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Oregon Goals 2000 State Plan - January 1995
The pioneer spirit has long guided Oregon's journey in school improvement. Over the last decade, three Oregon Governors, five State Legislatures, 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 vision of education for the 21st Century. Oregon's Goals 2000 State Plan is the result of this statewide, bipartisan effort.
The Oregon education system developing from this plan provides all children with the opportunities and support necessary to meet high standards from their pre-kindergarten experience through their transition into the workforce as young adults. The goal in Oregon is to produce "the best educated citizens in the nation by the year 2000 and a work force equal to any in the world by the year 2010."
The key elements of the Oregon Goals 2000 State Plan follow.
A Legislative Framework and Related Policies provide bipartisan support and a broad-based commitment to a quality education system based on high standards. Adopted and developed over a ten year period, this framework includes: The Oregon Action Plan for Excellence (1984), School Improvement and Professional Development Act (1987), 21st Century Schools Program (1989), the Oregon Educational Act for the 21st Century (1991), Workforce Quality Act (1991), Workforce 2000 Act (1993) and the State Commission on Children and Families established in 1993. The State Plan is also linked to the Oregon Benchmarks, a 20-year strategic vision for Oregon that includes the integration of economic development with education reform. Numerous policies enacted by the Oregon State Board of Education, the Oregon State Board of Higher Education and various public agencies support the improvement of the education system.
An annual Report Card issued by the State Superintendent of Public Instruction, describes progress on the State School Improvement Plan and the condition and performance levels of Oregon school systems in the areas of school finance, student demographics, staff characteristics, student achievement, student participation in programs/services, and Oregon's progress toward the National Goals. Accountability is also ensured through local school district reports to their communities and State Department of Education school improvement visits to local districts.
21st Century Schools Councils provide critical input to the process of school improvement. At least one school in each district now has a school council. All schools will establish councils by September 1995. Councils are composed of parents, teachers, school administrators, classified staff and others such as students, and community and business leaders.
A waiver process, the 21st Century Schools Program, allows school districts to restructure school operations and procedures and permits waivers of statutes, rules and contracts that inhibit progress toward school improvement. The district submits a plan which is approved by the local school board, presented before the Oregon Goals 2000 State Panel, and approved by the State Board of Education. In exchange for such flexibility, the schools, teachers and administrators are held accountable for meeting clear and measurable standards of improved student learning and other educational performances.
Bottom-up school improvement efforts are supported at the local district level through restructuring grants given to local districts. Working through their school site councils, teachers and staff design, develop an implement effective instructional strategies, assessments and classroom-practices that improve student performance. Developmental grants are awarded to specific sites for design and implementation of parts of the State Plan such as programs leading to the Certificates of Initial and Advanced Mastery (CIM & CAM).
All children are given the opportunity to learn through a comprehensive system of support that includes alternative learning environments, public school choice, service learning opportunities, and strategies for students who are at-risk and may drop out. To the greatest extent possible, compensatory services and special education are included within the school community environment allowing students many avenues to reach high content and performance standards.
Early childhood education programs address the National Goals of school readiness and state goals to support family stability and early childhood health care. School level programs are consistent with how children learn and include one or more of the following elements: Parental participation, comprehensive education health care and social services for children and planned transitions between grades. Efforts continue to provide adequate funding for all children eligible for Head Start.
A clear focus on high content and performance standards is provided throughout the education system for all children as they work toward the attainment of two performance-based certificates. Curriculum Frameworks provide guidance for local teachers on the critical knowledge and skills students must have and ensure a quality link to national standards.
Certificates of Initial and Advanced Mastery (CIM & CAM) are benchmarked to world class standards. The Certificate of Initial Mastery (CIM) is the culmination of a rigorous educational program of foundation skills and core applications which begins in the primary grades and continues through the middle grades into high school. To earn a CIM at approximately age 16, students must demonstrate the knowledge and skills necessary to learn, read, problem solve, think critically, apply concepts learned in science and math across the disciplines, communicate, use technology and work effectively alone and as the member of a team. The assessment for the CIM includes a series of performance-based assessments benchmarked to mastery levels at approximately grades 3, 5, 8 and 10. Certificates of Advanced Mastery (CAM) earned by students at approximately age 18, include both college preparatory and professional technical training. The comprehensive curriculum must include focused opportunities for structured work experiences or cooperative work-study programs in one or more broad occupational areas: arts and communication; business and management; health services; human resources; industrial and engineering systems; or natural resource systems. Students are required to demonstrate the knowledge and skills necessary to meet high content and performance standards.
A comprehensive School-to-Work Opportunities System resulting from the Oregon Educational Act for the 21st Century and the companion Workforce Quality Act, create a seamless system from pre-kindergarten though further education and into the workforce. The standards required for the certificates of Initial and Advanced Mastery (CIM & AM) are aligned with National Skill Standards and National Standards in content and performance areas.
A Proficiency-based Admission Standards System (PASS) links K-12 reform to admission to higher education. As this system develops, student will be admitted to Oregon colleges and universities on the basis of demonstrated knowledge in math, science, social sciences, foreign languages, humanities/literature, fine and performing arts; and demonstrated skill in reading, writing, communication, problem solving, critical thinking, systems/integrative thinking, technology and teamwork.
The Oregon Goals 2000 State Plan was approved by Richard Riley, the U.S. Secretary of Education on January 30, 1995. Contact:
Oregon Department of Education
255 Capitol Street NE
Salem, Oregon 97310-0203
(503) 378-8004
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