Oregon Diploma & Essential Skills Task Force

Phase I : Defining the Essential SkillsWork SessionAugust 15, 2007

To define the Essential Skills identified by the State Board of Education from postsecondary education and workforce (business & community) perspectives.

Purpose of Today’s Work Session

State Board Goal

Each student demonstrates the

knowledge and skills necessary

to transition successfully to his or

her next steps - advanced

learning, work, and citizenship.

State Board Goal

Each student demonstrates the

knowledge and skills necessary

to transition successfully to his or

her next steps - advanced

learning, work, and citizenship.

Oregon Diploma Requirements

ESSENTIAL SKILLS

Demonstrated proficiency

Read…

Write….

Speak…

Apply math…

Use technology

Think…

Global literacy…

Civic & community engagement

CREDIT REQUIREMENTS

Aligned to content standards

Can be met through applied courses

Credit for proficiency option

English/LA - 4

Mathematics – 3 [Algebra I+]

Science – 3

Social Sciences - 3

PE - 1

Health - 1

2nd Lang/Arts/CTE – 3

Electives – 6

Total = 24 credits

PERSONALIZATION

Education Plan & Profile

Extended Application

Career-Related Learning Experiences

Career-Related Learning Standards- • Personal management• Problem solving• Communication• Teamwork• Employment foundations• Career development

Oregon Diploma requirements

CIM/CAM Transition to Diploma

CIM/CAM sunset July 1, 2008 (HB2263)

Incorporate standards, assessments, and personalized learning into a single, meaningful credential – the high school diploma

HIGH SCHOOL DIPLOMA

The foundation for ALL

next steps …

Community College4-year College/University

WorkforceCareer School

ApprenticeshipEntrepreneurship

Military

Organizational Structure - Five Diploma Implementation Task Forces– Implementation Advisory Task Force– Essential Skills Task Force– Standards and Assessment Task Force– Credit for Proficiency Task Force– Cost/Capacity Task Force

Diploma Implementation Planning & Coordination

Implementation Advisory Task Force– Members appointed by Governor and

Superintendent; broad stakeholder representation

– Plays an overall advisory role, identifying barriers to implementation and promoting stakeholder engagement

Diploma Implementation Planning & Coordination

Standards & Assessment Task Force

– Areas of focus:Recommend improvements in

standards andassessment system based on WestEd

review of structure, alignment, quality, rigor

Diploma Implementation Planning & Coordination

Essential Skills Task Force– Areas of focus:

Phase I: Define essential skills, indicators, proficiency levels, and assessment options

Phase II: Address policy and operational implications for PK-20 alignment and accountability

Diploma Implementation Planning & Coordination

Credit for Proficiency Task Force– Area of focus:

Establish guidelines for local district decision

making to ensure consistent application of

rule statewide

Diploma Implementation Planning & Coordination

Cost/Capacity Task Force– Areas of focus:

Identify capacity and resources needed to

promote successful implementation

Analysis of existing resources, capacity, and barriers

Diploma Implementation Planning & Coordination

Standards & Assessment Task Force

Stakeholder Input

•Targeted stakeholder groups•Focus groups •Regional meetings•On-line input, on-going•National reviews

Synthesis and analysisof input from and across task forces

Advisory Task Force

Essential Skills Task Force

Proficiency Credit Task Force

Cost/Capacity Task Force

Task Force-Stakeholder Input Process

COMMUNICATION

Diploma Task Forces Timeline– June 2007 through June 2009

Implementation Roll-Out– 2008-2014

– Phase-in diploma requirements

– Capacity building, professional development, student supports, system supports…

Diploma Implementation Planning & Coordination

Implementation Project Plan: Timelines

Seven Year Timeline -- 2007-2014

20082007 2014

2009 2010 2011 2012 2013

SB PolicyDecision on

NewDiploma

Requirements

2006/07School Yr 2013/14

School Year

2007/08School Yr

Full Implementationof New DiplomaRequirements

in Schools

2008/09School Yr

2011/12School Yr

2009/10School Yr

2012/13School Yr

2010/11School Yr

Rollout/Implementation

Phase-in Diploma requirements (essential skills, core standards,proficiency credit) , K-12 capacity building, professional

development , and student supports.

