Oregon

1
Oregons New Diploma II. Core Standards
StructureIII. Essential Skills

• Presented by
• Oregon Department of Education

2
Oregon Diploma

• 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.

3
Oregon Diploma

• The foundation for all next steps after high
  school
• Community College
• 4-year College/University
• Workforce
• Career School
• Apprenticeship
• Entrepreneurship
• Military

4
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

5
High 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

• 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

• PERSONALIZED LEARNING
• Education Plan Profile
• Extended Application
• Career Related Learning Standards
• Career-Related Learning Experiences

Aligned to content standards
Credit may be earned by demonstrating
proficiency
TOTAL 24 credits
Oregon Department of Education 10-16-07
6
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

7
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

8
Diploma Implementation Planning Coordination
Guiding Principles
Stakeholder Engagement - Task Forces
Policy and OARs
Guiding Principles
Guiding Principles
Project Coordination Management
Communications
Guiding Principles
9
Diploma Implementation Planning Coordination

• 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

10
Task Force Timeline 2007-08 through
2008-09 Phase-in Requirements 2008-2014
11
Stakeholder Input

• 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

12
Communications

• Task Force Website
• http//www.ode.state.or.us/teachlearn/real
• Nuts and bolts information regarding task
• force implementation work

13
Communications

• Get Ready Oregon! Website
• http//www.getreadyoregon.org/
• Public awareness campaign for parents and
• students

14
Core Standards A New Structure

• Overview of the core standards concept

15
Oregon Content Standards

• Oregon Educational Act (ORS 329.045)
• State Board of Education (SBE)
• shall regularly and periodically review and
  revise its Common Curriculum Goalsand 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/

16
Oregon Content Standards

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

17
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 ODEs Critical Questions

18
WestEd Recommendations

• General Considerations
• Comparable Content Standard Structure
• Core Standards
• Reduce Redundancy
• Consistency in Level of Detail
• Levels of Cognitive Demand are Appropriate and
  Intentional

19
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

20
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

21
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

22
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?

23
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.

24
(No Transcript)
25
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/?id20

26
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 athttp//www.ode.s
  tate.or.us/serch/results/?id22

27
Essential Skills Task Force

• Defining the Essential Skills

28
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

29
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 CTE

ESSENTIAL SKILLS Process skills that cut across
all content areas Read Write Speak Apply
math Use technology Think Global
literacy Civic community engagement Career
Related Learning
30
Essential Skills Task Force

• 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

31
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

32
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

33
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.

34
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

35
WestEds Analysis of Essential Skills,
content standards assessments

• Three key steps
• Analysis of the degree to which Oregons existing
  content standards support the draft Essential
  Skills
• Analysis of the degree to which Oregons current
  test item pool (TESA/OAKS), work samples, and
  writing assessments assess proficiency in the
  Essential Skills
• Identification of Core Standards and
  recommendations for addressing gaps in coverage
  of core concepts

36
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.
37
Summary of WestEds 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 gt92 support was strong
• Science 89 support was strong
• Social sciences 68 support was strong

38
Summary of WestEdsPreliminary 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).

39
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 Eds 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