STATE BOARD OF EDUCATION – TOPIC SUMMARY Topic: June 2011 Minutes Date: August 15, 2011 Staff/Office: Jan McComb, Board Administrator Action Requested: Information only Policy Adoption Policy Adoption/Consent Calendar

ISSUE BEFORE THE BOARD: Adoption of the June 2011 minutes.

BACKGROUND: The State Board of Education is a public governing body, and as such, its meetings must comply with the provisions of ORS chapter 192, Records, Public Reports, Public Meetings.

Minutes of the State Board meetings shall be written in compliance with Oregon Revised Statutes and give a true reflection on the matters discussed at the meeting. They shall contain brief statements on important points made by Board members and participants and include all motions, proposals, resolutions, orders, ordinances and measures proposed and actions taken.

Past practice has been to send the minutes to board members for review and correction prior to the next board meeting and placed on the consent calendar.

As a cost-cutting measure, minutes content will be reduced and can used as a guide to the video.

STAFF RECOMMENDATION: Adopt the June 2011 minutes.

1 STATE BOARD OF EDUCATION June 23, 2011 Public Service Building, Room 251-A/B 255 Capitol St. NE, Salem, OR 97310

Members Present Brenda Frank Board Chair Caryn Connolly Advisor, K-12 Teacher Rep Jerry Berger Board Member Rosalyn Lever Delegate for Kate Brown Samuel Henry Board Member Colt Gill Advisor, K-12 Admin. Art Paz Vice-Chair David Rives Advisor, Com. College Faculty Nikki Squire Board Member Preston Pulliams Advisor, Community Colleges Pres. Duncan Wyse Board Member Don DeFord Delegate for Kate Brown

Members/Advisors Excused Leslie Shepherd 2nd Vice-Chair Ted Wheeler Ex Officio Board Member Kate Brown Ex Officio Member Chris Henke Advisor, K-12 Students Stacy Adriano Advisor, K-12 Students

Other Participants Supt. Castillo Supt of Public Instruction Camille Preus Commissioner, CCWD Krissa Caldwell Asst. Supt., CCWD Andrea Morgan Social Sciences Spec., ODE Colleen Mileham Asst. Supt., ODE Jan McComb Board Staff, ODE Doug Kosty Asst. Supt., ODE Andrea Henderson Ex. Director, OCCA Autumn Wilburn Legislative Director, ODE Theresa Richards Diploma Project Coord., ODE

Call to Order/Roll Call/Flag Salute Chair Frank called the meeting to order at 8:30 am and called the roll. Excused were Directors Shepherd, Brown and Wheeler and Advisor Henke.

Executive Session Chair Frank called the board into executive session for the purpose of evaluating the employment- related performance of Commissioner Preus as allowed under ORS 192.660(2)(i). Chair Frank stated that representatives of the news media and designated staff shall be allowed to attend the executive session. Advisors and all other members of the audience were asked to leave the room. Representatives of the news media were specifically directed not to report on any of the deliberations during the executive session, except to state the general subject of the session as previously announced. No decision may be made in executive session. At the end of the executive session, we will return to open session and welcome the audience back into the room. The public portion of the evaluation was held later that day.

Preliminary Business Chair Frank called the regular session of the board meeting to order at 9:03 a.m. and called the roll. Excused were Directors Shepherd, Brown and Wheeler; Henke. Advisors Pulliams and Rives were delayed. Director Brown planned to send two members of Rosalyn Lever and Don DeFord in her place for the social sciences standards update.

Frank noted that this was the last meeting for Directors Berger and Squire and asked if the two departing members had any words of wisdom for the board. Squire stated that she had enjoyed the last 9-10 years. With the proposed change to a more centralized governance structure, she hoped the local boards and communities would not lose their voice. Berger thanked the board; it had put student needs first. He stated that the high school graduation requirements were very important. 2 These minutes should be used as a guide to the digital recording of the meeting. Those who need detail should listen to t he recording. People don’t appreciate the importance of the Essential Skills; once those were implemented, there would be a push to repeal them. Equalization of community college funding had been another important step. Also, the work the board has done on charter schools has been positive.

Wyse thanked Berger and Squire for their work on UEE.

Public Comment Miguel Salinas, citizen advocate, testified that he recently attended an Oregon Commission on Hispanic Affairs meeting where the status of students of Mexican descent was discussed. The situation for kids of Mexican descent is not getting any better. He gave the OCHA a 1998 report on student success, and nothing has improved. One thing that is not happening is the notion of informing the clients—the parents and families who come to this state. There are very few things the state has done to increase knowledge of parents. The complexity of education is not getting any simpler; the consumer base has not demonstrated a knowledge base that can help those to interface with school officials and advocate for the kids. He worked at a high performing SW Portland school where he learned the importance of parental involvement. After CIM/CAM was enacted, he encountered a parent with high expectations. He reviewed the history of migrant children education and its history of parental involvement. It was past time to increase participation of parents. We need a strategic, comprehensive way of informing our families. School staff come and go in a child’s life; it is time to refocus on the parents so they can be more of an advocate for their children (handout).

Lidia Saldana testified regarding her observations at a local kindergarten. The intake form asked if another language was spoken at home, and the parent marked yes. The parent was then told they couldn’t register the student at that school, due to checking that box. Nobody explained why this was so, but the first impression of the school system was negative. It appeared to be segregation. She was aware that this has happened in other districts as well. Without parental involvement, the drop out rate increases.

Superintendent Report Superintendent Castillo updated members on activities of the last month.

She thanked Directors Berger and Squire for their long service and leadership and passion to help Oregon students. It has been wonderful working with them on the board.

 Full-time kindergarten had passed the legislature; given the value to young students, she was elated about that.  She had been traveling around the state and talking about raising the standards in math and reading. She met with the Albany Democrat Herald and the Lebanon Times and visited a Lebanon School District work session where teachers and administrators were working on implementing the CLASS project work. It was very inspiring and the teachers were very inspiring as they talked about their rigorous professional development and teacher evaluation.  She also visited the Tigard-Tualatin School District and visited an elementary school that won Closing the Achievement Gap recognition. At the Centennial School District, she and Director Henry helped celebrate the awarding of ECMC Foundation scholarships in eight Oregon high schools for first-generation college-bound students. Participants heard from a former winner about how it changed her life.  She continues to work with the Governor on his Oregon Education Investment Board, along with other ODE staff. The more the concept of connecting education funding with outcomes is developed, the more opportunities she sees.  She attended the graduation of the Oregon School for the Deaf. This has been a tough budget year for the school. Severe cuts were proposed by the Ways & Means Subcommittee. We had safety concerns and urgent maintenance concerns. They did add back some funding so we can address some of the serious staffing issues and we continue to work to see if address some of 3 These minutes should be used as a guide to the digital recording of the meeting. Those who need detail should listen to t he recording. the maintenance issues. When the Oregon School for the Blind sale proceeds were set aside a portion was to be used for maintenance issues for the School for the Deaf. However, there is a reluctance on the part of some legislators to use those funds for that purpose.  She visited the Woodburn School District. Over 50% of the enrollment is of Hispanic or Russian descent. The district’s approach is to develop a multi-language program. She visited the summer migrant education program, also. The high school is doing good work on proficiency. The superintendent said they were able to attract strong teachers.  One of the Woodburn schools was identified as one of the lowest performing schools in the state. The school received a grant, and now they believe they will meet adequate yearly progress. Everyone is positive in the Woodburn school district.

