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Oregon Diploma Requirements and Implementation Oregon Department of Education September 2007

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Title: Oregon Diploma Requirements and Implementation Oregon Department of Education September 2007


1
Oregon Diploma Requirements and
Implementation Oregon Department of
Education September 2007
2
Presentation Outline
  • Oregon Diploma Requirements
  • Implementation Planning and Coordination
  • Process timelines
  • Task forces
  • Stakeholder input
  • CIM/CAM Transitions

3
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.

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

5
Oregon Diploma requirements
  • ESSENTIAL SKILLS
  • ?Demonstrated proficiency
  • Read and interpret a variety of texts
  • Write for a variety of purposes
  • Speak and present publicly
  • Apply math in a variety of settings
  • Use technology
  • Think cortically and analytically
  • Demonstrate global literacy
  • Demonstrate 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/2014
  • Science 3 2012
  • Social Sciences - 3
  • PE - 1
  • Health - 1
  • 2nd Lang/Arts/CTE 3 2012
  • Electives 6 2012
  • 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

6
Oregon Diploma Requirements
  • Credit Requirements
  • 24 total credits minimum
  • Aligned to content standards
  • May be met through a variety of courses and
    experiences
  • Students may earn credit by demonstrating
    proficiency based on content standards

7
Oregon Diploma Requirements
  • Essential Skills
  • Students must demonstrate proficiency in the
    following
  • 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 global literacy
  • Demonstrate civic and community engagement

8
Oregon Diploma Requirements
  • Personalization
  • Education Plan and Profile Student develops a
    plan to meet graduation requirements connected to
    post-high school goals and document progress.
  • Career-Related Learning Standards Student
    demonstrates personal management, problem
    solving, communication, teamwork, employment
    foundations, and career development.
  • Career-Related Learning Experiences Student
    connects classroom learning with real life
    experiences in the workplace and community.
  • Extended Application Student applies and
    extends knowledge in new and complex
    situations related to personal and
    career interests and post-high school goals
    through critical thinking, problem solving, or
    inquiry in real world contexts.

9
Oregon Diploma Requirements
  • Students with Disabilities
  • All students are given access to the Oregon
    diploma
  • Supports for learning are provided
  • Accommodations are provided as needed
  • Developing guidelines for a Modified
    Diploma HB 2848

10
Diploma Implementation Planning Coordination
Guiding Principles
Stakeholder Engagement - Task Forces
Policy and OARs
Guiding Principles
Guiding Principles
Project Coordination Management
Communications
Guiding Principles
11
Diploma Implementation Guiding
Principles
  • Be flexible and student-centered the student
    education plan and profile should guide student
    choices.
  • Allowindeed encouragestudents to meet diploma
    requirements at their own pace, whether that be
    faster or slower than traditionally scheduled
    course length.

12
Diploma Implementation Guiding
Principles
  • Ensure that students will get the resources
    needed to meet the new, higher standards, whether
    that takes the form of after-school
    opportunities, tutoring, summer classes, or
    focused classes and ensure that additional
    funding is available to support these services.

13

Diploma Implementation Guiding
Principles
  • Award credits on the basis of proficiency rather
    than seat time. This principle will take a few
    years to implement in practice but should be
    pursued assertively.
  • Provide students opportunities to demonstrate
    proficiency through multiple pathways and
    assessments.

14

Diploma Implementation Guiding
Principles
  • Encourage students to excel beyond minimum
    standards and support them in that endeavor.
  • Phase-in changes at a rate that allows schools
    enough time to allow teachers to gain any
    additional skills that the new requirements may
    demand.
  • Continue work to align standards from
    grade to grade and from high school to
    post-secondary options.

15
Diploma Implementation Planning Coordination
  • Key Goals
  • Ensure broad stakeholder engagement in the
    implementation of the diploma requirements
  • Provide the State Board with information and
    data to make sound policy decisions
  • Facilitate effective and successful
    implementation

16
Diploma Implementation Planning Coordination
  • ODE cross-agency coordination
  • PreK-through-12th and postsecondary alignment
  • Communication
  • Diploma website www.state.or.us/go/REAL
  • Pipeline, news releases, list serves, others
  • Are You Ready? campaign targets middle school
  • Stakeholder input process

17
Diploma Implementation Planning Coordination
  • Five Diploma Implementation Task Forces
  • Implementation Advisory TF
  • Essential Skills TF
  • Standards and Assessment TF
  • Credit for Proficiency TF
  • Cost/Capacity TF
  • Transition Advisory Committee of the State
    Advisory Council for Special Education
  • CTE/Perkins IV Task Forces

18
Diploma Implementation Planning Coordination
  • Implementation Advisory Task Force
  • Members appointed by Governor and Superintendent
    broad stakeholder representation
  • Meets quarterly first meeting June 14, 2007
  • Themes/TF Roles
  • Communication and engagement of key stakeholders
    and partners
  • Systems supportswhats needed for student
    success?
  • Student motivation---what incentives?
  • Barriers to successful implementation--
    what solutions?

