM?

(NCDPI Implementation Guide)

• PURPOSE: CDM promotes personalized learning and it allows subject-level acceleration without requiring full grade-level acceleration.
• BENEFIT: removes the requirement for seat time for student learning and earning credit for courses so that a student may take a more advanced course in that same subject area or provide time in the class schedule to explore a new topic.
• WHO: MOST courses are only open to current eighth graders and HS students (except for math and world language offerings). Student who has an exceptional, independent mastery of course content PRIOR to taking a course and who wishes to earn credit and move onto another course that is a better use of their time for learning have their own intrinsic motivation to do so.
• Students who have a clear reason for opening slots in their high school schedule to advance in a particular content area.
• Students who would be able to pass the assessment if they took it tomorrow.
• Even with those characteristics, there is historically about a 50% success rate in obtaining credit because it is a highly rigorous process.

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CHCCS CDM Timeline

Other Important Information

• The National Collegiate Athletic Association (NCAA) policy does NOT recognize CDM credits for eligibility. If your child is looking to play collegiate sports, please carefully read the NCDPI CDM Implementation Guidelines (page 27).
• CDM does NOT impact a student’s grade point average (G.P.A.) and there is not an honors credit. It is simply noted as a credit (CDM) on the transcript.
• If a student is not successful in CDM, there is no penalty. It is not reflected on a transcript.

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Understanding Types of Assessments

CHCCS Middle School Student CDM Choices

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The purpose of this document is to assist families and schools in understanding eligibility for accessing the Credit by Demonstrated Mastery (CDM) process. The only courses eligible in this process are high school courses which must be completed in the appropriate sequence. For example, a student must be enrolled in Math 1 before applying to CDM Math 2. Additionally, middle school students may not apply to CDM any high school course, other than a math or world language course, until their 8th grade year. Please note the exception of Career and Technical Education courses below. Furthermore, for information on our World and Dual Language Pathways, please refer to this document: CHCCS Dual & World Language Pathways.

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6th Grade:

• Math I (students currently enrolled in Advanced Math 7 only)
• Spanish I
• French I
• Latin I
• Chinese- students may take the STAMP assessment to earn a credit, if successful. However, students will not have access to a class (face to face or virtual) because it is not offered in CHCCS except at Phillips MS in their Dual Language program. It is STRONGLY recommended that students wait until 8th grade to CDM a Chinese course so they may enter high school appropriately placed.

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Phase 1 & Phase 2 CDM Assessment Descriptions

• Contains a breakdown of each assessment

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Phase 1- End of Course (EOC) & Career Technical Education: Students must achieve at a minimum the following scale score:

• English 2 > 565 (lowest Level 5)
• Math 1 > 563 (lowest Level 5)
• Math 3 > 563 (lowest Level 5)
• Biology > 261 (lowest Level 5) - Due to standard setting activities in the 2024–25 year, the Biology EOC will not be available for CDM administrations during the following window: February 18-March 3, 2025.
• NC Career and Technical Education- Students must achieve a minimum scale score of 90% correct
• Arts are locally developed. Portfolio Pathway is recommended.

Phase 1- Locally Developed and State Exams

• Math 2, Math 4, English 1, 3, & 4, Chemistry, Earth Science, Physical Science & all social studies courses
• Must score 90% or higher to advance to Phase 2

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Phase 2 Assessments: All are locally developed are outlined here.

Re-testing is not permitted for any assessment.

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Previous CDM Final Results (credit earned/total tested=% pass rate)

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Biology 6/23=25%

Earth Science 26/45=58%

Chemistry 3/11=27%

Physics 0/1=0%

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Math 1 3/34=9%

Math 2 6/39=15%

Math 3 3/24=13%

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CTE Courses 3/3=100%

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Dance/Art/Theater 0/3=0%

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English 1 6/34=18%

English 2 1/13=7%

English 3 0/3=0%

English 4 0/4=0%

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Civics 8/16=50%

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AHI 0/0=0%

AH2 3/5 =60%

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French (all levels) 3/7=43%

Japanese (all levels) 0/1= 0%

Spanish (all levels) 22/24=92%

Chinese (all levels) 13/19=68%

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Considerations and Impacts on Signing Up for CDM (and then not testing)

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• Every student and every test must be manually entered into the testing system.
• Every test requires a test administrator and (roving) proctor (1 hour required training)
• Most tests require a separate room: State Guidelines for Combining Assessments (Space and numbers of students is a significant issue + additional needs for social distancing)
• Every EOC is 4 hours and all other state/local exams are 2 hours.
• Schools must develop testing plans based upon the number of applicants.
• Schools must utilize support personnel to administer these assessments spanning several days- our non-teaching staff are pulled away from their duties in directly supporting students.
• The 4 EOC’s alone equal 16 hours of testing.