Discussion:  The importance of leadership in a school; without it, it doesn’t matter what the policies are.  Concern about the legislature failing to keep their promise to maintain the School for the Deaf and whether the board should weigh in.  Whether it is worth $36,000 a year to incarcerate DUI felons rather than education needs.  That the superintendent has, in the face of criticism and education reform, shown professionalism and class; most don’t understand that local school districts have the authority to implement change.

David Rives arrives at 10:10.

Commissioner Report Camille Preus, Commissioner of Community Colleges

Commissioner Preus’ travel this month included:  Visit to Portland Community College (PCC) and Central Oregon Community College (COCC). Topics of conversation included capital construction, Student Success Initiative updates and budgets.  Washington DC, along with five other state representatives, to attend a Workforce Policy Forum. Additional states are interested in Oregon’s Career Pathways Program expertise.  The American Association for Community Colleges where she learned, among other things, that Oregon’s workforce funding will take another 20% cut this year and 10% next year.  An invitation to attend a presentation by the Director of the Office of Advocacy for Small Businesses from Washington DC.  An invitation to join Dr. Frank Toda, President, Columbia Gorge Community College (CGCC) and Dr. Frank Chang, US Department of Education, Assistant to the Secretary of Post- Secondary Education, as commencement speaker at Columbia Gorge Community College.  Newport to tour the new Marine Science Building at the Oregon Coast Community College (OCCC).

The Secretary of State’s Office will be doing survey work on CCWD to determine if they intend to do a full performance audit. They are interested in what the department does and to see how CCWD can be more effective on the delivery of services. CCWD should know in the next four-to-six weeks, if they will be doing a full audit of the department.

Stakeholder Update Oregon Community College Association Andrea Henderson, Executive Director, Oregon Community College Association (OCCA)

The community college budget is on the Senate floor today. The budget is for $395 million, with $15 million to be distributed, possibly later in the week. There is no expectation for any new capital construction scheduled at this time. A few community colleges thought they would have funding to

4 These minutes should be used as a guide to the digital recording of the meeting. Those who need detail should listen to t he recording. build, but had to go back to the Legislature to fight for something they thought they already had. Those community colleges are waiting to see if the funding will be approved.

There has been a flurry of education bills going through the Legislature. These bills have a direct impact on community colleges, so OCCA has been actively engaged in debates.

One of the bills allowed community colleges to sponsor charter schools, which OCCA has strongly opposed. The charter school bill has gone through some amendments, and a reconciliation bill is scheduled to be heard. With the new amendments, OCCA would take a neutral position on the bill.

Senate Bill 909, which establishes the Oregon Education Investment Board, has passed both Chambers. OCCA is in full support of this bill.

House Bill 3418, creates the Task Force on Higher Education Student and Institutional Success, and directs a task force to study and prepare a report on best practices, methods and funding options to promote student and institutional success. A preliminary report is due December 2011, with a final report due by October 1, 2012. An amendment was inserted at the last minute to reflect the Oregon University System’s (OUS) Mission Statement. OCCA amended the bill to include a community college mission statement, as well.

The Transfer Student and Responsibilities Bill of Rights is currently going through the Legislative process. The bill will require the Joint Board of Education to produce a report with suggested changes on how to proceed with the outcomes of the Bill of Rights.

House Bill 3651 directs the Joint Boards of Education to prepare a report on strategies for reducing higher education textbook costs.

Information/First Reading CCWD Legislative Update Camille Preus, Commissioner of Community Colleges

Commissioner Preus’s Legislative Update is reflective of Henderson’s OCCA Legislative Report to the Board.

CCWD’s commitment is to track all bills that can influence the constituents and stakeholders that we serve. The Department will track the bills until the session ends. If there are bills that board members would like information on, please contact Commissioner Preus.

Adoption Strategic Fund – Distribution Policy Levers Camille Preus, Commissioner of Community Colleges

The State Board of Education reviewed the final recommendation for the Distribution Policy Levers including:  Harm limit set at 5% for 2011-12  Strategic fund set at .75%  Quality growth factor set at 0% for 2010 and 2011-13

MOTION: Berger moved adoption of the staff recommendation to set the Harm Limit at 5% for 2011- 12; set the Strategic Fund at .75%; and set the Quality Growth Factor at 0% for 2010 and 2011-13. Paz seconded the motion.

VOTE: The motion passed 5-0-1; Frank abstained, Shepherd excused. 5 These minutes should be used as a guide to the digital recording of the meeting. Those who need detail should listen to t he recording. Information/First Reading Student Success: Culture of Evidence Summary of Achievements Camille Preus, Commissioner of Community Colleges

The Student Success Initiative, funded through the Community College Support Fund (CCSF) dollars and the collaborative efforts of various groups, has achieved important objectives this year. The Student Success Oversight Committee (SSOC) and the Oregon Presidents Council (OPC) provided guidance and assistance.

Mt. Hood Community College (MHCC) was selected as the winner of the CCWD Noncredit to Credit Best Practice Award. The award consists of a $2,000 stipend for travel to the National Council for Continuing Education and Training and the National Council for Workforce Education Joint Conference for continuation of the program October 22-25, 2011.

A joint proposal with Clackamas Community College and the Career Pathways Initiative was submitted for the Trade Adjustment Assistance Community College and Career Training Grant. Notification is expected by the end of June regarding the application.

Conversations with the Lumina Foundation are taking place regarding Project Win-Win and the Degree Qualification Profile (DQP). Project Win-Win focuses on the awarding of an Associates Degree retroactively for those students who may have earned their degree, but for some reason did not receive the degree. The DQP are reaching out to each state’s governor’s education policy advisor, state schools chief, president/chair of the state board of education, state higher education executive officer, and chairs of the legislative education committees. They are also working with key contacts in each state to ensure the right mix of P20/with policy leaders attending the forum. The goal is to have strong senior state policymakers from each of the following western states: Alaska, Arizona, California, Colorado, Hawaii, Idaho, Montana, Nevada, New Mexico, Oregon, Utah, Washington and Wyoming.

