Office of
Curriculum,
Instruction
and Field
Services
April 2003
Office of Curriculum, Instruction and Field Services
April 2003
TABLE OF CONTENTS
Implementation of Academic Standards
p. 2
Improving Teacher Quality
p. 9
School and District Accountability
p. 12
School and Student Recognition
p. 15
Schools of Choice
p. 16
Support to Local Schools
p. 19
The Office of Curriculum, Instruction and Field Services (CIFS) provides districts,
schools, and teachers with statewide curriculum models and instructional
frameworks, comprehensive school reviews, development of school and district
improvement plans, regional technical assistance, technology planning, and
selection of instructional materials. In addition, this office administers several
grant programs including Charter Schools, Character Education, Reading First,
Educational Technology and Teacher Quality.
Implementation of Academic Standards
Academic Standards form the centerpiece of a strong curriculum and skills
framework. CIFS developed Common Curriculum Goals and Academic Content
Standards for kindergarten through grade 12 in English, mathematics, science, social
science, the arts, second languages, physical education, technology and health. The
staff provides curriculum support in each of these areas through content specialists and
content and regional support teams. CIFS also provides technical assistance and other
resources to educators implementing the Certificate of Initial Mastery, developing and
revising district improvement plans, applying for and implementing professional
development grants and applying for state and federal waivers. Also important has
been CIFS’ work with other offices and agencies to connect CIM, CAM, PASS, and
PREP into a seamless system that addresses the needs of Oregon students well into
the future.
CURRICULUM DEVELOPMENT $871,200 – 5.6 FTE
COMMON CURRICULUM GOALS (CCGS)
These provide the same course of study (curriculum) used in all Oregon
school districts from kindergarten through grade 12. The Common Curriculum
Goals include the academic content standards and essential learning skills.
STANDARDS
CIFS has responsibility for the development of the Academic Content
Standards in the various subject areas. These standards define what students
are expected to know and be able to do. CIFS is also responsible for periodic
review and revision of the standards to better reflect the needs of Oregon
students.
GRADE-LEVEL STANDARDS & OPTIONAL CURRICULUM
Oregon is moving from benchmarked standards to a system of grade-level
standards, providing learning expectations for students at grades 3-8 and CIM.
This is the result of federal guidelines in the Elementary and Secondary
Education Act, No Child Left Behind. CIFS Curriculum Specialists direct the
efforts in making this change. Mathematics was the first content area to make
the transition and English/Language Arts recently completed grade level
standards.
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Optional curriculum is currently available for K-2 in English and
mathematics and under development in science, social science, the arts, second
languages and physical education is intended for those Oregon school districts
and teachers who have requested guidance in organizing instruction in grade
levels for which there are no standards. The optional curriculum describes one
way instruction could be organized to help children meet the standards.
It is important to understand that, although instruction in all Common
Curriculum Goals is required in all Oregon School Districts, the optional
curriculum is not mandated. Districts and teachers may choose to use this
curriculum as is, adapt, or select a different model entirely. When the optional
curriculum is complete, resources will be made available on-line linked to the
grade-level statements. Planned resources include background content
information, teacher professional development modules, teaching suggestions,
lessons, and skill checks. In addition, links are planned that will enable teachers
to easily integrate instruction with other academic content areas, and career
related learning standards.
REVIEW AND REVISION OF STANDARDS FOR ELEMENTARY AND SECONDARY
EDUCATION
CIFS staff has been instrumental in the review, revision, addition to and
clarification of the standards for elementary and secondary education. Areas of
concern have been identified and policy has been developed to meet the
changing needs of Oregon students, schools, and districts. The Arts Standards
will be reviewed in 2004 and the Second Language Standards will be reviewed in
2005.
STANDARDS CONTINUOUSLY IMPROVE
Content Area
English/Language Arts
Mathematics
Science
Social Sciences
The Arts
Second Languages (World
Languages)
Physical Education
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Next Anticipated
Review/Revision in Academic
Content Standards
2008
2007
2006
2006
2004
2005
2007
3
PROFESSIONAL DEVELOPMENT
CIFS specialists facilitate and provide many professional development
activities throughout the year. Subject area specialists conduct workshops and
institutes for teachers and other educators. School improvement specialists
provide development opportunities related to school and district obligations—
such as the Consolidated District Improvement Plan (CDIP) and the School
Improvement Plan (SIP)— and in successfully meeting Federal mandates, as
well as related to school and district interests such as Comprehensive School
Review training, alternative education, charter schools and instructional
materials. They also provide development opportunities in cooperation with
many organizations on a statewide basis including ESDs and professional
organizations such as COSA and the Middle School Association. Professional
development opportunities are also provided for pre-service teachers through
active partnerships with the Oregon University System and with the Teacher
Standards and Practices Commission and college teacher educators. This helps
to assure pre-service teachers are fully prepared to provide instruction that
supports standards when they arrive in Oregon classrooms.
LEGISLATIVE MANDATES AND FIELD PROJECT SUPPORT
CIFS specialists also provide support and materials for various legislative
initiatives and for projects developed by private organizations. Specialists
develop implementation plans for new legislative initiatives. Some recent work
has been to develop administrative rules in relation to teacher mentoring, private
alternative schools, and to develop the action plan for the Oregon “Spread the
Word” project.
