Graduation Conversation Doug Kosty Assistant Superintendent, Office of Learning Derek Brown

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

2. Overview This 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

3. essential Skills Requirement Assessment Categories for Meeting Graduation Requirement Including Statewide assessment Transition 3

4. Essential Skills Timeline

5. APPROVED Assessment Categories

6. Statewide Assessment transition

7. Statewide Assessment transition • 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: Usethe 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).

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

9. 09-10Cohortdata, allAssessment Categories and comparison to statewide assessment10-11Cohortdata, Statewide AssessmentStatewideassessmentperformancetrends

10. 09-10 Cohort Percentage who used each assessment category for the Reading requirement Preliminary Data NOT YET VALIDATED

11. 09-10 Cohort Percentage who used each assessment category for the Writing requirement

12. 09-10 Cohort Oaks Performance for students who met ReadingEssential Skill through Work Sample or Other Assessment Preliminary Data NOT YET VALIDATED

13. 09-10 Cohort Oaks Performance for students who met Writing Essential Skill through Work Sample or Other Assessment Preliminary Data NOT YET VALIDATED

14. Percentage met Requirements using oaks 10-11 Cohort

15. Percentage met Requirements using oaks 10-11 Cohort 15

16. Performance Trend: OAKS High School REading Multiple Cohorts • 2005-06 through 2009-10 based on grade 10 student performance • 2010-11 through present based on grade 11 student performance

17. Performance Trend: OAKS High School Writing Multiple Cohorts • 2005-06 through 2009-10 based on grade 10 student performance • 2010-11 through present based on grade 11 student performance

18. Performance Trend: OAKS High School Math Multiple Cohorts • 2005-06 through 2009-10 based on grade 10 student performance • 2010-11 through present based on grade 11 student performance

19. Graduation Rate Calculation 19

20. Important Definitions

21. Calculations: % of students with Each outcome All calculations made based on adjusted cohort

22. Calculations Numerator Denominator

23. Graduation Requirement Comparison 23

24. Graduation Requirements Across states 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.

25. Graduation Requirements for Near States For illustration Purposes—Not Comprehensive Representation

26. Graduation Requirements Changes For illustration Purposes—Not Comprehensive Representation http://www.ecs.org/ecs/ecscat.nsf/Web2013All?OpenView&Start=1&Count=1000&CollapseView

27. College and Career Readiness Review Thorough Examination of Graduation Policies in light of College and Career Readiness 27

28. Process Overview Small internal team will collect information about policies and educational landscape. 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. CCR team will seek additional internal and external expertise to ensure full examination of policies and educational landscape. If needed, CCR team will draft policy recommendations then collect feedback from internal staff and a representative group of external stakeholders. Based on this feedback, CCR team will revise policy recommendations then survey the field. 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.

29. 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

30. Questions? • Derek Brown, Manager – Assessment of Essential Skills • derek.brown@state.or.us • 503-947-5841 • Cristen McLean, Assessment Operations and Policy Analyst • cristen.mclean@state.or.us • 503-947-5742