1. I. Oregon’s New Diploma II. Core Standards Structure III. Essential Skills Presented by Oregon Department of Education

2. 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

3. The foundation for all next steps after high school… Community College 4-year College/University Workforce Career School Apprenticeship Entrepreneurship Military

4. Changes to the Diploma State Board discussed policy changes to the diploma and gathered stakeholder input March 2006-December 2007 State Board adopted new graduation requirements January 2007 – Increased credits in English, Mathematics, Science, and Second Language/Arts/Career Technical Education – Introduced core standards and essential skills – Expanded credit for proficiency option for students Sunset of CIM and CAM (HB 2263) and CIM subject area endorsements: July 1, 2008 – 2007-08 is a transition year to determine assessments for the diploma – Work samples still required during this time – New diploma incorporates best features of CIM/CAM into a single credential

5. High School Transcript This schematic illustrates the components of the Oregon Diploma (2012) CREDIT REQUIREMENTS English - 4 credits * Physical Ed. – 1 credit *  1 Credit  1 CreditHealth – 1 credit *  1 Credit Math – 3 credits * Arts, CTE, or Second  1 Credit Language – 3 credits *  1 Credit Science – 3 credits *  1 Credit Electives – 6 credits *  1 Credit Social Sciences – 3 credits *  1 Credit  1 Credit 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 Demonstrate Career Related Learning TOTAL: 24 credits** Oregon Department of Education 10-16-07 *Aligned to content standards **Credit may be earned by demonstrating proficiency PERSONALIZED LEARNING Education Plan & Profile Extended Application Career Related Learning Standards Career-Related Learning Experiences

6. Oregon Diploma Content Standards – The diploma must be standards-based – Standards should be the foundation of credits, courses, and career-related learning experiences – Credit for proficiency must be based on standards – Core Standards will be developed in all content areas to help focus instruction

7. Oregon Diploma Essential Skills – Skills that are deemed essential for success in college, work and 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  Students must demonstrate proficiency in Essential Skills to graduate

8. Diploma Implementation Planning & Coordination Guiding Principles Project Coordination & Management Communications Stakeholder Engagement - Task Forces Policy and OARs

9. 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 Transition Advisory Committee of the State Advisory Council for Special Education CTE/Perkins IV Task Forces Diploma Implementation Planning & Coordination

10. Task Force Timeline: 2007-08 through 2008-09 Phase-in Requirements: 2008-2014

11. Stakeholder Outreach Efforts – Meet with stakeholder groups – Develop task force-stakeholder input process – Maintain Diploma Website  Post information on regular basis  Receive input  Update FAQs based on input Stakeholder Input

12. Communications Task Force Website http://www.ode.state.or.us/teachlearn/real Nuts and bolts information regarding task force implementation work

13. Communications Get Ready Oregon! Website http://www.getreadyoregon.org/ Public awareness campaign for parents and students

14. Core Standards: A New Structure Overview of the core standards concept

15. Oregon Content Standards Oregon Educational Act (ORS 329.045) State Board of Education (SBE) – shall regularly and periodically review and revise its Common Curriculum Goals…and rigorous academic content standards in mathematics, science, English, history, geography, economics, civics, physical education, health, the arts and second languages. School districts – shall maintain control over course content, format, materials, and teaching methods. – shall offer students instruction in mathematics, science, English, history, geography, economics, civics, physical education, health, the arts and second languages that meets the academic content standards …and requirements adopted by the SBE… http://landru.leg.state.or.us/ors/

16. Oregon Content Standards Define What Students are Expected to Know and Be Able to Do

17. WestEd Recommendations WestEd was contracted to: Review the content standards Evaluate the structure of the content standards Evaluate alignment between the state assessments and the content standards Make recommendations for improvement of structures and systems Address ODE’s Critical Questions

18. General Considerations: Comparable Content Standard Structure Core Standards Reduce Redundancy Consistency in Level of Detail Levels of Cognitive Demand are Appropriate and Intentional WestEd Recommendations

19. Core Standards: knowledge and skills central to a content area significant/critical content “targets” state-specific priorities in a content area learning expectations and performance goals for all students

20. WestEd Recommendations Advantages of Core Standards: incorporate other standards and/or provide the structure for a coherent standards system these standards are addressed in each grade and developed across grades local curricula are expected to align common structure across content areas

21. Core Standards Definition Oregon's Core Standards will: Focus instruction – key ideas – fewer key learning objectives – greater depth of teaching and learning Incorporate other content standards – in-depth understanding will imply, and be supported by, understanding of the underlying content standards Articulate clear grade level progression in both knowledge and skills

22. Core Standards Criteria Endurance: Will the standard provide students with knowledge and skills that will be of value beyond a single test date? Leverage: Will the standard provide knowledge and skills that will be of value in multiple disciplines? Readiness: Will the standard provide students with essential knowledge and skills that are necessary for success in the next level of instruction? Beyond school?

