Evolving Oregon Educational Policy

Graduate School of Education Leading, Learning, Life Changing

Evolving Oregon Educational Policy

Pat Burk, Ph.D.

Department of Educational Leadership and Policy


Who are Oregon Students?


Oregon’s Student Population


October 1 K-12 Student Population


Linguistic Diversity• 55,402 students in 2012-13 reported a language of

origin other than English

• 2770 teachers needed at a 1:20 ratio

• 9.6% of enrollment

• 38+ languages reported make up 96.5% of all EL

• Spanish (76.63%); Russian (3.53%), Vietnamese (2.95%), Chinese (1.67%) Somali (1.24%)


Age Distribution: Oregon, 2006

0100200300400500600700

Th

ou

san

ds Less than 5

5 to 17

18 to 29

30 to 39

40 to 49

50 to 64

65 +

Pew Hispanic Center


Students with Disabilities






Eligible for Free and Reduced Price Lunch


Homeless Youth in Oregon K-12


Homeless Youth in Oregon K-12


Who Teaches Our Students?


Teacher and Student Diversity


Teacher and Student Diversity


When and Where is School?


Oregon School Districts by Size


Growth of Charter Schools in Oregon

In the 2012-13 school year, there were 123 charter schools (up from 115 in 2011-12, 108 in 2010-11 and 100 in 2009-10.


Impact of Technology•Access to Online Schools and Courses is expanding rapidly at the K-12 Level.•Access to rigorous content•Stand alone courses or supplements to core•Bends the concepts of teacher, school and time.•Social Networking and rapid exchange of information•Policy challenge: control it or use it?


How are the Students Doing?


Students Meeting State Standards-2012-13


High School Graduation Rate, 2012-13


Graduation Rate by Race/Ethnicity


High School Cohort: 2008-09 to 2011-12


Post-Secondary Linked to K-12 as an Educational Enterprise


Six-Year Graduation Rate


Degrees Awarded by Gender and Race


Changing Policy Landscape

•Additional required credits in Mathematics and Science

•Floor of Algebra I

•Required Evidence of Proficiency in Essential Skills

•Science must include inquiry and at least two with laboratory experience

•Personalized education

•Credit through demonstrated proficiency and proficiency-based instruction


The New Oregon Diploma


Essential Skills Added to Requirements


How Do Students Demonstrate Proficiency?

Graduate School of Education Leading, Learning, Life ChangingChanging Policy

LandscapeFederal Policy•All states focus on preparing “college and career ready” graduates

•National Common Core Standards and Assessments

•New Assessment Systems based upon growth over time

•Teacher and administrator evaluations include evidence of student growth

•Reward excellence and aggressively intervene around school improvement

•Promote a culture of college readiness and support

•Race to the Top Grants

•Turnaround Strategies and Innovation grants


3 5 8 10 12

The Essential ShiftFocus on Proficiency for All Students

•Student learning outcomes are assumed to follow a “normal” distribution.

•It is expected that some will excel, some will fail and most will be in the middle.

•The impact of demographic variables explains and limits student achievement

•Student learning outcomes are the result of time, effort and appropriate opportunities to learn

•It is expected that ALL students can and will learn at a high level.

•The impact of demographic variables is to help identify goals and to target appropriate instructional strategies


The Challenge• We are asking our educational systems to

accomplish something they have never accomplished before.– Technical change: knowledge is readily

available– Adaptive Challenge: requires significant

new knowledge and experimentation• Commit to the goal• Admit that we do not know everything• Form Learning Communities

See Ron Heifetz, Leadership on the Line

Graduate School of Education Leading, Learning, Life ChangingChanging Policy

Landscape•Governor Kitzhaber’s Executive Order creating the Oregon Investment Team and initiating PK-20 integrated governance structure

•Expectation that the educational system will be more fluid and based on proficiency, not seat time

•Creation of a single state board of education and elimination of the elected position of Superintendent of Public Instruction

•Focus is on meeting the state’s “40-40-20” goals of a rigorous diploma and post-secondary readiness for all graduates.

