CLASS/TIF Project | Professional Learning Communities
District Accountability Plan | Continuous Improvement
Open Books Project | Investment in Youth
Quality Education Commission | No Child Left Behind
In January 2011, a team of teachers and district leaders from Greater Albany Public Schools converged with a unique opportunity to examine their practice as educators. In collaboration with the Chalkboard Project's CLASS Project, this team will analyze the components of effective teaching.
This is an exciting opportunity, using federal grant funds, to be leaders in a national conversation about improving education. Oregon educators understand the importance of being at the forefront of change. Here in Albany, we realize that if we don't participate in this work, outside socio-political forces will determine the direction we take in the future.
Professional Learning Communities (PLCs) enable principals, teachers and staff meet to discuss curriculum, assessments and meeting individual student needs. Every school in the Greater Albany Public School District participates in these communities.
During the school year the District has shortened school days—Early Release Wednesdays—which give teachers the opportunity to work together in PLCs.
The District recognizes that the early dismissal may create child care concerns for some families. Because of this the Superintendent invited a number of Community Partners to sponsor a variety of activities for students on those early release days.
The Investment In Youth initiative is intended to inform the community how the Greater Albany Public School District is spending education funds and how well students are performing.
The 2001 Oregon Legislature established the Quality Education Commission to determine the amount of funding needed to meet the state's quality education goals.
The Quality Education Commission 2000 was appointed by Governor John Kitzhaber and State School Superintendent Stan Bunn in November 1999 to validate and refine the Oregon Quality Education Model (QEM). The model is helping lawmakers establish the costs of providing the education programs necessary for Oregon's children to meet the goals of the Education Act of the 21st Century
The No Child Left Behind Act of 2001 (NCLB) is a United States Act of Congress that was originally proposed by the administration of President George W. Bush.
This act set into place new requirements for public schools that include higher standards and accountabilityfor student achievement. These requirements impact every public school in the nation, including schools in the Greater Albany Public School District.
Department of Education Reports
The OPEN BOOKS project website provides public information about the Greater Albany School District and provides information about how dollars are spent, provides assessment test data, lists how many kids are graduating from high school, and provides the ability to compare districts or see state-wide averages.
Oregon has been hit very hard by the global economic downturn of the past two years. It is beginning to look like the recovery has begun, but most experts predict it may be several years before Oregon's employment rate returns to pre-recession levels. This means that fewer taxes will be collected, leaving the state without enough money to adequately fund all of the services it provides — including public schools.
It is not realistic to think that Albany's schools can continue to do business as usual. We have no choice but to change. Our challenge is to find more effective, efficient ways of operating our schools so that our teachers and staff can continue to provide high quality educational experiences to every student.
The District Accountability Plan is tied to three strategic goals and crafted to identify the measurements the Board viewed as most important in is role of providing oversight to the school district. Included in that plan is an expectation that the Board will review the document twice each year and make necessary adjustments.
The plan directed staff to establish baselines for a variety of reporting criteria. Many of those baselines have been established and the Board made adjustments to the Accountability Plan to clarify their expectations or refine when reports will be made to the School Board.