Presented to the State Board of Education March 11, 2010

The Oregon diploma Standards-based credit Requirements 4- English/LA 3- Arts/CTE/Second Lang (2012) 3- Math 1- Health 3- Science (2012) 1- PE 3- Social Sciences 6- Electives Total = 24

Essential Skills Proficiency Reading (2012) Writing (2013) Apply math (2014)

Personalized Learning Education Plan & Profile Extended Application Career-Related Learning Standards Career-Related Learning Experiences

Adopted in June 2008; timeline revised in August 2009

Credits by Subject

Graduating Class of 2010

Graduating Class of 2012

(10th Graders in 2009-10)

Graduating Class of 2014

(8th Graders in 2009-10)

English/Language Arts

4 4 4

Mathematics 3

3 3 – Algebra I & above

Science 2 3 – Scientific Inquiry & Lab Experiences

3

Social Sciences 3

3 3

Physical Education

1

1 1

Health 1

1 1

Second Languages

1

3

3

The Arts Career and Technical Ed Electives 9

6 6

TOTAL CREDITS 24 24 24

Class of 2012 and beyond

Reading

Class of 2013 and beyondReading & Writing

Class of 2014 and beyondReading, Writing & Apply

MathTimeline for the remaining Essential Skills TBD

Districts are now required to report graduates using the ADM collection

Districts can report regular, modified, and extended diplomas

When districts report regular or modified diplomas, they also need to report the method by which the student demonstrated the required essential skills

Regional information meetings with district administrators (2008-2009)

On-line survey re: proposed implementation timeline changes, Jan-Feb 2009

News announcements

Numbered memoranda

Superintendent’s Pipeline, monthly

Superintendent’s Update, monthly

Assessment & Accountability Update

Content area newsletters, monthly

Professional Development◦ Training on Work Samples and State Scoring Guides

Workshops and on-line training materials◦ Training on New Reading Scoring Guide

Certified Reading Work Sample Assessment Trainers◦ Requirements for Assessment of Essential Skills and Work

Samples and State Scoring Guides in Test Administration Manual Required Professional Development for All School and

District Test Coordinators Online Training Modules

Professional Development◦ Moving Math Education Forward (2009)◦ Moving Science Education Forward (2010)◦ Oregon DATA Project ◦ Superintendent’s Summer Institute (2009)◦ COSA conferences

Oregon Diploma Websitehttp://www.ode.state.or.us/search/results/?id=368 Oregon Diploma Toolkitshttp://www.ode.state.or.us/teachlearn/real/diploma/toolkits.aspx

◦ Administrators◦ Educators◦ Counselors and Students◦ Middle Level Schools◦ Business and Community

K-12 Oregon Literacy Frameworkhttp://www.ode.state.or.us/search/page/?id=2568 Assessment of Essential Skills Toolkithttp://assessment.oregonk-12.net/

Proficiency inReading is required for the Class of 2012 to receive an Oregon Diploma

1. OAKS Reading/Literature Assessment Score of 236

2. Other Standardized TestsACT or PLAN – 18Work Keys – 5Compass – 81ASSET – 42SAT or PSAT – 44

3. 2 Reading Work Samples 1 Informative + 1 Literary or 2 Informative

◦ Random call to 12 high school principals across the state

◦ Schools of all sizes and geographic locations◦ Asked: How is implementation going for the

Reading Essential Skill? How are students doing? What strategies are you using? How are you communicating? What are your needs?

Results◦Readiness level

5 schools @ high-readiness levelBegan high school reading program 3 years ago

and have seen great resultsHas been a graduation requirement for past 3

years; this is first class to graduate and students are on track

3 schools @ medium-readiness level 4 schools @ awareness level

Results◦ Strategies in place

Diagnose students’ needs @ 8th grade Offer targeted remediation and intervention

programs Double-dose reading (in place of electives until

student passes reading test) School-wide emphasis on reading and across content

areas All teachers trained to use reading scoring guide Reading work samples in all classes/subject areas Curriculum alignment elementary through high

school; teachers working together Offer multiple opportunities for testing and retesting

Results◦ Communications

Parent committees Principal personally presented to elementary and

middle school, school board, and Kiwanis Club Newsletters Newspaper Website Educate students first so they can inform parents Makes sure that counselors and teachers know so

they can give parents accurate information Student handbooks and curriculum guides School Board meetings

Results◦ Communications

Career and Counseling Center Counselor meets with every Jr. and Sr. and their

parents in the fall (200 students) Plan and Profile night with 8th graders and parents Principal personally presented to elementary and

middle school, school board, and Kiwanis Club

Results◦ Challenges & Needs

Declining enrollment in rural schools; staffing cut backs

Losing funding that support existing reading programs Can’t afford to keep up license or purchase programs

Lack Reading specialists at high school level; very few high school teachers with reading endorsement

Need Literacy coach but cannot hire due to budget Rural schools depend on their ESD for professional

development close to home (reading scoring guide training)

Letter to all school districts co-signed by the Superintendent and State Board Chair

Dissemination of the Assessment of the Essential Skills Toolkit

Annual Revision of the Test Administration Manual, Required Professional Development for All School and District Test Coordinators, Online Training Modules

Scaling up Oregon K-12 Literacy Framework ◦ State Implementation and Scaling up Evidence-based

Practices (SISEP)