A r c h i v e d  I n f o r m a t i o n

Criterion I:

The plan reflects a widespread
commitment within the state

                               - Goals 2000:  Educate America Act                                              Section 306 (n) (2) (A) 

The development and implementation process leads to the establishment of a statewide, broad-based, enduring coalition to support education reform.

True systemic improvement begins with collective vision and a deep commitment to learning. Over the last decade, three Oregon Governors, five biennial State Legislative Sessions, business leaders, many public and private organizations and agencies, school boards and districts and thousands of citizens representing a wide variety of constituencies, have contributed to Oregon's State Plan for education for the 21st Century. The best thinking of these individuals is reflected in each component of the plan that follows. The on-going participation of this broad-based constituency is also reflected throughout the cycle of continuous development and improvement that characterizes the implementation of Oregon's State Plan.

Bipartisan Support Builds the Legislative Framework for the Oregon State Plan

A pioneer spirit has long guided Oregon's journey in school improvement. In response to A Nation at Risk, the state of Oregon developed an Action Plan for Excellence which was adopted by the State Board of Education in June 1984 following extensive conversations in communities statewide. The Essential Learning Skills and Common Curriculum Goals which were developed soon after, articulated basic skill expectations for local schools. In 1987, the Oregon State Legislature enacted the School Improvement and Professional Development Act to develop lighthouse schools throughout the state that would be engaged in innovation while creating their own solutions to educational problems. The simultaneous "top down and bottom up" character of this program is a successful example of how state and school sites can work in concert to bring about school improvement and fundamental change. Since 1987, approximately half of the school districts in Oregon have participated in this program of local school site innovation.

In 1989, the Oregon State Legislature enacted the 21st Century Schools Program permitting waivers of statutes, rules and contracts that inhibit progress toward school improvement. With the approval of the local teachers' bargaining unit and the local school board, a school may undertake programs restructuring school operations and professional relationships. The school improvement plan developed by the local school council, is then reviewed by the 21st Century Schools Advisory Committee (Oregon's Goals 2000 State Panel) and recommended to the State Board of Education. Waivers are subject to annual review and progress toward intended goals is assessed. In 1991, the Oregon Educational Act for the 21st Century greatly expanded the use of waivers giving schools the support mechanism necessary for creating system-wide change that responds to local need.

In June 1991, the Oregon Legislative Assembly, by an overwhelming vote and following extensive public hearings, enacted the Oregon Educational Act for the 21st Century. This Act requires nothing less than the transformation of the entire educational system and serves as the keystone of the legislative framework that supports the Oregon State Plan for systemic school improvement. When fully implemented, this mandate provides children with a connected education pathway from their pre-kindergarten experience through their transition into the workforce as a young adult.

Also in 1991, the Oregon Progress Board published the Oregon Benchmarks, the work of six steering committees and thousands of Oregon citizens that established a 20 year strategic vision for Oregon. This vision includes the integration of economic development with education reform. Enactment of the Workforce Quality Act in 1991, a companion to the Oregon Educational Act for the 21st Century established the Work-force Quality Council in fifteen regions. In 1993, the Workforce 2000 Act provided funding and required agencies to administer workforce, education and training resources through a coordinated strategy.

Legislative Framework for the Oregon Statewide School Improvement Plan

The Process of Developing the State Plan

Following passage of The Oregon Educational Act for the 21st Century in June 1991, a broad-based, participative process was needed to obtain recommendations on designing a statewide plan. The State Board of Education and the Superintendent launched a statewide planning effort involving citizens, parents, students, education professionals and members of the business and social service communities. Several hundred citizens devoted over a year and hundreds of hours of service each as task force members.

The task forces made recommendations on implementing key elements of reform in the following areas: Certificate of Initial Mastery, Certificate of Advanced Mastery, Site-Based Decision Making, Non-Graded Primary Education, Middle Level Education, Alternative Learning Environments, School Choice, Integration of Social Services, Extended School Day/Year, and Employment of Minors. The task forces on the Certificates of Initial and Advanced Mastery took on the immensely complex task of developing high performance standards for student learning for 21st century schools. The other task forces undertook the no less difficult task of identifying the transformations in school structures and practices needed for all students to reach these new, higher standards.

The task forces prepared preliminary reports in August 1992. Their recommendations were summarized and distributed to every school and education organization in the state, along with an invitation to comment on the recommendations at one of four public hearings held by the State Board in Medford, Salem, Portland, and Pendleton. Education First, the Oregon Department of Education newspaper, with a circulation of 30,000 and which is sent to every teacher and school administrator in the state and many other citizens, also carried a summary of the recommendations and an invitation to participate in the hearings. There was extensive media coverage of the hearings. Each of the ten task force reports was presented through an interactive teleconference on Oregon's satellite communication network, ED-NET.

The State Board monitored the work of the task forces through monthly reports and held lengthy work sessions in August, October, and December to discuss their recommendations.

In November 1992, the State Board met with the Board of Higher Education to discuss the standards proposed for the Certificates of Initial and Advanced Mastery (CIM and CAM). In December 1992, each of the task forces presented its final recommendations to the State Board. Based on the task force recommendations, the State Board then prepared Working Designs for Change, its report to the 1993 Legislature, concluding the broad-based, participative process needed to obtain recommendations on design and implementation strategies for our statewide plan.