23. Guiding Philosophy Core Standards are not intended to require the entire year. Core Standards will form the basis of statewide assessments. Core Standards clearly communicate to teachers, parents and students the expectations at each grade. “Connections” provide additional topics, allowing individualized instruction to deepen understanding of core standards.

25. Oregon Core Standards Mathematics Standards Revision K-8 standards State Board adoption in December 2007 High School standards State Board adoption in March 2008 Feedback and more information at: http://www.ode.state.or.us/search/results/?id=20

26. Oregon Core Standards Science Standards Revision Research and review now Draft standards available Fall 2008 State Board adoption in Spring 2009 More information coming soon at: http://www.ode.state.or.us/serch/results/?id=22

27. Essential Skills Task Force Defining the Essential Skills

28. Essential Skills Identified by the State Board: 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 Demonstrate career-related learning: communications, problem solving, personal management, teamwork, employment foundations, and career development

29. ESSENTIAL SKILLS Process skills that cut across all content areas Read … Write … Speak … Apply math … Use technology … Think … …Global literacy …Civic & community engagement Career Related Learning Content & Performance Standards State & Local Assessments ELAMATHSCIENCESOCIAL SCIENCES THE ARTS HEALTHPESECOND LANGUAGE CTE

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

31. Timeline Phase I: August – December 2007 Phase II: December 2007– Feb 2008 Recommendations to the Board in Feb 2008 Targeted adoption of essential skills June 2008 Phase I Participants: K-12, OUS, and community college teachers; special education specialists; business/community representatives; students Phase II Participants : K-12 principals and superintendents, OUS provosts, community college deans, admissions representatives

32. 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

33. Essential Skills National models that support “essential” or “21 st Century skills” Commission of the Skills of the America Workforce Partnership for 21 st Century Skills 21 st Century Skills, North Central Regional Ed Lab Essential Skills, Government of Canada Career One Stop National Work Readiness Credential, US Chamber of Commerce Standards for Success, College-Readiness Skills and Abilities That Employers Want, Education Testing Service (ETS) Achieve, Inc.

34. 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 Workforce Readiness Certificate

35. WestEd’s Analysis of Essential Skills, content standards & assessments Three key steps: 1. Analysis of the degree to which Oregon’s existing content standards support the draft Essential Skills 2. Analysis of the degree to which Oregon’s current test item pool (TESA/OAKS), work samples, and writing assessments assess proficiency in the Essential Skills 3. Identification of Core Standards and recommendations for addressing gaps in coverage of core concepts

36. Preliminary Findings… Of those CIM standards that support the Essential Skills, what percentage was rated as providing strong support? Number of CIM Standards Supporting ES* Number of Standards Providing Strong Support Percentage of Standards Providing Strong Support ELA1059994% Math847893% Science181689% Social Sciences342368% total24121690% *Based on primary relationships.

37. Summary of WestEd’s Preliminary Findings Overall, 98% of existing standards across the four content areas (ELA, math, science, and social sciences) primarily supported one of the draft Essential Skills. Across content areas, the majority of relationships among supporting standards and the Essential Skills was strong. – ELA and math: >92% support was strong – Science: 89% support was strong – Social sciences: 68% support was strong

38. Summary of WestEd’s Preliminary Findings The distribution of standards’ primary support across Essential Skills varied by content area. – Primary support in the ELA standards was balanced across three ES (read, write, speak). – 100% of math standards provided primary support for ES apply math. – 100% of science standards provided primary support for ES think critically. – Primary support in the social sciences standards was balanced across three ES (think, civic, and global). Across content areas, evidence of coherent progression across grades ranged from 83-91% (85% overall).

39. Essential Skills Task Force: Work to Date & Next Steps Meetings Aug, Sept, Oct – Produced Draft 3.0; preliminary review of K-12 standards-ES alignment and current work sample scoring guides Nov 6th - Reviewed West Ed’s preliminary findings- refined ES - Draft 4.0 Dec 11 th – Recommendations on assessment options and proficiency levels (TBD) Dec 12 th ―Begin policy discussion with K-12, OUS, and community college decision-makers