1. Oregon Diploma & Essential Skills Task Force Phase I : Defining the Essential Skills Work Session August 15, 2007

2. To define the Essential Skills identified by the State Board of Education from postsecondary education and workforce (business & community) perspectives. Purpose of Today’s Work Session

3. 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

4. ESSENTIAL SKILLS  Demonstrated proficiency  Read…  Write….  Speak…  Apply math…  Use technology  Think…  Global literacy…  Civic & community engagement CREDIT REQUIREMENTS  Aligned to content standards  Can be met through applied courses  Credit for proficiency option  English/LA - 4  Mathematics – 3 [Algebra I + ]  Science – 3  Social Sciences - 3  PE - 1  Health - 1  2 nd Lang/Arts/CTE – 3  Electives – 6 Total = 24 credits PERSONALIZATION  Education Plan & Profile  Extended Application  Career-Related Learning Experiences  Career-Related Learning Standards- Personal management Problem solving Communication Teamwork Employment foundations Career development Oregon Diploma requirements

5. CIM/CAM Transition to Diploma CIM/CAM sunset July 1, 2008 (HB2263) Incorporate standards, assessments, and personalized learning into a single, meaningful credential – the high school diploma

6. HIGH SCHOOL DIPLOMA The foundation for ALL next steps … Community College 4-year College/University Workforce Career School Apprenticeship Entrepreneurship Military

7. Organizational Structure - 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 Diploma Implementation Planning & Coordination

8. Implementation Advisory Task Force – Members appointed by Governor and Superintendent; broad stakeholder representation – Plays an overall advisory role, identifying barriers to implementation and promoting stakeholder engagement Diploma Implementation Planning & Coordination

9. Standards & Assessment Task Force – Areas of focus: Recommend improvements in standards and assessment system based on WestEd review of structure, alignment, quality, rigor Diploma Implementation Planning & Coordination

10. Essential Skills Task Force – Areas of focus: Phase I: Define essential skills, indicators, proficiency levels, and assessment options Phase II: Address policy and operational implications for PK-20 alignment and accountability Diploma Implementation Planning & Coordination

11. Credit for Proficiency Task Force – Area of focus: Establish guidelines for local district decision making to ensure consistent application of rule statewide Diploma Implementation Planning & Coordination

12. Cost/Capacity Task Force – Areas of focus: Identify capacity and resources needed to promote successful implementation Analysis of existing resources, capacity, and barriers Diploma Implementation Planning & Coordination

13. Standards & Assessment Task Force Stakeholder Input Targeted stakeholder groups Focus groups Regional meetings On-line input, on-going National reviews Synthesis and analysis of input from and across task forces Advisory Task Force Essential Skills Task Force Proficiency Credit Task Force Cost/Capacity Task Force Task Force-Stakeholder Input Process COMMUNICATIONCOMMUNICATION

14. Diploma Task Forces Timeline – June 2007 through June 2009 Implementation Roll-Out – 2008-2014 – Phase-in diploma requirements – Capacity building, professional development, student supports, system supports… Diploma Implementation Planning & Coordination

16. State Board Adopts New Diploma Requirements Jan 2007 State Board Adopts New Diploma Requirements Jan 2007 SB Policy Decisions SB Policy Decisions ODE Implementation Planning Launch Task Forces Task Force Recommendations to State Board Stakeholder Input SB Adopts OARs SB Adopts OARs Implementation Phase-in 2008-2014 Evaluate Policy Draft Oars and District Guidelines Policy-OAR Process Stakeholder Input

17. Diploma Implementation Task Force information and documents will be posted on ODE Website www.state.or.us/go/REAL

18. Essential Skills Task Force Charter Timeline K-12/OUS/CCWD collaboration to help define the ES

19. About the Essential Skills Skills deemed essential for future success Process skills that cut across the curriculum They are not content specific Embedded in content standards Can be demonstrated in a variety of courses, subjects, and settings

20. The 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 (e.g. scientific inquiry, social science analysis, problem solving, creative and innovative thinking)

21. 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)

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

24. Group Work

25. To define the Essential Skills identified by the State Board of Education from postsecondary education and workforce (business & community) perspectives. Identify indicators that would show a student had mastered ES at the level required to begin postsecondary education without remediation or to enter the workforce (i.e. family wage job). College & Work Ready Purpose of Today’s Work Session

26. Anticipated 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).

27. Focus of the Work 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.

28. 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

29. Role of Task Force Teams Get a good first draft – not a perfect document Final draft will be based on reaction and input from the field ESTF (combined Phase I&II) will incorporate field input and make final recommendations to the State Board for adoption

30. Group Instructions Break into assigned teams Group 1: Read, Write, Speak Group 2: Apply Math Group 3: Technology & Thinking Identify a facilitator, recorder, and presenter Discuss, review resources, create a common understanding of the ES Define the ES and indicators using Group Process Sheets and record on laptop Reach minimal consensus: can you live with it? NOT – this is ideal Download completed template on flash disc; present to large group

31. Working Agreements Everyone participates. All perspectives and ideas add value. Make sure that everyone at the table has a chance to speak and be heard. Manage your own personal needs. Balance advocacy and inquiry in our discussions. Keep the focus on the future rather than yesterday’s issues. Cell phones off or silent; take cell phone calls out of the room.