Oregon lists three exit criteria for both comprehensive and targeted support schools.
The exit criteria are: the school is not identified for supports in the next improvement cycle; the school demonstrates “improved outcome (accountability) data”; and a school review by an outside review team and stakeholders confirms the school has improved its systems. While these could potentially be a useful set of indicators, the state does not provide further detail on what exactly they would mean or how they will be meaningful to schools.
The state doesn’t differentiate its exit criteria for its comprehensive and targeted support schools.
It’s particularly problematic that the state has not set clear standards for what progress for subgroups or low-performing students would constitute sufficient improvement. To strengthen its plan and provide better signals to schools, Oregon should set clear, transparent exit criteria and tailor those based on the particular reason a school was identified for additional support in the first place.