The Student Success Oversight Committee (SSOC) has begun initial reviews of the Diversity Gap Data within the Student Success Indicators and Milestones and Momentum Points. The SSOC identified areas for refinement in these data points. As the data is refined, the SSOC will be looking at ways to be intentional in policy and conversation efforts that reduce the identified diversity gaps for students. Information will be shared with the board regarding the continued progress within the Student Success Initiative as it becomes available.

National Career Readiness Certificate (NCRC) Camille Preus, Commissioner of Community Colleges

As of May 2011, Oregon has issued 7,644 NCRC’s and 235 employers have signed a letter of commitment saying they would “prefer” the NCRC for job applicants. To “prefer” means job applicants benefit from documenting their career readiness skills and employers realize benefits from reliable methods of hiring and training a skilled workforce. Earning a certificate helps job applicants stand out to employers who prefer the NCRC in their hiring practices, both in Oregon and across the country.

In November 2010, the Governor identified a program that pairs the NCRC with the Oregon On-the- Job Training program, as one of his first five initiatives to support Oregon’s economy. On-the-Job Training is a hire-first program, where companies agree to hire individuals and provide up to six months of skills training after hire. The Governor formed a task force that developed a $3.4 million proposal that is currently working its way through the Oregon Legislature.

6 These minutes should be used as a guide to the digital recording of the meeting. Those who need detail should listen to t he recording. Chair Frank recessed the meeting at 12:00 pm for a lunch break and to recognize departing board members’ work over the years.

Chair Frank reconvened the meeting at 1:05 pm.

Adoption Board Self-Evaluation Jan McComb, Board Staff

McComb reviewed the results of the board’s self-evaluation. Such an evaluation is recommended by the Governor’s Handbook for Boards and Commissions and is considered a “best practice.” The seven board members were given fifteen questions to answer yes or no for self assessment.

While most questions received high marks, two members disagreed with two statements: “Board members identify and attend appropriate training sessions” and “the board reviews its management practices to ensure best practices are used.” There is no requirement that boards are unanimous as to whether these board benchmarks are being met; they do serve to heighten awareness that these are practices boards should try to implement.

Discussion:  The benefits of members reporting back in writing on meetings and events they attend and how the topics intersect with the larger issues, perhaps schematically.  The differences between a policy board and operational board; sometimes the board doesn’t look at the policy enough.

MOTION: Wyse moved to accept the evaluation; Berger seconded the motion. VOTE: The motion passed 5-0-1; Frank abstained.

Commissioner Camille Preus Evaluation Chair Frank

Each year, the board evaluates the job-related performance of Commissioner Preus. This year, Chair Frank worked with Commissioner Preus to identify stakeholders who were also asked to give the board their feedback. In addition to board members, key legislators, three community college presidents, the OCCA executive director, two Governor’s education policy analysts, and two workforce representatives were invited to provide feedback. The commissioner was evaluated in three general areas: Leadership and Strategic Direction; Board Relations; and Personal and Agency Management. On a 1-5 scale, 5 being “outstanding,” Commissioner Preus garnered a 4.2 rating from board members in Leadership and Strategic Direction; a 4.4 rating in Board Relations; and a 4.6 rating on Personal and Agency Management. Stakeholders gave her a 4.8 in Leadership; a 5 in Board Relations; and a 4.25 in Personal and Agency Management.

Board members thanked Commissioner Preus for her leadership and good work.

MOTION: Berger moved to adopt the evaluation and to due to the high ratings by both members and stakeholders, he further moved that the board chair ask the state of Oregon that she should be considered so valuable to the state that an adjustment upward should be made; Henry seconded the motion.

Discussion:

7 These minutes should be used as a guide to the digital recording of the meeting. Those who need detail should listen to t he recording.  Cam wears multiple hats and that further justifies the board’s desire to appropriately compensate her.

VOTE: The motion passed 6-0; Shepherd excused.

Consent Agenda  March 2011 Draft Board Minutes  Commissioner’s Travel  Minimum Standards for School Buses OAR 581-053-0512, -0517  Retrofit Standards for School Buses OAR 581-053-0516  North Wasco School District Revised Supplemental Transportation Plans  Monroe School District Revised Supplemental Transportation Plans  Administration of State Assessments OAR 581-022-0610  Assessment of Essential Skills OAR 581-022-0615  Alliance Charter Academy Waiver Request  Four Rivers Community School Waiver  MITCH Charter School Waiver Requests  2012 Board Schedule  Board Policy Manual Revision  Community College Program Approvals: o Central Oregon Community College: Baking & Pastry (AAS Degree) o Central Oregon Community College: Green Technician (Opt-in to Statewide Certificate of Completion) o Columbia Gorge Community College: Green Technician (Opt-in to Statewide Certificate of Completion) o Rogue Community College: Fitness Technician (Certificate of Completion) o Tilllamook Bay Community College: Green Technician Opt-in to Statewide Certificate of Completion) o Treasure Valley Community College: Ag Business (AAS Degree) o Treasure Valley Community College: Heavy Equipment Operator (Certificate of Completion) o Treasure Valley Community College: Renewable Energy (AAS Degree)

Squire pulled Board Policy Manual Revision from the consent calendar.

MOTION: Henry moved to adopt staff recommendations for the remaining consent calendar items; Wyse seconded the motion.

VOTE: The motion passed 5-0-1; Frank abstaining and Shepherd excused.

Squire asked about proposed change to not include charter school presentation outlines. McComb stated that the schools still do the outline, but do not get them to staff in time for the packet.

MOTION: Squire moved to adopt the Board Policy Manual Revision; Paz seconded the motion.

VOTE: The motion passed 5-0-1; Frank abstaining and Shepherd excused.

DeFord and Lever, representing Secretary of State Kate Brown, joined the board at 1:35 pm

Information/First Reading Oregon K-12 Social Sciences Standards

8 These minutes should be used as a guide to the digital recording of the meeting. Those who need detail should listen to t he recording. Colleen Mileham, Asst. Superintendent, ODE Andrea Morgan, Social Sciences Education Specialist, ODE Colleen Works, Corvallis High School

Mileham introduced Morgan and noted that the review and updating of the social sciences standards began in February 2009. ODE staff is now recommending these standards for board adoption at its next meeting. She introduced Colleen Works, social science teacher and Teacher of the Year.

