An Act To Repeal Proficiency-based Diplomas
Maine Legislature, Session 128, LD 1900
Committee Amendment CA_A_H775 (House)
Amends: 20-A MRSA §4722-A

COMMITTEE AMENDMENT" A" to H.P. 1338, L.D. 1900, Bill, "An Act To 
Repeal Proficiency-based Diplomas" 
Amend the bill by striking out the title and substituting the following: 
'An Act To Ensure the Successful Implementation of Proficiency-based Diplomas' 
Amend the bill by striking out everything after the enacting clause and before the 
summary and inserting the following: 
'Sec. 1. 20-A MRSA §4722-A, sub-§1, ,rB-1, as enacted by PL 2015, c. 489, §2, 
is amended to read: 
B-1. Phase in the following diploma requirements from the 2020 2021 2021-2022 
school year to the ~ 
2025-2026 school year: 
(1) For a student graduating in the graduating class of 2020 2021 2021-2022, 
certify that the student has demonstrated proficiency in meeting the state 
standards in the content areas of English language arts, mathematics, science and 
technology and social studies; 
(2) For a student graduating in the graduating class of 202-1-2.Q22 2022-2023, 
certify that the student has demonstrated proficiency in meeting the state 
standards in the content areas of English language ru.ts, mathematics, science and 
technology, social studies and at least one additional content area of the student's 
choice; 
(3) For a student graduating in the graduating class of 2022 2023- 2023-2024, 
certify that the student has demonstrated proficiency in meeting the state 
standards in the content areas of English language arts, mathematics, science and 
technology, social studies and at least 2 additional content areas of the student's 
choice; 
(4) For a student graduating in the graduating class of ~-2024 2024-2025, 
ce1tify that the student has demonstrated proficiency in meeting the state 
COMMITTEE AMENDMENT 
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COMMITTEE AMENDMENT "A" to H.P. 1338, L.D. 1900 
standards in the content areas of English language arts, mathematics, science and 
technology, social studies and at least 3 additional content areas of the student's 
choice; and 
(5) For a student graduating in the graduating class of 2024 2025 2025-2026 and 
for each subsequent graduating class, certify that the student has demonstrated 
proficiency in meeting the state standards in all content areas. 
For the purposes of this paragraph, 
11content areas
refers to the content areas of the 
system of leaming results established under section 6209. 
Sec. 2. 20-A MRSA §4722-A, sub-§3, 1A, as amended by PL 2015, c. 489, §2, 
is further amended to read: 
A. A student who is a child with a disability, as defined in section 7001, subsection 
1-B, may meet the requirements of subsection 1 and beoome eligible for a diploma by 
demonstrating profioienoy in state standards established in the system of learning 
results through performanoe tasks and aooommodations----that maintain the integrity of 
the standards as speoified in the student's individualized eduoation program by the 
student's individualized eduoation program team pursuant to the requirements of 
ohapter 301 be awarded a diploma indicating graduation from a secondary school by 
demonstrating proficiency in state standards established in the system of learning 
results in accordance with the student's individualized education program pursuant to 
the requirements of chapter 301. The individualized education program developed in 
the 2nd year of high school must specify how the student's disability affects 
achievement of proficiency in each content area and specify how the student will 
demonstrate proficiency in each area. 
Sec. 3. 20-A MRSA §4722-A, sub-§3, ~-2, as enacted by PL 2015, c. 489, §2, 
is amended to read: 
B-2. 
For the graduating class of 2020 2021 2021-2022 and each subsequent 
graduating class, a student who has satisfactorily completed a state approved oareer 
and teohnioal eduoation program of stt¥fy:--and either separate or integrated study 
within the career and technical school curriculum, including through career and 
technical education programs and courses as defined in department rules established 
pursuant to section 8306-B, or who has met 3rd-party-verified national or state 
industry standards set f01th in department rules established pursuant to section 
8306-B or earned 6 credits in a dual enrollment career and technical education 
program formed pursuant to chapter 229 from a regionally accredited institution of 
higher education and =who has suoeessfully demonstrated profieienoy in meeting state 
stmdards in the oontent areas and the guiding prineipl~et forth in department rules 
governing implementation of the system-ef----1"8!trning l'esults established pursuant to 
section 6209, is eligible to receive a high school diploma from the secondary school 
the student last attended. A student may be awarded a high school diploma from the 
secondary school the student last attended in accordance with the phase-in of the 
following diploma requirements for the graduating class of ~202+ 2021-2022 to 
the graduating class of2023~ 2024-2025: 
COMMITTEE AMENDMENT 
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COMM.ITIEEAMENDMENT .. [.)., to H.P. 1338, L.D. 1900 
(1) For a student graduating in the graduating class of2020 2021 2021-2022, the 
student has demonstrated proficiency in meeting the state standards in the content 
areas of English language arts, mathematics and social studies; 
(2) For a student graduating in the graduating class of 2021 2022 2022-2023, the 
student has demonstrated proficiency in meeting the state standards in the content 
areas of English language arts, mathematics, social studies and at least one 
additional content area of the student's choosing; 
(3) For a student graduating in the graduating class of2022 2023 2023-2024, the 
student has demonstrated proficiency in meeting the state standards in the content 
areas of English language arts, mathematics, social studies and at least 2 
additional content areas of the student's choosing; and 
(4) For a student graduating in the graduating class of2023 2024 2024-2025 and 
in each subsequent graduating class, the student has demonstrated proficiency in 
meeting the state standards in the content areas of English language arts, 
mathematics, social studies and at least 3 additional content areas of the student's 
choosing. 
