Oregon ESEA Flexibility Request Draft

8/3/2019 Oregon ESEA Flexibility Request Draft

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OregonESEAFlexibilityRequestDraft

ExecutiveSummary

December20,

2011

UndertheleadershipofGovernorJohnKitzhaberandSuperintendentofPublicInstructionSusanCastillo,

OregonhasindicateditsintenttoapplytotheU.S.DepartmentofEducationseekingwaiversfromcertain

provisionsoftheElementaryandSecondaryEducationAct(ESEA)(commonlyreferredtoasNoChildLeft

Behind).ThisDecember20,2011draftofOregonsESEAFlexibilityapplicationwillformthebasisfora

publiccommentperiodthatwillremainopenthroughJanuary10,2012.Thispublisheddraftisnot

intendedtobefinal,buttoprovideanopportunityforthepublictoreviewsignificantdetailsofthe

applicationpriortosubmission.Followingthepubliccommentperiod,OregonDepartmentofEducation

(ODE)andGovernorsOfficestaffwillrevisetheapplicationbeforesubmittingitinmid tolateJanuary,

aheadoftheUSDepartmentofEducationsFebruary21,2012deadline.

Thedraftapplicationproposesaframeworkforschoolaccountabilitythatisconsistentwithbroader

efforts,ledbytheGovernorandtheOregonEducationInvestmentBoard(OEIB),toestablishaseamless,

outcomesfocusedsystemofpubliceducation.Manyofthedetailsandrecommendationsadvancedinthe

applicationweredevelopedbyfourESEAworkgroups,whichwereconvenedbyODEandtheGovernors

OfficeduringthemonthsofOctoberandNovember.Theparticipantsinthisprocess,whichincludednearly

100Oregoneducators(superintendents,districtadministrators,teachers,representativesofvarious

stakeholderorganizations,ODEandGovernorsofficestaff),contributedhundredsofhoursengagingin

research,discussionanddebatearoundthefourwaiverprinciples.Inaddition,theapplicationhasbeen

informedbythemorethan6,000responsesreceivedtoanonlinesurveyconductedbyODEandthe

Governorsoffice

from

mid

November

to

mid

December.

ThedraftapplicationproposesamajorshiftinschoolaccountabilityinOregon. Itrepresentsaclear

departurefromthepunitive,onesizefitsalldimensionsofNoChildLeftBehind(NCLB),whilemaintaining

NCLBsfocusontheperformanceofgroupsofstudentsthathavehistoricallybeenunderserved.Core

elementsofthedraftapplicationarelistedhereanddescribedindetailbelow:

1. Detailedplansforimplementingcollegeandcareerreadystandards2. AproposalforanewOregonReportCard,withmeasuresthatgobeyondstandardizedtestingtoindicatewhetherschoolsareplacingstudentsontracktosuccessincollegeandcareer

3. AproposalforAchievementCompactspartnershipagreementsbetweenthestateandits197schooldistricts thatwillexpressthecontributionseachschooldistrictshouldmaketowards

statewidegoalsforeducationaloutcomes,aswellastheresources,supports,andflexibilitythatthe

statecommitstoprovideinreturn

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4. Identificationofhigherandlowerperformingschoolsandfocusoncontinuousimprovementforallschools

5. Anemphasisonmeasuringstudentgrowthtodeterminewhetherschoolsaresucceeding6. Focusingonclosingtheachievementgapbetweenallstudentsandthosehistoricallyunderserved7. ReplacingNCLBsonesizefitsallapproachtoschoolimprovementwithacustomizedsystemofsupportsandinterventions

8. Astatewidesystemofteacherandprincipalevaluationstopromoteandrewardgreatereffectiveness

1.CollegeandCareerReadyStandards(Section1)

In2010,theStateBoardofEducationadoptedtheCommonCoreStateStandards(CCSS)in

reading/languageartsandmath.Theapplicationlaysoutdetailedplansforcommunicatingwith

stakeholders

about

CCSS

implementation,

ensuring

instructional

materials

are

aligned

to

the

standards,

aligningtheCCSSwithearlylearningobjectivesandpostsecondarystandards,andsupportingteachersand

educatorsinimplementingCCSS.Theapplicationfocusesspecificallyonplansforensuringtheneedsof

studentsreceivingspecialeducationservicesandEnglishLanguageLearnersareadequatelyrepresented

throughoutOregonsimplementationefforts.

2.ANewOregonReportCard(Section2.A)

OregonproposestousetheexistingOregonReportCardtorateschoolsanddistrictsin201112.Thereport

cardwouldbelargelyunchangedfromlastyearsreportexceptforthenotableabsenceoftheFederal

AdequateYearlyProgress(AYP)determinations.

Recognizingtheneedforareportcardthatconveysamorerobustpictureofhowschoolsaredoingat

ensuringstudentsachievecollegeandcareerreadiness,Oregonproposesthatastakeholderworkgroup

processcontinue,withtheendresultbeinganewReportCardannouncedbyJune2012. ThenewReport

Cardwillserveafewimportantpurposes:(1)creatingasinglesystemofaccountabilityforthestatethatis

bothunderstandabletothepublicandalignedwithstateoutcomesandtheGovernorsachievement

compactproposal;(2)moreaccuratelyreflectinggrowthto(andbeyond)standardasadesirableoutcome

forOregonsstudents;and(3)lookingbeyondstandardizedtestscorestomeasuresthatreflectcomplex

thinkingskillsandcharacteristicscriticaltosuccessincollegeandworkplace.Somemeasuresbeing

consideredareevidencebasedassessmentsofproficiency,collegereadinesstestssuchasPSAT/SATor

Plan/ACT,college

credits

earned

(through

AP/IB/dual

credit),

and

college,

career

training

and

military

enrollmentrates.

Thenewreportcardwouldbeineffectinthe201314schoolyear.


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3.AchievementCompacts(Overview,Section2.B)

TheGovernorandtheOEIBareproposinganew,districtlevelaccountabilitytooltobeginin2012:the

achievementcompact. Asdescribedintheapplication,beginningwiththe201213schoolyear,all197

OregonschooldistrictswillenterintoanachievementcompactwiththeOEIBinexchangeforreceiptof

statefunds,basedonthencurrentstateappropriations.Achievementcompactswilldefinetheoutcomes

thateachdistrictcommitstoachieveincategoriesestablishedbytheOEIBintheareasofcompletion(e.g.,

awardingofdiplomasanddegrees),validationofknowledgeandskills(e.g.,demonstrationofproficiency

onstandardizedtests),andconnectionstotheworkforceandcivicsociety(e.g.,postsecondaryenrollment

orcareerpathways).

Throughachievementcompacts,thestateanddistrictswillagreeupontheambitiousandachievable

annualoutcomesnecessarytoreachthestateseducationobjectives.Achievementcompactswillcreatea

mechanismforintentionalityinbudgetdevelopmentatthelocallevelandprovideabasisforcomparisons

ofoutcomesandprogresswithindistrictsandbetweendistrictswithcomparablestudentpopulations.

Withachievementcompactsinplace,Oregonwillbebetterabletospotlighttheislandsofexcellenceand

bestpractices

that

prove

most

effective,

and

to

better

diagnose

and

intervene

to

overcome

obstacles

that

areimpedingprogressinothers.

4.FocusonContinuousImprovementforAllSchools(Sections2.C.i,2.C.ii,2.C.iii,2.F,2.G)

Oregoniscommittedtosubstantiallyimprovingstudentsuccessratesandperformanceatalllevels.

Achievingthesehighlevelsofimprovementrequiresacompletesystemtransformation,withtheemphasis

shiftingfromlabelingstudentsandschoolsasfailurestospotlightingstudentandinstitutionalsuccess.

Developingasystemthatrecognizes,rewards,andlearnsfromhighperformingschoolsanddistrictsand

targetssupportsandinterventionstolowperformingschoolsanddistrictsisessentialtoOregons

philosophyofasystemofaccountabilitythatresultsincontinuousimprovementforallschools.

Toqualifyfor awaiver,astatemustidentifyatleastfivepercentofitshighestperformingorhighest

progressTitleIschoolsasRewardschools,and15percentofitslowestperformingorlowestprogress

TitleIschoolsasPriorityandFocusschools.Tosupportitsfocusoncontinuousimprovementforall

schools,OregonsapplicationlabelsRewardschoolsasModelSchoolsanddescribesstatewide

ContinuousImprovementNetworksthroughwhichModelSchoolswillbenetworkedwithbothhigherand

lowerperformingschools. ToaddresschallengesatPriorityandFocusschools,theapplicationproposesa

systemoftieredsupportsandinterventionsdescribedbelowin#7.Thissystemofcontinuousimprovement

willprovideopportunitiesforteacherstolearnfromteachers,principalsfromprincipals,anddistrict

leadersfromdistrictleaders.

