State Board of Education Topic Summary s27

STATE BOARD OF EDUCATION – TOPIC SUMMARY Topic: Diploma Implementation Update Date: September 20, 2007 Staff/Office: Salam Noor, Educational Improvement and Innovation, ODE Action Requested: Information only Policy Adoption Policy Adoption/Consent Calendar

ISSUE BEFORE THE BOARD: Update on diploma implementation including: project coordination, task force work, and communications.

BACKGROUND:

The State Board of Education adopted new high school diploma requirements in January 2007. The new diploma requirements define what students must know and be able to do to earn a high school diploma. Rollout and implementation of the new diploma requirements involves partners and stakeholders from K- 12, community colleges, Oregon University System, Oregon Legislature, business sector, students, parents, and community organizations. Five taskforces have been formed to work on key issues that have surfaced during the Board’s deliberations and decision-making process. The following update will inform the Board of the progress and ongoing activities of each taskforce, diploma project coordination and communications.

Oregon Department of Education

Diploma Implementation Update for the State Board 9/2/07 OREGON DIPLOMA

Diploma Implementation Project Coordination and Management

 Work in progress to develop detailed, coordinated work plan (deliverables, risks, milestones, responsible parties, schedule, budget, reports, closeout requirements), and stakeholder input process.  ODE Diploma Coordination Team meets bi-monthly to provide cross-agency coordination of diploma implementation planning and communication, and to keep each office informed; includes staff from each office and the leads from all five task forces.  Developed draft Theory of Action to guide diploma implementation.

Communications

 Get Ready Oregon! Website www.getreadyoregon.org launched on September 6th as part of the public awareness campaign designed to help educate parents and students about the changes to the Oregon diploma.  REAL website will host all task force information and documents – site development is in progress to be ready September 28th (linked to Get Ready Oregon!).  Articles on the transition from CIM/CAM to diploma were included in Aug and Sept Pipeline and the Oregon Standards Newspaper. A numbered memorandum was sent to all superintendents and principals.

Diploma Task Forces

 Implementation Advisory Task Force o Charter developed o Membership completed; task force members includes a broad range of stakeholders and education partners o 2007-2008 meetings: June 14th, September 26th, Feb 7th; May 22nd (tentative date)

 Essential Skills Task Force o Charter and timeline developed o First meetings held August 15th and September 5th to define ES postsecondary and workforce expectations

2 o Next meeting, Oct 2nd : identify where ES in current K-12 standards and compare with defined postsecondary/workforce expectations; identify proficiency levels and assessment options o Future meetings, Nov 6th, Dec 11th : to address policy and operational implications, accountability and PK-20 alignment o Task force participants include K-12, OUS and community college teachers and administrators and business/community representatives

 Standards and Assessment Task Force o Charter and timeline development in progress (internal planning meetings) o Membership TBD; will include members from Critical Friends group and others o WestEd review of standards and assessment system will inform task force

 Proficiency Credit Task Force o Charter and timeline development in progress (internal planning meetings) o Membership TBD (some contacts have been made)

 Cost/Capacity Task Force o Charter and timeline development in progress (internal planning meetings) o Membership TBD (some contacts have been made)

 Special Education Diploma Task Force o Has met five times to accomplish preliminary work on the charter. Subsequent meetings will explore the charges in greater depth, identify key issues, and refine recommendations. o Will advise ODE on HB 2848 modified diplomas and alternative documents.

3 Oregon Department of Education ODE Diploma Coordination Team 9/11/07

Purpose  Provide cross-agency coordination of diploma implementation planning and communication.

Team Roles  Communicate to respective offices on implementation project/task force activities and solicit office input.  Report on and coordinate project and task force activities.

