Oregon Diploma Requirements and Implementation Oregon Department of Education September 2007 - PowerPoint PPT Presentation


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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

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

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.

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

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

Oregon Diploma Requirements
  • Essential Skills
  • Students must demonstrate proficiency in the
  • 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

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.

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

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

Diploma Implementation Guiding
  • 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.


Diploma Implementation Guiding
  • 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


Diploma Implementation Guiding
  • 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
  • Continue work to align standards from
    grade to grade and from high school to
    post-secondary options.

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

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

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

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
  • Student motivation---what incentives?
  • Barriers to successful implementation--
    what solutions?

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

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

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
  • TF members TBD
  • TF Timeline TBD

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
  • TF membership TBD
  • TF timeline TBD

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

(No Transcript)
State Board Adopts New Diploma Requirements Jan
ODE Implementation Planning Launch Task
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
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

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
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

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

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

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

Diploma Implementation
  • Send questions to Theresa Levy theresa.levy_at_state.
  • 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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