I. Oregon’s New Diploma II. Core Standards StructureIII. Essential Skills

Presented by

Oregon Department of Education

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

Oregon Diploma

The foundation for all next steps after high school…

Community College4-year College/UniversityWorkforceCareer SchoolApprenticeshipEntrepreneurshipMilitary

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

High School TranscriptHigh School Transcript This schematic illustrates the components of the Oregon Diploma (2012)

CREDIT REQUIREMENTS

English - 4 credits* Physical Ed. – 1 credit*

1 Credit 1 Credit 1 Credit

1 Credit Health – 1 credit*

1 Credit 1 Credit

Math – 3 credits* Arts, CTE, or Second 1 Credit Language – 3 credits* 1 Credit 1 Credit 1 Credit 1 Credit

1 Credit

Science – 3 credits*

1 Credit Electives – 6 credits*

1 Credit 1 Credit 1 Credit 1 Credit

1 Credit

Social Sciences – 3 credits* 1 Credit

1 Credit 1 Credit 1 Credit 1 Credit 1 Credit

CREDIT REQUIREMENTS

English - 4 credits* Physical Ed. – 1 credit*

1 Credit 1 Credit 1 Credit

1 Credit Health – 1 credit*

1 Credit 1 Credit

Math – 3 credits* Arts, CTE, or Second 1 Credit Language – 3 credits* 1 Credit 1 Credit 1 Credit 1 Credit

1 Credit

Science – 3 credits*

1 Credit Electives – 6 credits*

1 Credit 1 Credit 1 Credit 1 Credit

1 Credit

Social Sciences – 3 credits* 1 Credit

1 Credit 1 Credit 1 Credit 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

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

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

Diploma Implementation Planning & Coordination

Guiding Principles

Guiding Principles

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Project Coordination & Management

Communications

Stakeholder Engagement - Task Forces

Policy and OARs

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

Implementation Project Plan: Timelines

Seven Year Timeline -- 2007-2014

20082007 2014

2009 2010 2011 2012 2013

SB PolicyDecision on

NewDiploma

Requirements

2006/07School Yr 2013/14

School Year

2007/08School Yr

Full Implementationof New DiplomaRequirements

in Schools

2008/09School Yr

2011/12School Yr

2009/10School Yr

2012/13School Yr

2010/11School Yr

Rollout/Implementation

Phase-in Diploma requirements (essential skills, core standards,proficiency credit) , K-12 capacity building, professional

development , and student supports.

Taskforces

English - 4 CreditsMath - 3 Credits Science- 3 Credits

Arts/CTE/2nd Language - 3 Credits Algebra I

Implementation & Coordination

Task Force Timeline: 2007-08 through 2008-09

Phase-in Requirements: 2008-2014

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

Communications

Task Force Website

http://www.ode.state.or.us/teachlearn/real

Nuts and bolts information regarding task force implementation work

Communications

Get Ready Oregon! Website

http://www.getreadyoregon.org/

Public awareness campaign for parents and students

Core Standards: A New Structure

Overview of the core standards concept

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/

Oregon Content Standards

Define What Students are Expected to Know and Be Able to Do

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

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

WestEd Recommendations

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

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

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

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?

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.

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

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

Essential Skills Task Force

Defining the Essential Skills

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

ESSENTIAL SKILLS Process skills that cut across all

content areas

Read …Write …Speak …

Apply math …Use technology …

Think … …Global literacy

…Civic & community engagementCareer Related Learning

Content & Performance Standards State & Local Assessments

ELA MATH SCIENCE SOCIAL SCIENCES

THE ARTS

HEALTH PE SECOND LANGUAGE

CTE

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

Essential Skills Task Force

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

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

Essential Skills

National models that support “essential” or “21st Century skills”

Commission of the Skills of the America Workforce Partnership for 21st Century Skills 21st 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.

Resources

College & Work Ready Knowledge & Skills PASS Proficiencies Achieve Benchmarks Standards for Success General Education Outcomes

Partnership for 21st Century Skills

National Educational Technology Standards for Students

Workforce Readiness Certificate

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

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

ELA 105 99 94%

Math 84 78 93%

Science 18 16 89%

Social Sciences 34 23 68%

total 241 216 90%

*Based on primary relationships.

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

Summary of WestEd’sPreliminary 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).

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 11th – Recommendations on assessment options and proficiency levels (TBD)

Dec 12th ―Begin policy discussion with K-12, OUS, and community college decision-makers