Name/Title Office Lead Roles Salam Noor, Assistant Office of Educational Implementation Project Coordination Superintendent Improvement & Innovation Implementation Advisory Task Force Standards & Assessment Task Force Theresa Levy, Education Office of Educational Implementation Project Coordination Specialist Improvement & Innovation Project Management Essential Skills Task Force Implementation tools and resources Michelle Hooper, Director Office of Educational Implementation Project Coordination Standards and Evaluation Team Improvement & Innovation Implementation Advisory Task Force Standards & Assessment Task Force Nick Huggler, Administrative Office of Educational Implementation Project Coordination Specialist Improvement & Innovation Colleen Mileham, Director, Office of Educational Proficiency Credit Task Force Secondary Postsecondary Improvement & Innovation Communication with CTE partners Transitions Team Jon Wiens, Education Specialist Office of Educational Essential Skills Task Force Improvement & Innovation Standards & Assessment Task Force Susanne Daggett, Education Office of Educational Proficiency Credit Task Force Specialist Improvement & Innovation Cheryl Kleckner, Education Office of Educational Standards & Assessment Task Force Specialist Improvement & Innovation Julie Anderson, Education Office of Educational Professional development needs and Specialist Improvement & Innovation tools and resources Professional associations and partners Russ Sweet, Education Specialist Office of Educational Cost/Capacity Task Force Improvement & Innovation Communication with stakeholders on development and implementation Ed Specialist I – under Office of Educational Publications including web recruitment Improvement & Innovation communication Professional development, tools, and resources Sarah Martin, Education Office of Educational Communications/Website Development Specialist Improvement & Innovation Doug Kosty, Assistant Office of Assessment & Standards & Assessment Task Force Superintendent Information Services EJ Ayers, Policy Analyst Office of Assessment & Project management Information Services Jackie Burr, Education Specialist Office of Student Learning & Transition Advisory Committee, State Partnerships Advisory Council for Special Education Gene Evans, Director of Office of the Superintendent Communications

4 Communications Jennifer Williamson, Public Affairs Office of the Superintendent Communications Mgr. Crystal Weber, Public Affairs Office of the Superintendent Communications Specialist Brian Reeder, Assistant Office of Analysis & Reporting Cost/Capacity Task Force Superintendent Sue MacGlashan, Assistant Office of Finance & Superintendent Administration Pat Burk, Chief Policy Officer Office of the Superintendent

5 Oregon Department of Education

Theory of Action1 for Implementation of New Diploma Requirements Draft - Work in Progress 9/4/07

Goal: Each student demonstrates the knowledge and skills necessary to transition successfully to his or her next steps – advanced learning, work, and citizenship.

Objectives:  Establish clear expectations for students, schools, and districts. o Oregon Diploma Requirements  Establish clear roles and responsibilities for all key stakeholders and partners.  Ensure successful implementation of the new diploma requirements in all schools.

If we do these things then we will achieve the goals and objectives above: Strategy Action Steps Stakeholder2 Roles Broadly defined actions to provide High-level yet specific actions that must be and Responsibilities capacity and support for diploma taken in order to execute the strategy and Which stakeholders have an impact implementation. accomplish the objectives. on the key strategies and action steps and what are their roles and responsibilities? Project Coordination and  Contract project manager to Management facilitate project work plan Develop an implementation (TBD). project plan to coordinate task  Coordinate implementation force work and communications. project through a cross-agency coordination team with task force lead staff.

Implementation Task Forces  Establish five implementation Establish task forces to address task forces and charters with implementation of the new defined goals and deliverables. diploma requirements and make  Establish specialized task recommendations to the State forces to determine implications Board. for students with disabilities and ELL.

Stakeholder Engagement  Ensure that task forces are Engage stakeholders in made up of a broad range of implementation task force work stakeholders and includes and statewide input. statewide representation.  K-12 district and school staff  Establish and facilitate an  community college/4-year ongoing stakeholder input college/universities process for statewide outreach.  education partner  Collaborate with education organizations partners (COSA, OSBA, OEA,  business & ILC, CIA, BHE, OUS, CCWD, industry/community leaders etc.).

6 and organizations  Involve existing advisory  state and local policymakers committees and other groups  general public (PEAT, COP, BAT, TAC, Joint  all ODE staff Boards, UEE, etc.)  Contract with state and national experts in review and consultation (e.g. WestEd, Achieve, David Conley, Holly Zanville, TRI, ICLE, etc.) Communications  Create communications Develop communications campaign targeted to parents strategies targeted to multiple and public (i.e. AreYouReady?) audiences and stakeholders to  Establish ongoing increase awareness and communications with the understanding of new diploma education community through implementation. various means (e.g. Pipeline, website, list serves, news releases, presentations, etc.)

