Di Tran University · College of Humanization · Grade 11
Understand credentials and work systems, build a repeatable service or process, and communicate what is verified and authorized.
Learn with dignity. Build with proof. Advance with purpose.
This course turns learning into useful evidence through five repeatable moves: Learn → Practice → Prove → Use → Advance. Work at an appropriate pace, disclose meaningful help, correct mistakes, and explain the result in your own words.
Complete course resources
Open each section in order. The learner workbook is open first so learning can begin immediately.
Course blueprint — The learning promise, sequence, outputs, and course boundaries.
Course 02: Workforce Credentials, Entrepreneurship, and Systems
Grade 11 free public self-study course specification
Plain promise: Learn how credentials, work systems, and small enterprises really operate; build a repeatable service or process; and communicate exactly what is verified, authorized, and still in progress.
Parent doctrine: College of Humanization — practical implementation with dignity, judgment, truth, safety, privacy, accessibility, authorship, and human accountability. Publisher/developer: Di Tran University / College of Humanization Format: Original noncredit curriculum prototype Recommended guided time: 36 hours (12 units × 3 hours), plus a supervised systems capstone Delivery: facilitator-supported in person, live online, blended, or appropriately adapted independent study Version: 0.1, October 9, 2026 Status: Internal draft; qualified review and actual-context controls required
Legal and authority boundary
This course does not award high-school credit, a diploma, graduation status, occupational hours, licensure, an industry certification, accredited credit, job placement, or guaranteed employment, earnings, business success, or funding. It does not authorize regulated services. A school, diploma provider, regulator, credential issuer, employer, funder, or other authorized body makes its own decisions. “Credential-ready” in this course means only that a learner has prepared a truthful evidence packet for review; it does not mean eligible, approved, certified, licensed, or admitted.
Who this is for
Grade 11 learners exploring workforce credentials, service work, entrepreneurship, technology implementation, trades, or further education. Learners may use technical, creative, civic, business, educational, or trade-context examples, but regulated work requires the relevant authority and supervision. The course is not a substitute for an authorized diploma, adult-education, licensing, apprenticeship, or occupational program.
What learners will demonstrate
By the end, the learner can:
- inventory skills and evidence without inflating a claim;
- map a service or industry system and identify stakeholders, handoffs, and failure points;
- distinguish education, school credit, diploma, certificate, certification, license, registration, employment, and experience;
- research a credential or pathway using the responsible issuer’s current written requirements;
- create a learning plan with prerequisites, evidence, cost, time, supports, and review dates;
- choose a proportionate workflow, tool, data practice, and human decision point;
- build and run a small repeatable workflow or enterprise prototype in a safe simulation;
- test quality, accessibility, privacy/security, safety, cost, continuity, and truthful claims;
- delegate and train without hiding uncertainty or taking away another person’s agency;
- separate revenue, expenses, compensation, taxes, benefits, insurance, debt, and net value;
- present a credential-readiness and business/process brief with independent explanation; and
- complete a systems-and-enterprise capstone with a lawful next-step plan.
Required portfolio
- Skills and evidence audit
- Stakeholder and system map
- Credential authority and requirement map
- Career/credential learning plan
- Workflow specification and data map
- Assistance ledger and authorship statement
- Version-one workflow or enterprise prototype
- Quality, risk, access, privacy, and safety test record
- Delegation/training and handoff record
- Cost, revenue, expense, compensation, and value map
- Credential-readiness demonstration and business/process brief
- Systems-and-enterprise capstone and 30/90/365-day plan
Twelve-unit map
Each unit uses Learn → Practice → Prove → Use → Advance. The portfolio artifact is evidence of one performance in one context; it never measures human worth or future potential.
Unit 1 — Know: Skills, Evidence, and Honest Status
Question: What can I demonstrate, what is self-reported, and what needs verification?
Learn: Sort evidence as verified, demonstrated with support, self-reported, in progress, expired, disputed, or unknown. Separate a course record from a credential or license. Practice: Audit a fictional learner profile and correct inflated statements. Prove: Create a skills-and-evidence audit with dates, conditions, support level, and evidence location. Use: Select one capability to strengthen for a chosen pathway. Advance: Name the next source or assessor who can verify it. Safety/accessibility: No protected records; allow oral, written, visual, or supported evidence; human review of identity and authorship.
