1. E SSENTIAL S KILLS (R EQUIRED FOR DTC S, R ECOMMENDED FOR STC S )

2. Objectives  Understand Essential Skills Graduation Requirement  Understand Essential Skills Data  Resources Available for Essential Skills Essential Skills

3. 1. Read and comprehend a variety of text 2. Write clearly and accurately 3. Apply mathematics in a variety of settings 4. Listen actively and speak clearly and coherently 5. Think critically and analytically 6. Use technology to learn, live, and work 7. Demonstrate civic and community engagement 8. Demonstrate global literacy 9. Demonstrate personal management and teamwork skills Essential Skills are outcomes of educational experiences; they are what students should be able to do at the end of high school. They are embedded in content standards.

4. Graduation Requirements by Cohort The first three Essential Skills have been phased in as graduation requirements, based on when a student is first enrolled in grade 9 (cohort year). Cohort Year ReadingWritingMath 2008-2009 Required 2009-2010 Required 2010-2011 and beyond Required

5. Categories of Assessments Approved for Essential Skills Graduation Requirement 1 st CategoryStatewide Assessment 2 nd CategoryOther Assessments 3 rd CategoryWork Samples

6. 1 ST C ATEGORY : S TATEWIDE A SSESSMENT Assessment Option and Achievement Standards Academic Year AssessmentReadingWritingMath 2013-2014OAKS23640236 2014-beyondSmarter Balanced Smarter Balanced field test results will be used to establish a Smarter Balanced that represents an equivalent level of rigor to the current OAKS achievement standard.  Any increase in rigor requires adequate notice: before March 1st of the cohort’s 8th grade year.

7. 2 ND C ATEGORY : O THER A SSESSMENTS Assessment Options and Achievement Standards AssessmentReadingWritingMath ACT1819*19 Plan18N/A19 WorkKeys5N/A5 Compass81N/A66 (Int Alg) Asset42N/A41 (Int Alg) SAT440460*450 PSAT44N/A45 AP/IBVariousN/AVarious Accuplacer86N/A *Based on the composite score derived from both the selected response and direct-writing portions of the test. The SAT refers to this as the Writing section of the SAT. The ACT refers to this as the combined English/Writing test.

8. 3 RD C ATEGORY : W ORK S AMPLES Assessment Options and Achievement Standards ReadingWritingMath Number of Work Samples 2 Total: One of which must be informational 2 Total: One must be expository or persuasive One in any of the approved modes (expository, persuasive, narrative) 2 Total: One each for any two of the required content strands (algebra, geometry, or statistics) Score Categories Traits:  Demonstrate General Understanding  Develop an Interpretation  Analyze Text Traits:  Ideas/ Content  Organization  Sentence Fluency  Conventions Process Dimensions:  Making Sense of the Task Representing and Solving the Task Communicating Reasoning  Accuracy  Reflecting and Evaluating Work Sample Score Requirement Minimum score of 12, with no Trait lower than 3. Minimum score of 4 in all Traits. Minimum score of 4 in all Process Dimensions.

9. 3 RD C ATEGORY : W ORK S AMPLES Guidelines  All work samples must be scored with the official scoring guides.  Work samples must meet the level of rigor required on the OAKS assessment.  Work samples provide an optional means to demonstrate proficiency not an easier means.

10. School-Level Essential School Data Reported  Essential Skills graduation requirements are fields in the Cumulative ADM data collection.  ODE has identified several process improvements to increase data quality.  Essential Skills reports are published January 30th each year.

11. For each school, what % of students used each of the assessment categories to meet the graduation requirement. Assessment Category Reading Vertically totals to 100% Writing Vertically totals to 100% Math Vertically totals to 100% 1.Oregon Statewide Assessment %% 2.Other Assessment %% 3.Work Samples %% School-Level Essential School Data Reported

12. For each school, for students who met the graduation requirement with Work Samples, what were % of students were in each OAKS achievement level? For Each Essential Skill (Reading, Writing, Math) Meet/ExceedNearly Met Low/Very Low No Score 3.Work Samples Horizontally totals to 100% %%

13. Promising Practices  Incorporate the scoring guides into instructional practices to provide opportunities for feedback on some or all of the skills.  Incorporate practice work samples into your instructional practices.  Share work sample prompts that you have developed with other districts.  Find and administer work sample prompts that other districts have developed.  Develop a work sample scoring plan that allows for distributed workload. Essential Skills

14. Required Essential Skills  Reading: 2008-2009 cohort (Class of 2012)  Reading & Writing: 2009-2010 cohort (Class of 2013)  Reading, Writing & Math: 2010-2011 cohort (Class of 2014) Approved Methods of Assessment  OAKS  Other Approved Standardized Tests  Work Samples In a Nutshell Essential Skills

15. Newly PostedJust a Reminder 101 Updated FAQ Case Study Posted Presentations Train the trainer DISCS Test Administration Manual, Appendix K Work sample resource sharing Contact us about sharing what you have and finding out what other have: cristen.mclean@state.or.us cristen.mclean@state.or.us Essential Skills Resources http://www.ode.state.or.us/search/page/?id=2042 http://www.ode.state.or.us/search/page/?id=2042

16. Acorns for Storage 1. Which courses are responsible for Essential Skills Assessment in our school? 2. What is our procedure for keeping track of student progress toward demonstrating each required Essential Skill? 3. How can elementary and middle schools prepare students for the Essential Skills? Essential Skills