Systems Capacity  Address systems capacity Study and evaluate state and issues in the Cost/Capacity local systems capacity and Task Force charter. readiness for implementation; understand implications and unintended consequences. Systems Alignment  Make policy recommendations Modify policies as needed to regarding alignment and support alignment of PK-20 transitions through the UEE and systems and workforce and Joint Boards work. student transitions.  Address PK-20 systems alignment in the task force Align ODE initiatives and work. priorities to transition from  Identify where ODE initiatives CIM/CAM and to support diploma and priorities intersect and align implementation with the diploma requirements and implementation.

Resources  Develop Policy Option Package Identify resource needs and for legislative support. provide adequate resources for  Address resource needs in the development and implementation Cost/Capacity Task Force at the state and local levels (SEA charter. and LEAs)  Establish incentives and provide resources for students to achieve and for school district early implementation. Support for All Students  Develop a universal design Identify strategies needed to framework that is accountable support all students’ meeting the for all students. diploma requirements.  Address student support needs

7 in the Cost/Capacity Task Force.  Address implications in the Special Education Task Force.  Establish guidelines for a modified diploma (HB2848). Professional Development  Identify professional Plan a strategic professional development needs for diploma development plan at the state implementation through task and local level in collaboration force work and with partners. recommendations.  Develop diploma presentations for all planned professional development events.

1This theory of action is specifically about implementation of the new diploma requirements. Theory of action is a theory of causality – a certain set of actions lead to a certain set of results (if…then statements). Strategies are how we put the theory into practice – a broad set of actions that lead to specific action steps. Strategies help us choose what to do, and what not to do. Strategies provide purpose, direction, and clarity to projects and programs and connect them to the goals and objectives. Action Steps are the high-level, yet specific, actions we must take in order to execute the strategies and accomplish the objectives and achieve ultimate goal.

2Stakeholders are the people and groups that have a “stake” in the success of implementing the new diploma requirements and the ability to influence policies and practices.

Stakeholders: ODE, CCWD, SBE, HBE, colleges and universities, teachers, districts and school administrators, students, education partner organizations, business and community leaders and organizations, legislators, public

News Links: News Home Calendar of Events News Announcements News Releases

RSS SUBSCRIBE TO > > All Events or ...topics All Announcements or ...topics All News Releases Home > News > Announcements > Announcement Details

9/6/2007 7:30:00 AM

Get Ready Oregon - New Website Launched

With Oregon’s graduation requirements changing and students being asked to achieve at higher levels, the Oregon Department of Education is asking schools, students, and parents “Are you ready?”

Today, we launched a new website to help share information about the changes to the Oregon graduation requirements. The website, www.GetReadyOregon.org, is designed as a resource, primarily for parents, which provides details on the changes to the graduation requirements, background on the State Board’s decision making process, tips on what parents, students and community members can do to prepare, links to a wide variety of resources, an FAQ, and an opportunity for people to ask additional questions about the upcoming changes.

This site is part of a state-wide public awareness campaign designed to help educate parents and students about the changes to the Oregon high school diploma. Later this month there will also be newspaper, TV, and radio ads all reminding parents that “Whatever our children dream of becoming, they need to be ready.” The advertisements were made possible through the generous support of the Bill and Melinda Gates Foundation.

We welcome your feedback on the website and encourage you to share this resource with others. You can email feedback to us at [email protected] - end – -

9 New Diploma Implementation Diploma Implementation Advisory Task Force Charter DRAFT 9-4-07

Task Force Lead Salam Noor, Office of Educational Improvement and Innovation

Purpose To advise the State Board of Education and Oregon Department of Education on the new high school diploma implementation issues and concerns, identify barriers to implementation, make recommendations, and propose system improvements.

