STATE BOARD OF EDUCATION – TOPIC SUMMARY

Topic: Diploma: Implementation TimelineUpdate

Date: February 19, 2009

Staff/Office: Colleen Mileham, Theresa Levy/EII, Doug Kosty, Tony Alpert/OAIS

Action Requested: Information only Policy Adoption Policy Adoption/Consent Calendar

ISSUE BEFORE THE BOARD:

Input on the Board leaning’s regarding proposed diploma timeline.

BACKGROUND:

The current economic conditions in Oregon pose significant challenges to the state budget. On December 12, 2008, the State Board of Education considered the Governor’s concern for implementation of the new Oregon Diploma requirements in light of these current and future budget constraints. As a result, the Board proposed the following change in the implementation timeline:

  1. The Board proposes delaying the demonstration of proficiency in the Essential Skill “apply math” for purposes of obtaining a diploma until 2014 to provide districts greater flexibility in the use of resources and more time to prepare students for the requirement.
  2. The Board proposes maintaining the current timeline for:
  • Proficiency in the Essential Skills reading, writing, and speaking in 2012
  • Science – 3 credits in 2012
  • Algebra I and above content (3 credits) in 2014

An online surveywas administered January 2-12, 2009 to obtain input from the field regarding the proposed timeline. During its January 15th meeting, the State Board of Education reviewed a summary of the results. A total of 307 surveys were returned. Ninety-eight school districts from across the state participated in the survey representing 50% of Oregon’s school districts. Eighty-one percent (81%) of survey respondents (which consisted of superintendents, principals, teachers, and curriculum administrators, among others) supported the delay of “apply math”. Fifty-eight percent (58%) supported the plan to maintain the current timeline for the remaining graduation requirements (listed above). District and school participants were also asked to comment on their resource needs for implementation. Survey results are posted on the ODE website at:

The Board requested further review of the survey results and comments from the field and will discuss next steps at the February Board meeting.

DISCUSSION QUESTIONS:

  1. Does the Board have what it needs at this time to further review a possible delay for the implementation of one or more of the essential skills?
  1. What additional information does the Board need to finalize their decision on delaying one or more of the essential skills?

ATTACHMENTS:

1. Survey results broken down by respondent group

2. Summary of resource needs

State Board Leanings on Proposed Timeline Survey

Survey Results – Quantitative Overview

Total number of surveys:307

School Districts: 98, representing 50% of all Oregon Districts

Respondents:

Superintendents49

Principals61

Teachers92

Curriculum Administrators37

Other63

(Did not indicate title/role) 5

Question / Results
Respondents / % Yes / % No
1. The Board proposes delaying the Essential Skill “apply math” requirement until 2014, which also coincides with the timeline for the Algebra requirement. The delay is intended to provide districts greater flexibility in the use of resources and more time to prepare students for the mathematics requirement. Do you support the Board’s leaning to delay the Essential Skill in “apply math” until 2014? / All respondents N=307 / 249 (81%) / 58 (19%)
Superintendents / 37 (77%) / 11 (23%)
Principals / 40 (66%) / 21 (34%)
Teachers / 78 (86%) / 12 (13%)
Curriculum Admin. / 33 (92%) / 3 (8%)
2. Do you agree with the Board’s leaning to maintain the current timeline for the remaining diploma requirements?
  • Proficiency in Essential Skills reading, writing, and speaking in 2012
  • Science – 3 credits in 2012
  • Algebra I and above content (3 credits) in 2014
/ All respondents
N=298 / 173 (58%) / 125 (42%)
Superintendents / 20 (42%) / 28 (58%)
Principals / 35 (56%) / 27 (44%)
Teachers / 63 (69%) / 25 (28%)
Curriculum Admin. / 18 (50%) / 18 (50%)
3. What resources does your district need to move forward on
implementation of remainingrequirements within the current timeline? / All Respondents / Have Adequate Resources / Need Resources
3 a. Essential Skills: Reading, Writing, Speaking in 2012 / N=277 / 89 (32%) / 188 (68%)
3 b. Science – 3 credits in 2012 / N=268 / 86 (32%) / 182 (68%)
3 c. Algebra I and above - 3 credits in 2014 / N=270 / 54 (20%) / 216 (80%)

Summary of Resource Needs

Question 3: What resources does your district need to move forward on implementation of remaining requirements within the current timeline?

Resource Needs
Staffing/FTE
  • Staff for additional science and math course offerings; Highly Qualified Teachers (HQT), especially in rural districts
  • Literacy Coaches
  • Reading teachers
  • Staff for remediation, tutoring, and enrichment
  • Clerical support for data entry/tracking student progress

Professional Development
  • Teaching new core standards in math and science, all levels
  • Statewide training and support to administer and score work samples/scoring guides; ensure consistency and validity of scoring of Essential Skills
  • Training in new Reading Scoring Guide
  • Training in scoring Speaking work samples for content teachers across the curriculum
  • Opportunities for networking with other districts

Time
  • Time and support for planning and preparation K-12; vertical teaming and collaboration
  • Time for K-8 math curriculum to have an impact on student preparation
  • Additional staff time for scoring work samples and re-testing

Student Support/Remediation
  • Targeted instruction, interventions, before/after school tutoring, Saturday school, remediation
  • Materials to help below-level students catch up
  • Strategies for special needs, ELL, at-risk students

Curriculum
  • Additional course offerings for science and advanced math credits
  • Clarification of expectations for “apply math” and “Algebra 1 and above”
  • Examples of “applied academic credit” or nontraditional math track
  • Smaller class sizes
  • Textbooks, supplies, technology to aid instruction

Assessment of Essential Skills
  • Regional or statewide bank of local assessments that meet rigor and validity
  • Record keeping infrastructure to record and track student progress

Other Issues
  • The need for adequate and stable funding for education
  • Districts are currently facing staff reductions; in some cases staff are reassigned and electives eliminated
  • The need for science “lab facilities” was identified though the requirement “lab experiences” is intended to broaden capacity allowing for settings outside of the classroom and not in a physical lab
  • Belief that not all students need higher level math (above Algebra 1) or concern that many will not be able to meet this requirement and receive a diploma
  • Misconception that work samples have gone away (with the sunset of CIM)
  • Misconception that implementation and assessments will stop if the requirement is delayed