Specialists also develop curriculum to support events and projects of
outside organizations and groups. For example CIFS worked with the Educating
the Heart Youth Summit, held during the Dalai Lama’s visit to Oregon in 2001,
providing a curriculum clearinghouse for teaching materials related to the event.
OTHER CURRICULUM SUPPORT
ASSESSMENT SUPPORT AND STATEWIDE CONTENT PANELS $299,000 – 1 FTE
CIFS Curriculum Specialists work cooperatively with the Office of
Assessment and Evaluation in the development of the statewide assessments.
Specialists review assessment items, facilitate groups of teachers that review
assessment plans, and assist in creating scoring guides and templates. In the
areas of Physical Education, the Arts, and Second Language (World
Languages), CIFS specialists have had responsibility for assisting districts with
local assessments. Content and Assessment Panels consist of teachers,
administrators, and other educators appointed to advise the department on the
development of curriculum and assessment in each of the seven content areas
(English/Language Arts, Mathematics, Science, Social Sciences, Second
Languages [World Languages], Physical Education, and The Arts). The panel is
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chosen to ensure representation of all Oregon geographic areas and all grade
levels. Members commit to participation for up to a three-year term.
CURRICULUM ADVISORY COMMITTEE $27,700 – 0.1 FTE
This committee provides advice to the Department of Education and CIFS
on the development of curriculum and provision of service and outreach efforts.
This input by external stakeholders ensures that the products and services
directly meet the needs of teachers, schools, and districts. This group of
curriculum directors and school administrators review and make
recommendations on issues of policy and standards development that are
specific to CIFS. This group meets quarterly and members commit to at least a
year of service.
WEB-BASED INSTRUCTIONAL RESOURCES $277,000 – 1 FTE
CIFS is committed to providing Oregon educators with high quality online
resources correlated with the adoption and publication of state standards. The
Oregon Standards-Based Teaching and Learning Webspace supports educators
in having easy access to example and model resources that are aligned with
Oregon standards and representative of research about student learning.
Resources are included to help educators understand the standards, design
effective instruction to help students meet the standards and assess student
learning to the standards.
With the April 2002 adoption of the revised mathematics standards,
student accountability for these standards begins in 2004-2005 on statewide
assessments. The Webspace has targeted mathematics standards and optional
curriculum at grades K-8 and the CIM level as the first stage in the development
of this web site. Full resources in mathematics will be complete in June 2003.
Also under development are similar resources in each of the other subject areas
with English scheduled to be fully on line in early 2004.
LIAISON WITH PROFESSIONAL ORGANIZATIONS $68,800 – 0.4 FTE
CIFS specialists work with the many professional organizations in their
subject areas providing assistance and materials for the organizations’ programs,
and strengthening the abilities of the organizations to meet the needs of their
constituencies. Staff coordinate services and communicate with the following
professional organizations serving the needs of teachers, administrators,
schools, districts, and school boards:
THE ARTS
Oregon Alliance for Arts Education
Oregon Music Educators Association
Oregon Art Education Association
Oregon Alliance for Health, Physical Education, Recreation and Dance
Oregon Theatre Arts Association
Oregon Arts Commission
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ENGLISH/LANGUAGE ARTS
International Reading Association (IRA)
Oregon Reading Association (ORA)
National Council of Teachers of English (NCTE)
Oregon Council of Teachers of English (OCTE)
Oregon Educational Media Association (OEMA)
PHYSICAL EDUCATION
Oregon Alliance for Health Physical Education, Recreation and Dance
Oregon School Health Education Coalition (ORSHEC) Chairperson
American Alliance for Health, Physical Education, Recreation and Dance
American School Health Association
INSTRUCTIONAL TECHNOLOGY
International Society for Technology in Education
International Technology Education Association
Oregon Educational Media Association
Oregon Educational Technology Consortium
Oregon Council for Technology in Education and Educational Technology
MATHEMATICS
Oregon Mathematics Education Council
Oregon Council of Teachers of Mathematics
Oregon Mathematics Association of Two Year Colleges
Community College Math Department Chairs
Teachers of Teachers of Mathematics
North East Oregon Mathematics And Science Teachers
Mathematics and Science Education Center
Columbia EQUALS, Family Math & Family Science
Math Learning Center
Teachers Development Group
Science and Math Investigative Learning Experiences
Mathematics, Engineering and Science Achievement
HEALTH
Oregon Alliance for Health Physical Education, Recreation and Dance
American Alliance for Health, Physical Education, Recreation and Dance
National Association for Sport and Physical Education
SCIENCE
American Association of Physics Teachers (Oregon Chapter)
Environmental Education Association of Oregon
National Science Teachers Association
Oregon Science Teachers Association
Oregon Science Education Council
SECOND LANGUAGES (WORLD LANGUAGES)
American Council for Teachers of Foreign Languages
American Association of Teachers of German
American Association of Teachers of Slavic and East European Languages
Confederation in Oregon for Foreign Language Teachers
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Washington Association of Foreign Language Teachers
Modern Language Association of America
SOCIAL SCIENCE
Center for Economic Education
Classroom Law Project
Model Presidential Nominating Convention
National History Day
Oregon Council for Economic Education
Oregon Council for the Social Studies
Oregon Historical Society
Oregon Geographic Alliance
Oregon High Schools International Relations League (Model United Nations)
Oregon Historical Society
Oregon International Council
Social Science Professional Organization Consortium
INSTRUCTIONAL MATERIALS $378,000 – 0.7 FTE
CIFS is responsible for facilitating the review and selection activities that
lead to the adoption of instructional materials by the Oregon State Board of
Education. Each year CIFS conducts the Fall Caravan of Instructional Materials,
which gives teachers, curriculum specialists, administrators and parents an
opportunity to preview the latest instructional materials in the areas most recently
adopted by the State Board of Education. Held at sites throughout the state,
educators and others are encouraged to attend the Caravan sessions where they
may prescreen materials that best meet the instructional needs of their students.
