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2oth Century 21st CenturySeat time Demonstrations of proficiency and
flexible uses of time
Content knowledge 4 keys of college and career readiness(Know, Think, Act, Go)
Disjointed, inaccurate data system
Usable, accessible longitudinal datathat drives teaching and learning
Limited collaboration between K-12 and higher
education
Flexible pathways, reward success in placing students in their next step
forward; college/career
Teaching is private, isolated
Teaching is a public, collaborative, network of enterprise expert practice
Progress measured only by summative
standardized tests
Progress is measured by summative teacher judgments in addition to
standardized measures
Indicators
Education Funding Team Results Map
LEARNER LEVELOutcomes
COMMUNITY LEVELCreating Conditions
for Learning & Teaching
Standards & Assessments
STATE LEVELSteering the
System
Ready for school
Ready to apply
math and reading
skills
On track to earn a
diploma
Ready for college
and career
training
Ready to contribute in career
and community
Oregonians are prepared for lifelong learning, rewarding work and engaged citizenship
No achievement gaps
Engaged Communities
Investing in Outcomes
Policies & Research
Longitudinal Data System
Support & Accountability
Support & Elevate Education Professionals
Learner Centered
Effective EducatorsSupported Families
& LearnersVariety & Innovation
Culture of Ongoing Learning
Ready for School
Key requests (Birth-age 3)
1. An integrated plan to provide home visiting for new families with cost information for scaling up.
2. Proposal for expansion of relief nurseries.
3. Proposal for systematic early identification of health and education challenges.
4. Proposals to form partnerships for parenting education.
Ready for School
Key requests (ages 4-6)
1. Funding proposal for reliable school readiness measure.
2. Funding model for preschool services, tied to family income.
3. Demonstration grant proposals to integrate preschool with elementary school.
4. Capacity grant for preschool that includes outcomes measures.
Ready to Apply Math & Reading Skills
Key Requests
1. Commitments in achievement compacts for greater performance – and any suggestions on policy or rule changes to achieve results.
2. Possible strategic grants to support improvement on math and reading, especially for disadvantaged learners.
On Track to Earn a Diploma
Key Requests
1. Improvement goals as part of capacity grants.
2. Model for incentive payment for English Language Learning, tied to acquisition of English proficiency.
3. Model for allocating special education dollars to strengthen incentives for mainstreaming students.
Ready for College orCareer Training
Key Requests
1. Increased graduation rates as part of achievement compact.
2. Proposal for an Incentive payment for college credits earned in high school.
3. Proposals for strategic grants for improving pathways from high school to college.
What does this mean?
Why is this important?
Learner Centered
What does this look like?
• A system organized around learners, rather than institutions or educators
• Learning self-paced across subjects and time• Every learner with a cumulative record of
achievement
• New opportunities to create individual learning paths• A seamless experience; no abrupt ‘hand-offs’• Data-tracking system – each learner, in real time
• Intrinsic motivation the driver of learning• Individualized learning strategies key for those
not succeeding in present system• A more financially efficient system
Effective Educators
What does this mean?
What does this look like?
• Teachers prepared for digital generation learners• Higher standards for new teachers• Preparation for early-learners educators• Relevant professional development
• Teachers in different roles than traditional instruction
• Teachers trusted with more professional autonomy
• More selective admissions to schools of education
• Rewards for college / university teaching • Teacher quality the number-one driver of learner
success• Lower teacher turnover in early career years• Higher professional standing for educators
Why is this important?
Supported Families & Learners
What does this mean?
What does this look like?
• Supported parents choosing learning approaches• Systematic integration of health / human services
with school• Early start for all learners
• Focus on results / expectations for all learners• One-stop experience for parents / learners• Well timed interventions
• Reduction in drop-outs• More completions – diplomas / certificates /
degrees• More efficient use of public dollars• More equitable opportunities for all learners
Why is this important?
Variety & Innovation
What does this mean?
What does this look like?
• Learning opportunities as differentiated as students• Culture of openness to trying new strategies• Organizations learning from what works
• A variety of schools and colleges geared to today’s learners
• Learners succeeding in cultural appropriate contexts
• Strategic approaches to aligning with future jobs• Schools and colleges improving through
innovations, as other industries do
• Critical necessity of improvement• Design not performance as fundamental
challenge• Key to Oregon’s future
Why is this important?
Culture of Ongoing Learning
What does this mean?
What does this look like?
• All learners reaching their potential• Learning to learn, rather than reciting
information• Moving at individualized paces
• More completions of diplomas / certificates / degrees
• Learners needing more time getting more time• Learners moving fast, moving on• Robust information – jobs and education
• Closing Oregon’s multiple achievement gaps• Response to changing demographics• A 21st century work force
Why is this important?