Unit 2 — Notice: Industry Systems and Stakeholders
Question: Who depends on this service or process, and where can a person be helped or harmed?
Learn: Map user, client, worker, supervisor, owner, payer, regulator, credential issuer, and community impact. Practice: Trace a simple service from request to handoff and mark waiting, rework, and authority points. Prove: Produce a stakeholder/system map with scope and exclusions. Use: Ask a permitted stakeholder a bounded question or use a synthetic case. Advance: Select one system weakness that can be improved without claiming authority. Safety/accessibility: No unapproved interviews; use consent and minimum necessary information.
Unit 3 — Ask: Credential Authority and Requirements
Question: Who decides whether a credential, license, or admission requirement is met?
Learn: Distinguish issuer, eligibility, prerequisite, assessment, fee, renewal, scope, and expiration. Practice: Classify statements as official rule, provider policy, employer preference, advice, inference, or unknown. Prove: Build a credential authority/requirement map with the exact source, date checked, and limits. Use: Compare two routes without presenting either as approved for the learner. Advance: Identify the one written confirmation needed before a consequential step. Safety/accessibility: Current-source recheck required before any time-sensitive claim; no application or payment.
Unit 4 — Plan: Learning and Credential-Preparation Plan
Question: What sequence connects today’s evidence to the next authorized review?
Learn: Set milestones, prerequisites, support needs, costs, risks, review dates, and alternate routes. Practice: Repair a plan that confuses DTU learning with official credit or licensure. Prove: Create a learner-approved plan with responsible authority and evidence for every milestone. Use: Schedule one reversible, verified next step. Advance: Define a stop rule when a requirement is unclear, unaffordable, unsafe, or outside scope. Safety/accessibility: Do not require immigration, health, disability, trauma, income, or family disclosure unless an authorized service specifically requires protected handling.
Unit 5 — Tool: Operations, Data, and Automation
Question: What is the least complex tool that supports the work without hiding responsibility?
Learn: Compare manual, low-tech, digital, AI-assisted, and automated workflows; identify inputs, outputs, permissions, errors, and human decisions. Practice: Replace an overbuilt or unsafe workflow with a smaller one. Prove: Write a workflow specification and minimum-data map. Use: Run a synthetic-data or no-account simulation. Advance: Record what must remain human, what requires approval, and how to stop the tool. Safety/accessibility: No protected data in open tools; provide offline/low-tech alternative; record meaningful AI/adult/peer help.
Unit 6 — Make: Build a Repeatable Workflow
Question: Can another trained person follow the process and produce the promised result?
Learn: Use inputs, steps, roles, decision rules, output definition, exception handling, and version control. Practice: Follow a worked example, then change one variable and document the effect. Prove: Build version one of a service, intake, quality, scheduling, documentation, or small-enterprise workflow in a safe simulation. Use: Run at least two cycles with synthetic or authorized low-risk data. Advance: Simplify one step and identify the next test. Safety/accessibility: No regulated service, unsupervised client work, or live account change; facilitator observes scope.
Unit 7 — Check: Quality, Risk, and Maintenance
Question: How do I know the system works, fails safely, and can be corrected?
Learn: Define acceptance criteria, ordinary case, edge case, error recovery, accessibility check, privacy/security check, and maintenance owner. Practice: Run a test matrix and classify severity and disposition. Prove: Submit a quality/risk/access/privacy/safety test record and correction. Use: Retest after repair and report what remains unknown. Advance: Choose repair, simplify, pause, or retire. Safety/accessibility: Noncompensable gates override totals; incidents go to human escalation; do not conceal failures.
Unit 8 — Work Together: Leadership, Delegation, and Training
Question: Can people work together with clear ownership and dignity?