Professional development activities, such as sessions where information about
current research and trends are shared also take place at the Caravan locations.
Before the Fall Caravan can ever take place, the State Board of Education
must make its decisions about which textbooks will be adopted. CIFS organizes
and conducts review sessions during the summer each year where educators
come together to establish selection criteria and to review and to rate texts
according to those criteria. The criteria and recommendations are sent to the
State Board for their consideration and adoption.
SITE COUNCIL SUPPORT $13,200 – 0.1 FTE
The Oregon Educational Act for the 21st Century provided for local school
councils to direct professional development and school improvement activities.
The site councils are to include representation from teachers, classified
employees, parents, and other school patrons. CIFS provides technical
assistance, advice, and information to the Site Councils to aid them in their
efforts and to insure that they meet legal mandates.
English Language Proficiency Standards $148,900 – 0.7 FTE
The English Language Proficient standards will provide teachers in all
academic areas specific targets in assisting the progress of English Language
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Learners in English language acquisition. The achievement gap for ELL students
will progressively close as students transition from English as a Second
Language classes to mainstream classes. CIFS is responsible for developing
the proficiency standards and providing professional development opportunities
to the field in implementing the standards. CIFS will partner with a number of
professional organizations, ESDs, and districts in creating and implementing the
professional development over the next two years. The goal of this work is to
improve student achievement in the acquisition of English language and to
improve student academic content learning.
OREGON HISTORY (OREGON STUDIES) SUPPORT $62,700 – 0.1 FTE
Oregon Studies includes the study of Oregon history, geography,
economics and civics paying particular attention to a balanced presentation of
the contributions made by men and women, and various racial and ethnic
groups. ORS 336.023 created a partnership between the Oregon Department of
Education and the Oregon Historical Society and mandates the creation of
academic content standards and instructional materials for Oregon Studies. The
academic content standards have been included in the most recent version of the
Oregon Social Science Standards.
Materials have been developed using the Oregon Historical Society’s
extensive collection of artifacts, ephemera, documents, journals, and
photographs. These are available on the OHS web site as “The Oregon History
Project.” A series of workshops was conducted throughout the state for teacher
educators to learn strategies for using primary source materials most effectively
in their classrooms. Work continues, some in cooperation with the federal
Teaching American History grants sites, in building the resources available
through “The Oregon History Project.”
OREGON STANDARDS NEWSPAPER $161,200 – 0.6 FTE
CIFS publishes the Oregon Standards Newspaper annually to
communicate with teachers, administrators, and others regarding the current
academic standards, assessment developments, and other information critical to
the current school year. The newspaper provides every teacher in the state a
practical, portable, hard- copy resource that is regarded as “the place” to locate
operational information. Over 60,000 copies of the newspaper are distributed in
the spring and summer for delivery to schools in time for beginning-of-the-year
in-services.
TEACHING AND LEARNING TO STANDARDS $38,100 – 0.3 FTE
Each academic year, CIFS creates a static web-based resource entitled
“Teaching and Learning to Standards” for each of the academic content areas:
English/Language Arts, Mathematics, Science, Social Sciences, The Arts,
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Second Languages (World Languages), and Physical Education. This collection
of curriculum, instruction, assessment, and best practices articles and materials
is the essential professional library for Oregon educators. The Oregon
Department of Education provides the resource on the web site, however several
content area professional organizations have published hard copy versions for
their memberships.
WEB TECHNICIAN AND WEBSITE UPDATES $115,400 – 0.2 FTE
The use of web sites and electronic communication has become essential
to CIFS. The web pages dedicated to CIFS are important in providing
publications, announcements, links to other related sites and other resources for
teachers, administrators, students, and the public. Each academic content area
has a page, as do general CIFS topics and activities. The success of electronic
communications rests on the ability to update available materials regularly. The
CIFS web technician maintains the site’s organization and integrity, and provides
technical expertise that allows the system to function efficiently. The technician
also advises the office on how to make use of the newest web features (such as
survey formats) resulting in significant efficiencies.
