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