1. New High School Diploma Implementation Advisory Task Force Meeting June 14, 2007 Chemeketa Community College Viticulture Center

2. Purpose of Today’s Meeting Provide background on Board policy decisions leading to the new graduation requirements Provide orientation to the purpose and scope of the Implementation Advisory Task Force Identify key implementation issues and questions

3. Oregon’s New High School Diploma -- A Case for Change Jerry Berger, State Board Chair Duncan Wyse, Board Member

4. August, 2005 Reviewed high school diploma requirements Issued policy decision: Current diploma does not adequately prepare students for post high school success September-December, 2005 Issued White Paper asking for public feedback Gathered stakeholder input through on-line survey January-February, 2006 Reviewed public comments on White Paper Reviewed national research and examples of diploma requirements from other states State Board’s Diploma Discussion Highlights

5. March-May, 2006 Policy discussions narrowed the focus to key issues June, 2006 Board agreed to 8 key policy leanings Received statewide stakeholder input August, 2006 Held State Board retreat – 150 stakeholders provided input on Board’s leanings State Board’s Diploma Discussion Highlights

6. September-December, 2006 Gathered statewide stakeholder input –over 300 presentations to focus groups, targeted interviews, over 5000 surveys returned November 2006 Drafted Diploma requirements for discussion Held Joint Boards discussion January 2007 Adopted Diploma requirements February-May 2007 Conducted review of Oregon’s Assessment System and options Initiated implementation task force planning State Board’s Diploma Discussion Highlights

7. State Board Goal Each student will demonstrate the knowledge and skills necessary to transition successfully to their next steps: advanced learning work, and citizenship

8. The world continues to change rapidly and the educational system must respond to ensure that each and every student is prepared to meet the demands of the 21 st century. The Case for Change

9. In the U.S., almost half of all those who go on to college (49.3%) require remedial courses. Students who take these courses are less likely to earn a college degree Nationally, 7 out of 10 high school students graduate without completing the courses needed to succeed in college or the workplace Source: U.S. Dept. of Labor, Bureau of Labor Statistics, The Outlook for College Graduates, 1998-2008, 2000, in Getting Ready Pays Off The Case for Change

10. Employers (42%) rate high school graduates as “deficient” in their overall preparation: writing (72%) reading (38%) mathematics (53%) professionalism/work ethic (70%) critical thinking/problem solving (69%) Source: Are they really ready to work? Employers’ perspectives on the basic knowledge and applied skills of new entrants to the 21 st Century U.S. workforce, 2006 The Case for Change

11. Global economy and workforce needs are changing; today’s world demands 21 st century skills be acquired by all students Number of jobs requiring a college education is increasing By the end of the decade, there will be a shortage of 12 million qualified workers for the fastest-growing jobs Source: U.S. Dept. of Labor, Bureau of Labor Statistics, The Outlook for College Graduates, 1998-2008, 2000, in Getting Ready Pays Off

12. By the end of the decade, there will be a shortage of 12 million qualified workers for the fastest-growing jobs Large number of Oregonians will need college degrees to fully meet their potential and participate in the economy Source: U.S. Dept. of Labor, Bureau of Labor Statistics, The Outlook for College Graduates, 1998-2008, 2000, in Getting Ready Pays Off The Case for Change

13. Students Must Be Ready for College and Work High school graduates need the same level of reading and math required for credit bearing entry-level college courses and workforce training programs associated with family- wage jobs and the potential for career advancement. Source: ACT Ready for College and Ready for Work: Same or Different? May 2006

14. College Algebra Required Skills: Add, subtract, multiply, divide and simplify rational expressions Understand functional notation Solve systems of two linear equations in two variables Solve quadratic equations in one variable Graph a linear equation and quadratic function Determine the perimeter and the circumference of geometric shapes Represent geometric objects and figures algebraically Family Wage Job Requirements = College Entrance Requirements Source: American Diploma Project, 2003 Machine Operator Eastman Chemical Company Required Skills: Calculate and apply ratios, proportions and percentages to solve problems Add, subtract, multiply, divide and simplify rational expressions Recognize and solve problems using a linear equation and one variable Apply principals in equations involving measurements Determine the perimeter and the circumference of geometric shapes

15. Technical Jobs Require High-Level Skills Examples: Iron Workers Recommended: Algebra, Geometry and Physics Electricians Recommended: Algebra, Geometry, Trigonometry and Physics Sheet Metal Workers Recommended: Algebra, Geometry, Trigonometry and technical reading Four or five years of apprenticeship Draftsmen Recommended: Geometry and Trigonometry Draftsmen may wish to seek additional study in mathematics and computer-aided design to keep up with technological progress within the industry Sources: American Diploma Project, 2002; The Associated General Contractors of America (AGC) http://www.agc.org/page.ww?section=About+AGC&name=About+AGC. http://www.agc.org/page.ww?section=About+AGC&name=About+AGC