Learn: Delegate outcomes with authority, resources, boundaries, feedback, and confirmation; distinguish training from taking over. Practice: Conduct a handoff and teach one safe step using plain language. Prove: Create a delegation/training/handoff record with confirmation. Use: Receive correction, repair a misunderstanding, and update the process. Advance: Identify one leadership behavior to repeat and one to stop. Safety/accessibility: Never delegate regulated judgment without proper authority; permit communication and assistive supports.
Unit 9 — Protect: Consumers, Workers, Data, and Claims
Question: What promise, practice, or data choice could harm someone?
Learn: Review scope, consumer protection, privacy/security, accessibility, authorship, employment boundaries, contracts, safety, and escalation. Practice: Redline a misleading advertisement, contract clause, or credential claim. Prove: Submit a protection-and-claim review with safe wording and unresolved holds. Use: Explain one boundary to a fictional client or teammate. Advance: Set a review date and owner for claims that can change. Safety/accessibility: No public posting; no legal conclusion beyond source-supported education; qualified review required for actual regulated contexts.
Unit 10 — Value: Revenue, Expenses, Compensation, and Fair Exchange
Question: What does the system cost, who benefits, and is the exchange honest?
Learn: Separate revenue, wages, tips, commission, contract receipts, materials, overhead, taxes, benefits, insurance, debt, risk, and net value. Practice: Repair a budget that confuses gross revenue with personal income. Prove: Create a dated cost/value map with assumptions, unknowns, and alternatives. Use: Compare a small service model with a noncommercial service option. Advance: Identify a fair next experiment without spending money. Safety/accessibility: No promises of income or funding; label estimates; no purchase, contract, or account action.
Unit 11 — Explain: Credential Readiness and Enterprise Brief
Question: Can I explain the system, my role, my evidence, and my limits without AI speaking for me?
Learn: Use exact status language: studied, practiced, demonstrated, completed, submitted, authorized, verified, or not yet confirmed. Practice: Defend a process choice and answer an unfamiliar failure question. Prove: Deliver a credential-readiness demonstration plus a business/process brief. Use: Give a five-minute independent explanation with assistance disclosure. Advance: Record reviewer questions and the next evidence needed. Safety/accessibility: Oral, written, visual, or demonstrative formats as appropriate; identity and authorship check; no human-worth scoring.
Unit 12 — Serve and Advance: Systems-and-Enterprise Capstone
Question: Can I operate responsibly through multiple cycles and choose the next lawful step?
Learn: Prepare a runbook, evidence packet, correction log, transition plan, and retirement route. Practice: Run a simulated launch, interruption, complaint, correction, and closeout. Prove: Operate the workflow through multiple cycles and submit the capstone package. Use: Present the system to a reviewer or stakeholder in a controlled setting. Advance: Complete 30/90/365-day milestones with authority, evidence, cost, support, risk, and alternate route. Safety/accessibility: Capstone remains private and simulated until actual-context review, consent, qualified supervision, and release approval exist.
Assessment and completion rule
Evidence is recorded on the universal 0–4 performance scale: not yet shown; with direct help; with limited help; independently here; transfers and helps. It describes the task in its stated context, not intelligence, dignity, character, or potential. A high total cannot compensate for failure of truthfulness, consent/authority, safety, privacy/security, accessibility, authorship disclosure, or human accountability. A failed gate triggers pause, teaching, correction, and another demonstration.
Release controls
Before any pilot or public description, qualified reviewers must confirm the actual learner age/context, curriculum and workforce fit, current source claims, privacy/security and child-protection controls, accessibility, tools, facilitator readiness, and the exact wording of completion. Until then this is an internal draft and not open for enrollment.
Learner workbook — The complete twelve-part Learn → Practice → Prove → Use → Advance workbook.
Course 02 Grade 11 — Learner Workbook
Start here
This is a free, original, noncredit public learning workbook in development. It can help you practice systems, credential research, and responsible enterprise thinking. It does not award high-school credit, a diploma, a license, a certification, employment, funding, or business approval. Never put private student, client, health, identity, financial, or confidential data into an open tool.
Your learning rhythm is Learn → Practice → Prove → Use → Advance. Your evidence shows what you did in a stated setting. It does not measure your worth.