5.IncorporatingStudentGrowth(Sections2.A,2.D.i)

Oregonsstudents,parentsandeducatorshaveapressingneedtounderstandstudentperformancenot

onlyintermsofcutscoresandstandards,butalsointermsofindividualgrowth,yearbyyear. UnderNCLB,

schoolshavebeenratedaccordingtothepercentageofstudentswithinthemwhometorexceededonthe

OAKStest,orwhethertheyhavemettargetcohortgraduationrates.Inshowingschoolprogress,the


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scoresofthisyearsfifthgradershaveonlybeencomparedwithlastyearsfifthgraders. Oregonsdraft

applicationshiftstheemphasistowhetherschoolsarehelpingindividualstudentsimproveperformance

fromoneyeartothenext,andwhethereachstudentisonatrajectorytowardseventualcollegeandcareer

readiness.

TheESEAFlexibilityguidelinesrequirestatestoidentifyatleast15percentoftheirlowestperformingTitleI

(orTitleIeligible)schoolsasFocusandPriorityschools. ThemethodologyrecommendedforOregon,

especiallyforelementaryandmiddleschools,assignssignificantweighttooverallstudentgrowthas

expressedbyyearoveryearimprovementonOAKS.Theresultisthatsomeschoolsthathavegoodoverall

performancebutlowgrowthwillreceivealowerranking,whileschoolswhereoverallperformanceislow

butstudentsaregrowingquicklywillreceiveahigherranking. Atthehighschoollevel,themodelshifts

moreemphasison4 and5yearcohortgraduationrates.

6.FocusonClosingtheAchievementGap(Sections2.A,2.D.i,2.D.iii,2.E.i,2.E.ii)

OneoftheachievementsofNCLBwasitsfocusonallstudents,andGovernorKitzhaberandSuperintendent

Castilloshare

astrong

commitment

to

focusing

on

and

improving

achievement

for

historically

underserved

subgroups.Currently,Oregonisoneofonlytwostateswithanachievementgapbetweenwhiteand

AfricanAmericanstudentsthatisconsistentlywidening.Oregonhasa4yearcohortgraduationratefor

AfricanAmericanstudentsoflessthan50percent.ForHispanicstudentsandEnglishLanguageLearners,

the4yearcohortgraduationrateisonlyabout42percent.Toachieveeducationaloutcomesinawaythat

isequitableandrepresentsthecitizenryofourstate,Oregonmustmakeimprovingsubgroupperformance

thetoppriority.

Tosharpenthisfocus,Oregonsdraftapplicationproposescontinuingthepracticeofreportingonthe

performanceofallpreviouslyreportedsubgroups,aswellasincludingtheperformanceofmobileand

migrantstudents,andcomparisonsbygenderandeconomicallydisadvantagedstatus.Further,inthe

modelforidentifyingitsFocusandPriorityschools,Oregonusedasignificantadditionalweightingonthe

growth(formiddleandelementaryschools)andgraduationrate(forhighschools)ofstudentsclassifiedas

belongingtoasubgroupwithhistoricallylowerperformance(economicallydisadvantaged,studentswith

disabilities,limitedEnglishproficiency,AmericanIndian/AlaskaNative,Black,Hispanic,andPacificIslander).

7.CustomizedSystemofSupportsandInterventions(Sections2.D.iii,2.D.iv,2.D.v,2.F)

OregoniscommittedtomovingawayfromtheonesizefitsallsanctionsrequiredunderNCLBandtoward

adifferentiatedsystemthatsupportsdistrictsofallkindsinbettermeetingtheindividualneedsof

students.Oregonfirmlybelievesthatrealandsustainedschoolanddistrictimprovementwillonlyoccur

throughthe

redesign

of

school

and

district

systems

and

supports,

including

(1)

strong

school

leadership,

(2)

effectiveinstructionandsupportsforeducators,and(3)authenticandculturallyappropriatefamilyand

communitypartnerships.Oregonwillinsistthatdistrictsengageinarapiddiagnosisofstudentneeds,

supportdistrictsindevelopingsystemsofinstructiontailoredtotheneedsofeachstudent,andadvancea

statewidecultureofhighexpectationsforstudents,parents,andfamilies.


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Oregonwillalsoshiftthecultureatthestatelevel. ODEhasspentmuchofthelastdecadeensuringthat

districtsunderstandandcomplywiththecomplexandhighstakesprovisionsofNCLB. Overtime,ODEhas

beenincreasinglytaxedwithitsroleasaregulatoryagencyandlessabletoprovideservicesandsupports.

InthesurveysentoutbyODEandtheGovernorsofficetogaugepublicsupportforthisapplication,91

percentofthe6,072respondents(teachers,principals,schoolboard,parents&communitymembers)

indicated

it

was

Very

Important

to

shift

the

state

role

from

a

focus

on

compliance

to

a

focus

on

support

andimprovement.TheplandescribedinthisapplicationproposesadifferentroleforODE,oneinwhichthe

primaryfocusoftheagencyistopromotetheachievementofoutcomesforOregonstudentsby

implementingastatewidesystemofsupportandaccountabilityfordistricts.

ForPriorityandFocusschools,Oregonsapplicationproposesacycleofimprovementthatcontainsthe

followingelements:

Annualselfevaluationtoidentifyareasofchallenge Withinchallengeareas,anexternallyguideddeeperdiagnosistodeterminetheprimarycausesofthesechallengesandtoidentifypotentialinterventions

Basedonthepersistenceofpoorperformanceandtheresultsofthedeeperdiagnosis,anannualdeterminationofthelevelofoutsidedirectionnecessarytoresultinsubstantialimprovement

AComprehensiveAchievementPlan,developedwitheducatorandcommunityinputandapprovedbyODE,todriveinterventionsandsetimprovementgoals.Apartiallistofpotentialoptionsfor

AchievementPlansincludes:redesigninginstructionalmaterialsand/ormethods,redesigningthe

schooldaytocreateprofessionallearningcommunities,extendingtheschooldayorweektocreate

additionallearningtimeforstudents,improvingstudent/family/teachercommunicationto

promotefamilyandcommunityengagement,shiftingresourcestoprovideadditionalcounselingto

students,leadershipchangesatthebuildingand/ordistrictlevel,makingleadershipchangesatthe

schooland/ordistrictlevel,providingtransferoptionstostudents,andmakingtutoringorother

individualservicesavailabletostudents.

TitleIAsetasidestosupporttheimplementationandmonitoringofComprehensiveAchievementPlans

8. AStatewideSystemforTeacherandLeaderEffectiveness(Section3)

Foroverayear,ODEhasbeenworkingcollaborativelywithkeystakeholdersandorganizationstocreatea

supportivestatepolicyinfrastructurefocusedoneducatoreffectivenessfrompreservicethroughinservice

thatleadstoimprovedstudentlearning.Thedraftapplicationadvancesadetailedplanforcreating,byJune

2012,guidelinesforimplementingtherequirementsoflegislationpassedin2011,includingadoptingcore

teacherand

administrator

standards

to

improve

teaching

and

learning,

guide

professional

development,

andassistschooldistrictsindeterminingeffectivenessofteachersandadministrators.


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ESEA Flexibility

Request

Revised September 28, 2011

This document replaces the previous version, issued September 23, 2011.(The document was formatted to ease usability on October 14, 2011)

U.S. Department of EducationWashington, DC 20202

OMB Number: 1810-0708Expiration Date: March 31, 2012

Paperwork Burden Statement

According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection ofinformation unless such collection displays a valid OMB control number. The valid OMB control numberfor this information collection is 1810-0708. The time required to complete this information collection isestimated to average 336 hours per response, including the time to review instructions, search existing dataresources, gather the data needed, and complete and review the information collection. If you have anycomments concerning the accuracy of the time estimate or suggestions for improving this form, please writeto: U.S. Department of Education, Washington, D.C. 20202-4537.

