Oregon’s plan clearly expects schools and districts to engage in a process of continuous improvement.


The state identifies some very specific steps and timelines for districts and schools to take as part of the continuous-improvement process. The state’s role is to support schools and districts in improving, and a great deal of stakeholder engagement is built into the process.


Oregon places a big bet on the district as the unit of change.


However, the role of the state if any districts struggle is less clear. It would be helpful for Oregon to develop a regular feedback mechanism that involves key stakeholders to solicit feedback about the operation of the accountability system and identify where adjustments and revisions are needed.


New Mexico


New Mexico outlines a number of ways it has and will continue to engage stakeholders on key aspects of its implementation efforts. For example, it will be adding science as an indicator in its accountability system in response to stakeholder feedback, and it will continue to gather input as it considers revising their “Opportunity-to-Learn” survey, both of which will go into effect in the 2018-19 school year.” New Mexico’s “Return Tour” across the state will present an overview of the submitted plan, how it changed in response to initial stakeholder feedback, and how the state will implement the plan going forward.



Choose a state to see their plans for continuous improvement: