Summary of WestEd Analysis of Current K-12 Standards & Assessments Presented to UEE October 12, 2007

RESPONSES TO CRITICAL QUESTIONS Set of questions posed to WestEd by ODE Responses based on results of West Ed’s comprehensive review of Oregon’s standards & assessments ODE using responses to inform policy and practice and to guide work of diploma implementation task forces

Q1: Are content standards adequate, appropriate & representative? Considerations for use during standards reviews Specific critiques of current standards, areas in need of improvement Recommendations for content areas as a whole, implications for instruction

Q:2 What is the appropriate review & revision schedule for Oregon’s standards & assessments? Things that can affect review & revision schedule: – New legislation, new state initiatives Examples: Core standards, essential skills – Significant change in purpose of test Content, format, monitoring, & scoring may need to be revisited

Q3: Is structure of standards appropriate & effective? Structure across subject areas should be consistent – Only demands of particular content area should justify in structural differences Creation of core standards may help with structural consistency Uniform nomenclature among standards enhances consistency

Definitions & Implementation recommendations for essential skills Help articulate priorities & expectations Help foster balance between content knowledge and process skills Groups refining skills must be representative of K-16 community, have access to research on academic & workplace expectations Determination of “essential” must remain dynamic process to reflect change in priorities

Definitions & implementation recommendations for core standards Core standards should meet defensible criteria, such as : – Endurance Do they have sustainable value? – Leverage Can they be used to make connections across disciplines? – Necessity Are the identified concepts essential for student success at next stage of learning?

Recommendations for core standards Oregon should develop core standards Development process should include expert panels for each content area Will require newly aligned assessment items

Recommendation of Frameworks Framework documents guide assessment or instruction Can include examples of hands-on activities & performance assessments, teaching & learning strategies, curriculum development strategies Grade level and curriculum maps aid instruction

Core Standards-Essential Skills Connection ES should be embedded across the core standards if all students are required to demonstrate proficiency to earn a diploma Due to their performance orientation, ES may be best assessed at district level, using locally-developed formative assessment process

Recommendations for assessment system in support of diploma Review procedures for item development, to limit occurrences of items with partial or no alignment Be purposeful in incorporating depth of knowledge into item development process Consider development and implementation of a statewide formative assessment system.

Recommendations for assessment system in support of diploma Assessments in alternative languages – Demonstrate the comparability of content between the original and modified versions – Demonstrate sufficient technical quality (reliability, validity, absence of bias) of the translated forms

Recommendations for assessment system in support of diploma Support for Special Populations – Continuously monitor the technical quality and classroom impact of alternative assessments, and accommodation allowances – Periodically review list of accommodations to ensure it represents the most recent research. – Review the linkage between English language proficiency (ELP) standards and content standards to ensure skills needed to succeed in these content areas are addressed by the ELP standards

Next Steps WestEd presently conducting study to identify Essential Skills embedded in current content standards Will also provide additional recommendations and guidance for work on core standards Using WestEd’s report to inform revision of math standards Using report with Essential Skills Task Force Will provide report to members of Standards & Assessment Task Force

Essential Skills Task Force Defining the Essential Skills Presented to UEE October 12, 2007

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

Phase I: Define essential skills, indicators, proficiency levels, and assessment options Phase II: Address policy and operational implications for PK-20 alignment and accountability Essential Skills Task Force

Charter Timeline K-12/OUS/CCWD collaboration

What are Essential Skills? Skills that are deemed essential for success in college, work and civic life Process skills that cross all disciplines, not content specific Embedded in content standards and curriculum Can be demonstrated in a variety of courses, subjects, and settings

HIGH SCHOOL TRANSCRIPT  Education Plan and Profile -- career focus 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  Demonstrate civic and community engagement  Demonstrate global literacy Credit Requirements** English - 4 creditsPhysical Ed. – 1 credit  1 Credit  1 CreditHealth – 1 credit  1 Credit Math – 3 creditsArts, CTE, and  1 Credit Second Language – 3 credits  1 Credit Science – 3 credits  1 Credit Electives – 6 credits *  1 Credit Social Sciences – 3 credits  1 Credit  1 Credit  Extended Application  Career Related Learning Standards  Career- Related Learning Experiences Total: 24 credits         Oregon Content Standards **Credit may be earned by demonstrating proficiency

Defining The Essential Skills 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.

Defining The Essential Skills 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).

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

The Essential Skills Draft 3.0 Read and comprehend a variety of texts* at different levels of difficulty. – *Texts includes all forms of written material, oral communication, and media Write clearly and accurately for a variety of purposes. Listen actively, speak clearly, and present publicly. Apply math to solve problems in a variety of settings. Use technology to learn, live, and work. Think critically.

The Essential Skills Demonstrate civic and community engagement Demonstrate global literacy Career-related learning standards: communication* problem solving* personal management teamwork employment foundations career development (*found in ES: read, write, speak, think, use technology)

Proficiency Level and Assessment Options Preliminary discussions – Use of multiple assessment tools – Authentic assessment reflecting post-high school world Writing: Writing prompts that reflect career-related activities Thinking: Open-ended problems or tasks with the use of a standardized scoring guide Technology: Exhibit mastery of common production applications through authentic task integrating the ES Math: Work samples and standardized proficiency test such as Compass or Asset

ESTF Next Steps Stakeholder input on draft 3.0 (Oct–Dec) Focus groups Web-based survey Nov 6th: WestEd report to guide proficiency and assessment recommendations merge with SATF Dec 11th: Review input and draft 4.0 Continued stakeholder input Dec 7 th & 12 th : Policy discussion

Policy Discussion Participants: – K-12 superintendents, principals, teachers, special education reps – OUS academic officers & admissions – Community college academic officers & admissions – Business/community leaders – State Board rep

Policy Discussion Policy questions – What is the accountability of school districts to verify student proficiency of ES? – What methods of determining proficiency would be acceptable to OUS and CC for admission and placement? – How will the ES be recognized, valued, and used by OUS, CC and employers? – What policies are needed to ensure that agreements are widely understood and consistently implemented? – More…..