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Essential Skills Basics, Transitions, and Common Core Connections
Derek Brown, Manager
Cristen McLean, Policy Analyst
Topics and Objectives
Topic Objective
Essential Skills 101 Collect feedback
Common Core and
Essential Skills
Examine the connection between the Essential
Skills and the Common Core
Common Core assessment
selection
Describe process and outcomes for Common
Core assessment work group meetings
Essential Skills graduation
requirements
Describe the assessment options during the
assessment transition
OAKS to Common Core
assessment
Describe the OAKS to Common Core
assessment transition impacts graduation
requirements
Work sample planning Examine how Common Core implementation
impacts work samples
ESSENTIAL SKILLS 101
101 Topics
What are the Essential Skills?
Are they another set of content standards?
Why do we have the Essential Skills?
Which Essential Skills are required for graduation?
How do students show that they have
these skills?
What else is required for graduation?
Do other states have similar graduation requirements?
What are the Essential Skills?
… cross-disciplinary skills that students should be developing
across grades K- 12.
These skills are necessary for success after high school. 1. Read and comprehend a variety of text
2. Write clearly and accurately
3. Apply mathematics in a variety of settings
4. Listen actively and speak clearly and coherently
5. Think critically and analytically
6. Use technology to learn, live, and work
7. Demonstrate civic and community engagement
8. Demonstrate global literacy
9. Demonstrate personal management and teamwork skills
These skills are necessary, but not sufficient for success after high school.
These represent the basic toolkit and there are many additional important skills.
Are they another set of content standards?
…no, they are proficiencies that are embedded within the
content standards.
The Essential Skills are skills that all students should have as a
result of completing K-12 education.
Content Standards Essential Skill
Proficiencies
Smaller grain size Larger grain size
Guides curriculum
development
Describes outcomes of educational
experiences
Describes what students
should learn each year
Describes what students should be
able to do at the end of high school
Why do we have the Essential Skills?
… to make the diploma meaningful.
Essential Skills were developed:
• As a part of the New Oregon Diploma (within a
national movement)
• By the Essential Skills Task Force
Educators Post-secondary connections ODE
Legislators Business community State Board
• Over multiple years, which included defining each skill,
setting implementation timeline.
Essential Skills were adopted into law in 2008. This was the
8th grade year for the first group of students who would be accountable for
Essential Skills graduation requirements.
Which Essential Skills are required for
graduation?
… in order to earn a diploma this year*, students must show
that they have the first 2.
1. Read and comprehend a variety of text
2. Write clearly and accurately
* Graduation requirements are based on the year that students begun high school.
The first two Essential Skills are required for students who begun high school
2009-10, most of whom will be graduating this spring, 2012-13.
… the remaining 6 skills are not yet planned as diploma
requirements.
in a variety of settings
4. Listen actively and speak clearly and coherently
5. Think critically and analytically
6. Use technology to learn, live, and work
7. Demonstrate civic and community engagement
8. Demonstrate global literacy
9. Demonstrate personal management and teamwork
skills
How do students show that they have
these skills?
… by earning a certain score on one of the following
assessments.
• OAKS
• Local performance assessment (districts develop,
administer, and score work samples)
• Other standardized tests (ACT, SAT, AP, IB, etc.)
What else is required for graduation?
… students must meet two other requirements.
• Earn 24 credits.
• Complete personalized learning requirements
Do other states have similar graduation
requirements?
… well, it varies.
There is substantial variability from state to state.
Some states have:
• Similar graduation requirements, but easier assessments or more difficult assessments.
• More graduation requirements, such as requiring more assessments.
• Fewer graduation requirements, such as only requiring credits and not requiring assessments results.
This is why it is not possible to compare graduation rates across states.
Summary of the Essential Skills
Graduation Requirement
The Essential Skills represent the skills that are necessary for success after high school.
This year – to graduate – students must show they can:
1. Read and comprehend a variety of text
2. Write clearly and accurately
Next year – to graduate – students must also show they can:
3. Apply mathematics in a variety of settings
There are a variety of assessments that students can use to show that they have these skills.
The Essential Skills include 6 other skills that are not yet required for graduation.
COMMON CORE AND ESSENTIAL SKILLS
Reading and Writing
Common Core and Essential Skills…
…are not separate.
All that you do for Common Core implementation is also
helping with Essential Skills.
