State Board of Education Topic Summary s7

STATE BOARD OF EDUCATION – TOPIC SUMMARY Topic: Legislative Update Date: January 20, 2012 Staff/Office: Camille Preus, CCWD Action Requested: Informational Only Adoption Later Adoption Adoption/Consent Agenda

ISSUE BEFORE THE BOARD: Update of key education bills passed during the 2011 legislative session and potential bills for the February 2012 session.

BACKGROUND: Bills passed during the 2011 legislative session

SB 242: The two major elements of SB 242 were a proposal to grant the Oregon University System autonomy from state agency status and a proposal to create a Higher Education Coordinating Commission (HECC). As passed, the new Higher Education Coordinating Commission will be a place to recommend metrics for return on the state’s investment. In concrete terms, the major structural changes created by the coordinating commission will be to move the Oregon Student Assistance Commission and its volunteer board under the new commission. The new body will also administer the “adverse impact” process, which currently rests with the Office of Degree Authorization. A task force has been created to address the creation of the HECC.

SB 909: Initial intent of the bill was to create an investment board that would look at the Oregon University System, Community Colleges, K-12 and early learning along one continuum and create a unified outcomes based budget. The Oregon Education Investment Board (OEIB) officially began its work in November 2011 and submitted a preliminary report to the legislature on December 15, 2011. Completion of achievement compacts with every public Oregon educational institution and changes to governance, including dissolving of the State Board of Education, are expected to be addressed by the OEIB in 2012.

HB 3418: Created a task force on Higher Education Student and Institutional Success. The task force, staffed by Commissioner Camille Preus and Vice Chancellor Sona Andrews, met twice during Fall 2011 and submitted a preliminary report to the legislature on December 7, 2011. The task force will continue to meet in 2012 and has a final report due to the legislature on October 15, 2012.

Potential legislation for the 2012 session:

Representative Michael Dembrow has submitted a bill that would “coordinate workforce development.” The bill proposes that the Governor’s Workforce Policy Coordinator and the Oregon Workforce Investment Board convene state agencies that have workforce as part of their mission. Of particular interest is the portion of the bill calling to “increase coordination with higher education and enhance relations between community colleges and labor apprenticeship programs.”

There are two packages of legislation expected to be brought forth regarding the work of the Oregon Education Investment Board:

1. Organize an efficient and aligned system of early childhood programs a. Transfer programs operated by, and funds managed by, the state Commission on Children and Families (Healthy Start, Great Start, Relief Nurseries, and Home Visiting) and the Child Care Commission under the Early Learning Council. b. Establish a Youth Development Council under the Oregon Education Investment Board (OEIB) and transfer all function of the Juvenile Crime Prevention Advisory Committee and Juvenile Justice Advisory Committee.

1 c. Remove all statutory requirements currently imposed on counties related to county Commissions on Children and Families, including requirements for establishment, operation, membership and planning. d. Establish accountability hubs to serve as administrative agents for coordination of early learning services across Oregon, beginning July 1, 2012. 2. Organize a system of accountability and support to ensure student success from Pre-K to College and Career Readiness a. Achievement Compacts: Beginning in the 2012-13 school year, the OEIB proposes to have in place a system of achievement compacts that will engage all educational entities in the state in a coordinated effort to set goals and report results focused on common outcomes and measures of progress in all stages of learning and for all groups of learners. These achievement compacts would become new partnership agreements with educational institutions, and living documents that will continue to evolve and improve over time. The achievement compacts are intended to: i. Foster communication and two-way accountability between the state and its educational institutions in setting and achieving educational goals; ii. Establish a mechanism to foster intentionality in budgeting at the local level, whereby governing boards would be encouraged to connect their budgets to goals and outcomes; and, iii. Provide a basis for comparisons of outcomes and progress within districts and between districts with comparable student populations. b. Chief Education Officer: Give the Chief Education Officer the authority needed to organize the state’s integrated P-20 education system from pre-K to college and career.