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 2012-13 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.

All working-age adults (2010)

Young adults (2010)

Goal (2025)

10% 13%

42% 41%

20%

18% 17%

40%

30% 29%40%

Less than high school High school only

Associate's degree or credential Bachelor's degree or higher

Achievement Compacts are…

Forward-looking: A roadmap to 40/40/20

About student outcomes, not inputs

A tool to budget a plan, not plan a budget

A way to showcase best practices and promote collaboration

Succinct: Key leverage points for reaching statewide priorities for student achievement

Evolving

Achievement Compacts are not…

A comprehensive system for rating district quality

About inputs

A formulaic system of rewards and consequences

A deeper diagnosis that reveals what works and doesn’t

Overly cumbersome document which measures/ evaluates every component of a comprehensive system

Static

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)  Year

Dis- advantaged

YearDis-

advantagedYear

Dis- advantaged

1-Year GoalDis-

advantaged4-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

What lays ahead?

• The establishment of achievement compact advisory committees– must be convened in all districts during the 2012-13

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 2012-13 has already been set by the Legislature for the 2011-13 budget. – The Governor in December will propose a budget for 2013-15 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 2012-13 CompactsApril 5 to June 30 District boards complete their compacts

April 12 Data validation process begins

May 4 Deadline to request corrections

July 2 Districts 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 12-13 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 12-13 baseline compact to the Board in June for review