You are already:
◦ Helping students develop proficiency in the Essential
Skills.
◦ Preparing students to meet the Essential Skills
graduation requirement.
Reading
Look at the Essential Skills definition and the Common
Core reading anchor standards.
What similarities do you see?
Writing
Look at the Essential Skills definition and the Common
Core writing and language anchor standards.
What similarities do you see?
COMMON CORE ASSESSMENT SELECTION
Convene a representative workgroup
Workgroup outcomes
1. Examined assessment options against Oregon’s requirements for an assessment
2. Voted on % of selection for each of the assessment features (distribute 100% over 5 features)
3. Independently evaluated each assessment against criteria for each feature
4. Through discussion, established group consensus on which assessment was best in terms of each feature
5. Calculated assessment selection per feature against % for each feature to determine assessment with highest %
Assessment Selection
Outcome
Feature % of 100 Best Assessment
1. Quality Assessment 33 SMARTER BALANCED
2. Accommodations
Available 22 SMARTER BALANCED
3. Suite of Resources
Available 28 SMARTER BALANCED
4. Aligned with college
and career 07 SMARTER BALANCED
5. Oregon can
contribute to content 10 SMARTER BALANCED
ESSENTIAL SKILLS GRADUATION REQUIREMENTS
2014-2015: OAKS (ELA and Math) will be replaced by the Smarter Balanced assessment
Students will still have three assessment options for demonstrating proficiency in the Essential Skills
Available Assessment Options
OAKS
Work Samples
Other standardized
assessment
Current
Smarter Balanced
Work Samples
Other standardized assessment
Future
Transition timeline, through the lens of cohorts (or
grade groups)
Cohort Impact
11-12 12-13 13-14 14-15 15-16 16-17 17-18 18-19 19-20
3 4 5 6 7 8 9 10 11
4 5 6 7 8 9 10 11 12
5 6 7 8 9 10 11 12
6 7 8 9 10 11 12
7 8 9 10 11 12
8 9 10 11 12
9 10 11 12
10 11 12
Cohort/Grade
School Year
Cohort Year
Smarter Balanced Assessment - Operational
Will students be able to use Essential Skills evidence
collected prior to the transition to Smarter Balanced?
◦ Yes, so long as it comes from the approved list of
assessment options.
Eligible Evidence for Graduation
Requirement
OAKS TO SMARTER BALANCED
Smarter Balanced field test results will be used to
establish an equivalent level of rigor to OAKS
0
236 (meets)
280
0
500
300
* Mock Scale
*
Equivalent Levels of Rigor
Summer 2014: Smarter Balanced will set achievement level; results may reveal a discrepancy in the level of achievement defined as “meets”
Late Summer/Fall 2014: State Board will make final decision regarding achievement level required for students to meet Essential Skills graduation requirements
Achievement Level
0
236 (meets)
280
0
500
300
* Mock Scale
*
320 (meets)
Raising the achievement level(s) required for students to meet Essential Skills graduation requirements means students must be given adequate notice
◦ Defined as March 1st of the 8th grade year
0
236 (meets)
280
0
500
300
* Mock Scale
*
320 (meets)
Raising the Achievement Level?
The achievement level must be consistent across all assessment options. ◦ The two other assessment options will be stable in
terms of achievement levels while equivalent levels of rigor are being established.
Achievement Level Across
Assessment Options
OAKS
Work Samples
Other standardized
assessment
Current
Smarter Balanced
Work Samples
Other standardized assessment
Future
WORK SAMPLE PLANNING
When did your school transition to the Common Core?
Common Core Transition
11-12 12-13 13-14 14-15 15-16 16-17 17-18 18-19 19-20
3 4 5 6 7 8 9 10 11
4 5 6 7 8 9 10 11 12
5 6 7 8 9 10 11 12
6 7 8 9 10 11 12
7 8 9 10 11 12
8 9 10 11 12
9 10 11 12
10 11 12
Cohort/Grade
School Year
Cohort Year
Smarter Balanced Assessment - Operational
Work samples should be aligned to the standards to
which the majority of their curriculum was aligned.
Who Question
Districts who
transitioned last year
or before
How has the transition to
Common Core impacted
your work sample planning?
Districts who are
currently transitioning
or will transition
How are you planning for
Common Core-aligned work
samples?
Common Core Work Samples