16. Mid-term Goals for Oregon 2004 Progress Board Data 2005 American Community Survey (Census) 2010 Progress Board Goals High School Diploma or Equivalent 93%87.5%95% Some Post-Secondary Education 63%61.2% (some college, no degree) 79% Associate’s Degree7.3% Bachelor’s Degree33%27.8%45% Post-Secondary Professional Technical Credential 32%40% (estimate) Advanced Degree12%10%12%

17. Long-term Goals for Oregon

18. Diploma Implementation Advisory Task Force Purpose and Scope of Work Duncan Wyse, Board Member

19. Diploma Implementation Advisory Task Force Purpose & Scope Advise the State Board, Superintendent, and Department of Education on implementation issues and policy considerations for the new high school diploma Identify barriers to implementation Make recommendations regarding implementation Propose system improvements

20. Broad stakeholder engagement and feedback on implementation Partnership and advocacy for implementation Communication with organizations and partners that you represent Support and collaboration on implementation Diploma Implementation Advisory Task Force Outcomes

21. June 2007-June 2009 Quarterly meeting Bi-monthly report to the State Board Diploma Implementation Advisory Task Force Meeting Schedule

22. System coherency and alignment Capacity/cost/funding Teacher supply and demand Essential skills Proficiency-credit requirements Accommodations for students with disabilities Other implementation issues determined by the State Board Diploma Implementation Advisory Task Force Issues

23. Overview of t he New Diploma Requirements -- Graduates of the Years 2012 and 2014 Nikki Squire, Board Member Art Paz, Board Member

24. HIGH SCHOOL DIPLOMA The foundation for all next steps after high school…  COMMUNITY COLLEGE  4-YEAR COLLEGE/UNIVERSITY  WORKFORCE  APPRENTICESHIPS  CAREER SCHOOL  MILITARY  ENTREPRENUERSHIP

25. Diploma Guiding Principles Be flexible and student-centered; the student education plan and profile should guide student choices. Allow—indeed encourage—students to meet diploma requirements at their own pace, whether that be faster or slower than traditionally scheduled course length. 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.

26. Diploma 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. Encourage students to excel beyond minimum standards and support them in that endeavor.

27. Diploma Guiding Principles 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.

28. Oregon Diploma Requirements Credit Requirements 24 total credits minimum Standards-based May be met through a variety of courses and experiences Students may earn credit by demonstrating proficiency based on content standards Essential Skills Personalization

29. Subject2007 Credits 201020122014 English/Language Arts3444 Mathematics2333 All at Algebra I level and above Science223 Inquiry-based 3 Inquiry-based Social Sciences3333 Physical Education1111 Health1111 Second Language 1133 Arts Career & Technical Education (CTE) Electives9966 Total Credits2224 Credit Requirements and Phase-In

30. Oregon Diploma Essential Skills Requirement Students must demonstrate proficiency in these 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

31. Oregon Diploma Personalization Requirements (2007) Education Plan and Profile : develop a plan to meet graduation requirements connected to post-high school goals and document progress Career-Related Learning Standards : demonstrate personal management, problem solving, communication, teamwork, employment foundations, and career development Career-Related Learning Experiences : connect classroom learning with real life experiences in the workplace and community Extended Application : apply and extend 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

32. 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 CreditHealth – 1 credit  1 Credit Math – 3 creditsArts, CTE, and  1 Credit Second Language – 3 credits  1 Credit Science – 3 credits  1 Credit Electives – 6 credits  1 Credit Social Sciences – 3 credits  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

33. Students with Disabilities All students given access to the Oregon diploma Supports for learning Accommodations and options for students who cannot meet the requirements due disabilities

34. Proposed legislation to sunset the CIM/CAM and CIM Endorsements in July 2008 Transition to a more rigorous diploma embedding the best elements of CIM and CAM into the diploma Oregon content standards, performance standards, and statewide assessment system will remain CIM/CAM to Sunset…

35. Diploma Implementation Project Plan Salam Noor, ODE Theresa Levy, ODE

36. Small Group Discussions Salam Noor, ODE

37. Working Agreements All perspectives and ideas add value; we need not always agree. 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.

38. Small Group Discussion Question – Round 1 What are the three most critical issues/questions concerning implementation of the New Oregon Diploma? Why are these most critical?

39. Small Group Discussion Questions – Round 2 How can you help to make implementation of the new Oregon Diploma a success?

40. Thank you!