Taskforces

English - 4 CreditsMath - 3 Credits Science- 3 Credits

Arts/CTE/2nd Language - 3 Credits Algebra I

Implementation & Coordination

State Board Adopts New

Diploma RequirementsJan 2007

State Board Adopts New

Diploma RequirementsJan 2007

SB Policy DecisionsSB Policy Decisions

ODE Implementation Planning

Launch Task Forces

Task ForceRecommendations

to State Board

Stakeholder Input

SB Adopts OARs

SB Adopts OARs

Implementation Phase-in

2008-2014

Evaluate Policy

Draft Oars and District Guidelines

Policy-OAR Process

Policy-OAR Process Stakeholder

Input

Diploma Implementation

Task Force information and documents will be posted on ODE Website

www.state.or.us/go/REAL

Essential Skills Task Force

CharterTimeline

K-12/OUS/CCWD collaboration to help define the ES

About the Essential Skills

Skills deemed essential for future success

Process skills that cut across the curriculum

They are not content specific Embedded in content standards Can be demonstrated in a variety of

courses, subjects, and settings

The Essential Skills

Read and interpret a variety of texts Write for a variety of purposes Speak and present publicly Apply mathematics in a variety of

settings Use technology Think critically and analytically

(e.g. scientific inquiry, social science analysis, problem solving, creative and innovative thinking)

The Essential Skills

Demonstrate civic and community engagement

Demonstrate global literacy Career-related learning standards:

communication*problem solving*personal managementteamworkemployment foundationscareer development

(*found in ES: read, write, speak, think)

ESSENTIAL SKILLS Process skills that cut across all

content areas

Read …Write …Speak …

Apply math …Use technology …

Think … …Global literacy

…Civic & community engagement

Content & Performance Standards State & Local Assessments

ELA MATH SCIENCE SOCIAL SCIENCES

THE ARTS

HEALTH PE SECOND LANGUAGE

CRLS

Group Work

To define the Essential Skills identified by the State Board of Education from postsecondary education and workforce (business & community) perspectives.

Identify indicators that would show a student had mastered ES at the level required to begin postsecondary education without remediation or to enter the workforce (i.e. family wage job).

College & Work Ready

Purpose of Today’s Work Session

Anticipated Outcomes

A list of well-described skills that are commonly considered essential by universities, community colleges, and the workforce (business & community).

For each skill, a list of indicators of mastery at the appropriate level (college and workforce readiness).

For each skill, a generalized description of the evidence of mastery that would satisfy universities, community colleges and the workforce (business & community).

Focus of the Work

Identify skills that are necessary for success in entry-level college courses – not advanced levels– How similar are these across postsecondary institutions?

Identify skills that are necessary for success in the workforce across all sectors – not job-specific.– How similar are these across work force levels and

community?

Consider what should be expected of all students.

Resources

College & Work Ready Knowledge & Skills PASS Proficiencies Achieve Benchmarks Standards for Success General Education Outcomes Partnership for 21st Century Skills National Educational Technology

Standards for Students

Role of Task Force Teams

Get a good first draft – not a perfect document

Final draft will be based on reaction and input from the field

ESTF (combined Phase I&II) will incorporate field input and make final recommendations to the State Board for adoption

Group Instructions

Break into assigned teamsGroup 1: Read, Write, SpeakGroup 2: Apply MathGroup 3: Technology & Thinking

Identify a facilitator, recorder, and presenter Discuss, review resources, create a common understanding of the ES Define the ES and indicators using Group Process Sheets and record

on laptop Reach minimal consensus: can you live with it? NOT – this is

ideal Download completed template on flash disc; present to

large group

Working Agreements

Everyone participates. All perspectives and ideas add value. Make sure that everyone at the table has a chance to

speak and be heard. Manage your own personal needs. Balance advocacy and inquiry in our discussions. Keep the focus on the future rather than yesterday’s

issues. Cell phones off or silent; take cell phone

calls out of the room.