Power Point IntroductionThe new Oregon Diploma raises the rigor of educational requirements in order to ensure that students graduate with the skills they need to be successful in college or the workplace. Oregon is one of many states working to close the expectations gap in national movement for increased rigor. This power point explains the background behind the Oregon Diploma changes and the rationale for why they are needed in Oregon now. It could be used by teachers as a self-study or as a leadership team activity.

Educator Tool Kit

Oregon Diploma: A Rationale for Change Oregon Department of Education

In January of 2007, the State Board of Education votedto strengthen high school graduation requirements.

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.

To earn a diploma, students will need to: 1. Successfully complete the credit requirements 2. Demonstrate proficiency in the essential skills 3. Meet the personalized learning requirements

Board’s Decision

Implementation 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.

– Continue work to align standards from grade to grade and from high school to post-secondary options.

Implementation Principles (cont.)

– 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.

– 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.

Implementation Principles (cont.)

– Provide students opportunities to demonstrate proficiency through multiple pathways and assessments.

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

– 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.

The Case for Action: Changes in Oregon’s Economy

• Oregon’s earlier high school diploma was designed at a time when graduates had a reasonable expectation of immediately entering a well-paying job upon graduation.

• The 21st century economy demands much higher levels of preparation than those needed just a generation ago.

32%40%

12% 16%9%

31% 28% 32%

0%

20%

40%

60%

High school dropouts High schoolgraduates

Some college/assoc.degree

Bachelor's degreeand higher

Employment share, 1973 Employment share, 2001

Source: Carnevale, Anthony P. and Donna M. Desrochers, Standards for What? The Economic Roots of K–16 Reform, ETS, 2003.

Change in the distribution of education in jobs1973 v. 2001

-23%-9%

+16%+16%

In today’s workforce, jobs require more education than ever

before

The Case for Action: National Movement Toward Higher Rigor

• In February 2005, 45 governors, CEOs and K-12 and post-secondary leaders met at the National Education Summit on High Schools to address the fact that schools are not adequately preparing students for college and post-secondary jobs; they reached the conclusion that aggressive action is needed to address the expectations gap.

• As a result, the American Diploma Project Network (ADP) was launched. (www.achieve.org)

• Today, 33 states are part of the ADP, working to align diploma requirements with the knowledge and skills necessary for students to be successful in college and the workplace.

Source: “Closing the Expectations Gap 2008.” (February 2008). Achieve, Inc. American Diploma Network. <http://www.achieve.org/node/990>

The Case for Action: Skills for Work and Life

Today, the skills and knowledge that prepare high school graduates for post-secondary

education are viewed as the same skills and knowledge that prepare them for work and

life.

The changes to the diploma ensure that students will be ready for their next steps in

life.

The Case for Action: Readiness for Post-Secondary Education & the

Workforce

Knowledge and skills that matter today:

• Skilled use of core academic content

• Learning and life skills (e.g. critical thinking and problem solving, communication skills, interpersonal and collaborative skills, personal responsibility, self-direction, adaptability, social responsibility, etc.)

• Technology skillsSource: Partnership for 21st Century Skills, www.21stcenturyskills.org

CIM/CAM Sunset

The new diploma requirementsincorporate the best features of the

CIM/CAM into the high school diploma,

supporting and building on the fantastic work of dedicated

educators throughout Oregon.

Process

• Over 300 meetings were held around the state and over 7000 Oregonians (including educators, school board members, students, parents, business leaders and community members) had the opportunity to provide feedback on the changes.

• WestEd conducted an external review of Oregon’s academic standards and assessment system and made recommendations regarding essential skills and core standards.

Implementation Planning

• Five Diploma Implementation Task Forces were created that included K-20 educators, students, and business and community leaders:– Implementation Advisory Task Force– Essential Skills Task Force– Standards & Assessment Task Force– Credit for Proficiency Task Force– Cost/Capacity Task Force

• You can read more about the Task Force work at:http://www.ode.state.or.us/search/page/?id=658

Diploma ImplementationImplementing the new requirements will lead to

significant changes in the way teaching and learning occurs at all

levels of the education continuum:

• Middle and elementary schools may need to modify their curriculum, instruction, assessments, and general practices to ensure students are prepared to meet the high school requirements.

• All education sectors will need to align curriculum, course content and standards, proficiencies and assessments.

• A system of intervention and support will be required for students to meet these rigorous requirements.

“The new Oregon diploma will be a passport to college and workforce readiness, and I am proud of the involvement of educators across the state in helping to shape this work.”

- Susan Castillo, State Superintendent of Public Instruction

For more information visit the Oregon Department of Education Diploma Website:

http://www.ode.state.or.us/search/results/?id=368

To submit general questions, please contact:

ode.diploma@state.or.us(503) 947-5736