Portfolio cover sheet
- My goal or question:
- My current evidence:
- My support preferences:
- What I must not disclose:
- Responsible reviewer/authority:
- Version/date:
- My next safe step:
Unit pages
1. Skills, Evidence, and Honest Status
Learn: Evidence can be verified, demonstrated with support, self-reported, in progress, expired, disputed, or unknown. A course, certificate, certification, license, diploma, and work experience are different.
Practice: Rewrite these safely: “I am certified because I watched the training.” “This proves I am job-ready.” “The school will accept this.” Name what is known and what must be confirmed.
Prove: Make a skills-and-evidence audit with skill, context, support level, date, evidence, limit, and next verifier.
Use: Choose one skill to strengthen for a real or simulated pathway.
Advance: Write: “The next person or source that can verify this is ___.”
Save: Skills-and-evidence audit.
2. Industry Systems and Stakeholders
Learn: A system has people, needs, inputs, steps, decisions, handoffs, outputs, and risks.
Practice: Map a simple request from start to finish. Mark one waiting point, one rework point, and one authority point.
Prove: Draw or write a stakeholder/system map. Include who uses, performs, supervises, pays, regulates, and is affected.
Use: Ask one permitted, bounded question or use a fictional case.
Advance: Select one small system weakness to improve without promising a full solution.
Save: Stakeholder/system map.
3. Credential Authority and Requirements
Learn: The responsible issuer controls requirements. A summary or opinion is not the controlling rule.
Practice: Label each statement: official rule, provider policy, employer preference, advice, inference, or unknown.
Prove: Record issuer, credential, eligibility, prerequisite, assessment, cost, renewal, scope, expiration, source, date checked, and what is not proven.
Use: Compare two routes using the same headings.
Advance: Write one short confirm-or-correct question for the responsible authority. Do not send it from this workbook.
Save: Credential authority/requirement map.
4. Learning and Credential-Preparation Plan
Learn: A DTU learning plan organizes practice. An authorized school or provider decides official credit, transcript, diploma, or credential matters.
Practice: Repair a plan that says “finish this course = license.” Replace it with the actual next verification step.
Prove: Set goal, baseline, lessons, supports, evidence, dates, cost, risk, reviewer, and alternate route.
Use: Choose one reversible step that requires no payment or application.
Advance: Add a stop rule for unclear authority, unsafe work, unaffordable cost, or missing support.
Save: Learning and credential-preparation plan.
5. Operations, Data, and Automation
Learn: A useful tool has a clear purpose, minimum data, human decisions, error handling, and a stop method.
Practice: Simplify an overbuilt workflow. List manual, low-tech, digital, and AI-assisted options.
Prove: Specify inputs, steps, roles, outputs, permissions, data limits, review points, errors, and offline alternative.
Use: Run a synthetic-data simulation.
Advance: Complete the sentence: “The tool may help with , but a human must decide .”
Save: Workflow specification and data map.
6. Build a Repeatable Workflow
Learn: A repeatable process names the input, sequence, decision, output, exception, and version.
Practice: Follow a worked example, change one input, and record what changed.
Prove: Build version one of a safe simulated workflow and run two cycles.
Use: Ask a peer or facilitator to follow your instructions without rescuing the process.
Advance: Simplify one step and write the next test.
Save: Version-one workflow and run record.
7. Quality, Risk, and Maintenance
Learn: Test ordinary use, error cases, access, privacy/security, safety, cost, and maintenance.
Practice: Make a table: expected result, actual result, evidence, severity, owner, correction, retest.
Prove: Run the table against your workflow and repair the most serious defect.
Use: Retest and state what remains unknown.
Advance: Choose repair, simplify, pause, or retire and explain why.
Save: Quality/risk/access/privacy/safety test record.
8. Leadership, Delegation, and Training
Learn: Delegation requires clear ownership, authority, resources, boundaries, feedback, and confirmation.
Practice: Teach one safe step in plain language. Ask the learner to explain it back.
Prove: Record who owns what, what support is available, what was confirmed, and what correction occurred.
Use: Conduct a handoff and accept one correction.