Improving Teacher Quality
CIFS is responsible for managing several grant programs. Fiscal and project
oversight are the major activities conducted by CIFS specialists. Grant programs
provide platforms for professional development and for technical assistance for
educators, schools and districts. The grants managed by CIFS include:
EISENHOWER PROFESSIONAL DEVELOPMENT PROGRAM/TITLE II A STATE GRANTS FOR
IMPROVING TEACHER QUALITY LEA: $51,990,802 SEA: 1,852,756 – 3 FTE
The Teacher Quality funds assist teachers and other school staff (administrators,
instructional assistants, guidance staff, and others) to gain access to a large variety of
professional development opportunities in core academic subjects. The Eisenhower
project is being completed in 2002, and has been replaced by Title II A State Grants for
Improving Teacher Quality. CIFS manages the Title II A funds that are allocated to all
Oregon school districts. Through a sub-grant system, CIFS monitors the use of funds
and ensures that the funds are used for school level activities that meet needs identified
in a school needs assessment.
CIFS will use SEA funds to encourage and support the training of teachers and
administrators in effectively integrating technology into classroom instruction through
Oregon’s Teaching and Learning Webspace. This will directly address teacher
professional development to increase teacher academic content knowledge and provide
models of effective research-based instructional strategies to improve student
achievement. In addition the web space will provide teachers with diagnostic
instruments for assessing student attainment of individual content standards, sample
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lesson plans that illustrate methods of delivering instruction, content information, and
extended learning opportunities showing students how content is important beyond
school. CIFS will also use funds to provide training in how to analyze data to improve
teaching, decision-making, school improvement efforts, and accountability. Funds will
also be used to provide districts with access to the content expertise of state curriculum.
Included, too, will be efforts toward the class size reduction section of the initiative.
Finally, the balance of SEA funds will be used to provide technical assistance to local
districts that are not meeting annual performance targets for highly qualified teachers or
high quality professional development. The Eisenhower grant was for $16 million over
the last 5 years. In 2001-2002, $3,225,000 went to Oregon schools. Title IIA funds for
2002-2003 will be $26,921,779, with $25,319,934 going to Oregon K-12 schools.
THE OREGON TECHNOLOGY LITERACY CHALLENGE FUND (TLCF)/ TITLE II PART D STATE &
LOCAL TECHNOLOGY GRANTS LEA: $10,738,588 SEA: $567,558 – 0.5 FTE
Oregon’s Title II D funds assist schools in using technology to improve the
achievement of all students in mathematics, science, English, history, geography, civics,
economics, the arts, and second language. The Oregon Technology Plan set a course
for Oregon and the Department of Education in using technology to improve student
learning, to manage resources and to increase accountability. The fund is used to
implement qualifying district technology plans focusing on improved student
performance. A key priority is to fund applicants that have the highest percentages of
children in poverty and demonstrate the greatest need for technology.
CIFS has used SEA funds to provide materials for teachers, including a resource
guide titled Instructional Technology: Ideas and Resources for Oregon Teachers. Also,
CIFS has partnered with Oregon Public Education Network (OPEN) in a statewide roll
out of the MarcoPolo Oregon Professional Development Resources. The MarcoPolo
program provides standards-based Internet content for the K-12 teacher and classroom,
developed by the nation’s content experts. Another project is the design, development
and implementation of web-based instructional resources that provide access to a
variety of online tools and resources to aid in lesson planning and classroom
assessment. Tools are searchable by grade, subject strand, Common Curriculum Goal,
and grade-level standards and extensions.
The TLCF will be completed in 2002 and will be replaced by Title II Part D State
& Local Technology Grants. The TLCF grant was for $16,718,168 over 5 years. Of
that, $15,882,260 went to Oregon schools. Title II D will be for $5,493,386 for 20022003, with $5,220,000 going to Oregon schools.
PROJECT OPTIMIZE LEA: $300,000 SEA: $12,700 – FTE 0.1
ODE, in partnership with PacifiCorp Foundation for Learning is working to
improve student achievement in primary reading. PacifiCorp has identified early
childhood literacy as its major focus for the first round of initiatives under the
foundation’s new direction. Project Optimize provides an opportunity for kindergarten
children at risk of reading failure—an estimated 20% of entering kindergartners in lowsocioeconomic schools—to close the achievement gap in kindergarten and become
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successful readers in first grade. Identifying children in September of kindergarten
allows tutors time to begin the intervention before children lose confidence and begin to
feel the effects of failure in learning-to-read activities. Children are tutored in small
groups of three or four either before school, after school, or during the school day.
Project Optimize lessons provide explicit phonologic and alphabetic instruction that
prepares the lowest group of kindergartners to be successful beginning readers in 30
minutes of small-group tutoring per day. CIFS administers the 3-year, $300,000 grant
project and works with six elementary schools. Each year $100,000 will go to
participating schools to fund grant activities.
READING FIRST LEA: $13,132,376 SEA: $3,283,094 – FTE 4.5
Reading First is a federal initiative within the 2002 No Child Left Behind Act. In
October 2002, Oregon’s competitive Reading First application was approved for over $7
million per year for six years. The funds are specifically dedicated to helping local
school districts implement high quality, scientifically-based comprehensive reading
instructional programs for eligible schools in grades K-3. Reading First requires that
grant sites faithfully implement the Oregon Reading First program with a goal of every
child reading at grade level or above by the end of grade three.