Morgan reviewed the history and process of standards adoption (PP slides handout). She stated that the standards have not been changed since 2001. Statutes require standards in history, geography, economics, and civics; it doesn’t say how often to revise them. Other state law requires instruction in the Constitution, US history, and Oregon studies. They have created “core” standards: big and lasting ideas. We can’t continue to teach history the way we used to, because there’s too much. The new generation of standards are fewer, more focused, and coherent. We are hoping that by specifying topics grade by grade, more students will get what they need in earlier grades. Challenges include the broad scope of the topic, multiple perspectives regarding content and level of importance, the tendency for teachers to prefer a topic, and the limited time and resources for a subject that does not have a mandated state assessment. The new standards structure can focus on outcomes and may alleviate some of the content debate.

A number of groups and panels critique social science standards. Fordham values specific content in specific grades. Because Oregon is a local control state, districts get to decide what to teach. Unless that changes, Oregon will likely always score low on the Fordham Institute Review of Standards.

Morgan described the process used to develop the standards. Recommendations made by WestEd during its 2007 review of the Oregon Standards were considered by the Social Sciences Content and Assessment Panel. Standards frameworks from the National Assessment of Education Progress (NAEP), the National Council for the Social Studies, the Council for Economic Education, the National Geographic Society, the National Council for History Education, the national Jump$tart Coalition, as well as state standards documents from Colorado, Indiana, Washington, California, and Wisconsin were consulted during construction of the initial draft. In addition to the work done by the full Social Sciences Content and Assessment Panel, two sub-groups of the panel met to prepare the revision draft.

After full panel review of the work, the initial draft was released for public review in November 2010. Various constituent groups, such as Social Sciences teachers, Government-to-Government, the Oregon Heritage Commission, members of the Environmental Literacy Task Force, Civic Education organizations, Financial Literacy organizations, and interested individuals responded to an electronic survey or submitted comments documents. The Social Sciences Content and Assessment Panel members reviewed all survey results and submitted comments and made revisions to the initial draft. The second draft has gone back to the Content and Assessment Panel for final review.

In between panel meetings, the various drafts were made available on ODE’s website. The ODE also posted news announcements and sent out messages via the Superintendent’s Pipeline, the Curriculum Director’s listserv, and the Oregon Social Sciences Teacher Update e-newsletter. In addition, ODE staff gave presentations on the Social Sciences Standards revision at conferences and board meetings including the Oregon Council for the Social Studies, the Oregon Jump$tart Coalition, the Oregon Heritage Commission, and various university pre-service teacher classes and ESD meetings.

They are anxious to move on to the teaching and learning of the new standards, such as curriculum models, instructional best practices, and developing resources for teachers.

Discussion:  The purpose of social sciences instruction. 9 These minutes should be used as a guide to the digital recording of the meeting. Those who need detail should listen to t he recording.  Whether creative thinking can be assessed.  The importance of using the standards as a starting point for engaging instruction, the development of critical thinking skills for students, to prepare thoughtful citizens.  How to bring social sciences teachers together to share teaching strategies.  Whether teachers could cover the grade-level standards; whether depth is lost with to breadth of standards.  What the expectation is with the proposed standards; are we asking students to learn all these standards? How do we know if schools are teaching them?

Teacher of the Year Superintendent Castillo

Castillo introduced Oregon’s Teacher of the Year – Colleen Works. She is a fine example of excellence in the classroom. She is a social sciences teacher at Corvallis High School and has been teaching for 30 years. She was instrumental in winning a $30,000 grant from WalMart to install solar panels on the school. Colleen has taught a wide range of students during her career, from special needs to TAG and from 5th graders through high school seniors. From these experiences, she has learned how to differentiate instruction and employ a variety of strategies to reach students with distinct needs. Colleen is dedicated to creating a community of learners and a culture of mutual respect in her classroom, as well as preparing her students for their futures both educationally and as active citizens.

Works stated that it was a great year and she thanked Intel for its support. It feels like an overwhelming responsibility. She’s spoken with a variety of groups, such as OSBA, ESDs, OEA, PTA —that has been delightful and instructional. She’s very interested in education policy reform. She spent a week in Washington dc looking at materials at the Smithsonian and other resources, a day at the White House.

At the recent Teacher of the Year Conference in Washington DC, she was appointed to serve on the Northwest Regional Advisory Council (NW RAC). This committee is charged with soliciting input from a wide array of education stakeholders on the most pressing education issues for our region - Alaska, Idaho, Montana, Oregon and Washington. The NW RAC will provide a formal report to the U.S. Department of Education this summer to assist in directing the focus of assistance and support received at both the state and local level in the future.

Career-Related Learning Standards/Essential Skills Merger Timeline Theresa Richards, Diploma Project Coordinator, ODE

Richards explained that the issue before the board was whether to postpone merging the Career- Related Learning Standards with the Essential Skills. In June 2008, the State Board of Education adopted new requirements that students would have to meet in order to graduate, including meeting proficiency in the Essential Skills. Prior to the adoption of the Essential Skills (ES) requirement, the Career-Related Learning Standards (CRLSs) had been adopted (in 2002) as a requirement for graduation beginning in 2007. Similar to the ES, the CRLS are foundational skills designed to prepare students for a successful postsecondary transition, whether that be college or career pursuits. Given the degree of overlap between these two sets of skills, the Essential Skills Task Force recommended merging them into one set of skills (handout).

In March 2008, the Board reviewed the Essential Skills Task Force recommendations and decided to merge the ES and CRLS in concert with Essential Skills implementation phase-in. However, since 2008, the board has changed the implementation dates for Essential Skills. Because of this modified timeline it may make more sense to change the timelines for the merger, as well.

10 These minutes should be used as a guide to the digital recording of the meeting. Those who need detail should listen to t he recording. Staff recommends that the board postpone the merger of the CRLS until the ES are fully implemented and to continue to require the CRLS: Communication, Problem Solving, Personal Management, and Teamwork as part of the personalized diploma requirements to emphasize the importance of these 21st century skills in preparing all students for rigorous college coursework, career challenges and a globally competitive workforce. Districts would continue to assess and document the CRLS locally.

Discussion:  CRLS are locally-assessed.  Whether districts are assessing CRLS.  Whether delay would lead to elimination of the CRLS. Would likely mean delaying until at least 2018 when there’s enough data to make an informed decision.  How to communicate this delay to school districts so they can adjust their teaching plans and tracking systems.  Whether districts have implemented the student Plan and Profile and Career-related Learning Standards.  The difference between having a standard in place and a standard that has a formal assessment.  Whether it made sense to survey all districts and ask them if they are complying with graduation requirements.