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E S E A F L E X I B I L I T Y R E Q U E S T U . S . D E P A R T M E N T O F E D U C A T I O N

INTRODUCTION

The U.S. Department of Education (Department) is offering each State educational agency (SEA)the opportunity to request flexibility on behalf of itself, its local educational agencies (LEAs), and itsschools, in order to better focus on improving student learning and increasing the quality of

instruction. This voluntary opportunity will provide educators and State and local leaders withflexibility regarding specific requirements of the No Child Left Behind Act of 2001 (NCLB) inexchange for rigorous and comprehensive State-developed plans designed to improve educationaloutcomes for all students, close achievement gaps, increase equity, and improve the quality ofinstruction. This flexibility is intended to build on and support the significant State and local reformefforts already underway in critical areas such as transitioning to college- and career-ready standardsand assessments; developing systems of differentiated recognition, accountability, and support; andevaluating and supporting teacher and principal effectiveness.

The Department invites interested SEAs to request this flexibility pursuant to the authority insection 9401 of the Elementary and Secondary Education Act of 1965 (ESEA), which allows the

Secretary to waive, with certain exceptions, any statutory or regulatory requirement of the ESEA foran SEA that receives funds under a program authorized by the ESEA and requests a waiver. Under

this flexibility, the Department would grant waivers through the 2013 2014 school year, after whichtime an SEA may request an extension of this flexibility.

REVIEW AND EVALUATIO N OF REQUESTS

The Department will use a review process that will include both external peer reviewers and staffreviewers to evaluate SEA requests for this flexibility. This review process will help ensure that eachrequest for this flexibility approved by the Department is consistent with the principles described inthe document titled ESEA Flexibility, which are designed to support State efforts to improve student

academic achievement and increase the quality of instruction, and is both educationally andtechnically sound. Reviewers will evaluate whether and how each request for this flexibility willsupport a comprehensive and coherent set of improvements in the areas of standards andassessments, accountability, and teacher and principal effectiveness that will lead to improvedstudent outcomes. Each SEA will have an opportunity, if necessary, to clarify its plans for peer andstaff reviewers and to answer any questions reviewers may have. The peer reviewers will thenprovide comments to the Department. Taking those comments into consideration, the Secretarywill make a decision regarding each SEAs request for this flexibility. If an SEAs request for thisflexibility is not granted, reviewers and the Department will provide feedback to the SEA about thecomponents of the SEAs request that need additional development in order for the request to beapproved.

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GENERALINSTRUCTIONS

An SEA seeking approval to implement this flexibility must submit a high-quality request thataddresses all aspects of the principles and waivers and, in each place where a plan is required,includes a high-quality plan. Consistent with ESEA section 9401(d)(1), the Secretary intends to

grant waivers that are included in this flexibility through the end of the 20132014 school year. AnSEA will be permitted to request an extension of the initial period of this flexibility prior to the startof the 20142015 school year unless this flexibility is superseded by reauthorization of the ESEA.The Department is asking SEAs to submit requests that include plans through the 20142015 schoolyear in order to provide a complete picture of the SEAs reform efforts. The Department will notaccept a request that meets only some of the principles of this flexibility.

High-Quality Request: A high-quality request for this flexibility is one that is comprehensive andcoherent in its approach, and that clearly indicates how this flexibility will help an SEA and its LEAsimprove student achievement and the quality of instruction for students.

A high-quality request will (1) if an SEA has already met a principle, provide a description of how ithas done so, including evidence as required; and (2) if an SEA has not yet met a principle, describehow it will meet the principle on the required timelines, including any progress to date. Forexample, an SEA that has not adopted minimum guidelines for local teacher and principal evaluationand support systems consistent with principle 3 by the time it submits its request for the flexibilitywill need to provide a plan demonstrating that it will do so by the end of the 20112012 school year.In each such case, an SEAs plan must include, at a minimum, the following ele ments for eachprinciple that the SEA has not yet met:

1. Key milestones and activities: Significant milestones to be achieved in order to meet a givenprinciple, and essentialactivities to be accomplished in order to reach the key milestones. The

SEA should also include any essential activities that have already been completed or keymilestones that have already been reached so that reviewers can understand the context for andfully evaluate the SEAs plan to meet a given principle.

2. Detailed timeline: A specific schedule setting forth the dates on which key activities will beginand be completed and milestones will be achieved so that the SEA can meet the principle by therequired date.

3. Party or parties responsible: Identification of the SEA staff (e.g., position, title, or office) and, asappropriate, others who will be responsible for ensuring that each key activity is accomplished.

4. Evidence: Where required, documentation to support the plan and demonstrate the SEAsprogress in implementing the plan. This ESEA Flexibility Requestindicates the specific evidencethat the SEA must either include in its request or provide at a future reporting date.

5. Resources: Resources necessary to complete the key activities, including staff time andadditional funding.

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E S E A F L E X I B I L I T Y R E Q U E S T U . S . D E P A R T M E N T O F E D U C A T I O N6. Significant obstacles: Any major obstacles that may hinder completion of key milestones and

activities (e.g., State laws that need to be changed) and a plan to overcome them.

Included on page 19 of this document is an example of a format for a table that an SEA may use tosubmit a plan that is required for any principle of this flexibility that the SEA has not already met.

An SEA that elects to use this format may also supplement the table with text that provides anoverview of the plan.

An SEA should keep in mind the required timelines for meeting each principle and develop credibleplans that allow for completion of the activities necessary to meet each principle. Although the planfor each principle will reflect that particular principle, as discussed above, an SEA should look acrossall plans to make sure that it puts forward a comprehensive and coherent request for this flexibility.

Preparing the Request: To prepare a high-quality request, it is extremely important that an SEArefer to all of the provided resources, including the document titled ESEA Flexibility, which includesthe principles, definitions, and timelines; the document titled ESEA Flexibility Review Guidance, whichincludes the criteria that will be used by the peer reviewers to determine if the request meets the

principles of this flexibility; and the document titled ESEA Flexibility Frequently Asked Questions,which provides additional guidance for SEAs in preparing their requests.

As used in this request form, the following terms have the definitions set forth in the documenttitled ESEA Flexibility: (1) college- and career-ready standards, (2) focus school, (3) high-qualityassessment, (4) priority school, (5) reward school, (6) standards that are common to a significantnumber of States, (7) State network of institutions of higher education, (8) student growth, and (9)turnaround principles.

Each request must include:

A table of contents and a list of attachments, using the forms on pages 1 and 2.

The cover sheet (p. 3), waivers requested (p. 4-5), and assurances (p. 5-6).A description of how the SEA has met the consultation requirements (p. 8).

An overview of the SEAs request for the ESEA flexibility (p. 8). This overview is asynopsis of the SEAs vision ofa comprehensive and coherent system to improve studentachievement and the quality of instruction and will orient the peer reviewers to the SEAsrequest. The overview should be about 500 words.Evidence and plans to meet the principles (p. 9-18). An SEA will enter narrative text in thetext boxes provided, complete the required tables, and provide other required evidence. AnSEA may supplement the narrative text in a text box with attachments, which will beincluded in an appendix. Any supplemental attachments that are included in an appendixmust be referenced in the related narrative text.

Requests should not include personally identifiable information.

Process for Submitting the Request: An SEA must submit a request to the Department to receivethe flexibility. This request form and other pertinent documents are available on the DepartmentsWeb site at: http://www.ed.gov/esea/flexibility.

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http://www.ed.gov/esea/flexibilityhttp://www.ed.gov/esea/flexibilityhttp://www.ed.gov/esea/flexibility


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E S E A F L E X I B I L I T Y R E Q U E S T U . S . D E P A R T M E N T O F E D U C A T I O NElectronic Submission:The Department strongly prefers to receive an SEAs request for theflexibility electronically. The SEA should submit it to the following address:[email protected].

Paper Submission: In the alternative, an SEA may submit the original and two copies of its

request for the flexibility to the following address:

Patricia McKee, Acting DirectorStudent Achievement and School Accountability ProgramsU.S. Department of Education400 Maryland Avenue, SW, Room 3W320Washington, DC 20202-6132

Due to potential delays in processing mail sent through the U.S. Postal Service, SEAs areencouraged to use alternate carriers for paper submissions.

REQUEST SUBMISSION DEADLINESEAs will be provided multiple opportunities to submit requests for the flexibility. The submissiondates are November 14, 2011, a date to be announced in mid-February 2012, and an additionalopportunity following the conclusion of the 20112012 school year.

TECHNICA L ASSIST ANCE MEETING FOR SEA S

To assist SEAs in preparing a request and to respond to questions, the Department will host a seriesof Technical Assistance Meetings via webinars in September and October 2011.