For the purposes of this paragraph, "content areas" refers to the content areas of the 
system of learning results established under section 6209. 
Sec. 4. 20-A MRSA §4722-A, sub-§6-A is enacted to read: 
6-A. Develo.11ment and implementation of proficiency-based system. A school 
administrative unit shall imQJ.ement and review proficiency-based diploma requirements 
and transcripts in collaboration with teachers, principals, administrators, school board 
m_embers, parents and other members of the public in accordance with this subsection. 
A. Each school administrative unit shall convene a stakeholder group to determine 
the status of that school administrative unit's implementation of a proficiency-based 
system and identify measures necessary to meet the deadlines established in this 
section. The stakeholder group shall develop appropriate training for all educators in 
the proficiency-based system. 
The stakeholder group shall report on the school 
administrative unit's im12lementation of the proficiency-based system in accordance 
with a schedule established by the department. 
Prior to implementing a 
proficiency-based system, each school administrative unit shall provide training 
developed by the stakeholder group to all educators in the unit. 
(1) Except as provided in subparagraph (2), the majority of the members of the 
stakeholder group must be teachers, 2/3 of whom must have the endorsement of 
the majority of the teachers in the school administrative unit and 2/3 of whom 
must have the endorsement of the majority of the school administrative unit's 
governing body. 
{2) If, prior to the effective date of this paragraph, a school administrative unit 
establishes a stakeholder group for the purpose of implementing a 
proficiency-based system, then that existing group of stakeholders may continue 
as constituted and is not required to meet the requirements of subparagraph (1) as 
COMMITTEE AMENDMENT 
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CO:MMIITEE AMENDMENT "A" to H.P. 1338, L.D. 1900 
long as a majority of the teachers in the school administrative unit consent to the 
continuation of the stakeholder group as constituted. 
B. Each school administrative unit shall form a steering committee composed of 
teachers, administrators and other school administrative unit staff to regularly review 
and refine the proficiency-based system in the unit to ensure that it meets the 
requirements of this section and is aligned with school administrative unit goals and 
priorities. 
C. In accordance with rnles adopted by the d..QP-artment under subsection 7, a school 
administrative unit may request and the department may grant an extension or waiver 
of the timelines established in this section. 
Sec. 5. 
Technical assistance. 
The Department of Education shall provide 
technical assistance to school administrative units in implementing proficiency-based 
systems, including, but not limited to: providing definitions of proficiency; establishing 
criteria for ensuring the intents and purposes of a proficiency-based system are achieved; 
developing model course descriptions; developing training resources for use in training 
educators; and developing a school implementation report template. Appropriate model 
training modules for teachers must be developed by the department.' 
SUMMARY 
This amendment is the minority report of the Joint Standing Committee on Education 
and Cultural Affairs. 
The amendment strikes and replaces the bill to retain the 
proficiency-based diplomas and to delay by one year the timeline for the implementation 
of proficiency-based diplomas. 
The amendment makes several changes to the 
implementation of the proficiency-based system, including: 
1. Refining the provisions regarding the exceptions for ntudents with disabilities to 
be awarded a proficiency-based diploma; and 
2. Strengthening the provisions for career and technical education students to meet 
the proficiency-based diploma requirements within the context of the career and technical 
education curriculum, including career and technical education programs and courses as 
defined in the Department of Education's rules. 
The amendment also requires that the Department of Education provide technical 
assistance to school administrative units in implementing proficiency-based systems, 
including providing definitions of proficiency, establishing criteria for ensuring that the 
intents and purposes of a proficiency-based system are achieved, developing model 
course descriptions and developing training resources for use in training educators. 
::·t~CAL '.~OTE REQUIRED 
1.Sce attached.) 
COMMITTEE AMENDMENT 
Approved: 04/17/18 frac.. 
LD 1900 
LR 3017(02) 
An Act To Repeal Proficiency-based Diplomas 
Fiscal Note for Bill as Amended by Committee Amendment '~' 
Committee: Education and Cultural Affairs 
CH-775) 
Fiscal Note Required: Yes 
Fiscal Note 
Potential State Mandate - Unfunded 
State Mandates 
Required Activity 
Unit Affected 
Requires each school administrative unit (SAU) to convene a stakeholder group to: 
School 
1) determine status of implementing a proficiency-based system; 2) provide an 
assessment of work needed to be done in order to meet established deadlines; and 3) 
develop and provide appropriate training for all educators in proficiency-based 
system. Also requires each SAU to form a steering committee to regularly review 
and refine the SAU's proficiency-based system to ensure that it meets requirements 
and is aligned with SAU's goals and priorities. 
Local Cost 
Significant 
statewide 
The required local activities in this bill may represent a state mandate pursuant to the Constitution of Maine. If the bill 
does require a local unit of government to expand or modify its activities so as to necessitate additional expenditures 
from local revenue, the state mandate provisions of the Constitution of Maine require either: (1) General Fund 
appropriations be provided to fund at least 90% of any additional necessitated local costs of the mandate; or (2) a 
Mandate Preamble be added to the bill and two-thirds of the members of each House vote to exempt the mandate from 
the funding requirement. If the bill does represent a state mandate and neither one of these actions occms, the local 
units of government will not be required to implement the mandated activities. 
Fiscal Detail and Notes 
Additional costs to the Department of Education to provide the required technical assistance to SAU's in 
implementing proficiency-based systems can be absorbed within existing budgeted resources. 
LR3017(02) - Fiscal Note - Page 1 of 1