MOTION: Berger moved to adopt the staff recommendation to postpone the merger of the CRLS until the Essential Skills are fully implemented, and to communicate to districts that Career-Related Learning Standards continue to be required. Paz seconded the motion.

Discussion: Whether it is better to communicate this now, or later.

VOTE: The motion passed 4-1-1; Paz voting no, Frank abstained, Shepherd excused.

ODE Legislative Update Autumn Wilburn, Legislative Director, ODE

Wilburn reported that the legislature was working toward adjournment. A session-ending deal involved passing a package of controversial education bills:  HB 5055 adds $25 million to the $5.7 billion that lawmakers already have approved for state aid to school districts; a total of $178.7 million is distributed for various programs, including early childhood programs funding.  SB 248 directs districts to offer all-day kindergarten starting in 2015.  SB 250 allows school districts opt out of regional Education Service Districts. For districts in Marion, Polk and Yamhill counties—all within the troubled Willamette ESD—and in Baker and Union counties, that starts in mid-2012. The former Baker-Union ESD now is part of a larger district.  SB 552 makes the Governor the State Superintendent of Public Instruction and requires the appointment of a deputy with professional experience to run the Department of Education. The position is elected; Susan Castillo's third term runs through January 2015, and the bill would allow her to complete it.  SB 909 creates a 13-member board led by the Governor to oversee all education programs from early childhood to post-graduate work. It will be reporting back by Dec. 15, 2011 its recommendations.  HB 2301 allows up to 3% of district students attend online schools (open enrollment); above 3% can attend with the consent of their home districts. If consent is denied, appeals would go to state board who has 30 days to determine appeal.

11 These minutes should be used as a guide to the digital recording of the meeting. Those who need detail should listen to t he recording.  HB 3362 sets aside $2 million for grants from the Department of Education to schools to set up Skills Centers.  HB 3417 requires a financial management system for charter schools, and that students in charter schools are counted separately from others in school districts.  HB 3474 sets aside $100,000 within the Teacher Standards and Practices Commission budget for teacher and administrator preparation.  HB 3645 broadens the list of potential sponsors of a charter school, which is publicly financed but not run by a school district. Community colleges, four-year institutions and Oregon Health & Science University could sponsor one charter school each.  HB 3681 lets students attend schools outside their district of legal residence, although the totals are capped.  SB 252 sets aside $5 million for districts to engage in joint projects that further student achievement.  SB 253 writes into law goals of 40 percent of Oregonians having bachelor's degrees or more by 2025, 40 percent having some post-secondary education, and the other 20 percent a high school diploma or its equivalent.  SB 453 makes it easier for 22 remote small elementary schools to obtain state aid.  HB 3471 qualifies some foster children who make it through state-sponsored care for tuition waivers at community colleges and four-year institutions. To qualify, youths who have spent 12 months or more in foster care between the ages of 16 and 18 must pursue a post-secondary education within three years of graduating from high school.  SB 290 requires the state Board of Education to develop core standards for teachers and administrators by Jan. 1. Once the board adopts them, school districts would tailor those standards and incorporate them into contracts with teachers by July 1, 2013. The standards would shape how teachers are assessed.

Several bills direct the state board to take action. SB 5520 directs the board to report on its attempt to recruit and retain an internal auditor. It also directs the board and ODE to report back by January on its strategic plan to implement the budget. HB 2301 will require some rules adoption. SB 801 directs the board to adopt assessment best practices. Several bills will require adoption of rules.

She distributed letter draft to legislators from the board regarding the use of funds to apply to the School for the Deaf (handout).

MOTION: Wyse moved to send the letter as proposed to the legislature; Henry seconded the motion.

VOTE: The motion passed 6-0; Shepherd excused.

Discussion:  The career-technical education bill provisions.  Whether ESDs would get any money from districts that opt out.  OSD building costs estimates appeared reasonable.

Adoption Board Officer Election

MOTION: Henry moved to accept the recommendations of the nominating committee: elect Brenda Frank as chair and Artemio Paz as vice-chair; Wyse seconded the motion.

12 These minutes should be used as a guide to the digital recording of the meeting. Those who need detail should listen to t he recording. VOTE: The motion passed 6-0; Shepherd excused

Frank adjourned the meeting at 4:00 pm.

13 These minutes should be used as a guide to the digital recording of the meeting. Those who need detail should listen to t he recording. STATE BOARD OF EDUCATION June 24, 2011 Public Service Building, Room 251-A/B 255 Capitol St. NE, Salem, OR 97310

Members Present Brenda Frank Board Chair Art Paz Vice-Chair Jerry Berger Board Member Nikki Squire Board Member Colt Gill Advisor, K-12 Admin.

Members/Advisors Excused Leslie Shepherd 2nd Vice-Chair Preston Pulliams Advisor, Community Colleges Pres Samuel Henry Board Member Ted Wheeler Ex Officio Board Member Duncan Wyse Board Member David Rives Advisor, Com. College Faculty Kate Brown Ex Officio Member Stacy Adriano Advisor, K-12 Students Chris Henke Advisor, K-12 Students Caryn Connolly Advisor, K-12 Teacher Rep

Other Participants Supt. Castillo Supt of Public Instruction Doug Kosty Asst. Supt., ODE Colleen Mileham Asst. Supt., ODE Jan McComb Board Staff, ODE Margaret Bates Charter Schools Spec. Anne Gurnee SW Charter School Stacey Denton Woodland Charter School Bill Ziff Woodland Charter School Kaaren Heickes Woodland Charter School Peter Maluk Three Rivers School District Andrea Hungerford Three Rivers School District

Preliminary Business Call to Order Chair Frank called the meeting to order at 8:35 am.

Member Reports Paz stated that he attended two workshops by the American Institute of Architects that focused on school architecture. Steven Fielding is an international architect that has done work in Oregon and believes the Oregon standards for classrooms may not be appropriate for international pedagogy. There might be financial benefit to a review of the architectural standards. Districts need deeper relationships within the community. Last night, Paz stated that he attended a panel on seismic loads relating to the Cascadia Fault. There’s some money to mitigate earthquake risk in schools. Portland Public Schools has many school buildings at risk and needs to make a stronger argument that building improvement would improve education.

Paz reviewed his Oregon Career and Technical Education conference experience and how the conference showed how CTE embraces Talented and Gifted programs to traditional kinds of CTE like auto shop. It’s a reconfiguration of CTE. He was interested in seeing how they were integrating math into CTE.

Berger stated that the UEE committee recently met. Going forward to the Joint Boards was a policy recommendation on dual credit standards. All three sectors have worked together to develop the standards. Studies clearly show that students that get college credit through dual credit programs are as successful, or more successful, than students who earned college credit in college.

