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What’s New with Achievement Compacts

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All around the state, Achievement Compact Advisory Committees are working hard on developing their 2013-14 achievement compacts and accompanying report.  Please be sure to share the following information with your local Advisory Committee!

The Oregon Education Investment Board has allowed some flexibility on reporting to your local school board by February 1:

  • Committees may now provide preliminary recommendations which include initial thinking about targets and strategies.
  • The local board may consider the preliminary recommendations at a board meeting following the February 1 deadline.
  • Committees may continue their work beyond February 1 and provide suggested changes to the local school board prior to final adoption and submission on June 30th.

Recently, the OEIB adopted changes to the achievement compact template for 2013-14. Those changes include:

1.  College and Career Ready Goal:

  • Combined 5-year cohort measure and 5-year completion measure into 5-year completion

2.  Progression Goal:

  • Eliminated 3rd  grade math proficiency
  • Added 5th grade and 8th grade math proficiency
  • Changed 6th grade “on track” to 6th grade chronic absence
  • Change 9th grade “on track” to 9th grade chronic absence and 9th grade credits

3.  Equity Goal:

  • Changed priority and focus “schools” to priority and focus “buildings” – Measure includes all buildings who receive low ratings

OEA Vice President and OEIB member Hanna Vaandering voted against the changes to the compacts. Hanna has long been advocating for more robust involvement of educators and other stakeholders in the decisions made by the OEIB. In voting no, she cited her disappointment in the lack of input from those working in the field on their local compacts and her concern with making adjustment to the targets as districts are right in the middle of their local processes. On a related note, be sure to include local measures that will make a difference to your members and students. Is class size an issue for your local?  If so, consider including class size as a local measure in your achievement compact.

Rebecca Konefal, OEA’s educator leadership organizer, has been hard at work helping locals develop a strategy around their Achievement Compacts. The Center for Great Public Schools has been working with dozens of locals to help set up and train their Achievement Compact advisory committees. At the same time, the Center is helping locals develop their own organizing structure to engage members in professional practice and local education policy issues.