Major activities include:
 Coordinate and convene Oregon’s Reading Leadership Team consisting of the
Governor, the House and Senate Education Committee chairpersons and various
other statewide stakeholders.
 Identify high poverty, low performing schools eligible to apply for Oregon Reading
First LEA funds
 Provide district orientation/information workshops every other year
 Provide district grant writing workshops every other year
 Administer the competitive grant process including writing and disseminating the
RFP, providing technical assistance to applicants, reading and scoring applications
and funding sites
 Review and annotate comprehensive, suppplemental, and intervention K-3 reading
curriculum using a scientifically-based scoring guide and process
 Annually provide 9 days of intense, high quality, progressive professional
development for 600 K-3 teachers through the Reading First Institutes on Beginning
Reading
 Provide a web-based diagnostic assessment tool (DIBELS) available for use by
every K-3 teacher in the state
 Provide a grant opportunity for pathfinder schools for 4 days of professional
development for up to 20 additional schools each year
 Provide up to 200 preservice teachers an opportunity to attend four days of
professional development at the annual Institutes on Beginning Reading
 Provide Leadership Institutes on Beginning Reading for Reading First school
principals and an additional 90 principals statewide
 Provide on-site coaching and technical assistance to schools and districts to ensure
faithful implementation
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


Provide reading ability analysis scores for all third graders (diagnostic program for
Oregon students)
Coordinate research into scientifically-based ELL programs
Coordinate annual internal, external, and federally required program evaluations
READING SUMMIT $142,700 – FTE 0.1
Reading and literacy have been and are priorities of the Superintendent of Public
Instruction. During Stan Bunn’s tenure as Superintendent, the Oregon Reading
Summit was hosted by the Oregon Department of Education and CIFS to provide
Oregon educators with professional development by nationally renowned experts in the
field of reading instruction. Showcased were effective and successful reading
programs and research-based instructional strategies. Participation by teachers
increased from 400 the first year to 1,200 in 2002.
PRE-SERVICE TRAINING $22,700 – FTE 0.1
It is imperative that pre-service teachers that intend to someday teach in Oregon
schools be fully trained in standards-based education. It is also important that they
understand what resources and supports are available to them from the Oregon
Department of Education. CIFS has partnered with the Oregon Association of Colleges
of Teacher Educators, which includes Deans or Directors from the Schools of
Education in Oregon to create workshops for pre-service teachers and for their
instructors. CIFS also sends a representative to the OACTE meetings to share current
information and announcements from the Department with the teacher educators. The
collaboration and cooperation between CIFS and the OACTE, and the Teacher
Standards and Practices Commission, have produced a collegial relationship and
better prepared teacher candidates.
21ST CENTURY ADVISORY COMMITTEE $44,700 – FTE 0.1
The 21st Century Advisory Committee was created by statute and is made up of
16 school administrators, school board members, education school faculty, classified
district employees, business leaders, and parents of children currently in the public
school system. Committee members serve for a period of three years, committing to
approximately one meeting per month during the regular school year. They are
charged with the responsibility of reviewing and making recommendations on issues
that are before the Oregon State Board of Education. The committee also has played
an important role in the waiver process, not only by receiving and reviewing waiver
requests, but also by creating tools to enhance the process for submitting waiver
requests for approval.
School and District Accountability
DISTRICT EFFECTIVENESS/COMPREHENSIVE SCHOOL REVIEW (CSR) $241,500 – FTE 0.5
The nationally recognized school review process provides a comprehensive
framework for identifying the needs and strengths of the school system. The process is
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based on the twelve indicators that are found in the Quality Education Model. These
Quality Indicators were developed based on research about best practices in education.
Schools engaged in review are always assessed using the first four Quality Indicators.
They may elect to use up to three more Quality Indicators to provide additional
information.
During the school visit the review team gathers an array of evidence from a
variety of sources including: student work, classroom observations, interviews and
school improvement plans. This evidence is used in conjunction with the criteria in the
Quality Indicator scoring guides to gauge a school’s progress towards becoming a more
effective learning community. The review team gathers evidence from interviews,
classroom observations, review of student work and other school documents in order to
get a broader view of the functioning of the school. The CSR process includes:
 A planning meeting prior to the review
 An examination of data and documents prior to the visit
 The on-site review
o Collecting Evidence
o Verification of Findings
 The report and ongoing assistance
CIFS conducted nine comprehensive school reviews during the 2001-2002
school year. Participating districts reported that the reviews have been extremely
enlightening, providing them with a rich, detailed set of data from which to launch
improvement efforts.
CONSOLIDATED DISTRICT IMPROVEMENT PLAN/SCHOOL IMPROVEMENT PLAN (CDIP/SIP)
$301,200 – FTE 0.6
Every two years, districts assemble their Consolidated District Improvement
Plans. This process is a professional development opportunity with many long-range
benefits. It allows districts to:
 Understand the dynamics of their community well enough to anticipate changes
and respond to them before they become problems
 Evaluate the effectiveness of their current programs
 Focus on the strengths their community brings to the education of all of its
children, and the barriers it has to overcome
 Identify priority needs
 Plan data-based improvement strategies
 Organize their knowledge, so they can quickly access it for grant-writing, teacher
meetings, public inquiries, and solicitations to the business community
CIFS serves as the facilitator in the CDIP-writing process, providing technical
assistance and review. In the final analysis, the district’s CDIP should represent not
only a current picture of the district, but also describe the district’s strategic plans for the
future.
