1. Graduation Conversation Doug Kosty Assistant Superintendent, Office of Learning Derek Brown Manager, Assessment of Essential Skills Cristen McLean Operations Policy Analyst, Assessment of Essential Skills 1

2. OVERVIEW This briefing will include a review of the following items: Review of Essential Skills assessment categories, including upcoming statewide assessment transition 09-10 Cohort data (all assessment categories, not yet validated) 10-11 Cohort data (only statewide assessment data) Statewide assessment performance trends Oregon’s graduation calculation and comparison to other states Graduation policy review process 2

3. ESSENTIAL SKILLS REQUIREMENT ASSESSMENT CATEGORIES FOR MEETING GRADUATION REQUIREMENT INCLUDING STATEWIDE ASSESSMENT TRANSITION 3 3

4. Cohort year (when they entered grade 9) Essential Skill that students must demonstrate in order to earn a diploma 07-08 and earlierNone 08-09Reading 09-10Reading Writing 10-11 and beyondReading Writing Math ESSENTIAL SKILLS TIMELINE 4

5. Statewide Assessment (OAKS) Work Samples Other standardized assessment APPROVED ASSESSMENT CATEGORIES 5

6. Statewide Assessment (OAKS) Work Samples Other standardized assessment Through 2013-2014 academic year Statewide Assessment (Smarter Balanced) Work Samples Other standardized assessment 2014-2015 academic year and beyond STATEWIDE ASSESSMENT TRANSITION 6

7. Late Fall/Winter 2014 If there is a discrepancy between the “meets” achievement level on Smarter as compared to OAKS, the State Board will make a decision regarding the achievement level required for students to meet Essential Skills graduation requirements. Option 1: Use the achievement level on Smarter Balanced that represents an equivalent level of rigor to the “meets” achievement level on OAKS Option 2: Use the “meets” achievement level on Smarter Balanced (assuming that it is a higher achievement level) If the State Board decides Option 2 students must be given adequate notice (March 1st of the 8th grade year). STATEWIDE ASSESSMENT TRANSITION 7

8. OAKS Work Samples Other standardized assessment Through 2013-2014 academic year Smarter Balanced Work Samples Other standardized assessment 2014-2015 academic year and beyond The two other assessment options will be stable in terms of achievement levels while equivalent levels of rigor are being established. STATEWIDE ASSESSMENT TRANSITION 8

9. 09-10 COHORT DATA, ALL ASSESSMENT CATEGORIES AND COMPARISON TO STATEWIDE ASSESSMENT 10-11 COHORT DATA, STATEWIDE ASSESSMENT STATEWIDE ASSESSMENT PERFORMANCE TRENDS 9

10. 09-10 Cohort PERCENTAGE WHO USED EACH ASSESSMENT CATEGORY FOR THE READING REQUIREMENT Preliminary Data NOT YET VALIDATED 10

11. 09-10 Cohort PERCENTAGE WHO USED EACH ASSESSMENT CATEGORY FOR THE WRITING REQUIREMENT 11

12. 09-10 Cohort OAKS PERFORMANCE FOR STUDENTS WHO MET READING ESSENTIAL SKILL THROUGH WORK SAMPLE OR OTHER ASSESSMENT Preliminary Data NOT YET VALIDATED 12

13. 09-10 Cohort OAKS PERFORMANCE FOR STUDENTS WHO MET WRITING ESSENTIAL SKILL THROUGH WORK SAMPLE OR OTHER ASSESSMENT Preliminary Data NOT YET VALIDATED 13

14. 10-11 Cohort PERCENTAGE MET REQUIREMENTS USING OAKS 14

15. 10-11 Cohort PERCENTAGE MET REQUIREMENTS USING OAKS 15

16.  2005-06 through 2009-10 based on grade 10 student performance  2010-11 through present based on grade 11 student performance PERFORMANCE TREND: OAKS HIGH SCHOOL READING Multiple Cohorts 16

17. PERFORMANCE TREND: OAKS HIGH SCHOOL WRITING  2005-06 through 2009-10 based on grade 10 student performance  2010-11 through present based on grade 11 student performance Multiple Cohorts 17

