Presentation on theme: "Hermiston School District K-12 Achievement Compact Implementation & Review Process."— Presentation transcript:
Hermiston School District K-12 Achievement Compact Implementation & Review Process
Where did achievement compacts come from? In legislation enacted this recent session (SB 1581), the Legislature directed all K-12 districts, education service districts, community college districts and public universities to enter into annual achievement compacts with the OEIB, beginning with the school year.
What are they intended to do? Achievement compacts represent partnership agreements between the state and its 197 school districts, 19 education service districts, 17 community colleges, the Oregon University System and each of its seven universities and the Oregon Health and Science University. These agreements provide the opportunity to: – Align all sectors of our education system toward achievement of the 40/40/20 Goal and college and career readiness; – Focus and inform state investment and local budget and program decisions to achieve these outcomes; – Spotlight best practices and promote collaboration, so that successful districts, colleges and universities can share their strategies with those that can benefit from additional guidance and support; and, – In K-12 districts, replace provisions of the No Child Left Behind Act with a more supportive and flexible accountability system.
Framework Laws Senate Bill 253 (2011) established as the state’s goals for high school and college completion that, by 2025: – 40 percent of adult Oregonians have earned a bachelor’s degree or higher; – 40 percent of adult Oregonians have earned an associate’s degree or post-secondary credential as their highest level of educational achievement; and, – The remaining 20 percent or less of all adult Oregonians have earned a high school diploma, an extended of modified high school diploma, or the equivalent of a high school diploma as their highest level of educational achievement.
Laws Cont’d Senate Bill 909 (2011) created the Oregon Education Investment Board “for the purpose of ensuring that all public school students in this state reach the education outcomes established for the state.” – It directed the OEIB to oversee a unified public education system from early childhood through post-secondary education. It created the position of Chief Education Officer. And it directed the OEIB to, among other duties, recommend strategic investments to ensure that the public education budget is integrated and targeted to achieve the education outcomes established for the state.
Achievement Compact Student-level data Priority/Focus/Model Designation School & District Report Card Policymakers - - State & District Guide budget & policy setting at state & local level to improve achievement Parents & Public Provide ratings & i nformation 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 Dis- advantaged 9th graders of Dis- advantaged 9th graders of Dis- advantaged 9th graders of Dis- advantaged 9th graders of **Dis- advantaged 4-Year Cohort Graduation Optional Required Optional 5-year Cohort Graduation Optional Required Optional 5-Year Completion Optional Required Optional Post-Secondary EnrollmentPending Optional Required Optional Earning 9+ College CreditsOptional Required Optional Disadvantaged is aggregate of disadvantaged student groups (details on pp. 2-4) Gray shaded boxes are district-provided projections and goals ** goals are optional Progression: Are students making sufficient progress toward college and career readiness? All Dis- advantaged All Dis- advantaged All*Dis- advantaged Goal All Dis- advantaged 4-Year Goal ( )** Dis- advantaged Ready for SchoolKindergarten readiness assessment under development 3rd Gr. Reading Proficiency Optional Required Optional 3rd Gr. Math Proficiency Optional Required Optional 6th Grade On-Track Optional Required Optional 9th Grade On-TrackOptional Required Optional *Estimate based on most recent available data **2016 Goals are optional Equity: Are students succeeding across all buildings and populations? Goal4-Year Goal ( )** Priority & Focus Schools* RequiredOptional DISAGGREGATED DATA AND GOALS FOR EACH DISADVANTAGED STUDENT GROUP LISTED ON PP 2-4 *Prior to , 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) Year Dis- advantaged Year Dis- advantaged YearDis- advantaged1-Year Goal Dis- advantaged 4-Year Goal**Dis- advantaged Optional **4-year Goal optional Investment: What is the public investment in the district? (does not include capital investments) * * QEM calculation of Formula Revenue District Share Local Revenue not passed through formula District Official Federal 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
What lays ahead? The establishment of achievement compact advisory committees – must be convened in all districts during the school year to assist with the implementation of achievement compacts in the course of that school year and the development of achievement compacts in subsequent years These will be addressed in permanent rule making by, and additional guidance memos from, the OEIB.
Are these going to be tied to funding? Is the compact linked to state funding this year and/or in subsequent years? – K-12 funding for has already been set by the Legislature for the budget. – The Governor in December will propose a budget for that will take the next step in outcomes based investment. The OEIB, which will help craft that budget strategy, has not yet held a full discussion nor made any decisions on how the budget proposal will be linked to the achievement compacts. – Some ideas proposed through the predecessor Oregon Education Investment Team include maintaining a sustainable based funding level (with some inflation factor for increased costs), which would continue to be distributed through the SSF formula. Additional investments could be provided to all districts to support successful strategies to improve particular outcomes. – The board is not looking toward a “performance funding” model for K-12 in which districts with lesser results lose funding. That would only penalize students who are already paying the price in those under-performing districts.
Timeline for Compacts April 5 to June 30 District boards complete their compacts April 12Data validation process begins May 4Deadline to request corrections July 2Districts return completed compacts July 31 Chief Education Officer accepts compacts and local priority measures Sept. 30 Deadline to establish achievement compact advisory committees
What lays ahead for Hermiston? Asst. Superintendent for Ed Services will be leading the charge to develop the baseline achievement compact – Working heavily with student services technician to mine data required for the report – Participating in regional achievement compact workgroups scheduled in May consisting of other district superintendents and data technicians – Present the baseline compact to the Board in June for review