Emerging Trends in K-12 Education in Oregon and the U.S.

1. Emerging Trends in K-12 Education in Oregon and the U.S. Patrick Burk, PH.D. Educational Leadership and Policy

2. OR • If you are not confused yet, you are not paying attention!

3. High School in the US • Talk to a partner • Where did you go to high school? More than one place? • How many years did it take to finish? • What core courses did you take to graduate? • How did you know you had finished? What did you have to do to show that you were ready to graduate? • Report to the group

4. Why a Standard High School? • Authority is not constitutional • The provision of public education is a state responsibility. • Federal authority is limited to enforcement of civil rights laws and the provision of supplemental funds for the “General Welfare.

5. The Basic Legal Structure • The “General Welfare Clause”: Article I, Section 8, US Constitution • “ The Congress shall have Power To lay and collect Taxes, Duties, Imposts and Excises, to pay the Debts and provide for the common Defense and general Welfare of the United States; but all Duties, Imposts and Excises shall be uniform throughout the United States.”

6. The Basic Legal Structure • The Tenth Amendment: • “ Powers not delegated to the United States by the Constitution nor prohibited by it to the states, are reserved to the states respectively or to the people.”

7. The Basic Legal Structure • The Fourteenth Amendment • “ No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any state deprive any person of life, liberty or property without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws.”

8. The Committee of Ten Charles Elliot, President, Harvard University William Harris, Commissioner of Education, Washington, DC James Angell, President, University of Michigan John Tetlow, Head Master, Girls Latin School, Boston James Taylor, President, Vassar College Oscar Robinson, Principal, Albany HS James Baker, President, University of Colorado Richard Jesse, President, University of Missouri James Mackenzie, Head Master, Lawrenceville School, New Jersey Henry King, Professor, Oberlin College, Oberlin, Ohio

9. Key Recommendations • Standard school day, school year and uniform class periods • Grade 1-8 elementary and 9-12 secondary school structure in a 12 year course of study • Core Curriculum for all students to include • English for 4 years • Mathematics including algebra I and II and geometry • Science- chemistry, physics, botany/zoology and astronomy with labs • Health and Physical Education • History, Civil Government, Geography and Economics • Modern Languages; elementary electives continued in secondary school • Professional Teacher and Administrator Preparation

10. Jurisdiction and Authority Federal Jurisdiction: What role does the federal government play? General Welfare clause: Support for research and financial support for certain instructional programs Instruction Science, math, reading, special education, vocational and career education, bilingual programs School lunch Certain types of student categories Poverty, Native American, Migrants, Disabilities Health and Safety: 1980 Asbestos School Hazard Detection and Control Act; 1988 Indoor Radon Abatement Act.

11. Jurisdiction and Authority Federal Protections: What does the federal government protect? First Amendment: Free Speech Fourth Amendment: Illegal Search and Seizure Fourteenth Amendment: Equal protection and Due Process Procedural Due Process: minimal procedures Substantive Due Process: valid objectives-protect against arbitrary government action. Personal liberty protected against unwarranted interference Federal Law: indirect support, not direct control ESEA, IDEA, Bilingual Education 1965 Evolution of federal involvement

12. Jurisdiction and Authority Civil Rights Protections Brown v. Board of Education 1954 Voting Rights Act 1964 Civil Rights Act 1964 Title IX 1972 Rehabilitation Act 1973 IDEA 1977 Plyerv. Doe1982 Seattle Race Based Assignment 2004 Arizona and Alabama Immigration 2012 Residency for immigrant youth 2012

13. Evolution of Opportunity • 1896 Plessy v. Ferguson • 1900-40’s Separate Systems • 1950’s Eliminate Segregation • 1960’s Compensate Disadvantage • 1970’s Eliminate Barriers • 1980’s Equalize Funding • 1983 A Nation at Risk Published • 1990’s Establish State Standards • 2000’s Universal Proficiency • 2010’s Common Core Standards