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Testing Dates & Timeline

CDM Testing Window

When a student attempts to earn credit in a course utilizing a state assessment, schools must complete the test administration (i.e., Phase I) during a testing window set by the state and in a face to face environment.

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CDM Application & Testing Windows

• See CDM Website for current dates
• The CDM application will come from each school. Please check your email where you receive school communications. Each school will manage their CDM applications and testing schedules.
• Please note that the survey must be completed in its entirety for each course a student wishes to CDM.

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CORE Math Pathways - Need 4 graduation credits

Science Pathways - Need 3 graduation credits (Life, Earth, Physical)

English & Social Studies Pathways

World Language Placement and CDM Testing

CHCCS Dual & World Language Pathways

Dual Language Students: Students in a MS Dual Language (DL) Program should not CDM a language. Students will exit MS with 3 high school language credits.

• Placement- allows students to enter into the appropriate level (ie. Level 3 or 4) without taking Level 1 or Level 2.
• CDM- students must follow the sequence, Level 1, 2, 3, etc. only earning credit for one level if successful on CDM. The district PAYS for each each assessment.

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• NOTE: Dual Language testing is DIFFERENT from this process.
• Students may use the CDM STAMP testing process to place into a higher level.
• Once applications are received at each school, counselors will discuss options with students and families.
• EXAMPLE: A student wants to CDM Spanish 1. Students scores at a Level 3. Student will be placed into a Level 3 class. Course credit is not received for skipped courses.
• Benefit: Accessing higher level and appropriate level of rigor for student
• Global Language Endorsement (Seal of Biliteracy)

Arts Proficiency Placement & CDM

Proficiency Placement�Allows advanced or experienced high school students to be placed into a higher level course that better suits student ability. Course credit is not received for skipped courses.

The process generally involves

• a teacher recommendation
• an audition or portfolio review

For more details, see the Arts Pathways document.

Please contact Johnathan Hamiel (jhamiel@chccs.k12.nc.us) with questions

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Credit by Demonstrated Mastery�CDM is similar to proficiency placement, but it is more rigorous, and allows students to receive credit for the courses that are skipped.

The process generally involves

• Phase I
• A written exam including multiple choice, short answer, and essay questions
• A time-restricted, performance-based task (90% is passing to move to Phase 2)
• Phase II
• A comprehensive performance based task or portfolio review (90% is passing & a 76% or higher is required for an appeal)

Sample CDM (4 Year) Planning Document

Essential Questions To Ask:

• What is the end goal?
• What are you trying to access earlier? And WHY?
• How do you plan to fill the open slots in your high school schedule?
• Please use this document as a planning tool for conversations with your child regarding the intent and purpose of CDM.

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Important Links

CDM is an optional process based upon independent mastery of content. CHCCS does not provide resources for CDM other than the links to state standards and assessment specifications below.

CHCCS CDM Website

NCDPI Essential Standards

NCDPI Test Specifications for EOC

Newly Approved Social Studies Standards

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NCDPI NC Test Released Items Practice Tutorial

NCDPI CDM Website

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Summary and Contacts

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• CHCCS Middle School CDM Choices
• 6th & 7th grade MS students only eligible for the next level math or world language courses
• 8th grade students may begin to access high school courses
• The purpose of CDM is to access a more rigorous pathway and not to just accumulate credits.
• It is a rigorous process with an average 50% pass rate (lower % in math and science courses)
• Applications have been sent via school email from individual schools. Schools will be handling all communication and testing scheduling this year.
• Make a plan and discuss the end goal

CMS- Wendy York (wyork@chccs.k12.nc.us)

MMS- Ryan Kulikowski (rkulikowski@chccs.k12.nc.us)

PMS- Glenn Estacio (gestacio@chccs.k12.nc.us )

SMS- Kara Johnson (kjohnson@chccs.k12.nc.us)

CHS- Anthony Swaringen (aswaringen@chccs.k12.nc.us )

CHHS- Allison Sercy (ascercy@chccs.k12.nc.us )

ECHHS- Donna Youngblood (dyoungblood@chccs.k12.nc.us)

Phoenix Academy & VLA - Jeff Lang (jhlang@chccs.k12.nc.us)

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Many Thanks to Our CHCCS Family!

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