FOR FURTHER INFORMATION

If you have any questions, please contact the Department by e-mail [email protected].

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mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]


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TABLE OF CONTENTS

Insert page numbers prior to submitting the request, and place the table of contents in front of theSEAs flexibilityrequest.

CONTENTS PAGECover Sheet for ESEA Flexibility Request 9

Waivers 10Assurances 12Consultation 14Evaluation 16Overview of SEAs ESEA Flexibility Request 17Principle 1: College- and Career-Ready Expectations for All Students 191.A Adopt college-and career-ready standards 191.B Transition to college- and career-ready standards 191.C Develop and administer annual, statewide, aligned, high-quality assessments that

measure student growth

29

Principle 2: State-Developed Differentiated Recognition, Accountability, andSupport

31

2.A Develop and implement a State-based system of differentiated recognition,accountability, and support

31

2.B Set ambitious but achievable annual measurable objectives 412.C Reward schools 432.D Priority schools 452.E Focus schools 732.F Provide incentives and supports for other Title I schools 772.G Build SEA, LEA, and school capacity to improve student learning 83

Principle 3: Supporting Effective Instruction and Leadership 903.A Develop and adopt guidelines for local teacher and principal evaluation and support

systems90

3.B Ensure LEAs implement teacher and principal evaluation and support systems 101


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TABLE OF CONTENTS, CONTINUEDFor each attachment included in the ESEA Flexibility Request, label the attachment with thecorresponding number from the list of attachments below and indicate the page number where theattachment is located. If an attachment is not applicable to the SEAs request, indicate N/Ainstead of a page number. Reference relevant attachments in the narrative portions of the request.

LABEL LIST OFATTACHMENTS PAGE1 Notice to LEAs 2 Comments on request received from LEAs (if applicable) 3 Notice and information provided to the public regarding the request 4 Evidence that the State has formally adopted college- and career-ready

content standards consistent with the States standards adoption process

5 Memorandum of understanding or letter from a State network of institutionsof higher education (IHEs) certifying that meeting the States standardscorresponds to being college- and career-ready without the need for remedialcoursework at the postsecondary level (if applicable)

N/A

6 States Race to the Top Assessment Memorandum of Understanding (MOU)(if applicable)

7 Evidence that the SEA has submitted high-quality assessments and academicachievement standards to the Department for peer review, or a timeline ofwhen the SEA will submit the assessments and academic achievementstandards to the Department for peer review (if applicable)

N/A

8 A copy of the average statewide proficiency based on assessments

administered in the 2010 2011 school year in reading/language arts andmathematics for the all students group and all subgroups (if applicable).

9 Table 2: Reward, Priority, and Focus Schools 10 A copy of any guidelines that the SEA has already developed and adopted for

local teacher and principal evaluation and support systems (if applicable).

N/A

11 Evidence that the SEA has adopted one or more guidelines of local teacherand principal evaluation and support systems

N/A

12 [List additional attachments here]13 [List additional attachments here]

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COVERSHEET FORESEAFLEXIBILITYREQUEST

Legal Name ofRequester:Oregon Department of Education

RequestersMailing Address:255 Capitol Street NESalem, OR 97310

State Contact for the ESEA Flexibility Request

Name: Tryna Luton

Position and Office: Director, School Improvement and AccountabilityOffice of Educational Improvement and Innovation

ContactsMailing Address:255 Capitol Street NESalem, OR 97310

Telephone: 503-947-5922

Fax: 503-378-5156

Email address: [email protected]

ChiefState School Officer (Printed Name):Susan Castillo

Telephone:503-947-5740

Signature ofthe ChiefState School Officer:

X

Date:

The State, through its authorized representative, agrees to meet all principles of the ESEAFlexibility.

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WAIVERS

By submitting this flexibility request, the SEA requests flexibility through waivers of the ten ESEArequirements listed below and their associated regulatory, administrative, and reporting requirementsby checking each of the boxes below. The provisions below represent the general areas of flexibility

requested; a chart appended to the document titled ESEA Flexibility Frequently Asked Questionsenumerates each specific provision of which the SEA requests a waiver, which the SEA incorporatesinto its request by reference.

1. The requirements in ESEA section 1111(b)(2)(E)-(H) that prescribe how an SEA mustestablish annual measurable objectives (AMOs) for determining adequate yearly progress (AYP)to ensure that all students meet or exceed the States proficient level of academic achievementon the States assessments in reading/language arts and mathematics no later than the end of the20132014 school year. The SEA requests this waiver to develop new ambitious but achievableAMOs in reading/language arts and mathematics in order to provide meaningful goals that areused to guide support and improvement efforts for the State, LEAs, schools, and studentsubgroups.

2. The requirements in ESEA section 1116(b) for an LEA to identify for improvement,corrective action, or restructuring, as appropriate, a Title I school that fails, for two consecutiveyears or more, to make AYP, and for a school so identified and its LEA to take certainimprovement actions. The SEA requests this waiver so that an LEA and its Title I schools neednot comply with these requirements.

3. The requirements in ESEA section 1116(c) for an SEA to identify for improvement orcorrective action, as appropriate, an LEA that, for two consecutive years or more, fails to makeAYP, and for an LEA so identified and its SEA to take certain improvement actions. The SEArequests this waiver so that it need not comply with these requirements with respect to its LEAs.

4. The requirements in ESEA sections 6213(b) and 6224(e) that limit participation in, and use offunds under the Small, Rural School Achievement (SRSA) and Rural and Low-Income School(RLIS) programs based on whether an LEA has made AYP and is complying with therequirements in ESEA section 1116. The SEA requests this waiver so that an LEA that receivesSRSA or RLIS funds may use those funds for any authorized purpose regardless of whether theLEA makes AYP.

5. The requirement in ESEA section 1114(a)(1) that a school have a poverty percentage of 40percent or more in order to operate a schoolwide program. The SEA requests this waiver sothat an LEA may implement interventions consistent with the turnaround principles or

interventions that are based on the needs of the students in the school and designed to enhancethe entire educational program in a school in any of its priority and focus schools, asappropriate, even if those schools do not have a poverty percentage of 40 percent or more.

6. The requirement in ESEA section 1003(a) for an SEA to distribute funds reserved under thatsection only to LEAs with schools identified for improvement, corrective action, orrestructuring. The SEA requests this waiver so that it may allocate section 1003(a) funds to itsLEAs in order to serve any of the States priority and focus schools.

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7. The provision in ESEA section 1117(c)(2)(A) that authorizes an SEA to reserve Title I, PartA funds to reward a Title I school that (1) significantly closed the achievement gap betweensubgroups in the school; or (2) has exceeded AYP for two or more consecutive years. The SEArequests this waiver so that it may use funds reserved under ESEA section 1117(c)(2)(A) for any

of the States reward schools.

8. The requirements in ESEA section 2141(a), (b), and (c) for an LEA and SEA to comply withcertain requirements for improvement plans regarding highly qualified teachers. The SEArequests this waiver to allow the SEA and its LEAs to focus on developing and implementingmore meaningful evaluation and support systems.

9. The limitations in ESEA section 6123 that limit the amount of funds an SEA or LEA maytransfer from certain ESEA programs to other ESEA programs. The SEA requests this waiverso that it and its LEAs may transfer up to 100 percent of the funds it receives under theauthorized programs among those programs and into Title I, Part A.

10. The requirements in ESEA section 1003(g)(4) and the definition of a Tier I school in SectionI.A.3 of the School Improvement Grants (SIG) final requirements. The SEA requests thiswaiver so that it may award SIG funds to an LEA to implement one of the four SIG models inanyof the States priority schools.

Optional Flexibility:

An SEA should check the box below only if it chooses to request a waiver of the followingrequirements:

The requirements in ESEA sections 4201(b)(1)(A) and 4204(b)(2)(A) that restrict the activities

provided by a community learning center under the Twenty-First Century Community LearningCenters (21st CCLC) program to activities provided only during non-school hours or periodswhen school is not in session (i.e., before and after school or during summer recess). The SEArequests this waiver so that 21st CCLC funds may be used to support expanded learning timeduring the school day in addition to activities during non-school hours or periods when school isnot in session.

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ASSURANCESBy submitting this application, the SEA assures that:

1. It requests waivers of the above-referenced requirements based on its agreement to meetPrinciples 1 through 4 of the flexibility, as described throughout the remainder of this request.