Advance: Name one behavior to repeat and one to stop.
Save: Delegation/training/handoff record.
9. Consumers, Workers, Data, and Claims
Learn: A truthful claim matches evidence, scope, authority, date, and context.
Practice: Redline “guaranteed income,” “state-approved,” “safe for everyone,” and “certified” when proof is absent.
Prove: Write safe claim wording, prohibited wording, review owner, and next review date.
Use: Explain one boundary to a fictional client or teammate.
Advance: Record a stop point for any regulated or high-risk action.
Save: Protection-and-claim review.
10. Revenue, Expenses, Compensation, and Fair Exchange
Learn: Revenue is not profit; gross pay is not take-home value. Time, tools, risk, benefits, taxes, and alternatives matter.
Practice: Repair a budget that hides materials, unpaid labor, taxes, or maintenance.
Prove: Make a dated cost/value map with assumptions, unknowns, and a no-spend alternative.
Use: Compare a small service model with a noncommercial service option.
Advance: Identify one fair experiment that does not require spending or a commitment.
Save: Cost, revenue, expense, compensation, and value map.
11. Credential Readiness and Enterprise Brief
Learn: Say exactly what happened: studied, practiced, demonstrated, completed, submitted, authorized, verified, or not confirmed.
Practice: Answer: What did you do? What help did you use? What failed? What remains unknown?
Prove: Give an independent five-minute explanation and submit a credential-readiness/business-process brief.
Use: Complete an unfamiliar transfer question without AI.
Advance: Record reviewer questions and the evidence still needed.
Save: Demonstration and brief.
12. Systems-and-Enterprise Capstone
Learn: Responsible operation includes a runbook, tests, correction, complaint/incident route, maintenance, and retirement.
Practice: Simulate launch, interruption, complaint, correction, and closeout.
Prove: Operate a safe simulated workflow through multiple cycles and present the evidence packet.
Use: Collect structured reviewer feedback and correct or hold the work.
Advance: Complete 30/90/365-day next steps with authority, evidence, cost, support, risk, and alternate route.
Save: Capstone package and transition plan.
Assistance and authorship ledger
| Date | Task | AI/adult/peer/tool help | What I changed/checked | What I can explain independently |
|---|---|---|---|---|
Final self-check
- I can distinguish a DTU noncredit learning artifact from official credit, diploma, credential, license, or employment.
- I can identify the responsible authority before a consequential claim or step.
- I disclosed meaningful help and completed an independent explanation.
- I tested truth, authority, safety, privacy/security, accessibility, authorship, and human accountability.
- I know what remains unknown and who must decide it.
- My next step is specific, reversible where possible, and not represented as approved.
Facilitator guide — Guidance for a parent, educator, coach, mentor, or facilitator.
Course 02 Grade 11 — Facilitator Guide
Operating status
Free public edition. The facilitator may support learning and simulation only after the actual context, age, tools, accessibility, privacy, safety, and supervision are reviewed. The facilitator does not decide diploma credit, licensure, certification, employment, admission, funding, or credential status.
Before the first session
- Confirm learner age, setting, language/access needs, consent/notice route, and emergency/complaint escalation.
- Use synthetic or minimum necessary data. Do not request protected identity, health, financial, immigration, trauma, or student records for this prototype.
- Confirm no live account, purchase, application, public post, regulated service, or unsupervised client work is required.
- Prepare paper/offline alternatives and oral, written, visual, and demonstrated evidence modes.
- Explain the status boundary in plain language and ask the learner to repeat what the course does and does not confer.
- Establish one human reviewer for source questions, one for safety/incidents, and one for release decisions.
Reusable 3-hour session structure
- 10 min — welcome, goal, access check, and status reminder
- 25 min — model the concept with a fictional case
- 30 min — guided practice
- 35 min — individual/adapted practice
- 35 min — realistic simulation or workflow run
- 20 min — evidence capture and learner explanation
- 15 min — feedback, correction, and next step
- 10 min — privacy/safety/assistance ledger closeout
Shorter sessions may split the sequence; do not remove evidence, correction, or safety closure.