•Attainment of the diploma means guaranteed entry into the OUS system

Oregon Restructured• Budget and revised revenue forecast. Approved $5.577B +$100M from Education

Stability Fund; total $5.7B. $1B short of Essential Budget Level. $3.04 Billion short of Quality Education Model

• SB253-Established 40-40-20 state education goal by 2025• SB909-Governor’s restructuring plan—Oregon Education Investment Board• SB242-Creates the Higher Education Coordinating Commission• SB552/HB2934-Created an appointed State Superintendent of Public Instruction to

be known as the Chief Education Officer• SB290 Alter teacher and principal evaluation process-core teacher standards-

multiple performance measures• SB252-collaboration fund to support redesign of professional development• HB3418-Task Force on Higher Education Student and Institutional Success• HB3619 (Feb. 2010) -Support a System for Professional Development throughout a

professional’s career phases• “Florida Bills” teacher evaluation, mandatory retention, relaxed licensure• SB1581 (February, 2012) Creates Achievement Compacts• HB4165 (February, 2012) Creates Early Learning Council and abolishes the Oregon

Commission on Children and Families and regional commissions

Structure of Governance

US Constitution

Oregon LegislatureOregon Revised Statutes

State Board of Education

Oregon Administrative Rules

State Board of Higher Education

Oregon Administrative Rules

Oregon Department of Education

Superintendent of Public Instruction Susan Castillo

Oregon University System

Chancellor George Pernsteiner

Department of Community Colleges and Workforce

DevelopmentCommissioner Cam Preus

197 Local School Boards 4 Regional Campuses

PresidentsWOU, SOU, EOU, OIT

3 Large Campuses Presidents

UO, OSU, PSU20 ESD Boards

17 Community College Presidents

and Boards

House Education Committee

Senate Education and Workforce Development Committee

Ways and Means Committee

Higher Ed Subcommittee

Youth Corrections, Special Schools, Early Childhood, Long Term Care and Treatment

Office of the GovernorGov. John Kitzhaber


Oregon Education Investment Boardwww.education.orgeon.gov

http://www.education.orgeon.gov/


Oregon accountability systemWaiver from certain NCLB provisions filed in January, approved on July 18, 2012. Achievement compacts are the anchor for the accountability system: • At a district level • About support, collective impact and prioritizing

investments • A system to set goals and incentivize annual

progress, aligned with 40/40/20• Achievement compacts are high level snapshots,

not the only tool in Oregon’s accountability system.

http://www.ode.state.or.us/search/page/?id=3475


THE OREGON MATRIX MODEL FOR EVALUATION

Achievement Compact

Student-level data

Priority/Focus/Model Designation

School & District Report CardPolicymakers -- State & District

Guide budget & policy setting at state & local

level to improve

achievement

Parents & Public

Provide ratings &

information about

school & district quality

Focus state & district school improvement

efforts. Inform teaching & learning

Educators & Community

Students, Families, & Teachers


Changing Policy LandscapeKey Shifts:• College-ready is the new target, not grade level benchmarks. • Cradle-to-Career system alignment• Focus on system goals and outcomes• Rigorous content for all students and required evidence of

student growth• Institutional boundaries are blurred between PK-12 and

higher education and community• Focus on evidence of proficiency• Equity issues of race, language, poverty, gender, ability,

culture must be addressed• Data-driven decision making and measures of quality; what

is the evidence?


The Debate Continues• Completing the “Three Session Strategy:” Restructure, Restore,

Refinance• Who’s in charge here? OEIB? State Board? HECC? Local Boards?• Regional Service Delivery Models

• Early Learning Hubs• STEM Hubs• Professional Development Networks• Regional Achievement Collaboratives• Eastern Promise Expansion• TeachOregon-Oregon Network for Quality Teaching and Learning

• Emerging role of the Higher Education Coordinating Commission linking Community Colleges and OUS• Independent University Boards of Directors

• Kindergarten Readiness, Full-Day Kgn, expand early learning• Revisions of the Minority Teacher Act• Tax Reform: Did someone say “sales tax?”


Final Thoughts• Prepare for diversity

– Multiple strategies– Culturally competent instruction and

content– Celebrate differences in students

• Work Collaboratively• Focus on evidence and proficiency• Commit to life-long learning• Stay connected to the profession

Documents

Evolving Oregon Educational Policy