2. It will adopt English language proficiency (ELP) standards that correspond to the Statescollege- and career-ready standards, consistent with the requirement in ESEA section 3113(b)(2),and that reflect the academic language skills necessary to access and meet the new college- andcareer-ready standards, no later than the 20132014 school year. (Principle 1)

3. It will develop and administer no later than the 20142015 school year alternate assessmentsbased on grade-level academic achievement standards or alternate assessments based onalternate academic achievement standards for students with the most significant cognitivedisabilities that are consistent with 34 C.F.R. 200.6(a)(2) and are aligned with the Statescollege- and career-ready standards. (Principle 1)

4. Itwill develop and administer ELP assessments aligned with the States ELP standards,consistent with the requirements in ESEA sections 1111(b)(7), 3113(b)(2), and 3122(a)(3)(A)(ii).(Principle 1)

5. It will report annually to the public on college-going and college credit-accumulation rates forall students and subgroups of students in each LEA and each public high school in the State.(Principle 1)

6. If the SEA includes student achievement on assessments in addition to reading/language artsand mathematics in its differentiated recognition, accountability, and support system and usesachievement on those assessments to identify priority and focus schools, it has technical

documentation, which can be made available to the Department upon request, demonstratingthat the assessments are administered statewide; include all students, including by providingappropriate accommodations for English Learners and students with disabilities, as well asalternate assessments based on grade-level academic achievement standards or alternateassessments based on alternate academic achievement standards for students with the mostsignificant cognitive disabilities, consistent with 34 C.F.R. 200.6(a)(2); and are valid and reliablefor use in the SEAs differentiated recognition, accountability, and support system. (Principle 2)

7. It will report to the public its lists of reward schools, priority schools, and focus schools at thetime the SEA is approved to implement the flexibility, and annually thereafter, it will publiclyrecognize its reward schools. (Principle 2)

8. Prior to submitting this request, it provided student growth data on their current students andthe students they taught in the previous year to, at a minimum, teachers of reading/language artsand mathematics in grades in which the State administers assessments in those subjects in amanner that is timely and informs instructional programs, or it will do so no later the deadlinerequired under the State Fiscal Stabilization Fund. (Principle 3)

9. It will evaluate and, based on that evaluation, revise its own administrative requirements to

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reduce duplication and unnecessary burden on LEAs and schools. (Principle 4)

10. It has consulted with its Committee of Practitioners regarding the information set forth in itsrequest.

11. Prior to submitting this request, it provided all LEAs with notice and a reasonableopportunity to comment on the request and has attached a copy of that notice (Attachment 1) aswell as copies of any comments it received from LEAs (Attachment 2).

12. Prior to submitting this request, it provided notice and information regarding the request tothe public in the manner in which the State customarily provides such notice and information tothe public (e.g., by publishing a notice in the newspaper; by posting information on its website)and has attached a copy of, or link to, that notice (Attachment 3).

13. It will provide to the Department, in a timely manner, all required reports, data, andevidence regarding its progress in implementing the plans contained throughout this request.

If the SEA selects Option A or B in section 3.A of its request, indicating that it has not yetdeveloped and adopted all guidelines for teacher and principal evaluation and supportsystems, it must also assure that:

14. It will submit to the Department for peer review and approval a copy of the guidelines thatit will adopt by the end of the 20112012 school year. (Principle 3)

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CONSULTATION

An SEA must meaningfully engage and solicit input from diverse stakeholders and communities inthe development of its request. To demonstrate that an SEA has done so, the SEA must provide anassurance that it has consulted with the States Committee of Practitioners regarding the information

set forth in the request and provide the following:

1. A description of how the SEA meaningfully engaged and solicited input on its request fromteachers and their representatives.

As described in the following Overview, Oregon has embarked upon a period of significant andcomprehensive reforms of its education system. Beginning in January 2011, Governor JohnKitzhaber and Superintendent of Public Instruction Susan Castillo have led several significantprocesses to obtain input from educators, business leaders, advocacy and parentorganizations, and the public. These efforts include:

The Oregon Education Investment Team, a 13 member team created by executive order

and chaired by the Governor, which met from February to September of 2011;The Early Learning Design Team, which met from March through June 2011;The Education Budget Design Team, which met from April to August 2011;The Senate Bill 909 Work Group, including the nominees to the Oregon EducationInvestment Board (OEIB), which met from September through November prior toconfirmation; andThe OEIB, a 13 member board created by statute which the Governor appointed inNovember 2011 and chairs.

In addition to the Governors efforts, in August 2011, the Oregon Business Council sponsored avisioning project known as LearnWorks for the purpose of supporting the Governor, theSuperintendent of Public Instruction, and the Oregon Department of Education (ODE) in efforts

to implement the ambitious package of education reform legislation passed by the 2011legislature. More than 30 leaders including K-12, community college and university educatorsand administrators, regional service providers, business leaders, representatives fromcommunities of color, parent advocates and staff from the Governors office and ODE spentover 3000 collective hours developing a vision for Oregons education system. LearnWorksrecommendations on structuring an integrated, outcomes-focused education system anddeveloping a stronger state system of accountability and supports inform both the work of theOEIB and this application.

In October, in response to the U.S. Secretary of Educations announcement of this waiverprocess and mindful of the vision established by LearnWorks, the Governors Office and ODEestablished four workgroups, Elementary and Secondary Education Act (ESEA) workgroups, of

approximately 25 members each to create the Next Generation of Accountability for Oregon.The ESEA workgroups included teachers, superintendents, district administration and officestaff, ODE and the Governors staff, representatives of various stakeholder organizationsstatewide, and others interested in shaping the future of Oregons education system.

Once the ESEA workgroups completed their tasks, a review panel was established to test theefficacy and coherency of the proposed system. This panel consisted of two of Oregons mostrespected superintendents with expertise in serving English language learners (ELL), the vice-

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president of the Oregon Education Association (OEA), a member of the State Board ofEducation, two members of the OEIB, and the vice-president of the Chalkboard Project, theleading teacher effectiveness organization in Oregon.

Prior to and throughout the waiver process, ODE staff presented details around the process tolocal education agency (LEA) staff and educators. The ESEA Flexibility materials were shared

with the Committee of Practitioners (COPs) a representative group of education stakeholdersconvened to advise the state education agency (SEA) on its implementation of Title I of the NoChild left Behind Act (NCLB) at its fall 2011 meeting, and members were invited to shareinput with ODE.

Engaging teachers and their representatives has been critical in the development of OregonsESEA Flexibility request. Teachers and their representatives were recruited and activelyparticipated in all four ESEA workgroups formed to address the waiver principles and design.

From mid-November through mid-December 2011, ODE and the Governors office conducted asurvey on the measures, supports, and interventions that should play a primary role in thestates accountability system. The survey, which was available in English and Spanish, was

distributed through various education stakeholder organizations, on ODEs and the Governorswebsites, and through direct mailing to stakeholder lists. More than 6,072 teachers,administrators, school staff, board members, parents and community responded, more than halfof whom identified themselves as teachers or educators. The survey revealed strong support forrevising Oregons accountability system to include more diverse measures of college andcareer readiness 78.3 percent identified assessments of higher-order thinking skills (such asproblem-solving and critical thinking) and habits of effective learners (such as collaboration,timeliness, and persistence) as top priority, and 64.8 percent indicated strong support forclassroom-based assessments of proficiency. These responses shaped the thinking of theworkgroups and ODE in crafting this application.

< Following the public comment period, this section will include a description of public process,

summary of feedback received and substantive revisions made as a result of consultationprocesses.>

2. A description of how the SEA meaningfully engaged and solicited input on its request fromother diverse communities, such as students, parents, community-based organizations, civilrights organizations, organizations representing students with disabilities and EnglishLearners, business organizations, and Indian tribes.

Representatives from the Governors Office and ODE have spent months engaging numerousorganizations and groups throughout the state. Outreach efforts have been aimed at providinginformation and receiving input about the ESEA Waivers, as well as building understanding andsupport for several related education reform initiatives. Governor Kitzhaber and SuperintendentCastillo have worked diligently to ensure all efforts are transparent, aligned and focused onimproving outcomes for all Oregon students.

