Oregon Diploma

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Oregon Diploma Essential Skills Task
ForcePhase I Defining the Essential
SkillsWork SessionAugust 15, 2007
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Purpose of Todays Work Session

• To define the Essential Skills identified by the
  State Board of Education from postsecondary
  education and workforce (business community)
  perspectives.

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Oregon Diploma Requirements

• 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.

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Oregon Diploma requirements

• 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
• 2nd 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

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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

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HIGH SCHOOL DIPLOMA

• The foundation for ALL
• next steps
• Community College
• 4-year College/University
• Workforce
• Career School
• Apprenticeship
• Entrepreneurship
• Military

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Diploma Implementation Planning Coordination

• 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

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Diploma Implementation Planning Coordination

• 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

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Diploma Implementation Planning Coordination

• Standards Assessment Task Force
• Areas of focus
• Recommend improvements in standards and
• assessment system based on WestEd review
• of structure, alignment, quality, rigor

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Diploma Implementation Planning Coordination

• 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

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Diploma Implementation Planning Coordination

• Credit for Proficiency Task Force
• Area of focus
• Establish guidelines for local district decision
• making to ensure consistent application of
• rule statewide

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Diploma Implementation Planning Coordination

• Cost/Capacity Task Force
• Areas of focus
• Identify capacity and resources needed to
• promote successful implementation
• Analysis of existing resources,
• capacity, and barriers

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Task Force-Stakeholder Input Process
Advisory 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

COMMUNICATION
Essential Skills Task Force
Standards Assessment Task Force
Proficiency Credit Task Force
Cost/Capacity Task Force
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Diploma Implementation Planning Coordination

• 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

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

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

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Essential Skills Task Force

• Charter
• Timeline
• K-12/OUS/CCWD collaboration to help define the ES

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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

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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)

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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)

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Content Performance Standards ? State Local Assessments Content Performance Standards ? State Local Assessments Content Performance Standards ? State Local Assessments Content Performance Standards ? State Local Assessments Content Performance Standards ? State Local Assessments Content Performance Standards ? State Local Assessments Content Performance Standards ? State Local Assessments Content Performance Standards ? State Local Assessments Content Performance Standards ? State Local Assessments
ELA MATH SCIENCE SOCIAL SCIENCES THE ARTS HEALTH PE SECOND LANGUAGE CRLS

ESSENTIAL SKILLS Process skills that cut across
all content areas Read Write Speak Apply
math Use technology Think Global
literacy Civic community engagement
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Group Work
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Purpose of Todays Work Session

• 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

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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).

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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.

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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

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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 III) will incorporate field
  input and make final recommendations to the State
  Board for adoption

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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

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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
  yesterdays issues.
• Cell phones off or silent take cell phone
  calls out of the room.