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Every Student Succeeds Act (ESSA) Oregon State Plan

Updates on ESSA workgroups, assessment flexibility, accountability measures, educator effectiveness, school improvement, themes, and considerations for Oregon's State Plan.

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Every Student Succeeds Act (ESSA) Oregon State Plan

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  1. Every Student Succeeds Act (ESSA) Oregon State Plan State Board of Education Meeting June 23, 2016

  2. What’s New Since May Update • ESSA Advisory Committee Convened June 9, 2016 • Committee heard initial leanings of the four ESSA workgroups and provided feedback, questions and considerations to inform the upcoming workgroup meeting on June 28. • U. S. Education Department released dates for submission of State Plans in 2017 • Next ESSA Workgroup meeting scheduled for next week • Each group is expected to provide their leanings, rationale and discussion for ESSA Advisory Committee review July 7

  3. Standards and AssessmentLeanings to Date Standards and Assessment • Offer flexibility for high school assessment to allow districts to choose a nationally recognized assessment IF it • meets peer review expectations to our Oregon content standards • provides equitable access and accommodations to the same extent as the state assessment • Potentially pursue reducing summative assessment footprint to balance with other types of assessments • Develop a balanced assessment system (formative, interim and summative assessments) to support the possibility of using formative and/or interim assessments for accountability in the future.

  4. Accountability Leanings to Date • Workgroup supports no overall rating in order to create a less punitive and more nuanced view of schools • Measures with strong support include • Chronic Absenteeism • 9th Grade On Track • Extended year graduation rates (6 and 7 year rates) • Access to and enrollment in accelerated learning opportunities • Inclusion of CTE data into the reporting • Measures with support but need more research and consideration about how to implement • Middle school “on-track” • Re-engagement rates for dropouts • School Climate • Equity Indicators

  5. Educator EffectivenessLeanings to Date • No changes recommended to Senate Bill 290 • Likely changes to be made in OAR relative to SB 290 in regards to • key elements of educator summative evaluations • changing language of “must” to “may” relative to use of state assessments and the evaluation matrix.

  6. School ImprovementLeanings to Date • Emerging consensus on principles to be strengthened at each stage of the process • Eliminate the stigma (“Failing Schools” under NCLB) • Take into consideration local context and broader achievement indicators than just summative assessment scores • Fewer improvement priorities and revision of Indistarindicators • Shift away from “exit” and towards sustainability planning • Determine “improvement” more broadly than summative data points • Compare data against identification year as opposed to current year

  7. ESSA Advisory Committee • Key Considerations (Themes) Identified to Inform Work Groups’ Next Steps • Theme 1: Equity is Foundational to Oregon’s State Plan • Theme 2: Oregon’s Education Goals and Priorities must be Integrated • Theme 3: A quality district system is stronger when based on multiple measures of student and school outcomes

  8. ESSA Advisory Committee • Theme 1: Equity is Foundational to Oregon’s State Plan • Offering greater flexibility in terms of alternative assessments at the high school level • Developing assessments free of bias and ensuring accessibility for all student groups • Supporting culturally responsive practice and pedagogy • Providing better supports, resources, and interventions for schools and districts serving our most vulnerable student populations based on a system of reliable, accurate, and relevant student data • Ensuring engagement with stakeholders whose voices are historically underrepresented

  9. ESSA Advisory Committee • Theme 2: Oregon’s Education Goals and Priorities must be Integrated • Incorporating key elements of other state plans associated with strategic initiatives such as the: • English Learners State Plan • African American/Black Student Success Plan • Oregon American Indian/Alaska Native Education State Plan • Oregon’s Equitable Access to Educator Plan • Creating opportunities to intentionally connect large state initiatives or work groups • Governor’s Council on Educator Advancement • Graduation • Outlining policy implications

  10. ESSA Advisory Committee • Theme 3: A quality district system is stronger when based on multiple measures of student and school outcomes • Incorporating multiple measures like • the safety of a school • the impact of school leadership • the equitable distribution of resources • kindergarten readiness • successful completion of algebra in 8th grade • 3rd grade reading proficiency • Utilizing additional sources of student achievement data to guide professional learning to improve instructional practice as well as to provide more reliable student performance data that is reflective of all content areas • Ensuring both comparability and reliability across the system by accounting for the variance of rigor across school districts

  11. Revised Timeline for Creating a State Plan Jan– March 2017 • Plan adjusted based on stakeholder input • Coordinate with Governor’s Office & Chief Ed Office • Final Plan submitted March 6

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