In an effort to capture public input and to ensure participation in the process, ODE established awebsite (http://www.ode.state.or.us/go/nextgen/) on which it has published documentsdescribing the request and its development. Presentations and opportunity for input have beenprovided by the Superintendent and ODE staff at or to the following:

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Government to Government Tribal Summit, representing state and tribal officialsOregon School Law Conference, jointly sponsored by the Confederation of SchoolAdministrators (COSA), the Oregon School Boards Association (OSBA) and theUniversity of Oregon, to provide district officials with information on current legal issuesOregon School and District Improvement Network (OSDIN), school and district supportcoaches and others working with the Oregon Statewide System of Support (OSSS)

Access to Student Assistance Programs In Reach of Everyone (ASPIRE), a mentoringprogram that helps middle and high school students access education and trainingbeyond high schoolOregon Public Engagement Steering CommitteeBusiness Education Compact, an organization supporting education in Oregon throughprograms and services connecting students with businessesPartnering for Student SUCCESS Symposium, a symposium sponsored by highereducation representatives that brought together educators and other organizationsrepresenting early childhood, college success, student support, Science, Technology,Engineering and Mathematics (STEM), educator preparation, and equity and diversityVarious legislators and other elected officials, community groups and organizations, andthe media.

Meetings were held with specific groups representing special education students and Englishlanguage learners. Surveys in both English and Spanish were made available to the public andgarnered input from more than 6000 Oregonians.

The Governors Office has engaged the public through numerous opportunities, including:

The OEIBThe Oregon State Board of EducationThe Oregon University SystemThe Oregon School Boards Association annual conventionCommunity and Parents for Public Schools parent conference

COSA superintendents and principals meetings and conferencesOEAs community colleges councilStatewide Chambers of Commerce conventionSuperintendents Youth Advisory Team meetingOregon Community College Association annual conferenceAmerican Federation of Teachers state councilOregon Community Foundation regional leadership council meetingsCradle to Career Council, Portland Schools Foundation/All Hands Raised

< Following the public comment period, this section will include description of public process,summary of feedback received and substantive revisions made as a result of consultationprocesses.>

EVALUATION

The Department encourages an SEA that receives approval to implement the flexibility tocollaborate with the Department to evaluate at least one program, practice, or strategy the SEA orits LEAs implement under principle 1, 2, or 3. Upon receipt of approval of the flexibility, aninterested SEA will need to nominate for evaluation a program, practice, or strategy the SEA or its

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LEAs will implement under principles 1, 2, or 3. The Department will work with the SEA todetermine the feasibility and design of the evaluation and, if it is determined to be feasible andappropriate, will fund and conduct the evaluation in partnership with the SEA, ensuring that theimplementation of the chosen program, practice, or strategy is consistent with the evaluation design.

Check here if you are interested in collaborating with the Department in this evaluation, if yourrequest for the flexibility is approved.

OVERVIEW OF SEAS REQUEST FOR THE ESEAFLEXIBILITYProvide an overview (about 500 words) of the SEAs request for the flexibility that:

1. explains the SEAs comprehensive approach to implement the waivers and principles anddescribes the SEAs strategy to ensure this approach is coherent within and across theprinciples; and

2. describes how the implementation of the waivers and principles will enhance the SEAs andits LEAs ability to increase the quality of instruction for students and improve student

achievement.

The path forward in this new century requires innovation, requires the willingness to challengeassumptions, requires the courage to change.

-- Governor John Kitzhaber, State of the Schools speech, Sept. 6, 2011

The State of Oregon is advancing the most ambitious education reform agenda in decades.With leadership from the Governor and the Superintendent of Public Instruction, the 2011Oregon Legislature passed a series of bills aimed at creating a more innovative, outcomes-focused, seamless system of education, pre-kindergarten through higher education (PK-20).Senate Bill 909 creates the Oregon Education Investment Board (OEIB), chaired by theGovernor, to oversee all levels of state education, improve coordination among educators, and

pursue outcomes-based investment in education. Senate Bill 290 creates a framework formoving teacher and leader evaluation and improvement forward in the state. House Bill 2289establishes a Task Force on School Accountability to examine issues of clear public reporting,college and career ready measures, and implementation of the common core state standards.Senate Bill 253 establishes in law the goal that, by 2025, every Oregon student should earn ahigh school diploma one that represents a high level of knowledge and skills. Eighty percentmust continue their education beyond high school with half of those earning associatesdegrees or professional / technical certificates, and half achieving a bachelors degree orhigher. This goal often referred to as the 40/40/20 Goal, gives Oregon the most ambitioushigh school and college completion targets of any state in the country.

The steep trajectories needed to meet the 40/40/20 Goal must begin at the earliest

opportunity, and certainly no later than 2012-13. As noted in the OEIBs recent report to thelegislature, We have no time to lose. Every year between now and 2025 must be measuredfor success. The sense of urgency that motivated the Governor and legislature to act alsodrives this request from the Oregon Department of Education (ODE) to the U.S. Department ofEducation to support Oregon in establishing a more robust, more tailored and more effectivesystem of accountability. Secretary Duncans invitation to submit this application for a waiverfrom certain provisions of No Child Left Behind (NCLB) presents an opportunity to truly alignthe states strategies for education improvement.

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Oregons theory of action for full-system reform consists of three overarching strategies: (1)creating an integrated and coordinated public education system PK-20; (2) focusing stateinvestment on education outcomes; and (3) building statewide support systems, including arobust system of mutual accountability, to support achievement of the desired outcomes.

The strategy is premised on the theory of tight-loose the state must be tight on the

outcomes it expects from the system, but loose in allowing education institutions to determinethe best way to achieve them. We believe that the 197 school districts that deliver K-12education services need both a coordinated system of support and increased freedom toinnovate and evolve in ways that lead to sustained improvement and student success. A newunderstanding of achievement at every stage of learning what it takes to move successfullyalong the education pathway must apply to all Oregonians, from toddlers to those workingtoward college degrees. Curriculum, assessments, and exit and entry criteria should be builtinto learning from the beginning and aligned so that learners advance as efficiently aspossible. Oregon is moving in the right direction with these recent efforts:

Common Core State Standards Oregon is one of 45 states to adopt the nationalCommon Core Standards for K-12, English language arts and mathematics, andOregon is collaborating with other states to define science standards. These evidence-based standards are designed to help ensure that all students have the essentialconcepts, knowledge, and skills they need to succeed in college and career.

The Oregon Diploma Oregons State Board of Education adopted new high schoolgraduation requirements in 2008 to better prepare students for success in college, workand citizenship. To earn a diploma, students will need to complete higher creditrequirements and demonstrate proficiency in essential skills. For example, this yearsseniors must pass an assessment of reading skills in order to earn a diploma andgraduate.

Core Teaching Standards The State Board of Education, in December 2011,adopted core teaching standards, administrator standards and rules for teacher and

administrator evaluation all to improve student academic growth and learning asrequired by Senate Bill 290 passed during the 2011 Legislative Session. The standardsare designed to guide educators professional development efforts and, in doing so,strengthen their knowledge, skills and practices.

Easing Post-Secondary Transfers Oregons community colleges and universitieshave developed articulation agreements that spell out how credits from one institutioncan transfer with a student to another campus. This has greatly increased the numberof students starting their college studies in the more accessible (and more affordable)community colleges, while transferring to Oregons public universities to earn theirbachelors degrees.

The opportunity presented by this waiver to free Oregon from NCLBs one-size-fits-all,

punitive approach to accountability will move Oregon forward even faster. Oregonians aremore engaged and focused on improving student achievement than ever before. Islands ofexcellence signs of innovation at work and hard-won student gains exist across the state.But the incredibly ambitious 40/40/20 Goal requires nothing less than a culture of excellenceacross the system. Oregon is insisting upon a public education system where the exemplaryachievement of today becomes the expected performance of tomorrow. By approving thiswaiver, the U.S. Department of Education would allow Oregon to move on to its NextGeneration of Accountability, and put Oregons students and communities on track to achieve

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the critical goals we have set for ourselves.

PRINCIPLE 1: COLLEGE- AND CAREER-READYEXPECTATIONSFORALL STUDENTS

1.A ADOPT COLLEGE- AND CAREER-READYSTANDARDS

Select the option that pertains to the SEA and provide evidence corresponding to the optionselected.

