1. Oregon Diploma & Essential Skills Task Force Defining the Essential Skills Work Session October 2, 2007

2. Purpose of Today’s Work Session Refine ES 2.1 based on criteria: rigor, specificity, clarity & measurability Identify proficiency level Identify where ES found in K-12 standards, curriculum, & assessments – Identify gaps Recommend assessment methods

3. Outcomes Essential Skills Draft 3.0 Recommended ES proficiency levels Recommended ES assessment options

4. ESTF Re-Cap & Progress Aug 15 ESTF defined ES based on postsecondary and workforce expectations Draft 1.0 Sept 5 th small group refined Draft 2.0 Sent to ESTF for input incorporated into Draft 2.1 Oct 1 st began work on global literacy & civic/community engagement Today’s work will align K-12 with PS/WF expectations Produce Draft 3.0 Draft 3.0 to be disseminated for statewide input Oct-Nov.

5. 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 Project

6. Diploma Implementation Task Force information and documents will be posted on ODE Website http://www.ode.state.or.us/teachlearn/real/diploma/

7. 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

8. 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

9. 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

10. 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

11. West-Ed Recommendations for Essential Skills Ensure: Stakeholder group represents PK-16 Public input invited Access to academic and workplace expectations Criteria used for judging what skills are essential are defensible Determination of what is essential remains a dynamic process

12. West-Ed Recommendations for Essential Skills ES are performance-oriented and intended to be embedded across content areas Evidence of ES should be apparent in all content areas May be best assessed at the district level using locally developed formative assessment processes

13. Work-Ready & College-Ready Work-Ready – Prepared for entry level jobs that may require some additional training and education directly after high school (industry certification, military training, a degree from a two or four-year college) Jobs that offer a living wag Can be accessed with a high school diploma and/or short term training Offer career advancement opportunity College-Ready – Enter credit bearing freshman classes without remediation

14. Group Process Identify a facilitator, chart pack recorder (optional), timer, and reporter Record group agreements on the electronic template

15. Essential SkillsCRLS Read  Communications Write Speak Apply math Use technology  Communications Think  Problem Solving Civic/Com engagement Global literacy *Self-Direction & Collaboration  Personal management  Teamwork Question: Should ES and CRLS merge into one set of skills?

16. 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.