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Purpose of Today’s Work Session

Oregon Diploma & Essential Skills Task Force Defining the Essential Skills Work Session October 2, 2007. Purpose of Today’s Work Session. Refine ES 2.1 based on criteria: rigor, specificity, clarity & measurability Identify proficiency level

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Purpose of Today’s Work Session

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  1. Oregon Diploma & Essential Skills Task ForceDefining the Essential SkillsWork SessionOctober 2, 2007

  2. 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

  3. Outcomes • Essential Skills Draft 3.0 • Recommended ES proficiency levels • Recommended ES assessment options

  4. 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.

  5. Diploma Implementation Project • 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

  6. Diploma Implementation • Task Force information and documents will be posted on ODE Website http://www.ode.state.or.us/teachlearn/real/diploma/

  7. 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.

  8. 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 creditsPhysical Ed. – 1 credit • 1 Credit  1 Credit • 1 Credit • 1 Credit Health – 1 credit • 1 Credit  1 Credit Math – 3 creditsArts, 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        Oregon Content Standards • **Credit may be earned by demonstrating proficiency Total: 24 credits

  9. 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

  10. ESSENTIAL SKILLS Process skills that cut across all content areas Read … Write … Speak … Apply math … Use technology … Think … …Global literacy …Civic & community engagement

  11. 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

  12. 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

  13. 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

  14. Group Process • Identify a facilitator, chart pack recorder (optional), timer, and reporter • Record group agreements on the electronic template

  15. Question: Should ES and CRLS merge into one set of skills?

  16. 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.

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