Oregon’s New Diploma Requirements: Oregon’s New Diploma Requirements: What You’ll Need to Know 2008 Superintendent’s Summer Institute August 4-6, 2008

Why new diploma Why new diploma requirements? requirements? Why now? Why now?

History of State Board’s Decision March 2005-December 2006 Examined national research on high school redesign Examined national research on high school redesign Conducted policy discussions and gathered stakeholder input regarding graduation requirements Conducted policy discussions and gathered stakeholder input regarding graduation requirements Examined variety of Oregon data Examined variety of Oregon data

Basis for State Board’s Decision Fewer students than expected have met standards as outlined in Oregon Education Act for the 21 st Century Fewer students than expected have met standards as outlined in Oregon Education Act for the 21 st Century CIM/CAM and diploma were “dual systems,” certificates not required for graduation CIM/CAM and diploma were “dual systems,” certificates not required for graduation Colleges and employers did not value the certificates as originally intended Colleges and employers did not value the certificates as originally intended

Today, higher level of skills and knowledge are needed for post-high school success Today, higher level of skills and knowledge are needed for post-high school success Same skills and knowledge needed for success in college, work, and life Same skills and knowledge needed for success in college, work, and life Today, students can earn a high school diploma without the skills necessary for success in college, work, and life Today, students can earn a high school diploma without the skills necessary for success in college, work, and life Basis for State Board’s Decision

State Board’s Decision January 2007: State Board adopted policy regarding new graduation requirements Diploma designed to increase rigor and relevance and prepare all students for transitions to advanced learning, work, and citizenship Diploma designed to increase rigor and relevance and prepare all students for transitions to advanced learning, work, and citizenship Builds on the work that has already been done and supports the efforts of educators all over Oregon Builds on the work that has already been done and supports the efforts of educators all over Oregon

Overview of ofChanges

Overview of Changes June 2008: State Board adopted revised diploma requirements OAR

Overview of Changes Credit Requirements Credit Requirements More focused, specifically outlined More focused, specifically outlined Math: 3 credits at Algebra I-level and above Math: 3 credits at Algebra I-level and above Based on content/standards rather than course titles Based on content/standards rather than course titles Science: 3 credits, scientific inquiry-based, lab experiences Science: 3 credits, scientific inquiry-based, lab experiences Lab experiences may be field-based Lab experiences may be field-based Applied academic credit Applied academic credit

Overview of Changes Credit for Proficiency Credit for Proficiency Current policy: “Districts may award credit based on proficiency,” adopted in 2002 Current policy: “Districts may award credit based on proficiency,” adopted in 2002 New policy: “Districts shall…” New policy: “Districts shall…” OAR Credit Options OAR Credit Options Pilot districts’ examples on Oregon Diploma website Pilot districts’ examples on Oregon Diploma website Task Force recommendations on policy, criteria and timeline will go the State Board for discussion Fall 2008; field input Task Force recommendations on policy, criteria and timeline will go the State Board for discussion Fall 2008; field input

Overview of Changes Credit for Proficiency Credit for Proficiency Task force recommendations under consideration: Credit for proficiency options Credit for proficiency options In class credit In class credit Out-of-class credit Out-of-class credit Credit for prior learning Credit for prior learning Credit for proficiency required criteria Credit for proficiency required criteria Standards-based Standards-based Proficiency Proficiency Sufficiency Sufficiency

Overview of Changes Essential Skills Essential Skills Process skills that cross academic disciplines and are embedded in the content standards Not content specific Applied in a variety of courses, subjects, and settings

Overview of Changes Essential Skills Essential Skills Phase-in Fall 2008, proficiency required in 2012: Phase-in Fall 2008, proficiency required in 2012: Read and comprehend a variety of text Write clearly and accurately Speak clearly and coherently Apply mathematics in a variety of settings

Overview of Changes Assessment of Essential Skills Assessment of Essential Skills OAR adopted June 2008 OAR adopted June 2008 Multiple assessment options to demonstrate proficiency: Multiple assessment options to demonstrate proficiency: OAKS, or OAKS, or Local assessments consistent with state criteria (work samples or comparable), or Local assessments consistent with state criteria (work samples or comparable), or Approved national standardized test Approved national standardized test

Overview of Changes Assessment of Essential Skills Assessment of Essential Skills The Assessment of Essential Skills Review Panel (AESRP) to recommend: The Assessment of Essential Skills Review Panel (AESRP) to recommend: Additional assessment options and phase-in Additional assessment options and phase-in Criteria for local assessment options Criteria for local assessment options Local performance assessments in grades 3-8, and once in high school. For each skill area: Local performance assessments in grades 3-8, and once in high school. For each skill area: One work sample per grade, or One work sample per grade, or Comparable measure adopted by the district Comparable measure adopted by the district

