emerging trends in k-12 education in oregon and the u.s

Graduate School of Education Leading, Learning, Life Changing

Emerging Trends in K-12 Education in Oregon and the

U.S.Patrick Burk, PH.D.

Educational Leadership and Policy


OR

If you are not confused yet, you

are not paying attention!


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


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.


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.”



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.”


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.”



The Committee of Ten1. Charles Elliot, President, Harvard

University2. William Harris, Commissioner of

Education, Washington, DC3. James Angell, President, University of

Michigan4. John Tetlow, Head Master, Girls Latin

School, Boston5. James Taylor, President, Vassar College6. Oscar Robinson, Principal, Albany HS7. James Baker, President, University of

Colorado8. Richard Jesse, President, University of

Missouri9. James Mackenzie, Head Master,

Lawrenceville School, New Jersey10. Henry King, Professor, Oberlin College,

Oberlin, Ohio


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


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.


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


Jurisdiction and AuthorityCivil Rights Protections• Brown v. Board of Education 1954• Voting Rights Act 1964• Civil Rights Act 1964• Title IX 1972• Rehabilitation Act 1973• IDEA 1977• Plyer v. Doe 1982• Seattle Race Based Assignment 2004• Arizona and Alabama Immigration 2012• Residency for immigrant youth 2012


Evolution of Opportunity1896 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


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

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


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

Graduate School of Education Leading, Learning, Life ChangingChanging 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• 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• SB290 Alter 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

US Constitution

Oregon LegislatureOregon Revised Statutes

State Board of Education

Oregon Administrative Rules

State Board of Higher Education

Oregon Administrative Rules

Oregon Department of Education

Superintendent of Public Instruction Susan Castillo

Oregon University System

Chancellor George Pernsteiner

Department of Community Colleges and Workforce

DevelopmentCommissioner Cam Preus

197 Local School Boards 4 Regional Campuses

PresidentsWOU, SOU, EOU, OIT

3 Large Campuses Presidents

UO, OSU, PSU20 ESD Boards

17 Community College Presidents

and Boards

House Education Committee

Senate Education and Workforce Development Committee

Ways and Means Committee

Higher Ed Subcommittee

Youth Corrections, Special Schools, Early Childhood, Long Term Care and Treatment

Office of the GovernorGov. John Kitzhaber

SB 909 and Oregon Education Investment Model

INVESTMENT DELIVERY

Board of Education

Board of Higher

Education

Oregon Student

Assistance Commission

Achievement

Compacts

Oregon Education Investment Board

Governor

Chief Education Officer

0 - 20 Early Learning/Education Providers

Early Learning Council

Higher Education

Coordinating Commission

Comm. on Children &

Families

Joint Boards

Early Childhood

K - 12 Community Colleges

OUS

SYSTEM-WIDEPOLICIES & SUPPORT

Data Systems

Assessments

Pathways

Standards and Policies

Audit

Legislature

Budgets

Statutory Policies

HB 3418 Taskforce


Oregon accountability systemWaiver 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

http://www.ode.state.or.us/search/page/?id=3475

Achievement Compact

Student-level data

Priority/Focus/Model Designation

School & District Report CardPolicymakers -- State & District

Guide budget & policy setting at state & local

level to improve

achievement

Parents & Public

Provide ratings &

information about

school & district quality

Focus state & district school improvement

efforts. Inform teaching & learning

Educators & Community

Students, Families, & Teachers

College and Career Ready: Are students completing high school ready for college or career? 9th graders

of 2006-07Dis-

advantaged9th graders of 2007-08

Dis- advantaged

9th graders of 2008-09

Dis- advantaged

9th graders of 2009-10

Dis- advantaged

9th graders of 2012-13**

Dis- advantaged

4-Year Cohort Graduation Optional Optional Required Required Optional Optional

5-year Cohort Graduation Optional Optional Optional Optional Required Required Optional Optional

5-Year Completion Optional Optional Optional Optional Required Required Optional OptionalPost-Secondary Enrollment Pending Pending Optional Optional Optional Optional Required Required Optional OptionalEarning 9+ College Credits Optional Optional Optional Optional Optional Optional Required Required Optional OptionalDisadvantaged is aggregate of disadvantaged student groups (details on pp. 2-4)

Gray shaded boxes are district-provided projections and goals **2012-13 goals are optional

Progression: Are students making sufficient progress toward college and career readiness?