LOW PERFORMING SCHOOLS (SCHOOL IMPROVEMENT PLANS) $30,400 – FTE 0.2
Schools identified as low performing on the Oregon school report card or as not
making Adequate Yearly Progress for two consecutive years must submit a School
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Improvement Plan (SIP). CIFS monitors these schools and assists them in the
development of revised SIPs. The assistance can take a number of forms, including
facilitation of data collection and analysis (to identify areas of weakness and strength in
the school’s current programs), coaching school improvement teams in the planning
process, and suggesting improvement strategies and resources.
LOW PERFORMING SCHOOLS TECHNICAL ASSISTANCE $404,000 – FTE 2
Schools identified as low performing on the Oregon School Report Card or as not
making Adequate Yearly Progress for two consecutive years may request a diagnostic
review. Reviews are conducted by a trained team of Oregon educators and provide the
school with feedback based on the Quality Education Model Indicators of School
Quality. The comprehensive report includes information, tools, assistance and support
for developing and implementing a school improvement plan. CIFS staff trains
members for the teams, and also helps conduct or lead these diagnostic reviews. This
work supports the mandates for the State responsibility in No Child Left Behind, Section
1117, which requires the SEA to establish a statewide system of intensive and
sustained support and improvement.
DIVISION 20, 21 AND 22 TECHNICAL ASSISTANCE AND ANNUAL ASSURANCES $345,500 –
FTE 1.5
The Oregon Department of Education is required by law to periodically assess
compliance with Standards for Public Elementary and Secondary Schools, Chapter 581
Oregon Administrative Rules, specifically Division 22. All districts containing component
schools receiving overall ratings of “low” or “unacceptable” on the Oregon School
Report Card are eligible for review during the 2003-2005 biennium. CIFS is responsible
for conducting the School and District Standards Visits. During the visit, the team
reviews local school board policies, operating procedures, curriculum documents,
course goals, student handbooks, and any other policies or procedures. Depending on
the size of the school or district, the on-site visit can take from two to four days.
By January 15 of each year, school district superintendents are required to report
to their communities the district’s standing with respect to the Division 22 Standards for
Public Elementary and Secondary Schools. Following that report, districts are asked to
complete and return the annual Division 22 Assurance form to the Oregon Department
of Education. CIFS monitors school districts’ compliance to the standards. CIFS not
only collects assurance data, but also develops tools to help schools in the compliance
process.
ESD STANDARDS VISITS $68,100 – FTE 0.3
Just as schools and districts are monitored for compliance with state standards,
the state’s Education Service Districts are too. ESDs participate in standards visits
every four years as the Oregon Department of Education monitors their compliance with
Division 24 Standards. Depending on the size of the ESD and the number of programs
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they offer, the actual on-site visit can take from two to four days. The ESD is
responsible for collecting information from its component districts, as well as assembling
materials in-house. It is the goal during the ESD standardization visit to demonstrate
compliance with each Division 24 standard. ESDs found to be “nonstandard” must
submit a plan of correction to the Department of Education. The Department can
accept, reject, or modify the plan.
OAR REVISION AND TECHNICAL ASSISTANCE $12,700 – FTE 0.1
The Oregon Administrative Rules govern the work of the agency. CIFS is
responsible for the implementation of OAR Chapter 581, Division 22, Standards for
Public Elementary and Secondary Schools. A periodic review of the OARs is necessary
in order to ensure alignment with updated Oregon Revised Statutes and current
practice. CIFS develops new OARs to reflect new laws, revises OARs to reflect
changes in law or in policy. It is also CIFS’ responsibility to communicate these
changes and additions to all school districts and Education Service Districts.
WAIVERS $25,400 – FTE 0.2
School districts may request four types of waivers: 1) waiver of a specific
standard; 2) waiver or extension of timeline for program implementation; 21 st Century
waiver of any state statute, rule or policy or 4) Education Flexibility Partnership
Demonstration Act waiver. While waivers are considered and approved by the State
Board of Education, it is the responsibility of CIFS to develop and maintain the waiver
materials, communicating with districts the processes for completing and submitting
them to the State Board or Education. CIFS reviews the applications for the State
Board of Education and monitors districts that receive waivers for timeline and
completion compliance.
School and Student Recognition
STATEWIDE SPELLING CONTEST $17,700 – FTE 0.1
The State Spelling Contest has been a part of the Oregon State Fair tradition for
26 years. Currently, CIFS coordinates this event. Participants are the winners from
local and county spelling contests in the schools throughout the state. There are three
divisions for the contest; Division 1 is kindergarten through 5 th grade, Division 2 is 6th
through 8th grades, and Division 3 is 9th through 12th grades. At the state level,
approximately 30 children participate in each division. Members of the audience are
invited to participate by taking the spelling test along with the students. While judges
score the tests, Mike Donahue (who has been the master of ceremony almost every
year) reads the correct spelling of each word to the audience and interviews the
contestants.
