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

2. To define the Global Literacy and Civic/Community Engagement 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. 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

9. 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

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

12. 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

13. 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)

14. 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)

15. 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

16. 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

17. 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

18. 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.