Assumptions  New diploma requirements impact all education, business, and community partners  Clarity and coherence of new diploma requirements are key to success  PK-20 systems’ alignment and articulation are a desired outcome  Students will benefit from increased rigor and expectations  Statewide communication and field input are critical

Outcomes/  Stakeholder engagement and feedback on rollout and implementation of new Deliverables diploma requirements  Partnership and advocacy in implementation of new diploma requirements  Support and collaboration on implementation of new diploma requirements

Members Members representing PK-20 institutions from throughout Oregon, workforce, business and community leaders, legislators and key policy makers, and key stakeholders and partners See membership roster

Scope & Timeline June 2007 – June 2009 Quarterly meetings: June 14, 207; September 26, 2007; Jan/Feb 2008; Apr/May 2008 Bi-monthly report to the State Board of Education Issues & Key issues include: Questions  System coherency/alignment  Capacity/cost/funding  Teacher supply and demand  Essential skills  Proficiency-credit requirements  Accommodations  Other implementation issues determined by State Board of Education

10 New Diploma Implementation Essential Skills Task Force Charter 8/15/07

Task Force Lead Theresa Levy, & Jon Wiens, Office of Educational Improvement and Innovation

Purpose To make recommendation to the State Board of Education and ODE on the implementation of essential skills as a high school graduation requirement. Assumptions  Essential skills are aligned with postsecondary and workforce expectations.  Essential skills are taught and assessed in the content areas and based on Oregon standards.  Essential skills may be demonstrated in a variety of settings and contexts.  Essential skills may be assessed through state and local assessments.

Outcomes  Defined set of essential skills and indicators  Proficiency levels and requirements based on PK-20 alignment  Assessment options and criteria  Reporting and accountability requirements and guidelines

Members K-12 educators, administrators, special education; community college and 4-year college faculty, academic officers, admissions representatives; and workforce and community representatives.

Scope & Timeline Phase I task force scope to define the essential skills, Aug-Dec 2007 Phase II task force scope to address policy and operational implications Sept – Dec 2007. Board to adopt ES in June 2008.

Issues & Preliminary Questions Questions Final List of Essential Skills . What are the ES indicators that define what students must know and be able to do? . What should entering students know and be able to do to get started at Oregon community colleges and OUS institutions without remediation? . What is the rationale for including each of the recommended ES? . Clarify the relationship of ES to existing standards and assessments.

Proficiency Level . What level of proficiency in particular skills is necessary for students to be successful in college or university? . Is the same proficiency level expected of all students? . Is there a range (i.e. floor-ceiling) or a difference between high school exit proficiency versus college-entry and workforce entry proficiency levels?

Assessment Options and Criteria . What are acceptable state and local assessment options? . What methods of determining proficiency would be acceptable to OUS institutions for admission and placement of their entering students? (Possibilities include transcripts, GPA, SAT, ACT, Oregon State Assessment, portfolios, and juried assessments.)

11 . Are there existing measures of proficiency that would be acceptable to all 27 post-secondary institutions (17 community colleges and 7 universities)? . What characteristics of proficiency determinations would promote universal adoption and use? . What assessments currently in place can be used? What additional assessments are needed? . What level of comparability is required for each ES?

Accountability and PK-20 Alignment . What policies are needed to ensure that agreements are widely understood and consistently implemented? . How will the ES be recognized, valued, and used by higher education, community colleges, and employers? . Does each skill have equal weight as a graduation requirement? . Is the set of skills conjunctive or compensatory? . Are there alternatives if a student does not meet proficiency in all ES? . How will school districts determine if students have met the ES graduation requirement? . Is there a state reporting requirement for school districts? Will ES be included in the high school transcript and become part of the student’s high school record and/or Education Profile?

12 Oregon Department of Education Essential Skills Timeline 2007- 2012

2007-2008 SCHOOL YEAR 8/07 9/07 10/07 11/07 12/07 1/08 2/08 3/08 4/08 5/08 6/08 Phase I Refine ES Phase I Phase I Phase I Work groups draft Work groups Work groups Work groups ODE prepares TF define ES/ define ES/ identify finalize ES recommendations for indicators indicators assessment recommendations* State Board Stakeholder/Field input PS/WF K-12 options * Draft OARs

Stakeholder/Field Input Phase II Phase II Phase II ESTF policy ESTF policy Finalize ES policy ODE/TF ODE notifies group group meeting recommendations presents OAR Process school meeting recomme districts ndation to SB

State Board State Board (SB does State Board State State Essential Essential update update not meet) update Board Board Skills Skills 2nd State update leanings First Reading Board Reading adopts Essential Skills

*ESTF recommendations will coordinate with Standards and Assessment and Proficiency Credit Task Forces.