Squire, departing the board, asked that Supt. Castillo extend her thanks to ODE staff. Almost everything was well done. 14 These minutes should be used as a guide to the digital recording of the meeting. Those who need detail should listen to t he recording. Public Comment Wensdae Davis, Woodland Charter School supporter, stated that she was a mother of two. One boy attends an out-of-district Waldorf charter school, Madrone Trail Public Charter School. She would like to partner with the SBE to start a local Waldorf charter school. She is on the school development team and was on the mediation team. At the first meeting, Supt. Maluk said he thought the application was strong and that the startup funds would be the biggest hurdle. However, in the original denial letter, the superintendent said that the Three Rivers School District would lose $500,000 to the charter school (at 90% per 100 students), and the district could not afford this, at this time. Ms Davis stated that rather than be a financial drain on the district, the charter school could bring in homeschoolers, private school students, and out-of-district students, increasing the district’s revenue. Waldorf is the fastest growing type of school in the world. The district would benefit financially by the school.

Matthew Grier, Woodland Charter School supporter, stated that his family has been part of a home school group for the past three years, having hired a teacher with some of the other families. The families involved with establishing the Woodland Charter School are dedicated to the Waldorf curriculum and also dedicated to living in Williams. He and his wife will never send their children to a public school. Some families from Ashland come to Williams to school their child in Waldorf. Medford has started a Waldorf school, but there’s a 50-child waiting list—people are anxious for alternative education options. All the parents contribute to the school in one way or another. Williams is a special place.

Samantha Osborne, homeschooling mother and Woodland Charter School supporter, stated that the Applegate Valley has a strong history of alternative education. Without an alternative education option, families such as hers will continue to educate their children outside the public school system. She’s had to sacrifice financially to home school her child, but she couldn’t consider any other method. Her child is enthusiastic about school and misses it on weekends. Her child has blossomed at the school. This was not her experience with school as a child.

Kathy Kali, Woodland Charter School board of directors, testified in support of the board sponsoring the school. The school would benefit the Williams community, a community that has been underserved. The community has created a series of home school and private options. While Williams elementary provides a mainstream education, she prefers Waldorf—it is top notch. The method inspires wonder and creativity. Two Waldorf graduates are among the most thoughtful people she’s met. She lives in the poorest county in the state, but stay because they love the area. A charter school would make a high quality education accessible to more families so they don’t have to pay for private schools. It would draw in families into the district.

Eric Buer, Waldorf Charter School, testified that he had had a Waldorf School experience and there was a tremendous sense of community. The fabric of life was amazing. The community needs a school like that, one that reflects similar values of the community. This school would also help the local economy.

Peter Gauss, Waldorf Charter School, stated that his children have been home schooled or are driven to Madrone Trail Waldorf School. He wanted to protect his daughter from the media culture, unhealthy foods, and teaching to standardized tests. Waldorf teaches solid skills and an appreciation of the arts. They don’t focus on tests. Music and arts are means of teaching math. They teach vocational skills such as woodworking. That’s why Williams needs a public Waldorf school.

Helene Bisnaire testified that she used to live in Bend where there were many school options and chose Waldorf. Since moving to Williams, she was excited to learn that the community was trying to start a public Waldorf school. In the meantime, her family has home schooled. She would not send her child to public school. She may have to move as the children get older. There is a lot of passion 15 These minutes should be used as a guide to the digital recording of the meeting. Those who need detail should listen to t he recording. among the parents for a public Waldorf school. If the school is approved, it would receive a lot of dedication on the part of parents. Others would move to Williams if there was an alternative school.

Richard Ziff, Woodland Charter School, stated that the Three Rivers School District board members stated that they liked the idea of a Waldorf school, and the proponents did a good job in developing the proposal, but would not support it due to adverse financial impact. He stated that the minutes did not capture everyone’s comments in totality. He stated that he started a database of families interested in the WCS. He began learning about school funding methods. He worked with the district and they projected that within five years, WCS could repay the start up costs. He challenged board members to look into the eyes of the children as they considered their appeal. The school would attract families to the rural farm community, brining in new businesses, and could be used as a model for other rural communities.

Michelle LaFave Woodland Charter School supporter, described her family’s agricultural lifestyle. The Waldorf model emphasizes agriculture and the natural environment. Their children do not respond well to traditional education methods—they are active and outdoor-oriented. Her family is dedicated to the Waldorf method and will continue to privately school their children if they do not have this option. Many home schooling and private school families would enroll their students. She hoped the board would decided to sponsor their school.

Information/First Reading Common Core State Standards Colleen Mileham, Asst. Superintendent, Office of Educational Improvement & Innovation, ODE Doug Kosty, Asst. Superintendent, Office of Assessment and Information Systems, ODE

Kosty reported that department staff continues on the planning to implement the Common Core State Standards. Yesterday, at the COSA conference, Cheryl Kleckner and Mickey Garrison led a well-attended discussion. CCSSO member states continue to share resources with each other so they can see what other states are doing.

Oregon has applied for funds to connect K-12 and postsecondary education (handout). The state had to answer five questions regarding what Oregon was doing to work together across sectors and to agree to share with other states. Governor Kitzhaber, Commissioner Preus, Chancellor Pernsteiner, Superintendent Castillo and both education board chairs signed the letter. Colleges of education are learning about the CCSS as well as community colleges, to ensure their expectations are in line with standard content.

Mileham stated that the Stewardship Team has representatives from private and public colleges and universities and that will assist efforts to connect and move forward. Staff is also making a strong effort to use existing meetings to communicate with educators about the CCSS. We expect national resources to be more readily available, in many subject areas. ODE staff also reported at the last UEE meeting, again communicating across systems.

Castillo stated that private foundations might fund partnerships between postsecondary and K-12. Joining this group may help with funding.

Discussion:  While networking is important, the actual work can’t be overlooked, given limited staff.  Whether other states were yet talking about required performances on assessments to graduate.  That “the community” was not represented on the letter.

West Lane Technical Learning Center Waiver Request Margaret Bates, Charter School Specialist, ODE 16 These minutes should be used as a guide to the digital recording of the meeting. Those who need detail should listen to t he recording. Colleen Mileham, Asst. Superintendent, ODE

Mileham introduced Bates, just returned from the mandatory national charter school conference. Bates had reported that attendance was beneficial and that a state board member might want to consider attending next year.