18.  2005-06 through 2009-10 based on grade 10 student performance  2010-11 through present based on grade 11 student performance PERFORMANCE TREND: OAKS HIGH SCHOOL MATH 18 Multiple Cohorts

19. GRADUATION RATE CALCULATION 19

20. IMPORTANT DEFINITIONS Cohort YearFor most students this is their first year as a ninth grader. Technically: The first school year in which the student attended any high school grade in the United States or elsewhere. Adjusted Cohort# of students in original cohort, adjusted for students who transferred in and out of the public school system. 20

21. All calculations made based on adjusted cohort CALCULATIONS: % OF STUDENTS WITH EACH OUTCOME 21

22. GraduateCompleterNon-Completer # of students who earned:  Regular Diplomas # of students who earned:  All Diplomas:  Regular  Modified  Extended  Adult learning  GED # of students who:  Are still enrolled  Dropped out Or earned:  Alternate certificate # of students total # of students total # of students total Numerator Denominator CALCULATIONS 22

23. GRADUATION REQUIREMENT COMPARISON 23

24. There is substantial variability from state to state. For example, some states have: Similar graduation requirements, but easier assessments or more difficult assessments. More graduation requirements, such as requiring more assessments. Fewer graduation requirements, such as only requiring credits and not requiring assessments results. GRADUATION REQUIREMENTS ACROSS STATES 24

25. GRADUATION REQUIREMENTS FOR NEAR STATES FOR ILLUSTRATION PURPOSES—NOT COMPREHENSIVE REPRESENTATION StateCredits required Achievement Level required on an assessment(s) Planning/counseling required from state dept. website and/or http://mb2.ecs.org/reports/Report.aspx?id=735 OR24Reading, Writing, and Math Personalized Learning Requirement CA13Reading, Writing, and Math None WA19Reading, Writing, and Math Must develop a plan for high school and beyond ID23Reading, Language Usage, and Math Must develop a plan for high school and beyond 25

26. StateYearLaw Minnesota2013Requires one of the three required Carnegie units for mathematics be Algebra II or its equivalent. Indiana2013Requires school counselor to meet with students who do not achieve passing score on graduation exam to explore available remediation options to meet requirements necessary for a graduation waiver. Virginia2012Directs the Board of Education to modify the credits necessary for a student to earn a standard or an advanced studies diploma. Arizona2012Directs the State Board of Education to adopt rules to define competency-based educational pathways for college and career readiness. GRADUATION REQUIREMENTS CHANGES FOR ILLUSTRATION PURPOSES—NOT COMPREHENSIVE REPRESENTATION http://www.ecs.org/ecs/ecscat.nsf/Web2013All?OpenView&Start=1&Count=1000&CollapseView 26

27. COLLEGE AND CAREER READINESS REVIEW THOROUGH EXAMINATION OF GRADUATION POLICIES IN LIGHT OF COLLEGE AND CAREER READINESS 27

28. PROCESS OVERVIEW 1.Small internal team will collect information about policies and educational landscape. 2.College and Career Readiness (CCR) team, comprised of representatives from the Office of Learning, will analyze collected information using a variety of tools, including a SWOT. 3.CCR team will seek additional internal and external expertise to ensure full examination of policies and educational landscape. 4.If needed, CCR team will draft policy recommendations then collect feedback from internal staff and a representative group of external stakeholders. 5.Based on this feedback, CCR team will revise policy recommendations then survey the field. 6.If survey results indicate support, policy recommendations will presented to the State Board of Education for adoption. State Board will be kept apprised of progress throughout. 28

29. NEXT STATE BOARD DISCUSSION TOPICS Cohort comparisons on Essential Skills Validated Essential Skills data as a part of Essential Skills Report release Updates on the progress with the College and Career Readiness Review 29

30. QUESTIONS?  Derek Brown, Manager – Assessment of Essential Skills  derek.brown@state.or.us derek.brown@state.or.us  503-947-5841  Cristen McLean, Assessment Operations and Policy Analyst  cristen.mclean@state.or.us cristen.mclean@state.or.us  503-947-5742 30