Option AThe State has adopted college- and career-ready standards in at least reading/languagearts and mathematics that are common to asignificant number of States, consistent withpart (1) of the definition of college- andcareer-ready standards.

i. Attach evidence that the State hasadopted the standards, consistent with theStates standards adoption process.(Attachment 4)

Option BThe State has adopted college- and career-ready standards in at least reading/languagearts and mathematics that have beenapproved and certified by a State network ofinstitutions of higher education (IHEs),consistent with part (2) of the definition ofcollege- and career-ready standards.

i. Attach evidence that the State hasadopted the standards, consistent withthe States standards adoption process.(Attachment 4)

ii.Attach a copy of the memorandum ofunderstanding or letter from a State

network of IHEs certifying that studentswho meet these standards will not needremedial coursework at thepostsecondary level. (Attachment 5)

1.B TRANSITION TO COLLEGE- AND CAREER-READYSTANDARDSProvide the SEAs plan to transition to and implement no later than the 20132014 school yearcollege- and career-ready standards statewide in at least reading/language arts and mathematics forall students and schools and include an explanation of how this transition plan is likely to lead to allstudents, including English Learners, students with disabilities, and low-achieving students, gaining

access to and learning content aligned with such standards. The Department encourages an SEA toinclude in its plan activities related to each of the italicized questions in the corresponding section ofthe document titled ESEA Flexibility Review Guidance, or to explain why one or more of thoseactivities is not necessary to its plan.

Defining College and Career Readiness in Oregon

Over the past five years, Oregon has increased its policy focus on college and career

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readiness. Oregon joined with 35 other states to form the American Diploma Project Network(ADP) a coalition of states committed to aligning high school standards, assessments,graduation requirements, and accountability systems with the demands of college and theworkplace. The ADP (a partnership of Achieve, The Education Trust, and the Thomas B.Fordham Foundation) informed the revision of the Oregon Diploma, which brings studentproficiency in core subject areas in greater alignment to basic college entrance requirements.

The Oregon Diploma identifies a set of essential skills that students must demonstrate toenter postsecondary education and the workforce. Beginning in 2010-11, each grade 9student cohorts must demonstrate mastery of literacy, writing, and applied mathematics(http://assessment.oregonk-12.net/content/step-1-review-essential-skills-requirements). Thestate will phase in proficiency requirements, learning progressions, and assessmentstrategies for six more essential skills sets:

Demonstrate personal management and teamwork skillsThink critically and analyticallyListen actively and speak clearly and coherentlyUse technology to learn, live, and work

Demonstrate civic and community engagementDemonstrate global literacy.

The revised Oregon Diploma illustrates the states commitment to preparing each student forsuccessful transitions to their next steps following high school graduation. Personalizedlearning, learning beyond the classroom and connections to the adult world are critical forpreparing each student, whatever path they take after graduation, for the challenges andopportunities of the 21st century. The Oregon Diploma articulates a definition of college andcareer readiness that moves beyond one cut score on one standardized test to a student-centered profile of knowledge, skills, experiences, and aspirations.

Two expectations of the Oregon Diploma, the Education Plan and Profile, and Career-Related

Learning Experiences (CRLEs), are to personalize the diploma for each student and helpcreate the plan for their post-high school education and career. These requirements addressthe contextual skills and awareness students need to transition to postsecondary educationand the workforce and provide students with an opportunity to examine personal, career, andeducation goals beginning in middle school and continuing through high school.

The Education Plan and Profile assists students in pursuing their personal, educational, andcareer interests and post-high school goals. The Education Plan serves as a road map toguide student learning through middle and high school and prepare for next steps. TheEducation Profile serves as a compass that documents student progress and achievementtoward goals and helps them stay on course. The student is responsible to develop andmanage his or her personal Education Plan and Profile. The school is responsible for

providing a process and guidance to students. The process should begin no later than grade7 and continue through graduation, with regular reviews and updates. The process isdesigned with flexibility to allow students to change their plans as their interests and goalsevolve.

CRLEs are structured educational experiences that connect learning to the world beyond theclassroom. They are included in the students education plan in relation to his or her careerinterests and post-high school goals. Experiences provide opportunities in which students

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apply academic, career-related, technical knowledge and skills, which assist in clarification ofcareer goals. Communities support quality career-related learning experiences. Partnershipswith local employers and community organizations provide a variety of opportunities, buildingupon the communitys strengths and resources. Beyond the local community, regionalopportunities help increase the schools capacity while technology offers expandingpossibilities worldwide. CRLEs can take place in a variety of ways and places such as school,

the workplace, or the community.

Adoption and Stewardship of the Common Core State Standards

The Oregon State Board of Education adopted the Common Core State Standards (CCSS)for English language arts (ELA) and mathematics on October 28, 2010(http://www.ode.state.or.us/superintendent/priorities/october-minutes---final.doc). In response,ODE created a plan for statewide Learning, transition, and implementation which has been inplace since May 2011(www.ode.state.or.us/wma/teachlearn/commoncore/ccsstransitionimplementationplan.pdf). Anine person steering committee leads the implementation and assessment work, guidingefforts at the policy level and serving as the main point of contact between ODE andeducators statewide.

Central to Oregons CCSS implementation efforts is a group of committed individuals from allsectors of education working to ensure that every Oregonian graduates ready for college orcareer. This Stewardship Team consists of 39 stakeholders identified through a statewidenomination process. The Stewardship Team includes K-12 and postsecondary educators inELA, mathematics, science, social science, and career and technical education, earlychildhood educators, regional Education Service District (ESD) staff, faculty from teacherpreparation programs, special education and English language learner (ELL) directors,representatives from business, the Oregon Parent Teacher Association, and professionaleducational organizations (http://www.ode.state.or.us/search/page/?id=3344).

The Stewardship Teams tasks include:finalizing Oregons transition timelinehelping plan informational workshopsidentifying fund sources for implementation and transition workhelping develop the states blueprint for long-term implementationcommunicating and sharing information on the new standardscollecting input from educators to inform the implementation work.

The Stewardship Team is accomplishing its work through four work groups focused on: 1)teaching and learning, 2) instructional materials, 3) professional development, and 4)communications.

Alignment to College and Career Ready Standards

ODE, in consultation with representatives from higher education, districts, and ESDs,conducted in-depth analyses to determine the alignment between the CCSS and Oregonsexisting content standards in ELA (http://www.ode.state.or.us/search/page/?id=3356) andmathematics (http://www.ode.state.or.us/search/page/?id=3211). The findings of theseanalyses are summarized in state crosswalk documents, designed to:

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provide comparisons between new and existing standardsidentify gapsnote differences in organizationidentify implications for implementation

Additional grade level crosswalks identify similarities and differences between the standardswith greater granularity. Specific links to state resources provide teachers with methods forselecting materials and implementing strategies that will support all students to grade levelproficiency.

The CCSS, however, reach beyond English and math classrooms. The new standardsintegrate literacy and numeracy into sciences, social studies, and technical subjects to betterprepare all students for college and career success in the rapidly changing workplace.Understanding that CCSS implementation is an interdisciplinary effort, crosswalks have beencreated to analyze the alignment between the CCSS for literacy in social studies, science andtechnical subjects and the existing Oregon content standards in social sciences and science.When these crosswalks have been finalized, they will be available on ODEs website(http://www.ode.state.or.us/search/page/?id=3452).

The crosswalk analyses are being used at the state level to inform development of otherresources and tools to support CCSS implementation. District and school implementationteams are using the crosswalk analyses as they identify professional development needs andpropose changes in classroom instruction and materials. Oregons ESDs are also playing animportant role in translating the technical crosswalk documents into more actionable transitionresources. For example, Northwest Regional ESD has created Teacher Navigation Tools todescribe in plain language the connections between Oregon State Standards and the CCSS.Taking alignment efforts one step further into curriculum planning, Clackamas ESDsCurriculum Mapping Tools offer a month by month format for teaching the CCSS and includespace for connecting instructional resources and assessments. These and many otherresources are available to districts on ODEs website

(http://www.ode.state.or.us/search/page/?id=3452).

College and Career Ready Standards for English Language Learners

ODE has begun developing a plan for alignment of English Language Proficiency (ELP)standards to college and career ready standards. ODE has formed a team consisting of staffand practitioners representing English language learners (ELL). Oregon has joined the StateCollaborative on English Language Acquisition (SCELA), convened by the Council of ChiefState School Officers (CCSSO), the Assessment and Accountability Comprehensive Center,and the Mid-Atlantic Comprehensive Center to undertake two critical tasks to support thelearning and achievement of ELLs: 1) The development of common language proficiencyexpectations that correspond to the CCSS; and 2) the systematic examination of current stateELP/ELD standards to identify similarities and differences across these standards and toinform consideration for common or coordinated ELP/ELD standards.

ODE staff and ELL stakeholders - including district, school level, community members, andhigher education - will be involved in the development and implementation of these revisedELP standards. These changes will be communicated to LEAs at the earliest opportunity,with a plan for implementation and supporting schools in 2013-14.

