Evolving Oregon Educational Policy

1. Evolving Oregon Educational Policy Pat Burk, Ph.D. Department of Educational Leadership and Policy

2. Who are Oregon Students?

3. Oregon’s Student Population

4. October 1 K-12 Student Population

5. Linguistic Diversity • 55,402 students in 2012-13 reported a language of origin other than English • 2770 teachers needed at a 1:20 ratio • 9.6% of enrollment • 38+ languages reported make up 96.5% of all EL • Spanish (76.63%); Russian (3.53%), Vietnamese (2.95%), Chinese (1.67%) Somali (1.24%)

6. Pew Hispanic Center

7. Students with Disabilities

8. Students with Disabilities

9. Students with Disabilities

10. Eligible for Free and Reduced Price Lunch

11. Homeless Youth in Oregon K-12

12. Homeless Youth in Oregon K-12

13. Who Teaches Our Students?

14. Teacher and Student Diversity

15. Teacher and Student Diversity

16. When and Where is School?

17. Oregon School Districts by Size

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

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

20. How are the Students Doing?

21. Students Meeting State Standards-2012-13

22. High School Graduation Rate, 2012-13

23. Graduation Rate by Race/Ethnicity

24. High School Cohort: 2008-09 to 2011-12

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

26. Six-Year Graduation Rate

27. Degrees Awarded by Gender and Race

28. 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

29. The New Oregon Diploma

30. Essential Skills Added to Requirements

31. How Do Students Demonstrate Proficiency?

32. 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

33. The Essential Shift Focus on Proficiency for All Students 3 5 8 10 12 • Student learning outcomes are the result of time, effort and appropriate opportunities to learn • It is expected that ALL students can and will learn at a high level. • The impact of demographic variables is to help identify goals and to target appropriate instructional strategies • Student learning outcomes are assumed to follow a “normal” distribution. • It is expected that some will excel, some will fail and most will be in the middle. • The impact of demographic variables explains and limits student achievement

34. The Challenge • We are asking our educational systems to accomplish something they have never accomplished before. • Technical change: knowledge is readily available • Adaptive Challenge: requires significant new knowledge and experimentation • Commit to the goal • Admit that we do not know everything • Form Learning Communities • See Ron Heifetz, Leadership on the Line

35. 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

36. 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

37. 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

38. Oregon Education Investment Boardwww.education.orgeon.gov

40. 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

41. THE OREGON MATRIX MODEL FOR EVALUATION

42. 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

44. 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. The Debate Continues • Completing the “Three Session Strategy:” Restructure, Restore, Refinance • Who’s in charge here? OEIB? State Board? HECC? Local Boards? • Regional Service Delivery Models • Early Learning Hubs • STEM Hubs • Professional Development Networks • Regional Achievement Collaboratives • Eastern Promise Expansion • TeachOregon-Oregon Network for Quality Teaching and Learning • Emerging role of the Higher Education Coordinating Commission linking Community Colleges and OUS • Independent University Boards of Directors • Kindergarten Readiness, Full-Day Kgn, expand early learning • Revisions of the Minority Teacher Act • Tax Reform: Did someone say “sales tax?”

46. Final Thoughts • Prepare for diversity • Multiple strategies • Culturally competent instruction and content • Celebrate differences in students • Work Collaboratively • Focus on evidence and proficiency • Commit to life-long learning • Stay connected to the profession