2009-10 AllDis-

advantaged2010-11 All

Dis- advantaged

2011-12 All*Dis-

advantaged2012-13 Goal

AllDis-

advantaged4-Year Goal (2015-16)**

Dis- advantaged

Ready for School Kindergarten readiness assessment under development3rd Gr. Reading Proficiency Optional Optional Required Required Optional Optional3rd Gr. Math Proficiency Optional Optional Required Required Optional Optional6th Grade On-Track Optional Optional Required Required Optional Optional

9th Grade On-Track Optional Optional Optional Optional Optional Optional Required Required Optional Optional*Estimate based on most recent available data **2016 Goals are optional

Equity: Are students succeeding across all buildings and populations? 2009-10 2010-11 2011-12 2012-13 Goal 4-Year Goal (2015-16)**

Priority & Focus Schools* Required OptionalDISAGGREGATED DATA AND GOALS FOR EACH DISADVANTAGED STUDENT GROUP LISTED ON PP 2-4 *Prior to 2012-13, school in federal AYP "Need Improvement" status **4-year Goals are optional

Local Priorities: What other measures reflect key priorities in the district? (optional, up to 3)

YearDis-

advantagedYear

Dis- advantaged

YearDis-

advantaged1-Year Goal

Dis- advantaged

4-Year Goal**Dis-

advantaged

Optional Optional Optional Optional Optional Optional Optional Optional Optional Optional OptionalOptional Optional Optional Optional Optional Optional Optional Optional Optional Optional OptionalOptional Optional Optional Optional Optional Optional Optional Optional Optional Optional Optional

**4-year Goal optional

Investment: What is the public investment in the district? (does not include capital investments) 2010-11 2011-12* 2012-13* 2012-13 QEM calculation of

Formula Revenue District Share Local Revenue not passed through formula District OfficialFederal Revenue

State Grants not passed through formula OEIB Chief Education Officer

NOTE: The gray fields for current and past data are optional, as are the tan fields for local priorities. Districts should fill in the blue fields with their targets, provided student counts are six or more.

Final K-12/ESD Achievement Compact Template

23

Graduate School of Education Leading, Learning, Life ChangingChanging Policy

LandscapeFederal 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


Changing Policy LandscapeKey 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?


1. Flexibility Regarding the 2013–2014 Timeline for Determining Adequate Yearly Progress (AYP)

2. Flexibility in Implementation of School Improvement Requirements

3. Flexibility in Implementation of LEA Improvement Requirements

4. Flexibility for Rural LEAs

5. Flexibility for Schoolwide Programs

Flexibility Waiver Proposal


Flexibility Waiver Proposal6. Flexibility to Support School Improvement

7. Flexibility for Reward Schools

8. Flexibility Regarding Highly Qualified Teacher (HQT) Improvement Plans

9. Flexibility to Transfer Certain Funds

10.Flexibility to Use School Improvement Grant (SIG) Funds to Support Priority Schools


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


Four Basic Principles Supporting Effective Instruction and Leadership

Teacher and principal evaluation and support systems that:1. will be used for continual improvement of instruction;

2. meaningfully differentiate performance using at least three performance levels;

3. 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);

4. evaluate teachers and principals on a regular basis;

5. provide clear, timely, and useful feedback, including feedback that identifies needs and guides professional development; and

6. will be used to inform personnel decisions


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


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


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.


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


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


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


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


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


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?


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


Changing Policy LandscapeKey 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?


Data Indicators, 2010

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

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

emerging trends in k-12 education in oregon and the u.s

Documents

school year

lawrenceville school

standard high school

secondary school structure

girls latin school

life changing orif

person of life

united states