19
Diploma Implementation Planning Coordination
  • Standards Assessment Task Force
  • Areas of focus
  • Recommend improvements in standards and
    assessment system WestEd review of structure,
    alignment, quality, rigor
  • Changes in standards and assessments to
    accommodate diploma including core standards
    to focus teaching and learning across K-12
  • How assessment system can be used to measure
    diploma requirements, i.e. essential skills,
    credit for proficiency, etc.
  • Preliminary task force work underway with
    WestEd Critical Friends Advisory group
  • Timeline TBD

20
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
  • Membership includes K-12, community college, OUS,
    business and industry
  • Align ES to postsecondary and workforce
    expectations
  • TF timeline Aug 2007Jan 2008 SB adoption
    June 2008

21
Diploma Implementation Planning Coordination
  • Credit for Proficiency Task Force
  • Areas of focus
  • Establish guidelines for local district decision
    making to ensure consistent application of rule
    statewide
  • TF members TBD
  • TF Timeline TBD

22
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
  • TF membership TBD
  • TF timeline TBD

23
Diploma Implementation Planning Coordination
  • Diploma Task Forces Timeline
  • June 2007 through June 2009
  • Implementation Roll-Out
  • 2008-2014
  • Phase-in diploma requirements ?credits,
    essential skills, core standards, proficiency
    credit, Algebra I
  • K-12 infrastructure, capacity building,
    professional development, student supports,
    system supports

24
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25
State Board Adopts New Diploma Requirements Jan
2007
ODE Implementation Planning Launch Task
Forces
Task Force Recommendations to State Board
Stakeholder Input
SB Policy Decisions
Stakeholder Input
Policy-OAR Process
Stakeholder Input
Draft Oars and District Guidelines
SB Adopts OARs
Implementation Phase-in 2008-2014
Evaluate Policy
26
Stakeholder Input
  • On-going stakeholder input
  • Diploma Website
  • Post information and receive input
  • FAQ
  • Diploma Blog
  • Meet with stakeholder groups
  • Task force-stakeholder input process

27
Task Force
Task Force-Stakeholder Input Process
Stakeholder Input
Task Force
Stakeholder Input
Task Force Recommendations
State Board Policy Decision
State Board Leanings
Stakeholder Input
OAR Process
28
Task Force-Stakeholder Input Process
Advisory Task Force
  • Stakeholder Input
  • Targeted stakeholder groups
  • Focus groups
  • Regional meetings
  • On-line input, on-going
  • National reviews
  • Synthesis and analysis
  • of input from and across
  • task forces

COMMUNICATION
Essential Skills Task Force
Standards Assessment Task Force
Proficiency Credit Task Force
Cost/Capacity Task Force
29
CIM/CAM Transition to Diploma
  • CIM/CAM and subject area endorsements sunset
    July 1, 2008 (HB2263)
  • Oregons K-12 standards and assessments system
    remains!

30
CIM/CAM Transition to Diploma
  • Oregon statute and federal NCLB requirements
    for accountability remain
  • Incorporate standards, assessments, and
    personalized learning into a single, meaningful
    credential the high school diploma
  • 2007-2008 school year -- continue
    existing policies and procedures,
    including work samples

31
CIM/CAM Transition to Diploma
  • 2007-2008 is a transition year
  • Time for diploma task forces to propose
    improvements in standards and assessment system
    for the diploma
  • Multiple types of assessments, including
    performance assessments and work samples are
    likely part of the diploma

32
Diploma Implementation
  • Send questions to Theresa Levy theresa.levy_at_state.
    or.us
  • Visit ODE Websites for more information
  • http//www.ode.state.or.us/teachlearn/real/
  • Task force updates and input
  • http//www.getreadyoregon.org/
  • Diploma information for parents and students
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