Graduation Conversation Doug Kosty Assistant Superintendent, Office of Learning Derek Brown Manager, Assessment of Essential Skills Cristen McLean Operations.

Graduation Conversation

Doug KostyAssistant Superintendent,

Office of Learning

Derek BrownManager,

Assessment of Essential Skills

Cristen McLeanOperations Policy Analyst, Assessment of Essential Skills

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OVERVIEWThis briefing will include a review of the following items:

•Review of Essential Skills assessment categories, including upcoming statewide assessment transition

•09-10 Cohort data (all assessment categories, not yet validated)

•10-11 Cohort data (only statewide assessment data)

•Statewide assessment performance trends

•Oregon’s graduation calculation and comparison to other states

•Graduation policy review process 2

ESSENTIAL SKILLS REQUIREMENT

ASSESSMENT CATEGORIES FOR MEETING GRADUATION REQUIREMENT

INCLUDING STATEWIDE ASSESSMENT TRANSITION

3 3

Cohort year (when they entered grade 9)

Essential Skill that students must demonstrate in order to earn a diploma

07-08 and earlier None

08-09 • Reading

09-10 • Reading• Writing

10-11 and beyond • Reading• Writing• Math

ESSENTIAL SKILLS TIMELINE

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APPROVED ASSESSMENT CATEGORIES

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STATEWIDE ASSESSMENT TRANSITION

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Late Fall/Winter 2014

If there is a discrepancy between the “meets” achievement level on Smarter as compared to OAKS, the State Board will make a decision regarding the achievement level required for students to meet Essential Skills graduation requirements.

• Option 1: Use the achievement level on Smarter Balanced that represents an equivalent level of rigor to the “meets” achievement level on OAKS

• Option 2: Use the “meets” achievement level on Smarter Balanced (assuming that it is a higher achievement level)

If the State Board decides Option 2 students must be given adequate notice (March 1st of the 8th grade year).

STATEWIDE ASSESSMENT TRANSITION

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The two other assessment options will be stable in terms of achievement levels while equivalent levels of rigor are being established.

STATEWIDE ASSESSMENT TRANSITION

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09-10 COHORT DATA, ALL ASSESSMENT CATEGORIES AND COMPARISON TO STATEWIDE ASSESSMENT

10-11 COHORT DATA, STATEWIDE ASSESSMENT

STATEWIDE ASSESSMENT PERFORMANCE TRENDS

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09-10 Cohort

PERCENTAGE WHO USED EACH ASSESSMENT CATEGORY FOR THE READING REQUIREMENT

Preliminary DataNOT YET VALIDATED

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09-10 Cohort

PERCENTAGE WHO USED EACH ASSESSMENT CATEGORY FOR THE WRITING REQUIREMENT

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09-10 Cohort

OAKS PERFORMANCE FOR STUDENTS WHO MET READING ESSENTIAL SKILL THROUGH WORK SAMPLE OR OTHER ASSESSMENT

Preliminary DataNOT YET VALIDATED

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09-10 Cohort

OAKS PERFORMANCE FOR STUDENTS WHO MET WRITING ESSENTIAL SKILL THROUGH WORK SAMPLE OR OTHER ASSESSMENT

Preliminary DataNOT YET VALIDATED

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10-11 Cohort

PERCENTAGE MET REQUIREMENTS USING OAKS

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10-11 CohortPERCENTAGE MET REQUIREMENTS USING OAKS

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2005-06 through 2009-10 based on grade 10 student performance 2010-11 through present based on grade 11 student performance

PERFORMANCE TREND: OAKS HIGH SCHOOL READING

Multiple Cohorts

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PERFORMANCE TREND: OAKS HIGH SCHOOL WRITING

2005-06 through 2009-10 based on grade 10 student performance 2010-11 through present based on grade 11 student performance

Multiple Cohorts

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2005-06 through 2009-10 based on grade 10 student performance 2010-11 through present based on grade 11 student performance

PERFORMANCE TREND: OAKS HIGH SCHOOL MATH

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Multiple Cohorts

GRADUATION RATE CALCULATION

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IMPORTANT DEFINITIONS

Cohort Year For most students this is their first year as a ninth grader.

Technically: The first school year in which the student attended any high school grade in the United States or elsewhere.

Adjusted Cohort # of students in original cohort, adjusted for students who transferred in and out of the public school system.

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All calculations made based on adjusted cohort

CALCULATIONS: % OF STUDENTS WITH EACH OUTCOME

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Graduate Completer Non-Completer

# of students who earned:Regular Diplomas

# of students who earned:All Diplomas:

Regular Modified Extended Adult learning

GED

# of students who:Are still enrolled Dropped outOr earned:Alternate certificate

# of students total

# of students total

# of students total

Nu

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eno

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CALCULATIONS

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GRADUATION REQUIREMENT COMPARISON

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There is substantial variability from state to state.

For example, 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.

GRADUATION REQUIREMENTS ACROSS STATES

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GRADUATION REQUIREMENTS FOR NEAR STATESFOR ILLUSTRATION PURPOSES—NOT COMPREHENSIVE REPRESENTATION

State Credits required

Achievement Level required on an assessment(s)

Planning/counseling required

from state dept. website and/or http://mb2.ecs.org/reports/Report.aspx?id=735

OR 24 Reading, Writing, and Math

Personalized Learning Requirement

CA 13 Reading, Writing, and Math

None

WA 19 Reading, Writing, and Math

Must develop a plan for high school and beyond

ID 23 Reading, Language Usage, and Math

Must develop a plan for high school and beyond

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State Year Law

Minnesota 2013 Requires one of the three required Carnegie units for mathematics be Algebra II or its equivalent.

Indiana 2013 Requires school counselor to meet with students who do not achieve passing score on graduation exam to explore available remediation options to meet requirements necessary for a graduation waiver.

Virginia 2012 Directs the Board of Education to modify the credits necessary for a student to earn a standard or an advanced studies diploma.

Arizona 2012 Directs the State Board of Education to adopt rules to define competency-based educational pathways for college and career readiness.

GRADUATION REQUIREMENTS CHANGESFOR ILLUSTRATION PURPOSES—NOT COMPREHENSIVE REPRESENTATION

http://www.ecs.org/ecs/ecscat.nsf/Web2013All?OpenView&Start=1&Count=1000&CollapseView 26

COLLEGE AND CAREER READINESS REVIEW

THOROUGH EXAMINATION OF GRADUATION POLICIES IN LIGHT OF COLLEGE AND CAREER READINESS

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PROCESS OVERVIEW1. Small internal team will collect information about policies and educational

landscape.

2. College and Career Readiness (CCR) team, comprised of representatives from the Office of Learning, will analyze collected information using a variety of tools, including a SWOT.

3. CCR team will seek additional internal and external expertise to ensure full examination of policies and educational landscape.

4. If needed, CCR team will draft policy recommendations then collect feedback from internal staff and a representative group of external stakeholders.

5. Based on this feedback, CCR team will revise policy recommendations then survey the field.

6. If survey results indicate support, policy recommendations will presented to the State Board of Education for adoption.

State Board will be kept apprised of progress throughout. 28

NEXT STATE BOARD DISCUSSION TOPICS

•Cohort comparisons on Essential Skills

•Validated Essential Skills data as a part of Essential Skills Report release

•Updates on the progress with the College and Career Readiness Review

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QUESTIONS?

Derek Brown, Manager – Assessment of Essential Skills

[email protected]

Cristen McLean, Assessment Operations and Policy Analyst

[email protected]

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