For the past four years, the Rhode Island Department of Education has been preparing the state’s 36 school districts for a significant shift to a new diploma system students must pass to graduate from high school, starting with next year’s senior class.

State education officials say that while several districts have embraced the new requirements and have already started making major changes, others are lagging and will probably struggle to comply with the system in the coming year.

Starting this fall, high school seniors must prove their mastery of skills and subjects in new ways, such as compiling a portfolio of their work, completing and presenting a major project, or taking new end-of-course exams.

Districts must select two of these three options. They are allowed to develop their own approach to the two options they choose, but must adhere to state standards in six core areas: English, math, science, social studies, art and technology.

Students must also continue to take a required number of courses and statewide tests in English and math to graduate.

Districts are also expected to improve high schools in other key ways, such as ensuring students who struggle with reading are given extra support — which in some cases means hiring reading specialists or offering reading training to classroom teachers. High schools must “personalize” the school environment, by offering small advisory classes where teachers work with 10 to 12 students at a time, or providing some other form of individual mentoring. And high schools must ensure all students have equal access to a rigorous curriculum and make it easier for students to take a variety of courses.

The new system emphasizes critical thinking, problem solving, research and the ability to work in teams more than the old system, said Roy Seitsinger Jr., director of middle and high school reform. It gives students multiple ways to prove their proficiency through “applied learning” rather than simply filling credit hours and receiving grades, say education officials.

“What we’re trying to do is prepare students for their future, not our present or our past,” Seitsinger said. “And that future is entirely different, because of technology and because of the expectations for performance these students face.”

The shift to the diploma system is challenging for schools, which have had to develop new criteria for assessing student work. Districts have to make sure their standards comply with state regulations. Teachers must work closely with students preparing portfolios and exhibitions. And students must understand what is expected of them. In most cases, the work necessary for graduation has to start as early as 9th and 10th grades, as portfolios and projects can encompass more than one academic year’s worth of work.

Some districts are ahead of the game, and have begun phasing in senior projects and portfolios. North Providence has required a senior project for the past couple of years. Barrington began requiring portfolios seven years ago. Cranston East students create online “electronic” portfolios.

Officials praise districts such as Bristol-Warren, Coventry and Westerly for providing strong literacy support, offering advisories and coming up with creative ways to make sure students can take classes that interest and engage them.

Other districts have only recently started to adapt to the new system, Seitsinger said.

“It’s a lot of extra work for districts, and since every district started from a different place, their progress has been different,” Seitsinger said. “The good news is that every single district is engaged in high school reform. But, you know, it’s not like we can shut the factory down and retool. All of this is going on while we are still operating, and some districts don’t have the same access to resources that other districts do. And as with any transition, attitude is important, too.”

Seitsinger estimates that roughly a quarter of school districts are well prepared, about 50 percent have some key elements in place, and a quarter are well behind schedule. Letters were sent to districts in mid-June informing them of areas they need to address, and the education department is meeting with districts over the summer, Seitsinger said. In addition, the education department plans to offer professional development training to about 500 teachers this summer, as it has for the past couple of years.

This fall, districts will provide updated plans to the state education department. In January, officials will inform districts whether they have received “preliminary approval” or “approval withheld.”

While districts will not face a penalty this year and next if they fail to win initial approval, only approved high schools will be able to hand out Rhode Island high school diplomas in future years.

“For the next two years, no one will be denied the right to issue diplomas based on whether they get preliminary approval or not,” Seitsinger said. “But in the future, regulations are being developed that will specify a time, probably around 2010 or 2012, when if we determine that a district has not fully implemented the regulations, the commissioner and Board of Regents will decide if that local community will be allowed to issue diplomas.”

jjordan@projo.com