Awards are presented at the end of each Division contest. Each contestant
receives a Certificate of Participation. First place winners from each division receive a
Certificate of Placement, a State plaque with their name on it, and a $100 savings bond.
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Second place winners receive a Certificate of Placement and a $75 savings bond.
Third place winners receive a Certificate of Placement and a $50 savings bond.
EXCEPTIONAL SCHOOL RECOGNITION $48,100 – FTE 0.3
CIFS, as part of their responsibilities for monitoring school practice and
performance, conducts a recognition program for schools that receive a rating of
“exceptional” on the Oregon School Report Card. The school receives a flag, a
certificate, and a letter from the State Superintendent of Public Instruction. Often the
recognition is made part of a school assembly. CIFS works with other offices in the
Department of Education to conduct the recognition ceremonies and to hold them in
connection with other visits to the school. The on-site assemblies are important
celebrations of a school’s effort and are sometimes covered by local media.
PRESIDENTIAL AWARDS FOR EXCELLENCE IN MATHEMATICS AND SCIENCE TEACHING
$17,700 – FTE 0.1
CIFS Science and Mathematics specialists assist in the annual selection of the
prestigious Presidential Awards for Excellence in Mathematics and Science Teaching.
The White House program, administered by the National Science Foundation, bestows
the nation’s highest honor for mathematics and science teachers for kindergarten
through grade 12. Oregon specialists nominate 6 science and 6 mathematics teachers.
After the state selection, a national panel selects one elementary and one secondary
mathematics teacher, and one elementary and one secondary science teacher from
each state and jurisdiction. Awardees each receive a $7,500 grant to their school and a
trip to Washington, D.C. to attend the ceremony and participate in the award week
activities.
Schools of Choice
ALTERNATIVE EDUCATION $132,000 – FTE 1
Alternative learning has a new meaning that impacts every teacher, school and
district in Oregon. Until recently, alternative education suggested an off-site program for
the most at-risk students in the district. But with Oregon’s commitment to help every
student achieve high academic standards, the definition has become much broader.
Today’s Oregon public schools are expected to offer alternatives at every level,
identifying and efficiently responding to the full range of learner needs and interests,
challenging all students to reach high standards. Legislation, driven by concerns for
measurable improvements in the educational system, has set a higher standard for
helping the individual student to succeed. Opportunities for participation in alternative
education are now extended to all students, requiring that schools offer alternative
programs to meet both the student’s educational needs and interests. CIFS specialists
provide technical support and assistance to teachers, schools and districts as they
develop alternative programs.
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CHARTER SCHOOL APPLICATION REVIEW AND STATE BOARD OF EDUCATION SPONSORSHIP
$190,500 – FTE 1.5
CIFS has the responsibility of monitoring Oregon’s public charter schools and of
managing the Charter Schools grant program. Currently there are 24 operating charter
schools with another 8 in development. CIFS serves as a clearinghouse for information
and as the mediator in disputes between charter school developers and school districts.
When a charter school application has been denied by the local school district,
the applicant may appeal to the State Board of Education for sponsorship. CIFS assists
the State Board of Education in reviewing the application and providing a review, if
requested. CIFS assists the charter school in the preparation of necessary information
and documents for the appeal. CIFS also arranges for mediation between the charter
school and local district if that seems a way to reach an agreement. CIFS coordinates
State Board sponsorship, if an agreement is not reached.
CHARTER SCHOOLS GRANT LEA: $9,500,000 SEA: $500,000 – 1 FTE
Charter schools are a means of expanding educational opportunities for all
Oregon’s students. A charter school, by definition in Oregon is a public school that is
operated by a group of parents, teachers, and/or community members. A charter
school is a semi-autonomous school of choice within a school district. The charter
school operates under a contract or “charter” between the members of the charter
school community and the local school board. It is important to note that developing,
implementing and operating a public charter school requires a wide variety of skills and
high degree of commitment.
Charter schools provide the opportunity to:
 Increase student learning and achievement
 Increase choices of learning opportunities for students
 Better meet individual student academic needs and interests
 Build stronger working relationships among educators, parents, and other
community members
 Encourage the use of different and innovative learning methods
 Provide opportunities in small learning environments for flexibility and innovation,
which may be applied, if proven effective, to other public schools
 Create new professional opportunities for teachers
 Establish different forms of accountability for schools
 Create innovative measurement tools
CIFS is also responsible for overseeing the Charter Schools Revolving Loan Fund.
Oregon is nationally recognized as a leader in the Charter Schools movement, for the
strong development structure and for the cooperation demonstrated between charter
schools, public schools, and the Oregon Department of Education. The Charter
Schools grant is for $9,928,000 over three years. In 2001-2002, $2,612,000 went to
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Oregon schools. ODE was awarded a new Charter School grant in 2002 totaling $15
million over 3 years.