Unit facilitation map
| Unit | Prepare/model | Observe for | Required evidence and handoff |
|---|---|---|---|
| 1 | Fictional profiles with mixed evidence status | Inflated claims, identity confusion, shame language | Audit; next verifier; no worth judgment |
| 2 | Simple service-system map | Missing stakeholder, hidden payer, unsafe interview | Map; permission record or synthetic-case note |
| 3 | Two current-looking but conflicting requirement examples | Treating summary/opinion as authority | Source-backed map; unresolved question to qualified reviewer |
| 4 | Plan with credit/licensure confusion | Unrealistic sequence, missing support, no stop rule | Learning plan; authority owner and review date |
| 5 | Manual vs digital vs AI workflow | Excessive data, hidden human decision, no offline route | Workflow/data map; assistance ledger |
| 6 | Worked process with one deliberate error | Learner cannot reproduce or explain version | Two-cycle run record; revision note |
| 7 | Test matrix and severity examples | Defect concealment, accessibility treated as optional | Test/correction record; hold if gate fails |
| 8 | Handoff and teach-back demonstration | Delegating without authority or support | Training/handoff record; confirmed owner |
| 9 | Misleading claim redline exercise | “Certified,” “approved,” “safe,” or “guaranteed” without proof | Protection/claim review; reviewer handoff |
| 10 | Gross/net/value example with unknowns | Hidden cost, unpaid labor, false certainty | Dated value map; no-spend alternative |
| 11 | Five-minute independent defense | AI speaking for learner, unsupported status | Brief, defense notes, assistance disclosure |
| 12 | Simulated launch/interruption/complaint | No repair, no retirement, unsafe transition | Capstone packet; 30/90/365 plan; release hold |
Feedback and correction protocol
Use this order: name the observable task → identify the rule or evidence → ask the learner to explain → model one correction → learner retries → record support level → name the next transfer task. Never score dignity, intelligence, character, or future potential. A failed truth, authority, safety, privacy/security, accessibility, authorship, or human-accountability gate pauses the task regardless of other scores.
Differentiation and access
- Offer plain-language definitions before technical terms.
- Permit oral explanation, diagrams, physical demonstration, typed/written response, speech-to-text, translation during learning, and assistive technology when the target is not independent language or tool use.
- Separate language proficiency from conceptual or occupational competence.
- Chunk source records and use worked examples before unfamiliar cases.
- For a learner who cannot safely use a digital tool, use paper cards, a verbal workflow, or a sandbox with synthetic data.
- Do not force personal disclosure to make a case feel authentic.
AI, tool, and privacy controls
- Default to no protected or confidential data in open tools.
- Record meaningful AI, adult, peer, template, or code assistance.
- Require a no-AI/no-helper explanation or transfer task at Units 11–12, adapted only when the disclosed target requires support.
- Human reviewers check accuracy, bias, privacy/security, accessibility, and scope.
- Stop the activity if a tool produces unsafe output, requests unnecessary data, obscures authorship, or cannot be corrected.
- Maintain an incident/correction record with minimum necessary information; do not keep raw sensitive content in the course packet.
Assessment record
Use the task-level scale:
0 — Not yet shown; 1 — With direct help; 2 — With limited help; 3 — Independently here; 4 — Transfers and helps.
Record task, context, date, support, evidence location, learner explanation, correction, and next transfer. Do not convert the scale into a diagnosis, intelligence label, diploma decision, hiring decision, or credential claim.
Escalation and release boundary
Escalate immediately to the named human owner for safety, privacy/security, child protection, discrimination, harassment, self-harm, unlawful activity, regulated work, protected records, or a material public/credential claim. Do not investigate beyond role, promise an outcome, contact an external authority, or publish. A facilitator can mark a learning task complete at its documented support level; only the authorized body can decide its separate official matter.
Closeout checklist
- Learner can state the course’s noncredit status and the responsible authority for consequential decisions.
- Portfolio artifacts are labeled with date, context, support, and version.
- Assistance and authorship are disclosed.
- Unresolved claims, safety issues, access barriers, and privacy incidents have a hold/correction owner.
