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
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
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…..