14. The Instructional Program No Child Left Behind: Major Components Accountability: academics and English language proficiency Assessments of Academic Content Standards Participation in State Assessments Adequate Yearly Progress Determination LEP programs and English Acquisition Choice Options for Student Transfer Supplemental Services for Students Unsafe Schools Reporting and Options Highly Qualified Teacher Definition Exceptional Students School Improvement Funding

15. Public Education in Oregon • 1859 Oregon State Constitution • 1862 County Superintendent Position Created • 1873 First Appointed State Superintendent: Sylvester C. Simpson • 1874 First elected State Superintendent: L.L. Rowland • 1940 Superintendent of Public Instruction becomes a nonpartisan elected office • 1990 Ballot Measure 5 is approved • 1991 HB 3565 is passed by the Legislature • 1995 HB 2991 is passed by the Legislature • 2005 Legislature adds to diploma requirements • 2007 HB2263 alters the state accountability system • 2008 State board adopts new diploma requirements • 2011 Legislature reorganizes educational governance

16. 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

17. Changing 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

18. 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 • SB290Alter 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

19. Structure of Governance US Constitution Oregon Legislature Oregon Revised Statutes Office of the Governor Gov. John Kitzhaber House Education Committee Ways and Means Committee Senate Education and Workforce Development Committee Higher Ed Subcommittee State Board of Higher Education Oregon Administrative Rules State Board of Education Oregon Administrative Rules Oregon University System Chancellor George Pernsteiner Oregon Department of Education Superintendent ofPublic Instruction Susan Castillo Department of Community Colleges and Workforce Development Commissioner Cam Preus 197 Local School Boards 17 Community College Presidents and Boards 3 Large Campuses Presidents UO, OSU, PSU 4 Regional Campuses Presidents WOU, SOU, EOU, OIT 20 ESD Boards Youth Corrections, Special Schools, Early Childhood, Long Term Care and Treatment

20. SB 909 and Oregon Education Investment Model Governor Legislature Budgets Statutory Policies SYSTEM-WIDE POLICIES & SUPPORT INVESTMENT DELIVERY 0 - 20 Early Learning/Education Providers Achievement Compacts Oregon Education Investment Board Chief Education Officer Early Learning Council Higher Education Coordinating Commission Joint Boards HB 3418 Taskforce Comm. on Children & Families Board of Education Board of Higher Education Oregon Student Assistance Commission Pathways Community Colleges Early Childhood K - 12 OUS Standards and Policies Assessments Audit Data Systems

21. Oregon accountability system Waiver 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

22. Achievement Compact School & District Report Card Policymakers -- State & District Parents & Public Priority/Focus/Model Designation Educators & Community Guide budget & policy setting at state & local level to improve achievement Student-level data Provide ratings & information about school & district quality Students, Families, & Teachers Focus state & district school improvement efforts. Inform teaching & learning

23. Final K-12/ESD Achievement Compact Template

26. Changing Policy Landscape Federal 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

27. Changing Policy Landscape • Key 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?

28. Flexibility Waiver Proposal • Flexibility Regarding the 2013–2014 Timeline for Determining Adequate Yearly Progress (AYP) • Flexibility in Implementation of School Improvement Requirements • Flexibility in Implementation of LEA Improvement Requirements • Flexibility for Rural LEAs • Flexibility for Schoolwide Programs

29. Flexibility Waiver Proposal • Flexibility to Support School Improvement • Flexibility for Reward Schools • Flexibility Regarding Highly Qualified Teacher (HQT) Improvement Plans • Flexibility to Transfer Certain Funds • Flexibility to Use School Improvement Grant (SIG) Funds to Support Priority Schools

30. Four Basic Principles • College- and Career-Ready Expectations for All Students • college- and career-ready standards • high-quality assessments • student growth in at least grades 3-8 and at least once in high school • State-Developed Differentiated Recognition, Accountability, and Support • “next generation” systems of accountability focused on growth, capacity building, and intervention on the lowest performing schools • State identifies “Persistently Low Achieving” for targeted intervention