2008-2009/2009-2010 SCHOOL YEARS 9/08 10/08 11/08 12/08 1/09 2/09 3/09 4/09 5/09 6/09 2011-2012 Essential Skills Implemented SCHOOL YEAR District Level -- Develop local systems for implementation Communication, local policy, professional development, curriculum and instruction, assessment, etc.) Essential Skills Required for Graduation Essential Skills Implemented State Level -- Develop statewide systems for implementation (Communications, technical assistance, professional development, reporting structures, assessment, guidelines etc.)

Oregon Department of Education Essential Skills Task Force Aug 15, 2007 - Meeting Participants

K-12 Education: Jeannie Yerkovich Portland Public Schools Ron Osibov Crow Middle/High School Larry Susuki Ontario High School Karen Hoppes Lakeridge High School Peter Fitzgerald UO, Special Education/K-12 Transitions Kim Ketterer Eugene School District 4J

Community College: Susan Iversen Portland Community College Doug Nelson Central Oregon Community College

Oregon University System: Mada Morgan Southern Oregon University Laura Young Southern Oregon University Anne Laskaya University of Oregon Carol Harding Western Oregon University Ben Cornelius Oregon Institute of Technology Bob Mason Oregon State University Skip Rocherfort Oregon State University Bill Becker Portland State University Karen Sprague Oregon University System Bob Turner Western Oregon University/OUS

Business/Community: Eileen Boerger Agilis Solutions Norie Dimeo-Ediger Oregon Forest Institute Janet Rash Intel, Inc. Mimi Bushman Workdrugfree, Oregon Nurses Association Susan Abravel SOLV Andrea Sutherland Inspiration Software, Inc. Jennifer Arns Organization for Educational Technology and Curriculum (OETC)

Oregon Department of Education: Theresa Levy Jon Wiens Carla Wade Julie Anderson Cheryl Kleckner

Note  Oct meeting will include additional K-12 teachers and community college representatives.  November and December meetings to address policy and operational implications and accountability and PK-20 alignment with K-12, OUS and community college administrators (participants are currently being identified)

New Diploma Implementation Standards & Assessment Task Force Charter DRAFT 9/11/07 – Work in Progress

Task Force Lead Salam Noor, Michelle Hooper & Cheryl Kleckner, Office of Educational Improvement & Innovation Doug Kosty, Tony Alpert & Kathleen Vanderwall, Office of Assessment & Information Services Purpose To make recommendations to the State Board and ODE regarding improvements in the structure, alignment, and quality of Oregon’s K-12 standards and assessment system. To address implementation issues related to increased math and science credit requirements.

Assumptions  Standards and assessments are aligned whenever possible with postsecondary and workforce expectations.  Instruction is provided and assessed in the content areas and based on Oregon standards.  Meeting the standards may be demonstrated in a variety of settings and contexts.  Achievement of the standards may be assessed through state and local assessments.

Outcomes/ Recommendations: Deliverables  Guidelines for developing “core standards” in the content areas (ELA, math, science, and social sciences) and how they are assessed.  Guidelines for implementing scientific inquiry and lab requirements.  Guidelines for implementing requirements in applied courses.  Identified student support needs and strategies for increased math and science requirements, K-12.  Identified resource and professional development needs for increased math and science requirements.  Methods of assessment to best measure/allow demonstration of student proficiency.  Guidelines for developing assessment levels, frameworks, facilitating scoring, etc.