GED OPTION $53,400 – 0.2 FTE
The General Education Development Testing Service enables approved states to
provide access to the GED Option for selected secondary students 16 and 17 years of
age, who are still enrolled in school. School districts and alternative education providers
with an approved GED Option application are given the opportunity to retain enrollment
of 16 and 17-year-old youth in K-12, while they take GED subtests. The Oregon
Department of Education is committed to offering educational options to ensure success
for all students. To this end, CIFS monitors the use of GED Option in Oregon schools
through the schools’ annual assurances, Fall report, school monitoring review, and
school financial monitoring system.
PRIVATE ALTERNATIVE SCHOOLS $53,400 – 0.2 FTE
The Oregon Legislature in the 2001 Regular Session enacted legislation
requiring the creation of standards for private alternative programs be established to
“ensure a safe educational environment and an instructional program that provides
students with the opportunity to make progress toward achieving state academic
content and performance standards”(Senate Bill 258). CIFS is responsible for drafting
proposed standards and for administering the school registration process.
PRIVATE SCHOOLS $131,400 – 0.5 FTE
CIFS keeps a registration of private schools and private alternative schools in
Oregon. The registration is voluntary, and is meant to assure that private education
institutions provide adequate educational programs in healthful and safe surroundings.
Private schools are also monitored for compliance with ORS 339.030 (Courses of
study”), OAR 581-022-1620 (minimum instructional hours), Private schools must comply
with a number of statutes: ORS 336.071, relating to fire and earthquake drills; ORS
336.074, relating to teaching English; ORS 326.565 and 326.575, relating to student
records; ORS 419B.005 through 419B.040, relating to child abuse; ORS 433.255
through 433.269, relating to disease control in schools; and ORS 479.140 and 479.150,
dealing with school fire regulations and exit doors. Private schools also must comply
with plumbing codes and structural standards found in ORS Chapter 447. In addition,
CIFS coordinates a private school advisory committee.
HOME SCHOOL $28,700 – 0.1 FTE
CIFS supports home school students by providing access to academic content
standards and curriculum materials and coordinating the home school advisory
committee. While parents are not required to use the state’s standards, materials are
available upon request to augment home instruction. CIFS monitors the ESDs and their
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role in registering home school students and in providing special education services for
those in need.
Support to Local Schools
REGIONAL SERVICES $708,000 – 4 FTE
CIFS specialists are often the initial point of contact with ODE for people across
the state. The specialists assigned to regions provide technical assistance, direct
patrons to other offices and resources, and answer questions about policy and rules on
a variety of topics. The specialists regularly travel to their regions and attend
Curriculum Directors and Principals meetings. They have become quite familiar with
the educators, schools, districts, and ESDs within their regions and have a strong
understanding of their issues and needs. School administrators know that they have a
particular person at ODE that can get them the answers they need quickly and
efficiently. Dealing with a real person defuses what could be frustrating situations.
As a team, the regional contact specialists work together to provide a monthly
“ODE Update” that is delivered at meetings held in their regions. Information from
throughout the agency is collected and a presentation is created to share
announcements and initiatives. This has proven to be a valuable way to insure that
ODE’s customers get information in a timely and consistent manner. The regional
specialists make dealing with a large agency less time-consuming and more
personalized by delivering onsite, online, and telephone support to schools, teachers,
parents, and students.
OFFICE OF CURRICULUM, INSTRUCTION AND FIELD SERVICES
REGIONAL CONTACTS
CONTACT
REGION (By County)
Brian Putnam
(503) 378-3600, ext 4502
brian.putnam@state.or.us
Baker, Grant, Morrow, Umatilla, Union, Wallowa
Rendy Delvin
(503) 378-3600, ext. 4450
rendy.delvin@state.or.us
Benton, Lincoln, Linn
Rex Crouse
(503) 378-3600, ext. 2286
rex.crouse@state.or.us
Clackamas, Clatsop, Columbia, Multnomah, Tillamook,
Washington
Russ Sweet
(503) 378-3600, ext. 4448
russ.sweet@state.or.us
Coos, Curry
Ginger Redlinger
(503) 378-3600, ext. 4419
ginger.redlinger@state.or.us
Crook, Deschutes, Jefferson, Harney, Lake
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Cliff Brush
(503) 378-3600, ext. 2285
cliff.brush@state.or.us
Douglas, Lane
Margaret Bates
(503) 378-3600, ext. 4503
margaret.bates@state.or.us
Hood River, Gilliam, Sherman, Wasco, Wheeler
Carla Wade
(503) 378-3600, ext. 2283
carla.wade@state.or.us
Jackson, Josephine, Klamath
Helen Maguire
(503) 378-3600, ext. 4504
helen.maguire@state.or.us
Malheur
Andrea Morgan
(503) 378-3600, ext. 2289
andrea.morgan@state.or.us
Marion, Polk, Yamhill
Regional service is centered on services to individual schools, districts or ESD’s,
depending on the staffing level of the office of CIFS. Major activities include:
 School improvement visits
 Attendance and support at ESD curriculum director meetings
 Technical assistance for Department related requirements, e.g. CDIP, fall report,
standards clarifications and requirements
 Responding to questions and concerns from school personnel, parents and other
residents/patrons within the region
 Networking and brokering assistance and professional development
opportunities and expertise
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