Evolving oregon educational policy
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Evolving Oregon Educational Policy. Pat Burk, Ph.D. Department of Educational Leadership and Policy. Who are Oregon Students?. Oregon’s Student Population. October 1 K-12 Student Population. Linguistic Diversity. 55,402 students in 2012-13 reported a language of origin other than English

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Evolving Oregon Educational Policy

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Evolving oregon educational policy

Evolving Oregon Educational Policy

Pat Burk, Ph.D.

Department of Educational Leadership and Policy


Who are oregon students

Who are Oregon Students?


Oregon s student population

Oregon’s Student Population


October 1 k 12 student population

October 1 K-12 Student Population


Linguistic diversity

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%)


Evolving oregon educational policy

Pew Hispanic Center


Students with disabilities

Students with Disabilities


Students with disabilities1

Students with Disabilities


Students with disabilities2

Students with Disabilities


Eligible for free and reduced price lunch

Eligible for Free and Reduced Price Lunch


Homeless youth in oregon k 12

Homeless Youth in Oregon K-12


Homeless youth in oregon k 121

Homeless Youth in Oregon K-12


Who teaches our students

Who Teaches Our Students?


Teacher and student diversity

Teacher and Student Diversity


Teacher and student diversity1

Teacher and Student Diversity


Evolving oregon educational policy

When and Where is School?


Oregon school districts by size

Oregon School Districts by Size


Growth of charter schools in oregon

Growth of Charter Schools in Oregon

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


Impact of technology

Impact of Technology

  • Access to Online Schools and Courses is expanding rapidly at the K-12 Level.

  • Access to rigorous content

  • Stand alone courses or supplements to core

  • Bends the concepts of teacher, school and time.

  • Social Networking and rapid exchange of information

  • Policy challenge: control it or use it?


How are the students doing

How are the Students Doing?


Students meeting state standards 2012 13

Students Meeting State Standards-2012-13


High school graduation rate 2012 13

High School Graduation Rate, 2012-13


Graduation rate by race ethnicity

Graduation Rate by Race/Ethnicity


High school cohort 2008 09 to 2011 12

High School Cohort: 2008-09 to 2011-12


Post secondary linked to k 12 as an educational enterprise

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


Six year graduation rate

Six-Year Graduation Rate


Degrees awarded by gender and race

Degrees Awarded by Gender and Race


Changing policy landscape

Changing Policy Landscape

Additional required credits in Mathematics and Science

Floor of Algebra I

Required Evidence of Proficiency in Essential Skills

Science must include inquiry and at least two with laboratory experience

Personalized education

Credit through demonstrated proficiency and proficiency-based instruction


The new oregon diploma

The New Oregon Diploma


Essential skills added to requirements

Essential Skills Added to Requirements


How do students demonstrate proficiency

How Do Students Demonstrate Proficiency?


Changing policy landscape1

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


Evolving oregon educational policy

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


The challenge

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


Changing policy landscape2

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


Oregon restructured

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


Structure of governance

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


Evolving oregon educational policy

Oregon Education Investment Boardwww.education.orgeon.gov


Oregon accountability system

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


Evolving oregon educational policy

THE OREGON MATRIX MODEL FOR EVALUATION


Evolving oregon educational policy

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


Changing policy landscape3

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?


The debate continues

The Debate Continues

  • Completing the “Three Session Strategy:” Restructure, Restore, Refinance

  • Who’s in charge here? OEIB? State Board? HECC? Local Boards?

  • Regional Service Delivery Models

    • Early Learning Hubs

    • STEM Hubs

    • Professional Development Networks

    • Regional Achievement Collaboratives

    • Eastern Promise Expansion

    • TeachOregon-Oregon Network for Quality Teaching and Learning

  • Emerging role of the Higher Education Coordinating Commission linking Community Colleges and OUS

    • Independent University Boards of Directors

  • Kindergarten Readiness, Full-Day Kgn, expand early learning

  • Revisions of the Minority Teacher Act

  • Tax Reform: Did someone say “sales tax?”


Final thoughts

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


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