Career-Related Learning Standards (CRLS) will merge with Essential Skills (ES) in 2012 Career-Related Learning Standards (CRLS) will merge with Essential Skills (ES) in 2012 * Career Development and Employment Foundations merge with other personalized learning requirements personalized learning requirements CRLS Required in ES Required in 2012 Communications Reading, Writing, & Speaking Problem solving Think critically & analytically Personal management & Teamwork Overview of Changes

New Core Standards Structure New Core Standards Structure New generation of standards that focus on big ideas and key concepts at each grade level New generation of standards that focus on big ideas and key concepts at each grade level Standards that are fewer, more focused, & coherent Standards that are fewer, more focused, & coherent Standards that allow teachers to see learning progression from grade to grade Standards that allow teachers to see learning progression from grade to grade Standards that help teachers more effectively plan instruction and develop formative assessments Standards that help teachers more effectively plan instruction and develop formative assessments

READ WRITE SPEAK APPLY MATH THINK TECHNOLOGY CIVIC GLOBAL TEAMWORK/PERS MGMT CORE STANDARDS CONTENT STANDARDS ENGLISH/LA ARTS SCIENCE Relationships of Core Standards, Content Standards and Essential Skills BUSINESS & INDUSTRY MATH HEALTH SERVICES ETC…

Oregon Content Standards New Mathematics Standards K-8 Standards -State Board adoption in December 2007 K-8 Standards -State Board adoption in December 2007 Standards Aligned with recommendations from National Advisory Panel report and NCTM Focal Points Aligned with recommendations from National Advisory Panel report and NCTM Focal Points High School standards -State Board adoption anticipated Spring 2009 High School standards -State Board adoption anticipated Spring 2009

New Science Standards (K-12) Discipline-driven; research-based Discipline-driven; research-based Moving to grade-level standards for K-8 Moving to grade-level standards for K-8 Draft standards available Fall 2008 Draft standards available Fall 2008 State Board adoption January 2009 State Board adoption January 2009 More information available at: More information available at: Oregon Content Standards

Focus Effective instruction in content area Effective instruction in content area Using the new standards Using the new standards Developing standards-based lessons Developing standards-based lessons Coalition of statewide partners Coalition of statewide partners Train the trainer model Train the trainer model Follow-up component Follow-up component Professional Development Plan for Math & Science Instruction

Oregon diploma Requirements: Education Plan & Profile Credit Requirements (standards-based, credit for proficiency) – 24 Credits (or more) – Proficiency in Essential Skills -Reading -Technology -Writing-Civic & community engagement -Speaking-Global literacy -Apply math -Critical thinking -Personal mgmt & teamwork Career-Related Learning Experiences Extended Application

Implementation Tools & Resources Oregon Diploma Website Oregon Diploma Website Guidance documents Guidance documents Toolkits for administrators, teachers & students Toolkits for administrators, teachers & students “Question & Answers” “Question & Answers” Successful practices Successful practices Resource links Resource links

Professional Development Professional Development Training on high-quality local performance assessments Training on high-quality local performance assessments ODE, ESD, and district collaboration ODE, ESD, and district collaboration DATA project DATA project Teaching Learning Connection (TLC) Teaching Learning Connection (TLC) Growth Project Growth Project KIDS (K-12 Integrated Data Systems) KIDS (K-12 Integrated Data Systems) Implementation Tools & Resources

Modified Diploma Requirements (OAR ) All School Districts and Public Charter Schools shall award a modified diploma to students who have : Demonstrated the inability to meet the full set of academic content standards Fulfilled all state requirements as described in rule

Modified Diploma Eligibility Eligibility A documented history of an inability to maintain grade level achievement due to significant learning and instructional barriers inherent in the student; ― or ― A documented history of an inability to maintain grade level achievement due to significant learning and instructional barriers inherent in the student; ― or ― A documented history of a medical condition that creates a barrier to achievement. A documented history of a medical condition that creates a barrier to achievement. “School team” decides “School team” decides Must include parent Must include parent

Modified Diploma “6-2-8” provision “6-2-8” provision Decision cannot be made earlier than end of 6 th grade and no later that 2 years before exit from high school Decision cannot be made earlier than end of 6 th grade and no later that 2 years before exit from high school Reviewed annually after 8 th grade Reviewed annually after 8 th grade

What questions are emerging for you as the What questions are emerging for you as the new requirements become more familiar? new requirements become more familiar? What are your implementation needs? What are your implementation needs? What are your implementation strategies? What are your implementation strategies? Questions?

Thank you! Oregon Department of Education