Bates stated West Lane Technical Learning Center has a five-year charter agreement with Fern Ridge School District 28J valid through spring 2014. Their AYP rating for 2009-10 was “not met” (English/Language Arts, Math and Graduation) and their overall report card rating was “not rated” (insufficient data). They have submitted their audits and annual reports each year for which they have been open. WLTLC is categorized as a “vocational” school type in the 2009-10 Oregon Charter School Program Evaluation.

If the HB 2301 becomes law, the waiver request becomes void, and the board will not be asked to act on the request.

Discussion:  Why the school had not made Adequate Yearly Progress  Whether waiver criteria should include student performance.

Woodland Charter School Sponsorship Request Margaret Bates, Charter School Specialist, ODE Stacey Denton, Bill Ziff, Kaaren Heickes, Woodland Charter School Peter Maluk and Andrea Hungerford, Three Rivers School District

Bates stated that the Woodland Charter School (WCS) is a proposed comprehensive K-8 charter school located in the Three Rivers School District (TRSD). It will have four classrooms and have about 100 students. The TRSD has an enrollment of approximately 5002 students and currently sponsors one charter school.

WCS plans to use a Waldorf educational model, using the methods and the educational environment as critical components for success. Rigorous traditional academics will be infused with artistic and practical activities. Foreign language, handwork, gardening, cooking, woodworking, music, games, and movement enrich the academic main lesson. As in Waldorf education, reading will be grounded in a rich foundation of oral learning through storytelling, singing, and movement games. At WCS, the teacher will act as a guide, a role model, and a facilitator to create an environment where students are engaged in the learning environment. The main class teacher will stay with the same students over several years.

The TRSD denied the application on February 14, 2011. WCS developers submitted a revised proposal on February 16, 2011 and were denied sponsorship again by the TRSD on March 7, 2011. The basis for both of the Three Rivers School District denials cited ORS 338.055(2)(f) - adverse impact.

On May 3, 2011, ODE received notification mediation did not result in an agreement between the applicant and the school district. Woodland Charter School requested consideration for sponsorship by the State Board of Education on May 5, 2011. Following the established appeal and sponsorship process, department staff conducted a substantive review of the proposal using criteria set forth in ORS 338.045 and 338.055. A review panel consisted of internal and external reviews with expertise in curriculum, school finance, governance and innovative learning models.

The review panel indicated the proposal did not meet the criteria established in ORS 338.055(2) for the following reasons: ORS 338.055(2) (b) The demonstrated financial stability of the public charter school 17 These minutes should be used as a guide to the digital recording of the meeting. Those who need detail should listen to t he recording. ORS 338.055(2) (d) The capability of the applicant to specifically provide comprehensive instructional programs to students identified by the applicant as academically low achieving ORS 338.055(2) (e) The extent to which the proposal addresses the information required in ORS 338.045 ORS 338.055(2) (f) The value of the charter school is outweighed by adverse impact

Stacy Denton, Richard Ziff, and Kaarn Heickes, Woodland Charter School, described the proposed school. The school would start with four classrooms: K, 1-2, 3-4, and 5-6. It would serve the communities of Grants Pass, Williams, Provolt, Applegate, Murphy, and Ruch. There is a longstanding interest in alternative education options in the community and Waldorf is an innovative approach to students that do not respond to traditional education methods. Theirs would be the fifth Waldorf school in the state. The ODE review did not include an interview process, and so did not see their true capability. Waldorf addresses multiple intelligences, is arts-integrated, and nature-based. The curriculum is aligned with state standards and detailed curriculum information is available (handout). The Waldorf approach is especially effective for low achieving students. Financial stability concerns have been addressed. Regarding adverse impact on the district, they have pre-enrolled 54 students, many of whom come from outside the district, resulting in a net gain of $31,000 for the district. The passage of HB 3417 puts to rest the concerns of the Three Rivers School District.

Andrea Hungerford and Peter Maluk, Three Rivers School District, referred to the letter from the district to the board that outlined their concerns (handout). Hungerford stated that she was concerned that the board would consider all the supplemental materials that have been submitted since the last application considered by the district. Neither the district nor ODE had the new material. The charter school could submit a new application that would include the new materials, if it wanted the new information considered.

The district adverse impact consideration is not just finances. There are already two small schools, rated “outstanding,” and the district believes it will be an adverse impact to put in a third small school as it will draw away resources from the existing community schools. Their argument that this will bring in revenue from homeschoolers is based on supposition. If there are more applications than slots, there will need to be a lottery and there is no way to guarantee that the majority will be homeschoolers. Even if it were true the first year, the succeeding years might not. The existing elementary schools already do integrate subjects. It is not unique or different enough to warrant creating the school.

Maluk stated that they supplied the letter so the board would understand the district’s struggles. The district is the size of Rhode Island. There are tremendous transportation needs. They have cut budgets to the basics, and have cut days from the school year. The impact of this school opening may add to those cuts.

Bates concluded. The question of sponsorship will return to the board in August or October. ODE evaluators found criteria that the school did not meet, in addition to the financial concerns. The supplemental materials are different from the original proposal. The school can resubmit a new proposal that includes the supplemental materials.

Discussion:  ODE evaluators balance adverse impact with the value of the charter school.  Distance between existing elementary schools.

Southwest Charter School Annual Report Margaret Bates, Charter School Specialist, ODE Anne Gurnee, Southwest Charter School

18 These minutes should be used as a guide to the digital recording of the meeting. Those who need detail should listen to t he recording. Bates introduced Anne Gurnee of Southwest Charter School and reminded the board that the school is one of three Oregon State Board of Education sponsored charter schools. The Southwest Charter School opened in September 2007 in the Portland Public School District and serves 138 students, grades K-8. The purpose of the school is to provide a small school educational option for families primarily in the Southwest quadrant of the Portland Metro area. The school made a major move to a different facility this school year. They received an “outstanding” rating on the State Report Card and a “met” rating on the AYP Report for 2009-10.

Gurnee gave the board the school’s annual report. The school connects students to the community and uses the social and natural environment as an additional classroom. They have small classes and school size. Science, art, and civics are the principle lenses. She reviewed how the school had grown each year. The school chooses a different theme each year; the past themes have been sky, water, earth. Field work is an integral part of learning. These include trips to library, museums, courts, city council, local businesses, and music and theatre performances. The school had 100% students assessed; over 90% of students are meeting or exceeding state standards. Of the students, 65% are boys and 85% are white; 18% have special needs or disabilities; 19% have families with $30,000 or less annual income (PP handout).

Discussion:  Characteristics of the students.  The merits of the school.  Sharing the model with other districts.