Oregon Goals 2000 State Panel

The 21st Century Schools Advisory Committee is an ongoing committee, established by law in 1991, to oversee the entire Oregon school improvement effort. The Committee has been designated to serve as the Oregon Goals 2000 State Panel. When reviewed, the U.S. Department of Education accepted this panel as a pre-existing panel. Members of this diverse group represent a variety of constituencies from across Oregon including: elementary and secondary teachers, individuals with disabilities, students, parents, administrators, school board members, community colleges, universities, pre-service training programs, school-to-work programs, unions, business and industry, and community services. Members serve two year terms and may be reappointed. They represent all geographic regions of Oregon and various ethnicities. The processes and membership of the 21st Century Schools Advisory Committee are being further reviewed to assure compatibility with Goals 2000 guidelines and to evaluate representation of constituencies and collaboration with state agencies and organizations.

The activities of the 21st Century Schools Advisory Committee are coordinated by the Oregon Department of Education, Office of the Assistant Superintendent for 21st Century Schools. This office also coordinates all school improvement efforts statewide as well as the design and development activities required to implement the State plan. The Committee reports to the members of the State Board and the Superintendent of Public Instruction, who direct all public education efforts and who communicate with the Governor, Legislature, other state agencies and the public.

Continuous Review and Improvement of State Plan Involves Wide-Spread Participation

A decade long process of participation by Oregon's citizens lead to the passage of the Oregon Educational Act for the 21st Century in 1991. We realize that it is vital to insure the continued participation of this broad-based constituency throughout the cycle of continuous development and improvement necessary as Oregon's education plan is implemented. In addition to the annual review processes mandated by state law, Oregon's Goals 2000 first year application, approved September 30, 1994, initiated an on-going system review in order to:

• assess the current status of the development and implementation of the State Plan, the Oregon Educational Act for the 21st Century,

• determine the areas needing improvement to support the further development and implementation of the State Plan at the local district and classroom level and,

• align the State Plan and state standards with the National Goals.

On October 20, 1994, the first step was taken in the design of this system review process with a meeting of various constituency groups at the Oregon Department of Education. Representatives of parent groups, children with special needs, technology, ethnic diversity, and the Oregon Goals 2000 State Panel reviewed Oregon's Goals 2000 first year application and subgrant process and made recommendations for outreach activities and community involvement that will provide the foundation for the system review and insure continued participation in Oregon's State Plan.

Parental and Community Support and Involvement

Parental and community support and involvement begins with actual participation in the school improvement effort. A broad-based, participative process was used to obtain recommendations on designing a statewide action plan, the Oregon Educational Act for the 21st Century and the Workforce Acts, for implementing key elements of school improvement. This statewide planning effort involved citizens, parents, students, education professionals and members of the business, labor and social service communities.

Children and Family Commission

In 1993, additional legislation created a state commission on children and families and thirty-six local county commissions. The State Superintendent of Public Instruction sits on the State Commission. A major goal of the commission is to improve the health and educational success of all children. The State Department of Human Resources has focused efforts on integrating social services and often locates these services at or near school sites.

Social Services Task Force

The integration of social services is a key element of the Oregon Statewide school improvement plan. A number of parent, community members, social service providers and business partners joined forces on the Integration of Social Services Task Force, convened as part of the statewide school improvement planning effort during 1992-93. Among its findings after a year of study, were three recommendations to the State Board:

1. Improve family access to social services by encouraging delivery of social and health care services at or near the school site.
2. Establish pilot programs that focus on prevention and allow for flexible funding.
3. Support local development of school-linked integration of social services.

School Site Councils

The Oregon Educational Act for the 21st Century mandates the involvement of parents and community members on the building school site councils. Most schools in the state have established school site councils; all are required to have such councils by September 1995. This group is composed of teachers, classified district employees, building administrators and parents of students. Members of the committee also appoint parents or guardians of children attending the school and may appoint representatives of the community at large.

Linking Schools and Communities

In 1994, Building Bridges, a collaborative effort of fifteen statewide agencies and organizations, was established to create linkages between schools and communities. The following organizations have joined together to promote effective volunteer programs: Oregon Generations Together, Allied Video Productions, Confederation of Oregon School Administrators, Foster Grandparents Program, Oregon Community Education Association, Oregon Department of Education, Oregon Department of Human Resources, Oregon Education Association, Oregon Elementary Principal Association, Oregon School Boards Association, the Oregon State University College of Home Economics and Education, the Oregon State University Family Community Leadership Program and Parents Plus.

Parents Plus

Parents and community members now participate formally and informally in planning, designing and implementing all elements of the school improvement plan. Parents Plus, a statewide group of volunteer parents and grandparents, has taken an active role in school improvement. They advocate for children and their education, promote student success through family and community involvement in education, and inform Oregonians about the Oregon Educational Act for the 21st Century.

Superintendent's Council on Diversity in Education

Efforts continue to connect with and involve all communities throughout Oregon in school improvement. Minority students are increasing at three times the rate of other students and now make up 12.5 percent of the total school population. A Superintendent's Council on Diversity in Education was recently created to advise the Oregon Department of Education on the rapidly changing ethnic population in Oregon.

A decade long process of participation by Oregon's citizens lead to the passage of the Oregon Educational Act for the 21st Century in 1991. Our highest priority is to insure the continued participation of this broad-based constituency throughout the cycle of continuous development and improvement as Oregon's education plan is implemented.

Throughout this document, Oregon's State Plan is discussed within the context of systemic improvement that lies at the heart of the Goals 2000: Educate America Act. In the following table, specific subsections of Section 306 from this act, are aligned with state level implementation plans and accompanying policies that are in turn, aligned with local level implementation activities that "bring to scale" the systemic vision of the Oregon Goals 2000 State Plan.

Broad-Based Community and Parental Involvement in the Development and Implementation of the Plan

[Executive Summary]

[The Road to High Standards: A Continuous Journey]