Members This task force will merge participants and work from the West Ed Critical Friends group (advisory group to provide input to WestEd (contractor), the State Board assessment work group, and the Joint Boards alignment group and will include in- service educators. Scope & Timeline First taskforce meeting will occur after WestEd’s final recommendations for Oregon’s standards and assessment system have been reviewed in August, 2007. The taskforce will convene over the duration of 18-24 months. Issues & Examples include: Questions  How might Oregon utilize the recommendations provided by WestEd regarding our content standards and assessment system?  How might the increased Math requirements look at the district and/or school

level? What are the implications for Algebra + I level courses and K-12 alignment? How should K-8 schools be accountable for preparing students with requisite skills for Algebra?  How will the increased Science requirements include scientific inquiry, lab experiences?  If third year of science and math can be met through integrated and applied courses, what are the implications for HQT requirements?  How will the new requirements lead to changes in the assessment system? What guidelines are needed for school districts as they transition from the current system? Scientific Inquiry work samples? Math problem solving? Writing?  What supports are needed for students who are not meeting the current requirements? What supports are needed for students to meet the increased requirements?  Will AYP assessments be aligned with diploma requirements? How can AYP tests/scores count for something meaningful for students?  What value does assessment bring to the new diploma?  What changes are needed for our assessment system to accommodate the new diploma requirements?  How can assessment system be used to measure the requirements that will be part of the new diploma (essential skills, credit proficiency, etc.)?  What collection of evidence will represent that a student has met the requirements?  What are the appropriate testing modalities for the new requirements (work samples, rubrics, formative methods, etc.)?  What is the appropriate timing for test administration?  Do we have the right standards and are they clear?  What is the definition of core standards? What structure will be utilized in each content area? What is the roll-out and timeline for core standards development?  How do essential skills and core standards relate? What are the assessment implications?

New Diploma Implementation Proficiency Credit Task Force Charter DRAFT 8/2/07 – Work in Progress

Task Force Lead Colleen Mileham & Susanne Daggett, Office of Educational Improvement and Innovation Purpose To make recommendation to the State Board of Education and ODE on the implementation of credit for proficiency options for graduation credit.

Assumptions  Proficiency levels must be based on standards.  Credit can be based on demonstration of knowledge and skills, not just on time spent in class.  All students must be given the opportunity to demonstrate proficiency.  Proficiency can be demonstrated through a variety of modalities, pathways and options.  Proficiency credit opportunities should be connected to a student’s Education Plan and Profile.  Proficiency credit should be recognized at comparable value to seat time credit.  Key to personalization and value is flexibility for student needs but consistent application of rule for both proficiency and sufficiency standards. Outcomes/ Recommendations: Deliverables  Defined proficiency levels and requirements in content and elective areas.  Statewide criteria and guidelines for local decision making.  Processes to identify and document standards in applied and integrated courses for graduation credit.  Identified resource and professional development needs.  Process for translating proficiency into credit on statewide basis  Establish proficiency and sufficiency guidelines Members Key stakeholder groups to be represented

Scope & Timeline First taskforce meeting will begin Fall 2007 or Winter 2008. The taskforce will convene over the duration of 18-24 months. Issues & Examples include: Questions  How do we ensure validity and reliability of credit for proficiency measures?  How might the education plan and profile be valued by next step partners and accepted as documentation of proficiency?  How do we ensure that students have quality experiences in order to award credit? What is the standard?  How do we define proficiency credit and ensure districts are holding students accountable? What is the accountability mechanism for school districts?  Should there be state guidelines and criteria for “demonstrating” proficiency in career-related learning standards and extended application?

New Diploma Implementation Cost & Capacity Task Force Charter DRAFT 7/25/07 – Work in Progress

Task Force Lead Brian Reeder, Office of Analysis & Reporting

Purpose To analyze existing capacity and resource needs and make recommendations to promote greater capacity for successful implementation of the new diploma.

Assumptions  The QEM will inform the work of the task force  Schools and students will get the resources needed to meet the new requirements  Implementation of the requirements will be phased-in as needed  Statewide communication and field input will be ongoing

Outcomes/  Analysis of resources needed for successful implementation Deliverables  Analysis of barriers to implementation  Analysis of cost of successful implementation  Recommended strategies for full implementation in specified timeline

Members Key stakeholder groups to be represented

Scope & Timeline CCTF will work closely with the other task forces as the diploma requirements are further defined and implementation needs identified.

Issues & Examples include: Questions  What resources and capacities would it take to implement the new diploma?  To what extent do these capacities exist in the system?  How can we promote greater capacity in the course of implementation?  How can resources be used to increase academic requirements without reducing viable CTE and other elective options for students?  What are the implications and recommendations for higher education teacher preparation programs?