31. Four Basic Principles • Supporting Effective Instruction and Leadership • Teacher and principal evaluation and support systems that: • will be used for continual improvement of instruction; • meaningfully differentiate performance using at least three performance levels; • use multiple valid measures in determining performance levels, including as a significant factor data on student growth for all students (including English Learners and students with disabilities), and other measures of professional practice (which may be gathered through multiple formats and sources, such as observations based on rigorous teacher performance standards, teacher portfolios, and student and parent surveys); • evaluate teachers and principals on a regular basis; • provide clear, timely, and useful feedback, including feedback that identifies needs and guides professional development; and • will be used to inform personnel decisions

32. Four Basic Principles • Reducing Duplication and Unnecessary Burden • State agency must remove duplicative and burdensome reporting requirements that have little or no impact on student outcomes • State agency must evaluate and, based on that evaluation, revise its own administrative requirements to reduce duplication and unnecessary burden on LEAs and schools

33. Implications for Schools? • Local board policies? • Curriculum and Instruction? • Student Assessment? • Professional Development? • Funding and Resource Allocation? • Employee Evaluation Systems? • Communications? • What else?

34. How Do We Respond? • Low graduation rates are a system issue, not just a high school issue. System Alignment • Early literacy • Critical importance of the middle grades and adequate preparation for transition to high school • Summer transition programs • Attainment of rigorous content is expected of all and the system will provide flexibility and support to assist students in achievement of those expectations.

35. Promising Practices in Oregon • Proficiency based instruction • Students clearly understand what is expected and get ongoing help • Dual Credit, early college access, transferability of credits • Applied learning and opportunities to engage in authentic experiences • Early intervention around attendance and credit accrual • Integrated systems of student support, smaller environments, interagency collaboration

36. What Tools Do We Need? • Data systems • Robust, integrated data systems that provide parents, teachers and administrators with clear and accurate progress information • “Early warning systems” around grades, attendance and credit. • Clear and meaningful school and district accountability measures • Link across all levels of the enterprise

37. What Tools Do We Need? • Clear and High Expectations and Standards • Course alignment for readiness to transition to the next level of education • Early and meaningful intervention on chronic absenteeism • Clarification of “College and Career Ready” proficiencies and agreement across the system of what students need to know and be able to do • Engage parents and communities

38. What Tools Do We Need? • Focus on Teaching and Learning • Opportunities for teachers to work collaboratively across grade levels, i.e., creating social capital at the school level • Support ongoing, high quality professional development and professional learning communities • Adequate technology and materials to engage students • Flexible use of time, “double dosing” and ways to respond to the needs of students

39. What Tools Do We Need? • Meaningful support for students • Career pathways integrated with post-secondary connections • Multiple opportunities to stay connected, e.g., credit retrieval, summer programs, night school, online courses, etc. • Community engagement and collaboration with community based organizations and partnership development

40. What Tools Do We Need? • Better Research • What does “college and career ready” mean for instruction? • What are the key data indicators that tell us students are on track and our schools are delivering quality instruction? • How do we adapt our instruction to meet the needs of diverse populations? • How do we make better use of the data we have available?

41. A Promising Strategy: Cradle-to-Career Initiatives • Clear Common Agenda • Agreement on Key Indicators • Longitudinal Data Frameworks that integrate traditional academic indicators with social and community-based outcomes • Cross-organizational collaboration and communication • “Backbone” organization • Capitalize on university-community partnership

42. Changing Policy Landscape • Key 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?

45. Data Indicators, 2010 Goal 4: Enrolling in Postsecondary Education Readiness for postsecondary education or training Enrollment in college or a training program Goal 5: Postsecondary Completion and Career Entry Increased level of postsecondary enrollment Increased number of postsecondary completers entering the workforce Increased employment and income levels Attainment of self-sufficiency and a living wage by age 25 • Goal I: Prepared for School • Teen births • Mothers receiving pre-natal care • Level of child care provider training • Head Start participation • Full-day kindergarten participation • Goal 2: Supported Inside and Outside of School • Students perception of adult support • After school support: SUN and SEI • Goal 3: Succeed Academically • Increase academic achievement • Graduation from high school on time • Increasing poverty rates in the county