- Capstone is private and simulated unless actual-context approval exists.
- Next step is recorded; no enrollment, application, payment, credential, or public action was taken.
Capstone and evidence rubric — The final project, evidence packet, and transparent scoring guide.
Course 02 Grade 11 — Systems-and-Enterprise Capstone and Rubric
Capstone brief
Build and operate a small service, documentation, quality, scheduling, intake, or enterprise workflow in a private, safe simulation. The workflow must address a human need, define scope, use minimum data, include human decision points, run through multiple cycles, record correction, and state what is not verified. A regulated service, live customer activity, public claim, purchase, application, account change, or protected record is out of scope.
Required evidence packet
- human need and stakeholder/system map;
- authority/requirement map and status boundaries;
- learning and implementation plan;
- workflow specification, data map, and offline alternative;
- assistance/authorship ledger;
- version-one workflow with at least two controlled runs;
- quality, risk, accessibility, privacy/security, and safety test record;
- delegation/training/handoff record;
- cost/value map with dated assumptions and unknowns;
- independent credential-readiness or process/enterprise brief;
- correction, incident/complaint, maintenance, and retirement route; and
- 30/90/365-day next-step plan with authority, evidence, support, cost, risk, and alternate route.
Performance rubric
| Dimension | 0 — Not yet shown | 1 — Direct help | 2 — Limited help | 3 — Independent here | 4 — Transfers and helps |
|---|---|---|---|---|---|
| Human need and system fit | Need or user is missing | Names need after step-by-step prompting | Maps a bounded need and key user | Connects need, scope, stakeholders, and output | Adapts the map to a new case and helps another person see tradeoffs |
| Authority and truthful status | Makes or repeats unsupported claim | Corrects claim with direct model | Traces most claims and labels unknowns | Uses current/appropriate source and exact status language | Identifies authority gaps in an unfamiliar case |
| Workflow design and execution | No reproducible process | Follows a process with direct rescue | Runs most steps and records support | Runs two cycles with clear inputs, outputs, exceptions, and version | Transfers the process and improves it without hiding limits |
| Quality, safety, privacy, and access | Gate failure is hidden or unaddressed | Finds a defect with direct help | Applies checks and repairs with support | Tests ordinary/error cases and pauses unsafe work | Predicts a new risk and proposes proportionate control |
| Teamwork and human accountability | Ownership/handoff is unclear | Communicates after prompting | Completes a supported handoff | Delegates within authority, confirms, receives correction, and repairs | Teaches a safe step without taking over |
| Value and sustainability | Cost/value is absent or misleading | Separates a few costs with help | Records major assumptions and alternatives | Distinguishes revenue, expenses, compensation, risk, and net value | Explains fair exchange and maintenance in a new context |
| Authorship and independent explanation | Cannot identify help or decisions | Discloses help after prompting | Explains core choices with support | Gives the required independent defense and transfer response | Helps another person disclose assistance and test understanding |
| Transition and next step | Promise or next step is unsupported | Chooses next step with direct help | Names authority and evidence with gaps | Produces specific, lawful, reversible or clearly held 30/90/365 plan | Builds an alternate route when a condition changes |
Noncompensable gates
Any failure below makes the capstone Hold — repair and re-demonstrate, regardless of the dimension total:
- false, inflated, or concealed claim;
- missing consent or authority for the activity or data;
- unsafe or unsupervised regulated work;
- unnecessary protected or confidential data;
- inaccessible evidence with no reasonable alternative;
- undisclosed material AI/adult/peer assistance or copied work;
- refusal to pause, correct, escalate, or retire when risk is identified.
Decision record
- Learner/context:
- Reviewer role (not credential authority unless separately authorized):
- Evidence version/date:
- Support level by dimension:
- Noncompensable gates: pass / hold / not assessed
- Corrections required:
- Retest date/owner:
- Safe completion wording, if all course conditions are met: “The learner completed the internal noncredit course task and demonstrated the listed workflow evidence at the documented support level.”
- What this record does not mean: no diploma credit, license, certification, job placement, funding, admission, or guaranteed outcome.