oregon diploma & essential skills task force phase i : defining the essential skills work...
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Oregon Diploma & Essential Skills Task Force
Phase I : Defining the Essential SkillsWork SessionAugust 15, 2007
To define the Essential Skills identified by the State Board of Education from postsecondary education and workforce (business & community) perspectives.
Purpose of Today’s Work Session
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
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
Oregon Diploma requirements
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
HIGH SCHOOL DIPLOMA
The foundation for ALL
next steps …
Community College4-year College/University
WorkforceCareer School
ApprenticeshipEntrepreneurship
Military
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
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
Diploma Implementation Planning & Coordination
Standards & Assessment Task Force
– Areas of focus:Recommend improvements in
standards andassessment system based on WestEd
review of structure, alignment, quality, rigor
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
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
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
Diploma Implementation Planning & Coordination
Standards & Assessment Task Force
Stakeholder Input
•Targeted stakeholder groups•Focus groups •Regional meetings•On-line input, on-going•National reviews
Synthesis and analysisof input from and across task forces
Advisory Task Force
Essential Skills Task Force
Proficiency Credit Task Force
Cost/Capacity Task Force
Task Force-Stakeholder Input Process
COMMUNICATION
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…
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
State Board Adopts New
Diploma RequirementsJan 2007
State Board Adopts New
Diploma RequirementsJan 2007
SB Policy DecisionsSB Policy Decisions
ODE Implementation Planning
Launch Task Forces
Task ForceRecommendations
to State Board
Stakeholder Input
SB Adopts OARs
SB Adopts OARs
Implementation Phase-in
2008-2014
Evaluate Policy
Draft Oars and District Guidelines
Policy-OAR Process
Policy-OAR Process Stakeholder
Input
Diploma Implementation
Task Force information and documents will be posted on ODE Website
www.state.or.us/go/REAL
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
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)
The Essential Skills
Demonstrate civic and community engagement
Demonstrate global literacy Career-related learning standards:
communication*problem solving*personal managementteamworkemployment foundationscareer development
(*found in ES: read, write, speak, think)
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 SCIENCES
THE ARTS
HEALTH PE SECOND LANGUAGE
CRLS
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
Purpose of Today’s Work Session
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).
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.
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
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 I&II) will incorporate field input and make final recommendations to the State Board for adoption
Group Instructions
Break into assigned teamsGroup 1: Read, Write, SpeakGroup 2: Apply MathGroup 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
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.