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College and Career Ready Standards for Students with Disabilities

ODE has an ongoing process of evaluating accommodation factors necessary for studentswith disabilities based on the activities in instruction, the mode and format of the assessment,and student need (http://www.ode.state.or.us/search/page/?id=487). OregonsAccommodation Panel meets quarterly to review, and if applicable, approve and defineaccommodation recommendations that are submitted by the field, and to ensure that specificstudent accessibility needs are considered during the implementation of any new staterequired activity. This practice will continue with the implementation of the CCSS.

Analysis of the learning accommodations necessary to ensure that students with disabilitieshave the opportunity to meet the CCSS will be conducted in four ways:

First, over the course of 2011-12, Oregons Accommodations Panel will be providedthe breadth of information related to the CCSS to ensure working knowledge andcurrent awareness of the changes in expectations associated with Oregons adoptionof the CCSS.Second, beginning in the last quarter of the 2011-12 school year and into 2012-13,Oregons Accommodations Panel will review the content of CCSS and any supportingdocuments to analyze any fundamental changes (additions to allowableaccommodations or removals from allowable accommodations) that will be necessaryin light of the change in content standards and associated expectations. For example,use of calculators is currently an accommodation for all students in Oregon.Third, beginning in 2012-13, Oregon will conduct an analytical review andreplacement of the existing accommodations and allowances in light of the CCSS andrelated supporting documents to determine which of the existing statesaccommodations and accessibility options will remain applicable following the changein standards. These changes will be communicated to LEAs to ensure completeintegration by 2013-14 so that students are prepared for the new assessments in2014-15.Fourth, as a member of the SMARTER Balanced Assessment Consortium, Oregonwill be working collaboratively to ensure that any state allowable accommodations areconsistent with those defined nationally for the purpose of the assessment and areconsistent with the mode and format of the assessment. This work began in the 2011-12 academic year and will be ongoing through the 2014-15 implementation andbeyond.

Development of this work will occur in conjunction with and along the same timelines as thedevelopment of supports for all students.

Outreach and Dissemination of College and Career Ready

Standards

Immediately following the adoption of the CCSS, ODE drafted a comprehensivecommunication plan to inform the states diverse educational stakeholders of the purpose andpromise of the CCSS. Outreach and awareness building composed the primary set ofactivities during the first year of the CCSS blueprint for implementation. Those activitiescontinue through a variety of channels: a state website dedicated to the CCSS, production ofa webinar series, presentations at local meetings and state conferences, quarterly

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newsletters, and targeted stakeholder group outreach conducted by the Stewardship Team.

Oregons CCSS website(http://www.ode.state.or.us/search/page/?id=2860) was developedto provide information, resources, and tools to build a common understanding of the newstandards and to support district, school, and classroom implementation. The website isdesigned around stakeholder portals that provide targeted information for students, parents,

teachers, administrators, school boards, businesses, and policymakers. One unique featureof the website is an Oregon resources page with an interactive map providing links to theCCSS contact and local CCSS websites for all districts and regional ESDs. This page isdesigned to function as a platform for peer-to-peer sharing and collaboration as districtsdevelop and execute local implementation plans.

A CCSS webinar series shares information about three facets of CCSS implementation:CCSS Resources, Instructional Materials, and the SMARTER Balanced Assessment. Thefirst three webinars in the series were provided in October 2011 and are now available on theCCSS communications web page (http://www.ode.state.or.us/search/page/?id=3265). Asecond set of webinars is scheduled for February 2012 and a third in May 2012.

ODE staff and CCSS Stewardship Team members continue to provide presentations andworkshops throughout the state at local, regional, and statewide meetings and conferences toprovide outreach and build awareness and understanding of the CCSS for stakeholders. Forexample, the Oregon 2011 Summer Assessment Institute included a CCSS keynote and abreakout session strand on the CCSS for the more than 550 participants of district/schoolteams. Presentations have also been specifically targeted toward schools of education withinthe states institutions of higher education, providing critical information to stakeholders inteacher preparation programs.

All ODE communication sources, including the website, multiple list serves, and theSuperintendents Pipeline and Update, contain CCSS information and updates in each edition.In addition, ODE provides a CCSS Quarterly Update, a newsletter that compiles all of the

CCSS information disseminated in the various communication venues into one document foreasy access.

The Oregon CCSS Stewardship Team communications workgroup includes members fromvarious stakeholder groups: educators, college faculty, special education and ELL directors,parents, business leaders, and administrators. The workgroup has produced flyers andnotices targeted for each of the stakeholder groups. In their roles as CCSS ambassadors, theStewardship Team members are developing 100-day plans for CCSS outreach anddissemination within their stakeholder groups, to be implemented and refined during the2011-12 school year. The plans will be reviewed and refined throughout CCSSimplementation over the next several years.

In summary, the CCSS outreach is intended to ensure that all Oregon education partnershave access to the information they need to drive successful implementation. Over the courseof the past year, since adoption of the CCSS, the conversation is changing from one of initialawareness of what the CCSS are, to a deeper conversation about how to move forward withtransition planning and implementation action. As ODE continues to provide support for thosein the initial awareness phase, we are now focusing on outreach efforts, tools, and resourcesto provide support for districts and educators moving into the transition and actionimplementation phases.

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Professional Development Supports for Teachers and Principals

ODE is working with professional organizations, ESDs, Institutions of Higher Education, theregional education laboratory, Education Northwest (EdNW), and districts to develop andprovide professional development services, resources, and tools to prepare teachers andprincipals to implement the CCSS for all students. Much of this work will be delivered throughthe Continuous Improvement Networks described in Section 2.F., as well as through ESDs,partnerships and other existing networks. CCSS implementation will incorporate ODEsefforts to develop a framework for professional learning known as Learning Forward, whichuses standards to provide an integrated approach to supporting Oregon educators(http://www.learningforward.org/standards/index.cfm).

ODE is partnering with the Oregon Confederation of School Administrators (COSA), OregonASCD, Xerox, and McGraw Hill Education to provide a series of regional workshops forschool and district teams composed of administrators, department chairs, instructionalcoaches, and teachers(https://netforum.avectra.com/eWeb/DynamicPage.aspx?Site=COSA&WebCode=CCSSRS).The first series of workshops took place in fall 2011 and follow up workshops will be providedin spring 2012. The fall workshops featured spotlight sessions on the CCSS, time for teamplanning, an update on resources, and support from ODE Stewardship Team.

ODE will soon launch an online suite of professional development supports through theCCSS Implementation Toolkit for Teachers. As part of the toolkits development process,ODE recently hosted a two-day work session with members of the CCSS StewardshipTeams professional development work group as well as teacher leaders from across thestate. Participants gave feedback on the structure and design of the site, identified usefulprofessional development resources from other states, and designed resources to meet theunique implementation needs for Oregon classrooms. The toolkit is scheduled to be availableearly in 2012 (http://www.ode.state.or.us/search/page/?id=3430).

The implementation of CCSS could be impacted by the current serious resource issues facingthe state; however, Oregon is committed to effectively and efficiently providing as muchsupport as possible for administrators, schools and districts. Because CCSS is the key tosuccessful alignment of Oregons PK-20 system, the OEIB will be engaged in examining theinvestment in teachers, training, tools and materials necessary to create a strong system.Such investments will be necessary to: 1) raise the awareness of all stakeholders related toCCSS; 2) support an efficient and timely PK-20 transition to the college and career readymodel; 3) develop instructional content expertise for teachers trained and licensed under theexisting system; 4) fully involve education professionals in the conversation about highexpectations, post-secondary preparation and success; and 5) implement CCSS as anintegrated part of an engaging, high quality PK-20 instructional program.

Instructional Materials Aligned to College and Career ReadyStandards

Oregon has adopted a state level process for establishing and adopting criteria for selectinghigh quality instructional materials. Oregon legal regulations outline a process for participationby groups representative of various student populations to ensure selection of materials that

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are culturally relevant, aligned to standards, and accessible for all students. The CCSSinitiatives six part definition of college and career ready students includes the following as itssixth and final anchor:

Students come to understand other perspectives and cultures. Students appreciatethat the 21st century classroom and workplace are settings in which people from often

widely divergent cultures and who represent diverse experiences and perspectivesmust learn and work together. Students actively seek to understand otherperspectives and cultures through reading and listening and they are able tocommunicate effectively with people of varied backgrounds. They evaluate otherpoints of view critically and cons

Documents

Oregon ESEA Flexibility Request Draft