1. 2oth Century21 st Century Seat timeDemonstrations of proficiency and flexible uses of time Content knowledge4 keys of college and career readiness (Know, Think, Act, Go) Disjointed, inaccurate data system Usable, accessible longitudinal data that 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, isolatedTeaching 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

2. Indicators Education Funding Team Results Map LEARNER LEVEL Outcomes COMMUNITY LEVEL Creating Conditions for Learning & Teaching Standards & Assessments STATE LEVEL Steering 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 gapsachievement gaps Engaged Communities Investing in Outcomes Policies & Research Longitudinal Data System Support & Accountability Support & Elevate Education Professionals Learner Centered Effective Educators Supported Families & Learners Variety & Innovation Culture of Ongoing Learning

3. 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.

4. 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.

5. 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.

6. 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.

7. Ready for College or Career 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.

8. 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

9. 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?

10. 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?

11. 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?

12. 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 21 st century work force Why is this important?

13. 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

14. 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

15. 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 21 st 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

16. 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

17. 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.

18. 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

19. 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

20. 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.

21. 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.