Summary ofWestEd Analysis of

Current K-12 Standards & Assessments

Presented to UEEOctober 12, 2007

RESPONSES TO CRITICAL QUESTIONS

Set of questions posed to WestEd by ODE

Responses based on results of West Ed’s comprehensive review of Oregon’s standards & assessments

ODE using responses to inform policy and practice and to guide work of diploma implementation task forces

Q1: Are content standards adequate, appropriate & representative?

Considerations for use during standards reviews

Specific critiques of current standards, areas in need of improvement

Recommendations for content areas as a whole, implications for instruction

Q:2 What is the appropriate review & revision schedule for Oregon’s standards & assessments?

Things that can affect review & revision schedule:– New legislation, new state initiatives

Examples: Core standards, essential skills

– Significant change in purpose of test Content, format, monitoring, & scoring may need to be

revisited

Q3: Is structure of standards appropriate & effective?

Structure across subject areas should be consistent– Only demands of particular content area should

justify in structural differences

Creation of core standards may help with structural consistency

Uniform nomenclature among

standards enhances consistency

Definitions & Implementation recommendations for essential skills

Help articulate priorities & expectations Help foster balance between content knowledge

and process skills Groups refining skills must be representative of

K-16 community, have access to research on academic & workplace expectations

Determination of “essential” must remain dynamic process to reflect change in

priorities

Definitions & implementation recommendations for core standards

Core standards should meet defensible criteria, such as:– Endurance

Do they have sustainable value?– Leverage

Can they be used to make connections across disciplines?

– Necessity Are the identified concepts essential for student

success at next stage of learning?

Recommendations for core standards

Oregon should develop core standards

Development process should include expert panels for each content area

Will require newly aligned assessment items

Recommendation of Frameworks

Framework documents guide assessment or instruction

Can include examples of hands-on activities & performance assessments, teaching & learning strategies, curriculum development strategies

Grade level and curriculum maps aid instruction

Core Standards-Essential Skills Connection

ES should be embedded across the core standards if all students are required to demonstrate proficiency to earn a diploma

Due to their performance orientation, ES may be best assessed at district level, using locally-developed formative assessment process

Recommendations for assessment system in support of diploma

Review procedures for item development, to limit occurrences of items with partial or no alignment

Be purposeful in incorporating depth of knowledge into item development process

Consider development and implementation of a statewide formative assessment system.

Recommendations for assessment system in support of diploma

Assessments in alternative languages

– Demonstrate the comparability of content between the original and modified versions

– Demonstrate sufficient technical quality (reliability, validity, absence of bias) of the translated forms

Recommendations for assessment system in support of diploma

Support for Special Populations– Continuously monitor the technical quality and classroom

impact of alternative assessments, and accommodation allowances

– Periodically review list of accommodations to ensure it represents the most recent research.

– Review the linkage between English language proficiency (ELP) standards and content standards to ensure skills needed to succeed in these content areas are addressed by the ELP standards

Next Steps

WestEd presently conducting study to identify Essential Skills embedded in current content standards

Will also provide additional recommendations and guidance for work on core standards

Using WestEd’s report to inform revision of math standards

Using report with Essential Skills Task Force Will provide report to members of Standards

& Assessment Task Force

Essential Skills Task ForceDefining the

Essential Skills

Presented to UEEOctober 12, 2007

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

Phase I: Define essential skills, indicators, proficiency levels, and assessment options

Phase II: Address policy and operational implications for PK-20 alignment and accountability

Essential Skills Task Force

Essential Skills Task Force

CharterTimeline

K-12/OUS/CCWD collaboration

What are Essential Skills?

Skills that are deemed essential for success in college, work and civic life

Process skills that cross all disciplines, not content specific

Embedded in content standards and curriculum

Can be demonstrated in a variety of courses, subjects, and settings

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 credits Physical Ed. – 1 credit 1 Credit 1 Credit 1 Credit 1 Credit Health – 1 credit 1 Credit 1 Credit

Math – 3 credits Arts, 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

Credit Requirements**English - 4 credits Physical Ed. – 1 credit 1 Credit 1 Credit 1 Credit 1 Credit Health – 1 credit 1 Credit 1 Credit

Math – 3 credits Arts, 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

Total: 24 credits

Oregon Content Standards

**Credit may be earned by demonstrating proficiency

Defining The Essential Skills

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.

Defining The Essential Skills

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).

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

The Essential SkillsDraft 3.0

Read and comprehend a variety of texts* at different levels of difficulty.

– *Texts includes all forms of written material, oral communication, and media

Write clearly and accurately for a variety of purposes. Listen actively, speak clearly, and present publicly. Apply math to solve problems in a variety of settings. Use technology to learn, live, and work. Think critically.

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, use technology)

Proficiency Level and Assessment Options

Preliminary discussions – Use of multiple assessment tools

– Authentic assessment reflecting post-high school world Writing: Writing prompts that reflect career-related activities Thinking: Open-ended problems or tasks with the use of a

standardized scoring guide Technology: Exhibit mastery of common production

applications through authentic task integrating the ES Math: Work samples and standardized proficiency

test such as Compass or Asset

ESTF Next Steps

Stakeholder input on draft 3.0 (Oct–Dec) Focus groups Web-based survey

Nov 6th: WestEd report to guide proficiency and assessment recommendations merge with SATF

Dec 11th: Review input and draft 4.0 Continued stakeholder input Dec 7th & 12th: Policy discussion

Policy Discussion

Participants: – K-12 superintendents, principals, teachers,

special education reps– OUS academic officers & admissions– Community college academic officers &

admissions– Business/community leaders– State Board rep

Policy Discussion

Policy questions– What is the accountability of school districts to verify student

proficiency of ES?

– What methods of determining proficiency would be acceptable to

OUS and CC for admission and placement?

– How will the ES be recognized, valued, and used by OUS, CC

and employers?

– What policies are needed to ensure that agreements are

widely understood and consistently implemented?

– More…..