Four Rivers Charter School Inquiry Margaret Bates, Charter School Specialist, ODE Cindy Hunt, Legal & Government Affairs Coordinator, ODE

Bates explained that in April, ODE received a phone call from a Four Rivers Community Charter School employee reporting there were testing improprieties occurring at the school. Since mid-April, additional complaints and alleged improprieties have been made to ODE from parents and staff members. The complaints are varied, relating to testing impropriety, retaliation of reporting testing impropriety, bullying and harassment by students and staff, retaliation based on students’ national origin.

In response to the former employee’s initial report, ODE conducted an investigation. Two staff members from the ODE, Office of Assessment and Information Services interviewed several staff members as well as the former employee who had reported the potential impropriety. ODE investigators also conducted an analysis of the student’s test scores compared to the student’s performance on classroom assignments. This analysis revealed the student’s test scores were consistent with the student’s overall classroom performance. Based on the finding from the interviews and the analysis of the student’s test scores, ODE determined there was no evidence of testing improprieties.

In response to the allegations of bullying/harassment/retaliation based on students’ national origin, the protocol is to allow Four Rivers Community School 30 days (they can have more time if they need it) to investigate the complaint. Administrative Rule 581-021-0049 requires charter schools to adopt written procedures for the prompt resolution of discrimination complaints. After exhausting local grievance procedures or 90 days, they may appeal in writing to the State Superintendent of Public Instruction for further action.

Discussion:  The ESD investigator encountered hostility from the complaining parents, so ODE staff investigated.  The kind of testing improprieties alleged. 19 These minutes should be used as a guide to the digital recording of the meeting. Those who need detail should listen to t he recording.  Sanction options, if found guilty of allegations.

Adoption Four Rivers Charter School Contract Renewal Margaret Bates, Charter School Specialist, ODE Chelle Robins, Four Rivers Charter School

Bates stated that Four Rivers Community School is a state sponsored charter school in Ontario, serving students in grades K-8, and opened in 2003. Their charter board requests a third renewal. The current charter agreement expires June 30, 2011.

Since the last renewal, Four Rivers has met Adequate Yearly Progress, received a Title V-B Charter School Dissemination grant (Phase I & II), increased technology for enhanced curriculum delivery, established a “preparatory school” for grades 6-8 to better prepare students for high school and introduce higher education opportunities, and participated in Data Team implementation. Over the past ten years, Four Rivers Community School has discussed sponsorship with the Ontario School District but has found it necessary to continue sponsorship with the State Board of Education.

The State Board of Education received official written request from the Four Rivers Community School Charter Board for renewal of the charter contract pursuant to ORS 338.065 on November 4, 2010. On January 20, 2011 the State Board voted to renew the Four Rivers Community School’s charter contract for 10 years.

A draft of the renewed charter was written and sent to Four Rivers for review. Four Rivers reviewed the proposed renewal and agrees with the document before the board.

Chelle Robins explained that the relationship with the district has greatly improved. The reasons they requested ten years for financial stability—the school looks insecure to contractors and donors with a shorter time.

MOTION: Paz moved to approve the charter as proposed for a ten-year period; Berger seconded the motion.

VOTE: The motion failed 1-3; Berger, Frank, Squire voting no, Paz voting aye. Excused were Shepherd, Wyse, and Henry.

MOTION: Paz moved to approve the charter for five years. Berger seconded the motion.

Discussion:  Conditions for terminations.  Whether to require seeking local sponsorship as a condition of renewal.

MOTION: Squire moved to amend the motion, adding the requirement that the school submit an application to the local district for sponsorship within the first year of the five-year contract as a condition of renewal.

MOTION: Squire moved to amend the previous motion to require Four Rivers Charter School to explore local district sponsorship and report back to the board at its next December meeting. Berger seconded the motion.

Discussion: Whether there were four votes on the motion.

VOTE: The motion passed 4-0; Shepherd, Wyse, Henry excused.

20 These minutes should be used as a guide to the digital recording of the meeting. Those who need detail should listen to t he recording. Discussion:  Whether Four Rivers should be sponsored by the local school district.  Whether ODE should lobby to change the law be changed that would allow transfer sponsorship from the state board to a local board.  Whether ODE should lobby to change the law to change the funding percentage that ODE retains for board sponsorship.

The Ivy Charter School Charter Amendment Request Margaret Bates, Charter School Specialist, ODE

Bates stated the Ivy Charter School has asked that its contract with the State Board of Education be amended to increase the maximum number of students in the 2011-12 school year by an additional 30 students for a total of 180 students. The Ivy School was established in 2009 and is located in Portland. It currently enrolls about 120 students in grades 1-6. The Ivy School was granted a waiver in March 2011 to allow enrollment priority to children of employees for the duration of Ivy’s contract. In 2009-10, the Ivy School served only 60 students in grades 1-3.

Achievement scores for the third grade were as follows: Reading: 74% met or exceeded the standard compared to 84% in the Portland Public Schools; state target was 60%; math: 53% met or exceeded the standard compared to 81% in the Portland Public Schools; State target was 59%. The 2010-2011 third grade scores improved: Reading: 90% met or exceeded the standard and for math, 82% met or exceeded the standard. For 2010-2011, fourth grade scores (same students as 2009-10 3rd grade) was as follows: Reading: 77% met or exceeded the standard; and math: 85% (using 09- 10 cut scores) of the students met or exceeded the standard.

Goals for 2010-2011 (Ivy School Annual Report 2009-10) 1. Align Montessori Curriculum with state standards for grades 1-6. 2. Track student performance on standardized assessments. 3. Develop more school fundraising efforts. 4. Increase public awareness and community visibility and redesign the Ivy website. 5. Increase and strengthen parent ties. 6. Increase community ties.

MOTION: Squire moved to adopt the staff recommendation to amend the Ivy Charter School charter; Berger seconded the motion.

VOTE: The motion failed 4-0; excused were Shepherd, Wyse, and Henry.

Discussion:  Whether scores were improving.

Academy for International Achievement Charter School Sponsorship Request Margaret Bates, Charter School Specialist, ODE

Bates reminded the board that they heard from school and district representatives last month on its request for sponsorship by the state board. The Academy for International Achievement Charter School (AIA) is a proposed comprehensive K-12 charter school located in the Hillsboro School District.

MOTION: Squire moved to adopt the staff recommendation to not approve the AIA for sponsorship by the State Board of Education; Paz seconded the motion.

VOTE: The motion passed 4-0; excused were Shepherd, Wyse, and Henry. 21 These minutes should be used as a guide to the digital recording of the meeting. Those who need detail should listen to t he recording. Frank adjourned the board at 12:25 pm.

22 These minutes should be used as a guide to the digital recording of the meeting. Those who need detail should listen to t he recording.