oregon diploma & essential skills task force defining the essential skills work session october...

Oregon Diploma & Essential Skills Task Force

Defining the Essential SkillsWork Session

October 2, 2007

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

Outcomes

Essential Skills Draft 3.0 Recommended ES proficiency levels Recommended ES assessment options

ESTF Re-Cap & Progress

Aug 15 ESTF defined ES based on postsecondary and workforce expectations Draft 1.0

Sept 5th small group refined Draft 2.0 Sent to ESTF for input incorporated into Draft 2.1 Oct 1st 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.

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

Diploma Implementation

Task Force information and documents will be posted on ODE Website

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

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

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 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, and 1 Credit Second 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, and 1 Credit Second 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

Extended Application

Career Related Learning Standards

Career-Related Learning Experiences

Total: 24 credits

Oregon Content Standards

**Credit may be earned by demonstrating proficiency

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

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

ELA MATH SCIENCE SOCIAL SCIENCE

S

THE ARTS

HEALTH PE SECOND LANGUAGE

CRLS

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

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

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

Group Process

Identify a facilitator, chart pack recorder (optional), timer, and reporter

Record group agreements on the electronic template

Essential Skills CRLS

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?

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.