Investing in Outcomes
• Oregon is shifting to outcomes budgeting• We do not currently report the return on the
state’s education investments
Where we stand
What we need
What to do
A lean infrastructure to support long-term outcome investing in education that includes• A permanent analysis staff• Research and analysis of demographic trends,
cost drivers and other data to guide investment decisions
• Progress reports for every program receiving state education funding
• Create a small office focused on outcome-based investing
• Develop powerful, outcome-based accountability arrangements for the Governor, the OEIB and the legislature
Support & Accountability
• Multiple regulatory systems govern learners, educators and learning organizations
• Regulations are often perceived as overly bureaucratic and punitive• Accountability is focused on following policies and procedures rather
than on achieving educational outcomes• ODE offers support for K-12 educators and learning organizations, as
do ESDs and other organizations, but less support exists for early learning and postsecondary
• Support is not coordinated with regulation or intervention
• Systems for support and intervention should be separate but managed as a unified improvement strategy
• The state should encourage a broad range of support strategies from many organizations
• The state’s accountability system should encourage continuous organizational learning and dissemination of best practices and lessons learned
• Prescribed best practices should be consistent with loose-tight framework
• Build a small P-20 office that supports learning organizations across the continuum of learning
• Adopt an approach that features proactive outreach to learning organizations, specialized support as needed, and tools for sharing
Where we stand
What we need
What to do
Support & Elevate Education Professionals
• Oregon has a large force of great educators• Educators are facing increasing challenges and demands from
changing demographics, new learning technologies and fiscal limitations
• Research confirms that the quality of teaching has an enormous impact on the quality of learning and on learner’s future prospects
• A system that nurtures a highly effective cadre of educators throughout the educational continuum
• Clearly-defined and meaningful teacher standards for the 21st century• Appropriate funding and steering that enables schools of education to
meet these standards• Accountability for state investments in great educators
• Create a single, unified state steering function that produces and supports great educators
• Provide recommendations for the content, form and funding of professional development, mentoring and career development
• Provide recommendations on admission and achievement standards and curriculum for state-supported colleges of education
Where we stand
What we need
What to do
Standards & Assessments
Where we stand
What we need
• No statewide Kindergarten readiness standards or assessment
• Oregon has adopted Common Core Standards for English and math in high school, and for teacher preparation
• Implementing New Oregon Diploma, which also aligns with college entrance skill level requirements
• Universally adopted, vertically aligned (P-20) standards and assessments that measure content knowledge and essential skills
• Both educator-based and standardized assessments that inform individualized instruction and enable self-paced progress toward proficiency
• Seamless transitions and clear pathways to degree attainment
• Ask the Chief Education Office to create a single, integrated P-20 team to develop and continuously improve a set of standards, diplomas and certificates that achieve the state’s objectives.
What to do
Policies & Research
• Multiple systems of laws, policies and rules governed by uncoordinated agencies
• No alignment with the principles of Oregon Learns, including the OEIB’s loose-tight strategy
• Integrated set of high-level policies to govern Oregon’s P-20 system
• Single state office to communicate and maintain policy framework
• Greater accountability and flexibility for learning organizations to achieve expected outcomes
• State-level policy office with research capacity• Emphasis on voluntary compliance and reduction of
compliance burden
Where we stand
What we need
What to do
• Ask the Chief Education Office to create a single, integrated P-20 policy support structure consistent with loose-tight framework.
Longitudinal Data System
• Data about Oregon learners exists in multiple uncoordinated systems, including education, health care, judicial, human services and corrections agencies
• Each learner may have multiple identifiers across systems
• Some important data is not currently collected• Information is not easily accessible to learner and their
families• High-quality, learner-level longitudinal data• A new data system designed specifically for P-20
integration • Appropriate access to data by learners, educators and
investors• A reliable and consistent method for counting certificates
earned by Oregon learners• Define the fundamental data needs of learners, educators
and investors• Develop a business case and request for proposals for a
new integrated P-20 data system
Where we stand
What we need
What to do
Engaged Communities
Many Oregonians lack a clear understanding of • The relationship between the state’s educational
outcomes and economic vitality• The costs and issues associated with an outdated
educational system• The benefits of Oregon Learns
Where we stand
What we need
What to do
• Oregon’s educational system needs an informed and engaged public
• Oregon’s learners need the active support of their communities
• Oregon Learns requires communities and citizens prepared to make informed choices about educational investments
• Oregon’s educational system needs an informed and engaged public
• Oregon’s learners need the active support of their communities
• Oregon Learns demands communities and citizens that are prepared to make informed choices about educational investments
K-12 Achievement Compact Outcomes
Progression: Are students making sufficient progress toward college and career readiness?
• Ready for school, a kindergarten readiness assessment still under development and not required for the 2012-13 compact
• Third Grade proficiency in reading and math• Sixth Grade on track, an attendance measure• Ninth Grade on track, a compound measure of attendance and credits
completed
College and Career Ready: Are students completing high school ready for college or career? (Completion)
• Four-year and five-year cohort graduation rates• Five-year completion rate• Post-secondary enrollment• Earning nine or more college credits
Equity: Are students succeeding across all buildings and populations? This is a count of schools on the federal Title 1 school improvement list or, in future years, what ODE defines as priority and focus schools, pursuant to the final terms of our NCLB waiver.
Local Priorities These are outcome measures proposed by a district board to be added to its achievement compact and approved for this purpose by the OEIB.
Higher Education Achievement Compact Outcomes
Are students completing their courses of study and earning certificates and degrees? (Completion)
• Adult high school diplomas and GEDs• Certificates and Oregon Transfer Modules• Associate degrees• Transfers to four-year institutions• An outcome measure for completion of programs of study is under
development for inclusion in future compacts.
Are students making progress at the college? • Are enrolled and complete developmental education Writing• Are enrolled and complete developmental education Math• Earn 15/30 college credits• Pass a national licensure exam
Are students making connections to and from the college? • Are dual enrolled in Oregon high schools• Are dual enrolled in OUS• Transfer to OUS• An outcome measure for employment after completion of degrees,
certificates or programs of study is under development for inclusion in future compacts.
Local Priorities These are outcome measures proposed by a board to be added to its achievement compact and approved for this purpose by the OEIB.
